Carmen Cibella LAI 552 Annotated LTS

Who Am I? Using Pop Culture to Learn About Identity & Civic Duty

Introduction

Theres a particular question that almost everybody ultimately considers at some point or
another in their lives, if not consistently throughout who am i? This is an incredibly
important and equally complex question thats essentially unacknowledged in schools and often
even in families, due to the chaotic demands of everyday life. Personally, I wish Id started to
really considering the implications of this question much earlier in life but unfortunately my
teachers, friends, and family members werent able to get through to me and open my eyes until
a few years after high school. While we all think about how we would answer that question, not
everyone understands the concept of identity in the same way. What other questions arise when
trying to answer the question of who someone is? Theres the issue concerning how you define a
complex human being how much value is placed on their thoughts, actions, habits, history,
motivation, goals? Theres also the question of relationships, people dont exist without
connections, everyone has ties to their mother, father, grandparent, foster parent, son, daughter,
foster child, niece, nephew, grandchild, brother, sister

Theres also the matter of how they see themselves, their community, their country, and
the world. Whats their sense of right and wrong like and how did it become so? How would
they describe themselves? How would others describe them? All of these things and more
factor into determining someones identity, yet this does not mean that they have to be that
person. The important thing to understand is that identity is not fixed or stable, instead, its fluid
and evolving the key is trying to learn from your mistakes and constantly strive for
improvement. Building on this essential question are three pairs of central themes/topics used to
channel our examination coming-of-age and identity, civic duty and world views, and lastly,
pop culture and fantasy/sci-fi. By presenting the questions through a variety of interesting and
relatable texts that are just difficult enough to push students. In addition, the use of numerous
forms of new media will build their visual literacy skills and better prepare them to face the
endless stream of it that surrounds them in their lives outside of school, discovering the joy that
comes from learning about things their interested in as they learn about who they are.
 Essential Question - Who am I?

Supporting Questions:

How do you define someone?

How would I describe myself? (mind, body, and soul)
How do I see the world?
What have I done?
What am I (a student, an athlete, a photographer, a daughter, a brother)?
How do you act as student/son/daughter/brother/sister/friend/artist?
How do these roles compare/contrast?
How do you handle the contradictions?
What do I want to do/be?
What should I do with my life?
What are my dreams, goals, passions, and aspirations?
Whats bad/wrong/unfair in your life/community/school/city/country?
Whats bad/wrong/unfair in/about the world?
What could/should you do about those issues?
Whats good/right/fair in your life/school/community/city/country?
Whats good/right/fair in/about the world?
Why do you do the things you do and say the things you say?
Why do you believe the things you believe?
How would I describe my sense of morality?
What are my defining characteristics?
What are my good/bad habits?
What moments in my life have shaped me? And how?

Topics/Themes:

Pop Culture
Civic Duty
Identity
 Texts:

1) Article - Who Am I?

Bibliographic Information

Schwartz, M. (2012). Who Am I? The Art of Intimacy, The Pleasure of Passion. Retrieved from
https://www.psychologytoday.com/blog/shift-mind/201006/who-am-i.

Age Appropriateness/Grade Level

Suitable for High school students, adults, and maybe middle school students

Critical Summary of Narrative & Contents

As the title suggests, this article discusses the essential question presented through
this Annotated Linked Text Set. To be more specific, Hughes highlights the dangers that
lie within the complex and evolving nature of identity - pointing out the issues that arise
when people try too hard to fully know who they are, as well as those who claim to have
reached complete understanding. He makes some persuading arguments, claiming that
we should embrace a flowing sense of self, whereby we are perpetually re-framing, re-
organizing, re-thinking and re-considering ourselves and asking us to consider what our
lives might be like if, rather than asking who am I, we contemplated how we'd like to
engage life? (Hughes). He supports this line of thinking with two brief scenarios: the
first, an imaginative activity, asks us to imagine weve been incarcerated for 20, since 18,
and contemplate how that would affect our sense of identity upon getting out and the
second scenario draws from Hughes experience working with people struggling with
divorce after being married for so long. All in all, the article makes clear and strong
arguments regarding the nature of identity and the dangers that lie within this crucial
concept.

