Middle Level English Language Arts (ELA)
Grade 10A
The Challenges of Life
Unit Overview
Context: Multi-genre thematic
Timeline: Approximately six - eight weeks (depending on depth of coverage of extended fiction)
The Challenges of Life exposes the students to a variety of literary genre that will help the students recognized the
hardships that life holds and to persevere to overcome these obstacles. Students will examine how individuals in our
world search for peace, work to overcome stereotypes, provide effective leadership, and persevere to overcome personal
challenges.
English Language Arts Goals and Outcomes Overview
Comprehend and Respond (CR)
CR A10.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address:
o
o
o
identity (e.g., Foundational Stories);
social responsibility (e.g., Destiny and Challenges of Life); and
social action (agency) (e.g., Human Existence).
CR A10.2 View, interpret, summarize, and draw conclusions about the ideas and information presented in a variety of illustrations, charts, graphs, and television, film,
and video presentations including a documentary or current affairs program.
CR A10.3 Listen to, interpret, summarize, and draw conclusions about the ideas and information presented in a variety of literary and informational texts including group
discussions, oral readings, interviews, and prepared talks about a topic being studied.
CR A10.4 Read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in a variety of literary (including poems, plays, essays,
short stories, novels) and informational (including magazines, newspapers, and on-line information) texts.
Compose and Create (CC)
CC A10.1 Compose and create a range of visual, multimedia, oral, and written texts that explore:
o
o
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identity (e.g., Foundational Stories);
social responsibility (e.g., Destiny and Challenges of Life); and
social action (agency) (e.g., Human Existence).
CC A10.2 Explain and present to a familiar audience the key ideas and events (actual or based on a text studied) through an appropriate combination of charts, diagrams,
sound, models, drama, and print.
CC A10.3 Use oral language to express a range of information and ideas in formal (including a prepared talk on a familiar topic, an oral presentation of a passage of prose
or poetry, and a retelling of a narrative or a recounting of an experience or event) and informal (discussion and group work) situations.
CC A10.4 Compose and create a variety of written literary (including a historical persona essay and a review) and informational (including an observation [eye-witness]
report and researched or technical report) texts attending to various elements of discourse (e.g., purpose, speaker, audience, form).
Assess and Reflect (AR)
AR A10.1 Establish and apply criteria to evaluate own and others’ work.
AR A10.2 Set personal language learning goals and select strategies to enhance growth in language learning.
Resources Used in This Unit
 Martin Luther King Jr. “I have a dream” speech
 Chief Seattle 1854 oration
 Buffy Saint Marie “Universal Soldier”
 Mother Teresa “Peace Prize” acceptance speech
 Short Story: The Last Spin
 Poetry from Identities 9, pages 259 – 261
 Novel excerpt: Daniel’s Story
 Novel: The Lovely Bones
Night (alternative novel study)
 Severn Suzuki video clip
 Movie: Forest Gump
alternate - Life is Beautiful
Purpose /
Outcomes
Strategies and
Assessment
Learning Activities
Introduction Introduce the Unit Organizer and discuss the key questions
Set purpose to unit
Anticipate Message
Set Purpose
Questions for Deeper Understanding:
 How do foundational stories teach us about life’s challenges?
 How do our perceptions of what is a challenge depend on our personal
stories or experiences?
 How do certain personal qualities help us face challenges successfully?
 How can we make decisions which will have a positive impact on our
life?
KWL
Have students begin to fill in a KWL sheet on the topic of Life Challenges.
Use the key questions to guide the ‘Know’ and ‘Wonder’ sections at this
point.
AR10.2
Build Prior Knowledge
Understand that we all have obstacles to overcome
 Hand out a questionnaire
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
Connect/Construct
Meaning
CR10.3
Observe
conversations Predict



What obstacles did you have before you started school?
What are some obstacles that challenged you between the ages of 6 and
14?
What obstacles are you dealing with now?
What obstacles might you have to deal with when you are an adult?
Do you think other people have the same type of obstacles?
Lead a class discussion about obstacles the following groups may have to
overcome.


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Canadian soldiers in Afghanistan
Celebrities like Brittany Spears, Bobby Brown, Kanye West, etc.
Jesus
Individuals Who Search for Peace
Imagery in speech
Martin Luther King (I have a dream – audio & text)
CR10.4
FRAME
Set Purpose
Introduce students to Martin Luther King by having them read the
biography page provided. Have them complete the skim and scan note
taking FRAME provided.
 Biography Sheet
 Note Making Frame
Figures of speech
(metaphors)
Figurative Metaphors
Language Cues
Textual Cues
Syntactical Cues
Semantic Cues
Have students listen to MLK’s ‘I have a Dream’ speech. Then hand out a
copy and have them underline the words and phrases they don’t
understand and circle several of the powerful figurative metaphors. Have
students complete the activity sheet.
 http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
 “I Have A Dream” copy
 Figurative Metaphors Handout
CR10.3
CR10.4
Textual Cues
MLK organized the ideas …
Syntactical Cues
The key idea of the sentence …
MLK used this word order …
Semantic Cues
An important key word in the passage …
Chief Seattle (1854 oration)
Imagery in text
CR10.3
Oral notes
Introduce students to Chief Seattle and the controversy around his speech
from 1854. Have students fill in the top information of the activity sheet as
you are speaking and providing information.
Have students check with a partner to compare notes
AR10.1
CR10.2
Reflect and Interpret
Respond Personally
Provide students with a copy of the speech. Have students scan the sheet
to locate many of the vivid images used throughout the speech. Then have
students listen to the speech while they follow along on their copy.
CR10.4
Summarize
Discuss many of the references to nature that are in the speech. Have
students record some of these phrases on their activity sheet. Also have
the student develop a phrase to sum up one of the key messages in the
speech.
Have students complete an It Says, I Say and So on one phrase.
Construct meaning
It Says, I Say, and So
Representation of
the speech
CC10.2
Poster
Plan/Organize Ideas
Provide each student with poster paper (11 X 17) and using many of the
images recorded, have the student create a poster that would be
representative of the speech. The student should also include the phrase
in the poster.
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

http://www.halcyon.com/arborhts/chiefsea.html
Chief Seattle Speech Handout
It Says, I Say, and So Sheet
Reflect and Interpret
This is important and relevant because …
Respond Personally
My first reaction was …
Buffy Saint Marie (Song lyrics: Universal Soldier)
Messages in lyrics
FRAME
Introduce students to Buffy Saint Marie by having students read the
CR10.4
biography sheet and complete a five column FRAME on the information
(Use one column for each paragraph – key points in the details section
and main idea in the main idea box).
CR10.3
Oral response
Have students listen to the song ‘Universal Soldier’. Pass out the song
lyrics and have them determine the meaning of some of the stanzas.
Interpret lyrics
CR10.3 CR 10.4
Interpret lyrics
Have students use online sources to locate other songs of peace. Select
lines from the located songs and explain how these could help to raise the
awareness of the need for peace.
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Scripture in text
CR10.2 CC10.1
Biography
5 column FRAME
Universal Soldier song lyrics
Mother Teresa
Journal
Introduce the students to Mother Teresa by showing a short video clip of
her life. Have the students journal their initial thoughts.
Hand out extracts from Mother Teresa’s Nobel Peace Prize speech.
Have students note her use of stories to make a point in each section.
CR10.4
CC10.4
Speech Writing
Have students write a speech of their own modeled following Mother
Teresa’s style. (integration of scripture)


Video clip
Peace Prize speech
http://www.americancatholic.org/Features/Teresa/
CR10.4
Strategies
Compare / Contrast
FRAME
Paragraph
Culminating activity
Compare and Contrast two of the individual speeches or writing from
the people who have been studied. Prior to having the students begin the
assignment, review with students the characteristics of a
comparison/contrast piece of writing.


Making inferences
Concept Comparison FRAME
Compare/Contrast Writing FRAME
Stereotypes that lead to Inequality
“Rival gang members think and act different!”
CR10.1
Journal
Have students write out their thoughts on the initial controversial
statement. Allow some time to share the different opinions.
CR10.4
Inference
Interpret
CC10.1
Strategies
Make/Confirm/Adjust
Inferences
Introduce and read the short story ‘The Last Spin’. Have students make
logical inferences regarding the thoughts of the two boys and interpret the
theme and author’s message.
Use a rotating papers strategy to illicit thoughts about the following:
what does each boy think about the other, does each what to harm the
other, why do they continue doing what they are doing, what might the two
do if they could.
Have students complete their journal entry using the writing prompt “If I
was one of the two boys I …”
CR10.1
Respond
Rotating Statements
Confer with Others
Journal


The Last Spin (Short Story) – Gangs
Rotating statement sheet
Make/Confirm/Adjust Inferences
I think …
Confer with Others
How do my peers and others respond?
Reading poetry
CC10.1
Journal
“We are all one People!”
Have students write out their thoughts on the initial controversial
statement. Allow some time to share the different opinions.
Conduct a mini lesson on Topic, Tone, Images, Irony, Figurative
Language, and Theme
 Reading Poetry Handout
CR10.4
Analyse poetry
TPCASTT
Read the first of the four poems, ‘If you think.’ Briefly discuss the topic,
tone, images, irony, language, and theme. Have students complete a
TPCASTT handout for the poem.
 TPCASTT handout
AR10.1
Journal
Do the same for the next three poems, ‘Tires Staked …’ ‘How do I feel’
and ‘Remember.’
Have students summarize their thoughts on the idea that ‘We are all
one people!’
 Remember (Race) Identities 9 page 261
 Tires Stacked in the Hallways of Civilization (Status) Identities 9
page 260
 How Feel I Do? (Foreigner) Identities 9 page 260
 If You Think (Race) Identities 9 page 259
Role Playing
CC10.1
Journal
“Words can break a person down!”
Have students write out their thoughts on the initial controversial
statement. Allow some time to share the different opinions.
Introduce the novel excerpt by providing a summary of the book
‘Daniel’s Story’.
Have students read the excerpt and highlight phrases which stereotype
Jewish people.
 Daniel’s Story excerpt – (novel)
CC10.2
Visual
presentation
Role Play
Journal
Have pairs of students act out the story to try and evoke the tone and
emotions that would be taking place.
Have students summarize their thoughts in their journals.
AR10.1
Interpretation of
Literary Work
Option A: Novel Study – Read The Lovely Bones
*** Novel should be introduced to students at beginning of the unit in
order to give them time to complete the reading by this point.
CR10.4
Reading rate
CR10.2
View Multimedia
Non-novel Alternative – View The Lovely Bones
Themes in The Lovely Bones
 Grief
 Love and Acceptance
 Good and Evil
Note the above themes but have students focus on the following:
 The search for peace (and truth)
 Overcoming challenges through perseverance
 Also focus on how each character in the story deals with the stages
of grief.
Teacher Guide to The Lovely Bones
General ‘Novel Study Guide’ for ELA units.
thebestnotes.com is a good resource for teaching ideas.
Interpretation of
Literary Work
Option B: Novel Study – Read Night
*** Novel should be introduced to students at beginning of the unit in
order to give them time to complete the reading by this point.
CR10.4
Reading rate
CR10.2
View Multimedia
Non-novel Alternative – View Night
Themes in Night
 Hope
 Despair
 Memory
Note the above themes but have students focus on the following:
 The search for peace (and truth)
 Overcoming challenges through perseverance
Lesson Plans for Night
Assignments for Night
National Holocaust Museum Exhibits
General ‘Novel Study Guide’ for ELA units.
-Noting Information
--
Leaders who make a Difference in our World
Who is a leader?
Concept Clarifier
CR10.1
Strategies
Complete a Concept Clarifier with the students and develop a definition
for the example sentence.
 Concept Clarifier
Model “Becoming a Leader”
Introduce students to the Severn Suzuki as an example of a leader.
CR10.2
View multimedia
Show a short video clip to emphasize the leadership qualities.
 Video clip: Severn Suzuki (YouTube)
Information retrieval
Note-making FRAME
CR10.1
Strategies
Model how to locate and infer information using Wikipedia or other
encyclopedia source to make own notes and complete the note-making
FRAME.
 Introducing a Leader Frame
Personal background
Social influences
Obstacles / Opportunities
How they became a leader
CR10.4
Construct
meaning
The notes will be used to write up a one minute introduction speech for the
Dalai Lama.
Note-making FRAME
Have students choose a leader from the list of individuals provide. Each
student will need to locate information from wikipedia as modelled in the
last class. Students will locate the information, complete the note-making
CC10.4
Inquiry project
FRAME, and write up their introductory speech.
CR 10.4
Construct
meaning
Writing Introductions
CC10.3
Create speech
Craig Kielburger
Gandhi Mohandas
Big Bear
John Diefenbaker
Princess Diana
Malcolm X
Tommy Douglas
Tecumseh
Cochise
Sitting Bull
Bill Gates
Laura Secord
Pierre Trudeau
Rosa Parks
Nelson Mandela
Che Cheviz
Oprah
William Wallas
Richard Branson
Joseph Brant
Pontiac
Geronimo
Poundmaker
Crazy Horse
Mark Zuckerberg
Bono
Emily Stowe
Lester B. Pearson
Model how to take the notes and create the introductory speech.
 Introduction speech outline
CC10.3
Oral
presentation
Introductory Speech
Students will orally introduce their leader to the rest of the class.
Rubic
People who have overcome Challenges Through Perseverance
CR10.4
Interpret Poetry
Have students read the following poems. Use the provided response
questions to help students interpret and draw conclusions about each of
the selections.
 Laura Secord – Crossroads, page 25
 Superman’s Song – Crossroads, page 10
 12 Years Old – Crossroads, page 186
 Enlightenment and Muscular Dystrophy – Crossroads, page 190
 To James – Crossroads, page 191
CC10.1
Compose Poetry
Have students create a poem of their own of the topic of overcoming
challenges.
CC10.3
Oral Poetry Reading
Students will orally present their poem.
CR10.2
View multimedia Viewing for purpose
Have students view the movie, Forest Gump or Life is Beautiful.
 Movie: Forest Gump or Life is Beautiful
CR10.1
Strategies
Note-making FRAME
Making inferences
Have individual students select five situations which the main character
fines himself in and complete the note making frame.
 Note-making frame
CC10.4
Write to create
Essay writing
Essay Planner
Unit Assessment
Have students use the information from three of the situations which were
recorded on the frame to write a five paragraph essay about overcoming
challenge through perseverance.
 5 Paragraph Essay planner
------------------------------Unit Assessment