Learning and Evaluation Situation

McGill University
Learning and Evaluation Situation
Learning Opportunity 6
Holly D’Amour (260807035), Saharnaz Hemmati (260808176), Zarmal Khan (260806011)
EDES 361: Teaching Secondary English 1
Jason Lister
April 11th, 2019

The Learning Evaluation Situation that we created revolves around the theme of “coming
of age”, more specifically the process of maturity that characters go through in a text which re-
sults in a sense of independence and emotional growth. The reason we chose this theme was be-
cause we felt that, as future educators, it is our duty to prepare students for their future, and often
that is also what the students want. Therefore, it is our hope that with this LES, students will be
provided with textual examples of characters from various backgrounds, going through life as
regular teenagers, but who overcome challenges and grow in the process of maturity and inde-
pendence. Most teenage students will be going through a process of maturity themselves, and
learning about this topic in a text may help them navigate the changes they are experiencing. The
intended outcome for this lesson will be for the students to put themselves in the shoes of the
studied characters, and relating the lessons they learn from their lives into their own, therefore
giving the them the opportunities to think critically about their future, at an age where that is
usually neglected. This will be done in a Cycle 2, Grade 9 classroom, through a reading of our
anchor text, the graphic novel In Real Life, and supplementary texts and resources, such as the
ending scene of the movie Perks of Being a Wallflower, the first chapter of The Fault in Our
Stars, and the inclusion of multiple PowerPoint presentations and videos.
The Reasoning Behind the LES
We chose to construct our unit plan for Grade 9 students as we believe that they are at the
age where they start going through situations which will cause them to mature drastically. They
are at the point in their lives where they have moved on from childhood, but aren’t adults yet,
and may start questioning, for the first time, their future and what it holds for them. Our enduring
understanding explores how everyone, no matter who they are or where they come from, will go
through experiences in their life which will somehow impact them; and usually these situations
will result in them maturing and becoming emotionally independent (able to think and make de-
cisions for themselves). This is extremely relevant for Grade 9 students because they will have
undoubtedly already gone through situations, or will go through experiences, and should be able
to understand its impact on them. In thinking about the enduring understanding, which will be
initiated by the essential questions in each lesson, students will be putting themselves in the
characters’ shoes, and will then consequently think about their own experiences and its impact
on their lives.
Our anchor text is the graphic novel In Real Life, written by Cory Doctorow. We chose
this as our anchor text for a variety of reasons, the first of them being its representation of our
Big Idea in the novel. The plot of the novel revolves around a young high school girl named
Anda, who is a bit of a loner and loves gaming. The character Anda is also fifteen years old,
which is the same age as most Grade 9 students. One day, a professional gamer comes to Anda’s
class and introduces a video game that changes Anda’s life forever. Through the game, she meets
many people and learns about them, and the different problems that people face in the world.
This experience impacts her view of the world, and eventually herself. The novel perfectly de-
picts one version of the process of maturity in a young adult, and it represents our Big Idea in a
way that all students may be able to relate to in one way or another. The novel is also very inter-
esting, and fun to read, not only because of its plot and the characters, but because it is a graphic
novel. Students will undoubtedly enjoy reading a text which is different from the usual novel,
and which will have the addition of visual representation of dialogues and characters. It is also
appropriate for a Grade 9 class, since it is a rather simple read, but covers topics that are relevant
to their age and will get them thinking critically, such as family bonds, knowing the difference
between right and wrong, friendship, economic status, and finding your place in the world by
learning about yourself.
In addition to the anchor text, the unit will also incorporate a few supplementary texts
such as the final scene of the movie The Perks of Being a Wallflower, and a chapter from the
novel The Fault in Our Stars, as well as the corresponding movie clip of the same scene. The rea-
son we included The Perks of Being a Wallflower as a supplementary text is due the numerous
traits of character independence and maturity in the last scene of the movie. Students will be able
to create a better understanding of the positive consequences of maturity, which will aid in un-
derstanding the importance of this phenomena, and how it allows for character development. We
also decided to use The Fault in Our Stars as a supplementary text because it is an extremely
popular novel and movie that will hopely further engage and excite students for the unit. More
importantly, the novel recounts the story of a teenager named Hazel Grace, who has different
everyday experiences than most teens, since she battles a non-curable illness. Through this read-
ing, we aim for students to be able to reflect upon the possible differences of Hazel’s process of
maturity and why it may be similar or different to their own experiences as a teenager. This will
allow students’ to grasp the understanding that every individual’s process of maturity and inde-
pendence are different and equally as important. In addition to the supplementary texts, we will
also have resources which will be displayed on three powerpoint presentations throughout the
LES about the Big Idea and Coming of Age, how to read Graphic Novels and create your own
panels, and a final Unit summary presentation.

Our LES consists of various forms of assessment: formal and informal, throughout the
unit plan to aid student learning, but there is also a cumulative summative assessment towards
the end of the unit plan. The formal assessments are made up of a short reflection on The Fault in
Our Stars, in which students will be given a sheet with a question about the main character
Hazel, in which students will be asked to identify her experiences that may have caused her to
mature, and then they will have to relate her character to themselves. The next formative assess-
ment is a 400-450 word reflection essay which will be written during the period of a class and a
half, after we finish reading the graphic novel In Real Life. This essay will be the second summa-
tive assessment in which students will be writing their thoughts about In Real Life and relating it
to their own experiences. The next formal assessment will be a graphic novel panel that the stu-
dents will be creating. It will be 2 pages long, with around 10-12 panels, and will be a thought
provoking assignment where students will take into consideration the Big Idea, the process of
maturity, and they will have to draw out a scene from Anda’s life that is taking place 3 years in
the future. This will force students to think about the future; Anda’s, and consequently their own,
while taking into account what they learned about reading and drawing comic strips, and putting
all that knowledge into one summative production. Finally, the last main formal and summative
assessment will be an oral presentation that the students will be doing, in which they will be pre-
senting their comic strips to the class, while explaining their thought process and reasonings, and
talking about the challenges they encountered during the project. The formative, and mostly in-
formal assessments consist of various group work and class discussion/participation, as well as
the filling out of character chart sheets and journal entries that students will be doing throughout
the unit. These are informal because they won't be marked critically, rather they will be used to
assess students understanding of the topic and their participation in the class.
Our LES in Relation to the QEP
When designing this unit plan, our aim was to logically include as many subject-specific
competencies from the QEP. Therefore our unit plan touches upon Competency 1:Uses language/
talk to communicate, Competency 2: Reads and listens to written, spoken and media text, and
finally Competency 3: Produces texts for personal and social purpose. Competency 1 will focus
on the key features “interacts with peers and teacher in specific contexts” since the students will
have the opportunity to contribute to efforts as an interactive and critical thought through group
discussions throughout the unit, as well as collaborative work in both the introduction of graphic
novel lesson and the construction of their own graphic novel comic strips. Also, there will be
many opportunities for students to read aloud during the reading of the novel In Real Life. Final-
ly, students will be responsible in writing reflections in order to express their thoughts and ideas
coherently in connection to the readings and Big Idea. Competency 1 will also use the key fea-
ture “uses rhetorical strategies to achieve a specific purpose, engages in the process of self evalu-
ation and reflection” since the students will have to reflect upon the novel In Real Life and other
supplementary texts and relate it to their own experiences and opinions and judge if they think
that the novel accurately depicts the teenage experience. For Competency 2: Reads and listens to
written, spoken and media texts, students will have to either read allowed, or follow along, when
reading the graphic novel during class time. Students will also gain knowledge and understand-
ing of graphic novels and the Big Idea through listening to the teacher’s PowerPoint lectures. Fi-
nally students will have to present their comic strip project, while it is broadcasted off of a pro-
jector so that the class can follow along, and will each have paper copies of each groups comic as
well. Competency 2 will elaborate on key features “Integrates reading profile, stance and strate-
gies to make sense of a text in a specific context.Talks about own response to a text within a
classroom community” since the students will learn how to read a graphic novel, as well as be
able to identify certain tools and features that are used to narrate/illustrate a graphic novel; there-
fore they will also learn how to read the images in the text. This will help the students in reading
the novel In Real Life and will help them in the making of their own comic strips. Finally, Com-
petency 3 will be touched upon in class since the students will have to complete two reflections
that will help them link their own personal experiences as a teenager and their own process of
maturity and independence to the characters of the novel In Real Life and The Fault in Our Stars.
For the students’ project on the comic strip, they will have to produce their own continuation of
the novel In Real Life by illustrating key features that are seen in most young adult literature and
in our society. Competency 3 focuses on the key features “Extends repertoire for producing texts.
Constructs a relationship between writer/producer, text and content” and “Investigates the codes
and conventions of various genres, participates both individually and collaboratively in different
recursive phases of the production process”. These key features are achieved because students
will have the opportunity to develop their skills as a writer through teacher feedback, group
work, and reflection writing and will be able to identify universal themes from the graphic novel
In Real Life, as well as in the supplementary texts. They will also relate them to their own per-
sonal experiences and the Big Idea (progression of maturity and independence in a text).
Moreover, we closely followed the Progressions of Learning to ensure our unit plan
would properly follow the English Language Arts processes. Our aim was to ensure students are
constantly on track and prepared for their academic future through all of our lessons. Our unit
plan touches upon the “Reading Process: Interpreting Text” (7) of the Progressions of Learning,
more specifically producing a “coherent first reading/initial response to a text” (7) through their
engagement with the anchor and supplementary texts. Additionally, through our “Coming of Age
Indicators Activity”, students are able to engage in “conferences with peers and teacher (e.g. re-
garding action plan, outline, getting the “green light”)” (13) with teacher guidance through the
group discussions, which follows the appropriate Progressions of Learning. Moreover, students
work on the “Production Process” (9) and learn with teacher guidance “how the meaning/mes-
sage is represented and communicated” (9) through the classroom discussions regarding the an-
chor text. Overall, we worked to familiarize ourselves with the Progressions of Learning, espe-
cially those related to our grade level, in order to properly include certain notions of it in our
lessons. Of course, this was also in accordance with the QEP, as our aim was to prepare our stu-
dents for their personal and academic understandings.
Concluding Thoughts
Learning about the process of maturity and independence through literature prepares stu-
dents for when they will experience this process themselves, and offers them the necessary re-
sources and the mindset required to take advantage of such a time in their lives. For us teachers,
the objective of this Learning and Evaluation Situation is to prepare students, through literature
and media, for their own process of maturity and intellectual independence, which we believe
will be possible through the various texts and assignments in this LES.
Lesson Plan #1
Introduction to the Process of Ma- Grade Cycle 2, Grade 9
Title of lesson
turity and Independence in a Text level
English Language Arts The Process of Maturi-

