Understanding By Design Unit Template

Title of Unit The Social Experience Oppression, Grade Level 12

Authority and Resistance

Subject ELAB30 Time Frame 15-20 hours

Developed By Ashley Marie Britz

Stage 1 - Identify Desired Results

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

Lifelong Learners Students will become more confident and competent language users and learners throughout their time of study
through practice using a variety of texts and materials. If students first language is not English, they will have the ability to not only
improve on their English skills, but to integrate their own home language into their coursework. Through the study of content that
addresses identity, social responsibility and social action, students will gain understandings and lasting knowledge of social and identity
issues around them. Through using technology throughout the unit, students will learn how to communicate with others and respond to
other in a respectful and appropriate manner. These skills will remain with them as they progress throughout their lives, especially in
their increased use of social media as they grow with a technologically developing world.
Sense of Self, Community and Place Through interaction with each other and though gaining knowledge of their place and
community around them, students will develop communication skills and a deeper understanding of their own place in the world and
the place of those around them. Students will also have the opportunity to examine and analyze their own lived experiences related to
the content studied in this course, and will be able to develop a clearer sense of themselves through this practice. Students will learn
content related to oppression, authority and experience in a safe and open environment in which they can share their experiences if
they feel comfortable doing so. They will develop a sense of community within their classroom as all voices and experiences will be
accepted and acknowledged as legitimate.
Engaged Citizens Through their development of language and communication skills and understanding of social issues, students will
gain a sense of agency in their place and realize their ability to make a difference in their community and the world. Students will
additionally become engaged citizens by participating in the digital citizenship communities of message boards, collaborative
documents and collaborative Webpages with not only their peers, but other people in the world.
Cross curricular Competencies
How will this unit promote the CCC?

Developing Thinking Students will use critical thinking and language skills in order to comprehend, create, assess and reflect on
social issues regarding self, FNMI content and international issues.
Identity and Interdependence Through their study of texts that address social and identity issues, students will develop a sense of
their own identity in the world. They will additionally develop a perception of others identity and place in the world.
Developing Literacies Students will become more literate through their use and study of language in oral, auditory, written + visual
content throughout the unit.
Developing Social Responsibilities: Students will gain knowledge of social issues within and around them. They will develop a sense
of agency and responsibility surrounding these issues.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

CRB30.1 - View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts
that address:
-identity (e.g., Sense of Self)
-social responsibility (e.g., Social Criticism), and
-social action (agency) (e.g., Addressing the Issues).
CCB30.1 - Create a range of visual, multimedia, oral, and written texts that explore:
-identity (e.g., Sense of Self)
-social responsibility (e.g., Social Criticism), and
-social action (agency) (e.g., Addressing the Issues).
ARB30.1 - Assess own and others' work for precision, clarity, and artistry.
AR B 30.2 - Reflect on and assess understanding of self as a self-directed, self-appraising, and strategic learner.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked
to the content of the enduring understanding)
Content specific.

- Many people have little control over their place of power and -Why do some people challenge the system while others
privilege in society due to systematic racism, sexism, classism, and conform to it? What is the system? What is authority? What are
other forms of oppression. the authorities in your life?

-Many people resist in the system in different ways, and these -How do we differentiate between what is right and just versus
resistances are not black and white in their morality or lack thereof. what is wrong and unjust?

-However, individuals have the power to make a difference in the -Which groups in society are oppressed? Which groups in society
world if they join together and take action. are the oppressors?

-Depending on their background, students themselves may have

experienced the topics and issues discussed in this unit. Students
will understand that they are not alone in this experience, and that
they can feel free to explore these experiences in the safe
environment of this class.
Related misconceptions
-People are in their place in society due to their own effort or lack
thereof, not because of systematic racism, sexism, classism and
other forms of oppression. People who do exist in underprivileged
FNMI, multicultural, cross-curricular
-How are FNMI people affected by power and privilege in modern
times? How have they been affected by power and privilege in
history?
-How could you work to remedy the injustices oppressions that
still affect FNMI or other underprivileged populations?
-How can you relate to the issues and topics discussed in this
positions, such as in poverty, are there because they dont work unit? Have you experienced these issues and topics in your own
hard enough. experience?

-People who rebel against the system are always right because the
system is corrupt and I dont like it. People who conform are wrong
because it shows that they dont care about the world around them.

-People who rebel against the system are always wrong because
decent people follow the law and keep their heads down. People
who conform are right because it shows they know their place and
are functioning members of society.

-I am helpless and cannot make a change in the world because it is

too difficult or impossible.

Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.

Students will know... Students will be able to

-The history behind white supremacy, colonialism and FNMI -Read, understand, and criticize poems and short stories that
oppression in Canada and the world. address social issues and FNMI content.

-How some texts tell a story from only one point of view regarding -Write a story, skit, ad or poem that addresses a social issue of
the topics of justice, oppression etc. their choice.

-How to communicate ones thoughts and opinions on social issues -Be able to develop the language to speak about identity and
through writing, visual representation and speaking. social issues in a respectful and ethical manner.

