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What is Identity? What
Shapes Identity? Eleventh Grade
Fall 2010 EDUC 463 Kirstie Wheeler
Thompson Valley High School is located in the Thompson School District in Loveland,
Colorado. It is one of the five high schools in Thompson School District.
Thompson Valley High School’s mission statement is to build for a new generation; build
the skills to achieve each student’s academic/career goals; build the skills to contribute to
society; build an understanding of cultural diversity; build self-pride and self-confidence; and to
build a belief that learning is a life-long endeavor. Through these small goals of their mission
statement, Thompson Valley shows that encouraging their students to reach their goals is their
top priority. Teachers are involved in their students’ lives, and the students are involved with
what is happening at the school.
The school operates on a block schedule. On gold days, students attend periods five
through eight, and on black days, they attend periods one through four. On Wednesdays, the
school has a half day (where classes are shortened to accommodate this change) so that teachers
are able to have staff development or department meetings.
Of the approximately 1,400 students at the school, 89% of the population is white; 9% is
Hispanic; 1% is American Indian or Alaskan Native; <1% is Asian or Pacific Islander; and <1%
is black. All of the numbers—except for the white population—are lower than the state averages,
which are 61%, 28%, 1%, 3%, and 6%, respectively. Thompson Valley High School is a
primarily white school, but the relationships that students create are with all groups of students.
The social economic status of the families of the students attending the schools varies between
extreme poverty and extreme wealth, with twenty of the current students being homeless. There
are 22% of the students eligible for free and reduced lunch, which is below the state average of
34%.
Thompson Valley High School offers a variety of classes in addition to the many
different levels of core classes (AP, pre-AP). They offer wood, metal and auto shop, business
and marketing, yearbook and newspaper, family and consumer sciences, and world languages
and cultures classes, to name a few. In addition to the course variety, the school puts a lot of
emphasis on its extracurricular activities, and students find that these activities are helpful for
them. Although there aren’t any courses offered specifically for their exceptional students,
Thompson Valley tries to include these students in sports in some form even if it isn’t actually on
the team.
The teachers at Thompson Valley High School are some of the best. There aren’t many
probationary teachers—there are none in the English department, for example—and there are ten
teachers with over twenty years of experience. Teachers are always looking at their students’
best interests in the classroom, and it is obvious that they care about their students.
The class that this plan is designed for is an eleventh grade American literature class.
In my classroom, the first thing that I would do is put my desk at the back of the room so
that it takes some of the emphasis off of the teacher and puts it on the students instead. Since I
want a more student-centered classroom, this would be able to give my students the entire front
of the classroom to grow as learners. In order to also put more focus on the students and their
interests, I would have a couch and rug in the back of the room—with a bookshelf beside them—
that students could use before, during, or after class for whatever they pleased (whether it be
reading, writing, or relaxing).
There would be four large square tables in my room that would each seat eight students.
This allows students to collaborate on work in a larger group, or with partners whenever group
discussion or work is appropriate in my classroom. Since the tables are large, it also gives them
room to work individually in case my students would prefer to work alone instead of with
someone else or a group of people on an assignment. Even though I value collaboration in my
classroom, I would never force my students to do something that they do not want to do.
On the walls that don’t have windows and a chalkboard/white board, I will have student
work hanging up—art from another class, poetry and writing from my class. Students deserve to
have their work hung up around the classroom and on display for everyone to see. It gives them a
sense of accomplishment when their work is picked to be put somewhere that can be seen from
any point in the classroom—and sometimes even from outside in the hallway.
Window
W
h
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t
e
b
o
a
r
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D
o
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r
What is Identity? What Shapes Our Identity?
Identity is something that we are always figuring out—our identity as a whole, and how
certain parts of our lives affect our identity. In each unit, we will be looking at different texts that
show identity, and using different ideas that can help to shape or distort our identity. By looking
at our protagonists and what helps to shape them, we are able to get a different understanding of
what helps to shape who we are. Things that might not have seemed important at the time can
become important to the person that we have become today—and who we will continue to grow
into. When we look at other people and the important things that shaped their lives, we are able
to reflect on what has come to shape us. By the end of the year, students will have to apply what
we have learned to who they are and create a final project that they think embodies who they are.
By putting the units in this order, it allows us to start with us and then move away,
focusing on things that might have less to do with us at the time. At the end, we come back to
who we are. We are able to apply the knowledge that we have been using throughout the units
for our protagonists to ourselves, and look at who we are based on all of the concepts that we
have discussed.
