Unit Plan

ERDG 317

Grade 7

Finding the Courage

Trisha Wallington

Unit Rationale:

I chose Finding the Courage because I believe young people need courage. Middle years students are at a point in their lives where it is all about fitting in, but I think it is time kids start breaking the mold and going against the status quo. That is what this unit is all about. The following ten lessons explore courage from multiple angles, but it all comes back to finding the courage to be yourself and finding the courage to take a stand.

I made purposeful choices in texts for this unit. I believe in “teaching against the grain” (Aveling, 2006, p. 261), so I wanted to demonstrate courage myself and choose texts that highlighted diversity in people. The decisions to include such texts as The Greatest Showman, She Persisted, Wonder, Hidden Figures, The Help, Little Leaders, and Malala’s Magic Pencil were made on purpose with a purpose. I want all of my students to feel a sense of belonging in my classroom and I know that one way to do that is to recognize each child’s story. Allowing stories to be told lets children know that they are valued. This is also why I sought out Indigenous stories and authors. I believe that “if we are serious about anti-racism then we cannot afford to write out of history the less palatable aspects of the story” (Aveling, 2006, p. 265). Some of the texts I chose are hard hitting, but needed. That is why they were chosen. I am committed to a shift in education, so “instead of assuming and hoping that a focus on the positive through the celebration of culture will be enough to disrupt ideologies of racial superiority and inferiority, we might all benefit from an anti-racist education” (St. Denis, 2007, p. 1085).

I also spent time including purposeful planning for EAL learners. “Culturally and linguistically diverse students are on the same reading and learning continuum as other children; however, they often have experiences that are different from the mainstream” (Nichols, Rupley, Webb-Johnson, & Tlusty, 2000, p. 2), which means that EAL learners should be taught differently than the mainstream. I took every opportunity that came up in my unit to allow for other languages to be included because I believe that “allowing the students’ cultural language to exist in the classroom” (Nichols et al., 2000, p. 5) makes for a better classroom all around. Not only do EAL learners benefit and feel a sense of pride, but other students learn to value languages other than English. This is something I want to continue to improve on because the benefit seems immense.

I believe in differentiation. I have seen it work and will never go back to planning static, one size fits all lessons. “Customized teaching and learning benefits all students with effective lessons that meet the individual needs of each learner” (Gregory & Chapman, 2013, p. 1) because each learner is, in fact, different. Each student that walks into a classroom is unique and comes with individual interests, perceptions, culture, and ideas. The following lessons include some examples of what could be done to differentiate for certain students, but I believe that each lesson could be adapted in multiple ways to meet the needs of multiple learners. I will continue to differentiate because I know that one size does not fit all (Gregory & Chapman, 2013, p. 1).

Student Resources:

Abegweit First Nation Mi'kmaq Wellness Centre. (2018). Courage: The Bear. Retrieved from http://www.abegweithealth.ca/carousel/carousel.asp

Alex Gonzalez. (2016). Hidden Figures – Bathroom Speech Scene. Retrieved from https://youtu. be/09Zuom8FH04

Atlantic Records. (2018). The Greatest Showman - This Is Me [Official Lyric Video]. Retrieved from https://youtu.be/CjxugyZCfuw

Bekkattla, A. (2004). Hope. Dene/Cree EldersSpeak: Tales from the Heart and Spirit. Retrieved from http://www.horizonzero.ca/elderspeak/stories/hope.html#

ChippyChopper. (2011). Courageous | Call. Retrieved from https://youtu.be/u2YYxhm_COk

Clinton, C. (2017). She Persisted: 13 American Women Who Changed the World. New York, NY: Philomel Books.

DanceOn. (2011). The Help - Official Trailer 2011 (HD). Retrieved from https://youtu.be/ aT9eWGjLv6s

Flocabulary. (2018). Katherine Johnson & the Human Computers. Retrieved from https://www. flocabulary.com/unit/katherine-johnson/

Gladue, F. (2004). Strength. Dene/Cree EldersSpeak: Tales from the Heart and Spirit. Retrieved from http://www.horizonzero.ca/elderspeak/stories/strength.html

Hadfield, C. (2016). The Darkest Dark. Toronto, ON: Tundra Books.

Harrison, V. (2017). Little Leaders: Bold Women in Black History. New York, NY: Little, Brown and Company.

Indian and Northern Affairs Canada. (2000). Aboriginal Veterans: Stories of Honour and Heroism. Retrieved from http://www.aadnc-aandc.gc.ca/DAM/DAM-INTER-HQ/STAGING/texte- text/ach_lr_ks_rrds_vet_1302786595912_eng.pdf

Jiang, I. (2011). Drama Queen. In J. Canfield, M. V. Hansen, & A. Newmark (Eds.), Chicken Soup for the Soul: Just for Teenagers (pp. 213-216). Cos Cob, CT: Chicken Soup for the Soul Publishing, LLC.

Kaity D. (2011). Until She’s Gone. In J. Canfield, M. V. Hansen, & A. Newmark (Eds.), Chicken Soup for the Soul: Just for Teenagers (pp. 220-222). Cos Cob, CT: Chicken Soup for the Soul Publishing, LLC.

Metcalf, K. (2011). A Closed Door. In J. Canfield, M. V. Hansen, & A. Newmark (Eds.), Chicken Soup for the Soul: Just for Teenagers (pp. 227-228). Cos Cob, CT: Chicken Soup for the Soul Publishing, LLC.

Miller, E. (2011). Acceptance. In J. Canfield, M. V. Hansen, & A. Newmark (Eds.), Chicken Soup for the Soul: Just for Teenagers (pp. 229-231). Cos Cob, CT: Chicken Soup for the Soul Publishing, LLC.

Miller, M. (2011). Castaway. In J. Canfield, M. V. Hansen, & A. Newmark (Eds.), Chicken Soup for the Soul: Just for Teenagers (pp. 223-226). Cos Cob, CT: Chicken Soup for the Soul Publishing, LLC.

Movieclips Coming Soon. (2017). Wonder Movie Clip - Precepts (2017) | Movieclips Coming Soon. Retrieved from https://youtu.be/LHLiVYaOyb0

Movies & More. (2018). Wonder-Jack & Julian Fight Scene (HD). Retrieved from https://youtu. be/oTeiNqBdTr0

Noltcho, P. M. (2004). Survival. Dene/Cree EldersSpeak: Tales from the Heart and Spirit. Retrieved from http://www.horizonzero.ca/elderspeak/stories/survival.html

Palacio, R. J. (2012). Wonder. New York, NY: Alfred A. Knopf.

Palacio, R. J. (2014). 365 Days of Wonder: Mr. Browne’s Precepts. New York, NY: Alfred A. Knopf.

Palacio, R. J. (2015). Auggie & Me: Three Wonder Stories. New York, NY: Alfred A. Knopf.

Palacio, R. J. (2017). We’re All Wonders. New York, NY: Alfred A. Knopf.

Patton, H. (2011). Breaking Boundaries. In J. Canfield, M. V. Hansen, & A. Newmark (Eds.), Chicken Soup for the Soul: Just for Teenagers (pp. 211-212). Cos Cob, CT: Chicken Soup for the Soul Publishing, LLC.

Paul, J. & Pasek, B. (2017). This Is Me [Recorded by Keala Settle]. On The Greatest Showman Soundtrack. New York, NY: Sony/ATV Music Publishing LLC.

Redroadproject. (2016). The Red Road Talks: Courage. Retrieved from https://youtu.be/ 42NRlScc1VY

SagkeengCFS. (2014). Our 7 Ojibway Teachings. Retrieved from https://youtu.be/sASjfNI_lD0

Shetterly, M. L. (2016). Hidden Figures. New York, NY: HarperCollins.

Shetterly, M. L. (2018). Hidden Figures: The True Story of Four Black Women and the Space Race. New York, NY: HarperCollins.

Spinelli, J. (2000). Stargirl. New York, NY: Scholastic Inc.

Stockett. K. (2009). The Help. New York, NY: Penguin Group Inc.

Streb, A. (2011). Speaking Up. In J. Canfield, M. V. Hansen, & A. Newmark (Eds.), Chicken Soup for the Soul: Just for Teenagers (pp. 217-219). Cos Cob, CT: Chicken Soup for the Soul Publishing, LLC.

Tapia-Bernal, A. (2011). You Decide What You Want. In J. Canfield, M. V. Hansen, & A. Newmark (Eds.), Chicken Soup for the Soul: Just for Teenagers (pp. 232-234). Cos Cob, CT: Chicken Soup for the Soul Publishing, LLC.

WaltDisneyStudiosCAN. (2011). THE HELP - Minny agrees to be interviewed (clip). Retrieved from https://youtu.be/i0btqgyNqPs

Your World Within. (2016). Motivational Speech – Courage. Retrieved from https://youtu.be/ lnWcd4FEzz8

Yousafzai, M. (2017). Malala’s Magic Pencil. New York, NY: Little, Brown and Company.

20th Century Fox. (2016). Hidden Figures | Teaser Trailer [HD] | 20th Century FOX. Retrieved from https://youtu.be/RK8xHq6dfAo

20th Century Fox. (2017). Hidden Figures | "You Are The Boss" Clip [HD] | 20th Century FOX. Retrieved from https://youtu.be/sQLYZ0Uxxvg

20th Century Fox Denmark. (2017). The Greatest Showman | Danse-tutorial This is Me | 2017. Retrieved from https://youtu.be/1UCgri6SG1w

Teacher Resources:

Abegweit First Nation Mi'kmaq Wellness Centre. (2018). Courage: The Bear. Retrieved from http://www.abegweithealth.ca/carousel/carousel.asp

Aveling, N. (2006). ‘Hacking at Our Very Roots’: Rearticulating White Racial Identity Within the Context of Teacher Education. Race Ethnicity and Education, 9(3), 261-274.

Flocabulary. (2018). Katherine Johnson & the Human Computers. Retrieved from https://www. flocabulary.com/unit/katherine-johnson/

Gregory, G. H., & Chapman, C. (2013). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks, CA: Corwin.

Indian and Northern Affairs Canada. (2000). Aboriginal Veterans: Stories of Honour and Heroism. Retrieved from http://www.aadnc-aandc.gc.ca/DAM/DAM-INTER-HQ/STAGING/texte- text/ach_lr_ks_rrds_vet_1302786595912_eng.pdf

Nichols, W. D., Rupley, W. H., Webb-Johnson, G., & Tlusty, G. (2000). Teachers Role in Providing Culturally Responsive Literacy Instruction. Reading Horizons, 41(1), 1.

Saskatchewan Ministry of Education. (2008). English Language Arts 7 Curriculum [Data file] Retrieved from https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/ English_Language_Arts/English_Language_Arts_7_2008.pdf

Scholastic. (2018). Stargirl Discussion Guide. Retrieved from https://www.scholastic.com/ teachers/lesson-plans/teaching-content/stargirl-discussion-guide/

St. Denis, V. (2007). Aboriginal Education and Anti-Racist Education: Building Alliances Across Cultural and Racial Identity. Canadian Journal of Education, 30(4), 1068-1092.

Lesson One – Unit Introduction with The Greatest ShowmanOutcomes/ Indicators: Lesson: Assessment:

CC7.6 Use oral language to interact purposefully and appropriately with others (contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas).e. Contribute to group efforts to reach consensus or conclusions.

CR7.1 View, listen to, read, and comprehend texts that address identity.a. View, listen to, read and

Essential Questions: What can we learn about courage from characters, both real and fictional, who triumph through determination, talent, or strength? (Saskatchewan Ministry of Education, 2008, p. 21)

PresentationSet: 5 minutes

I will have a Menti created with the question “What is courage?” and have students use their devices or the iPads I have booked to submit their answers, creating a word cloud. I will have the Menti set so that the students can submit 2 or 3 phrases to the question. This opening activity will introduce the theme of the unit.

As answers pop up, I will bring the attention of certain responses to the full group as well as ask questions about ones that may need to be explained further. Students will be invited into the discussion.

Development: 40 minutes I will first explain to the class that this unit will consist of many texts

and activities all related to the theme of finding the courage. I will then project some Google Slides with the following sentences

(each sentence will pop up on its own so that students are not overwhelmed with the bulk of information all at once):

o “Life challenges and tests us in many ways. In order to live a happy and rewarding life, we sometimes must give more than we thought we could. Success often requires us to find determination and courage to follow through with our goals. It takes courage to accept ourselves and to be who we really are. It takes courage to make our own choices about the direction life will take. It takes courage to deal with peer pressures, worries, hopes, and relationships. As we grow and mature, we need courage to face the many personal situations that life will provide” (Saskatchewan Ministry of Education, 2008, p. 21).

