| Considering your Positionality: Have you considered your own positionality (lens)? How
have you considered bias and gaps in your knowledge? What are they and how will you
address them before implementing this lesson? What gaps in understanding or information
might you have related to the upcoming lesson? Use this space to reflect and self-examine.
|
| Use this space to answer the above questions regarding positionality. |
| Lesson Objective(s) & Resources: State your objectives clearly, ensuring you have
considered all aspects of the un/HUSH framework. What resources or materials do you need to
implement the lesson?
|
Learning Objectives Students will be able to: - Identify parts of their own identities that are in tension with each other.
- Compare the structure of two (or more) texts and analyze how
the different structure contributes to meaning and style.
- Identify U.S. government decisions that impacted indigenous
education and the oppression/marginalization that such decisions caused.
- Explain how intersectionality influences identity formation.
Resources & Materials |
Essential Questions: What essential questions align with your lesson objectives? - How can understanding my identity help me connect with others and communities around
me?
- How is identity shaped by family, community and cultural experiences?
|
Standard(s)/Benchmark(s): How are you aligning your lesson with state or district standards? - Analyze how an author’s choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story or the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
- Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear,
convincing and engaging.
|
Anticipatory Set: How are you going to engage your students? Review prior knowledge? Introduce your topic? Organize your lesson for students? Help make content relevant? - Give students each one piece of paper with an outline of a body.
- Have students write or draw key aspects of their identity.
- Ask students to write or draw key aspects of their identity.
- Facilitate a share out session if students are comfortable.
|
| Elevating Histories: How does your lesson elevate histories, stories and underrepresented
histories?
|
This lesson elevates the history of oppression toward indigenous people in the United States. It
also amplifies the stories of indigenous people today, which is important because indigenous
people lack modern representation. In addition, the lesson teaches about intersectionality, code
switching and white passing. |
| Representation & Perspective Taking: How does the content meet the needs of all students?
Does your lesson provide opportunities for perspective taking and allow students to see
themselves?
|
- After the anticipatory set, the students will watch the Kimberle Crenshaw TED talk
about intersectionality and take notes.
- From reading the short story and watching the video, students will share what they
think the definitions of the vocabulary words are (indigeneity, intersectionality, code
switching and white passing).
- The teacher will give a brief slide show presentation the vocabulary words.
- The teacher will count students off into small groups.
- Each group will draw a Venn diagram to compare the two texts. Students will reflect
on the content of each text and its structure, relating how it contributes to the
meaning and style of the text.
- After the groups have completed their Venn diagrams, they will stick them to the walls
and participate in a gallery walk. Through this activity, they will be able to learn from
their peers as well as reflect on their own work.
- Students will repeat the anticipatory set applying what they have learned from the gallery
walk activity.
|
Engagement: How does the the lesson provide multiple pathways for students to learn the
material? For example, will you offer opportunities for small-group learning, discussion,
focused practice with precise feedback, or independent work? - This lesson offers students individual work, small-group activity and whole-group
presentation.
- If students are more comfortable drawing than writing (e.g., ELL students), they may do so for the anticipatory set and closing activity.
- There are two types of texts (written and video) for both visual and audio learners.
- The lesson can be scaled with AI to help with translation for ELL students.
- Gifted students may complete a project-based activity by making paper-identity body outlines for the two main characters in the short story (Doobie and
Hayley).
|
Expression: How will students demonstrate what they have learned? The creation of many
paths is important, as is creativity. Tiered assignments, oral exams, building a model, making a
video and using portfolio assessment are examples of the varied demonstration of
learning. The students will complete the anticipatory set (writing/drawing aspects of their identity on a
paper outline of a body) a second time. This time they will reflect on what they have learned
throughout the lesson to write/draw their aspects. |
Assessment: How will you assess what students have learned? How can you ensure that your
assessment and evaluation are equitable and aligned with the various ways students
demonstrate what they have learned? - After repeating the anticipatory set, students will complete a written exit slip
explaining how their understanding of their identity has changed.
- The students will participate in a class discussion on which textual structure impacted
them the most, what they learned from their peers through the gallery walk and how
their identity outlines have changed.
|
