Lesson Title: ​What is Identity?

Lesson:​ ​1 of 3 Date: ​26/02/18

Unit: ​Discovering Identity Subject(s): ​Language Arts/ PE Grade(s):​ ​4

Rationale​ ​(lesson context and reasons why lesson matters)​:

Identity is often a central theme in the minds of young adolescents as they begin to explore and answer
the question “who am I?” This unit is designed as a meaningful and safe way for students to explore
their identity alongside their peers. The process of learning about themselves alongside their
classmates can foster authentic connection between students, and set the foundation for a productive,
safe learning environment. A discussion of identity can build students confidence and self-esteem. As
well, identity exploration in the classroom can help students to also develop an appreciation for
diversity in their communities and ultimately be more empathetic for others. Students are more likely to
share ideas, take risks, and help each other when they feel respected for who they are, and a sense of
belonging the classroom community classroom.

Curricular Tie-Ins

Essential What makes me, me?

Question

Core Personal & Social:​ Personal awareness and responsibility

Competency

Language Arts Physical Education

Big Idea Exploring stories and other texts helps Developing healthy relationships helps
us understand ourselves and make us feel connected, supported, and
connections to others and to the world. valued

Curricular Use personal experience and
Competencies knowledge to connect to text and
deepen understanding of self,
community, and world
Describe factors that positively influence
mental well-being and self-identity
Describe and apply strategies for
developing and maintaining positive
relationships

Content Features of oral language Factors that influence self-identity,

including body image and social media​.

Learning Intention Activity Assessment

1
 ● I am beginning to ● Thunder Boy Jr. ● Students engage
understand what identity discussion in/contribute to
means. discussion

● Students are engaging

● I can see that people
have different identities
● I have a working toolbox
to explore my own
identity
● Switch ‘n’ If
with the questions and
sharing with partners.
Taking initiative
● Journal Entry
● Students respond to
journal prompt

Time Activity Class Organization

15mins Hook:
Read: ​Thunder Boy Jr​. by Sherman Alexie

Questions to ask throughout reading: “Have you Students are sitting on the
ever been called a name you don’t like”, “do you carpet. They engage
in/contribute to discussion
have a nickname that only your friends or family
calls you?”, “do we have boy and girls names?” , “
do you have a story about your name?”, “ does your
name tell people about who you are?”, “How much
do you think our names describe us?”, “if you could
make up a name for yourself what would it be?”

Share learning goals for the lesson and the goals of

the mini unit:
○ Develop an understanding of
identity
Begin to explore their own identity

Transition

10 mins Body: Students will be reminded to

Play switch ‘n’ if. Students will begin to ask each respect each other’s answers to
others questions about their identities in a game the questions and ask
format. Examples: “Switch ‘n’ if, you have siblings”. classroom appropriate
Students who have siblings switch spot with each questions.
other. I will set the tone by asking ten questions.
Questions could include:
...I take the bus to school
...I have a dog
...I play soccer
...I speak another language
...I was born in a different country
...I am a gamer

2
 ...I live on a farm
...I wish I was a superhero
...I am scared of heights
...I am a vegetarian
...I am a class clown
...I am shy
...I am an artist

Transition

15mins Closure:
1. Ask students to complete a journal entry to the Students respond to journal
question: “What are the things that make you who prompt
you are?”

Distribute premade bound identity journals

(Appendix A)​. This first journal exercise will be
scaffolded with a page that has questions prompts
such as:
-What is your favourite colour?
-Do you play sports?
-If you had a superpower what would it be?
-If you were to be the teacher for the day, what
would you teach the class?
Students can choose to approach this journal entry
by answering the question prompts, or making a
mind map, or drawing a picture or writing a text
journal response.

Students will be shown an example of a journal

entry on the document camera.

2. Explain that next lesson we will be exploring the

word identity and looking at what factors make each
of us unique. We will be using another picture book
to dive deeper into this topic.

Next Steps:
Hand in/collect journals, these will developed further
in the next lesson.

Materials ​(T/S)​: Management Extensions/Adaptations ↑↓

Book: Thunder Boy Jr. Social Expectations ● Small group and partner
By Sherman Alexie ​(T) ● Participation in class work ↓​
discussions ● A variety of modes including:
Bound Journal ​See ● Mutual respect during picture books, videos, items
Appendix A​ ​(T/S) partner sharing from home

3
Pencil ​(S) ● Attentive listening when
classmates are sharing
● Open-minded and willing to
change perspectives
● Working concretely with
objects that reflect identity ​↓
● Question prompts for
scaffolding journal entry​↓
● Informal journal writing with
a focus on ideas and self
reflection not grammar and
spelling ​ ↑↓
● Opportunity for one-on-one
check in with teacher in
during unit wrap-up
reflection ​ ↑↓

Indigenous Connection:
Placing an emphasis on identity aligns with one of the Aboriginal Worldviews and Perspectives. By
focusing on identity teachers embrace a learner-centered teaching practice that gives teachers an
opportunity to know their students as individuals and configure instruction to connect with their interests
and build on their strengths. From an aboriginal perspective, encouraging knowledge of the self
connects students with a sense of place and a sense of how one belongs. This lesson also also
showcases a First Nations author and the illustrations in the book are of First Nation people.

Resources:
● Book: Thunder Boy Jr. by Sherman Alexie

Reflections :

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Appendix A

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