Moe Claypool Krip Mini Unit Plan

Understanding By Design Unit Template
Title of Unit Identity Grade Level ELA A30
Subject English Language Arts Time Frame 10-12 days. (2 weeks)
Developed By Brooklyn Moe, Erika Krip, McKenzie Claypool
Stage 1 - Identify Desired Results
Broad Areas of Learning

How are the BAL incorporated into this unit?
Broad Areas of Learning There are three Broad Areas of Learning that reflect
Saskatchewan’s Goals of Education. K-12 English language arts contributes to the Goals
of Education through helping students achieve knowledge, skills, and attitudes related to
the following:
Lifelong Learners Students will learn to construct stories, share stories, and
interpret stories. They will be able to use English language arts to construct and
apply their knowledge through story. Students will develop a positive disposition for
learning through story. Students will discover and develop the skills to be communicators
through reading, writing, speaking, listening, representing, and viewing through story and
story-telling.
Sense of Self, Community, and Place This unit in story-telling will teach
students how to interact with others around them through many different literacies.
Students will receive the chance to reflect on themselves and their own identity, whether
it be in the community or society as a whole. The main topics in this unit will help
students discover and express a sense of self and a sense of identity, as well as the
ability to sense and respect the identities of others. Students will understand the
importance of stories on an individual level, as well as a community level and why stories
are important to shaping identity.
Engaged Citizens Students will learn the language necessary to communicate with
teachers, peers, and others in the community. The language they learn will be recorded
in their short stories and encouraged to be shared among the community. Students will
be encouraged to use their voices and their stories to make a difference in their
communities and society.
Cross curricular Competencies

How will this unit promote the CCC?
Developing Thinking In this unit students will construct knowledge on specific

stories surrounding the theme of identity. They explore their own identity and the
identities of others. They will develop understanding of the stories by building upon what
they have learned in prior lessons. Students will become competent in comprehending
information, experiences, and ideas surround the theme of identity by thinking
contextually, critically, and creatively. Students will be required to use all strands of
communication and thinking skills to respond to a series of questions to assess
comprehension of the stories, to respond to mini writing assignments, to create a collage
of their own identity, and to develop their own short stories.
Developing Identity and Interdependence. In this unit students will learn
to positive self-concept by exploring their identities through a series of short stories and
poems. By participating in this unit, they will have the ability to live in a harmonious
community with others by recognizing diversity in individual identities. Students will
achieve this by learning to understand, value, and care for oneself by exploring their own
identities. They will also learn to understand, value, and respect diversity by reading
stories about other’s identities. Through these short stories and poems students will be
guided to explore ideas and issues of identity, social responsibility, diversity, and
personal agency.
Developing Literacies In this unit students will develop skills in understanding,
interpreting and critically thinking about various types of literature as well as creating it.
By reading short stories, learning about oral storytelling and poetry the students are
developing skills in reading many types of literature. Through the different activities such
as a collage, creative writing and writing a short story the students are experiencing
writing and creating different types of literacy themselves whether it be through a visual
activity, or a written assignment.
Developing Social Responsibility is a big part of this unit because through
exploring themes of identity and reflecting on their own identities in many different ways
students are given the chance to critically think about their place in society, and the world
they live in. This creates a sense of responsibility among the students when they
consider how certain individuals are forced to compromise their identity in certain
situations, or how certain individuals have expressed their identity. Overall this unit helps
students have the critical thinking skills to use their identity in a positive way socially.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
CR A30.1
View, listen to, read, comprehend and respond to a variety of grade-appropriate First
Nations, Metis, Saskatchewan and Canadian texts that address:
● Identity (e.g., Define the Individual, Negotiate the Community)
● Social Responsibility (e.g., Shift Centre, Blur Margins),
● Social Action (agency) (e.g., Understand Beliefs, Initiate Action).
CR A30.3
Listen to, comprehend, and develop coherent and plausible interpretations of grade-
appropriate literary and informational texts created by First Nations, Metis, Saskatchewan
and Canadian speakers and authors from various communities.
CR A30.4
Read, demonstrate comprehension of, and apply knowledge from grade-appropriate

informational (including editorials, reviews, and articles) and literary (including fiction,
script, poetry, and non-fiction) texts from First Nations, Metis, and Saskatchewan, and
Canadian authors as a basis for understanding self and the multiplicity of voices and
perspectives that make up Canadian culture.
CC A30.4
Create a variety of informational (including an inquiry/research paper and an editorial)

and literary (including a real or invented narrative and a literary criticism essay) texts that
are appropriate to a variety of audiences and purposes including informing, persuading,
and entertaining
AR A30.2
Reflect on personal growth and successes in language learning and consider the
role and importance of language learning when developing personal goals and
plans as a self-directed, curious, self-appraising, and open-minded learner.
CC A30.1
Create a range of visual, multimedia, oral, and written texts that explore:
● identity (e.g., Define the Individual, Negotiate the Community),
● social responsibility (e.g., Shift Centres, Blur Margins), and
● social action (agency) (e.g., Understand Beliefs, Initiate Action).
Enduring Understandings Essential Questions

What understandings about the big ideas are What provocative questions will foster
desired? (what you want students to inquiry into the content? (open-ended
understand & be able to use several years questions that stimulate thought and
from now) inquiry linked to the content of the
What misunderstandings are predictable? enduring understanding)
Students will understand that... Content specific….
- That identity is constructed from many - What components construct one’s

components of one’s life and experience identity?
- That storytelling and oral tradition is an
important of the Indigenous culture/identity - How is Identity compromised in different
- That a short story is made up of specific situations?
elements and must include all elements
- That literary device make a text more - How does poetry represent identity?
interesting to analyze
- That asking questions is a strategy to check - How does family affect identity?
understanding and to evaluate the message
of the text
- That there are strategies to use to help FNMI, multicultural, cross-curricular…
comprehend literature and the meaning of the - How does Oral/Tradition/Storytelling
text. Relate to Identity?
- That there is a connection between the writer
and reader
Related misconceptions…
- Students may feel that reflecting on
identity is not worth their time, since
they are in grade 12 and almost
adults or already adults themselves
- Students may not have interest in
reading poetry or about different
types of identity in Immigrants or
FNMI literature
Knowledge: Skills
What knowledge will student acquire as a What skills will students acquire as a
result of this unit? This content knowledge result of this unit? List the skills and/or
may come from the indicators, or might also behaviours that students will be able to
address pre-requisite knowledge that exhibit as a result of their work in this unit.
students will need for this unit. These will come from the indicators.
Students will know... Students will be able to…

- Demonstrate critical reading behaviours to
- How to connect and interpret meaning of analyze meanings, ideas, language, and
texts literary quality in a range of contemporary
- How to connect to oral storytelling and historical texts
- How to analyze and respond FNIM, Canadian - Read, comprehend, and respond to
short stories informational and literary texts by First
- How to make connections between personal Nations, Métis, Saskatchewan, and
experiences and prior knowledge to a variety Canadian authors, and explain how the
of FNIM and Canadian texts texts represent our Canadian literary and
- How to listen, respond, and interpret oral cultural heritage
texts - Paraphrase the main ideas, events, or
- How to read, comprehend, and respond to themes in a variety of sophisticated
informational and literary texts literary and informational texts, along with
- How to identify and analyze explicit and supportive evidence
implicit messages, viewpoints, and concepts - Develop coherent and plausible
- How to differentiate between literal and interpretations of a variety of sophisticated
figurative statements print texts
- How to comprehend symbols and allusions - Write a real or invented narrative (short
- How to construct their own narrative of a story)
short story - Experiment with and explore a variety of
written text forms
- Analyze and respond to a variety of First
Nations, Métis, Saskatchewan, and
Canadian texts
- Identify the various elements of style used
in First Nations, Métis, Saskatchewan,
and Canadian texts, and explain how the
elements help communicate meaning and
enhance the effectiveness of the texts
- Listen to, respond to, and interpret oral
texts created by First Nations, Métis,
Saskatchewan, and Canadian speakers
and authors
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- Be able to interpret themes of identity in Canadian

What should students accomplish by literature (short stories, poems, etc.). With this knowledge,
completing this task?
students should be able to compose and create their own
short story, centred around ideas of identity.
R – Role R- The students will be taking on the role of the writer in
What role (perspective) will your
students be taking?
creating their own short story that involves themes of
identity.
A – Audience A- Teacher, classmates, community members.
Who is the relevant audience? S- the challenge for the students after reading several
pieces of literature that centered around the themes of
identity is for them to create their own short story, that
S – Situation includes the writing elements they have learned about and
The context or challenge provided to incorporates identity.
the student.
P- The students will create their own written short story
while incorporating the theme of identity.
P – Product, Performance
What product/performance will
the student
create?
S – Standards & Criteria for

