Education 3700 Jenna Lowe

Education 4601 Lance Grigg

Sydney Schacher 001175543

UNIT PLAN 9 (A)

CURRICULUM & INSTRUCTION: ELA NON-MAJOR

Readings completed: Chapter 5 Language and Literacy, Chapter 5 Bridging English and Three Do’s and Don’ts of Implementing
Readers Workshop.

Readings completed: Chapter 4 Language and Literacy, Chapter 4 Bridging English and Ted Talk, For Arguments Sake

Readings completed: Chapter 9 Language and Literacy, Chapter 14 Bridging English, and Visual Literacy Notes (Leah Fowler)

CRITICAL THINKING EDUCATIONAL FOUNDATION

Readings completed: Reason in the Balance chapters 1; 2; 7; 11

Readings completed: Reason in the Balance chapters 3; 4; 5
Readings completed: Reason in the Balance chapters 8; 9; 10
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

ELA CONNECTION C.T. CONNECTION

UNIT - In this unit, we will engage with the inquiry question, ‘Does everyone have equal For this unit, students will For this unit, students will
OVERVIEW rights and freedoms’? Through the investigation of this question we will explore engage with various pieces of inquire about Canada’s
AND topics such as individual rights, collective rights, citizenship, responsibility, and literature that showcase justice system. This
RATIONALE identity. As a class, we will look at these concepts with a critical lens and through different perspectives and inquiry will be guided by
different forms of literary sources (fiction, non-fiction, video sources, current event challenges people have faced the over-arching
articles). It is the goal that with each source we encounter, we will experience them with the concept of “Rights question, “Should
through the six strands of language arts while making personal connections and and Freedoms”. Through out everyone have rights and
critical reflections. this unit, students will freedoms”. In order to
engage with the 4 stages of answer this question,
- The rationale behind this unit is explore and appreciate some of the major societal responding to literature, as students must first
structures that shape how we as a country understand and engage within citizenship well as the 6 strands of answer the corresponding
and individual/collective identities. In order to appreciate and understand rights and language arts. related questions to reach
freedoms, we will look a reasoned judgement.
at a variety of sources that showcase the relationship between citizens and Students will engage with a During this inquiry,
governance. In social studies, we use a variety of literary sources as a window into variety of literary sources and students will engage with
understand and uncovering different meanings and perspectives within stories. forms such as fictional/non- a variety of different
Due to the fact this is our beginning unit, I have chosen to create a mixture of the fictional stories, current sources such as
social studies KSA’s, ELA activities and critical thinking strategies. My goal is for event articles, videos and fictional/non-fictional
students to become comfortable interacting as a cohesive classroom unit, so, I have political cartoons. stories, current events
included a significant amount of group facilitated learning experiences. The rationale Incorporating ELA as a articles, videos,
or purpose of the writing portfolio is to get students back into the habit of writing complimentary cross pictures/art, songs and
and begin to grow and express their personal ideas and opinions. It also showcases to curricular is fitting because our textbook.
me as a teacher the stages and degrees of understanding on a formative level. I will these literary sources allow
use this as a valuable resource to identify which concepts student demonstrate students to make Students will think
competency or confusion and revaluate my strategies based from there. personal/experiential critically about the link
connection directly to the between rights/freedoms
concepts. and what it means to be a
citizen in Canada. They
will also reflect on how
these structures influence
Canadian identity.
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

INQUIRY - Does everyone have equal rights and freedoms? By using a broad overarching This question
QUESTION inquiry question, it allows us encapsulates the topics
to use a variety of literary within the theme of the
sources, as well as “Canadian justice
techniques used to make system”.
meaning out of text.
RELATED - What are rights and freedoms in Canada? What are the characteristics What is the purpose of
QUESTIONS - Historically, how has Canada Violated rights and freedoms? of each literary source? the source?
- How has Canada supported rights and freedoms? Who is the audience?
(Individual/collective) In what ways can we engage What is the perspective
- To what extent does Animal Farm showcase issues of individual and collective with these sources in a the author is attempting
rights? respectful, collective to portray?
community? What can this source tell
us about governance,
How can we understand identity and citizenship in
concepts through stories? Canada?
CONCEPTS Canadian Charter of Rights and Freedoms, Indian Act, Residential School,  Metaphor,  Inquiry, reasoned
AND TERMS Immigration, Internment, Collective rights, Individual rights euphemism judgement, bias,
multiple
perspective,
purpose
GLO 9.1  2.1.1, 2.2.1, 2.2.2  (Social studies S1)
SLO 1.1, 1.2, 1.5, 1.6, 1.7, 1.8  2.2.1 (A, B, C, D, E, F)  (Social studies S1)
2.2.2 (G, H, I, J)