Students will be called on to read each sentence out loud to the class. After the full paragraph has been read, I will let students know that this is what will guide our unit. Students will then be told that today’s lesson will focus on the sentence: “It takes courage to accept ourselves and to be who we really are” (Saskatchewan Ministry of Education, 2008, p. 21).

I will then project our running list of vocabulary on the whiteboard so that students can run over the newly added words if need be for the following activity.

Students will be asked if they know The Greatest Showman and will be invited to raise their hands and share what they think about the movie and/or the music with the class.

If it does not come up, I will ask students how they think courage is involved in the story line of the film. We will discuss how it takes courage to be yourself sometimes and that many characters in the film showed a lot of courage in being themselves for all the world to see. Specifically, this idea of being courageous to be yourself came up in one of the film’s songs – This Is Me.

Students will then be shown the lyric video for This Is Me found here: https://youtu.be/CjxugyZCfuw. Students will be encouraged to pay attention to the lyrics and look out for specific examples of courage because after the video, they will be doing a lyric

Formative: I will know students are engaged in the task by making sure the participant number on Menti reflects how many students are in the class. I will also have a record of the Mentis and students’ answers to refer back to later.

I will know students are engaged in the conversation by the amount of hands that are raised and the number of eyes that are looking up at me. I will take mental note of who is participating.

Students will fill in the lyric breakdown sheet (Appendix

respond to a variety of visual, oral, print, and multimedia (including digital) texts that address identity that reflect diverse personal identities and backgrounds (appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).

CC7.6 Use oral language to interact purposefully and appropriately with others (contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas).b. Maintain conversations with classmates, guests, and adults. c. Demonstrate the ability to participate responsibly in discussions and team projects.

breakdown. It will be explained that the lyric breakdown will involve translating the creative language back into simple terms as well as picking out what the song says about courage.

After the video, students will be handed out a lyric breakdown sheet (Appendix A) that includes the lyrics to the song with a section beside for analysis. Written instructions will be on the page for further support, but because some students also need oral instruction, expectations will be given orally as well.

Students will be given approximately 10 minutes to go through the song lyrics and break them all down on their own first and then students will work in their table groups to collaborate and share ideas. Students will be expected to fill in their whole sheet, breaking down all the lyrics of the song. Students will get another 10 minutes to work with their groups.

We will then go through the lyrics as a class. Students will be invited to share what they came up with on their own or in their groups regarding each lyric and will be encouraged to focus on lyrics that talk about courage. Ideas will be written on the board for everyone to see and copy onto their own paper if they choose to do so. Students will be asked to hand in their graphic organizers.

Closure: 15 minutes To close, I will remind the class that it takes courage to be yourself

sometimes and that it also takes courage to go out of your comfort zone, which may come into play for the closing activity.

I will then show the class a dance tutorial video found here: https://youtu.be/1UCgri6SG1w. This tutorial will teach the class the dance that goes along with This Is Me. Students will all stand up and follow the movements that the instructors on the video. They will also be invited to sing along since they had so long to work with the lyrics during the class.

After the video, I will let the students know that we will work on perfecting the dance more and doing the full song all the way through in a future Phys. Ed. class.

With the remaining time, I will host a discussion about how courage was involved in doing the dance seeing as it probably took some students out of their comfort zone. We will also talk more about the lyrics of the song and how they expressed a courageous story.

Teaching Strategies: Do a sort of popcorn reading by calling on different students to read

each sentence – it could be random or it could be used as a management strategy to keep certain students on task.

Chunk information in the Google Slides so as not to overwhelm students with so much information at one time.

Give oral and written instructions. Build on individual ideas by having students work alone first, then in

small groups, then as a full class.Lesson Preparations/Materials:

Have the Menti created and ready to go. Have the Google Slides created and ready to go. Have copies of the lyric breakdown sheet (Appendix A).

Classroom Management Strategies: Have the Menti and the Google Slides pulled up in tabs and already

A) and hand it in for formative feedback. I will be able to see the effort that students put in and the level of analysis that happens for individual students.

I will observe the ways that students work in groups. I will take mental note of who is participating and contributing and who is not.

I will know students are engaged in the conversation by the amount of hands that are raised and the number of eyes that are looking up at me. I will take mental note of who is participating.

Again, I will take mental note of who is participating in the discussion.

projected before class starts so as not to waste any time. Call on students who are not paying attention to answer questions to

keep them on task. Have students work in table groups to build relationships and not

waste time grouping students during class time.Adaptive Dimension:

Graphic organizers will be used to help students who need more structure stay on track.

For students who may struggle with breaking things down, they have other people to work with (who will be strategically placed with them for support in these areas).

For students who want to go above and beyond, they could get more time at recess, etc. to practice the dance and help teach other students how to do it in the next Phys. Ed. class.

Prerequisite Learning: Students will have some experience with analyzing texts. Students will have previously gone through a mini poetry unit that

helped them gain some decoding skills.EAL Considerations:

Students should be immersed in a vocabulary-rich environment so I will project our running list of vocabulary definitions with the following newly added from This Is Me:

-apologies: letting it be known that you are sorry-barricades: something blocking the way (OED, 2018)

Since EAL students may be less familiar with the informal language and plays on words in the song, I will make sure they are grouped with students who I know are willing to act as mentors.

While instructing, I will aim to be conscious of using short sentences, clarifying pronouns, and paraphrasing often as well as having students repeat or paraphrase the instructions back to me.

Technology Integration: Menti on personal devices or iPads Google Slides YouTube video Projected Word document with the vocabulary list

Cross Curricular Connections: Arts Education – music and dance Physical Education – movement Health Education – healthy relationships

Lesson Two – Stargirl & Being YourselfOutcomes/ Indicators: Lesson:

Essential Questions: Do you believe that you have the ability to do anything you want to do in life? What can we learn about courage from characters, both real and fictional, who triumph through determination, talent, or strength? Is it courageous sometimes to simply decide not to do something? (Saskatchewan Ministry of Education, 2008, p. 21)

Assessment:

CR7.4 Demonstrate comprehension and interpretation of visual and multimedia texts including videos.g. Analyze and evaluate what was seen in visual and multimedia texts.

CR7.5 Listen critically to understand and analyze oral information and ideas from texts. a. Display active listening behaviours (focusing on the message of the speaker, making reasonable predictions, checking for understanding, recognizing when information is making sense, making notes).

CR7.1 Listen to, comprehend, and respond to texts that address identity and social responsibility.b. Demonstrate comprehension and response to oral texts by understanding the ideas: generate and respond to

PresentationSet: 5 minutes

I will have “COURAGE” written on the middle of the whiteboard. Students will be asked to add to it as a graffiti board based on what they learned in the previous lesson about having the courage to be yourself as shown through The Greatest Showman and This Is Me. Four students will be allowed to be up and adding to the graffiti board at one time, while everyone else should be thinking about what they want to add or copying down some of their peers’ ideas onto a personal piece of paper for future reference.

Students will be asked to keep these ideas in mind as they work through today’s lesson, which also focuses on having the courage to be yourself.

Development: 45 minutes I will remind students of the Stargirl novel study that we completed

earlier this year and ask students if they can relate courage to the book. Students will be invited to share ideas.

I will have our running list of vocabulary projected on the whiteboard so that students can see the newly added words if need be for the following activities.

I will then read a few sections of the novel (after giving some context for each and reminding students of the story) that say something about courage:

o Leo’s first description of Stargirl on pages 4-5: “And then I saw her. At lunch. She wore an off-white dress so long…She twirled as she went past, her flaring skirt brushing my pant leg, and then she marched out of the lunchroom” (Spinelli, 2000, p. 4-5).

o Archie’s advice to Leo about conformity on pages 104-105: “Shortly we were standing before the derelict giant. I never understood how the…I realized that in fact I understood the question perfectly. I just didn’t want to answer it” (Spinelli, 2000, p. 104-105).

o Leo choosing the crowd over Stargirl on pages 126-127: “Those were the best times, when we were alone, together, out of school…In the eyes of the student body, she was part of my identity. I was ‘her boyfriend.’ I was Mr. Stargirl” (Spinelli, 2000, p. 126-127).

Students will be asked to listen carefully and possibly jot down some notes if they think they need it because ideas from these sections can be used in the following activities.

After the readings, students will first individually work through some questions and record answers based on courage in Stargirl once they receive the question sheet (Appendix B). Answers should be recorded on the question sheet and handed in for feedback.

o 1. When Stargirl arrives at Mica High School, people notice her. Name three ways in which her appearance or behavior differs from that of other students (Scholastic, 2018).

o 2. Archie is a mentor and friend to Leo and other kids in the neighborhoods. Cite examples from the book that show how Archie helps one of the main characters (Scholastic, 2018).

Formative: I will know students are engaging in the activity by the amount of people that are up and writing at the board and the amount of responses that are up at the end. I will also be able to read responses and judge quality as responses are written.

I will know students are engaging if they are raising their hands and volunteering answers. Students should also be active audience members by showing that they are listening to each other through body language and eye contact.

I will know students are engaged and listening by their body language, eye contact, and note taking. Students are supposed to be jotting some things down as they listen, so I should be seeing and hearing some of that. I will take metal note of who is and is not doing so.

Answers will be handed in so I will be able to read and see who is meeting expectations and who is needing more support. I will be able to offer written feedback for students on the answers that they hand in.

questions providing details and support from the text; describe characters, main events, and conflict; state and support beliefs about characters’ motivations and feelings.

CC7.1 Create oral and written texts that explore identity (e.g., Exploring Thoughts, Feelings, and Ideas), social responsibility (e.g., Taking Action).b. Create speeches and writing that feature the following qualities: meaning, form, and style and language choices.

AR7.2 Appraise own and others’ work for clarity and correctness.i. Reflect on, analyze, and assess writing and other representing behaviours, and formulate goals for improvement.

o 3. Toward the end of the book, Leo chooses membership in his peer group over his affection for Stargirl. What is your opinion of Leo’s choice? Why? (Scholastic, 2018)

o 4. Identify a character in the story who shows courage. Explain how the character is brave (Scholastic, 2018).

As students finish, they can begin to follow the instructions for the short speech under the questions on the handout (Appendix B). Once all students finish the questions or 15-20 minutes have gone by, I will bring the class back together and give some oral instructions for the speech writing.

I will let students know that this will be practice for them since the final project of this unit will involve writing and presenting a speech. For this task, though, students will have to be like Stargirl in the novel. “Stargirl won the state’s public speaking contest. Prepare a short speech for an oratorical contest on a topic such as Have the Courage to Be Yourself. Outline your speech on note cards. Visualize yourself winning the contest. Then deliver your speech to the group” (Scholastic, 2018).

Students will be given about 15-20 minutes to write a short speech on a piece of looseleaf that will be handed in for feedback. Students will be encouraged to use the ideas from the graffiti board as well as ideas from the questions they just answered to write their speeches.

If students finish writing, they will be allowed to use a personal device or a school iPad to record themselves saying their speech in the hallway so that they can watch it back and find ways to improve.

Closure: 10 minutes Students will work in their table groups to present their speeches to

each other as practice for a summative speech that is coming up later in the unit.

Groups will be responsible to take turns and make sure all group members have a chance to share their speech.

As groups finish presenting, they will be asked to give feedback to each other on their speeches and will then have the remaining time to make any improvements to their written speeches before they hand them in for feedback.

Teaching Strategies: Chunk information on the question sheet so as not to overwhelm

students with so much information at one time. Give oral and written instructions. Allow students to present in small groups for their first time around

with speech presenting so as to calm nerves and have something to build from.

Lesson Preparations/Materials: Have “COURAGE” written on the board. Have the Stargirl class novel set out. Have the question sheet (Appendix B) copied. Have iPads booked.

