AUTHENTICITY AND “SPEAK 

YOURSELF”  
 
 

Engage 
To ​engage​ students at the beginning of a lesson, insert video, 
  image, quote, or another inspirational hook in this box.  
The Goal: ​Reveal Pre-existing ideas, Beliefs, Preconceptions. 
Pose questions that students will begin to answer in “Explore” 

➔ As students walk into class, song “Brave” by Sara 

Bareilles will play 
➔ Introduce the driving question: ​How do we as students 
represent our authentic selves? 
➔ Narrow in on the word “authentic” 
◆ Quote from Brené Brown’s ​The Gifts of 
Imperfections​: “Authenticity is the daily practice 
of letting go of who we think we are supposed to 
be and embracing who we actually are.” 
 

Explore 
Curate a collection of resources (articles, videos, infographics, 
  text excerpts, etc.) for students ​to explore​ the topic.  
The Goal: ​Students may be gathering data, sharing ideas, 
looking for patterns, making conjectures, and developing 
further questions and problem solving considerations with the 
use of the information/activity provided 

➔ Students will watch BTS’ U.N. speech from 2019: 

https://www.youtube.com/watch?v=ZhJ-LAQ6e_Y&featu
re=emb_logo 
➔ Students will think about the following question while 
watching: ​What does it mean to “speak yourself”? 
➔ After watching the video, the class will brainstorm 
keywords and/or concepts that stuck out to them; one 
word will be chosen collectively by the class to be the 
center of a concept/mind map 
➔ In small groups, students will create their own mind map 
(this can be done via MindMup, Google Draw, poster, 
etc.) that builds on the main word/concept the class 
chose 
 

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Explain  
Use this section to allow students ​to​ ​explain​ their thinking and 
move towards demonstrating mastery of the lesson’s objective.  
The Goal: ​Provide opportunity for students to compare ideas, 
construct explanations, justify in terms of observations and/or 
data collected in a collaborative large group environment. 

  ➔ Each group will share out their concept/mind maps to 

the class, explaining the branches they added & why 
➔ The rest of the class will engage in discussion, providing 
feedback and asking questions for the group presenting 
◆ This discussion will be mostly student-led, but the 
teacher can facilitate and guide if the discussion 
falls flat or off-topic 
 

Apply/Elaborate 
Use this section for students ​to apply​ information from the 
  previous sections to new circumstances or ​elaborate​ on a 
particular aspect at a deeper level usually coming in the form 
of “What if” questions.   
The Goal: ​Allowing students the opportunity to discuss how 
their thinking has changed or been solidified. 

➔ Students will be prompted to write 2 paragraphs, 

relating the quote by Brené Brown from the engage 
section with what they learned from BTS’ U.N. speech: 
◆ In the 1st paragraph, students will write who they 
think they are supposed to be 
◆ In the 2nd paragraph, students will write who they 
actually are and “speak themselves” 
➔ Once class is finished writing, a few students can 
volunteer to read what they wrote 
 
 

Reflect/Evaluate 
Include an opportunity for face-to-face or digital ​reflection​ to 
  guide students along their learning progression, e​valuating 
progress and setting new goals for continued exploration. 
The Goal: ​Refine initial answer to the “driving question” and 
reflect on ideas, goals and beliefs concerning their progress. 

➔ Students will have time to reflect on their thoughts: 

◆ How did you feel while watching the speech? 
◆ Did writing the two paragraphs cause any 
revelations or cause you feel a certain way? 

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◆ Do you agree with Brené Brown’s quote about 

what authenticity means? 
◆ How can you be/show your authentic self and 
practice more of “speaking yourself”? Both inside 
and outside of the classroom? 
➔ Students will post their reflection by making a short 
video response (1 minute minimum) on Flipgrid 
 

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