Curriculum / ELA / 9th Grade / Unit 1: Me, Myself, and I: Examining Personal Identity in Short Texts / Lesson 1
ELA
Unit 1
9th Grade
Lesson 1 of 20
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Lesson Notes
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Understand the definition of personal identity and social identity, and use that understanding to create an Identity Chart.
Resource: Identity Charts
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Create an identity chart that reflects your personal and social identity markers. On the back of your identity map, choose 3 parts of your identity that are most significant to who you are, and explain why.
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Reading and/or task to be completed at home in preparation for the next lesson.
Book: Quiet: The Power of Introverts in a World That Can't Stop Talking by Susan Cain pp. 1 – 15 — "Introduction"
While reading, answer the following questions.
How was Rosa Parks described by those who knew her? Why does that surprise Cain?
What is the most important aspect of our personality? Why?
What percentage of Americans are introverts? Was this surprising to you? Why or why not?
What is the "Extrovert Ideal"?
Who are some of the famous introverts Cain mentions?
How did Laura handle herself in the meeting with the bankers? What was the result of this meeting?
What are some characteristics of extroverts? Introverts?
What is shyness, and how is that different from introversion?
Who was Cain's first client, "Laura"?
Discussions about personal identity, especially early in the year, can be challenging for students. While some students might be comfortable sharing aspects of their personal and social identities, others might be hesitant to do so. It is important that students know that they will not be required to discuss the details of their Identity Chart unless they want to.
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RI.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.
RI.9-10.2 — Determine a central idea of a text and analyze 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.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
W.9-10.10 — 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.
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Analyze how Susan Cain's structure and tone relate to her argument and purpose.
Standards
RI.9-10.1RI.9-10.2SL.9-10.1W.9-10.10
RI.9-10.4RI.9-10.5RI.9-10.6
Analyze how the speaker's word choice reveals her perspective on being a "nobody."
RI.9-10.2RL.9-10.2RL.9-10.4
Analyze how Rudy Francisco uses specific details and figurative language to develop his central idea.
L.9-10.5RL.9-10.2RL.9-10.3RL.9-10.4
Plan and write a free verse poem that explores your personal identity.
W.9-10.3W.9-10.4W.9-10.5
Analyze how diction establishes and shifts the mood in a poem to convey meaning.
RL.9-10.2RL.9-10.3RL.9-10.4
Analyze how narrative perspective, structure, and characterization shape the reader's understanding of a story's ending.
RL.9-10.2RL.9-10.3RL.9-10.5W.9-10.10W.9-10.3W.9-10.9
Analyze how the author uses literary devices to convey the boy's complex experience as a child of immigrant parents.
L.9-10.5RL.9-10.2RL.9-10.4RL.9-10.5
Analyze how the motif of dreams communicates an important theme from the story.
Engage in a small-group hexagonal discussion to make connections between texts read so far in the unit.
RI.9-10.1RL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.6W.9-10.1W.9-10.10W.9-10.9
Analyze how the author uses symbolism and structure to reveal the story's meaning.
RL.9-10.3RL.9-10.4RL.9-10.5
Analyze how an author's choice of narrative perspective, structure, and tone contribute to overall meaning in a story.
RL.9-10.4RL.9-10.5
Analyze how the mother's character reveals an important message from the story.
RL.9-10.2RL.9-10.3RL.9-10.5RL.9-10.6
Analyze how the author uses diction and figurative language to show contrasting perspectives on the speaker's hair.
Identify a speaker's purpose in two digital texts, analyzing the rhetorical choices the speaker makes to achieve that purpose.
RI.9-10.6RI.9-10.7SL.9-10.3
Prepare for a Socratic Seminar on overarching questions about Unit 1.
RI.9-10.1RI.9-10.2RL.9-10.1RL.9-10.2RL.9-10.3W.9-10.1W.9-10.10W.9-10.9
Formulate and share unique arguments about meaning in and across all texts from Unit 1. Support arguments with strong and thorough textual evidence in a summative Socratic Seminar.
RI.9-10.1RI.9-10.2RL.9-10.1RL.9-10.2RL.9-10.3SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.6
Brainstorm and outline a personal reflection essay in which students consider how the texts in Unit 1 have been a window into another's identity and/or mirror of their own identity.
RI.9-10.4RI.9-10.5W.9-10.2W.9-10.4
Outline and begin to write a personal reflection essay in which students consider how the texts in Unit 1 have been a window into another's identity and/or mirror of their own identity.
W.9-10.2W.9-10.4
Write a personal reflection essay in which students consider how the texts in Unit 1 have been a window into another's identity and/or mirror of their own identity.
L.9-10.1L.9-10.2W.9-10.2W.9-10.2.dW.9-10.4
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