SKILLS S1, S2, S4, S5, S6, S8  2.2.2 (G, H, I, J)  (Social studies S1)
(SS/ELA)
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

Learning Lesson Overview ELA CONNECTIONS C.T. CONNECTIONS

outcomes
Class 1 Introduction to the course:  While students are  Driven by 2
Tuesday What is social studies 9 all about? examining different inquiry questions,
(120 min) artifacts, they are ‘who am I’, and,
Introduce myself gathering ‘what is social
- Activity information through studies 9 all
: Personal objects brought into class and placed at different stations visualization and about’.
Social : Number off students and have each group visit different stations group talk.  Students will
Studies : Students will analyze artifacts at each station and then discuss within their group  Predictive writing analyze different
why I chose to bring in those objects. exercise, answering objects and
K: 1.6 (a) : As a class, we will go over each station and students will articulate their predictions. what they believe gather
S: S1, S4, S5 social studies 9 will information to
A: 1.1 Class syllabus be about. draw a conclusion
: Make predictions about what social 9 is about  Name game is a as to why I chose
(5 min free writing) collaborative exercise to present them.
ELA : Course timeline that focuses on  Students will
outcomes: : As a class we will read over the syllabus aesthetic and make predictions
: Go over assignments (submission, late, redo policy) efferent listening via free writing
2.1.1.1 (a,b) : Assign classroom computers skills as well as oral about what they
: Discuss briefly, program of studies ‘I can’ statements language skills. think social
: Classroom expectations and email etiquette studies 9 will be
: Questions relating to the course about.
: Talk about Animal Farm  The exit slip is
(first 10 minutes I read out loud) used to get
students thinking
Community building about what this
- As a class we will do a name game class is, who they
(experienced during teacher as performer) are personally, as
: Name memory game well as engage
: Everyone says their name 1st round them in
: People will be chosen to recall the names of those beside them metacognition.
(With each round we will go further 1,2,3,4,5) This exercise also
identifies the dual
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

Student time (exit slip) partnership

- Make name tags between teacher
- Question box, expectations for the course, how they like to learn, interests, and student while
expectations for me, 3 goals for this semester promoting a
growth mindset.
Class 2 Related question:  6 strands of ELA  The related
Wednesday What are Rights and Freedoms in Canada? Viewing: question, “What
(120 min) Rights video are Rights and
- First 10 minutes I read outload (Animal Farm) Listening: Freedoms in
Social - Students will free write on the following prompt (predictive writing) Animal Farm Canada?”,
Studies : Rights and Freedoms (visual prompt will be included) Representing: directly links back
[5 minutes] Classroom Rights, to our
K: 1.6 (a,c,d) - Classroom discussion about their pre-knowledge about rights and freedoms Freedoms, overarching
S: S1, S2, S6 Responsibilities inquiry question.
A: 1.1, 1.2 VIDEO Reading:  Predictive
- Students will watch a video about Rights and Freedoms in Canada Charter of Rights and thinking and
- Students will be given a hard copy of the Charter Freedoms writing.
ELA Writing:  Going through
outcomes: INDEPENDANTLY Prediction, personal the 4 stages of
- Define freedoms and include exemplars (graphic organizer) response inquiry in order to
2.1.1.(a,b) - Define rights and include exemplars (graphic organizer) Speaking: achieve a greater
2.1.2. (a,b,c) : As a class, we will go over how to use the graphic organizer and do one exemplar Class discussion understanding
together as a class.  Understanding the about the topic.
: Look at the language used in the charter use of language  Understanding
within the charter. the use of
AS A CLASS  Readers response: language within
- Go over their findings (Plot one as a class, fill in any that people missed) Charter of Rights the charter.
: How are they different, how are they the same, how did we categorize things video/ handout  Posing another
- Discuss at which point rights or freedoms can or should be with held Interpretive related question
- Create a set of classroom rules using the knowledge we know about rights and community: in which, we will
freedoms. Class discussion explore next
EX: it is our right within this classroom to be in a safe environment Formal analysis: class.
EX: It is our freedom to have our phones on us Organization of rights
- Post rules on wall and have all students write their initials
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

