Name: Mr.

Gales Program: SMED Course: EDU 223 CIA

Lesson Topic/Title: Identity and the American Dream

Lesson Date: Lesson Length: 3 days Grade/Age: 11-12

10/21/17
Learning Objectives (Targets):
Students will understand that they are responsible for discovering their own identities not other
individuals.
Student will write a short (10 line) "I am" poem about themselves. "I am" statements are used to
provoke personal introspection presented through the words "I am".
Students will know Author Jennifer Finney Boylan's identity journey in She's Not There and
students will be encouraged to reflect on their own identities

Standards: Standards Alignment & Justification:

Common Core State Standards
Content Area: English Students will be learning how to analyze She's Not
Grade Level: Grades 11-12 There by Jennifer Finney Boylan. By studying the
Domain: Reading -Literature themes and central ideas, the novel will aid students in
Cluster: Key Ideas and Details discovering, and developing their own identities
Standard: 2- Determine two or more themes (socioeconomic, ethnic, etc.).
or central ideas of a text and analyze their
development over the course of the text,
including how they interact and build on
one another to produce a complex account;
provide an objective summary of the text.

Assessment: Assessment (Data & Student Feedback):

❏Formative: "I am" poems- Student will ❏Formative: This activity will get students prepared
write a short (10 line) "I am" poem about for thinking about their interests and what makes them
themselves. "I am" statements are used to different.
provoke personal introspection bringing ❏Self: I will provide students with the materials to
with the words "I am".
critique their own work. Following this assessment, I
❏Self: Using Self-assessment, students will will check in with students to make sure they are
use a checklist to make sure their poems are making meaningful changes to their work.
meeting the rubric standards. Students make ❏Teacher: Using rubrics and the checklist handout, I
sure their work is corrected for Web
will analyze their work and make suggestions for
publishing.
future revisions. This will help me make sure students
❏Teacher: Teacher will provide feedback are receiving individualized instruction.
for poems using both the checklist and ❏Summative: From this product, I will learn more
rubric.
about how my students view their identities and
❏Summative: provide information for student portfolios. Students
who earn low point values (70% and below) will have
the opportunity to revise their work. through
Total Points for this lesson: (100 points)
completing these products, students will become
comfortable with their classmates, and continue to
WIKI: Post personal poem about your
analyze their identities.
identity on the class page. Using the
Planning chart, create a larger poem which
embodies your identity. This should not be
an extended copy of your "I am" poems, but
can contain similar beliefs and values.
Utilize in class writer's workshop periods to
refine writing and obtain feedback from
your peers. There will be opportunities to
consult me if you would like another set of
eyes on your poem. Use the guidelines and
checklist within the assignment handout to
assist you during the writing process. This
should be an individual project focused on
yourself. When submitting, post on the
Google Classroom page or Wikispaces site.
This way, peers can view your creative
poem.

Integration of Other Content Areas: (If appropriate) History- Students will learn about the
Stonewall riots, and how it has affected the LGBT+ community.

Instructional Strategies to Differentiate Whole Class Instruction:

Graphic Organizer: Planning Chart- Students will use the Planning chart to begin outlining the
topic of their larger poem. This poem will be a poem focusing on what they have already learned
about identity. The poem should embody their perspective of themselves so that others can better
understand their perception of identity in our classroom and society.

Cooperative Learning: Pair Discussion- Once brainstorming has concluded, the teacher will use
pair discussion to place students in pairs. Students will discuss their outline, and the listening
students will provide understanding or questions for the reporting students idea. This process is
being used to make sure students have solid ideas and become comfortable with receiving
feedback.

MIs:

Verbal: Students will have the opportunity to share their "I am" poems with the class, and discuss
certain aspects of it which were difficult or easy to write.

Logic: As students encounter problems when developing their ideas, they can utilize the pair
discussion or teacher conferences to engage their critical thinking skills.
By solving their problems with peers, students will produce relatable identity poems.

Visual: Students will use the class wiki or Google classroom to see other student's poems. This will
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help them internalize information.

Musical: Once posted on the class wiki, students will be encouraged to perform their poems for the
class using rhythmic tones, and timed pauses.

Intrapersonal: Students will have the opportunity to work on their products individually at home
or in-class.

Interpersonal: By participating in the Plickers activity, students will be able to communicate their
understanding of content with both the class and the teacher.

Modifications / Accommodations / Extensions for Individual Students with Identified Needs:

Special Education/504 Plan: Students with disabilities are encouraged to come to me with any
questions or concerns about lessons or assignments. To promote inclusion in my classroom, my
lesson plans are designed with all students in mind. Students who have an IEP will receive extra
help with projects and can be given extensions if needed. I would like to provide the opportunity
for special educators to co-teach day two of this lesson. For this lesson, I will focus on
Kayla because I feel like she will enjoy this lesson the most. Kayla has a visual impairment
including blindness and other health impairments. Kayla, also, has a 504 plan. As a public advocate
for persons with physical disabilities, Kayla will enjoy the opportunity to share information with
the class through the "I am" poems. I would make sure to provide assistive technology for her to
use Text to speech and large print formats. I would locate an online copy of She's Not There with
large print, so Kayla can follow along with us in class. It will also be able to travel with her if she
needs extra time to read at home or with me after school. I would offer to stay after school to
answer any questions she has or review topics from class discussion. When using the smart board
during content instruction, I will link my board to her JoinME app. This way she can follow along
with other students. If she prefers to seat in a certain location, I will allow her to choose her seating
a few minutes before class begins. Since the main assignment for this lesson is online, Kayla can
speech to text for getting the assignment completed.

Gifted Student:
Students will be given the same writing prompt for their WIKI product as other students. Gifted
students will not have the advantage of using ideas from the "I am" activity. They will need to use a
new topic about themselves to display a different aspect of their identity. This new topic must be
apparent and present throughout the poem.

Absent Student:
If you are absent from class, please reach out to a classmate to receive notes from the missed class
session. Some resources may be available online, however, it is still good to receive a peer's
understanding. Use the syllabus to keep up with readings and homework which is due for the class
period. Homework or projects that were due on the day of absence will be due to the following
class session. Handouts distributed during class will be available in the classwork folder located in
the slot by the door. If you plan to be absent in advance, reach out for a conference to receive the
work in advance. I am available during my office hours for assistance, if needed.

Technology Integration: (if appropriate)

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 Wiki project will be working at the Augmentation level because students will be posting their
poems to the google sites or wiki for their classmates to read and provide feedback. This will open
up for a conversation on each piece, and the author's growth in their identity.

ISTE Standard and Technology

Standard 1: Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.

Indicator 1c: Students use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.

Materials and Resources for Lesson Plan Development

Materials: Pencils/pens, Handouts, Laptop and charger, dongle, dry erase markers, projector, She's
Not There books, Plickers codes (printed)

Resources:

Learning activities

Hook: https://i.pinimg.com/736x/10/0c/78/100c78f22fc033cf2e5c2bb67209fa80--i-am-poem-
resource-room.jpg
(Template and example)

Planning chart: http://www.eduplace.com/graphicorganizer/pdf/planning.pdf

Plickers: https://www.plickers.com/

Pair
discussion: https://edu221resources.wikispaces.com/file/view/cooperative_learning_strategies.pdf/
426402320/cooperative_learning_strategies.pdf

Rubistar: (Poem rubric creation): http://rubistar.4teachers.org/index.php

Stonewall riots: http://www.history.com/this-day-in-history/the-stonewall-riot

Stereotypes of the LGBT community: https://thoughtcatalog.com/nelson-diaz-

marcano/2014/11/405735/
Teaching & Learning Sequence:

Classroom Arrangement: My classroom will be using the basic perimeter format with minor
alterations. I would like for there to be four sets of tables which are perpendicular to the outer
tables. this will allow for equal face time with the teacher, and lets students converse with as many
peers as possible.

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Day 1:

Objectives:
Students will understand that they are responsible for discovering their own identities not other
individuals.
Student will write a short (10 line) "I am" poem about themselves. "I am" statements are used to
provoke personal introspection presented through the words "I am".

Check-in (10 mins)

Introduction (10 mins)
“I am” poems (30 mins)
WIKI project and checklist (20 mins)
Writer's workshop: planning chart (10 mins)
Assignment: Complete She's Not There section one

Check-in (10 mins): I will have students talk with the classmate(s) closest to them about how the
course is going for them. I will float around the room, and listen to these conversations. Students
will have the opportunity to talk with me about any struggles with assignments. By providing time
for clarity and conversation, I am hoping to learn more about how my students are internalizing the
topic. With the amount of in-depth discussion and personal introspection, I would like to keep an
open dialogue about problems my students are having. I want the first ten minutes to be a time
when they can center themselves, and begin focusing on their content knowledge.

Introduction (10 mins): Students will be educated about what the next lesson is and what is
expected of them. I will wrap up the results from the previous lesson, and how it will apply to our
current learning. Since students have created a dialogue about themselves, and how they want to be
viewed by their classmates. This will lead to their exploration of a new aspect of identity, sexual
identity. Students have been reading She's Not There by Jennifer Finney Boylan, and I would like
to start incorporating it into how we are addressing identity in society.

