Is there an I in team?

Date: May 4, 2016

Unit Designer: Lindsey Kaler
Concept/Big Idea: Identity within community
21st Century Skill Focus: Character analysis
Enduring Understandings:
1. Identity is a fluid concept and our identities are always changing.
2. You can belong to a group or community and still maintain an
individual identity.
3. People, as social creatures, have a desire to belong and that
desire can motivate or handicap them.
4. Well-developed characters in literature can help us understand
ourselves in juxtaposition or unity with an individual of a unique
background.
Essential Questions:
1. Does everyone have to belong to a community or group?
2. Should we try to make people change? When is it okay to do so,
if ever?
3. Can ones identity chance or is it the same forever?
4. What constitutes identity?
5. What does it take to belong to a community?
6. What makes a character in a text memorable?
7. How can we express qualities of an individual character in a way
that connects with people from a range of backgrounds?
Unit Objectives
Cognitive (know/understand):
1. Students will understand that well-developed characters in
literature have complex motivations.
a. Students will understand that character motivations can be
integrated into and highlighted in a text either implicitly or
explicitly. [L2, L5]
b. Students will know strategies for making text-to-self
connections while reading to inform interpretation. [L2, L5]
c. Students will understand that characters in memoir can
reflect on their shifting identity and motivations in different
temporal spaces. [L5]
d. Students will understand that dialogue can change the
perspective of a story. [L6]

2. Students will understand that the literary and life experiences

that readers have play a part in their varying interpretations in a
text.
a. Students will understand that the texts that they read play
a part in shaping their identity. [L1]
b. Students will understand that the literary and life
experiences that readers have play a part in their reading
at the interpretive and applied levels. [L3]
c. Students will understand that an individuals literary and
life experiences can affect their reactions and
interpretations of art. [L4]
d. Students will understand that an individuals cultural
identity can affect their expression and interpretation of
text. [L5]
e. Students will know that commonalities may emerge in the
literary and life experiences of an author and reader that
can shed light on the meaning of a text. [L9]
3. Students will understand that valid character analysis is tied to
an author or artists choices.
a. Students will know that there are different levels of reading
a text: literal, interpretive, and applied. [L3]
b. Students will understand that a reader must use the
authors text to make valid claims at the literal,
interpretive, and applied levels. [L3]
c. Students will understand that analysis of any piece of text
or expression should be based on the text itself. [L4]
d. Students will understand that similar themes can be
communicated through a range of different forms of
expression. [L4]
e. Students will understand that dialogue can change the
perspective of a story. [L6]
f. Students will understand the role that dialogue plays in
memoir and character development. [L6]
g. Students will understand that they can make choices as
authors and artists that will affect how an individual
interprets their work. [L7, L8]
Affective (feel/value) and/or Non-cognitive:
4. Students will be able to recognize the value of varying
backgrounds and perspectives.
a. Students will be able to engage in discussion about the
importance of varying perspectives in a community. [L1]
b. Students will be able to work effectively in diverse groups
and value varying perspectives and backgrounds. [L2]

c. Students will be able to actively listen to and engage with

the interpretations of their peers, which vary based on
peers backgrounds and perspectives. [L3]
d. Students will be able to reflect on how different forms of
expression affect how they may choose to express their
identities. [L4]
e. Students will be able to respectfully express their
interpretation of a text and value to others interpretations,
whether similar or different. [L6]
f. Students will be able to reflect on the impact that a peers
memoir has had on their idea of their personal identity and
community. [L9]
5. Students will be able to demonstrate confidence in their unique
individual identity.
a. Students will be able to reflect on the differences between
how they see themselves and how others see themselves.
[L1]
b. Students will be able to express the relationship between
their identity and the identity of a character in text. [L5]
c. Students will be able to commit to shaping themselves in a
particular way as a character in their memoir. [L7]
d. Students will be able to focus their writing of a memoir
towards a unique identity and community that they feel
defines them. [L8]
Performative (do):
6. Students will be able to write a memoir that successfully
develops themselves as characters in a text.
a. Students will be able to identify specific choices that Bauer
makes in her writing to portray the identity of each
character. [L2]
b. Students will be able to identify elements of
characterization within a memoir. [L4]
c. Students will be able to compare and contrast how
characterization differs in memoir, fiction, and multi-genre
text. [L4]
d. Students will be able to develop writing territories specific
to their individual identities or a community to which they
belong. [L5]
e. Students will be able to incorporate properly formatted
dialogue into text. [L6]
f. Students will be able to plan a memoir using a graphic
organizer of their choice. [L7]
g. Students will begin drafting a memoir in the genre and
topic of their choice. [L7]

