STAGE 1: PLANNING YOUR INSTRUCTION

YOUR TARGET: ​Standard, Goals & Outcomes

Teacher​: ​Caleb Ricks ​ ​ Grade/Subject​: English 9

Lesson​: Influences on Identity
Classroom Details:

Time: ​54 minutes

Equipment: ​Projector for video, whiteboard, worksheets for graphic organizer, and Chromebooks
Resources:
● Video “A Conversation with Latinos about Race” (link below)
https://www.nytimes.com/video/players/offsite/index.html?videoId=100000004237305
● Graphic Organizers (passed out at beginning of class)
● Chromebooks (graphic can be accessed and edited by students)

Academic Standards:

CCSS.ELA-LITERACY.RL.11-12.2​:

Determine​ two or more themes or central ideas of a text and ​analyze their development over the
course of the text,​ including how they interact and build on one another to produce a complex
account;​ provide an objective summary of the text.

Essential Question for Unit: ​What societal factors influence our identity and what kinds of
experiences shape our moral compasses?

Big Questions Knowledge Skills

(Questions to frame student
learning)
● What is identity?
● Can we determine our
own identities?
● What are some society
influences?
● How much influence
does society have on
our identities?
● What are stereotypes
and how do they
influence identity?
● How does identity and
the need to belong
(Concepts to be understood
and applied)
● Understand the relationship
between the individual and
society
● Analyze characters and
their development
● Analyze how characters,
elements of a novel’s
theme, interact with one
another, build off one
another, and produce a
complex account from
which the theme can be
derived
(What you will explicitly
teach)
● Character analysis:
analyzing characters’
influences on their identity
● Students will analyze the
relationship between the
individual (character) and
society
● Students will analyze their
own experience of the
relationship between the
individual and society
● Students will identify and
analyze the various
 create dominant and ● Understand society as a components of identity
subordinate groups? driving force for identity, and how they build upon
change, and morality each other to create a
● Understanding whole identity
ideas/themes of identity,
society, justice, individual
growth, democracy, and
morality
● Understand the relationship
between characters and
thematic influences
● Understand points of view
and how different points of
view influence one’s
identity

Student Learning Goal:

Students will be able to reflect upon the relationship between the individual and society and analyze
how this relationship influences and determines one’s identity.

Student Social-emotional Goal ​(LEARNER)

Students will demonstrate appropriate social skills, speaking skills, reading skills, and listening skills
by working in groups to come to a common understanding of the material. Students will practice
their public speaking skills in front of the class. Students will increase their empathy and world-view
by listening to, analyzing, and understanding others’ identities and societal influences.

Barriers to learning ​(LEARNER)​: (level of literacy; language proficiency levels; funds of

knowledge; attention span)

The classroom is made up of many ELL students and students who read at lower reading levels. For
lower reading students, the video will provide more access by providing visuals and audio. English
Language Learner may have problems with vocabulary and understanding the interviews in the
video. For this reason, Spanish subtitles will be provided in the video. Students will work in
heterogeneous groups to facilitate comprehension and writing fluency. I will also use an ELL
Scaffold to have my ELL students respond orally, identify, and discuss key ideas from the video to
be applied to their graphic organizers. Students with IEP will be instructed in accordance to their
education plan. One student is on a behavioral contract due to his inability to behave and remain on
task.

Common Misconceptions ​(LEARNER, TARGET)​:

Some misconceptions may arise when students are identifying influences versus characteristics. I will
challenge these students’ misconceptions by them work in pairs. In this way, students will correct
 each other if one misinterprets influences versus characteristics. Also, misconceptions may arise due
to students’ preconceived ideas and biases regarding regarding identity due to stereotypes and biases.
These misconceptions will be challenged during class discussions and students presentations.

Pre-Assessment Data​ (LINK TO PRIOR KNOWLEDGE):

Students were pre-assessed on the themes of segregation, prejudice, institutionalized hierarchy,

morals, and societal influence. Based on the assessment data I am confident that my students will be
able to move forward and, with additional practice, determine the theme of ​To Kill a Mockingbird​.
When designing this pre-assessment, I wanted my students to be able to refer to details and examples
in a text when explaining what the text says explicitly when determining theme. From analyzing my
students’ answers during the group read, collaboration, and completion of the graphic organizer, I am
confident that the students have the skills I wanted to measure in this pre-assessment. The students
were be able to identify the theme of “The Sneetches” by using close reading to support their claims
with textual evidence. They were able to define theme both orally and in writing and cite textual
examples from the story to support their ideas regarding the story’s lesson. Not only that, but the
students were also able to demonstrate the appropriate social skills, speaking skills, reading skills,
and listening skills by working in groups to come to a common understanding of the material.
Though “The Sneetches” is a shorter text than ​To Kill a Mockingbird, ​and its theme does not develop
as much as the novel’s does, I believe that these students have the foundational skills to tackle the
new material and the standard. This introductory activity will help students practice character
analysis for when they are asked to do so for ​To Kill a Mockingbird.

