Leae Brown

Cultural Identity Profile Unit 12-15 days

Contents

Introduction:............................................................................................................................................................................2
State Standards:.......................................................................................................................................................................2
Prompt:.................................................................................................................................................................................... 3
Grading:................................................................................................................................................................................... 4
Calendar:..................................................................................................................................................................................6
Kickoff...................................................................................................................................................................................... 7
Day 1: 55-minute classes......................................................................................................................................................7
Traveling Discussion...............................................................................................................................................................10
Day 2 Family Structure.......................................................................................................................................................10
Day 6 Discipline.................................................................................................................................................................. 12
Day 10 Food....................................................................................................................................................................... 12
Day 14 Student Generated topic(s)....................................................................................................................................12
Snowball Discussion:..............................................................................................................................................................13
Day 3 Life Cycles.................................................................................................................................................................13
Day 7 Time and space.........................................................................................................................................................15
Day 11 Health and Hygiene................................................................................................................................................15
Speed Dating Discussion:.......................................................................................................................................................16
Day 4 Roles and interpersonal relationships......................................................................................................................16
Day 8 Religion..................................................................................................................................................................... 16
Day 12 History, traditions, and Holidays............................................................................................................................16
Finishing Work:...................................................................................................................................................................... 17
Editing and compiling Days 5, 9, 13 and 15........................................................................................................................17
Weebly Day: Day 5................................................................................................................................................................. 17
Works Cited............................................................................................................................................................................ 20
Resources............................................................................................................................................................................... 20
Introduction:
My Unit will be the kickoff assignment in my class. I will start with the question “Who am I?” I will use this
question and this original narrative assignment as a fundamental exercise that I will use or refer to for most, if not all,
future assignments for the year. I want to focus on writing an in-depth cultural identity profile. It will contain nine
categories of cultural content including Family structure, life cycles, roles and interpersonal relationships, discipline, time
and space, religion, food, health and hygiene, history traditions and holidays (Peregoy and Boyle). I want to change up the
get-to-know-you assignment that many students dread at the beginning of school. I want students to begin to endeavor to
answer the question “Who am I?” I want this question to be forefront in their minds as they read and write all year. This
CIP would serve several purposes throughout the year. First, it would allow the students to have a better grasp of who
they are as they approach different reading and writing assignments. Many writing assignments ask the writer to access
and explore their personal feeling and experiences, and this will serve as a resource to help and as a prewriting self-
research document. This writing unit will also lay the groundwork for exploring different characters in books and readings
throughout the year. The students will create cultural profiles for a character as part of their novel study work and use
them as resources when writing narratives. The process of doing a cultural identity profile will increase their
understanding of how to write characters. They will also be useful in establishing an audience for their writing projects.
Elements of the profile will be familiar to them and be forefront in their minds when developing their writing towards a
specific audience. Finally, it will provide me as the teacher with a more comprehensive view of my students. I will be more
informed and better able to implement different accommodations for students. It will be a fantastic way for me to get to
know them and their writing skills.

State Standards:
Writing

 11-12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
 Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that
which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful for
comprehension.
 11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique,
well‐chosen details, and well‐structured event sequences.
 11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards
1–3 above.)
 11-12.W.6 Use technology, including the internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.

Speaking and Listening Standards:

• Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal
• Present information using various forms of multimedia technology appropriate to the task, purpose, and
audience

Language Standards:

• Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)

ISTE Standard

• #6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Prompt:
Who am I? A Cultural Identity Profile

When we write anything, we must do so with an audience in mind. Who are you as an audience? When we read,
we filter that information and experience through our own thoughts and experiences. To understand others, we must first
have an understanding of ourselves.

You will create your own cultural identity profile. This will be done in stages over the next few weeks. Each writing
day you will use the discussion from class as a starting point to answer some or all the questions provided at the beginning
of the discussion or those generated during the discussion. Each writing segment should be 300-500 words long. You will
be given time in class to create this. You do not need to include anything that you don’t want to share. You do not need to
state your religion.

You will have time to edit and refine your writing segments, so when you first write them, they should be written
as first thoughts, don’t worry about editing, or mistakes. Try to simply write without concern for the form, only for the
expression. This is a narrative assignment.

When the writing segments have been completed, you will edit each one and combine them into a larger
document. You may add photos, pictures, drawings, or other visual artwork to complete the profile. This document will be
between 10 and 20 pages when you are finished, depending on the images you include. You must include at least one
image.

The final document will be formatted as follows:

• Title page-with your name and the title: A Cultural Profile. You must have an image on the title page.

• Sections 1-9 will appear in this order, with these as subtitles at the top of each segment: Family Structure,
Life Cycles, Roles and interpersonal relationships, Discipline, Time and space, Religion, Food, Health and Hygiene, History,
traditions, and Holidays. Any images you choose can be included in any way you want in these sections. The final text
should be between 300-500 words in each segment and should contain no spelling or grammar errors.

