Team members: Pacus Chan, Edwin Hsu, Rachel Lin

Year Plan:
Grade 8, Class Profile #2 + Harper (Gifted), Payton (EBD), Skyler (LD)

English Math Arts Education

Unit 1: ● People understand text
Understanding our differently depending on their
diversity worldviews and perspectives.
● Texts are socially, culturally,
and historically constructed.
● Number represents, describes, and ● Individual and collective
compares the quantities of ratios, expression can be achieved
rates, and percents. through the arts.
● Discrete linear relationships can be
represented in many connected
ways and used to identify and
make generalizations.

Unit 2: ● Language and text can be a ● Computational fluency and
Creative source of creativity and joy. flexibility extend to operations with
communication fractions.
● The relationship between surface
area and volume of 3D objects can
be used to describe, measure, and
compare spatial relationships.
● Creative growth requires
patience, readiness to take risks,
and willingness to try new
approaches.
● Dance, drama, music, and visual
arts are each unique languages
for creating and communicating.

Unit 3: ● Exploring stories and other ● Analyzing data by determining ● Artists often challenge the status
Becoming a global texts helps us understand averages is one way to make quo and open us to new
citizen ourselves and make sense of large data sets and perspectives and experiences.
connections to others and to enables us to compare and
the world. interpret.
● Questioning what we hear,
read, and view contributes to
our ability to be educated and
engaged citizens.

Why did you put those topics together? What is the connection?
Unit 1: This unit focuses on exploring different viewpoints and connecting different facets of knowledge.
Unit 2: This unit focuses on exploring and expressing creativity and flexibility.
Unit 3: This unit focuses on widening our worldview as a global citizen.
Unit Plan
Unit 2: Creative Communication
Big Ideas
English ● Language and text can be a source of creativity
and joy.
Math ● Computational fluency and flexibility extend to
operations with fractions.
● The relationship between surface area and
volume of 3D objects can be used to describe,
measure, and compare spatial relationships.
Arts Education ● Creative growth requires patience, readiness to
take risks, and willingness to try new
approaches.
● Dance, drama, music, and visual arts are each
unique languages for creating and
communicating.
Big Questions
● How language and text can be a source of creativity and joy?
● How can we express our creativity and joy through our
language and writing?
● Why is computational fluency and flexibility important in
students’ daily lives?
● What is the relationship between surface area and volume of
3D objects?
● How can spatial relationships be described, measured and
compared?
● Why is it important to practice being patient, taking risks, and
trying new things?
● What are the unique parts of different forms of artistic
expression (dance, drama, music, visual arts)?
● How do these forms of artistic expression help us to
communicate our ideas?
 Unit 2 Rubric

Subject Big Idea Emerging Developing Proficient Extending

English Language and text Recognizes (with Appreciates how Infers how language and text can be Uses language and text to
can be a source of guided support) that different features, a source of creativity and joy that express joy in life, or
creativity and joy language and text forms and genres of help construct connections between creatively and critically their
can be used for texts reflect different self, text, and world. personal, social and cultural
many different purposes, audiences identity. Applies abstract
purposes and messages; Uses ideas to the creation of
appropriate strategies creative work.
to support
comprehension

Math Computational Describes Explains direct Flexibly selects strategies for solving Applies understanding to
fluency and flexibility relationships relationships between problems connected with place, develop algorithms to solve
extend to operations between functions in functions in relation to story, cultural practices, and complex, real world
with fractions general (e.g. fractions perspectives relevant to local problems
addition & Indigenous and local communities
subtraction) and other cultures with fractions,
models reasoning using appropriate
tools and technologies

The relationship Estimates and Estimates and Compares spatial relationships Designs and formulates
between surface area measures surface computes surface between and among area and diagrams for context-based
and volume of 3-D area of 2D and 3D area and volume volume and 3D shapes using problems. Can combine
objects can be used shapes using provided appropriate tools and technologies formulas to hypothesize
to describe, measure, algorithms surface area/volume of
and compare spatial irregularly shaped objects.
relationships

Arts Creative growth Describes the Implements strategies Demonstrates the ability to be patient Develops a growth mindset,
Education requires patience, importance of being to persevere through and starting to be able to take risks feels more comfortable
readiness to take patient and taking creative struggle when independently in creative situations. independently taking risks
risks, and willingness risks. prompted with adult and trying new approaches
to try new support. to push themselves
approaches. creatively.
 Dance, drama, music, Identifies the key Analyzes the unique Evaluates forms of artistic expression Creates ways to express
and visual arts are characteristics of differences between based on their unique characteristics their ideas using a form of
each unique various forms of forms of artistic for how they help us communicate artistic expression that
languages for artistic expression. expression. with the people around us. demonstrates their
creating and understanding of its unique
communicating. characteristics.

Why we adapted the English rubric:

We adapted the English rubric in the Emerging section because 70% of kids are learning English as an additional language, and we hypothesize
that some of the kids may be limited in their English expression and may have extraneous working memory difficulties which would make it more difficult for
them to access the material. In order to make it more equitable, if these kids who are ELL can absorb the essentials of the text when we provide them with
guided support, we believe they will be considered as meeting the requirements of the Emerging section.

The main goal in this Unit for English is for students to begin to learn to appreciate various creative works. Especially for students like Payton who
have a negative relationship with English writing and reading, we want to provide them with experiences in the classroom that will bring them joy. These
students may need a bit more guidance, but if they can recognize and begin to appreciate the language used in these texts, it will help them to find
creativity and joy (which is the Big Idea for this unit).

We also adapted the rubric for the Extending part in two ways. First, we added “joy in life” because what Harper needs the most is support for their
social and emotional development though Harper can already reach the original assessment. As it mentioned in the profile that “Harper seemed very fragile
emotionally”, it will be important for Harper to look at the bright side of things and think positively. If we could encourage Harper to practice putting their
positive emotions or reflect on the joys in life (based on personal experience) into texts, it would help them improve their self awareness and self
management.

Additionally, we added “Applies abstract ideas to the creation of creative work” with Skyler in mind. Skyler has an extensive vocabulary and is able
to comprehend abstract ideas well. They can give complex answers to reading comprehension questions, so we believe that Skyler may already be close to
“Extending”. In order to challenge Skyler in an area of their strengths, we want to use Skyler’s strength in abstraction to challenge them to apply it to their
own creation of creative work.

Why we did not adapt the Mathematics rubric:

We did not adapt the rubric for Mathematics as none of them are struggling in it. In fact, the class actually has strong critical thinking skills according
to the class profile. Despite their struggles in English, it has little effect in Mathematics as it is not language dependent and in the particular unit we are
doing (i.e. 3D objects), it is highly visual.
Instructional Activities
Thematic Connection: Renaissance

Problem-Based Learning
A theatre manager has hired you and your team to present a scene from “Romeo and Juliet” with a modern twist, but preserving a similar overall message.
You will need to determine the core message that you want to present, understand the historical context of the Renaissance and be able to adapt it to a
modern setting, and figure out the steps needed to develop and present the scene.

1. Read through Romeo and Juliet and discuss with your team what you found to be a provoking overall message.

a. An ELL-friendly version of the story + guided reader will be used for all students as we want students to focus on the overall message.

2. Research the Renaissance period. What kind of historical context will help you to better understand the society that Romeo and Juliet were living in?
Considering the differences in society, what do you think would happen if Romeo and Juliet were living in the modern world?

3. Research various modern adaptations of Romeo and Juliet. Find at least one adaptation in each media type: drama, music, dance, visual arts. What
makes each adaptation unique? What creative elements does each adaptation add to the story?

4. Pick a scene of interest from the play that you want to adapt in your own way. Brainstorm some possible modern twists that can be applied to this
scene. What special aspects can you include to help you to express your unique voice? Remember to keep your overall message in mind.

