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English Language Arts (ELA) 9 Thematic Unit

All That I Am – The Search for SelfSelf & Other(Semester 1)

Frances Kurtenbach

March 14th, 2017

Unit Overview

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Context: Personal and Philosophical; Self & Other

Timeline: Approx. 6 weeks

Rationale: “Your identity is who you are. It has been built by you and shaped by your family, friends, and community. By exploring who you are and finding out more about your friends, classmates, and others as individuals you gain a stronger sense of self. In turn, by knowing yourself, you can also consider who you want to become and be open to the changes (and conflicts) that you will encounter as you journey through life” (Ministry of Education 20).

Operating Perspectives: This unit serves to trouble the oppressive binaries that predominantly exist in stereotypes that our students may be operating in within the community, while using these discussions to assist students to discover their own identities.

**Side note: “Their” is used throughout this document as both the singular and the plural form to demonstrate respect for diversity in gender identity.

Big Ideas & Essential Questions:

1. From where does our sense of identify come?2. What makes each person unique and interesting?3. How do people express their individuality?4. How do people change as they journey through life?5. How can we better our understanding of self and other?

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SK Curriculum OutcomesComprehend and Respond (CR)

CR9.1aView, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

CR9.2aSelect and use appropriate strategies to construct meaning before (e.g., formulating focus questions), during (e.g., adjusting rate to the specific purpose and difficulty of the text), and after (e.g., analyzing and evaluating) viewing, listening, and reading.

CR9.3aUse pragmatic (e.g., language suitable for intended audience), textual (e.g., author’s thesis or argument, how author organized text to achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation), graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm meaning.

CR9.4aView and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose.

CR9.5aListen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including conversations, discussions, interviews, and speeches.

CR9.6aRead and demonstrate comprehension and interpretation of grade-level appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures to develop an insightful interpretation and response.

CR9.7aRead independently and demonstrate comprehension of a variety of information texts including expository essays, historical accounts, news articles, and scientific writing.

CR9.8aRead Grade 9 appropriate texts to increase fluency and expression (150+wcpm orally; 215-260 silently).

Compose and Create (CC)

CC9.1aCreate various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

CC9.2aCreate and present an individual researched inquiry project related to a topic, theme, or issue studied in English language arts.

CC9.3aSelect and use appropriate strategies to communicate meaning before (e.g., considering and valuing own observations, experiences, ideas, and opinions as sources for ideas), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g., ensuring that all parts support the main idea or thesis) speaking, writing, and other representing activities.

CC9.4aUse pragmatic (e.g., inclusive language that supports people across cultures, genders, ages, and abilities), textual (e.g., strong leads, coherent body, and effective endings), syntactic (e.g., subordination to show more precisely the relationships between ideas), semantic/lexical/morphological (e.g., both the denotative and connotative meaning of words), graphophonic (e.g., knowledge of spelling patterns and rules to identify, analyze, and correct spelling errors), and other cues (e.g., combine print and visuals to enhance presentations) to construct and to communicate meaning.

CC9.5aCreate and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose.

CC9.6aUse oral language to interact purposefully, confidently, and appropriately in a variety of situations including participating in one-to-one, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building consensus, articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, and celebrating special events and accomplishments).

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CC9.7aUse oral language intentionally to express a range of information and ideas in formal and informal situations including dramatic readings of poems, monologues, scenes from plays, and stories and presenting reasoned arguments of opposing viewpoints.

CC9.8aWrite to describe (a profile of a character), to narrate (a narrative essay), to explain and inform (a researched report), and to persuade (a review).

CC9.9aExperiment with a variety of text forms (e.g., debates, meetings, presentations to unfamiliar audiences, poetry, précis, short script, advice column, video documentary, comic strip) and techniques (e.g., tone, persona, point of view, imagery, dialogue, figurative language).

Assess and Reflect on Language Abilities (AR)

AR9.1aAssess personal strengths and needs as a viewer, listener, reader, representer, speaker, and writer and contributions to the community of learners, and develop goals based on assessment and work toward them.

AR9.2aAssess own and others’ work for clarity, correctness, and impact.

Grade 9 Treaty Education OutcomesTR91 : Investigate the treaty experiences of Indigenous people around the world. Indicators:

Apply knowledge of Treaties in Canada to the experiences of Indigenous peoples in other countries. Investigate the Canadian government’s response to the UN Declaration of the Rights for Indigenous Peoples. Analyze the motives and actions of countries whose governments honour and support treaty relationships. Analyze the motives and actions of countries whose governments oppress indigenous peoples.

SI92 : Apply understanding of treaties and treaty making with world indigenous peoples. Indicators:

Research and compare the treaties and treaty making processes within Saskatchewan and various countries (e.g. New Zealand, Ethiopia, Brazil, Japan). Analyze the purpose of symbols used in treaty making from Canada to other countries.

HC93 : Analyze how treaty making recognizes peoples’ rights and responsibilities. Indicators:

Examine treaties involving Indigenous people from countries other than Canada (e.g., Treaty of Waitangi). Investigate relationships between governments and Indigenous peoples and document the instances of peaceful resolution. Compare the peaceful nature which Canada employed in the treaty making with the processes in other countries. Relate Canada’s treaty making process to their peace keeping role in international affairs.

TPP94 : Examine the effectiveness of treaty making in addressing the circumstances of Indigenous peoples. Indicators:

Investigate treaties with Indigenous peoples in other countries. Describe the circumstances that have prompted the negotiation of treaties in other countries. Analyze the challenges Indigenous peoples face when negotiating treaties.

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Outcomes Learning Activities and Strategies Classroom Management & Support

Assessment & Evaluation

CR9.8a

Lesson 1 – Introduction (4 days)Purpose: To introduce the purpose of the unit, the syllabus, and classroom expectations to set up the classroom environment for future lessons. This lesson’s purpose is to lay down the foundations and build connections between teacher and students’ peers.

