Unit Four

Unit Four: The Influence of Cultural Identity
(28 Days)
Rationale
The purpose of this unit is to get students to consider how the culture they affiliate with
influences their personal identity, as well as highlighting different cultures and cultural
acceptance. This unit will also be used as an opportunity to examine/unpack American culture,
as well as other globally diverse cultures.
Because Unit Three focuses on global cultural diversity, acceptance, and crafting identity it is of
particular importance, and as author of Cultural Awareness Logs: A Method for Increasing
International-Mindedness among High School and Middle School Students, Michael Thier would
argue: the most pervasive challenge we face with adolescents is the difficulty of teaching
them to see beyond themselves. This problem spans middle school and high school for most
and into higher education for many. In fact, a good portion of the adults who we work with
could probably benefit from a lesson on seeing the world from multiple perspectives. The
problem Thier sees in adolescents will be addressed in this unit, and hopefully corrected by
showing students the proper way to acknowledge/understand their own cultural identity as
well as others.
Thier, Michael. "Cultural Awareness Logs: A Method For Increasing International-Mindedness Among
High School And Middle School Students." English Journal 102.6 (2013): 46-53. Academic Search
Premier. Web. 5 Nov. 2014.
Textual Materials
Our Culture- Paul Barret- Poetry

What is Culture- David Aoloch Bion- Poetry
Whats So Different About Cultures Anyway?- Dato Gogichaishvilli- Video clip (TEDtalk)
Divergent- Veronica Roth- Novel (Fiction)
Common Core State Standards
CCSS.ELA-Literacy.RL.8.2
Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide
an objective summary of the text.
Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
Analyze how differences in the points of view of the characters and the audience or
reader (e.g., created through the use of dramatic irony) create such effects as suspense
or humor.
By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6-8 text complexity band independently and
proficiently.
CCSS.ELA-Literacy.RI.8.2
Determine a central idea of a text and analyze its development over the course of the
text, including its relationship to supporting ideas; provide an objective summary of the
text.
Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).
figurative, connotative, and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
CCSS.ELA-Literacy.SL.8.1.a
Come to discussions prepared, having read or researched material under study; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
CCSS.ELA-Literacy.SL.8.1.b
Follow rules for collegial discussions and decision-making, track progress toward specific goals
and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.8.1.c
Pose questions that connect the ideas of several speakers and respond to others' questions and
comments with relevant evidence, observations, and ideas.
CCSS.ELA-Literacy.SL.8.1.d
Acknowledge new information expressed by others, and, when warranted, qualify or justify their
own views in light of the evidence presented.
Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate
eye contact, adequate volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here
for specific expectations.)
CCSS.ELA-Literacy.L.8.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.8.2.a
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
CCSS.ELA-Literacy.L.8.2.c
Spell correctly.
Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
CCSS.ELA-Literacy.L.8.4.d
Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Interpret figures of speech (e.g. verbal irony, puns) in context.
CCSS.ELA-Literacy.L.8.5.b
Use the relationship between particular words to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Unit Four: The Cultural Identity Goals

By the end of this unit, students will
Be able to recognize elements of culture in their day to day life

Know the difference between culture and ethnicity
Gain an understanding of the influence culture has on personal identity
Identify elements of American culture
Be able to identify elements of other cultures other than American culture
Continue developing open discussion capability
Learn the elements of a diamante poem
o Write a diamante poem
Unit Four Activities:

1. American Culture Chalk Talk/Culture Discussion
As an opener to the unit, students will engage in a whole-group chalk talk. The
chalk talk will focus on what they believe American culture is, as well as what
they think being an American means after reading Our Culture and What is
Culture. This will then lead into a discussion of other cultures after the viewing
of Whats So Different About Cultures Anyway?- Dato Gogichaishvilli (Chalk
Talk Adapted from: Pam Coke E401)
2. My Culture Diamante Poem

