Title: Expressive Language, Teaching Students Social and Employability Skills through Artful Writing

Rationale: Students need to learn the most efficient ways in which to communicate emotions, stories and ideas in
order to find increased success in the world and in society.
Resource Rationale: All the resources used for this unit provide students with illustrative examples of the products
that they should be producing or at least gives them an idea of what this will look like.
Assessment Rationale: The assessments in this unit are geared towards monitoring and evaluating student growth in
the key outcomes by utilizing both formative and summative assessments. Students will also work collaboratively to
meet the outcomes not being formatively or summatively assessed by contributing to group work and writing
conferences.
Big Idea: Gaining the ability to powerfully express ideas, emotions and desires in the English language
General Outcomes for Unit:
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences
2. Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.

Length of Unit: 5 weeks

Specific Program of Studies Outcomes:

General Outcome 1
Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences
1.1 Discover and Explore
1.1.4 Discuss and respond to ways that forms of oral, print and other media texts
enhance or constrain the development and communication of ideas, information and
experiences
1.1.5 Pursue personal interest in specific genres by particular writers, artists, storytellers and
filmmakers

1.2 Clarify and Extend

1.2.1 Acknowledge the value of others’ ideas and opinions in exploring and extending
personal interpretations and perspectives
1.2.2 Exchange ideas and opinions to clarify understanding and to broaden personal
perspectives
1.2.3 Reconsider and revise initial understandings and responses in light of new ideas,
information and feedback from others
General Outcome 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

2.1.3 Enhance understanding by paraphrasing main ideas and supporting details, and by
rereading and discussing relevant passages
2.1.4 Monitor understanding; skim, scan or read slowly and carefully, as appropriate, to
enhance comprehension
2.1.9 Use a thesaurus to extend vocabulary and locate appropriate words that express particular
aspects of meaning

2.2 Respond to Texts

2.2.1 Experience oral, print and other media texts from a variety of cultural traditions and
genres, such as magazine articles, diaries, drama, poetry, Internet passages, fantasy, nonfiction,
advertisements and photographs
2.2.2 Write and represent narratives from other points of view
2.2.3 Expect that there is more than one interpretation for oral, print and other media texts, and
discuss other points of view
2.2.4 Explain connections between own interpretation and information in texts, and
infer how texts will influence others
2.2.5 Interpret the choices and motives of characters portrayed in oral, print and other media
texts, and examine how they relate to self and others
2.2.6 Identify and describe characters’ attributes and motivations, using evidence from the text
and personal experiences
2.2.7 Discuss various ways characters are developed and the reasons for and plausibility
of character change
2.2.8 Compare two similar oral, print or other media texts by considering the characters, plot,
conflicts and main ideas
2.2.9 Discuss how techniques, such as word choice, balance, camera angles, line and
 framing, communicate meaning and enhance effects in oral, print and other media texts
2.2.10 Identify ways that characters can be developed, and discuss how character, plot and
setting are interconnected and mutually supportive
2.2.11 Identify and discuss how word choice and order, figurative language, plot, setting and
character work together to create mood and tone

2.3 Understand Forms, Elements and Techniques

2.3.1 Discuss how the choice of form or genre of oral, print and other media texts is
appropriate to purpose and audience
2.3.3 Distinguish theme from topic or main idea in oral, print and other media texts
2.3.4 Identify and explain characters’ qualities and motivations, by considering their words and
actions, their interactions with other characters and the author’s or narrator’s perspective
2.3.5 Compare and contrast the different perspectives provided by first and third person
narration
2.3.7 Identify creative uses of language and visuals in popular culture, such as commercials,
rock videos and magazines; explain how imagery and figurative language, such as
hyperbole, create tone and mood

2.4 Create Original Text

2.4.1 Create oral, print and other media texts related to issues encountered in texts and in own
life.
2.4.2 Retell oral, print and other media texts from different points of view
2.4.3 Create oral, print and other media texts with both main and minor characters
2.4.4 Choose forms or genres of oral, print or other media texts for the particular effects they
will have on audiences and purposes
General Outcome 3
Students will listen, speak, read, write, view and represent to manage ideas and information.

