1.

Rationale
This unit is designed for ninth grade students in a public school
in North Carolina. This unit is also designed for a regular level high
school class (college prep). These students have access to an iPad
cart in the classroom and there is a computer lab available for use in
the school.
Identity is a theme that resonates throughout adolescence.
Ninth graders are typically around the age of 14-15. This can be a
very trying time in a young persons life. The teenage years are when
students start deciding who they are and what they want to be in life.
It is true that a persons idea about who they are change over the
course of a lifetime, but it can also be said that the teenage years are
among the most formative in terms of ones lifetime identity. It can be
very hard for a young person to put a finger on exactly what makes
them unique and makes up their own unique identity.
Therefore, the purpose of the unit is to help students realize
who they are and why they believe what they do about themselves.
Many units can be justified because they respond to the
psychological needs of students. Literature often deals with common

human experiences about the pressures, changes, dilemmas,

aspirations, conflicts, and so on that make growing up (and being
grown up) such a challenge (Smagorinsky 141). The novel for this
unit is Uglies by Scott Westerfeld. This novel deals with issues of
identity, both physical identity and emotional/personal identity. It is
told from the point of view of a sixteen year old girl, which will be
relatable to the students since they are around the same age and
going through many of the same challenges. This novel will allow
students to think critically about themselves and the choices they
make, particularly concerning their own identity. During adolescence
(age 12 to 18 years), the transition from childhood to adulthood is
very important. The students are becoming more independent, and
will be beginning to look at the future in terms of career, relationships,
families, housing, and other things. Most of all, they want to belong to
a society and fit in. This is a major stage in development where the
child has to learn to identify the roles he will occupy as an adult. It is
during this stage that the adolescent will re-examine his identity and
try to find out exactly who he or she is (McLeod.)
In addition to this novel, students will be reading a selection of
poems about Identity and working on their own definition of identity as

well as working on several culminating texts/projects, including a

shadow box, a poetry presentation and journals.
This unit will last approximately 5 weeks and will allow students
to read a wide variety of works while examining others and ultimately
their own quest to find their unique identity.
2. Goals
Students will be able to voice their opinions about their
identity in a culminating essay.
Students will use PowerPoint, Prezi, or other online
presentations.
Students will effectively work in groups for projects as well
as Literature Circles.
Students will analyze poetry and find figurative language
and themes within poems.
Standards
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics,
texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9-10 reading and content, choosing flexibly from a
range of strategies.

3. Materials

Uglies by Scott Westerfeld

Daybooks
Paper
Pen/Pencils
Highlighters
Literature Circles Handouts
Computer Lab and iPad Cart
o Poetry Project
o Who Am I Essay
Identity Poems
o Weekend Glory Maya Angelou
o I Am Me Patrick Mabiletsa
4. One Week of Lessons
These lessons are designed for a 45-minute class period.

Monday
5 minutes Writing into the Day
o What does identity mean to you?
10 minutes Introduce Unit on Identity and discuss Writing
into the Day answers. Tell students about the novel, Uglies
we will be reading for the primary text and to use in
Literature Circles.
5 minutes Show Who Am I Chart for Introductory Activity
and explain how to fill the chart out.
20 minutes Let students fill out the chart and keep it in their
daybooks
5 minutes Closing

Tuesday
5 minutes Writing into the Day
o What are you passionate about? Do any particular
causes really interest you? Why?
30 minutes - Assign Lit Circle Groups and explain each role
thourougly. Assign each member in the group a role for that
nights homework and work out the rotation schedule for
roles in each group.
5 minutes Closing and Assign the homework for the night
(Chapters 1-5 in Uglies and fill out appropriate role sheet.)

Wednesday
5 minutes Writing into the Day
o How do you introduce yourself to someone youve
never met? Why? What do you think are others first
impressions of you?
35 minutes Student get into their Lit Circles and
Discuss Chapters 1-5 in Uglies.
5 minutes Make sure each student knows their role for
the next day and assign chapters 6-11.
Thursday
5 minutes Writing into the Day
Who are the three most influential people in your life?
How have they impacted you?
35 minutes Have students get into Lit Circles and discuss chapters
6-11 .
5 minutes Closing. No homework.
Friday
5 minutes Writing into the Day
Friday Free Write!
5 minutes Introduce Poetry Assignment (We will work on Lit Circles
Monday through Thursday and do something different every Friday.)

15 minutes Let students begin work on the Poetry Project on their

iPads.
5 minutes Closing. Tell students to work on Poetry Assignment over
the weekend.

5. Introductory Activity

Who Am I Identity Chart

Name
Picture

Words

Likes

Culture

Adjectives

Reflection

For the Introductory activity to this unit, students will complete a

Who Am I? Chart. This chart will kick off the unit and allow students
to think critically about their identity and why they believe the things
they do about themselves. A copy of the chart is provided. In the
picture box, students will draw a picture of themselves, including
things they think are important, such as eye or hair color. In the words
box, students will write nouns that describe them. These can include
things such as student, friend, brother, son, football player, etc. In
the likes box, students will write things they enjoy (favorite color, food,
hobbies, etc.) In the culture box, students will write things that
describe their culture and where they come from (religion, hometown,
etc.) In the adjective box, students will write adjectives that they feel
accurately describe them. In the reflection box, students will write why
they think these things about themselves (have they always thought

them, did they grow to learn them, did someone tell them these
things, etc.)
6. Rubrics
Daybook
A Grade of an A will
Have an entry for every day
Have thorough thoughts and demonstrate critical thinking about
the prompts
A Grade of a B will
Be missing no more than 1 entry
Show complete thoughts and some critical thinking about the
prompt
A Grade of a C will
Be missing 2 or more entries
Show some thought and critical thinking about the prompts
A Grade of a D will
Be missing 3 or more entries
Show little thought and critical thinking concerning the prompt
A Grade of an F will
Not be turned in
Who Am I? Essay
This essay is a culmination of all the ideas they have formed about
their identity over the course of this unit. This essay will be at least 3
pages in length, typed in 12pt Times New Roman Font, double
spaced, MLA Format.
A Grade of an A will
Demonstrate critical thinking about themselves and how they
view their own identity
Show growth from their ideas beginning of the unit with draft
work from their progress in the essay
Be at least 3 pages in length and formatted according to the
specifications
Demonstrate command of the conventions of standard English
grammar, capitalization, punctuation, and spelling.

A Grade of a B will
Show critical thinking about themselves and how they view their
own identity
Show some growth from their ideas beginning of the unit
Be at least 2 pages in length and formatted according to the
specifications
Demonstrate command of the conventions of standard English
grammar, capitalization, punctuation, and spelling with few
mistakes.
A Grade of a C will
Show some critical thinking about themselves and how they
view their own identity
Show some growth from their ideas beginning of the unit
Be at least 2 pages in length and formatted according to the
specifications
Demonstrate command of the conventions of standard English
grammar, capitalization, punctuation, and spelling with several
mistakes.
A Grade of a D will
Show very little critical thinking about themselves and how they
view their own identity or is completely off topic
Show no growth from their ideas beginning of the unit
Be less than 2 pages and does not follow specifications about
formatting
Demonstrate little command of the conventions of standard
English grammar, capitalization, punctuation, and spelling.
A Grade of an F will
Not be turned in
Shadow Box Presentation
Each students shadow box is a hands-on demonstration of their
identity. Each student will include 5 items that describe them and are
of great importance to them or symbolize some aspect of their
identity. Students will give a presentation to the class and
share/explain their items.
A Grade of an A will
Include at least 5 items that show their identity
Show excellent verbal communication skills

 Include a written explanation of why each piece was included in

the box
Have an attractive presentation and evidence that time and
thought was put in to the shadow box
A Grade of a B will
Include at least 4 items that show their identity
Show good verbal communication skills
Include a written explanation of why each piece was included in
the box
Have an attractive presentation and evidence that time and
thought was put in to the shadow box
A Grade of a C will
Include at least 3 items that show their identity
Show some verbal communication skills
Include a written explanation of why each piece was included in
the box
Have an attractive presentation and some evidence that time
and thought was put in to the shadow box
A Grade of a D will
2 or fewer items that show their identity
Show little verbal communication skills
Not include a written explanation of why each piece was
included in the box
Have a sloppy presentation and no evidence that time and
thought was put in to the shadow box
A Grade of an F will
Not be turned
Literature Circles
A Grade of an A will
Have a form filled out for every day of class
Show participation in the group
Stay on task during all of the allotted class time
Show evidence that the novel has been read and
comprehended
Initiate and participate effectively in a range of collaborative
discussions with diverse partners on topics, texts, and issues,

building on others' ideas and expressing their own clearly and

persuasively.
A Grade of a B will
Be missing 1 or fewer Literature Circle forms
Show participation in the group
Stay on task during most of allotted class time
Show evidence that the novel has been read and
comprehended
Initiate and participate in a range of collaborative discussions
with diverse partners on topics, texts, and issues, building on
others' ideas and expressing some of their own.
A Grade of a C will
Be missing 2 or fewer days of Lit Circle forms
Show some participation in the group
Stay on task during some of the allotted class time
Show some evidence that the novel has been read and
comprehended
Sometimes initiate and participate in a range of collaborative
discussions with diverse partners on topics, texts, and issues,
and sometimes building on others' ideas and expressing their
own.
A Grade of a D will
Be missing 3 or more forms
Show little participation in the group
Stay on task during little of the allotted class time
Show little evidence that the novel has been read and
comprehended
Not initiate and participate effectively in a range of collaborative
discussions with diverse partners on topics, texts, and issues,
and will not build on others' ideas and express their own clearly
and persuasively.
A Grade of an F will
Not be turned in and shows no participation in the group.
Poetry Project
The poetry project is a project where students examine different
poems related to identity. The project will be completed on

PowerPoint or Prezi. The students will find a poem and teach it to the
class including a summary, pictures, and how it relates to identify.
A Grade of an A will
Include at least 2 pictures/video/audio clips related to the poem
Include a summary of the poem
Include examples of figurative language from the poem
Explain the authors style
Explain how the author views themselves and discuss ways the
author voices their own opinions about their identity
Have an attractive presentation and evidence that they group
has worked together to form the presentation (PowerPoint,
Prezi, etc.)
A Grade of a B will
Include at least 1 picture/video/audio clip related to the poem
Include a brief summary of the poem
Include some examples of figurative language from the poem
Explain the authors style
Explain how the author views themselves and discuss ways the
author voices their own opinions about their identity
Have an attractive presentation and some evidence that they
group has worked together to form the presentation
(PowerPoint, Prezi, etc.)
A Grade of a C will
Include at least 1 picture/video/audio clip related to the poem
Include a summary of the poem
Include examples of figurative language from the poem
Not thoroughly explain the authors style
Not thoroughly plain how the author views themselves and
discuss ways the author voices their own opinions about their
identity
Have an attractive presentation and some evidence that they
group has worked together to form the presentation
(PowerPoint, Prezi, etc.)
A Grade of a D will
Have no pictures/video/audio clips related to the poem
Includes a brief summary of the poem
Not include examples of figurative language from the poem

 No explanation of the authors style

No explanation of how the author views themselves and
discuss ways the author voices their own opinions about their
identity
Have an sloppy presentation and little evidence that they group
has worked together to form the presentation (PowerPoint,
Prezi, etc.)
A Grade of an F will
Not be turned in
7. Works Cited
Smagorinsky, P. (2008). Teaching English by Design: How to
Create and Carry Out Instructional Units. Portsmouth, NH
http://www.simplypsychology.org/Erik-Erikson.html: Heinemann.