Success Attach rubric to Unit Plan- See Appendix 2.
Create the rubric for the
Performance Task
Other Evidence Student Self-Assessment

Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals or other their learning?
means) will students demonstrate
achievement of the desired results? Formative
and summative assessments used throughout
the unit to arrive at the outcomes.
Students will be part of a debriefing discussion Throughout the Syrian Refugee Simulation
on identity after the Syrian Refugee and the Debriefing discussion students will
Simulation. be self-reflecting on their own decision-
making and how their identity affects this.
Students will respond to a series of discussion Students will self -assess themselves on
questions that will help determine their their assignment on the mirror identity
comprehension of the short stories. collage. They will be given a rubric to
determine their learning of their own identity.
Students will do a small creative writing task
after reading the poem “This is a photograph
of me” by Margaret Atwood.
Students will participate in a class-wide Venn

diagram to compare and contrast two literary
works on themes of identity.
Students will participate in a number of

Think/Pair(Group)/Share activities while
responding to literature that centres around
identity.
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 students learning this material are currently in their last year of highschool which is where
quite a few students are developing or have stress about concepts of identity. The students
have been in highschool for three previous years and have read quite a few different types of
literature so they will have the skills to analyze different short stories and poems that they are
given. I will give clear instructions of what is expected of the students during each part of
every lesson as well as facilitating conversations about why literature helps us analyze and
talk about identity. The students all can bring various experiences to this unit. Everyone has
an identity, and therefore each student will be able to bring their own unique perspective to
this learning opportunity.
The beginning of this unit starts with a very interactive simulation of a refugee family, this
activity is beneficial for learners at this age because it helps them to be engaged in the topic of
identity when they can experience themes in a simulation before we look at them in literature.
The learning for this class can best occur in the school but for certain activities, like the
simulation the students will be leaving the classroom. For the in class activities looking at more
specific literature, the students will be involved in lots of group discussions where perhaps they
could situate themselves at tables, or move their desks into pods.
For the discussions with the entire class the students could move their desks/seats into a u-
shape that would help the class feel like they are in a group, and can all contribute to
discussion equally. Learning can best learn when they “buy in”, this means that they are
engaged and they care about what they learn. By using a very interactive simulation that
incorporates the themes of the unit, these learners will be engaged and interested in themes of
identity and this will help enhance learning.
How will you engage students at the beginning of the unit? (motivational set)
Refugee and immigrant simulation game
Resource: Canadian Foodgrains Bank
FORCED TO FLEE:
A Simulation On Decision-Making During Conflict and Migration.
Learning Objective: To transform thinking and inspire action around conflict, migration, and
refugees
Skills: Group work, critical thinking, decision making, managing resources, reading/vocabulary
Recommended Time: 1 hour

(additional time for vocabulary, stories, and facts)
Subjects: Identity / global issues
Keywords: Conflict, migration, refugees, simulation,
group activity
Materials
Activity:
● 4 LOCATION cards (1-HOME, 2-MILITARY ROAD BLOCK, 3-THE BORDER, 4-

ACROSS THE BORDER)
● 4 CHOICE cards
● 12 OPTION cards (4 x’s option A, 4 x’s option B, 4 x’s option C)
● 1 IDENTITY DOCUMENTATION
● 15 Resource Cards
• 5 Food Cards
• 5 Health Cards
• 5 Money Cards
● *You may wish to print out LOCATION, CHOICE, and each Resource card on different coloured paper to
easily identify them
● Debrief and Discussion Questions
You Need: 2-4 supervisors/instructors/leaders to run each location and collect or distribute
resource cards. (A volunteer student could also be used for this role.)
Set-Up: Place the LOCATION cards in four different areas of the room, with HOME placed
where you will be starting the activity (could be centre or front of room). Each LOCATION
should have a CHOICE card as well as OPTION A, OPTION B, and OPTION C cards.
IDENTITY DOCUMENTATION cards should be placed with the leaders at the first two
locations (HOME or MILITARY ROAD BLOCK), as that is where groups have the opportunity
to purchase identity documentation.
*Note: It is simplest if the same number of OPTION, CHOICE, and IDENTITY

DOCUMENTATION cards are printed out as there are groups. (This avoids groups having to
wait if they end up at the same place at the same time.)
CHOICE cards are placed face up at each LOCATION and OPTION CARDS are placed face
down at each location in separate piles for OPTION A, OPTION B, and OPTION C. (The
location for these cards is written on the top right corner of them.) Ideally there would be one
leader or supervisor at each LOCATION, however the game can be done with 2 (for example,
if one leader covers LOCATION 1 and 3 and the other is responsible for LOCATION 2 and 4).
Leaders help to distribute OPTION cards and collect payment as required at each location.
Students must be split into groups of 3-8 people. Each group should be given 5 food cards, 5
health cards, and 5 money cards which they must manage throughout the game.
Objective: Each group of students represents a family. The objective is to set up your family for
the best future possible post-conflict, which includes maintaining a steady supply of food,
health and money cards.
Instructions: (You may want to review the vocabulary with your group before doing the activity.)
A leader reads out the first LOCATION card: HOME and then distributes the corresponding
CHOICE card (with that location listed on the top right corner) to each group. The group reads
that card together and makes a decision as to what OPTION card they want to choose.
Decisions may be based on the information given on the CHOICE card, the known “cost”, as
well as anticipated costs to health, food, or money and future outcomes.
Once a group or family has made a decision they pay the fee (if any) in money cards (e.g. Cost
= 1 is the payment of 1 money card) to the leader in exchange for
the OPTION card. The group then reads the outcome of their decision on the OPTION card
and exchanges food, health, or money cards with the leader as indicated on that OPTION.
They may have lost additional resources based on the consequences of their decision, or had
the opportunity to gain them.
*Note: Resources listed on the bottom of the OPTION card are additional to the original cost of
that option specified on the CHOICE card. These may differ from the original cost indicated on
the CHOICE cards, as the consequences of choices made have hidden costs.
If a group does not have the specific resource card (food, health, or money) that they are
asked to pay (because they have run out of these cards), they can give one of the other
resource cards instead (assuming that they would be able to exchange money for food or save
money by not seeking medical services). If they have no resources when asked to pay, they
must exit the game, for they have left themselves nothing to survive off of. If injuries are
sustained (as noted in the OPTION card), members of the group must take on those injuries
(closing their eyes and being led by others, putting an arm around their back, or limping, until
they have the opportunity to receive medical treatment).
Once the family has exchanged resources with the leader at that location, they can migrate to
the location specified at the bottom of their OPTION card. They then repeat the process of
reading the LOCATION and CHOICE cards and selecting an OPTION until the natural end of
the activity.
Debrief and Discussion Questions:
Once each group has selected their final OPTION card which directs them to join other families
for discussion and debrief, each group should share the journey they took through conflict and
migration (the decisions they made and the outcome of their decisions).
• What resources do you have left for your future? What do you think the future has in store for
your family?
• What influenced the decisions your team made?
• How has your identity as a refugee been changed or compromised while making decisions?
• How has your identity stayed the same?
• What parts of your real life identity were active or came to life during this simulation?
• For those of you who made it to the BORDER, how did it feel to be told that you couldn’t
cross the border immediately and would have to wait? How did this affect your identity as a
refugee?
• At what point did you have the lowest levels of food? Health? Money? Do you think this is
reflective of reality?
•How do these levels of resources affect a person’s identity?
• If you had to sacrifice resources, which would you
choose to sacrifice first (food, money, or health) Do you think your answers would changed
based on how you perceive yourself as an individual?
• What other things, aside from food, health and money, might you gain or lose in these
situations? (Knowledge, relationships, clothing, property...) Would this change a person’s
identity and how they viewed the world?
• This game assumes that you all have the same decision-making power in a family. How
might this be different if you were a child in the family? What about a senior or elderly person?
Would there be additional or differing challenges that you would have to face? Would you have
the same fears or desires?
• After doing this exercise, can you identify some reasons why refugees may be crossing
Canadian border through what may be considered as “illegal crossings”? (They have not
experienced honesty, trustworthiness, or reliability through legal institutions and authorities of
their home and/or destination country; decisions to migrate across borders are made long
before they arrive at a country’s border; they may receive more immediate entry or support
(even though they may still be deported). And how these decisions would make one question
their own identity?
Trigger Warning: This is a simulation designed to mirror real- life issues faced by refugees. As such, it
may create feelings of stress, panic, anger, or sadness, particularly for those who have experienced
similar situations. Please give participants the option to take a break if they feel the need to do so.
Vocabulary
(All vocabulary is written in bold throughout the activity)
Asylum-Seeker: Someone who says he or she is a refugee, but whose claim has not yet been
evaluated. On average, about 1 million people seek asylum on an individual basis every year.
Bribe: Money or some other benefit given to a person in power, especially a public official, in
an effort to cause the person to take a particular action.
Food Assistance (or Food Aid): Food assistance (or food aid) programs provide food for
people who are hungry because of emergency crisis situations like war, droughts, or floods.
Food assistance can be in the form of food (cooked or uncooked), cash, or vouchers.
Canadian Foodgrains Bank works closely with its members and their local partners to provide
millions of dollars in food assistance around the world every year.
Food Ration: A fixed amount of food given to a person or household in emergency situations or
when sufficient food is not accessible. Rations are often distributed by aid groups or
government agencies at refugee or internally displaced persons camps or to communities who
are facing severe food shortages.
Humanitarian Organization: A group of people (such as a business, society, or association)

