Les Lo4

McGill University
Learning Evaluation Situation: Romance
Chris Mastoropoulos
Nastasia S.
Amanda G.
Hannah P.
Erica G.
EDES 461
14 February 2018
Mastoropoulos, Schreiner, Garrido, Palmer, and Gudemi 2
Contents
Context ……………………………………………………………………………....................... 3
Goals ………………………………………………………………….......................................... 3
Big Idea, Key Results, Enduring Understandings, and Essential Questions ……………………. 4
Timeline ………………………………………………………………………………................. 6
Bullying and Again and Again Lesson Plan ….…………………………………………………. 9
Family & Home and Contrasts & Contradictions Lesson Plan .…….…………………………. 14
Love & Memory Moments Lesson Plan .………….……………………………...……………. 19
Relationships & Aha Moments Lesson Plan …………………………………………………... 23
Identity & Tough Questions Lesson Plan ……………………………………………………… 30
Romeo & Juliet and Words of the Wiser Lesson Plan ……...…………………………...……... 34
Works Cited …………………...……………………………………………….......................... 41

Learning Evaluation Situation: Romance
CONTEXT
When planning our learning evaluation situation, we envisioned teaching it in an urban
high school in Ville St-Laurent to a group of Secondary 3 English Language Arts students. As
such, the student body would consist of diverse cultures and ethnicities, and students would be
coming from typically lower to middle class socioeconomic backgrounds. We’d be reading
Eleanor & Park by Rainbow Rowell, and then we’d watch Romeo & Juliet directed by Baz
Luhrmann. Also, it’s important to note that when planning for this unit we wanted to teach it to
an enriched group and we wouldn’t have any students with learning exceptionalities that need
specific, individualized intervention during instruction. Instead, we differentiated our lessons
based on diverse learning styles and preferences.
GOALS
Our learning evaluation situation addresses three of the subject specific competencies based
off of the Quebec Education Program. Students will use language/talk to communicate and to
learn, will produce texts for personal and social purposes, and will read and listen to written,
spoken, and media texts. In terms of the cross curricular competencies, students will mainly use
information and creativity, utilize information and communication technologies, and will
cooperate with others.
As for the progressions of learning, our focus was three-fold. Specifically, students will
“draw on needed background knowledge and experiences related to the social, cultural and/or
historical context in which [they were] produced in order to read critically (SELA Progressions
of Learning 7). Also, students will “draw generalizations and conclusions based on textual
evidence” (SELA Progressions of Learning 7). Lastly, students will substantiate [their] own
ideas and opinions using textual evidence (SELA Progressions of Learning 8).
BIG IDEA, KEY RESULTS, ENDURING UNDERSTANDINGS, AND ESSENTIAL QUESTIONS
When planning out our unit, we came up with a big idea that is twofold. We wanted our
LES to revolve around the human identity and how it is shaped by external factors, as well as the
challenge of defining healthy relationships. The two are explicitly correlated, and we’d be
uncovering them simultaneously via satellite texts, activities, and assessments.
As for the key results of the unit, we want students to successfully be able to challenge
stereotypes about romance and healthy relationships. Also, it’s important for students to gain a
greater awareness of their own identity and positionality in order to achieve the former. The
enduring understandings are closely related to both the big ideas and the key results, as we want
students to understand that one’s identity is defined by their lived experiences (and in turn,
external factors). Secondly, we want them to be critical of relationships that are portrayed in
popular culture.
In order to get students from the big idea to an enduring understanding, we’ve created a
list of overarching and topical questions that will guide our thinking throughout the unit. They
are as follows:
Overarching:
1. In what way is our identity defined by external factors? What factors might shape
one’s identity?
2. What does a healthy relationship between two people look, feel, and sound like?
Topical
1. To what extent does one’s family situation shape their futures?

2. How does the home factor into youths’ lives?
3. What does bullying reveal about one’s identity?
4. Is love a required criterion for relationships?
5. Why do people resort to violence in relationships?

GENERAL TIMELINE
 January 9th – January 12th: We will start the unit with teaching our students about the
context of this novel. We will do an expert group activity based on life in American in the
1980’s. This will take approximately two classes.
 Students will be split in five groups
 Students will each have a topic
i. Political context
ii. Social/Cultural context (i.e. Religion, for example)
iii. Economic context
iv. Popular Culture (Advertisements, Music, etc.)
v. Physical context (Setting, location)
 Students will research their topic, and then present their findings to the rest of the
class.
 January 15th – January 19th: We will start reading the novel (our first core text)
 Chapters 1-9
i. Review of Again and Again Signpost
ii. Discuss what we know about the characters so far
iii. Do a character chart activity
iv. See Appendix A for the lesson plan on bullying.
 January 22nd – January 26th: Continue reading of the novel
 Chapters 10-20
i. Review of Contrast and Contradiction Signpost
ii. Discuss how Park and Eleanor’s relationship starts to change

a. How is he helping her?
iii. What do we learn about Eleanor’s home life and her family?
iv. See Appendix B for the lesson plan on family and the home
 January 29th – February 2nd: Continue reading of the novel
 Chapters 21- 30
i. Reading of one text and viewing of one video related to the idea of
identity (The Bear that Wasn’t, and The Danger of a Single Story)
ii. Guiding questions for critical reflection
a. How have Eleanor and Park’s identities changed throughout the
first half of the novel?
b. How have they shaped each other’s identities?
 February 5th-16th: Continue reading of the novel
 Chapters 31-44
i. Review Memory Moments Signpost
ii. Discuss the theme of “love conquers all”
a. How do the main characters use their love for each other to
overcome tough situations?
b. See Appendix C for the lesson plan on love
 February 19th – March 2nd: Finish reading of the novel
 Chapters 45-58
i. Review Aha Moments Signpost
ii. Discuss the representation of healthy vs. unhealthy relationships
throughout the novel, and the issue of abuse

iii. See Appendix D for the lesson plan on abuse
 March 5th-March 9th: End of book discussion and lesson
 Review of Tough Questions Signpost
 See Appendix E for the lesson plan on identity
 March 12th-March 16th: Cumulative Assignment
 Review of Words of the Wiser Signpost
 Second core text – segment from the Romeo and Juliet movie
 See Appendix F for our lesson plan on Romeo & Juliet & the cumulative
assignment
LESSON PLANS, EVALUATIONS, AND RUBRICS
Appendix A:
Bullying and Again & Again in Eleanor & Park
SUBJECT TEACHER GRADE DATE

English Language Erica Guddemi 9 (Secondary 3) February 2018
Arts
ENGLISH LANGUAGE ARTS QEP COMPETENCIES ADDRESSED:

- Uses language/talk to communicate and to learn.
- Reads and listens to written, spoken, and media texts.
- Produces texts for personal and social purposes.
GOALS - Students will challenge stereotypes about romance and

healthy relationships.
- Students will gain a greater awareness of their own
identity and positionality.
OBJECTIVES - Students will explore the definition of bullying

