Eng4c Unit 2
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Unit Plan Course: ENG 4C Unit 2: Relationships and Identity The 4th R Literature circle novels will serve as the anchor for unit. These novels all deal with issues relating to mental health, drugs and alcohol, relationships, fitting in, and sexuality. The focus for this unit will be the reading and literature strand but students will also use media to make connections between their novels and the world around them. Big Ideas and Essential Skills How do the choices we make affect us and those around us? What are the connections between literature and popular culture • Reading for Meaning • Understanding Media Forms, Conventions and Techniques • Listening to Understand • Understanding Form and Style • Reading With Fluency • Reflecting on Skills and Strategies Culminating Task Literature Circle performance task and Portfolio Unit Description
Lessons
Expectations
Intro to Book Club format: Learning skills Teacher will introduce students to the book club format by O 2.2 having students discuss what they have liked and disliked about working in groups in the past. Create an anchor chart for the factors that are essential for effective collaborative work. Students will do practice book clubs by reading an article or short story and leading a discussion in a small group. Students will be asked to take notes, summarizing the discussion as they participate. As a class we will debrief the activity and determine focus for next day. Intro to Book Club titles: R1.4 Teacher will introduce the books and provide caveats about sensitive material/language. In small groups allow students to examine each book and then on a card, indicated top 3 choices and why and 2-3 preferred partners. Mini-lesson on generating discussion questions. Practise using another article or short
Assessment strategies D=diagnostic F=formative S=summative Observation
Observation and cards (f)
story. Book club practise: Mini-lesson on summarizing sections read and selecting important passages. Practise with article, short story, or poem. 1-2 Additional mini-lessons as needed. Topics may include: encouraging equal voice in discussions, identifying leading discussions, responding to prompts, etc. Independent Reading: Students will be given their reading groups and books and allowed some independent reading time. Students will use sticky notes to divide book into sections and dates will be determined for book talks. At this time there may be some opportunity to trade books/adjust reading groups if necessary. Bookmarks for section 1 will be distributed. And teacher will remind students of the importance of completing reading and discussion questions prior to meetings. Establishing prior knowledge: As a class students and teacher will fill out a web outlining issues facing young adults today. Students will then participate in a 4 corners activity asking them to consider a number of different statements such as “Cliques cause bullying”. Reflection: What conclusions can you draw about the lives of young adults? Media Connections (4-5 periods) (These lessons will be spread out throughout the unit and will alternate with the reading strategies lessons outlined below) Students will be given some independent reading time. Review of key concepts about the media. Students will then examine a variety of types of material that portray teens in the media. Students will then make connections to issues discussed in previous day and reflect on their personal connections to these themes. Ask students to view and respond to two commercials: one for Dove and one for Axe.
R 1.2
Observation Marked up texts (f)
Learning skills
O 1.2, 1.4, 1.8, 2.2
Four Corners (f) Webbing (f)
M 1.1, 1.2, 1.3, 1.4
Class discussion Value Line (d) Blog responses (f) Quiz on key concepts (f)
Media Connections: Gender in the Media Discuss responses to ads in terms of what message each commercial is sending to viewers. Students will form a value line or complete a four corners activity in which students will try to examine multiple perspectives. Then teacher will show the Dove Axe mashup video and discuss it in terms of the key concepts. Students will then use a chart to make connections between gender portrayal in ads and gender in their novels. Media Connections: Stereotypes Students will be given independent reading time at the beginning of class. Students will view a series of clips from tv shows and list as many “stereotypes” as they can see portrayed in them. Discussion: why might a writer use stereotypes: Complete a plus,minus, implications chart. Completed book club questions will be due at the end of class in preparation for tomorrow’s bookclub Reading Strategies 6-8 periods (reading strategies mini lessons may alternate with media connections mini lessons for variety) Teacher will model strategy using a mentor texts and then students will practise the strategy using their book club texts or a shorter complementary piece. Lessons will include a reflection where students consider their reading strengths and weaknesses and how a particular strategy helps. Topics: Fix-up strategies, questioning, making connections, inferring, summarizing, analyzing Book Club Meeting #1 Review info from mini-lessons about discussion etiquette and active listening skills. Structure for book club: see 4th R binder. Each meeting will have a discussion director and recorder (teacher will also use audio recorder and move it around to review book club discussions later and ensure accountability). Students will revisit the web. For the discussion question, students could go to the computer lab and respond in a blog that is set up for each literature circle. Or this could be assigned for homework. Students will be expected to respond
M 1.1, 1.2, 1.3, 1.4
Value Line(f) Chart (f)
M 1.1, 1.2, 1.3, 1.4
PMI chart (f)
R 1.2, 4.1
Sticky notes (s/f) Graphic organizers (s/f) Notes (s/f) Reflections (f)
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 O 1.2, 1.4, 1.8, 2.2
Book marks (f) Recordings of discussion (f) Summary notes (f) Blog (f)
to the prompt and to comment on at least one other student’s response. Students will complete self evaluations of their work in groups Book Club Meeting #2 Focus is on narrative voice and making inferences. Students will have submitted their bookmarks for review prior to meeting. Lesson on inference then book club meeting where students will use graphic organizer to evaluate the narrator of their novels. (Structure will be similar to meeting #1) Book Club Meeting #3 Focus is on conflict. As a class, discuss different types of conflict that appear in literature. Students will complete a conflict concept map in their book club meetings in addition to their regular discussion. (Structure will be similar to meeting #1) Book Club Meeting #4 Focus is on connections. In addition to ideas suggested in 4th R binder, students may refer back to our media connections lessons to help scaffold making connections. Students will complete the connections chart during their book club meetings. (Structure will be similar to meeting #1) Book Club Meeting #5 Focus is on issues and themes. In this meeting students will be synthesizing all the work of their previous meetings to develop a statement about the point of the novel and assess critically the validity of the views presented. Culminating Task 4-5 periods Throughout the unit students have responded to their novels individually and in groups, they have practised a variety of reading strategies, made media connections, taken turns leading group discussions, reflected on their learning, and examined their novels from a variety of perspectives. The culminating task will provide them with an opportunity to demonstrate their mastery of these skills by submitting a portfolio that includes evidence of these skills explained in a report format. (The report format itself will not be a major part of the assessment. It will be formative and will serve as
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 O 1.2, 1.4, 1.8, 2.2
Book marks (f) Recordings of discussion (f) Summary notes/charts (f) Blog (f)
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 O 1.2, 1.4, 1.8, 2.2
Book marks (f) Recordings of discussion (f) Summary notes/charts (f) Blog (f)
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 O 1.2, 1.4, 1.8, 2.2
Book marks (s) Recordings of discussion (s) Summary notes/charts (s) Blog (s)
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 O 1.2, 1.4, 1.8, 2.2
Book marks (s) Recordings of discussion (s) Summary notes/charts (s) Blog (s)
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1
Portfolio and Report (s)
W 1.4, 1.5 2.1,
(Writing expectations are formative)
practice for the next unit). Students will have a variety of choices in terms of how they demonstrate their mastery of skills to allow for differentiation. Culminating Task Students will have time in class to prepare their portfolios but there will be an expectation that some of the work be completed on their own time as well. Teacher will introduce the concept of the portfolio and discuss with students the criteria for the task and get student input on the difference between a level 1,2,3, and 4 portfolio. This criteria will be displayed during the work periods. Introduction to the Report Teacher will introduce the report using an example from the Ontario College Writing Exemplars. Use think-aloud and mark up text, focusing on format. Students will then examine a variety of student-written exemplars and determine which one is a level 1,2,3,4 based on criteria discussed. Teacher will provide template for students to use to write their reports. Work Periods Students will be given time in class to write reports and prepare portfolios.
