Understanding By Design Unit Template

Brother by David 12
Title of Unit Chariandy Grade Level

ELA A 30 10-12 lessons

Subject Time Frame

Polina Lerman, Kassidy MacPherson, Preston Olson

Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?
Lifelong Learners
This unit will help students realize that the skills and information gained throughout English
Language Arts can be applied to the real world. By applying the strategies learned and
used throughout this unit to the real world students will become more competent and
confident in their learning (hopefully prompting them to want to learn even more).

Sense of Self, Community, and Place

The incorporation of proper discourse and tools for critical analysis of literary works will
translate into an ability of the students to more competently interact with their world. The
ability to recognize and articulate possible issues and characteristics of themselves, their
environments, and their relationships will allow students to flourish in their connections to
these entities.

Engaged Citizens
By introducing students to prevalent social issues and guiding them through appropriate
steps to understanding these issues will aid in preparing them to interact with these issues
in their own lives. The skills acquired and refined throughout this unit specifically will give
students the knowledge and ability to make a difference in their own communities.

Cross curricular Competencies

How will this unit promote the CCC?

Developing Social Responsibility

This unit will directly promote students to be cognizant of many of the injustices in their
immediate local, provincial, and national communities. Focus on relevant issues and how
they are represented in media and in literary works will allow students to make broader
connections between the study of the present novel (Brother by David Chariandy) and the
world around them.

Developing Thinking
This unit will help equip students with the necessary tools to be critical thinkers not only
when it comes to literary works, but also in real-life scenarios. The incorporation of
academic structure and real-world case study analysis will encourage students to think
more deeply and critically.

Developing Identity and Interdependence

This unit will aid students in developing their critical abilities in reflecting not only on the
biases and injustices in society around them, but allow students to realize and reflect upon
their own biases, understandings, and worldviews. The unit will help contribute to students’
ongoing identity formation as they come to more thoroughly understand themselves and the
expectations society has for them.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

CR A 30.1

CR A 30.2

CR A 30.4

AR A 30.2

Enduring Understandings Essential Questions

What understandings about the big ideas are
desired?(what you want students to
understand & be able to use several years
from now)
What misunderstandings are predictable?
What provocative questions will foster
inquiry into the content?(open-ended
questions that stimulate thought and
inquiry linked to the content of the
enduring understanding)
Students will understand that...
- Works of literature can be analyzed in
terms of prevalent social issues
- It is always important to be mindful of
bias, lenses, and validity (whether in
literary works or in real-life situations)
- Structures of the english language help
author’s deliver their messages
- We can use analytic tools to more
readily understand literary works
- Social issues such as police shootings
of black populations are relevant and it
is important to have trusted, holistic
information on which to base your
opinions and judgements
Related misconceptions…
- That all literature is based on true
events
- That nobody can be trusted if everyone
has individual biases
- That issues of racial police shootings
don’t matter to them, depending on the
demographics of the class
Knowledge:
What knowledge will student acquire as a
result of this unit? This content knowledge
may come from the indicators, or might also
address pre-requisite knowledge that students
will need for this unit.
Content specific….
- How do biases affect the world
around us?
- What lenses do I see the world
through?
- How can literary works such as
Brother by David Chariandy
deepen my understanding of my
world?
- How do the themes and social
injustices brought up by this novel
affect me and my community?
- How can we use literary tools and
strategies to interpret other works?
FNMI, multicultural, cross-curricular…
- How is contemporary society
different for individuals of different
backgrounds/demographics
- How are populations racialized,
oppressed, or unjustly represented
in our school, community,
country…?
- How might someone from a
different culture interpret the
themes and messages of the
novel?
Skills
What skills will students acquire as a result
of this unit? List the skills and/or
behaviours that students will be able to
exhibit as a result of their work in this unit.
These will come from the indicators.
Students will know...
- What themes, character traits, and
undertones are present throughout the
novel
- That the lenses through which we each
see the world affect the way we
interpret information
- The racialized oppression and
injustices that occur in the novel are
also prevalent in real life
- How to better articulate their thoughts
and understandings of controversial
and difficult themes through
discussions and reflections
Students will be able to…
- Use literary tools and strategies to
analyze the characters, events,
themes, and contents of a novel
- Make real-world connections to the
events of the novel
- Take the point of view of someone
other than themselves to deepen
their understandings of
controversial topics and events
- Dissect the structure, discourses,
and literary devices throughout a
literary work
- Reflect on the themes and events
to broaden their understandings of
and relation to course content

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings,
knowledge, and skills? (describes the learning activity in “story” form. Typically, the P.T. describes
a scenario or situation that requires students to apply knowledge and skills to demonstrate their
understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?

GRASPS Elements of the Performance Task

G – Goal G - the goal of this task is to be able to relate the occurances

What should students accomplish by in the novel to real life events while analyzing the socio-
completing this task? political context, the implications of social and legal
procedures, and to be able to identify the injustices within
modern day Canada
 modern day Canada
R – Role
What role (perspective) will your R- the role the students will take will be that of a researcher
students be taking?
(When gathering information for their essays). Their research
will also require that they take on an active listening role
during class discussion and small group work. They must be
A – Audience contributing members of the classroom with the hope of
Who is the relevant audience? becoming a contributing member of society.

A - The audience of all of the assessment tasks is not only the

teacher, but the rest of the class and school environment.
Students will hopefully learn so much about the injustices of
S – Situation today’s society that they will feel empowered to advocate on
The context or challenge provided to the
behalf of those who face these injustices. The audience is
student.
therefore the general community, but also each individual
student.

P – Product, Performance S - the context provided to the student will at first be the
What product/performance will the
student
deciphering of uncertainties within the novel, an analysis of
create? major themes and plot events, and then the historical and
current connections. The lesson which will give students two
case studies to work on will give them an introduction into
inquiry work which they will need to take a step further when
working on the final paper, which is a case study that they
have chosen themselves.

