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Understanding by Design Unit Plan
Understanding by Design Unit Plan
Understanding by Design Unit Plan
10
Grade Level
Stories
English B10
8-10 hours
Subject
Time Frame
Raelynn Falcon
Developed By
CR B10.4 Read, interpret, and summarize a wide variety of classical and contemporary literary (including drama, biography,
autobiography, poetry, short stories, novels) and informational (including letters, diaries, memoranda, electronic communications)
texts.
CC B10.1 Compose and create a range of visual, multimedia, oral, and written texts to explore: identity (e.g., Diversity of Being);
social responsibility (e.g., Degrees of Responsibility); and social action (agency) (e.g., Justice and Fairness).
CC B10.3 Use oral language to express a range of information and ideas in formal (including a prepared talk on a researched issue, an
interview, an oral reading of prose or poetry, and an explanation and defence of a personal point of view) and informal (including
discussion and group work) situations.
CC B10.4 Create a variety of written informational (including a business letter, biographical profile, problem-solution essay) and literary
(including fictionalized journal entries and a short script) communications.
Enduring Understandings
Essential Questions
What understandings about the big ideas are desired? (what you
What provocative questions will foster inquiry into the content?
want students to understand & be able to use several years from
(open-ended questions that stimulate thought and inquiry linked
now)
to the content of the enduring understanding)
What misunderstandings are predictable?
Students will understand that...
Content specific.
Stories and poetry display the feelings, thoughts, and the
How does multiculturalism affect Canadian society?
beliefs of the author, even if it does not directly seem to
Do you think that Canada would be the same place it is
influence the work.
today without immigration from all over the world?
Students will learn to read past what is directly stated on the
Do you think the fact that Canada is viewed as being
page and understand how his/her own gender, experiences,
nice and accepting is true, or do Canadians have work
beliefs, race, social class, and background effect how they
to do on our accepting nature?
read or understand what they are reading.
How does your own personal background affect your
Students will be able to understand bias and stereotypes and
answers to different topics we discuss? Is it possible to set
better avoid making assumptions about different groups of
aside personal bias?
people in the future. They will also have a better
understanding of themselves and how they view the world
after this unit.
FNMI, multicultural, cross-curricular
As this is a multiculturalism and diversity in Canada unit,
Related misconceptions
students will be exploring different cultures through a
variety of poems and prose. A large section of this until is
Students will be bored or uninterested in exploring
devoted to FNMI issues in Canada, including the longCanadian multiculturalism and diversity.
lasting effects off residential schools.
Students will not get a variety of views on topics from
diverse perspectives.
Knowledge:
Skills
What knowledge will student acquire as a result of this unit? This
What skills will students acquire as a result of this unit? List the
content knowledge may come from the indicators, or might also
skills and/or behaviours that students will be able to exhibit as a
address pre-requisite knowledge that students will need for this
result of their work in this unit. These will come from the
unit.
indicators.
P Product, Performance
Rubric and Instruction Sheet for short presentation (1a) and personal essay (1b) are attached.
Other Evidence
Through what other evidence (work samples, observations,
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.
Students will have been keeping a journal throughout the unit to
map their thoughts and what they have learned. They will be able
to reflect on this when writing their essay. Students will have also
Student Self-Assessment
How will students reflect upon or self-assess their learning?
done a short one page paper on their reflection from the Socratic
Circle. The response was to ensure students were grasping the
topics and give them more practice with writing. They were
graded on their handout and given feedback on their writing and
thought process. Throughout the unit students did two small
Jigsaw activities as well as participating in group work. Students
were assessed on participation during these activities. Group work
was also done to ensure the students were comfortable with each
other for their presentations at the end of the unit.
5-10 min: Discuss with students if they learned anything new by asking their parents
about their cultural backgrounds
DT,
DII, &
to
Multiculturali
sm and
Diversity in
Canada
(60min)
20-25 min: We will discuss and define stereotypes. Students will then go into groups of 3-4
and a sheet of paper with different cultural and diverse groups will get pass around.
Students will put stereotypes they have heard about each group on the paper such as All
Canadians are nice. Once every group has had a chance with each piece of paper we will
move on to the next activity.
10-15min: We will discuss the negative and positive stereotypes about each group of
people. How do they affect us when we hear them? Does our area in the world affect how
we view certain groups? Which group has the most negative things?
5min: Students will be writing a journal throughout the unit to track what they have
learned about different groups and themselves. For the last 5 minutes students will have a
chance to reflect on the days discussion.
DSR
PGP Goals:
2.1 knowledge of Canadian history, especially in reference to Saskatchewan and Western
Canada
2.6 ability to strive for/pursue new knowledge
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment
and evaluation
3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education
4.3 the capacity to engage in program planning to shape lived curriculum that brings
learner needs, subject matter, and contextual variables together in developmentally
appropriate, culturally responsive and meaningful ways
2
Introduction
to Poetry and
Short-stories
(25min)
10 min: We will briefly discuss the elements of a short-story so students know what to
expect.
