Unit 2: Charter and Global Issues Novel Study

October 27- Dec 3

TABLE OF CONTENTS:
Essential Questions:
Goals for Enduring Understandings (Students will know):
Assessment:
Learning Outcomes:
Litspiration and Round Tables
Scope
Strategies - linked with assessment
Timeline
Resources:
Lessons 1
To Do:
- Lesson Plans (Nov 3, 5)
Essential Questions:
To what extent does the Canadian Charter of Rights and
Freedoms protect our individual and collective rights and
responsibilities?
What are the responsibilities of the collective and the
individual in response to global issues?
Why should we, as Canadians, be concerned with global
issues?

Goals for Enduring Understandings (Students will know):

1) Why global issues are important and relevant to Canadians.
Also: How do the issues that youve uncovered in your novel relate
to how we respond to issues in Canada?
a) Making connections to issues for Canadians and
extrapolating that knowledge to a global scale
b) Students will understand that we are more than
ourselves and that the idea of enhancing and supporting
community goes beyond the walls of this school
c) Change is powerful and there are people in the
world that change the world with one simple act
2) There are things in place that ensure and protect rights and
privileges within Canada (and in turn, there are things that are in
place all over the world) Is there a system that is perfect? What is
freedom?

3) Recognize that issues within Canada as well as issues that

happen around the globe have an impact on peoples identities,
perceived identities, and collective identities. How
Canada/individuals respond to issues also has a huge impact on
identity.
4) Empathy - as well as a deeper understanding of the human
condition

Goals for Enduring Skills (Students will be able to/ be skilled at):
1) Students will be able to critically respond to texts, ask further
questions, make connections, and make inferences
2) Students will be able to personally connect to texts and issues
3) Students will be able to articulate the impacts of the Charter of
Rights and Freedoms on: Canadian Identity and Canadian Issues
4) Students will be skilled at evaluating quality of life
5) Students will be able to use sources as evidence in their
writing as well as evidence to support their discussions
6) Students will be able to express themselves in a variety of
ways - using a variety of strategies
7) Students will think critically about abstract concepts and think
critically about how they connect and relate to their every-day lives
(things like freedom, responsibility, rights)
8) Students will develop their skills of empathy by inquiring into
global issues that are current and may (or may not) personally affect
them)
Assessment:
Entrance slip: questions, I hope to learn statement (google form)
Litspiration posts (3-5?)
Litspiration comments (in class sessions)
Roundtable Recordings (1/week or every other week?)
Characters on trial
Speech writing/presenting (as a character, or speaking to an issue in
the book as an activist)
Quiz on Charter (edmodo quiz to check understanding)
Charter on Trial (part A)
Create a charter for the world (or a solution of some kind)
groups, opportunity to evaluate process of creation as well (part B)
Reflect on process of creation (part C)
Visual representation of most impactful part of book
Quick check questions before final assessments (journal or google
form)
Final reflection/Enduring Understandings (Journal or litspiration)
Individual Action Project:

 It would be cool to start with the scope of how we can

contribute positively to a global issue of some kind...it could be a long
term goal for the students to find something theyre passionate in come to an agreement as a class- and maybe see what we can do to
help. This would be a really real connection for students and it would
be entirely self-directed ( would potentially need to eliminate some
smaller assessments, but could maybe do this instead of a reflection,
or in conjunction with it, if I set it out as a goal at the very beginning?
Thoughts?
Incorporated a mandatory litspiration post
about how they can actively be a part of global change and to
state their idea how can I do more (students pick and research
an issue as it develops?)

Learning Outcomes:
Social Studies
GLO 9.1: Students will demonstrate an understanding and appreciation of how
Canadas political processes impact citizenship and identity in an attempt to meet
the needs of all Canadians
SLO 9.1.1: appreciate the impact of the Canadian Charter of Rights and Freedoms on rights
and governance in Canada
SLO 9.1.3: appreciate how emerging issues impact quality of life, citizenship and identity
in Canada
SLO 9.1.6 assess, critically, the impact of the Canadian Charter of Rights and Freedoms on
the legislative process in Canada by exploring and reflecting upon the following questions
and issues:
In what ways has the Canadian Charter of Rights and Freedoms
fostered recognition of individual rights in Canada? (PADM, I)

How does the Canadian Charter of Rights and Freedoms

support individuals in exercising their rights? (PADM, C, I)

In what ways has the Canadian Charter of Rights and

Freedoms affected conditions in the workplace (i.e., issues of gender, age,
race, religion)? (PADM, I, C)

What is the relationship between the rights

guaranteed in the Canadian Charter of Rights and Freedoms and the
responsibilities of Canadian citizens? (PADM, C)

ELA
GLO 1: Students will listen, speak, read, write, view and represent to explore
thoughts, ideas, feelings and experiences.
1.1 Discover and explore
Express ideas and develop understanding

 talk with others and experience a variety of oral,

print and other media texts to explore, develop and justify own
opinions and points of view
explore and explain how interactions with others
and with oral, print and other media texts affect personal
understandings
extend understanding by taking different points
of view when rereading and reflecting on oral, print and other media
texts
Experiment with language and forms
develop and extend understanding by expressing
and responding to ideas on the same topic, in a variety of forms of oral,
print and other media texts
1.2 Clarify and Extend
Consider the ideas of others
integrate own perspectives and
interpretations with new understandings developed through
discussing and through experiencing a variety of oral, print and
other media texts
Combine ideas
examine and re-examine ideas,
information and experiences from different points of view to find
patterns and see relationships
Extend understanding
assess whether new information
extends understanding by considering diverse opinions and
exploring ambiguities

GLO 2: Students will listen, speak, read, write, view and represent to comprehend
and respond personally and critically to oral, print and other media texts .
2.1 Use strategies and cues
Use prior knowledge
discuss how interpretations of the same text
might vary, according to the prior knowledge and experiences of
various readers
use previous reading experiences, personal
experiences and prior knowledge as a basis for reflecting on and
interpreting ideas encountered in texts
Use comprehension strategies
identify explicit and implicit ideas and information
in texts; listen and respond to various interpretations of the same text
select appropriate reading rate and strategies for
comprehending texts less closely connected to prior knowledge and
personal experiences
2.2 Respond to texts
Experience various texts
experience oral, print and other media texts from
a variety of cultural traditions and genres, such as essays, broadcast
advertisements, novels, poetry, documentaries, films, electronic
magazines and realistic fiction

 identify and discuss how timeless themes are

developed in a variety of oral, print and other media texts
consider historical context when developing own
points of view or interpretations of oral, print and other media texts
compare and contrast own life situation with
themes of oral, print and other media texts
express the themes of oral, print or other media
texts in different forms or genres
consider peers interpretations of oral, print and
other media texts, referring to the texts for supporting or contradicting
evidence
Construct meanings from texts
analyze how the choices and motives of
characters portrayed in oral, print and other media texts provide
insight into those of self and others
identify and discuss theme and point of view in
oral, print and other media texts
discuss and explain various interpretations of the
same oral, print or other media text
relate the themes, emotions and experiences
portrayed in oral, print and other media texts to issues of personal
interest or significance
2.4 Create original text
Generate ideas
generalize from own experience to create oral,
print and other media texts on a theme
Elaborate on expression of ideas
create oral, print and other media texts on
common literary themes
GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity
and artistry of communication.
4.3 Present and share
Demonstrate attentive listening and viewing
follow the train of thought, and evaluate the
credibility of the presenter and the evidence provided
provide feedback that encourages the presenter
and audience to consider other ideas and additional information

GLO 5: Students will listen, speak, read, write, view and represent to respect,
support and collaborate with others.
5.1 Respect others and strengthen community
Appreciate diversity
examine how personal experiences, cultural
traditions and Canadian perspectives are presented in oral, print and
other media texts
take responsibility for developing and sharing
oral, print and other media texts and for responding respectfully to the
texts of others
Relate texts to culture

 analyze how oral, print and other media texts

reflect the traditions, beliefs and technologies of different cultures,
communities or periods in history
5.2 Work within a group
Cooperate with others
contribute to group efforts to reach consensus or
conclusions, by engaging in dialogue to understand the ideas and
viewpoints of others
Work in groups
generate and access ideas in a group, and use a variety of
methods to focus and clarify topics for research or investigations
share responsibility for the completion of team projects by
establishing clear purpose and procedures for solving problems, monitoring
progress and making modifications to meet stated objectives
Evaluate group process
establish and use criteria to evaluate group process and
personal contributions; set goals and make plans for improvement

