Understanding By Design Unit Template

Title of Unit Doing the Right Thing Grade Level Nine

Subject ELA 9A Time Frame 14 Days

Developed By Tanya Smithson

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Goals of Unit
Students will understand that doing the right thing involves continually reflecting on their own beliefs and values and that as engaged
citizens they have a responsibility to themselves and society to engage in productive and meaningful interactions and behaviours as a
member of society. Students will understand that historically our society has not always done the right thing and that collectively we all
have a responsibility to understand what happened and find ways to be a part of the solution and healing. Students will understand
that conflict is normal aspect of life and that when conflict is handled in a positive and positive way it can lead to personal growth and
stronger relationships. Students will recognize important skills in conflict resolution include emotional control, reflective listening,
respect of differences and effective communication of their own perspective. At the end of this unit students will be able to create a
multimedia presentation that demonstrates their understanding and clear representation of the elements of a story (character, setting,
theme, plot and conflict) and be able to provide a more detailed explanation and analysis of several different types of conflict within the
story using a variety of media formats (text, pictures, sound, video, animation).

Lifelong Learners
Throughout the unit students will gain understandings, skills and strategies including: reading, interpreting, summarizing and applying
skills to real-life situations to become more competent and confident language users. Students will bring prior knowledge and
understanding and expand and challenge their current ways of thinking as they respond and evaluate different perspectives,
challenging situations and their own social responsibility. The students will explore, express, discuss and share their understandings as
they engage with the readings and material and challenge their own responses and ways that they have come to understand
themselves.

Developing a Sense of Self and Community

Through the unit students will be interacting with each other utilizing the English language and building a sense of self and community
within the classroom and the larger picture. Within the unit students will use the language as well as the content provided to explore
and develop a deeper sense of themselves as well they will continue to explore and reflect upon who they want to be in the future.
Students will continue to explore how their own knowledge, perspective and experiences shape and define who they currently are
individually but also as a part of the community and world that they live in.

Developing Engaged Citizens

Throughout this unit students will begin to understand how language enables them to make a difference in their personal, peer, family
and community lives and relationships. This unit allow the students to take control of their English education and apply it to social
issues including those that involve conflict and challenges and understand that they have impact and potential to make a different and
create positive change.

Cross curricular Competencies

How will this unit promote the CCC?

Developing Thinking
Throughout this unit students will students will be able to examine conflict through thinking contextually, critically, and creatively.
Students will engage in dialogue and discussions using the readings and personal experiences to explore and challenge their
understandings of what impacts their choices.
Students will use their language and critical thinking skills to make sense of information, experience and ideas by engaging
contextually, critically and abstractly. Students will explore ideas and issues of identity, social responsibility and diversity in order to
develop an understanding of valuing and caring for self and others based on human diversity, rights and responsibilities.

Developing Identity and Interdependence

Throughout the unit, the students will explore and deepen their identity and understanding of interdependence and how we as
individuals are connected to other people through our shared experience of being human. Students will explore their own
understanding of what it means to value, care and respect others and the natural world they live in. Students will use moral reasoning
processes, engaged communitarian thinking and diagloue with others to explore material from their own social responsibility
framework.

Developing Literacies

Through use of a variety of literacies (reading, speaking, writing, listening) students will engage in the process of exploring their own
knowledge and understanding of self and others and reflect on their understanding of their own interrelated responsibility to
themselves, others and the environment.

Students will expand and further develop their skills at reading, listening to and interpreting literature as well as actively engage in
developing their foundational skills and understanding of effective communication through writing as well as other forms of media.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
CR9.1a View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social
responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

View, listen to, read, and respond to a variety of visual, oral, print and multimedia (including digital) texts that address the grade-level
themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities,
worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language,
career pathway).

View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension and demonstrate response
by: understanding the ideas, understanding, using, and evaluating the text structures and (language) features to construct meaning,
responding to and Interpreting texts:

CC9.1a Create various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for Self), social responsibility (e.g.,
Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

Create and deliver a variety of personal, literary, and informational communications, including poems, stories, personal essays, and
oral, visual, written, and multimedia presentations (e.g., written explanations, summaries, arguments, letters, biographies) that address
identity, social responsibility, and efficacy.

Create original texts to communicate and demonstrate understanding of forms and techniques.

Use speaking, writing, and other forms of representing to respond to experiences and to texts.

AR9.1a Assess personal strengths and needs as a viewer, listener, reader, representor, speaker, and writer and contributions to the community
of learners, and develop goals based on assessment and work toward them.

Use criteria to examine quality of own and others work.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you What provocative questions will foster inquiry into the content?
want students to understand & be able to use several years from (open-ended questions that stimulate thought and inquiry linked
now) to the content of the enduring understanding)
What misunderstandings are predictable?
Students will understand that...
Being human means to continually reflect and challenge our own
preconceptions and filters by critically assessing, interpreting,
challenging and formulating our perspective and identity.
Effective communication is a necessary component of having a
successful life intra and inter personally, socially, educationally and
professionally.
Empathy for others points of view allows us to approach and
respond to conflict in an effective and appropriate manner.
Effective communication (problem solving, conflict resolution,
respectful discussion, perspective taking etc.) is necessary in
successful relationships.
Related misconceptions
-our own perspectives and identities are static and non-changing
-only one perspective or right solution to conflict
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Students will know...
There are different forms of conflict we encounter in life and by
developing effective strategies for dealing with conflict we
Conflict, challenges and making choices are ongoing throughout life
and effective evaluative and decision making helps us engage more
successfully with lifes challenges. Challenge and conflict is
inevitable.
By connecting observations, opinions, emotions and prior
knowledge as well as being open to new and different viewpoints,
we can challenge our own thinking and ways of being at a deeper
level.
Content specific.
What is the right thing? How do we know what the right thing is?
What causes conflict or makes something an issue?
What are ways I can deal with conflict?
What personal qualities help people deal with conflict?
What are characteristics of effective communication?
What are useful coping skills for dealing with challenges?
How do individuals or groups effectively resolve conflicts and
issues?
How does my own perspective influence how I deal with conflict?
FNMI, multicultural, cross-curricular
As a society we have not always done the right thing in our
treatment of others. Our responsibility as engaged citizens is to
understand the past as well as work to find ways to heal the
future through compassion, understanding, education, respect
and acceptance.
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Students will be able to
Read, interpret and evaluate different forms of media that may
differ from their own perspective and look at ways of navigating
through, understanding and making decision within these
challenges.
Recognize different types of conflict and present strategies to
effectively deal with and manage these situations or events.
Effectively use computer software to create a multimedia project
which presents their own understanding, interpretation and
perspective regarding a literary character.
 Stage 2 Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal G: Students will bring together their knowledge and understanding of how to evaluate literary
What should students accomplish by works with a critical and evaluative lens looking at the different components of a story or work,
completing this task? and produce a multimedia representation of their understanding of one character by responding to
R Role and evaluating the conflicts and challenges he/she faces during the story. By including a personal
What role (perspective) will your reflection component, the student will explore and use their own lens of understanding to evaluate
students be taking? the character and the changes he/she undergoes.
A Audience R: Students will be active explorers engaging in a variety of literary devices to engage with,
Who is the relevant audience?
interpret and explore challenges and conflict.
A: The audience will be their peers and myself (classroom teacher).
S Situation
S: The students will critically reflect on the identity and experience of one character within a short
The context or challenge provided to
the student. story and prepare a multimedia presentation that demonstrates their understanding of the conflict,
challenges and changes that the character encounters and undergoes throughout the story.
P Product, Performance P: The students will create a multimedia piece with a variety of different forms of media to present
What product/performance will the a coherent representation of a specific character in a story presenting an overview of the story and
student then focusing on the conflict and effectiveness of the resolution including personal opinion of the
create?
character/resolution.
S Standards & Criteria for
Success Attach rubric to Unit Plan-(It is attached to the final assignment word document)
Create the rubric for the Performance
Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

Formative Assessment
- writing journal entries -students will reflect on their own understanding through written
- in class discussions and oral feedback from teacher
- written representations demonstrating understanding of -Students will engage in paired work, oral interviews,
concepts, ideas, literary devices comprehension checks, as ways of reflecting on their own
- answering comprehension questions understanding of the different literary devices as well as their own
- written responses to scenario questions exploration of personal views, biases and beliefs.
- communication with classmates -students will engage in peer assessment as they work on final
- peer editing of their peers work assignment
 Stage 3 Learning Plan
What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
Where are your students headed? Student will engage in deepening their understanding of responsibility to self, others and their
world through reading, discussion and critical evaluation of their own thinking. Students will further develop communication skills
through reading and discussing, listening and responding, reflecting and challenging as they engage with the material and take part in
ongoing discussions. They will deepen their competencies as effective writers with opportunities to engage with literary components.
Where have they been? Students will continue to expand and hone their skills as effective learners that they have developed in
previous schooling.
How will you make sure the students know where they are going? Students will be given an outline at the beginning of the unit
explaining and detailing their jobs as learners and what they will be working towards as a final project. At the beginning of each day
students will be informed of where we have been (recap last days tasks) and where they are going (detail todays outcomes)
What experiences do the learners bring to the unit? Every student brings an independent and valid interpretation of their own life
experiences which affect their perceptions and understandings. By engaging in respectful dialogue differences can be shared and
explored which can lead to a broader and more compassionate understanding for all students.
How have the interests of the learners been ascertained? By choosing material that has a variety of themes and age appropriate
issues and challenges the students will be able to engage in the material and discussions bringing their own point of view into the
classroom experiences. Using technology will help engage students in an entertaining and educational way.
Have the learners been part of the pre-planning in any way?
What individual needs do you anticipate will need to be addressed? For students requiring supports adaptations with specific
groupings and accommodated assessment (if necessary) can be implemented. Revisions to the final assessment can be accommodated.
Groupings can also be managed to accommodate students with different needs and abilities.
Learning environment:
Where can this learning best occur? The classroom will be the main learning environment with different work groupings, discussion
groupings and material presentation being used
How can the physical environment be arranged to enhance learning? Flexibility to seating arrangements/desk arrangements
can be utilized as needed to encourage engagement for all students. Opportunity to move around the classroom as students pair up will
allow for students to have breaks from sitting.

How will you engage students at the beginning of the unit? (motivational set)

Using pollev.com students will present their own ideas, questions, understandings about different concepts to be
addressed in the unit.
I will put up several questions and students will respond anonymously with single words.
What is one challenge you face being you?
How do you solve conflicts?
Name one issue that you are faced with currently?
What is the most important thing needed for effective communication?

Before beginning this set students will be reminded of the importance of being respectful and appropriate. Indicate
that these questions are meant to be answered honestly, but serious or private issues would be better addressed in a
private forum and if anyone needs help with something more personal that I can privately work with anyone to find
support or help.

What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Conflict (10 min) Show the Tangled video. What is the character experiencing? (looking for DT
the answer of conflict or conflict with self). What other types of conflict? What is DII Tangled
the importance of conflict? DL Rapunzel
Has anyone experienced similar reactions or emotions to situations? Conflict
(Tangled Rapuzels Conflict) Video
(15 min) Show the conflict video.
Conflict
Video
Talk about the different types of conflict that people encounter. Examples? Write the
Animation
different types of conflict on the board (internal/external, self vs self, self vs society, self
vs other, self vs nature).
Conflict
-Conflict 101-
manageme
-Why do we encounter conflict?
nt
-Is conflict more than just a disagreement? In what ways?
Strategies
-What happens when conflict gets ignored? Is this a strategy that is useful? When?
Video
-How do our own perceptions influence our responses to conflict? (culture, experiences,
 values beliefs)
-Emotional reactions to conflict? (stress, anger, isolation, hopelessness)
-How is conflict helpful to us? (opportunity for growth, learn appropriate assertiveness,
build stronger relationships) Conflict Sheet- 4
Talk about other examples in literature or movies of conflict (little red riding hood, types.docx
goldilocks, Mean Girls, batman)

(20 min) Pair up in groups of 2-3 and students complete: Conflict Images
conflict questions 1-7 Worksheet.docx

and conflict images worksheet

Conflict Questions
1-7.docx
filling out the types of conflict evident in each picture and paragraph.

(10 min) Discuss images together as class. Have students give answers for the types of
conflict depicted.
-Do we all agree on the type of conflict? Why or why not?
-Can some situations have more than one form of conflict?
-Would that affect how we choose to deal with the situation?
-Do we use the same strategies for conflict resolution for all types of conflict?

(10 min)
Show conflict management strategy video and discuss together as a class after.

What was the different between the two groups in how they solved the same conflict?
What characteristics were apparent within the different groups? (anger, stress,
negotiation, body language, compromise)
- Interpersonal Core skills- Things that WE CAN PERSONALLY CONTROL; stress
management (Stress and conflict), emotional regulation, non-verbal communication
(information on Conflict Resolution Strategies and Skills sheet)

(2 min) Tomorrow you will write about your own experience with conflict. Right now think
about a personal situation or event you have encountered. Tomorrow you will describe the
situation, how did you handle it, how did it resolve? Do you think you were effective in
your part of conflict resolution?

2 My conflict (6 min) Watch video Conflict Resoulution: The Office DT

Story DII Conflict
DL Resoulutio
Would this work for dealing with conflict? How was this effective or ineffective at dealing n The
with the problem? What other methods would work for solving this conflict? Office
(15 min) Discuss (Use Conflict Resolution Strategies Sheet for topics/questions): Video

- 5 Conflict resolution strategies (touched on in video)

- Key factors in conflict management Conflict Resolution
- Key issues and components of conflict Strategies and Skills.docx
- Interpersonal Core skills; stress management (Stress and conflict), emotional regulation,
non-verbal communication
 - Healthy and unhealthy ways

(2 min) Introduce Personal Conflict Story. Personal Conflict

Story- Write, Pair, Compare.d
Today we will write our own conflict stories. Think about a time you encountered conflict
and how did you handle. Write an alternate ending for the story using one or two different
strategies that you could have engaged in.
(25 minutes) Students work on their conflict story
(10 min) Students pair up and interview each other about their story using question
template.