15min: We will then switch to poetry and students will get a handout on different poetry
terms that will help students understand what they are reading and why the poet uses
different poetic devices.
(During the outlines of both poetry and short-stories students will be informed on how
using these forms of writing can help us explore different groups of people)
DL
Handout
sheet for Parts
of a short
story (1c).
Poetry
terminology
handout sheet
(1d).
DT,
DII, &
Katari Taiko,
1983 by
PGP Goals:
1.4 a commitment to service and the capacity to be a reflective, lifelong learner and
inquirer
2.2 proficiency in the Language of Instruction
3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education
3
International
texts/New
Part 1:
5min: Students will be shown two photos that they will respond to in their journals for the
comers to
Canada
(120min)
unit.
35min: Students will read their first short story, in small groups while working together to
fill out the parts of a short story sheet. Prior to splitting up students will be given brief
background on the author.
20min: Assessment: Class discussion about the story. What does it say about society? Do
they believe the story represents how many immigrants feel? Students will be assessed
for understanding during this time.
DL
Tamio
Wakayama
The Other
Family by
Himani
Bannerji
Non-Resident
Identity by
Mo Khan
Did Your
Mother have
an Accent by
Sonja de Wit
A Stranger in
a Chosen
Land by
Manjula
Parakot
Part 2:
5 min: Students will respond to the quote We are all immigrants to this place even if we
are born here Margaret Atwood. They will first write in journals, while I do a homework
check to ensure that they have finished the parts of a short story handout.
10-15min: Students will be given an opportunity to discuss their feelings on the quote and
what it means in the unit we are doing.
35min: Students will receive 3 poems and a question sheet (see attached 1e). Students
will first read through the poems individually and then will be expected to answer one
question from each poem, then will participate in a Jigsaw activity. Students will be
assessed on their contributions to the group discussion.
PGP Goals:
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
1.4 a commitment to service and the capacity to be a reflective, lifelong learner and
inquirer
2.1 knowledge of Canadian history, especially in reference to Saskatchewan and Western
Canada
2.6 ability to strive for/pursue new knowledge
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment
and evaluation
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education
4
Gaining
Perspective
(75min)
5min: Students will write in their journals a response to a photo. Is this how Canada looks
today? Do you think different areas of Canada experience diversity and race differently?
50min: Students will have read two short non-fiction letters for homework. During class
time we will have a Socratic Circle discussion about both pieces of writing. Students will be
assessed on their contribution to both discussions. The hope is students will understand
more deeply the struggles of other cultural groups. Students will take notes as the outer
circle and use their observations to write a one page response on the group discussions.
(See attached assignment sheet 1f).
20min: Class discussion on what the students observed in the circle and any new insights
gained.
PGP Goals:
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
2.2 proficiency in the Language of Instruction
3.2 the ability to use a wide variety of responsive instructional strategies and
DT,
DII,
DL, &
DSR
We are
better
Together by
Multiculturalis
m and
Citizenship
Canada
To My
Mother by
Irshad Manji
Alone on the
Ocean by
Donna Phung
Aboriginal
Authors,
Internal
Diversity
(135min)
Aboriginal
Poetry
(90min)
DT, &
DSR
Rising
Above by
Steven
Keewatin
Sanderson
The Animal
People
Choose a
Leader by
Richard
Wagamese
DT,
DII, &
DL
Michif
Women
Packers by
Leah Marie
Dorion
3740166701
by John
Adrian
McDonald
When White
7
Wrap up on
Multiculturali
sm
(90min)
PGP Goals:
2.1 knowledge of Canadian history, especially in reference to Saskatchewan and Western
Canada
2.3 knowledge of First Nations, Mtis,) and Inuit culture and history (e.g., Treaties,
Residential School, Scrip and Worldview
4.2 the ability to incorporate First Nations, Mtis, and Inuit knowledge, content and
perspective into all teaching areas
10min: Discussion on the unit, opportunity for students to ask any questions about
anything we have gone over so far.
20min: Students will get their final project sheet. Students will be required to write a short
personal essay about their own experiences with stereotypes, racism, immigration, or
different cultures, either good or bad, and hand them in in a week. The assignment will be
explained and questions can be asked.
60min: We will have our pot luck as mentioned earlier, and students will each take turns
presenting what they have found for their group of people.
People think
about
Indians by
David Groulx
Demasduits
Dream by
Bob Hallett
DT,
DII, &
DL
*Students will be graded on their answers to the questions for the poetry, their response
to the Socratic circle, their short presentations and their personal essay.*
PGP Goals:
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
2.2 proficiency in the Language of Instruction
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment
and evaluation
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education
Comments
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Finally, for the personally essay, again the basic requirements were the
same, however students were able to only write and intro and a
conclusion, with their body paragraphs mainly being point form
sentences.
Students were given more time than other students if requested or
needed.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120313-8 (pbk)