Unit Plan: Baggage Stored, Perspective Explored.

Baggage​ by Wendy Phillips

Created by:
Aubrey Cottreau, Hunter Gosse, Natalie Gallant, and Taryn McBrayne
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TABLE OF CONTENTS

Critical Thematic Introduction

Unit Plan Calendar

● Includes Daily Lesson Plans in detail

Supplementary Texts

Addendum 1: Exceptionalities in the English Classroom

Addendum 2: Equity, Diversity, and Inclusion

Addendum 3: Indigenous Connections

Addendum 4: Multimodal Assignment

Addendum 5: Social Advocacy

Addendum 6: Written Task

Addendum 7: Oral Task

Addendum 8: Peer/Self-Assessment

Addendum 9: Summative Assignment

Summative Outline and Rubric

Professional References
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CRITICAL THEMATIC INTRODUCTION

We chose to design our novel study unit plan for a Grade 10 Applied level English course (ENG

2P). Our novel, ​Baggage​ by Wendy Phillips, discusses different perspectives surrounding Canadian

immigration policies by exploring how various characters interact with the protagonist — a young boy

named Thabo who is in the position of a person seeking refugee status in Canada. These varying

perspectives in the novel range from resisting refugees to seeing a refugee as a “project for bonus

points” (Phillips, 2019, p. 21). *Please note that this unit plan has been designed with the idea that

students will be finished reading the novel.

Overarching Critical Question:​ Is it possible to have an unbiased perspective?

Connection to Overarching Critical Question/Theme:​ In order to help students understand the value of

receiving various perspectives on social issues, such as immigration, and to be critical of these opinions,

we have designed the unit with the following critical question in mind: Is it possible to have an unbiased

perspective? Thus, the focus of our unit will be to analyze the various perspectives addressed in the text

and to have students reflect not only on their own biases, but on the biases of characters in the novel

and additional external resources that all offer different perspectives on current social issues. This unit

not only allows the major novel themes of immigration, identity, and culture to be further developed,

but also encourages students to acquire the critical thinking skills that are needed to evaluate different

sources of knowledge.

Relevance to Students:​ Given the current context of today’s society, we believe that this unit plan is

highly relevant to our students. Students need to be equipped with the skills to engage in respectful

conversations about current events in society. Thus, our unit plan provides numerous opportunities for

students to analyze and evaluate a variety of sources on various social issues and to formulate opinions

about researched information. The unit plan also addresses the skills of oral communication, whereby

students will practice how to both articulate opinions and listen to the opinions of others in a respectful
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manner. Through analyzing elements of character, students will have the chance to step inside the shoes

of another person — a useful strategy to build empathy and develop globally minded learners who can

appreciate the values, needs, and opinions of others. In order to relay the relevancy of this unit to our

students, we seek to provide real-world examples of events that are occurring in Canadian society that

students can relate to by drawing connections between the events discussed and experiences from their

own lives, other courses, etc.

New Literacies:​ By incorporating technology and multimodal opportunities into our unit plan, we hope

to teach students the creative skills needed to thrive in today’s increasingly technologically dominant

society. The summative task for this unit asks students to collaborate to develop a podcast, including

how to market the podcast, as well as how to write and record an episode. Although students may not

develop their own podcast outside of school, knowing how to operate platforms such as Piktochart and

Photoshop will provide students with different opportunities to market themselves — a skill that is

highly useful when developing resumes and applying to jobs.

Resources:​ Our decision to focus on the theme of perspective for this unit plan derived from Dray’s

(2018) piece, which explains the link between this area of reading comprehension and improved overall

academic achievement (p. 453). Thus, through analyzing the perspectives of various characters in the

novel, students have the ability to further understand the content, improving their overall

understanding of the text. Additionally, our decision to take a multimodal approach to assessment, as

reflected in the creation of our summative task, originated from the academic push for further research

surrounding podcasting as an effective medium to improve the learning experience (Abdous, Facer &

Yen, 2015, p.30). Our podcasting summative allows teachers to explore a new teaching strategy that

enhances the student learning experience in the 21​st​ century, speaking to the innovativeness of this

proposed unit plan.

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UNIT PLAN CALENDAR

Learning Goals
Learning Goal 1:​ Students will understand and apply a variety of textual techniques effectively (IE.
multimodal media).
Learning Goal 2​: Students will analyze elements of character and narrative perspective.
Learning Goal 3​: Students will investigate current societal issues and compare the representation of
those issues within the text to the real world.

Unit Calendar
Day Lessons

1 Summary (Learning Goal 2)

Aubrey’s Mini-Lesson

Success Criteria:
1. Students will be able to identify and analyze figurative language in poetry.

Lesson Description:​ This lesson will be the only real “close-reading” lesson in this novel study. We
will be doing this through a deep analysis of the term “baggage,” and how it is used both literally
and figuratively throughout the novel. The goal is to build an understanding of symbolism,
metaphor, and simile, all through consideration of the title word and how it is significant to the
themes of the novel.
● We will begin by assigning different sections of the novel to different groups, and asking
each group to find every use of the word baggage in their section, recording page
number, and the two lines before and after the word.
● Groups will then discuss among themselves what they think the term means within this
context, beyond the literal meaning they already know.
● Groups will come back together and demonstrate their findings. Then we will do a full
class discussion to pull together any patterns that may be present.
● If the terms symbolism, metaphor, and simile do not come up in the conversation, the
teacher will guide discussion towards those key terms.
● Allow students to find other instances of figurative language in their sections.

2 Perspective (Learning Goal 3)

Natalie’s Mini-Lesson

Success Criteria:
1. Students will be able to identify how perspectives can change and vary depending on a
number of factors (Ex: culture, religion, gender, socio-economic status).
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Lesson Description​: This lesson intends to develop the idea of “perspective,” where students will
understand how different cultures or backgrounds can impact a person’s perspective and inform
the choices they make. As Dray (2015) writes, perspective taking is often used “to analyze
children’s understanding of societal topics, such as race, social class, or gender” (454). By asking
students to analyze and consider multiple perspectives in a piece of art work (which deals with
immigration), we can then unpack these similarly difficult themes in the novel (immigration,
identity, culture, etc.).
● The class will begin with an activity entitled “Observe, Infer, Conclude.” Students will start
by looking at half of the art piece “Woven Chronicle” by Reena Saini Kallat and offering
what they observe of the piece. The other half of the piece will be revealed; again,
students will be asked to make observations. Then, the title of the piece will be given to
students and they will have to infer based on what their observations suggest. Lastly,
students will make conclusions about the art piece. After this activity, ask students to
consider how their perspective changed throughout the activity. After this discussion,
read the description of the piece to the students. Unpack the description with students;
have them think about the novel: where do we see wealth and privilege? Where do we
see forced displacement?
Following the discussion on wealth and privilege, introduce activity from ​Addendum #2: Equity,
Diversity, and Inclusion​.