P - the students will be expected to choose a relatively recent

S – Standards & Criteria for
Success
Create the rubric for the
Performance Task
event of social injustice that occurred in Canada. They are
tasked to write an essay that is both expository and
descriptive, comparing and contrasting the fictional events in
Brother and the real life scenario. Students must take into
consideration the lectures and lessons they received about
the Black Lives Matter movements, the biases within the
media and authority figures (such as police), and systemic
racism.
Rubric is on the last page of the document
Other Evidence
Through what other evidence (work samples,
observations, quizzes, tests, journals or other
means) will students demonstrate achievement
of the desired results?Formative and summative
assessments used throughout the unit to arrive
at the outcomes.
Students will have two short quizzes to test their
understanding of the novel. It will be used as
formative assessment to make sure that they
have read the novel and understood the main
events. Lessons may be tailored to delve deeper
into parts of the novel that students may not
have understood fully. These quizzes would have
a multiple choice format whereby students
answer based on key character developments,
plot, setting, and novel structure.
Quick Writes will also be used as formative
assessments, indicating the writing strategies
and communication skills of the students.
The journal reflections, quick writes, and charts
that students create will all be in one notebook
which students are to submit at the end of the
unit for a completion mark. It will contribute to the
overall grade, but will be explained as a fairly
easy mark as long as the work is complete.
Student Self-Assessment
How will students reflect upon or self-assess
their learning?
Students’ self-assessment will be ongoing
throughout the unit as they will constantly be
asked to reflect on their past journal entries.
Through revisions and building onto what they
have previously written, students will engage
in self-improvement with regards to their
writing, thinking, reflecting, speaking,
analyzing, and synthesizing ideas. The
classroom will have a chart of questions
developed based on Bloom’s taxonomy which
students should reference when writing in
their journals and doing research for the final
essay.
 Stage 3 – Learning Plan
What teaching and learning experiences will you use to:
● achieve the desired results identified in Stage 1?
● equip students to complete the assessment tasks identified in Stage 2?

Where are your students headed? Where have they been? How will you make sure the
students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners
been ascertained? Have the learners been part of the pre-planning in any way? What
individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical
environment be arranged to enhance learning?

The ELA 20 course units (Beginning and Becoming & Establishing and Realizing) that the
students would have covered the previous year would have given students the opportunity to
begin thinking about social responsibility and self-identity. The first unit would have focused on
the theme of childhood and the various childhood experiences that one may have. This will
further be developed in this novel study as there are many flashbacks to Michael’s and Francis’
childhood/youth/young-adulthood. The second unit of ELA 20 would also reveal the beginning of
adulthood and how these experiences shape a person throughout his or her life. This too is
present in David Chariandy’s novel as personal growth is a huge theme in the novel, which is a
Bildungsroman.
This learning would best take place in the classroom, but also in a virtual space while students
engage in research of various medias addressing socio-political issues.

How will you engage students at the beginning of the unit? (motivational set)

Aside from the reading of the novel itself, which will ideally engage students with the
controversial and heart wrenching content to be explored, students will first be introduced to the
topic via a series of photos, screenshots, and videos of people engaged in protests and voicing
their opinions. This will be organized in a PowerPoint presentation consisting of screenshots of
tweets, Facebook posts, blog posts, discussion forums, and news articles about current protests
in real life.
What events will help students experience and explore the enduring understandings and
essential questions in the unit? How will you equip them with needed skills and
knowledge?

# Lesson Lesson Activities CCCs Resources

Title

1 Short Multiple Choice Quiz (15 minutes) - -Novel Brother by David

Developin Chariandy

g Social - Whiteboard and markers

Introduc Plot Structure Activity (10 minutes in partners, Responsib - Poster paper
tion to 10 minutes as a class) ility -Worksheets with plot
Brother - structure template
Developin - Student Journals
KWL Chart (10 minutes) g Thinking

Connections Activity (10 minutes)

Quick Write (5 minutes)

2 Author’ Hook/Intro: https://www.ted.com/talks/ - -Novel Brother by David

Developin
s lens- chimamanda_adichie_the_danger_of_a_single_st g Thinking
Chariandy
-TEDTalk Video
researc ory - - Student Journals
h on Developin - handout on critical lenses
g Identity
David Teacher-Led Discussion (15 minutes) and
- Research Handout on
Chariandy
Charian Interdepen
dy Journal (10 minutes) dence

Lecture (15 minutes)

Think, Pair, Share (10 minutes)

Research/Practical Skills (45-60 minutes)

3 Lecture: Brother as a Bildungsroman (15 -Novel Brother by David

Introduc minutes) Chariandy

- Whiteboard and markers

tion to - Poster paper
Plot Journal Time (10 minutes) - Student Journals
Structur -Classroom must be set up for
Socratic Circles at the end of
e and Mind Map Activity (20 minutes) the lesson
Major
Themes Socratic Circles (15 minutes)
4 Charact Hook/Intro(10 mins): Characterization - - Whiteboard
Developin - Novel
ers Video and Group Discussion https:// - YouTube video (https://
g Thinking
www.youtube.com/watch?
www.youtube.com/watch?v=QjByX2ZG3oY -
v=QjByX2ZG3oY)
Developin
g - Poster Board
- Markers
Group Character Evaluation (15 mins): Literacies
-
Determine the character traits of Michael Developin
g Identity
and
Jigsaw (20 mins): Students will be divided Interdepen
dence
into four groups and will develop character
profiles of Francis, Jelly, Mother or Aisha

Presentations (15 mins): Students will

present their character profile to the class
5 Music - -Whiteboard
Quick Write (10 mins): Students will
Developin - Projector
complete a quick write about their music g Thinking -Novel
-
preferences. -Speakers
Developin -YouTube for the Music (all
g songs are easily found, load
Literacies
Think-Pair-Share (15 mins): What does before class)
-Computer Lab
music mean to the people at Desirea’s?

