TABLE

OF CONTENTS:

1. RATIONALE

2. ESSENTIAL QUESTIONS
3. LEARNING ACTIVITIES AND INSTRUCITONAL STRATEGIES
4. ASSESSMENTS
5. SPECIAL CONSIDERATIONS/DIFFERENTIATED INSTRUCTION
6. OUTCOMES
7. UNIT CALENDAR



1. RATIONALE:

Screens show the literature of today's students whether it's a movie, a television program,
or even a video game. Today's literature no longer relies on print alone; instead it has
expanded to include stories told on screens. Most of the reasons to teach the structure and
devices of fiction apply with equal force to screened stories. In fact, the need to teach about
screened fiction becomes more urgent every day as today's youth increasingly shift their
attention toward screens and away from the written word. For these reasons, I have
selected a film study for the start of the semester. Students will have the opportunity to
refresh their abilities to analyze a text through a comfortable means.

2. ESSENTIAL QUESTIONS:
How do we define success?
How is ones life affected either by the process of self-discovery or by the failure
to try to understand oneself?
Why do some people have difficulty distinguishing between what is reality and
what is illusion?
What are the consequences of the pursuit of certain goals?


3. LEARNING ACTIVITIES & INSTRUCTIONAL STRATEGIES:

Introductory
The first class will be spent discovering the familiarity students have with The Great Gatsby
and its historical context as well as beginning work on the first project. There will be a pre-
assessment in which students will identify how much exposure they have had (if any) to the
film or novel. This pre-assessment will also serve as an opportunity for me to gain insight
into what kinds of learners I have in the classroom.

Development/On-Going
Activities are found in the calendar below.
Learning strategies include:
Class discussion
Small group work
Group discussions
Interest inventory/Learner profile
Individual work
Film/YouTube videos
Visual Representations
Independent & group research

Culminating
The last few days of the unit will be about bringing all of the students knowledge together
in order to complete a final assignment. Students will engage in a written personal response
to the film as they explore its major themes.



4. ASSESSMENTS:

Pre-Assessment
Learner Profiles

Formative Assessment
Some portions of the students film questions may be taken in only as formative
assessment.
Other formative assessment may include:
Anecdotal notes
o Sesame (snaps of students work and documented my student name)
Entrance/Exit slips
Conferencing (dependant on need)

Summative Assessment
Roaring 20s Research Project For this assignment, students will be placed in
groups and asked to research a variety of aspects of the 1920s. This will allow
students to gain a better understanding of the context we will be analyzing
throughout the film study. Without a solid understanding of the historical context of
the film students may have a more difficult time grasping the various themes. The
project takes the format of a multimedia presentation, thus asking students to
engage with technology. Since this project will also take place at the beginning of the
semester I thought it was important for the students to have a chance to work
together in order build relationships within the classroom.

Film Questions Students have been given a range of questions to be completed
during and after the film viewings. There are 3 categories to these questions in
order to assist in organizing their focus when viewing. The first section is a
character chart where they are to make notes on the more prevalent characters in
the film. This serves as a reference point for further questions as well as their final
essay. The next section of questions involves a lot more reflection on the motifs
within The Great Gatsby. Students are asked to identify the significance of symbols
and various quotes as well as analyze characters motives. The final section of the
questions is devoted less to the plot line and more to the film techniques. Students
need to understand how the film manages to evoke emotions from its audience
using sound, lighting, and camera angle effects.

Personal Response Essay As a conclusion to the film unit, students will be asked to
complete a personal response essay following the same format as the 30-1 diploma.
They will choose to respond to one of two previous diploma questions.

English Language Arts Strands

Reading
Research
project
materials

Final
research
project
product

Writing

Listening

Speaking

Viewing

Representing

Research
Information

Film
Questions

Personal
Response

Daily
Instruction

Film

Groups
discussions

Class
Discussions

Group
discussions

Film

Gallery Walk
of research
projects

Roaring 20s
research
assignment

Personal
Response Essay





5. SPECIAL CONSIDERATIONS/DIFFERENTIATED INSTRUCTION

Assignments The structure of my assignments allows students the freedom to take them
in a variety of different directions, to best suit their needs and interests. If further
differentiation is required for individual students then I will accommodate accordingly.
Tests Dependant on the variation in my classroom I may have students who require
accommodations for their tests. These will be approached on an individual basis and in
major cases will be addressed with teacher mentor.

6.OUTCOMES:
1.2 Extend awareness
1.2.3 Set personal goals for language growth
a. Appraise own strengths and weaknesses as a language user and language learner; select
appropriate strategies to increase strengths and address weaknesses; monitor the
effectiveness of selected strategies; and modify selected strategies as needed to optimize
growth.
2.1 Construct Meaning from Text and Context
2.1.1 Discern and analyze context
b. Describe how societal forces can influence the production of texts
d. Identify the impact that personal context - experience, prior knowledge - has on
constructing meaning from a text
2.1.2 Understand and interpret context
f. Interpret figurative language, symbol and allusions; recognize imagery; and explain how
imagery contributes to atmosphere, characterization and theme in a text
g. Analyze visual and aural elements, and explain how they contribute to the meaning of texts
2.2 Understand and appreciate textual forms, elements and techniques
2.2.1 Relate form, structure and medium to purpose, audience, and content
b. Describe audience factors that may have influenced a text creators choice of form and
medium

2.2.2 Relate elements, devices, and techniques to created effects
c. Analyze the use of irony and satire to create effects in print and non-print texts
d. Describe the effects of musical devices, figures of speech and sensory details in print and
non-print texts
e. Explain the contribution of motif and symbol to controlling idea and theme
2.3 Respond to a variety of print and nonprint texts
2.3.1 Connect self, text, culture and milieu
a. Identify and consider personal, moral, ethical and cultural perspectives when studying
literature and other texts; and reflect on and monitor how perspectives change as a result of
interpretation and discussion
b. Respond personally and analytically to ideas developed in works of literature and other
texts; and analyze the ways in which ideas are reflected in personal and cultural opinions,
values, beliefs and perspectives
c. Explain how the choices and motives of characters and people presented in texts may
provide insight into the choices and motives of self and others
2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and non-print texts
c. Analyze and assess settings and plots in terms of created reality and appropriateness to
purpose and audience
e. Analyze and assess images in print and non-print texts in terms of created reality and
appropriateness to purpose and audience
f. Assess the significance of a texts theme or controlling idea, and the adequacy, relevance and
effectiveness of its supporting details, examples or illustrations, and content in general
2.3.3 Appreciate the effectiveness and artistry of print and non-print texts
a. Use terminology appropriate to the forms studied for discussing and appreciating the
effectiveness and artistry of a variety of text forms
b. Describe the effectiveness of various texts, including media texts, for presenting feelings,
ideas and information, and for evoking response
3. 1 Determine inquiry or research requirements
3.1.1 Focus on purpose and presentation form
c. Refine the purpose of inquiry or research by limiting or expanding the topic as appropriate
3.1.2 Plan inquiry or research, and identify information needs and sources
a. Reflect on and describe strategies for developing an inquiry or research plan that will foster

understanding, select and monitor appropriate strategies, and modify strategies as needed to
plan inquiry or research effectively
e. Identify and select potential strategies and technologies for gathering, generating and
recording information
3. 2 Follow a plan of inquiry
3.2.1 Select, record and organize information
a. Select information and other material appropriate to purpose from a variety of print and
non-print sources
b. Record information accurately and completely; and document and reference sources, as
appropriate.
c. Organize information logically
d. Observe guidelines for Internet use
3.2.2 Evaluate sources, and assess information
a. Reflect on and describe strategies to evaluate information sources for credibility and bias
and for quality; and select, monitor and modify strategies as needed to evaluate sources and
detect bias.
b. Assess information sources for appropriateness to purpose, audience and presentation
form
c. Assess the accuracy, completeness, currency and relevance of information selected from
sources; and assess the appropriateness of the information for purpose
d. Identify and describe possible biases of sources, and describe the possible effects of such
biases on the credibility of information
3.2.3 Form generalizations and conclusions
a. Form generalizations by integrating new information with prior knowledge
b. Draw conclusions that are appropriate to findings, reflect own understandings and are
consistent with the identified topic, purpose and situation
c. Distinguish between support and generalization, and provide support

3.2.4 Review inquiry or research process and findings
a. Reflect on and assess the effectiveness of strategies used to guide inquiry or research
b. Identify strategies to improve future inquiry or research, and monitor the effectiveness of
these strategies
c. Review the appropriateness, accuracy and significance of findings, conclusions and
generalizations drawn from gathered data and information; prepare a detailed record of
references; determine how best to share the information; and determine next steps, if any
d. Seek feedback from others and use own reflections to evaluate the entire inquiry or
research process, strive for craftsmanship and accuracy, and take pride in efforts and
accomplishments
4.1 Develop and present a variety of print and nonprint texts
4.1.1 Assess text creation context
a. Reflect on the purposes for text creation and consider potential consequences of choices
regarding text creation
b. Identify purpose and target audience for text creation, and select strategies to accomplish
purpose and engage audience
4.1.2 Consider and address form, structure and medium
a. Select a text form appropriate to the purpose for text creation and consistent with the
content to be presented in the text
b. Explore a variety of structures consistent with form, content and purpose when creating
texts
c. Select an effective medium appropriate to content and context, and explain its use
d. Understand the concept of convention; and apply it to oral, print, visual and multimedia
text forms when appropriate
4.1.3 Develop Content
a. Develop supporting details, by using developmental aids appropriate to form and purpose
f. Develop content appropriate to form and context
4.1.4 Use production, publication and presentation strategies and technologies consistent with
context
a. Meet particular production, publication and display requirements for print texts
4.2 Improve thoughtfulness effectiveness and correctness of communication
4.2.2 Enhance organization
d. Assess relationships among controlling idea, supporting ideas and supporting details; and
strengthen relationships as needed to enhance the unity of texts
e. Assess transitions and transitional devices, and revise them as needed to strengthen
coherence
4.2.3 Consider and address matters of choice
b. Assess the appropriateness and effectiveness of diction, and revise word choice as needed

to create intended effects

4.2.4 Edit text for matters of correctness
a. Use handbooks and other tools, including electronic tools, as resources to assist with text
creation
i. Assess strengths and areas of need
5.1 Respect others and strengthen community
5.1.1 Use language and image to show respect and consideration
a. Monitor own use of verbal and nonverbal communication in order to convey respect and
consideration, as appropriate
5.2 Work within a group
5.2.1 Cooperate with others, and contribute to group processes
a. Set appropriate personal goals for participation in a group; respect, be open to, and be
supportive of the thoughts, opinions and contributions of others in a group; and share
personal knowledge, expertise and perspectives with others, as appropriate
b. Reflect on and describe strategies used to negotiate, coordinate and cooperate with others;
select appropriate strategies for negotiating, coordinating and cooperating with others;
monitor selected strategies; and modify selected strategies as needed to accomplish group
goals
c. Ensure that a teams purpose and objectives are clear
5.2.2 Understand and evaluate group processes
a. Develop and use criteria to monitor and assess group processes
b. Understand the various potential roles and responsibilities of group members
c. Identify and use various means to facilitate completion of group projects
d. Understand and appreciate the function of teamwork tools, assess how to work effectively
and collaboratively as a team to accomplish a task, understand the role of conflict in a group
to reach solutions, and manage and resolve conflict when appropriate

7. UNIT CALENDAR

September 2016
Monday
5
Labour Day No
School

Tuesday
Wednesday
6
7
First day of classes:
Title: Classroom
Short class meeting for Climate and
course introduction.
Structure/Unit
Introduction

Objective:
Complete class team
building activities.

Handout unit booklets
and introduce how the
unit is to be conducted.

Have students fill in
their SMART goals.

Group selection

Activity:
Class discussion and
work in booklets

Thursday
8
Title:
Research lesson

Objective:
Class discussion on
how to conduct
appropriate research
for upcoming project.

Activity:
Group discussion and
research

Friday
9
Title: Research day 2

Objective/
Activity:
Students research and
participate in effective
group work

Monday
12
Title: Project work day

Objective/
Activity:
Students begin to take
their research and
compile their findings
into subject specific
articles.

Tuesday
13
Title: Final project
work day

Objective/
Activity:
Students should now
have completed their
individual written
assignments and

Wednesday
14
Title: Gallery walk

Objective:
Students will bring in
their completed
assignments and
present them to their
peers in the form of a
gallery walk

Activity:
Each group will take
time to go over their
peers research in
order to learn as much
as they can about the
Roaring 20s.

Once the walk in
completed will have a
class discussion to
summarize all of the
new information
learned of the
historical context of
the 1920s

Texts:
Student final products

Thursday
15
Title: Film Day (first
viewing)

Objective:
Explore film themes

Activity:
Watch the beginning of
the film stopping
when necessary to
review plot line and
point out significant
quotes/events.

Texts:
The Great Gatsby
Directed by Baz
Luhrmann

Friday
16
Title: Film Day (first
viewing)

Objective:
Explore film themes

Activity:
Watch the beginning of
the film stopping
when necessary to
review plot line and
point out significant
quotes/events.

Texts:
The Great Gatsby
Directed by Baz
Luhrmann




Monday
19
Title: Film Day (first
viewing)/ Review and
booklet work time

Objective:
Explore film themes

Activity:
Continue watching the
film stopping when
necessary to review
plot line and point out
significant
quotes/events.

Once the film is over
have a class discussion
reviewing the major
themes.

Allow students the
opportunity to work
on their booklets
either alone or in pairs.

Texts:
The Great Gatsby
Directed by Baz
Luhrmann

Tuesday
20
Title: Film Day
(second viewing)

Objective:
Explore film themes

Activity:
Have students take
note of what they
should be watching for
in the second viewing
(using their booklet as
a guide).

Ask students to pay
particular attention to
film elements and
foreshadowing.

Watch the beginning of
the film stopping
when necessary to
review plot line and
point out significant
quotes/events.

Texts:
The Great Gatsby
Directed by Baz
Luhrmann

Wednesday
21
Title: Film Day
(second viewing)

Objective:
Explore film themes

Activity:
Continue watching the
film stopping when
necessary to review
plot line and point out
significant
quotes/events.

Texts:
The Great Gatsby
Directed by Baz
Luhrmann

Tuesday
27
N/A

Wednesday
28
N/A

Thursday
22
Title: Film Day
(second
viewing)/Review and
booklet work time

Objective:
Explore film themes

Activity:
Continue watching the
film stopping when
necessary to review
plot line and point out
significant
quotes/events.

Have another class
discussion about what
new themes or ideas
may have emerged
after a second look at
the film.

Explain Personal
Response expectations
and review essay
planning.

Texts:
The Great Gatsby
Directed by Baz
Luhrmann

Friday
23
Title: Essay Work
Period

Objective/
Activity:
Students continue
work on the planning
stages of their essay
(using their booklet as
a guideline).

Following the
completion of their
planning pages
students may begin
writing their papers.

Texts:
The Great Gatsby
Directed by Baz
Luhrmann

Thursday
29
N/A

Friday
30
N/A

Monday
26
Title: Essay Writing

Objective/
Activity:
Students complete
work on their Personal
Response Essays.

If finished early
students are to spend
time editing and peer-
reviewing their papers.
Papers are to be
summited at the end of
class.

Texts:
The Great Gatsby
Directed by Baz
Luhrmann