Unit Title: The Big World and Me
By: Kate Franson
Prefatory Statement - -
This unit has been inspired by the Heath Middle Level Literature
To Be Somebody, edited by D.C. Heath and Company. This unit is geared
for the first three weeks of class, allowing students to make discoveries
about themselves; essentially their own identities. The unit is divided
into three components. The first component is the whole class activity
of getting to know one another and reading various works of poetry and
short stories. (For a detailed listing of literature to be studied,
see Teacher References.) As a whole class the students will become
comfortable with each other and will begin to explore their identities
through activities and readings. The second component of the unit
is the individual portion or portfolio each student will create regarding
his or her identity and individuality. The second portion is also
equal to the performance package component for the unit. The third
component of the unit will be the small group work, consisting of the creation
of a children’s book. This project will give the students a chance
to express their personal discoveries and insights in a creative outlet.
The children’s book project will also be a component of the performance
package. The final component of the unit will be the self-discovery
journal. This journal will be used as a form of assessment, to take
a look at the insights each student has made about themselves throughout
the unit.
The unit is designed for the students to study the theme of identity
and individuality, to learn about who they are. The students will
participate in getting to know each other activities and will read various
poems and short stories. The material will serve as an outlet for
the students to learn more about themselves and each other.
This topic is important to the world because young adults will
be learning about their wants, needs, dreams and hopes for their lives
and will develop stronger self esteems. This topic is important because
many young adults do not understand who they are and are unaware that people
care for them. I believe this unit can work strongly in culturally
diverse classrooms because students are exposed to literature from various
ethnic backgrounds.
Young adults need to be instilled with the fact that they matter,
their opinions and ideas count and most importantly, to be an individual.
Class Specification - - This unit is constructed for 7th and 8th grade
students, but could fit younger middle school or even older high school
grade levels. The activities for the first week could be valid with
various grade levels, but the reading selections could be adapted, grade
depending. The topic of identity and individuality ties into the
life of the average 7th and 8th grader, but older high school students
have trouble with these issues too. For instance, many 11th and 12th
graders begin to question who they are as they explore future decisions
with colleges and graduation. The themes of identity and individuality
can be connected to students at many times in their life, sometimes more
than once.
Significant Assumptions - - In writing this unit I have assumed that:
- Literature, poetry and music can be guides into personal identity
identification.
- Students can become comfortable with each other.
- Literature, poetry and music can be forms of self-expression.
- Students will make discoveries learning about who they are through
exposure to what they read.
- Journaling can allow students to express how they feel, share ideas,
dreams and sorrows.
- Students can learn through creativity.
- Students are strong enough to explore the issues I am addressing.
Standards to be met - - I want my students to discover their identities
beyond what people physically see, through literature and music.
I want my students to develop skills to compare and contrast literature
to their own lives. I want my students to be able to express their
feeling and opinions with each other. I want them to analyze and
interpret literary works critically and write about that which is of interest.
The standard this fits is the standard “Artistic Interpretation” under
that state standard heading of Arts or apply and interpret artistic expression.
This standard includes the study of interpretations through artistic works.
The students will develop the ability to interpret and analyze literature,
compare and identify who they are through literary/artistic works.
Possible Whole-Class Activities:
- In class students interviews and introductions
- Ranking of personal traits
- Discuss similarities and differences of students personal traits
- Creating in class “I AM” identity poem
- Oral reading of “I AM” poems
- Discuss insights into readings
- Discuss importance of identity and individuality
Possible Small Group Activities:
- Writing groups for creation of children’s book
- Discussion of journal ideas in class
- Discussion of individual themes
- Group research for children’s book
Possible Individual Activities:
- Creation of “I AM” identity poem
- Reading sources outside of class for portfolio
- Write responses for portfolio
- Write a letter about yourself in five years to be sent to you at
that time
- Personal interview of grandparent or family friend for portfolio
Ongoing Activities: Self-discovery journals will be dept throughout
the entire unit. The students will write about all of their insights
from class activities, discussions, and reading about who they are as unique
individuals. These journals will be used as an assessment tool to
see how much the students develop and grow individually. The identity
portfolio will be due at the end of the unit, but can be turned in before.
The children’s book will need to be done at the end of the unit, but revisions
or more professionally made copies can be done within the following two
weeks. I want a product the students and I can be proud of together.
Student Resources:
- Journal notebook
- Older relative, friend of family (optional)
- Library access
- Collection of readings including short stories and poems for the
unit, I will hand out
Unit Launch/Anticipatory Set/Set Induction - -
Title: Introduction into themes about identity and individuality.