-How to safely and securely use social media platforms such as

Facebook and Reddit, and how to create accounts on these social
media platforms.

-How to conduct digital research

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal G: Students will acquire communication skills through using visual, written and oral means to
What should students accomplish by communicate their research and solution. They will develop a deeper understanding of the social
completing this task? issue they choose and realize their potential to make a difference.
R Role R: Students will take a role as a researcher, creator, informer and facilitator for change.
What role (perspective) will your A: Students audience will be their peers, teacher, and community if they wish to take their task
students be taking? further.
A Audience S: The challenge that the student must face will be to collect accurate information on the issue of
Who is the relevant audience? their choice (using texts studied in class or outside resources). They will also be challenged to take
the assignment a step further and speak to real people who may be suffering from these issues on
S Situation
an online forum. They will be required to create and propose a call for action about the issue.
The context or challenge provided to
the student. P: The students will create a short storybook illustrating a social issue of their choice regarding
P Product, Performance poverty, environmentalism, white supremacy, racism, sexism, animal rights, or any other issue that
What product/performance will the they wish to work on. The storybook will explain the issue through words and images. It will
student conclude with a realistic plan for action against the issue, created by the student themselves.
create?
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

-A chart at the very beginning of the unit will be used as a
formative assessment to see if the students understand which
groups are oppressed and which groups are the oppressors
-An online (Facebook) journal entry and responses to their peers
will be used as a formative assessment for the first lesson to show
students understanding of feminist issues
-A group discussion will be used as formative assessment for the
first lesson to show students developing understanding of
feminist issues.
-A set of questions will be used as formative assessment for the
second lesson to show students understanding of Indigenous
issues and resistance
-Students will be required to show evidence of their learning
through a summative assessment of a visual and textual
representation of the short story
-Students will reflect upon their learning in group discussions that
will be held often during the unit.
-As students will be required to post all of their finished products
on the class Facebook page, students will be encouraged to return
to their posts and reflect/assess on their learning. They can do this
by commenting on their posts or making new posts that address
what they learned or what they want to improve on.
-Student will assess themselves and reflect upon their learning
through their daily online journal entries. They will be required to
complete a short (one-paragraph) journal entry at the end of each
day during the unit answering these questions:
1) What did I learn today?
2) What did I do well today?
-Students will complete a formative assessment brainstorming 3) What can I improve on for tomorrow?
sheet for the third lesson to prepare them to write their resistance 4) What do I want to learn more about?
poetry.
-Students will complete a summative assessment poetry piece for -For the final assessment piece, students will self-assess
the third lesson displaying their understanding of resistance from themselves at least two times against the rubric before handing it
their own perspective. in. They will also be required to assess their peers.
-Students will complete a formative assessment piece breaking
down the elements of a story for the fourth lesson
-Students will complete a summative assessment piece for the 5th
lesson in which they will create a skit in which they role-switch
the roles of and\ oppressed group and an oppressor group

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?

Since my students are in grade 12, many of them will be headed for graduation and integration into the adult world. In the past, many of
my students will have studied social justice issues in class and have viewed the effects of oppression and authority either on the news or
in their real-life experiences. However, I do not believe all of them truly understand who is oppressed and who is not in society. I will
make sure that the students know where they are going by explaining to them first and foremost which groups in society are oppressed
and which are not from there, I will work towards honing their understanding of resistance to oppressions. I have ascertained the
interests of the learners by addressing real-world and modern issues that they can and will be able to relate to, as well as creating
lessons and assessment that appeal to a variety of tastes, from short films to slam poetry. They were not part of the pre-planning as this
is a hypothetical lesson plan. However, if I knew who the students were, I would take their interests and personalities into account when
crafting this unit. I anticipate that there will be many individual needs for EAL students, I will provide them with textual copies of all the
content studied, and will provide subtitles for any videos watched. I will allocate my lunch hours and after school time to give additional
help to any students who need it. As for the learning environment, it will take place mostly in the classroom. However, I will rearrange
the desks into clusters in order to facilitate students conversation and collaboration throughout the unit, as this unit covers sensitive
topics and requires a positive community environment for it to be effective.

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

The unit will begin with the Birdcage activity:

If the school in question has a bird, the Teacher Candidate will use a real bird for this activity. If not, the Teacher Candidate will use a
model or replica for the bird.

The Teacher Candidate will show the birdcage to the students, and allow it to be passed around and examined. Referencing Fryes
metaphor of the birdcage, the Teacher Candidate will explain that if one simply looks at a single rung of the birdcage, it appears that it is
not particularly constraining.

However, when viewing the cage in full, it is obvious that the bird is trapped, with no way out.

This is how oppression works most people just see the single wire and believe that all one has to do is to work hard or slip through in
order to escape. However, the reality is that oppressed peoples are often surrounded by several of these wires which all come together
to create a cage, which represents their oppression. Some of these wires are stronger, while others are easier to bend. However, they
still all work together to create the cage, which is very stable and difficult to escape just like oppression.

This activity, while motivating students, will additionally offer a visual representation. This will allow for the message to be clearer for
more visual learners or for EAL learners.

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 Lesson Plan Title: Introduction to The Social Experience Oppression, Authority and Thinking Smartboar
Who is Resistance , d, journals
Oppressed? Date: 3/26/2017 Social
(60 mins) Subject: English Language Arts Grade: 12 Responsi
Topic: Brainstorming on Oppression Essential Question: Which groups in society are bility
oppressed? Which groups in society are the oppressors?

Materials: Smartboard, journals, writing materials

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?

Students will need to understand the difference between the oppressed groups in
society and the oppressed. Students will also need to understand how to communicate
their opinions in a respectful and equitable manner (for example: They need to
understand that it is not appropriate to say Indians are oppressed, rather, they would
say Indigenous peoples or First Nations peoples).
Students will also need to be able to be respectful of themselves and the opinions other
students in the class.

Broad Areas of Learning:

Lifelong Learners - Through the observation and understanding of content that

addresses oppression, students will gain understandings and lasting knowledge of social
and identity issues around them. Students will be able to apply this knowledge
throughout their lives, and will understand that these issues of oppression exist no only
in Canada, but around the world.

Sense of Self, Community and Place - Students will additionally get a chance to think
about and share their own experiences and thoughts regarding oppression. They will
develop a sense of identity as they consider their own thoughts, opinions and
experiences during this lesson. They will also develop a sense of community, as they will
be able to share these thoughts, opinions and experiences with their peers in a safe and
equitable environment. They will learn to value and thoughts and ideas of their
classmates.

Cross-Curricular Competencies:

Developing Thinking - Through this lesson, students will be given an opportunity to think
critically and creatively as they brainstorm together. Additionally, students may be
exposed to a paradigm shifts or change of opinion throughout the class discussion. This
lesson will give students a chance to expand and even change their knowledge when
regarding oppression in society.

Developing Social Responsibilities: Students will gain knowledge of social issues within
and around them. They will develop a sense of agency and responsibility surrounding
these issues. Additionally, students will gain an understanding of the social issues that
their peers may be experiencing. As a result, students will develop a sense of
responsibility that is more personal as they realize that social issues affect the friends
and peers that surround them daily.

Outcome(s):

AR B 30.2 - Reflect on and assess understanding of self as a self-directed, self-

appraising, and strategic learner.
c. Identify appropriate steps and implement plans to improve comprehension and
communication skills.
e. Assess the effect of new understandings and strategies on self and others.
CC B 30.3 - Create and defend an informed critical response to a global issue in formal
(including a workshop presentation, a debate, and an oral reading of poetry or a prose
passage related to the issue) and informal (including discussion and collaborative group
work) situations.
a. Function both as a group member and a group leader, and demonstrate effective
group interaction skills and strategies:
-Demonstrate ability and commitment to work effectively with diverse teams
- Represent and promote respect for contributions of other team members

PGP Goals:
2.4 ability to use technologies readily, strategically and appropriately The Teacher
Candidate will have to utilize the SmartBoard technology in the classroom in order for
the students to contribute their ideas through a digital Mindmap. The Teacher Candidate
will have to relay this knowledge onto their students to ensure their own success with
using this technology.
1.1 the ability to maintain respectful, mutually supportive and equitable professional
relationships with learners, colleagues, families and communities As the brainstorming
activity in this lesson contains sensitive content and topics, it is the job of the Teacher
Candidate to ensure that the relationships between themselves and the students is
respectful, supportive and equitable when the opinions and experiences of the students
are shared.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

Students will be assessed formatively throughout the MindMapping activity. Most

importantly, the group discussions will allow the teacher Candidate to assess the
following curricular indicators:
-Demonstrate ability and commitment to work effectively with diverse teams
- Represent and promote respect for contributions of other team members

At the end of class, students will be also be assessed formatively through an exit slip
that will ask the following questions:
1) List 3 things that you have learned today regarding oppression.
2) Did anything you learned today change your perspective? Why or why not? Do
you believe it may have changed any of your classmates perspectives? Without
listing names, explain why or why not.

The first question will generally assess the students competency regarding whether or
not they understand how oppression works. This will be essential to ensure their success
throughout the rest of the unit.

The second question serves to assess the following indicator:

e. Assess the effect of new understandings and strategies on self and others.
Assessment OF Learning (summative) Assess the students after learning to evaluate
what they have learned.

As this is an introductory lesson, not summative assessment will be completed for this
lesson.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

(10 mins) Birdcage activity:

If the school in question has a bird, the Teacher Candidate will use a real bird for this
activity. If not, the Teacher Candidate will use a model or replica for the bird.

The Teacher Candidate will show the birdcage to the students, and allow it to be passed
around and examined. Referencing Fryes metaphor of the birdcage, the Teacher
Candidate will explain that if one simply looks at a single rung of the birdcage, it
appears that it is not particularly constraining.

However, when viewing the cage in full, it is obvious that the bird is trapped, with no
way out.

