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 9 of 12

Plan type: Full Detail

Content Requirement Satisfied: Full Detail – Writing Instruction

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.
a. Students will know their group identities
b. Students will be able to explain how their identities intersect
c. Students will be able to describe how the intersection of their identities informs
who they are.
d. Students will know the impact their group identities have on their perception of
the world or of others.
 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.
a. Students will be able to describe how identities change over time and in various
contexts.

PERFORMATIVE (Do)

 S1: Students will be able to describe a person’s identity based on the intersection of
his/her multiple group identities
a. Students will be able to identify their group and personal identity.
b. Students will be able to explain their group and personal identity.
c. Students will be able to reflect on their group and personal identity.
d. Students will be able to explore the intersection of their group identities.
e. Students will be able to explain the impact their group identities have on their
perceptions of the world or of others.
 f. Students will be able to create a presentation that shares and reflects on the
intersection of their 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
a. Students will be able to discuss the multiple influences on a person’s identity
b. Students will be able to discuss how and why an identity may change

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:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Formative Assessment Summative Assessment Summative Assessment

Title of assessment tool:
Revised Book Cover
Annotations [S2a-c]
Students will show their
progress toward the targeted
objectives by using what they
know about literary analysis
to interpret the significance
of the cover of the book.
Criteria: Students will show
success by using any of the
literary analysis skills they
have gained during the
semester to create a nuanced
and persuasive
observation/analysis of the
book cover. Specific
references to the text that
support their analysis should
be evident.
How data will be used: If
many students demonstrate
significant misconceptions or
only surface-level analysis, I
will reteach a lesson to the
whole class. If only a few
students demonstrate issues, I
will work with them during
one-on-one conferencing
time.
How students will receive
feedback: I will write
comments on student
annotations and return the
Post-Its with my comments by
putting them in student’s
writing notebooks.
Title of assessment tool: The
Sun is Also a Star
annotations [U2a-c, S2a-d,
A1a, A1b, SOL 9.4, CCS RL
9 – 10.1]
Students will ultimately be
assessed in a future lesson
on their annotations by self-
selecting twelve of their best
annotations from the first
section of The Sun is Also a
Star to submit for official
review and grading.
Criteria: See rubric in
grading plan.
How data will be used:
Students’ ability to engage in
thoughtful and nuanced
annotation of a text will
inform future reading
experiences and support the
analytical skills gained
during this unit.
How students will receive
feedback: I will provide
written comments in addition
to the traditional grade
students receive. Both will
clarify the degree to which
the student demonstrated
attainment of the targeted
objectives on this
assessment.
Title of assessment tool:
Photo Essay and Reflection
[U1a-d, U3a, S1a-f; S3a,
S3b, A1a, A1b, SOL 9.4,
SOL 9.5, CCS RL 9 – 10.1,
CCS RL 9 – 10.2]
Students will ultimately be
assessed in a future lesson
on a Photo Essay that
demonstrates their
intersecting identities.
Criteria: See rubric in
grading plan.
How data will be used:
Students’ ability to use the
skills gained throughout this
unit to create an effective
and thoughtful
demonstration of their
intersecting identities will
prove relevant for future
essays/ performance tasks.
How students will receive
feedback: I will provide
written comments in addition
to the traditional grade
students receive. Both will
clarify the degree to which
the student demonstrated
attainment of the targeted
objectives on this
assessment.
Differentiated Instruction to accommodate one or more of my profiled students:
(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Environment
Angela The combination of
images and text used
during the caption
writing lesson should
aid Angela’s
comprehension of the
learning experience.
I will allow Angela to
use a combination of
(student drawn) pictures
and text to complete her
KWL worksheet.
Braden Many of the images chosen
for the caption writing
practice will be of high-
interest to Braden due to his
passion for American
history.
Aaliyah The combination of
images and text used
during the caption
writing lesson should
aid Aaliyah’s
comprehension of the
learning experience.