Listening Activity (15 mins):Listen to a few

of the artists mentioned in the novel.
Aretha Franklin, Etta James, John
Coltrane, Satchmo

Playlist Creation (20 mins): Students will

choose four songs from the singers in the
novel that relate to a character or event in
the novel.
6 Current Hook/Intro (5-10 minutes): Black Lives Matter - -Novel Brother by David
events Video: https://www.youtube.com/watch? Developin Chariandy

g Social - Youtube Video

v=jMedqlxbFfM Responsib - Summary sheet on each
ility case study
Group Discussion (15 minutes): - -Second optional link to
Developin documentary
Relate this movement to the themes in Brother. g Thinking
-
Case Study #1- Trayvon Martin (20 minutes) Developin
g Identity
and
Case Study #2- Andrew Loku (20 minutes) Interdepen
dence

Optional Supplementary Instruction/

Information (40 minute video + 20 minutes
discussion and decompression. 10 minutes
journaling to follow)—
Stay Woke: The Black Lives Matter Movement
Documentary (full) https://www.youtube.com/
watch?v=eIoYtKOqxeU
7 Brother Hook/Intro (10 mins): Watch Video and - -https://www.youtube.com/
Developin watch?v=ybvNZFEmQSw
hood Discuss the Phrase “Brother from Another g Thinking - Whiteboard
(Family Mother”. https://www.youtube.com/watch? - - Student Journals
outside v=ybvNZFEmQSw Developin
g
your Literacies
family) Think-Pair-Share (15 mins): What makes a
group of people a family?

Think-Pair-Share (15 mins): Using evidence

from Brother, Why might the people at
Desirea’s be considered a family?

Journal (15 mins): Students will write about

whether they think Michael, Mother, Aisha, and
Jelly could constitute a family at the end of the
novel and why they believe this.
8 Langua Review of common literary devices (with - -Novel Brother by David
Developin Chariandy

ge handout) (15 minutes) g Thinking - Literary devices handout

Choice - Foreshadowing sheet to fill
and Foreshadowing hunt- Students will be asked to out
Writing find 3 examples of foreshadowing from the - Student Journals

Style novel (alone or in partners) (15 minutes)

Lecture- Discussing the narrative structure

and some common discourse used by
Chariandy (15 minutes)

Think-Pair-Share: Was this narrative

predictable? Students will be asked to draw
upon what we know about police shootings in
black neighbourhoods (remember our lesson
on Black Lives Matter and the case studies) (15
minutes)

Journal- Reflect on why the narrative and

ultimate ending to Brother is so relevant (10
minutes)

9 Lecture: Brother as Social Commentary (15 Develo -Novel Brother by David

Contem minutes) ping Chariandy

- Whiteboard and markers
porary Social - Student Journals
Issues Watch Interview with David Chariandy [author] Respon -YouTube video
+ (15 minutes) sibility -projector and screen
-assignment instructions and
Introduc https://www.youtube.com/watch? Develo rubric
tion to v=zMhOr8N4JI8&t=943s ping
final Journal Time (10 minutes) Thinkin
assign g
ment Group Activity - Reflection on Comparing
setting of novel to the present day (based on
interview watched) (15 minutes)

Assignment Explanation (10 minutes)

1 Library Lecture: Bloom’s Taxonomy and Inquiry
0 Lesson Questions (10 minutes) Develo -Computers
-Worksheet about Bloom’s
on ping taxonomy and inquiry
researc Librarian Lesson on Research and Citation (15 Thinkin questions
h minutes) g -Essay writing instructions

Explanation of Correction Sheet for Essay

Writing and Essay Writing Checklist (5
minutes)

Research Time (remainder of class)

Assess and Reflect (Stage 4)

Considerations Comments

Required Areas of Study: There is very close alignment between the

Is there alignment between outcomes,
performance assessment and learning
experiences?
outcomes, assessment, and learning experiences.
In the English A 30 Curriculum there is a great deal
of emphasis placed on the skills of comprehending
and responding, composing and creating, and
assessing and reflecting. There are many activities
in this unit, such as quick writes, discussion, and
journaling, that require students to practice their
skills while looking at a story of the injustices and
challenges of living in Canada. Identity is a major
theme in the A 30 curriculum and there is a great
deal of discovering and analyzing identity in the
novel. Brother is a great novel to use within the the
first unit of A30, Canadian Perspectives: Distinct
and Rich, because it identifies the experience of
immigrants and their fight with systemic injustices.
Adaptive Dimension:
Have I made purposeful adjustments to
the curriculum content (not outcomes),
instructional practices, and/or the
learning environment to meet the
learning needs and diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher directed and
student centered instructional
approaches?
Resource Based Learning:
Do the students have access to various
resources on an ongoing basis?
For struggling students:
We have incorporated a variety of instructional
strategies to allow students to learn and show their
learning in a variety of ways. Students will be
learning through written, visual, oral, and auditory
medias. This will allow students to learn in a variety
of ways to make sure all students receive
instruction in one of their strength areas. Because
all students read at different speeds and levels, an
alternate reading schedule could be created to
allow EAL students extra time to read the novel. A
dictionary of difficult terms could also be provided
so students are able to understand the novel. An
audiobook version could also be provided or used
instead of the written form to allow students to
listen to the novel.
For students who need a challenge:
For students who need a challenge or who finish
their work early, they could be set up as a peer
mentor to help students who are struggling to
understand the novel or who need help with an
assignment. This would allow them to deepen their
understanding by teaching their peers about the
novel. This could also translate into student led
discussions where the advanced students dictate
the flow of conversation.
There is a large variety of instructional strategies
within this unit plan. There is both teacher lead and
student led discussion that will allow the teacher to
teach in a side-by-side method. Direct instruction is
only a minor portion of this unit because students
will be encouraged to display their knowledge and
help their peers learn. TPS, Quick Write, KWL, and
Journaling activities allow students to process their
own thoughts and share them with their peers. This
will allow for experiential learning as students are
forced to reflect and develop meaning from their
own experiences.
Students will have access to all of the materials
used in the class because they are available
online. Students may look up videos and music
online which will allow them to work in class and at
home. Students will also be given a copy of what
outcomes this unit is going to accomplish so
students will know what will be expected of them.
 FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity
while honoring each child’s identity?
This unit explores one aspect of the diversity within
Canada. This unit examines the experience of an
immigrant family who live with difficult conditions
and circumstances. This unit will help students to
think carefully about how they treat their neighbors
and will help them understand what it means to be
Canadian. Students will begin to recognize that
they need to play a role in welcoming students into
their classroom and the larger Canadian society.
Students will recognize the diversity of Canadians
and will begin to see how this diversity is a benefit
to all Canadians.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development, ISBN # 0-87120-313-8 (pbk)

