Who Am I Essay For High School

Who am I? That is a simple question, yet it is one without a simple answer. I am many things—and I am one thing. But I am not a thing that is just lying around somewhere, like a pen, or a toaster, or a housewife. That is for sure. I am much more than that. I am a living, breathing thing, a thing that can draw with a pen and toast with a toaster and chat with a housewife, who is sitting on a couch eating toast. And still, I am much more.

I am a man.

And I am a former baby and a future skeleton, and I am a distant future pile of dust. I am also a Gemini, who is on the cusp.

I am “brother” and I am “son” and I am “father” (but just according to one person, who does not have any proof but still won’t seem to let it go). Either way, I am moving very soon and not letting her know about it. I am asking you to keep that between us.

I am trustworthy and loyal, but at the same time I am no Boy Scout. No, I am certainly not. I am quite the opposite, in fact. And by opposite I do not mean Girl Scout. No. I mean Man Scout. And by that I do not mean Scout Leader. In fact, I am not affiliated with the Scouts at all. Let’s just forget about the Scouts and Scouting altogether, O.K.?

I am concepts and thoughts and feelings and outfits. And I am each of these all at once, unless I am in the shower. Then I am not outfits, because that would be uncomfortable.

To some I am known as Chief. And these are usually people who work in Radio Shack or try to sell me shoes. To others I am known as Buddy. These are people who dwell in bars and wonder if I’ve got a problem or what it is that I am “looking at.” And to still others, who are in that same bar, standing just off to the side, I am “Get Him!”

I am he and I am him. I am this and I am that. And I am, from time to time, Roberta, if I am in a chat room.

People have known me by many titles. In high school, I was Student and Key Club Vice-President and Queer Bait. In college, I was Pledge and then Disappointed and then Transfer Student. I am still amazed at how picky certain so-called “brotherly” organizations can be. And I am actually glad that they didn’t choose me for their stupid fraternity.

To some I am fantasy, and to others I am Frank, mostly because I have told them that this is my name—even though it is not even close to my name. I am a mystery wrapped in an enigma wrapped in a pita. Why the pita? That counts as another mystery.

I am everything and I am nothing. I am just kidding; I am not everything and nothing. That would be ridiculous. I am just everything.

I am what I eat. And I am this especially when I bite my nails.

I have been called Hey, You! and Get Out of the Way! and Look Out! And then, some time later, Plaintiff.

I am my own worst critic. I am going to give you an example. “That’s not me enough” is the kind of thing I am prone to say about myself. See what I mean? I am sure you do.

I am the silent majority.

I am a loud minority.

I am not talking about Puerto Ricans when I say that, because I am not a racist. I am just clearing that up. In fact, I am pretty sure I have at least one friend from each of the races (Hi, Guillermo).

I am friend. I am foe. I am fo’ sho’. What up, y’all?

I am sorry about that. I was just talking to one of my race friends, a black one. I am white and I am black. And I am both of these when I am dressed as a mime. And then I am sh-h-h.

I am Batman, but only on Halloween. And then I am not invited to many parties. But I am fine with that, because that just makes me an even more accurate Batman (because Batman does not go to parties as Batman but only as Bruce Wayne). I am right about this.

I am someone who likes to go to the park. But I am not the guy with the Labrador retriever and the tennis ball and the tattered book under his arm, who is wearing fleece and is kind of tan. No. I am not that guy. I am sick of that guy and all the women who talk to him.

I am the Walrus, but not the one you’re probably thinking of. I am the Other Walrus, the one who is less the Walrus in the sense of legendary music and more the Walrus in the sense of his tendency to lie around on a beach for too long.

I am bravery. I am courage. I am valor. I am daring. I am holding a thesaurus.

I am the sun. I am the moon. I am the rain, I am the earth. I am these when I am taking mushrooms with Kevin. I am good friends with Kevin. I am not sure what Kevin’s last name is.

