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CBUP Lesson Plan Template: EDIS 5401

Unit Working Title: Images of Identity

Unit “Big Idea” (Concept/Theme): Finding Identity through Intersectionality

Unit Primary Skill focus: Analysis

Week 3 of 4; Plan 8 of 12

Plan type: Summary

Content Requirement Satisfied: Mentor Text/Genre – Photo Essay

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],


followed by Specific lesson objectives (lettered) being taught in this lesson:

COGNITIVE (Know & Understand)


 U1: Students will understand that their group identities intersect and at that intersection is
who they are.
 U2: Students will understand that analysis of identity can help us learn about ourselves
and empathize with others.
a. Students will be able to describe the effects of analyzing their own identity.
b. Students will be able to analyze the identity of various characters.
c. Students will be able to describe the effects of analyzing other’s identity.
 U3: Students will understand that their identities begin with their physical self and
develop and change depending on their social context.

PERFORMATIVE (Do)

 S1: Students will be able to describe a person’s identity based on the intersection of
his/her multiple group identities
 S2: Students will be able to analyze group and personal identity
a. Students will know what literary analysis is
b. Students will be able to identify figurative language in a text
c. Students will be able to explain the impact of an identity on a person or text
 S3: Students will be able to explain the influences on an identity over time or in various
contexts

AFFECTIVE (to feel/value) &/or NON-COGNITIVE


 A1: Students will value learning about other’s identities as a tool to foster empathy.
a. Students will be able to learn about other’s identities
b. Students will be able to practice using empathy as a tool to analyze other’s group
identities.

SOL# SOL Objective


 9.4 - The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
 9.5 The student will read and analyze a variety of nonfiction texts.

CCS# CCS Objective

 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.
 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.

Methods of Assessment
 Photo Essay Discussion/Debrief [Formative; assesses U2b, U2c, S2c, SOL 9.4, SOL 9.5,
CCS RL 9 – 10.1, CCS RL 9 – 10.2]
 The Sun is Also a Star Turn and Talk [Formative; assesses U2a – c, S2a – c, SOL 9.4,
SOL 9.5, CCS RL 9 – 10.1, CCS RL 9 – 10.2]

Procedures/Instructional Strategies

Beginning Room Arrangement:


Students will be seated at two-person tables arranged in rows and facing the front of the room. I
will be standing outside the class to greet students and take attendance as they enter. The daily
agenda will be written on the board.

 [5 mins.] Welcome/Introduction
I will welcome students and ask for one or more volunteers to read the objectives for the day out
loud. Then, I will transition to the lesson opening by explaining that we are going to apply the
analysis skills students have gained throughout this unit to the analysis of images as text.
 [5 mins.] Lesson Opening
I will explain that we are going to spend some time examining images as text by looking at a
sample photo essay. I will tell students that a photo essay uses images and captions to
demonstrate a theme or thesis statement. I will tell students that we are going to spend some time
doing a gallery walk to look at a published photo essay. I will explain that during this gallery
walk, students should not discuss their thoughts with each other because we are going to do that
in a whole-class discussion later. Instead, I will give students a note taking sheet on which they
can record their thoughts, observations, and questions.
 [15 mins.] Photo Essay Gallery Walk
Students will participate in a gallery walk to view Lois Bielefeld’s photo essay Weeknight
Dinners. As students walk, I will softly play music in the background both to keep time and to
create a positive and focused environment for the gallery walk. I will monitor students as they
participate in the gallery walk to make sure they are following directions and are being
considerate of their peers’ personal space. Students will write down any thoughts, observations,
or questions they have about the photos in the photo essay on their graphic organizer. Once the
fifteen minutes is over, I will stop the music and have students return to their seats. If it becomes
obvious that students need more time, I can extend the time. Likewise, if students finish early, I
will cut this short.
 [15 mins.] Discussion/debrief
As students return to their seats, I will explain that we are going to have a class discussion in
which students can share their thoughts, observations, or questions after viewing the photo essay.
I will tell students that, in particular, I want us to think about how analyzing the photo essay
helps us understand and empathize with the people depicted in it. I will encourage students to
raise points about identity and intersectionality, as well as to use the key terms we have learned
during this unit in the discussion. Before starting the discussion, I will emphasize following class
norms to facilitate a safe and positive environment for sharing.
 [15 mins.] Images as Text Mini-Lesson
I will help students connect their comments from the discussion to the idea that we can consider
images a type of text that can be analyzed just like we analyze written words. I will lead students
in this analysis by displaying one of the photos from the photo essay to analyze in detail. We will
focus on any conclusions we can make about the people in the photo based on their environment
and the dinner they are eating. I will encourage students to make personal connections to the
photo we analyze. Then, students will generate their own “thesis statement” that summarizes
their conclusions about the impact of analyzing the photo essay. Student responses should be
influenced by their observations of the photo essay and/or the class discussion. Students will be
given the option to share their statements with the class before turning them in to me.
 [10 mins.] Transition/Turn and Talk
To transition to thinking about The Sun is Also a Star, students will turn and talk to their table
partner about any reactions they had while reading last night. During this sharing, I will circulate
the classroom and note any significant observations about the role of identity or intersectionality
in the text. These observations will inform future one-on-one conferences. Near the end of the 10
minutes, I will ask students who are willing to share their thoughts with the class. After a period
of sharing, I will tell students that they are going to have 15 minutes to read independently. I will
tell students to get their books and get ready to read and annotate the text.
 [15 mins.] Reading and Annotating
As students read and annotate, I will circulate the classroom and conference with individual
students as needed based on formative assessment data. I will remind students to take their
annotations seriously as they will in a future lesson be expected to self-select twelve of their
strongest annotations to submit for a grade. If time allows, I will also read from The Sun is Also a
Star independently.
 [10 mins.] Wrap up/Exit Ticket
I will instruct students to wrap up our reading and annotating time by selecting at least three
annotations they want to turn in to me as evidence of their thinking or questioning of the text
they have read. Once students have selected and submitted their annotations, I will remind them
to read for 30 minutes each night keep a log of their reading at home. When class time is over, I
will dismiss the students.
Materials Needed (list):

 “Weeknight Dinners” photo essay [Appendix 19]


 Gallery Walk Note Taking Sheet [Appendix 20]
 Post-It notes
 Copies of The Sun is Also a Star
 Promethean board, projector, and computer with internet access