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Emily Gilles
Dr. Cusick
EL 410-03
12 March 2015
Interviews with Martel? Possibly add that in. Lot of prep work before the unit begins.
Unit Plan for Life of Pi
Class Description: 20 students, grade 11 or 12, class duration is 40 minutes, four week
unit with the novel and movie Life of Pi

Unit Title: Multi-Media Project and Cultural Significances through Life of Pi

Purpose of the Unit: The purpose of this unit is to analyze the different cultural
significances and research the information presented in the novel through a multi-media
project. During this unit, students will be expected to research the information in the
novel (geographically, religiously, zoology, or realistically, cinematically) while
analyzing the novel. The purpose of the multi-media project is for them to explore their
interests, either the geographical route that Pi took, the different religions and create a
project that represents Pis stance, through zoology researching different animal habits or
other things that Pi left out, or through a stance on which story Pi presents being the real
events that happened, and why, as well as cinematically through a comparison between
the novel and the movie and which was most effective in the students eyes and why. The
purpose is to allow the students creative liberty in exploring the texts intricacies in the
form of a multi-media project and a rationale paper behind their project. The multi-media

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project may be completed in groups or individually, but the groups must remain at three
or less people. The project MUST contain a bibliography of their research, with four
reputable sources beyond the novel. Reputable sources do not include Wikipedia,
although that can be a good starting ground in order to find sources/information.

Overarching goals/big ideas: Students will be able to reflect on their own creativity and
confidence with multi-media activities while exploring the novel. By the end of the unit
they will have created something that they are proud of, and will be knowledgeable about
the area that they chose to research from the novel. Through the multi-media project they
will be accustomed through different forms of communication other than simply speaking
and writing, and will be able to practice presenting when they show the class their created
masterpiece. Throughout the unit they will need to share their ideas in group, whole class,
and individual settings both verbally and in writing in order to explore different ideas. At
the end of the unit, the students should be experts in the content that they chose to
explore, as well as able to analyze the novel on the different levels presented.

Rationale: I believe that by reading Life of Pi both in class and independently will help
them to gain confidence and skills in reading a lengthier, harder text such as this novel. It
will not only help them to learn more about the intricacies of a novel such as this, but will
also allow them to explore their interests through research in order to create a multimedia project. By having them explore the text thoroughly for their chosen topic, as well
as researching outside of the class, they will gain valuable skills needed in order not only
to pass the class, but to succeed beyond the school. I based the unit from the common

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core standards and the Pennsylvania State Standard requirements for 11th grade Reading,
Writing, Speaking, and Listening. The purpose of this unit is not to overwhelm the
students with busy work, but to allow them to research and collect information into one
large, multi-media creation.

Adaptations: Have a note taker in place at all times, and provide students who need it
with an extra handout with the most important topics covered. For students with hearing
disabilities, give them a headset when it comes to any material covered through
technology (videos, audio clips, etc.). If students have a visual disability, text with larger
print will be available. Any other accommodations will go on a student-to-student basis in
regards to their individual needs.

Assessment: Assessment will be based on participation, reading quizzes set for twice a
week, and the end multi-media project. They will also be given the opportunity to journal
for additional points, if their quizzes are not satisfactory. These journals would just be the
question that they missed, and the correct answer with two sentences of explanation on
why that is the correct answer (for example, put the page number where it says the right
answer, or give a specific detail about it). The main chunk of points for the unit will come
from the multi-media project, which is due on the last Tuesday of the project, which is
when the class will begin presenting. All work is to be turned in on time, with exceptions
made if arranged with me. Revision for all work is accepted for a raise of the grade if
improvement/mastery is shown.
Week One: Introduction, and Part I

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Monday
An introduction to the unit will be held, including bibliographical information about the
author, and a brief overview of the geography that will be discussed in the novel. We will
go over the expectations that will be held through the novel, such as the quizzes that are
held every Wednesday and Friday. Even though this novel is less racy by far than a lot of
the other novels that will be discussed, depending on the class maturity/grade level, I may
send home a letter to parents explaining some of the controversial topics that might be
looked at during class (religion, cannibalism, violence). The first day will also be used to
hand out the materials, and introduce the multi-media project. There will be a few
examples, such as a film made about a topic chosen, or a replica made of the boat with
details about the novel added in.
The multi-media project will have four options to choose from, or another topic that will
need approved by the teacher of the students choosing.
Geographically: Mapping out Pis journey, including where they think the boat sank,
where the carnivorous island is likely located, and where he began and landed
Religiously: Create a multi-media project explaining how Pi could believe in three
different belief systems, or create the passports he spoke about to get into the one all
encompassing heaven
Zoology: Pick one/several animals mentioned and track whether Pis information is
accurate. How do those animals behave in the zoo? In the wild? Facts about them?
Research done? Endangerment, diet, etc.
Realistically- Which story do you believe? The one with animals, or the one without
animals? Have evidence from the novel to support your idea

