Unit Plan

Subject: ELA 20-1/20-1

Unit Focus: “How do people respond to differences”
Dates: September

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………………………………………………………….. 7

V. Key Teaching and Learning Activities ………………………………………………. 10

VI. Resources……………………………………………………………………………… 10

VII. Planning for Diversity…………………………………………………………………. 10

VIII. Calendar……………………………………………………………………………….. 11
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I. Overview:

This unit will cover how people are different from one another as well as differences that
are found in society. The movie Les Miserables will serve as the anchor text for the unit as it
emphasizes personal and societal differences. The unit will use the text and the theme of
differences to form and explore understandings and interpretations of how humans respond to
differences as well as making connections to their own life as well as the historical context of the
novel, As a film study and a musical, Les Miserables allows students to appreciate a nonprint
text that will be supported by print texts such as lyrics, quotes, and other passages.

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. Analyzing the differences that exist in Les Miserables will allow students to further
develop their ability and understandings of literature and language and apply it 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

● 1.1.1: 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
● 1.2.3: Set personal goals for language growth
○ a. appraise own strengths and weaknesses as a language user and language learner;
select appropriate strategies to increase strengths and address weaknesses; monitor the
effectiveness of selected strategies; and modify selected strategies as needed to
optimize growth [for example, assess growth in writing by using a writing portfolio and
portfolio reflections]
○ b. set goals and employ strategies for language growth in relation to formal and informal
personal communications and community involvement [for example, auditioning for a play
or applying to be a volunteer]
○ c. identify and access learning sources and opportunities; assess, weigh and manage
risk; and demonstrate a willingness to continuously learn and grow
● 2.3.1: Connect to self, text, culture, and milieu
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○ a. identify and consider personal, moral, ethical and 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 works of literature and other
texts; and analyze the ways in which ideas are reflected in personal and cultural opinions,
values, beliefs and perspectives
○ 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. identify and examine ways in which cultural and societal influences are reflected in a
variety of Canadian and international texts
● 2.3.2: Evaluate the verisimilitude, appropriateness and significance of print and
nonprint texts
○ a. identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the
criteria, and modify the criteria as needed [for example, use criteria to assess the
adequacy, relevance and effectiveness of content and to assess the text creator's voice
and style]
○ b. assess the appropriateness of own and others' understandings and interpretations of
works of literature and other texts, by referring to the works and texts for supporting or
contradictory evidence
○ c. analyze and assess settings and plots in terms of created reality and plausibility [for
example, determine the authenticity of the setting of a work of historical fiction]
○ d. analyze and assess character and characterization in terms of consistency of
behaviour, motivation and plausibility, and in terms of contribution to theme [for example,
determine the meanings suggested by a change in a character's behaviour or values]
○ e. analyze and assess images in print and nonprint texts in terms of created reality and
appropriateness to purpose and audience
○ f. assess the significance of a text's theme or controlling idea, and the adequacy,
relevance and effectiveness of its supporting details, examples or illustrations, and
content in general
● 2.3.3: Appreciate the effectiveness and artistry of print and nonprint texts
○ a. use terminology appropriate to the forms studied for discussing and appreciating the
effectiveness and artistry of a variety of text forms
○ b. describe the effectiveness of various texts, including media texts, for presenting
feelings, ideas and information, and for evoking response
○ a. recognize that texts can be effective and artistic, and use terminology appropriate to
the forms studied for discussing and appreciating the effectiveness and artistry of a
variety of texts
○ b. describe the effectiveness of various texts, including media texts, for presenting
feelings, ideas and information, and for evoking response
● 3.1.2: Plan inquiry or research, and identify information needs and sources
○ a. reflect on and describe strategies for developing an inquiry or research plan that will
foster understanding, select and monitor appropriate strategies, and modify strategies as
needed to plan inquiry or research effectively [for example, use a research journal to
keep and record reflections on the research process, clarify thinking, revisit initial
perceptions and ask questions that lead to new research]
○ b. select from a repertoire of effective strategies to develop appropriate inquiry or
research plans that will address the topic and satisfy contextual and presentation
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requirements [for example, questions within questions, inquiry charts, preliminary