h. Students will be able to draft a memoir that successfully

develops themselves as characters in text. [L8]
7. Students will be able to analyze their own developing identity.
a. Students will be think critically about why reflecting on
identity and community are important. [L1]
b. Students will be able to read a multicultural text and make
a claim about it in relation to their developing identity. [L3]
c. Students will be able to self-evaluate their progress
towards expressing their identity within a community in a
memoir. [L8]
d. Students will be able to reflect on how the process of
creating a memoir has affected their developing identity.
[L9]
SOLs:
(7.5a) Describe elements of narrative structure including setting,
character development, plot structure, theme, and conflict.
CCSs:
(CCSS.ELA-7.RL.3) Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).

Unit Assessments

Diagnostic
Assessments
Day 5:
Anticipation
guide [1a]
Day 6:
Do Now [1a]

Day 3:
Pat Mora
exploration
[2b, 2c, 2d,
2e]

Day 3:
Human
Continuum [3a,
3b]
Day 4:
Anticipation
guide [4c, 4d]
Day 6:
Do Now [3a, 3b]

Day 1:
Small group
discussion [4a]
Day 3:
Pat Mora
exploration [4c]

Formative
Assessments
Day 2:
Why does ____
behave that way?
[1a, 1b]
Day 5:
Blooming
Questions [1a, 1b,
1c]
Day 6:
On Dialogue [1d]
Day 1:
Discussions [2a]
Day 3:
Small group Pat
Mora discussion
[2b]
Day 4:
Fishbowl discussion
[2c]
Day 5:
Blooming
Questions [2d]
Day 3:
Small group Pat
Mora discussion
[3a, 3b]
Day 4:
Fishbowl discussion
[4c, 4d]
Silent graffiti [4c,
4d]
Day 6:
Acting Out [3b]
Day 1:
Discussions [4a]
Day 2:
Character
ecosystem [4b]
Day 6:
Acting Out [4a, 4e]

Summative
Assessments
Day 9:
Memoir [1a,
1b, 1c, 1d]
Gallery Walk
Reflection
[1a, 1b, 1d]

Day 9:
Memoir [2a,
2b, 2c, 2d,
2e]
Gallery Walk
Reflection
[2a, 2b, 2c,
2d, 2e]

Day 9:
Memoir [3a,
3b, 3c, 3d,
3e, 3f, 3g]
Gallery Walk
Reflection
[3a, 3b, 3c,
3d, 3e, 3f,
3g]

Day 9:
Memoir [4b,
4c, 4e]
Gallery Walk
Reflection
[4a, 4b, 4c,
4d, 4e, 4f]

Exit Card [4a]

Day 1:
Discussions [5a]
Day 5:
Blooming
Questions [5a]
Day 7:
Workshop [5c]
Day 8:
Workshop [5d]
Day 5:
Day 1:
Writing territories Discussions [6a]
[6a]
Day 2:
Why does ___
behave that way?
[6a]
Character
ecosystem [6a]
Day 4:
OTRs during PPT
[6b]
Blooming
Questions [6b, 6c]
Day 6:
Practice [6e]
Day 7:
Workshop [6g]
Day 8:
Workshop [6h]
Day 3:
Day 1:
Discussions [7a]
Small group Pat
Mora discussion
[7b]
Day 8:
Station workshop
[7c]
Day 1:
Semantic
Mapping [5a]

