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Running head: IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL

Identity and Society: How to be a Role Model

Michelle Tran

Arizona State University

IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 2

Identity and Society: How to be a Role Model

This paper contains details about my project proposal for a seventh or eighth grade

classroom in the middle school I teach at, Abraham Lincoln Traditional School. Included in this

paper is an applicant and school narrative that describes the needs of my classroom, school,

district, and community. In addition, I included a summary of my project and the impacts it will

have on my students, myself and other teachers, and our community. Following the summary of

my project is the project narrative that outlines my entire project and lesson plans from day one

to day ten. I also included how we can sustain the project and further innovation after its

completion. Then I have a budget narrative near the end of the paper, detailing the costs and

finances of my project. Finally, I included an inquiry-based lesson plan for the first day of my

project to explain the driving question in depth and provide a glimpse of what each day in my

project will look like. Arizona Department of Education standards, International Society for

Technology in Education standards for both students and teachers, cooperative learning, and

differentiation are incorporated in this project to maximize student learning and potential.

Applicant and School Narrative

I obtained my Bachelors in Secondary Education (English) at Arizona State University

and graduated with honors from ASU’s Barrett, the Honors College in Spring of 2022. Currently,

I am an English teacher at Abraham Lincoln Traditional School in Phoenix, AZ. I teach seventh

grade students for Reading and Writing class. I believe the propose of education is to facilitate

and provide knowledge to students, so they grow academically and personally. Its purpose is to

also give students the support and resources they need to use education to its fullest potential and

be successful in school and life. I also believe that a teacher’s role within education is to further

student learning and development by teaching necessary knowledge and content. A teacher’s role
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 3

within education is to also create and maintain a safe and welcoming place for students to learn

in. In addition, a teacher’s role within education is to advocate for education and guide students

on their journey to success, whatever their success looks like. In regard to problem-based

learning, I believe that it allows students to go beyond the boundaries of the classroom and

explore the issues that are most important to them. Problem-based learning also facilitates active

learning by encouraging students to find solutions to their problems, rather than having the

teacher tell them the solutions directly. In addition, problem-based learning provides the

flexibility, differentiation, and cooperative learning that students need to succeed in both school

and life. PBL benefits students and teachers alike because it fosters innovation and new ways of

thinking to solve issues that are imperative and prevalent in the world. I have experience with

technology integration in the classroom. I have used Canva, digital graphic organizers, Flipgrid,

Google Classroom, Google Forms, Kahoot, Mindmup, Padlet, Pear Deck, and Screencastify in

my classroom, and I am always searching for new technology to use in the classroom. Therefore,

I believe that my project and the technology I have incorporated will result in positive effects.

School Narrative

The school year’s goals are to make sure all students are connected to resources and

opportunities, have all our parents involved at school in some way, build community with

everyone involved at school and the surrounding community, and provide a well-rounded

education that challenges our students and stresses basic skills and values. The school’s mission

is to prepare all students to be responsible, successful contributors to society. Some programs

that connect school to the community are before- and after-school childcare (WESD KidSpace),

school break camps, summer camps and Early Childhood Enrichment (ECE) programs. There

are also 21st century community learning centers, (After-School Academy) enrichment classes,
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 4

and community use of facilities. The student population with the classroom is thirty-five

students. Most of the students are White, while the rest of the students are Hispanic. With this

population, it is important to stress diversity and inclusion because there may not be much of it in

the classroom, but in society. Our classroom goals include, to grow academically and personally,

cultivate a safe and positive classroom environment, remain respectful and nonjudgmental to

everyone, be honest toward oneself and peers, and retain a growth mindset in which everyone

can be successful, even from failing and making mistakes. The community in which students

reside is surrounded by neighborhoods. Outside of the neighborhoods, there is a lot for students

to do. There are plenty of restaurants, grocery stores, and even the Metro Center Mall area. There

are also two schools nearby, North Pointe Prep and St. Jerome Catholic School. Some fun places

nearby include, Great Skate and Castles and Coasters, so there are opportunities for community

building.

