Understanding By Design Unit Template

Title of Unit Understanding Themes in Canadian poetry Grade Level 12

and short stories and the role they play in
shaping worldview

Subject ELA A30 Time Frame 8 Lessons

Developed By Shayla Alexander

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

The Broad Areas of Learning exist to create students who are lifelong learners, with a strong sense of self, community and place all the
while fostering students who are engaged citizens in the world around them. In studying themes that arise in Saskatchewan Prairie
poetry students will become aware of repeating themes and perspectives that are throughout these works. By introducing students, a
thematic approach of this literature they will become aware of ways that these perspectives have had an influence in shaping their own
lives. By asking students to draw on their own experiences and personal connections they will be able to analyze the influence that
language has on shaping the values and behaviors of people and diverse communities.
Cross curricular Competencies
How will this unit promote the CCC?

By taking part in this unit students will develop deeper as thinking individuals as they will grow in understanding in regards to the
Canadian perspective. They will learn to understand it in context, will respond to the contents in this unit creatively, and critically. By
reading and responding to the literature in this unit, students will get a greater understanding of the influences that shape ones
identity. Students will be able to reproduce/ recreated literature that addresses perspective and communicates understanding based on
various literature they study. Through classroom exploration of these themes and perspectives addressed in the readings students will
realize that what some individuals face is different than their perspective. By facilitating this exploration and discussion students will
learn to listen and consider another persons perspective, even if they do not fully understand it.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

CR A 30.1 - View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Mtis, Saskatchewan, and
Canadian texts that address: identity (e.g., Define the Individual, Negotiate the Community), social responsibility (e.g., Shift Centres,
Blur Margins), and social action (agency) (e.g., Understand Beliefs, Initiate Action).
CR A 30.3 Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate literary and informational
texts created by First Nations, Metis, Saskatchewan, and Canadian speakers and authors from various communities.
CR A 30.4 - Read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational (including editorials,
reviews, and articles) and literary (including fiction, script, poetry, and non-fiction) texts from First Nations, Mtis, Saskatchewan, and
Canadian authors as a basis for understanding self and the multiplicity of voices and perspectives that make up Canadian culture.
CC A 30.1 - Create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Define the Individual, Negotiate the
Community), social responsibility (e.g., Shift Centres, Blur Margins), and social action (agency) (e.g., Understand Beliefs, Initiate Action).
CC A 30.3 Present and express a range of ideas and information in formal (including a panel presentation and a business or
community meeting) and informal (including discussions and collaborative work) situations for differing audiences and purposes.
AR A 30.1 Assess own work for precision, clarity and artistry.
AR A 30.2 Reflect on personal growth and successes in language learning and consider the role and importance of language learning
when developing personal goals and plans as a self-directed, curious, self-appraising, and open-minded learner.
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you What provocative questions will foster inquiry into the content?
want students to understand & be able to use several years from (open-ended questions that stimulate thought and inquiry linked
now) to the content of the enduring understanding)
What misunderstandings are predictable?
Students will understand that... Content specific.
- Students will understand that everyone interprets texts and - What gives shape to the way that you view the world
experiences differently. around you?
- Individuals experience meaning from texts in different ways, - Is it worth considering past perspectives of Canadians to
and that in exploring texts together our individual understand our worldview? Or are they too far removed
understanding of something can grow and take shape in from us?
different and meaningful ways than it would in restricted - What do you believe to be true about the way that you
personal exploration. view the world?
- We are shaped by the world and experiences around us even - Can a perspective from the opposite gender, First
if we are aware of it or not. Nations, Early Settlers or contemporary poet influence
- It is meaningful practice to consider different perspectives the way you view the world?
- How does your experience of the world shape what you
read?

FNMI, multicultural, cross-curricular

Related misconceptions
- There is only one way of experiencing a text and that others
differing opinions are not right or considerable.
- What is true for me must be true for you.
- These perspectives arent relevant for us anymore
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Students will extrapolate and draw meaning from a poem written
by an Aboriginal author and they will create a response to what
they learned about Aboriginal perspective and the themes they
draw from the poem. Another of the short story in the unit
addresses womens issues but is written by a man, students
will respond to what might have been included in this story had
it been written by a woman. Authors, poems and stories span a
vast array from Aboriginal content, to early settlers, to
contemporary writing.
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Students will know...
- Students will know how to identify themes in Canadian
literature.
- Students will recognize that every theme and perspective is
valid and one that shapes the way that individuals see the
world.
- Students will know how to interact with literature and
respond to different texts they encounter.
- Students will know how to articulate and see themes in their
own lives and how they shape their worldview.
Students will be able to
- Students will be able to openly approach another
persons perspective.
- Students will be able to identify themes in texts and
compare them to their own experiences.
- Students will be able to derive meaning on their own.