Supplementary Text:​ ​http://reenakallat.com/woven-2016

3 My Single Story Speech (Learning Goal 3)

Success Criteria:
1. Students will be able to identify their own biases regarding social issues in order to better
understand the biases identified in the novel.
2. Students will be able to write a 250-300 word speech to reflect on their own biases.

Lesson Description​: Students will be introduced to a speech writing, starting off by watching
Chimamanda Ngozi Adichie deliver her speech, “Danger of a Single Story.” Students will be
analyzing this speech not only to understand how to write a speech of their own, but also to
assist them in recognizing their own potential biases surrounding certain places, people, etc.
Students will be given the opportunity to write their own mini speech to consolidate their
learning and practice their speech writing skills which will be required for the completion of the
summative task.

Link to TedTalk Video:

https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?languag
e=en
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See Addendum #6 - Written Task

4 Character Profile (Learning Goal 2)

Taryn’s Lesson Plan

Lesson Plan Critical Question:​ How are characters portrayed in the novel?

Learning Goal:
1. Students will analyze elements of character and narrative perspective. ​Student Friendly
language​ → Students will understand how to make inferences about characters’
personalities in the novel in order to recognize the different ways that characters are
portrayed in the novel.

Overall Expectations/Curriculum Goal:

1. Reading for Meaning (1): ​read and demonstrate an understanding of a variety of
informational, literary, and graphic texts, using a range of strategies to construct
meaning.

Specific Expectations:
1. 1.2​ → use several different reading comprehension strategies before, during, and after
reading to understand both simple and complex texts
2. 1.4​ → make and explain inferences about both simple and complex texts, supporting
their explanations with stated and implied ideas from the texts.

Success Criteria:
1. Students will be able to identify character traits about specific characters in the novel by
completing an inferences chart based on the knowledge gained from reading the novel
and completing Character Tracker sheets.
2. Students will be able to analyze the text in order to make inferences about their selected
character.
3. Students will be able to create an Instagram post for a character based on the inferences
they make about the way that character acts and the values that the character may
uphold.
Lesson Description​: In this lesson, students will create an Instagram post for a character of their
choice (Thabo, Brittany, Leah, Kevin, Ms. Nelson, or the Reverend) based on the character traits
that they have been tracking on the Character Tracker sheets as the class participates in a guided
reading of ​Baggage. ​The lesson will challenge students to make appropriate inferences about
their selected character using evidence from the text. It is important to note that at this point in
time, students will have chapter notes to refer to in order to inform the development of their
Instagram post.
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Hook:​ In order to practice making inferences and drawing evidence from the text, we will look at
a children’s book called ​The Journey​, which tells the story of a refugee family from the
perspective of a young child. Reading this book as a class, the teacher will prompt students to
think about the characters introduced in this story and make inferences about the main character
(young child). Students will work with a partner to discuss their ideas before sharing with the
class as a whole group.

Body:​ Students will then be provided with a Character Chart (provided by the teacher) where
they will indicate which character they would like to use to complete the Instagram post activity.
The chart will ask students to outline the physical description, what they say, what they do, what
they think and what others say about them for their selected character using specific evidence
from the text and then drawing inferences from such evidence. Students may then individually
complete the Character Chart for ​Baggage,​ where they will make inferences on their own about
their selected character.

Conclusion​: Once the chart has been completed, students will be provided with an Instagram
template that will ask them to draw the post for which they think their character may post if they
had a social media account, followed by a 2-3 sentence explanation (in the comment section of
the template) for what inferences they drew from the text as evidence to support their Instagram
drawing. Once the template has been created, students will use Photoshop/Canva/Piktochart to
create their post digitally, allowing students to develop the creative and technological skills
required for the summative task where they will be asked to create their podcast album cover.

21st Century Skill(s): (Creativity)​ - Creativity is used through the creation of an instagram post
(this will also help to develop their technological skills required for the summative task where
they will be asked to create their podcast album cover).

Supplementary Text-​ ​The Journey​ by: Francesca Sanna​ ​https://nobrow.net/shop/the-journey/

Teacher Resources
● Instagram template (1 per student)
● Character Chart (1 per student)
● The Journey​ book
● Chromebooks for digital instagram post (1 per student)
● Extra Character Tracker sheets for students who may have missed the previous chapter

Student Resources
● Writing tool
● Character Tracker sheets from previously read chapters that will be completed as we do a
guided reading of the novel

5 Cento Poetry (Learning Goal 2)

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Aubrey’s Lesson Plan

Lesson Plan Critical Question: ​How do we see the novel through a character’s perspective?

Learning Goal/Curriculum Expectation:

1. Students will analyze elements of character and narrative perspective in order to create
their own poem from a character’s perspective.

Overall Expectations:
1. Reading for Meaning (1):​ read and demonstrate an understanding of a variety of
informational, literary, and graphic texts, using a range of strategies to construct
meaning.
2. Using Knowledge of Form and Style (2): ​recognize a variety of text forms, text features,
and stylistic elements and demonstrate an understanding of how they help communicate
meaning

Specific Expectations:
1. 1.3 → ​Identify the important ideas and supporting details in both simple and complex
texts.
2. 2.2 → ​establish an identifiable voice in their writing, modifying language and tone to suit
the form, audience, and purpose for writing.

Success Criteria:
1. Students will be able to identify their chosen character’s plot function and emotional arc.
2. Students will be able to pull out key lines that identify that arc.
3. Students will be able to arrange key lines in an artful and insightful manner that is true to
the voice of the character.

Hook (10 minutes):​ Each table group has disjointed lines of poetry on cutup pieces of paper from
one character’s poems throughout the novel (with a couple of lines from another character
thrown in). Tell them it’s from one part of the novel. They have to arrange the lines in the order
they think it goes in in the novel without opening the book, and they have to say which character
they think it is and why.

Then, you reveal that it’s from all over the novel and that there are lines from other characters
mixed in. WOAH!

Body (50 minutes)​: The poetic form of Cento, which comes from the Latin word for patchwork, is
a way of writing poetry by stitching together bits and pieces of previous poems to make
something entirely new. Over our study of this text, a key idea we want to explore is perspective,
and we will mainly be doing this through examination of our
1. Choose a character
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2. Pull out lines from their poems throughout the novel that exemplify the character or a
theme
3. Keep the character profile in mind as you do it.
4. Put those lines together in a creative and poetic way. One approach might be might be to
use this activity to “sum up” a character’s arc through the novel.”

Conclusion (15 minutes)​: Group members rotate poems one to the left then read aloud to each
other and make suggestions. Then they rotate again and the next person’s job is to make the
reading dramatic, then the group makes more suggestions.

21st Century Skill - ​Creativity

Supplementary Text: ​Wolf Cento​ by Simone Muench

https://poets.org/poem/wolf-cento

Teacher resources:
● Poem cutouts (1 pack per group of 4)
● Wolf Cento (1 printout per group of 4)
● Character trackers from last class

Student Resources:
● Character tracking sheets

See Addendum #7 for subsequent oral task.

6 Spoken Word Poetry (Learning Goal 1)

Success Criteria:
1. Students will be able to adapt their poetry into an oral performance.

Lesson Description:​ Students will understand how to convey emotion in oral

performance.Description: Students will adapt their cento poems from day 5 into spoken word
performances, with the ultimate goal of successfully conveying the emotions behind the words
through oral communication strategies such as rhythm and intonation. Students will perform for
their table groups, and workshop new strategies for oral performance.

*See Addendum #7

7 Introduction to Podcasts: Podcast Literacy and You (Learning Goal 1)

Hunter’s Lesson Plan:​ “Podcast Literacy and You”

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Lesson Plan Critical Question:​ How do we communicate an intended point of view?

Learning Goal:​ Students will understand and apply a variety of textual techniques effectively.
Student friendly language ​→ Students will identify and evaluate the techniques that make for an
effective podcast.

Curriculum Goal: ​Understanding Media Forms, Conventions, and Techniques: Students identify
various forms of media and explain how the conventions and techniques associated with them
are used to create meaning.

Specific Expectations:
1. 2.1​ → Students identify some general characteristics of several different media forms
and explain how they shape content and create meaning.
2. 2.2​ → Students identify several different conventions and/or techniques used in familiar
media forms and explain how they convey meaning and influence their audience.

Success Criteria:
1. Students will be able to identify and discuss the podcast techniques used in the class
example and how they contribute to the podcast’s tone and purpose. → “I will be able to
identify the different techniques employed by podcasters.”
2. Students will be able to weigh and discuss the pros/cons of different podcast formats (ie.
scripted vs. unscripted, visual component vs. non-visual component, etc.). → “I will be
able to form an opinion as to what makes for an effective podcast.”
3. Students will contribute to a class brainstorming session about how the podcast format
could be used to represent major perspectives from ​Baggage.​ → “I will think about ways
to represent elements of ​Baggage​ in podcast format.”

Summary:
Hook:​ Class begins with a brainstorming session, in their table groups (4-5 members) students will
take 2-3 minutes to write down on chart paper some podcasts which they listen to. Students flip
the chart paper over and take 5 minutes to write down adjectives that describe the podcasts they
previously listed (these will be posted around the class to remind students of the types of
products they may create as they work on their summative assignments. We take an additional 5
minutes as a class to discuss what they came up with.

Body:​ Students will be shown the different segments used in the podcast SciShow Tangents:
Communication with Vanessa Hill.​ After each podcast segment we will stop and discuss the style
and techniques implemented (ie. introduction, question and answer format, including research
sources, etc.). After we have viewed the example, students will be asked to discuss with partners
what they think the purpose of the podcast is and whether or not it has hit the mark. This will
then become a larger class discussion. Students will view a brief powerpoint on different methods
for constructing effective podcasts (ie. having expert guests interviews, fun game show like
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segments, scripted vs. unscripted styles, etc.). Students will be given a corresponding assignment
that asks them to implement the lesson content they just went over ​(See Addendum 4)​.

Conclusion:​ Students will engage in a full class brainstorming session to come up with ideas about
how the perspectives portrayed in Baggage could translate to a podcast format (teacher writes
on chart paper). Different purposes, tones, and techniques will be proposed and provide students
with a jumping off point for their summative assignments.

21st Century Skill(s): ​Critical Thinking → Students learn to navigate and understand the
underlying techniques, messages, and biases that are present in the podcasts they consume
online. This lesson helps students cultivate an informed and critical mindset towards the media
students are exposed to on a daily basis.

Supplementary Text:​ SciShow Tangents: ​Communication with Vanessa Hill

https://open.spotify.com/episode/1KT5uEO0Z2JwRS7AP18WV9?si=kZ04hrWZR_WYM3qXyGG0u
Q

Teacher Resources:
● Laptop
● Internet
● Projector
● Chart Paper
● Markers

Student Resources:
● Chromebooks or Laptops
● Internet
● Texts (​Baggage​ by Wendy Phillips)
● Chart Paper
● Markers

8 Bias (Learning Goal 2)

Taryn’s Mini-Lesson
Success Criteria:
1. Students will be able to understand the term “bias.”
2. Students will be able to recognize bias in a variety of text forms.

Lesson Description​: Today’s lesson will introduce students to the concept of bias and how to
recognize bias in a variety of contexts. The class will begin by having students re-watch a clip
(0:00 - 2:55) of the TedTalk video “The Danger of a Single Story” that they watched on lesson day
3 to show students what it means to have inherent bias about something/someone/some place.
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Link:
https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?languag
e=en​. Following the video, the teacher will work collaboratively with students to develop a class
definition of the term “bias” through a class mind map on the front board. Students will then
work in small groups to identify what types of bias may be present in a series of videos/texts
shown through a PowerPoint presentation. ​*See Addendum 3​. The remainder of the class time
will be dedicated to working on the summative task.

9 Researching Current Issues (Learning Goal 1)

Hunter’s Mini-Lesson​: “Researching Current Issues”

Success Criteria:
1. Students will be able to distinguish between credible and untrustworthy research
sources. → “I will be able to vet good research sources.”
2. Students will be able to find and examine multiple perspectives on a given topic through
research. → “I will be able to find and represent multiple perspectives as I research
different online sources.”

Lesson Description:​ This mini-lesson focuses on giving students the tools to conduct good
research for their summative assignment and beyond. The bulk of this 20-30 minute block will be
centred around a powerpoint presentation which will disseminate good research habits (ie.
consulting multiple sources, researching authors, types of resources, search tools, identifying bias
in resources, etc.). Students will be shown a variety of sources which constitute different
examples of different concepts we discuss (ie. using an article from “The Onion” to illustrate
authorial intent
https://politics.theonion.com/liberals-say-sanders-s-acceptance-of-rogan-endorsement-1841208
921​). Students will be asked to consider and discuss the importance of engaging with multiple
critical perspectives on a given issue in creating their summative assignments. Students will be
presented with multiple sources on the same topic and be asked to pick which they think
represents the most effective source in order to practice their vetting skills. The rest of the period
will allow students time to begin the research process for their summative assignments.

10 Social Advocacy (Learning Goal 3)

Success Criteria:
1. Students will be able to formulate a reasoned judgement on the advocacy in the novel.
2. Students will be able to research and create a plan for becoming a more involved citizen.

Lesson Description​: In this lesson, students will be asked to critique and reflect upon the ways in
which the characters approached advocacy in the novel. Students will research, using credible
sources, different ways that they could get involved to help refugees. Using this research, and
critiques from the novel, students will outline a plan to become more involved (personally, in
school, in the community, nationally). ​Addendum 5​ will be completed on this day.
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11 True Altruism (Learning Goal 2)

Natalie’s Lesson Plan

Lesson Plan Critical Question​: Can anyone be truly altruistic?

Learning Goal​: Students will analyze elements of character and narrative perspective.

Curriculum Goal​:
1. ​Reading for meaning (1):​ r​ ead and demonstrate an understanding of a variety of literary,
informational, and graphic texts, using a range of strategies to construct meaning

Specific Expectations:
1. 1.3​ → identify the important ideas and supporting details in both simple and complex
texts
2. 1.5​ → extend understanding of both simple and complex texts by making connections
between the ideas in them and personal knowledge, experience, and insights; other
texts; and the world around them

Success Criteria​:
1. Students will be able to define what altruism means and how it relates to the novel.
2. Students will be able to choose and justify the characters in the novel that are truly
altruistic.
3. Students will be able to identify if/how bias is present in debates.

Summary of Lesson:
Hook​: class will begin with a question on the board: “what is altruism?” In partners, students will
be asked to come up with a definition for the word, along with some characteristics, and share
with the class (2-3 minutes).

Body​: After this discussion, introduce the podcast, “Wired for Altruism.” Before listening to the
podcast on the projector/Smartboard (or just on the board) write down the following questions
for students to think about when listening to the podcast: In discussing altruism, Abigail notes
that is stems from being compassionate towards others - are there characters that are
compassionate? Do any characters show these kinds of selfless attitudes? What makes you think
so? Listen to the podcast (0:00-3:26). As a class, come up with the 2 most
compassionate/altruistic characters in the book - when students offer their ideas ask them to
justify their answers (CRITICAL THINKING). Introduce in-class debate (and all formalities):
students will sign up for the character who they feel is truly altruistic (out of the 2 chosen in
class).
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● One student will be the mediator and will introduce/keep track of timing for each of the
groups.
● 3 students will be the judges and will write notes from each of the team's arguments to
consider when making their decisions
● The rest of the students will comprise the debating groups: each student must make a
contribution (speak) in the debate.

Conclusion​: Students will be given the rest of the class to research and find their (3) arguments.
As a ticket out of class, students will be asked to write on the class discussion board: what is your
team's strategy to convince the judges your side is victorious? Is there any bias in debates?

21st Century Skills​: Critical Thinking & Collaboration

Supplementary Text​: “Wired for Altruism” hosted by Guy Raz

https://www.npr.org/programs/ted-radio-hour/529942441/wired-for-altruism

Student Resources:
● Baggage​ by Wendy Phillips novel
● Writing tools
● Paper

Teacher Resources:
● Internet access
● Projector/Smartboard and/or whiteboard

12 Debate on Altruism (Learning Goal 2)

Success Criteria:
1. Students will be able to follow the rules of a debate.
2. Students will be able to formulate an opinion and defend it.

Lesson Description:​ In this lesson, students will spend the first 10 minutes of class in their debate
groups to finalize their arguments and decide which part each student is responsible for during
the debate. This debate will further prepare students for their podcasts, as the topic of altruism
could be explored in their podcasts; by arguing for 2 compassionate characters, it gives the
students an extra lens/perspective through which they can view the characters. The remainder of
class will be spent performing the debate. Students will receive oral feedback from the teacher to
inform If time permits, students will spend any remaining time working on their podcasts.

13 Work Period (Learning Goal 1)

Success Criteria:
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1. Students should be finished, or nearly finished, recording their podcasts.

2. Students should start writing their paragraph to accompany the podcast.

Lesson Description:​ In this lesson, students will work with their groups to complete the recording
of their summative podcasts. If time permits, students should begin working on their
accompanied paragraph.

14 Work Period (Learning Goal 1)

Success Criteria:
1. Students should be finished recording and editing their podcasts.
2. Students should be finished writing their paragraphs and scripts.
3. Students will be able to complete the self/peer-assessment activity.

Lesson Description:​ In this lesson, students will work with their groups to finalize the recording of
their podcasts and have enough time to edit. The paragraphs and script should be completed by
this class. Students will spend the last 20 minutes of the class working on the
self/peer-assessments. ​*See Addendum #8.

15 Podcast Convention (Learning Goal 1)

Success Criteria:
1. Students will be able to listen to and summarize 2 Podcast episodes created by their
peers.
2. Students will be able to critically think about the opinions raised and perspectives taken
in the Podcast as well as the Podcast conventions used.

Lesson Description: ​In today’s lesson, students will have the opportunity to listen to the podcasts
that their classmates have created. Students will be divided into multiple rooms (spare
classrooms, cafeteria, library, etc.) in order to listen to all of the Podcasts. Each group should be
able to listen to at least 2 other Podcasts in the class time provided. At the end of the class,
students will submit their written script and recording to their teacher. They will also submit a
summary of the 2 Podcasts that they listened to by posting a response on the class discussion
board as an exit ticket.

*Please note that if your class/school had access to Bluetooth headphones, they could potentially
be able to listen to all of the Podcasts in one space.

SUPPLEMENTARY TEXTS

POEMS (3)
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- Home by Warsan Shire

https://www.facinghistory.org/standing-up-hatred-intolerance/warsan-shire-home
- Wolf Cento by Simone Muench ​https://poets.org/poem/wolf-cento
- The Prophet: On Giving by Khalil Gibran
http://www.gutenberg.org/files/58585/58585-h/58585-h.htm#link23

VISUAL ART (2)

- “Woven Chronicle” by Reena Saini Kallat ​http://reenakallat.com/woven-2016
- Paintings of Abdalla Al Omari
https://www.upworthy.com/a-syrian-artist-and-refugee-painted-world-leaders-the-results-ar
e-stunning

SONGS (3)
- Colours of the Wind ​made of composer Alan Menken and lyricist Stephen Schwartz
https://www.youtube.com/watch?v=4i0HDygKdLM
- "Home" by Warsan Shire
https://www.facinghistory.org/standing-up-hatred-intolerance/warsan-shire-home
- Prayer of the Refugee by Rise Against ​https://www.youtube.com/watch?v=9-SQGOYOjxs
- My Mistake by Vampire Weekend ​https://www.youtube.com/watch?v=gccLqkYQZL8
- American Tune by Paul Simon
https://www.youtube.com/watch?v=AE3kKUEY5WU

FILMS (2):
- Capernaum ​https://www.imdb.com/title/tt8267604/
- Indigneous in the City ​https://curio.ca/en/video/indigenous-in-the-city-1408/

OTHER SUPPLEMENTARY TEXTS (2)

- The Journey (Children’s Book) ​https://www.youtube.com/watch?v=e1ovSdAh60U
- Abigail Marsh: Are We Wired To Be Altruistic?​ (Podcast)
https://www.npr.org/programs/ted-radio-hour/529942441/wired-for-altruism
- SciShow Tangents: ​Communication with Vanessa Hill​ (Podcast)
https://open.spotify.com/episode/1KT5uEO0Z2JwRS7AP18WV9?si=kZ04hrWZR_WYM3qXyGG
0uQ

ADDENDUMS

Addendum #1 Exceptionalities in the English Classroom (Hunter):

Exceptionalities Considered:

Remedial Readers:​ Use of podcasts as a medium allows for students to pair speech with closed
captions. In addition, the podcast medium represents a popular form of new media which many
students are likely already be familiar with. This stimulates student interest in English and facilitates
 17

their learning by leaning on preexisting knowledge to connect new knowledge with familiar contexts.
The focus on perspective throughout the unit also implores students to connect their knowledge
bases with course content allowing for easier reading comprehension.

Implementation: Connection to new media and use of closed captions is used in lessons 7, 8, and 11
as podcasts or videos are used to either deliver or strengthen lesson content (ie. lesson 8: utilizes the
TedTalk “Danger of a Single Story” to teach students about perspective and bias). Perspective is used
throughout the unit to allow students to make course content more accessible by connecting personal
perspective to the text (ie. lessons 2 and 3 ask students to write their own single story and as a way of
better understanding the perspectives of characters within the text). Connection to student interest is
seen in lesson 7 as students are implored to analyze their personal favourite podcast to practice their
media literacy skills.

Rationale: Using closed captions in tandem with new media is a technique for improving reading
comprehension in remedial readers, by pairing oral and auditory cues with written on screen
language. This allows students to connect with an oral or auditory cue to supplement aspects of text
that they do not understand. Connecting to student perspective and interests are both shown to
increase reading comprehension by creating a familiar language base through which students can
connect to course content. In addition, stimulating student interest has shown to impact student
reading motivation and proficiency as per “The Matthew Effect” (Willingham, 2015).

ELL Students:​ This unit is a great opportunity to connect with ELL students as the text, ​Baggage,
relates many of the struggles ELL students may themselves face in the classroom such as language
barriers and feelings of culture shock. In addition, the unit allows students to share and understand
different cultural perspectives through the study of perspective itself. This sharing of perspective can
be used to create a strong peer support network within the classroom for ELL students.

Implementation: The concept of perspective itself is discussed throughout the unit as students are
asked to identify and empathize with the perspectives of characters in ​Baggage​ (ie. lesson 5 prompts
students to use textual evidence to construct ideas about character perspectives). Important issues
around perspective such as bias that create barriers to inclusive attitudes around culture are also
deconstructed throughout the unit (ie. lesson 8 teaches students to identify personal and extraneous
bias in media). Furthermore, the sharing of student perspective is emphasized at several different
points in the unit (ie. lessons 2 and 3 prompt students ask to share their personal perspective through
their “single story”).

Rationale: Creating strong networks of student support for ELL students is shown to cultivate
classroom environments that are positive and safe for these students (Carhill–Poza 678). Moreover,
allowing students to share their cultural perspective has also been shown to ease the transition to
Canadian life for ELL students as a whole. This helps communicate to ELL students that educators and
peers are sensitive to their diverse needs and individual experiences (Stille 16)​.

Addendum #2 Equity, Diversity, and Inclusion (Natalie):

 18

Description: Choose specific quotes (about 5) from the novel where characters are speaking about
Thabo is such a way that he is referred to or treated as a charity case or simply when they prejudge him
(E.g. When Brittany says, “Maybe she’ll make him a project for bonus points” (Phillips 21). Or when the
reverend says, “A poster-child pin-up of needy right in front of them. Who could resist?” (Phillips 143)).
Students will work in their table groups to find where the quotation comes from in the book (page
number), who is saying the quote (consider the perspective of the character saying the quotation - are
they in a place of privilege or power? How do you know?) and finally, what theme is representative of
the quotes? (Underline specific words that make you think this way). After students have completed the
activity, or after about 30 minutes, students will present their findings. After all groups have presented,
ask students to find the similarities between the quotes: what do they notice about the words being
used in these quotes/what words did they underline? Whose voice is often excluded from these quotes?

Implementation: The topics of equity, diversity, and inclusion are seen throughout a couple of lessons,
including addendum #3 and lesson 8. This particular activity, however, will be implemented during
lesson 2, where students will be discussing what factors contribute to a person’s perspective(s). This
activity will be completed after students have begun to consider which characters exhibit privilege; by
having students consider power and privilege prior to completing this activity, they will hopefully
understand how wealth/privilege can be used both positively and negatively.

Rationale: This activity is significant to the overall unit plan, as it may shape how students feel about
particular characters, which will, in turn, impact who they choose to use in their podcasts.
Understanding a character’s perspective and motivations will also influence the types of questions that
the students will ask in their podcasts. If students are considering privilege and equity, they will,
hopefully, begin to think more critically about the reason why certain characters chose to make certain
decisions. By analyzing the chosen quotes, students will be introduced to the world of bias and the
power of language, where certain characters prejudge other characters based on first impressions. This
activity relates to the overarching question, as the quotations are inherently opposed to the idea of an
unbiased perspective. We would need to have a conversation with the students where they understand
that the characters are prejudging Thabo in all of the chosen quotations; most of the characters have
not even had a conversation with Thabo, they simply make assumptions about him based on his “story,”
which is flawed. During lesson 8, students have already explored bias, therefore, they should have an
understanding of how a person’s perspective can be biased. The activity also relates to lessons 11/12
where students will be asked to consider characters in the novel that exhibit true altruism. Does charity
= altruism? This problematic idea will be further explored throughout the debate. This activity is not only
relevant to the summative/unit plan, but to the students’ lives more generally. Having students
understand the power of privilege and equity is extremely important to how they live as global citizens.
As Dray (2018) points out, understanding other perspectives has been linked to improving one’s social
and intellectual abilities (453); therefore, the benefits cannot be overlooked.