This is how oppression works most people just see the single wire and believe that
all one has to do is to work hard or slip through in order to escape. However, the reality
is that oppressed peoples are often surrounded by several of these wires which all
come together to create a cage, which represents their oppression. Some of these
wires are stronger, while others are easier to bend. However, they still all work together
to create the cage, which is very stable and difficult to escape just like oppression

Main Procedures/Strategies:

(15 mins) Chart Activity:

On the Smartboard, the students and teacher with create a chart (as a group) in which
they illustrate which social groups/systems/people are oppressed and which social
groups/systems/people are the oppressors. Teacher will ask questions in order to draw
on the individual experiences of each student, but will take caution not to pressure
students to talk about experiences that they do not feel comfortable sharing. The
Teacher Candidate will additionally warn the students to use appropriate and inclusive
language during this activity.

If the students are having difficulties producing ideas, the Teacher Candidate can
provide a few ideas in order to scaffold the learning, as so:

If students are having difficulties, they can feel free to use their Smartphones to conduct
research throughout the brainstorming activity.

Example:
Oppressed Oppressors
Indigenous Peoples
Residential Schools
(20 mins) MindMap Activity:

Students will then be required to brainstorm, together as a class, how the oppressed
group has shown resistance and how the oppressors have shown authority. If they
wish, students can feel free to approach the Smartboard and write in their own words.
Student can also edit this document from their desks if they wish to remain anonymous.
As they brainstorm, they will take notes in their journals. This will be done by completing
a mind map like so (one mind map for the oppressors, and one mind map for the
oppressed):

Through using the mind map, the teacher will additionally emphasize on how the
classroom exists holistically (make sure to emphasize that holism is a common
Indigenous worldview), and that everyone in the classroom is connected. All of the
students experiences and beliefs are valuable, and they all come together as a whole,
as shown above.

(10 mins) Discussion:

At the end of the MindMap activity, the class will have a short discussion about what
they learned. Additionally, this is when the Teacher Candidate must address any
challenges that occurred during the lesson this can range from inappropriate language
use (such as saying Indian instead of Indigenous,) or any misconceptions (such as
stating Whites or Males as an oppressed group).
 It is important, however, to consider each and every students opinion as valid thus,
the Teacher Candidate must facilitate discussion and ask the students why they feel the
way that they do, and engage in a respectful and inclusive discussion.

Adaptations/Differentiation:

-While students are encouraged to speak and provide their opinions during the
discussion and brainstorming activities, they will not be required to speak up if they do
not feel comfortable doing so. However, through emphasizing the holistic and safe
environment of the classroom, the Teacher Candidate should create a welcoming and
inclusive classroom environment in which every student can feel safe providing their
opinions and ideas.
-If any EAL students are in the classroom, the exit slip provided will be both in English
and their home language in order to maintain their reading fluency in their home
language, as well as to further increase their fluency in English.

Closing of lesson:
(5 mins) Assessment - Exit Slip:
At the end of class, students will be also be assessed through their completion of an exit
slip that will ask the following questions:
1) List 3 things that you have learned today regarding oppression.
2) Did anything you learned today change your perspective? Why or why not?
Do you believe it may have changed any of your classmates perspectives?
Without listing names, explain why or why not.
3) What challenges or difficulties did you encounter during this lesson? What
can your teacher and/or classmates do to help you with these challenges?
*Adapted from Understanding by Design (McTighe and Wiggins, 1998)

The unit will be introduced introduced to the unit The Social Experience - Oppression,
Authority and Resistance.
10 mins Birdcage Activity (motivational set).
15 mins: Students and teacher with create a chart (as a group) in which they illustrate
which groups are oppressed and which groups are the oppressors. Teacher will ask
questions in order to draw on the individual experiences of each student, but will take
caution not to pressure students to talk about experiences that they do not feel
comfortable sharing.
20 mins: Students will then be required to brainstorm, together as a class, how the
oppressed group has shown resistance and how the oppressors have shown authority.
As they brainstorm, they will take notes in their journals. This will be done by completing a
mind map like so (one mind map for the oppressors, and one mind map for the
oppressed):
 Through using the mind map, the teacher will additionally emphasize on how the
classroom exists holistically (make sure to emphasize that holism is a common Indigenous
worldview), and that everyone in the classroom is connected. All of the students
experiences and beliefs are valuable, and they all come together as a whole.

10 mins: Discussion Students will discuss their thoughts with the class as a group, and
any challenges/misconceptions will be addressed.

5 mins: Assessment Students will complete an exit slip regarding the content learned.