which is engaged in promoting human welfare and social reforms, particularly the saving of
human lives or the alleviation of suffering.
Human Smuggler: Someone who facilitates the transportation, attempted transportation or

illegal entry of a person or persons across an international border, in violation of one or more
countries’ laws.
Identity Documentation: Any document which may be used to identify a person or verify
aspects of a person’s personal identity. This may include an identity card, a driver’s license, or
a passport. Establishing one’s identity may be essential for a wide range of activities, including
the registration of births and deaths, marriage, obtaining employment, housing, hospital care or
rations, qualifying for social benefits, schooling, or requesting official documents and permits.
Internally Displaced People (IDPs): Unlike refugees, IDPs have not crossed an international
border to find security but have remained inside their home countries.
Migrants: People who choose to leave their homes, in order to improve their lives.
Refuge: A place that provides shelter or protection from danger.
Refugee: People who are forced to leave their homes to save their lives or preserve their
freedom.
Refugee Camp: An area which serves to shelter people displaced by war, political oppression
or religious beliefs. Many refugee camps also offer food, health- care, and education for people
living there, donated by humanitarian organizations or UNHCR.
While they offer some services and security, refugee camps can be cramped, dangerous and
difficult places in which to live.
Resources: The supply of money, materials, and other assets that can be drawn on by a
person or organization in order to function effectively. This can include human resources (e.g.
health or relationships/connections), physical capital (e.g. money or property) and knowledge.
Road Block: A barrier set up to inspect traffic and monitor migration. In this game, families run
into a “military road block” set up by the government.
UNHCR (United Nations High Commissioner of Refugees): The Office of the United Nations
High Commissioner for Refugees was established on December 14, 1950 by the United
Nations General Assembly. The agency is mandated to lead and coordinate international
action to protect refugees and resolve refugee problems worldwide. Its primary purpose is to
safeguard the rights and well-being of refugees.
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 -Refugee Simulation game (1 hr) DT, DII, -Syrian

B -Debrief (20 minutes) DSR, Refugee
-Introduce author and book (10 minutes) and DL Simulation
-immigrant stories “we’re here now what” (15-20 game
minutes) -”We’re
-reading stories individually Here! Now
-written summarization individually (20 minutes) What?”
-Think/Group/Share about themes of identity in the book
story (15 minutes)
-Each group shares a summary of the story they
read and the themes of identity they were able to
see in the story with the entire class (20 minutes)
Class discussion (10 minutes)
** this lesson will take 2-3 days
2 - Intro to identity (5 minutes) DT, DII, Poems
B - Intro to Margaret Atwood/females in that time (10 and DL
minutes)
- Reading This is a Photograph of Me (5 minutes)
- Think/Pair/Share (10 minutes)
- Creative Writing Activity (20 minutes)
- Reading You begin (5 minutes)
-Think/Pair/Share (10 minutes)
- Class discussion (15 minutes)
- Venn Diagram activity (15 minutes)
**this lesson may take up to 2 days
3 - Motivational Set (10 min) DT, DII, - “Borders”

Intro into - Elements of a short story (7 min) and DL by Thomas
short - Literary Devices (7 min) King Short
stories/Bord - ”Borders” Thomas King: read as class (30- story
ers by 45 min) - Question
Thomas - Questions on “Borders”: work in partners sheet
King and then discuss as a class (25 min) - Elements
of a short
story sheet
4 Short story - Motivational set (10 min) DT, DII, Magazines,

“Mirror - Read “Mirror Image” by Lena Coakley in and DL “Mirror
Image” groups of 4-5 (30 min) Image” by
Lena - Discussion Questions in groups and hand in Lena
Coakley for feedback from teacher (15 min) Coakley
- Mirror identity collage: students will work short story,
individually (60-90 min) mirror
picture,
discussion
questions
5 - Introduction lesson to oral tradition and DT, DII, Voices:

MC Oral story telling. (10-15 mins) DSR, Being
Traditions - Definitions/Terminology (10-15 mins) and DL Native in
- Example of oral tradition in short film Canada
https://www.nfb.ca/film/vistas_the_visit/ (4 https://www
mins) .nfb.ca/film/
- “Traditional Ojibwa Story Telling” -Esther vistas_the_
Jacko (20-25 mins) and class wrap up. visit/
(~end of day one).
- Recap of last class. Revisit main concepts
from Jacko story. Continue reading story if
not finished in previous class (10-15 mins)
- https://www.youtube.com/watch?v=NTXMrn
2BZB0 (25 mins)
- Handout on oral traditions/storytelling to be
handed in on the way out of class (10-15
mins)
- *This Lesson will likely stretch over two
class periods*.
6 - Hand back the handout/worksheet from DT, - Road

Oral story previous class. Analyze and discuss results DII, Allowance
reading/list as a class in group discussion. (8-10 mins) DSR, People.
ening and - Introduce the Stories of the Road Allowance and DL - CD Audio
analysis people. Provide handout that goes with this of the story.
short story (definitions, terminology, etc.)
(10 mins)
- Listen to each of the stories while following
along in books (Joseph’s Justice and La
Beau Sha Shoo) (10 mins)
- Group activity and discussion on final
thoughts on story and oral traditions (30
mins)
7 Writing your - Give students the assignment DT, DII, Assignment

own short - Give students the rubric DSR, sheet,
story - Go through an example from a previous and DL Rubric,
student Former
- Give students planning sheet student
example
8 Writing your - Mini lesson on how to include dialogue into DT, DII, Document
own short literary work DSR, of how to
story work - Work period on assignment and DL include
period dialogue
9 Writing your - Students will work on their assignment DT, DII, computer/la
own short DSR, ptops
story work and DL
period
Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study: CR A30.1

Is there alignment between View, listen to, read, comprehend and respond to a
outcomes, performance variety of grade-appropriate First Nations, Metis,
assessment and learning Saskatchewan and Canadian texts that address:
experiences? ● Identity (e.g., Define the Individual, Negotiate
the Community)
● Social Responsibility (e.g., Shift Centre, Blur
Margins),
● Social Action (agency) (e.g., Understand
Beliefs, Initiate Action).
CR A30.3
Listen to, comprehend, and develop coherent and
plausible interpretations of grade-appropriate literary
and informational texts created by First Nations,
Metis, Saskatchewan and Canadian speakers and
authors from various communities.
CR A30.4
Read, demonstrate comprehension of, and apply
knowledge from grade-appropriate informational
(including editorials, reviews, and articles) and
literary (including fiction, script, poetry, and non-
fiction) texts from First Nations, Metis, and
Saskatchewan, and Canadian authors as a basis for
understanding self and the multiplicity of voices and
CC A30.4
Create a variety of informational (including an

inquiry/research paper and an editorial) and literary
(including a real or invented narrative and a literary
criticism essay) texts that are appropriate to a variety
of audiences and purposes including informing,
persuading, and entertaining
Adaptive Dimension: For struggling students:
Have I made purposeful
adjustments to the curriculum - Have students who have trouble with reading the
content (not outcomes), poems ahead of time so they can read it at their own pace
instructional practices, and/or the before class.
learning environment to meet the
learning needs and diversities of all - If a student needs to hear the poem in an audio
my students? version, another student will read to them or they will
be given an audio file.
- Have students who have trouble with reading

comprehension read simpler versions of the stories, or
give them one of the short stories ahead of time so
they can read it at their own pace before class.
- Students who need visuals along with reading will

also be given pictures of people and settings to go
along with their stories in order for greater
comprehension.
- If a student needs to hear the story in an audio

version, another student will read to them or they will
be given an audio file.
- Use a microphone for people who may be hard of

hearing
- Have students with exceptionalities pair with a

person of strength in the classroom and who is willing
to help the student
- Reading, listening, and following along in the

story will compensate for a variety of different
learning strategies for students who comprehend
information in diverse ways
- By working in groups on the questions students

will have the opportunity to express their learning
through verbal and written to accommodate for
diverse learners.
- Students will be reading difficulties will have the

advantage of having the content read as a group or by
teacher.
- Lots of visual, audio, and other forms of
instruction that can accommodate several learning
styles.
- Small group instruction and group work can

provide struggling students with more one on one
time with teacher as well as help from peers.
- Students reading will also be played on an audio

to give students an opportunity to hear pronunciation.
For students who need a challenge:

- Students who can be given more challenging
short stories, or poetry (heavier content or
heavier reading load).
- Students can work individually on additional
worksheets that are specific to these extra
stories/poems.
- Pair students who are advanced with
students of lesser skill ability to challenge
them to teach the content to them while also
benefiting the student who needs more help
- Pair students who need to be challenged
together to discuss higher order questions
and go more in depth into the story.
Instructional Approaches: - Large and small group instruction

Do I use a variety of teacher - Small group work
directed and student centered - Individual tasks
instructional approaches? - Question and Answer period
- Group discussions
- Think-Pair-Share Activities
Resource Based Learning: - Poems

Do the students have access to - Short stories
various resources on an ongoing - Videos
basis? - Audios
- Handouts
FNM/I Content and - Heavy FNIM section under the oral tradition
Perspectives/Gender and story-telling
Equity/Multicultural Education: - As well as incorporating Indigenous
Have I nurtured and promoted Canadian authors such as Thomas King
diversity while honoring each - Use both men and women authors, as well
child’s identity? as stories about both men and women.
- The nature of the entire promotes diversity as
it focuses on discovering one’s own true
identity.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development, ISBN # 0-87120-313-8 (pbk)
1. Lesson Plan Title: Identity as an Immigrant in Canada
Date:
Subject: English Language Arts Grade: 12
Topic: Identity
Essential Question: How is Identity compromised in different situations?
Materials:
-We’re Here! Now What?: Hilarious Stories of Newcomer Misadventures by: Ponziano
Aluma (Book) (30 copies)
-hand out with vocabulary from simulation (30 copies)
Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?
Understand how writing can express themes of identity for Immigrants in Canada
Broad Areas of Learning:
This lesson helps develop Lifelong Learners because of the critical thinking skills
and reflection that is required throughout the lesson. The students are caused to
question their own paradigms and create critical thinking skills about identity and
how immigrants feel in regards to their own identity long after this class ends.
The sense of self, community and place goes hand in hand with themes identity
in this unit, but also specifically this lesson. By learning about immigrant
experiences students learn about perspectives of how they themselves can affect
the community and place that immigrants are moving too. As well as when they
read literature and understand an immigrant's point of view they are more capable
of creating a better community.
Lastly the students will become engaged citizens by being aware of the
experiences of immigrants in Canada but also become aware and engaged of
citizens of the world because they will be shown literature from a few different
countries including Syria, Kenya and Uganda.
Cross-Curricular Competencies:
The students will be developing thinking by considering and critically analyzing

stories about different experiences that happen outside and inside of the country
they are learning in.
Students will be developing identity and interdependence in the self reflection and
group discussions that happen throughout the lesson. Students will be
considering their identity and how identity can change in different situations and
how that can be affected by or affect the world around them.
Students will be Developing Literacies by reading humorous short stories from a

perspective they may not have considered before.
Developing Social Responsibility is a big part of this lesson because students are
learning so much about what immigrants go through in the country they live in,
through developing knowledge about others experiences they start too or
continue to think critically and act on what they can do as responsible participants
in society.
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., Define the Individual, Negotiate the Community)

CR A30.3
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 A30.2
Reflect on personal growth and successes in language learning and consider the
role and importance of language learning when developing personal goals and
plans as a self-directed, curious, self-appraising, and open-minded learner.
PGP Goals:
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
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.
During the Think/Group/Share i will be able to listen to groups conversations and

see how they are doing at analyzing themes of identity in these immigrant’s
stories. If they need more direction or guidance i may offer some guiding
questions to groups to get them thinking in the right direction.
Assessment OF Learning (summative) Assess the students after learning to

evaluate what they have learned.
During the class discussion, i will be able to assess how the students have
understood or not understood the stories and how they were able to analyze
themes of identities within the stories as a group. I will see that the students have
not understood the lesson if they cannot connect themes of identity to the stories.
Stage 3- Learning Plan
Motivational/Anticipatory Set (introducing topic while engaging the students) (1hr)
Syrian Refugee Simulation
Debrief and give out handout with vocabulary from simulation with questions
about simulation and refugee/immigrant identity (20 minutes)
Main Procedures/Strategies
(10 minutes)
Introduce the Author Ponziano Aluma and the book, came to Canada from
Uganda 30 years ago, Born and raised in Madi Moyo Uganda, spent 6 years in a
Kala refugee camp in southern Sudan.
- Show images of Uganda, talk with students in class discussion to see what they
know about refugee camps and immigration.
- Author lives in Regina, SK now
-The book is humorous short stories telling the everyday experiences of being a
new Canadian.
-Ask students for examples or stories of things that might be difficult, or examples
of language barriers
-These stories are frustrating for the immigrants at the time they are happening
but are told in a humorous way to unite immigrants who have experienced similar
things.
-Talk to students about how they can look at these stories differently now that
they have experienced the simulation.
- Have the students pick from various stories in the book and read them
individually (15 minutes)
Choices are: “Tim’s Road Service”, “Milk! In a Carton?” or “The Six-Legged

Snack.” and write a summary of the story individually.
- Have the students who read the same stories do a Think/Group/Share about
how the story represents immigrant’s identities in Canada.(15 minutes)
-Have each group give a summary of the story they read and talk about the
themes of identity they recognized in the story to the rest of the class.(20
minutes)
Adaptations/Differentiation:
Have students who have trouble with reading comprehension read simpler
versions of the stories, or give them one of the short stories ahead of time so they
can read it at their own pace before class.
Students who need visuals along with reading will also be given pictures of
people and settings to go along with their stories in order for greater
comprehension.
If a student needs to hear the story in an audio version, another student will read
to them or they will be given an audio file.
Closing of lesson:
Have a class discussion to see how reading the stories felt after being part of the
simulation.
2. Lesson Plan Title: This is a Photograph of Me, You Begin – Margaret Atwood
Subject: English Language Arts Grade: 12
Topic: Identity in Poetry
Essential Question: How can poetry represent identity?
Materials:
Handouts for class: This is a Photograph of Me – Margaret Atwood poem, You Begin -
Margaret Atwood poem (30 copies of each).
The students need to understand the connections that poetry can have to identity and
how poetry can be used to express identity, and how they can use writing to express their
own identity.
This lesson helps develop Lifelong Learners because of the critical thinking skills
and reflection that is required throughout the lesson. The students are caused to
consider themes of identity in poetry, the critical thinking skills gained from this
lesson will be used in the rest of their life.
The sense of self, community and place is prevalent in this lesson when students
consider themes of identity in Margaret Atwood’s work. And through class
discussion and activities the students will learn how identity can find its place in
the community.
Lastly the students will become engaged citizens by being aware of the different
ways that literature can represent identities in history and how an author’s identity
can affect the work. In this lesson the students are becoming aware of it was like
to be a Canadian Author in the later half of the 1900’s in Canada.
The students will be developing thinking by analyzing themes of identity that are
obvious and hidden in poetry. Because poetry is not easily read by everyone the
students will be developing thinking skills in order to view poetry through different
lenses.
Students will be developing identity and interdependence in the self reflection and
group discussions that happen throughout the lesson. Students will be
considering their identity and how identity can be represented in different types of
literature, in this case poetry.
Students will be Developing Literacies by reading poetry by Margaret Atwood and

drawing comparisons and connections in the poetry, through reading and writing
the students are developing literacy skills in exploring their own identity being
represented in poetry.
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., Define the Individual, Negotiate the Community)

