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Understanding By Design Unit Template

Title of Unit

Doing the Right Thing

Grade Level

Nine

Subject

ELA 9A

Time Frame

14 Days

Developed By

Tanya Smithson

Stage 1 - Identify Desired Results

Broad Areas of Learning How are the BAL incorporated into this unit?

Goals of Unit Students will understand that doing the right thing involves continually reflecting on their own beliefs and values and that as engaged citizens they have a responsibility to themselves and society to engage in productive and meaningful interactions and behaviours as a member of society. Students will understand that historically our society has not always done the right thing and that collectively we all have a responsibility to understand what happened and find ways to be a part of the solution and healing. Students will understand that conflict is normal aspect of life and that when conflict is handled in a positive and positive way it can lead to personal growth and stronger relationships. Students will recognize important skills in conflict

resolution include emotional control, reflective listening, respect of differences and effective communication of their own perspective.

Students will

 

develop an understanding of cultural and religious factors that affect how people interact with each other and how they address and manage conflict.

Recognizing cultural differences within relationship expectations and management will allow students to view conflict from different perspectives and

understand different ways of knowing and being.

At the end of this unit students will be able to create a multimedia presentation that demonstrates

their understanding and clear representation of the elements of a story (character, setting, theme, plot and conflict) and be able to provide a more detailed explanation and analysis of several different types of conflict within the story using a variety of media formats (text, pictures, sound, video, animation).

Lifelong Learners Throughout the unit students will gain understandings, skills and strategies including: reading, interpreting, summarizing and applying skills to real-life situations to become more competent and confident language users. Students will bring prior knowledge and understanding and expand and challenge their current ways of thinking as they respond and evaluate different perspectives, challenging situations and their own social responsibility. The students will explore, express, discuss and share their understandings as they engage with the readings and material and challenge their own

responses and ways that they have come to understand themselves.

Students will begin to recognize that they can be agents of change and work

 

towards a more equitable and just society by engaging in learning and exploration that encourages a deeper understanding, which facilitates active

engagement with issues related to oppression/racism/intolerance of minority groups.

 

Developing a Sense of Self and Community Through the unit students will be interacting with each other utilizing the English language and building a sense of self and community within the classroom and the larger picture. Within the unit students will use the language as well as the content provided to explore and develop a deeper sense

of themselves as well they will continue to explore and reflect upon who they want to be in the future. Students will continue to explore how their own knowledge, perspective and experiences shape and define who they currently are individually but also as a part of the community and world that they

live in.

Through exposure to cultural differences in relationship building, maintenance and conflict resolution students will have a much broader

 

perspective and understanding of the community and wider society that they live in, becoming more effective in their own ability to be active agents of

tolerance and change.

 

Developing Engaged Citizens Throughout this unit students will begin to understand how language enables them to make a difference in their personal, peer, family and community lives and relationships. This unit allow the students to take control of their English education and apply it to social issues including those that involve conflict and challenges and understand that they have impact and potential to make a different and create positive change.

Cross curricular Competencies How will this unit promote the CCC?

Developing Thinking Throughout this unit students will students will be able to examine conflict through thinking contextually, critically, and creatively. Students will engage in dialogue and discussions using the readings and personal experiences to explore and challenge their understandings of what impacts their choices. Students will use their language and critical thinking skills to make sense of information, experience and ideas by engaging contextually, critically and

. Students will explore ideas and issues of identity, social responsibility and diversity

in order to develop an understanding of valuing and caring for self and others based on human diversity, rights and responsibilities.

abstractly

from their own perspective and the perspective of others

Developing Identity and Interdependence

Throughout the unit, the students will explore and deepen their identity and understanding of interdependence and how we as individuals are connected to other people through our shared experience of being human. Students will explore their own understanding of what it means to value, care and respect others and the natural world they live in. Students will use moral reasoning processes, engaged communitarian thinking and diagloue with others to explore material from their own social responsibility framework.

Developing Literacies

Through use of a variety of literacies (reading, speaking, writing, listening,

the process of exploring their own knowledge and understanding of self and others and reflect on their understanding of their own interrelated responsibility to themselves, others and the environment.

visual, informational, critical, cultural/intercultural

) students will engage in

Students will expand and further develop their skills at reading, listening to and interpreting literature as well as actively engage in developing their foundational skills and understanding of effective communication through writing as well as other forms of media.

Learning Outcomes

What relevant goals will this unit address?

(must come from curriculum; include the designations e.g. IN2.1)

Use criteria to examine quality of own and others’ work.

Use criteria to examine quality of own and others’ work. CR9.1a View, listen to, read, comprehend,
Use criteria to examine quality of own and others’ work. CR9.1a View, listen to, read, comprehend,

CR9.1a View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

View, listen to, read, and respond to a variety of visual, oral, print and multimedia (including digital) texts that address the grade- level themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).

View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension and demonstrate response by: understanding the ideas, understanding, using, and evaluating the text structures and (language) features to construct meaning, responding to and Interpreting texts

CR9.6a Read and demonstrate comprehension and interpretation of grade-level appropriate texts including traditional and

CR9.6a Read and demonstrate comprehension and interpretation of grade-level appropriate texts including traditional and contemporary

prose fiction, poetry, and plays from First Nations, Métis, and other cultures to develop an insightful interpretation and response.

poetry, and plays from First Nations, Métis, and other cultures to develop an insightful interpretation and

CC9.1a Create various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

Create and deliver a variety of personal, literary, and informational communications, including poems, stories, personal essays, and oral, visual, written, and multimedia presentations (e.g., written explanations, summaries, arguments, letters, biographies) that address identity, social responsibility, and efficacy.

Create original texts to communicate and demonstrate understanding of forms and techniques.

Use speaking, writing, and other forms of representing to respond to experiences and to texts.

AR9.1a Assess personal strengths and needs as a viewer, listener, reader, representor, speaker, and writer and contributions to the community of learners, and develop goals based on assessment and work toward them.

Enduring Understandings What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now) What misunderstandings are predictable?

