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Understanding By Design Unit Template

Canadian poetry and Creating a National Identity 20


Title of Unit (Moving Forward: Establishing and Realizing) Grade Level
English Language Arts 3 weeks (17 school days)
Subject Time Frame
Marguerite Ferguson
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning


How are the BAL incorporated into this unit?

Lifelong Learners – Students will read several poems regarding Canada and Canadian identity from different perspectives of Canadian poets. This way,
students will be able to examine and explore the varying reasons why some individuals may hold a different attitudes towards Canada and Canadian
identity than others. The activities in each lesson will ultimately contribute to students’ ability to understand and appreciate the worldviews of others. The
students will have the most control of their learning in this unit. A couple days will be dedicated for students to self and peer assess. This means students
will not only learn how to provide helpful feedback and criticisms, but they will also learn how to take criticism and apply it to their own work. This
ultimately means students will learn how to work together in order to achieve similar goals of success.

Sense of Self, Community, and Place – The poems the students will read will reveal the poet’s or the poem’s speaker’s true emotions and thoughts
about Canada and Canadian identity. Some of the poems the students will read will show that Canada is a place that welcomes everyone and is
appreciated, yet other poems will show that Canada is a place that has disadvantaged a lot of individuals, especially the Indigenous peoples. Either way,
students will recognize that that there are various factors that can influence one’s sense of identity and their personal beliefs. Ultimately, students will
come to understand and appreciate diverse beliefs and experiences from the First Peoples of Saskatchewan and from the diversity of cultures in the
province of Saskatchewan and Canada. The students will also be keeping a reading journal throughout the unit, which will help the students find their own
sense of identity. Prompts will be given to the students after the reading of each poem studied in the unit. The prompts will help the students connect
their own lives to the poem. They will explore if their experiences are similar or different, and if they too feel the same at the poets or the speakers of the
poems.

Engaged Citizens – This lesson can help open the eyes of many students. Students may possess a fixed idea of Canada and Canadian identity
depending on their personal backgrounds and experiences. The poems the students will read will help show that there are people in Canada who may
hold different attitudes of Canada and Canadian identity than themselves. Students will then be engaged in the various factors that may influence one’s
positive or negative attitudes towards Canada. One of the factors that influence negative attitudes towards Canada that will be explored during this unit is
the types of relationships that are maintained in Canada, specifically regarding the relationship between Indigenous and non-Indigenous peoples. This
recognition will ultimately help students realize that the relationship needs to be changed through decolonization and reconciliation not only to help
establish positive attitudes towards Canada, but also to reaffirm Canada’s relationship with Indigenous peoples.
Cross curricular Competencies
How will this unit promote the CCC?
Developing Thinking – Students will explore Canadian identity by applying prior knowledge about the ideas that constitute a Canadian identity in new
contexts by exploring Canadian poetry by a variety of culturally diverse authors. An interview presentation will not only help students understand the
factors that influence others’ assumptions and opinions regarding Canadian identity, but will also allow students to explore and experiment with different
ideas and representations of a Canadian identity. Students will be given multiple opportunities to participate in reading responses and class discussions in
order to analyze, respond, and critique the poems by numerous Canadian authors.

Developing Identity and Interdependence – Students will examine Canadian poetry by a multiple of culturally diverse authors in order to recognize
that cultural and linguistic backgrounds, societal influences, and experiences influence one’s perspective towards Canadian identity.
Students will come to understand that there are people in Canada who have different attitudes towards Canada and Canadian identity depending on their
personal backgrounds. Students will develop an understanding towards others’ worldviews and cultures, which will ultimately help students develop a
sense of openindedness and respect for all.

Developing Literacies – This unit will provide multiple opportunities for students to practice and improve on their literacy skills. Students will be able to
construct knowledge from different sources. Students will be able to pull information from the poems they read due to their ability to create meaning from
a poem using poetic devices. Students will also be asked to practice their writing skills through journaling opportunities throughout the unit. Students will
also be given the opportunity to research the poets studied in this unit during a library period. Students will use databases in order to collect information
for their interview presentation. The project that is assigned at the end of the unit allows the students to express their understanding of the unit by
creating an interview presentation. This presentation will help students practice their listening, writing, and speaking skills. There will also be an option for
students to create a video presentation in order to make this presentation inclusive to all students, which will also allow students to use technology as a
way to express their understanding.

Developing Social Responsibility – This entire unit will create opportunities for students to engage in communitarian thinking and dialogue. The will
be numerous instances of class, group, and partner discussions where students will be asked to share their thoughts and ideas with their peers. Every
students will be given an opportunity to contribute to the flow of a discussion, and students will be encouraged to respect their peers and the different
ways their peers may participate in order to create an accepting learning environment. This unit requires students to read a couple poems by Indigenous
poets, which may show a negative attitude towards Canada due to the colonialism in Canada’s past and present. Students will come to understand the
inequalities and injustices that Indigenous peoples of Canada still experience today, and hopefully students will choose to take a stand in order to work
towards decolonization and reconciliation in Canada.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

Compose and Create

CC 20.1 – Create a range of visual, multimedia, oral, and written texts to explore:
 identity (e.g., Relationships with Family and Others);
 social responsibility (e.g., Evolving Roles and Responsibilities); and
 social action (agency) (e.g., The Past and the Present).

CC 20.2 – Create visual or multimedia presentations using dramatization or role-play, including a presentation of an interview of a literary character (or
author or historical or contemporary person) from a First Nations, Métis, Saskatchewan, Canadian, or international text.

CC 20.3 – Speak to present ideas and information appropriately in informal (including discussions and collaborative work) and formal (including an
interview, a dramatic reading, and introducing and thanking a speaker) situations.
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-
students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content
What misunderstandings are predictable? of the enduring understanding)
Students will understand that... Content specific….

 Students will understand that there are certain poetic devices that  What is a Canadian identity?
can help find the meaning of a poem or help reveal the poet’s or the  What does it mean to be Canadian today?
speaker’s true thoughts  How is Canadian identity constructed?
 Students will come to understand that close-ended questions can  Can Canadian identity be viewed differently depending on
abruptly end the flow of an interview while open-ended questions can different cultures?
help reveal deeper answers  How much have historical stories of different cultures contributed
 This unit will provide multiple opportunities for students to engage in to our sense of Canadian identity today?
peer-assessment. This means students will understand why feedback  Why is feedback important?
is so important in one’s progress of growth and development  How do you provide effective and helpful feedback?
 Students will understand that cultural and linguistic backgrounds,
societal influences, and experiences can influence one’s perspective
towards Canadian identity.

Related misconceptions…

 Students will introduced to new poetic devices that they may not FNMI, multicultural, cross-curricular…
know
 Students will not be aware of the effects that open and close ended  Students will be reading a couple poems by Indigenous poets.
questions have on the flow of interviews These students will be exploring Indigenous perspectives towards
 Students will not know how and why principles of composition need Canada. These perspectives will help students recognize that
to be integrated into a presentation many Indigenous peoples in Canada have been disadvantaged;
 Students will not be able to recognize that there are certain factors have faced discrimination and racism; and have lost part of their
that can influence one’s attitudes and perceptions towards Canada identity due to colonialism in Canada
and Canadian identity  Students will also be reading a couple poems from poets who
immigrated to Canada. These poems will help to emphasize the
multiculturalism within Canada. These poems will also illustrate
Canada as a place of freedom, safety, and sanctuary.
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre-requisite and/or behaviours that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit. These will come from the indicators.
Students will know... Students will be able to…

 The definitions of particular poetic devices  Find meaning in a poem by examining the poetic devices found in
 The two types of questions that can be asked during an interview, a poem
which are open-ended questions and close-ended questions  Identify poetic devices in the poems studied throughout the unit
 How to differentiate between open and close ended questions  Generate their own interview questions using open-ended
 How and where to apply principles of composition into their interview questions
presentations  Answer challenging interview questions appropriately while
 Specific techniques for speaking loudly and clearly remaining in character
 How to use the interview presentation rubric to assess their peers in  Discuss their ideas and thoughts in informal settings, such as
order to help their peers improve upon their presentations group, partner, and class discussions
 How to use the self-assessment checklist to ensure their presentation  show their understanding of the unit by expressing their ideas in
is meeting or not meeting the criteria in the rubric an formal setting, which will take the form of a class presentation
 There are more than just one attitude and belief about Canada and  Work collaboratively in order to achieve similar goals of success
Canadian identity that exist, and it is one’s experiences and  Provide effective and helpful feedback to their peers, which will
background that will influence those attitudes be used to improve and polish their presentations
 That good feedback helps us to strengthen the message of a  Recognize how helpful feedback from their peers is
presentation and the overall presentation as well  Create strong and clear thesis and conclusions, which will be used
in their interview presentations
 Apply principles of composition into their interview presentation in
order to enhance the presentation

