Rationale

Race and racism are difficult topics to address in a classroom.

Teachers and students alike often shy away from talking about these issues
for many different reasons, some of which include its sensitive content
might offend others, perhaps theres fear that talking about it could
determine what others' think of them, thus sometimes making it easier to
simply avoid the topic altogether (Bolgatz, 2005). Students tend to focus
more on their cultural identity than on their racial identity (Ullucci, p. 104),
but they should realize that race is part of culture and it is healthy to keep
an open mind and to talk about it. This posture of avoidance is a concern of
ours and we believe there is a need for change. Therefore, we created a
lesson in order to give students an opportunity to talk about the issue of
race and racism.
This lesson was set in motion by the poem The House That Society
Built. We chose this poem because it reinforces an idea brought up by
Bolgatz (2005), which is that we need "to reassure (students) that we did
not choose to grow up in a racist culture," (p. 110). Hopefully, students will
arrive at this realization at the beginning of the lesson, and feel comfortable
sharing and expressing themselves accordingly. As a part of this lesson, we
have incorporated Audacity as a meaningful source of technology for the
students to explore. Rather than simply lecturing them about this software,
this lesson will allow students to put it into practice so that they can learn by
design by "becoming a practitioner, (...), not merely learning about
practice," (Mishra & Koehler, 2006).

Lesson Title: The House That Society Built

Developed By: Kelley Korf-Uzan & Corine Stibor

Lesson Overview

Description At the beginning of the lesson, we will have the students listen to
an audio file made on audacity (a reading of a poem about racism
over an audio track). Then we will have a discussion about some
of the ideas spoken about in the poem, thus leading to a
discussion about racism. We will then have the students create
 their own poems, either in groups of two or alone. The poem can
touch upon any aspect of race, discrimination, stereotyping,
segregation, or unifying humanity. Once all of the poems have
been completed and submitted, the students will also have the
chance of recording their poems on audacity behind an
instrumental track of their choice.

Grade Levels (cycle) Secondary 5 (Secondary, cycle 2)

Prerequisite Knowledge Basic knowledge of computers. Familiarity with sound editing

software could be helpful but is not mandatory for this lesson.
Some knowledge about writing poetry (form, structure, etc.) will
also be helpful in completing the final part of this lesson, which
asks students to write their own poem about the issues discussed
throughout the lesson.

Key Concepts Race, racism, discrimination, diversity

Identify Learning

General Lesson Learning To get students thinking about racism and other forms of
Objectives discrimination and how it affects them and our society.
To show students that sensitive topics such as racism can and
should be talked about, so long as it is done in a way that
ensures respect towards all individuals and their opinions.
Students will gain a broader understanding of race and racism,
and how issues such as these affect different people in different
ways.
To show students ways in which technology can be used in a
creative process such as writing poetry.

General Measurable Students will actively participate in small group and whole-class
Outcomes discussions.
Students will demonstrate an open-mindedness towards others
views on topics such as racism and they will broaden their own
understanding of these issues in the process.
Students will produce a piece of creative writing by writing a
poem based on the subject matter seen in class.
Students will demonstrate that they have acquired a basic
knowledge of how to use sound editing software by using
Audacity to produce a sound mix of an audio recording of their
poem.

Specific Key Questions What is racism?

(KSU) & Considerations Does it affect us? How?
Why do you think racism still persists to this day?
What impressions does this poem leave you with?

QEP Competencies The teacher will touch upon the following key features of
professional competency 8 To integrate information and
communications technologies (ICT) in the preparation and
delivery of teaching/learning activities and for instructional
management and professional development
purposes(MELS, 2013):
Exercises critical judgment regarding the real
benefits and limitations of ICT as teaching and
learning resources, and regarding the social issues
they raise.
The teacher will have to be realistic in regards to what
he/she expects the students to produce; many of them will
probably not be familiar with Audacity and racism is a
sensitive topic. Therefore, asking students to use sound
editing software to create something related to the topics
touched upon in this lesson can be beneficial since it will
give students the opportunity to be creative and express
themselves in a non-threatening way, but at the same time
the teacher must expect that some students will not be able
to use the software as effectively as others and that some
students might not wish to share experiences that are too
personal or difficult to talk about.
Communicate using various multimedia resources:
Since the students will be asked to produce something
using Audacity, the teacher will model the use of this
software by producing an audio mix of his/her own and
present it to the students. This will show the students that
technology can be used to produce something creative.
Uses ICT effectively to search for, interpret and
communicate information and to solve problems:
The teacher will use Audacity to communicate what he/she
expects for this project but also to generate discussion
amongst the students.

