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Madeline Bishop | Concept Based Unit Plan | May 2018

OVERARCHING (UNIT) UNIVERSAL CONCEPT

These are the overarching “big ideas” targeted for deeper understanding

1. Concept: Identity Within Community | Who Am I in My Community?

2. Targeted skill: Questioning
3. Non-cognitive skill: Active Listening

ENDURING UNIVERSAL UNDERSTANDINGS

Students will understand that...

1. Your identity is affected by the communities you are a part of.

2. People have control over aspects of their identities.

3. Questioning is a way to learn about ourselves and others.

4. Connected communities are formed when members respect the diverse voices around them.

CRITICAL CONCEPTS
(This is the conceptual vocabulary necessary for arriving at the enduring understandings)
Identify the number of concepts you feel you can reasonably teach in the length of your unit.

1. Identity 3. Voice 5. Questioning 7. Respect

2. Community 4. Listening 6. Voice 8. Choice

Unit Learning Goals (UKDs) & Essential Questions

Meaning
Students will explore these
Cognitive (Know & Understand)
ESSENTIAL QUESTIONS…
1. How do the choices we
1. Students will understand that individual’s identities make affect the way people
are affected by the communities they are a part of. perceive us?
a. Consider societal influence on individual
identity (LP 7, 9) 2. How can we show respect
b. Understand the rules and expectations of this for others in our
specific classroom community (LP 1) communities?
c. Explain a choice they made about presenting
their identity through explanatory writing (LP 3. How do we get to know the
7) people in our communities?

4. Which pieces of me make

2. Students will understand that people have control me who I am? How do I gain
over aspects of their identities. and understanding of
a. Examine how people go about controlling them?
aspects of their identities (LP 9, 10, 11)
b. Explain a choice they made about presenting 5. What can we learn about
their identity through explanatory writing (LP identity and community
7) through the texts that we
c. Understand that a person’s perception of a read?
given community influences the way they act
and present themselves within it (LP 4) 6. What does it mean to
control aspect of our
3. Students will understand that questioning elements identities?
of identity is a way to learn about themselves and
others.
a. Apply their knowledge about questioning and
identity in the exploration of essential
questions (LP 10)
b. Conduct interviews using carefully
constructed questions to elicit a deeper
understanding of their peers’ choices and
community membership (LP 8)

4. Students will know how to ask questions that elicit

deeper understanding
a. Understand that questioning is a way to learn
about themselves and others (LP 5, 6, 8)
b. Conduct interviews using carefully
constructed questions to elicit a deeper
understanding of their peers’ choices and
community membership (LP 8)

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 Acquisition
Performative (Do)
5. Students will be able to describe how a
person’s identity changes in the different
communities they belong to.
a. Identify the communities a person
belongs to (LP 4)
b. Identify choices people make about
their identities in different
communities (LP 4)
6. Students will be able to analyze the
choices individuals make that affect their
identities in communities.
a. Discuss the reasoning behind the
choices characters make (LP 4)
b. Reflect on the ways they choose to
present themselves to others (LP 7)
Affective (Noncognitive)
9. Students will respect the diverse voices
in their classroom communities through
active listening.
a. Understand that each member of
our community brings unique
experience, background, and
perspective to the classroom (LP 1,
2, 3, 12)
b. Respond thoughtfully and
productively to explanations of
choices their peers have made (LP 7)
c. Use active listening during an
interview process to gain insight
about their peers (LP 8)
d. Listen to and share personal writing
respectfully in groups (LP 5)

7. Students will be able to create questions

that elicit a deeper understanding of
themselves and others.
a. Know the difference between level 1,
2, and 3 questions (LP 6)
b. Identify the appropriate type of
questioning for different purposes
(LP 6)
c. Explore their own identities in
relation to the characters they read
about (LP 5)
d. Develop questions to elicit
meaningful responses (LP 6)

8. Students will be able to listen actively to

their peers.
a. Know the difference between
passive and active listening (LP 3)
b. Actively listen, think together, and
ask follow-up questions (LP 3, 10)
c. Students will be able to collaborate
in order to generate class norms (LP
1, 2)
d. Actively listen while others are
talking (LP 1, 2, 6)

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Established Goals (VSOLs and CCSSs)

VSOL 7.1 The student will participate in and contribute to conversations, group discussions,
and oral presentations.
b) Ask probing questions to seek elaboration and clarification of ideas.
c) Make statements to communicate agreement or tactful disagreement with others’ ideas.
e) Use a variety of strategies to listen actively.

VSOL 7.2 The student will identify and demonstrate the relationship between a speaker’s
verbal and nonverbal messages.
b) Use nonverbal communication skills, such as eye contact, posture, and gestures to
enhance verbal communication skills.

VSOL 7.7 The student will write in a variety of forms with an emphasis on exposition,
narration, and persuasion.
b) Use a variety of prewriting strategies including graphic organizers to generate and
organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.

CCS’s

CCSS.ELA-LITERACY.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or
narrators in a text.

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
ideas and expressing their own clearly.

CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content

Text List:

1. The Absolutely True Diary of a Part-Time Indian by Sherman Alexie (LINK)

2. “My Name” from House on Mango Street by Sandra Cisneros (LINK)
3. “Why Acting Differently Around Other People Doesn’t Make You Fake” by Bethany Straus (LINK)
4. “Raymond’s Run,” by Toni Cade Bambara (LINK)
5. “Identity Short Film” Written and Directed by: KJ Adames (LINK)
6. “How and Why We Read” by John Green (LINK)

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General Grading Weights:
Writing Progression: 30%
Analysis of Text: 25%
Speaking/Listening: 20%
Collaboration: 10%
Responsibility: 15%

Summative Assessment: Formative Assessment:

Questioning: 30% Interview Process: (ungraded)
 Writing process  Notes
 Depth  Recording of interview
Analysis/Artistic Statement: 25% Drafts: (completion grade)
 Application of evidence to analysis  On time completion
 Depth  Evidence of effort and incorporation of class
Active Listening Skills: 20% content
 During interview process  Peer feedback
 Evidence in reflection Journaling: (ungraded)
Collaboration:10%  Do Nows
 Self and peer evaluation  Quick Writes
Responsibility: 10%  Reflections
 Accountability in group work  In class writing
 Participation Active Listening Practice: (self & peer eval)
 Timeliness of draft turn in  Small group discussions
 Incorporation of feedback  Large group discussions
 Interviews
Each dimension of the rubric will be weighted to  Partner work
reflect the weight distribution.  Peer & self evaluation

General Breakdown:

Writing Progression: 30% Collaboration: 10%

 Questioning dimension of rubric (edit rubric to  Self and peer evaluation
include incorporation of feedback)  Partner work
 Small group discussions
Analysis of Text: 25%  Large group discussions
 Analysis dimension of rubric
 Discussion evaluations Graded by: Self and peer evaluation
o Self and Teacher
Responsibility: 15%
Speaking/Listening: 20%  Notes
 Reflection dimension on rubric  Do Nows
 Recording of interview  Quick Writes
 Drafts
Graded by: evidence of active listening established  Self evaluation on Active Listening
by class norms on the first day  Self evaluation on interview process

Graded by: Completion

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 I D E N T I T Y W I T H IN C OM MUN IT Y : A SSE S S ME N T P LA N
(D E T E R M INE A C CE P T A BL E E VID E N CE )

Summative Assessment Plan

General Description:
The primary summative assessment for this unit will be the students’ application of the knowledge and
ideas discussed surrounding identity, choice, and community.
1. They will construct a creative product in a medium of their choosing (video, podcast, writing,
poetry, visual art) from an interview with a peer. The will be creating questions that span levels one,
two, and three that gather information about community, elements of identity, and choices made
by their interview subject (obj 3, 4, 7, 8).
2. From this interview, they will use any outlet they choose to illustrate that person’s identity in a
minimum of 2-3 different communities (obj 5).
3. Accompanying this representation will be an artist statement that analyzes a minimum of one
choice per community to explain how that choice affected their identity within that community and
why they made it (obj 1, 2, 5, 7).
4. Students will then write a reflection on the interview process that explains their experience with
questioning and listening actively to a peer (obj 9)

Steps that will be taken by students to complete the assessment task

1. Students will have small group and whole class discussions centered on identity presentation within
different communities
2. Students will determine what kinds of experiences play significant roles in shaping who people are
3. Students will practice creating high level questions
4. Develop questions for interview
5. Submit for feedback
6. Revise questions and conduct interview
7. Choose the medium for their final project
8. Work on project
9. Submit projects for feedback
10. Revise projects
11. Gallery walk of project and submission of reflection

What the students will be graded on:

 Incorporation of textual influence

 Authentic reflection on identity development
 Specific and personal evidence of self evaluation
 Presentation (complete, polished) and adherence to the goals they set

