CURRICULUM MAP

Grade and Class: English 10

Unit Concept: Identity
Unit Essential Skill: Personal Expression

Day 1 (Thursday) Day 2 (Monday) Day 3 (Wednesday)

Lesson What is Identity? Putting the “I” in Identity What is Intersectionality?

Title/Content - Definition of identity - More on identity - Definition of
- What makes up an intersectionality
identity

Essential What makes up one’s identity? What makes up one’s identity? What makes up one’s identity?
Questions
What makes up my own What makes up my own What makes up my own identity?
identity? identity?
What makes identity
intersectional?

Skills - I can identify parts that - I can identify parts that - I can identify
make up one’s identity. make up one’s identity. intersectionality in
- I can brainstorm parts - I can reflect upon my someone else’s identity.
about my own identity. own identity.

Instructional Hook on Identity -- Class Introduce Performative Review of Identity

Strategies and Wordle Word Art Assessment - Maybe an entrance ticket
Activities - To introduce students to - At the beginning of class, in the form of a padlet,
identity, we will ask we will hand out the unit sticky note wall, etc.
them to submit 2-3 assessments, talk about - think-pair-share?
 adjectives that they it with students, and
would use to describe answer any questions. Lesson on Intersectionality
themselves. - We will be working - Watch the TED Talk on
- We will compile these in toward this throughout Intersectionality by
a class Wordle and talk the entire unit, starting Kimberle Crenshaw
about the most common with our journal writing - Analyze examples of
attributes that unite us, today, which is a intersectionality in pieces
as well as how we might brainstorm or draft for the of expression as a class
be different. writing component of this - Maybe students can then
- This will then lead into project. explore a text that they
talking about what choose with a partner and
makes up someone’s Exploring Identity Activity fill out a graphic organizer
identity -- did we include - Read “I am a Black on the two identities that
everything here or did Woman” by Mari Evan in overlap in that person’s
we maybe miss groups and analyze what life? (can be our
something? Evans focuses on about assessment for the day)
her identity and which
Exploration of Identity details are most powerful Mari Evans – “I am a Black
Lesson - As a class, we could talk Woman” (1975)
- Slideshow introducing about how the poet could - We will revisit this poem as
the definition of identity adapt this to become a a class to talk about the
- Show examples of piece of prose. intersectionality in the
identity including videos, - In those groups, students author’s identity
poems, songs, etc. will talk about what from - As a class and in groups
- Talk about what makes their “I Am” poem they (teacher-led interactions
up the identity of those think would be powerful and instruction), we will fill
people and craft a class to write about before out a graphic organizer on
list of what makes up an heading into the writing the two identities explored
 identity -- this will help portion of the class. in this piece and how they
them when doing their “I interact with one another to
Am” poem next First reflective journal form a more complex
- Students will use their “I identity.
“I Am” poem Am” poems to write a
- Introduce “I Am” poem journal entry about one Exit Ticket
with our teacher aspect of their identity - Brainstorm: How do your
example and talk about that they connect with multiple identities impact
what we included in the most the person that you are?
ours (like we did with - Prompt: Choose one
the expressions of aspect of your identity
identity in the lesson) that comes from your “I
- Give students class time Am” poem. Write a
to write their own “I Am” paragraph or two that
poem reflects on that part of
your identity in detail.

Resources - Powerpoint for Identity - Student copies of the - TED Talk by Kimberle
Lesson final project sheet and Crenshaw:
- “I Am” poem mentor text rubrics - Mari Evans – “I am a Black
(by the teacher) - Powerpoint for Woman” (1975) poem
- Students will need Exploration Lesson - Powerpoint for
computers for the - Mari Evans – “I am a Intersectionality Lesson
Wordle and to work on Black Woman” (1975) - Exit Ticket
their poem poem
- Students will need to
start a google drive folder
as their “journal” to start
writing today
Assessment “I Am” Poem
- The “I Am” poem will
serve as today’s
formative assessment
and will assess if
students can “reflect on
their identity through
writing” (D3).
- These will serve as a
brainstorm for
tomorrow's writing
assignment, so they will
just be checked for
completion and
engagement.
Day 4 (Friday)
Lesson Putting the “I” in
Title/Content Intersectionality
- Definition and
understanding of
intersectionality/complex
identities
Essential What makes up one’s identity?
Questions
Reflective Journal (Identity)
- Formative Assessment
- Prompt: Choose one
aspect of your identity
that comes from your “I
Am” poem. Write a
paragraph or two that
reflects on that part of
your identity in detail.
Day 5 (Tuesday)
My Changing Identity
- Ensure that students
know that identity is fluid
as it can change and
evolve over time and
circumstance
How does identity change
across time and space?
Exit Ticket
- Formative Assessment
- Brainstorm: How do your
multiple identities impact
the person that you are?
Day 6 (Thursday)
Pulling Identity All Together
- The goal of this day is to
ensure students
understand the
complexities of identity and
have brainstormed ideas
for their writing project.
What makes up one’s identity?
 What makes up my own What makes up my own identity?
identity?
What makes identity
What makes identity intersectional?
intersectional?
How does identity change across
time and space?