Classroom Management Strategies: Use the graffiti board in a way that is not hectic by only allowing

four people to be up and adding to it at one time. Allowing only four students up at a time will eliminate crowding. Having other students

Students will work on this formative speech as practice for a summative speech coming later in the unit. They will have opportunity to share with a peer and get some feedback and will then hand their speeches in to me so that I can also give them some feedback before their final piece at the end of the unit.

copy down ideas will eliminate waiting time. Group students based on table groups to build relationships and

utilize class time well. Have the second activity instructions on the same handout so that

students can move on to it when they finish the first.Adaptive Dimension:

To help prompt students who are struggling, suggestions such as the following can be given to students for each Stargirl question:

o 1. Leo provides his first detailed description of Stargirl on page 4, including her full length white dress, the ukulele hanging over her shoulder, and the large canvas bag with the sunflower, all of which distinguish her from the crowd. Other distinctive features include her pet rat, her habit of cheering even when the opposing team scores a basket, and her practice of singing “Happy Birthday” to students in the cafeteria (Scholastic, 2018).

o 2. Throughout the story, Archie helps Leo understand Stargirl and his feelings about her. One specific example is on page 104. When Leo seeks Archie’s counsel about Stargirl and conformity, etc., Archie responds by posing the books central question: “whose affection do you value more, hers or theirs?” This helps Leo see his dilemma clearly and, ultimately, to make his choice (Scholastic, 2018).

o 3. Although the question is subjective, one approach might be to evaluate whether Leo remains true to himself when he chooses his peer group over Stargirl. While Leo is clear about his affection for Stargirl, he also asserts the importance of general social acceptance. On page 126: “I had never realized how much I needed the attention of others to confirm my own presence.” On page 128: “I pretended she would become more like them and they would become more like her, and in the end I would have it all.” On page 130: “I felt a sudden, strange kinship with Hillari Kimble: I understood why she had commanded Stargirl not to sing for her. I felt spotlighted on a bare stage.” On page 135, he says to Stargirl, “I'm in touch with everybody. I’m one of them.” Thus, Leo is honest with himself about the importance of being connected and is true to himself in choosing the crowd over Stargirl. On the other hand, Leo is moved and changed by Stargirl. As such, readers could make an equally strong case that he betrayed her and his feelings for her by choosing the crowd (Scholastic, 2018).

o 4. Courage is a subjective term and answers will vary depending on each reader’s sense of the word. Some readers may think Stargirl is courageous for cheering when opposing players score in a basketball game or for going to The Hot Seat with Kevin and Leo. Others may think Leo demonstrates courage for dating Stargirl even though he knows it is causing him to be shunned by the other students or that Dori Dilson demonstrates courage by sitting with Stargirl in the cafeteria (Scholastic, 2018).

For students who are well on their way, they can act as leaders in their group and do some peer teaching with other students. This will better not only other students’ understanding, but also their own.

Prerequisite Learning: Students will know Stargirl because of a novel study that they did

previous to this unit.EAL Considerations:

Students should be immersed in a vocabulary-rich environment so I will project our running list of vocabulary definitions with the following newly added from Stargirl:

-ruffles: pieces of material bunched together for decoration-cuffs: decoration at the bottom of a sleeve-miniature: small-cramming: filling something really full-marooned: lost or separated from someone else-boggled: startled or confused-strutting: walking with pride-rusty: being out of practice-enchanted: to be charmed or delighted-shunning: ignoring someone or kicking them out-serenade: sing or play an instrument for someone, especially a lover (OED, 2018)

Allow any Spanish speaking students to read the Spanish sentences in the second read aloud from Stargirl on pages 104-105.

While instructing, I will aim to be conscious of using short sentences, clarifying pronouns, and paraphrasing often as well as having students repeat or paraphrase the instructions back to me.

Technology Integration: iPads for students to record speeches on Projected Word document with the vocabulary list

Cross Curricular Connections: Health Education – healthy relationships

Lesson Three – The Courage BearOutcomes/ Indicators:

SI7.2 Examine Oral Tradition as a valid way of preserving accounts of what transpired and what was intended by entering into treaty.-Explain how written and oral accounts might differ from one another.-Examine the role of story in transferring knowledge from generation to

Lesson:Essential Questions: When have you needed courage in your life? Do you believe that you have the ability to do anything you want to do in life? (Saskatchewan Ministry of Education, 2008, p. 21)

PresentationSet: 5 minutes

Students will be shown a video starting at 3:54 and ending at 4:57 so as to watch just the section on the bear and courage. The video can be found here: https://youtu.be/sASjfNI_lD0.

Host a small conversation about what students see in the video. Bring up the setting and the manner in which the man in the video speaks. Ask students to compare that to what they already know about Indigenous oral traditions and storytelling.

Watch the video again and this time ask students to pay attention to what the man says about courage. After the video ask for volunteers to share what they got from his speech. Make sure students know the

Assessment:

Formative: I will know students are engaged by their body language and the amount of hands that are raised in wanting to share. Also, I will know who was paying attention in previous lessons. I will take mental note of who is participating and what kind of responses

generation.

CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts (opinions or viewpoints).e. Separate own ideas and opinions from speaker’s ideas and opinions.g. Consider and respect ideas from speaker’s point of view.

CC7.6 Use oral language to interact purposefully and appropriately with others (contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).a. Share ideas/knowledge, add to others’ ideas, repeat points for clarification, and relate points already made for emphasis and reconsideration.

CC7.5 Create and present a variety of representations including visual and multimedia presentations such as displays, illustrations, and videos, and enhance

message of the video was to have the courage to do the right thing.Development: 40 minutes

I will let students know that today’s lesson will revolve around the courage bear. Students will also be told that courage is one of the seven sacred teachings or seven grandfather teachings from Indigenous culture. Students will also be reminded that not all Indigenous people use these teachings and not all Indigenous people think of the courage bear in the same ways.

To show that this is true, students will be shown a video that explains courage from the perspective of three different Indigenous people found here: https://youtu.be/42NRlScc1VY.

I will have our running list of vocabulary projected on the whiteboard so that students can view the newly added words when the video is over so that they can reference it during the discussion time.

After the video, students will work in their table groups to discuss the different things that were mentioned about courage in the video. They will focus on comparing and contrasting each individual’s ideas in the video as well as the video as a whole to the video we watched earlier. After a few minutes of discussion, I will ask for hands to be raised to offer comments or extended ideas related to what was said once I read out the following quotes from the video:

o “For me, courage means that, you know it doesn’t mean that you’re not afraid, but it means that you’re able to go, and despite your fear, that you’re willing to go and overcome any obstacles in your way.” –Annie Douchette (redroadproject, 2016)

o “My understanding of courage is challenging your fears. Everybody has them. You know, no matter if you’re afraid of a little bug like the ladies here, they’re afraid of snakes and mice, but you challenge yourself, challenge your fears. –Lawerence Wells (redroadproject, 2016)

Students will also be asked to share some of what they compared and contrasted with the full class so that everyone will see that there are many unique and individual ideas within the umbrella term of Indigenous.

I will then instruct students on the task they will do for the rest of the class. Each table group will get an iPad. Students will go to the following site http://www.abegweithealth.ca/carousel/carousel.asp.

o “Courage is the ability to face danger, fear or changes with confidence and bravery. The Bear represents courage because of strength and natural ability to overcome challenges. A mother bear, for example, will stand against a much larger, stronger male bear or other threat to protect her cubs. Just as the Bear hibernates during the winter and reawakens each spring, we too, need rest and rejuvenation. The Bear shows us how to live a balanced life, where there is a time to be playful and a time to be assertive and courageous. Native people believe that the Bear calls them to awaken the potential within themselves and to stand up for what they believe in” (Abegweit First Nation, 2018).

They will explore the interactive page, but focus in on the courage bear. After making sense of the analogies and explanations as a

individual students are giving.

I will know students are listening based on observing their active listening skills and strategies. I will also be able to get a more concrete picture through the comments students make during the discussion time.

I will observe and take note of the ways that individual students are working in groups. I will record notes about what I see and hear using a checklist and clipboard combination.

The representations will be handed in so I will be able to

communication with appropriate graphic organizers, charts, circle graphs, timelines, maps, and sound effects.g. Enhance oral and written compositions with illustrations, charts, and other graphics when appropriate.AR7.1 Set and achieve short-term and long-term goals to improve viewing, listening, reading, representing, speaking, and writing strategies.b. Assess the success of oral language skills and strategies.AR7.2 Appraise own and others’ work for clarity and correctness.d. Evaluate group process and personal contributions according to pre-established criteria.

group, students will work together to come up with their own representations of courage. Using the bear as inspiration, each table group will have to come up with something they believe represents courage. Groups will have to draw a picture of what they choose and write an explanation of how it represents courage. All group members will need to contribute. Students will be encouraged to do so in knowing that they will fill out a self-assessment and peer assessments for each of their group members at the end of class.

During the activity, I will go around to each group and make sure that everyone understands the explanation on the website.

Closure: 15 minutes When about 15 minutes remain, students will be focused back to me

so that I can explain the self-assessment (Appendix C) and peer assessment (Appendix D). The self-assessment will have students make a goal to improve viewing, listening, reading, representing, speaking, or writing in relation to something that they did in today’s lesson before the next self-assessment in the unit. The peer assessment will focus on rating group members’ contributions to the task.

Students will be asked to hand in their representations with their self and peer assessments when they finish.

Teaching Strategies: Use others and their own stories and perspectives to teach content

that is less familiar to me from an authentic perspective. Use the interactive website for some more inquiry and student led

learning.Lesson Preparations/Materials:

Have YouTube videos pulled up in tabs and ready to go. Have the iPads booked. Have white paper for the representations.

Classroom Management Strategies: Start the lesson with a video to gain attention and focus the class to

one spot in the room. This works as a calming activity. Have students work in table groups to help with relationship building

and to save time with groupings. Ask for hands to be raised so that blurting is done less. Remind students of the self and peer assessments throughout the

lesson to help keep them on task.Adaptive Dimension:

Students who may struggle with this type of assignment will be with their table group where they will have support.

Students will be able to have choice in this assignment, which will work as a motivating factor.

Students will also be able to contribute to their groups in whatever ways that best suit them – multiple intelligences will be able to be considered and used in the representations.

Prerequisite Learning: Students will have some background knowledge on Indigenous

storytelling and oral tradition from previous lessons that they will be able to use to connect the first video to.

EAL Considerations: Students should be immersed in a vocabulary-rich environment so I

see the quality of work each group put in and better understand their individual understandings of the content.

Students will get time to assess and reflect on their own work and the work of others. I will be able to read about each students’ experience afterward when self and peer assessments get handed in.

will project our running list of vocabulary definitions with the following newly added from The Red Road Talks, Our 7 Ojibway Teachings, and the courage bear site:

-obstacles: things that stop progress-nerve: strength to do something-foundation: something strong to build on- rejuvenation: being restored to youth or freshness (OED, 2018)

Allow any students who know or understand the Indigenous language in the videos to have a moment to share with the class to give them some validation and a chance to shine.

While instructing, I will aim to be conscious of using short sentences, clarifying pronouns, and paraphrasing often as well as having students repeat or paraphrase the instructions back to me.

Technology Integration: YouTube videos Interactive website on the iPads Projected Word document with the vocabulary list

Cross Curricular Connections: Treaty Education – oral traditions, seven sacred teachings Arts Education – visual representation Health Education – healthy relationships

Lesson Four – Real Life CourageOutcomes/ Indicators:

CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts.c. Adopt a receptive listening posture. d. Determine literal and implied meaning of message.

CR7.1 Read, comprehend, and respond to texts that address identity, social responsibility, and efficacy. a. Read and respond to visual, print, and multimedia texts that address the grade-level themes and issues related

Lesson:Essential Questions: When have you needed courage in your life? What can we learn about courage from characters, both real and fictional, who triumph through determination, talent, or strength? (Saskatchewan Ministry of Education, 2008, p. 21)

PresentationSet: 5 minutes

To start students will be shown a clip from the movie Courageous found here: https://youtu.be/u2YYxhm_COk. After viewing, students will be asked to offer suggestions as to how what happened in the video involved courage. I will then prompt students to think about courage in movies and make sure they understand that this example was dramatized. Next, I will ask students if this is something they think would happen in real life and if they have ever heard of a story similar in the news. After some full class discussion, I will let students know that today’s class will focus on real life courage.

Development: 50 minutes Stations will be set up around the room each with a children’s book

or printed out stories. There will be six stations:o She Persisted by Chelsea Clintono Malala’s Magic Pencil by Malala Yousafazio Little Leaders: Bold Women in Black History by Vashti

Harrisono The Darkest Dark by Chris Hadfieldo Survival by Pierre Marie Noltcho, Hope by Armand

Bekkattla, & Strength by Flora Gladue

Assessment:

Formative: I will know students are engaged and listening by observing their active listening skills. I will also gain a sense of who got it by who offers responses to the discussion questions.