My Classroom Composite: ​(TEACHER, LEARNER):

Students are performing at various levels of language proficiency and reading ability. Despite their
differing levels, these students love to collaborate and assist one another. Though there are language
barriers, there are students who work with others to translate and facilitate classwork. There are some
friend groups that remain constant and some bullying that occurs, especially regarding Steven, but I
have taken steps to remedy the situation and many of the students are responsive and growing more
inclusive. Because bullying does occur, I will group Steven with specific students who are positive
influences to his education. Working in groups and pairs has increased class inclusivity and I have seen
less bullying as a result. Some students in the class are advanced while others are below level. This is
why I have created heterogeneous groups to work together and help one another learn. There is a select
group of students with IEPs and multiple ELLs that need extra academic support.The more advanced
students are willing to help those in their groups with the tasks at hand. By having ELL students
grouped and paired in heterogeneous groups, I have seen an improvement of these students’ skills when
responding orally to questions and discussing the lesson and texts. Group work with heterogeneous
groups also prevents cliques and divisive relationships among students.
 (TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Multiple means of How will the content be presented/shared in multiple ways to

representation (modeling highlight critical features, represent different formats, media types,
& practice) and cultural diversity? How will you monitor and assess
understanding of representation?

● lecture (visual and auditory) on SmartBoard

● Short video that provides topics and thematic elements that can
Simultaneously be analyzed (visual and auditory)
● video helps IEP and ELL students (visual) because of Spanish
subtitles
● Video provides diverse outlook on societal influences and
identity
● Graphic organizers (visual, kinesthetic) can be written or
created using Chromebooks
● groups (visual, auditory, kinesthetic, modeling)
● Modeling graphic organizer on SmartBoard (visual,
kinesthetic)
● Students discussing video and personal influences in pairs
(visual, textual, oral, auditory, kinesthetic)
● Monitor and assess understanding of representation by
circulating room and examining their graphic organizers to see
which influences included. This will allow me to assess
whether visual representation best form for lesson. I will assist
and model to close gaps in understanding.

Multiple means of How will students engage in the process of new learning? How will
engagement the content become accessible, meaningful, and relevant to the
learner? How will you monitor and assess this process?

● Students will listen to both discussion (visual, auditory) and watch

a brief YouTube clip (visual, auditory) that defines and explains
theme
Simultaneously ○ Multiple means of engagement (lecture, video)

● Students will reproduce modeled creation of graphic organizer

(visual, auditory, kinesthetic)
■ Provides model behavior for students to
observe and reproduce (Social Learning
Theory)

● Pre-made graphic organizer will be available through Google Docs

and Google Classroom
■ Provides engagement for students who have
 sensory-motor barriers such as Stephen
■ Prevents distraction during process of creating
table/graphic organizer
■ Alleviates confusion regarding creation of
graphic since rows and columns pre-labeled
and pre-defined

● Written graphic organizer or graphic organizer on Chromebook

(Google Doc)

● Makes analysis relevant to learner by explaining how this process

could be done to themselves and others
■ Makes relevant, provides real life application,
context, etc.

Multiple means of What principles of choice for the product of learning will you
expression accept? How will you provide a space for communication,
(Practice & assessment) creativity, critical thinking, and collaboration (4C’s)? Which
measures will you use to assess products of learning?

● Lesson uses written and oral expression

● Students will categorize the societal factors that influence their
Simultaneously own identities (analyze and evaluated stages of Bloom’s
Taxonomy)
● Students graphic organizers can contain writing, drawn images,
images selected from magazines, etc
● Students orally discuss amongst peers the societal influences
that have determined their identities
● Students will complete a worksheet in groups but will
independently turn in worksheet to be collected and graded.
● Graphic organizers can be assessed as products of learning
● Discussion of influence upon individuals seen in
video=informal assessment
● Students sharing graphic = informal assessment
● Listening to group/pair discussions = informal assessment

Managing the classroom How will you manage the classroom/setting so students transition
environment successfully their instructional stages and student groupings? How
will you create an optimal learning environment (space, time,
pacing, interactions, expectations, assessment)?