I am sometimes referred to as Excuse Me in an annoyed tone of voice, because apparently I am in the way. I am so sorry. I am supposed to be some sort of mind reader, I guess. I am moving out of the way now as slowly as I possibly can. I am doing this and there’s nothing you can do about it.

I am often the one they call You but I am no more You than you. I am me. And I am more Me than you are or can ever be. And one time I was Corey for almost five minutes while I was talking with a stranger, until she realized that I was not her friend Corey.

I am neither here nor there, but there—a little to the left. Yeah. That’s me.

I am waving at you. I am waving right at you now.

I am looking right at you.

I am sensing that you don’t know me. I am starting to feel awkward.

I am getting out of here. ♦

Preinstructional Planning

During Instruction

Post Instructional

Preinstructional Planning

Objectives


Materials

  • Reflection Worksheet: Who Am I? printable for each student
  • Who Am I? Example Essay printable for each student
  • Expository Essay Rubric printable for each student
  • Lesson Exit Survey printable for each student
  • Rubric for Writing Informational Essays printable for each student
  • Optional: projector

During Instruction


Set Up

1. Write following student task on the board or have it projected for students to view.

Write a well-organized autobiographical essay that tells all about you. Title the piece ‘Who Am I?’ or create your own title. Include details on your:

  • Family
  • Personality
  • Likes and Dislikes
  • Goals and Aspirations
  • Life-changing Experiences

2. Either make one copy of the Who Am I? Example Essay printable for each student or create your own essay. The latter is recommended to serve as a means of better connecting with your students. If you decide to create your own autobiographical essay, you may want to complete a copy of the Reflection Worksheet: Who Am I? printable and display it using a projector. Otherwise,  display the blank the Reflection Worksheet: Who Am I? printable for the class to view together.

3. Print copies of the Reflection Worksheet: Who Am I? printable, Who Am I? Example Essay printable, Expository Essay Rubric printable, Lesson Exit Survey printable, and Rubric for Writing Informational Essays printable for each student.


Lesson Directions

Step 1: Have students answer the following: What is one word or phrase that you would use to describe yourself? What person or experience do you think made you that way?

Step 2: Inform students that you will be reading a brief piece that will allow them to learn a bit more about you. Read aloud your model autobiographical essay.

Step 3:  Reveal and explain the task to students (listed in the "Set Up and Prepare" section above). Distribute the Writing to Inform rubric printables, the Reflection Worksheet: Who Am I? and Who Am I? Example Essay printables to the students.

Step 4: Review the rubric with the class and make sure that all students understand the requirements of the task. Display a copy of the Reflection Worksheet: Who Am I? printable on a projector. Then explain how to complete each section of the organizer.

Step 5: Have students complete the first two sections of the Reflection Worksheet: Who Am I? printable.

Step 6: Students will fill in the remainder of the Reflection Worksheet: Who Am I? printable independently.

Step 7: After completing the Reflection Worksheet: Who Am I? printable, students should use the information to write an essay draft using the Who Am I? Example Essay printable as a model.


Lesson Extensions

  • Set students up in partnerships and have them conduct peer revising and editing.
  • Plan a publishing party to celebrate student writing. If possible, invite parents and staff. Post student writing throughout the room and allow time for guests to peruse. Allow a few students to orally present their pieces.

Home Connections

Students will ask parents, older siblings, and other members of their household the following question:  "How do you feel that living with you influences me?"  Instruct students to use the responses of their family members to add details to their "Who Am I" essays.


Assignments

  • Students use completed graphic organizers to write the first draft of their "Who Am I" essays.
  • Students use thesauruses to revise their first drafts to make essays more engaging.

Post Instructional


Evaluation


Lesson Assessment

Use the Rubric for Writing Informational Essays printable to assess student writing.


Students will:

  • Create autobiographical essays
  • Use appropriate adjectives to describe themselves
  • Use a graphic organizer to plan their written pieces

Students complete the Lesson Exit Survey printable at the conclusion of the lesson.

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