Curriculum / ELA / 9th Grade / Unit 1: Me, Myself, and I: Examining Personal Identity in Short Texts / Lesson 5
ELA
Unit 1
9th Grade
Lesson 5 of 20
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Plan and write a free verse poem that explores your personal identity.
Video: “My Honest Poem” by Rudy Francisco
Rubric: Narrative Writing: My Honest Poem Rubric (G9)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Use Rudy Francisco's "My Honest Poem" as inspiration for your own honest poem about your personal identity. You may use his poem as a template, or may choose to use your own structure or format. Share only what you feel comfortable sharing but know that only your teacher will see your honest poem unless you choose to share it with classmates.
Reading and/or task to be completed at home in preparation for the next lesson.
Finish writing your honest poem.
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W.9-10.3 — Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.9-10.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5 — Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Standards that are practiced daily but are not priority standards of the unit
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.
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5 — Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Next
Analyze how diction establishes and shifts the mood in a poem to convey meaning.
Understand the definition of personal identity and social identity, and use that understanding to create an Identity Chart.
Standards
RI.9-10.1RI.9-10.2SL.9-10.1W.9-10.10
Analyze how Susan Cain's structure and tone relate to her argument and purpose.
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
W.9-10.3W.9-10.4W.9-10.5
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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