Relevance to Theme/Essential Question

Relevance to the essential question is made clear above. In terms of theme, this
article seems to be perfectly aligned with the coming of age story, civic duty, world
 views, and pop culture as questions of identity are a central element of each of these
topics.

Possible Teaching Points

This article would be used in the middle in the middle of the Engagement Phase
after beginning the lesson by posing and discussing some of the supporting questions and
showing the music video or a scene from one of the films (The Matrix or Game of
Thrones) to get students interested and increase engagement, the essential question is
introduced, allowing students time to discuss the question in detail before finally
presenting the article to emphasize the potential dangers that may have risen during their
discussion. After reading it through individually, and then together as a class, we being
discussing the point of the article, the strengths/weaknesses, and the relevance to the film
clip we just watched and our discussion of the supporting questions.

2) Novel - Mistborn: the Final Empire

Bibliographic Information

Sanderson, B. (2006). Mistborn: the final empire: Book 1 of the "Mistborn trilogy". New York:
Tor.

Age Appropriateness/Grade Level

Teens and adults

Critical Summary of Narrative & Contents

Vin, a young thief, alone on the streets and in constant fear for her safety, gets caught
using a mysterious super natural ability that involves pushing on peoples emotions and
finds herself in serious trouble when Kelsier, a light hearted and eccentric master thief
with a legendary backstory, recruits her to pull off the ultimate heist steeling the entire
world away from the Lord Ruler, who, thanks to his enigmatic abilities, has held power
for 1000 years. During their mission, they discover that Vin is quite rare in that she has
many more abilities than they originally believed and is actually a full Mistborn, like her
mentor. According to Sandersons magic system, a Mistborn can ingest and burn all of
the eight known (and 8 unknown) metals to fuel their abilities, with each metal aligning
to a particular ability. The intricacy and uniqueness of this magic system (only one of
two in the book/series) make it both a very interesting read and a perfect text to use for
close-reading.

Relevance to Theme/Essential Question

The story is also highly relevant to the themes/topics/content of the Annotated LTS in
that it smoothly weaves various threads together that should be capture the attention of
young readers, get them to relate to the text, and persuade them to think about the
questions weve been asking. One scene which does this beautifully takes with Vin
pretending to be a young noblewoman attending a ball in attempts to spy on the upper
class for Kelsier so that they can create a house war between the nobles in hopes of
diverting the Lord Rulers attention. While at this ball and dealing with the stress of
going from thief to spy, and from street urchin to young noblewoman at the fanciest ball
in the world causing her to question her identity, what shes doing there, where she
belongs - she meets a young nobleman whos quite different from the rest and begins
to develop feelings for him (not to mention the sci-fi/fantasy element that permeates
throughout all of this which keeps readers immensely engaged). The questions and
thoughts that run through Vins mind will be perfect for building on the essential question
and themes/topics of the lesson.

Possible Teaching Points

This would take place during the Exploration Phase as students would read the novel
to examine the essential question through the lens of the themes presented. We would
form book clubs within the class, like the one described in Mr. Johnsons class from the
Scaffolding High School Students Reading of Complex Texts Using Linked Text Sets
article, though the length of the novel would require us to spend more than one week on
it. Once we reach the scene mentioned, we will begin the close-reading lesson, which
would follow and hone down the guidelines offered in the close-reading
 assignment/lesson on Harry Potter and the Half-Blood Prince. The goal would be to
introduce students to great YA novels and get them to enjoy reading.

3) TV (HBO) Series Game of Thrones:

Bibliographic Information

Benioff, D., & Weiss, D. (Screenwriters), & Martin, G. R. (Writer). (n.d.). Game of Thrones
[Video file]. Retrieved from
https://play.hbogo.com/season/urn:hbo:season:GWSL97g3VIxqGggEAAAAq

Age Appropriateness/Grade Level

Suitable for young adults and adults (middle school and up)

Critical Summary of Narrative & Contents

Seven noble families fight for control of Westeros while an army of the dead, led by
the Night King, grows and prepares to destroy their world. Thanks to the series
outrageous budget, attention to detail, creative vision, and well-written source material,
Game of Thrones portrayal of the complexities and significance associated with concepts
of power, family, politics, war, divinity, and fantasy has propelled it to the epitome of
Epic Fantasy in cinema thus far. As the #4 rated TV series on IMDB with a 9.5/10 and
nearly 1.2 million votes [behind only a mini-series, Band of Brothers, and basically one
documentary, Planet Earth (II) which have just over 400k votes combined], and #1 in
terms of popularity (for the past few weeks), Game of Thrones ultimately symbolizes
what we could refer to as contemporary fantasy - due to the immense popularity and
potential of cinema, especially on platforms such as HBO, Showtime, Starz, and Netflix.

Relevance to Theme/Essential Question

This series is full of characters that are learning about who they are as they grow
up in the cruel, hard world. From Daenerys discovering how cruel and stupid her brother
is and realizing that she is true dragon to Sansa admitting how shed been such a stupid
 girl to Jon, who has probably learned more about himself than anyone, having not only
been voted Lord Commander of the Nights Watch and fought the Night King himself, but
has been killed by his own men for doing what he thought was right and being brought
back to life. Theres also Arya, who seemed to always know that shed never be the
noble lady that she was expected to become, transitioning from willful child to a deadly
wolf Throughout the series, these characters and many others, adults included,
question their identity, what they believe in, and how they see world, making it a perfect
match for the themes and essential question.

Possible Teaching Points

A clip from the series could be used in the Engagement Phase to get students
hooked and start talking about the supporting questions. The series as a whole could also
be used during the Expansion Phase, likely tying this in with the film vocabulary and
visual literacy lesson that I devised, while making connections to the Mistborn novel that
were reading together as a class, broken down into groups/book clubs, and discussing
the major concepts and themes involved.

4) Rap/Hip-Hop Music Video - Kill Em With Kindness by Dizzy Wright

Bibliographic Information

Wright, D. (Writer & Performer), $upreme, AF (Producer), Geeezy Productions (Director &
Editor). Kill Em With Kindness. (2013, April 03). Retrieved from
https://www.youtube.com/watch?v=tMVfAAynx-M

Age Appropriateness/Grade Level

Appropriate for High School students and up

Critical Summary of Narrative & Contents

Over a slowed down sample of the beat from Judy Clay and William Bells hit
1968 single: Private Number, Dizzy Wright smoothly raps and sings lyrics about image,
perception, life, right and wrong, becoming a father, judging others, validation and more
in harmony with the rhythm and tones of the beat. While his rhyme scheme remains
relatively simple, the complexity of the issues hes discussing and the intensity of
emotion in his voice give listeners/viewers plenty to think about. In addition, the laid
back, yet serious, nature of his flow (rhythm, rhyme scheme, themes) on this song fit
the tone and rhythm of the beat perfectly, enhancing the affect it has on listeners/viewers.

Relevance to Theme/Essential Question

As previously mentioned, Dizzy wrights talks about things that are central to the
essential question and themes. The very first thing he says is cautious with the image
that Im given, what used to be appealing is the shit that Im resenting this touches
upon a number of the elements associated with identity that we mentioned, particularly
the fact that its constantly changing, the things that you find appealing one day end up
being the things you grow to resent. The line acknowledges that image is a key part of
identity, its not simply your thoughts, intentions, and motivation that determine who you
are, its also how other people see you. In claiming to be cautious in regards to this,
Dizzy Wright is asserting the need to constantly consider how others perceive us, in
addition to how we perceive ourselves, and act accordingly. This is something that a lot
of people often fail to do, adults included. The song continues by talking about the topics
mentioned in the critical summary, giving students plenty of beneficial content to work
with.

Possible Teaching Points

This music video could be used at the very beginning of the lesson on the Linked
Text Set, in a similar fashion to the way Mr. Johnson, from the article, uses the music of
Josh Kelley. Showing the lyrics as well as the video and asking students some of the
easy supporting questions that they can answer based on personal experience. The
purpose of it would be to get students to engage and start a discussion about their lives,
the world, school, and themselves. Look at some other songs during the exploration and
expansion stages, and encourage students to think about which of their favorite songs
relate to the questions that were talking about. Students can talk about the visual
 elements as well as the auditory ones and build on this as they learn more visual literacy
strategies throughout the course.