Stage 2 – Assessment Evidence

Performance Task : Interview Presentation Project

This unit will involve the completion of an Interview Presentation. Students will choose one poet or one speaker from a poem that will be studied in the
unit. The students will be paired into groups of two. One partner will take on the role as the interviewer and the other partner will take the role of the
intervirewee, which will be their selected poet or speaker from a poem. The students will use the interview to determine a poet’s or speaker’s overall
attitude towards Canada and what being Canadian means to them. The students will have to collect information from the poems and other outside
sources in order to generate questions that can be asked to the interviewee in order to discover their answer. The students will accomplish this by
examining the poetic devices found in the poem in order to determine the tone, mood, and other findings that will help the students further develop the
script of their interview. The students will also be encouraged to gather any useful information from their reading journals to help develop their script. The
information that has been collected by the students will also be used to determine how the poet or speaker would respond to the questions asked. The
project will be presented in front of the class; however, there will be an option for students to create a video presentation that will be shown to the class.
This option will allow students to use other skills to display their learning and find success. This performance task will provide an opportunity for students
to show their understanding about poetic devices and the content in the poem. The Interview Presentation will be judged using a rubric at the end of the
unit.

GRASPS Elements of the Performance Task


G – Goal Interview Presentation Project
What should students accomplish by
completing this task? Goal: Students will be able to use the identified poetic devices in the poems and further research to realize that
R – Role there are different attitudes that are held towards Canada and Canadian identity. Students will understand that
What role (perspective) will your students one’s sense of Canadian identity is constructed by one’s cultural and linguistic background, societal influences,
be taking? and experiences, which can ultimately influence positive or negatives perspectives towards Canadian identity.
A – Audience
Who is the relevant audience?
Role: The students will complete this project by focusing on the perspectives of their chosen poet or speaker of
a poem. It is essential that the students focus on their chosen poet’s or speaker’s perspective in order to
S – Situation
understand the factors that influence their opinions and attitudes regarding Canada and Canadian identity.
The context or challenge provided to the
student. Students will also take on the role as a researcher in order to collect helpful information that can be used to
further develop their interview scripts and presentations. The more research the students complete, the more
authentic their interview presentations will be.

Audience: The audience for this performance task will mostly be the students. The students will be given three
class days to practice and present their interview presentations to an audience of another partner group.
Students will also act as their own audience because they will be asked to assess themselves on their
presentation and script. The teacher will hold a small role in the audience portion since the teacher will only see
the students’ final product during the final presentations date.

Situation: The biggest challenge students will face with this project is determining how their chosen poet or
speaker would respond to the questions. The students do not know exactly how the poet or speaker would
respond to certain questions, so students will have to rely on their research and what certain poetic devices
reveal in the poem to generate responses. Another challenge will be interpreting the poem that the students
choose to analyze further. The poems create opportunity for interpretation. This means the students will have to
determine the meanings behind poetic devices in the poem, which ultimately means that the responses to the
questions may differ from their peers since each student may interpret a poetic device differently. However, as
long as the students can support their argument then there is no wrong answer.
P – Product, Performance
What product/performance will the Product/Performance: The students will be partnered together to create an interview that would occur
student between an interviewer and one of the poets or speakers from a poem that were studied in the unit. The
create? students will be asked to create an interview script for one of the first steps of building an interview. The
students will have created a creative and logical presentation that includes various principles of composition in
order to demonstrate their understanding of the poems, their chosen literary character, and of Canadian identity.

Standards and Criteria for Success: Students will be given the Interview Presentation Rubric and the Self-
assessment checklist on the first day of this unit. The students will be given both the rubric and the checklist to
ensure that the students becomes familiar with what is expected from them. The self-assessment checklist will
be a simplified version of the Interview Presentation Rubric. The purpose of the self-assessment checklist is to
help the students assess if they are meeting or not meeting the criteria of the rubric. This self-awareness will
help the students determine what needs to be improved upon. The components of the Interview Presentation
Rubric include: Language choice and conventions, message/meaning, and organization. For language choice and
conventions, students will be assessed on tactful wording, smooth transitions, ability to stay in character, and
application of principles of composition. Students will also be assessed on their thesis, supporting details, and
voice in their message/meaning. For organization, students will be assessed on a logical sequence and a
justifiable conclusion. Each component of the rubric is clearly explained in order for the students to full
understand the standards that must be met to achieve success.

S – Standards & Criteria for Success Rubrics located at end of Unit Plan
Create the rubric for the Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.
Poetic Device Quiz: The students will become familiar with poetic devices Self-assessment checklist: Students will be filling out a self-assessment
and their definitions. Students will learn about several poetic devices that checklist three times throughout the unit. Students will use the self-
will be found in the poems that will be studied throughout the unit. It is assessment checklist prior to presenting their interview to another partner
essential that the students understand the poetic devices and are able to group during the peer-assessment activity. The self-assessment checklist
identify them in the poem. Students need to be able to do this so that they will help students are areas of the rubric they have in their presentations
can find the meaning behind each poem. The students will be quizzed on and what areas are absent and still need to be added to their presentation.
the poetic devices, and the quiz will be marked making the quiz a form of The self-assessment checklist will also help students determine if they are
summative assessment. The marked quizzes will be used as evidence of fully meeting, meeting, or not meeting the criteria of the rubric. This
student learning and their understanding regarding poetic devices. The checklist will allow the students to be their own assessors of their work,
marked quizzes will help me determine if the students are prepared to which will help them become aware of the weaknesses and strengths of
move and study the poems or if the students need half a lesson to become their presentation. The students will also use the self-assessment checklists
more familiar and confident with the poetic devices. not only to see their learning, but also to track the development of their
presentations throughout the unit. This way the students can see just far
Reading Journal: The students will be asked to keep a reading journal they have come the day of their final presentation date. There will also be a
throughout the unit. The students will use their journals to respond comment section in the self-assessment checklist. This section will be used
questions that will be asked after each poem is read and discussed in class. for students to make comments on their presentation, note the areas that
The prompts will either ask the students to identify poetic devices; discuss need to be improved on, and any realizations they make. This part can help
the speaker and the speaker’s tone; the mood in the poem; or personal the students reflect on their work in order to set goals for improvement and
experiences that are similar to those found in the poems. The purpose of growth in the following days.
the reading journal is not only to help the students understand the poems
and make connections to their own lives, but also to build information that Reflection time: The peer-assessment activity will instruct students to
will be helpful and useful during their interview script making process. The provide helpful feedback to the peers they were assessing. There will be
students will hand in their reading journals at the end of the unit for the class time given after the peer-assessment activity is over so that partner
teacher to mark. The reading journal will be used to see how the students’ groups can discuss the feedback they received during the peer-assessment
thoughts developed throughout the unit, how well they were able to activity. Students will reflect on the feedback that was given to them.
identify poetic devices and create meaning from the poem, how well the Students will reflect on what went well during their presentation, what did
students were engaged, and how much effort was put into their writing not go well during their presentation, areas that need to be improved, and
what needs to be added or taken away from their presentation. This
Exit Slips: Each day a new poem will be discussed. There will be different reflection time will also be used for students to set goals on what needs to
class and group activities in each lesson to help the students understand be accomplished by the time they present their interview presentation to
the poem’s content. The exit slips will be assigned at the end of each class another partner group.
and expected to be handed in before the students leave the class. There
will questions written on the board about the poem that the students will be
asked to answer. The students will also be able to raise any concerns or
issues about the unit thus far and ask any questions that need clarification.

The responses on the exit slips will not be marked. Instead, the exit slips
will be used to determine the students’ level of comprehension towards the
poem that was studied during that day. The exit slip will also help the
teacher guide subsequent lessons based any concerns raised or questions
that the students may have asked on their exit slips.

Peer-assessments: There will be three different class days that the


students will be able to peer-assess each other’s interview presentations.
The students will peer-assess using the interview presentation rubric, which
will be given out the first day of the unit and the same rubric that the
teacher will be using to mark the students on the final presentation date.
One partner group will partner with another partner group during this
activity. One partner group will view the other partner group’s presentation
in order to assess, and then the roles will reserve. After both partner
groups have presented then the two groups will come together to discuss
the strengths and weaknesses of the presentation and provide feedback on
areas to improve on. The rubrics that the students use to peer-assess will
not be handed in or marked. The purpose of peer-assessments is to help
the students become area if they are meeting or not meeting the criteria of
the rubric so that they can determine what needs to change or stay the
same.

Group Presentations: there will be multiple activities that include group


work. Students will come together to analyze a poem and present their
findings to the class. These group presentations will not be marked, but
rather used to determine if the students use the poetic devices well enough
to find the overall meaning and tone in the poem along with the poet or the
speaker’s true feelings towards Canada and Canadian identity.

Class worksheets: There will be some class worksheets provided to the


students. The students will hand in any worksheets completed in class;
however, these worksheets will not be marked. Instead, the teacher will
review the worksheet, provide feedback, and hand back to the student.
This way the student can see where they went wrong and approach the
teacher if they have any questions. The students will be encouraged to
keep the worksheets and refer back to them later if needed. In a way, the
worksheets completed in class will act as a resource for students to look
back at if they need help or a refresher of a certain topic.

Comparison Map: The comparison map will not be marked. The students
will receive a checkmark on the map if the students have finished it and put
in effort into it. The comparison map will be handed in at the end of the
class for the teacher to assess student learning and understanding. The
teacher will checkmark the comparison map for completion and provide
feedback before handing back the assignment to students. This assignment
will help the teacher determine if the students are understanding the poetic
devices in the poems and are able to differentiate between poems.

Stage 3 – Learning Plan


What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
The goal of this unit is to provide students with an understanding of certain factors that can influence one’s sense of Canadian identity and the attitudes
towards Canada through the poems they will read and analyze in the unit. Students are headed towards an understanding of interrelated factors, such as
cultural and linguistic backgrounds, societal influences, and experiences that contribute to one’s perceptions and views of what it means to be Canadian
today. Student will understand and be aware of where they are going on the first day of the unit. The introductory lesson will lay out the outcomes of the
unit; what the students will be learning; the assignments that will help students to achieve the outcomes; the poems that will be discussed; the end of unit
final; and finally why the unit is important. The students will also be encouraged to ask any questions they may have about the unit so that I can provide
clarity so that the students gain a better understanding of the unit and the unit’s content.

Every student brings different experiences and backgrounds to the class, and therefore the students may already possess a pre-existing idea of Canadian
identity and what it means to be Canadian today. Students may also have positive or negative attitudes towards Canada and Canadian identity also
depending on their personal backgrounds. This will be good because the students can not only explore their own ideas about Canadian identity, but they
will also be able to explore different viewpoints that they can compare and contrast to their own. The students will assist the teacher in the navigation of
the unit using the feedback that the students will provide on the exit slips. The exit slips will also be used as a way for students to ask questions or raise
concerns about any material in the unit that they may be too shy or afraid to ask in class. I can use the inquiries found on the exit slips in order to
incorporate more information into subsequent lessons. Students may also express more curiosity or excitement in certain areas of the unit. I can use the
students’ reactions in lessons to help guide me in the planning of following lessons. I can also determine what needs to be emphasized more in future
lessons so that I can engage the students and increase their interest to learn more.

There may be certain student exceptionalities that I need to be aware of so that I can integrate differentiation and adaptations when needed. The poems
that will be studied in the unit include poems about certain views of Canada from poets with different ethnic backgrounds. I need to be aware of the
demographics of the classroom, and I need to ensure that I tell the students that just because a certain poet holds a specific view towards Canada does not
mean every person from that ethnic background maintains the same view. This will ensure that the students that have the same ethnic backgrounds as the
poets are not ridiculed or treated differently.

This unit can be set in the classroom to increase optimal learning. The classroom can be arranged multiple ways to help students learn the best. For
instance, the desks may be arranged into groups of four during learning activities during the lesson. The desks can also be split down the middle to create
an environment for a class debate. Altogether, the desks can be rearranged and the space can be manipulated to achieve the desired result of the lesson.
How will you engage students at the beginning of the unit? (motivational set)

Students will be shown two YouTube videos as the motivational set. First, the students will be shown the video, “How to be Canadian.” After, the students
will be shown the video, “How to talk like a Canadian.” These videos poke fun at Canadians and both good and bad stereotypes, and some of the tips in
both videos are outrageously funny because they are relatable and true. These videos will help introduce the unit and the topic of Canadian identity and
what it means to be Canadian today. The teacher will lead a discussion after the videos are shown. First, the teacher will ask the students to provide any
other tips that they can think of that help people act and talk like a Canadian. This will help the teacher determine what the students think constitute a
Canadian identity. The teacher will instruct the students to provide an explanation of their answer to justify their contribution. The students’ contributions
will be written on the board. Then the teacher will discuss if the information provided in the videos are true. Some students will answer yes and others will
answer no, and this will help show that there are certain beliefs about Canadian identity and the things that construct what it means to be Canadian that
exist and are maintained by different people. The teacher will also discuss the importance and purpose of showing these videos. The purpose of showing
these videos is to show the surface level things that make up Canadian identity. The teacher will tell the students that the unit will dig deeper into Canadian
identity by exploring different perspectives of Canadians and Indigenous peoples to show that there are different views and attitudes of Canadian identity
and what it means to live in Canada today.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources
1 Introduction to Activity 1.1 – How to be Canadian Developing https://www.
Unit: Who are The students will be shown a YouTube clip that provides steps and tips on how to be Canadian. literacies, youtube.com
We? The teacher will then lead a discussion about the clip and the accuracy of the video. The developing /watch?
students will then be showed another YouTube clip that shows viewers how to speak like a thinking, v=o34VzENN
Canadian. The clips goes over 21 funny Canada slang words. There will be another class developing Pic
discussion about the video and the accuracy. identity and
interdependence https://www.
Duration: 20 minutes , developing youtube.com
social /watch?
Activity 1.2 – Introduction to the Unit responsibility v=cPX3lEIS4
The teacher will discuss the unit in its entirety. Assignments, poems, lesson activities, outcomes, bo
end of unit performance task, etc. will be discussed. This will also pose as an opportunity for
students to ask any questions they may have on the unit or any of the expectations laid out. The Photos of
students will also be given the 3 copies of both the self-assessment checklist and peer- Canada
assessment rubric. The teacher will explain why the students have received both the checklist PowerPoint,
and rubric. reading
journal
Duration: 15 minutes

Activity 1.3 – Photo Analysis


Students will be shown a PowerPoint presentation that shows multiple picture of Canada and
elements that are assumed to make Canadian identity. The PowerPoint presentation will include
photos of Canada’s landscape, sports that are popular in Canada, certain foods, people of
different cultures, slang words, clothing, etc.

The students will be instructed to take time to view the photo and discuss the image with a
partner. The students will use prompts on the board to fuel their discussion, but the point of this
activity is to have the students discuss how the images relate to Canadian identity and what it
means to be Canadian today. Students will also be expected to discuss the following:
 a title for the image
 a brief explanation of the image
 why does the image create a sense of Canadian identity
 How does the image relate to Canadian identity and what it means to be Canadian

Duration: 15 minutes

Activity 1.4 – Reading Journal


Students will be given the rest of the class to write in their reading journal. Students will be
asked to write a small paragraph about their idea of Canadian identity. The students will outline
what it means to be Canadian and the things that make people Canadian.

Duration: 10 minutes
2 The Power of Activity 2.1 – What is a poetic device? Developing Poetic device
Poetic Devices Students will receive information about poetic devices and their importance in finding meaning in literacies, PowerPoint
poems. Students will receive this information from a PowerPoint presentation created by the developing presentation,
teacher. The PowerPoint presentation will also include important poetic devices that the students thinking, identify
will come across in the poems they read during the unit. The definitions of these poetic devices developing poetic
will be provided along with an example of the poetic device to help the students understand the social devices
poetic device more clearly. There will also be a paper copy of all the poetic devices that were in responsibility worksheet,
the PowerPoint presentation that will be provided to the students to study. The teacher will also the songs:
tell the students that there will be poetic device quiz the following day. “Mean” by
Taylor Swift,
Duration: 15 minutes “Sweet
Nothing” by
Activity 2.2 – Identify Poetic Devices Calvin Harris,
Students will be given a worksheet that they will have to work through using the information and “Hot N
they collected and took notes on during the PowerPoint presentation. Cold” Katy
Perry, poetic
Duration: 10 minutes devices:
terms and
Activity 2.2 – Music time! definitions,
Students will listen to 3 familiar songs. The teacher will pull up the lyrics on the smart board so paper for
that the students can follow along to the song. The students will be ask to note down any poetic exit slips,
devices in the song that they can identify. After this activity the class will come together to laptops,
discuss the poetic devices that the students found in the songs. tablets, and
cell phones.
Duration: 20 minutes

Activity 2.3 – Group work


The class will be divided into groups of 6 in order to work through an activity similar to the
previous one; however, this activity will be led by the students. The groups will now be asked to
use their resources, such as a phone, tablet, or laptop to find 1 song. The group will have to
identify and explain 5 or more poetic devices in the poem. The class will then come together
after 10 minutes. Each group will then have an opportunity to present their findings to the class.

Duration: 20 minutes

Activity 2.4 – Exit slip


The students will be expected to complete an exit slip before they leave the class. Questions
about poetic devices and their importance will be written on the board for the students to
answer.

Duration: 5 minutes
3 The Power of Activity 3.1 – Power of Poetic Devices Day #1 Recap Developing Short poems
Poetic Devices A recap of the lesson will be provided to the students. This time will also be used for the identity and (30 different
Day #2 students to ask any lingering questions from the first day of this lesson. interdependence poems),
, developing blank paper,
Duration: 10 minutes thinking, markers,
developing pencil
Activity 3.2 – Individual poem reading and analysis literacies crayons,
Each student will be given a different poem to read and analyze. No exact poem is the same, poetic device
which means the students cannot copy off one another, but rather apply their own quiz
understandings and learnings to the poem. The poems are not related to the unit, but rather
used as a practice exercise. The students will highlight the poetic devices that they can identify
in the poem. Next, the students will write in the writing journal what the meaning of the poem is
using the evidence they found from the poetic devices.

Duration: 15 minutes

Activity 3.4 – Poem Representations


Students will use the information they have gathered from the poetic devices in order to
represent the meaning of the poem in a drawing. The students can either draw the overall
meaning of the poem, a particular tone or mood that sticks out from the poem, or a scene that
is created through imagery. The students will be given the chance to chare their representations
to the class if wanted.

Duration: 15 minutes

Activity 3.5 – poetic device quiz


The students will be quizzed on the definitions of poetic devices and their ability to identify
poetic devices in small passages.

Duration: 20 minutes
4 Sensing Activity 4.1 – Video Developing https://www.
Canadian Students with watch Shane Koyczan performing his poem, “We Are More,” live at the 2010 literacies, youtube.com
Identity Vancouver Olympics (https://www.youtube.com/watch?v=oBmI00trLLU). Students will also be developing /watch?
provided with notes about Koyczan and his background as a person and poet. social v=oBmI00trL
We Are More – responsibility, LU
Shane Koyczan Duration: 10 minutes developing
thinking, notes on
Activity 4.2 – Class brainstorming developing Shane
This teacher led activity will ask students to think of things that are believed to be Canadian and identity and Koyczan,
things that contribute to Canada’s identity (foods, landscapes, sayings, sports, etc.). Koyczan’s interdependence Reading
poem will be used as inspiration for this activity. The teacher will also ask what moments in journal,
history also contribute to Canadian identity. All contributions made by students will be written white board
down on the board. markers,
“We Are
Duration: 10 minutes More” group
questions,
Activity 4.3 – Reading Response paper copy
Students will write down what they believe Canadian identity is and what it means to be of the “We
Canadian today. The teacher will ask the students if their views will change. Students will be Are More”
instructed to write down why or why not their views may change over the course of this poem. poem

Duration: 10 minutes

Activity 4.5 – Group work


Students will be divided into groups of 4 to work through a set of questions provided on a
handout. The students will also be provided with a paper copy of the poem to refer back to in
order to answer the questions. This handout will help the students come to understand
Koyczan’s poem and the meaning behind the poem. The students will explore the poetic devices
in the poem to help them find the message of the poem.

Duration: 15 minutes

Activity 4.6- Presentations


Each group will be provided time to present their findings to the class.

Duration: 15 minutes
5 Sensing Activity 5.1 – Poem Readings Developing Reading
Canadian The teacher will read both “I am Canadian” and “Oh Canada” to the students. thinking, journal,
Identity Day #2 developing questions for
Duration: 10 minutes social debate, Prezi
I am Canadian responsibility, presentation
– Duke Redbird Activity 5.2 – Prezi Presentation developing on Duke
And Oh Canada The teacher will present a Prezi presentation to the students with background information on literacies Redbird and
– Mika Lafond both Duke Redbird and Mika Lafond. Mika Lafond

Duration: 10 minutes

Activity 5.3 – Class debate


“I am Canadian” is a poem that illustrates Canada and Canadian identity in a positive light;
however, “Oh Canada” is a poem that illustrates Canada and Canadian identity in a negative
light. The teacher will ask the students questions about one poem or both. The students will
then have to go to “agree/yes” side of the class or the “don’t agree/no” side of the room. The
students from both sides with get an opportunity to discuss as a group before they justify their
choice to the rest of the class.

Duration: 15 minutes

Activity 5.4 – Reading Response


The students will be asked to compare and contrast the poems in their reading journal. They will
also have to compare and contrast how the poetic devices in both poems create different
meanings, tones, and attitudes towards Canada and Canadian identity

Duration: 10 minutes

Activity 5.5 – Exit slip


Students will note one thing they learned during the lesson, one thing that resonated the most
with them, and one or more ideas that are still confusing after this lesson.

Duration: 5 minutes

6 Connecting Activity 6.1 – Residential School clip Developing https://www.


Past to Present The students will watch a brief YouTube video about residential schools. This video will highlight literacies, youtube.com
some of the logistics about residential schools in Canada. This resource is more informational, developing /watch?
I Lost My Talk and will provide students with the background information that is needed to understand the social v=riSqg53AJ
– Rita Joe poem by Rita Joe. Students will also need to view this clip to understand that Canada’s past has responsibility, bB
contributed to present thoughts towards Canada and Canadian identity. developing
thinking Who is Rita
Students will take notes about information shared in the video. Joe
PowerPoint
"Every Child Matters" https://www.youtube.com/watch?v=riSqg53AJb8 (5:48) presentation,
information
Duration: 6 minutes sheet
handout,
Activity 6.2 – Who is Rita Joe? poster paper,
The teacher will give background information on Rita Joe. The students will be expected to take reading
notes. The students will learn where she is from, where she grew up, her experience in journal
residential school, and other work she has completed. This information will be provided on a
PowerPoint Presentation.
Duration: 10 minutes

Activity 6.3 – Poem reading


The teacher will read out Rita Joe's poem “I Lost My Talk” and answer any questions that the
students may have about the poem.

Duration: 5 minutes

Activity 6.4 – Group analysis and discussion


Students will be divided into groups of 3. The students will be instructed to highlight literary
devices in the poem such as simile, metaphor, alliteration, allusion, repetition, and key words
that allude to the poem’s theme and tone. Students will be given an information sheet that will
assist them in poetry analysis. Students will also be asked to analyze and discuss the stanzas
from the poem in their groups. Together they will describe the importance of each stanza to the
poem as a whole. They will interpret the stanza in their own words. They will be asked to pick
out the literary devices and interpret each device and why it is important in understanding the
poem. Students will have to write their findings on poster paper, which the students will have to
present their findings to the class. Each student in the group will have to talk.

The teacher will provide examples of posters completed by other students in previous classes.
This will help students determine what is expected from them and will set the standards for
students.

Duration: 30 minutes (20 minutes for group work and 10 minutes for group presentations)

Activity 6.5 – Reading Response


Students will be given the rest of class time to respond to the questions written on the board in
their reading journal.

Duration: 10 minutes

7 Connecting Activity 7.1 – Background Information Developing Monica


Past to Present A PowerPoint presentation will be shown to the students. The presentation will provide identity and Goulet
Day #2 background information on Monica Goulet. interdependence PowerPoint
, developing Presentation,
Just Remember Duration: 10 minutes social blank paper,
– Monica responsibility, markers,
Goulet Activity 7.1 – Individual Poem Reading developing pencil
Students will be instructed to individually read Monica Goulet's poem, "Just Remember" literacies, crayons,
developing pencils/pens,
Duration: 5 minutes thinking reading
journals
Activity 7.2 – Reading Response
The students will then be asked to write a 1-3 paragraph reading response to Monica Goulet's
poem. They students will be prompted by the following questions:

 Is there any discrimination towards Indigenous peoples present in the poem? Provide
examples.
 Is there any positive images of Indigenous identity present in the poem? Provide
examples.
 What is the tone of the poem? Is the speaker angry, proud, or sad?
 The speaker mentions the past of the Indigenous peoples and the past that “you” (the
settlers) write in theirs. Do you think the past has contributed to the speaker’s sense of
Canada and what it means to live in Canada today? How so?

Duration: 15 minutes

Activity 7.3 – Class discussion


A teacher-led discussion will discuss the Goulet’s poem. The purpose of this discussion is to
simply discuss the speaker’s tone in the poem and the mood that the poetic devices create.

Duration: 10 minutes

Activity 7.4 – Comparison Map


Students will engage in side-by-side learning, which means the class will be divided into groups
of two. Together, the students will create a Venn diagram to compare and contrast Joe’s poem
and Goulet’s poem. Students will have to explore both poem’s mood, tone, imagery, metaphors,
etc. to determine if both poets/speakers have similar or different views of Canada and what it
means to leave in Canada today.

Duration: 15 minutes

Activity 7.5 – Exit Slip


The students will be asked the following to answer on their exit slips:
Why does one’s past (personal, family, cultural, historical) influence the way one shapes their
beliefs and views about something? How can we change in Canada so Indigenous peoples have
positive views of Canada, Canadian identity, and what it means to live in Canada?

Duration: 5 minutes
8 Exploring Activity 8.1 – Student-to-student interviews Developing Reading
Perspectives The students will be partnered up at the beginning of the class. The students will be given time social journals,
to interview one another. Students will ask one another about controversial topics which will be responsibility, George
Wakes Up Next written on the board. Students will also ask their partner about their personal thoughts of developing Jonas
Morning to Canada and what role Canada has played in their life. The students will also be asked about literacies, PowerPoint
Strains of O what Canadian identity looks to them. The teacher will stop the interviews to tell the students developing presentation,
Canada on the the purpose of this activity, which was to explore one another’s perspective towards certain identity and poster board
Radio – George topics and of Canadian identity. This activity will help introduce this topic of the unit to students. interdependence paper
Jonas , developing
Duration: 15 minutes thinking
Activity 8.2 – Background information
The students will take notes on the PowerPoint presentations about George Jonas and his
personal background as a person and poet.

Duration: 10 minutes

Activity 8.3 – Poem reading


The teacher will read the poem to the class.

Duration: 5 minutes

Activity 8.4 – Group work


The students will be split into groups of 5. Each group will be responsible for reading and
analyzing one stanza of the poem. There is a total of 5 stanzas in the poem. The students will be
asked to describe the importance of each stanza to the poem as a whole. They will interpret the
stanza in their own words. They will be asked to pick out the literary devices and interpret each
device and why it is important in understanding the poem. Students will have to write their
findings on poster paper, which the students will have to present their findings to the class. Each
student in the group will have to talk.

The teacher will provide examples of posters completed by other students in previous classes.
This will help students determine what is expected from them and will set the standards for
students.

Duration: 25 minutes (15 minutes for group work and 10 minutes for group presentations)

Activity 8.5 – Reading Response


Students will be given the remainder of class time to write one paragraph about the speaker’s
overall perspective towards Canada.

Duration: 5 minutes

9 Exploring Activity 9.1 – Guest Speaker Developing Guest


Perspectives A person who immigrated to Canada will be the guest speaker, which will help introduce the thinking, speaker,
Day #2 poem that will be studied in this lesson. The guest speaker will tell their story to the students. developing Cyril
The guest speaker will discuss their life before Canada, their journey to Canada, and their life in social Dabydeen
Multiculturalism Canada now. The students will be given time to ask the guest speaker any questions they may responsibility, PowerPoint
– Cyril have about their view of Canadian identity and what it means to be Canadian today? developing Presentation,
Dabydeen literacies reading
Duration: 25 minutes response
journals
Activity 9.2 – Background information
The teacher will discuss the poet, Cyril Dabydeen, using a PowerPoint presentation. The
presentation will provide background information on the poet and his life as an immigrant living
in Canada.

Duration: 10 minutes

Activity 9.3 – Individual poem reading


Students will individually read the poem “Multiculturalism” by Cyril Dabydeen

Duration: 5 minutes

Activity 9.4 – Reading Response


The students will be asked about their initial thoughts about the poem and to respond to them.
They will also be asked if they know anyone who has had a similar experience as the speaker in
the poem. If so, they will write how immigration to Canada has affected their lives (good or bad)
and connect it to how the speaker addresses immigration and the multiculturalism in Canada.

Duration: 10 minutes

10 The Hot Seat Activity 10.1 –Who Am I? Developing https://www.


literacies, youtube.com
This is a Fairy Tale character guessing game. The students will be encouraged to ask the developing /watch?
teacher questions in order to uncover which Fairy Tale character the teacher has wished to thinking, v=soSlzFJkiF
portray. This character guessing game has two goals: to sensitize interviewers to the flow- developing k&t=59s
stopping effect of closed-ended questions and to encourage interviewers to ask questions based social
on what they have just heard. This activity should introduce the students to the topic of responsibility https://www.
interviews while also interesting them in their end of unit project. The students will ask the youtube.com
teacher questions to reveal the character the teacher has chosen to be. Points will be given to /watch?
the teacher or students depending what type of questions they ask. v=nUkT_1fK
z1g&t=50s
Duration: 5 minutes
https://www.
Activity 1.2 – Interview Clips youtube.com
The students will be shown three different YouTube clips of interviews. Students will be given /watch?
questions to answer in a think-pair-share activity v=6I85z8i9z
3o&t=4s
Duration: 30 minutes
chalk/white
Activity 1.2 – Sample Interview board
markers,
A teacher led discussion about the different components of an interview will help the teacher character
and the students work together to create a sample interview with the Big Bad Wolf. First, the trait
teacher will discuss appropriate language that is often used in interviews. The teacher will also worksheet,
discuss how body language can help convey emotion or attitude in an interview (Example: build-an-
crossing one’s arm could demonstrate anger or boredom). Next, the teacher will ask the interview
students to recall any information about the Big Bad Wolf either from the story The Three Little worksheet,
Pigs or Little Red Riding Hood. Using the information collected from the students, the teacher notebooks,
will help brainstorm with the students to create a sample interview with the Big Bad Wolf pen/pencil,
important
Duration: 15 minutes interview
information
Activity 1.3 – Partner Work handout

The interview sample activity should have prepared the students for this next activity. The
teacher will hand out the poet/speaker trait worksheet and the Build-An-Interview worksheet to
the students. The teacher will divide the class into groups of two. The students will be given the
rest of class to determine their roles for the interview presentation, decide which poet or a
poem’s speaker they wish to interview, and fill out the poet/speaker trait worksheet.

Duration: 10 minutes

11 The Hot Seat Activity 11.1 – Recap and Outline Developing Build-an-
Day #2 literacies, interview
The teacher will discuss the lesson from the previous day. developing worksheet,
thinking, scripts, self-
The teacher will also ask the students if they have any questions on the previous lesson that developing assessment
needs clarification. The teacher will also ask the students what they enjoyed and what they did social checklist,
not enjoy about the previous lesson. This will ultimately help the teacher determine what needs responsibility peer-
to be done in future lessons while also showing what needs to be handled better during this assessment
lesson to increase student learning. The teacher will also outline what today’s class will look like rubrics
and the overall purpose of today’s class. The purpose of today’s class is not only for students to
create and practice their interview, but to also receive feedback from their peers in order to
reflect and set goals for the improvement of their presentation.

