Unit Plan

Subject: ELA 20-1/20-1

Unit Focus: “How can people live in harmony together? What factors disrupt this?”
Dates: November 20, 2023 - December 22, 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………………………………………………………….. 9

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 be a symbolic analysis using Lord of the Flies as an anchor text. The
essential questions the texts will circulate around are 1) Is it possible for people to live together
in harmony? 2) What factors make this difficult or successful? Understanding backgrounds,
perspectives, and differences is essential when answering this question. Learning about
figurative language and symbols will also help students further interpret the texts.

II. Rationale:

Differences of opinions, tastes, social classes, gender expression, and race exist in most
societies today. It is important to learn how humans can still live together in spite of differences.
Delving into what scholars and science has said about human nature will also help further
understand how humans can best live together. Learning about the difficulties of living with
others allows us as people to next find a solution to overcome. Analyzing the symbols and
themes that are rooted in The Lord of the Flies 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

● 1.2.1 Consider new perspectives

a. select appropriate strategies to extend awareness and understanding of new

perspectives, monitor their effectiveness, and modify them as needed [for example, record
new understandings in a learning log; develop new group perspectives using a fish bowl
organization]

b. compare own ideas, perspectives and interpretations with those of others, through a
variety of means, to expand perceptions and understandings when exploring and responding
to texts [for example, pro-con charts, alternative Internet search engines, comparison
tables and think-pair-share charts]

● 2.1.3 Engage prior knowledge

a. reflect on and describe strategies used to engage prior knowledge as a means of assisting
comprehension of new texts; and select, monitor and modify strategies as needed

b. assess personal expectations for texts to be studied in light of prior experiences with and
observations about similar contexts, content and text forms
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c. use metacognitive strategies to understand how knowledge of rhetorical devices, textual

elements and structures used in previously studied texts contributes to understanding new
texts

d. classify the genre/form of new texts according to attributes of genres/forms previously

studied

● 2.1.4 Use reference strategies and reference technologies

a. reflect on and describe strategies used to engage prior knowledge as a means of assisting
comprehension of new texts; and select, monitor and modify strategies as needed

b. assess personal expectations for texts to be studied in light of prior experiences with and
observations about similar contexts, content and text forms

c. use metacognitive strategies to understand how knowledge of rhetorical devices, textual

elements and structures used in previously studied texts contributes to understanding new
texts

d. classify the genre/form of new texts according to attributes of genres/forms previously

studied

a. use a variety of appropriate reference strategies and reference technologies to aid

understanding [for example, formulating and refining questions, exploring works cited in
other references, taking notes, and using library catalogues and Internet search engines]

b. create and use own reference materials to aid understanding [for example, a personalized
dictionary/glossary and a personalized World Wide Web/URL address list]

● 4.1.1 Assess text creation context

a. reflect on the purposes for text creation [for example, to inform, explain, persuade,
entertain or inspire] and on own motives for selecting strategies to engage an audience [for
example, to communicate information, promote action or build relationships]; and consider
potential consequences of choices regarding text creation [for example, follow-up action
may be required to clarify information, a position may need to be defended and opposing
viewpoints addressed, and tone and style must be appropriate for intended audience]

b. identify purpose and target audience for text creation, and select strategies to accomplish
purpose and engage audience [for example, plan a campaign - public relations, advertising
or lobbying - identifying the text forms to be used to influence the attitudes of the audience
with respect to the chosen issue]

b. describe the purpose and target audience, and select from a repertoire of strategies to
accomplish the purpose and engage the audience [for example, one purpose of a job
application letter may be to persuade the employer to read the résumé; address the letter
to the potential employer, using the correct name and title, and explain in the letter that you
have the required skills and talents for the job]
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c. address audience factors that affect text creation [for example, reread parts of a text and
refine work, when creating the good copy of a personal response to literature, in order to
address suggestions made at a peer conference about areas that were overlooked]

d. analyze expectations and constraints of a communication situation, and select preferred

strategies to address expectations and constraints [for example, when making a
presentation, watch audience cues to determine background knowledge of the subject area,
and provide additional information as required; request extra time in advance if time is a
constraint]

● 4.1.4 Use production, publication and presentation strategies and technologies

consistent with context

a. meet particular production, publication and display requirements for print texts [for
example, adhere to a particular manuscript style when creating a research paper]; and
explain requirements in light of purpose, audience and situation

b. adapt presentation materials, strategies and technologies to suit purpose, audience and
situation [for example, increase audience participation in a lecture by providing a notetaking
frame]

b. develop presentation materials; and select strategies and technologies appropriate to

purpose, audience and situation [for example, use technologies such as presentation
software, videos, CD-ROMs, DVDs, audiotaped interviews and handouts]

c. develop and deliver oral, visual and multimedia presentations, using voice production
factors [such as volume, tone and stress], nonverbal factors [such as gestures, posture,
distance and eye contact] and visual production factors [such as colour and contrast]
appropriate to purpose, audience and situation

d. develop a repertoire of effective strategies that can be used to create rapport with an
audience [for example, use personal anecdotes and examples]

d. experiment with various strategies to create rapport between the presenter and the
audience [for example, use personal anecdotes and examples, ask questions to involve the
audience, and use engaging body language]

● 4.2.4 Edit text for matters of correctness

a. use handbooks and other tools, including electronic tools, as resources to assist with text
creation [for example, dictionaries, thesauri, spell checkers and handbooks]

b. know and be able to apply capitalization and punctuation conventions correctly, including
end punctuation, commas, semicolons, colons, apostrophes, quotation marks, hyphens,
dashes, ellipses, parentheses, underlining and italics

c. know and be able to apply spelling conventions consistently and independently

d. understand the importance of grammatical agreement; and assess and revise texts in
progress to ensure correctness of grammatical agreement, including correct pronoun
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reference and pronoun-antecedent agreement, and correct use of modifiers and other parts
of speech

e. assess and revise texts in progress to ensure correct subject-verb agreement, correct
pronoun case and appropriate consistency of verb tense

f. use unconventional punctuation, spelling and sentence structure for effect, when
appropriate [for example, use nonstandard spelling to indicate dialect, and use sentence
fragments for emphasis, when appropriate]

g. assess and revise texts in progress to ensure the correct use of clauses and phrases,
including verbal phrases (participle, gerund and infinitive), and to ensure the correct use of
structural features [such as appositives and parallel structure]

h. pay particular attention to punctuation, spelling, grammar, usage and sentence

construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical
devices

i. assess strengths and areas of need [for example, develop a checklist of skills mastered
and skills to be developed, and set goals for language growth]

a. use handbooks and other tools, including electronic tools, as resources to assist with text
creation [for example, dictionaries, thesauri, spell checkers and handbooks]

b. know and be able to apply capitalization and punctuation conventions correctly, including
end punctuation, commas, semicolons, colons, apostrophes, quotation marks, hyphens,
dashes, ellipses, parentheses, underlining and italics [for example, keep a personal editing
checklist as a style guide for writing]

c. know and be able to apply spelling conventions independently or with the use of a
handbook or other tools, such as a list of spelling strategies or rules

d. know and be able to identify parts of speech in own and others' texts, including
prepositions, definite and indefinite articles, and coordinating and subordinating
conjunctions; and review and revise texts in progress to ensure correct use of parts of
speech, including correctness of pronoun reference and pronoun-antecedent agreement

e. know and be able to identify parts of the sentence in own and others' texts, including
subject, verb, direct object and indirect object

f. detect and correct common sentence faults - run-on sentence and unintended sentence
fragment

g. develop the use of common sentence structures - simple, compound, complex and
compound-complex

h. pay particular attention to punctuation, spelling, grammar, usage and sentence

construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical
devices
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i. assess strengths and areas of need [for example, develop a checklist of skills mastered
and skills to be developed, and set goals for language growth]