(Other songs to choose from or to use during the expansion phase: Best Me by Sylvan
LaCue, Otherside by the Red Hot Chili Peppers, Brave by Sarah Bareilles, Sing About Me,
Im Dying of Thirst Kendrick Lamar, Waves by Joey Badass, Heavenly Father Isaiah
Rashad, and have students make suggestions of their own)

5) Purely Visual:

Bibliographic Information

a. Painting:

Carracci, A. (1596). The Choice of Hercules [Painting found in Capodimonte Gallery of Naples].
Retrieved from http://www.artinthepicture.com/paintings/annibale_carracci/the-choice-
of-hercules/

b. Sculpture:

Michelangelo (1501-1504). David [Sculpture found at Galleria dell'Accademia in Florence,

Italy]. Retrieved from http://www.accademia.org/
 c. Photograph:

Widener, J. (2014, June 4). Tank Man [Photograph taken in Beijing]. Retrieved from
http://time.com/3809688/tank-man-iconic-tiananmen-photo/ (Originally photographed
1989, June 5)

Age Appropriateness/Grade Level

Each is suitable for students in 7th and above.

Critical Summary of Narrative & Contents

All three of these works of art are among the most renowned within their respective
medium and/or period. Carraccis Baroque painting of Hercules establishes a new style of
energy and movement as he depicts the heroic figure choosing between the paths of vice and
virtue. The central focus of this period was to reflect the religious tensions, following the
idealistic attitude that characterized the Renaissance and Mannerisms somewhat contrived
nature, by using content from the Bible or elements of mythology. Clearly Carracci chose to
work with the latter for this particular piece showing the mythological Greek Hero with one
woman on either side of him trying to lead him on opposite paths: virtue - the difficult road
climbing up a mountain towards the heavens and vice - the easy, enticing path leading down into
the darkness.

Michelangelos David is probably the most recognizable statue in most parts of the world
a standing, nude David, the hero from the Christian Bible, fourteen feet tall and sculpted out of
marble. Other famous artists had already depicted David, yet what sets Michelangelos creation
apart is the fact that he was the first to show David before the fight with Goliath. Instead of
depicting the pride and joy that comes from his unbelievable upset, Michelangelo chooses to
capture the young man just before he becomes a hero more specifically, the moment that
allows him to become a hero. Davids immense focus is reaching its peak, producing tension
and a sense of intensity burning within him despite his calm and composed stance. The pose is
actually a classical one referred to as contrapposto. The subtleness of the slingshot on his
shoulder asserts the claim that David uses his mind to defeat Goliath more than anything else.

Tank Man is a photograph taken of a unidentified man standing up to block the path of
a line of four tanks on June 5th, 1989 at Tiananmen Square in Beijing, China, immediately
following the unethical, forceful suppression of the protests that took place there the day before.
The man refused to let the tanks simply pass by, mimicking their movements in order to keep
himself in front of them as they attempted to maneuver around him. His immense courage to
stand up against injustice by means of non-violent civil disobedience was recognized by others,
photographed, filmed, and viewed all around the world.

Relevance to Theme/Essential Question

All three of these texts concentrate on issues of civic duty, right and wrong, identity,
world views, and the question of who somebody is. Even Hercules, the great mythological hero
that defeated titans and Hades, questions who he is, what he wants, and what he should do
emphasizing the fact that this is something that everybody goes through, even the son of a god.
Davids sense of civic duty should encourage students to think about the issues surrounding
them, their school, their community/city/country, as well as about what they could and should do
about it. Tank Man takes this to the extreme while also making it more real they are forced
to actually consider the fact that this man is putting his life in serious danger. They are forced to
question what would motivate someone to do something so unimaginable and think about what
they care about.

