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Rationale
This unit is designed for ninth grade students in a public school
in North Carolina. This unit is also designed for a regular level high
school class (college prep). These students have access to an iPad
cart in the classroom and there is a computer lab available for use in
the school.
Identity is a theme that resonates throughout adolescence.
Ninth graders are typically around the age of 14-15. This can be a
very trying time in a young persons life. The teenage years are when
students start deciding who they are and what they want to be in life.
It is true that a persons idea about who they are change over the
course of a lifetime, but it can also be said that the teenage years are
among the most formative in terms of ones lifetime identity. It can be
very hard for a young person to put a finger on exactly what makes
them unique and makes up their own unique identity.
Therefore, the purpose of the unit is to help students realize
who they are and why they believe what they do about themselves.
Many units can be justified because they respond to the
psychological needs of students. Literature often deals with common
Standards
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.5
3. Materials
Uglies by Scott Westerfeld
Daybooks
Paper
Pen/Pencils
Highlighters
Literature Circles Handouts
Computer Lab and iPad Cart
o Poetry Project
o Who Am I Essay
Identity Poems
o Weekend Glory Maya Angelou
o I Am Me Patrick Mabiletsa
4. One Week of Lessons
These lessons are designed for a 45-minute class period.
Monday
5 minutes Writing into the Day
o What does identity mean to you?
10 minutes Introduce Unit on Identity and discuss Writing
into the Day answers. Tell students about the novel, Uglies
we will be reading for the primary text and to use in
Literature Circles.
5 minutes Show Who Am I Chart for Introductory Activity
and explain how to fill the chart out.
20 minutes Let students fill out the chart and keep it in their
daybooks
5 minutes Closing
Tuesday
5 minutes Writing into the Day
Thursday
5 minutes Writing into the Day
5. Introductory Activity
Name
Picture
Words
Likes
Culture
Adjectives
Reflection
A Grade of a D will
Show very little critical thinking about themselves and how they
view their own identity or is completely off topic
Show no growth from their ideas beginning of the unit
Be less than 2 pages and does not follow specifications about
formatting
Demonstrate little command of the conventions of standard
English grammar, capitalization, punctuation, and spelling.
A Grade of an F will
Not be turned in
Shadow Box Presentation
Each students shadow box is a hands-on demonstration of their
identity. Each student will include 5 items that describe them and are
of great importance to them or symbolize some aspect of their
identity. Students will give a presentation to the class and
share/explain their items.
A Grade of an A will
Include at least 5 items that show their identity
Show excellent verbal communication skills
Include a written explanation of why each piece was included in
the box
Have an attractive presentation and evidence that time and
thought was put in to the shadow box
A Grade of a B will
Include at least 4 items that show their identity
Show good verbal communication skills
Include a written explanation of why each piece was included in
the box
Have an attractive presentation and evidence that time and
thought was put in to the shadow box
A Grade of a C will
Include at least 3 items that show their identity
Show some verbal communication skills
Include a written explanation of why each piece was included in
the box
Have an attractive presentation and some evidence that time
and thought was put in to the shadow box
A Grade of a D will
A Grade of a D will
Be missing 3 or more forms
Show little participation in the group
Stay on task during little of the allotted class time
Show little evidence that the novel has been read and
comprehended
Not initiate and participate effectively in a range of collaborative
discussions with diverse partners on topics, texts, and issues,
and will not build on others' ideas and express their own clearly
and persuasively.
A Grade of an F will
Not be turned in and shows no participation in the group.
Poetry Project
The poetry project is a project where students examine different
poems related to identity. The project will be completed on
PowerPoint or Prezi. The students will find a poem and teach it to the
class including a summary, pictures, and how it relates to identify.
A Grade of an A will
Include at least 2 pictures/video/audio clips related to the poem
Include a summary of the poem
Include examples of figurative language from the poem
Explain the authors style
Explain how the author views themselves and discuss ways the
author voices their own opinions about their identity
Have an attractive presentation and evidence that they group
has worked together to form the presentation (PowerPoint,
Prezi, etc.)
A Grade of a B will
Include at least 1 picture/video/audio clip related to the poem
Include a brief summary of the poem
Include some examples of figurative language from the poem
Explain the authors style
Explain how the author views themselves and discuss ways the
author voices their own opinions about their identity
Have an attractive presentation and some evidence that they
group has worked together to form the presentation
(PowerPoint, Prezi, etc.)
A Grade of a C will