VICTORIA

PARK
HIGHSCHOOL

By Cosette
Mandin

DREAMS, BARRIERS,
AND ISOLATION
English 20-2 Unit Plan
Table of Contents
Rationale, pg.2
Essential Questions, pg. 2
Timeline, pg. 2
Processes, pg. 2
Language Arts, pg. 3
Focused Outcomes, pg. 3
Texts and Materials, pg. 7
Handouts, pg. 8
Unit Organizer, pg. 9
Unit Overview, pg.
Assessment Plan, pg. 15

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Dreams, Barriers, and Isolation
Rationale
This unit is for English 20-2 and provides opportunities for students to recognize and discuss the
barriers that are faced by different groups within society and the effects of isolation that one may
experience as a result. Students will explore their own experiences and interpret the experiences
and beliefs of others through analyzing and comprehending different texts. While this unit uses a
variety of genres and mediums, the main text students will study is the play “Of Mice and Men”
by John Steinbeck. It relates to the unit topic because almost every character in the play
experiences some form of isolation based on the barriers placed on them by themselves and
others.

Essential Questions
 What roles do dreams play in a person’s life?
 What contributes to loneliness and isolation?
 How do loneliness and isolation affect a person?
 Why might someone face social barriers?
 How can social barriers be overcome?
 What does discrimination look like?
 How does discrimination affect a person’s outlook on life and themselves?

Timeline
Approximately 3 weeks (class periods are 3 hours twice a week).

Processes
Students will:
 Read and view “Of Mice and Men” play by John Steinback.
 Explore and comprehend the experiences of characters.
 Relate the experiences of the characters to real life situations.
 Discuss personal understandings and listen to the views of others in the class.
 Learn to comprehend different types of text.
 Learn to analyze different types of text.
 Learn to write analytically and critically.
 Understand and apply literary elements within a text.
 Learn to compare real world examples and experiences with textual examples.

2
Language Arts
Students will engage in all six language arts as they will:
 Read texts such as a play, poetry, and informational articles.
 View a play, images, and other informative and instructional videos about historical
context.
 Listen to a song, to the opinions and discussions of others, as well as instructions from
the teacher.
 Represent their views and analyses through writing.
 Speak in class discussions about their own understandings.
Reading Writing Speaking/Listening Viewing Representing
-3 act play -Personal -Whole class -3 act play -Written essay
-Poem responses discussion -Context videos -Written short
-Critical -Song analysis -Responding to response
Analytical images
responses
-Worksheets,
exercises, and
booklets

Focused Outcomes
1.1.1 Form tentative understandings, interpretations and positions
a. generate and experiment with strategies that contribute to forming tentative understandings,
interpretations and positions [for example, posing questions, suspending prejudgement as
appropriate, recognizing that initial interpretations and positions may be inaccurate and
incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous]
b. assess the potential of understandings, interpretations and positions on ideas and issues
communicated by literature and other texts by connecting own and others' explorations, and by
exploring additional aspects of these texts
1.2.2 Express preferences, and expand interests
a. reflect on personal text preferences, identify influences that have contributed to the formation
of these preferences, and select strategies that may be used to expand interests in texts and text
creators [for example, complete and share reading inventories, and examine the role marketing
plays in shaping popular culture]
b. expand interests in a range of genres and in a variety of texts and text creators, and explain
how the content and style of various texts appeal to audiences with particular interests and
preferences [for example, various versions of the same text]
2.1.1 Discern and analyze context