- Students will analyze a slam poem
- Students will utilize the signpost “Again and Again” to
analyze poem
- Students will learn how to use research to construct
arguments
ACADEMIC - Define, identify, word cloud, bullying, relationships,

LANGUAGE empathy, adolescents, debate, rebuttal, argument,
DEMANDS research
TEXTS - Eleanor & Park by Rainbow Rowell

- Aija Mayrock Bullying video (see appendix)
MATERIALS - Paper
TECHNOLOGY - Smartboard
- Laptop cart or library visit
Mastoropoulos, Schreiner, Garrido, Palmer, and Gudemi10
INSTRUCTIONAL Period 1
SEQUENCE (75
MINUTE PERIOD) Bullying Word Cloud (15 minutes): I will begin the
class with a word cloud on the Smartboard showcasing the
word “Bullying”. I will ask the class “What do you think of
when you think of the word bullying?” In the form of a
class discussion, their ideas and definitions will be
included in the word cloud. Then I will ask the class to
discuss amongst themselves with the following probing
questions;
“How might an individual be affected by bullying?”
“What kind of relationship does one have with their bully?”
“Do adults perpetrate/experience bullying?”
“Do bullies only emerge as teenagers in
literature/movies/tv? Why do you think that is?”
The class will then regroup, and all their new ideas will be
added to the word cloud.
Video and Discussion (10 minutes): I will then play

Aija Mayrock’s slam poem “Bullying” and briefly discuss it
with the class. The signpost “Again and Again” will be
utilized to discuss how Aija highlighted themes within
bullying.
Assign the Debate (10 minutes): Divide the class in 4

groups. The groups will be premade and will be projected
on the smartboard. Explain to the class they will be
assigned one of the following topics.
“Teachers, staff and parents have the legal obligation and
are the most powerful agents to end bullying” vs
“Students, peers and siblings have the legal obligation and
are the most powerful agent to end bullying”.
“Adolescents are cruel and insensitive and are the main

perpetrators of bullying” vs “Adults are cruel and
insensitive and are the main perpetrators of bullying”.
Explain that they will have the remainder of the period to
work on their research and to come up with 3-4 strong
arguments with supporting facts and details for the debate
next class.
Go Over Rubric (10 minutes): -Read the rubric aloud

with the class, while asking them to highlight important
things. Ensure they understand what is expected of them.
Research and Group Work (30 minutes): In their
groups, students will need to research the topic at hand
and find any related laws, facts, statistics, evidence,
studies and cases that will strengthen their debate.
Explain to them that no formal writing component will be
handed in however they should be writing down all their
arguments to increase the flow and clarity of the debate.
If they don’t finish, they must divide work and finish for
homeowkr.
Period 2
Groups 1 Debate (35 minutes): The first set of groups
debate which is the following topic.
“Teachers, staff and parents have the legal obligation and
are the most powerful agents to end bullying” vs
“Students, peers and siblings have the legal obligation and
are the most powerful agent to end bullying”.
Groups 2 Debate (35 minutes): The second half of the

class will allow the second set of groups the following
topicl
“Adolescents are cruel and insensitive and are the main
perpetrators of bullying” vs “Adults are cruel and
insensitive and are the main perpetrators of bullying”.
FORMATIVE & - Formative Assessments

SUMMATIVE I. The Word Cloud will assess student knowledge
ASSESSMENT
II.
The Jeopardy review game will assess students’
ability in identifying main events and themes in
The Outsiders chapters 1-10.
- Summative Assessments
I. The Debate
DIFFERENTIATION - Visual elements on smartboard

- Instructions written and read aloud for auditory and
visual learners to gain an understanding of the
instructions.
- Students will work in groups for the debate to
accommodate those who learn best in group settings.
Interpersonal learners can also begin to feel as though
they can contribute and benefit from the class in a way
that is easiest for them to learn.
- Students who need additional time for research
component can complete it at lunch to accommodate
those who need extra time when completing tasks.
- The debate will assist learners who flourish with oral
presentations.
- The rubric will be both read aloud and followed along
with the students. Teacher will tell them what to
highlight to assist learners who have difficulty with
what the instructor’s expectations are for the
assignment.
RUBRIC FOR CLASSROOM DEBATE

Criteria 5 points 4 points 3 points 2 points 1 point
Informatio All information Most Most information Some information Information had
n presented in this information presented in the was accurate, but some major
debate was clear, presented in the debate was clear there were some inaccuracies or
accurate and debate was and accurate, but minor relevance to the
thorough. Every clear, accurate was not usually inaccuracies. topic was unclear.
major point was well and thorough. thorough. Every Some points were
supported with Every major major point was supported well,
several relevant facts, point was supported with while others were
statistics and/or adequately facts, statistics not.
examples. supported with and/or examples,
relevant facts, but the relevance of
statistics and/or some was
examples. questionable.
Rebuttal All counter- Most counter- Counter-arguments Some counter- Counte-arguments

arguments were arguments were were accurate and arguments were were not accurate
accurate, relevant and accurate, relevant, but the weak and and/or not
strong. relevant and majority were weak irrelevant to the relevant.
strong. and/or obvious. topic.
Organizati Thoughts and Thoughts and Thoughts and Thoughts and Debate was
on arguments were arguments are arguments are arguments are all difficult to follow
presented coherently. mostly adequately coherent over the place. and incoherent.
All group members presented and organized. Group members Group members
are well prepared coherently. Group members are are not adequately are not prepared
Group members prepared but read prepared. and lack fluidity.
are prepared but off a paper too
lack fluidity at often and lack
times. fluidity.
Group members Most group All group members Group members Group members
communicate members communicate communicate communicated
Presentatio effectively with great communicate effectively with effectively for the ineffectively with
n Style vocal tone, pitch, effectively with adequate vocal most part with poor vocal tone,
pace, volume, great vocal tone, tone, pitch, pace, vocal tone, pitch, pitch, pace,
inflection, and pitch, pace, volume, inflection, pace, volume, volume,
articulation. volume, and articulation. inflection, and inflection, and
inflection, and articulation with a articulation.
articulation for few instances of
most of the
presentation.
Respect All statements, body Statements and Most statements More than 2 Statements, body
for the language, facial responses were and responses were instances of language, facial
Other expressions and respectful, but respectful and in disrespectful body expressions,
Team responses displayed one instance of appropriate language, facial and/or responses
respect for the other disrespectful language, but there expressions, consistently
team and appropriate body language was one sarcastic and/or displayed
language was used. or facial remark and/or disrespectful disrespect.
expression inappropriate body responses
occurred. language. occurred.
Appendix B:
Family and Home – Contrasts & Contradictions in

Eleanor & Park

English Language Amanda Garrido 9 (Secondary 3) January 26, 2018
Arts
LEARNING CONTEXT
- Public urban high school in Ville St-Laurent.
- Students from typically lower to middle class socioeconomic backgrounds.
- Multicultural student body.