• Each segment should have 2-3 sentence answers to each of the discussion questions for the segment. For
example: In the first segment there are six discussion questions. There should be 2-3 sentence answers to each of the six
questions. This will be nearly 300 words.

• Submit the rough draft of each segment on the day it is assigned in class.

• Submit the final assignment electronically as a Weebly page that we create. No Printing. You will be
adding to this document throughout the year.
Grading:
This is worth 100 points.

Topic/Segmen Questions to help develop your answer

t
Day 2 What constitutes a Family?
Family Who among these-or others- live in one house?
Structure What are the rights and responsibilities of each family member?
What is the hierarchy of authority?
What is the relative importance of the individual family member in contrast to the
____/10 pts family as a whole?
Day 3 What are the criteria for defining stages, periods, or transitions in life?
Life Cycles What rites of passage are there?
What behaviors are considered appropriate for children of different ages?
How might these conflict with behaviors taught or encouraged in school?
How is the age of children being calculated?
____/10 pts What commemoration, if any, is made of the child’s birth and when?
Day 4 What roles are available to whom, and how are they acquired?
Roles and Is education relevant to learning these roles?
interpersonal How do the roles of girls and women differ from those of boys and men?
relationships How do people greet each other?
What forms of address are used between people of differing roles?
Do girls work and interact with boys? Is it proper?
____/10 pts How is deference shown and to whom?
Day 6 What is discipline? What counts as discipline and what doesn’t?
Discipline Which behaviors are considered socially acceptable for boys versus girls at different
ages?
Who or what is considered responsible if a child misbehaves? The child? Parents?
Older sibling? The environment? Is blame even ascribed?
Who has authority over whom?
To what extent can one person impose his or her will on another?
How is behavior traditionally controlled?
____/10 pts To what extent and in what domains?
Day 7 How important is punctuality?
Time and How important is speed in completing a task?
space Are there restrictions associated with certain seasons?
What is the spatial organization of the home?
How much space are people accustomed to?
What significance is associated with different locations or directions, including
____/10 pts North, South, East and West?
Day 8 What restrictions are there concerning topics discussed in school?
Religion Are dietary restrictions to be observed, including fasting on particular occasions?
When are these occasions?
____/10 pts What restrictions are associated with death and the dead?
Day 10 What is eaten? In what order and how often is food eaten?
Food Which foods/drinks are restricted?
Which foods are typical?
What social obligations are there with regard to food giving, reciprocity, and
honoring people?
What restrictions or proscriptions are associated with handling, offering, or
____/10 pts discarding food?
 Day 11 How are illnesses treated and by whom?
Health and What is considered to be the cause?
Hygiene Would any of the common first aide practices be considered unacceptable?
How are vitamins, vaccines, medicine, antibiotics, oils viewed?
____/10 pts What are the hygiene habits or rituals observed?
Day 12 Which events and people are sources of pride for the group?
History, To what extent does the group in the US identify with the historical traditions of the
traditions, and country of origin?
Holidays What holidays and celebrations are considered appropriate for observing in school?
____/10 pts Which ones are appropriate only for private observance?
Day 11 Allow for student generated ideas/topics or questions to be explored in class
Student discussion format. Generate this category from Day 1 discussion board. Take a
Generated picture of the discussion board at the end of the discussion
topic(s) Optional (Add to grading scale if used)
Weebly +Edit Students will create a Weebly page. Students will format and design Weebly tabs for
Day (s) each of the various activities that they will need it for. Students will create and
5, 9, 13 + 15 format their CIP tab according to the format instructions above. This may take 1-2
days. Weebly day 1 could be done at midpoint, as Day 6 as a Monday activity to
create variety.
____/10 pts
Table 1 Cultural Content and Questions[ CITATION Per13 \l 1033 ]
Calendar:
Day 1 Kick-off
Day 2 Traveling Discussion day
Day 3 Snowball Discussion day
Day 4 Speed Dating Discussion day
Day 5 Weebly Day
Day 6 Traveling Discussion day
Day 7 Snowball Discussion day
Day 8 Speed Dating Discussion day
Day 9 Weebly, edit day and/or conference day
Day 10 Traveling Discussion day
Day 11 Snowball Discussion day
Day 12 Additional editing/Weebly/conferencing day
Day 13 Speed Dating Discussion day
Day 14 Optional Student Topic Discussion day
Day 15 Editing and Finishing Day
Kickoff
Day 1: 55-minute classes