Summary of Project and Impact

My project is needed within my school because it relates to the school’s mission to

prepare all students to be responsible, successful contributors to society. It also relates to

stressing diversity and inclusion in the classroom to cultivate a safe and positive classroom

environment and remain respectful and nonjudgmental to everyone. It will also strengthen the

community building that is already occurring in and around the school. Some learning activities

that students will participate in during the project include, reading The Hunger Games excerpts,

having small-group discussions with their peers, watching clips from The Hunger Games movie,

providing feedback to their peers, interviewing role models in the community, creating a list of

actions to be a role model on school grounds, and presenting all the information that they

gathered from the project to the class. The project impacts student learning and student
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 5

engagement by allowing students to first understand how society influences our identity and the

choices we make through social influence. Then, the project provides students the opportunity to

see illustrations of role models in literature, such as The Hunger Games. It also allows students

to compare and contrast those role models to other role models, themselves, their personalities,

and their perspectives of the world. The project also impacts student learning and student

engagement by encouraging students to be role models in their community, knowing the impact

that society has on their identity and the choices they make. In addition, it gives student the

chance to meet role models in their community and inspire them to be role models too.

Student Impact

Approximately thirty-five students will be directly impacted within this project initially.

More students can be impacted, however, if students choose to be role models toward other

students during the project. My estimate of students that may be impacted within the next two to

three years is about 210 students, given that I will have thirty-five students in my class for the

next three years and each student will at least impact two other students by being a role model.

This project impacts learning, motivation, engagement, and connection to content through the

activities provided by relating role models in literature to actual role models in their community,

so that students will understand and know how to be role models in their community as well. It

also impacts learning, motivation, and engagement by allowing students to learn about their

identity and how it can be shaped by society. Many students explore their identity during

adolescence, so this project is perfect for students to learn more about themselves and choose to

be role models because of the ones that they see in literature and their community.

Teacher Impact
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 6

The potential impact that this project may have on me as the teacher and other teachers

that may be involved is that we will learn beside our students about how to be a role model in our

community and how to be better role models for them. It will also impact my understanding of

my students within my classroom by providing me information about their identities,

personalities, and perspectives of the world. I can collaborate with other teachers by learning

about and discussing role models in their content area, whether that be history, math, or science

and incorporating them in my lesson plans. I can also collaborate with other teachers on this

project by deciding the role models I want to invite to my classroom with them. In addition, I can

collaborate with other teachers by asking if my students may complete their list of actions in

their classrooms. The role of facilitator within this project will cause me to reassess my role

within the classroom, and how I may manage this and other projects in the future by reminding

me that I am not the sage on the stage or an all-knowing being. I am a facilitator of knowledge

and learning. I allow students to find their own solutions to their problems with experience that is

beyond the classroom. Of course, I provide my students guidance, but I do not directly tell them

everything they need to know and test them on knowledge that they have to memorize. Instead, I

allow them to gain experience outside of the classroom and apply what they learn in class to real

life problems that they are passionate about.

Community Impact

A possible school to community connection that may be formed within this project is a

partnership with the role models in the community that will be invited to our classroom for

students to interview. They will provide specific insight about what it means and looks like to be

a role model, and how society influences our identity and the choices we make. Their valuable

input and experience will help students learn and understand how they can be role models in the
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 7

community too. The potential impact the project may have on the school community with the

possible inclusion of other schools within the district is that my students may able to reach

students from other schools in the district if they continue being role models for the community.

Abraham Lincoln is close to two other schools, so the project may be expanded in the future for

students to travel to those schools to be role models or give their presentation on their experience

with being role models. Students may take content and utilize it to impact their surrounding

community by being role models outside of school and creating a domino effect for other

students to be role models as well.

Project Narrative

My project narrative contains specific details about my project from day one to day ten.

