Find yourself Identity and Conflict

Unit 4: Finding our purpose, destiny, and passion in life

Course
Subject
Developed
by

ELA
Identity

Grade Level
Time Frame

10-1
1 month (19 classes)

Ms. B Toth

Stage 1 Desired Results

Content Standard(s): All general outcomes, novel and film study.
Enduring Understandings/Big Ideas:
Essential Questions:
Students will understand that . . .
How can we find our purpose, destiny, and passion
Our purpose must be our own; no one can in life?
prescribe it for us.
What is more important, the journey or the
As we find our identity, purpose, destiny,
destination?
and passion will often fall into place
Whose life is it anyway?
Self-reflection is essential to find purpose
How do values and beliefs shape us as individuals
Humanity
and influence our behaviour?
To what extent are people in control of their own
Related misconceptions . . .
destiny?
1. Destiny must be religious
What do people gain or sacrifice when they pursue
2. Purpose should be decided by your
their destiny?
family or society because they know
Why do we struggle in society to find our purpose?
best
3. Passion is a hobby, not a career
Prior Knowledge:
4. Passion, destiny, and purpose do not What do students already know . . .
Society influences our identity with the conflict of
exist
balancing conformity and individualism.
We must balance the influences our family has on
our identity, when we are in this transitional and
fundamental moment in our identity development.
Similarities and differences between individuals
ultimately is what connects and divides us. When
we focus on these things, we realize the balance
must exist. As humans we must accept and respect
differences, but be loyal to our beliefs and
ourselves.
Unit Emphasis:
Purpose, destiny, passion as part of our identity
Knowledge objectives (key outcomes): Skills/Attitudes objectives (key outcomes):
Students will know . . .
Students will be able to . . .
That their destiny is their own, and no one
Enhance clarity of communication through personal
like their parents, school, or society can
and persuasive literacies.
change that.
Respect and support their peers.
If we live for our passion, even if it doesnt
Explore and share their ideas, feelings, and
always make the most sense, they can find experiences.
their purpose and fulfill their destiny.
Respond personally, critically, and creatively to the
The journey they take throughout life is
literature we analyze.
where they will learn the most about their
Manage ideas regarding destiny, purpose, and
identity and purpose.
passion.
Each identity is different, and that is why
Students will increase their cognitive confidence,
conforming does not benefit us as we
social and emotional confidence, and stamina and
expect it will.
enjoyment for reading (Beers, 2003).
Self-reflection is the key to finding

ourselves and living a fulfilled life.

Stage 2 Assessment Evidence
Performance Task(s):
Assignment 1:
One reading response journal entry will be written for three of the texts we examine. Your
response should connect back to one of the essential questions we discuss during this unit. There
is no strict format, but your entry must include the following requirements:
Include a quotation/short passage that is significant to you
Connect this to your personal ideas, feelings, experiences, or thoughts.
Connect this quote to our overall theme, Finding Yourself- Identity and Conflict
Minimum 1 page
Your grade will be averaged among all three entries. I will provide formative assessment on the
first two entries and assign a final grade after assessing the third response.
Assignment 2:
Through a media mentioned below, create a text that will convince peers to follow their own
journey. This is a persuasive assignment, and thus, you must support your claim. These products
will be presented or displayed within our classroom, depending on the format of your assignment.
Ensure you meet the following requirements in your product:
Explain destiny, purpose, or passion
What obstacles or sacrifices may stand in your way
At least 3 quotes or examples from one of our texts this unit to support your argument
At least 1 example from additional texts or real life
You will use one of the following mediums to present your information, following our portfolio
requirements*:
Persuasive Essay (3-5 pages)
Blog
Song or poem
Newspaper article
Website
If you would like to work in a partnership, you will use the following mediums:
Blog
Newspaper article
Website
Video or skit
During this task you will complete self and peer assessment on the effectiveness of your
arguments and the media chosen. Your final mark will take in consideration of these preliminary
assessment tasks, and peer and teacher assessment after your assignment is complete.
*If you would like to complete your assignment in a different medium, you must speak to me
beforehand to obtain approval.
Standards & Criteria
for Success
Variation on
assignment 1:
Students may
complete journal orally
or on an electronic

Attach rubric
See appendix A

device.
Variation on
assignment 2:
Process and product
varied for students
Student Self-Assessments
Students will self-assess their second
assignment once before having a peerassessment completed. After the peerassessment, they will self-assess once
more to make any changes prior to
submitting the final product.
Students will be asked to reflect upon their
thought progression throughout the unit, in
regards to the essential questions.

Other Evidence (assessments)

Students acknowledge that they want to follow their
dreams after High School.
Thoughtful reflection is made during class
discussion.
Students freely share their lived experiences and
desires to peers or the teacher.
Identification of identity growth.
Essential questions are acknowledged and reflected
upon throughout the unit.

Students will do a self-assessment on their

journal entries. Students should see
development since their first entry, and
assess their final piece of work.

Stage 3 Learning Plan

#

Lesson
Title

What is a
journey?

Where
will life
take us?

I have a
dream.

Lesson Activity
As a class, we will discuss Frosts
poem in comparison to popular
songs. Frontend load discussion of
themes within the unit. Connect
back to units 1-3. Students will go
into small groups and analyze the
various poems. They will then
present the themes and motifs
within the poem. Students will
have time to complete the reading
response 1 to one of the poems
read today.
Today we will cover the prologue
and section 1. After students
discuss in their book clubs, we will
do a whole class discussion about
the key theme for today. We will
watch the Louis Vuitton
commercial, and scaffold the
question where will life take us.
Students will have the end of class
to read the short story and
connect the text to the Alchemist.
Partnered or individual reading
time.
When students enter the class
they will be asked to write a
response to the quote I have a
dream. They should indicate prior
knowledge of this quote and what

Key
Outcome
s

Evidence

Discussion.
GO1,
GO2,
GO4,
GO5

GO1,
GO2,
GO5

GO1,
GO2,
GO3

Reading
response.
Presentatio
n of
analysis.

Whole class
discussion.
Participatio
n in book
clubs.

Front end
loading
discussion.
Circulating

Materials
Resources
The Road Less
Travelled
Robert Frost
The Way it is
William Stafford
Various poems
from
http://beyondthe
quote.com/motiv
ationalpoems.html

Destiny
Awaiting: A Short
Story
Louis Vuitton
Where will life
take you
commercial

Abba I have a
dream song
I have a DreamMartin Luther
King Jr.

What is
passion
for life?

What
must we
sacrifice?

Is it
written?

their interpretation of it is. As a

class we will discuss and analyze
the dream texts. They will then
discuss in partners the connection
of the dream in the Alchemist
(section 2) and real life. Students
should write in the personal
journals about their current
dreams and goals. Partnered or
individual reading time.
Small group and whole class
discussion about section 3 to start
the class. In reflection of the Roald
Dahl quote, what is passion for life
and how can we achieve it? Whole
class conversation about passion
for life and following dreams.
Discuss conflicts that we battle
with as we answer these
questions. Creatively depict, ie.
drawing, your passion or dream.
As an exit slip, students will need
to come up with a quote that one
of the characters in the Alchemist
would say.

Having just finished section 4,

students will submit an entrance
slip with one of the things that
Santiago had to give up. They will
then write a personal response to
a prompt about sacrifice. Examine
and discuss passages and video
clips of resources mentioned. End
with students having free time to
talk with friends about the text or
read.

Students will get into their book

clubs and will have 5 minutes to
recap a specific section. They
must come up with a 30 second
skit to represent the key points
and ideas in their assigned
section. After each group presents,
we will continue discussion about
the essential questions for this

through
partner
conversatio
n.

Class
discussion.
GO1,
GO2,
GO5

Creative
depiction of
identity.
Exit slip.

Entrance
slip.
GO1,
GO2,
GO3,
GO5

GO1,
GO2,
GO3,
G04

Analysis
and
discussion
about
additional
resources.

Review skit.
Discussion.
Circulate
during
personal
responses.

Roald Dahl quote

from My Uncle
Oswald
Goodreads
quotes tagged
follow-yourdreams

Pursuit of
Happiness video
clips.
X-men clips.
Disney clips, ex.
Toy Story.
Deathly Hallows
scene with
resurrection
stone.
Quote from
Neighborhood
Watch by
Cammie
McGovern.
Tie back to
government
systems in SS.
Elton John song
Sacrifice.
Divergent.
Fight Song
Rachel Platten.
Is it written in
the stars- Elton
John & LeAnn
Rimes.

What
obstacles
do we
face?

What
direction
can we
take?

Do we
have the
soul of
the
world?

unit. Having just completed

section 5, 6, 7, we will discuss the
concept of predestination.
Partnered or individual reading
time. The class will end with a
personal response entry about
their opinion about predestination.
Partnered or individual reading
time to begin. To introduce section
8 students will identify conflicts
and obstacles that face on our
journey. By frontend loading and
scaffolding the themes, we will
develop a mind map together.
Students will break into partners
or small groups and come up with
other text examples about
obstacles. Whole class discussions
about what students are currently
facing, what obstacles they have
faced in the past, and what
obstacles they will face in the
future.
Through metaphorical images, we
will examine the directions our
journeys take. Students will
creatively design an artistic
representation of their journey.
They will be expected to share
their product with a partner and
explain the various turns that
occur. Discussion as a class
regarding section 9. Partnered or
individual reading time. Homework
for tonight: find a song that speaks
to you about passion and following
your dream.
We will begin the class with the
following question: If you could
see into the future, would you
want to know what would happen?
After students think about this or
write in response, we will discuss
in small groups. Then, as a whole
class we will discuss, what about
the butterfly effect? Would it
change your destiny if you knew?
Students will then discuss in small
groups, what it would look like to
have the soul of the world in
todays society. Exit slip will ask
them to submit at a list with one
idea per student in the group.

Mindmap
contribution
.
GO1,
GO2,
GO3,
GO5

Text
examples.

Mindmap and
themes from
http://blog.iqmat
rix.com/overcom
e-obstacles

Discussions
throughout
class.

GO1,
GO2,
GO4

Metaphor
and
representat
ion.
Discussion.

GO1,
GO2,
GO3,
GO5

Circulate
during
response/th
ought time.
Discussion.
Exit slip.

Picture examples
from google
https://www.goo
gle.ca/search?
q=life
%27s+a+journe
y+metaphor&es
pv=2&biw=583
&bih=453&sourc
e=lnms&tbm=is
ch&sa=X&ved=
0CAYQ_AUoAWo
VChMI5s6T063tx
gIVyqYeCh1hHgB
i

Butterfly effect
trailer.
Clip from click.

10

11

No heart
suffers.

What can
we gain?

12

Live your
life the
way you
see it

13

Who
decides
our
purpose?

14

Why
should
we follow
our
journey?

15

Can you
hear my
voice?

16

Should
we
settle?

Today as we cover section 11, we

will discuss whether the quote no
heart suffers while it pursues its
dreams is true. Discussion about
heart and soul and if we live in the
world this way. Students will have
most of the class to complete the
reading response 2 to the novel.
Students will get into their book
clubs and will have 5 minutes to
recap a specific section. They
must come up with a 30 second
skit to represent the key points
and ideas in their assigned
section. After each group presents,
we will continue discussion about
the essential questions for this
unit. Having just completed
section 12, 13, epilogue, we will
discuss the benefits of following
your dreams and passions.
Conclusion work on the text as a
whole, watch a few video clips.
Frontend load and scaffold the
themes in Dead Poets Society. For
example, filling shoes of siblings,
expectations and pressures from
family, teens thinking for
themselves, living for yourself,
carpe diem // yolo, conformity,
entrapment vs opportunity. Watch
We will finish watching the Dead
Poets Society. Students will
complete their reader response
journal entry 3. If they require
additional time, they make take it
home and finish it for tomorrow.
Introduce assignment 2. Students
will have work time for most of the
class. At the beginning we will run
through the requirements, and
where to begin. They may work
individually or in partnerships.
Students will have work time for
most of the class. At the end of the
class they should do a brief selfassessment to see where they are
sitting and what still needs to be
completed.
Students will have work time for
most of the class. At the end of the
class they will do a peerassessment to obtain critical
feedback.

GO1,
GO2,
GO3,
GO4

GO1,
GO2,
GO3,
GO5

Reading
response.
Discussion.

Skit
representat
ion.

Group
discussion.

GO1,
GO2,
GO3,
GO4

Reader
response.

GO1,
GO2,
GO4,
GO5

Formative
feedback
from
circulation

GO1,
GO2,
GO3,
GO4,
GO5

Alchemist video
clips from
youtube/imdb

Discussion.

GO1,
GO2

GO1,
GO2,
GO3,
GO4,
GO5

Awaken the
Magic blog
http://www.awak
enthemagic.com
/inspire/alchemis
.html

Selfassessment

Peerassessment

A Poison TreeWilliam Blake

Laptops for
assignment.

Laptops for
assignment.
Self-assessment
rubric.
Laptops for
assignment.
Peer-assessment
rubric.

17

18

19

What
does it
mean?

Students will have work time for

most of the class. At the end of the
class they will complete a final
self-assessment.

GO1,
GO2,
GO3,
GO4,
GO5

Selfassessment

Flex day

Flex day if we require additional

time for the assignments, novel
study, or film study.

N/A

N/A

Where do
we go
from
here?

Assignment two due. If students

have a presentation-based project,
they will present to the class. We
will finish the unit to discuss where
we go from here, the essential
questions, and what this unit has
informed us of.

Considerations
Is there alignment
between the first 3
stages?
How has learner
differentiation been
addressed?

How does the unit design

include a variety of
teaching experiences
that includes: FNMI,
multicultural, and
interdisciplinary
activities.

GO1,
GO4,
GO5

Summative
assessment
.

Laptops for
assignment.
Self-assessment
rubric.
N/A
Article
https://www.psyc
hologytoday.com
/blog/testcase/201304/the
-problem-followyour-dreams-0

Discussion.
October Sky or
The Secret
trailer/clip

Yes. The essential questions lead into the second stage, where we see
authentic assessment tasks. Each lesson planned during the third
stage ensures that we tie back to the first stage and assures students
will begin to understand the big ideas and form their own ideas based
on the content of the texts.
The texts we use have two options, an easier and more difficult novel,
with the same themes. According to Tomlinsons suggestions for
differentiated instruction, this is a variation in content. Each lesson
ensures there is a variety of individual, partner, group, and whole class
discussion and activities. The themes we discuss or analyze each class
is presented in a many formats, to ensure that all learning styles are
appealed to. By differentiating the process, we ensure students will be
engaged regardless of their abilities. Lastly, the assignments allow
students to present their information in a variety of mediums. They do
have the option to propose a different manner to me. To ensure
students have differentiated assessment and product requirements,
we will discuss arrangements prior to the assignment and agree upon
any differentiation.
Students may listen to The Alchemists audiobook.
FNMI- Suicide, stereotypes, limitations, society, conformity, family
Multicultural- Living to family standards, universal themes, purpose,
goals, desire
InterdisciplinaryCALM will be addressed in discussion surrounding University and
career paths.
Social Studies will be the main interdisciplinary topic. We will discuss
historical figures and facts, including Martin Luther King Jr. Additional
work discussing societal values, government systems, and
collectivism.

Science is addressed through the butterfly effect and weather topic.

Sources consulted (APA

format)

See reference list below.

References
Alberta Education programs of study: English Language Arts, 10-12 (2003).
Retrieved from:

http://education.alberta.ca/teachers/program.aspx
Beers, Kylene. (2003). When Kids Cant Read: What Teachers Can Do.
Portsmouth, NH:
Heinemann.
Cast. (2011). Universal design for learning guidelines version 2.0. Wakefield,
MA: Author.
Tomlinson, Carol. (2001). How to Differentiate Instruction in Mixed-ability
Classrooms (2nd
ed.). Alexandria, Va: Association for Supervision and Curriculum
Development.
UBD template adapted by Jeff Turner (2014) From:
Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association
for
Supervision and Curriculum Development, Alexander, Virgina.
Llewellyn, D. (2013). Teaching high school science through inquiry and
argumentation.

Thousand Oaks, CA: Sage.

Appendix A:
Rubrics for assignment 1 and 2

20-1 Critical Analytical Response

to Text Rubric
When marking Thought and Understanding the marker should consider
how effectively the students ideas relate to the assignment
the quality of the literary interpretations and understanding
Excellent

Proficient

Satisfactory

Limited

Poor

Insufficient

INS

Ideas are insightful and carefully considered, demonstrating a comprehension of subtle

distinctions in the literary text(s) and the topic
Literary interpretations are perceptive and illuminating
Ideas are thoughtful and considered, demonstrating a competent comprehension of the literary
text(s) and the topic
Literary interpretations are revealing and sensible.
Ideas are relevant and straightforward, demonstrating a generalized comprehension of the
literary text(s) and the topic.
Literary interpretations are general but plausible.
Ideas are superficial and oversimplified, demonstrating a weak comprehension of the literary
text(s) and the topic
Literary interpretations are incomplete and/or literal
Ideas are largely absent or irrelevant and/or do not develop the topic.
Little comprehension of the literary text(s) and/or the topic is demonstrated.
the student has written so little that it is not possible to assess Thought and
Understanding and/or Supporting Evidence or
no reference has been made to literature studied or
the only literary reference present is to the texts on the examination or
the marker can discern no evidence of an attempt to address the task presented in the
assignment

