Running Head: PRACTICUM UNIT PLAN DRAFT 1

Practicum Unit Plan

Breanna Campbell

University of Lethbridge
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Table of Contents
Unit Rationale ...................................................................................................................... 3
Summary ......................................................................................................................................3
Why is this important? .................................................................................................................3
Essential Questions............................................................................................................... 4
General and Specific Learner Outcomes .............................................................................. 4
General learner outcomes .............................................................................................................4
Specific learner outcomes .............................................................................................................5
Annotated Resources ............................................................................................................ 6
Unit Overview- Days 1-5 ...................................................................................................... 8
Days 6-10 ......................................................................................................................................9
Days 11-15 .................................................................................................................................. 10
Days 16-18 .................................................................................................................................. 11
Unit Assessment Plan ......................................................................................................... 14
General overview ........................................................................................................................ 14
Assessment tool overview ............................................................................................................ 16
Assessment breakdown ............................................................................................................... 18
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Unit Rationale
Summary

There are twenty-seven students in the grade ten English Language Arts (ELA) classroom

at Crescent Heights High School in Medicine Hat. There is one Education Assistant in the

classroom during the seventy-three-minute class period that I will be teaching in that spends

most of her time working with two students in particular; one of these students has had

behavioural issues in the past although these have not yet been observed by my teacher associate,

the other student has dyslexia. This classroom is a combined 10-1 and 10-2 course. Depending

on the final grade of each student, they will either receive credit for 10-1 ELA, 10-2 ELA, or

neither. The length of this unit is eighteen instructional days.

Why is this important?

Being in grade ten, this is many of the students’ first time encountering a Shakespearean

play in a classroom setting. The main essential questions of the unit, “what are the consequences

of greed and selflessness on an individual’s life and relationships?”, “to what extent are the

qualities of greed and selflessness inherent attributes, or social constructs?”, require that students

focus on the themes of greed and selflessness, as well as more basic elements such as plot,

characterization, and the relationships that develop between characters within the play. This unit

will provide an introduction to Shakespeare in a way that provides students with the supports

necessary to analyze complex literature on a deep, sophisticated level as they continue on their

educational journey. Furthermore, focusing on the topic of greed and selflessness, specifically in

relation to their impact on one’s life and relationships and questioning the extent of their
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negative and positive connotations respectively, is relevant in today’s society where

consumerism rules all.

Essential Questions

To what extent should an

individual be selfless?

What are the consequences of

greed and selflessness on an To what extent is greed a
individual's life and positive/negative attribute?
relationships?

To what extent are the

Sub question: How do
qualities of greed and
stereotypes influence the way
selflessness inherent
we view ourselves and
attributes, or social
others?
constructs?

General and Specific Learner Outcomes

General learner outcomes

2. Students will listen, speak, read, write, view and represent to comprehend literature and texts

in oral, print, visual and multimedia forms, and respond personally, critically and creatively.

4. Students will listen, speak, read, write, view and represent to create oral, print, visual and

multimedia texts, and enhance the clarity and artistry of communication.

5. Students will listen, speak, read, write, view and represent to respect, support and collaborate

with others.
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Specific learner outcomes

2.1.2.b Paraphrase a text’s controlling idea, and identify supporting ideas and supporting details.

2.1.2.c Summarize the plot of a narrative, describe its setting and atmosphere, describe

development of conflict, and identify theme.

2.1.2.d Describe the personality traits, motivations, attitudes, values and relationships of

characters developed/persons presented in literature and other texts; and identify how the use of

archetypes adds to an appreciation of the text.

2.3.2.d Describe character and characterization in terms of consistency of behaviour, motivation

and plausibility.

4.1.3d Develop supporting details, by using developmental aids appropriate to form and purpose

(for example, use charts to collect and assemble details in creating character comparisons when

developing a comparison and contrast essay, or use a think-aloud reading strategy to make notes

from informational text when writing a summary).

5.1.1.b Analyze and describe language and images used in literature and other texts to convey

respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes.

