Bianca Galindo

A Whole New World: How Different Environments Effect Identity

A Unit of 9th Grade Literature
High School

Rationale
The goal of this unit “A Whole New World” is to explore the different ways students can

interpret new destinations and how someone can change from experiencing a new world. The

unit is spread over three subcategories that explore the different types of travel a student can look

at through literature, such as a different place or time as a temporary trip (1), a fantasy or science

fiction created world (2), or a different place or time as a permanent move (3). Section 1 opens

the gates for students to think of going to new places and seeing big differences from where they

live without the consequences of staying there for a long period of time. This section also fosters

the potential to invoke a wide variety of emotions and opinions depending on the literature

covered in the class. The Absolute True Diary of a Part-Time Indian can bring optimistic

emotions, while Hatchet might bring emotions of fear or determination. Section 2 will be briefer

than the other sections, only because the students are likely to have a lucrative anticipatory set

for fantasy/sci-fi literature or media. The students will explore the process of world building, and

reinforcing their studies of governments and economics with In Real Life (a graphic novel). The

last section, Section 3, is about culminating the practice the students have had about questioning

setting to explore the heavy implications with entering a new world with the likelihood of

permanency. This can be explored in a more contemporary sense with young adult literature

highlighting, where a character is moving from one country to another and now must deal with

getting use to a new environment, such as Funny in Farsi, The Sun Is Also a Star, or Monster.

The other way this section can be executed is to look at the concept of the world literately

changing around a character, a prominent theme of Holocaust texts, such as Diary of a Young

Girl, Maus, and Night.

 Bianca Galindo

The purpose of this unit is to support young adolescent students, who are expected to

expand their horizons of the world beyond where they live. Students might not have the ambition

or the belief that they can go beyond a certain path in life that will contain them in their

birthplace or neighborhood. This is fine for students who truly value their home place, but this

unit is designed to spark the possibilities that can be reached in new places. The other goal of this

unit is for students to also consider what it could mean for either a real person or a fictional

character to have to immigrate to an entirely new environment. This will establish real world

context that comes with moving to far away places, and maybe what it means/meant to people in

their own lives (relatives, peers, themselves). Section 2 is a primer to the permanence and real

world implications that are at play in any portrayed world, but also supports creative writing by

including the objective of being able to dissect a world and understand what is needed to make

one.

Standards:
Reading
 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (9-10.RL.1)
 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. (9-10.RL.3)
 Analyze how points of view and/or cultural experiences are reflected in works of
literature, drawing from a variety of literary texts. (9-10.RL.6)

Writing
 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience’s
knowledge level and concerns.
 c. Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal
style and objective tone while attending to the norms and conventions of the discipline in
 Bianca Galindo

which they are writing.

 e. Provide a concluding statement or section that follows from and supports the argument
presented. (9-10.W.1)
 Conduct short as well as more sustained research projects to answer a question (including
a self‐ generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of
the subject under investigation. (9-10.W.7)
 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences. (9-10.W.10)

Speaking and Listening

 Initiate and participate effectively in a range of collaborative discussions (one‐ on‐ one,
in groups, and teacher‐ led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
a. Come to
discussions prepared having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well‐ reasoned exchange of ideas.
b. Work with peers to
set rules for collegial discussions and decision‐ making (e.g., informal consensus, taking
votes on key issues, and presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
c. Propel conversations by posing and responding to
questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections based on the evidence and reasoning presented.
(9-10.SL.1)
 Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive
adverb) to link two or more closely related independent clauses.
b. Use a colon to
introduce a list or quotation.
c. Use correct spelling. (9-10.L.2)
 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context
and analyze their role in the text. b. Analyze nuances in the meaning of words with
similar denotations. (9-10.L.5)

Novels
1. American Born Chinese by Gene Luen Yang
2. The Sun Is Also a Star by Nicola Yoon
3. Fangirl by Rainbow Rowell
4. Monster by Walter Dean Meyers
5. If I Ever Get Out of Here by Eric Gansworth
6. The Absolute True Diary of a Part-Time Indian by Sherman Alexie
7. The Adventures of Huckleberry Finn by Mark Twain
 Bianca Galindo

8. The Hobbit by J.R.R Tolken

9. In Real Life by Cory Doctorow and Jen Wang
10. Hatchet by Gary Paulsen
11. Harry Potter and the Sorcerer’s Stone by J.K. Rowling

Poetry Collections
1. The Odyssey by Homer
2. The Inferno by Dante Alighieri
3. “The Road Not Taken” by Robert Frost
4. “Song of the Son” by Jean Toomer
5. “Indian Boarding School: The Runaways” by Louise Erdrich

Videos and CDs

1. Over the Garden Wall (Television Miniseries)
2. O’ Brother Where Art Thou? (Movie)
3. “Where is home?” by Pico Iyer (video)
https://www.ted.com/talks/pico_iyer_where_is_home
4. “How to build a fictional world - Kate Messner” (video)
https://www.youtube.com/watch?v=ZQTQSbjecLg
5. “How To Make Travel Videos: 5 Keys To Filming Good Times” by Thomas Alex
Norman (video)