OBJECTIVES - Students will be able to empathize with diverse

characters and identities by studying and analyzing the
“contrast & contradiction signpost” in Eleanor and Park.
- Students will learn how to identify the similarities and
differences that exist between Eleanor and Park’s family
and apply their findings to the relationships that exist
around them.
- Students will understand the impact of social class upon
individuals and families and learn that despite economic
differences, all individuals share similarities in terms of
wants and needs.
ACADEMIC - Define, identify, features, mapping, graphic organizer,

LANGUAGE empathize, describe, “Contrast and Contradiction,”
DEMANDS evaluate, reconsider.

- Projector/Adapter
MATERIALS
- Video Clip
TECHNOLOGY - Venn diagram worksheet
INSTRUCTIONAL Family and Home – Diversity Discussion (10

SEQUENCE (75 minutes):
MINUTE PERIOD) Ask students how they would define diversity:
Possible answers- Diversity of experiences, viewpoints,
backgrounds, interests, age, sex, socioeconomic status,
geography, religion, sexual orientation, race, etc.
Ask students to list their answer on the board. Once all
answers are listed on the board, ask students which of the
listed responses can apply to Eleanor and Park’s family.
How do Eleanor and Park’s family differ from each other?
Why might these differences be important to the story?
Understanding Diversity and Social Class – Video (10
minutes)
This video will help students understand how one’s social
class can impact their life. In many ways, Eleanor and
Park’s different lifestyles and issues reflect their varying
levels of social class, therefore, it is important that
students learn about how social class can affect one’s
lifestyle, choices, and values.
https://www.youtube.com/watch?v=0a21mndoORE&t=164
s
Quotes on Home and Family (Eleanor and Park) –
Group Work (15 minutes)
- In groups, students will discuss and analyze quotes
from the novel Eleanor and Park that reflect the
different types of home and families Eleanor and Park
come from. Groups will share their answers with the

class.
1) “Every Sunday, they got dressed up, in nice pants and

sweaters, and had dinner with their grandparents. “ (20.15)
2) “That's how Park's dad came home every night, like the dad in a
sitcom. (Lucy?)” (6.25)
3) “It was just too much. Meeting his pretty, perfect mom. Seeing
his normal, perfect house. Eleanor hadn't known there were
houses like that in this crappy neighborhood—houses with wall-
to-wall carpeting and little baskets of potpourri everywhere. She
didn't know there were families like that” (21.121).
Contrast & Contradiction Discussion (15 minutes):
At first, Park's family doesn't approve of Eleanor; however,
as the story progresses, Park’s family begins to alter their
attitude towards Eleanor as they slowly begin to accept
her. As a group, we will discuss what causes Park’s family
to change their attitude towards Eleanor. Discussion
questions will include the following: why were Park’s
parents initially disturbed by Eleanor’s unconventional
appearance? Why did Park’s mom particularly have a hard
time accepting Eleanor? How does Park’s mom attitude
change when she gets a glimpse of Eleanor’s family? How
does Park’s mom relate to Eleanor? How does Park’s family
treat Eleanor in the end and why? This activity helps
students begin to realize some of the similarities Eleanor
and Park may share.
Venn Diagram Assignment (30 minutes):
Students will be asked to complete a Venn diagram that
displays the similarities between Eleanor and Parks family.
Students will have to list 7 facts for each section (3)–
differences and similarities. In addition, students will have
to complete captions associated with the facts in order to
explain and reflect on their choices. Students may work
alone or in groups of 2-3. Students will have to submit the
assignment next class. Rubric is attached below.

SUMMATIVE - Class discussion
ASSESSMENT - Group work – analyzing quotes
Summative Assessments
- The Venn diagram assignment (Rubric below)
DIFFERENTIATIO - Students or groups of students who need additional
N time to complete the assignment may complete it
during lunch in order to provide additional work time
to those in need.
- Students may choose to work in groups of 2-3 for this
assignment in order to accommodate various learning
behaviors and to share knowledge.
Rubric for Venn diagram Poster (Compare and Contrast)
Category Exceeds Meets Below Below

Expectations Expectations Expectations Expectations
20-18 17-15 14-12 11 – 0
Content/ At least 7 At least 6-5 At least 4-3 2 > specific
Relevance to specific specific examples specific examples examples from
novel examples from from the novel from the novel the novel are
the novel are are displayed on are displayed on displayed on the
displayed on the the chart for each the chart for each chart for each
chart for each section (3). section (3). section (3).
section (3).
Organization/ Graph is Graph is correctly Graph is labelled Graph is
Labels correctly labelled labelled and and drawn but incorrectly
and drawn. The drawn. The graph contains errors. labelled and
graph includes includes captions The graph contains errors.
captions that that describe and contains some Graph contains
accurately explain the captions that little to no
describe and content being describe and captions that
explain the displayed. explain the describe content
content being Captions contain content being being displayed.
displayed. details as to why displayed. Captions are
Captions contain certain elements Captions lack missing or too
significant were chosen. detail as to why vague.
details as to why certain elements
certain elements were chosen.
were chosen.
Level of Graph Graph Graph Graph lacks
Reflection demonstrates demonstrates demonstrates ideas and
/Ideas strong ideas ideas supported basic ideas analysis.
supported by an by an appropriate supported by
in depth analysis level of analysis simple analysis of
of the text. of the text. the text.
Conventions Author makes Author makes Author makes Author makes

virtually no few errors in some errors in excessive errors
errors in grammar, spelling grammar, spelling in grammar,
grammar, or punctuation or punctuation spelling or
spelling or that distract the that distract the punctuation that
punctuation that reader from the reader from the distract the
distract the content. content. reader rom the
reader from the content.
content.
Note: This assignment is worth 15% of the final grade.

Appendix C:
Love and Memory Moments in Eleanor & Park

English Language Nastasia Schreiner 9 (Secondary 3) February 16, 2018
Arts
LEARNING CONTEXT
- Public urban high school.
- Students will challenge stereotypes about romance and

GOALS healthy relationships.
- Students will be able to describe their definition of “true
OBJECTIVES love” through a short journal activity
- Students will be able to discuss the signs of love, and
how love helps people in tough situations, by studying a
few “Memory Moments” in Eleanor and Park.
- Students will be able to discuss the ways that love and
strong connections can help characters overcome life’s
greatest obstacles, or sometimes help them escape from
reality, by studying a few “Memory Moment” in Eleanor
and Park.
- Students will be able to evaluate the progression of their
own learning by being asked to reconsider their initial
descriptions of true love and identifying whether a
change in their view resulted from a greater awareness,
in studying this novel.
- Define, identify, describe, awareness, describe, “Memory
ACADEMIC Moment”, evaluate, and reconsider.
LANGUAGE
DEMANDS
- Eleanor & Park by Rainbow Rowell

