Mickaela Biron & Emma Lambert

Subject: ​English Language Arts

Cycle / Level: ​Cycle 2 / Year 1

BIG IDEA: ​Study, understand, and utilize emotions within a variety of media.

Desired Results

- Students will understand emotions and how to describe and utilize them through various literary tools (ex: imagery, figures of speech,
mood, tone, etc.) in a variety of media (ex: short story, novel, video, movie, song, etc.)
- Students will learn how to analyze and interpret a variety of works
- Students will be exposed to a diverse and varied repertoire of works (authors, genres, stories, narratives, characters, etc.)

Selected competency or competencies Key Features of the competency or competencies:

from the QEP:
Competency 1: Uses language/talk to
communicate and to learn
Competency 2: Reads and listens to
written, spoken and media texts
Competency 3: Produces texts for personal
and social purposes
- Competency 1:
- Establishes a repertoire of resources for communicating and learning in specific
contexts
- Interacts with peers and teacher in specific context
- Competency 2:
- Integrates reading profile, stance and strategies to make sense of a text in a specific
context
- Talks about own response to a text within a classroom community
- Interprets the relationship(s) between reader, text and context in light of own
response(s)
- Competency 3:
- Extends repertoire of resources for producing texts
 - Constructs a relationship between writer/producer, text and context

Understanding(s): Essential Question(s):

Students will understand that emotions are
an essential facet of the human experience,
and are thus utilized throughout various
works. Students will also understand how
emotions are depicted and utilized to enrich
various works.
How and why do various forms of media induce fear in their audiences?
How is joy unique to the human experience?
How is the complexity of sorrow a universal experience?
What is the interdependence of the human, emotion, and art?

Students will know...

Students will need to know:

- How to analyze various works

- Codes and conventions
- Plot structure
- To read and write at a Secondary 3 level
- About various emotions
- How to write a response
- How to create a short story/script/short film/song (for the final creative project)

Assessment Evidence

- Students will demonstrate desired results through their formative and summative assessments based of communicated criteria
Performance Task(s): Other Evidence:

- Creative project - Affect assessments

- Formative Assessments (A Toast, etc.) - Quizzes (synonym, reading, imagery, etc.)
- Group chapter presentations - Transition Reflections
- Class discussions

Assessment Tool(s): Assessment Criteria:

- Guiding discussion questions - Rubrics (for the more complex assignments)

- Constant formative assessments - Guiding discussion questions will rely on participation and direct peer feedback
- A pre-assessment
- Quizzes
- Assignment sheets
- Affect assessments

Learning Plan

- There will be constant interaction throughout the unit. Interaction between students and myself, and interaction between students. They will
work together to accomplish each level of the unit.
- I will be constantly assessing student knowledge and understanding through formative assessments.
- I have also left room for changes in the unit. If ever students are struggling with a certain component of the unit, or show more interest in
another, I have the time and freedom to deviate slightly and tailor my lessons to the students needs.
- Students will be guided every step of the way until the end. Even in the end, when completing their final project, I will allow them the
freedom to choose the format in which they wish to complete their project. In doing so, I am helping students until the very end to succeed.

Learning Activities:
Students will interact with the following in order to enable understanding of unit content:

- Songs, 1 old & 1 new (analysis, class discussion, exit cards, formative assessment: Antagonist vs. Protagonist, A Toast & A Letter
Goodbye)
- Short story (reading, multiple choice quiz, creative writing prompt)
- Short film (analysis, reflection)
- Novel (reading, group chapter presentation, reading quiz, reading response)

Mickaela Biron & Emma Lambert
Grade: Cycle 2 / Year 1
Term: 1
Subject: English Language Arts (private school/advanced English)
Term Theme: Emotions
QEP ELA Cycle 2 Unit 1 - Fear
Competencies (horror, thrillers, supsense,
gothic, etc.)
Guiding Question:
How and why do various
forms of media induce fear in
their audiences?
5 periods
Curriculum Map
Unit 2 - Joy
(love, happiness, friendship, (sadness, oppression, death,
etc.)
Guiding Question:
How is joy unique to the
human experience?
5 periods
Unit 3 - Sorrow Unit 4 - Emotions
(character development,
heartbreak, etc.) emotions, utilizing emotions
for the creation of works)
Guiding Question:
How is the complexity of Guiding Statement:
sorrow a universal The interdependence of the
experience? human, emotion, and art.
5 periods 25 periods
 → ​Affect Assessment → ​Affect Assessment → ​Affect Assessment → ​Pre-assessment
Competency 1​: Talk
- Class → ​Song​: → ​Song​: → ​Song​: - Class discussion on
Discussions context (WW2,
- Antagonist vs. Thriller - Michael Jackson What a Wonderful World - Crazy - Patsy Cline Britain, etc.)
Protagonist - Song listening activity Louis Armstrong - Song listening activity
activity - Song analysis group - Song listening activity - Song analysis group → ​Novel:
_________________ activity - Song analysis group activity
- Class discussion activity - Class discussion Lord of the Flies - William
Competency 2​: Read - Formative assessment: - Class discussion - Formative assessment: Golding
- Short Stories Exit cards - Formative assessment: Exit Cards - Read novel:
- Song lyrics Exit cards audiobook, take-home
- Multiple Bad Guy - Billie Elish Someone You Loved - Lewis reading, interactive
Choice & - Song listening activity Congratulations - Post Malone Capaldi class reading
Short Answer - Song analysis group - Song listening activity - Song listening activity - Peer Instruction—
Quiz activity - Song analysis group - Song analysis group Group chapter
_________________ - Class discussion activity activity presentation
- Formative assessment: - Class discussion - Class discussion - Reading quiz every 3
Competency 3​: Antagonist vs. - Formative assessment: - Formative assessment: chapters
Produce Protagonist​ ​activity A Toast A Letter Goodbye - Study various
- Exit Cards emotions throughout
- A Toast…. ________________________ _________________________ ________________________ (codes/conventions,
- A Letter of imagery, figurative
Goodbyes → ​Short story: → ​Short story: → ​Short story: language, character
- Creative development, etc.)
Writing The Monkey’s Paw - W.W. Heads of the Colored People​ - The Metamorphosis - Franz
prompt, “​the Jacobs Nafissa Thompson-Spires Kafka ________________________
sadness of - Read story (audio - Read story (teacher
becoming recording #1) - Read story (out-loud as reads story aloud → Term Project: ​Summative
something - Formative assessment: a class) while students follow Assessment
other than Multiple Choice & - Formative assessment: along)
yourself” Short Answer Quiz Multiple Choice & - Formative assessment: - Response to novel for
- Reading Short Answer Quiz Creative Writing everyone (looks at
Response prompt, “​the sadness character
- Creative of becoming development→ how a
Project something other than certain character goes
yourself” through various
________________________ _________________________ ________________________ emotions) +
video/painting/drawin
→ ​Video/Short Film: → ​Video/Short Film: → ​Video/Short Film: g/comic/poem/song/et
c.
Vincent - Tim Burton I Don’t Want to Go Back Alone Skin - Guy Nattiv - Creative Project
- Daniel Ribeiro (students can choose
- Analysis - Analysis between creating a
- Formative assessment: - Analysis - Formative assessment: short story, a script, a
Transition Reflection - Formative assessment: Transition Reflection short film, or a song,
Transition Reflection based on an emotion
________________________ _________________________ ________________________ of their choice)

→ Unit Formative → Unit Formative → Unit Formative

Assessment Assessment Assessment

- Synonym quiz - Imagery quiz - Synonym & imagery

quiz