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SWBAT:
Cognitive (know/understand):
3. SW understand that people can express their unique identities through creative
outlets.
a. Students will know that authors can use other characters traits to
illuminate aspects of one characters identity.
Performance (do):
7. Students will identify the various factors that help shape an identity.
a. Students will identify how an author portrays her characters
identity through their name, family history, and desires.
SOLs:
6.5 The student will read and demonstrate comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
? a) Identify the elements of narrative structure, including setting, character, plot,
conflict, and theme.
?
CCSs: CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each
assessment, indicate in brackets the number(s) and letter(s) of the unit objective and the related
lesson objectives that the assessment is evaluating.
Students will have worked Students will fill out Students will end the unit by
the day before to anticipation guides, vocab creating Found Poetry from
brainstorm definitions for sheets, identity worksheets, journal entries made during
identity, and practiced and an exit slip. The vocab the unit. This lesson
naming their own qualities sheet will track student contributes to the summative
that make them unique. We understanding of certain assessment in that students
will have talked about the contextual words; the will be able to see ways other
importance of identity as it anticipation guide and exit authors depict identity
contributes to self- slip will show student growth through literature, and will be
expression, but only and understanding better able to do it
touched briefly on the throughout the lesson, and themselves when the time
concept of showing identity how their thoughts were comes.
through art. changed by the reading
activity.
Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Great, guys, I see youre all working really hard. Does anyone want to share with the class
some of their ideas about why its important to understand your own identity? Allow volunteers
to share their ideas. Look for answers that refer to self-revelation, happiness, acceptance, and
that a sense of identity contributes to comfort. Look specifically for the idea that understanding
oneself will make it easier for you to communicate about yourself with others. If students
struggle with volunteering, allow them 1 minute to discuss ideas in their base group, and then
have each group share one idea. Whole class share out should last about 3-4 minutes.
So weve reviewed what we think is important about understanding ones own identity. One of
the ideas we talked about is that when you understand yourself, you can explain yourself to
other people in many different forms. A thorough grasp on any subject makes it easier to talk
about, wouldnt you guys agree? [Wait for affirmation: nodding heads, yess, etc.]. Were going
to read a short passage together about a girl talking about her own identity, but beforehand Im
going to give you a couple of questions to answer to introduce to what we will see in this text.
[Pass out the anticipation guides.]
For each statement, Id like you to state whether or not you agree or disagree with what is being
said. You have to choose Agree or Disagree - there is no in between here! Well discuss the
answers after we read the text to see if your ideas change. What questions do you have about
this activity? [Allow a moment for students to ask questions before having them begin. Once
they have asked questions allow 5-6 for students to work on the questions.] Great work,
everyone. Please take about 2 minutes and in your base groups, share with each other whether
you agreed or disagreed with each statement. Go!
So, everyone, Ive gone through the story were going to read today and have identified a few
words that I think we may have trouble with while reading. [On opposite side of anticipation
guide, there is a sheet with the detected vocabulary words, with room where each student can
write the definition of that word. There is extra space at the bottom for students to write down
other words they encounter that may need to be defined.] If you all would flip onto the back of
your anticipation guide, youll see that Ive listed these words for you. Id like you to work in your
base groups for a few moments, and talk about what you think these words mean, if you have
already heard them used before. If you are all stuck on the meaning of a word, feel free to grab
a dictionary and look it up! What questions do you all have about this activity? [Allow for
questions, if any.] Lets get started!
[Walk around the room while students work, monitoring their progress. Look to make sure they
are all on task as they work through the words. Make sure students are all trying to share what
they know equally, and that there isnt one student in each group dominating the activity. If there
is, go to that group and ask another student who seems to be trying to speak what they think
about the word. Allow students to work for 10 minutes at most, but wrap up if they finish more
quickly.] Awesome teamwork, guys! Now were going to talk about these words as a class. Who
wants to tell me what they think the word sobbing means? [Allow for volunteers from different
groups to share their definitions for each word. Fill out the worksheet on the ELMO so students
can see what you write, and can copy definitions as they need. For each word, have students
suggest synonyms, so that if there is confusion for other students they will hear the synonym
and make a connection. After each word, make sure to give students a moment to write down
the definition if they have not already. If students cannot define a word, have someone look it up
in a dictionary, and make a note to revisit that word intently while reading it in context.]