CR A30.3
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.
CC A30.4
Create a variety of informational (including an inquiry/research paper and an editorial)

and literary (including a real or invented narrative and a literary criticism essay) texts that
are appropriate to a variety of audiences and purposes including informing, persuading,
and entertaining
PGP Goals:
3. 1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and
evaluation
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.
In the creative writing part of this lesson after the students have read This is a
Photograph of Me and are going to be using the title as a writing prompt to write five lines
that they feel reflect their identity, in these creative writing pieces (that will not be for
marks) I will be able to see if students understand how poetry can represent or hide a
person’s identity, by using their own ideas i am hoping they can see things a little bit
clearer from an author’s perspective.
Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
The Venn Diagram activity that the whole class participates in at the end of this lesson
will be a good way to evaluate what the students have learned about themes of identity in
these two poems. The skills of comparing and contrasting the different ways these
poems centre around identity will show me as a teacher that they understand the concept
of poetry reflecting identities of the speaker or author.
Motivational/Anticipatory Set (introducing topic while engaging the students) (15 minutes)
-Class Discussion: What is Identity?
-Who is Margaret Atwood
-Canadian author, born in 1939, 78 years old
-wrote the book the handmaid’s tale, has written numerous novels and award winning
poetry
-talk about women’s identities in Canada from 1939 until now.
Main Procedures/Strategies:
-Each student reads This is a Photograph of Me (15 minutes)
-Think/Pair/Share
-In this think pair students will be asked to discuss first thoughts about the poem, what
they liked or disliked about them, words they didn’t understand and how they think the
poem relates to identity
-have a class discussion about how the poem represents identity, or hides identity
-Creative Writing (20 minutes)
-Have the students write from the prompt “This is a photograph of me…” 5 lines each and
tell them that some will be asked to share.
-It can be fictional or realistic and they can blur the identity/have it be mysterious or have
it be completely honest.
-Each student reads You Begin (15 minutes)
-Think/Pair/Share
-In this think pair students will be asked to discuss first thoughts about the poem, what
they liked or disliked about them, words they didn’t understand and how they think the
poem relates to identity
-have a class discussion about how the poem represents identity, or hides identity and
how the poems represent females? (15 minutes)
Have students who have trouble with reading the poems ahead of time so they
can read it at their own pace before class.
If a student needs to hear the poem in an audio version, another student will read
to them or they will be given an audio file.
Closing of lesson: (15-20 minutes)
Think/Pair/Share- write down 5 ideas about how the poems represent identity in similar or
contrasting ways.
-each pair adds at least one thing to a class Venn diagram on the white board. This is a
photograph of me representations of identity in one circle, vs You begin representations
of identity in the other circle, and the ways the poems represent identity in similar ways.
3. Lesson Plan Title: Short Story: Borders by Thomas King
Date:
Subject: English A30 Grade: 12
Topic: Short Story/Identity
Essential Question: What makes up our identity?
Materials:
→ “Elements of a Short Story” handout- 30 copies
→ Electronic copy of “Elements of a Short Story”
→ Smart Board
→ “Borders” by Thomas King short story- 30 copies
→ “Borders” Question Sheet- 30 copies

Students will know the elements of a short story and will be able to analyze a short story
by using these elements. Students will understand the theme of identity and social action
through the reading of Thomas King’s “Borders”. They will read and understand the
deeper meaning behind specific events and characters with in the short story to respond
to a series of grade appropriate questions.

Lifelong Learners: From this lesson students will learn a wide range of skills from
analyzing literary devices, the elements of a short story and gain understandings that will
be transferable to their everyday life of reading and writing. Students will become more
confident in analyzing literary texts through strategies presented in the lesson.
Sense of Self, Community, and Place: By looking at the theme of identity students will
be able to connect the content to themselves in searching for their own identity. They will
also be able to transfer into life within their community with an idea of their own self-
identity and what makes up their identity.
Developing Thinking: Students will be encouraged to think critically about the deeper
meaning of the text through analyzing literary devices found through the text. They will
also think about their what makes up a person’s identity and their own identity within their
community. Students will think contextually, creatively, and critically throughout this
lesson to help them understand the deeper meaning of the text.
Developing Identity and Interdependence: By participating in this lesson students will
explore the ideas and issues of self-identity, diversity, and personal agency. Students will
understand and value one’s own and others diversity in identity.
Developing Literacies: Students will use a variety of different literacies throughout this
lesson to help them interpret and represent their knowledge of the content from the text.
Reading, writing, and speaking are the literacies that will be incorporated into the lesson.
Students will develop skills, strategies, and knowledge related to these literacies to
explore and interpret the text and communicate meaning in their own way.
Outcome(s):
CR A30.1
· Identity (e.g., Define the Individual, Negotiate the Community)
· Social Responsibility (e.g., Shift Centre, Blur Margins),
· Social Action (agency) (e.g., Understand Beliefs, Initiate Action).
CR A30.4
Read, demonstrate comprehension of, and apply knowledge from grade-appropriate
informational (including editorials, reviews, and articles) and literary (including fiction,
script, poetry, and non-fiction) texts from First Nations, Metis, and Saskatchewan, and
Canadian authors as a basis for understanding self and the multiplicity of voices and
PGP Goals:
2.2: Proficiency in Language Instruction
3.1: The ability to utilize meaningful, equitable, and holistic approaches to assessment
and evaluation
Stage 2- Assessment
- Student’s will be informally assessed through questions asked throughout

the reading of the short story. I will stop the class and ask them question
about certain instances in the story to make sure that they are understanding
the content.
Questions:
What do you think the author meant by this?
What is the purpose of this?
What is the meaning of this simile/metaphor?
- Students will also receive feedback on their answers and I may give
deeper questions to make them think deeper and go into more detail. This
feedback will help the students understand what I am looking for on
responses to question sheet.

- Students will be informally assessed through a class discussion at the end

of the lesson on their responses to the question sheet. Students will be
assessed on their ability to think critically and their deeper understand of the
text.
Motivational/Anticipatory Set (introducing topic while engaging the students)
Introduction of the author (2-3 minutes): Thomas King is an American and Canadian
author that primarily writes on North American First Nations. He has written many novels
such as The Inconvenient Indian, written children’s books, along with a collection of short
stories. He identifies himself from a Cherokee, Greek, and German background. His
work usually includes a humorous tone and writes to give the effect of an oral storying
telling perspective by including conversation within his literature.
Class Discussion (10 minutes): What makes up our identity? Students will be put into
groups of 4-5 students (people sitting beside each other). I would like for each group to
come up with three things they believe make up someone’s identity. After this is
complete I will ask one representative to come up the board and write down their ideas.
We will have a class discussion on what ideas are up on the board and if people agree or
disagree with the ideas on the board.
1. Elements of a short story/Literary Devices Sheet (7 minutes): Hand out

this sheet to the class and display sheet on the smartboard. As a class we will
review the sheet. This sheet should only be a review as the students would
have learned these in prior lessons. As a class come up with examples to
show understanding of the literary devices. Ask students for examples of each
literary device.
2. “Borders” by Thomas King (30-45 minutes): I will hand out copies to the
class of the short story. I have decided to give copies where students can
keep them, so they can highlight and make notes on the paper to help them
analyze the text. We will read this short story out together. I will ask student
volunteers to read the short story (they will read as much as they want to). I
will also read some of the story if there are no student volunteers that want to
read aloud. This will help the flow of the reading stay on track with little breaks
as possible. I will frequently stop and ask questions through out the story to
make sure students are understanding the text and making them think
critically.
3. “Borders” Question Sheet (25-30 minutes): After we are finished reading

the short story I will hand out the question sheet in which students will be
allowed to work in groups of two to three to complete the answers and
verbally discuss their opinions. Students will be encouraged to think critically
and creatively to help them understand and come to sufficient answers to the
questions. I will be available for questions that students may have during this
work time. Students will be encouraged to ask questions to gain clarity and to
help them better understand. After the majority of the students have
Personal Reflection
M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Elements of a Short Story

1. Exposition
Time, place, or circumstance. In the beginning, not only where or when the story takes
place is revealed, but also important background information is given to the reader
regarding the main characters
2. Characters
There is usually only one main character in the short story, and rarely more than 3 central
characters
Protagonist: The main character of the story
Antagonist: The character, or characters who work in opposition of the main character
and challenge the protagonist in some way.
3. Conflict
An unexpected event occurs, in which the main character’s original plans are interfered
with, which set into the motion a series of events.
4. Turning Point
Th point in the story where a significant change occurs and the story changes directions,
or something unexpected happens
5. Climax
The moment, or event of highest interest in the story, the point where all other events
were leading towards
6. Resolution
Where the initial conflict or problem is resolved, and the main character usually changes
or evolves in some way from it
7. Point of View
There are two main types of point of view the story can be told from
First Person: a character within the story (main character) tells the story from their own
point of view of the events, use the word “I”
Third Person:
Omniscient The narrator can go anywhere, see anything, or hear any character’s
thoughts
Limited The narrator only knows the actions of one of the characters in the story
8. Theme
The main idea, or underlying meaning of literary work
Literary Devices:
1. Motif: is a recurring important idea, structure or image
2. Symbol: a symbol in a literary work or film is a person, place, thing, or idea that
represents something else
3. Tone/Mood: tone is the author’s attitude towards the subject, and mood is what YOU
feel about the work. Mood refers to the general sense or feeling which the reader is
supposed to get from the text and is not necessarily referring to the characters’ state
oF mind.
4. Hyperbole: is an exaggeration or overstatement
5. Imagery: is language that evokes one or all of the 5 senses: seeing, hearing, tasting,
smelling, touching
6. Irony: is an understood difference between what is said and what is meant. The
author says one thing, but means the other
7. Metaphor: comparison between two unlike things using the verb “to be” and not
using like or as
8. Simile: Comparison between two unlike thing using like or as
9. Foreshadowing: when the author hints to events at the story that have not yet taken
place
“Borders” by Thomas King Questions
1. Fill in the following on the elements of a short story
Exposition
Protagonist
Antagonist
Conflict
Turning Point
Climax
Theme
2. The author gives the reader subtle hints that the mother was planning to make her
stand at the border long before she got there. Provide two examples form the story
that show this.
3. Why do you think Laetitia’s mom refuses to identify herself as either Canadian or
American?
4. The story is told from the point of view of a 12-year-old boy. Find two examples of
diction from the story that indicates he is a young boy.
5. One of the difficulties in reading a first-person narrative is determining if any bias

