Curriculum Map: Grade and Class: English 10 Unit Concept: Identity Unit Essential Skill: Personal Expression
Curriculum Map: Grade and Class: English 10 Unit Concept: Identity Unit Essential Skill: Personal Expression
Essential What makes up one’s identity? What makes up one’s identity? What makes up one’s identity?
Questions
What makes up my own What makes up my own What makes up my own identity?
identity? identity?
What makes identity
intersectional?
Skills - I can identify parts that - I can identify parts that - I can identify
make up one’s identity. make up one’s identity. intersectionality in
- I can brainstorm parts - I can reflect upon my someone else’s identity.
about my own identity. own identity.
Resources - Powerpoint for Identity - Student copies of the - TED Talk by Kimberle
Lesson final project sheet and Crenshaw:
- “I Am” poem mentor text rubrics - Mari Evans – “I am a Black
(by the teacher) - Powerpoint for Woman” (1975) poem
- Students will need Exploration Lesson - Powerpoint for
computers for the - Mari Evans – “I am a Intersectionality Lesson
Wordle and to work on Black Woman” (1975) - Exit Ticket
their poem poem
- Students will need to
start a google drive folder
as their “journal” to start
writing today
Assessment “I Am” Poem Reflective Journal (Identity) Exit Ticket
- The “I Am” poem will - Formative Assessment - Formative Assessment
serve as today’s - Prompt: Choose one - Brainstorm: How do your
formative assessment aspect of your identity multiple identities impact
and will assess if that comes from your “I the person that you are?
students can “reflect on Am” poem. Write a
their identity through paragraph or two that
writing” (D3). reflects on that part of
- These will serve as a your identity in detail.
brainstorm for
tomorrow's writing
assignment, so they will
just be checked for
completion and
engagement.
Lesson Putting the “I” in My Changing Identity Pulling Identity All Together
Title/Content Intersectionality
- Ensure that students - The goal of this day is to
- Definition and know that identity is fluid ensure students
understanding of as it can change and understand the
intersectionality/complex evolve over time and complexities of identity and
identities circumstance have brainstormed ideas
for their writing project.
Essential What makes up one’s identity? How does identity change What makes up one’s identity?
Questions across time and space?
What makes up my own What makes up my own identity?
identity?
What makes identity
What makes identity intersectional?
intersectional?
How does identity change across
time and space?
Skills - I can identify - I can identify how other - I can explain how my
intersectionality in people’s identities identity has developed or
someone else’s identity. change across space changed through the
- I can begin exploring the and time. course of my life.
complexity of my own
identity.
Assessment Second Reflective Journal Annotation and Discussion Third Reflective Journal
(Intersectionality) Response Question (Change)
- Formative assessment - Formative Assessment - Prompt: Think about how
- Prompt: Explore two - Once students have your identity has changed
parts of your identity annotated the code- over time or currently
that interact to form who switching text, they will changes across different
you are in a paragraph individually answer one environments. Write 1-2
or two. How is your discussion question paragraphs explaining this
identity complex? Think about how the author part of your identity.
about gender, race, age, represents her identity in Consider if you have to
your role in family, your this piece. code-switch, how you have
place in school, etc. evolved as a student or
athlete, or how past
generations have
influenced who you are
today.
Essential How can I improve my writing How can I continue to improve How can I continue to improve
Questions with peer feedback? my writing with teacher my writing with teacher
feedback? feedback?
Skills I can give constructive I can receive constructive I can receive constructive
feedback on my partner’s feedback from my teacher on my feedback from my teacher on my
essay. own essay. own essay.
I can receive constructive I can implement the teacher's I can implement the teacher's
feedback from a partner on my feedback within my essay. feedback within my essay.
own essay.
Instructional Mini-Lesson: How Authors Mini-Lesson: Rubric Review Mini-Lesson: Adapting Your
Strategies and Write About Identity - For the first 20 minutes of Writing Artistically
Activities - The teacher will take 20 class, the teacher will - The teacher will introduce
minutes at the teach a mini-lesson to Part 2 of the performance
beginning of the class review the rubric for the assessments for students
to revisit the mentor writing performance who finish their writing and
texts in this unit. assessment. are ready to begin working
- During this mini-lesson, - After reviewing the rubric, on their adaptation.
the teacher will guide the teacher will give - This will involve showing
students in looking at students a sample piece students past student
the writing and of writing (with some examples of artistic
storytelling techniques successes and some adaptations.
of authors when writing errors). In groups,
on identity. students will use the Writing Time
rubric to assess that - The whole class period will
Writing Time (20 minutes) piece of writing to better be dedicated to writing
- This writing time for understand the - Students will be instructed
students to continue to requirements for this to consult the rubric and
develop their drafts project. will be given choices of
before doing the peer what they can do during
review. Writing Time this time (write, guided
- The whole class period revision with a teacher
Peer Review (Question will be dedicated to check-list, more peer
Flood) writing review, etc.)
