Unit Plan

Subject: ELA 20-1/20-1

Unit Focus: “How does intolerance affect individuals and society?”
Dates: October 2, 2023 - November 6, 2023

Intern: Stephanie Hedges

Mentor: Justin Clark
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Table of Contents

I. Overview……………………………………………………………………………….. 3

II. Rationale……………………………………………………………………………….. 3

III. Objectives/Learner Outcomes……………………………………………………….. 3

IV. Assessment and Evaluation………………………………………………………….. 8

V. Key Teaching and Learning Activities ………………………………………………. 11

VI. Resources……………………………………………………………………………… 11

VII. Planning for Diversity…………………………………………………………………. 11

VIII. Calendar……………………………………………………………………………….. 12
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I. Overview:

This unit will explore the effects of intolerance on individuals and society. The
Shakespeare play Romeo and Juliet will serve as the anchor text for this unit as it shows how
intolerance affects both individuals, communities, as well as society as a whole. This text will
also allow students to explore the question of what is the true nature of love. Additional texts
such as Shakespeare’s sonnets, the short story Everything that Rises Must Converge, as well
as a few poems will allow students to further explore the themes of intolerance and the true
nature of love.

II. Rationale:

Differences of opinions, tastes, social classes, gender expression, and race exist in most
societies today. It is important to learn how to best deal with these differences in a constructive
manner. If members of a society deal with differences with intolerance, it is important to realize
how intolerance not only affects the individuals, but also the community as a whole. Analyzing
the intolerance that is rooted in Romeo and Juliet will allow students to further develop their
understanding of literature and learn to apply what the author is saying about the themes to their
own lives.
This unit will follow a portfolio style for the assignments where students understand they
have objectives to meet for the unit and are able to choose the type of text to create to meet that
objective. Text forms will be guided enough so students have a direction to follow on what can
be done, but left open so students can choose how to best show their understanding.

III. Objectives/Learner Outcomes: 20-1 & 20-2

● 1.1.2:
a) experiment with language, image and structure to create different effects in
particular situations and for particular purposes and audiences
b) experiment with a variety of strategies, activities and resources to explore
ideas, observations, opinions, experiences and emotions
● 1.2.2
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
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
● 2.1.1
a) describe the text creator's purpose, and analyze the target audience
b) describe how societal forces can influence the production of texts
c) explain the relationship between text and context in terms of how elements in
an environment can affect the way in which a text is created
d) identify the impact that personal context - experience, prior knowledge - has
on constructing meaning from a text
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● 2.1.1
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
b) explain how a text can be studied to understand the context - or aspects of
the communication situation within which the text was created
c) use strategies to gain background knowledge about history and society when
studying a particular text
d) identify the impact that personal context - experience, prior knowledge - has
on constructing meaning from a text
● 2.1.2
a) use a variety of strategies to comprehend literature and other texts, and
develop strategies for close reading of literature in order to understand
contextual elements
b) describe how supporting ideas and supporting details strengthen a text's
controlling idea
c) describe the relationships among plot, setting, character, atmosphere and
theme when studying a narrative
d) compare the personality traits, roles, relationships, motivations, attitudes,
values and archetypal qualities, when appropriate, of characters
developed/persons presented in literature and other texts
e) describe a text creator's tone and register; and identify the moral and ethical
stance communicated by a text
f) interpret figurative language, symbol and allusions; recognize imagery; and
explain how imagery contributes to atmosphere, characterization and theme
in a text
g) analyze visual and aural elements, and explain how they contribute to the
meaning of texts
h) describe the relationship between audience response to the content of a
presentation and audience response to the performance of the presenter
● 2.1.2
a) use a variety of strategies to comprehend literature and other texts, develop a
daily practice of 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
e) describe a text creator's tone, relate tone to purpose and audience, and
identify the point of view communicated by a text
f) identify figurative language, symbol and familiar allusions in texts; interpret
figurative language in terms of its contribution to the meaning of a text; and
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explain how imagery contributes to the creation of atmosphere, theme and

characterization in a text
g) recognize visual and aural elements in texts, and explain how these elements
add meaning to texts
h) respond to the content of a presentation; and describe the relationship, in
general, between audience response to content and audience response to the
performance of a presenter
● 2.2.1
a) identify a variety of text forms, including communications forms and literary
forms; and describe the relationships of form to purpose and content
b) describe audience factors that may have influenced a text creator's choice of
form and medium
c) explain how a variety of organizational patterns and structural features
contribute to purpose and content
d) analyze the effect of medium on message
● 2.2.2
a) explain how rhetorical devices and stylistic techniques used in print and
nonprint texts create clarity, coherence and emphasis
b) explain how various textual elements and stylistic techniques contribute to
the creation of atmosphere, tone and voice
c) analyze the use of irony and satire to create effects in print and nonprint texts
d) describe the effects of musical devices, figures of speech and sensory details
in print and nonprint texts
e) explain the contribution of motif and symbol to controlling idea and theme
f) differentiate between effective and ineffective presentations, and analyze the
differences
g) analyze persuasive techniques used in a variety of print and nonprint texts
● 2.2.2
a) identify rhetorical devices and stylistic techniques that create clarity,
coherence and emphasis in print and nonprint texts
b) describe how textual elements that are effective in the creation of atmosphere
are also effective in terms of tone and voice
c) recognize irony and humour in print and nonprint texts, and identify language
and ideas used to create irony and humour
d) describe the effects of musical devices and figures of speech in print and
nonprint texts
e) explain the contribution of symbol to theme
f) differentiate between effective and ineffective presentations, identify the
differences, and analyze the reasons for the differences
g) analyze persuasive techniques used in a variety of print and nonprint texts
● 3.1.1
a) select and monitor the effectiveness of strategies to determine the depth and
breadth of inquiry or research and to identify the purpose, audience and form
of presentation
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b) describe the purpose of inquiry or research and the scope of the inquiry or
research topic; identify the target audience; and identify the potential form
for the presentation of inquiry or research findings, when applicable
c) refine the purpose of inquiry or research by limiting or expanding the topic as
appropriate
● 4.1.2
a) select a text form appropriate to the purpose for text creation and consistent
with the content to be presented in the text
b) explore a variety of structures consistent with form, content and purpose
when creating texts
c) select an effective medium appropriate to content and context, and explain its
use
d) understand the concept of convention; and apply it to oral, print, visual and
multimedia text forms when appropriate
● 4.1.3
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 and contextual variables 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
e) develop content to support a controlling idea or to produce a unifying effect
f) develop content appropriate to form and context
g) incorporate effective examples from personal experience, concepts and ideas
from exploration, and findings from inquiry and research into created texts,
when appropriate
● 4.2.1
a) assess the effectiveness of the controlling idea or desired unifying effect of a
text in progress, and refine the controlling idea or desired unifying effect as
appropriate to meet the intended purpose
b) review the accuracy, specificity, precision, vividness and relevance of details,
events, images, facts or other data intended to support a controlling idea or
to develop a unifying effect; and add to, modify or delete details, events,
images, facts or other data as needed to provide complete and effective
support or development
c) assess reasoning for logic and evidence for consistency, completeness and
relevance; and strengthen reasoning as needed by adding to, modifying or
deleting details to provide significant evidence and make effective and
convincing arguments
d) assess the plausibility and appropriateness of literary interpretations and the
precision, completeness and relevance of evidence when reviewing and
revising critical/analytical responses to literature
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● 4.2.1
a) review the controlling idea or desired unifying effect of a text in progress for
clarity and focus; and modify the controlling idea or desired unifying effect as
appropriate to meet the requirements of purpose, audience and situation [for
example, use a read-aloud strategy to read a draft in progress to a partner,
and incorporate feedback from the partner in creating the next draft]
b) review the accuracy, specificity and precision of details, events, images, facts
or other data intended to support a controlling idea or to develop a unifying
effect; and add to details, events, images, facts or other data as needed to
provide sufficient support or development [for example, use a revision
strategy such as the Five R's to read, react, rework, reflect and refine work]
c) assess own critical/analytical responses for consistency, completeness and
relevance of evidence; and strengthen reasoning as needed by adding to,
modifying or deleting details to provide reliable and pertinent evidence and
make effective arguments [for example, work with a small group to use a
revision strategy like Workshop Advice, where each person in the group
provides one suggestion for a sentence change]
● 4.2.2
a) assess the beginning of a text in progress, and revise it as needed to
establish purpose and engage audience
b) assess the organizational components of a text in progress, and revise them
as needed to strengthen their effectiveness as units of thought or experience
or to strengthen their contribution to other intended effects
c) assess the closing of a text in progress; and revise it as needed to ensure that
it is related to purpose, that it establishes a sense of developed understanding
and that it will have an appropriate effect on audience
d) assess relationships among controlling idea, supporting ideas and supporting
details; and strengthen relationships as needed to enhance the unity of texts
e) assess transitions and transitional devices, and revise them as needed to
strengthen coherence
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IV. Assessment and Evaluation:

Learning Assessments
Outcomes

Title Analyzing Peer Poem Character Personal Individual Vocabulary Classroom Collaborative
Essay Feedback Journal Journal Conference Discussion & Analysis
Think/Pair/Share
of texts

Type S S S S S F F F F
(Formative/
Summative)

