Lesson Plan #6: Formative Assessment for Final Paper- People Bags

Course: 9th Grade English

Standards and Objectives:

CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and tasks.

Students will be able to present their People Bags, producing an artifact of each section of the
Identity Wheel to the class and explain why that item represents their identity.

Student Background: Students have been learning and discussing each part of the Identity
Wheel, which include race, ethnicity, language, culture, age, ability, class, gender, sexuality,
and religion. They have been able to reflect on how each section coincide with each other and
how each section affects them in society. They are using the People Bags to make each section
more personal and as a way to reflect on how their identity affects them every day. They will use
this as a formative assessment for their final paper.

Materials and Resources:

Brown Bag
Identity wheel handout
Artifacts from home

Learning Activities:
1. Initiation: Students will come into class with their journal to record a reflection entry.
They will write about what surprised them about their identity as they chose each artifact, what
the hardest part was about putting together the bag, and what their favorite item is in their bag.
2. Learning Activity: Students will present each artifact in their People Bags one at a time
to the class.
3. Students, after each person presents, will circle up for a Socratic seminar.
4. They will be discussing in their seminar the following questions: What is your favorite
item and why? Did you find yourself reaching out to family? Why is family so important for
shaping an identity? Did you have to go online for any resources? How has the internet and the
media shaped your thinking on identity? Did you find yourself stereotyping different aspects of
your identity when finding items? How can you combat those stereotypes? Why do we even talk
about certain identities? Is it important to be quiet and not see them, or speak out and highlight
them?
5. Homework: Student will bring in a recipe of their favorite food to begin thinking about
their final paper over Ethnic Hash.

Differentiation:
Some students may not feel comfortable sharing different parts of who they are for many
reasons, and like much of this unit, this is something that is challenge by choice. They can just
reflect in their journals on each item, or only present certain ones. They can, if they are not able
to speak in front of the class, write a paper or record a pre-made video. They can even just
share one-on-one with me after class. Each student has their own level of comfort and ability,
and I want to help each of them.