1

Naw Heather Sein The Dynamic and Complexity of a Person’s Identity

5 Weeks (1 hour per lesson) Grade 10

Lesson: 2 Extended Definition (Example and Contrasting Example)

Unit Overview
Main Idea (Claim) Summative Assessment
The main idea of this unit is “One must dive deeply
into both their internal thoughts and external
experiences to truly understand their own identity.”

Biblical Integration:
Humans were created in God’s image. We used to
walk with God and talk with God. Our identity was
made fully in the image of God.

However, when humans fell into sin, our identities

became distorted. Humans tend to search their
identity on the things that are passing. Or due to our
fallen nature, our identities are distorted by the
schemes of the world.

Through the relationship reconciled with the Father

by the blood of Jesus, with God’s words, our identity
can be made whole again. Despite having a dynamic
and complex identity, the more we are able to look
deeper into ourselves and others, we may see that we
need a firm foundation (Jesus Christ) to build
ourselves upon to have a wholesome identity.

Guiding Questions Objectives (cognitive/affective/psychomotor)

1. What shapes someone’s identity? Is it the
internal aspect or the external forces?
2. Can you see yourself in the characters’
identity?
3. Can putting our identity in God truly change
us?
4. Is the choice given to us in the selection of
identity?
The student will . . .
Objective 1: SWBAT compose clear examples
and contrasting examples based on identity
quotes to help with writing a warrant in a
component of extended definition
CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with well-chosen, relevant,
and sufficient facts, extended definitions,
concrete details, quotations, or other information
and examples appropriate to the audience's
knowledge of the topic.

Time Instructional Procedures and Strategies

3-5 min Beginning the Lesson
Preparation before class starts:
- Write on the board ‘Take one piece of paper from the teachers’ desk and then sit
 2
Naw Heather Sein The Dynamic and Complexity of a Person’s Identity
5 Weeks (1 hour per lesson) Grade 10

at your table [A behavioral routine that has been set already at the start of the
year]

Opening Lesson
- Attention Grabber: Show students a quote on the projector
“ Nothing of me is original. I am the combined effort of everyone I’ve ever
known.” (Chuck Palahniuk)
- Ask students “What does Chuck mean?” (wait for students’ answers)
- Ask students to give example that is related to the statement/quote.
- Encourage students that there is no right or wrong answer
- Preview that we have done claims and chosen topics for our essay yesterday .
Introduce to students that today, we will be learning how to create clear examples
and contrasting examples that are related to the claim.

Developing the Lesson

Objective 1: SWBAT compose clear examples and contrasting examples based on
identity quotes to help with writing a warrant in a component of extended definition [as a
whole class and a group]
[Modeling ] Procedures to teach Objective 1:
Explaining:

- Show students the format of how we are going to do on projector:

- Claim
- Example/Contrasting example
- Warrant
7-10 - Ask students what does it mean by ‘contrasting example’? (wait for students’
mins
answers)
- Explain to students that ‘contrasting example’ means –an example that shows a
contrast to the supporting examples so that we understand the definition or the
statement better.
- Give example on projector:
- Claim: Sometimes, identity is being shaped by the environment and the
community they live in.
- Example: As I grew up in an ethnic group that suffered from oppression and war, I
 3
Naw Heather Sein The Dynamic and Complexity of a Person’s Identity
5 Weeks (1 hour per lesson) Grade 10

have a mission mindset—working for the greater good of the people.

- Contrasting example: Some people that I came to know that lives in the city,
however, has the freedom to pick and choose who and what they want to be.
Therefore, their identity solely relies on their choice and innate abilities to be who
they want to be.

- Ask students if they can see the difference between example and contrasting
example.

Explanation:
“ In the ‘example’ part, the example given is a direct indicator to the claim. (the key
word here is ‘direct’). On the other hand, ‘contrasting example’ does not give a direct
indication to the situation. Rather, it uses the opposite of ‘environment and
community impact on identity’ , which is ‘individualism and innate ability’ to give
evidence.
- Ask students what is the use of integrating ‘contrasting example’? (helps us to
better understand the content from different point of view).

[Group work] Procedures to teach Objective 1:

- Put students into groups of 5 (with those that are near them) and give each group 1
A 4 paper.
- Ask them to work on this claim by creating example and contrasting example:
10-13
mins o “ To be yourself in a world that is constantly trying to make you something
else is the greatest accomplishment.” (Ralph Waldo Emerson)
- After the groups have finished, ask one person from each group to tell their
example and contrasting example.
(NOTE: If the examples are off track, redirect them.)

Assessments for Instructional Mode 2 on Objective 1:

- Group work on creating example and contrasting example
- One student from each group read the example to the class
 4
Naw Heather Sein The Dynamic and Complexity of a Person’s Identity
5 Weeks (1 hour per lesson) Grade 10

[Now, let’s do some individual work]

Objective 1: SWBAT compose clear examples and contrasting examples based on

identity quotes to help with writing a warrant in a component of extended definition
[individually]
[Individual work] Procedures to teach Objective 1:

Activity 1: Quote Searching

- Ask each student to find one ‘identity quote’ that they like on google or Pinterest
which they can use in their essay and write it on a piece of paper (with the name
of its author) that they have taken when they came into class.
15-17 - Teacher gathers all their papers in a box and ask one student to go around the class
mins
so that students can pick 1 piece of paper (where the quote is written).
- Tell the students to create their own example and contrasting example based on
the quote/statement they picked (write on the paper that they have picked)
- Exchange their paper with the friend beside them and check if it is correct or
not /clear or not/related or not and discuss together. If it needs fixing, fix.
- Ask 1 volunteers to share their works to the whole class and teacher comment on
the work. Next, teacher model for the next activity by asking and answering this
question to the whole class and teacher answers it:
“Does the quote align with how God sees us? Why or why not?” (answer)