TEXTS - Article (See Appendix 1)
MATERIALS - Poem (see Appendix 2)
- Smartboard
TECHNOLOGY
INSTRUCTIONA What is true love to you? (10 minutes): I will begin the
L SEQUENCE class by asking students to write down what they think true
(75 MINUTE love is, and why they think so. They will also write down
PERIOD) examples of true love that they may have seen in real life,
movies, television, etc. Then, I will turn their attention to
Chapter 44 of Eleanor and Park.
Memory Moment Total Group Discussion (15 minutes):
As a total group, we will read over Chapters 15 and 44 of
Rowell’s novel. We will discuss the two memory moments,
and what it shows about the characters. Also, we will talk
about memories in general, and how they are triggered, how
they make us feel, help us, keep us going, etc.
“Wednesday night wasn’t the worst. Park had taekwondo,
but Eleanor still had Park, the memory of him, everywhere.
(Everywhere he’d touched her felt untouchable. Everywhere
he’d touched her felt safe.)” –Chapter 44
“As soon as he touched her, he wondered how he’d gone this
long without doing it. He rubbed his thumb through her palm
and up her fingers, and was aware of her every breath. Park
had held hands with girls before. Girls at Skateland. A girl at
the ninth-grade dance last year. (They’d kissed while they
waited for her dad to pick them up.) He’d even held Tina’s
hand, back when they “went” together in the sixth grade.
And always before, it had been fine. Not much different from
holding Josh’s hand when they were little kids crossing the
street. Or holding his grandma’s hand when she took him to
church. Maybe a little sweatier, a little more awkward.” -
Chapter 15
Article/Poem Reflection (10 minutes): Students will
read one article and one poem given to them.
1) https://www.huffingtonpost.com/bridget-fitzgerald/love-
conquers-all_b_11597658.html
2)
https://www.poetryfoundation.org/poetrymagazine/poems/4
9493/i-carry-your-heart-with-mei-carry-it-in
Text Discussion (15 minutes): In small groups, the

students will discuss the article and poem, how they
compare, and what the overall message is. Then they will
relate both to Eleanor and Park. Then, they will share with
the class.
Homework: Students will make a creative poster that in
some way displays pictures of the people they love on it.
Along with the poster, they will write a two-page reflection
about what they remember about these people, why they
love these people, and how they have changed their lives (it
could be romantic love, platonic love, familial love, etc.)
Lastly, they will compare this in some way to a “Memory
Moment” in Eleanor and Park.
- Formative Assessments
FORMATIVE & III. Writing exercise at start of class
SUMMATIVE IV. Class discussions
ASSESSMENT - Summative Assessments
II. Homework – poster and written reflection (See
Appendix 3)
DIFFERENTIATI - Instructions written and read aloud for auditory and
ON visual learners to gain an understanding of the
instructions.
- Students will work in groups for the article discussion to
accommodate those who learn best in group settings.
Interpersonal learners can also begin to feel as though
they can contribute and benefit from the class in a way
that is easiest for them to learn.
- Students who need additional time for the homework can
be accommodated.
- The homework will accommodate learners who learn best
through creativity (creating a poster)
Writing Prompt: “Write a reflection about the people you love the most in your life. Discuss
why you love them, and a memory you have of them that is important to you. Compare this to a
‘Memory Moment’ in Eleanor and Park, when a character is reminiscing about a moment with
someone they love. Lastly, create a poster displaying those people in your life that you truly
love, and have changed your life in some way.”
Rubric for Homework Assignment
Criteria Excellent Above Average Average Below Average
Depth of Demonstrates a Demonstrates a Demonstrates a Demonstrates little

reflection conscious and thoughtful basic or no understanding
thorough understanding of understanding of of the writing
understanding of the writing the writing prompt and subject
the writing prompt and the prompt and the matter. Little or
prompt and the subject matter. subject matter. none of the elements
subject matter. Most of the Some of the of the task are
All the elements elements of the elements of the present in the
of the task are task are present task are present writing. This
present in the in the writing. in the writing. reflection needs
writing. revision.
10-9 8 7-6 5>
Relation to Use of specific Use of some Use of some Use of vague or
novel examples from relevant acceptable incomplete examples
the novel to examples from examples from from the novel,
make the novel to the novel to connections to
connections to make make personal experiences
personal connections to connections to are weak.
experiences. personal personal
experiences. experiences.
10-9 8 7-6 5>
Language use Demonstrate Demonstrate Demonstrate Demonstrate little or
and Conventions control of the control of the limited control no control of the
conventions conventions, of the conventions, making
with essentially exhibiting conventions, comprehension
no errors, even occasional errorsexhibiting almost impossible.
with only when using frequent errors
sophisticated sophisticated that make
language. language. comprehension
difficult.
10-9 8 7-6 5>
Significance of Poster is well Poster is done Poster is done, Poster is not done
Poster done, colorful, and includes includes some well or incomplete,
and includes all most elements of elements of the and includes little
elements of the the task, could task, could be elements of the task,
task. be more more creative. not very creative.
creative.
10-9 8 7-6 5>
Note: This is worth 15% of your final grade.

Appendix D:
Relationships and Aha Moments in Eleanor & Park

English Language Chris Mastoropoulos 9 (Secondary 3) March 9, 2018
Arts
LEARNING CONTEXT


OBJECTIVES - Students will be able to define different types of

violence by completing the pairing exercise.
- Students will be able to extract themes of abuse from
Eleanor and Park by exploring a specific Aha Moment in
the novel.
- Students will be able to conceptualize violence as a
social problem by reflecting on the Children See
Children Do video.
- Students will be able to challenge ideas about love and
romance by extracting examples from the That’s Not
Love video.
ACADEMIC - Define, complete, extract, themes, explore,

LANGUAGE conceptualize, reflect, and challenge.
DEMANDS

- Children See, Children Do video (see appendix)
MATERIALS - That’s Not Love video (see appendix)
- Poster paper
INSTRUCTIONAL Pairing Exercise to Define Violence (10 minutes): I