Lesson Plan Title: Introduction to Brother

Date:

Subject: ELA A 30 Grade: 12

Topic: Introduction to Brother

Essential Question:

How does context inCluence works of literature?

Materials:

Novel Brother by David Chariandy


Whiteboard and markers

Poster paper

Worksheets with plot structure template

Student Journals

Classroom must be set up for Socratic Circles at the end of the lesson

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students must be able to reClect on the questions they generated prior to reading the novel, as well as
be able to generate additional questions after the reading. They should be able to organize the book’s
plot in a graphic organizer, indicating the rising action, turning point, and falling action. Students will
learn the notion of a Bildungsroman and reClect on the theme of personal growth within the novel.
Additionally, students will have the opportunity to learn from each other, be careful listeners and give
sound feedback during the Socratic Circle activity.

Broad Areas of Learning:

Lifelong Learners – students will be able to reClect on their previous work and engage in additional
learning and research in order to answer questions as they arise
Sense of Self, Community, and Place – students will be able to identify how the past has shaped and
informed the present and how policies have had and continue to have impacts on them personally
and on the community surrounding them

Cross-Curricular Competencies:

Developing Social Responsibility

Developing Thinking

Outcome(s):
CC A 30.1
Create a range of visual, multimedia, oral, and written texts that explore:
• identity (e.g., DeCine the Individual, Negotiate the Community)
• social responsibility (e.g., Shift Centres, Blur Margins), and
• social action (agency) (e.g., Understand Beliefs, Initiate Action).

CR A 30.2
View and evaluate critically information and ideas obtained from First Nations, Métis, Saskatchewan,
and Canadian visual and multimedia texts including an advertisement, news broadcast, poster, and
Cilm.

PGP Goals:
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings
Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.

KWL Charts, Journal Entries, and group poster work will be used as formative assessment to see
where the students are at in terms of their understanding of the novel, its themes and its structures.
It will also help the teacher guide the lesson forward as the discussion questions (especially for the
Socratic Circles) will mainly be formulated on the basis of the formative assessment.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.

The journals will be submitted at the end of the term simply for a completion mark. The multiple
choice quiz right after the reading will count for marks because it will analyze the students’
comprehension of the text, as well as require them to take responsibility for their own reading. The
Socratic Circle discussions will be led in each unit and everyone in the class must at one point be on
the inner circle. Therefore, this will count towards a mark regarding comprehension and oral
communication.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Prior to starting the short quiz to test the students’ understanding, they will simply be asked how
they liked the novel and be asked to reClect on it, whether they would recommend it to others, and
why or why not.

Main Procedures/Strategies:
DAY ONE:
Short Multiple Choice Quiz (15 minutes)
• Students will be given a brief multiple choice quiz based on the novel’s sequence of events to
test that they have read and understood the main developments of the novel
Plot Structure Activity (10 minutes in partners, 10 minutes as a class)
• Students will be given a worksheet with an empty plot structure outline. In partners,
students will be asked to identify the main characters and setting, the conClict, rising action,
turning point, falling action, and resolution.
• We will do the same activity as a class, with the diagram drawn on the whiteboard. As a class,
we will discuss and identify the same points and the teacher will explain the contents of each
category.
KWL Chart (10 minutes)
• Prior to having read the novel, the students would have reClected in their journals their
expectations for the novel based on the title and book cover. A discussion would have ensued
about the themes and events of the novel based on the plot summary on the back of the book.
This would have Cilled out the K and W sections of the chart. Students will now reClect on what
they had Cilled out in their charts prior to reading and Cill out the L section. They will also be
asked to add on to the W part of the chart, indicating what questions they still have after
reading the novel.
Connections Activity (10 minutes)
• In their journals, students will draw and Cill out a connections chart. They must make text-to-
text, text-to-self, and text-to-world connections.
Quick Write (5 minutes)
• Students will be asked to write non-stop for 4 minutes, answering the following prompts:
What stood out to you most about this novel? Make connections to contemporary social and
political issues. Is this novel relatable?
DAY TWO:
Brother as a Bildungsroman (15 minute lecture)
- The teacher will deliver a lecture on the deCinition of a Bildungsroman and how David
Chariandy’s novel classiCies as one. Students will become familiar with the notion of a coming-to-
age novel, be able to analyze character growth and development, and reClect on how the
experiences of the protagonist in the novel contributed to his emotional and mental changes
throughout his life.
Journal Time (10 minutes)
- Students will reClect on the following prompt in their journals: What are the major events in
Michael’s and Francis’ lives? How are their identities shaped throughout the novel? What role
does setting play?
Mind Map Activity (20 minutes)
M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Lesson Plan Title: Contemporary Issues + Introduction to final assignment 


Subject: ELA A 30 Grade: 12

Topic: Contemporary Issues

Essential Question: How is Ciction reClective of reality?

