Zinger - Unit Plan Lessons

Summary Grade 7/8
This unit revolves around the Essential Question “What does it mean to be healthy?” It focuses on
how identity contributes to health. The unit includes 14 lessons/days that discuss factors that influence one’s
identity, including literature, media (music, advertising, stereotypes), location and multiple group learning
tasks that enhance students’ understanding. Each week has a new guiding question. In the first week, the
guiding question is “How do we create a positive outlook on our identity?” This sets the focus of being aware
of what influences one’s identity to attempt to create a positive identity. The first two lessons act as an
introduction to what identity is an analysis of the concept as seen in literature.
The second week revolves around the guiding question “How do we maintain a positive
image/outlook of our identity?” This builds off of the first guiding question to help students define their own
identity despite how society and others are trying to influence them. This is done by analyzing how characters
in literature use strategies to maintain a positive outlook of identity, as well as writing about what they want to
do to maintain their own positive identity.
The last guiding question is “How do we build healthy relationships with self and others to contribute
to a healthy lifestyle?” This is the highest level of learning but students will be examining the connection
between relationships and identity. Students will analyze and make case studies about healthy relationships
and their impact. The final lesson ends the unit with Readers Theatre. This learning tasks allows students to
summarize their learning by creating Readers Theatre scripts about how identity affects peer relationships.
Subjects and Outcomes: English Language Arts CR8.1, CC8.1

Final outcomes reached in red. Arts Education CR8.10
Social Studies PA8.1
Health Education USC8.5
Career Education CG8.1
This group of students are diverse, so my assessment and instruction are diversified to meet the
variety of needs within the classroom. My strategies in order to differentiate include group work, individual
work; using a PowerPoint to show written instructions to accompany oral instructions; peer assessment;
individual, partner and group work; conversations about learning; written tasks in journal can be word
processed on a computer; provide graphic organizers; opportunity for movement in lesson (brain breaks,
Readers Theatre); model reading and writing strategies; give samples of Readers Theatre scripts, case studies,
appropriate feedback, etc. I will also give students a Tracking Sheet who prefer it to track assignments and
progress throughout the unit. The process of planning for differentiated instruction, adaptations and
assessment has been challenging to cater to all students’ needs, but it will be rewarding and allow for all
students’ success.
Rationale
This topic is important because identity is critical for students to be aware of and learn about.
Students’ identity and sense of self contributes to success later on in life, their motivation in school, and
making a variety of types of relationships with others. Identity, and how it contributes to lifelong health, is
crucial for Middle Years students.
Lesson 1 – Identity Introduction
Name: Erin Zinger Date: March 12

Subject: Career Ed, ELA Grade: 7/8
Essential Question (guiding overall unit of study):

What does it mean to be healthy?
Guiding Questions (specific to this lesson):
How do we create a positive outlook of our identity?
Outcomes: (What should students know, understand and be Indicators (Assessment Evidence): (What will
able to do as a result of this lesson?) students do to show what they have learned?) Use
I can statements.
Career Education CG8.1 Analyze one's own self-image a. Examine how personal attitudes and behaviours
including personal skills, interests, and behaviours and their are influenced by environmental factors such as
influences on one's life and work. economic conditions, geographic location, and
cultural experience within the Saskatchewan
context.
I can explain and give examples of how my
identity is influenced by outside factors.
I can define identity.
b. Discuss and demonstrate how a realistic and
positive self-image contributes to self-fulfillment,
both personally and professionally.
I can differentiate what may be a positive or
negative (or both) influence on identity.
I can support why I think something positively or
negative affects identity.
ELA CR 8.1 View, listen to, read, comprehend, and respond to I can apply my knowledge about why a positive
a variety of texts that address identity (e.g., Becoming Myself), outlook on identity is important.
social responsibility (e.g., In Search of Justice), and efficacy
(e.g., Building a Better World). a. View, listen to, read, and respond to a variety of
visual, multimedia (including digital), oral, and
print 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.
I can read and respond to poetry about identity.
Assessment Strategies: (formative-before & during & summative - end)
Formative: Observations of discussions, oral questioning, Think-Pair-Share, worksheets done individually, exit slip,
Venn Diagram, reflection questions about Poem 2.
Summative: N/A
Instructional Strategies: (specific strategies)
- Determine groups before class
- Make table groups before class, rearrange desks
- Wait for students to be attentive before beginning – practice wait time
- Use think pair share if student contributions to discussion and decreasing
To meet goal:
- Scan room frequently, covering all directions
- Eye contact with students
- Facing students when I speak instead of having back to students
- Give clear directions of what to do
Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning
environment will be provided to meet diverse student needs?)
- Provide groups with mind map handout if preferred
- PowerPoint with questions and asked orally
- Visuals on PowerPoint
- Instructions on PowerPoint and given orally
- Think – Pair – Share to give all students opportunity to participate in whole group (class) discussions and
cater to oral learners
Materials Needed:
- Overhead projector
- PowerPoint (for ALL lessons )
https://docs.google.com/presentation/d/1RcWJEtgo9JcMzZ1LcV99Q0GCDjEu6OKVPjaELyb7Gl8/edit?us
p=sharing
- Computer
- White board and markers
- Mind map handout (attached)
- Poem 1Who Are We? (Activity 1 handout)
- Poem 2 from Love Her Wild handout
- Paper
Goal: Classroom Management – Awareness and Responsiveness (Withitness)
Learning Experiences:
Set (15 min)
Divide students into 6 groups (pre-determined). Seated in these groups in table clusters. Names on sticky notes at
each table cluster.
On Powerpoint:
Need pencil/pen, paper, handouts
Expectations:
- Raise hands to talk
- Respect other’s answers
- Contribute to group and class discussions
EQ– What does it mean to be healthy?

Ms. Fulmek doing strand of a healthy lifestyle, I’m doing healthy identity as it contributes to being healthy.
This week we’re going to focus on How do we create a positive outlook of our identity?
Guiding question each week.
- Important for before highschool
3rd week combine how identity contributes to a healthy lifestyle, therefore being healthy.
Introduce track sheet – optional to have it.
Any questions?
Whole group: Ask What is identity to you? Can discuss with someone beside you.
Tell students to look for aspects of identity during video.

Watch video: “Identity SHORT FILM” https://www.youtube.com/watch?v=ikGVWEvUzNM (5 mins)
After watching the video, what is identity to you? How has your understanding of identity changed?
- What did you see?
- What represented identity? How?
- What masks do we have? Titles of masks? Ex. Daughter.
- What could happen if you have only one identity?
- What does the video suggest that identity is made up of?
- What did she hide? Why would she want to hide herself?
- Does she have a positive or negative outlook of her identity?
- What happened that made her have a positive outlook of her identity and want to take off her mask?
- How is the girl healthy or unhealthy? Both? What did she do?
Development ( 60 min)
Students do mind map handout with partner or individually (attached at end of lesson). Or students can draw mind
map if preferred.
Recap of mind map – How are mind maps used? What goes in each section? How do we add to mind map?
Show on PowerPoint. Ask students who prefers pre-made mind map instead of drawing one in notebook. Give
handout to those that prefer it.
- Ask again: What influences identity?
- Students use mind map to brainstorm identity contributors.
- Be prepared to share ideas.
What influences identity?
What impact does each factor have on one’s identity?
- Keep adding to our mind map throughout the lesson if you think of something else, coming back to it later.
Students work on poem (attached) task in groups, answer questions on back of sheet.
I will select people randomly, so everyone must understand the poem and be able to answer the questions.
Read the poem with your group and complete the questions at the bottom on the back of this sheet. Every person
needs to hand in this sheet at the end of the lesson.
Call on students to review answers to the questions. Use popsicle sticks or all on those not listening.
What happened in this poem?
What is the author’s message in this poem?
How are you like/unlike the boy/girl in the poem?
What is your BLUE? What is it about you that most people don’t see?
Why is it that people don’t see all of your blue?
Think Pair Share - How does the poem and video relate?
Why would someone hide something about their identity? When?
Analyze second poem as a class (handout).

Allow time for every student to read poem. Instruct students to make notes on their copy as needed.
What did you first notice about the poem?
What is the author saying about identity?
How can identity be hidden?
What does the author say about masks? How is this similar to the first poem?
What is the message?
Do reflection questions, hand in at the end of class.
Introduce Personal Wellness Wheel – Show on PowerPoint.

What does it mean to be healthy in relation to this photo?
How does this relate to identity?
Idea: Identity is a complex concept, difficult to fully define it. Try to define it by thinking about what contributes to
identity.
Whole Group:
Come back to mind map.
What contributes to one’s identity? Use video, poem and wheel to explain ideas.
- Share ideas on mind map with class.
What was easy to identify?
What was difficult to identify?
What else is missing from our brainstorming?
What do we still not have included? Why did we leave ___________ out?
Do we always know how our identity is impacted? Example of when we would/wouldn’t know?
Is our identity always positively impacted?
Why might we hide part of our identity?
Whole Group:
Make Venn diagram on white board to compare negative and positive impacts on identity.
Ask for each contributor that students came up with, Is it positive or negative?
I’ll add to diagram, then,
- Students can add to Venn diagram & explain their thinking process
Stop adding to diagram when most of ideas are collected.
Now that we know what identity is and what contributes to it, think about why having a positive sense/outlook of
identity is important. How does having a positive self-image contribute to health? Why do we want to have a
positive sense of/outlook of our identity?
Think about this question in context of going into high school.
Whole Group:
THINK PAIR SHARE if discussion needs more engagement.
What did you notice while contributing to Venn diagram?
Was it easy to categorize into positive and negative? Why?
Some of these things we don’t have control over whether they are positive or negative. Disagree or agree?
How can we ensure that our identity is impacted positively?
What control do we have over our own identity?
How do we turn around things from being negative to positive?
What impact does attitude have on identity being influenced? How does coping strategies for negative events help
identity?
Closure ( 8 mins )
Idea: Identity is complex, maybe different things influence it, which makes it difficult sometimes to maintain
positive image of our identity. It’s up to each one of us to determine what is positive or negatively affecting our
identity and the way we view our identity.
Identity leads to healthy, how? How do the two terms relate?
- Hand in poem partner analysis questions

- Hand in poem reflection questions (5 questions, attached)
Write down one thing that you learned today and one question that you want to learn about throughout the unit,
hand in.
For Wednesday, March 14:

- Think about when something happened and it impacted your identity; person, event, activity, place, etc. Can
be light hearted or deep.
- Consider: Was it a positive or negative influence? Why? What impact did it have on your identity?
- In two days, writing about this story in our journals.
Date: _______________________________
Name: ______________________________________________
Identity Mind Map

Think about what factors influence your identity. And with all of these factors, how do we maintain a positive
outlook of our identity? Discuss with your group and record your answers on your mind map.
Identity
What
influences
identity?
Name: _________________________________
We all wear masks,

some with makeup
some with smiles
some with wives or husbands
cars or clothes
we hide from the world
and from ourselves
we hide from our truths
behind our eyes
running always from our real
but somewhere there
where truth meets courage
we are waiting to be found
waiting to stand to the world

masks down
and say loudly and boldly
this is us
this is our truth
this is everything real about me
and when that day comes
if it is true
we will begin our lives again
the way they were intended
when the world first
saw our face.
(p. 266-267)
By: Atticus in Love Her Wild
Answer the reflection questions below. Use the back of this paper if you need more space.
1. What do you think the poem is about? Why do you think this?
2. How do I connect to this poem? This could be a text to text, text to self, text to media, or a text to
world connection.
3. This poem is part of a book of many poems, so it does not have a title. Give it a title. BE CREATIVE.
Lesson 2 – Story Books – Cultural Identity

Subject: English Grade: 7/8

English Language Arts CR8.1 View, listen to, read, I can statements.
comprehend, and respond to a variety of texts that address j. Consider how text has contributed to
identity. understanding of self and others (e.g., cultural
groups).
I can analyze how books impact my and others’
identity.
Formative: Observations of conversations, oral questioning, story book worksheet learning task, exit slip.
Summative: N/A
- Plan for brain break – Go Noodle
- Model reading strategies
- Make groups before class
To meet goal:
- Scan room, eye contact, face students, use proximity, give clear directions
- Provide students with copy of books for individual use
- Show questions visually and orally
- Plan brain break
Materials Needed:
- Story books – I Am Not A Number, Weird with prepared notes for Think Aloud
- Handout
- Whiteboard and markers
- Chart paper
- Computer, Go Noodle website
- Projector
- About 15 books for students to choose from to do learning task
Goal: Classroom Management – Awareness and Responsiveness (Withitness)
Set ( 5 min)
Students need pen, journal, listening skills
Expectations:
- Contribute to conversation
- Hands up!
- Respect others
We’re reading story books today!

How do we understand identity?
Did you know that identity is viewed differently in different cultures, locations?
What shapes our understanding of identity in Canada? Culture?
Development ( 50-60 min)

Read first book Weird to class, reflects Western understanding of identity. Stop to model making connections with
media, world, self, etc.
Think - Pair - Share if more discussion is needed, or popsicle sticks. Explain exactly what is done by students during
Think-Pair-Share. Prepared on sticky notes.
- Who is the main character?
- How does the story reinforce our values in Western society?
- How is a Western understanding of identity shown? Interests, clothing and language looked down on =
identity
- What contributes to his/her identity? How is it influenced?

- What aspect of the personal wellness wheel is influenced? How does this create unbalance in health?
- How might the conflict in the story translate/be similar to what we experience?
- How is the identity conflict viewed? Positively or negatively?
- How does he/she go about fixing it? How does she/he respond to the pressure to change her identity?
- How does she maintain a positive outlook of her identity?
Have students get up and move desks.
Read I Am Not a Number to class. Read all/some of book depending on time. Stop to make connections with media,
world, self, etc. Prepared on sticky notes.
Think – Pair – Share if more discussion is needed.
- What is the conflict?
- How is the characters’ identity influenced?90e
- What aspect of the personal wellness wheel is influenced?
- How does this create unbalance in health?
- How does character respond to the pressure to change her identity?
- How does the character’s name reflect her identity?
Ask students if they need another book as an example, depending on time.

Read Taking Care of Mother Earth. Ask if a student wants to read it. Stop to make connections with media, world,
self, etc. – prepared, on sticky notes.
- What contributes to his/her identity? How is it influenced?
- What aspect of the personal wellness wheel is influenced? How does this create unbalance in health?
- How might the conflict in the story translate/be similar to what we experience?
- How is the identity conflict viewed? Positively or negatively?
- How does he/she go about fixing it? How does she/he respond to the pressure to change her identity?
- How does she maintain a positive outlook of her identity?
To extend our understanding of identity:
- What is different about these books compared to what we might usually read?
- How does culture shape the identity of the readers?
- How does your culture shape your identity?
- What message is being sent if we only read about white Western characters?
- How does literature (books) contribute to our identity and self-image?
BRAIN BREAK – Go Noodle “Don’t Read Like a Robot” Guided Dance (5 mins)
In groups of 3, pick a book from the selection I provide (at least 15 books to choose from). 30 minutes
Answer and record following questions as a group (handout). Hand in.
- 1. What happened in the story?
- 2. How is the character(s)’ identity being influenced? Is it a negative or positive impact on identity? Why?
- 3. How does the character maintain a positive outlook of his/her identity?
- 4. What aspect(s) of the Personal Wheel is impacted? How? Why does your group think this?
Get students to repeat task back to me.
Students can share if they want, if time remains, otherwise hand in.
Closure ( 5 min)
We now know what characters go through that influences their identity, and these experiences may not be far off
from our own.
- What experiences have we read/seen that influence identity?
- How did you relate to these experiences?
Students complete exit slip – Write down text to self, text to media, text to text connection, text to world connection
in journals that was made while reading story books. Can also do when groups are done group task earlier.
For next class:

- Have an idea ready to write about. Person, place, media, movie, experience, event, location, etc. that
contributes to your identity.
- How did it make you feel? How did it impact your identity? Positive or negative impact?
- Any questions?
Names: ____________________________________________
Storybook Identity Group Analysis
Name of chosen book: _______________________________________________
1. What happened in the story?
2. How is the character(s)’ identity being influenced? Is it a negative or positive impact on identity?
Why?
3. How does the character maintain a positive (or negative) outlook of his/her identity?
4. What aspect(s) of the Personal Wheel is impacted in this story? How? Why does your group think this?
Lesson 3 – Journal Entries about Own Identity

Subject: Health , ELA Grade: 7/8

How do we create a positive image of our identity?
Health USC8.5 Assess how body image I can statements.
satisfaction/dissatisfaction and over-reliance on appearance as j. Analyze techniques used by industries (e.g.,
a source of identity and self-esteem affects the quality of life of plastic surgery, weight loss products, diets) and
self and family. the mass media to influence judgement and values
about the way we look.
I can explain how my identity is influenced by
media.
ELA CC8.1 Create various visual, oral, written, and a. Create a variety of texts (i.e., oral presentations,
multimedia (including digital) texts that explore identity (e.g.,written and other compositions) that represent
Telling One's Life Story), social responsibility (e.g., experiences, ideas, and information about identity,
Examining the Influence of Popular Culture), and efficacy social responsibility, and efficacy with clarity,
(e.g., Creating Turning Points). correctness, and variety.
I can write about factors that influence my identity
in a variety of ways.
Formative: Menti, journal entry about personal experience, questions that arise during writing, peer assessment
handout.
Summative: N/A
- Hand out journals before beginning lesson
- Reviewing paragraph criteria
- Review peer assessment steps and guidelines
To meet goal:
- Speak clearly and loud enough so all students can hear
- Show enthusiasm with my voice and body
- Try to avoid the use of slang
- Students can do Menti with a partner if he/she benefits from orally discussing answer before submitting
- Reviewing what’s in a paragraph
- Provide example or paragraph
- Allow students to type journal entries, print, then put into journal instead of handwriting
Materials Needed:
- Computer
- Menti.com
- Overhead projector
- PowerPoint
- Cell phones to use Menti
- Journals
Goal: Communication Skills – Focus on developing strong verbal and nonverbal communication skills.
Set ( 8 min)
Students need phones, journals, pencil/pen

Expectations:
- Contribute to discussion
- Respect other’s ideas
- Raise hand
Menti:
What influences identity?
How do we create a positive identity? - How does identity relate to one’s health?
How did you relate to the experiences in the storybooks?
In groups of 2 answer these questions – Think- Pair-Share. Expectations.
- How do books impact our understanding of our own identity and others?
- Knowing this, how do we create a positive identity?
Explain that students are going to write about personal event, experience, place, person, activity, etc. that influenced
identity, a lot or a little, positive or negative. 10 minutes
- 1-2 paragraphs
- Share with a partner when done. Partner up then look around to partner with anyone who is alone. No one
sits alone.
Was it a positive or negative influence? Why? What could have changed the impact on identity?
How did it make you feel?
What’s in a paragraph? On PowerPoint. What does a good paragraph have?

 Topic Sentence – Negative or positive or both?
 Supporting Details – 3 – Why? What was the influence?
 Concluding sentence – restate topic sentence in a different way.
- Use this as checklist for assessment and criteria
My example in a paragraph on PowerPoint: …
My family’s cancer diagnoses within the last year have negatively impacted my family and
simultaneously positively impacted my identity. I have suddenly been responsible for not only myself,
but my younger sister and my parents as well when they need me which has made me feel
overwhelmed. I have learned to live more in the moment and appreciate the experiences I have with
my parents. Lastly, this experience has helped me to be more compassionate towards others who are
going through similar experiences because I’ve realized that everyone is battling their own wars. The
health issues within my family has been a negative and positive influence on my identity.
Where is the topic sentence?
Body sentences? How many do I have?
Concluding sentence?
Purpose of each sentence?
What is constructive feedback? Sandwich: 1 +, 1 thing to work on, 1 +.

Example feedback for my paragraph:
I like your use of descriptive words but I think you could improve your paragraph by explaining how this
experience will affect you in the future. I like how your sentences vary in length.
What feedback would you give my paragraph using our sandwich format?
- Students work on personal story of how an event or factor influenced identity.
What is the task? – Have students repeat task back to me, also on PowerPoint.
Any questions?
When finished:
Write about something else that contributed to your identity or read silently until everyone is finished, or work on
homework.
Closure ( 5 min)
What ideas or questions arose about identity from writing about your experiences?
What are some of the things that you wrote about?
- Can write down in journals or say verbally
- Hand in journals
Volunteers to share paragraph?
What great things did we see our peers doing in their writing?
Thanks for participating!

Next class we’re looking at how external factors, like music and media, shapes our identity.
Peer Assessment
Assess your partner on their paragraph about something that influenced their identity. Each partner should
read their paragraph aloud to partner. Each person will answer the questions below separately.
Identity paragraph peer assessment for (partner) ___________________________________________.

Assessment done by (your name): _______________________________________________
What was your partner’s paragraph about? Give details.
Checklist: Did your partner include all of the criteria?

o Topic Sentence – positive, negative impact on identity, or both?
o Body Sentences (3) – Why? Why was your identity influenced this way?
o Concluding Sentence
o Wrote about something that impacted their identity – person, place, event, experience, activity,
something in the media.
Feedback:
One thing partner did well:
One thing partner can improve on:
Another thing partner did well:
Other Comments:
Lesson 4 – Industries Effect on Identity

Subject: Health, ELA Grade: 7/8

How do we maintain a positive image/outlook of our identity?
Health USC8.5 Assess how body image I can statements.
satisfaction/dissatisfaction and over-reliance on appearance as j. Analyze techniques used by industries (e.g.,
a source of identity and self-esteem affects the quality of life of plastic surgery, weight loss products, diets) and
self and family. the mass media to influence judgement and values
about the way we look.
I can analyze how industries contribute to identity.
English Language Arts CC8.1 Create various visual, oral, c. Represent, articulate, and explain personal
written, and multimedia (including digital) texts that explore viewpoints clearly.
identity (e.g., Telling One's Life Story), social responsibility I can analyze and explain how media may
(e.g., Examining the Influence of Popular Culture), and contribute to my identity.
efficacy (e.g., Creating Turning Points).
Formative: Make criteria for paragraph with students, paragraph, oral questioning, observations of group discussions
Summative: N/A
- Numbering groups
- Visual hook
- Visual and oral instructions
- Connect new content to prior knowledge (Pyramid of Hate)
To meet goal:
- Plan for all three parts of lesson – set, development, closure
- Introduce topic, engage students with hook, relating lesson content to outcome/relevancy
- Visuals (videos) and magazine clippings
- Hands on activity
Materials Needed:
- Projector
- Computer
- Magazines LOTS
Goal: Have a set to focus students at beginning of lesson, development to focus on developing meaningful
lesson, closure to have a relevant closure with students.
Set ( 8 min)
Students need notebook, pen/pencil

Expectations:
- Raise hands
- Participate in discussions
Question on PowerPoint - In our lives, where do we NOT see advertising?

- Challenge students to think of a space without advertising
- Ask students to guess how many advertisement they are exposed to in one day (Answer: The average North
American is exposed to approx. 5000 ad messages per day. 500 ads in the 1970s.)
Transition to this comic:
- One student reads comic aloud to class

Guiding Question - How do we maintain a positive image/outlook of our identity?
What’s going on in this comic? What do you see?

What is the underlying theme? What issue is being addressed?
What industry is affecting the identity of the boy?
How do industries guide our identity?
Do industries have a positive or negative impact on identity?
How might this comic relate to this week’s GQ? Be
aware of influences on identity.
What’s a stereotype?
Where does stereotype fall in the pyramid of hate?
- Write down answer
Call on students.
How do stereotypes affect individual’s identity?
What stereotypes about certain identities persist
through industries?
What industries exist?
How does media shape identities by stereotyping?
Watch video about beauty industry, advertising about

females.
https://www.youtube.com/watch?v=PTlmho_RovY (5
mins) Killing Us Softly: Advertising’s Image of
Women
What was the video’s message?
What mask does society want boys to wear?
What happens if some don’t want to wear that mask? Consequences?
How might boys try to maintain a positive image/outlook of their identity?
How do beauty industries shape our identity?
What stereotypes about women are in the beauty industry?
Watch video about masculinity in the media.

The Mask You Live In https://www.youtube.com/watch?v=hc45-ptHMxo (3mins) START at 0:23.
What was the video’s message?
What mask does society want boys to wear?
What happens if some don’t want to wear that mask? Consequences?
How might girls try to maintain a positive image/outlook of their identity?
What stereotypes about boys/men are in the media?
What can we do to maintain positive identity? Be aware, know media is unrealistic.

Time pending,
Watch video about social media. Social Media and the Creation of Self Identity Development in Youth
https://www.youtube.com/watch?v=7cd0VTn_czk (2 mins)
Think about own social media usage.
How does social media shape our identity?
What stereotypes are in social media?
How do we ignore industries’ shaping of our identity? How do we maintain positive outlook of identity?
Watch https://www.youtube.com/watch?v=Hv5Z2Xv8iJU @1:23. How media can change our life.
THINK PAIR SHARE.
What can we do?
What do you think of those strategies to maintain a positive outlook of identity?
Brain Break – Dancing

https://www.youtube.com/watch?v=QGJuMBdaqIw&list=PLpqobV8n_CeyUNYupJ_TYciau4fni3DB7&index=1
In partners students will pick ONE picture from magazine to analyze together.
Discuss and record as partners in journals. 10 minutes

What is the image?
What is being advertised?
How does the image affect the identity of the buyer? Of the model? Of the target audience?
Each student will find a new picture to use from magazines and write about it in a paragraph. Analyze photo.
What’s in a paragraph? Develop paragraph criteria with students. Write on white board.
 Topic Sentence – Topic. How does the image affect identity or buyer/consumer?
 Supporting Details – 3 – Details to answer question ^.
 Concluding sentence – Restate Topic Sentence.
Closure ( 5 min)
Does anyone want to share their paragraphs? Or what they found?
What realizations did you have today about the effects of all types of media on identity? What was surprising?
- Hand in picture and write up (as a pair), staple together, as exit slip.
BRING HEADPHONES FOR TOMORROW’S CLASS.

Lesson 5 – Music as an industry and effect on Identity
Subject: ELA Grade: 7/8

comprehend, and respond to a variety of texts that address a. View, listen to, read, and respond to a variety of
identity (e.g., Becoming Myself), social responsibility (e.g., In
Search of Justice), and efficacy (e.g., Building a Better World).
career pathway).
I can listen to and analyze how music shapes
identity in a variety of ways.
Formative: Observations of conversation and group work, oral questioning, recorded ideas, sharing ideas with
others, evidence to support answers.
Summative: N/A
- Call on students to answer oral questioning
- Chose songs before class (17), allows for extras
- Pick groups before class
To meet goal:
- Encourage students to relate content to their own lives without me doing it for them
- Explain purpose of content with outcomes
- Use songs in my lesson that students pick
- Group work allows or conversations for oral learners
- Choice of how to record ideas
Materials Needed:
- Computer cart or students’ phones and classroom laptops
- Projector
- PowerPoint
- Hat
- Song selections on strips of paper (17)
- Handout (attached)
Goal: Engage students and relate the content to students’ own lives.
Set ( 8 min)
Students need journals, pencil
Expectations:
- Raise hands
- Contribute to all conversations
- Respect others
What was the last concert you went to? Type of music?
Who did you see in the audience? Gender, age, race, etc.
How does music shape the identity of the audience? Example? Clothing, location, lyrics.
How does music shape the identity of a group of people?
How does music shape the identity of an individual?
Can influence of music be negative? How?
What purpose does music have in our lives?
With a partner, choose paper that has a song and genre. Analyze the song’s influence on identity of the group of
people.
Consider how the song, and genre reflect diverse personal identities, worldviews, and backgrounds (e.g.,
appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career
pathway).
What is a worldview?
BRAIN BREAK – Atoms 5 mins
What do you need to consider while doing this?

- Appropriate language referring to groups of people
- The artist’s gender, race, religion, sexual orientation, language, origin, culture, background = RESEARCH
- Lyrics of the song – what’s the message? Point out 3 lines that support this claim.
Do handout with partner (attached).
Record ideas and research and conclusions however group chooses – mind map, paragraphs, dialogue, jot notes.
Share findings with the class.
Closure ( 10 min)
How does music help or not help us to make peer relationships?
“Music can support and enrich the development of a positive self-identity as well as provide confidence, motivation
and a sense of belonging. Music can enhance creative, social and emotional skills. Music can be both a sense of self-
preservation and fundamental wellbeing, providing a source of support when youth feel stressed, troubled or lonely.
Adolescents even hold expectations about the values and characteristics of fans of certain kinds of musical styles,
attributing a kind of label for themselves and others around musical preferences. Participation in musical groups or
performances can further contribute to building friendships, self-esteem and social skills.” – HuffPost
https://www.huffingtonpost.com/frank-fitzpatrick/why-music-defining-who-we_b_3543504.html Article
Individually – write one sentence about music and identity.

Names: ________________________________________________
Music Analysis and Identity
Research and make educated predictions about how your chosen song influences the identity of the listener.
Identity can be made up of appearance, personality, worldview, culture, gender, etc. Include lyrics of the
song to support your answers.
Song and Artist: __________________________________________________
Genre: _____________________________________
Personal Identity (appearance and personality):
Worldviews:
Culture:
Gender:
Other:
Lesson 6 – Identity with Location
Name: Erin Zinger Date: Planned for March 19 (taught on March 21)
Subject: Social Studies Grade: 7/8

How do we maintain a positive outlook of our identity?
Social Studies PA8.1 Contemplate the implications of I can statements.
Canadian citizenship on the life of Canadians. a. Trace the changes in how citizenship has
occurred for Canadians over time, including
current categories of citizenship.
I can analyze how my Canadian citizenship affects
my identity.
I can constructively compare my Canadian identity
to others’.
Formative: Observations of conversations, answers in circle shows prior knowledge, oral questioning.
Summative: N/A
- Set chairs in a circle before class
- Make groups before class for easy transitioning
To meet goal:
- Use content in my lesson that students can relate to
- Group discussions, class discussions
- Written ideas
Materials Needed:
- Chairs in a circle
- Chart paper
Goal: Practice formative assessment strategies to ensure students understand task.
Set (25 min)
Students need chart paper, markers

Expectations:
- Respect others answer
- Contribute
- Raise hands
Watch Video: https://www.youtube.com/watch?v=EsL_TAfQxH8 (6 minutes) How to Be a Canadian by CBC

Comedy
What stereotypes were in the video about Canadians?
Do you identify with those stereotypes?
What is a stereotype?
Are stereotypes realistic?
Chairs in a circle, or have students stand.
What is a citizen?
Where do you have citizenship?
How are you an active citizen?
Each person says what person in front says, then answers question themselves.
For example – I volunteered. Next person says “Ms. Zinger volunteered and I …”
This activity shows our current understanding of what it means to be an active citizen in our community.
What makes an active citizen?
What is our understanding of active citizenship based on?
How does citizenship contribute to our identity?7
Group work 10 mins

Instructions on Power Point.
1. Find your group on PowerPoint.
Group 1-
Group 2 -
Group 3 -
Group 4 -
Group 5 -
2. Get laptop.
3. Use assigned website to research topic.

Group 1 http://bit.ly/2GAtyz0
Group 2 http://bit.ly/2DyzTMr
Group 3 http://bit.ly/2DwTys8
Group 4 http://bit.ly/2FGZ15H
Group 5 http://bit.ly/2FFGCWK
4. Pick someone to share with class.
5. Pick 3 things to share with class.
Shortened links on PowerPoint:

Group 1 - Canadian Citizenship Eligibility - https://www.canadavisa.com/canadian-citizenship-eligibility.html
Group 2 - Rights and responsibilities of Canadian citizens - https://www.canada.ca/en/immigration-refugees-
citizenship/corporate/publications-manuals/discover-canada/read-online/rights-resonsibilities-citizenship.html
Group 3 - Life in Canada - https://www.canadavisa.com/about-canada.html
Group 4 - Settling in Canada - https://www.canadavisa.com/landing-settlement-canada.html
Group 5 - Life in Saskatchewan - https://www.canadavisa.com/landing-settlement-canada-saskatchewan.html
Are Canadian stereotypes realistic?
What is not shown about identity by basing judgements of Canadians on stereotypes?

How do we create a positive outlook of our Canadian identity? Do we ignore the negative stuff?
What is the negative stuff in Canada’s identity?
How do I reflect Canadian identity?
How does location influence identity?
How does engagement as a citizen influence identity?

Why do we volunteer/help community? For ourselves or for others’ perpsectives of us?
Closure ( 5 min)
Journal Entry:
How do you represent being a Canadian in a positive way?
Lesson 7 – Canadian History of Maintaining Identity
Subject: English, Social Studies Grade: 7/8

How do we maintain a positive outlook of our identity?
comprehend, and respond to a variety of texts that address j. Consider how text has contributed to
identity (e.g., Becoming Myself), social responsibility (e.g., In understanding of self and others (e.g., cultural
Search of Justice), and efficacy (e.g., Building a Better World). groups).
I can analyze how books contribute to one’s
identity.
a. Trace the changes in how citizenship has

Social Studies PA8.1 Contemplate the implications of occurred for Canadians over time, including
Canadian citizenship on the life of Canadians. current categories of citizenship.
I can follow along with Canada’s timeline of
identity and forming relationships.
TRC – CALL TO ACTION # 17: We call upon all levels of

government to enable residential school Survivors and their
families to reclaim names changed by the residential school
system by waiving administrative costs for a period of five
years for the name-change process and the revision of
official identity documents, such as birth certificates,
passports, driver’s licenses, health cards, status cards, and
social insurance numbers.
Formative: Observations of conversations, KWL as a class, observations of discussions.
Summative: N/A
- Model reading strategies in practice
To meet goal:
- Use prior knowledge, students’ behaviors, attitudes to gauge lesson
- Group work, whole class, etc allows for variety of learning tasks
- Discussions allow for sharing of learning
Materials Needed:
- Story books
- Projector
- Computer or phones to research
Goal: Practice formative assessment strategies to ensure students understand task.
Set ( 5-10 min)
Students need pen, chart paper
Expectations:
- Contribute to conversation
- Raise hands
- Respect others
KWL – Canadian identity? Have students write/contribute to KWL.
What parts of our identity do we hide? Why?
What parts of Canadian identity is hidden?
Read I Am Canada while stopping to make connections (prepared beforehand).

Read The Canadian Identity time line at the back. Compare what is left out vs. timeline that students will get later.
What perspective of Canada’s identity is shown?
Idea: Perspective of Canadian identity is shown by acknowledging history.
BRAIN BREAK – On The Bus!
Thumbs up for instructions.

In groups, pick a year or two in Timeline of Canadian Identity - http://www.heresmycanada.ca/wp-
content/uploads/2017/01/EN_TimelinePoster.pdf
Answer these questions:

What happened at this time? AND
How does the event in this year shape Canada’s identity? Include any other information that you might have.
Research extra.
Pick someone to share ideas.
Have students repeat task back to me.

Hand out chart papers and markers.
What has Canada done to maintain its identity? As a nation.

- Ignoring problems, denying assimilation
- Not teaching about residential schools in school
- TRC calls to action made eventually
Based on the TRC Call to Action, how are some wanting to take control over their identity? Show TRC Call to Action # 17: We
call upon all levels of government to enable residential school Survivors and their families to reclaim names changed by the
residential school system by waiving administrative costs for a period of five years for the name-change process and the revision
of official identity documents, such as birth certificates, passports, driver’s licenses, health cards, status cards, and social
insurance numbers.
How might these actions help residential school survivors to maintain positive outlook on identity?
Why might it be important to research about Canada’s identity instead of accepting stereotypes and what we hear?
Closure ( 8 min)
Students add to KWL to conclude, when finished journal entry. OR as a class to lead closing discussion.
What have we learned about Canadian identity?
How is Canadian identity maintained?
Journal Entry:
How did the timeline support or go against your understanding of Canadian identity?
Lesson 8 – Harry Potter Characters Maintain Identities
Subject: English Language Arts Grade: 7/8

How do we maintain a healthy outlook of identity?
comprehend, and respond to a variety of texts that address b. Demonstrate comprehension of a variety of
identity (e.g., Becoming Myself), social responsibility (e.g., In visual, oral, print, and multimedia (including
Search of Justice), and efficacy (e.g., Building a Better World). digital) texts by:
responding to and interpreting texts: Make,
explain, and justify reactions and personal
connections to texts; give opinions and make
judgements supported by reasons, explanations,
and evidence; make judgements and draw
conclusions about ideas on the basis of evidence;
make logical interpretations of the author's
message; make and support inferences about
characters' feelings, motivations, and point of
view; organize response and interpretation around
several clear ideas or premises.
c. Explain the motivation of the characters in

literary texts, providing evidence from each text.
g. Identify stereotyping in what is seen, heard, and

read and begin to recognize its negative impact on
individuals and society.
j. Consider how text has contributed to

understanding of self and others (e.g., cultural
groups).
I can justify my reasoning about a character’s
identity and what impacts their identity.
I can use evidence from the text.
I can identify stereotypes and explain how it
affects characters in the text.
I can provide peers with suggestions for
improvement and what I liked.
Formative: Graphic organizer with Harry Potter characters, oral questioning, exit slip.
Summative: N/A
- Rearrange desks prior to class
To meet goal:
- Use provided graphic organizer if preferred or make their own
- Visual, oral and written tasks
- Group work to increase student discussions and participation
Materials Needed:
- Pen
- Overheard projector – PowerPoint with wellness wheel, graphic organizer, questions to answer about
character identities
- Harry Potter book
- Pencil, journal
Goal: Engage students and relate the content to students’ own lives.
Set ( 5 min)
Students need Harry Potter book, graphic organizer, pencil, journal

Expectations:
- Raise hand before talking in whole group discussions
- Participate in discussions
What contributes to identity?

How do others influence our identity?
Think about your knowledge about identity over the past week. Think about Harry Potter.
What are some major characters in Harry Potter?

- Voldemort
- Harry Potter
- Hermione
- Ron Weasley
- Hagrid
- Albus Dumbledore
- Severus Snape
- Draco
- Others?
Chart paper with a character on each. 15 mins

- Students choose which group to go to based on interest of characters. Groups should be groups of no more
than 4.
- Draw graphic organizer on paper as is on PowerPoint.
- Be prepared to present ideas.
- Pick whether everyone will talk or 1 person.
- Present chart paper ideas to class
What is included in his/her identity?

What stereotypes affect character?
How do characters maintain their identity? Efforts taken to maintain certain identity? Does it work?
Does he/she have a positive identity?
Give examples to justify – quotes !!!!!!!!!
Sandwich feedback again – refresh. What is good feedback?
- Class gives 2 things they liked about each presentation when it’s done, and 1 thing to work on about content
– quote that works better, elaborating, question to make them think more, etc.
When all groups are finished sharing ideas, BRAIN BREAK – GoNoodle – Wizard of Words – 5 mins
https://app.gonoodle.com/channels/blazer-fresh/wizard-of-words?s=category&t=ELA
Whole Group:
Third question for this unit is How do we build healthy relationships with self and others to contribute to a
healthy lifestyle? What is the role of identity?
We’re going to discuss our favourite characters and why we like him/her based on what we discussed today.
How do Harry Potter characters build relationships?
How did Harry and Hermione make a relationship? What about their relationship is healthy? How does their
relationship contribute to Harry’s identity? And Hermione’s identity?
Have an example from third book if discussion needs guidance.
How did Harry and Ron make a relationship? What about their relationship is healthy? How does their relationship
contribute to Harry’s identity? And Ron’s identity?
Have an example from third book if discussion needs guidance.
Show Wellness Wheel again. How does Harry’s relationship support his personal wellness according to the wheel?
What do healthy relationships provide?
Closure ( 10 min)
Idea: Our identity affects our relationships and vice versa.
Students do exit slip in journals.
Name:
Please write one thing that you learned about identity today in
relation to Harry Potter and one question that you still have.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Group Names: _______________________________________________________
__________________________________________________
Lesson 9 – Favourite HP Character Identities
Name: Erin Zinger Date: Planned for March 22 (Taught on March 20)
Subject: English Language Arts Subject: Grade: 7/8

How do we build healthy relationships with self and others to contribute to a healthy lifestyle? Role of identity?
English Language Arts CC8.1 Create various visual, oral, I can statements.
written, and multimedia (including digital) texts that explore a. Create a variety of texts (i.e., oral presentations,
identity (e.g., Telling One's Life Story), social responsibility written and other compositions) that represent
(e.g., Examining the Influence of Popular Culture), and experiences, ideas, and information about identity.
efficacy (e.g., Creating Turning Points). I can create a profile of a character that represents
their identity.
Formative: Paragraph about HP character, Facebook profile for HP character, oral questioning, Thumbs Up.
Summative: N/A
- Hand out journals to class before class
- Provide students with template
- Have twitter and brain break links ready before class
- Track who answers q’s
To meet goal:
- Use popsicle sticks to call on students
- Reword question if no one answers
- Show question visually and oral
- Students that do not participate in Harry Potter novel study will analyze characters in another book to write
about
- Students can use laptop to type paragraph instead of writing.
- Example to analyze before making own profile
- Individual and group work
- Hands on, written and oral tasks
Materials Needed:
- Harry Potter book copies for each student
- Projector
- PowerPoint
- Computer
- Journals/laptops
- Template handout
Goal: Practice Wait Time
Set ( 5 min)
Students need Harry Potter, pen, journals, Facebook profile template

Expectations:
- Contribute to discussions
- Respect others
- Raise hands!
Popsicle sticks for discussions. 5 minutes

When do you NOT portray your identity? When do you not portraying any part of your identity?
How do we portray our identity?
Idea: Always portraying identity.
THINK PAIR SHARE. Expectations, time limit fo reach step. How does our portrayal of identity contribute to
healthy living? And making healthy relationships?
How does Harry Potter portray his identity?
Is this the same for everyone? Going to explore how characters portray, maintain identity and relationships.
Students will write about their favorite HP character and why.
How are you alike/unlike this character?
What do you know about the character’s identity?
Explain that we are going to create profiles for HP characters.
What sort of identity is seen on social media?

Look at Twitter identity of Raquel Bellefleur.
What does Mrs. Bellefleur’s social media portray about her identity? How do you know?
What else do you know about her identity?
What is hidden? Why?
What is shown? Why?
BRAIN BREAK – Go Noodle – “Roller Coaster” https://app.gonoodle.com/channels/koo-koo-kanga-roo/roller-

coaster?s=Search&t=roller%20coaster 5 mins
Create Facebook profile, with template (On PowerPoint), or HP character that student also wrote about. Print double
sided, allow choice.
How do you think you’ll go about this?
What is included on social media?
Thumbs Up for understanding – up = understand , sideways = maybe, down = need help.

Re explain if majority is sideways or down. Visit students one on one if show thumbs down or sideways.
Explain to students that they might have to guess at their chosen character’s characteristics if the book does not
describe it – inference! What’s an inference?
Closure ( 10 min)
Students share their profiles with partners of same character – students chose groups. 5 mins
Whole Group:
- Did two or more group members choose the same character? What different identities did you find?
Idea: Social media does not show everything about our identity.
For next week:
- Come with idea of what you want to do to represent your identity as an art project
- Can do drawing, collage or draw masks.
- Work period on Monday for it – an hour ish?
- Show possibilities on PowerPoint – drawing of your choice, collage, drawing a mask.
- Who am I? What makes up me? What do I like about me? What is my true self? How do I see me and how
do I show that to everyone?
(collage) (drawing) (mask drawing)

About your identity, What criteria should it have? On handout (attached).
- Write about how your art expresses your identity. Color choices, images, etc.
- Can present if you want to – still need to do the write up to hand in.
Facebook Profile 2016-2017
WALL
Status Update:
Dr aw a pictur e of you!
Fr iends ( 156 4)
Fir st Name
Last Name I w a nt to a ttend

college a t:
Nickname
Bir thday
( Month, Day)
W hen I gr ow up I
Hometow n
w a nt to be a ( a n) :
Fav or ite Subject
Fav or ite Book