Skills - I can identify - I can identify how other - I can explain how my
intersectionality in people’s identities identity has developed or
someone else’s identity. change across space changed through the
- I can begin exploring the and time. course of my life.
complexity of my own
identity.

Instructional Exploring the Complexity of Lesson on Change Third Reflective Journal

Strategies and Our Identities using Moth - Hook: do you act (Change)
Activities Episodes differently in certain - The teacher will prompt
- As a class, we will environments? Have you students to think about
watch each of the Moth become a different what we did last class and
Episodes. person as you have ask them to think about
- After each one, the gotten older? their own identity.
teacher will start a group - First, we will read and - Prompt: Think about how
discussion about the discuss an article on your identity has changed
identity of that particular what code-switching is over time or currently
author and then prompt and why it is used. changes across different
students with a question - https://www.npr.or environments. Write 1-2
to talk about in their g/sections/codesw paragraphs explaining this
table groups (x3). itch/2013/04/13/17 part of your identity.
 7126294/five-
Second Reflective Journal reasons-why-
(Intersectionality) people-code-
- Using the feedback switch
given on their exit - Students will then read
tickets from the day and annotate the short
before, students will story, “Woman Hollering
write a journal exploring Creek” by Sandra
a more complex part of Cisneros
their identity. This might http://cottonenglish.weebl
build off of the previous y.com/uploads/1/9/7/1/19
journal or could be 711205/cisneros-woman-
something entirely new. hc-_02_v._popescu.pdf
- Prompt: Explore two - Once students have
parts of your identity annotated the text, they
that interact to form who will individually answer
you are in a paragraph one discussion question
or two. How is your about how the author
identity complex? Think represents her identity in
about gender, race, age, this piece.
your role in family, your
place in school, etc. Part 2 of Lesson: Counting
Descent
- As a class, we will watch
the poem read aloud.
- As a class (WE Do), we
will fill out a family tree
together that tracks the
Consider if you have to
code-switch, how you have
evolved as a student or
athlete, or how past
generations have
influenced who you are
today.
Prepping for Writing
- The teacher will review the
final performance
assessment requirements,
the rubrics, and introduce
examples (either past
student examples of
teacher-made examples
- Students will then have
time to go through their
journal and pick one that
they would like to
elaborate on for Part 1 of
the final project
- Once they choose their
topic and get the teacher’s
approval, they can begin
writing.
- Students will be
responsible for a full draft

Resources - Moth episodes and
discussion prompts for
each in a PowerPoint
- https://themoth.org/
stories/prom
- https://themoth.org/
stories/jenny
- https://themoth.org/
stories/unusual-
normality
- Virtual or physical
journals for student
writing
poet’s family ties and (two pages) by the middle
how those multiple of next class. If they don’t
generations have get to a good point in their
impacted his identity in draft today during class,
the present. they will need to do some
work on it over the
weekend.
**Note: this day will serve as a
catch-up day during which the
teacher can work with small
groups for remediation and
students can start prepping for
the writing workshop for the next
class.
- Code-switching article: - Virtual or physical journals
https://www.npr.org/secti for student writing
ons/codeswitch/2013/04/ - Examples of the final
13/177126294/five- project (from past students
reasons-why-people- or the teacher)
code-switch - Student rubrics for the
- Counting Descent Poem performance assessment
Read Aloud Video and
lesson PowerPoint
- https://www.youtube
.com/watch?
v=FdN4ITOE2Rw
- Virtual or physical
 journals for student
writing

Assessment Second Reflective Journal Annotation and Discussion Third Reflective Journal
(Intersectionality) Response Question (Change)
- Formative assessment - Formative Assessment - Prompt: Think about how
- Prompt: Explore two - Once students have your identity has changed
parts of your identity annotated the code- over time or currently
that interact to form who switching text, they will changes across different
you are in a paragraph individually answer one environments. Write 1-2
or two. How is your discussion question paragraphs explaining this
identity complex? Think about how the author part of your identity.
about gender, race, age, represents her identity in Consider if you have to
your role in family, your this piece. code-switch, how you have
place in school, etc. evolved as a student or
athlete, or how past
generations have
influenced who you are
today.