Following our initial discussion of cultures, students will write a diamante poem
about the culture they affiliate with. The poem will be used to show how
students see the affect their culture has upon them. (Adapted from: Teaching
Grammar Through Writing- Keith Pollete)
3. My Faction Poster
During the reading of Divergent, students will create a poster depicting the
faction they would choose if they were a character in the novel. Their posters
will include elements specific to their chosen faction, as well as a brief
explanation as to why they would choose to be a member. Posters will be
presented to the class.
Assessment:
For this unit, students will be assessed through their completion of the My Faction poster and
presentation of the poster. This activity will be assessed to examine if students are using
concepts of identity learned in class to evaluate their personal identity. (See assignment sheet
and rubric below)
Culminating Text:
My Culture Poem- Following our initial discussion of cultures, students will write a diamante
poem about the culture they affiliate with. The poem will be used to show how students see
the affect their own culture has upon them.
Process Portfolio-Throughout the year, students will be creating, writing, drafting, etc. a
multitude of different projects, in a variety of forms. Because of the variety of pieces, in

addition to a personal belief that students should be assessed as a whole, students will be
required to collect artifacts from each unit of study that will be resubmitted at the end of the
semester in the form of a Process Portfolio. As Peter Smagorinsky explains, a process
portfolio, is a culminating assessment tool that shows student learning processes, as well as
their progression throughout a year. The purpose of the portfolio, once again, is to highlight
student learning processes as a whole, meaning, students will be asked to exhibit, not their
best work, but the projects/writings that taught them the most. Additionally, students will not
be graded on the individual pieces submitted in their portfolio; rather, they will be graded on
how well they reflect on the learning that took place while they were producing the individual
pieces. Also, as Smagorinsky suggests, as an educator, I will create a culminating portfolio for
myself (Smagorinsky)
Extras:
Our Culture
By: Paul Barratt
We are all just
Just here looking all around
Around the world, we have come
Come to a land
Land of fortune
Fortune to all, we are all different
Different we dare, show us your culture
Culture is all around us
Us be taught, us be educated
Educated we will survive
Survive as many peoples
Peoples are very dear
Dear to our country
Country is our home
Home to very many
Many different cultures
Australian culture, of course.
Barratt, Paul. Our Culture Poemhunter.com. N.p., n.d. Web. 04 Nov. 2014.
What is Culture?
By: David Aoloch Bion
What is Culture?
What we think of in Rumbek
What we think of in Jerusalem
What we think of in Moscow
All different things we think, say,
Do and make at different places at the same time
What differentiate a man from insects, birds and beasts?
If you dont have a culture

Youre a housefly
If you dont keep your culture
Youre a beetle or cockroach
If you adopt a culture
Youre a tick
If you hate others culture
Youre a toad
If you dont hate or love others culture
Youre real man
Bion, David Aoloch. What is Culture? Poemhunter.com. N.p., n.d. Web. 04 Nov. 2014.
Assignment Sheet: My Faction poster/reflection

After reading Divergent by Veronica Roth, you should have a good understanding of the different
factions, and how each has an individual culture that the members of that faction must conform.
Considering the different factions represented in the novel, if you had the opportunity to pick one of
the factions, which would you choose?
Using what you know about the different factions, as well as what you know about yourself, create a
poster representing the faction you would choose, and why. Be prepared to share your choice, poster,
and a small written rational with the rest of the class.
Posters should include:
____Illustrations/Pictures that represent your chosen faction (5pts)
____ Illustrations/Pictures/Quotes that explain the culture of your chosen faction (5pts)
____ A written rational explaining why you would choose that faction. Why does it interest you? How
does it align with your identity? (10pts)
20 Total Points
Making A Poster : My Faction
Teacher Name: Ms. Wimler
Student Name:
________________________________________
CATEGORY
Graphics Relevance
5
All graphics are
related to the topic
and make it easier
to understand. All
borrowed graphics
have a source
citation.
Required Elements
The poster
includes all
required elements
as well as
additional
information.
Several of the
graphics used on
the poster reflect a
exceptional degree
of student
creativity in their
creation and/or
display.
Student is
completely
prepared and has
obviously
rehearsed.
Overall Originality
Oral Presentation
Developed using rubistar.4teachers.org
4
All graphics are
related to the topic
and most make it
easier to
understand. All
borrowed graphics
have a source
citation.
All required
elements are
included on the
poster.
3
All graphics relate
to the topic. Most
borrowed graphics
have a source
citation.
2
Graphics do not
relate to the topic
OR several
borrowed graphics
do not have a
source citation.
One or two of the

graphics used on
the poster reflect
student creativity
in their creation
and/or display.
The graphics are

made by the
student, but are
based on the
designs or ideas of
others.
No graphics made
by the student are
included.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Student does not

seem at all
prepared to
present.
All but 1 of the

Several required
required elements elements were
are included on the missing.
poster.
Unit Five: How We Identify Others; Overcoming Adversity

