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Understanding by Design

Curriculum Template
Overview
Unit Name: Identity: Who are we?
Subject: English 9

Teacher: Cristina Paluch

Grade: Ninth Grade 60 minute periods

Briefly give a narrative overview of the learning unit:


In this unit, we will explore the term identity and create a working definition of what we think makes us who we are. Students will learn
about the importance of sharing who they are and where they came from in order to learn from one anothers stories. This will build a
sense of community in the classroom, as well as give students the tools to connect with people they will encounter in their lifetimes who
may differ from them so as to avoid conflicts. Students will explore the influence that decision making has on each of our lives and how
the choices we have made have gotten us to where we are today. They will also look at how they can achieve their goals by deciding who
they want to be in the future and planning how to get there. Through different forms of literature, they will learn to analyze what famous
authors have written about their own identities and how they answer the question: who am I?
In the final performance task for the unit (which may extend beyond just the first week) students will be asked to write a three-four page
narrative about an experience, memory, or choice that they feel has played a large part in who they are today. They will be asked to
incorporate things they have learned in this unit to explain the significance of the story they are telling. In order to show a clearer
understanding, they will also be asked to write a short cover letter for the story explaining why they feel that their story was a significant
moment in how they understand themselves.
Desired Results
Established Goals:
Build a sense of community in the classroom, make connections
Formulate an answer to the question who are you? Understand how this answer affects your life and affects your future goals
Learn to analyze texts by pulling out important meaning and information
Learn to do research on a topic to create a short presentation
Work in groups to complete a final performance task
Understand how differing identities encompasses different understandings of literature
Learn to peer edit work, look for weaknesses or strengths in other peoples work to see your work in a new light
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Understanding by Design
Curriculum Template
Learn how to cite sources and avoid plagiarism
Learn about audience, tone, focusing a story how to write an engaging story
Be able to discuss (with a group and whole class) on texts and other material relevant to class topic
Analyze word use in texts to convey meaning
Understandings:
Students will be able to express who they are and how they came
to understand themselves in this way.
Students will know the value of telling stories and learning from
other peoples story telling.
Students will be able to express expectations they are asked to
uphold by others and will be able to express expectations they
have of others.
Students will be able to explore difference and similarities
between people and understand how this connects us and makes
us unique.
Students will understand that where they come from has played a
large part in who they are and will be able to identify factors in
their own lives that have shaped them specifically.

Essential Questions:
Who am I? How did I come to understand myself in this way?
How do I tell my story to others and how do I get to know others through the
stories they tell?
What expectations do others hold for me and what expectations do I hold for
others? Where do these expectations come from?
How are we similar and different from each other? Do these differences cause
conflict or makes us think of each other differently?
Where do I come from and how have I been shaped by my world?
How do my choices and experiences shape my life? Do I have control over
the outcome of my own life?
What are my goals? Who do I want to become?

Students will know how their choices (past and future) will give
them control over where they go in life.
Students will be able to express their goals and who they want to
be, whether that is the same as who they are now or not.

Understanding by Design
Curriculum Template
Performance Tasks:

Assessment Evidence
Other Evidence:

Telling our stories Students write a paper that works on personal


narrative writing skills by expanding upon their first day quick
write and allowing them to explore an important moment in their
lives (three to four pages long).
In class presentation on poem/poet A group assignment that
allows students to research an author, analyze a poem, and present
visually orally and with written work.

Open Note Quiz (Friday) - on poems and questions from other groups to
check for understanding (and listening skills)
Writers workshop peer editing session (Friday) Students fill out
feedback sheet for their classmates which will then be handed in to the
teacher with the final paper
Self-reflection Questionnaire (Monday) Have students reflect on their
learning styles and classroom needs. [What do you do well in writing?
What do you need to improve upon? How do you know these things
about yourself? How can I help you succeed in my classroom? What
expectations do you have for this class and for me as a teacher?]
Observations (Wednesday) As a teacher, walk around during group
work for the project to see how each student interacts and contributes in
a more casual, low stress environment.
Check for completion of research done by each student on the assigned
author. (Tuesday)

Understanding by Design
Curriculum Template
Day Essential
Question(s)
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Who am I and how
do I get to know
others? What
values, beliefs,
traditions,
memories, etc.
come to mind when
I think about who I
am? How am I
unique? How are
we similar/different
from each other?
Where is our
common ground?

Standard(s)
CC.1.5.910.A
Initiate and participate
effectively in a range
of collaborative
discussions on gradelevel topics, texts, and
issues, building on
others ideas and
expressing their own
clearly and
persuasively.

Learning Plan
Content
Resources/ Materials
Get to know each
other by name
Get to know what
we think of
ourselves
Classroom
expectations (for
students, for
teacher, for
community
building)
Discuss the idea
of shaping
yourself into who
you want to be

Notebooks or journals for


the double entry journal
reflections (for students to
keep to themselves, does
not need to be shared,
place for them to interact
with their thoughts and
what we are doing in class
think through what we
are presenting)
Large piece of paper to
write This Class is
statements
Markers to write with (for
statements and signatures)
Chalk or dry erase marker
for brainstorming on
board
Need a computer to show
the video
Make a handout with the
transcript so they can
discuss it

Learning Activities
Name game (split class in half, 5
minutes to introduce yourself to
your group group decides how
this will be done - then nominate
one person who thinks they can
name everyone in the group to
present to whole class)
I am statements to get to know
self and each other (pair share
and then group share debrief on
what you wrote, was it
relationships or traits or skills
what do you think makes you who
you are? Are there any similarities
between you and your partner? Are
there any youd be willing to share
with the class?)
This class is statements (write
on a large sheet of paper to write
out classroom expectations I will
add any that I think are important
but are not brought up by students
and then ask students to sign the
paper by the end of class)
Class brainstorming what
makes us who we are? Choices,
Role Models, Beliefs, Experiences,
Thoughts, Relationships,
Traditions, Memories, Desires,
Goals
Watch ted talk video Is there a
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Understanding by Design
Curriculum Template
real you? by Julian Baggini
Discuss the video: Give handout
with key quotes from the video
(shaping yourself) have students
reflect independently then open up
to class discussion
(agree/disagree? what is he saying
about shaping yourself?)
Homework: Self-reflection
questionnaire (see other evidence
chart above)
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Where do I come
from? What shapes
me? What has
shaped me in the
past? Is this what
still shapes me
today? How do our
role models
influence us?

CC.1.4.910.W
Gather relevant
information from
multiple authoritative
print and digital
sources, using
advanced searches
effectively; assess the
usefulness of each
source in answering
the research question;
integrate information
into the text
selectively to maintain
the flow of ideas,
avoiding plagiarism
and following a
standard format for
citation.

Learn to pick a
topic to write on,
how do you form
your story
Discuss how our
culture and our
world shapes us
do we realize this
is happening?
Learn what
plagiarism is (an
that it is not
acceptable) and
how to cite
properly
Conduct research
on given topic
individually so
you can later
reconvene with
larger group

Class meets in computer


lab allows students to do
research on their
topic/poet ___ If computer
lab is not a possibility, I
will bring in book and
texts that students can do
their research from.
Need a computer (even if
not in computer lab) to
show the video
Make a handout with the
transcript so they can
discuss it
Prepare a mini lesson on
citations have examples
to show the students and
prepare a handout with
key facts about citing and
plagiarism

Do Now: 10 minute uninterrupted


writing period (What has shaped
you? Write about a choice, an
experience, or a role model that
you feel made you who you are
today why is it significant? What
does this tell you about yourself?)
This will eventually need to be a
longer story (three to four pages)
so make sure it is something you
remember well.
Watch ted talk video Who am
I? Think again by Hetain Patel
Discuss video How is it similar
or different from the video we saw
yesterday? What is he trying to tell
us about our identities and how we
are shaped by others and our
cultures?
Mini lesson on citations and
avoiding plagiarism
Assign groups with different
poets prep for tomorrow -Research your author [dont forget
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Understanding by Design
Curriculum Template
to cite correctly!]
Homework: Take the do now
from this morning and begin
working on adding to your story
in order to make is flow (draft
due Friday) and follow up with
poet research is you didnt finish
in class
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How do my choices
and experiences
shape me? Do we
get to choose our
life paths (create
them ourselves) or
do others
determine them for
us?

