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ENG4C Unit Plan 1

ENG4C Unit Plan 1



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Published by Danika Barker

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Published by: Danika Barker on Jul 22, 2009
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Unit PlanCourse:ENG4CUnit 1 : This I BelieveUnit Description This unit will focus on the Oral Communication strand but it will also serve as a diagnosticfor the overall expectations in the Reading and Literature Studies, Writing, and MediaStudies strands. The theme for the unit will revolve around the idea of personal belief andhow one can defend and support an opinionBig Ideas and Essential SkillsHow do you effectively explain your beliefs and share them with others?
Listening to Understand
Speaking to Communicate
Reflecting on Skills and StrategiesCulminating TaskPersonal Oral EssayLessonsExpectationsAssessment strategiesD=diagnostic F=formativeS=summative
Welcome to ENG4C
Introductions and discuss expectations: course outline,paperworkEither go down to computer lab to demonstrate class websiteor use data projector to demonstrate and ask students to fill outquestionnaire at home. Introduce unit 1 by having studentsmake a web about their personal beliefs. Model this first for theclass.
Reading Diagnostic
Check that questionnaire has been completed.Discuss webs from previous day: What are some of the factorsthat influence our personal beliefs? What causes people tochange their beliefs?Students will read the personal essay “The Dignity of Workand complete a reading diagnostic.Reflection: What are some of the strategies you used to makemeaning from the text? (Oral diagnostic)O 2.1, 2.3,R 1.1, 1.2, 1.3, 1.4,1.5, 1.6, 1.7, 1.8,2.3, 3.2, 4.1Reading diagnostic (d)Class discussion (d)Observation (d)
Writing Diagnostic
Students will be given a series of writing prompts and sampleresponses and then asked to respond personally.The Pursuit of HappinessFear SocietyWho do you admire? If possible, book the computer lab for this activity.Reflect on strategies used to generate ideas, get past blocks,express ideas. (oral diagnostic)O 2.1, 2.3,W 1.2, 1.4, 2.1, 2.2,2.3, 2.4, 3.1, 3.2,3.3, 3.4, 4.1Writing diagnostic (d)Class discussion (d)
Media Diagnostic
Students will examine a number of different media texts insmall groups and analyze them in terms of what each “text”says about the beliefs of its creator. “Texts” could includemagazines, product packaging, TV commercial, movie trailer,movie poster, books, web page, etc.Class poll about the types of media they consume on a dailybasis.M 1.1, 1.2, 1.3, 1.5,2.2, 4.1Note-taking sheet (d)
Book Selection
Visit the library to select independent reading material. Booksmay be fiction or non-fiction. Students will use these books topractice reading strategies explicitly modeled in class.Blogging task: Visit the class blog and respond to the post:What are your first impressions of the book you choseW 2.1Blog reflection (d)
Personal Essay Intro
Students will read/listen to a variety of essays fromThis IBelieve. Teacher will first do a read-aloud/shared reading of one essay. With class develop an anchor chart describing howthe author develops and supports an opinion. In small groupsstudents will examine other essays and determine how theauthors develop and support opinions. Evaluate using level1,2,3,or 4. They will present these using a method such as“one stays the rest stray” or jigsaw.O 1.1, 1.4,1.7Anchor chart (f)Student moderation of essays (f)
Personal Oral Essay: creating a rubric
Discuss examples of the This I Believe essays. Review anchor chart. What were the characteristics that all the essays had incommon? What are the characteristics that the really strongessays had that set them apart? Then remind students thatthese are meant to be heard on the radio, rather than read.What does this change? Have students develop rubrics insmall groups and then compareBegin brainstorming ideas for personal oral essaysO 1.1, 1.4,1.7, 1.9W 1.1, 1.2, 1.4Rubric (f)Brainstorming (f)
Personal Oral Essay: drafting
Mini lesson on developing an outline. Teacher modelsdeveloping outline of personal essay and gets input fromstudents.Students then create outlines. Teacher will conference withindividual students while they are working. Students will beexpected to have outline done by the end of class.W 1.2, 1.4, 2.1Observation/conferenceOutline (f)
Personal Oral Essay: drafting
Mini lesson on different ways to support ideas.Drafting/conferencing timeW 1.2, 1.4, 2.1, 2.2,2.3, 2.4, 2.6, 2.7,ConferenceDraft (f)
Listening Strategies
Develop a definition of what active listening looks like, soundslike and feels like. Role play.Discuss strategies students use when listening to increasetheir comprehension. Practise these strategies while listeningto/watching one of Rick Mercer’s rants. Discuss what strategieswere successful and which ones weren’t. Try again whilewatching a different one.O 1.1, 1.2, 1.3, 3,1Observation (d/f)Role-play (f)
Analysing oral texts
Students will view two different speeches and analyse thespeaker’s use of rhetorical devices, vocal technique, and visualelements. Create an anchor chart about the characteristics of agood speech. Use Sir Ken Robinson talk:Do Schools KillCreativityAsk students to reflect on what they plan to add totheir personal oral essay based on this.O 1.4, 1.5, 1.6, 1.7,1.8, 1.9Written reflections (f)

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