Essential Questions What provocative questions will foster inquiry into the content? (open- ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

Students will understand that Content specific…. Being human means to continually reflect and challenge our
Students will understand that
Content specific….
Being human means to continually reflect and challenge our own
preconceptions and filters by critically assessing, interpreting, challenging
and formulating our perspective and identity.
Effective communication is a necessary component of having a successful
life intra and inter personally, socially, educationally and professionally.
Empathy for others points of view allows us to approach and respond to
conflict in an effective and appropriate manner.
Effective communication (problem solving, conflict resolution, respectful
discussion, perspective taking etc.) is necessary in successful relationships.
What is the right thing? How do we know what the right thing is?
What causes conflict or makes something an issue?
What are ways I can deal with conflict?
What personal qualities help people deal with conflict?
What are characteristics of effective communication?
What are useful coping skills for dealing with challenges?
How do individuals or groups effectively resolve conflicts and issues?
How does my own perspective influence how I deal with conflict?
Cultural factors impact how people deal with conflict and relationships.
How does my culture impact how I respond to conflict? How others
People can view people from other cultures (negatively or positively) with
respond to me?
their own biases and beliefs.
How does societies norms affect those that do not fit in or adhere to
them?
How do cultural differences affect one’s acceptance? (others? Society?)
Related misconceptions…
-our own perspectives and identities are static and non-changing
-only one perspective or right solution to conflict
FNMI, multicultural, cross-curricular…
As a society we have not always done the right thing in our treatment of
others. Our responsibility as engaged citizens is to understand the past
as well as work to find ways to heal the future through compassion,
understanding, education, respect and acceptance.
It is important to work to understand and respect that people from
different cultures may have different perspectives, beliefs, traditions,
and understandings from our own.
Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-
requisite knowledge that students will need for this unit.
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will know
Students will be able to…
There are different forms of conflict we encounter in life and by developing
effective strategies for dealing with conflict we
Conflict, challenges and making choices are ongoing throughout life and
effective evaluative and decision making helps us engage more successfully
with life’s challenges. Challenge and conflict is inevitable.
Read, interpret and evaluate different forms of media that may differ
from their own perspective and look at ways of navigating through,
understanding and making decision within these challenges.
Recognize different types of conflict and present strategies to effectively
deal with and manage these situations or events.
By connecting observations, opinions, emotions and prior knowledge as well
as being open to new and different viewpoints, we can challenge our own
thinking and ways of being at a deeper level.
Recognize and develop different strategies to respectfully engage in
relationship and negotiate conflict with people who have different
beliefs, traditions, expectations and relational ways of interacting. (agree
to disagree, acceptance, tolerance, educating self on differences,
challenge own biases, thinking and beliefs)
Effectively use computer software to create a multimedia project which presents their own understanding, interpretation

Effectively use computer software to create a multimedia project which presents their own understanding, interpretation and perspective regarding a literary character.

 

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: Students will bring together their knowledge and understanding of how to evaluate literary works with a critical and evaluative lens looking at the different components of a story or work, and produce a multimedia representation of their understanding of one character by responding to and evaluating the conflicts and challenges he/she faces during the story. By including a personal reflection component, the student will explore and use their own lens of understanding to evaluate the character and the changes he/she undergoes. R: Students will be active explorers engaging in a variety of literary devices to engage with, interpret and explore challenges and conflict. A: The audience will be their peers and myself (classroom teacher). S: The students will critically reflect on the identity and experience of one character within a short story and prepare a multimedia presentation that demonstrates their understanding of the conflict, challenges and changes that the character encounters and undergoes throughout the story. P: The students will create a multimedia piece with a variety of different forms of media to present a coherent representation of a specific character in a story presenting an overview of the story and then focusing on the conflict and effectiveness of the resolution including personal opinion of the character/resolution.

What should students accomplish by completing this task?

R

Role

What role (perspective) will your students be taking?

A

Audience

Who is the relevant audience?

S

Situation

The context or challenge provided to the student.

P

Product, Performance

What product/performance will the student create?

S

Standards & Criteria for Success

 

Create the rubric for the Performance Task

Attach rubric to Unit Plan-(It is attached to the final assignment word document)

Other Evidence Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Student Self-Assessment How will students reflect upon or self-assess their learning?

Formative Assessment

 

- writing journal entries

-students will reflect on their own understanding through written and oral feedback from teacher -Students will engage in paired work, oral interviews, comprehension checks, as ways of reflecting on their own understanding of the different literary devices as well as their own exploration of personal views, biases and beliefs.

- in class discussions

written representations demonstrating understanding of concepts, ideas, literary devices

-

- answering comprehension questions

- written responses to scenario questions

- communication with classmates

 

- peer editing of their peers work

-students will engage in peer assessment as they work on final assignment

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?

Where are your students headed? Student will engage in deepening their understanding of responsibility to self, others and their world through reading, discussion and critical evaluation of their own thinking. Students will further develop communication skills through reading and discussing, listening and responding, reflecting and challenging as they engage with the material and take part in ongoing discussions. They will deepen their competencies as

effective writers with opportunities to engage with literary components.

Students will reflect upon their own biases and beliefs that impact them in their

relationships with others and begin to challenge their own biased reflexive thinking.

 

Where have they been? Students will continue to expand and hone their skills as effective learners that they have developed in previous schooling.

Students will reflect on their prior understanding of identity, relationships, and others and challenge themselves

Students will reflect on their prior understanding of identity, relationships, and others and challenge themselves to address limiting and biased thinking that

negatively affects their acceptance and understanding of others.

themselves to address limiting and biased thinking that negatively affects their acceptance and understanding of others.

How will you make sure the students know where they are going? Students will be given an outline at the beginning of the unit explaining and detailing their jobs as “learners” and what they will be working towards as a final project. At the beginning of each day students will be informed of where we have been (recap last days tasks) and where they are going (detail todays outcomes)

What experiences do the learners bring to the unit? Every student brings an independent and valid interpretation of their own life experiences which affect their perceptions and understandings. By engaging in respectful dialogue differences can be shared and explored which can lead to a broader and

more compassionate understanding for all students.

Creating a safe space for students to express different perspectives, understandings and beliefs will be

important as we move through this unit. Reminders of this “safe space” will be frequently presented.

 

How have the interests of the learners been ascertained? By choosing material that has a variety of themes and age appropriate issues and challenges the students will be able to engage in the material and discussions bringing their own point of view into the classroom experiences. Using technology will help engage students in an entertaining and educational way. Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed? For students requiring supports adaptations with specific groupings and accommodated assessment (if necessary) can be implemented. Revisions to the final assessment can be accommodated. Groupings can also be managed to accommodate students with different needs and abilities. For students who are from different cultures or religious backgrounds, each lesson will be introduced in a way that reminds students that any issues or problems with specific content/assignments can be addressed with me privately.

Learning environment:

In order to provide students, the opportunity to engage in conversations with peers that may have differing beliefs or

 

perspectives, I will allow students to make their own grouping for about half of the group/partner work and I will then require students to works with

 

“someone new” that they may never have talked with before. Prior to doing this I will make sure I have noted any problems (observed negative

 

interactions, personal conversations) and if there are difficulties with me making random groupings, I will ask that students come and talk to me before or

after class.

 

Where can this learning best occur? The classroom will be the main learning environment with different work groupings, discussion groupings and material presentation being used How can the physical environment be arranged to enhance learning? Flexibility to seating arrangements/desk arrangements can be utilized as needed to encourage engagement for all students. Opportunity to move around the classroom as students pair up will allow for students to have breaks from sitting.

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

Using pollev.com students will present their own ideas, questions, understandings about different concepts to be addressed in the unit. I will put up several questions and students will respond anonymously with single words. What is one challenge you face “being you”? How do you solve conflicts? Name one issue that you are faced with currently? What is the most important thing needed for effective communication?

Before beginning this “set” students will be reminded of the importance of being respectful and appropriate. Indicate that these questions are meant to be answered honestly, but serious or private issues would be better addressed in a private forum and if anyone needs help with something more personal that I can privately work with anyone to find support or help.

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?

#

1

Lesson Title

Conflict

Lesson Activities

(10 min) Show the Tangled video. What is the character experiencing? (looking for the answer of “conflict” or “conflict with self”). What other types of conflict? What is the importance of conflict? Has anyone experienced similar reactions or emotions to situations?

(Tangled Rapuzels Conflict)

(15 min) Show the conflict video.

Talk about the different types of conflict that people encounter. Examples? Write the different types of conflict on the board (internal/external, self vs self, self vs society, self vs other, self vs nature). -Conflict 101- -Why do we encounter conflict? -Is conflict more than just a disagreement? In what ways? -What happens when conflict gets ignored? Is this a strategy that is useful? When? -How do our own perceptions influence our responses to conflict? (culture, experiences, values beliefs)

-How might conflict be viewed/handled differently in different cultures? How would this affect how we

relate and interact with people from cultures that differ from our own? (personal space, context,

 

language/non verbal cues, relationship practices/expectations)

 

-Emotional reactions to conflict? (stress, anger, isolation, hopelessness) -How is conflict helpful to us? (opportunity for growth, learn appropriate assertiveness, build stronger relationship) Talk about other examples in literature or movies of conflict (little red riding hood, goldilocks, Mean Girls, batman)

(20 min) Pair up in groups of 2-3 and students complete:

conflict questions 1-7

and “conflict images worksheet”

filling out the types of conflict evident in each picture and paragraph.

(10 min) Discuss images together as class. Have students give answers for the types of conflict depicted. -Do we all agree on the type of conflict? Why or why not? -Can some situations have more than one form of conflict? -Would that affect how we choose to deal with the situation? -Do we use the same strategies for conflict resolution for all types of conflict?

(10 min) Show conflict management strategy video and discuss together as a class after.

What was the different between the two groups in how they solved the same conflict? What characteristics were apparent within the different groups? (anger, stress, negotiation, body language, compromise) - Interpersonal Core skills- Things that WE CAN PERSONALLY CONTROL; stress management (Stress and conflict), emotional regulation, non-verbal communication (information on Conflict Resolution Strategies and Skills sheet)

CCCs

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Resources

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Worksheet.docx

2 3 My conflict Story Allegory and doing the right thing (2 min) Tomorrow you

2

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2 3 My conflict Story Allegory and doing the right thing (2 min) Tomorrow you will

My conflict

Story

Allegory and doing the right thing

(2 min) Tomorrow you will write about your own experience with conflict. Right now think about a personal situation or event you have encountered. Tomorrow you will describe the situation, how did you handle it, how did it resolve? Do you think you were effective in your part of conflict resolution?

(6 min) Watch video “Conflict Resoulution: The Office”

Would this work for dealing with conflict? How was this effective or ineffective at dealing with the problem? What other methods would work for solving this conflict? (15 min) Discuss (Use Conflict Resolution Strategies Sheet for topics/questions):

- 5 Conflict resolution strategies (touched on in video)

- Key factors in conflict management

- Key issues and components of conflict

- Interpersonal Core skills; stress management (Stress and conflict), emotional regulation, non-verbal communication

- Healthy and unhealthy ways

(2 min) Introduce “Personal Conflict Story”.

Today we will write our own conflict stories. Think about a time you encountered conflict and how did you handle. Write an alternate ending for the story using one or two different strategies that you could have engaged in. (25 minutes) Students work on their conflict story (10 min) Students pair up and “interview” each other about their story using question template.

*Awareness that cultural differences in expectations around handling conflict due to one’s position, relational expectations, and context may result in a conflict experience that differs greatly from my

own perspective. Being aware of this as I provide feedback and assessment of this exercise/writing.

Exit slip (Bottom portion of the Personal Conflict Story Sheet): Hand in the questions you asked and filled out regarding your classmates conflict story

(2 min) Introduce tasks of the day. (12 min) Play short allegory video (1 min).

Double meaning? What’s going on the surface of the story and the political or social story. Who can think of some allegories in different books or movies? Review difference between allegory and symbolism. Talk about metaphor and simile.

Allegory and Symbolism Symbol: Concrete word or object that stands for and abstract idea

Heart=love

Dove=peace

Scales=justice

• Heart=love • Dove=peace • Scales=justice DT DII DL DT DII DL DS Conflict Resoulution

DT

DII

DL

DT

DII

DL

DS

• Scales=justice DT DII DL DT DII DL DS Conflict Resoulution “The Office” Video Allegory

Conflict

Resoulution

“The Office”

Video

Conflict Resoulution “The Office” Video

Allegory

Explained

Video

Allegory Explained Video Allegory of the Long Spoons Video

Allegory of

the Long

Spoons

Video

Conflict Resolution Strategies and Skills

Personal Conflict Story- Write, Pair, C

Allegory Graphic Organizer Riding th

Allegory: It is a form of a narrative (story that has a plot, characters, and
Allegory: It is a form of a narrative (story that has a plot, characters, and conflict),
• Story, fable, parable (bible), poem, short story,
• Takes one lesson or meaning and uses the entire TEXT to teach it.
• Acts as an extended metaphor to reveal a “hidden meaning”
• Allegory is a story that has two meanings.
1. Literal meaning: the actual story line
2. Figurative meaning: each of the characters and events stand for something else
• Fable: Tortoise and the Hare-
-Hare: people who are hurried, arrogant, prideful, talented,
-Tortoise: slow, wise, tenacious, does not give up
-Race: Life
Patience and perseverance pays off in the end
Difference between symbolism and allegory?
• Allegory: complete narrative/story. Follows the pattern throughout the story
• Symbolism: smaller and meaning can change. Item or word symbolises something else. Can
change and mean something else.
Difference between metaphor and simile
• Metaphor is when we say one thing IS another. I got lost in the oceans of his eyes (his eyes
are not real oceans)
• Simile uses “like” or “as”
(12 min) Video: Riding the Tiger by Eve Bunting.
(Use book if I can get it) Prior to watching have students keep notes about the story with respect to
symbol and allegory.
(5 min) Class discussion.
What was the story about?
Was there allegory in this story?
What was the allegory of the story? (possible answers: gangs, bullying, drugs, temptation, peer
pressure)
Have students decide on what they believe the story represents.
Can the story represent more than one type of allegory?
(20 min) Watch video/story again. Instruct students to write down specific images, quotes, events,
interactions, that support their understanding of the allegory in the story. The students will then work
in pairs and fill out the graphic organizer with the specific notes they take.
(2 min) Exit Slip: Watch 1-minute video of allegory of spoons and have students write down the
allegory in this story.

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2 min- What was the Allegory in the Long Spoon video from yesterday?

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4 images

Who are they?

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Who are they? DII
Who are they? DII

10

min- Using pollev.com have students respond to 4 different images (1. actor/homeless-Richard

DL

Gere, college student/serial killer/Craigs list killer-Philip Markoff, Medical doctor/tattooed, Man who is now homeless/has two master’s degrees in aerospace & physics) and respond with “who” they think the people are based on their looks. Remind students of appropriate answers. For students who do not have phones they can provide their answer to “elbow” partner if they want. After each image provide the students with the “real” description of the character shown. Discuss how perceptions affect us and others? Challenges? Why is it important to understand our own filters biases?

25

min- Read “On the Sidewalk Bleeding” to the class. Ask for volunteers to read paragraphs of the

story. Provide students with a hand out of questions that they will need to answer in their journal at the end of the story. Go through the questions. Discuss what a “round” and “flat” character is.

 

- Scar from Lion King is FLAT. He is mean and evil and does not change throughout the video

- Woody from Toy Story is ROUND. He is He’s an honest, loyal friend and a concerned leader However, he is not perfect. There are times when his flaws show through; he makes wrong decisions, gets jealous, can be selfish at times. Becomes a true friend to Buzz in the end. He is a complicated character!

15

min- Students will “make” their own journals for this unit. Have students take 7 sheets of loose leaf

paper, give them a plain piece of paper for cover, staple together. Students can make a “title page”

and decorate/colour it when they have completed their work or have free time. Have students pick a character from the story and answer the following questions in their “journal”.

 

1. How does the author develop the character?

 

2. Is this character “flat” or “round”? Flat Character is a character that presents one or maybe two personality traits and those traits stay static and unchanging no matter what happens in the story. Uncomplicated, predictable and can be simply summed up in a few sentences. Round Character is a well-developed complex character that has varied and sometimes contradictory traits. They appear as dynamic and cannont be summed up in a few sentences. They undergo change over the course of the story.

They appear as dynamic and cannont be summed up in a few sentences. They undergo change

3. Which minor character plays an important role in the story?

4. How do the characters advance the plot and conflict?

5

Gang Writing

 

DT

Realtor

(2 min)- show video of “joining a gang” realtor commercial. Responses? Accurate? Silly? Are there any accurate ideas presented in this clip? Can we learn to not make assumptions about people? What would be necessary in our own thinking/understanding to be able to do that?

DL

Joining Gang

DS

Video

to be able to do that? DL Joining Gang DS Video Bleeding On the Sidewalk Questions

Bleeding On the Sidewalk Questions

(25 min)- Pair up and complete questions from “On the Sidewalk Bleeding” (handout). After you have completed the questions, get into groups of 4 and discuss the questions and answers together. Prepare for brief class discussion afterwards by making note of:

Students

Journals

-places where you disagree with others -things that are still confusing or difficult to understand -questions you have regarding the story

On the Sidewalk Bleeding Short Stor

   

-effectiveness of the ending. -are all the characters important? -personal opinion of the story

 
    -effectiveness of the ending. -are all the characters important? -personal opinion of the story
 

Dear Diary Journal Entry OTSB.docx

(10 min) Class discussion - Are the issues within the story still relevant? (police, gangs, identity, loss) How has it changed in today’s society? Society/police treatment of “others”? What is happening in our world right now that makes this still relevant? Does the character truly change in the end? Can we change that quickly? What is involved in the change process?

(20 min) Journal response: Write a “Dear Diary” entry from the point of view of one of the character’s in “On the Sidewalk Bleeding” who encounters conflict. (15 min) “Dear Diary” Sheet

of one of the character’s in “On the Sidewalk Bleeding” who encounters conflict. (15 min) “Dear

Descriptive words

for Characters.pdf

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(2 min) Check in, questions from yesterday. Review todays objectives and activities.

DT

“Lantern” by

Lantern Poem

DII

Andrew

(5 min) Read the poem “lanterns”. Any ideas about what this poem is about? Write ideas on board. Hand out “it says, I say, and so”. Discuss the first one and do it together as a class. (if students seem confused do the second one, ask for student input)

DL

Suknaski

DS

Poem,

one, ask for student input) DL Suknaski DS Poem,   Lanterns by Andrew (15 min) Pair
 

Lanterns by Andrew

(15 min) Pair up. Fill out the remainder of the sheet with partner.

Suknaski It says,

I

sa

(10 min) Review different literary devices in poetry (symbolism, simile, repetition, alliteration, concrete poetry, rhyme and imagery). Give Students handout of “Literary Devices Poetry”

alliteration, concrete poetry, rhyme and imagery) . Give Students handout of “Literary Devices Poetry”  
 

Lanterns by Andrew

 

Suknaski It says,

I

sa

 
 

(15 min) Project poem onto white board (or use smart board if have one) and discuss the students answers for the “it says, I say, and so” sheet while looking for and highlighting the literary poetic devices used in the poem. What is this poem about? (being alone amid others, isolation, loneliness) How is it relevant today? Do examples of this isolation exist in our world?

Lanterns by Andrew Suknaski Literary Br

in our world? Lanterns by Andrew Suknaski Literary Br Literary Devices in Poetry.docx (10 min) Give

Literary Devices

in

Poetry.docx

(10 min) Give each student s Cinquain Organizer. Have the students create their own cinquain about the ideas and their understanding of the poem Lanterns.

Organizer. Have the students create their own cinquain about the ideas and their understanding of the

Cinquain

 

Organizer.doc

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Elements of a Story: Narrative

(15 min) Name the elements of a Short Story: Play 5 Elements of a Short Story Rap Video -are these in all types of media? Films, poetry, novels, short stories, music?

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5 Elements

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of Story

8

8 Organizer of Lantern Secret Path -Review elements. Questions about any of the elements? (5 min)

Organizer of

Lantern

Secret Path

8 Organizer of Lantern Secret Path -Review elements. Questions about any of the elements? (5 min)
8 Organizer of Lantern Secret Path -Review elements. Questions about any of the elements? (5 min)

-Review elements. Questions about any of the elements?

Path -Review elements. Questions about any of the elements? (5 min) go over the Story Graphic

(5 min) go over the Story Graphic Organizer sheet with the class (Theme, setting, problem, conflict, outcome) Students will use the “Short Story Graphic Organizer” and fill out the details of the poem “The Lantern” that we read yesterday. Instruct students that they will need to “embellish” on the poem providing additional details of what they think happened. Add details filling in the “missing” parts of what happened to the main character. Make sure what they add to the story is something that logically fits within the framework of the poem.

(30 min) Students work on completing the Story Graphic Organizer independently.

(5 min) Anyone want to share some additional details that they added to the poem.

Motivational/Anticipatory Set (introducing topic while engaging the students) (2 min) Play the short one-minute
Motivational/Anticipatory Set (introducing topic while engaging the students)
(2 min) Play the short one-minute “Heritage Minute” video:
Heritage Minutes_
Chanie Wenjack.mp
Has anyone heard this story before?
Main Procedures/Strategies:
(5 min) Play the music video “The Stranger” by Gord Downie.
“The Stranger”
Official Video - Gord
(Very powerful story, monitor students closely)
(15 min) Have students discuss this video.
Opening Statistics:
-1880-1996 over 150,000 Indigenous children SYSTEMATICALLY taken (what does that mean?)
-Church schools FUNDED by the Canadian Government
-forbidden to speak language, practice their culture (assimilate into white Canada)
-Chanie; 1966 tried to run 600 km home, died on the tracks,

Why is he the “stranger”? What does that imply?

to run 600 km home, died on the tracks, Why is he the “stranger”? What does

DL

DT

DII

DL

DS

to run 600 km home, died on the tracks, Why is he the “stranger”? What does

Video

Video
to run 600 km home, died on the tracks, Why is he the “stranger”? What does

Short Story Graphic Organizer.docx

What does the secret path refer to? What is he feeling? What is in his
What does the secret path refer to?
What is he feeling? What is in his head? In his chest?
What does “They’re not going to stop” refer to?
Why can’t we “see him”?
“My dad is not a wild man”- What does he mean?
Conflict:
Self: escaping, surviving, emotional conflict,
Nature: surviving the elements, snow, cold, isolation, distance
Other: school, nuns/priests, cut hair, shower, abuse, beating, annihilate language/culture
How is this story relevant to conflict and doing the right thing?
What is the right thing to do now? Do we have a part in doing the right thing?
*monitor this conversation and ensure that it is respectful and productive in helping students develop
a lens of understanding and “putting ourselves in the shoes of the other” based on historical facts.
Address any false perspectives and inappropriate comments (didn’t happen, they wanted it, own
fault, was a “good” experience etc)
Why is it important to talk about it and learn about it?
(history repeats, history impacts present, acknowledge the impact on generations, family, children,
parenting, current struggles)
How was the story told? Was it effective?
Did the story need words?
How was this video effective?
What elements stood out to you? (use of b/w(residential school) and colour(home/family), music with
no sound, simplistic photos/animation,
(10 min) Read the Novel “Secret Path”
Tell the students this book is a story told with images and songs. They will experience both the images
and lyrics together (two songs from the book will be played) as well the images will be presented
without music. During the time when it is just the “images” instruct them to “read” the images of
book.
Instruct students that as we ‘read’ through the whole story they are to select two or three images
they feel were the most significant (images that spoke to them) and why. Pick out one image that
they did not understand (why was it was included in the story? What was the meaning?). They can
choose images from either the song/images parts or just the images part of the reading. Jot down
thoughts, words, feelings, conflict, mood, as they listen/view. They will be writing about the
significance of the images they selected.
The two songs to play: “swing set” during the images that correspond and “seven matches”
The two songs to play: “swing set” during the images that correspond and “seven matches” during
the images that correspond. (The song lyrics are written in the book)
(15 min) In their journals make note of the images 2 (understood) and 1 (not understood) OR 3
(understood) they selected. Write down a brief explanation of why these images stuck out for them.
Students use their journals to write about the “conflict” that was evident in each of the images they
selected. How was the conflict portrayed? (colour, size, sound, shape, emotion, imagery, repetition,
symbolism) What is the significance of that image to the story of Chanie? How did the image tell a
story?
(7 min) Was this book an effective way to tell this story?
Which was more effective, with music/lyrics or without? Why? (different perspectives)
What was Chanie’s conflict? How did he handle conflict? Was there a different way?
Anyone want to share an image they selected and why it was significant to them around the theme of
conflict?
The right thing was not done in this story, or in the overall treatment of children in residential schools.
What is the right thing to do now? (ensure the truth is told, understand the history and ensure the
attitude and racism does not continue into the present, recognize healing involves all of us through
understanding, support and education) Monitor this discussion for respectfully appropriate
responses.
2 min- check in. We will start our class tomorrow talking about any issues or questions that may come
up for anyone. Right now, is there issues or comments that you want to share or need to talk about?
PGP Goals
2.4
ability to use technologies readily, strategically and appropriately
This is a lesson that I will be using a lot of media to present the material. I have a PowerPoint
with the images from the book, and the music plays throughout the slides that correspond to
the graphic novel. I also have the actual book that I can use and I would just play the songs
(the two I selected) and turn the pages for the students. Depending on the class size I would
decide how I felt it would be best presented. I have a variety of technology / non-technology
ready if there is an issue with the computers/internet etc.
1.3
a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners.
this is a very powerful and difficult subject to discuss with students. The images are very
powerful and the story they tell is haunting. I would want to ensure I discuss with the class
(the day before this lesson is taught) the subject and content so that if necessary, students
can come to me prior and address concerns they may have. In my experience with my current
placement I have had clients who have experienced unspeakable trauma and it is critically
   

important that I try to consider each and every student’s personal experience/history and

     

make required accommodations. With that being said I also think it is critical as a teacher that

 

I address the inequality that exists in society for different groups of people and this is one way

I can continue to open the doors of understanding though respectful discussion and learning.

9 The Father

(2min) Using a deck of cards preselect the numbered cards in all four suits (for a class of 32 select cards 1-8 of all four suits) Shuffle cards and hand out one to each student. Students get together in groups with the same “suit”. You will direct groups of students to quiet places (library, hallway, empty classroom, opposite corners of the classroom). These will be pre-selected by yourself.