(24 Days)
Rationale
Along with discovering oneself, learning how to identify with others, and understand/accept
the perspectives of others is of equal importance. Because of that, Unit five will focus on
acceptance, understanding, and overcoming adversity as an individual, and as a community.
This unit is similar to Unit Four, and that it will be addressing problematic issues of students
not prepared to acknowledge and understand the differences between individuals. Again, this
unit will be designed to help students overcome their inhibitions of acceptance while
simultaneously, help them identify the differences others notice about them. Areas of
discussion, vital to being an active and productive individual living in a diverse society.
Textual Materials
The Powwow at the End of the World- Sherman Alexie- Poetry

The Opportunity of Adversity- Aimee Mullins- Video clip (TEDtalk)
To Kill A Mockingbird- Harper Lee- Novel (Fiction)
To Kill A Mockingbird, trial scene- directed by: Robert Mulligan- Film
Friends in the Klan- Marilyn Nelson
or humor.
Analyze the extent to which a filmed or live production of a story or drama stays faithful
to or departs from the text or script, evaluating the choices made by the director or
actors.
proficiently.
text.
Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-Literacy.W.8.1
Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-Literacy.W.8.1.b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.8.1.c
Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.8.1.d
Establish and maintain a formal style.
CCSS.ELA-Literacy.W.8.1.e
Provide a concluding statement or section that follows from and supports the argument
presented.
Use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the
topic.
CCSS.ELA-Literacy.W.8.2.f
Provide a concluding statement or section that follows from and supports the
information or explanation presented.
CCSS.ELA-Literacy.W.8.2.f
Provide a concluding statement or section that follows from and supports the
information or explanation presented.
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 discipline-specific
tasks, purposes, and audiences.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others' ideas and expressing their own clearly.
Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
Follow rules for collegial discussions and decision-making, track progress toward specific
goals and deadlines, and define individual roles as needed.
Pose questions that connect the ideas of several speakers and respond to others'
questions and comments with relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.
Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate
eye contact, adequate volume, and clear pronunciation.
Use an ellipsis to indicate an omission.
Spell correctly.
word meanings.
Unit Five: How We Identify Others; Overcoming Adversity

Be able to define adversity, and identify adversity in literature, and their personal lives
Explore racial adversity
Understand how morals, values, and beliefs influence choice

Examine the idea of courage, and explore how it influences identity
Lead whole group discussion with minimal guidance
Unit Five Activities:

1. Group Discussion
Students will read The Powwow at the End of the World and then lead their
own discussion of the identity of the speaker. Some questions could include:
i. How does the speaker identify himself?
ii. How do the others perspectives change the identity of the speaker?
iii. How does the speaker respond to the commands/classifications of the
others?
Students will then watch the video The Opportunity of Adversity. They will
then write their own discussion questions that will be turned in as an exit ticket.
2. Letters to Boo Radley

