Who Are You?

Activity card

Graphic Organizer: My personal connections Name/s:

Concept, idea, or story in the text (page number/s)

My personal experiences and connections

WorldWise

™

Lesson Plan Xx

Content-based Learning

Level T (50)

Xxxxxxxxx

Who Are You? explores how our identities are constructed.

It looks at how family, culture, and community affect a person’s identity. It also examines the influence of genetics on making each person the unique individual they are.

Informational text types: Biographical recount/Personal recount/Interview/ Report

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Civ.4.3–5 Explain how groups of people make rules to create responsibilities and protect freedoms • D2.Civ.10.3–5 Identify the beliefs, experiences, perspectives, and values that underline their own and others’ points of view about civic issues

Key concepts

• Everyone has their own unique identity • Personal identity is shaped by a person’s family, community, and culture, as well as by their genetics • Many things influence how people learn, behave, grow, and develop

Content vocabulary alto, calligraphy, cells, civil rights, community, culture, Down syndrome, exceptional, exchange student, fertilized, genes, guide, harmony, identical, identity, inherit, inspiration, judo, lyrics, racism, segregation, sibling, tatami, unique

Text features

• Tables, text boxes, sidebars, captions, glossary Reading strategy

• Making connections

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Who Are You? © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 5(6) (E) Make connections to personal experiences, ideas in other texts, and society.

5(6) (F) Make inferences and use evidence to support understanding.

5(7) (C) Use text evidence to support an appropriate response.

Writing 5(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

Speaking and Listening 5(7) (G) Discuss specific ideas in the text that are important to the meaning.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Choose to have students either read independently or, if they need more support, to meet with you in a small group.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write a report about their identity using the prompt: This is me! Provide the students with a template detailing how to plan and write a report. Remind them to use the first paragraph to introduce themselves, and the following paragraphs to talk about various aspects of their identity such as family, community, culture, and genetics.

Give each student a copy of the book Who Are You? Have the students browse through the book. Say: As you browse through the book, think about what you already know about identity and what affects your identity. What connections are you making? Have the students discuss their thinking with the group.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about who you are: your identity and how it is formed? Students work with a partner and record their words on sticky notes. Say: When you are finished, add your sticky notes to our group chart.

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Introducing the reading strategy focus Say: As readers we make personal connections to the text we are reading. This means that we relate to what we are reading: we might be reminded of an experience, a time, or a feeling, or we might see similarities between our life and that of the person we are reading about. Making personal connections to a text shows that you understand the ideas and concepts you are reading about.

Reading with teacher support Say: Read chapters 1, 2, and 3 to yourselves. As you read, think about how you connect with what you are reading. How does the text relate to you and your life? Have the students discuss their thinking with their partner, and then have a group discussion. Ask: Can you find an example of where a personal connection helped you understand what you were reading? Have the students record their ideas on the Graphic Organizer and compare it with their partner’s.

Say: Be ready to talk about what you noticed with the whole group.

Independent and partner work Have the students read chapters 4 and 5 independently. Say: As you read, use the same process we used with chapters 1, 2, and 3.

Read the chapters to yourself and keep track of your thinking by adding to your Graphic Organizer, then meet with your partner to discuss the personal experiences you thought of as you read the text.

Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary.

Have the students read the rest of the book and complete their Graphic Organizer. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reading with teacher support Ask: What have we learned so far about identity? Share your ideas with a partner. Have the students read chapters 4 and 5 to themselves. Review what the students have read. Ask: What new information do you have about how the place where you live has an impact on your identity? Invite the students to talk about their understandings. Have the students read chapters 6 and 7 to themselves. Say: Now add your thinking to your Graphic Organizer. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Ask: How did connecting what you already know to what you were reading help you understand the new information?

How does a person’s family, community, and culture influence their identity? How does your genetic makeup influence your identity? What factors have made you the person that you are? (Inferential) Can a person change their identity? Why might they want to do this and how could they go about it? What do you think has the greatest impact on a person’s identity: their genes or their environment (the people around them and the experiences they have)? Why? (Synthesizing) Why do you think the author chose the three people she did to focus on in chapter 2? Who would you have chosen? Why? Did the information in this book raise questions for you about your own identity? Why? (Critical) Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students compare themselves physically to a family member such as a parent, sibling, grandparent, or cousin.

Have students in small groups take turns to talk about the similarities and differences they have identified.

Vocabulary

Download the template at www.worldwise-reading.com/teacherresources

Have students write an acrostic poem about their name.

Students write their name vertically down a piece of paper and then use each letter as the first letter of an adjective that describes an aspect of their identity. Students could use digital devices to present their poems.

Say: Think about all the factors that make you who you are. You could also include a summary table like those in chapter 3. Encourage the students to talk about their ideas with a partner, then write their report.

Visual literacy

Alternatively, the students could choose to write a recount about an experience/s that has influenced their identity.

Have students create a poster that shows aspects of their identity. Encourage them to use words and pictures that clearly show who they are.

Activity card

Graphic Organizer: My personal connections Name/s:

Concept, idea, or story in the text (page number/s)

My personal experiences and connections

WorldWise

™

Lesson Plan Xx

Content-based Learning

Level T (50)

Xxxxxxxxx

Who Are You? explores how our identities are constructed.

It looks at how family, culture, and community affect a person’s identity. It also examines the influence of genetics on making each person the unique individual they are.

Informational text types: Biographical recount/Personal recount/Interview/ Report

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Civ.4.3–5 Explain how groups of people make rules to create responsibilities and protect freedoms • D2.Civ.10.3–5 Identify the beliefs, experiences, perspectives, and values that underline their own and others’ points of view about civic issues

Key concepts

• Everyone has their own unique identity • Personal identity is shaped by a person’s family, community, and culture, as well as by their genetics • Many things influence how people learn, behave, grow, and develop

Content vocabulary alto, calligraphy, cells, civil rights, community, culture, Down syndrome, exceptional, exchange student, fertilized, genes, guide, harmony, identical, identity, inherit, inspiration, judo, lyrics, racism, segregation, sibling, tatami, unique

Text features

• Tables, text boxes, sidebars, captions, glossary Reading strategy

• Making connections

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan Who Are You? © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 5(6) (E) Make connections to personal experiences, ideas in other texts, and society.

5(6) (F) Make inferences and use evidence to support understanding.

5(7) (C) Use text evidence to support an appropriate response.

Writing 5(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

Speaking and Listening 5(7) (G) Discuss specific ideas in the text that are important to the meaning.