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Annotated Resources

Gibson, R. (2016). Teaching Shakespeare: A handbook for teachers (2nd ed.). Cambridge, U.K.:

Cambridge University Press.

This book will be used by me to guide my teaching of Shakespeare’s play, The Merchant

of Venice. Specifically, this resource provides numerous ideas to get students involved in the

reading of the play, thus increasing engagement and allowing more meaningful connections to be

made through the text.

Harry Potter. (2014, September 24). Harry potter and the chamber of secrets – harry turns into

goyle [Video file]. Retrieved from https://www.youtube.com/watch?v=rUrhcApxS_w

This video clip will be used while discussing greed and considering if it is a negative

attribute. The clip shows an example of greed as a negative quality.

Law, H. (1988). The merchant of venice: Teacher’s guide (M. Maitman & I. Waldron, Eds.).

Toronto, Canada: Harcourt Brace Jovanovich.

Shakespeare, W. (1988). The merchant of venice (M. Maitman & I. Waldron, Eds.). Toronto,

Canada: Harcourt Brace Jovanovich.

Shmoop Editorial Team. (2008, November 11). The merchant of venice characters. Retrieved

from https://www.shmoop.com/merchant-of-venice/characters.html
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This website has succinct, humorous character sketches of a few of the main characters in

the play. These images will be included in the students’ booklets and will aid them while they

focus on characterization and plot throughout the reading of The Merchant of Venice.

Unit Overview- Days 1-5
Day 1: Intro to
Shakespeare
Timed pair share
(formative): Students will
be asked to consider the
question what is greed?
After thinking individually
for approximately 30-
45seconds, students will
discuss in pairs.
Watch YouTube Clips harry
turns into goyle (1:40) and
Weasley’s wizard wheezes
(1:20) while thinking about
the question “is greed
completely a negative or
positive attribute?”
Inquiry activity using RL
news articles.
Lecture: Brief background
on Shakespeare, Venice,
Belmont, and the four main
plots.
Understanding
Shakespeare’s
Languagescaffolding
activity.
Exit Slip
SLOs:
2.1.2.b
Running Head: PRACTICUM UNIT PLAN DRAFT
Day 2: Act I Scene I
Opening Activity: Watch
MoV Summary video by
Schmoop
Lecture: Briefly introduce
Character Playlist
summative assessment and
briefly talk about the main
characters of the play using
character diagrams
provided by Schmoop and
relationship diagram
provided by TA.
Timed pair share
(formative): Students will
have an opportunity to
discuss which character
they have decided to focus
on with a partner. After
students have shared with a
partner, certain groups will
be asked to share and
justify their decisions (why
did you choose the
character you choose?).
Listen to Act I Scene I
while focusing primarily on
characterization and plot.
Discuss as a group the plot
of the scene and the
characterization that is
developed using discussion
questions from Venice
booklet.
SLOs:
Day 3: Act I Scene II
Stereotype brainstorming and
definition
Mini-LessonStereotypes
“Whodunit style activity”
https://www.harmony.gov.au/get-
involved/schools/lesson-
plans/lesson-plan-stereotypes/
Activity on stereotypes followed
by a brief explanation of how
stereotypes will play into the next
scene. Students should listen
to/read the scene while being
aware of both the
characterization of Portia and her
use of stereotypes through her
descriptions of her suitors, and
plot development in regard to the
box-test.
Listen to Act I Scene II
Students will have a few minutes
to work individually or with a
partner to fill out their character
tracking sheet/ plot summary for
the scene in their Venice booklet.
Class Discussionquestions in
Venice booklet
What are our first impressions of
Portia? What is Portia’s current
situation? Why is she not
impressed with the suitors she
describes in this scene?
SLOs:
2.1.2.b 2.1.2.d 2.3.2.d
Day 4: Act I Scene III Day 5: Act I Scene III
Quick write activity in
Venice booklet:
How do stereotypes
influence our opinions of
others?
Lecture:
**Social Constructs and
Inherent Qualities.
Briefly discuss the
character of Shylock and
the stereotypes associated
with ‘the greedy Jew’.
Listen to Act I Scene III
Class Discussion about
Shylock. How is he treated
by others? Why do they
treat him this way? Are
Bassanio and Antonio
justified in their treatment
of Shylock? What is your
first impression of
Shylock? Do you agree
with Bassanio and
Antonio’s opinions on
Shylock?
Students will have some
class time to fill out their
character tracking sheet
Venice booklet.
SLOs:
2.1.2.c 2.1.2.d 2.3.2.d
4.1.3.d 5.1.1.b
8
Opening activity:
individually, students will be
asked to draw Shylock
without looking at anyone
else’s depiction. After
everyone has drawn a rough
sketch of Shylock, students
will work with their table
group to create another
drawing of Shylock that will
be shared with the rest of the
class.
Watch Scene III from
movie and other play.
Discuss in small groups and
as a class the
differences/similarities
between these portrayals and
the way we imagined
Shylock. What led you to
the decisions you made in
your portrayals?
Students will work in small
groups to go back into the
scene and find supporting
details to defend their
portrayal.
SLOs:
2.1.2.d 2.3.2.d 4.1.3.d
5.1.1.b

Days 6-10
Day 7:
Characterization &
Archetypes
Mini-LessonArchetypes:
Short presentation about the
various archetypes that are
commonly found in
literature.
Student Activity—
Archetypes in Venice
In small groups of two or
three, students will take into
consideration the characters
from Act I, and decide which
characters may be classified
as archetypes, and which
archetype they may be based
on specific evidence.
Students will create a poster
that categorizes characters
into archetypes using
supporting evidence.
Through a Gallery Walk,
students will view other
group’s posters and using
sticky notes, record new
ideas that they would like to
add to theirs.
Exit Slip: How are
archetypes similar to, or
different from stereotypes?
SLOs:
2.1.2.d 4.1.3.d 5.1.1.b
PRACTICUM UNIT PLAN DRAFT
2.1.2.c 2.1.2.d 4.1.3.d
Day 6: Clowns in
Elizabethan Drama
Listen to Act II Scenes I,
II, and III.
After Scene I, have students
jot down a brief summary of
events before continuing on
to Scene II.
Mini Research Activity:
Lancelot is the clown of the
play. What is the function of
clowns in Elizabethan
theatre? What techniques
did they employ for
maximum effect on the
audience?
SLOs:
2.1.2.c 2.1.2.d 2.3.2.d
4.1.3.d 5.1.1.b
Day 8: Act II S IV-IX-T
Act II Scenes IV-IX
Jigsaw
Students will listen to audio of
their assigned scene in small
groups (one scene may have
more than one group working
on it).
They will provide a 2-3
sentence summary, a list of
characters in the scene,
including any significant
character development, a
description of how greed,
selflessness, and/or stereotypes
is evident using quotes, and
answer their discussion
questions.
Students will share their scene
with the rest of the class.
https://etc.usf.edu/lit2go/41/the-
merchant-of-venice/
Quickwrite/Exit slip:
Imagine you are Antonio. How
would you feel about the news
Solarino and Solanio have
received? Would you feel
angry, depressed, helpless?
Why?
SLOs:
2.1.2.b 2.1.2.c 2.1.2.d
4.1.3.d
9
Day 9: Work Period- Day 10: “Hath not a
Character Playlists Jew Eyes”
Act III Scenes I-II
Act III Scene I will be
listened to:
Introduce Character Each of these scenes is quite
Playlist assessment significant. After Scene I,
students will watch a
Work on Character production of shylock’s
Playlist assessment speech from lines 42-57.
“Hath not a Jew eyes?” (46).
SLOs: What are your attitudes
2.1.2.b 2.1.2.c 2.3.2.d towards Shylock after this
4.1.3.d 5.1.1.b speech? Has your initial
opinion changed? Why or
why not?
Quick write activity
Scene II will be watched
while following along with
our books.
Argumentative Activity:
After Scene II students will
focus on Bassanio’s
choosing the lead casket.
Half of the class will argue
that his choice is believable,
while the other half argues
he is an opportunist.
Compile a list of arguments
and present them to the
class.
(see handout page 86 with
the thought bubble on it)
Work on Character
Playlist assessment DUE
SLOs:

Days 11-15
Day 11: -T
Listen to Act III Scene ii
Act III Scene ii Debate
activity:
Argumentative Activity:
After Scene II students will
focus on Bassanio’s choosing
the lead casket.
Half of the class will argue
that his choice is believable,
while the other half argues he
is an opportunist.
Compile a list of arguments
and present them to the class.
(see handout page 86 with
the thought bubble on it)
SLOs:
2.1.2.c 2.1.2.d 4.1.3.d
PRACTICUM UNIT PLAN DRAFT
Day 12: -W
Act III Scenes III-V
Listen to the scenes, discuss
the questions found in the
Venice booklet as a class,
and then give students time
to work on their booklet
questions.
Brain Break: Finger Game
level 2 in between scenes iv
and v
Booklet checkworking on
finishing parts of the booklet
SLOs:
2.1.2.c 5.1.1.b
Day 13: “The Quality
of mercy is not
strained”-F
Act IV Scene I
Listen to the scene, discuss
the questions found in the
Venice booklet.
Are the odds stacked against
Shylock from the beginning?
See lines 3-6. Focus on
language and how it is used
to convey perspectives and
attitudes towards Shylock.
What are the consequences
of greed and selflessness in
this scene in relation to:
Shylock
Bassanio
Antonio.
Re-read lines 111-18. How
has Antonio’s selflessness
impacted his life? Think
back to Act I Scene I; do you
have any new insights as to
why Antonio is melancholy
at the beginning of the play?
“The quality of mercy”
activity:
Day 14: Post Trial
Debrief-M
Debrief courtroom scene:
After the climax of the play,
the next two scenes are
meant to be watched for
enjoyment. We will be
watching them using the film
version; however, there is
still significant
characterization throughout
the scenes.
Watch Act IV Scene II and
Act V Scene I
After Scene I ask the
students to provide a
summary of events. This is a
short scene so students may
feel more comfortable in
providing a summary.
What does this scene reveal
to us about Nerissa and
Portia?
SLOs:
2.1.2.b 2.1.2.c 2.3.2.d
5.1.1b
10
2.1.2.d 2.3.2.d 4.1.3.d
5.1.1.b
Day 15: -T
Watch Act V Scene I
Quickwrite activity
Finish watching Act IV
scene ii and Act V scene I if
needed.
Act V Scene I
Working in small groups,
create a “Then and Now”
chart for the following
characters: Portia, Bassanio,
Antonio, Shylock, Gratiano,
and Jessica.
How has greed, selflessness,
and/or stereotypes influenced
them throughout the play?
How has each character
developed/changed? Have
some of them remained
unchanged?
SLOs:
2.1.2.b 2.1.2.d 2.3.2.d
5.1.1.b

Days 16-18
Day 16-Th: Lecture:
Concluding day.
Brainstorming in small
groups and gallery walk:
Throughout the play, provide
a few examples of the
consequences of greed and
selflessness (these may be
either positive or negative).
Alien visitor activity:
Imagine that an alien from
mars came to planet Earth
and asked you to tell them
about greed, selflessness, and
stereotypes. Using what you
PRACTICUM UNIT PLAN DRAFT
Day 17-F: Lecture:
Final Assessment
Work period. Students will
be provided with the duration
of the class period to create
their Instagram PSAs.
I will be available to answer
any questions the students
might have.
Remind students that they
must use specific details
from the play in their PSA.
Keep in mind that your
audience may or may not
have read The Merchant of
Venice; you want your
11
This speech is world-famous.
Work with a partner to
choose one word from each
of Portia’s twenty-two lines
that you think is the most
important in that line. Keep
the words in their original
order.
Is the judgement fair? Are
there moments throughout
the scene where bias may be
playing a large part against
Shylock? Keep this in mind
as we watch the scene.
SLOs:
2.1.2.c 5.1.1.b
Day 18-M: Lecture:
Work period. Students will
be provided with the duration
of the class period to create
their Instagram PSAs.
I will be available to answer
any questions the students
might have.
Remind students that they
must use specific details
from the play in their PSA.
Keep in mind that your
audience may or may not
have read The Merchant of
Venice; you want your
evidence to be universally