Students will independently write two letters to the character Boo Radley. In the
first letter, which will be written prior to Scout meeting Boo, students will write a
letter based on their assumptions of Boo Radley. The second letter, which will be
written after finishing the book, will allow for students to explain their previous
assumptions to Boo, as well as show their new understanding of the character.
3. Mock Trail
Prior to reading the trial scene in To Kill a Mockingbird, as well as watching
Atticus speech from the film To Kill a Mockingbird, students will script, and act
out, the trial. As a class, the students will collaboratively discuss how certain
characters will act based on their understanding of their identity/personality,
and then create the proceedings of the trail in their image. (Adapted from: Web
English Teacher, http://www.webenglishteacher.com/lee.html)
4. What is Courage? Organizer
After the completion of To Kill a Mockingbird, students will be introduced to the
poem Friends in the Klan by Marilyn Nelson. After a breakdown of the poem,
and a discussion of the elements of courage as observed in the poem, and To Kill
a Mockingbird, students will be provided with an organizer adapted from
Reading Poetry in the Middle Grades by Paul B. Janeczko. The organizer will ask
students to think about what makes an individual courageous, an element of
identity, through characters in To Kill a Mockingbird. The organizer will also be
used as a planning tool for the paper students will write at the closing of the
unit. (Adapted from: Reading Poetry in the Middle Grades- Paul B. Janeczko.)
5. What Makes a Hero Essay
Using To Kill a Mockingbird, students will write a five paragraph essay
highlighting one of the characters from the novel, and showcasing the qualities
of a specific heros identity that make them a hero. The students will be
encouraged to use ideas generated by the poetry organizer previously filled out.
(Adapted from: Web English Teacher,
http://www.webenglishteacher.com/lee.html)
CCSS.ELA-Literacy.W.8.1.b
Assessment:
In this unit, students will be assessed by their final draft of the What Makes a Hero? essay.
Along with addressing the elements that make an individual courageous, an element of
identity, student essays must be well organized and show overall improvement in mechanics
from prior units. (See grading rubric)
Culminating Text:
What Makes a Hero- Using To Kill a Mockingbird, students will write a five paragraph essay
highlighting one of the characters from the novel, and showcasing the qualities of a specific
heros identity that make them a hero.

pieces. Also, as Smagorinsky suggests, as an educator, I will create a culminating portfolio for
myself (Smagorinsky)
Extras:
The Powwow at the End of the World
By Sherman Alexie
I am told by many of you that I must forgive and so I shall
after an Indian woman puts her shoulder to the Grand Coulee Dam
and topples it. I am told by many of you that I must forgive

and so I shall after the floodwaters burst each successive dam
downriver from the Grand Coulee. I am told by many of you
that I must forgive and so I shall after the floodwaters find
their way to the mouth of the Columbia River as it enters the Pacific
and causes all of it to rise. I am told by many of you that I must forgive
and so I shall after the first drop of floodwater is swallowed by that salmon
waiting in the Pacific. I am told by many of you that I must forgive and so I shall
after that salmon swims upstream, through the mouth of the Columbia
and then past the flooded cities, broken dams and abandoned reactors
of Hanford. I am told by many of you that I must forgive and so I shall
after that salmon swims through the mouth of the Spokane River
as it meets the Columbia, then upstream, until it arrives
in the shallows of a secret bay on the reservation where I wait alone.
I am told by many of you that I must forgive and so I shall after
that salmon leaps into the night air above the water, throws
a lightning bolt at the brush near my feet, and starts the fire
which will lead all of the lost Indians home. I am told
by many of you that I must forgive and so I shall
after we Indians have gathered around the fire with that salmon
who has three stories it must tell before sunrise: one story will teach us
how to pray; another story will make us laugh for hours;
the third story will give us reason to dance. I am told by many
of you that I must forgive and so I shall when I am dancing
with my tribe during the powwow at the end of the world.
Sherman Alexie, The Powwow at the End of the World from The Summer of Black Widows. Copyright
1996 by Sherman Alexie. Used by permission of Hanging Loose Press.
Friends in the Klan