Materials:
-Novel Brother by David Chariandy

- Whiteboard and markers
- Student Journals
-YouTube video
-projector and screen
-assignment instructions and rubric

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students should be able to reClect on previous lessons and build on their knowledge during the
lecture about socio-political issues in contemporary Canadian society. Additionally, they will be
expected to take detailed notes while watching an interview with David Chariandy and be able to
discuss his main points (in the form of journal writing and class discussion). They will then be
introduced to the Cinal assessment for this unit in which they are expected to expand on their
previous two case studies and either delve deeper into one of those or choose a new one to research
and write an essay about.

Broad Areas of Learning:

Sense of Self, Community, and Place -

Lifelong Learners -

Cross-Curricular Competencies:

Developing Identity and Interdependence

Developing Social Responsibility
Developing Thinking

Outcome(s):

CR A 30.3
Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate
literary and informational texts created by First Nations, Métis, Saskatchewan, and Canadian speakers
and authors from various communities.

AR A 30.1
Assess own work for precision, clarity, and artistry.

PGP Goals:
1.3 – a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
1.2 ethical behavior and the ability to work in a collaborative manner for the good of all learners
2.4 ability to use technologies readily, strategically and appropriately
Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.

Students will be formatively assessed during their small group work and through the writing in their
journals. While the mark at the end of the unit for the journals will be simply for completion, the
teacher can observe in each lesson how students are doing with the journal time they are being
provided. Students will also be allowed time for conversation after watching the video to share their
thoughts with one another.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.

The journals will be submitted at the end of the term simply for a completion mark. Students will be
given the assignment instructions for the Cinal summative assessment of this unit.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

I will tell the students that we will be revisiting a previous lesson to build onto what they already
know, as well as watch a video with the author to get a very personal sense of the context for the
book.

Main Procedures/Strategies:
Lecture: Brother as Social Commentary (15 minutes)
- Review the previous lesson on contemporary issues (including the BLM movement)
as a class. Connect this to the author’s personal lens through which he wrote the
novel, as well as what commentary Chariandy’s is providing on the historical and
contemporary socio-political climates of Scarborough.

Watch Interview with David Chariandy [author] (15 minutes)

- https://www.youtube.com/watch?v=zMhOr8N4JI8&t=943s

Journal Time (10 minutes)

- students will be given 10 minutes for a Quick Write answering prompts about David
Chariandy’s interview, as well as their own personal reClection on the video.
Additionally, students may wish to add to their second KWL charts that were started
on the Cirst day of this unit.
Group Activity - ReClection on Comparing setting of novel to the present day (based on interview
watched) (15 minutes)
- in groups of 4, students will be asked to draw a table or a Venn diagram comparing
the (historical) socio-political context of the novel as well as the (present-day) reality
- students will then share their Cindings with the class and add onto their own
diagrams/charts points that were missed in order to keep this for their own notes

Assignment Explanation (10 minutes)

- Students will build on the case study assignments that were given to them in a
previous lesson. They may wish to continue to research one of the two that was given
to them or they may Cind a new case study to analyze, compare, and contrast with the
novel. The main event of the case study must be fairly relevant (within the past 20 or
so years) and students must write an expository essay outlining the similarities and
differences of the case and the novel, as well as incorporate elements of a persuasive
essay in their critical analysis portion of the project.
- explanation of SEEI (statement, example, elaboration, implication)
M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Lesson Plan Title: The Meaning of Music in Brother

Subject:English Grade:12

Topic: Brother by David Chariandy Essential Question: How does music allow us to
understand the characters in Brother?

Materials: Whiteboard, Projector, Novel, Speakers, YouTube for the Music (all songs are easily found,
load before class), Computer Lab

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will be able to understand the impact that music has on their lives as well as the lives of the
characters. Students will know that certain types of music have been adopted by particular cultures
to reClect their experiences of life. Students will be able to relate the characters in the novel to speciCic
songs from the novels musicians.
Broad Areas of Learning:
Students will be developing their listening and writing skills in this lesson. Students will be presented
with the opportunity to think critically about the relationship between music and the people who are
impacted by the music. Students will also be learning to relate to the people around them as thy come
to a deeper understanding of how life events can shape a person’s attitudes and actions.
Cross-Curricular Competencies:
Students will be developing their auditory literacy skills as they listen to and interpret the music
found in the novel. Students will also be learning to show respect for their peer’s opinions as they
share their own interpretations of the music and text. This will help students to develop an
understanding of another person’s worldview.
Outcome(s):
CR A30.1 View, listen to, read, comprehend, and respond to a variety of grade-appropriate First
Nations, Métis, Saskatchewan, and Canadian texts that address:identity (e.g., DeCine the Individual,
Negotiate the Community)
CR A30.3Listen to, comprehend, and develop coherent and plausible interpretations of grade-
appropriate literary and informational texts created by First Nations, Métis, Saskatchewan, and
Canadian speakers and authors from various communities.
PGP Goals:
2. 1 knowledge of Canadian history, especially in reference to Saskatchewan and Western Canada
2.2 proCiciency in the Language of Instruction
Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.

The quick write at the beginning of the lesson will help the teacher understand how well the students
can relate music to a person’s life. This will determine how much time the teacher needs to spend
relating music to the events in people’s lives. The think-pair-share will also provide the teacher with
formative assessment about how well the students are able to remember the music from the novel.
This will indicate whether the teacher needs to spend time reviewing the inCluence of music on the
characters in the novel.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.