Day 9:
Memoir [5c,
5d]
Gallery Walk
Reflection
[5a, 5b]

Day 9:
Memoir [6d,
6e, 6f, 6g,
6h]
Gallery Walk
Reflection
[6b, 6c]

Day 9:
Memoir [7c]
Gallery Walk
Reflection
[7a, 7b, 7d]

Unit Plan Grading:

Memoir: 40%
Memoir: 75%
Reflection: 25%
In-class Assignments: 25%
Quality: 60%
Group/self evaluations: 30%
On time and complete: 10%
Discussions: 25%
Contribution quality: 50%
Discussion participation: 40%
Self/Group evaluations: 20%
Participation: 10%
Do Nows: 50%
Exit cards: 50%

Memoir Rubric
Quite Competent

Powerfully
Proficient
Elements
of
Memoir

Mechanic
s

Content

All five elements of

memoir (truth,
theme, voice, first
person narrative,
musing) are all
clearly present in
your memoir.

You have included at

least one exchange
of dialogue in your
memoir that
contributes to
shaping the
perspective of the
work.
Dialogue is properly
formatted
throughout.
Your title is both
creative and
meaningful in the
context of your
memoir.
A clear individual
identity is shaped in
the memoir.
A single community
is clearly identified

All five elements of

memoir are clearly
attempted.
One or more element
is lacking in quality.

You have included at

least one exchange of
dialogue, but it does
not add a specific
element to the work.
Dialogue is properly
formatted throughout.
Your title is creative
and relevant, but does
not add much context
to your memoir.

An individual identity
is shaped in the
memoir.
A single community is
identified and

Sufficient Start

Rethinking
Required

At least three
elements of memoir
are clearly
attempted.
Some elements may
be missing.

You have included at

least one exchange
of dialogue, but it is
unclear why it has
been included.
There is a clear
attempt at
formatting dialogue,
but it is incorrect.
Your title is relevant
to your memoir, but
demonstrates little
creativity.

The identity of the

main character is
hinted at, but
unclear.
A community is

At least one
element of
memoir is
attempted.
It is unclear that
most elements of
memoir have
been attempted.
It is unclear that
you have made
an attempt at
isolating at least
one exchange of
dialogue through
proper
formatting.
Your title lacks
creativity and
relevance to your
memoir.

A main character
is present, but
the identity of
the individual is
unclear.

and described in the

memoir.
Identity and
community clearly
interact to shape the
individuals identity.

described in the
memoir.
Identity and
community show
commonalities, but do
not directly interact to
shape the individuals
identity.

hinted at, but the

individuals role in it
is unclear.
Identity and
community do not
appear to interact.

The individual
interacts with
other characters,
but a
community is
unclear.

Powerfully
Proficient
Thoughtful
self-reflection

Thoughtful
valuation

Gallery Walk and Reflection Rubric

Quite Competent
Sufficient Start

Identifies and
describes at least
one area of growth
in your developing
individual identity.
Identifies and
describes at least
one area of growth
in your developing
community identity.

Indicates at least
one specific area of
change in personal
perspective as a
result of this project.
Identifies more than
one memoir created
by a peer that
reflected a
background or
perspective different
than your own.

Identifies, but does

not describe at least
one area of growth in
your developing
individual identity.
Identifies, but does
not describes at least
one area of growth in
your developing
community identity.

Indicates at least one

area of change in
personal perspective,
but does not
reference the memoir
project.
Identifies more than
one memoir created
by a peer, but does
not mention the
perspective or
background of the

Identifies and
describe a single
aspect of your
developing
individual
identity, but
growth is not
mentioned.
Identifies and
describe a single
aspect of your
developing idea
of your
community
identity, but
growth is not
mentioned.
Vaguely
references at
least one area of
change in
personal
perspective as a
result of this
project.
Identifies one
memoir created
by a peer, but
does not mention

Rethinking
Required

Does not clearly

identify or
describe a single
area of growth in
your developing
individual identity.
Does not clearly
identify or
describe a single
area of growth in
your developing
individual identity.

