Mr.

Hughes

10th Grade English

UNIT TITLE: Identity: Binti and Other Works

GRADE LEVEL: 10th

OVERVIEW (INCLUDING RATIONALE FOR TEACHING THE UNIT):

This unit is designed to have students analyze the concept of identity and further
construct their own based off of class discussion, literature read in an out of class, and
self-reflection through assessment. We start with George Ella Lyons Where Im From to
facilitate discussion on our own identities and formulate ideas on how they might be
formed. To finish the unit, we will read the novella Binti in order to analyze different
perspectives of how identity is characterized and to consider views different from
conventional authors (African American female). Students will be exposed to varying
types of works to challenge their notions of identity.

BIG IDEAS/ENDURING UNDERSTANDINGS:

Identity is a concept that affects our understanding of ourselves, others, and the
rest of the world.
Peoples identities can be formed in varying ways and through different factors.
We communicate and act in certain ways based on our identities.

BIG/ESSENTIAL QUESTIONS:

How are identities formed?

Who determines our identities?
What roles do others have in forming our identities?
What happens when we lose our sense of identity?
Who am I?

CCSS/IOWA CORE STANDARDS ADDRESSED:

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot
or develop the theme.

Mr. Hughes

10th Grade English

CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature.

CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life
story in both print and multimedia), determining which details are emphasized in each
account.

KNOWLEDGE AND SKILLS to BE TAUGHT:

Cite textual evidence to prove an argument or specific conclusions.

Explain and defend inferences made from a text.
Identify the central idea of a text and explain or plot its development throughout a
text.
Provide an analysis or summary of the main ideas of a text.
Identify characters in a story display aspects of how identity is formed through
interactions with other characters.
Analyze how authors form characters identities in a story.
Identify and analyze the purpose of writing stories from a perspective outside of the
American experience.
Terminology:
o Identity
o Perspective
o Theme
o Race
o Class

TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):

Where Im From by George Ella Lyon (Poetry)
Thoughts and Sentiments on the Evil and Wicked Traffic of the Slavery and Commerce
of the Human Species by Ottobah Cuguano (Historical Account)
The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the
African by Olaudah Equiano (Historical Account)
Lost Boy, Lost Girl: Escaping Civil War in Sudan Excerpts by John Bul Dau (Personal,
Non-Fiction Narrative)
Binti by Nnedi Okorafor (Novella 90 pages)

Mr. Hughes

10th Grade English

MAJOR ACTIVITIES AND ASSESSMENTS:

1. QAR Discussion and Worksheet (Informal)

a. Students use the QAR reading strategy and identify what text says specifically and
draw their own inferences using the two types of questions (In Your Head and On
Your Own). Students record their findings found from discussions and personal work
on a QAR Worksheet (attached).

2. Venn Diagram Response (Formal)

a. Students analyze the two historical texts (Equiano and Cuguano) and make
conclusions about the contents of each. In a personalized Venn diagram, students
display their knowledge, while comparing and contrasting the differences in how
identities are formed and characterized between them.

3. Socratic Seminar (Informal)

a. Students are asked to bring at least one question to a major class discussion about
identity. Students can share their question, but are assessed based on their
responses to questions and contributions to the conversation. Students discuss
questions about themselves, share inferences and conclusions about a text
concerning the concept of identity.

4. Save the Last Word for Me (Formal)

a. Students work in groups of 3-4 and are asked to analyze readings for the novel Binti
as a group. Each student identifies what he or she considers to be the most
significant finding in the text so far. Each person shares their choice, and after
explains why they chose the passage they did. Students will assess each other and
the teacher will assess as well.

5. Identity Reflection Journal (Formal)

a. Students synthesize a reflection of their own identity, noting how they believe their
identity has been or is being constructed through in class work. They will use the
text read in class to determine how identity is formed similarly or differently when
comparing the work in class to their own identity and what these findings say about
the concept of identity as a whole.

6. Final Essay (Formal)

a. Students will analyze how the novella Binti advances a plot or theme of identity.
Students will use textual evidence to explain how the text works in speaking to the
notion of identity. They may use the characters, setting, aspects of science fiction,
etc. to construct their argument.

Mr. Hughes

10th Grade English

IDENTITY

In the upcoming weeks, we will be examining the concept of identity as a class.
We will be using texts such as George Ella Lyons Where Im From poem, Lost Boy, Lost
Girl: Escaping Civil War in Sudan excerpts by John Bul Dau, and Binti, a novella written
by Nnedi Okorafor to aid our study.
Please keep up to date with readings as we will be discussing them in some way
for class each day. Keeping up with the work with help you complete the following
assignments that determine your grade for this unit of class:

A Venn Diagram Response, to help us compare texts with similar or differing ideas.
An Identity Journal, to record/reflect on your findings in class and relate them to
your own identity.
A Save the Last Word for Me Group Assessment, to encourage group work and
collaborative thinking on the concept of identity.
1 Final Essay, to synthesize your own definition of identity and how it is formed.

(See below for further details on these assignments)

When reading our texts, keep in mind the following questions:

How are identities being formed here?

Who determines our identities?
What roles do others have in forming our identities?
What happens when we lose our sense of identity?
Who am I?

Other concepts we will discuss include race, class, theme, perspective and identity. Keep
these questions in mind while using the texts read in class to infer and conclude certain
ideas about these concepts.

Mr. Hughes

10th Grade English

UNIT ASSIGNMENTS:
Venn Diagram (25 points)
As we read the two historical texts in and out of class, you will be asked to compare and
contrast the experiences of the persons in the narrative accounts. Different from a
regular point-by-point diagram, your Venn Diagram will use complete sentences and
specific details from the text with citations and will be reflect your understanding of the
texts through an in-depth analysis. A reflection will be included with this assignment.
Identity Journal (25 points)
As we progress through this unit, I would like you to keep a journal of what you find
interesting in class about the concept of identity. You can base any of your entries on
what we learned in class as long as its relevant to class material. You are required to
make an entry for each class period. I will check this before each class period and we will
use this to facilitate discussion on what we have read for class that day.
Save the Last Word for Me, Binti (25 points)
You will complete a peer assessment that is based upon a group analysis of the readings
from the novella Binti. Each partner must complete an assessment of all others partners
in the group as you work on this group project. Each group will be assigned a crucial
passage of the reading and will provide the class with an in depth analysis of the
assigned passage. Each group is responsible for sharing what they found most telling
about the novellas theme or allusions to the concept of identity.
Participation (25 points)
Your participation and contributions in this unit will be recorded with informal
assessments such as reflective writing, graphic organizers, and other short writings. This
is to give you credit for the work you are doing in class and to reinforce critical thinking
of the units theme.
Final Essay (100 points)
Your final assessment will be based about how well you can synthesize your own
arguments about the concept of identity using the novella Binti. You will be asked to use
resources such as class discussion, readings, and your own inferences to construct your
synthesis. Your essay should be around 4 pages and should include specific quotations
from the text. More details will be provided in an assignment sheet that you will receive
as the essay approaches.

200 points total for this unit.