Some of the summative assessment is contained in the formative assessment. The teacher will be able
to determine what they have learned through their responses to the questions posed during the
discussion. The Cinal activity will also provide a large portion of the summative assessment for the
lesson. Students will demonstrate their understanding of the characters and their understanding of
the music from the novel during the Cinal activity. Students will show their ability to justify their
reasoning and will help them to become stronger writers.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (7-10 mins)

Students will begin this lesson by completing a quick write about their music preferences. Students
will be asked to think about their favorite type of music, a song that reminds them of the past, and an
album that just really deCines their life right now. They will also be asked to think about the
importance of music in their life and how it has helped them to understand themselves better.
Students will be given 5 minutes to write a response to this prompt and will write for the full Cive
minutes. Following the writing period, the teacher will have three students share their quick write.
The teacher may also share their own quick write if they feel it would help to set the mood for the
lesson.

Main Procedures/Strategies: (30-35 mins)

Next, students will be completing a think-pair-share activity where they will be asked the question,
“What does the music mean to the people at Desirea’s?” Students will be given the opportunity to
share their answers with their partner, which will help them hear a different opinion and will also
help them to formulate their own thoughts. The students will then share their answers with the class
and the teacher will copy their answers to the board. The teacher will also further the discussion by
asking questions like, “What do the songs mean? Who is the artist? What message do you think they
are trying to convey? Who is the audience?” The teacher should then read (or students read)
p101-104 to share what Michael understands about the importance of music. This can lead to further
discussion as a class. After this discussion, the teacher will play some of the music that is talked about
in the novel. Aretha Franklin’s Respect, Satchmo’s What a Wonderful World, Etta James’ At Last, and
Smokey Robinson’s Cruisin’are all good options for the teacher to share.After listening to the songs,
have students share what they thought about the music. Did it sound like they thought it was going
to? Style? Genre? Did the song remind them of any of the characters or events? Have they heard these
songs before? Where might they have heard them?

Adaptations/Differentiation:

During the think-pair-share, students will have the opportunity to discuss their answers with a
partner before having to share with the class. This will help students who think orally. The videos will
provide a visual stimulus that will help keep the attention of distracted students. Students who
struggle to take notes will be provided a copy of the work written on the board the following day.

Closing of lesson: (20 mins/remainder of the period)

To close the lesson, students will be asked to relate the music from the artists mentioned in the novel
to the different characters of the novel. Students will choose four songs and write a four-Cive sentence
explanation of how that song relates to a character or event from the story. Nina Simone, Toots and
the Maytals, Aretha Franklin, Harry Belafonte, Bob Marley, Coltrane, Otis Redding, Port of Spain,
Philadelphia, Gladys Knight, Etta James, Smokey Robinson, Jimi Hendrix are the artists that they have
a choice from. Students will be reminded that there is no right answer for this assignment. Rather it is
about the ability to justify the relationship between the song and the character/event from the novel.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Lesson Plan Title: Character Characterization

Subject:English Grade:12

Topic: Brother by David Chariandy Essential Question:What can we learn about the
main characters from Brother?

Materials:Whiteboard, Novel, YouTube video (https://www.youtube.com/watch?

v=QjByX2ZG3oY), Poster Board, Markers

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will be able to examine characters and determine whether they are protagonists,
antagonists, Clat, round, dynamic, or static. Students will know how each of the characters from
Brother is categorized and will be able to use evidence from the novel to support their claims.
Broad Areas of Learning:
Students will be developing their ability to analyze characters as a part of their ELA toolkit. This
lesson will help students to understand their fellow classmates as they work together to analyze
characters and as they evaluate personality traits.
Cross-Curricular Competencies:
Students will be thinking critically about the development of characters. This will help them to value,
understand and respect human diversity as they explore the struggles that the characters are facing.
They will also be developing their ELA literacy through learning how to evaluate characters.
Outcome(s):
CR A30.4Read, demonstrate comprehension of, and apply knowledge from grade-appropriate
informational (including editorials, reviews, and articles) and literary (including Ciction, script,
poetry, and non-Ciction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as a
basis for understanding self and the multiplicity of voices and perspectives that make up Canadian
culture.
CC A30.3Present and express a range of ideas and information in formal (including a panel
presentation and a business or community meeting) and informal (including discussions and
collaborative work) situations for differing audiences and purposes.
PGP Goals:
2.6 ability to strive for/pursue new knowledge
4. 1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to
plan lessons, units of study and year plans using curriculum outcomes as outlined by the
Saskatchewan Ministry of Education
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.

Assessment for learning will include evaluating students ability to explain the different personality
traits required to evaluate a character. If students are having difCiculty deCining protagonist,
antagonist, static, dynamic, Clat and round, the teacher will need to spend time explaining these
important concepts. As the class completes an evaluation of Michael, the teacher will be able to see
how well the students are able to apply the terms and categories to the characters from the novel.
This will indicate if the students are prepared to move on to the jigsaw exercise.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.

Assessment of learning will take place after the recap of the terms, after the group analysis of
Michael, and with the presentations of the various characters. The teacher will be assessing the
students learning and their ability to use the categories and evidence from the novel to support their
claims. The teacher will be looking for a deeper understanding of the characters that reveals an in-
depth analysis of the textual evidence.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (10-15 mins)

To begin this lesson, students will begin by watching a video about characterization. In the video, the
narrator describes the difference between protagonists and antagonists, static and dynamic, round
and Clat characters. Following the video, the teacher will recap the different types of characters with
the students while writing their answers on the board. Students will be asked to deCine the terms
protagonist, antagonist, static, dynamic, round and Clat. Students will brainstorm how we can learn
this information about the characters from the novel. The teacher will be looking for the students to
answer with what the character says, feels, likes, dislikes, their actions, reactions, movements,
thoughts, mannerisms, changes, and growth.

