CBUP Lesson Plan Template: EDIS 5401

Unit Working Title: Images of Identity

Unit “Big Idea” (Concept/Theme): Finding Identity through Intersectionality

Unit Primary Skill focus: Analysis

Week 1 of 4; Plan 2 of 12

Plan type: Summary

Content Requirement Satisfied: Genre of text – Non-fiction in the form of a speech

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

COGNITIVE (Know & Understand)

 U1: Students will understand that their group identities intersect and at that intersection is
who they are.
a. Students will know their group identities
b. Students will be able to explain how their identities intersect
c. Students will be able to describe how the intersection of their identities informs
who they are.
d. Students will know the impact their group identities have on their perception of
the world or of others.
 U2: Students will understand that analysis of identity can help us learn about ourselves
and empathize with others.
 U3: Students will understand that their identities begin with their physical self and
develop and change depending on their social context.

PERFORMATIVE (Do)

 S1: Students will be able to describe a person’s identity based on the intersection of
his/her multiple group identities
a. Students will be able to identify their group and personal identity.
b. Students will be able to explain their group and personal identity.
c. Students will be able to reflect on their group and personal identity.
d. Students will be able to explore the intersection of their group identities.
e. Students will be able to explain the impact their group identities have on their
perceptions of the world or of others.
 S2: Students will be able to analyze group and personal identity
 S3: Students will be able to explain the influences on an identity over time or in various
contexts

AFFECTIVE (to feel/value) &/or NON-COGNITIVE

 1. A1: Students will value learning about other’s identities as a tool to foster empathy.
a. Students will be able to learn about other’s identities.

SOL# SOL Objective

 9.4 - The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
 9.5 The student will read and analyze a variety of nonfiction texts.

CCS# CCS Objective

 RL 9 – 10.1 - Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
 RL 9 – 10.2 - 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 and
refined by specific details; provide an objective summary of the text.

Methods of Assessment
 Small group and whole-class discussions [Formative; assesses U1a-d, S1a-e, SOL 9.4,
SOL 9.5]
 Student journals [Formative; assesses U1a-d, S1a-e, SOL 9.4, SOL 9.5]

Procedures/Instructional Strategies

Beginning Room Arrangement:

Students will be seated at two-person tables arranged in rows and facing the front of the room. I
will stand outside the classroom to greet students as they enter. The daily agenda and a reminder
to turn in the survey students completed for homework will be written on the board.

 [5 mins.] Intro to Lesson

I will welcome students to class and take attendance by passing out student placards. I will
attempt to do this without help so I can work on learning all students’ names.
 [10 mins.] Name Game
To develop community and help students get to know each other, we will play a name game. For
this game, each student will choose an adjective that starts with the same letter as their first
name. This adjective should describe an aspect of the student’s personality. Then, students will
stand in a circle and share their chosen adjective and name with the group. After all students
have shared, they will return to their seats.
 [10 mins.] Revisiting Class Norms
I will tell students that I enjoyed reading their submissions for the class norms they would like us
to use this semester. I will project the seven or eight top norms that were submitted on the
Promethean board. These norms will be in a Google Document for ease of editing based on
student contributions. I will tell students that we are going to work on choosing or combining
these norms into four or five that we can use throughout the year. I tell students to take two to
three minutes to discuss which norms they want us to use with their table partner. When time is
up, I will get students attention by saying by saying “If you can hear my voice, clap twice” and
clapping. I will repeat this until I have all students’ attention. Then, I will ask for students to
volunteer if they are willing to share what they discussed in their groups. I will call on students
who raise their hand. As students share, I will highlight, edit, or annotate the selected norms
based on the contributions students make. In doing so, I will help students refine these norms to
four or five robust and clear norms that students could reasonably be expected to follow
throughout the year. When our time is up, I will tell students that I will finish making revisions to
the norms based on their suggestions and create a list for their final approval in the next class.
 [25 mins.] “The Danger of a Single Story”
I will introduce our next activity by asking students if they remember what charts we made
during the last class. I expect students will remember that they made identity charts [note: these
will be displayed in the classroom for ease of reference/recall] and that we discussed how
different identities can come together to work for a common goal. I will explain that we are
starting a unit that deals with the topic of identity. I will share the unit objectives with students
by projecting them on the board and asking for a volunteer or two to read them aloud. After the
objectives are read, I will explain that today we are going to watch a speech in which author
Chimamanda Adichie discusses how her multiple identities influenced her experiences and the
ways others treated her. Then, I will show the TEDTalk “The Danger of a Single Story.”
 [15 mins.] Discussion: Intersecting Identity
Once the video has ended, I will tell students to turn and talk to their table partner for five
minutes. I will tell students they can discuss anything that stood out to them about the video and
that they should talk about how the idea of identity played a role in the experiences Adichie
described. Then, we will debrief as a whole class for ten minutes. During this debrief, I will help
guide the discussion so that students begin to realize that:
 We all have group identities
 These identities intersect in various and important ways
 The intersection of our identities influences our perspectives of the world or of others.
 [5 mins.] Transition
I will distribute students’ writing notebooks and review expectations for in-class writing time
that were introduced yesterday. I will emphasize what to do if students are “stuck” in their
writing (discuss with me/with their table partner) and will help students transition to our 25
minutes of writing time. Since this is the first time we will be making this transition as a class, I
will pay particular attention to facilitating this process and helping students move to a place in
the room in which they can comfortably write for 25 minutes.
 [15 mins.] Journaling
I will tell students that they are going to spend some time reflecting on the topic of identity in
their journals. I will tell students that they can write about our Essential Question for the day,
which I will write on the board: What are my group identities and how do they intersect? Other
questions students may consider are:
 How does the intersection of my identities influence my perspectives?
 What do I know about my classmates’ identities? How does what I know influence my
perception of them?
During this time, the I will conference with individual students if needed. I will look for students
who seem to be stuck or struggling. I will also model expectations for our writing time by
writing in my own notebook. Near the end of the writing time, I will instruct students to move
back to their desks and share their writing with their table partner if they are willing.
  [10 mins.] Debrief
Students who are willing will share part or all of their writing in pairs with their writing partner. I
will instruct students who did not produce a completed draft to try to continue working after
school.

Materials Needed (list):

 “The Danger of a Single Story” video [Appendix 5]

 Students’ writing notebooks
 Google document of revised norms
 Promethean board, projector, and computer with internet access