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Unit Draft Plan

Erin Yaremcio

001185125

Dr. Robert LeBlanc

Ms. Jana Boschee

ED 3601

February 10, 2019

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Table of Contents

Unit Rationale…………………………………………………………………………..……..pg. 3

Unit Organizer……………………………………………………………………………...…pg. 5

General Learning Outcomes…………………………………………………………..pg. 5

Specific Learning Outcomes …………………………………………………………pg. 5

Inquiry Questions ……………………………………………………….……………pg. 7

Lesson Overview, Scope and Sequence (Calendar) ………………………….………………pg. 8

Annotated Resources………………………………………………….………………………pg. 9

Assessment Plan……………………………………………………………………………...pg. 12

Desired Results………………………………………………………………………pg. 12

Assessment Chart……………………………………………………………………pg. 14

Assessment Tool Overview……………………………………………………….…pg. 17

First Day Lesson Plan………………………………………………………………………..pg. 22

Connections to Other Areas of Curriculum …………………………………………………pg. 25

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Unit Rationale

The students in my grade ten 10-1 English Language Arts class will be exploring a

variety of multi-modal resources surrounding the inquiry question of “How do our personal

experiences shape our views of others”. Underlying and consistent themes of identity,

multiculturalism and experiences will influence the list of resources, discussion topics and

assessment areas. Students will address these themes and the large inquiry question by

interacting with resources such as “To Kill a Mockingbird” by Harper Lee, poetry by Billy-Ray

Belcourt, “The Hate U Give” film and others such as music, news articles, Skype interviews, and

children’s books.

In my rural southern Alberta placement, the demographics of my twenty-five-student

classroom consist of ninety percent Caucasian students with the final ten percent of students

identifying as Indigenous and/or as a visible minority. Additionally, the community at large

values its uniformity, collectiveness and tradition – thus creating a dynamic in the community

that can result in undercurrents of prejudice and discrimination. Students have English Language

Arts in their schedule four times a week, at sixty minutes a piece. My class average, as given to

me by my Teacher Associate, is around 83% - from which I can assume that my class has been

labelled as the “smart” class. In this unit there are multiple opportunities for cross-curricular

studies, as well as opportunities for students to examine their own biases and/or prejudices in a

safe environment that encourages self-reflection and growth. I will be able to provide these

students with opportunities to self-reflect and grow using a multitude of curricular outcomes, as

well as by ensuring an “open-door” policy before school and during lunch.

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My students have already completed mini-lessons with my Teacher Associate this

semester on: how to critically listen to music and it’s lyrics; what is symbolism, how it is

portrayed, and what to look for; how to critically read children’s books, specifically focusing on

the art and the author’s word choices; how to write an intriguing story; identifying theme and

how to portray it; storyboarding techniques; how to analyze poetry using content and context;

what is a biography and how do we create one; film analysis using common analysis techniques

such as shot and lighting design; how to have a fruitful and thoughtful discussion and how to

behave in a discussion; how to brainstorm; and they have had some experience writing personal

and persuasive essays.

During this five-week unit, students will listen, read, watch, create and examine the idea

of identity and how it is influenced by personal experience. Students will be able to draw upon

their own experiences in order to self-reflect through daily poetry using writing log prompts that

tie back to the idea of formative identity. By analyzing identities that are different than their own,

students will be able to analyze how their own opinions are formed. As well, students will be

given opportunities to safely examine their own biases and opinions, while being given

opportunities to grow and expand their horizons. Throughout the unit small projects and in-class

activities such as writing music lyrics, examining tone through storyboarding, “Who am I” life

maps, and comparing notable figures - will be given in order to enhance the overarching theme.

As a final assessment, the critical essay of one of the texts discussed during the unit will be

intersected with literary theory around the central inquiry question of “to what extent do our

personal experiences shape how we view others” – to which students will take their critical essay

and turn it into a jury debate on how their literary theory would view certain inquiry questions.
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Unit Organizer

General Learning Outcomes:

1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas,

feelings and experiences.

2. Comprehend literature and other texts in oral, print, visual and multimedia forms, and

respond personally, critically and creatively.

4. Students will listen, speak, read, write, view and represent to create oral, print, visual

and multimedia texts, and enhance the clarity and artistry of communication.

Specific Learning Outcomes:

1.2.1.a – Consider new perspectives: describe personal responses to new perspectives,

appraise whether such responses contribute to or inhibit understanding, and identify

influences that have contributed to such responses

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1.2.1.b - Consider new perspectives: identify own ideas, perspectives and interpretations

and evaluate them for depth of explanation, evidence or support; and consider the ideas,

perspectives and interpretations of others to broaden own understandings when exploring

and responding to texts

2.3.1.a - Connect self, text, culture and milieu: identify and consider personal, moral,

ethical and cultural perspectives when studying literature and other texts; and reflect on

and monitor how perspectives change as a result of interpretation and discussion

2.3.1.b – Connect self, text, culture and milieu: respond personally and analytically to

ideas developed in works of literature and other texts; and analyze the ways in which

ideas are reflected in personal and cultural opinions, values, beliefs and perspectives

2.3.1.c- Connect self, text, culture and milieu: compare choices and motives of characters

and people portrayed in texts with choices and motives of self and others

4.1.1.a -Assess text creation context: reflect on the purposes for text creation [for

example, to inform, explain, persuade, entertain or inspire] and on own motives for

selecting strategies to engage an audience [for example, to communicate information,

promote action or build relationships]; and consider potential consequences of choices

regarding text creation [for example, follow-up action may be required to clarify

information, a position may need to be defended and opposing viewpoints addressed, and

tone and style must be appropriate for intended audience]

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4.1.3 – Develop content

Inquiry Questions

- How do our personal experiences shape our views of others?1

- Do our personal experiences shape our actions?