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Cinematically: This option will require that the students rent the movie on their own, and
watch it independently. Which media was more effective? Why? Must quote both medias
Tuesday
Today we will begin with the novel. We will read aloud in class the authors note, then
continue with how much we will get done. It will be systematic reading, everyone will
get a paragraph and then we will continue around with volunteers. This way all the
students get a chance to read, but then arent pressured into reading twice. Participation
matters as a grade, which will be reminded to them. Any of the reading not finished will
be completed for homework. Reminder: Quiz days are WEDNESDAY and Friday.
Students will read up to Chapter 18. In class, we will stop and discuss anything the
students werent sure about or want to discuss. A focus will be made to see why some
chapters are shorter than others, the significance of this, and also at the italicized chapters
and the significances of this authorial interjection.
Wednesday
Today we will begin class with a quiz. The quiz will be short, just ten questions about
content of the novel. After the quiz is completed, we will continue with a whole class
discussion on the remainder of the reading. This should be guided by the students, but
prompted if they fall short. A reminder that the students who are unhappy with their quiz
grades will be allowed to journal corrections and rationales behind the corrections will be
issued. The students will be expected to read through chapter 25 for homework.
Thursday
Today will be another read aloud day. We will start with chapter 26 and get as far as we
can. We will again stop to answer any questions or issues that arise, with specific

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attention drawn to ideas by me. It will follow the same format as before, with one lap
around the class of mandatory reading and after that on a volunteer basis. Reminder: Quiz
days are Wednesday and FRIDAY. They are to finish Part I for tomorrow.
Friday
Today, we will begin class with the quiz. All quizzes will have the same format.
However, differently from Wednesday, the students will group into groups of 4 to discuss
what they read after the quiz is over. They will continue their analysis of the entire Part I
for the class, as I walk around and facilitate discussion. They will also, if they finish
early, be allowed to start brainstorming for their project. Monday will be a work day on
their multi-media project, so they must pick which project they are choosing to do by
Monday and tell me.
Week Two: Proposals and Part II
Monday
Today, I will have students submit an oral proposal for their multi-media project. They
may decide to be undeclared until next Monday, or change by then, but they need to have
a general idea of what interests them most. I will write it down, in order to track the
progress of their work. This will be a research day, either into the project that they
already chose or into more information about projects that they are potentially interested
in. Today will be held in the library, so they have access to resources. For homework,
they should read through chapter 48.
Tuesday
Today, we will respond to any questions or comments in a group form about the readings
form the previous night. After that, we will read aloud again. Same format as previously,

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and for homework they will read through chapter 60. Reminder of Wednesday quiz will
be issued.
Wednesday
Quiz will be held, the standard format. After the quiz, the students will engage in the
whole group discussion about the chapters read. This part of the novel has a lot of action
compared to the previous Part I, so it should be a livelier discussion. Keep it on track,
however, as this could veer into how the students would fare themselves at sea. If they
want to discuss that, they can make it their multi-media project! Keep it literary, focusing
on different aspects of the novel. For homework, the students will have to read through
chapter 75.
Thursday
Today, we will begin class by discussing the chapters read. Then again, go into reading
aloud as a class in the same format as before. Reminder that the quiz will be tomorrow.
Reminder that any journals they have completed will be accepted at this time and turned
back for either a raise in grade or in order for them to revise the journal again. For Friday,
they should read through chapter 93. Although this does not conclude Part II, it does
conclude his time at sea.
Friday
Today we will begin class with the standard quiz. After the quiz, we will get into the
group discussion format with me working as a facilitator. If there is enough time, we will
convene into a whole class discussion at the end of the period to discuss what they
thought in their small groups. Reminder that their final proposal, if not already approved,

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is due on Monday. It will be another library day, so bring their materials in order to work
on their multi-media project.
Week Three: Workshops and Part II
Monday
Today is the day that the students will turn in their final proposals for their multi-media
project. They will have the names of every member in their group, if they chose to be in a
group as well as their topic. They will have an idea how they want to present the topic
also, and will verbally tell me this to write down. The students will have the rest of the
time period in order to either make up quizzes the missed, or to work on their project.
Reiterate that they need four sources beyond the novel for this, and they need a one page
rationale written for their project as well. For homework, they will finish Part II.
Tuesday
Today we will discuss briefly what the end of Part II held, as well as read aloud in class
as much as we can of Part III. Homework for today is to read through 97, if not
completed in class. Reminder, quizzes will be held Wednesday.
Wednesday
Today we will start class with the standard quiz. After the quiz, we will discuss what they
read for today, as well as major themes of the novel. There will be no reading due tonight,
but they must work on their projects.
Thursday
Today, we will read the rest of the novel (or try) and the rest will be assigned for
homework. The same format for group discussions is used, and a reminder that there will
be a quiz on Friday is issued.

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Friday
Class will begin with the quiz, in the standard format. After that, we will discuss the
readings first in whole class discussions, then we will discuss the major themes of the
novel. Did they enjoy the novel? Did it move you? Why were 100 chapters significant?
Was it effective? Why? Monday will be their last workshop day in order to finish their
project, rationale, and bibliography.
Week Four: Final Workshop and Presentations
Monday
Final workshop day in the library. Today, we will pick names from a cup to see who will
present, and in which order. Two-Three presentations should be strived to achieve each
day, depending on how many students are in each group. If all students are in groups of
three, then plan accordingly. All presentations must be done by Friday, and if we finish
early we can watch the movie adaptation of the book.
Tuesday
Presentations!
Wednesday
Presentations!
Thursday
Presentations!
Friday
Presentations! All finished projects should be turned in today, as well as any final
journals the students may have. All bibliographies and rationales must also be turned in.
Any final words on the novel/presentations may be made by either myself or the students.