I will observe the behaviours that go on during the work time to decide whether or not students are on track. I will gain a more concrete understanding when groups hand in their graphic organizers as I will read them over.

to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).

CC7.6 Use oral language to interact purposefully and appropriately with others (contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).a. Share ideas/knowledge, add to others’ ideas, repeat points for clarification, and relate points already made for emphasis and reconsideration.f. Assume different roles in group work (e.g., leader, recorder, contributor).

CR7.1 Read, comprehend, and respond to texts that address identity, social responsibility, and efficacy.e. Compare new information with previous knowledge and beliefs. f. Connect characters, themes, and situation in texts with own experiences and other texts.

o Aboriginal Veterans: Stories of Honour and Heroism by Indian and Northern Affairs Canada

Students will first be asked to make their own graphic organizer on looseleaf so that they keep their responses organized. I will also let students know that everyone has to copy down what their group writes, but that only one person from each group will hand in their graphic organizer for the whole group. I will model what the graphic organizer could look like on the board:

Story Title: She PersistedCourageous Characters

Courageous Acts Connections

Students will be told that their task is to go around to each station and read or skim each story for evidence of courage. Students will each fill in their own graphic organizers for each story, but will work as a group to read and discuss ideas about courage in each real life story.

Groups will be writing jot notes on courageous characters, courageous acts, and will also compare the stories to each other as they move around to each station.

Groups will have about 7-8 minutes at each station and the class timer will be somewhere in the room for students to reference as the activity goes on. There will be some flexibility in the time, so if students are working well for a round, I will give them a few more minutes there, but if students start to get loud or seem finished in other rounds, I will cut the time shorter and let them move on.

I will have a diagram drawn on the board with the setup of the tables. Inside each table will be the names of students in each group so that everyone will know what group they are in and where they are supposed to start from. There will also be arrows pointing between certain tables to show where groups are supposed to rotate to next. This will stay on the board throughout the activity so that students can use it as a reference.

I will have our running list of vocabulary projected on the board so that students can reference it as they move through the stations.

I will circulate around to each group during the activity to make sure that students are staying on task as well as to prompt them with questions.

Closure: 5 minutes Students will take part in a What Stuck? activity. Each student will

receive a sticky note and be instructed to write what they are taking away from this lesson. It can be something specific about a certain courageous person they learned about in one of the stories, and example of courage that they found especially courageous, a quote that they liked from one of the books, or anything else that they remember from the lesson.

Once they finish, they will be asked to stick their sticky note onto the What Stuck? board.

If time remains, students will be asked to volunteer to share what

I will take note of who is contributing to the group work on my checklist and clipboard. I will observe group processes and make notes about idea sharing and roles each student took in the group work.

I will read over the sticky notes from students and take note of the kinds of responses I get from individual students regarding comparisons and connections.

g. Compare texts to present day lives.

HC7.3 Examine the Indian Act, including its amendments, and explore the effects it has on the lives of First Nations.-Investigate how the treatment of Aboriginal veterans differed from non-Aboriginal veterans.

they added to the board.

Teaching Strategies: Model on the board how to use the graphic organizer so that students

actually see how it is supposed to work. Give oral and written instructions. Chunk information by only filling in one section of the graphic

organizer at a time so as to not overwhelm students.Lesson Preparations/Materials:

Have the graphic organizer drawn on the board. Children’s books:

o She Persisted by Chelsea Clintono Malala’s Magic Pencil by Malala Yousafazio Little Leaders: Bold Women in Black History by Vashti

Harrisono The Darkest Dark by Chris Hadfield

Printed stories:o Survival by Pierre Marie Noltchoo Hope by Armand Bekkattlao Strength by Flora Gladueo Aboriginal Veterans: Stories of Honour and Heroism by

Indian and Northern Affairs Canada Have the classroom timer set out. Have sticky notes on hand.

Classroom Management Strategies: Start the lesson with a video to gain attention and focus the class to

one spot in the room. This works as a calming activity. Create predetermined groups so that students are with people they

can work with productively and so that they get to work with people other than their table groups for some variety.

Have a diagram of groups and flow on the board for reference. Use a visual classroom timer Have flexible times, though, so that the length of each station is not

rushed or agonizingly slow. Adaptive Dimension:

Students will be instructed to use graphic organizers, which will help students who have a more difficult time keeping things in order.

Students who may have a more difficult time with reading or writing will be placed in a group where there will be others who can help them. As well, only one graphic organizer will be handed in for each group, so slower writers will not have to worry about not getting all their group’s ideas copied down.

To help students who are struggling, I will circulate around to each group during the activity and prompt them with questions.

For students who are on top of things, they can act as group leaders and do some peer teaching to better their own knowledge and skills.

Prerequisite Learning: Students will have experience working in centres so there will be

more of an ease to the transitions and hopefully minimal confusion. Students may have background knowledge on some of these real life

stories.EAL Considerations:

Students should be immersed in a vocabulary-rich environment so I will project our running list of vocabulary definitions with the following newly added from She Persisted, Malala’s Magic Pencil, Little Leaders, The Darkest Dark, Survival, Hope, Strength, and Aboriginal Veterans:

-persisted: continued firmly-conductor: someone who guides or leads-liberty: freedom-impulse: strong suggestion from within-garment: article of clothing-picket lines: striking workers-monstrosity: outrageously wrong-anesthesiologist: a doctor who gives certain medications-sugarcoat: make something seem sweeter-rubbish: waste material-forbidden: not allowed-emancipated: set free-desegregation: reunite-narcolepsy: a sleep disorder-relinquish: to give up-velvety: smooth and soft-undaunted: not discouraged-moccasins: leather shoes -intruder: a person who enters without permission-makeshift: temporary substitute-gruesome: inspiring horror-jabbering: rapid sounds (OED, 2018)

Groups that have an EAL student will start at one of the more simple books to start off so that EAL students do not become overwhelmed with a book like Little Leaders right off the bat.

Students who identify with a character in a novel will be able to share that with their group and feel a sense of pride and belonging.

While instructing, I will aim to be conscious of using short sentences, clarifying pronouns, and paraphrasing often as well as having students repeat or paraphrase the instructions back to me.

Technology Integration: YoutTube video Projected Word document with the vocabulary list

Cross Curricular Connections: Treaty Education – veterans Health Education – healthy relationships

Lesson Five – Wonder & Taking a StandOutcomes/ Indicators:

CR7.5 Listen critically to understand and analyze

Lesson:Essential Questions: What can we learn about courage from characters, both real and fictional, who triumph through determination, talent, or strength? Is it courageous sometimes to simply decide not to do something? (Saskatchewan Ministry of Education, 2008, p. 21)

PresentationSet: 10 minutes

Assessment:

Formative: I will know

oral information and ideas from a wide range of texts.c. Adopt a receptive listening posture. d. Determine literal and implied meaning of message.

CR7.2 Select and use appropriate strategies to construct meaning after (making judgements supported by evidence) viewing and listening.c. After: recall, paraphrase, summarize, and synthesize (information about characters, their traits, and their relationships; summarize main points), reflect and interpret (explain how the texts reveal the theme through events, characters, plot)

CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts.c. Adopt a receptive listening posture. d. Determine literal and implied meaning of message.

CC7.6 Use oral language to interact purposefully and appropriately with others (contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and

I will read We’re All Wonders so that the students are refreshed on Auggie’s story from when I did a read aloud of Wonder earlier in the year.

Development: 40 minutes “Courage in Wonder” will be written on the board. Students will

have a couple minutes to discuss in their table groups about the different types of courage in Wonder as well as examples. After a couple minutes, students will be asked to raise their hands and volunteer responses that will be added to the board in a word web.

I will make sure that the following ideas make it onto the board:o having the courage to do something scary (Auggie going to

middle school for the first time, staying strong after giving birth to a child and being told they aren’t expected to survive, etc.)

o having the courage to take risks and go against the crowd (Jack Will and Summer choosing to sit with Auggie even though their friends did not want them to, agreeing to be friends with a new kid at school before having met them, etc.)

o having the courage to persevere (Auggie continuing to go to school even when he was ridiculed every day, Auggie being in the same classes as Jack Will after Jack Will claimed Auggie was just a pest who tagged along, etc.)

o having the courage to take a stand (Jack Will turning Julian down when Julian tried to get Jack Will out of being partners with Auggie, Charlotte telling Julian to be quiet when he made insensitive comments to Auggie during Auggie’s first school tour, etc.)

After the full class discussion, I will let students know that we will be focusing on having the courage to take a stand and that that will be the theme for the next few classes as well.

Students will view a clip from Wonder that shows Jack Will standing up for Auggie found here: https://youtu.be/oTeiNqBdTr0.

I will then read two short chapters from Wonder (In Science and Partners) on pages 151-154 that go along with the movie clip. Let students know that this video and this section of the novel can help them with their next task.

I will then let students know that they will be doing a Jigsaw activity with questions about Wonder and courage. I will instruct students to work in their table groups and will assign each table group a number from 1-3. That number will correspond with the question number that each group is to discuss and formulate a response to.

Each group will be assigned one of the following questions:o 1. Which character in Wonder has the most courage? Why?o 2. How do Auggie’s courage and Summer’s courage

compare?o 3. How does Jack’s courage evolve through the story?

Each student will receive a question sheet (Appendix E) that will also include space to write some notes.

Groups will be given about 10 minutes to discuss and jot down some notes that will help them present to their new groups.

I will have our running list of vocabulary projected on the board so

students are listening by observing their body language and eye contact.

I will listen in on discussions at table groups and offer feedback in conversation with groups of students.

I will take mental note of who is participating and offering answers as well as the types of responses individual students are giving.

I will know students are listening by observing their body language and eye contact as well as other active listening strategies.

I will use my checklist and clipboard to make notes about individual students’ contributions during the group work.

contributing to group consensus building).a. Share ideas/knowledge, add to others’ ideas, repeat points for clarification, and relate points already made for emphasis and reconsideration.f. Assume different roles in group work (e.g., leader, recorder, contributor).

that students can reference it as they move through the activity. After about 10 minutes, I will stop the groups and ask students to

look to the board for their new groups. Each new group will be prompted to move to a space in the room as indicated on the board. Each new group will consist of one person who discussed each question. Groups will be given about 10 minutes to go around and share the response to their question with their new group.

Closure: 10 minutes To close, students will be instructed to choose the question that

resonated most with them to do a more formal response to. Students will do an exit slip on the back of their question sheet that

answers the question of their choice in formal paragraphs. Students will be encouraged to write for the remainder of the class

and hand them in at the end.

Teaching Strategies: Use read alouds to model good reading strategies to students as well

as just a love of reading. Show content in multiple ways to engage multiple intelligences – the

same Wonder content is shown in the novel and the video. Use the Jigsaw activity to help students become responsible for their

own learning. Give written and oral instructions. Give students choice in what question they want to formally answer

at the end because it gives them autonomy and engages them.Lesson Preparations/Materials:

Have all the books out and ready. Have the video pulled up in a tab and ready. Have the question sheets (Appendix E) copied.

Classroom Management Strategies: Read the children’s book to start off so that students settle down at

the start of class and become focused. Ask students to raise their hands to avoid blurting.

Adaptive Dimension: Copies of the novel will be available for students who need to go

back and look for examples. Students will work in groups, which will help both students that

struggle and students that thrive in that the more advanced learners can help the rest of their group.

The children’s book will be available for students who are at a lower reading level to utilize for the task.

Students who can and want to do more will be allowed to answer more than one of the questions at the end.

Some students will be strategically numbered so that they end up with a certain question for the first round of the Jigsaw – advanced learners will get the higher level question.

Prerequisite Learning: Students will know Wonder from the previous read aloud that I did

for the book as well as some activities related to the story in previous lessons of the year.

Students will have experience working in Jigsaw groups, so there should be minimal confusion with how it works.

EAL Considerations:

I will listen in on mini presentations and observe while still adding notes to my checklist and clipboard.

I will get a better picture of individual students’ understanding in actually getting to read individual students’ responses.

Students should be immersed in a vocabulary-rich environment so I will project our running list of vocabulary definitions with the following newly added from We’re All Wonders and Wonder:

-galaxy: billions of stars together in space-kinetic: resulting from motion-scrambling: getting through or into position quickly-ghoul: a scary thing to dress up as for Halloween (OED, 2018)

EAL learners will be strategically numbered to get the Jigsaw question that best suits their learning and involves the least advanced comprehension.

