Unit Title: Stories Determine Our Identity
Unit Overview
DAY #1: Literacy #1
Objective Students will be able to
explain the meaning of how
to be inclusive based off
Sandra’s actions and how it
impacted the people around
her throughout the story;
then they will create a
bumper sticker with a slogan
or drawing to explain how to
be inclusive.
Standards IAS: 3.RL.2.3 Describe
characters in a story (e.g.,
their traits, motivations, or
feelings) and explain how
their actions contribute to the
plot.
Materials Picture of segregation and
pictures of inclusion
The Other Side book
Paper (slips of paper and
bumper car sticker size
paper)
Colored pencils/ crayons
Pencils
Wall made from boxes (in the
middle of the carpet area)
Management The students will start in groups,
so they need to be respectful
while the others are talking.
Then they will quietly move
from the carpet to the board to
write on the Graffiti Wall, so
while they are waiting in line
they can whisper to their
neighbors.
When they are at their seats
working on the bumper stickers,
they will be respecting the
materials and the others around
them to get their work quickly
done.
Anticipatory Students will be divided into
Set four groups. Each group will get
a picture representing
separation. Without the
students knowing what the
picture means they will have to
talk as a group and then write
how the picture makes them
feel on their piece of paper.
Purpose “The purpose of this lesson is
to recognize and describe the
impacts of separation and
inclusion based off the
character Sandra’s actions
throughout the story”
DAY #2: Social Studies #1
Students will be able to create
a dwelling out of the given
objects to symbolize the
limited resources available to
Miami Indians and recognize
the importance of culture and
environmental impacts on
everyday living.
IAS: 4.1.2 Identify and describe
historic Native American Indian
groups that lived in Indiana at
the time of early European
exploration, including ways
these groups adapted to and
interacted with the physical
environment. Examples:
Miami, Shawnee, Potawatomi
and Lenape (Delaware).
NCSS: #1 Culture
Paper with boxes on it
memory game pieces
reading article
packet of paper
location map
pencils
clear direction stands
paper
spaghetti
tape
cloth
marshmallows
cardboard
paper
glue
Each students will work in groups
during the station; they will work
quietly to not disturb other
groups.
At the end, the students will listen
to other groups presenting and
then their group will come up
quietly and present their building.
Students will fill out a piece of
paper by either drawing or writing
a word to describe what the box is
asking. The three boxes are
looking at their culture; housing,
language, and food.
“Today we are going to be
learning about the Miami
Indians and different ways they
interacted with their
environment and how culture
came out of these interactions
Name: Kenzie Teel
DAY #3: Social Studies #2
Each student will be able to
efficiently contribute his or her
assigned part of the research to
the overall poster board
representing the identity of their
Native American tribe by writing
down the findings and then
presenting the information.
IAS: Identify and describe historic
Native American Indian groups
that lived in Indiana at the time
of early European exploration,
including ways these groups
adapted to and interacted with
the physical environment.
Examples: Miami, Shawnee,
Potawatomi and Lenape
(Delaware)
NCSS: #4: Individual Development
and Identity
Reading articles
Poster boards
Markers
Pencils
Highlighters
Paper person outlines
Google slides (outlines of tribes)
Construction paper
Research notes papers
At the first section of time, the
students will either be working in
small groups or individually at their
desks. So, they need to be quiet or
whisper when taking notes and
reading.
Next, the will be writing down
research which will be on their own
so they will quietly sit at their seats.
Finally, they will be working in their
tribes so the students will get up and
quietly walk to their tribes’ corner of
the room with their research and
start creating their poster. They will
need to respect one another’s
opinions to make the poster
successful.
Students will listen to a question I
give them about a part of their
identity. Then they will turn and talk
to their table groups about their
answers. This will repeat for five
questions.
“The purpose of this lesson is to
get you all as students thinking
about identity as a whole and the
identity of specific groups of
people like the Native American
tribes and how this is shaped by
the lives they live.”