have learned from The
Merchant of Venice, what
would you tell our Martian
friend? (extend: remember he
does not know about MoV,
maybe summarize the play in
a sentence to explain).
Introduce final assessment:
Instagram PSA
Let students know that they
will have two full periods to
work on this. In this time
they will create a
representation (digital poster,
series of images, other), and
a short write up justifying
this representation (~1 page
in length). If they feel like
they will need more time,
they are encouraged to make
use of their CHAT time as I
will be available to answer
questions during thtat time.
SLOs:
2.1.2.b 2.1.2.d 4.1.3.d
5.1.1.b
PRACTICUM UNIT PLAN DRAFT
evidence to be universally
relevant to today’s society
and the issues we currently
face.
Remind students that the
representation is not the
only part of this
assignment; there is also a
short written (typed) piece
that will be submitted to
me justifying their
representation.
SLOs:
2.1.2.b 2.1.2.b 4.1.3.d
5.1.1.b
12
relevant to today’s society
and the issues we currently
face.
Remind students that the
representation is not the
only part of this
assignment; there is also a
short written (typed) piece
that will be submitted to
me justifying their
representation.
By the end of the period
students should be finished
with their PSA. If they are
not finished they may make
use of their CHAT time.
SLOs:
2.1.2.b 2.1.2.b 4.1.3.d
5.1.1.b
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 UNIT PLAN 14

Unit Assessment Plan

General overview

Desired Results
Established Goals – GLO(s):
General Learner Outcome Number 2

Students will listen, speak, read, write, view and represent to comprehend literature and texts in oral, print,
visual and multimedia forms, and respond personally, critically and creatively.

General Learner Outcome Number 4

Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts,
and enhance the clarity and artistry of communication.

General Learner Outcome Number 5

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

Understandings: Essential Questions:

Students will understand that…
 Both greed and selflessness are neither
wholly negative, nor positive attributes.
 Stereotypes influence the way
individuals are regarded by others (ex.
Jew as being greedy).
 What are the consequences of greed and
selflessness on an individual’s life and
relationships?
 To what extent should an individual be selfless?
 To what extent is greed a positive/negative
attribute?
 What determines the extent to which an
individual is greedy/selfless? (ex due to inherent
nature or the assumptions of others)

Prior understandings… Students will be able to…

ELA 9
 2.1 Use comprehension strategies
 2.2 Construct meaning from texts
 2.3 Understand techniques and elements
 2.4 Generate ideas, elaborate on the
expression of ideas
 4.1 Revise and edit
 4.3 Present information, use effective
oral and visual communication
ELA 10-1
 2.1.2b Paraphrase a text’s controlling idea, and
identify supporting ideas and supporting details
 2.1.2.c Summarize the plot of a narrative,
describe its setting and atmosphere, describe
development of conflict, and identify theme.
 2.1.2.d Describe the personality traits,
motivations, attitudes, values and relationships of
characters developed/persons presented in
literature and other texts; and identify how the
 PRACTICUM UNIT PLAN DRAFT 15