Duration: 10 minutes

Activity 11.2 – Partner Work

The students will be given some time to work on their Build-An-Interview worksheet, construct a
draft of their script for their interview, and practice their interview before they have to engage in
a self and peer assessment of their presentation.

Duration: 15 minutes

Activity 11.3 – Self-Assessment

The students will be asked to take out their self-assessment check-list that was given to the
class at the beginning of the unit. The students will be instructed to fill out the self-assessment
to ensure they have each component of the rubric integrated into their script/presentation. If
not, then the students simply know what needs to be added to their presentation.

Duration: 5 minutes

Activity 11.4 – Peer-Assessment

Two partner groups with be paired together (a total of 4 students). There will be three class
time opportunities of peer-assessment, but this will be the first time the students will present
their script and presentation to the other partner group in order for the partner group to assess
them. Partner group A will present their script and presentation to partner group B to assess
using the rubric given to the students at the beginning of the unit. The groups will then switch,
and partner group B will present their script and presentation to partner group A to assess. The
groups will sit down and discuss each other’s presentation after each partner group has
presented. The goal here is for the students to discuss what went well, what did not go well,
what could be improved, and provide any other helpful feedback. The purpose of this activity is
for the students to become familiar of what is expected of them to accomplish using the rubric
criteria while also receiving feedback that is crucial for the improvement of their presentation.

Duration: 15 minutes

Activity 11.5 – Partner Reflection and Changes

The partners will then use the feedback that they got during the peer-assessment on their
presentation in order to reflect. The students will be instructed to discuss the strengths and
weaknesses of their presentations in order to set goals. The goals the students set will help
them polish and improve their presentation for the next round of self and peer assessment,
which will ultimately help them create a well-polished presentation for their final presentation
date.

Duration: 10 minutes

Activity 2.5 – Exit Slip

The teacher will write four questions on the board for the students to answer on a piece of
paper. The students will be expected to hand in their piece of paper to the teacher before they
leave the class. The students will answer the following questions:

• What were the strengths of your presentation?


• What are the weaknesses of your presentation?
• What do you wish you could practice more?
• What do you wish to learn more about in order to make your presentation better?

Duration: 5 minutes
12 Creating a Activity 12.1 – What is a good thesis? Developing Three thesis
Strong Thesis A teacher will ask the students what some characteristics of a good thesis are and why the thinking, statements
students believe the characteristics of a thesis they came up with are good and make a thesis developing on (good, bad,
strong. social mediocre),
responsibility, tips for
Duration: 5 minutes developing constructing
literacies a thesis
Activity 12.2 – Thesis example statement
handout,
A poor thesis will be projected on the smart board first following a strong thesis and then a problematic
mediocre thesis. The students will engage in a think-pair-share activity for each thesis shown to thesis
the class. The students will write down in their reading journal what makes the thesis strong or statements
weak. The students will also be asked to write down where the thesis could improve on too. handout
Then the students will participate in side-by-side learning to discuss the projected thesis and
share their ideas and thoughts. Then the class will come together to discuss the thesis and the
students’ findings.

Duration: 25 minutes

Activity 12.3 – Fix the thesis


The teacher will hand out a hand out containing tips for constructing a thesis statement. The
students will use this hand out to work through this activity. Students will also be given a second
handout containing problematic thesis statements in need of correction. The students will be
broken up into groups of 6 to work together and correct the thesis statements. The students will
be given 15 minutes to work through the handout before the class comes together to discuss
the corrections as a class.

Duration: 20 minutes

Activity 12.4 – Work on your own thesis


Students will be given the rest of class time to construct, develop, or improve the thesis
statement of their interview presentations.

Duration: 10 minutes
13 Principles of Activity 13.1 – examples of principles of composition Developing Sound
Composition Students will be given a list of particular principles of composition that they can use in their literacies, effects,
and interview presentation, such as graph, statistics, images, sound effects, music, etc. developing notes of
Presentation social principles of
Practice #2 The teacher will play certain sound effects for the students such as clapping, booing, cheering, responsibility, composition,
crickets, drum roll, etc. and discuss how each sound effect creates a mood and meaning. The developing SWAT
students will discuss where principles of composition can be played in their interview in order to thinking PowerPoint
develop the flow of their interview, provide evidence to support an idea, or enhance a mode game, peer-
established in the interview by the interviewer. assessment
rubric, self-
Duration: 15 minutes assessment
checklist,
Activity 13.2 – SWAT! notebooks,
This is a game that will help students understand the principles of composition and when to pens/pencils
apply it in their interview. The game will be projected on the smart board. There will be a
question at the top of the screen. For example the screen may read “the interviewee is taking a
real long time to answer a question… what type of sound effect would you apply?” and the
options may be A. drum roll or B. laughing. The students have to use the fly swatter to swat the
best answer. The class will be split into two teams. One member of each team will come to the
front to compete with the student from the other team. Each student will have an opportunity to
play at least one time. The first player to swat the right answer wins a point for their team. The
first time to 10 points wins.

Duration: 10 minutes

Activity 13.2 – Self-Assessment

The students will be asked to take out their self-assessment check-list that was given to the
class at the beginning of the unit. The students will be instructed to fill out the self-assessment
to ensure they have each component of the rubric integrated into their script/presentation. If
not, then the students simply know what needs to be added to their presentation.

Duration: 5 minutes

Activity 11.4 – Peer-Assessment

Two partner groups with be paired together (a total of 4 students). There will be three class
time opportunities of peer-assessment, but this will be the first time the students will present
their script and presentation to the other partner group in order for the partner group to assess
them. Partner group A will present their script and presentation to partner group B to assess
using the rubric given to the students at the beginning of the unit. The groups will then switch,
and partner group B will present their script and presentation to partner group A to assess. The
groups will sit down and discuss each other’s presentation after each partner group has
presented. The goal here is for the students to discuss what went well, what did not go well,
what could be improved, and provide any other helpful feedback. The purpose of this activity is
for the students to become familiar of what is expected of them to accomplish using the rubric
criteria while also receiving feedback that is crucial for the improvement of their presentation.

Duration: 15 minutes

Activity 11.5 – Partner Reflection and Changes

The partners will then use the feedback that they got during the peer-assessment on their
presentation in order to reflect. The students will be instructed to discuss the strengths and
weaknesses of their presentations in order to set goals. The goals the students set will help
them polish and improve their presentation for the next round of self and peer assessment,
which will ultimately help them create a well-polished presentation for their final presentation
date.

Duration: 10 minutes

Activity 11.6 – Exit Slip


The students will be asked to write down why and how principles of composition must be
integrated into the interview presentation. Students will also be encouraged to ask questions.
The exit slip must be completed and handed in before they leave class.

Duration: 5 minutes
14 Student- Activity 14.1 – Library Research Developing Computers,
Teacher The library will be booked for the students to use in order to conduct research on the poems and thinking, library,
meetings and their poets studied in class. The students will also be encouraged to bring their own laptop if developing laptop,
Research Time they want to use their own laptop to conduct research during this time too. The purpose of the literacies, notebooks,
library time is for students to gather helpful information that they can use to help develop and developing pens or
enhance their interview scripts. identity and pencils. Self-
interdependence assessment
Duration: 55 minutes (5-7 minutes will be dedicated to student-teacher meetings) checklists,
interview
Activity 14.2 – Student-Techer meetings presentation
Partners will be asked to join the teacher for a halfway check during the library research time. rubric
Students will be asked to present their scripts to the teacher in order for the teacher to see the
progress students have made. Students will also share the completed self and peer assessment
forms with the teacher as more evidence of their progress. The purpose of this meeting is to
answer student questions and provide help and guidance for the students who need it or seem
to struggle. After the meeting with the teacher is completed then the students will be asked to
continue their research during the library time. The meetings with each partner group should be
completed by the end of this class.