Subject Topic ty and Independence
in a Text
Introductory lesson to maturity and independence. This is something

Relevance that every students around this age will experience and this lesson
will prepare them for it.
Resources Re- Paper, writing utensil, PowerPoint presentation, Reflective Journal notebook
quired
ELA C1: Uses language/talk to communicate and to learn (students

can explain their ideas while learning what their peers have discov-
ered through their small group discussions and the large classroom
discussion)
ELA C1 Key Feature Addressed: Interacts with peers and teacher in
specific contexts (students have the opportunity to contribute to
QEP Subject team efforts as an interactive and critical listener through the group
Area Competen- discussions)
cies & Key Fea- ELA C3: Produces texts for personal and social purposes (students
tures are able to engage in a critical and reflective thinking when produc-
ing a short piece of Journal Entry writing based on the process of
maturity and independence.
ELA C3 Key Features Addressed: Adapts a process to produce texts
in specific contexts (Students are able to reflect on their own devel-
opment as a writer over time when regularly including entries in their
journals. This also allows them to monitor their own learning)
Students will understand the role of maturity and independence in a

Content focus
text, as well as their own lives.
What can we learn about ourselves through understanding a fictional char-
Essential Ques-
acter’s process of maturity and independence?
tion(s)
Les- Introduction (hook): Student will know:

son
Tim- Situate the lesson by explaining to students that - The different indicators of maturi-
ing this class will be the start of a new unit and ex- ty and independence in a text.
plain the Big Idea (the process of maturity and - The importance of a character
independence in a text)
going through a process of matu-
Conduct an open discussion with the entire class- rity and independence in a text,
7 min. room to ask what students know about maturity as it allows for character devel-
and independence in general.
opment
Grasp students’ interest by explaining how under-
standing this topic will better prepare them for
their own future and offer them the tools neces-
sary for their personal growth.
Students will understand:
- The process of maturity and inde-

pendence can influence an indi-
Development (Learning activities – step by viduals’ personal growth.
step sequential procedure): - The process of maturity and inde-
pendence in a phenomena that
happens to real life individuals,
and not just characters in a text.
1. 10
1. Once students have expressed their under- Students will do:
min.
standing of maturity and independence in a
large group discussion, the teacher will use a - Participate both a small group
PowerPoint presentation to further explain the discussion with their peers and in
process of maturity and independence in a a larger open discussion with the
2. 10 rest of the classroom.
text.
min. - Produce a short piece of writing
2. Throughout the PowerPoint presentation, there
will be various examples of maturity and inde- that will be based on their reflec-
pendence in a text (movie scenes, poems, tion from the information they
short stories) in order for students to better learned in this lesson.
3. 8
grasp the concept. The teacher will also be
min. Universal Design for Learning/
analyzing these examples with the students.
Differentiation:
3. Students will then join in small groups of three
to four individuals and use this opportunity to
3. Students will then join in small groups of three
to four individuals and use this opportunity to - There will be both visual and audi-
come up with a written list of indicators and tory learning opportunities for
signs they believe demonstrate a character’s students through group discus-
process of maturity and independence. The sion, PowerPoint presentation and
teacher will roam around the classroom to offer teacher lectures.
guidance and feedback when necessary. This - Students will have the opportunity
4. 6
will also allow the teacher to moderate stu- to work in an environment which
min.
dents’ engagement and communication skills. they prefer through individual
4. Each group will then share their findings with learning, small groups and large
the rest of the classroom, while the teacher open discussions.
uses this opportunity to validate what students
have discussed or offer an alternative answer.
The list of indicators will then be picked up by
5. 5
the teacher and be used as a formative as-
min.
sessment to ensure students’ are on the right
track.
5. The teacher will summarize what students have
mentioned during the class discussion and ex-
6. 4
plain any forgotten indicators of maturity and
min.
independence that can be found in a text.
6. Answer any question or concerns students may
have regarding what they have learned so far
on the process of maturity and independence
in a text. Reassure students that more informa-
tion and detail will come, and that this was only
an introduction to this new topic.
Closure (transition): FORMATIVE - Assessment FOR

Students will be beginning a new section in their learning:
journal entries which is in correlation with maturity
and independence. Reflective journal entry which will
gauge the student’s understanding
Homework: Ask students to write a 200 word of maturity and independence.
journal entry answering the following question: Written list of indicators of maturity
“Give an example of a process of maturity and and independence in a text done in
independence that you have either witnessed or small groups.
experience.”
FORMATIVE - Assessment AS
learning:
Small group discussion and large

open classroom discussion on ma-
turity and independence in a text.
SUMMATIVE - Assessment OF
learning:
Not applicable to this lesson as it is

only the introduction to this unit.
Further considerations (follow up activities)
This lesson incorporates technology in the classroom through PowerPoint slides and online ex-
amples of movie scenes, songs, poem, short text, etc. Students also have the opportunity to en-
gage in critical and reflective thinking through their journal entry homework. Multiple learning
styles were including in this lesson to aid every student in understanding the topics at hand.
Lesson Plan #2
Coming of Age Indicators - The Grade Cycle 2, Grade 9
Title of lesson
Perks of Being a Wallflower level

in a Text
Teenagers often go through a process of maturity and independence

around this age, and understanding this process can be very helpful
Relevance preparing for their future. Understanding this process in a text can
also be beneficial in learning about character development which
make understanding and analyzing them much easier.
A copy of the Coming of Age Indicators activity sheet, written movie script
Resources Re-
of the ending of The Perks of Being a Wallflower, trailer and ending of The
quired
Perks of Being a Wallflower, writing utensil.
can explain their ideas while learning what their peers have discov-
ered through their small group discussions and the large classroom
discussion)
QEP Subject team efforts as an interactive and critical listener through the group
Area Competen- discussions)
cies & Key Fea-
ELA C2: Reads and listens to written, spoken and media texts (stu-
tures
dents are reading a media text through the end scene of the movie
and are using critical thinking to better understand it)
ELA C2 Key Feature Addressed: Integrates reading profile, stance
and strategies to make sense of a text in a specific context (students
can develop organizational strategies when trying to discover the in-
dicators of maturity and independence in a text)
Students will understand the role and process of maturity and inde-
Content focus pendence in a text, as well as its impact on an individual's personal
growth.
What can we learn from other people’s experiences with maturity and
Essential Ques-
independence? How can we apply what we’ve learnt to our own lives
tion(s)
and process of maturity?

son
Tim- Situate the lesson by explaining how this will be - How the coming of age of a char-
ing the introduction to the upcoming graphic novel acter is demonstrated in a text.
study of In Real Life. - The indicators of coming of age in
Remind students of the process of maturity and the movie The Perks of Being a
independence discussed in previous classwork Wallflower.
3 min. (small classroom activities) and answer any ques-
tions necessary.
Ask students what they know about Coming of
Age stories and use that as a transition to the les-
son.
- How someone’s coming of age