3
a. paraphrase key messages in a specific text and identify elements present in the communication
situation, in order to describe the text creator's purpose and target audience [for example,
understand the subtext in a television commercial to know the intended audience]
b. explain how a text can be studied to understand the context - or aspects of the communication
situation within which the text was created [for example, recognize that specialized terminology
in a text may represent a particular occupational group and provide insight in understanding the
text; understand current issues to recognize satire in a political cartoon]
c. use strategies to gain background knowledge about history and society when studying a
particular text [for example, use references, including the personal experiences and
understandings of teachers and elders, to help develop background knowledge of the historical
period of a particular text]
d. identify the impact that personal context - experience, prior knowledge - has on constructing
meaning from a text
2.1.2 Understand and interpret content
a. use a variety of strategies to comprehend literature and other texts [for example, reading
passages out loud, forming questions, making predictions, using context to determine the
connotative meanings of words, using graphic organizers, making annotations, inferring,
rereading, seeking assistance, using context clues, summarizing and visualizing], develop a daily
practice of reading [for example, paired reading, reading log, nightly reading, taped reading], and
develop strategies for close reading
b. paraphrase a text's controlling idea, and relate supporting ideas and supporting details to the
controlling idea
c. develop an understanding of the relationships among plot, setting and character when studying
a narrative text, by relating the text to personal experiences
d. compare the personality traits, relationships, motivations and attitudes of characters
developed/persons presented in works of literature and other texts
f. identify figurative language [such as metaphor], symbol and familiar allusions in texts;
interpret figurative language in terms of its contribution to the meaning of a text; and explain
how imagery contributes to the creation of atmosphere, theme and characterization in a text
2.3.1 Connect self, text, culture and milieu
a. identify and consider personal moral and ethical perspectives, as well as cultural perspectives,
when studying literature and other texts; and reflect on and monitor how perspectives change as
a result of interpretation and discussion
b. respond personally and analytically to ideas developed in literature and other texts
c. explain how the choices and motives of characters and people presented in texts may provide
insight into the choices and motives of self and others

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d. respond personally and critically to cultural and societal influences presented in Canadian and
international texts
3.2.1 Select, record and organize information
a. reflect on and describe strategies that may be used to select, record and organize information;
select and monitor appropriate strategies; and modify selected strategies as needed
b. select information and other material appropriate to purpose from a variety of print and
nonprint sources [for example, from museums, archives, government agencies, periodicals,
microfiche, Internet, CD-ROMs, films, television and radio broadcasts, interviews, surveys, and
print and online encyclopedias]
c. record information accurately and completely; and document and reference sources, as
appropriate [for example, document direct quotations, others' ideas and arguments, maps, charts,
statistics, pictures and diagrams from books, magazines, bibliographies, newspapers, audiovisual
materials, electronic sources, interviews and films to avoid plagiarism]
d. organize information logically [such as by question, by category, by chronology or by cause
and effect]
e. observe guidelines for Internet use [for example, keep passwords, telephone numbers and
addresses confidential; visit appropriate sites; respect copyright; and observe rules for citing
Internet sources, following correct procedures to avoid plagiarism]
3.2.3 Form generalizations and conclusions
a. form generalizations by integrating new information with prior knowledge
b. draw conclusions that are appropriate to findings, reflect own understandings and are
consistent with the identified topic, purpose and situation
c. distinguish between support and generalization, and provide support for generalizations and
conclusions
4.1.3 Develop content
a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is
personally meaningful and engaging
b. recognize and assess personal variables [such as personal experience and prior knowledge]
and contextual variables [such as availability of time and resources] that influence the selection
of a topic, concept or idea; and address these variables to increase the likelihood of successful
text creation
c. establish a focus for text creation, and communicate scope by framing an effective controlling
idea or describing a strong unifying effect
d. develop supporting details, by using developmental aids appropriate to form and purpose [for
example, use thought webs/mind maps to collect ideas and make connections when writing a

5
personal response to literature, or use a think-aloud reading strategy to make notes from
informational text when writing a summary]
e. develop content to support a controlling idea or to produce a unifying effect [for example, use
a graphic organizer such as an inverted pyramid to analyze a television broadcast of a
newsworthy event, to understand the structure of news stories and to identify a media theme to
explore]
f. develop content appropriate to form and context [for example, provide grounds and evidence
to construct an argument, and use chronological order in an autobiography to write a factual
narrative account of a personal experience]
g. incorporate effective examples from personal experience, concepts and ideas from exploration,
and findings from inquiry and research into created texts, when appropriate [for example,
incorporate visual aids in a prepared speech and taped sound effects in a dramatization of a scene
from a play]
5.1.1 Use language and image to show respect and consideration
a. monitor own use of verbal and nonverbal communication in order to convey respect and
consideration, as appropriate [for example, use euphemism and body language appropriately and
sensitively]
b. explain how language and images are used in literature and other texts to convey respectful
and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example,
parody or journalistic bias in print, visual and multimedia texts]
c. analyze and describe positive or negative portrayals of characters in literature and persons in
life, and be sensitive to the feelings of others
d. analyze behavioural expectations of a communication situation, explain how verbal and
nonverbal communication contributes to the inclusion or exclusion of individuals involved in a
communication situation, and use verbal and nonverbal communication that is inclusive of other
individuals [for example, use empathetic listening skills when working in groups, and be aware
of body language]
e. accept, offer and appreciate the value of constructive criticism [for example, use writing to
respond to constructive criticism, and accept and provide feedback in a constructive and
considerate manner]
f. analyze the parameters of public tolerance regarding the use of language and images in a
specific text, and use appropriate language and images in communication situations