j. explain why certain communication situations demand particular attention to correctness

of punctuation, spelling, grammar, usage and sentence construction

● 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

● 5.1.2 Appreciate diversity of expression, opinion, and perspective

a. appreciate diversity of thought and expression, select and monitor appropriate strategies
for appreciating diversity, and modify selected strategies as needed

b. explain how selected works of literature and other print and nonprint texts convey, shape
and, at times, challenge individual and group values and behaviours

c. analyze the relationship between a text creator's ideas and opinions and his or
herunderlying assumptions [such as those deriving from ideology or social status]

● 5.1.3 Recognize accomplishments and events

a. use language and image to honour own and others' accomplishments [for example,
celebrate together when classmates have accomplished a particular task or produced,
published or presented a particular text; or celebrate the completion of a portfolio with
family and friends by holding a "portfolio launch"]
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b. describe various means by which language and image are used appropriately to honour
people and to celebrate events, and explain how these means of using language and image
help to build community [for example, heritage day; wall of honour or photography exhibit;
and naming ceremonies, religious ceremonies and prayers of First Nations and Aboriginal
peoples]

● 5.2.1 Cooperate with others, and contribute to group processes

a. set appropriate personal goals for participation in a group; respect, be open to, and be
supportive of the thoughts, opinions and contributions of others in a group; and share
personal knowledge, expertise and perspectives with others, as appropriate

b. reflect on and describe strategies used to negotiate, coordinate and cooperate with
others; select appropriate strategies for negotiating, coordinating and cooperating with
others; monitor selected strategies; and modify selected strategies as needed to accomplish
group goals

c. ensure that a team's purpose and objectives are clear

● 5.2.2 Understand and evaluate group processes

a. develop and use criteria to monitor and assess group processes [such as division of
labour and time management]

b. understand the various potential roles and responsibilities of group members [such as
researcher and presenter; director and participant; and chairperson, recorder and
timekeeper; or roles of Aboriginal Elders in teaching about the medicine wheel and about
respect, humility, kindness, sharing, honesty, faith and perseverance], and appreciate the
contribution that these roles make to group processes

c. identify and use various means to facilitate completion of group projects [for example,
establish clear purposes and procedures for solving problems, monitor progress, and make
modifications to meet stated objectives]

d. understand and appreciate the function of teamwork tools, assess how to work effectively
and collaboratively as a team to accomplish a task, understand the role of conflict in a group
to reach solutions, and manage and resolve conflict when appropriate

e. identify and analyze the communications needs of, and assess the working relationships
among, individuals and groups involved in a variety of communications careers [such as
advertising, public relations and broadcast journalism]
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IV. Assessment and Evaluation:

Learning Assessments
Outcomes

Title Critical Peer Historical Recording Character Individual Vocabulary Classroom Collaborative
Essay Feedback Context Journal Conference Discussion & Analysis
Analysis Think/Pair/Share
of texts

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

1.2.1 X X X X X

2.1.3 X X X X X

2.1.4 X X X

4.1.1 X X X X X X X

4.1.4 X X X

4.2.4 X X X X X

5.1.1 X X X X X

5.1.2 X X X X X

5.1.3 X X X X X

5.2.1 X X X X

5.2.2 X X X X
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Assessment Brief Description Formative/ Outcomes ELA Strand

Tool Summative

Critical Essay This essay will be in S 1.2.1 Writing

response to one of the texts 2.1.3 Reading
explored in this unit. 2.1.4
Students will receive 4.1.1
formative assessment on 4.1.4
this through collaborative 4.2.4
analysis as well as 5.1.2
individual conferences.

Peer Feedback Students may use a writing S 2.1.4 Reading

production of their choice to 4.1.1 Speaking
revise and collect peer 4.1.4
feedback for. They will 4.2.4
partner with a peer to give 5.1.1
their feedback. 5.1.3
5.2.1
5.2.2

Historical Students can write a piece S 1.2.1 Writing

Context Analysis of writing where they 2.1.3 Representing
research the context of one 2.1.4
of the text for better 4.1.1
understanding. 4.1.4
4.2.4
5.1.2

Recording A medium piece of writing S 4.1.1 Speaking

that reflects on the feelings, 4.2.4 Listening
emotions, and thoughts 5.2.1 Viewing
from the perspective of a 5.2.2
character in a text.

Character A short to medium piece of S 1.2.1 Writing

Journal writing where the student 4.2.4
reflects on their feelings 5.1.1
through the process of 5.1.2
reading or creating a text. 5.1.3
The student explores how
they have changed during
the process.

Individual Students will meet with the F 4.1.1 Speaking

Conference teacher to discuss their 5.1.1 Listening
portfolio process and 5.1.3
receive feedback on how
they can improve.
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Vocabulary Students will complete the F 2.1.3 Reading

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

Classroom These discussions will F 1.2.1 Writing

Discussion & happen in class to reflect 2.1.3 Speaking
Think/Pair/Share and further analyze texts 4.1.1 Viewing
such as plays, poems, and 5.1.1 Listening
paintings. 5.1.2
5.1.3
5.2.1
5.2.2

Collaborative Groups will meet with the F 1.2.1 Speaking

Analysis teacher to discuss the 2.1.3 Listening
meaning of a text and 4.1.1 Representing
evidence that backs this up. 5.1.1
They will also apply the 5.1.2
meaning to their personal 5.1.3
life. This will serve as 5.2.1
formative assessment for 5.2.2
the essay.
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V. Key Teaching and Learning Activities:

● Class Discussions
● Collaborative Analysis
● Pre Reading and Post Reading Questions
● Portfolio Work
● Viewing
● Symbolic analysis

VI. Resources:

● The Lord of the Flies, William Golding

● The Stanford Prison Experiment
● Nature of Man - John Locke vs. Thomas Hobbes vs. Rene Rousseau
● Moral Development Stages - Lawrence Kohlberg
● “Outbreak”, “Mothers”, and “Never Again War”, Kathe Kollwitz
● “The Sniper”
● “The Gift of the Magi”
● “If You’re Not From the Prairie”, David Bouchard

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

20. Introduction 21. Stanford Prison 22. “If You’re Not 23. Introduce LOTF 24. No Class
Experiment & From the Prairie…”
Resources Kohlberg Moral Resources
- Locke Development Resources - LOTF
- Hobbes - “If You’re Not From the
-Fruitfly study Resources Prairie…” Opening:
- Stanford prison - Vocabulary
Opening: experiment Opening:
- Vocabulary - Kolhberg Stages - Vocabulary Body:
- Background of “Coral
Body: Opening: Body: Island”
- Nature of man: Locke, - Vocabulary - What things can bring - Book Covers of LOTF
Hobbes, Rousseau people together? - Pre Reading Activities
- WWII effects on Body: - What type of - Start LOTF
society - Overview of the connection do you feel?
-Fruit flies and Stanford prison - Portfolio Work Conclusion:
aggression experiment - Think of one thing we
-Watch video of Conclusion: went over today that is
Conclusion: experiment - Think of one thing we evidence of the
- Portfolio Work -Ethical considerations? went over today that is essential question.
-Findings? evidence of the
Assessments: -Align with Locke or essential question. Assessments:
- Portfolio Work Hobbes - Portfolio Work
Assessments:
Conclusion: - Portfolio Work
- Think of one thing we
went over today that is
evidence of the
essential question.

