Unit+Plan+Overview

Play’s and Playwright’s Context || __Lesson 3:__ Oral Tradition || __Lesson 4:__ Geography & Multiculturalism || __Lesson 5:__ Show It If You Know! || Myths || __Lesson 7____:__ She said what?!’ || __Lesson 8:__ Victimization and Voice || __Lesson 9:__ Read & Work Period || __Lesson 10:__ Presentations || Quiz || __Lesson 12__: 8th Fire || __Lesson 13:__ Mapping Character Webs || __Lesson 14:__ Quest Speaker Introductions/  Work Period || __Lesson15:__ Community Resource about Aboriginal Youth || PSA || __Lesson 17:__ Finishing the play and Introducing play || __Lesson 18:__ Quiz/PSA Presentations || __Lesson 19:__Students' Voices || __Lesson 20:__ Bill Hill ||
 * __Lesson 1__<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">: Prior Knowledge || __Lesson 2:__
 * __Lesson 6:__
 * __Lesson 11:__
 * __Lesson 16:__

<span style="font-family: 'Times New Roman','serif';">At the beginning of class, teachers should discuss with students the ‘shared learning targets’ by visually and orally going through the day's agenda. By having the day's agenda and learning goals on the board, students will have a sense of what is the expected of them and will have an anticipation guide for the lesson. For teachers too, these visual reminders keep us atop of the material we need to cover while still allowing spontaneous discussions and other ' teachable moments' to occur. Learning goals for the entire week could be also shared with students on Mondays. In terms of the play’s whole class readings, teachers should assign students certain days to read but also remind students of the weekly reading schedule so that they may practice reading their roles prior to the in-class reading.

=Teacher & Student Warning=

<span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">Before starting this unit it will be necessary to warn students about the sensitive topics discussed and the language that the characters use to express themselves. We anticipate misconceptions about First Nations culture, peoples and reserves throughout the unit but have made this of particular focus during the first week’s discussions about stereotyping and engaging/dispelling prior knowledge. Teachers should therefore be ready to address those stereotypes in a constructive but caring way. The play’s portrayal of rape, domestic abuse, poverty and victimization will be uncomfortable however we hope to engage students in discussions in an open and restorative nature.

=Accommodations/Modifications=
 * <span style="font-family: 'Times New Roman','serif';">English Language Learners (ELLs). **<span style="font-family: 'Times New Roman','serif';">While we would want ELLs to gain a greater oral fluency through the unit’s heavy emphasis on oral communication, we are also aware that it is not a complete gauge of a student’s kills in “vocabulary, sentence structure, reading comprehension, or other aspects of language proficiency that play an important role in literacy development and academic success” (Virtual). However to support ELLs language acquisition further in our classroom community, we would make use of peer support. As teachers of these students, as with any student, we would build upon their prior native language skills and the English language skills from the ESL/ELD classes they needed prior to entry into our mainstream English class. Once in our class, some adaptations would be:
 * <span style="font-family: 'Times New Roman','serif';">using a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary; peer tutoring; strategic use of students' first languages).
 * <span style="font-family: 'Times New Roman','serif';">using a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity).
 * <span style="font-family: 'Times New Roman','serif';">using assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).
 * <span style="font-family: 'Times New Roman','serif';">permitting the use of a translation dictionary on assessments.
 * <span style="font-family: 'Times New Roman','serif';">having students keeps a dictionary of terms using first language words.
 * <span style="font-family: 'Times New Roman','serif';">providing reading material in advance.
 * <span style="font-family: 'Times New Roman','serif';">providing additional time for processing language.
 * <span style="font-family: 'Times New Roman','serif';">having the library staff identify resources with appropriate reading level when research is required.
 * <span style="font-family: 'Times New Roman','serif';">advising ESL/ELD staff in advance when significant written work will be required.
 * <span style="font-family: 'Times New Roman','serif';">requiring one-on-one assistance to edit and revise written work.


 * <span style="font-family: 'Times New Roman','serif';">Students with Special Education Needs. **<span style="font-family: 'Times New Roman','serif';"> Having reviewed our class and student profiles at the beginning of the year, we would have made adaptations according to the needs of our exceptional students. Recognizing that English courses reflect the multiliterate world around us, we would offer students various entry points into the curriculum and various ways to demonstrate their learning while recognizing that “ [e]ach student has their own unique patterns of learning and all can meet with success” ( Virtual). Similarly to ELLs, these students would be encouraged to seek out peers support for the development of their academic and the social skills in our classroom community. Here are some strategies we would use:
 * <span style="font-family: 'Times New Roman','serif';">Provide step-by-step instructions.
 * <span style="font-family: 'Times New Roman','serif';">Help students create organizers/foldables for planning writing tasks.
 * <span style="font-family: 'Times New Roman','serif';">Advise Special Education staff in advance when students will be working on major assignments.
 * <span style="font-family: 'Times New Roman','serif';">Record key words on the board or overhead when students are expected to make their own notes.
 * <span style="font-family: 'Times New Roman','serif';">Allow students to report verbally to a scribe (teacher or student) who can then help in note taking.
 * <span style="font-family: 'Times New Roman','serif';">Permit students a range of options for reading and writing tasks.
 * <span style="font-family: 'Times New Roman','serif';">Timelines may need to be extended to give students more time to process language and put their thoughts into words.
 * <span style="font-family: 'Times New Roman','serif';">Where an activity requires reading, provide it in advance.
 * <span style="font-family: 'Times New Roman','serif';">Provide opportunities for enrichment.
 * <span style="font-family: 'Times New Roman','serif';">Use of assistive technology such as Dragonair, Kurzweil etc.

<span style="font-family: 'Times New Roman','serif';">One should note that some of the adaptations for ELLs and students with special education needs overlap and would certainly benefit the whole classroom’s success as well.

<span style="font-family: 'Times New Roman','serif';">References: <span style="font-family: 'Times New Roman','serif';">Virtual High School: Ontario. //ENG3U - English Course Outline//. 2005.Web. 17 Feb 2012. https://www.virtualhighschool.com/courses/outlines/eng3u.asp
 * Public District School Board Writing Team**//**,** ENG 3U Corse Profile//**.** **Toronto: Queen’s Printer, 2001.Print.**