Exploring Identity

Lesson Objective

Students will analyze and comprehend how an author conveys themes of identity and personal growth in poetry, focusing on specific textual evidence to understand the tone, mood, and voice. This lesson meets ELA.6.R.1.3: Explain an author's purpose and how the use of text structure and features contributes to the development of ideas.

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Lesson Overview

Grade Level: 6
Duration: 90 minutes
Focus Text: An excerpt from "Brown Girl Dreaming" by Jacqueline Woodson
Class Size: 8 students
Curriculum Area: English Language Arts (ELA)
Theme: Identity and Representation

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Materials Needed

• Individual copies of the selected excerpt from Brown Girl Dreaming
• Whiteboard or chart paper and markers
• Highlighters (two colors per student)
• Journals or notebooks
• Sticky notes
• Prewritten chart: "Questions to Analyze the Author’s Purpose"
• Graphic organizer: “Tone and Mood Web”

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Lesson Breakdown

Part 1: Warm-Up (10 minutes)

1. Introduction to Theme

   • Display the question: "What makes each of us unique, and how do writers express identity?"
   • Facilitate a 5-minute think-pair-share. Each student writes one or two thoughts in their journal, pairs with a partner to discuss, and shares out with the group.

2. Define Key Concepts

   • Introduce key vocabulary (identity, tone, mood, voice, author’s purpose).
   • Create a visual anchor chart for reference during the lesson.

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Part 2: Reading and First Impressions (20 minutes)

1. Set Purpose for Reading

   • Distribute individual copies of the selected excerpt from Brown Girl Dreaming. Explain that we are analyzing how Jacqueline Woodson uses her unique voice to explore identity.

2. Guided Reading

   • Conduct a read-aloud of the text while students follow along. While reading, pause at pivotal moments to model "thinking aloud" about the author’s choices (e.g., “Why might the author begin with this image?”).
   • Afterward, give students 5 minutes to reread silently and underline any lines that stand out to them as powerful or meaningful.

3. First Impressions Discussion

   • Facilitate a brief discussion. Ask:
     • What stood out to you in the excerpt?
     • How does the author describe her identity?
     • What feelings or emotions are evoked by her words?

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Part 3: Deep Dive Analysis (30 minutes)

Analyzing Tone and Mood (15 minutes)

1. Tone and Mood Exploration

   • Recap tone (the author’s attitude) and mood (the feeling created in the reader).
   • Distribute the “Tone and Mood Web” graphic organizer. Students will:
     • Identify words or phrases in the text that contribute to tone.
     • Write how specific words make them feel as a reader (mood).
   • Example Model: “The phrase ‘my voice, my words’ feels empowering. It creates a tone of pride and a mood of inspiration for me.”

2. Group Discussion

   • Use guiding questions to lead the discussion:
     • Which words or phrases best represent the author’s tone?
     • Does the mood of the reader change as the poem progresses? Why?

Understanding the Author’s Purpose (15 minutes)

1. Guided Practice

   • Refer to the prewritten chart, “Questions to Analyze the Author’s Purpose:”
     • Why did the author write this text?
     • Who is the intended audience? How does this affect how the author writes?
     • What message is the author trying to communicate?
   • Have students answer these questions in pairs, using evidence from the text to support their answers.

2. Whole Class Sharing

   • Bring the class back together to share their original thoughts and text evidence relating to the author’s purpose.

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Part 4: Writing and Reflection (20 minutes)

1. Writing Prompt

   • Students write a short reflection in their journals:
     • Jacqueline Woodson uses her voice to explore her identity in "Brown Girl Dreaming." How do her words help us understand the importance of identity? How does her tone or mood inspire you to think about your own story?

2. Peer Feedback

   • Students exchange journals with a peer and write a two-sentence positive feedback comment about their partner’s reflection.

3. Personal Identity Connection (Creative Extension)

   • Ask students to write 3-5 lines of poetry that reflect their own identity. Encourage them to think about tone and voice.

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Closure (10 minutes)

1. Class Gallery Walk

   • Students share their 3-5 line poems by placing them on their desks.
   • Each student walks around the room, reads their classmates' poems, and leaves a sticky note with one word describing how the poem’s tone or voice made them feel.

2. Wrap-Up Discussion

   • Bring students back together and reflect as a class:
     • What did you learn about the power of words and voice today?
     • Why is it important to tell stories about who we are?

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Assessment

• Students’ completed “Tone and Mood Web” graphic organizer
• Contributions to class discussions (verbal or written)
• Journal writing prompt and personal identity poem

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Differentiation

• For students needing additional support:
  • Provide sentence stems for the journal reflection (e.g., The phrase ___ shows identity because...)
  • Offer scaffolded phrases for their poetry (e.g., I am from... or My voice is like...).
• For advanced students:
  • Challenge them to analyze how the poem’s structure reinforces its themes (e.g., examine free verse, repetition).

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Teacher's Reflection

This lesson fosters critical thinking and creative expression while aligning with US standards ELA.6.R.1.3. Its balance of structured analysis with space for personal connection ensures that students develop their analytical and emotional literacy. Teachers, challenge yourself during the gallery walk to engage with each student’s piece—it’s a chance to validate their voices!