Development (Learning activities – step by experience will affect their future.
step sequential procedure): - Every individual has a different
process of maturity and indepen-
dence, but they are all important
1. 5 in our personal growth.
min.
1. 5
min.
1. Explain to students the plot of The Perks of Students will do:
Being a Wallflower and show the movie’s trailer
for better understanding of the characters. - Complete an activity sheets which
2. 7 demonstrates their knowledge of
2. After addressing questions about the movie,
min. coming of age in a text.
engage the class in a short, large group discus-
sion regarding previously learnt indicators of - Individually understand and inter-
maturity and independence in a text. Model a pret information from a text to
couple answers if needed to guide students. achieve a desired goal.
3. 3 - Discuss with their peers their find-
3. Show the end scene of The Perks of Being a
min. ings and opinions on maturity and
Wallflower and ask students to pay attention to
the scene as a whole (i.e don’t focus on details independence.
yet)
4. 3 Universal Design for Learning/
4. Pass around the “Coming of Age Indicators”
min. Differentiation:
activity sheet and ask students to review the
sheet. Briefly remind students of the ways - Listening to a movie scene while
Coming of Age is shown in a text and answer following along on a written script
any questions students may have. allows for both visual and auditory
5. 10
5. Distribute a written script of the end scene of learners to comprehend the topic
min.
The Perks of Being a Wallflower and show stu- at hand.
dents the movie scene again while completing - Students will have the opportunity
6. 9
their worksheet. the opportunity to express what
min.
6. Once students finished working on their activity they through individual work (ac-
sheet, create small group for students to join in tivity sheet), with peers (small
order to discuss their findings. Walk around the group discussion) and with a large
7. 10
classroom to observe student engagement and audience (class discussion)
min.
guide students when needed. - Students will be engaged
7. Large group discussion on the students’ find- throughout the lesson through
Total:
ings and their understanding of the process of visual stimuli (movie scene, use of
50
maturity and independence in a text. Provide board), auditory stimuli (group
min.
feedback or clarification when needed. discussion, teacher explanation)
and kinaesthetic stimuli (complet-
ing activity sheet and following
along movie script)

learning:
Collect the “Coming of Age Indicators” activity
sheet and grade them based on this lesson’s - Students will complete an activity
rubric. sheet on the indicators of Coming
of Age and students will be given
Journal Entry Homework: Ask students to add a feedback during completion of
journal entry reflecting on their journey of maturi- the activity sheet and once it is
ty and independence and if they can relate to the graded.
protagonist in The Perks of Being a Wallflower.
learning:
- Teacher will offer feedback and
guidance during group and class
discussion which will help stu-
dents become more comfortable
with their own analysis and under-
standings.
learning:
Not applicable to this lesson as it is

an introductory lesson to this unit.
Students have had the opportunity to use tools that benefit all kinds of learners (visual, auditory,
kinaesthetic) and were able to engage in individual critical thinking, as well as group work. Stu-
dents were also able to use creative and local thinking in order to convey their ideas to their
peers during the group and class discussions.
Lesson Plan #3
Introduction to Graphic Novel-In Grade Cycle 2, Grade 9
Title of lesson
Real Life level
English Language Arts What Key Features are

Subject Topic
in a Graphic Novel?
Relevance Learning other forms of writing
Graphic Novel "In Real Life", hard copies of variety graphic novels, projec-
Resources Re-
tor, Power Point
quired
ELA C1: Uses language/talk to communicate (Teacher will introduce
what a graphic novel is through class discussion and assessment of
the students prior knowledge)
ELA C1 Key Features Addressed: Collaborative group discussion
about inquiry-based learning (Students will have the opportunity to
QEP Subject look through a variety of graphic novels in a group, and inquire about
Area Competen- the devices and tools that are used by the authors)
cies & Key Fea- ELA C2: Reads and listens to written, spoken and media texts
tures (Teacher will read the first few pages of the novel In Real Life while
the rest of the students follow along with their own copies)
ELA C2 Key Features Addressed: Adjusts reading strategies and
stance to the context (Teacher will have to read differently as it is a
graphic novel, and stop more often to enable a group discussion &
pause for questions that the students may have)
What is a graphic novel? What devices are used in graphic novels?

Content focus
How does the codes and conventions help represent the characters?
Essential Ques- How is the Teenage Experience Explored?

tion(s)

son
Tim-
ing This 60 minute lesson will take place be the third
Students will acquire the proper
class of the unit; the teacher will start the class by
terminology that is used in graphic
introducing what a graphic novel is in order to
novels (Ex: panel, use of time,
start the unit of teaching the graphic novel "In
speech bubble, emanata, fore-
Real Life".Teacher will also arrange a variety of
ground, midground, narration,
graphic novels on the students desks to get them
transitions, etc.).
to be more engaged and curious about the
topic.
Students will understand what a

graphic novel is and have a general
Development (Learning activities – step by idea of what devices can be found
step sequential procedure): in graphic novels. They will under-
stand how to analyze these devices
and get an idea of how it aids at
telling the story.
1. 10
min
1. 10
min
1. Teacher will bring in variety of graphic novels Students will do:
that the students can skim through in groups.
2. 25 Students will have the skills to
After a few minutes the class will discuss what
min
similarities/differences they found in their novels. properly read and interpret a
graphic novel.
2. Teacher will show a PowerPoint presentation
explaining what a graphic novel is as well as
Universal Design for Learning/
teach the different kind of devices that can be
Differentiation:
found in graphic novels. Students will also be
3. 15
given an extra guide with examples that they will
min Teacher will start the lecture of
keep in their English portfolio to aid them.
graphic novels with a PowerPoint
presentations and video clips to
3. Teacher will introduce the graphic novel "In
4. 10 help further explain. The teacher
Real Life" and will provide any background in-
min will also bring a variety of different
formation/context that is needed.
hard copies of graphic novels that
Total: 4. Teacher will begin reading the first few pages the students can pass around and
60 min of the graphic novel in class. Students can follow look into. Teacher will promote
along in their copy of the book while the teacher class discussion and will have aids
reads out loud; there will also be a projection of for the students such as an activity
the book so students who are lost are able to sheet that they will be adding to
follow along. throughout the unit.

learning:
Conclude this lesson with recap of what was read
in class to ensure students understand the main
topic of the book. Give out homework to read
the next ten pages and come prepared to discuss Teacher will be giving out activity
sheets that the students will com-
what they have learned about the main charac-
plete and keep to help them un-
ters through an activity sheet.
derstand the characters of the
graphic novel as well as the devices
used to illustrate the story.
learning:
Teacher will open a class discussion
to make sure every student has a
clear basic understanding of the
graphic novel.
learning:
Not applicable for this lesson as it

is considered an introductory lesson
to this unit.
Students will continuously add onto to their character activity sheets so that they can have a
clear template of the progression of the characters. Teacher can also give a mini "quiz" on lo-
cating the various codes and conventions found in graphic novels.
Lesson Plan #4
Title of lesson Character Analyzation Grade level Cycle 2, Grade 9
English Language Arts How to identify mo-

Subject Topic ments of growth in a
character
Intro to the Big Idea (process of maturity) through the anchor text In
Relevance:
Real Life
Resources Re- Copy of “In Real Life” novel, character chart sheets, homework
quired notes, pencils, pens, paper, phones (if needed)
ELA C1: Uses language and talk to communicate and to learn (Stu-
dents will be working in groups to share their ideas and discoveries
about the characters and the big idea, as well as their own experi-
ences) This will
ELA C1 Key Features Addressed: Interacts with peers and teacher
in specific contexts.
ELA C2: Reads and listens to written, spoken, and media texts (Stu-
dents will be reading the graphic novel as a class, while learning not
QEP Subject only to read the words but to read the images in the text as well,
Area Competen-
and will share their ideas with each other)
cies & Key Fea-
ELA C2 Key Features Addressed: Integrates reading profile, stance
tures
and strategies to make sense of a text in a specific context. Talks
about own response to a text within a classroom community
ELA C3: Produces texts for personal and social purposes (The stu-
dents will be filling out activity sheets, character charts, and taking
down notes regarding the evolution of the main character through
signposts already learned, and through close reading of text.
ELA C3 Key Features Addressed: Constructs a relationship be-
tween writer/producer, text and content.
Students will understand how to identify the process of maturity

through experiences that one may go through in life (through the
Learning Objec-
novel) and this will help them to analyze the characters growth for
tives:
the group discussion and final response assignment at the end of
the unit.
How does the process of maturity manifest in different ways for

Essential Ques- everyone? How might peoples experience of maturing differ de-
tion(s):
pending on their circumstances?

son The students will have in the previous
Tim- class and for homework read the
ing graphic novel In Real Life, and so the - What the process of maturity entails,
introduction of the class would be and how it is influenced by experi-
5 min.
based on a recap of what was learned ences
last time, as well as a brief discussion - Students will know how to make use
about what the students found to be of character charts to monitor char-
interesting/important from the new acter development.
reading.
Development (Learning activities – step Students will understand:

1. 3
min by step sequential procedure):
1. 3
min by step sequential procedure):
1.Students will be asked to identify - Students will understand that the
any Signpost moments which may signposts can be used to do charac-
have occurred and which helped ter and plot analysis
2. 5 their understanding of the charac- - They will also understand that Anda
min ter/novel is going through a maturation
2.Students will be given a character process which they are monitoring
chart sheet in which they will identi- - They will learn to compare and con-
fy the important experiences that trast Anda from the beginning of the
Anda (the main character) has gone novel to Anda from the second half
3. 5 and understand that the differences
min through that has influenced her ac-
tions in some way. This will be done are due to her experiences
4. 20 before the class reading, and will