Day #4: English- Writing #4
Students will be able to create
(write) a poem as structured by
the template describing their
identity by telling the traits they
have.
IAS: 4.W.4 Apply the writing
process to – • Generate a draft
by developing, selecting and
organizing ideas relevant to
topic, purpose, and genre; revise
to improve writing, using
appropriate reference materials
(e.g., quality of ideas,
organization, sentence fluency,
word choice); edit writing for
format and conventions (e.g.,
spelling, capitalization, usage,
punctuation).
3 slips of colored paper per each
students (22 Students total)
1’ sized “I AM…” letters
Tape
Pencil
Black marker
Doc Cam
Poem template
Poem example
8 ½ x 11 Colored paper (22
pieces- random colors)
The students will be working at
their seats to create the three
words that describe them. This
will be done quietly.
Next, they will write their first
draft of the poem individually,
asking for help if needed.
During the peer editing session
the students will whisper in their
pairs and write down change
they think the peer should make.
After the editing, the students
will go back to their seats to
finalize their word choices and
create the final draft of the
poem.
The students will get three slips
of paper and write a word
describing themselves on each
piece of paper. Once they have
written three words they will
come up to the door and tape
them up to show the class.
“The purpose of this lesson is to
look at our identity or the words
that describe us and figure out
how or why those words are
used to describe us.”
Unit Title: Stories Determine Our Identity
Lesson Input:
Presentation The teacher will read the book
called “The Other Side.” There
will be a grand conversation
after the reading about what
happened in the book. Then
students will get back into their
four groups and be given
another picture (this one will
represent inclusion). The
students will discuss it in their
groups and then write the one
word on how it makes them feel
on the backside of their writing
paper.
Output:
Students will write an
statement/ opinion on the
Graffiti wall about how Sandra’s
action impacted the other
characters in the story.
Next, they will go back to their
seats and create a bumper
sticker on how to be inclusive by
adding a quote and drawing a
picture.
Closure or The students will present their
Conclusion bumper stickers and describe
the quote or words along with
the picture they choose to use
to describe how to be inclusive.
Formative The Graffiti Wall will be a
Assessment part of the formative
assessment because it will
show if students are able to
think of way within the book
that different characters
were being inclusive. The
teacher and I will also be
walking around taking notes
of kids who have not grasped
the concepts of what
inclusion means to the best
of their ability.
Adaptations I will have the students who
finish first (quicker students)
discuss other areas of social
injustices they can relate to
inclusive and separation
events.
There is a group of students
who like to finish early with
little to no effort put into the
task. I will create a thought
process students have to go
through to make sure they
are complete done and did
their best work.
Summative The car bumper sticker
Assessment slogans will be the
(as needed) summative assessment
because the students will
including housing, food, and
language.”
Input:
The teacher will describe different
aspects of culture and how these
aspects come out of interactions
with the environment.
Output:
Station #1: Language games-
matching English words with their
Miami Indiana pair.
Station #2: Article Reading- read
the food highlighted section of the
article.
Station #3: Mapping- write on a
map the local tribes that
surrounded the Miami Indians and
why they lived where they did.
Station #4: building a structure out
of ONLY given materials provided
by the teacher.
Students will present their
buildings and answer questions
and what materials they used and
what struggles they faced.
The formative assessment will
be the packet the students are
filling out at each station. The
students will be answering
roughly three to five questions
per station about the content
they are learning in regards to
food, housing, language, and
location. I will assess them by
reading the packets while
walking around and asking
question to see if the
information they are writing
down is correct.
For the students who do their
work well and get done quicker
than the group during the
reading section, I will provide
them the rest of the article to
start reading instead of only
the highlighted section.
I will provide the directions for
each station on the table
because my students are visual
learners and need a reminder
to go back to if they forget
what they are supposed to be
doing at a station.
