Multimodal Creative Writing - Udl Design - Final

Running head: MULTIMODAL CREATIVE WRITING UNIT PLAN
Multimodal Creative Writing Unit Plan
Emily Calder, Rebecca Clarke, Jennifer Keelan
University of Calgary
October 25, 2017

MULTIMODAL CREATIVE WRITING UNIT PLAN 2
Table of Contents
Introduction ..................................................................................................................................... 3
Lesson Plan – 1.1 What is a Poem? ........................................................................................... 5
Lesson Plan – 1.2 Song Lyrics are Poetry................................................................................. 14
Lesson Plan – 1.3 Poetry in the World ...................................................................................... 18
Lesson Plan – 1.4 Poetry: The Process ..................................................................................... 23
Lesson Plan – 1.5 Poetry Composition Period .......................................................................... 27
Lesson Plan – 2.1 Identity in the Short Story ............................................................................ 30
Lesson Plan – 2.2 Elements of a Short Story ............................................................................ 34
Lesson Plan – 2.3 Children’s Book ........................................................................................... 38
Lesson Plan – 2.4 Short Film Adaptation & Central Issues & themes ..................................... 43
Lesson Plan – 2.5 Taking Action .............................................................................................. 47
Lesson Plan – 3.1 Storytelling through Visuals: The Arrival ................................................... 51
Lesson Plan – 3.2 Multimodality in Secret Path ....................................................................... 54
Lesson Plan – 3.3 The Secret Path ............................................................................................ 57
Lesson Plan – 3.4 A Trip to the Glenbow “Power in Pictures: The Outside Circle and the
Impact of the Graphic Novel” ................................................................................................... 61
Lesson Plan – 3.5 Design Period ............................................................................................... 64
Lesson Plan – 4.1 Mini Lesson on Editing for Sentence Variation .......................................... 67
Lesson Plan – 4.2 Mini Lesson on Show, Don’t Tell: figurative language .............................. 70
Lesson Plan – 4.3 Mini Lesson on Editing Conventions .......................................................... 72
Lesson Plan – 4.4 The Final Edit .............................................................................................. 77
Lesson Plan – 4.5 Showcase ..................................................................................................... 79
Final Assignment: Create your own Writing Portfolio ............................................................. 82
Multimodal Creative Writing – Portfolio project Rubric ..................................................... 83
References ................................................................................................................................. 84
Introduction
This unit will focus on multimodal creative writing for Grade 9 students. It is designed to
take place over four weeks and the period length used is forty-five minutes. Students will be
given multiple opportunities for exploring various texts and applying their gained understanding
of what makes a text effective into their own creative writing.
Week one focuses on various forms of poetry. Students will explore memes, lyrics,
spoken word, and other forms to gain an understanding of the purpose and potential of poetry.
The week is structured so that students will begin with discovery activities, exploring non-
traditional poetry types such as memes, visual poetry, spoken word, and song lyrics. Using their
extended understanding of the purpose of poetry (for example: expression, self-reflection, social
activism, and others) students will move into a brief study of traditional print poetry. The week
will close with the beginnings of student work on their own poetry composition.
Week two focuses on prose in the form of short story, children’s book, and film
adaptation of a short story. Students will engage in an interdisciplinary approach to creative
writing with common themes of identity and social issues being interwoven into lessons. There
will be an emphasis on providing students with opportunities to practice engaging with multiple
modes of presenting their thoughts and ideas. This week aims to engage students in critical
thinking, understanding multiple perspectives, and how creative production of media can be both
a mode of personal expression and a catalyst for real world change.
Week three focuses on the multimodal potential for creative writing. In this week,
students will be introduced to a graphic novel, a multimodal text which incorporates four
different modes in order to convey a message, and attend the “Power in Pictures: The Outside
Circle and the Impact of the Graphic Novel” exhibit at the Glenbow museum. The goal of this
week is to illustrate to students the vast opportunities of representation and engagement in
creative writing.
As a final summative project, students will be asked to create three pieces of creative
writing, one from each week’s category. In week four, students will be asked to write, revise, and
share their creative writing working individually and in groups to create a multimodal creative
portfolio. On the final day of the unit students will have the opportunity to share one or more
pieces of their creative portfolio and provide feedback on one another’s work, enabling students
to appreciate the creativity of one another’s work and multiple perspectives represented.
Lesson Plan – 1.1 What is a Poem?
Developed by: Calder, Clarke, Keelan School: N/A
Date: N/A Grade level: 9
Subject: English Language Arts Unit: Multimodal Creative Writing
Outcomes: Materials
Students will gain a broader understanding of -Copies of the following poems (all can be found
what a “poem” can be in the Why Poetry Sucks anthology): “Not Sure if
Really Bad Poem,” Ray Hsu, “The Unfriending,”
Students will understand the poetry terms Jon Paul Fiorentino, “How to Build a Bomb
“form,” “speaker,” and “juxtaposition” Shelter,” Kevin McPherson Eckhoff
Students will begin to explore the ways that (Ball, J. & Fitzpatrick, R. (2014). Why poetry
poetry can connect to their own lives and sucks. London, Ontario: Insomniac Press.)
experiences
-Large poster paper or white board/black
board, and writing implements
Curricular Connections (AB Program of Study):
-Paper and pens for students to complete exit
Alberta Education K-9 ELA Program of Study: slips
- Express ideas and develop understanding
(1.1: Discover and Explore) -Teacher reference sheet (included on last three
- Consider the ideas of others, combine ideas, pages of this document)
extend understanding (1.2: Clarify & Extend)
- Use prior knowledge, use comprehension -Copies of the “Big Sheet of Poetry Terms”
strategies (2.1: Use Strategies and Cues) handout for each student (double sided
- Experience various texts, construct meaning document found at the end of this lesson plan)
from texts (2.2: Respond to Texts)
- Understand forms and genres, understand
techniques and elements (2.3: Understand Technology
Forms, Elements and Techniques)
- Smart Board or - Teachers may
Alberta Education programs of study: English Projector may choose to
Language Arts, K-9 (2000). Retrieved from: be useful for provide
https://education.alberta.ca/media/160402/ela- large group electronic
pos-k-9.pdf brainstorming access to the
poems for
analysis
Prior Learning Connections
As students are in grade 9, they should have some previous experience reading poetry. The inquiry
question central to this lesson (“What is a Poem?”) is designed to encourage exploring the student’s
notions of poetry, its potentialities and its limitations.
The poems chosen were selected specifically for their potential connections to student life and
experience. For example, the poems deal with themes of social networking, meme cultural, digital
literacies, and artistic expression.
Differentiation/Accommodations
-The poems chosen for analysis may be substituted with different selections if the teacher feels that
these poems will not resonate with their students
-Exit slips may be completed either in full sentences, in jot notes, or accompanied by visuals. The
students should be encouraged to express themselves in whichever way is the clearest and the most
natural to them.
-The “Think, Pair, Share” activity allows students who are less comfortable speaking in class to have
time to gather their thoughts before sharing
Special Concerns
- Teachers may want to introduce the final project at the beginning of this unit. (See week 4 lesson
plans for details)
- Teachers should use their judgement regarding the level of analysis appropriate/manageable for
the students in their class
Assessment
Formative Assessments:
- Teacher should note student participation in large group discussion
- Teacher may circulate the class during the “Think, Pair, Share” activity
- Exit slips gathered at the end of class will reflect student engagement and learning in this
lesson
Summative Assessment
- Teacher may take note of student participation in large group discussion for summative
assessment
Procedure (Designed for a 45 min. class period)
Before -Students should be arranged in a formation conducive to large group discussion

the
lesson -Teacher will write the inquiry question of the day, “What is a Poem?” on the board (or
(Intro) Smartboard, poster paper, etc.)
~15 min. -Think, Pair, Share

- Teacher allows ~5 min. for students to discuss the question with a partner
- After the students discuss the question in pairs, the teacher will facilitate a large group
discussion on the question, recording down student responses on the board (~10 min.)
-See the teacher reference sheet for more scaffolding questions
-At this point, the teacher should focus on understanding student impressions, and not
worry too much about injecting their own ideas. This is an exploratory activity.
During -After the intro activity, the teacher will lead the whole class in a discovery activity, still
the focusing on the inquiry question, “What is a Poem?”
lesson
-The discovery activity will involve the study of three poems from the Why Poetry Sucks
~20 min. anthology (Ball, J. & Fitzpatrick, R. (2014). Why poetry sucks. London, Ontario: Insomniac
Press.):
-“Not Sure if Really Bad Poem” Ray Hsu
-“The Unfriending” Jon Paul Fiorentino
-“How to Build a Bomb Shelter” Kevin McPherson Eckhoff
-The teacher should first distribute the “Big Sheet of Poetry Terms” handout, and let
students know that they will be referencing that sheet throughout the lesson and
throughout the week.
-The teacher will present or read each poem to the class, and ask students several
scaffolding questions in the discussion of each poem, for example: Is this a poem, in your
opinion? Why or why not? How does this poem connect to our notes from before? Does
this expand or change your definition of a poem? Why or why not?
-The teacher will record new and expanding responses on the board as they take the
students through each poem
-See the teacher reference sheet for more specific points of analysis/conclusions and
ways to scaffold for each poem
-This part of the discussion may be more scaffolded/directed, as the teacher will want
the students to discover specific aspects and ambiguities in the poems
After the -Exit slips (~10-15 minutes) – Formative Assessment

lesson Students will spend the last 15 min of class completing exit slips individually. They may
brainstorm answers to one of the following questions, of their choice:
~10 min. -What is a poem?
-Which poem that we read today was your favourite? Or perhaps you didn’t enjoy
any of them? Explain why
-Do you have a favourite poem or song? What makes it your favourite?
-What type of poem would you like to try writing?
-What are poems for?/ What do poems do?
- The slips may be completed in point form or in full sentences, or in point form
accompanied by visual expression, to allow for differentiation and accessibility to all
students
- The teacher should collect the slips after class for formative assessment
Notes/Reflections
-The three segments of this lesson are “Brainstorm,” “Discover,” and “Reflect.” The teacher should
remember that in the intro (“Brainstorm”), discussion should center around existing student ideas, and
help students to organize their existing notions surrounding poetry. In the main lesson (“Discover”), the
teacher will help students to expand, and perhaps re-evaluate, their existing ideas. In the exit slips
(“Reflect”), students will begin to process their new learning and present what they’ve learned.
Reference (“irony” photo found on the “Big Sheet of Poetry Terms”):
Edds, R. (n.d.). Hexjam. Retrieved October 23, 2017, from http://www.hexjam.com/uk/news/23-

perfect-illustrations-of-irony
Teacher Reference Sheet
- Intro: What is a Poem? Entry Discussion:

o Scaffolding question ideas:
 Do you read poems? Do you enjoy reading poems?
 What does the word poetry make you think of?
 What is poetry for?
 Who is poetry for? (Readers? Writers?)
 Are there different types of poetry?
 Does poetry have rules? Sometimes or all the time?