interviews, and consultations with the teacher and/or librarian]
○ c. determine the breadth and depth of prior knowledge, and formulate questions to
determine and categorize information needs and to guide the collection of required
information [for example, a chart to demonstrate what is already known and what needs
to be learned]
○ d. identify and predict the usefulness of information sources intended to fill gaps between
prior knowledge and required information [for example, whether or not a survey or
interview will be useful]
○ e. identify and select potential strategies and technologies for gathering, generating and
recording information [for example, outlining, webbing, taking notes in point form,
recording sources accurately during information gathering, writing direct quotations
correctly and bookmarking Internet sites]
● 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]
● 3.2.2: Evaluate sources, and assess information
○ a. reflect on and describe strategies to evaluate information sources for credibility and
bias and for quality; and select, monitor and modify strategies as needed to evaluate
sources and detect bias
○ b. assess information sources for appropriateness to purpose, audience and presentation
form
○ c. assess the accuracy, completeness, currency and relevance of information selected
from sources; and assess the appropriateness of the information for purpose
○ d. identify and describe possible biases of sources, and describe the possible effects of
such biases on the credibility of information [for example, examine the credibility of the
author or organization, the proportion of verifiable facts to generalizations, or the
sponsor/author/purpose/date of a Web site]
● 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
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○ c. distinguish between support and generalization, and provide support for

generalizations and conclusions
● 3.2.4: Review inquiry or research process and findings
○ a. reflect on and assess the effectiveness of strategies used to guide inquiry or research
[such as the effective use of time and the division of labour when involved in group
research]
○ b. identify strategies to improve future inquiry or research, and monitor the effectiveness
of these strategies
○ c. review the appropriateness, accuracy and significance of findings, conclusions and
generalizations drawn from gathered data and information; prepare a detailed record of
references; determine how best to share the information; and determine next steps, if any
○ d. seek feedback from others and use own reflections to evaluate the entire inquiry or
research process, strive for craftsmanship and accuracy, and take pride in efforts and
accomplishments
● 4.2.3: Consider and address matters of choice
○ a. reflect on personal vocabulary and repertoire of stylistic choices and on their
effectiveness; and expand vocabulary and repertoire of stylistic choices
○ b. assess the appropriateness and effectiveness of diction, and revise word choice as
needed to create intended effects
○ c. assess syntax for appropriateness and effectiveness, and revise sentence structures
as needed to create intended effects
○ d. apply understanding of stylistic techniques and rhetorical devices when creating print
and nonprint texts [for example, use imagery to create pathos, use parallel structure to
create emphasis, and use sound in multimedia texts to create humour]
○ e. recognize personal voice in texts created; and continue to develop personal craft
through practice, using various methods
○ a. develop a list of effective vocabulary words and stylistic choices [for example, develop
a list of effective verbs, by listing all the verbs used in own text and replacing frequently
used verbs with new verbs as appropriate]
○ b. develop the use of appropriate words and expressions [for example, use words with
straightforward denotations to strengthen clarity in informative and persuasive texts, and
use words with connotative meanings to evoke images in poetry and narrative texts]
○ c. use a variety of sentence patterns and structures appropriately [for example, use
straightforward sentence structures to strengthen clarity of informative and persuasive
texts, and use short sentences to indicate action in narrative texts]
○ d. describe the effects of own use of stylistic techniques and rhetorical devices [for
example, underline effective words and phrases in written text, and describe the effects
created, such as clarity and emphasis; and describe the use of sound in multimedia text
in terms of the effects created, such as humour and realism]
○ e. recognize personal voice as a text creator, and practise various methods to develop
craft [for example, to recognize voice in own writing and to develop craft, note personal
preferences related to the types and number of sentences used that follow various
patterns; read a section of writing from a favourite author, and note the author's use of the
same and different patterns; and rewrite some sentences in own work to achieve variety,
noting the effect]
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IV. Assessment and Evaluation:

Learning Assessments
Outcomes

Title Personal Peer Background Writing Best 10 Goals & Vocabulary Classroom Collaborative
Response Feedback Poster Journal Writing Individual Discussion & Analysis
Essay Journal Conference Think/Pair/Share
of Les
Miserables

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

Weight 25% 20% 20% 10% 5% 20%

1.1.1: X X X X

1.2.3: X

2.3.1: X X X X X X X

2.3.2: X X X X X

2.3.3: X X X X X

3.1.2: X

3.2.1: X X

3.2.2: X X X

3.2.3: X X X

3.2.4: X

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

Tool Summative

Personal Students will write a S 1.1.1 Writing

Response Essay personal response essay 2.3.1
4-5 pages that addresses 3.2.1
the theme of living with 4.2.3
differences. They will use
evidence from the texts to
apply to their own lives.

Peer Feedback Students will peer review F 4.2.3 Reading

another student’s personal Listening
response essay. The peer Writing
review process will follow Speaking
the rubric and checklist.

Les Miserables Students will make a S 2.3.1 Representing

Background background poster where 2.3.2 Viewing
Poster they research an idea or 2.3.3
person crucial to 3.1.2
understanding the context 3.2.1
of the anchor text such as 3.2.2
Charles X, Victor Hugo, 3.2.3
John Locke, etc. 3.2.4

Writing Journal Students will reflect and F 1.1.1 Writing

think critically and creatively 2.3.1 Representing
to texts and ideas. 2.3.2
2.3.3
3.2.2
3.2.3

Best 10 Writing Students will choose their S 1.1.1 Writing

Journal best 10 journal responses 2.3.1 Representing
to be graded. These will 2.3.2
help students develop 2.3.3
understandings and further 3.2.2
analyze texts. 3.2.3

Goals and Students will set goals at S 1.1.1 Writing

Individual the beginning of the year 1.2.3
Conferences with their teacher about 2.3.1
areas of personal growth.
They will meet with the
teacher throughout the unit
to reflect on growth and
strategies that are working
to achieve these goals.
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Vocabulary Students will receive 10 S 2.3.3 Writing

words each week from the
text. They will be tested on
definitions and spellings at
the end of each week.

Classroom Classroom discussions will F 2.3.1 Listening

Discussion & allow students to talk out 2.3.2 Speaking
Think/Pair/Share events and literature as well 2.3.3 Viewing
of Les as practice applying it to 4.2.3
Miserables their own lives and
reflecting deeply about
texts.

Collaborative Students will be assigned a S 2.3.1 Listening

Analysis group of 3 to reflect on 2.3.2 Speaking
outcomes and objectives.
They will meet with the
teacher as a group to
discuss and further analyze
outcomes in the context of
the anchor text.
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V. Key Teaching and Learning Activities:

● Class Discussions
● Journal Writing
● Group Work
● Goal Setting
● Watching film scenes
● Lyric analysis
● Reading novel excerpts and quotes
● Mock Interviews and Panels
● Personal Response Essay
● Venn Diagrams, Mind Maps, and Graphic Organizers

VI. Resources:

● Les Misérables (2012 film and 2018 series)

● “I am from” (poem)
● “so you want to be a writer” (poem)
● “I am not the Indian you had in mind” (poem)
● “Dinosaurs in the Hood” (poem)
● “The Masque of the Red Death” (short story)
● Death of Marat, Jacques-Louis David (painting)

VII. Planning for Diversity:

This unit will explore perspectives from various diverse groups such as Indigenous
voices, Black people, those from lower socioeconomic status, and women. 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

4. Labour Day 5. First Day 6. Unit Overview and 7. Classroom 8. “Not the Indian you
Writing Differences had in Mind” (poem)
SLOs:
-None SLOs: SLOs: SLOs:
-1.1.1, 2.3.1, 2.3.2, -1.1.1, 2.3.1, 2.3.2, -1.1.1, 1.2.3, 2.3.1,
Resources: 2.3.3, 3.2.2, 4.2.3 2.3.3, 3.2.2, 4.2.3 2.3.2, 2.3.3, 3.2.2,
-Get to know you paper 4.2.3,
-Introduction powerpoint Resources: Resources: Resources:
-none -Demographics stats of -”I am not the Indian
Opening: Canada You had in Mind”
- Introduction Opening: -”Dinosaurs in the
powerpoint -Review topic of the unit Opening: Hood”
-Mind map of classroom
Body: Body: differences Opening:
-Classroom rules and -Go over the -Define what a
expectations organization of the unit Body: stereotype is as a class
-Introduce Goals and how the class time
-Name game will be structured -Overview of diversity in Body:
-Get to know you -Go over assessments canada (stats and -Show stereotyped
papers for the unit and due graphs) media images of
-Text we will be dates Indigenous people in
covering -Divide into -Add to classroom Canada
Collaborative analysis differences mind map -”I am Not the Indian
Conclusion: groups You had in Mind”
-Prep for tomorrow: - Share personal story -Mind map of Alberta -Watch a reading of
start of unit about being afraid of differences “Dinosaurs in the Hood”
writing (poem)
Assessments: -”so you want to be a -I am from poems -Think/Pair/Share on
-None writer” poem -Share poems How do stereotypes
affect people? And Why
Conclusion: Conclusion: do we make
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-Journal: stream of -Reminder to set goals stereotypes?

consciousness writing -Journal: What role
Assessments: have stereotypes
Assessments: Journal: “I am from” played in your own life?
-Journal: stream of poems -Pull out students for
consciousness writing personal goal
discussion

Conclusion:
-Review ways that
people are different that
we have discussed in
class

Assessments:
-Class Discussion
-Think/Pair/Share
-Journal: What role
have stereotypes
played in your own life?
-Personal Goals and
strategies

11. Introduce Les 12. Introduce Les 13. Historical 14. Student 15. Begin
Miserables Miserables Background Revolutions
SLOs:
SLOs: SLOs: SLOs: SLOs: -1.1.1, 2.3.1, 2.3.2,
1.1.1, 2.3.1, 2.3.2, 2.3.3 -1.1.1, 2.3.1, 2.3.2, -1.1.1, 2.3.1, 2.3.2, -1.1.1, 2.3.1, 2.3.2, 2.3.3, 3.2.2, 4.2.3,
2.3.3, 3.2.2, 4.2.3 2.3.3, 3.2.2, 4.2.3, 2.3.3, 3.2.2, 4.2.3, 3.1.2, 3.2.1, 3.2.4
Resources: 3.1.2, 3.2.1, 3.2.4 3.1.2, 3.2.1, 3.2.4
-”The Masque of the Resources: Resources:
Red Death” -Les Miserables Resources: Resources: -Les Miserables
-Les Miserables -Les Miserables
Opening: Opening: Opening:
-Think/Pair/Share: What -Vocabulary words Opening: Opening: -Review from yesterday
differences did Covid -KWL chart -Think/pair/share: what
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emphasize? Body: would it take for you to Body:

-Divide into groups, Body: participate in a -Watch different trailers
Body: each group gets a book -Map of France revolution? to the different Les Mis
-Groups: Read “Masque cover or a musical -Brief overview of the versions.
of the Red Death” aloud poster of Les history of France that Body: -Journal: What was
taking turns. Miserables and makes relates to Les Mis -Other student Paris like during this
-Make annotations predictions, discusses -David paintings revolutions time?
-Group discussion to the audience, etc. -Who was Victor Hugo -1968 What differences can
questions -Presentations to class -Review vocabulary -Tiananmen square you see?
-Class Discussions to of book cover Terms -fall of the USSR -Background poster
questions -Go over background -Trigger Warnings -Taliban presentation
-Do differences really poster and have -Umbrella Protest
matter? students pick their topic -Poster Work -Current French Conclusion:
-What do the different protests -Think/pair/share: what
colors mean/represent? Conclusion: Conclusion: -Writing Journal: How did you like about the
-What does the red -Exit slip: What was -Recap main points did differences posters? What was
death represent? your favorite book cover contribute to or ignite something you learned?
and why? Assessments: these revolutions?
Conclusion: -Class Discussions Assessments:
-Recap Assessments: -Background posters Conclusion: -Background Posters
-Class Discussion -Share journal (optional) -Vocabulary Quiz
Assessments:
-Class Discussion Assessments:
-Group work -Journal: How did
difference ignite these
different student
revolutions

18. 24601 19. Monsieur 20. Fantine 21. John Valjean 22. Division PD Day
Madeleine
SLOs: SLOs: SLOs:
-1.1.1, 2.3.1, 2.3.2, SLOs: -1.1.1, 2.3.1, 2.3.2, -1.1.1, 1.2.3, 2.3.1,
2.3.3, 3.2.2, 3.2.3, 4.2.3 -1.1.1, 2.3.1, 2.3.2, 2.3.3, 3.2.2, 3.2.3, 4.2.3 2.3.2, 2.3.3, 3.2.2,
2.3.3, 3.2.2, 3.2.3, 4.2.3 3.2.3, 4.2.3
Resources: Resources:
-Les Miserables Resources: -Les Miserables Resources:
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-Les Miserables -Les Miserables

Opening: Opening:
-Introduce new Opening: -Think/pair/share: what Opening:
vocabulary terms -Review character of actor would you want to -Vocabulary Quiz
Jean Valjean play Jean Valjean?
Body: Body:
-Distribute character Body: Body: -Watch final scene of
and theme organizers -Watch up to Monsieur -Introduce Fantine Fantine
-Watch opening scene Madeleine. -Watch scene from -Class Discussion:
-Lyric analysis “Look -How did people treat series about her past. What does Jean Valjean
Down” Jean Valjean -read excerpts about promise?
-discuss Jean Valjean: differently? what she gave up for -Lyric analysis: 24601
who was he? Why was -What ways do you Cosette -What does this point in
he in prison? judge people or treat -Lyric analysis “I the musical mean for
-Journal: What is the them differently based dreamed a dream” Jean Valjean’s life?
nature of man? How on appearance or -Time in class to fill out -Time in class to work
would you be changed background? character sheet with a on journal entries
after spending 19 years -Classroom spectrum: think/pair/share -Individual Conferences
in a labour prison? “is it okay to judge -Journal: What is the
-Hobbes vs Locke someone when…” significance of including Conclusion:
-Compare 24601 to questions a character like -Questions so far?
giving a number to -Journal: What is the Fantine? What do you like so far?
residential school significance of going
students under a new name Conclusion: Assessments:
especially when he was -What actress would -Vocabulary Quiz
Conclusion: so attached to Jean you have play Fantine? -Individual Conference:
-Review vocab Valjean? How are your goals
Assessments: coming along? What
Assessments: Conclusion: -Think/pair/share: steps are you taking to
-Journal: Nature of -Recap character analysis achieve them?
man? How would you -Journal: What is
be changed after Assessments: significant about
spending 19 years in a -Journal: New name including a character
labour prison? significance? Or When such as Fantine?
is it okay to judge?

25. Cosette &
Thenardiers
SLOs:
-1.1.1, 2.3.1, 2.3.2,
2.3.3, 3.2.2, 3.2.3,
3.2.4, 4.2.3
Resources:
-Les Miserables
-Banksy Les Mis
Opening:
-Introduce new
vocabulary terms
-Mini Lesson: Writing
Process
Body:
-Introduce personal
response questions
-Pass out graphic
organizer to help collect
evidence, quotes, and
thoughts
-Background on Marius
-Lyric analysis: “Castle
on a Cloud” in pairs
-Who are the
Thenardiers? Watch
opening scene from
series
-How do they make
their money?
-Give time in class to fill
out character analysis
15
26. Marius 27. Eponine 28. One Day More 29. Revolution
SLOs: SLOs: SLOs: SLOs:
-1.1.1, 2.3.1, 2.3.2, -1.1.1, 2.3.1, 2.3.2, -1.1.1, 2.3.1, 2.3.2, -1.1.1, 2.3.1, 2.3.2,
2.3.3, 3.2.2, 3.2.3, 4.2.3 2.3.3, 3.2.2, 3.2.3, 4.2.3 2.3.3, 3.2.2, 3.2.3, 4.2.3 2.3.3, 3.2.2, 3.2.3, 4.2.3
Resources: Resources: Resources: Resources:
-Les Miserables -Les Miserables -Les Miserables -Les Miserables
Opening: Opening: Opening: Opening:
-Work on graphic -Review vocabulary -Review vocabulary -Vocabulary Quiz
organizer? Any gaps?
Body: Body: Body:
Body: -character analysis -Predict what will -Watch the revolution
-Marius Pontmercy Eponine happen? scene? Why do people
background -What does she -What would it take for not help?
-Watch “Paris/Look sacrifice for Marius? you to revolt against the -Why did Gavroche
Down scene” Given her background establishment? have to die? What point
-Who are the and family, how does -Are the people at their was Hugo trying to
revolutionaries? this further our breaking point? Why or make?
-Victor Hugo quote on understanding of why not? -Why does Valjean
revolution Eponine? -Lyric analysis: “One allow Javert to go free?
-Journal: Respond to -What differences are Day More” -add to character
Hugo’s quote there between Eponine -Journal: “Form a analysis
-Character analysis on and Cosette now? conclusion as to how -Graphic organizer:
Marius (from a wealthy (Venn Diagram) France came to be so nature of man work
family yet on the side of - Lyric Analysis: “On my unequal across social
the revolutionaries). own” classes” Are social Conclusion:
What does this tell us -Journal: What is classes inevitable? -lingering questions?
about Marius? human nature? Does
-Class Discussion: Eponine change your Conclusion: Assessments:
What would Hobbes opinion on what human -Discuss journal -Vocabulary Quiz
say about this? What nature is? How would responses
would Locke say about Hobbes and Locke
this? explain Eponine? Assessments:
-Journal: “Are social
 16

and personal response Conclusion: Conclusion: classes and divisions

notes -Think/pair/share: do -Share journal response inevitable?”
-Watch “Master of the you agree with Hobbes (optional)
House” and Jean or Locke more about Assessments:
Valjean rescuing the nature of humans? -Class discussion (Venn
Cosette Diagram)
Assessments: -Journal
Conclusion: -Journal: Hugo quote
-Think/pair/share: what
would you think if you
were Cosette?