While instructing, I will aim to be conscious of using short sentences, clarifying pronouns, and paraphrasing often as well as having students repeat or paraphrase the instructions back to me.

Technology Integration: YouTube video Projected Word document with the vocabulary list

Cross Curricular Connections: Health Education – healthy relationships

Lesson Six – Chicken Soup for the Soul & Taking a StandOutcomes/ Indicators:

CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts.c. Adopt a receptive listening posture. d. Determine literal and implied meaning of message.

CR7.7 Read independently and demonstrate

Lesson:Essential Questions: When have you needed courage in your life? Do you believe that you have the ability to do anything you want to do in life? What can we learn about courage from characters, both real and fictional, who triumph through determination, talent, or strength? Is it courageous sometimes to simply decide not to do something? (Saskatchewan Ministry of Education, 2008, p. 21)

PresentationSet: 10 minutes

I will read Acceptance from Chicken Soup for the Soul: Just for Teenagers to the class. Students will be instructed to think of how courage is demonstrated in the story as they listen.

After I have read the short story, students will be asked to submit responses on Menti to the following question: What did you hear about courage in the story? Responses will show up as separate boxes and scroll through to show all students’ responses.

I will bring up ones that are interesting or need clarification and we will talk about some of the responses as a class.

Development: 40 minutes I will hand out copies of Drama Queen, Speaking Up, Until She’s

Gone, Castaway, A Closed Door, Acceptance, and You Decide What You Want from the Chicken Soup for the Soul book to pre-determined students based on what I think they will like.

I will also remind students of how we should react to certain topics that may come up in some of the stories we read (the LGBTQ community, depression, disabilities). I will let students share some of what we have talked about as a class before regarding social justice issues and sensitive topics before moving on.

Students will work independently to read their short story. After reading their story, students will write a letter to the author

Assessment:

Formative: I will know who is listening through observation of listening skills such as receptive posture and eye contact. I will gain a better picture through assessing the quality of Menti responses as well.

I will observe during the reading time to get an idea

comprehension of texts.b. Read and demonstrate comprehension and interpretation of texts including short stories.

CC7.8 Write to narrate a factual account.c. Use transition words (first, then, next, before, after, however) to signal organizational pattern within compositions.e. Create multiple-paragraph compositions (minimum of 5 paragraphs in an essay) of at least 500-700 words. f. Create narrative texts (recount an event) as follows: establish a context, plot, and point of view; use a range of narrative devices (dialogue, tension, suspense); make the narrative engaging; develop it systematically leading to a climax or conclusion.

AR7.2 Appraise own and others’ work for clarity and correctness.e. Discuss developing abilities in personal language learning and use. f. Contribute to and use scoring guides, rubrics, and other criteria to reflect on and analyze clarity of work.

about how they are proud of the author for being courageous and taking a stand or how they admire the author for standing up for something they believe in. The letters will be handed in as a formative assessment.

I will have our running list of vocabulary projected on the board so that students can reference it as they move through the activity.

If students finish early, I will explain to them individually the next assignment and allow them to get started on it.

I will then introduce the first summative assignment of the unit. Students will write their own personal courage narrative. I will give the instructions orally, but will also hand out an instruction sheet (Appendix F) to students with the following information:

o Write your own personal courage narrative.o Use the Chicken Soup for the Soul stories as inspiration for

your narrative about taking a stand.o Plan for the retelling of your personal courage narrative with

the provided graphic organizer so as to make sure all needed components are included (aspects of plot including climax, dialogue, suspense, transition words, etc.).

o Get feedback from the teacher before publishing.o Write a good copy of your 5 paragraph (minimum) narrative

that recounts a personal event that happened in your life that showcased courage.

Students will also be handed out a graphic organizer (Appendix G) and a rubric (Appendix H) so that they know how they are being marked on their narratives.

Students will be told that all the narratives in the Chicken Soup for the Soul book would be acceptable products to hand in, but that some go above and beyond as they are more than 5 paragraphs long. Students will get inspiration for their own courage story topics and see the practical ways they can be written and presented.

I will model how to use the graphic organizer to help students plan for their narratives. Students will get to see how to go about plugging information in as well as how that information can be transferred into a formal narrative. I will use Breaking Boundaries as the example for the modelling of the organizer.

Students will then get time to start planning and filling in their graphic organizers. I will let students know that the next two periods will be work periods to complete this assignment.

Closure: 10 minutes Students will get the remainder of the class to share their idea for a

personal story of courage with a partner or small group of their choice since the stories are personal.

Students will be encouraged to read and discuss each other’s graphic organizers for their personal narratives as well as give feedback in the form of 2 Stars and a Wish (Appendix I). Students will be handed out a peer assessment sheet that has them give their partner two stars (two things that are good about their idea/writing) and a wish (one thing that their partner could work on for the final copy). Students will hand in their peer assessments so that I can see them, but then will get them back the next class to help them prepare for their summative assessment.

of who is getting it and who is not. I will also read the letters that students hand in to have something more concrete.

Summative: I will use the rubric (Appendix H) to mark the personal courage narratives using a 1-4 scale in three categories stemming from CC7.8.

Formative: As students work, I will circulate to observe and have conversations with students to offer them some feedback along the way to their final product.

Students will get to assess each other. I will be able to gain a better sense of how things went for individual students through these assessments as well as be able to see how students do at giving each other feedback.

Teaching Strategies: Do a read aloud to model good reading strategies and a love for

reading. Allow for student choice in the writing of stories so that students are

engaged and willing. Assign Chicken Soup for the Soul stories based on student interest to

let students know that you know them and care about their interests. Give oral and written instructions.

Lesson Preparations/Materials: Have the Menti set up and ready to go. Have the Chicken Soup for the Soul stories copied. Have the instruction sheet (Appendix F) copied. Have the graphic organizer (Appendix G) copied. Have the rubric (Appendix H) copied. Have the assessment sheet (Appendix I) copied.

Classroom Management Strategies: Start the class with a read aloud to settle students and focus them for

the lesson. This works as a calming activity. Have names written on each story print out so that it is easy to know

which story belongs with which student. Have the names written out beforehand.

Adaptive Dimension: Give advanced learners the more difficult stories like Drama Queen

and Castaway. Graphic organizers will be given to all students, which will especially

help some who need support in keeping things organized. Advanced learners will be able to enhance their narratives by going

beyond the criteria on the instruction sheet. Some learners could be challenged to present their narrative to the

class or create a visual component to go along with it.Prerequisite Learning:

Students will have experience writing letters. Students will have experience working with the components of plot

and creating narratives from previous formative assignments.EAL Considerations:

Students should be immersed in a vocabulary-rich environment so I will project our running list of vocabulary definitions with the following newly added from Breaking Boundaries, Drama Queen, Speaking Up, Until She’s Gone, Castaway, A Closed Door, Acceptance, and You Decide What You Want:

-icebreakers: something that breaks awkwardness and helps people have conversations-unleashed: freed-immensely: greatly-lanky: lean and long-cajoled: get one’s way-autopilot: according to routine or habit-intervened: to come in or between to interrupt-remorse: deep regret or guilt-liberating: being set free-serenity: clearness; stillness

-torment: great suffering-conga: African dance-induction: introduction or initiation-grudge: being unwilling to give or grant something (OED, 2018)

EAL students will be given specific Chicken Soup for the Soul stories that are shorter and include less vocabulary.

Make sure that EAL students have a good mentor to share their stories with who will give them good and helpful feedback.

Give EAL students additional time to complete the assignment if needed.

While instructing, I will aim to be conscious of using short sentences, clarifying pronouns, and paraphrasing often as well as having students repeat or paraphrase the instructions back to me.

Technology Integration: Menti Projected Word document with the vocabulary list

Cross Curricular Connections: Health Education – healthy relationships, promoting health

Lesson Seven – Hidden Figures & Taking a StandOutcomes/ Indicators:

CR7.5 Listen critically to understand and analyze oral information and ideas from a text. a. Display active listening behaviours (focusing on the message of the speaker, making reasonable predictions, checking for understanding, recognizing when information is making sense, making notes).k. Note how examples, illustrations, and visual aids support or take away from the key message.

CR7.4 View and demonstrate

Lesson:Essential Questions: What can we learn about courage from characters, both real and fictional, who triumph through determination, talent, or strength? (Saskatchewan Ministry of Education, 2008, p. 21)

PresentationSet: 5 minutes

Students will be shown a trailer for the movie Hidden Figures found here: https://youtu.be/RK8xHq6dfAo.

I will ask for volunteers to share what they thought about the video and ask for some guesses (from people who have not seen the movie or read the book) as to how this story might fit into our courage unit based on what they saw in the video.

Development: 45 minutes I will have our running list of vocabulary projected on the board for

students to reference as I read the Hidden Figures children’s book. I will explain to students that I will be reading aloud Hidden

Figures: The True Story of Four Black Women and the Space Race. I will instruct students to be active listeners through jotting down notes and making predictions as well as taking note of how the visuals in the book support or take away from the message.

I will draw a simple graphic organizer on the board for students to copy down and use if they feel they need it:

Notes Predictions Visuals

Students will get a few extra minutes after I am done reading to

continue to add to their graphic organizers. I will show students the scene from the movie that shows Katherine

Assessment:

Formative: I will observe students and their listening skills during the video. I will gain a better understanding of who was listening when student responses start coming in.

I will continue to observe students as I read the book and take mental note of who is and who is not demonstrating active listening skills.

I will observe students watching the video and

comprehension and interpretation of visual and multimedia texts such as videos.a. Display active viewing behaviours.b. View critically to understand and analyze opinions and messages presented in visual and multimedia texts.

CR7.5 Listen critically to understand and analyze oral information and ideas from a text.d. Determine literal and implied meaning of message. e. Separate own ideas and opinions from speaker’s ideas and opinions.h. Identify the perspective implicit within and what information, arguments, or positions are not included.

standing up for herself and the other women of colour in relation to using the washroom found here: https://youtu.be/09Zuom8FH04. Students will be told that this is an example of courage that should be included in their graphic organizers. I will give a few minutes for students to add information from the video to their charts.

Students will then be shown the scene from the movie that shows Katherine taking a stand to get into the meeting found here: https://youtu.be/sQLYZ0Uxxvg. Students will be told that this is another good example of having the courage to take a stand. A few minutes will be given for students to add ideas to their charts. These graphic organizers will be handed in for feedback at the end.

I will then hand out a question sheet (Appendix J). Students will be asked to independently answer the questions on a piece of looseleaf using information that they have recorded in their graphic organizers or anything else they can remember from any of the videos or the book.

o Question 1: As the book opens, the reader meets Melvin Butler, the white personnel officer at Langley who was searching desperately for qualified mathematicians and wound up hiring black women for jobs that historically had gone only to white men. Shetterly muses, “Maybe Melvin Butler was progressive for his time and place, or maybe he was just a functionary carrying out his duty. Maybe he was both.” Which do you think it was?

o Question 2: The author says of young Dorothy Vaughan: “Possessed of an inner confidence that attributed no shortcoming to her race or to her gender, Dorothy welcomed the chance to prove herself in a competitive academic arena.” How did this approach to life help her at Langley? Was it an attitude shared by the other women in West Computing?

o Question 3: A wife and mother of four, Dorothy leaves her family in Farmville to take a mathematician job over a hundred miles away. Working at Langley pays twice what she’s earning as a teacher at a segregated school, but it means she won’t see her family for weeks at a time. Would you have done the same? Was it a worthwhile sacrifice?

o Question 4: The author tells us: “As far as the West Computers were concerned, they would prove themselves equal or better [than their white and male counterparts’, having internalized the Negro theorem of needing to be twice as good to get half as far.” Do you believe this is true? Why do you think they believed it?

o Question 5: Mary Jackson refuses to let the children’s choir at her church sing the song “Pick a Bale of Cotton,” a happy tune about slaves: “The song reinforced all the crudest stereotypes about what a Negro could do or be. Sometimes, she knew, the most important battles for dignity, pride, and progress were fought with the simplest of actions.” Were there other simple actions described in this book that live up to this truth? What were they?

o Question 6: Katherine Johnson’s mentor, the esteemed

focus on students demonstrating active viewing behaviours such as looking up at the screen. I will make mental note of these students.

