C.A.R.A
PROJECT
By Alyssa Chambers
"Who dares to
teach must
never cease
to learn."
-- John Cotton
Dana
TABLE OF CONTENTS
 Applied Standards 3
 Introduction 4
 Poem 5-7
 Who I Am Poem: Create own poem/use VoiceThread
 Picture Books 8-11
 “Amazing Grace” by Mary Hoffman: ReQuest
 “You’re Not My Real Mother!” by Molly Friedrich: Drama
 “Squashed in the Middle” by Elizabeth Winthrop: Graffiti Activity
 Chapter Books 12-14
 Maus by Art Spiegelman: Literary Circles
 The Hunger Games by Suzanne Collins: Character
Analysis/Follow the Character
 Articles 15-19
 “Consuming Teen Identity” by Wendell Loewen: Teacher ReadAloud
 “Don’t Delay” by Timothy A. Pychyl : Fishbone Organizer
 “The Search For Identity - The Teenage Struggle” by Bob Cave:
B/D/A Questioning
 “Teenagers and the Struggle for Identity” by Seth Mullins:
Magnet Summaries
 We b s i t e s 2 0 - 2 4
 United States Holocaust Memorial Museum: History Change
Frames
 Above the Influence: Base and Expert Groups
 The Day I Was Born Webquest
 Adoption Issues: Paired Reading
 Vi d e o s , D VD s , C D s a n d C D - R O M s 2 5 - 2 7
 The Hunger Games Audio: Quick Write
 VoiceThread: Creating a recorded audio or video of themselves
 Wo r k s C i t e d 2 8
APPLIED STANDARDS
 Reading
 8.R.2.1 (Analysis) Students can analyze text using
comprehension strategies.
 8.R.2.2 (Application) Students can read fluently
to comprehend grade-level
text.
 8.R.5.3 (Synthesis) Students can combine new
information with existing knowledge to enhance
understanding.
 Wri ti ng
 (Synthesis) 8.W.1.1 Students can compose narrative,
descriptive, expository, and persuasive text of five
paragraphs.
 (Evaluation) 8.W.1.2 Students can revise writing for
ideas and content.
 (Synthesis) 8.W.1.3 Students can compose text using
information from
 multiple sources to support a topic.
 Listening, Speaking, Viewing
 (Evaluation) 8.LVS.1.1 Students can evaluate
information in auditory and visual communication.
 (Application) 8.LVS.1.3 Students can integrate verbal
and nonverbal techniques to deliver an oral
presentation for a specific audience and purpose.
“The mediocre teacher
tells. The good teacher
explains. The superior
teacher demonstrates.
The great teacher
inspires.”




INTRODUCTION
This project was harder than I anticipated! I was challenged to
make the connection between the theme I chose, Identity, the
standards, and the material that I wanted to use. I know this is not
a unit plan, but I think I am already halfway there. I choose the
theme of identity because it is something that everyone can relate
to and have say in. I was even doing some of the activities in my
head when I was deciding which ones I wanted to use and which
ones to omit. When I chose identity, I was thinking about how this
applies to middle school age students, because I think that is the
area I want to student teach in when the time comes. Middle
school students are in that awkward stage of finding out who they
are, and even who they are not. I think theme would serve them
well in the long run. I tried to gather materials that were varied in
nature, I got picture books on adoption, articles on how
procrastinating can determine identity, and I set up a voice thread
that students can use to express themselves vocally and visually.
The chapter books that I chose for this unit, I am really excited
about. I have read both books, and the sequels that accompany
each book. There are many, many themes that envelope these
books, but identity was prevalent in both. Hunger Games is one of
those books that students will latch on to and not want to put
down. I t involves war, rebellion, a love story, and pitting children
against children in an all -out war. The main character change so
much throughout the duration of the book, and that is a part of
identity, changing and adjusting to become the person you want
to be. I still am not sure who I really am, but that is okay, it is a
process.
