courtneymosewich.files.wordpress.com€¦ · Web viewThis unit allows students to further explore who they are. Most students in grade twelve are discovering who they are and who

Kelln and Mosewich 1

English B30 the Search for Self

Courtney Mosewich and Matt Kelln

University of Regina


Rationale

This unit allows students to further explore who they are. Most students in grade twelve

are discovering who they are and who they want to be going forward in life. Students will have

to look at their own values and ideals and reflect critically upon them. Why do they value the

things they do? Many of the conflicts and issues in the world are a result of individuals and

societies having different values and ideals. In this unit students will need to explore if there are

universal ideals we all strive for? If there are than why do our actions sometimes fall short of our

ideals? We live in a world full of individuals who have diverse perspectives and experiences

which share who we are. While the world may be a place full of conflicting views, students

should be able to look at themselves in the mirror and feel comfortable with who they are and

what they are able to contribute to society.

This unit emphasizes making the curriculum seem relevant to students to help them instill

a desire to learn. Many of the assignments throughout the unit are also leading to a larger picture

which will hopefully cause students to hold themselves to a higher standard. The novel study is

independent and offers a great deal of choice, this creates accountability for the students to make

their own decisions and complete the work to the best of their ability. This unit was written to

promote a desire for students to become lifelong learners and use the skills they have learned to

better themselves and contribute positively to society.


Unit Title: Search for Self Course: ELA B30 Designers: Mosewich and Kelln

Learning Outcomes/Indicators

Outcomes:

CR B 30.1View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts that address:

identity (e.g., Sense of Self) social responsibility (e.g., Social Criticism), and social action (agency) (e.g., Addressing the Issues).

CR B 30.3Listen to and comprehend grade-appropriate informational and literary texts created by international, including indigenous, speakers and authors, and analyze the perspectives, biases, beliefs, values, identities, and power presented in each text.CR B 30.4Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate informational (including position papers, magazine and newspaper articles, and electronic communications) and literary (including drama, novels, poetry, short stories, essays, biographies, and autobiographies) texts from various international, including indigenous, cultures and analyze the philosophical, ethical, and social influences that have shaped information, issues, characters, plots, and themes.CC B 30.1Create a range of visual, multimedia, oral, and written texts that explore:identity (e.g., Sense of Self)social responsibility (e.g., Social Criticism), andsocial action (agency) (e.g., Addressing the Issues).CC B 30.3Create and defend an informed critical response to a global issue in formal (including a workshop presentation, a debate, and an oral reading of poetry or a prose passage related to the issue) and informal (including discussion and collaborative group work) situations.CC B 30.4Compose and create narrative, descriptive, expository, and persuasive writings that include a position paper, a comparative essay, a letter of inquiry, a critique of an author’s style, and a short story or essay that uses parody, satire, and/or irony..AR B 30.2Reflect on and assess understanding of self as a self-directed, self-appraising, and strategic learner.

Indicators:

Skills:Learners will be able to …Write an comparative essayWrite a poem about oneself and present it visuallySet goals and complete a self-directed novel studyWrite a toast and present either individually or with a partner

Write and give a toast individually or with a partner

BIG Ideas/ Essential Questions:Learners will be considering …

Sense of Self- “Who am I?” Joy and Inspiration/ Doubt and Fear- “Is it natural to

feel anger and hatred sometimes?” “What brings us joy and happiness in life? Does

happiness mean different things to different individuals?”

Ideals-”Are there universal ideals for which we all strive?” Why do our actions sometimes fall short of our ideals?

Learning PlanLesson

Learning Activities Outcomes/Indicators

Assessment Important Extras

1

M

Lesson 1: What is a name?o See Lesson One.

CR B 30.4 •Select deliberately and use effectively a

Formative Assessment:

“The beginning of all instruction


on. (see page 23)

variety of before, during, and after strategies to construct and confirm meaning when reading texts.•Demonstrate critical reading behaviours to analyze meanings, ideas, language, and literary quality in a range of contemporary and historical texts:- Establish a purpose from reading such as to learn, interpret, and enjoy- Identify and analyze explicit and implicit messages, viewpoints, and concepts•Interpret, evaluate, and discuss a range of texts, identifying their language and literary qualities and considering the personal, social, cultural, political, and historical contexts in which the texts were created.

Hand in response to given questions

is the study of names” –Antisthenes

(see page 23)

2Tues.

o Introduce the Song Lyric Analysis Assignment (Self or Identity)

o Students will have the remaining class time to look for/think of their song choice. They can use their personal technology to browse for a song.

CR B 30.1Analyze texts in terms of messages, ideas, information, universal questions, themes, and issues; provide evidence from the texts to support analysis.Demonstrate appreciation for a variety of texts.

o Have a conversation of what is appropriate to pick

3Wed.

o Mini Lesson: Refresher course on rhyme patterns and schemes (20 minutes)

o Example that will be used to show rhyme scheme: https://www.pinterest.com/pin/575123814895672895/

o Assignment Part: (15 minutes)o Re go over assignment,

expectations,o Introduce Rubrico Show and provide exampleo 15 minutes period to find song if

they haven't already and start working on the assignment if they


Formative: See where their levels of writing are at and what their understanding of figurative language is at/ rhyme schemes/ analysis

Rubric will be provided

Will need to rent out laptops/ book computer lab for end of class


have.o https://www.youtube.com/watch?

v=asUlxiAaLfk

4Thurs.

o Work Periodo Homework if not using time

effectively. Will be due day 6 (Monday).


Formative: See where their levels of writing are at and what their understanding of figurative language is at/ rhyme schemes/ analysis

Rubric will be provided

Will need to rent out laptops/ book computer lab

5Fri.

o Review: setting, plot, point of view, theme, tone

o Read Dead Man’s Path by Chinua Achebe

o Link to short story: http://www.sabanciuniv.edu/HaberlerDuyurular/Documents/F_Courses_/2012/Dead_Mens_Pat

H.pdfo Activity (before):

https://www.pinterest.com/pin/575123814894700564/o What do you think the story will

be about after…o Jigsaw- Everyone reads: students

will be assigned a focus such as setting, character, point of view, theme, tone. Students will be provided a physical copy of the short story. Students will read the story out loud together with the teacher. The idea is to have students highlighting and making notes on the paper about things that relate to their assigned focus area. (Critical Annotations)

CR B30.4Interpret, evaluate, and discuss a range of texts, identifying their language and literary qualities and considering the personal, social, cultural, political, and historical contexts in which the texts were created.

Formative:Were students able to complete their portion, Students will write the ideas they discussed on a piece of paper and hand it in

Keep in mind who works well together and who struggles in groups

Practice communicating verbally in a low pressure setting

http://www.sabanciuniv.edu/HaberlerDuyurular/Documents/F_Courses_/2012/Dead_Mens_Path.pdf





o BRAINBREAK o After reading the short story

students will find their other classmates who were assigned the element to look for within the story. Students will be an expert in their respective area and will share their knowledge to the class as a group.

6

M

o PODCAST- current/ hip with the kids

o BRAIN BREAK (5 minutes)

o RWL responseo (fill in on sticky notes put on board)o Full class discussion

o Exit Slip- What was the implicit message? What was the explicit message?

CR B 30.3Adopt and demonstrate critical listening behaviours to analyze the overall effectiveness of oral presentations:

o Focus attention on the speaker’s message

o Filter distractions and recognize factors that interfere with effective listening, including personal biases

o Identify the thesis of a speech and determine the essential elements that support it

o Analyze explicit and implicit messages/concepts, viewpoints, values, theme, and tone

o Recognize overall plan or organization including transitional expressions

o Distinguish between emotional appeal and reasoned argument

o Evaluate and verify facts and arguments, and identify fallacies in oral arguments

o Identify key allusions and symbols

o Use effective note making strategies and a variety of written or graphic forms to organize and share ideas acquired from what was listened to

o Identify and analyze the effect of artistic elements (e.g., imagery, language, character development) within texts.

Formative: Exit Slip

Bloom’s Digital Taxonomy- Understanding by identifying, and explainingAnalyzing- Response often link to comparing Evaluating by commenting

7

T

o Hook: (5 Minute) https://www.youtube.com/watch?v=j-efa3wl27g (this video is bumping I highly suggest listening to it)

o (10 minutes) Learn Figurative language w/ examples in poems

CR B 30.1Demonstrate appreciation for a variety of texts.Explore topics and contemporary and traditional visual, oral, written, and multimedia (including digital) texts that present different viewpoints and perspectives on issues

Formative: Do students understand what figurative language devices do

Students should have a basic understanding of elements of literature but this will serve as a review


o Example we will use: Listen as the Last Drop Falls by Matt Kelln

o Students individually or in partners will make a poster with 1-2 figurative language devices on it (1 if you are alone 2 if you are with a partner)

o (MAX 30 minutes) Depending on our class we will either assign Figurative language devices or they get to pick their own

o (15 minutes) Students walk around and can write down the fig language devices they are unfamiliar with

o We will also make a Google doc that has pictures of all of the posters if students are unable to copy this quickly or miss the day

o We will have these posters hanging for a few weeks than give them to the grade 9 class for when that teacher does figurative language- the teacher is very excited for this

related to identity, diverse personal identities, worldviews, and backgrounds (e.g., culture, socio-economic status, ability, age, gender, language).

You should never ask your students to do something that you would not do.

8

W

o In class assignment- Find figurative language in poems- have students do this individually.

o Roar by Katy Perryo Link to Video:

https://www.youtube.com/watch?v=CevxZvSJLk8

o Link to Lyrics: https://play.google.com/music/preview/Tz7eex3kuxfhwalysewf6tv3m34?lyrics=1&utm_source=google&utm_medium=search&utm_campaign=lyrics&pcampaignid=kp-lyrics

CR B 30.1Demonstrate appreciation for a variety of texts.Explore topics and contemporary and traditional visual, oral, written, and multimedia (including digital) texts that present different viewpoints and perspectives on issues related to identity, diverse personal identities, worldviews, and backgrounds (e.g., culture, socio-economic status, ability, age, gender, language).

Summative:Were they able to locate all literary devices

Remind students that they can bring a snack tomorrow- be thoughtful of any allergies

Bloom’s Digital Taxonomy- Remembering by Identifying

9R

R

The Pursuit of Happyness- Watch movieFill in Pursuit of Happyness worksheet

CR B 30.1Explore topics and contemporary and traditional visual, oral, written, and multimedia (including digital) texts

Formative Assessment: Worksheet

Appeals to visual and auditory learners

https://play.google.com/music/preview/Tz7eex3kuxfhwalysewf6tv3m34?lyrics=1&utm_source=google&utm_medium=search&utm_campaign=lyrics&pcampaignid=kp-lyrics






that present different viewpoints and perspectives on issues related to identity, diverse personal identities, worldviews, and backgrounds (e.g., culture, socio-economic status, ability, age, gender, language).View, listen to, read, and respond to a variety of historical and contemporary literary and informational (including business and technological communication) texts by authors from a variety of cultures, backgrounds, and time periods.

Students can bring a snack being thoughtful about peoples allergies

10

F

o The Pursuit of Happyness- watch movie

CR B 30.1Explore topics and contemporary and traditional visual, oral, written, and multimedia (including digital) texts that present different viewpoints and perspectives on issues related to identity, diverse personal identities, worldviews, and backgrounds (e.g., culture, socio-economic status, ability, age, gender, language).View, listen to, read, and respond to a variety of historical and contemporary literary and informational (including business and technological communication) texts by authors from a variety of cultures, backgrounds, and time periods.



11

M

o Fill in sheet- See attached sheet CR B 30.1Explore topics and contemporary and traditional visual, oral, written, and multimedia (including digital) texts that present different viewpoints and perspectives on issues related to identity, diverse personal identities, worldviews, and backgrounds (e.g., culture, socio-economic status, ability, age, gender, language).View, listen to, read, and respond to a variety of historical and contemporary literary and informational (including business and technological communication) texts by authors from a variety of cultures, backgrounds, and time periods.


12

T

o Intro to theme Sense of Self- Who are you? Lecture based

o Ex: Introduce: “You Are Unique” - Poem by Walterrean Salley (We are all unique like our finger tips, slightly corny but leads into the assignment)

o Intro to poem assignmento Teacher shows personal example

CC B 30.1Use written, and other forms of representing to achieve specific purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Poetry prompt: Who are you? Or Who am I?

13

W

o Quick recap of what the students learned yesterday about poetry

· Show students examples of fingerprint

CC B 30.1Use written, and other forms of representing to achieve specific purposes (e.g., for learning, enjoyment,

This is to prepare students for a later assignment

I do, We do, You do Strategy


assignment· Create rubric (30

minutes)· Examples:

https://www.pinterest.com/pin/387520742908360497/

· https:// www.pinterest.com/pin/575123814895672886/

Get in groups of 2-3. What do should think you should be marked on? What should be expected?

Take the students suggestions for rubric and create a larger categories they can fit in

Organize these suggestions Make rubric (take home and

refine) Get it approved by students.

Having students help create the rubric should allow them to have a better understanding of the assignment

The timing of this could varyo 30 minuteso We make a poem together as a

classo (first meet in groups of 4 than as

class)

persuasion, and the exchange of information).

14R

o Set: (10 minutes) – again show students examples of finger print poem

o Development: (35 minutes) (You do)

· Have students begin their fingerprint poetry assignments by writing their poetry

o Closure: Exit Slip: Record 3 -5 lines


Formative: Exit Slip:Write 3 lines from your poem on this paper

Bloom’s Digital Taxonomy- Creating by Writing

Poetry prompt: Who are you?








of your poem

15F

o Continue yesterday's classo Set: Keep them goingo Development: Write poems (You

do)o Closure: (20 minutes)

· Give students 15 minutes to discuss and get some feedback on their unfinished poems

o · 5 minutes to bring it all together


Students will have to account for every 15 minutes of their time- what did they do- this will be handed in to make sure they are on task

Play some music that relates to the theme: Who I Am by Jessica Andrews https://www.youtube.com/watch?v=Jd9zYKLepCw

Classroom management: Play music to keep volume level down

16M

o Have students make their poem into a fingerprint

o Some can share if we have time


Our big idea: Eventually we want to have all of the students in grade 12 complete this fingerprint poem. We would then put all the poems in a book and have it as a memento of the graduating class. This should help students to be accountable for their work.

https://www.youtube.com/watch?v=Jd9zYKLepCw




Students will hopefully produce a product they are proud of.

17T

Set :Lecture “Blind Date a book” –

ideally bring in a teacher librarian to tell about books but not show a title

Given students novel study assignment

Explain novel study, expectations,

Development: Go to library allow

students to exploreo “Date a book” read a page or 2 and

pick or move on Pick a novel of their choice

Closure: Have you picked a book?

What is it?o o If it’s not in the library how will

you get the novel- will need It be next week

o Exit Slip: Did you pick a novel- write the title and author down

CR B 30.1

View, listen to, read, and respond to a variety of historical and contemporary literary and informational (including business and technological communication) texts by authors from a variety of cultures, backgrounds, and time periods.

(See page 25)

Exit Slip: Did you pick a novel? Write the title and author down

Need to conference with librarian ahead of time.

Makes expectations for this period very clear.

(See page 25)

18W

o Mini Lesson: How to plan and stick to a set schedule

o Students learn to plan out their lessons

o Teacher will also have set check in dates to keep things on task as well of examples of how to set it up

o Minimums of how many assignments should be handed in are available

o Students will read for 20 minutes with no interruptions

CR B 30.4Read silently with comprehension for a sustained period of time.

(See page 26)

Formative: Are students able to read for an extended period of time?After we practice this class there will be an exit slip checking comprehension on lesson 20.

This mini lesson should be relatable to other subjects

(See page 26)

19 o Mini Lesson: (20 minutes) Formative: Exit #Useful


R o Set: Hook: Is this plagiarism? Show examples. Shock the children with the fact that ideas can be plagiarized. Reflect: Make them worry that they have plagiarised in the past.

o Development: Meet in groups and have them each pick something and say if it is plagiarized or not and why.

o Closure: Exit Slip: 3 examples if cited work- is it cited correctly? Yes or no? If no fix it.

o BRAINBREAK- Pressure Point Massage Gently massage the pressure point between your thumb and pointer finger for one minute. Switch hands after 30 seconds.

o Link to Brain break: http://www.coloradoedinitiative.org/wp-content/uploads/2014/08/CEI-Take-a-Break-Teacher-Toolbox.pdf

o WORK TIME

SlipCalming Brain break to help focus

20F

o Mini lesson: (20 minutes)o Set: MLA formatting:o Lecture based (this should be a

review from ELA 20)o Development: Worksheet: Is this

citation right for these 2 citations? Fix the following 3 citations?

o Closure: Now use this in your Novel Study do not plagiarise

o Students will read silently for 15 minutes and write a 4 sentence exit slip about what they read.

o WORK TIME


Formative: Exit Slip: 4 sentences about what they read. Check for comprehension. Are students able to read for an extended period of time?

21M

o CONFERENCE DAY Formative: See where students are at- check on progress

Classroom management- Students will have to account for every 15 minutes- what they did

http://www.coloradoedinitiative.org/wp-content/uploads/2014/08/CEI-Take-a-Break-Teacher-Toolbox.pdf




o WORKDAY Check how students are using their time

Ex: 15 min: Read15 min: Conferenced15 min: Looked for quotes15 min: Read

22T

o Mini Lesson: To be determined (depends what students seem to need a lesson in after conferencing with them)

o WORKDAY

Students will demonstrate comprehension and appreciation of texts through self-directed learning. These responses will be both informational and formal.

23W

o Strongly Suggested: *Students should hand in 15 points worth of assignments*

o Work dayo Fill out exit slip

AR B 30.2(This is preparing students for the Reflection at the end of the novel study)

Exit Slip: Are you on track? What are your plans for tomorrow?

Will be returned to students

Have students reflect on their progress thus far

24R

o CONFERENCE DAY/ WORK PERIOD

Individual formative assessment

Feedback

Students conference with teacher but can also conference with peers

25F

o CONFERENCE DAY/ WORK PERIOD

Individual formative assessment

Feedback

Students conference with teacher but can also conference with peers

26M

o Mini lesson- Comma splice Error day!

o Students have been having trouble with comma splices

AR B 30.2 (This is preparing students for the Reflection at the end of the novel study)

Formative: (Mid class) Exit Slip: Have them correct 4 sentences- some


o We will review how to use a comma using I do, We do, You do

o Exit Slip (mid class)

o Work dayo Exit Slip (end of class)

with comma splice errors- to be tricky 1 will not have a comma splice error

Exit slip at end of class: Rate yourself 1-6 how on task you were.

27T

First 5 minutes: Everyone will make a check list of what they want to get done for the day. They will check off what they get accomplished and hand this in at the end of the lesson. If students do not seem to get much accomplished teacher will talk to student during next period to see why student was not able to accomplish goalso Work day

AR B 30.2(This checklist is preparing students for the Reflection at the end of the novel study)

Formative: Check list will serve as an exit slip.

To keep students on track they will make a check list of what they want to get accomplished this period.This will be handed in along with check marks beside what students accomplished

28W

o Mini lesson- Using transitions in writing

o Work day

29R

o Work day Listen to some music to keep class volume down

30F

o Work dayo LAST DAY OF NOVELo Any presentations from novel study

will be presented

Outcomes hit throughout the novel study: CC B30.1. CC B30.4, CC B30.3, AR 30.2

(See novel Study Portion)

All assignments will be summatively assessed.Rubrics will be provided for expectations but they will be

*If students do not feel comfortable presenting they may video themselves and submit to meExpectation that everything is


broad. Ex: One for presentations with visual aspects

handed in my lesson 31 (they have the weekend to work on it)

Multiple Intelligences

31M

Obama Speech: https://www.youtube.com/watch?v=OFPwDe22CoY

Martin Luther King Speech: https://www.youtube.com/watch?v=3vDWWy4CMhE

Brain Break: Finger-Thumb Put your fists together. Point your index finger on one hand and stick your thumb out on the other hand. Now switch… and switch again… Link: http://www.coloradoedinitiative.org/wp-content/uploads/2014/08/CEI-Take-a-Break-Teacher-Toolbox.pdf (page 33)

Students will analyze both speeches viewed in class and write a comparative paragraph or two on the videos

CR B 30.3

Listen to, discuss, interpret, and evaluate spoken texts in terms of their structure and their social, cultural, political, and historical contexts.

Analyze historically significant speeches (e.g., Gettysburg Address, Mandela’s Hope and Glory, Churchill’s speeches) to find rhetorical devices and features that make them memorable.

Formative: Take paragraph in and see how their skills are at analyzing, writing comparative pieces, and writing in class

In preparation for our in class essay

Brain break to help students concentrate and focus

In preparation for our in class essay

32

T

o Introduce the movie. Much Ado About Nothing Kenneth Branagh’s interpretation of Shakespeare’s Much Ado About Nothing. Provide some information on the director and his interpretation of Shakespeare’s text into the film. How does it compare to the original written text? (Fairly accurate actually).

o Rubric provided for essayo Introduce the essay topic-->Possible

Topics:

Students will write a comparative essay:CC B 30.4Reveal new insights about topic because of the comparisonCapture reader’s attention and provide details that lead up to thesis or focus statement in a well-developed introductionDiscuss each topic point by point in the bodySum up, reflect on, or comment on the comparison in a coherent, convincing conclusion.

CR B30.1Demonstrate

Formative assessment See what students wrote down.

When marking keep in mind students knew their essay question before viewing movieIf our students were needing more of a challenge we may have students learn their essay question right before the in class essay




https://www.youtube.com/watch?v=3vDWWy4CMhE

https://www.youtube.com/watch?v=3vDWWy4CMhE

https://www.youtube.com/watch?v=OFPwDe22CoY

https://www.youtube.com/watch?v=OFPwDe22CoY


o Have them fill out a formatted sheet while they watch the film to help with their analytical essays (looking for character motives, themes).

o Watch the movie (110 minutes total running length).

appreciation for a variety of texts.

33W

o Continue Watching Much Ado About Nothing Directed by: Kenneth Branagh

o (110 minutes total running length)

Students will write a comparative essay:CC B 30.4Reveal new insights about topic because of the comparisonCapture reader’s attention and provide details that lead up to thesis or focus statement in a well-developed introductionDiscuss each topic point by point in the bodySum up, reflect on, or comment on the comparison in a coherent, convincing conclusion.CR B30.1Demonstrate appreciation for a variety of texts.

See lesson 32 and lesson 35

Students have a 5 minutes beak to stand up and walk around mid-period- go the bathroom

34

R

o Mini lesson on how to write a comparative essay

o Students prepare notes to help them learn but they cannot bring these into the essay

o Brain break where it fits naturally: Breathing Deep Host a "break" for breathing. For 6 total breathes, have students: Breathe in slowly (4 count) Hold for 4 seconds Breathe out slowly (4 count) Hold for 4 seconds

o Link: http://www.coloradoedinitiative.org/wp-content/uploads/2014/08/CEI-Take-a-Break-Teacher-Toolbox.pdf (page 19)

Write a comparative essay:CC B 30.4Reveal new insights about topic because of the comparisonCapture reader’s attention and provide details that lead up to thesis or focus statement in a well-developed introductionDiscuss each topic point by point in the bodySum up, reflect on, or comment on the comparison in a coherent, convincing conclusion.

Summative: Students will be provided with rubric ahead of time

35

F

o In class essay- analytical essay Write a comparative essay:CC B 30.4Reveal new insights about topic because of the comparisonCapture reader’s attention and provide details that






lead up to thesis or focus statement in a well-developed introductionDiscuss each topic point by point in the bodySum up, reflect on, or comment on the comparison in a coherent, convincing conclusion.

36

M

o In class- Essay Write a comparative essay:CC B 30.4Reveal new insights about topic because of the comparisonCapture reader’s attention and provide details that lead up to thesis or focus statement in a well-developed introductionDiscuss each topic point by point in the bodySum up, reflect on, or comment on the comparison in a coherent, convincing conclusion.


37

T

o Read aloud to students Oh the Places You’ll Go by Dr. Seuss. (Preferably read outside if the weather is nice to get students outside the classroom). Discuss the relevance of the book for them even though it is classified as a children's book. (If weather does not permit show the video of the reading)

o Cross-Curricular Learning connects to Career ED.

o With the remaining class time (Roughly 30-35 minutes) have students write a paragraph or longer detailing what they want to do with their life once they graduate. What career path will they follow? Is it different from their original dream as a child? If they do not know have them reflect on their childhood dreams.

o Link to possible Video: https://www.youtube.com/watch?v=1NOIsWCkPF4

CR B 30.3: Use language cues and conventions of a variety of informational and literary texts to construct and confirm meaning when listening

CC B 30.4Create a variety of written communications using various elements of discourse (e.g., purpose, speaker, audience, form) in narrative, expository, persuasive, informative, and/or descriptive texts

Formative: Are students listening?

Formative: narrative, putting together coherent thoughts, organization

After 2 days of writing in class essays we chose this short story to give our students a bit of a break while they are still taking in relevant information. (Grad and the next stage of their lives are right around the corner).


38

W

o Have the students silently read the poem Drum Dance by Jeffrey Mantla in Gatherings: VIII.

o Text-coding/Critically Annotating of the text to identify different perspectives that students will not be familiar with.

o

CR B 30.4Use note making and outlining to better understand texts.

Formative: where they able to text-code/ critically annotate

Adaptive Dimension: If needed because students are reading individually teacher can provide additional texts for different reading levels. Content will be the same just simplified.

39

R

o Read article: o Link to article:

https://newsela.com/articles/north-dakota-pipeline/id/21233

o Write RWLo RWL as a class discussion to give

students ideas to write about

o Have students write about how this connects to themselves or their lives

o Prompts: How does this connect to you? How do you feel about this?

o Exit Slip: What do you know about The Great Gatsby? (Films or Novel) Leading into next class.

CR B 30.1Make connections between the ideas in texts and personal knowledge, experiences, and insights; between other texts; and between texts and the world.

Formative: Exit Slip: RWL

Remind Students they can bring a snack tomorrow

Adaptations: Reading level of material can be changed to fit students’ needs because it’s from newsela.com- students can still read content

40

F

o Introduce The Great Gatsby by F. Scott Fitzgerald. Explain to students why this is still a relevant text. The big themes in the novel: The decline of the American dream in the 1920’s, The hollowness of the upper class (Class in general), Love, Ideals.

o 10 minutes teacher reads out loudo 20 minutes students read alone or

with partner depending on if our class is able to stay on task while reading in partners.

o See Lesson Plan Four: Oral

CC B 30.1

See page 30

See page 30 o Adaptation: Students who struggle with reading alone can read in pairs or in small groups




Interpretations Oral Theatre o Go over student expectations for the

assignment. Rubric will be given to students.

41M

o Mini-lesson on what students are needing (35 minutes)

o 20 minutes of reading

o Fill out exit Slip


Formative: Exit Slip: 4 sentences about what they read. Check for comprehension. Are students able to read for an extended period of time?

42T

o Work Period. See page 30 CC B 30.1See page 30

See page 30

43W

o Work Period. See page 30 CC B 30.1See page 30

See page 30

44R

o Oral Theatre Presentations. CC B 30.1 See page 30

See page 30

45F

o Oral Theatre Presentations. o If time permits. Go over with the

class what worked well and what did not. What did they like what did they not. If they could change anything what would they change?

CC B 30.1See page 30

See page 30

46M

o Mini lesson: o Watch examples of famous/ relevant

toasts. o Give them pointers on things to do in

toasts and what not to do. o Formatting. Ex: Talk about a hook-

Ex: Some start with a joke or something to hook the audience.

o Full Class discussion (after 1st video): What did you notice?

o Video Example:o https://www.youtube.com/watch?

v=wQrHC_MdSIko Warning: Contain a swear- S***

Hook to assignment: CC B 30.1Use spoken, written, and other forms of representing to achieve specific purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information

Formative: Exit Slip: What will you take from these videos in relation to your toast?

For a Catholic School Video: This is a Speech not a toast but still shows great qualities of a speech: https://www.youtube.com/watch?v=v38h9z7lR_0


o Funny and becomes emotionalo Questions for reflections:o Large groups discussion after viewing

2: What it good? Why or Why not?

o Pure Bad Example: https://www.youtube.com/watch?v=XZbs5mtgfSg

o Individual Reflection: Which was your favourite? Why?

o Exit Slip: What will you take from these videos in relation to your toast?

47T

o Mini lesson: o Watch examples of famous/ relevant

toasts

o Full Class discussion (after 1st video): What did you notice?

o Video Example:o https://www.youtube.com/watch?

v=wQrHC_MdSIko Warning: Contain a swear- S***o Funny and becomes emotionalo Questions for reflections:o Large groups discussion after viewing

2: What it good? Why or Why not?

o Pure Bad Example: https://www.youtube.com/watch?v=XZbs5mtgfSg

o Individual Reflection: Which was your favourite? Why?

o Exit Slip: What will you take from these videos in relation to your toast?

Hook to assignment: CC B 30.1Use spoken, written, and other forms of representing to achieve specific purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Formative: Exit Slip: Which was your favourite? Why?

Visual/ Auditory and written

48W

o Work Period for Toast CC B 30.1Use spoken, written, and other forms of representing to achieve specific purposes (e.g.,


for learning, enjoyment, persuasion, and the exchange of information).

49R

o Toast Presentations Dayo We are going to have sparkling juice

and snacks (Potluck style for students...We will provide the sparkling juice)

o We are making this into a big celebration

o Half of the class will have to bring food to share with the class this day and the other half of the class will bring food next class.

CC B 30.1Use spoken, written, and other forms of representing to achieve specific purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Summative: Rubric provided ahead of time

We are going to have sparkling juice and snacks (Potluck style for students...We will provide the sparkling juice)

We are making this into a big celebration

Half of the class will have to bring food to share with the class this day and the other half of the class will bring food next class.

50F

o Toast Presentations Day Continued. CC B 30.1Use spoken, written, and other forms of representing to achieve specific purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Summative: Rubric provided ahead of time

Differentiation: Students can do toast just in front of teacher or submit it as a video


Lesson Plan One:

What is in a name?

Outcome:

CR B30.4: Read and demonstrate comprehension of a range of contemporary and classical grade appropriate literary texts (poetry).

Indicators:

• Select deliberately and use effectively a variety of before, during, and after strategies to construct and confirm meaning when reading texts.

• Demonstrate critical reading behaviours to analyze meanings, ideas, language, and literary quality in a range of contemporary and historical texts:

- Establish a purpose from reading such as to learn, interpret, and enjoy

- Identify and analyze explicit and implicit messages, viewpoints, and concepts

• Interpret, evaluate, and discuss a range of texts, identifying their language and literary qualities and considering the personal, social, cultural, political, and historical contexts in which the texts were created.

Timeline:

2 Days

Materials:

- Copy of the poem for each student - Laptops or computer lab with internet access to look up origins of names- Paper, highlighters, pens, pencils - Space for each student to work (their desk)

The beginning of all instruction is the study of names.

-Antisthenes (c. 400 B.C.)

Opening Question/Discussion/Instructions: What is in a name?

Ask students to consider names. How important is a name? How important are the associations a name carries? (Good time to discuss these questions)


Have students look up the origin of their first name. Have each student look up the origin of the name of a famous person. Students record their findings on a piece of paper. (Approx. 15 minutes)

What associations does the name have? Does the name suit the person? Why or why not? How are nicknames acquired? (Discuss- Students thoughts)

Reading the Poem:

Who Are You? By A. Voznesnsky

Pre-reading:

This poem poses the question "Who are you?" throughout, like an echo or refrain. Ask them to remember that poetry often presents a persona (speaker) and images or symbols (standing for something larger than themselves). Have students consider what they learn about the persona. Ask students to read the poem.

Reading:

Students should read the poem silently twice. During the second reading, ask them to record the "labels" Voznesensky uses in each stanza. What is he saying about labels? Are they adequate? Are they accurate?

Response:

Have students reread the poem orally. They can note how the opening question defines the contrasts that the rest of the poem develops.

Poker chips, like pawns on a chessboard or keys on a piano, are passive objects that others manipulate for their ends. In contrast, what are the connotations of "giants"? What other contrasts are found in the poem?

Sometimes we are influenced by the times ("epoch") in which we live. Have students reread lines 5 and 6.

Are we living in times that ignore our individual aspirations? Are we "as worn out as race tracks"? Are we true to ourselves or simply "starlings" who "strive their best to crow" (line 11)? What other images in the poem express the betrayal of one's own identity?

Why does the poet compare himself to "an abominable snowman/Absolutely elusive"? (Facilitate a class discussion, let them talk more than you)

Afterthought:

We often complain that others see only part of us--not our whole or best selves. Yet how often do we truly see beneath the surface in ourselves or in others? Have students consider whether people have both public, social selves and private, inner selves. Which is the real person? (Divide students into groups and discuss)


(Could also have students write individually a response to these questions if written work was needed to evaluate)

Introduction to Novel Study for Day 17

Teacher Name: Ms. MosewichGrade Level: 12Course: ELA B30Materials: Assessment Rubric, novel study description/ assignment, novels/ access to the library, plannerOutcome(s) & Indicator(s) for this lesson:

CR B 30.1View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts that address:

o identity (e.g., Sense of Self)o social responsibility (e.g., Social Criticism), ando social action (agency) (e.g., Addressing the Issues).

For this lesson we will be listening, reading and viewing but will complete this outcome through the unit

Possible suggestions for students from the ELA Title Search: Pre-requisite learning:

Set :Lectureo “Blind Date a book” – ideally bring in a teacher librarian to tell about books but

not show a title or cover- not from a Canadian author- also ask librarian to pull novels that fit our theme of search for self for when we go to the library

o Given students novel study assignmento Explain novel study, expectations,

Development: o Go to library allow students to explore

“Date a book” read a page or 2 and pick or move ono Pick a novel of their choice from libraryo When you find a novel come talk to the teachero Silently read

Closure:o Go back to classo Have you picked a book? Hopefully. What is it?


o Exit slip: What novel did you pick? Why?

Instructional Plan for Day 18Mini MLA Lesson with Novel Study

Teacher Name: Ms. MosewichGrade Level:12Course: ELA B30Materials: For novel study: Assessment Rubric, novel study description/ assignment, novels, planner, Student worksheet: 5 questions on “Is this plagiarism”Pre-requisite learning: Basic understanding of citations from previous years, this will act as a reminder/ review/ emphasise the importance of not plagiarizing Outcome(s) & Indicator(s):CR B 30.1- View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts that address:

identity (e.g., Sense of Self) social responsibility (e.g., Social Criticism), and social action (agency) (e.g., Addressing the Issues).

For this lesson we will be listening, reading and viewing but will complete this outcome through the unit

I did a mini lesson to work with the novel study but also to use class time productively and give class structure. The mini lesson itself has a set, development, and closure.

Set: Mini lesson on MLA Citation: (25 minutes)o Set: Lecture: What is plagiarism?

Development: Show specific examples and ask is this plagiarism?

(go for the shock factor- you can plagiarise ideas not just specific words)

o 1st one will be a full class discussion


o Next few students will discuss in groups of 3-4 than share answer with class

Talk about Citation: What is it? o Provide Examples

Closure: Student worksheet: 5 questions on “Is this plagiarism” – Acts as an exit slip for mini lesson

Let them know that next day we will address how to properly cite using MLA format

Development: o Work on novel study- we are just starting out so many will be readingo Some can start novel assignments but I will emphasise that they

should remember that we will be learning more about MLA citations Closure:

o My favourite thing: Exit slip: On a scale of 1-10 how effectively did you use your time? What did you do during this time?

o Students will be asked to fill out questions like this after every lesson to make them accountable for their time


Novel Study Assignment

Self-Guided Learning Assignment

Students will read novel of your choice that relates to the idea of self to complete their Inquiry Based Learning Novel Study. Students will select 30 points worth of assignments to complete from a list provided. Students will have to complete one project from each of the three groups. This will allow students the option of choice and allows students to take ownership of their own work and will help to further develop responsibility. It is expected that all assignments will be handed in at the end of the unit and there will be numerous check-in points throughout the novel: we will be planning for meeting a minimum of once a week but how much we end up actually meeting will depend on the students need. Students will be setting their own due dates at the beginning of the unit along with the guidance of their teacher. The due dates are intended to keep the students on track. If students seem to be off track and are not following their learning plans a student teacher meeting will be arranged at the preceding check in points students will have a chance to have meetings with the teacher and get feedback on their work. This will give them time to improve their work if they choose.

All assignments must cite the novel using MLA format if necessary. If not specified in the assignment you may choose.

All assignments (unless otherwise stated) must be typed up in Times New Roman, size 12 font, and must be double spaced and include name, class, teacher’s name and date.

All students will have to hand in a one page double spaced reflection of their learning journey (AR B 30.2). This will be due 1 week after we finish the novel study. Possible prompts: What were you proud of? Were you able to stick to your planned schedule? What would you do differently if you were able to redo the assignment?

Group 1: CC B 30.3Students may do a presentation or submit a video of themselves that is 5 minutes long. Students should find an issue in their novel they would like to further research/convey to their classmates in an oral presentation. Raise awareness of the issue and create an informed and critical response to the issue. ex) Issues of class, gender, race. (10 points) Outcome (CC B 30.3 Indicator D.)

Group 2: CC B 30.1Compare and contrast two characters in the book using a graphic organizer of your choice. Graphic organizer will be provided to students who choose to do this assignment but can choose


other options if they prefer a different one. Students must quote the novel a minimum of five times. Students must come up with ten differences and five similarities. Must have citation page and cite quotes using MLA format. (5 points) (CR B 30.1 Indicator C.)

Create a book trailer for the novel you are reading. Be mindful of what you should include. Remember you want to get people to read the book! There will be time during our last class if you would like to share it with the rest of our class (10 point) (CC B 30.1 Indicator B)

Students will select a scene in which the setting is described and create a visual art piece. If you choose to do this assignment you must also include a paragraph describing your scene. This paragraph must include one quote from the novel and must be cited using MLA format. Citation is not necessary unless you are citing a specific quote (10 points) (CC B 30.1 Indicator B)

Create a song or rap about the summary of the book or a character in the book. This must be written down and handed in. This can be performed in front of the class also if the student would like. This should be a minimum of two pages double-spaced. The novel must be quoted at least once using MLA formatting (10 points) (CC B 30.1 Indicator B)

Group 3: CC B 30.4 Write a critique of an author’s style:· Consider purpose and intended audience· Address author’s treatment of subject (specific, concrete, direct, general, abstract,

philosophical)· Analyze form chosen to express ideas: tone (e.g., informal, conversational, professional

critical, satirical, amused, encouraging, pensive); point of view (e.g., first person or third person); arrangement and organization of ideas; sentence structures; diction (e.g., formal or informal; colloquial or technical); images and symbols; use of rhetorical devices; other distinctive mannerisms

· Identify the writer’s overall, distinctive approach or “style.” Must be a minimum of 2 pages types and double spaced. (10 points). (CC B 30.4

Indicator H.)

Write a reflection journal on the novel. This journal must include five entries of 100 words each. They can be done at any time throughout the novel. (10 points) (CR B 30.4 Indicator B) (Citation is not necessary, but if the novel is being quoted, be sure to cite the quote and include a citation page at the end of the journal. 1 entry should take place before you start reading the novel. Reflect on the novel title and what you know about it so far. 3 can be completed while you read the novel and 1 will be completed once you finish the novel.)

Write a conversation that takes place via text between two characters. This conversation must have 15 texts sent and/or received. One of these texts must be quoted and cited using MLA format. (5 points) (CC B30.4 Indicator A)


Students will write 15 tweets from either from the point of view of a character from the novel they are reading. Citation is not necessary unless you are citing a specific quote. (5 points) (CC B30.4 Indicator A)

Lesson Plan The Great Gatsby

Outcome:

CC B 30.1: Create a range of visual, multimedia, oral, and written texts that explore:

- identity (e.g., Sense of Self)- social responsibility (e.g., Social Criticism), andsocial action (agency) (e.g., Addressing the Issues).

Indicators: Use spoken, written, and other forms of representing to achieve specific

purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Big Ideas: The Search for Self (Sense of Self; Ideals; Joy and Inspiration; Doubt and Fear)

Deeper Understanding:

- What is admirable? What is not so admirable? Does everyone agree?- Why do our actions sometimes fall short of our ideals?

Timeline: 2-3 Classes

Materials:

- The Great Gatsby by F. Scott Fitzgerald - Class space (hallway space or another open room)

Instructions:


1. Introduce or review the technique sometimes called “oral interpretation readers' theater.” Both of these terms refer to reading nondramatic literature aloud—that is, literature not written in the genre of drama—as if it were drama. The person or persons performing the oral interpretation or readers' theater should read the narration of, say, a novel and the dialogue as well, complete with tag lines such as "he said" and "she exclaimed."

2. Divide students into groups, and assign each group to a scene. (Depending on the class, let them choose their own group). No more than 4 per group. Parts of the novel that lend themselves especially well to oral interpretation are the following:

- the dinner party- Gatsby and Daisy's meeting before he went off to war- the rendezvous between Daisy and Gatsby at his mansion- the hotel scene

Of course students may choose another scene if they so choose. Clarify with the teacher first so they can explain how it will work.

3. Before each group sets to work on its scene, go over the following principles of “oral interpretation or readers' theater”: Every scene that you've selected for students to enact has a major climax and some have smaller ones. It is the group's first job to figure out which parts of the scene are the high points—and how to emphasize them in a reading.The students in each group have to come up with what some experts refer to as a performance concept. Students have to determine how many distinct, individual voices the scene requires—how these voices should blend and how these voices should contrast: Should there, for example, be a separate voice for each character in the scene, or will one person read the lines of more than one character? Along the same lines, the students in each group must decide how to handle the narrator: Will one student read Nick's narration, or will several? Should the narrator always be read by a chorus—that is, voices in unison? How will the group treat the characters' tag lines—let the person reading the character say them? Give them to the narrator? Give them to someone else? Leave them out altogether?Once a basic performance concept has been agreed on, the students in each group must prepare a script based on the novel— who says which words, sentences, and paragraphs and how should the lines sound?


Although an oral interpretation or readers' theater expects the performers to stand or sit rather than move around a stage, as students work out their script, they may want to indicate some slight gestures and even sound effects. For example, in the dinner party scene, we do not hear Daisy and Nick laugh; we only hear Nick report that Daisy and he laugh. Yet the script can call for the sound of a woman's laughter and then a man's as the narrator says the words, "—then she laughed, an absurd, charming little laugh, and I laughed too and came forward into the room."Readers are not acting but they must still pay attention to characterization. They should always be aware of a character's major traits and figure out how to communicate those through tone, pacing of speech, pausing, and so on.Connection with the audience is important also. Students will be reading from their scripts, but whenever possible, each reader should establish eye contact with some members of the audience. After all, the students, first and foremost, are telling a story, so there should be some signs of intimacy between storytellers and audience.An oral interpretation can't just begin. Someone in the group has to introduce it—"set the stage," so to speak.

4. Students in each group will need time to produce one or more versions of their script. Then they will need rehearsal time and space as well.

5. When students in a group are ready, make sure they have the time they need to perform. Have members of the audience take notes about each oral interpretation (exit slip activity), commenting on some or all of the following points: - division of script into narrator's parts and characters' parts- performer's eye contact- speaking voices: slow enough? loud enough? varied enough?- particularly strong parts and particularly weak parts of the presentation

Notes will help the audience to give constructive feedback to each group after each performance.

Evaluation: Discuss with the class what they feel is important for you to mark them on. Collaborative rubric.


Adaptation: For students who may not be comfortable with oral presentations or readers’ theater you could ask those students to pick a self-contained bit of Nick's narration and to practice reading it with expression. The students must pace themselves, speak clearly, and get into the character of Nick. They can record the readings for your ears only if they do not feel comfortable presenting in front of the class.

Discussion Questions: Have students do these questions after their presentations. Short answer is acceptable for the first question but try to respond with a well-developed paragraph for the second question. Then discuss with the class the answers they came up with.

1. Explain how Fitzgerald uses setting to emphasize the differences between the social classes.

2. In the story, Tom and Daisy are a part of the established upper class, while Gatsby is part of the class known as the nouveau riche (Acquired wealth, didn’t make an honest living). Decide which social group you would want to belong to and explain why.

Note** It is worthy to note neither Tom nor Daisy made much of an honest living. Nor did Nick. Think about the characters morals and ideals when you make your decision.


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