- What determines who we are?

- Can we change who we are?

- Does our environment shape us, or do we shape ourselves through our own choices?

- Despite efforts to change ourselves, will we always exhibit an underlying bias towards

those different than ourselves?

1
Key Inquiry Question that is referred to throughout the unit.
 Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14 Day 15 Day 16 Day 17 Day 18 Day 19 Day 20 Day 21 Day 22
Theme: Introduction to Unit Reading into Things Music in Life Kindness Social Justice Symbols and Innocence Childhood Memories Inspirational People Justice for the People Sympathy vs. Empathy Life Experiences Make Us Final Feelings Beginnings of THUG Finality of THUG Applying What We Know Planning, Planning The Depths of Writing Open and Close Editing Your Voice and Others Our Words Ha
1. Get to Know Me/I Get to Know
POETRY You 1. Poetry Journal: 1. Poetry Journal 1. Poetry Journal 1. Poetry Journal 1. Poetry Journal 1. Poetry Journal 1. Poetry Prompt 1. Poetry Prompt 1. Poetry Paper 1. Poetry Prompt 1. Poetry Prompt 1. Poetry Prompt 1. Poetry Prompt 1. Poetry Prompt 1. Poetry Prompt 1. Poetry Prompt 1. Poetry Prompt 1. Poetry Prompt 1. Poetry Prompt 1. Poetry Prompt 1. Poetry Prom
…what does it feel like when no one
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..distribute surveys to students
READINGS ..get to know me, talk/present
..ask any questions
..group building activity if time
EXIT SLIPS permits
MINI LESSONS 2. Classroom Expectations and Rules 3. How to read
THEORY AND TECHNICALS 3. Unit Overview/Syllabus
..do UNIT OVERVEIW BOX to
introduce
..go over with students and answer
Lesson Overview, Scope and Sequence (Calendar)*
..what experiences have shaped you ..what role does music play in your
as a student?
2. Read to Kill a Mockingbird
(myself outloud)
.. Read Chapter one
..mini-lesson on what to focus on
4. Tea Party of Poetry
..have you ever had/done an act of
life? kindness for a stranger?
2. TKAM in class (outloud myself) 2. TKAM in class (outloud myself) 2. TKAM in class (outloud myself) 2. TKAM in class (outloud myself) 2. TKAM in class (outloud myself) 2. Skype with Mr. Gregory
..read chapter 4 ..read chapter 7
3. Billie Holiday 3. Lit theory
..biographical lens - explain, discuss ..social power theory - explain,
.."Strange Fruit" and model
..discuss how it relates to "The
Beauty of the Reserve" and have
.. Discuss how to listen to music students work towards this
..discussion about theme with
students
4. Lyrics Activity / Student Work
..use the last sentence of TKAM to
start your poem
..read chapter 10
3. Lit Theory
discuss and mdoel
..discuss how it relates to "The
Beauty of the Reserve" and have
students work towards this
4. Lyrics Activity / Student Work
..what is innocence?
.. Read chapter 13
3. Mini-lesson on Symbolism
..discuss symbols we have seen so far
in TKAM and "The Beauty of the
Reserve" in an activity
4. Lyrics Activity / Student Work
Period
..what influenced you as a child?
..read chapter 16
3. Children's Book
…read "Not My Girl" outloud myself
..class discussion
..what makes an effective story?
…what is the purpose of writing for
..who inspires you?
..Skype conversation and get Mr.
Gregory to tell his story
..story of his childhood
…discussion about racisim in both
USA and Canada
3. Discussion about Skype call,
student driven
…have you ever experienced …what is your favorite film and …can you trust someone you have understands/agrees with your …write a poem about someone doing …what does it feel like ot overcome ..start your poem with "it was ..write a poem about things better left ..write a poem about accomplishing a ..write a poem that addresses a ..how do you m
…what is justice? …what is sympathy? bullying? why? doubted in the past? opinion? something you don't understand one of your fears? ..Write a love poem about hatred different" unsaid goal future/past version of yourself hates something
2. Mini-Lesson on Incorporating 2. Mini Lesson
2. TKAM in class (outloud myself) 2. TKAM in class (outloud myself) 2. TKAM in class (outloud myself) 2. TKAM in class (outloud myself) 2. Watch THUG in class 2. Watch THUG in class 2. Watch THUG in class Theory into Writing 2. Mini Lesson on Essay Outlining 2. Mini Lesson on prewriting 2. Mini Lesson on Intros/Out-ros 2. Mini Lesson on Editing 2. Mini Lesson on Organization Rhetoric/Persua
..continuation from Mini-lesson of
yesterday but more in-depth on ..Working on organization in an essay ..review how to
..analytically fill out accompanying ..analytically fill out accompanying ..analytically fill out accompanying research and preparation before ..Working on writing an effective ..Working on effective editing and how to organize ideas in a persuasive wor
..read chapter 22 …read Chapter 25 …read Chapter 28 ..read chapter 31 worksheet worksheet worksheet …planning, specific quotes etc. …planning, specific quotes etc. writing intro paragraph techniques and how to revise paragraph voices show ou
..continuation from Mini-lesson of
..give 10 minutes of time at the end of ..give 10 minutes of time at the end of ..give 10 minutes of time to finish up yesterday but more in-depth on ..working on writing an effective ..modelling and practise with
class to work on the worksheet class to work on the worksheet worksheet planning conclusion paragraph effectiveness tests
3. Notable figures (have
activity/handouts/presentation 3. Mini-lesson on applying theory to 3. Mini-Lesson on Conventions of 3. Class discussion of all TKAM and 3. Mini Lesson on How to use ..modelling and practise with 3. Intro to Jury Debate/Four Corners
prepared) everyday events/news Writing feelings as wrap up 3/4. Storyboarding in Class references/citations effectiveness tests Activity 3/4. Work on E
3. Class discussion of 3. Class discussion of 3. Class discussion of
…look at everyday news stories and techniques/themes presented in the techniques/themes presented in the techniques/themes presented in the …in-text citations, references, and ..Show how they can use their essay
…discuss life of Atticus Finch discuss how they relate to theory movie movie movie ..students will have time to work 3/4. Storyboarding in Class where to add the citations 3. Work on Essay in Class structure to modify it for the Debate ..students will h
..use FNMI news articles as examples
and have students focus on these 4. Introduction to Storyboarding ..student meetings and desk ..student meetin
…discuss life of Thompson Highway issues 4. Mini-Lesson on Viewing Film Assignment appointments ..students will have time to work ..review of what they already know 3. Mini Lesson on Writing itself ..students will have time to work appointments
..how to write effectively (not pausing
..student meetings and desk all the time, having an effective plan ..student meetings and desk
…discuss life of Martin Luther King 4. Exit Slip 4. Exit Slip 4. Mini-Lesson on Brainstorming appointments etc.) appointments 4. Mini Lesson on Writers Voice
..how do you feel about the movie so ..what do you predict will happen at ..geared towards brainstorming for ..review of tone and voice in an essay 3/4. Work on J