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal Students will interact with three poems by Canadian authors that bring out different themes that, in
What should students accomplish by some instances, oppose one another. Students will be asked to write a creative poem in response
completing this task? to the conflicting voices in the world that shape our perspective. Students will include one stanza
R Role about how they personally make sense, or try to make sense of the voices around them. Students
What role (perspective) will your will be marked on a rubric that includes an aspect of critical analysis of themes and content
students be taking? displayed throughout the content studied in the unit. Since this will be the last content we look at
A Audience in the unit students will be able to incorporate the different perspectives represented in all the
Who is the relevant audience? literature.
S Situation
Another key means of assessment for me will be the exit slips that students fill out in response to
The context or challenge provided to
the student. the literature we talked about during the lesson and the question that I ask them. In these exit slips
I expect concise thoughts that are clearly reflective of being present in class. I will base part of
their participation grade on these exit slips as I require thoughtful answers of at least 4-5
sentences. Thus, I will be able to see if students are making further connections to class, and I will
P Product, Performance be able to interact with their thought process and see what stood out most to them, or what they
What product/performance will the found to be a challenge. In this way, too, I will be able to gauge where the students are at and will
student know if I need to change the questions that are asked.
create?

S Standards & Criteria for

Success Attach rubric to Unit Plan
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

- Students will submit an exit slip at the end of each class
highlighting something they are taking away from the
lesson
- There are 3 semi-substantial assignments in the unit, and
will be graded on rubrics.
- Finally, students will reflect on their participation with each
assignment and with the unit at the end. These reflections
will make up part of their participation mark that will be
compiled during in class discussions.
- Throughout the lessons we will stop and see how learning
is going by using: a show of hands, Think-pair-share, asking
students if they are understanding etc.
- After completing each mini assignment in the lessons
students will fill out a self-assessment sheet answering
three questions. 1) How should my effort put into this
assignment be reflected in my grade? 2) What aspects of
my writing did I improve on since my last assignment? If
none, why? And 3) How has this contributed to the way
that I make sense of the world? The aim with these big
questions is to try to get students to consider the
importance behind their learning and to take ownership of
it.
- For the final project students, will submit an artist
statement explaining why they chose to highlight certain
aspects.
- Students will write reflective journals about lessons or other
things they find to be of value to their learning.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
By this point in the class the students would be familiar with figurative language and they would have practiced locating it within stories
or poems. We would have already had experienced responding to written text in a manner that reflective of their comprehension and
connections with the literature. We would have been engaging in classroom discussion as we interact with new ideas and topics in the
class. By the end of this unit students will be deriving meaning and making sense of poetry and stories on their own. They will also be
taking steps towards reading things critically and responding with critique. Students will be able to make inferences in the text and see
how those inferences shape what is written and not written. They will start to make meaning of their own experience that shape their
perspective. Each of the students bring with them their own personal experiences or the themes in their lives that shape their
individuals perspective. As we begin to look at literature spanning different and similar themes, I need to recognize and remember that
some themes may resonate for some students more than others. I need to use discernment in how I scaffold and introduce themes. A
glaring examples of this falls within the themes in First Nations writing. I need to do my best to not paint the Aboriginal perspective as
one of victimization, but rather highlighting the resilience and courage that people are taking in sharing their own person perspectives. I
will make sure that the students know where they are going each class by identifying at the beginning of each class why we are doing
what we are doing. By giving these goals it is my hope that students would take ownership of what they are learning and exploring in the
texts and that they would find meaning behind the work we do. Before choosing the literature for the unit I would ask students to engage
in a survey of interest and knowledge with the goal of finding out what they know or think about perspective and how that is shaped.
Within this survey my students will be asked to consider what perspectives shape them; this will help to get the wheels rolling. I
anticipate needing to address individual issues such as racism and prejudice, ignorance and disengaged or uninterested learners.
Perhaps students will feel that these perspectives in the unit do not correspond with their perspectives and experiences. These trials may
result in indifference to the content or even thinking about how their personal world view is shaped; let alone worldview in general. I
think that learning will occur best in the classroom, however I dont think that conventional rows will be particularly helpful in creating
discussion around these themes and perspectives. Rather than rows I think that I would set my classroom desks up in a circle
(Depending on the size- if it is a large class I might organize desks in pods of four). I think that these arrangements would be particularly
helpful because students would be able to see the faces of who they are talking to, making it easier for them to have open dialogue. In
these formations I think students might also learn to trust each other and would feel more comfortable with sharing their thoughts and
ideas.
How will you engage students at the beginning of the unit? (motivational set)

I will have my students engage in an activity where they will be broken up into groups where they will read a childrens books and
discuss the themes present in the books. The point of this activity is to have the students identify that there are themes in literature,
even childrens picture books. Once each group has decided on the themes the students will present in their books, identifying the
themes and how those themes impacted the stories they read. The stories I will include are:
The Heart and the Bottle by: Oliver Jeffers emotions, love, loss, death, acceptance and rediscovery
The Bernstein Bears and the Truth by: Stan and Jan Bernstein truth, trust and broken trust
What Does it Mean to be Kind by: Rana DiOrio kindness, friendship, relationships
Oh, The Places Youll Go by: Dr. Seuss future, hope, opportunity
By doing this I hope that the students will start thinking more about themes. Because the students will already be familiar with figures of
speech they will already know what themes are. The take away from this activity is that students will see that themes are everywhere in
literature. This will give the students a chance to teach each other and to make discoveries together rather than it being a starting
lesson that is led by the teacher. By using childrens books I hope to give students a new perspective and something different than what
they are used to reading before we explore Literature by Canadian authors with Canadian-eques themes.

What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Introduction 5-10 min: what is a theme? what is the purpose in having themes in books and DT;DI&I The Heart and the
to Themes stories? How do we recognize themes? Think-Pair-Share, while writing Bottle -Oliver Jeffers;
responses on the board. The Bernstein Bears
15 mins: hand out Childrens stories and allow time for students to read and and the Truth -Stan
discuss themes in the stories. Get them to highlight what themes they see in and Jan Bernstein;
their story and why. What Does It Mean to
20-25 mins: Students present their books and themes (15 mins.; 4 mins. each be kind?- Rana
group) followed by 10-minute group discussion about themes and introduction to Diorio; Oh, The Places
the unit, leaving students to think about what themes are present in their own Youll Go- Dr. Seuss
lives.

PGP Goals:
1.2 Ethical behavior and the ability to work in a collaborative manner for the
good of all learners
2.2 Proficiency in the Language of Instruction
 3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and
support their growth as social, intellectual, physical, and spiritual beings
4.1 Knowledge of Saskatchewan curriculum and policy documents and applies
this understanding to plan lessons, units of study and year plans using
curriculum outcomes as outlined by the Saskatchewan Ministry of Education

2 Canadian 5-10 mins: Introduce Unit further, telling students that we will be looking at DT; Stanislowski vs.
Themes literature by Canadian authors, that speak to themes within Canada. What is DI&I Grenfell Larry
Canadian? How would you describe Canadian culture? Quick write pass (~1 min. Warwaruk
intervals- passing paper to students sitting at table pod so that ideas can be PPT: Canadian Images
shared and encouraging diverse answers.)
5-7 mins: Do you think culture has an influence on themes that arise in
literature? Quick write pass (~1 min. intervals- passing paper to students sitting
at table pod so that ideas can be shared and encouraging diverse answers.)
5-7 mins: PPT Images of Classic Canadian Culture (hockey, poutine, Multicultural,
Maple leaf, Maple Syrup, Farmers, Polar Bears, Igloos, Eh?, sorry, m etc.)
Explaining that these are symbols of what Canada is known for.
20-25 mins: Intro/Read Stainslowski vs. Grenfell Class discussion to follow
- what is happening in the poem?
- What are some of the problems with what the writer is suggesting with
what we have defined as cultural to Canada?
- Are there any themes in this poem?
- Has culture shaped any of these poems?
2 min: Closing take away: Exit Slip allow time for students to think about
themes in the poem and how culture shapes themes.

