Language Arts 9

Stirling School
Semester 1 2017-18

Short Fiction, Film & Autobiography Unit

 TABLE OF CONTENTS

Item Page

Unit Overview 1

Connections to English Language Arts Strands 2

Rationale 3

Essential Unit Questions 4

Unit Learning Outcomes 4

General and Specific Learning Outcomes – Alberta Program of Studies 5

Connections to other Curriculum Areas 5

Learning Activities and Instructional Strategies 7

Resources/Materials 7

Assessment Plan 9

Organization and Structure: Unit Calendar 12

Modifications for Enrichment/Differentiation/Special Considerations

Bulletin Board/Classroom Display Plans

Reflections

Appendices:

I. Major Assignments 15
 OVERVIEW

Topic: Genre – Short Film, Short Fiction, Autobiography

Theme: The Human Experience
Grade: LA9

Timeline: 19 Lessons
Cumulative Value: 5%
Breakdown: 20% Online Questions
20% Short Essay
20% Literary Devices/Characterization Exam
Short Story/Short Film based
20% Paragraph Writing
20% Autobiographical Narrative

Central Emphasis:

 Weekly Instruction Format –

o Thursdays will be autobiography study (When Breath Becomes Air) & writing
o Fridays will be a Reading Comprehension & Grammar Practice day
 Daily Routines – M-W will begin with a writing prompt that students will respond to in a
journal, which will form part of the Writing Portfolio: these visual prompts are based
around critical analysis. Following that, we will read or view a short story or film and
answer a selection of questions online. Additional time on M & W will be used toward
the editing and review process toward handing in 4 analysis paragraphs for marking. 2
of these will be visual analysis, 2 will be based around texts we have studied.

 Assignments
o Journal – In order to monitor student comprehension, to allow students the
opportunity to practice the skills needed to be successful in writing tasks, and to
allow students the chance to write and explore their creative voice, students will
write daily in their journal.
o Written Test – The final summative assignment for the unit will be a two-part
written test (Reading Comp & Literary Devices)
  Texts and Materials - Students will read a selection of short stories, podcasts and
respond to visual prompts on a regular basis.
o Short Film “The Lost Thing” by Shaun Tan (https://youtu.be/S1JoliFXH74 )
o Short Film “Perfection”
o Autobiography “When Breath Becomes Air”

RATIONALE

Student Needs and Interests: This unit introduces the year’s big concept of Human
Connections. Students are encouraged to consider the complexity and frailty of human
connection, as well as the power that they can exert for good. As an opening assignment,
students will be asked to make a connection and then to document it in a class project, using
creativity and symbolism.
In designing a unit, I like to balance technical knowledge with applicability, and guided
writing with free writing. I want students in my English class to have the tools and practice to sit
down to a writing prompt or assessment task, and write successfully; but also learn to trust
their own instincts, write their own thoughts and feelings, and come up with their own stories
to tell. Students should have not only the confidence that comes from competence, but also the
confidence that comes from experience and experimentation.
In this unit, I want students to discover, or re-discover, three things:
1. Human connections are what bring peace and happiness to individuals, nations, and the
world.
2. Human connections are terribly frail, but incredibly beautiful.
3. Great literature conveys the human experience and inspires.

Connections: Students will be beginning the year, and this unit will provide the framework that
will carry through every subsequent unit. Specifically, this unit will lay the groundwork for
understanding keys terms in reading and writing, get the students used to viewing and reading
for understanding, and get them thinking about literature as a window on humanity.

Activities: Activities have been balanced between

a. Writing Prompts, to allow for creative expression and engage those students whose interest in
ELA is to become future writers.
b. Practice Writes, to gain familiarity with writing for different purposes, to tailor writing for
diverse audiences, and to prepare them to be successful on PAT exam.
c. Formatively assessed writing to allow feedback in low-stakes writing and tailor future lessons to
increase understanding and improve on weaknesses.
d. Reading Comprehension strategy instruction.
  GENERAL & SPECIFIC LEARNER OUTCOMES

1.1.1 2.1.1 3.1.1 4.1.1 5.1.1

1.1.2 2.1.2 3.1.2 4.1.2 5.1.2
1.2.1 2.1.3 3.2.1 4.1.3 5.1.3
1.2.2 2.1.4 3.2.2 4.1.4 5.2.1
1.2.3 2.2.1 3.2.3 4.2.1 5.2.2
2.2.2 3.2.4 4.2.2
2.3.1 4.2.3
2.3.2 4.2.4
2.3.3

ESSENTIAL QUESTIONS

How does literature capture the human experience?

