Central Questions
How can literacy groups and shared storytelling create space for diverse perspectives and voices?
What responsibilities do we have as readers, writers, and citizens in engaging with literature that challenges or expands our worldview?
How does literature help us understand our own identities and the identities of others?
How can engaging and practicing our civic discourse in class help our personal and societal growth?
Unit Overview
This unit empowers students to take ownership of their learning by engaging in student-driven literacy groups that center on identity, civic discourse, and critical literacy. Through an Ethnic Studies lens, students will select a text that explores adolescence, identity, and the intersection of personal and societal narratives. These literacy discussions will provide opportunities for students to collaborate, reflect, and engage in meaningful discourse, applying the analytical and argumentative skills they have developed throughout the year. As they examine the political and historical contexts embedded in their chosen texts, students will deepen their awareness of how literature shapes and is shaped by social and political realities. This unit serves as a culmination of the year's learning, allowing students to demonstrate mastery of English skills through discussion, writing, and critical engagement with literature.
Suggested Unit Length
4-6 weeks
Suggested Vocabulary
Reflection & Growth
The Hero’s Journey
Perspective & Empathy
Literary Exploration
Civic Discourse
Agency & Voice
Inquiry & Discovery
Transformation & Legacy
Ethnic Studies Targets
(3) Furthering self-understanding – Encouraging students to reflect on their personal growth and reading journey.
(4) Developing a better understanding of others – Exploring diverse narratives and perspectives through book groups.
(6) Promoting self-empowerment for civic engagement – Recognizing reading as an act of critical thinking and engagement with the world.
(7) Supporting a community focus – Creating a shared space for discussion, creativity, and exploration.
English Standards (Targeted)
Reading Standards
RL.9-10.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly and implicitly.
Writing Standards
W.9-10.3 – Write narratives to develop real or imagined experiences, using effective technique, details, and structure.
W.9-10.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening Standards
SL.9-10.1 – Initiate and participate in collaborative discussions, building on others’ ideas and expressing their own clearly.
L.9-10.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Text Bank
Stories of Identity, Belonging, and Cultural Roots
Bless Me, Ultima (Rudolfo Anaya) – Coming-of-age, spirituality, and cultural identity
The Joy Luck Club (Amy Tan) – Generational conflict, Chinese-American identity
Crying in H Mart (Michelle Zauner) – Identity, food, grief, and Korean-American heritage
I Am Not Your Perfect Mexican Daughter (Erika L. Sánchez) – Family expectations and self-identity
Mexican WhiteBoy (Matt de la Peña) – Navigating mixed-race identity and belonging
The Search for Friendship, Love, and Acceptance
Aristotle and Dante Discover the Secrets of the Universe (Benjamin Alire Sáenz) – LGBTQ+ identity, friendship, love
Frankly in Love (David Yoon) – Romance, racial expectations, and self-discovery
A Very Large Expanse of Sea (Tahereh Mafi) – Post-9/11 Muslim identity, romance, and isolation
If I Was Your Girl (Meredith Russo) – Trans identity, relationships, and self-acceptance
All My Rage (Sabaa Tahir) – Friendship, love, and generational trauma
Overcoming Struggles & Resilience in the Face of Hardship
Long Way Down (Jason Reynolds) – Grief, cycles of violence, and moral choices
On the Come Up (Angie Thomas) – Fighting stereotypes, hip-hop, and speaking truth
The Absolutely True Diary of a Part-Time Indian (Sherman Alexie) – Poverty, education, and Indigenous identity
Watch Us Rise (Renée Watson & Ellen Hagan) – Feminism, activism, and speaking out
Flight (Sherman Alexie) – Identity, historical trauma, and self-redemption
Breaking Free: Revolution, Voice, and Taking Control of One’s Story
We Are Not From Here (Jenny Torres Sanchez) – Migration, survival, and resilience
Indian Horse (Richard Wagamese) – Indigenous trauma, survival, and reclaiming identity
Persepolis (Marjane Satrapi) – Political oppression and personal freedom
Dear Martin (Nic Stone) – Racism, activism, and self-identity
They Both Die at the End (Adam Silvera) – Living fully in the face of mortality
Assessment Bank
Hero’s Journey Personal Reflection – Students analyze their own growth as readers and thinkers, connecting it to the Hero’s Journey framework.
Creative Multimedia Project – Students create a video, podcast, digital art, or storytelling project reflecting on a key theme from their book.
Book Club Socratic Seminar – Students lead their own discussions about their books, emphasizing big ideas and critical themes.
Literary Legacy Letter – Students write a letter to future 9th graders recommending a book and explaining why reading is a heroic act.
Final Portfolio – A collection of reflections, short writing pieces, and projects that highlight personal and literary growth.