Where I’m From
Unit Outline
Rationale
Units designed to explore The Self are so common they are almost a cliché. With the abundance
of modern literature especially that journeys inward to examine the personality, the psyche, the soul of
character and author, English teachers have much material to draw upon for study. So why bring yet
another such plan of instruction into the world when there are already so many?
Everyone has a time in his life when he stops to examine who he is and may ask, in the words of
V’Ger in Star Trek: The Motion Picture, “Is this all that I am? Is there nothing more?” If we examine who
we are now, we must examine where we’re from as well. That is the basis of this unit of study. I took as
my inspiration George Ella Lyon’s poem, “Where I’m From” because it brilliantly encapsulates a concept
that seems innocuous but explodes with crystal clarity once grasped. I am female, of primarily Northern
European descent, living in the Pacific Northwest, teaching and reading and crocheting and singing.
That’s who I am now, but there is so more below the surface that led up to arriving here. Part of me is the
taste of the home-churned ice cream on top of a watermelon slice at my grandparents’ trailer in the
summer, the sight of snowdrifts piled beside the driveway each winter, the sound of the singing mistakes
I made at the District Solo Festival, the feel of the silky ears of my cocker spaniel as I petted him for the
last time on the vet’s table. All of that is where I’m from, and it is a part of where I am now—and where I
am going.
I wanted to use a combination of approaches and resources. I incorporate one poem, several
short stories, one song, two major writing activities, one graphic organizer, and much collaboration. I
start with Lyon’s poem and ask students to do a similar recalling from their own pasts as a jumping-off
point to this self-examination they will be doing.
From there, the class moves into a group-oriented study of short stories by multicultural women
writers. A professional and personal interest of mine is women’s writing, and I selected these stories both
for this reason and because they all have something to do with a character who comes to realize
something about herself, usually within the context of her culture. There are plenty of American-culture
young adult novels that students could read on their own that have the same focus, so I wanted students
to read something different, maybe even a tad outside their comfort level to get them thinking and
reflecting. I gave them fairly specific guidelines and the opportunity to have a positive experience
working with a group—as well as the opportunity to equally contribute for the benefit of all in the group.
Each day’s work uses a “Daily Grade Check” in which group members set goals for themselves and earn
a daily grade based on how well they met those goals.
Subsequent to the poem and short story portions of the unit is a one-period writing activity that
uses Billy Joel’s song “We Didn’t Start the Fire” from his 1989 Storm Front album. I used this lesson in a
slightly different format with ninth-grade students several years ago. It never really gelled until I
realized how well it fits this concept of “Where I’m From.” In the song, Joel lists news events and people
from 1949 to 1989, the year he turned 40—all of which had to do with the world where he is “from.” I
wanted students to look at their own world in this way because not only are they “from” a place but they
are “from” a time, and all of that has a lot to do with what they eventually become.
From there is another extended group project that lets students get creative and ambitious. Now
that they have done some reading and writing and reflecting about where they’re from individually, I
give them the opportunity to do so collectively and respond to the questions, “What is common to all of
us?” and “What is unique about each of us?” I have them start by pooling their resources in what I call a
Quadro-Venn Diagram. This provides a visual representation of what they are trying to accomplish.
Then I turn them loose and see where they go. They may produce a writing project, a graphic of some
kind, a multimedia presentation, a dramatic one, or some other idea. After a few days of in and out of
class work, in which daily grades are also earned, the groups come together in a “Where We’re From
Fair” in which they display their projects in the classroom for all to view and comment upon. The idea is
to celebrate who we are and where we’re from and to realize that each of us is “from” somewhere—and
that we’re not so different “from” each other after all.
Day 1
Title: Where I’m From in poetry by George Ella Lyon
Grade level: 11-12 (Junior-Senior)
Time: 1 class period
Objectives:
1. The student will listen to the poem “Where I’m From” by George Ella Lyon read by the author.
2. The student will discuss the imagery from the poem.
3. The student will create a list of memory images from his own life similar to those in the poem.
4. The student will share items from his list with a partner and with the class.
5. The student will use the list to write a similar poem.
6. The student will use the writing to examine “Where I’m From”
Lesson outline:
1.
