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Unit Plan

Course: ENG 4C
Unit 2: Hot Topics
*Will need to book computer lab a number of times throughout unit
Unit Description This unit will focus on the writing expectations for this course. Students will explore topics
chosen from the previous unit’s book clubs. Students will research these topics and
prepare a research report. Students will also complete a number of other writing tasks to
develop their writing skills.
Big Ideas and Essential Skills Big Ideas/Essential Skills:
What is our relationship to the important issues in our world today?
• Reading for Meaning
• Developing and Organizing Content
• Using Knowledge of Form and Style
• Applying Knowledge of Conventions
• Reflecting on Skills and Strategies
• Creating Media Texts

Culminating Task Research Report, PSA, and business letter

Lessons Expectations Assessment strategies


D=diagnostic F=formative
S=summative
Introduction
Teacher will introduce research projects and clarify required W1.1, 1.2 Planning webs (d/f)
and optional components. (see 4th R binder for more
information). Emphasize importance of audience and purpose.
Students will use their notes from bookclubs to determine
potential research topics and then complete a research
proposal sheet that includes potential sources, what they
already know, and what they want to know. They will create
webs outlining different areas of research.
If time permits begin discussion about doing research as a
diagnostic.
Evaluating Websites (Lab) W1.2, 1.5 Anticipation guide (f)
Begin by establishing prior knowledge about determining Notes from webquest (f)
validity of websites. This can be done as an anticipation guide Research plans (f)
Students will go to the computer lab and complete a webquest
on evaluating websites. While students are working teacher will
conference with students about research plans. Students will
return to anticipation guide and summarize what they plan to
watch for while completing their research.
Research (Lab 2 periods may be required for this lesson) W 1.3 Observation (d)
After teacher has conferenced with individual students about Diigo notes (f)
research plans, mini-lesson on research strategies.
Teacher will model using an online encyclopedia to obtain
general information. Compare against what you already know,
and determine what you need to find out next. Model citing the
source using a Diigo. Teacher will create groups on Diigo
based on research topics and then add students to the groups.
That way students can share resources and teacher can
monitor notes. Students will create Diigo accounts and then
spend the rest of the period getting background information
and clipping it to Diigo. Students will be expected to annotate
and create sticky notes rather than just cut and paste. Some
students may be ready to move to the next step and can do so
once they’ve checked in.
Plagiarism W 1.3 Plagiarism worksheet (f)
As a class, come up with a definition of the term plagiarism and
post in the classroom. Students will examine a number of
samples and discuss whether or not they constitute plagiarism.
Teacher will then provide a number of tips to help students
avoid plagiarism.
Research W 1.2, 1.3 Observation (d)
Consult with teacher librarian to prepare a lesson on using the
library’s resources and how to document these sources.
Research (Lab) W1.2, 1.3, 1.4, 1.5 Quiz (s)
Begin with a quiz on evaluating websites and plagiarism. Webs (f)
Students will refine webs outlining different areas of research Goal setting (f)
based on background research. These will hopefully serve as Conferences (d)
headings for their reports. They will also set a goal for today’s Research notes (f)
research period. Teacher will provide additional websites to
help them with their research. Teacher will conference with
students to assess their progress. At the end of the period
students will assess their work for the day and determine next
steps such as examining pop culture sources. Students will be
expected to do some research on their own time and share via
Diigo or by submitting copy of research to teacher.
Round Table Discussion O 1.2, 2.2 Teacher checklist (d)
Students will arrange desks in a circle and, one at a time, W2.1, 2.7 Drafts (f)
share what they have found, interesting ideas and any
questions they have. Other students will be invited to offer
suggestions and support. Teacher will make note of any
students who may need extra support.
Mini-lesson: Using evidence from a text to support ideas.
Teacher will model using evidence and incorporating
quotations into the text. Students will then practise using their
own novels.
Research (Lab) W1.4, 1.5, 4.1 Outine (f)
At this point, students should have refined their research.
Begin with a mini-lesson on evaluating and organizing research
and have students determine what questions they still need to
answer in their research, reminding them again of purpose and
audience. Students may begin organizing their research into an
outline. This will be their last research period. Students will
reflect on their progress at the end of class.
Creating on Outline (Lab- if possible) W 1.4, 1.5 Outline (f)
Teacher will begin by modelling the steps necessary to move
from research notes to template.
Students will then create their own outlines using a template
provided by the teacher. Outlines will be submitted at the end
of class.
Using Graphics Effectively R 2.1 W2.1 Questions (f)
Students will read about and answer some questions on
effective use of graphics from Reading and Writing for Success
Senior. Also consider using pg 400 of Between the Lines as an
example. Then students will look through their research notes
and find at least one spot where they could use a graphic to
enhance the information in their research reports. If not,
determine an area where they may need to find more research
to add to their reports.
Drafting (lab if possible) R 2.1 Observation (d)
Mini-lesson on format: Using article such as Banking and W 2.1, 2.6, 2.7 Conferences (d)
Saving pg 397 in textbook, do shared reading and point out
use of headings, font, bullets and numbered lists. At this point
students will have already drafted Section 1 Details from the
novel. Teacher will model drafting section 2 Research: and
section 3 Popular Culture. Students will use the remaining
class time to draft sections 2 and 3. Teacher will conference
with students at this time
Drafting (lab if possible) W 2.7, 3.1, 3.2, 3.3, Drafts (f)
Teacher will model drafting introductions and conclusions. Mini- 3.4
lesson on grammar and punctuation based on areas of
concern in student writing. Students will write their
introductions and conclusions.
Peer Revision W 2.6, 3.1, 3.2, 3.3, Drafts (f)
As a class, review the criteria for the report. At this point there 3.4, 3.6, 3.7 Final copy of report (s)
may be information to add such as use of graphics and text
features. Mini-lesson on grammar and punctuation based on
areas of concern in student writing. Put students into small
revision groups where they will pass around their drafts and
students will make suggestions for improvement using the
strength, weakness, next step model. Students will submit
drafts to the teacher for assessment.
Writing Practice W 2.2, 2.3, 3.1, 3.2, Shared Writing (f)
After reviewing student drafts, teacher will highlight any areas 3.3, 3.4 Reflection (f)
of concern in student writing such as organization of W 4.1
paragraph, voice, punctuation, grammar, etc. Teacher will
model and students will practice with the teacher and then
practice independently. Students will reflect on their strengths
and weaknesses as writers and determine next steps.
Intro to the Business letter W1.1, 1.4, 2.1 Fake letters (f)
Reports Due
Students will brainstorm potential situations where someone
might write a business letter. Discuss who they might be writing
it for. Examine samples of business letters and point out the
features. Create an anchor chart for business letters. Then
have students compete to write the world’s worst business
letter by ignoring all the criteria in the anchor chart.
Draft Business Letter (lab if possible) W 1.1, 1.2, 1.4, 2.1, Draft letter (f)
Students will use criteria from previous day. Clearly outline the 2.2, 2.4
audience and purpose for this letter. As a class brainstorm the
type of information 4th R team would find helpful. Then
remaining class time to draft letter.
Peer Revision W2.6,3.1, 3.2, 3.3, Peer revision sheets (f)
Mini-lesson on issues raised in letter drafts if necessary. Then 3.4, 3.6, 3.7 Final copy of letter (s)
students will return to peer revision groups and edit their work
using criteria from anchor chart.
PSA M 2.1, 2.2, 3.1 Comparison charts (f)
The final component of the project will involve students Anchor charts (f)
creating a media public service component to raise awareness
about their issue among teens. Students will brainstorm the
types of media that they think would be most effective in
reaching their intended audience. Compare effective and
ineffective public service PSAs in print, video, and audio
format. Create anchor charts.
Examples: Not Going to Kill You Get To Work WSIB Written
samples of media and audio PSAs. Radio PSAs
PSA M2.1, 2.2, 3.1, 3.2, Shared story board (d)
Mini-lesson on story boarding 3.3, 3.4 Brainstorming notes (f)
Students will watch a video PSA and then as a class, break it
down into a story board. Analyze it for features of a good PSA:
e.g., catchphrase, hook, use of humor or shock tactics,
audience engagement, authenticity. Explore tools such as
comic life, movie maker, and xtranormal
Students will brainstorm ideas for a video PSA for their topic.
/script writing
PSA M2.1, 2.2, 3.1, 3.2, Shared script (d)
Mini-lesson on script-writing 3.3, 3.4, 4.1 Notes (f)
Students will listen to an audio for a PSA and then listen a
second time while reading the script. Make note of the features
included in the script, format, etc. What considerations would
the creators of an audio PSA have that would be different from
a video PSA?
Using notes from yesterday, what changes would they have to
make to adapt PSA for radio. How does the medium change
the way they convey the message?
PSA M2.1, 2.2, 3.1, 3.2, Shared poster (d)
Mini-lesson on poster design. 3.3, 3.4, 4.1 Notes (f)
What considerations would the creator of a poster have that Plan (d)
would be different from and audio or video PSA. Explore tools
for creating posters. E.g., comic life, glogster, Using notes
from previous days, students will brainstorm ideas for a poster
PSA for their topic. Students will then choose the format they
plan to use for their PSA and teacher will hand out rubric.
PSA (Work period in lab) M 3.4 PSA in either video, audio, or
Students will have a work period in the computer lab to create visual format (s)
their PSAs. Remind students to refer to established criteria for
their projects.
Gallery Walk (lab if possible)
Once students have submitted their PSAs, class will complete
a gallery walk (literal or virtual) to observe and comment on
other students PSAs. Students will reflect on their strengths
weaknesses and next steps.

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