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Texts and Materials
“Of Mice and Men” by John Steinbeck
- Written by John Steinbeck in 1937, this novella follows the stories of two ranchers
(George Milton and Lennie Smalls) wandering California in search of work in the Great
Depression. Soon after publication, it was modified for the stage and premiered on
Broadway under the direction of George S. Kaufman. Students will read this play during
the developmental/precision section of this unit.
“Of Mice and Men” stage play by Ramapo College Theater (available on YouTube)
- This stage play is an adaptation of Steinbeck’s “Of Mice and Men” with minimalistic sets
and lighting techniques that frame the struggles and emotions of its characters. Students
will view this play during the developmental/precision section of this unit.
- https://www.youtube.com/watch?v=Q3MnmRYuQKM
“Jaimie” poem by Elizabeth Brewster
- The subject of this poem (Jamie) is deaf and experiences social rejection as a result. His
isolation turns into adversity which causes him to turn to unhealthy coping mechanisms.
Students will analyze this poem using TPCAST in the opening/romance section of this
unit.
“32 Flavors” song by Ani DiFranco (1995)
- In a world where women must balance on a thin line of being too pretty, ugly, quiet, or
smart, the subject of this song speaks to her underlying abilities and depth of character
those around her fail to recognize. Students will analyze this song as part of the
opening/romance section of this unit.
“The Great Depression- 5 Minute History Lesson” YouTube video by The Plain Bagel
- A quick and easy to follow recap on why the Great Depression happened in the first
place, the effect it had on society, and what brought it to an end. Students will view this
video as part of their research for the “Of Mice and Men” pre-reading activity.
https://www.youtube.com/watch?v=62DxELjuRec
“What is Intellectual Disability?” article by Special Olympics
- This article outlines what an intellectual disability is, what the different types are, and
how they can be caused. Students will read this article as part of their research for the “Of
Mice and Men” pre-reading activity. https://www.specialolympics.org/about/intellectual-
disabilities/what-is-intellectual-disability#:~:text=Intellectual%20disability%20(or
%20ID)%20is,than%20a%20typically%20developing%20child.
“People Share Their Everyday Experiences of Racism in Australia” YouTube video by ABC
Everyday

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 - Australians share their experiences with racism and how it has affected them. Students
will view this video as part of their research for the “Of Mice and Men” pre-reading
activity. https://www.youtube.com/watch?v=qCQcqIcSrvI&t=148s
“Sexist PSAs from the 40’s and 50’s Show How Far Women Have Come” YouTube video by
NowThis News.
- A compilation of PSAs from the 40’s and 50’s meant to inform women on how to dress
and act but in reality, teach women how to behave within sexist gender roles. Students
will view this video as part of their research for the “Of Mice and Men” pre-reading
activity. https://www.youtube.com/watch?v=_-OAIAhBiHc
“How Sexism Affects us all” Ted Talk by Julia Hardy
- Julia Hardy combines humor with fact and personal experience as she outlines the ways
in which sexism is present in modern days and not only negatively affects women, but
men as well. Students will view this video as part of their research for the “Of Mice and
Men” pre-reading activity. https://www.youtube.com/watch?v=mqt4Ycpp3Ow
“Star Wars: How to Write Character Arcs” YouTube Video by Think Story
- Well written characters are fueled by a “want”, which is usually influenced by their “lie”,
which is a result of their “ghost”, which they must overcome to realize their “need”. This
video explores and defines these terms though an analysis of Luke Skywalker. Students
will view this video during the developmental/precision section of this unit.
https://www.youtube.com/watch?v=DukMwCPhd3Y&t=338s
“Of Mice and Men – Thug Notes Summary and Analysis” YouTube Video by Wisecrack.
- A humorous and spot on summary of “Of Mice and Men” along with a more political
analysis of its morals and themes. Students will view this during the culminating section
of the unit. https://www.youtube.com/watch?v=CMyLbPvjTvg&t=213s