Scope
1) Intro to Unit, What are global issues? , How can one person
make change in the world? Questions / I hope to learn _____ ( 2.1 Use
strategies and cues
Use prior knowledge
use previous reading experiences, personal
experiences and prior knowledge as a basis for reflecting on and
interpreting ideas encountered in texts)

2) Book selection schedule for reading

3) Round tables
4) Litspiration posting (3 to choose from list of inquiry questions
in addition to the required posts) and comment sessions [before end
of unit - will have to give an end date when I know]
5) Mini-challenge: Speech writing/ activism (as a character, or as
an activist discussing the issue from your book)
6) Mini - challenge: Visually represent the most impactful part of
your novel (take pic add to blog)
7) Mini- challenge: Characters on Trial (litspiration)
8) Lesson(s) on Charter
9) Charter Edmodo Quiz
10)
Grande Challenge Part A: Charter on Trial
11)
Grande Challenge Part B: Charter for the World
12)
Grand Challenge Part C: Reflection on enduring
understanding
13)
Individual Action Project

Strategies - linked with assessment

Pre-Reading (Introductory):

 Predictions for your text (judge a book by its cover)

Based on the text description/pre-amble, do you have any
prior knowledge on this time period or issue etc?
Opportunity to research maybe
Timeline - intro of what the unit will look like
What is a global issue? Create a definition based on the selection of
books? - as a class?
Why should we be concerned with global issues? -discussion or post
During Reading (Developmental):
What are your first impressions of your text? (required post #1)
Litspiration
TttT - integrated reading periods in class
Round Table Discussions
Speeches/ speech watching/ speech writing)
Film Study (sponge)
Post Reading (summative) :
Characters on trial/ mock court
The Charter on Trial (similar to assessing the characters before, but
this could be the pre-cursor to the Create your own Charter group
assignment)
Create your own Charter for the world that accounts for collective
rights and responsibilities as well as individual rights and responsibilities)
Visually represent the most impactful part of your novel (required post
#2)
I am transformed writing - how the novel has worked to transform
your perspective on an issue(s), what struck you the most about your novel?
Why do you think this novel was powerful? (required post #3)
Timeline
-Getting reading novels Oct 27
- Make list of books chosen by students and create small
groups/partnerships for roundtable tuesdays
- Timeline for Students
Monday

Tuesday

(Oct 26)
Economics
projects due
-presenting
-reflections

(Oct 27)
Intro to Unit
-google form
- one word to
describe GI
- Reading
schedule
- Introduce

Wednesday
(Oct 28)
- Review TttT
strategies
-Review for
Kids who
missed We
Day
- Reading

Thursday
(Oct 29)
Political &
Economic
Systems
Exam
(No GINS)

Friday
(Oct 30)
Charter
School
Conference
(No classes)

Individual
Action Project
-Get novels
-Reading #1

Period #2

(Nov 2)
Band Camp

(Nov 3)
Band Camp

No humanities

Pre
Conference
with Phil
Period 6
- Round Table
Tuesday: What
is the most
serious
problem that
the world
faces?
-Brainstorming
for issues
project
(inquiry doc)

(Nov 4)
Take your kid
to work day
(no
students)
(Report Card
Stuff)

(Band camp
kids can
record
individually)
- Reading
Period 3

(Nov 9)
(40 min)
-Show
assessment
tool based on
co-creation
- Discussion of
new
components
(commenting

(Nov 10)
(Nov 11)
Remembranc Remembranc
e Day
e Day
Assembly (40
minutes each
)
- Speech
writing work
time

(Nov 5)
Phil observe
period 3/ 4
-Launch
Speech Inquiry
-Show speech
example(s)
-Discuss
briefly
- Criteria for a
good speech
-Whats
something
youd speak
out about?
( brainstorm
issues )
(could
positively
influence IAP)

(Nov 6)
Organization
al Day
(Report Card
Stuff)

-Writing time
(or reading
time if they
choose)

(Nov 12)
Seminar 2
(afternoon)
No
humanities

(Nov 13)
Check in
(three strats
youre using
in TttT,
progress in
book) (10
min)

for ESC, and

Planning
component)
- Speech
writing
Planning Work
Time (with
novel)