WORKPLACE RIGHTS
: Do workers have rights?
: What are workplace rights?
: Workers rights video
: How are they similar or different in comparison to our classroom rights?

RESPONSE
- Think, pair, share
- On your own write about….
a time when you felt as though your freedoms have been imposed on.
a time when you felt as though your rights have been imposed on.
- Pair up with your elbow partner and swap stories
- Share as a class

CLOSING THOUGHTS
- Class discussion
: What examples can you think of in Canada that support or violate Rights and
Freedoms?

CLASS 3 Related Question:  6 Strands of ELA  Predictive

Thursday Historically, how has Canada Violated rights and freedoms? Viewing: thinking and
(120 min) Story station picture writing.
Students will free write on the related question prompt (predictive writing) books  Listening to the
- First 10 minutes I read outload (Animal Farm) Listening: perspectives of
Social Animal farm others to gather
Studies TEACHER LED Representing: information.
(Readers response) Artistic  Slowly building
K: 1.6 (a,c,d) - I will read aloud one picture book to the entire class representation evidence in order
S: S1, S2, S5, - Pre-reading activity (Comment on the title, Author and visuals to make predictions Reading: to answer the
S6 as well as generate any possible background knowledge) Story stations overarching
A: 1.1 - Engage in the 5-stage reading process (Tompkins, Bright, Winsor. PG 157) Writing: question of the
Predictive writing, unit.
journal response to
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

INDEPENDANTLY inquiry question,  Pre-reading

ELA - Students will create an artistic representation about the emotion of the story personal activity, making
outcomes: (drawn, water color, poem, song, etc.) connections, observations
- Students will share and express their creations to a friend/ elbow partner organizational sheets based on book
2.1.1 (a,b) Speaking: Reading covers, authors,
2.1.2. (a,b,c) STORY STATIONS out loud, class etc.
(Interpretive community) discussion  Mapping out
- Reading groups will read a picture book aloud  Readers response: important points,
- There will be 6 different story stations Artistic creation topics, themes,
- Students will use a graphic organizer to generate and map out important points, Interpretive and perspective.
topics, themes, and perspective community: (Who wrote this,
- Go over directions Class discussion with what is there
: groups of 5 or 6 story stations perspective, what
: group members will take turns reading aloud at each station Formal analysis: is the author
: listening members will listen attentively, and respond to the story using the graphic Exploring treaty 6,7,8 trying to tell us,
organizer once the story has finished what emotions
: Move stations and repeat. are they trying to
get across,
AS A CLASS language use)
- Students will share their thoughts and opinions with each other about the stories  Looking at sub-
they have read. related questions
and answering
them using the
FNMI SPECIFIC evidence they
: What are treaties? (video) have gathered
: We are all treaty people (video, if time permits) through the
: Go over hand out and discuss as a class literature.
 Posing the
question, can
RESPONSE rights be taken
- Using the information gathered in the graphic organizers, students will respond to too far?
the follow questions Free write
: How has Canada historically violated rights and freedoms? assignment based
: Why are rights and freedoms important? on prior
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