Main Procedures/Strategies: (35-40 mins)

Following the introduction, the teacher and the students will begin to evaluate one of the characters
from the novel, Michael. The teacher will begin by asking students to share how they would
characterize Michael using the labels created in the introduction as well as explaining why. Students
will be encouraged to use evidence from the novel that includes what the characters say, do, think,
and feel. There is no one particular right answer, but the teacher is just trying to get the students to
think about the characters and how we might understand them. This will be utilizing the deCinitions
from the beginning of class. (10-15 mins)

Next, the students will be completing a jigsaw exercise where they will be divided into four separate
groups (or eight, depending on the class size) and will be asked to evaluate one of four characters
from the novel. Students will be examining either Francis, Aisha, Mother, or Jelly. Students will be
constructing a personality proCile that they will be sharing with the class at the end of the period.
Students will be given a poster board on which they will create their personality proCile, which will
include their characters personality, their type, role, and the changes they go through. Students will
be using the exact same skills as they used with examining Michael but they will be working in a
group and will then be presenting their character to the class. The students will be told to include
evidence from the novel that justiCies their claims. (25-30 mins)

Adaptations/Differentiation:

EAL students and students who struggle with copying notes will be provided with the deCinitions for
the terms that will be used in the lessons. This will allow them to have a deeper understanding of the
topics discussed.

Closing of lesson: (10-15 mins)

To close this lesson, students will be presenting their character to the rest of the class. This is not a
graded assignment because it is just about getting the students to delve deeper into the characters
from the novel. Groups will take turns presenting their character to the class, making sure to deCine
their personality, their role, their type, and their changes while providing the evidence from the novel.
This will allow students from the other groups to learn about each of the main characters.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Lesson Plan Title: Black Lives Matter and Case Studies

Subject: ELA A30 Grade: 12

Topic: Current events relating to the themes of the book; Black Lives Matter movement and
case studies of police shootings

Essential Question:

Estimated duration of lesson: 65 minutes without documentary. Documentary adds another 70

minutes with watch time and follow-up discussion.

Materials: Novel Brother by David Chariandy, youtube video on Black Lives Matter, Links to
information on case studies, loose leaf for students to take notes, link to documentary and
student journals

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
By the end of this lesson students will have a deeper and more holistic understanding of the Black
Lives Matter movement and will be able to identify how the novel relates to these relevant issues.
They will know at least 2 speciCic case studies that tie these themes and issues into a contemporary
scope, and will be able to translate the skills of a case study to other issues they may/will
encounter in the news/media later in life.

Broad Areas of Learning:

Sense of self, Community, and Place
Engaged Citizens

Cross-Curricular Competencies:
Developing Identity and Interdependence
Developing Literacies
Developing Social Responsibility

Outcome(s):

CR A 30.1
CR A 30.2

PGP Goals:

1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners;
2.1 knowledge of Canadian History, especially in reference to Saskatchewan and Western
Canada;
2.4 ability to use technologies readily, strategically and appropriately
2.5 knowledge of a number of subjects taught in Saskatchewan schools (disciplinary/
interdisciplinary knowledge); and
4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings
learner needs, subject matter, and contextual variables together in developmentally
appropriate, culturally responsive and meaningful ways
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.

Formative assessment will again be done through class polls and teacher recognition of individual
comprehension level based on contribution and overall demeanor.

Exit slips could also be performed throughout this lesson should it span over the course of several
class periods.

Teacher will gage class awareness of the application of information and skills throughout the case
studies, as this practice with case studies will be of direct help when the assessment piece is
introduced later in the unit.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.

There will be no graded piece of summative assessment for this lesson as it focuses on the facts and
events of real cases. Instead of forcing students to regurgitate facts about the case studies, students
will be asked to journal about their thoughts and reClections on the case studies and/or
documentary. This will allow the teacher to gage how well the students are grasping the reality of
these themes and concepts.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Teacher will begin the lesson by prefacing the following youtube clip on the Black Lives Matter
movement. Students will be prompted to remember the events and themes of the novel as they
watch this clip relating to contemporary social issues.
https://www.youtube.com/watch?v=jMedqlxbFfM

Main Procedures/Strategies:

Group Discussion (15 minutes):

Teacher led class discussion on how this movement relates to the themes in Brother.

Case Study #1- Trayvon Martin (20 minutes)

https://www.cnn.com/2013/06/05/us/trayvon-martin-shooting-fast-facts/index.html
Exploration of the facts and timelines surrounding this case will be led by teacher. Again,
links will be made to the events and themes from the novel

Case Study #2- Andrew Loku (20 minutes)

http://nationalpost.com/news/toronto/the-life-and-bloody-death-of-andrew-loku
Exploration of the facts and timelines surrounding this case will be led by teacher. Again,
links will be made to the events and themes from the novel

Emphasis will be given to validity and bias of the sources of this data when looking at these
case studies. Students will be encouraged to think back to the lesson on lenses and bias to
help with their understanding of trusting reporting.

Optional Supplementary Instruction/Information (40 minute video + 20 minutes discussion

and decompression. 10 minutes journaling to follow)—
Stay Woke: The Black Lives Matter Movement Documentary (full) https://www.youtube.com/
watch?v=eIoYtKOqxeU

This resource can be incorporated should class/unit time allow. Showing this full
documentary will help students more thoroughly grasp and understand the movement, but
omission of the documentary from the lesson/unit plan will not be detrimental to learning.

Adaptations/Differentiation:

Any student who requires assistive technology will be permitted, and encouraged, to use it
throughout the course of the lesson and the research activity.