Each day has the standards and learning objectives that we will focus on, as well as essential

questions, learning activities, assessments, and technologies we will use. Day one is solely about

introducing students to social influence. The Inquiry-based lesson plan for day one is located in

the Appendix section at the end of the document. Day two through five are centered around

analyzing and observing role models from The Hunger Games. Day six is focused on the

definition and characteristics of a role model. Day seven is the introduction to their final product

and what they have to do to complete the project. Day eight are the interviews with the role

models in our community, and day nine will be them actually being role models on school

grounds. Finally, day ten is the day that they will present all the information that they learned

from the project and their experience with interviewing the role models and being role models

themselves. The project narrative calendar is located in Table 2 following the References section.

Sustaining The Project and Innovation

Technology
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 8

My students may access technology to support their learning, collaboration with peers,

presentation of knowledge, and storage or information by utilizing school resources, like the

library, computer lab, chrome books, or available computers in the classroom. I may better

enhance my classroom environment with the collection of technology tools to support my

students on a daily basis by speaking to my principal along with the superintendent about my

concerns for the lack of technological resources in our school. I may also write a letter to an

education leader within my district or a policy maker from Arizona and surrounding Legislative

and School District, and advocate for more funding toward technology tools. I believe other

teachers, my principal, and the superintendent may support the technology used or acquired for

this project.

After Proposal Period

I would like to continue, expand, and enhance this project after the proposal period by

getting my students out into the community to be role models. I wanted to do that for this project,

but I felt like my students needed to accomplish the goals of the standards first and I didn’t

provide enough time for them to be able to do that. I think though, that starting small with being

role models within school, then transitioning to being role models in the community would be a

great continuation of the project. It would also help my students apply what they have learned to

life outside of school more smoothly.

Innovation

This project will transform student learning and my teaching by allowing students to

determine the kind of person they want to be after the project. I think learning about how society

influences identity and the choices we make helps students see that they must be role models in

the community. They must better society by being role models and showing others that they can
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 9

decide who they want to be, not society or the ideals of society. I think this is shown in literature

especially, such as The Hunger Games, where the characters rebel against their society because it

is unjust, unfair, and unreasonable. I want my students to be able to do the same: to stand up for

what they believe in, make decisions that are their own, and have an identity that is their own. As

a result, I can advocate for my students when they have questions or concerns about our school

system and the ways that we can better it.

Budget Narrative

I need The Hunger Games books for my project because my students must read the book

prior to the project. I will be giving them excerpts from the book for them to examine the

characters and it will be referenced for five days of the project. I am going to provide the

excerpts on pieces of paper, but I think it will be beneficial for them to have copies of the book

to locate the excerpts in the book. I also need the movie version because they will watch film

clips of the movie to analyze their characters further. I won’t show the entire movie to the class,

but I do need the movie to select clips for them to watch and discuss in their groups. For the

technology in my project including Padlet, Google Classroom, Google Forms, Google Slides,

Flipgrid, online graphic organizers, and PowerPoint, I need tablets for my students as well.

Tablets are perfect for the technology in my project because my students will complete formative

assessments on them that are quick and to the point, so they won’t need computers or laptops that

may take time to get access to. I think tablets are the most accessible for my students and the

assessments they will have to complete for the project. I would like them to be able to take them

home as well, so they can work on their project, assignments, and homework for my class and

other classes at home. It’s also beneficial for my students that don’t have technology at home to

use for school. In addition, I need copy paper because I will have graphic organizers, fill-in-the-
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 10

blank notes, exit tickets, observation worksheets, identity charts, and Venn diagram worksheets

for my students to complete that are not online throughout the project. I will use the copy paper

to make copies of the worksheets for all my students. I will also need notebooks for the journal

entries that my students will complete, and in case my students need extra paper for their work

on the project or in class generally. Finally, I need lead pencils for my students to use for their

project and for school in general. Some of my students may not have the basic supplies they need

for school, so having lead pencils for them to use would help them succeed in school. This list of

expenditures including the items, quantities, costs, locations to purchase from, and funding

sources is located in Table 1 following the References section.

IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 11

References

Abraham Lincoln. (n.d.). Retrieved September 20, 2020, from

http://abrahamlincoln.wesdschools.org/

Arizona Standards and Resources. (2020, September 18). Retrieved December 02, 2020, from

https://www.azed.gov/standards-practices/

AZ School Report Cards: School Information. (n.d.). Retrieved September 13, 2020, from

https://azreportcards.azed.gov/schools/detail/5274

Individual & Society. (n.d.). Retrieved December 02, 2020, from

https://www.facinghistory.org/holocaust-and-human-behavior/chapter-1/introduction

ISTE Standards for Educators. (n.d.). Retrieved December 02, 2020, from

https://www.iste.org/standards/for-educators

ISTE Standards for Students. (n.d.). Retrieved December 02, 2020, from

https://www.iste.org/standards/for-students
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 12

Table 1

Item # of cost Where to Funding

Purchase Source
Hunger Games 35 (students) x $8.79 (*buy 2, get 1 Target Donors Choose
books free*) = $158.22
Hunger Games 1 x $3.74 = $3.74 Walmart Donors Choose
movie
Tablets 35 x $99.99 = $3,499.65 Samsung Donors Choose
Notebook Paper 2 packs (500 sheets each) x $2.64 = Walmart TeacherLists
$5.28
Copy paper 2 (500 sheets each) x $17.99 = Staples TeacherLists
$35.98
Notebooks 35 x $0.25 = $8.75 Target TeacherLists
Lead pencils 1 pack of 60 x $9.40 = $9.40 Walmart TeacherLists

Table 2

Day 1 Day 2 Day 3 Day 4 Day 5

Standards & Standards & Standards & Standards & Standards &
Learning Learning Learning Learning Learning
Objective(s) Objective(s) Objective(s) Objective(s) Objective(s)

Content Standards: Content Standards: Content Standards: Content Standards: Content Standards:

(7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the
interactions interactions interactions interactions interactions
between between between between between
individuals, events, individuals, events, individuals, events, individuals, events, individuals, events,
and ideas in a text and ideas in a text and ideas in a text and ideas in a text and ideas in a text
(e.g., how ideas (e.g., how ideas (e.g., how ideas (e.g., how ideas (e.g., how ideas
influence influence influence influence influence
individuals or individuals or individuals or individuals or individuals or
events, or how events, or how events, or how events, or how events, or how
individuals individuals individuals individuals individuals
influence ideas or influence ideas or influence ideas or influence ideas or influence ideas or
events). events). events). events). events).

(8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze
how a text makes how a text makes how a text makes how a text makes how a text makes
connections among connections among connections among connections among connections among
and distinctions and distinctions and distinctions and distinctions and distinctions
between between between between between
individuals, ideas, individuals, ideas, individuals, ideas, individuals, ideas, individuals, ideas,
or events (e.g., or events (e.g., or events (e.g., or events (e.g., or events (e.g.,
through through through through through
comparisons, comparisons, comparisons, comparisons, comparisons,
analogies, or analogies, or analogies, or analogies, or analogies, or
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 13

categories). categories). categories). categories). categories).

Learning Learning Learning Learning Learning

Objective(s): Objective(s): Objective(s): Objective(s): Objective(s):