Exit slip (Bottom portion of the Personal Conflict Story Sheet): Hand in the questions you
asked and filled out regarding your classmates conflict story

3 Allegory and (2 min) Introduce tasks of the day. DT Allegory

doing the (12 min) Play short allegory video (1 min). DII Explained
right thing DL Video
Double meaning? Whats going on the surface of the story and the political or social story. DS
Who can think of some allegories in different books or movies?
Review difference between allegory and symbolism. Allegory Graphic
Talk about metaphor and simile. Organizer Riding the Tiger.d
Allegory and Symbolism Allegory of
Symbol: Concrete word or object that stands for and abstract idea the Long
Heart=love Spoons
Dove=peace Video
Scales=justice
Allegory: It is a form of a narrative (story that has a plot, characters, and conflict),
Story, fable, parable (bible), poem, short story,
Takes one lesson or meaning and uses the entire TEXT to teach it.
Acts as an extended metaphor to reveal a hidden meaning
Allegory is a story that has two meanings.
1. Literal meaning: the actual story line
2. Figurative meaning: each of the characters and events stand for
something else
Fable: Tortoise and the Hare-
-Hare: people who are hurried, arrogant, prideful, talented,
-Tortoise: slow, wise, tenacious, does not give up
-Race: Life
Patience and perseverance pays off in the end
Difference between symbolism and allegory?
Allegory: complete narrative/story. Follows the pattern throughout the story
Symbolism: smaller and meaning can change. Item or word symbolises
something else. Can change and mean something else.
Difference between metaphor and simile
Metaphor is when we say one thing IS another. I got lost in the oceans of his
 eyes (his eyes are not real oceans)
Simile uses like or as

(12 min) Video: Riding the Tiger by Eve Bunting.

(Use book if I can get it) Prior to watching have students keep notes about the story with
respect to symbol and allegory.

(5 min) Class discussion.

What was the story about?
Was there allegory in this story?
What was the allegory of the story? (possible answers: gangs, bullying, drugs, temptation,
peer pressure)
Have students decide on what they believe the story represents.
Can the story represent more than one type of allegory?

(20 min) Watch video/story again. Instruct students to write down specific images, quotes,
events, interactions, that support their understanding of the allegory in the story. The
students will then work in pairs and fill out the graphic organizer with the specific notes
they take.

(2 min) Exit Slip: Watch 1-minute video of allegory of spoons and have students write
down the allegory in this story.

4 2 min- What was the Allegory in the Long Spoon video from yesterday? DT 4 images
Who are DII
they? 10 min- Using pollev.com have students respond to 4 different images (1. actor/homeless- DL
Richard Gere, college student/serial killer/Craigs list killer-Philip Markoff, Medical
doctor/tattooed, Man who is now homeless/has two masters degrees in aerospace &
physics) and respond with who they think the people are based on their looks. Remind
students of appropriate answers. For students who do not have phones they can provide
their answer to elbow partner if they want.
After each image provide the students with the real description of the character shown.
Discuss how perceptions affect us and others?
Challenges?
Why is it important to understand our own filters biases?

25 min- Read On the Sidewalk Bleeding to the class. Ask for volunteers to read
paragraphs of the story. Provide students with a hand out of questions that they will need
to answer in their journal at the end of the story. Go through the questions. Discuss what a
round and flat character is.
- Scar from Lion King is FLAT. He is mean and evil and does not change throughout
the video
- Woody from Toy Story is ROUND. He is Hes an honest, loyal friend and a
concerned leader However, he is not perfect. There are times when his flaws show
through; he makes wrong decisions, gets jealous, can be selfish at times. Becomes
a true friend to Buzz in the end. He is a complicated character!
 15 min- Students will make their own journals for this unit. Have students take 7 sheets
of loose leaf paper, give them a plain piece of paper for cover, staple together. Students
can make a title page and decorate/colour it when they have completed their work or
have free time. Have students pick a character from the story and answer the following
questions in their journal.
1. How does the author develop the character?
2. Is this character flat or round? Flat Character is a character that presents one
or maybe two personality traits and those traits stay static and unchanging no On the Sidewalk
Bleeding Short Story.pdf
matter what happens in the story. Uncomplicated, predictable and can be simply
summed up in a few sentences. Round Character is a well-developed complex
character that has varied and sometimes contradictory traits. They appear as
dynamic and cannont be summed up in a few sentences. They undergo change
over the course of the story.
3. Which minor character plays an important role in the story?
4. How do the characters advance the plot and conflict?

5 Gang Writing DT Realtor

(2 min)- show video of joining a gang realtor commercial. Responses? Accurate? Silly? DL Joining
Are there any accurate ideas presented in this clip? DS Gang Video
How do we learn to not make assumptions about people?
On the Sidewalk
(25 min)- Pair up and complete questions from On the Sidewalk Bleeding (handout). Bleeding Questions.docx
After you have completed the questions, get into groups of 4 and discuss the questions
and answers together. Prepare for brief class discussion afterwards by making note of: Students
-places where you disagree with others Journals
-things that are still confusing or difficult to understand
-questions you have regarding the story
-effectiveness of the ending. Dear Diary Journal
-are all the characters important? Entry OTSB.docx
-personal opinion of the story

(10 min) Class discussion

Descriptive words
- Are the issues within the story still relevant? (police, gangs, identity, loss) for Characters.pdf
How has it changed in todays society?
Society/police treatment of others?
What is happening in our world right now that makes this still relevant?
Does the character truly change in the end?
Can we change that quickly?
What is involved in the change process?

(20 min) Journal response: Write a Dear Diary entry from the point of view of one of the
characters in On the Sidewalk Bleeding who encounters conflict. (15 min) Dear Diary
Sheet
6 (2 min) Check in, questions from yesterday. Review todays objectives and activities. DT Lantern
Lantern Poem DII by Andrew
(5 min) Read the poem lanterns. DL Suknaski
Any ideas about what this poem is about? DS Poem,
Write ideas on board.
Hand out it says, I say, and so.
Discuss the first one and do it together as a class. (if students seem confused do the
second one, ask for student input)
Lanterns by Andrew
(15 min) Pair up. Fill out the remainder of the sheet with partner. Suknaski It says, I say, and so

(10 min) Review different literary devices in poetry (symbolism, simile, repetition,
alliteration, concrete poetry, rhyme and imagery). Give Students handout of Literary Lanterns by Andrew
Devices Poetry Suknaski It says, I say, and so

Lanterns by Andrew
(15 min) Project poem onto white board (or use smart board if have one) and discuss the Suknaski Literary Breakdown
students answers for the it says, I say, and so sheet while looking for and highlighting
the literary poetic devices used in the poem.
What is this poem about? (being alone amid others, isolation, loneliness)
How is it relevant today? Literary Devices in
Poetry.docx
Do examples of this isolation exist in our world?

(10 min) Give each student s Cinquain Organizer. Have the students create their own
cinquain about the ideas and their understanding of the poem Lanterns. Cinquain
Organizer.doc

7 Elements of a (15 min) Name the elements of a Short Story: Play 5 Elements of a Short Story Rap Video DT 5 Elements
Story: -are these in all types of media? Films, poetry, novels, short stories, music? DII of Story
Narrative -Review elements. Questions about any of the elements? DL Video
Organizer of
Lantern (5 min) go over the Story Graphic Organizer sheet with the class (Theme, setting,
problem, conflict, outcome) Students will use the Short Story Graphic Organizer and fill Short Story Graphic
out the details of the poem The Lantern that we read yesterday. Organizer.docx
Instruct students that they will need to embellish on the poem providing additional
details of what they think happened. Add details filling in the missing parts of what
happened to the main character. Make sure what they add to the story is something that
logically fits within the framework of the poem.

(30 min) Students work on completing the Story Graphic Organizer independently.

(5 min) Anyone want to share some additional details that they added to the
poem.

8 Secret Path (5 min) Play the music video The Stranger by Gord Downie. DT Music
(Very powerful story, monitor students closely) DII Video of
(12 min) Have students discuss this video. DL the Charlie
What is it about? DS Wenjack
How is this relevant to conflict and doing the right thing? story (gord
What is the right thing to do now? Do we have a part in doing the right thing? downie and
*monitor this conversation and ensure that it is respectful and productive in Jeff Lemire)
helping students develop a lens of understanding and putting ourselves in the
shoes of the other based on historical facts. Address any false perspectives and Secret Path
inappropriate comments (didnt happen, they wanted it, own fault, was a good book
experience etc)
Songs:
swing
This is a very difficult and painful subject. Why is it important to talk about it and learn
set and
about it?
seven
(history repeats, history impacts present, acknowledge the impact on generations, family,
matches
children, parenting, current struggles)
How was the story told? Was it effective? Did the story need words?

20 min) Tell the students this book is a story told with images and songs. They will
experience both the images and lyrics together (two songs from the book will be played)
as well the images will be presented without music. During the time when it is just the
images instruct them to read the images of book.
As we go through the whole story have the students pick out two or three images they feel
were the most significant for them and why. Pick out one image that they did not
understand why it was included in the story. They can choose images from either the
song/images parts or just the images part of the reading.
The two songs to play: swing set during the images that correspond and seven
matches during the images that correspond.

(5-8 min) In their journals make note of the 3+1 images they selected. Write down a brief
explanation of why this image stuck out for them. Students use their journals to record
responses, thinking, observations during the songs/visuals. What is the significance, the
emotion, the feeling portrayed?

(15min) Was this book an effective way to tell this story?

Which was more effective, with music/lyrics or without? Why? (different perspectives)
What was Chanies conflict? How did he handle conflict? Was there a different way?
The right thing was not done in this story, or in the overall treatment of children in
residential schools.
What is the right thing to do now? (ensure the truth is told, understand the history and
ensure the attitude and racism does not continue into the present, recognize healing
involves all of us through understanding, support and education) Monitor this discussion.
This may need to be talked about at the beginning of next day class too as it is a powerful
presentation of a tragic story .

2 min- check in. We will start our class tomorrow talking about any issues or questions
that may come up for anyone. Right now, is there issues or comments that you want to
share or need to talk about?
 PGP Goals

2.4 ability to use technologies readily, strategically and appropriately

1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners

9 The Father (2min) Using a deck of cards preselect the numbered cards in all four suits (for a DT Short Story
short story class of 32 select cards 1-8 of all four suits) Shuffle cards and hand out one to DII The
each student. Students get together in groups with the same suit. You will direct DL Father (5
groups of students to quiet places (library, hallway, empty classroom, opposite DS copies of
the story)
corners of the classroom). These will be pre-selected by yourself.
Short Story
(20-25 min) Starting at #8 and working backwards, students take turns reading 2- The
3 paragraphs of The Father in their Group. Once they have finished the story Father
they will return to the classroom. Question
Sheet (one
(20 min) Answer Questions from sheet The larger groups will divide into 2 for each
groups (3-4 per group) and work together to answer the questions on the handout student)
sheet. Each student will fill out their own sheets.
Student
(10 min) Journal response: Most Valuable Idea Write about the most valuable idea in the Journals
story. Is this idea still important today? What current events are representative of this
idea? How is this important for yourself, others, society?

10 Conflict (10-15 min) Review last day and talk about the questions. DT
Understandin Talk about the most valuable idea from The Father DII
g What was the theme? DL Conflict Analysis
What was the conflict? DS Graphic Organizer.docx

How was setting important? (home, public place, playground)

Who were the important characters? What role did they play in the development
of the story?
What was the significance of the boy scout uniform?
How did Johnny handle the conflict he was faced with. Are there others things he
could have done?

(5 min) Give students Conflict Graphic Organizer. Quick review of conflict types
(write on board) They can choose either The Father or On the Sidewalk
Bleeding and fill out the organizer by selecting one character and expanding on
at least three different types of conflict that character experiences in the story.
(30 min) Work independently or in pairs on completing the conflict organizer.

(1 min) Check in, who is done? Who needs more time? All hands upif done put
 hands down, if need another 5-10 min hands down. Monitor who needs more
than 10 minutes and check in with them first thing next class.

10 Final (2 min) Hands up again. Who has completed both the story and conflict organizer sheets? DT Final
Assignment DL Assignmen
(10 min) More time to finish if more than half still need to finish. DII t Handout
For those done they can create another cinquain poem in their journal based on either DS
The Father or On the Sidewalk Bleeding.

(20 min) Introduce the Final Assignment for this unit.

ECUR325_assignme
nt1_smithson_Doingtheright
(20 min) Students can begin to start the rough draft. Remind them that depending
on what story they are choosing to write about, they may have information
already compiled in their notes. Also suggest they make a storyboard of the
frames they want to add to their presentation. What will go on each frame, what
style they want to use, if they will use images those need to be described in their
rough draft.

If Students need hand out conflict organizer or Short Story Graphic Organizer
to help them compile the necessary information for their presentation.

(2 min) Check in how everyone is doing. Remind students that by next class most
should be getting ready to have their rough draft peer edited. Remind them of
the 2 stars and one wish format and that specific grammar mistakes should be
noted.
(students give feedback in two things that they think are done well in the rough
draft, and one wish of something that needs more work)

11 Work on Students begin to work on final project DT

Presentation If Students need hand out conflict organizer or Short Story Graphic Organizer DL Students
to help them compile the necessary information for their presentation continue to
work on
rough
Start to write out rough draft of the content and the planning of the presentation
draft.
Use student questions to direct additional teaching necessary as a class or on an Book
individual/small group manner. computer
Peer editing (x 2) when rough draft complete lab

Once peer editing is finished and teacher signs off students can begin to work
on their presentation

12 Work on Students continue to work on rough draft DT Students

 Presentation Once peer editing is finished and teacher signs off students can begin to work
on their presentation
Computer lab/classroom computers
Assess and Reflect (Stage 4)
Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
DL have their
work
Book
computer
lab
Comments
The students, through engaging in a variety of formative assessment
opportunities, classroom discussions, partner work and discussion as well as
independent work and creation of a final project students will demonstrate the
outcomes set forth in this unit.
For struggling students:
-group work will be engaged in frequently and a variety of different teaching
strategies will be used.
-individual, small group and direct instruction for those who struggle
-for those more advanced they can write their own short story with 3 types of
conflict and this allows for more creativity and expansion on the responsive
writing that makes up the assignment
-a variety of different formats for material presentation (oral, visual, animation,
video, direct instruction, print) will be used.
-for students with language challenges (ELL or LD) there will be videos that
provide a lot of meaning and instruction in the visuals, helping students better
understand concepts and ideas.
-monitoring group selection if there are problem groupings
For students who need a challenge:
Students who need a challenge or are wanting to engage in creative writing can
storyboard and create their own short story with the main elements richly
explored and developed. Short story development support including graphic
organizers will be provided for these students.
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Within this unit and often within a lesson there is a variety of approaches used
for presenting the information (direct, informal, pair and share, group
exploration, technology) as well as a variety of different student centered
approaches that provide students opportunities to engage with and share
material visually, orally, communicatively, textually (both reading and writing).

