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 2 of 4; Plan 4 of 12

Plan type: Full Detail

Content Requirement Satisfied: Reading Experience; Vocabulary 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.
 U2: Students will understand that analysis of identity can help us learn about ourselves
and empathize with others.
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.
c. Students will be able to explain the impact of an identity on a person or text.
d. Students will know the definitions of the key conceptual vocabulary for this unit:
intersectionality, privilege, empathy, diverse, marginalize, oppression.
 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:
[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.

Pre-Assessment Formative Summative

Title of assessment tool:
Image as Text Do Now [S2a,
SOL 9.4, CCS RL 9-10.1]
Students will demonstrate
what they already know
about literary analysis by
writing one question,
connection, or comment
about the cover of The Sun is
also a Star on a Post-It Note.
Criteria: Students will show
success by using any of the
annotation techniques
covered in the mini-lesson
about annotating from the
previous class. There should
be evidence that the student
is “talking back” to the text
(image) by asking a question,
making a connection, etc.
Title of assessment tool: Title
of assessment tool:
Empathy Exit Ticket [A1a,
A1b]
Students will show their
progress toward
understanding that analysis
of identity can help us
empathize with others by
completing an exit ticket in
which they write one way that
having empathy for someone
might change your opinion of
that person.
Criteria: Students will show
success by accurately
referencing concepts from the
definition of empathy that was
provided to explain that
having empathy for someone
helps us relate to them or
understand them better.
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 (today or in a future
lesson) on student 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: Students will show
success by writing thoughtful
and nuanced annotations,
asking questions when they are
confused or unclear, making
predictions, and drawing
connections to their personal
experiences.
 How data will be used:
Student responses will
influence subsequent whole-
class discussion.
How students will receive
feedback: The teacher will
point out specific annotations class by reteaching a lesson
that are particularly skillful on empathy. If only a few
or insightful as a way to
model annotating for the
class.
How data will be used: I will
analyze student responses to
look for misconceptions or
misunderstandings. If many
students demonstrate these, I
will address them as a whole
students are struggling, I will
address these issues in one-
on-one conferences.
How students will receive
feedback: All students will
receive a short comment,
question, or connection from
me on their Post-It Note. I will
put these in student writing
notebooks for them to return
to later.
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.

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 definitions used for
the key terms taught in
this lesson are derived
from the Collins English
Dictionary, which
specializes in student-
friendly and definitions
for ELLs. These
definitions will help
ensure Angela
understands the complex
terms that comprise a
significant part of this
unit.
 I will provide Angela
with an audiobook
version of The Sun is
Also a Star to use during
independent reading
time. I will also allow
Angela to use her
school-issued laptop or
cell phone to record
voice-memo annotations
rather than written ones.
Braden The individual
reading time will
allow Braden to
progress at his own
pace. He will be
allowed to move/sit
where he is most
comfortable and able
to focus on his
reading.
Aaliyah I will provide Aaliyah
with an audiobook
version of The Sun is
Also a Star to use during
independent reading
time.
Kayla Kayla often benefits
from “think time”
before speaking in
order to help regulate
her emotions. I have
provided this
throughout the lesson
to ensure a positive
learning environment
for her.
All students Calculating students’ The book The Sun is Also a
reading rate allows for Star is a high-interest one
effective differentiation for many students due to
of homework their familiarity with
expectations. Yoon’s other work,
Everything, Everything.
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:

[Changes in this arrangement that become necessary later will be noted in the plan]

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 as they enter. Students will have a copy of The
Sun is Also a Star and Post-it notes on their desks. The daily agenda will be written on the board.

 [5 mins.] Welcome/ “Line It Up” Icebreaker

[To start class, I will say]

Welcome back, everyone! Today, we are going to get started with another ice breaker. For this
activity, you will arrange yourselves in a line from oldest to youngest as quickly as you can. You
should focus on working together to accomplish this task correctly on the first try. Does everyone
understand what to do?

[I will pause and address any questions at this time. Once students understand the expectations, I
will say]

Ready? Go!

[I will monitor students during this process and help facilitate if needed. Once students are in a
line, I will say:]

Ok, let’s see how you did.