Handouts
 Context and Literary Elements booklet (Of Mice and Men)
o This is the largest booklet of the unit and students will be filling it out over the
duration of reading and viewing “Of Mice and Men”. This booklet is divided into
literary element sections including plot, setting, characters, foreshadowing,
symbols, and themes. Each scene has a section within the booklet with questions
that not only help students understand specific events and interactions but will be
used as a quick reference resource when students need to find evidence to support
their arguments when essay writing. Each scene is also accompanied by a
personal response question for evaluation.
 Analyzing Poetry Using TPCAST Worksheet
 Analyzing Song Using TPCAST Worksheet

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  How to Analyze and Interpret Symbols worksheet
 Characterization Worksheet
 Foreshadowing Worksheet
 Theme Worksheet
 How to Write an Essay instructional packet with exemplars
 “Of Mice and Men” Pre-Reading Research Questions

Unit Organizer
Opening/Romanc Developmental/Precision Culminating
e
-Defining Historical Context surrounding “Of -How to write a great essay
discrimination Mice and Men” lesson
through class -Students research the great -Mapping an essay activity
discussion and depression, racism, gender roles, and -Of Mice and Men Essay on
sharing intellectual disability on their own Loneliness and Barriers
and complete a guided question
-“Jamie” poetry booklet Essay Questions:
analysis using Dreams:
TPCAST Reading and viewing “Of Mice and What is the importance of dreams
Men” play in Of Mice and Men? What role
-32 Flavors -Students will complete a context do they play in people’s lives?
analysis using questions and literary elements How do people use dreams, and
TPCAST tracking booklet throughout how do various characters’
dreams affect them?
Mini workshops (done throughout
reading) Discrimination:
-Characterization: how to analyze a Look at the various examples of
character, different types of discrimination in Of Mice and
characters Men. How does discrimination
-Symbolism: How to recognize and affect different characters? How
analyze a symbol by using a symbols do characters respond to
literal meaning and determining its discrimination, and how does it
role within context affect their lives, and the outcome
-Foreshadowing: How to recognize of the story?
foreshadowing and interpret it
-Theme: topic+treatment(+/-)=result Friendship:
How does Steinbeck portray
friendship in Of Mice and Men?
How does its presence
or absence affect different
characters, in their actions and
within their relationships?
What does it require of people,

9
 and what does it offer them in
return?

Loneliness:
Many of the characters in Of
Mice and Men seem lonely. Why
are various characters lonely, and
how does it affect them?

Power. Think about different

characters in Of Mice and Men,
and the power that they have.
What different kinds of power do
different characters have? Where
does it come from? What do they
do with it? How does it help
them, or hurt them?

*essay topics provided via https://www.boyd.k12.ky.us/userfiles/492/Consolidated

%20Topics.pdf

Unit Overview
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Week 1 Monday:
Essential Defining discrimination and social
Questions: barriers.
Why might - Provide students with
someone face definition of discrimination.
social barriers? - As a class, students
How can social brainstorm examples of what
barriers be discrimination looks like
overcome? using modern, historical, and
What does personal examples (if
discrimination look comfortable).
like? - Write these ideas on the
How does board.
discrimination
affect a person’s “Jamie” poem by Elizabeth Brewster
outlook on life and - Provide students with a hard
themselves? copy of the poem and a
TPCAST analysis worksheet
- read poem to class and work
through TPCAST analysis
both as a group and
individuals.
“32 Flavors” song by Ani DiFranco
- Provide students with song
link on YouTube and
TPCAST worksheet (with
song lyrics).
- After completing worksheet
on their own, students have a
class discussion about their
analysis of the song
Personal Reflection
- Students write about a time
they or someone they know
experienced discrimination
for a trait or aspect about
themselves.
SLO’S: 1.1.1, 1.2.2, 2.1.1, 2.1.2,
2.3.1, 3.2.1, 5.1.1
Wednesday:
Historical Context Surrounding
“Of Mice and Men”
- Provide Students with an
Information Packet that
contains articles and
links to YouTube videos
about the great
depression, racism,
gender roles, and
intellectual disability.
- Each topic will have a
few questions attached to
guide their research.
- Students will work as
groups and show their
answers to the teacher
when finished.
Characterization Mini Workshop
- Students will view
YouTube video about
character want, need, lie,
and ghost and complete a
worksheet where they
apply this exercise to
their favorite character
from a movie, book, TV
show etc.
- Their worksheet will also
include definitions and
examples of different
types of characters and
relationships in text to
apply to their chosen
characters.
Being reading Act 1
- Students will be provided
with a Literary Elements
and Context Booklet to
guide their reading of the
play.
- This booklet also
includes personal
response questions that
11