Anticipatory set—show students a map with pushpins or indicators in Portland, Chicago, Norway,
Ireland, England, Poland, and Germany. Say, “This is where I’m from” and ask if they think they
know what that means. (For me, I was born and grew up in Chicago but consider myself “from”
Portland, plus I have ancestors from Northern Europe.) Ask, “Is that the only answer to ‘where are
you from?’” Explain that we are going to use some writing and literature to explore the idea of
“where I’m from.”
2.
Put George Ella Lyon’s Web page with “Where I’m From” on a projector. This page has a sound file
of the author reading the poem. Play the file for students; they can follow along with the words or
simply listen.
Note: if necessary, run the page from the local disk drive instead of the Web.
3.
Ask them what images stood out—write a list on whiteboard or flip chart (perhaps a student could
do this).
4.
Play file a second time.
5.
Ask students if they noticed anything this time around that they hadn’t before—make a list of these
on whiteboard or flip chart.
6.
Discuss:
• How did Lyon use or play with words?
• What are some images from your own life that you are reminded of by this poem?
7.
Have students take out a piece of paper and instruct them to jot down, without stopping if possible, a
list of these images from their own lives. Let the writing take them wherever it will—just write
whatever comes next. Start a list while the students write, then circulate and give assistance as needed.
Allow about 10 minutes, adjusting time as necessary.
8.
Have students share with a partner 3 of their items. Circulate and listen.
9.
Have students share items with the class. Write on whiteboard or flip chart. Are there any
commonalities? Is anybody reminded of something from their own life by any of these items?
Students should write these on their own lists.
10. If time, have students try writing a similar poem.
11. Closure—hand out one folder to each student—all work for the unit can be kept and submitted in the
folder. We will be exploring the idea of “where I’m from,” and these lists will be the start of that
exploration.
Materials needed:
1.
2.
3.
4.
5.
Notebook computer with Web page in Firefox browser, speakers, audio player
Web site: <http://www.georgeellalyon.com/where.html>
Backup: overhead transparency with poem
Whiteboard or flip chart
Manila folders or colored report covers
Mittelstaedt Page 17 of 29
Days 2-5
Title: Where I’m From in short stories of multicultural women writers
Grade level: 11-12 (Junior-Senior)
Time: 4 class periods
Objectives:
1.
2.
3.
4.
The student will read an assigned short story of a muliticultural woman writer.
The student will participate in a group as facilitator, recorder, researcher, or reader and will
contribute equally to the group effort.
The student will explore the culture of the author and the culture depicted within the story.
The student will participate in a group presentation of the story to the class.
Lesson outline:
Day 2
1. Anticipatory set (5 minutes)
a.
Put these names on the board (one at a time): Currer Bell, George Eliot, D. C. Fontana, J. K.
Rowling and ask, “What do we know about these people? How do we know that?” Explain
that all are women and felt that they needed conceal their gender with a pseudonym (except for
Rowling—she did it for privacy).
•
•
•
•
b.
2.
Students will be divided into groups of four (adjustments made as necessary. for class size)
Each group will read a story written by a multicultural woman writer
Distribute Project Outline (see page 20) and review it with the class (especially group roles,
responsibilities, and evaluation), answering questions as needed.
Divide class into predetermined groups of 4 students each—heterogeneous groups with a mix of
sexes, cultures, academic strengths/skills (5 minutes)
a.
b.
c.
d.
4.
Put these names on the board: Zora Neale Hurston, Alice Walker, Alifa Rifaat and ask the same
question. Explain that we will learn about these and other women writers during the unit.
Explain project (10 minutes)
a.
b.
c.
3.