PGP Goals:
1.2 Ethical Behavior and ability to work in a collaborative manner for the good of
all learners
2.4 ability to use technologies readily, strategically and appropriately

3 The Private 5-7 mins: Intro Story The Painted Door - Sinclair Ross. Give background to the DT; The Painted Door -
Life Author, emphasizing he is a Canadian author. DSR; Sinclair Ross
Experience 20-25 mins: Read story DI&I
(1/2) 15 mins: Discussion/ Identifying themes
- Isolation
- Loneliness
- Betrayal
How do these themes play out in where we live?
How/ where in the story can we identify mentioned themes?
2 min: Closing take away: Exit Slip One insightful sentence describing what you
think a character in the story would have felt during the snowy night.

PGP Goals
2.1 Knowledge of Canadian History, especially in reference to Saskatchewan and
Western Canada
3.1 the ability to utilize meaningful, equitable, and holistic approaches to
assessment and evaluation
4 5-7 mins: Intro Story Pencil Crayons- Robert Currie. Give background to the DT; Pencil Crayons-
The Private Author DSR; Robert Currie
Life 15-20 mins: Read story DI&I
Experience 15-20 mins: Discussion/ Identifying Themes
(2/2) - Isolation
- Family conflict
- Small town life
- Disappointment
Intro assignment that will follow the two short stories. Students will do a two-
part assignment. First part) students will compare and contrast the two stories
including theme and other elements of story. Second part) students will choose
one story to create a POV Character change where they write a concise
paragraph about a characters perspective based one theme (ie. Mother in PC
writes about isolation from drunk husband) *Exercise it to get students to think
from anothers perspective, while considering the thematically elements in their
lives. Students will receive an assignment sheet with a personal evaluation to be
filled out when handed in.
2 min: Questions/ Closing take away: Exit Slip- The perspective that the student
thinks they will write POV from, as well as theme.

PGP Goals:
1.4 a commitment to service and the capacity to be a reflective, lifelong
learner and inquirer
3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and
support their growth as social, intellectual, physical, and spiritual beings

5 First Nations 5-15 mins: Discussion/ Introduction to First Nations Poetry. DT; I Lost My Talk Rita
Poetry - Do you think that authors write based on their experiences or personal DI&I; Joe
(1/2) perspective? DSR
- What shapes peoples perspectives?
- What sort of things happen in peoples lives to bring about different
themes?
- How might trauma shape the themes that an author writes from?
- What kind of trauma can we think of that is prevalent in Saskatchewan,
or Canada?
- Brief history of Residential schools- church run schools that existed to kill
the Indian in the child, removal of family, culture, faith/ beliefs.
2 mins: Intro/ background on author
30 mins: Read/ Discuss themes in I Lost My Talk Rita Joe
- Loss of language
- Culture
- Identity and voice in residential school
3 mins: Closing take away: Exit slip What has shaped themes in your life? ~1-
minute turn to a partner and discuss how you would feel if you had been a part
of the residential school era.

PGP Goals
1.2 ethical behaviour and the ability to work in a collaborative manner for the
 good of all learners
2.1 knowledge of Canadian history, especially in reference to Saskatchewan and
Western Canada
2.3 knowledge of First Nations, Mtis, and Inuit culture and history (e.g.,
Treaties, Residential School, Scrip and Worldview)
2.5 knowledge of a number of subjects taught in Saskatchewan schools
(disciplinary/interdisciplinary knowledge)
3.1 the ability to utilize meaningful, equitable, and holistic approaches to
assessment and evaluation
6 First Nations 12 mins- Introduce Canadian Indigenous poet, Vera Wabegijig and her online DT; Blog:
Poetry (2/2) platform https://verawaabegeeshig.wordpress.com DI&I https://verawaabegees
- Indigenous Love themes of kinship, love, historical trauma hig.wordpress.com
- Napowrimo-Niizah (two) themes of nature and resilience Youtube Video:
Discuss this contemporary perspective and talk about poetry https://www.youtube.c
20 mins- Introduce rap music as another form of poetry. Explain the social om/watch?
implications or perspective that a lot of rap music is directed towards. Introduce v=ouZ8BDjNCCU
Canadian indigenous rapper Eekwol. Highlighting that a lot of her music is Lyrics: I Will Not Be
created to offer First Nations people, specifically women, a positive alternative to Conquered - Eekwol
negative, and violent stereotypes.
- Show music video from youtube: I Will Not Be Conquered
https://www.youtube.com/watch?v=ouZ8BDjNCCU
Discuss themes that come out of the lyrics- Resilience, healing, fighting back
15 mins: have students find a partner and create a Venn diagram comparing the
themes from I Will Not Be Conquered and I Lost My Voice (~7 mins) and then
allow time for students to attempt to respond to these conflicts by writing their
own acrostic poem using a shared theme from what they find in the Venn
diagram

~2 mins: Closing take away: Exit slip- Open statement what did you learn
today?

