Unit Plan

Subject: ELA 9
Unit Focus: “Overcoming Others & Society”
Dates: November 9, 2023 - November 28, 2023

Intern: Stephanie Hedges

Teacher Mentor: Justin Clark
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Table of Contents

I. Overview……………………………………………………………………………… 2

II. Rationale……………………………………………………………………………… 2

III. Objectives/Learner Outcomes……………………………………………………… 2

IV. Assessment and Evaluation………………………………………………………... 4

V. Key Teaching and Learning Activities …………………………………………….. 7

VI. Resources……………………………………………………………………………. 7

VII. Planning for Diversity……………………………………………………………….. 7

VIII. Calendar……………………………………………………………………………… 8
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I. Overview:

This unit will explore various texts to explore conflict that occurs between individuals and
society. In addition to seeing the various societal struggles and conflicts, this unit will ask the
question of how people are able to overcome these societal struggles and challenges. The short
story The Most Dangerous Game will serve as an anchor text as it touches on the theme of
conflict and how individuals can overcome conflict. Supplemental texts will include a variety of
print and non print forms such as poetry, songs, shorts, and art.

II. Rationale:

Students will benefit from exploring this theme as conflict is rampant in society and in
personal lives. Not one person can escape some form of conflict in their life, and this unit will
explore how various characters were able to overcome or work through conflict with others or
society.

III. Focused Objectives/Learner Outcomes:

● 1.2.1 Consider the ideas of others

○ integrate own perspectives and interpretations with new understandings
developed through discussing and through experiencing a variety of oral, print
and other media texts
● 1.2.3 Extend understanding
○ assess whether new information extends understanding by considering diverse
opinions and exploring ambiguities
● 2.2.1 Experience various text
○ experience oral, print and other media texts from a variety of cultural traditions
and genres, such as essays, broadcast advertisements, novels, poetry,
documentaries, films, electronic magazines and realistic fiction
○ identify and discuss how timeless themes are developed in a variety of oral, print
and other media texts
○ consider historical context when developing own points of view or interpretations
of oral, print and other media texts
○ compare and contrast own life situation with themes of oral, print and other media
texts
○ express the themes of oral, print or other media texts in different forms or genres
○ consider peers' interpretations of oral, print and other media texts, referring to the
texts for supporting or contradicting evidence
● 2.4.3 Structure texts
○ create oral, print and other media texts that interrelate plot, setting and character,
and reveal the significance of the action
○ create oral, print and other media texts that include main and minor characters,
and show how the main character develops and changes as a result of the action
and events
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● 3.4.1 Share ideas and information

○ communicate ideas and information in a variety of oral, print and other media
texts, such as media scripts, multimedia presentations, panel discussions and
articles
○ integrate appropriate visual, print and/or other media to reinforce overall
impression or point of view and engage the audience
● 5.1.1 Appreciate diversity
○ examine how personal experiences, cultural traditions and Canadian
perspectives are presented in oral, print and other media texts
○ take responsibility for developing and sharing oral, print and other media texts
and for responding respectfully to the texts of others
● 5.1.2 Relate texts to culture
○ analyze how oral, print and other media texts reflect the traditions, beliefs
and technologies of different cultures, communities or periods in history
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IV. Assessment and Evaluation:

Learning Assessments
Outcomes

Title Collaborative Peer Feedback Class Poem Individual Character Historical

Analysis Discussion & Conference Journal Analysis
Think/pair/
share

Type F F F S F S S
(Formative/
Summative)

1.2.1 X X X X X X X

1.2.3 X X X X

2.2.1 X X

2.4.3 X X X X

3.4.1 X X X X X X X

5.1.1 X X X X

5.1.2 X X X X
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Assessment Brief Description Formative/ Outcomes ELA Strand

Tool Summative

Collaborative This is an opportunity for F 1.2.1 Speaking

Analysis groups of students to 1.2.3 Writing
discuss themes and deeper 2.2.1
meanings of text with me. 3.4.1
This will be an informal 5.1.1
verbal conversation where 5.1.2
the students tell me what
they understood from the
text. Students will have a
chance to prepare
beforehand with their
groups.

Peer Feedback Students will be F 1.2.1 Reading

encouraged to gather peer 3.4.1 Writing
feedback from a classmate
on one of their projects in
their portfolio work. This
peer feedback should be
considered in edits and
revisions.

Class Class discussions will F 1.2.1 Speaking

Discussion and center on the themes and 1.2.3 Reading
Think/pair/share figurative language from 2.2.1 Writing
the texts we read in class. 2.4.3
This will be for students to 3.4.1
gain a better understanding 5.1.1
of the texts. 5.1.2

Poem Students will be S 1.2.1 Writing

encouraged to compose a 2.4.3 Reading
poem for their choice of 3.4.1
project for their portfolio
work. We will be looking at
poetry as part of this unit.

