Paige Glabb

LES: THE OUTCAST

Secondary one

Glabb 1

Table of Contents
Statement of Intent ............................................................................................................................ 2
Concept Map...................................................................................................................................... 3
Assessment Descriptions & Rubrics ..................................................................................................... 3
Lesson Breakdown ............................................................................................................................. 7
LES Plan ............................................................................................................................................. 8
Lesson 1 ............................................................................................................................................ 9
Lesson 2 ........................................................................................................................................... 10
Lesson 3 ........................................................................................................................................... 12
Lesson 4 ........................................................................................................................................... 14
Lesson 5 ........................................................................................................................................... 16
Lesson 6 ........................................................................................................................................... 18
Lesson 7 ........................................................................................................................................... 19
Lesson 8 ........................................................................................................................................... 21
Reflection upon LES .......................................................................................................................... 22

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Statement of Intent
Why the outcast?
I designed this unit with the notion in mind that my overall intention is to offer a queer perspective in
the ELA classroom. By queer, I mean to offer alternative perspectives and ways to understand the
world around us, to give a voice to those who go unheard and to offer stude nts a space to grapple with
and consider experiences of marginalized or oppressed voices. Through this unit, I hoped to offer
students a space to consider how they personally have been marginalized in their lives, how they may
have been othered.
Moreover, I hoped to respond to an issue I noticed in my classroom through curriculum . I noticed
through our previous unit wherein we studied Rodman Phillbricks Freak the Mighty that my students
enthusiastically embraced the opportunity to discuss the experience of the marginalized and quirky best
friends that were the main characters of the novel. I felt that there was a need for my students to feel
heard and to tell their stories of why they feel less than or not good enough. Thus, my inspiration
was two-fold: both inspired by interest in queering perspectives in the ELA room and offering my
students a space to feel heard and validated in their experiences.
The guiding questions that I developed for the unit are as follows:
1. Why do we make certain people in society outcasts?
2. How does it benefit those who are not labeled outcasts?
3. How does it affect those who are not accepted?
4. How does writing down one's thoughts help us to better understand how we are all outcasts in a
way and how we relate to others?
Finally, the last inspiration for my unit was from the MELS Progression of Learning SELA Considers the
social function(s) of the text and the context in which it was produced, as well as his/her own reading
context, to determine appropriate reading stance. At its core, my hope for this unit is it to allow
students to consider and grapple with the social roles in our society. Moreover, students can consider
the social effects of telling their own stories and of the communicating with their peers about how they
feel like an outcast. In this way, students can consider how sharing these experiences has shaped our
classroom community.
Throughout the unit students will ideally focus upon the cross-curricular competency 7: which asks
students to reach their full-potential and to be cognisant and responsible participants in their own
learning. The unit is designed to allow students the opportunity to do the difficult cognitive work.
Students are asked to tell their own stories and to express why their stories have shaped them as an

Glabb 3
outcast. Thus, the unit allows students the opportunity to completely take responsibility for their own
learning. In order to respect the integrity of the task at hand: to consider who is marginalized in our
society through self-exploration.
Secondary 1 Unit Plan: The Outcast
Concept Map: UBD Plan for the Unit

Guiding Questions for Reading and

Talk:
1. Why do we make certain people in
society outcasts?

Guiding Questions for Writing:

1. How does writing down one's
thoughts help us to better
understand how we are all
outcasts in a way and how we
relate to others?

2. How does it benefit those who are

not labeled outcasts?
3. How does it affect those who are not
accepted?

Enduring Understanding: By
the end of this unit students will
understand that the "outcast" or
the freak is a category created
and fostered by society.

In ordering to grapple with these questions students must Know and Be able to Do:
Knowledge
1. Students will know the codes and conventions of the five-paragraph narrative essay (Hook,
thesis statement, three body paragraphs, conclusion)
2. Students will know the codes and conventions of presenting a public speech (timing, subject
matter, salutation, general dos and donts of public speaking)
3. Students will know the definition of otherness and what it means to be an outcast.
Do
1. Students will be able to write a narrative essay.
2. They also will be able grapples with the concept of the outcast in writing and speaking
3. Students will be able to transform their narrative essay into a public speech
4. They will be able to present their public speech to the class

Glabb 4

Assessment Situations:
Narrative Essay Assessment:
Students will be asked to write a five paragraph narrative essay based on a personal experience
that makes them an outcast. Student will be assessed on their ability to write in a showing not
telling manner, write within the conventions of a five paragraph essay and grapple with the
theme of the outcast.
Public Speech Assessment:
Students will be asked to transform their narrative essay into a speech. Students will be
assessed on how they respond to the commentary that the instructor provides on their
narrative essay as they transform their narrative essay into a public speech. Students will also
be assessed on their presentation of the public speech based on their ability to engage their
audience and pace themselves throughout their presentation.
Speaking Assessment = Formative Throughout (Rating Scale)
Students talk competency will be evaluated continuously throughout the unit. Each time
students participate in a verbal conversation or workshop with their peers, teacher will circulate
and evaluate students participation and take notes. At the end of the term students most
consistent and accurate score will be determined using the following scale:
I am respectful in group discussions:

I do not take up too much space in group discussions: 1

I build upon the ideas of my peers:

I contribute new ideas to the conversation:

*IT SHOULD BE NOTED THAT THIS SPEAKING ASSESMENT SCALE WAS INTRODUCED TO
STUDENTS AT THE BEGINNING OF THE YEAR AND THEREFORE IS NOT FORMALLY
INTRODUCED ANYWHERE IN THE UNIT AS THE STUDENTS ARE ALREADY FAMILIAR WITH
THIS.

Part A: Narrative Essay Rubric (17 marks)

Engaging the
reader
through
sensory
language and
imagery
Uses a variety
of techniques

5
All throughout
the paper I use
detailed sensory
language that
paints a vivid
picture in the
readers mind.
4
I maintain a fluid
flow of events

4
I mostly write in
a showing not
telling manner
and use sensory
language.

3
I do not really use
sensory language
but I do show not
tell the reader
whats happening
at some points.

2
I tell
everything.

3
I jump around a
bit but the

2
I do not write in a
chronological

1
Reader cannot
understand

Glabb 5
to sequence
events so they
build upon
one another

and write in a
chronological
order. My story
is easy to follow.

Students
writing
demonstrates
an almost
complete
understanding
of the theme
of the outcast

I deal directly
with the theme
of the outcast. I
clearly describe
how my story
relates to this
theme.

Provides a
conclusion
that reflects
upon their
experience
and offers a
lesson to
readers

In my
conclusion, I
write about a
clear and
relatable lesson.
I reflect upon
why this
experience was
important to me.

reader gets a
good sense of
my story and
whats
happening.
I mention the
theme once or
twice in my story
and my reader
gets a general
sense of how my
story relates to
the theme.

order but the

reader still
understands the
important event I
am describing
I do not directly
relate my story to
the theme of the
outcast; but, my
reader can see
why I chose to
discuss this story
in relation to the
theme.
I write a
conclusion but it
restates what I
said in my essay
and may or may
not self-reflective.

I write a clear
lesson but I MAY
OR MAY not
really reflect
upon the
importance of
my experience.

where I am
going with my
story.
I do not
discuss the
theme at all. It
is not evident
how my story
relates to this
theme.
I do not write
a conclusion.

Part A: Public Speech Rubric (16 Marks)

Elements of a
Public Speech
Content

Organization

I do not go off
topic throughout
my speech.
Everything I say
directly relates to
my narrative
essay.
My speech opens
with a catchy
hook and is easy
to follow and
concludes
naturally.

I go off topic
once or twice but
my speech is still
mostly related to
my narrative
essay.

I am not
consistently on
topic but it is still
clear how my
speech relates to
my narrative
essay.
My speech is not
always easy to
follow, I
sometimes go off
topic and I may
or may not
include an
opening hook.

My speech does
not relate to my
narrative essay.

I jump around a
bit throughout
my speech but it
is still easy to
follow.

I do not describe
my story in a
chronological
sequence. It is
not easy to
understand.

Glabb 6
Engagement
with Audience
(ie body
language)

Delivery
(Ie pace & tone)

Throughout my
speech I maintain
eye-contact with
the audience and
use facial
expressions. It
looks as if I am
having a
conversation
with the class.
The tone of my
voice is
comfortable and
sounds as if I am
having a
conversation
with the class.
My pace is not
too fast or too
slow and I
emphasize and
pause when
necessary.

I maintain eye
contact with the
audience and I
make facial
expressions; but,
I seem nervous
at times and
fidget a bit.

I read the
majority of my
speech as it is
not familiar to
me. I fidget or
sway throughout
my delivery.

I read my entire
speech and do
not look up from
my paper or cuecards. I do not
engage with the
audience.

My tone of voice
is natural but I
am a bit nervous
so I sometimes
speak too quickly
or stutter.

My voice a bit
shaky and
unclear due to
nerves and my
pace is not
consistent.

I do not speak
clearly and loudly
enough for my
audience to hear
me. I rush
through the
speech and just
want it to end.

Glabb 7

Lesson Breakdown: Unit The Outcast`

Part A: Narrative Essay & Public Speaking
Lesson one: Introduction to theme
- 2 classes
Lesson Two: What is an essay?
- 3 Classes
Lesson Three: Part A: What is a Narrative? Part B: What is a Narrative Essay?
- 1 Class
Lesson Four: Graphic Organizers and the pre-writing Stage
- 3 classes
Lesson Five: Drafting, Editing and Publishing Stage
-3 Classes
Lesson Six: Part A: Introduction to public Speaking Part B: The Writing Stage
- 6 Classes (including the drafting and writing workshops stage)
Lesson Seven: Public Speaking Presentations
- 3 Classes
Lesson Eight (Mini Lesson): Public Speaking Bookend Activity
-1 Class

Glabb 8

Learning & Evaluation Situation (LES)

Author: Paige Glabb
Title of LES: The Outcast
Intended grade: Secondary One/Cycle One
By the end of this unit, students will understand.. (U)
By the end of this unit students will understand that the "outcast" or the freak is a category created and fostered by society.

*Please note that the Big Idea or Enduring Understanding of this unit is rooted in MELS Progression of Learning SELA:
Understands that texts are rooted in culture
Link to the QEP Subject Area Competencies
Students will know.(K)

Reading:
1. Students will know the definition of
otherness and what it means to be an
outcast.

Production:
1. Students will know the codes and
conventions of the five-paragraph narrative
essay (Hook, thesis statement, three body
paragraphs, conclusion)
2. Students will know the codes and
conventions of presenting a public speech
(timing, subject matter, salutation, general
dos and donts of public speaking)

Talk:
1. Students will know the conventions of
an effective editing workshop

Key Features of Competency 4:Explores the relationship(s) between writer, text

and context
ie. Explores the relationship between themselves and the their narrative essay as
well as that of their peers as they edit
MELS Progression of Learning SELA: Considers the social function(s) of the text and
the context in which it was produced, as well as his/her own reading context, to
determine appropriate reading stance
ie. Explores the relationship between their peers stories and social roles

Competency 4: Writes a variety of genres for social purposes

ie. Explores the social effects of telling ones narrative in a public setting

Key Features of Competency 3: Talks about own response to a text within a

community of readers (ie. Workshops speeches with peers and teacher)
MELS Broad Area of Learning: Citizenship and Community Life (Students discuss
personal issues with one another in order to relate better to their peers and
develop their communicative skills) 1

Glabb 9

Students will be able to (D)

Reading:
3. Students will be able to transform their
narrative essay into a public speech
4. They will be able to present their public
speech to the class

Uses a variety of genres for personal and social purposes

Ie. Uses information, with guidance, to support a point of view/stance and/or
create an authentic description of a time and place
MELS Progression of Learning: Reading Process: Interpreting Texts: The student
applies the stages of the reading process to interpret a spoken, written, media,
multimodal and/or multigenre text.

Production:
1. Students will be able to write a narrative
essay that grapples with the concept of the
narrative essay

Expresses his/her thoughts in an organized and coherent manner

Ie. Explores where, when, why and by and for whom texts are produced
Difference between production of
Ie. Key features of competency 4: Develops style as a writer within a classroom
community of writers
MELS Progressions of Learning: How the meaning/message is represented and
communicated

Talk:
1. Students will be able grapples with the
concept of the outcast in writing and
speaking
2. They will be able to present their public
speech to the class

Uses language and talk to communicate and learn ie. Inquiry process: Analyzes the
data and constructs a working theory to explain and interpret the data (workshops
essays and public speeches with peers and teacher)
Key Features of Competency 1: Interacts with peers and teachers in specific
learning contexts
Key Features of Competency 1: Produces spoken texts for a familiar audience in
specific contexts (ie. Public Speech)

Essential Question(s) of this lesson that point to the big idea:

1. What is a social outcast?
2. Who decides who is an outcast and who is not?
3. What is the powerful struggle between those who are accepted by society and those who are
not?
By the end of this lessons students will
Plan for Learning Activity(ies) or Tasks:
K:
1. What a social outcast is
Class #1
2. Important vocabulary pertaining to the theme of the
1. Entrance card activity (in journals). Prompt: What is an outcast
outcast
to you? Do you think you are an outcast? Why or Why not? (5
3. The definition of otherness
mins)

Lesson #1
The Outcast
theme
( 2 Lessons)

Glabb 10

D:
1. Discuss the theme of the outcast in detail with
peers
2. Grapple with how our previous novel Freak the
Mighty dealt with the theme of the outcast
3. Discuss how we are all outcasts

