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Curriculum planning chart

Generative Topic (Blythe et al, 1998): Identity in Context
Concept*

Standard

("The student will
understand…")
(The big idea, the
"enduring
understanding"
[Wiggins, 1998]; a
broad way of
making sense of the
world, or a “life
lesson”)
These identities
are in constant
flux, shaped by
external and
internal factors
(i.e. school v.
home).
Central problem /
issue / or essential
question (intended
to "get at" the
concept; the
“motivator”)
When other
people come in
contact with you,
how do they
perceive you?

CC.1.3.4.B Cite relevant details
from text to support what the text
says explicitly and make
inferences
CC.1.3.4.D Compare and
contrast an event or topic told
from two different points of
view.
CC.1.3.4.F Determine the
meaning of words and phrases as
they are used in grade- level text,
including figurative language.
CC.1.4.4.C Develop the topic
with facts, definitions, concrete
details, quotations, or other
information and examples related
to the topic; include illustrations
and multimedia when useful to
aiding comprehension.
CC.1.4.4.I Provide reasons that
are supported by facts and
details.
CC.1.4.4.S Draw evidence from
literary or informational texts to
support analysis, reflection, and
research, applying grade-level
reading standards for literature
and informational texts.
CC.1.4.4.V Conduct short

Subject: ELA

Name: Daylan Bakes

Assessment

Facts

Skills

Problems to pose

(How will you have
evidence that they
know it?)

("The students will
know…")

("The students will
be able to…")

("Guiding questions"
or "unit questions")

Constructed
responses to
Woodson texts This
is the Rope, Coming
on Home, and Show
Way.

…how they define
identity.

…make text to self
connections.

Can our identity
change over time or
in different contexts?

Drafts of Bio-poem
Journal entries
Drafts and final
Autobiography
essay
Discussion
participation
(students will be
asked to participate
1-2 times per
discussion). I will
keep track.

…that identity is
more than one part
of a person – your
identity is made up
of the combination
of all aspects of self.
…that others may
perceive us
differently from
how we identify.
…how identity
shapes how we
define equality.
…that all of the
above can be
expressed through
writing.

…infer/make
connections
between characters
of one author’s
texts.
…compare the texts
of one author,
looking for and
identifying that
author’s perceived
identity.
…participate in
structured (initially
teacher led)
discussion, leading
to a more student
led endeavor.
…construct a 3+
paragraph
autobiographical
essay, based on the
question “what
would someone
write about me in
my biography?”

Why is
understanding
ourselves important?
How does how we
see ourselves shape
how we present
ourselves?

Activities:

Bio – Poem in
context of
Jacqueline
Woodson’s Brown
Girl Dreaming.
Morning Journal
Author Study Chart
Show way, The
Other Side, Coming
on Home, This is the
Rope.
Autobiography in
context of Malcolm
Little: The Boy who
Became Malcolm X.

research projects that build
knowledge through investigation
of different aspects of a topic.
CC.1.2.4.I Integrate  
information  from  two  texts  on  
the  same  topic  to  demonstrate  
understanding  of  that  topic.  

* It is important to note that the concept might remain the same across subjects (e.g., the concept on the math curriculum table might