CBUP Lesson Plan Template: EDIS 5401

Unit Working Title: Images of Identity

Unit “Big Idea” (Concept/Theme): Finding Identity through Intersectionality

Unit Primary Skill focus: Analysis

Week 3 of 4; Plan 7 of 12

Plan type: Full Detail

Content Requirement Satisfied:

Full Detail Writing Instruction – Grammar/Mechanics

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

COGNITIVE (Know & Understand)

 U1: Students will understand that their group identities intersect and at that intersection is
who they are.
a. Students will know their group identities
b. Students will be able to explain how their identities intersect
c. Students will be able to describe how the intersection of their identities informs
who they are.
d. Students will know the impact their group identities have on their perception of
the world or of others
 U2: Students will understand that analysis of identity can help us learn about ourselves
and empathize with others.
a. Students will be able to describe the effects of analyzing their own identity.
b. Students will be able to analyze the identity of various characters.
c. Students will be able to describe the effects of analyzing other’s identity.
 U3: Students will understand that their identities begin with their physical self and
develop and change depending on their social context.
a. Students will be able to describe how identities change over time and in various
contexts.

PERFORMATIVE (Do)

 S1: Students will be able to describe a person’s identity based on the intersection of
his/her multiple group identities
a. Students will be able to identify their group and personal identity.
b. Students will be able to explain their group and personal identity.
c. Students will be able to reflect on their group and personal identity.
d. Students will be able to explore the intersection of their group identities.
 S2: Students will be able to analyze group and personal identity
 a. Students will know what literary analysis is
b. Students will be able to identify figurative language in a text
c. Students will be able to explain the impact of an identity on a person or text
 S3: Students will be able to explain the influences on an identity over time or in various
contexts
a. Students will be able to discuss the multiple influences on a person’s identity
b. Students will be able to discuss how and why an identity may change

AFFECTIVE (to feel/value) &/or NON-COGNITIVE

 A1: Students will value learning about other’s identities as a tool to foster empathy.
a. Students will be able to learn about other’s identities
b. Students will be able to practice using empathy as a tool to analyze other’s group
identities.

SOL# SOL Objective

 9.4 - The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
 9.5 The student will read and analyze a variety of nonfiction texts.

CCS# CCS Objective

 RL 9 – 10.1 - Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
 RL 9 – 10.2 - Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.

Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Formative Formative Summative

 Title of assessment tool: Title of assessment tool: Title of assessment tool: The
Student Journals [U1a-d, Partner Sharing - Empathy Sun is Also a Star
U2a-c, U3a, S1a-d, S2a-d, [U1a-d, U2a-c, U3a, S1a-d, annotations [U2a-c, S2a-d,
S3a, S3b, A1a, A1b, SOL S2a-d, S3a, S3b, A1a, A1b, A1a, A1b, SOL 9.4, CCS RL
9.4, CCS RL 9 – 10.1, CCS SOL 9.4, CCS RL 9 – 10.1, 9 – 10.1]
RL 9 – 10. 2] CCS RL 9 – 10. 2]
Students will ultimately be
Students will show their Students will show their assessed (today or in a future
progress toward the targeted progress toward the targeted lesson) on student
objectives by using analytical objectives by using analytical annotations by self-selecting
techniques and empathy as a techniques and empathy as a twelve of their best
tool to understand their own tool to discuss their own and annotations from the first
and others’ identities. others’ identities. section of The Sun is Also a
Star to submit for official
Criteria: Students will show Criteria: Students will show review and grading.
success by engaging in a success by engaging in a
thoughtful and nuanced thoughtful and nuanced Criteria: See rubric in
reflection of the effects of discussion of the effects of grading plan or linked in this
reflecting on their own or reflecting on their own or lesson.
other’s identity. other’s identity.
How data will be used:
How data will be used: How data will be used: Students’ ability to engage in
Student reflections will Student discussions will thoughtful and nuanced
inform future one-on-one inform future one-on-one annotation of a text will
conferences. If many students conferences. If many students inform future reading
struggle, I will reteach struggle, I will reteach experiences and support the
lessons on analysis and lessons on analysis and analytical skills gained
empathy. If only one or two empathy. If only one or two during this unit.
students demonstrate students demonstrate How students will receive
difficulty or confusion, I will difficulty or confusion, I will feedback: I will provide
conference with them conference with them written comments in addition
individually. individually. to the traditional grade and
rubric students receive. Both
How students will receive How students will receive will clarify the degree to
feedback: Whole class feedback: Whole class which the student
instruction or student/teacher instruction or student/teacher demonstrated attainment of
conferences depending on the conferences depending on the the targeted objectives on
outcome of the journal outcome of the journal this assessment.
entries. entries.

