Assignment Two: Deepening Language Arts Programming Through Inquiry & Critical Literacy

Language Arts 4031- YDO

Maddison Crowther

Tuesday, February 12th, 2019

Part One: The Educator as Provocateur
Planning with Critical Literacy and Inquiry in Mind – Mentor Text: Fatty Legs
Educator as Provocateur
 Defends instructional decisions 1. Courage
(choice of Big Ideas/Themes
and Media Connections) based
on credible resources
 Reviews and articulates teacher Rationale for Focus
and student roles in inquiry
process
Grade: Six
Big Ideas/Themes Link to Media Connection Teacher Role
“The Inspirational Story Of 9-Year- When introducing the theme of
2. Strength Old Ezra Frech” resilience, the teacher will ask the
3. Resilience students for ideas on what they
https://www.youtube.com/watch? believe it means. Teacher and
v=ekLpn4zKiNU students will create a mind map
I decided to focus on resilience and will refer back to it following
because it was one of Olemauns Rationale for Choice the video. The teacher will
greatest strengths in the novel I chose this video of a 9-year-old authentic question on how this boy
and it is a great skill and theme boy who has a prosthetic leg and displays resilience as they will be
for students to understand. two fingers (one being a toe) they writing about it after. Following the
Without resiliency she may not mended on the hand. I believe this video, students will be asked to
have been able to persevere the media piece would speak volumes respond to “What makes a person
way she did. Despite the to grade six students and show resilient? Have you shown
negative attention the Sisters them some adversities children in resiliency before?” Teachers guide
gave her she continued to fight our world are facing on a daily students to promote inquiry and
through and remembered the basis. If you believe in yourself and higher-order thinking by posing
strong independent child she demonstrate strength, a positive questions, moving students beyond
was. Developing resiliency in attitude, and confidence the literal interpretation to a deeper
our students helps them possibilities for succeeding are understanding (Ontario Ministry of
overcome challenges they may endless. In the language arts Education, 2006).
face. As students it is curriculum it states instruction in Student Role
important for us to learn to the junior years is designed to Students will be asked to write
understand how to grow from engage students in about what they just watched using
our challenges and setbacks. If meaningful interactions while they their own language to make
we do not persevere through look beyond the literal meaning of meaning of the media in their own
our difficulties we will never texts and explore multiple way (Ontario Ministry of Education,
have the confidence to try perspectives (Ontario Ministry of 2006). They will focus on the
again. We need to instill Education, 2006). Despite the video question the teacher posed
resilience in our students so being quite short it is still able to responding by making a connection
they have the confidence to emphasize the idea of resiliency. to how their experience is similar to
succeed despite failures. the media piece chosen. They may
also develop questions to would
want to ask Ezra.
Part Two: Analyze the Text
Critical Literacy Skills
“The Inspirational Story of 9-Year-Old Ezra Frech”
https://www.youtube.com/watch?v=ekLpn4zKiNU
Disrupt the Common Place.
Identify biases, stereotypes
and assumptions.
Consider Multiple Viewpoints.
Whose voice is present? Whose voice is missing?
Connect with Language Arts Curriculum Expectations
1.9- Point of View
Media Item Analysis
This video identifies biases coming from the
child telling the story and can lead viewers to the
assumption that all children with the same
physically disability carry the same open
mindset. This individual seems to live a very
privileged lifestyle being able to participate in
sports, having a family that loves him, being able
to afford the prosthetics and living a great life.
However, what would a child who lives in
poverty say about living like this? Would they
have the same experience or would it be quite
the opposite. Without being provided with the
resources and strength to have a positive outlook
on this physical difference.
The child (Ezra) is expressing his voice in the
media product. Ezra explains his strengths and
how his faith and positive attitude have helped in
through this ongoing journey. However, the voice
of his struggles is missing. Ezra talks about his
optimism yet he fails to mention how his
physical disability has had an effect on him. It is
important to identify struggles in order to paint
Connections to Curriculum and
Ministry Resources
Critical literacy is broadening the way
we view something, allowing us to
think about things in other ways
(Harste & Vasquez, 2018).
Students will use their critical literacy
skills to help students determine bias in
a text by examining both what an
author states explicitly and also what
the author doesn’t state (Ontario
Ministry of Education, 2006). Students
will have to demonstrate why different
audiences might have a different
opinion on the media text which will
help deepen their thinking and
determine assumptions/biases (ML
1.4).
Students will be determining whose
point of view is being present and how
this point of view sets the tone for the
whole video (ML 1.5). Students will be
analyzing the point of view that is
detected and come to a conclusion on
what the purpose of using one voice is
(Ontario Ministry of Education, 2006).

Focus on the Socio-Political.
What is the author’s message? How is language used to
persuade? What is the agenda?
Take Action
How can you promote social justice and/or to improve
the situation? What can you do personally to make a
difference?
the picture on how resiliency has played out
despite the struggles.
The author (Ezra) is exemplifying determination,
tenacity and strength throughout this journey.
Instead of giving up when times have been a
struggle, Ezra has displayed resiliency and heart
at a very young age. He persuaded the audience
by showing his strength and explaining little
negativity. The slightest form of negativity was
identified but Ezra was able to put a positive spin
on it. This video portrays a life with many
challenges, yet with determination and strength
you can conquer even the most negative of
situations.
It is important to educate students on the
different challenges individuals are facing
around the world. We all have our own battles
we face and some may be more visible than
others. Using Ezra as an example his challenges
can be seen just by looking at him. When we are
educating ourselves, it is important to think
about acceptance. Just because Ezra has a
physical disability does that make him any less
than me? Can he still do many if not all of the
same things as me? The more education and
discussion there is around acceptance, the closer
we get to breaking down barriers and
perceptions we have.
As educators it is not sufficient enough
to teach students how to read at a
literal level, but rather we need to help
students develop the ability to decipher
critically the messages contained in
texts, whether those messages were
intentional or unintentional. As a
literate learner, students should
understand that texts are not neutral,
but rather that they represent
particular views and perspective. A
certain view on a situation may be
missing (Ontario Ministry of Education,
2006). Students will determine that the
purpose of the authors message was
and how they determined it (ML 1.6)
When students start developing their
critical literacy they are also becoming
reflective learners. When our students
think critically they develop the skills to
initiate and think of social action,
challenging them to examine their role
in making the world a better place
Higher order thinking helps students
explore, problem solve and learn from
what is being presented (Ontario
Ministry of Education, 2006). Students
will respond and evaluate on how they
can use this text to promote awareness
(ML 1.3). They can do this by posters
for the school or a presentation for
classes.
Practice: Part 1 - Asking Questions and Creating Rich Tasks
After using “Fatty Legs” by Christy Jordan-Fenton & Margaret Pokiak-Fenton, as a mentor text and determining the
theme of resilience the students were presented with a video to allow them to see first-hand a child demonstrating resilience.
As educators it is important for us to use purposeful questioning in order to activate their brains and get them thinking on a
deeper level. Effective questions provide a manageable challenge to students at their stage of development. Generally, open
ended questions are effective in supporting learning because they encourage a variety of approaches and responses (Ontario
Ministry of Education, 2011). With this in mind it is crucial we begin to ask students about questions they need to make
connections and draw from other knowledge as they activate their thinking. They need to think with a critical lens about
questions and imagine how answers can vary despite the different challenges and experience we has individuals have faced.
Using the video “The Inspirational Story Of 9-Year-Old Ezra Frech” as a mentor text, I would pose the following questions to my
students:
1. We have discussed what the term resiliency means. Now, with this knowledge can you describe to me how Ezra’s
attitude displays resilience?
2. Ezra says he is just like any other child despite his physical disability. Explain to me different ways he is just like you.
3. Describe to me a time in your life when you have demonstrated resiliency and how you were able to overcome an
obstacle. If you cannot think of a time, explain to me a challenging time in your life you have faced and what skills you
could poses to demonstrate resilience.
Rich performance tasks are related to some skill-based knowledge, that are complex integrating and layering lessons (Drake, S.,
Reid, J., & Kolohon, W., 2014). In order to deepen students understanding resiliency will be explained in a variety of ways.
 1. Students will be asked to describe a time when they have been resilient and will be recording it for media literacy.
Students will envision this experience and write down words that describe how they were feeling in that moment.
Using those words students will identify a colour that resembles those feelings and will create a poster that will be
incorporated into their video in some way.
2. Students will work in groups to research famous Canadians such as Viola Desmond, Chris Hadfield, Terry Fox, Roberta
Bundar, and Rick Hanson all individuals who faced adversity. In their groups students will determine who their chosen
recipient is and how resiliency was shown throughout their journey. Groups will then present it to the class.
3. Individually students will choose a celebrity they believe has demonstrated resilience. They will use technology to
research and then will create an interview log of questions they would ask the person. There must be a minimum of ten
questions and they must be open ended.

Practice: Part 2 – Creating a Unit Overview

Brief Unit Overview, Lesson Sequence and Assessment Plan
Unit/Strand Big Ideas:
Language Arts Grade Six Courage
Oral Communication, Reading, Writing, Media Literacy Strength
Determination
Resilience
Inquiry/Critical Literacy Focus and Skills: Inquiry Questions:
Questioning  Tell me about a time you have demonstrated resilience
Inferring  Describe to me how Ezra’s attitude displays resilience
Making connections  What skills does one need in order to demonstrate resilience
 We have explored many different individuals, both famous and ordinary.
Tell me about how their resilience relates to an experience in your life
Culminating Task - Rich Performance Task Description
After completing a unit on resilience students will have a great deal of knowledge on what resilience is and how it is demonstrated throughout our lives. Students
will be asked to think deeply about a time they have exemplified resilience in their life. After creating a jot notes about it they will then put their ideas down on
paper and describe how they were feeling in that moment. They will be using media literacy to create a short video explaining their resilience in a given situation.
In the video students will also be asked to incorporate a piece of art work they have created. In order to create the artwork, students will identify a colour that
resembles those feelings and will create a poster. They will explain what the colours represent to them and how they think it connects to them demonstrating
resilience. Students will also identify why the created the design they did to express their feelings.
Language
O.E
Oral Communication (2) use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
Writing (1) generate, gather, and organize ideas and information to write for an intended purpose and audience
Media Literacy (1) create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques
S.E
Oral Communication Clarity and Coherence (2.3) communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link
and sequence ideas and information
Writing (1.5) identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi-paragraph piece of
writing, using a variety of strategies
Media Literacy (3.4) produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
Visual Arts
O.E. D.1 Creating and Presenting: apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia
art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies
S.E D 1.3 - use elements of design in art works to communicate ideas, messages, and understandings

L.A. - Overall Expectation(s): L.A. - Specific Expectations:

Oral Communication
2. use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes
Writing
1. generate, gather, and organize ideas and information to write for an
intended purpose and audience
2. draft and revise their writing, using a variety of informational, literary,
and graphic forms and stylistic elements appropriate for the purpose
and audience
Reading
1. read and demonstrate an understanding of a variety of literary, graphic,
and informational texts, using a range of strategies to construct
meaning
Oral Communication
2.2 demonstrate an increasingly sophisticated understanding of appropriate
speaking behaviour in a variety of situations, including paired sharing, dialogue,
and small- and large-group discussions
2.3 communicate orally in a clear, coherent manner, using appropriate organizing
strategies and formats to link and sequence ideas and information
Writing
1.3 identify a variety of listening comprehension strategies and use them
appropriately before, during, and after listening in order to understand and clarify
the meaning of increasingly complex oral texts
1.5 identify and order main ideas and supporting details and group them into
units that could be used to develop a structured, multi-paragraph piece of writing,
using a variety of strategies
Media Literacy
3. create a variety of media texts for different purposes and audiences,
using appropriate forms, conventions, and techniques
2.4 use appropriate words and phrases from the full range of their vocabulary
including inclusive and non-discriminatory language, and stylistic devices
appropriate to the purpose and context, to communicate their meaning accurately
and engage the interest of their intended audience
2.6 identify a variety of non-verbal cues, including facial expression, gestures, and
eye contact, and use them in oral communications, appropriately and with
sensitivity towards cultural differences, to help convey their meaning
Reading
1.5 develop interpretations about texts using stated and implied ideas to support
their interpretations
Media Literacy
3.4 produce a variety of media texts for specific purposes and audiences, using
appropriate forms, conventions, and techniques

Cross Curricular Connections: Assessment Of Learning:

O.E. Visual Arts D.1 Creating and Presenting: apply the creative process to Students will be evaluated on their media presentation and the connections they
produce art works in a variety of traditional two- and three-dimensional forms, make to their personal experience. When discussing the artwork created students
as well as multimedia art works, that communicate feelings, ideas, and will give a rationale why they have identified with certain colours and why they
understandings, using elements, principles, and techniques of visual arts as chose the design they did.
well as current media technologies
S.E D 1.3 - use elements of design in art works to communicate ideas,
messages, and understandings

Assessment For Learning: Assessment As Learning:

Students will be assessed using a checklist and two stars and a wish for Students will be use peer assessment for learning. There will be a checkbric and
diagnostic assessments. rubric for the assessment tool to promote student learning.

Learning Skill Focus: During these lessons the primary focus will be on collaboration. Students will be working in groups therefore they will need to contribute to
ensure there is shared work, they need to respond positively to the ideas of others, build health peer relationships, share information to classmates and help
encourage critical thinking. Students will also be touching on independent work, initiative, and self-regulation throughout the unit. As a teacher I will be assessing
and recording using anecdotal notes in order to create comments, and have a reference of learning skills for report cards.
Lesson#1 - Introduction: After finishing the book “Fatty Legs” as a class, students will discuss the theme of resilience. We will talk about how Olemaun
demonstrated resilience throughout the novel providing specific examples. They will then work in small groups to determine what resilience means, provide a
definition, and think of other synonyms for the word. These will be put on big chart paper; each group will present to the class and then they will be displayed
around the room as anchor charts for future lessons. Students will be demonstrating oral communication through presentation skills – students will be assessed
with a checklist ensuring they have included necessary information and their presentation skills (definition of resilience, number of synonyms, volume for
presenting, equal group contribution and eye contact) Assessment will be focused on assessment for learning in order to gain an understanding on where students
are at.
O.E. # Oral Communication 2 - use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
S.E.# 2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue,
and small- and large-group discussions (interactive strategies)
Lesson 2: Students will watch “The Inspirational Story of Ezra Frech”. We will discuss who this video identifies Ezra as a strong individual. Students will use a Venn
Diagram to compare and contrast similarities and differences between Ezra and Olemaun’s resilience. They will then develop a short paragraph explaining the
similarities and differences. Teacher will use two stars and a wish to use as the assessment tool as assessment for learning so students can take feedback and use for
final assignment.
O.E. # Writing 1 - generate, gather, and organize ideas and information to write for an intended purpose and audience
S.E.# 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi-paragraph piece of
writing, using a variety of strategies (organizing ideas)
Lesson 3: Teacher will do a read aloud with the book “She Persisted: 13 American Women who Changed the World” by Chelsea Clinton. This will be used as a
mentor text to demonstrated different public figures who have demonstrated resilience. In small groups students will be choose to research one of five famous
Canadians – Viola Desmond, Chris Hadfield, Terry Fox, Roberta Bundar, and Rick Hanson. Using technology, they will conduct research and write a short biography.
The groups may split up the work as desired. Students will present finds to class. Teacher will be walking around using anecdotal notes for assessment. Teacher
will listen to conversations between group members. Group members will also be doing a peer assessment on each other based on contributions therefore it will be
an assessment as learning. They will use a checkbric to assess peers and there will be spaces for comments for improvement.
O.E. # Writing 1 - generate, gather, and organize ideas and information to write for an intended purpose and audience
S.E.# 1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources (research)
Lesson 4: Using the previous lesson as a guide, students will be conducting research on a celebrity who in their opinion exemplified resilience. Teacher will
introduce the lesson with youtube video “Famous Failures”. After conducting research on chosen celebrity, students will begin to create questions they would ask
the individual if they have the opportunity to interview them. Students will be assessed on the quality of questions – they must challenge thoughts, be open ended
and create engagement. A checklist will be used to assess students and this will represent an assessment for learning.
O.E. # Writing 2 - draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and
audience
S.E.# 2.4 create complex sentences by combining phrases, clauses, and/or simple sentences (sentence fluency)
Lesson 5: Students were asked to bring in a song with the lyrics printed that they believe speaks to the theme of resilience. Prior to the independent part of the
class the students will listen to “Eye of the Tiger” by Survivor”. Following the song as a class, students will discuss what the potential meaning of the song might be.
After using this as the minds on students will take their song that they brought in and determine their interpretations of the song and what the artists message
might be about. Students will be assessed with a rubric by peers therefore assessment as learning – rubric will be provided related to success criteria. Other criteria
will include: proof for backing up points, making a connection to something, proper punctuation, neatness, and the overall flow of ideas.
O.E. # Reading 1- read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning
S.E.# 1.5 develop interpretations about texts using stated and implied ideas to support their interpretations (making inferences/interpreting texts)
Lesson 6: Students will create a short story about an object, person or thing who expresses resiliency. They may relate it to something that they can make a
connection with or they can retell/create a story based on famous individuals we have discussed. Students will create a rough draft and then will switch with a
partner for peer editing. Students will be assessing with a checklist on how they have identified success criteria in their peers work therefore it will be an
assessment as learning
O.E. # Writing 2 - draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and
audience
S.E. # 2.6 identify elements in their writing that need improvement, selectively using feedback from the teacher and peers, with a focus on supporting details and
precise language (preparing for revision)
Lesson #7: Culminating Task – Rich Performance Task – See above for information

