Unit Lesson # Lesson Plan Title

This is Me! 1 Title Page

2 Review Adjectives & Synonyms
3
Make Web About Me
4
5 Mechanics of Writing
6 Definitions for ELA wall
7
Intro to Poetry
8
9
Poetry about Me
10
11 Art about Me
12 Presentation Skills development
13
Presenting Artwork or Poetry
14

Unit Purpose: Utilizing the four practices of ELA, students will explore and design texts about themselves. Th
unit was chosen purposefully for the beginning of the school year to help students in settle and get to know e
Questions to Deepen Understanding: What are some more advanced and complex words and phrases we
ourselves? We are seeking deeper thinking. For example instead of writing "I am a nice person" what could yo
Evaluation & Assessment: Formative feedback will be given on the student's participation, presentation an
assessment will be based on the creation of the Title page, Web about me project, and the poetry/art created
Unit Lesson # Lesson Plan Title
Fear 1 What is fear?
2 What does fear mean to you?
3 Types of fears
4 What does Fear do to ME?
5 What does Fear do to ME?
6 Influence of Fear in Media
7 Influence of Fear in Literature
8 Find & Share stories about Fear
9 Reading stories with Emphasis
10 Reading out loud
11 Mechanics of writing
12 Power of Fear
13 Writing about fear
14 Fear & Halloween
15 Journal Writing
16 People overcoming their fears
17 Interview techniques & tips
18
Interviewing a person who has overcome fea
19
WWII vet, Soldier, Police Officer, etc. Student C
20

Unit Purpose: This deeper topic is meant to engage students in critical thinking about what fear is, how peop
names of phobias and their meanings (vocabulary development), and how fear is represented in texts. Studen
practices of ELA throughout the unit.
Questions to Deepen Understanding: How does your body react mentally and physically to being scared?
Who are some people in the World, present or historically, that you feel must have felt tremendous fear and h
to react in the situation even when fearful?

Evaluation and Assessment: Formative assessments will be on the student's effort, participation and creat
Unit Lesson # Lesson Plan Title
Slavery 1 Title Page
2
What is Slavery? Types?
3
4 Underground to Canada Novel Study
5 Pre-reading activities
6 Lesson about offensive language
7 Technology Component
8 Booklet Time
9 Research How To
10 Slavery Today
11
Read Chapter 5-10
12
13 Technology Component & Booklet
14
Aboriginal Connection
15
16
Read Chapter 10-15
17
18 Technology Component & Booklet
19 Read Chapter 15-17 & Booklet
20
21 Final Project
22

Unit Purpose: Students will be exposed to non-fiction and fictional account of slavery. Particular emphasis is
and thus space for transformative thinking exists in this unit. This unit is timed to end around Christmas so th
consumption and greed is widespread, that they are privilieged as Canadian citizens and that there are others
fortunate. The final project lends itself to transformative learning.
Questions to deepen understanding: How do you think it would have felt to be a slave attempting to esc
accounts of those oppressed? What are some connections you see between slavery as in the novel and today
Canada's aboriginal community?

Evaluation and Assessment: Students will be assessed on their research, grammatical usage and exposito
Unit Lesson # Lesson Plan Title
The World 1 Title Page
2
Define/Discuss Community
3
4 What makes a Community
5
6 The World is a Village
7
8
Literature around the World
9
10 Message of Poetry
11
Visual Pictures of Different
12
Places and communities
13
14
Cinderella Around the World
15
16 People who change the World
17 Through Literature
18 Writing Skills development
19
20
21 Drafting, Editing, Revising
22
23
24 Festival du Voyageur
25 Louis Riel & Human Rights Museum
Unit Purpose: Building off knowledge developed from last unit, students wil explore language in the world se
increases, it is important for students to recognize their place in the changing world. All four practices are focu
which culminates in a field trip to really hammer home to transformative thinking developed throughout the u
Deepen Understanding: What does it mean to be a global citizen and how is this expressed in literature? H
in the world affect your perspective and how is power tied to this perspective? What are some examples of ho
changed by ELA?
Evaluation and Assessment: Formative assessment will be based on the student's engagement in class dis
Unit Lesson # Lesson Plan Title
Nature 1 Title Page
2 Review Mechanics
3 Short Stories
4 Write a Short Story
5
Nature Photographs
6
7
Activist Cartoons and Quotes
8
9
Aboriginal Connections
10
11 Nature Walk Field Trip
12 Field Trip Debrief
13
Poetry & Art
14
Unit Purpose: This unit is next because it continues with global and environmental awareness, but also light
somewhat to help those students who may be feeling mentally or emotionally overwhelmed from previous top
invites students to express themselves utilizing Language as Exploration and Design.
Questions to deepen understanding: How can we write with precision to express our ideas and make a las
many forms of writing, such as poetry, more words are not necessarily more powerful, how do we use this kno

