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UNIT PLAN- DRAFT

Nicole Perl

FEBRUARY 11, 2019

3601- CURRICULUM AND INSTRUCTION
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Table of Contents
Page 3- Unit Rationale
Page 5- Unit Organizer
Page 7- Resources
Page 9- Lesson Overview
Page 18- Unit Assessment Plan
Page 25- Day One Lesson Plan
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Unit Plan Rationale

This English Language Arts unit is designed for an eighth-grade class with twenty-five students in
Calgary, Alberta. This is a diverse classroom with students varying in socio-economic status. The class is
comprised predominantly of students who were born in Calgary and surrounding areas. The class also
consists of students who immigrated to Canada at young ages and two Syrian refugee students. Through
this unit the students will be exploring the essential question: How does our knowledge of others
influence our self-identity? This question is one that can be meaningfully explored as students at this
grade level are often interested in the overarching questions concerning Identity. Because eighth grade is a
time when many students are trying to formulate their identity, this unit will be relevant and pique the
interest of the class. This unit will provide insight and exploration into how we form our own identities
and what factors influence the way we view ourselves and others. Through the examination of the novel
The Insignificant Events in the Life of a Cactus by Dusti Bowling, the students will explore the unique,
changing, and forming identities of the young characters in the text. I chose this novel because of the vast
diversity of the characters in it. I hope this will provide insight into the experiences of these diverse
characters and help the students grapple with the complexities the characters face in regard to their
identities. Although the novel presents some complex and difficult themes, the characters are in grade
eight like the students in this class, so this will help them relate to the feelings and thoughts the characters
have throughout the novel. The selection of poems from Caroline Kaufman’s light filters in provide
insight into the mind of a young writer and the struggles she faces with her own identity. These poems
will hopefully connect the students to their own thoughts and feelings towards writing their creative
pieces for their Blog Portfolio. Shane Koyczan’s poem “Instructions for a Bad Day” will provide the
students with another form of poetry in the mode of spoken word to help them draw from techniques the
poet utilizes and work on polishing their own writing pieces. Tupac Shakur’s poem “The Rose That Grew
from Concrete” will be utilized in a poetry exploration activity in which students will make predictions
about the text on their own and in groups before examining the full poem. This will help them analyze the
elements the poet utilizes to create a powerful piece and help the students recognize that everyone brings
different perceptions and connections to different texts depending on their own life experiences. The
poem “Diversity” by Justin Wetch explores some of the themes related to diversity that the students will
encounter through the unit’s explorations of different identities. The poem provides insight into some of
the issues that can be faced when people from different backgrounds identities’ cross paths and highlights
a hope for embracing diversity. This is important for the students to analyze as the students will discuss
different social issues and diverse backgrounds within the texts they encounter. This unit will also include
some short poetry prompts from Rupi Kaur’s book the sun and her flowers as her exploration of identity
will add to the work the students will be doing with Kaufman’s poetry and provide further prompts for the
students’ own text creation. It is important for students to express their thoughts and feelings around their
own identities through the multiple discussions, responses, and creative writing they will complete in their
blog as well as through their literature circles. The roles and expectations for literature circles will be
scaffolded by class activities before the students are responsible to create their own for the journal entries
and discussions. Students will also have had experience writing in the forms that they will be expected to
produce for their blogs prior to starting this unit. They will build upon their writing skills by honing in on
figures of speech, powerful language and artistry of their own text creation by examining the works of the
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poets in this unit. As we progress through the unit there will be opportunities for self-exploration,
consideration of different world views, and reflection about the impacts of our experiences on our own
perceptions. This is important to examine to gain insight into the elements of shaping our opinions about
our own identities and about our perceptions of others.
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Unit Organizer
Subject Area English Language Arts
Grade Level 8th Grade
Topic Identity
Length of Unit (days) 4 Weeks

Essential Questions:
 How does our knowledge of others influence our self-identity?
 How might our perceptions of others change in relation to our self-identity?
 How do others’ perspectives impact your own understanding of self-identity?
 How do we form our own identities?
 How do our opinions change our identities over time?
 How can we use writing to represent our identities and perspectives?

General learning outcomes:

Students will listen, speak, read, write, view and represent to…
1. Explore thoughts, ideas, feelings, and experiences.
2. Comprehend and respond personally and critically to oral, print and other media texts.
4. Enhance the clarity and artistry of communication.
5. Respect, support and collaborate with others.

Specific learning outcomes:

1.1 Discover and Explore:
Express ideas and develop understanding

1.1.1 revise understanding and expression of ideas by connecting new and prior knowledge and
experiences

1.1.3 seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas,
opinions and experiences

1.2 Clarify and Extend

Consider the ideas of others
1.2.1 acknowledge the value of the ideas and opinions of others in exploring and extending personal
interpretations and perspectives

Combine ideas

1.2.2 exchange ideas and opinions to clarify understanding and to broaden personal perspectives

2.2 Respond to Texts

Experience various texts

2.2.3 expect that there is more than one interpretation for oral, print and other media texts, and discuss
other points of view
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2.2.4 explain connections between own interpretation and information in texts, and infer how texts will
influence others

2.4 Create Original Text

Generate ideas

2.4.1 create oral, print and other media texts related to issues encountered in texts and in own life

4.1 Enhance and Improve

Enhance artistry

4.1.11 experiment with figurative language, voice, sentence patterns, camera angle and music to create an
impression or mood

5.1 Respect others and Strengthen Community

Appreciate diversity

5.1.1 compare own with others' understanding of people, cultural traditions and values portrayed in oral,
print and other media texts
5.1.2 clarify and broaden perspectives and opinions, by examining the ideas of others

Goals:
 The students will have a broader understanding of the elements that influence people’s
perceptions of themselves and others in relation to identity.
 The students will form connections with the literature studied and have a broader
understanding of more world views and the impacts on identity.
 The connections formed with the literature will inspire empathy in the students for others
experiences and understanding as to how those experiences can influence perceptions.
 Students will experience multiple types of text and experiment with their own creation of text.
 Students will demonstrate respect and inclusion for different world views, experiences,
cultures, abilities etc.
 Students will begin to explore and reflect upon their own perceptions of themselves and others.
 Students will reflect upon the experiences they have had that have impacted these perceptions.
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Resources:

1. Insignificant Events in the Life of a Cactus by Dusti Bowling

Bowling, Dusti. Insignificant Events in the Life of a Cactus. Sterling Pub Co, 2019.

This novel would be the central text studied in this unit. Although the reading level is not
challenging, this text provides complex ideas and themes that I think would provide excellent ties
into the essential question of this unit as well as opportunity for differentiation among reading
levels. The novel’s thirteen-year-old protagonist Aven Green was born without arms and the text
examines how she, and her diverse friend group, navigate their world by negotiating others’
discomfort and their own insecurities.

2. light filters in Poems by Caroline Kaufman

Kaufman, Caroline, and Yelena Bryksenkova. Light filters in: Poems. Harper, 2018.

Caroline Kaufman explores the reality of many common teenage experiences and feelings in her
collection. Her work provides insight about experiences that connect to shaping identity. I would
read several poems from this collection with the students to supplement the novel in order to
explore the connections people can have through words regardless of experience, as well as
highlight the experiences and emotions that impact one’s identity.

3. “The Rose That Grew From Concrete” by Tupac Shakur

“The Rose That Grew From Concrete by Tupac Shakur.” Famous Poems, Famous Poets.- All Poetry,
allpoetry.com/The-Rose-That-Grew-From-Concrete.

This poem explores themes surrounding self-reflection and perseverance. It suggests particular
world views and perspectives about an individual prospering from unlikely or difficult
circumstances. I think that it would be a valuable piece to explore and connect to the themes from
the novel studied in this unit.

4. “Instructions for a Bad Day” by Shane Koyczan

Mandal, C. K. (2016, April 14). Instructions For A Bad Day | Shane Koyczan Poem | Motivational Words.
Retrieved from https://www.youtube.com/watch?v=lACwPFqxmzY

This spoken word poem discusses the reality that everyone faces bad days. It provides a realistic
approach to learning how one could begin to cope with terrible days. This poem provides an
inspirational glimpse into looking at difficult experiences from a positive and genuine point of
view. This piece provides many rich metaphors and deep artistry of language which I believe will
provide the students with an excellent example of a different form of poetry as well as opportunity
to explore the poet’s style and use of language.
5. “Diversity” by Justin Wetch
Wetch, J. (2018). Diversity. In Bending the Universe (p. 12). Kansas City, Missouri: Andrew McMeel
Publishing.

Justin Wetch’s poem provides a glimpse into multiple perspectives surrounding diversity in a
broad societal context. It suggests that there is still work to be done surrounding the acceptance of
diversity and that people should embrace this notion. The language and comparisons in this poem
are powerful and will provide the students with more examples of ways they could structure their
own work in their text creation assignments.
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6. the sun and her flowers by Rupi Kaur

Kaur, R. (2018). The sun and her flowers. London: Simon & Schuster.

The selections of poetry from this book I have chosen relate directly to the difficulties of exploring
and fostering identity that we will examine throughout this unit. They provide prompts for the
students to explore Rupi’s ideas in their own creative work. The piece about representation
provides a connection both to Kaufman’s work, Wetch’s “Diversity”, as well as Bowling’s novel
at the heart of the unit.
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Subject Area English Language Arts

Grade Level 8th Grade
Topic Identity
Length of Unit (days) 4 Weeks

Lesson Overview
Day 1:
Lecture:
Introduce topic: Identity
Essential Questions-
Think Pair Share: (10 mins)
 What do you think of when you consider the topic of identity?
 How can people’s identity differ? What about similarities?
 Class discussion about their ideas
Introduce the novel: Insignificant Events in the Life of a Cactus By: Dusti Bowling
 Mystery Box Activity: How it relates to unit, book, and Inquiry Question (20 mins)
 Have students make guesses about what could be in the box based on what they can/can’t see.
 Have student pull things from box as another writes the objects down on the board
 Have each table group categorize the items by writing them on a large piece of paper—however
they want as a group. Hand the papers in to me. I will then take the themes that arise from the
categorizations and we will talk about them in class the next day.
 Read first page as a class and write down predictions about what the book might be about and
how it might relate to identity in what will become Lit Circle Journals. (5 mins)
 Read as a class pages 1-23 (10 mins)
 Homework: Read pages 23-39
SLO’s:
1.1, 1.2, 5.1

Day 2:
 Go over any Exit slip questions from previous day
 Discuss the arise themes from the mystery box activity (10 mins)
o Think, Pair, Share
o Discussion
 Introduce Blogging: (15 mins)
o Why did Aven start a blog? Why did her parents encourage her?
o What types of writing could go on a blog?
o Look @ pages 33-39 to discuss Aven’s Blog
o Why would someone start a blog?
o What audiences could blogs reach?
o Blog Safety
o We are going to create our own blogs using a safe forum site for only our class
o Show them the format & expectations
 Read pages 39-59 as a class (10 mins)
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 First Blog post: If you were going to create a mystery box for your own identity to show to
someone you just met, what would you include in it and why? (10 mins)
Exit Slip: (5 mins)
 How do you define identity?
 Did you enjoy the mystery box activity? Why or Why not?
 Any questions or comments about today’s class?
Homework:
 Finish Blog post if not completed in class
 Read pages 59-74
SLO’s:
1.2, 2.4, 4.1

Day 3
 Go over exit slip questions from previous class (3 mins)
 Get Literature Circle Groups & Explanation: (10 mins)
 Explain roles of each member in the group & that they will rotate each week so everyone will
have a chance to try each role
 5 groups of 5 students in Lit circle groups
 Will have questions provided that literature circle will discuss
 Hand-out provided to students outlining roles & Lit Circle Journals
 Roles will be doubled up so there will be at least 2 people completing each role
 Explain the Lit Circle Journals
o Will be handed in after each circle
o Must show that you completed your role and contributed to the group
o Took brief notes about group discussion
o Can use them to take notes while reading
o Not graded- just to show you are doing the work
o Will be a completion mark at the end of literature circles combined with a peer and
self-evaluation at the end.
 Sit with Lit Circle Groups  First Lit circle: (15 mins)
o Students will record notes from their discussions in their journals
o Why do you think Connor and Aven get along so well?
o Do you think that students who look different get treated differently in our school?
o Do you think the perceptions of the other students in the school effect Aven? If yes, how
so? If no, why not?
o How to Aven’s parents feel about her disability? What about Connor’s? How do you think
this effects each of them?
 Blog Post- (15 mins)
o Respond to the poem from Love Her Wild By Atticus (pg.173) Read aloud and provided
digitally on top of blog forum.
The hardest step
we all must take
is to blindly trust
in who we are.
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o Respond in a paragraph- this can be an excerpt from a story you would write, a
personal connection, a poem, your thoughts about the poem. Do you agree with the
poem? Why or Why not?
 Exit Slip:
o Any questions or comments you would like addressed tomorrow?
 Homework:
o Read pages 75-88
o Answer:
 What prank did Aven and Connor pull?
 Why do you think Aven’s parents weren’t very mad?
SLO’s:
5.1, 4.1, 2.4, 1.2
Day 4:
 Address any exit slip questions
 Read poem aloud “Diversity” (pg.12) from Bending the Universe by Justin Wetch (provide poem
to students via paper copy as well)
 Students will be taking notes during discussion on the poem itself in order to share for think,
pair, share (15 mins)
o Discuss some of the more difficult vocabulary
o Think, Pair, Share: What is the poem saying about our society? What is the poem saying
about Diversity?
o Do you think the poet’s style impacts the way we read it?
 Lecture: (15mins)
o Discussion about what makes us unique
o Power in Diversity
o Identity and Diversity
o How could we connect this poem to Insignificant Events in the Life of a Cactus so far?
 Read aloud: Cactus (pgs. 89-95) (10 mins)
 Lit Circle Journal entry: (5 mins)
o Why do you think Aven befriends Zion?
o Why does Zion eat alone at lunch?
o Have you ever felt like you wouldn’t be accepted by your peers? If so, why?
Exit Slip:
o Any questions or comments from class today you would like addressed tomorrow?
SLO’s:
1.2, 1.1, 2.2
Day 5:
 Address exit slip questions
 Slam Poem: Shayne Koyczan- Instructions for a Bad Day (5 mins)
o https://www.youtube.com/watch?v=lACwPFqxmzY
o While you are watching jot down some things you noticed he did as a poet?
o Feel free to jot down some ideas or themes that stand out to you
o Think, Pair, Share: (15 mins)
 What do you think the poem is about?
 How could this poem relate to identity?
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 What would Aven think about this poem? Connor?
o Model how the poem gave me both techniques and themes to pull from. (I will write down my
own notes as the kids are writing and show them these thoughts)
o Discuss the poetic devices they learned in the prior unit and have class come up with a list of the
ones they could use in their own writing.
 Blog Post: (20 mins)
o Think about one of the ideas you pulled from the poem that you are passionate about.
You could:
 Write instructions you would give for a bad day. This can include things you like to
do when you are having a bad day, things you should do, things you think others
should do etc.
 Write about something else that you felt inspired about from our discussion.
o Can be a list, paragraph, narrative, poem, ideas
o Don’t worry about writing a poem today, worry about writing from the heart  we will
mold into a poem later.
 Exit Slip:
o Do you have any questions about today’s class you would like addressed tomorrow?
 Homework:
o Prepare for Lit Circle tomorrow  look over your role
o Read pages 97-114
o Write notes in journals according to your role
o Come up with two discussion questions for lit circle
SLO’s:
2.4, 4.1
Day 6:
 Students will sit with their lit circle groups as they come in to class
 Address exit slip questions
 Reminder of lit circle task for the day (20 mins)
o Question prompts for lit circle:
 How is Connor’s identity impacted by his parents perceptions of him?
 Aven was adopted by her parents, how does this impact her identity?
o Students will be given 20 mins to complete lit circle discussions and respond in their
journals to the prompt questions
o Each individual should be able to share their findings
o As a group, they should come up with one question to share with the class.
 Each group will share their questions with the class and write them down on the board.
 Discussion about the questions (5 mins approx. per question)
 Homework:
o Blog Post: Aven and Connor have very different relationships with their parents. Discuss
how your relationship with your parents impacts your identity? This can be poetic,
personal response, creative piece, a list etc.
SLO’s:
5.1, 2.2, 1.2, 1.1

Day 7:
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 Poem: (pg.68) from light filters in By Caroline Kaufman (5 mins)
o Read aloud and given copy to the students
o Journal writing: (10 mins)
 What do you think this poem says about the process of writing?
 Do you agree? Why or why not?
 What does your writing process look like?
o Class Discussion about poem (15 mins)
o Lecture: Our identity as writers
 What does teacher’s writing process look like?
 Write a 3 line poem about how you write (5 mins)
o Share with your table group
o Anyone who wants to share with class can (5 mins)
o Hand in 3 line poems at end of class
 Homework:
o Look at your last blog post and try to form it into the beginnings of a poem.
o Read pages 114-125
SLO’s:
2.4, 2.2
Day 8:
 Blog post: Aven Writes a blog post of the pros to having no arms. Think about yourself. Think of
something you feel insecure about, something different about you, something unique to you,
something that you think other people might not have. (15 mins)
o Write a detailed list of at LEAST 10 things that are great about that thing. Aven’s list had
her reasoning included in her list. Please provide your reasoning.
o If you can’t think of something in particular, write a list about 10 great things about being
you.
o For example, I wrote a list about 10 great things about wearing glasses. (share this with
class)
o When done share with 2 of your classmates
 Read as a class: Cactus pages 126-136 (15 mins)
 Class Discussion: (15 mins)
o Why does Aven suggest the support group to Connor?
o Why is Connor hesitant to join the support group?
o Discuss the difference between laughing with people and laughing at people. How does
that relate to this book?
 Think, Pair, Share
o Dexter’s comments are funny however they are due to his Tourette’s syndrome, how
does he address this? How do the other kids in the support group react? Is it ok to laugh?
o Discuss Aven saying she likes Connor “tics and all” (pg.136)
SLO’s:
2.4, 5.1, 1.1
Day 9:
 Read (pg. 196) ) from light filters in By Caroline Kaufman (10 mins)
o Read aloud and given copy to the students
o Discuss at table groups what it means to them individually
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 Blog Post  Free Write (15)
o Can work on started poem that was in response to the spoken work poem “Instructions
for a Bad day”
o Can start new piece or polish other ones.
 Discuss the poem as a class and what the table groups talked about. How does this poem reflect
the theme of identity? (10 mins)
 Read as a class: Cactus pages 137-162 (10 mins)
SLO’s:
2.4, 4.1, 2.2
Day 10:
 Poetry Detectives: Flash-Card Activity with Tupac Shakur’s poem “The Rose That Grew From
Concrete” (30 mins)
o The poem is broken up into lines on flashcards ahead of time and one is passed out to
each student.
o There are multiples of some lines
o Students are not told the title or name of the poet
o Students will then go around the class and share their lines with each other but not
discuss them (5 mins)
o Students will then reflect individually about what they think the poem is about
o Students will then share with their table groups what they think the poem is about (10
mins)
o Groups will then share with the whole class (10 mins)
o Title will then be shared with the class
o Then the whole poem will be given to each student and read aloud to the class (5 mins)
 Class Discussion about the poem (15 mins)
o What did you notice about the poet’s style?
o How could this poem relate to the characters in Cactus?
o What does this poem say about identity?
o Individual prospering from difficult circumstances
 Homework:
o Read Cactus Pgs. 162-193
o Prepare for lit circle
o Have Lit Circle Journals ready
SLO’s:
1.1, 1.2, 2.2
Day 11:
 Students will sit with their lit circle groups as they come in to class
 Reminder of lit circle task for the day (20 mins)
o Question prompts for lit circle:
 Predictions about the photograph of Aven with arms and the necklace?
 Why do they take Connor to the movies? Why is he initially upset about it?
 How does the setting of the novel impact the characters?
 Compare & Contrast Aven and Connor.
o Students will be given 20 mins to complete lit circle discussions and respond in their
journals to the prompt questions
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o Each individual should be able to share their findings
o As a group, they should come up with one question to share with the class.
 Each group will share their questions with the class and write them down on the board.
 Discussion about the questions (5 mins approx. per question- 25 mins total)
SLO’s:
5.1, 2.2, 1.2, 1.1

Day 12:
 Read as a class Cactus pgs. 194-214 (10 mins)
 Class Discussion/Lecture (15 mins)
o Discuss Connor and Aven’s fight
o Could they have communicated their feelings to eachother in a better way?
o How do you react when a friend hurts your feelings?
o What is their fight really about?
o Discuss empathy
 Blog post- Think of a time when you felt empathy? What can you do to be more empathetic in
your daily life? (10 mins)
 Sit with a partner and share a blog post- partner writes 2 stars and a wish for your post. (10 mins)
 Homework:
o Read Cactus pages 215-226
SLO’s:
2.4, 2.2, 1.2
Day 13:
 Discuss last night’s readings with an elbow partner (5 mins)
 Read as a class Cactus pages 227-238 (10 mins)
 Class discussion (10 mins)
o Did you expect this?
o Take a look at the first entry in your journals about predictions for the novel. How do they
match up?
 Meet with table groups and discuss these questions: (10 mins)
o Tarantulas are important in the book. Why is their absence significant? What does Aven’s
search for them represent?
o Write response in lit circle journal
 Exit Slips:
o Any questions or comments you would like to discuss tomorrow?
o Did you predict Josephine’s identity? If not, what did you think the outcome would be?
o Do you think Aven finding out this key part to her identity will change the way she views
herself?
SLO’s:
5.1, 2.2, 1.2, 1.1
Day 14:
 Class Poem Activity: (15 mins)
o Everyone will have their 3 line poems handed back with portions highlighted in them.
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o I will have a list on board of names of students who will each read the highlighted portion
of their piece out loud
o This will create a class wide poem
o Beside their name is the topic I pulled from (could be writing style, theme, language use
etc.)
o Discuss the class poem and how everyone’s pieces created one.
 Poem: Page 239 of Rupi Kaur’s the sun and her flowers (15 mins)
o Given to the class in print and read aloud
o Discussion surrounding the poem in relation to identity
o Discussion surrounding the poem in relation to the novel
 Blog Post: Write a poetic response to Rupi Kaur’s piece (15 mins)
SLO’s:
2.4, 2.2, 4.1, 5.1
Day 15:
 Read Cactus as a class pages 238-262 (10 mins)
 Fill our reflections sheet individually on the remainder of the book: provided (10 mins)
 Discuss Take aways with Lit Circle groups: (15 mins)
o Write down reflections in Lit journals
 Class discussion
 Lecture on identity in the novel (10 mins)
 Homework: Prepare for final Lit Circle Discussion
o The Aven we met at the beginning of the book is very different from the Aven at the end.
How is she the same? How has she changed? What about Connor?
SLO’s:
1.1, 1.2, 2.2
Day 16:
 Students will sit with their lit circle groups as they come in to class
 Reminder of lit circle task for the day (20 mins)
o Question prompts for lit circle: provided in advance
 The Aven we met at the beginning of the book is very different from the Aven at
the end. How is she the same? How has she changed? What about Connor?
o Students will be given 20 mins to complete lit circle discussions and respond in their
journals to the prompt questions
o Each individual should be able to share their findings
 Self & Group Assessment for lit circles (10 mins)
 Final Assigned Blog- (15 mins)
o Poem from Caroline Kaufman’s light filters in (pages 103-104) (spend 5 mins discussing it
with an elbow partner)
o Respond personally, critically, creatively
SLO’s:
5.1, 2.2, 1.2, 1.1

Day 17:
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 Choosing pieces for final blog submission (must submit 5 out of their 9 edited pieces of work of
their choice)
 Editing and finishing entries
 Working with 2 students to edit each other’s work
 Sign up for teacher conference about blog submission
SLO’s:
4.1, 1.2, 5.1

Day 18:
 Rationale for self-evaluation of final blog submission
 Editing and polishing submission
 ½ of Teacher conferences of submissions
SLO’s:
4.1, 1.2, 5.1

Day 19:
 ½ of Teacher Conferences about final blog submissions
 Polishing and submitting
SLO’s:
4.1, 1.2, 5.1

Day 20:
 All final blog submissions must be uploaded
 Students will respond to 3 posts from other student’s blog posts using the template provided in
class (25 mins)
 Read light filters in Pages 131-133 as a class and will have paper copies provided (15mins)
o Discussion about identity as writers
o What is difficult about writing?
o What do you like/hate about writing?
 Exit Slip (5 mins)
o How do your perceptions of others influence the way you see yourself? Vice Versa?
o Do you think identity changes throughout out lives? Why or why not? Explain.
SLO’s:
4.1, 1.2, 5.1, 2.4
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Subject Area English Language Arts
Grade Level 8th Grade
Topic Identity
Length of Unit (days) 4 Weeks

Unit Assessment Plan

Desired Results
Established Goals – GLO(s):
Students will listen, speak, read, write, view and represent to…
1. Explore thoughts, ideas, feelings, and experiences.
2. Comprehend and respond personally and critically to oral, print and other media texts.
4. Enhance the clarity and artistry of communication.
5. Respect, support and collaborate with others.

Understandings: Essential Questions:

Students will understand that…
 How does our knowledge of others influence our
 The students will have a broader self-identity?
understanding of the elements that  How do our perceptions of others change in
influence people’s perceptions of relation to our self-identity?
themselves and others in relation to  How do others’ perspectives impact your own
identity. understanding of self-identity?
 The students will form connections  How do we form our own identities?
with the literature studied and have  How do our opinions change our identities over
a broader understanding of more time?
world views and the impacts on  How can we use writing to represent our identities
identity. and perspectives?
 The connections formed with the
literature will inspire empathy in
the students for others experiences
and understanding as to how those
experiences can influence
perceptions.
 Students will experience multiple
types of text and experiment with
their own creation of text.
 Students will demonstrate respect
and inclusion for different world
views, experiences, cultures,
abilities etc.
 Students will begin to explore and
reflect upon their own perceptions
of themselves and others.
 Students will reflect upon the
experiences they have had that have
impacted these perceptions.
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Students will be able to…

1.2 Discover and Explore:

Express ideas and develop understanding

 revise understanding and expression of ideas by

connecting new and prior knowledge and
experiences
 seek out and consider diverse ideas, opinions and
experiences to develop and extend own ideas,
opinions and experiences

1.3 Clarify and Extend

Consider the ideas of others
 acknowledge the value of the ideas and
opinions of others in exploring and extending
personal interpretations and perspectives

Combine ideas

 exchange ideas and opinions to clarify

understanding and to broaden personal
perspectives

2.2 Respond to Texts

Experience various texts

 expect that there is more than one interpretation

for oral, print and other media texts, and discuss
other points of view
 explain connections between own interpretation
and information in texts, and infer how texts will
influence others
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2.4 Create Original Text

Generate ideas

 create oral, print and other media texts related to

issues encountered in texts and in own life

4.1 Enhance and Improve

Enhance artistry

 experiment with figurative language, voice,

sentence patterns, camera angle and music to
create an impression or mood

5.1 Respect others and Strengthen Community

Appreciate diversity

 compare own with others' understanding of people,

cultural traditions and values portrayed in oral,
print and other media texts
 clarify and broaden perspectives and opinions, by
examining the ideas of others
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Assessments
Think, Pair, Literacy Final Blog Response to
Title Exit Slips Journal Blog Entries
Share Circle Portfolio 3 blog posts
Learning Outcomes Type Formative
(Formative/Summative)
Formative Formative/Summative Summative Formative Summative Summative

Weighting 0% 15% 25% 0% 50% 10%

0%
1.1.1 revise understanding and
expression of ideas by connecting ✓ ✓ ✓ ✓ ✓ ✓
new and prior knowledge and
experiences
1.1.3 seek out and consider diverse
ideas, opinions and experiences to ✓ ✓ ✓ ✓ ✓ ✓
develop and extend own ideas,
opinions and experiences
1.2.1 acknowledge the value of the
ideas and opinions of others in ✓ ✓ ✓ ✓ ✓ ✓
exploring and extending personal
interpretations and perspectives
1.2.2 exchange ideas and opinions
✓ ✓ ✓ ✓
to clarify understanding and to
broaden personal perspectives
2.2.3 expect that there is more than
one interpretation for oral, print ✓ ✓ ✓
and other media texts, and discuss
other points of view
2.2.4 explain connections between
own interpretation and information ✓ ✓ ✓ ✓ ✓
in texts, and infer how texts will
influence others
2.4.1 create oral, print and other
media texts related to issues ✓ ✓ ✓
encountered in texts and in own
life
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4.1.11 experiment with figurative
language, voice, sentence patterns, ✓ ✓
camera angle and music to create
an impression or mood
5.1.1 compare own with others'
understanding of people, cultural ✓ ✓ ✓
traditions and values portrayed in
oral, print and other media texts
5.1.2 clarify and broaden
✓ ✓ ✓
perspectives and opinions, by
examining the ideas of others
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Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
-Students will write a total of 9 blog
posts throughout this unit. The posts are
a mixture of personal reflection, creative ✓ ✓
Blog Entries
work, poetry, analytical writing. Some
post formats are up to the student while
others are assigned.
-After reading a chapter as a class the
teacher will pose a question to the class
regarding that chapter. -The questions
will be discussed within the students
desk groups (4 students per group). The
students will be given class time to
discuss and prior to the class ending
each group will have to tell the class
about something their group talked
about. ✓
Think, Pair, Share
-The teacher will be able to formally
assess the students by walking around
and listening to conversations, as well as
hearing what the different groups say to
the class about their discussion.
-Each student in the group will be
encouraged to present their groups
discussions at least once throughout the
unit.

-Students will be given class time to read

one chapter of the novel individually.
Prior to the class ending the teacher will
hand out exit slips to the students.
-The slips will have one specific question
regarding the chapter, one portion ✓
Exit Slips
where students would write one
takeaway of that chapter, and one area
to write how many pages were read
during class time.
-These exit slips will allow the teacher to
formally assess students’ ability to read
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and comprehend the chapter

individually.

-Students will have assigned literature

circle groups where each student will
have a different role (weekly or bi-
weekly).
-Teacher will have assigned questions to
direct the group each week.
-Students will be responsible for ✓
Literature Circles
submitting their responses to their
assigned roles as well as a peer
evaluation.
-There will be a self and peer evaluation
form submitted at the end of the final lit
circle.

-Students will choose a selection of 5

our of 9 of their blog posts to submit for
a final portfolio
-Students will submit a rationale/ self-
Blog Post Writing ✓
evaluation as part of the portfolio which
Portfolio
will outline why they think they deserve
a particular score. This will be discussed
in an organized student/teacher
conference
-Journal’s purpose is to keep the
students accountable for their readings.
-Journals will be handed in upon
request, but will be assessed for
completion and not for writing ✓
Journal
conventions etc.
-Students will be expected to have well
thought out ideas that show that they
engaged with the text.

-Students will respond in paragraph

form to 3 other students’ blog posts.
Respond to 3 -Must respond to 3 different students. ✓
blog posts Posts must be thoughtful and
appropriate.
-Students will follow provided format.
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Lesson Plan Day 1

Grade/Subject: Grade 8 ELA Unit: Identity Lesson Duration: 45 mins

STEP 1: OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Students will listen, speak, read, write, view and represent to…
1. Explore thoughts, ideas, feelings, and experiences.
5. Respect, support and collaborate with others.

Specific Learning Outcomes:

 1.1.1 revise understanding and expression of ideas by connecting new and prior
knowledge and experiences
 1.1.3 seek out and consider diverse ideas, opinions and experiences to develop
and extend own ideas, opinions and experiences
 1.2.1 acknowledge the value of the ideas and opinions of others in exploring and
extending personal interpretations and perspectives
 1.2.2 exchange ideas and opinions to clarify understanding and to broaden
personal perspectives
 5.1.1 compare own with others' understanding of people, cultural traditions and
values portrayed in oral, print and other media texts
 5.1.2 clarify and broaden perspectives and opinions, by examining the ideas of
others

Essential Questions
1. Students will consider the topic of Identity for the upcoming unit
2. How can people’s identity differ? What about similarities?
3. How does our knowledge of others influence our self-identity?
STEP 2: ASSESSMENT EVIDENCE
- Think, Pair, Share  Formative
- Mystery Box Categories Group Sheet

LEARNING MATERIALS AND RESOURCES

#1: Mystery Box  Items related to upcoming unit and identity, items related to the
novel, items related to the poetry we will be examining

#2: Novel: The Insignificant Events in the Life of the Cactus by Dusti Bowling

#3: Large 8 by 11 Sheets of blank paper, markers

STEP 3: LEARNING ACTIVITIES

Introduction:
Think Pair Share: (10 mins)
 What do you think of when you consider the topic of identity?
 How can people’s identity differ? What about similarities?
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 Class discussion about their ideas

Learning Activity: Mystery Box Activity (20 mins)
 Have students make guesses about what could be in the box based on what they
can/can’t see.
 Have a student pull things from box as another writes the objects down on the
board.
 Have each table group categorize the items by writing them on a large piece of
paper—however they want as a group. Hand the papers in to me. I will then take
the themes that arise from the categorizations and we will talk about them in
class the next day.

STEP 4: CLOSURE/CLIFFHANGER

 Read first page as a class and write down predictions about what the book might
be about and how it might relate to identity in what will become Lit Circle
Journals. (5 mins)
 Read as a class pages 1-23 of The Insignificant Events in the Life of the Cactus by
Dusti Bowling (10 mins)
 Homework: Read pages 23-39 of The Insignificant Events in the Life of the Cactus
by Dusti Bowling