CC.1.2.910.D
Determine an authors
particular point of
view and analyze how
rhetoric advances the
point of view.
L.N.2.3.6
CC.1.2.910.F
Analyze how words
and phrases shape
meaning and tone in
texts.
L.N.1.1.4
Determine a theme or
central idea of a text
and analyze in detail
its development over
the course of the text,
including how it
emerges and is shaped

Use time to
reflect on own
beliefs or
reactions to
certain
statements this
is a key to
understanding
ourselves, why do
we react the way
we react?
Learn important
narrative skills
(audience,
dialogue,
description, tone,
etc.)
Work in groups
to create
presentation
(visual, oral, and
written)

Make a handout with


quotes about making
choices and identity
Have poster board or
large paper for groups to
make presentations
Markers for presentation

Do Now: Read the quotes on the


handout and reflect on what they
means to you (do you
agree/disagree?) or choose one to
focus on more in depth. Any ties
you can make to what we have
learned so far?
Work in groups on your
presentations for the rest of the
class period
Exit slip: Check in on group
project and on personal
narrative in good place for
both? Need help?
Homework: Continue working
on your draft and finish
anything you need for your
presentation (although most of
the work should be completed in
class)

Understanding by Design
Curriculum Template
and refined by specific
details; provide an
objective summary of
the text.
L.F.1.1.2 L.F.1.3.1
L.F.1.3.2 L.F.2.3.4
CC.1.4.910.S
Draw evidence from
literary or
informational texts to
support analysis,
reflection, and
research, applying
grade-level reading
standards for literature
and literary nonfiction.

What do I want to
become? What are
my goals? Where
do I hope to be in 2,
5, 10, 30 years?
How do we get to
where we want to
go? What value is
there in knowing
who you are now
and who you were

CC.1.5.910.D
Present information,
findings, and
supporting evidence
clearly, concisely, and
logically such that
listeners can follow
the line of reasoning;
ensure that the
presentation is

Reflect on
personal goals
Presentation
how to present
and how to be an
good audience
member
Work on
narrative with
skills we learned
yesterday

Make sure students have


made a handout about
their presentation (and
sent it to me so I can print
copies for the class)

Do now: In your journal, reflect on


your goals. What kind of person do
you hope to be when you are older
(not just career wise but also
personality wise)? How will you
achieve these goals? How does
these differ from who you have
been? Any ties you can make to
what we have learned so far?
Presentations listen carefully to
your classmates, show respect and
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Understanding by Design
Curriculum Template
as a child? Does
that affect your
future self?

Why do we
tell/write our
stories? Why is it
important to hear
other peoples
stories? How
should we tell our
stories?

take notes (there will be a quiz


tomorrow)
Use the rest of class time to work
on your draft for tomorrow
ask me any questions or meet
with me about what you have
written so far
Homework: Study for the quiz
tomorrow and be ready to peer
edit your personal narrative
draft

appropriate to
purpose, audience, and
task.

CC.1.4.910.M
Write narratives to
develop real or
imagined experiences
or events.

Discuss
importance of
being
interconnected
agree?
Learn to peer
edit, trust your
CC.1.4.910.P
peers and do your
best editing for
Create a smooth
your peers.
progression of
Learn from what
experiences or events
they do well and
using a variety of
techniques to sequence what they need
help with
events so that they
build on one another
to create a coherent
whole; provide a
conclusion that
follows from and
reflects on what is
experienced, observed,
or resolved over the
course of the narrative.

Create quiz on the poems


and poets
Create feedback sheet for
facilitate peer editing
sessions
Hand out book Tuesdays
with Morrie by Mitch
Albom

Open note quiz on yesterdays


presentations
Watch video I am Human by
Maya Angelou
Discuss the video what is she
saying about the connection
between all humans? What does
this mean for our stories and the
need to tell each other about
ourselves? Andy ties you can make
to what we have learned so far?
Writers workshop: Work with a
partner and peer edit your rough
drafts (whatever you have at this
point, at least two pages).
Fill out the feedback handouts and
discuss what you liked and what
you thought could be improved.
Help formulate ideas for the cover
letter any connections to what
you have previously read or what
we have read/talked about in class?
Homework: Read the first two
chapters of Tuesdays with
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Understanding by Design
Curriculum Template
CC.1.4.910.O

Morrie and continue working on


your personal narrative.

Use narrative
techniques such as
dialogue, description,
reflection, multiple
plotlines, and pacing
to develop
experiences, events,
and/or characters; use
precise words and
phrases, telling details,
and sensory language
to convey a vivid
picture of the
experiences, events,
settings, and/or
characters.
CC.1.4.910.T
Develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a
new approach,
focusing on addressing
what is most
significant for a
specific purpose and
audience.

Understanding by Design
Curriculum Template

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