1.1.2 X X X X X X

1.2.2: X X X

2.1.1: X X X X X

2.1.2: X X X X

2.2.1: X X X X

2.2.2: X X X

3.1.1: X X X X

4.1.2: X X X X X

4.1.3: X X X X X

4.2.1: X X X X X X

4.2.2: X X X X X X
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Assessment Brief Description Formative/ Outcomes ELA Strand

Tool Summative

Analyzing Essay This essay will be in S 1.1.2 Writing

response to one of the texts 2.1.1 Reading
explored in this unit. 2.1.2
Students will receive 2.2.1
formative assessment on 2.2.2
this through collaborative 3.1.1
analysis as well as 4.1.2
individual conferences. 4.1.3
4.2.1
4.2.2

Peer Feedback Students may use a writing S 4.2.1 Reading

production of their choice to 4.2.2 Speaking
revise and collect peer
feedback for. They will
partner with a peer to give
their feedback.

Poem Students will create a poem S 1.1.2 Writing

to represent emotions and 1.2.2 Representing
feelings towards a topic of 4.1.2
their choice. 4.1.3
4.2.1
4.2.2

Character A medium piece of writing S 1.1.2 Reading

Journal that reflects on the feelings, 2.1.2 Writing
emotions, and thoughts 3.1.1
from the perspective of a 4.1.2
character in a text. 4.1.3
4.2.1
4.2.2

Personal Journal A short to medium piece of S 1.1.2 Writing

writing where the student 1.2.2
reflects on their feelings 2.1.1
through the process of 2.2.1
reading or creating a text. 3.1.1
The student explores how 4.1.2
they have changed during 4.1.3
the process. 4.2.1
4.2.2

Individual Students will meet with the F 2.1.1 Speaking

Conference teacher to discuss their 4.1.2 Listening
portfolio process and 4.1.3
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receive feedback on how

they can improve.

Vocabulary Students will complete the F 1.1.2 Reading

Frayer model for vocabulary 4.2.1 Representing
for a new word each day. 4.2.2 Writing

Classroom These discussions will F 1.2.2 Writing

Discussion & happen in class to reflect 2.1.1 Speaking
Think/Pair/Share and further analyze texts 2.1.2 Viewing
such as plays, poems, and 2.2.1 Listening
paintings. 2.2.2

Collaborative Groups will meet with the F 1.1.2 Speaking

Analysis teacher to discuss the 2.1.1 Listening
meaning of a text and 2.1.2 Representing
evidence that backs this up. 2.2.1
They will also apply the 2.2.2
meaning to their personal 3.1.1
life. This will serve as
formative assessment for
the essay.
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V. Key Teaching and Learning Activities:

● Class Discussions
● Collaborative Analysis
● Poem Analysis
● Portfolio Work
● Viewing

VI. Resources:

● Romeo and Juliet (Shakespeare play)

● “Everything that Rises Must Converge” (short story)
● “Spring in War Time” (poem)
● “There will Come Soft Rains” (poem)
● “I Know You’re Sorry” (poem)
● “Hello Exile”, by Jalal Barzanji (poem)
● Sonnet 116 (poem)
● Sonnet 130 (poem)
● Sonnet 18 (poem)
● Guernica

VII. Planning for Diversity:

This unit will explore perspectives through poetry which allows the reader to connect and
question previously formed perspectives and understandings. Exploring other perspectives
outside the dominant culture is important in forming and challenging understandings.
Additionally, this unit will allow for differentiation through slightly different outcomes in the
20-1 and 20-2 structure. Further differentiation will be implemented as needed through reduced
requirements on rubrics, accommodations through graphic organizers or educational assistant
help, etc.
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VIII. Calendar:

Monday Tuesday Wednesday Thursday Friday

2. ERMC Introduction 3. ERMC character 4. ERMC symbols 5. ERMC Collaborative 6. No Class

journal analysis
Resources: Resources:
-ERMC Resources: - ERMC Resources:
- ERMC - ERMC
Opening: Opening:
-Silent Reading Opening: -Silent Reading Opening:
-Vocabulary -Silent Reading -Vocabulary -Silent Reading
-Vocabulary -Vocabulary
Body: Body:
- Pre Reading questions Body: -ERMC reading and Body:
- Intro to ERMC - ERMC reading and analysis -ERMC finish
- Begin ERMC analysis -symbols -Collaborative analysis
- Small analysis - mock character journal -Portfolio work -Class Discussion
- Portfolio -Portfolio Work -Portfolio work
Conclusion: Conclusion:
Conclusion: Conclusion:
Assessments: Assessments:
-Portfolio work Assessments: -Portfolio work Assessments:
-Portfolio work -Class Discussion -Portfolio work
-Class Discussion -Class Discussion