5. Research different theatre stages from around the world and throughout history. What is similar across them? What is different? Sketch out a model
of one of these stages and include a scale. What is the scale factor?

6. Plan and design your stage. Sketch out a design of the stage and include a scale. What is your scale factor?

7. Plan and design the props and costumes. What props do you need? What shapes are they in? Create a net for each of the 3D objects.

8. Consider the props that you will be creating. Using the nets you created of the objects and the relevant equations, estimate the minimum amount of
space (volume) you will need to store them. What kind of 3D shape would be optimal for storing your props?

9. Get ready for the show!

10. After the show, the theatre director will want to conduct an interview with each of you to ask you to explain why your team chose to adapt the scene
in the way that you did. What impact does the scene and its message have on you? Are there any key elements important for you personally?
 Multiple Intelligences Activity Bank
English
Interpersonal - Compare and contrast the social
context and morality between the
modern and Renaissance period.
Intrapersonal - Reflect on what characteristics from the
Renaissance may be similar to your
life.
- After watching a play from the
Renaissance time, reflect on how it
helps you to understand yourself.
Existential - How do different experiences and
history shape our life?
Musical - Write a simple song based on the
Rhythmic rhyme scheme of various sonnet types
in the Renaissance.
Body - Demonstrate with your body the
Kinesthetic differences between depictions of the
human body in Renaissance and
Greek mythology. Are there any
descriptions of human bodies that are
over-exaggerated or unrealistic?
Math
- How did people get their groceries and
how much did they have to spend for
the daily groceries in the Renaissance?
- How many types of currency were there
in Renaissance?
- Create a financial literacy plan for
yourself in the Renaissance period.
How would that be similar/different from
the same plan in the current society?
- How did the understanding of
Mathematics during the Renaissance
improve your current quality of life?
- What kind of wind instruments were
used in the Renaissance times? How
does the length of a tube influence the
sound of the instrument? Use this
knowledge to cut your own tubes to
different lengths in order to play and
perform a simple song.
- Compare and contrast your own body
ratio with the Vitruvian Man by
Leonardo da Vinci.
Arts Education
- Research the social dynamic between
the creative people of the Renaissance
and their patrons. How does it compare
to “patronage” in the modern day?
- Roleplay a possible conversation
between an artist and their patrons.
- Choose a piece of media from the
Renaissance that made you feel
emotional. What kind of emotion did
you feel? Why do you think it made you
feel that way?
- How does art impact your emotional
state? How did artists during the
Renaissance inspire emotional
reactions?
- What are some unique characteristics
of Renaissance music? Create your
own Renaissance-inspired tune.
- Design a modern workout to a
Renaissance tune.
- Using Renaissance sculpture poses as
inspiration, design a yoga routine.
- Research Renaissance dance moves
and put together a routine using those
moves to a modern song of your
choice.
Visual Spatial - Research how plays are arranged.
Make an infographic to show the
differences between the way that plays
are arranged nowadays and the one
arranged in the Renaissance period.
Naturalist - People in the Renaissance times
valued their connection to the natural
world. Compare the way you take care
of your well-being and the way people
did in the Renaissance. Are there any
methods that are unique to them?
Create a lifestyle that fits in the
Renaissance to likely improve your
well-being.
Verbal - Write a short dramatic monologue that
Linguistic uses common poetic elements of the
Renaissance, but is based on a
modern topic.
Logical - How did the field of mathematics
Mathematical improve in the Renaissance period?
Who contributed to build up the basis
of modern mathematics? Pick a key
finding that was developed in this time
and explain the logic behind it.
- Explore some large pieces of artwork to
scale (either printed out or at a
museum). How do artists make sure all
the components in a large scale mural
or fresco are drawn to scale? Try
sketching one out to try.
- Look around the school area and find
the tallest tree. Compare it with the
Dome of St. Peter’s Basilica. What is
the difference in height? What kind of
shapes are similar and different?
- Based on what you observe in nature,
why do you think columns were chosen
to support buildings?
- Write a play about an architect building
a cathedral. Consider the Mathematical
concepts behind building it such as
Geometry and shapes.
- Create a scaled geocentric model of the
astronomical system used in the
Renaissance period. How did this
model change the worldview in the field
of Astronomy? What might the world be
like without this change?
- Compare and contrast paintings from
the Early and Late Renaissance, make
a timeline of key paintings and identify
when key elements were invented.
- Map out where Renaissance artists and
writers lived / created their work.
- Research plants that are referenced in
media from the Renaissance. What
kinds of uses did these plants have?
Are these plants still used today?
- Medicinal plants were very popular in
the Renaissance and were often
illustrated in religious books. How does
this knowledge compare to Indigenous
medicinal uses of plants? Using those
illustrations as inspiration, make your
own illustrations of Indigenous
medicinal plants.
- Write a short scene of a conversation
that you might have with someone from
the Renaissance if they met you in the
modern time. What about if you met
them in the time of the Renaissance?
- How do paintings use bodily ratios and
scale? Why was realism important to
these artists? Measure and calculate
the bodily ratio of various paintings.
- Create an infographic with statistics
about what kind of music a
Renaissance teenager may have been
listening to. Compare this with an
infographic about your own personal
taste in music.
Diagram of Room Layout