 5.1 Appreciate diversity, relate texts to use of archetypes adds to an appreciation of the
culture, use language to show respect text.
 2.3.2.d Describe character and characterization in
terms of consistency of behaviour, motivation and
plausibility.
 4.1.3d Develop supporting details, by using
developmental aids appropriate to form and
purpose.
Where does this lead?  5.1.1b Analyze and describe language and images
ELA 20-1 used in literature and other texts to convey
 2.1.2b. Describe how supporting ideas respectful and considerate, or disrespectful and
and supporting details strengthen a text’s inconsiderate, perspectives and attitudes.
controlling idea.
 2.1.2d compare the personality traits,
roles, relationships, motivations,
attitudes, values and archetypal
qualities, when appropriate, of
characters developed/persons presented
in literature and other texts.
 2.3.1.d Identify and examine ways in
which cultural and societal influences
are reflected in a variety of Canadian
and international texts.
 4.1.3d Develop supporting details, by
using developmental aids appropriate to
form and purpose.
 5.1.1b Explain how language and
images are used in literature and other
texts to convey respectful and
considerate, or disrespectful and
inconsiderate, perspectives and attitudes.
 PRACTICUM UNIT PLAN DRAFT 16

Assessment tool overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Throughout the play, students will
respond to three quick write prompts
Quick write
that ask them to connect the text to √
activities
themselves, or real-life issues such as
honesty and equality.
At the end of the play, students will
consider what they’ve learned about
greed, selflessness, and stereotypes
through The Merchant of Venice, and
create three public service
announcement posters that convey this
message to a public audience through
Instagram PSA
the social media platform Instagram. √
Challenge
Each poster will be accompanied by a
one paragraph rationale that justifies
each message using textual evidence
from the play (minimum of two specific
details per poster). Students will have
been tracking evidence in their Venice
booklets throughout the play.
Students will create a playlist of five to
seven songs that reflect the
characterization of a chosen character
from The Merchant of Venice. Each
song will be accompanied by a brief
rationale that includes a minimum of
Character Playlist two specific details from the play to √
justify why their song choices reflect
their character. Students will consider
their character’s plausibility in a one
paragraph write up. Students will have
been tracking evidence in their Venice
booklets throughout the play.

Exit slips will be used throughout the

Exit Slip unit to formatively check for student √
understanding.

This strategy will be used throughout

Think, Pair, Share the unit to encourage both individual √
and collaborative learning.
 PRACTICUM UNIT PLAN DRAFT 17

As we progress through the play,

students will track characterization,
evidence of greed, selflessness, and
stereotypes, and answer various
questions. Booklets will be taken in
Venice Booklet √
periodically to be checked an given a
formative mark for completion out of
three. If students receive a one in any of
the booklet checks, I will be requiring
that they come see me during CHAT.
 UNIT PLAN 18

Assessment breakdown

Writing Speaking Representing Combo

Quick Character Venice Booklet
Instagram
Write Playlist
Think, Pair, PSA Challenge
Learning Title Exit Slips Activities (Character
Share (Theme
(Plot focused)
Outcomes focused)
focused)
Type Formative Formative Formative Summative Summative Formative
(Formative/Summative)

Weighting 0% 0% 0% 50% 50% 0%

2.1.2b Paraphrase a text’s controlling
idea, and identify supporting ideas
√ √ √ √ √
and supporting details.

2.1.2.c Summarize the plot of a

narrative, describe its setting and
√ √ √
atmosphere, describe development of
conflict, and identify theme.
2.1.2.d Describe the personality traits,
motivations, attitudes, values and
relationships of characters
developed/persons presented in √
√ √
literature and other texts; and identify
how the use of archetypes adds to an
appreciation of the text.

2.3.2.d Describe character and

characterization in terms of √
consistency of behaviour, motivation √ √
and plausibility.

4.1.3d Develop supporting details, by

using developmental aids appropriate √ √
√
to form and purpose.
 PRACTICUM UNIT PLAN DRAFT 19

5.1.1.b Analyze and describe

language and images used in
literature and other texts to convey
respectful and considerate, or √ √ √ √
disrespectful and inconsiderate,
perspectives and attitudes.
PRACTICUM UNIT PLAN DRAFT 20