Currer Bell: pseudonym of Charlotte Brontë, Jane Eyre and Villette
George Eliot: pseudonym of Maryann Evans, Silas Marner and The Mill on the Floss
D. C. Fontana: Dorothy Fontana, script writer on Star Trek, Journey to Babel and Encounter
at Farpoint
J. K. Rowling: Joanne Kathleen Rowling , Harry Potter books
Facilitator: Coordinates group discussions and activity, assumes responsibility for making sure
that the group’s project is complete
Recorder: Keeps a written record of the group’s discussion and activity, including questions,
but not including any notes the researcher or other members may need
Researcher: Gets the group’s supplies daily, locates information on culture, background,
vocabulary as needed, asks for assistance from other members as needed
Reader: Reads the story aloud to the group, assists researcher as needed
Explain Daily Grade Check (see page 22)—each day, Facilitator will get a daily grade slip, fill out the
group’s goals, and they will decide what grade they get at the end of the day (each group member
will get the same grade, points added to group grade at end of unit)
5.
Distribute copies of stories to groups, assigning each group’s story appropriately, based on mix of
students (5 minutes)
a.
b.
Students should take a few minutes in their groups to assign roles. If any groups have further
questions, answer those as needed.
Once groups are settled, give students about 5 minutes to begin reading their story. If they’re
having a hard time getting into it or if they truly dislike the story, adjustments can be made
among groups.
Rest of Day 2, Day 3-4
6. Student tasks—teacher circulates, monitoring and adjusting as necessary
a.
b.
c.
d.
e.
f.
Read the story within the group
Recorder should write down any unfamiliar vocabulary, questions about culture or expressions
or other terminology.
Discuss and answer the assigned questions on the reverse of the Project Outline.
Develop and answer two additional questions (see Question 8 of Project Outline).
Conduct research as needed into author background, culture of the story, unfamiliar
vocabulary—this can be done in the library or Internet lab if necessary (individual students can
be dismissed, or entire class can spend a period there).
Develop group presentation, including any visuals or multimedia used, and gathering of final
summation materials to be submitted to teacher (see Project Outline).
Day 5
7. Group presentations
a.
b.
8.
Each group presents their story to the class, using whatever materials they have developed.
Students listen to presentations and ask questions.
Closure—have groups evaluate their own work, answering questions on Group Evaluation and
Grades (see page 23) on their project summation (10 minutes)
a.
b.
c.
What is one thing your group liked about this project? Why?
What is one thing your group disliked about this project? Why?
What is one thing your group learned from doing this project?
Materials needed and references:
1.
Copies of the following short stories:
•
•
•
•
•
•
•
Brant, Beth. “Food & Spirits.” Food & Spirits: Stories. Ithaca, NY: Firebrand Books, 1991. 67-85.
Cisneros, Sandra. “Eleven.” Woman Hollering Creek, and Other Stories. New York : Random
House, 1991. 6-9.
Hurston, Zora Neale. “Isis.” Spunk: The Selected Short Stories of Zora Neale Hurston. Berkeley, CA:
Turtle Island Foundation, 1985. 9-18.
Mori, Kyoko. "Yellow Mittens and Early Violets." Corvallis, OR: CALYX, Inc., 1989. 31-38.
Rifaat, Alifa. "Me and My Sister." Distant View of a Minaret and Other Stories. Oxford:
Heinemann, 1987. 39-46.
Walker, Alice. “Everyday Use.” In Love & Trouble: Stories of Black Women. New York: Harcourt
Brace Jovanovich, 1973. 47-59.
Walters, Anna Lee. “The Laws.” The Sun is Not Merciful: Short Stories. Ithaca, NY: Firebrand
Books, 1985. 91-107.
2.
3.
4.
Project Outline, Group Evaluation and Grades
Dictionaries (including at least one slang dictionary)
Library and Internet
Accommodation:
For LD students:
If a Title I, resource teacher, or aide were working with the student, I would give that person the unit
materials and enlist their assistance. Within class, I would be available to help with reading
comprehension, and I would also ask the group facilitator to act in that capacity. I would also try to
provide an alternate version of the story or would select a different story if needed.
For hearing-impaired students:
The printed copy of story is accessible to hearing-impaired students. For the group interactions, I would
seek to use an ASL interpreter if needed. If not, I would record the group’s work and make it available to
the student for home or tutor use.
For visually-impaired students:
Reading the story aloud in class is accessible to visually impaired students. For work at home or outside
of class, I would provide a cassette-tape or CD recording of story, either made by myself or one of the
other students in the group, possibly for extra credit.
For ELL students:
If possible, I would provide copy of story in original language, perhaps seeking a parent or community
member for translation. I would have fellow students or the group facilitator provide assistance as
necessary, or I might select a different story if needed.
For visual learners:
The printed copy of story will help with this learning style.
For auditory learners:
Reading story aloud (or an audio recording) and the group interactions will help with this learning style.
For kinesthetic learners:
If possible, I might ask learners of this style to acting out a portion of the story, write a reader’s theatre
version, or do a dramatic interpretation from the story.
Mittelstaedt Page 20 of 29
Where I’m From
Short Stories of Multicultural Women Writers
Project Outline
You will work in a group to read one short story from the following list of stories by multicultural
women writers.
1.
2.
3.
4.
5.
6.
7.
“Food & Spirits” by Beth Brant
“Eleven” by Sandra Cisneros
“Isis” by Zora Neale Hurston
“Me and My Sister” by Alifa Rifaat
“Everyday Use” by Alice Walker
“The Laws” by Anna Lee Walters
Selected story by Asian writer
Each member of your group will take on one of the following roles, which the group will decide upon.
1.
2.
3.
4.
Facilitator: Coordinates group discussions and activity, assumes responsibility for making sure
that the group’s project is complete
Recorder: Keeps a written record of the group’s discussion and activity, including questions, but
not including any notes the researcher or other members may need
Researcher: Gets the group’s supplies daily, locates information on culture, background,
vocabulary as needed
Reader: Reads the story aloud to the group, assists Researcher as needed
Your group will complete these tasks.
1.
2.
3.
4.
5.
Read the story.
Participate in the group.
Answer the questions on the back of this sheet, doing any outside research as needed.
Present your story to the class using your questions and research as a basis for your presentation.
Turn in a final summation, which needs to be neatly hand-written in blue or black ink or
typewritten, and which needs to include these items.
•
•
•
•
•
•
Title of the story and its author
Background of the author, including any cultural details
Summary of the story
Answers to assigned questions
Two additional questions that the group formulates and answers
Any research notes taken on author, culture, vocabulary, etc.
Since everyone in the group will receive the same grade, it is up to everyone to contribute fairly, no
matter what each person’s task is. The
You will be graded on the following:
Group participation
_____ / 20
Group presentation
_____ / 10
Quality of final summation
_____ / 20
Mittelstaedt Page 21 of 29
Questions:
1. Does the title have any particular meaning in the story? What? Why did the author select that title?
What might some appropriate alternates be?
2. Do any of the characters have names?
a. For those with names, what do the names mean (or what do you think they mean)? Are the
meanings important within the story?
b. For those without names, why did the author omit a name for that character?
3. What do we learn about the culture of the characters within the story? Is there more than one culture
in the story? Describe what is learned about each culture.
4. Are there any people in the story from “outside” the main character(s) culture? What do they “know”
about he culture? How does the main character deal with those “outside” characters?
5. Is there anything stereotypical about the story or within the story? What?
6. Would the story be any different if the author were male? Or if the main characters were male? (If
your story has a male protagonist, what if he were female?)
7. As a group, select one quote that either a) you like, b) you dislike, or c) somehow exemplifies the
story. Why did you select this quote?
8. As a group, devise two more probing or evaluative questions for your story and provide what you
think are appropriate answers. Such a question might be: “Why does the main character’s brother
treat her that way?” (Note: this does not count as one of your questions.) Such a question would not
be: “What is the main character’s brother’s name?”
For extra credit (10 points each)—may be undertaken only after all assigned work is complete
•
•
•
•
•
•
Read another story and answer the above questions (no oral presentation required for that story)
Do a journal entry, response paper, or some other reflective writing about your story (subject to my
approval)
Select 5-6 quotes from your story and explain why you chose them
Research further the culture of the author or the story and write a 1-2 page report.
Create some artwork, put together a PowerPoint slideshow or other multimedia presentation, or
design a Web page, for your story
Other project (subject to my approval)
Note: Everyone in the group needs to contribute to these extra credit projects in order to receive credit
Mittelstaedt Page 22 of 29
Daily Grade Check
Daily Grade Check
Name: ___________________________________
Name: ___________________________________
Date: ___________
Date: ___________
Period: ______________
Goals for today:
Period: ______________
Goals for today:
1.
5.
2.
6.
3.
7.
4.
8.
Your grade: __________
Your grade: __________
My grade:
My grade:
__________
__________
Daily Grade Check
Daily Grade Check
Name: ___________________________________
Name: ___________________________________
Date: ___________
Date: ___________
Period: ______________
Goals for today:
Period: ______________
Goals for today:
9.
13.
10.
14.
11.
15.
12.
16.
Your grade: __________
Your grade: __________
My grade:
My grade:
__________
__________
Where I’m From
Short Stories of Multicultural Women Writers
Group Evaluation and Grades
Group Members:
Facilitator:
Recorder:
Researcher:
Reader:
Story and author:
Group Evaluation:
1.
What is one thing your group liked about this project? Why?
2.
What is one thing your group disliked about this project? Why?
3.
What is one thing your group learned from doing this project?
Grades:
Group participation
_____ / 20
Group presentation
_____ / 10
Quality of final summation
_____ / 20
Extra credit earned
Total for each member
Final grade for each member
_____
_____ / 50
Mittelstaedt Page 24 of 29
Day 6
Title: Where I’m From in song by Billy Joel
Grade level: 11-12 (Junior-Senior)
Time: 1 class period
Objectives:
1. The student will listen to the song, “We Didn’t Start the Fire” by Billy Joel
2. The student will discuss the song.
3. The student will use the song’s structure to construct a similar list of events from his own life.
4. The student will share his writing with a partner and with the class.
5. The student will use the writing to examine “Where I’m From.”
Lesson outline:
1.
Anticipatory set—In 1989, BJ wrote a song on his album Storm Front (show CD) called “We Didn’t
Start the Fire.” The song has something to do with where he was in his life at that time. Ask how
many have heard of/heard the song. (2 minutes)
2.
Play song, asking students to listen carefully. (5 minutes)
3.
Elicit responses: What did you hear? (5 minutes)
4.
Put BJ Web page with lyrics to song on projector. Instruct students to scan them. What do they
notice? (3 minutes)
http://www.billyjoel.com/discography/WeDidntStartTheFire.html
5.
Play song again—students can follow along or simply listen. (5 minutes)
6.
Ask students how this song relates to BJ’s life. (He turned 40 in 1989 and is reviewing news events
and people from all the decades in his life). (5 minutes)
7.
Have students take out a sheet of paper and do the following: (10 minutes)
•
•
•
8.
Have students jot answers to the following questions: (2 minutes)
•
•
9.
Make 3 columns: 0-9, 10-14, and 15+.
As best as they can remember, have them note important events from those age ranges. Example:
If a student was 10 when George Bush was inaugurated, that could go in the middle column.
Students should aim for at least 10 items among the 3 columns. They will probably have the
hardest time with the first column; this will be addressed later.
Why did you select those particular events?
How did you remember the events (associating them with something, good memory, etc.)?
Have students share their lists with a partner (5 minutes)
10. If time, have students try to write a similar set of lyrics that rhyme or otherwise work musically
11. Closure—explain how these lists are a perfect illustration of “Where I’m From” because they are a
glimpse of the world they were born into and grew up in--students should put papers in their WIF
folders—for tomorrow, find 3 things to put in the 0-9 column (ask parents, use Internet)
Materials needed:
1.
2.
3.
Notebook computer with Web page in Firefox browser, speakers, audio player
Web site: < http://www.billyjoel.com/music/storm-front/we-didnt-start-fire >
Backup: overhead transparency with lyrics
Storm Front CD
Joel, Billy. “We Didn’t Start the Fire.” Storm Front. Sony, 1989.
Mittelstaedt Page 26 of 29
Days 7-10
Title: Where We’re From group projects
Grade level: 11-12 (Junior-Senior)
Time: 4 class periods
Lesson outline:
Day 7
1. Anticipatory set (5 minutes)
a. Have several students share 3 items from previous day’s writing activity--discuss
b. Have students gather in their groups from the previous week—they are going to explore further
“where I’m from” in terms of their commonalities and their uniquenesses.
2.
Distribute Quadro-Venns (see page 27), explaining the concept of the basic Venn diagram for students
unfamiliar with it. Have students do the following:
•
•
•
•
Each member picks one of the circles. Write each group member’s name in his circle.
Write at least five things about yourself in your circle.
Share your items in the group. Any common ones can be written in the center, overlapping area.
Discuss. Any surprises? Any disappointments?
Rest of Day 7, Days 8-9
3. Group project
a. Distribute “Where We’re From” Project Outline (see page 28) and review with class—no individually
assigned roles this time, but all must contribute equally to the group project
b. Distribute Daily Grade Check slips to groups and remind about their use
c. Circulate and monitor as needed
d. Dismiss students as needed to library, computer lab
Day 10
4. “Where We’re From Fair”
a. Have students set up their projects around the room. One student from each group stays with their
display to answer questions. Student should switch off attending their display so that all may view the
displays.
b. Students should walk around looking at each display, writing comments or questions on provided
paper (2 at each display, given to groups at evaluation)
c. Students can bring favorite foods to share—arrange beforehand
d. Group Evaluation and Grades (see page 29)
Materials needed:
1. Where We’re From Quadro-Venn Diagram
2. Where We’re From Group Project Outline
3. Library and Internet
4. Art supplies
Mittelstaedt Page 27 of 29
“Where We’re From”
Quadro-Venn Diagram
Mittelstaedt Page 28 of 29
“Where We’re From”
Group Project Outline
Now that you’ve had some activities exploring where you are from in terms of poetry, short story, song,
and personal writing, you will now explore where you ALL are from. Using all the material you’ve
gathered during this “Where I’m From” study, you will work as a group to answer the following
questions about yourselves:
1. What do we all have in common?
2. What is unique to each of us?
The project consists of developing your own group medium for answering these two questions. Some
suggestions are below. Whatever you decide should be worked on and presented by the entire group.
Start with your Quadro-Venn diagrams, draw upon the literature you’ve studied and the writing you’ve
done, and see where you’re all from.
Writing
• Poem
• Essay
• Story
• Journal
• Article
• Letter
Group member
Multimedia
• PowerPoint
• Web page
• Video
• Audio
Task(s)
Graphic
• Drawing
• Chart
• Collage
• Comic strip
• Photograph(s)
Drama
• Skit or sketch
• Monologue
• Dialogue
• Reader’s theater
Mittelstaedt Page 29 of 29
Where We’re From
Group Project
Evaluation and Grades
Group Members:
1.
2.
3.
4.
Group Evaluation:
1.
What is one thing your group liked about this project? Why?
2.
What is one thing your group disliked about this project? Why?
3.
What is one thing your group learned from doing this project?
Grades:
Group participation
_____ / 20
Group display
_____ / 10
Total for each member
_____ / 30
Final grade for each member