Duration: 5-7 minutes per each partner group


15 Presentation Activity 15.1 – Presentation Practice Developing Self-
Practice #3 This will be a working period. Students will meet up with their partner to discuss their literacies, assessment
presentation. Students will use the self-assess checklist to assess themselves. Students will also developing checklist,
use this time to find another partner group to present their presentation and assess the other social Interview
group’s presentation. The students will discuss the strengths and weaknesses of both responsibility, Presentation
presentations and provide help feedback on areas to improve on. The students will then developing rubrics.
separate from the other partner group in order to discuss and reflect. Here, the students will thinking
also set goals for their final presentation date.

During this time the teacher will be circulating the class in order to provide help and guidance to
the students who need it. The teacher will also use this time to answer any questions the
students may also have.

Duration: 60 minutes
16 Final Activity 16.1 - Presentations Developing Timer,
Presentation identity and rubrics
date Time allotted for presentations to be done interdependence

Duration: 60 minutes
17 Final Activity 17.1 – Presentations Developing Timer,
Presentation identity and rubrics
date Time allotted for the second round of presentations to be done interdependence

Duration: 60 minutes
Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study: The learning experiences throughout this unit related directly to a number of outcomes
Is there alignment between outcomes, performance found in the Saskatchewan Curriculum Guide for English Language Arts 20. This unit
assessment and learning experiences? connects to outcome CC 20.1 because the students will be using a reading journal to write
down their thoughts, emotions, and ideas regarding the poems read in the class and their
connections to Canadian identity and what it means to be Canadian. The reading journal
itself is a learning experience because students will learn how to connect ideas,
observations, and emotions to respond to the poems studied in class. Reading journal
prompts will be given to students in order to guide the students on the right paths of
realization towards the experiences that construct one’s sense of Canadian identity.

Students will also be expected to create a presentation that involves an interview of a


literary character from one of the poems that has been studied during the unit, which
aligns with outcome CC 20.2. This project creates a learning experience for students
because they will learn how to view poems and the content of the poems using the
viewpoint of a poet or the speaker of the poem. Students will also learn how to explore the
viewpoints of poems in order to discover certain factors, attitudes, and emotions towards
Canada and Canadian identity. This will help students learn that there are multiple views of
Canadian identity that exist in Canada.

Outcome 20.3 will be achieved through various informal and formal settings that will take
place throughout the unit. Students will present their ideas and thoughts in informal
settings, such as, in partner, group, and class discussion where they will be expected to
share ideas and information. Students will also be expected to express their understanding
of the unit in a formal setting, which will be the interview presentation that will be
presented to their peers and the teacher. This outcome connects directly to a learning
experience. Students will learn that their peers may have different thoughts and ideas than
their own. This will help students learn to respect, value, and appreciate the contributions
made by their classmates.

Students will use the knowledge they required from multiple learning experiences from the
unit and apply it to the end of unit project. The performance assessment will help
determine if the students have achieved the set outcomes established at the beginning of
the unit. The performance assessment will also be differentiated if needed so that all
students can achieve success and complete the established outcomes.
Adaptive Dimension: For struggling students:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or EAL students will be placed near the front of the class by the teacher’s desk so that the
the learning environment to meet the learning needs and teacher can provide extra guidance to those who struggle with the English language and
diversities of all my students? need further explanation. Some of the poems that will be studied in the unit will be played
so that students can listen to the poet perform the poem. This may be difficult for EAL
students to follow along with, so paper copies of the poem will be given to the students to
follow along. Providing every student with a paper copy will ensure that the EAL students
do not feel different from their peers. The students will not be allowed to use a dictionary
during the poetic device quiz; however, there will be a word bank of difficult words and
their definitions to help the EAL students attain success similar to that of their peers.
EAL students will be encouraged to create an interview presentation in English, but EAL
students will be allowed to present their presentation in their original language since this
unit explores and celebrates the multiculturalism in Canada. However, students will be
asked to provide an English version of the script to the teacher and their class so that
everyone can follow along.

Students with learning disability will also be placed near the front of the class along with
the students will behavioral issues. This will make it easier for these students to
concentrate during class lectures, discussions, and group work. It will also be easier to
attend to these students since they will be closer to the teacher’s desk, which means it will
be easier to provide help, answer questions, provide a more clear explanation and clarity,
and give guidance to those who show signs of struggle. Students with learning disabilities
or students who seem to struggle will be put into groups with students who seem to be
excelling in the unit during group or partner work. The student who is doing well in the
unit can help the student who struggle come to understand the curriculum content by
explaining the content in a way that their peer can understand.

Students with learning disabilities will also be given more time to complete their poetic
device quiz. There will also be options for students to conduct an oral quiz or to complete
their quiz in a separate, supervised room. Some learning disabilities make it difficult for
students to manage their time wisely, such as students with ADHD. There will be constant
visual and audible reminders given out during each activity in the lesson so that the
students are aware of the time before transitioning onto the next activity. This will ensure
that each student uses their time wisely and does not become flustered or easily frustrated
when it is time to move on.

The students will be asked to present their interviews in front of the class at the end of the
unit; however, some students may struggle to present their presentations due to anxiety
or speech disorders. Students with speech disorders will be instructed to write a script
since their speech disorder may enable them from successfully completing an oral
presentation. These students will also be encouraged to create a video presentation where
they could edit in speech bubbles instead of directly speaking. This way the student can
still demonstrate what they understand in a manner that will help them experience
success. Students with anxiety issues will also be allowed to present their interview
presentation to only the teacher outside of class time or create a video presentation
created outside of class time without an audience.

There will be 3-4 class days that will be strictly dedicated to interview presentation
development. This means the classroom will get really loud with so many students
performing their presentations and discussing their presentations. In order to create a
quieter space, some students will be given the opportunity to work outside the classroom.
Students who are easily distracted will be able to work in the library, resource room,
empty classroom, etc. if they need a quiet place to work.

For students who need a challenge:

Students who are gifted or talented will be placed in same groups for group work or even
the interview presentation. This way the students who are gifted and talented can take
control over the pace of their learning in an environment that consists of similar learning
levels. Challenging the students with gifts or talents with technology will be a way that will
create interest in their learning. Students with gifts and talents will be asked how they can
transfer their thoughts to a more technological sided presentation. These students can
explore different editing applications that they can used to create a video presentation
during class and library time. The students with giftedness may also finish their
worksheets faster than the other students. When this happens these students will be
asked to move onto the next sheets or will be provided additional worksheets, readings,
and activities.

Instructional Approaches: The entire unit requires little teacher directed instructional approaches. Instead, the unit
Do I use a variety of teacher directed and student will focus more on student centered instructional approaches. The teacher will use verbal
centered instructional approaches? processing as one of the instructional approaches. The teacher will use some of the
lessons in the unit to lecture about poetic devices or difficult components of the rubric to
help students understand. The teacher will also use some class time to read the poem that
will be studied that day to the class. There will also be teacher-led discussions in order to
help guide the students to certain realizations and understanding. The teacher will also use
visual processing as an instructional approach. The teacher will play a recording of a poet
performing a live reading of their poem to the class. The teacher will also show some
examples of interviews on YouTube to generate discussion about why each interview clip
was bad or good. The teacher will also utilize YouTube in the unit when it is appropriate to
do so and to help further understanding.

