What defines who we are? How are characters a product of their environment?
DAY 1 - OPENER
DAY 2 - PLAN 1
DAY 3–5 - SEED 1
DAY 3–5 - SEED 2
DAY 3–5 - SEED 3
DAY 3–5 - SEED 4
DAY 3–5 - SEED 5
DAY 11–13 - PLAN 2
DAY 17 - SEED 6
DAY 19 - SEED 7
CCSS Standards for this Unit
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This 9th grade unit titled "The Search for Identity" focuses on the concept that identity is a result of multiple complex factors, including culture, family, peers, and environment, and that defining oneself is a complex process. Through texts in a variety of genres (novel, short story, poem, literary non-fiction, graphic novel), and from a variety of cultural perspectives (African-American, Iranian-American, Latino, Native American), students analyze not only how characters define their identity, but also how they struggle with defining themselves in relation to the people in their lives, and in the context of and in opposition to their worlds. Students will undoubtedly make connections between the complexities that have shaped their own identities and the characters' experiences as they construct responses to the essential question, What Defines Who We Are? How are characters a product of their environment?
In this unit, students engage with the novel, The House on Mango Street, the graphic novel, Persepolis, and the memoir Lipstick Jihad. Through a unique styles and structures, the authors uncover a host of complex ideas about the search for one's identity. Students closely read the texts and, through a variety of reading and writing tasks, demonstrate their ability to analyze author's style and purpose and interpret thematic elements. Students also read and analyze a poem which they use as a model to write their own poem that explores the theme of identity. Additionally, students read a short story and complete a character analysis followed by an analytical comparison of a non-print text and the short story. Students also read from literary nonfiction texts and complete a task that requires another comparison of two memoirs written in different genres.
As a culminating task, students' will write to explain how an author uses diction, imagery, and structure to convey her identity.
Throughout this lesson, students write routinely in response to the different texts they read. They make claims about the ideas presented in the texts and support their claims with information derived from the text. Students write a poem with narrative elements, explanatory paragraphs that examine author's purpose and character development, and finally, an argument and an explanatory essay. As they respond to text-dependent questions throughout the unit, students demonstrate their ability to synthesize, paraphrase, and summarize the information from the texts while producing clear, coherent writing that is appropriate for the task, purpose and audience.
Sharecropping nonfiction sources for webquest: