Unit Plan

Subject: ELA 9
Unit Focus: “Overcoming Oneself”
Dates: September

Intern: Stephanie Hedges

Teacher Mentor: Justin Clark
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Table of Contents

I. Overview……………………………………………………………………………… 2

II. Rationale……………………………………………………………………………… 2

III. Objectives/Learner Outcomes……………………………………………………… 2

IV. Assessment and Evaluation………………………………………………………... 4

V. Key Teaching and Learning Activities …………………………………………….. 7

VI. Resources……………………………………………………………………………. 7

VII. Planning for Diversity……………………………………………………………….. 7

VIII. Calendar……………………………………………………………………………… 8
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I. Overview:

This unit will delve into various texts to explore various internal struggles and, more
importantly, how people are able to overcome these struggles and challenges. The novel
Touching Spirit Bear by Ben Mikaelsen will serve as the anchor text as it touches on finding
personal strength in spite of anger and aggression through forgiveness and a drive to do what is
right. Supplemental texts will include a variety of print and non print forms to allow students to
experience how many texts can teach the theme of overcoming personal struggles.
The assessments for the unit will focus on applying the literature and texts to one’s
personal life to help make the texts not only interesting, but meaningful. The multimedia project
will allow for students to apply what they have learned in a way that they can best portray what
they learned as they can choose the format and medium of the project.

II. Rationale:

In a post-pandemic world, Canadian youth continue to face increased mental health

challenges and struggles. Canadian Paediatric Society found that 20% of Canadian youth will
experience mental illness (2023), and a report from Statistics Canada found that just over 40%
of Canadian youth reported having very good mental health. While many of the personal
struggles facing youth today require medical help, this unit will focus on teaching youth
additional sources to find inspiration to overcome challenges in literature and texts.

III. Focused Objectives/Learner Outcomes:

● 1.1.1 Express ideas and develop understanding

○ talk with others and experience a variety of oral, print and other media texts to
explore, develop and justify own opinions and points of view
○ explore and explain how interactions with others and with oral, print and other
media texts affect personal understandings
○ extend understanding by taking different points of view when rereading and
reflecting on oral, print and other media texts
● 2.1.1 use prior knowledge
○ discuss how interpretations of the same text might vary, according to the prior
knowledge and experiences of various readers
○ use previous reading experiences, personal experiences and prior knowledge as
a basis for reflecting on and interpreting ideas encountered in texts
● 2.1.2 use comprehension strategies
○ identify explicit and implicit ideas and information in texts; listen and respond to
various interpretations of the same text
○ select appropriate reading rate and strategies for comprehending texts less
closely connected to prior knowledge and personal experiences
○ preview complex texts as to their intent, content and structure, and use this
information to set a purpose and select strategies for reading
● 2.2.2 construct meaning from text
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○ analyze how the choices and motives of characters portrayed in oral, print and
other media texts provide insight into those of self and others
○ identify and discuss theme and point of view in oral, print and other media texts
○ discuss and explain various interpretations of the same oral, print or other media
text
○ relate the themes, emotions and experiences portrayed in oral, print and other
media texts to issues of personal interest or significance
● 2.4.1 generate ideas
○ generalize from own experience to create oral, print and other media texts on a
theme
● 2.4.2 elaborate on the expression of ideas
○ create oral, print and other media texts on common literary themes
● 4.1.3 enhance legibility
○ develop personal handwriting styles appropriate for a variety of purposes
○ identify and experiment with some principles of design that enhance the
presentation of texts
● 4.1.4 expand knowledge of language
○ distinguish between the denotative and connotative meaning of words, and
discuss effectiveness for achieving purpose and affecting audience
○ explore the derivation and use of words, phrases and jargon, including variations
in language, accent and dialect in Canadian communities and regions
● 4.3.1 present information
○ select, organize and present information to appeal to the interests and
background knowledge of various readers or audiences
● 4.3.2 enhance presentation
○ choose appropriate types of evidence and strategies to clarify ideas and
information, and to convince various readers and audiences
● 4.3.3 use effective oral and visual communication
○ integrate a variety of media and display techniques, as appropriate, to enhance
the appeal, accuracy and persuasiveness of presentations
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IV. Assessment and Evaluation:

Learning Assessments
Outcomes

Title Writing Journal Inferences & Class Collaborative Tracking Quotes Multimedia Vocabulary
(Best 10 marked) Background Discussion & Analysis Project Quizzes
Think/pair/
share

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

Weight 15% 15% 20% 10% 30% 10%

1.1.1 X X X

2.1.1 X X

2.1.2 X X

2.2.2 X X X X

2.4.1 X X

2.4.2 X X X X

4.1.3 X

4.1.4 X X

4.3.1 X

4.3.2 X

4.3.3 X
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Assessment Brief Description Formative/ Outcomes ELA Strand

Tool Summative

Multimedia This project will allow S 2.4.1 Representing

Project students to further explore 2.4.2 Viewing
meaning from a text and 4.1.3
elaborate on the 4.3.1
expression of ideas and 4.3.2
themes presented in 4.3.3
Touching Spirit Bear.
Students will be allowed to
choose how they present
this information either by
poetry, poster, music,
essay, podcast, etc.