Week 2 Monday:
Essential Review Act 1 Scene 1
Questions:
What roles do - Read Act 1 Scene 2 as a class
dreams play in a and record literary elements
person’s life? such as character and setting.
What contributes to - Watch Act 1 Scene 2 and
loneliness and answer corelating context
isolation? questions.
How do loneliness
and isolation affect Mini Workshop: Identifying and
a person? Analyzing Foreshadowing
- Students complete
foreshadowing worksheet by
answering questions: Why
might an author use
foreshadowing? What
examples of foreshadowing
have you seen outside of
literature?
- What examples can you see
in “Of Mice and Men”?
Personal Response Question:
What role do you think Candy’s dog
played in his life? Do you think he
follow each scene.
- Read Act 1 Scene 1 as a
class and record literary
elements such as plot,
character, and setting.
- Watch Act 1 Scene 1 and
answer corelating context
questions
Personal Response Question:
Describe the relationship
between Lennie and George.
What are the positives and
negatives of their relationship?
Why do you think George cares
so much for Lennie? What does
friendship mean to you?
SLO’s: 1.1.1, 1.2.2, 2.1.1, 2.1.2,
2.3.1, 3.2.1, 4.1.3, 5.1.1
Wednesday:
Review Act 2 Scene 1
- Read Act 2 Scene 2 as a
class and record literary
elements such as
character and setting.
- Watch Act 2 Scene 2 and
answer corelating context
questions.
Mini Workshop: Identifying and
Analyzing Symbols
- Students complete a
worksheet on symbolism
by comparing literal
meanings of common
objects to the context
they are put in within a
scene.
- Students look at a
provided photo and
choose an aspect to
analyze as a symbol.
- Students choose a scene
from “Of Mice and Men”
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 should have had it killed? Why or
why not?
Begin Act 2
Read Act 2 Scene 1 as a class
- Record literary elements such
as plot, character, and
foreshadowing.
Watch Act 2 Scene 1 as a class
- Complete corelating context
questions.
Personal Response Question:
Why is it important to have a place
where you belong, are known, and
loved? List at least 3 reasons.
SLO’s: 1.1.1, 2.1.1, 2.1.2, 2.3.1,
4.1.3, 5.1.1
Week 3 Monday:
Essential Review Act 3 Scene 1 (activities
Questions: highlighted in gray are part of the
What roles do developmental/precision part of the
dreams play in a unit).
person’s life?
What contributes to Read Act 3 Scene 2 as a class
loneliness and - As a class, discuss George’s
isolation? decision to shoot Lennie and
How do loneliness how the students feel about
and isolation affect this.
a person? - Record literary elements such
as plot, character, setting, and
symbolism.
- Watch Act 3 Scene 2 as a
class and fill out corelating
context questions.
Personal Response Question:
Why do you think George decided to
shoot Lennie? Do you think this
decision was made in Lennie’s best
and a symbol to analyze.
Personal Response Question:
Who or what do you think is at
conflict in this play? Provide
examples from the text to
support your answer.
Read Act 3 Scene 1 as a class
- Have students highlight
events or objects that
they think might be
symbolic.
- Discuss these as a class
and record literary
elements such as plot,
character, setting, and
symbolism.
- Watch Act 3 Scene 1 and
answer correlating
context questions.
SLO’s: 1.2.2, 2.1.1, 2.1.2, 2.3.1,
4.1.3, 5.1.1
Wednesday:
Review and summarize play by
watching “Thug Notes: Of Mice
and Men”
- Ask students if they
agree or disagree with his
analysis.
“How to Write a Great Essay”
Workshop
Provide students with essay
questions for “Of Mice and
Men” so they can start thinking
about what their essay will be
about.
Freewriting exercise:
Students grab a sheet of paper to
“word vomit” their ideas on their
chosen topic. Allow them to find
textual examples by reviewing
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interests? Why or why not? How do
you think George felt about this
decision?
Mini Workshop
- Give students common
literary topics sheet and
theme treatment worksheet
- Students will determine
which topics are brought up
in “Of Mice and Men” and
whether they are treated in a
negative or positive light
Of Mice and Men Closure Activity
- Using their scene context
questions, students will find
events and evidence from the
play to support their theme
topics and ideas.
SLO’s: 2.1.1, 2.1.2, 2.3.1, 3.2.3,
4.1.3, 5.1.1
their scene context questions and
elaborate on them in their own
words.
Planning:
- Provide students with
graphic organizers and
demonstrate each
planning technique
(concept map, brain web,
five W’s).
Structure:
- Provide students with an
informative booklet on
essay structure.
- Teach the purpose of an
introduction paragraph,
thesis, body paragraphs,
and conclusion.
- Teach components of a
paragraph including,
topic sentence, idea,
support and concluding
or transition sentence.
- Show students an
exemplar essay and have
them identify the
different structures
(intro, thesis, body etc.)
within it.
Essay Graphic Organizer
- Students will be provided
with a graphic organizer
where they can plan
aspects of each
paragraph (intro, body,
conclusion) including the
topics, ideas, supporting
evidence, and transition
sentences.
Students will be given the rest of
class to plan and work on their
essays.
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 SLO’s: 2.1.2, 2.3.1, 3.2.1, 3.2.3,
4.1.3
** If necessary, students may have one or two extra class periods in this unit to work on their
essays.

