Understanding By Design Unit Template

Title of Unit The Social Experience Oppression, Grade Level 12

Authority and Resistance

Subject ELAB30 Time Frame 15-20 hours

Developed By Ashley Marie Britz

Stage 1 - Identify Desired Results

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

Lifelong Learners Students will become more confident and competent language users and learners throughout their time of study
through practice using a variety of texts and materials. If students first language is not English, they will have the ability to not only
improve on their English skills, but to integrate their own home language into their coursework. Through the study of content that
addresses identity, social responsibility and social action, students will gain understandings and lasting knowledge of social and identity
issues around them.
Sense of Self, Community and Place Through interaction with each other and though gaining knowledge of their place and
community around them, students will develop communication skills and a deeper understanding of their own place in the world and
the place of those around them. Students will also have the opportunity to examine and analyze their own lived experiences related to
the content studied in this course, and will be able to develop a clearer sense of themselves through this practice. Students will learn
content related to oppression, authority and experience in a safe and open environment in which they can share their experiences if
they feel comfortable doing so. They will develop a sense of community within their classroom as all voices and experiences will be
accepted and acknowledged as legitimate.
Engaged Citizens Through their development of language and communication skills and understanding of social issues, students will
gain a sense of agency in their place and realize their ability to make a difference in their community and the world.
Cross curricular Competencies
How will this unit promote the CCC?

Developing Thinking Students will use critical thinking and language skills in order to comprehend, create, assess and reflect on
social issues regarding self, FNMI content and international issues.
Identity and Interdependence Through their study of texts that address social and identity issues, students will develop a sense of
their own identity in the world. They will additionally develop a perception of others identity and place in the world.
Developing Literacies Students will become more literate through their use and study of language in oral, auditory, written + visual
content throughout the unit.
Developing Social Responsibilities: Students will gain knowledge of social issues within and around them. They will develop a sense
of agency and responsibility surrounding these issues.

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

CRB30.1 - View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts
that address:
-identity (e.g., Sense of Self)
-social responsibility (e.g., Social Criticism), and
-social action (agency) (e.g., Addressing the Issues).
CCB30.1 - Create a range of visual, multimedia, oral, and written texts that explore:
-identity (e.g., Sense of Self)
-social responsibility (e.g., Social Criticism), and
-social action (agency) (e.g., Addressing the Issues).
ARB30.1 - Assess own and others' work for precision, clarity, and artistry.
AR B 30.2 - Reflect on and assess understanding of self as a self-directed, self-appraising, and strategic learner.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked
to the content of the enduring understanding)
Content specific.

- Many people have little control over their place of power and -Why do some people challenge the system while others
privilege in society due to systematic racism, sexism, classism, and conform to it? What is the system? What is authority? What are
other forms of oppression. the authorities in your life?

-Many people resist in the system in different ways, and these -How do we differentiate between what is right and just versus
resistances are not black and white in their morality or lack thereof. what is wrong and unjust?

-However, individuals have the power to make a difference in the -Which groups in society are oppressed? Which groups in society
world if they join together and take action. are the oppressors?

-Depending on their background, students themselves may have

experienced the topics and issues discussed in this unit. Students
will understand that they are not alone in this experience, and that
they can feel free to explore these experiences in the safe
environment of this class.
Related misconceptions
-People are in their place in society due to their own effort or lack
thereof, not because of systematic racism, sexism, classism and
other forms of oppression. People who do exist in underprivileged
positions, such as in poverty, are there because they dont work
hard enough.
FNMI, multicultural, cross-curricular
-How are FNMI people affected by power and privilege in modern
times? How have they been affected by power and privilege in
history?
-How could you work to remedy the injustices oppressions that
still affect FNMI or other underprivileged populations?
-How can you relate to the issues and topics discussed in this
unit? Have you experienced these issues and topics in your own
experience?

-People who rebel against the system are always right because the
system is corrupt and I dont like it. People who conform are wrong
because it shows that they dont care about the world around them.

-People who rebel against the system are always wrong because
decent people follow the law and keep their heads down. People
who conform are right because it shows they know their place and
are functioning members of society.

-I am helpless and cannot make a change in the world because it is

too difficult or impossible.

Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.

Students will know... Students will be able to

-The history behind white supremacy, colonialism and FNMI -Read, understand, and criticize poems and short stories that
oppression in Canada and the world. address social issues and FNMI content.

-How some texts tell a story from only one point of view regarding -Write a story, skit, ad or poem that addresses a social issue of
the topics of justice, oppression etc. their choice.

-How to communicate ones thoughts and opinions on social issues -Be able to develop the language to speak about identity and
through writing, visual representation and speaking. social issues in a respectful and ethical manner.

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal G: Students will acquire communication skills through using visual, written and oral means to
What should students accomplish by communicate their research and solution. They will develop a deeper understanding of the social
completing this task? issue they choose and realize their potential to make a difference.
R Role R: Students will take a role as a researcher, creator, informer and facilitator for change.
What role (perspective) will your A: Students audience will be their peers, teacher, and community if they wish to take their task
students be taking? further.
A Audience S: The challenge that the student must face will be to collect accurate information on the issue of
Who is the relevant audience?
their choice (using texts studied in class or outside resources). They will be required to create and
propose a call for action about the issue.
S Situation
P: The students will create a short storybook illustrating a social issue of their choice regarding
The context or challenge provided to
the student. poverty, environmentalism, white supremacy, racism, sexism, animal rights, or any other issue that
P Product, Performance they wish to work on. The storybook will explain the issue through words and images. It will
What product/performance will the conclude with a realistic plan for action against the issue, created by the student themselves.
student
create?
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

-A chart at the very beginning of the unit will be used as a -Students will reflect upon their learning in group discussions that
formative assessment to see if the students understand which will be held often during the unit.
groups are oppressed and which groups are the oppressors
-A journal entry will be used as a formative assessment for the -Student will assess themselves and reflect upon their learning
first lesson to show students understanding of feminist issues through their journal entries. They will be required to complete a
-A group discussion will be used as formative assessment for the short (one-paragraph) journal entry at the end of each day during
first lesson to show students developing understanding of the unit answering these questions:
feminist issues 1) What did I learn today?
-A set of questions will be used as formative assessment for the 2) What did I do well today?
second lesson to show students understanding of Indigenous 3) What can I improve on for tomorrow?
issues and resistance 4) What do I want to learn more about?
-Students will be required to show evidence of their learning
through a summative assessment of a visual and textual -For the final assessment piece, students will self-assess
representation of the short story themselves at least two times against the rubric before handing it
-Students will complete a formative assessment brainstorming in. They will also be required to assess their peers.
sheet for the third lesson to prepare them to write their resistance
poetry.
-Students will complete a summative assessment poetry piece for
the third lesson displaying their understanding of resistance from
their own perspective.
-Students will complete a formative assessment piece breaking
down the elements of a story for the fourth lesson
-Students will complete a summative assessment piece for the 5th
lesson in which they will create a skit in which they role-switch
the roles of and\ oppressed group and an oppressor group

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?

Since my students are in grade 12, many of them will be headed for graduation and integration into the adult world. In the past, many of
my students will have studied social justice issues in class and have viewed the effects of oppression and authority either on the news or
in their real-life experiences. However, I do not believe all of them truly understand who is oppressed and who is not in society. I will
make sure that the students know where they are going by explaining to them first and foremost which groups in society are oppressed
and which are not from there, I will work towards honing their understanding of resistance to oppressions. I have ascertained the
interests of the learners by addressing real-world and modern issues that they can and will be able to relate to, as well as creating
lessons and assessment that appeal to a variety of tastes, from short films to slam poetry. They were not part of the pre-planning as this
is a hypothetical lesson plan. However, if I knew who the students were, I would take their interests and personalities into account when
crafting this unit. I anticipate that there will be many individual needs for EAL students, I will provide them with textual copies of all the
content studied, and will provide subtitles for any videos watched. I will allocate my lunch hours and after school time to give additional
help to any students who need it. As for the learning environment, it will take place mostly in the classroom. However, I will rearrange
the desks into clusters in order to facilitate students conversation and collaboration throughout the unit, as this unit covers sensitive
topics and requires a positive community environment for it to be effective.

How will you engage students at the beginning of the unit? (motivational set)

The unit will begin with the Birdcage activity:

If the school in question has a bird, the Teacher Candidate will use a real bird for this activity. If not, the Teacher Candidate will use a
model or replica for the bird.
The Teacher Candidate will show the birdcage to the students, and allow it to be passed around and examined. Referencing Fryes
metaphor of the birdcage, the Teacher Candidate will explain that if one simply looks at a single rung of the birdcage, it appears that it is
not particularly constraining.

However, when viewing the cage in full, it is obvious that the bird is trapped, with no way out.

This is how oppression works most people just see the single wire and believe that all one has to do is to work hard or slip through in
order to escape. However, the reality is that oppressed peoples are often surrounded by several of these wires which all come together
to create a cage, which represents their oppression. Some of these wires are stronger, while others are easier to bend. However, they
still all work together to create the cage, which is very stable and difficult to escape just like oppression.

This activity, while motivating students, will additionally offer a visual representation. This will allow for the message to be clearer for
more visual learners or for EAL learners.

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

1 Introduction Lesson Plan Title: Introduction to The Social Experience Oppression, Authority and Thinking Smartboar
Who is Resistance , d, journals
Oppressed? Date: 3/26/2017 Social
(60 mins) Subject: English Language Arts Grade: 12 Responsi
Topic: Brainstorming on Oppression Essential Question: Which groups in society are bility
oppressed? Which groups in society are the oppressors?

Materials: Smartboard, journals, writing materials

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?

Students will need to understand the difference between the oppressed groups in
society and the oppressed. Students will also need to understand how to communicate
their opinions in a respectful and equitable manner (for example: They need to
understand that it is not appropriate to say Indians are oppressed, rather, they would
say Indigenous peoples or First Nations peoples).
Students will also need to be able to be respectful of themselves and the opinions other
students in the class.

Broad Areas of Learning:

Lifelong Learners - Through the observation and understanding of content that

addresses oppression, students will gain understandings and lasting knowledge of social
and identity issues around them. Students will be able to apply this knowledge
throughout their lives, and will understand that these issues of oppression exist no only
in Canada, but around the world.

Sense of Self, Community and Place - Students will additionally get a chance to think
about and share their own experiences and thoughts regarding oppression. They will
develop a sense of identity as they consider their own thoughts, opinions and
experiences during this lesson. They will also develop a sense of community, as they will
be able to share these thoughts, opinions and experiences with their peers in a safe and
equitable environment. They will learn to value and thoughts and ideas of their
classmates.

Cross-Curricular Competencies:

Developing Thinking- Through this lesson, students will be given an opportunity to think
critically and creatively as they brainstorm together. Additionally, students may be
exposed to a paradigm shifts or change of opinion throughout the class discussion. This
lesson will give students a chance to expand and even change their knowledge when
regarding oppression in society.

Developing Social Responsibilities: Students will gain knowledge of social issues within
and around them. They will develop a sense of agency and responsibility surrounding
these issues. Additionally, students will gain an understanding of the social issues that
their peers may be experiencing. As a result, students will develop a sense of
responsibility that is more personal as they realize that social issues affect the friends
and peers that surround them daily.

Outcome(s):

AR B 30.2 - Reflect on and assess understanding of self as a self-directed, self-

appraising, and strategic learner.
c. Identify appropriate steps and implement plans to improve comprehension and
communication skills.
e. Assess the effect of new understandings and strategies on self and others.

CC B 30.3 - Create and defend an informed critical response to a global issue in formal
(including a workshop presentation, a debate, and an oral reading of poetry or a prose
passage related to the issue) and informal (including discussion and collaborative group
work) situations.
a. Function both as a group member and a group leader, and demonstrate effective
group interaction skills and strategies:
-Demonstrate ability and commitment to work effectively with diverse teams
- Represent and promote respect for contributions of other team members

PGP Goals:
2.4 ability to use technologies readily, strategically and appropriately The Teacher
Candidate will have to utilize the SmartBoard technology yin the classroom in order for
the students to contribute their ideas through a digital Mindmap. The Teacher Candidate
will have to relay this knowledge onto their students to ensure their own success with
using this technology.
1.1 the ability to maintain respectful, mutually supportive and equitable professional
relationships with learners, colleagues, families and communities As the brainstorming
activity in this lesson contains sensitive content and topics, it is the job of the Teacher
Candidate to ensure that the relationships between themselves and the students is
respectful, supportive and equitable when the opinions and experiences of the students
are shared.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

Students will be assessed formatively throughout the MindMapping activity. Most

importantly, the group discussions will allow the teacher Candidate to assess the
following curricular indicators:
-Demonstrate ability and commitment to work effectively with diverse teams
- Represent and promote respect for contributions of other team members

At the end of class, students will be also be assessed formatively through an exit slip
that will ask the following questions:
1) List 3 things that you have learned today regarding oppression.
2) Did anything you learned today change your perspective? Why or why not? Do
you believe it may have changed any of your classmates perspectives? Without
listing names, explain why or why not.

The first question will generally assess the students competency regarding whether or
not they understand how oppression works. This will be essential to ensure their success
throughout the rest of the unit.

The second question serves to assess the following indicator:

e. Assess the effect of new understandings and strategies on self and others.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.

As this is an introductory lesson, not summative assessment will be completed for this
lesson.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

(10 mins) Birdcage activity:

If the school in question has a bird, the Teacher Candidate will use a real bird for this
activity. If not, the Teacher Candidate will use a model or replica for the bird.

The Teacher Candidate will show the birdcage to the students, and allow it to be passed
around and examined. Referencing Fryes metaphor of the birdcage, the Teacher
Candidate will explain that if one simply looks at a single rung of the birdcage, it
appears that it is not particularly constraining.

However, when viewing the cage in full, it is obvious that the bird is trapped, with no
way out.

This is how oppression works most people just see the single wire and believe that
all one has to do is to work hard or slip through in order to escape. However, the reality
is that oppressed peoples are often surrounded by several of these wires which all
come together to create a cage, which represents their oppression. Some of these
wires are stronger, while others are easier to bend. However, they still all work together
to create the cage, which is very stable and difficult to escape just like oppression

Main Procedures/Strategies:

(15 mins) Chart Activity:

On the Smartboard, the students and teacher with create a chart (as a group) in which
they illustrate which social groups/systems/people are oppressed and which social
groups/systems/people are the oppressors. Teacher will ask questions in order to draw
on the individual experiences of each student, but will take caution not to pressure
students to talk about experiences that they do not feel comfortable sharing. The
Teacher Candidate will additionally warn the students to use appropriate and inclusive
language during this activity.

If the students are having difficulties producing ideas, the Teacher Candidate can
provide a few ideas in order to scaffold the learning, as so:

If students are having difficulties, they can feel free to use their Smartphones to conduct
research throughout the brainstorming activity.

Example:
Oppressed Oppressors
Indigenous Peoples
Residential Schools
(20 mins) MindMap Activity:

Students will then be required to brainstorm, together as a class, how the oppressed
group has shown resistance and how the oppressors have shown authority. If they
wish, students can feel free to approach the Smartboard and write in their own words.
As they brainstorm, they will take notes in their journals. This will be done by completing
a mind map like so (one mind map for the oppressors, and one mind map for the
oppressed):

Through using the mind map, the teacher will additionally emphasize on how the
classroom exists holistically (make sure to emphasize that holism is a common
Indigenous worldview), and that everyone in the classroom is connected. All of the
students experiences and beliefs are valuable, and they all come together as a whole,
as shown above.

(10 mins) Discussion:

At the end of the MindMap activity, the class will have a short discussion about what
they learned. Additionally, this is when the Teacher Candidate must address any
challenges that occurred during the lesson this can range from inappropriate language
use (such as saying Indian instead of Indigenous,) or any misconceptions (such as
stating Whites or Males as an oppressed group).

It is important, however, to consider each and every students opinion as valid thus,
the Teacher Candidate must facilitate discussion and ask the students why they feel the
way that they do, and engage in a respectful and inclusive discussion.

Adaptations/Differentiation:

-While students are encouraged to speak and provide their opinions during the
discussion and brainstorming activities, they will not be required to speak up if they do
 not feel comfortable doing so. However, through emphasizing the holistic and safe
environment of the classroom, the Teacher Candidate should create a welcoming and
inclusive classroom environment in which every student can feel safe providing their
opinions and ideas.
-If any EAL students are in the classroom, the exit slip provided will be both in English
and their home language in order to maintain their reading fluency in their home
language, as well as to further increase their fluency in English.

Closing of lesson:
(5 mins) Assessment - Exit Slip:
At the end of class, students will be also be assessed through their completion of an exit
slip that will ask the following questions:
1) List 3 things that you have learned today regarding oppression.
2) Did anything you learned today change your perspective? Why or why not?
Do you believe it may have changed any of your classmates perspectives?
Without listing names, explain why or why not.
3) What challenges or difficulties did you encounter during this lesson? What
can your teacher and/or classmates do to help you with these challenges?

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)

The unit will be introduced introduced to the unit The Social Experience - Oppression,
Authority and Resistance.
10 mins Birdcage Activity (motivational set).
15 mins: Students and teacher with create a chart (as a group) in which they illustrate
which groups are oppressed and which groups are the oppressors. Teacher will ask
questions in order to draw on the individual experiences of each student, but will take
caution not to pressure students to talk about experiences that they do not feel
comfortable sharing.
20 mins: Students will then be required to brainstorm, together as a class, how the
oppressed group has shown resistance and how the oppressors have shown authority.
As they brainstorm, they will take notes in their journals. This will be done by completing a
mind map like so (one mind map for the oppressors, and one mind map for the
oppressed):
 Through using the mind map, the teacher will additionally emphasize on how the
classroom exists holistically (make sure to emphasize that holism is a common Indigenous
worldview), and that everyone in the classroom is connected. All of the students
experiences and beliefs are valuable, and they all come together as a whole.

10 mins: Discussion Students will discuss their thoughts with the class as a group, and
any challenges/misconceptions will be addressed.

5 mins: Assessment Students will complete an exit slip regarding the content learned.

PGP Goals:

2.4 ability to use technologies readily, strategically and appropriately

1.1 the ability to maintain respectful, mutually supportive and equitable professional
relationships with learners, colleagues, families and communities;
2 Feminist 5-10 mins: Students will watch the slam poem Pocket Sized Feminism. They will be Identity The poetry
Slam Poetry provided with a paper copy of the poem. and video, a
Introduction 20-25 mins: Students will be required to write a short journal entry about how the poetry Interdep textual
to Resistance made them feel, what they thought about it and what questions it left them with. They will endence sheet of
and Authority also be asked if they agree or disagree with the poet. , the poem,
(60 mins) 15-20 mins: Assessment - The students will then share their entries with the class and Thinking their
have a discussion about the slam poetry. The discussion will focus on how it addresses journals.
themes of resistance and authority.

PGP Goals:

3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings.
3 African- 10 mins: reading of I Look at the World Social I Look at
American 10 mins: reading of For My People Responsi the World
Poetry 10-15 mins: Understanding elements of a poem, different types of poetry and how to write bility, by
(120 mins) one. Teacher will model examples of poetry both verbally and textually, in order to scaffold Literacie Langston
the students into understanding the important elements of the poem. s Hughes
20 mins: Assessment students will complete a brainstorming sheet/rough copy of their and For
own poem focusing on their personal experience with oppression and resistance, which My People
they will have to hand in before writing their good copy. If the students feel that they have by
 not had a personal experience with oppression/resistance OR if they do not feel Margaret
comfortable speaking about their experiences with oppression and resistance, they can Walker
feel free to brainstorm ideas based on the media or the experiences of others around
them.
60 mins: Students will continue working on their brainstorming sheet and will finish their
poem. If not finished during this work period it will be for homework.
Evaluation: Students will be evaluated on the structure/mechanics of their poem and how
it ties into themes of resistance and oppression.

PGP Goals:
1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all
learners;
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education;
4 15-20 mins: The teacher will read the Indigenous storybook Fatty Legs by Christy Jordan- Thinking The
Indigenous Fenton and Margaret Pokiak-Fenton to the class. , storybook,
Storytime 10 mins: Teacher will go through the aspects of a story plot (accompanied with a handout). Literacie plot
(60 mins) 20 mins: Students will then break down the story into a chart representing the exposition, s handout
rising action, climax, falling action and resolution of the plot. This activity will serve as a sheet.
means for the students to begin thinking about their assessment piece.
10-15 mins: Assessment students will share their charts with the rest of the class and
have a group discussion

PGP Goals:

2.1 knowledge of Canadian History, especially in reference to Saskatchewan and Western

Canada;
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties,
Residential School, Scrip, and Worldview);
5 Short Film 20-25 mins: Students will watch the short film Imagine A World Where Being "Gay" The Identity The film
Homosexualit Norm & Being "Straight" Would Be The Minority! by K.Rocco Shields. and
y + Skit 30-35 mins: In groups, and using the knowledge gained from previous lesson in the course Interdep
on oppressed groups, students will work together to create a short skit representing a endence
(120 mins) situation in which an oppressed group becomes the oppressor and vice-versa. ,
35-40 mins: Students will present their skits to the class the next day. Thinking
10-15 mins: Assessment Students will assess each other on their performances and
presentation.
Evaluation: Students will hand in their scripts at the end of the day. They will be evaluated
on their speaking, presentation and connection that their skits have to oppression.

PGP Goals:

2.4 ability to use technologies readily, strategically and appropriately

1.4 a commitment to service and the capacity to be reflective, lifelong learners and
inquirers.

6 20-30 mins: As a group, students will read the short story Borders by Thomas King. Thinking Borders
10 mins: Assessment discuss the story as a group , by Thomas
 Indigenous 20 mins In groups or individually, students will complete provided questions addressing Literacie King, story
Identity themes of resistance in the story. s questions,
Short Story Assessment students will hand in these questions at the end of the day. creative
60 mins: Using the class as a work period, students will create a visual representation of materials
(120 mins) the story to show their understanding of the themes of oppression and resistance.
Assessment - Before handing in their final copy of their visual representation, students will
assess themselves and 1 peer against the rubric. This will prepare them for self and peer
assessment for their performance task.

PGP goals:

4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content and
perspective into all teaching areas
2.5 knowledge of a number of subjects taught in Saskatchewan schools
(disciplinary/interdisciplinary knowledge); and
7 15-20 mins: After having studied feminist, LGBTQ, indigenous and African-American Identity Computers
Performance themes of oppression and resistance, students will be introduced to their performance and and books
Task Lesson task, in which they will be required to make a short storybook on a social issue. They will Interdep for
(240 mins be required to make a call for action at the end of the storybook, in which they call for endence research,
roughly change of the issue. , p Social creative
4classes) 220 mins: Students will get this time to research their social issue and create their Responsi materials,
storybook. They are given a choice to choose whichever social issue that they desire it bility handout
can also take place anywhere in the world. It will be stressed that the students should sheets
choose something that either relates to them personally, or that greatly interests them.
They do not have to choose studied feminist, LGBTQ, indigenous and African-American
issues if they do not wish to, but can use the previous materials studied in order to
scaffold and assist their learning and research.
Assessment: Students will be required to assess themselves and one peer against the
rubric before handing in their final copy.
Evaluation: Storybook handed in at the end of the fourth class, students will be marked on
their understanding of the essential questions of the unit and the mechanics of the story.

PGP Goals:

4.3 the capacity to engage in program planning to shape lived curriculum that brings
learner needs, subject matter, and contextual variables together in developmentally
appropriate, culturally responsive and meaningful ways
3.1 the ability to utilize meaningful, equitable and holistic approaches to assessment and
evaluation; and

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Assess and Reflect (Stage 4)

Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Comments
Students view, listen to, read, comprehend, and respond to a variety of grade-
appropriate international, including indigenous, texts that address:
-identity (e.g., Sense of Self) -Lessons 2 and 3.
-social responsibility (e.g., Social Criticism Lessons 1 -7 + performance
assessment
-social action (agency) (e.g., Addressing the Issues) Lessons 6, 7
+ performance assessment

Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
Students create a range of visual, multimedia, oral, and written texts that
explore:
-identity (e.g., Sense of Self) Lessons 2 and 5
-social responsibility (e.g., Social Criticism) Lessons 6, 3, 7
-social action (agency) (e.g., Addressing the Issues) Lesson 7
+ performance assessment
Students assess own and others' work for precision, clarity, and artistry
Lessons 5, 6, 7 + performance assessment
For struggling students:
To adapt for students who struggle, I have done the following things:
-Allowed for students to work in groups in order for them to support each other
in their learning.
-Have allocated my lunch hours and after school time to give assistance to
students who need extra guidance
-Have scaffolded instruction to include formative assessment such as journal
entries and group discussion preceding final evaluations, projects and
presentations
-Have used multi-sensory instruction (visual, auditory and textual) in order to
cultivate understanding in several senses. If the resources are available and
depending on my students, I may also deliver written instruction in more than
one language (such as giving out worksheets/handouts in English and the
home/main language of my students).
-If students do not meet outcomes in a satisfactory way on their first attempt, I
will give them a second chance to do better and improve.
- I have adjusted my instruction to ensure that the opinions, wants and interests
of my students are taken into consideration. I have done this by allowing
students choice in their writing, journaling and assignments they are given
the freedom to write from their own experiences and opinions, and those
experiences and opinions are valued and respected.
For students who need a challenge:
To adapt for students who need a challenge, I have done the following things:
-Allowed a variety of assessment and learning strategies so that students can
challenge themselves in a multitude of ways
-Allowed choice in assessment and evaluation, so that students have a chance
to explore and grow in their learning in a way that they can challenge
themselves
-Offered an open-ended final assessment piece that requires critical thought,
research and exploration of the students own interests and talents
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
These are the following instructional approaches that I have used:
Direct Instruction In the lessons, I explain a topic and teach it to the students.
I provide guides, questions and handouts. I complete assessment and
evaluation.
Indirect Instruction I encourage students to lead the discussion through
brainstorming, charts, journaling and presenting their own thoughts and ideas
Interactive Instruction I allow the students to interact with each other on a
daily basis through group sharing, group discussion, peer editing and
brainstorming
Experiential Learning I allow the students to experience and observe their
own learning through brainstorming, research and integration/exploration of
their own personal experiences.
Independent Learning I allow students to inquire about and research about
themes in the unit, especially in their performance assessment piece. I
encourage them to think independently and to use their own skills to show their
understanding.

Resource Based Learning: Students will have access to print copies and digital copies of all of the content
Do the students have access to various resources that I provide. Additionally, students will have access to outside sources
on an ongoing basis? through the school library, computers and the community. If students have a
preference in reading in a language other than English, I will provide them with
textual copies of assignment sheers/handouts in their preferred language as
well as in English.

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education:
Have I nurtured and promoted diversity while Throughout this unit I have provided a variety of sources and perspective,
honoring each childs identity? including FNMI, LGBTQ, Feminist/woman and African American.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)
Ashley Britz
ECUR 325
Julie Maier
03/27/2017 Assignment 4: Unit Plan Write - Up

For my unit plan for ELA 12, I decided to make a unit called The Social Experience Oppression, Authority

and Resistance. For outcome 1, I believe I have reached tier 5, as my formative assessment through journals,

questions, and group discussions help to shape the performance assessment piece. In particular, my formative

assessment of getting the students to outline a story and getting them to write their own poem will assist them

in successfully completing their performance piece and will allow me to comprehend whether or not they are

ready for the final assessment of the unit. In my lesson plan for this assignment, I additionally added the

indicators that the students will be achieving.

Considering the second outcome, I feel like I have reached the 5th tier in each lesson that I have planned,

there is a goal that I want the students to achieve. Each lesson serves to educate the students about a different
social issue and allows them to explore it. For example, lessons 1s goal is to help the students create and

develop understanding on oppression, while the goals of the lessons following focus on understanding many

social issues such as indigenous issues, homosexual issues and African American issues. Also, near the end of

my unit plan in the Required Areas of Study section, I connect all of my outcomes to each lesson that I have

planned. In my extensive lesson plan for lesson # 1, I added visual aids and expanded the detail of the lesson in

order to supports the clarity of my goal. I also addressed the indicators when discussing my formative

assessment for the lesson.

Considering the 3rd outcome, I feel like I have reached the 5th tier. Every lesson that I plan focuses on

outcome CRB30.1, as I teach students the appropriate materials in order for them to comprehend and respond to

texts that are about either social responsibility or social action. Most of the lessons in the unit additionally

require the students to create content (Outcome CCB30.1). Through creating journals, skits or visual

representation, the students demonstrate their understanding of identity, social responsibility or social action.

Additionally, in lessons 5, 6 and 7, students achieve outcome ARB30.1 as they are required to assess own and

others' work for precision, clarity, and artistry for these lessons. I also allow my students choice in how they

achieve certain outcomes - while they are still required to write for many of the assignments, they are given the

choice to either type or handwrite, and are allowed choice on the content in which they choose to write upon.

For outcome 4, I believe I have reached the 4th tier, as my extensive lesson plan is clearly planned with

time restraints and detail. Additionally, I have provided exemplar templates for the chart and MindMap (if I had

access to a Smartboard, I would have pre-made the templates for use on the smartboard). However, a sub would

be able to copy and paste the templates provided in the lesson into a Smartboard document.
 As for outcome 5, I feel like I have reached the 5th tier, as my formative assessments always focus on

making sure that the students have an understanding of the content being taught for each lesson. For example,

for my extensive lesson, the formative assessments tell me if I need to change my plans for example, if

students are struggling with the concepts of the oppressors/oppressed or are not using inclusive language, I may

have to adjust my future lessons to accommodate these factors. My formative assessments always focus on

making sure that students understand the theme is resistance and oppression, which are the main themes of the

unit.

For outcome 6, I feel like I have reached the 4th tier, as my summative assessments (the skit, the visual

representation and the storybook) are clear, easy to understand and ensure that students understand the

themes of identity, social responsibility and social action in relation to themes of oppression and resistance.

For outcome 7, I feel like I have reached the 4th tier. Through this unit planning, I have improved on several

PGP goals, including improving on my language of instruction (2.2) through the lesson planning, as well as

improving my knowledge on knowledge of Saskatchewan curriculum and policy documents (4.1) through

researching and creating the lesson plans, assessment piece and unit plan. I have additionally expanded my

knowledge for 4.1 by including and addressing the indicators as well as the outcomes in my extensive lesson

plan, in order to further show my competency in this area.

For outcome 11, I feel like I have reached the 4th tier. Through allowing my students choice, allowing them

to think about, reflect on and express their own ideas and experiences pertaining to their culture, allowing them

to read in their home language, using multi-sensory instruction, modelling, encouraging a respectful and

equitable environment, having high expectations for all of my students to be respectful and equitable, and
incorporating Indigenous ways of knowing, I have demonstrated a culturally responsive instructional stance.

Additionally, depending on which students are in my class, I am willing to adjust my content for example, if half

my students are of Asian descent, I may adjust my lessons to be more culturally responsive to their demographic

so that they can further engage and relate to the material.

For outcome 12, I believe I have reached the 4th tier. My essential questions vary and remain relevant

throughout the unit. They are questions that can be returned to throughout the unit and require critical thought.

Additionally, several types of questions are asked throughout the lesson that draw back to the unit and allow

students to reference their own opinions as well as to think critically.

For outcome 14, I feel like I have reached the 4th tier. As seen in Stage 4, I have attempted to differentiate

my unit in a number of ways, such as using several different instructional strategies, giving extra time to help

students who are struggling, and allowing students to experience lessons in multisensory ways. I have also

adapted for gifted students by allowing them choice in assessment and evaluation, and offering an open-ended

final assessment piece that requires critical thought, research and exploration of the students own interests and

talents. Additionally, I have offered the option for students to have access to handouts and texts in their own

language as well as in English.

For outcome 15, I feel like I have reached the 5th tier, as students get a chance to work with each other

either through group work or group discussion in every single lesson and project that I have planned. I have also

allowed students choice in their tasks, and am allowing them to draw on their interests and experiences in every

assignment and task that they do. Thus, they have the ability to take ownership of their learning through having
autonomy in their tasks. I also allow students to pursue their own research in the skit assignment and the final

assessment assignment, which will allow them to cultivate their interests.

For outcome 16, I feel like I have reached the 5th tier as students not only get to explore and improve on

the subject literacies of representing, reading, writing, speaking and critical thinking, but also get a chance to

assess themselves and their peers in many of the lessons. Additionally, through their journaling, exit slips and

other assignments, students will receive constant feedback from me on how ti assess on and improve their

literacy skills.

For outcome 17 I feel like I have reached the 4th tier as all the outcomes will have been met several times

during the unit. Additionally, students are given a variety of ways to display their knowledge and skills in relation

to the outcomes, such as through journaling, group discussion, presentation, art and poetry writing. There is also

differentiation as the students also have a choice in how they achieve these outcomes.

For outcome 18, I feel like I have reached the 5th tier. The final assessment piece ties all 3 outcomes of the

unit together, and allows the students to apply all of their previous learning into the assessment piece.

Additionally, since students are encouraged to draw on their own experiences while completing the final

assessment piece, they will find that it is relevant and useful to them. They can use their assessment piece to

make a tangible and realistic difference in the world in the future, if they wish to do so.

For outcome 19, I feel like I have reached the 5th tier because I have a variety of formative assessments

that will allow me to see if students understand key themes and outcomes such as journaling, group discussion

and brainstorming. I also have a pre assessment at the very beginning of the unit as students will have to
brainstorm and show their understanding of oppression. Additionally, I have included the indicators in my

extensive lesson plan to more clearly display exactly what the students will be achieving.

For outcome 20, I believe I have reached the 4th tier as I made several additions and adjustments, as

highlighted within the unit plan. These additions and adjustments have displayed my continuing improvement in

planning, as well as my improvement with culturally responsive instruction. I have also added certain

improvements to my differentiation, such as allowing more choice and allowing students to have content in their

language.