I had not looked at the standards before I started doing research
for this project, but when I went to look at standards that possibly
aligned with this project, I was pleasantly surprised. I found
standards that related to reading, writing, and listening, speaking,
and viewing. I also tried to cater to the different learners that I will
have in my classroom, and use various materials and mediums to
teach the lessons I would set up with these sources.
I am so excited to be out in the world using all that USF has taught
me in the Education program. Nothing can compare, however, to
what it is going to be like to finally be in my own classroom,
instructing my students. Teaching is a challenge, a blessing, lots of
work, but most of all it is going to be rewarding.
POEM
“A poem
begins in
d e l i g ht
and ends
in
w i sdo m .”
POEM
 S o u r c e : Wh e r e I ’ m F r o m /T hi s I s Wh o I A m P o e m s,
( e x a m p l e s I a c q ui r e d f r o m m y p r a c ti cum )
 S u m m a r y : T h i s a c ti v i t y i s o n e t h a t I r e c e i v e d f r o m A n n
T s c h e t t e r i n m y p r a c ti c um . T h e s t u d e n t s w r i t e a p o e m
a b o ut t h e m s e l v e s, t h e i r i d e n ti t y e s s e n ti a l ly .
 T e a c h i ng S t r a t e g y : T h e p o e m s t h a t t h e y a r e g o i ng t o
read are examples of what they will be creating and
r e c o r d i n g a v o i c e t h r e a d . T h e y m u s t b e a t l e a st f o u r
stanzas, but other than that there are not any other
c r i t e ri a . We w i l l b e d o i ng p e e r r e v i e w s a n d e d i t s i n c l a ss t o h e l p p o l i s h t h e p o e m s, b u t a t t h e e n d o f t h e
u n i t , t h e s t u d e n t s w i l l b e p o s ti ng t h e i r e n t i r e p o e m o n
t h e v o i ce t h r e a d . T h e y c a n c h o o se t o r e a d t h e p o e m
o u t l o ud t o t h e c l a s s, o r p l a y t h e i r v o i c e t h r e a d t o t h e
c l a ss.
POEM EXAMPLE
 I ’ m f r o m g i r l y s l e e p o v e r s a n d p a r t i e s wi t h p e r s o n a l i t y !
Wi t h i n t o x i c a t i n g n a i l p o l i s h a n d b e a u t i f y i n g m a k e o v e r s a t
three in the morning
I ’ m f r o m f u n , f a i t h f u l f r i e n d s h i p s a n d B F F A E (B e s t F r i e n d s
Forever And Ever)
From “Ghost in the Graveyard” at the most pitch black of
night
A n d p o l p a r t i e s wi t h h o t g u y s a n d j a m m i n ’ s u m m e r t i m e
music
I ’m from private -two-hour phone calls at the dead of night
From exhausting hours of texting my fingers off
A l l t h e wa y f r o m “ O M G ’ s ” a n d “ i l y ’ s ” wi t h m y b e s t i e s !
And endless days of dumb drama and being the
“ S wi t z e r l a n d ” o f g i r l y f r i e n d f i g h t s
I’m from a loud spoken family
F i l l e d wi t h m a n y t h o u g h t s a n d e m o t i o n s
I’m from the sad-sob-story of an innocent girl, abandoned
by her father
Th e f e e l i n g o f u s e l e s s n e s s a n d u n i m p o r t a n c e l i n g e r i n g i n
her heart…
A piece of myself missing forevermore
I’m from a scary nightmare I am forced to call reality
F i r e f l a m i n g , b u r n i n g d o wn t h e o n l y m e m o r i e s o f m y e a r l y
childhood
A t r a g e d y t h a t wi l l h a u n t m e f o r e v e r
I ’m from love and kindness, happiness and tears
Wi t h e m o t i o n s f l o wi n g t h r o u g h m y v e i n s
Every emotion as different as me
I ’m from “I love you” and “Miss you!”
