ED3601 Unit Plan

“The Perfect World”

ELA 8

Keira Nelson
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Table of Contents

Table of Contents 1
Unit Rationale 2
Overview 2
Essential questions 3
Big Meta-Concepts 3
General Learning Outcomes 3
Specific Learning Outcomes 4
Unit Organizer 5
Month-At-A-Glance 7
Annotated Resources 12
Student Resources 12
Teacher Resources 14
Unit Assessment Plan 17
Lesson Plans 22
Age of Romance 22
Age of Precision 25
Age of Generalization 28
Handout A 30
Handout B 31
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Unit Rationale

Overview
“Be perfect. Act perfect. Look perfect. Or at least be better than everyone around you.”

Thoughts like these bounce around our students’ heads more than ever due to social

media and the age of living a public life online. Desiring to obtain this perfect life comes

at the cost of creating a better society, whether by working with what you’ve got or by

starting fresh. By exploring the ideas of creating a perfect society, students will gain the

realization that not everything is as perfect as it seems- and that it doesn’t have to be

perfect, either. This search for perfection will take students on a journey of analyzing

what philosophers, scientists, and politicians struggle to answer every day: can we have

a perfect society? At what cost can this society be achieved, and is it worth it to obtain?

By studying the origins of the utopia and the subsequent dystopia, and analyzing

examples of each genre, students can come to the conclusion for themselves.

Using Lois Lowry’s The Giver as an anchor text, students can examine the points

of view represented in the text, and how Jonas’ point of view changes as he gathers

more information regarding his situation. Students will be introduced to utopias and

dystopias, as well as to the literary concepts of point of view and narrator, in order to

fully analyze Jonas’ and their own position on the matter. Supplemental texts through

selections from the tv show The Good Place, lyrics to John Lennon’s “Imagine,” and a

Guardian newspaper article regarding the Amish lifestyle all provide various viewpoints

and allow students to answer the perfect question: can we have a perfect society?
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Essential questions
Can we have a perfect society?

● What can we do to create a perfect society?

● How do authors use utopias (or dystopias) to share a message?

● Do we need a perfect society?

● Is utopian thinking worthwhile? Are there any dangers of utopian thinking?

Big Meta-Concepts

● Utopia ● Narrator

● Dystopia ● Symbolism

● Point of View ● Allegory

General Learning Outcomes

GLO 2: Students will listen, speak, read, write, view and represent to comprehend and

respond personally and critically to oral, print and other media texts.

GLO 3: Students will listen, speak, read, write, view and represent to manage ideas and

information.

GLO 5: Students will listen, speak, read, write, view and represent to respect, support

and collaborate with others.

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Specific Learning Outcomes

2.1.2a: enhance understanding by paraphrasing main ideas and supporting details, and
by rereading and discussing relevant passages

2.1.2c: take notes, make outlines and use such strategies as read, recite, review to
comprehend and remember ideas and information

2.2.1a: experience oral, print and other media texts from a variety of cultural traditions
and genres, such as magazine articles, diaries, drama, poetry, Internet passages, fantasy,
nonfiction, advertisements and photographs

2.2.1c: expect that there is more than one interpretation for oral, print and other media
texts, and discuss other points of view

2.2.1d: explain connections between own interpretation and information in texts, and
infer how texts will influence others

2.2.2b: identify and describe characters’ attributes and motivations, using evidence from
the text and personal experiences

2.4.1a: create oral, print and other media texts related to issues encountered in texts and
in own life

3.3.1a: organize ideas and information creatively, as well as logically, to develop a

comparison or chronology, or to show a cause-effect relationship

3.3.2a: make notes in point form, summarizing major ideas and supporting details;
references sources

3.3.3a: evaluate the relevance and importance of gathered information; address

information gaps

5.2.1a: propose ideas or advocate points of view that recognize the ideas of others and
advance the thinking of the group

Unit Organizer
Yellow is an activity/assignment/assessment, green is a text
Age of Romance
-Discussions of utopia:
what’s perfect to you?
What would it take to
make the current world
perfect?
- Posters of Utopia:
Created after doing
discussion re: what a utopia
is; will be revisited at end
of unit
- “Blueprint Journals”:
reflections throughout the
process where students
can track what they want
to incorporate into their
utopia/what they don’t
want
- “The Good Place S1E1”:
Students will study the
episode and determine
what makes “The Good
Place” so good
-Discussions of “heaven”- is
it always a utopia?
Age of Precision
-The Giver: Anchor text of
unit. Depicts a utopia
through a child’s eyes,
eventually becoming a
dystopia
- “Blueprint Journals”:
reflections throughout the
process where students
can track what they want
to incorporate into their
utopia/what they don’t
want
-Comparing “The Good
Place” and The Giver- how
are the representations of
utopia different?
- “Stop, Drop and Think”:
students will be asked to
take an idea and rework it
from three new
perspectives (or provide
three alternatives to an
idea) at various times
during the unit
-Wandering Gallery:
Students move around the
class to share ideas from
Blueprint Journals with
each other
-Doorbusters: a verbal exit
slip before students can
leave class
- “Socratic Seminar”:
students take a stance on
whether or not a perfect
society is possible and
debate, using textual
evidence
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Age of Generalization
- “Blueprint Journals”:
reflections throughout the
process where students
can track what they want
to incorporate into their
utopia/what they don’t
want
-Article on Amish
Lifestyles: Contemporary
example of how one
religious groups is
attempting to have a
segregated utopia
- “You’re the Architect”:
multi-modality project in
which students design their
own utopia
-”Final Socratic Seminar”:
After practicing for the
unit, students will partake
in one last seminar to
answer the essential
question
- Revisiting posters of
utopia: What views have
changed since the
beginning of the unit?
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- “The Perfect Playlist”:

design a playlist of
“perfect”-based songs
-Mini-discussions: based on
the songs generated by the
“Perfect Playlist”
assignment, students will
hone their discussion and
analysis skills
- Lyrics to John Lennon’s
“Imagine”: Poetry example
of a strive for a utopian life
in a real context