[I will check to make sure students are in a line from oldest to youngest. If students were correct,
I will affirm their success. If they were incorrect, I will help them adjust their line. Then, I will
say]

Nice work everyone. Please take your seats.

 [15 mins.] Lesson Opening/Do Now

[Once students are seated, I will say]

Who can tell me, in one to two sentences, what we learned in our last class?

I will pause and wait for students to volunteer to share by raising their hands. I will call on no
more than four students. I am expecting that at least one student will mention something about
the annotation mini-lesson from the previous class. I hope that someone will include the idea that
annotating a text helps us “talk back” to the author or characters. If no one uses this phrase, I will
provide it for students. After a time for students to share, I will say:

Thank you for sharing. As you mentioned, we have been practicing our annotations. Now, I am
going to give you back the annotations you turned in to me during our last class.

[I will begin passing these back to students as I talk.]

You will notice that I have left some of my own annotations in response to yours. If you have any
questions about what I wrote, please see me after class or during the reading time we will have
in class later today. Right now, we are going to practice annotating a little more. Yesterday, you
annotated written text. Today, you are going to annotate a picture.

[I will project the cover of The Sun is Also a Star on the Promethean board.]

This is the cover of the book we are going to start reading today. Use one of the Post-It Notes I
have put on your table to write down one question, comment, or connection you have based on
what you notice about the cover. When you are finished writing, come to the board and place
your Post-It note on the book cover. You have five minutes to complete this activity. Remember,
this annotation is meant to represent your thinking, so you shouldn’t discuss what you write with
anyone else just yet. You may begin.

[As students write, I will quickly take attendance. Then, I will circulate the classroom and look
for any student who may be struggling. I expect some students may write too much or too little. I
also will be looking for any student who makes a surface level connection/comment (such as, “I
see a book cover with a title and the author’s name”). If this occurs, I will try to help the student
stretch their thinking by asking the student questions and/or discussing what I notice about the
book cover.]

When the time is almost over, I will say:

Please finish up what you’re writing and make sure you put your Post-It Note on the board.

[I will pause here if any student needs time to come up to the board. Once I am sure everyone
has completed this task, I will say]

Now, give me a thumbs up or a thumbs down based on how you feel that went. A thumbs up
means you felt totally confident about annotating based on a picture. A thumbs down means you
had some questions or concerns that made writing your annotation difficult.

[If the majority of the class shows a thumbs down, I will revise my lesson at this point to address
student areas of concern or confusion. If only a few students show a thumbs down, I will make a
quick note of their names and conference with them one-on-one at a later time. Then, I will say:]

Ok, can I have some volunteers to share what you wrote for your annotations? Please raise your
hand if you want to share.
[I will call on some students who are willing to share. I will also read from the annotations that
are on the board. After a couple of minutes of sharing, I will say:]

Wow, you all have some great observations about the cover of this book. Like some of you
mentioned, one thing that stands out to me is how colorful the cover is. It takes me a minute to
notice, but then I realize that the colors are all pieces of thread that overlap. I wonder if it’s
actually one continuous thread. I also wonder why the author chose to use this image. Do the
overlapping threads have anything to do with the title? I’m not sure right now, so that might be a
thought I come back to later.

[While discussing the cover, I will point to the details I mention to emphasize what I notice.]

 [20 mins.] Critical Concepts Vocabulary introduction

Alright, before we can start reading our book, we need to talk about some words we are going to
use during this unit. I am passing out a sheet with the words and their definitions. Let’s take a
look at these together.

[I will pass out the Images of Intersectionality Key Concept Vocabulary sheet as I talk.]

You may have heard or seen some of these words before, but you’ll see from the definitions that
many of them are complicated concepts. So, we are going to practice using them today. First,
let’s take a minute to review these words together. I am going to say each word, and after I do I
want you to repeat it back to me. Let’s start with the first word, “Intersectionality.”

[I will point to myself as I say each word, then pause and point to students so they know when to
repeat it. I will go down the list in this manner until all words have been pronounced by me and
the students.]