2. Fishbowl Activity: Fishbowl Activity (15 mins)

A. Six people will sit in a circle in the middle of the class and create
a mind map about what it truly means to be an outcast. Mind Map
is in The Outcast power point.
B. The remainder of the class will watch their discussion and
consider what the six students did well in their brainstorming
session and what could have been improved upon.
C. One student will type the brainstorming map onto the smart
board for the class to follow
D. Class will regroup and discuss (10 minutes)
3. Briefly discuss history and important definitions (5 minutes)
4. Discussion of otherness and Ted Talk Video with Thandie
Newton (video in PPT): (15 mins)
5. Introduction of Learning Activity 2 & Example (Outlined in The
OutCast Powerpoint) (10 minutes)
6. The remainder of the period will be given to students to begin
working on Learning Activity 2
7. Last five minutes of class will be devoted to discussing where we
are going next period and why: First twenty-five minutes of the
next period will be devoted to finishing the assignment. Final 50
will be devoted to sharing your assignment and hearing from at
least two different people in order to continue to grapple with the
theme of the outcast
Class #2
1. Students will be given the first 25 minutes of the period to
complete their assignment and gather any last minute materials
that are needed
2. 50 minutes to share your media source with the different
people in the class. If need be students will be given access to the
computer labs in the resource room if need be

Materials Needed:
Smartboard, Student Journals, Computer lab or access to computers, speakers

Appendices Attached:
1. The Outcast Powerpoint

Lesson #2
WHAT IS AN ESSAY? (3 classes)

Essential Question(s) of this lesson that point to the big idea:

1. How writing down one's thoughts can help them understand
themselves and others better?
2. What is the significance of interpretive and creative writing?
3. Why do we write essays? How can this help us to communicate about ourselves?

Glabb 11

By the end of this lessons students will

K: 1. The codes and conventions of an essay
2. The affordances of the essay form
3. How to identify figures of speech in a
short poem
4. The relationship between personal
writing and personal journal entries and the
formal five paragraph essay

D:
1. Synthesize information and create visual
aid for gallery walk.
2. Discuss the elements of a five-paragraph
essay in detail with peers
3.Complete a quick-write and discuss with
peers
4. Complete an entrance/exit card and
discuss with peers

Plan for Learning Activity(ies) or Tasks:

CLASS #1
1. Quickwrite #1 - read aloud (1 min) - Teacher will read quickwrite aloud with
students
2. Quickwrite Journal response - Students will be asked to write a personal and
meaningful response to short poem. (3 mins)
2. Think pair share of provocative discussion questions (15 mins)
3. Entrance Card - Express what is intimidating about the five paragraph essay /
How students initially feel about the concept of writing an essay (5 min)
3. Presentation of "What is an Essay Anyways?" Powerpoint (10 min - Including
"Essay-Writing Ninjas" video )
4. Watch "Essay-Writing Ninjas" video (In PPT)
5. Group "expert" activity: Students will be broken up into four groups of 4-5
students. Groups will be predetermined by teacher. Each group will be assigned an
element of the essay. (graphic organizers, intro, body, conclusion). Students will be
provided with information regarding each subject (including key terms and written
information) and will be asked to summarize the material discussed in lesson and
that is provided in the information packages. Students will be come "experts" on
their section of the essay writing process and will share the information that they
have learned with their classmates. Students will be provided with Bristol board
and markers to create a visual aid if need be to present topic to classmates.
6. Students will begin to read through package and brainstorm how they will go
about creating their poster for the gallery walk. (30 minutes to begin)
7. Students will be asked to write an exit card before class ends to describe what
they have gained from the lesson, their understanding about the relationship
between understanding ourselves and one another and writing. Finally, students
will be asked to reflect upon what may have been missing from the exit card and
what could elements may need to be reviewed next time we meet. (5 Min)
CLASS #2
1. Free Write Journal Activity. Students will be asked to write about where they are
at with their groups/what they hope to get out of their time today. As always,
students will be given the option to opt of the prompt and to free write about
something personal that they are thinking about. As always, students will be
reminded that journal entries are not graded for spelling or grammar; but for
level of engagement with chosen topic and evidence of personal ref lection.
2. Re-group with same members established last class to continue working on
poster/art-work for gallery walk. Students will have an hour in total to work with
group and to read through the packages thoroughly. Students will be in the
planning stage. Students will need to submit evidence of planning to teachers.
Following Planning students can begin to create their posters and continue
working. Students will be invited to go to the STEP resource room if they need
computers or extra resources to complete task.

Glabb 12
3. Ten Minute regroup: where are we going from here? Description of what the
gallery walk will look like next class.
CLASS #3
1. Quick write #2 (3 minutes to read as class), 5 minutes to write and respond, 4
minutes to think pair share to two discussion questions, 3 minutes to discuss as a
class. (approximately 16 minutes)
2. Set up for gallery walk (all five groups will be assigned a separate area to set up
materials throughout the room). (3 minutes).
3. Groups will move together throughout the five stations. Students will have 5
minutes at each section to take notes and discuss with their group what they have
learned about the section and any questions they may still have about this section
of the essay writing process. (25 minutes in total)
4. Together teacher and students will move material to the back of the room to
create a What is an essay reference board that students can refer to throughout
their essay writing process if they have any questions. Students will decide layout
and direct one another to create the board (10 minutes) If there are some students
who do not wish to participate in creating the board they may take our the ir
journals continue their free-write from last class and passively observe the board.
5. The final (approximately 30 minutes) left of class will be dedicated to the review
of the knowledge gained in the format of a discussion. (5 minutes). Students will
then be invited to either continue super silent reading (a book of choice) or to
continue free-writing in journals. The final choice for students during the last 20
minutes of class would be to finish up students quick writes from the previous two
classes if they were not already completed.