Tracking Quotes Students will collect a S 2.1.2 Writing

minimum of five quotes 2.2.2 Reading
from various texts studied
through the unit that reflect
on how characters
overcome their inner
struggles. Students will
write a paragraph reflecting
on the quote and will then
be able to have this as a
resource to include in their
multimedia project.

Touching Spirit Before reading the anchor S 2.1.1 Writing

Bear Inferences text, students will infer 2.1.2 Viewing
and Background what the book will be about Reading
based on chapter titles,
book jackets, and any
illustrations. Students will
then answer some
background questions
relating to spirit bears,
Circle Justice programs,
and juvenile delinquency
statistics.

Writing Journal The writing journal will F 1.1.1 Writing

allow students to reflect 2.2.2
and elaborate on ideas as 2.4.1
well as allows them to 2.4.2
practice their writing. 4.1.4

Best 10 Writing Students will pick their best S 1.1.1 Writing

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Journal 10 journal responses to be 2.2.2

graded. 2.4.1
2.4.2
4.1.4

Vocabulary Students will receive 10 S 4.1.4 Writing

vocabulary words each
week taken from the texts.
The words will be reviewed
throughout the week and
quizzed on Friday.
Students will be marked for
definitions and spelling.

Classroom Class discussions will F 1.1.1 Speaking

Discussion & happen everyday and 2.1.1 Listening
Think/Pair/Share provide an opportunity for 2.2.2
an in depth analysis and 2.4.2
expression of ideas.

Collaborative Students will meet with the S 1.1.1 Speaking

Analysis teacher in groups of 3 to 2.2.2 Listening
discuss their understanding 2.4.2
of general outcomes in the
context of Touching Spirit
Bear. This will happen
before their final project.
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V. Key Teaching and Learning Activities:

● Cloze reading
● Think/Pair/Share and Class Discussions
● Group work
● Individual Journal Writing
● Panels
● Presentations

VI. Resources:

● Touching Spirit Bear (novel), Ben Mikaelsen

● Hair Love, animated short
● “Wheat Kings”, The Tragically Hip
● “Hunting”, Vera Wabegijig
● “Good Timber”, Douglas Malloch
● “The Quitter”, Robert Service
● The Scream, Edvard Munch

VII. Planning for Diversity:

This unit will explore perspectives on internal struggles from indigenous, Canadian,
American, and Norwegian authors using many text forms such as a novel, animated shorts,
songs, poetry, and paintings. Hearing about different struggles and challenges from different
backgrounds allows students to better connect and understand the world around them. The
diversity chosen will help students develop empathy towards.
The multimedia project allows for students to choose which medium or form to present
their final projects in. This method is designed to allow students to show what they have learned
in a manner that best suits their abilities and knowledge.
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VIII. Calendar

Monday Tuesday Wednesday Thursday Friday

4. Labour Day 5. First Day 6. Hair Love 7. “Wheat Kings” 8. “Hunting”

SLOs: SLOs: SLOs: SLOs:

-None 1.1.1, 2.2.2, 2.4.1, 2.4.2 1.1.1, 2.2.2, 2.4.1, 2.4.2 1.1.1, 2.2.2, 2.4.1, 2.4.2

Resources: Resources: Resources: Resources:

-Get to know you paper -Hair Love
-Introduction powerpoint -The Scream, Munch
Opening: Opening:
- Introduction powerpoint -Show The Scream
Mind map on struggles and
Body: hard things
-Classroom rules and
expectations Body:
-Introduce Goals -Watch Hair Love
-Name game -Think/pair/share on what
-Get to know you papers the challenges were? How
-Text we will be covering did people overcome
them? Where did they turn
Conclusion: to? What helped? What
-Prep for tomorrow: start of didn’t help? Did they
unit overcome them in the end?
-Writing Journal: Where did
Assessments: people find help or
-None inspiration to overcome
their struggles?
-”Wheat Kings” -”Hunting” (poem)
Opening: Opening:
-Background on Tragically -Review figurative
Hip language
Body: Body:
-Show headlines and read -Background on author
newspaper articles on -predict what the poem will
David Milgaard be about
-Listen to “What Kings” -Read Poem
-Group project: Visual -Think/pair/share on the
Image on how he found meaning
faith in himself to -Journal Writing
persevere
Conclusion:
Conclusion: -Class Discussion
-Small Gallery Walk
Assessments:
Assessments: -Writing Journal
-Class Discussion