Addendum #3 Indigenous Connections (Taryn):

Description: Following a screening of the TedTalk video “The Danger of a Single Story,” the teacher will
work collaboratively with students to develop a class definition of the term “bias.” Students will then
 19

work to identify what types of bias exist or are being counteracted in a series of videos/texts shown
through a PowerPoint presentation. Students will record their thoughts using a graphic organizer to
identify where the bias may be occuring in the video/text and from which person/group the bias is
coming from, as well as identify what can be done to alter this biased perspective. Here, the teacher will
use a series of resources from an Indigenous perspective in order to reveal what types of biases may be
present in relation to Indigenous cultures and histories (listed below). I will vet these resources by
looking for certain characteristics. For example, the documentary shown is produced by Indigenous
Peoples and is hosted by an Indigenous person. The film also places an emphasis on descriptions of the
person, their clan and their language. While the point of this particular activity is to draw on
stereotypes, I acknowledge that the way in which I approach these stereotypes as an educator will
greatly determine the message that is sent to students in my class.

Implementation: This topic will be implemented during the mini lesson on bias in our unit plan (Day 8).
In this lesson, students will be introduced to the term “bias,” building off of their previous
understanding of perspective and the various perspectives of characters in the novel as they have
explored in previous lessons. They will use their understanding of such perspectives to be able to
identify what bias may be present in the way that people’s perspectives of certain topics/groups of
people are portrayed through the analysis of Indigenous resources, therefore furthering their reading
comprehension and critical thinking skills.

Rationale: This activity is significant to the overall unit plan because it asks students to draw on their
own biases and perspectives in relation to the events talked about in the novel in addition to social
issues that they may be more familiar with as members of Canadian society (Indigenous culture) in the
context of their own communities and experiences. In the novel ​Baggage,​ there are particular events
and statements made by characters that demonstrate a fascination with different cultures. However,
these statements suggest that characters, such as Brittany, romanticize and exoticize cultures that are
different from their own. An example of this is when Leah states that her sister Brittany,”...flutters a
painted fan, slides bare feet into sandals, pouts like a geisha, twists her hair into a bun with a
chopstick”(Phillips, 2019, p. 19) when she returns from her trip to Japan. Such fascination with different
cultures and reducing these cultures to stereotypes often arises in relation to Indigenous cultures as
seen in the context of the “Indian Princess” Pocohontis. Therefore, it is relevant to have a discussion
about cultural stereotypes in order to extend the student’s understanding of this text in relation to
Indigenous histories to illustrate that these issues of cultural stereotypes do not solely concern cultures
that exist outside of Canada, such as Japanese culture, but in Canada as well. These sorts of
conversations are particularly relevant in the context of this novel because the novel is set in Vancouver,
BC — an area that is rich in Indigenous history and presence.

Links to Resources:
https://www.aadnc-aandc.gc.ca/DAM/DAM-INTER-HQ/STAGING/texte-text/a69c6_1100100010205_eng
.pdf​ → link to the Enfranchisement section of the Indian Act, which will serve to illustrate the prejudice
in favour of non-Indigenous Peoples.
https://www.youtube.com/watch?v=4i0HDygKdLM​ - link to the song “Colours of the Wind”, which will
serve to provide insight into colonial powers from an Indigenous perspective.
 20

https://curio.ca/en/video/indigenous-in-the-city-1408/​ → link to the documentary “Indigenous in the

City” which seeks to dispel stereotypes about Indigenous Peoples by showing Indigenous peoples in
today’s society and reveal the types of bias that non-Indigenous Canadians may have about Indigenous
Peoples.

Addendum #4 Multimodal Assignment (Hunter):

“Reading my Favourite Podcast”

Description​:​ Students are asked to practice implementing the concepts surrounding podcast literacy
introduced in the lesson ​“Podcast Literacy and You”​. This is a formative assignment of learning
designed to prepare students for their summative assignment by encouraging them to consider the
techniques used in their favourite podcasts to achieve a desired effect. For homework students are
asked to watch a podcast of their choosing and to critically engage with this source. An online
worksheet will be provided for students in which they will include: the title of their chosen podcast, a
proposed purpose and tone which they ascribe to the podcast, three techniques they can identify that
help establish this purpose/ tone, a short 100 word evaluation of whether or not the podcast is
effective in achieving the proposed purpose, and one idea as to what perspective is being shared in
the podcast. This will be checked for completion in the class that follows the aforementioned lesson.
Students may upload these worksheets to a shared google document to act as exemplars for the
entire class as they begin to work on their summative assignment.

Implementation:​ ​The assignment is introduced in the lesson ​“Podcast Literacy and You”​ and allows
for students to practice concepts introduced in this class. This assignment is implemented as a way to
prepare students for their incoming summative assignment which involves the creation of a
multimodal text. This assignment allows for students to practice the media literacy skills necessary for
success as they construct a conceptual framework for their summative in a highly relevant scenario.
This assignment directly leads into the summative assignment and prepares students to enter the
critical mindset they will need to work on the assignment.

Rationale: This assignment is extremely relevant to the unit as a whole as it provides a framework for
understanding the subsequent summative activity for the unit by introducing the concepts necessary
for being podcast literate. Aside from the unit, this assignment is intrinsically valuable for students as
they work their way through their secondary education, providing students with a chance to practice
their critical thinking skills. This is not only an essential skill for navigating one’s academic career but
one necessary for understanding the media students are exposed to on a daily basis in their everyday
lives. Moreover, the assignment itself engages with recent research relevant to engaging student
interest. As students are able to engage with any podcast they want to, they are able to integrate a
source of interest with course content. This type of activity has been proven to motivate students to
engage in course content by targeting areas of personal interest and making the relevancy of course
content more apparent (Kim, et al., 2016).

Addendum #5 Social Advocacy (Natalie):

Description: Students will be asked to reflect on how the characters in the novel advocated for Thabo;
more specifically, consider how the characters interacted with Thabo and how they chose to spread
awareness. Do you agree or disagree with their approach? Give a reason. (This could include a critique of
 21

the approach). In this reflection, students will also be asked to rewrite or come up with their own idea
for becoming more involved in helping refugees, whether it’s individually, school-based, in their
community, or even nationally. They can consult the UNHCR website/get involved page or other credible
sources* to influence or adapt ideas for their plan.
*Students will have learned how to research and utilize credible sources in the previous lesson #9.

Implementation/Rationale: This lesson will occur after students have been introduced to the podcast
assignment and bias; these previous lessons will be useful in this assignment, as students will have to
consider their positionality and privilege when creating their plans. This lesson also occurs prior to the
debate on altruism, as it will introduce students to the idea of helping others with no reward or
recognition. In asking students to critique or rework what the characters have done in terms of
advocacy, it forces students to consider the motivations behind the choices those characters make. For
example, if they choose to critique Brittany’s approach, they will offer their reasons as to why her
approach is not appropriate or significant enough. This opens up the conversation for the debate when
students have to choose the 2 most “altruistic” characters in the novel; are those characters ones that
contributed the most to spreading awareness, or those who actually got to know Thabo as a person?

