Professional Documents
Culture Documents
Course: ENG 4C
Unit 2: Relationships and Identity
Unit Description The 4th R Literature circle novels will serve as the anchor for unit. These novels all deal
with issues relating to mental health, drugs and alcohol, relationships, fitting in, and
sexuality. The focus for this unit will be the reading and literature strand but students will
also use media to make connections between their novels and the world around them.
Big Ideas and Essential Skills How do the choices we make affect us and those around us?
What are the connections between literature and popular culture
• Reading for Meaning
• Understanding Media Forms, Conventions and Techniques
• Listening to Understand
• Understanding Form and Style
• Reading With Fluency
• Reflecting on Skills and Strategies
Culminating Task Literature Circle performance task and Portfolio
Culminating Task 4-5 periods R 1.1, 1.2, 1.3, 1.4, Portfolio and Report (s)
Throughout the unit students have responded to their novels 1.5, 1.6, 1.7, 1.8
individually and in groups, they have practised a variety of 2.1, 2.2, 2.3,; 3.2, (Writing expectations are
reading strategies, made media connections, taken turns 4.1 formative)
leading group discussions, reflected on their learning, and
examined their novels from a variety of perspectives. The W 1.4, 1.5 2.1,
culminating task will provide them with an opportunity to
demonstrate their mastery of these skills by submitting a
portfolio that includes evidence of these skills explained in a
report format. (The report format itself will not be a major part
of the assessment. It will be formative and will serve as
practice for the next unit). Students will have a variety of
choices in terms of how they demonstrate their mastery of
skills to allow for differentiation.
Culminating Task R 1.1, 1.2, 1.3, 1.4, Portfolio and Report (s)
Students will have time in class to prepare their portfolios but 1.5, 1.6, 1.7, 1.8
there will be an expectation that some of the work be 2.1, 2.2, 2.3,; 3.2, (Writing expectations are
completed on their own time as well. Teacher will introduce the 4.1 formative)
concept of the portfolio and discuss with students the criteria
for the task and get student input on the difference between a W 1.4, 1.5 2.1,
level 1,2,3, and 4 portfolio. This criteria will be displayed during
the work periods.
Introduction to the Report R 1.1, 1.2, 1.3, 1.4, Portfolio and Report (s)
Teacher will introduce the report using an example from the 1.5, 1.6, 1.7, 1.8
Ontario College Writing Exemplars. Use think-aloud and mark 2.1, 2.2, 2.3,; 3.2, (Writing expectations are
up text, focusing on format. Students will then examine a 4.1 formative)
variety of student-written exemplars and determine which one
is a level 1,2,3,4 based on criteria discussed. Teacher will W 1.4, 1.5 2.1,
provide template for students to use to write their reports.
Work Periods R 1.1, 1.2, 1.3, 1.4, Portfolio and Report (s)
Students will be given time in class to write reports and prepare 1.5, 1.6, 1.7, 1.8
portfolios. 2.1, 2.2, 2.3,; 3.2, (Writing expectations are
4.1 formative)