Evaluation and Assessment: Students' assement will be taken from their personal exploration of the Englis
Unit Lesson # Lesson Plan Title
Heroes 1 Title Page
2 What Makes a hero?
3
Types of Heros
4
5
6
Heroes in Different Forms of Lit
7
8
9
Who is a Hero to you?
10
11 Presentation of their Hero
12
13
Review & Develop Mechanics
14
15
16 Big Final Project Introduction
17
18
19 Big Final Project Work Time
20
21
22
23
24 Presentation of their Hero
25
26
Unit Purpose: Continuing with all four ELA practices, students shift their focus now to developing researching
techniques. This unit connects well to previous units because of it's social nature.
Questions to Deepen Understanding: Lesson titles above lead to deep questions such as how do you defin
found and what have they done? Discuss how fictional heroic characters grow of real life heros (or not). How d

Evaluation and Assessment: The unit builds towards one, large project. As such, the students' assessment
Unit Lesson # Lesson Plan Title
Music & 1 Title Page
Literature 2 Role of music in Literature Books
3 which have been adopted into
4 movies/series
5 Underground to Canada and all the
6 singing: Why?
7 Analyzing lyric
8 Songs as Poetry
9
10 Power of Music
11
12
13
Song Analysis Work Time
14
15
16
17 Song Analysis Sharing
18

Unit Purpose: This unit is a wrap up for the year. It begins by analyzing links between music and texts, spec
earlier in the year. The mid-end of the unit is meant to be lighter content while still honing in on ELA practices
Power and Agency. Since this unit takes place at the end of the school year, we are aware that student focus w
tried to plan really engaging, fun activities for the students hence the student choice and music theme.
Questions to Deepen Understanding: The beginning of this unit is about linking music to text to previous
The mid-end of this unit are all about capitalizing on teachable moments. Giving the students choice allows th
their own creativity and preferences and sharing something they are passionate about will show in their final

Evaluation and Assessment: Students will be assessed on their particpation in class, their co-operation in c
 Focus
Introduction, organization
Building on previous schema
Expanding vocabulary
Connecting to self
Review writing process
Vocabulary development
Design and Artistry in ELA

Exploration and Design

Creativity and confidence in expression

Articulation, Voice Projection, etc.
Listening to Other's Ideas and providing
constructive feedback in a kind manner

d design texts about themselves. The lighter topic of this

tudents in settle and get to know each other better.
and complex words and phrases we can use to describe
"I am a nice person" what could you write?
ent's participation, presentation and creativity. Summative
project, and the poetry/art created by the student.
 Focus
Definitions/Quotes
Personal connections to topic
Definitions/Spelling/Discussions
Wall Splash
Good/Bad
Newspaper/Internet
Books/Poetry
Boy in the striped Pajama's
Articulation, Voice Projection, etc.
Use emphasis!
Components of literature
Discussion, transformative learning
Instructional - Power & Agency
Art? Poetry?
Personal connections to topic
Space for critical thinking/transformation
Power & Agency of language

ing a person who has overcome fear

oldier, Police Officer, etc. Student Choice

inking about what fear is, how people experience fear very differently,
fear is represented in texts. Students again will be using the four

ally and physically to being scared? How do you regulate or manage fear?
st have felt tremendous fear and how do you think they we able

ent's effort, participation and creativity. Specifically in the Wall Splash, Reading out Loud, and the Journal writing. Summative assessm
 Focus
Intro, organization
Statistics, Read Iqbal, Striped PJ's
Pre-reading activity, Political Cartoon
Q&A, Artwork, Vocabulary, Letter
Read Chapters 1-2
Website, Read to Chapter 5
Asking deeper thinking questions
Safe searches, sources
Finding Articles