By the end of this By the end of this By the end of this By the end of this By the end of this
lesson, students will lesson, students will lesson, students will lesson, students will lesson, students will
know what social know how their know various know the know the
influence is. They identity is similar or perspectives of connections among distinctions
will understand different from other identity. They will individuals, ideas, between
how society people’s identity. understand how or events in a text. individuals, ideas,
influences the They will individuals They will or events in a text.
identities of others. understand how influence ideas and understand how They will
They will be able to ideas influence events. They will be those connections understand how
connect what they individuals. They able to analyze the are made through those distinctions
have learned about will be able to interactions comparison, are made through
social influence on analyze the between analogy, or comparison,
their own identity. interactions individuals, events, category. They will analogy, or
between and ideas in a text. be able to identify category. They will
Essential Question individuals, events, Essential Question how and what be able to identify
for Student and ideas in a text. for Student makes one identity how and what
direction: direction: similar to another. makes one identity
Essential Question different from
What is social for Student What are the Essential Question another.
influence? direction: perspectives of for Student
How does society identity that are direction: Essential Question
influence other How are other new to you? for Student
people’s identities? people’s identity How do individuals What are the direction:
How does society different or similar influence ideas or connections among
affect your own to yours? events? the individuals, What are the
identity? How do ideas How are the ideas, or events in distinctions among
influence individuals, events, the text? the individuals,
individuals? and ideas in the text How are those ideas, or events in
How are the related to each connections made the text? How are
individuals, events, other? through those distinctions
and ideas in the text comparison, made through
connected? analogy, or comparison,
category? analogy, or
How and what category? How and
makes one identity what makes one
similar to another? identity different
from another?
Learning Learning Learning Learning Learning
Activities Activities Activities Activities Activities
The learning (This project comes I will provide Based on the Same as Day 4,
activities that the after we have read students the perspectives given except students will
students will The Hunger Games) perspectives of all the previous day, discuss the
participate in I will provide the characters in students will work distinctions among
include, watching a students with slips The Hunger Games in groups of four, the individuals,
video, completing of paper with a (i.e. their backstory, each with a ideas, or events
an observation character and an who they are, their different that they have and
worksheet, excerpt from the mission, their view perspective. They how those
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 14

providing feedback, book with the of the society they will watch clips distinctions are
completing an character in it. The live in, etc.). Then, I from The Hunger made. They will also
identity chart, and students will be will let students Games movie about discuss how and
making reflections. placed in groups of choose which their different what makes their
four, each with a perspective is the characters and how characters’
The instructional different character. most different from their perspective is identities and
strategies used in They will first theirs (i.e. different shown in the film. perspectives
connection to the examine how their from their After, they will different.
learning objective character’s identity personality, their discuss the
include individual is different or characteristics, or connections among
work, cooperative similar to their way of thinking). the individuals,
learning, hands-on identity individually. After, they will ideas, or events
learning, and self- Then, they will it share with a partner that they have and
reflection. share to their about how that how those
group. After, they perspective may be connections are
will discuss how the different or new to made. They will also
ideas of the society them. With that discuss how and
their characters live same partner, they what makes their
in influence their will discuss how characters’
characters. They their characters identities and
will also discuss influence the ideas perspectives
how their of the society or the similar.
characters connect events that take
to the ideas and place in the book. The instructional
events of the text. They will also strategies used in
discuss how their connection to the
The instructional characters are learning objective is
strategies used in related to ideas and cooperative
connection to the events in the text. learning and visual
learning objective is learning (watching
individual work, The instructional film clips).
cooperative strategies used in
learning, and connection to the
differentiation (in learning objective is
terms of choosing individual work,
characters for the partner work, and
students). differentiation
(since students can
choose the
perspective they
want).
Assessment Assessment Assessment Assessment Assessment
A formative The formative The formative The formative Same as Day 4,
assessment strategy assessment assessment assessment except they will use
that I will use to strategies that I will strategies that I will strategies that I will the same graphic
measure the use to measure the use to measure the use to measure the organizer and Venn
learning objective learning objective learning objective learning objective diagram worksheets
and offer students and offer students and offer students and offer students to write how the
an opportunity to an opportunity to an opportunity to an opportunity to distinctions are
measure daily measure daily measure daily measure daily made and the
success in reaching success in reaching success in reaching success in reaching differences
the goal is a goal will be a goal is think-pair- goal include, between their
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 15

reflection paragraph response share with their discussion with characters.

