For detail on pacing and activity & assessment descriptions, see individual lessons.
Week 1, Day 1: Who are we in this community?
Essential Question: How do we get to know the people in our communities? Objectives Activities Assessments 1. Students will understand that Welcome/Do Now Diagnostic: their identities are affected by the Get-to-know-you game: Interest inventories communities they are a part of. snowball fight Snowball Fight Share b. Understand the rules and Class routines Stickies during norm expectations of this specific generation Practice classroom meeting classroom community Quick Write Active/Attentive Listening 8. Students will be able to listen Leaning towards literacy Formative: actively to their peers. Interest inventories Explain routines to a partner c) Students will be able to Closure collaborate in order to generate o Exit ticket: Who is it and understand class norms facts d) Students will be able to listen while others are talking Genre: video 9. Students will respect the diverse voices in their classroom communities through active listening. a) Students will understand that each member of our community brings unique experience, background, and perspective to the classroom
Week 1, Day 2: Finding the connections between individuals
Essential Question: How can we show respect for others in our communities? Objectives Activities Assessments 8. Students will be able to listen Welcome/Do Now Diagnostic: actively to their peers. Common Thread Common threads observation c) Students will be able to Home Court collaborate in order to generate and Silent Patient Waiting Formative: understand class norms Skit Preparation & Home court observation d) Students will be able to listen while others are talking presentation Skit performance Journal entry Reflection 9. Students will respect the diverse voices in their classroom communities through active listening. a. Students will understand that each member of our community brings unique experience, background, and perspective to the classroom
Week 1, Day 3: Reading and Listening—an exercise in engaging with text
Essential Question: What can we learn about identity and community through the texts that we read? Objectives Activities Assessments 8. Students will be able to listen Welcome/Do Now Diagnostic: actively to their peers. o What does home Active listening pre- a. Know the difference court mean to you? assessment between passive and Who is it? active listening Introduce Absolutely True Formative: b. Know strategies for active Diary of a Part-Time Indian Group Talk Observation listening, thinking o Cover predictions Self Reflection together, and asking o Background Group Reflection follow-up questions o Read first chapter out loud 9. Students will respect the diverse voices in their classroom Example/Non-example communities through active (active v. passive listening) listening. Diagnostic discussion: Active a. Students will understand Listening that each member of our Reflection community brings unique experience, background, Requirement: text as mentor, and perspective to the reading experience classroom Genre: YA Novel
Week 2, Day 1: Belonging to multiple communities
Essential Question: How do the choices we make affect the way people perceive us?
Objectives Activities Assessments
2. Students will understand that Do Now/Welcome Diagnostic: people have control over Classroom Meeting Do now aspects of their identities. Popcorn Summary c. A person’s perception Pre-reading Probable Passage Formative: of a community Pre-reading Vocabulary Venn Diagram Exit Ticket influences the way they Reading ch. 8 Post Reading Discussion present themselves Post-reading revisit probable within it passage Small group discussion 5. Students will be able to Closure/Venn Diagram describe how a person’s identity changes in the different Requirement: Reading communities they belong to. Experience, Vocabulary a. Identify the communities Instruction, Text as Mentor a person belongs to Genre: YA Novel b. Identify choices people make about their identities in different communities
6. Students will be able to
analyze the choices individuals make that affect their identities in communities. a. Discuss the reasoning behind the choices characters make
Week 2, Day 2: Looking inwards—how we feel about ourselves
Essential Question: Which pieces of me make me who I am? How do I gain and understanding of them? Objectives Activities Assessments 4. Students will know how to ask Welcome/Do Now Diagnostic: questions that elicit deeper Classroom Meeting Do Now understanding Read Aloud “My Name” a. Understand that Questions Formative: questioning is a way Brainstorm Exploratory Journal to learn about Writing Group Discussion themselves and others Debrief Introduce final project 7. Students will be able to create questions that elicit a deeper SSR understanding of themselves and others. Requirement: Writing c. Students will be able to Instruction, text as model explore their own identities Genre: Novella in relation to the characters they read about
9. Students will respect the
diverse voices in their classroom communities through active listening. d. Students will be able to listen to and share personal writing respectfully in groups
Week 2, Day 3: The art of questioning
