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Curriculum Template
Overview
Unit Name: Identity: Who are we?
Subject: English 9
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:
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)
1
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
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
4
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)
2
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
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
3
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)
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
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?
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.
Understanding by Design
Curriculum Template
CC.1.4.910.O
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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