Middle Level English Language Arts (ELA)
Grade 10 B
Equity and Ethics
Unit Overview
Context: Multi-genre thematic
Timeline: Approximately five weeks
Life presents us with many problems and doing the right thing is not always easy or obvious. In the unit, Equity and Ethics, students will gain
an understanding of inequalities, perceptions, rights and responsibilities, and justice and fairness as addressed in various literature genres.
English Language Arts Goals and Outcomes Overview
Comprehend and Respond (CR)
CR B10.1
Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address:
o identity (e.g., Diversity of Being);
o social responsibility (e.g., Degrees of Responsibility); and
o social action (agency) (e.g., Justice and Fairness).
CR B10.2
View, interpret, and report on ideas and information from more than one source to develop and support positions on various topics related to the course
including identity, social responsibility, and personal agency.
CR B10.3
Listen to, comprehend, interpret, and summarize information and ideas presented in a variety of literary and informational texts including group discussion,
oral readings, interviews, prepared talks, and a talk-back show about a topic or issue being studied.
CR B10.4
Read, interpret, and summarize a wide variety of classical and contemporary literary (including drama, biography, autobiography, poetry, short stories, novels)
and informational (including letters, diaries, memoranda, electronic communications) texts.
Compose and Create (CC)
CC B10.1
Compose and create a range of visual, multimedia, oral, and written texts to explore:
o identity (e.g., Diversity of Being);
o social responsibility (e.g., Degrees of Responsibility); and
o social action (agency) (e.g., Justice and Fairness).
CC B10.2
Create and present a visual or multimedia presentation supporting a prepared talk on a researched issue, using either digital or other presentation tools.
CC B10.3
Use oral language to express a range of information and ideas in formal (including a prepared talk on a researched issue, an interview, an oral reading of prose
or poetry, and an explanation and defence of a personal point of view) and informal (including discussion and group work) situations.
CC B10.4
Create a variety of written informational (including a business letter, biographical profile, problem-solution essay) and literary (including fictionalized journal
entries and a short script) communications.
Assess and Reflect (AR)
AR B10.1
Establish and apply criteria to evaluate own and others’ work.
AR B10.2
Set personal language learning goals and select strategies to enhance growth in language learning.
Resources Used in This Unit
 Unit Organizer – Teacher Copy
 Reading Response Journal Information Sheets
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Indian Children Speak, Juanita Bell – Poem
Waiting for the Welfare Check, Jacqueline Oker – Poem
Imagine, John Lennon – Song Lyrics
Jamie, Elizabeth Brewster – Poem
Tuesdays with Morrie – Extended Fiction
The Only Wheelchair in Town – Autobiography Excerpt
A Good Time Tonight, Gary and Louise Hodge – Short Fiction
Doing Something – Short Fiction
After You My Dear Alphonse, Shirley Jackson – Short Fiction
Harrison Bergeron – Short Story
Incident, Countee Cullen – Poem
Civilization Drilled In - Article
Purpose /
Outcomes
Strategies and
Assessment
Introduction to unit
Intro unit
Construct meaning
CR B10.1
Learning Activities
Unit Organizer
Introduce Unit Organizer to students.
>> Unit Organizer <<
Introduce students to Response Journaling. Students will be responsible to add a
journal entry for each piece of literature covered in class.
 Reader Response Handout 1
 Reader Response Handout 2
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Guiding question
Hand out the extended focus question sheets. Have students work in groups of four to
come up with a definition for each of the five key concept words. Discuss these as a
whole group. Then give students time to individually record an initial comment for
each of the questions.
>> Focus Question Sheets<<
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What is Right
Placemat
Present several current news articles. Have students, in groups, determine what is
right/wrong in each article. Use a placemat or some other cognitive strategy to involve
all members of the group.
TPCASTT
Indian Children Speak – Poem
From Literature and Language. Evanston: McDougal Littell Inc., 1994
First impression – what images stand out?
What do people say about Indian children?
Why does the author use examples instead of arguments?
What do the children’s remarks reveal about them?
Was it appropriate for aboriginal children to be sent to residential
schools? Why/why not?
Complete a TPCASTT analysis
Journal Entry
TPCASTT
Journal Entry
Response Journal entry
Waiting for the Welfare Check – Poem
Original source unknown
What figurative language is used in this poem?
What is the mood of the poem?
How would you sentence the woman if you were the judge? Explain.
Is it fair that many aboriginal people did not get a fair start in our
society?
Complete a TPCASTT analysis
Response Journal entry
Note Key Info
CR B10.1
Unit Organizer
Revisit Unit Organizer. Add jot notes to the first section on Expanded Unit Map. Allow
students time to add additional thoughts to the Focus Questions sheet.
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Empowerment
TPCASTT
Journal Entry
Song Lyric/Poem: Imagine, John Lennon
Focus on the imagery in the lyrics.
What messages are in the various lines and stanzas?
Complete a TPCASTT analysis
Response Journal entry
TPCASTT
Journal Entry
Poem: Jamie
Focus on the Point of View? How does this affect the reader’s experience?
How are Jamie’s relationships with people affected?
Complete a TPCASTT analysis
Response Journal entry
Diary Assignment
Tuesdays With Morrie – Extended Fiction
* Through his illness he empowered people to change.
Novel Study Activities – consider Anticipation Guide, Inferences
Novel Study Assignment: Personal Journal/Diary
 Have students create an entry for each chapter of the book
 Each entry to be on a separate page, dated, and accompanied by an
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Journal Entry
illustration.
Assessment Rubric
The Only Wheelchair in Town – Autobiography excerpt
Rick Hansen & Jim Taylor, Sightlines 10: Toronto, Prentice Hall, 2000
How does this excerpt ‘fit’ with Tuesdays With Morrie?
Response Journal entry
Note Key Info
CR B10.1
Unit Organizer
Revisit Unit Organizer. Add jot notes to the first section on Expanded Unit Map. Allow
students time to add additional thoughts to the Focus Questions sheet.
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Rights and Responsibilities
This section of the unit will focus on analyzing short stories. If necessary, review
character sketch and short story analysis prior to beginning the student assignment.
 Short Story Lesson Handouts
 10 points of a Short Story
 Assessing a Short Story
Cooperative Group
Assignment
Oral Presentation
Journal Entry
Note Key Info
CR B10.1
Unit Organizer
Introduce the students to the short story study assignment. Students will complete the
study in groups of 4 and present their assignment to the class.
Short story selections:
 Short Story: Doing Something
 Short Story: A Good Time Tonight
 Short Story: After You My Dear Alphonse
 Short Story: Harrison Bergeron
Response Journal entries for each short story
Revisit Unit Organizer. Add jot notes to the first section on Expanded Unit Map. Allow
students time to add additional thoughts to the Focus Questions sheet.
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Justice and Fairness
The Incident – poem
A simple incident can have a lasting impression.
Journal Entry
Residential Schools in Canada
Horizon Canada Article Residential School article
o Civilization Drilled In (page 1814)
Response Journal entry
Journal Entry
CBC News article – A history of Residential schools in Canada
 http://www.cbc.ca/news/canada/story/2008/05/16/f-faqs-residentialschools.html
 Alternate link
Response Journal entry
Journal Entry
CBC Canada http://www.cbc.ca/archives/categories/society/education/a-lost-heritagecanadas-residential-schools/topic---a-lost-heritage-canadas-residential-schools.html
 20 audio and video clips on topic
 Have students explore the positive and negative experiences of residential
school students.
Response Journal entries for 4 of the media articles
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Note Key Info
CR B10.1
Unit Organizer
Revisit Unit Organizer. Add jot notes to last section on Expanded Unit Map. Allow
students time to add additional thoughts to the Focus Questions sheet.
Unit Assessment