Practice: Part 3 – Assessment and Documentation of Learning

Throughout the unit students will be documented on their learning through assessment for, as and of learning. The
outcomes of our assessment procedures allow us to plan programs that reflect our students’ current learnings, allowing us to
capitalize on their strengths and then focus on developing areas of growth (Booth, D., 2011). Assessment for learning is where
the degree of assessment begins. If you do not run a diagnostic to see where your students are at, you are unable to determine
what your student already knows, or their readiness to learn (Ontario Ministry of Education, 2011). This unit will use
anecdotal notes, check list and two stars and wish for assessment for learning. Students will be given the feedback so that they
can use it and incorporate it into future lessons as they all build on each other. Also, at the start of every lesson, both learning
goals and success criteria need to be identified by the teacher regardless if it is an assessment for, as or of learning. Studies
have shown that with success criteria and learning intentions that’s are explicit set out at the beginning of each lesson,
students have less confusions of the overall lesson (Hattie, J., 2005).
 In assessment as learning, the goal is for students to reflect on their own learning through both self and peer
assessment. It is here that they are able to identify where they have been successful and where they need to gear their focus to
continue their learning (Drake, S., Reid, J., & Kolohon, W., 2014). As an educator it is important to provide my students with
assessment tools that allow them to assess their peers. Students will use a checkbric and a mini rubric as assessment tools for
peers that will have very clear learning goals and success criteria. I will make them visual for students allows them to identify,
share and clarifying what they will be learning for the day. Peer assessment will also help students contribute to learning skills
such as collaboration, independent work, initiative and self-regulation. When we empower our students and allow them to
critically reflect and give feedback to other students we are allowing them to develop their learning skills which is an integral
part of student learning (Ministry of Education, 2011). During the lessons students will have also created anchor charts to
demonstrate their understanding. Anchor charts are a great tool for learning because they make our thinking permanent and
visible, allowing us to make connections, build on earlier learning and help remind us of previous lessons (Miller, 2002). We
have so many resources and tools to help students succeed and expand their thinking, therefore if we adapt a lesson to allow
for deep learning our students will be destined for success.
Assessment of learning are rich performance tasks where students can demonstrate their learning and teachers take
this information to report on the achievement of learning (Drake, S., Reid, J., & Kolohon, W., 2014). The culminating task will be
the final evaluation to measure the student’s achievement of learning. A rubric will be co-constructed between myself and the
students including a variety of different expectations. Rubrics provide students with a visual of what is expected and what is
needed in order to achieve the greatest success.
Effective feedback provides students with a description of their learning and helps to “reduce the gap between a
student’s current level of knowledge and skills and the learning goals” (Ministry of Education, p. 34, 2010). When students are