I will place an aide at the
reading station because some
students struggle reading, and I
want someone there to
constantly be guiding and able
to help if needed that way they
do not have to stop the reading
all together to figure out one
word.
The summative assessment will
be presentation of the building
houses at the end in front of
the class. Each group will go to
Name: Kenzie Teel
Input:
The teacher will explain identity and
how identity creates a person to be
who they are. Then she will present
the parts of the poster and have the
students point out the parts to make
sure they know what to provide.
Output:
The first 8 minutes the students in
groups 1 and 2 will be reading with
the teacher while groups 3 and 4 are
reading individually at their sets
The second set of 8 minutes the
students will be given a sheet of
information they are supposed to
find based on their area of identity.
They can use a google slide or their
reading article for information.
The last 20 minutes will be spent
discussing their research findings
and creating their poster to describe
their tribes identity.
Each tribe of students will present
their findings on the identity that
was created around the tribe. Each
student will share what he or she
specifically found.
For the formative assessment,
this will be looking to see if the
students are highlighting
information within their articles
and jotting down key points. The
assessment will also be checked
by looking at their research
sheets, each student has a
different topic they are looking at
for their tribe, so it will check to
make sure they are able to
understand and locate the
information needed about the
identity aspect.
I will place the students in their
reading groups so the groups will be
modified to have similar reading
abilities in each group and these
students will be reading with a
teacher or aide.
I will modify the article to include
specific content that the students
can retain allowing the content to be
simple to follow.
I will provide a visual support of
what the poster should look like by
creating one about myself and
keeping it up while they work on
theirs.
My group 3 is the students who get
off task quickly, so I will walk around
often to their group and make sure
they stay on track.
The summative assessment will
be the students presenting their
posters. The students will be
working on these posters about
Input:
The teacher will explain identity
and how it stems of the stories
that happened to the person.
The students will write about the
stories behind the three words
that they taped to the wall. The
students will use scrap paper to
jot these stories down.
Output:
Then they will take the poem
template and write down a rough
draft of their identity filling in the
blanks of the outline.
Then they will get into pairs and
peer edit the other person’s
poem, making helpful
suggestions. Once that is done
the students will go back to their
seats and look over the
comments made.
Then the students will grab a
piece of colored paper and write
their final poem.
I will hang each poem around the
room to display the students’
identity. I will choose four
students to present their poems
if they want to.
The formative assessment will be
the rough draft of the poem will
be the formative assessment. I
will check to make sure they are
following the template provided
to them.
I will be checking in on the peer
editing meetings and listening to
their conversations to make sure
the editing is beneficial to the
poem.
I will be walking around to
answer any questions the
students need or give advice of
descriptive words.
I will provide a visual model of a
poem so the students are able to
have a guide to follow.
I will provide samples of the slips
of paper for the door describing
me so the students will
understand what is required and
how to hang them on the wall.
I will provide a template for the
students to use when writing
their poems. It will be a fill in the
blank template so the students
do not have to come up with the
whole poem. The students have
to just come up with the
descriptive identity words.
I will have aides walking around
the room to make sure all the
students are getting the
attention and guidance they
need.
The summative assessment will
be the finalized poem about their
identity. The students will take
the edited draft from their peers
Unit Title: Stories Determine Our Identity Name: Kenzie Teel

have to demonstrate they
know what an inclusive
environment based on the
actions of Sandra in the book
and be able to think of
interesting ways to portray
the idea through words or
drawings so other people will
understand the concept.
the front of the room and talk
about the materials they used
to build their house, why the
built the house a certain way,
and what they struggled with.
The students will also have to
be able to answer the
questions about their house
that I ask.
their tribes’ identity and then will
present their findings to the class
showing the knowledge they
learned about the tribe. They will
present on the transportation,
clothing, housing, and food that
was unique to the tribe.
and write the final on the colored
sheets of paper. Students will be
graded on they wrote their final
poem following the template and
if it was written on colored
paper.