Activity Description: Day 1: Introduce students to the following information…

Purpose of this Course:“Your identity is who you are. It has been built by you and shaped by your family, friends, and community. By exploring who you are and finding out more about your friends, classmates, and others as individuals you gain a stronger sense of self. In turn, by knowing yourself, you can also consider who you want to become and be open to the changes (and conflicts) that you will encounter as you journey through life” (Ministry of Education 20). This unit serves to trouble the stereotypes that our students may be operating in within the community, while using these discussions to assist students to discover their own identities.

JournalsStudents will be keeping journals throughout the semester (or all year if you have the same group throughout) for low-stakes writing prompts.

Thoughtful Tuesdays and ThursdaysEvery Tuesday and Thursday for the first ten minutes of class, students will write an entry in their journals about anything they want to write about. Entries must be dated, and must be minimum one paragraph in length. Why? Low-stakes writing allows students the opportunity to write without the pressure of grading or scrutiny. This allows students to get comfortable with writing.

Reading ThreeOn Mondays, Wednesdays, and Fridays, students will read any literature of their choice (that is school appropriate) for the first ten minutes of class.

Explain: Students may not understand the purpose of the course right away because they may not understand what it all means yet. However, the purpose of the course will be in the syllabus as well and by the end of the semester, students should be able to understand what it means.

Strategies Used: Desks will be in clusters of four or three, with (if you have access to/can afford) “desk-towers” to store their assignment sheets, texts, and other resources/supplies. (See: Link )

Seating plan will be used for the first few days to give teacher the chance to memorize names.

Some general classroom rules: Always raise your hand when you have something to say. Do not interrupt others. Do not be on your cell phone while teacher is talking/teaching.

For students with reading/writing disabilities, laptops may be available. Students can email or print off electronic copies of assignments/journal as opposed to hand-written.

Assignment due dates will always be recorded on a portion of the white board.

How will I be assessing this:

Diagnostic assessment of letter format. Did they follow the assignment requirements? Was it the appropriate length? See Rubric at back of unit plan.

Journal entries will be graded using a rubric at the end of the unit based solely on quality and completion, but not on grammar or mechanics.

All Assignments will be submitted to a portfolio as “Drafts” that will be re-handed in at the end of the unit.

http://www.thebitsofbrit.com/how-desk-towers-saved-my-sanity/

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CR9.1a

CR9.2a

CR9.3a - by discussing the (pragmatic) purpose of the letter format

We will be talking about identities; therefore, we will be learning a lot about each other. That requires a comfortable atmosphere where we know everybody can participate, and is valued in all discussions. This means we must respect one another. This means we must establish some ground rules.

Day 1 ActivityCreate a web on the board of classroom rules brainstormed by students. Use the pointers below to ask inquisitive questions that push students to come up with certain rules. Gently correct rules by asking, “Is that fair to both of us?” Practice precise language by narrowing down multiple points into one summative sentence. (Narrow down topics.) Use these narrowed down topics to create the “tenants of the classroom.” Explain school/division’s late/attendance policy.

- What rules do you have at home? - What rules have you had in previous classrooms/grades? - Does this rule sound fair to you and to everyone in the room?

Day 2 ActivityWarm up: Greet each student by name as they enter the classroom. Read my introduction letter to students (included at the end of unit plan, labelled “Introduction Letter.”)

Before Strategies: Ask students what they know about writing letters. What is the format like? What should the greeting look like? What about salutations? Text alignment? When all students are settled, hand out “Introduction Letter” document (see back of unit plan for resource). Ask students what they notice about the format. What does it look like?During strategies: Have piece of paper and pencil to record things that stand out to you. Read letter out loud once to students. Students must respond with a minimum one-page letter that describes their likes and dislikes, goals, and something we have in common. After Strategies: Students will write their own response to teacher’s introduction letter. It must be minimum one page in length and must be properly formatted as a letter.

Day 3 Activity5 Minute Warm up: Have students Think/Pair/Share about the following question…

Where does our sense of identity come from? Students will work on the letter for the rest of the period. I will walk around the class and ask each student/check on the progress of each. Take notes in student profiles on progress. Take note of any specific difficulties they may be experiencing. May need to

Students will have a drawer dedicated to storing their portfolios. Every completed assignment, after it is handed back, must go into this folder within the drawer.

Supports Required: (To be filled in dependent on the needs present in your classroom and available supports in your schools)______________________________________ ___________________ ___________________ ___________________ ______________________________________ ___________________ ___________________ ___________________

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CC9.3a

CR9.5aCC9.6a

address Caucasian students’ assumption that they do not “have a culture” in tomorrows class. It will be due at the start of the next class.

Day 4 ActivityGo over effective listening strategies on board with students for 5-10 minutes. Strategy to focus on: Writing down thoughts as they come up to save all questions until the end, so that less time is spent worrying about “saying it right” and less time is spent focusing on what student is going to say as opposed to listening. It will be called “discussion notes,” and students will record these notes in their journals, with the date.

Students will pair up with a partner and orally discuss their introduction letters before handing them in to me. They will compare their likes/dislikes. Students must listen effectively to understand/respond to their partners.

Students will write in their journals to answer the following prompt: “What did you learn about your partner in class today?” Minimum one paragraph (5-7 sentences.)

Connection to Self & Other: To begin discussing identity of self in a comfortable atmosphere, students must take the time to be comfortable with themselves, settle into their groups, and can think about themselves and who they are hopefully with a reduced sense of anxiety. With the question, “Where does our sense of identity come from,” students must think about why they like or dislike certain things, and will begin to think about friends, family, and other influences.

Required Resources: - Create space for recording the “tenants of the classroom.” Could be:

o Blackboard sectiono Whiteboard sectiono Poster board taped to the wallo Corkboard o Bulletin board

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CR9.2aCR9.3a CC9.1

CC9.4a (unifying writing to match a coherent thesis/point)

Lesson 2 – The Bigger Picture: Autobiographies and Revision (5-6 days) Purpose: Students have had the opportunity to think about themselves as they are now. With this lesson, students will be pushed to think critically about whether they have always been the same. They will write about three major life events, creating a selective timeline of events that shaped who they are today, to view themselves in the bigger picture.

Activity Description: Day 1: Look at autobiography example (See bottom of unit plan for resource).Students will study the example for style and usage. Students will note the different topics/subjects the example author discussed. Students will brainstorm interesting events: Their first memories, a memory from outside of school, and a memory from elementary school. Students will write a draft of these memories. Day 2: Discuss the following aspects using the example autobiography:

- Sentence variety- Introduction paragraph- Conclusion paragraph- Indenting paragraphs- Minimum 5 sentences to a paragraph- Capitalize first word in every sentence.

Day 3: Demonstrate my writing process: brainstorming, ideas, narrowing down topics, coming up with an opinion statement, drafting, revising, revising, editing, then final copy. Will use my poem “The Real You” as the example. (See back of unit plan for resource). Day 4 & 5: Work periods for draft. If draft is finished, students will peer-review with groupmates. Have them read over entry and ask questions if they do not understand something. Autobiography events should answer the question, “Why do I feel a certain way about _________________.” (i.e. family, food, friends, travel, etc.) Day 6: Students will use checklist to go through revision sheet on their own and make any corrections. Will do as a class first. Students must not create a final copy. They will hand in the revised version of their autobiography with the corrections made on the paper they hand in.

Walk around the class and be available for questions regarding aspects/elements in the revision checklist.Due next class. Connection to Self & Other: This has students looking at the bigger picture so that they question more than just who they are today. Students may begin to take note of the fact that they have been changing and evolving as they grow and experience new things.

Strategies Used:

Supports Required: (To be filled in dependent on the needs present in your classroom and available supports in your schools)

Required Resources: Autobiography exampleAutobiography Assignment sheet and rubricRevision Checklist

In demonstrating writing process on board, have it on smart board (if available) and have students come up and draw on my poem after I’ve drawn on it myself. I will edit it, then erase my edits and let them have at it for most of the class period. Students who are restless will be asked to participate for sure. Those who are shy may record their thoughts and edits on a piece of paper and hand it in at the end of class.


See Autobiography assignment sheet and rubric.

Formative assessment.

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CR9.4a

CR9.8aCR9.1a

Cr9.2a

Lesson 3 - Who Influences Us? (3-4 days) Prerequisite Knowledge: Introduction letter and autobiography must be completed and returned to students so they can use it for the following lessons.

Purpose: Students will begin to consider external influences and how they shape us as individuals.

Day 1 ActivityExplain to students the theoretical perspective (post-structuralism) that we are the sum of all experiences that we have been born into, experienced, or knowingly/unknowingly participated in. This is what makes us unique. Example: You touch a hot stove, you learn not to touch a hot stove. You cut yourself on something, you’ll be careful with that object next time. Everything we experience, we draw some form of lesson from it. It may be learned behaviors, learned actions, etc. This does not mean we become philosophers on any one experience after only having experienced it once. We can learn little bit by bit, or we can learn plenty all in one experience and as we continue to experience more things in life, we continue to shape who we are as individuals. (Self and Other.)

Emphasize what it means to be school appropriate. (No inappropriate mentions of drugs, alcohol, sex, and so on). Play (very school appropriate) version of “Never Have I Ever” to emphasize the idea that we all have a unique set of experiences. Examples: Never have I ever ___________________ (gone bungie jumping, travelled to Spain, spoken a second language, worn high heels, been on an airplane, travelled outside of Canada, played basketball, etc.)

Watch: Link

Think pair share: What makes us unique? (Record all answers on the board.) Think pair share: Who influences us? Do the people we surround ourselves with change us, even if only a little? Record answers (summarized into bullet points) in journals with the date.

Day 2 ActivityRead Jade Peony with class. May require printed versions of the story if texts are not available. Check ahead of time: Are there resources available? Texts? Will you have to come in early to print/scan copies? Plan accordingly based on the resources available to

Strategies Used:

Supports Required: (To be filled in dependent on the needs present in your classroom and available supports in your schools)______________________________________ ___________________ ___________________ ___________________ ______________________________________ ___________________ ___________________ ___________________ Story also available online at this link.

Have textbooks or scans ready and stacked on a side counter or desk.

If a student needs to


https://sundayat6mag.wordpress.com/the-jade-peony-by-wayson-choy/

https://www.youtube.com/watch?v=qzkAaM0HjnU&index=2&list=PLKYz4B8Krxnv8NvMrQoP7sbFYkBv9nuPq&ab_channel=LaurenFrancis

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CC9.5a

you.

Before reading strategy: Does your family tell you who to be? Does your family change who you are? (clarify, what is an heirloom). During: Read “The Jade Peony” aloud or in small groups. Students write answers to first questions together. In small groups, students discuss the answer to The Big Question “What does this tell us about being yourself?”After: Students pick their favourite answer and share it with class. Must appoint a speaker.

Day 3 Activity – Reflecting with VisualsStudents must create a drawing or collage to answer the questions posed in the previous activity. “Does your family tell you who to be? Does your family change who you are? What makes us unique? Who influences us?” They will pick one question to answer. Tell the class it is due in half an hour, so they will have time to complete the second part of the assignment. On the back of the visual, they must have a one-paragraph explanation for their visuals and how it addresses their response to the question.

Connection to Self & Other: Now students must consider how other people and places have influenced their identities.

Required Resources: Jade Peony (Crossroads 9) Paper, markers, scissors and glue. Coloured paper as well. Students may print off pictures from library to glue to their poster, but the images must be chosen/prepared ahead of time.

expend their energy, then have them hand out one text/article to each student. Must be quiet.

If the volume gets too high, students should know that if I turn the light off, I am waiting for them to lower the volume. When they lower the volume, the lights will come back on.

See below for visual rubric.

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CR9.1a

CR9.7a

CR9.1ACC9.1A

CC9.7A

CR9.7a

Lesson 4 – Understanding Stereotypes/Assumptions (2 days)Prerequisites: All assignments so far must be completed for students to build off of them. Purpose: Have students begin to notice cultural and community stereotypes so that we may begin to deconstruct these narratives.

Day 1 ActivityBrainstorm on whiteboard: stereotypes that apply to them, we will try to link them together and create a comprehensive list. Students will record these results in their journals and will highlight the ones that specifically apply to them.

Examples of negative stereotypes that must be brought up:- Men can’t be sensitive- Women can’t be masculine- Black people are attuned to crime- White people are dumb- Asian-centered families treat daughters poorly- Single moms are bad

Look at the following article: http://www.upworthy.com/i-spent-a-week-sharing-my-feelings-with-everyone-heres-what-happened?c=reccon3 Students will write a reflection on how this article challenges stereotypes.

Day 2 ActivityExplain/discuss: Why can stereotypes be bad? Have students write a short, low-stakes reflection in their journals about why stereotypes can be harmful. Answers I’m looking for: It does not allow for freedom of expression. Stereotypes pressure people to act in a certain way that can be harmful to their psyche. Etc.

Group work: Students must brainstorm ways in their desk groups as to how they can challenge stereotypes in their communities. What stereotypes are prominent in the community? Students have a flash 20 minutes to come up with ideas, and a way to present it.

Remainder of class (should be about 20 minutes) – Groups briefly present their solutions and ideas. It should be a 1-2 sentence summary.

Strategies Used:



http://www.upworthy.com/i-spent-a-week-sharing-my-feelings-with-everyone-heres-what-happened?c=reccon3


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Day 3 Activity – Others’ Solutions to Challenge Stereotyping and Racism

Set by having students read and annotate articles: https://www.buzzfeed.com/ryanhatesthis/someone-made-a-guide-for-what-to-do-when-you-see-islamophobi?utm_term=.kjG4wxExw#.fgBaMGqGM

Ask: How does this challenge stereotypes? How does it address stereotypes? http://www.upworthy.com/11thing-you-wanted-to-know-about-my-turban-but-were-too-afraid-to-ask

Ask: How did this author challenge/face racial stereotypes?

Connection to Self & Other: Increase awareness of stereotypes that people may encounter discrimination for. In fact, most likely will.

Required Resources: Computer/projector/Smartboard. If not available, print of resources to share among students.

http://www.upworthy.com/11thing-you-wanted-to-know-about-my-turban-but-were-too-afraid-to-ask


https://www.buzzfeed.com/ryanhatesthis/someone-made-a-guide-for-what-to-do-when-you-see-islamophobi?utm_term=.kjG4wxExw#.fgBaMGqGM


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CC9.8a Writing personal narrative-type

CR9.8a silent reading

CR9.2a

Lesson 5 – Pushing New Perspectives (4 days)Purpose: To have students try to put their thoughts and ideas on stereotypes into words. Pushing them to write about it helps them learn how to communicate about it so that they are better equipped to participate in related discussions.

Day 1 Activity – Writing about themselvesStudents will be writing a poem about themselves challenging any stereotypes they think may apply to them. See assignment sheet at back of unit plan. “I Am Not My Stereotype Template.” Hand that out, and bring up the example on the smartboard, or hand out physical copies. Allow students the chance to read it (10 minutes).

Ask: What stereotype is she addressing? - Why do you think she chose to write about that stereotype?- Is it the only stereotype that applies to her? - How did she counter-act or contradict the stereotype?

Do an example with students but do not complete the assignment, so that you do not take up too many ideas from them. Allow students to fill out template as a rough draft. Again, they will be editing and revising rough draft only.

Day 2 ActivityStudents will use the same revision checklist for their template.

Before: Inquire about poetry formatting. How must we format poetry? What works best? What do we know about poetry? What is poetry used for? During: Decide through your rough draft if you want the poem to rhyme or not. Must have a new line for each new sentence/point. After: Revise with a partner using the checklist provided from last time.

This class period will be used to check on students progress one by one. Students will have the period to work on their assignment. May need a few days to type it up. Book library or computer cart if available. If not, written is fine.

Strategies Used:

Supports Required: (To be filled in dependent on the needs present in your classroom and available supports in your schools)______________________________________ ___________________ ___________________ ___________________ ______________________________________ ___________________ ___________________ ___________________ Again, if noise level is too much in work period, turn off lights and back on when the noise level is acceptable.

Roughcopy will always be handed in to a hand in basket. Must be stapled if there are multiple sheets. Must have a name on it or it will be put in to the “lost and found” bucket on a counter.


Rubric at end of unit plan along with assignment and example sheet for “I Am Not My Stereotype” assignment.

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Day 3 & 4 ActivityStudents will have access to computers to work on assignment. When finished, they must complete the revision checklist and must do the editing on the assignment. Rough copy to be handed in only.

Do continuous rounds around classroom, checking that students are on task and completing the revision worksheet. Walk around the class and be available for questions regarding aspects/elements in the revision checklist.

Connection to Self & Other: Students will begin questioning stereotypes intrinsically by writing about a stereotype they have been labelled as and proving to themselves through literature that they are more than just a label. Their identities are more than stereotypes.

Required Resources: Library computers or computer cart. Assignment and rubric sheets printed off.

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Lesson 6 – Looking at Others’ PerspectivesPrerequisite Knowledge: Stereotypes, and the possible negative effects and why these effects are negative. Purpose: To push students to have empathy. Students will go beyond applying lessons learned to themselves and will begin to (hopefully) develop empathy for others. “Creative writing favours self-expression and emotion over lucid communication, even though all good writing requires lucid communication (applying and celebrating analytic concepts and mechanical precision). It teaches students writing at the highest level, going beyond lucidity into the realm of literacy tension, and then further into humor, narrative complexity, abstraction, and metaphor” (Wallace-Segall 2012).

Day 1 ActivitySuggested Objectives:“Students are forced to use their imagination in ways that make them more aware of (and questions) their surroundings. By encouraging students to write from different narratives, it forces them to examine all sides of a story, not just one perspective.Students are gifted with a new way to look at themselves – informs them who they are, and what they’re capable of (which is lacked in most pedagogical courses); unearths who they are” (Shaeffer 2013).

Examine different perspectives Write narratives outside of the students comfort zone Share work with classmates

As individual student:Upon receiving hand out sheet (comic about adopted female by two white parents), students construct their own two-sentence story about any of the situations depicted in comic, using colourful language to depict the protagonist’s feelings in the situation. Link to comic.

For the teacher:To make it a bit more challenging, teacher can require students to use specific combining/ complex sentence structures as they write their stories. (Ex. Join two closely related independent clauses with a semi colon construction, describe a noun with an appositive or appositive phrase, link two independent clauses with a subordinate conjunction, etc.).Students will write these sentence stories down and submit. To be put in portfolio upon return.

Strategies Used:


Use a talking stick to pass from group to group whenever desk groups have to present or share


See Outcome Rubric at end of unit plan for all written reflections submitted in this lesson plan.

http://www.upworthy.com/a-poignant-comic-about-a-girls-struggle-to-find-her-identity-racial-and-otherwise?c=reccon3

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CR9.6a TR91

CR9.6a

Day 2 ActivityDiscuss: What kinds of conflicts are there in regards to identity? Who is the speaker coming into conflict with?

Hand out story: “The Legend of Qu’appelle,” by Emily Pauline Johnson. Gives students time to read it, then discuss the unique subjects within the story.Discuss: As a class, go over the details. At the end of class, have students write a prompt/exit slip about what this has to do with identity. What do the subjects within the piece tell us about the individual? What perspective does this poem take?

Day 3 ActivityStudents will read “Borders” in Crossroads 9 individually. Have students go through discussion questions in back of section in their desk groups. After half of the class has passed, have students formulate how they want to present answers. Students will then write a one paragraph reflection on how this as affected their view of identity. Paragraph will be submitted directly to teacher at the start of the next class.

Connection to Self and Other: In looking at other perspectives, students will begin to better understand themselves. This will also exercise empathy.

Required Resources: “The Legend of Qu’appelle,” by Emily Pauline Johnson.Crossroads 9 text.

something. Depending which group receives the pen or whatever object next determines who gets to share next.

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CR9.1a

CC9.8a

Lesson 7 – Summative/Reflective Essay (5 days) Purpose: To reflect on their learned experiences and their new, more holistic view of their identities.

Day 1 ActivityStudents will be given an empty MLA sample paper template. They will be given a “Helpful Essay Tips” sheet (see bottom of unit plan) and a copy of the essay rubric.

On the board, I will demonstrate my pre-writing strategies that I use when writing essays. After going through this, we will correct an old essay of mine (cold be any essay) and try to highlight certain aspects of the essay. Students are also welcome to bring past essays of their own for feedback and one-on-one time during lunch or breaks if they would like extra feedback on the progress they already have.

Students will begin to write their rough draft (brainstorming, visual graphic organizers, etc) for the following prompt(s):

What have you learned about yourself in regard to your identity? What stereotypes would you like to counteract, or fight against? Specifically, what have you learned about others’ identities?

Students are to draw from the resources we have looked at in class. Again, a final copy does not need to be provided. Instead, their rough copy will be tentatively graded and handed back, and then placed in the portfolio.

Day 2-5Students will have these days to work on their essays. If laptops are available, they have the option to type their essays, but only if they have at least one rough copy or graphic organizer completed and ready to show to the teacher.

Day 5 SpecificallyOn the final day for this assignment, students will get in partners, read each others’ essays, and again use the revision checklist to review and edit their essays, allowing for more time for the student to make these corrections before handing the rough copy in. Walk around the class and be available for questions regarding aspects/elements in the revision checklist.

Required Resources: Laptop cart or computer lab, and revision checklist.

Strategies Used:



Essay grading rubric.

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CC9.8a

CR9.7a

Lesson 8 – Portfolio Time! (3-4 days)Purpose: Students will now go through their portfolios and read through all of their work to reflect on what they have learned throughout the semester.

Day 1 ActivityStudents will meet with a new partner from a different desk group and will trade portfolios. After reading through each others’ entire portfolio, they will leave a sticky note in their partner’s portfolio commenting on which entry they liked the most, or leave editing notes (for the sake of revision). A copy of the revision checklist (that students should now be familiar/comfortable with).

By the end of this class, students need to choose two pieces from their portfolio and create a revised, final copy that is neatly typed and printed in MLA format. Students will need the MLA essay format sheet from the previous week to double check their formatting.

Day 2 – 4 ConferencesFor these 2-3 days, each student will meet with the teacher to present the two pieces they have chosen. Teacher will record their choices in order to have the appropriate rubrics prepared.

Portfolio will be due before the end of the semester so that students may receive their marks before the break, and may take their material home.

See portfolio assignment/RUBRIC sheet.

Connection to Self & Other: The partner work serves to allow students the chance to analyze what all the assignments/questions so far have meant to others. Far too often students will be caught up in the perfection or accuracy of their assignments. However, the possible variables when writing about students’ identities are infinite. This partner work allows students to see and experience that variety, which in turn is furthering their understandings of themselves.

See portfolio rubric.

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Assignments and Other Required Documents for This Unit:

Name: _________________________

Portfolio Assignment

You will be submitting all rough copies into a portfolio throughout the semester. All copies submitted must have evidence of revision.

Requirements:

- Introduction Letter- Autobiography- Visual Representation of Family Influences- Journal Response on Stereotypes- Journal entry on Jade Peony

- Reflection on Stereotypes in your community- I Am Not My Stereotype Poem- Two-sentence stories- Borders Paragraph- Reflective Essay

Rubric:

Topics 3 2 1 0Content All assignments required for the

portfolio are present, with all individual assignment requirements met as well.

