Interdisciplinary Unit Plan

Teacher: Mr. Ray Mendoza

Grade: 9

Subject: Literature

 

Common Core State Standards

CCSS.ELA-LITERACY.RL.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-LITERACY.RL.9-10.10

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

 

Objectives

We can draw inferences from a given text.

We can cite strong evidence for inferences drawn.

We can determine the main idea of a text.

We can analyze the main idea of the text and how it progresses.

We can analyze how complex characters develop and interact with other characters throughout the text.

 

Materials

Under the Blood Red Sun by Graham Salisbury

Composition Notebooks

Mobile Laptop Cart or access to computer

Gmail & Blogger Account

 

Supplemental Reading/Resources

House of the Red Fish by Graham Salisbury (sequal to Under the Blood Red Sun)

No-No Boy by John Okada

Born Free and Equal: The Story of Loyal Japanese Americans by Ansel Adams

A Boy at War: A Novel of Pearl Harbor  by Harry Mazer

http://underthebloodredsun.com/

https://www.youtube.com/watch?v=3JmKdFNDkpE

 

Activities

Activity 1 (Week 1)

Literature Circles (3 students each) - Assigned roles: Discussion Director, Connector, Summarizer

TTYP/Visual Imagery - students will share their mental images created in their minds with a partner to compare

Inferential Reading//Response Journals using Blogger (Mobile laptop cart of access to computers in library needed)

 

Activity 2 (Week 2)

**Continued

Literature Circles (3 students each) - Assigned roles: Discussion Director, Connector, Summarizer

TTYP/Visual Imagery - students will share their mental images created in their minds with a partner to compare

Response Journals using Blogger (Mobile laptop cart of access to computers in library needed)

 

Activity 3 (Week 3)

**Continued

Literature Circles (3 students each) - Assigned roles: Discussion Director, Connector, Summarizer

TTYP/Visual Imagery - students will share their mental images created in their minds with a partner to compare

Response Journals using Blogger (Mobile laptop cart of access to computers in library needed)

Graffiti Board - Whole class will create a graffiti board to be displayed during the culminating event

Reenactment - Students will pick a favorite scene from the text and reenact the scene

 

Description

For three weeks students will read Under the Blood Red Sun and engage in Literature Circles about the book. The book describes World War II from the perspective of a Japanese boy who was born and raised in Hawaii.  In each group's literature circle, there will be 3 students with different roles. The discussion director will guide the discussion of the given chapter.  The summarizer will summarize the different chapter. The connector will connect the reading to their lives. TTYP/Visual imagery will be used to help the students create a mental image in their heads of their interpretations and share with their partner.  Students will also engage in Response journals through a Blogger account wherein students will be able to use multimedia to bring their thoughts to life.They will produce a graffiti board to culminate their reading of the book. Students will refer to their notes from literature circles, journals, and the images generated from visual imagery to create a graffiti board for display at the culminating event.  For the reenactment, students will pick their favorite scene from the book and act it out (15 minutes) in front of the school during the culminating event.