LESSON PLAN

Grade: K-12 Lesson Title : Identity Silhouette Duration : 1hr

Overview of lesson

This lesson serves as a way to allow students to express and reflect on what makes them unique.
Whether it be their hazel eyes, their German background or their love for horses. This activity strives
to teach students to appreciate their own identity while respecting and learning about the identity of
their fellow classmates.

Learning Objectives Teaching Strategies

“I can”… ● Start by reading a thought-provoking book on
● Recognize my strengths identity to get students thinking and reflecting
● Identify my likes, dislikes, physical on who they are
features, etc. ● Provide examples
● Appreciate and compliment the work ● Utilize discussion
of my peers ● Circulate and encourage

Learning Resources / Material & Equipment

● Identity book (suggested: Spaghetti in a Hotdog bun)
● Body Length sheet of paper (can be modified for smaller sheets)
● Pencil crayons, markers, etc.
● Lined/notebook paper
● Sticky notes (optional)
Assessment (formative/summative)

Formative- Students will be assessed on the respect they show themselves and others. Seeing as this is
an activity to get students reflecting on and appreciating their identity it is most important that they
feel comfortable and safe doing so without the added stress of being graded.

Lesson Procedures

Introduction (10-15 min.):

Teacher will start by reading a suggested story to students. To initiate discussion and direct students to
key concepts such as identity and acceptance, the teacher can ask questions before, during, and after
the reading. These questions may include,
● What do you think this book is about? (predicting)
● How might the character feel?
● If the character was in our class, what might we do to ensure they feel welcomed and
accepted?

1
 ● What do you think the book is about? (summarizing)
● What do you think makes you unique?
Once the students have developed an understanding of what the book is about, what identity is, and
the importance of being accepting of everyone, they can proceed to the activity.

Body (20-30min.): main activities with differentiation

Activity: Students will create their own identity silhouette/text. Depending on the age group, the
teacher may decide to explain all the activities at once, one at a time, or print out a copy of the
instructions in the form of a checklist for students to follow.
● Step One: Students will trace on another on a large sheet of white paper.
● Step Two: Students will fill the inside of their outline with pictures or words describing who
they are on the inside (e.g. heritage, personality).
● Step Three: Students will write words or draw pictures on the outside of their silhouette of
visible traits that make them unique (e.g. physical features)
● Step Four: Students will write about their creation in their language of choice (e.g. if the
students first language is Spanish they can express themselves that way) describing why they
drew/wrote what they did and any realizations they made during the process. (length of
written work may be subject to grade level/ability)

Closure/ Reflection (10-15 min.)

Students will display their work around the classroom. Students can do a gallery walk admiring the
work of their peers.
● Extension: If the teacher wishes, they could provide their students with sticky notes and the
students could go around and write something they like about their peers’ creations and stick it
around the outline. This would foster lover, acceptance, and inclusion.
o The teacher may also choose to leave the outlines anonymous and students could try
and guess who’s outline belongs to who and then students could present them to the
class.
The lesson will end with a discussion about how we are all different and that’s what makes us special
as well as the importance of creating an inclusive and culturally accepting classroom.

Possible Pitfalls and Preventions

● Varying abilities of writing: Students have the option to write or draw on their outline. Any
writing done can be in their language of choice.
● Student doesn’t know much about their background: teacher could brainstorm ideas with
students beforehand or provide an exemplar.
● Presentation (if chosen): student can present in language of choice.
● Student(s) is deaf or blind: provide a book with lots of visuals and/or a book that has an audio
version as well.