When telling your own story, how do you get your reader to share your experience?

UNIT LEARNING OUTCOMES

Students will:

1. Learn and use strategies for persuasive response and literary explorations so that they are

comfortable and confident when they have to write the diploma exam.

2. Learn and use features of grammar so that when they communicate, the message isn’t ignored

because of the delivery.

3. Memorize and use new vocabulary drawn from texts studied in new compositions so that they

can understand and enjoy what they read, and give life to their stories.

4. Apply interpersonal skills to learn collaboratively in a classroom environment so that when they

grow up, they’ll listen, discuss and communicate, instead of ignoring, arguing, and polarizing.

5. Pursue insights and connections that are meaningful to them, and make them happy.
 6. Develop the habit of editing and reviewing written compositions, and develop the skills to

productively self and peer edit so that when they finish, they’ve written a piece that exceeds the

limits they’ve imagined for themselves.

7. Learn to recognize the use of literary devices in texts of their choosing so that they see how

empty writing is without them.

LINKS TO OTHER SUBJECTS AND CURRICULA

Grade 11 Social Studies

Culture and Community
Exploring culture and community allows students to examine shared values and
their own sense of belonging, beliefs, traditions and languages. This promotes
students’ development of citizenship and identity and understanding of multiple
perspectives, issues and change. Students will examine the various expressions
of their own and others’ cultural, linguistic and social communities.

Students will:
S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:
 consider the points of view and perspectives of others
S.6 - develop age-appropriate behaviour for social involvement as responsible citizens
contributing to their community:
 demonstrate leadership by engaging in actions that will enhance the well-
being of self and others in the community
 cooperate with others for the well-being of the community
 LEARNING ACTIVITIES & INSTRUCTIONAL STRATEGIES

Activities and methods will include:

Direct Instruction Mini Lessons Quick Writes Self-Editing
Small Group Skill Practice Quick Speaks Workshopping
Discussion
Journaling Reflection Peer Editing U shaped discussions
4 corners Writing Prompts 60 seconds (wrap up Write an email (to tell
activity) someone else what
they’ve learned –
metacognitive activity)
Visual Summary (of Quiz Question Write
short story/note (lesson wrap up, have
taking/chapter). students write 3 quiz
Convert text-based questions based on the
information into lesson/text)
picture.

RESOURCES & MATERIALS

Resource Texts –

Resource Materials –
http://www.teachwithmovies.org/standard-questions.htm
Questions for teaching film
http://learn.lexiconic.net/characters.htm
Types of characters in fiction
http://www.thegreatcourses.com/courses/masterpieces-of-short-fiction.html
Short Story List
https://www.jstor.org/stable/819129?seq=1#page_scan_tab_contents
Flash fiction and becoming a better writer
http://www.edutopia.org/blog/9-ways-plan-transformational-lessons-todd-finley
Transformational Lessons
 ASSESSMENT TOOL OVERVIEW
A O
Assessment Tool Title Outcomes Brief Description For
S F
 Unit Calendar
Instruction & Activities
Day 1 Introduction & Writing Sample – Autobiographical narrative
 Tell me about yourself as though you were an author describing a character
in your novel. Don’t tell me, show me, using experiences.

Day 2
Day 3 “Perfection” Short Film & questions
Day 4 Grammar Practice – Correcting Celebrity Tweets Activity
Day 5 Visual Writing Prompt
Pixars Short Film “Borrowed Time” Film & Questions
Day 6 Visual Writing Prompt, Re-watch film,
& Online Questions
Day 7 Visual Writing Prompt
& Online Questions
Day 8 Visual Writing Prompt
& Online Questions
Day 9 Grammar Practice
& Paragraph Write
Day 10 Autobiography “ When Breath Becomes Air”
Day 11 Autobiography “ When Breath Becomes Air”
Day 12 Autobiography “ When Breath Becomes Air”
Day 13 Autobiography “ When Breath Becomes Air”
Day 14 Literary Terms Exam
Day 15
Day 16
Day 17
Day 18
Day 19 Unit Exam