Assessments:
-Think/pair/share: lyric
analysis & What would
you think if you’re
Cosette

2. Sewers 3. Mock Interviews 4. Panel 5. Personal Response 6. Personal Response

SLOs: SLOs: SLOs: SLOs: SLOs:

-1.1.1, 2.3.1, 2.3.2, -1.1.1, 2.3.1, 2.3.2, -1.1.1, 2.3.1, 2.3.2, 1.1.1, 2.3.1, 3.2.1, 4.2.3 1.1.1, 2.3.1, 2.3.2,
2.3.3, 3.2.2, 3.2.3, 4.2.3 2.3.3, 3.2.2, 3.2.3, 4.2.3 2.3.3, 3.2.2, 3.2.3, 4.2.3 3.2.1, 4.2.3
Resources:
Resources: Resources: Resources: -Les Miserables Resources:
-Les Miserables -Les Miserables -Les Miserables -Les Miserables
Opening:
Opening: Opening: Opening: -Review checklist and Opening:
-Vocabulary words -Trigger warning for -finalize everything with rubric for personal -Vocabulary Quiz
-Recap what has been Suicide group responses
happening Body:
Body: Body: Body: -Personal Response
Body: -Watch the end of the -Panel questions to -Class work on personal work
-Read about the Paris movie characters responses -Hold Collaborative
sewers. Show Death of -Split into groups: have -Circulate and give Analysis meetings
Marat painting each group be assigned Conclusion: feedback during the class work
 17

-Watch sewer scene a character to compete -Prep about personal period

-Journal: Discuss Javert a mock interview with responses for the rest Conclusion:
and what his must be -These mock interviews of unit -Go over common Conclusion:
internally struggling with will be presented questions from the -lingering questions?
-Class Discussion on tomorrow during the Assessments: personal responses -Reminder about peer
character analysis panel -Group work -Review checklist again feedback next week
-Class Discussions
Conclusion: Conclusion: Assessments: Assessments:
-Suicide Trigger -Reminder of panel -Personal Response -Vocabulary Quiz
warning for tomorrow’s tomorrow Collaborative Analysis
lesson.
Assessments:
Assessments: -Journal writing
-Class Discussion -Class Discussion
-Writing Journal -Group work

9. Thanksgiving 10. Peer Feedback 11. Peer Feedback 12. Finalize Personal 13. Finalize Personal
Response Response
SLOs: SLOs:
1.1.1, 2.3.1, 3.2.1, 4.2.3 1.1.1, 2.3.1, 3.2.1, 4.2.3 SLOs: SLOs:
1.1.1, 2.3.1, 3.2.1, 4.2.3 1.1.1, 2.3.1, 3.2.1, 4.2.3
Resources: Resources:
-Les Miserables -Les Miserables Resources: Resources:
-Les Miserables -Les Miserables
Opening: Opening:
-Mini lesson on how to -Reminder of goals and Opening: Opening:
give and receive individual conferences -Review checklist and -Review checklist and
feedback rubric rubric
Body:
Body: -Finish peer review Body: Body:
-Personal Response Personal response -Personal Response -Personal Response
Essay Peer Review essay work work work
-Personal Response -Circulate and give -Circulate and give -Finish any remaining
work period feedback feedback individual conferences
-FInish any -Hold individual -Have a fun trivia quiz
collaborative analysis Conclusion: conferences to go over of Les Mis for those
 18

meetings that were not -Go over common goals who are finished.
finalized questions
Conclusion: Conclusion:
Conclusion: Assessments: -Reminder that -Celebrate! Well done.
-Reminder of checklist -Peer Review tomorrow everything is
and rubric -Personal response due Assessments:
essay -Personal Response
Assessments: Assessments: -Best 10 Writing Journal
-Personal Response -Individual Conference
Essay
-Peer Review