- Halfway through the - Students will be
class, the teacher will instructed to consult the Teaching Conferences
stop writers to begin the rubric and will be given - We will try to meet with
peer review process. choices of what they can each student at least once
- The teacher will teach a do during this time (write, over the next two days.
mini-lesson on the guided revision with a - Each conference will be
question flood teacher check-list, more different and will be
technique, using their peer review, etc.) dedicated to whatever
own writing as an each student needs at
example. Teaching Conferences their stage in writing.
- Students will then be - We will try to meet with
able to choose a each student at least **Note: If we notice patterns in
partner to peer review. once over the next two student writing that should be
Students without a days. addressed as a whole class, we
partner will then be - Each conference will be will do a Mini-lesson today;
guided by the teacher different and will be however, priority will be given to
to find a partner. If they dedicated to whatever being able to conference with
are uncomfortable with each student needs at each student at least once this
a classmate reading their stage in writing. week. Potential mini-lesson
their work, the teacher topics could include audience,
will provide some **Note: If we notice patterns in narrative techniques, grammar,
feedback. student writing that should be authorial voice, etc.
addressed as a whole class, we
will do a mini-lesson today;
however, priority will be given to
being able to conference with
each student at least once this
week. Potential mini-lesson
topics could include audience,
narrative techniques, grammar,
authorial voice, etc.
Resources - Past mentor texts from - Brief PowerPoint to - Past student examples of
the unit compiled in a explain the rubric to Part 2 of the project (or
PowerPoint for the mini- students. teacher examples if the
lesson - Sample piece of writing former are not readily
- Writing workshop created by the teacher for available).
materials and students to “grade.” - Writing workshop
resources: rubrics, - Writing workshop materials and resources:
check-lists, peer review materials and resources: rubrics, check-lists, peer
guides, etc. rubrics, check-lists, peer review guides, etc.
- Question Flood review guides, etc. - Conference resources for
instructions handout for - Conference resources for the teacher: note taking
students the teacher: note taking system, etc.
system, etc.
Assessment N/A; Nothing formal will be N/A; Nothing formal will be Final Draft for Part 1 of the
assessed, but the peer review assessed, but the writing Summative Assessment is due
activity will serve as a way to conferences will serve as Sunday at 11:59pm
tell us if students are thinking observational data on how
about writing and the topic of students are progressing in the
identity correctly. writing process and in
accomplishing our learning
targets.
Essential How can identity be expressed How can I express my written How can I express my own
Questions through performance in work on identity in a identity and appreciate others’
various mediums? performance-based way? identities in artistic ways?
Skills I can analyze various forms of I can express my identity in a I can express my identity in an
expression. creative way that best artistic way of my choosing.
represents who I am.
I can identify how I best I can better understand and
express myself. appreciate my classmates’
identities through their
performance-based work.
Resources - PowerPoint for the - PowerPoint for mini- - Students will bring in their
expression lesson lesson on artist own materials needed for
today with mentor texts: statements with their presentations
- Frida Kahlo, The examples: - Printed feedback forms for
Two Fridas, https://arternal.com/blog/ students to fill out during
1939 (painting) 10-artist-statement- presentations
- Landslide by examples-from-modern- - Possible show
Fleetwood Mac day-masters/ refreshments for the class
(song) - Computers for students
- “Something You to write their own artist
Should Know” statements
https://aprweb.or - Any materials that
g/poems/somethi students indicated
ng-you-should- needing for their artistic
know (poem) adaptation
- “Revelations” by
Alvin Ailey
https://www.yout
ube.com/watch?
v=tNqaixKbrjs
(modern dance)
- Brainstorm sheets (exit
ticket)
Assessment Exit Ticket Final Draft for Part 2 (Artistic In-Class Presentations and
- Brainstorm at least 3 Adaptation) and the Artist Peer Feedback Forms
ideas that you could do statement is due by Sunday at - These will be assessed
for your artistic 11:59pm according to the rubric in
adaptation. our summative
- Rank each according to assessment
preference and indicate - Students will also have to
if you would really like complete three peer
to do a specific form of feedback forms while
expression for your others are presenting.
project. These will be graded on
- In 1-2 sentences, briefly completion.
explain your plan for
working on this second
part of the final project.
List any special
materials that you might
need to complete this
project.