Introduction and Overview

Class: Ninth grade English

Time: 10 50-minute class periods
This short 10 day unit is centered on the theme of identity. Throughout the unit,
students are asked to examine who they are and how identities are formed by examining,
short stories, excerpts from novels, as well as reading the book Openly Straight by Bill
Konigsberg. I want my students to determine whether they have the power to create and
change their own identities, as well as what factors help create their own identity, and if
they may possibly impact the identities of those around them. Students will practice
discussing information with peers in a respectful manner, critical thinking skills,
brainstorming, concept mapping, and reflecting on their own lives in comparison to the
short stories or novel.
Students will be asked to read, analyze, reflect upon, and discuss various works of
literature. Each text that I have selected has a unique place within this unit. I have
selected these texts to get students to think about identity in a new light, people are
active agents in choosing, alternating and modifying their identities in ways that will
provide greatest satisfaction within their social and cultural situations (Kroger 4). The
texts that students will be asked to read are of grade level difficulty for this tenth grade
class. Many of my tenth graders are starting to think about their futures more and more,
and are questioning what they will do with their futures. In a time that is so focused on
the future, I want my students to focus on who they are today because it is easy to get
caught up in what is expected of them and it is easy to forget who they are and what they

want out of life.What is identity? and what factors create a persons identity? are just
two of the essential questions within this unit plan.
I am asking students to get to know themselves, how their identities are formed,
but also distinguish how they personally feel about the treatment of people who are seen
different in societys eyes. Students will become more aware of themselves and the world
around them, a more mature state of self-awareness seems to be the model organization
(at least within the United States) of the late adolescence and adult ego (Kroger 13). By
understanding ourselves and recognizing the benefits of diverse communities, students
are asked to suspend judgments of the people around them. With this in mind, I hope
foster the critical thinking skills that they need in order to become valuable, self-aware
citizens in todays society, as well as cultivate the skills needed to adequately hold
discussions, analyze the development of characters (such as in novels and within
ourselves), and use textual evidence to support analysis and reflection of works of
literature.

Day 1
What is identity?
Are identities given to us?
Can they change?

Day 2
What effects can labels
have on a person? On a
school or society as a
whole?

Day 3
What effects can labels
have on a person? On a
school or society as a
whole?

Day 4

Unit Plan
Introduce unit
Journal: What does the word identity mean to you?
Read: first two paragraphs of Battle Royal by Ralph Ellison
Activity: Class discussion to attempt to define the word identity,
understand that everyones idea of identity is different, and describe
how community influences identity.
Wrap up: Compare and discuss benefits of diverse interests and
talents that contribute to community identity.
Homework: Have students complete the identity wheel
Introducing Openly Straight by Bill Konigsberg
Journal: Who am I? Reflection of identity wheel
Read: Chapter one from Like Water for Chocolate by Laura Esquivel
o Reflect: Character chart (Character, what I know about
him/her, quotes, page number)
Activity: Labels; what are labels that are given to us or what labels
have we given to others? Effects of being labeled. Wall of labels.
Discussion of quotes from the book
o Im so tired of being a type I want to just be a human
o Perhaps the answer is to not tolerate differences, not even to
accept them. But to celebrate them. Maybe then those who
are different would feel more loved, and less, well, tolerated
Mini lesson: Introduction of the book- PowerPoint
Introduction to Openly Straight by Bill KonigsbergContinued
Journal: Reflect on the wall of label activity How does labeling
affect you? How do you think being labeled affects people in school?
In the world? What are steps that you can take to change this?
Mini-Lesson: LGBT vocabulary
Read: Being a Man Paul Theroux
o Reflect: Character chart (Character, what I know about
him/her, quotes, page number)
Writing:
o Reflect on the information provided about the LGBT
community
o How do labels make you feel? Do you think labeling is fair?
Unfair?
o How can labels affect someones identity?
Journal: Listen to Born This Way by Lady Gaga. How do I feel
about the treatment of people who are seen different in societys

What effects can labels

have on a person? On a
school or society as a
whole?

eyes?
Activity: I have, I like, I am
Reading: Openly Straight by Bill Konigsberg
Reflect: Character identity chart (Character, what I know about
him/her, quotes, page number)
Homework: Read Openly Straight by Bill Konigsberg. From where
we left off in class to page 84
Journal: Do you alone form your identity? If not, who aides in the
formation of your identity?

Day 5

What is identity?
Are identities given to us?
Can they change?

Reading: Openly Straight by Bill Konigsberg

Reflect: Character identity chart (Character, what I know about

him/her, quotes, page number)

Homework: Read Openly Straight by Bill Konigsberg. From where

we left off in class to page 168

Day 6

What is identity?
Are identities given to us?
Can they change?

Journal: Review of Thursday and Fridays reading of Openly

Straight.
Reading: Openly Straight by Bill Konigsberg
Reflect: Character identity chart (Character, what I know about
him/her, quotes, page number)
Homework: read Openly Straight by Bill Konigsberg. From where
we left off in class to page 252

Day 7

Journal: What 3 words would you choose to best describe yourself?