assessment in the about how their partners, discussion their groups,
beginning and at identity is different with their partners graphic organizers
the end of the or similar to their and the class, and a for students to
lesson. Other character’s identity, journal entry about write how the
assessment discussion along what they learned connections are
strategies that I will with a graphic from their new made, and Venn
use are observation organizer to help perspective and diagram worksheets
worksheets, guide discussion, how society for students to fill
feedback and peer/self- influences our out the similarities
opportunities, and assessments identity and the between their
identity charts. following the choices we make. characters.
discussion.
Technology Technology Technology Technology Technology
I will use Padlet, I will use Padlet for I will use an online I will use an online Same as Day 4.
Google Classroom, them to submit graphic organizer to graphic organizer to
and Flipgrid within a their one paragraph show all the show all the film
hyper-doc. response, Google perspectives, Padlet clips and another
Classroom to for their think-pair- online graphic
ISTE Standards for submit their group’s share activity with organizer for
Teacher: graphic organizer, their partner, and students to fill out.
-Citizen (3a) and Google Forms Google Docs for
-Designer (5a & 5b) to submit their their journal entry. ISTE Standards for
peer/self- Teacher:
ISTE Standards for assessments. ISTE Standards for -Designer (5a & 5b)
Students: Teacher: -Facilitator (6a)
-Empowered ISTE Standards for -Designer (5a & 5b) -Analyst (7b)
learner (1c & 1d) Teacher: -Facilitator (6a)
-Digital Citizen (2b -Designer (5a & 5b) -Analyst (7b) ISTE Standards for
& 2c) -Facilitator (6a) Students:
-Analyst (7b) ISTE Standards for -Empowered
Students: Learner (1b)
ISTE Standards for -Empowered -Digital Learner (2b
Students: Learner (1c) & 2c)
-Empowered -Digital Learner (2b -Knowledge
Learner (1c) & 2c) Constructor (3b)
-Digital Learner (2b
& 2c)
Day 6 Day 7 Day 8 Day 9 Day 10
Standards & Standards & Standards & Standards & Standards &
Learning Learning Learning Learning Learning
Objective(s) Objective(s) Objective(s) Objective(s) Objective(s)

Content Standards: Content Standards: Content Standards: Content Standards: Content Standards:

(7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the (7.RI.3) Analyze the
interactions interactions interactions interactions interactions
between between between between between
individuals, events, individuals, events, individuals, events, individuals, events, individuals, events,
and ideas in a text and ideas in a text and ideas in a text and ideas in a text and ideas in a text
(e.g., how ideas (e.g., how ideas (e.g., how ideas (e.g., how ideas (e.g., how ideas
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 16

influence influence influence influence influence

individuals or individuals or individuals or individuals or individuals or
events, or how events, or how events, or how events, or how events, or how
individuals individuals individuals individuals individuals
influence ideas or influence ideas or influence ideas or influence ideas or influence ideas or
events). events). events). events). events).

(8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze (8.RL.3) Analyze
how a text makes how a text makes how a text makes how a text makes how a text makes
connections among connections among connections among connections among connections among
and distinctions and distinctions and distinctions and distinctions and distinctions
between between between between between
individuals, ideas, individuals, ideas, individuals, ideas, individuals, ideas, individuals, ideas,
or events (e.g., or events (e.g., or events (e.g., or events (e.g., or events (e.g.,
through through through through through
comparisons, comparisons, comparisons, comparisons, comparisons,
analogies, or analogies, or analogies, or analogies, or analogies, or
categories). categories). categories). categories). categories).

Learning Learning Learning Learning Learning

Objective(s): Objective(s): Objective(s): Objective(s): Objective(s):