DT

Short Story

short story

DII

“The Father”

DL

(5 copies of

DS

the story)

 

Short Story

(20-25 min) Starting at #8 and working backwards, students take turns reading 2-3 paragraphs of “The Father” in their Group. Once they have finished the story they will return to the classroom.

“The Father”

Question

 

Sheet (one

(20 min) Answer Questions from sheet The larger groups will divide into 2 groups (3-4 per group) and work together to answer the questions on the handout sheet. Each student will fill out their own sheets.

 

for each

student)

Student

(10 min) Journal response: “Most Valuable Idea” Write about the most valuable idea in the story. Is this idea still important today? What current events are representative of this idea? How is this important for yourself, others, society?

Journals

10 Conflict

(10-15 min) Review last day and talk about the questions. Talk about the most valuable idea from “The Father” What was the theme? What was the conflict? How was setting important? (home, public place, playground) Who were the important characters? What role did they play in the development of the story? What was the significance of the boy scout uniform? How did Johnny handle the conflict he was faced with. Are there others things he could have done?

(5 min) Give students “Conflict Graphic Organizer”. Quick review of conflict types (write on board) They can choose either “The Father” or “On the Sidewalk Bleeding” and fill out the organizer by selecting one character and expanding on at least three different types of conflict that character experiences in the story. (30 min) Work independently or in pairs on completing the conflict organizer.

 

DT

experiences in the story. (30 min) Work independently or in pairs on completing the conflict organizer.

Understanding

DII

DL

 

DS

(1 min) Check in, who is done? Who needs more time? All hands up…”if done put hands down”, “if need another 5-10 min” hands down. Monitor who needs more than 10 minutes and check in with them first thing next class.

Conflict Analysis

Graphic Organizer.d

10 Final

(2 min) Hands up again. Who has completed both the story and conflict organizer sheets?

DT

Final

Assignment

DL

Assignment

(10 min) More time to finish if more than half still need to finish. For those done they can create another cinquain poem in their journal based on either “The Father” or “On the Sidewalk Bleeding”.

DII

Handout

DS

(20 min) Introduce the “Final Assignment” for this unit.

(20 min) Introduce the “Final Assignment” for this unit.

ECUR325_assignme

(20 min) Students can begin to start the rough draft. Remind them that depending on what story they are choosing to write about, they may have information already compiled in their notes. Also suggest they make a “storyboard” of the frames they want to add to their presentation. What will go on each frame, what style they want to use, if they will use images those need to be described in their rough draft.

nt1_smithson_Doing

If Students need hand out “conflict organizer” or “Short Story Graphic Organizer” to help them compile the necessary information for their presentation.

(2 min) Check in how everyone is doing. Remind students that by next class most should be getting ready to have their rough draft “peer edited”. Remind them of the “2 stars and one wish” format and that specific grammar mistakes should be noted. (students give feedback in two things that they think are done well in the rough draft, and one “wish” of something that needs more work)

11 Work on

Students begin to work on final project If Students need hand out “conflict organizer” or “Short Story Graphic Organizer” to help them compile the necessary information for their presentation

DT

 

Presentation

DL

Students

continue to

work on

Start to write out rough draft of the content and the planning of the presentation Use student questions to direct additional teaching necessary as a class or on an individual/small group manner. Peer editing (x 2) when rough draft complete

Once peer editing is finished and teacher “signs off” students can begin to work on their presentation

rough draft.

Book

computer lab

12 Work on

Students continue to work on rough draft Once peer editing is finished and teacher “signs off” students can begin to work on their presentation Computer lab/classroom computers

DT

Students

Presentation

DL

have their

work

Book

 

computer lab

Considerations Required Areas of Study: Is there alignment between outcomes, performance assessment and learning

Considerations

Required Areas of Study:

Is there alignment between outcomes, performance assessment and learning experiences?

Adaptive Dimension:

Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

Instructional Approaches:

Do I use a variety of teacher directed and student centered instructional approaches?

Assess and Reflect (Stage 4)

instructional approaches? Assess and Reflect (Stage 4) Comments The students, through engaging in a variety of

Comments

The students, through engaging in a variety of formative assessment opportunities, classroom discussions, partner work and discussion as well as independent work and creation of a final project students will demonstrate the outcomes set forth in this unit.

The students will explore, reflect on and represent their understanding of how culture, and

societies interaction and treatment of those from other cultures, influences one’s own as

 

well as others’ framework of understanding, experiences and perspective.

 

For struggling students:

-group work will be engaged in frequently and a variety of different teaching strategies will be used. -individual, small group and direct instruction for those who struggle -for those more advanced they can write their own short story with 3 types of conflict and this allows for more creativity and expansion on the responsive writing that makes up the assignment -a variety of different formats for material presentation (oral, visual, animation, video, direct instruction, print) will be used. -for students with language challenges (ELL or LD) there will be videos that provide a lot of meaning and instruction in the visuals, helping students better understand concepts and ideas. -monitoring group selection if there are problem groupings

For students who need a challenge:

Students who need a challenge or are wanting to engage in creative writing can storyboard and create their own short story with the main elements richly explored and developed. Short story development support including graphic organizers will be provided for these students.

Within this unit and often within a lesson there is a variety of approaches used for presenting the information (direct, informal, pair and share, group exploration, technology)

Resource Based Learning: Do the students have access to various resources on an ongoing basis?

Resource Based Learning:

Do the students have access to various resources on an ongoing basis?

FNM/I Content and Perspectives/Gender Equity/Multicultural Education:

Have I nurtured and promoted diversity while honoring each child’s identity?

as well as a variety of different student centered approaches that provide students opportunities to engage with and share material visually, orally, communicatively, textually (both reading and writing).

Students will be provided with written resources as well be specifically asked to create their own resources that can be used in their learning and understanding as well as a guide in completing their final project.

The discussion of gangs, dysfunctional parenting, conflict, identity, choices will all be presented in a framework that is respectful of different cultures and the potential that some students may feel this is “targeted” at them. Discussions about those feelings and perhaps experiences will be acknowledged and if appropriate within the context of the class, discussed. The one graphic story (Secret Path) with song lyrics which has specific Indigenous content (residential school) will be presented both as a emotionally powerful storytelling device as well as an important story that needs to continue to be told. The focus will be on identity and conflict, with looking at the decisions of doing the right thing from the different characters in the book.