Conclusion:
-Class Discussion on Mind
map

Assessments:
-Writing Journal

11. “Good Timber” & 12. Intro to TSB 13. Inferences and 14. Inferences and 15. Inferences &
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“The Quitter” Background Background Background
SLOs:
SLOs: 2.1.1, 2.1.2 SLOs: SLOs: SLOs:
1.1.1, 2.2.2, 2.4.1, 2.4.2, 2.1.1, 2.1.2 2.1.1, 2.1.2 4.1.4, 2.1.1, 2.1.2
4.1.4 Resources:
Resources: -Touching Spirit Bear Resources: Resources: Resources:
-”Good Timber” -Touching Spirit Bear -Touching Spirit Bear -Touching Spirit Bear
-”The Quitter” Opening:
-Review vocabulary words Opening: Opening: Opening:
Opening: -Review vocabulary with a -Review vocabulary words -Vocabulary Quiz
-Vocabulary Words Body: partner
-Introduce title of book Body: Body:
Body: -Talk about spirit bear Body: -Finish background and -Review what was read
-Read “Good Timber” -show map -Work on inferences and inferences -Start chapter 2
-Think/pair/share: apply to -author background background -Start chapter 1 -Class Discussions
life - what does this mean -Discuss the outline for the -Background on Circle -Think/Pair/Share
to you. unit and the assignments Justice and statistics on -Writing Journal Conclusion:
-Read “The Quitter” -Hand out inferences and juvenile delinquents in -Turn to a neighbor and
-Think/pair/share: Why do background assignment Canada Conclusion: discuss where do laws
people quit? When is it -Show various book covers -Writing Journal: Why do -Reminder of vocabulary come from?
okay to quit? And when is and movie posters for the some youth act out? quiz tomorrow
it not okay to quit? novel. Assessments:
-Make inferences Conclusion: Assessments: Vocabulary Quiz
Conclusion: -Share writing journal -Writing Journal Inferences and
-Writing Journal: What can Conclusion: (optional) -Think/pair/share Background
you tell yourself to not give -Think/pair/share:
up when you want to quit? Inferences Assessments:
-Writing Journal
Assessments: Assessments:
-Think/Pair/Share -Think/pair/share

18. Introduce tracking 19. TSB 20. TSB - Justice Panel 21. TSB 22. Division PD Day
quotes
SLOs: SLOs: SLOs:
SLOs: 1.1.1, 2.2.2, 2.4.1, 2.4.2 1.1.1, 2.1.1, 2.2.2, 2.4.2 1.1.1, 2.2.2, 2.4.1, 2.4.2
2.1.2, 2.2.2
Resources: Resources: Resources:
Resources: -Touching Spirit Bear -Touching Spirit Bear -Touching Spirit Bear
-Touching Spirit Bear
Opening: Opening: Opening:

Opening:
-How people did on
vocabulary quiz
Body:
-Tracking quotes
-Theme
-Read chapter 3 and 4
-class discussion
Conclusion:
-Writing journal: what do
you do when no one is
around?
Assessments:
-Writing Journal
-Class Discussion
25.
SLOs:
4.1.4, 1.1.1, 2.2.2, 2.4.1,
2.4.2
Resources:
-Touching Spirit Bear
Opening:
-Vocabulary Words
Body:
-Quick review
-Read 11, 12, 13
Conclusion:
-Think/pair/share: What Conclusion:
does Cole think about -Think/pair/share
death? Has Cole changed?
Assessments:
-Mind map of Cole’s
decisions
Body:
-Read 5 and 6
-Think/pair/share
Conclusion:
-Writing Journal: choose a
quote from your tracking
sheet and discuss how that
can lead to overcoming or
not lead to overcoming
Assessments:
-Writing Journal
-Class Discussion
26.
SLOs:
1.1.1, 2.2.2, 2.4.1, 2.4.2
Resources:
-Touching Spirit Bear
Opening:
-Writing Journal: What
does Cole turn to for help?
Body:
-Read chapter14-15
-Group - Make a character
analysis on Cole
10
-Review what happened -Review
and quotes from the
various people from the Body:
Justice Circle -Writing Journal: poem on
Cole’s character
Body: -Chapters 9-10
-Panel on justice
-What should happen to Conclusion:
Cole? -Share poem (optional)
-Read Chapters 7-8
Assessments:
Conclusion: Writing Journal
-Class Discussion Class Discussion
Assessments:
-Class Discussion
27. Introduce Multimedia 28. Collaborative 29. Collaborative
Project Analysis Meetings Analysis Meetings
SLOs: SLOs: SLOs:
1.1.1, 2.2.2, 2.4.1, 2.4.2 1.1.1, 2,2,2, 2.4.2 4.1.4, 1.1.1, 2.2.2, 2.4.2
Resources: Resources: Resources:
-Touching Spirit Bear -Touching Spirit Bear -Touching Spirit Bear
Opening: Opening: Opening:
-Review -Review vocabulary -Vocabulary Quiz
Body: Body: Body:
-Introduce multimedia -Individual Reading -Individual Reading 19-23
project chapter 19-23 -Collaborative analysis
-rubric -Collaborative analysis meetings
-Read chapters 16-18 meetings -Writing Journal: during the
anger dance, he says, “I
Conclusion: Conclusion: didn’t mean to hurt Peter”.
-Reminder to start thinking -Think/pair/share: fair vs Is this true?
about ideas unfair
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Assessments: -Think/pair/share -Review ideas as a class Assessments: Conclusion:
-Think/pair/share -Writing Journal Collaborative Analysis -Class discussion on
Assessments: writing journal
-Class Discussion
Assessments:
Vocabulary Quiz
Collaborative Analysis
Writing Journal

2. TSB 3. TSB 4. TSB 5. Multimedia Project 6. Multimedia project

SLOs: SLOs: SLOs: SLOs: SLOs:

4.1.4, 1.1.1, 2.2.2, 2.4.1,
2.4.2
Resources:
-Touching Spirit Bear
Opening:
-Vocabulary Words
Body:
-Read Chapter
-Read 24-25
-Class vote: should Peter
come to the island?
Conclusion:
-Writing Journal: What
helped Cole change?
Assessments:
-Writing Journal
-Class Discussion
1.1.1, 2.2.2, 2.4.1, 2.4.2
Resources:
-Touching Spirit Bear
Opening:
-Writing Journal: Will Peter
change?
Body:
-Read Chapters 26-27
-Class Discussion
Conclusion:
-Class Discussion
Assessments:
-Writing Journal
1.1.1, 2.2.2, 2.4.1, 2.4.2 2.4.1, 2.4.2, 4.1.3 4.1.4, 2.4.1, 2.4.2, 4.1.3
Resources: Resources: Resources:
-Touching Spirit Bear -Touching Spirit Bear -Touching Spirit Bear
Opening: Opening: Opening:
-Writing Journal: Response -Review vocabulary -Vocabulary Quiz
to a tracking quote
Body: Body:
Body: -Writing Journal: So what? -Multimedia project
-Finish book -work on multimedia -circulate and give
-Think/pair/share: project feedback
Thoughts on the book
Conclusion: Conclusion:
Conclusion: -Share writing journal -reminder on due dates
-Think/pair/share: Would (optional)
you recommend this to a Assessments:
friend Assessments: Vocabulary Quiz
-Writing Journal
Assessments: -Multimedia project
-Think/pair/share
-Writing Journal

9. Thanksgiving 10. Finalize projects 11. MMP Presentations 12. MMP Presentations 13. MMP Presentations

SLOs: SLOs: SLOs: SLOs:

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2.4.1, 2.4.2, 4.1.3 4.3.1, 4.3.2, 4.3.3 4.3.1, 4.3.2, 4.3.3 4.3.1, 4.3.2, 4.3.3

Resources: Resources: Resources: Resources:

-Touching Spirit Bear -Student Presentations -Student Presentations -Student Presentations

Opening: Opening: Opening: Opening:

-Reminder on due dates -mini lesson on how to be -reminder on how to be a -Reminder on how to be a
a good audience good audience good audience
Body:
-multimedia project work Body: Body: Body:
-Presentations -Presentations -Presentations
Conclusion:
-Celebrate the good work Conclusion: Conclusion: Conclusion:
-Who presents tomorrow -Who presents tomorrow -Who presents tomorrow
Assessments:
Multimedia Project Due Assessments: Assessments: Assessments:
Tracking Quotes Due -MMP presentations -MMP presentations -MMP presentations
Writing Journal Due