Unit Plan Final

Subject Area English
Ramona Badau Grade Level 7

Unit Plan Final Topic Social Issues through art
Length of Unit (days) 20 days
Table of Contents
1. Unit rationale
2. Unit organizer
3. Lesson overview, scope and sequence
4. Annotated list of resources
5. Summative assessment
6. Lesson Plan for the first day’s lesson
EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
Unit Rationale
This unit strives to explore how art influences our values and opinions on societal issues. Art is very
diverse discipline, not just confined to paintings. Art is ever present through all forms of media and popular
culture such television, music, and film. Therefore, the students will develop critical thinking in regard to
what they are consuming as “art”. The values of consumers are what drives much of popular artistic
directions, and so, if society utilize its voices to stand up for social justice issues, and demand that opinions
be reflected in the art (and therefore, the world), change will occur.
In addition, it is important to note that this unit is a poetry unit. However, this unit will explore poetic
themes and characteristics, such as figurative language, through art and media. This unit purposefully steers
away from classical poetic examples in an attempt to avoid the preconceived negative opinions of poetry and
excite a younger generation towards this art form. Hopefully, by hooking students in through the use of
popular music and film, students will be excited about the content of the unit and engaged in their learning.
This unit is primarily activity and discussion based in an attempt to get students to engage and
connect with poetry as an art form, but also as a way to have students consciously applying their learnings to
their daily lives. This unit intentionally avoids any poetry writing, in favour of skills such as, an ability to
think critically and understand the different perspectives and opinions alive in the world, not the ability to
write a haiku. However, it is expected that ideally, through this untraditional approach to poetry, that
students will gain an appreciation for the stylistic craft of poetry, rather than kill a potential interest through
forced completion of mundane tasks.
In regards to differentiation, this unit includes recourses from a variety of individuals of different
races, ages, and genders in hopes of encouraging representation. In addition, by incorporating audio and
visual sources, as well as discussion-based activities, all students will have access to the content being
discussed. Although the final project is analysis-based, presentation can include an individual conference
than a written response, for students who struggle with writing skills. Furthermore, by allowing students to

choose their own songs and create their own visuals I further hope to be able to reach more students and
provide wider accessibility

Unit Organizer
How does art influence your opinions on social issues?

GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
1.1 Discover and Explore
Express ideas and develop understanding
• extend understanding of ideas and information by finding and exploring oral, print and other media texts on
related topics and themes
• reflect on own observations and experiences to understand and develop oral, print and other media texts
Experiment with language and forms
• discuss and respond to ways that content and forms of oral, print and other media texts interact to influence
understanding

GLO 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
2.2 Respond to Texts
Experience various texts
• experience oral, print and other media texts from a variety of cultural traditions and genres, such as journals,
nature programs, short stories, poetry, letters, CDROM programs, mysteries, historical fiction, drawings and
prints
• justify own point of view about oral, print and other media texts, using evidence from texts
• organize interpretations of oral, print and other media texts around two or three key ideas
Appreciate the artistry of texts
• discuss how techniques, such as colour, shape, composition, suspense, foreshadowing and flashback, are used
to communicate meaning and enhance effects in oral, print and other media texts
2.3 Understand Forms, Elements and Techniques
Understand techniques and elements
• explain how sound and image work together to create effects in media texts
Experiment with language
• explore surprising and playful uses of language and visuals in popular culture, such as cartoons, animated films
and limericks; explain ways in which imagery and figurative language, such as simile, convey meaning

GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
4.1 Enhance and Improve
Appraise own and others' work
• identify particular content features that enhance the effectiveness of published oral, print and other media
texts
Expand knowledge of language
• identify and explain figurative and metaphorical use of language in context
Enhance artistry
• experiment with figurative language, illustrations and video effects to create visual images, provide emphasis
or express emotion

GLO 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with
others.
5.1 Respect Others and Strengthen Community
Appreciate diversity
explain how differing perspectives and unique reactions expand understanding

Unit Overview
Monday Tuesday Wednesday Thursday Friday
Hook: BP. Track Mini Lesson: Figurative Scavenger hunt: Poetry Stations:
Language
Mini Lesson: Students will locate Around the room, go
Symbolism + theme Songs as poems? Songs as poems examples of and experience
-Weekend X Kendrick! cont. figurative language in different types of
Free Write: -Initial Reactions? (Finish fig. language popular songs poems + discuss
-List your favorite songs, - -Interpretations? if necessary) through lyric sheet interpretations
movies, tv shows -What type of poem is provided
-What do these things tell this? Mini Lesson:
you to care about? -Figurative Language: Visuals + Language Share + discuss
-What do you actually Explore examples of -Discuss impact of
care about? figurative lang. through visuals in MV to
-What are some issues the songs on the sound lyrics
reflected in our current track! -Show Kendrick
art/media? Grammys 2016
-What are the ->Discuss how
themes/issues reflected in visuals impact
the song? meaning?
*SLO 1.1, 2.2, 5.1
Figurative Language swap Mini Lesson:
+ shop: Visuals
Watch Pixar short. Finish paragraphs Quiz
Students will create Figurative Language Have students write + *SLO 1.1, 2.3, 4.1,
examples of different swap + shop: paragraph about Share
types of figurative Continued à figurative meaning
language, then meet + + characteristics Sound-strations
enhance examples with a Students draw visuals of
partner! (maybe do an sounds
“Swapped or shopped” example first?) Students swap +
ideas must show describe the drawing
improvements/edits! (w/fig. language)
*SLO 2.3, 4.1, *SLO 2.3, 4.1,
à Song Analysis à Song Analysis à Edit à Edit
Review any errors on quiz
*SLO 1.1, 2.3, 4.1,
Introduce final project:

Song + video analysis
Visual Creation/Analysis à à Final Edits! Final Project Due
*Other than the days specified, all SLOs will be met every day due to interdependent nature of the SLOs + the activities
designed to meet them.

Annotated Resource List

Pray For Me (Official Lyric Video)
The Weekend Ft. Kendrick Lamar
The main track for Marvel’s Black Panther film, deals with themes of social justice very relevant for today’s
social climate. Song will function as a hook to the unit and an example of poetry through art and media.
Varying types of figurative language will also be explored through the lyrics of the song.
VevoOfficial. (2018). Pray for Me (Official Lyric Video). Retrieved from https://youtu.be/XR7Ev14vUh8

Visuals:
The Blacker the Berry/Alright (Grammys Performance 2016)
Kendrick Lamar
A powerful performance highlighting prevalent social issues such as the Black Lives Matter Movement, and
cultural pride. Kendrick’s meaningful lyrics and strong visuals function to drive home a message of oppression,
equality, and appreciation of African American culture, as well as exemplify the power that visuals have to
enhance language.
Kendrick Lamar. (2016) The Blacker the Berry. Retrieved from
https://www.theverge.com/2016/2/15/11004624/grammys-2016-watch-kendrick-lamar-perform-
alright-the-blacker-the-berry

Disney Pixar: “Day and Night”
A heartwarming, silent short about competition and equality which functions to exemplify many different
types of figurative language and symbolism through images. Short will exemplify how visuals (+ sounds) can
tell a story.
Minsguitar. (2016) Disney Pixar’s “Day and Night”. Retrieved from https://youtu.be/q864EalnLvs

Scavenger Hunt
Firework
Katy Perry
“Firework” is an excellent example of figurative language use in popular culture. (onomatopoeia, metaphor)
Song #1 of the Scavenger Hunt – students will be asked to “find” the figurative language in the lyrics provided
in order to complete their figurative language scavenger hunt sheets.
Perry, Katy. (2010) Firework. AZlyrics. Retrieved from
https://www.azlyrics.com/lyrics/katyperry/firework.html

One Thing
One Direction
“One Thing” is an excellent example of figurative language use in popular culture.
(personification, idiom, hyperbole)
Yacoub, Rami., Kotecha, Savan H., Engels, Freud M., & Jung. (2011) One Thing. AZlyrics. Retrieved from
https://www.azlyrics.com/lyrics/onedirection/onething.html

I’ll Make A Man Out of You
Mathew Wilder, David Zippel
“I’ll Make A Man Out of You” is an excellent example of figurative language use in popular culture.
(personification, simile, hyperbole)
Wilder, Mathew., Zippel, David. (1998) I’ll Make A Man Out of You. AZlyrics. Retrieved from
https://www.azlyrics.com/lyrics/donnyosmond/illmakeamanoutofyou.html

Poetry Stations:
Social Media Spoken Word
Jamelene Devera & Morgan Todd
A powerful piece by two young girls on the issues and realities of social media use. The performance
exemplifies how sound, tone, and language choice can enhance meanings and elicit mood. Students will be
asked to share their reactions and reflect on the piece through discussions.
TedXTalks. (2016). Spoken Word Social Media. Retrieved from https://youtu.be/zSwb9O9s0ek

I’m Nobody! Who are you?
Emily Dickinson
A short, but meaningful poem on the social issue of identity. The Poem engages students with an example of
classical poetry and purposeful ambiguity to exemplify how even lack of words can convey meaning. Students
will be asked to share their reactions and reflect on the piece through discussions.
Disckinson, Emily. (1891). I’m Nobody! Who are you? HelloPoetry. Retrieved from
https://hellopoetry.com/poem/2993/im-nobody-who-are-you/

The Messenger
Kevin Sloan
A surrealist painting which addresses issues of societal pressures and values. The painting functions to
illustrate figurative language such as metaphor through imagery. Students will be asked to share their
reactions and reflect on the piece through discussions.
Sloan, Kevin. (2011). The Messenger. ClarkGallery. Retrieved from
http://www.clarkgallery.com/artists/kevin-sloan

The Lorax
Theodore Seuss Geisel
A classic children’s poem. Suess addresses the social issue of environmental concerns through the
characterization of the narrator, The Lorax. Students will be asked to share their reactions and reflect on the
piece through discussions.
Geisel, Theodore Suess. (1971). The Lorax. Poemhunter. Rerieved from
https://www.poemhunter.com/poem/the-lorax-2/


Summative Assessment:
Desired Results
Established Goals – GLO(s):
GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
GLO 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
GLO 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with
others.
Understandings: Essential Questions:

Students will understand that… How does art influence your opinions on social issues?
• Media + pop.culture influence societal • Where is poetry found in everyday life?
values • How can culture or perspective influence our
• Figurative language enhance meaning interpretations?
• Visuals enhance language • How can visuals enhance or diminish a
• Sounds enhance language poem/language?
• Poetry exists in everyday life • How can figurative language enhance meaning?
• How can poetry reflect or reject issues in society?