knowledge and
CLOSING THOUGHTS shared discussion
- Can rights and freedoms be taken too far? of view points.
: Free write for 5 minutes
- Share as a class
CLASS 4 Skills based question:  6 Strands of ELA  Characteristics of
Friday What is inquiry? Viewing: good argument,
(60 min) Shark week video pre-knowledge
- Students will write a prediction on the related question activity class discussion
Social Listening: using a mind map
Studies - First 10 minutes I read outload (Animal Farm) Animal Farm, to brainstorm the
efferent listening different things
K: 1.7 ACTIVITY through direct an argument
(b,c,d,e,f,g) - Shark week video instruction must have to be
S: S1; S2; S4 : Critical thinking process Representing: believable.
A:1.1, 1.2 : Watch the video on shark week and guide students on how to identify the 4 stages Mapping out the  Stages of inquiry
of an inquiry process. inquiry process of  Deductive and
: Starts with a issue, a question is posed, then they gather evidence and listen to a shark week inductive
ELA wide range of theories and perspectives. After they have reviewed the evidence, Reading: Charter of arguments and
Outcomes: researchers then come to a reasoned judgment based on there findings. Rights reasoning
Writing:  2 truths and a lie
VIDEO Line notes looking at activity
‘How to critically analyze’ minority/collective
https://www.youtube.com/watch?v=gXMd0oS47sU rights
Speaking:
STORY CREATIONS Class discussions, 2
- Students will create a story, either fictional or non-fictional truths and a lie
: Students will share their stories, orally in small groups activity
: Students will critically analyze the story  Interpretive
(Similar to 2 truths and a lie ice breaker activity) community:
Class discussion
Formal analysis:
How does shark
week represent the
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

stages of inquiry
process?
Critical synthesis:
2 truths and a lie
activity
CLASS 5 Related question:  6 Strands of ELA  Class discussion
Monday How has Canada supported rights and freedoms? Viewing: and direct
(120 min) Critical analysis video instruction on
Students will free write on the related question prompt Listening: how to perform a
Social (predictive writing) Animal Farm critical analysis.
Studies - Monday morning check-ins Representing:  Testing out
: Ask how everyone is feeling doing, etc. Graphic organizer critical analysis as
K: 1.6 (a, c, - First 10 minutes I read outload (Animal Farm) Reading: a group through
d) read article the article’s
1.7 (a) REVIEW FMNI SPECIFIC Writing: stations.
S: S1; S2; S4; - Do a class review on treaties from Thursdays lesson Predictive prompt,  identify key
S6 : Answer any questions or comments graphic organizer features, topics
A: 1.1, 1.2 Speaking: and themes (5w,
PRIMARY SOURCE WORK Morning check ins, rights or
- Francophone specific Class discussion freedoms,
: In what ways does the charter guarantee minority rights to French Canadians?  Readers response: violations,
ELA : Look at primary source Charter of rights and freedoms Charter/ context,
Outcomes: Francophone, Journal individual vs.
CLASS DISCUSSION Interpretive collective,
2.2.2 (A) : Review critical analysis techniques community: responsibilities,
2.2.2 (F) : Hand out/ graphic organizer Class discussion, personal
2.2.2 (C) morning check in reflection)
Student led Formal analysis:  Class discussion
(formal analysis) Case study activity about their
- Case study (centers-based activity) findings (listening
: Students will work in groups and reflecting on
: At each station there will be a different type of graphic organizer response sheet for other opinions)
students to use.  Journal entry that
: Students will respond to the following court cases and identify if rights were addresses the
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

violated, which ones, and possible solutions. related question

: Students will engage with all 4 case studies and uses evidence
found in the
CLASS LED articles to support
(Critical synthesis) their thoughts.
- Class discussion
- Share their group answers
- Make connections to the literature sources (what themes were the same as the
fictional/non-fictional story books)
- Can we solve the discrepancy of rights?

