UNIT PLAN TEMPLATE (adapted from Thompson Rivers University)

Unit Title: Visual Text and Print Text: Exploring the Relationship(s) Number of Lessons: 10 Time: (in weeks) 4 weeks
between Visual and Print Texts

Name: Thomas Cormier and Christian Arsenault Subject(s): English Language Arts Grade(s): 112/111

Rationale:
Too often English Language Arts courses forget to address the multi-literacies that students may face after their secondary school education, and in life.
In recent years it has been suggested that many individuals are visually illiterate. This poses a problem because our 21st century approaches to
communication have been dominantly visual based: images. There has always been a focus on using visual literacy to enhance students’ critical thought
and knowledge acquisition; however, there needs to be further emphasis on the skills developed in the classroom to help students decode and encode visual
texts to make meaningful connections: text-to-text, text-to-self, text-to-world. In an English Language Arts classroom, students should be motivated to
think not only about visual texts and/or print text, but how they both texts work together to construct or manipulate meaning. As such, the purpose of this
unit is to expose students to various strategies and approaches of decoding and encoding visual images. Additionally, this unit will use visual texts to
expand the understanding of print texts; students will be able to use strategies such as framing, reframing and image manipulation to reflect on, and think
critically about print text. Students will also be able to reflect on their own visual literacy journey by creating a reflective photo-essay.

Overview and Graphic Organizer:

According to Dave Gray, “We are a visually illiterate society [...] Three R's are no longer enough. Our world is changing fast - faster than we can keep
up with our historical modes of thinking and communicating. Visual literacy - the ability to both read and write visual information; the ability to learn
visually; to think and solve problems in the visual domain - will, as the information revolution evolves, become a requirement for success in business and
in life." As such, it is vital for students to acquire skills in various multi-literacies, including visual literacy. Through visual literacy students should acquire
to basic skills: decoding and encoding. Decoding is the receptive component of visual literacy – it requires viewing, interpreting, analyzing and
constructing meaning of images (critical thought). Encoding is the expressive component of visual literacy – it requires presenting visual images in a
systematic, structural, visual and/or written format. Therefore, students should be exposed to these concepts and acquire these skills:
1. Develop an understanding of the foundational elements of visual literacy (e.g. subject; colour; implicit, explicit and no context(s)).
2. Develop viewing strategies for decoding visual texts (e.g. inference strategies, analysis, constructing meaning).
3. Develop expressive strategies for encoding images systematically in presentation (written format).
4. Develop strategies to help frame, reframe and manipulate images to enhance analysis and understanding of print-texts.
5. Apply visual literacy strategies to print texts.
6. Make connections to images: text-to-text, text-to-self, text-to-world.
7. Develop strategies and approaches to using visual and print-texts interchangeably.
8. Apply critical and reflective strategies to visual text and print text.
9. Develop knowledge of various cultural meanings of visual and print texts.
10. Develop strategies for interpreting, analyzing and understanding non-fiction literature.
11. Develop strategies for writing photo-essays while applying decoding and encoding strategies.
12. Develop skills for online discussion on forums to practice 21st century skills of communication.

Prescribed GCOs (Learning Outcomes):

» GCO: 4. Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

October 5, 2016 Page 1 of 2

» SCOs for Unit
1. Students will be able to read and view a wide variety of visual texts, and recognize elements of those texts that are relevant to their own lives and
community.
2. Students will be able to compare visual texts by comparing and analysing the structure, terminology, genre, style, and cultural diversity of different
visual texts.
3. Students will be able to access ideas, information, and visual language, synthesizing and applying meaning from diverse and different perspectives.
4. Students will be able to demonstrate an understanding of, and apply the strategies required to gain information from complex texts and multimedia
studies.
5. Students will be able to articulate their understanding of the purpose of the author in relation to the impact of literary devices and media techniques
on the reader or viewer.

Prerequisite Concepts and Skills:

» Students will have learned the basic structure and elements of essay writing (in grades 9-10).
» Students will have been exposed to visual literacy in past courses: images, paintings, photos, cartoons, videos.
» Students will have used the ‘hot seat’ activity in previous lessons – and familiarized themselves with the roles and structure of the activity.
» Students will have learned inferential reading strategies (in grades 9-10), and in previous units (grade 11)
» Students will have been exposed to: text-to-text, text-to-self, and text-to-world connection strategies (in grades 9-10).
» Students will have been exposed to strategies for critical thought and reflection (grades 5-10).

