Digital Unit Plan Template

Unit Title: Identity Unit Plan Name: Pamela Ortiz-Luis Dimaano

Content Area: English Grade Level: 12th grade
CA Content Standard(s)/Common Core Standard(s):
● CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
● CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective summary of the text.
● CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
● CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions 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.
● CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Big Ideas/Unit Goals:
● Big Ideas: Conceptual questions related to the central theme of identity
○ What makes the idea of identity ubiquitous and relevant throughout different time periods and different pieces of literature?
○ How much of one’s identity is dependent on external factors?
■ Is there such a thing as unadulterated, completely individual identity?
○ Why do people go through such a struggle to establish individual identity?
■ Why is it important for someone to know themselves/who they are?

● Student Learning Objectives:

○ Students will develop strong close reading skills by critically examining the diction, syntax, and figurative language that is found within the text of Invisible
Man by Ralph Ellison and by explaining how those elements are significant to the central theme of the text.
○ Students will be able to form strong and organized written arguments by writing an argumentative essay or creating a video essay in which they argue for
the relevance of the concept of identity (social, racial, gender, etc.) to audiences in today’s society.
○ Students will verbally argue and defend their interpretations of the text both in small groups and in class-wide, student-led discussions in which students
will pick out passages and explain how those passages are significant to the central theme of Invisible Man.
○ Students will form various connections with Invisible Man, such as text-to-text, text-to-self, and text-to-world, by relating the novel to their experiences or
to current events in today’s society.
Unit Summary:
In this unit, students will read through three main texts: Invisible Man by Ralph Ellison, The Hate U Give by Angie Thomas, and Rhinoceros by Eugene Ionesco, along with
shorter, supplementary texts. Each of these texts are linked by many themes, but more specifically, the significant theme of identity. In the society of the United States,
identity is an issue that has been written about and examined deeply throughout the years. Who are we as individuals? How can we set ourselves apart from everyone else?
Who makes the criteria for individuality? These questions surrounding identity are still being asked and discussed today. In this unit, students will not only read and
critically examine relevant texts, but they will also make use of digital tools in order to create original pieces of writing and argument. By the end of the unit, students will not
only be able to create original arguments based on and supported by complex texts, but they will also be able to craft efficient, critical argumentative essays or video essays.

Assessment Plan:
Entry-Level: Formative: Summative:
● Class Discussion ● Journals/Quick writes ● Group Presentations
○ Mind Mapping Activity ● Online class surveys ● Critical Argumentative Essay / Video Project
● Online forum discussion
● Vent Diagram Graphic Organizer Assignment

Lesson 1 (Teacher Lecture)

Student Learning Objective:
Students will develop strong
close reading skills by
critically examining the
diction, syntax, and figurative
language that is found within
the text of Invisible Man by
Ralph Ellison and by
explaining how those
elements are significant to
the central theme of the text.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective:
Students will verbally
communicate and defend
their interpretations of the
text both in small groups and
in class-wide, student-led
discussions in which students
will pick out passages and
explain how those passages
are significant to the central
Acceptable Evidence
(Assessments):
Individual journal entries
Acceptable Evidence:
IPad Lesson Brainstorm
Document
Lesson Activities:
● Frontloading- There will be a PowerPoint lecture that will cover the important historical and author
background information that students need to flesh out their knowledge of Invisible Man. The
PowerPoint will include videos, music, and other texts from the time period so students can
contextualize Ralph Ellison’s writing. Students will also be provided with PowerPoint-based notes to
follow along with the lecture.
● Group Activity - Students will be put into small groups. Each group will be assigned one of the historical
sources that was covered in class. For example, group #1 will be assigned a song that was listened to in
class, group #2 will be assigned a short historical clip that was viewed in class, and so on. Then, in their
groups, the students will discuss how their assigned piece of media connects to Invisible Man.
○ Students will take notes on their discussion, and each group will present the key points of
their discussion to the class.
● Individual Journals - Students will collect their thoughts and discuss how the background knowledge
they discussed in their groups are significant to the overall theme of Invisible Man.
Lesson Activities:
● Students will be divided into groups based on their choice of main text (Invisible Man, The Hate U Give,
or Rhinoceros)
● In their groups, students will identify three main themes and three corresponding passages from their
chosen texts
● For each passage found, each group will also find a corresponding piece of media (songs, TV shows,
movies, art, etc.) from an unrelated source that speaks to the idea represented in their passage
● Students will put all of this together using the LucidChart app on their iPads
○ They will create a brainstorm document
● When students are done, they will present their brainstorm to the class
○ They will discuss how their passages connect to their identified themes
theme of Invisible Man.
Lesson 3 (Graphic Organizer)
Student Learning Objective:
Students will form various
connections with Invisible
Man, such as text-to-text,
text-to-self, and text-to-
world, by relating the novel
to their experiences or to
current events in today’s
society.
Students will be able to use
the connections they have
formed in this activity in an
argumentative essay in which
they argue for the relevance
of the concept of identity
(social, racial, gender, etc.) to
audiences in today’s society.
Unit Resources:
● Invisible Man (1995) by Ralph Ellison (entire novel)
● Rhinoceros (1960) by Eugene Ionesco (play)
● The Hate U Give (2017) by Angie Thomas (select chapters/passages)
Acceptable Evidence:
2 Set Venn Diagram: Textual
Connections Activity
○ They will discuss how their passages are represented by their chosen media pieces
○ They will discuss how the themes they found are significant to their texts as a whole after
they have presented their findings
Lesson Activities:
● Students will choose one of the three main texts of the unit (Invisible Man, Rhinoceros, or The Hate U
Give)
○ With their chosen texts in mind, students will also pick a book, movie, TV show, song/poem,
play, art piece, etc. that was not discussed in class. This piece of media should, in some way
(through ideas/themes) connect to their chosen main text.
● Using LucidChart, students will create a double Venn diagram graphic organizer that will compare and
contrast several aspects of their chosen works
○ Each component of the double Venn diagram is required to have three bullet points (nine
statements in total)
○ Students will identify similar themes/ideas, as well as where the pieces diverge in terms of
themes/ideas (differences)
○ All passages/citations will be made in MLA format
○ The second Venn diagram will contain analysis of the passage/components chosen for
comparison
○ Lastly, students will be required to decorate their Venn diagrams and present their ideas
● Once all documents are completed, students will turn in their work online and present to their groups
● This activity is meant to be done before students’ final assessment, the argumentative essay/video
essay is given so they are able to more thoroughly flesh out their ideas and gain further understanding
of the concept of intertextuality

Useful Websites:
● Background information for Invisible Man
○ Black Arts Movement
○ Ralph Ellison, The Black Arts Movement, and more background for Invisible Man
○ Identity in relation to the Civil Rights Era
● Background Information for Ionesco
○ Ionesco Biography
● The Hate U Give
○ Video interview with Angie Thomas