When marking Supporting Evidence, the marker should consider

the selection and quality of evidence
how well the supporting evidence is employed, developed, and synthesized to support the students ideas
Excellent

Proficient

Satisfactory

Limited

Poor

Support is precise, and astutely chosen to reinforce the students ideas

in a convincing way.
A valid connection to the students ideas is efficiently maintained.
Support is specific, accurate, and well chosen to reinforce the students ideas in a persuasive
way.
A sound connection to the students ideas is capably maintained.
Support is general, adequate and, appropriately chosen to reinforce the students ideas in an
acceptable way, but occasionally may lack persuasiveness.
A reasonable connection to the students ideas is suitably maintained.
Support is inadequate, inaccurate, largely a restatement of what was read, and/or inappropriately
chosen to reinforce the students ideas and thus lacks persuasiveness.
A weak connection to the students ideas is maintained.
Support is irrelevant, over-generalized, lacks validity, and/or is absent.
Little or no connection to the students ideas is evident.

Form and Structure (consider how effectively organizational choices result in:

a coherent, focused, and shaped arrangement and discussion in response to the assignment

a unifying effect or a controlling idea that is developed and maintained

Excellent

Proficient

Satisfactory

Limited

Poor

A judicious arrangement of ideas and details contributes to a fluent discussion that concludes
skilfully
The unifying effect or controlling idea is successfully sustained and integrated.
A purposeful arrangement of ideas and details contributes to a controlled discussion that is
developed capably.
The unifying effect or controlling idea is coherently sustained and presented
A straightforward arrangement of ideas and details provides direction for the discussion that is
developed appropriately.
The unifying effect or controlling idea is presented and maintained generally; however, coherence
may falter.
A discernible but ineffectual arrangement of ideas and details provides some direction for
the discussion that is underdeveloped.
A unifying effect or controlling idea is inconsistently maintained.
A haphazard arrangement of ideas and details provides little or no direction for the discussion, and
development is lacking or obscure.
A unifying effect or controlling idea is absent.

Matters of Choice (consider how effectively choices enhance communication through:

Diction
Choices of syntactic structures (such as parallelism, balance, inversion)
The extent to which stylistic choices contribute to the creation of voice)
Excellent

Proficient

Satisfactory

Limited

Poor

Diction is precise and effective.

Syntactic structures are effective and sometimes polished.
Stylistic choices contribute to a skilful composition with a convincing voice.
Diction is specific.
Syntactic structures are generally effective.
Stylistic choices contribute to a considered composition with a capable voice.
Diction is adequate.
Syntactic structures are straightforward, but attempts at complex structures may be awkward
Stylistic choices contribute to the creation of a conventional composition with an appropriate voice.
Diction is imprecise and/or inappropriate.
Syntactical structures are frequently awkward and/or ambiguous.
Inadequate language choices contribute to the creation of a vague composition with an undiscerning
voice.
Diction is over-generalized and/or inaccurate.
Syntactical structures are uncontrolled or unintelligible.
A lack of language choices contributes to the creation of a confused composition with an ineffective
voice.

Matters of Correctness consider the correctness of

Sentence construction (completeness, consistency, subordination, coordination, predication)
Usage (accurate use of words according to convention and meaning)
Grammar (subject-verb/pronoun-antecedent agreement, pronoun reference, consistency of
tense)
Mechanics (punctuation, spelling, capitalization)
Consider proportion of error to complexity and length of response.
Excellent

Proficient

Satisfactory

Limited

Poor

This writing demonstrates confidence in control of correct sentence construction, usage, grammar
and mechanics.
The relative absence of error is impressive considering the complexity of the response and the
circumstances.
This writing demonstrates competence in control of correct sentence construction, usage, grammar,
and mechanics.
Minor errors in complex language structures are understandable considering the circumstances.
This writing demonstrates control of the basics of correct sentence construction, usage, grammar,
and mechanics
There may occasional lapses in control and minor errors; however, the communication remains clear
This writing demonstrates faltering control of correct sentence construction, usage, grammar, and
mechanics.
The range of errors blurs the clarity of communication.
This writing demonstrates lack of control of correct sentence construction, usage, grammar, and
mechanics.
Jarring errors impair communication.