Day 7 (Monday) Day 8 (Wednesday) Day 9 (Friday)

Lesson Writing Workshopping -- Writing Workshopping -- Writing Workshopping --

Title/Content Peer Review Teacher Conferences Teacher Conferences

- Students will mostly be - This will mostly be a - This will mostly be a

given writing time writing day writing day
- They will also be taught - Students will receive - Students will receive
best practices for peer teacher feedback on their teacher feedback on their
 reviewing writing writing

Essential How can I improve my writing How can I continue to improve How can I continue to improve
Questions with peer feedback? my writing with teacher my writing with teacher
feedback? feedback?

Skills I can give constructive I can receive constructive I can receive constructive
feedback on my partner’s feedback from my teacher on my feedback from my teacher on my
essay. own essay. own essay.

I can receive constructive I can implement the teacher's I can implement the teacher's
feedback from a partner on my feedback within my essay. feedback within my essay.
own essay.

Instructional Mini-Lesson: How Authors Mini-Lesson: Rubric Review Mini-Lesson: Adapting Your
Strategies and Write About Identity - For the first 20 minutes of Writing Artistically
Activities - The teacher will take 20 class, the teacher will - The teacher will introduce
minutes at the teach a mini-lesson to Part 2 of the performance
beginning of the class review the rubric for the assessments for students
to revisit the mentor writing performance who finish their writing and
texts in this unit. assessment. are ready to begin working
- During this mini-lesson, - After reviewing the rubric, on their adaptation.
the teacher will guide the teacher will give - This will involve showing
students in looking at students a sample piece students past student
the writing and of writing (with some examples of artistic
storytelling techniques successes and some adaptations.
of authors when writing errors). In groups,
on identity. students will use the Writing Time
rubric to assess that - The whole class period will
Writing Time (20 minutes) piece of writing to better be dedicated to writing
 - This writing time for
students to continue to
develop their drafts
before doing the peer
review. Writing Time
Peer Review (Question
Flood)
- Halfway through the
class, the teacher will
stop writers to begin the
peer review process.
- The teacher will teach a
mini-lesson on the
question flood
technique, using their
own writing as an
example. Teaching Conferences
- Students will then be
able to choose a
partner to peer review.
Students without a
partner will then be
guided by the teacher
to find a partner. If they
are uncomfortable with
a classmate reading
their work, the teacher
understand the
requirements for this
project.
- The whole class period
will be dedicated to
writing
- Students will be
instructed to consult the
rubric and will be given
choices of what they can
do during this time (write,
guided revision with a
teacher check-list, more
peer review, etc.)
- We will try to meet with
each student at least
once over the next two
days.
- Each conference will be
different and will be
dedicated to whatever
each student needs at
their stage in writing.
- Students will be instructed
to consult the rubric and
will be given choices of
what they can do during
this time (write, guided
revision with a teacher
check-list, more peer
review, etc.)
Teaching Conferences
- We will try to meet with
each student at least once
over the next two days.
- Each conference will be
different and will be
dedicated to whatever
each student needs at
their stage in writing.
**Note: If we notice patterns in
student writing that should be
addressed as a whole class, we
will do a Mini-lesson today;
however, priority will be given to
being able to conference with
each student at least once this
week. Potential mini-lesson
topics could include audience,
 will provide some **Note: If we notice patterns in narrative techniques, grammar,
feedback. student writing that should be authorial voice, etc.
addressed as a whole class, we
will do a mini-lesson today;
however, priority will be given to
being able to conference with
each student at least once this
week. Potential mini-lesson
topics could include audience,
narrative techniques, grammar,
authorial voice, etc.

Resources - Past mentor texts from
the unit compiled in a
PowerPoint for the mini-
lesson
- Writing workshop
materials and
resources: rubrics,
check-lists, peer review
guides, etc.
- Question Flood
instructions handout for
students
- Brief PowerPoint to
explain the rubric to
students.
- Sample piece of writing
created by the teacher for
students to “grade.”
- Writing workshop
materials and resources:
rubrics, check-lists, peer
review guides, etc.
- Conference resources for
the teacher: note taking
system, etc.
- Past student examples of
Part 2 of the project (or
teacher examples if the
former are not readily
available).
- Writing workshop
materials and resources:
rubrics, check-lists, peer
review guides, etc.
- Conference resources for
the teacher: note taking
system, etc.