o Definitions of “poem” from the Dictionary (may be useful to the teacher or the
students):
 1. A composition in verse, especially one that is characterized by a highly
developed artistic form and by the use of heightened language and
rhythm to express an intensely imaginative interpretation of the subject
 2. Composition that, though not in verse, is characterized by great beauty
of language or expression
 3. Something having qualities that are suggestive of or likened to those of
poetry
(Poem. (n.d.). Retrieved October 22, from http://www.dictionary.com/browse/poem)
- Lesson: Discovery through Analysis of 3 Poems:
o “Not Sure if Really Bad Poem” (Ray Hsu) Important Points & Questions:
 This poem is in the form of a meme. Is it still a poem, in your opinion?
(Discuss Form using the “Big Sheet of Poetry Terms”
 Note from Anthology: “the form of the meme allows Hsu to produce a
jokey scrutiny of experimental poetry and to reframe off-hand dismissals
of experimental work to expose their juvenile nature” (Why Poetry Sucks,
p.194) In other words/takeaways for grade 9 students:
 Poems can be experimental & come in many forms
 Poetry can be funny
 Poetry can be expressive/ help the poet make a point (in this case,
the poem calls attention to the way that some people approach
experimental poetry, and seems to want to say how silly it can be
to worry too much about whether something is a “real” poem or
not
 The poem includes both the meme, and the Facebook comments on the
imaginary post
 Ask students what they think after reading the “comments” section
 Call attention to the mode/form of poetry: in the 21st century, the

ways that we communicate are expanding (for example, memes
are almost like a language of humour all on their own). And so, as
we develop more and more ways to communicate, poetry can take
more and more forms.
 Important student takeaways: Poems can come in many different
forms, and are relevant to my life and world today/ not always
outdated
o “The Unfriending,” Jon Paul Fiorentino Important Points and Questions:

 Is this poem funny? Why or why not? What made it funny or not?
 What is this poem about?
 What is the speakers attitude? (spend some time discussing the term
speaker and how this is different from the poet/author. Use the “Big Sheet
of Poetry Terms” handout)
 What point might the poem be making about social networks? How
people behave on social networks?
o “How to Build a Bomb Shelter,” Kevin McPherson Eckhoff Important Points and
Questions:
 What is the form of this poem? (Visual Poetry)
 Explain the term juxtaposition (use the “Big Sheet of Poetry Terms”)
 What is being juxtaposed in this poem?
 What is the effect of that juxtaposition? What is the difference that is
being emphasized?
 What point do you think this poem is trying to make?
 Supplementary ideas from the anthology (this content may be rather
advanced for grade 9 students and therefore teachers should use their
judgement): “the Japanese art of origami collides with instructions for
building a bomb shelter to suggest strange connections (as if American
Cold War paranoia was a sublime, artistic revenge) through the contrast
between the delicate beauty of the paper crane and the brutish force of a
nuclear blast” (p.141).
 Translating this for grade 9: essentially, something delicate and
beautiful (origami art) is being juxtaposed with something
powerful and destructive (a nuclear bomb). The difference
between these two things is emphasized in order to call attention
to the destructiveness of war. More specific/political/in-depth
connections and interpretations may be explored at the teacher’s
discretion.
(Ball, J. & Fitzpatrick, R. (2014). Why poetry sucks. London, Ontario: Insomniac Press.)
- Exit Slips:
o Possible Questions:
 What is a poem? / What is your definition of “poem?”
 Which poem that we read today was your favourite? Or perhaps you
didn’t enjoy any of them? Explain why
 Do you have a favourite poem or song? What makes it your favourite?
 What type of poem would you like to try writing?
 What are poems for?/ What do poems do?
Big Sheet of Poetry Terms
Form: This is the physical structure of the poem, or how it appears on the page.
-For example: visual, rhyming verse, free verse, prose poetry, and many more!
Speaker: The voice, thing, or person that is speaking in the poem. This is not the same as the
author of the poem.
- For example, Jon Paul Fiorentino is the author of, “The Unfriending,” but the speaker is
an anonymous social media user.
Juxtaposition: When two things that are very different are placed together for a contrasting
effect, or to emphasize the difference between those two things.
- For example, the poem “How to Build a Bomb Shelter” by Kevin McPherson Eckhoff
juxtaposes bombs (a destructive thing) with origami (a delicate, beautiful thing) to
emphasize the difference between them.
Stanza: A grouping of lines in a poem / A verse in a song
Metaphor: A figure of speech that compares one object to another that isn’t literally true, but
creates an image or helps explain an idea.
- For example, “I am titanium” does not literally mean that the performer Sia is made out
of titanium. But the comparison helps to communicate the idea that the speaker in the
poem feels strong.
Simile: Uses “like” or “as” to make a comparison. Similes are a type of metaphor, and so they
make comparisons that can create an image or help to explain an idea.
- For example: if Bob says, “And we’re off, like a herd of turtles,” he is using a simile to
compare himself and his friends to a herd of turtles. In this simile, the comparison of
speed is being emphasized. Bob and his friends are off, but not moving very fast.
Rhyme: Is often important in poetry and songs. Rhymes can be used to maintain rhythm or
meter in a poem or song, and sometimes are used to emphasize important words or ideas. There
are a few different types of rhyme. Below are some examples.
- True Rhyme/Perfect Rhyme:
o red/bed, star/car, yellow/mellow
- Half Rhyme/Near Rhyme:
o young/song, bridge/grudge, wall/mail
- Sight Rhyme/Eye Rhyme:
o food/flood, laughter/slaughter, move/love
Alliteration: When the same letter sound at the beginning of the word is repeated multiple times
in words that are close together. This technique can have different effects depending on the
sound. Often a repeating /s/ sound makes the line softer, whereas something like a repeated /k/
sound can make a line sound more harsh.
- For example: “They paved paradise and put up a parking lot,” from Joni Mitchell’s
“Big Yellow Taxi” repeatedly uses the /p/ sound. In this case, the /p/ creates a
spitting type of sound, making the speaker sound more angry or irritated.
Repetition: When a word or phrase is repeated often in a song or poem, this is likely
because it is important. The author may be trying to emphasize an idea. Repetition may
often be used to create rhythm.
Irony: When someone says the opposite of what they mean. Sometimes is done to call
attention to a particular idea or make readers stop and think. Often creates a humorous
effect.
- For example:
(Google Images Result – “irony”)
Paradox: A statement that seems to be a contradiction or against common sense, but that
may or may not be true. OR, a person or thing with qualities that seem to be opposites.
- For example: “jumbo shrimp,” “spend money to make money,” “It’s the beginning of
the end,” “Less is more.”
- Bonus, tricky mind-teaser paradox: “This statement is a lie.”
Spoken Word Poetry: An oral art that focuses on performance, use of language, inflection
of voice, and intonation. Spoken Word is a category that includes things like poetry slam
pieces (“Somewhere in America”), jazz poetry, hip hop, and traditional poetry readings.
Lesson Plan – 1.2 Song Lyrics are Poetry
Outcomes Materials
Students will gain familiarity with a range of -“Big Sheet of Poetry Terms” (Separate
poetic devices (Stanza, Metaphor, Simile, Rhyme, Document)
Alliteration, Repetition, Irony, Paradox)
Students will gain proficiency in recognizing -Audio or Video for “Counting Stars” by One
poetic devices in a song/poem Republic (Available on YouTube)
Students will practice working collaboratively
and forming interpretations -Printed copies of “Counting Stars” lyrics for
each student
-Poster paper or whiteboard (+writing
Alberta Education K-9 ELA Program of Study: implements) to keep track of points during the
- Express ideas and develop understanding team competition
(1.1: Discover and Explore)
- Consider the ideas of others, combine ideas,
extend understanding (1.2: Clarify & Extend) Technology
- Use prior knowledge, use comprehension
o Computer +
strategies (2.1: Use Strategies and Cues) speakers to
- Construct meaning from texts (2.2: Respond play the song
to Texts)
techniques and elements (2.3: Understand
- Use effective oral communication,
Demonstrate attentive listening and viewing
(4.3: Present and Share)
- Appreciate diversity, relate texts to culture,
use language to show respect (5.1: Respect
others and strengthen community)
- Cooperate with others, work in groups (5.2:
Work within a group)
Alberta Education programs of study: English

Language Arts, K-9 (2000). Retrieved from:
https://education.alberta.ca/media/160402/ela-
pos-k-9.pdf
- Students will build on their learning from the previous class, and continue to expand their
definition of a poem and their understandings of various poetic devices
- Students at this level should have some familiarity with song lyrics as poetry
- The teacher may choose to study a different song if they do not feel that this selection will
resonate with their students
- The team competition activity gamifies learning and therefore increases potential engagement
for students who are not as interested in poetry
- Song lyrics are printed and presented in hard copy to allow for longer processing times and to
help accommodate ELL learners
- The teacher should have extra copies of “The Big Sheet of Poetry Terms” in case any students
misplaced their copy from the previous class. Alternatively, the teacher may choose to post a
copy online, such as in the students’ D2L shell
Special Concerns
-Teachers will need to ensure that the classroom is set up so that all students can hear the song lyrics
clearly
-Teachers may need to monitor the composition of the groups for effective behaviour management
Assessment
Formative Assessments
-The team activity/group discussion provides opportunity for formative assessment. Teachers
should circulate during the teams’ consulting time in order to evaluate group
processes/interpretations, and to scaffold learning where necessary.
-Teachers may choose to keep summative record of each team’s accuracy in identifying poetic
devices.
Procedure (Designed for a 45 min. class period)
Befor - The teacher should begin this lesson by referring students to “The Big Sheet of Poetry
e the Terms”
lesson
- The teacher will review terms Stanza, Metaphor, Simile, Rhyme, Alliteration, Repetition,
(Intro Irony, and Paradox on the sheet, perhaps scaffolding by providing examples for each
) one until it seems that all of the students have a firm enough grasp on most of the terms.
Most students in the class should be able to find examples of the majority of the terms
~20 covered.
min.
- When the teacher has answered all student questions about the terms covered to date,
the class may begin the listening/team competition activity below
Durin - Listening Activity/Team Competition (~25 min.):

g the a. First, split the class into small groups/teams
lesson b. Instruct the students that they will be competing to see which team can find
the greatest number poetic devices in the song. Explain that they will listen to
~25 the song while reading along with the lyrics, and then they will have several
min. minutes to confer with their teammates and find as many poetic devices as
they can. Listen to “Counting Stars” and have students follow along reading
the lyrics on the page
c. Distribute the printed copies of the lyrics for “Counting Stars” One Republic
d. Before listening, remind students to highlight or make a note of places where
they see poetic devices
e. Listen to the song/watch the video
f. Allow students ~10 minutes to consult with their group and make note of all
the poetic devices that they’ve noticed.
g. Post-listening: the teacher will bring the groups back together for large group
discussion. Each team will take turns sharing what they found, with the
teacher facilitating deeper discussion and assigning points for correct ID of
poetic devices. Bonus points may be awarded for interpretations of poetic
devices. This conversation will allow for formative assessment through the
group discussion.
h. The teacher may award a prize to the winning group if they wish.
Notes/Reflections
- The song mentioned in this lesson plan is “Counting Stars” by One Republic. This song was
chosen because it should be easy for students to identify many of the poetic devices that they are
familiar with in this song. If the teacher feels that another song may be more relevant for their
students, they should select a different song. They should make sure, however, that the song
contains many apparent poetic devices.
- The teacher may wish to annotate a copy of the lyrics before this activity with their own
identifications and interpretations of the song’s poetic devices
Lesson Plan – 1.3 Poetry in the World
Outcomes Materials
Students will begin to form an understanding of - Printed copies of the words for
how poetry can be used by activists to spread “Somewhere in America” poem for each
awareness of social issues and to start student
conversations
- Printed copies of Langston Hughes’ “As I
Students will explore their notions of poetry as a Grew Older” for each student
form of self-expression
- Teacher notes for leading class
Students will continue to expand their notions of discussion (found on the last page of this
what a poem can be lesson plan)
- Paper and pens for students to begin

Curricular Connections (AB Program of Study): working on the small take-home
assignment
Alberta Education K-9 ELA Program of Study:
(1.1: Discover and Explore) Technology
extend understanding (1.2: Clarify & Extend) o Laptop and
speakers
needed to play
strategies (2.1: Use Strategies and Cues) YouTube video
- Construct meaning from texts (2.2: Respond
to Texts)

pos-k-9.pdf
-Students will continue to apply their evolving knowledge of poetic form and devices (covered in the
previous two days of instruction)
-Students will begin to apply their previous knowledges of social issues/social justice, drawing from
social studies, English language arts, and personal experiences
-The uses of video, reading aloud, and reading on paper create differentiation for students who may
respond better to one mode over another
-The teacher may choose to scaffold the writing assignment by providing specific topics for the
students to write on, or helping students come up with their opening lines
Special Concerns
- Teachers will need to ensure that the classroom is set up so that all students can hear the song lyrics
- More time than what is allotted may be necessary for introducing and explaining the homework
assignment. Teachers should use their judgement.
Assessment
Formative Assessment
-Monitoring student responses and participation during the large group discussion of the two
poems will allow the teacher opportunity for formative assessment
-The homework assignment will require students to demonstrate some of their understanding of
poetic devices, and their understanding of poetry as activism. It will also allow teachers to evaluate
the student’s ability to make a personal connection to bigger themes and to represent their ideas in
writing. This assignment could provide excellent opportunity for summative assessment
Procedure (Designed for a 45 min. Class Period)
Before The teacher will introduce the topic of the day: poetry as activism. It may be engaging to
the lesson start with a brief class conversation to find out if any of the students are already familiar
with poetry as activism, and if anyone in the class has any examples.
(~5 min.)
-The teacher will be presenting two examples of poetry as activism. The first is
During “Somewhere in America,” a spoken word performance written by students like
the lesson themselves. The second is the poem “As I Grew Older” by Langston Hughes, who was a
famous activist and writer in the 20th century.
Intro to
poems as -Start by presenting “Somewhere in America” spoken word performance:
activism - show video in class (YouTube video) (~5 min.)
- then lead class discussion in response, using the teacher notes on the last page of this
~20-30 lesson plan (~5-10 min.)
min.
-Next, have someone read aloud: Langston Hughes “As I Grew Older”
- have a student read the poem (~5 min.)
- then lead class discussion in response, using the teacher notes on the last page of this
lesson plan (~5-10 min.)
After the students have been introduced to the above examples, they will begin work
After the composing a small poem of their own.
lesson
“Activist Poems” take-home assignment:
Give - Students will be asked to step into an activist role. They will compose a short poem
assignmen of their own about a social issue. They may choose to write about some form of
t& equality, or any issue relating to social justice. Students are free to choose their own
students topic but they must have their topic approved by the teacher before they begin.
may start Additionally, each poem should meet the following criteria:
working - Start with “I have nothing to say,” and end with some version of “I have something
to say.”
~10-20 - Be at least 6-10 lines long
min. - have a title
- be about a topic bigger than yourself and your personal own life (though you can
have a personal connection to it).
(Parts of this assignment are modeled after, or taken from, an assignment found at
https://christinatorres.org/2015/02/19/activism-poetry-and-students/)
-The poem will be due the following day. Make sure to let students know that this could
serve as a working draft for their final portfolio project if they so choose.
References
“Somewhere in America” Poem:

Youth Speaks. (2014, July 25). 2014 – Brave New Voices (Finals) – “Somewhere in America” by Los
Angeles Team. Retrieved October 23, 2017, from https://www.youtube.com/watch?v=OadZpUJv8Eg
Reference for parts of the “Activist Poems” assignment:

Activism, Poetry, and Students. (2015, March 05). Retrieved October 23, 2017, from
https://christinatorres.org/2015/02/19/activism-poetry-and-students/
Guide for Leading Class Discussions – Teacher Notes
1. “Somewhere in America” spoken word poem

- technique/form:
o This is a type of performance poetry called “Spoken Word” poetry (see “Big List of
Poetry Terms”)
o Choral reading – what do you think is important to consider when deciding which
parts of the poem are read by an individual voice, and which are spoken as a group?
What is the effect of these decisions? (emphasis, etc.)
o What is the tone of this performance?
- Poetry as activism:
o What are the key themes talked about in this poem? (education, corruption in
education, inequality, discrimination based on race, socioeconomic class, gender,
sexual identity)
o What is the effect of this poem? How did you feel while/after watching it?
o Would you consider this activism? Why or why not?
o What is activism? What is the relationship between poetry and activism?
2. “As I Grew Older” Langston Hughes

- who was Langston Hughes?
o Born 1902 in Joplin, Missouri
o African American social activist, poet, writer
o Early innovator of “jazz poetry”
o Important figure/leader in the “Harlem Renaissance” in NYC
o A lot of his work dealt with criticizing prejudice and discrimination based on skin
colour
- Techniques in the poem:
o Written in blank verse/free verse
o Use of repetition in the poem – which words are repeated? What is the effect?
(emphasis)
o The shift in tone in the last stanza – from “I lie down” to “Break through the wall!
Find the Dream!” a change from passivity/mourning the dream, to
aggression/fighting to get the dream back
- Poetry as activism:
o What are the main themes in this poem? (Struggle, identity, racial discrimination,
resilience)
o Is this activism? Why or why not? How does this poem help us understand the
relationship between poetry and activism?
Lesson Plan – 1.4 Poetry: The Process
Outcomes Materials
Students will demonstrate their abilities and - Copies of the “The Page” by Margaret Atwood
known strategies for interpreting a traditional for each student
print poem
-Work sheet with response questions (one copy
Students will make connections between for each student)
interpretations and their own experience
-Slips of poetry quotes for the take-home mini-
Students will further develop their assignment
understanding of what a poem is.
-
Students will prepare to compose their own
poetry, with a basis of understanding their own
notions around the purpose of poetry and the
many forms that poems can take
Technology
Curricular Connections (AB Program of Study): - Computer and

Speakers – if
Alberta Education K-9 ELA Program of Study: the teacher
- Express ideas and develop understanding chooses to play
(1.1: Discover and Explore) an audio
- Consider the ideas of others, combine ideas, recording of the
extend understanding (1.2: Clarify & Extend) poems
strategies (2.1: Use Strategies and Cues)
to Texts)
- Present Information, Enhance presentation

pos-k-9.pdf
- Students will continue to apply their evolving knowledge of poetic form and devices (covered in
the previous two days of instruction)
- Students will revisit their previous explorations of the question “What is a Poem,” culminating in
a final response assignment
- Teachers may choose to play an audio recording of the Atwood poem

- Working in pairs for the in-class response assignment will provide multimodal opportunities for the
generation of ideas/responses
Special Concerns
- Teachers may want to divide the response slips for the mini take-home assignment by difficulty
level, or assign specific quotes to specific students
Assessment
Formative Assessment
- Students should circulate the class and monitor the paired discussions during the Atwood
response activity
- The “What is a Poem?” Review and Response activity will be collected by the teacher the
following day and will provide insight into the student’s level of understanding throughout this
first week of the Multimodal Creative Writing Unit
Procedure
- Students will hand in their small take-home composition assignment for teacher
Before review/feedback.
the
lesson - Teacher passes out copies of “The Page” by Margaret Atwood
Discover - Class will read the poem as a large group

y activity
- Students will work in pairs to complete the response questions, provided on a
worksheet to each student. The questions may include:
(~30 1. What is the speaker saying about the first step of the writing process?
min.) 2. What do you think the speaker means in the first line, “the page waits, pretending
to be blank?”
3. Throughout this poem, the speaker uses metaphor and simile to compare the
blank page to many different things. Which comparison resonated with you the
most? Why? What characteristic do you think is being emphasized in this
comparison?
4. What do you think the speaker means in the third stanza, “The page is without
vistas and without sounds, without centres or edges. Because of this you can
become lost in it forever” (stanza 3)?
5. What do you find the most difficult part of the writing process? (To get started?
To find the right words? Revision?) Why do you think this is?/What about that
part of the writing process is difficult?
- The teacher should circulate the class during this activity, listen to where the
students are at in their discussion, and provide support as needed.
- The purpose of this assignment is to get students thinking again about what a poem
is, and to begin exploring the process of composition.
- The teacher may collect the student response sheets at the end of class to use for
either summative or formative assessment
- After the discovery activity, students will begin the next short activity in class, but will
During likely need to finish it at home.
the
lesson - “What is a Poem” Review & Response Activity:
Review - Review: What have we learned so far? What is a poem? What can poems do?
activity – ~5 min. of class discussion, general ideas
what is ~15 min. assign small activity: pass out small slips of paper with definitions of what a
poetry? poem is, from famous poets or thinkers (See “Notes/Reflections” section below). Each
student will compose a small written response to the quotation on their slip. Their
(~20 response must answer the following questions:
min.) 1. Do you agree with the statement on your paper? (simple yes or no)
2. Why or Why not? (min. three sentences)
3. Give one example of a poem or song that supports your answer.
- The purpose of this assignment is to have students represent their learning from
the first four days of this unit, and to have them reflect on how their
understandings of poetry have evolved. Referring to an example to support their
answer will demonstrate that they can make connections between texts and their
own ideas.
Notes/Reflections
The response slips may include the following quotations:

- “A poem is a verbal contraption” (Auden)
- “A poem is the evidence of life” (Leonard Cohen)
- “a poem is that which helps us live (Wallace Stevens)
This activity is taken from: https://teachersandwritersmagazine.org/what-is-a-poem-in-2017-middle-

school-the-politics-of-poetry-4164.htm
Reference:
What is a Poem in 2017? Middle School & the Politics of Poetry. (2017, September 29). Retrieved
October 23, 2017, from https://teachersandwritersmagazine.org/what-is-a-poem-in-2017-
middle-school-the-politics-of-poetry-4164.htm
Lesson Plan – 1.5 Poetry Composition Period
Outcomes Materials
Students will apply the principles learned over - Copy of the poetry portfolio assignment
the past week sheet (see week 4 plans)
Students will practice composing their own - Paper and other materials for students
original poetic works to use in their composition

(1.1: Discover and Explore) Technology
strategies (2.1: Use Strategies and Cues) - Students
- Understand forms and genres, understand should have
techniques and elements (2.3: Understand access to
Forms, Elements and Techniques) computers in
- Present Information, Enhance presentation case they
(4.3: Present and Share) choose to
Alberta Education programs of study: English include any sort
Language Arts, K-9 (2000). Retrieved from: of audio/video
https://education.alberta.ca/media/160402/ela- component in
pos-k-9.pdf their
composition
- Students will use all of the knowledge surrounding poetry that they explored over the past
week, and apply those principles to their own poetry composition
- The options for compositions to be included in the final portfolio are multimodal, and therefore allow
multiple entry points for diverse learners
- Teachers should be available to provide support to students during their work period.
Special Concerns
-Students may choose to pursue a variety of different composition types for their final project. The
teacher should keep in mind which multimodal options they are offering (visual poetry, song, etc.) and
be prepared to provide the appropriate materials for each of those composition types.
Assessment
- The teacher should circulate the class during the work period and make note of student progress
- The pieces that the students begin working on may end up in their final portfolio at the end of
the unit.
Before -The teacher will introduce the final portfolio assignment (see week 4 lessons)
the
lesson - The teacher will provide a reference of different options for the poetry component of their
portfolio. Students may choose to create:
Intro 1. A text poem: this may take the form of a prose poem, free verse, rhyming verse, found
poetry, social activism poem, or something else
~10 2. A spoken word poem (may be completed individually or in pairs/small groups)
min. 3. A song, or a poem set to music
4. Visual poetry
5. Something else, so long as it is approved by the teacher
-The teacher should spend some time going over each of these options before the work
period begins.
Work -The students will be allowed ~40 min. of class time to begin working on their first
Period composition.
~40 -The teacher will circulate the class and provide support as needed.
min.
Lesson Plan – 2.1 Identity in the Short Story
Outcomes Materials
Students gain an understanding of identity and Identities 9 Textbook – “Borders”
perception, how stereotypes can misinform our Student writing journals
perceptions and understandings of others. Blackboard, whiteboard, or smart board
Students will engage with the text, imagining

their own outcomes and exploring what
influences their own perceptions.
Curricular connections
1.1 Discover and Explore
Express ideas and develop understanding
 talk with others and experience a variety of Technology
oral, print and other media texts to explore, In-class computers or laptops for students to
develop and justify own opinions and points work on for creative writing assignments
of view
 extend understanding by taking different
points of view when rereading and reflecting
on oral, print and other media texts
Experiment with language and forms
 develop and extend understanding by
expressing and responding to ideas on the
same topic, in a variety of forms of oral, print
and other media texts
1.2 Clarify and Extend
Consider the ideas of others
 integrate own perspectives and
interpretations with new understandings
developed through discussing and through
experiencing a variety of oral, print and other
media texts
Extend understanding
 assess whether new information extends
understanding by considering diverse
opinions and exploring ambiguities
2.2 Respond to Texts
Experience various texts
 compare and contrast own life situation with

themes of oral, print and other media texts
 consider peers’ interpretations of oral, print
and other media texts, referring to the texts
for supporting or contradicting evidence
Construct meaning from texts
 discuss and explain various interpretations of
the same oral, print or other media text
 relate the themes, emotions and experiences
portrayed in oral, print and other media texts
to issues of personal interest or significance
2.4 Create Original Text
Generate ideas
 generalize from own experience to create
oral, print and other media texts on a theme
structure texts
 create oral, print and other media texts that
interrelate plot, setting and character, and
reveal the significance of the action
4.2 Attend to Conventions
Attend to grammar and usage
 identify and use parallel structure in own
writing
4.3 Present and Share
 provide feedback that encourages the
presenter and audience to consider other
ideas and additional information
5.1 Respect Others and Strengthen Community
Appreciate diversity
 examine how personal experiences, cultural
traditions and Canadian perspectives are
presented in oral, print and other media texts
5.2 Work within a Group
Cooperate with others
 contribute to group efforts to reach consensus
or conclusions, by engaging in dialogue to
understand the ideas and viewpoints of others

Grade 9 Social studies:
 The Land: Places and People
 Social Studies and Aboriginal Perspectives and Experiences
 Culture and Community
 Power, Authority and Decision Making
ELA
 Reading, writing, and interpreting
Reading the text out loud will ensure all students are at the same point in the text, reading out loud will also
benefit students with lower reading abilities or ELL students.
Special Concerns
Discussion around stereotypes may lead to sensitive material for some students – if this is a high
concern for this group of students and introduction may be provided about how damaging stereotypes
can be and that the discussion needs to be entered in a respectful and considerate manner without
shying away from the topic.
Assessment
Reading through the text as a class (reading ability, speaking skills), class discussion (assessing
student’s current understanding of stereotypes and how the inform perceptions), students’
conclusion to the story (shows how previous discussion has informed their understanding of
stereotypes)
n/a
Procedure
Befor Class discussion about how others perceive you focused on a discussion of stereotypes
e the associated with their shared identity as adolescents. Create a list of these stereotypes as a class
lesso and then discuss how those stereotypes affect them. (10 minutes)
n
Durin Read Thomas King’s short story ‘Borders’ out loud as a class with students taking turns reading
g the – stop reading at “We left the reserve in the morning and drove until we got to Coutts” then
lesso have students break into groups of 5 to formulate what they think will happen when the
n mother and son reach the border. Students will then share their ideas for the ending and
discuss any stereotypes that may have informed their ending. (35 minutes)
After Students will work individually or in groups on their writing portfolio (10 minutes)
the
lesso
n
Notes/Reflections
References
Alberta Education programs of study: English Language Arts, K-9 (2000). Retrieved
from: https://education.alberta.ca/media/160402/ela-pos-k-9.pdf
Toutant, A. (1998). Identities. Toronto: Oxford University Press Canada.

Lesson Plan – 2.2 Elements of a Short Story
Outcomes Materials
Students will develop an understanding of the 5 Identities 9 Textbook – “Borders”
key elements of a short story through an Student writing journals
examination of Thomas King’s “Borders” and Blackboard, whiteboard, or smart board
employ those understandings in the creation of Chart Paper & Markers
their own creative writing piece.
Explore the themes of identity, people & place,

and power (government, authority figures,
media) to help provide insight to themes and
topics that students can address in their own
work.
Technology
Curricular connections In-class computers or laptops for students to
1.1 Discover and Explore work on for creative writing assignments
 talk with others and experience a variety of
oral, print and other media texts to explore,
develop and justify own opinions and points
of view
media texts

Generate ideas
structure texts
writing

ELA
 Building on skills from grade 8 ELA: creating their own texts, including oral, print and visual
texts, developing listening and speaking, reading and writing, and viewing and representing
Interdisciplinary
 The Land: Places and People
 Social Studies and Aboriginal Perspectives and Experiences
 Culture and Community
 Power, Authority and Decision Making
Reading the text out loud will ensure all students are at the same point in the text, reading out loud will also
benefit
students with lower reading abilities or ELL students. Working in groups will allow students to benefit from
one another’s
skills and expertise – ie. Students who have strong reading and writing skills can help communicate the ideas
and
insights of students who struggle with communicating their ideas
Special Concerns
N/A
Assessment
Reading through the text as a class (reading ability, speaking skills), class discussion (assessing how
students are connecting previously discussion of stereotypes to identity), students’ composing lists
of short story elements (demonstrates student understanding of key elements)
n/a
Procedure
Befor Introduction of the 5 key elements of short story: character, setting, conflict, plot, & theme. (10
e the minutes)
lesso
n
Durin Divide students into 5 groups, each assigned one element of short story. Continue to read
g the Thomas King’s short story ‘Borders’ out loud as a class with students taking turns reading.
lesso After reading, each group will complete a list of how their element in present in the story using
n examples from the story and share their responses with the class. (25 minutes) Class
discussion around the theme of identity and what constitutes identity and how stereotypes can
violate our identities (10 minutes)
After Students will work individually or in groups on their writing portfolio (15 minutes)
the
lesso
n
Notes/Reflections
References
Toutant, A. (1998). identities. Toronto: Oxford University Press Canada

Lesson Plan – 2.3 Children’s Book
Outcomes Materials
Students will gain an understanding of how Morris Micklewhite and the Tangerine Dress
difficult and controversial topics and themes can book (either multiple copies, electronic
be addressed through story even for very young copy, or a copy with a document camera)
audiences.
Students will experience how visuals can

enhance a story and convey deeper meanings.
of view
(Malenfant, 2016)
Technology
Document camera
Computer access for each student
media texts

Appreciate the artistry of texts
 discuss how techniques, such as irony,
symbolism, perspective and proportion,
communicate meaning and enhance effect in
oral, print and other media texts
 describe how theme, dominant impression
and mood are developed and sustained
through choices in language use and the
interrelationship of plot, setting and character
 identify features that define particular oral,
print and other media texts; discuss
differences in style and their effects on
content and audience impression
Understand techniques and elements
 identify how pictures, illustrations and special
fonts relate to and enhance print and other
media texts
Experiment with language
 demonstrate interest in the sounds of words
and word combinations in pattern books,
poems, songs, and oral and visual
presentations
2.3 Understand Forms, Elements and Techniques
Understand forms and genres
 evaluate the effectiveness of different types of
media texts for presenting ideas and
information
Understand techniques and elements
 evaluate the effectiveness of oral, print and
other media texts, considering the
believability of plot and setting, the credibility
of characters, and the development and
resolution of conflict
Generate ideas

structure texts
writing

ELA
 creating their own texts, including oral, print and visual texts, developing listening and speaking,
reading and writing, viewing and representing, and inquiry and research skills.
Interdisciplinary
 controversial topics
 identity
Grade 8 Art
 Junior high students use a range of tools, materials and media to express how they feel, to think
artistically and to value art
Grade 8 Ethics
 think critically about issues and consider other people when making decisions. They will
examine issues in their own life, explore the role of values in ethics and understand that others
may have values that differ from their own
Use of a children’s book makes for easy access for all students; visual accompaniments help students
understand even complex ideas presented in the story. Allows for scaffolding student understanding.
Special Concerns
Topics such as gender identity and bullying may be sensitive topics for some students based on their
own experiences and understandings; teacher should by mindful of how comments are being made and
ensure they remain respectful.
Assessment
Guided group discussion will allow teacher to assess the connections students are making between
images and the messages the book is trying to convey; can also be an opportunity for students to
express understanding of aspects of visual metaphor
Students images and explanations can be marked for the connection between the image and the
message the group was trying to convey, the accuracy of the image selected/created
Procedure
Befor Students will collectively read and view the children’s book Morris Micklewhite and the
e the Tangerine Dress either with individual copies or a shared class copy digitally displayed (5-10
lesso minutes)
n
(~5-
10
min)
Durin Think, Pair, Share: Students will create a list of difficult topics that are addressed in the book,
g the then they will discuss with a partner, and then share collectively with the class (10 minutes)
lesso Guided group discussion about how the images in the book enhance the content of the book
n and convey more complex ideas such as Morris’s imagination and emotions. (10 minutes)
(~20
min)
After Students will work in groups of 2 to find or create an image that conveys a message about a
the social issue of their choice and write a brief explanation about how the image communicates an
lesso important message about the social issue of their choice. Students will post their image and
n explanation on the blackboard or wall of the classroom for other students to view and discuss
(~15- (15-20 minutes)

20
min)
Notes/Reflections
References
Baldacchino, C., & Malenfant, I. (2016). Morris Micklewhite and the tangerine dress.
Toronto: Groundwork Books/House of Anansi Press.
Malenfant, I. (2016). Morris Micklewhite and the tangerine dress. Retrieved from:
https://www.brainpickings.org/2014/12/17/morris-micklewhite-and-the-tangerine-dress/
Lesson Plan – 2.4 Short Film Adaptation & Central Issues & themes
Outcomes Materials
Students will focus on their own understanding YouTube video “Baby X”
of identity, gender & gender norms, bullying, Baby X short story print out
acceptance, pressures to conform Pen & paper for student reflections
oral, print and other media texts to explore, Technology
develop and justify own opinions and points Teacher laptop, internet access, and
of view projector or SMART board for video
media texts
2.1 Use Strategies and Cues
Use References
 use reference materials, including a writer’s
handbook, to verify correct usage, address
uncertainties and solve problems that arise
Use Prior Knowledge

 discuss how interpretations of the same text
might vary, according to the prior knowledge
and experiences of various readers
 use previous reading experiences, personal
experiences and prior knowledge as a basis
for reflecting on and interpreting ideas
encountered in texts

ELA
reading and writing, viewing and representing, and inquiry and research skills
Interdisciplinary
 identity
Grade 8 Ethics
Students can opt to have a spokesperson to convey their points in the fishbowl discussion, but must have at
least one point/opinion expressed
Computers can be available for students to write their reflections if they feel more competent or comfortable
with a
computer over a hand-written document
Print outs of the Baby X can assist students in following along, supply a format for students who have trouble
following
along, and provide a reference for students during discussions
Special Concerns
Students must contribute at least one point/opinion during the fishbowl discussion for full class
participation
If students have sensitive material that they wish to share but don’t feel comfortable doing so, the
teacher can provide input via an anonymous “thought box” for the teacher to share at the beginning of
the next class
Assessment
Teacher can assess student understanding through the fishbowl discussion as well as through
student’s willingness to participate, length of time spent in inner circle, students’ ability to connect
their opinions and understandings to the texts and quality of statements made during discussion
Teacher can assess and provide feedback on student reflections for ideas expressed, grammar,
structure, and conventions
Procedure
Befor Students will be arranged in an outer and inner circle formation.

e the Students will view the short, animated film “Baby X” (~12 minutes)
lesso
n
Durin Drawing from the themes explored in Borders, Morris Micklewhite and the Tangerine Dress,
g the and Baby X students will engage in a fishbowl group discussion in which students inside the
lesso circle are able to speak while students outside the circle have to listen and await their turn to
n enter the circle by raising heir hand and waiting for someone to exit the inner circle. Discussion
will center around the question “What school policies could (or do) exist to promote
acceptance and safe environment? Are there any downsides to these potential policies?” (~20
minutes)
After Student reflection: students will write a reflection on how they felt about the fishbowl
the discussion and the topics and themes explored. Prompts may include “How did you feel about
lesso the topics discussed in the fishbowl?”, “How did you feel when you were outside the circle
n versus inside the circle?”, “Were your ideas around any of the topics discussed changed through
the fishbowl exercise?” (~13 minutes)
Notes/Reflections
References
Bradley, B. (2016). Baby X | Animated Short Film. [YouTube Video]. Retrieved from: https://
www.youtube.com/watch?v=oyYn9izT9gc
Gould, L. (n.d.). X: A fabulous child’s story. Retrieved from: http://web.bend.k12.or.us/jeremy.
rubenstein/Mr._Rubensteins_Language_Arts_Page/Senior_English_files/PDF%20X.pdf
Lesson Plan – 2.5 Taking Action
Outcomes Materials
Students will use their understanding of social Pens, paper, envelopes, and stamps (if students
issues and ways of conveying messages around wish to mail their letters)
them and implement them in the creation of a
formal letter.
Students will gain more experience with formal

letter writing in preparation for the PATs.
Students will demonstrate their understandings Technology

of how to communicate an impactful message. Individual computer access for student
research and work
Curricular Connections

of view
media texts

2.1 Use Strategies and Cues
Use References
 use reference materials, including a writer’s
handbook, to verify correct usage, address
uncertainties and solve problems that arise
Use Prior Knowledge
 discuss how interpretations of the same text
might vary, according to the prior knowledge
and experiences of various readers
 use previous reading experiences, personal
experiences and prior knowledge as a basis
for reflecting on and interpreting ideas
encountered in texts
Generate ideas
structure texts
writing


ELA Grade 8
reading and writing, viewing and representing, and inquiry and research skills
ELA Grade 9
 formal letter writing to have been previously introduced
Interdisciplinary
Grade 8/9 Social studies:
 better understand how contact between societies can lead to change
 identity
Grade 8/9 Ethics
Grade 8 Careers & Technologies Foundations
 Challenges or tasks provide students with an opportunity to develop critical thinking,
collaboration and communication skills
 Hands-on learning helps students develop skills and knowledge and use technologies associated
with various occupational areas
Students can be placed in groups by the teacher in order to group students of varying levels together so that
stronger
students are able to support struggling students and share their understandings.
If students complete their letter writing before the allotted time has expired then students can be tasked with
finding or
creating a visual to accompany their letter or they can work on their creative writing portfolio.
Special Concerns
If the teacher has concerns about the students ability to select their own proposed policies or that
groups may not agree on which policy to work with then the teacher can provide the proposed policies
and allow students to form groups by selecting the proposed policy that interests them.
Assessment
Students brief summaries of the letters, recipient, and reasoning will demonstrate their
understanding of the proposed policy they have selected. Teacher can also assess oral speaking
skills, how students work in groups, and their ability to research while they work.
Teacher can assess completely letters in accordance with the PAT formal letter writing standards.
Procedure
Befor Students will review the school policy ideas explored during their fishbowl discussion in the
e the previous class through group discussion or teacher-led review (~10 minutes)
lesso
n
Durin
g the Students will be tasked with working in groups of 4 to create a formal letter addressing a
lesso proposed school policy change based on the fishbowl discussion. Students will have to research
n who the recipient of their letter should be based on the proposed policy change and scale of the
policy. (~30 minutes)
After Students will present a brief presentation of the policy change they selected, the recipient of
the their letter, and why they chose both the policy and that recipient. (~15 minutes)
lesso
n
Notes/Reflections
References
Lesson Plan – 3.1 Storytelling through Visuals: The Arrival
Date: Grade level: 9
Outcomes Materials
Using “The Arrival” students will gain an Copies of “The Arrival” (either enough hard
understanding of how visuals can be used to tell a copies for the class, a digital file, or one copy
story. and a document camera)
Students will experience the graphic novel and A recording device for students to create a short
construct meaning from the images. podcast.
of view Technology
 extend understanding by taking different Projector/computer to display the Introduction
points of view when rereading and reflecting video to Ellis Island
media texts


pos-k-9.pdf

ELA
 Students will apply the skills learned during the lesson on children’s stories in order to establish
the key elements of plot development in the graphic novel.
- Students will work together to find meaning within the images of the text. They will be able to generate
ideas together. The images will help students understand the story regardless of reading level and
students will be able to help one another understand the text.
- Submitting a podcast of their ideas will allow all students the opportunity to represent their knowledge
without being limited by writing.
Special Concerns
The subject matter of immigration could be sensitive for some students, especially if you have refugee
students in the class. It is important for the teacher to be aware of her students’ needs. Preface the
lesson with an acknowledgement of sensitive matter, create a safe space for discussion, and give the
opportunity for students to either remove themselves from the discussion if they become
uncomfortable or to come and discuss with the teacher.
Assessment
Class discussion, a podcast synopsis of one section of the graphic novel
n/a
Procedure
The teacher will introduce the graphic novel and briefly illustrate the ways in which a reader
Befor can approach the text (for those students that may have never experienced a graphic novel).
e the
lesson
Students will be given a section of the graphic novel to explore

Durin (it would work best to have six groups and have each work on a chapter).
g the
lesson As they read, students will be asked to make point form notes regarding key plot details and
their interpretation of the images. The teacher may ask:
- What do you notice about the colours and shading?
- Who is in the image?
- Who’s story is being told?
- What is the tone of the section?
They will then be asked to create a 2-4 minute recording or podcast of their thoughts and
findings.
After Students will submit their recordings as formative assessment. These recordings will be made
the available to students working on creating a graphic novel for their final project as it will help
lesson to guide their choice of images and colours in creating meaning.
Notes/Reflections
Tan, Shaun. (2006). The arrival. Melbourne: Hodder Children’s Books.
Lesson Plan – 3.2 Multimodality in Secret Path
Outcomes Materials
Students gain an understanding of how Physical copies of the book The Secret Path by
multimodality can be used to create meaning. Gord Downie and Jeff Lemire
Student writing journals
Students will engage with multiple forms of text Projector/ Computer to display the film version
in relation to Secret Path and gain an
understanding of how their perspective changes
or is strengthened through multimodality.
Students will be asked how these modes

influence their interpretation.
1.1 Discover and Explore Technology
Express ideas and develop understanding Projector/ Computer to display film version
of view
media texts


