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Unit Wide SWBATs:

● SWBAT pull information from a text in order to describe a character’s

personality and synthesise their reactions.

● SWBAT read texts closely to find meaning and interpret events, dialogue,
actions, and reactions.

● SWBAT identify the major components of identity, how identity is

developed, and what factors affect it.

● SWBAT draw on prior knowledge to discuss writing and discussion


● SWBAT quickly process, evaluate, and respond to spoken information and

differing point of views in a respectful manner.

● SWBAT analyze how complex characters develop over the course of a text,
interact with other characters, and advance the theme or plot.

● SWBAT Analyze a particular theme, point of view, or experience.

SWBAT Justification

Throughout the unit we will be discussing the major factors that develop
and affect the development of one’s identity. It is necessary for students to be
able to recognize those factors in order for them to analyze how major and minor
events in a text develop and change a character. It is also necessary if they are to
successfully identify and describe the events in their own lives that have lead to
their identity development. Students must be able to pull information from a text
in order to determine a character’s personality and physical traits. In doing so
they will find at least a character they can relate to, if they do not necessarily
relate to the experiences being narrated in a particular text. Being able to
interpret the events of a narrative as well as a character’s dialogue, interactions,
and actions is essential to developing a sense of who that character is. These
objectives are essential to the unit because in learning how to take apart and
analyze a character’s identity they will become equipped with the tools to do the
same with their own identities. In defining their own identities students will
build a stronger sense of self.

The last four objectives are necessary for students to be able to think, write
about, and discuss the themes of a text and unit. They must not only understand
what is on the surface of a text, but delve deeper and find the underlying message
the author wishes to convey. This will help them relate the text to others we will
be reading as well as to their own lives. They must also be able to recognize and
identify changes in a character's demeanor, thought process, and dialogue in
order to know that the character is dynamic and not static. Without these skills,
students won’t be able to dissect characters or texts and pull out the information
need to backup an idea or argument.

These skills and prior knowledge will then be brought to class discussion
where I and students can learn from each other, seeing different interpretations
and ideas gathered from the same materials. For this reason it is necessary for
students to be able to process spoken information quickly and respond with a
thought/ idea of their own. Discussion can become stagnant and tedious when
students have nothing to offer or take too much time processing others
responses. Likewise, students who do not approach a discussion with an open
mind or treat their fellow students with respect can make discussions stressful
and frightening for others.