Kayla Kayla is on the school

yearbook staff, so this
caption writing lesson
should hold her interest and
allow her to experience
success in a classroom
environment.

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

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

 [5 mins.] Do Now
Welcome to class! Let’s jumpstart our thinking by refreshing our memories about what we did
during our last class. Who can tell me one thing they learned during our previous lesson?

[I will pause and call on students who indicate they are willing to share by raising their hands. I
am expecting that students will remember the photo essays they viewed and will be able to make
references to or connections between the different types of analysis they have been learning.
After two to three minutes of sharing, I will say]

Great job, everyone. Like you mentioned, we have been emphasizing our analysis skills during
this unit, and recently have turned those skills toward analyzing images as text. At this point, all
of you are finished or almost finished reading The Sun is Also a Star. So, we are going to get
started today by applying your analysis skills to what you have read.

 [15 mins.] Small Group Discussion

I have put you in groups based on where you are in your reading, so no one will spoil the ending
for you. I will put your groups on the board now.

[I will have groups arranged in in lists in the Google Slides for the day. I will display these lists
via the Promethean board. Then I will say]

Quickly find your group members and circle up.

[Once students are settled in their groups, I will get their attention by saying “If you can hear my
voice, clap twice” and clapping. I will repeat this until I have all students’ attention. Then I will
say]

You have about fifteen minutes to discuss this question in your groups: “How have Natasha and
Daniel’s identities changed from the beginning of the novel to the end? How have they stayed the
same?”

[I will project this question on the board.]

As you discuss, use everything you have learned about literary analysis to really dig into this
question. You should help each other make specific references to the text and any other learning
experiences that may help support your discussion. Choose one member in your group to record
what your group talks about. Does anyone have questions about what to do?
[I will address any confusion or concerns, then circulate the classroom as students work. As I do
this, I will be listening for potential misconceptions or surface-level analysis. I will make a note
of this and address specific groups as needed and/or return to individual students during one-on-
one conferencing time. Once the time is almost over, I will say]

Ok everyone, please wrap up your discussion and have your group recorder turn in the notes
they took. Then, move back to your seats.

 [10 mins.] Revisiting Book Cover Annotations

[Once students are in their seats, I will say]

I heard some great discussions as I walked around the room. Many of you made some
observations about the text that would be great to include in your written annotations. As a
reminder, don’t forget to be reading over your annotations and thinking about which of them you
want to turn in for a grade. Now that we are getting close to the end of this book, it’s time for
you to start pulling these together. Make sure you see me if you have any questions or concerns
about this assignment.

Now, I’ve mentioned before that The Sun is Also a Star is one of my favorite books, and I hope by
this point you can see why. I want us to spend some time today thinking about an activity we did
at the beginning of our unit. Remember when we first started reading this book, we tried to
predict what the cover might mean. Now that we have gotten far into the book, we are going to
spend some time revising our thoughts. I have put a picture book cover on the board. Just like we
did at the start of our unit, I want you to spend some time writing annotations based on what you
see and what you think it means. You have some Post-it Notes on your desk to record your ideas.
When you’re finished, come up and place your annotations on the picture of the book cover.

[I will circulate the room while students write their annotations. When all students have put up
at least one annotation, I will say]

Great work, everyone. Does anyone want to share what you think about the cover now that you
have finished or almost the book?

[I will call on students who indicate they are willing to share by raising their hand. I expect that,
at this point, students will have picked up on the concept of interconnectedness that runs
throughout the book. I also expect students to make connections between the ideas of identity
and intersectionality that impact the characters and events in the novel. Students should be able
to describe the ways in which these “threads” relate to the literal interconnected threads on the
book cover. Once several students have shared their annotations, I will say]

Wow. You all have noticed some great connections between the events of the story and the image
on the cover. What you’re doing here is analyzing an image as text, which is a really cool way to
think about a picture. Hold on to that thought as we transition into our next activity.