From emotional and physical
I ’ m f r o m f u n l o v i n g p e o p l e wh o l o v e m e a n d t a k e m e a s I
am
A y o u n g a d u l t wi t h wa n t s a n d d e s i r e s ,
Hopes and dreams
I’m from a cozy house I call home…
A girl not unseen, just undiscovered
PICTURE BOOKS
“One of
the great
t h i ng s
a b o ut
books is
s o m e ti m e
s there
are some
f a n t a s ti c
p i c t ur e s .”
PICTURE BOOKS
 S o u r c e : A m a z i ng G r a c e b y M a r y H o f f m a n
 S u m m a r y : A l t ho ug h a c l a ssm a t e s a y s t h a t s h e c a n no t
p l a y P e t e r P a n i n t h e s c h o ol p l a y b e c a use s h e i s b l a c k ,
G r a c e d i sc ov e r s t h a t s h e c a n d o a n y t hi ng s h e s e t s h e r
mind to do.
 T e a c h i ng S t r a t e g y : R e Q u e st A c ti v it y -I l i k e t h i s a c t i v it y
b e c a u se i t i s g o i ng t o c h a l l e ng e t h e s t u d e n t s t o b e
a c t i v e l i st e ne r s. T h e s t u d e n t s w i l l h a v e t o a s k m e
q u e s ti o ns b a s e d o n w h a t t h e y h a v e h e a r d m e r e a d o u t l o ud . D e p e n di ng o n t h e t y p e o f q u e s ti on s t h e y a s k , I
w i l l b e a b l e t o t e l l i f t h e y a r e a c t u a l l y l i st e ni ng o r n o t .
A s w e m o v e f a r t h e r i n to t h e b o o k, I w i l l b e g i n t o a s k t h e
s t u d e n t s q u e s ti on s r e g a r di ng c o n t e n t t h a t h a s a l r e a d y
b e e n r e a d , m a k e t h e m s u m m a ri z e , a n d a l so m a k e
p r e di c ti o ns a s t o w h a t w i l l h a p p e n n e x t .
PICTURE BOOKS
 S o u r c e : Yo u ’ r e N o t m y R e a l Mo t he r ! b y M o l ly F r i e d ri ch
 S u m m a r y : A f t e r a n a d o p ti v e m o t h e r t e l l s h e r d a u g h t e r
a l l t h e r e a s o ns t h a t s h e i s h e r " r e a l m o t h e r ," t h e y o u ng
g i rl r e a l i z e s t h a t h e r m o t h e r i s r i g h t , e v e n t h o u g h t h e y
d o n o t l o ok a l i k e (L i b r a r y C a t a l o ge ) .
 T e a c h i ng S t r a t e g y : D r a m a A c t i v i t y - I n g r o up s o f t w o t o
f o u r s t u d e n t s, t h e y w i l l b e r e - c r e a ti ng t h e b o o k i n t h e i r
o w n w o r d s. T h e y c a n a d d s c e n e s, l i ne s, o r c h a r a c t e r s
t o c a t e r t o t h e n u m b e r o f p e o p l e i n t h e i r g r o up . T h e
c a t c h t o t h i s a c t i v it y i s t h a t a l l o f t h e s p e a k i ng m u s t b e
r e c o r d e d a n d p l a y e d s i m ul t a ne o usl y w i t h t h e
p e r f o rm a nc e . T h e s t u d e n t s w i l l b e a c t i ng t o t h e p r e r e c o r d e d l i ne s o n t h e a u d i o . A d o p ti o n i s o f t e n a p a r t o f
d e f i ni ng i d e nti t y t h a t i s o v e rl oo ke d i n t h e c l a s sro o m
a n d w i t h l i f e i n g e n e r a l . A d o p ti o n i s a c o m pl e t e l y
d i f f e re nt t h i ng a l l o n i t s o w n , a n d i t i s a n a s p e c t o f l i f e ,
a n d c e r t a i n s t u d e n t s ’ c u l t ur e s t h a t i s n o t a d d r e s s e d.
PICTURE BOOKS
 S o u r c e : S q u a s he d i n t h e Mi d d l e b y E l i z a b e t h Wi n t h r o p
 S u m m a r y : Wh e n D a i s y , a m i d dl e c h i l d , i s i nv i t e d t o
s p e n d t h e n i g h t a t h e r f r i e nd 's h o u s e , h e r f a m i l y f i na l l y
p a y s a t t e n t i o n t o h e r (L i b r a r y C a t a l og e ) .
 T e a c h i ng S t r a t e g y : G r a f f i t i A c t i v i t y - T hi s a c ti v i t y w i l l u s e
g r o up s o f f o u r , w i t h e a c h g r o up r e c e i v i ng o n e c o p y o f
t h e b o o k . T h e g r o up s w i l l r e a d t h e b o o k a l o ud w i t hi n
t h e i r g r o up s, a n d t h e n d i sc uss w h a t t h e y l e a r ne d a b o u t
i d e nti t y w hi l e r e a d i ng t h e b o o k . A f t e r e a c h g r o up h a s
c o m pl e t e d r e a d i ng t h e b o o k a n d h a s h a d a c h a nc e t o
d i sc us s w h a t t h e y r e a d , t h e y w i l l t h e n g o t o t h e p a p e r
o n t h e w a l l a s s i gn e d t o t h e i r g r o up , a n d w ri t e d o w n t h e
m a i n c o nc e p t s t h e y c a m e u p w i t h . A f t e r e a c h g r o up
h a s w r i t t e n d o w n t h e i r m a i n i d e a s, t h e y w i l l t h e n r o t a t e
t o e a c h o t h e r g r o u p s’ s h e e t o f p a p e r a n d r e s p o n d t o
w h a t t h e o t h e r g r o up s t h o u g h t s a n d c o nc e p t s .
CHAPTER
BOOKS
“If a
c hi l d
can't
learn the
way we
teach,
maybe
we
s h o ul d
teach
the way
they
l e a r n.”
CHAPTER BOOKS
 S o u r c e : Ma u s b y A r t S p i e g el e m a n
 S u m m a r y : A s t o r y w i t h m a n y d i f f e r e n t t h e m e s, Ma u s
retells the story of a son and his father, and their
r e l a ti o nshi p a f t e r t h e f a t h e r t e l l s h i s s o n a b o ut h i s
e x p e ri e nc e l i v i ng t h r o ug h Wo r l d Wa r I I .
 T e a c h i ng S t r a t e g y : L i t e r a r y C i r c l e s - F ro m w a t c hi ng i n
c l a ssr o om s t h a t I h a v e b e e n i n t h i s s e m e s t e r , I h a v e
s e e n t h a t s t u d e n t s r e a l l y e n j o y l i t . c i rc l e s . I w i l l
i m pl e m e n t t h i s s t r a t e g y w hi l e r e a d i ng Ma u s . T h e g r o up s
w i l l b e a b o u t f o ur s t u d e n t s p e r g r o u p , a n d t h i s w i l l k e e p
t h e n u m b e r s l o w a n d t h e f o c us u p . T h e y w i l l b e g i v e n a
l i t . c i rl ce s p a c k e t t h a t i n st r uc t s t h e s t u d e n t s o n w h a t t o
d o w h e n t h e y a r e a s s i gn e d o n e o f f o u r t a s k s . T h i s w i l l
b e s p l i t b e t w e e n g r o up a n d i n di v id ua l r e a d i ng ,
d e p e n di ng o n t h e t i m e w e h a v e i n c l a ss . T h e s t u d e n t s
w i l l e i t h e r r e a d a t h o m e f o r h o m e w o r k a n d d i sc uss i n
c l a ss t h e n e x t d a y , o r t h e y w i l l r e a d i n c l a ss a n d d i sc u ss
a t t h e e n d . E a c h g r o up m e m b e r w i l l r e a d a l o ud t o t h e
g r o up i f t h e r e a d i ng i s d o n e i n c l a s s.
