Dottie Akers-Pecht

EDIS 5401
List of Unit Objectives:
SWBAT:
Cognitive (know/understand):
1. Students will know that identity crisis can result in a drastic change in self-image or selfidentity.
a. Students will know that identity crisis can also result in a refusal to change ones selfidentity (4)
b. Students will reflect upon their own changes in identity through writing (9)
2. Students will know that character development tracks the changes in a character.
a. Students will know that authors leave evidence including dialogue, thoughts or
feelings, actions, and character traits to show character development (3)
b. Students will know that annotation is a method by which they can track and respond
to character development in a literary work (4)
c. Students will understand that authors use dialogue as a way to indirectly show
character changes and interactions (7)
d. Students will know the punctuation and syntax rules for writing dialogue in order to
develop a character (7)
e. Students will understand how to use character development to establish themselves as
a character within their own writing (8)
3. Students will understand that identity crisis stems from many different sources.
a. Students will understand identity and identity crisis by examining the sources of their
own identities (1)
b. Students will know that authors use characters, conflicts or problems, settings, and
outcomes to show change in a character (2)
c. Students will understand that authors present sources of identity crisis in different
tones depending upon how the speaker deals with these issues (5)
d. Students will know that writers use reflective writing in order to convey the changes
in their identities (6)
Affective (feel/value) and/or Non-Cognitive:
4. Students will feel that their own experiences and background with identity formation are
respected by their peers.
a. Students will share aspects of their own identities with their peers in a think, pair,
share format (1)
b. Students will share and respond to these personal experiences using constructive
criticism and our class norms for discussion (8)

c. Students will respect their peers experiences with identity formation as they share
their personal narratives (9)
5. Students will feel that their own lives and experiences have relevancy to the topic of
identity crisis and to the texts at hand.
a. Students will analyze a short film and will discuss their own experiences with internal
and external conflicts (1)
b. Students will feel that their own experiences give them insight and allow them to
relate to literature (2)
c. Students will write about their own experiences with identity crisis in a writing
workshop format (8)
6. Students will value one anothers personal identities, opinions, and backgrounds.
a. Students will listen to and respect one anothers opinions during group and whole
class discussion (3)
b. Students will value one anothers opinions as they share, discuss, and debate one
anothers annotations to poetry and conclusions about character development (4)
c. Students will value one anothers creative input while forming found poems together
in groups (5)
d. Students will value and respectfully respond to one anothers ideas for their own
reflective writing (6}
e. Students will feel that their peers are providing them with respectful constructive
criticism on their personal narrative rough drafts in a workshop setting (7)
Performance (do):
7. Students will be able to locate and describe the sources of identity crisis for themselves
and for literary characters.
a. Students will be able to describe internal and external conflicts that cause identity
crisis for a character and relate these scenarios to their own lives (1)
b. Students will be able to reflect on their own sources of identity crisis through writing
(2)
c. Students will be able to describe the sources of identity crisis for a literary character
(2)
d. Students will be able to describe the sources of identity crisis for a literary character
using evidence from the text, including dialogue, feelings, actions, and character traits
(3)
e. Students will find potential sources of identity crisis for characters and narrators in
poetry (4)
8. Students will be able to analyze the development of themselves and a literary character.
a. Students will be able to evaluate how the speakers identity changes within a song (5)
b. Students will be able to use reflective writing to analyze and investigate their own
sources of identity crisis (6)

c. Students will be able to analyze the sources of identity crisis for the author of a text
by examining his or her reflections (6)
d. Students will be able to analyze dialogue that shows character development within a
mentor text (7)
e. Students will be able to analyze the use of dialogue in a peers personal narrative (7)
9. Students will be able to create a representation of their own struggles with identity
formation.
a. Students will be able to create a draft of an experience with identity formation to
share with and receive feedback from peers and the teacher (8)
b. Students will write and reflect upon personal narratives that represent their individual
struggles with identity formation (9)
SOLs:
Reading 8.5c Explain how authors use characters, conflict, point of view, voice, and tone to
create meaning (1, 3, 4, 5, 7)
Reading 8.5h Identify the main idea (2)
Writing 8.7 The student will write in a variety of forms, including narration, exposition,
persuasion, and informational.
b) Use prewriting strategies to generate and organize ideas (6, 8)
h) Use computer technology to plan, draft, revise, edit, and publish writing (9)
CCSs:
CCSS.ELA-Literacy.RL.8.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues,
building on others ideas and expressing their own clearly (1, 3, 6, 7, 8, 9)
CCSS.ELA-Literacy.RL.8.2. Determine a theme or central idea of a text and analyze its
development over the course of the text, including its relationship to the characters, setting, and
plot (2, 4, 5)