Class Action
minute
s
1-10 Greeting ritual- students form a circle, a question is chosen from the book, 3000 Questions
About Me. SW answer the question if they want to or pass if they don’t want to. When
everyone in the room has had a turn, including the teacher(s) and visitors, SW take their
seats.
10-15 TW Establish the Essential question: Who am I? What is my Cultural identity?
TW ask: How can we as a class answer this? Why do we need to answer it?
15-25 TW invite students to search the definition and aspects of CI and write what they find on
the board.
SW individually do a quick google search of what cultural identity is.
SW use markers to write on the board anything they think is part of cultural identity.
Possible answers: Race, religion, ethnicity, community, self-expression, language,
traditions, social class, economic class, location, virtual/imagined communities, politics,
profession, education.
25-35 TW ask: Why is this important? How does exploring and answering this question benefit us
individually or as a class?
SW offer ideas.
TW record thoughts on board. Write Why and circle it. When students offer ideas, write it,
circle it and connect it to the Why bubble. Create a why web on the board as the students
offer ideas. TW prompt whenever necessary but allow silence to draw the students to
answer.
35-40 TW ask how this might help when writing a paper? When reading an article, paper, or
novel? Introduce the idea of writing to an audience. Wrap up the discussion with final any
thoughts from the students.
40-50 TW introduce the writing prompt. Explain the plan for the next 10 days. Tell students what
they will do the next day when they come into class (after the greeting ritual). SW break
into 6 groups. They will use the supplies provided by the Teacher. They will not need
anything else. SW participate in a traveling discussion by making comments on the paper
they are given and then passing it to the next group when prompted. At the end of the
discussion they will need new supplies-computer/paper and pencil.
TW answer any questions students have.
50-55 Students may have the last 5 minutes of class for their own purpose if they have been able
to stay on task.

CIP Kickoff INQUIRY LESSON PLAN

Teachers: Subject: Grade:

Leae Brown ELA 11-12
Common Core State Standards:
• Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal
• Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a
variety of sources
• Present information using various forms of multimedia technology appropriate to the task, purpose, and audience
 11-12.SL.1
Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with
diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.

Objective (Explicit):
SW research the Essential Question: How can we as a class explore and express our individual cultural identities? Why
do we need to know our own CI? How can creating a CIP help us in our academic/personal life?
SW create a CIP. SW will create a Weebly page to support their CIP and other assignments during the year.
Their personal CIP will act as a foundational document for writing and reading activities throughout the year. Their CIP
will be added to throughout the year, so this unit will act as an introductory activity. The CIP will be used to help
students establish audience and thesis statements as well as character studies and literary analysis.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
SW contribute comments, thoughts or questions to large and small group discussion by voice, writing/drawing on post-it-note or posting on Paddlet discussion page.
Possible answers: Race, religion, ethnicity, community, self-expression, language, traditions, social class, economic class, location, virtual/imagined communities,
politics, profession, education.
Sub-Objectives, SWBAT (Sequenced from basic to complex)
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relative to students, their lives, and/or the real world?

Previous get-to-know-you assignments

Share my own get-to-know-you assignments
Basic discussion skill, basic writing skills, listen and respond to teacher/classmates.

Key vocabulary: Materials:

Culture, Identity, Profile, Family Structure, Life Cycles, 3-5 Post-it-notes/ Paddlet white board room
Roles and interpersonal relationships, Discipline, Time
and space, Religion, Food, Health and Hygiene, History,
traditions, and Holidays.
Engage
How will you activate prior knowledge?
How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
TW display/share get-to-know-you projects about self. SW view teacher projects.
TW will ask what if the students can identify my CI SW try to articulate elements of the Teacher’s CI
Explore
How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to model
expected behavior or required procedures.)
How will students take the lead and actively use materials to discover information that will help them answer the question posed in the Engage?
What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
TW instruct the students to quickly research CI online and write it on SW use google etc. to quickly research CI.
post-t-note and stick to the wall/white board. (This can be done in a SW use post it notes to show their research and stick them to the
Paddlet or Poplet) wall.
What is Cultural Identity? What major elements that define it? What are
the qualities of CI?
TW check on students as they work…answer/ask questions and
encourage their inquiry.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the Engage
before moving on?
Teacher Will: Students Will:
TW ask “What patterns can you see in these post it notes?” SW read the post-it’s.
TW instruct students to create groups/categories. SW categorize them.
.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning at a
deep level?
How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Students Will:

TW ask: What questions can be asked to ton help us describe cultural SW will re-categorize them.
habits, and qualities? SW will nominate/vote on/promote/decide what post-it
What questions can we ask/answer to really explore main ideas in more contributions will help the most.
depth?

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?

SW draw if they choose.

Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Students Will:

TW synthesize the student’s contributions. SW listen.
TW as EQ: SW take notes
Who am I? SW reflect on the EQ.
What is my Cultural identity?
How can we as a class explore and express our individual cultural
identities? Why do we need to know our own CI?
How can creating a CIP help us in our academic/personal life?
TW explain the unit assignments and upcoming activities
Traveling Discussion
Class Action
minute
s
1-10 Greeting Ritual
10-15 TW give the following instructions:
SW break into 6 groups. They will use the supplies provided by the Teacher. They will not
need anything else. TW provide a butcher paper poster (36” square). The poster will have a
question or group of questions in the center. TW provide markers for students to write
their responses. SW participate in a traveling discussion by making comments on the paper
they are given and then passing it to the next group when prompted. Groups will have 3
minutes to discuss the question(s), TW set a timer. SW make responses on how the
question could be answered, not necessarily how they would specifically answer it.
-Questions will be generated from the chart, or from the opening discussion on Day 1,
whenever possible/appropriate.
SW break into 6 groups of 4-5 students if not already in groups (teacher may set the room
up before class to facilitate instant groups)
TW distribute supplies.
15-35 SW write or draw responses to the central question and to other responses already written
on each of 6 posters, creating a large group discussion. SW need to write a response on
every poster. Every 3 minutes the posters will rotate to another group. SW read the
responses and add their own. The poster should rotate once more at the end allowing the
original group to see the full responses. Posters will be hung up.
35-55 SW need their computer or a paper and pen(cil). SW have 20 minutes to jot down their
own personal narrative paragraph with responses to the main topic of the day. They may
use any of the group discussion questions and responses to help them form their own
answer. Writing sample should be at least 300 words long.

Day 2 Family Structure

INQUIRY LESSON PLAN Traveling Discussion

Teachers: Subject: Grade:

Leae Brown ELA 11-12
Day 2 CIP Unit
Common Core State Standards:
11-12W3: Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen
details, and well‐structured event sequences.

11-12SL1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11–
12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Objective (Explicit):
SW answer the Essential Question: Who am I in my family? How does my family structure affect/influence who I am?

Evidence of Mastery (Measurable):

Comments on Traveling discussion poster
300+ word response to the essential question What is my cultural identity profile for family structure.

Sub-Objectives, SWBAT (Sequenced from basic to complex)

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relative to students, their lives, and/or the real world?

SW explore the possible ways family structure could appear in a cultural profile.
SW describe in writing their own family structure as one aspect of their cultural identity profile.

Key vocabulary: Materials:

Cultural Identity Profile, Part 1:
Family Structure 5 butcher paper posters (36” square)
First Thoughts- thoughts that come from “the place where In the center of each poster write one of the following
energy is unobstructed by social politeness or internal questions:
censor, to the place where you are writing what your mind 1. What constitutes a Family?
actually sees and feels, not what it thinks it should see or 2. Who among these-or others- live in one house?
feel.” -Writing Down the Bones, Natalie Goldberg, p8. 3. What are the rights and responsibilities of each
family member?
4. What is the hierarchy of authority?
5. What is the relative importance of the individual
family member in contrast to the family as a
whole?
Crayola markers for each of the five groups.
Part 2:
Laptop word document-Google or Word will be fine

Engage
How will you activate prior knowledge?
How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
TW give the following instructions: SW listen to instructions.
SW ask questions about the instructions if they have any.
SW break into 6 groups. SW move into their assigned groups.
SW use the supplies provided by the Teacher. S may assist T in distributing supplies
SW not need anything else.
TW provide/pass out a butcher paper poster (36” square). The poster will
have a question or group of questions in the center.
TW provide/pass out markers for students to write their responses.
SW participate in a traveling discussion by writing comments or drawing
pictures on the paper they are given in response to the central question on
the paper.
SW then pass it to the next group when prompted. Groups will have 3
minutes to discuss the question(s).
TW set a timer.
SW make responses on how the question could be answered, not
necessarily how they would specifically answer it.
-Questions will be generated from the chart, or from the opening discussion
on Day 1, whenever possible/appropriate.
SW break into 5 groups of 4-6 students if not already in groups (teacher may
set the room up before class to facilitate instant groups)
TW distribute supplies.
Explore
How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to model
expected behavior or required procedures.)
How will students take the lead and actively use materials to discover information that will help them answer the question posed in the Engage?
What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
TW give an example of group function SW use markers to contribute responses on the poster.
TW draw a poster square on the board and write the central question as an SW discuss the questions with one another.
example. SW create their responses.
5.What is the relative importance of the individual family member in contrast SW read other students’ responses and respond to their comments or
to the family as a whole? the central question. This will build a conversation on the poster.
TW think aloud their answer: In my family when one of my children has a SW pass the posters at the timer
concert or game or whatever, then I always attend. I encourage the other Part 2:
children to attend and support, but I never force them. So, I might write SW open Laptops and respond to the essential question prompt. SW
down: Individual accomplishments are recognized and supported by choice. rely on the discussion posters to fuel their answers.
(TW write that on the example poster on the board). TW continue thinking SW write 300+ word response.
out loud: “But in my friends’ family the whole family always attends SW submit whatever they have at the end of class. S may add to this
everything. So, she might write down…” TW write: Individual later.
accomplishments are important, and recognition and support are essential to
 the whole family.
TW ask if the students understand the process.
TW answer any questions.
TW set a 3 minute timer.
TW walk around the room checking on the groups during their discussion
and prompt their discussion when/if needed.
Part 2:
TW instruct the students to hang the posters on the wall so students can
view them.
TW instruct S to open their laptops and open and respond individually to the
assignment prompt from Canvas/Google Classroom.
TW remind students that this portion of writing needs to be specific to their
experiences.
TW remind students to write with first thoughts. Do not cross out/correct/edit
or censor, just write.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
If a Co-teacher is present, they could provide an answer for the example poster, modeling how students will interact with one another. C-TW float the
room or check on specific students to provide assistance if/when necessary.
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the Engage
before moving on?
Teacher Will: Students Will:
TW provide multiple forms of directions Part 1
Part 1 SW draw or write their responses on the poster.
TW speak directions SW select a scribe to record verbal responses when/if needed.
TW write direction on the board Part 2
TW model the process-how to follow the directions SW repeat instructions given for clarity and comprehension
TW provide an example on the board SW edit later.
Part 2 SW edit or add to their work later if necessary
TW repeat directions for part 2. SW refer to the posters from the discussion when necessary.
TW prompt students to repeat the instructions SW answer each central question with 2+ sentence responses to
TW allow headphones for individual music choice during work. create a 300+ word, 1-2 paragraph response to the essential question
TW provide an example if necessary, for students. This may be especially “Who am I in my family? How does my family structure affect/influence
necessary on the first discussion day. who I am?”
SW will title this section Family Structure.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