Almost all assignments required have been submitted (on time), but some assignments are missing individual requirements, or could have been

completed to a fuller extent.

A few assignments missing, and assignments that were

handed in were not completed fully.

Missing all or almost all assignments, barely meeting the minimum requirements. Requires resubmission to be

accepted. Quality All assignments submitted were

completed in insightful, and unique ways to the student. Student made

meaningful connections with all assignments.

All requirements completed in a unique way that demonstrates

student’s grasp of the topics on hand.

Assignments were not completed in a unique or insightful way and could use some improvement.

Assignments were very obviously done last minute with absolutely no thought. Content may also be inappropriate for

topics.Effort &

ParticipationStudent put obvious extra effort into

every assignment, sought assistance for any and all questions they had, and did not complete the assignment on their own. Made use of all peer revisions.There is clear evidence of growth.

Student put an average amount of effort into the portfolio and

participated in all peer revision periods to benefit their assignments.

There is some evidence of growth.

Student did not put enough effort into participating or

completing his or her portfolio. Hardly any

evidence of growth or improvement.

Student put absolutely no effort or thought into the portfolio. They were missing, or refused to participate in peer revision

periods. No evidence of growth.

Mechanics & Revision

Revision is thorough and well done, and used for all assignments present in the

portfolio.

Revision is effective, though the student and peers missed a few

obvious errors. May not have completed all accounts of revision.

Revision is not present, but the checklist has at least

been used.

No revision present whatsoever in the portfolio.

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Introduction Letter

Dear students,

Welcome to ELA 9!

It is so exciting to welcome a new group of students. I am taking the opportunity to introduce myself through a format that we will be exploring further on in this course by writing a letter to you. My name is Ms. Kurtenbach and this is the first time I’ve taught in a classroom. My greatest subject area is in English (lucky for you) and my second area of “expertise” is in Visual Arts. I’ve taken a great number of classes on the English language and I’ve written more essays than there are hairs on my head. While I may be a new teacher, please keep in mind that I plan on making the most effective and intriguing use of our time together.

I plan on guiding us through a program that is new, inspiring, and hopefully intriguing to all who are involved. That being said, I remember what it was like being in grade nine. For me, it was sometimes tough to get my motivation going and I can imagine that for some of you this will be the same. However, that is why I am writing this letter to you. I want to give you the opportunity to build a connection with me as your teacher so that this semester spent together is comfortable and (hopefully) a lot of fun. I find that having fun is the greatest source of motivation. Here are a few interesting things about me that you may like to know.

I love video games. Some of those include Overwatch, Bloodborne, Dark Souls 3, Ocarina of Time, any of the old Mario games, Morrowind, and Counter Strike Global Offensive. My most played game would be The Elder Scrolls V: Skyrim, with over 800 hours clocked into the game (I think I need to get a life). I’m also a huge fan of Japanese comics, such as One Piece, Inuyasha, and Attack on Titan. I’m a fan of the comic medium, and I’m interested in creating my own comic one day, and I am in the process of planning it now. Art plays a large aspect in my life, as I am a fan of all mediums and enjoy expressing myself through visual and musical elements. I’ve played the piano for my entire life, and most of the songs I know are from the video games and movies that I love.

Right now the greatest source of happiness in my life is coffee (besides my family and my cat Blackberry, of course). Coffee replaces the blood in my veins and ensures that the gears in my head are spinning. If you see me bouncing off the walls please keep in mind that I’m not losing my mind, I just had too much coffee. I have a problem and I watch too many cute cat videos on YouTube, and memes fuel my sense of humour.

Finally, I value honesty, dedication, and humour above all else. I want you to feel comfortable enough with me and in this class that we can be honest with each other. I want to see you be dedicated, and that doesn’t mean dedication to a single assignment, it means dedication to becoming the best that you can be. I also want us to learn that you can have fun while doing work, because it is a valuable skill that can help you achieve happiness without letting stress beat you down. I ask that for your first assignment, you write back to me. Tell me what your likes and dislikes are. Tell me about your goals, aspirations, and tell me what is most important to you. It must be at least a page in length. I plan on reading them all, and I will get back to you as soon as I can.

Sincerely,

Ms. Kurtenbach

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Name: _______________________

Introduction Letter Response Rubric

3 2 1 N/A = 0Content:

/3

All topics were discussed: likes, dislikes, goals, and commonalities.

Provides a great introduction of what students thinks of themselves.

Minimum of one page was met.

Most topics were discussed, but may be missing or lacking in certain areas. One page

minimum was met.

Missing most topics, one page minimum hardly met. Introduction Letter does not provide a coherent introduction of the

student.

Needs attention

Formatting:

/3

Formatting was nearly flawless. Properly aligned, greeting, and

salutations were elements present in the assignment.

A few errors in formatting, but demonstrates they have a basic understanding of the

traditional letter formatting.

Formatting does not resemble a letter very well and most elements were missing.

Needs Attention

Quality of Effort:

/3

Student evidently put great amounts of time, effort, and thought into their

assignment.

Student put some thought and effort into the assignment.

Student put very little effort into their assignment, or assignment was done

inappropriately.

Needs Attention

Total: /9

An example of an autobiographical essay/personal narrative[Written by a student in the Labour Studies program, used with permission]

My name is Carlo, and I was born in June, 1958, in Italy. Our family, made up of my mother, father, and a brother, emigrated to Noranda, Quebec, when I was five years old. I encountered my first, but not last, taste of racism when kids in the neighbourhood laughed at my poor command of English. As fast as I could I learned not only English, but French as well. I became trilingual, speaking fluent French and English, as well as Italian. In the process, I made new friends from a lot of different cultural backgrounds.