pos-k-9.pdf

 Grade ten Social Studies Outcome 2.11 “analyze contemporary global issues that have origins in
policies and practices of post-colonial governments in Canada and other locations
(consequences of residential schools, social impact on Indigenous peoples, loss of Indigenous
languages, civil strife.” It is not necessary for students to have studied this prior to reading this
text. The teacher will be aware of where their learning is at and scaffold the lesson accordingly.
Alberta Education programs of study: Social Studies 10-1 (2005). Retrieved from:
https://education.alberta.ca/media/160209/program-of-study-grade-10.pdf
ELA
 Students will build on their analytical skills established during the first week of the unit in order
to analyze the poetry.
 They will apply the skills of understanding and interpreting visuals used during 3.1 as they read
the graphic novel.
- Reading aloud will give students a better opportunity to understand the poetry.
- The images in the graphic novel component will also enhance understanding- especially for ELL
and students that may struggle with reading.
- The film/ song version of the poetry brings another entry point to explore and interpret.
Special Concerns
The subject matter of residential schools may be sensitive for some students. Abuse is implicit within
the text. It is important for the teacher to be aware of her students’ needs. Preface the lesson with an
acknowledgement of sensitive matter, create a safe space for discussion, and give the opportunity for
students to either remove themselves from the discussion if they become uncomfortable or to come and
discuss with the teacher.
Assessment
Class discussion, student journaling
n/a
Procedure
Before The teacher will gage the students’ current understanding of residential schools. Ask students
the what they know about the school system. (Who was affected? Where were they located? Why
lesson were they created? When did they close?)
Introduce the story of Chanie Wenjack, a 12 year old boy who was taken from his family,
(~10) placed in a residential school, and later tried to escape. He tried to make to 600km trek home
to his family but did not make it.
Introduce the various modalities incorporated into The Secret Path (poetry, cartoon,
During animated film, song).
the
lesson Students will watch the introduction and opening poem “The Stranger” (0:00-9:02)
For the remainder of the class, they will be given time to explore the graphic novel and poetry
(~25) collection.
After The teacher will lead a short discussion to debrief the class. These questions may be used to
the guide the discussion:
lesson - What reoccurring images did you notice in the text?
(~10) - What did you notice about the colours used?
- What do you notice about the tone of the poems?
- What do you think the speaker is trying to say?
Notes/Reflections
Film available at:
[CBC Arts]. (2016, October 33). Gord Downie’s The Secret Path [Video File]. Retrieved from
https://www.youtube.com/watch?v=yGd764YU9yc&t=323s
“Here, Here, and Here” available at 41:49- 46:15
Downie, G., & Lemire, J. (2016). Secret Path. Toronto: Simon & Schuster.
Lesson Plan – 3.3 The Secret Path
Developed by: Calder, Clarke, Keelan School:
Outcomes Materials
Students will gain an understanding of how Copies of the book Secret Path by Gord Downie
multimodality can be used to create meaning. and Jeff Lemire (either hard copies, a document
camera, or print outs of the poem)
Students will engage with multiple forms of text Student writing journals
in relation to The Secret Path and gain an
understanding of how their perspective changes
or is strengthened through multimodality.
Students will be asked how these modes

influence their interpretation. Technology
Projector/ Computer to display film version
of view
media texts


pos-k-9.pdf

ELA
 Students will build on their analytical skills established during the first week of the unit in order
to analyze the poetry.
the graphic novel.
- Reading aloud will give students a better opportunity to understand the poetry.
- The images in the graphic novel component will also enhance understanding- especially for ELL
and students that may struggle with reading.
- The film/ song version of the poetry brings another entry point to explore and interpret.
- The Notice, Wonder, Think activity will scaffold student experience with the poem.
Special Concerns
The subject matter of residential schools may be sensitive for some students. Abuse is implicit within
the text. It is important for the teacher to be aware of student needs. Preface the lesson with an
acknowledgement of sensitive matter, create a safe space for discussion, and give the opportunity for
students to either remove themselves from the discussion if they become uncomfortable or to come and
discuss with the teacher.
Assessment
Class discussion.
From the NTW chart and reflection, the teacher will be able to assess whether or not the students
have expanded their skills for poetic analysis. It will also be apparent whether or not students have
an understanding of the impact of multimodality and poetry.
n/a
Procedure
Befor The teacher will ask the students to briefly recap The Secret path including its format and
e the intent. The teacher may have to ask guiding questions to facilitate this recap.
lesson - What modalities are used in The Secret Path?
- Who was involved in making The Secret Path?
- Who is Chanie Wenjack?
Use the clip of Jeff Lemire’s approach to putting the poems into visuals to illustrate the
Durin multimodal approach of sharing Chanie’s story (Approx. 4 min)
g the
lesson Students will begin an “I Notice, I Wonder, I think” chart in their journals (same structure as a
KWL Chart). They will complete this chart using the poem “Here, Here, and Here.”
After completing the chart, the class will view the film version of the poem. (Approx. 5 min)
Students will revisit their chart, either creating a new one or expanding on their existing
analysis. They will be asked to briefly reflect on the impact of multimodality for poetry.
- Did the film enhance their experience with the words?
- Did their perspective change or was it solidified?
- Was one experience (print or media) more meaningful for them or were they both
impactful?
(35 minutes total)
After Students will hand in their journals as formative assessment.

the
lesson
Notes/Reflections
Film available at:
“Here, Here, and Here” available at 41:49- 46:15
[CBC Arts]. (2017, March 27). Jeff Lemire on Illustrating Gord Downie’s ‘Secret Path’ [Video File].
Retrieved from https://www.youtube.com/watch?v=F7HJiFKmcYk
Downie, G., & Lemire, J. (2016). Secret Path. Toronto: Simon & Schuster.
Example of an “I Notice, I Wonder, I Think” Chart available at

http://www.mbteach.org/pdfs/pd/sp/sen/SPSenior_LP_KWLSChart.pdf
Lesson Plan – 3.4 A Trip to the Glenbow “Power in Pictures: The Outside Circle and the Impact of
the Graphic Novel”
Outcomes Materials
Students will visit “Power in Pictures: The -Transportation to the museum
Outside Circle and the Impact of the Graphic
Novel” at the Glenbow museum.
Through this interactive experience, students

will further understand multimodality in creative
writing and be able to apply their findings to
future projects.
Technology
of view
media texts


pos-k-9.pdf

ELA
the graphic novel.
 Students will use their understanding of multimodal writing and the Secret Path in order to
experience and understand the exhibit.
- Attending the exhibit will extend the learning beyond the classroom and ask students to make
connections between a text, themselves, and the world.
- Multimodality invites a variety of entry points, including the use of art to share a story.
Special Concerns
Depending on the location of the school, the teacher may have to allow for a longer time period when
visiting the exhibit. This topic could easily compliment the Grade Nine Social Studies curriculum,
therefore, it could also be taught through a humanities or interdisciplinary approach.
Assessment
Students will submit a series of visuals that share a piece of their story. This will serve as summative
assessment as it will become apparent whether or not students are understanding the influence of
multimodality on creative writing.
n/a
Procedure
Before Before the trip, students will be provided with background information on “The Outside
the Circle” by Patti LaBoucane- Benson as this text is the inspiration behind the exhibit. Students
lesson will not need to read the text in full, however, they will need an understanding of how images
can tell a story and represent one’s identity.
Students will explore the exhibit. Their exploration will be guided by questions including, but
During not limited to:
the - Who’s story is being told?
lesson - How is it being told?
- What feelings does the artwork evoke?
Students will be asked to choose an aspect of their identity and represent it through images.
After They will be asked to bring these images and a short rationale to the following class as
the formative assessment. If they choose to, these representations may be used as a starting point
lesson for their final project.
Notes/Reflections
Lesson Plan – 3.5 Design Period
Outcomes Materials
Students will begin composing their final A hand out of the assignment details including
projects. the rubric.
develop and justify own opinions and points Technology
of view Whatever technology students require to
 extend understanding by taking different complete their compositions
media texts


pos-k-9.pdf

ELA
- Students will be asked to apply their learning from the unit to create a project.
- The guidelines for summative assessment will be clearly outlined and students will have the opportunity
to ask questions and fully understand how they will be assessed.
- During the work period, the teacher will visit student and help to scaffold their planning.
Special Concerns
Some students may have a difficult time establishing a starting point for their pieces. It may be helpful
for the teacher to have some prompts or direct examples from the texts studied in order to help the
students begin writing.
Assessment
- The teacher will be able to assess student learning when visiting each student and reading their
early stages of writing.
- The teacher will constantly be giving feedback to facilitate the students’ writing.
n/a
Procedure
Before The teacher will go over the assignment (the students should already be familiar with the
the expectations of the assignment) with the students. The rubric will be discussed and students
lesson will have the opportunity to ask questions.
Students will be given time to plan their three projects and begin the writing process.
During
the
lesson
After Students will be encouraged to continue planning and writing their pieces over the weekend.
the It will not be assigned as homework, however, it will be made clear that they will need
lesson something to be created for the editing exercises the next week.
Notes/Reflections
Lesson Plan – 4.1 Mini Lesson on Editing for Sentence Variation
Date: Grade level: Nine
Subject: ELA 9 Unit: Multimodal Creative Writing
Outcomes Materials
Students will continue the composition of their
final project. - Print out (or image on the board that
students may copy down) of the
Students will gain an appreciation for editing sentence variation table.
their work to enhance meaning. - Digital and print copies of thesauruses
to use for verb choice activity.
Curricular connections - Sentence starter prompts to be used to
4.1 Enhance and Improve enhance sentence variation.
- “Explore the derivation and use of words,
phrases and jargon, including variations in
language, accent and dialect in Canadian
communities and regions”
- “Experiment with the language and
components of particular forms to
communicate themes or represent the
perspectives of a variety of people or
characters”
- “use a variety of strategies to make effective
transitions between sentences and Technology
paragraphs in own writing”

- Students will bring forward there knowledge from past classes, including their written drafts,
and enhance their writing through editing exercises.
- Students will be able to enhance their current writing no matter what level they are at. The table
scaffolds the editing process as students become aware of their strengths and areas that they can
improve on.
- Resources, such as sentence starter prompts and thesauruses will be made available to students to
assist them in improving their writing.
Special Concerns
Assessment
Formative Assessments- This activity will encourage self-editing work. Students are given the
opportunity to improve their assignments, reflect on their writing, and ask the teacher for
assistance in enhancing their assignments before they become summative.
N/A
Procedure
Before - Students are expected to have rough drafts of their final projects brought to class.
the
lesson
During
the - Mini lesson (Approximately ten minutes) on sentence structure and
lesson variation.
1. Teacher will write on the board three sentences that start the
exact same. (ie. The sun was shining. The sun was warm. The sun
was yellow.)
2. Ask the students what they think about these sentences. Are they
engaging? Are they descriptive? What could make them better?
3. Have the students break into small groups to come up with a
new, more descriptive, way of saying the same thing as the
sentences.
(ie. Rays from the sun warmed her skin. The yellow light of the
sun danced across the grass.)
- Students will complete sentence variation analysis to confirm they are
incorporating sentence variation. They will be encouraged to make
adjustments if sentence variation is limited.
After - Students will apply their understanding of sentence variation moving forward in their
the writing assignments.
lesson - They will be expected to apply these principles when providing peer feedback in
future editing workshops.
Notes/Reflections
Sentence Analysis Chart:
Sentence # First Word # of Words Verbs