1. What is your identity?
2. How do other people shape our identity?
3. How does time and place shape our identity?
4. How does the media affect our identity?
5. Book Club – How does the American dream affect our identity?
6. How can our experiences shape our identity?
7. What has shaped your identity?
Standards
1. Oral Expression and Listening
1. Verbal and nonverbal cues impact the intent of communication.
In units five and seven, students will create and present on the topics of the units.
Through their verbal and nonverbal cues, they will be expected to communicate the intent of
their presentations to their audience.
2. Validity of a message is determined by its accuracy and relevance.
In unit seven, students will be graded on their presentations in part by how their message
was conveyed to their audience. Their peers’ evaluation (as well as my evaluation) will
determine how well the message was received by the audience.
2. Reading for All Purposes
1. Complex literary texts require critical reading approaches to effectively interpret and
evaluate meaning.
In all of the units that require reading (units one to six), students will be looking at texts
and how they apply to the overarching concept as a whole, as well as to the question of the unit.
As we continue through the year, we will be looking back at previous unit topics and relating
readings between units.
2. Ideas synthesized from informational texts serve a specific purpose.
In units two, three, and four, students will look at several texts and synthesize
information in order to create a cohesive explanation of their beliefs in response to the question
for the final unit assessment.
3. Writing and Composition
1. Stylistic and thematic elements of literary or narrative texts can be refined to engage
or entertain an audience.
Through their more creative writing, students will be looking at the writing styles of other
authors and mimicking how it helps to strengthen their point. They will determine how it helps to
strengthen (or weaken) their writing.
2. Elements of informational and persuasive texts can be refined to inform or influence
an audience.
Students will be required to create persuasive papers when looking at several different
texts. They will need to pick a side and defend it, using textual evidence as well as any outside
research that they may do for the assignments.
3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics,
and clarity.
In units one, five, and six, students will be given a week in order to use their peers to help
revise their writing assignments. If they choose to, they can also get revisions from me. Mini
lessons will be used when there are issues that a majority of the students are struggling with.
4. Research and Reasoning
1. Self-designed research provides insightful information, conclusions, and possible
solutions.
Students will use what we have learned over the course of the year as resources in order
to create—in a format of their choice—and design a final project and presentation that describes
identity. In unit five, students will also design—from the start—where they want to go in their
book club groups in order to reach their final presentation goal.
2. Complex situations require critical thinking across multiple disciplines.
The final project in the course allows students to reach across multiple disciplines in
order to come up with something that they are happy with and that they would like more people
to see.
3. Evaluating quality reasoning includes the value of intellectual character such as
humility, empathy, and confidence.
During unit five, students will look at characters in relation to the unit theme. In order to
create their presentation, students will need to look at all of the aspects of the novel that they
study in order to see how the American dream relates to the work as a whole.
Language
Arts
Reading Writing Listening Speaking Viewing Visually
Representing
Unit
1 X
―The Things
They Carried‖
by Tim
O’Brien; ―Dust
Tracks on a
Road‖ by Zora
Neale Hurston
X
Daily reading
journals;
what do you
carry?
X
During peer
workshops
and revision,
students will
need to listen
to what their
peers suggest
about
improving
their writing.
X
In revision
groups,
students will
have to
articulate
ways for
their peers
to improve
their
writing.
2 X
The
Adventures of
Huckleberry
Finn by Mark
Twain; The
Scarlet Letter
by Nathaniel
Hawthorne;
―Narrative of
the Life of
Frederick
Douglass‖;
―Unconditional
Love‖ by
Tupac
X
Daily reading
journals;
take-home
exam: how
do they
(Hester and
Jim) break
away from
the identities
that others
have created
for them?
X
Students will
listen to a
song by
Tupac.
3 X
The House on
Mango Street
by Sandra
Cisneros; A
Raisin in the
Sun by
Lorraine
Hansberry;
―Imagining the
Reservation‖
by Sherman
Alexie; ―I
Have a Dream‖
by Martin
Luther King,
X
Daily reading
journals; how
does where
you come
from shape
identity?
Jr.
4 X
The Hunger
Games by
Suzanne
Collins; The
Crucible by
Arthur Miller;
―Nobel
Acceptance
Speech, 1954‖
by Ernest
Hemingway;
Witches Curse
X
Daily reading
journals; how
does the
media
change
characters
(looking at
the two
novels)?