We then moved to Toronto, Ontario, where my Dad got work in a rubber factory. From my earliest days, I knew our family had to struggle for every penny. My Mom baked pizza which my brother sold by the slice, door to door. I caddied at the local golf courses and brought home all the money that I made. I hated it when other kids made fun of working people, like garbage collectors, who cleaned up trash for a living.

When I was in grade six, I was ill in hospital for two months with a kidney infection, and it changed my whole life. I seriously took up playing guitar. I began to do photography, and joined the audiovisual club. I discovered I was artistic with an interest in graphic art, although I didn’t always agree with the kind of art assignments the teacher gave us. However, I had no idea what to do after high school graduation. Thinking electonics was the wave of the future, I enrolled in and graduated with a diploma from George Brown College in Instrumentation Technology. I was hired on by Ontario Hydro as an apprentice.

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Life was magical for a single guy in Toronto at this time. I made quite a bit of money. I enjoyed meeting and socializing with many new friends from a variety of different cultures. During this time, I met and married my wife, Valerie, a Registered Nurses’ Assistant, and soon we had two wonderful children, a daughter, Carla and a son, Nicholas. With new family responsibilities, I felt there was not enough opportunity for advancement at work. My wife and I thought of places we would like to live such as the east coast. But there were no jobs there. We finally decided to move to northern B.C. when I was offered a job with a forestry company.

Because of the children’s activities, I soon became involved in the community coaching children’s hockey and soccer, and being a scout leader. At work, I joined the Pulp Mill Recreation Club, eventually becoming president. There were a lot of things that needed changing. I decided I wanted our company to start a wellness program and researched to prove to them that healthy employees tremendously reduced absenteeism and health costs to the company. I wanted the company to reward those who kept themselves fit and began to lobby for this through our union.

I soon became elected as union safety captain, then later became a shop steward. I began to run for executive positions rising through the ranks from financial secretary to environmental vice president, chief shop steward, first vice president, and finally becoming president, a position I held for two years.

In my trade, I constantly must upgrade my skills, so I took advantage of many learning opportunities to do so through the company. This helped our union come into the 21st century, because I insisted we buy computers and subscribe to e-mail, connecting our members to other locals throughout the province. I also edited the union newsletter, keeping the members informed of all aspects of the local’s business. I used desktop publishing to produce our newsletter before anyone in Head Office knew what it was. Using my background in art and photography, I brought our publication from a crude photocopied rag to a sophisticated communication tool. For my efforts, I won two Canadian Association of Labour Media Awards, one for the best cartoon in Canada, depicting flexibility in the workplace, and one for the best editorial story of less than 500 words for a Union Newsletter. I also use my desktop publishing abilities for community fund raising activities.

I lost an opportunity to be union president for a third year because of an unpopular decision our local executive made in connection with implementing a contract that upheld the recognition of seniority rights. Reflecting back, I would not do anything differently. We took the task at hand, looked at the contract, discussed among the executive, asked for the opinions of our area rep, the Western Region Vice President, and our lawyer. Then we made our decision and stood by it, even though it meant I lost the presidency by nine votes. Now, two and a half years later, we are being proven right through the labour board.

Because of this event, I found myself with extra time on my hands. This opportunity made it possible for me to concentrate on pursuing university studies and my social work for unions. I enrolled at AU in the Labour Studies program. I continue with the newsletter, putting forth social and political issues that organized labour is facing today. I support the unions in the community and am involved in organizing them as they have never been organized before. I am even more committed to fighting for social justice than I have been all along, and am keen to move along this route in the future.

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Autobiography Assignment:

You will create a short, four-paragraph narrative essay on three events in your life. Think of a certain aspect of you. Why are you like that? What in your life influenced you to like/dislike a certain person/place/thing? Reflect on at least two experiences that have affected you in that way and describe these experiences in a minimum of four paragraphs. Do not hand in a final copy. Do all of your revisions on the paper itself and hand the rough copy in!

Requirements:

- Effective, engaging title- Introduction paragraph (Introduce the aspect of yourself that you’ll be writing about) - Two or more paragraphs describing these events in your life- A concluding paragraph - Name, class, teacher’s name and date in top left corner

Rubric:

Were all of the requirements met? (1 mark each) /5

□ Effective, engaging title

□ Introduction paragraph (Introduce the aspect of yourself that you’ll be writing about)

□ Two or more paragraphs describing these events in your life

□ A concluding paragraph

□ Name, class, teacher’s name and date in top left corner

Did the life events make sense in regards to the aspect of yourself? /4

- Yes, and it was insightful (4/4)- Yes, but it could have been more insightful. (3/4)- Sort of, but the assignment was obviously rushed. (2/4)- Not really, the memories were random or had nothing to do with the aspect of self. (1/4)

Mechanics: /3

- You took the time to go through the entire checklist and correct all mistakes (3/3)- Corrected some errors but not all (2/3)- Went through the checklist but did not make the revisions (1/3)- Did not do any revision (0/3)

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Total: /12 = %

Revision Checklist

Name: _____________________________ Date: ______________ Class: __________

Use the editing revision checklist as you read through your classmate’s assignment the first time. Then read through a second time and use the rubric on the back of this sheet to score the review. Note the missing elements and write your comments on the rubric. Staple this sheet to the back of the assignment.

Editing/Revision Check Sheet

Look at your draft, answer these questions, and revise.

Yes Need to Revise

Do I have an introductory paragraph?

Does each paragraph contain one core or main idea with supporting details?

Is each paragraph indented? Did I use the tab button or leave a space at least one finger width if I neatly hand wrote the assignment?

Do I have a concluding paragraph that gives my opinion of the overall message behind my life events?

Did I avoid using banned or bland words?

Did I use transition words or transition from one idea to another by bridging my writing? (Though I am busy at school, I also like to…)

Did I use spell check or check the spelling of all words I was not 100% sure of?

Did I capitalize the first word in each sentence as well as all names and titles (proper nouns)?

Did I vary my sentences? Are they different lengths with different beginnings?