Day 6 Discipline
Follow Traveling Discussion Format. See Day 2 lesson Plan. Refer to Grading chart for discussion questions.

Day 10 Food
Follow Traveling Discussion Format. See Day 2 lesson Plan. Refer to Grading chart for discussion questions.

Day 14 Student Generated topic(s)

Follow Traveling Discussion Format. See Day 2 lesson Plan. Discussion question will be assembled from Day 1
discussion to allow for student driven exploration.
Snowball Discussion:
Class Action
Minutes
1-10 Greeting ritual
10-15 TW explain the discussion format
Snowball discussion: SW discuss with a partner their question. After 3 minutes, they will
join another pair and share their discussion question and ideas. Take 1 minute each. After
4 minutes the 4 will join another 4. Ideas will share again. Discuss for 8 minutes and join
another group of 8 and discuss for 5 minutes.
Pairs = 3minutes
Quads= 4 minutes
Oct= 8 minutes
16’s= 5 minutes
After final timer SW return to their own desk and start their personal reflection on the
questions using their G.O.
Use Snowball discussion Graphic Organizer
15-35 This method needs more development…how to achieve the purpose through this method?
35-55 SW need their computer or a paper and pen(cil). SW have 20 minutes to jot down their
own personal narrative paragraph with responses to the main topic of the day. They may
use any of the group discussion questions and responses to help them form their own
answer. Writing sample should be at least 300 words long.

Day 3 Life Cycles

Follow Snowball discussion Format. See Day 3 lesson Plan. Refer to Grading chart for discussion questions.

INQUIRY LESSON PLAN Snowball Discussion

Teachers: Subject: Grade:

Leae Brown ELA 11-12
Day 3 CIP Unit “Life Cycles”
Common Core State Standards:
11-12W3: Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen
details, and well‐structured event sequences.

11-12SL1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11–
12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Objective (Explicit):
SW answer the Essential Question:
What life cycles What are the stages in my life, my families’ lives? How do these events/periods influence/affect my
decisions and actions? How to they shape Who I am?

Evidence of Mastery (Measurable):

SW complete a discussion day exit ticket.
Group work exit ticket_print 4 to a page
Group work exit ticket_print 4 to a page.docx
Comments on graphic organizer
300+ word response to the essential question “What is my cultural identity profile for Life Cycles?
What are life cycles? What are the stages in my life, my families’ lives? How do these events/periods influence/affect my decisions and actions?
Sub-Objectives, SWBAT (Sequenced from basic to complex)
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relative to students, their lives, and/or the real world?

SW discuss, name/explain different possible life cycles or stages in life, either in their own experience or that they have heard of.
SW describe in writing life cycles or stages in their own experience/life as one aspect of their cultural identity profile.