The picture/song book is a powerfiul visual story with complementary songs that tell the story of Chanie Wenjack, an Aboriginal boy who died trying to get home from a residential school in 1966. This story is a relevant look at a 50 year story that has a powerful significance today. Having the students reflect on this history as well as the relevance and importance of it today helps them begin to understand the significant responsibility of doing the right thing not only in current day but also with the history that needs to be reconciled and healed. Understanding that we are all part of this story and therefore all

part of the ownership of doing the right thing.

This story can open the door for discussion

 

of current and ongoing struggles/oppression/conflict/racism that exists within different

 

cultures, sexual orientations, etc right here within where we live (local, provincial, national,

global). Depending on the maturity and backgrounds of the students in the class I would

 

determine how in-depth this discussion would want to venture.

 

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

Conflict Statements

1. John’s hands trembled in the cold as he fished through his coat pockets for a match. He had already gathered scraps of wood and piled them up to make a fire. Now, he had to figure out how to kindle it. The sun had already set and all light was quickly fading from the sky: John could feel the temperature dropping just as rapidly. Without a match, there was no way to get this fire going, and without a fire, he wasn’t sure how he would survive the night. Nobody knew he was stuck out there, alone, without food or shelter. His best hope was to try to avoid freezing, then head out at dawn to find help. Type of conflict

2. As the bus pulled up to a stop, Renee steadied herself and slowly walked toward the edge of the sidewalk. Ever since the fire, her life had taken an unexpected path. She was once beautiful, with bright blue eyes, rosy lips, and a head of dark curly hair. Now she shuffled slowly and had to be careful to not bump her delicate scarred skin. The fire that burned down her home also attacked her. Instead of a light vivacious 25 year old, Renee resembled a 90 year old womanbald, twisted, and hunched over. Inside she felt normal and glad to be alive. Outside she was unrecognizable and frightening. She sensed the other passengers shifting impatiently as the lift slowly lowered in order for her to step onto the bus. Impatience grew as she slowly fumbled for her bus card. That impatience turned into horror as she turned to find a seat. Nobody wanted to look at the disfigured and scared face, let alone sit next to it. Renee wanted to scream, “I’m just a person! I’m just like you!” but she had learned to suppress that urge and accept the fact that she was forever an outsider. A freak. Type of conflict

3. Mike hit the snooze button for the fifth time. He had to get up now, or else he’d be late again. After the usual cereal and coffee, he stepped into the bathroom to shave and brush his teeth. Every morning, he had the same conversation with his reflection in the mirror. “Today’s the day,” he thought, “Today I am going to quit. I’m going to walk right into Mr. Mulroney’s office and tell him what I think about his stupid job, and then I’ll quit. I’ll leave today.” Even as he rehearsed his final speech, he knew it would never happen. The thought of being unemployed terrified him, and he was too much of a coward to speak his mind to his boss. Instead, he would work another day at a job he hated. The next morning, he began again. “Today’s the day. Today, I am going to quit.” Type of conflict

4. I was just about to beat my high score in Call of Duty when my mom walked into the room and stood directly in front of the TV screen. “Mom! What are you doing?!” In her hand was a folded piece of paper. My report card must have arrived. This was about to get ugly. “Exactly when were you going to tell me that you are failing three classes?!You’re failing gym! How do you fail gym?? I rolled my eyes and sighed, and that just made things worse. I could tell that she was waiting for me to respond, so I said, “God, Mom. It’s not a big deal. I’ll bring my grades up.” This was probably the dumbest thing I could have said, because her face turned a deep scarlet. “Your father and I have sacrificed way too much to send yu to the best school in the city. It is VERY MUCH a big deal that you are nearly failing out,” she said, her voice about twice the normal volume. I responded, “Yeah, well, I didn’t ask for you to make any sacrifices for me, so sorry if I don’t care about that stupid school as much as your do.” Type of conflict

staging peaceful protests around Birmingham, Alabama. Regardless, her act of refusing to give up her seat on the bus on December 1, 1955 marked a powerful moment when a single woman refused to bow to the racism that surrounded her. Type of conflict

6. Janet stared the horse Rowan in the eye. Rowan was an impatient, testy young horse, and it was Janet’s job to break him in. Every day after school, she would ride her bike 5 miles out to the stables to groom, walk, and hopefully,ride Rowan. He usually tried to run away from her or bucked around until she fell off, but it was only a matter of time before he became accustomed to her presence. Janet checked the tightness of the saddle straps, stuck her foot into the stirrups, and flung her other leg over the horse. The moment her weight landed on Rowan’s back, he took off at full gallop across the field. Janet clenched the reins, bouncing in the saddle. Just when she thought she was steady, Rowan reared back. She lost her grip and fell flat onto her back on the muddy ground. “Oh well,” she thought as sshe picked herself up, “Try, try again.” Type of conflict

7. Hector and his father had a very contentious relationship. Whenever his father would come home late, Hector yelled at him for not being there to take care of the family. Hector hated how his fther would rather be out partying with his friends, rather than eating dinner with his mom and little sister. When his dad was home, he treated the whole family like dirt. He ordered Hectors mom around like a servant and told her to shut up whenever she complained. Even worse, Hector feared that he would become like his father himself one day. He noticed that he sometimes used his dad’s phrases when his little sister was bugging him, and sometimes he told his mom to bring him some food, without asking or saying thank you. The feeling of acting like his dad was frightening, and it pushed him to work hard in school. If he could go to college and provide for his family, he thought, then he would become the man his father never was.

Type of conflict

Think-Write:

Exploring Conflict

Think about a time when you experience conflict or were faced with a challenging situation. Write down the details of the situation including:

Who was involved?

What was the conflict or struggle?

How did you decide what you would do?

Reflect and write about whether you believe you made the right decision or what might you have done differently.

My Challenging Situation (use back if you need more space)

Pair-Share:

Interview your partner and ask them questions so you can answer the following questions.

1. What was their conflict story (brief)? What was the type of conflict they were involved in?

2. How did the person decide what to do?

3. Does the person believe this was the best way of handling it and why? If not what do they think would be more effective now?

Rubric #1: I plan lessons and assessment based on provincial curriculum In my revision, I looked at ways that I had and could incorporate cultural responsiveness in my unit and tried to create a specific lesson plan that explored the impact that colonial society has on Indigenous cultures in both a historical framework as well as a the current day impact of

that experience. I wanted to provide the students with a representation of residential schools through the experience of one boy as told through

a story that was comprised of visuals and music. The assessment for this lesson would provide the students the opportunity to use their

understanding and knowledge from both the past as well as what was gained in today’s lesson, to interpret on a deeper level, the emotional conflict that existed in the past and continues to materialize in the present.