Nice job, everyone. Now, you are going to try to use these words. First, don’t forget to follow all
of our class norms as you discuss these complicated ideas. Ok, if you look on the back of your
sheet, there are questions that use our key terms. You are going to work with your table partner
to answer these questions based on your understanding of what the words mean. Choose one
person to make notes about your discussion. You will have about 15 minutes to complete this
activity. I will be walking around the room to help you if you need it. Any questions?

[I will pause and address student questions if necessary.]

Ok, you may get started!

[I will circulate the classroom as students work through the discussion questions with their
partner. I will be listening for students who are demonstrating potential misconceptions about
privilege, marginalized and/or oppressed groups in particular. I will also be listening to make
sure students are using the vocabulary words correctly. Once students time is almost up, I will
say:]
If you can hear my voice, clap twice.

[I will clap twice and repeat this as needed until I have everyone’s attention. Then, I will say:]

Your groups did a good job discussing some really complicated ideas. Don’t worry if you’re still
unsure about what these words mean or how to use them. We will be discussing them often, so
you will have plenty of time to get used to using them. Now, we are going to dig into The Sun is
Also a Star together before you have some time to read independently. Please open up your
books to page 1.

 [15 mins.] The Sun is Also a Star Think-Aloud

This book is one of my favorites, and the prologue is one reason why that is. I am going to read it
aloud, pausing every now and then to talk about my thoughts and feelings about what I just read.
Please follow along with me in your books as I read.

[I will read the first sentence of the prologue, then say:]

When I first read this sentence, I actually had a lot of questions. Who is Carl Sagan? What on
Earth does making an apple pie have to do with inventing the universe? I did a google search for
Carl Sagan and found out that he is an astronomer, which is someone who studies space and the
universe, so that makes a little more sense. Still, I don’t really know how apple pie is related to
the universe. I’ll keep reading and see if the author helps me out.

[I will read the next three sentences, then pause and say:]

Ok, this is starting to make more sense to me. I know that “Big Bang” is a reference to the Big
Bang Theory, which has to do with how the universe was created. I looked up “Cro-Magnon
man” and found out that is a name for the oldest known ancestors of modern humans. So, it
looks like the author is starting way back at the beginning of the universe and building up
toward modern day. That’s a thought I want to remember, so I’m going to write it down.

[I will make a note on a Post-It about this idea and place it in my book.]

Let’s keep reading.

[I will read to the end of the paragraph, then say:]

Ok, some of this makes total sense to me. I get why we need water, soil, seeds, and all that stuff
to make an apple pie. But I’m not sure why the author says we need the arts for a “good” apple
pie. Do you have any ideas?

[I will pause and give students time to share their thinking. I will write down any student
responses on a Post-It Note and put it in my book. If no students have ideas, I will make a note to
come back to this section later. After a couple of minutes, I will say:]
I do think I understand this bit about the printing press. If we want an apple pie to “last for
generations” it would help to have a printing press. That way, we can make copies of the recipe
and pass them down to other people. But what about this part about needing a poem? Any ideas?

[Again, I will write down any student responses on a Post-It Note and put it in my book. If no
students have ideas, I will make a note to come back to this section later. After a couple of
minutes, I will say:]

Let’s look at the last sentence of the prologue now. It says. “To make a thing as simple as an
apple pie, you have to create the whole world.” This sentence makes me think that a simple
apple pie actually represents so many different things: the farmer who grew the apples, the
grocery store clerk who sold them to me, the electricity in my house that I used to power the oven
to bake the pie…it goes on and on. Even though I still have some questions, the prologue makes
more sense to me now than it did when I first started reading this page. Also, I have my Post-It
notes as reminders of the places I might need to come back to later. Does anyone have a final
thought, observation, or question about what we just read?

[I will pause and give students time to think and share. After a few minutes, I will say:]

Ok, now it’s time for you to read independently. Turn to the next page in your books, but don’t
start reading just yet.