Materials Needed:
Bristol Board, Markers, Graphic Organizers information sheet, Introductory Paragraph information sheet, Body Paragraph
information sheet, Conclusion Paragraph Information Sheet, smart board, markers, students journals, quick write photocopies

Appendices Attached:
1. Quick write #1 and #2.
2. What is an Essay Power point
3. Essay Writing information packages for expert groups (brainstorming & graphic organizers stage, introduction, body and
conclusion
Lesson #3
NARRATIVE ESSAY
(2 Classes)

Essential Question(s) of this lesson that point to the big idea:

1. How does developing my voice as a writer and telling my story impact
my identity?
2. How are we all outcasts?
3. Why is it important to tell ones own story?

Glabb 13

By the end of this lessons students will

K:
1. The definition of narrative
2. The Codes and conventions of a
narrative essay (important personal
experience, intro, body, conclusion
complete with a personal lesson gained
form the experience)
3. What graphic organizers are best
suited for planning a narrative essay
(sequence, sensory and skeleton charts)

D:
1. Discuss the importance of the
narrative form with peers
2. Discuss how the narrative form
manifests itself in other genres
(such as rap music)
3. Brain storm possible topics for
their narrative essay
4. Complete a quick write prompt
about an important experience in
their lives
5. Narrow down a juicy narrative
essay topic
6. Workshop narrative essay topics
with peers

withMaterials Needed:

Plan for Learning Activity(ies) or Tasks:

CLASS #1
1. Entrance card: Where are you are in your writing process?/How are you
feeling about the genre of the narrative essay? (5 minutes)
2. Fifteen minute recap lesson of what a narrative is. Teacher asks/discusses
with students before placing the answers up on the smart board in the power
point.
3. Five minute introduction to the sequence, sensory and skeleton chart
graphic organizers that are appropriate for the narrative essay genre.
4. 20 Minutes to watch two videos that address the personal narrative in
contexts other than a formal essay/address the power of the personal
narrative. Both found in Narrative Essay Writing PPT
A. Ted Talk: Elan Morgan The Power of a Personal Narrative B. Jay-Z
Interview about the personal narrative in rap music
5. Learning Activity 1: Think pair share activity about the videos: 5 Minutes
to pair share, 2 minutes to regroup as a class.
6. As a class type into the PowerPoint how these videos relate to our theme
of the outcast: 5 minutes to think pair share with a partner and come up with
three strong statements of how these videos/the personal narrative relate to
our theme of the outcast.
8. 5 minutes to come to a consensus about the list as a class.
CLASS #2
1. Ten minutes to distribute and review the Narrative Essay Writing Rubric
with students and explain to students that they will be responsible to selfevaluate using the rubric
2. Learning Activity 2 of the Narrative Essay Writing PPT: Introduce the
prompt to students (1 minute), and provide them with time to respond to the
prompt (15 minutes), and to share with a partner (5 minutes) and to share as
a class (5 minutes)
3. Learning Activity 3: Allow students ten minutes to write down 5 juicy
ideas that they could possibly write about for their narrative essays, Allow
students 20 minutes (pending on progress) to discuss their ideas verbally
with at least three people in the room. Students are to verbally justify how
these experiences relate to the theme of the outcast and acquire feedback
about which experiences may be stronger essay topics than others.
4. The remainder of the period (30 mins 13pprox..) will be devoted to three
tasks:
1. Every student in the class explaining their essay topic to Ms. Glabb
(individually) and committing to their topic
2. Exit Card Activity in journal
3. Free-write in journal about any topic of students choice or about a prompt
from the journal entry prompt book in Ms. Glabbs red binder.