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1
Portfolio and Report (s) (Writing expectations are formative)
W 1.4, 1.5 2.1, R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1
Portfolio and Report (s) (Writing expectations are formative)
W 1.4, 1.5 2.1, R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 W 1.4, 1.5 2.1,
Portfolio and Report (s) (Writing expectations are formative)
Lessons
Expectations
Intro to Book Club format: Learning skills Teacher will introduce students to the book club format by O 2.2 having students discuss what they have liked and disliked about working in groups in the past. Create an anchor chart for the factors that are essential for effective collaborative work. Students will do practice book clubs by reading an article or short story and leading a discussion in a small group. Students will be asked to take notes, summarizing the discussion as they participate. As a class we will debrief the activity and determine focus for next day. Intro to Book Club titles: R1.4 Teacher will introduce the books and provide caveats about sensitive material/language. In small groups allow students to examine each book and then on a card, indicated top 3 choices and why and 2-3 preferred partners. Mini-lesson on generating discussion questions. Practise using another article or short
Assessment strategies D=diagnostic F=formative S=summative Observation
Observation and cards (f)
story. Book club practise: Mini-lesson on summarizing sections read and selecting important passages. Practise with article, short story, or poem. 1-2 Additional mini-lessons as needed. Topics may include: encouraging equal voice in discussions, identifying leading discussions, responding to prompts, etc. Independent Reading: Students will be given their reading groups and books and allowed some independent reading time. Students will use sticky notes to divide book into sections and dates will be determined for book talks. At this time there may be some opportunity to trade books/adjust reading groups if necessary. Bookmarks for section 1 will be distributed. And teacher will remind students of the importance of completing reading and discussion questions prior to meetings. Establishing prior knowledge: As a class students and teacher will fill out a web outlining issues facing young adults today. Students will then participate in a 4 corners activity asking them to consider a number of different statements such as “Cliques cause bullying”. Reflection: What conclusions can you draw about the lives of young adults? Media Connections (4-5 periods) (These lessons will be spread out throughout the unit and will alternate with the reading strategies lessons outlined below) Students will be given some independent reading time. Review of key concepts about the media. Students will then examine a variety of types of material that portray teens in the media. Students will then make connections to issues discussed in previous day and reflect on their personal connections to these themes. Ask students to view and respond to two commercials: one for Dove and one for Axe.
R 1.2
Observation Marked up texts (f)
Learning skills
O 1.2, 1.4, 1.8, 2.2
Four Corners (f) Webbing (f)
M 1.1, 1.2, 1.3, 1.4
Class discussion Value Line (d) Blog responses (f) Quiz on key concepts (f)
Media Connections: Gender in the Media Discuss responses to ads in terms of what message each commercial is sending to viewers. Students will form a value line or complete a four corners activity in which students will try to examine multiple perspectives. Then teacher will show the Dove Axe mashup video and discuss it in terms of the key concepts. Students will then use a chart to make connections between gender portrayal in ads and gender in their novels. Media Connections: Stereotypes Students will be given independent reading time at the beginning of class. Students will view a series of clips from tv shows and list as many “stereotypes” as they can see portrayed in them. Discussion: why might a writer use stereotypes: Complete a plus,minus, implications chart. Completed book club questions will be due at the end of class in preparation for tomorrow’s bookclub Reading Strategies 6-8 periods (reading strategies mini lessons may alternate with media connections mini lessons for variety) Teacher will model strategy using a mentor texts and then students will practise the strategy using their book club texts or a shorter complementary piece. Lessons will include a reflection where students consider their reading strengths and weaknesses and how a particular strategy helps. Topics: Fix-up strategies, questioning, making connections, inferring, summarizing, analyzing Book Club Meeting #1 Review info from mini-lessons about discussion etiquette and active listening skills. Structure for book club: see 4th R binder. Each meeting will have a discussion director and recorder (teacher will also use audio recorder and move it around to review book club discussions later and ensure accountability). Students will revisit the web. For the discussion question, students could go to the computer lab and respond in a blog that is set up for each literature circle. Or this could be assigned for homework. Students will be expected to respond
M 1.1, 1.2, 1.3, 1.4
Value Line(f) Chart (f)
M 1.1, 1.2, 1.3, 1.4
PMI chart (f)
R 1.2, 4.1
Sticky notes (s/f) Graphic organizers (s/f) Notes (s/f) Reflections (f)
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 O 1.2, 1.4, 1.8, 2.2
Book marks (f) Recordings of discussion (f) Summary notes (f) Blog (f)
to the prompt and to comment on at least one other student’s response. Students will complete self evaluations of their work in groups Book Club Meeting #2 Focus is on narrative voice and making inferences. Students will have submitted their bookmarks for review prior to meeting. Lesson on inference then book club meeting where students will use graphic organizer to evaluate the narrator of their novels. (Structure will be similar to meeting #1) Book Club Meeting #3 Focus is on conflict. As a class, discuss different types of conflict that appear in literature. Students will complete a conflict concept map in their book club meetings in addition to their regular discussion. (Structure will be similar to meeting #1) Book Club Meeting #4 Focus is on connections. In addition to ideas suggested in 4th R binder, students may refer back to our media connections lessons to help scaffold making connections. Students will complete the connections chart during their book club meetings. (Structure will be similar to meeting #1) Book Club Meeting #5 Focus is on issues and themes. In this meeting students will be synthesizing all the work of their previous meetings to develop a statement about the point of the novel and assess critically the validity of the views presented. Culminating Task 4-5 periods Throughout the unit students have responded to their novels individually and in groups, they have practised a variety of reading strategies, made media connections, taken turns leading group discussions, reflected on their learning, and examined their novels from a variety of perspectives. The culminating task will provide them with an opportunity to demonstrate their mastery of these skills by submitting a portfolio that includes evidence of these skills explained in a report format. (The report format itself will not be a major part of the assessment. It will be formative and will serve as
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 O 1.2, 1.4, 1.8, 2.2
Book marks (f) Recordings of discussion (f) Summary notes/charts (f) Blog (f)
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 O 1.2, 1.4, 1.8, 2.2
Book marks (f) Recordings of discussion (f) Summary notes/charts (f) Blog (f)
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 O 1.2, 1.4, 1.8, 2.2
Book marks (s) Recordings of discussion (s) Summary notes/charts (s) Blog (s)
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 O 1.2, 1.4, 1.8, 2.2
Book marks (s) Recordings of discussion (s) Summary notes/charts (s) Blog (s)
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1
Portfolio and Report (s)
W 1.4, 1.5 2.1,
(Writing expectations are formative)
practice for the next unit). Students will have a variety of choices in terms of how they demonstrate their mastery of skills to allow for differentiation. Culminating Task Students will have time in class to prepare their portfolios but there will be an expectation that some of the work be completed on their own time as well. Teacher will introduce the concept of the portfolio and discuss with students the criteria for the task and get student input on the difference between a level 1,2,3, and 4 portfolio. This criteria will be displayed during the work periods. Introduction to the Report Teacher will introduce the report using an example from the Ontario College Writing Exemplars. Use think-aloud and mark up text, focusing on format. Students will then examine a variety of student-written exemplars and determine which one is a level 1,2,3,4 based on criteria discussed. Teacher will provide template for students to use to write their reports. Work Periods Students will be given time in class to write reports and prepare portfolios.
R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1
Portfolio and Report (s) (Writing expectations are formative)
W 1.4, 1.5 2.1, R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1
Portfolio and Report (s) (Writing expectations are formative)
W 1.4, 1.5 2.1, R 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 2.1, 2.2, 2.3,; 3.2, 4.1 W 1.4, 1.5 2.1,
Portfolio and Report (s) (Writing expectations are formative)
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