I w ould like to v isit:
Fav or ite Food
Fav or ite Spor t

Cur r ent High School College
Fav or ite T V Show Gr ade: Gr adua tion Yea r : Gr adua tion
Yea r :
Fav or ite Musical

Ar tist
Art Identity Paragraph and Presentation for Ms. Zinger
Name: __________________________________________________
Checklist for Paragraph: Did you include all of the criteria for a paragraph?
o Topic Sentence – What has influenced your identity?
o Body Sentences (3) – How have these things influenced your identity?
o Concluding Sentence – Summarizes paragraph. Restate what has influenced your identity.
Repeat this outline for a second paragraph.
o Overall, paragraph(s) explains how art piece represents their identity.
Checklist for artistic component: Did you include all of the criteria for an art piece about your identity.
o Created an art piece that represents own identity
o Choice of color, images, drawings, etc. is visually appealing
Checklist for Presentation: Did you present your paragraph well?

o Spoke clearly and loudly
o Spoke with accuracy, appropriate rate, expression and punctuation
Art Identity Paragraph and Presentation for Ms. Zinger
Name: __________________________________________________
Checklist for Paragraph: Did you include all of the criteria for a paragraph?
o Topic Sentence – What has influenced your identity?
o Body Sentences (3) – How have these things influenced your identity?
o Concluding Sentence – Summarizes paragraph. Restate what has influenced your identity.
Repeat this outline for a second paragraph.
o Overall, paragraph(s) explains how art piece represents their identity.
Checklist for artistic component: Did you include all of the criteria for an art piece about your identity.
o Created an art piece that represents own identity
o Choice of color, images, drawings, etc. is visually appealing
Checklist for Presentation: Did you present your paragraph well?

o Spoke clearly and loudly
o Spoke with accuracy, appropriate rate, expression and punctuation
Lesson 10 – Case Studies (Healthy Relationships) & Work Period

Subject: Art Grade: 7/8

How do we build healthy relationships with self and others to contribute to a healthy lifestyle?
Arts Education CR8.10 Create visual art works that express I can statements.
student perspectives on social issues (e.g., poverty, racism, a. Use inquiry in visual art to express student
homophobia, sustainability). perspectives on social issues (e.g., poverty, racism,
homophobia, sustainability):
Generate key questions to guide inquiry (e.g., How
could we represent through visual art the
devastating effects of poverty or racism?).
I can use visual art to show my perspective of my
identity.
I can make questions with others to guide what my
visual representation about my identity is about.
b. Demonstrate co-ordination and skills for using

appropriate tools, materials, and techniques to
express ideas visually.
I can show that I can use my artistic abilities and
the appropriate supplies and techniques to express
of identity visually.
I can write about my visual art to explain my
English Language Arts CR8.1 View, listen to, read, ideas.
comprehend, and respond to a variety of texts that address
identity (e.g., Becoming Myself), social responsibility (e.g., In
Search of Justice), and efficacy (e.g., Building a Better World).
a. View, listen to, read, and respond to a variety of
career pathway).
I can read case studies and respond to how identity
effects healthy relationships.
Formative: Observations of student conversations with others and progress, oral questioning,
Summative: N/A
- Give students collective choice of what task to do first
To meet goal:
- Ask students how much time they need to finish task, increase metacognition
- Ensure students are given enough time to do task but not too much time as to be off task
- Ask what I can do to help
- Students can work where they want to meet diverse learning needs
Materials Needed:
- Art supplies
- Space to work
- PowerPoint
- Case studies
Goal: Maximize students efficiency during work period to the best of my ability to ensure all students are
successful.
Set ( 3 min)
Students need supplies for art project, space to work,

Expectations:
- Work quietly and stay on task
- Ask questions if you have them
- Respect others
- Contribute to conversations
Review GQ 1, 2, 3 and EQ
Tell students to pay attention to healthy and/or unhealthy aspects of a peer relationship.
Video: Friendship Soup

Read Chapsticks by Amy Rosenthal and Scott Magoon (storybook). Think Aloud. Have prepared parts to stop at.
By looking at the cover, what do you infer the book will be about?
Make chart on the white board of healthy vs. unhealthy relationships.

Have students raise hands to contribute, I write down on board.
What does a healthy relationship look like?

Benefits of healthy relationships?
Show one healthy and unhealthy relationship.

Debrief as a whole group.
What is unhealthy? Healthy?
Would you want to be a part of that relationship?
Show two case studies of healthy relationships and two of unhealthy relationships.
Have students discuss in 4 groups, each with a case study.
What is unhealthy/healthy about the relationship?
How was the identity of character altered?
How might a strong identity influence the relationship to be better or worse?
Discuss findings as a whole group.

What happened in your case study?
How was the identity of character altered?
How might a strong identity of the character influence the relationship in story to be better or worse?
Closure ( 10 min)
Relationships with identity can be included in art projects too. How might you represent your identity and healthy
relationships in your art? Colors to use? Images? Words? Show examples on PowerPoint. How does this image
show relationships? Encourage students’ to be creative.
Remember to explain in your write-up.
Work Period:
Students should do for homework if lots of time is still needed.
Reprint checklists for students that lost it.
Presenting/handing in art piece AND paragraph on March 28th (Wednesday).
Lesson 11– Make Case Studies & Work period
Name: Erin Zinger Date: March 27 HALF DAY

Subject: Arts Education Grade: 7/8

student perspectives on social issues (e.g., how media effects a. Use inquiry in visual art to express student
identity). perspectives on social issues (e.g., poverty, racism,
identity.

ideas.
Formative: Oral questioning, group work, observations of conversations and written ideas.
Summative: N/A
- Examples of case studies provided last class to guide students in class today
To meet goal:
- Ask students to repeat task back to me
- Approach students if they appear to be having difficulty, observe and listen to student’s conversations.
- Repeat instructions and criteria
- Allow students time to process information
- Group work, oral and written learning tasks
- Choice of where students want to work
Materials Needed:
- Projector
- Laptop
Goal: Communication Skills - Ensure my instructions are clear so that students understand and can do the
assignment.
Set ( 8 min)
Students need pen, paper or laptops to type.

Expectations:
- Focused, on task writing
- Respect others’ time to work
Menti CODE 39649 – What’s in a healthy friendship?

How do healthy relationships make you feel?
How does one’s identity influence relationships with others?
With a group of three, create a case study of what a healthy friendship relationship looks like.
NO ONE SITS ALONE. Check if everyone has a group of three. 2 paragraphs max.
Conflict unresolved, characters, etc.
Present case studies to class. I’ll lead discussion of each groups case study afterwards.
Is the relationship unhealthy?
How is this relationship healthy or unhealthy?
Closure for main teaching of lesson

Whole group:
How do we create relationships with self and others?
Why are healthy relationships healthy for our lifestyle?
What part of the Personal Wellness Wheel does healthy relationships serve?
BRAIN BREAK – 5 mins
Work Period:
Students write paragraph for art project.
What does your art represent? How does it show your identity? What relationships influence your identity, how are
they visually represented?
Closure ( 5 min)
- How are we feeling about art projects? Progress?
Students write paragraphs about their art if they’re ready to do so.

