Day 1: Lesson and Assessment Plan

Purpose of the Lesson: Central Focus

• Unit: How can I use my identity to help others love themselves?
• Unit: How does my cultural backpack (traditions, language…) effect what I believe and
others?
• (Week) Who am I?
Learning Objective(s)
• Students will be able to identify other’s identity through short stories
• Students will analyze how people’s lives are affected by the way they identify.
• Students will evaluate their life and identify their own identities.

GSE - Georgia Standards of Excellence

ELAGSE8RI3 Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).
ELAGSE8W3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
ISTE Technology Standard
1c Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
SPLC Anti-bias Framework Standard
Diversity 7. Students will develop language and knowledge to accurately and respectfully describe
how people (including themselves) are both similar to and different from each other and others in
their identity groups
Formal & Informal Assessment
• Informal: Students will participate reading along on their devices.
• Formal and formative: Students will complete the Personal Identity Wheel.
• Informal: Students will complete a ticket out the door at the end of class based on the
readings.
• The assessment provides of the student’s understanding by reading short stories that deal
with the vocabulary as well by completing assignments that ensures their understanding of
the given text.
• Students will provide evidence of learning by participating in group discussions. As well,
students will answer questions at the end of the class period to make sure they understood
what the text meant.

• The evidence aligns because students will have to read their given short story and answer the
discussion questions. Students will also have to complete a Personal Identity Wheel which
requires students to think about their personal life and how they identify.
• Students will be graded if they have completed their work and if they participate in the
activities. The Personal Identity Wheel is turned in with their portfolio therefore they will
have to turn it in at the end of the unit.
• Students will receive feedback during their individual conference at the end of the week. As
well, the teacher will go around to ensure students are completing the work.

• Students will show what they have to the teacher on their weekly conferences if students do
not have it complete by then, then the teacher will deduct 10 points off, but they will still have
the opportunity to turn it in the day their whole portfolio is due.
Facilitation & Safety
I will ensure students understand instructions by repeating the instructions twice and if students
still do not understand I will tell them to raise their hand. If majority of the class does not
understand I will repeat once again. If not, many students understand I will tell them to ask the
person besides them or near them who understands.
Before there are any interruptions or disruptions, I will remind students of classroom norms and
expectations. If students are disruptive afterwards, I will give them a warning and then I will
speak to them privately.
I will provide additional support by repeating instructions also by asking quietly why they are
disengaged if they are or ask the class as a whole if they need extra help. In some assignments,
students will be allowed to engage with others if they need extra help.
My lesson flows from one section to another by keeping track of time I will know what time I have
to move on to the next thing and asking students if they need more time to work on something.
In order to reinforce classroom norms, I will remind students at the beginning of the class period.
When students are working individually, I will remind them to not get to loud or to get out of their
seat without permission. In order to receive permission, they need to raise their hand and be in
their seats.
I will supply the materials needed, the handouts will be printed beforehand and will be passed
out when they need to work on that given handout. Students should already have their computers
and pencils. If students do not have a pencil, I will supply one for them.
The desks in the classroom are set up in groups of five. Students have assigned seats at the
beginning of the class period. Students who are struggling are sitting in the same section to
make it easier to work with them individually
Academic Language
Language Function
• Investigate
Vocabulary
• background, identity, harassed, disability/ability, religion, sexual orientation, social class,
race, gender
• investigate, reflect, analyze, describe
• Throughout the week students will complete warm-up activities that will have the vocabulary
words in them.
• As they complete activities students will use these terms in their writing.
• Students will receive support to learn these words when we discuss them in our daily warm
ups.
Syntax or Discourse
• Syntax and discourse is how symbols and words are organized and structured to make
meaning (i.e. sentences, formulas).
• Choose one:
• Syntax: Set of conventions in the content for organizing symbols, words and phrases into
structures (e.g., sentences, timelines, graphs, tables)
• Discourse: Structures of written and oral language; how members of the discipline talk,
write, and participate in knowledge construction; holds distinctive features/ways of
structuring language (text structures)
• How will students demonstrate (reading, writing, listening, and/or speaking) understanding
of the syntax/discourse?
• How are you establishing/supporting their understanding of syntax or discourse?
• What instructional supports are you using to teach syntax or discourse?
• Discourse: Students will use discourse by communicating with their group members to
investigate the identity of the main characters in the story and by investigating how their
identity has been affected by this identity.
• Students will also use syntax to complete their identity wheel.
• Students will demonstrate both by completing the activities set for this day.
• I am supporting their understanding by demonstrating them what they need to do and
modeling how to answer the questions.
• I am using discussion question and a graphic organizer to teach both.
Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs
Introduction (5 minutes)
• (5 mins.) Warm-Up
Students will create their own Mad-Libs using their vocabulary words.
Body (40 minutes)
• (5 mins.) Review of previous day: We will review the norms and the definition of identity,
intersectionality, and the different types of identities.
• (10 mins.) Mini Lesson: As a class we will read, “Identities” by W.D. Valgardson as we read we
will figure out the characters identity and how his identity has shaped him.
• (15 mins.) Guided and Independent Practice: Students will read a story of their liking on their
computers. Students who are struggling can read together in their group. Students will then
find the answers to the same questions, what is the main characters identity and how has it
affected them.
• (10 mins.) Independent Practice: Once students have completed the readings and answered
the questions students will grab a Personal Identity Wheel graphic organizer and fill it out.
Closure (10 minutes)
• (10 mins.) Students will share what their story was about and their findings. As one student
from each group presents every student will write down what that groups main idea was
 about. Students will then find the collective text of everyone’s reading.

Differentiation, Modification(s), & Accommodation(s)

• Students with instructional support such as special education students and ESOL have a
teacher who assists them. Students who are below grade level will be assisted by the teacher,
as well are allowed to ask their peers for understanding. The teacher will meet with struggling
students individual to ensure their understanding. As well, students will be separated based
on reading level.

Materials
• Students should have: paper, pens/pencils, computers
• Projector and computer
• Short Story:
http://281849408853532262.weebly.com/uploads/1/0/1/0/10106697/identities.pdf
• Short story website: http://www.shortstoryguide.com/short-stories-identity-belonging/
• Personal Identity Wheel: https://www.ncedsv.org/wp-content/uploads/2017/07/Engaging-
Millenials-and-Prevention-Education-In-Reach-Strategies-Handout-Carmella-Gadsen.pdf
 References
Handout: Social Identity Wheel adapted from Arizona State University
Short story retrieved from http://www.shortstoryguide.com/short-stories-identity-belonging/
Weekly vocabulary teaching developed by Nadia Behizadeh (Georgia State University
[email protected])