exist. Identify an example of “bias” within the story
6. Describe the meaning of each of the symbols
The Guard’s Gun:
Borders:
7. What role does the media play in the story and why is this significant?
8. State what literary device is being used in the following and analyze the meaning of
each.
→ “Gone after some man like a balloon on a string”
Literary device:
Meaning:
→ “To chase rainbows down alleys”
Literary Device:
Meaning:
→ “We got postcards from Laetitia, and if she wasn’t spreading jelly on the truth, she
was happy”
Literary Device:
Meaning:
9. What is the theme of the story? What is the underlying message that the author is
trying to say?
4. Lesson Plan Title: “Mirror Image” by Lena Coakley Short Story
Date:
Subject: English A30 Grade: 12
Topic: Identity and short stories
Essential Question: How does family affect identity?
Materials:
→ “Mirror Image” by Lena Coakley- 30 copies
→ Discussion questions- 30 copies
→ Mirror Identity assignment- 30 copies
→ Magazine box for making collages

Students will understand the issues that people face in searching for their own
identity and needing the reassurance/approval from others to claim their identity.
Students will know what shapes their own identity and start to develop and
discover their identity. Students will be able to respond to discussion questions
that show their comprehension of the short story. They will also be able to
discover their own identity and critically think about what makes up their identity
through the mirror identity collage.

Lifelong Learners: From this lesson students will build upon their skills of
analyzing literary devices and the elements of a short story. Students will learn
strategies to help them gain understandings that will be transferable to their
everyday life of reading and writing. Students will become more confident in
analyzing literary texts through strategies presented in the lesson.
Sense of Self, Community, and Place: By exploring the theme of identity
students will be able discover and analyze their own identities. Student will also
look at the issues surrounding identity and become aware of the struggles people
may face within their own identity. They will also be able to transfer into their
community with an idea of what they identify with and what makes them who they
are.
Developing Thinking: Students will be encouraged to think critically about the
underlying meaning of components of the text through answering group
discussion questions. They will also analyze their own identities through a mirror
identity collage. Students will think contextually, creatively, and critically
throughout this lesson to help them understand the deeper meaning of the text
and what shapes their own identity.
Developing Identity and Interdependence: By participating in this lesson
students will explore the ideas and issues of self-identity, diversity, and personal
agency. Students will understand and value one’s own and others diversity in
identity.
Developing Literacies: Students will use a variety of different literacies
throughout this lesson to help them interpret and represent their knowledge of the
content from the text and their own identity. Reading, writing, speaking, and
representing are the literacies that will be incorporated into the lesson. Students
will develop skills, strategies, and knowledge related to these literacies to explore
and interpret the text and discover their own identities.
Outcome(s):
CR A30.1
· Identity (e.g., Define the Individual, Negotiate the Community)
CR A30.4
Read, demonstrate comprehension of, and apply knowledge from grade-
appropriate informational (including editorials, reviews, and articles) and literary
(including fiction, script, poetry, and non-fiction) texts from First Nations, Metis,
and Saskatchewan, and Canadian authors as a basis for understanding self and
the multiplicity of voices and perspectives that make up Canadian culture.
CC A30.1
Create a range of visual, multimedia, oral, and written texts that explore:
● identity (e.g., Define the Individual, Negotiate the Community),
PGP Goals:
3.1- the ability to utilize meaningful, equitable, and holistic approaches to
assessment and evaluation
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to
help determine next steps.
- I will informally assess the students by walking around and listening

to the group read the story I will stop a group and ask a question about
what they had just to assess their comprehension about the story and
to get them critically thinking about the story.
Questions will include:
- What do you think the author meant by this?
- Why do you think the author included this?
- What is the conflict within the story?
- What questions do you have after reading the first couple

paragraphs?
Assessment OF Learning (summative) Assess the students after learning to
evaluate what they have learned.
Students will self-assess themselves on their mirror identity collage. They will
evaluate their comprehension of their own identity and what the theme of identity
means to them. The students will be given a rubric to help them determine their
knowledge on the theme of identity. (Rubric= Appendix 2)
Students will also hand in their group discussion questions to assess their
comprehension of the story. I will hand back the questions to the groups with
written feedback on other things to think about and what they did well.
(Discussion Questions= Appendix 1
Have a class discussion (10 minutes): Question of discussionà Why might

someone struggle to define their identity in a society? What are reasons they may
struggle?
1. Reading of “Mirror Image” by Lena Coakley (30 minutes). I will

hand out a copy of the short story to each student. They will work in
groups of 4-5. The students will take turns reading the story out loud to
each other. Copies will be given to the students so that they are able to
keep these and make notes on the paper. Students will pick their own
groups and people who they feel they work well with. Students with
exceptionalities will be placed with students who are responsible and
are a strength to the class. I have chosen to read this story in groups to
differentiate the instructional strategies within the class and given the
students some choice in who they work with. Once the group has
completed reading the short story they can come see me to get their
next task.
2. Group Discussion Questions (15 minutes): Once a group has

completed reading the short story, they will come to me to receive their
group discussion questions. They will have to fill the question sheet out
as a group and hand it into me. This will allow me to assess the groups
comprehension of the story and how they interpret the questions. I will
be looking for critically answers as they are able to work in groups and
discuss answers. I will not be marking these questions but will return
them to the group with written comments on the sheet to provide
feedback.
3. Mirror Identity Collage (60-90 minutes): Once students have

completed their discussion questions in their group they will start their
next project on developing their own identity and discovering their own
identity. Students will work individually on this assignment. Students
will be given a paper with a mirror on it. They will then be expected to
go through the magazines and cut out images or words that describes
them when they look at their reflection in the mirror of themselves. The
collage can be of what we see on the outside as well what is on the
inside. Students will perform a self-assessment on this assignment on
a rubric that will be provided to students.
- Small group instruction and group work can provide struggling students
with more one on one time with teacher as well as help from peers
- By working in groups on the questions students will have the opportunity

to express their learning through verbal and written to accommodate for
diverse learners.
- Have students with exceptionalities pair with a person of strength in the

classroom and who is willing to help the student
- Use a microphone for people who may be hard of hearing
- Pair students who are advanced with students of a lesser skill

ability to challenge them to teach the content to that student while
benefiting the student who needs help
- Pair students who are advanced with each other to discuss high
order questions and challenge each other to think critically for a deeper
understanding.
Closing of lesson:
- Students will have the opportunity to share their collages and

describe each piece of their collage
- Students will have a chance to view each other’s collage
Personal Reflection:
Discussion Questions
1. Fill in the following on the elements of a short story
Exposition
Protagonist
Antagonist
Conflict
Turning Point
Climax
Theme
2. What is the significance of telling the story in a non-linear way and what does
it to the story?
3. Why does Jenny not allow her sister to read her diary? Do you agree with her
decision?
4. Provide evidence from the story that indicates that Alice is still the same
person? Provide evidence from the story that indicates she is a different
person?
5. Which family do you believe Alice belongs to?
6. What does the MIRROR symbolize in the story? What is its significance?
7. In your opinion, what make up someone’s identity? Are we the sum of our
parts, or does our brain encompass who we are?
8. Provide 2 examples of similes/metaphors within the story and analyze the