Assessment Plan
Stage 1: Desired Results
General Outcomes (in full):

15
1.1.1 Form tentative understandings, interpretations and positions
1.2.2 Express preferences, and expand interests

2.1.1 Discern and analyze context

2.1.2 Understand and interpret content
2.3.1 Connect self, text, culture and milieu
3.2.1 Select, record and organize information
3.2.3 Form generalizations and conclusions
4.1.3 Develop content
5.1.1 Use language and image to show respect and consideration
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will
outcomes achieve the big picture/ideas

 What roles do dreams play in a

person’s life?
 Explore and comprehend the
 What contributes to loneliness and
experiences of characters.
isolation?
 Relate the experiences of the characters
 How do loneliness and isolation
to real life situations.
affect a person?
 Discuss personal understandings and
 Why might someone face social
listen to the views of others in the class.
barriers?
 Learn to comprehend different types of
 How can social barriers be overcome?
text.
 What does discrimination look like?
 Learn to analyze different types of text.
 How does discrimination affect a
 Learn to write reflectively, analytically
person’s outlook on life and
and critically.
themselves?
 Learn to compare real world examples
and experiences with textual examples.
Specific Outcomes (in full): Prior understandings…
Students will be able to… How to work and discuss topics respectfully and
collaboratively.

1.1.1 Form tentative understandings, interpretations and
positions
a. generate and experiment with strategies that contribute to
forming tentative understandings, interpretations and positions
[for example, posing questions, suspending prejudgement as
appropriate, recognizing that initial interpretations and positions
may be inaccurate and incomplete, and recognizing that texts
How to contribute to viewing and reading
exercises.
How to safely and effectively use the internet for
research purposes.
Where does this lead? (Future outcomes in the
same course, following grade-level classes, etc.)

16
may be inaccurate, misleading or ambiguous]

b. assess the potential of understandings, interpretations and

positions on ideas and issues communicated by literature and
- How to record and prioritize
other texts by connecting own and others' explorations, and by information.
exploring additional aspects of these texts - How to relate texts to social
1.2.2 Express preferences, and expand interests
circumstances and issues.
- How to analyze and write about
a. reflect on personal text preferences, identify influences that literary elements.
have contributed to the formation of these preferences, and
select strategies that may be used to expand interests in texts
- How to personally connect and relate
and text creators [for example, complete and share reading to texts.
inventories, and examine the role marketing plays in shaping - Understanding social and historical
popular culture] context when studying a text.
b. expand interests in a range of genres and in a variety of texts - Relating ideas of other texts in other
and text creators, and explain how the content and style of genres to each other.
various texts appeal to audiences with particular interests and - How to write reflectively,
preferences [for example, various versions of the same text]
analytically, and critically.
2.1.1 Discern and analyze context - How to summarize and comprehend a
text.
a. paraphrase key messages in a specific text and identify
elements present in the communication situation, in order to
describe the text creator's purpose and target audience [for
example, understand the subtext in a television commercial to
know the intended audience]

b. explain how a text can be studied to understand the context -

or aspects of the communication situation within which the text
was created [for example, recognize that specialized
terminology in a text may represent a particular occupational
group and provide insight in understanding the text; understand
current issues to recognize satire in a political cartoon]