By the end of this By the end of this By the end of this By the end of this By the end of this
lesson, students will lesson, students will lesson, students will lesson, students will lesson, students will
know what a role know the final know the know how to be a know what it was
model is. They will product of this characteristics of role model in the like to be a role
understand the project. They will the role models I community. They model in the
characteristics of a understand the bring into the will understand the community. They
role model. They expectations and classroom. They will actions role models will understand that
will be able to grading for the final understand how do to be considered being a role model
determine how product. They will those role models role models. They is important in
they may become be able to start act in the will be able to be society. They will be
role models. their final product. community to be role models able to answer the
(Final product: role models. They themselves in the driving question:
Essential Question Students will will be able to think community. how does society
for Student interview role about how they can influence our
direction: models in the be role models in Essential Question identity and the
community and the community. for Student choices we make?
What is a role determine the direction:
model? actions they do that Essential Question Essential Question
What are the make them role for Student How can people be for Student
characteristics of a models. Then, the direction: role models in the direction:
role model? students will create community?
How may you a list of actions that What are the What actions will What was it like to
become a role are similar to those characteristics of you take to be a be a role model in
model? and go onto the the role models? role model? the community?
school grounds to How do the role How will you be a Why is being a role
do them. They must models act in the role model in the model important in
complete all their community to be community? society?
tasks on their list role models? How does society
and explain their How can you influence our
experience with perform similar identity and the
being a role model actions and be a choices we make?
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 17

All of this role model in the

information will be community too?
formatted in a
presentation).

Essential Question
for Student
direction:

What is the final

product of this
project?
What are the
expectations and
grading for the final
product?
How you will start
your final product?
Learning Learning Learning Learning Learning
Activities Activities Activities Activities Activities
From everything Students will follow Students will Students will create The students will
that they have along with my interview the role their list of actions present all of the
gathered about the presentation about models that I bring to be role models in information they
characters from The the final product. into the classroom the community. gathered from the
Hunger Games, the Then they will from the They will have the interview with the
students will discuss with a community. The opportunity during role models, their
individually decide partner about the role models will first class to be role list of actions, and
which character is a ideas they have introduce models within their experience
role model for their about the final themselves and school grounds. with being a role
community. product. They will explain who they They will be given a model.
Afterwards, they receive feedback on are and what they list of places where
will discuss with a their ideas before do for the they can be role The instructional
partner why they deciding their final community. Then, models in the strategies used in
think their ideas. the students will school and which connection to the
character is a role have an opportunity teachers are learning objective is
model. Then, they The instructional to ask them available for them individual work and
will discuss with the strategies used in questions about to be good role presenting.
same partner about connection to the being a role model models to. They will
how they can be learning objective in the community. be paired up with a
role models in the will be partner work partner and will
community. and feedback The instructional have time to come
opportunities. strategies used in back to class before
The instructional connection to the class ends.
strategies used in learning objective is
connection to the interviewing, The instructional
learning objective is cooperative strategies used in
individual learning, and connection to the
reflection, partner feedback learning objective is
work, and opportunities. hands-on learning,
differentiation cooperative
(students choose learning, and
which characters differentiation.
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 18

are role models)

Assessment Assessment Assessment Assessment Assessment
The formative The formative The formative The formative The formative
assessment assessment assessment assessment assessment
strategies that I will strategies that I will strategies that I will strategies that I will strategies that I will
use to measure the use to measure the use to measure the use to measure the use to measure the
learning objective learning objective learning objective learning objective learning objective
and offer students and offer students and offer students and offer students and offer students
an opportunity to an opportunity to an opportunity to an opportunity to an opportunity to
measure daily measure daily measure daily measure daily measure daily
success in reaching success in reaching success in reaching success in reaching success in reaching
goal is think-pair- goal include, fill-in- goal will be goal is their goal is a rubric to
share for their blank notes to questioning, completed list of grade their
partner work, follow along with discussion, actions, and a presentations.
discussion with my presentation, observation paragraph response
their partners and think-pair-share to worksheets for about their
the class, and an discuss ideas with a them to write their experience with
exit ticket about partner, and answers, and a being a role model.
how they may peer/self- feedback inquiry.
become role assessments.
models.
Technology Technology Technology Technology Technology
I will use Padlet for I will use Google I will use Google I will use Padlet for I will allow students
their think-pair- Slides for my Slides for the role them to submit to use Google Slides
share activity and presentation and models to use and their paragraph or PowerPoint to
Google Forms for Google Forms for present themselves, response. present their
their exit ticket. the peer/self- and I will use presentation, and I
assessments. Google Forms for ISTE Standards for will use an online
ISTE Standards for students to give Teacher: rubric to grade
Teacher: ISTE Standards for their feedback -Designer (5a & 5b) them.
-Designer (5a & 5b) Teacher: about the role -Facilitator (6a)
-Facilitator (6a) -Designer (5a & 5b) models that ISTE Standards for
-Facilitator (6a) presented. ISTE Standards for Teacher:
ISTE Standards for -Analyst (7b) Students: -Designer (5a & 5b)
Student: ISTE Standards for -Empowered -Facilitator (6a)
--Empowered ISTE Standards for Teacher: Learner (1c) -Analyst (7b)
Learner (1c) Students: -Collaborator (4a) -Digital Learner (2b
-Digital Learner (2b -Empowered -Designer (5a & 5b) & 2c) ISTE Standards for
& 2c) Learner (1c) -Facilitator (6a) Students:
-Digital Learner (2b -Digital Learner (2c)
& 2c) ISTE Standards for -Knowledge
-Knowledge Student: Constructor (3a)
Constructor (3a) -Empowered
Learner (1c)