Assessment Timing and Presentation:

Students will be building their knowledge and expanding their ideas about the impact communities on
identity throughout the unit. They will have small group and whole class discussions throughout the unit
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where they will practice grappling with and articulating their ideas as well as practicing active listening.
They will also have multiple opportunities to practice constructing strong questions to gain a better
understanding. The project will be introduced midway through the unit, once students have been exposed
to each element required (identifying aspects of identity, community membership, choices, questioning),
and there will be pieces of time each day following for them to work with the material. As this is the
beginning of the year and it is a collaborative project, students will be given time in class to complete the
requirements.

Performance Assessment:
Prompt for Students:
“You are a reporter for a magazine frequently read by people from age 12+ who are interested in
identity development. This month’s issue is focused on understanding community influence and
why people present themselves the way they do. You will be pulling back the curtain and delving
into what makes people who they are. You have been asked to research an important member
of your community and create a product showing consumers a snapshot of how their identity is
influenced by the communities they belong to.

Once you receive your assignment subject, you will craft a list of at least 12 questions, ranging
from levels 1-3, that elicit a deeper understanding of their community membership, elements of
their identity, and choices they’ve made about how to present themselves. For your piece in the
magazine, you will create a product in a medium of your choosing (video, podcast, writing,
poetry, visual art, photography, etc.) that illustrates your subject’s identity in a minimum of 2-3
communities they are a part of. You will interview your subject, making sure to listen actively and
intently to their answers. If you choose a non-textual medium, a photo will be published with an
artistic statement that analyzes a minimum of one choice per community and explains how their
choices were affected by their communities, and vice versa.

You will be assessed on the clarity of your analyses and ability to demonstrate your
understanding about how identity and community work together to shape who people are. “

Goal – Your goal is to construct questions and analyze answers that illuminate the interaction of
community and identity and clearly convey your analysis and understanding to the readers of
your magazine.
Role – You are a reporter for a magazine about identity
Audience – Your audience consists of young listeners interested in identity development
Situation – You’ll need to approach your questions and product development in a clear way that
readers can understand without knowing the subject or you
Purpose, product, performance – you will develop a piece that helps readers understand the
role that community plays in identity development
Standards – your project needs to show evidence of quality questioning and active listening,
organization to fit your chosen mode, and a reflection that demonstrates your understanding of
the process and information.

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Summative Assessment Rubric

Dimension Powerfully Proficient Proficient Rethinking Required

Questioning Questions are clear and Questions are clear most of Questions are vague and/or
purposeful, ranging in level the time but some lack depth lack purpose, only ranging
30% from 1-3, and elicit multiple or purpose. They only cover 1- between levels 1-2. They
points of information 2 of the levels of questioning, elicit some information
related to identity, and/or elicit at least two about identity, community
community membership, points of information related membership, or personal
and personal choices. to identity, community, or choices, but ideas are
personal choices. disconnected or irrelevant.
Analysis / Analysis or artistic Analysis or artistic statement Analysis or artistic statement
Artistic statement shows clear shows some evidence of does not show evidence of
Statement evidence of active listening active listening, but may lack close listening, lacks depth,
and application of answers depth and/or explanation of and does not use subject’s
30% to illuminate how the relevance to subject. answers to illuminate
interview subject chooses Application of answers is choices in multiple
(1 min choice) to present surface level,, illuminating communities (less than 1)
themselves in multiple (2- how the subject chooses (1
3) communities. choice) to present
themselves in 1-2
communities.
Product Product creation is clearly Product creation shows some Product creation is not
Creation related to analysis or attention to detail, but may clearly related to analysis or
artistic statement and lack a clear connection to subject. Presentation is
20% subject. It is presented analysis or artistic statement. sloppily, hastily completed,
with care and attention to It is presented with care, but and/or not complete. Does
detail, displaying an shows only a partial not show understanding of
understanding of the understanding of the subject the subject and their
subject and their and their responses. responses. May lack artistic
responses. statement or analysis.
Reflection Reflection articulates a Reflections shows some Reflection does not show
strong understanding of understanding of the process adequate understanding of
20% the process and product, and product, but evidence of the process and product.
giving clear insight into grasping active listening, Explanation of experience
their experience with questioning, and application with active listening,
active listening, of content lacks depth and questioning, and application
questioning, and attention. of content is insufficient or
application of content. absent.
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