Education 3601

ELA Unit Plan

Picture Books
A Genre Study for Grade 7

How is who I am affected by what I see and read?

How do I affect what I read?

Submitted by Joshua Maret

Submitted to Robin Bright
& Leah Fowler
February 29, 2016

TABLE OF CONTENTS
Item

Page

Unit Overview

Connections to English Language Arts Strands

Rationale

Essential Unit Questions

Unit Learning Outcomes

General and Specific Learning Outcomes Alberta Program of Studies

Connections to other Curriculum Areas

Learning Activities and Instructional Strategies

Resources/Materials

Assessment Plan

Organization and Structure:

Unit Calendar

12

Modifications for Enrichment/Differentiation/Special Considerations

Bulletin Board/Classroom Display Plans
Reflections
Appendices:
I.

Major Assignments

15

OVERVIEW
Topic: Genre - Picture Books
Grade: ELA 7
Teaching Associate: Carianne Heidinger
School: Wilson Middle School
Timeline: 27 Lessons, approx. 6 weeks (39 48 minute classes)
Central Emphasis: Students will explore the genre of picture books, specifically the subgenre of
Postmodern Picture Books. In experiencing these texts, they will see how the texts not only
challenge their assumptions about and experiences with texts, but they will also see how this
genre acts to subvert dominant discourse and encourages students to create meaning as they
interact with the text. Students will discuss ideas of colonialism, feminism, dominant discourse,
and intertextuality.

Weekly Instruction Format In an effort to support the schools focus on literacy, reading
will be a major focus of the unit. Recognizing that there is a very broad range of reading
levels within the classroom, the decision to use picture books is a way of removing a
barrier to entry for students, allowing them to engage with texts that rely heavily on
visual literacies. Overall, I will try to follow a model of breaking my instruction into
weekly segments, with a specific book to focus on each week. From Monday through
Thursday, students will move from Reading, to Exploring, to Extending, and finally to
Reflecting. Various strategies will be employed to explore the themes and questions
brought up in our readings, including reader response, Fishbowls, summarizing, creative
projects, and formal analysis. Fridays will be devoted to a Genius Hour, where students
can pursue an independent project related to literature of their choosing. The culminating
task is to create a meaningful picture book using what we have learned and discussed.
Assignments
o Dialogue Journal Because this unit relies on higher cognitive thought, I want to
open up a dialogue with each student in order to keep appraised of their
understanding of the theoretical framework being discussed. As a formative and
metacognitive tool, I can ask questions that elicit responses that demonstrate the
students level of understanding and engagement with the text. The assumption is
that this will happen on a biweekly basis, and provides the students a low stakes
way of demonstrating their learning while practicing writing in a unit that is
otherwise very visual.
o Picture Book Creation Beginning in their third week, students will create their
own picture book, which will demonstrate learning about effective word choice,
use of visuals, and how readers interact with a text. This will be summatively
assessed according to a rubric (see Unit Assessment Plan).

o Genius Hour Project This piece can be done in pairs or alone, and can take a
variety of formats. It will revolve around the theme of the interaction between
identity and text. Students will examine one or more meaningful texts that define,
or have changed how they see themselves, and why. This will be summatively
assessed according to a checklist.
o Weekly Guided Reflection In this combined summative/formative assessment,
students will be given a selection of prompts to be completed over the six weeks
that are connected to the big ideas analyzed in the text studied that week.
Students will write individually to demonstrate mastery of the related outcomes.

Texts and Materials - Students will interact with several picture books, including Black
and White by David Macaulay, The Lost Thing and The Arrival by Shaun Tan, The Stinky
Cheese Man and Other Fairly Stupid Tales by Jon Scieszka & Lane Smith, The Rabbits by Shaun
Tan and John Marsden, Voices in the Park by Anthony Brown, Wolves by Emily Gravett, and The
Three Pigs by David Weisner. Texts have been selected for their value in teaching the associated
theoretical frameworks and critical thinking.

Presentation Students will receive a syllabus for the unit, which will provide them
with an overview of the unit, the related unit objectives, assignments, and some notes
around the deeper concepts that well be studying. This will provide students with
reference material and prompts for consideration that are applicable to each book that we
read.