1
2
3
Lesson Plan – 4.2 Mini Lesson on Show, Don’t Tell: figurative language
Outcomes Materials
Students will recognize figurative language in Copies of all texts studied through the unit
previously studied texts and utilize those devices Teacher presented PowerPoint
in their own writing.
Students will understand and employ

components of figurative language including:
simile, metaphor, personification, allusion,
imagery, and symbolism.
Curricular Objectives
Use prior knowledge, use comprehension strategies
(2.1: Use Strategies and Cues) Technology
Construct meaning from texts (2.2: Respond to Teacher laptop
Texts) Projector
Understand forms and genres, understand Powerpoint – reviewing examples of figurative
techniques and elements (2.3: Understand Forms, language in assigned texts
Elements and Techniques) Individual Student access to computers for
working on creative writing portfolio

pos-k-9.pdf

- Students will apply their understanding of imagery, figurative language, and storytelling gained
from the unit in order to add detail into their writing.
Teacher and student modeling of figurative language will assist students in understanding and replicating
literary devices.
Students can focus on one aspect of figurative language if the range of concepts is overwhelming.
Expression can be created through multimodal approaches and group work to allow students to utilize
strengths
Special Concerns
Extra time may be allowed for students to bring up any questions and concerns , struggling with
concept, or requiring further clarification
Assessment
Gaging student progress and current understanding from questions that arise after figurative
language review
Teacher can assess students on progress, collaboration, and understanding of themes and topics
through their engagement with the final portfolio project
Procedure
Before Students should be up-to-date with reading materials.

the
lesson
During Review of figurative language via teacher-led PowerPoint with examples of common types of
the figurative language (~10-15 minutes)
lesson
After Students will have time to work individually or in their groups and seek peer and/or teacher
the feedback (~25-30 minutes)
lesson
Notes/Reflections
Lesson Plan – 4.3 Mini Lesson on Editing Conventions
Outcomes Materials
Students will review basic conventions around -Copies of both worksheets for each student
writing dialogue, and subject-verb agreement
Students will practice revising the work of their

peers, and have a chance to critically evaluate
their own writing
Students will practice providing useful critical Technology

feedback, and engaging collaboratively with their
peers o Whatever tech
is necessary for
Curricular Connections (AB Program of Study): students to
have access to
Alberta Education K-9 ELA Program of Study: and work on
- Express ideas and develop understanding their current
(1.1: Discover and Explore) projects
strategies (2.1: Use Strategies and Cues)
to Texts)
- Attend to capitalization and punctuation (4.2:
Attend to Conventions)

pos-k-9.pdf

-Students may have some previous knowledge of the grammar conventions covered in this lesson
-Students will build upon the peer-revising skills practiced earlier in the week
-The teacher should provide extra support as necessary during the conventions activities
Special Concerns
-The classroom should be arranged so that students can easily move around to work in pairs or groups
and complete the peer-review assignment
-The teacher may want to monitor the composition of the peer-review groups/pairs, so that students
will be the most likely to stay on task and to learn from each other
Assessment
- Both of the worksheets may be collected as formative assessment to help the teacher
understand where each student may need more support in their knowledge of writing
conventions
- The teacher should circulate the class during the peer review period
Before -Inform students that you will be taking them through two mini-lessons, and then they will
the have time to practice some more peer review, just like they did a couple of days ago.
lesson
During -The first mini-lesson will be on dialogue. The first part will center on dialogue rules. The
the second part will be a brief review on what makes effectively written dialogue.
lesson
1. Use the “using dialogue rules mini lesson” from the blog “Mr. Kelly’s Place”
(document is attached on the second last page of this lesson plan). Review the rules
~15-20 on the sheet with the students as a large group.
min.
2. Remind the students of the following principles for effective dialogue:
- Always read your dialogue out loud to test if it sounds like natural speech
- Avoid overlong lines of dialogue
- Eliminate “ums” and “uhs” in general
- Think about the different ways in which each character would speak (diction, tone,
word choices, etc.)
-The second mini-lesson will be on subject-verb agreement.
1. The teacher should begin by reviewing the principles of Subject-Verb Agreement.
2. Students should then each individually complete the worksheet from Owl Purdue
Online Writing Lab (found on the very last page of this lesson plan) Allot ~5-10 min.
for this worksheet. The teacher should then take the class through the worksheet as
a large group to correct answers. The teacher can take in the worksheets after they
are completed and marked as formative assessment.
After -For the remainder of the class, students will have time to work on peer review of any of the
the projects for their portfolio that they are currently working on. If they are working on a prose
lesson piece, they should be reminded to apply the principles from today’s mini-lesson. The students
should also be reminded to apply all principles from the mini-lessons over the last three days,
~25-30 where applicable.
min.
Notes/Reflections
References
Narrative Reading/Writing. (n.d.). Retrieved October 23, 2017, from

http://mrkellysplace.weebly.com/narrative-readingwriting.html
Welcome to the Purdue OWL Exercise Pages. (n.d.). Retrieved October 23, 2017, from
https://owl.english.purdue.edu/exercises/5/13/34
DIALOGUE RULES AND WRITING ASSIGNMENT

What is dialogue? It is conversation between characters in a story and is very important to add interest to the
piece and to move the plot forward. There are some rules to dialogue, however, that you want to make sure
you know.
Dialogue Rules (taken from http://www5.semo.edu/english/taweb/content/dialogue_rules.htm)
RULE #1: A direct quotation begins with a capital letter.
Jimmy shouted, “See you at the game!”

“Is it true?" asked Cindy.
RULE #2: When a quotation is interrupted into two parts with words like “he asked” or “the teacher
demanded,” the second part begins with a lower case letter.
“What are some of the things,” Mrs. Baskin inquired, “that make school so much fun?”
“One thing I like,” replied Sarah, “is recess!”
RULE #3: When writing dialogue, all punctuation marks at the end of the quotation go inside the
quotation marks.
“Let's visit the museum,” suggested Samantha.

Jon replied, “Didn't we go there last weekend?”
“But when we did,” Beth added, “we didn't see the Ancient Egyptian exhibit.”
RULE #4: Do not put a period at the end of a quotation followed by things like she said, mom asked,
he explained, etc. Use commas, question marks, and exclamation marks but not periods.
Periods end sentences.
“My Algebra class is driving me crazy!” Paul yelled.

“That's my favorite class,” Becky replied.
RULE #5: Make a new paragraph (indent) when a different person begins to speak.
"Last night, I dreamt that I ate a giant marshmallow," Kevin said.

"Was that anything like the dream you had about eating your way through a mountain of
fruit cocktail?" asked Suzy.
"Scarier," Kevin explained. "This time I woke up and my pillow was gone."
OTHER REMINDERS:
-Always make it clear who is speaking in the dialogue.

-Try to avoid using the word “said” repeatedly.
Exercise : Subject and Verb Agreement Exercise
Choose the correct form of the verb that agrees with the subject.
1. Annie and her brothers (is, are) at school.
2. Either my mother or my father (is, are) coming to the meeting.
3. The dog or the cats (is, are) outside.
4. Either my shoes or your coat (is, are) always on the floor.
5. George and Tamara (doesn't, don't) want to see that movie.
6. Benito (doesn't, don't) know the answer.
7. One of my sisters (is, are) going on a trip to France.
8. The man with all the birds (live, lives) on my street.
9. The movie, including all the previews, (take, takes) about two hours to watch.
10. The players, as well as the captain, (want, wants) to win.
11. Either answer (is, are) acceptable.
12. Every one of those books (is, are) fiction.
13. Nobody (know, knows) the trouble I've seen.
14. (Is, Are) the news on at five or six?
15. Mathematics (is, are) John's favorite subject, while Civics (is, are) Andrea's favorite
subject.
16. Eight dollars (is, are) the price of a movie these days.
17. (Is, Are) the tweezers in this drawer?
18. Your pants (is, are) at the cleaner's.
19. There (was, were) fifteen candies in that bag. Now there (is, are) only one left!
20. The committee (debates, debate) these questions carefully.
21. The committee (leads, lead) very different lives in private.

22. The Prime Minister, together with his wife, (greets, greet) the press cordially.
Lesson Plan – 4.4 The Final Edit
Outcomes Materials
- Students will practice working creatively on - Whatever materials students need to

both individual and collaborative projects work on their projects in class. Teachers
should make an effort to be aware of
- Students will gain experience working with a student work beforehand
variety of multimodal creative forms

(1.1: Discover and Explore)
strategies (2.1: Use Strategies and Cues) Technology
to Texts) o Whatever tech
- Understand forms and genres, understand is necessary for
techniques and elements (2.3: Understand students
- Present Information, Enhance presentation

pos-k-9.pdf

-Students will use their learning from the previous weeks about various multimodal literary forms to
complete their final portfolio.
- The options for compositions to be included in the final portfolio are multimodal, and therefore allow
multiple entry points for diverse learners
- Teachers should be available to provide support to students during their work period.
Special Concerns
-Students may choose to pursue a variety of different composition types for their final project. The
teacher should keep in mind which multimodal options they are offering (visual poetry, song, etc.) and
be prepared to provide the appropriate materials for each of those composition types.
Assessment
- Throughout the work period, assess for student familiarity with various literary forms, and
ability to work collaboratively, or focus on individual work
- Assess for student creativity and ability to express and develop understanding
- The final portfolio will be handed in on Week 4, Day 5 and will provide opportunity for
summative assessment of the specified outcomes
Procedure
Befor -Remind students to use their time effectively as the due date is tomorrow
e the -Make it clear that the teacher will be available throughout the class period to answer
lesso questions and to provide guidance and support as needed
n
Durin -Students will work individually or in groups towards the completion of their final portfolio
g the project (see assignment sheet)
lesso
n
Lesson Plan – 4.5 Showcase
Outcomes Materials
Students will select at least 1 work to be Slips of paper & pens for each station
showcased for fellow students. Each work will Pen and paper for post showcase reflection
have slips of paper available for student to
provide feedback.
Curricular Connections
of view
on oral, print and other media texts Technology
1.2 Clarify and Extend Computers to play/display any media
Consider the ideas of others TV & any required players
 integrate own perspectives and Headphones for pieces with audio
media texts




