Understanding By Design Unit Template

Understanding Canadian Multiculturalism

Title of Unit

and Diversity through Poetry and Short-

10
Grade Level

Stories
English B10

8-10 hours

Subject

Time Frame
Raelynn Falcon

Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?
The Broad Areas of Learning are: Life-long Learners. Sense of Self, Community, and Place, and Engaged Citizens. Throughout the unit
each of these BAL will be focused on by exploring the diverse society Canada has and how much it is constantly evolving and changing.
Students will be able to explore their own cultural and diverse background and use that knowledge to explore other groups in Canada.
Students will be exposed to different activities to help them see the cultural stereotypes still relevant today, and learn to look past
them so see that every group of people is unique and essential to what makes Canada what it is today. The literature used will help
students gain a new understanding of immigrants to Canada, Aboriginal groups, etc. helping to expand their knowledge and grow as
informed citizens throughout the unit.
Cross curricular Competencies
How will this unit promote the CCC?
The CCC will be a main focus of this unit as students will explore Canada in a variety of ways through media, poetry and prose. At the
start of the unit students will access prior knowledge about each group through class discussions and an opening activity on the first
day of the unit. Students will develop thinking by accessing prior knowledge and add new information throughout the unit. Students will
also gain understanding of themselves and how their cultural and diverse background is something to be proud of and explore.
Students will be encouraged to share their thoughts throughout this unit and a large focus on accepting any answer will be promoted.
Finally, students will learn to decipher many different forms of media and the languages used to display how they are all equal and
important in the everyday world. The hope of this unit is student will be able to forward their new understanding of the world onto
people they meet to help eliminate stereotypes and make more responsible citizens.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
CR B10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address: identity (e.g., Diversity of
Being); social responsibility (e.g., Degrees of Responsibility); and social action (agency) (e.g., Justice and Fairness).
CR B10.2 View, interpret, and report on ideas and information from more than one source to develop and support positions on various
topics related to the course including identity, social responsibility, and personal agency.
CR B10.3 Listen to, comprehend, interpret, and summarize information and ideas presented in a variety of literary and informational
texts including group discussion, oral readings, interviews, prepared talks, and a talk-back show about a topic or issue being studied.

CR B10.4 Read, interpret, and summarize a wide variety of classical and contemporary literary (including drama, biography,
autobiography, poetry, short stories, novels) and informational (including letters, diaries, memoranda, electronic communications)
texts.
CC B10.1 Compose and create a range of visual, multimedia, oral, and written texts to explore: identity (e.g., Diversity of Being);
social responsibility (e.g., Degrees of Responsibility); and social action (agency) (e.g., Justice and Fairness).
CC B10.3 Use oral language to express a range of information and ideas in formal (including a prepared talk on a researched issue, an
interview, an oral reading of prose or poetry, and an explanation and defence of a personal point of view) and informal (including
discussion and group work) situations.
CC B10.4 Create a variety of written informational (including a business letter, biographical profile, problem-solution essay) and literary
(including fictionalized journal entries and a short script) communications.
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...
Content specific.
Stories and poetry display the feelings, thoughts, and the
How does multiculturalism affect Canadian society?
beliefs of the author, even if it does not directly seem to
Do you think that Canada would be the same place it is
influence the work.
today without immigration from all over the world?
Students will learn to read past what is directly stated on the
Do you think the fact that Canada is viewed as being
page and understand how his/her own gender, experiences,
nice and accepting is true, or do Canadians have work
beliefs, race, social class, and background effect how they
to do on our accepting nature?
read or understand what they are reading.
How does your own personal background affect your
Students will be able to understand bias and stereotypes and
answers to different topics we discuss? Is it possible to set
better avoid making assumptions about different groups of
aside personal bias?
people in the future. They will also have a better
understanding of themselves and how they view the world
after this unit.
FNMI, multicultural, cross-curricular
As this is a multiculturalism and diversity in Canada unit,
Related misconceptions
students will be exploring different cultures through a
variety of poems and prose. A large section of this until is
Students will be bored or uninterested in exploring
devoted to FNMI issues in Canada, including the longCanadian multiculturalism and diversity.
lasting effects off residential schools.
Students will not get a variety of views on topics from
diverse perspectives.
Knowledge:
Skills
What knowledge will student acquire as a result of this unit? This
What skills will students acquire as a result of this unit? List the
content knowledge may come from the indicators, or might also
skills and/or behaviours that students will be able to exhibit as a
address pre-requisite knowledge that students will need for this
result of their work in this unit. These will come from the
unit.
indicators.

Students will know...

How stereotypes affect different groups of people.
How their own personal backgrounds, gender, race and
social class effects what they read and how it effects what an
author writes.
The importance of diversity in Canadian society and how
important it is to accept differences in people.

Students will be able to

How to think critically about bias in writing and reading
and work towards opening their minds towards groups of
people they do not know much about.
Understand the importance of open discussion without
fighting or getting into the I am right mindset.

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
As a final assessment, students will complete a short-presentation on the stories and legends of
What should students accomplish by
different groups of people from around the world. They will be assessed on their speaking skills, as
completing this task?
well as, the information provided. They will relate their findings back to the unit and ideas that
R Role
have been discussed throughout the mini-unit. The second part of the final assessment will be a
What role (perspective) will your
personal essay. Students will write about their own experience with racism, diversity, immigration,
students be taking?
etc. either negative or positive and hand it in for assessment. It will be a five paragraph essay, with
A Audience
the requirement of one paragraph discussing what we can learn from diverse groups and how their
Who is the relevant audience?
experience has changed their own view of the world. Students will be able to explore more about
their own life experiences and what shapes them and how they view the world.
S Situation
The context or challenge provided to
the student.

P Product, Performance

What product/performance will the

student
create?

S Standards & Criteria for

Success

Create the rubric for the Performance

Task

Rubric and Instruction Sheet for short presentation (1a) and personal essay (1b) are attached.

Other Evidence
Through what other evidence (work samples, observations,
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.
Students will have been keeping a journal throughout the unit to
map their thoughts and what they have learned. They will be able
to reflect on this when writing their essay. Students will have also

Student Self-Assessment
How will students reflect upon or self-assess their learning?

Students will be able to reflect on their learning through the

journaling, one-page response and finally the personal essay.
Feedback from the teacher will ensure students engage fully and

done a short one page paper on their reflection from the Socratic
Circle. The response was to ensure students were grasping the
topics and give them more practice with writing. They were
graded on their handout and given feedback on their writing and
thought process. Throughout the unit students did two small
Jigsaw activities as well as participating in group work. Students
were assessed on participation during these activities. Group work
was also done to ensure the students were comfortable with each
other for their presentations at the end of the unit.

notice a difference in their knowledge base.

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?
Students are headed towards being able to understand and assess poetry and different forms of prose. They have already done a novel
study and wrote an essay on it, so they will be better practiced at writing and understanding writing to assist them in their personal
essays. I will inform the students at the end of every class what to expect the next day and help them stay caught up by offering help
outside of class if needed. The students will be able to bring in their personal experiences to the unit, which I believe will help the
students engage more and help them realize how much they already know about multiculturalism. I expect students to be new to
different parts of a short-story, so in this mini-unit we will briefly introduce it to help students in the next section of short-stories which
will happen directly after this unit. Students did not help with the pre-planning; however they greatly inspired me to begin with making
multiculturalism its own unit in short-stories and poetry due to the wide range of students I teach. Learning will occur in the classroom.
Finally, as previously mentioned students are heading towards a more in-depth look into short-stories and poetry from a wide range of
authors.
How will you engage students at the beginning of the unit? (motivational set)
As a way of engaging all students I asked them to go home the night before and ask their parents about their cultural background. For
many students they have a general idea of where their family comes from, but for some it is a chance to learn a little about themselves.
Students were also encouraged to write down anything new about themselves that they learned from talking to their parents to share
with the class. The hope is that students will have a greater appreciation for multiculturalism after when they take into consideration the
different groups of people that help make up their families. My hope for this as well is that students new to Canada feel more
comfortable during this unit and included rather than standing out for any negative reasons. Finally, once students find out about where
their family originates from, students are given the option to start brainstorming ideas for recipes for the last day of the unit. On the last
day we will have a potluck with different foods from everyones cultural background and watch students short presentations (which will
be discussed in the unit plan)
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
Introduction

5-10 min: Discuss with students if they learned anything new by asking their parents
about their cultural backgrounds

DT,
DII, &

to
Multiculturali
sm and
Diversity in
Canada
(60min)

20-25 min: We will discuss and define stereotypes. Students will then go into groups of 3-4
and a sheet of paper with different cultural and diverse groups will get pass around.
Students will put stereotypes they have heard about each group on the paper such as All
Canadians are nice. Once every group has had a chance with each piece of paper we will
move on to the next activity.
10-15min: We will discuss the negative and positive stereotypes about each group of
people. How do they affect us when we hear them? Does our area in the world affect how
we view certain groups? Which group has the most negative things?
5min: Students will be writing a journal throughout the unit to track what they have
learned about different groups and themselves. For the last 5 minutes students will have a
chance to reflect on the days discussion.

DSR

PGP Goals:
2.1 knowledge of Canadian history, especially in reference to Saskatchewan and Western
Canada
2.6 ability to strive for/pursue new knowledge
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment
and evaluation
3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education
4.3 the capacity to engage in program planning to shape lived curriculum that brings
learner needs, subject matter, and contextual variables together in developmentally
appropriate, culturally responsive and meaningful ways
2

Introduction
to Poetry and
Short-stories
(25min)

10 min: We will briefly discuss the elements of a short-story so students know what to
expect.
15min: We will then switch to poetry and students will get a handout on different poetry
terms that will help students understand what they are reading and why the poet uses
different poetic devices.
(During the outlines of both poetry and short-stories students will be informed on how
using these forms of writing can help us explore different groups of people)

DL

Handout
sheet for Parts
of a short
story (1c).
Poetry
terminology
handout sheet
(1d).

DT,
DII, &

Katari Taiko,
1983 by

PGP Goals:
1.4 a commitment to service and the capacity to be a reflective, lifelong learner and
inquirer
2.2 proficiency in the Language of Instruction
3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education
3

International
texts/New

Part 1:
5min: Students will be shown two photos that they will respond to in their journals for the

comers to
Canada
(120min)

unit.
35min: Students will read their first short story, in small groups while working together to
fill out the parts of a short story sheet. Prior to splitting up students will be given brief
background on the author.
20min: Assessment: Class discussion about the story. What does it say about society? Do
they believe the story represents how many immigrants feel? Students will be assessed
for understanding during this time.

DL

Tamio
Wakayama
The Other
Family by
Himani
Bannerji
Non-Resident
Identity by
Mo Khan
Did Your
Mother have
an Accent by
Sonja de Wit
A Stranger in
a Chosen
Land by
Manjula
Parakot

Part 2:
5 min: Students will respond to the quote We are all immigrants to this place even if we
are born here Margaret Atwood. They will first write in journals, while I do a homework
check to ensure that they have finished the parts of a short story handout.
10-15min: Students will be given an opportunity to discuss their feelings on the quote and
what it means in the unit we are doing.
35min: Students will receive 3 poems and a question sheet (see attached 1e). Students
will first read through the poems individually and then will be expected to answer one
question from each poem, then will participate in a Jigsaw activity. Students will be
assessed on their contributions to the group discussion.
PGP Goals:
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
1.4 a commitment to service and the capacity to be a reflective, lifelong learner and
inquirer
2.1 knowledge of Canadian history, especially in reference to Saskatchewan and Western
Canada
2.6 ability to strive for/pursue new knowledge
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment
and evaluation
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education
4

Gaining
Perspective
(75min)

5min: Students will write in their journals a response to a photo. Is this how Canada looks
today? Do you think different areas of Canada experience diversity and race differently?
50min: Students will have read two short non-fiction letters for homework. During class
time we will have a Socratic Circle discussion about both pieces of writing. Students will be
assessed on their contribution to both discussions. The hope is students will understand
more deeply the struggles of other cultural groups. Students will take notes as the outer
circle and use their observations to write a one page response on the group discussions.
(See attached assignment sheet 1f).
20min: Class discussion on what the students observed in the circle and any new insights
gained.
PGP Goals:
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
2.2 proficiency in the Language of Instruction
3.2 the ability to use a wide variety of responsive instructional strategies and

DT,
DII,
DL, &
DSR

We are
better
Together by
Multiculturalis
m and
Citizenship
Canada
To My
Mother by
Irshad Manji
Alone on the
Ocean by
Donna Phung

Aboriginal
Authors,
Internal
Diversity
(135min)

Aboriginal
Poetry
(90min)

methodologies to accommodate learning styles of individual learners and support their

