Dear families and students,
    I am Anjali Adelsman, a student teacher from Seattle University who will be interning within Ms. Peeler’s Book Club class starting in January. Since the beginning of the school year, I have had the wonderful opportunity to meet and learn from your amazing students. Therefore, I am writing this letter to formally introduce myself and provide opportunities for us to communicate with each other. I strongly believe in learning as much as possible while I am with the students in Room 212, and I would like to open myself up to any suggestions or information that you desire to communicate.
    The second purpose for writing this letter is to tell you that starting in January we will begin to study identity development. We are going to study how people develop a true and positive identity, and our studies will be guided through the use of literature. Each student will get to choose a book that they wish to read, which is centered on identity development. Students will be placed together in groups, called literature circles, depending on the book they are reading. I think students will really enjoy studying identity because they are currently developing their own identities. Each student will participate in a literature circle (which is like a book club) where they will discuss the book they are reading, and how it relates to our study of identity development.
    I would like to welcome your participation and input through our study of identity. Students will learn four new strategies that are designed to help them understand their reading. I will send a note home that introduces each of the strategies, and also provides ways you can help your children practice at home. I believe that students will be excited about what they are learning, both within their book and in their own life, and I encourage you to talk with your child about their own process of identity development. Finally, I would like to extend the opportunity to come into class and observe students within their literature circles. I am always amazed at how students think and participate in groups, and I encourage you to come and witness your child in the literature circle setting!
    If you are interested in participating in your student’s learning during this unit, feel free to contact me at any time. For further information and resources about literature circles or our study of identity, you can visit the website for the unit at http://anjalisaroja.googlepages.com/litcircles and I will also provide hardcopies of the information. I look forward to our future interaction.
    Sincerely,
    Anjali Adelsman
    805-448-1781 or Adelsman@seattleu.edu  

Components of the Unit (central questions, generalizations and book list):

 Central Questions for the unit:
1. What does it mean to develop a true identity?
2. What does it take to develop a true identity?
3. What does it look like to develop a true identity?

Learning Targets:

1. Students will understand that:

1. Developing a true identity is a process of exploration, in which people try on different “faces,” in order to gain an awareness of their true selves. (generalization)

2. When people show their true selves, and are honest with themselves and others, they gain a clearer understanding of their true identity. (generalization)

3. People gain an awareness of the strengths and character traits, which comprise their identity, after they go through a situation that pushes them to risk, and step outside their comfort zone. (generalization)

4. Participating in an honest and open community, guides people to see their true identity in another person’s eyes. (generalization)

5. In order to be true to their identity, people often have to rethink and, possibly transform, the way they think and act, as well as the social group with which they identify. (generalization)

6. When people embrace their true identity, they are more content with their lives and confident in themselves. (generalization)

2. Students will make text-to-text connections, in order to show how characters, in different books, develop a true identity. (skill/strategy)

3. Students will make inferences within the text, about the steps and character traits that are necessary for developing a true identity. (skill/strategy)

4. Students will be able to predict and, then verify, the process that characters within a text embark upon to develop a true identity. (skill/strategy)

5. Students will make text-to-self connections to help them understand what developing a true identity looks like, both within the text and, in their own lives. (skill/strategy)

6.  Students will actively listen and communicate to and with their peers, while participating in group literature discussions centered on the theme of: developing a true identity. (skill/strategy) 

Annotated Book List:

Blume, J. (1972). Otherwise Known As Sheila the Great. New York: Scholastic, Inc.
When Sheila Tubman left for summer vacation, she had no idea of the identity crisis she would encounter. As a girl who always has to know it all and be great at everything, she quickly realizes through challenging situations that she has to let her guard down and expose more of her true self. This book will be used within literature circles, and it is directly connected to generalizations one, two, four and five.

Holt, K. (1999). When Zachary Beaver Came to Town. New York: Dell Yearling.
Toby’s life is changed when Zachary Beaver, known as the “fattest boy in the world,” comes into his small town. Zachary brings with him stories of a world that Toby has never experienced and people he has never known. As Toby finds himself more drawn to Zachary, he also realizes that he is changing as a result of their relationship. This book will be used in literature circles, and it is directly connected to generalizations two and three.

Lord, C. (2006). Rules. United States of America: Scholastic, Inc.
Catherine’s constant struggle to be normal comes crashing down around her in one life-changing summer. Her encounters with a boy named Jason and a girl named Kristy cause her to question who she wants to be, and what faces she should show to the world. Catherine’s struggle with what is “normal” is one to which all middle school students can relate. This book will be used in literature circles, and it is directly connected to generalizations one, two, three, four and five. 

Myers, W. (1992).  Somewhere In the Darkness. New York: Scholastic, Inc.
Jimmy’s world is flipped upside down when his father, who has been in prison, shows up on his doorsteps. Jimmy and his father set off on a trip that causes Jimmy stress, fear, and curiosity. Through their time together, both men learn about who they are in each other’s eyes. This book will be used in literature circles, and it is directly connected to generalizations one, three, and five.

Polacco, P. (1999). I Can Hear the Sun. New York: Putnam Juvenile.
Fondo’s story is a tale of a physical journey, as well as a process of maturation. Fondo, an orphan, meets Stephanie Michele – a girl that likes to take care of the geese that habit Lake Merritt – and they become good friends. Fondo finds a home with Stephanie amongst the geese, and that he, too, can take flight into a process of self-actualization. This book will be read aloud, and it is directly connected to generalizations one, three, and five.

Spinelli, J. (2002). Loser. New York: HarperCollins.
Zinkoff does not believe that he is what everyone else believes – a loser. He believes that he is an average boy. One Winter night, Zinkoff shows that the differences which so often make him a loser are actually the very things that make him a hero. This book will be used in literature circles, and it is directly connected to generalizations one, two and five.