"I am" Poems (30 mins): An example of an "I am" poem will be displayed on the projector.
Students will be challenged to imitate this writing style by creating their own poems. This should
remind them of the podcast presentations they completed in the previous unit. For the "I am"
poems, students will work individually for the first ten minutes of the activity to finalize their
thoughts. After ten minutes, Students will turn to their peers and read their poems out loud. They
should be working in groups of 3 or more. Once poems have been read, feedback should be
provided for each poem. This will allow for authors to experience revision, and acknowledge the
perspective of their classmates. Feedback should be focused on words rather than the author's
intent. If words were awkward or didn't seem to fit the prompt, this should be voiced to the author. I
will be participating in group discussion to provide my own suggestions or support student opinion.
I want to be more present in conversations than my usual facilitating role. With the last ten minutes,
authors should make the revisions to their poems and submit them to the class page. This way
poems can be viewed by the class.

WIKI project and checklist (20 mins): Students will be provided a checklist and overview
handout for their wiki poetry assignment. I will explain how this assignment will allow students to
work on articulating their beliefs and values. The style of this poem can be any form, but if it is a
short poem (haiku or 6 line) it needs to contain multiple poems to go along with it. In terms of
identity work, it is relating what they have learned about society and its impact on how we see
ourselves or the people in our lives. Questions will be taken throughout the explanation to provide
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clarification on my expectations for this project. The point value of this project is a large one, so I
am expecting students to put their best feet forward. It is also one of little "outside of class"
participation.

Writer's Workshop: Planning Chart (10 mins): Students will use a planning chart to begin
brainstorming their ideas. By using this handout, they will be able to categorize their ideas and
think about the "bigger picture" of the assignment. Students will be encouraged to do this process
individually with the little conversation because I would like to have small conferences. As they are
working, I will check on each student to make sure they understand the assignment, while
discussing their choice of poem. I will be focusing on answering the questions: Does the student
understand the assignment? Is their poem reflective of the learning objective? , and Will I be able to
notice their connection to identity? By answering these questions, I will be collecting data on
student content knowledge and willingness to participate in the course. This will also tell me if
students need a refresher of information or more time to work in the next class.

Assignment: Since students were given their copies of She's Not There in the previous class, they
will need to finish the first section of reading by the next class. Students have had notice of this
deadline since the previous lesson and will be expected to participate in class discussion. There will
not be a quiz or assignment to check for reading, but they will be graded through participation in
class discussion. Students will be asked to bring, at least, three quotes with brief words about each
quote to class to use as proof of completing the assignment. This is very important for the following
class period.

Day 2:

Objective:
Students will know Author Jennifer Finney Boylan's identity journey in She's Not There and
students will be encouraged to reflect on their own identities.

Check-in (5 mins)
Open- Forum discussion (20 mins)
Stonewall riots of 1969 (30 mins)
Plickers (10 mins)
Writer's workshop (15 mins)
Assignment: 1st draft of poem

Check- In (5 mins): I will have students talk with the classmate(s) closest to them about how the
course is going for them. I will float around the room, and listen to these conversations. Students
will have the opportunity to talk with me about any struggles with the poem assignment. By
providing time for clarity and conversation, I am hoping to learn more about how my students are
internalizing the handouts provided in the previous class period. With the amount of in-depth
discussion and personal introspection, I would like to keep an open dialogue about problems my
students are having. I want the first five minutes to be a time when they can center themselves, and
begin focusing on their content knowledge.

Open-Forum discussion (20 mins): Open-forum discussion will be established for students to give
their thoughts and opinions about the literature. This is not a debate session, so students are
encouraged to limit arguing. Disagreement is acceptable, but should not spiral out of control. We
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will talk about how Boylan began her transformation to women, and how her loved ones have been
taking the news of her shift in identity. I want students to use this experience to reflect on their own
belief and understandings of sexual identity. Students don't have to share if they are uncomfortable
giving personal examples. However, students must participate in the discussion if they would like
to complete the reading assignment. Following the 20-minute discussion, I will collect quotes and
see what students thought about the content in this section. I will act as timekeeper to make sure we
are not talking for too long. I wouldn't mind if this discussion goes longer. If so, I will use Plickers
an exit ticket.

Stonewall Riots of 1969 (30 mins): Our discussion about Boylan's text will tie into our discussion
of the gay rights movement. I will pull up the article which illustrates what happened during the
modern gay rights movement at Stonewall Inn. I will create a slideshow presentation about gay
rights and connect it to the experiences Boylan talks about in her book. This will contain
stereotypes about the different sexualities, and how students can reduce these ideas through their
actions. I will use direct quotes from She's Not There to further my point.