Groups for group discussions will be predetermined before the start of

Simultaneously the lesson to facilitate a quick transition from lecture to group work.
During our explanation/discussion of identity, students will take out
their composition books and takes notes that they can refer to later
 when collaborating with their peers.​ ​Because this is not the first time
students have done collaborative work in groups, students are aware of
the class expectations when collaborating, which includes: remaining
on task, being respectful, maintaining a proper noise level, etc. I will
divide the lesson into four main stages (Explain, Model, Close Reading,
and Share) in order to properly manage time. In terms of space, the
desks are grouped into tables to facilitate collaboration. The questions
posed by both the video and class discussion will be engaging and
evocative, creating a classroom environment ripe for inquiry. The
dynamic among the students is positive, and I believe they will be
accepting and supportive while students discuss the various social
influences that have had an impact on their identity. The video is about
7 minutes long, allowing for the other 45 minutes of class to be
dedicated to discussion and completion of the graphic organizer. Since
students are already seated in their groups and will be seated during the
video and discussion, I believe transitions between the opening
discussion, video, post-video discussion, and completion of identity
charts will be seamless. I will circle the room while students are
working on their identity charts and take notes on a clipboard as a form
of formative pre-assessment. I will do the same as I help my students
and probe them for further inquiry. The personal identity chart will act
as both a product of learning and a product to assess. Lastly, student
discussions and sharing of their identity charts will act as an informal
assessment.

STAGE 2: TEACHING

DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

Introduction (5-6 min.):

● Open class discussion with: “What do you guys think defines a person? What influences
someone’s identity?”
● Look for: a combination of many things, religion, gender, ethnicity, occupation, physical
appearance, culture, race, school, community, etc.

[transition to video and pass out identity charts to be used after video 2 min]

Activity 1 Video (6 min.):

● The video “A Conversation With Latinos on Race” is a real-word connection for students to
delve into the themes of race and identity that will be found in ​To Kill a Mockingbird.​ The
individuals being interviewed are young, engaging, and relatable, and I believe that most of the
students in this class will fond this video extremely relatable. This video will help bring the
themes we will be learning into real-world context.
● Have students watch video “A Conversation With Latinos on Race”
 ● Post-Video Discussion (5 min). In class discussion, ask students to reflect on what they heard
and saw (how the interviewees identified themselves, what influences were discussed, etc.)

[transition from video discussion to identity chart]

Activity 2 Model Identity Chart (5 min):

● Project identity graphic onto board using projector (display model)
● Explain that we will be using these very same charts for characters in ​To Kill a Mockingbird
● Explain: “Begin with words and phrases that describe how you see yourself. Most people, as
we discussed, include race, gender, age, physical appearance, and religion. Consider what
characteristics belong on your chart.”

Activity 3 Chart Completion (20 min):

● Allow students to collaborate with peers while completing their individual charts
● Students with IEP etc. will complete chart on Chromebook
● Ask students for at least 8-10 factors
● Informal assessment: walk around class, help where needed, listen in on conversations, jot
down ideas/discussions on clipboard

Activity 4 Chart Discussion (15 min):

● Open discussion acts as informal assessment: “How much of your identity do you create and
how much of it is determined by others? How does the way others perceive you impact your
identity? How many factors on your chart are ways others see you rather than ways you see
yourself?
● Ask for student volunteers for discussion

Closing (5 min):
● Collect charts to be assessed and passed back later (formal assessment)

WHAT MATERIALS WILL YOU USE?

● Computer
● Video
● Graphic organizer

HOW WILL YOU ASSESS STUDENT LEARNING?

● Pre-assess discussion:​ Based on pre-assessment knowledge from “The Sneetches” and
answers from introductory discussion, pre-assess what students know about identity and the
complex relationship between identity and societal expectations.
● Post-assess: ​Answers during closing discussion will act as informal post-assessment (factors
identified, explained, and discussed). Completed individual identity charts will be assessed for
content.
 STAGE 3: ASSESSING STUDENT LEARNING

WHAT EVIDENCE OF STUDENT LEARNING HAVE YOU COLLECTED?

● Students’ answers to introductory discussion
● Students’ answers during post-video discussion
● Students’ discussion and contributions during group work while completing identity charts
● Students’ answers during closing discussion
● Students’ answers on completed identity charts

HOW WILL YOU ANALYZE THIS EVIDENCE?

● Data from “The Sneetches” pre-assessment provides foundation
● Introductory discussion assesses students’ previous academic understanding of identity,
identity analysis, and understanding of the relationship between identity and society
● Answers during post-video discussion is an informal assessment: Can students analyze the
people being interviewed in the same way they would analyze a character?
● When working in groups, students’ and groups’ answers is yet another form of informal,
formative assessment that allows me to identify and correct gaps in student understanding
before concluding day’s lesson
● Identity charts will act as assessment: Can students analyze themselves in the same way they
would analyze a literary character?

WHAT INSTRUCTIONAL DECISIONS CAN YOU MAKE AS A RESULT OF YOUR

ANALYSIS OF THE EVIDENCE?

At the end of this lesson, I will be able to adapt my instruction for this group of students as the
formative assessments will allow to identify and rectify any gaps in students learning.

Addressing Student Subgroups:

Identity charts:
● UDL: ​Benefits visual learners (diagram), kinesthetic learners (moving about page), auditory
learners (collaboration and class discussion), and students with disabilities (can be accessed via
laptop, for example, for students who cannot write)
● ELL: ​Benefits ELL students by providing a place to breakdown characterization, lengthy
adjectives, and descriptive, extended metaphors into more digestible terms. Also provides
space for ELL students to record long list of characters and differentiate characters.
● IEP: ​These charts are easily customizable to meet the needs of students with IEPs and can be
collaborative, independent, and worked on with a special education teacher
● English Speakers--Proficient: ​Provides space for proficient readers to delve into the nuances
of characterization and track the development of characters and how that development
coincides with development of the theme
 ● English Speakers--Basic & Below: ​Provides space for basic readers to keep track of long list
of characters, identify the influences acting upon these characters, and how these influences
ultimately determine the characters’ actions within a text

Video:

● UDL: ​Benefits visual learners so that they can see the text’s plot and thematic elements. Helps
auditory learners by allowing them to listen to key dialogue/important quotes.
● ELL: ​Can help ELL students dissect complicated scenes by seeing them represented on screen.
Help differentiate characters by applying physical description. Film can be accompanied by
native language subtitles to facilitate comprehension of plot and thematic elements.
● IEP: ​Film can be beneficial for students with behavioral IEPs who struggle staying on task
during reading. The clips will provide them an opportunity to engage with the material, plot,
and thematic elements.
● English Speaker--Proficient: ​The film provides a compatible text to the novel to be
analyzed,identifying higher themes than presented in text. Allows proficient students to think at
deeper levels to analyze personal, moral, and ethical struggles of characters. Also allows for
cross-textual references.
● English Speakers--Basic & Below: ​Film provides a coherent representation of more complex
scenes in the novel, allowing students who may not have a strong grasp on the plot events to
understand the scenes in the novel. Film clips also reveal another representation of thematic
elements possibly missed in students’ initial read.

STAGE 4: REFLECTING ABOUT TEACHING & LEARNING

Placing the Learning

Purpose of Learning: ​Identity charts act as graphic organizers to help students think about the
identities of the characters. These can be expanded upon throughout the course of the text. The charts
identify character traits, morals, values, influences, social standing, physical descriptions, relationships
with other characters, etc. These graphic organizers help students to understand that characters and their
identities are a key component to a text’s theme. Furthermore, using the video of real people explaining
their real experiences and frustrations regarding their identity based on race and social expectations
hpws students that the themes we will deal with in ​To Kill a Mockingbird ​do not exist in a vacuum.
Themes do not merely exist within the confines of a text. They exist in our own society, and we are
much more familiar with these thematic elements than we may think.

Content Connections:
● Characterization and character analysis: character morals and influences
 ● Determining the link between characters and theme

● Tracking how character development parallels theme development

● Analyze how characters, elements of a novel’s theme, interact with one another, build off one
another, and produce a complex account from which the theme can be derived

Conext:
● Video provides real-world context regarding themes we will be dealing with
● Self identity charts show that the very same dilemmas that characters in ​To Kill a Mockingbird
deal with are the very same dilemmas we deal with
● Allows students to situate the text and its themes in our society
● Helps contextualize real-world controversial topics regarding race and identity, “in” groups and
“out” groups, etc.