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Students create Identity Maps after reflecting on their journal writing. Journal prompts encourage thinking about life experiences in various modes. After creating maps, reflection discussion pulls at common threads and honors unique recognition of the self. Journals and the maps (a curation of identity in any form) is treated not as an assignment but rather a lifelong practice to be continued beyond the course.

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Second graders create Identity Maps at the beginning of the school year. They continue to add to their maps throughout the year. During Writers’ Workshop, students review their maps to find opportunities for authentic writing topics. By way of example, a student who identifies as coming from a family where his parents are divorced writes an informational text: Everything You Need To Know about Living in Two Homes.” A student who identifies as multiracial writes a realistic fiction story with a multiracial main character.

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Educators, administrators or any staff are asked to consider their identity as it relates to values. So much of the collaborative educator effort is made when values and missions find common ground. Educators are asked to reflect and write about a value they hold and the moment they discovered that they valued it. These are shared with the whole group and reflected upon with future goals in mind. These may be posted on a wall as a daily reminder that we continue to value new things as we move through life.

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When preparing to observe teachers for formal or informal evaluations, leaders check their identity maps to review the aspects of their identity that may impact the way they observe the teacher and students. Leaders make a commitment to be conscious of potential bias related to a specific aspect of their identity to ensure a more accurate and authentic account of the observation.

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Students write a six word memoir that captures a piece of their identity. They can then create a slide with that memoir that will be compiled into a movie/video with all of their classmates’ memoirs.

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Once values and identities have been explored, provide time for students to reflect on and provide examples of how they have exhibited a value or an aspect of their identities during their learning experiences. Once the group is comfortable with one another they can peer reflect as well.

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Secondary- “ word self portrait”
Students use a simple outline image of themself and fill in with words/phrases/quotes that express who they feel they are at this point in their life. Leaving empty space is okay so they can continue to add throughout the year.

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Students create two music playlists that reflects who they are. One playlist aligns with how the student thinks the world perceives them and the other how they view themselves, their true identity. In other words, a "me on the outside" versus a "me on the inside" playlist. Music has such a profound impact and allows for the power of lyrics (language, vocabulary, craft, literary devices) to shine though.

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Ask students to find or bring in small object that represents them. They can then talk (perhaps in a circle) about the object and it’s meaningful connection to their lives and values, etc. Alternatively, or in addition, they can go deeper and write about the meaning of the object and the rationale for their choices.

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Educators can consider the text they love to read aloud/share with students in relation to their personal identity. Educators should select texts to share based on student identities.

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Students use a hexagon (or another polygon depending on grade level) to share pieces of their identity. The teacher determines the criteria for each of the sides (i.e. favorite food, family, pets, etc.) and then students fill each side and can add illustrations. Once students fill out their responses they flip the shape over and create a design that represents them. Finally, the class works as a group to play "dominos" and make connections based on their responses. The big reveal happens when the teacher tapes the pieces together and flips it over to reveal their designs and classroom "quilt"

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I use this prompt often with educators related to many different topics/content. One example, when working across the region with teachers who’ve gone through LETRS training, I’ll ask them to share their LETRS story. It brings up elements of their identity as far as how they see themselves as a teacher &/or a reader themselves.

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An identity map can be an opportunity to create connection within a newly formed collaborative team.

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I use this prompt often with educators related to many different topics/content. One example, when working across the region with teachers who’ve gone through LETRS training, I’ll ask them to share their LETRS story. It brings up elements of their identity as far as how they see themselves as a teacher &/or a reader themselves.