What 3 words would your family or friends use to describe you?
How does what others think about you affect how you think about
yourself?

Reading: Openly Straight by Bill Konigsberg

Reflect: Character chart (Character, what I know about him/her,

quotes, page number)

Homework: read Openly Straight by Bill Konigsberg. Complete the

book.

Journal: Does your family have any traditions? What are they?
Read: Fish Cheeks by Amy Tan
o Reflect: Character chart (Character, what I know about

What Factors create a

persons identity?

Day 8
What Factors create a

persons identity?
Does your identity come
from your family?

Day 9

What Factors create a

persons identity?

Does your name define

you? Is identity given to
us?

Day 10
What is identity?
How are individuals
affected and shaped by
the people and
environments around
them?

him/her, quotes, page number)

Why does Tan's mother go out of her way to prepare a disturbingly
traditional Chinese dinner for her daughter and guests?
What is Tan's purpose in writing this essay? Does she just want to
entertain readers, or might she have a weightier goal?

Journal: Where did your name come from? (Where you named after
someone? Who?, Does your name have a meaning behind it?, Do you
have any nicknames?)
Read: My Name from The House On Mango Street, by Sandra
Cisneros
o Reflect: Character chart (Character, what I know about
him/her, quotes, page number)
Mini Lesson: Whats in a name
Discussion: With a partner
o How did you come to be named?
o Who made the decision about your official names?
o What nicknames do you have?
o What names do you like or dislike and why?
o If you could pick out your own names, what would you
select?
o Did Esperanzas name help her identify herself?
Journal: How do YOU define who you are?
Activity: Students will write a 5 paragraph essay on a topic of their
choice (from the assignment sheet)
Wrap up: I will use a rubric to grade each students work

Arizona College and Career Ready Standards

9-10.RL.1. Cite strong textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

9-10.RL.2. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective an objective summary of the
text.

9-10.RL.3. Analyze how complex characters (e.g., those with multiple or

conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.

9-10.W.3. e provide a conclusion that follows from and reflects on what is

experienced, observed, or resolved over the course of the narrative.

9-10.W.5. Develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience

9-10.W.10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences.

9-10.SL.1.a Come to a discussion prepared, having read and researched material

under study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.

Lesson Plan for Day __1____

Title: Identity Introduction
Essential Question: What is identity? Are identities given to us? Can they change?
Objectives:
Students will be able to..
o Create a definition for the word identity by reflecting on their lives and
collaborating with peers
o brainstorm and personal, unique characteristics which they believe to
make up their identity
o Produce a concept map using the identity chart provided
Standards:
9-10.W.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience
9-10.W.10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
9-10.SL.1.a Come to a discussion prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Materials:
Text: Battle Royal by Ralph Ellison (one for each student)
Identity Wheel Chart (one for each student)
Instructional Plan: (for 50-minute classlist all that teacher and students will do and
how long these will take)
Opening (Journal write)
What does the word identity mean to you?
Activities (reading, discussion, writing)
Read & Reflect

o First two paragraphs of Battle Royal by Ralph Ellison

Initial thought
What is Ellison trying to say about identity
Have you ever felt the same way?
Discussion
o Hang up chart paper with the word identity written on it
Ask students to share their one or two word answers of what it
means to them, based on their journal writing
Have students collaboratively write a definition of the word
identity as per chart paper activity, ask students to share
Note how everyones idea of identity is different
Identify attributes and factors that shape personal identity
Assessment: Have students independently write a one paragraph response
o Did your peers influence change in your definition of identity?
o Is it okay that we have different ideas of what identity means?
o Discuss the benefits of diverse interests and talents (personal characteristics)
that contribute to identity
Homework
o Have students fill out the identity wheel chart (name in the center and 8
characteristics around it)
See 1.1 in the appendix

Lesson Plan for Day __8____

Title: Family and Identity
Essential Question: What Factors create a persons identity? Does your identity come
from your family?
Objectives:
o Students will be able to.
o Complete a character map using details from the story
o Understand the concept of personal and social identity
Standards:
9-10.RL.2. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective an objective summary of the text.
9-10.W.10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
9-10.SL.1.a Come to a discussion prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Materials:
Fish Cheeks by Amy Tan (one for each student)
Instructional Plan: (for 50-minute classlist all that teacher and students will do and
how long these will take)

Opening (Journal write)

o Does your family have any traditions? What are they?
Activities (reading, discussion, writing)
Read & Reflect
o Fish Cheeks by Amy Tan
Initial thought
Character chart

What are all of the different ways that Amy identifies

herself?

