Module A

Module A
Lesson 1: Whole Class Activity

Start the class talking about how we have all come together as unique individuals to
form a classroom community. In order to understand one another better and to work
as a community of learners we need to get to know one another.
1. Activity:
The class needs to first determine a characteristic that could evenly divide the
group in half ? (perhaps this will be based on genderboys/girls).
When the class has divided itself in half, one group should go to one side of the
classroom, and the other to the opposite side.
Now each group must determine a characteristic that can divide them in half
again (this may be hair color, eye color, etcit will usually at the beginning
stage be a physical characteristic). Once divided, the groups should find
another space in the classroom so that the groups are physically separated
based on their characteristic.
Each time the smaller group must divide in half again based on some
characteristic. Continue dividing until each member of the class has divided
and can divide no more.
Each student should now be able to trace their characteristics from alike (one
of many students in a classroom) to very unique. Even though we have some
characteristics and traits that make us similar, we each have characteristics
and traits that make us different. Everyone is Unique.
2. Discussion:
The activity should generate some interesting discussions.
For example:
What makes us similar? We are all part of the____ ? grade____? We are part of the
same school community__________. We live in (city).
What makes us different?
Is identity just based on physical characteristics? What else might make you unique
and create your identity?
Have we learned anything new about any of our classmates?
Have students brainstorm what they think the following words mean:
unique, identity, traits, characteristics diverse
Write their ideas on the board. Then give them the definitions.
unique: (adjective) being the only one of its kind; unlike anything else
identity: (noun) the distinguishing character or personality of an individual:
individuality
trait: (noun) a distinguishing quality or characteristic, typically one belonging to a
person
characteristic: (noun) a distinguishing trait, quality, or property
diverse: (adjective) showing a great deal of variety
Lesson 2: Ranking Traits/How do you view yourself?

Materials:
Strips of paper
Students reflection journal
Activity
1.
Introduce this activity by talking about character traits. Character traits are the
bits of a persons behavior and attitude that make up, who they are, or their
personality. Character traits are often expressed using descriptive adjectives.
Think about how you interact with your family, your classmates, your friends,
people you do not know. How do you react in certain situations? How do you
interact with others? Think about your personality. What kind of person are you?
2. As a class, brainstorm character traits good and bad that can help define a
person. Write the ideas on the board.
3. Hand out 10 strips of paper to each student. They do not have to share what they
write.
4. Students will write a word or phrase to describe themselves. Each strip of paper
should contain a character trait that pertains to their personality.
5. Ask the students: How do you view yourself?
6. Have them rank their traits according to which one is the most important to them
to the least important.
7. Reflection: In their reflection journal title the page: What did I learn about
myself? Have them think and write about: Which trait is most important to them?
and why? Which traits are positive and which are negative? If you had to give up
one trait which would it be? How would giving up your most important trait affect
your personality?
Lesson 3: Who did that?

Materials:
note cards
a hat
Note: this activity will last over the first couple of weeks of school.
1. Ask students to write down something that no one in the class knows about them
and that they are willing to share and talk about?
2. Have students write this on an index card and give it to you.
3. Keep these in a hat.
4. Each day when you have a 5 minute transition period pull one of the cards from
the hat.
5. Read what is on the card. Students need to guess who they think it belongs to.
6. After the student has been identified, they will be given a few minutes to tell the
class about their special experience, attribute, talent, etc.
Lesson 4: The Interview

1. The class will discuss what sort of questions you might ask someone in a Getting
to Know You interview. Where were you born? What languages do you speak?
What countries and/or states have you lived in and/or visited? Your favorite and/
or first memory? Favorite hobbies? Favorite subjects? Who is your role model?
What do you want to be when you leave school? etc.
2. Teacher will carefully pair up students.
3. Students will interview each other and take notes about their interviewee.
4. Students will be asked to introduce their friend to the rest of the class.
Lesson 5: Who Am I?
Materials:
access to an art classroom
various art supplies
magazines
lap tops
Objective:
Students will conduct an exploration of self through one or more of the following
activities or by another means/expression of their choice.
1. Self Collage
Students create a collage that visually tells their classmates who they are. They can
draw, paint, use a combination of pictures, words, photographs, symbols, postcards
that tell us about who they are, what they enjoy doing, the food they like, the
languages they speak, the places they visit, music and games they enjoy, books they
like to read etc.
Students may incorporate a digital tool or app that tells their story.
When the collages are finished, students can determine whose collage is whose and/
or share their creation of self.
2. Timeline of their Life

Students can choose to create this timeline on the computer or by hand. They should
pick important events from each year of their life that define who they are and
provide us with a visual personal history. They may include pictures, photographs etc.
3. Self Portrait
Students will create their own portrait trying to capture their character and
personality.
Lesson 6: Self-Portrait Poem

1. Tell the students that they will be writing a poem about themselves that will
attempt to capture their personality. We will call it a self-portrait poem because
just as a portrait artist captures individuals with color and form on canvas, you
will be trying to capture who you are with words and literary devices in the poem.
2. Provide them the following options to think about: See yourself from various
angles, in various settings, at different times, seasons, ages; involved in various
actions, captured in various moods. Describe yourself using a variety of voices:
your mothers, your brothers, your friends, your teachers, a strangers. In
addition to using I, you can also refer to yourself as he or she, as many fiction
writers do. In addition to making statements, you can ask questions, issue orders,
moan, and shout, speaking to whomever you wish (Tsujimoto, 1988: 92)
3. Give students Questions about Me to help them brainstorm.
4. Read examples of student self-portrait poems from Joseph I. Tsujimotos
(1988) Teaching Poetry Writing to Adolescents (pages 92-98).
5. If students are really struggling with this lesson, give them the option of doing an
Eleven Line Character Poem.
6. When students are finished with their poem they may illustrate it or use a digital
tool to incorporate their voice, illustrations and/or pictures.
Module A: Final Assessment:

Write a personal narrative about an experience that had a powerful effect on who you
are. Explore your own characteristics/traits and reflect on what makes you who you
are and a unique individual (your own history, what you are good at, what you
struggle with). You may choose to write a traditional essay or make a multimedia
essay.with images and recording. (for example using a Shadow Puppet App).
Name____________________________
Questions About Me
What do you see when you look in the mirror?
How tall are you?

What animal do you think you are most like? Why?
If there is a flower that reminds you of yourself, write the name of it. How does it
remind you of yourself?
What color describes your personality? Why?
What makes you a good friend?
What are three words that describe you?
What sports and/or musical instrument do you play or like?
What other activities do you enjoy?
Eleven Line Character Poem

You/Me Poem
Line 1: First Name
Line 2: Four words that describe you
Line 3: Three words that put you in action
Line 4: Brother, sister, cousin of (depends on family.this can change if needed)
Line 5: Loves
Line 6: Who feels (three ideas)
Line 7: Who gives (three ideas)
Line 8: Who fears (three ideas)
Line 9: Who would like to see.
Line 10: Lives in
Line 11: Last Name

Module A

Uploaded by

Copyright:

Available Formats

Module A

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module A

Uploaded by

Copyright:

Available Formats

Module A

Lesson 1: Whole Class Activity

Lesson 2: Ranking Traits/How do you view yourself?

Lesson 3: Who did that?

Lesson 4: The Interview

2. Timeline of their Life

Lesson 6: Self-Portrait Poem

Module A: Final Assessment:

How tall are you?

What color describes your personality? Why?

What makes you a good friend?

What are three words that describe you?

What sports and/or musical instrument do you play or like?

What other activities do you enjoy?

Eleven Line Character Poem

You might also like