Besides these instances in the unit, the unit will use a variety of student centered
instructional approaches. Verbal processing will be a huge student centered instructional
approach that will be used throughout the unit. There will be multiple opportunities that
ask students to engage in discussion. There will be partner and group discussions during
the lesson, but students will engage in discussion the most during the work periods and
peer-assessment activities. Students will be expected to interact with one another in order
to present their presentation and provide and receive feedback. Students will also be
asked to come together as groups after the peer-assessment activity to discuss the
strengths and areas of improvement of each other’s presentation. Lastly, the students will
learn by doing. This act of doing will be a student centered instructional approach since
the student is in control of their own learning. There will be multiple activities in the unit
that will force the students to gain an understanding my completing a certain task on their
own, with a partner, and in a group. Ultimately, students will learn and understand new
concepts, ideas, and definitions through activities that allow them to practice showing their
learning and understanding. Students will also practice their interview presentations
multiple times before they actually present in front of the entire class and the teacher. This
repetition will help students understand what components of their interview presentation
are strong and weak, which will allow them to determine what areas need to be improved
upon.
Resource Based Learning: Students will be provided with the Interview Presentation Rubric and the Self-assessment
Do the students have access to various resources on an checklist during the first lesson of the unit. This will be a resource that the students will
ongoing basis? have to refer to throughout the unit in order to develop and improve on their interview
presentations. The poems that will be studied in the unit will be printed off and put into
duotangs that will be provided to the students at the beginning of the lesson as well.
There will also be a page in the students’ duotangs that will have several website links that
have a recording of a particular poem read out loud. This will be a resource the students
can use if they want to listen to a reading of the poem, which will help them discover the
tone of a certain poem due to the way the reader reads the poem. It is essential to take
advantage of the technological era we currently live in, so students will be encouraged to
use their laptops or cellular devices to locate additional information. Students’ laptops and
cellular devices will be useful, especially during the script making process, since students
will be able to conduct research and find information that may help to enhance or develop
their interview scripts further. Students will also be shown examples of interviews on
YouTube in order to help the students understand the components of an interview and
what makes an interview strong or weak. Students will also be given more links to
interview examples that they can explore on their own time if they need further
clarification.
FNM/I Content and Perspectives/Gender Canada is full of diverse cultures, so this unit will be exploring different cultures and their
Equity/Multicultural Education: perceptions of Canada and Canadian identity in order for students to realize that different
Have I nurtured and promoted diversity while honoring attitudes of Canada and Canadian identity have been established. Students will be
each child’s identity? studying several different poems by Canadian poets throughout the course of this unit.
Students will explore poems by Indigenous poets, Saskatchewan poets, and poets who
immigrated to Canada. This way students will be able to explore different viewpoints and
perspectives in order to gain a true understanding of what it means to be Canadian today.
Students will be provided with perspectives from Indigenous peoples of Canada, people of
minority backgrounds, and the immigrants of Canada. It will be extremely helpful that
each poem comes from a different perspective. This way students will be able to see how
certain experiences influence one’s attitude towards Canada. It is also important to note
that the poems are not all by male poets. Instead, the students will be getting a mix of
poems from both female and male poets.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)
Interview Rubric
4 – Fully 3 – Fully 2 – Mostly 1 – Not yet
meeting meeting grade meeting grade meeting grade
expectations level level level
with enriched expectations expectations expectations
understanding (FM) (MM) (NY)
(EU)
Language choice Tactful You have a well- Your interview Your interview You are having
and conventions wording developed grasp reflects careful reflects mostly troubles with
of the art of and tactful careful and careful and
tactful wording. wording. You tactful tactful
You remain balance being wording. You wording. You
respectful when “in character” show some did not remain
responding to and speaking troubles being “in character”
challenging respectfully. “in character” and did not
questions. and speaking speak
respectfully. respectfully to
challenging
questions.
Smooth Your interview Your interview There was an Little to no
transitions flows eloquently flows attempt for flow was
from one part to smoothly from smooth created in your
the next. You one part to the movement interview.
have used next. You have from one part There was no
engaging used to the next in use of
transitions. appropriate your interview. transitions.
transitions. You use
limited
transitions.
Ability to You remain in You are able to You are in and You are having
stay in character and stay in out of troubles
character bring your character and character remaining in
character to life bring your throughout character
throughout your character to your interview. throughout
whole interview. life. You show You show your interview.
You have a clear a good ability some troubles You show little
ability to get to answer answering understanding
“into the head” questions from questions from about your
of your another another chosen
character viewpoint. viewpoint. character in
regardless of the order to answer
questions asked. questions from
You engage in another
complex viewpoint.
thinking from
another
viewpoint.
Apply and You utilize the You can apply You apply You have
adapt principles of and adapt the some troubles
principles of composition to principles of principles of applying
composition great advantage composition. composition in principles of
in order to Images, order to composition to
advance and graphs, develop your your interview.
develop your statistics, message and There are no
message. The music, and supporting images,
integration of sound effects details. There graphs,
graphs, are presented are some statistics,
statistics, in a way that images, music, or
images, music, emphasize and graphs, sound effects
and sound develop your statistics, present in your
effects are message. music, and presentation.
polished and sound effects
thought- present to
provoking. enhance your
presentation.
Message/Meaning Central, Your message is You Your message You struggle to
strong thesis clearly on one independently is mostly clear present a clear
topic with a and clearly and on topic. thesis that is
thesis message represent a strong and
that resonates central, and central.
with the strong thesis.
audience and
aligns clearly
with the
purpose.
Logical You support You support You use some There are
points and your message your message logical details minimal or no
examples to with numerous with logical to support your use of logical
support logical and details (visual, message. You details to
message, insightful details written, include some support your
provide that serve to auditory) to examples from message. You
unity, expand and achieve unity, the poems read do not include
coherence, develop the coherence, and in class in any examples
and thesis in appropriate order to from the
emphasis interesting ways. emphasis. You support your poems we have
You show strong integrate message. read in class to
unity and multiple help support
coherence and examples from your message.
through- the poems we
provoking have read in
emphasis. You class in order
include to support your
numerous message
examples from further.
the poems read
in class in order
support your
message further.
Style, The style, The style, You create a You struggle to
volume, and volume, and volume, and presentation use proper
voice are voice of your voice of your with a style style, volume,
appropriate presentation presentation and voice that and voice that
to audience resonate with suit your somewhat suits suits your
and purpose your intended intended your intended intended
audience and audience and audience and audience and
purpose. You purpose. You purpose. You purpose. Your
speak with speak with speak too style, voice,
appropriate volume but softly or loudly and volume
volume and have limited to convey your failed to
inflection in inflection in message convey your
order to convey order to fully sufficiently or message
your message convey your effectively. effectively and
effectively and message sufficiently.
sufficiently. effectively.
Organization Logical Your interview Your interview You introduce Your interview
sequence is introduced in introduces your interview does not follow
a manner that your message in a manner a logical
immediately in a logical that mostly sequence,
captivates and sequence. The informs and making it
hooks the sequence often engages the difficult for the
audience. The engages and audience and audience to
sequence informs the your sequence follow your
consistently audience. is mostly presentation.
engages and logical.
informs.
Valid and Your conclusion Your Your You have
justifiable clearly and conclusion conclusion difficultly
conclusion sufficiently ties wraps up your mostly wraps bringing
the parts of your ideas in a up your ideas closure to your
presentation logical and in a logical and ideas in a
together and convincing convincing logical and
strengths your way. way, but leaves convincing
message. unanswered manner or
questions for there was no
the audience. conclusion
present at the
end of your
presentation.

Feedback:
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Self-assessment checklist prior to presentation


Criteria Specifics Self

Assessment Codes: Identify which areas of


E – Exceeds the your presentation you
expectation are meeting and other
M – met the expectation areas that need
DN – did not meet the improvement using the
expectation assessment codes before
I – some improvement your final presentation
needed date.
Language choice and Tactful wording Demonstrates a well-
conventions developed grasp of the
art of tactful wording.
Smooth transitions Your presentation
flows fluently from
one part to the next.
You have used
engaging transitions.
Ability to stay in Can you remain in
character character and bring
your character to life
in your presentation?
Do you have a clear
ability to get “into the
head” of your
character and answer
challenging questions
from another
viewpoint?
Apply and adapt You use the principles
principles of of composition in
composition order to advance and
develop your message.
You use polished and
thought-provoking
graphs, statistics,
images, music, and
sound effects.
Message/Meaning Central, strong Your message is clear
thesis and only on one topic.
Your thesis message
aligns clearly with the
purpose.
Logical points and Your message is
examples to supported with
support message, numerous logical and
provide unity, insightful details that
coherence, and serve to expand and
emphasis develop the thesis in
an interesting way.
There are multiple
examples from the
poems read in class to
further support your
message.
Style, volume, and The style, volume, and
voice are voice of your
appropriate to presentation are able
audience and to resonate with your
purpose intended audience and
purpose. Do you speak
with appropriate
volume and inflection
in order to convey
your message
effectively and
sufficiently?
Organization Logical sequence The introduction of
your presentation is
immediately
captivating. The
sequence of your
presentation is logical
and consistently
engages and informs
the audience.
Valid and Your conclusion
justifiable clearly and sufficiently
conclusion ties the parts of your
presentation together
and strengths your
overall message.

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