able to pin point their areas they are excelling in it gives them and idea of their strengths, and areas for they may need to focus
in on to improve. As an educator it is important to provide students with a wide range of assessment tools and allow them to
assess in a variety of ways to not only enhance but also challenge their learning.
Practice: Part 4 – Professional Reflective Practice
Overall, I was quite happy with my unit plan. I believe that resilience such an important quality to have in order to
achieve our greatest success. Each of us are unique and no matter what, we are going to face challenges in our lives, but it is
how we overcome and adapt to those challenges that help us grow. This unit plan allows for students to explore the theme of
resilience in a variety of ways, working together, using media, retelling stories and focusing in on their own life. As educators
one of our main goals should be to help students build bridges between the ideas in text and their own lives, helping them to
activate prior knowledge that is relevant to making meaningful connections (Booth, 2001). Providing students with the
opportunities to make connections deepens their understanding. I would have liked to have had more lessons and had
students choose a children’s book to examine. They could have responded and evaluated the text (reading 1.8) identifying
what they have gathered from the text. From there I could have had the students read their books to the class which would
have touched on reading fluently (3.3), and text forms (2.1), and oral communication vocal skills and language (2.5). Following
the stories being read, it could have created rich discussion among the class allowing for students to respond to what was
presented. For my next steps, I would ensure I am reflecting on how each lesson goes and what I can do to improve the lessons.
If group work is not working, I will create more partner or individual tasks. If group work is generating a lot of rich discussion I
may allow for more group-oriented lessons. Teaching is all about ensuring you are providing the necessary learning
opportunities to students to ensure they are success. Adapting lessons and modifying where needed based on the group of
 students you have is important because not every class is the same. As an educator I need to provide my students with the
tools and tasks to be successful.

References
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Drake, S., Reid, J., Kolohon, W. (2014) Interweaving curriculum and classroom assessment: engaging the 21 st –century learner. Don Mills,

Ont. Oxford University Press

Harste, J. & Vasquez, V. (2018). The Learning Exchange. Retrieved from https://thelearningexchange.ca/videos/jerome-harste-and-

vivian-vasquez-critical-literacy/

Hattie, J. (2005). What is the nature of evidence that makes a difference to learning? 2005-Using data to support learning, 7.

Miller, D. (2002). Reading with Meaning: Teaching comprehension in the primary grades. Stenhouse Publishers

Ontario Ministry of Education. (2006). A Guide to Effective Literacy Instruction Grades 4-6. Toronto: Author.

Ontario Ministry of Education (2010). Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. Toronto: Author

Ontario Ministry of Education. (2006). The Ontario Curriculum Grades 1-8: Language. Toronto: Author.

Stories. [Youtube]. (2015, May 7). The Inspirational Story of Nine-Year-Old Ezra Frech [Video file]. Retrieved from

https://www.youtube.com/watch?v=ekLpn4zKiNU