Interdisciplinary Unit Plan
Unit: Under the Blood Red Sun
Theme: Overcoming Challenges that Minorities Face
Group A
Teacher: Mrs. Lisa Barcinas
Grade: 9
Subject: Health Education
Common Core State Standards
CCSS.ELA-Literacy.RST.9-10.3
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-Literacy.RST.9-10.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
CCSS.ELA-Literacy.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Activity 1: Self Reflection
Standard
CCSS.ELA-Literacy.RST.9-10.9
Compare and contrast findings presented in a text to those from other
sources (including their own experiments), noting when the findings
support or contradict previous explanations or accounts.
Objectives
Students reflect about their nationality that is part of their heritage. Define their definition of discrimination and share some things they take personally and the reasons why. They will then share in groups and come to a census what they may have in common.
Students' nationality defines who they are. Being able to identify with their identity and being aware of other ethnic groups around them helps students understand not only their ethnic background, but also learn to appreciate and respect others too!
Supplies
Health Notebooks
Graphic organizer (prepared) worksheet
Tasks
-
This activity students will organize facts based on the book read "Under the Blood Red Sun". Students will be able to recall part of the book and make a list of some of Tomi's experience with discrimination in the book. Students will be able to compare and contrast findings based on readings and relate it to personal experiences.
-
Students will be placed into 6 groups and jigsaw the article "Discrimination Hurts". Each group will have 10 minutes to read a paragraph and discuss the statistics. Then each group will share with the whole class.
-
Independent activity. For this activity based on the book and statistics, students will practice recalling personal experiences, organizing those experiences based on positive and negative references to their understanding of discrimination interactions and situations.
-
In groups of 2 or 3 students will share their experiences and discuss how they felt positive about who they are and one negative experience of when they felt or observed a negative discrimination event. They will talk about how they handled the negative situation and come up with an alternative solution, if needed to make it a positive outcome.
-
Students will present their story of their best experience on handling a negative situation.
Supplemental Materials
Book: House of the Red Fish by Graham Salisbury
Discrimination Hurts online article
Activity 2: How to Use Chopsticks
Standard
CCSS.ELA-Literacy.RST.9-10.3
Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks,
attending to special cases or exceptions defined in the text.
Objectives
Learning a new skill can be challenging. Especially if you are visiting another country that may require you to know the skill. Students will be able to learn a new cultural skill and then students will have an opportunity to share a skill to class that may be part of their culture.
Supplies
Computer with internet for research
Chopsticks
Projector
Tasks
-
Student will be able to demonstrate the use of chopsticks proficienty.
-
Task#1-Chopstick Application Levels. Recall the part of the book when Billy is watching Tomi and his family eat their breakfast. Turn to your partner, how would he feel about learning a new way of eating?
-
Acquire knowledge and background of chop sticks by watching Why Asians Use Chopsticks video. Followed by How to Use Chopsticks video.
-
Then demonstrate the various uses of chopsticks based on the video and or chopstick demonstration criteria. Provide items for each person to pick up using their chopsticks (Fruit or classroom items).
-
In groups of 2 or 3, students will research other countries for a differnt way of eating or a different skill they have to do something part of their orgin/culture. Student will present their research findings about this skill (history, background, importance, and how to do it) and prepare a "Poem of Two Voices" to share with class via written, presentation, or act it out.
Supplemental Materials
Book: American Born Chinese by Gene Luen Yang
How to Eat with Chopsticks (video instructions)
Activity 3: Conscious and Informed Choices
Standard
CCSS.ELA-Literacy.RST.9-10.6
Analyze the author's purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text, defining the question
the author seeks to address.
Objectives
Students will select a part of the book that they would like to change and rewrite the outcome or ending.
Description
In this activity, students will think about the different choices throughout the book that Tomi had, Grandpa, Billy, Keet, Pigeons. Your group will pick one character and decide on a different part within the book or a different ending to the book based on the choice you make.
Supplies
Health Journal
Tasks
-
Think about the different choices that each of the characters (i.e. Tomi, Grandpa, Billy Keet, pigeons, etc.) had to make throughout the book Under the Blood Red Sun. Your group will work together to do one of two things: (1) select an event in the book and change the outcome OR (2) write another ending for the book.
-
In groups of 2, students will select a part of the book they agree would like to change and rewrite the outcome or ending. It must include specific reasons why they made that decision, or choice.
-
After watching the movies "Letters to Iwo Jima" and "Flags to our Fathers", in groups of 4, students will identify 3 perspectives about the Battle of Iwo Jima from the Japanese view and then the American view.
-
In closing this unit, students will watch George Takei: Why I love a country that once betrayed me. Complete a one page refection on their feelings of being an enemy on free soil, emotions on discrimination of different races, and the U.S. democracy.
Supplemental Material
Book: House of the Red Fish by Graham Salisbury
Movie: "Letter to Iwo Jima" and "Flags to Our Fathers"
