Unit Title: I Celebrate Myself and I Sing Myself: Self-Discovery in the 9th

Grade
Unit Designer: Michaela Wolf
Concept/Big Idea: Identity
21st Century Skill Focus: Personal Writing
Involved Genres: songs, video, poetry, memoir, creative nonfiction, and
TED Talks

Unit Objectives
Cognitive (know/understand):
1. Students will understand that writing is a powerful tool of
personal reflection and communication.
a. Students will understand that personal writing is one way
through which identity can be expressed and communicated.
(Intro Week Lesson 3; Lessons 1, 3, 4, 5, 9)
b. Students will know that reflective writing is writing through which
one explores their thoughts about a topic or experience by
considering the past and present as a means of looking ahead to
the future (Gallagher, 25). (Lesson 1)
i. Students will know components of reflective writing.
(Lesson 1)
c. Students will know what expressive writing is: a form of personal
writing in which a writer pens his/her thoughts, ideas, feelings,
questions, and creative expression. (Gallagher, 25). (Lesson 2)
i. Students will know components of expressive writing.
(Lesson 2)
2. Students will understand that identity is made up of personal
attributes, personal experiences, background and culture, and
relational and community roles.
a. Students will understand the concept of identity and its multifacets
i. Personal attributes (Lessons 1 and 3)
ii. Personal experiences (Lesson 4)
iii. Background and culture (Lesson 5)
iv. Relational and community roles (Lesson 6)
b. Students will understand that they are both individuals and part
of a community. (Lesson 6, 7)
c. Students will understand that identity can be expressed in
multiple ways, but especially through writing. (Lessons 1 and 2)

3. Students will understand that an author makes specific word,

syntax, and figurative language choices that impact the
purpose of their writing.
a. Students will understand that authors choose specific words
(diction) to create an intended effect and support the purpose for
their writing. (Lessons 4 and 5)
b. Students will know the definition of syntax. (Lesson 4)
i. Students will understand that authors intentionally
structure their words and sentences to create an intended
effect and support the purpose for their writing. (Lesson 4)
c. Students will know the definition of figurative language. (Lesson
3)
i. Students will know different types of figurative language.
(Lesson 3)
ii. Students will understand that authors use figurative
language to create an intended effect and support the
purpose for their writing. (Lesson 3)
d. Students will understand that reading strategies aid
comprehension and interpretation of literary texts. (Lessons 1, 2,
3)
i. Students will know specific reading strategies related to
reading personal writing. (Lessons 1, 2, 3)
Affective (feel/value) and/or Non-Cognitive:
4. Students will have a positive understanding of their identity.
a. Students will value their identity. (Lesson 3, 4, 5, 6, 7, 8, 9)
b. Students will become comfortable with celebrating their identity.
(Intro Week Lesson 3; Unit Lesson 3, 4, 5, 6, 7, 8, 9)
5. Students will know skills for working in small groups. (Lessons
2, 3, 4, 5, 6)
Performative (do):
6. Students will be able to analyze the concept of identity and
identify the different elements of their personal identities.
a. Students will be able to analyze the concept of identity. (Intro
Week Lesson 3; Unit Lesson 1, 3, 4, 5, 6, 7)
b. Students will be able to identify attributes of their own identities.
(Lessons 1, 2, 3, 4, 5, 6)
c. Students will be able to reflect on what has contributed to and
shaped their personal identities. (Lessons 1, 2, 3, 4, 5, 6, 9)
7. Students will be able to identify and analyze forms of personal
writing.
a. Students will be able to analyze mentor texts for elements of
reflective writing. (Lessons 1 and 7)
b. Students will be able to analyze elements of reflective writing in
songs, video, poetry, and memoir. (Lessons 4)

c. Students will be able to analyze mentor texts for elements of

expressive writing. (Lessons 2, 3, 5)
d. Students will be able to analyze elements of expressive writing in
video, poetry, creative nonfiction, and TED Talks. (Lessons 2, 3,
4, 5, 6)
8. Students will be able to analyze how an author communicates
his/her main idea and purpose through specific word choice
and syntax to achieve effect in the multiple literary and
nonfiction.
a. Students will be able to identify the authors main purpose,
ideas, and feelings in a text. (Lessons 3, 4, 5, 6, 7)
b. Students will be able to analyze texts for the use and effect of
word choice on the authors purpose. (Lessons 4 and 5)
c. Students will be able to analyze texts for the use and effect of
syntax on the authors purpose. (Lesson 4)
d. Students will be able to analyze texts for the use and effect of
figurative language on the authors purpose. (Lessons 3)
9. Students will be able to develop narrative and expository
personal writing for the purpose of reflecting on their
identities.
a. Students will be able to brainstorm, set a purpose for writing,
and initially develop ideas related to personal attributes,
experiences, and background that are meaningful to their
personal identities. (Lessons 1, 2, 3, 4)
b. Students will be able to use specific word choice, syntax
decisions, and figurative language to elaborate on and describe
their ideas. (Lessons 5, 6, 7, 8)
c. Students will be able to organize their writing through the use of
outlining strategies. (Lesson 4, 5)
d. Students will be able to use editing and revising strategies to
complete a final written product. (Lessons 6, 7, 8)
e. Students will be able to create personal writing. (Lessons 6, 8, 9)
Standards:
SOLs
9.4 The student will read, comprehend, and analyze a variety of literary
texts including narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
k) Analyze how an authors specific word choices and syntax achieve
special effects and support the authors purpose.
9.6 The student will develop narrative, expository, and persuasive writings
for a variety of audiences and purposes.
a) Generate, gather, and organize ideas for writing.
e) Elaborate ideas clearly through word choice and vivid description.
f) Arrange paragraphs into a logical progression.

i) (Use computer technology to) plan, draft, revise, edit, and publish
writing
CCSSs
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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).
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.W.9-10.3.b
Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology's
capacity to link to other information and to display information flexibly and
dynamically.