Month-At-A-Glance
Day 1
Intro discussion: What’s
perfect to you?
What would it take to make
the current world perfect?
Lesson:
-Lecture: what is a utopia in
literature? Where does the
word come from?
-Brainstorm on posters:
where have you seen a
utopia before? What
qualities does it have?-
keep posters around room,
will come back to them at
the end of unit
Homework: Bring a spare
duotang/notebook for
tomorrow to build
Blueprint Journal
Assessment:
F- observation from
discussion
SLOs:
2.4.1a; 5.2.1a; 2.2.2b
Day 6
-check for questions after
weekend
Lesson:
-(CritLit) Point of View-
how does our perspective
change what we think on
the story? What points of
view are represented in the
stories we’ve seen so far?
-students independently
read The Giver ch. 4 and 5,
Day 2
Start Blueprint Journals-
format notebooks, take
down first impressions
from previous discussion
Lesson:
-Lecture: techniques on
watching something for
meaning, not entertainment
-Episode of “The Good
Place”- watch and analyze-
what is perfect about this
world? *use Blueprint
Journal to document
-Discuss after episode-
what did you notice?
Update journal as
necessary
Assessment:
F- hand in Blueprint
Journals to check and see if
further prompting is
required on the
format/subject matter
SLOs:
2.1.2a; 2.1.2c; 2.2.1a;
3.3.1a; 3.3.2a
Day 7
Lesson:
-group discuss and reflect
on previous day’s Stop,
Drop and Think: whose
perspectives aren’t we
seeing? Is there a reason?
(CritLit)
-review Blueprint Journals
as a wandering gallery
group activity- what other
information have others
Day 3
Entrance slip: what’s an
important characteristic of
a utopia?
-Address blueprint journal
format- make sure
everyone’s on the same
page
Lesson:
-Review techniques for
watching for meaning
-Rewatch select clips of
“The Good Place”- what
else do we see that the
authors/directors use to
make the world seem
perfect?
-Discussion-
representations of
“heaven”- is it always a
utopia?
Assessment:
F- entrance slip
SLOs:
2.1.2a; 2.1.2c; 3.3.1a;
3.3.2a
Day 8
Lesson:
-Create “rule sheet” as a
class for how a discussion
should look
-Introduce Socratic
Seminar- what it looks like,
how it will work with the
class and fishbowl a “baby”
Seminar on an unrelated
topic- eg, what is better:
Coke or Pepsi?- teacher
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Day 4
-Distribute novels
Lesson: Introduce The
Giver, info on author
-Whole class reading block
teacher reads the first
chapter while students
follow; stops to discuss the
main points- who are the
characters introduced, etc.
-students can
independently read after
this point- should read ch. 2
and 3 during rest of block
-students will take down
notes in Blueprint Journals
as they see fit
Homework: finish chapters
2-3 if not completed in
class
Assessment:
F- observation/circulating
during reading to make
sure students are on task
SLOs:
2.1.2a; 2.1.2c; 2.2.1a;
3.3.1a; 3.3.2a
Day 9
FIRST SOCRATIC
SEMINAR!
Lesson:
-Teacher acts as moderator
and prompter- the question
is “should we have a
utopian society?”
-Students must reference
either “The Good Place” or
The Giver (up to ch. 6) so fa
in order to engage in the

working on Blueprint
Journals as they progress
-Stop, Drop and Think exit
slip- what other points of
view could the book have
taken?
Homework: Finish ch. 4-5
if not completed in class
Assessment:
F- Stop, Drop and Think
exit slip
SLOs:
2.1.2a; 2.1.2c; 2.2.1c;
2.2.1d; 3.3.2a; 5.2.1a
Day 11
-Begin with a student-lead
recap of The Giver up until
this point (for those that
didn’t read the chs for
homework)
Lesson:
-focusing on lyrics as a
form of poetry- what is
common in songs to have
for lyrics?
-Intro “The Perfect Playlist”
assignment- students have
rest of class to work on
their “perfect” playlist
Homework: Continue
looking for songs- will be
submitted at EOD
tomorrow
Assessment:
F- discussion based on lyric
picked up that you could
use in yours?
-Teacher reads ch 6 to class
Homework: Finish ch. 6 if
not done in class
Assessment: Doorbuster-
as students are leaving, tell
me one thing they picked
up from another student’s
Blueprint Journal
SLOs:
2.1.2a; 2.1.2c; 2.2.1c;
2.2.1d; 3.3.2a; 5.2.1a
Day 12
-Begin with my example of
a “perfect” song playing-
“Nobody’s Perfect” by
Hannah Montana.
Lesson:
-quick recap of “Perfect
Playlist” assignment-
length, type, etc.
-rest of class is a work
period to find more songs-
when students are finished,
they can contribute to the
class playlist and/or keep
drafting for their “You’re
the Architect” assignment
Homework: finished “The
Perfect Playlist” assignment
if necessary
Assessment:
S- “The Perfect Playlist”
participates and moderates
this time, prompting
students as needed- refer
to rule sheet
Afterwards, reflect on what
worked, what didn’t work,
what rules need to be
added
Homework: Come
prepared with a question to
share for tomorrow’s real
Seminar
Assessment: F-
participation and
observation during seminar
SLOs:
3.3.1a; 3.3.2a; 3.3.3a;
5.2.1a
Day 13
-Beginnings of class will
now have a “perfect
playlist” song playing when
students enter
Lesson:
-5 minute discussion on the
song playing when students
enter- does it accurately
represent something as
“perfect”?
-Continuing to read The
Giver- have class time to
read ch. 10-11 in small
groups or independently, if
desired
-students will take down
notes in Blueprint Journals
Homework: Finish ch. 10-
11 if not completed in class
Assessment:
F- participation and
engagement with
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dialogue
At the end of the block,
there is a reflection sheet
for the seminar- what I did
well, what I want to work
on for next time
This seminar is formative
Homework: Finish
reflection sheet if not
completed in class
Assessment:
F- reflection sheet and
observation during debate
SLOs:
2.1.2a; 2.2.1c; 2.2.1d;
2.2.2b; 3.3.2a; 3.3.3a;
5.2.1a
Day 14
-Beginnings of class will
now have a “perfect
playlist” song playing when
students enter
Lesson:
-5 minute discussion on the
song playing when student
enter- does it accurately
represent something as
“perfect”?
-Continuing to read The
Giver- teacher reads ch. 12
students read ch. 13
(independently or in small
groups)
-students will take down
notes in Blueprint Journals
as they see fit
Homework: Finish ch. 13 if
not completed in class
Assessment:
F- participation in

commonalities; work on
“The Perfect Playlist”
assignment
SLOs:
2.2.1a; 2.2.1c; 2.2.1d;
3.3.1a
Day 16
-”Imagine” playing when
students enter class
Lesson: -Revisiting content
of song- looking at
Lennon’s context during
the writing of the song-
does it change the
meaning? -(CritLit)
Discussion- how do we
know that Lennon intended
us to get a specific message
from the song? What
would we have to know in
order to get the message?
-remaining time- students
read ch. 14 of The Giver
-Stop, Drop and Think:
what other perspectives
could be taken on
“Imagine”?
Homework: Finish ch. 14 of
The Giver if not completed
in class
Assessment:
F- Stop, Drop and Think
exit slip
SLOs:
2.1.2a; 2.2.1a; 2.2.1c;
2.2.1d; 3.3.3a; 5.2.1a
Day 21
-Recap of Socratic Seminar,
reviewing reflections
assignment hand-in
SLOs:
2.2.1a; 2.2.1c; 2.2.1d;
3.3.1a
Day 17
-Reflecting on other
perspectives mentioned in
exit slips- offering more
opinions if necessary or
commending students on
their critlit skils :)
Lesson:
-Students to read ch. 15-
16-17 of The Giver
independently
-students will take down
notes in Blueprint Journals
as they see fit
Homework: Finish ch.
15/16/17 if not completed
in class
Assessment:
F- observation during
block- are students staying
on task?
SLOs:
2.1.2a; 2.2.1c; 2.2.1d;
3.3.2a
Day 22
-Recap takeaways and
readdress as necessary
discussion; observation
during reading
time/ensuring students are
on task
SLOs:
2.1.2a; 2.2.1c; 2.2.1d;
3.3.2a
Day 18
-Reminder about upcoming
“You’re the Architect”
project
Lesson:
-Teacher reads ch. 18 of
The Giver aloud to class
-Students to read ch. 19-20
of The Giver independently
-students will take down
notes in Blueprint Journals
as they see fit
--review Blueprint Journals
as a wandering group
activity- what other
information have others
picked up that you could
use in yours?
Homework: -Finish ch.
19/20 of The Giver if not
completed in class
Assessment:
F- Doorbuster- as students
are leaving, tell me one
thing they picked up from
another student’s Blueprint
Journal
SLOs:
2.1.2a; 2.2.1c; 2.2.1d;
3.3.2a
Day 23
Lesson:
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discussion; observation
during reading
time/ensuring students are
on task
SLOs:
2.1.2a; 2.2.1c; 2.2.1d;
3.3.2a
Day 19
-Recap of what a Socratic
Seminar looks like, how the
last one went, etc.
Lesson:
-Students finishing The
Giver within today’s class
-Prepping for second
Socratic Seminar- prompt
question is “what can we
do to have a perfect
society?”
-Students have class to
read and pull important
quotes for Socratic Semina
Homework: Finish The
Giver and prep for Socratic
Seminar if necessary
Assessment:
F- observation during block
SLOs:
2.1.2a; 2.2.1c; 2.2.1d;
3.3.2a; 3.3.3a; 5.2.1a
Day 24
Lesson:

Lesson:
-Applying idea of utopia to
a real-life thing- distribute
and read as class article on
Amish communities
-Small group discussions
with question sheet- what
does perfection look like to
this religion? How is their
perspective different than
yours? What does this
culture use to make their
own perfect world?
-Students to use Blueprint
Journal as they see fit
Homework: Finish question
sheet on Amish
communities if not
completed in class
Assessment:
Exit slip- what does
perfection look like to
Amish communities?
SLOs:
2.1.2a; 2.2.1a; 2.2.1c;
2.2.2b; 3.3.2a
based on exit slip
Lesson:
-”You’re the Architect”
project- reintroduce/re
explain if necessary
-Rest of class and next two
classes are work periods for
it
Homework: Start
thinking/planning own
utopia; decide on modality
Assessment:
F- Hand in question sheet
on Amish communities;
observations during work
period
SLOs:
2.1.2a; 2.1.2c; 2.2.1c;
2.2.1d; 2.4.1a; 3.3.1a
Work period to work on
“You’re the Architect”
project
-Interrupting class to
readdress or redirect topics
if necessary
Homework: Continue to
work on “You’re the
Architect” project if
necessary
Assessment:
F- Observations,
questions, redirections
during class
SLOs:
2.1.2a; 2.1.2c; 2.2.1c;
2.2.1d; 2.4.1a; 3.3.1a
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Work period to work on
“You’re the Architect”
project
-Interrupting class to
readdress or redirect topics
if necessary
-Intro final (and summative
Socratic Seminar for
tomorrow; topic: “Can we
have a perfect society?”
Homework: Gather
evidence for Socratic
Seminar if necessary;
continue to work on
“You’re the Architect”
project
Assessment:
F- Observations, questions
redirections during class
SLOs:
2.1.2a; 2.1.2c; 2.2.1c;
2.2.1d; 2.4.1a; 3.3.1a;
5.2.1a
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Annotated Resources

Student Resources

Lois Lowry, The Giver:

Lowry, L. (1994). The Giver. New York, N.Y: Laurel-Leaf Books.

● This resource is the anchor text for my unit. The story follows Jonas, a 12 year old

boy, living in a utopian community and about to achieve his coming of age. Jonas

is chosen for a special ceremony involving him gaining knowledge of the world

outside of his utopia, causing him to question his community and whether or not

his society is really as perfect as it seems. This text is not only age and grade-

appropriate, but it’s an excellent novel with roots in a reality that students will

recognize. If strong differentiation for reading skills is needed, there is also a

graphic novel version (by Craig P. Russell) available.

The Guardian article on Amish lifestyles:

Birrell, I. (15 Dec. 2018). ‘Our faith will be lost if we adopt technology’: can the Amish

resist the modern world? [article]. Retrieved from

https://www.theguardian.com/society/2018/dec/15/faith-lost-if-adopt-

technology-amish-resist-modern-world

● Acting as a brief summary on the American Amish lifestyle, this article is written

from a journalistic perspective, providing students with a new form of text to

experience. The summary and exploration into the Amish lifestyle will allow
 Nelson 12

students to question the supposed achievement of a perfect society within the

confines of today’s reality.

John Lennon, lyrics to “Imagine”

Lennon, J. (1971). Imagine [Song]. On Imagine. Apple Corps. Lyrics retrieved from

https://genius.com/John-lennon-imagine-lyrics.

● One of the most well known songs coming from a post-Beatles Lennon, “Imagine”

speaks of dreaming of a better world, one where all humans can come together in

peace and harmony. A utopian dream of a magical land where there’s no fear, no

hunger, no war, and no agony, this song reflects Lennon’s (potentially unrealistic)

desire for a perfect society.

“The Good Place” TV show, S1E1: “Everything is Fine”

“Everything is Fine,” The Good Place, season 1, episode 1, NBC, 19 Sept 2016. Netflix,

https://www.netflix.com/watch/80191852?trackId=13752289&tctx=0%2C0%2

6b2966a7-7195-46a9-a8b5-2f9f1a667b49-1362421636%2C%2C

● A popular TV show, “The Good Place” follows Eleanor’s (Kristen Bell) journey

through the afterlife in a pseudo-heaven called The Good Place. Eventually,

Eleanor starts to realize that what she knows as The Good Place is actually

designed to torture her, or otherwise known as The Bad Place. Revealing the

utopia as a dystopia is a common trait in seemingly utopic texts, and having a

relevant and recent example will allow students to easily make the connection,

while having a bit of fun.

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Teacher Resources

“Popular Culture as a Scaffold for Critical Analysis”

Nelson, K. S. (2018). Popular culture as a scaffold for critical analysis. Voices from the

Middle, 25(3), 41-44. Retrieved from https://search

proquestcom.ezproxy.uleth.ca/docview/2009535574?accountid=12063

● This article provides a framework for using popular culture as a learning tool and

scaffold in order to explore critical analysis of texts. The article provides various

questions and models different examples of texts that middle-grade students

would know, and how they can be used to explore heavier and more complex

thoughts. This framework would be applied to the student resources, specifically

“The Good Place” and “Imagine.”

Socratic Seminar from Bridging English

Milner, J.O., Milner, L.M., and Mitchell, J.F. (2017). Bridging English. New York, NY:

Pearson. pp. 36-38.