Resource Based Learning: Students will be provided with written resources as well be specifically asked to
Do the students have access to various resources create their own resources that can be used in their learning and understanding
on an ongoing basis? as well as a guide in completing their final project.

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education:
Have I nurtured and promoted diversity while The discussion of gangs, dysfunctional parenting, conflict, identity, choices will
honoring each childs identity? all be presented in a framework that is respectful of different cultures and the
potential that some students may feel this is targeted at them. Discussions
about those feelings and perhaps experiences will be acknowledged and if
appropriate within the context of the class, discussed. The one graphic story
(Secret Path) with song lyrics which has specific Indigenous content (residential
school) will be presented both as a emotionally powerful storytelling device as
well as an important story that needs to continue to be told. The focus will be
on identity and conflict, with looking at the decisions of doing the right thing
from the different characters in the book.

The picture/song book is a powerfiul visual story with complementary songs

that tell the story of Chanie Wenjack, an Aboriginal boy who died trying to get
home from a residential school in 1966. This story is a relevant look at a 50
year story that has a powerful significance today. Having the students reflect on
this history as well as the relevance and importance of it today helps them
begin to understand the significant responsibility of doing the right thing not
only in current day but also with the history that needs to be reconciled and
healed. Understanding that we are all part of this story and therefore all part of
the ownership of doing the right thing.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)
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____________________ _____________________

_________________________________ ___________________
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_________________________________ ________________
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____________________________________ ______________________
 Conflict Statements
1. Johns hands trembled in the cold as he fished through his coat pockets for a match. He had already gathered scraps of wood and piled
them up to make a fire. Now, he had to figure out how to kindle it. The sun had already set and all light was quickly fading from the
sky: John could feel the temperature dropping just as rapidly. Without a match, there was no way to get this fire going, and without a
fire, he wasnt sure how he would survive the night. Nobody knew he was stuck out there, alone, without food or shelter. His best hope
was to try to avoid freezing, then head out at dawn to find help.
Type of conflict_________________________
2. As the bus pulled up to a stop, Renee steadied herself and slowly walked toward the edge of the sidewalk. Ever since the fire, her life
had taken an unexpected path. She was once beautiful, with bright blue eyes, rosy lips, and a head of dark curly hair. Now she shuffled
slowly and had to be careful to not bump her delicate scarred skin. The fire that burned down her home also attacked her. Instead of a
light vivacious 25 year old, Renee resembled a 90 year old womanbald, twisted, and hunched over. Inside she felt normal and glad
to be alive. Outside she was unrecognizable and frightening.
She sensed the other passengers shifting impatiently as the lift slowly lowered in order for her to step onto the bus. Impatience grew as
she slowly fumbled for her bus card. That impatience turned into horror as she turned to find a seat. Nobody wanted to look at the
disfigured and scared face, let alone sit next to it. Renee wanted to scream, Im just a person! Im just like you! but she had learned
to suppress that urge and accept the fact that she was forever an outsider. A freak.
Type of conflict____________________________________
3. Mike hit the snooze button for the fifth time. He had to get up now, or else hed be late again. After the usual cereal and coffee, he
stepped into the bathroom to shave and brush his teeth. Every morning, he had the same conversation with his reflection in the mirror.
Todays the day, he thought, Today I am going to quit. Im going to walk right into Mr. Mulroneys office and tell him what I think
about his stupid job, and then Ill quit. Ill leave today. Even as he rehearsed his final speech, he knew it would never happen. The
thought of being unemployed terrified him, and he was too much of a coward to speak his mind to his boss. Instead, he would work
another day at a job he hated. The next morning, he began again. Todays the day. Today, I am going to quit.
Type of conflict_______________________________
4. I was just about to beat my high score in Call of Duty when my mom walked into the room and stood directly in front of the TV
screen. Mom! What are you doing?! In her hand was a folded piece of paper. My report card must have arrived. This was about to
get ugly. Exactly when were you going to tell me that you are failing three classes?!Youre failing gym! How do you fail gym?? I
rolled my eyes and sighed, and that just made things worse. I could tell that she was waiting for me to respond, so I said, God, Mom.
Its not a big deal. Ill bring my grades up. This was probably the dumbest thing I could have said, because her face turned a deep
scarlet. Your father and I have sacrificed way too much to send yu to the best school in the city. It is VERY MUCH a big deal that
you are nearly failing out, she said, her voice about twice the normal volume. I responded, Yeah, well, I didnt ask for you to make
any sacrifices for me, so sorry if I dont care about that stupid school as much as your do.
Type of conflict______________________________________

5. The story of Rosa Parks is a well-known one, but few people are familiar with Ms. Parkss full history. She was not a woman who
simply didnt want to move as we were often told in elementary school. In fact she had a long history of activism with the NAACP
and the Voters League in the long fight for civil rights. Parks spent many years working with a network of African Americans, staging
peaceful protests around Birmingham, Alabama. Regardless, her act of refusing to give up her seat on the bus on December 1, 1955
marked a powerful moment when a single woman refused to bow to the racism that surrounded her.
 Type of conflict__________________________

