Mr.

Hughes

10th Grade English

UNIT TITLE: Identity: Binti and Other Works

GRADE LEVEL: 10th
OVERVIEW (INCLUDING RATIONALE FOR TEACHING THE UNIT):
This unit is designed to have students analyze the concept of
identity and further construct their own based off of class discussion,
literature read in an out of class, and self-reflection through
assessment. We start with George Ella Lyons Where Im From to
facilitate discussion on our own identities and formulate ideas on how
they might be formed. To finish the unit, we will read the novella Binti
in order to analyze different perspectives of how identity is
characterized and to consider views different from conventional
authors (African American female). Students will be exposed to varying
types of works to challenge their notions of identity.
BIG IDEAS/ENDURING UNDERSTANDINGS:

Identity is a concept that affects our understanding of ourselves,

others, and the rest of the world.
Peoples identities can be formed in varying ways and through
different factors.
We communicate and act in certain ways based on our identities.

BIG/ESSENTIAL QUESTIONS:

How are identities formed?

Who determines our identities?
What roles do others have in forming our identities?
What happens when we lose our sense of identity?
Who am I?

CCSS/IOWA CORE STANDARDS ADDRESSED:

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
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.

Mr. Hughes

10th Grade English

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.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a
work of literature from outside the United States, drawing on a wide
reading of world literature.
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a
person's life story in both print and multimedia), determining which
details are emphasized in each account.
KNOWLEDGE AND SKILLS to BE TAUGHT:

Cite textual evidence to prove an argument or specific conclusions.

Explain and defend inferences made from a text.
Identify the central idea of a text and explain or plot its
development throughout a text.
Provide an analysis or summary of the main ideas of a text.
Identify characters in a story display aspects of how identity is
formed through interactions with other characters.
Analyze how authors form characters identities in a story.
Identify and analyze the purpose of writing stories from a
perspective outside of the American experience.
Terminology:
o Identity
o Perspective
o Theme
o Race
o Class

TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):

Where Im From by George Ella Lyon (Poetry)
Thoughts and Sentiments on the Evil and Wicked Traffic of the
Slavery and Commerce of the Human Species by Ottobah Cuguano
(Historical Account)
The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus
Vassa, the African by Olaudah Equiano (Historical Account)
Lost Boy, Lost Girl: Escaping Civil War in Sudan Excerpts by John Bul

Mr. Hughes

10th Grade English

Dau (Personal, Non-Fiction Narrative)

Binti by Nnedi Okorafor (Novella 90 pages)

MAJOR ACTIVITIES AND ASSESSMENTS:

1. QAR Discussion and Worksheet (Informal)

a. Students use the QAR reading strategy and identify what text says
specifically and draw their own inferences using the two types of
questions (In Your Head and On Your Own). Students record their
findings found from discussions and personal work on a QAR
Worksheet (attached).
2. Venn Diagram Response (Formal)
a. Students analyze the two historical texts (Equiano and Cuguano)
and make conclusions about the contents of each. In a personalized
Venn diagram, students display their knowledge, while comparing
and contrasting the differences in how identities are formed and
characterized between them.
3. Socratic Seminar (Informal)
a. Students are asked to bring at least one question to a major class
discussion about identity. Students can share their question, but are
assessed based on their responses to questions and contributions
to the conversation. Students discuss questions about themselves,
share inferences and conclusions about a text concerning the
concept of identity.
4. Save the Last Word for Me (Formal)
a. Students work in groups of 3-4 and are asked to analyze readings
for the novel Binti as a group. Each student identifies what he or
she considers to be the most significant finding in the text so far.
Each person shares their choice, and after explains why they chose
the passage they did. Students will assess each other and the
teacher will assess as well.
5. Identity Reflection Journal (Formal)
a. Students synthesize a reflection of their own identity, noting how
they believe their identity has been or is being constructed through
in class work. They will use the text read in class to determine how
identity is formed similarly or differently when comparing the work

Mr. Hughes

10th Grade English

in class to their own identity and what these findings say about the
concept of identity as a whole.
6. Final Essay (Formal)
a. Students will analyze how the novella Binti advances a plot or
theme of identity. Students will use textual evidence to explain how
the text works in speaking to the notion of identity. They may use
the characters, setting, aspects of science fiction, etc. to construct
their argument.

IDENTITY

In the upcoming weeks, we will be examining the concept of

identity as a class. We will be using texts such as George Ella Lyons
Where Im From poem, Lost Boy, Lost Girl: Escaping Civil War in Sudan
excerpts by John Bul Dau, and Binti, a novella written by Nnedi
Okorafor to aid our study.
Please keep up to date with readings as we will be discussing
them in some way for class each day. Keeping up with the work with
help you complete the following assignments that determine your
grade for this unit of class:

A Venn Diagram Response, to help us compare texts with similar

or differing ideas.
An Identity Journal, to record/reflect on your findings in class and
relate them to your own identity.
A Save the Last Word for Me Group Assessment, to
encourage group work and collaborative thinking on the concept of
identity.

Mr. Hughes

10th Grade English

1 Final Essay, to synthesize your own definition of identity and

how it is formed.

(See below for further details on these assignments)

When reading our texts, keep in mind the following questions:

How are identities being formed here?

Who determines our identities?
What roles do others have in forming our identities?
What happens when we lose our sense of identity?
Who am I?

Other concepts we will discuss include race, class, theme, perspective

and identity. Keep these questions in mind while using the texts read in
class to infer and conclude certain ideas about these concepts.

UNIT ASSIGNMENTS:
Venn Diagram (25 points)
As we read the two historical texts in and out of class, you will be
asked to compare and contrast the experiences of the persons in the
narrative accounts. Different from a regular point-by-point diagram,
your Venn Diagram will use complete sentences and specific details
from the text with citations and will be reflect your understanding of
the texts through an in-depth analysis. A reflection will be included
with this assignment.
Identity Journal (25 points)
As we progress through this unit, I would like you to keep a journal of
what you find interesting in class about the concept of identity. You can
base any of your entries on what we learned in class as long as its
relevant to class material. You are required to make an entry for each
class period. I will check this before each class period and we will use
this to facilitate discussion on what we have read for class that day.
Save the Last Word for Me, Binti (25 points)
You will complete a peer assessment that is based upon a group
analysis of the readings from the novella Binti. Each partner must
complete an assessment of all others partners in the group as you
work on this group project. Each group will be assigned a crucial
passage of the reading and will provide the class with an in depth
analysis of the assigned passage. Each group is responsible for sharing

Mr. Hughes

10th Grade English

what they found most telling about the novellas theme or allusions to
the concept of identity.
Participation (25 points)
Your participation and contributions in this unit will be recorded with
informal assessments such as reflective writing, graphic organizers,
and other short writings. This is to give you credit for the work you are
doing in class and to reinforce critical thinking of the units theme.
Final Essay (100 points)
Your final assessment will be based about how well you can synthesize
your own arguments about the concept of identity using the novella
Binti. You will be asked to use resources such as class discussion,
readings, and your own inferences to construct your synthesis. Your
essay should be around 4 pages and should include specific quotations
from the text. More details will be provided in an assignment sheet that
you will receive as the essay approaches.

200 points total for this unit.