I will circulate the room during the work time to observe students, but I will also get the answers to the questions handed in so as to have some concrete evidence of each students’ understanding of the content.

mathematician Dr. William Claytor, believes her exceptional talent would make her a first-rate mathematician, but when Katherine Johnson asks, “But where will I find a job?” His only response is, “That will be your problem.” How would you have responded? Would you have continued to pursue a graduate degree given those challenges? Why do you think Katherine made the decisions she made?

o Question 7: “Not a morning dawned that [Katherine Johnson] didn’t wake up eager to get to the office. The passion that she had for her job was a gift, one that few people ever experienced.” Was this passion for the job the key to Johnson’s overcoming the obstacles she faced because of her gender and race? Was she simply lucky to have found the right career? Do you think many people feel this way about their work?

o Question 8: “Being on the leading edge of integration was not for the faint of heart,” Margot Lee Shetterly observes. Do you think the women of West Computing were unusually courageous? Did they arrive there because they were brave, or did they grow braver as they faced the challenges of working at Langley and living under Jim Crow? (Shetterly, 2016, p. 347-349)

Students will be told that answers should be in full sentences and that most answers should be at least one paragraph long. Students will also be told to do the questions in whatever order they want because they likely will not get to them all. Students can hand in their questions as they finish and then compare graphic organizers in partners while everyone else finishes.

Closure: 10 minutes I will show the class a music video about Katherine found here:

https://www.flocabulary.com/unit/katherine-johnson/. Students will be invited to sing along with the lyrics on screen.

After the video, we will have a full class discussion about the ideas presented in the song and how they connect to what we just learned about these hidden figures in the movie clips and book.

Teaching Strategies: Model how to use the graphic organizer. Give student choice and responsibility in answering the questions

because it engages them in the task. Give oral and written instructions.

Lesson Preparations/Materials: Have the YouTube video ready to go. Have the books out and ready. Have question sheets (Appendix J) copied.

Classroom Management Strategies: Start the class with a video to settle students and focus them for the

lesson. Give a secondary task for students to do if they happen to finish

answering all the questions.Adaptive Dimension:

Graphic organizers will be used, which will help students who have a

hard time keeping things in order. Students who are struggling to do the questions just from their

graphic organizers and memory will be moved to a back table where they will have access to the children’s book and the novel.

Musical students will be allowed to come to the front of the room and lead the class in the closure song if they choose.

Scientific or mathematical students will be invited to share some of what they know about the science and math in the story.

Prerequisite Learning: Students will have an understanding of space from Science 6 and

may know some of the terms and space content from the story.EAL Considerations:

Students should be immersed in a vocabulary-rich environment so I will project our running list of vocabulary definitions with the following newly added from Hidden Figures: The True Story of Four Black Women and the Space Race:

-turbulence: violent movement-trajectories: pathways-supersonic: great soundwaves or vibrations-perseverance: consistent pursuit of an aim (OED, 2018)

Some EAL students may identify with the characters in the books and videos and feel more connected to the lesson.

The children’s book will be available for EAL students to go back into for support in answering the questions.

EAL students may have an easier time giving the answers orally, so a buddy could scribe for them.

While instructing, I will aim to be conscious of using short sentences, clarifying pronouns, and paraphrasing often as well as having students repeat or paraphrase the instructions back to me.

Technology Integration: YouTube video Music video Projected Word document with the vocabulary list

Cross Curricular Connections: Arts Education – music Science – space Mathematics – equations in book and videos

Lesson Eight – The Help & Taking a StandOutcomes/ Indicators:

CR7.5 Listen critically to understand and analyze oral information and ideas from a text.

Lesson:Essential Questions: When have you needed courage in your life? What can we learn about courage from characters, both real and fictional, who triumph through determination, talent, or strength? (Saskatchewan Ministry of Education, 2008, p. 21)

PresentationSet: 10 minutes

I will show students the trailer for the movie The Help found here: https://youtu.be/aT9eWGjLv6s. After viewing, we will discuss the topic in relation to the last lesson on Hidden Figures. I will ask students to compare what they know about the stories and raise their

Assessment:

Formative: I will know that students are engaged and listening through observing listening behaviours. I will

d. Determine literal and implied meaning of message.

CR7.2 Select and use appropriate strategies to construct meaning before, during, and after viewing, listening, and reading.a. Before: ask questions; anticipate message and author’s intent. b. During: connect and construct meaning (make personal connections to text and world) and to contemporary and historical issues and problems; note key ideas.c. After: reflect and interpret (explain how the texts reveal the theme through events, characters, plot.

CR7.7 Read independently and demonstrate comprehension of texts.a. Display active reading behaviours (reading with purpose in mind; making, confirming, correcting predictions; matching reading rate to purpose and difficulty of text; rereading to clarify understanding).i. Recognize author’s point of view and reason for choosing it.

hands to volunteer answers. I will replay the video from 1:34-1:41 to let the class hear the quote

about courage in the video. I will then ask students to discuss the quote in their table groups, nominate a spokesperson, and be ready to share something after a few minutes.

I will then call on groups to share what they talked about.Development: 45 minutes

I will then explain to students that they will be working through a reading activity independently that involves before, during, and after strategies that we have looked at and used before.

Students will be given Chapter 22 of The Help (Stockett, 2011, p. 333-346) about Skeeter standing up to Miss Hilly and getting everyone to mock her bathroom initiative with a lawn full of toilets told from the perspective of Aibeleen as well as a handout (Appendix K) that will guide them along the way with questions, prompts, and graphic organizers. Students will work at their own pace.

Students will first do a before activity that will have them create a list of questions they have about the story based on what they may already know about it and the video they watched. They will also anticipate the message and the author’s purpose by looking at pictures. Students will be able to use their devices or a school iPad to type “The Help” in Google Images to help them with this.

Students will then move on to actually reading the chapter and doing the during activities, which include making personal connections to the text as well as world connections including contemporary and historical issues. Students will have access to their devices or the iPads to do some quick research into that if they choose. Students will also be asked to note key ideas while reading.

Once students finish reading, they will partake in the after activity that will have them reflect and interpret. Students will be asked to explain how the text reveals the theme of courage through events, characters, and plot.

I will circulate around to students to check in and give any support needed.

Closure: 5 minutes I will show a clip from the movie that shows Minny agreeing to

interview with Skeeter found here: https://youtu.be/i0btqgyNqPs. I will host a full class discussion on how Minny showed courage in

doing this and how her courage relates to the courage of other characters they know from the story. Students will be encouraged to use what they read earlier in the lesson to compare the courage of different characters (Skeeter, Aibileen, Minny) in the story.

Teaching Strategies: Repeat important information – replay the section of the video. Give oral and written instructions. Chunk tasks so as not to overwhelm students. Allow students to work at their own pace.

Lesson Preparations/Materials: Have the YouTube video ready to go. Have the handout (Appendix K) copied. Have copies of the chapter ready.

Classroom Management Strategies:

gain a better sense through the discussion responses.

I will circulate the room during the work time to observe students and engage specific ones in conversation about what they are doing. I will also get completed handouts back from each student so that I will have concrete evidence of who comprehended what they read and viewed and who did not.

I will circulate the room during the reading time to observe students and take mental note of who is demonstrating strong reading skills. I will also gain a better sense of who read well through the responses to the handout prompts and questions.

Start the lesson with a video to help settle students and get them focused for the lesson.

Have groups nominate a spokesperson so that the most ideas can be shared in an efficient manner and time frame.

Adaptive Dimension: Students will be allowed to work at their own pace through the task. Students who are slower at writing may be supported with a scribe or

a voice recorder. Advanced learners will be challenged to write more than the required

amount for the after strategy.Prerequisite Learning:

Students will have experience working with before, during, and after strategies.

Some students may be familiar with the story.EAL Considerations:

Students should be immersed in a vocabulary-rich environment so I will project our running list of vocabulary definitions with the following newly added from The Help:

-garnish: things placed around a dish of food to improve its appearance-linoleum: a type of flooring-pitiful: inadequate; not very good-suffocated: lost ability to breathe-carport: shelter for a car attached to a house (OED, 2018)

Some EAL learners may see themselves in the characters in the videos and book, which may contribute to a sense of pride or belonging.

EAL learners may be taken to the side to go through the chapter together. They may also be allowed to work next to a buddy who can help them along.

While instructing, I will aim to be conscious of using short sentences, clarifying pronouns, and paraphrasing often as well as having students repeat or paraphrase the instructions back to me.

Technology Integration: YouTube videos iPads for research Projected Word document with the vocabulary list

Cross Curricular Connections: Social Studies – social dynamics in other time periods and places

Lesson Nine – PreceptsOutcomes/ Indicators:

CR7.5 Listen critically to

Lesson:Essential Questions: When have you needed courage in your life? Do you believe that you have the ability to do anything you want to do in life? What can we learn about courage from characters, both real and fictional, who triumph through determination, talent, or strength? Is it courageous sometimes to simply decide not to do something? (Saskatchewan Ministry of Education, 2008, p. 21)

PresentationSet: 5 minutes

Assessment:

Formative: I will know

understand and analyze oral information and ideas from a wide range of texts.c. Adopt a receptive listening posture. d. Determine literal and implied meaning of message.

CC7.3 Select and use the appropriate strategies to communicate meaning before, during, and after speaking, writing and other representing activities.b. Before: consider and generate specific ideas and information that might be included (get ideas from books and others); consider qualities of effective communication and the language to use (consider strong verbs to use and how to match stance/role/voice to audience purpose).During: reflect, clarify, self-monitor, self-correct, and use a variety of “fix-up” strategies; acknowledge sources.After: proofread for mechanics and appearance (use white space, font, bold to communicate meaning; polish to enhance legibility); share final product, reflect, consider feedback.

Students will be shown a clip from Wonder that explains what precepts are found here: https://youtu.be/LHLiVYaOyb0.

I will write “Precepts” on the board and ask for volunteers to give suggestions as to what precepts are according to what they heard in the video, what they know from having previously listened to me read Wonder aloud, and what they know from their own knowledge.

Students’ suggestions will be added to the board in a word web so that the class can see that we have a general understanding of what a precept is as a class.

Development: 45 minutes I will project our running list of vocabulary for students to reference

as they listen and work throughout the lesson. To further clarify what a precept is, I will read a section from

Wonder that explains the term. The chapter is called Choose Kind (Palacio, 2012, p. 45-48).

I will explain to students that they will be doing their second summative assignment of the unit, which will have them creating their own precept on the topic of courage. They will be handed out an instruction sheet (Appendix L) and a rubric (Appendix M) so that they know what they are doing and how they are being marked. Students will work at their own pace and will get the next class to work on the assignment as well.

Before students start working, I will give them a sneak peak of R.J. Palacio’s sequel to Wonder by reading a chapter about Julian’s precept in Auggie & Me. The chapter is called Mr. Browne (Palacio, 2015, p. 65-71). Students will get an example of a student made precept and the process of coming up with it.

I will also show students 365 Days of Wonder: Mr. Browne’s Precepts. I will read the short note from Mr. Browne that is just inside the cover that clarifies even further what precepts are and why they are important. I will flip through the book for students to see the pages and let them know that the book will be in the room for them to look at for ideas (especially ideas for the presentation of their precept) as they work.

Students will first complete their before strategies, which include considering and generating ideas and information that might be included in their precept like getting ideas from books and other places. They will also consider qualities of effective communication and the language to use such as strong verbs and how to match word choice to audience by brainstorming some good words that they may include in their precept.

Students will then move on to their during strategies, which have them reflect, clarify, self-monitor, self-correct, and use a variety of “fix-up” strategies like making corrections based on feedback of others; compare with others. Students will also acknowledge sources by citing and giving credit to material used.

Lastly, students will do some after strategies including proofreading for mechanics and appearance (white spaces, font, bold to communicate meaning, polish to enhance legibility). Students will also share their final product and reflect on how well they considered feedback, considered the impact of presentation, and considered the topic of courage. This will be given in paragraph form.

I will circulate the room to keep students on task and offer support.

students are engaged and listening by observing their listening behaviours. I will gain a more concrete understanding when students start volunteering responses.

Summative: I will use the rubric (Appendix M) to mark the precept creations using a 1-4 scale in three categories stemming from CC7.3.

Formative: I will know students are engaged and listening through observations of listening skills.

I will circulate the room and observe as well as converse with specific students about what they are doing so as to give them some informal feedback before handing in their final precept creations.