Assessments:
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- Portfolio Work

27. LOTF 28. LOTF 29. LOTF 30. LOTF 1. PD Day

Resources Resources Resources Resources

- LOTF - LOTF - LOTF - LOTF

Opening: Opening: Opening: Opening:

- Vocabulary - Vocabulary - Vocabulary - Vocabulary

Body: Body: Body: Body:

- LOTF - LOTF - LOTF -LOTF
- Review characters - Portfolio Work - Portfolio Work - Introduce symbols
- Portfolio Work - Portfolio Work
Conclusion: Conclusion:
Conclusion: - Think of one thing we - Think of one thing we Conclusion:
- Think of one thing we went over today that is went over today that is - Think of one thing we
went over today that is evidence of the evidence of the went over today that is
evidence of the essential question essential question evidence of the
essential question. essential question
Assessments: Assessments:
Assessments: - Portfolio Work - Portfolio Work Assessments:
- Portfolio Work - Portfolio Work

4. LOTF 5. Collaborative 6. LOTF 7. LOTF 8. LOTF

Analysis (PS III Launch Day)
Resources Resources Resources
- LOTF Resources - LOTF - LOTF Resources
- Portfolio Work - LOTF - Portfolio Work - Portfolio Work - LOTF
- Portfolio Work
Opening: Opening: Opening: Opening:
- Vocabulary Opening: - Vocabulary - Vocabulary - Vocabulary
- Vocabulary
Body: Body: Body: Body:
- LOTF Body: - LOTF - LOTF - LOTF
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- LOTF - Portfolio Work

Conclusion: Conclusion: Conclusion:
- Think of one thing we Conclusion: - Think of one thing we - Think of one thing we Conclusion:
went over today that is - Think of one thing we went over today that is went over today that is - Think of one thing we
evidence of the went over today that is evidence of the evidence of the went over today that is
essential question evidence of the essential question essential question evidence of the
essential question essential question
Assessments: Assessments: Assessments:
- Portfolio Work Assessments: - Portfolio Work - Portfolio Work Assessments:
- Portfolio Work - Portfolio Work

11. LOTF 12. LOTF 13. LOTF 14. Collaborative 15. No Class
Analysis
Resources Resources Resources
- LOTF - LOTF - LOTF Resources
- LOTF
Opening: Opening: Opening:
- Vocabulary - Vocabulary - Vocabulary Opening:
- Vocabulary
Body: Body: Body:
- LOTF - LOTF - LOTF Body:
- Portfolio Work - Portfolio Work - Portfolio Work - LOTF
- Portfolio Work
Conclusion: Conclusion: Conclusion:
- Think of one thing we - Think of one thing we - Think of one thing we Conclusion:
went over today that is went over today that is went over today that is - Think of one thing we
evidence of the evidence of the evidence of the went over today that is
essential question essential question essential question evidence of the
essential question
Assessments: Assessments: Assessments:
- Portfolio Work - Portfolio Work - Portfolio Work Assessments:
- Portfolio Work

18. LOTF movie 19. LOTF movie 20. The Sniper 21. The Sniper/ Gift of 22. The Gift of the
the Magi Magi
Resources Resources Resources
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- LOTF movie - LOTF movie - The Sniper Resources Resources

- The Sniper - The Gift of the Magi
Opening: Opening: Opening: - Gift of the Magi
- Vocabulary - Vocabulary - Vocabulary Opening:
Opening: - Vocabulary
Body: Body: Body: - Vocabulary
- Watch The Lord of the - Finish the LOTF movie - Read the Sniper Body:
Flies movie - Portfolio Work together as a class Body: - Finish the Gift of the
- Portfolio Work - Portfolio Work - Finish the Sniper Magi
Conclusion: - Start the Gift of the - Portfolio Work
Conclusion: - Think of one thing we Conclusion: Magi
- Think of one thing we went over today that is - Think of one thing we - Portfolio Work Conclusion:
went over today that is evidence of the went over today that is - Good luck with
evidence of the essential question evidence of the Conclusion: January exams!
essential question essential question - Think of one thing we - Merry Christmas!
Assessments: went over today that is
Assessments: - Portfolio Work Assessments: evidence of the Assessments:
- Portfolio Work - Portfolio Work essential question - Portfolio Work

Assessments:
- Portfolio Work