Rubric# 2: I make student learning goals for each lesson/task

I tried to revise the unit plan with clear goals that looked at the overall theme of conflict while incorporating the component of cultural

differences that exist in perceptions, understanding, responses and frameworks. The goal for understanding and recognizing the ongoing oppression and racism that exists for our culturally diverse people is one that may not fully be achieved during this unit, but optimistically will be a continued dialogue that students will encounter during their high school career and beyond.

Rubric# 3: I know which instructional strategies to pick at given times

I have incorporated a variety of strategies that work to support different learning styles as well as competencies. In this particular lesson

revision, there is a significant focus on both visual learning and understanding as well as open discussion and dialogue about their own experience, understanding, questions, and opinions. I think that in combination this is an effective way to visually engage students in an issue and then provide an opportunity to explore their own experience with and interpretation of the material presented.

Rubric#4: My lessons are ready to be used The lessons within this unit plan are all complete with all the necessary components that they could be taught by myself or a substitute. I provided clear details of the format of the lesson as well as the questioning and procedures that would be addressed.

Rubric#5: I create formative assessments The revision to the unit through one specific lesson plan introduced formative assessment during the initial five minutes of class, allowing me to get an understanding of how the discussion and question portion of the lesson should be directed and proceed. Depending on the students prior knowledge or “interpretation” of residential schools, the lesson’s discussion points will be directed to this knowledge working to clear up biases, incorrect information, racist understandings, understanding of present day impact, etc. The end assessment will allow me to look at the different interpretations of the material and what knowledge or understanding was brought into their writing. This formative assessment will also be carried forth to influence the ongoing learning, discussion and assessment opportunities in the future lessons.

Rubric #6: I create summative assessment In this unit plan I gave students an option between two different writing assignments to demonstrate their own understanding and synthesis of the ideas from the unit. I believe that the students will use their own reflection and processing of material to create their individual final assessment piece. As a revision to these two options, I would also include the character of Chanie from the story “Secret Path” as one of the characters they could write about with respect to conflict/character assessment. I think that although there are no written words to use as they write about Chanie, the understanding that we glean from the visuals in this book would provide enough information for them to write about this character and his conflict.

Rubric#7: I set and use goals for enhancing my professional development

I looked at the goals that I set and tried to detail clear understanding of how I would go about meeting and evaluating my goal attainment. I

spent time reflecting on both of the goals I set for my lesson plan revision and tried to effectively express ways that I would try to achieve my

goals.

Rubric#11: I can demonstrate a culturally responsive instructional stance Understanding difference within people and cultures is something that I feel I am capable of doing and believe that my lessons allow for open discussions and learnings to take place with respect to all cultural/personal differences. I know that I am not the expert and I have tried to develop questioning that allows students to feel respected, valued and equal in their experiences and cultural ways of being, which may open the door for them to be able to openly share their own perspectives based on their own experiences and background. These invaluable opportunities are critical to expanding my own understanding and learning about differences and would allow their peers the same opportunities.

Rubric#12: I can use all four types of questions In my unit plan and lesson plan I tried to incorporate the four different types of questions to allow for initiating surface level engagement and then moving to deeper and more reflective and synthesized responses. I have essential questions both in the unit plan and in my revised lesson that look at the impact of culture within society and these questions are not easily answered for anyone. I think these will allow for a deeper (while being monitored for respect) conversation and thinking for the students. I think I have used questions that lead the students, guide the discussion and interactions as well as help to develop “buy in” to the discussion for students who may be less engaged.

Rubric #14: I understand how to plan for differentiation and adaptation

I try to thin about the students who fall outside of the “average student” criteria making sure there are ways within my planning that

enhancements and adaptations can be implemented with respect to learning, understanding, behaviours, social concerns. Within this revision to the unit and lesson plan I not only need to be aware of the different experiences and understandings the students come with, but also be in a position where I am cognizant that I may not always plan for or address all of the issues that might arise. I would want to ensure that students felt that they could openly come to me and discuss any issues or needs they had. Recognizing that some students may have had experiences that are similar or comparable and I would want to ensure that I was prepared for making revisions or adaptations.

Rubric#15 I create engaging learning activities and tasks

I feel that this unit has a significant requirement for students to engage in conversation with others in order to explore, evaluate and formulate their own responses to the concepts of conflict, identity and doing the right thing. By providing students the opportunity to both independently explore their own understanding, watch others explore theirs and engage in conversation about their thinking student engagement will be enhanced. The revision of the lesson plan provided an opportunity for the students to engage with the material in a variety of different ways (discussion, visually, emotionally, auditorily, and representationally) which provides opportunities for them to be exposed to different perspective and opinions.

Rubric #16 My planned activities would improve the discipline specific literacy skills of my students Having the opportunity to listen, interpret, reflect, respond and write about their own understanding of the material within the unit students will have significant opportunity to enhance and develop their own literacy skills and abilities. The revision to the lesson plan requires the students to put their visual and emotional understanding into descriptive written representations. This will be at a scaffolded level for ELL

students but they will also be required to find the descriptive words to use, to help the reader understand their emotional relation with the material.

Rubric #17 I can create a unit that would achieve the outcomes and the indicators This revised lesson plan and unit continues to achieve the outcomes and indicators of the original, but now included several more outcomes that the students will achieve when they successfully complete the unit. CR9.4a: View and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose. CR9.6a: Read and demonstrate comprehension and interpretation of grade-level appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures to develop an insightful interpretation and response CC9.6a: Use oral language to interact purposefully, confidently, and appropriately in a variety of situations including participating in one-to- one, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building consensus, articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, and celebrating special events and accomplishments). I think this unit does achieve the outcomes and indicators that I provided within. I also believe there are other outcomes that would be achieved that I did not specifically include but likely would if I was to use this unit with students.

Rubric#18: The final task in my unit elicits evidence of application in a new situation The final assessment task will provide students the ability to select a character and formulate and express their understanding of conflict, writing mechanics, organization and style, and the idea of “doing the right thing” as they explore the experience of a literary character. This will require engaging with ideas and understanding beyond the texts that were read.

Rubric#19: I can create a unit that would assess the outcomes and indicators In this unit I provided and incorporated a wide range of ongoing pre-assessment, as well as formative and summative assessment which allows me to effectively assess the meeting of outcomes for each individual students.

Rubric#20: Improvements in my unit plan show my increased understanding I believe this ongoing understanding continues to be an ongoing thing . I recognize that my initial planning of assessment, lessons and units was fraught with uncertainty, challenges and mistakes and through the course of this class I was able to engage with revisions that incorporated the ongoing learning and understanding that I was grappling with.