We picked this U-shaped classroom for the set up for our Math and English classrooms because it allows for the most flexible space. Students will
be able to alternate between listening to teacher or student presentations at the front of the room, or working in their individual table groups. Students can
move their chairs to the inside of the U-shape in order to be facing each other. Students can also use the empty space in the middle to do larger physical
activities, like rehearse their play or build any mathematical models or set pieces. Students like Skyler, struggle with their focusing and social skills. It is said
that Skyler has difficulty focusing attention in class and often daydreams as a result. In view of that, we have prepared some standing desks at the back of
the classroom as studies have shown that standing desks can help with increasing productivity and focusing. Students will also be able to move to the
standing desk area or individual study area freely during class, so that they all have access to these resources (ie. they do not need to be specially
requested or allowed for).
We picked a cluster style seating arrangement for the Arts Education classroom. Many of the activities in this classroom will be physical and done
on the stage, including rehearsals and set building. However, any research or discussion activities will be done in a group. These clusters allow group
discussions to be held and social relationships to be fostered, which is something very important for this group of students.
In all of our classrooms, the teacher’s desk is at the back. This fosters a group-learning mindset, allowing for students to learn from each other and
practice self-regulating their learning. Since communication and collaboration are extremely important for this group of students and the activities we have
planned, the teacher will not be lecturing very much and will instead be floating from group to group, monitoring any questions they may have.
Overall Rationale

Summary of Assessments
For formative assessment, we will be using the following:
● Daily progress check-ins -- to make sure that students are making progress on their tasks and to see if they have any questions
● Thumbs up/thumbs down -- used during class to check if students comprehend class materials or instruction
● Weekly self-reflection -- to raise self-awareness and help students understand their own level of achievement
● Peer Conferencing
○ Peer-assessment -- to help students understand assessment criteria and practice supporting each other
○ Feedback sandwich -- to give the students positive feedback about what they’ve done well and how they could do better to move forwards
● Observations -- teachers will be able to float around the classroom and can make informal observations about how groups are working together

We will not be using summative assessments for this unit, apart from the rubrics that we have already used throughout the formative assessments. This unit
is all about creation and creativity. We do not want to “punish” students who come in with less prior knowledge about things (eg. a lower English level,
difficulty in written output), so we will not be giving any final tests or exams. Even overall the Problem-Based Learning project will simply be another way for
students to show their skills that they have developed throughout the course, allowing another source of data alongside the daily activities to inform the
formative rubrics.

In our case study, Payton struggles with writing and refuses to write, but is a talented artist and musician. Therefore, instead of asking them to write, we can
ask them to share their creative ideas with their team during the creative process. If Payton can communicate these ideas verbally, then they definitely will
already be fitting the Emerging aspect of the English rubric. One can argue that with clear guidance, Payton’s creativity can help Payton apply a lot of this
knowledge to the creation of creative tasks, of which this unit has a lot of activities that allow for, and could result in a Proficient to Extending placement.

As for Skyler, it is said that they have strong language skills as they can easily state the main idea of a passage and are able to give sophisticated abstract
and inferential answers to comprehension questions. Moreover, Skyler is said to have extensive vocabulary which is well beyond expectations. With these
taken into consideration, we will maintain high expectations for Skyler in terms of the assessment, and we have adjusted the “Extending” criteria in the
English rubric so as to challenge Skyler and push them more.

Last but not least, Harper is said to have trouble setting goals and keeping materials organized. With our daily progress check-ins with the teacher as well
as the peer support within the group, Harper will be closely monitored and guided throughout the progress. As the teacher will be circulating around the
classroom constantly, if Harper shows frustration in any tasks, the teacher will be able to identify easily and immediately provide necessary intervention.
Due to Harper’s self-critical personality, it is actually very beneficial that we are using a rubric to assess them instead of having summative assessments as
small mistakes will not be reflected on the rubric. In other words, it is more forgiving with the use of a rubric for assessment and hence Harper will not have
to be as stressed. This also leads to our adjustment in the “Extending” criteria in the English rubric. We believe that showing some elements of joy in their
writing can help them become less self-critical and at the same time challenge them more in English as they are said to be talented in writing, especially in
poem-writing.
Rationale for Activities
Some specific examples from our activities are highlighted

Developing personal and cultural identity

● Students will have the chance to reflect on their personal emotional relationships with media
○ “Choose a piece of media from the Renaissance that made you feel emotional. What kind of emotion did you feel? Why do you think it made
you feel that way?”
○ “How does art impact your emotional state? How did artists during the Renaissance inspire emotional reactions?”
● Students will have the chance to reflect on their values and beliefs
○ “Reflect on what characteristics from the Renaissance may be similar to your life.”
○ “After watching a play from the Renaissance time, reflect on how it helps you to understand yourself.”
○ “Create an infographic with statistics about what kind of music a Renaissance teenager may have been listening to. Compare this with an
infographic about your own personal taste in music.”
● Students will have the chance to reflect on the cultural knowledge of Canada
○ “Medicinal plants were very popular in the Renaissance and were often illustrated in religious books. How does this knowledge compare to
Indigenous medicinal uses of plants?”
● Students will have the chance to reflect on their relationships with each other and the past in society
○ “How did the understanding of Mathematics during the Renaissance improve your current quality of life?”

Developing communication skills

● Students will have the chance to practice and reflect on ways to communicate with the people around them
○ Students will be practicing communicating with their classmates through group projects and activities throughout the unit
○ This is especially important for Skyler, Payton, and Harper, so that they can learn how to communicate their needs verbally
○ “Roleplay a possible conversation between an artist and their patrons.”
■ As we have artists in the modern day too, it is important to practice respectful ways to communicate with them (and, if one becomes
an artist, practicing respectful ways to communicate with customers). Eg. Payton is talented artistically and can perhaps one day find
themselves in a situation where they are uncertain how to communicate with various types of customers. Knowing how to understand
textual nuance and when to stand up for yourself will be extremely important!
● Students will have the chance to express themselves in creative ways
○ “Write a short dramatic monologue that uses common poetic elements of the Renaissance, but is based on a modern topic.”
○ “Write a simple song based on the rhyme scheme of various sonnet types in the Renaissance.”
● Students will have the chance to learn how to communicate their individual ideas in many different ways and across many different media
○ Through drama, music, dance, and art
○ Through making infographics, timelines, and visual models
Developing critical thinking
● Students will have the chance to apply their knowledge across different fields (English, Math, and Arts Education) in an intersectional way
○ All classes will be discussing things relevant to the Renaissance and using skills and knowledge from each of the classes to help develop a
holistic understanding
○ The Problem-Based Learning project is entirely intersectional
○ English -- “How did the field of mathematics improve in the Renaissance period? Who contributed to build up the basis of modern
mathematics? Pick a key finding that was developed in this time and explain the logic behind it.”
○ Math -- “How do artists make sure all the components in a large scale mural or fresco are drawn to scale? Try sketching one out to try.”
○ Arts -- “How do paintings use bodily ratios and scale? Why was realism important to these artists? Measure and calculate the bodily ratio of
various paintings.”
● Students will have the chance to apply and transform their pre-existing knowledge
○ “People in the Renaissance times valued their connection to the natural world. Compare the way you take care of your well-being and the
way people did in the Renaissance. Are there any methods that are unique to them? Create a lifestyle that fits in the Renaissance to likely
improve your well-being.”
● Students will have the chance to discuss issues and open-ended questions that do not have a single straightforward answer

