Understanding By Design Unit Template

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

Subject ELA B30 Time Frame 11 13 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 30.4
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 What provocative questions will foster inquiry into the content?
want students to understand & be able to use several years from (open-ended questions that stimulate thought and inquiry
now) linked to the content of the enduring understanding)
What misunderstandings are predictable?

Students will understand that... Content specific.

- 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
- How can word choice affect the intended message?
- 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 foster an understanding that can 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)
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

- 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
- Interpret and explain persuasively
- Think critically about the way language is used towards
intended meaning
- Form ideas based on analysis and effectively express those
ideas
- Think critically about their society and social responsibility

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
What role (perspective) will your
students be taking? of the classroom.

A Audience
Who is the relevant audience? The teacher and peers

S Situation
The context or challenge provided to Students will react to a scenario to that similar of The Ones Who Walk Away from Omelas and
the student.
 P Product, Performance determine what they would deem as a moral way to act in that situation.
What product/performance will Students will deliver a presentation (speech or otherwise) expressing their views, beliefs, and
the student overall rationality for what they determine to be moral and sound social responsibility in this
create? situation.

S Standards & Criteria for

Success See Assignment 1 Rubric
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.

Comprehend and respond question sheets for each reading (refer With the primary assessment, students will be tasked with a self-
to question sheet for Assignment 2) assessment in accordance with the same rubric

Class discussion before, during, and after each reading Students will fill out an exit slip after each reading to detail the
understanding of the material and themes

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
- 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
- This unit will cover themes exploring social responsibility and will challenge students to determine their own such responsibility
- The teacher will work with the students to determine the direction and depth of the discussions; will be based upon student
 comprehension
- As the unit develops, students will be given more responsibility to direct class discussion

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
- Students will be asked to create

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 - Develo - None
the Social examples: What is social responsibility? What is social criticism? How is social criticism ping questions
Experience productive? How does identity factor into social responsibility? What else factors into Thinkin to be
(1 day) determining social responsibility? What is social action? What is morality? What is moral g written on
social responsibility? board
- Discuss results answers of each group as a class

2 Poems About - Read Emily Dickinsons Theres a certain slant of light - Develo - Emily
Social - As a class, discuss the influence of religion on morality and social responsibility/action ping Dickinson
Responsibility - Introduce the Prometheus myth Social s Theres
(1 day) - Introduce Lord Byron Respon a certain
- Read Lord Byrons Prometheus sibility slant of
- As a class, discuss how Lord Byron adapts the Prometheus myth (of Greek mythology) as - Develo light
a way to inspire social action ping - Lord
- Separate into groups, have groups come up with a short poem using metaphors or Literaci Byrons
allegories 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? us

3 Shirley - As a class, discuss the following: What is mob mentality (give examples)? How does mob - Develo - Shirley
Jacksons mentality affect morality? ping Jacksons
The Lottery - Introduce the short story and author Social The
(1-2 days) - Read The Lottery as a class Respon Lottery
- Have students answer the Comprehend and Respond question sheet handout sibility - Comprehe
- Break into small groups and discuss: What elements of the story present social criticism? - Develo nd and
 What is the social responsibility of the characters in the story? What can we learn from ping Respond
the social criticism in the story? How can we apply such lessons to our own societies? Literaci questions
- As a full class, discuss the results of the small group discussion question by question es handout
- Exit slip: what questions do you have about the themes and/or material so far?

4 Ursula K. Le - Discuss utopian societies in small groups, answer: What features do you think are - Develo - Ursula K.
Guins Ones necessary in a utopian society? ping 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 Respon Who Walk
Omelas - Discuss social responsibility and reasonable morality within the setting sibility Away from
(1-2 days) - Revisit the discussed utopias and determine what is moral and what social - Develo Omelas
responsibilities they may involve; challenge students to apply the events of the story to ping - Comprehe
their utopias and determine morality and social responsibility Literaci nd and
- Exit slip: how would you rate your comprehension of the unit material to date? With what es respond
do you feel most and least comfortable? - Develo questions
ping handout
Identity
and
Interde
penden
ce

5 Introduce - Distribute handout, read through with entire class - Develo - Workshop
Omelas - Field questions ping assignme
Assessment - Discuss as a class any possible amendments to the marking rubric (student input) Thinkin nt outline
piece (1 day) - Allow remaining class time to be allotted as a work period g (see
- Develo assignme
ping nt 1)
Social
Respon
sibility
- Develo
ping
Literaci
es

6 Speeches on - Watch I have a dream speech - Develo - Barack

Social - Explain the context of the times, and discuss as a class how this speech addresses social ping Obama
Responsibility action and social responsibility; what are the main themes? Social Victory
(1 day) - Watch Yes, We Can speech Respon Speech:
- Discuss as a class how this speech addresses social action and social responsibility in sibility Yes We
relation 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
- Allot remaining time for students to work on assignment Luther
King, Jr. I
Have A
Dream
Speech
YouTube
Video
- Tommy
Douglas
Mouselan
d
YouTube
video
- Best
inspiration
al speech
by Malala
Yousafzai
YouTube
video

7 Omelas - Students will work on their presentations - Develo - None

Assignment ping
work period Thinkin
(2 days) g
- Develo
ping
Social
Respon
sibility
- Develo
ping
Literaci
es

8 Omelas - Students will present their prepared presentations - Develo - Marking

Presentations ping rubric
(1-2 days) Thinkin
g
- Develo
ping
 Social
Respon
sibility
- Develo
ping
Literaci
es

10

11

12

13

14

15

16

17

18

19
20

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: The materials covered meet outcome requirements. The assessment pieces
Is there alignment between outcomes, accompanying the material require students to meet the outcomes and work in
performance assessment and learning experiences? accordance with indicators.

Adaptive Dimension: For struggling students:

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?
- Discussion portions are amenable for any required accommodations without
affecting the actual themes and material covered, as well as not affecting the
outcomes

For students who need a challenge:

- Formative assessment within the discussions can allow the teacher to further
challenge students who can handle it
- A number 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
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?
- 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
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)
 Justification

I plan lessons and assessment based on provincial curriculum

Collectively, the materials selected thoroughly meet the outcomes as outlined in the curriculum. As well, each outcome is met through

multiple materials. In some cases, such as both the short stories and one of the poems, material effectively meets both outcomes. Through this

design, the unit will provide formative and summative assessment, through most prominently formative, multiple times for students and

multiple times for each outcome. With formative assessment occurring so frequently, student understanding consistently guide the direction

and pace of the unit.

I make student learning goals for each lesson/task

The primary goal of the unit relates to the essential question: how can we foster an understanding that can inform and create positive

change in the world? By introducing multiple mediums exploring social responsibility and social action, students will be expected to develop

an understanding of social responsibility and how to create in response to it. Throughout the unit, students will be expected to think

progressively more critically about these themes and will be expected to take more control of class discussions.

I know which instructional strategies to pick at given times

The instructional strategies are aimed at indicators outlined in the curriculum. The discussions, class and small groups, are designed to

effectively measure the comprehension and response indicators. The student work, both for marks and not, are aimed at measuring compose

and create indicators. Through their design, these strategies should provide students the opportunity to effectively meet each outcome.

I create formative assessments

 Through both small group and full class discussions, there will be ample opportunity for the teacher to determine both the collective

comprehension of the material and the individual comprehension per each student. During small group discussions, the teacher will move

between groups to assess on the micro/individual level. The full class discussion and the collective ideas with provide a collective formative

assessment from which to direct the unit and/or lesson. Additionally, students will fill out several exit slips throughout the unit as a self-

assessment.

I create summative assessment

The primary summative assessment is aimed at and largely based on the outcome as detailed. The rubric details are adapted from the

outcome indicators. This design ensures that students are effectively meeting the outcomes. As well, the rubric is detailed clearly and students

will be provided it beforehand to ensure that there is full understanding of the expectations.

I set and use goals for enhancing my professional development

The group discussions and the exits slips are to be thoroughly evaluated by the teacher in order to best measure the effectiveness of the

lessons and the unit as a whole. Reflections are to be done after each lesson to determine the effectiveness or ineffectiveness of certain

aspects. Through discussion, student self-assessment, and teacher reflection, there are multiple avenues to collect evidence of progress or

areas of improvement.

I understand how to plan for differentiation and adaptation

Each of the lesson plans and the entire unit are designed to be highly flexible. Through this design, the teacher should be able to

differentiate and/or adapt accordingly to be aid student learning experiences. Individuals guide much of the direction of the unit, and that

remains true regardless of disabilities. All aspects can be adapted as needed.

I create engaging learning activities and tasks

Discussion is employed in each lesson, variably on a small and large scale. As well, material introduced continually connects to the

real world. These aspects are meant to encourage student engagement by giving them opportunity to participate, develop ideas, and make

connections to actual aspects of their lives.

My planned activities would improve the discipline specific literacy skills of my students

Through multiple exits slips, students will be tasked with conducting a self-assessment. As well, through small and large group

discussion, students will be able to determine their own comprehension and development with those of their peers. Finally, the teacher will

progressively give more power to the students in discussion as they further develop their literacy skills to encourage those developments.

I can create a unit that would achieve the outcomes and the indicators

Various texts and mediums are purposefully used to give a variety to the material covered. The expectation is that this will allow

students to best understand the primary themes addressed as detailed in the outcomes and CCCs. As well, it is meant to aid student creativity

in their composition by giving them numerous types of examples.

The final task in my unit elicits evidence of application in a new situation

My final assessment combines the ability to comprehend and respond with composing and creating. As well, the assessment piece is

aimed at connecting to real world implications to make the student learning relevant and useful to material in and out of the classroom.
I can create a unit that would assess the outcomes and indicators

Lessons and the unit as the whole are designed to meet each of the outcomes in multiple ways. As well, lessons are designed to meet

individual indicators for each outcome. As well, some lessons are designed to meet individual outcomes and indicators through both

formative and summative assessment.