Out loud - emphasis

Sontinuing from previous

Making connections

Out loud - emphasis

Continuing from previous
Out loud - emphasis
Finding ways we can make difference in the lives
of those still experiencing
forms of slavery around the world

nt of slavery. Particular emphasis is placed on Language as Power and Agency

med to end around Christmas so that students can be taught, at a time when
n citizens and that there are others around the world who are not so

elt to be a slave attempting to escape? Why is it important that we hear the

n slavery as in the novel and today's forms of slavery such as child labour or

h, grammatical usage and expository writing throughout the unit with special attention being paid to the personal connections that th
 Focus
Introduction, organization
Collaborative Discussion
Class Brainstorming

Critical Thinking and Deep- level Discussions

Form/Technique
Power of Perspective

Connecting Self to World through Visual Arts

How stories are told in different countries

Reading Examples, Responding to what they

are reading
Introduce guidelines for assignment

Write a 4-5 paragraph piece about a

person who changed the world through
the power of language

Field Trip

wil explore language in the world setting. As globalization

ng world. All four practices are focused on in this unit,
hinking developed throughout the unit. Questions to
w is this expressed in literature? How does your situation
ve? What are some examples of how the world has been

e student's engagement in class discussion and their involvement in making personal connections. Summative assessment will be on
 Focus

Paragraphs/writing process
Formatting, Developing Content
any Nature related theme
Visual Comprehension and Comparison

Deeper understanding, scaffolding, what is the

author really trying to tell us?

Historical, Cultural
Visit nearby park to observe & interact
Descriptive Writing about their experience
Student Choice - pick a project
onmental awareness, but also lightens the intensity
ally overwhelmed from previous topics. This unit
nd Design.
o express our ideas and make a lasting impact? That is, in
e powerful, how do we use this knowledge?

r personal exploration of the English language in the realm of nature. They will be assessed formatively on their creativity and partic
 Focus
Intro, organizing
Definition, personal meanings
Real life, comics, sports, animals, political,
activists (Viola Desmond, Grandin, etc)

Graphic Novels, Stories, Movies/Poetry,

Convential ideals of heroes as well as
the more abstract or unlikely heroes.

Brainstorm, Research, or prepare

personal questions if applicable
Short verbal presentation

Writing Process and presentation skills

Some Student Choice

Interview someone they consider a hero,

write a biography of that person,
add a visual/artistic component,
Present to teacher and peers

Students will present their project,

and be respectful listeners
and learners to other's projects.
Developing empathy and
fostering respect
ocus now to developing researching, interviewing, and presentation
nature.
questions such as how do you define a hero? Where are heroes
ow of real life heros (or not). How do author's use heros in texts?

As such, the students' assessment will rely heavily on the final project and presentation. They will be formatively assessed based on
 Focus
Introduction, organizing

Class dicussion, making connections

Foreshadowing, connecting to previous

learning
Precise writing

Melody? Power of Language? Both?

Student Choice - group or independent

choose song they know that has 'deeper'
meaning

Share your song with the class

nks between music and texts, specifically the novel studied

hile still honing in on ELA practices, particularily Language as
, we are aware that student focus will be waning so we have
ent choice and music theme.
ut linking music to text to previous learning from this year.
Giving the students choice allows them to develop and express
onate about will show in their final presentation.

tion in class, their co-operation in class discussion, and if they choose, their group work. Summative assessment will be based on th
g. Summative assessments will be based on student's writing about fear, and their interview project.
assessment will be on their paragraph piece, focusing on their creation, drafting, editing and revising of it.