X
In order to get
an
understanding
of the Salem
Witch Trials
and possible
causes of the
bewitchment,
we will watch
a
documentary
called
Witches
Curse.
5 X
The Great
Gatsby by F.
Scott
Fitzgerald; The
Grapes of
Wrath by John
Steinbeck;
Farewell to
Manzanar by
Jeanne
Wakatsuki
Houston; On
the Road by
Jack Kerouac;
The Catcher in
the Rye by J.D.
Salinger
X
Daily reading
journals;
assignment
check sheets
leading up to
presentation
X
During
presentations,
students will
listen to their
peers. At the
end of the
presentations,
there will be a
group
discussion on
how the
American
dream differs
between texts.
X
Students
will create
and give a
presentation
on their
book club,
the unit
theme and
how it
relates to
the book.
X
Students will
see their peers
present their
book club
projects and
give feedback.
X
Using some
form of
visual,
students must
create a
presentation
for their
book clubs.
6 X
Fallen Angels
by Walter
Dean Myers;
Of Mice and
Men by John
Steinbeck;
―Walden, or
Life in the
Woods‖ by
Henry David
Thoreau;
X
Daily reading
journals;
what
experience
has had the
biggest
impact on
your life?;
what
experience
has had the
X
During peer
workshops
and revision,
students will
have to listen
to their peers
about
improving
their writing.
X
In revision
groups,
students will
have to
articulate
ways for
their peers
to improve
their
writing.
―Letter from
Birmingham
Jail‖ by Martin
Luther King,
Jr.; ―Harlem‖
by Langston
Hughes
biggest
impact on a
character of
your choice’s
life?
7 X
During
presentations,
students will
listen to their
peers and will
help to
determine a
portion of the
final grade.
X
Students
will create
and give a
presentation
on their
identity and
what has
shaped their
identity.
X
Students will
see their peers
present their
final projects
on identity
and what
shapes their
identity and
give feedback.
X
Using
visuals,
students must
create a final
project and
presentation
that describes
who they are
and what has
shaped their
identity.
Unit One: What is your identity?
(Week 2 – 3)
This is a writing and discussion unit. In order to look at identity in different aspects of
literature and life we need to begin by looking who we are and what creates our identity. As we
progress through the following units, we will be building on what we have started to look at in
this first unit.
This is the unit that will introduce students to the rest of the year. Students will look at
who they are and how that shapes them, and will put it into a form that mimics Tim O’Brien in
―The Things They Carried.‖
Standards
11.2.1 Complex literary texts require critical reading approaches to effectively
interpret and evaluate meaning.
11.3.1 Stylistic and thematic elements of literary or narrative texts can be refined
to engage or entertain an audience.
11.3.3 Writing demands ongoing revisions and refinements for grammar, usage,
mechanics, and clarity.
Texts: ―The Things They Carried‖ by Tim O’Brien; ―Dust Tracks on a Road‖ by Zora
Neale Hurston
Assessment: What do you carry? – writing assignment
Unit Break Down
Week One
o Introduction to the course
Outline of the course—bring up assessments
o Introduce final project
o Reading quizzes
o Daily reading journals
Week Two
o ―Dust Tracks of a Road‖ by Zora Neale Hurston
o ―The Things They Carried‖ by Tim O’Brien
o What do you carry? – rough draft due
Week Three
o Peer revision and workshop
o Mini lessons when necessary
Common questions
Common mistakes
Unit Two: How do other people shape our identity?
(Week 4 – 9)
The people that are around us have a large role in creating our identities. Our family is
around us from the start, and even if we might not realize it—or like it—they are influencing us
and who we are every step of the way. We will be looking at how the people around us can
influence our identity through our readings and discussions.
Students will look at the characters and novels of study for the unit and determine how
other people have affected their identity throughout their journey, and whether or not is has
changed since the beginning. Although we move away from ourselves in this unit, we still come
back to it in daily reading journals to remind students that this is also about them.
Standards
11.2.1 Complex literary texts require critical reading approaches to effectively
interpret and evaluate meaning.
11.2.2 Ideas synthesized from informational texts serve a specific purpose.
11.3.2 Elements of informational and persuasive texts can be refined to inform or
influence an audience.
11.4.1 Self-designed research provides insightful information, conclusions, and
possible solutions.
Texts: The Adventures of Huckleberry Finn by Mark Twain; The Scarlet Letter by
Nathanial Hawthorne; ―Narrative of the Life of Frederick Douglass‖ by Frederick Douglass;
―Unconditional Love‖ by Tupac Shakur
Assessment
Weekly reading quizzes
Daily reading journal
Take-home exam – how do they (Jim and Hester) break away from the identities that
others have created for them?
Unit Break Down
Week Four
o Introduce the unit
o Introduce Mark Twain
Identity as a writer (real name Samuel Clemens)
o Introduce The Adventures of Huckleberry Finn
o Introduce writing project/assignment
o Being reading The Adventures of Huckleberry Finn
Week Five
o Continue reading The Adventures of Huckleberry Finn
o Reading quiz
o Daily reading journal – how has Jim’s identity changed from the beginning? What
or who has changed him?
Week Six
o Finish The Adventures of Huckleberry Finn
o Introduce Nathanial Hawthorne
o Introduce The Scarlet Letter
o Begin The Scarlet Letter
o Daily reading journal – how has Hester’s identity been created or changed by
those around her?
Week Seven
o Continue reading The Scarlet Letter
o Reading quiz
o Daily reading journal – how has her identity continued to change throughout the
novel? How does this compare or contrast to Jim?
Week Eight
o Finish The Scarlet Letter
o Discuss ideas about paper
Questions
Comments
Concerns
o Daily reading journal – have you ever been in a situation where other people are
affecting your identity without realizing it?
Week Nine
o Introduce Frederick Douglass (brief)
o ―Narrative of the Life of Frederick Douglass‖
o Daily reading journal – did being a slave negatively or positively affect
Douglass’s identity? Support your answer.
o Final draft of paper due
Unit Three: How does time and place shape our identity?
(Week 10 – 15)
Where we live, and where we come from says a lot about who we are. When we leave
where we started, the place that we began is something that we will always remember and that
will continue to shape us even if we aren’t aware of it. Our ―places‖ in society also help to create
our identity to other people.
Students will look at different races and time periods to determine how our time and
place affects who we are. They will look at all of the texts together to determine similarities and
differences between them, despite the major differences of race and time period.
Standards
11.2.1 Complex literary texts require critical reading approaches to effectively
interpret and evaluate meaning.
11.2.2 Ideas synthesized from informational texts serve a specific purpose.
11.3.2 Elements of informational and persuasive texts can be refined to inform or
influence an audience.
Texts: The House on Mango Street by Sandra Cisneros; A Raisin in the Sun by Lorraine
Hansberry; ―Imagining the Reservation‖ by Sherman Alexie; ―I Have a Dream‖ by Martin
Luther King, Jr.
Assessment
Weekly reading quizzes
Daily Reading Journal
How does where you come from shape your identity? – use examples from the text on
how the characters are shaped by their ―places‖
Unit Break Down
Week Ten
o Introduce the unit
o Background information on The House on Mango Street
o Background information on Sandra Cisneros
o Begin The House on Mango Street
Week Eleven
o Continue reading The House on Mango Street
o Daily reading journal – how does not having a place to call home shape
Esperanza’s identity?
How can not having a home to call our own shape who we are?
Week Twelve
o Finish The House on Mango Street
o Introduce unit writing project
o Introduce A Raisin in the Sun
o Begin reading A Raisin in the Sun
Week Thirteen
o ―I Have a Dream‖
o Daily reading journal – how does place in society affect identity in Martin Luther
King’s speech and in A Raisin in the Sun?
Week Fourteen
o Finish A Raisin in the Sun
o Daily reading question – does moving into a different neighborhood change
Beneatha’s identity?
Week Fifteen
o Brief history of Indians and reservations
o ―Imagining the Reservation‖
o Daily reading journal – what would being forced from your home do to your
identity?
o Unit assessment due
Unit Four: How does the media affect identity?
(Week 16 – 21)
The way that the media portrays people like us—race, ethnicity, sexuality—inadvertently
affects the way that we look at ourselves and those that are like us. Or, if we are in the media, it
can change the way that we view ourselves and change the way that we act. Our identity for the
moment can be changed in order to fit what the media wants to see us as.
Students will once again look at the novels of study for the unit and themselves in order
to learn how the media can affect and change identity. They can see through the novels how
media directly affects identity when it is present, and how media affects identity when it is not
the media that we know today.
Standards
11.2.1 Complex literary texts require critical reading approaches to effectively
interpret and evaluate meaning.
11.2.2 Ideas synthesized from informational texts serve a specific purpose.
11.3.2 Elements of informational and persuasive texts can be refined to inform or
influence an audience.
11.4.2 Complex situations require critical thinking across multiple disciplines.
Texts: The Hunger Games by Suzanna Collins; The Crucible by Arthur Miller; ―Nobel
Prize Acceptance Speech, 1954‖ by Ernest Hemingway; Witches Curse documentary
Assessment
Weekly reading quizzes
Daily Reading Journal
Looks at one of the novels, how did the media change the characters? (John and Elizabeth
Proctor, Katniss Everdeen, Peeta Mellark; etc)
Unit Break Down
Week Sixteen
o Introduction to unit and assessment
o ―Nobel Prize Acceptance Speech, 1954‖
o Daily reading journal – how does knowing that you’re doing something for the
media shape identity?
Week Seventeen
o Introduce Arthur Miller
o Introduce The Crucible
o Video: Witches Curse
o Being The Crucible
o Daily reading journal – how does the media fit in?
Week Eighteen
o Continue reading The Crucible
o Daily reading journal – if the media today was around during this time period
(Puritan era), what would this look like?
Week Nineteen
o Finish The Crucible
o Reminder about assessment
o Begin The Hunger Games
o Daily reading journal – how does the media play up the Hunger Games? How do
District 12 citizens create an identity around this?
Week Twenty
o Continue reading The Hunger Games
o Character analysis: Peeta and Katniss
o Daily reading journal – how does the media change Katniss once she begins the
Hunger Games?
Week Twenty-One
o Finish The Hunger Games
o Unit assessment due
o Daily reading journal – does the media affect you? How?
Unit Five: Book Club – How does the American dream affect identity?
(Week 22 – 27)
The American dream is something that has been written about for many years, and it
changes between texts. One author’s American dream is going to be different from another
author’s. Who we are is going to determine what our American dream is, and how significant
other people’s American dreams are to us as well.
In this unit, students will be the teachers for their novel. They will schedule how the six
week period is going to look in order to come up with their own final project. Students will learn
time management and will be responsible for their learning—and, to an extent, their peers’
learning.
Standards
11.1.1 Verbal and nonverbal cues impact the intent of communication.
11.2.2 Ideas synthesized from informational texts serve a specific purpose.
11.3.2 Elements of informational and persuasive texts can be refined to inform or
influence an audience.
11.4.2 Complex situations require critical thinking across multiple disciplines.
11.4.3 Evaluating quality reasoning includes the value of intellectual character
such as humility, empathy, and confidence.
Texts: The Great Gatsby by F. Scott Fitzgerald; The Grapes of Wrath by John Steinbeck;
Farewell to Manzanar by Jeanne Wakatsuki Houston; On the Road by Jack Kerouac; The
Catcher in the Rye by J.D. Salinger
Assessment
Daily Reading Journal
Assignment check list leading up to the presentation
Presentation on book club book
Unit Break Down
Week Twenty-Two
o Introduce book clubs
o Book club choices
Top three picks on a paper
Week Twenty-Three
o Begin book clubs
Reading schedule
Rules
Expectations
o Daily reading journal – what is your American dream?
Week Twenty-Four
o Continue book clubs
o Discussion: how has the American dream surfaced in your chosen novel?
o Daily reading journal – what ideas do you have for your presentation? Brain
storm! (This can be done as a group.)
Week Twenty-Five
o Continue book clubs—book should be finished (or close to it)
o Begin collaborating for presentation
o Presentation idea due at the end of the week
o Daily reading journal – what is the American dream in your novel?
Week Twenty-Six
o Continue book clubs—books should be finished
o Work on presentations
Week Twenty-Seven
o Book club presentations
Unit Six: How can our experiences shape who we are?
(Week 28 – 33)
The experiences that we have are some of the biggest things that shape who we are.
Doing one thing over another can change the outcome of our lives, even if it doesn’t seem like it
at the time that the decision is made.
Students will look at their experiences as well as the experiences of those that we read
about to see how different experiences effect people. We will also look at how the same
experiences (or similar) can have a different effect on different people.
Standards
11.2.1 Complex literary texts require critical reading approaches to effectively
interpret and evaluate meaning.
11.2.2 Ideas synthesized from informational texts serve a specific purpose.
11.3.1 Stylistic and thematic elements of literary or narrative texts can be refined
to engage or entertain an audience.
11.3.3 Writing demands ongoing revisions and refinements for grammar, usage,
mechanics, and clarity.
Texts: Fallen Angels by Dean Walter Myers; Of Mice and Men by John Steinbeck;
―Walden, or Life in the Woods‖ by Henry David Thoreau; ―Letter from Birmingham Jail‖ by
Martin Luther King, Jr.; ―Harlem‖ by Langston Hughes
Assessment
What experience has had the biggest impact on your life? – writing assignment
Daily Reading Journal
Pick a novel (or excerpt, poem, or speech) that we have studied in this unit. What has
been the biggest experience in the ―character’s‖ life? Argue for the experience that you
picked, using examples from the text and outside resources and research if you choose to
(not all are going to need additional research).
Unit Break Down
Week Twenty-Eight
o Introduce unit and assessment
o ―Letter From Birmingham Jail‖
o Daily reading journal – how have MLK’s experiences shaped him? (Refer to the
letter and his speech, and any prior knowledge you may have.)
Week Twenty-Nine
o Introduce Steinbeck—use student information from book clubs in applicable
o Introduce Of Mice and Men
o Begin reading Of Mice and Men
o Daily reading journal – thus far, how do you see this relating to the unit as a
whole? (Feel free to be completely honest.)
Week Thirty
o Finish Of Mice and Men
o Daily reading journal – how has the experience at the end of the novel changed
George’s identity?
Week Thirty-One
o Introduction to the Vietnam War
o Begin reading Fallen Angels
o Daily reading journal – imagine you were a soldier in the Vietnam War. How
would the experience of the war affect your identity? Upon your return home,
how would the people greeting you affect your identity?
Week Thirty-Two
o Continue reading Fallen Angels
o Reminder about the unit assessment
o Rough draft
o Daily reading journal – what experiences have helped to shape you? (precursor
for the unit writing)
Week Thirty-Three
o Finish Fallen Angels
o Peer revision and workshop
o Unit assessment final draft due
Unit Seven: What has shaped your identity?
(Week 34 – 36)
Through our exploration of identity through literature, we have seen protagonists that are
shaped by certain things in their lives—such as the media, the people around them, and their
experiences. Now that we have seen how these things shaped the identities of our protagonists,
it’s time to apply it to who we are.
Students will spend a week working on their projects—though it’s something that they
have known about since the beginning of the year—in order to finish them before presentations.
They will once again be leading the unit with their presentations.
Standards
11.1.1 Verbal and nonverbal cues impact the intent of communication.
11.1.2 Validity of a message is determined by its accuracy and relevance.
11.3.1 Stylistic and thematic elements of literary or narrative texts can be refined
to engage or entertain an audience.
11.3.3 Writing demands ongoing revisions and refinements for grammar, usage,
mechanics, and clarity.
11.4.1 Self-designed research provides insightful information, conclusions, and
possible solutions.
11.4.2 Complex situations require critical thinking across multiple disciplines.
Assessment
Multi-genre project (final) – show in any form who you are and what has helped to shape
who are
Create a presentation on what you have decided makes up who you are; this will be the
final grade in the course along with the hard copy of your multi-genre project
Unit Break Down
Week Thirty-Four
o Final project work time
o Presentation sign up
o Discuss projects—individual meetings during class
Week Thirty-Five
o Presentations
Week Thirty-Six
o Presentations
o Class wrap up
Culminating Assignment – Multi-genre Project and Presentation
Topic: What has helped to shape your identity?
Keep in mind what we have studied this year:
Time and place
Other people
Experiences
Media
The American dream
Try to show your knowledge and understanding of these five topics through your project.
Bring in at least one of each if it applies to you—do not force something if it doesn’t fit. You
may look into the future if it is appropriate.
Be creative! This is your time to shine. Show me what you can do.
Grading Criteria:
Presentation
Elements of the course utilized
Project aspect (post, video, picture, slide show, paper, et cetera)
Does this leave room for growth and changes in identity? If not, is there a valid reason?
Can your audience see and understand it?
Is your medium appropriate to your presentation and significant choices?
Does your audience get a sense of who you are and what has shaped who you are?