Vaguely
references a
single area of
change in
personal
perspective, but
does not
reference the
memoir project.
Makes general
reference to peer
memoirs, but

author.

Professionalis
m

Turned in on time
and complete.

Turned in on time and

missing no more than
one item.

the perspective
or background of
the author.

Turned in late or
missing multiple
items.

does not mention

the perspective or
background of
authors.
Turned in late and
missing multiple
items.

Points
Earned

In-Class Assignment Group Evaluation

Points
Possibl
Criteria for Success
e
Quality of work demonstrated thoughtful
9
engagement with the material, creative thought,
and careful consideration of instructions.
9

All assignments were turned in on time and fully

completed.

Self-evaluations and group evaluations reflected

active participation and meaningful contribution
to assignments.

27

Total Points Earned for In-Class

Assignments

In-Class Assignment Self Evaluation

Exemplary
Proficient
Developing
I contributed
I made an
original and
I helped my
attempt to
additive ideas. I group complete
contribute at
completed an
our assignment least once, but
equal and fair
by completing
my ideas were
Contribution amount of work my fair share of not particularly
to help my
work, but didnt
additive or
group share the
contribute
relevant. I did
load of
many of my
less than my
completing this
own ideas.
fair share of the
assignment.
group work.
I sometimes
I respectfully
respectively
and actively
and actively
I did not listen
listened to my
listened to my
very
group
group
respectfully or
members
members, but
actively to the
contributions
at times made
ideas of my
Teamwork
and worked
little attempt to group members
with them to
incorporate
and didnt
incorporate
everyones
make an
everyones
ideas. I did not
attempt to
ideas and
make much of
problem-solve
overcome any
an effort to
as a team.
challenges.
problem-solve
as a team.

Participation Checklist
Points
Earned

Points
Possibl
e

Criteria for Success

All responses were relevant and addressed all

parts of the prompt.

All responses were turned in on time and

complete.

18

Total Points Earned for Participation

Adherence to
Norms

Contribution
Quality

Active
Listening

Discussion Teacher Evaluation

Exemplary
Proficient
Students
Students
adhered to all
mostly adhered
discussion
to discussion
norms and
norms and
class
class
behavioral
behavioral
expectations
expectations.
throughout.
Student
Student
contributed at
contributed to
least once, but
the
commentary
conversation
could improve
multiple times
in originality.
but did not
Contributions
dictate the
were more
discussion.
repetitive than
additive.
Students were
occasionally
Student was
looking at the
always looking
speaker, but
at the speaker
showed some
and responses
clear moments
clearly
of
indicated active
disengagement
listening of
. Contributions
peers
sometimes
contributions.
responded to
peers.

Developing
Students
adhered to very
few discussion
norms and
behavioral
expectations.
Students
contributions
were
significantly
lacking
originality and
were rarely
additive.
Student
exhibited little
active listening,
lacking eye
contact with
speakers and
not responding
to contributions
from other
students.

Preparation

Contribution

Listening

Discussion Self-Evaluation1
Exemplary
Proficient
I felt mostly
I felt prepared
prepared to
to discuss with
discuss with my
my peers today
peers today
and I was able
and I was able
to comfortably
to sometimes
talk about what
make reference
we were
to what we
learning about
were learning
in class today.
about.
I contributed to
I contributed to
discussion just
discussion
the right
today. I had
amount today. I
something to
had a lot to say
say, and I
about the topic,
sometimes
and I also
responded to
responded to
my peers
my peers
contributions.
contributions.
I was an active
I listened to my
listener during
peers during
discussion
discussion
today, and I
today, and I
feel like I
learned
learned a lot
something from
from what my
what my peers
peers had to
had to say.
say.

1 Credit to Emily Blase.

Developing
I did not feel
prepared to
discuss with my
peers today
and I did not
make
references to
what we
learned about
in class today.
I could have
contributed
more to
discussion
today by saying
my own views
or responding
to my peers
contributions.
I listened some
to what my
peers had to
say during
discussion, but
I could have
learned more
and been more
attentive.