Illusion and Reality Unit Plan:
Overarching Idea:
Can we trust appearances?
Curriculum Outcomes:
(1.1.1a) draw from a repertoire of effective strategies to form tentative understandings, interpretations and
positions [for example, record initial thoughts, feelings and observations about a novel in a dialogue journal]
(2.1.1d) identify the impact that personal context—experience, prior knowledge—has on constructing meaning
from a text
(2.1.2a) use a variety of strategies to comprehend literature and other texts [for example, reading passages out
loud, forming questions, making predictions, using context to determine the connotative meanings of words, using
graphic organizers and making annotations], and develop strategies for close reading of literature in order to
understand contextual elements [for example, understanding subtext]
(2.1.2f) assess the contributions of figurative language, symbol, imagery and allusion to the meaning and
significance of texts; and appreciate the text creator’s craft
(2.1.2h) assess the relationship between the content of a presentation and the performance of the presenter, and
explain how the quality of the performance affects the credibility and audience acceptance of the content and
message
(2.2.2c) analyze the use of irony and satire to create effects in print and nonprint texts [for example, dramatic irony
to create suspense, verbal irony to create humour, and satire to evoke response]
(2.2.2e) explain the contribution of motif and symbol to controlling idea and theme
Understandings:


Text and stylistic elements are purposefully chosen to impact audience and enhance
communication of theme
The creation of a text and its effect is impacted by an author’s context
Essential Questions:
1. How is theme developed in text?
2. How is text influenced by an author’s context
3. How do textual and stylistic elements influence the development of theme in text?
Knowledge (Students will know that...)
 ...symbol and motif
 ...elements of text – purpose
 ...irony and satire
 ...figurative language

...tone, voice, theme
Skills (Students will be able to...)
 ...explain how elements of text contribute to message communicated (effectiveness)
 ...assess effectiveness of supporting details and text elements of supporting details and text
elements on the significance of theme (does the text become relevant for the reader?)
 ...analyze the use of irony and satire
 ...consider and reflect upon the impact of prior knowledge and other perspectives on their
understanding of text
 ...apply before, during and after reading strategies to enhance understanding of text
Performance Task:
You have been asked to present to a group of English scholars on the common literature theme Illusion
and Reality. You will need to create a multimedia presentation on this theme using images of people
and landscapes in your presentation. Carefully consider the use of words, lighting, colour, music and
sound effects. Include a brief (2 pages double spaced typed) in which you explain your choices. In this
write up also include a discussion of two challenges you faced and the strategies you used to meet
them. You may wish to focus your presentation on the overarching question or another ‘big’ idea that
you questioned through this unit.
Other Evidence:
 Product – Personal responses and reflective writing, poetry analysis, question responses,
question writing, performance task, unit exam
 Observations – presentation, group and class discussions
 Conversations – small group discussions, class discussions, performance task planning
Texts:







Everybody has a Story (Amanda Marshall song)
Photograph of Me
Morning in a Burned House
An Interview with Margaret Atwood
All Things Fall
There Was Once
The Night Face Up
Vocabulary:
ADD LIST OF WORDS TO BE USED AS BELL WORK QUIZZES (develop from all texts and notes)
Learning Activities:
Lesson #1
Listen to Amanda Marshall song. Create a personal response reflection regarding the overarching
question
In groups examine the lyrics and consider them in terms of the essential questions
(formative assessment)
Lesson #2 (2 days)
Notes and teaching on 5W poetry analysis strategy SMART NOTEBOOK PRESENTATION
Show a lake picture. Write a descriptive paragraph on what is seen and what isn’t seen
Read and analyze (using 5W strategy) Photograph of Me as a class
Individually revise descriptive piece on the lake picture considering what was learned from this poem
(formative assessment)
Using Think-Pair-Share strategy do a 5W poetry for Morning in a Burned House
Using carousel gallery strategy respond to questions #2,3 and 4 (Constructed Response Rubric)
Lesson #3
Paired reading for An Interview with Margaret Atwood with summary question stop points
Do text questions on Titan Pad – save and print all for students to use in notes
(formative assessment)
Lesson #4
Look at the picture All Things Fall and do an reflective writing on impressions from painting
Using visual analysis graphic organizer do an analysis of painting as a class
Individually create 2 multiple choice questions for #3 and justify the stems (formative assessment)
Lesson #5
Show an example of satire (ie) This Hour has 22 Minutes clip
Discuss particular features of the clip – form a definition of satire based on the elements in clip
Read There Was Once aloud (teacher satire parts, a student speaker parts). During reading students
record satirical examples and rate their effectiveness (scale of 5)
After reading find examples of the premises presented in essay, devices and techniques used – in small
groups GRAPHIC ORGANIZER
Do a class share discussion of all highlighting within text on SMART Board
(Formative assessment)
Lesson #6
Review elements of a short story SMART NOTEBOOK PRESENTATION
Discuss questions and response expectations
Read story individually using text marking guide
After reading do a small group discussion of questions – create a class graffiti board of findings
Individually respond to questions (Constructed Response Rubric)
Lesson #6 (2 classes)
Performance Task
Lesson #7
Present performance tasks
Unit Exam
ELA 30-1: General Outcome 4 – Product Rubric (for Performance Task)
CATEGORY
LEVEL 3
LEVEL 2
 Competent
 Acceptable
 Passable
 Insufficient
 communicates
ideas and
information to
a specific
audience with
competent
effectiveness
 communicates
ideas and
information to
a specific
audience with
acceptable
effectiveness
 communicates
ideas and
information to
a specific
audience with
passable
effectiveness
 communicates
ideas and
information to
a specific
audience with
insufficient
effectiveness
 uses academic
presentation
appropriately
with excellent
effectiveness
 uses academic  uses academic  uses academic
presentation
presentation
presentation
appropriately
appropriately
appropriately
with competent
with acceptable
with passable
effectiveness
effectiveness
effectiveness
 uses academic
presentation
with
insufficient
effectiveness
 shows an
excellent
degree of
understanding
of ideas,
concepts or
information
 shows a
competent
degree of
understanding
of ideas,
concepts or
information
 shows an
unsatisfactory
degree of
understanding
of ideas,
concepts or
information
(Outcome 3)
 organizes
researched
ideas and
information
with excellent
effectiveness
 organizes
 organizes
 organizes
researched
researched
researched
ideas and
ideas and
ideas and
information
information
information
with competent
with acceptable
with passable
effectiveness
effectiveness
effectiveness
 organizes
researched
ideas and
information
with
insufficient
effectiveness
(Outcome 3)
 uses critical/
creative
thinking skills
to plan with
excellent
effectiveness
 uses critical/
creative
thinking skills
to plan with
competent
effectiveness
 uses critical/
creative
thinking skills
to plan with
passable
effectiveness
 uses critical/
creative
thinking skills
to plan with
insufficient
effectiveness
Form and
Style
 chooses and
applies
appropriate
form and style
with excellent
effectiveness
 chooses and
 chooses and
 chooses and
applies
applies
applies
appropriate
appropriate
appropriate
form and style
form and style
form and style
with competent
with acceptable
with passable
effectiveness
effectiveness
effectiveness
 chooses and
applies
inappropriate
or ineffective
form and style
Overall
Impression
LEVEL 4
 Excellent
Communication  communicates
ideas and
(Outcome 4)
information to
a specific
audience with
excellent
effectiveness
Critical
Thinking
(Outcome 2)
(Outcome 4)
 shows an
acceptable
degree of
understanding
of ideas,
concepts or
information
 uses critical/
creative
thinking skills
to plan with
acceptable
effectiveness
LEVEL 1
 shows a
passable
degree of
understanding
of ideas,
concepts or
information
BELOW
LEVEL 1
English Brief Constructed Response
(Outcome 2)
Level 3
The response demonstrates an understanding of the complexities of the text.



Addresses the demands of the question
Uses expressed and implied information from the text
Clarifies and extends understanding beyond the literal
Level 2
The response demonstrates a partial or literal understanding of the text.



Addresses the demands of the question, although may not develop all parts equally
Uses some expressed or implied information from the text to demonstrate understanding
May not fully connect the support to a conclusion or assertion made about the text(s)
Level 1
The response shows evidence of a minimal understanding of the text.



May show evidence that some meaning has been derived from the text
May indicate a misreading of the text or the question
May lack information or explanation to support an understanding of the text in relation to the question
Level 0
The response is completely irrelevant or incorrect, or there is no response.