JOURNAL TIME
- Students will write a brief journal entry that reflects on the related question.
CLASS 6 Work period  6 Strands of ELA  Students will
Tuesday Viewing: review their prior
(120 min) - First 10 minutes I read outload (Animal Farm) (omitted) notes and
Listening: writings, as well
Social - Student will be given class time to work on their projects Animal Farm as all resources
Studies : Go over project expectations Representing: used in class in
: Go over rubric Project creation order to gain a
K: 1.2, 1.5, *Book computer cart for today* Reading: holistic
1.6, 1.7 Reviewing the understanding of
S: S1, S2, S4, - Students will work to come to a reasoned judgement on the following question, different sources, the content.
S5, S6, S8 “Should everyone have equal rights?”. notes and journals  Students will
A: 1.1 : This project can take a variety of forms but must include the following: Writing: work towards
SEE short response producing a
: Students must stake a claim and support their claim with evidence from Speaking: reasoned
: At least one literary source Sharing project ideas, judgement on the
ELA : At least one current event article social conversation overarching
Outcomes: : Charter of Rights and Freedom primary document  Readers response: question.
Writing portfolio  Students will
2.1.1 (A) : Non-written projects will also submit a short response Interpretive complete a write
2.1.1 (B) : SEE format community: up of their
2.2.2 (A) State their position Class discussion position using a
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

2.2.2 (C) Elaborate their position about projects modified SEE-I

2.2.2 (D) Exemplify their position Formal analysis: format.
2.2.2 (F) Inquiry question
*Students will hand in their writing portfolio (predictions and journals) with their project
project submission. Critical synthesis:
SEE-I write up
*All projects will become part of our classroom collaboration book
(Tompkins, Bright, Winsor. PG 155)
CLASS 7 Related Question:  6 Strands of ELA  Guided critical
(120 min) To what extent does Animal Farm showcase issues of individual/ collective Viewing: analysis of the
rights, citizenship/ responsibility and the role of governance? Animal Farm movie book and of the
Social Listening: movie.
Studies - As a class, we will watch the animated film, Animal Farm and take notes on a Animal farm movie  Identify thesis
graphic organizer. Representing: and perspective.
K:
https://www.youtube.com/watch?v=b4egC00K7Dg writing portfolio  Identify purpose
S: S1, S2, S5 response and audience.
A: 1.1
- After the movie we will discuss as a class
Reading:  Examine the
(Omit) language
: Themes, concepts, interesting points, personal comments or connection
- Critically analyze the movie
Writing:  What evidence
ELA Compare and can we gather
: How does it differ than the book?
Outcomes: contrast notes from this fictional
: How is it the same as the book?
Speaking: source
: Do the voices match the personality of the characters?
2.1.1 (A) Class discussion  Journal about the
: Which did you enjoy more, the book or movie?
2.1.1 (B)  Film study related question
: Which was more useful for gathering information about rights?
2.1.1 (C) What visual
: What is the authors perspective?
2.2.2 (A) techniques did they
: Who was his audience?
2.2.2 (B) use to invoke a
: What was the purpose?
2.2.2 (C) specific response?
2.2.2 (D) What musical or
- Written response addressing the inquiry question
2.2.2 (F) sound techniques did
: Include in writing portfolio
2.2.2 (G) they use to invoke a
: Discuss as a class
specific response?
 Readers response:
Interpretive
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

community:
Formal analysis:
Critical synthesis:
CLASS 8 Work period and quiz prep  6 Strands of ELA  Students will
(120 min) Viewing: review their prior
- Student will be given class time to work on their projects KahootIt notes and
Social *Book computer cart for today* Listening: writings, as well
Studies To other students as all resources
: Make sure students have everything they need together for their writing portfolios speak, ask and used in class in
K: 1.2, 1.5, : Assist students with their projects or edit their writing pieces answer questions, order to gain a
1.6, 1.7, 1.8 : Check over SEE statements share their project holistic
S: S1, S2, S4, : Offer a formative submission options, in which case I would mark it formatively and progress understanding of
S5, S6, S8 students know where they need to make changes. Representing: the content.
A: 1.1, Project creation  Students will
QUIZ PREP Reading: work towards
: Online quiz (KahootIt) Reviewing the producing a
: Hand out quiz guide different sources, reasoned
ELA : Go over how the quiz will be formatted notes and journals judgement on the
Outcomes: - Matching Writing:, reviewing overarching
- multiple choice the study guide question.
2.1.1 (A) - Short answer modified  Students will
2.1.1 (B) (15 questions) SEE-I short response complete a write
2.2.2 (A) Speaking: up of their
2.2.2 (C) Sharing project ideas, position using a
2.2.2 (D) STUDENT TIME social conversation modified SEE-I
2.2.2 (F) - Students will be given 15-20 minutes to work on the study guide and ask any  Readers response: format.
questions they need answered. Writing portfolio  Students will seek
Interpretive formative
community: feedback and
Class discussion reflect on their
about projects learning in order
Formal analysis: to enhance their
Inquiry question projects.
project (metacognitive)
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

