Unit Plan Overview Template: (Honors 10 English + Identity + 4 weeks)

THEME(S) & RATIONALE

Key themes underlying activities and assessments. What essential, provocative question should students be able to answer by the end of the unit? What new learning
will students demonstrate? How are these valid and relevant objectives?
Essential Questions:
1. What does “identity” mean?
2. How is one’s identity formed?
3. How do personal experiences affect our identity?
4. To what extent do institutions emphasize conformity at the expense of identity?
At this point in the year, students will have gone through the Cultures in Conflict, Ambition and Restraint, and the Mis/Communication units. This unit is meant to build on
themes explored through these other units, allowing students to focus more on individual identity and how culture and the unique experiences of others shape and mold
humans. Through the examination of others, especially through the core text, A Yellow Raft on Blue Water, students will grapple with what identity is. Through these
explorations, students will naturally be encouraged to turn this examination inward through the unit’s culminating project where they will recount who they are and why.
These are pretty vague questions, and the goal is for students to go into this unit with an imprecise ability to answer these questions— by the end of the unit, though, their
understanding of the identities of others, as well as their own view and comprehension of themselves will have developed into something more thoughtful and nuanced,
giving them a chance to celebrate their diversity and the differences and similarities of others.

CURRICULUM/STANDARDS
List relevant Arizona College and Career Ready Standards (AZCCRS), as well as other site and district curriculum requirements that align to this unit:
Arizona Department of Education English Language Arts Standards: 9-10th grade
Reading Standards for Literature:
• 9-10.RL.2
• 9-10.RL.3
• 9-10.RL.4
• 9-10.RL.6
Writing Standards:
• 9-10.W.3
ASSESSMENT
List and briefly describe the purpose of assessments used to gauge student learning. These may take the form of traditional quizzes, exams, and essays, as well as
other learning activities such as projects, simulations, debates, etc. Attach copies of key long-term assignment(s) or descriptions.
 2 YRBW Comprehension Quizzes: Meant to be super simple as a way to gauge whether the students are keeping up with the text.
 2 YRBW Analysis Quizzes: More in depth— often feature quotes pulled from the text that the students must analyze thoughtfully, as well as short answer questions
that require referenced textual evidence and often force the students to consider themes to make claims about the bigger picture.
 1 Socratic Seminar: Students are holistically graded as a whole class on conduct, interactions, and effort to reference the text. This seminar is focused on a
supplementary text, “Zolaria”, but students are encouraged to bring in connections to the core and other supplementary texts. Each student is supposed to speak at
least twice, as a way to keep all students engaged and participating.
 1 Essay: The Cultural Analysis essay is one of the most personal projects the students will work on this year, as they explore their identity and define themselves
through a cultural lens. It is meant to make students deeply consider the unit’s essential questions and apply them to themselves, that they will have discussed at
length by the time they set out to begin crafting their own essay.
 RESOURCES/MATERIALS
List all resources (copyrighted or otherwise) needed to teach this unit. This should be a comprehensive list of all resources you need to create or borrow (including
textbook chapters, supplemental readings, videos, PowerPoints, videos, as well as lecture/instructional notes, handouts, assessments, etc.)
 Reading: Chapter 5: Identity and Society in Advanced Language & Literature (textbook), A Yellow Raft in Blue Water, Michael Dorris , “The Mirror”, Sylvia Plath, No
Name Woman, Maxine Hong Kingston, The Geeks Shall Inherit the Earth, Alexandra Robbins , “American Horse”, Louise Eldritch , “Zolaria”, Caitlin Horrocks
 Handouts: No Name Woman chp 1 excerpt, The Geeks Shall Inherit the Earth close reading passage, “Zolaria” close reading passage, “Zolaria” vocab activity
 Assessments: Socratic seminar reflection sheet, Cultural Analysis essay guidelines and rubric
 PPT: Unit PPT that includes bell work, closures, and directions to activities will be used each day to guide the class

Unit Calendar Template

For each class period during the length of the unit, detail the main topic, primary objectives for students, key learning activities, and formative or summative
assessments – both formal and informal. Adjust days and times as needed to fit your site’s schedule.

MONDAY (Block TUESDAY (Block WEDNESDAY THURSDAY FRIDAY

Schedule)
Topic:
Introduction to Identity Unit
and A Yellow Raft in Blue
Water
Objective(s):
SWBAT recognize the purpose
and objectives of the upcoming
unit.
SWBAT relate The Mirror by
Sylvia Plath back to identity in
their notes.
Activities:
 Analyzing image on pg 111
of textbook
 Answering/discussing
essential questions
Schedule)
Topic:
Introduction to Identity Unit
and A Yellow Raft in Blue
Water
Objective(s):
SWBAT recognize the purpose
and objectives of the
upcoming unit.
SWBAT relate The Mirror by
Sylvia Plath back to identity in
their notes.
Activities:
 Analyzing image (pg 111)
 Answering/discussing
essential questions
 Sylvia Plath, The Mirror
guiding questions
(Sequential) (Sequential) (Sequential)
Topic: Topic: Topic:
No Name Woman excerpt (chp YRBW Chapters 1-4 YRBW Chapters 1-4
1), Maxine Hong Kingston The Geeks Shall Inherit the The Geeks Shall Inherit
Earth, Alexandra Robbins the Earth, Alexandra
Objective(s): Robbins
Objective(s):
SWBAT demonstrate SWBAT demonstrate basic Objective(s):
comprehension of the themes comprehension of the
present in chapter 1 of No beginning of the assigned text SWBAT pinpoint Robbin’s
Name Woman by individually through thoughtful short message in the assigned
completing a handout of answers. text through close
questions relating to identity. reading, annotation, and
SWBAT pinpoint Robbin’s group discussion.
Activities: message in the assigned text
 Completing the questions through close reading, Activities:
provided relating to no annotation, and group  The Geeks Shall
name woman discussion. Inherit the Earth
Activities: close reading and
 Comprehension quiz for discussion cont.
understanding
 Sylvia Plath, The Mirror  The Geeks Shall Inherit
guiding questions the Earth close reading
and discussion.
Assessment:
Comprehension Quiz Chp. 1-4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Topic:
Topic: Topic: YRBW Chp 1-8 Topic: Topic:
YRBW Chp 5-8 YRBW Chp 5-8 “American Horse”, Louise “American Horse”, Louise
Objective(s): Erdrich Erdrich
Objective(s): Objective(s): SWBAT demonstrate
SWBAT to work as a group to SWBAT to work as a group to understanding of the Objective(s): Objective(s):
share quotes from YRBW that share quotes from YRBW that beginning of the assigned text
represent a chosen motif or represent a chosen motif or through thoughtful analysis. SWBAT close read “American SWBAT explain through
theme. theme. Horse” by Louise Erdrich, writing the importance of
Activities: focusing on the importance of setting and how it relates
Activities: Activities:  Analysis quiz chp 1-8: setting. to theme in Louise
 Chp 5-8 group theme  Chp 5-8 group theme quote analysis + short Erdrich’s American Horse.
tracking exercise tracking exercise answer with paraphrased Activities:
 Presentation about chosen  Presentation about textual reference.  Individual close reading
quotes + verbal chosen quotes + verbal of “American Horse” Activities:
justification justification Assessment:  Group discussion if time  Group discussion
permits  In groups, students
YRBW Chp 1-8 Analysis Quiz will construct written
responses to the
short story, focusing
on how the setting
and atmosphere
relates back theme.
MONDAY
Topic:
YRBW Chp 9-12
Objective(s):
SWBAT examine the
significance and function of
point of view in YRBW as the
narrator changes.
SWBAT evaluate Christine’s
different relationships with
Lee, Dayton, and Ida through
comparing and contrasting.
Activities:
 Discussion about
perspective/point of view
and how the story has
changed with a new
narrator
 Compare and contrast in
notes
Assessment:
Chp 9-12 Comprehension quiz
TUESDAY
Topic:
YRBW Chp 9-12
Objective(s):
SWBAT examine the
significance and function of
point of view in YRBW as the
narrator changes.
SWBAT evaluate Christine’s
different relationships with
Lee, Dayton, and Ida through
comparing and contrasting.
Activities:
 Discussion about
perspective/point of view
and how the story has
changed with a new
narrator
 Compare and contrast in
notes
Assessment:
Chp 9-12 Comprehension quiz
WEDNESDAY
Topic:
Cultural Analysis essay
introduction
Objective(s):
SWBAT to follow along with
instruction regarding their unit
cultural analysis essay.
SWBAT begin considering their
own cultural identity and how
it shapes them through
brainstorming in their notes.
Activities:
 Introduction to the
cultural analysis unit.
 In class brainstorming for
essay.
THURSDAY
Topic:
“Zolaria”, Caitlin Horrocks
Objective(s):
SWBAT determine the context
of vocabulary words from
“Zolaria” and detail their
effect.
SWBAT close read “Zolaria”
and consider the effect and
function of parallelism in the
text.
Activities:
 Vocab activity—
determining contextual
meaning and effect
 Individually read through
“Zolaria” and annotate as
needed.
 Focus on the parallelism
in the last paragraph and
write a response about
how it affects the
author’s message/how
they illustrate a theme in
the work
FRIDAY
Topic:
“Zolaria”, Caitlin Horrocks
Objective(s):
SWBAT close read
“Zolaria” and consider
the effect and function of
parallelism in the text.
SWBAT participate in a
group discussion protocol
pertaining to the assigned
text
Activities:
 Group discussion
protocol assignment:
each member shares
responses to the text
by sharing one quote
that spoke to them
and one quote that
represents the
central theme the
best in their opinion
MONDAY
Topic:
YRBW Chp. 13-16
“Zolaria” Harkness Discussion
(Socratic seminar)
Objective(s):
SWBAT to work as a group to
share quotes from YRBW that
represent a chosen motif or
theme.
SWBAT participate an
immersive class wide
discussion about “Zolaria”,
expressing themselves verbally
at least twice.
Activities:
 Quote analysis
 Socratic seminar
Assessment:
Socratic seminar – class grade
Reflection handout
TUESDAY
Topic:
YRBW Chp. 13-16
“Zolaria” Harkness Discussion
(Socratic seminar)
Objective(s):
SWBAT to work as a group to
share quotes from YRBW that
represent a chosen motif or
theme.
SWBAT participate an
immersive class wide
discussion about “Zolaria”,
expressing themselves
verbally at least twice.
Activities:
 Quote analysis
 Socratic seminar
Assessment:
Socratic seminar – class grade
Reflection handout
WEDNESDAY
Topic:
Cultural Analysis essay
computer lab work day
Objective(s):
SWBAT utilize class time to
work on their Cultural Analysis
essay.
SWBAT craft a thesis
statement for their Cultural
Analysis essay. *If they hadn’t
already
Activities:
 Lab work time
THURSDAY
Topic:
Cultural Analysis essay
computer lab work day (DUE
THE FOLLOWING MONDAY)
Objective(s):
SWBAT utilize class time to
work on their Cultural
Analysis essay.
Activities:
 Lab work time
FRIDAY
Topic: YRBW Chp. 17-20
Objective(s):
SWBAT demonstrate
understanding of the
assigned text through
thoughtful analysis
focusing on the end of
the novel.
Activities:
 Analysis quiz focusing
on short answer
Assessment:
YRBW Analysis Quiz