[Identity] [English/AP Language and Composition, Grade 11/12] Yahaira D. Mรกrquez, Malden High School
Summary: Students will be exposed to various texts (print and non-print) that present a particular view on the experiences, internal/external influences, and relationships that affect our self-perceptions and the development of those perceptions. Sources will address various forms of identity (social, gender, cultural, and sexual) and their connection to one another. At this point in the year (4 th quarter), students would have already obtained skills in rhetorical analysis pertaining to appeals, diction, persona, audience, etc. Thus, they will develop their analytical skills to recognize and understand the tools of argument and persuasion used throughout these texts, culminating in their ability to synthesize sources in creating their own original argument on the topic of identity.
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit July 2012
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Stage 1 Desired Results
ESTABLISHED GOALS G Transfer G1: Students will practice multiple aspects of T1: Students will be able to read and comprehend a range of complex texts and media rhetorical analysis while examining the many addressing the topic of identity created for various audiences and purposes. issues surrounding identity Unit Plan ……………………………………………………………………………………………..………………………………………………….… 3an original T2: Students will be able to independently use their obtained knowledge to create • Write informative/explanatory texts argument, synthesizing sources from the unit, about identity T to examine and convey complex Lesson 1 …………………………………………………………………………………………………………………………..………….……………. Meaning ideas, concepts, and information clearly and accurately through the UNDERSTANDINGS U ESSENTIAL QUESTIONS Q Lesson 2 ………………………………………………………………………………………………………………………………..…….……….….… effective selection, organization, and Students will understand that… Q1: What factors (both internal and external) analysis of content. (W.2) U1: The role that our early experiences in life help to shape our identity? Lesson 3 ………………………………………………………………………………………………………………………………………………….… play in the construction of our identity Q2: How do one’s struggles with identity G2: Students will evaluate visual arguments U2: The pressures that societal stereotypes affect one’s future and/or one’s selfLesson 4 ………………………………………………………………………………………………….………………………………………………… presented through various forms of media, place on our self-perceptions. perception? understanding the choices made in order to Lesson 5 ……………………………………………………………………………………………………………………………………………………. Q3: What stereotypes spring from societal deliver a particular message about the perceptions of social, gender, cultural, or development, struggles, and/or changes of Lesson 6 ……………………………………………………………………………………………………………………………………………………. sexual identity? one’s identity to a given audience. • Evaluate a speaker’s point of view, Lesson 7 ……………………………………………………………………………………………………………………………………………………. Acquisition
Table of Contents
Lesson 8 Lesson 9
K2: The process of analyzing visuals: images cultural identity, gender identity, etc) Lesson 10 ……………………………………………………………………………………………………………………………………………………
reasoning, and use of evidence and Students will know… K Students will be skilled at… S rhetoric, assessing the stance, ……………………………………………………………………………………………………………………………………………………. K1: The different forms of identity (social, S1: Analyzing comparative pieces (cartoons, premises, links among ideas, word choice, points of emphasis, and tone gender, cultural, and sexual) and their articles, memoirs, videos) for style and …………………………………………………………………………………………………………………………………………………….. used. (SL 3) connection to each other. content in arguing claims on similar topics (ie:
G3: Students will select and synthesize (advertisements, photos), films S2: Using multiple sources to create an sources in creating an original claim regarding K3: Necessary rhetorical devices for analysis Unit Resources …………………………………………………………………………………………………………………………..……………….. argument about the role of internal/external the topic of identity—how it is created, (diction, tone, appeals, syntax) factors on the development of one’s identity. CEPA …………………………………………………………………………………………………………………………………..………………….….. how/why it changes, struggles stems from the S3: Facilitating discussions about their own contrasting perceptions of self and those of understandings regarding the factors and society. experiences that influence one’s identity. • Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit April 2013
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and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (SL 1) Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (SL 2) Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (SL 3) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.1)
Stage 2 - Evidence Evaluative Criteria E1: Creative Non Fiction Rubric E1.1: clearly presents perception of one’s identity that featuresing insightful (perhaps even profound) observations and thoughtful commentary. E1.2: the writing is carefully fashioned in which superior word choice is evident; details, imagery, description, and narration help create a powerful commentary and perception of oneself Assessment Evidence CURRICULUM EMBEDDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PT S1: write a creative non-fiction piece that addresses their perceptions of their own identities and those elements that have influenced their perceptions, incorporating rhetorical strategies, including schemes and tropes for a desired effect S2: both formally and informally analyze and compare the rhetorical strategies an author uses to convey his/her position and perspective around the development and influences surrounding identity S3: hold discussions regarding the argument in texts regarding certain aspects of identity Work in Progress Page 3 of 15