growth as social, intellectual, physical and spiritual beings
4.3 the capacity to engage in program planning to shape lived curriculum that brings
learner needs, subject matter, and contextual variables together in developmentally
appropriate, culturally responsive and meaningful ways
Part one:
5min: Students will respond to the question How have your experiences changed your
identity.
20min: Students will be asked to share what they know about Aboriginal Peoples and the
history of colonization. A concept map will be formed relating what they know back to how
experiences shape our identity and how colonization, residential schools, and racism
shape Aboriginal identity today.
35min: Students will read a graphic short-story on Aboriginal stereotypes and their effects.
Students will answer questions.
Part two:
5min: Students will journal their opinions on Story telling is common among many
cultures, why do you think this is the case?
35min: As a class we will read a short-story while students once again practice with the
parts of a short story sheet. I will read to the students and stop to ask questions
throughout.
20min: Students will begin working on a two part project to be handed in by set due date.
Students will have to prepare a 5minute presentation on group of peoples story-telling and
its history. Including its importance to the culture and what can be learned. (This is more
an assessment of speaking and knowledge then a formal presentation).
PGP Goals:
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
2.1 knowledge of Canadian history, especially in reference to Saskatchewan and Western
Canada
2.3 knowledge of First Nations, Mtis,) and Inuit culture and history (e.g., Treaties,
Residential School, Scrip and Worldview
2.5 knowledge of a number of subjects taught in Saskatchewan schools
(disciplinary/interdisciplinary knowledge)
3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings
4.2 the ability to incorporate First Nations, Mtis, and Inuit knowledge, content and
perspective into all teaching areas
5min: Students will respond to a piece artwork. What do they think of when they see it?
What do you think the role of Michif women was?
50min: Students will be given 3 poems, which they will read and answer questions on (see
attached question sheet 1g) taking part in a jigsaw activity. Students will share their
answers and will be assessed on reading comprehension and participation in group
discussion.
15min: We will discuss the poems as a class and talk about the authors and where they
may have got inspiration from.
20min: Students will be given one last in class opportunity to work on their presentations
for the next class.

DT, &
DSR

Rising
Above by
Steven
Keewatin
Sanderson
The Animal
People
Choose a
Leader by
Richard
Wagamese

DT,
DII, &
DL

Michif
Women
Packers by
Leah Marie
Dorion
3740166701
by John
Adrian
McDonald
When White

7
Wrap up on
Multiculturali
sm
(90min)

PGP Goals:
2.1 knowledge of Canadian history, especially in reference to Saskatchewan and Western
Canada
2.3 knowledge of First Nations, Mtis,) and Inuit culture and history (e.g., Treaties,
Residential School, Scrip and Worldview
4.2 the ability to incorporate First Nations, Mtis, and Inuit knowledge, content and
perspective into all teaching areas
10min: Discussion on the unit, opportunity for students to ask any questions about
anything we have gone over so far.
20min: Students will get their final project sheet. Students will be required to write a short
personal essay about their own experiences with stereotypes, racism, immigration, or
different cultures, either good or bad, and hand them in in a week. The assignment will be
explained and questions can be asked.
60min: We will have our pot luck as mentioned earlier, and students will each take turns
presenting what they have found for their group of people.

People think
about
Indians by
David Groulx
Demasduits
Dream by
Bob Hallett
DT,
DII, &
DL

*Students will be graded on their answers to the questions for the poetry, their response
to the Socratic circle, their short presentations and their personal essay.*
PGP Goals:
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
2.2 proficiency in the Language of Instruction
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment
and evaluation
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education

Assess and Reflect (Stage 4)

Considerations

Comments

Required Areas of Study:

Is there alignment between outcomes,
performance assessment and learning
experiences?

Yes. Students outcomes are met through discussion, presentations, creative

work and composing two different writing pieces. Throughout the unit students
are expected to think critically about what there are reading or seeing and
respond to it in a journal.

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?

For struggling students:

For modified students I have changed some of the assignments to a less
demanding level, while remaining challenging for them.
For the question sheets, they participated normally, learning from their
fellow students with help from me.
The one page response to the Socratic Circle was modified to a 10
sentence paragraph, with the same basic requirement.
The oral presentation, I assisted with more hands on and asked for EA
assistance to ensure the research was done.

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?

Resource Based Learning:

Do the students have access to various resources
on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?

Finally, for the personally essay, again the basic requirements were the
same, however students were able to only write and intro and a
conclusion, with their body paragraphs mainly being point form
sentences.
Students were given more time than other students if requested or
needed.

For students who need a challenge:

This lesson plan is not for an advanced class.
If students were on time handing in assignments and wanted a chance
to re-write or make changes, students were able to re-submit in order to
bring their assignments up to their standards.
Students participated in group discussions, led by me. For example, the
question sheets I provided to help lead their discussion. In addition, I led full
class discussions. Students also led their own discussion during the Socratic
circle, which I was more of an observer then a leader. Students also got
independent work from their journaling and assorted short assignments.
Finally, peer-teaching occurred during the jigsaws and the presentations where
the students got to lead discussion and teach us what they had discovered.
Yes, students began the unit by researching their own cultural background and
looking for a recipe from that culture. Students did research throughout when
working on their Socratic circle page in the sense of a more observant fashion.
Finally, students did research for their short-presentations.
I believe I brought in a variety of cultures while respecting each student. All
students were encouraged to discuss their own culture in a safe environment
and a variety of male and female voices from diverse groups were read. We
spent three days on FNMI works, and helped eliminate some of the more
harmful stereotypes surrounding these groups.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120313-8 (pbk)