ADDITIONAL RESOURCES any questions they may have ..like we did in ED 3601 Period Period ..students will have time to work different audiences? 4. TKAM in class (outloud myself) 4. Life Map in Class 5. Life Map in Class 5. Life Map in Class far? the end of the movie? our essay 3/4. Work on Essay in Class 4. Work on Essay in Class and how these things can help/hinder Corners Presen
..student meetings and desk
..inquiry question ..on "The Beauty of the Reserve" 4. Lit theory ..students will have time to work ..students will have time to work appointments ..read chapter 19 4. Intro to Life Map ..students will have time to work ..students will have time to work ..students will have time to work ..Comprehension ..Comprehension ..students will have time to work 3/4. Work on Essay in Class ..students will have time to work 4. Work on Essay in Class 4. Exit Slip ..students will h
..Archetypal theory, explain, discuss ..student meetings and desk ..student meetings and desk ..student meetings and desk ..student meetings and desk ..student meetings and desk ..student meetings and desk ..student meetings and desk ..how do you feel about your essay so 4. Class Discussion and Activity on ..student meetin
LYRICS ASSIGNMENT ..assignments and model appointments appointments 4. Exit Slip ..discuss requirements of assignment appointments appointments appointments 5. Intro to Essay appointments ..students will have time to work appointments ..students will have time to work far? Peer Editing appointments
..what do you predict will happen …do practice life map from the ..student meetings and desk ..student meetings and desk ..switching one paragraph to edit with
5. Intro to Lit Theory ..Discuss how it relates to the song 5. Exit Slip next? 5. Exit Slip people we have discussed already appointments appointments a random partner
..tie back to "The Beauty of the ..discuss how it relates to "The ..do you believe in streaks? Why or ..what are your thoughts about Mr. 6. Mini-Lesson on Pre-Writing
DISCUSSION 4. Intro to Poetry Journals Reserve" Beauty of the Reserve" 5. Exit Slip 5. Exit Slip why not? ..comprehension Gregory's stories? 5. Exit Slip 6. Exit Slip 6. Exit Slip Essays 5. Exit Slip 5. Exit Slip 5. Exit Slip
..what does "Tom was a dead man the ..how do you feel with the course
…start with Reader's Response minute she opened her mouth" mean ..how did this chapter leave you …overall how did the novel make ..what have you chosen for your load? Is there anythign I can do to ..is there anythi
..hand out and explain theory, explain and model ..Who/What is a benefactor? Why? ..Why is it a sin to kill a mockinbird? ..comprehension ..have you done the readings ..comprehension 5. Exit Slip to you? feeling? you feel? …research techniques theory and texts? 5. Exit Slip help? 5. Exit Slip 5. Work on Essay in Class your presentatio
…what does injustice feel/look like to ..on a scale of 1-10 how do you feel ..what do you feel like you are
LIFE MAP ..first prompt: What makes you, you? 4. Intro to Lyrics Activity ..comprehension ..comprehension ..have you done the readings ..have you done the readings you? ..comprehension ..comprehension ..comprehension …planning ..comprehension about your effort in this class? struggling with for this essay ..students will have time to work
..student meetings and desk
6. Exit Slip: ..hand out and explain ..have you done the readings ..have you done the readings ..comprehension ..have you done the readings ..have you done the readings ..have you done the readings appointments
STORYBOARDING ..give students time to begin to work
ASSIGNMENT 5. Intro to Exit Slips ..How do you feel about poetry? on this ..have you done the readings 6. Storyboarding in class
..prompt: What is your biggest
concern about me/this course? ..comprehension of first chapter ..students will have time to work 6. Exit Slip
..student meetings and desk ..do you feel like you are a good
ESSAY 5. Exit Slip: appointments public speaker?
..how has Maycomb conditioned it's
residents? Is it similar to here?
JURY DEBATE ..comprehension of reading 7. Exit Slip
…what is something you wish to
..have you done the readings? work on with the rest of the unit?
..comprehension ..comprehension
TIME CONCERNS:
..ADD any activities deemed ..ADD any activities deemed
necessary that were cut from previous necessary that were cut from previous …cut time from Children's book …Chapter 19 if Mr. Gregory wants …take time from the notable figures …take time from discussion on …ADD walk the line activity to add …ADD walk the line activity to add ..take time from class discussion of … add anything that we have missed … add anything that we have missed … add anything that we have missed … add anything that we have missed ..add anything that students need to be ..add anything that students need to be ..add anything t
..cut group building activity ..cut time from tea party ..cut time from lyrics activity days days ..cut time from Lyrics activity discussion to speak for longer and send things home everyday news and theory to news …take time from life maps ..take time from life discussion to classroom community to classroom community movie in the last little bit! in the last little bit! in the last little bit! in the last little bit! successful successful successful
..read TKAM alone/sped up on ..read TKAM alone/sped up on ..cut time from discussion of ..read TKAM alone/sped up on ..read TKAM alone/sped up on ..read TKAM alone/sped up on ..read TKAM alone/sped up on ..read TKAM alone/sped up on ..add anything that students need to be
..cut poetry journals ..cut how to read mini-lesson ..cut time from lyrics discussion Audible instead of outloud by myself Audible instead of outloud by myself Symbolism Audible instead of outloud by myself Audible instead of outloud by myself Audible instead of outloud by myself Audible instead of outloud by myself Audible instead of outloud by myself …take time from life map ..take time from worksheet successful
..read TKAM alone/sped up on ..read TKAM alone/sped up on ..read TKAM alone/sped up on ..read TKAM alone/sped up on ..take time from Brainstorming mini-
Audible instead of outloud by myself Audible instead of outloud by myself Audible instead of outloud by myself Audible instead of outloud by myself lesson