This activity will be an assessment for learning to allow students to become more familiar with
researching and using reliable sources (UNHCR website), which will prime them for their summative
task. By asking students to consider and critique the characters, they will have to use their inference
skills, which they developed in lessons 2&4. This activity relates to the overarching critical question as it
provides students an opportunity to analyze any bias the characters might have towards Thabo or
refugees, more generally. The novel includes a lot of preconceived ideas about refugees without much
interaction with Thabo; this activity allows students to further consider how a person’s bias impacts the
way they interact with others. Completing this activity will hopefully inspire some of the students to
become more active and advocate for a social justice issue that they are passionate about. This activity
might inspire the students to complete further research on their own time, and they may even find
related issues or smaller issues (since global immigration is a widespread issue) with which they want to
spearhead. With this activity, the hope is that the students are thinking critically about the different
ways in which they can enact change either personally or on a larger scale.

Addendum #6 Written Task (Taryn):

“My Single-Story Speech”

Description: The activity will be introduced by having students watch a clip (0:00 - 2:55) of the TedTalk
video “The Danger of a Single Story” to show students what it means to have inherent bias about
something/someone/some place. During the screening of this video clip, students will be encouraged to
analyze in what ways the speaker, Chimamanda Ngozi Adichie, portrays her speech (Example: tone of
voice, language used, etc.) Students will then be given time to self-reflect, talk to a partner about their
thoughts in regard to the video, and then to write their own Ted-Talk script that outlines their own
single story about a certain place/person/thing based on their own biases. Students will be provided
with a graphic organizer where they can jot down their ideas prior to writing their ideas in a script
 22

format. Students are expected to write this script in the first-person narrative, as if they are going to
present this speech at a TedX convention, like the woman in the TedTalk video we watched as a class.

Implementation: This particular task will ask students to write a short, 250-300 word script that
articulates their own biases about a particular person/place/item. This writing task will follow a short
mini lesson on script writing, where students will be introduced to the format of script
writing and shown a few examples of scripts that they can use as exemplars. This lesson builds off of the
idea of personal perspective as introduced on Day 2.

Rationale: This task will allow students to practice writing in a speech format, therefore
developing the skill of balancing informal and formal language and writing for a particular audience.
Additionally, this task also encourages students to critically think about their own positions in society. In
doing so, students are able to expand on their understanding of the novel and the various perspectives
that are adopted in the text to reflect the different societal perceptions of refugees in Canada. Instead of
writing a standard personal essay about their biases, students are provided with the opportunity to
express themselves in a manner that will provide them with practice for the final summative task. The
writing task will act as a type of formative assessment as students will be asked to provide a written
copy of the script that they develop for their podcast in the summative assessment. The activity serves
as practice for students to start to think about the type of language they may use when writing a script
in comparison to a more formal piece of writing such as an essay. Therefore, this activity is relevant
because it serves as an opportunity for students to receive feedback on an assessment structure that
they will have to later complete for a grade.

Addendum #7 Oral Task (Aubrey):

Description: Using the cento as a template, we will be doing a spoken word activity to workshop oral
communication skills, including communicating meaning through rhythm and intonation. Students will
take their cento poems from day 5 and adapt them into a spoken word performance to be done in front
of their table group and workshopped.

Implementation: The closing activity of the cento writing lesson will lead into this activity. During the
end of the day 5 lesson, students get to hear how to of their peers would “cold-read” their centos in a
dramatic fashion, which should give them some ideas about how it can be adapted orally. The
instruction for the oral task will be to assign an underlying emotion to each line. Multiple lines are
allowed to have the same underlying emotion. Once all the emotions are sorted, students will then
decide how to communicate that emotion through an oral communication strategy. Do they want to
change the tone or volume of their voice to convey different emotions? Do happier parts speed up or
slow down? Does this line need to be deliberately enunciated or is it slurred? Once strategies are
worked out, students will have the opportunity to practice their performance with one partner before
performing it for their table group. The groupmates will then give “Two Stars and a Wish” to each
performance, that being two things they thought the performer did well, and something they wish the
performer would do for next time.
 23

Rationale: Since verse was originally an oral medium, I think we would be remiss to not work with a
verse text aloud in some way. This activity allows students to connect more personally with the text, as
they have to infer emotions into the lines, and then embody those emotions themselves. This activity
thus connects to our underlying question, because it is ultimately about empathizing with the inherent
biases, perspectives, and emotions of a chosen character.

Addendum #8 Peer/Self Assessment (Aubrey):

Description:​ ​The peer and self assessments will take place before the students hand in their podcast
assignment, which they worked on with three of their peers. It will be comprised of a google form, which
has three short answer questions and two 1-4 scales which mimic a rubric. The responses will all be
gathered by the teacher, and once they are compiled and screened for any derogatory content, each
student will be able to see the written feedback their group members gave them (with no names
attached).

The written feedback will be in the form of “Two Stars and a Wish.” See this link for the feedback form.

https://forms.gle/5c46Gdhk5sFtgMix7

Once this is done, students will fill out a similarly formatted self assessment form. See this link for the
self assessment form.
https://forms.gle/N8dXLmV7yszKQYR29

The purpose of the evaluations is to be forward thinking, using an improvement model within the
written feedback. The 1-4 scales are for the purposes of learning skills on the report card for the
teacher. It can also help for making groups in the future. You can take the strategy of grouping a 1, a 2, a
3, and a 4 together to make equal groups, or you can take the strategy of grouping all the 1s and 2s
together to force them to step up and not rely on the 3s and 4s.

Addendum #9 Summative Assessment (All):

Summative Assessment Description:
Description: See outline below

Implementation: Throughout the unit, students have been introduced to the concepts of bias,
perspective, and podcast literacy. Students have been given the opportunity to analyze the elements of
a podcast (lesson 7 and 9), while formulating their own inferences about how the characters from the
novel interact with and view other characters in relation to themselves through activities centred
around character development (lessons 4 and 5). Students have completed various formative tasks, such
as the writing task (lesson 3) and class debate (lessons 11 and 12). These tasks have provided students
with the chance to articulate their own perspectives and those of the characters, as well as to identify
where bias may arise in holding such opinions about social issues (lesson 2 and 8). By completing such
tasks, students have been provided with descriptive feedback from the teacher which can be used to
inform their next steps and to assist them in identifying strategies to successfully complete the
 24

summative assessment. Class time will be given to work on the summative, but students may need to
work on some components at home if they do not use class time wisely.

Rationale: In completing the summative, students will be able to apply their understanding of the
various elements of multimodal texts, including podcasts, in a creative manner that challenges them to
reflect on the perspectives of characters in the novel. Students will develop creative, critical thinking,
collaborative and problem solving skills by creating a podcast that draws on the key concepts of
character, perspective, bias and communicative style. Through analyzing elements of character, students
will have the chance to step inside the shoes of another person. In doing so, students are able to
develop into globally minded learners who can appreciate the values, needs, and opinions of others. The
technological skills required to complete the summative will assist students in developing the 21st
century skills necessary to actively engage in today’s society. These skills will also introduce students to
innovative ways to portray information and to engage in dialogue about some of today’s most “hot
topic” issues.

