Story Canvas Worksheet Identity Passport • Lesson 1
STORY CANVAS
Name: ______________________
Date: ______________________
Part 1: Academic Vocabulary
Welcome to your first step! Today, we explore identity. Read the definitions below, match each vocabulary word to its context sentence, and prepare to share your story.
Word 01
Identity (n.)
The qualities, beliefs, personality, and expressions that make a person who they are.
Pronunciation: /aɪˈdɛn.tɪ.ti/
Word 02
Perspective (n.)
A particular attitude toward something; a point of view from which you see things.
Pronunciation: /pəˈspɛk.tɪv/
Word 03
Incorporate (v.)
To combine ingredients, ideas, or elements together to form a complete whole.
Pronunciation: /ɪnˈkɔː.pər.eɪt/
Word 04
Convey (v.)
To communicate a message, feeling, or idea directly or indirectly to others.
Pronunciation: /kənˈveɪ/
Sentence Completion
Fill in the blanks using the vocabulary words above. (Each word is used once).
Artists often choose to symbols in their artwork to represent their culture.
By listening to stories, we can understand a peer's unique on life.
A portrait is designed to emotion and personal history without using words.
My multilingual background is a crucial element of my personal .
Concept Connectors
Draw a line or explain the relationship between these paired ideas in one short sentence.
Connection 1: Identity & Convey
Connection 2: Perspective & Incorporate
Unit: Identity Passport • Lesson 1 Worksheet Page 1 of 2
Identity Passport • Lesson 1
MY IDENTITY CANVAS
Name: ______________________
Your Task: In each block, draw a symbol or write words that represent you. Then, use the scaffolded frames below to share your design with a partner.
1. Roots & Language
Draw/write about your heritage, hometown, or language(s).
2. Passions & Talents
Draw/write about hobbies, music, sports, or special skills.
3. Core Values
Draw/write about what matters most (family, kindness, learning).
4. Future Vision
Draw/write about a career, personal goal, or dream.
Language Frames for Storytelling
Use these structured sentences to write or speak about your Identity Canvas:
Describing Your Canvas
"On my canvas, I chose to incorporate ..."
"The symbol in Box ___ represents my..."
"This image is meant to convey ..."
Sharing Your Perspective
"From my perspective , the most important part is..."
"This aspect of my identity is special because..."
"Our canvases are similar because they both..."
Unit: Identity Passport • Lesson 1 Worksheet Page 2 of 2
Story Canvas Slides Identity Passport • Week 1 ENL Day 1
MAPPING OUR
Story Canvas
Who are we? How do we share our unique stories and connect with our peers? Welcome to our learning studio. Let's explore our identity.
Session Goal: Learn key academic terms & begin mapping your story canvas.
Vocabulary Spotlight Day 1 • Build Language
Identity
noun
The qualities, beliefs, and history that shape who you are .
"My linguistic roots are part of my identity."
Perspective
noun
Your unique point of view based on your experiences.
"We listen closely to understand each peer's perspective."
Incorporate
verb
To include or blend multiple elements together.
"I want to incorporate my favorite music in my canvas."
Convey
verb
To communicate or show a message or feeling.
"Artists use vibrant colors to convey joy."
How do these words connect to art and storytelling?
Interactive Icebreaker Day 1 • Talk & Connect
The Speed Storytelling Challenge
Turn to your neighbor. You will have 90 seconds to share one important thing about yourself using our vocabulary words.
Scaffolding Frame (Try to use it!)
"One key element of my identity is my background in ________. This has shaped my perspective on life by teaching me to ________."
Listen closely! You will introduce your partner to the class next.
Creative Workshop Day 1 • Action
Creating Your Canvas
Open your Story Canvas Worksheet . In each block, you will represent your roots, passions, core values, and future dreams.
1
Use drawings, symbols, or single words to represent your world.
2
Keep it personal—choose elements that reflect who you truly are.
3
Be ready to explain how your symbols convey your core values.
Inspiration Board
Roots: Country flags, maps, hometown symbols
Passions: Sports jerseys, musical notes, books
Values: Scales of justice, handshake, family
Dreams: Graduation cap, skyscraper, stars
"Creativity is intelligence having fun."
You have 15 minutes. Let your voice guide your pencil.
Story Canvas Teacher Guide Identity Passport • Lesson 1 Teacher Resource
TEACHER LAUNCHPAD GUIDE
Topic: Personal Storytelling
Pacing: 45 - 60 Minutes
Lesson Overview
This lesson is designed to establish safety, promote asset-based personal narratives, and introduce academic language on Day 1. It targets students at the Expanding Proficiency level, focusing on complex sentences and precise word choices.
