An advanced training is not necessary to select a rich set of readings, envisaged to engage students. The text described below will help students build a working definition of identity, using concrete evidence to support their understanding of the concept. These supplemental texts are suggestions and can be read in any order, taking a step further towards translation and relevance. The goal is for students to record evidence to build and defend their definition of identity on an on-going basis, while making connections between texts:
“I Escaped a Violent Gang” by Cate Bailey
This powerful memoir demonstrates the role that honesty, determination, and forgiveness have in Ana’s life.
“Why I Teach Math Through Knitting” by Sara Jense (CommonLit)
In this informational text, Sara Jensen discusses how she uses knitting to teach math to her students.
“When Women Stopped Coding” by Steve Henn (CommonLit)
In this informational text, Steven Henn explores why fewer women are coding and pursuing careers in computer science.
“I Am Not An Inmate...I Am a Man” by Deena Prichep (CommonLit)
Students will practice using empathy while reading about how inmates experience growth and learn valuable lessons while in prison.
“This is Not Who We Are” by Naomi Shihab Nye (CommonLit)
In this personal essay, Nye reflects on her relationship with her Arab-American identity.
“Rebel with a Cause: Rebellion in Adolescence” by Dr. Carl Pickhardt (CommonLit)
According to psychologist Dr. Carl Pickhardt, adolescence is a time of rebellion. In this article, Dr. Pickhardt outlines the stages of adolescent rebellion from ages 9 to 23.
“Where Did I Come From?” by Birdbrain Science (CommonLit)
This informational text reveals how and why people have some of the traits that they do.