9. Thanksgiving 10. Shakespeare 11. Shakespeare and 12. Start R&J 13. R&J
Introduction R&J Start
Resources: Resources:
Resources: Resources: -R&J -R&J
-Sonnets -Sonnets
-Romeo and Juliet Opening: Opening:
Opening: characters -Silent Reading -Silent Reading
-Silent Reading -Watch introduction to -Vocabulary -Vocabulary
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-Vocabulary Romeo and Juliet

Body: Body:
Body: Opening: -R&J Prologue -R&J Act 1, Scene 3
- Sonnets (2) -Silent Reading -Act 1, scene 1 -R&J Act 1, Scene 4
- Discussion of what is -Vocabulary -Act 1, Scene 2 -Class Discussion
love -Portfolio work -Portfolio Work
-poem analysis Body:
Conclusion: -Introduce Shakespeare Conclusion: Conclusion:
-Review the language -Style of Shakespeare -Review of themes -Review of themes
and structure of sonnets -Characters of R and J
Assessments: Assessments:
Assessments: Conclusion: -Portfolio work -Portfolio work
-Portfolio work -Reminder of parent
teacher conferences
next week

Assessments:
-Portfolio work

16. R&J 17. R&J 18. R&J 19. R&J Collaborative 20. PD Day
Analysis
Resources: Resources: Resources:
-R&J -R&J -R&J Resources:
-R&J
Opening: Opening: Opening:
-Silent Reading -Silent Reading -Silent Reading Opening:
-Vocabulary -Vocabulary -Vocabulary -Silent Reading
-Vocabulary
Body: Body: Body:
-R&J Act 1, Scene 5 -R&J Act 2 Prologue -R&J Act 2, Scene 3 Body:
-Portfolio Work -R&J Act 2, Scene 1 -Portfolio Work -R&J Act 2, Scene 4
-R&J Act 2, Scene 2 -R&J Act 2, Scene 5
Conclusion: -Portfolio Work Conclusion: -R&J Act 2, Scene 6
-Review of themes Conclusion: -Review of themes -Collaborative Analysis
-Review of themes Portfolio Work
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Assessments: Assessments:
-Portfolio work Assessments: -Portfolio work Conclusion:
-Portfolio work -Review of themes

Assessments:
-Portfolio work
-Collaborative Analysis

23. R&J 24. R&J 25. R&J 26. R&J 27. No Class

Resources: Resources: Resources: Resources:

-R&J -R&J -R&J -R&J

Opening: Opening: Opening: Opening:

-Silent Reading -Silent Reading -Silent Reading -Silent Reading
-Vocabulary -Vocabulary -Vocabulary -Vocabulary

Body: Body: Body: Body:

-R&J Act 3, Scene 1 -R&J Act 3, Scene 2 -R&J Act 3, Scene 4 -R&J Act 4, Scene 1
-Portfolio Work -R&J Act 3, Scene 3 -R&J Act 3, Scene 5 -R&J Act 4, Scene 2
-Portfolio Work -Portfolio Work -R&J Act 4, Scene 3
Conclusion: -Portfolio Work
-Review of themes Conclusion: Conclusion:
-Review of themes -Review of themes Conclusion:
Assessments: -Review of themes
-Portfolio work Assessments: Assessments:
-Portfolio work -Portfolio work Assessments:
-Portfolio work

30. R&J 31. R&J 1. R&J 2. R&J 3. Collaborative

Analysis
Resources: Resources: Resources: Resources:
-R&J -R&J -R&J -R&J Resources:
-R&J
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Opening: Opening: Opening: Opening:

-Silent Reading -Silent Reading -Silent Reading -Silent Reading Opening:
-Vocabulary -Vocabulary -Vocabulary -Vocabulary -Silent Reading
-Vocabulary
Body: Body: Body: Body:
-R&J Act 4, Scene 4 -R&J Act 5, Scene 1 -R&J Act 5, Scene 3 -R&J Act 5, Scene 3 Body:
-R&J Act 4, Scene 5 -R&J Act 5, Scene 2 -Portfolio Work -Portfolio Work -R&J Act 5, Scene 3
-Portfolio Work -Portfolio Work -Collaborative Analysis
Conclusion: Conclusion: -Portfolio Work
Conclusion: Conclusion: -Review of themes -Review of themes
-Review of themes -Review of themes Conclusion:
Assessments: Assessments: -Review of themes
Assessments: Assessments: -Portfolio work -Portfolio work
-Portfolio work -Portfolio work Assessments:
-Portfolio work
-Collaborative Analysis

6. Collaborative
Analysis & Wrap UP

Resources:
-R&J

Opening:
-Silent Reading
-Vocabulary

Body:
-R&J Wrap Up
-Collaborative Analysis
-Portfolio Work

Conclusion:
-Review of themes
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Assessments:
-Portfolio work
-Collaborative analysis