Connections to English Language Arts Strands This unit will make use of each of
the six English Language Arts strands:

o Listening will happen daily, as students hear texts, and hear them discussed.
o Speaking will happen in group discussions and conversations with the teacher, as
well as in Genius Hour, should the student choose to work in a pair, and also in
planning sessions as they prepare their picture book project.
o Reading: Students will be encouraged to read and re-read the picture book texts
that are available in class, looking for meaning that they didnt pull out during
larger group format discussions, as well as reading in Genius Hour, where they
are encouraged to apply the knowledge being acquired in the picture book unit to
other texts that they are selecting for themselves.
o Writing will be used by students to respond and ask questions about the unit in
their dialogue journals, reflections, and in the creation of the picture books
culminating activity.
o Viewing: Students are actively involved in finding meaning through the
illustrations in the pictures in the selected picture books, as well as any visual
media that they use in their Genius Hour Project.

o Representing will occur as students create picture books and use what they have
learned in the unit to imbue their created texts with meaning through reference,
material selection, font selection, and text layout.

RATIONALE
Student Needs and Interests: This unit works by teaching students a set of skills that will
enable them to recognize how they interact with literature, and how that interaction becomes a
space for them to determine their own identity. In particular, I feel that the idea of rules and
breaking rules in text will interest middle school readers, as they are using learning to create
meaning within their own world.
Connections: Students will build on the knowledge from the Know Thyself unit, where they
began exploring the concepts of identity, and how knowledge and past experience shape it. In
this unit they will move forward to an understanding of how identity changes through challenges
to our assumptions, and through interaction with text. The creation of picture books will build on
the experience of writing done in the Writers Workshop unit that they have just completed. They
will use their understanding of what makes an effective text, and using peer feedback to improve
their final product.
Content: I was assigned the genre of picture books, and have attempted to select books that will
help students to access very deep concepts through very simple material. Because the majority of
students will not have accessed this genre before, I feel its an excellent fit for several of the
outcomes from the Alberta Program of Studies. They can experiment with language, image and
structure, expand interests, they can learn to construct meaning from context, where theyve done
with previously with just text. In the picture book genre, they will be exposed to texts that dont
follow the expected patterns and norms that theyve become accustomed to, and I believe that
through this genre, they can come to look at authors, texts and readers in entirely new ways.
Activities: Ive deliberately avoided the type of focus on reading comprehension and vocabulary
activities that are often seen in English Language Arts classes, because I feel that they are
superfluous to the conversation that well be having around the postmodern picture book. Were
going to focus instead on activities that centers on the reader creating meaning through an
interaction with the text. I chose activities that were more conversational for the day to day work,
and creative for the larger projects. The day to day work will attempt to focus on the How,
specifically how writers of picture books subvert the picture book genre to create very
meaningful texts that are presented in a very brief, highly visual format, and how readers are
invited to create meaning by not only taking the words and pictures, but rather the entire context
into consideration.

ESSENTIAL QUESTIONS
How is who I am affected by what I read?
How do I affect what I read?

UNIT LEARNING OUTCOMES

Students will:
1. Experiment with the picture book format to better understand the self.
2. Express what they like and dislike about a genre that is meant to be challenging and
thought-provoking.
3. Find meaning through interaction with content, and reflect on how the genre and its
elements and techniques influence that interaction.
4. Develop a better sense of how they fit in to culture and milieu.
5. Find what works to make texts meaningful, and use that knowledge to create their own
texts.
6. Cooperate and communicate with others in a group, and see how their reactions to
connection s with text might be completely different.

GENERAL & SPECIFIC LEARNER OUTCOMES

General Outcome #1: Students will listen, speak, read, write, view and represent to explore
thoughts, ideas, feelings and experiences.
I.1.2

Experiment with language and forms

1.2.2

Combine ideas

General Outcome #2: Students will listen, speak, read, write, view and represent to comprehend
and respond personally and critically to oral, print and other media texts.
2.1.1

Use prior knowledge

2.2.2

Construct meaning from texts

2.3.1

Understand forms and genres

2.4.1

Generate ideas

2.4.3

Structure texts

General Outcome #3: Students will listen, speak, read, write, view and represent to manage
ideas and information.
3.3.2 Record information
General Outcome #4: Students will listen, speak, read, write, view and represent to enhance the
clarity and artistry of communication.
4.1.1

Appraise own and others work

4.1.3

Enhance legibility

General Outcome #5: Students will listen, speak, read, write, view and represent to respect,
support and collaborate with others.
5.2.1 Respect others and strengthen community

LINKS TO OTHER SUBJECTS AND CURRICULA

Grade 7 Art:
Drawings:
Communicate: Students will use expressiveness in their use of elements in the making of
images.

Concepts:
A. Mood or emotion in an image can be affected by the balance of values and the
quality of lines.
B. Characteristic qualities of a person or object can be emphasized by the quality
of line used in an image.
C. Unusual combinations of shapes can suggest the invention of fantasy or
mysterious images.
D. Strong, definite use of line suggests energy and clarity of images
Articulate and Evaluate: Students will learn to use the basic vocabulary of art criticism
in descriptions of their work.
Concepts
A. The skill of describing materials and techniques used in creating an image is
part of learning to talk about art.
B. The skill of identifying design elements used in creating an image is part of
learning to talk about art.
C. Identifying and discussing ones problems in drawing and composing images is
part of learning to talk about art.
D. Discussing ones responses to ones own drawings and images is part of
learning to talk about art.

Compositions:
Components 1: Students will experiment with colour effects on compositions.
Concepts
B. Colour schemes create certain moods in images.
C. Colour schemes direct attention.

Grade 7 Social Studies

Time, Continuity and Change
Understanding the dynamic relationships among time, continuity and change is a
cornerstone of citizenship and identity. Considering multiple perspectives on
history, and contemporary issues within their historical context, enables students

to understand and appreciate the social, cultural and political dimensions of the
past, make meaning of the present and make decisions for the future.
Culture and Community Exploring culture and community allows students to examine shared
values and their own sense of belonging, beliefs, traditions and languages. This promotes
students development of citizenship and identity and understanding of multiple perspectives,
issues and change. Students will examine the various expressions of their own and others
cultural, linguistic and social communities.

LEARNING ACTIVITIES & INSTRUCTIONAL STRATEGIES

This unit plan focuses on a model of Enter, Explore, Extend, Reflect. In order to accomplish the
learning outcomes, a variety of activities will be used, with students moving from simple to
complex every Monday to Thursday using different texts, and Friday being devoted to the
Genius Hour project, which is based around the idea of synthesizing/creating content. The unit
will also become increasingly challenging from the beginning to the end of the six weeks.

Activities and methods will include:

Direct Instruction

Guided Reflections

Study and Reference

Guide
Fishbowl

Storyboarding
Dialogue Journals

Picture Book
Creation
Writing Prompts

Small Group
Discussions
Writers Conferences

Pre-assessment
questionnaire

Genius Hour

RESOURCES & MATERIALS

Technology Smartboard, PowerPoint, laptops, internet, projection/AV equipment

Resource Texts
Black and White by David Macaulay
The Lost Thing by Shaun Tan
The Arrival by Shaun Tan

The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka & Lane Smith
The Rabbits by Shaun Tan and John Marsden
Voices in the Park by Anthony Brown
Wolves by Emily Gravett
The Three Pigs by David Weisner

Resource Materials
Students have the option of using the internet to find resources for critical analysis for
their Genius Hour, whether music videos, clips of shows that they watch, or research information
about context surrounding the aforementioned. They also can use novels from home or from the
class library to bring into the discussion of textual interaction.
Ashcroft, B., Griffiths, G., & Tiffin, H. (1995). The post-colonial studies reader. London:
Routledge.
Clement, L. D. (2013). In I. Medina Barco (Ed.), Literature and Interarts: Critical Essays (pp.
53-78). Logroo: Universidad de la Rioja.
The Rabbit Proof Fence clip. https://www.youtube.com/watch?v=XaZtOIsgBqQ
Stolen Children clip (The National). https://www.youtube.com/watch?v=vdR9HcmiXLA
The Lost Thing. https://www.youtube.com/watch?v=S1JoliFXH74
Shaun Tan: Do You Encourage Open Interpretation of your Work?
https://www.youtube.com/watch?v=2Cb37WdbBgk
The Arrival Book Soundtrack. https://www.youtube.com/watch?v=ywQuPPyOmgY

ASSESSMENT TOOL OVERVIEW

Assessment Tool Title

Picture Book and

Rubric

Outcomes

Brief Description

1.2.2a

Students will create a postmodern picture book

that incorporates what theyve learned about
subverting traditional texts.

2.4.3b

1.2.2a

4.1.1a

1.1.2a
2.1.1a
2.2.2b
2.3.1b

O
F

x
Use: Summative assessment of higher cognitive
level thinking and synthesis of unit learning.
Students will go over a checklist in a conference
setting with the teacher in order to ensure that
their picture book is on track for completion and
meets the learning outcomes.

2.4.3b

4.1.3b

Dialogue Journal

A
S

4.1.1a
4.1.3b

Picture Book Checklist

For

Use: As a scaffold to student success on the

summative assessment, this checklist review will
determine whether students understand the
postmodern picture book genre and how to use
to effectively use it, or to receive input and
suggestions for improvement.

Students will communicate to the teacher,

through a journal, their comprehension of the
texts being studied. The teacher will encourage
them to bring in their personal experience in
making sense of the texts, and will use probing
questions to clarify whether the material is being
understood.

Use: As a formative tool, the teacher will

determine whether the class is grasping concepts,
or if the students need to re-visit of clarify. As a
metacognitive tool, the journal allows students to
reflect on their interaction with texts, and how
that might change as they understand the context
around and themes in them.

2.1.1a
2.2.2b
Guided Reflections

2.2.2d
2.3.1b
5.1.1a

2.2.2d
Genius Hour Project

Students will respond to a collection of prompts

for reflection specific to the selected learning
outcomes. Responses will provide a basis for
further class discussion.

2.3.1b

x
Use: Evaluation of understanding of the broad
topics of the unit will determine which students
are grasping and appropriately using the
knowledge, and who will need re-teaching in
smaller group instruction.
Students will use the knowledge being gained in
the unit to critically analyze media that they
interact with as a consumer of information. This
ongoing project, to be completed in a format of
the students choice provides an opportunity for
synthesis, as well as creativity.

2.4.1a
5.1.1a

Use: Summative assessment of student use of

learning in a real world application, as well as
a chance for the student to have a metacognitive
look in the mirror.

2.2.2b

Written pre-assessment to determine student

familiarity with text form, structure and
components, and how text interacts with culture.

2.3.1b
2.4.1a
Pre-Assessment
Questionnaire

4.1.1a
4.1.3b
5.1.1a
5.1.1b

Class & Group

Discussion

1.1.2a
1.2.2a
2.1.1a
2.2.2b
2.2.2d

Use: formative examination of answers will

determine areas of understanding or deficit to
focus on as we discuss critical analysis of texts.
Early lessons and content of the study guide will
be influenced by responses.
Questions related to texts, genre, the role of
reader, author, culture and milieu will be
explored. In discussions, students must share
opinions, applicable personal experience, and
insights with each other and the class. Special
attention will be paid to changes in viewpoint or
understanding that result from the way the genre
challenges norms.

2.3.1b
2.4.3b
4.1.1a
4.1.3b
5.1.1a
5.1.1b

Use: As a formative assessment to determine

understanding, requirement for re-teaching, and
depth of interaction with the texts.

UNIT CALENDAR
Monday
7 Introduction
Objective: Build
Rapport; assess
prior knowledge;
discuss themes
and topics;
introduce study
guide
Activities:
Pre-Assessment
Dialogue
Journals

Tuesday
8 The Stinky
Cheese Man &
Other Fairly
Stupid Tales

Wednesday
9 Reading: Little
Mouses Big
Book of Fears

Objective:
Objective:
Discuss form,
Determine initial distracting text.
reactions to
Get students
genre; build
thinking about
engagement;
ideas for picture
discuss
book
subversion
Activities:
Activities:
Sketch to
Fishbowl
stretch.
activity,
Dialogue
Postmodern
Journals
Fairy Tale
creation (group
story building)

Thursday
10 Intro to
Genius Hour
Project
Objectives:
Provide
groundwork for
understanding;
create urgency
Activities: Class
discussion,
Brainstorming,
internet
research, text
selection

Friday
11 PD In
school

14 Reading: The
Rabbits
Objectives:
Discuss
narratives,
setting,
character,
milieu.
Activity:
Direct
Instruction
Dialogue
Journals

21 Reading:
Black & White
Objectives:
Learn about how
readers situate
themselves in
texts.
Activities;
Discuss plot &
subplot, setting,
milieu, reader.
Dialogue
Journals

15 Review #1

16

17 Reflection #1

18 Genius Hour

Objectives:
Discuss
colonialism,
purposes of text.

Objectives:
Review themes
and topics, form,
text, narratives,
plot & subplot,
setting,
character,
milieu.

Objectives:
Allow students
to analyze and
synthesize their
learning with
real life
application.

Objective:
Provide
opportunity for
synthesis and
creative
expression of
information
learned;
assessment of
learning.

View:
The RabbitProof Fence

*Stolen Children Activities:

Work period
Activities:
Picture Books:
Dialogue
Select audience,
Journals
voice, format,
medium.

22 Reading:
Wolves, Again,
Meerkat Mail,
Spells
Objective: Have
a flipped class,
students
demonstrate
understanding
by doing the
analysis and
teaching to the
class.

Activities:
Work period for
Reflection #1.

Activities:
MiniLesson
finding evidence
from the text

23 Reflection #2

24 Genius Hour

Objectives:
Allow students
to synthesize
their learning
with real life
application.

Objective:
Provide
opportunity for
synthesis and
creative
expression of
information
learned;
assessment of
learning.

Activities:
Work period for
Reflection #2.
Dialogue
Journals

Activities: Small
group
discussions,
student-led
class.
Spring Break

Activities:
MiniLesson
bringing in your
own experience

4 Reading: The
Rabbits
Activity: Grand
Discussion
Dialogue
Journals

11 Reading: The
Lost Thing
Activities:
Writing Prompt
What is the
Lost Thing?
Dialogue
Journals

5 Review #2
Objective: Help
students to recall
important
information

12 View Video:
The Lost Thing

6 Work Period:
Picture Books
Activities:
MiniLesson
Knowing your
audience
Dialogue
Journals

13 Reflection #4

Objectives:
Activities:
Allow students
MiniLesson
to synthesize
Powerful Visuals their learning
(the Lost Thing) with real life
application.
Activities:
Work period for
Reflection #4
Dialogue
Journals

7 Reflection #3

8 Genius Hour

Objectives:
Allow students
to synthesize
their learning
with real life
application.
Activities:
Work period for
Reflection #3.

Objective:
Provide
opportunity for
synthesis and
creative
expression of
information
learned;
assessment of
learning.

14 Genius Hour

PD No School

Objective:
Provide
opportunity for
synthesis and
creative
expression of
information
learned;
assessment of
learning.

18 Reading: The
Arrival

19 Work Period:
Picture Books

Work Period:
Anything that
you need to
work on!
Dialogue
Journals

MiniLesson
Does the author
give the
answers, or does
the reader, or
both? (Shaun
Tan video re:
The Rabbits)

20 Work Period:
Genius Hour
Final
Genius Hour
Projects Due

21
Objectives:
Allow students
to synthesize
their learning
with real life
application.
Activities:
Work period for
Reflection #4.
Gallery Walk
Picture Books

Picture Books
Due

Final Reflection
Due

22 Genius Hour
Presentations
Objective:
Students will
share the
learning that
they have done
individually.
Goodbye

GUIDED REFLECTION QUESTIONS

Purpose: By thinking reflectively and finding evidence to support your ideas, this
assignment will help you to become an active and a critical reader. What does it mean to be an
active and critical reader? It means that you understand that you bring your own ideas,
experiences, beliefs and background with you every time you read, and you understand how
those things affect how you think, feel and respond to what you read. It also means you look at
the author of the text, and you see what they bring to writing. Lastly, it means you look at the
text itself, and you see that the words, visuals, and layout affect the message it shares, and you
look for what its saying in between the lines.
During the course of the unit, you will be required to respond to each of these reflection prompts.
You can choose the order in which you would like to complete them, although some you may
find easier to answer once we have completed reading more of the books.
1. Consider the information you get from newspapers, the internet, textbooks, novels, and
other forms of media. How do you respond to information differently depending on its
form and its content? If you are stuck, think about comparing two different websites, like
Buzzfeed and an online newspaper. Consider fictional texts; how do you react to the
experiences and thoughts of the characters?
2. Think about a book youve recently read, or any of the picture books weve talked about
in class. How does the plot develop? Are there subplots, or more than one plot going on at
the same time? How do plot, setting and characters relate to one another? How do the
characters and the setting affect the way you read the book?
3. Think about one of the picture books weve read. What does it mean to you? Explain how
your personal experiences and beliefs support your interpretation of the text. How might
you read the text differently if you had different experiences or background?
4. Explain how these picture books are different than ones youve seen in the past? What
about them is physically different? How are the stories told differently? Do they have a
message? Who is in charge of deciding what the message of the book is?
5. How are ideas, people, cultures, and experiences presented differently in different forms
of media? If you have trouble thinking of examples, think about music videos, video
games, books, television. Are there examples that are directed at girls? Boys? Adults?
Kids? Certain ethnic groups? Are some considered more valid than others? What gives
them authority to depict a group in a certain way?
Assessment: Students will receive written formative feedback to reinforce correct understanding
and correct mistakes. Teacher will re-teach concepts as necessary in smaller groups.

PICTURE BOOK ASSIGNMENT

Purpose: This is the culminating activity for the unit, and allows you to creatively apply what
you have learned about the genre of picture books as well as the roles of reader, writer and text in
making meaning. It is comprised of a picture, which you will create, with between 8 and 12
pages, together with a reflection of 1-3 paragraphs. The picture book must contains features and
characteristics of postmodern picture books as discussed in class (these will be kept posted in the
classroom as we discover them). It must challenge how the reader looks at a meaningful topic,
such as racism, sexism, colonialism, gender identity, sexual orientation, poverty, etc.
Some ideas to consider when creating your picture book are:
Font and font size
Text on the page that is not part of the narrative, but is carefully selected
Imagery
Layout & physical features
Asides
Conventions (and how they are being broken)
Assessment: This assignment will be graded on a rubric with 4 criteria: Visual Artistry, Effective
Features, Respectfulness and Thought-provoking, Reflection
Publication: Students will have the opportunity prior to the last day of class to do a gallery walk
of the completed texts.

GENIUS HOUR PROJECT

Purpose: As you learn to be a critical reader, viewer, and listener, you start to notice new things
about the media texts you are consuming. Things that you took for granted before, you can now
see as reinforcing the power of certain groups. This is part of critical reading, and youre going to
explore the texts you consume on a daily basis to see what they are really saying between the
lines. This is an introspective look at yourself, as well. How do you respond to the texts that are
presented to you? Do you become a different person when you are surrounded by media voices
that reinforce stereotypes and societal norms? Do you push back against them, and how?

Format: This project can take any number of formats. Some suggestions are:

Critical Analysis: Write an analysis of the media you have consumed, and what messages
were portrayed. Explain how men, women, ethnic minorities, LGBTQ+ individuals,
relationships between bosses and employees, the environment/natural resources, and
indigenous peoples are portrayed? Who has the power in relationships? How is power
exercised? Does the media format itself reinforce the normal or does it challenge it like
the picture books that were studying do? (e.g. Lorde Royals) video)
Viral Video: Create a short video that could be shared online to inform other students
about one or more of the meaningful topics examined in this unit.
Challenge Video: Create a video that re-imagines a scene in a TV show, book or movie
and challenges the roles and power relationships portrayed in the original. Finish by
explaining what changes you made, and why.
Music Video: Music videos are often guilty of misogynistic (sexist) portrayals of women,
portraying indigenous peoples are exotic, and reinforcing colonial messages.
Reimagine a music video in a positive, affirming way. This can be done by re-doing the
video in an entirely new way, or by remaking it using techniques from our picture books:
reversing roles, challenging the normal way music videos are made, breaking the fourth
wall, etc.
Social Media Campaign: Create a hashtag and a collection of tweets and images that
could be shared over a year to inform, educate and challenge others to see the media in a
critical way.
Research Project: Complete a study of an author, poet, artist, musician who you believe
has challenged norms in their work.

Assessment: This project will have a checklist provided at the beginning, so that students are
allowed as much freedom in product and source material as possible. Students will have the
option to get teacher feedback on draft copy before finalizing.

LESSON PLAN #1
LESSON VISION

MAIN ACTIVITY
MATERIALS
GLO/SLO Links

LESSON 1 - INTRODUCTION
Students will be introduced to the teacher and the unit. Through
student interest survey and pre-assessment, needs and preferences
will be determined
Pre-Assessment
Student Interest Survey
Unit Calendar, Graffiti Board Paper, Dialogue Journals
1.1 Discover and Explore
5.1 Respect Others and Strengthen Community

LESSON PLAN #2
LESSON VISION

MAIN ACTIVITY

MATERIALS
GLO/SLO Links

LESSON 2 FAIRY TALES BROKEN

Gauge initial reaction to the genre, build engagement; introduce the
topic of subversion by explaining for the fairy tale format is being
subverted.
Group Reading
Fishbowl Activity Initial Responses
Create a postmodern fairytale
Stinky Cheese Man
1.2.2 Combine Ideas
2.1.1 Use Prior Knowledge
2.3.1 Understand Forms and Genres

LESSON PLAN #3
LESSON VISION

MAIN ACTIVITY

MATERIALS
GLO/SLO Links

LESSON 3 Students will be introduced to the teacher and the unit.

Through student interest survey and pre-assessment, needs
and preferences will be determined
Reading
Sketch to Stretch (Intro to powerful visuals for picture book)
Dialogue Journals
Little Mouses Big Book of Fears
2.2.2d develop, clarify and defend own interpretation, based
on evidence from the text with support from own experiences
3.3.2b reflect on ideas and information to form own opinions
with evidence to support them