Critical synthesis:
SEE-I write up
CLASS 9 SKILLS DAY/ COMMUNITY TIME/ QUIZ PREP  6 Strands of ELA  Students will
(60 min) Viewing: work
QUIZ (Omit) independently to
Social - Administer quiz Listening: complete their
Studies : Mark quiz in class Partner quiz quiz, and after it
: Hands up activity correction is marked,
K: 1.2, 1.5, : go over the quiz and with a partner make corrections on short answer Representing: students will
1.6, 1.7, 1.8 (Each correction is worth .5) Portfolio and project review and reflect
S: S1, S2, S4, : Questions or comments work with a partner
S5, S6, S8 Reading: and analyze the
A: 1.1, Quiz incorrect
- Students may use the remainder of class to work on their projects and writing Writing: questions.
ELA portfolio. * Book laptop carts* Quiz, portfolio and  Students will
Outcomes: - Remind students that the due date for the assignment is Monday! project work listen to various
Speaking: perspectives and
2.1.1 (A) Communicating and their rationale.
2.1.1 (B) working  Introduce
2.2.2 (A) collaboratively to students to the
2.2.2 (C) find the correct idea of group
2.2.2 (D) answers to the quiz think and
2.2.2 (F)  Interpretive confirmation bias
community: Quiz (hands up
corrections marking)
Formal analysis:
Inquiry question
project
Critical synthesis:
SEE-I write up
 Education 3700 Jenna Lowe
Education 4601 Lance Grigg
Sydney Schacher 001175543

LITERARY RESOURCES

 Orwell, George. (2013) Animal Farm

 Alma, Ann. (1993) Skateway to freedom.
 Campbell, Nicola I. (2005) Shi-shi-etko.
 Cooper, John. (2005) Season of rage : Hugh Burnett and the struggle for civil rights.
 Greenwood, Barbara. (2007) Factory Girl
 Hudson-Goff, Elizabeth. (2006) César Chávez.
 Loyie, Oskiniko Larry. (2002) As long as the rivers flow : a last summer before residential school.
 Spalding, Andrea. (2006) Secret of the dance
 Swope, Sam. (1989) Araboolies of Liberty Street.
 Takashima, Shizuye. (1980, 1971) A child in prison camp.
 Yin. (2001) Coolies.

ONLINE RESOURCES

 https://ninjaplans.com/resources/view/charter-case-study-554
(Assessment resources)
 https://bc.ctvnews.ca/vancouver-pride-society-bans-ubc-from-2019-pride-parade-1.4499197 (free speech)
 https://www.youtube.com/watch?v=YAIM1qzO9_w
(Charter of Rights video)
 http://empoweringthespirit.ca/wp-content/uploads/2017/05/Alberta-Treaties-678-1.pdf
(Treaty 6,7,8)
 https://www.youtube.com/watch?v=2jb4JesjE1A&feature=player_embedded
( We are all treaty people)
 https://www.youtube.com/watch?v=ppjeFLkxKKs
( What are treaties?)
 https://www.canada.ca/en/canadian-heritage/services/rights-workplace.html
( Workers rights Canada)
 https://www.youtube.com/watch?time_continue=1&v=wfSxen3E7LU
( Workers rights Canada video)
 https://www.youtube.com/watch?v=u7e2c6v1oDs
( Workers rights Bullying and Harassment)
 https://www.youtube.com/watch?v=b4egC00K7Dg
(Animal Farm Cartoon 1954)