Prior understandings… Students will be able to…
1.1 Discover and Explore 1.1 Discover and Explore
Express ideas and develop understanding Express ideas and develop understanding
• use prior experiences with oral, print and • extend understanding of ideas and information by
other media texts to choose new texts finding and exploring oral, print and other media
that meet learning needs and interests texts on related topics and themes
• engage in exploratory communication to • reflect on own observations and experiences to
share personal responses and develop understand and develop oral, print and other
own interpretations media texts
Experiment with language and forms Experiment with language and forms
• experiment with a variety of forms of • discuss and respond to ways that content and
oral, print and other media texts to forms of oral, print and other media texts interact
discover those best suited for exploring, to influence understanding
organizing and sharing ideas, information 2.2 Respond to Texts
and experiences Experience various texts
2.2 Respond to Texts • experience oral, print and other media texts from a
variety of cultural traditions and genres, such as
journals, nature programs, short stories, poetry,
• experience oral, print and other media
letters, CDROM programs, mysteries, historical
texts from a variety of cultural traditions
fiction, drawings and prints
and genres, such as autobiographies,
• justify own point of view about oral, print and
travelogues, comics, short films, myths,
other media texts, using evidence from texts
legends and dramatic performances
• organize interpretations of oral, print and other
• explain own point of view about oral,
media texts around two or three key ideas
print and other media texts
• discuss common topics or themes in a
variety of oral, print and other media • discuss how techniques, such as colour, shape,
texts composition, suspense, foreshadowing and
Appreciate the artistry of texts flashback, are used to communicate meaning and
• experiment with sentence patterns, enhance effects in oral, print and other media texts
imagery and exaggeration to create mood 2.3 Understand Forms, Elements and Techniques
and mental images Understand techniques and elements
2.3 Understand Forms, Elements and • explain how sound and image work together to
Techniques create effects in media texts
Understand forms and genres Experiment with language
• identify key characteristics of a variety of • explore surprising and playful uses of language and
forms or genres of oral, print and other visuals in popular culture, such as cartoons,
media texts animated films and limericks; explain ways in
Experiment with language which imagery and figurative language, such as
• alter words, forms and sentence patterns simile, convey meaning
to create new versions of texts for a 4.1 Enhance and Improve
variety of purposes; explain how imagery Appraise own and others' work
and figurative language, such as • identify particular content features that enhance
personification and alliteration, clarify the effectiveness of published oral, print and other
and enhance meaning media texts
4.1 Enhance and Improve Expand knowledge of language
• identify and explain figurative and metaphorical
use of language in context
• work collaboratively to revise and
Enhance artistry
enhance oral, print and other media texts
• experiment with figurative language, illustrations
and video effects to create visual images, provide
• choose words that capture a particular
emphasis or express emotion
aspect of meaning and that are
appropriate for context, audience and
purpose
• explain how differing perspectives and unique
Enhance artistry
reactions expand understanding
• experiment with several options, such as
sentence structures, figurative language
and multimedia effects, to choose the
most appropriate way of communicating
ideas or information
5.1 Respect Others and Strengthen
Community
• share and discuss ideas and experiences
that contribute to different responses to
oral, print and other media texts

Where does this lead?

• revise understanding and expression of
ideas by connecting new and prior
knowledge and experiences
• seek out and consider diverse ideas,
opinions and experiences to develop and
extend own ideas, opinions and
experiences
• discuss and respond to ways that forms of
oral, print and other media texts enhance
or constrain the development and
communication of ideas, information and
experiences
• experience oral, print and other media
texts from a variety of cultural traditions
and genres, such as magazine articles,
diaries, drama, poetry, Internet passages,
fantasy, nonfiction, advertisements and
photographs
• expect that there is more than one
interpretation for oral, print and other
media texts, and discuss other points of
vie
• explain connections between own
interpretation and information in texts,
and infer how texts will influence others
• discuss how techniques, such as word
choice, balance, camera angles, line and
framing, communicate meaning and
enhance effects in oral, print and other
media texts
2.3 Understand Forms, Elements and
Techniques
Understand forms and genres
• compare the usefulness of different types
of media texts
• identify creative uses of language and
visuals in popular culture, such as
commercials, rock videos and magazines;
explain how imagery and figurative

language, such as hyperbole, create tone

and mood
• evaluate how particular content features
contribute to, or detract from, the overall
effectiveness of own and others' oral,
print and other media texts; make and
suggest revisions
• infer the literal and figurative meaning of
words in context, using idioms, analogies,
metaphors and similes
Enhance artistry
• experiment with figurative language,
voice, sentence patterns, camera angle
and music to create an impression or
mood
5.1 Respect Others and Strengthen
Community
• clarify and broaden perspectives and
opinions, by examining the ideas of
others

Scavenger Visual Poetry Sound-

Title Discussions Swap + Shop Quiz Song Analysis
Hunt Paragraph strations
Learning Outcomes
Type Formative Formative Formative Summative Summative Formative Summative
(Formative/Summative)
Weighting 0% 0% 0% 30% 10% 0% 60%

extend understanding of ideas and information by X X X X
finding and exploring oral, print and other media
texts on related topics and themes
reflect on own observations and experiences to
understand and develop oral, print and other media X X X X
texts
discuss and respond to ways that content and forms
X X X X X
of oral, print and other media texts interact to
influence understanding
experience oral, print and other media texts from a
variety of cultural traditions and genres, such as X X X X X
journals, nature programs, short stories, poetry,
letters, CDROM programs, mysteries, historical
fiction, drawings and prints
justify own point of view about oral, print and other
X X X X
media texts, using evidence from texts
organize interpretations of oral, print and other media
X X
texts around two or three key ideas
discuss how techniques, such as colour, shape,
composition, suspense, foreshadowing and flashback, X X X
are used to communicate meaning and enhance
effects in oral, print and other media texts
2.3 Understand Forms, Elements and Techniques

Understand techniques and elements
X X X
explain how sound and image work together to create X
effects in media texts
explore surprising and playful uses of language and
visuals in popular culture, such as cartoons, animated
X X X X X X
films and limericks; explain ways in which imagery
and figurative language, such as simile, convey
meaning
identify particular content features that enhance the X X X X X X X
effectiveness of published oral, print and other media
texts
identify and explain figurative and metaphorical use X X X X X X X
of language in context
Enhance artistry
experiment with figurative language, illustrations and
X X X X X
video effects to create visual images, provide
emphasis or express emotion
X X X
explain how differing perspectives and unique
reactions expand understanding
Assessment Tool Overview

Assessment Assessment Assessment
Assessment Tool Brief Description FOR Learning AS Learning OF Learning
Discussions function to encourage students to
share their thoughts and feelings about the issues
being presented while simultaneously developing
said thoughts and feelings through consideration
of other peer’s perspectives.
Discussions X X
*Whole class discussions will occur consistently
throughout the unit following every mini unit.
*Group/partner discussions will occur following
each activity.
*SLO 1.1, 2.2, 2.3, 4.1, 5.1
Scavenger hunt will have students looking for
different figurative language use in a variety of
poems + songs. Purpose is for students to engage
with varying styles of poems while
Figurative Language simultaneously applying their knowledge of
X X
Scavenger Hunt figurative language to a text.
*Groups will be able to support and help one
another develop their understands + explore
different interpretations
*SLO 1.1, 2.2, 2.3, 4.1
Students will be asked to create their own
examples of different figurative language.
Figurative *Students can “swap+shop” their examples to
Language: enhance their own work + seek supports. X X
Swap + Shop *Creating examples should help solidify students
understanding of terminology + application skills
*SLO 2.3, 4.1
Students will create a short paragraph detailing
the figurative qualities of the visual + how these
qualities influence the meaning.
*Students will be able to share (or pass) their
paragraphs
Visual Poetry
*Discussion will be held in order for students to X X
Paragraph
expand their ideas + consider the perspectives of
others.
*I will collect all paragraphs to assess students
analysis of visuals + their meaning
*SLO 1.1, 2.2, 2.3, 4.1, 5.1
Figurative language quiz will be used as wrap up
of the mini lessons to ensure students are at the
same level of understanding + all intended
Quiz X X X
outcomes are met
*Quiz will occur on Friday so that I can mark it
over weekend and potentially create a lesson on
areas of concern for Monday

*Thus, Monday’s review of previous week will be
efficient and relevant
*SLO 1.1, 2.3, 4.1
Students will explore how sound and visuals
relate. Students will draw visual representations
of the predetermined sounds they will be hearing.
Students will then swap their visuals + write a
Sound-strations description inspired by the visual they received
X
Activity (using figurative language)
*similar to telestrations, the game
*I will collect all pairings products to assess
ability to apply figurative language
*SLO 1.1, 2.2, 2.3, 4.1, 5.1
Final Project:
1.Students will analyze the lyrics of a song of their
choosing for themes, and figurative language use.
2.Students will listen to said song + analyze how
the music + sounds influence the meaning
3. Students will create album artwork for the song
Song + Visual
they have just analyzed + write a justification X X
Analysis
explaining the significance of the visual. This
gives students the opportunity to explore their
creativity while simultaneously applying what
they have learned about the relationship between
visuals, sounds, and language.
*SLO 1.1, 2.2, 2.3, 4.1, 5.1

