Who Am I

  • 6

  • 7

  • 8

Objective: Students will use identity charts to deepen their understanding of themselves.

Who Am I

  • 6

  • 7

  • 8

Objective: Students will use identity charts to deepen their understanding of themselves.

Activity:

Activity #1:

Let students know that today they will be mapping their own identities.

Have them make a Silent Appointment with someone in the room. With their partner have them brainstorm different roles that they identify with such as family roles, school roles etc…  

Can they think of their familial roles (Older brother? Younger sister? Baby of the family?)

Their roles in school (Writer? Reader? Scientist? Historian? Artist? Class clown?)

Their roles outside of school--on the playground, on the Internet, or among friends (Hoopster? Gamer? Confidant?)

Are there any other roles that come to mind?

Once they have brainstormed, have students create their identity maps.

Direct students to draw a different line or ray on their identity maps for each role they wish to include. At the end of each line, they should write the word that identifies that particular role. Students should include at least three or four of these lines.

Next, students should add adjectives to the end of each role they have included on their map. Have them use a thesaurus to take their adjectives to a higher level. If they say kind, have them look up words that can be more descriptive.   Please see the example.
    
Activity #2:

Students will finish their identity maps. Using the protocol Gallery Walk, students will have a chance to look at each other's maps. 

After they complete the gallery walk, students can discuss their observations.

What roles do they have in common?

How are roles different? 
 

Common Core Standards:

  • 6.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )

  • 6.SL.1.b ( Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. )

  • 6.SL.1.c ( Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. )

  • 6.SL.1.d ( Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. )

  • 7.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )

  • 7.SL.1.c ( Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. )

  • 7.SL.1.d ( Acknowledge new information expressed by others and, when warranted, modify their own views. )

  • 8.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )

  • 8.SL.1.b ( Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. )

  • 8.SL.1.c ( Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. )

  • 8.SL.1.d ( Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. )