Discussion
o Does Amy have a positive or negative view of her identity?
o Why does Tan's mother go out of her way to prepare a disturbingly
traditional Chinese dinner for her daughter and guests?
o How does Amy feel about her background?
o Do you think that Amy regrets being ashamed of her family?
Identity Masks
o Amy is ashamed of her personal identity because she only allows people
to see her social identity.
o Students will be given a blank mask
On the outside- use colors, quotes, pictures, etc. to describe how
other see you, or your social identity
On the opposite side- use colors, quotes, pictures, etc. to describe
how you see yourself, or your personal identity
Assessment: Have students independently write a one paragraph response
o Students must use at least 5 colors, quotes, pictures, etc on each side of
the mask
Homework
o Remind students to work on their final assignment

Me, myself and Identity

To be yourself in a world that is constantly trying to make you something
else is the greatest accomplishment. -Ralph Waldo Emerson
Today you are you, that is truer than true. There is no one alive who is
Youer than you. Dr.Seuss

Assignment:
Each day, we recorded the essential questions as well as completed a
reflective journal.
Using the text as examples, students should reflect on an embarrassing,
joyful, heartbreaking, frightening, or in any other way memorable story from
their past that made an impact on their identity.
The final product should be a 5 paragraph reflection (as we have worked on
throughout the year).
Students will choose one event from their lives that they believe
helped to shape their identity.
o Hint: Look back at our journals for help if you get stuck!
A time you have been labeled or labeled someone else and
how it affected you
Tell me how you got your name and what it means to you
Your personal vs social identity
A time when you were embarrassed of your family
An important event that taught you a lesson

Students will produce a one page explanation of why this represents

them and their identity
Students will need to pick THREE (3) pieces of evidence from their
life and they must relate it to ONE (1) of the readings
o How did it make you feel? How does it affect your identity?
Step One:
Chose an event that has helped to shape your identity
o The event should truly reflect you. You should be able to
identify with it, if you cannot think of an event, thats okay!
Just reflect on an item from the list above.
o Pick a story that is school appropriate. Were willing to be openminded, but you should avoid any story that you would not want
your parents or Mrs. Brand to hear.
Step Two:
Brainstorm! Use the identity wheel, character charts, and mask
activities to help you brainstorm
Pick one or more texts from the unit to reflect upon and analyze
Step Three:
Writing assignment
o Pick three ways that you think that the story reflects your
identity the best.
o Things to think about:
What is the story?
When did it happen?
Where did it happen?
Who were you with?
Why did you choose this story?
How has it impacted you?
What did you learn from it?
How does the chosen story represent you and/or your
family?
o Connection with a reading
Dont forget to use the text as an example!
Use our class activities and journals for help
Reminders!!!
o Story must be school appropriate
o Use of personal pronouns is okay!
I

 Me
We
o Format!
Times New Roman
12 Point
Double Spaced
Scoring Guidelines

To receive an A
o Youve followed ALL of the directions above
o Reflection has a clear focus, sticks to the topic, and ends with a
thoughtful

analysis of the impact of the event/moment/memory on

your life or personality and identity

o The writing is clear and organized in a logical manner.
o There are no mistakes in grammar, mechanics or spelling (check for
fragments, run-ons and pronoun usage!)
o It is handed in on the due date.

To receive a B
o youve followed ALL the directions above
o Reflection has a clear focus but the analysis might be a bit weak or
unrealized
o The writing is clear but organization may be weak or unclear
o There may be a few minor grammatical, mechanical or spelling errors
o It is handed in on due date

To receive a C
o Your work exhibits weak or incomplete writing or is missing parts of
the assignment.
o Writing is not organized and may be weak or unclear
o There are many grammatical, mechanical, or spelling errors

A D is missing significant parts or is done poorly on many levels.

o You will be asked to redo the assignment

NEATNESS COUNTS! Anything that looks sloppy, messy or hurried will

be graded down!!

Appendix
1.1
Identity wheel Chart

Works Cited
Cisneros, Sandra. "My Name." The House on Mango Street. New York: Vintage,
1991.Print.
Ellison, Ralph. Battle Royal. Invisible Man. New York: n.p., 1995. Print.
Esquivel, Laura. "Christmas Rolls." Like Water for Chocolate: A Novel in Monthly
Installments, with Recipes, Romances, and Home Remedies. New York:
Doubleday, 1992. Print.

Gaga, Lady. Born This Way. Streamline/Interscope/KonLive, 2011. CD.

Konigsberg, Bill. Openly Straight. New York, NY: Arthur A. Levine, 2013. Print.
Kroger, Jane. "Adolescence and the Problem of Identity." Identity in Adolescence. 3rd ed.
N.p.: n.p., 2004. 1-14. Print.
Liebst, Michaela. "The Power of Labels and Acceptance." Wichita State University
College of Education, 25 May 2011. Web. 15 Nov. 2014.
Tan, Amy. "Fish Cheeks." New York: Putnam, 2003. N. pag. Print.
Theroux, Paul. "Being a Man." 1986. Sunrise with Seamonsters: Travels & Discoveries,
1964-1984. Boston: Houghton Mifflin, 1985. N. pag. Print.