Identity 4: What's your identity? (II)
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Title: What's your identity (II) |
Author: M. Hill |
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Subject: ELA |
Grade: 6 |
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Week: 1, lesson 4 |
Unit/Lesson Plan #: Identity 4 |
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Unit theme: Identity
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Textbook references: Esperanza Rising by Pam Munoz Ryan
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Learning objectives: - To ask clarifying/expanding questions related to others' identity - To build connections between yourself and other members of the class community - To write a biographical paragraph introducing another member of the classroom community |
Key Questions, Concepts, or Themes:
Line of Inquiry: How does exploring others’ voices and identities help us to define our own voices and understand the role of individual voice and identity as critical elements of ourselves as writers/thinkers?
Essential Questions: What is identity? Why is understanding your identity important to understanding yoruself as a reader/writer? How does understanding others' identities help you reflect on your own and get to know them as members of the classroom community?
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Stage 1: JOURNAL: Why is understanding your identity important to understanding yourself as a reader/writer? Why is it important to learn about the identities of your classmates? As students enter the classroom, they post their identity brainstorms on the wall as part of the "identity" exhibit. Each student is given a few post-it notes, and we have our first "gallery walk:" Walk around the classroom and look at the identity brainstorms. On your post-its, make notes for your classmates: What do you notice? What questions do you have about others' brainstorms? What connections might you make? Write these things down on post-its and add to the classroom display. Class discussion: What did you notice?
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Stage 2: Class discussion: If you wanted to find out even more about someone's identity, what kinds of questions might you ask them? -Brainstorm a list of "identity" questions on the board. Talk about how these should get at not only factual information, but the person's opinions, beliefs, and ideas. If students give a factual question (for example, "where were you born?"), probe them to expand the question by asking a "why" or "how" or "describe" question, to get at the author's personal feelings.
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Stage 3: Students will be assigned a random partner in the class, and should use the questions generated to interview their partner and learn about their identity. Each partner will write an "About the Author" type piece about their partner, using third person point-of-view, and using interesting language to convey the information learned in their partner's interview. During the interview, students should take notes, but not write exactly what their partner says - intro to paraphrasing/telling the story in your own words! |
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Homework: Finish "About the Author" and journal: How is understanding your identity important to understanding yourself as a reader/writer? |
Assessments: (attach/link copies) __ Group assessment __ Observation of process/student work __ Self-assessment by student __ Teacher generated assignment __ Written project __ Test/Quiz __ Other: ____________________________________ |
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