UNIT GRADE

ENGLISH I

UNIT TITLE

IDENTITY & CULTURE

As explored through: Cherie Dimaline’s The Marrow Thieves

UNIT OVERVIEW

BUILDING KNOWLEDGE

In this unit of study, students will focus on how characters develop and interact in literature. They will also be reflecting on the ways authors use
characters and their experiences to reveal particular cultural perspectives within their works. Engagement around these particular standards will
be deepened by looking at how different mediums show similar and/or differing accounts & perspectives.

As a culmination to their studies, students will have an opportunity to craft a piece of narrative writing that incorporates elements of
characterization and culture that reflects their personal identity. They will also be asked to complete a text-dependent analysis using the novel, as
well as a written synthesis of themes across a work of art and the text.

Over the course of the unit, students will build knowledge around:
● Canada’s First Nations people, their culture, and historical treatment
● What constitutes surface, shallow, and deep culture
● The genre of speculative fiction
● Contemporary social issues explored in the novel such as global warming, economic trade wars, and mental illness
● Ethnogenetics and historical trauma
● Cultural erasure, assimilation, and reparation

ESSENTIAL QUESTIONS

How does an individual’s culture shape his or her identity? Who am I versus who everyone else thinks I am?
What defines an individual’s culture?
How do cultural stereotypes impact personal identity?
How does one gain a sense of self-identity and community identity?
 UNIT OVERVIEW CONTINUED

UNIT STANDARDS UNIT ASSESSMENTS

READING Title Focus Standards

● RL.9-10.3: Analyze how complex characters develop
over the course of a text, interact with other characters,
1. “Coming To” Personal Narrative 1. W.9-10.3
and advance the plot or develop the theme.
Writing
● RL.9-10.6: Analyze a particular perspective or cultural
experience reflected in a work of literature from outside
2. Character, Culture, & 2. RL.9-10.3
the United States, drawing on a wide reading of world
Connections: Text-Dependent RL.9-10.6
literature.
Assessment RL.9-10.7
● RL.9-10.7: Analyze the representation of a subject or a
key scene in two different artistic mediums, including
what is emphasized or absent in each treatment. UNIT LEARNING EXPERIENCES
WRITING
● W.9-10.3: Write narratives to develop real or imagined Title Focus Standards
experiences or events using effective technique, well-
chosen details, and well-structured event sequences.
1. Exploring Identity, Culture, & 1. RL.9-10.6
SPEAKING & LISTENING Canada’s First Nations
● SL.9-10.4: Present information, findings, and
supporting evidence clearly, concisely, and logically 2. Dreams, Culture, and 2. RL.9-10.6
such that listeners can follow the line of reasoning and Inheritance SL.9-10.4 & 5
the organization, development, substance, and style
are appropriate to purpose, audience, and task.* 3. Historical Trauma and 3. RL.9-10.7
● SL.9-10.5: Make strategic use of digital media in Perspective Across Mediums
presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.* 4. Speculative Fiction and Our 4. RL.9-10.7
Future “Story”
*Not formally assessed in mid or end unit assessments
5. Uncovering the Complexity of 5. RL.9-10.3
Characters
 UNIT TEXTS

ANCHOR TEXT

The Marrow Thieves, Cherie Dimaline

SUPPLEMENTAL TEXTS

LITERARY
● “An Indian Father’s Plea,” Robert Lake
● “This Is What It Means to Say Phoenix, Arizona,” Sherman Alexie
● “Global Warming,” Jane Hirshfield (as part of a text-set)

INFORMATIONAL
● The Secret History of Dreaming excerpt, Robert Moss
● “Inherited Trauma Shapes Your Health”, Olga Khazan
● “A History of Residential Schools in Canada,” CBC News (as part of a text-set)
● “The Really Big One," Kathryn Schulz (as part of a text-set)
● Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools, Facing History and Ourselves (excerpts as part of a
text-set)

NON-PRINT
● The Dream, Salvador Dali
● Signs of Your Identity, Daniella Zalcman (as part of a text-set)
● Europe After the Rain, Max Ernst (as part of a text-set)
● Artworks by Edgar Heap of Birds (as part of the end unit assessment)
○ Genocide and Democracy
○ Telling Many Magpies, Telling Black Wolf, Telling Hachivi
 UNIT ASSESSMENTS

SUMMATIVE ASSESSMENT STANDARDS

ALIGNMENT

Mid Unit: “Coming To” Personal Narrative Writing W.9-10.3

For this assessment, students will be demonstrating mastery of writing narrative. Incorporating elements from their study of reading literature
standards 3 & 6, students are tasked with writing a personal “coming to” story that reflects elements of complex characterization and cultural
perspective-- similar to the vignettes found in The Marrow Thieves. This assignment has been designed to get students to reflect on the
themes of identity and culture as reviewed in the current unit of study, as well as to assess their knowledge of characterization and culture in
literature through transfer into their own writing.

To help scaffold for success on this assessment, students will be provided with appropriate context and connections, a rubric, and model of
what is expected from their product.

End Unit: Character, Culture, & Connections: Text-Dependent Assessment RL.9-10.3

RL.9-10.6
For this assessment, students will be demonstrating mastery of the unit’s reading literature standards by performing a textual analysis using RL.9-10.7
the anchor text and a supplemental artworks by Indigenous visual artist Edgar Heap of Birds. The assignment is divided into three parts:
● Part I: Students complete an analysis of character development in the text, citing textual evidence
● Part II: Students identify and cite examples of First Nations culture found in the text
● Part III: Students write a constructed response comparing the novels themes with those found in works by Edgar Heap of Birds

To help scaffold for success on this assessment, students will have been provided opportunities to model thinking with the standards in the
unit’s learning experience and through anchor charts for each standard.

FORMATIVE ASSESSMENT STANDARDS

ALIGNMENT

"Father’s Plea" Culture Tree RL.9-10.6

Cultural Analysis Presentation RL.9-10.6

SL.9-10.4 & 5

Topics Across Mediums Graphic Organizer RL.9-10.7

Topics Across Mediums Constructed Response (see Step 6) RL.9-10.7

Characterization In-Class Writing RL.9-10.3

 RESOURCES FOR PLANNING & TEACHING

MEETING STUDENTS’ NEEDS

● Critical Reading Toolbox

○ Critical Reading for Authentic Texts
● Crafting Text-Dependent Questions
○ A Guide to Creating Text-Dependent Questions for Analytic Reading
○ Text-Dependent Question Types: Literature
○ Text-Dependent Question Types: Informational
● Independent Reading Guidance
○ NC DPI Independent Sustained Reading Guide for 9-12
○ Independent Reading Scope & Sequence
● Grammar Best Practices
● Vocabulary Best Practices
● Language Development Continuum & Unpacking
○ NC DPI ELA/Literacy Language Continuum Guide
○ NCSS for ELA Language Continuum for Grammar & Conventions
● Protocols for Student Equity
○ Expeditionary Learning Protocols

TEACHER PLANNING TOOLS

● Internalization Guide
● Text Vetting Tool
● Unit Planning Calendar
● IMET Tool

UNIT SPECIFIC LINKS

● Canada Reads 2018 selection

● Canada General's Literary Awards, Canada Council for the Arts
● Kirkus Prize Winner
● Amy Mathers Teen Book Award
● Burt Award for First Nations, Inuit, Metis YA Literature
 UNIT PLANNING CALENDAR

WEEK 1 DAY 1-x

WEEK 2

WEEK 3

WEEK 4