Did I use strong verbs? Can I upgrade some to make my ideas more vivid?

Did I read through this assignment’s rubric and make sure that I included all the necessary components?

Do I have an effective title?

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My Poem (For Demonstration of Writing Process)

The Real You

GoodbyeSail as sweet as

honey in the windNo bees can catch

you now,you're unpinned

Fly high my sweetto the summer's grove

where nobody's stoppedto think

of what they've knownDisconnect from the world

Take your timeto find yourself

Find your placebut never be it

on the forbidding shelf

Learn the languagethat you speakwith no thoughtFind the pace

in whichyou've learned to walk

Leave nothing outNo minor detail

So rip the seamsand discover

with your new sail;your old dreams.

Find the ropesthat replace

the single stringLet go

my sweetlet us sing

Let go of the ghostHe's been so far

for so longAll that's left is a string

who's connectionwas never strong

You're the oneknown as

my godsendso as you were for me

I'll be there for youto the very end

My sweet, sing your tune,and be pleasedto finally meetthe real you.

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“I Am Not My Sterotype” Poem Template

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Exploring Stereotypes Example: “I Am a Girl”

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“I Am Not My Stereotype” Rubric

Visual Representation Rubric

Criteria 3 – Excellent 2 - Satisfactory 1 – Not MeetingContent: - All paragraph topics present- Bullet points (2-3)

Effort was clearly made to cover student’s full response to the question posed.

Minimum expectations were met. Could increase in quality of responses.

Not all paragraph topics were listed, and missing some, if not all bullet points.

Effort:- Deeper thinking is present- Neatness and beyond

surface-level thinking

Splendid effort put into poster; took the question into deep consideration and responded effectively.

Somewhat thoughtful with some deeper thinking present. Could use some extra work to increase quality of responses.

Effort was hardly made at all. Surface-level thinking, put no thought into bullet points, and possibly left many answers out.

Layout & Design:- Layout and format is neat- Followed the

layout/instructions- Writing is legible

Extra effort and time is evident in quality of visual.

Poster follows the example layout but there was no creativity implied in the student’s effort to make this poster.

Not creative, messy, and/or no effort put into the layout of the poster. Student didn’t pay attention to neatness or quality.

Mechanics: - Paragraph spelled properly- Basic spelling

No, or very few spelling errors present throughout the poster. Very easy to read.

Some mechanical errors present throughout the poster; easy enough to read.

Writing and spelling very poor, to a point where it is difficult to derive any meaning.

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Helpful Essay Hints -- Mistakes to avoid

Students make a variety of errors in their writing. The following is a list of things to avoid that weaken your essays, and are actually considered wrong in essay writing.

1. Don’t mention the essay itself.

eg. “After reading this essay…” or “In my essay…” or “In this essay…”

2. Don’t mention any part of the essay.

eg. “In this paragraph…” or “This paragraph will discuss…” or “In the next paragraph” or “The body of this essay…”

3. Don’t use “like” in your essay when you intend to provide an example or clarify something.

e.g. This happens many times throughout the novel like when... Use "for example" or "for instance" or "such as" e.g. This happens many times throughout the novel; for instance, when... *Note punctuation.

4. Don’t just state a fact in your thesis statement; Direct your essay.

eg. “Golf is the best sport.” This thesis statement doesn’t direct your essay. “Golf is the best sport for a variety of reasons” does. (see exercise 4 "writing thesis statements")

5. Don’t start your essay with only a thesis statement. You must have an introductory paragraph.

6. Make sure each paragraph has a minimum of 3 sentences in it.

Each sentence should relate only to whatever “reason” or “evidence” you are presenting in that paragraph. (Don't confuse sentences with lines!)

7. Make sure your essay has a minimum of five paragraphs in total.

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ESSAY WRITING RUBRIC: ______________________ Name: __________

Criteria Quality

4 3 2 1

Mak

e a

clai

m

(thes

is)

I make a claim and explain why it is controversial.

I make a claim but don't explain why it is controversial.

I make a claim but it is buried, confused, or unclear. I do not make a claim.

Giv

e re

ason

s in

su

ppor

t of

the I give clear and accurate reasons in

support of the claim.

I give reasons in support of the claim, but I have overlook important

reasons.

I give 1 or 2 reasons which don't support the claim well,

and/or are irrelevant or confusing reasons.

I do not give convincing reasons in support of the

claim.

Con

sid

er

exam

ples

for

the I thoroughly discuss examples for

the claim and explain why the claim is valid.

I discuss examples for claim, but leave out important reasons and/or

don't explain the claim.

I acknowledge that there are examples for the claim but

don't explain them.

I do not give examples for the claim.

Org

aniz

ati

on

My writing is well organized, has a compelling opening, strong

informative body and satisfying conclusion. It has an appropriate

paragraph format.

My writing has a clear beginning, middle and end. I generally use appropriate paragraph format.

My writing is usually organized but sometimes

gets off topic. It has several errors in paragraph format.

My writing is aimless and disorganized.

Wor

d ch

oice The words I use are striking but

natural, varied and vivid. I use mostly routine words.

My words are dull, uninspired or they sound like

I am trying too hard to impress.

I use the same words over and over and over.... Some words may be confusing.

Sent

ence

Fl

uenc

y

My sentences are clear, complete and of different lengths.

I wrote well-constructed but routine sentences.

My sentences are often flat or awkward. There are some

run-ons and fragments.

My essay has many run-ons, fragments and awkward

phrasings make my essay hard to read.

Con

vent

ion

s I use first-person form, and I use correct sentence structure,

grammar, punctuation and spelling.

My spelling is correct on common words. There are some errors in grammar and punctuation. I need

to revise it again.

The frequent errors are distracting to the reader but

do not interfere with the meaning of my paper.

There are many errors in grammar, capitalization, spelling and punctuation

make my paper hard to read.

Score ____ x 4 ____ x 3 ____ x 2 ____ x 1

Total Score:

References

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