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Laughing In The Face Of Danger Unit

ELA 20-1
Arnaud Sparks

Laughing In The Face Of Danger

Main Idea:
To use the theme of fear and monsters fictitious or not in order to teach elements in GLO #2 of the 20-1
curriculum. Through a collection of resources and reflections students will develop thoughts on what
creates fear. This sentiment which everyone can relate to, will be used to analyze many literary
elements, and different forms of media. The goal is to eventually develop an understanding of the
question What creates fear?.
Main Learning Activities:
-Journal of Fear
-Graphic Novel Discussion
-Urban Legend Research Project
Resources Used:

Gashlycrumb Tinies
Tuesday David Weisner
Possessions -Shuhie Morita
The Monkey
The Raven
Isis, and American South news stories
The Birds
The Watchmen
The Stand

Assessment and Evaluation:

Students will be formativly assessed on all entries within the Journal of Fear, as well as on the class
discussion. Summative assessment will take place in the final entry of the Journal of Fear, as well as
on the research projects. The rubrics for these projects will be made in class with students, such a
process was suggested in PS1 and I feel it will involve students more in this fashion.

When planning this unit I was very unsure, as this was the first unit I had ever planned. Despite the
resources provided I was unclear where to start. What really got me started was when I looked within
my own interests and thought, what would I love to learn about? Once I found my theme it was
much easier to move on from there. What makes us scared is a great theme, because it is one that
everyone can relate to. I quickly found many sources I could use to support this theme.
I really enjoy the idea to make a journal of fear. Partially based on the anything book, I think this is a
great non formal method of getting students writing. I hope that the journal entries will create an
adequate bank of thoughts which builds towards answering the main question of the unit in the final
response. I decided that for this final response the class and I would create a rubric on which to
evaluate them. I would have to keep the rubric curriculum based, but I feel that allowing them to take
part in the process will make the directions more clear.
The next part of the unit, I was less sure about. I decided that having students compare and contrast
these three graphic novels would be a great way to show the differences in how similar material can
develop themes. What I was unsure about was assessment, I'm not certain how I would mark students
on this assignment. My main strain of thought is that it would be based off a self and peer assessment.
The final project is where the most summative assessment will take place. In this project students will
be given time to research on a topic and apply what they've learned. I know that if I were a student this
project would be very exciting and fun to me. This is the project which most of the unit will be
working towards.
I think that my unit is very strong in terms of kid culture, and in terms of keeping interest. Where I
know I need to work on is assessment. I think all this will be easier once I take PS2 and learn how to
plan a unit formally.


Self-Evaluation Criteria for the Unit Resource Assignment

Please hand in with your assignment. If on web, write out the link below, and if hard copy please staple
this and complete. Please hand this page in with your work.
I need this sheet to complete my evaluation of this assignment for you.

1. Comprehensiveness of plans to
develop students language
learning (varied resources,
accommodation of student
interests, needs, backgrounds).

/4 marks

2. Extent to which the plans are in

accordance with Alberta

/3 marks

3. Use of varied, valid and creative

teaching strategies (reading,
writing, listening, speaking,
viewing and visually
representing strands) reviewed
in text readings and in class.

/8 marks

4. Compatibility of unit goals and

objectives with teaching
5. Variety and comprehensiveness
of evaluation plan.
6. Organization, clarity, syntax,
spelling, punctuation and
7. Ability to effectively present unit
plan ideas to an audience
+ up to 2 for innovative, creativity,
extra quality, beyond the

/3 marks

/4 marks
/4 marks

/2 marks