 [15 mins.] KWL Worksheet

I am passing out a KWL worksheet to help you think about what you already know and want to
know about writing strong photo captions. Some of you may have had to write photo captions in
the past, possibly for a yearbook, school newspaper, or personal scrapbook. Some you may
never have written captions, but you probably have read them before. Take 15 minutes to write
down what you already know and want to know about how to write good captions.

[I will circulate the classroom as students write. I will be looking for students who are struggling.
For example, a student might say, “I don’t know anything about writing captions,” or “I don’t
want to know anything about writing captions.” When the 10 minutes are almost up, I will say]

Please finish up what you’re writing and keep these sheets nearby. We will come back to them at
the end of the lesson.

 [20 mins.] Caption Writing Introduction

[As I talk, I will distribute the caption writing handout.]

Today, you are going to learn how to write good captions. Now, just like every type of writing,
being very good at this will take time and practice. However, by looking at some examples of
good captions, we can create our list of rules for what good captions are and what good captions
do. Let’s look together at the pictures and captions on your Caption Writing Handout. I will read
the captions aloud. As I do, write down any observations you can make about what makes these
captions helpful to us, the audience.

[I will read each caption aloud, giving students a couple of minutes of think time to reflect on
each one. After students have had time to listen to and reflect on the captions, I will say]

After reviewing these captions, are there any similarities you notice that might make a good rule
to follow for writing captions?

[I will call on students who are willing to share their observations and write them down on the
board].
You have made some very good observations about what makes these captions effective. I
noticed. . .

[I will mention any significant observations students may have missed.]

Before we try writing a caption together, let’s see if we can make our observations into a simple
list of rules to follow when writing captions. We can start our rules or guidelines by starting with
“A good caption has. . .” or “A good caption does . . .” Looking at our observation list, does
anyone have a suggestion for a useful rule?

[I will call on students who are willing to share and will write their suggestions on the board. In
doing so, I will help students create a short but helpful list of guidelines to follow when writing
captions.]
Great work. We can revise this list later if we need to, but for now it will help us work together to
write a caption for the photo on the back of your handout. Let’s look at that photo together.

 [20 mins] Caption Writing Practice

Some of you may have seen this picture before, but even if you haven’t, you probably recognize
some of the people in this photo. Who do you see that you recognize?

[I expect that most students will recognize Barack Obama and Hillary Clinton. Some may also
recognize Joe Biden.]

And does anyone know what is happening in this photo?

[I will wait and call on anyone who knows and is willing to share. If no one knows, I will
explain.]

This picture was taken in 2011. It shows President Obama and his national security team
watching as Navy SEALS conducted a raid that would result in the death of Osama Bin Laden.
With that knowledge and looking at the photo, how do you think the people in this picture feel?

[I will call on students who are willing to share their observations.]

Thank you for sharing. Now that we’ve talked about this photo a bit, we can work on giving it a
caption. Let’s follow our rules and write a caption together.

[I will work with students to create a caption that follows the caption writing rules we created as
a class. If new insights about our rules come up during this process, I will add them to our list.]

Really nice work, everyone. I think we did a great job with our caption. Now, it’s your turn.

 [10 mins] Closure

Look at the last photo in your handout. Using what you know about the people and events taking
place in the photo, practice writing a caption that follows our caption writing rules. Once you
are finished, go back to your KWL sheet and add at least three things you learned today about
writing good captions. You will turn in your handout and KWL sheet before you leave.

[I will circulate the classroom as students complete their KWL worksheet to address any
potential misconceptions or behavior issues that may arise as well as to affirm strong
observations made about the content taught in today’s lesson. I will be looking for students to
identify several of the rules we developed for good caption writing. As students finish, I will
collect their worksheets.]

Materials Needed (list):

 Picture of The Sun is Also a Star book cover [Appendix 8]

 Post-It Notes
 KWL Worksheet [Appendix 21]
 Caption Writing Handout [Appendix 22]
 Promethean Board, projector, and computer