1. Self-Reflective Writing
1.1. Writing out dreams - realistic or unrealistic - and goals for the future. Then attaching I Will statements to professional headshots so students feel ownership over their identity as they write
2. Lesson Essential Questions Is my future determined by the genetics of my upbringing? How does using metaphor and analogy to describe my life impact the way readers understand my story? Brief Description of Learning Goals In this lesson, students will have gotten through the majority of this unit on identity, so they will be use this lesson to synthesize some of the ideas and work from other lessons to create an artifact that reflects on their understanding of past by creating a Where I’m From poem of their own. Estimated Class Periods 1 Related Standards Standard - CC.1.4.11-12.P Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Standard - CC.1.4.11-12.Q Write with an awareness of the stylistic aspects of writing. • Use parallel structure. • Use various types of phrases and clauses to convey specific meanings and add variety and interest. • Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Related Concepts Students will need to Know: what identity is defined as; the structure of a where I’m From poem; metaphor, simile, and analogy to describe one’s memories and experiences implicitly; one’s past, upbringing, family/ understood family, and experiences in those ways Related Competencies Students will be able to: analyze the text word choice, literary devices, and structure of the original “where I’m From Poem”; how to identify structure in a poem; how to structure a where I’m from poem, use metaphor, simile, and analogy to describe one’s memories and experiences implicitly; reflect on one’s past, upbringing, family/understood family, and experiences in those ways Vocabulary Identity, culture, past, metaphor, simile, analogy, reflection, family, implicit, explicit explanations, experience Activities Might Include Students will do a warm up activity that asks them to imagine their favorite place. I will walk them through a guided imagery exercise that helps them to use all of their five senses to describe that place. Students will use a graphic organizer to organize what senses are describing this image in their head. Students will be asked to describe how this favorite place describes themselves. They will use the bottom of this graphic organizer to write about how this explains what they are like, and if they believe that who they are now is affected by the things they imagine are their favorite places. The students will then be read the Where I’m From poem by George Ella Lyons. Students will write a poem that mimics this. They will use the same structure, types of descriptive words, etc., as an example. Students will then work on creating a Where I’m From Poem themselves about their own experiences.
3. Language Arts
3.1. Where I'm From Poems
3.1.1. Lesson Plan:
3.1.1.1. Centers:
3.1.1.1.1. Center 1: 1. Students will reread the original poem then brainstorm topics for their own poems, then brainstorming what language and descriptive words can be used to make an image, idea, or feeling come alive or be most relatable 2. Students will use their sensory language to then will follow up their topic choice by describing it using sensory language and imagery to do so
3.1.1.1.2. Center 2: 1. Students will look at example Where I'm From Poems and write an example for themselves using a template based off of the poem structure. 2. Students will work with one another to create a where I'm from poem based off of a favorite place in school they both like.
3.1.1.1.3. Center 3: 1. Have students work in groups of 2 to pair descriptive words /phrases with the definition. Example: Touch matches with the phrase "I felt the leaves crunching beneath my clumsy boots" 2. Have students work in pairs again. Ask them to interview each other by asking scripted questions about the other person's interests. Have each partner write down the other person's answers, to help them to verbally process their own identities
3.1.1.1.4. Center 4: 1. Let students work independently to create their own poems with a template if they choose, or they can choose to write one without it. 2. Have students do an "inkshedding" activity with their final drafts of their poems. Students will pass their papers around and each student will comment on each of their classmate's work and/or respond to the comments of their peers on other's works also.
4. BOOKS
4.1. Lower level: The Serpent King
4.2. Class text: I Know Why The Caged Bird Sings
4.3. Strategies for extra support with the texts: 1. Read text out loud for students rather than them reading it independently 2. Create a guided note sheet for students to keep track of the major movements, characters, themes, etc. 3. Break down and go over the vocabulary used in each chapter before read so students are not hung up on them and know how to approach them.
5. Social Studies
5.1. Most inspiring figures in history
5.1.1. Listing well known figures in history and invite students to debate about their importance in history and why they are the most inspiring to them
5.2. Most hated figures in history
5.2.1. Same activity as above, except asking students why they are the most hated and what makes them hated in different time periods
6. Foreign Language
6.1. How does language express your identity?
6.1.1. Students learn words for pronouns, descriptive words for people, adjectives to describe personality, character traits
6.2. What words express identity?
6.2.1. Teach students words that reflect their personal life philosophies and how to make "I think/ I feel statements" in that language
7. Science
7.1. Genes
7.1.1. Family trees and discussion about genetics affect who we are
7.2. Health
7.2.1. Point of view study guides about people who suffer from specific diseases, how this can shape the way they are viewed by society and shape their identity
8. Music, Art, PE, Technology
8.1. Songs that reflect identity
8.1.1. Students pick, or write a song that they feel reflects their identity and write why the music emphasizes these elements
8.2. Creating a video using iMovie for a class project reflecting one's personality
8.2.1. Create a video reciting the Where I'm From Poems using at least 3 cinematic effects that reflect and emphasize the poem's themes
9. Math
9.1. Math goals: where are your strengths and weaknesses, and how can you improve them?
9.1.1. Have students write out their personal strengths and weakness in math and create 1 overarching goal that considers both to master by the end of the year
9.2. Budgeting about things that matter most to you
9.2.1. Have students do a project about things they want to buy, giving them a fake amount of money to spend, and require them to budget it by using algebraic equations to understand how much they can / cannot spend