MATERIALS & LESSON RESOURCES • chart paper


• students’ identity question answers from Lesson 1 (Appendix A)


• markers


• enlarged educator-drawn image of an identity iceberg on board or chart paper (see Appendix B for an example)


• sticky notes


MINDS ON (10 MINUTES) Identity Iceberg


1. Revisit with students their ideas about identity from Lesson 1.


2. Draw a large iceberg (see Appendix B for an example) on the board.


3. Explain that just like an iceberg, there are visible aspects of our identity that people can see, and there are also deeper, hidden aspects of our identity existing below the “waterline.” Although these identities are not readily visible, they contribute to who we are.


4. Facilitate a class discussion using the following reflective questions:


• What parts of your identity are visible to others?


• What parts of your identity are hidden beneath the “waterline”?


5. Ask students to record each response on separate sticky notes.


6. Invite students to place their sticky notes on the appropriate (visible or hidden) part of the iceberg image on the board/chart paper.


ACTION (35 MINUTES) Personal Identity Iceberg


1. Distribute blank paper, markers, and pens/ pencils to each student.


2. Invite students to create their own identity iceberg or provide printouts of Appendix B.


3. Ask students to plot visible aspects of their identity (e.g., hair colour) and less visible parts of themselves (e.g., values) on their identity iceberg. Students can write or draw their responses.


4. Encourage students to refer to the class’ ideas about identity from Lesson 1 and the enlarged identity iceberg for support.


Gallery Walk


1. Arrange students’ individual identity ice- bergs around the class and explain that they


will be engaging in a gallery walk to view each other’s identity icebergs.


2. Co-develop the criteria for the walk with the students.


3. As a class, establish the characteristics of positive comments and questions.


4. Provide students with sticky notes and pens/ pencils.


5. Engage students in a gallery walk to silently view their peers’ icebergs.


6. Encourage students to post sticky notes with positive comments or questions on their peers’ individual icebergs.


Class Discussion


1. Facilitate a class discussion using the fol- lowing questions:


• What did you include in the visible part of your identity iceberg? Why?


• What aspects did you include in the hid- den part of your identity iceberg?


• How might understanding the identity iceberg help us better understand our- selves? Others?


CONSOLIDATION (30 MINUTES) Group Reflection


1. Lead a discussion leveraging the learners’ understanding of identity to cultivate an af- firming and welcoming learning space:


• How does an affirming and welcoming learning space look, sound, and feel?


• How might we draw on our understand- ing of the identity iceberg to establish a more affirming and welcoming class- room?


• How might we draw on our understand- ing of the identity iceberg to establish a more affirming and welcoming school community?


2. Provide time for students to work in small groups to brainstorm ideas.


3. Invite students to share their ideas with the whole class.


LESSON EXTENSIONS Language Curriculum:


Have students create a journal entry in response to the following prompt:


• Share practical ways that you will apply your understanding of the identity iceberg to improve your relationships with your- self and your peers.


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 35


RESOURCES Appendix B: Identity Iceberg


“IT IS NOT OUR DIFFER- ENCES THAT DIVIDE US. IT IS OUR INABILITY TO RECOGNIZE, ACCEPT, AND CELEBRATE THOSE DIFFERENCES.”


– Audre Lorde


EVERETT COLLECTION HISTORICAL / ALAMY STOCK PHOTO


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