Teacher Preparation:
» Teachers will need to do background research on visual literacy strategies/ pedagogy. They will need to develop activities that develop
strategies/techniques of visual literacy and activities that allow students to practically apply these strategies to images. As such, teachers will need to
develop a compendium of images to fit their pedagogical needs.
» Teachers will need to decide what kinds of text will best help them achieve their aims. As such, they will need to research various texts to help them
get what they want.
» Teachers will need to read the variations of the fairy tales.
» Teachers will need to watch the ‘Shadow Performance’ and familiarize themselves with the images.
» Teachers will need to research photographic essays and captions – in order to teach a class on encoding images through text.
» Finally, these activities require a bit of preparation. Teachers will need to create effective worksheets, PowerPoint presentations, and pre-
determine/organize materials to ensure the activity transitions flow nicely.

Resources Required:
» Smart Board
» PowerPoint (Microsoft Office)
» PowerPoint Remote
» Rich Thematic Images (academic)
» Papers, pens, pencils, folders, envelopes
» Chart paper, markers
» Various handouts (image analysis worksheets, inferential reading questions worksheets)
» The Classic Fairy Tales by Maria Tatar
» Sticky Notes
» Tables, chairs
» Access to YouTube (e.g. ‘Shadow Performance’)
October 5, 2016 Page 2 of 2
 » Sound System (speakers)
» Microphone
» Photographic Essay Example(s)
» Objects, Artifacts, Props

Overall Unit Assessment:

Students should be assessed on the following:
1. Students will be able to make connections to visual and print texts: text-to-text, text-to-self, text-to-world.
2. Students will be able to write a photographic essay.
3. Students will be able to write a criticism of a significant literary text, considering it as a product of its time and culture.
4. Students will be able to decode and encode visual texts.
5. Students will be able to identify and discuss the strengths and limitations of a variety of visual and print texts.
6. Students will be ale to determine which medium is most appropriate in different forms of communication.
7. Students will be able to draw conclusions and make judgements while reading and viewing.
8. Students will be able to identify and reflect on the author’s purpose in visual and print texts.
9. Students will be able to create an exhibit – using images, texts and objects to convey a specific theme to the class.
10. Students will be able to support an opinion about themes and issues in a visual and print text by referring to details in the text, distinguishing
between points that are central and those that peripheral.
11. Students will be able to assume the point of view of a character in a novel, short story, TV program, or film, in a role-playing situation – while
using images to frame or reframe these perspectives.

Cross-Curricular Connections:
» Art (visual literacy, decoding and encoding images, framing and reframing, image (de)construction, interpretation strategies, colour meanings,
photography, exhibit curation).
» Social Sciences (history, sociology, anthropology, cultural studies, gender and sexuality studies).
» World Literature (cultural variations of literature, cultural interpretations of image and colour).

Universal Design for Learning (UDL) and Differentiated Instruction (DI): (coming later)

Design for this unit:

Lesson # ____ Specific Outcomes in (a) Outcomes in Assessment Strategies Lesson Activities Resources
Title: ______ Lesson Student Friendly Your reader needs to (fully (Specific to This
Time: _____- Terms understand what you are going to Lesson)
(in minutes) (b) Teaching Strategies do).
Listed
(a) Students will be able Formative: Part 1: This lesson will begin with » Smart Board
Lesson # 1 2. Students will be able to identify and use » Observational an APK on visual literacy. Students » PowerPoint
Title: Foundations to compare visual texts visual terminology/ Assessments will be asked various questions (Microsoft
and Terminology by comparing and elements to decode » Anecdotal Notes about their experience with visual Office)
of Visual Literacy: analysing the structure, visual texts (images). » Checklists literacy, and how they would define » PowerPoint
Beginner terminology, genre, (b) APK, lecture, small- » Exit Tickets: it. (10 minutes) Remote

October 5, 2016 Page 3 of 2

Strategies style, and cultural group activities Question – “What » Rich Thematic
Time: 55 minutes diversity of different (collaborative concepts/ Part 2: Students will be exposed to Images
(in minutes) visual texts. learning), hot seat. terminology are the essential terminology of visual (academic)
3. Students will be able most difficult to literacy – these elements will help » Papers, pens,
MIs: to access ideas, understand.” them build strategies to decode the pencils, folders,
» Verbal/ information, and visual images. (e.g. subject; foreground envelopes
Linguistic language, synthesizing and background; angle and » Chart paper,
» Visual/ Spatial perspective; implicit, explicit and markers
and applying meaning
» Logical no-context; colour; lighting; focal » Various
from diverse and
» Intrapersonal point; focus; composition; and handouts (image
» Interpersonal different perspectives. framing.) The teacher will use a analysis
4. Students will be able PowerPoint presentation with worksheets,
Learning Styles: to demonstrate an various images, as examples, of inferential
» Intuitive- understanding of, and each terminology. Each group reading
Thinking apply the strategies (table) will discuss an image for questions
required to gain thirty seconds determining how to worksheets)
information from apply the term to the photo. After » Sticky Notes
complex texts and the thirty seconds – the teacher will » Tables, chairs
multimedia studies. choose various students to put on » Sound System
the spot (hot seat strategy) to get (speakers)
the class talking about images. (45 » Microphone
minutes)
2. Students will be able (a) Students will be able Formative: Part 1: This lesson will begin with » Smart Board
Lesson # 2 to compare visual texts to decode the » Observational an APK. The APK will be a quick » PowerPoint
Title: Practical by comparing and meaning of images – Assessments hot seat activity. Students will find, (Microsoft
Application of analysing the structure, by using visual » Anecdotal Notes under their seats, a visual literacy Office)
Decoding Images terminology, genre, style, literacy strategies/ » Checklists terminology, from the previous » PowerPoint
Time: 110 and cultural diversity of terminology. » Multimodal lesson, and be asked to define it Remote
minutes different visual texts. Assessments out-loud to the class. (10 minutes) » Rich Thematic
(in minutes) 3. Students will be able (b) APK, think-pair- (listening, speaking, Images
to access ideas, share, photo analysis reading, writing, Part 2: Students will work in (academic)
MIs: information, and visual worksheets, viewing.) groups, using the think-pair-share » Papers, pens,
» Verbal/ language, synthesizing reciprocal teaching, strategy to decode images. The pencils, folders,
Linguistic and applying meaning critical thought/ Summative: teacher will have distributed a envelopes
» Visual/ Spatial from diverse and reflection, carousel/ » Presentation – the different image to each table and a » Chart paper,
» Intrapersonal different perspectives. envoy. presentation will be photo analysis worksheet handout – markers
» Interpersonal 4. Students will be able graded with a rubric prior to class commencement (e.g » Various
» Logical to demonstrate an (reciprocal in an envelope with all resources handouts (image
» Kinesthetic/ understanding of, and teaching). ready to go). Students will think analysis
Bodily apply the strategies critically about the image – using worksheets,
» Naturalist required to gain Homework Assignment: the terminology from the previous inferential
(categorizing) information from » Students will be lesson to decode the image reading
complex texts and asked to decode (observations). They will be asked questions
October 5, 2016 Page 4 of 2
Learning Styles: multimedia studies. various images on to make predictions and/or worksheets)
» Sensing- . the class website. inferences from their images (based » Sticky Notes
Thinking Each image will be of analysis handout). Students will » Tables, chairs
» Intuitive- a forum post and record their findings on chart paper » Sound System
Thinking students will post to present to the class. (45 minutes) (speakers)
their observations, » Microphone
inferences and Part 3: Students will present their
reflections in a findings to the class. (40 minutes)
discussion format. Afterwards – each group will do a
They will be carousel/envoy activity – taking
assessed on content, three minutes to move to each
creativity, group poster and add an
reflection, use of observation, inference, or reflection
strategies, and on the photo(s).
vocabulary (rubric).
Lesson # 3 1. Students will be able (a) Students will be able Formative: Part 1: This lesson will begin with » Smart Board
Title: Shadow Act to read and view a wide to apply visual » Observational an APK. The APK will be a quick » PowerPoint
Performance variety of visual texts, literacy strategies to a Assessments hot seat activity. Students will find, (Microsoft
Time: 55 minutes- and recognize elements ‘Shadow » Anecdotal Notes under their seats, a visual literacy Office)
(in minutes) of those texts that are Performance.’ » Checklists terminology, from the previous » PowerPoint
relevant to their own Students will be able » Students’ Work lesson, and be asked to define it Remote
lives and community. to combine visual Samples (handout) out-loud to the class. (10 minutes) » Rich Thematic
MIs: 2. Students will be able literacy strategies » Multimodal Images
» Verbal/ to compare visual texts with inference Assessment Part 2: Students will watch a (academic)
Linguistic by comparing and strategies to decode (listening, speaking, Shadow Act Performance video » Papers, pens,
» Visual/ Spatial analysing the structure, the meaning of reading, writing, (https://www.youtube.com/watch?v pencils, folders,
» Logical terminology, genre, style, images, the author’s viewing.) =CvQBUccxBr4). Students will envelopes
» Intrapersonal and cultural diversity of purpose, and the then quickly reflect on the video (2- » Chart paper,
» Interpersonal different visual texts. value of visual 3 minutes). Next, each group (table) markers
» Musical 3. Students will be able communication. will be given various themes (e.g. » Various
to access ideas, anti-war, love and relationships, handouts (image
Learning Styles: information, and visual (b) APK, hot seat, think- culture). Afterwards the teacher analysis
» Sensing- language, synthesizing pair-share, think- will have various images from the worksheets,
Thinking and applying meaning aloud, inferential Shadow Act on the Smart Board inferential
» Sensing- from diverse and reading, question the screen. Students will use the think- reading
Feeling different perspectives. author (purpose). pair-share strategy to make questions
» Intuitive- 4. Students will be able inferences about each image. They worksheets)
Feeling to demonstrate an will be given one minutes for each » Sticky Notes
understanding of, and image and asked to record their » Tables, chairs
apply the strategies findings on a handout (to be picked » Access to
required to gain up at the end of the lesson) – and YouTube (e.g.
information from for each image a different person in ‘Shadow
complex texts and the group will share their findings Performance)
October 5, 2016 Page 5 of 2
 multimedia studies. with the class. (45 minutes) » Sound System
5. Students will be able (speakers)
to articulate their » Microphone
understanding of the
purpose of the author in
relation to the impact of
literary devices and
media techniques on the
reader or viewer.
3. Students will be able (a) Students will be able Formative: Part 1: This lesson will begin with » Smart Board
Lesson # 4 to access ideas, to encode images by » Conferences an APK. The APK will allow the » PowerPoint
Title: Learning to information, and visual writing effective (revising and students to create captions for a (Microsoft
Use Images to language, synthesizing captions. editing) photograph at their table. (10 Office)
Write Captions and applying meaning » Observational minutes) » PowerPoint
Time: 55 minutes from diverse and (b) APK, think-pair- Assessments Remote
(in minutes) different perspectives. share, conferencing » Anecdotal Notes Part 2: Students will be shown » Rich Thematic
4. Students will be able (revising and editing) » Students’ Work effective strategies for creating Images
MIs: to demonstrate an Sampling (data captions for images. In their groups, (academic)
» Verbal/ understanding of, and collection) students will apply these strategies » Papers, pens,
Linguistic apply the strategies to a series of images. Students will pencils, folders,
» Visual/ Spatial required to gain record their results on a handout – envelopes
» Intrapersonal information from to be handed in at the end of the » Chart paper,
» Interpersonal complex texts and lesson. (45 minutes) markers
» Logical multimedia studies. » Various
handouts (image
Learning Styles: analysis
» Sensing- worksheets,
Thinking inferential
» Intuitive- reading
Thinking questions
worksheets)
» Sticky Notes
» Tables, chairs
» Access to
YouTube (e.g.
‘Shadow
Performance)
» Sound System
(speakers)
» Microphone

1. Students will be able (a) Students will be able Summative Assessment: Students will write an in-class » Smart Board
Lesson # 5 to read and view a wide to apply visual This activity is an assignment – individually – using a » PowerPoint
October 5, 2016 Page 6 of 2
Title: Ensuring variety of visual texts,
Comprehension: and recognize elements
Summative of those texts that are
Assessment relevant to their own
Time: 55 minutes lives and community.
(in minutes) 2. Students will be able
to compare visual texts
MIs: by comparing and
» Verbal/ analysing the structure,
Linguistic terminology, genre, style,
» Visual/ Spatial and cultural diversity of
» Intrapersonal different visual texts.
» Logical 3. Students will be able (b) Assessment
» Naturalist to access ideas,
(categorizing) information, and visual
language, synthesizing
Learning Styles: and applying meaning
» Sensing- from diverse and
Thinking different perspectives.
» Intuitive- 4. Students will be able
Thinking to demonstrate an
understanding of, and
apply the strategies
required to gain
information from
complex texts and
multimedia studies.
5. Students will be able
to articulate their
understanding of the
purpose of the author in
relation to the impact of
literary devices and
media techniques on the
reader or viewer.
October 5, 2016
literacy strategies to individual assessment. photo analysis worksheet. Each (Microsoft
decode images by Students will fill in an student will be given a different Office)
making observations, image analysis image and be asked to use all of the » PowerPoint
inferring the author’s worksheet aimed at strategies previously learned in this Remote
purpose, and assessing the decoded unit to make observations, predict » Rich Thematic
reflecting on images. and encoding strategies and/or infer on the context of the Images
Students will be able learned to this point in image, create an image caption and (academic)
to encode images by the unit. A rubric will be reflect on the image (text-to-text, » Papers, pens,
creating captions – used to grade this text-to-self, text-to-world pencils, folders,
using effective assignment – students connections). (55 minutes) envelopes
caption strategies. will be directed to use » Chart paper,
this as a checklist while markers
completing the in-class » Various
Strategies: assessment. Specific handouts (image
Summative – assessment areas analysis
Sampling Student include: worksheets,
Work, Rubrics. » Students will inferential
identify and reading
compare codes and questions
conventions for a worksheets)
variety of images » Sticky Notes
and text. » Tables, chairs
» Students will draw
conclusions and
make judgements
while reading and
viewing.
Page 7 of 2
 1. Students will be able (a) Students will be able
Lesson # 6 to read and view a wide
Title: Learning variety of visual texts,
about Photo- and recognize elements
Essays of those texts that are
Time: 55 minutes relevant to their own
(in minutes) lives and community.
3. Students will be able
MIs: to access ideas,
» Verbal/ information, and visual
Linguistic language, synthesizing
» Visual/ Spatial and applying meaning
» Intrapersonal from diverse and
» Logical different perspectives.
» Naturalist 5. Students will be able (b) APK, Inferential
(categorizing) to articulate their
understanding of the
Learning Styles: purpose of the author in
» Sensing- relation to the impact of
Thinking literary devices and
» Intuitive- media techniques on the
Thinking reader or viewer.
4. Students will be able (a) Students will be able
Lesson # 7 to demonstrate an
Title: Learning to understanding of, and
Encode: Taking apply the strategies
Photos and required to gain
Writing information from
Photographic complex texts and (b) APK, Lecture
October 5, 2016
Formative: Part 1: This lesson will begin with » Smart Board
to reflect on a non- » Observational an APK. Students will be asked » PowerPoint
fiction photographic Assessments what they know about photo- (Microsoft
essay – using image » Conferencing (on- essays. They will discuss what they Office)
decoding strategies the-spot) know in a group and then share » PowerPoint
and inferential » Anecdotal Notes with the class. (10 minutes) Remote
reading strategies. » Sampling Students’ » Rich Thematic
Students will be able Work (handout, Part 2: Students will read a photo- Images
to predict the author’s reflection) essay and use previous decoding (academic)
purpose for » Exit Tickets: skills to reflect, infer, and respond » Papers, pens,
connecting visual and Question to be to a series of comprehension pencils, folders,
print texts to convey asked: What questions. Students will work envelopes
meaning (encoding). strategies does the individually to think about how the » Chart paper,
author use to convey print text (words) and visual text markers
meaning through (images) work together to create » Various
Reading, Image both visual and print meaning. They will record their handouts (image
Analysis Handout, texts? findings on a handout/ loose-leaf analysis
Conference and turn it in. (45 minutes) worksheets,
Assessments Homework Assignment: inferential
» Students will be reading
asked to read one of questions
three different worksheets)
photographic essays » Photographic
on the class-website Essay
and use the Example(s)
discussion forums to » Sticky Notes
formulate questions » Tables, chairs
and/or comment to » Sound System
form discussion on (speakers)
other forum topic » Microphone
questions. Students
will be assessed on
content, creativity,
reflection, use of
strategies, and
vocabulary (rubric).
Formative: Part 1: Students will be asked to use » Smart Board
to identify and use the » Anecdotal Notes their camera phones, or a camera, » PowerPoint
six steps of writing » Conferencing (on- to capture images. They will keep (Microsoft
effective the-spot, revising, in mind the various structures and Office)
photographic essays. editing). elements of images learned in » PowerPoint
previous lessons of this unit. Remote
Summative: Students will be asked to use » Rich Thematic
Page 8 of 2
Essays multimedia studies. (PowerPoint » Students’ Work images that describe their visual Images
Time: 165 5. Students will be able Presentation), Sampling (memoir) literacy memoir (from birth to (academic)
minutes to articulate their Conferencing, – teachers will use a present). They will bring their » Papers, pens,
(in minutes) understanding of the Reflection Activity, pre-distributed images to class. (This will have pencils, folders,
purpose of the author in Writing Exercise rubric to grade this been a homework assignment due envelopes
MIs: relation to the impact of (Memoir, assignment. on the day of this lesson). » Chart paper,
» Verbal/ literary devices and Photographic Essay) Students will be markers
Linguistic media techniques on the expected to use it as Part 2: This lesson will begin with » Various
» Visual/ Spatial reader or viewer. a checklist. an APK. Students will reflect, in handouts (image
» Intrapersonal their groups, about the various analysis
» Logical elements and strategies used in the worksheets,
» Naturalist photo-essay from the previous inferential
(categorizing) lesson. They will present their reading
findings to the class. (15 minutes) questions
Learning Styles: worksheets)
» Sensing- » Sticky Notes
Thinking Part 3: Students will learn the basic » Tables, chairs
» Intuitive- structure and elements of a photo » Sound System
Feeling essay. The teacher will present this (speakers)
information by using a PowerPoint » Microphone
presentation. Students will be given » Photographic
time in this class to create text from Essay
the images they have brought with Example(s)
them. (40 minutes)

Part 4: Students will be given class

time to begin writing their visual
literacy memoirs. They will use
their images and write text to make
meaning of these images – using
the photo-essay strategies from the
last class. The teacher will survey
the room and conference with
students on their progress. If not
finished in class – students will
need to work on it at home to meet
the hardline-assignment deadline.
(110 minutes)
Lesson # 8 1. Students will be able (a) Students will be able Formative: Part 1: This lesson will begin with a » Smart Board
Title: From Image to read and view a wide to use visual decoding » Observational quick APK. Students will be asked » PowerPoint
to Text: Using variety of visual texts, and encoding Assessments to reflect on the ways visual (Microsoft
Images to Enhance and recognize elements strategies to explain » Anecdotal Notes literacy (images) and print literacy Office)
Print Text of those texts that are the relationship » Conferences (on- (words) compliment each other. (10 » PowerPoint
October 5, 2016 Page 9 of 2
Comprehension relevant to their own between visual and the-spot) minutes) Remote
and Critical lives and community. print texts – using » Checklists » Rich Thematic
Thought 2. Students will be able fairy tales as » Multimodal Part 2: Students will read two to Images
Time: 175 to compare visual texts examples. Assessments three variations of a fairy tale text (academic)
minutes by comparing and (listening, speaking, (e.g. Little Red Riding Hood, » Papers, pens,
(in minutes) analysing the structure, (b) APK, Venn reading, writing, Cinderella, Snow White, Rapunzel, pencils, folders,
terminology, genre, style, Diagrams, Reading viewing) Hansel and Gretel). Each group envelopes
MIs: and cultural diversity of Logs, Inferential » Students’ Work will be given a different fairy tale to » Chart paper,
» Verbal/ different visual texts. Reading Strategies, Samples (collecting work with. Students will be asked markers
Linguistic 3. Students will be able Think-Pair-Share handout) to discuss the differences and » Various
» Visual/ Spatial to access ideas, (small group work), » Reciprocal Teaching similarities of these variations – handouts (image
» Intrapersonal information, and visual Framing and using a venn diagram and reading analysis
» Interpersonal language, synthesizing Manipulating Visual logs. (55 minutes) worksheets,
» Logical and applying meaning Text, Manipulating inferential
» Kinesthetic/ from diverse and Print Text Part 3: Students will present the reading
Bodily different perspectives. findings of their fairy tale variations questions
» Naturalist 4. Students will be able Possible Extension: to the class. (20 minutes) worksheets)
(categorizing) to demonstrate an Collaborative » The Classic
understanding of, and Strategic Reading Part 4: Students will be exposed to Fairy Tales by
Learning Styles: apply the strategies Learning Logs (CSR) a variety of images that frame, Maria Tatar
» Sensing- required to gain reframe or manipulate the images » Sticky Notes
Thinking information from of characters or events in their » Tables, chairs
» Sensing- complex texts and stories. Using a think-pair-share » Sound System
Feeling multimedia studies. activity, each group/table will be (speakers)
» Intuitive- 5. Students will be able given images pertaining to their » Microphone
Thinking to articulate their fairy tale – that frames, reframes or
understanding of the manipulates the print text. Students
purpose of the author in will use visual literacy and
relation to the impact of inference strategies (from previous
literary devices and lessons) to decode the images and
media techniques on the think critically about how they
reader or viewer. apply to print text. Students will
present their findings to the class –
using these images. (90 minutes)
Lesson # 9 1. Students will be able (a) Students will be able Formative: Students will spend the class using » Smart Board
Title: Hot Seat to read and view a to decode visual and » Observational a hot seat activity. This activity will » PowerPoint
Activity wide variety of visual print texts – using Assessments be based off of the previous lesson. (Microsoft
Time: 110 texts, and recognize framing, reframing » Anecdotal Notes The ‘hot seat’ will be based off of Office)
minutes elements of those and manipulation » Conferencing (on- the variations of Little Red Riding » PowerPoint
(in minutes) texts that are relevant strategies – by the-spot) Hood. The original oral tale The Remote
to their own lives and partaking in a hot seat » Student Work Story of Grandmother – will » Rich Thematic
community. activity. Samples become the basis for this Images
MIs: 2. Students will be able discussion. (academic)
October 5, 2016 Page 10 of 2
» Verbal/ to compare visual (b) APK, Hot Seat, Summative: » Papers, pens,
Linguistic texts by comparing Inferential Reading, » Rubric (creativity, Part 1: The class will be divided pencils, folders,
» Visual/ Spatial and analysing the Viewing Strategies, content, delivery, into two types of groups: actors, envelopes
» Intrapersonal structure, Reading Logs, vocabulary, and question developers. In their » Chart paper,
» Interpersonal terminology, genre, Research Strategies, comprehension, use groups they will use an image markers
» Logical style, and cultural Image Analysis of strategies) analysis worksheet (the same in » Various
» Kinesthetic/ diversity of different Worksheets, previous lessons) and reading logs. handouts (image
Bodily visual texts. This will guide their research/ analysis
» Naturalist 3. Students will be able context. Three students will form worksheets,
(categorizing) to access ideas, the group of actors, portraying The inferential
information, and Young Girl. the Grandmother and reading
Learning Styles: visual language, The Wolf. They will be instructed questions
» Sensing- synthesizing and to stick to language that conjures worksheets)
Feeling applying meaning particular images (staying true to » The Classic
» Intuitive- from diverse and the decoding and encoding of visual Fairy Tales by
Feeling different literacy – but using language). The Maria Tatar
perspectives. other groups will be divided into » Sticky Notes
4. Students will be able small groups of three or four – each » Tables, chairs
to demonstrate an group will be given a theme. These » Sound System
understanding of, and groups will brainstorm and develop (speakers)
apply the strategies questions based off their themes to » Microphone
required to gain ask during the ‘hot seat’ activity. » Objects,
information from Each of these groups will be given Artifacts, Props
complex texts and images to use in their discussion
multimedia studies. (the instructor will project these
5. Students will be able images on the smart board
to articulate their appropriately). (55 minutes)
understanding of the
purpose of the author Part 2: When the ‘hot seat’ activity
in relation to the begins the actors will have chosen
impact of literary various images of themselves (in
devices and media character) to present to the class –
techniques on the in order to develop a foundational
reader or viewer. understanding of character image.
They may decide to quote from
descriptive language in the texts, as
well. The other groups will ask
questions based off an image (e.g.
why are you portrayed as an adult
rather than a young girl in this
image?) (55 minutes)

The point of this exercise is to

October 5, 2016 Page 11 of 2
 demonstrate to students that images
can be framed and reframed
(manipulated) differently to
construct meaning. In this activity
students are actively involved in
encoding and decoding images –
while applying them to print text.
Lesson # 10 1. Students will be able (a) Students will be able Formative: Part 1: » Smart Board
Title: Cabinets of to read and view a wide to use visual and print » Observational In the first part of this lesson, » PowerPoint
Wonder: Exhibit variety of visual texts, texts to create and Assessments students will be divided into groups (Microsoft
Curation and recognize elements curate a ‘cabinet of » Anecdotal Notes of three or four. Each group will Office)
Time: 220-330 of those texts that are wonder’ (exhibit) » Conferences (on- choose from a list of themes, in » PowerPoint
(in minutes) relevant to their own based off of a pre- the-spot, planning, order to create an exhibit. In their Remote
lives and community. determined theme. revising, editing, exhibits, students must include: » Rich Thematic
MIs: 2. Students will be able Students will be able evaluating) images (photographs, paintings, Images
» Verbal/ to compare visual texts to display their cartoons, advertisements); poetry, (academic)
Linguistic by comparing and exhibits and present Summative: novels, short-stories, and photo- » Papers, pens,
» Visual/ Spatial analysing the structure, information using as » Rubric – students essays; and objects. Students will pencils, folders,
» Intrapersonal terminology, genre, style, many visual and print will be assessed by a have access to technology envelopes
» Interpersonal and cultural diversity of literacy strategies as rubric on: (computers, iPads, et al) in order to » Chart paper,
» Logical different visual texts. possible – explaining presentation skills, do some background research on markers
» Kinesthetic/ 3. Students will be able how visual and print creativity, content, their themes. Students will list off » Various
Bodily to access ideas, texts work together to equal distribution of their resources/ choices in a chart handouts (image
» Naturalist information, and visual create meaning. roles, vocabulary, handout given at the beginning of analysis
(categorizing) language, synthesizing comprehension, and this lesson. (55 minutes) worksheets,
» Musical and applying meaning (b) Research Strategies, reflection. inferential
(could be a from diverse and Reading Logs, Image Part 2: reading
component of different perspectives. Analysis Worksheets, In the second part of this lesson questions
their exhibit) 4. Students will be able Reciprocal Teaching, students will bring or create the worksheets)
to demonstrate an Frame Routine objects/ items, images, and print » Sticky Notes
Learning Styles: understanding of, and (adapted to texts they have chosen – and build » Tables, chairs
» Sensing- apply the strategies assignment), their exhibits. (110-165 minutes) » Sound System
Thinking required to gain Summarizing (speakers)
» Sensing- information from Strategies, Inferential Part 3: » Microphone
Feeling complex texts and Reading In the final component of this » Objects,
» Intuitive- multimedia studies. lesson – the classroom will be set Artifacts, Props
Feeling 5. Students will be able up in stations (like a museum) and,
» Intuitive- to articulate their as a class, they will do a gallery
Thinking understanding of the walk. During the gallery walk, each
purpose of the author in group will present their respective
relation to the impact of exhibit, or ‘cabinet of wonder,’ to
literary devices and the class. This will tie all of the
media techniques on the elements of visual literacy – and its
October 5, 2016 Page 12 of 2
 reader or viewer. connection to print literacy together
(55 – 110 minutes)

Reflections:
This unit plan will be an excellent addition to our teachers’ toolbox. Not only does this unit plan meet GCO 4 – but it uses many of the prescribed SCOs
in the New Brunswick English Language Arts curriculum documents. Additionally, many of the activities land on various other GCOs. (GCO 1, 2, 3, 5, 6,
7, 8, 9, and 10 are featured either dominantly or subtly throughout the activities and assessments.) The unit plan also covers short visual texts, and a multi-
genre study – which are requirements of Grade 11 Reading and Viewing Achievement Standards. Additionally, the unit plan covers an expressive essay
(memoir) in the form of a visual/multi-media essay (photographic essay) – which fulfils one (possibly two) Writing Achievement Standard requirements.
The activities and assessments also stay true to making practical connections: text-to-text, text-to-self, text-to-world.

This unit plan became difficult to put together because of content/ context. Various scholars have developed the fields of multi-literacies, yet visual
literacy is still being developed. This made planning strategies and activities difficult. Specifically, it was difficult to bridge the gap between visual and
print literacies as closely as desired. All-in-all we feel as the unit plan really balances the main aspects of visual literacy: decoding and encoding. The unit
plan also does an excellent job at framing, reframing and manipulating images to demonstrate to students the relationship between visual and print texts.
Hopefully in a Grade 122/121 unit, on visual literacy, teachers will be able to incorporate graphic novels and help students decode images in this format.

In the future we would love to see visual literacy more fully developed at the secondary levels (middle and high school) – to allow teachers to expand
and enhance visual literacy/ comprehension. The earlier visual literacy strategies are implemented the more meaningful and effective the pedagogy can be
developed. In the 21st century we – and our future students – live in a world driven by information that is dominated by images. Teaching students the
strategies, techniques, and approaches they will need to become visually literate, is essential to their success in academics and in life. As such, we feel that
visual literacy should be a more dominant component to the English Language Arts curriculum. More than ever, there is a requirement to expand the four
components of literacy – listening, speaking, reading and writing – to include a fifth: viewing. Scholars will need to develop exactly what that entails – but
for now it seems that decoding and encoding visual images is a good start.

(*** Note: We used 55 minute periods – as a model of Harrison Trimble High School time period allotments per course/per day. Also, many of these
outcomes will take multiple activities for the lesson to become clear – and outcome to be reached and assessed properly.)

October 5, 2016 Page 13 of 2

 Unit Plan Template

The unit plan template is designed as a guide to use when planning units. The plan may be adapted to specific
subject areas and modified as you gain experience. This template should be used as a basic outline. The space
required for each heading in the template will vary and should be adjusted as needed. The template is available on the
Moodle entitled Unit Plan Template. It is important to complete all areas in the template and that the unit plan be
sufficiently clear and detailed so that another teacher could use the plan to teach the unit.

Rationale: Why are you teaching this unit? i.e. Where does this fit in the curriculum? Why is it important to teach
this unit/

Overview and Graphic Organizer: Include a brief statement of the context and structure of the unit describing the
major concepts, skills and/or understandings. You need to include a graphic organizer for this unit.

Prescribed GCOs: The Curriculum Documents define what students should learn in each curricular subject by
describing what students should be able to do. These statements are the prescribed learning outcomes of the curricula
of New Brunswick. Your unit plan should state the prescribed learning outcomes to be taught and assessed in the
unit and on which the specific lessons are based.

Prerequisite Concepts and Skills: This should tell what concepts and skills the students should already know
(before the unit can begin).

Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you
need to involve other people in the planning, such as the librarian? Are there materials to be gathered and websites to
check?

Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the
technology required.

Assessment: For each lesson tell what you will do as you move through the unit to assess students’ progress both in
a formative and summative manner. For the whole unit what is your plan for assessment to measure the students’
grasp of the whole unit?

Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning
outcomes from other subjects are specifically assessed, include these outcomes in this part of your unit plan.

Lesson Activities: Describe the key elements of each lesson in a way that is easily expanded into a detailed lesson
plan. If using the Unit Plan Template (electronic version) add as many rows as there are lessons and expand the size
of the boxes as needed. First record the lesson number, title and length of the lesson in minutes, then list, by number,
the Learning Outcomes that are specifically addressed in the lesson. Briefly outline the major “Instructional
Objectives (SWBAT…in student friendly terms), Teaching Strategies (a few words), Lesson Activities (sufficient
detail to enable another teacher to teach the unit), Assessment Strategies (include the strategy - the “How” and the
“What” you will be assessing), and Materials” needed for the lesson.

This is coming later. Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes:
Multiple means of representation; Multiple means of expression; and, Multiple means of engagement. DI is the
process of ensuring that a student’s readiness level, interests, and preferred mode of learning are recognized.
Teachers can differentiate instruction in four ways: content, process, product, and, learning environment based on
the individual learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how will
you accommodate them? Consider learning styles, multiple intelligences, Aboriginal and cultural influences. What
are the adaptations and modifications needed for students with Individual Education Plans (IEPs)?

October 5, 2016 Page 14 of 14