PGP Goals:

2.4 ability to use technologies readily, strategically and appropriately

1.1 the ability to maintain respectful, mutually supportive and equitable professional
relationships with learners, colleagues, families and communities;
1.5 Introduction This lesson will be an introduction and set-up lesson to the technology that the class will Thinking Computers,
to Technology be using during the unit. It will take place in the computer lab. , permission
and Set-Ups 10 mins Facebook group setup. Students will register with the classroom Facebook group Social forms,
using their school emails. This will allow them to contribute to class discussions online. Responsi paper (for
10 mins Google document setup. Students and teacher will work together to create a bility students to
Google Document for class usage. Students may be required to sign up for a Gmail record their
account during this process. usernames/
20 mins Social media forum setup. Teacher will provide students with several social passwords
media forums (via this Wikipedia article in case
https://en.wikipedia.org/wiki/List_of_social_networking_websites ). Students may choose they
which of this school appropriate forums to register with, ensuring that the focus will be on forget)
being able to discuss social justice issues. Teacher will walk the students through the
registration process, focusing on aspects such as username anonymity and password
security.
20 mins Internet safety lecture. Teacher will discuss with the students how to safely and
securely use these technologies, focusing on the topics of civility, anonymity,
appropriateness, respect and safety. Teacher will additionally hand out permission forms
for the students parents to sign, detailing all of the websites and technology that will be
used during this unit.

PGP Goals:
 2.4 ability to use technologies readily, strategically and appropriately
1.1 the ability to maintain respectful, mutually supportive and equitable professional
relationships with learners, colleagues, families and communities;

2 Feminist Lesson Plan Title: Pocket Sized Feminism Identity The poetry
Slam Poetry and video, a
Introduction Date: March 27th, 2017 Interdep textual
to Resistance Subject: English Language Arts Grade: 11 endence sheet of
and Authority Topic: Feminism and Womens Issues Essential Question: How is the author/speaker , the poem,
(60 mins) of this poem challenging sexism? Thinking their
journals.

Materials: Video copy of Pocket Sized Feminism, computers/tablets for each student.

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?

Students will need to be able to view and listen to a spoken-word poet. They will
additionally need to understand how the author uses expression, tone and voice in order
to effectively communicate their opinion. Students will also need to understand how to
respectfully share their thoughts and opinions regarding the poem on the social media
platform, Facebook.

Broad Areas of Learning:

Lifelong Learners Through the usage of technology in this lesson, students will learn
how to communicate with their peers and respond to their peers in a respectful and
appropriate manner. These skills will remain with them as they progress throughout
their lives, especially in their increased use of social media as they grow with a
technologically developing world.

Developing Thinking Through their sharing and collaboration of ideas in regard to the
text studied, students will be able to develop the ability to think from more than one
perspective. They will also gain the skills to think critically and creatively about a text as
they explore more open-ended questions when considering the text.

Cross-Curricular Competencies:
Social Responsibilities Students will develop a sense of social responsibility as they
learn about feminist issues and, in particular, social issues surrounding women. They will
come to understand that these issues surround them daily and affect themselves and
the people around them. They will understand the seriousness of these issues and
develop the desire to work towards positive change.

Sense of Self, Community and Place Through the study of feminism, students will
realize where their place is on the gender spectrum. They will come to realize that
maybe they are the ones being oppressed, or perhaps they will acknowledge that they
are part of a group that oppresses. By acknowledging and understanding this about
themselves, students will be able to work towards positive change as they grow and
learn within their communities.

Outcome(s):

CRB30.1 - View, listen to, read, comprehend, and respond to a variety of grade-
appropriate international, including indigenous, texts that address:
-identity (e.g., Sense of Self)
-social responsibility (e.g., Social Criticism), and
-social action (agency) (e.g., Addressing the Issues).

PGP Goals:

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 The TC will expose students
to a visual, textual and oral representation of a text. The Tc will additionally allow the
students to contribute their own original, self-directed ideas and thoughts regarding the
text via social media.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

Students will be assessed formatively on their posts on the class Facebook page. Each
student will be required to make a post answering the following questions:

1) How did the slam poem make you feel? Why did it make you feel this way?
2) How did the slam poet successfully portray their thoughts, feelings and ideas?
3) Did you agree with what the slam poet was saying? Why/why not?
4) What lingering questions do you have after listening to and reading the slam
poem?

By answering these question, students will have displayed that they have listened to,
comprehended and responded* to the text that as provided to them. These questions
also require the students to address themes of identity and social responsibility.*
Additionally, students will be encouraged to respond to each others Facebook postings
*(as illustrated in Outcome CRB30.1).

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.

No summative assessment will b completed for this lesson.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

The slam poetry will serve as a motivational set to the students, as it is both passionate
and engaging. The teacher will additionally turn off the lights during the video to
increase engagement and interest in the students.

After the video is played, the teacher will hand out the IPads, laptops or take the class to
the computer lab. This will allow the students to become excited as they know that they
will be using technology during the lesson.

Main Procedures/Strategies:

5-10 mins: Students will watch the slam poem Pocket Sized Feminism. They will then
be provided with a paper copy of the poem and the technological devices (Ipads,
laptops, or a trip to the computer lab) that they need for the rest of the lesson.