Great work, everyone. I think were ready to read! Our story is called My Name, by Sandra
Cisneros, a really awesome Mexican-American writer. Remember how weve talked about
identity? Being Mexican-American is a huge part of Sandra Cisneros identity, and is also really
important to the character we will read about. If you guys look at your papers we just worked on,
theres another spot at the bottom where you can write other words you dont know as we read.
Im going to read the story aloud to you all first. [Pass out the short story.] As I read, read along
and highlight where you hear and see the words from our vocab list. Lets begin! [Read the story
aloud, slowly, enunciating the vocabulary words so students pick up on them. Look to see they
are highlighting.] Okay, so now Id like to read the story again, except this time I want your help.
Can we have a volunteer to read one paragraph at a time out loud for the class? [Take 5
volunteers to read. Have each student read a paragraph at a time, helping them with words they
cannot pronounce.] Great work!
So while we were reading, I noticed you all highlighting where you saw the vocabulary words
we talked about. Did reading the story change what those words meant to you? How did it make
you feel to see the word sobbing again, but this time as Esperanza talked about her fathers
music? [Revisit each word in the context of the story, working on the ELMO again so students
can see where each word is in the story in case they missed it the first time. Write on the
definition worksheet new ideas about each word students have after reading.] Can you all see
how reading a word in context can change its meaning? Authors work hard to choose words
that make their readers feel certain emotions. Were they any other words we encountered in the
story that you maybe stumbled over? [Allow students to share out other new words. Write down
these words on the ELMO sheet so students can see. Take volunteers to explain what each
word means, and if no one knows first turn the class to the text to figure out the meaning with
context clues. If this does not word, direct the initial student who asked about the word to a
dictionary, and then revisit the word in context to talk about what it means specifically in the
story compared to its actual definition.] Wow, you guys picked up on some great words here. As
we continue to work, let me know if there are any more that give you trouble. For now, though,
were going to talk about Esperanzas identity, and what weve learned about her today.
[Hand out identity worksheet.] Id like you guys to think about our narrator Esperanza, and what
we learned about her from this passage. On your worksheet, there is a space for you to
brainstorm what you think makes up Esperanzas identity. Try to look at the text and think about
what is important to her. Is it family, maybe? Is it where she is from? Write down a few ideas
about who Esperanza is. Make sure you highlight the parts of the text that give you ideas about
her identity. [Allow students to work for about 7 minutes. Look for ideas like sister, daughter,
Mexican, woman, etc.] When youre done with that section, there are a few questions at the
bottom Id like you to answer about Esperanza. Work through these as a group, and let me
know if you have any trouble. [Allow students to work through questions, consulting their base
groups if they get stuck, with the teacher circulating the room to make sure they are all
contributing. Answer any questions that may arise about other vocabulary or for clarification on
the worksheet. Allow students to work for about 8 minutes on the questions.]
Great, everyone. Who wants to give me some ideas about who we think Esperanza is? [Work
on ELMO for about 5 minutes, writing down students ideas about Esperanzas identity. Look for
mentions of her family, her heritage, and perhaps her age and gender.]
Awesome ideas, guys! The author really painted a picture for us about Esperanza, didnt she?
Id like you guys to turn back to your Anticipation guide, and go through the questions again to
see if you have changed your mind at all on any of them. [Begin passing out Exit Slip.] Then, Id
like you to fill out this Exit Slip and let me know if you changed your mind at all and why or why
not. There are a few questions on the slip, so please try to answer them all in the next 8
minutes!
8. Closure [2 minutes]
You all worked SO hard today! I cant wait to read your exit slips to see what you all learned.
We will start next class by going over what you all answered on the anticipation guide and what
about today changed your minds, if you did. Were going to continue talking about identity, and
move onto some activities that are more about ourselves! Thanks, everyone!
Name: ________________
Directions: Write A if you agree with a statement, or D if you disagree with a statement.
Before Reading After Reading
Name: ______________________
My Name Vocabulary
Write down what you think each word means. After reading, reflect on how the meaning of the
word maybe seemed different in the story. Use the space at the bottom to write down any other
words you dont know.
Sobbing:
Chandelier:
Inherit:
Baptize:
Name: __________________
What are some characteristics that make up Esperanzas identity? Think about her family, and
what she thinks about in the passage.
What does she think about her name? What does this reveal about her personality?
Name: ______________
Did you change any of your Anticipation guide Answers? Why or why not?
Which Anticipation Guide question was the hardest for you to answer? Why?
How did My Name remind you about any parts of your own identity?
What questions do you still have about todays vocabulary or activities?