Emma OBrien
MSSE 470E
Doubet
May 2nd, 2017
Unit Plan: Exploring What Defines our Identity
Grade:7 Concept:Identity Topic: Characterization
minutes
Standards
SOL R- 8.5 The student will read and
analyze a variety of fictional texts, narrative
nonfiction and poetry.
b) Make inferences and draw conclusions
based on explicit and implied information
using evidence from a text as support.
c) Explain how authors use characters,
conflict, point of view, voice and tone to
create meaning.
h) Identify the main idea
CCSS W-8.1 Write arguments to support
claims with clear reasons and relevant
evidence
b.) support claims with logical reasoning
and relevant evidence, using accurate,
credible sources and demonstrating an
understanding of the topic or text
CCSS W-8.2 Write informative/explanatory
texts to examine a topic and convey ideas,
concepts and information through the
selection, organization, and analysis of
relevant content
b.) develop the topic with relevant, well-
chosen facts, definitions, concrete details,
quotations, or other information
CCSS W- 8.3 Write narratives to develop
real or imagined experiences or events
using effective technique, relevant
descriptive details, and well-structured
event sequences.
a.)Engage and orient the reader by
Class Time: 90
UKDs and EQs
Students will
...understand that identity can be shaped
by relationships and surroundings as well as
conflicts and experiences. (SOL 8.5b/8.5c)
...be able to identify important, defining
character traits.(SOL 8.5c)
...be able to compare and contrast
characters.(CCSS 8.3a)
be able to identify the main characters
main internal struggle.(SOL 8.5h)
..be able to reflect on aspects that define
their personal identity in coherent journal
entries (CCSS 8.2b)
..be able to make a simple argument and
display points in an argumentative manner.
(CCSS 8.1b)
...know story details such as the different
factions, and what they stand for, the main
characters, and a general idea of the setting
and time period (CCSS 8.3a)
Essential Questions:
What determines our identity?
Can outside factors change the way we see
ourselves?
 establishing a context and point of view and
introducing a narrator and/or characters;
organize an event sequence that unfolds
naturally and logically.

b.)use narrative techniques, such as

dialogue, pacing, description, and reflection,
to develop experiences,events, and/or
characters.

Content/Topics Text(s) Strategy/Strategies Follow-up/Writing

Activity

Identity Divergent by Square Peg Round Daily journal entry

Veronica Roth Hole--Gallagher 75 reflections
Influence
School uniform shift Ideal outfit activity Letter to school about
Characterization in U.K. allows (done in class) uniforms
students to express
own identity by Six word memoir--
Chitra Ramaswamy Gallagher 25-26

https://newsela.com/a
rticles/uk-gender-
neutral-
uniform/id/18619/

Lesson Day 1:Divergent by Veronica Roth

Have students write their own definitions of identity for warm up
Direct instruction regarding characterization with powerpoint
Do a read aloud of the first chapter of Divergent
Discuss examples of characterization featured in the chapter
Have students start a character chart for Tris listing out her qualities (they will fill one of
these out at the end of the book to show character development in another unit) (Square
Peg Round Hole)
As a class we will discuss what factors define Triss identity in chapter 1
For an exit slip students will write in their journals. They will be asked to explain what
factors contribute to their personal identity.

Lesson Day 2: Divergent by Veronica Roth

For a warm up students will be asked to make a six word memoir summarizing the
events in the story from last class
 We will review exit journal entries from the class before and list off the most common
identity factors to see if one was more popular
Read chapters 2-3 of Divergent
Direct instruction discussion of Dystopian setting
Students will be asked to split into groups to determine what some issues with this
storys society are.
Individually students will make a journal entry discussing the ways in which this society
might affect a persons understanding of their identity.

Lesson Day 3: School Uniforms by Chitra Ramaswamy

For warm up, have students describe their ideal outfit in journal entry
Have pairs exchange descriptions and draw pictures of each other
Have students read article individually
Divide class into two groups to debate a pro or con stance on whether schools should
have uniforms
For an exit slip, have students write journal entry in the form of a letter to the school
board arguing why their ideal outfit from the warm up would be a good school uniform

Lesson Day 4
Students will warm up by taking faction personality test (we will return to these next
class)
Direct instruction. We will discuss the defining features of each faction and the methods
the author uses to characterize each group
https://www.youtube.com/watch?v=-ZnD0AGqQ7I example video of direct vs indirect
characterization in Frozen
Read chapter 4 of Divergent
Students will split into groups and find example of direct and indirect characterization
Exit slip: students will write examples of direct and indirect characterization about
themselves

Lesson Day 5
Warm up: students will do six word memoir summaries of the last few chapters of
Divergent
Students will be asked to get out their personality quizzes from the day before
In their journals, they will write about whether they agree with the quizs results or not
The majority of class time will be for a mock choosing ceremony where students will
select a faction. They can choose either the one in their quiz results, or the one they
think fits best
For an exit slip, they will write a quick list under their journal entry listing the factors that
went into their choice.

Diverse Learners
 Need Plans for Adjustment

English Language Learners Pre highlighted copies of the readings will be

provided to help ELL students find the
important information to focus on. Read
alouds will help them follow along.

Students who struggle in the area of reading,
writing, or thinking
The readings in this unit are extremely guided
by both me and the students. Students that
struggle with the texts will find help in group
discussions. Additionally, I am willing to read
with the students individually during reading
times.

Students who are advanced in the area of
reading, writing, or thinking
These students will be given the opportunity
to select alternative reflection prompts for
their journals. These prompts will include
questions that prompt them to think about the
inner themes and motifs of the story and how
they reflect on the main characters identity.

I have to admit that I never thought Id use Divergent as a mentor text. When I read this

story for the first time, I didnt get much out of it. That might be because I was a senior in high

school, and pretty disillusioned with all the dystopian novels springing up all over the place after

the success of The Hunger Games. That being said, when I was looking through books I had

read that would be great examples of identity, it became nearly impossible to not feature this

one. I think the main reason I didnt get as much out of it as I should have when I read it

revolves solely around the fact that I wasnt really the target age group. The people that really

need to read this book, are the young middle schoolers who are just starting to shape their idea

of their identities. This text offers quite a bit for middle schoolers. For one, the concept that you

dont have to be any one label of thing is an important lesson. Additionally, I think that students

respond well to sci fi novels when attempting to explore bigger, real world concepts. When it

comes to technology, merely based of their content matter, these types of books are very easy
to integrate with technology. Since we live in such a technologically heavy time, its important

that students understand how to incorporate it into their daily lives in a healthy manner. That

means staying aware of the different type of media presented to them every day. I like this text

because its easily comparable to current events. As a teacher, I want to encourage my students

to be active participants in society, and that means staying informed and aware. Stories like

Divergent plant a seed of civil duty in students that encourages them to not only stay informed,

but to question the media they are being fed on a daily basis. This is ultimately what is going to

benefit them in the long run.

Sources

Beers, Kylene. When Kids Cant Read: What Teachers Can Do. Heinemann:
Portsmouth, NH. 2003.

Gallagher, Kelly. Write Like This: Teaching Real-World Writing Through Modeling & Mentor
Texts. Steinhouse Publishers. 2011.