Understanding By Design Unit Template

Title of Unit Unit II - The Social Experience Grade Level 12

Subject ELA B30 Time Frame 13 14 classes

Developed By Dean Ewen

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?
Lifelong Learners:
The unit aims to provide learning and understanding that will help students develop a positive disposition towards learning. The skills and
strategies covered in this unit aim to improve the competence and confidence of students in regard to language use, particularly in how it
relates to a social understanding of the world

Sense of Self, Community, and Place

This unit aims to improve the way that, as well as develop greater understanding of, the way that students interact with each other. Through
learning about themselves in relation to others and the world, students can use their understanding to develop a sense of place. Students will
understand how language understand this sense of place, and understand how to use language to effectively build with others.

Engaged Citizens
The social experience of this unit aims to enable students to make a difference in their personal, peer, family, and community through
language use. This use of language aims to give them a sense of agency and ability to make a positive impact in their society.
Cross curricular Competencies
How will this unit promote the CCC?
Developing Thinking
This unit aims to develop inquiry-based learning in the use of language and thinking skills related to social understanding and criticism in
English Language Arts. These skills and thinking will aid students in exploring various issues and theme directly or indirectly related to the
unit material.

Developing Identity and Interdependence

The units themes of social understanding aim to develop student understanding of themselves and how they can and do connect to the
world around them. These themes will cover values, understanding, diversity, and responsibility, developing respect for each. These themes
will connect identity and social responsibility with interdependence and sustainability.

Developing Literacies
This unit aims to develop student literacy ability in understanding language contextually to understand ideas and understanding relating the
social understanding.

Developing Social Responsibility

This unit will explore social responsibility in working towards common goals for the common good. This responsibility will extend beyond
constructed goals to natural worlds as well. The themes will engage in moral reasoning to develop an understanding of shared goals and
communitarian thinking.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
CR B 30.1
View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts that address:
o identity (e.g., Sense of Self)
o social responsibility (e.g., Social Criticism), and
o social action (agency) (e.g., Addressing the Issues).

CR B 30.3
Listen to and comprehend grade-appropriate informational and literary texts created by international, including indigenous, speakers and
authors, and analyze the perspectives, biases, beliefs, values, identities, and power presented in each text.

CC B 30.2
Create a visual or multimedia presentation that suits the topic, purpose, and audience; teaches others about a global social issue; and
persuades them to act on the issue in a responsible manner.

CC B 30.4
Compose and create narrative, descriptive, expository, and persuasive writings that include a position paper, a comparative essay, a letter of
inquiry, a critique of an authors style, and a short story or essay that uses parody, satire, and/or irony.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content?
students to understand & be able to use several years from now) (open-ended questions that stimulate thought and inquiry linked to
What misunderstandings are predictable?
Students will understand that...
- Literary mediums explore social responsibility and social criticism
- There can be many complex messages within one piece of literature
- People are sometimes able to better express their social experiences
through artistic mediums
- The order of words can have a significant influence on their meaning
and effect
- Social responsibility can be complicated and requires critical
thinking
Related misconceptions
- Literary mediums do not have deeper meaning other than what is
literally expressed
- The specific way things are written is inconsequential
- Literary mediums do not offer social value
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.
the content of the enduring understanding)
Content specific.
- Whose perspectives can we better understand through literature?.
- How can we determine and learn from the deeper meaning of
literary works?
- What can literature teach us about the world around us?
- How can we use language arts to create positive change in the
world?
FNMI, multicultural, cross-curricular
- What constitutes a society? (Social 9)
- How can history teach us about the dynamics of a society and
culture? (History)
- What social responsibilities involving morality could be applied
to Canada-First Nations relations? (FNMI)
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

Students will know...
- How social criticism informs our understanding of the world
- The effectiveness of language towards intended meaning
- Social criticism can be employed creatively and effectively in many
ways
indicators.
Students will be able to
- CCB30.1(c): Make connections between ideas in texts and
personal knowledges, experiences, and insights; and between
texts and real world
- CCB30.1(d): Consider how cultural, political, and social contexts
influence the presentation of ideas, themes, and issues in texts
- CCB30.1(e): Analyze texts in terms of messages, ideas,
information, universal questions, themes, and issues; provide
evidence from the texts to support analysis
- CCB30.1(f): Explain how informational and literary texts
contribute to an understanding of human nature and of self
- CCB30.1(g): Identify ways in which informational and literary
texts might promote social and personal change
- CRB30.3(c): Use language cues and conventions of a variety of
informational and literary texts to construct and confirm meaning
when listening
- CRB30.3(d): Apply and demonstrate critical listening behaviours
to analyze the overall effectiveness of oral presentations
- CRB30.3(f): Use evidence from the texts to support
interpretations
- CRB30.3(g): Identify and analyze the perspectives and/or biases
in oral texts
- CRB30.3(j): Describe and analyze potential sources of bias in
oral presentations including those that attempt to persuade
- CCB30.2(b): Select, use, and evaluate deliberately a wide variety
of before, during, and after strategies to communicate meaning
when representing
- CCB30.2(c): Apply accurately and effectively the language cues
and conventions to construct and communicate meaning when
representing.
- CCB30.2(d):Create and present a visual or multimedia
 presentation persuading an audience to act on an issue using
presentation techniques most appropriate to audience and
purpose
- CCB30.2(f): Identify a variety of conventions and/or techniques
appropriate to a visual or multimedia form, and explain how
these will help communicate specific aspects of intended
meaning.
- CCB30.2(j): Analyze how media messages are constructed, for
what purposes, and using which tools, characteristics, and
conventions.
- CCB30.4(a): Select, use, and evaluate deliberately a wide variety
of before, during, and after strategies to communicate meaning
when writing
- CCB30.4(c): Apply accurately and effectively the language cues
and conventions to construct and communicate meaning when
writing
- CCB30.4(i): Experiment with different forms and formats and
techniques, and their appeal

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 SWBAT show critical thinking and express individual thought regarding social responsibility and
What should students accomplish by understanding their social environment.
completing this task?
R Role Students will become critical observers of the material covered, as well as similar material outside of
What role (perspective) will your students be the classroom. They will then become a presenter of a persuasive speech aiming to convince their
taking?
peers of the perspective they have adopted and its relevance.
A Audience
Who is the relevant audience? The teacher and peers
S Situation Students will envision themselves in a scenario to that similar of The Ones Who Walk Away from
The context or challenge provided to the
student. Omelas and determine what they would deem as a moral way to act in that situation, while relying on
real world context and experiences to support their claim.
P Product, Performance
What product/performance will the
student Students will deliver a presentation (speech or otherwise) expressing their views, beliefs, and overall
create? rationality for what they determine to be moral and sound social responsibility in this situation.

See Assignment 1 Rubric

S Standards & Criteria for
Success
Create the rubric for the Performance Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, How will students reflect upon or self-assess their learning?
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.
Comprehend and respond question sheets for each reading (refer to With the primary assessment, students will be tasked with a self-
question sheet for Assignment 2) [Summative] assessment in accordance with the same rubric

Class discussion before, during, and after each reading [Formative]