Key vocabulary: Materials:

Cultural Identity Profile, Graphic organizer: with 3 boxes on each side (fold
in quadrants and mark the fold lines to create the
Life Cycles boxes)
Stages Part 1:
Criteria  What are the criteria for defining stages,
Transitions periods, or transitions in life?
Rites of passage  What rites of passage are there?
Commemoration  What behaviors are considered appropriate for
children of different ages?
 How might these conflict with behaviors taught
First Thoughts- thoughts that come from “the place where or encouraged in the dominant culture?
energy is unobstructed by social politeness or internal  How is the age of children being calculated?
censor, to the place where you are writing what your mind  What commemoration, if any, is made of the
actually sees and feels, not what it thinks it should see or child’s birth and when?
feel.” -Writing Down the Bones, Natalie Goldberg, p8.
What are the stages in my life, my families’ lives? How do
these events/periods influence/affect my decisions and
actions? How to they shape Who I am?
CIP UNIT_day_3_Life Cycles Graphic Organizer.docx
Engage
How will you activate prior knowledge?
How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
TW give the following instructions: SW listen to instructions.
SW ask questions about the instructions if they have any.
SW engage in a snowball discussion of the topic. SW move into their assigned groups.
SW use the graphic organizer to take quick notes, thoughts or pictures of S may assist T in distributing supplies
discussion points. (This G.O. will not be scored but will have participation SW use the G.O. during the discussion rounds. SW write/draw quick
value.) note ideas, words or pictures of the discussion points
Snowball discussion: SW discuss with a partner their question. After 3 After final timer SW return to their own desk and start their personal
minutes, they will join another pair and share their discussion question and reflection on the questions using their G.O.
ideas. Take 1 minute each. After 4 minutes the 4 will join another 4. Ideas SW us the G.O. to remind them of ideas or to refer to definitions.
will share again. Discuss for 8 minutes and join another group of 8 and
discuss for 5 minutes.
Pairs = 3minutes
Quads= 4 minutes
Oct= 8 minutes
16’s= 5 minutes
After final timer SW return to their own desk and start their personal
reflection on the questions using their G.O.

TW roam the room and verify the G.O. are filled out for participation. TW
assist students with questions.
TW check on specific ELL students, or other IEP students to provide any
specific accommodations.
Some students may need to do this activity with a partner or small group in
the hall is the noise is upsetting. -Check with the Library to see if this activity
can be done in the larger space there.
Explore
How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to model
expected behavior or required procedures.)
How will students take the lead and actively use materials to discover information that will help them answer the question posed in the Engage?
What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
TW remind the students of the previous day’s discussion method. TW SW will jot down ideas, words, pictures, sentences or definitions and
explain this is a similar practice, but another method of grouping, called key points from discussion.
“snowball” SW with pair and group according to the instructions.
TW explain the doubling effect, discuss in pairs, then pair with another set, ***Some students may need to do this in another room/hallway if the
then a 4 with another 4=8 then 8 will pair with another 8. This should create 2 noise is too much in the classroom. ***
large groups in the last segment of discussion. Part 2:
TW ask if the students understand the process. SW open Laptops and respond to the essential question prompt. SW
TW answer any questions. rely on the discussion posters to fuel their answers.
TW set a 3 minute timer. SW write 300+ word response.
TW walk around the room checking on the groups during their discussion SW submit whatever they have at the end of class. S may add to this
and prompt their discussion when/if needed. later.
TW prompt the whole class to record thoughts/ ideas before joining another
group. This should be done when they have 1 minute left in the round.
Part 2:
TW instruct the students to return to their seats with their G.O.
TW instruct S to open their laptops and open and respond individually to the
assignment prompt from Canvas/Google Classroom.
TW remind students that this portion of writing needs to be specific to their
experiences.
TW remind students to write with first thoughts. Do not cross out/correct/edit
or censor, just write.

Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
If a Co-teacher is present, they will do as the T by assisting students
C-TW float the room or check on specific students to provide assistance if/when necessary.
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Schedule in Library if possible
Use “snowball deck” to avoid confusion in grouping
Allow students to use the hallway if noise is too much.
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the Engage
before moving on?
Teacher Will: Students Will:
TW provide multiple forms of directions Part 1
TW draw the pairing routine on the board SW will group and regroup when the timer goes off.
(TW deal “snowball” deck of cards that indicate who to pair with) SW discuss all questions on the G.O.
Part 1 SW draw or write their responses on the G.O.
TW speak directions Part 2
TW write direction on the board SW repeat instructions given for clarity and comprehension
TW draw an example on the board SW edit later.
Part 2 SW edit or add to their work later if necessary
TW repeat directions for part 2. SW refer to their G. O. from the discussion whenever necessary.
TW prompt students to repeat the instructions SW answer each central question with 2+ sentence responses to
TW allow headphones for individual music choice during work. create a 300+ word, 1-2 paragraph response to the essential question
TW provide an example if necessary, for students. This may be especially What life cycles What are the stages in my life, my families’ lives? How
necessary on the first discussion day. do these events/periods influence/affect my decisions and actions?
How to they shape Who I am?
SW will title this section Life Cycles.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

Documents:
Group exit ticket survey-may be done as a google survey
G.O. for questions 2 sided copies
Snowball deck= cards have # for pairs, letter for 4’s, color for 8’s and a shape for 16’s

Day 7 Time and space

Follow Snowball discussion Format. See Day 3 lesson Plan. Refer to Grading chart for discussion questions.