Students will do:
min therefore be based on the home-
5. 5 work reading.
min 3.Students will get into groups of 4
and discuss their answers. - Students should be able to fill out a
character chart on their own
4.Then we will come back as a class
and start reading together until we - They should also be able to discuss
their ideas in groups and come to
reach the middle of the graphic
understandings together about the
novel
possible experiences that help Anda
5.Then in groups once again on the
mature
same sheet but a different chart,
students will fill in more experi- - They will also continue to read the
6 +7: graphic novel in class and at home.
15 ences that have influenced Anda,
mins. and how it may affect the plot.
Universal Design for Learning:
- Allow students to read from the

physical books, or from their
phones, or from the projector
8. 2
min- - Students will also listen the teacher
utes Closure (transition): read, as well as their classmates and
6. Then we will reconvene as a class, themselves
and students will share their ideas, - Students will receive help from us
and will make comparisons between during group work while we are
the first chart and the second chart. walking around checking for under-
Students will make connections be- standing in each group
tween Anda’s experiences and realize
that she has matured much more in FORMATIVE - Assessment FOR learning:
the second part of the reading.
the second part of the reading.
7. Students will be taking notes as the The students will fill in a character
discussion goes on to add to their chart with which they will follow the
unit portfolio (which they will refer to novels progress.
for their homework) and future as-
FORMATIVE - Assessment AS learning:
signments.
8. Then they will be assigned the Students will discuss their thoughts in
homework which will be to read the groups and with the class as a whole.
next 35 pages.
SUMMATIVE - Assessment OF learning:
The character charts will be picked up

at the end of class and marked for
purposes of participation and to check
for understanding from the studnets.
Further considerations: will be given physical copies of the graphic novel, and will
also be able to follow along to the reading on the screen, with which we will be pro-
jecting and online version of the novel as well. That way students will poor eyesight,
hearing or just visual learners will be able to follow along while either reading form
their own book, reading from the projected version with which the teacher will be re-
ferring to, or they will be able to just listen if they prefer. Students will also be allowed
to refer to written notes during discussion time who they will not be put on the spot if
asked to comment. They will also have access to physical and online dictionaries to
search for terms they may not understand.
Lesson Plan #5
The Process of Maturing in Writ- Grade Cycle 2, Grade 9
Title of lesson
ten Texts and Everyday Life level
Subject English Language Arts Topic Process of Maturing
Students are in the process of maturing themselves & it relates to

Relevance
the graphic novel they are reading "In Real Life".
Resources Re-
quired PowerPoint Presentation, excerpts from “The Fault in Our Stars”
ELA C1: Uses language/talk to communicate (Teacher will lecture
class on the process of maturity and will permit a class discussion)
ELA C1 Key Features Addressed: Collaborative group discussion
about inquiry-based learning (The class will be encouraged to share
their personal experiences and thoughts about relatable issues,
themes in young adult literature, etc. They will also have to reflect
upon their own personal experiences in relation to characters in The
Fault in Our Stars.
ELA C2: Reads and listens to written, spoken and media texts (Stu-
dents will have to read chapter 1 of The Fault in Our Stars together in
QEP Subject class)
Area Competen-
ELA C2 Key Features Addressed: Adjusts reading strategies and
cies & Key Fea-
stance to the context (Students will have to read aloud and follow
tures
along with the rest of the class)
ELA C3 : Production (Students are required to write a small reflection
relating their own teenage experiences to the character of Hazel from
The Fault in Our Stars)
ELA C3 Key Features Addressed: Investigates the codes and con-
ventions of various genres, participates both individually and collabo-
ratively in different recursive phases of the production process. (Stu-
dents will be able to identify universal themes from the supplementary
text and reflect individually upon if it is similar or different to their own
teenage experiences)
What is the process of maturing? What coming of age themes are

Content focus found in YA literature? How is the process of maturing different for
everyone?
Essential Ques- How do texts represent coming of age?

tion(s)

son
Tim- This 60 minute lesson will be fifth class in the
ing Students will have a basic un-
unit. The Lesson will begin with a teacher
derstanding of key features/
lecture (PowerPoint) on the process of matu-
themes that are found in YA lit-
rity and independence in everyday
erature and will understand the
life. Teacher will say how they will be focus-
process of maturing.
ing on a popular novel and will put the trailer
of The Fault in Our Stars on the Projector to
get the students excited.

Development (Learning activities – step by Students should be able to in-
step sequential procedure): terpret the process of maturing
in YA literature.
1.15
min
1. Teacher will then explore common themes Students will do:
2. 20 that are found in Young Adult Literature &
Interpersonal skills on their own
min will touch upon relatable issue and concerns
personal process of maturing.
that teenagers may experience in their
3. 20 everyday life.
min
2. Teacher will read excerpt of popular YA Differentiation:
"The Fault in Our Stars" and show a clip
from the movie. Teacher will have a visual
PowerPoint, video clips, group
4. 5 3. Journal entry exercise (reflection of their discussion, reflective exercise.
min
own experiences as a teenager and explore
how their experiences may be different from
protagonist Hazel Grace).
Total:
60 min
4. Conclude the lesson with a brief discus- learning:
sion about In Real Life and how these
Promote learning through small
changes affected Anda so far.
reflective exercise on The Fault
Homework: Read ten pages for next class in Our Stars.
and fill out character chart while reading.
learning:
In the reflection exercise, stu-

dents will be able to open up
about the relatable teen issues
that may resonate with them
and open up about their own
process of maturing.
learning:
Their final summative assess-
ment of their graphic novel
panel assignment (upcoming)
will demonstrate if they under-
stand the process of maturation
through protagonist Anda.
Ongoing reflections/journals on the students' experiences as a teenager. The teacher is

required to give the students extensive feedback to the students that highlight the
strengths and weaknesses in their reflections in order for the students to be able to im-
prove their writing skills for their next reflection.
Lesson Plan #6
Final Discussion on In Real Life Grade Cycle 2, Grade 9
Title of lesson
and Reflection Prep level
English Language Arts Understanding the

Subject Topic process of maturity in
In Real Life
Understanding the process of maturity, and learning to apply that to

Relevance
their reflections
Resources Re- The novel, their notes, pencil, paper, pens, phones (if needed)
quired
dents will be working in groups to share their ideas and discoveries
about the characters and the big idea, as well as their own experi-
ences. Students will also periodically discuss with the teacher their
ideas and plans to ensure that they are on the right track)
in specific contexts. Participates in the social practices of the class-
room and community in specific contexts.
QEP Subject ELA C2: Reads and listens to written, spoken, and media texts (Stu-
Area Competen- dents will discuss and share ideas and arguments for the process of
cies & Key Fea- maturity, with each other and individually. They will make links to
tures their personal lives when creating the outline for the reflection)
ELA C2 Key Features Addressed: Integrates reading profile, stance
ELA C3: Produces texts for personal and social purposes (Students
will continue to take down notes, but now will also be producing a
final reflection, and will start the outline for it in this lesson)
ELA C2 Key Features Addressed: Constructs a relationship be-
tween writer/producer, text and content.
Learning Objec- Students will formulate their final opinions on the process of maturity and
tives understand that it happens through a series of learning experiences.
Essential Ques-
tion(s) How can our life experiences influence our decisions for the future?

son
Tim- - What it means to undergo
1. Review what was read for homework, and
ing the process of maturity
explain the agenda for todays class, ie; finish
1. 3 - The signposts and how to use
the book, start reflections
min them in a text

- 1.That Anda has gone
through a transformation in
the text which is visible emo-
tionally and physically
Development (Learning activities – step by - 2. They will also understand
step sequential procedure): that this transformation is a
product of her maturation
- 3. They will understand that
this is a normal result of go-
2. 8
ing through life; all people
min
mature and learn from their
experiences
3+4.
2. Were going to read the last few pages of Students will do:
13
the book as a class
min - Students will finish reading
3. Then we will discuss the ending, what the the book.
students’ thoughts were, etc. Ask them - Students will discuss as a
about the Big Idea and how did Anda class and work in groups to
5. 1
change throughout the novel, what experi- discuss their thoughts and
min
ences made her mature, etc. findings, and relay their ideas
to the rest of the class.
6. 2 4. Students will fill out these ideas on a - They will also write in their
min question sheet as it is being discussed. character sheet
- They will start writing an out-
5. Teacher will go around to make sure ques- line for their personal reflec-
7. 13 tions are filled out and use this as summative tion and run it by the teach
min assessment, but will let the students keep it
for their reflections. Universal Design for Learning/
Differentiation:
6. We will outline the plan for the next few
6. We will outline the plan for the next few
classes: writing a reflection, creating comic - Students will read from their
strips, then presenting them in groups. books, phones, or will be
able to follow along from the
7. Will now introduce the first big assign- screen.
ment which is the reflection. Start a mini les- - They will also have the op-
8. 15 son on what will be expected from the re- portunity to work in various
min flection: instructions, and proper formatting environments: individually, in
and rules for reflection. groups, and as a class, there-
9. 5 fore ensuring that everyone
min gets a chance to share their
thoughts and ideas in the way
that they are most comfort-
able with.
Closure (Transition) FORMATIVE - Assessment FOR

8. Have students start writing an outline in learning:
class
Activity sheet on characters
9. They will then run it by the teacher before which will be filled in through-
class ends to make sure they are on the right out the class
track, and finish it for homework before
coming back next class to work on the re-
learning:
flection.
Class and group discussions on
Big Idea and the graphic novel
learning:
Students will show their charac-

ter sheets and outline to the
teacher who will check it over to
make sure that students are on
the right track and understand-
ing what is being taught. They
will be graded at the end of
class on the activity and outline.
The teacher will allow the students to take their outlines home so they can think more
about their ideas and jot them down. Ive also allowed cell phone use in class to access
the book or to search for definitions.
Lesson Plan #7
Reflection on the Process of Ma- Grade Cycle 2, Grade 9
Title of lesson
turing level
English Language Arts Writing a Reflection