SEQUENCE (75 will begin the class by doing a pairing exercise to identify
MINUTE PERIOD) types of violence. Some students will be given a cue card
with a type of violence and its description, and others will
be given cards with specific examples from the novel
Eleanor & Park. For instance, someone might get
“psychological abuse: making someone feel mentally
afraid, insecure, or unsafe” while other students get
examples that arise in the novel. They will be asked to get
up and walk around, looking for their respective match.
Once we’ve completed this exercise, we will come back as
a large group and students will share the scenarios which
correspond to the definitions.
Linking Themes from Novel with Literary Devices:
Aha Moment (15 minutes): As a total group, we will
turn our attention to chapter 48 of Rowell’s novel. This is
a crucial plot point as Park finds out that Eleanor’s
stepfather, Richie, is abusive. This relates to the previous
activity, as Park must comprehend what abuse entails. I
will ask students questions which will prompt them to
think about how this realization affects the story and its
characters. For example, how might Eleanor feel about
having her boyfriend find out about her abusive
stepfather? Why might she have been keeping it a secret?
On the other hand, how can this sudden realization
change Park’s feelings about Eleanor? Does his status now
change in their relationship? Once students gain a greater
understanding of the various forms of violence and how to
identify them in life and in the book, we will turn our
attention to the “Children See Children Do” video.
Children See Children Do Video Reflection (10
minutes): As a collective, we will watch this 1-minute
YouTube video twice over. Then, students will be asked to
write down two to four sentences answering the question
on the board: what do you think intergenerational abuse
might entail?
Children See Children Do Video Discussion (10

minutes): In a total group, we will explore the meaning
of generational abuse. Once having come up with a clear
definition of how trauma can be passed down and cause a
vicious cycle, we will reflect on how it relates to the Aha
Moment we just studied in the novel. Considering Richie’s
abusive tendencies towards his family, how might this
trickle down to affect Park and Eleanor’s relationship
(think about how the video claims that “children are
sponges”)? The point here is to get students to
understand both the cyclical nature of abuse, and to
empathize with the characters in the novel. Students will
comprehend that people are taught about relationships
and how to behave in them through their immediate
surroundings.
That’s Not Love Video + Discussion (15 minutes):
Now that the students have been able to create links
between what people learn about relationships and how
they behave in them, we will watch a video which
challenges notions of love and romance twice over. This
video demonstrates how abuse, particularly psychological,
can be mistaken for love. These notions of love are drawn
from various sources including our upbringings as well as
depictions of romance in film and literature. This video
encourages students to think critically about how
relationships are presented to them and strengthens their
ability to distinguish between healthy and unhealthy ones.
Healthy Relationships: Public Awareness Poster &
Debriefing (15 minutes): For the last 15 minutes of
class, I will describe the upcoming assignment to the
class. I will distribute a handout (attached) and read it
over out loud. In essence, students will be asked to create
a Public Awareness poster about relationships or violence
in student-selected groups of two. Students could come
up with a slogan, message, song lyrics, draw a picture or
a comic which speaks to the themes we’ve just finished
exploring in class. I will take any lingering questions, and
if there is any time left they can begin to brainstorm their
ideas for this project.

SUMMATIVE V. The pairing exercise will assess students’ ability
ASSESSMENT in defining different types of violence.
VI. The aha moment discussion will assess students’
ability in extracting themes of abuse from
Eleanor & Park.
VII. The discussion on the Children See Children Do
video will assess students’ ability to
conceptualize violence as a social problem.
VIII. The discussion on the That’s Not Love video will
assess students’ ability to challenge ideas of love
and romance.
III. Public Awareness Poster will assess students’ ability
to define different types of violence, extract themes
from Eleanor & Park, and challenge ideas of love
and romance.
DIFFERENTIATION - Visual elements on smartboard for the videos we will

be watching.
instructions.
- Students will work in groups for the pairing exercise
as well as the project to accommodate those who learn
best in group settings. Interpersonal learners can also
begin to feel as though they can contribute and benefit
from the class in a way that is easiest for them to
learn.
- The summative assessment provides students with the
creative freedom for displaying their newly learned
knowledge.
Eleanor & Park

Public Awareness Poster
Imagine you are living in Omaha, Nebraska, in the same neighborhood as
Eleanor and Park. You attend the same school as them and are on the
student council committee. Due to the recent events that have transpired
between Eleanor and Park, the student council concludes that violence is a
taboo subject that is rarely spoken about and that few people know of what
resources are available to address it within the community. Your team
decides to come up with a Public Awareness Poster to put on display. Your
team hopes that the poster will encourage community members to talk
about healthy and unhealthy relationships.
In groups of two, you must create a poster that includes:
 A clear target audience (teenagers, parents, teachers, or other)
 A slogan, message or song lyrics
 Pictures and/or a comic
 Background information about violence (statistics, definitions, etc.)
 References from the novel (Eleanor & Park)
 Make it colorful and creative!
Each team will be provided with a poster by your instructor. Your
assignments will be due on Wednesday March 7th in class. On the due date,
you will be expected to present your posters to the class. You must explain
how you came up with the idea for your poster, where you would put it
within the community, and why.
Rubric for PSA Poster:

Criteria 5 - Advanced 4 - Thorough 3 – Acceptable 2 - Partial 1 - Minimal
Effectiveness of Poster is Poster is Poster has done Poster lacks Poster barely
Poster sophisticated and effective, and a good job of details and contains any
comprehensive. It its purpose is providing some information information about
incites emotions, clear. It information on about violence. violence. In turn,
provides provides violence. Its The purpose of the purpose of the
substantial enough purpose is the work is work is unclear,
information about information visible, but a subtle and leaves the audience
violence about violence few missing therefore leaves with many
(statistics, and incites requirements the audience questions, and does
definitions, etc.), both emotions (slogan/message with some not incite emotions
and encourages and action. All , picture, and questions. Many or any sort of
some sort of of the color) take away requirements action. Most of the
action. All of the requirements from its ability (slogan/message requirements
requirements (slogan/messa to incite , picture, and (slogan/message,
(slogan/message, ge, picture, emotion and color) have not picture, and color)
picture, and color) and color) action from been met. have not been met.
have been met have been met. audiences.
with grace.
Links to Novel The poster is The poster is The poster The poster The poster makes
explicitly linked linked to makes clear makes subtle no reference to
to Eleanor & Eleanor & references to references to Eleanor & Park. In
Park. The usage Park in a Eleanor & Park. Eleanor & Park. turn, the work
of textual support meaningful The usage of However, the stands alone as a
is meaningful and way. The textual support usage of piece seemingly
strongly usage of links well with narrative pulled out of thin
reinforces the narrative the purpose of elements does air.
purpose of the elements the public not support or
public awareness evidently awareness reinforce the
poster. The two reinforces the poster. purpose of the
work together to purpose of the public
illuminate issues public awareness
of violence. awareness poster.
poster.
Connections
between the
novel and
poster are
coherent and
insightful.
Target The work The work The work The work hints The work makes no
Audience evidently targets evidently explicitly at a target attempt to target a
and is sensitive to targets a attempts to audience but specific audience.
a clear and specific target a specific does not In turn, the purpose
specific audience audience audience explicitly call of the poster
(teenagers, (teenagers, (teenagers, out to a remains in question