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled students—identify them by name)
What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Environment
Angela I will provide Angela Using “Eleven” by Sandra
with an audiobook Cisneros should continue to
version of The Sun is hold Angela’s interest as
Also a Star to use during she learns the grammar rule
independent reading for combining sentences
time. I will also allow with a coordinating
Angela to use her conjunction.
school-issued laptop or
cell phone to record
voice-memo annotations
rather than written ones.
I will allow Angela to
use a combination of
(student-drawn) pictures
and text in her journal
entries.
Braden The individual
reading and writing
time will allow
Braden to progress at
his own pace. He will
be allowed to
move/sit where he is
most comfortable and
able to focus.
Aaliyah I will provide Aaliyah
with an audiobook
version of The Sun is
Also a Star to use during
independent reading
time.
Kayla Using “Eleven” by Sandra
Cisneros should continue to
hold Kayla’s interest as she
learns the grammar rule for
combining sentences with a
coordinating conjunction.

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Students will be seated in two-person tables and will be facing the front of the classroom. I will
be standing outside the class to welcome students and take attendance. The daily agenda will be
written on the board.

1. [10 mins.] Welcome and Icebreaker

Welcome to class! We are going to get started today with my favorite icebreaker, “What’s
the News?” Remember that when we do this, everyone needs to stand in a circle.

[I will pause for students to move into place.]

Ok, now that we are ready, we are going take turns going around the circle. Does everyone
remember what we say when we go around the circle?

[I will give students time to explain the rules of this icebreaker and clarify the rules as
needed. Since we have played this several times before, I doubt students will demonstrate
much, if any, confusion.]

Ok, let’s begin. I’ll go first.

[I will ask the student to my right “What’s the news?” Once the question gets back to me
and I have answered, I will say]

Thank you all for sharing. Let’s all move back to our seats now.

2. [10 mins.] Intro to lesson – Do Now

[One students are seated, I will say]

Today, we are going to start class by learning about one way to combine two sentences into
one sentence. Before we begin, can someone tell me why we might want to know how to do
this?
[I will pause and give students time to think and respond. I expect that student responses will
include ideas about eliminating “choppy” sentences or making writing more “readable.” I use
this time to affirm those ideas (if students express them) and/or to address potential
misconceptions or gaps in thinking. After about 2 minutes of sharing, I will say]

Those are all great ideas. You’re definitely right that combining sentences is a useful tool for
us to have as writers. Now, we are going to practice. I’ve put some short sentences on the
board. Take a few minutes to write them down, and as you do, try to combine them into one
sentence without changing the original meaning. When you are finished, please put your
sentences in our classwork folder.
[Sentences will be projected on the board (See Appendix 17). will circulate the classroom as
students work and help any student who may be struggling. I will also be looking for how
students choose to combine their sentences, since there is more than one way to do so. This
information will be important for me to notice since the lesson for the day only covers one
way of combining sentences.]

3. [15 mins.] FANBOYS Mini-lesson

[Once students’ writing time is almost over, I will get their attention by saying]

I saw some great ideas as I was walking around the classroom. It’s important to remember
that there are several ways to combine two sentences into one sentence. Today, we are
talking about just one way: by using a coordinating conjunction.

[I expect that some students will be more familiar with the term FANBOYS, so I will change
to slide 3 to connect to their prior knowledge about coordinating conjunctions.]

The term ‘coordinating conjunction’ is just a fancy title for seven short, simple words. We
can remember these words using the acrostic FANBOYS, which stands for For, And, Nor,
But, Or, Yet, So. Let’s look at some sample sentences that use FANBOYS. You probably
recognize these sentences from Sandra Cisneros’ “Eleven” that we read last week.

[I will distribute the FANBOYS sample sentences to students as I am talking.]

Take about 10 minutes to examine these sentences and brainstorm ideas with your desk
partner about what the grammar rule could be for combining sentences using coordinating
conjunctions.

[I will circulate the classroom as students work and help for any group who may be
struggling or disagreeing on what the grammar rule could be.]