Subject Topic
Will help students reflect upon their own experiences as a teenager

Relevance and how their process of maturation can relate to the graphic novel
In Real Life.
Resources Re- Reflection sheet, Google Slide for extra visual aid, rubric for reflec-
quired tion assignment
ELA C1: Uses language/talk to communicate (Each students will

have to meet with the teacher to go over their outline in order to
make sure they are on the right track for their reflection)
ELA C1 Key Features Addressed: Uses rhetorical strategies to
achieve a specific purpose, engages in the process of self evaluation
and reflection.
QEP Subject (Students will have to reflect upon the novel In Real Life and relate it
Area Compe- to their own personal experiences and judge if they think that the
tencies & Key novel accurately depicts the teenage experience and the process of
Features maturing and maturation)
ELA C3: Produces text for personal or social purpose (Students are
required to complete a personal reflection)
ELA C3 Key Features Addressed: Develops standards for using lan-
guage responsibly to represent people, events and ideas.(Students
must be able to use appropriate language in order to express their
coherent ideas)
How is the teenage experience depicted in the novel "In Real Life"
similar/different to yours? Do you think the novel does a good job at
Content focus
representing the teenage experience? What was an experience of
yours that you found helped permit personal growth?
Essential Ques- How is the teenage experience explored?
tion(s)

son
Tim- This 60 minute lesson will start with the
ing teacher handing out paper copies of the Students will know important
PowerPoint from lesson 5 that touched upon details from the novel "In Real
the process and maturity in teenagers lives. Life” and their supplementary
The current class will be the seventh lesson, texts that will help them com-
and will take place after the students have pare the teenage experience to
finished reading the graphic novel "In Real theirs. They will also know what
Life”. Teacher will jump right into the reflec- the process of maturing is and
tion assignment and will put the time and the key functions that define it.
instructions on the board in order to get the
students focused and working as soon as
they get into class.
Students will understand how to

Development (Learning activities – step by interpret the themes from the
step sequential procedure): readings and connect it to their
personal experiences.
1. 2
min 1. Teacher will instruct students to continue Students will do:
their reflection and to show the teacher their Students will acquire interper-
outline before starting their reflection. sonal skills, thinking skills, and
2. Teacher will also project the questions for reflective skills by making the
the reflection on the projector (Q. 1:Recount connection from the novel to
a life experience that helped you grow as an their own ideas of the teenage
individual? Can you relate to the process of experience and process of ma-
2+3
maturing and independence of the character turity and independence (from
indi-
of Anda?) what they have learned over the
vidual
3. Students must show the teacher their brief passed six classes and from fin-
timing
outline before continuing with the writing of ishing the novel "In Real Life")
4.45-5 the actual reflection.
5 min 4.Students will spend the remainder of the
class writing their reflections. Teacher will
Total: supervise and help students with any ques- Universal Design for Learning/
60 min tions. Differentiation:
Students will have the Power-
Point copy from the previous
class in order to help them.
The directions will be given on
the projector as well as in the
reflection sheet.
Students with differentiation
needs can work on their reflec-
tion at home.
Students who feel behind or
stressed about the time can
work out an exception with the
teacher.

learning:
The students will not be allowed to bring
their reflection home (except for differenti- Teacher will provide positive
ated purposes) but will have the first 20 min- feedback as well as improve-
utes of the following class to finish it. If any ments that could have been
student is having difficulty with the time, the made while evaluating each
teacher will advise them to speak with them students' reflection. There will
at lunch/recess. be more opportunities for the
students to apply their knowl-
edge and improvements in fu-
ture reflecting assignments.
learning:
Teacher can track the students'

learning of the reflection
through the overview of each
student's outline. If a student is
off track in their outline, the
teacher can discuss with them
solutions and ideas that can
help them grasp the point of the
reflection writing assignment.
learning:
Teacher will provide the stu-
dents with a rubric of how their
reflection will be evaluated.
They will receive the rubric
when handing out the reflection
assignment and the student’s
ability to follow the rubric prop-
erly during their assignment will
be used as a form of summative
assessment.
Students will definitely have another opportunity to follow up on reflection writing as

the semester continues. Teacher will also follow up by mentioning the strengths and
weaknesses that came out of the reflections from the class as a whole. The teacher will
provide each student with every tool which will help them succeed in writing their re-
flection. Firstly the students will already have prior knowledge of how to write a reflec-
tion based on the reflection that they have written for The Fault in Our Stars. Secondly,
the teacher will give the students a paper copy of clear instructions with the rubric at-
tached to show the students how they will be assessed. Students will then have to write
an outline so that the teacher can measure if they are on the write track or not. If a stu-
dent is struggling, the teacher will see it in their outline and can help discuss possible
examples and tools that will help the student.
Lesson Plan #8
Response Wrap-up & Cycle 2, Grade 9
Title of lesson Grade level
Graphic novel strips Activity
English Language Arts Imagining he future

of Anda and concep-
Subject Topic
tualizing it onto their
own comic strips
Start of a major activity, and will force students to think about the big
Relevance:
idea critically.
Resources Re- Responses, pencil, pens, papers, phones (if needed)
quired
dents will be working in pairs to share their ideas about the charac-
ter’s future in relation to the big idea, and coordinating to come to an
understanding of how to illustrate their thoughts)
in specific contexts.
ELA C2: Reads and listens to written, spoken, and media texts (Stu-
dents will have finished reading the graphic novel, and will under-
stand how to use graphic novel tools that they read in the novel to
create their own meaningful comic strips. Students will also share
QEP Subject their ideas with each other and the teacher)
Area Competen- ELA C2 Key Features Addressed: Integrates reading profile, stance
cies & Key Fea-
tures
ELA C3: Produces texts for personal and social purposes (The stu-
dents will be finishing up their response reflections and will begin
working on their comic strips, creating an outline, based on their final
thoughts about the text and everything they learned so far through-
out the unit. They will use their knowledge about graphic novels as a
genre to create their own mini strips)
ELA C3 Key Features Addressed: Extends repertoire of resources
for producing texts. Constructs a relationship between writer/pro-
ducer, text and content.
Students will reflect on what they learned throughout the unit and
Learning Objec- present their thoughts in a professional manner through a written re-
tives:
flection and a drawn comic strip.
Essential Ques- How can learning from your experiences affect your future?
tion(s):

son
son
Tim-
ing 1.Students will get 20 min at the start
to class to finish the response from the
- Students will know that Anda has
1.20
gone through a maturation process
last class. Students who are already and that this will influence her out-
min
done can get a head start in organiz- look on life and her future.
ing their thoughts for the graphic - Students will have cemented their
novel strip project. (this need to be understanding of the process of ma-
quietly as some students are still writ- turity through writing the response
ing their essay)
Development (Learning activities – step Students will understand:

by step sequential procedure):
2.8 min 2. After the response, there will be a - That their ideas and thoughts can be
portrayed I various ways though writ-
mini lesson recap on graphic novels
ing and drawing.
and how to incorporate literary de- - Students will understand that in or-
vices and tools into your comic strips. der to mature you need to think abut
3. 5
min Go over lines, bubbles, actions, etc. the future, which will be done
This was discussed earlier in the LES. though the students brainstorming
about whee Anda will be in three
3. I will explain to students the comic years.
strip activity and presentation compo-
Students will do:
nent: it will be 2 pages, with 10-12
nent: it will be 2 pages, with 10-12
comic strips that include literary tools. - Students will complete their re-
sponses
Needs to show Anda 3 years from the
- They will also work in pairs o=to thin
story, so when she finishes high
about Andas’ future
school. Need to incorporate details on
- They will also start creating an out-
how Anda has matured and gone line on how to create their comic
through the process of independence strip in the next class
4. 1 - Students will run their ideas by the
in the comic strip. This will get them
min.
thinking their own process of maturity teacher at the end of class
5. 1 and independence as Sec 3 students
min
will be graduating High School in 3
years. They will have to put them-
6.20
min
selves in Anda’a shoes and in order to
do that they have to think about what
happens after High School in a real
life scenario.
4. Students will choose their partners

7. 5
and go in pairs to decide what direc-
min
tion to take their comic strips in.
5. I will briefly e-explain the guidelines

of the comic strip activity.
6. The rest of the class will be dedi-
cated to creating an outline of their
comic strip and have everything ready
to work on it the following class.
Universal Design for Learning:

- In this class students will have the
opportunity to brainstorm their ideas
individually and I groups
- Students will also have additional tie
at the signing of class to complete
their espouses if the feel the need
for more time
- Students will be demonstrating their
understanding of the big idea
through a variety of mediums, such
as writing, drawing and presenting,
therefore ensuring that different
forms of assessment are present
Closure (transition):
7. Students will run their outlines by FORMATIVE - Assessment FOR learning:
the teacher before being allowed to
- Students will be discussing
leave class. This will count towards the
ideas in pairs and the teacher
summative assessment.
will be walking around ensuring
everyone is on the right track
FORMATIVE - Assessment AS learning:
- Students will talk about their

ideas to the teacher and and
start creating an outline
SUMMATIVE - Assessment OF learning:
- Students will show their outlines

to the teacher and will hand in
their final responses, all of which
will be used as part of the
summative assessment
Further considerations: Students will have the choice to use their cell phones for ideas
or to look fo definitions. They will also have the opportunity to work in pairs so that the
pressure of the assignment as well as the presentation is lessened. Students will also
have a multitude of assessments which will take into account their understanding
though various techniques, therefore ensuring that students of all skillets, whether it be
writing, drawing, talking, etc, can share the ideas and demonstrate their understanding
in the way that suits them best.
Learning Plan #9
Comic Strip Workshop Grade Cycle 2, Grade 9
Title of lesson
level

in a Text
Teenagers often go through a process of maturity and independence

around this age, and understanding the effects of this can be very
Relevance helpful preparing for their future. Additionally, the skills they will ob-
tain from creating a comic strip will allow them to better understand
their future readings, and to help them express themselves to others.
Blank paper, pencils, colour markers, ruler, copy of rubric for this ac-
Resources Re-
tivity, “cheat sheet” with common graphic novel tools and tech-
quired
niques, PowerPoint.

will be working in pairs in order to create their comic strips, which will
allow them to communicate orally with their peers)
QEP Subject team efforts as an interactive and critical listener through the comic
Area Competen- strip assignment)
cies & Key Fea- ELA C3: Produces texts for personal and social purposes (students
tures are creating a comic strip, which is a form of text, to better under-
stand the effect of maturity and independence)
ELA C3 Key Features Addressed: Adapts a process to produce texts
in specific contexts (students are able to reflect on their own devel-
opment as a writer and a team member with the teacher’s feedback
throughout the lesson)
Students will understand the role and process of maturity and inde-
pendence in a text, as well as its impacting effects on an individual's
Content focus
personal growth. Students will also work on demonstrating the latter
through their own comic strip.
How can we demonstrate a character’s maturity and independence in
Essential Ques- a graphic novel? What kind of effects can “coming of age” have on a
tion(s) character?

son
Tim- Situate the lesson by letting students know that - How to include tools and tech-
ing this class will be dedicated to working on the niques used in graphic novels in
comic strip assignment. Let students know that their own creative work (comic
they will have 35 minutes to complete their short strip)
comic strips, and the final 20 minutes of the les- - How to be selective with the in-
3 min son will be dedicated to practicing the oral pre- formation included in a short
sentation component of this assignment.
comic strip
Conduct a short group discussion to remind stu- - How to express their ideas in a
dents of the tools and techniques they can in- short amount of time
clude in their comic strips. At the end of the
group discussion, distribute a “cheat sheet”
which includes certain tools and techniques stu-
dents may include in their comic strips.
- How someone’s process of matu-

rity and independence will affect
Development (Learning activities – step by their future
step sequential procedure): - How graphic novels use multiple
forms of text to explain a story
(words, lines, images, etc)
1. 5
1. Before students join in pairs to work on their Students will do:
min
comic strips, the teacher will project the rubric
for this assignment on the PowerPoint presen- - Students will create a comic strip
tation. The teacher will also distribute a physi- which demonstrates the effects of
cal copy of the rubric, so students may follow maturity and independence
along or write notes on their paper. The - Students will communicate and
teacher will explain the rubric criteria and an- work in pairs in order to com-
swer any questions students may have. plete their comic strip and work
2. 35 on their oral presentation
2. Students will then join in pairs and begin
min
working on their comic strip assignment. Stu- - Students will learn to manage
dents will have the opportunity to ask the their time and divide tasks be-
teacher for help or guidance throughout this tween peers and themselves
portion of the activity. The teacher should be
circulating around the classroom to observe
Differentiation:
how students work and ensure students are
3. 15
on the correct path.
how students work and ensure students are
3. 15
on the correct path.
min
3. Once students will have worked 35 minutes Visual and auditory learners will be
on their comic strip, students will have the rest able to follow the rubric of the com-
of the class to work on organizing and practic- ic strip assignment on the Power-
ing their oral presentation in pairs. The Point alongside the teacher, and
teacher will distribute the rubric for the oral they will also have a copy of the
presentation and explain the guidelines to rubric for students who are more
students. The teacher should roam around the kinaesthetic to better understand
classroom to offer help or creative criticism. the rubric by highlighting and writ-
Students may also ask the teacher any ques- ing notes on their paper.
tions during this portion of the lesson.
Students who work best in groups
* Note: In order to keep students on task, briefly will have the opportunity to share
remind the classroom of how much time is left for their ideas with a team members,
each portion of the lesson throughout the class. and students who work better on
For example, let students know when they have their own have the opportunity to
15 minutes left of their comic strip activity. practice their oral presentation at
home after consulting with their
team member.

learning:
2 min
Let students know that the following class will be
spent on the pairs presenting their comic strips. The teacher will offer guidance and
Encourage students to communicate with their creative criticism during both the
Total:
team member if ever they have any last minute comic strip and oral presentation
60 min
organization to do. activities. Students can use this in-
formation to know their strengths
Homework: Ask students to practice their portion and the things they can develop.
of their oral presentation at home, and to go over
the rubric for the oral presentation to be fully
learning:
prepared.
Students will have time at home to
edit and practice their components
of the oral presentation. This will
allow them to reflect on their own
work and become comfortable with
their own learning.
learning:
The comic strips will be used as a
form of summative assessment to
evaluate how much students know
about the effects of maturity and
independence, in addition to the
tools and techniques used in graph-
ic novels.
kinaesthetic) and were able to engage in individual critical thinking, as well as group work. Stu-
dents were also able to use creative and local thinking in order to convey their ideas to their
peers during the group and class discussions.
Learning Plan #10

Group Presentations on Graphic Grade Cycle 2, Grade 9
Title of lesson
Novel Strips level
English Language Arts Oral Presentation &

Subject Topic
Reflection
Will contribute to the students Competency 1 evaluation & will allow

Relevance students to demonstrate their hard work, ideas and skills with their
peers.
Resources Re- A Projector to project the comic strips, the students' own graphic
quired novel strips.
ELA C1: Uses language/talk to communicate (Student will express
their knowledge of the novel and Big Idea through their oral presen-
tations)
ELA C1 Key Feature Addressed:Interacts with peers and teacher in
specific context, collaborative group discussion, engages in process
of self-evaluation (The teacher will permit a class discussion at the
QEP Subject end of each oral for questions and comments)
Area Competen-
ELA C2: Reads and listens to written, spoken and media texts (Each
cies & Key Fea-
group will read their own comic strip to the class, which will be pro-
tures
jected, while the rest of the class is following along on their paper
copy)
ELA C2 Key Feature Addressed: Deepens own meaning(s) of a text
in discussions with other readers (Students will have to relate their
own ideas of the progression of learning in the text In Real Life to
their comic strips)
Why did students make their creative decisions in the making of their
Content focus comic strip? What challenges did the students face while making
their comic strip? How did the students overcome these obstacles?
How do texts represent coming of age?

Essential Ques-
tion(s)

son
Tim-
ing This sixty minute lesson will be the tenth Students will know how to read
class and will close up the unit. out loud (their comic) in a more
The students will go in their groups and formal/ oral presentation set-
present their graphic novel strips in front of ting. Students will also know
5 min the class, by projecting it off of the projector. how to reflect upon their pro-
Teacher will jump into the presentations right duction process through class
away and go over the rules in order for the discussion as well as by answer-
students to be respectful and encouraging. ing the reflective questions in
their presentation.

Students will understand how to
Development (Learning activities – step by interpret their ideas out loud
step sequential procedure): and make connections from
their past experiences (what
they have learned throughout
the unit).
1-4:
55 min 1. The class will jump right away with the first Students will do:
presenters; there will be no set order and Students will be able to com-
Total: will go by volunteers first. municate coherently their ideas
60 in a manner of reflecting upon
min. 2. Each group will put their comic strip on them and connecting them to
the projector and read out loud their strip, the essential question.
while the rest of the class follows along by
watching the projection.
3. After reading their comic, the group pre-

senting will have 2-3 minutes in explaining Differentiation:
why they made their comic the way they did,
what challenges they faces during the pro- The teacher will give out extra
duction process, as well as how they over- visual copies of each groups'
came the obstacles. graphic novel.
During the presentation, stu-
4. Finally after the groups presentation, dents will be allowed to have a
there will be around 2-3 minutes for ques- copy of an outline if it helps
tions and comments. them remember what they want
to say for their oral.
The teacher will also try to find
high chairs or stools that the
presenting group can sit on to
help decrease any stress as well
will add a more inclusive feeling
for the class discussion.

learning:
The presentations will go on until the end of
The presentations will go on until the end of
class, as the presentations will continue the The teacher will print out paper
following class. copies of every groups comic
strips so the rest of the class can
properly follow along while the
group is reading out loud their
own comic strip from the projec-
tor.
learning:
After each presentation, the

class will engage in an open dis-
cussion that will help enhance
their
communication skills. The
teacher will give out participa-
tion points for the students who
ask questions and participate in
insightful discussions.
learning:
Students will be graded on their

oral and how well they answer
the questions. The teacher will
also be grading the design of
the graphic strip itself.
The teacher will send out an evaluation;/survey to the students asking them why or why
not they liked this assignment, and on what they would have liked the teacher to do
differently if they were to do this project again.
Learning Plan #11