parents, teachers, parents, or parents, particular group and fails to
or other). In turn, other). All of teachers, or of people. In communicate a
the poster is the material other). turn, the poster message.
thoughtful and chosen is However, some leaves audiences
incites action extremely of the material with questions
from a particular suitable to the chosen may not of its purpose
group of people. target be suitable to
audience. the target
audience.
Use of Ideas are Ideas are Most of the Ideas lack Ideas are unclear
Language coherently clearly ideas are organization and and unorganized.
communicated by communicated communicated clarity. The The poster lacks an
language that is and organized. clearly; there selected form of understandable
both clear and The student may be an issue expression does form of expression,
concise. Student has expressed with not speak well and there are an
has used a form of themselves in organization. to their message, overwhelming
expression which an appropriate The students and there are number of
speaks well to fashion, and form of numerous grammatical
their message, their grammar expression is grammatical/syn /syntactical errors
and grammar and and syntax are good, and there tactical errors present.
syntax are free almost are some present in the
from error. completely grammatical/syn work.
free from tactical errors
error. present in the
work.
Reflection Students have Students have Students have Students haven’t Students haven’t
made an honest made an reflected on made an honest made any effort to
attempt at attempt at their work by effort at reflect and review
reflecting on their reflecting on explaining how reflecting on the work they’ve
work by clearly their work by they came up their work. They completed. They
explaining how explaining with their systematically haven’t explained
they came up with how they came poster. describe the how they came up
their poster. Also, up with their However, when procedure they with their poster, or
they’ve thought poster. Also, thinking about used to create where they would
about the prospect they’ve the prospect of their poster and publicize it.
of publicizing thought about publicizing their fail to make
their poster in a the prospect of poster in a meaningful
specific publicizing particular references to
domain/location their poster in location, they their thinking
and have justified a specific failed to process. Also,
their reasoning by domain/locatio communicate they struggle to
making clear and n and have their reasoning find a
logical points. justified their using relevant reasonable
reasoning and/or logical location to
sufficiently. points. publicize their
work.
Note: This is worth 15% of final grade.

Appendix E:
Identity and Tough Questions in Eleanor & Park

English Language Hannah Palmer 9 (Secondary 3) March 16, 2018
Arts
LEARNING CONTEXT


OBJECTIVES - Students will define what is identity and the key
features of what makes up one’s identity.
- Students will reflect on what they think has shaped
their identities’ as individuals in relation to their
relationships, home, experiences, and culture.

- Graphic Organizer
MATERIALS - Smartboard
TECHNOLOGY
PREVIOUSLY -Prior to this lesson, students have looked at factors which

have shaped the protagonists’ identities in the novel
Eleanor and Park. Thus far, students have looked at how
differing upbringings, the home, relationships have helped
shape each of the characters and how they interpret and

view the world.
Students have also completed reading the following short
texts on identity:
-The Danger of a Single Story
- Names and Identity
- Finding One’s Voice
- Gender and Identity
INSTRUCTIONAL Warm Up (5 minutes): The start of this lesson will begin

SEQUENCE (75 with a short brainstorming activity where students will list
MINUTE PERIOD) factors they believe to contribute to one’s identity. As
viewed previously throughout the week, students should
not have any trouble coming up with a substantial list of
items.
Identity Charts (15 minutes): Following the warm up,
students will now brainstorm what makes up their own
identity using an identity chart graphic organizer.
Essentially students will make a mind map including
elements they feel make up who they are as individuals.
Reflection Introduction/ Sign Post (15 minutes):
Students will be introduced to the assignment which
covers one of the six signposts “tough questions” also
referred to as essential questions. They will be required to
answer the following questions in their reflection:
1. What factors shape our identities?
2. What parts of our identities do we choose for
ourselves?
3. What parts are determined for us by others, by society,
or by chance?
Students will be provided with the rubric which will we will
go over as a class before students begin planning their
reflections. The reflections will be due in a week’s time.
Remainder of the period will be dedicated to
beginning the outlining stages for their reflections.

SUMMATIVE IX. Brainstorm at start of class
ASSESSMENT X. Identity Charts
IV. Written Reflection
DIFFERENTIATION - Visual example of a mind map.

- Visual elements on smartboard for explanation of the
assignment and the rubric.
instructions.
- Students who need additional time for the reflection
are permitted. However, students will be given
sufficient time to complete the reflection.
Rubric for Reflection on Identity:

Trait 5+ 5 5- 4+ 4 4- 3+ 3 3- 2+ 2 1
100 95 90 85 80 75 70 65 60 55 50 0-45
Student’s ideas are Student provides Student provides Student’s thoughts Student’s thoughts
tightly focused, well-developed logical ideas that and ideas are and ideas are random
with smoothly ideas for each song end with a random and end and end
Organization sequenced ideas choice in which all summarizing inconclusively. inconclusively.
that conclude end with a solid conclusion.
convincingly. conclusion.
Student Student Student Student Student

Content demonstrates demonstrates a demonstrates an demonstrates demonstrates a vague
a superior thorough acceptable a partial understanding of the
understanding of understanding of understanding the understanding term and gives little
the term identity the term identity term identity of the term identity. to no insight on what
demonstrated by demonstrated by demonstrated by Connections are elements shape
high-level pertinent obvious superficial and identity. Student has
connections connections and connections and insight is limited. only addressed some
and insights into insights into some insights into Student has only parts of the writing
what elements elements that elements that addressed some prompt.
shapes ones’ shape ones’ shape identity. parts of the writing
identity. Student identity. Student has not prompt.
has answered the Student has answered the
writing prompt in answered the writing prompt in
depth. writing prompt in its entirety.
depth.
Student makes Student makes Student makes Song choices are not Song choices are not
Critical critical connections critical connections vague connections well supported. well supported.
Connections and draws draws in-depth and provides Student makes Students strays from
insightful interpretation; general meaning(s) occasional allusions the text and makes
meanings; considers impact of from text; to very few allusions to
synthesizes theme, main ideas identifies obvious meaning, main ideas meaning, main ideas
theme(s), main and writer’s elements and writer’s purpose. and writer’s purpose.
ideas and writer’s purpose for song of theme, main
purpose for all song choices. ideas and writer’s
choices. purpose for song
choices.
Sustains control of Sustains control of Demonstrates Demonstrates a Control of syntax is
Written syntax throughout; syntax for the most acceptable control tenuous control of erratic; errors are
Language applies punctuation part; applies of syntax; makes syntax; shows frequent and
Conventions and capitalization punctuation, similar, repeated evidence of many extensive;
rules; spelling spelling, punctuation, punctuation, multiple and
errors, if any, are and/or spelling and /or capitalization and/or repetitive
few and capitalization rules capitalization spelling errors of punctuation and basic
insignificant; for the most part; errors that distract high spelling and /or
skilfully crafts errors, are the reader; uses frequency words; capitalization
varied sentences. noticeable but sentences with simple sentence errors are evident;
infrequent; provide similar, repetitive structures sentence structures
well-structured structures. predominate. are unclear or
sentences. awkward.
Appendix F:
Words of the Wiser in Romeo & Juliet

English Language Chris Mastoropoulos 9 (Secondary 3) February 2018
Arts
LEARNING CONTEXT


OBJECTIVES - Students will be able to identify and define the “Words

of the Wiser” signpost by completing the activity sheet
on Good Will Hunting.
- Students will be able to conceptualize the effects of a
“Words of the Wiser” moment on a text by discussing
the scene in Romeo & Juliet.
ACADEMIC - Identify, define, signpost, complete, activity,