● Examining the Socratic Seminar and how it differs from a normal debate or

discussion is key for this unit, as students will be forced to make connections

from the text before moving into personal and cultural extensions of the content.

This will allow students to further their knowledge of the novel as well as of other

perspectives around them while trying to answer the essential questions of the

unit.
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“Making News Connections”

Swiderek, B. (1998). Making news connections. Journal of Adolescent & Adult Literacy,

41(7), 584-585. Retrieved from https://search-proquest

com.ezproxy.uleth.ca/docview/216937002?accountid=1063

● This article focuses on one teacher’s use of current events and news articles in

order to enforce and explore concepts introduced in The Giver. While digging into

topics as heavy as euthanasia, abortion rights, and surrogate parents, students

had no trouble connecting these real topics to those presented in the novel. This

ties back to the introduction of an article on the Amish lifestyle in conjunction

with the novel.

“How to Conduct a Socratic Seminar” video

[koanali]. (2018, 17 January). How to Conduct a Socratic Seminar [Video File]. Retrieved

from https://www.youtube.com/watch?v=Ac2VSEROTWc

● It’s made by students, although I’m sure there was teacher support, so of course

it’s cute and helpful! It’s handy to see a Socratic Seminar in action, and this is a

great demonstration of the key topics and ideas needed in order to run a

successful Seminar. This could also be shown to students in order to help clarify

how a Socratic Seminar is different than a debate.

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Doing Critical Literacy: Texts and Activities for Students and Teachers

Janks, H., Dixon, K., Ferreira, A., Granville, S., & Newfield, D. (2014). Doing Critical

Literacy: Texts and Activities for Students and Teachers. New York, NY: Routledge.

● Along with providing foundations for critically engaging with critical literacy, this

book contains strategies and questions for getting students to question their own

place in relation to texts. I appreciate a gracious professor letting me borrow their

copy to pour over while I awaited my next paycheque to purchase my own copy.

The integration of critical literacy when questioning such a subjective thing as a

“perfect” world is a great way to expose students to what a critical approach to

literature entails.

“Improving Critical Thinking through Socratic Seminars”

Polite, V. C., Adams, A. H., & Mid-Atlantic Lab. for Student Success, P. P.

(1996). Improving Critical Thinking through Socratic Seminars. Spotlight on Student

Success. No. 110.

 This article outlines student opinions on Socratic Seminars, which I find to be

incredibly helpful when determining whether or not to integrate an activity into a

unit; if students won’t want to do it, what’s the point? Using these students’

feedback on the Socratic Seminar will help me to model my own execution of the

activity.
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Unit Assessment Plan

Stage 1: Desired Results

General Outcomes (in full):
 GLO 2: Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print, and other media texts
 GLO 3: Students will listen, speak, read, write, view and represent to manage ideas and
information
 GLO 5: Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will
outcomes achieve the big picture/ideas
Students will understand that…
 Utopias and Dystopias are different Can we have a perfect society?
things, and are prevalent in everyday  What can we do to create a perfect
texts and entertainment; society?
o Authors use Utopias and  How do authors use utopias (or
Dystopias to convey a political, dystopias) to share a message?
social, or cultural message  Do we need a perfect society?
 A point of view can change the meaning
of a story or text
 They are allowed to have an opinion
regarding various texts, and that opinion
can change
o Their peers have good ideas, and
sometimes those ideas will
change their own opinions
Specific Outcomes (in full): Prior understandings…
Students will be able to…  Various modes of literature and texts
 2.2.1: Respond to Texts: Experience  Basic note-taking skills
Various Texts  Brainstorming basics
 2.2.2: Respond to Texts: Construct  Groupwork skills
Meaning from Texts Where does this lead? (Future outcomes in
 2.4.1: Create Original Text: Generate the same course, following grade-level
Ideas classes, etc.)
 3.3.1: Organize, Record, and Evaluate:  Enhanced note-taking skills- applicable
Organize Information in all classes
 5.2.1: Work Within a Group: Cooperate  Return to Socratic Seminar in other
with Others units- enhanced debating and
collaboration skills
 Enhanced skills re: determining relevant
 Nelson 17

information
 Developing notions on critical analysis of
texts and their perspectives offered
 Nelson 18

Stage 2: Assessments
“Socratic
“The Perfect “Blueprint “Socratic Class “You’re the “Stop, Drop
Title Seminars 2
Playlist” Journals” Seminar 1” Discussions Architect” and Think”
Learning and 3”
S
Outcomes Type S
(Formative/Summative S (completion F F S S
) (completion)
)
30% (2 x
Weighting 20% 5% N/A N/A 40% 5%
15)

2.2.1: Respond to Texts:

X X X X
Experience Various Texts

2.2.2: Respond to Texts:

X X X X X X
Construct Meaning from Texts

2.4.1: Create Original Texts:

X X X X X
Generate Ideas

3.3.1: Organize, Record, and

X X X X
Evaluate: Organize Information

5.2.1: Work Within a Group:

X X X
Cooperate with Others
 Nelson 19

Assessment Assessment Assessment

Brief Description FOR Learning OF Learning
Tool
Lyrics and music can be an incredibly
powerful way of conveying a message. In this
“The Perfect case, students will curate a playlist of songs
X
Playlist” that promote a “perfect” lifestyle, or what
they imagine would be playing within a
utopian dream.
While working through this unit on utopias
and dystopias, students will be given
notebooks for using as blueprint journals-
these are a three-column spread with space
“Blueprint for what they noticed in a text, what worked
X
Journals” for the space of the utopia (and they would
thus implement in designing their own utopia),
and what didn’t end up making the utopia
better (and thus would be eliminated from
their own design).
Socratic seminars differ from normal debates
as students are expected to heavily draw from
evidence from the texts presented in the unit.
The teacher asks open-ended questions to
“Socratic which students will discuss, listen closely and
X
Seminar” analyze the comments of others, and think
critically for themselves, rather than simply
answering “yes” or “no.” Three Socratic
seminars would take place over the span of
the unit, after each major text.
“You’re the A multi-modality project in which students X
Architect” design their own utopia. Using their Blueprint
journals as a reference point, students must
take into account a number of things,
including what their citizens will eat, wear, act
like, do for a living, and so on and so forth.
The premise is that they are tasked by the UN
to create a new and perfect nation, and can
have whatever resources necessary to do so.
Students will use this to demonstrate and
 Nelson 20

answer the essential question: “can we have a

perfect society?”
Throughout exploration of the various texts in
the unit, students will be prompted to discuss
and debate specific events, topics, and other
Class
prompts provided and moderated by the X
Discussions
teacher. This leads up and provides practice
for the Socratic Seminars happening
throughout the unit.
In these exercises, students will be asked to
pause at their current moment of thinking
(whether it be at the end of class or after a
large discussion), pull out a sheet of paper,
and come up with three different ideas about
“Stop, Drop and the idea they were having- three different
X
Think” perspectives, three other variations, or three
alternative answers. The teacher will prompt
with a question as necessary, but this
assessment is to gauge the critical and
analytical thinking skills of students to expand
their perspective outside of their own.
 Nelson 21

Lesson Plans

Age of Romance

LESSON FOCUS Day 2- Age of Romance COURSE ELA 8

Starting Blueprint Journals, watching “The Lesson duration: 60
Good Place”
minutes

PROGRAM OF STUDY OUTCOMES

ELA 8:
2.1.2a: enhance understanding by paraphrasing main ideas and supporting details, and by rereading and discussing relevant
passages
2.1.2c: take notes, make outlines and use such strategies as read, recite, review to comprehend and remember ideas and
information
2.2.1a: experience oral, print and other media texts from a variety of cultural traditions and genres, such as magazine
articles, diaries, drama, poetry, Internet passages, fantasy, nonfiction, advertisements and photographs
3.3.1a: organize ideas and information creatively, as well as logically, to develop a comparison or chronology, or to show a
cause-effect relationship
3.3.2a: make notes in point form, summarizing major ideas and supporting details; references sources

KEY QUESTIONS / OUTCOME STATEMENTS

SWBAT:
 Describe elements of “The Good Place” that are seemingly perfect
 Take notes effectively in journal
 Analyze an episode for meaning, not just for entertainment
What makes “The Good Place” perfect? How can I take notes that will help me remember this later?

MATERIALS AND EQUIPMENT

Show queued up on projector screen; students have pen/pencil and new scribbler notebook to use for specific
purpose

INTRODUCTION (5 minutes)
-Sum up yesterday’s discussion on what is “perfect” to individual students- use some blanket terms to describe
the general feeling of the class (eg; peaceful, happy, quiet, fun are all qualities of a perfect world)
 Nelson 22

-Ask who’s ever seen “The Good Place” before- give a brief summary to those who haven’t seen it (Eleanor
Shellstrop has died and “The Good Place” is her heaven; show just finished airing)
-“To continue on the idea of what is perfect, we’re going to take a look at someone else’s depiction of a perfect
world through watching an episode of “The Good Place.” This will give you a chance to hone some skills about
watching a text for meaning and to get the important stuff out of it, rather than just watching for entertainment.”

BODY (45 minutes)

LESSON Setting up Blueprint Journals
- Students have a fresh scribbler where they will set up the Blueprint Journal
(15 min) (layout on handout (A) below)
- Start by taking down a few notes from yesterday’s discussion re: what perfect
means to you- put down definitions, what makes a thing perfect, etc.
Introducing techniques for watching for analysis:
- Make notes about symbols that are repeated in the show
- What kinds of colours are used in the show? How does that impact the
message?
- What kind of music is played, or is there any music?
- What do the costumes represent? Is there anything represented with the
outfits?
Done as a discussion style format with students taking down notes in their Blueprint
Journals re: what kinds of questions we should ask while watching

WATCHING THE The episode is only 23 minutes long, but we will start and stop it as we go in order to
discuss things we note as a class. As the show progresses, we will pause the show
SHOW when a commercial will be in order to take a moment to catch up on notes and have a
(30 min) little mini-discussion, prompted by the questions outlined above
- Subtitles will be on when watching- helps for differentiation if necessary
- Important to note that there are no right answers to any question- you will pick
up on different things that your neighbor does, and that’s okay!
- If there are things that somebody says during a discussion that you like, feel
free to note it in your Blueprints for your own reference.