Unit Launch
Methods:
A: At the start of class, I will give the students my personal
introduction. I will give them a brief description of characteristics,
interests and background allowing for questions before the end of class.
B: The students will break up into dyads (pairs,) and take
ten minutes to interview each other.
Sample Questions:
- If not known, what is their name?
- What sorts of interests do you have outside of school?
- Do you have a favorite movie or book?
- What is something unique about you that you do not mind sharing with
the class or myself?
- What is your family like?
C: Using my personal interview presentation as an example, the
students will proceed to introduce their classmates to the class as a whole.
D: I will ask each student to rip a piece of paper into six strips.
On each they can write a word to describe themselves. I will want
the students to know this is an individual activity so they can be honest
with themselves. I will have the students arrange the traits in order
form what they like best to least. I will ask them if they like their
thraits and wish to keep them. Each student will give up a trait
and see how it affects them until they are down to one trait. When
I see how frustrated they have become I will tell them to regain their
traits.
E: Following this assignment, I will have the students
write for their future journal on what they learned about themselves from
the experience.
F: Briefly before the end of class students can ask questions
about my identity to get to know me better.
Homework: I will have the students write an entry in their
journal about who they would like to consider interviewing and think about
questions they might like to ask.
Assessment: I will know my students are learning by the insights
they voice about one another. I will know they are learning as they
share the discoveries they make about themselves during discussion of their
personal traits.
Organization of the Unit detailed plans for two other days of
the unit - -
Week 1: We will begin getting to know one another and explore the themes
of identity and individuality. This will occur through various activities
such as student introductions to the class, identifying personal traits
and writing an “I AM” identity poem. On the second day of class the
students will be given a variety of short stories and poems to be read
during class for the rest of the week. I will include works form
Heath Middle Level Unit, To Be Somebody, Tipi Reflection from Walking the
Rez Road, Alone, Music of the heart and If You Want to See from Reach for
the Moon, and Growing form Braided Lives. Each of the literary pieces
are centered on the unit theme to help the students begin to understand
and question who they are.
This lesson is for the second day of the first week of the unit.
Title: Who Am I?
Objectives: The students will begin to understand who they are
as individuals, through an identity poem. By the end of the period,
students will have learned:
- characteristics of themselves
- a new model/format for a poem
Methods:
A. I will start class by reading two examples of “I AM” identity poems
(2 minutes.)
I AM-Model
First Stanza
I am (two characteristics you have)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
Second Stanza
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
Third Stanza
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really made an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
B. The class as a whole will work with me to create our own “I AM”
identity poem using a character from a movie, television program or book
(8 minutes.)
C. Give students independent reading time for short stories and /or
poetry – see listing in teacher resource section (20 minutes.)
D. Write in self-discovery journals about insights they are making
into the reading and themselves (10 minutes.)
E. As a class have volunteers share some opinions about the readings
(5 minutes.)
F. Assign homework – students will create their personal “I AM” poem,
to be shared with the class. Model of poem handed out as they leave
(5 minutes.)
Assessment: I will know my students are learning if: they are
able to participate in the group poetry assignment and can give strong
insights during discussion and if they can complete the “I AM” poem at
home.
Sample Discussion Questions:
- In what ways do you see yourself in some of the literature pieces
you have read?
- Have any of the insights you have developed from the readings given
you a better understanding of your own identity?
- How have the selections of readings I have chosen helped you in your
self-discovery process? Do you have any suggestions regarding my
literature selections for future classes?
During the first week the students will begin their self-discovery
journals. The journals are an outlet for the students to write down
what they feel about the activities, readings and what they are learning
about themselves. I will also assign homework writing assignments
for their self-discovery journals that touch on themes we have discussed
in class. On Friday of week one, I will hand out the performance
package assignment for week two. The purpose is so that the students
will come prepared to class on Monday with essential reading materials.
Week Two: This week we will dig into the performance package, the creation
of a literary portfolio. My intentions are for the students to find
their own collection of three or four short stories, five or six poems
or a combination of the two that deal with the identity theme. Each
student will be responsible for including the following:
1. Cover Page
- original, creative
- name, class, date, teacher and title
-
2. Table of Contents
Example:
Table of Contents
A. Personal Responses
The Moustache . . . . . . p.1
Growing . . . . . . . . . . . p. 2
Alone . . . . . . . . . . . . . p. 3
B. Comparison
Alone vs. Identity . . . p. 4
3. Personal Responses
Students must write a personal response to all of the literary
works they have read. They should focus on a variety of issues with
a common theme (250 words each.)