Any EAL students or students with exceptionalities who may be struggling with terminology or
concepts will be offered additional one-to-one explanations with the teacher at lunch or after
school, or will also be given options to either pair up with a peer who could help them or to use
technology to more thoroughly understand what is being talked about.

Closing of lesson:

Teacher will close the lesson by either linking the documentary back to the themes discussed, or by
reiterating how the themes of the novel are tied to real life issues.
Lesson Plan Title: Author’s Lens and a look at David Chariandy

Subject: ELA A30 Grade: 12

Topic: Critical Lens and Bias

Essential Question: How do our lenses, or biases, affect the way we present and/or interpret
information?

Estimated duration of lesson: 95 minutes

Materials: Novel Brother by David Chariandy, TEDTalk video, documentary video (optional
addition to lesson), student journals, lenses handout, research handout

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

Following this lesson students will be able to identify several different types of lenses through
which individuals see and interpret the world. They should also be able to identify biases in
themselves. Through using the information about lenses and biases, students should be able to
apply those concepts to what they learn about the novel’s author, David Chariandy.

Broad Areas of Learning:

Lifelong Learners
Sense of Self, Community, and Place

Cross-Curricular Competencies:
Developing Thinking
Developing Identity and Interdependence

Outcome(s):
CC A 30.1

PGP Goals:
1.4 a commitment to service and the capacity to be reflective, lifelong learners and
inquirers.
2.2 proficiency in the Language of Instruction;
2.4 ability to use technologies readily, strategically and appropriately
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.

Formative assessment will occur throughout the lesson using class polls (such as thumb-up/
down) and class discussion. Teacher will use knowledge of individual students to gage overall
class understanding based on the contributions being made to class discussions and the
demeanour and body language of individual students.

Formative assessment can also be done by the teacher walking around the room during allotted
journal time to see how readily the students are comprehending and applying the content.
Prompting and examples will be given as needed.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.

Summative assessment of this lesson will take the form of the research assignment/activity at the
end of the lesson. Students will be made to take their newly reCined skills and apply them to
researching the novel’s author. In reviewing the student’s handed in research activities the
teacher will be able to see how each student interpreted the information about the author and
related it to the discusses lenses and biases.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Teacher will open the lesson with a brief explanation of what we will explore over the course of
the lesson to come- touch on lenses, bias, and the research component to learn about David
Chariandy.

Video on the danger of a single story will then be shown.

https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

Main Procedures/Strategies:

Teacher-Led Discussion (15 minutes): Importance of recognizing bias, worldview, culture in

our understandings of the world around us.

Journal (10 minutes): Identify and reflect on at least 1 example of bias or essentialization in
your own life/experience.

Explanation of class, race, and gender/sexuality lenses. (15 minutes)

Think, Pair, Share (10 minutes): Brainstorm 1-3 examples of a lens or the effect of a lens.
Example: Donald Trump’s (in)ability to recognize a poverty point of view.

Research/Practical Skills (45-60 minutes for explanation of expectations and time to

complete the assignment): Students will be given time to research the book’s author, David
Chariandy, and identify what lenses they believe he may view the world through. Reflection
following research: do you think these lenses/biases that are present in his life have altered
the way he wrote Brother?

Adaptations/Differentiation:

Any student who requires assistive technology will be permitted, and encouraged, to use it
throughout the course of the lesson and the research activity.

Any EAL students or students with exceptionalities who may be struggling with terminology or
concepts will be offered additional one-to-one explanations with the teacher at lunch or after
school, or will also be given options to either pair up with a peer who could help them or to use
technology to more thoroughly understand what is being talked about.

Any student requiring additional time to complete the research activity will be granted it.

Closing of lesson:

A brief discussion reviewing the main tenets of the lesson will be led by the teacher to ensure
students have retained the concept of critical lenses and biases.
 Rubric For Final Project

1 (not meeting 2 (needs 3 (good) 4 (excellent)

standard) improvement)
Summary and The themes of the The themes are The themes of the The main themes of
novel are not stated, but not novel are stated the novel are
theme analyzed. The elaborated. The clearly. The student presented in a
investigation of summary is summary of the appears to have a cohesive, thoughtful
novel – 20% incomplete of novel lacks clarity, general way. Student
missing. analysis, and doesn’t understanding of the demonstrates deep
demonstrate novel and its themes. understanding of the
understanding. novel.

Presentation and A contemporary The contemporary The contemporary The contemporary

issue is inappropriate issue is presented, issue or event is issue or event is very
analysis of or missing. Student but not analyzed adequate. Student is relevant. Student
contemporary has not shown with much depth. able to identify the shows deep analysis
issue – 20% evidence of research context and impact of the socio-
or presentation of an of the event in terms historical causes and
event. of social, economic, implications.
and political
standing.

Synthesis of ideas, The synthesis of The student shows The student makes The contemporary
ideas is incomplete some connection good connections issue is extremely
comparing and or missing. Student between reality and between the text and well linked to the
contrasting novel has either not shown the novel, but this is reality, but does not contents of the
to reality – 20% a contrast or not analyzed. go into extensive novel, showing the
comparison between Statements are made detail. Good use of ability to synthesize
fiction and reality or without explanation SEEI. ideas beyond the
connections are not or elaboration. Poor surface. Excellent
relevant. No use of use of SEEI. use of SEEI.
SEEI.

Spelling/Grammar Spelling/grammar Many grammar/ Some grammar/ Little or no

mistakes are spelling mistakes. spelling mistakes. grammar/spelling
- 20% extremely mistakes.
noticeable. Essay at
times
incomprehensible.

Essay Structure/ Citations are Citation styles are Citations are mostly Citations are
incorrect or missing inconsistent; correctly referenced, properly referenced;
Citation – 20% entirely. citations often not styles are generally required amount is
referenced correctly. consistent. met.