by Marilyn Nelson
BLack veterans of WWI experienced
such discrimination in veterans' hospitals
that the Veterans' Administration, to save face,
opened Tuskegee, a brand-new hospital
for Negroes only. Under white control.
(White nurses, who were legally excused
from touching blacks, stood holding their elbows
and ordering colored maids around, white shoes
tapping impatiently.)
The Professor joined
the protest. When the first black doctor arrived
to jubilation, the KKK uncoiled
its length and hissed. If you want to stay alive
be away Tuesday. Unsigned. But a familiar hand.
The professor stayed. And he prayed for his friend in the Klan.
Nelson, Marilyn. Friends in the Klan from Reading Poetry in the Middle Grades. Janeczko, Paul
B. Copyright2011 by Paul B. Janeczko
What is Courage?
What is courage?
Must it be physical?
Who are two characters from To Kill A Mockingbird who have courage?
Why do you think these characters are courageous?
What qualities do these people show?
Character
Courageous Qualities
Character
Courageous Qualities
Adapted from: Reading Poetry in the Middle Grades- Paul B. Janeczko
What Makes a Hero?
Student Name:
CATEGORY
Attention Grabber
________________________________________
4Above Standards
The introductory
paragraph has a
strong hook or
attention grabber
that is appropriate
for the audience.
This could be a
strong statement,
3Meets Standards
The introductory
paragraph has a
hook or attention
grabber, but it is
weak, rambling or
inappropriate for
the audience.
2Approaching Standards
The author has an
interesting
introductory paragraph
but the connection to
the topic is not clear.
1Below Standards
The introductory
paragraph is not
interesting AND is
not relevant to the
topic.
a relevant
quotation, statistic,
or question
addressed to the
reader.
Elements of a Hero
Student provides a
clear, strong
statement of the
elements of a
heroic character.
Student provides a
somewhat clear
statement of the
elements of a
heroic character
Student acknowledges
elements of a hero, but
they are unclear.
There are no
statements of the
elements of a hero
Support for
elements
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the heroic
elements. The
writer anticipates
the reader\'s
concerns, biases or
arguments and has
provided at least 1
counter-argument.
All of the evidence
and examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author\'s position.
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support elements
of a hero
Includes 2 pieces of
evidence (facts,
statistics, examples,
real-life experiences)
that support the
elements of a hero.
Includes 1 or fewer
pieces of evidence
(facts, statistics,
examples, real-life
experiences).
Most of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author\'s position.
Author makes 1-2
errors in grammar
or spelling that
distract the reader
from the content.
At least one of the

pieces of evidence and
examples is relevant
and has an explanation
that shows how that
piece of evidence
supports the author\'s
position.
Evidence and
examples are NOT
relevant AND/OR
are not explained.
Author makes 3-4

errors in grammar or
spelling that distract
the reader from the
content.
Author makes
more than 4 errors
in grammar or
spelling that
distract the reader
from the content.
Evidence and
Examples
Grammar &
Spelling
Author makes no
errors in grammar
or spelling that
distract the reader
from the content.
Developed using rubistar.4teachers.org
Unit Six: Working With Other Individuals; Finding Your Identity Within
a Society
(28 Days)
Rationale
The focus of this unit will be to emphasize the role an individual has on the society/community
in which they live. To create this focus, students will take part in a unit long, small group activity
that will ask them to form their society.
As Robert Lawry notes in his article, Education beyond socialisation: on becoming and being a
citizen-subject in everyday life: schools have a duty to teach young people how to act and
behave in a responsible way within a democratic society. The purpose of Unit Six is to optimize
Lawrys ideals, as students will be constructing their societies in which they will be asked to
participate in democratic events as a collaborative group. The unit will teach students to think
in the democratic societal model while still encouraging them to push for their individual
opinions. By using this unit, students will be provided with a safe place to experiment and
explore fitting their individual identity into a greater society.
Lawy, Robert. "Education Beyond Socialisation: On Becoming And Being A Citizen-Subject In Everyday
Life." Discourse: Studies In The Cultural Politics Of Education 35.4 (2014): 599-610. Academic Search
Premier. Web. 5 Nov. 2014.
Textual Materials
Matriot-Francis Payne Adler

Identity.-Gangadharan Nair Pulignat
Lord of the Flies- William Golding
Lord of the Flies- Harry Hook
or humor.
Analyze the extent to which a filmed or live production of a story or drama stays faithful
to or departs from the text or script, evaluating the choices made by the director or
actors.
proficiently.
text.
Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on how well purpose and audience have been addressed.
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 discipline-specific
tasks, purposes, and audiences.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others' ideas and expressing their own clearly.
Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
Follow rules for collegial discussions and decision-making, track progress toward specific
goals and deadlines, and define individual roles as needed.
Pose questions that connect the ideas of several speakers and respond to others'
questions and comments with relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.
Analyze the purpose of information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
political) behind its presentation.
Delineate a speaker's argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
Use an ellipsis to indicate an omission.
Spell correctly.
word meanings.
Unit Six: Working With Other Individuals; Finding Your Identity Within a Society Goals
Work collaboratively to complete small group work for the unit project
Rewrite/complete the This I Believe essay as a reflection based paper
o Incorporating ideas, themes, and self-discoveries learned over the course of the
year
Complete the yearlong portfolio.
Unit Six Activities:

