Mr.

Hughes

10th Grade English

UNIT TITLE: Identity: Binti and Other Works

GRADE LEVEL: 10th
OVERVIEW (INCLUDING RATIONALE FOR TEACHING THE UNIT):
This unit is designed to have students analyze the concept of identity and
further construct their own based off of class discussion, literature read in an out
of class, and self-reflection through assessment. We start with George Ella
Lyons Where Im From to facilitate discussion on our own identities and
formulate ideas on how they might be formed. To finish the unit, we will read the
novella Binti in order to analyze different perspectives of how identity is
characterized and to consider views different from conventional authors (African
American female). Students will be exposed to varying types of works to
challenge their notions of identity.
BIG IDEAS/ENDURING UNDERSTANDINGS:

Identity is a concept that affects our understanding of ourselves, others,

and the rest of the world.
Peoples identities can be formed in varying ways and through different
factors.
We communicate and act in certain ways based on our identities.

BIG/ESSENTIAL QUESTIONS:

How are identities formed?

Who determines our identities?
What roles do others have in forming our identities?
What happens when we lose our sense of identity?
Who am I?

CCSS/IOWA CORE STANDARDS ADDRESSED:

CCSS.ELA-LITERACY.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.
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.9-10.3

Mr. Hughes

10th Grade English

Analyze how complex characters (e.g., those with multiple or conflicting

motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world
literature.
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's
life story in both print and multimedia), determining which details are emphasized
in each account.
KNOWLEDGE AND SKILLS to BE TAUGHT:

Cite textual evidence to prove an argument or specific conclusions.

Explain and defend inferences made from a text.
Identify the central idea of a text and explain or plot its development
throughout a text.
Provide an analysis or summary of the main ideas of a text.
Identify characters in a story display aspects of how identity is formed through
interactions with other characters.
Analyze how authors form characters identities in a story.
Identify and analyze the purpose of writing stories from a perspective outside
of the American experience.
Terminology:
o Identity
o Perspective
o Theme
o Race
o Class

TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):

Where Im From by George Ella Lyon (Poetry)
Thoughts and Sentiments on the Evil and Wicked Traffic of the Slavery and
Commerce of the Human Species by Ottobah Cuguano (Historical Account)
The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa,
the African by Olaudah Equiano (Historical Account)
Lost Boy, Lost Girl: Escaping Civil War in Sudan Excerpts by John Bul Dau
(Personal, Non-Fiction Narrative)
Binti by Nnedi Okorafor (Novella 90 pages)

Mr. Hughes

10th Grade English

MAJOR ACTIVITIES AND ASSESSMENTS:

1. QAR Discussion and Worksheet (Informal)

a. Students use the QAR reading strategy and identify what text says
specifically and draw their own inferences using the two types of questions
(In Your Head and On Your Own). Students record their findings found from
discussions and personal work on a QAR Worksheet (attached).
2. Venn Diagram Response (Formal)
a. Students analyze the two historical texts (Equiano and Cuguano) and make
conclusions about the contents of each. In a personalized Venn diagram,
students display their knowledge, while comparing and contrasting the
differences in how identities are formed and characterized between them.
3. Socratic Seminar (Informal)
a. Students are asked to bring at least one question to a major class discussion
about identity. Students can share their question, but are assessed based on
their responses to questions and contributions to the conversation. Students
discuss questions about themselves, share inferences and conclusions about
a text concerning the concept of identity.
4. Save the Last Word for Me (Formal)
a. Students work in groups of 3-4 and are asked to analyze readings for the
novel Binti as a group. Each student identifies what he or she considers to be
the most significant finding in the text so far. Each person shares their choice,
and after explains why they chose the passage they did. Students will assess
each other and the teacher will assess as well.
5. Identity Reflection Journal (Formal)
a. Students synthesize a reflection of their own identity, noting how they believe
their identity has been or is being constructed through in class work. They will
use the text read in class to determine how identity is formed similarly or
differently when comparing the work in class to their own identity and what
these findings say about the concept of identity as a whole.
6. Final Essay (Formal)
a. Students will analyze how the novella Binti advances a plot or theme of
identity. Students will use textual evidence to explain how the text works in
speaking to the notion of identity. They may use the characters, setting,
aspects of science fiction, etc. to construct their argument.

Mr. Hughes

10th Grade English

IDENTITY

In the upcoming weeks, we will be examining the concept of identity as a

class. We will be using texts such as George Ella Lyons Where Im From poem,
Lost Boy, Lost Girl: Escaping Civil War in Sudan excerpts by John Bul Dau, and
Binti, a novella written by Nnedi Okorafor to aid our study.
Please keep up to date with readings as we will be discussing them in
some way for class each day. Keeping up with the work with help you complete
the following assignments that determine your grade for this unit of class:

A Venn Diagram Response, to help us compare texts with similar or differing

ideas.
An Identity Journal, to record/reflect on your findings in class and relate
them to your own identity.
A Save the Last Word for Me Group Assessment, to encourage group
work and collaborative thinking on the concept of identity.
1 Final Essay, to synthesize your own definition of identity and how it is
formed.

(See below for further details on these assignments)

When reading our texts, keep in mind the following questions:

How are identities being formed here?

Who determines our identities?
What roles do others have in forming our identities?
What happens when we lose our sense of identity?
Who am I?

Mr. Hughes

10th Grade English

Other concepts we will discuss include race, class, theme, perspective and
identity. Keep these questions in mind while using the texts read in class to infer
and conclude certain ideas about these concepts.

UNIT ASSIGNMENTS:
Venn Diagram (25 points)
As we read the two historical texts in and out of class, you will be asked to
compare and contrast the experiences of the persons in the narrative accounts.
Different from a regular point-by-point diagram, your Venn Diagram will use
complete sentences and specific details from the text with citations and will be
reflect your understanding of the texts through an in-depth analysis. A reflection
will be included with this assignment.
Identity Journal (25 points)
As we progress through this unit, I would like you to keep a journal of what you
find interesting in class about the concept of identity. You can base any of your
entries on what we learned in class as long as its relevant to class material. You
are required to make an entry for each class period. I will check this before each
class period and we will use this to facilitate discussion on what we have read for
class that day.
Save the Last Word for Me, Binti (25 points)
You will complete a peer assessment that is based upon a group analysis of the
readings from the novella Binti. Each partner must complete an assessment of all
others partners in the group as you work on this group project. Each group will be
assigned a crucial passage of the reading and will provide the class with an in
depth analysis of the assigned passage. Each group is responsible for sharing
what they found most telling about the novellas theme or allusions to the concept
of identity.
Participation (25 points)
Your participation and contributions in this unit will be recorded with informal
assessments such as reflective writing, graphic organizers, and other short
writings. This is to give you credit for the work you are doing in class and to
reinforce critical thinking of the units theme.
Final Essay (100 points)
Your final assessment will be based about how well you can synthesize your own
arguments about the concept of identity using the novella Binti. You will be asked
to use resources such as class discussion, readings, and your own inferences to
construct your synthesis. Your essay should be around 4 pages and should
include specific quotations from the text. More details will be provided in an
assignment sheet that you will receive as the essay approaches.

Mr. Hughes

200 points total for this unit.

10th Grade English