AR7.2 Appraise own and others’ work for clarity and correctness.e. Discuss developing abilities in personal language learning and use.i. Reflect on, analyze, and assess writing and other representing behaviours, and formulate goals for improvement.

Closure: 10 minutes Students will get a formal chance to meet up with a partner of their

choice and discuss their ideas for precepts. Students will give each other feedback in whatever form they like, but they will be reminded of some of the other peer assessments that we have done including the rating scale and comments as well as the two stars and a wish.

Teaching Strategies: Repeat important material in multiple ways – the video and read

alouds give the same information. Chunk material so that students do not become overwhelmed with

the task at hand. The assignment is split between before, during, and after and then even further broken down within each.

Allow students to conference with each other and give feedback. Give oral and written instructions.

Lesson Preparations/Materials: Have the YouTube videos pulled up in tabs and ready to go. Have the books on hand. Have the instruction sheet (Appendix L) copied. Have the rubric (Appendix M) copied. Have white paper on hand.

Classroom Management Strategies: Start the lesson with a video to help settle students and focus them

for the lesson. This works as a calming activity.Adaptive Dimension:

Students will be supported with chunked material in the instruction sheet that is easy to look to for reference.

Multiple intelligences will be satisfied in this assignment that includes parts catered to different interests and talents.

Advanced learners could be challenged to create more than one precept.

Prerequisite Learning: Students will have experience with before, during, and after

strategies. Students will have experience with citing material.

EAL Considerations: Students should be immersed in a vocabulary-rich environment so I

will project our running list of vocabulary definitions with the following newly added from Wonder, 365 Days of Wonder, and Auggie & Me:

-motivate: give reason or purpose for doing something-illustrious: lighted up-debunk: to remove nonsense-complimentary: being kind-croissant: French bread-deformity: condition of being disfigured in appearance (OED, 2018)

EAL learners may be given more time to complete the assignment. While instructing, I will aim to be conscious of using short sentences,

clarifying pronouns, and paraphrasing often as well as having students repeat or paraphrase the instructions back to me.

Technology Integration: YouTube

Students will get a chance to assess each other and I will get to listen in on some of the conversations to see where specific students are at with assessing and reflecting.

iPads to search on Projected Word document with the vocabulary list

Cross Curricular Connections: Arts Education – visual representation

Lesson Ten – Courage SpeechesOutcomes/ Indicators:

CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts.c. Adopt a receptive listening posture. d. Determine literal and implied meaning of message.

CC7.1 Create various visual, oral, written, and multimedia (including digital) texts that explore identity, social responsibility, and efficacy. b. Create representations, speeches, and writing that feature the following qualities: Message Content or Ideas (Meaning): focus around a clear purpose; audience; relevant details, originality in literary texts; contains ideas and images that create an impact. Organization and Coherence (Form): Introduces the topic; is easy to follow; uses a variety of connecting words; creates a logical ending.Language Conventions (Style and Language Choices): Use clear and varied language; contains a variety of sentences; including very few spelling

Lesson:Essential Questions: When have you needed courage in your life? Do you believe that you have the ability to do anything you want to do in life? Is it courageous sometimes to simply decide not to do something? (Saskatchewan Ministry of Education, 2008, p. 21)

PresentationSet: 10 minutes

I will show students a speech on the topic of courage found here: https://youtu.be/lnWcd4FEzz8. Students will be asked to just listen and watch.

After the video, I will ask students to pull out some specific courage themes from the video such as having the courage to be yourself and having the courage to do something you think is terrifying. We will have a full class discussion about some of these themes.

Development: minutes I will introduce the final summative assessment to students by letting

them know that they will be creating their own courage speeches. Students will receive a handout (Appendix N) and a rubric

(Appendix O) so that they know what the expectations are as well as how they are going to be marked.

I will go through the instructions orally to help auditory learners. I will verbalize to students that they need to have a visual component

to their speech as well. I will reference the visual in the video we watched earlier, but let students know that it was not an exceptional example of a visual. I will model how to make slides that would be more impressive than the static picture on the YouTube video so that students have an idea of what the visual component should consist of.

Students will first do some planning for their speeches in whatever way they believe will work for them. I will model a simple graphic organizer on the board that students can create and use in relation to their instructions handout and rubric if they want:

Message Organization Language Choices

Visual Component:

Students will then move on to actually writing their formal speech. I will let students know that the written component will focus on message (they will get to choose something specific about courage such as having the courage to be yourself or having the courage to take a stand), organization, and language choices. I will remind students that these things are explained further in their handout and

Assessment:

Formative: I will know students are engaged and listening by their behaviour and by the responses given.

Summative: I will use the rubric (Appendix O) to mark the precept creations using a 1-4 scale in three categories stemming from CC7.1.

Formative: I willI will circulate the room during work time to observe students and converse with specific ones so as to give some informal feedback

and grammar errors; clear representations which are visually accurate and legibly and neatly presented.

CC7.4 Use cues (use appropriate gestures and facial expression) to construct and to communicate meaning.c. Other Cues: Use volume and presentation techniques appropriate to audience and purpose; use appropriate gestures, physical movements, facial expressions, sounds, visuals, and multimedia aids to enhance presentation; combine print and visuals.AR7.1 Set and achieve short-term and long-term goals to improve viewing, listening, reading, representing, speaking, and writing strategies.i. Reflect on, analyze, and assess writing and other representing behaviours, and formulate goals for improvement.

rubric. I will remind students to think of the courage speech we just watched

to help them get started and understand what is expected of them in their own speeches. This assignment will also come at the end of the unit so that students will have all the information and examples of courage possible to use as inspiration for their motivational speeches.

I will let students know that they will get the next 3 classes to work on their motivational speeches and that they will present their speeches to the class on the fourth day.

Students will be allowed to use their devices and the school iPads to work on this assignment. I will also encourage them to go back and watch the example speech for inspiration and clarification.

As students work, I will circulate around the room to keep students on task and offer support where needed.

Closure: 10 minutes Students will be given back their self-assessments from a previous

lesson in this unit. They will be instructed to look back on their personal goal and write a reflection in the form of paragraphs as to how well they believe they did at it.

I will prompt students to write on looseleaf and be specific in that they use examples of what they did and how they did it in the lessons between then and now at the end of the unit.

Students will be asked to make changes to their goal so that they can continue on with it for the rest of the time they get to work on their speeches.

Teaching Strategies: Model the graphic organizer. Model what well done slides look like. Give oral and written instructions. Repeat important instructions so that they get through to students. Give student choice to engage students.

Lesson Preparations/Materials: Have the video pulled up and ready. Have the handout (Appendix N) copied. Have the rubric (Appendix O) copied. Have the iPads booked. Have supplies (paper, etc.) for the visual component.

Classroom Management Strategies: Start the lesson with a video so as to calm students and get them

ready for the lesson. Allow students to work in areas that they will get work done

(hallway, by a window, on the floor, next to a friend, etc.)Adaptive Dimension:

A sample graphic organizer will be gone over with students so that students who need support in keeping organized are covered.

Advanced learners will be challenged to make speeches that are more than 5 minutes long.

For extremely anxious students, accommodations could be made to present their speech to just me or to a small group.

Prerequisite Learning: Students will have some experience with script writing from the

previous Stargirl lesson.

before students hand in their good copies and present their speeches.

While circulating, I will converse with students about presenting speeches by talking about such things as volume, pacing, and gestures, but will remind students that they are not getting a summative mark on those things this time. This will just be used as practice for future presentations.

Students will have a chance to assess and reflect and I will be able to observe some more goal setting happening.

EAL Considerations: Students should be immersed in a vocabulary-rich environment so I

will project our running list of vocabulary definitions with the following newly added from Motivational Speech – Courage:

-rookie: a new person at something-pecking order: the order of something according to status-envious: not liking others’ good fortune-adrenaline: excitement (OED, 2018)

EAL learners will not be forced to present their speech in front of the class if they do not want to. Accommodations could be made to present to just me or a small group.

EAL learners may be given more time to prepare for their speeches. While instructing, I will aim to be conscious of using short sentences,

clarifying pronouns, and paraphrasing often as well as having students repeat or paraphrase the instructions back to me.

Technology Integration: iPads for the visual component Projected Word document with the vocabulary list

Cross Curricular Connections: Arts Education – visual component Health Education – promoting health

Appendix A

The Greatest Showman – This Is MeLyric Breakdown

TASK: Break down the lyrics of the song by translating the creative language back into simple terms and analyzing what the lyrics say about courage.

This Is Me Lyrics Lyric BreakdownI am not a stranger to the darkHide away, they say‘Cause we do’'t want your broken partsI’ve learned to be ashamed of all my scarsRun away, they sayNo one’ll love you as you are

But I won’t let them break me down to dustI know that there's a place for usFor we are glorious

When the sharpest words wanna cut me downI’m gonna send a flood, gonna drown them outI am brave, I am bruisedI am who I'm meant to be, this is meLook out ‘cause here I comeAnd I'm marching on to the beat I drumI’m not scared to be seenI make no apologies, this is me

Oh-oh-oh-oh (x4)

Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, oh

Another round of bullets hits my skinWell, fire away ‘cause today, I won’t let the shame sink inWe are bursting through the barricades andReaching for the sun (we are warriors)Yeah, that’s what we've become (yeah, that’s what we've become)

I won’t let them break me down to dustI know that there's a place for usFor we are glorious

When the sharpest words wanna cut me downI’m gonna send a flood, gonna drown them outI am brave, I am bruisedI am who I'm meant to be, this is meLook out ‘cause here I comeAnd I'm marching on to the beat I drumI’m not scared to be seenI make no apologies, this is me

Oh-oh-oh-oh (x4)Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, ohThis is me

and I know that I deserve your love(Oh-oh-oh-oh) ‘cause there's nothing I'm not worthy of(Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, oh)When the sharpest words wanna cut me downI’m gonna send a flood, gonna drown them outThis is brave, this is proofThis is who I'm meant to be, this is me

Look out ‘cause here I come (look out ‘cause here I come)And I'm marching on to the beat I drum (marching on, marching, marching on)I'm not scared to be seenI make no apologies, this is me

When the sharpest words wanna cut me downI’m gonna send a flood, gonna drown them outI’m gonna send a flood

Gonna drown them outOhThis is me

Appendix BStargirl Questions

Answer the following questions in full sentences.

1. When Stargirl arrives at Mica High School, people notice her. Name three ways in which her appearance or behavior differs from that of other students (Scholastic, 2018).

2. Archie is a mentor and friend to Leo and other kids in the neighborhoods. Cite examples from the book that show how Archie helps one of the main characters (Scholastic, 2018).

3. Toward the end of the book, Leo chooses membership in his peer group over his affection for Stargirl. What is your opinion of Leo’s choice? Why? (Scholastic, 2018)

4. Identify a character in the story who shows courage. Explain how the character is brave (Scholastic, 2018).

TASK: “Stargirl won the state’s public speaking contest. Prepare a short speech for an oratorical contest on a topic such as Have the Courage to Be Yourself. Outline your speech on note cards. Visualize yourself winning the contest. Then deliver your speech to the group” (Scholastic, 2018).Appendix C

Self-Assessment

AR7.1 Set and achieve short-term and long-term goals to improve viewing, listening, reading, representing, speaking, and writing strategies.

Based on the activity you did today, create a goal for yourself in one of the following categories: Viewing Listening Reading Representing Speaking Writing

My goal is…

Explain why you want this to be your goal. What happened in today’s lesson that makes you want to improve in this area?

What steps might you take to achieve this goal?

Appendix DPeer Assessment

AR7.2 Appraise own and others’ work for clarity and correctness.

How well did each of your group members contribute to the group?Be specific and give examples to support your ratings.

RATING SCALE: 1 = poor 2 = satisfactory 3 = good 4 = excellent

Group Member’s Name Rating Evidence

Appendix EWonder Questions

Discuss your assigned question as a group and write some notes to help you present your answer to the next group you get together with.

1. Which character in Wonder has the most courage? Why?2. How do Auggie’s courage and Summer’s courage compare?3. How does Jack’s courage evolve through the story?

NOTES:

Appendix FPersonal Courage Narrative Instructions

Write your own personal courage narrative about taking a stand. Use the Chicken Soup for the Soul stories as inspiration for your narrative. Plan for the retelling of your personal courage narrative with the provided graphic

organizer so as to make sure all needed components are included (aspects of plot including climax, dialogue, suspense, transition words, etc.).

