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Unit Plan

Course: ENG 4C
Unit 2: Relationships and Identity

Unit Description The 4th R Literature circle novels will serve as the anchor for unit. These novels all deal
with issues relating to mental health, drugs and alcohol, relationships, fitting in, and
sexuality. The focus for this unit will be the reading and literature strand but students will
also use media to make connections between their novels and the world around them.
Big Ideas and Essential Skills How do the choices we make affect us and those around us?
What are the connections between literature and popular culture
• Reading for Meaning
• Understanding Media Forms, Conventions and Techniques
• Listening to Understand
• Understanding Form and Style
• Reading With Fluency
• Reflecting on Skills and Strategies
Culminating Task Literature Circle performance task and Portfolio

Lessons Expectations Assessment strategies

D=diagnostic F=formative
Intro to Book Club format: Learning skills Observation
Teacher will introduce students to the book club format by O 2.2
having students discuss what they have liked and disliked
about working in groups in the past. Create an anchor chart for
the factors that are essential for effective collaborative work.
Students will do practice book clubs by reading an article or
short story and leading a discussion in a small group. Students
will be asked to take notes, summarizing the discussion as
they participate. As a class we will debrief the activity and
determine focus for next day.
Intro to Book Club titles: R1.4 Observation and cards (f)
Teacher will introduce the books and provide caveats about
sensitive material/language. In small groups allow students to
examine each book and then on a card, indicated top 3 choices
and why and 2-3 preferred partners. Mini-lesson on generating
discussion questions. Practise using another article or short

Book club practise: R 1.2 Observation

Mini-lesson on summarizing sections read and selecting Marked up texts (f)
important passages. Practise with article, short story, or poem.
1-2 Additional mini-lessons as needed. Learning skills
Topics may include: encouraging equal voice in discussions,
identifying leading discussions, responding to prompts, etc.
Independent Reading:
Students will be given their reading groups and books and
allowed some independent reading time. Students will use
sticky notes to divide book into sections and dates will be
determined for book talks. At this time there may be some
opportunity to trade books/adjust reading groups if necessary.
Bookmarks for section 1 will be distributed. And teacher will
remind students of the importance of completing reading and
discussion questions prior to meetings.
Establishing prior knowledge: O 1.2, 1.4, 1.8, 2.2 Four Corners (f)
As a class students and teacher will fill out a web outlining Webbing (f)
issues facing young adults today. Students will then participate
in a 4 corners activity asking them to consider a number of
different statements such as “Cliques cause bullying”.
Reflection: What conclusions can you draw about the lives of
young adults?
Media Connections (4-5 periods) M 1.1, 1.2, 1.3, 1.4 Class discussion
(These lessons will be spread out throughout the unit and will Value Line (d)
alternate with the reading strategies lessons outlined below) Blog responses (f)
Students will be given some independent reading time. Quiz on key concepts (f)
Review of key concepts about the media. Students will then
examine a variety of types of material that portray teens in the
media. Students will then make connections to issues
discussed in previous day and reflect on their personal
connections to these themes. Ask students to view and
respond to two commercials: one for Dove and one for Axe.
Media Connections: Gender in the Media M 1.1, 1.2, 1.3, 1.4 Value Line(f)
Discuss responses to ads in terms of what message each Chart (f)
commercial is sending to viewers. Students will form a value
line or complete a four corners activity in which students will try
to examine multiple perspectives. Then teacher will show the
Dove Axe mashup video and discuss it in terms of the key
concepts. Students will then use a chart to make connections
between gender portrayal in ads and gender in their novels.
Media Connections: Stereotypes M 1.1, 1.2, 1.3, 1.4 PMI chart (f)
Students will be given independent reading time at the
beginning of class.
Students will view a series of clips from tv shows and list as
many “stereotypes” as they can see portrayed in them.
Discussion: why might a writer use stereotypes: Complete a
plus,minus, implications chart.
Completed book club questions will be due at the end of class
in preparation for tomorrow’s bookclub
Reading Strategies 6-8 periods (reading strategies mini R 1.2, 4.1 Sticky notes (s/f)
lessons may alternate with media connections mini lessons for Graphic organizers (s/f)
variety) Notes (s/f)
Teacher will model strategy using a mentor texts and then Reflections (f)
students will practise the strategy using their book club texts or
a shorter complementary piece. Lessons will include a
reflection where students consider their reading strengths and
weaknesses and how a particular strategy helps. Topics: Fix-up
strategies, questioning, making connections, inferring,
summarizing, analyzing
Book Club Meeting #1 R 1.1, 1.2, 1.3, 1.4, Book marks (f)
Review info from mini-lessons about discussion etiquette and 1.5, 1.6, 1.7, 1.8 Recordings of discussion (f)
active listening skills. Structure for book club: see 4th R binder. 2.1, 2.2, 2.3,; 3.2, Summary notes (f)
Each meeting will have a discussion director and recorder 4.1 Blog (f)
(teacher will also use audio recorder and move it around to O 1.2, 1.4, 1.8, 2.2
review book club discussions later and ensure accountability).
Students will revisit the web. For the discussion question,
students could go to the computer lab and respond in a blog
that is set up for each literature circle. Or this could be
assigned for homework. Students will be expected to respond
to the prompt and to comment on at least one other student’s
response. Students will complete self evaluations of their work
in groups
Book Club Meeting #2 R 1.1, 1.2, 1.3, 1.4, Book marks (f)
Focus is on narrative voice and making inferences. Students 1.5, 1.6, 1.7, 1.8 Recordings of discussion (f)
will have submitted their bookmarks for review prior to meeting. 2.1, 2.2, 2.3,; 3.2, Summary notes/charts (f)
Lesson on inference then book club meeting where students 4.1 Blog (f)
will use graphic organizer to evaluate the narrator of their O 1.2, 1.4, 1.8, 2.2
novels. (Structure will be similar to meeting #1)
Book Club Meeting #3 R 1.1, 1.2, 1.3, 1.4, Book marks (f)
Focus is on conflict. As a class, discuss different types of 1.5, 1.6, 1.7, 1.8 Recordings of discussion (f)
conflict that appear in literature. Students will complete a 2.1, 2.2, 2.3,; 3.2, Summary notes/charts (f)
conflict concept map in their book club meetings in addition to 4.1 Blog (f)
their regular discussion. (Structure will be similar to meeting O 1.2, 1.4, 1.8, 2.2
Book Club Meeting #4 R 1.1, 1.2, 1.3, 1.4, Book marks (s)
Focus is on connections. In addition to ideas suggested in 4th R 1.5, 1.6, 1.7, 1.8 Recordings of discussion (s)
binder, students may refer back to our media connections 2.1, 2.2, 2.3,; 3.2, Summary notes/charts (s)
lessons to help scaffold making connections. Students will 4.1 Blog (s)
complete the connections chart during their book club O 1.2, 1.4, 1.8, 2.2
meetings. (Structure will be similar to meeting #1)
Book Club Meeting #5 R 1.1, 1.2, 1.3, 1.4, Book marks (s)
Focus is on issues and themes. In this meeting students will be 1.5, 1.6, 1.7, 1.8 Recordings of discussion (s)
synthesizing all the work of their previous meetings to develop 2.1, 2.2, 2.3,; 3.2, Summary notes/charts (s)
a statement about the point of the novel and assess critically 4.1 Blog (s)
the validity of the views presented. O 1.2, 1.4, 1.8, 2.2