20-25 mins: Students will be required to write a short journal entry (in the form of a
Facebook status) on the classroom Facebook page about how the poetry made them
feel, what they thought about it and what questions it left them with. They will also be
asked if they agree or disagree with the poet. Students will be encouraged to creatively
use elements of emojiis, GIFS and other visual devices in order to accurately display
their thoughts and feelings. (Be sure to emphasize websites they can use for GIFS, such
as https://giphy.com/).
During this time, students may also respond to their peers Facebook posts.

If students feel as if they wish to share these thoughts and feelings anonymously, they
may log into one of the 5 anonymous classroom Facebook accounts provided by the
classroom teacher in order to post on the Facebook page. This will allow them to still
express their thoughts and feelings on the content, while maintaining their anonymity.
However, they must inform the classroom teacher of the account that they use so that
the classroom teacher can still complete the formative assessment.

15-20 mins: Assessment - The students will then have a class discussion regarding the
poetry. This discussion will focus on how it addresses themes of resistance and
authority, and will reference the Facebook postings. Students can feel free to edit or add
more thoughts, opinions and comments to the Facebook page as the discussion takes
place.

Adaptations/Differentiation:

-Students who may struggle with spelling and grammar can feel free to use the
Grammarly app in Microsoft Word in order to ensure that their work is sufficient before
officially posting it on the classroom Facebook site. If Grammarly is not support by the
school or school computers, the students may use their website
http://www.grammarcheck.net/editor/ in order to edit their work.

-Students with visual problems will have access to various supports when working with
 the technology, such as Braile keystrokes and voice-command software. This will enable
them to still be able to participate in the Facebook discussion. They may also use zoom-
in strategies if they simply have low-vision.

-Students who have anxiety about sharing personal opinions regarding the issues
discussed in class will have the option to log into the anonymous Facebook accounts
that the teacher has set up previously. Additionally, they may private message their
responses to their teacher or their classmates if they do not wish to share their thoughts
with the whole class.

Closing of lesson:

The lesson will close with a short 5 minute period in which the students can return to
their Facebook posts and/or comments after the discussion and make any edits or
additions that they deem fit, based off of the responses and contributions of their peers.
This will allow the students to solidify and edit their posts before assessment.

5-10 mins: Students will watch the slam poem Pocket Sized Feminism. They will be
provided with a paper copy of the poem.
20-25 mins: Students will be required to write a short journal entry (in the form of a
Facebook status) on the classroom Facebook page about how the poetry made them feel,
what they thought about it and what questions it left them with. They will also be asked if
they agree or disagree with the poet. Students will be encouraged to creatively use
elements of emojiis, GIFS and other visual devices in order to accurately display their
thoughts and feelings. During this time, students may also respond to their peers
Facebook posts.
If students feel as if they wish to share these thoughts and feelings anonymously, they
may log into one of the 5 anonymous classroom Facebook accounts provided by the
classroom teacher in order to post on the Facebook page. This will allow them to still
express their thoughts and feelings on the content, while maintaining their anonymity.
15-20 mins: Assessment - The students will then have a class discussion regarding the
poetry. This discussion will focus on how it addresses themes of resistance and authority,
and will reference the Facebook postings. Students can feel free to edit or add more
thoughts, opinions and comments to the Facebook page as the discussion takes place.

PGP Goals:

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.
3 African- 10 mins: reading of I Look at the World Social I Look at
American 10 mins: reading of For My People Responsi the World
Poetry 10-15 mins: Understanding elements of a poem, different types of poetry and how to write bility, by
(120 mins) one. Teacher will model examples of poetry both verbally and textually, in order to scaffold Literacie Langston
the students into understanding the important elements of the poem. s Hughes
20 mins: Assessment students will complete a brainstorming sheet/rough copy of their and For
own poem focusing on their personal experience with oppression and resistance, which My People
they will have to hand in before writing their good copy. If the students feel that they have by
not had a personal experience with oppression/resistance OR if they do not feel Margaret
comfortable speaking about their experiences with oppression and resistance, they can Walker
feel free to brainstorm ideas based on the media or the experiences of others around
them.
The teacher will create an online Google Document asking the following questions about
oppression/resistance:
1) Have you experienced oppression in your lifetime?
2) If you have, what have you experienced?
3) If you have not, have you witnessed forms of oppression in your lifetime?
4) Have you fought against or resisted against oppression? Why/why not?
This document will allow students to speak safely and anonymously about the types of
oppression and resistance they may have experienced.
Students will be encouraged to use online forums to research these issues if possible,
they can even chat online with people who may have experienced oppression/resistance,
under the teachers supervision.
The teacher will additionally provide the following YouTube videos to the students that
they can use if they wish to learn more on oppression and resistance:
-A Brief History of White Privilege, Racism and Oppression in America
-Chris Rock Explains Some of How Racism (White Supremacy) Works
-The fight over the Dakota Access Pipeline, explained
-Little Things You Can Do To Combat Racism
-One Word | Thanksgiving | Native Americans
These videos should give the students some ideas on types of oppression, and how people
work together to fight against and/or resist this oppression.
60 mins: Students will continue working on their brainstorming sheet and will finish their
poem. An extra work period may be provided if students are spending time doing in-depth
research, contributing to the Google Document and watching the videos provided.
Evaluation: Students will be evaluated on the structure/mechanics of their poem and how
it ties into themes of resistance and oppression.