c. use strategies to gain background knowledge about history

and society when studying a particular text [for example, use
references, including the personal experiences and
understandings of teachers and elders, to help develop
background knowledge of the historical period of a particular
text]

d. identify the impact that personal context - experience, prior

knowledge - has on constructing meaning from a text

2.1.2 Understand and interpret content

a. use a variety of strategies to comprehend literature and other

texts [for example, reading passages out loud, forming
questions, making predictions, using context to determine the
connotative meanings of words, using graphic organizers,
making annotations, inferring, rereading, seeking assistance,
using context clues, summarizing and visualizing], develop a
daily practice of reading [for example, paired reading, reading
log, nightly reading, taped reading], and develop strategies for
close reading

b. paraphrase a text's controlling idea, and relate supporting

ideas and supporting details to the controlling idea

17
c. develop an understanding of the relationships among plot,
setting and character when studying a narrative text, by relating
the text to personal experiences

d. compare the personality traits, relationships, motivations and

attitudes of characters developed/persons presented in works of
literature and other texts

f. identify figurative language [such as metaphor], symbol and

familiar allusions in texts; interpret figurative language in terms
of its contribution to the meaning of a text; and explain how
imagery contributes to the creation of atmosphere, theme and
characterization in a text

2.3.1 Connect self, text, culture and milieu

a. identify and consider personal moral and ethical perspectives,

as well as cultural perspectives, when studying literature and
other texts; and reflect on and monitor how perspectives change
as a result of interpretation and discussion

b. respond personally and analytically to ideas developed in

literature and other texts

c. explain how the choices and motives of characters and people

presented in texts may provide insight into the choices and
motives of self and others

d. respond personally and critically to cultural and societal

influences presented in Canadian and international texts

3.2.1 Select, record and organize information

a. reflect on and describe strategies that may be used to select,

record and organize information; select and monitor appropriate
strategies; and modify selected strategies as needed

b. select information and other material appropriate to purpose

from a variety of print and nonprint sources [for example, from
museums, archives, government agencies, periodicals,
microfiche, Internet, CD-ROMs, films, television and radio
broadcasts, interviews, surveys, and print and online
encyclopedias]

c. record information accurately and completely; and document

and reference sources, as appropriate [for example, document
direct quotations, others' ideas and arguments, maps, charts,
statistics, pictures and diagrams from books, magazines,
bibliographies, newspapers, audiovisual materials, electronic
sources, interviews and films to avoid plagiarism]

d. organize information logically [such as by question, by

category, by chronology or by cause and effect]

e. observe guidelines for Internet use [for example, keep

passwords, telephone numbers and addresses confidential; visit
appropriate sites; respect copyright; and observe rules for citing
Internet sources, following correct procedures to avoid
plagiarism]

3.2.3 Form generalizations and conclusions

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a. form generalizations by integrating new information with
prior knowledge

b. draw conclusions that are appropriate to findings, reflect own

understandings and are consistent with the identified topic,
purpose and situation

c. distinguish between support and generalization, and provide

support for generalizations and conclusions

4.1.3 Develop content

a. take ownership of text creation, by selecting or crafting a

topic, concept or idea that is personally meaningful and
engaging

b. recognize and assess personal variables [such as personal

experience and prior knowledge] and contextual variables [such
as availability of time and resources] that influence the selection
of a topic, concept or idea; and address these variables to
increase the likelihood of successful text creation

c. establish a focus for text creation, and communicate scope by

framing an effective controlling idea or describing a strong
unifying effect

d. develop supporting details, by using developmental aids

appropriate to form and purpose [for example, use thought
webs/mind maps to collect ideas and make connections when
writing a personal response to literature, or use a think-aloud
reading strategy to make notes from informational text when
writing a summary]

e. develop content to support a controlling idea or to produce a

unifying effect [for example, use a graphic organizer such as an
inverted pyramid to analyze a television broadcast of a
newsworthy event, to understand the structure of news stories
and to identify a media theme to explore]

f. develop content appropriate to form and context [for example,

provide grounds and evidence to construct an argument, and use
chronological order in an autobiography to write a factual
narrative account of a personal experience]

g. incorporate effective examples from personal experience,

concepts and ideas from exploration, and findings from inquiry
and research into created texts, when appropriate [for example,
incorporate visual aids in a prepared speech and taped sound
effects in a dramatization of a scene from a play]

