Memories and Mementos: an ELA 20 Unit Plan
Erika Nylander
ELNG 300
Instructor Greg Carr
December 9, 2009
Table of Contents
Section I: Rationale
Section 2: Unit Objectives and Outline of Activities
Section 3: Evaluation and Rubrics
Section 4: Resources and Bibliography
Section 5: Examples of Resources
Rationale
Grade 11 can be seen as a period of transition for young adults. It is typically the central
year (or one of the central years) of a high school education. Students begin to prepare for the
complex knowledge of Grade 12 and adulthood, whether that includes post-secondary
education or not. They also gain access to certain aspects of the adult world, such as driver’s
licenses and employment. The theme “Memories and Mementos” described in this unit plan is
appropriate then, as it provides a bridge from the past to the future. The aim is that students
carefully reflect on their past to develop ideas for where they would like to journey in their
future. At the heart of this unit is a constructivist view to each student’s life. In the “Memories
and Mementos” unit teachers help students gather their prior knowledge and experience to
eventually build and outline of what their future will look like. Teachers use their own
knowledge of the world and the ability of language to assist in this process to scaffold.
The sub-themes progress from a reflection of the social groups individuals first
participate in: “Family and Community”, then progresses to the transition from “Innocence and
Imagination” to “Growing Up and Experience”. Within these sub-themes, the expanding social
relationships, from friends to romantic relationships, are addressed. The students then look at
texts that incorporate these elements of the past to create futures for the characters involved
in the sub-theme “Moving Forward, Looking Back”. The idea behind this sub-theme is that it
can demonstrate for students how the past is useful, and give their reflections purpose in the
future. Lastly, students will begin to gather their reflections and potential synthesis in their
futures in the sub-theme “Re(Collection)”. The “collection” is placed in brackets to emphasize
the gathering involved in their final project for the term: the Memory Box. The Memory Box is
not only a selection of the works they have created throughout the term, but a collection of the
knowledge they have gained.
As with the sub-themes, the major activities and texts for this course were chosen to
help students scaffold from reflection to application in their own lives. Thought there is not a
typical emphasis on writing/reading, these language strands are present, along with a variety of
activities meant to address different ways of knowing and different kinds of learners that may
often be forgotten in an English classroom. Most of the texts are not be examples of the
Western literary canon but that is not the point for reading them. The aim in choosing these
texts was that they would engage students. The unit focuses encourages students to focus on
personal ideas, and it is necessary for them to find their personal narratives reflected in the
texts we examine. Though there is much value in the texts of the canon, many of them are
written from the majority view (male, white, upper-middle class), which can be alienating for
many. Instead, this course chooses text that are written by authors with a variety of
backgrounds. Many of the authors are Canadian and from the Prairies as well, another source
of identification for the students. Songs, television, film and visual art are also incorporated
with the end of further engaging students. Furthermore, many of the texts are suggested in
the ELA 20 curriculum, such as Keeper and Me, The Joy Luck Club, and Joni Mitchell’s “The Circle
Game”.
There are two activities that will be performed throughout the unit that emphasize the
freedom of expression in student’s reflections. Journals and Reflections, assigned twice and
once a week respectively, allow students to access both their previous knowledge and
experience from their lives and their schooling in a risk-free manner. Neither of these activities
are marked, and students are allowed to use their own language, so long as their entries are
still readable to the teacher. They may even choose to draw a picture or write a poem or story.
This allows students to engage in these personal activities in the language that they connect
with the most, not the potentially difficult and distracting formal English, to allow them to focus
and work on their ideas.
The first scheduled activity students will participate in is the History of a Name project,
in the “Family and Community” sub-theme. This project is meant to allow students to explore
their family history and self, and to connect the two in meaningful ways. Students will be
provided to research the meanings of their names (first, middle and last) and explore how these
meanings fit in with, or contrast with, their own sense of self. Some approaches to this history
may be how they got their names, where their family came from, or the etymology of their
names. It is also important to notes the mini-lesson that is tied in with this activity. The
discussion of various histories and cultures will likely open up an avenue to discuss the variety
of dialects and learners they are in the classroom in a way that values the many forms of
English that exist. The teacher can then teach code-switching in anticipation of future projects
that will require more academic language.
The next activity suggested in this unit is the Interview project. This encourages
students to develop learning skills, which may not have been addressed enough in previous
instruction. The project, again, encourages students to embrace and explore their cultural
backgrounds, and to share their realizations with others. It also encourages communication
with parents, at a time when many students may be feeling a distance growing between
themselves and their family. Students also engage in storytelling, another skill that can be
undervalued.