- Journal #16
(check-in :
making
connections,
visualization,

Reflect in
inquiry notes
(pre-writing)
(20 min): To
what extent
can an
individual
make
change?
(Work time)

(Nov 16)
No
humanities

(Nov 17)
PreConference
Period 6
-Charter Minilesson
(discussion of
each
section/eleme
nt from
charter (in
groups
jigsaw -What is
the purpose
(40 min)
-speech work
and reading
time

(Nov 18)
Phil
Observation
2 Period 1-2
Post
Conference
Period 5
- 20 min for
people who
werent here
yesterday to
read pages 9698 and make
notes on each
type of
rights
-Answer :What
is the purpose
of the Charter
-(people who
were here
yesterday can
work on
speech or
read)
-Round Table
#2 (30 min)
- What is the
difference
between rights
and freedoms?
When is it

(Nov 19)
No
humanities

(Nov 20)
Empowering
Minds

okay to restrict
freedoms?
Is Canada a
free and
democratic
society as the
Charter
claims?
-Post to Blog
(Nov 23)
Report Cards
Go Home
-Novels
should be
finished

(Nov 24)
No
humanities

-Present
speeches to
small groups
post to blog
along with
short
reflection on
the process of
speaking out

(Nov 25)
-Introduce
Charter on
Trial
- Form Groups
-Work
(Section A)

(Nov 26)
ParentTeacher
(after
school)
(40 min)

(Nov 27)
Parent
Teacher
Conferences
- No School

Lstrats
Lessons (test
taking)

-Comment on
2 blogs
(screenshot to
edmodo)
-Fill Out
Assessment
Tools

(Nov 30)
-Book done:
Check-Ins
- Good copy
Charter work

(Dec 1)
No
humanities

(Dec 2)
(Dec 3)
- Create
Class Charter No
--Assessment
humanities
Tool IAP
(Strategies)
- Discuss post
3: I am
transformed

(Dec 4)
PD Day No
School

- Work on IAP
posts
Dec 7
- Charter Quiz
-Work periods
on IAP

Dec 8
Dec 9
(9.3, 40 min) -work Time
- W
ork time

Dec 10
(No hum)

Dec 11 / 14
Presenting
IAP

Resources:
Ivy and Jaimes Previous Plans
https://docs.google.com/document/d/1K24nG9Ll1jOc-ij64kfy56BZz9uSNOBRBOx_eTfr2Y/edit#
Global Issues Readings:
https://docs.google.com/document/d/1ErHVXM4FqljvCwF5BKOkd4mp_ptCUJgf6nx8g
RDcRgw/edit?usp=sharing
Google Docs
Edmodo: www.edmodo.com
Issues for Canadians Textbook
Litspiration Blogs
Audio recording/laptops/soundcloud.
Discussion chips for Round-tables
http://www.readwritethink.org/classroom-resources/lessonplans/literary-characters-trial-combining-799.html
Emma Watson - Feminism at UN : http://www.youtube.com/watch?v=piFl4qhBsE
Martin Luther King - I Have a Dream (Civil Rights):
http://www.youtube.com/watch?v=3vDWWy4CMhE
Malala At the UN (Education, womens rights, equality):
http://www.youtube.com/watch?v=gCg2FyTiBoI
Al Gore on Climate Change (Environmental):
http://www.youtube.com/watch?v=Jxi-OlkmxZ4
Nelson Mandela - Make Poverty History:
http://www.youtube.com/watch?v=1NennMCLG7A
Kid President- (Kindness, inspiration): http://www.youtube.com/watch?
v=l-gQLqv9f4o
Guide to the Charter:
http://www.pch.gc.ca/eng/1356631760121/1356631904950
Part I: Overview
http://www.pch.gc.ca/eng/1355760105725/1355760725223
The Guarantee:
http://www.pch.gc.ca/eng/1391112250275
Charter as shown in the Constitutional Act of 1982:
http://laws-lois.justice.gc.ca/eng/Const/page-15.html
Create Your Own Charter - Resource Ideas:

 http://resources.tiged.org/create-your-own-charter-ofrights-and-freedoms
learning.arpdc.ab.ca/mod/resource/view.php?id=8844