PGP Goals:
1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all
learners;
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 15-20 mins: The teacher will read the Indigenous storybook Fatty Legs by Christy Jordan- Thinking The
Indigenous Fenton and Margaret Pokiak-Fenton to the class. If possible, the teacher will ask one of the , storybook,
Storytime authors to do a live reading of the book via Skype to the students. This reading will in real- Literacie plot
(60 mins) time and will allow the students to talk to and ask questions to the author after the poem. s handout
10 mins: Teacher will go through the aspects of a story plot (accompanied with a handout). sheet.
 20 mins: Students will then break down the story into a chart representing the exposition,
rising action, climax, falling action and resolution of the plot. This activity will serve as a
means for the students to begin thinking about their assessment piece.
10-15 mins: Assessment students will share their charts with the rest of the class and
have a group discussion

PGP Goals:

2.1 knowledge of Canadian History, especially in reference to Saskatchewan and Western

Canada;
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties,
Residential School, Scrip, and Worldview);
5 Short Film 20 mins: Students will watch the short film Imagine A World Where Being "Gay" The Norm Identity The film
Homosexualit & Being "Straight" Would Be The Minority! by K.Rocco Shields. and
y + Skit 10 mins: Short lesson on how to effectively take videos with cellphones/cameras, how to Interdep
convert these videos onto the computers, and how to use basic video editing software endence
(180 mins) (Winwdows Movie Maker, which will exist on all of the school computers). ,
30 mins: In groups, and using the knowledge gained from previous lesson in the course on Thinking
oppressed groups, students will work together to create a short skit representing a
situation in which an oppressed group becomes the oppressor and vice-versa. Students
will be required to make this skit digitally they can use their cellphones or the school
cameras to record their skits. They can also use video editing software to improve upon
the quality of their skits, such as Windows Movie Maker or Wondershare Filmora.
Students will be encouraged to share this video on an online network, such as Youtube,
Reddit or Facebook. They can respond to and write about the feedback that they receive in
their journals. However, they must post these videos to a teacher-monitored and teacher-
controlled account so that the classroom teacher can moderate any inappropriate
comments.
60 mins Students will have class time to continue to work on and edit their digital skits.
35-40 mins: Students will present their skits to the class the next day.
10-15 mins: Assessment During the skit, teacher will have a Google Doc open that
students can edit on their phones, tablets or computers. For each group, students will
assess each other on their performances and presentation in the Google Doc.
Evaluation: Students will hand in their scripts at the end of the day. They will be evaluated
on their speaking, presentation and connection that their skits have to oppression.

PGP Goals:

2.4 ability to use technologies readily, strategically and appropriately

1.4 a commitment to service and the capacity to be reflective, lifelong learners and
inquirers.

6 20-30 mins: As a group, students will read the short story Borders by Thomas King. Thinking Borders
10 mins: Assessment discuss the story as a group , by Thomas
Indigenous 20 mins In groups or individually, students will complete provided questions addressing Literacie King, story
Identity themes of resistance in the story. s questions,
Short Story Assessment students will hand in these questions at the end of the day. creative
60 mins: Using the class as a work period, students will create a visual representation of materials
(120 mins) the story to show their understanding of the themes of oppression and resistance. This
 visual representation can be completed digitally through software such as Photoshop or
MS Paint.
Students will be required to post this representation on the classroom Facebook page,
whether it is done digitally or not. This will allow for the assessment.
Assessment - Before handing in their final copy of their visual representation, students will
assess themselves and 1 peer against the rubric via the Facebook page (they can do this
through comments or private messenger, whichever they feel comfortable with). This will
prepare them for self and peer assessment for their performance task.

PGP goals:

4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content and
perspective into all teaching areas
2.5 knowledge of a number of subjects taught in Saskatchewan schools
(disciplinary/interdisciplinary knowledge); and
7 15-20 mins: After having studied feminist, LGBTQ, indigenous and African-American Identity Computers
Performance themes of oppression and resistance, students will be introduced to their performance and and books
Task Lesson task, in which they will be required to make a short digital storybook on a social issue. Interdep for
(240 mins They will be required to make a call for action at the end of the storybook, in which they endence research,
roughly 4 call for change of the issue. The students can use the following free storybook software: , p Social creative
classes) StoryJumper, Storybird or TikaTok. The teacher will teach a short tutorial on how to Responsi materials,
effectively use this software. bility handout
Students may use images from the Internet or, if they wish to challenge themselves, they sheets
may either hand-draw the images and upload them onto the computer or create the
images digitally using Photoshop, MS paint or any other digital art software. Students may
have access to the school tablets during this drawing process.
220 mins: Students will get this time to research their social issue and create their
storybook. They are given a choice to choose whichever social issue that they desire it
can also take place anywhere in the world. It will be stressed that the students should
choose something that either relates to them personally, or that greatly interests them.
They do not have to choose studied feminist, LGBTQ, indigenous and African-American
issues if they do not wish to, but can use the previous materials studied in order to
scaffold and assist their learning and research.
Students can complete this research online as well as through books. Students will be
given the option to create a classroom Reddit (or other social forum platform) account for
themselves/their groups. Through this account, students can search subreddits that may
have involvement with the social issue of their choice (such as r/feminism if they are
researching feminist issues).
Students can use their account to talk to and ask questions to real people that may be
experiencing the issues that they are speaking about. This will allow students to see in a
more realistic setting how these issues affect people in the modern world today. It will also
allow them to develop new perspectives and to ask any (appropriate) questions that they
like.
Assessment: Students will be required to assess themselves and one peer against the
rubric before handing in their final copy.
Evaluation: Storybook handed in at the end of the fourth class, students will be marked on
their understanding of the essential questions of the unit and the mechanics of the story.