The Student Choice project is the activity for the next sub-theme, “Innocence and
Imagination”. The first two projects were fairly structured to give students an idea of your
expectations for assignments and to allow them to feel comfortable with the class and the unit.
The Student Choice project, then, allows the students to have more freedom in their creation,
which seems appropriate for an activity that focuses on imagine. The discussions, texts and
lessons throughout the sub-theme are meant to provide students with ideas for where to take
this project, and the variety of choices gives students a chance to explore whatever they would
like, or to “let their imaginations run wild”.
The “Growing Up and Experience” sub-theme does not provide activities that will be
formally evaluated, but does give students opportunities to develop their creative writing skills
and create works that can be used in their Memory Boxes. Again, the scaffolding process
encourages students to move from teacher-directed activities to the more free and undefined
creative writing activities.
The activities for the sub-theme “Moving Forward, Looking Back” are Literature Circles
and a Dramatic Readings, which will stem from the work done in the groups. Students are
given both the choice of what they read and what they perform in these two activities. This
allows students to gain insight into what type of reader they are, and to work out meaning and
importance with their peers. The teacher functions as a facilitator, helping groups to function
and ensuring that the time spent on these projects is productive and valuable for the students.
Students take on a variety of roles within the Literature Circle project, and learn to function
together. The Dramatic Reading requires public speaking, but in a group context, to ease
student anxiety about speaking in front of large groups and for marks. The novel choices cover
a variety of reading levels and interests, with gender taken into consideration as well.
The culminating activity for this unit is, as mentioned, a Memory Box, to be completed
during the “Re(Collection” sub-theme. Students will have hopefully recognized the significant
role the past can play in their lives through the previous activities, readings and reflections, and
be prepared to embark on a formal gathering process of their own. Suggestions will be given
for how this can be done, and the teacher may also wish to share again with the students what
he/she is working on for a Memory Box, or what other students in the past have done. Again,
this project is meant to create opportunity for independent learning. Students select the
content of the Memory Boxes themselves, and will reflect on their selections through their
explanation of their choices. The goal is to allow students their own opportunity for reflection
before the teacher provides feedback. The in-class work time will hopefully allow for peer
feedback and co-operation as well.
For a summation of the Common Essential Learnings, Foundational and Learning Objectives,
and Language Concepts addressed in this unit, please refer to the Unit Objectives in the
following section.
Activities
-
-
-
Use language as an instrument of
thought. (CCT).
Recognize writing as a process of
constructing meaning for self
and others.
 Recognize writing as a
process of constructing
meaning for self and others.
Write fluently and confidently
for a variety of purposes and
audiences.
 Write for variety of purposes
including to: reflect, clarify,
and explore ideas; express
understanding, and express
self.
 Record responses in a
reader’s journal, log or
notebook.
Effective communication places
emphasis on the purpose and
audience for a speech or a
composition. (Language
Concept)
Journals and Reflection
Journals will be completed throughout this unit,
as the idea of reflection is central to this theme.
Journals prompts will be given every Monday and
Wednesday and students will be given
approximately 15 minutes (at some point during
the class) for a journal write. Language is casual,
although it should be understandable to the
teacher. Students may choose to express
themselves through visual art as well. Such
expressions should include a brief write-up for
explanation. Journal prompts may be given by the
teacher, chosen by the class, or chose by the
student.
Each Friday students will be given 10 minutes to
reflect on how the week went. Questions they
may wish to ask themselves could include “What
did you learn this week?”, “What are you still
struggling with”, “What could be changed within
your own habits, or the structure of the
classroom?”, or “What are you looking forward to
for next week?”
Journals and Reflections should be placed in the
same notebook, and labelled correctly.
Family and Community
-
-
Understand that technology is a
tool to facilitate language
learning and communication
(TL).
Practise the behaviours of
effective, strategic readers.
 Locate, assess and
summarize information
History of a Name
Students will research the history of their name
(first, middle, last). Students will be provided
with access to the computer lab, and a list of
books and other resources will be provided.
The assignment will ask that students not only
from a variety of sources.
-
-
Explore the range of human
virtues; those common or
unique to various cultures, those
that have remained constant,
and those that have changed
through the ages (PSVS).
Listen effectively in a variety of
situations for a variety of
purposes.
 Assess their own ability to
listen effectively.
 Write a paraphrase and
summary of an oral
presentation.
look at where their name came from, but why
their parents chose that name, and its personal
significance to themselves. Some questions to
consider may be: how they got their names,
where their family came from, or the etymology
of their names (adapted from Dr. V. Mulholland).
Interviews
Interviewing a family member or adult from your
community about a tradition they hold to be
important. Get together with a group of students
to brainstorm questions to ask. One an individual
basis, students should prepare a question sheet,
and make sure to record answers and other notes
throughout the interview. Prepare a summary of
the interview to hand in.