Learning Targets
Content: Define and represent my identity using key symbols.Language: Use convey, incorporate, identity, and perspective in academic speech and writing.
ENL Standards Alignments
WIDA ELD Standard 1: Language for Social and Instructional Purposes.CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate in collaborative discussions.
Lesson Pacing & Steps
1. Warm-Up & Story Canvas Setup 10 Min
Display Slide 1. Discuss: "What is identity, and how do we convey it without saying a word?" Distribute the worksheet. Have students complete the name/date blocks to initiate formal participation.
2. Vocabulary Explicit Instruction 10 Min
Deliver direct instruction using Slide 2. Chorally pronounce the four target words. Have students complete Part 1 (Sentence Completion) on the worksheet. Walk around to clarify distinctions between "convey" and "incorporate."
3. Collaborative Speed Storytelling 15 Min
Use Slide 3. Group students in pairs. Direct them to read and practice using the sentence frames. Give each student 90 seconds to present a slice of their personal perspective to their peer.
4. Creative Canvas Workshop 15 Min
Launch drawing and creative writing on the graphic organizer (Slide 4). Monitor and offer specific verbal prompts to encourage complex structure.
Unit: Identity Passport • Lesson 1 Teacher Guide Page 1 of 2
Identity Passport • Lesson 1 Assessment
SCAFFOLDING & ASSESSMENT
Focus: Expanding Level ENL
Pedagogical Pillars for Expanding ENLs
Asset-Based Storytelling
Encourage home languages. If a student wants to write a key value or country name in their native alphabet, enthusiastically validate this as a way to "incorporate" their linguistic identity.
Targeted Syntax Scaffolding
Expanding level students can handle subordinating conjunctions (e.g., because, although, since). Push them to elaborate on why their symbols convey certain values.
Speaking & Writing Rubric
Norms Blueprint Worksheet Identity Passport • Lesson 2
SPACE ARCHITECTS
Group Members: _________________
Date: ______________________
Part 1: Social-Academic Collaboration
Architects do not work alone. They must collaborate and negotiate to design functional spaces. Today, you and your group are the architects of this classroom. Let's practice.
Collaborate (v.)
To work jointly with others, especially in an intellectual endeavor, to create something.
My Group Action: "Let's co-design this blueprint."
Negotiate (v.)
To discuss and find a middle ground when there are different perspectives or opinions.
My Group Action: "I agree with you, but what if we..."
Consensus (n.)
A general agreement reached by a group as a whole. Everyone has a voice in the decision.
My Group Action: "Does everyone agree with this rule?"
Structure (n.)
An arrangement or organization of parts that gives strength and shape to a system.
My Group Action: "We need strong structure in our rules."
Active Listening Check
Conduct a brief interview with your partner. Record their responses using full academic sentences.
Partner's perspective on the ideal learning environment:
One expectation they have of classmates during group tasks:
Negotiation Scaffolding
To reach consensus, we must negotiate respectfully. Rewrite the rude responses below into polite academic negotiations.
"That's a bad idea." Write respectful alternative here...
"I don't care." Write respectful alternative here...
Unit: Identity Passport • Lesson 2 Blueprint Page 1 of 2
Identity Passport • Lesson 2
CLASSROOM BLUEPRINT
Team: ______________________
Your Task: Collaboratively sketch your group's ideal physical or cultural learning space in the grid box. Next, write three core agreements (rules) that you have reached consensus on.
Architectural Blueprint Grid Scale: 1 Square = Shared Voice
Sketch layouts, desks, quiet corners, or cooperative learning spaces here.
Our Three Core Learning Agreements
Agreement 1 (To ensure collaboration):
Agreement 2 (To resolve disagreements / negotiate):
Agreement 3 (To support diverse perspectives):
Unit: Identity Passport • Lesson 2 Blueprint Page 2 of 2
Space Architects Slides Identity Passport • Week 1 ENL Day 2
CO-DESIGNING OUR
Classroom Blueprint
How do we build a safe, productive, and inspiring home for our learning? Today, we become architects. Together, we will collaborate and design our group agreements.
Session Goal: Practice negotiating respectfully & reach peer consensus.
Vocabulary Spotlight Day 2 • Social Language
Collaborate
verb
To work together to achieve a shared goal or create a joint project.
"We must collaborate closely to draw our physical blueprint."
Negotiate
verb
To discuss different ideas to find a compromise or agreement.
"Let's negotiate how much time we need for small group work."
Consensus
noun
An agreement that everyone in the group understands and supports.
"We cannot move forward on a rule until we reach consensus."
Structure
noun
The way a system or group is organized and supported .