LANGUAGE conceptualize, effects, discuss.
DEMANDS

- Romeo & Juliet (1996) directed by Baz Luhrmann
MATERIALS - Good Will Hunting (1997) directed by Gus Van Sant
INSTRUCTIONAL Words of the Wiser Think-Pair-Share (10 minutes):

SEQUENCE (75 When students come into class, we will open up a
MINUTE PERIOD) discussion about the quality of being wise. In pairs, they
will be asked to define what wise means to them, as well
as some examples of famous wise figures in popular
culture. We will then come together as a class and discuss
what students have come up with.
PowerPoint Presentation on Words of the Wiser (10
minutes): Once students have been able to identify who
they consider wise, I will present a PowerPoint
presentation on Words of the Wiser. This will be shown for
students to grasp the concepts and ideas of the signpost.
Specifically, we will outline how words of the wiser is when
a main character in a story is pulled aside and is given
serious advice by a wise figure. This advice is oftentimes
related to the theme of the story.
Identifying Words of the Wiser in Good Will Hunting
(20 minutes): In order to get students familiar with
instances of Words of the Wiser in film, we will show them
a clip of Good Will Hunting. In the scene, Sean pulls Will
aside and explains the difference between lived
experiences and vicarious experiences (of reading novels
and theories). We will give them an activity sheet to fill
out in groups of two or three.
Good Will Hunting Discussion (10 minutes): As a
total group, students will share their answers to the
activity sheet. This will assist the teacher in assessing
whether students have been able to identify and analyze a
moment of Words of the Wiser in film.
Romeo & Juliet Friar Lawrence Scene (5 minutes):
As a total group, we will watch a scene in Romeo & Juliet
where Friar Lawrence meets with Romeo after the latter is
banned from Verona. Romeo is distraught because he has
to leave his love, Juliet, behind. Friar Lawrence gives him
advice about being brave and about the consequences of
rushing into marriage.
Romeo & Juliet Scene Discussion (5 minutes): As a
total group, we will discuss how Romeo reacts to this
advice (he ignores it) and how the resulting plan ends up
killing both him and Juliet. As such, students should be
able to grasp the idea that characters don’t necessarily
have to listen to the wiser, however, the signpost still has

an effect on the story and its plot.
Assignment Description (15 minutes): For the last 15
minutes of class, we will go over the instructions for the
cumulative assignment for the unit (see attached).
Students can begin to select their groups and brainstorm
ideas if we have time.

SUMMATIVE I. The Good Will Hunting activity sheet will assess
ASSESSMENT students’ ability to identify and define a “Words of
the Wiser” moment.
II. The total group discussion on the Romeo & Juliet
scene will assess students’ ability to conceptualize
the effects of a “Words of the Wiser” moment on a
plot.
I. Video or Podcast assignment will assess students’
ability in challenging stereotypes about identity,
romance, and healthy relationships.
DIFFERENTIATION - Visual elements on smartboard for the videos we will

be watching.
instructions.
- Students will work in groups for the activity sheet as
well as the project to accommodate those who learn
best in group settings. Interpersonal learners can also
begin to feel as though they can contribute and benefit
from the class in a way that is easiest for them to
learn.
- The summative assessment provides students with the
creative freedom for displaying their newly learned
knowledge.
Eleanor & Park and Romeo & Juliet

Video or Podcast Interview
(Cumulative Evaluation)
Imagine you are hosting your own late show either by video or podcast.
You’ve been asked to conduct two interviews: one with Juliet and Eleanor,
and then another with Romeo and Park. In these interviews, you must ask
the characters significant questions revolving around themes that we’ve
explored in class, particularly abuse, love, bullying, family and home, and
identity. Questions should lead the characters to compare and contrast their
traits, emotions, and relationships. In sum, the goal of the interviews is
twofold. First, you want to inform the public about the ways in which these
different characters are products of their own respective environments
(think about setting). Second, you would like to define what a healthy
relationship between two people really looks like.
In groups of three, you must create a video or podcast which includes:
 A clear target audience (teenagers, parents, teachers, or other)
 References from both Romeo & Juliet and Eleanor & Park
 Two sets of interviews (one with Juliet and Eleanor, the other with
Romeo and Park)
 Meaningful, relevant, and original questions for the characters
 Clear audio
This project will be completed outside of class time. Your assignments will
be due on Monday April 2nd in class. On the due date, you will be expected
to present your video or podcast to the class. As such, please make sure
that you put it on a USB key or have it saved on Google Drive for quick and
easy access.
Rubric for Cumulative Assessment (Podcast or Video)
Criteria 5 - 4- 3 – Acceptable 2 - Partial 1 - Minimal

Advanced Thorough
Quality Questions Questions Questions have Questions lack the Questions are
and are are done a good job of ability to incite irrelevant and do
Relevan sophisticate effective providing some answers about not contain any
ce of d and and their information about identity and ability to incite
Questio comprehensi purpose is identity and relationships. answers about
ns ve. They clear. They relationships but Their purpose is identity and
incite provide may be lacking subtle and leaves relationships. In
emotions enough some depth. Their the audience with turn, the purpose
and provide information purpose is visible. some questions. of the work is
substantial about unclear, leaving
information identity and the audience
about relationship with many
identity and s. Purpose questions.
relationships is evident.
. Purpose is
clearly
evident.
Links The The The interviews The interviews The interviews
to interviews interview is make clear make subtle make no
Novel make linked to references to references to references to
explicit Eleanor & Eleanor & Park Eleanor & Park Eleanor & Park
links to Park and and Romeo & and Romeo & or Romeo &
Eleanor & Romeo & Juliet. The usage Juliet. However, Juliet. In turn,
Park and Juliet in a of textual support the usage of the work stands
Romeo & meaningful links well with the narrative elements alone as a piece
Juliet. The way. The purpose of the does not support or seemingly pulled
usage of usage of video/podcast. reinforce the out of thin air.
textual narrative purpose of the
support is elements video.
meaningful evidently
and strongly reinforces
reinforces the purpose
the purpose of the
of the video/podc
video/podca ast.
st. The two Connection
work s between
together to the stories
illuminate and the
themes of interviews
identity and are
love. coherent
and
insightful.
Target The work The work The work The work hints at a The work makes
Audien evidently evidently explicitly attempts target audience but no attempt to
ce targets and targets a to target a specific does not explicitly target a specific
is sensitive specific audience call out to a audience. In turn,
to a clear audience (teenagers, particular group of the purpose of
and specific (teenagers, parents, teachers, people. In turn, the the video/podcast
audience parents, or or other). video/podcast remains in
(teenagers, other). All However, some of leaves audiences question and
parents, of the the questions with questions of fails to
teachers, or questions asked may not be its purpose communicate a
other). In asked are suitable to the message.
turn, the extremely target audience.
video is suitable
thoughtful and
and speaks meaningful
to the target to the
audience. target
audience.
Use of Ideas are Ideas are Most of the ideas Ideas lack Ideas are unclear
Langua coherently clearly are communicated organization and and unorganized.
ge communicat communica clearly; there may clarity. The The video/poster
ed by ted and be an issue with selected form of lacks an
language organized. organization. The expression does understandable
that is both The student students form of not speak well to form of
clear and has expression is good, their message, and expression, and
concise. expressed and there are some there are numerous there are an
Student has themselves grammatical/synta grammatical/synta overwhelming
used a form in an ctical errors ctical errors number of
of appropriate present in the present in the grammatical
expression fashion, work. work. /syntactical
which and their errors present.
speaks well grammar