- How did you feel as you read the piece?
- Did the reading send you a message?
- Do you feel more aware of who you are of did the reading leave you
more lost and confused?
- Were you able to connect with the piece? Etc.
4. Comparison
The students will write a comparison of two of the pieces they have
read. They will discuss the similarities and differences in how the
themes were portrayed. Which of the two pieces created a greater
impact upon your self-discovery, why? Did this piece have a positive
or negative influence?
5. Creative Writing
The students will include two pieces of their own writing based on
the theme of what they have read. They may include poetry and short
stories.
6. Visual/Audio
These could be:
- an original drawing, painting, sculpture
- photos related to reading
- musical recording or lyrics
7. Interview: For A contract only (video optional)
This is an opportunity for you to spend time with a grandparent or
old family friend. What would you like to learn about yourself through
this person? What do they like to share with you?
The interview should be at least three pages typed. You should
begin with an introduction (perhaps why you chose this person,) and include
with the major impact this person has made in your life. If you do
not wish to work on another writing composition, you may film the interview
on video. Introduce and conclude the video with a statement from
yourself. With both versions, submit a copy of the interview questions.
The students will have the entire week in class to work on the
performance package. Students that choose the interview component
for the A contract will have until the end of the unit to turn it in to
me.
Week Three: This unit will have given my students many opportunities
to discover what it means to be an individual. On this project the
students will work in small groups to collaborate on everything they have
learned about themselves and each other. The topic of this project
is to create an illustrated children’s book that will teach children something
about being an individual. This project will also be a component
of the performance package. I will bring in several children’s stories
to serve as examples. For my classes, I will bring in Curious George
books, Bearnstein Bear books, The Giving Tree and Old Turtle, for some
examples. The book will be due at the end of the week, but they can
have an additional two weeks to make a professional finished product.
Title: Curious minds
Objectives: Students will be able to relate the questions they
had about identity to younger children. Students will begin the writing
process of a children’s book.
Methods:
A. I will begin class with a reading of Curious George goes to the
Hospital (10 minutes.)
B. As a whole class we will talk about how Curious George can be an
identity model for children (5 minutes.)
C. In writing groups the students will have the remainder of the hour
to brainstorm ideas in class (30 minutes.)
D. I will assign a journal entry for tomorrow on how each persons individuality
is contributing to the project (5 minutes.)
Assessment: I will conference with each group to see if they
know the following: age level for audience, other children’s books for
models and what the audience needs to know about being an individual.
Unit Test - - An essay test to be given before the performance packages
are due.
Theme: Consider the themes of identity and individuality.
In your response explain how the theme was revealed throughout three of
the literary works studied in class. See Teacher Resource section
for detailed listing of selections to choose form.
Include five paragraphs 1) Intro: What does identity mean to
you?
2, 3, 4) Themes of three pieces
5) Conclusion
Identity/Individuality Assessment Package: The students will contract
with me for a grade. This unit is structured in a manner that all
of the assignments must be done except for the interview.
B Contract:
- four journal entries per week
- performance packages
- unit test
A Contract:
B Contract plus:
- interview to include with portfolio
- read children’s story to children at a school and donate your book
- one more journal entry
Teacher Resources
To Be Somebody Edited by D.C. Heath, Heath Middle Level
Walking the Rez Road. Northrup, Jim. Voyageur Press: Minnesota
1993.
Selection: Tipi Reflection
Reach for the Moon. Abeel, Samantha.
Selections: Alone, Music of the Heart, If You Want to See.
Braided Lives.
Selection: Growing by Helena Maria Virmontes.
YOUR SCHOOL -_Minnetonka Junior High
Performance Package
Minnesota Profile of Learning
Content Standard:_Arts: Artistic Interpretation
Level: Middle School
Title of Package/Activity: Responding to and creating literary works
through a portfolio and children’s book.
______________________________________________________________________________________
Summary Statement of Content Standard:
Interpret and evaluate a variety of art works, performances
and/or presentations, elements, principles and styles of art forms.
1) Analyze art works using principles, styles of art form.
2) Evaluating works of art.
3) Describing social reaction to work of art.
4) Explaining connections between work of art.
_____________________________________________________________________________________________________
Description of Student Performances:
Task 1: write personal analyzed responses to three pieces of literature,
write comparison of two and include two personal creative writing pieces
in a personal identity portfolio.
Task 2: Create a children’s story – pick your audience, brainstorm ideas
and write a story
Task 3: Assign roles in the creation of the book and create the book
(Editing, Illustrating etc.)