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit April 2013
E1.3: incorporate a variety of schemes and tropes within the text for enhancement and thoughtful effect E1.4: The opening engages the reader, suggests and connects with the piece’s subject and occasion, and establishes a clear direction. The conclusion accents or embellishes the purpose of the piece. E2a: Rhetorical Analysis Rubric E2a.1: identify rhetorical strategies used by an author to achieve his/her intention E2a.2: analyze how the author’s particular choices contribute to achieving his/her intention E2a.3: clearly organize and develop a claim E2b: OPTIC visual analysis E4.1: Conduct a brief overview of the main subject of the visual. E4.2: Scrutinize the parts of the visual. Note any elements or details that seem important. E4.3: Comment on the title or caption of the visual E4.4: Determine connections and/or relationships within the graphic E4.5: Draw a conclusion about the visual, summarizing the argument presented. E3: Student-Run Discussion rubric E3.1: Facilitate discussion about the various perceptions and implications of food, using a variety of sources
S4: find and discuss the strengths and limitations regarding representations of identity in the media (wiki discussion and in class) S5: write a timed AP style argument essay regarding the role that language plays in forming our identity/perspectives of our identity S6: draw connections between independent reading texts and those provided in class, writing journals in which they address both author’s style and claim S7: integrate relevant and specific evidence from a variety of sources to support an original argument regarding the influences and development of social, gender, cultural, and/or sexual identity
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E3.2: Use evidence from a variety of sources to support their comments during discussion E3.3: Respectfully argue with their peers about the implications within various texts E3.4: Demonstrate insightful thinking about the texts and overall topic E4: Wiki Discussions E4.1: Discussion threads provide clear, thoughtful, and explicit commentary regarding identity as it is represented in the media E4.2: Discussion threads reference class texts and other students’ responses (in addition to the selected media portrayal) to enhance the overall discussion of the topic E5: Holistic Rubric (Argument): E5.1: Create a clear and specific thesis statement/claim that responds to the given prompt E5.2: Demonstrate organized and thoughtful topic development E5.3: Use and integrate relevant evidence pulled from a variety of sources E6: Independent Reading DJs E.6.1: All entries are complete and expanded upon with concise detail E.6.2: ∙Entries demonstrate an obvious desire to use the journal to develop a deeper understanding of the author’s purpose E.6.3: ∙Entries serve as a bridge connecting text to the strategies learned in class— Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit April 2013 Work in Progress Page 5 of 15
touching upon key terms and elements. E.6.4: ∙The chosen text is thoughtful and lends itself to a multi-dimensional response E.6.5: ∙Author executes a variety of strategies and responses effectively E7: Synthesis Paper Rubric E.7.1: Clearly and fully develops a position that defends, challenges, or qualifies the claim. E.7.2: Effectively supports the position by effectively synthesizing and citing at least three of the sources. E.7.3: The argument is convincing, and the cited courses effectively support the writer’s position. E.7.4: The prose demonstrates an ability to control a wide range of the elements of effective writing but is not flawless. <type here>
OTHER EVIDENCE: <type here>
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Stage 3 – Learning Plan Summary of Key Learning Events and Instruction
Lesson # 1Intro to Identity Unit
In-class • •
Homework (due the following class) Revise creative non-fictin identity piece Times New Roman, 12 pt font, 6 total schemes/tropes included within the text to for enhancement/effect.
Introduce the new unit: What is identity? • Pre-reading Assignment: Students are to draft a Creative Nonfiction piece (Letter, Poem, essay, etc) that explains how it is they
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identify themselves. 2– How do we Identify/Perceive ourselves? • • Informal Discussion regarding the way in which we identify ourselves (HW sharing) Reviewing the class calendar for the Unit. • Read and annotate Cofer’s “The Myth of the Latin Woman…” + Multiple Choice (MC) Questions • Read and annotate Staples’ “Just Walk on By…” + Multiple Choice Questions **Use circled questions as a guide for tomorrow’s discussion. • • • Read and annotate Dumas’ “The F-Word” Read and annotate Mukherjee’s “Two Ways to Belong in America” Write a rhetorical analysis introduction paragraph (only!) that explains the strategies employed within each author’s writing to deliver their arguments.
3– Centering an argument on the use of personal experience
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Review MC for HW texts. Student-Run Discussion (SRD): Cofer and Staples * discuss, compare/contrast the claims and rhetorical strategies of these authors.