Possible Teaching Points

I think these texts could be used throughout the Annotated LTS lesson, perhaps
introducing one at the beginning in the engagement phase after watching the music video and
before transitioning into the exploration phase, then again at the end of each of the other phases
to provide a smooth and clear structure. I could begin by introducing the aspects of visual
literacy in relation to the first purely visual text and then ask students to think back on the video
aspect of the music video and talk about how that affected our experience of the song. The
Game of Thrones exploration through the combination of this (Annotated LTS lesson) and the
Film Vocabulary and Visual Literacy lesson will also help build comprehension in reading
visual texts.

6) Central Text: Play Shakespeares Hamlet

Bibliographic Information

Shakespeare, W., & Hibbard, G. R. (1994). Hamlet. Oxford: Oxford University Press.

Age Appropriateness/Grade Level

Appropriate for high school students and up as High School ELA curriculum often assign
a Shakespeare play

Critical Summary of Narrative & Contents

After his fathers death, a prince has a difficult time dealing with his mother
getting remarried to his dead fathers brother who, in the process, becomes king. With
a smooth blend of mystery and fantasy, Shakespeare plants the idea into Hamlets mind
(and his readers minds) that his uncle killed his father to steel the throne, providing the
hook and setting the stage for the rest of the play to unfold. Whereas in the beginning,
were made to believe that the story is a fantasy, with Hamlet seeing the ghost of his dead
father, it flows into a psychological mystery as we begin to suspect that there is
something seriously wrong with this young man and that he may be imagining things.

Relevance to Theme/Essential Question

I find this to be one of Shakespeares best plays for young students that are
relatively unfamiliar with his work or others like it. I find it to be pretty relatable, for
even if Hamlet is some rich prince, the issues that he faces cannot be solved with his
money or power. In addition, it deals with highly personal matters and family relations,
which are central to the essential question and themes/topics that were focusing on. In
his famous to be or not to be soliloquy, we see just how deep his pain runs as he
contemplates suicide but ultimately questioning if the unknown that comes after life
could be worse. Students should be presented with material that touches on such
important topics if we want them to be able to deal with their problems in healthy ways.

Possible Teaching Points

Since Shakespeare plays tend to be read during the second half of the school year,
this would be the text that students are working their way up to, in a similar fashion as To
Kill A Mockingbird in Mr. Johnsons class. By building comprehension and literacy
skills through the use of specific strategies as they work their way through the newer and
more relatable texts, that they might engage with even had they not been assigned,
students will be more prepared to handle the difficulties presented in reading
Shakespeare. Another Linked Text Set could be created with film adaptations, websites
such as Sparknotes (used in combination with the text), live/filmed performances of the
plays, class readings/acting, staging exercises, scholarly articles and novels, music both
contemporary and from the time period, etc. At this point, the students would already be
familiar and comfortable with the LTS methods, strategies, and goals, allowing them to
move more easily through the various forms of media as they scaffold their own learning
of Shakespearean plays. Furthermore, students will bring the play to life by producing it,
casting, directing, acting, building sets, creating costumes, making adaptations,
advertising
7) Some more texts to examine:
a. Film Scripts The Breakfast Club, Stranger Things have students analyze
both the scripts and the film to distinguish between what the screenwriter and
the director do how they work together to bring a story to life. They can
also use this type of examination to learn about the unique style of a few
directors and/or writers.
b. Websites & Blogs IMDB, Rotten Tomatoes, and Goodreads are all great for
seeing what films, shows, and books are out there, how popular they are, critic
and fan reviews, ratings, interesting facts, and information regarding who took
part in the particular productions. Elite Daily and Filmmaker IQ are sites that
offer articles on life, news, entertainment, dating (Elite Daily), or filmmaking
writing, directing, cinematography - and festivals (Filmmaker IQ which
also has interviews). Videos are also available on all of these sites with the
exception of Goodreads
c. Social Media Facebook, Instagram, Twitter What do our social media
accounts say about who we are? Create social media pages for favorite
characters and historical figures, posting things that they might post if able.
What types of FB/IG/Twitter accounts/pages/people are there? The self-
obsessed selfie king and queens, the meme masters, the song and pop culture
quote-ers, the celebrities film stars, singers, athletes, artists, models
What strategies can we use when on social media to effectively comprehend
what we see/read/watch/experience?