Conclusion to the Process of Matu- Cycle 2, Grade 9
Grade
Title of lesson rity and Independence in a Text
level

in a Text
This is a concluding lesson on the process of maturity and indepen-

dence where students can discuss their new knowledge and discover
Relevance
ways of including their understanding of this unit plan into their own
lives.
Resources Re- Paper and writing utensil

quired

can explain their ideas and opinions while learning the large class-
QEP Subject room discussion and through the presentation of their comic strip)
Area Competen-
cies & Key Fea-
tures
team efforts as an interactive and critical listener through the group
discussion)
Students will understand the role of maturity and independence in a

Content focus
text, as well as their own lives.
What did we learn about ourselves through understanding a fictional

Essential Ques- character’s process of maturity and independence? What would you
tion(s) have done differently to better your understanding of maturity and
independence?

son
son
Tim- - The importance of a character
ing going through a process of matu-
Situate the lesson by explaining to students that rity and independence in a text,
this class will be the last of the unit plan, and that as it allows for character devel-
they will be moving on to a different topic after opment.
4 min. this lesson.
- Every individual’s process of ma-
Grasp students’ interest by letting them know turity and independence is
they will be wrapping up the lesson and unit with unique and relevant to the indi-
a large group discussion, where they can discuss vidual.
their thoughts in a safe environment. - How to express their overall
knowledge of a unit plan through
a group discussion.
- The process of maturity and inde-

pendence can influence an indi-
Development (Learning activities – step by viduals’ personal growth.
step sequential procedure): - The process of maturity and inde-
pendence in a phenomena that
happens to real life individuals,
and not just characters in a text.
1. 25
1. Students who did not have the time to present Students will do:
min
their comic strip during the previous class, will be
presenting at this moment. There should be ap- - Participate in a large group dis-
proximately 4-5 presentations left.
cussion and share their conclud-
ing thoughts regarding the unit
2. 2 plan and what each students
2. Once the remaining students have finished
min learned about the process of ma-
presenting their comic strips to the classroom, the
teacher will take a few moments to ask students turity and independence.
to move their desks in a semi circle in order to - Produce a very short piece of
conclude with a group discussion.
writing which will include their
concluding thoughts on the unit
3. 5 3. The teacher will begin by congratulating stu- plan.
min dents on finishing the unit plan and offering any
creative criticism that would potentially help the
classroom with upcoming unit plans. The teacher Universal Design for Learning/
will project a PowerPoint presentation which will Differentiation:
include some of the main themes discussed dur-
include some of the main themes discussed dur-
Students will have the opportunity
ing this unit plan.
4. 20 to work in an environment where

min 4. The teacher will begin the open group discus- they feel comfortable sharing their
sion by asking students if they have anything to thoughts and opinions with others.
share regarding their experience of learning As some students may feel uncom-
about maturity and independence. Before begin- fortable sharing this information out
ning the group discussion, each student will be loud, they would have had the
expected to write something that they would chance to write it down for the
want to mention to the class. The teacher will col- teacher to see, but not the rest of
lect those writings, and the students who feel the class. For students who do feel
comfortable sharing their thoughts to the rest of comfortable engaging in a group
the class are able to do so. The classroom will discussion, they will also have the
engage in a group discussion, with the teacher opportunity to do so through the
interfering whenever needed. large group discussion.

learning:
6. The teacher will aid students in returning the
6.2
classroom desks back to the way they were at the There will be a large group discus-
min
beginning of class. sion where students can express
some of the main lessons they
2 min
7. The teacher will wrap up the lesson by letting learned through this unit plan. This
students know that there won’t be any homework will allow the teacher to gauge the
for this lesson as they will be moving on to an- student’s level of understanding,
other topic. even towards the end of the unit.
learning:
Students will have time at home to

edit and practice their components
of the oral presentation before pre-
senting their comic strip. This will
allow them to reflect on their own
work and become comfortable with
their own learning.
learning:
There is a continuation of a commu-
tative summative assessment of
learning through the presentation
of the comic strip. Through this, the
teacher can evaluate how much
students know about the effects of
maturity and independence, in ad-
dition to the tools and techniques
used in graphic novels.
kinaesthetic) and were able to engage in individual critical thinking, as well as group work.
Rubric for Journal Entry Homework (Lesson #1)
Criteria 4 - Advanced 3 - Thorough 2 - Needs Im- 1 - Minimal

provement
Content The journal entry The journal entry The journal entry The journal entry
clearly and logi- answers the re- does not fully does not answer
cally answers the flection question/ answer the re- the reflection
reflection ques- prompt and of- flection question/ question/prompt
tion/prompt and fers some insight prompt and only and offers very
offers a lot of about the topic. offers little insight little to no insight
insight about the about the topic. about the topic.
topic.
Organization Ideas and para- Ideas and para- Ideas and para- Ideas and para-
graphs are linked graphs are often graphs often lack graphs have little
with smooth and linked with prop- proper transi- to no proper
effective transi- er transitions. tions. There is transitions. There
tions. Word count There is an at- difficulty in re- is no attempt at
is respected (ei- tempt at respect- specting the respecting the
ther over or un- ing the word word count (ei- word count (ei-
der by 15 words) count (either over ther over or un- ther over or un-
or under by 20 der by 25 words) der by 30+
words) words)
provement
Use of Lan- Ideas are coher- Ideas are proper- Clear attempt at Ideas are poorly
guage ently and easily ly communicated. properly commu- communicated.
communicated. Proper use of nicating ideas. Failure to use
Excellent use of grammar and Poor use of proper grammar
grammar and syntax through- grammar and and syntax
syntax throughout the journal syntax through- throughout the
out the journal entry, resulting in out the journal journal entry, re-
entry, resulting in 2 to 3 mistakes. entry, resulting in sulting in 6 or
0 or 1 mistakes. 4 or 5 mistakes. more mistakes.
Rubric for “Coming of Age” Indicators Activity (Lesson #2)

provement
Content All of the “coming The majority of Only a few of the Incorrect or min-
of age indicators” the “coming of “coming of age imal “coming of
are logically ex- age indicators” indicators” are age indicators”
plained in the are logically ex- explained in the are present in the
activity sheet. plained in the activity sheet. activity sheet.
There is proper activity sheet. There is little in- There is no in-
insight as to how There is some sight as to how sight as to how
these indicators insight as to how these indicators these indicators
may affect the these indicators may affect the may affect the
protagonist. may affect the protagonist. protagonist.
protagonist.
guage ently and easily ly communicated, properly commu- communicated,
communicated, both in written nicating ideas, both in written
both in written and in talk. Prop- either in written and in talk. Fail-
and in talk. Ex- er use of gram- or in talk. Poor ure to use proper
cellent use of mar and syntax use of grammar grammar and
grammar and throughout activi- and syntax syntax through-
syntax through- ty sheet, resulting throughout activi- out activity sheet,
out activity sheet, in 2 to 3 mis- ty sheet, resulting resulting in 6 or
resulting in 0 or 1 takes. in 4 or 5 mis- more mistakes.
mistakes. takes.
provement
Participation Open-minded Open-minded Attempt at stay- Unable to stay

and Communi- and respectful and respectful ing open-minded open-minded and
cation during group dis- during group dis- and respectful respectful during
cussions, while cussion, with little during group dis- group discussion,
contributing contribution of cussion, but no and no contribu-
ideas and opin- ideas and opin- proper contribution of ideas and
ions. Coherently ions. Adequate tion of ideas and opinions. Lack of
notes on the ac- notes on the ac- opinion. Few notes on the ac-
tivity sheet re- tivity sheet re- notes on the activity sheet re-
garding addition- garding addition- tivity sheet regarding addition-
al knowledge al knowledge garding additional knowledge
learnt from team learnt from team al knowledge learnt from team
members. members. learnt from team members.
members.
Rubric for Character Chart Activity (Lesson #4)
Criteria Advanced Thorough Acceptable Minimal
Student wrote Student wrote Student wrote Student wrote

Content down the rel- down most of down some very few rele-
evant experi- the relevant relevant expe- vant experi-
ences that experiences riences dis- ences, and
Anda went discussed in cussed in makes no
through that class. Makes class. Makes comparison
was discussed appropriate few compar- between expe-
as a class. comparisons isons between riences.
Student between expe- experiences.
makes clear riences.
comparisons
between the
experiences.
Writing is Writing is Writing and Writing is un-
Writing clear and clear and grammar is clear and
grammar is grammar is somewhat grammar is
correct. Stu- correct. Stu- clear. Student only some-
dent writes in dent writes in writes in point what correct.
full sentences. point form. form. Student writes
very brief
point form
(few words
per point).
Rubric for The Fault in Our Stars Activity (Lesson #5)
Criteria 4 - Strong 3 - Acceptable 2 - Weak 1 - Poor
Interpretation of Very strong inter- Good use of in- Weak interpreta- Very poor use of
Text pretation of pas- terpretation of tion of the pas- interpretation of
sage. Uses clear passage. Uses sage. Uses few passage. Uses
and well thought acceptable exam- examples. unclear language
out examples. ples. with no exam-
ples.
Production Very strong use Good use of ap- Weak use of ap- Very poor use of
of appropriate propriate lan- propriate lan- appropriate lan-
language with no guage with 1-3 guage with 4-6 guage with 7- 10
grammatical er- grammatical er- grammatical er- grammatical er-
rors. rors. rors. rors.
Reflection Very strong abili- Good ability to Weak use of mak- Very poor use of
ty to make fully make developed ing developed developed con-
developed con- conclusions and conclusions and clusions and re-
clusions and re- reflections. reflections. flections.
flections.
Rubric for the Final Reflection Paper (Lesson #6) Cumulative Assessment
Criteria Advanced Thorough Acceptable Partial Minimal
Content Demon- Demon- Demon- Demon- Demon-

(PoL: strates per- strates thor- strates ade- strates little strates no
A.3.f fect under- ough under- quate under- understand- under-
B.1.b standing of standing of standing of ing of standin-g of
B.1.ciii) prompt; prompt; most prompt; few prompt; 1 or prompt;
clearly states moments of moments of no moments mentions
moments of growth are character of growth one or no
growth in accurate and growth are are men- moments of
novel, and connect to cited, but tioned, but character
connects to personal ex- connects to connects to growth, and
personal experience. personal ex- personal ex- does not
perience. perience. perience. write about
personal ex-
perience.
Organization Response is Response is Response is Response is Response

(PoL: clearly struc- well struc- adequately partially has no struc-
B.2.b tured, ideas tured, ideas structured, structured; ture; ideas
B.1 (all)) flow coher- are coherent but ideas are ideas are are all over
ently, and are and logically organized present but the place, no
conveyed in structured. awkwardly. don’t flow in attempt at
a logical or- Connections Connections a logical or- connecting
der. Makes between between der. Attempt prompts
strong con- prompts are prompts are at connecting made.
nections be- present. present. prompts
tween made.
prompts.
Use of Lan- Language is Language is Language is Language is Language is
guage clear, excel- clear, correct clear, sen- repetitive, unclear, sen-
(PoL: lent sentence sentence tence struc- sentence tence struc-
B. structure, 1 structure, ture is cor- structure is ture is very
2.a,b,c,d,e,f.) to no spell- few spelling rect, quite a choppy, choppy, too
ing mistakes. errors. few spelling many spell- many spell-
errors (5-10) ing errors ing errors,
(10-15) text is hard
to under-
stand.
Rubric for Comic Strip Assignment (Lesson #9) Cumulative Assessment

provement
Content The comic strip The comic strip The comic strip The comic strip
clearly and logi- demonstrates does not fully does not demon-
cally demon- Anda’s maturity demonstrate strate Anda’s ma-
strates Anda’s and indepen- Anda’s maturity turity and inde-
maturity and in- dence three years and indepen- pendence three
dependence from In Real Life. dence three years years from In
three years from The comic strip from In Real Life. Real Life. The
In Real Life. The offers some in- The comic strip comic strip also
comic strip offers sight into Anda’s also offers little offers no insight
a lot of insight life. insight into into Anda’s life.
into Anda’s life. Anda’s life.
Technicality Excellent use of Proper use of Inappropriate use No use of tools

tools and tech- tools and tech- of tools and and techniques
niques found in niques found in techniques found found in graphic
graphic novels graphic novels in graphic novels novels (lines,
(lines, bubbles, (lines, bubbles, (lines, bubbles, bubbles, etc.)
etc.) The comic etc.) The comic etc.) The comic The comic strip’s
strip’s timeline is strip’s timeline is strip’s timeline is timeline neither
accurate and somewhat accu- somewhat accu- accurate, nor
easy to follow. rate, but easy to rate, but difficult easy to follow.
follow. to follow.
provement
Organization Ideas and scenes Ideas and scenes Ideas and scenes Ideas and scenes
are linked with are often linked often lack proper have little or no
smooth and ef- with proper tran- transition. There proper transi-
fective transitions. sitions. There is is difficulty in re- tions. There is no
The number of an attempt at specting the attempt at re-
panels used is respecting the number of panels specting the
respected (12 number of panels needed (10 or 14 number of panels
panels) needed (11 or 13 panels) needed (less than
panels) 9 or more than
15)
guage ently and easily ly communicated. properly commu- communicated.
communicated. Proper use of nicating ideas. Failure to use
Excellent use of grammar and Poor use of proper grammar
grammar and syntax through- grammar and and syntax
syntax throughout the comic syntax through- throughout the
out the comic strip, resulting in out the comic comic strip, re-
strip, resulting in 2 to 3 mistakes. strip, resulting in sulting in 6 or
0 or 1 mistakes. 4 or 5 mistakes. more mistakes.
Rubric for Comic Strip Oral Presentation (Lesson #9) Cumulative Assessment
Criteria Advanced Thorough Acceptable Minimal

Preparation Student is Student is Students is Student is not
obviously prepared and somewhat prepared and
prepared for seems to have prepared but did not seem
the presenta- rehearsed at needs to have to rehearse at
tion and has least once. Is rehearsed all. Does not
rehearsed. able to explain more. Is explain ideas
Student’s ex- ideas and somewhat able and challenges
planation of challenges en- to explain encountered.
ideas and countered ideas and
challenges clearly. challenges.
encountered
is excellent.
Organization Presentation Presentation is Presentation is Presentation is

is well orga- organized and somewhat or- not organized;
nized; both flows smooth- ganized; both there is no
presenters ly; both pre- presenters clear structure.
divided their senters spoke spoke, but one Students were
parts equi- and explained spoke much stumbling
tably, and ex- their difficul- more than the over their
plained their ties. other. Ex- parts and/or
difficulties. plained one of speaking over
the prompts, each other for
but not both. most of the
presentation.
Use of Lan- Students talks Student talks Student talks Student mum-
guage/Voice and reads and reads and reads bles and talks
comic strip in comic strip in comic strip too low, and
clear, strong a clear voice. somewhat cannot be un-
voice. Uses Language clearly. Lan- derstood prop-
excellent lan- used is gram- guage used is erly. Language
guage during matically cor- appropiate. is not appro-
explanation. rect. priate to their
academic level
(Many gram-
matical errors)
Works Cited
Allen, Mary J. Using Rubrics to Grade, Assess, and Improve Student Learning . 7 Mar. 2014.
Chbowsky, Stephen, director. The Perks of Being a Wallflower. 2012.
Doctorow, Cory, and Jen Wang. In Real Life. Edizioni BD, 2015.
Green, John. The Fault in Our Stars. Dutton Books, 2018.
Greenstein, Laura. “What Teachers Really Need to Know About Formative Assessment.” ASCD,
2010
Miller, Andrew. “Tame the Beast: Tips for Designing and Using Rubrics.” Edutopia, 18 Jan.
2012.
Ministère de L’Éducation et Enseignement Supérior.“Progressions of Learning at the Secondary

Level.” Quebec Education Program, 2017.
Ministère de L’Éducation et Enseignement Supérior.“Secondary English Language Arts.”

Quebec Education Program, 2017.

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McGill University

Learning and Evaluation Situation

Holly D’Amour (260807035), Saharnaz Hemmati (260808176), Zarmal Khan (260806011)

EDES 361: Teaching Secondary English 1

April 11th, 2019

Stars, and the inclusion of multiple PowerPoint presentations and videos.

The Reasoning Behind the LES

learning about yourself.

panels, and a final Unit summary presentation.

Our LES in Relation to the QEP

dents for their personal and academic understandings.

English Language Arts The Process of Maturi-

Introductory lesson to maturity and independence. This is something

ELA C1: Uses language/talk to communicate and to learn (students

Students will understand the role of maturity and independence in a

Les- Introduction (hook): Student will know:

Students will understand:

- The process of maturity and inde-

Closure (transition): FORMATIVE - Assessment FOR

Small group discussion and large

Not applicable to this lesson as it is

Further considerations (follow up activities)

English Language Arts The Process of Maturi-

Teenagers often go through a process of maturity and independence

Les- Introduction (hook): Student will know:

Students will understand:

- How someone’s coming of age

Closure (transition): FORMATIVE - Assessment FOR

Not applicable to this lesson as it is

Further considerations (follow up activities)

English Language Arts What Key Features are

Relevance Learning other forms of writing

What is a graphic novel? What devices are used in graphic novels?

Essential Ques- How is the Teenage Experience Explored?

Les- Introduction (hook): Student will know:

Students will understand:

Students will understand what a

Closure (transition): FORMATIVE - Assessment FOR

Not applicable for this lesson as it

Further considerations (follow up activities)

English Language Arts How to identify mo-

Students will understand how to identify the process of maturity

How does the process of maturity manifest in different ways for

Les- Introduction (hook): Student will know:

Development (Learning activities – step Students will understand:

4. 20 before the class reading, and will

Universal Design for Learning:

- Allow students to read from the

The character charts will be picked up

Subject English Language Arts Topic Process of Maturing

Students are in the process of maturing themselves & it relates to

What is the process of maturing? What coming of age themes are

Essential Ques- How do texts represent coming of age?

Les- Introduction (hook): Student will know:

Students will understand:

In the reflection exercise, stu-

Further considerations (follow up activities)

Ongoing reflections/journals on the students' experiences as a teenager. The teacher is

English Language Arts Understanding the

Understanding the process of maturity, and learning to apply that to

Les- Introduction (hook): Student will know:

Students will understand:

Closure (Transition) FORMATIVE - Assessment FOR