Task 4: Submit the story for publication with a small press publishing
company for use in a school
FINAL ACHIEVEMENT: Use the following scoring criteria when evaluating
Student performance.
Scoring Criteria
4 - Performance on this standard achieves and exceeds expectations
of
high standard work.
3- Performance on this standard meets the expectations of high standard
work.
2 - Work on this standard has been completed, but all or part of the
student's performance is below
high standard level.
1 - Work on this standard has been completed, but performance is
substantially below high standard level.
No package score is recorded until ALL parts of the package have been
completed.
PERFORMANCE PACKAGE TASK 1
(Literary Portfolio)
Content Standard: Arts: Artistic Interpretation Level: Middle
School
Specific Statement(s) from the Standard:
What students should know: Students should know that they are all unique
individuals in my classroom. For the students that are unaware of
this fact, they will learn to identify with this through the work in the
performance package itself.
What students should do:
1. read literary works of choice in unit theme of identity and individuality.
2. Analyze and respond to three of the works dealing with unit theme.
3. Write comparison or contrast of two pieces read.
In Addition:
1. The focus of assessment is on the ability to comprehend, interpret
and analyze themed literary works.
2. Literary works assessed must include works centered around unit
theme. Works must include poetry and/or short stories.
3. Literary works should reflect cultural diversity.
Product(s): Analytical and critical written responses to be included
in personal identity portfolio.
Task Description: Complete a personal analytical response to three literary
works you have read relating to identity and individuality.
Guidelines for Response:
1. Analytical Response
Make sure the responses are written in paragraph form and are focused
on a variety of issues with a common theme. The responses should
include questions such as: How did you feel as you read this piece?
Did the reading send you a message? Do you feel more aware of who
you are or did the reading leave you felling more confused about your identity?
Etc.
Each response should be at least 250 words.
Student Performance Task 1: Literary portfolio
2. Comparison
Write a comparison of two of the pieces you have chosen about identity
theme. You will discuss the similarities and differences in how the
themes are portrayed. Which of the two pieces created a greater impact
upon your self-discovery, why? Did this piece have a positive or
negative influence?
3. Creative Writing
Now that you have read and analyzed a variety of literary works on
the identity theme, you will create two pieces of your own. Both
pieces must focus on the unit theme, but can be poetry and/or short stories.
Include a piece of music to be playe3d or art work to view while you read
aloud one of your pieces.
Combine all written pieces into a portfolio with cover page and table
of contents (See example in week two unit layout.)
Special Notes:
Students should locate literary works through the internet and
library. I strongly suggest creating a list of literary works not
studied in class for students to access. Emily Dickinson has a collection
of poetry collaborated for young adults. Do not give students a lot
of guidelines for creative writing portion because as heading states, let
them be creative and express themselves.
PERFORMANCE PACKAGE TASK 1
(Literary Portfolio)
FEEDBACK CHECKLIST FOR TASK 1
The purpose of the checklist is to provide feedback to the student about
his/her work relative to the content standard. Have the standard
available for reference.
Y=Yes
N=Needs Improvement
Student
Teacher
______ Analytical Response _______
Located and read at least three short stories and /or six
poems
- Relating to the unit theme of identity and individuality
______ Wrote analytical responses to three of the literary works
read. _______
______ Comparison
Wrote comparison of two literary works read. _______
- Compared works with comparative themes
- Found items to compare and contrast
Creative Writing
_______ Included two original creative writing pieces of poetry
and/or short ________
Stories that relate to the theme of identity and individuality.
_______ Combined all written works into a portfolio
________
_______ Cover page, table of contents
________
Overall Comments (information about student progress, quality of the
work, next steps for teacher and student, needed adjustments in the teaching
and learning processes, and problems to be addressed):
PERFORMANCE PACKAGE TASK 2
(Creation of a Children’s Book)
Content Standard: Arts: Artistic Interpretation Level: Middle
School
Specific Statement(s) from the Standard:
What students should know: Students should have had many opportunities
to think about what it means to be an individual. Students should
be able to identify what makes them unique individuals with others.
What students should do: Students will work in small groups of three
and four to share with others some of what they have learned. The
purpose is to write a book that will teach the audience, in this case children,
something about being an individual.
Product(s): A written children’s story
Task Description: Create a children’s story through the following steps.
1. Decide who your audience will be. As a group, ask yourselves
some of the following questions:
- What age level are you seeking for an audience?
- What are some children’s books that you can use as examples?
Models will help in determining the vocabulary level of the age group –
generate a list to turn in.
- What does your audience need and want to know about being an individual?