Individual Students are encouraged F 1.2.1 Speaking

Conference to sign up for an individual 3.4.1
conference with me to go
over their independent
progress in their portfolio
work.

Character One option for students’ S 1.2.1 Writing

Journal portfolio work is to create a 1.2.3 Reading
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character journal from the 2.4.3

perspective of a character 3.4.1
from a text. We will be 5.1.1
doing many class 5.1.2
discussions around this, so
students can create a
character journal based on
class discussions to help.

Historical Another option students S 1.2.1 Writing

Analysis can choose from is to 1.2.3 Reading
create a historical analysis 2.4.3
of a text. This can be a text 3.4.1
we are reading in class or 5.1.1
outside of class. We will do 5.1.2
some examples in class
they can learn from.
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V. Key Teaching and Learning Activities:

● Cloze reading
● Think/Pair/Share and Class Discussions
● Group work
● Individual Journal Writing
● Panels
● Presentations

VI. Resources:

● The Most Dangerous Game, Richard Connell

● “I Lost My Talk”, Rita Joe
● “Another Reason Why I Don’t Keep a Gun in the House”, Billy Collins
● One Man Band, Pixar Short
● Banksy
● The Sniper, Liam O’Flaherty
● “To Germany”, Charles Hamilton Sorley
● Snack Attack, Animated Short

VII. Planning for Diversity:

This unit will explore perspectives on internal struggles from Indigenous, Canadian,
American, and European authors using many text forms such as a novel, animated shorts,
songs, poetry, and paintings. Hearing about different struggles and challenges from different
backgrounds allows students to better connect and understand the world around them. The
diversity chosen will help students develop empathy towards.
The portfolio system implemented in the classroom allows students to choose which
medium or form to present their final projects in. This method is designed to allow students to
show what they have learned in a manner that best suits their abilities and knowledge.
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VIII. Calendar

Monday Tuesday Wednesday Thursday Friday

6. 7. 8. 9. Intro 10. Remembrance Day

SLOs: SLOs:
1.2.1 1.2.1
1.2.3 1.2.3
2.2.1 2.2.1
5.1.2 5.1.2

Resources: Resources:
-Snack Attack - “To Germany”

Opening: Opening:
- Vocabulary -Vocabulary

Body: Body:
- What conflicts can exist - read the poem “To
between others or with Germany”
society? -Literary devices in the
-Watch Snack Attack poem
-Discuss the theme. -Portfolio work

Conclusion: Conclusion:
- Portfolio work -Grades go out today

Assessments: Assessments:
-Portfolio Work -Portfolio Work

13. No School 14. No Class 15. Start MDG 16. MDG 17. No Class

SLOs: SLOs:
1.2.3 1.2.3
2.2.1 2.2.1
2.4.3 2.4.3
3.4.1
Resources: 5.1.2
- MDG
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Resources:
Opening: - MDG
-Vocabulary
Opening:
Body: -Vocabulary
-Pre-reading questions
-Review literary devices Body:
-Start the text -MDG
-Portfolio Work -Portfolio Work

Conclusion: Conclusion:
- What do we know about -Table Group discussion
Rainsford? question

Assessments: Assessments:
-Portfolio Work -Portfolio Work

20. 21. No Class 22. 23. 24. Finish MDG

SLOs: SLOs: SLOs: SLOs:

1.2.3 1.2.3 1.2.3 1.2.3
2.2.1 2.2.1 2.2.1 2.2.1
2.4.3 2.4.3 2.4.3 2.4.3
5.1.1
Resources: Resources: Resources:
Resources: - MDG - MDG - MDG
- MDG
Opening: Opening: Opening:
Opening: -Vocabulary -Vocabulary -Vocabulary
-Vocabulary
Body: Body: Body:
Body: -MDG -MDG -MDG
-MDG -Portfolio Work -Portfolio Work -Portfolio Work
-Portfolio Work
Conclusion: Conclusion: Conclusion:
Conclusion: -Table Group discussion -Table Group discussion -Table Group discussion
-Table Group discussion question question question
question
Assessments: Assessments: Assessments:
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Assessments: -Portfolio Work -Portfolio Work -Portfolio Work
-Portfolio Work

25. Collaborative 26. No Class 27. Collaborative 28. Portfolio Work 29. No Class
Analysis Prep Analysis
SLOs:
SLOs: SLOs: 1.2.3
1.2.3 1.2.3 2.2.1
2.2.1 2.2.1 2.4.3
2.4.3 2.4.3 3.4.1
5.1.1
Resources: Resources:
- MDG - MDG Resources:
-none
Opening: Opening:
-Vocabulary -Vocabulary Opening:
-Vocabulary
Body: Body:
-Collaborative analysis -Collaborative analysis Body:
prep work -Portfolio work -Portfolio work

Conclusion: Conclusion: Conclusion:

-Table Group discussion -Table Group discussion -Start new unit next week
question question
Assessments:
Assessments: Assessments: -Portfolio Work
-Portfolio Work -Portfolio Work