Great job, everyone. Most of you noticed that each time a coordinating conjunction is used, a
comma comes before it. That is the key to using FANBOYS to combine two sentences.
[I will write “A comma must come before the coordinating conjunction when it is used to
combine two sentences” on the board.]

Let’s practice this grammar rule a few more times.

[I will change the PowerPoint to slide 4].

How would I combine these sentences using a coordinating conjunction? Please raise your
hand if you know the answer.

[I will call on students who are willing to share.]

Great job, everyone! From now on, you have one good way to combine sentences in your
writing. I’ll be looking for this technique in your journal entries from now on. Speaking of
your journals, it’s now time to do some writing.

4. [20 mins.] Reflection

During our last class, you spent some time reflecting on and writing about the question
“How do our intersecting identities shape our perspectives?” You have two options for our
20 minutes of writing time today. If you need to, you may continue reflecting on that
question. Or, you may write on a new prompt related to identity: “Write about how you
identify yourself. Do your identities change in different circumstances or situations? If so,
explain what causes that change. If not, explain why you think that is.”

[I will change the PowerPoint to slide 5, which has this question on it.]

Don’t forget to use these reflections as a chance to practice your analytical skills. Keep
making connections to our readings, class discussions, and learning experiences. Also,
starting today, I want to challenge you to use the grammar rule for combining sentences we
discovered. I will be conferencing with some of you individually, but for everyone else,
please get your writing notebooks and get to work.

[I will conference with individual students as the class writes in their writing notebooks.
These students will have been pre-selected based on formative assessment data. I will also
look for students who may be struggling or off task and help them with their writing as well].

5. [10 mins] Peer sharing

[Close to the end of the writing time, I will say]

Ok writers, please finish up whatever sentence you are on and move back to your seats. [I
will pause to give students time to transition.]

Now, you are going to take 10 minutes to share a piece of writing with your table partner.
You can share something you feel proud of or something need help with. As you share with
your partner, keep the ideas of identity and intersectionality that we have been focusing on
during this unit in mind. You should be helping each other explore these ideas in your
writing.

Also, do a little peer editing for each other by checking to make sure everyone is using
coordinating conjunctions correctly. Does everyone understand what is expected for this
sharing time?

[I will pause and address any confusion that arises. Once I am sure all students understand
what to do, I will say]

Ok, go ahead and start sharing.

 [As students share, I will circulate the classroom and listen for any points of confusion or
misconceptions that may arise as students share their writing and provide feedback to each
other. Close to the end of the sharing time, I will get students’ attention by saying]

If you can hear my voice, clap twice. [I will clap twice, then repeat this process until I have
all students’ attention. Once I am sure students are ready, I will say]

Great job sharing, everyone. You all have come such a long way in your writing. Now, you
are going to continue reading in your copies of The Sun is Also a Star. Please get your books
out and get ready to read.

6. [20 mins.] The Sun is Also a Star – Reading and Annotating

[Once students have their books out, I will say] You have 20 minutes to read wherever you
left off in your books. Remember to keep up with your annotations as you read. I want to see
you practicing your analysis skills and talking back to the text. It’s especially important that
you do this because you are going to have to self-select some annotations to turn in to me
soon, and I want to see what you know, understand, and can do. I have Post-It Notes and
writing utensils available if you need them. Ok, you may begin reading.

[If I did not finish conferencing with students during the writing time, I will do so now. If I
did finish, I will read in my copy of The Sun is Also a Star. Once the reading time is almost
over, I will say]

Ok everyone, please finish up the page you are on and put your books away.

7. [5 mins.] Closing

[Once students have put their books away, I will say] Don’t forget to keep reading The Sun is
Also a Star for 30 minutes every night and to keep track of your reading on your reading log.
The end of our unit is approaching quickly, and it’s so important that you’re keeping up with
the book. Before we dismiss, who can share one thing they learned today? [I will call on
students who indicate they are willing to share by raising their hands. After a few students
have shared, I will say] Thanks for sharing. Have a great day, and I’ll see you next class!

Materials Needed (list):

 Lesson 7 slides [Appendix 17]
 Coordinating Conjunction (FANBOYS) Sample Sentences handout [Appendix 18]
 Student writing notebooks
 Copies of The Sun is Also a Star
 Promethean board, projector and computer with internet access