2. In your group, brainstorm ideas for a topic.
- List your ideas and see which topics can be developed
- Choose one idea to develop into a story, for example a child dealing
with an interracial family or being adopted
- Keep your audience in mind, you do not want to fill their minds with
too many ideas
3. Determine the length of your story.
- If your audience consists of young children, you may want to include
more illustrations than words.
- Use simple language!
Special Notes: The development of the story will consist of the first
two days of the week, allowing time for students/teacher conferencing.
PERFORMANCE PACKAGE TASK 2
(Creating a Children’s Book)
FEEDBACK CHECKLIST FOR TASK 2
The purpose of the checklist is to provide feedback to the student about
his/her work relative to the content standard. Have the standard available
for reference.
Y=Yes
N=Needs Improvement
Student
Teacher
_______ A specific age level was chosen for the audience of the
story ______
_______ A list turned in of children’s books used as models
______
_______ One topic chosen for the story, focused on one topic only
______
_______ Determined the appropriate length of story through the
audience ______
______ Used language that could be easily understood by audience
______
Overall Comments (information about student progress, quality of the
work, next steps for teacher and student, needed adjustments in the teaching
and learning processes, and problems to be addressed):
PERFORMANCE PACKAGE TASK 3
(Creating a Children’s Book)
Content Standard: Arts: Artistic Interpretation Level:
Middle School
Specific Statement(s) from the Standard:
What students should know: Students should have developed a story that
would be appropriate for a specific age level of children. Students
should have chosen a topic for the story that would teach the audience
something about being an individual.
What students should do: The students will assign roles to take on the
following tasks:
- Students will revise and edit the story
- Students will type or print the story
- Students will illustrate the story
- Students will create a cover, bind the book
C. Product(s): The finished children’s book
Task Description: The students will accomplish the following tasks by
assigning roles within the group.
1. Revise and edit the story
- Will the children like and understand the story? Are there
any grammatical errors from the rough draft? Are there sections of
the story that should be cut or elaborated on?
2. Type or print the story
- Use a large font setting and heavy paper
3. Illustrate the story
- Use bright colors
- Illustrate one page and put the written portion on the opposite page
- The younger the audience, the more illustrations they will want to
see
- Older audiences will want to read the words
4. Design a cover and bind the book
- Use your imagination with the cover
- Bind the book with yarn, string or plastic
Special Notes: I will use days three and four in class for the revising,
editing, typing and illustrating. This is not something ingrained
in stone, work this into your schedule in any way you can. I am flexible
and will give more time or move ahead as needed!
PERFORMANCE PACKAGE TASK 3
(Creation of a Children’s Book)
FEEDBACK CHECKLIST FOR TASK 3
The purpose of the checklist is to provide feedback to the student about
his/her work relative to the content standard. Have the standard available
for reference.
Y=Yes
N=Needs Improvement
Student
Teacher
______ Revised and edited the story
______
______ Typed or printed the story using a large font and
heavy paper _______
______ Illustrated the story with bright colors
to gain interest of audience ______
______ Illustrations on one page, words on the opposite
page ______
_____ Designed a cover and bond the book
______
Overall Comments (information about student progress, quality of the
work, next steps for teacher and student, needed adjustments in the teaching
and learning processes, and problems to be addressed):
PERFORMANCE PACKAGE TASK 4
(Creation of a Children’s Book)
Content Standard: Arts: Artistic Interpretation Level: Middle
School
Specific Statement(s) from the Standard:
What students should know: Students should have demonstrated the knowledge
and skill of creating an artwork, a children’s book.
What students should do: Students should go one step further beyond
the creation of an artwork, they will need to submit their book for publishing.
Product(s): A published copy of a children’s story, to be given
to a local school district in need of children’s literature.
Task Description: As a group, submit a final copy of your children’s
book to a small press publishing company for publication. After the
children’s book has been published donate a copy to a local school district
in need of children’s literature.
Special Notes: The teacher should contact a local publishing company
to set up a program to have the students stories published. This
could be done before the task has begun or later in the year if necessary.
PERFORMANCE PACKAGE TASK 4
(Creation of a Children’s Book)
FEEDBACK CHECKLIST FOR TASK 4
The purpose of the checklist is to provide feedback to the student about
his/her work relative to the content standard. Have the standard available
for reference.
Y=Yes
N=Needs Improvement
Student
Teacher
______ Members of the group worked as a team
________
______ Submitted copy of children’s story to small press publishing
company ________
______ Donated a published copy to a local school district
_______
Overall Comments (information about student progress, quality of the
work, next steps for teacher and student, needed adjustments in the teaching
and learning processes, and problems to be addressed):