Will be sent in separately as so you can actually read it

HOMEWORK:
Essay First Draft due tomorrow
(must have at least two body One paragraph for peer-editing Meet with your Jury group to begin
..read TKAM chapter 2/3 ..Read TKAM chapter 5/6 ..read TKAM chapter 8/9 ..read TKAM chapter 11/12 .. read TKAM chapter 14/15 …read TKAM chapter 17/18 …read chapter 19 if not done in class …read TKAM chapters 23/24 … read TKAM chapters 26/27 …read TKAM chapters 29/30 Life Map Due Tomorrow! Worksheet due tomorrow! Worksheet due at the end of class Essay Outline Due tomorrow! Storyboard due tomorrow! paragraphs) excersise due tomorrow to look at your ideas together Essay Due Tom
Work with you
Lyrics Activity Due Tomorrow! …read TKAM chapters 20/21 Choose essay theory and texts! proposed speec
DUE DATES:
FORMATIVE worksheet from Everyone has to have met with me at Essay First Draft due (must have at One paragraph for peer-editing
Lyrics Activity Life Map Activity THUG Essay theory and texts chosen/due Essay Outline Due Storyboard Due least once during desk appointments! least two body paragraphs) excersise due
GLOS/SLOS:
1. Students will listen, speak, read, write, view
and represent to explore thoughts, ideas,
feelings and experiences.
2. Comprehend literature and other texts in
oral, print, visual and multimedia forms, and
respond personally, critically and creatively.
4. Students will listen, speak, read, write, view
and represent to create oral, print, visual and
multimedia texts, and enhance the clarity and
artistry of communication.
1.2.1.a – Consider new perspectives: describe
personal responses to new perspectives,
appraise whether such responses contribute to
or inhibit understanding, and identify
influences that have contributed to such
responses
1.2.1.b - Consider new perspectives: identify
own ideas, perspectives and interpretations
and evaluate them for depth of explanation,
evidence or support; and consider the ideas,
perspectives and interpretations of others to
broaden own understandings when exploring
and responding to texts
2.3.1.a - Connect self, text, culture and milieu:
identify and consider personal, moral, ethical
and cultural perspectives when studying
literature and other texts; and reflect on and
monitor how perspectives change as a result of
interpretation and discussion
2.3.1.b – Connect self, text, culture and milieu:
respond personally and analytically to ideas
developed in works of literature and other
texts; and analyze the ways in which ideas are
reflected in personal and cultural opinions,
values, beliefs and perspectives
2.3.1.c- Connect self, text, culture and milieu:
compare choices and motives of characters and
people portrayed in texts with choices and
motives of self and others
4.1.1.a -Assess text creation context: reflect on
the purposes for text creation [for example, to
inform, explain, persuade, entertain or inspire]
and on own motives for selecting strategies to
engage an audience [for example, to
communicate information, promote action or
build relationships]; and consider potential
consequences of choices regarding text
creation [for example, follow-up action may be
required to clarify information, a position may
need to be defended and opposing viewpoints
addressed, and tone and style must be
appropriate for intended audience]

*
4.1.3 – Develop content
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Annotated Resources

Belcourt, Billy-Rae. “The Terrible Beauty of the Reserve.” The Walrus, 7 June 2018,

thewalrus.ca/the-terrible-beauty-of-the-reserve/.

I specifically spent time looking for a contemporary Indigenous poet before settling

upon Belcourt. Belcourt – a queer Indigenous Albertan PhD candidate, captures the

startling contrasts between the romanticised notions of youth and the realities that many

Indigenous youth face upon reserves. This poem in particular seamlessly blended

modern Indigenous identity and relatively common youth past times, while highlighting

the differences in identity between non-Indigenous and Indigenous youths. I am drawn

to this poem as it not only is a great addition to inclusive repertoire, but it is also an

example of free-verse and free-form poetry that students often struggle to understand

and replicate.
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Billie Holiday. Strange Fruit, Atlantic SD 1614, www.youtube.com/watch?v=c52ElU5tQNo.

Strange Fruit is a haunting old-age jazz song depicting a hanging tree, a sight often seen

in the early 20th century. The minor cadence and frightening lyrics provide an accurate

representation of the deadly racist activities that occurred. I plan to use this song as a lead

into the lyric assignment, as we shall be examining the song without the lyrics at first

without any context. This song is both a great prelude for the lyric assignment, but as a

prelude to the novel To Kill a Mockingbird.

Jordan-Fenton, Christy, et al. Not My Girl. Annick Press, 2014.

In Not My Girl a mother struggles to reconcile her memories of her daughter with the

daughter who has returned from a year at residential schools. Without the pieces of her

daughter that she remembers and cherishes (such as her long beautiful hair), the daughter

struggles to find a place in her family again. Using this text, I shall be able to

communicate to my students how one’s experiences shape how they view others, and

begin to draw connections between the texts and the overarching inquiry question of the

unit.

Lee, Harper. To Kill a Mockingbird. Harper Collins, 2006.

In To Kill a Mockingbird, Lee explores the idea of justice in the time of blatant racial

inequality to which the novel is subject to – even to this idea. By exploring the novel’s
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interaction with deep set ideologies, courage and compassion, students will be able to use

the novel to draw similarities between their own rural lives and some of the class/racial

struggles that are seen in the novel. I particularly chose this text as it remains one of my

all-time favorite novels and as I believe that this book, no matter the social context, can

be applied to teach compassion and understanding.

Gregory, Doug. “Growing Up in the South.” 2019.

As a part of this unit plan, I have asked my own high-school English 10-1 instructor, Mr.

Doug Gregory, to speak on his experiences growing up in the southern region of the

United States of America. A draft dodger born to a high-ranking military official, Mr.

Gregory speaks on his experiences of growing up, realizing that he did not have to be

who his parents and community wanted to be, and his encounters with racism the day

after Martin Luther King was murdered. Mr. Gregory provides not only a link between

my unit theme and To Kill a Mockingbird, but also serves as an inspiration to me as a

teacher.

Wells, Audrey, and Angie Thomas. The Hate U Give. Twentieth Century Fox, 2018.
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The Hate U Give is a powerful screen adaptation of Angie Thomas’ popular and hard-

hitting novel. This crime-based drama focuses on racial identity and the struggles with

identity while remaining true to who you are. Additionally, this adaptation focuses on the

concept of contemporary justice issues, like the Black Lives Matter movement. Not only

is it an extremely powerful and popular novel that arose in 2017 but is a story that

remained exceedingly popular into 2018 resulting it it’s film adaptation. I believe that this

film is a great pair with Lee’s To Kill a Mockingbird, as its contemporary and modern

partner.

Assessment Plan

ED 3604 – Evaluation of Student Subject Area English Language Arts

Learning Grade Level 10-1
Unit Assessment Plan Topic Personal experiences shaping
worldviews
Erin Yaremcio Length of Unit 25
(days)
Desired Results
Established Goals – GLO(s):
-GLO 1) Students will listen, speak, read, write, view and represent to explore thoughts,
ideas, feelings and experiences.
-GLO 2) Comprehend literature and other texts in oral, print, visual and multimedia forms,
and respond personally, critically and creatively.
- GLO 4) Students will listen, speak, read, write, view and represent to create oral, print,
visual and multimedia texts, and enhance the clarity and artistry of communication.
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Understandings: Essential Questions:

Students will understand that… -To what extent do our personal experiences
-Their worldviews are a result of their shape our views of others?
experiences and that others’ worldviews are a -Are we products of our environments or are
result of their experiences. Thus, all worldviewswe able to determine our own identity? Can
should be respected. we change our own worldviews and/or change
-Worldviews can be changed through new the worldviews of others?
experiences. My classroom is a safe, -Where do different worldviews come from?
nonjudgmental environment in which all Where did our own personal worldview come
students can experience and experiment with from?
new worldviews. -What happens when worldviews are
different? Is there such a thing as a right or a
wrong worldview?
Prior understandings… Students will be able to…
-ELA is not just about reading and writing – it -Draw upon their own experiences in order to
can also be experienced through multiple self-reflect through daily poetry using writing
modalities. log prompts that tie back to the idea of
-Worldviews are composed of our beliefs, formative identity.
experiences and biases as well as many different -Examine and explore poetry (the different
things. Worldviews are similar to identity but kinds of poetry, and how poetry has meaning
different in the aspect that worldviews make up that is both personal and environmental).
identity and influence identity, not vice versa. -Analyze how their own opinions are formed.
-See Unit Rationale for a comprehensive list of -Explore how the environment influence
concepts that the students have already studied. worldviews.
-Examine to what extent the environment
determines our worldviews. Students will also
be able to analyze their own autonomy/destiny
that coincides with worldviews.
-Explain what a world view is, how a
worldview is formed, and how conflicts occur
because of worldviews.
-Play, explore and grow confidence in their
writing abilities, especially in poetry.
-Examine and analyze conflicts in culture (past
and present) and how they are influenced by
worldviews.
-Explore multi-modal creations as a form of
literacy.
-Show how their life experiences have
influenced their worldviews and who they are
today.
-Use prior knowledge of storyboarding,
symbolism and metaphor to create a small
comic strip that relates to the unit topic.
-Analyze critical literary theories and examine
how they interact with the texts.
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-Use an analytical approach to write a

persuasive essay on the unit’s overarching
question.
-Present, in a debate/jury style, how different
literary theories would interact with the texts
read in class.
-Explore music as poetry and the meaning
behind music lyrics and how meaning is
created through the expression.
-Explore notable figures and their lives and
how their experiences shaped their lives.

Where does this lead?

-This will lead to an understanding of multiculturalism, identity and globalization.
-Students will feel more comfortable when interacting with others whose experiences are
different.
-Students will be able to understand the differences in opinions that lead to conflicts. Students
will also be able to comfortably listen to both sides of a story in order to understand a conflict.
-Students will have fostered empathy for others by understanding how differences are created
through experiences.
-Students will be able to examine their own biases and recognize the biases of others.
-Students will feel more comfortable with different styles of expression and will be able to
understand that all behaviour is communication.
-Students will develop a critical approach to literacy and life.
-Students will begin to foster their own self-reflection skills in order for personal growth.
-Cross-curricular connections with Social Studies and CALM.
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Assessments
THUG Essay Essay Essay Peer- Essay Question for Presentation Exit
Daily Who Am
Music Story Viewing Topic Outline Editing Rough Final Jury/Debate on Lit Theory Slips
Poetry I Life
Title Lyrics boarding Worksheet and (W) Paragraph Draft Essay (O/R) (O) (W)
Journal Map
Learning (W) (R)
(O) (R) (W/R) Texts
(W)
(W) (W) (W)

Outcomes Type F/S S S S F F F F F S F F F

(Formative/ (complet
Summative)
e)
10 5 5 10 N/A N/A N/A N/A N/A 35 N/A 35 N/A
Weighting

1.2.1.a – Consider new

perspectives: describe
personal responses to
new perspectives,
appraise whether such X
X X X X X X X
responses contribute to X X
or inhibit understanding,
and identify influences
that have contributed to
such responses
1.2.1.b - Consider new
perspectives: identify
own ideas, perspectives
and interpretations and
evaluate them for depth
of explanation, evidence
or support; and consider X X X X X X X X X X X
the ideas, perspectives
and interpretations of
others to broaden own
understandings when
exploring and
responding to texts
2.3.1.a - Connect self,
text, culture and milieu:
identify and consider X X X X X X X X
personal, moral, ethical
and cultural perspectives
 Yaremcio | 16

when studying literature

and other texts; and
reflect on and monitor
how perspectives
change as a result of
interpretation and
discussion
2.3.1.b – Connect self,
text, culture and milieu:
respond personally and
analytically to ideas
developed in works of
literature and other texts; X X X
X X X X X X X X
and analyze the ways in
which ideas are
reflected in personal
and cultural opinions,
values, beliefs and
perspectives
2.3.1.c- Connect self,
text, culture and milieu:
compare choices and
motives of characters X X X
X X X X X X X X
and people portrayed in
texts with choices and
motives of self and
others
 Yaremcio | 17

4.1.1.a -Assess text X X X X X X X X

creation context: reflect
on the purposes for text
creation [for example, to
inform, explain,
persuade, entertain or X X X
inspire] and on own
motives for selecting
strategies to engage an
audience [for example, to
communicate
information, promote
action or build
relationships]; and
consider potential
consequences of choices
regarding text creation
[for example, follow-up
action may be required to
clarify information, a
position may need to be
defended and opposing
viewpoints addressed,
and tone and style must
be appropriate for
intended audience]

4.1.3 – Develop content X X X X X X X X X X

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Assessment Tool Overview

Assessment Assessment Assessment
Assessment
Brief Description FOR AS OF
Tool
Learning Learning Learning
Students will be given a prompt
at the beginning of each class
(whether it is related to the topic
of the day or is unrelated) and
time to write in their personal
poetry journal. This poetry
journal will be a place for
students to write poetry in any
Daily Poetry
form that they choose (example: X X
Journal
free form, prose, rondo, journal
etc.). This is a space for students
to safely explore their identity
and a different form of writing,
as well as this is a completion
based assessment – so if the
students complete their entries
daily, they receive full marks.
Students will, after examining
the lives of notable figures, draw
a timeline of their own lives.
Exemplars will be shown in
class beforehand. By doing so,
Who Am I Life students will be able to see the
Map formative experiences in their X X
lives that have influenced their
worldviews. Additionally, by
drawing their own timelines,
students will be able to see how
a difference in worldviews is
because of differing experiences.
 Yaremcio | 19

After skyping with Mr. Doug

Gregory in which he relays his
experiences growing up in the
United States with segregation,
and after listening to Billie
Holiday’s version of Strange
Fruit students will find three
examples of music lyrics that
relay experiences, and with a
fourth song will change the
lyrics to reflect the stories of
Music Lyrics X X
Billy-Rae Belcourt, Emmett Till,
the characters in the texts,
examples from class, etc.
Students will write an 100 word
annotation for each song they
chose and the issue that the song
is written about. Students will
focus more on meaning and
creating meaning through words,
with less of an emphasis on
musicality and musical form.
Students, while watching the
film, will answer critical inquiry
questions about the themes and
techniques. The assignment is
THUG Viewing
formative and I believe that it X
Worksheet
will allow students to focus on
what they know and how they
can incorporate these elements
into their own storyboard.
After examining elements of the
movie, students will use their
knowledge of film to create a
six- panel storyboard
Storyboarding surrounding one of the stories X X
studied in class. Students will be
marked on their effective usage
of these thematic techniques to
tell a story.
Students will, on their exit slip
of the day, detail what their
Essay Topic and essay will be centered on (which
X
Texts theory they have chosen, and
which material). This will allow
me to see if there is a natural
 Yaremcio | 20

inclination towards a topic, or

away from one.

Students will meet with me

during the work time provided to
go over their essay outline. I will
be looking for things such as
supporting details they wish to
include, incorporation of theory
and material, connections
Essay Outline between material and theory, and
X X
overall flow of essay. Though
this is a formative assignment, it
will allow me to see which of
my students are struggling with
organization and planning, and
then I can intervene either in-
person or through focusing my
mini-lessons.
In this formative assignment,
students will print off one
completed paragraph to go over
with a partner. With the partner
they will examine the paragraph
for common grammatical
mistakes, as well as overall flow.
Essay Peer-
Students will use, after I model
Editing X X
for them, techniques of peer-
Paragraph
editing from Gallagher. Not only
will I be able to see how my
students are with editing
another’s work, but it will also
allow my students to see the
effectiveness and usefulness of
editing.
 Yaremcio | 21

For the Essay Rough Draft,

students must have completed at
least two body paragraphs, with
one being already edited.
Students will meet with me
during the work time provided in
one-on-one conferences to go
over their essay. I shall be able
to see which students are
following their essay outline,
Essay Rough and to see which students are
X X
Draft really struggling or falling
behind – allowing me to fine-
tune interventions if deemed
necessary. My students, by
having the Essay broken up into
so many parts, should not feel as
overwhelmed or daunted by the
essay, and should instead feel
the logical scaffolding provided
has helped them achieve this
outcome.
After examining literary theory,
students will write a persuasive
essay over the course of two
weeks using a theory of their
choice and connecting this
theory to a text we have studied
in class. Theory will be chosen
Final Essay X
from a choice of four kinds of
theory and with a single
theoretical text only. This
persuasive essay will not only
examine cross-textual elements
but will do so through the
focusing question of the unit.
Students will, on their exit slip
of the day, write an insightful
question to add to the Jury
Debate on Lit Theory. The
Question for
questions that are student X
Jury/Debate
formulated will be used to create
discussion, and to insight careful
examination of theory and
literature.
 Yaremcio | 22

After students have written their

final essay using their chosen
theory, they will be given time to
adapt their essays into a short
presentation debating the
question of “Is there such a thing
as a right or a wrong
worldview?”. The classroom
will be set up as a court-room
Presentation on
style debate. Students (within X X X
Lit Theory
their theoretical groups) will
present together as a group (each
student will have to talk for at
least one minute). Students will
be graded on the persuasiveness
of their presentation and the
many cohesive pieces of
evidence used to make their
point.
At the end of each class, exit
slips will be used to assess
students understanding of the
material covered in class, how
much they liked it, and how
much of the reading they have
Exit Slip X
done. Additional questions may
be asked depending on the topic
of the lesson. They will be
anonymous to allow students to
answer honestly without fear of
judgement.
 Yaremcio | 23

First Day Lesson Plan

Lesson
Introduction to Unit Date Day One
Title/Focus
Subject/Grade Time
English 10-1 60 minutes
Level Duration
How do our personal experiences shape
Unit Teacher Erin Yaremcio
our views of others?

