Language Arts (Written/Oral)  Rationale

Throughout the language arts section, written/oral Identity Thematic Unit, students were challenged to develop skills that addressed various writing standards outlined in the Illinois State Standards for Late Elementary learners. The activities students engaged in required them to make connections across curricular areas, provided opportunities to work in cooperative teams, enhanced individual communicate skills to relay meaningful information in multiple-modalities (visual, auditory and kinesthetic), and encouraged the utilization of technology to communicate in an effective manner.

The lessons presented to this particular age group encompassed the academic areas of written/oral language, reading, social studies, social/emotional development and mathematic. Specific topics covered that inspired personal self-identity were district-wide character education words of the month related to self (character traits), fictional novel readings, and career choices reflecting individual character traits. Content objectives provided a variety of teaching methods (modalities) to match student learning styles. Students worked individually. In addition, they facilitated learning in-group settings to complete varied designs. Freedom was given to students to explore in a critical and creative way. Furthermore, they analyzed and applied information in a personal way to express knowledge in regard to self through expository writings, nonverbal projects and oral presentations that mirrored their individual identities. In the area of technology, expectations required students to format poetry writings and research individual career options.

As the late elementary student merges into adolescents, developing self-identity across cultures becomes an important factor in the educational curriculum. The purpose of the Identity unit was to build positive self-worth and enable the individual to become a leader that can communicate and contribute to society. Giving students the opportunity to build healthy self-identities and explore career choices that match their learning styles seems to be a way to provide young people with the opportunity to feel secure about themselves, recognize individual strengths, and contributions that they have to offer in their community. Hopefully, the outcome of this unit will enable students to better plan for a successful future.