Otherwise, read silently.
Lesson 12 – Art Presentations

Subject: Arts Education Grade: 7/8

student perspectives on social issues (e.g., how media effects a. Use inquiry in visual art to express student
identity). perspectives on social issues (e.g., poverty, racism,
identity.

ideas.
Formative: Oral peer assessment, oral questioning.
Summative: Art project about one’s identity with paragraph to describe thoughts.
- Move desks to sides of classroom before class & put chairs in a circle
- Prepare order of presenters before class
To meet goal:
- Applaud presenters
- Encourage attentive listening and respectful actions
- Option to hand in or present project
Materials Needed:
- Students’ projects and paragraphs
- Checklists for project
Goal: Contribute to a welcoming environment.
Set ( 3 min)
Students need art projects, paragraphs,

Ask students what expectations should be during presentations
Expectations:
- Respect presenters when its their turn to speak
- Listen attentively
- Raise hands
Organize class in a large circle, everyone seated.

Have students give me their checklists before presenting.
Opportunity for questions after each presentation.

Sandwich feedback given as a class by volunteers.
What is constructive feedback? Sandwich: 1 +, 1 thing to work on, 1 +.
How do we give constructive criticism? How does it sound? How does it feel for the presenter?
How do we say constructive criticism in a positive and encouraging way?
I will mark and give feedback using checklist provided.

Students hand in projects if I tell them to for additional evidence for mark.
Closure ( 8 min)
How did this project allow you to explore your identity and chose how you want to be portrayed?
What did you like about the projects?
What did you dislike about the project, etc.?
What would you do differently next time?
Lesson 13 – Readers Theatre
Name: Erin Zinger Date: March 29 HALF DAY
Subject: ELA Grade: 7/8

English Language Arts CC8.9 Experiment with a variety of I can statements.
text forms (e.g., Reader's Theatre, role play, humourous b. Create narrative texts (e.g., story, anecdote,
instructions, an electronic presentation, a dramatization, a historical narrative) as follows
mini-debate) and techniques (e.g., imagery, music, graphics  establish a context, plot, and point of view
and statistics in a multimedia presentation).  use a range of narrative devices (e.g.,
dialogue, tension, suspense)
 make the narrative engaging
 develop character
 develop it systematically leading to a
climax or conclusion.
I can create narrative texts about identity with
group members.
I can use context, plot, POV, dialogue, sound
effects, etc.
Formative: Observations of group work.
Summative: Readers Theatre with rubric.

- Give students an example of Readers Theatre script
- Provide students with rubric to set up for success
- Plan for Brain Break
- Allow students to choose groups to hopefully increase participation and comfort
- Review what fluent reading sounds like, etc.
To meet goal:
- Ask students what expectations during presentations are.
- Ensure everyone claps to support peers
- Reset class if listening skills are not appropriate
- Write down names of students that are not listening and take away Hogwarts house points
Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to
meet diverse student needs?)
- Group work allows for discussions and sharing of ideas
- Brain Break planned
- Readers Theatre caters to kinesthetic, auditory and visual (written) learners
- Give extra time (recess) to plan/practice
- Review what fluent reading sounds like
Materials Needed:
- Sample Readers Theatre script (handout)
- Projector
- Computer
- Rubric (attached)
- Chart Paper
Goal: Giving Directions – to give clear directions so that all students understand what the tasks are and what
is expected of them.
Set ( min)
Students need paper, pens/markers, group, chart paper for planning (optional)
Expectations:
- Participate to the best of your ability
- Respect and encourage others
Readers Theatre!!
Why are we doing this?
- Improves expression, reading fluency, public speaking comfort level, group work skills, communication
skills, etc.
Development ( min)
Show students sample script. Should be about 3-5 minutes long when presenting.
What do you notice is included in the script?
Watch video of Readers Theatre:
https://www.youtube.com/watch?v=Bq0Ohvo_b1U&t=33s (5mins)
Review rubric, guidelines and criteria to make experience successful.

Review tone, expression, intonation, volume, gestures, eye contact, props, participation, sounds affects person, etc.
What is tone?
What is expression?
What is intonation?
How does correct tone and expression help understanding of viewer/reader?
How do sound effects contribute to the story?
Review roles:
- Narrator(s):
- Character(s):
- Sound effects person:
- Other: What other characters might be needed?
What strategies might help when performing? Ex. highlighting your part, color coding if playing multiple roles,
script per person, etc.
Any questions?
Work period.
Students assign roles to each group member. Consider personalities, interests, etc.
Decide who is going to write script and how group will brainstorm and contribute ideas. Be respectful of
everyone’s ideas!!
Can use chart paper to help plan.
Brain Break – Go Noodle Guided Dance called “Don’t Read Like a Robot” (5 mins)
- Reminder to use expression, tone, eye contact, hand gestures, sound effects, etc.
Questions about criteria?
Once students are finished making scripts, students practice.
Closure ( 30 min)
Review expectations of presenting similar to yesterday.
Students present their scripts with their group. Class is in a circle, presenters in the middle.
What did you enjoy about this experience?
How did it help you understand the unit better?
What could be changed for the next Readers Theatre experience?
How did the planning go? What would you do differently next time?

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Summary Grade 7/8

Subjects and Outcomes: English Language Arts CR8.1, CC8.1

Name: Erin Zinger Date: March 12

Essential Question (guiding overall unit of study):

EQ– What does it mean to be healthy?

Tell students to look for aspects of identity during video.

Analyze second poem as a class (handout).

Do reflection questions, hand in at the end of class.

Introduce Personal Wellness Wheel – Show on PowerPoint.

- Hand in poem partner analysis questions

For Wednesday, March 14:

Identity Mind Map

We all wear masks,

waiting to stand to the world

Name: Erin Zinger Date: March 13

Essential Question (guiding overall unit of study):

We’re reading story books today!

Development ( 50-60 min)

- What contributes to his/her identity? How is it influenced?

Have students get up and move desks.

Ask students if they need another book as an example, depending on time.

Get students to repeat task back to me.

For next class:

Storybook Identity Group Analysis

Name of chosen book: _______________________________________________

1. What happened in the story?

Name: Erin Zinger Date: March 14

Essential Question (guiding overall unit of study):

Students need phones, journals, pencil/pen

What’s in a paragraph? On PowerPoint. What does a good paragraph have?

What is constructive feedback? Sandwich: 1 +, 1 thing to work on, 1 +.

Thanks for participating!

Identity paragraph peer assessment for (partner) ___________________________________________.

What was your partner’s paragraph about? Give details.

Checklist: Did your partner include all of the criteria?

One thing partner can improve on:

Another thing partner did well:

Name: Erin Zinger Date: March 15

Essential Question (guiding overall unit of study):

Students need notebook, pen/pencil

Question on PowerPoint - In our lives, where do we NOT see advertising?

Transition to this comic:

- One student reads comic aloud to class

What’s going on in this comic? What do you see?

Watch video about beauty industry, advertising about

Watch video about masculinity in the media.

What can we do to maintain positive identity? Be aware, know media is unrealistic.

Brain Break – Dancing

Discuss and record as partners in journals. 10 minutes

BRING HEADPHONES FOR TOMORROW’S CLASS.

Essential Question (guiding overall unit of study):

BRAIN BREAK – Atoms 5 mins

What do you need to consider while doing this?

Do handout with partner (attached).

Individually – write one sentence about music and identity.

Music Analysis and Identity

Song and Artist: __________________________________________________

Personal Identity (appearance and personality):

Essential Question (guiding overall unit of study):

Students need chart paper, markers

Watch Video: https://www.youtube.com/watch?v=EsL_TAfQxH8 (6 minutes) How to Be a Canadian by CBC

Group work 10 mins

3. Use assigned website to research topic.