4– Cultural Identity Claims
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Review MC Questions for HW texts. • Read and annotate Sullivan’s “What are Homosexuals For?” Share introduction paragraphs for Dumas and Mukerjee’s texts: contexts, thesis • Read and annotate Kim’s “Out and About…” statements? Strategies? • Complete a Reading Sheet for EACH of the two *Compose a class introduction paragraph readings. to serve as our “perfect sample” “Not Your Exotic”/ “Mike Check” by Suheir Hammad o Discuss claim, strategies, evaluate presentation of the claim in each recitation Review MC questions for Sullivan texts • Find a representation of any form of identity in Page 7 of 15
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Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit April 2013
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Sexual Identity Claims
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Sullivan and Kim texts discussion * discuss, compare/contrast the claims and rhetorical strategies of these authors.
the media (cultural, gender, sexual…) that you can post on the wiki. o Share the link of the example you have found (print ad, commercial, movie clip, etc). • Write a response to the sample you have found. What did you select this sample? What does it portray? What questions does it pose, etc? • Independent Reading Books *As you read, take notes that identify connections between other texts/ideas discussed in class. Also, note the author’s style and what seems to be his/her claim. Independent Reading Books + DJ entry (typed) o Follow format o Be insightful o Make meaningful connections o Analyze author’s style, claim, etc. Read and annotate Woolf’s “Professions for Women” + Answer circled questions
6Identity in the Media
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Share/discuss student found samples of representations of identity in the media
7– Film Connection
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View film: Boys Don’t Cry (2002) **carefully selected excerpts**
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8– Film Connection
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View film: Boys Don’t Cry (2002) **carefully selected excerpts** Discuss reactions to the film and what it represents about Gender Identity, Stereotypes, Relationships, etc.
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9– Gender Identity Claims
o Piercy’s “Barbie Doll” *Students will be placed in groups. *Each group is given a transparency on which it will complete a rhetorical triangle analysis of the poem.
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Read Theroux’s “Being a Man” Read and analyze the Cathy cartoon Answer the questions that follow each of these texts to help guide your understanding and analysis Page 8 of 15
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit April 2013
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*Each group will present its findings so students can leave with a complete analysis of the poem 10In-class Essay • Sandra Cisneros: Barbie Q *Students will complete an In-class AP essay that analyzes the author’s claim and rhetorical strategies • • Read and annotate “My Mother, Myself, and Her Career” + Questions Find one article on your own regarding Gender Identity—annotate it and complete a Reading Sheet for your article. Independent Reading + DJ entry (typed)
11Student Writing/Analysis Review
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Review In-Class AP Essay (“Barbie Q”) • *Present “high” scoring student sample essay, identifying aspects of the writer’s presentation that made it successful. *Then, place students in groups. Each group will be given a “low” scoring student essay and will be assigned a particular paragraph to read, discuss, and provide revision suggestions. AP Prompt (Language)—timed! *Topic: Language as a powerful tool in shaping one’s identity •
12In-Class Timed Writing 13 – Documentary Short Connection
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AP Prompt—timed!
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Poster Girl (Sarah Nesson, 2010) + • Discussion about the film (claim, connection to other texts, representation of identity, etc)
Prep for SRD (Gender): Woolf, Piercy, Theroux, Guisewite, Cisneros…+ individually selected articles on gender identity
14 – Gender Identity Discussion
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SRD: Gender Identity (Woolf, Piercy, • Theroux, Guisewite, Nesson, + individually selected articles on gender identity)
Synthesis Paper--prep!! o See assignment sheet for details. Page 9 of 15
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit April 2013
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15 – Group Analysis and Presentation
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Group reading/analysis Activity: Students • will be placed in groups. Each group will read one of the following texts, keeping the unit’s essential questions in mind. After doing so, the class will hold a discussion in which each text is addressed in terms of claim, strategies, etc. o “The Veil” o “Always Living in Spanish” o “Shooting Dad” o “Notes of a Native Speaker”
Synthesis Paper—due next class!!
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012
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Lesson # and Title Brief Overview of Lesson (what this lesson is about): Prior Knowledge Required: Estimated Time (minutes): Resources for Lesson (list resources and materials):
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Unit: Content Area/Course: Lesson # and title: Time (minutes): By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Essential Question(s) addressed in this lesson: Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework):
instructional strategies (e.g. .discussion protocols (e.g. Think-Pair-Share or Fishbowl).
Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) Lesson Sequence (Provide enough information and direction about the underlying content, instructional strategies, grouping structures, guiding questions, opening and closing messages/activities, suggestions for differentiation, etc..) Formative assessment): Preview outcomes for the next lesson:
Instructional Tips/ Strategies/Motes for Teacher (Use this section to provide additional information or suggestions not included in the Lesson Sequence such as: teacher notes (…be sure to watch students for evidence of misunderstanding of… “The focus of the Word Splash is to … ; Use the KWL chart to collect … etc.) or descriptions/explanations of specific
Summative Assessment (delete this section if there is no summative assessment until the CEPA):
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List of Unit Resources List and include resources by lesson sequence
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Curriculum Embedded Performance Assessment (CEPA)
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