Plickers (10 mins): After discussing the book and Stonewall, I will give students a chance to relax.
I want to collect data on what we have discussed, and how they are feeling about the lesson. I will
ask questions like "Did you feel Boylan made a difference in her life?", "Have you ever made a
difficult decision about your life which affected other before?", and "Would your identity or
personality change if your family didn't support you?". The goal is for students to recognize that
their ideas are similar to their classmates. The information provided will allow me to recognize
comfortability levels and will provide necessary information for future group work (chemistry).

Writer's workshop (15 mins): Students will have the rest of class to work on their poems and
meet with other classmates for peer conferences. Having a conference is optional if students want
to work alone, but I will recommend it. by having other students look at their work, it will increase
their success on the assignment. For this session, I will float around if needed. However, I want
students to remain focused and work oriented.

Assignment: Students will be asked to complete the first draft of their poems at home so that we
can have conferences during the following class. I will ask for the student to email me their drafts
by the next class; this will allow me to review their work before giving them directed feedback in
the next class period.

Day 3:

Objectives: Students will know Author Jennifer Finney Boylan's identity journey in She's Not
There and students will be encouraged to reflect on their own identities.

Pair discussion (20 mins)

Writer's workshop (40 mins)
Discuss/ present poems (15 mins)
Post on Wiki (5 mins)
Assignment: Continue reading section two

Pair discussion (20 mins): Students will be assigned a peer for peer discussion. Students will have
access to move around the classroom space, and find a location where they can have small
conversations. I will create this pairing my matching up students who have not worked together
before or have different proficiencies for writing. The discussion will be guided towards writing
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literacy and content knowledge. Each student should annotate their writing with comments or
observations made by others in the class. I will be the timekeeper, and float around to hear the
suggestions being made.

Writer's Workshop (40 mins): After discussion, the student will be able to make final corrections
on their piece. This session is independent work, and I will have conferences with students about
suggested revisions. I want their final product to be a good representation of what they have been
learning from the text. My goal is to meet with each student within the earlier parts of the
workshop, in order to make corrections before it is due. If we need more time, I will remove the
poem presentation portion of the class period.

Discuss/ present poems (15 mins): If time allows, students will have to opportunity to present
their poems to their peers. This is their finalized and the one they will be putting on the class page
for scoring. If students feel inclined for me to read it, I will because I want students to feel
comfortable describing their personal experiences with identity.

Post on WIKI (5 mins): In these 5 minutes of class, Students will post their poems on the class
page for review. If students are turning in a physical copy, I will collect them for a temporary time
for scoring. When scoring, I will use the project checklist and the rubric to determine grades. I plan
to provide feedback on the presentation portion because students will be presenting for other
projects as well.

Assignment: Students will need to finish the second section of She's Not There before the next
lesson. There will not be a quiz or assignment to check for reading, but they will be graded through
participation in class discussion. Like the last section, students will be asked to bring, at least, three
quotes with brief words about each quote to class to use as proof of completing the assignment.
This is very important for the following class period.
Content Knowledge Notes: (if applicable/instructor discretion)

Stonewall riots 1969- At the gay rights movement begins, the Stonewall Inn became a hub for
sexual identity. This article illustrates what the Stonewall riots were about, and how they fueled the
nation to recognize the LGBT+ community. It includes personal experiences and different
perspectives of how the original riots began. When comparing this article to the text used in the
unit, both are heavily important to how students will react to our modern society. My hope is that
students will be able to curve their unconscious bias towards the LGBT+ community and see how
identity can go beyond racial backgrounds.
Post-Lesson Reflection: I'm glad this course is allowing me to practice navigating the difficulties
of teaching. While writing this lesson plan, I have been attending back to back rehearsals and
teaching in the field. I wish I had more time to dive deeper into the content and spend time with
discussion. Since the formative assessment was related to the hook, it was a good plan to extend it
and allow students to have an extra edge. Many of the activities in this lesson are on the lighter side
because I want to have my students focus on their writing. Each assessment and assignment are
useful for what they will be producing for the performance task. I'm surprised I finished this lesson,
so early. However, since I had to lesson one as a reference, it wasn't hard expanding from my what
I have already learned. For my next lesson, I want to find more creative ways to integrate
technology into my lesson. Right now, it is only being used for articles and looking at references.
Maybe I could do an interactive handout or use an educational game for interpersonal work. I think
I will change the classroom arrangement, as well so student sit with different peers.

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