Lesson Plan (Day One)

Subject: ELA Grade: Seven Date:
General Outcome:
GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
GLO 2: Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
GLO 5: Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.
Specific Outcome:
• reflect on own observations and experiences to understand and develop oral, print and
other media texts
• experience oral, print and other media texts from a variety of cultural traditions and
genres, such as journals, nature programs, short stories, poetry, letters, CDROM
programs, mysteries, historical fiction, drawings and prints
• explore surprising and playful uses of language and visuals in popular culture, such as
cartoons, animated films and limericks; explain ways in which imagery and figurative
language, such as simile, convey meaning
• explain how differing perspectives and unique reactions expand understanding
Lesson Objectives:
• Introduce unit to students (issues + art)
• Engage students with current social issues
• Gain understanding of interest/passions of students
Prior Knowledge Needed:

*Pre-assessment of the following will take place during this introductory lesson:

Ability to engage in exploratory communication to share personal responses and develop own
interpretations
Ability to experiment with language best suited for exploring, organizing and sharing ideas,
information and experiences
Ability to share and discuss ideas and experiences that contribute to different responses
Materials:
• Laptop + Projector
• Music Video (Pray for Me)
• Pencils
• Paper
Preparation:
• Find Video
• Memorize questions
Adaptations:
• No adaption necessary during this lesson, the pre-assessment of this lesson will help
provide information for adaptions of future lessons
• If students are unable to achieve the expected prior SLOs restructure lesson to focus on
catching up to speed
Anticipatory Set:
• Arrange seating in a way that students can form a circle
(To allow for maximum visibility of video + each other to promote discussion)
• Have Video ready
Lesson Procedure:
Daily Reading (15 min)
Hook (4 min):
• Play video
Free Write (10 Min):

• What are some of your favourite TV shows, movies, songs, ect.?
• Share!
Discussion (25 Min):

• Why do you like these songs/tv shows/movies??
• What do they tell you to care about? (introduce the concept of theme in conjunction
with “issues”)
• What do you actually care about?
• What are some current issues in our world? Are the reflected in this art?
• What are the issues and themes reflected in the song?
Conclusion: Exit Slip (1 Min):

What do you believe the theme or issue of the song is?
Assessment:
Discussions:
• formatively assesse students understanding of themes + issues in popular media (as well
as the song we just listened to)
• Formatively assesses student’s ability to share, contribute and respond to developed
ideas
Exit Slip: Formatively assess ALL students understanding of themes discussed

Unit Plan Final

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Subject Area English

Ramona Badau Grade Level 7

3. Lesson overview, scope and sequence

4. Annotated list of resources

6. Lesson Plan for the first day’s lesson

EDUC 3604 – Unit Assessment Plan Template

forced completion of mundane tasks.

EDUC 3604 – Unit Assessment Plan Template

provide wider accessibility

EDUC 3604 – Unit Assessment Plan Template

EDUC 3604 – Unit Assessment Plan Template

Introduce final project:

Visual Creation/Analysis à à Final Edits! Final Project Due

EDUC 3604 – Unit Assessment Plan Template

Annotated Resource List

EDUC 3604 – Unit Assessment Plan Template

Understandings: Essential Questions:

EDUC 3604 – Unit Assessment Plan Template

Where does this lead?

EDUC 3604 – Unit Assessment Plan Template

language, such as hyperbole, create tone

EDUC 3604 – Unit Assessment Plan Template

Scavenger Visual Poetry Sound-

Weighting 0% 0% 0% 30% 10% 0% 60%

1.1 Discover and Explore

2.3 Understand Forms, Elements and Techniques

Assessment Tool Overview

areas of concern for Monday

Lesson Plan (Day One)

Prior Knowledge Needed:

1.1 Discover and Explore

Free Write (10 Min):

Discussion (25 Min):

Conclusion: Exit Slip (1 Min):

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