Understanding by Design

Curriculum Template
Overview
Unit Name: Fitting In & Standing Out

Teacher: Sophia Renda

Subject:

Grade: 9th

English 1

Briefly give a narrative overview of the learning unit: Students will begin to explore what it means to fit in as they establish a classroom
community. We will examine how who we are forms, and how we transform in different contexts. The unit will explore how our perspectives
shape our perceptions of ourselves and others. Using the graphic novel American Born Chinese, students will analyze how visual components can
add nuance and complexity to storytelling. Students will adapt these understandings of transformation, fitting in, perspective and perception to
produce visual narratives of their own.
Desired Results
Established Goals:
Establish classroom community and collective expectations.
Explore our perspectives and how these relate to how we see ourselves and others.
Identify elements of visual narratives and analyze for meaning.
Build community through sharing and depicting what it means to fit in and/or stand out.

Understandings:

Understanding by Design
Curriculum Template
Essential Questions:

Students will understand who they are as dynamic.

1) How does who we are form and transform?

Students will understand how perceptions affect their perspective

and that of others.

2) What it mean to fit in?

3) How do our perceptions shape the ways we view ourselves and others?

Students will be able to engage and explore their own experiences

and those of others with respect and openness.

4) How does a visual narrative produce unique meanings and interpretation?

Students will understand how visual narrative produces unique

interpretation.

Understanding by Design
Curriculum Template
Performance Tasks:

Assessment Evidence
Other Evidence:

Students will create class expectations that sets the norms for the
classroom community.
Students will keep journal entries connecting perspective,
perception, and fitting in to their personal experiences.
Students will produce a visual narrative demonstrating an
engagement with the essential questions.

Panel Analysis activity will check for comprehension of visual analysis.

Graphic organizers and exit tickets will tie together ideas and check for
understanding of concepts.
Students will have multiple modes of sharing available throughout the
week to become comfortable with their peers. However, they will all be
challenged to combine the visual and linguistic in their final narrative.

Understanding by Design
Curriculum Template
Day
1

Essential
Question(s)
2, 3

Standard(s)

Learning Plan
Content
-Establish class community
and expectations.
-Explore ourselves as more
than meets the eye.

Resources/ Materials

Learning Activities

Before Class:
-arrange desks in U
surrounding trash can
-staple first Q into
journals
Materials:
- blank half sheets of
unlined paper
-markers/colored pencils
-adhesive putty
-poster board
-individual journals to
distribute (with first
question stapled in)

- Introductions/Basics (10)
-On your first half-sheet,
describe or depict a past
educational experience
that was horrible.
Everyone crumple up that
paper and throw it away!
-On the other sheet, depict
a classroom memory
where you felt you
belonged. What allowed
you to feel
comfortable/safe/excited
there that might be
transferable to our
classroom? Volunteers
share out; record on
poster. Fill in/prompt for
any remaining
expectations; option to
add student depictions to
illustrate poster. (30)
-Introduce journals and
homework. (7)
HW: What kind of first
impression do you think
people have of you? How
is it accurate and how is it
4

Understanding by Design
Curriculum Template
wrong? Can respond
verbally or in another
medium.

1, 2, 3

-Explore our perceptions of

ourselves and others while
practicing classroom
expectations.
-Explore our assumptions
and how who we are is
more than meets the eye.
-Connect this understanding
to personal notions of
fitting in and
transformation in different
contexts.

Before Class:
-Bring in ~50 non-human
images from magazines or
postcards
-ensure projector/
smartboard access
-arrange desks in groups
of four
-lay out images on desks
around room
-write quote on board
-print and cut questions
for HW
Materials:
-50 postcards
-HW questions

-Quote on board from

ABC. Explain that this
quote will guide
discussion later. (2)
-Students select images
that represent an aspect
of their identity that is not
visible. Students scramble
answering low-stakes
question first, then
respectfully share what
their images represent (if
comfortable). (20)
-Whole-group discussion
of activity; connect to
journal prompt homework.
(8)
- Have students thinksmall group-share agree/
disagree quote on board
and connect to personal
experiences. (15)
-Explain HW (2)
HW: Respond to one of
the EQ 1-3 with a specific
5

Understanding by Design
Curriculum Template
memory. Include visual (&
sensory description). Do
not explicitly answer
question.
3

3, 4

-Practicing visual/textual
analysis.
-Practicing respectfully
dialoguing with each other.
-Apply these concepts to
students own understanding
of their identity.
-Interpreting material and
applying it to classroom
community expectations.

Before Class:
-arrange desks in a U with
enough space to gallery
walk
-copies of selected panels
from ABC (4 panels can
be duplicated to 8
stations) and lines drawn
-hang panels with
whiteboard
-print rubric
Materials:
-poster paper
-panels
-project rubric

-Trickle in/entrance ticket

distribution. (3)
-In small groups, students
will gallery walk
analyzing indicated
elements of panels and
building on/responding to
each others answers. (15)
-Group discussion of
activity and meanings
identified. (12)
-Introduce visual narrative
project and explain
checklist. Connect to HW.
(10)
-Exit Ticket: How would a
visual narrative would
allow you to express one
of the class expectations?
(7)

1, 2, 3, 4

-Practice jigsaw; researching

different content and
presenting.
-In-class time to work on
visual narrative.

Before Class:
-Use journals and exit
tickets turned-in as a
diagnostic
-ensure laptop access

-Jigsaw different
platforms: Half the class
will sample and complete
handout for each in small
groups. (15)
6

Understanding by Design
Curriculum Template
-Using multiple media to
-print panel templates
brainstorm.
-find variegated samples
of visual narratives
Materials:
-markers/colored pencils
-panel templates
-samples of visual
narratives
-laptops

-Present back to the rest of

the class on pros/cons.
(10)
-Individual/partner
brainstorm/journal time
using graphic organizer &
panel templates (optional).
During this time check in
with students. (15)
Exit Ticket: Will you be
using your journal HW
scene? If not, which
question will you be
depicting? Are there any
questions/materials you
need? Partner? (7)
HW: Make a draft of
narrative. What is your
scene? What format?
Which of the visual
elements will you include?
Complete template draft
(describe if going to use
online program).

1, 2, 3, 4

-In-class time to work on

visual narrative.
-Practice receiving and
incorporating feedback.
-Practice assessing each
others work and connecting
to essential questions.

Before Class:
-Answer any question or
bring any materials
requested.
-Write EQ 1-3 on the
board.
Materials:

-Answer any
questions/provide any
materials necessary. (2)
-Students trade drafts,
offer feedback to each
other (8).
-Students will work on
7

Understanding by Design
Curriculum Template
-copies of rubrics
-copies of templates
-laptop access

their visual narratives

individually/in pairs. (20)
-3-4 Bold souls can
present and we can discuss
checklist for each; for
those who want more
time, can work on for
homework/during next
week. (15)