Students will fill out an exit slip after each reading answering
questions regarding their understanding of the material and themes.
[Formative]
 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?
- Students will be headed towards being socially critical thinkers and therefore intuitive members of society upon entering adulthood; will cover
themes exploring social responsibility and will challenge students to determine their own such responsibility
- At their current age, they have made their way through adolescence and have faced having to understand themselves, now they are to
understand their place in society
- To make clear to students where they are going, the end of each class will include a reflection of that class and students will be asked to reflect
on how the material of that class relates to the initial essential questions introduced in the first class
- Students will be asked throughout to relate their personal experiences to the units material, in both assignments and activities/discussions
- As the unit develops, students will be given more responsibility to direct class discussion, allowing student interests to influence the lessons
- Exit slip responses and class discussion will inform the direction, depth, and pace of the unit and other pre-planning consideration throughout
the unit
- Some students may require reading assistance as some of the materials hold the potential to challenge their reading comprehension (exit slips
will help inform the teacher of the existence of this issues and how to address it from there); some students may not have the social confidence
to engage in full class discussions, if this also affects their participation in the smaller group discussions, students still have opportunities to
express their thoughts through writing and can also elect to hold one on one discussion on such themes solely with the teacher
- Having the essential question on the board throughout the unit will make it convenient for students to relate to when asked how the materials
connect to it; desk arrangement must be conducive to class discussions, to account for this, small group discussions will require students to
arrange their desks together in their groups, and for full class discussions, desks will be arranged in a large half circle to make it easy for all
students to see and hear each during discussions
How will you engage students at the beginning of the unit? (motivational set)
- Students will engage with material that has real life implications and discussions will be aimed at connecting the material to real life;
reflecting on how their own personal experiences connect to the material
- Students will be asked to think critically about the presented themes in the introductory lesson (while being assured that the expectation is not
to look for exact answers); the emphasis here to students will be that their input is valuable to the unit and the class as a whole, and that this
activity is a part of a standard that will be applied throughout and for students to understand how their thoughts are valued and how they can
individually inform the class and its outcomes; activity is meant to build engagement and confidence

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 Introducing - Class discussion, break into groups and answer the following questions and use examples, - Develop - None
the Social such as what responsibilities do they hold in their own community (assuring them that right ing questions
Experience answers are not the goal, rather that they discuss ideas relating to them): What is social Thinkin to be
(1 day) responsibility? What is social criticism? How is social criticism productive? How does g written on
identity factor into social responsibility? What else factors into determining social board
responsibility? What is social action? What is morality? What is moral social responsibility?
- Discuss results answers of each group as a class
- Introduce units essential question: How can we use language arts to create positive change in
the world? Ask students to continually reflect on this question moving forward in the unit;
designate a spot on the board to leave this in view of students for the remainder of unit
2 Poems About - Read Emily Dickinsons Theres a certain slant of light - Develop - Emily
Social - As a class, discuss the influence of religion on morality and social responsibility/action ing Dickinson
Responsibility - Introduce the Prometheus myth Social s Theres
(1 day) - Introduce Lord Byron Respons a certain
- Read Lord Byrons Prometheus ibility slant of
- As a class, discuss how Lord Byron adapts the Prometheus myth (of Greek mythology) as a - Develop light
way to inspire social action ing - Lord
- Separate into groups, have groups come up with a short poem using metaphors or allegories Literaci Byrons
about social action and/or social responsibility (not for marks) es Promethe
- Exit slip: How do you feel about your understanding of the material covered today? How us
does the material covered today relate to the essential question?
3 Shirley - As a class, discuss the following: What is mob mentality? Give examples. How does mob - Develop - Shirley
Jacksons The mentality affect morality? ing Jacksons
Lottery - Introduce the short story and author: Shirley Jackson received a lot of backlash for this story Social The
(1-2 days) and the themes of the story became highly controversial to readers of the New Yorker, where Respons Lottery
it was first published; the story has become of staple of literary studies in high schools and ibility - Comprehe
universities across North America - Develop nd and
- Read The Lottery as a class ing Respond
- Have students answer the Comprehend and Respond question sheet handout Literaci questions
- Break into small groups and discuss: What elements of the story present social criticism? es handout
What is the social responsibility of the characters in the story? What can we learn from the
social criticism in the story? How can we apply such lessons to our own societies?
- As a full class, discuss the results of the small group discussion question by question
- Exit slip: What questions do you have about the themes and/or material so far? How does The
Lottery connect to our essential question?
4 The Lottery - Develop - Shirley
and Social - Watch Social Influence: Crash Course Psychology #38 by CrashCourse on YouTube.com ing Jacksons
Influences - Class discussion: in adopting the videos provided definition of Normative Social Influence, Literaci The
(1 day) the idea that we comply in order to fuel our need to be liked or belong (write this definition es Lottery
on the board), can you think of any examples of this within your school, personally or - Develop - Assignme
generally? How does groupthink, defined as the mode of thinking that occurs when the ing nt
desire for harmony in a decision-making group overrides a realistic appraisal of alternatives Social Handout
(write on board), apply to the event in The Lottery? Respons The
- Distribute handout, go over instructions as a class, field questions ibility Lottery
- Have students work on assignment - Develop and Social
- Have students partner up and discuss answers to questions in section B ing Influences
- Discuss as a class the differences, similarities, and any other discoveries from the partner Identity - YouTube
discussions and video
- Have students fill out exit slips addressing the question, How do the conformity themes of Interdep Social
The Lottery relate to our essential question (write on board)? endence Influence:
- Develop Crash
ing Course
Thinkin Psycholog
g y #38 by
CrashCour
se
5 Ursula K. Le - Discuss utopian societies in small groups, answer: What features do you think are necessary - Develop - Ursula K.
Guins Ones in a utopian society? ing Le Guins
Who Walk - Read the Ones Who Walk Away from Omelas Social The Ones
Away from - Have students answer the Comprehend and Respond question sheet handout Respons Who Walk
Omelas - Discuss social responsibility and reasonable morality within the setting ibility Away
(1-2 days) - Revisit the discussed utopias and determine what is moral and what social responsibilities - Develop from
they may involve; challenge students to apply the events of the story to their utopias and ing Omelas
determine morality and social responsibility Literaci - Comprehe
- Exit slip: How would you rate your comprehension of the unit material to date? With what do es nd and
you feel most and least comfortable? How does Ones Who Walk Away from Omelas relate to - Develop respond
our essential question? ing questions
Identity handout
and
Interdep
endence
6 Introduce - Distribute handout, read through with entire class - Develop - Workshop
Omelas - Field questions ing assignmen
Assessment - Discuss as a class any possible amendments to the marking rubric (student input) Thinkin t outline
piece (1 day) - Class discussion: how does this assignment relate to our essential question? g (see
- Allow remaining class time to be allotted as a work period - Develop assignmen
ing t 1)
Social
Respons
ibility
- Develop
ing
Literaci
es
7 Speeches on - Watch I have a dream speech - Develop - Barack
Social - Explain the context of the times, and discuss as a class how this speech addresses social ing Obama
Responsibility action and social responsibility; what are the main themes? Social Victory
(1 day) - Watch Yes, We Can speech Respons Speech:
- Discuss as a class how this speech addresses social action and social responsibility in relation ibility Yes We
to values and beliefs; what are the main themes? Can
- Watch Malalas acceptance speech YouTube
- Discuss as a class how this speech addresses social action video
- Ask class of any speeches they have heard or seen before that inspired them; discuss - Martin
- Small group discussion: How do these speeches relate to our essential question? Luther
- Allot remaining time for students to work on assignment King, Jr. I
Have A
Dream
Speech
YouTube
Video
- Tommy
Douglas
Mouseland
YouTube
video
- Best
inspiration
al speech
by Malala
Yousafzai
YouTube
video
8 Digitized - Ask students if they are familiar with or have ever used twitter. Ask them to simply define its - Develop - How
Social Action content and its use. Are there any regular users in the classroom? If so, what is your primary ing (And
(1 day) use for it? What kind of people do you follow? Literaci Why)
- Watch How (And Why) Donald Trump Tweets YouTube video es Donald
- Ask students if they were aware of any of these strategies, have you wondered why such uses - Develop Trump
of twitter can be so effective, and why someone would use twitter in this way ing Tweets
- Introduce main task: with a partner, have students select a social cause or issue (minor or Thinkin YouTube
 g video by
otherwise) relating to something around the school and develop a position on it (or address - Develop Nerdwriter
something that is not an issue that they feel should be); have students go onto their twitter ing 1
accounts (create one if they do not have one) and tweet about their issue, including the Social - www.twitt
hashtag #ELAB30 (emphasize the use of strategies, such as those identified in the YouTube Respons er.com
video); have class share twitter handles and follow each other and encourage them to reply to ibilities - Social
tweets on other issues Action
- Allow time for students to work through the activity; pull up twitter timeline of the hashtag Through
and keep refreshing to show the live feed Twitter
- Reflect on the activity: Of the tweets you saw, were there any particularly effective? What Handout
strategies did you employ? What strategies did you notice in other tweets? What other social
media platforms can be used similarly? What effective examples have you noticed through
people you follow or through media? Emphasize the importance of language in these
platforms

9 Omelas - Students will work on their presentations - Develop - None

Assignment ing
work period Thinkin
(2 days) g
- Develop
ing
Social
Respons
ibility
- Develop
ing
Literaci
es
10 Omelas - Students will present their prepared presentations - Develop - Marking
Presentations ing rubric
(1-2 days) Thinkin
g
- Develop
ing

Assess and Reflect (Stage 4)
Considerations
Required Areas of Study:
Is there alignment between outcomes, performance
assessment and learning experiences?
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?
Social
Respons
ibility
- Develop
ing
Literaci
es
Comments
First, the outcomes were selected with consideration for which outcomes best
combine for a well-balanced unit. All materials were then selected in accordance
with the outcomes, while also employing a variety of materials to meet these
outcomes in different ways. As well, indicators were consulted to inform activities,
areas of emphasis, and assignments. With this in mind, the outcome indicators also
informed the creation of the performance assessment criteria outlined in the
assessment rubric.
For struggling students:
- Discussion portions are amenable for any required accommodations without
affecting the actual themes and material covered, as well as not affecting the
outcomes
- Students will be assured that they can elect to express their thoughts through
writing or through one on one discussion with teacher (to address social anxiety)
- Students will be encouraged to relate their cultural experiences to their connection
to the material, not matter the diversity; will be emphasized to all students that this
information is conducive to the understanding the themes
- As outlined in learning plan, the physical environment of the class will be adjusted
in accordance with the current activity as to best aid the productivity and
effectiveness of discussion activities
- Particularly in discussion activities, the teacher will consistently reinforce positive
feedback and employ a positive demeanour to make a welcoming environment for

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources on an
ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each childs identity?
student ideas
- Students with writing issues will have the option to do their written work on a
computer
- The Lottery, The Ones Who Walk Away from Omelas, Prometheus, and Theres a
Certain Slant of Light all have audio versions available on YouTube for those who
struggle with reading
For students who need a challenge:
- Formative assessment within the discussions and through the exit slips can allow
the teacher to further challenge students who can handle it
- Many of the materials have more complexities that will not necessarily be covered
as thoroughly with the whole class but can be if more challenge is required;
students needing a greater challenge can be asked to investigate further into the
material to reveal deeper meanings or alternative meanings
- If several students show that they are capable of a greater challenge, these students
can be grouped together in small group discussions to challenge and build off each
other in the depth of their discussion
- While discussions are the primary form of interaction of the material, there is
variance within this between smaller and larger groups
- As the unit develops and the themes become more familiar, the expectations is that
students will progressively take more control of the discussion and the teacher will
become more of a discussion facilitator rather than the discussion leader
- Students will receive copies of each of the printed sources, whereas each of the
speeches can be accessed on YouTube
- The discussions are aimed at developing a stronger understanding of social
responsibility; in this, students will be challenged to determine what that means in
our local societies, such as in relation to FNMI people and the treaties
 Lesson Plan
Date: April 3/17
Subject: ELA B30 Grade: 12
Topic: Essential Question (from unit, if applicable):
- How can we use language arts to create positive change in the world?

Materials:
- YouTube video: How (and Why) Donald Trump Tweets by Nerdwriter1
- www.twitter.com
- Social Action Through Twitter handout

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
- Select, use, and evaluate deliberately a wide variety of before, during, and after strategies to communicate meaning when representing
- Apply accurately and effectively the language cues and conventions to construct and communicate meaning when representing.
- Create and present a visual or multimedia presentation persuading an audience to act on an issue using presentation techniques most
appropriate to audience and purpose
- Identify a variety of conventions and/or techniques appropriate to a visual or multimedia form, and explain how these will help
communicate specific aspects of intended meaning.
- Analyze how media messages are constructed, for what purposes, and using which tools, characteristics, and conventions.

Outcome(s):
CC B30.2: Create a visual or multimedia presentation that suits the topic, purpose, and audience; teaches others about a global social issue;
and persuades them to act on the issue in a responsible manner.

PGP Goals:
2.4 ability to use technologies readily, strategically and appropriately
- Adapting Twitter and social media into a learning opportunity and incorporating it into the curricular expectations

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

- Uses of language strategies and cues in the twitter feed, ideas being presented

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

- N/A

Stage 3- Procedures:

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

- Ask students if they are familiar with or have ever used twitter. Ask them to simply define its content and its use. Are there any
regular users in the classroom? If so, what is your primary use for it? What kind of people do you follow? (2-3 min)
- Watch How (And Why) Donald Trump Tweets YouTube video (7 min)
- Ask students if they were aware of any of these strategies, have you wondered why such uses of twitter can be so effective, and
why someone would use twitter in this way (2-3 min)

Main Procedures/Strategies:
- Introduce main task: with a partner, select a social cause or issue (minor or otherwise) relating to something around the school
and develop a position on it (or address something that is not an issue that you feel should be); go onto your twitter accounts
(create one if you do not have one) and tweet about your issue, including the hashtag #ELAB30 (emphasize the use of
strategies, such as those identified in the YouTube video); have class share twitter handles and follow each other and
encourage them to reply to tweets on other issues (~20 min)
- Allow time for students to work through the activity; pull up twitter timeline of the hashtag and keep refreshing to show the live
feed (~20 min)
Adaptations/Differentiation:
- Students will be able to use phones for this activity, though if they do not have phones they will be given permission to use a
school computer
- Other Twitter examples can be shown to students through a projector for those that require more visual aid with this assignment
- Students will be asked to contribute to this assignment for the rest of the unit, so those students that need more time will not be
restricted to the time period of this class

Closing of lesson:
- Reflect on the activity: Of the tweets you saw, were there any particularly effective? What strategies did you employ? What
strategies did you notice in other tweets? What other social media platforms can be used similarly? What effective examples
have you noticed through people you follow or through media? Emphasize the importance of language in these platforms (~ 10
min)
 Social Action Through Twitter
With a partner, select a social issue (even if it is minor) within the school, such as: class breaks too

short, lack of support for sports teams, classes are too long, classes are too short, not enough dress up

days, etc. If you are feeling particularly driven, raise an issue that may not even be seen as an issue yet

that you feel people should care more about. Make the people care!
Once you have your issue, each go onto your twitter accounts and begin tweeting about your

issue. If you do not have a twitter account or prefer not to use yours for this activity, then create a new

one. Be sure to reflect on the types of word uses, language cues, and speech strategies you saw in the

YouTube video and that we have covered previously. You are not restricted to proper spelling and

grammar. It is your issue to address, so use the language that you think will be most effective. With

every tweet, include #ELAB30.

Share your twitter handles with the teacher and the class, then follow your classmates. Check all

tweets with #ELAB30 and reply to any issues that catch your eye. Also pay note to the strategies and

language cues of your classmates. Mention them in your own tweets if you think itll be effective.
Now go digitize your issue! #ELAB30