Essential Question: How many types of questions are there? When should I use each kind? Objectives Activities Assessments 4. Students will know how to ask Welcome/Do Now Diagnostic: questions that elicit deeper Classroom Meeting Do Now: understanding Questioning hook a. Understand that Levels of Questioning Direct Formative: questioning is a way to Reword Do Now Instruction learn about themselves and others Modeling Guided Practice 7. Students will be able to create Student Application questions that elicit a deeper Reflection understanding of themselves Develop interview questions and others. Whole-class closure a. Know the difference between level 1, 2, and Requirement: Syntax/Language 3 questions concept b. Identify the appropriate type of questioning for different purposes
8. Students will be able to
listen actively to their peers. d. Students will be able to listen while others are talking
Week 3, Day 1: Making Choices
Essential Question: How to the choices we make affect our environments? Objectives Activities Assessments 1. Students will understand that Do Now/Welcome Diagnostic: people have control over Classroom Meeting Do Now aspects of their identities. Model inform & explain c. Students will explain a writing Formative: choice they made Writing exercise: inform and Journal Entry: inform and about presenting their explain explain identity through Partner share Partner share explanatory writing Self-reflection Self-reflection Revise questions Google Form Responses 6. Students will be able to Closure: self check-in to self-check in analyze the choices individuals make that affect their identities Requirement: embedded in communities. technology b. Reflect on the ways they ways they choose to present themselves to others
9. Students will respect the
diverse voices in their classroom communities through active listening. b. Students will respond thoughtfully and productively to explanations of choices their peers have made
Week 3, Day 2: Genuine v. Fake
Essential Question: What does it mean to control aspects of our identities? Does acting differently in different settings make us fake? Objectives Activities Assessments Do Now/Welcome (5 min) Diagnostic: 3. Students will understand that Classroom Meeting (10 min) Small discussion questioning elements of “Why Acting Differently observation identity is a way to learn Around Other People Doesn’t about themselves and others. Make You Fake” by Bethany Formative: b. Students will be able Straus LINK Interview recordings to conduct interviews Conduct Interviews Self & peer evaluation using carefully Minilesson on analysis constructed questions Work on final project drafts to elicit a deeper Self & Peer evaluation understanding of their peers’ choices and Requirement: embedded community technology membership Genre: Article 9. Students will respect the diverse voices in their classroom communities through active listening. c. Students will be able to use active listening during an interview process to gain insight about their peers
Week 3, Day 3: Relating texts to ourselves
Essential Question: What kinds of community influences cause us to make certain choices? Objectives Activities Assessments 1. Students will understand that Do Now/Welcome Do Now their identities are affected Classroom Meeting Exit ticket: completed by the communities they are “Raymond’s Run,” by Toni final project proposal and a part of. Cade Bambara two specific feedback a. Consider societal Work time on artistic questions influence on individual statements identity Submit proposal for final project for feedback
Genre: Short story
Week 4, Day 1: Reviewing what we know
Essential Question: What do we know about identity and choice? How can I best present my ideas? Objectives Activities Assessments 2. Students will understand that Do Now/Welcome (5 min) Summative: people have control over Classroom Meeting (10 min) Review discussion graphic aspects of their identities. Review of content/feedback organizer a. examine how people on proposals Conferences go about controlling Workshop time aspects of their Q&A Formative: identities Observation Self check-ins 3. Students will understand that questioning is a way to learn about themselves and others. a. Students will apply their knowledge about questioning and identity in the exploration of essential questions
8. Students will be able to listen
actively to their peers. b. Actively listen, think together, and ask follow-up questions
Week 4, Day 2: The masks we wear and fitting in
Essential Question: How do our choices in identity influence how we fit in to a community? Objectives Activities Assessments 2. Students will understand that Do Now/Welcome Diagnostic: people have control over aspects Classroom Meeting Do Now of their identities. Identity short film Journal Entry a. examine how people Journal Entry go about controlling Workshop/Conferencing Formative: aspects of their identities about projects Conferences Workshop observation Genre: Film Exit slip: self check-in
Week 4, Day 3: The final showcase
Essential Question: What have all my classmates been working on the past few weeks? Objectives Activities Assessments 9. Students will respect the Greeting/Welcome (5 min) Summative: diverse voices in their classroom Classroom Meeting (10 min) Final Project Rubric communities through active Gallery walk Self-evaluation for listening. Reflection participation in gallery walk a. Students will understand that Reflection each member of our community brings unique experience, background, and perspective to the classroom