ELA
 Listening and viewing
Students are only required to share one work from their e-portfolio so that students don’t shy away from
creating
personal pieces.
Having group work allows for students to feel comfortable sharing collectively.
Special Concerns
Students should be encouraged to provide to positive feedback or employ sensitivity and respectfulness
when providing constructive feedback.
Assessment
Teacher can check in with students as they move through the showcase and assess their
listening/viewing skills. Post showcase student reflections can demonstrate what students have
taken away from sharing their work with one another.
Teacher will assess completed student creative writing e-portfolios based on rubric and assignment
outline
Procedure
Befor Teacher will outline the structure for the showcase; explaining that students are to provide
e the feedback for one another’s assignments with respect and consideration of the work that
lesso everyone put into the project and the potential personal connection to the work (~5 min)
n
Durin Students will work there way around the showcase listening, reading, viewing, and providing
g the feedback for one another’s work. (~35 min)
lesso
n
After Students will conclude the class with a brief reflection about how the felt about sharing their
the work and/or what they gained from viewing other people’s work.
lesso
n
Notes/Reflections
Final Assignment: Create your own Writing Portfolio
Over the next four weeks you will explore multimodal creative writing (ranging from
traditional texts to new digital formats) to gain a comprehensive understanding of how ideas,
topics, and themes can be creatively expressed through a wide variety of forms in keeping with
today’s technological society. Throughout the three weeks of exploring various creative formats
you will have opportunities to brainstorm ideas, practice implementing your ideas through small
activities and assignments, and cultivating a great understanding through group discussions.
Your portfolio will consist of 3 pieces, 1 from each week’s categories. You must create at
least 1 work individually and at least 1 work in a group of 2 or more. Any visual representations
must be accompanied by a brief written piece explaining connections between the written piece
and themes, topics, and/or creative writing strategies explored throughout the unit. Portfolio
should also have a multimodal component; pieces should take on a variety of forms that were
examined in class or are related to the forms examined in class.
Week 1: Poem, Spoken Word, Song
Week 2: Short Story, Children’s Book, Film Adaptation
Week 3: Cross-section Multimodal (poem to video, song to visual, etc.), audio (radio/podcast),
Visual Book/Graphic Novel
Multimodal Creative Writing – Portfolio project Rubric Student Name:

Ideas and impressions Language and Style Presentation and Creativity Conventions
/10 /10 /10 /5
Excellent. All three of the pieces in the Excellent. Each of the pieces in the portfolio makes Excellent. The project displays a high Excellent. Very few errors in
portfolio are thoughtfully developed. use of effective choices to enhance communication degree of originality and creativity. The spelling, grammar, and/or
Work shows a strong understanding of the of ideas and themes. The tone and stylistic choices portfolio as a whole is presented in an punctuation.
various literary forms, and ideas and are precise and effective. The unifying effect and accessible and organized way.
themes are communicated clearly development is skilfully sustained and fluent. All
throughout the pieces included. visual components are well organized and All project requirements are met.
aesthetically pleasing.
Proficient. Most of the pieces in the Proficient. Most of the pieces in the portfolio make Proficient. The project displays clear Proficient. Some errors in
portfolio are thoughtfully developed. use of effective choices to enhance communication originality and creativity. The portfolio as spelling, grammar, and/or
Work shows adequate understanding of of ideas and themes. The tone is well a whole is presented in an organized punctuation, but these do not
the various literary forms, and ideas and considered. Stylistic choices are specific. The way. hinder the reading experience
themes are communicated clearly unifying effect and development is coherently
throughout most of the work included. sustained and generally fluent. Visual components All project requirements are met.
are generally well organized and aesthetically
pleasing.
Satisfactory. Some of the pieces in the Satisfactory. There is some evidence of deliberate Satisfactory. The project displays some Satisfactory. Some errors in
portfolio appear thoughtfully developed. choices made to enhance communication of ideas originality and creativity. The portfolio as spelling, grammar, and/or
Work shows some understanding of the and themes. Stylistic choices are adequate. The a whole is, for the most part, presented punctuation, many of which are
various literary forms, and ideas and unifying effect and development is clear, in an organized way. distracting and hinder the
themes are sometimes communicated conventional, and maintained generally, but reading experience.
clearly through the work included. coherence may falter. Most of the visual components All project requirements are met.
are well organized and aesthetically pleasing.
Limited. The pieces in the portfolio show Limited. There is little evidence of deliberate choice Limited. The project displays a limited Limited. Several errors in
little evidence of thoughtful development. made to enhance communication of ideas and amount of originality and creativity. The spelling, grammar, and/or
Work shows a superficial or incomplete themes. The tone is inappropriate. Stylistic choices portfolio as a whole is presented in a punctuation, most or all of
understanding of the various literary are inappropriate and/or imprecise. The unifying somewhat disorganized way. which are distracting and
forms, and ideas and themes are effect and development is unclear and/or ineffective, hinder the reading experience.
ineffectively communicated through the and coherence falters. Many of the visual One or more of the project requirements
work included. components are not well organized or aesthetically are missing.
pleasing.
Poor. The pieces in the portfolio are Poor. Evidence of deliberate choices made is absent. Poor. The project shows no attempt at Poor. Abundant errors in
underdeveloped and/or incomplete. Work There is no discernable attempt to address the originality or creativity. The portfolio as spelling, grammar, and/or
fails to show understanding of the various intended audience. Stylistic choices impede a whole is disorganized and inaccessible. punctuation. Lack of
literary forms, and ideas and themes are communication. The unifying effect and correctness overall impedes the
not communicated through the work development is absent and/or irrelevant and is None or very few of the project reader’s understanding.
included. frequently unclear and not fluent. Visual components requirements are met.
are disorganized and not aesthetically pleasing.
Total: /35
References
Activism, Poetry, and Students. (2015, March 05). Retrieved October 23, 2017, from:
https://christinatorres.org/2015/02/19/activism-poetry-and-students/
Alberta Education. (2017). Program of studies: English language arts (7-9). Retrieved from:
https://education.alberta.ca/english-language-arts-7-9/programs-of-study/everyone/programs-of-
study-7-9/
Alberta Education. (2017). Program of studies: Social studies (7-9). Retrieved from:
https://education.alberta.ca/social-studies-7- 9/programs-of-study/
Alberta Education. (1989). Program of studies: Ethics (Junior high). Retrieved from:
https://education.alberta.ca/media/3114965/jhethics.pdf
Baldacchino, C., and Malenfant, I. (2016). Morris Micklewhite and the tangerine dress. Toronto:
Groundwork Books/House of Anansi Press.
Ball, J. & Fitzpatrick, R. (2014). Why poetry sucks. London, Ontario: Insomniac Press.
Bradley, B. (2016). Baby X | Animated Short Film. [YouTube Video]. Retrieved from:
https://www.youtube.com/watch?v=oyYn9izT9gc
[CBC Arts]. (2017, March 27). Jeff Lemire on Illustrating Gord Downie’s ‘Secret Path’ [Video File].
Retrieved from https://www.youtube.com/watch?v=F7HJiFKmcYk
Downie, G., and Lemire, J. (2016). Secret Path. Toronto: Simon & Schuster.
Edds, R. (n.d.). Hexjam. Retrieved October 23, 2017, from http://www.hexjam.com/uk/news/23
perfect-illustrations-of-irony7
Gould, L. (n.d.). X: A fabulous child’s story. Retrieved from: http://web.bend.k12.or.us/
jeremy.rubenstein/Mr._Rubensteins_Language_Arts_Page/Senior_English_files/PDF%20X.pdf
Laboucane- Benson, P. (2015). The Outside Circle. Toronto: House of Anansi Press Inc.
The Manitoba Teacher’s Society. (n.d.) Secret Path NTW Chart. Retrieved October 20, 2017 from
http://www.mbteach.org/pdfs/pd/sp/mid/SPMiddle_LP_NoticeThinkWonderChart.pdf
Malenfant, I. (2016). Morris Micklewhite and the tangerine dress. Retrieved from:
https://www.brainpickings.org/2014/12/17/morris-micklewhite-and-the-tangerine-dress/
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What is a Poem in 2017? Middle School & the Politics of Poetry. (2017, September 29). Retrieved
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Youth Speaks. (2014, July 25). 2014 – Brave New Voices (Finals) – “Somewhere in America” by Los
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https://www.youtube.com/watch?v=OadZpUJv8Eg

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Running head: MULTIMODAL CREATIVE WRITING UNIT PLAN

Multimodal Creative Writing Unit Plan

Emily Calder, Rebecca Clarke, Jennifer Keelan

October 25, 2017

of what makes a text effective into their own creative writing.

adaptation of a short story. Students will engage in an interdisciplinary approach to creative

a mode of personal expression and a catalyst for real world change.

week is to illustrate to students the vast opportunities of representation and engagement in

Lesson Plan – 1.1 What is a Poem?

Developed by: Calder, Clarke, Keelan School: N/A

Date: N/A Grade level: 9

Subject: English Language Arts Unit: Multimodal Creative Writing

Prior Learning Connections

Procedure (Designed for a 45 min. class period)

Before -Students should be arranged in a formation conducive to large group discussion

~15 min. -Think, Pair, Share

-See the teacher reference sheet for more scaffolding questions

After the -Exit slips (~10-15 minutes) – Formative Assessment

Reference (“irony” photo found on the “Big Sheet of Poetry Terms”):

Edds, R. (n.d.). Hexjam. Retrieved October 23, 2017, from http://www.hexjam.com/uk/news/23-

Teacher Reference Sheet

- Intro: What is a Poem? Entry Discussion:

 Does poetry have rules? Sometimes or all the time?

(Poem. (n.d.). Retrieved October 22, from http://www.dictionary.com/browse/poem)

- Lesson: Discovery through Analysis of 3 Poems:

 Call attention to the mode/form of poetry: in the 21st century, the

o “The Unfriending,” Jon Paul Fiorentino Important Points and Questions:

Big Sheet of Poetry Terms

Stanza: A grouping of lines in a poem / A verse in a song

(Google Images Result – “irony”)

Lesson Plan – 1.2 Song Lyrics are Poetry

Developed by: Calder, Clarke, Keelan School: N/A

Date: N/A Grade level: 9

Subject: English Language Arts Unit: Multimodal Creative Writing

Alberta Education programs of study: English

Prior Learning Connections

Procedure (Designed for a 45 min. class period)

Durin - Listening Activity/Team Competition (~25 min.):

Lesson Plan – 1.3 Poetry in the World

Developed by: Calder, Clarke, Keelan School: N/A

Date: N/A Grade level: 9

Subject: English Language Arts Unit: Multimodal Creative Writing

- Paper and pens for students to begin

Alberta Education programs of study: English

Prior Learning Connections

Procedure (Designed for a 45 min. Class Period)

“Somewhere in America” Poem:

Reference for parts of the “Activist Poems” assignment:

Guide for Leading Class Discussions – Teacher Notes

1. “Somewhere in America” spoken word poem

2. “As I Grew Older” Langston Hughes

Lesson Plan – 1.4 Poetry: The Process

Developed by: Calder, Clarke, Keelan School: N/A

Date: N/A Grade level: 9

Subject: English Language Arts Unit: Multimodal Creative Writing

Curricular Connections (AB Program of Study): - Computer and

Alberta Education programs of study: English

Prior Learning Connections

- Teachers may choose to play an audio recording of the Atwood poem

Discover - Class will read the poem as a large group

The response slips may include the following quotations:

This activity is taken from: https://teachersandwritersmagazine.org/what-is-a-poem-in-2017-middle-

Lesson Plan – 1.5 Poetry Composition Period