1. Visualizing a Poem
Using the poem Matriot or Identity., students will recreate the poem with
pictures using Janeczkos visual album worksheet, adapted from Reading Poetry
in the Middle Grades. Students will be asked to share their albums, and discuss
what the speaker in the poem thinks of the society/community in which he/she
lives. (Adapted from: Reading Poetry in the Middle Grades- Paul B. Janeczko.)
CCSS.ELA-Literacy.RL.8.5.
2. Photo Storyboard
In small groups (2-3), students will be assigned a scene from the text, Lord of the
Flies that they must recreate in one still photograph that involves all members of
the group. The photos will then be posted on the classroom website in
sequential order, creating a visual storyboard for students to refer.
3. Creating A Society of Individuals
In groups of no more than six, students will be asked to imagine that they have
been stranded on an island, just as the characters from Lord of the Flies.
Students will work together, in this unit long project, creating a society of their
own. The purpose of the activity is to show students how individual identities
can collide when forced to work together, but they must still learn to work as a
whole. Activities within this project will include:
Law writing
Job distribution
Mapping
Final write-up/community evaluation
4. Rewrite/complete the This I Believe essay as a reflection based paper
Students will be asked to rewrite their This I Believe essay including

incorporating ideas, themes, and self-discoveries learned over the course of
the year
Assessment:
In the final unit of the year, students will be assessed on a variety of assignments. This I
Believe essays will be compared to the originals written during Unit One; they will be graded
using a student generated rubric. The Creating a Society group project will also be used to
assess student collaboration and group effectiveness. This grade will be awarded based on a
completion of all assigned tasks, as well as a self-reflection portion that students will write
independently. Additionally, the Process Portfolio will also be due during this unit, providing an
assessment of student progress for the entire year.
Culminating Text:
pieces. Also, as Smagorinsky suggests, as the educator, I will create a culminating portfolio for
myself (Smagorinsky).
Extras:
Matriot
By: Frances Payne Adler
Theres not much thats important at my age
Except making the world a better place.
What would I do?
I say we damn well better
Get out on the streets again.

Everyone has to put their hand to the wheel
And get out and get off their butt
Like in the sixties. We had compassion then,
And weve lost it. It breaks my heart.
Ive lived through two depressions,
Two of them. Everyone at that time
Was just sick about the way things were,
Just like now, only its worse now.
I see things falling apart--People, living on the streets.
Children, beaten in their homes.
Sick people without health care.
Imagine this, in a country
That spends so much on the war machine.
Id spend the money on health instead.
Id see that children are born healthy
And make sure they stayed that way.
All children no matter what age.
Id clean the air, the water. Id take away
All that polluting shit they put on vegetables.
Id promote the use of sun, sea, and wind
For natural energy. Id save the forests,
Especially the redwoods. Id ban fire arms.
Id take away every nuclear device man to man.
No more wars, ever. Now were talking health.

How are we going to pay for all this?
No one ever says we dont have enough
Money to go to war. No one ever says
We dont have money for national defense.
This is national defense.
Payne Adler, Frances. Matriot The Making of a Matriot. Los Angeles, California, USA: Red Hen Press
Visual Images Album
Adapted from: Reading Poetry in the Middle Grades- Paul B. Janeczko

Identity.
by: Gangadharan nair Pulingat..
An individual identity
That matters in community
Reckoned in personal circles
Identity, the word crucial.
Identity in better meanings
The individual reputation
That is relevant and important
Identity of a human being
That is everywhere taken up.

Service to the society
Kindness to the deserving
Character and integrity
Yardstick of identity.
Man a social being
Everywhere, in every circles
His identity reckons
Make the identity in such goodness.
Nair Pulingat, Gangadharan. Identity.Poemhunter.com. N.p., n.d. Web. 04 Nov. 2014.
Potential rubric:
Creating a Society
Student Name:
________________________________________
CATEGORY
Introduction
(Organization)
4
The introduction is
inviting, states the
main topic and
previews the
structure of the
paper.
3
The introduction
clearly states the
main topic and
previews the
structure of the
paper, but is not
particularly inviting
to the reader.
Focus on Topic
(Content)
Student makes
strong, and clear
reflections about
the group project
Student makes
general reflections
about the group
project
Conclusion
(Organization)
The conclusion is
strong and leaves
the reader
understanding
what the student
The conclusion is
recognizable and
ties up almost all
the loose ends, but
does not
2
The introduction
states the main
topic, but does not
adequately
preview the
structure of the
paper nor is it
particularly inviting
to the reader.
Student reflects on
the group project,
but is not clear
1
There is no clear
introduction of the
main topic or
structure of the
paper.
The conclusion is
recognizable, but
does not tie up
several loose ends.
Student does not
There is no clear
conclusion, the
paper just ends.
Student does not