Innocence and Imagination
-
-
Communicate in various formats
for various audiences and
purposes. (COM)
Create appropriate nonverbal
aids and visual images to
enhance communication.
 Present thought, ideas, and
feelings using an appropriate
combination of visual aids
and print.
Student Choice - Students can prepare a photo
essay, imagination photo (as they will examine in
Yeondoo Jung’s work), song, poster,
advertisement, or written form (poem, dialogue,
short story) focusing on the importance of
imagination in the play “Girl Who Loved Her
Horses”. Other options may be proposed and
discussed with the teacher. Students who choose
to do the song, photo essay, imagination photo,
poem or poster should provide a written
explanation for their project.
Moving Forward/Looking Back
-
Learn to interact, co-operate and
collaborate (PSVS).
Speak fluently and confidently
for a variety of purposes and
audiences.
Literature Circle – Students will meet over a week
and a half for a total of 5 sessions. They will read
novels whose characters actions and present

-
-
-
Practise the various roles of
group members.
Recognize that talk is an
important tool for
communicating thinking and
learning
 Speak to build relationships
and a sense of community.
Listen effectively in a variety of
situations for a variety of
purposes.
 Assess the overall
effectiveness of group
discussions, dramatic
reading, interviews, panel
discussions, and speeches.
Speak fluently and confidently in
a variety of situations for a
variety of purposes and
audiences.
 Prepare a dramatic reading
of a prose or poetry
situations are obviously influence by their past.
This commonality should be made clear from the
beginning, as it will be important for them to
notice this as they read the novel. The novel
choices are:
1) The Diviners by Margaret Laurence
2) Running in the Family by Michael Ondaatje
3) How I Live Now by Meg Rosoff
4) The Joy Luck Club by Amy Tan
5) Keeper ‘n Me by Richard Wagamese
Groups will be comprised of 5 students. Each
student will get the chance to take on one of the
following roles:
1) Discussion Director
2) Passage Picker
3) Summarizer
4) Connector
5) Vocabulary Enricher
6) Illustrator (an extra option for larger
groups)
Roles will rotate with each session, so that each
student assumes each role once. If groups have
more than 5 students, an extra role should be
added. Students will not take on every role. If
students have a particularly strong desire to take
on a certain role, accommodations will be made
to do so. On the last session of the literature circle
students will begin work on what they would like
to do for the Dramatic Reading assignment.
At the end of each literature circle meeting,
students will answer a peer/ self reflection sheet.
Dramatic Reading
Students will create dramatic reading based on
the novels they are looking at for their Literature
Circles. Collaborating with their literature circle
group members, students will pick a passage from
-
selection.
Read a variety of texts for a
variety of purposes.
 Explore human experiences
and values reflected in texts.
 Make and defend an
informed critical response.
their novel that demonstrates how a character’s
past effects their present life. Students will
choose their passage because it is emblematic of
the ways in which the past can influence or direct
the future. The group should also prepare an
explanation of why they chose this passage.
Presentations should be approximately 10
minutes in length. Explanation should be 1-2
pages.
Re(Collection)
-
-
-
-
Generate and evaluate ideas,
processes and products. (CCT)
Recognize writing as a
constructive and recursive
process.
 Recognize writing as a
process of constructing
meaning for self and
others.
Practise the behaviours of
effective writers.
 Analyze and evaluate
their own and others’
writing for ideas,
organization, sentence
clarity, word choice, and
mechanics.
Create appropriate nonverbal
aids and visual images to
enhance communication.
 Present thoughts, ideas,
and feelings using an
appropriate combination
of visual aids and print.
Learn to plan, monitor, and
evaluate their own learning. (IL)
Memory Box
The culminating project for this unit will be a
memory box. The memory box will function much
like a portfolio in that in can include selections
from student writing. It may also include visual
representations, tokens and trinkets, video or
audio expressions and any other item that, for the
student, expresses what they have learned
throughout the unit. Students should also focus
on pieces that display their best work. Students
should provide a 3-5 page write-up on their
memory box. Students can use shoe boxes from
home, or any other sort of small box. The teacher
will provide shoe boxes for students who need
them. Students may wish to decorate these boxes
as part of their representation of what they have
learned. The teacher should let students know
about this project at the beginning of the year, so
that they can keep writing projects that they do
not receive marks on for submission as part of
their memory box.
Weekly Plans
Week One
Day One: Introduction. I will begin by introducing
the unit, and laying down classroom expectations.
-
Recognize reading as an active,
constructive process.
 Recognize reading as an
active process that
requires readers to:
make connections find
meaning; make and
confirm inferences;
reflect and evaluate.
-
Words spoken by different
people from different walks of
life in different times have made
language rich and varied.
(Language Concept)
The status of dialects varies
according to the situation.
(Language Concept)
Practise the behaviours of
effective, strategic readers.
 Recognize author’s
purpose, form and
techniques.
-
-
Students will help in constructing a set of rules for
the classroom. Students will be given a copy of
the syllabus, and assignments for the unit will be
addressed. Then, I will show them a memory box
I have created (either during the previous term, or
over the holidays), and let them know this will be
their final project at the end of this term. I will
also create one as the term goes by. Have
students spend the remainder of the class
working on their first Journal Prompt: What does
reflection mean? What do you do to help you
reflect? Do you think reflection is important?
Day Two: Begin the sub-theme “Family and
Community”. Read Lorna Crozier’s “Mother and
I,Walking” and Patrick Lane’s “Fathers and Sons”.
How does family influence who we view
ourselves? How are we a part of family’s history?
How are we not? How do these two poems place
the narrator in line with their families’ histories?
Day Three: Journal Prompt: Class choice.
Introduce the “History of a Name” assignment.
Give students time in class to work on it.
Day Four: More time to work on “History of a
Name”.
Day Five: Hand-in “History of a Name”. Minilesson on dialects/code-switching. Read a poem
written in dialect (Langston Hughes “Po’ Boy
Blues”) and have them translate it as class. Relate
to own unique cultures that everyone comes
from, as well as the specific language of their
generation. Read another poem by Hughes (“I
Dream a World”) that is written in formal English.
Give Hughes background. Ask students why there
is a change in dialect. Discuss audience.
Reflection.
Week Two
Day One: Journal Prompt: Student’s individual
-
Respect cultural perspective that
differ from their own. (PSVS)
Write fluently and confidently
for a variety of purposes and
audiences.
 Experiment with a
variety of forms such as
poem, play, anecdote or
short story.
-
Recognize nonverbal aids and
visual representations as tools
for communicating and learning.
 Recognize viewing as an
active process.
-
Read, interpret and
communicate facts and figures
through reports, charts and
graphs. (NUM)
choice. Introduce “Interview” assignment. Place
students in small groups to brainstorm questions
they may ask.
Day Two: Begin by playing Adam Sandler’s
“Chanukah Song” (edited version). Suggest that
beneath this humorous song there are some
serious underlying issues. Then have students
read Fredelle Bruser Maynard’s “Jewish
Christmas”. If they are students in the classroom
who do not celebrate Christmas, ask if they would
like to share what it is like for them around
Christmas. Have students write an acrostic poem
for “Christmas”, in the role of someone who does
not celebrate Christmas.
Day Three: Watch the first episode of “Modern
Family”. Engage in a discussion about the
different types of families. How is this family
unconventional? What is a family? Do families
always have two parents? How do age relations
work in families? Do you think this family is
functional? How so? How not? Journal Prompt:
Would you define your family as conventional?
Time to work in class on “Interview” assignment
Day Four: First draft of “Interview” due. 15
minutes of pair peer-editing. Rest of class given
to polishing up assignment.
Day Five: Review the major concepts of this
theme. Have students create a Venn diagram with
a circle each for Family, Community, Self. Have
them fill in the areas where these intersect, and
where they contrast.
Family
Community
Self
-
-
Use language as an instrument
of thought. (CCT)
Listen, read and view analytically
and critically. (CCT)
Experiment with a variety of
forms.
Practise the behaviours of
effective writes.
Reflection.
Week Three
Day One: “Interview” due. Begin “Innocence and
Imagination” sub-theme. Introduce play “Girl Who
Loved Her Horses” by Drew Hayden Taylor. Read
the first scene out loud. Give them reading time
at end. Journal prompt: Describe an instance
from your childhood involving your peers that you
still remember.
Day Two: Read a story from The Stinky Cheese
Man and Other Fairly Stupid Tales by John
Scieszka. Hand-out “Cinderella Undressed” by
Barbara Brotman. How have our views of fairy
tales changed? Do they think that any of the
stories they read had an effect on them? A
negative effect as Botman suggests? Rewrite a
fairy tale or folk tale you remember from your
past in light of what you know now.
Day Three: Work on fairy tale or folk tale rewrite

Confer with peers and
teachers.
-
Recognize nonverbal aids and
visual representation as tools for
communicating and learning.
 Recognize viewing as an
active process.
-
Practise the behaviours of
effective, strategic readers.
 Respond personally,
critically and creatively.
Read a variety of texts for a
variety of purposes.
 Relate literary
experience to personal
experience.
-
-
Practise the behaviours of
effective, strategic readers.
 Recognize and explain
allusions, symbols,
figurative language and
stylistic devices in a
literary text.
 Relate structure of the
work to the author’s
purpose and theme.
for 20 minutes. Form small groups of 4-5 and
share stories. Journal Prompt: How did you
change your chosen story? Why?
Day Four: Pages 83-104 due (play starts on page
83).
Day Five: Show images form Yeondoo Jung’s
photography, in which he creates scenes for
photographs based on the drawings of children.
Have students imagine scenes from their own
childhood imaginations, and how they might bring
them to life. Provide both a drawing and write-up
for their scenes.
Week Four
Day One: Journal prompt: Do you have any
talents you are afraid to share, or you can’t
explain? Has anyone ever been jealous of you?
Pages 105-128 due. Discuss play. What happens
when Danielle approaches the wall? Have
students brainstorm how they would stage this if
they were directing this play. Examine the
dynamics between the children. Introduce
student choice project. Time in class for individual
brainstorming on “Student Choice” project, and to
discuss ideas with teacher.
Day Two: Time to read in class or work on
project.
Day Three. Pages 129-159 due. Discuss conclusion
and play as whole. Why does William react so
cruelly to Danielle? How do the characters
change from childhood to adulthood? How has
the figure of the horse change at the end? Journal
Prompt: Have you ever been jealous of someone
else’s talent? How did you react? Why does this
play have a frame structure?
Day Four: Time in class to work on “Student
Choice” project.
Day Five: Review with class the major issues
-
-
-
-
-
Practise the behaviours of
effective listeners.
 Respond personally,
critically, creatively and
emphatically.
Words have an emotional
appeal. (Language Concept)
Learn to interact, co-operate and
collaborate. (CCT)
Practise the behaviours of
effective, strategic readers.
 Recognize author’s
purpose, form and
techniques.
 State and evaluate
author’s theme, tone
and viewpoint.
Different purposes and
audiences require different
discourse. (Language Concept)
Recognize that talk is an
important tool for
communicating, thinking and
learning.
raised in this sub-theme. Any time at end of class
can be used to work on project/address any final
issues with project. Reflection.
Week Five
Day One: Hand-in “Student Choice” assignment.
Introduce the next theme on “Growing up and
Experience”. Play a series of songs about growing
up and the experience that comes with that. Song
selections could include Tom Petty’s “I Won’t Back
Down” (which would pair nicely with the next
day’s assignment), Harry Chapin’s “Cat’s in the
Cradle” (can be tied in with the discussions about
family), Green Day “Time of Your Life” (which can
tie in with the idea of Re(Collection)), and
“Landslide” by Fleetwood Mac. Have students
discuss in groups a particular song, and then bring
the class back together to discuss all of the
selections.
Day Two: Introduce John Updike’s “A&P”. Warn
about some gender-offensive language used by
main-character, but ask students to consider
whether or not this language is typical of that
character. As a pre-reading strategy, have
students create a concept map on the idea of
growing up. What does growing up mean? What
does it entail? Give time for students to read in
class.
Day Three: Discuss “A&P” in class. Address tone
and language. How is the language and tone of
the story convincing? Describe the growth of the
character. Why does he choose to quit? Is this
believable? Journal prompt: Sammy experiences
a moment of personal growth on what seems like
a very regular day. Has this ever happened to
you?
Day Four: Continue Discussion of “A&P”. Have
students break into five groups. Assign each group

-
-
-
-
Speak to clarify and
extend thinking.
 Speak to express
understanding
 Speak to share thoughts,
opinions and feelings.
Write fluently and confidently
for a variety of purpose and
audiences.
 Experiment with a
variety of forms of
writing such as poem,
play, anecdote or short
story.
Write fluently and confidently
for a variety of purpose and
audiences.
 Experiment with a
variety of forms of
writing such as poem,
play, anecdote or short
story.
Realize that literature enriches
and broadens the experiences of
life, including one’s personal and
social understanding and
responsibilities. (PSVS)
Practise the behaviours of
effective, strategic readers.
 Recognize and explain
allusions, symbols,
figurative language, and
stylistic devices in a
literary text.
 Respond personally,
critically and creatively.
a topic, choosing from tone, character
development, language, plot, or theme, and give
them 15 minutes to discuss. Then, create new
groups, with each of the topics being represented
by at least one person. Have the students share
what their original groups came up with.
Day Five: Writing prompt for a short story: Write
a continuation of “A&P”, either from Sammy’s
point of view, or from the point of view of one of
the girls. Reflection (optional).
Week Six
Day One: Continue work on short story. Instead of
Journal, allow students to peer-edit, or discuss
short story with teacher.
Day Two: Play the song “32 Flavours” by Ani
Difranco for the students. Have them create an “I
am poem” of their own. (Adapted from Feldman,
Lynn and Winter)
Day Three: Read William Butler Yeats “A Prayer
for My Daughter” out loud in class. Discuss the
role family plays in our hopes and goals. Journal
prompt: Has your family placed any goals or
hopes upon you? Do you share these aspirations?
Day Four: Begin to wrap up “Growing up and
Experience” by looking at two songs about
childhood and growing up: Joni Mitchell’s “Circle
Game”. Discuss imagery in Mitchell’s song, and
how the form relates to the theme. Have the
students experiment with imagery in their own
short poem about growing up. The might wish to
examine the idea of growing up cyclical, as in
Mitchell’s song, or the idea of the road as a path.
Day Five: Continue work on poem. Students may
also choose to work on short story if they feel that
has been left incomplete. Reflection.
Week Seven
Day One: Begin sub-theme on “Moving Forward,
-
Learn knowledge, skills and
attitudes necessary to become
lifelong learners. (IL)
-
Read a variety of texts for a
variety of purposes.
 Compare, contrast and
evaluate ideas.
Practise the behaviours of good
readers.
 Respond personally,
critically and creatively.
 State and evaluate
author’s theme, tone
and viewpoint.
-
Looking Back”. Introduce novel choices for
literature circle. Explain that each novel involves
some sort of reflection or flashback as part of the
narrative. Provide information on each novel, and
allow students to come to the front to look at the
novels. List the titles of the novel on the board,
with five to six spaces beneath. Have students
draw numbers to decide order, and allow them to
place themselves under a certain novel. Go
through a practice run-through explaining the
roles, using “Girl Who Loved Her Horses” for
practice. Assign pages (varying depending on the
novel) to be read for Wednesday. Journals will be
done next class.
Day Two: Discuss “Girl Who Loved Horses” in
relation to this sub-theme. How did the
characters change as they grew older? Read Lorna
Crozier’s “The Game”. How did the narrator
change her behaviour when she was older, the
one who was looking? Do difficulties in one’s past
make us become more responsible and aware of
our actions towards others? Journal Prompt: Give
an example of how your views on something have
changed based on reflection and maturity?
Reading time provided at end of class.
Day Three: Literature Circles will meet for the first
time. Have students draw from a hat to decide
who will do what role. For groups that have more
members, an additional role should be added. In
this group, students will not get to perform every
role. Some flexibility may be allowed so that
students can perform the roles they are most
interested in. Let students know about the
Dramatic Reading that will assess their final
understanding of novels. Let them know that the
Dramatic Reading will focus on a passage that
presents how one or more of the characters in the
-
Create appropriate nonverbal
aids and visual images to
enhance communication.
 Present thoughts, ideas
and feelings using an
appropriate combination
of visual aids and print.
-
Recognize writing as a
constructive and recursive
process.
 Recognize writing as a
process of constructing
meaning for self and
other.
novel is influenced by his/her past. Proceed with
literature circle. Allow for peer/self reflection at
end. Journal Prompt: Why did you choose the
novel you choose? Do you think our past effects
how we live our present?
Day Four: Bring in a variety of examples of classic
and contemporary art work, as well as magazine
images and cartoons. Have students experiment
with collages that incorporate both elements.
Students then have time to read novels.
Day Five: Literature circles will meet for the
second time. Reading time will be provided after
Literature Circles meet. Journal Prompt:
reflection of assigned pages.
Week Eight
Day One: Literature Circles will meet for the third
time. Reading time will be provided after
Literature Circles meet. Journal Prompt:
reflection of assigned pages.
Day Two: Is memory important? Explain the
synopsis of the movie “Memento”, or the disease
which the main character is afflicted by. Show a
brief clip from the movie. Journal Prompt: What
would you do if you lost your ability to
remember? What steps would you take to help
yourself?
Day Three: Literature Circles will meet for the 4th
time. The novels should be completed at this
point. Introduce Dramatic Reading Project.
Reading time in preparation for Dramatic Reading
– students should be looking at passages that are
emblematic of how the characters in the novel are
influenced by, and make decisions because of, the
past. Journal Prompt: reflection of novel’s
conclusion.
Day Four Literature Circles will meet for the 5th
time. The focus of the discussion will be different,
-
Learn to interact, co-operate and
collaborate. (PSVS)
-
Practise the behaviours of
effective, strategic readers.
 Paraphrase a prose or
poetry passage.
 Recognize and explain
allusions, symbols,
figurative language, and
stylistic devices in a
literary text.
-
Examine how technology is
shapes and is shaped by their
lives, society and the
environment. (TL)
Practise the behaviours of
effective listeners.
 Analyze and evaluate
the organizational
patterns of presentation.
-
as students have already completed the novel.
Students will pick what passage they are going to
do for the Dramatic Reading. The group members
will suggest what passages they think will work.
The passage picker will narrow down the options
to 3-4 passages, and then the group will vote.
Day Five: Class time to work on Dramatic
Reading.
Week Nine
Day One: Class time to work on Dramatic
Reading.
Day Two: Presentations of Dramatic Readings.
Day Three “ “
Day Four: Any final presentations left may be
shown. Introduce the final sub-theme
Re(Collection). Tell story of the memory box you
created when you were 12. Provide examples of
memory boxes. Brainstorm what the purpose of a
memory box is. Journal prompt: Imagine you are
moving to a new place, but are unable to pack
only one large suitcase. What would bring with
you?
Day Five: Students can begin working on memory
boxes in class.
Week Ten
Day One Read Joy Harjo’s “Remember” in class.
Trace the images of the past described at the
beginning of the poem to the broader ideas that
conclude it. Paraphrase the poem focusing on the
following idea: How does the narrator’s past lead
her to these conclusions? Reflection.
Day Two: Work time for memory boxes. Polishing
up pieces, peer-editing, and teacher discussion.
Day Three: Explore how mash-ups are collections.
Play examples of mash-ups (from Moulin Rouge,
Girltalk and Glee). How are these mash-ups
collections? Talk about compilation cd’s in
-
Recognize that talk is an
important tool for
communication, thinking and
learning.
 Speak to share thoughts,
opinions and feeling.
 Speak to express
understanding.
 Speak to build
relationships and sense
of community.
reference. How do they capture a time and
place? What can students take from these for
their own collections? Brainstorm a few songs
that might relate to the unit. Give rest of time for
work on memory boxes.
Day Four: First day of presentations of memory
boxes.
Day Five: Second day of presentations of memory
boxes. End of term. I will also share the memory
box I have created throughout the term.
Evaluation
Final Grade for Unit will be based on the following:
Journals and Reflections: Marked based on completion. .5 % will be taken off for any journal
entries not completed. 10% of final mark
History of a Name: Research and presentation. 5% of final mark.
Interviews: Self Assessment on listening 15 %. Question Sheet: 25%. First draft 10 % (based on
completion). Final Draft 50% (rubric). Total is 10 % of final mark.
Student Choice: 15 % of final mark
Literature Circle – Average of Peer/Self Evaluation (completed after each meeting). Peer is 5%
of final mark. Self is 5% of final mark
Dramatic Reading- Passage Selection: 20 %. Explanation of Selection 20%. Presentation of
dramatic reading 60%. 15 % of final mark
Memory Box- Content and presentation of memory box 75% . Explanation of selections 25 %.
25 % of final mark.
Participation – Teacher graded. 10% of final mark.
Please view the rubrics on the following pages.
Students should be provided with rubrics when assignments are assigned.
Resources
Family and Community
“Mother and I,Walking” by Lorna Crozier (poem)
“Fathers and Sons” by Patrick Lane (poem)
History of a Name assignment adapted from What’s In a Name? assignment created by Dr. Val
Mulholland.
“Po’ Boy Blues”,“I Dream a World” by Langston Hughes (poems)
“Chanukah Song” (edited version) by Adam Sandler (song)
“Jewish Christmas” by Fredelle Bruser Maynard (essay)
Modern Family: “Pilot” directed by Jason Winer (television show)
Innocence and Imagination
“Wonderland” by Yeondoo Jung (art exhibition)
“Girl Who Loved Her Horses” by Drew Hayden Taylor (play)
The Stinky Cheese Man and Other Fairly Stupid Tales by John Scieszka (children’s book)
“Cinderella Undressed” by Barbara Brotman (essay)
Growing Up and Experience
“I Won’t Back Down” by Tom Petty (song)
“Cats in the Cradle” by Harry Chapin (song)
“Time of Your Life” by Green Day (song)
“Landslide” by Fleetwood Mac (song)
“A&P” by John Updike (short story)
“32 Flavours” by Ani Difranco (song)
“I am” poem borrowed by: A sense of self. (2003). Jennifer Feldman, Melissa Lynn and Amy
Winter. <http://www.coe.uga.edu/~smago/VirtualLibrary/Feldman_Lynn_Winter.pdf>
“A Prayer for My Daughter” by William Butler Yeats (poem)
“Circle Game” by Joni Mitchell (song)
Moving Forward, Looking Back
“The Game” by Lorna Crozier (poem)
The Diviners by Margaret Laurence (novel)
Running in the Family by Michael Ondaatje (novel)
How I Live Now by Meg Rosoff (novel)
The Joy Luck Club by Amy Tan (novel)
Keeper ‘n Me by Richard Wagamese (novel)
Memento directed by Christopher Nolan (film)
Re(Collection)
“Remember” by Joy Harjo (poem)
Moulin Rouge “Elephant Love Song Medley” directed by Baz Lurman (film)
Feed the Animals (2008) by Girl Talk (music album)
Glee: “Mash-ups” directed by Elodie Keene (television show)
Bibliography
Brotman, Barbara. “Cinderella Undressed”. Dimensions II. Eds. Glen Kirkland and Richard
Davies. Vancouver: Gage Educational Publishing, 1996. 17-19. Print.
Chapin, Harry. “Cats in the Cradle”. Story of a Life. Elektra, 1999. Compact Disc.
Crozier, Lorna. “Mother and I, Walking”. 20th Century Poetry and Poetics. Ed. Gary Geddes.
Oxford: Oxford University Press, 1996. 681. Print.
“”. “The Game”. 20th Century Poetry and Poetics. Ed. Gary Geddes. Oxford: Oxford University
Press, 1996. 687. Print.
Difranco, Ani. “32 Flavours”. Not a Pretty Girl. Righteous Babe Records, 1995. Compact Disc.
Feldman, J., Lynn, M., and Winter, A. “I am” A sense of self. (2003).
<http://www.coe.uga.edu/~smago/VirtualLibrary/Feldman_Lynn_Winter.pdf>
Fleetwood Mac. “Landslide”. Fleetwood Mac Re-issue. Warner Bros., 2004. Compact Disc.
Girl Talk. Feed the Animals (2008). Illegal Art, 2008. Compact Disc.
Green Day. “Good Riddance(Time of Your Life)”. Nimrod. Reprise, 1997. Compact Disc.
Harjo, Joy. “Remember”. Reclaiming the Vision: Past, Present and Future: Native Voices for the
Eighth Generation. Eds. Lee Francis and James Bruchac. Greenfield Review Press, 1996.
Print.
Hughes, Langston. “I Dream a World”. Poemhunter.com. n.d. 1 December 2009
<http://www.poemhunter.com/poem/po-boy-blues/>
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Lane, Patrick. “Fathers and Sons”. 20th Century Poetry and Poetics. Ed. Gary Geddes. Oxford:
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Laurence, Margaret. The Diviners. Toronto: McClelland and Stewart, 2007.
“Mash-ups”. Glee: Season One. Writ. Ian Brennan. Dir. Elodie Keene. Fox Broadcasting, 2009.
Maynard, F.B. “Jewish Christmas”. Breaking Through: a Canadian Literary Mosaic.
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Memento. Dir. Christopher Nolan. Newmark Capital: 2000. Film.
Mitchell, Joni. “Circle Game”. Dreamland. Rhino, 2004. Compact Disc.
Moulin Rouge. Dir. Baz Lurhmann. Angel Studios, 2001. Film.
Mulhollan, V. “What’s in a Name?”. Syllabus, ELNG 316. Fall 2009.
“Pilot”. Modern Family: Season One. Dir. Jason Winer. ABC Broadcasting, 2009.
Ondaatje, Michael. Running in the Family. Toronto: McClelland and Stewart, 1982.
Rosoff, Meg. How I Live Now. New York: Wendy Lamb Books, 2004. Print.
Sandler, Adam. “Chanukah Song”. What the Hell Happened to Me? Warner Bros., 1995.
Compact Disc.
Scieska, John. The Stinky Cheese Man and Other Fairly Stupid Tales. Viking, 1992.
Taylor, Drew Hayden. “The Boy in the Treehouse/Girl Who Loved Her Horses”. Vancouver:
Talonbooks, 2000. Print.
Tan, Amy. The Joy Luck Club. New York: Putnam, 1989.
Tom Petty and the Heartbreakers. “I Won’t Back Down”. Greatest Hits. MCA, 1993. Compact
Disc.
Updike, John. “A&P”. The Norton Anthology of Short Fiction: Shorter Edition. Ed. R.V. Cassill.
New York: W.W. Norton & Company, 1978. 648-653. Print.
Wagamse, Richard. Keeper n’ Me. Toronto: Doubleday Canada, 1995.
Yeats, W.B. “A Prayer for My Daughter”. 20th Century Poetry and Poetics. Ed. Gary Geddes.
Oxford: Oxford University Press, 1996. 10-12.. Print.
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<http://www.yeondoojung.com/artworks_view_wonderland.php?no=88>