PGP Goals
2.3 knowledge of First Nations, Mtis, and Inuit culture and history (e.g.,
Treaties, Residential School, Scrip and Worldview)
2.4 ability to use technologies readily, strategically and appropriately
4.2 the ability to incorporate First Nations, Mtis, and Inuit knowledge, content
and perspective into all teaching areas
7 Settlement 5 mins: Introduce Canadian poets that we will be looking at in the last section of DT; The Maple Tree A
Poetry / the unit. Susana Moodie, F.R. Scott, John Newlove, and Archibald Lampman. DI&I Canadian Song-
Voices of the Emphasize that even though these poets wrote a long time ago the themes they Susana Moodie
past write about are based on perspectives that have shaped the way people live and Heat- Archibald
(1/2) think. Lampman
20 mins: Introduce poem The Maple Tree A Canadian Song- Susana Moodie
Have students read it on their own and then pull it together for (~7mins)
discussion of themes
- Patriotism, developing
- Symbolism
- Relations with others
- Relations with land
- Nature
20 mins: Introduce Heat- Archibald Lampman - Have students read it on their
own and then pull it together for (~7mins) discussion of themes
- Nature
- Cycle of life
- Power of nature
- Conflict: person vs. nature
5 mins: Closing take away: Exit Slip- how is the theme of Nature different in both
poems?

PGP Goals
2.1 knowledge of Canadian history, especially in reference to Saskatchewan and
Western Canada
2.3 knowledge of First Nations, Mtis, and Inuit culture and history (e.g.,
Treaties, Residential School, Scrip and Worldview)
4.3 the capacity to engage in program planning to shape lived curriculum that
brings learner needs, subject matter, and contextual variables together in
developmentally appropriate, culturally responsive and meaningful ways
8 Settlement 5 mins: Remind students of opposing themes in previous poems the day before, DT; Samuel Herne in
Poetry/ remind students of similar themes. Ask students a thinking question- if these DI&I; Wintertime John
Voices of the themes create conflict for them for understanding of the literature. Turn to a DSR Newlove
past (2/2) partner and share. Laurentian Shield -
20 mins: Introduce Samuel Herne in Wintertime John Newlove- Have F.R. Scott
students read it on their own and then pull it together for (~7mins) discussion of
themes
- Truth
- Fable
- Isolation
- Feelings of defeat
- Internal Conflict
20 mins: Introduce Laurentian Shield - F.R. Scott - Have students read it on
their own and then pull it together for (~7mins) discussion of themes
- Settlement in a new land
- Adventure
- Labour. Work
- Wealth
5 mins: Hand out final project sheet and rubric and go over expectations for the
 project and answer questions. No Exit Slip. And Allow for day 9 of Unit to be a
work period for Final project.

PGP Goals
3.1 the ability to utilize meaningful, equitable, and holistic approaches to
assessment and evaluation
2.1 knowledge of Canadian history, especially in reference to Saskatchewan
and Western Canada
4.3 the capacity to engage in program planning to shape lived curriculum that
brings learner needs, subject matter, and contextual variables together in
developmentally appropriate, culturally responsive and meaningful ways
9

10

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?

For students who need a challenge:

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?

Resource Based Learning:

Do the students have access to various resources
on an ongoing basis?

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?

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

Intro assignment that will follow the two short stories. Students will do a two-part assignment. First part) students will compare and
contrast the two stories including theme and other elements of story. Second part) students will choose one story to create a POV
Character change where they write a concise paragraph about a characters perspective based one theme (ie. Mother in PC writes
about isolation from drunk husband) *Exercise it to get students to think from anothers perspective, while considering the thematically
elements in their lives. Students will receive an assignment sheet with a personal evaluation to be filled out when handed in.