We have highlighted the recommendations for providing extra support

These activities are adapted to the class’ academic challenges

Since most of the kids are ELL, this means some of them would have difficulty digesting Shakespeare’s Romeo and Juliet, so an ELL-friendly version of the
story and guided reader will be provided for the project. Also, as for the student with special needs like Skyler, who is unable to retell a story in sequence, it
is expected that group members would be communicating and having discussions to help each other grasp the essentials of the texts and further
brainstorm some possible adaptation for the project. Thus, with the support of each other, the whole class will afford the opportunity to understand the story
at a deeper level.

These activities allow students to show their Diversity of Strengths

Based on the consideration of each case study, the Problem-based learning project will be conducted in a group format so that every student can be
charged for different tasks based on their strengths. For example, the diverse strengths of the class can be seen when Payton is given a chance to design
the set, props, and music; Skyler can use their skilled vocabulary and heightened imagination (daydreamer) as a writer or creator of ideas, and Harper can
also demonstrate their high ability in writing. In this way, they can be more concentrated on their own parts and have a sense of accomplishment as making
contribution to the group. The class as a whole also has diverse strengths, which can shine in these activities that will tap into multiple intelligences.
These activities allow students to practice developing their Social Interactions

Regarding Skyler’s social challenges, since all our works are done in groups, Skyler will have lots of opportunities to interact with peers in the same class.
As they work through the course work, they will probably develop great friendships with each other. But what needs to be noted here is that we would also
like to cut each lesson into several small chunks as Skyler has difficulty focusing on attention, so short breaks for every ten minutes of course work would
be recommended.

Payton is extremely creative, and thus well suited to the creative activities that we will be carrying out in this unit. We would recommend pairing Payton up
with empathetic teammates who can help Payton to shine artistically. This class has diverse strengths, so they will likely understand that Payton’s diverse
strengths will help the team as a whole. Payton can thrive in creating the props and stage pieces for their team. This class is extremely empathetic,
although their social skills need to be more developed. Payton as well needs more opportunities to engage with other students, so this group activity work
will be ideal.

Harper, to some degree, seems ideal to pair up with Payton, Skyler, or any other kids with special needs as Harper shows strong empathy towards others in
need, it would be an opportunity for Harper to help others and explore the diversity around him; however, it doesn't mean that Harper just could be a
teacher in the group. For example, Payton’s playful but charming characteristics would be a chance to show Harper the message that “you don’t need to be
perfect to be like everyone”. Harper’s challenge is their emotional vulnerability and being overly self-critically. It is expected that Harper would learn the
lesson from the group that even if they've made mistakes, they still have another way to demonstrate their strengths and make a contribution to the group.
Also, Harper has some trouble setting goals and keeping organized, but with the extra scaffolding we have provided in the project, Harper can simply follow
the steps and achieve the small goals one at a time without much trouble.