make any
reflections on the
group project
Grammar &
Spelling
(Conventions)
gained from the

group project
completely sum up
the group project
experience
reflect properly on
the group work.
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 1-2

errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 3-4

errors in grammar
or spelling that
distract the reader
from the content.
Writer makes more

than 4 errors in
grammar or
spelling that
distract the reader
from the content.
Developed from rubistar.4teachers.org
Culminating Text Assignment Sheet

Adapted from Teaching English By Design by Peter Smagorinsky
Process Portfolio
Throughout the year, you have produced many different forms of writing, art, and projects to
show your understanding of the texts we have studied. Hopefully, in creating so many forms of
expression, you have learned a few things about yourself, literature, writing, reading, and
everything in between.
As the end of the year approaches, it is now time to show me what all you have learned, but
more importantly, the processes/projects that taught you the most. To do this, your final
project of the year will be a portfolio containing pieces of your work from the beginning of the
year till the end. Keep in mind, the pieces you submit in your portfolio do not have to be your
best work. In fact, your portfolio can include rough drafts, unedited journal entries, papers that
did not receive the best grade, etc. You will not be graded on the quality of the pieces you
submit. Rather, I will be grading you on how carefully you reflect on your own learning,
through the process of creating the portfolio, as well as the reflective writing piece you also
must submit.
Your Portfolio must include:

_____ Title page with Name and Date (2pts)
_____ A minimum of 8 pieces. There must be at least one piece from each unit we have
studied. You may include more than 8 pieces if you wish. (24 pts)
_____ A brief (1-2 paragraph) description/discussion explaining each of the 8 pieces, and why
you chose to include them in your portfolio. (24 pts)
_____ A final Reflection (1-2 pages) in which you discuss your 8 pieces as a whole, and how they
contributed to your learning throughout the year. (50 pts)
100 Total Points
Portfolio Due Date: Friday May 22nd, 2014

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Unit Four: The Influence of Cultural Identity

Our Culture- Paul Barret- Poetry

Common Core State Standards

Unit Four: The Cultural Identity Goals

Be able to recognize elements of culture in their day to day life

Unit Four Activities:

2. My Culture Diamante Poem

multitude of different projects, in a variety of forms. Because of the variety of pieces, in

If you dont have a culture

Assignment Sheet: My Faction poster/reflection

Making A Poster : My Faction

Teacher Name: Ms. Wimler

Developed using rubistar.4teachers.org

One or two of the

The graphics are

Student does not

All but 1 of the

Unit Five: How We Identify Others; Overcoming Adversity

The Powwow at the End of the World- Sherman Alexie- Poetry

Common Core State Standards

Unit Five: How We Identify Others; Overcoming Adversity

Understand how morals, values, and beliefs influence choice

Unit Five Activities:

2. Letters to Boo Radley

multitude of different projects, in a variety of forms. Because of the variety of pieces, in

and topples it. I am told by many of you that I must forgive

Friends in the Klan

Adapted from: Reading Poetry in the Middle Grades- Paul B. Janeczko

What Makes a Hero?

Teacher Name: Ms. Wimler

At least one of the

Author makes 3-4

Developed using rubistar.4teachers.org

Matriot-Francis Payne Adler

Common Core State Standards

Unit Six Activities:

Students will be asked to rewrite their This I Believe essay including

Get out on the streets again.

No more wars, ever. Now were talking health.

Visual Images Album

Adapted from: Reading Poetry in the Middle Grades- Paul B. Janeczko

That is everywhere taken up.

Teacher Name: Ms. Wimler

Student does not

gained from the

Writer makes 1-2

Writer makes 3-4

Writer makes more

Developed from rubistar.4teachers.org

Culminating Text Assignment Sheet

Your Portfolio must include:

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