[Let’s do another activity so that we can see our friend’s work]

Activity 2: Rotation based and discussion based on guided question

- Leave your work on your desk (quote and examples)

- Go around the classroom with a friend, read at least 2 quotes and discuss based on
3-7
mins these questions:
- Can I see myself in this quote? How can I resonate with the quote or explanation
of the quote?
- Does the quote align with how God sees us? Why or why not?
 5
Naw Heather Sein The Dynamic and Complexity of a Person’s Identity
5 Weeks (1 hour per lesson) Grade 10

Assessments for Instructional Mode 2 on Objective 1: …

- Peer assessment on their individual work or writing example and contrasting
example

[Sit in own’s place after the activity 2]

Closing:
- You may share any of these questions asked : “By reading our friends’ quotes
about identity, ‘what shapes our identity?’ Do you think it is external or internal?
What did you learn today?”(1 or 2 students answer)
- Tell students that only through Christ, we have a firm foundation. Our identity
should be based on us being sons and daughters of God—unwavering.
2-3
mins - Tell the students to put their papers in their bags and that we will be moving
towards making warrant (to explain between claim and evidence) based on today’s
work in the next lesson.
- Tell the students that in the meantime, they are to try to think about how to
integrate the quotes and the writing skill they have learned in the context of the
essay they are writing.

Formative Assessment Differentiation

 Objective 1 Assessments:
- Group work on creating example and
contrasting example
- One student read the examples to the class
- Peer assessment on their individual work:
writing example and contrasting example
Resources
References:
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.trvst.world%2Fmind-body
%2Fidentity-quotes
 Visual: Show examples on projector.
 Kinesthetic: Students can write, look up with
on phone in google to look for quotes,
exchange papers during the lesson.
 Individual: Based on their level, they can
pick and choose quotes that are easy or hard
for them. Ask students to read their examples
based on the situation of the student (if they
are sleepy, I can pick the person. If the
person is inattentive, I can pick the person)
 Group: Students are grouped with those that
are around them whom they are used to.
Students that excel can lead the discussion.
The teacher can always ask whom he/she
wants to know the learning of the student.
 6
Naw Heather Sein The Dynamic and Complexity of a Person’s Identity
5 Weeks (1 hour per lesson) Grade 10

%2F&psig=AOvVaw3uRivImMrkYXJcBBOKw9xO&ust=1710262162284000&source=images&c
d=vfe&opi=89978449&ved=0CBMQjRxqFwoTCIDdqZfV7IQDFQAAAAAdAAAAABAE

 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.azquotes.com%2Fquotes
%2Ftopics
%2Fidentity.html&psig=AOvVaw3uRivImMrkYXJcBBOKw9xO&ust=1710262162284000&sour
ce=images&cd=vfe&opi=89978449&ved=0CBMQjRxqFwoTCIDdqZfV7IQDFQAAAAAdAAAAAB
AI
Smagorinsky, Peter; Johannessen, Larry R.; Kahn, Elizabeth, and McCann, Thomas. The Dynamics
of Writing Instruction: A Structured Process Approach for Middle and High School. Portsmouth
NH. Heinemann. 2010. (ISBN-13: 978-0325011936 ISBN-10: 0325011931)

Materials:
- A 4 papers, projector, ppt, pieces of papers (to write quote, examples and contrasting
examples), a box, printed papers/worksheets, white board, marker pen.
- PPT: https://docs.google.com/presentation/d/11K9nrRCtzOt2jCxOWwGth2y87cV__7bn/
edit?usp=sharing&ouid=112172212626546429548&rtpof=true&sd=true

Evaluation and Reflection

 7
Naw Heather Sein The Dynamic and Complexity of a Person’s Identity
5 Weeks (1 hour per lesson) Grade 10

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment copied from the unit plan in order to ●
keep the goal in mind during the writing and implementation of the lesson
plan.
Guiding these questions guide the inquiry for the lesson, leading students toward ●
Questions a rich understanding of the objectives for the lesson and ultimately, the
unit.
● Factual- knowledge or fact-based questions
● Conceptual- questions that enable exploration of big ideas that
connect facts and topics
● Debatable- questions that expose areas of ambiguity, disagreement,
or tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, this is ●
what the students are expected to know, understand, and be able to do.
These should align with and lead to the unit understandings, knowledge
and skills.
Time - Marks the amount of time needed for each stage of the lesson. Enables ●
effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, producing creative ●
Lesson tension. Should include review and activation of prior knowledge.
Developing the The content learned and the strategies employed towards that end ●
Lesson
Closing the A conclusion or review of what was learned, providing closure to the ●
Lesson lesson.
Formative Assessment throughout the lesson that provides feedback that can be used to ●
Assessment plan or alter instruction. Should prepare students for the summative
assessment.
Differentiation ways of modifying instruction to meet the needs of diverse learners ●
Resources any texts, materials, technology, people, places or other resources that ●
have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and ask the ●
Reflection following questions:
 Did my students come to understand the main idea, essential understandings?
 Do my students know what they are supposed to? Can they perform the unit
skills? Do they value what was intended?
 What was most effective? least effective?
 What changes will I make for next time?