meaning of them.
Mirror Identity Collage Assignment
In the following space provided, you will search through magazines to complete a
collage of your self-identity. This assignment is strictly on what you believe makes
up your identity. You will cut pictures and words from the magazine and paste them
below inside the mirror to create a collage. This assignment will be self-evaluated on
the rubric provided.
Note: Mirror should be printed out on separate sheet and enlarged to fit an 11 by 17
piece of paper.
Picture from:
https://www.google.ca/search?biw=1242&bih=592&tbm=isch&sa=1&ei=xEWwWt3OKoq
KjwPJm7GoCg&q=cartoon+mirror&oq=cartoon+mirror&gs_l=psy-
ab.3..0l8.5249.10659.0.10983.13.11.0.0.0.0.617.1657.0j3j2j5-1.6.0....0...1c.1.64.psy-
ab..8.5.1509...0i13k1j0i7i30k1j0i67k1.0.y8nkNa3cXJE#imgdii=zSmLlOfzj9ovlM:&imgrc=
UyqkP3VuRNLHqM:
Making A Collage: Mirror Identity Collage Rubric
Teacher Name: Erika Krip
Student Name: ________________________________________
CATEGORY 4 3 2 1
Creativity Several of the One or two of the One or two graphics The student did not
graphics or objects graphics or objects or objects were make or customize
used in the collage used in the collage made or customized any of the items on
reflect an reflect student by the student, but the collage to show
exceptional degree creativity in their the ideas were their identity.
of student creativity creation and/or typical rather than
in their creation display of their creative of their
and/or display of identity identity (.e.g, apply
their identity the emboss filter to a
drawing in
Photoshop).
Attention to The student gives a The student gives a The student gives a The student\\\'s
reasonable reasonable fairly reasonable explanations are
Theme explanation of how explanation of how explanation of how weak and illustrate
every item in the most items in the most items in the difficulty
collage is related to collage are related to collage are related to understanding how to
their identity For their identity. For their identity. relate items to their
most items, the many of the items, identity.
relationship is clear the relationship is
without explanation. clear without
explanation.
Time and Effort Class time was used Class time was used Class time was not Class time was not
wisely. Much time wisely. Student always used wisely, used wisely and the
and effort went into could have put in but student did do student put in no
the planning and more time and effort some additional additional effort.
design of the at home. work at home.
collage. It is clear
the student worked
at home as well as
at school.
Number of The collage includes The collage includes The collage includes The collage contains
15 or more items, 10-14 different 9 different items. fewer than 9 different
Items each different. items. items.
5. Lesson Plan Title: Oral Traditions and Story Telling
Date:
Subject: ELA A 30 Grade: 12
Topic: Identity in Canadian Stories
Essential Question: How does Oral/Tradition/Story Telling Relate to Identity?
Materials:
White Board
Smart Board/Projector
Handouts
YouTube
Students should be able to identify the importance of story-telling in many First Nations
cultures.
Students should understand that oral story telling is one of the most commonly used form
of transferring information, even for non-First Nations peoples. We all tell stories.
Students should be able to understand why we tell stories.
Students should be able to understand the significance of oral story-telling over written
stories in many cases and why oral tradition is more important for so many.
Life-Long Learner: Students will be provided with the tools to have effective and
meaningful communications with others. They will continue to use the skills learned to
communicate effectively and respectfully.
Sense of Self, Community, and Place: students will be given the tools to be able to tell
their own stories. Students will be able to incorporate their own sense of self and identity
into their stories and communications. Students will understand the significance of story-
telling in a community setting.
Engaged Citizens: Students will be given the opportunity to use their own voice and tell
their own stories. Students will be encouraged to take their stories outside the classroom
to larger community settings, or even larger scale settings.
Developing Thinking Students will be required to use their language and thinking skills
to respond to a series of questions to assess comprehension of the stories, to respond to
mini writing assignments, to create a collage of their own identity, and to develop their
own short stories.
Developing Identity and Interdependence: Students will develop a better
understanding of the importance of identity, and have opportunities to reflect on their own
identities. Students will analyze how identities are shaped by the interdependence of
outside and internal factors in one’s environment.
Developing Literacies Students will have the opportunity to develop and explore a
number of different literary techniques that they will develop. Students will interpret
stories through listening, viewing, and reading. Students will also be given the
opportunity to express knowledge through speaking, writing, and representing.
Developing Social Responsibility Students will grow to understand some of the
post/historical issues as well as contemporary issues that have been present in our
nation. Students will also be given an opportunity to respond to this information and how
it have made them feel, how it might shape their identity or others. Students will be
encouraged to think of ways in which they could make positive changes or improvements
to their lives and the lives of other through story-telling.
Outcome(s):
CR A30.1
CR A30.3
appropriate literary and informational texts created by First Nations, Metis,
Saskatchewan and Canadian speakers and authors from various communities.
PGP Goals:
4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and
perspective into all teaching areas
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
2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties, Residential
School, Scrip and Worldview)
Stage 2- Assessment
- During the introduction lesson, there will be a brief question and answer
period at the start of the lesson to assess students on their knowledge of oral
traditions and oral story telling.
- This discussion will start with a story being told by myself and branch off into a
conversation about how we transfer stories and information orally, and how
this differs from family to family, culture to culture, etc.
- This formative assessment will not have handouts, or written questions. It will
strictly be discussion based at this point.
- Handout provided at the end of lesson (likely on day 2) will serve as a

summative assessment.
- Hand out will have surface questions as well as deep thinking questions
related to the content that had been discussed over the last two days. Some
examples would be:
What is oral tradition?
What is the importance of oral story telling?
How might oral story telling connect to identity?
Start by telling a story, a story that I have been told by someone else that I am sharing
with the students, in order to introduce the concept of oral story telling. The basic
interaction and humor of the story will get students engaged in the concepts of oral story-
telling and ready for a discussion around the topic.
- Introduction, start with a story for the students to start of the theme of oral
storytelling. (10-15 mins)
- Distribute hand out with definitions and terminology. Discuss these definitions
and concepts with students prior to continuing the lesson. Explain to students
the different avenues in which oral stories have been taken, ex: short films.
(10-15 mins).
- Show example video of short oral story https://www.nfb.ca/film/vistas_the_visit/

after the video, we will have a short debriefing session. (4-8 mins)
- We will start the reading on the “Traditional Ojibwa Story Telling”. Each
student will be provided the reading in a handout. We will have a quit
overview of the context and author before reading (20-25 mins).
- A discussion will happen to go over the main concepts from the reading (recap if
the reading was finished in a previous class). Then we will begin the video on story
telling https://www.youtube.com/watch?v=NTXMrn2BZB0. (25 mins).
- Transition by handed out a hand out. The final summative assessment

handout mentioned about. Students will have questions to answer. Can be
done in small groups or partners. Needs to be handed in at the end of class.
- Students will be reading difficulties will have the advantage of having the
content read as a group or by teacher.
- Lots of visual, audio, and other forms of instruction that can accommodate
several learning styles.
Closing of lesson:
- I will only semi-close the lesson at this point, as the next lesson will delve
deeper into oral traditions, and oral stories by Canadian authors.
- Close lesson with the handout activity, debriefing and summary of the content.
- Discuss connections to identity.
6. Lesson Plan Title: Oral Story Telling: Reading, Listening, Interpreting
Date:
Subject: ELA A30 Grade: 12
Topic: Identity – Oral Stories
Essential Question:
Materials:
White Board
SmartBoard/Projector
Handouts
CD player/audio player
CD (Road Allowance People)
Students should be able to identify the importance of story-telling in many First Nations
cultures.
Students should understand that oral story telling is one of the most commonly used form
of transferring information, even for non-First Nations peoples. We all tell stories.
Students should be able to understand why we tell stories.
Students should be able to understand the significance of oral story-telling over written
stories in many cases and why oral tradition is more important for so many.
Life-Long Learner: Students will be provided with the tools to have effective and
meaningful communications with others. They will continue to use the skills learned to
communicate effectively and respectfully.
Sense of Self, Community, and Place: students will be given the tools to be able to tell
their own stories. Students will be able to incorporate their own sense of self and identity
into their stories and communications. Students will understand the significance of story-
telling in a community setting.
Engaged Citizens: Students will be given the opportunity to use their own voice and tell
their own stories. Students will be encouraged to take their stories outside the classroom
to larger community settings, or even larger scale settings.
Developing Thinking Students will be required to use their language and thinking skills
to respond to a series of questions to assess comprehension of the stories, to respond to
mini writing assignments, to create a collage of their own identity, and to develop their
own short stories.
Developing Identity and Interdependence: Students will develop a better
understanding of the importance of identity, and have opportunities to reflect on their own
identities. Students will analyze how identities are shaped by the interdependence of
outside and internal factors in one’s environment.
Developing Literacies Students will have the opportunity to develop and explore a
number of different literary techniques that they will develop. Students will interpret
stories through listening, viewing, and reading. Students will also be given the
opportunity to express knowledge through speaking, writing, and representing.
Developing Social Responsibility Students will grow to understand some of the
post/historical issues as well as contemporary issues that have been present in our
nation. Students will also be given an opportunity to respond to this information and how
it have made them feel, how it might shape their identity or others. Students will be
encouraged to think of ways in which they could make positive changes or improvements
to their lives and the lives of other through story-telling.
Outcome(s):
CR A30.1
CR A30.3
appropriate literary and informational texts created by First Nations, Metis,
Saskatchewan and Canadian speakers and authors from various communities.
PGP Goals:
4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and
perspective into all teaching areas
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
2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties, Residential
School, Scrip and Worldview)
Stage 2- Assessment
- Discuss elements of short story.
- Question and Answer period on some of the knowledge we may already have
of short stories, oral stories.
- Why are we reading a story and listening to the story?
- Why are the stories written the way that they are?
- Students will be broken up into small groups. They need to think of a story or
find a story related to identity (scene from a movie, youtube video, etc.).
Students will have a written version of the story, as well as a recorded version
(either on their phones or with voice recorders). Students may use a text
message, tweet, status, as an example.
- After developing the story, they will answer the questions on the handout.
Some question may include:
What does the written form tell us that recording may not?
What does the recording tell us that the writing may not?
Why is telling this story verbally a significant way to send information to someone
else when telling a story?
Did your story relate to identity? Why or why not?