Appendix
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 19

You, Me, and Society

How does society influence our identity and the choices we make?

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”

Click to watch

The Bear That Wasn't

Instructions: 
1. Watch this five-minute video 
2. Observe the differences in the bear’s opinion of himself in the
beginning of the video versus toward the end
3. Analyze the bear’s final perspective of himself. How did he come
to that conclusion?
4. Lastly, reflect on these questions: Do you think the bear allows
society to influence his identity? How do you relate to the bear?
Have you been in a similar situation before? If yes, how did you
approach it? What are some influences in your life that affect your
identity and the choices you make?
5. Submit your reflections on our padlet

Explore
Curate a collection of resources (articles, videos, infographics, text
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 20

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

Make a copy of this Observation Worksheet. Watch each video and

read the article located on the worksheet. Follow the directions provided
here and on the worksheet. 
Instructions: 
1. Make a copy of the observation worksheet 
2. Watch the videos and read the article one by one and fill out the
observation worksheet individually as you go
3. Remember to put your name and your class period
4. Answer the reflection questions at the end in complete
sentences
5. Post your observation worksheet to our Google Classroom as a
Google Drive document

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.
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 21

Now that you’ve shared your observation worksheet with your

classmates on our Google Classroom, please view at least two of your
classmates’ observation worksheets and provide feedback for them. You
can do this by adding a class comment on their original comment and
upload. Follow the directions that I have posted as a comment on our
Google Classroom.

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.

Practice: Create a Starburst Identity Chart from Facing History and

Ourselves. Follow the directions here and on the worksheet.
Instructions: 
1. Copy the identity chart on a piece of paper
2. Write your name in the middle
3. For the arrows pointing outward, write words or phrases that you
think are key aspects of your identity
4. For the arrows pointing inward, write labels that other people may
use to describe you/your identity
IDENTITY AND SOCIETY: HOW TO BE A ROLE MODEL 22

5. Label your arrows with numbers and at the bottom of your chart,
list your words/phrases in order and briefly explain why you think
of yourself that way or why do you think society thinks of you that
way
6. Finally, indicate which words/phrases you think actually describe
you the best. Your own or other people’s? Or a mix? Write it at the
very end of the chart after your list AND explain why

Reflect/Evaluate
Include an opportunity for face-to-face or digital reflection to guide
students along their learning progression, evaluating 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.

Record & post your reflection on Flipgrid

Using our class Flipgrid, reflect on your prior knowledge and initial
thoughts about social influence. Then, reflect on the new information that
you’ve learned from the videos, the article, and your peers. What did you
learn about social influence? What did you learn about yourself and your
identity in terms of social influence? 

Did your perspective about your identity change, why or why not? Do you
feel like your identity is largely shaped by society or not at all? Finally,
answer our driving question: how does society influence who we are and
the decisions we make?