Assessment N/A; Nothing formal will be N/A; Nothing formal will be Final Draft for Part 1 of the
assessed, but the peer review assessed, but the writing Summative Assessment is due
activity will serve as a way to conferences will serve as Sunday at 11:59pm
 tell us if students are thinking
about writing and the topic of
identity correctly.
observational data on how
students are progressing in the
writing process and in
accomplishing our learning
targets.

Day 10 (Tuesday) Day 11 (Thursday) Day 12 (Monday)

Lesson Creative Expression/ Finalizing Artistic Projects Presentation Day!!

Title/Content Starting Adaptation
- Students will be given - Students will be given the
- Students will work time today entirety of the class period
understand various - Students will understand to showcase their artistic
ways of expression what an artist statement adaptation of their identity.
(other than prose
writing)

Essential How can identity be expressed How can I express my written How can I express my own
Questions through performance in work on identity in a identity and appreciate others’
various mediums? performance-based way? identities in artistic ways?

Skills I can analyze various forms of I can express my identity in a I can express my identity in an
expression. creative way that best artistic way of my choosing.
represents who I am.
I can identify how I best I can better understand and
express myself. appreciate my classmates’
identities through their
performance-based work.

Instructional Introduction to Creative Mini-Lesson on Artist Performance Day!!

Strategies and Expression
Activities - The teacher will lead
the class through a
presentation on
expression, featuring
various modes and
forms of expression.
- See the mentor texts
that we will use in this
lesson below in
Resources.
Brainstorm and Plan for
Creative Adaptation
- Students will re-read
their written narrative
on identity and
brainstorm potential
expressive forms that
they can use for their
adaptation.
- By the end of class,
students should choose
their form of expression
that they will use for the
final project and may
begin working with the
time left in class.
Statements
- The teacher will give a
brief introduction on what
information is
incorporated in an artist
statement and why it is
important to a personal
piece of work.
- Students will be provided
with examples on how to
integrate this information
into their own adaptation.
- Examples will be shown
and discussed from a
blog post:
https://arternal.com/blog/
10-artist-statement-
examples-from-modern-
day-masters/
Creative Adaptation
Workshop
- The teacher will return
the exit tickets from the Feedback Task
previous day to the
students indicating a
check mark if the highest
ranked project idea is
- This class period will be
treated like an artist's
showcase.
- Students/the teacher can
bring in refreshments to
have during the show.
- Students will each
showcase their artistic
adaptation and read their
artist statement to the
class.
- While students are
presenting, audience
members are expected to
be attentive and respectful
classmates.
- If a student does not want
to present to the whole-
class, they will have
already made other
arrangements with the
teacher.
- Each student will be
assigned three peers that
they will fill out a feedback
form for during their
 - Their brainstorm and approved or if the student
plan will serve as a should pursue another
formative assessment option.
for today (see extra - Students will be given the
directions below) rest of the class period to
work on their artistic
adaptation.
presentation.
- This way, every student
will get at least three
feedback forms on their
project and audience
members will have a
purpose when watching
their peers present.

Resources - PowerPoint for the - PowerPoint for mini- - Students will bring in their
expression lesson lesson on artist own materials needed for
today with mentor texts: statements with their presentations
- Frida Kahlo, The examples: - Printed feedback forms for
Two Fridas, https://arternal.com/blog/ students to fill out during
1939 (painting) 10-artist-statement- presentations
- Landslide by examples-from-modern- - Possible show
Fleetwood Mac day-masters/ refreshments for the class
(song) - Computers for students
- “Something You to write their own artist
Should Know” statements
https://aprweb.or - Any materials that
g/poems/somethi students indicated
ng-you-should- needing for their artistic
know (poem) adaptation
- “Revelations” by
Alvin Ailey
https://www.yout
ube.com/watch?
v=tNqaixKbrjs
 (modern dance)
- Brainstorm sheets (exit
ticket)

Assessment Exit Ticket Final Draft for Part 2 (Artistic In-Class Presentations and
- Brainstorm at least 3 Adaptation) and the Artist Peer Feedback Forms
ideas that you could do statement is due by Sunday at - These will be assessed
for your artistic 11:59pm according to the rubric in
adaptation. our summative
- Rank each according to assessment
preference and indicate - Students will also have to
if you would really like complete three peer
to do a specific form of feedback forms while
expression for your others are presenting.
project. These will be graded on
- In 1-2 sentences, briefly completion.
explain your plan for
working on this second
part of the final project.
List any special
materials that you might
need to complete this
project.