TCPS High School Unit 1 Plan 2023-2024

Ontario curriculum subject: Teacher(s)/Year:

ENG2G Mr. Jason Burns

Unit topic/theme: Instructional time (weeks): 20 hours

In this first unit, we will explore the underlying
techniques and devices utilized in the creation of
poetry, devices that we normally think of in the Date begun: Sept 5th/2023
context of persuasive speech and verse but here
adapted to the practice of advertising in its various Date ended: TBD
forms and mediums. We will look once again at
poetic devices from ENG1D but broaden our
understanding of them by drawing intertextual
connections to the mediums of advertising.

This unit will also introduce rhetorical devices

through a variety of media and written texts to
further our understanding of formal writing
techniques, highlight purpose and audience, and
deconstruct propaganda and political speech.

Guiding Question (optional):

What is a poem? What is a poetic device? How are poetry and advertising analogous? What is a
rhetorical device and how can it improve my writing? How can a poetic device be visualized? What
different strategies do advertisers employ?

Assessment:
Students will have the opportunity to produce a
creative media product and original work of
poetry based on their analysis of a selection of
poems and advertisements. The “Poetry in
Advertising” AOL is the summative for the unit,
examining, in this way, how poetry and
advertising are constructed using the same formal
and aesthetic strategies effectively.
 Diagnostic assessments (AFL) to identify
and bridge learning gaps. Cannot
assume prior knowledge is there.
 Variety of formative assessments (AAL),
with feedback, to monitor understanding
and prepare for summative tasks.
 KTAC – appropriate tasks/questions.
 Summative tasks (AOL):
Evaluation:
(list all tasks in this unit that will count toward the
student’s grade)
1. Introduction to Poetry Analysis
 Formative Assessment: Students
receive a selection of different
types of poems (sonnets, haikus,
free verse). In pairs, they analyze
the rhyme schemes, meters, and
the impact of these elements on
the poem's rhythm.
2. Analyzing Poems
 Formative Assessment: Students
individually analyze a chosen
poem, identifying themes, tones,
and emotions. They write a short
analysis and share it with a
partner, discussing their
interpretations.
 3. The Art of Persuasion in Advertising
 Formative Assessment: Students
bring in examples of
advertisements that they find
persuasive. In groups, they
analyze these advertisements and
identify the use of ethos, pathos,
and logos in each one.

4. Creating Poetry
 Formative Assessment: After
writing their original poems,
students participate in a "speed
sharing" session. In pairs, they
have a limited time to share their
poems with each other, focusing
on specific elements like
imagery or emotion.
5. Creating Advertisements
 Formative Assessment: Working
in groups, students design mock
advertisements for a chosen
product. They do a peer critique
where they assess the use of
persuasive language and visual
elements and suggest
improvements.
Summative Assessment:
 Poetry and Advertising Project: Students
create a multimedia presentation where
they analyze a poem of their choice from
the unit and discuss its themes, emotions,
and poetic techniques. They also create a
mock advertisement for the poem,
applying the persuasive strategies learned.

Notes:
1. Homework may be assigned and assessed but, for the most part, should not count for the purposes of
evaluation.
2. Late assignments should not receive a penalty in terms of evaluation; this should be noted and recorded
under the students’ study habits.
3. Percentage grades on assignments should accurately reflect the achievement levels set out in Ministry
documents (i.e. Level 4 =80-100%, Level 3 = 70-79%. Level 2 = 60-69%, Level 1 = 50- 59%, under 50% =
unacceptable work/failure to even approach Ministry standards)
4. For courses using Ministry evaluation criteria: Tasks should be evaluated in terms of the major
categories articulated on the course outline (knowledge and understanding, thinking and inquiry, etc.)
The category weighting must be preserved; as such, teachers must either:
a) enter multiple grades for a given assignment or
b) ensure that the weighting on all evaluated assignments is consistent throughout the year
5. Tasks should be varied and, as much as possible, catered to fit different learning styles. Evaluation tasks
should mirror assessment tasks