The students will develop the following competencies from

the English Language Arts chapter of the Secondary Cycle
Two QEP:
 Competency 1: Uses language/talk to communicate and to
learn
This project will require students to interact and
communicate with the teacher and with their peers through
small and large group discussions. This will allow them to
express their ideas and to learn from each other in the
process.
Competency 2: Reads and listens to written, spoken and
media texts
The students will be asked to listen to a text and then
respond to it through personal reflection, group discussions
and whole-class sharing.
Competency 3: Produces texts for personal and social
purposes
The students will produce a piece of writing within a specific
context and with a specific purpose
(MELS, 2013).

Materials & Organization

Materials Required Computers equipped with Audacity sound editing software.

Classroom Since most of this lesson is discussion-based, the classroom

Organization/Layout
should be laid out in a way that facilitates sharing and discussing
in groups. The desks should be arranged in groups of 4-6
students: the students will work in these groups for the first part of
the lesson and then break up into pairs (or individually) to work on
their poems.

Advanced Students with musical abilities or who are already familiar with
Work/Enrichment recording and sound editing can choose to compose and/or
record their own instrumental track to accompany their poem.
Students who wish to be challenged even further can opt to
create a short film (or any other visual medium) in which they will
incorporate the recording of their poem.

Lesson Plan Outline

# Lesson Objectives Outcomes CCCs Resources

Activity/Description
1 Introduction (0:00- Stimulate Students will Competency 3: Link to
02:00) students be curious Exercises audacity
We will have the interest and about what critical track
students listen to the judgment
curiosity about will be
audacity track (with
poem read aloud the topic of presented in
overtop an audio file). todays in this class and
lesson: race excited to
and begin the
discrimination lesson/activity

2 Personal Free Write For the Students will Competency 3:

Reflection (02:00 - students to have a Exercises
10:00) express their resource to critical
After having listened to personal consult when judgment
the audacity track, the thoughts, sharing ideas
students will be given feelings and with the rest Competency 7:
time to write down any ideas in a non of the class. Achieves
thoughts or emotions threatening or This will also his/her
related to what they stressful act as a potential
have just listened to. manner. possible
They are free to write as stepping
much or as little as they stone for
wish. There will be no when
right or wrong answers. students are
Its alright if their searching for
thoughts wander off on ideas for
tangents, too. This free creating their
write is for themselves, own poems.
only.

3 Think Pair Share Before sharing Students will Competency 3:

(10:00 - 22:00) ideas in a big feel more Exercises
Once the students have group, comfortable critical
had time to individually especially with sharing their judgment
process their thoughts such a ideas during
and feelings by sensitive topic, the next part Competency 8:
transcribing their initial the students of the lesson Cooperates
ideas during the free will be able to plan, where with others
write session, they will validate their we will have a
come together in groups thoughts by small group Competency 9:
of two and share some sharing them discussion. Communicates
of these with a partner. Students will appropriately
thoughts/feelings with also be given
the person next to them. an opportunity
 We will provide them to gain insight
with a printed copy of into others
the poem and with some ideas which
guiding questions to might help
prompt their discussion: them when
- What was your initial creating their
reaction to the poem? poems later
Did it provoke any on in the
strong lesson.
feelings/reactions? If
yes, why do you think
that is?
- Read the poem again;
is there a particular line
or section that resonates
with you? Which
line/section? What is it
about that line/section
that you liked/made you
react in a certain
way/got you thinking?
- Did this poem make
you think about racism
and/or our society in a
different way?

For any pair of students

that dont wish to share
their freewrite with the
person next to them,
they may answer the
question: What comes to
mind when you hear the
word racism? Does it
exist? Where? How
come?

4 Group Discussion To unify the Students will Competency 3:

(22:00-29:00) class, and consolidate a Exercises
Here, is where the class understand background of critical
comes together as a that racism information judgment
whole, to put all their takes many regarding
ideas together. shapes and racism and Competency 8:
Hopefully, generating forms. That it discrimination Cooperates
 meaningful discussions is still a factor that will help with others
about the topic of race within our them to
and sharing our society and construct Competency 9:
experiences with racism, that although ideas about Communicates
our concerns and we live free their personal appropriately
general feelings. and equal, it poem.
still has an
influence in our
lives.