CONCLUSION/ CONSIDERATIONS FOR NEXT CLASS (8-10 minutes)

At the end of the show: what did you notice? How was the world perfect?
- Allow students to have time to write down other students’ findings
- Also ask if students liked the show- was it meaningful to you? Does it match up with what you thought a
“perfect world” should be like?
Ask: What are some ways we can watch a show for meaning and not just to watch? It’s pretty easy to “turn off
 Nelson 23

your brain” when you turn on the TV

- Prompt for discussion- what techniques have students picked up? (Pausing the show occasionally to
reflect, having questions in mind to watch, looking for specific things when watching, watching it more
than once, etc.)
- Only just touching on this for now- this isn’t the focus of the unit

ASSESSMENT
Formative:
 Hand in Blueprint Journals at the end of class- ensure students are following format/”get” the purpose- will
be used for reteaching if necessary

Summative:
 Will eventually hand in Blueprint Journal for a completion grade

Age of Precision

LESSON FOCUS Day 7 – Age of Precision COURSE ELA 8

Reading Ch. 6, thinking critically about Lesson duration: 60 minutes
perspective, sharing Blueprint Journals
 Nelson 24

PROGRAM OF STUDY OUTCOMES

2.1.2a: enhance understanding by paraphrasing main ideas and supporting details, and by rereading and
discussing relevant passages
2.1.2c: take notes, make outlines and use such strategies as read, recite, review to comprehend and remember
ideas and information
2.2.1c: expect that there is more than one interpretation for oral, print and other media texts, and discuss other
points of view
2.2.1d: explain connections between own interpretation and information in texts, and infer how texts will
influence others
3.3.2a: make notes in point form, summarizing major ideas and supporting details; references sources
5.2.1a: propose ideas or advocate points of view that recognize the ideas of others and advance the thinking of
the group

KEY QUESTIONS
SWBAT:
- Think critically about perspectives represented in a text
- Collaborate and share ideas with one another in an informal setting
Why are some perspectives not seen in texts? Why would an author choose a specific perspective? What valuable
information do my peers have that might be useful to my learning?

MATERIALS AND EQUIPMENT

Blueprint Journals; teacher brings previous day’s Stop, Drop, and Think exit slip as a talking point; The Giver text

INTRODUCTION (5 minutes)
- Reminder about Blueprint journals; ensure students all have the journals out and ready to write when the
iron strikes
- Get students primed for reflection by having a quick summary on discussion from previous day’s exit slip

BODY (50 minutes)

Reflection and Going over a common theme from the Stop, Drop and Thinks from previous day about
potential perspectives that the novel doesn’t show- highlight ones that were brought
Recap from
up (common, uncommon)
Previous Day
- Ask: why would Lois Lowry have chosen Jonas’s point of view over all these
(10 minutes)
other points of view? Does it change the novel drastically if someone else’s
 Nelson 25

view was the focus?

- Why do you think we don’t see these other perspectives in the text? Is there a
good reason, or is it just because she was running out of words to write with?
Becoming aware of whose story is being told is a valuable skill in many situations; think
of a newspaper article that seems so heavily weighted towards one opinion on a
subject and doesn’t accurately depict another perspective. Authors use these points of
view to tell their story for a specific reason, and it’s our job as readers to determine
that point of view and the reason for it.

Read Read Read! Teacher reads chapter 6 of The Giver- it’s not too long, only about 15 pages- out loud
to the class. Students should be following along in the book as we read, and be taking
(40 minutes)
notes in their Blueprint Journals when they hear or see something inspiring. This gives
students something to do other than just sitting with their heads on their desks, and
they can refer to their notes when necessary.
After the chapter is finished, students will have an opportunity to get up and circulate
the classroom to find a buddy (eg, someone who is wearing the same colour shirt as
them) and share Blueprint Journals. As students are sharing, they can take new notes in
their own journal if they hear something inspiring that their peer caught but maybe
they didn’t.

CONCLUSION/ CONSIDERATIONS FOR NEXT CLASS (5 minutes)

Doorbuster!
- Before students leave the classroom, the teacher is positioned at the door, waiting to hear a verbal exit
slip from students.
- The prompt is: “What is one thing you learned from a buddy’s Blueprint Journal?”
- Students have a few minutes to think, while packing up their items to move to their next class, before
they actually leave the classroom.

ASSESSMENT
Formative:
- Doorbuster exit slip
- Observation during class reading and during class discussion
Summative:
- Blueprint Journals will be handed in for a completion grade at the end of the unit
 Nelson 26

Age of Generalization

LESSON FOCUS Class 22- Age of Generalization COURSE ELA 8

Lesson duration: 60 minutes

PROGRAM OF STUDY OUTCOMES

2.1.2a: enhance understanding by paraphrasing main ideas and supporting details, and by rereading and
discussing relevant passages
2.1.2c: take notes, make outlines and use such strategies as read, recite, review to comprehend and remember
ideas and information
2.2.1c: expect that there is more than one interpretation for oral, print and other media texts, and discuss other
points of view
2.2.1d: explain connections between own interpretation and information in texts, and infer how texts will
influence others
2.4.1a: create oral, print and other media texts related to issues encountered in texts and in own life
3.3.1a: organize ideas and information creatively, as well as logically, to develop a comparison or chronology, or
to show a cause-effect relationship

KEY QUESTIONS
 Nelson 27

SWBAT:
- Determine qualities of their own personal “utopias”
- Use evidence gathered in Blueprint Journals to craft a perfect world
- Work efficiently and effectively on an overarching project
What makes my designed world perfect? How can I present information logically and creatively for a project?