Glabb 14

Narrative Essay PPT, Student Journals, Narrative Essay Rubric, Student Journals, Speakers for Videos, Ms. Glabbs
journal prompt binder: Advanced Five Journal prompts Document

Appendices Attached:
Quickwrite, Powerpoint Slide show, Journal Prompts

Lesson #4 Graphic Organizers

and Pre-Writing Stage
(3 Classes)

Essential Question(s) of this lesson that point to the big idea:

1. How does writing down ones own thoughts help us to better understand ourselves and
others?
2. How have we all been made to feel like outsiders in our lives?
By the end of this lessons students will
Plan for Learning Activity(ies) or Tasks:
K:
1. What it means to show vs. tell when writing
CLASS #1
2. What are sensory charts, sequences charts, cause and effe ct
1. 3 minutes Entrance Card Ask students how they
charts
are feeling about the essay writing process. What is
3. What is an essay outline
intimidating them about the process/what they
hope to gain (students have previously expressed
great anxiety about choosing a significant enough
story to share with their peers
2. 5 Minutes to introduce Teacher Example of a
D:
sequence chart
1. Be able to decode instructions regarding graphic organizers
3. 10 minute demonstration of what it looks like to
2. Ask peers for help if they do not understand instructions
workshop a graphic organizer with a peer. What
3. Reproduce graphic organizers based on examples
this looks like in class: Students will workshop MY
4. Workshop Graphic organizers with peers to employ the
graphic organizer. Students and teachers will devise
most descriptive language possible at each phase of the
a common list of pertinent questions that you
writing process
should ask when workshopping graphic organizers.
5. Employ descriptive language in order to complete graphic
Then we will workshop one or two sections of the
organizers
chart as a class.
6. Employ descriptive language in order to write in showing vs.
4. 15 minutes for students to complete sequence
telling manner
chart in regards to their topic
7. Draw on personal experiences in order to develop a
5. 10 minutes to workshop sequence chart with a
creative and descriptive narrative story
partner
6. 2 minutes one person to share with a class
7. 5 minutes to recall the concept of showing not
telling and discuss how a sensory chart helps us to
do more showing than telling in our writing

Glabb 15
8. 5 minutes Sensory Chart explanation and
exemplary demonstration
9. 15 Minutes for students complete sensory chart
10. Last few remaining minutes will be dedicated to
discussing where we are going with students: Next
class continue the pre-writing and graphic
organizers workshop. We will begin the sensory
charts workshops next time that we meet

11.
12.

13.
14.
15.

16.

17.
18.

19.

CLASS #2
5 minutes for students to regroup and review
sensory charts and make any necessary changes
10 minutes to workshop sensory charts with a
partner (teacher circulating and initiating
conversation with student)
2-3 minutes to regroup and share student examples
5 minutes to provide example of and discuss
purpose of Cause & Effect Chart
15 minutes to work on personal cause & effect
chart (teacher circulating and initiating
conversation with student)
10 minutes to workshop cause & effect chart
(teacher circulating and initiating conversation with
student)
2-3 minutes to regroup and share a student
example
10 Minute demonstration of exemplary Essay
Outline and discussion of purpose (introduction and
body paragraph only)
Remaining 15 minutes of class will be devoted to
students working on their essay outlines. Essay
outlines will be due at the beginning of the period
next time that we meet so that we can workshop
the outlines with at least two different partners.

CLASS #3
1. Class will begin with a freewrite. Freewrite can be
on anything that the student is personally reflecting
upon or wants to write about. Otherwise, student
can choose a prompt from the Journal Prompt
binder. (10 minutes)
2. Next students will gather their graphic organizers
and their essay outline. Students will be instructed
to review their materials and add any information
that has come to mind since we last met. (10
Minutes)
3. Teacher demonstration of what it looks like to
workshop an essay outline. Demonstration model

Glabb 16
will follow the same format is it did for graphic
organizers. Students will workshop teachers essay
outline. Modifications will be made as a class. (15
minutes)
4. Students will now begin to workshop their essay
outlines together. Students will need to workshop
their outline with at least two people in the class 30
minutes (fifteen minutes per workshop)
5. Remaining ten minutes in class will be to discuss
where are headed from here. Students will be
invited to discuss ideas that they have discovered
about the outcast since we began the pre-writing
stage in class.
Materials Needed:
- Graphic Organizers 7 Prewriting Lesson PPT prepared with teacher examples of charts
-Sensory Chart, Sequence Chart, Cause & Effect Chart graphic organizers, Narrative Essay Outline, Student Journals

Appendices Attached:
*Hyperlinked in Materials Needed Section

Lesson #5
Essential Question(s) of this lesson that point to the big idea:
Drafting, Editing and
1. How does sharing my story with my peers effect my writing process?
Workshopping Stage
2. How do I contribute to a community of writers?
(4 classes in total)
By the end of this lessons students will
Plan for Learning Activity(ies) or Tasks:
K:
1. The appropriate questions to ask when workshopping an essay
Class #1
with a peer
-Checklist Activity: Think pair share format, Students will be
asked to create 5 item checklist for editing narrative essays
(10 minutes)
- Next we will develop a master checklist as a class and
D:
come to a consensus of which items are most important.
1. Draft their essay
Teacher will type items onto the smart board and provide
2. Edit their draft
students with a typed copy of the checklist next class. (5
3. Workshop their essay with a peer
minutes)
-Students will be invited to refer to the gallery what is an
essay wall if they have any questions regarding the
drafting stage.
-Students will be provided the remaining 50 minutes of
class time to write their first draft.
-Regroup: Where are we going next class: Workshoping and
editing our drafts (5-10 minutes)