 [10 mins.] Calculating Students’ Reading Rates

[As I explain this activity, I will pass out copies of Reading Logs for student use]

We are going to use the first 10 minutes of our independent reading time to calculate your
individual reading rate. This will be very important to have because it helps me decide how
much reading I can expect you to do during class or for homework. Also, you will be able to keep
track of your reading rate and watch it improve throughout the year. So, here is how this will
work. When I tell you to start, you will begin reading silently from The Sun is Also a Star. Read
just like you normally would to understand a text. After ten minutes are over, I will tell you to
stop. Then, you will count how many pages you read, and that is your reading rate. You will
write down your reading rate in two places: on the reading log I will give you and on a Post-It
Note to turn in to me. Make sure to write your name on both. Does anyone have questions about
how this process works?

[I will pause and address any student questions or concerns as I pass out copies of the reading
log. Once this is done, I will prepare my ten-minute timer.]

Everyone ready? You may begin reading.

[Once ten minutes have passed, I will say:]

Please stop reading. Now, count how many pages you read and write your reading rate on your
reading log and on a Post-It. I am going to come around and collect the Post-Its, but the reading
log is yours to keep. Again, please make sure you put your name on both.

 [15 mins.] Independent Reading/Conferencing Time

[Once I have collected all the Post-Its, I will say:]

Ok, now we are going to move into some relaxed reading time. You will be reading for 15
minutes. As you do, you should use the Post-It notes I provided you to annotate what you read.
Remember that you can ask questions, make connections or predictions, or do anything that feels
like “talking back” to the text. Eventually, you will be choosing twelve of your annotations to
turn in to me for a grade. I am going to go ahead and give you the assignment sheet and rubric I
will use to grade your annotations even though they won’t be due until you finish the book. That
way, you know in advance what successful annotations look like.

[I will pass out the Self-Selected Annotations Assignment and Rubric sheet (also included in my
grading plan) now.]

Take a couple of minutes to read over the assignment sheet and rubric and let me know if you
have any questions.

[I will pause and address any questions students may have. Then, I will say:]

Ok, now it’s time to start reading independently. During this time, you may move to a place in
the classroom that looks like it would be a comfortable spot for you to read. As you read,
remember to “talk back” to the text in your annotations. We are focusing on the first section of
the book today, which is pages 1-78. You definitely won’t finish the section today. Your goal is to
think about the text as you read and to show your thinking through your annotations. I will be
circulating the room to conference with some of you individually as you read. The reading time
is also a good opportunity for you to talk to me about any questions or concerns you have about
the feedback I gave you on your annotations. If you want to move to a more comfortable place in
the room to read, feel free to do so now.

[I will pause while students transition and get settled. After a moment, I will say:]

Ok, please begin reading.

[As students read, I will conference with individual students as needed. If time allows, I will read
some myself.]

 [5 mins.] Partner Sharing

[When students’ reading time is almost over, I will say]

Please wrap up whatever sentence you are on and move back to your original seats. For the last
ten minutes of class, I want you to share one annotation you wrote with your table partner. It can
be anything: a comment, question, or connection, as long as it shows your thinking as you read.
See if what you noticed is similar to what your partner noticed. You will have about five minutes
to discuss. You may begin.

[I will circulate the room as students discuss, listening for any connections students can make
between their annotations. I will also listen for points of confusion and address those one-on-one
as needed.]

 [5 mins.] Homework and Dismissal

[When students’ sharing time is almost over, I will say:]

Really well done today, everyone. For homework, read The Sun is Also A Star for 30 minute
each night. Use your reading log to record the number of pages you read during that time.

Before you leave today, I want you to think about empathy one more time. Take a Post-It note
and write down one way that having empathy for someone might change your opinion of that
person. You can give a specific example from your life or mention something from the texts we
have been reading recently. Make sure you turn in your Post-It note to me. You will put your
Post-It Note on the board on your way out. Make sure you write your name somewhere on the
Post-It! Have a great day.

Materials Needed (list):

 Post-It notes
 Copies of The Sun is Also a Star by Nicola Yoon (one book per student)
 Picture of the cover of The Sun is Also a Star [Appendix 9]
 Promethean board, computer, and projector
 Images of Intersectionality Key Concept Vocabulary handout [Appendix 10]
 Reading Logs [Appendix 11]