Summative Assessment Description Sheet

“Character Podcast”

Throughout the past 3 weeks, our class has been discussing ​Baggage​ by Wendy Phillips, which deals
with different perspectives on Canadian immigration. This assignment will encourage you to think
critically about the different ways that characters in the novel discuss issues related to immigration
based on their development as characters (their perspectives). Specifically, this assignment allows you,
the student, to immerse yourself in a perspective other than your own. This ability to empathize is an
essential human ability! You will use a popular form of new media in order to communicate this
perspective. In this day and age it is increasingly important to be able to navigate the digital world using
a critical and compassionate point of view.

Task:
In groups of four, you will be responsible for creating a podcast hosted by one of the central characters
of the text. Think about other podcasts we have listened to as a class, specifically how the personality
and perspective of the host comes through both in the subjects they cover and the way that they talk
about those subjects. Think to yourself, if Brittany were to host a podcast, what would that podcast be
about? Would Kevin’s podcast be a true crime podcast? If so, what makes his different from all the
others?

Format:
The podcast should be ​20 minutes in length​ and each person in your group must make a valuable
contribution (each person must talk). Your podcast must be created so that students in this class will
want to listen (remember what we discussed about audience and tone here in our Single Story Speech
writing). To ensure that your podcast is related to your character, your group will need to submit a 1
paragraph response that explains how your podcast is relevant to your selected character. Your group
will also need to submit a written script for the podcast prior to recording which will outline what each
 25

group member is responsible for discussing during the podcast. Think back to when you wrote a script
for your single story TedTalk and implement the criteria we talked about here.

In addition to recording your podcast, your group will also be responsible for marketing your podcast by
completing the following tasks:
1. Create a thumbnail for the podcast (examples will be shown in class). You can choose whether
to complete the photo digitally (Piktochart, Canva, PowerPoint, etc.) or as a hard copy - this is
your chance to be creative!
2. Create a “catchy” title for your podcast.

Summative Rubric

Elements Level 1 Level 2 Level 3 Level 4

Knowledge &
Understanding

Identify perspectives The podcast The podcast The podcast The podcast
and/or biases evident and explanation and explanation and explanation and explanation
in both simple and inaccurately or accurately accurately accurately and
complex texts and incompletely identifies biases identifies biases thoroughly
comment on any identify biases evident in the evident in the identifies biases
questions they may evident in the text. This text. This evident in the
raise about beliefs, text. This identification extends to text. This
values, identity, and identification briefly or include extends into
power does not extend superficially commentary thoughtful and
to include extends to about beliefs, insightful
questions about include values, identity, analysis of the
beliefs, values, questions about and power. implications
identity, and beliefs, values, these biases
power. identity, and have on beliefs,
power. values, identity,
and power.
 26

Thinking

Make and explain Inferences are Inferences are Inferences are Inferences are
inferences about both unexplained or justified, but justified and nuanced and
simple and complex unjustified. more explained using insightfully
texts, supporting Inferences do supporting textual developed using
their explanations not come textual evidence. textual
with stated and across in the evidence is Inferences evidence.
implied ideas from execution of needed. come across in Inferences
the texts. the podcast Inferences the execution of come across in
(Understand occasionally the podcast. every aspect of
characters beyond come across in the podcast’s
what is plainly said in the execution of execution.
the book. Get quotes the podcast.
as evidence for your
understanding.)

Communication

Communicate orally Oral Oral Oral Oral

for several different communication communication communication communication
purposes, using on podcast on podcast on podcast suits on podcast
language suitable for does not suit its sometimes intended clearly suits
intended audience.
the intended drifts away audience and
purpose or
audience. (Speak in a from its bears in mind
audience.
way that is accessible intended podcast
to the people who purpose or conventions.
are going to listen to audience.
your podcast.)

The podcast The podcast

Establish an The podcast
does not communicates
identifiable voice in The podcast communicates
effectively the perspective
their writing, effectively of a character the perspective
communicate
modifying language communicates effectively. of a character
and tone to suit the the perspective such that no
 27

form, audience, and the perspective of a character, names would

purpose for writing. of a character. with minor need to be used
(Speak as if you’re lapses. to identify the
inhabiting the characters.
character, using the
character analysis we
did earlier on)

Application

Produce media texts The podcast The podcast The podcast The podcast
for several different and podcast and podcast and podcast and podcast
purposes and image fails to image use some image use image use
audiences, using use previously previously previously previously
appropriate forms, discussed discussed discussed discussed
conventions, and forms, forms, forms, forms,
techniques. (Take conventions, conventions, conventions, conventions,
what you’ve learned and techniques and techniques and techniques and techniques
about podcasting and of podcasts. of podcasts, but of podcasts. of podcasts
podcast images, is somewhat such that it
including features muddled in could be put on
and conventions, and execution. Apple Podcasts
turn them into a new with minor
podcast) audio editing.

Rationale for Rubric: ​When designing this rubric, we wanted to find specific elements of the curriculum
that would help us to assess the learning goals we had for the entire unit, and thus for the summative.
Since this summative has elements of reading, writing, oral communication, and media, we looked
through the entire curriculum for specific expectations that aligned with both the assignment as
described, and the learning goals that we set out to assess during the unit. At the end of this process we
had five curriculum expectations, and how they align to the 3 learning goals are as follows:

Oral Communication

2.1 ​Communicate orally for several different purposes, using language suitable for the intended
audience.

● Learning Goal 1: Students here are able to communicate by applying oral and podcasting
techniques.
 28

Reading and Literature Studies

1.4 ​Make and explain inferences about both simple and complex texts, supporting their explanations
with stated and implied ideas from the texts.

● Learning Goal 2: Students analyze the characters and their biases.

1.8 ​Identify perspectives and/or biases evident in both simple and complex texts and comment on any
questions they may raise about beliefs, values, identity, and power.

● Learning Goal 3: Students raise their awareness about beliefs, values, identity, and power, which
are all current social issues which they have to represent in their podcasts.

Writing

2.2 ​Establish an identifiable voice in their writing, modifying language and tone to suit the form,
audience, and purpose for writing.

● Learning Goal 2: Students demonstrate their understanding of character through the voice of
their writing.

Media Studies

3.4 ​Produce media texts for several different purposes and audiences, using appropriate forms,
conventions, and techniques.

● Learning Goal 1: Students produce a podcast, which is a novel text form for some.

REFERENCES

Table of Contents Image ​ ​(​https://www.pinterest.ca/pin/540643130257766086/​)

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