Glabb 17

Class #2
- Students can have time to finish up first drafts or do
personal editing to this draft (20 minutes)
- Demonstration of work-shopping/editing drafts with a
peer (10 minutes)
-Create a series of questions that an effective draft
workshoper and workshopie must ask one another as a
class. Teacher should type these onto a document and
make accessible via smart board as students create the list
together. First allow students to think pair share and list
and then allow students to (5 minutes)
-Students will workshop their essays with a partner and
perform peer editing (30 minutes-15 minutes per person)
-Remaining ten minutes of class will be devoted to personal
free-writing in journals or to reviewing the edits made by
their peers on their essays
CLASSES 3 & 4
- Over the course of two 75 minute periods students will
meet with teacher one on one to discuss essay and any
questions that they may have before their final draft is
complete and ready to submit.
CLASS #3
-Presentation of Ms. Glabbs example narrative essay.
Narrative essay example will follow the same storyline as
the graphic organizers examples did. Glabbs example will
include an intro, ONE body paragraph and a conclusion. (10
minutes)
-Students will be asked to think pair share the strengths of
each paragraph and will be presented with a printed copy
to refer to. (5 minutes)
-Students will be asked to reflect in their journals at the
beginning of class #3 about what it is most important for
them to do at this point in the writing stage. Students will
ask themselves if they feel that they need another peer
editor. Or if they are ready to move on to the final draft
stage? (5-7 minutes)
-Post reflection students should get to work as they decided
in their journals (remainder of the period)
-Students will be warned that they will have two classes to
workshop with the teacher and to complete any missed
steps, final drafts or checklists before the essays are due.
CLASS #4
- This period is devoted entirely to students finishing up
their final drafts

Glabb 18
- Students are invited to visit the STEP resource room if
they need further assistance or wish to type their final
draft.
- Conferences with Ms. Glabb will continue
- If any students are finished (or finish during the period)
they can work on their journal free writes, do super silent
reading, OR provide feedback to a student who is not yet
done
-Final ten minutes of class will be to reminder students that
their narrative essay package including: graphic organizers,
2 edited drafts, good copy and essay checklist are due next
time we meet
Materials Needed:
-Graphic Organizers power point (in case students have further questions. Powerpoint should be avai lable for students to refer to)
-Ms. Glabb Example essay

Appendices Attached:
-Ms. Glabb Example Essay

Learning Activities and Tasks

Essential Question(s) of this lesson that point to the big idea:
How does writing down ones own story help them to better understand themselves and others?

Lesson #6 Public
Speaking
(3 Classes)
By the end of this lessons students will
K:
1.The Rules & Regulations of a Public Speech
2. What makes an effective public speaker

D:
1. Decode instructions regarding public speech
2. Ask peers for help if they do not understand
instructions
3. Reproduce public speech form based on examples
4. Read through (and apply) teachers comments carefully
on their narrative essay in order to edit and create a
final draft for their public speech

Plan for Learning Activity(ies) or Tasks:

CLASS #1
1. 3 minutes to pass back student narrative essays
2. 5 minutes to allow students time to read through the
commentary and rubric assessments of their essays
3. 10 minute introduction to public speech criteria and
rules
4. Learning Activity 1 Explained in Public Speaking PPT
(20 Minutes)
5. Learning Activity 2 Explained in Public Speaking PPT
(20 Minutes)
6. Last Five minutes of Class will be devoted to discussing
where we are going

Glabb 19
5. Employ descriptive language in order to write in
showing vs. telling manner
6. Self-reflect: ie. How can I improve upon the draft that I
submitted as my narrative essay to produce an even
better draft for my public speech
7. Draw on personal experiences in public speech

CLASS #2
1. 3 minutes Entrance Card Ask students how they are
feeling about the idea of public speaking? I will also
ask students to reflect upon what elements of their
story they may want to emphasize or focus on in their
public speech.