Day 11 Health and Hygiene

Follow Snowball discussion Format. See Day 3 lesson Plan. Refer to Grading chart for discussion questions.
Speed Dating Discussion:
Class Action
Minutes
1-10 Greeting ritual
10-15 TW explain the discussion format.
Speed Dating:
SW will divide into 2 equal groups and sit across from a partner. Desks can be set up into
two rows facing each other. (Options: Class may possibly do this activity in the school
library for better acoustics and more room.) SW be given a “date card” conversation
graphic organizer with question set A or B. Students with set A should always be paired
with students with set B. SW have 1 minute each to discuss their partner’s question, at the
timer they should switch and answer the other students question. SW take notes of their
“date’s” main ideas. They may also record any of their own thoughts on their date card.
Set A SW rotate at the 2-minute timer. Set B SW stay in place. SW rotate 9 times with a 10
second rotation buffer.

15-35 Speed Dating

35-55 SW need their computer or a paper and pen(cil). SW have 20 minutes to jot down their
own personal narrative paragraph with responses to the main topic of the day. They may
use any of the group discussion questions and responses to help them form their own
answer. Writing sample should be at least 300 words long.

Day 4 Roles and interpersonal relationships

Follow Speed dating discussion Format. See Day 4 lesson Plan. Refer to Grading chart for discussion questions.

Day 8 Religion
Follow Speed dating discussion Format. See Day 4 lesson Plan. Refer to Grading chart for discussion questions.

Day 12 History, traditions, and Holidays

Follow Speed dating discussion Format. See Day 4 lesson Plan. Refer to Grading chart for discussion questions.
Finishing Work:
Editing and compiling Days 5, 9, 13 and 15
Class Action
Minutes
1-10 Greeting ritual
10-15 TW explain editing process:
15-50 Revisit the previous days writing samples.
Self-Edit for mechanic- spelling, periods, capitalizations, readability.
Simple comprehension editing should be done. This is not a major edit or revision process.
This is simply cleaning it up. The writing should remain somewhat raw.
Add pictures, images, drawing, art or other media items to help support the identity
profile.
SW work in small groups or pairs to for editing and Weebly work.
TW prepare a list of students to meet with based on the daily work that is being turned in.
Aim for 3-5-minute session with 7-10 students or small groups, depending on their
progress.
(Editing days might possibly be moved to Day 7 and 13 to be less overwhelming…)
50-55 Submit assignment on Day 13

Weebly Day: Day 5

Weebly day may be more than one day if needed. Weebly day may be inserted in the middle of discussion days to
break up the monotony and keep the momentum of the project moving. Scheduling this on the Monday of week 2 may
allow students to visualize the final product as they proceed with their discussions and segment write-ups. This will also
allow them a little more time to “play” with the format of Weebly. Remember this is a year-long document and the
students will have ample time to make many changes and upgrades.

Weebly DIRECT INSTRUCTION LESSON PLAN

Teachers: Subject:
Leae Brown ELA
Common Core State Standards:
11-12W6: Use technology, including the internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
Objective (Explicit):
SW create a Weebly site for ELA and begin adding the first document to the page
CIP
Weebly page with accessible domain shared with Instructor
Weebly page with correct tabs created
Weebly page with basic information created.
Weebly tab for CIP created.
CIP aspects loaded preliminarily onto page in correct order.
Sub-Objectives, SWBAT (Sequenced from basic to complex) Formative Assessments:
How will you review past learning and make connections to previous SW create 5 specific tabs in personal platform Weebly site.
lessons? 1. Name
What skills and content are needed to ultimately master this lesson 2. Profile
objective? 3. Book Club Blog
How is this objective relative to students, their lives, and/or the real 4. Personal Writing
world? 5. Projects
SW choose the background photos and style they prefer.
SW publish and share with instructor
Timetable
1-10 greeting ritual
10-15 TW perform attention grabber show and tell
15-25 TW explain the objective: to create a Weebly page.
TW show an example of the finished project
TW give the option to work independently or as a whole class
25-50 SW work from videos or SW follow teacher’s live instructions
50-55 SW publish their site

Key vocabulary: Weebly Materials:

Site Laptop
Profile Instruction video clips
Portfolio
TW show students my school folder from when I was a child. Show all the papers, drawings, and homework pages. Talk about the value of the folder, how long it has
survived, moved with me and been looked at by my family. Share times when I needed to go back to this file to find specific assignments in order to use them as source
material for assignments in college classes.
Share how my digital documents should be easier to keep track of…explain how that is not so true.
Talk about “The Cloud” what is it? How does it work?
Ask the students “do you have a schoolwork folder?” Where is it? What’s in it? What does it look like?
Can you retrieve assignments from it when you need to?
Explain what Weebly is. Explain we will be creating a digital site to act as folder. You can add photos, documents, website links, videos, etc. to create a single site for
your schoolwork projects. We will create one for this class and the work we do here. They must have certain things on it, but may add their own things, personalize it
and make it their own tool.