Culminating Task 4-5 periods R 1.1, 1.2, 1.3, 1.4, Portfolio and Report (s)
Throughout the unit students have responded to their novels 1.5, 1.6, 1.7, 1.8
individually and in groups, they have practised a variety of 2.1, 2.2, 2.3,; 3.2, (Writing expectations are
reading strategies, made media connections, taken turns 4.1 formative)
leading group discussions, reflected on their learning, and
examined their novels from a variety of perspectives. The W 1.4, 1.5 2.1,
culminating task will provide them with an opportunity to
demonstrate their mastery of these skills by submitting a
portfolio that includes evidence of these skills explained in a
report format. (The report format itself will not be a major part
of the assessment. It will be formative and will serve as
practice for the next unit). Students will have a variety of
choices in terms of how they demonstrate their mastery of
skills to allow for differentiation.
Culminating Task R 1.1, 1.2, 1.3, 1.4, Portfolio and Report (s)
Students will have time in class to prepare their portfolios but 1.5, 1.6, 1.7, 1.8
there will be an expectation that some of the work be 2.1, 2.2, 2.3,; 3.2, (Writing expectations are
completed on their own time as well. Teacher will introduce the 4.1 formative)
concept of the portfolio and discuss with students the criteria
for the task and get student input on the difference between a W 1.4, 1.5 2.1,
level 1,2,3, and 4 portfolio. This criteria will be displayed during
the work periods.
Introduction to the Report R 1.1, 1.2, 1.3, 1.4, Portfolio and Report (s)
Teacher will introduce the report using an example from the 1.5, 1.6, 1.7, 1.8
Ontario College Writing Exemplars. Use think-aloud and mark 2.1, 2.2, 2.3,; 3.2, (Writing expectations are
up text, focusing on format. Students will then examine a 4.1 formative)
variety of student-written exemplars and determine which one
is a level 1,2,3,4 based on criteria discussed. Teacher will W 1.4, 1.5 2.1,
provide template for students to use to write their reports.
Work Periods R 1.1, 1.2, 1.3, 1.4, Portfolio and Report (s)
Students will be given time in class to write reports and prepare 1.5, 1.6, 1.7, 1.8
portfolios. 2.1, 2.2, 2.3,; 3.2, (Writing expectations are
4.1 formative)

W 1.4, 1.5 2.1,