CHAPTER BOOKS
 S o u r c e : T h e H u n g e r G a m e s b y S u z a n n e C o l l in s
 S u m m a r y : T h e H u n g e r G a m e s (2 0 0 8 ) i s t h e f i r st b o o k o f
t h e w i l dl y p o p ul a r t r i l og y o f y o u ng a d u l t n o v e l s f r o m
a u t h o r S u z a n n e C o l l in s. T h e s e r i e s i s s e t i n t h e c o u n t r y
o f P a n e m , a p o s t - a p o ca l y p ti c v e r si o n o f N o r t h A m e ri c a .
E v e r y y e a r t h e g o v e r nm e nt i n t h e C a p i t ol o r g a ni z e s a n
e v e nt k n o w n a s t h e H u n g e r G a m e s : a b l o o dy ,
g l a di a to r - st y l e f i g h t - to - t h e - d e a t h b a t t l e b e t w e e n 2 4
r a n d o ml y s e l e c t e d t e e n a g e r s f r o m t h e o p p r e s se d
D i s t ri c t s o f P a n e m . T o t o p i t a l l o f f , t h e c a r n a g e i s
b r o a dc a st l i v e o n t e l e v i si on – a s e n t e r t a i n m e nt f o r t h e
r e s i d e n t s o f t h e C a p i t ol a n d a r e m i nd e r t o t h e r e s i d e nt s
o f t h e D i s t ri c t s o f t h e t o t a l i t a ri a n g o v e r nm e nt ’ s u l ti m a t e
p o w e r (T h e H u n g e r G a m e s , 2 0 1 1 ).
 T e a c h i ng S t r a t e g y : C h a r a c t e r A n a l y si s / F o l l o w t h e
C h a r a c t e r s G r i d - T he c h a r a c t e r s i n T h e H u n g e r G a m e s
a r e v e r y i n t e r e sti ng c h a r a c t e r s a n d h a v e m a n y
q u a l i ti e s a n d s t r u g g l e s t h r o u g ho ut t h e f i r st n o v e l . Wi t h
t h i s a c t i v it y , t h e s t u d e n t s w i l l b e r e q ui r e d t o p i ck o n e
character from the novel, and analyze this character
t h r o u g ho ut t h e d u r a t i on o f t h e n o v el . T h e y w i l l a n s w e r
f o u r r e q ui r e d q u e s ti on s a n d a n y o t h e r q u e s ti ons t h e
s t u d e n t s c o m e u p w i t h r e g a r di ng t h e i r c h a r a c t e r a r e
w e l c om e . I f t h e y w a n t t o a n a l y z e m o r e t h a n o n e
c h a r a c t e r , t h a t i s a l so w e l c om e . O n c e t h e y h a v e
c o m pl e t e d t h e i r c h a r a c t e r a n a l y si s t h e s t u d e n t s w i l l
c r e a t e a p r e s e nt a ti o n o n t h e c o m p ut e r p r e s e n ti ng t h e i r
character and what they analyzed.
ARTICLES
“There are
three
things to
remember
when
teaching:
know your
stuff; know
whom you
are
stuffing;
and then
stuff them
elegantl y”
ARTICLES
 Source: “Teenagers and the Struggle for
Identity” by Seth Mullins
 Summary: This article talks about how
teens are struggling to find their identity
in a world where they are trying to keep
up with everyone else.
 Teaching Strategy: Magnet SummariesThis activity involves having students
read the selected article, and then pick
out key words from the article, in groups
of four, and putting that in the center of
given notecards. They will put words
related to that main word on the same
side of the card, and on the reverse side,
the students will put the passage that
the main word is in.
 http://articles.familylobby.com/355 teenagers-and-the-struggle-foridentity.htm
ARTICLES
 Source: “Consuming Teen Identity” by
Wendell Loewen
 Summary: This article addresses the notion
of how today’s adolescents are influenced
heavily by consumerism, and the need to
have the latest things.
 Teaching Strategy: Teacher Read-Aloudthis article does make reference to
Christianity. There may be some parents
who would argue that if there is going to
be reference to Christianity, there needs
to be equal reference to other religions.
This activity will give the student a chance
to relax and be read to. The students are
able to hear the flow of the article, and
hear what words and phrases the teacher
enunciates more than others. I will also be
checking for comprehension along the
way.
 http://fulleryouthinstitute.org/2009/02/cons
uming-teen-identity/
ARTICLES
 Source: “Don’t Delay” by Timothy A. Pychyl
 Summary: This article address the issue of
procrastination as it relates to
development of identity.
 Teaching Strategy : Fishbone Organizer-For
this activity, the students will be broken
into groups, and each group will be
assigned a section of the article. Each
group member will be responsible for
creating their own fishbone organizer
according to what the group decides are
the main points of their section. Once
each group has finished their portion of
the article, we will create an article outline
on the SMARTBoard as a class. Each group
will be responsible for their part of the
outline when we get to it as a class.
 http://www.psychologytoday.com/blog/d
ont-delay/200804/teenagers-identitycrises-procrastination
ARTICLES
 Source: “The Search For Identity - The
Teenage Struggle” by Bob Cave
 Summary: This article is another article
talking about the struggles that teens go
through when trying to claim their identity.
Family, peers, school. All are factors that
equally influence the teen and their
search for their identity.
 Teaching Strategy : B/D/A Questioning
Chart-I think this activity will be interesting
for the students because it is an article
about them and their lives. They will
generate questions about what they think
the article will be, and then during reading
they are going to create new questions
based on what they are reading. They can
answer their own questions as well while
they are reading. Then they will write down
any questions they have remaining once
they are done reading the article.
 http://www.family university.org/archive/search_identity.html
WEBSITES
“ T e a c he r
s are
those
who help
us in
r e s o l v ing
p r o bl e m s
w hi c h,
w i t ho ut
them, we
w o ul dn 't
h a v e .”
WEBSITES
 Source: The Holocaust: A Learning Site
for Students
 Summary: This portion of the website
allows students to look at the ID cards of
actual Holocaust survivors.
 Teaching Strategy: History Change
Frames-With this activity, the students
are going to be reading through the ID
cards of survivors of the Holocaust. They
will fill out the worksheet columns
labeled “What Problems Did They Face”,
“what changes affected these people”,
and what did they do to solve their
problems?” They are going to do this
worksheet as a precursor to the reading
the book Maus, and they will do this
worksheet again after reading Maus.
 http://www.ushmm.org/outreach/en/
 S o u r c e : T h e D a y I Wa s B o r n
 S u m m a r y : T h i s w e b q ue st t a k e s s t u d e n t s t h r o u g h t h e d a y
t h e y w e r e b o r n.