Get feedback from the teacher before publishing. Write a good copy of your 5 paragraph (minimum) narrative that recounts a personal

event that happened in your life that showcased courage.

Appendix GPersonal Courage Narrative Graphic Organizer

Exposition:

Rising Action:

Climax:

Falling Action:

Conclusion:

Dialogue:

Suspense:

Transition Words:

Appendix HPersonal Courage Narrative Rubric

CC7.8: Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news story, a factual account, and a business letter; to persuade in a letter and in interpretation of a text.

1 2 3 4Content The narrative

may not be a personal story of courage and is less than 4 paragraphs and 500 words long.

The narrative is a personal story of courage that is 4 paragraphs and 500-700 words long.

The narrative is a specific, personal story of courage that is at least 5 paragraphs and 500-700 words long.

The narrative is a specific, personal story of courage that is more than 5 paragraphs and 700 words long.

Flow The narrative does not showcase the proper use of transition words at the beginning and/or end of paragraphs.

The narrative showcases the use of transition words at the beginning and/or end of some paragraphs.

The narrative showcases the proper use of transition words at the beginning and/or end of every paragraph to help the reader easily follow the story.

The narrative showcases an exceptional use of transition words at the beginning and/or end of every paragraph that help the reader to read with great ease.

Organization The narrative is not organized using the aspects of plot or otherwise. The

The narrative is organized in a way that does not properly use the aspects of

The narrative is organized using the proper aspects of plot (exposition,

The narrative is exceptionally organized using the proper aspects of plot.

narrative does not use dialogue, tension, or suspense properly.

plot, but is still readable. The narrative attempts to use dialogue, tension, and suspense, but they are misused at times.

rising action, climax, falling action, and conclusion). The narrative uses the proper use of dialogue, tension, and suspense to engage readers.

The narrative shows a comprehensive use of dialogue, tension, and suspense that work well to engage readers.

Appendix I2 Stars and a Wish

Find a partner and trade graphic organizers. Give your partner two stars (two things that are good about their idea/writing) and a wish (one thing that they could work on for the final copy).

TWO STARS:I liked…

#1 –

#2 –

A WISH:

I think you should…

Appendix JHidden Figures Questions

Question 1: As the book opens, the reader meets Melvin Butler, the white personnel officer at Langley who was searching desperately for qualified mathematicians and wound up hiring black women for jobs that historically had gone only to white men. Shetterly muses, “Maybe Melvin Butler was progressive for his time and place, or maybe he was just a functionary carrying out his duty. Maybe he was both.” Which do you think it was?

Question 2: The author says of young Dorothy Vaughan: “Possessed of an inner confidence that attributed no shortcoming to her race or to her gender, Dorothy welcomed the chance to prove herself in a competitive academic arena.” How did this approach to life help her at Langley? Was it an attitude shared by the other women in West Computing?

Question 3: A wife and mother of four, Dorothy leaves her family in Farmville to take a mathematician job over a hundred miles away. Working at Langley pays twice what she’s earning as a teacher at a segregated school, but it means she won’t see her family for weeks at a time. Would you have done the same? Was it a worthwhile sacrifice?

Question 4: The author tells us: “As far as the West Computers were concerned, they would prove themselves equal or better [than their white and male counterparts’, having internalized the Negro theorem of needing to be twice as good to get half as far.” Do you believe this is true? Why do you think they believed it?

Question 5: Mary Jackson refuses to let the children’s choir at her church sing the song “Pick a Bale of Cotton,” a happy tune about slaves: “The song reinforced all the crudest stereotypes about what a Negro could do or be. Sometimes, she knew, the most important battles for dignity, pride, and progress were fought with the simplest of actions.” Were there other simple actions described in this book that live up to this truth? What were they?

Question 6: Katherine Johnson’s mentor, the esteemed mathematician Dr. William Claytor, believes her exceptional talent would make her a first-rate mathematician, but when Katherine

Johnson asks, “But where will I find a job?” His only response is, “That will be your problem.” How would you have responded? Would you have continued to pursue a graduate degree given those challenges? Why do you think Katherine made the decisions she made?

Question 7: “Not a morning dawned that [Katherine Johnson] didn’t wake up eager to get to the office. The passion that she had for her job was a gift, one that few people ever experienced.” Was this passion for the job the key to Johnson’s overcoming the obstacles she faced because of her gender and race? Was she simply lucky to have found the right career? Do you think many people feel this way about their work?

Question 8: “Being on the leading edge of integration was not for the faint of heart,” Margot Lee Shetterly observes. Do you think the women of West Computing were unusually courageous? Did they arrive there because they were brave, or did they grow braver as they faced the challenges of working at Langley and living under Jim Crow? (Shetterly, 2016, p. 347-349)Appendix K

The Help Reading Strategies Handout

BEFORE:1. Create a list of questions you have about the story based on what you may already know about it and the video you watched.

2. Anticipate the message and the author’s purpose by looking at pictures. Use your devices or a school iPad to type “The Help” in Google Images then record what you think the message of The Help is and why.

DURING:Read Chapter 22 of The Help.1. Make personal connections to the text.

2. Make world connections (including contemporary and historical issues) to the text. Use your device or an iPad to do some quick research into these if you choose.

3. Note key ideas while reading.

AFTER:When you finish reading, reflect and interpret. Explain how the text reveals the theme of courage through events, characters, and plot. Write in paragraphs on a piece of looseleaf.

Appendix LPrecept Creation Instructions

PRECEPTS = RULES ABOUT REALLY IMPORTANT THINGS!“Like a famous quote. Like a line from a fortune cookie. Any saying or ground rule that can

motivate you. Basically, a precept is anything that helps guide us when making decisions about really important things.” –Mr. Browne (Palacio, 2012, p. 46)

TASK: Create your own precept about courage based on Mr. Browne’s precepts in Wonder! You must also create some type of visual art to go along with your precept and its good copy. Work through the following to create your precept and don’t forget to look at the rubric!

Before Strategies – Complete on looseleaf. Consider and generate ideas and information that might be included in your precept like

getting ideas from books and other places. Consider qualities of effective communication and language to use such as strong verbs

and how to match word choice to audience by brainstorming some good words that you may include in your precept.

During Strategies – Complete on looseleaf. Reflect, clarify, self-monitor, self-correct, and use a variety of “fix-up” strategies like

making corrections based on feedback of others; compare with others. Acknowledge sources by citing and giving credit to material used.

After Strategies – Complete on looseleaf. Proofread for mechanics and appearance (white spaces, font, bold to communicate

meaning, polish to enhance legibility). Share your final product. Reflect on how well you considered feedback, considered the impact of presentation, and

considered the topic of courage. Write in paragraph form.

Appendix MPrecept Creation Rubric

CC7.3 Select and use the appropriate strategies to communicate meaning before, during, and after speaking, writing and other representing activities.

1 2 3 4Before There was limited

evidence of consideration and generation of ideas and information that could be included in the precept. There was limited evidence of consideration of qualities of effective communication and language to use by brainstorming words that could be included in the precept.

There was some evidence of consideration and generation of ideas and information that could be included in the precept including getting ideas from books, but nowhere else. There was some evidence of consideration of qualities of effective communication and language to use such as strong verbs or how to match word choice to audience by brainstorming good words that could be included in the precept, but not both.

There was evidence of consideration and generation of ideas and information that could be included in the precept including getting ideas from books, etc. There was evidence of consideration of qualities of effective communication and language to use such as strong verbs and how to match word choice to audience by brainstorming good words that could be included in the precept.

There was a great deal of evidence of consideration and generation of ideas and information that could be included in the precept including getting ideas from books and other places. There was a great deal of evidence of consideration of qualities of effective communication and language to use such as strong verbs and how to match word choice to audience by brainstorming more than enough good words that could be included in the precept.

During There was limited evidence of reflection, clarification, self-monitoring, self-correcting, and using a variety of “fix-up” strategies like making corrections based on feedback of others and comparing with others. Sources were not cited properly.

There was some evidence of reflection, clarification, self-monitoring, self-correcting, and using a variety of “fix-up” strategies like making corrections based on feedback of others and comparing with others. Some sources were cited properly.

There was evidence of reflection, clarification, self-monitoring, self-correcting, and using a variety of “fix-up” strategies like making corrections based on feedback of others and comparing with others. Most sources were cited properly.

There was a great deal of evidence of reflection, clarification, self-monitoring, self-correcting, and using a variety of “fix-up” strategies like making corrections based on feedback of others and comparing with others. All sources were cited properly.

After There was limited evidence of proofreading for mechanics and appearance (white spaces, font, bold to communicate meaning, polish to enhance legibility).The reflection showed limited evidence of considering feedback, considering the impact of presentation, and considering the topic of courage.

There was some evidence of proofreading for mechanics and appearance (white spaces, font, bold to communicate meaning, polish to enhance legibility).The reflection showed some evidence of considering feedback, considering the impact of presentation, and considering the topic of courage.

There was evidence of proofreading for mechanics and appearance (white spaces, font, bold to communicate meaning, polish to enhance legibility).The reflection showed evidence of considering feedback, considering the impact of presentation, and considering the topic of courage.

There was a great deal of evidence of proofreading for mechanics and appearance (white spaces, font, bold to communicate meaning, polish to enhance legibility).The reflection showed a great deal of evidence of considering feedback, considering the impact of presentation, and considering the topic of courage.

Comments:

Appendix NMotivational Courage Speech Instructions

Plan for your speech in whatever way you believe will work for you.o Remember the graphic organizer on the board that you can create and use.

Write your formal speech. The written component will focus on message (you get to choose something specific about courage such as having the courage to be yourself or having the courage to take a stand), organization, and language choices.

o These things are explained further in the rubric.o Remember to think of the courage speech you watched and all the information

and examples of courage from the unit because you can use that as inspiration for your motivational speech.

Prepare a visual component to your speech.o Remember that the visual in the video you watched is not an exceptional example.o Think about the slides as a better example.

Present your speech to the class.

*You are allowed to use your devices and/or the school iPads to work on this assignment.

Appendix OMotivational Courage Speech Rubric

CC7.1: Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Exploring Thoughts, Feelings, and Ideas), social responsibility (e.g., Taking Action), and efficacy (e.g., Building a Better World).

1 2 3 4Message & Meaning

The speech does not have a clear focus on courage throughout. It is often not appropriate to an audience of classmates. The speech provides limited details, is not original, and includes only 1 appropriate back up visual.

The speech has a focus on courage throughout. It is mostly appropriate to an audience of classmates. The speech provides some details, is somewhat original, and includes 2 or 3 appropriate back up visuals.

The speech has a clear focus on courage throughout. It is appropriate to an audience of classmates. The speech provides details, is original, and includes at least 4 appropriate back up visuals.

The speech has a clear focus on courage throughout. It is appropriate to an audience of classmates. The speech provides specific details, is very original, and includes more than 4 appropriate back up visuals.

Organization & Coherence

The speech is not organized with an introduction of the topic, does not have a flow that is easy to follow, and ends abruptly. The speech does not include transition words.

The speech is somewhat organized with an introduction of the topic, has a flow that can be followed, and ends somewhat logically. The speech includes some transition words at the beginning and/or end of paragraphs.

The speech is organized with an introduction of the topic, has a flow that is easy to follow, and ends logically. The speech purposefully includes transition words at the beginning and/or end of each paragraph.

The speech is extremely organized with an introduction of the topic, has a great flow that is easy to follow, and ends very logically. The speech purposefully includes transition words at the beginning and/or end of each and every paragraph.

Language Conventions

The speech does not include clear

The speech includes clear language

The speech includes a variety of clear

The speech includes a wide variety of

language choices. It shows little evidence of planning for a specific audience in those choices of language. The speech has no variety in sentences, 6 or more spelling and grammar errors, and is sloppily presented (written portion and visual component).

choices. It shows some evidence of planning for a specific audience in those choices of language, but is limited. The speech has some variety in sentences, 4-5 spelling and grammar errors, and is presented somewhat sloppily (written portion and visual component).

language choices. It shows evidence of planning for a specific audience in those choices of language. The speech has a variety of sentences, 3 or fewer spelling and grammar errors, and is neatly presented (written portion and visual component).

clear language choices. It shows a great deal of evidence of planning for a specific audience in those choices of language. The speech has a wide variety of sentences, 2 or fewer spelling and grammar errors, and is very neatly presented (written portion and visual component).

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