5.1.1 Use language and image to show respect and consideration

a. monitor own use of verbal and nonverbal communication in

order to convey respect and consideration, as appropriate [for
example, use euphemism and body language appropriately and
sensitively]

b. explain how language and images are used in literature and

other texts to convey respectful and considerate, or disrespectful
and inconsiderate, perspectives and attitudes [for example,
parody or journalistic bias in print, visual and multimedia texts]

19
c. analyze and describe positive or negative portrayals of
characters in literature and persons in life, and be sensitive to
the feelings of others

d. analyze behavioural expectations of a communication

situation, explain how verbal and nonverbal communication
contributes to the inclusion or exclusion of individuals involved
in a communication situation, and use verbal and nonverbal
communication that is inclusive of other individuals [for
example, use empathetic listening skills when working in
groups, and be aware of body language]

e. accept, offer and appreciate the value of constructive criticism

[for example, use writing to respond to constructive criticism,
and accept and provide feedback in a constructive and
considerate manner]

f. analyze the parameters of public tolerance regarding the use

of language and images in a specific text, and use appropriate
language and images in communication situations

Learnin Stage 2: Assessments

g
Title Song and Personal Mini “Of Mice “Of Mice “Of Mice
Outcome Poetry Response Workshops: and and Men” and
s Analysis Questions Characterizatio Men” Critical Men”
Using (6) n, Historica Analytical Context
TPCAST Foreshadowing, l Context Essay and
Symbolism, and Research Literary

20
 Elements
Theme Activity
Booklet

Summativ
Type Summativ e Formativ Summativ Formativ
(Formative/Summati Summative
ve) e (Pass/Fail e e e
)

Weighting 15% 30% 15% N/A 40% N/A

1.1.1 Form tentative

understandings,
x x x
interpretations and
positions
1.2.2 Express
preferences, and x x
expand interests

2.1.1 Discern and

x x x x x
analyze context

2.1.2 Understand
x x x x x
and interpret content

2.3.1 Connect self,

text, culture and x x x x
milieu
3.2.1 Select, record
and organize x x
information
3.2.3 Form
generalizations and x x x x x x
conclusions

4.1.3 Develop content x x x

5.1.1 Use language

and image to show
x x x x
respect and
consideration

Assessment Tool Brief Description Assessment Assessment

21
 FOR
OF Learning
Learning

To introduce students to the ideas and essential

questions of this unit (dreams, barriers, and isolation),
students will analyze a poem (“Jamie” by Elizabeth
Song and Poetry
Brewster) and a song (“32 Flavors” by Ani DiFranco)
Analysis Using x
that explore ideas related to the unit’s focus. Students
TPCAST
will fill out a worksheet that guides them through the
process of “TPCAST” (title, paraphrase, connotations,
attitude, speaker, theme) for analysis.
Following a reading and viewing of each scene in “Of
Mice and Men” by John Steinbeck, students will be
Personal Response given a writing prompt to respond to. These prompts
x
Questions (6) not only evoke a response to the text, but a personal
connection to its content. These will be handed in at
the end of each week.
Throughout the unit, students will be instructed on
Mini Workshops: how to analyze and identify elements of
Characterization, characterization, foreshadowing, symbolism, and
x
Foreshadowing, theme within a text. They will then be given
Symbolism, Theme worksheets with activities that allow them to apply and
demonstrate their own understanding of each element.
Before reading “Of Mice and Men”, students will be
given a list of videos and articles related to topics such
as the Great Depression, racism, intellectual disability,
“Of Mice and
and sexism/gender roles. They will be provided with
Men” Historical
questions to guide their research. Their answers will be x
Context Research
double checked by the teacher to ensure they are
Activity
correct as students will keep this research to guide
them and provide historical context as they read the
play.
After finishing their reading and viewing of “Of Mice
“Of Mice and and Men”, students will be instructed on how to write
Men” Critical an essay and choose from predetermined topics to x
Analytical Essay write on. Their essay should be around 1,500 words in
length.
This booklet allows students to keep track of events
within “Of Mice and Men” along with important
“Of Mice and
literary elements and will act as a guide for their essay
Men” Context and
writing. To ensure that each student is on the right x
Literary Elements
track, these booklets will be handed in at the end of
Booklet”
each week and will inform the teacher of what to
review at the beginning of each lesson.

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