2. Ten minutes to distribute and review the Public

Speaking Rubric with students and explain to students
that they will be responsible to self-evaluate using the
rubric
3. 10 minutes to watch three examples of exemplary
public speeches of secondary one and two students
from the 2010 EMSB public speaking competition
4. 3 minutes listen to/watch Ms. Glabbs example
5. 3 minutes Think Pair Share about why these speeches
are exemplary and to discuss the dos and donts
demonstrated in the example.
6. 5 minutes to discuss as a class
7. 10 minutes to create a checklist in groups of four
(chosen by Ms. Glabb)
8. 5 minutes to create a consensus list as a class which
will be typed in the powerpoint and displayed on
screen as students workshop their essays
9. 2 minutes to discuss what an effective student
workshop looks like
10. Approximately 35 minutes to begin drafting and workshopping drafts with classmates

CLASS # 3-4
1. Students will have this period as a work period to
finish work-shopping, drafting, editing or completing
the final copy.
2. At the end of this period, students final drafts of their
public speech will be collected
3. Students will also have these two periods to schedule
a workshop appointment with Ms. Glabb to discuss
any last minute questions that they may have.
4. Ten Minutes before the bell students will be instructed
that their graded drafts will be handed back to them
next time we meet after Class #4, they will have one
final period to incorporate teachers suggestions,
practice and workshop their performance of their
speech with peers. Finally, students will be warned
that speech presentations will be scheduled next class

Glabb 20
Materials Needed
1. Laptop, projector, smart board
2. Teacher Example
3. DVD of EMSB Public Speaking competition 2010
4. PUBLIC SPEAKING.pptx
5. Exit and Entrance Card Sheets
6. Corrected Student Narrative Essays
Appendices Attached:
7. Power point
8. Copy of DVD EMSB public speaking competition 2010
9. Rubric to correct student essays
Lesson #7
Public Speaking
Presentations
2-3 Classes

Essential Question(s) of this lesson that point to the big idea:

1. How is sharing my story with others therapeutic?
2. Why is it important to share my story with my peers?
3. How does my delivery contribute to the effectiveness and relatability of my overall message?

By the end of this lessons students will

K:
-Their peers interpretation of the concept of the outcast

D:
-Reflect about their peers experience in their journals
-Respectfully listen to their peers speech

Materials Needed:
-Public Speaking Rubric
-Student journals

Appendices Attached:
Public Speech Rubric

Plan for Learning Activity(ies) or Tasks:

CLASSES #1-3
1. Students will be instructed to take out their journals and
one writing tool. Throughout the speeches students will be
asked to reflect upon at least three of their peers speeches in
an in depth manner. Students will be asked to reflect upon
two elements:
A. The effectiveness of the speechs delivery
B. The subject matter and what they learned about their
peers understanding of the outcast and why this is significant
2. Before speeches begin teacher will discuss what a safe
space is and how any student that does not respect their
peers in any way throughout their presentation will be dealt
with

Glabb 21

Lesson
Essential Question(s) of this lesson that point to the big idea:
#8
1. What have I learned about myself in relation to the theme of the outcast?
Public
2. What have I gained from this unit on public speaking?
Speaking
Bookend
By the end of this lessons students will
Plan for Learning Activity(ies) or Tasks:
K:
1. The general plot of Dead Poets Society
CLASSES #1
2. Elements of an in-depth journal response: ie. 1. Introduction to Dead Poets Society and
Personal examples and connection to course
video clip (5 minutes)
material
2. Think Pair Share Question activity (15
minutes)
3. Share as a class (5 minutes)
4. Journal reflection: upon the entirety of the
unit (remainder of the period)
D:
1. How to write an in-depth journal reflection
upon the entirety of a unit
2. How to analyse a video clip in a think-pair
share manner

Materials Needed:
Smartboard, powerpoint, student journals
Appendices Attached:
Public Speaking Bookend Powerpoint

Glabb 22

Reflection upon LES

Upon reflection of my LES and my experiencing teaching this unit in the classroom I feel so full. It was
one of the best days of my life when my students presented their narrative essays and let their guard
down in front of their peers. My dream in becoming an ELA teacher was to present s tudents with
material that allows them to grapple with ethically challenging situations in life and to use literature and
media texts as a vehicle to deal with these questions. In this unit, I think I achieved this goal; at least
partially.
I do feel that I met my objectives in relation to the QEP. I feel that students spoke, read and wrote about
the theme and responded to the big questions in a variety of contexts. Students were given the
opportunity to respond to media texts, discuss questions with one another, personally respond and
write about the theme.
As I allowed students own stories to be the vehicle to grapple with the essential questions of the unit,
students were able to truly see how material and essential questions actually effects their l ives. I am
happy with the way that this materialized in the classroom because I saw how interested students were
to write and share their stories as it was a therapeutic process for them and highly relevant to issues
they face.
If there was any element that I would improve upon in the unit; I would allow students to grapple with
the theme in a more individualized and less structured way when the time allowed. For example, I think
that students may have benefited from being able to tell their story in a form that is married to their
content in an individual way as they chose it. For example, for some students it may have felt more
authentic to write their story through song lyrics or a poem.
Finally, I am aware that some of my lessons follow a similar structure and I may benefit from more
diversification of the daily agenda. With that being said, I struggle with this as it is a junior level unit (ie.
Secondary one) and notice that students in secondary one specifically respond well to structure and
predictability. As a novice teacher, I am still struggling with this question.
Thank you,
Paige Glabb