Teacher Will: Student Will:

TW create screencast videos showing/telling step by step exactly SW choose to work independently or listen to group instruction. S can
how to create the specific pages/tabs necessary for this switch between methods as they need.
assignment.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
C-TW explain, demonstrate or clarify directions to students when needed.
Differentiation Strategy
What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional
challenge?
Video tutorial videos show step by step screen capture on exactly what to do. Students can pause video, slow it down or speed up the
playback for their own needs. Students can re-watch the short videos multiple time if necessary.
Students can customize nearly every aspect of the page if they want or they can go with preset designs and simply plug in the necessary
elements. This can be highly creative and complex or super simple.
Students can assist each other and share techniques in small groups or across the class. Students are encouraged to “play” with the platform
and get as creative as they want, to customize it, but to set up the necessary elements first. Students may complete at home but must publish
their site at the end of class for the Teacher to have access to. Sites will constantly be updated so they don’t have to be “finished” only contain
the necessary elements.
Teacher Will: Student Will:
TW allow students to choose to work independently, at their own SW be in pairs or small groups and SW give peer feedback/assistance.
pace, by following the tutorials, and asking questions when they SW watch the tutorial videos and follow the instructions to create their site.
have them. SW follow directions given by the teacher.
Or TW guide students through the process step by step. SW work in SW create the necessary 5 tabs and label each as instructed.
pairs or trios to aid one another and give immediate feedback to one SW publish their site and share a link with the teacher through
another if they choose. canvas/google classroom.
TW ask students to report when they have completed each stage by
asking “Who is finished? Raise your hand.”
“Who needs a little help?”
“Is anyone stuck?”
“Does anyone have a faster/better way to do this step?”
“If you are finished assist your group mates.”
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
C-TW explain, demonstrate or clarify directions to students when needed.

Differentiation Strategy
What accommodations/modifications will you include for specific
students? Do you anticipate any students who will need an additional
challenge?
How can you utilize grouping strategies?
Video tutorial videos show step by step screen capture on exactly what to do. Students can pause video, slow it down or speed up the playback
for their own needs. Students can re-watch the short videos multiple time if necessary.
 Teacher Will:
TW ask students to report when they have completed each stage by
asking “Who is finished? Raise your hand.”
“Who needs a little help?”
“Is anyone stuck?”
“Does anyone have a faster/better way to do this step?”
“If you are finished assist your group mates.”
Student Will:
SW be in pairs or small groups and SW give peer feedback/assistance.
SW watch the tutorial videos and follow the instructions to create their site.
SW follow directions given by the teacher.
SW create the necessary 5 tabs and label each as instructed.
SW publish their site and share a link with the teacher through
canvas/google classroom.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Closing/Student Reflection/Real-life connections:

Students can customize nearly every aspect of the page if they want or they can go with preset designs and simply plug in the necessary elements. This can be highly
creative and complex or super simple.
Students can assist each other and share techniques in small groups or across the class. Students are encouraged to “play” with the platform and get as creative as they
want, to customize it, but to set up the necessary elements first. Students are encouraged to add any other classes as tabs to this site to build a complete platform of their
work and projects.
TW ask students “How is this going to be useful for you this year? In what ways do you see yourself using this beyond this classroom? What other class might this be
helpful for? Who do you want to share this site with?”
Students may complete at home but must publish their site at the end of class for the Teacher to have access to. Sites will constantly be updated so they don’t have to
be “finished” only contain the necessary elements.
Works Cited
Peregoy, Suzanne F. and Owen F. Boyle. Reading, Writing, and Learning in ESL A resource Book for Teaching K-12 English
Learners. 6th. Upper Saddle River: Pearson Education Inc, 2013. Print.

Resources
Group Work Exit Ticket. Use on every Group workday. Print this page 4 to a page

Discussion day 3. Print double sided. Reformat for other Snowball discussion days.
Exit Ticket
Group work Comments Writing Reading
Names
none Too none Too none Too
much much much

Fill in the names of your group. In each category fill in the box for each
members’ participation level.
Did you feel safe in your group conversation?

Did you contribute to others safety?

Did you feel heard in your discussion?

Did you help others be heard?

Do you feel that your contribution helped your group

discussion?

Is there something I need to address?

Is there something I can do to help you?

Discussion 3
What are the criteria for defining stages, periods, or transitions in life?

What rites of passage are there?

What behaviors are considered appropriate for children of different ages?

How might these conflict with behaviors taught or encouraged in the dominant culture?

How is the age of children being calculated?

What commemoration, if any, is made of the child’s birth and when?