UNIT

OBJECTIVES


COGNITIVE (to know and understand)

1. Students will understand that identity is a concept that is rooted in cultural,
racial, and gendered ideas of ones self.
a) Students will understand that certain facets of identity can privilege
certain groups of people, while placing others at a disadvantage.
b) Students will understand that putting labels on other people is
harmful and limiting.
2. Students will understand the value of self-exploration as a tool for writing.
a) Students will understand the process of daily journaling.
b) Students will understand how to revise their writing for clarity.
c) Students will understand the process of writing a personal narrative.

AFFECTIVE (to feel/value) & NON-COGNITIVE

3. Students will feel that their personal identities are appreciated and understood.
a) Students will feel that the stereotypes and expectations imposed on
certain identities are not indicative of ones true identity.
4. Students will feel comfortable sharing aspects of their personal lives with their
classmates in a community of respect.
a) Students will understand that establishing relationships between peers is
essential in establishing a positive classroom environment.
b) Students will value a community of kindness and comfort by establishing
relationships with their base groups.
c) Students will feel that their individual cultures are not being judged;
rather, their cultures are a unique and valuable aspect of the community.

PERFORMATIVE (to do)

5. Students will be able to have respectful, open discussions that inquire about
students personal backgrounds.
a) Students will know the classroom expectations and their purposes.
b) Students will create and enforce class discussion norms that promote a
classroom culture of respect.
c) Students will compare and contrast their personal experiences with their
peers in a respectful manner.
6. Students will be able to describe facets of their own identities.
 a) Students will be able to develop a list of writing territories.
b) Students will be able to describe events that helped define their identities.

Standards: Select at least 2 related SOLs and CCSs (at your units grade level) that
fit into your learning framework. Give them the numbers that they carry in the
State Department SOL document/CCS Website.

SOL# SOL Objective

7. 6.5 Students will read and demonstrate comprehension of a variety of fiction
texts.
8. 6.1 The student will participate in and contribute to small-group activities.
9. 6.7 The student will write narration, description, exposition, and persuasion.
b) Use a variety of prewriting strategies including graphic organizers to
generate
and organize ideas.

CCS# CCS Objective

10. CCSS.ELA-LITERACY.SL.6.2
Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study.
11. CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
12. CCSS.ELA-LITERACY.L.6.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly from a range of
strategies.
13. CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building
on others' ideas and expressing their own clearly.
14. CCSS.ELA-LITERACY.L.6.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a) Students will be able to identify the purpose of semicolons in writing.
b) Students will be able to use semicolons in their own writing.
15. CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach.
(Editing for conventions should demonstrate command of Language standards 1-3
up to and including grade 6 here.)