Sites on the Internet

1. Gapminder —Dollar Street https://www.gapminder.org/dollar-
street/matrix?thing=Families&countries=World&regions=World&zoom=4&row=1&low
Income=26&highIncome=15000&lang=en
2. The Annual Arizona Renaissance Festival Student Day Study Guide
http://arizona.renfestinfo.com/wp-content/uploads/2017/11/2018-Study-Guide.pdf
3. Smithsonian Learning Lab https://learninglab.si.edu
4. TedEd: Lessons Worth Sharing (Social Studies)
https://ed.ted.com/lessons?category=social-studies
5. Crash Course: World History
https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
6. Crash Course: World History 2
https://www.youtube.com/playlist?list=PL8dPuuaLjXtNjasccl-WajpONGX3zoY4M
7. Crash Course: US History
https://www.youtube.com/playlist?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
8. Crash Course: Literature
https://www.youtube.com/playlist?list=PL8dPuuaLjXtOeEc9ME62zTfqc0h6Pe8vb
9. National Geographic — Intelligent Travel
http://intelligenttravel.nationalgeographic.com/blog/travel-with-heart/
10. Al Jazeera English — East 101 – Bold Stories from the Asia-Pacific
https://www.youtube.com/playlist?list=PLzGHKb8i9vTyyefrSwaJ5qEmwub4jF1H6

Nonfiction
1. Diary of a Young Girl by Anne Frank
 Bianca Galindo

2. Funny In Farsi by Firoozeh Dumas

3. Maus by Art Spiegelman
4. Night by Ellie Wiesel
5. I Know Why the Caged Bird Sings by Maya Angelou

Field Trip
The Annual Arizona Renaissance Festival & Artisan Marketplace (Student Days)

Calendar/Activities

1. Town-Hall Meeting
2. Literature Circles
3. One-Minute Papers
4. Field Trip
5. Observation Journals
6. Travel Brochure or Time-Travel Brochure
7. Travel Video
8. Fantasy World Dissection
9. White-Board Review Game
10. Literature Analysis

Monday Tuesday Wednesday Thursday Friday

Week Start Section 1:  Begin  Literature  Field Trip to  One-
1 Travel to a New Reading Circles The Annual Minute
World either (Groups Arizona Papers
 “How To (depending will be Renaissance  Travel
Make Travel on student separated Festival Brochure
Videos: 5 voting) a to talk  Observation or Time-
Keys To section of about the Journals: Travel
Filming The same book) Students will Brochure:
Good Times” Odyssey or  One- be asked to Students
by Thomas The Inferno Minute complete one will
Alex Norman  Literature Papers: page of notes research a
 Town-Hall Circles Students on key destination
Meeting: (Groups will spend factors the or time they
The teacher will be 1-3 festival would want
will ask the separated minutes wanted to to visit, and
students to talk (without recreate of then create
question about the being told the a three-fold
(coordinate a same book) if it goes Renaissance, pamphlet to
town hall over) doing and also persuade
meeting) that a freewrite write a others to
help the of ideas for paragraph of want to go
students the/a text reflection. to the same
create read for location.
context on class
 Bianca Galindo

how they
have
gathered
information
of how their
own
community
functions and
could
function
better.

Week Summative for Start Section 2:  Continue  Finish Summative for

2 Section 1 Due: Entering a reading In reading In Section 2 Due:
Travel Video of Fictional Real Life Real Life Fantasy World
a Public World  Literature  Literature Dissection:
Landmark or  “How to Circles Circles Students will
Public Setting in build a  One-Minute view an
your community fictional Papers episode of Over
(1 minute min. world - the Garden
and 2 minutes Kate Wall (4 –
max.) Messner” “Songs of the
 Literature  Begin Dark Lantern”)
Circles Reading In and will create
Real Life a poster in
groups of the
various ways
the world was
constructed.
Week Start Section 3:  Literature  One-  Literature  Literature
3 Emigrating to a Circles Minute Circles Circles
New World (Groups Papers (Groups will (Groups
 “Where is will be  Literature be separated will be
home?” by separated Circles to talk about mixed to
Pico Iyer to talk (Groups the same talk about
 Students will about the will be book) their
choose same book) separated different
between two to talk books)
sections of about the
books. One same book)
will be about
moving from
one place to
another
permanently,
and the other
 Bianca Galindo

will be about
the world
changing
around
people.
Week  Literature  Literature  Literature  One-Minute Summative for
4 Circles Circles Circles Papers Unit Due:
(Groups will (Groups (Groups  White- Literature
be separated will be will be Board Analysis
to talk about separated mixed to Review Paper:
the same to talk talk about Game: Students will
book) about the their Groups will write a paper
same book) different each have on one of the
books) their own books read in
whiteboard the unit
and marker. focusing of
The will pass character,
the board theme, mood,
around to tone, setting,
each other and/or the
per round. elements of
The teacher world building.
will ask a
review
question of
the unit, and
the students
will try to
write the
answer down
on the white
board and
hold it up the
fastest for
points.

Assessment
Points—Assignment

1. 60 Daily Participation
2. 24 For 12 Literature Circle Role Questions
3. 15 For All 5 Complete One-Minute Papers
4. 10 Observation Journals
5. 10 Travel Brochure or Time-Travel Brochure
6. 10 Travel Video
7. 15 Fantasy World Dissection
 Bianca Galindo

8. 20 Character Analysis Paper

9. 05 Extra Credit for White-Board Review Game Winners