Brianne Perry May 6, 2018

First Week of Instruction

Grade Level: 9th

Subject: English/Language Arts

Using HISD’s scope and sequence examples, the first week of school would begin
with a unit on identity, posing the question “What Shapes My Identity?”.
Incorporating reading and writing, the beginning of this unit would follow the
outline and activities that follow:

Day 1: ELA.9.24B Follow and give complex oral instructions to perform

specific tasks, answer question, solve problems, and complete processes.
HOTQ: Discuss and write down answers to the “Getting to Know You” questions
provided with your partner. Once you are finished, you will introduce him/her to the
rest of the class using three of the questions provided.
Deliver Sequence:
Students will interview/get to know one another with pre-determined questions,
such as: What is your name? Where were you born? How many people are in your
immediate family? Do you have a pet? When is your birthday? What is your
favorite hobby? What is your favorite color? What did you have for breakfast this
morning?
The answers for each question will be given to the individual that answered them
for further reflection on Day 2.

Day 2: ELA.9.Fig19A Reflect on understanding to monitor comprehension

ELA.9.Fig19B Relate (compare/contrast) the figurative language of a literary
work to its historical and cultural setting; ELA.9.9C Make subtle inferences
and draw complex conclusions about the ideas in text and their organizational
patterns; ELA.9.24A Listen responsively to a speaker by taking notes that
summarize, synthesize, or highlight the speaker’s ideas for critical reflection
and by asking questions related to the content for clarification and
elaboration
HOTQ: Relate what the book is saying about your life to what you wrote before I read
it. How have your thoughts about your story changed? How have they stayed the
same?
Delivery Sequence:
Ask students: “What is my story?” have them write for three minutes.
Teacher reads Dan Yaccarino’s “I Am Story” to the class, following with discussion
questions. “Is the title literal or figurative?” “What do you think the author’s
purpose is for writing this book?” “How is this book organized?” Etc...
Write for ten minutes responding to the texts using HOTQ prompt and T-Chart
graphic organizer. (This as an exit ticket-I will give them back to students on Day 4)
Homework: Set up GoodReads Account online (can do this in class if needed); Read
Richard Wagamese quote from GoodReads App
 Brianne Perry May 6, 2018

Day 3: ELA.9.Fig19A Reflect on understanding to monitor comprehension;

ELA.9.24A Listen responsively to a speaker by taking notes that summarize,
synthesize, or highlight the speaker’s ideas for critical reflection and by asking
questions related to the content for clarification and elaboration; ELA.9.8A
Explain the controlling idea and specific purpose of an expository text and
distinguish the most important from the less important details that support
the author’s purpose
HOTQ: Create your own self-portrait in the same style Angélica Dass did with her
photography
Delivery Sequence:
Discuss Wagamese quote and see that everyone has the GoodReads App or login.
Ask students “What shapes my identity?” and have them write for three minutes.
Watch Humanae video from TED online by Angélica Dass (12min.), following with
discussion questions: What was Angélica Dass’s purpose in this project? What in
her own background lead her to create these photographs? How do you think her
work has impacted the world’s view on color? How has it impacted yours? Etc...
Respond to the video with your own self-portrait. Teacher also gives example of
hers (HOTQ)
Materials: Markers, colored pencils, paper
Homework: finish self-portrait to have in class on Day 4

Day 4: ELA9.9D Analyze, synthesize and make logical connections between

ideas and details in several texts selected to reflect a range of viewpoints on
the same topic and support those findings with textual evidence; ELA.9.9C
Make subtle inferences and draw complex conclusions about the ideas in text
and their organizational patterns; ELA.9.15A.v Write an analytical essay of
sufficient length that includes relevant information and valid inferences;
ELA.9.15A.iii Write an analytical essay of sufficient length that includes a
controlling idea or thesis; ELA.9.13B Structure ideas in a sustained and
persuasive (logical) way
HOTQ: Using your graphic organizer, complete by filling in the external factors that
contribute to who you are (ethnic background, physical appearance, age, gender) and
the internal factors that contribute to who you are (hobbies/interests, family
relationship, personality).
Delivery Sequence:
Show students an example of my own graphic organizer.
Using portrait, reading responses T-Chart, Richard Wagamese quote on GoodReads
App, and first day introduction responses, have students fill in a graphic organizer
for an expository essay. Prompt: Write an essay explaining your story and how you
want your story and who you are to impact the world.
 Brianne Perry May 6, 2018

Day 5: ELA.9.13A Plan a first draft by selecting the correct genre for conveying
the intended meaning to multiple audiences, determining appropriate topics
through a range of strategies; ELA.9.13C Revise drafts to improve style, word
choice, figurative language, sentence variety, and subtlety of meaning after
rethinking how well questions of purpose, audience, and genre have been
addressed; ELA.9.17A.iii Use and understand the function of reciprocal
pronouns; ELA.9.18A Use conventions of capitalization and punctuation
correctly and consistently; ELA.9.19A Spell correctly, including using various
resources to determine and check correct spellings
HOTQ: Write an essay explaining your story and how you want your story and who
you are to impact the world.
Delivery Sequence:
Ensure graphic organizers are filled out for homework grade and ask students to
use this time to rough draft write their essays on identity. “What is your story?”
“What shapes my identity?” “How does your story impact your identity?” Creating a
thesis and organizing a sequence to the essay is a large portion of this class time.
Rough draft of essay is due on Monday for peer edits.

On Monday, we would peer edit the essays, then give time for corrections. Final
draft of essays would by due on Thursday. I will save these essays from these
students and give them to them as seniors as I reminder that they have a story
worth telling.

Sources for lesson plan development help:

http://mrsbeckettsclassroom.weebly.com
Richard Wagamese quote
Graphic organizer internal/external factors

Pinterest – children’s books on identity

Ted Talks
“What is my identity?” – The Beauty of Human Skin in Every Color – Angélica
Dass