- Students will be brought into this lesson by recapping their success and
findings from the last lesson.
- Students will be offered a chance to share an oral story with the group to get
us started on the next section of the oral story telling topic.
- Reading and listening to audio will be the main forms of literacy in this section.
Students will be given the opportunity to simply listen to a story without having
and visual aids. They will just listen.
- Large and small group instruction will be used during this lesson.
- Small group work as well are class discussion and Q&A will be included as
well.
- Students will have an activity at the end with an opportunity to compose and
create as well as share their findings and products.
- Small group instruction and group work can provide struggling students with
more one on one time with teacher as well as help from peers.
- Students reading will also be played on an audio to give students an

opportunity to hear pronunciation.
Closing of lesson:
- Will discuss oral story telling as a different form of learning new stories by
Canadian author.
- Will also revisit the concept that oral story telling and traditions are part many
First Nations identity, and it is through these stories that identity is expressed.
- Explain how we explain our own identity this way as well.

Short Story Performance Task (Appendix 1)
Short Story Writing Assessment: English A30

As a class we have analyzed and interpreted numerous short stories that emphasize the
theme of identity. Individually students will be required to write your own creative short story.
This story can be a non-fictional story about yourself, or it can be a fictional story with fictional
characters. Your story must include the theme of identity with your protagonist character coming
to a realization about their own identity. You will be required to include all elements of a short
story within your own story (Refer back to “Elements of a Short Story” sheet). You will also
need to include literary devices within your story. Remember that a short story does not need to
tell a life story and can represent a single instance in life.
Requirements:
→ 3-5 Pages double spaced, Size 12 font, and Times New Roman or can be 8 pages
handwritten, skipping every second line.
→ Include all elements of a short story (exposition, antagonist and protagonist, conflict,
turning point, climax, resolution, point of view, theme of identity)
→ You must include effect dialogue within your short story
→ You must choose 4 or more Literary devices to include in your short story (motif,
symbolism, tone and mood, hyperbole, imagery, irony, metaphor, simile,
foreshadowing, flashbacks, personification, onomatopoeia)
→ Your story must include the theme of identity with your protagonist character coming
to a realization about their own identity
→ Your story must include a creative title that does not explicitly give away the story
→ You must hand in the planning sheet, along with a rough draft
→ Your rough draft must include a peer to proof read with a signature and marking of
feedback
→ Staple the rubric to the top of your finished assignment
→ This is an informal piece of writing where contractions and slang words are allowed
to be used appropriately
→ Grammar and spelling will be marked
Rubric for Short Story Performance Task (Appendix 2)

CATEGORY 4 3 2 1
Creativity The story contains The story contains The story contains There is little
many creative a few creative a few creative evidence of
details and/or details and/or details and/or creativity in the
descriptions that descriptions that descriptions, but story. The author
contribute to the contribute to the they distract from does not seem to
reader\'s reader\'s the story. The have used much
enjoyment. The enjoyment. The author has tried to imagination.
author has really author has used use his
used his his imagination. imagination.
imagination.
Title Title is creative, Title is related to Title is present, but No title.

sparks interest the story and does not appear to
and is related to topic, without be related to the
the story and giving away the story and topic. As
topic, without story and on a well as not being
giving away the separate title on a separate title
story and on a page. page.
separate title
page.
Action Several action Several action A variety of verbs Little variety seen
verbs (active verbs are used to (passive voice) are in the verbs that
voice) are used to describe what is used and describe are used. The
describe what is happening in the the action story seems a little
happening in the story, but the word accurately but not boring.
story. The story choice doesn't in a very exciting
seems exciting! make the story as way.
exciting as it could
be.
Dialogue There is an There is too much There is not quite It is not clear
appropriate dialogue in this enough dialogue in which character is
amount of story, but it is this story, but it is speaking.
dialogue to bring always clear which always clear which
the characters to character is character is
life and it is speaking. speaking.
always clear
which character is
speaking.
Writing Process Student devotes a Student devotes Student devotes Student devotes
lot of time and sufficient time and some time and little time and
effort to the writing effort to the writing effort to the writing effort to the writing
process process process but was process. Doesn\'t
(prewriting, (prewriting, not very thorough. seem to care.
drafting, drafting, Does enough to
reviewing, and reviewing, and get by.
editing). Works editing). Works
hard to make the and gets the job
story wonderful. done.
Organization The story is very The story is pretty The story is a little Ideas and scenes
well organized. well organized. hard to follow. The seem to be
One idea or scene One idea or scene transitions are randomly
follows another in may seem out of sometimes not arranged. No short
a logical sequence place. Clear clear. Not all short story elements are
with clear transitions are story elements clear. Only 1 or
transitions. Used used. Used all were used. Clear less literary
all elements of a elements of a use of at least 2 devices are clear.
short story short story. Clear literary devices.
effectively. Clear use of at least 3
used of 4 literary literary devices.
devices.
Solution/Resolu The solution to the The solution to the The solution to the No solution is
tion character\'s character\'s character\'s attempted or it is
problem is easy to problem is easy to problem is a little impossible to
understand, and is understand, and is hard to understand.
logical. There are somewhat logical. understand.
no loose ends.
Spelling and There are no There is one There are 2-3 The final draft has
Punctuation spelling or spelling or spelling and more than 3
punctuation errors punctuation error punctuation errors spelling and
in the final draft. in the final draft. in the final draft. punctuation errors.
Character and
place names that
the author
invented are
spelled
consistently
throughout.

Moe Claypool Krip Mini Unit Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Moe Claypool Krip Mini Unit Plan

Uploaded by

Copyright:

Available Formats

Understanding By Design Unit Template

Title of Unit Identity Grade Level ELA A30

Subject English Language Arts Time Frame 10-12 days. (2 weeks)

Developed By Brooklyn Moe, Erika Krip, McKenzie Claypool

Stage 1 - Identify Desired Results

Broad Areas of Learning

Cross curricular Competencies

Developing Thinking In this unit students will construct knowledge on specific

Read, demonstrate comprehension of, and apply knowledge from grade-appropriate

Create a variety of informational (including an inquiry/research paper and an editorial)

Enduring Understandings Essential Questions

Students will understand that... Content specific….

- That identity is constructed from many - What components construct one’s

Students will know... Students will be able to…

Stage 2 – Assessment Evidence

GRASPS Elements of the Performance Task

G – Goal G- Be able to interpret themes of identity in Canadian

S – Standards & Criteria for

Other Evidence Student Self-Assessment

Students will participate in a class-wide Venn

Students will participate in a number of

Stage 3 – Learning Plan

Refugee and immigrant simulation game

Resource: Canadian Foodgrains Bank

Recommended Time: 1 hour

● 4 LOCATION cards (1-HOME, 2-MILITARY ROAD BLOCK, 3-THE BORDER, 4-

● 12 OPTION cards (4 x’s option A, 4 x’s option B, 4 x’s option C)

● Debrief and Discussion Questions

*Note: It is simplest if the same number of OPTION, CHOICE, and IDENTITY

Debrief and Discussion Questions:

Humanitarian Organization: A group of people (such as a business, society, or association)

Human Smuggler: Someone who facilitates the transportation, attempted transportation or

Refuge: A place that provides shelter or protection from danger.

# Lesson Lesson Activities CCCs Resources

1 -Refugee Simulation game (1 hr) DT, DII, -Syrian

3 - Motivational Set (10 min) DT, DII, - “Borders”

4 Short story - Motivational set (10 min) DT, DII, Magazines,

5 - Introduction lesson to oral tradition and DT, DII, Voices:

6 - Hand back the handout/worksheet from DT, - Road

7 Writing your - Give students the assignment DT, DII, Assignment

Required Areas of Study: CR A30.1

Create a variety of informational (including an

- Have students who have trouble with reading

- Students who need visuals along with reading will

- If a student needs to hear the story in an audio

- Use a microphone for people who may be hard of

- Have students with exceptionalities pair with a

- Reading, listening, and following along in the

- By working in groups on the questions students

- Students will be reading difficulties will have the

- Small group instruction and group work can

- Students reading will also be played on an audio

For students who need a challenge:

Instructional Approaches: - Large and small group instruction

Resource Based Learning: - Poems

Subject: English Language Arts Grade: 12

Essential Question: How is Identity compromised in different situations?

-hand out with vocabulary from simulation (30 copies)

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

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

Broad Areas of Learning:

The students will be developing thinking by considering and critically analyzing

Students will be Developing Literacies by reading humorous short stories from a