MATERIALS AND EQUIPMENT

“You’re the Architect” handout; laptops/computers for student use; poster paper and markers/pencil crayons;
The Giver text; Blueprint Journals for referencing

INTRODUCTION (2 minutes)
Recap main takeaways from previous lesson’s exit slip re: what perfection looks like to Amish communities
- Sum up main ideas and have students articulate what they remember about the text
- Really just based on what was written in the exit slip- if students need reteaching or revisiting to the
article, that will be adjusted as necessary

BODY (55 minutes)

“You’re the Re-introduce assignment to students with actual assignment sheet; students knew that
this is what they would be working on, but the sheet will give specifics (Handout B).
Architect” Intro This is what students will be working on for the rest of class.
- Go over handout- ask if there are any questions
- Show exemplar (if possible) of what the project could look like
- Emphasize use of Blueprint Journals as evidence
- Leave a few minutes to clean up as well- pack up markers, log off computers
and put away, etc.

CONCLUSION/ CONSIDERATIONS FOR NEXT CLASS (3 minutes)

Have students decide on a modality for next class- they can continue to work at home if desired but it is not
necessary!

ASSESSMENT
Formative:
- Hand in question sheet on Amish communities, which were worked on on previous day
 Nelson 28

- Observations during work period- are students on task? Needing redirection?

Summative:
- The “You’re the Architect” project will be due at the end of the week- final big summative assessment for
students

Handout A

Blueprint Journal Format

Use this format in your scribbler to note important events and symbols from the texts
we study this unit.

What I Saw What Worked What Didn’t Work

What I noticed in the text-
summarize the event and
give a page number if
applicable
What good thing about the
utopia would I want to
implement in a perfect
world of my own?
What bad thing about the
utopia would I not want to
implement in a perfect
world of my own? Why
didn’t it work, and are
there any issues with it?

-There’s a formula for -Offices are scary and it’s

-Eleanor entered the Good intake at The Good Place, not friendly as an entrance
Place through an office so everyone gets the same -How did she get to the
information office?
 Nelson 29

Handout B

You’re the Architect!

Name:________________________
Due Date: ____________________

Now that we’ve learned what makes a world perfect, and how different authors
get there, it’s time to build your own utopia. Individually, design your perfect utopia,
based on your observations from your Blueprint Journals, things you’ve seen outside of
class, and your personal preferences. The sky is the limit!

You must address these considerations, somehow:

1. Government – Are there any laws
in your utopia?
2. Technology – Is there some
futuristic thing we don’t have on
Earth, or is there no technology at
all?
3. Business – Do you have a money
system in your utopia?
4. Housing – Where do people live?
5. Education – Is there a school in
your utopia?
6. Climate/Environment – What is
the temperature like? Are there
different seasons?
7. Recreation/Fun – What do
people do for entertainment?

Your project can be one of the following forms:

- Poster - Brochure
- Presentation (PowerPoint, Prezi, - Story/Essay
etc.)
 Nelson 30

Please include pictures along with written descriptions of your utopia- you do not have
to draw the pictures, but please include sources when applicable.

“You’re the Architect” Rubric

Name:_______________________
/20
Criteria \ Level Excellent (4) Proficient (3) Adequate (2) Limited (1) Insufficient
Evidence and Evidence and Evidence and Evidence and No score
Information ideas pulled from ideas pulled from ideas pulled from ideas pulled from awarded because
and Evidence texts accurately texts moderately texts adequately texts did not help there is
Choices helped to build a helped to build a helped to build a to build a perfect insufficient
(2.1.2a, 2.1.2c, perfect world. perfect world. perfect world. world. Evidence evidence, based
3.3.1a, 3.3.2a) is missing or on the
X2 there is none requirements of
present. the task.
The selected The selected The selected The selected No score
format is format is format is format is awarded because
presented in a presented in a presented in an presented in an there is
highly logical and moderately adequately illogical and insufficient
creative way. logical and logical and uncreative way. evidence, based
Presentation The student creative way. creative way. The student on the
and creatively The student The student integrated none requirements of
Organization integrated their creatively integrated a few of their own the task.
(2.2.1c, 2.2.1d own desires into integrated their of their own desires into the
2.2.2b 2.4.1a) the perfect own desires into desires into the perfect world.
world. The the perfect perfect world. The presentation
presentation of world. The The presentation of the perfect
the perfect world presentation of of the perfect world had more
was free from the perfect world world had more than a few major
major errors. had only one or than a few major errors.
two major errors. errors.
Following All of the key All of the key All of the key Not all of the key No score
Consideration elements to elements to elements to elements were awarded because
s consider were consider were consider were mentioned. there is
(3.3.3a) included, in included and mentioned, but Student had an insufficient
X2 depth, and elaborated upon. not elaborated ineffective plan evidence, based
 Nelson 31

elaborated upon. Student had a on. Student had to approach each on the
Student had an moderately an ineffective topic. requirements of
effective plan to effective plan to plan to approach the task.
approach each approach each each topic.
topic. topic.