Teacher Guide

Who are YOU?

By Kaki Shields
Meet the Author

"How do we identify our strengths and weaknesses, our talents and loves, our philosophy and ideas,and how do we communicate these essentials to others?"

and Standards



 Student Guide

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Understandings and Standards

Core Understandings
  • The unexamined life is not worth living.
  • There are many avenues for looking at your life.
  • Everyone has a unique voice and can express it.
  • It is important to know what we project to others.
Learning Objectives
  • Students learn more about their ancestry.
  • Students reflect on their lives.
  • Students learn to express ideas and emotions using different media.
  • Students learn to assemble a portfolio reflective of their whole self.
  • Students value themselves.
California Content Standards
English and Language Arts
Grade Eleven
ELA.11.2.0. Reading Comprehension (Focus on Informational Materials)
Comprehension and Analysis of Grade-Level-Appropriate Text
ELA.11.2.2. Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.
ELA.11.2.4. Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations.
ELA.11.2.5. Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.
ELA.11.3.0. Literary Response and Analysis
Narrative Analysis of Grade-Level-Appropriate Text
ELA.11.3.2. Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
ELA.11.3.3. Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.
ELA.11.3.4. Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers' emotions.
ELA.11.1.0. Writing Strategies
Organization and Focus
ELA.11.1.1. Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
ELA.11.1.2. Use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes.
ELA.11.1.3. Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.
ELA.11.1.4. Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.
ELA.11.1.5. Use language in natural, fresh, and vivid ways to establish a specific tone.
Research and Technology
ELA.11.1.6. Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).
ELA.11.1.7. Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).
ELA.11.1.8. Integrate databases, graphics, and spreadsheets into word-processed documents.
Evaluation and Revision
ELA.11.1.9. Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.
ELA.11.2.0. Writing Applications (Genres and Their Characteristics)
ELA.11.2.1. Write fictional, autobiographical, or biographical narratives:
a. Narrate a sequence of events and communicate their significance to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate temporal, spatial, and dramatic mood changes.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.
ELA.11.2.3. Write reflective compositions:
a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).
b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life.
c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.
ELA.11.2.6. Deliver multimedia presentations:
a. Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images).
b. Select an appropriate medium for each element of the presentation.
c. Use the selected media skillfully, editing appropriately and monitoring for quality.
d. Test the audience's response and revise the presentation accordingly.
Written and Oral English Language Conventions
ELA.11.1.0. Written and Oral English Language Conventions
ELA.11.1.1. Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage.
ELA.11.1.2. Produce legible work that shows accurate spelling and correct punctuation and capitalization.
Biology/Life Sciences (9-12)
BIO.9-12.3. A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization.
BIO.9-12.3.a. Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).
BIO.9-12.3.c. Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes.