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How Are Literature and Empathy Related?

This unit is to be designed as an independent novel study. Students will have mandatory tasks to
complete, along with mini lessons given by me throughout the unit. There will be somewhat of a
guideline on what they should be working on and when, but they will also have the freedom of
work periods where they can be reading or working on anything that needs to be completed.

There will be 2 round table discussions with class in groups discussing their book
Students will continue on with a new Litspiration challenge (have free choice activities based on novel or issue inquiry)
Keep track of difficult words from book*
Link back to economics (location of book & its impacts on QoL)
Inquire into main characters hometown - what does this look like in comparison to your
own (link back to humanities).
Global issues of books and related to current events (charter!) how can they connect this
back to social studies (qol, charter, etc).
Distribution of power (could be answered by a creative visual).
Show a movie for connection?
Litspiration & round table discussions (provide questions ahead of time so that when they
are reading they are actively thinking about them)- sharing global issues from their novels,
comparing, connecting, exploring.
Do an end project. o Make a charter for their book? Could this be a health thing for the class instead?
Should provide more opportunities other than writing
How to have them work in visual and represent?
Workshop style? Book talks? Power of words? Create a speech? - Final product?

PROPOSALS FOR FREE CHOICE


(print out on slips of paper to make it faster)
What:
Why: (how will this help you answer the final question and/or demonstrate your learning?)
Assessment: (What & How)
INQ
K&S
COMM
WH
ESC
Co-Creating Rubrics (Ivy will team teach this with me if I want)
One for the required posts
One for free choice stuff
*Do this as 2 mini-lessons
Final Demonstration of Learning
Free choice - answer the main question... Must have it approved first (draw on historical
examples, speech like MLK Jr or Song like ... or Art like ..., etc.)

hierarchy of power. teach me about the renaissance or aztecs. show change in


hierarchies.

Tuesday Oct 27
(d.3)
Launch GINS
Morning
- Introduce ideas of
global issues.
(what are some
issues in our own
country? & globally?)
- Look at historical
vs. now (speeches,
etc.)- different forms

Wednesday Oct 28
(d.4)
Both PM

Thursday Oct
29 (d.5)
No One

Friday Oct 30

Wednesday Nov 4
(d.2)

Thursday Nov
5 (d.3)
Morning

Friday Nov 6

Bring Your Kid to


Work Day

- KWL chart (based


on country/city of
book or issue)

PD DAY

- Reading their books for


period
(trying to identify possible
global issues and theme
of their book)

- Check out books

Monday Nov 2
(d.6)

Tuesday Nov 3
(d.1)

Band Camp Gone

Band Camp Gone

No One

Morning
- Launch Website
What is Empathy?
- Discuss novel study
expectations and
requirements

- Mini Lesson on
Charter
(p. 97) - UN
- Read for rest of
period

- Modes of
expression cont.

Gone for
Empowering
Minds

No School
(Organization
al Day)

(Exit Slip)

Monday Nov 9
(d.4)
Both Afternoon
- Finish our charter
vs. International

Tuesday Nov 10
(d.5)
Morning 1 per.
each

Wednesday Nov 11

- Reading period

No School
(Remembrance Day)

- Book checkins

Tuesday Nov 17
(d.3)
Morning
- Continue timeline

Friday Nov 13
(d.1)
No One

Activity:
- Research books
What is history on
this global issue?
(begin a timeline
for issue)
Journal Entry A
(due nov 17)
- Compare q.o.l in
reality vs. in the
book

Should be done
of book

Monday Nov 16
(d.2)
No One

Thursday Nov
12 (d.6)
Morning

Wednesday Nov 18
(d.4)
Morning
Activity:
- Current events of

Thursday Nov
19 (d.5)
No One

Friday Nov 20
(d.6)

from prev day

country or issue
(add onto timeline)

- Journal A

WOW All Day

- Work period

Monday Nov 23
(d.1)
Morning

Tuesday Nov 24
(d.2)
No One

- Continue Current
Events/ history of
event if needed

Wednesday Nov 25
(d.3)
Morning

Thursday Nov
26 (d.4)
L-Strats

Friday Nov 27

Thursday Dec 3
(d.2)
No One

Friday Dec 4

Thursday Dec
10 (d.6)
No One

Friday Dec 11
(d.1)
Morning
Unit Finished

No School
(Interviews)

Mini lesson:
distribution of power
- Create a hierarchy for
the world (add to
timeline)
- Work on blog posts
- Show and Discuss
Youtube video! Come up
with ideas over weekend

Should be done
book

Monday Nov 30
(d.5)
Morning

Tuesday Dec 1
(d.6)
No One

Timeline
Connections
(look for connections
to own novel)

- Work on end inquiry

Intro Final
Demonstration of
Learning

- Work on end inquiry

Should be finished
book

Tuesday Dec 8
(d.4)
9.1 pm
- Work on end
inquiry
- Peer Feedback

Wednesday Dec 9
(d.5)
Morning/9.2 pm
- Work on end inquiry
- Discuss video idea
- Peer Feedback

Monday Dec 14
(d.2)
Morning
- Final
survey/reflection of
unit

No School
(PD Day)

- Mini Lesson - rubric


for FDL

Round Table #2
replacing Journal
Entry B
- on the charter

Monday Dec 7
(d.3)
Morning

Wednesday Dec 2
(d.1)
Morning

- Work on end
inquiry

- Make own class


video (similar to
youtube)
Project due Mon
Dec 14

http://www.parl.gc.ca/about/parliament/education/ourcountryourparliament/TeacherGuide/activiti
es-sect1-e.asp charter
http://www.charterofrights.ca/view.php?image_id=30_05_00.pdf&lang=en
p. 97 textbook. set up charter as way to look at what canada did wrong which prompted
fundamental freedoms in our constitution. Way to launch into history of their own issue.

Unit Planning Organizer


Subject Humanities
Grade 9
Unit/Topic Global Issue Novel Study
Date and Unit Duration Five Weeks (20 classes)
1. Unit Overview Critical Inquiry Question
How are literature and empathy related?
2. General Learning Outcome for Unit
2 Comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically,
and creatively.
3. Focusing Questions for Unit (Related Questions)
What does it mean when we say global issue?
What are some historical and current global issues?
What is the global issue(s) theme(s) of your book?
How does the setting (country, time period, etc.) of your book impact the characters?
How does the current setting of the books country affect its citizens quality of life?
What are some current events revolving your books country?
To what extent do these mimic the book? How is it different?
What is the distribution of power in your book?
What does this look like today in reality?
To what extent does this affect citizens (and your character's) quality of life?
How do global issues affect our daily lives and our own quality of life?
Why are global issues represented in literature? What is the impact of this?
4. Key Concepts for Unit
Global Issues - Distribution of Power - Quality of Life - Current Events - Setting - Charter of Rights and Freedoms Themes 5. Specific Learning Outcomes for Unit

Knowledge: Social Studies Front Matter


Students will:
Demonstrate a global consciousness with respect to humanity and world issues
Understand how political and economic distribution of power affects individuals, communities and
nations
Understand how opportunities and responsibilities change in an increasingly interdependent world
Understand historic and contemporary issues, including controversial issues from multiple perspectives
Skill: English Language Arts
GLO: 2 Comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally,
critically, and creatively.
Students will:
1.2.1 Consider new perspectives
2.1.1 Discern and analyze context
2.1.2 Understand and interpret content
2.3.1 Connect self, text, culture and milieu
4.1 Develop and present a variety of print and nonprint texts
Resources:
The Charter http://laws-lois.justice.gc.ca/eng/const/page-15.html

Free Choice Novel Study Ideas - https://www.tes.com/teaching-resource/101-novel-ideasinspiration-for-the-tired-teacher-6030659

ELA Program of Studies


https://education.alberta.ca/media/645797/grade9.pdf

Social Studies Program of Studies


https://education.alberta.ca/media/1126804/ss9.pdf

Tompkins, E. Gail. 50 Literacy Strategies. Boston, Mass: Pearson Education Inc (2009).

If I Could Change the World


http://www.youtube.com/watch?v=wuRURJ9E3iQ

Global Threats
http://www.youtube.com/watch?v=T0D4Y-f3Zyo

MLK I Have a Dream


http://www.youtube.com/watch?v=3vDWWy4CMhE cut. http://www.youtube.com/watch?
v=z_ZgSK9yIbk full.

Girl on Enviro Issues


http://www.youtube.com/watch?v=TQmz6Rbpnu0

Kid President: Pep talk for world


http://www.youtube.com/watch?v=u1zNHoYmhUI

Leonardo DiCaprio - Climate Change


https://www.youtube.com/watch?v=ka6_3TJcCkA

Polar Bear Melting Pic


http://ilikecreative.com/post/43962497006/takeshi-kawano-melting-animal-sculpture-2011
Rich vs. Poor (kids eating)
http://ink361.com/app/users/ig-1443601827/abhishek_jaiswar/photos/ig921832443598377269_1443601827
rich vs. poor (sign)
https://americanlit309fall13.files.wordpress.com/2013/12/one-day-the-poor-will-havenothing-left-to-eat-but-the-rich.jpg
Soldiers
https://en.wikipedia.org/wiki/Paths_of_Glory_%28painting
%29#/media/File:Nevinson,_C_R_W_%28ARA%29_-_Paths_Of_Glory__Google_Art_Project.jpg
Hiroshima
http://theclusterproject.com/tag/bombing/ (bottom of page)
John Lennon - Imagine
https://www.youtube.com/watch?v=RwUGSYDKUxU
Michael Jackson - Earth Song
https://www.youtube.com/watch?v=XAi3VTSdTxU
Coldplay - Fix You (poverty)
https://www.youtube.com/watch?v=ZZgdCujHdL4

UAP
Assessments

Lear
ning
Outc
ome
s

Title

R. T 1

Type

Formati
ve

(Formative
/Summativ
e)

R. T 2

Timelin
e
Collecti
on

Journal
1

Journal
2

Journal
3

Blogs

Final
Demo

Formati
ve

Summa
tive

Formati
ve

Formati
ve

Formati
ve

Summa
tive

Summat
ive

Student
will have
the
opportunit
y to
discuss
their global
issues with
classmates
and get the
perspectiv
es of each
other

Students
will explore
the history
of their
global
issue and
see it
through a
new
perspectiv
e. Will also
look at the
distribution

Assess
ment

Catego
ries

ELA:
1.2.1 Consider
new perspectives

Student
will have
the
opportunit
y to
discuss
their global
issues with
classmates
and get the
perspectiv
es of each
other

of power
and how
this
perspectiv
e impacts
the issue

GLO: 2
Comprehend
literature and
other texts in oral,
print, visual, and
multimedia forms,
and respond
personally,
critically, and
creatively.

2.1.1 Discern and


analyze context

Students
will be
exploring
their initial
thoughts
on their
novels with
one
another by
answering
and
discussing
the
following
questions:
- Explain
the global
issue(s) of
your novel,
and how it
is being
explored
(think of
the setting
[time,
place], the
plot, etc.).
- How is
the issue
affecting
the
character(s
)?
- Explain in
detail.
What
impacts
are these
issues
having on
your
emotions?
- Are there
any other
major
themes
forming?

Students
will be
responding
to their
novels in a
personal
matter as
well as a
group
setting
where they
will answer
the
following
questions:
- How does
the current
setting of
the book
affect its
citizens
quality of
life?
- What are
some
current
events
revolving
around
your global
issue?
- Does
reading
about an
issue from
someone
else's
perspectiv
e impact
your
empathy
towards it?
Explain

- How does
the current
setting of
the book
affect its
citizens
quality of
life?
- Does
reading
about an
issue from
someone
else's
perspectiv
e impact
your
empathy
towards it?

Can you
make a
compariso
n on the
quality of
life of the
main
character(s
) in your
novel vs. a
citizen
facing the
same issue
today?
How does
this differ
from your
own
quality of
life?

Students
will need to
breakdown
and
analyze
the context
of
information
they have
researched
in order to
comprehen
d and
determine
the whole
picture of
their issue
and inquire
further

Students
have the
opportunit
y to create
their own
critical
thinking
blog posts
pertaining
to their
issue. This
is not
restricted it
them so it
will
manifest in
many
formats

Students
will be
doing free
choice blog
posts
where it is
necessary
for them to
analyze
the context
of the
novel, and
the issue in
order to
make
connection
s and
inquire
further..

Students
will explore
global
issues
through
art, music,
and
speeches,
and use
these
formats as
a way to
demonstrat
e their
learning in
answering
the
questions
How are
Literature
and
Empathy
related?

This will be
supported
through
lessons

2.1.2 Understand
and interpret
content

Students
will be
creating
blog posts
pertaining
to their
novel and
issue. They
will be
interpretin
g aspects
of the
novel itself
and using
their
understand
ing of the
issue to
critically
explore it

2.3.1 Connect
self, text, culture
and milieu

Students
will do a
final
reflection
on the
novel and
connect
the
text/issue
to
themselves
and
answer the
following
question:
- Through
the
exploration
of a global
issue in a
novel,
what has
this piece
of
literature
taught you
in regards
to
empathy in
general,
and your
ability to
empathize
with
people and
their
situations.
Is there a
distinct
relationshi
p between
these two
things?

Students
will be
doing free
choice blog
posts
where it is
necessary
for them to
understand
and be
able to
interpret
the content
of the
novel, and
the issue in
order to
make
connection
s and
inquire
further..
This will be
supported
through
lessons

Students
are
interpretin
g the
content of
their
novels
throughout
the unit,
and using
this
knowledge
as a means
of
demonstrat
ing how
literature
(their
novel, its
content,
and their
interpretati
on) can
provoke
empathy
Through
answering
the final
question,
students
will make
connection
s between
themselves
, the novel,
the global
issue, and
the culture
surroundin
g it all

4.1 Develop and


present a variety
of print and
nonprint texts

Students
will be
creating
/adding to
a multiissues
based
timeline
where they
will be
creating
text and
pictures to
go along
with the
history of
their
individual
issues

Students
will choose
their
format for
their final
demonstrat
ion of
learning
which
should link
to the
modes of
expression
we
explored
earlier
(speeches,
art, music,
etc.).

Social Studies
Front Matter
- What is
the
historical
significanc
e of your
global
issue?
What are
the
impacts of
it still
today?

Demonstrate a
global
consciousness
with respect to
humanity and
world issues

- Can you
make a
compariso
n on the
quality of
life of the
main
character(s
) in your
novel vs. a
citizen
facing the
same issue
today?
How does
this differ
from your
own
quality of
life?

Understand how
political and
economic
distribution of
power affects
individuals,
communities and
nations

Students
will be
looking
into
different
aspects of
d.o.p
including
examples
they
explored
last year
with the
Aztecs as a
starting
point, and

Students
will have
explored
the
Canadian
charter
and the
likeness of
that for
another
country.
Using this
knowledge
& that of
their issues
currently
and
historically
will allow
them to
have a
more broad
global
consciousn
ess
pertaining
to global
issues

Understan
ding this
concept
pertaining
to their
issue will
help them
to decide
on the
rights and
freedoms
that
individuals
everywher
e should
be entitled

then see
what the
power
distribution
looks like
in
countries
surroundin
g their
issues

to.
- Why do
you think
people's
rights and
freedoms
are not
always
freely
exercised?
- How does
this impact
citizens
around the
world?

By seeing
how the
world has
changed
surroundin
g their
issue,
students
can begin
to see how
different
opportuniti
es and
responsibili
ties have
changed
throughout
time

Understand how
opportunities and
responsibilities
change in an
increasingly
interdependent
world

Understand
historic and
contemporary
issues, including
controversial
issues from
multiple
perspectives

Students
will get the
perspectiv
es of their
peers
when
discussing
their
novels and
the global
issues
related

Throughout
various
tasks and
lessons,
students
will be
examining
historical
and current
events,
perspectiv
es, etc.
about their
issues from
various
perspectiv
es
including
their peers,
articles,
and other
modes of
expression

Exploring
world
charters,
events
behind
them, and
creating
their own
allows
students to
see just
how
opportuniti
es have
changed
for world
citizens

Through
the final
demonstrat
ion of
learning
students
will show
their
understand
ing for
their issue
(historically
&
currently)
which has
been
shaped by
the
investigatio
n of
various
perspectiv
es