"Our group agreements provide structure to our daily work."
How will we negotiate to design our rules?
Negotiation Protocol Day 2 • Active Communication
The Art of Respectful Negotiation
When opinions collide, we don't argue—we negotiate. Practice using these professional phrases to reach a cooperative consensus:
To Build On Ideas
"I agree with your perspective on ________, and I want to add ________."
To Respectfully Disagree
"I understand your viewpoint, but can we negotiate a way to ________?"
Challenge: Try to use both frames at least once during today's group design task!
Creative Studio Day 2 • Action
Designing Your Blueprint
Get into your assigned team of 3-4 architects. Open your Norms Blueprint Worksheet and co-design your agreements.
1
First, interview each other to collect individual perspectives.
2
Sketch your blueprint of the ideal small group work zone.
3
Draft 3 core agreements that you reached consensus on.
Agreement Checklists
How do we share speak-time fairly?
How do we handle confusion/mistakes?
How do we encourage quiet members?
"The strength of the team is each individual member."
Space Architects Teacher Guide Identity Passport • Lesson 2 Teacher Resource
SPACE ARCHITECTS LAUNCH
Topic: Classroom Norms & Negotiating
Pacing: 45 - 60 Minutes
Lesson Overview
This lesson shifts from individual identity to social-academic collaboration. Students negotiate class norms and co-design a physical learning environment map. It aims to develop active listening and consensus-building behaviors essential for ENL classroom safety.
Learning Targets
Content: Design a group blueprint and reach consensus on 3 learning rules.Language: Use negotiation frames ("I agree, but...") to compromise respectfully.
ENL Standards Alignments
WIDA Standard 1: Collaborative discussion & team consensus.CCSS.ELA-LITERACY.SL.11-12.1.B: Work with peers to promote civil, democratic discussions.
Lesson Pacing & Steps
1. Welcome & Hook: Classroom Studio 10 Min
Display Slide 1. Discuss the concept of space design. Highlight how environmental structure impacts mood and focus. Hand out worksheets and divide students into groups of 3 or 4.
2. Vocabulary Explicit Instruction 10 Min
Teach vocabulary using Slide 2. Contrast the actions of simple "agreeing" with the active compromise of "negotiating." Students note definitions and model pronunciation.
3. Active Listening & Peer Interview 15 Min
Guide students to use Slide 3's active negotiation frames. Partners interview each other on ideal study setups, filling out the interview block on page 1 of the worksheet.
4. Group Blueprint & Agreements Draft 20 Min
Launch the blueprint drawing and cooperative norm-drafting task (Slide 4). Circulate to check for equitable turns and correct use of negotiation frames.
Unit: Identity Passport • Lesson 2 Teacher Guide Page 1 of 2
Identity Passport • Lesson 2 Monitoring
MONITORING & INTERVENTION
Focus: Conversational Speaking
Strategic Questioning Matrix
Use these tiered questions to prompt students during the blueprint co-design phase to push linguistic output.
Level Questions to Ask Expected Output Support Entering/Emerging "Which corner is the library? Point and say." One-word or two-word labels, e.g., "Library corner." Transitioning/Expanding
Advocacy Shield Worksheet Identity Passport • Lesson 3
VOICE SHIELD
Name: ______________________
Date: ______________________
Part 1: Self-Advocacy & Goal Setting
Your voice is your most powerful tool. To advocate means to speak up for what you need to succeed. Today, we will analyze school challenges and learn how to formulate solutions.
Advocate (v.)
To publicly support or speak up for your needs or the needs of others.
"I advocate for a front seat."
Resource (n.)
A stock of materials, staff, or supports that can be drawn on to help function effectively.
"A bilingual dictionary is a resource."
Formulate (v.)
To express an idea, statement, or question in a clear, systematic, and precise way.
"I will formulate a polite request."
Obstacle (n.)
A thing that blocks one's way or prevents or hinders progress; a challenge.
"Noisy classrooms are an obstacle."
Scenario Practice
Read each student scenario. Formulate a polite, professional request to the teacher to get the resources needed to overcome the obstacle.
Scenario 1: Mateo can't see the whiteboard Obstacle
Mateo is sitting in the back row and the writing on the board is too small to read. He is missing crucial notes.
Formulated Request:
"Dear Mr./Ms. ______, could I please sit ________ because ________?"
Scenario 2: Yujin is confused by a test question Obstacle
The science test uses high-level vocabulary words that Yujin has never seen before. She doesn't understand what the question is asking.
Formulated Request:
"Excuse me, could you clarify this word? It is an obstacle for me to ________."