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. Students will listen, speak, read, write, view and represent to explore thoughts,
Learning ideas, feelings and experiences.
Outcomes:
4. Students will listen, speak, read, write, view and represent to create oral, print,
visual and multimedia texts, and enhance the clarity and artistry of
communication.
Specific 1.2.1.b - Consider new perspectives: identify own ideas, perspectives and
Learning interpretations and evaluate them for depth of explanation, evidence or support;
Outcomes: and consider the ideas, perspectives and interpretations of others to broaden own
understandings when exploring and responding to texts

4.1.3 – Develop content

LEARNING OBJECTIVES
Students will:
1. Understand the purpose of poetry journals
2. Understand the purpose of exit slips
3. Examine artefacts from the Unit Overview Box and determine categories that may/may
not fit into our unit inquiry question
ASSESSMENTS
Observations:  Students are comfortable interacting with each other and with
myself.
Key Questions:  How do our personal experiences shape our views of others?
 What can I do to make you feel more comfortable/successful?
 What do you think this unit is going to be about?
 What could our main inquiry question be?
Products/  Students will complete a Self-Survey online for me to read and to
Performances: get to know my students better.
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
 Alberta Program of Studies  SMART board and my Laptop
 ED 3602 Classroom Games  Whiteboard markers and white board
 ED 3603 Unit Box  Student’s technological devices
 Self-Presentation
 Yaremcio | 24

 Poetry Journals, Sticky notes Exit Slip

Collection Bin
 Unit Syllabuses and Unit Overview Box
PROCEDURE
Prior to lesson Have one of the “To Kill A Mockingbird” memes on the SMART
board. Have the link to the Survey Monkey Quiz written on the
whiteboard.
Introduction Time
Getting the Class As the class comes in, introduce yourself to each student
Settled as they enter and greet them with a high-five/handshake if
2 min
appropriate (feel the energy of the students first and ask for
permission).
Body Time
Get to Know Me/ Gather attention to myself at the front of the classroom.
Get To Know You Introduce myself and show my life via the little
presentation I have prepared beforehand. Ensure that
students understand that I am here to help and to cultivate
joy for learning. Answer any questions that students may
have.

Transition to student surveys. Talk about how these surveys

will help me get to know the students, and that any and all 15 min
information will be confidential. Have students take out
their technology and enter in the survey URL to complete.
Once they are done the survey, they can sit and chat quietly
amongst themselves.

Call attention back to myself. Thank students for

completing surveys. (If time permits, start a small group
bonding activity such as the line game from ED 3602).
Classroom Rules Go over the classroom rules and expectations that I would
and Expectations like students to keep in mind. Tell students that I will be
available before school and at lunch if they ever need
someone to talk to – and that if I’m not available I will let
5 min
them know ahead of time. Go over personal technology
expectations. Ask students for their feedback and
suggestions for more rules and expectations of each other
and of me! Write down everything on the board.
Unit Discovery Box Bring out the Unit Discovery Box. Have students pull out
the different objects in the box and write them down on the
board (use student helpers). In small student-chosen
groups, have students group the different objects into 20 min
categories. Allow for time to discuss in the small groups
before each group answers with what kinds of categories
they created – while they are working on this, walk around
 Yaremcio | 25

the classroom and notify those that you will call on, that
they will be called on. Have students in a large group
discussion try to determine what the unit will be about –
not just the texts and types of assessments we will be
doing. At the end, ask open ended questions to further
student inquiry and transition without much explanation to
the unit overview/syllabus (see Unit Overview/Syllabus)
Unit Overview/ Go over unit syllabus and overview and tie concepts, texts
Syllabus and assessments back to the objects in the Unit Discovery
Box. Answer any questions that students may have about
the unit syllabus. Elaborate on any concepts that they are
5 min
having issues with. Ensure that students know what is
coming, and that more information about the projects will
be coming soon. Answer any questions that students may
have.
Intro to Poetry Introduce poetry journals. Calm any fears that students may
Journals have about writing poetry. Explain that these journals and
the prompts are not for me, but for them. Students do not
have to explicitly write poetry everyday – they can write
anything they need/want to – as long as they are writing.
5 min
Ensure that students know that they will be writing in these,
and they will be kept with me, and I will not read them
without permission. Tell students that tomorrow I will be
handing these journals out. Answer any questions that
students may have.
Intro to Exit Slips Introduce exit slips and explain how they will help me
understand where the students are in their comprehension
of that day’s lesson. Demonstrate, by drawing an enlarged
sticky note on the board, and writing the areas of where the 5 min
different concepts should be. Highlight that these are all
anonymous so they can be as truthful as they want! Answer
any questions that students may have.
Closure Time
Exit Slips Hand out the sticky notes, write out the concepts on the
enlarged sticky note on the board. As students are leaving
have them place the sticky note in the collection bin by the
door. 3 min

Today’s concept: What is your biggest concern about

me/this course?

Reflections from
the lesson
 Yaremcio | 26

Connections to Other Areas of Curriculum

It is essential that students are able to grasp the relevance of this unit, as the topic of

multiculturalism and identity are a key component to the grade ten social studies curriculum

surrounding globalization. Additionally, students are enrolled in Career and Life Management

(CALM) and are examining their future identities and this unit plays in well with many CALM

objectives. I would recommend a cross-curricular study (especially around the news articles)

with social studies and day-to-day issues. Although it would be perfect to have the CALM unit

on identity at the same time as this unit, I realize that the identity unit is often one of the first

units covered in CALM. Therefore as long as students are able to make the connection between

the lessons and inquiries of our English 10-1 unit to their CALM objectives, I feel that there is no

need for a cross-curricular study.