Standards: Literacy E08.AV.4.1.2: Demonstrate understandings of figurative language, word relationships, and nuances in word meanings. E08.AK.1.

1.1: Demonstrate understandings of key ideas and details in literature. Make inferences, draw conclusions, generalizes and evaluates supporting details. E08.AK.1.1.1: Analyze how particular lines of dialogue or incidents in a story, drama, or poem propel the action, reveal aspects of a character, or provoke a decision. Social Studies Individual Development and Identity Individuals, Groups, and Institutions

Jackie Kim 8 Grade @ Lea Elementary Unit: Identity Exploration

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Curriculum Materials: Bronx Masquerade Langston Hughes Harlem Figurative Language vocabulary Discussion questions for readings Identity exploration activities Constructed response questions

Knowledge of Students and Context: The students will be going to different high schools next year that will most likely be much bigger than Lea. Middle school is a time when many students experiment or try to figure out who they want to be. The students do not get many opportunities to talk about themselves both in and out of school. There are many immigrant students in the eighth grade who may be struggling with issues of cultural identity. Many students might not be aware of the similarities and differences they share with their peers .

What

Lesson How

Why

Teaching Methods: Whole group and small group reading and discussion of Bronx Masquerade. Jigsaw reading of excerpts from Bronx Masquerade. Create character charts using details to support inferences and draw conclusions. Review figurative language and practice identifying and interpreting literary devices. Have students create short stories and poems about how they see themselves and how others see them Journal entries Vocabulary

Educational Philosophy and Beliefs Students should be actively engaged in their education and not passive recipients of content. The content taught in schools should be relevant to the students and provide them with knowledge and skills that will transfer to their lives outside of school. If you hold students to high expectations and provide them with the means to achieve success, they will meet your expectations.

Theories of Teaching and Learning: Whenever students are involved in reflecting on their own lives and how they have come to believe and feel as they do, good teaching is going on (Haberman). Educators must have a growth mind-set in regards to the ability of their students (Dweck). Learning is not only a matter of the amount of effort a student puts in, but also the preparation and engagement of the teacher. It is a two-way relationship that requires effort on both ends.