6. Janet stared the horse Rowan in the eye. Rowan was an impatient, testy young horse, and it was Janets job to break him in. Every day
after school, she would ride her bike 5 miles out to the stables to groom, walk, and hopefully,ride Rowan. He usually tried to run away
from her or bucked around until she fell off, but it was only a matter of time before he became accustomed to her presence. Janet
checked the tightness of the saddle straps, stuck her foot into the stirrups, and flung her other leg over the horse. The moment her
weight landed on Rowans back, he took off at full gallop across the field. Janet clenched the reins, bouncing in the saddle. Just when
she thought she was steady, Rowan reared back. She lost her grip and fell flat onto her back on the muddy ground. Oh well, she
thought as sshe picked herself up, Try, try again.
Type of conflict____________________________________

7. Hector and his father had a very contentious relationship. Whenever his father would come home late, Hector yelled at him for not
being there to take care of the family. Hector hated how his fther would rather be out partying with his friends, rather than eating
dinner with his mom and little sister. When his dad was home, he treated the whole family like dirt. He ordered Hectors mom around
like a servant and told her to shut up whenever she complained. Even worse, Hector feared that he would become like his father
himself one day. He noticed that he sometimes used his dads phrases when his little sister was bugging him, and sometimes he told
his mom to bring him some food, without asking or saying thank you. The feeling of acting like his dad was frightening, and it pushed
him to work hard in school. If he could go to college and provide for his family, he thought, then he would become the man his father
never was.

Type of conflict____________________________________
 Exploring Conflict

Think-Write:

Think about a time when you experience conflict or were faced with a challenging situation. Write down the details of the situation
including:
Who was involved?
What was the conflict or struggle?
How did you decide what you would do?
Reflect and write about whether you believe you made the right decision or what might you have done differently.
My Challenging Situation (use back if you need more space)
_____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

_____________________________________________

Pair-Share:
Interview your partner and ask them questions so you can answer the following questions.

1 What was their conflict story (brief)? What was the type of conflict they were involved in?
_________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2 How did the person decide what to do?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
3 Does the person believe this was the best way of handling it and why? If not what do they think would be more
effective now?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Rubric #1: I plan lessons and assessment based on provincial curriculum
I believe that I was able to effectively choose lessons to complete my unit plan based on provincial curricular outcomes. Exploration of
conflict was apparent throughout the unit and the final assessment had the students evaluate and respond to the conflict in a novel manner.

Rubric# 2: I make student learning goals for each lesson/task

I tried to develop the unit plan with clear goals for each lesson and the activities I incorporated worked to achieve accomplishment of those
goals.

Rubric# 3: I know which instructional strategies to pick at given times

I have incorporated a variety of strategies that work to support different learning styles as well as competencies. I am beginning to learn more
about effective strategy use and am working at ensuring that my choice of instructional strategies benefit and supports learning and does not
distract or serve no purpose.

Rubric#5: I create formative assessments

This unit plan had a wide variety of formative assessments occurring and a frequent basis to allow my own understanding of where the
students are at and what additional help or instruction they need. I felt that I was quite successful in incorporating a variety of assessment
opportunities throughout.

Rubric #6: I create summative assessment

In this unit plan I gave students an option between two different writing assignments to demonstrate their own understanding and synthesis of
the ideas from the unit. I believe that the students will use their own reflection and processing of material to create their individual final
assessment piece.

Rubric#7: I set and use goals for enhancing my professional development

I continually have been working with current teachers in order to further develop and strengthen my ability to create effective lesson and unit
plans. As well I engage in discussions, professional development opportunities and reading in order to continue to grow and learn as an
educator.

Rubric #14: I understand how to plan for differentiation and adaptation

I am always thinking about the students who fall outside of the average student criteria making sure there are ways within my planning that
enhancements and adaptations can be implemented with respect to learning, understanding, behaivour, social concerns.

Rubric#15 I create engaging learning activities and tasks

I feel that this unit has a significant requirement for students to engage in conversation with others in order to explore, evaluate and formulate
their own responses to the concepts of conflict, identity and doing the right thing. By providing students the opportunity to both independently
explore their own understanding, watch others explore theirs and engage in conversation about their thinking student engagement will be
enhanced.

Rubric #16 My planned activities would improve the discipline specific literacy skills of my students
Having the opportunity to listen, interpret, reflect, respond and write about their own understanding of the material within the unit students
will have significant opportunity to enhance and develop their own literacy skills and abilities.
Rubric #17 I can create a unit that would achieve the outcomes and the indicators
I think this unit does achieve the outcomes and indicators that I provided within. I also believe there are other outcomes that would be
achieved that I did not specifically include but likely would if I was to use this unit with students.