Unit: Identity Passport • Lesson 3 Advocacy Page 1 of 2
Identity Passport • Lesson 3
MY VOICE SHIELD
Name: ______________________
Your Shield: This shield represents your academic strength and how you will protect your learning. In each section, write the appropriate details to help you self-advocate this school year.
A. My Strengths
What are you good at in school?
B. My Obstacles
What makes learning difficult?
C. Needed Resources
Tools or supports that help you.
D. My Core Goal
One main goal for this term.
My Self-Advocacy Pledge:
Write a pledge summarizing your commitment to your voice this school year:
Voice Shield Slides Identity Passport • Week 1 ENL Day 3
FORMULATING YOUR
Voice Shield
Your voice is your armor and your shield. How do you communicate what you need to succeed? Today, we learn the essential art of self-advocacy.
Session Goal: Learn self-advocacy terms, solve challenges, & craft a personal shield.
Vocabulary Spotlight Day 3 • Empowerment Language
Advocate
verb
To speak up, ask, or stand up for yourself or others respectfully.
"When I advocate for my needs, my teachers can support me better."
Resource
noun
A tool, material, dictionary, or person that helps you succeed.
"A quiet study room is a great school resource."
Formulate
verb
To carefully design or plan a precise sentence or formal request.
"I will formulate a polite email to my guidance counselor."
Obstacle
noun
A challenge or block that gets in the way of your progress.
"Sitting far from the board is an obstacle I can overcome."
What resources do you use to overcome an obstacle?
Case Study Challenge Day 3 • Real-World Solutions
Overcoming School Obstacles
Read the student scenario below. With your partner, formulate a formal question using polite vocabulary.
The Case of Elena
"Elena is a fast worker but gets distracted easily during exams when students around her finish early and shuffle papers."
Polite Request Frame:
"Excuse me, Mr./Ms. ______, would it be possible to incorporate a quiet corner for testing? This would help me overcome my biggest obstacle of distraction."
Why is a polite, specific request more effective than just saying "I'm distracted"?
Advocacy Studio Day 3 • Action
Crafting Your Voice Shield
Open your Advocacy Shield Worksheet on Page 2. Fill in each section to formalize your educational defense.
A
My Strengths: What skills make you a robust, strong learner?
B
My Obstacles: What challenges usually slow down your progress?
C
Needed Resources: Which tools or supports do you need?
The Advocacy Pledge
Once you fill out the shield, write your
Voice Shield Teacher Guide Identity Passport • Lesson 3 Teacher Resource
VOICE SHIELD LAUNCH
Topic: Self-Advocacy & Goals
Pacing: 45 - 60 Minutes
Lesson Overview
This lesson introduces strategic self-advocacy. Students analyze real school barriers and craft a personal "Voice Shield" to defend their educational journey. It empowers students with the precise academic language required to negotiate, solicit resources, and set specific targets.
Learning Targets
Content: Formulate 1 self-advocacy request and set a personal goal.Language: Speak and write using the words advocate, resource, obstacle, and formulate.
ENL Standards Alignments
WIDA Standard 1: Interacting with educators to request resources.CCSS.ELA-LITERACY.W.9-10.4: Produce clear, coherent, task-appropriate writing.
Lesson Pacing & Steps
1. Welcome & Hook: Power of Voice 10 Min
Display Slide 1. Discuss: "How does speaking up protect your academic dreams?" Emphasize that requesting resources is an asset and sign of intelligence, not a weakness.
2. Vocabulary Explicit Instruction 10 Min
Teach terms with Slide 2. Contrast "obstacle" with "resource." Explain that "formulate" means to draft a structured, diplomatic statement. Have students note definitions.
3. Interactive Case Studies 15 Min
Use Slide 3. Guide pairs through the worksheet scenarios. Model how to formulate a polite request, highlighting modal verbs like could, would, and may.
4. Voice Shield Creative Workshop 15 Min
Launch shield writing (Slide 4). Have students write down their personal strengths, obstacles, and needed resources, culminating in the "Self-Advocacy Pledge."
Unit: Identity Passport • Lesson 3 Teacher Guide Page 1 of 2
Identity Passport • Lesson 3 Evaluation
SCAFFOLDING & ASSESSMENT
Focus: Self-Advocacy Rubric
Self-Advocacy Formula Card
Print and distribute these micro-scripts to students who need physical cue cards during speaking opportunities.
Card A
Requesting Seating Modification: "Excuse me, Mr./Ms. [Name], sit in [Front/Side Row] because it helps me focus and overcome the obstacle of distraction?"
Card B
Requesting Linguistic Tool: "Could I please access [Bilingual Dictionary / Chrome Extension] as a resource for this essay?"
Self-Advocacy Assessment Rubric