 T e a c hi ng S t r a t e g y : O nl i ne We b q u e st a b o ut t h e d a y t h e
s t u d e n t s w e r e b o r n. I w i l l h a v e p r i nt e d o u t e n o ug h
c o pi e s o f t h e w o rk s he e t f o r t h e s t u d e n t s t o f i l l o u t w hi l e
d o i ng t h e w e b q u e s t . T h e y w i l l s i m p l y f o l l ow t h e
d i r e c ti ons l a i d o n b y m y s e l f , a n d t h e w e b q ue st a n d g o
t h r o u g h t h e d a y t h e y w e r e b o r n. T h e r e a r e e i g ht t a s k s
a n d t h e y s h o ul d b e a b l e t o g e t i t d o n e i n a p e ri o d o r
t w o . T h e y c a n w o r k i ndi v i d ua l l y o r w i t h a n o t h e r p e r s o n,
but they must research the day they were born and not
pick one day between the two of them. Once all
s t u d e n t s c o m pl e t e t h e w e b q u e s t , t h e y w i l l h a v e a
c h a nc e t o r e p o r t o n e t h i ng t h e y f o u nd f r o m t h e i r
w e b q u e st b a c k t o t h e c l a ss. T h i s a c t i v it y w i l l a l l o w
s t u d e n t s t o s e e t h a t s o m e t hi ng c a n i n fl u e nc e t h e i r
i d e nti t y e v e n i f t h e y w e r e n o t a p a r t o f i t s c o nc e p ti on ,
o r p r e s e n t f o r i t . T h i s a c t i v it y i s g o i ng t o i nv ol v e l e a r ni ng
a b o ut s t u d e n t s d i f f e r e nt b a c k gr o und s. I a m f ul l y a w a r e
t h a t t h e r e a r e g o i ng t o b e s t u d e n t s w i t h d i f f e r e n t
e t h n i c b a c k gr o und s a n d c ul t ur e s i n m y c l a ssr o om , a n d
t h e m o r e m y s e l f a s t h e t e a c h e r, a n d o t h e r c l a s sm a t e s
k n o w a b o ut o t h e r c l a ssm a t e s b a c k g r o und s, t h e m o r e I
c a n a d a p t m y l e sso ns t o c a t e r t o d i f f e r e nt s t u d e n t s’
needs.
 h t t p :/ / dl 1 .y uk o nc ol le g e .y k .c a / b or nq ue st /
WEBSITES
 Source: Above The Influence
 Summary: This website talks about drug
use, and how students can help others
stay away from drugs. I thought this would
be a good website because it is not
something that students usually think of as
influencing identity.
 Teaching Strategy : Base and Expert Group
Activity- For this activity the class will
either be in the computer lab, or have
access to the mobile lab for the day.
Students will divided into their base groups
depending on what section of the website
they are assigned. There are six sections so
there will be six groups with two to four
people per group. The base groups will
meet depending on the section they were
assigned and once the groups have
discussed what the key portions of the
section were, they will report to their
expert group and each member will report
to the group what they found in their
section.
 http://www.abovetheinfluence.com/
WEBSITES
 Source: Adoption Issues
 Summary: This website looks at identity
issues adopted students encounter. When
there is difference in appearance and
tendencies. It is certainly harder to try to
identify who you are as a person when,
biologically, some students are not like
their parents.
 Teaching Strategy : Paired Reading-This
article will be an in class handout and will
be read in pairs. With this activity, the
students are going to be able to bounce
ideas about the article off each other.
They will be able to check for each other’s
understanding of the article, as well as fill
in another graphic organizer while
reading. Students will have the choice to
read the article aloud to each other, or
silently and stop when questions arise. This
will also spark interest in how students who
are adopted feel, as it relates to their
identity. Being adopted is a different
culture than we normally think of.
 http://www.adoptionissues.org/beneathth
emask.html
TOPIC RELATED
VIDEOS, DVDS,
OR CD-ROMS
“The art of
t e a c hi ng i s
the art of
a s s i sti ng
d i sc ov e r y .”
Mark van
Doren
 Source: The Hunger Games Audio
Recording
 Summary: I will be using the audio
recording, read-aloud, and reading
individually as well as in groups for this
book.
 Teaching Strategy: Quick Write-I have
listened to the audio recording of this
book, and it is much more interesting
than reading the book on your own. With
this recording, the students will have the
chance to be involved in the book, and
a life will be breathed into the
characters. For each portion that we
listen to throughout the duration of
listening to, and reading this book, there
will be a target question for the section
that is being listened to. With this
question, the students will have to do
one quick write a day answering the
target question.
 Source: VoiceThread
 Summary: I will have an account set up on
VoiceThread, and students will be able to
create a username and password, and
sign in and respond to questions I post on
the voice thread as well as creating part
of their final with a video on VoiceThread.
 Teaching Strategy : Using VoiceThread to
create a video. I will show the students an
example of a video I made, and the
example will actually be explaining this
project to them. Throughout the lessons on
identity, the students will be gather notes,
discussing, and creating questions about
identity, and what it means to them. They
will create a video/voice thread reading
their “This Is Who I Am” poems on the
video
 http://www.voicethread.com/
WORKS CITED
 T h e D ay I Wa s B o r n . ( 2 0 0 3 , Fe b r u a r y 1 2 ) .
 T h e H u n g e r G a m e s . ( 2 01 1 ) . R e t r i e v e d M ay 6 , 2 01 1 , f ro m S c h m o o p .
 B e n e a t h T h e M a s k . ( n . d . ) . R e t r i e v e d M ay 2 01 1 , f ro m A d o p t i o n
I s s u e s : h t t p : / / w w w. a d o p t i o n i s s u e s . o r g / b e n e a t h t h e m a s k . h t m l
 C a v e , B . ( n . d . ) . T h e S e a r c h F o r I d e n t i t y. R e t r i e v e d M ay 6 , 2 01 1 ,
f ro m Fa m i l y U n i v e r s i t y : h t t p : / / w w w. f a m i l y u n i v e r s i t y. o r g / a r c h i v e / s e a r c h _ i d e n t i t y. h t m l
 Fr i e d r i c h , M . ( 2 0 0 4 ) . Yo u ' r e N o t my Re a l M o t h e r. N e w Yo r k : L i t t l e ,
B ro w n .
 H o f f m a n , M . ( 1 9 91 ) . A m a z i n g G r a c e . N e w Yo r k : D i a l B o o k s f o r
Yo u n g R e a d e r s .
 L i b r a r y C a t a l o g e . ( n . d . ) . R e t r i e v e d M ay 6 , 2 01 1 , f ro m S i o u x l a n d
L i b r a r i e s : w w w. s i o u x l a n d l i b . o r g
 L o e w e n , W. ( 2 0 0 9 , Fe b r u a r y 1 8 ) . C o n s u m i n g Te e n I d e n t i t y.
R e t r i e v e d M ay 4 , 2 01 1 , f ro m Fu l l e r Yo u t h I n s t i t u t e :
http://fuller youthinstitute.org/2009/02/consuming -teen-identity/
 M u l l i n s , S . ( 2 0 0 8 ) . Te e n a g e r s a n d t h e S t r u g g l e f o r I d e n t i t y.
R e t r i e v e d A p r i l 2 01 1 , f ro m Fa m i l y L o b b y. c o m :
h t t p : / / a r t i c l e s . f a m i l y l o b b y. c o m / 3 5 5 - t e e n a g e r s - a n d - t h e - s t r u g g l e f o r - i d e n t i t y. h t m
 P y c h y l , T. A . ( 2 0 0 8 , A p r i l 1 3 ) . D o n ' t D e l ay. R e t r i e v e d M ay 6 , 2 01 1 ,
f ro m P s y c h o l o g y To d ay :
h t t p : / / w w w. p s y c h o l o g y t o d a y. c o m / b l o g / d o n t d e l ay / 2 0 0 8 0 4 / t e e n a g e r s - i d e n t i t y - c r i s e s - p r o c r a s t i n a t i o n
 Spiegelman , A . (1994). Maus. Pantheon Books.
 T h e H o l o c a u s t : A L e a r n i n g S i te f o r S t u d e n t s . ( n . d . ) . R e t r i e v e d A p r i l
2 01 1 , f r o m U n i t e d S t a t e s H o l o c a u s t M e m o r i a l M u s e u m :
h t t p : / / w w w. u s h m m . o r g / o u t r e a c h / e n / m e d i a _ l i s t . p h p ? M e d i a Ty p e = I D
 T h e Tr u t h A b o u t D r u g s . ( n . d . ) . R e t r i e v e d M ay 2 01 1 , f ro m A b o v e T h e
Influence: http://abovetheinfluence.com/
 W i n t h r o p , E . ( 2 0 0 5 ) . S q u a s h e d I n t h e M i d d l e . N e w Yo r k : H e n r y
Holt.