5 Poem exploration To familiarize The students Competency 1:

(32:00-40:00) students with will recognize Uses
Now that the students the various that not all information
have had ample time to forms of poem poems have
discuss and reflect, we writing. to rhyme and Competency 5:
will give them a few To give them that they can Adopts
examples of poems to options and take on many effective work
ease into the ideas on ways shapes and methods
introduction of their in which they forms.
project. We will show can present Hopefully this
them a haiku, a rhyming their poems. will encourage
poem, and free write the students
poem and a poem which to write their
rhymes every second poem.
line instead of every 2 For the
lines. students to
feel as though
there are no
boundaries
with poems
(they are
artistic
expressions).

6 Poem creation (40:00- To conclude The students Competency 1:

60:00) the lesson in a will produce a Uses
We will now ask the meaningful poem based information
students to write a poem way by on the prompt
of their own. They will be
given the option to do allowing that we Competency 4:
this individually or in students to provide them Uses creativity
pairs. They will have to express with or using
write a poem and then themselves any other Competency 5:
record it using Audacity. freely in ideas they Adopts
They will use NaTivia response to may have to effective work
Essons poem and what
 was said during the the topics and express their methods
group discussions as issues thoughts/opini
inspiration. Students will addressed ons/feelings Competency 8:
be free to write about during this about the Cooperates
any ideas, feelings or
issues that arose during class. issues with others
this class, but for those touched upon
who need a little help in class.
getting started, they can
base their poems on the
following prompt: The
House That I Would
Like to Build. Essons
poem talks about what
our society has become
and uses the metaphor
of this house that
society built to explain
how it shapes the beliefs
and views of those who
live in it. In response to
this, students can write a
poem about the house
that they would like to
build. They will be given
the following guiding
questions: What would
this house look like?
What would we build it
with? Who would live in
it? What do you wish for
our society? What do
you wish for your
generation and for
generations to come? Is
it unrealistic to think that
one day racism will be a
thing of the past?

7 Audacity Tutorial To provide the The students Competency 1:

(60:00-75:00) students with will be able to Uses
We will use the end of the basics of produce an information
this class to give the using a sound audio track
students a short tutorial editing using Competency 4:
that will provide them software such Audacity to Uses creativity
with the basics on how as Audacity so mix a
to use Audacity sound that they will recording of Competency 5:
editing software. Each be comfortable their poem Adopts
pair (or individual) will enough to use with an effective work
 need to reserve time in it on their own instrumental methods
the computer lab to to produce track.
record and mix their their final Competency 6:
poem with an creations. Uses
instrumental track. They information and
must therefore make communication
sure that they have s technologies
finished their poems
before the date that they
have selected to record
in the lab.

8 At a later date To allow Students will Competency 6:

Class time will be students to both present Uses
allotted at a given date hear what their their own information and
for the students to classmates audio mixes communication
present the recordings have come up and be active s technologies
of their poems. with and to listeners while
share their their Competency 9:
final thoughts classmates Communicates
about this present theirs. appropriately
project. They will
To broaden the participate
students actively and
understanding respectfully
s of race, when
racism and discussing
other forms of each others
discrimination work.
and what these
things mean to
others.

Assessment & Evaluation Strategies

Formative Assessment Strategies
During this lesson students will be expected to:
Participate actively during small group and whole-
class discussions
Be respectful and open-minded towards their
classmates opinions
Demonstrate that they have thought critically about
the guiding questions that are provided to them
during the discussions
 Complete the personal reflections

Summative Assessment Strategies
Students will be assessed on the work they produced
when they present it to the class. They will be
evaluated not so much on content, rather on their
rationale behind the topic and form/structure of their
poem. They will also not be assessed on the quality
of their sound mix per se. They will however be
evaluated on whether or not they followed the correct
process when creating their mix.

Student Self-Assessment Self assessment will be used when they are asked to
complete a free write/reflection after hearing the
audacity track.

Instructional Resource Appendix

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

References

Ministre de lducation, du Loisir et du Sport (2013). Cross-Curricular Competencies. Qubec

Education Program. Retrieved from http://www1.mels.gouv.qc.ca/sections/programme

Formation/secondaire2/medias/en/3_QEP_Chap03.pdf

Ministre de lducation, du Loisir et du Sport (2013). Music. Qubec Education Program:

Secondary Cycle Two (Arts Education). Retrieved from http://www1.mels.gouv.qc.ca/

sections/programmeFormation/secondaire2/medias/en/8e_QEP_Musique.pdf