to their and syntax
message, are almost
and completely
grammar free from
and syntax error.
are free
from error.
Audio The sound is The sound The sound is rather The sound is The sound is
clear is clear for clear but has lacking clarity and unclear and is
throughout most of the between three and is muffled or muffled for the
the entire video/podc six instances of unclear on more majority of the
video/podca ast with muffled or unclear than six instances. video/podcast.
st with no one or two audio.
instances of instances of
muffled or muffled or
unclear unclear
audio. audio.

Works Cited
“Baz Luhrmann’s Romeo and Juliet – Romeo Meets Friar Laurence.” YouTube, uploaded by
MIT Global Shakespeare, 23 January 2012,
https://www.youtube.com/watch?v=rFTFZihd_TU&t=2s
“Children See, Children Do. High Quality.” YouTube, uploaded by April McCormick, 22 July
2013, https://www.youtube.com/watch?v=5JrtpCM4yMM
Cummings, E. E. “I carry your heart with me (I carry it in).” Poetry Foundation, 1952,
https://www.poetryfoundation.org/poetrymagazine/poems/49493/i-carry-your-heart-with-
mei-carry-it-in.
Rowell, Rainbow. Eleanor & Park. St. Martin’s Press, 2013.
Fitzgerald, Bridget. “Absolute Proof That Love Conquers All.” Huffington Post, 6 Dec. 2016,
https://www.huffingtonpost.com/bridget-fitzgerald/love-conquers-all_b_11597658.html.
“Good Will Hunting – Park Scene.” YouTube, uploaded by Bisonn16, 23 July 2007,
https://www.youtube.com/watch?v=qM-gZintWDc&t=2s
Ministère de l’Éducation et Enseignement Supérior. Québec Education Programme &
Progressions of Learning, 2017.
Tashlin, Frank. "The Bear That Wasn’t.” Holocaust and Human Behavior, Facing History and
Ourselves, 2017, pp. 23-27.
“That’sNotLove campaign – Because I Love You – Delete – One Love Foundation.” YouTube,
uploaded by JoinOneLove, 13 October 2015,
https://www.youtube.com/watch?v=4JYyHa03x-U
“The Danger of a Single Story.” Ted Talks, uploaded by TEDGlobal, July 2009.
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story/transcript?l
anguage=en.
“The Impacts of Social Class: Crash Course Sociology.” YouTube, uploaded by CrashCourse, 18
September 2017. https://www.youtube.com/watch?v=0a21mndoORE&t=164s
Wiggins, Grant. and McTighe, Jay. Understanding by Design. Alexandria: ASCD, 2005.
Retrieved from: http://ecosensing.org/wp-content/uploads/2015/11/Understanding-by-
Design-Expanded-2nd-Edition.pdf.
William Shakespeare’s Romeo + Juliet. Directed by Baz Luhrmann, performances by Leonardo
DiCaprio, Claire Daines, Brian Dennehy, John Leguizamo, and Pete Postlethwaite,
Twentieth Century Fox, 1996.

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McGill University

Learning Evaluation Situation: Romance

Bullying and Again and Again Lesson Plan ….…………………………………………………. 9

Love & Memory Moments Lesson Plan .………….……………………………...……………. 19

Relationships & Aha Moments Lesson Plan …………………………………………………... 23

Identity & Tough Questions Lesson Plan ……………………………………………………… 30

Works Cited …………………...……………………………………………….......................... 41

Learning Evaluation Situation: Romance

When planning our learning evaluation situation, we envisioned teaching it in an urban

specific, individualized intervention during instruction. Instead, we differentiated our lessons

based on diverse learning styles and preferences.

cooperate with others.

BIG IDEA, KEY RESULTS, ENDURING UNDERSTANDINGS, AND ESSENTIAL QUESTIONS

uncovering them simultaneously via satellite texts, activities, and assessments.

1. To what extent does one’s family situation shape their futures?

2. How does the home factor into youths’ lives?

3. What does bullying reveal about one’s identity?

4. Is love a required criterion for relationships?

5. Why do people resort to violence in relationships?

1980’s. This will take approximately two classes.

 Students will be split in five groups

 Students will each have a topic

ii. Social/Cultural context (i.e. Religion, for example)

iii. Economic context

iv. Popular Culture (Advertisements, Music, etc.)

v. Physical context (Setting, location)

i. Review of Again and Again Signpost

ii. Discuss what we know about the characters so far

iii. Do a character chart activity

iv. See Appendix A for the lesson plan on bullying.

 January 22nd – January 26th: Continue reading of the novel

i. Review of Contrast and Contradiction Signpost

ii. Discuss how Park and Eleanor’s relationship starts to change

a. How is he helping her?

 January 29th – February 2nd: Continue reading of the novel

ii. Guiding questions for critical reflection

a. How have Eleanor and Park’s identities changed throughout the

first half of the novel?

b. How have they shaped each other’s identities?

 February 5th-16th: Continue reading of the novel

i. Review Memory Moments Signpost

ii. Discuss the theme of “love conquers all”

overcome tough situations?

b. See Appendix C for the lesson plan on love

 February 19th – March 2nd: Finish reading of the novel

i. Review Aha Moments Signpost

ii. Discuss the representation of healthy vs. unhealthy relationships

throughout the novel, and the issue of abuse

iii. See Appendix D for the lesson plan on abuse

 March 5th-March 9th: End of book discussion and lesson

 Review of Tough Questions Signpost

 See Appendix E for the lesson plan on identity

 March 12th-March 16th: Cumulative Assignment

 Review of Words of the Wiser Signpost

LESSON PLANS, EVALUATIONS, AND RUBRICS

Bullying and Again & Again in Eleanor & Park

SUBJECT TEACHER GRADE DATE

ENGLISH LANGUAGE ARTS QEP COMPETENCIES ADDRESSED:

GOALS - Students will challenge stereotypes about romance and

OBJECTIVES - Students will explore the definition of bullying

ACADEMIC - Define, identify, word cloud, bullying, relationships,

TEXTS - Eleanor & Park by Rainbow Rowell

“What kind of relationship does one have with their bully?”