PGP Goals:
 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
3.1 the ability to utilize meaningful, equitable and holistic approaches to assessment and
evaluation; and

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 Assess and Reflect (Stage 4)
Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
Comments
Students view, listen to, read, comprehend, and respond to a variety of grade-
appropriate international, including indigenous, texts that address:
-identity (e.g., Sense of Self) -Lessons 2 and 3.
-social responsibility (e.g., Social Criticism Lessons 1 -7 + performance
assessment
-social action (agency) (e.g., Addressing the Issues) Lessons 6, 7
+ performance assessment
Students create a range of visual, multimedia, oral, and written texts that
explore:
-identity (e.g., Sense of Self) Lessons 2 and 5
-social responsibility (e.g., Social Criticism) Lessons 6, 3, 7
-social action (agency) (e.g., Addressing the Issues) Lesson 7
+ performance assessment
Students assess own and others' work for precision, clarity, and artistry
Lessons 5, 6, 7 + performance assessment
For struggling students:
To adapt for students who struggle, I have done the following things:
-Allowed for students to work in groups in order for them to support each other
in their learning.
-Have allocated my lunch hours and after school time to give assistance to
students who need extra guidance
-Have scaffolded instruction to include formative assessment such as journal
entries and group discussion preceding final evaluations, projects and
presentations
-Have used multi-sensory instruction (visual, auditory and textual) in order to
cultivate understanding in several senses. If the resources are available and
depending on my students, I may also deliver written instruction in more than
one language (such as giving out worksheets/handouts in English and the
home/main language of my students).
-To remain inclusive while still allowing students to learn and read in English, I
will adjust handouts/articles/worksheets etc into more a simplified English form
for EAL learners who mays struggle with their academic English.
-If students do not meet outcomes in a satisfactory way on their first attempt, I
will give them a second chance to do better and improve.
-If students do not feel comfortable sharing their opinions and thoughts on a
public platform, they may do so anonymously by either using an anonymous
account or by private messaging or adjusting the privacy settings on their
posts. This will enable the students to still be able to utilize the technology in a
fashion that is safe for them and their personal needs.
- I have adjusted my instruction to ensure that the opinions, wants and interests

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
of my students are taken into consideration. I have done this by allowing
students choice in their writing, journaling and assignments they are given
the freedom to write from their own experiences and opinions, and those
experiences and opinions are valued and respected.
For students who need a challenge:
To adapt for students who need a challenge, I have done the following things:
-Allowed a variety of assessment and learning strategies so that students can
challenge themselves in a multitude of ways
-Allowed choice in assessment and evaluation, so that students have a chance
to explore and grow in their learning in a way that they can challenge
themselves
-Offered an open-ended final assessment piece that requires critical thought,
research and exploration of the students own interests and talents.
These are the following instructional approaches that I have used:
Direct Instruction In the lessons, I explain a topic and teach it to the students.
I provide guides, questions and handouts. I complete assessment and
evaluation.
Indirect Instruction I encourage students to lead the discussion through
brainstorming, charts, journaling and presenting their own thoughts and ideas.
Interactive Instruction I allow the students to interact with each other on a
daily basis through group sharing, group discussion, peer editing and
brainstorming. They also interact with each other through the utilization of
classroom Google Documents and webpages.
Experiential Learning I allow the students to experience and observe their
own learning through brainstorming, research and integration/exploration of
their own personal experiences.
Independent Learning I allow students to inquire about and research about
themes in the unit, especially in their performance assessment piece. I
encourage them to think independently and to use their own skills to show their
understanding.
Resource Based Learning: Students will have access to print copies and digital copies of all of the content
Do the students have access to various resources that I provide. Additionally, students will have access to outside sources
on an ongoing basis? through the school library, computers and the community. If students have a
preference in reading in a language other than English, I will provide them with
textual copies of assignment sheers/handouts in their preferred language as
well as in English.
Students will also have access to the tablet, SmartBoard and Ipads that the
schools provide.

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education:
Have I nurtured and promoted diversity while Throughout this unit I have provided a variety of sources and perspective,
honoring each childs identity? including FNMI, LGBTQ, Feminist/woman and African American.

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