3.1 Plan and Focus

3.1.1 Experiment with several ways to focus a topic, and select a form appropriate to
 audience and purpose
3.1.2 Identify and trace the development of arguments, opinions or points of view in oral, print
and other media texts

3.3 Organize, Record and Evaluate

3.3.1 Organize ideas and information creatively, as well as logically, to develop a comparison or
chronology, or to show a cause–effect relationship
3.3.2 Organize ideas and information to establish an overall impression or point of view in oral,
print and other media texts
3.3.3 Make notes in point form, summarizing major ideas and supporting details; reference
sources
3.3.4 Discard information that is irrelevant for audience, purpose, form or point of view
General Outcome 4
Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.

4.1 Enhance and Improve

4.1.1 Share draft oral, print and other media texts in a way that will elicit useful feedback
4.1.2 Evaluate how particular content features contribute to, or detract from, the overall
effectiveness of own and others’ oral, print and other media texts; make and suggest revisions
4.1.3 Revise by adding words and phrases that emphasize important ideas or create dominant
impressions
4.1.4 Revise to enhance sentence variety, word choice and appropriate tone
4.1.5 Enhance the coherence and impact of documents, using electronic editing functions
4.1.6 Use paragraph structures to demonstrate unity and coherence
4.1.7 Vary handwriting style and pace, depending on the context, audience and purpose
4.1.8 Choose an effective format for documents, depending on the content, audience and
purpose
4.1.9 Infer the literal and figurative meaning of words in context, using idioms, analogies,
metaphors and similes
4.1.10 Experiment with figurative language, voice, sentence patterns, camera angle and music to
 create an impression or mood

4.2 Attend to Conventions

4.2.1 Use words and phrases to modify, clarify and enhance ideas and descriptions in own
writing
4.2.2 Use a variety of simple, compound and complex sentence structures to communicate
effectively, and to make writing interesting
4.2.3 Use correct pronoun–antecedent agreement in own writing
4.2.4 Use verb tenses consistently throughout a piece of writing
4.2.11 Use appropriate capitalization and punctuation for referencing oral, print and other media
texts

4.3 Present and Share

4.3.1 Plan and facilitate small group and short, whole class presentations to share information
4.3.2 Present information to achieve a particular purpose and to appeal to interest and
background knowledge of reader or audience
4.3.3 Plan and shape presentations to achieve particular purposes or effects, and use feedback
from rehearsals to make modifications
4.3.5 Use appropriate verbal and nonverbal feedback to respond respectfully

General Outcome 5
Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

5.1 Respect Others and Strengthen Community

5.1.1 Compare own with others’ understanding of people, cultural traditions and values
portrayed in oral, print and other media texts
5.1.2 Clarify and broaden perspectives and opinions, by examining the ideas of others
5.1.3 Compare ways in which oral, print and other media texts reflect specific elements of
cultures or periods in history
5.1.4 Participate in organizing and celebrating special events, recognizing the appropriateness
and significance of the language arts
5.1.5 Use inclusive language and actions that demonstrate respect for people of different races,
 cultures, genders, ages and abilities

5.2 Work Within a Group

5.2.2 Use opportunities as a group member to contribute to group goals and extend own learning

Resources:

Unit Plan Blueprint (Blocks)

Lesson ACTIVITY OBJECTIVE ASSESSMENT RESOURCES

1(10 Mins) Lesson #1: Reinforcement to Literary Reinforce poetic Formative: Handout: Poetry
Devices devices and 1.1.4 Devices
prepare students to 2.1.4
be able to express
themselves
competently

2(30 Mins) Lesson #2: Identify that Check for student Formative: Powerpoint
Expression! (Game show style understanding of 1.1.4 Gameshow
activity) literary devices 2.1.4
2.3.7
3(120 Lesson #3: Introduction to the ides of Get students used Formative: Expressive videos
Mins) Expressive Language to the idea of that 2.2.4
we need these 2.4.1 Expressive quote
social skills of 2.3.7 and excerpt sort
concise
information to be Works sheet for
able to socially expressive
operate in social writing search
and employability and authoring
circles
4(120 Lesson #4: Expressive Writing to show Formative: V-Speech
Mins) Introductions and Alliteration acquisition of 2.1.9
poetic device 2.2.6 Alliteration Sort
understanding and 2.3.4
skills 2.4.1 Alliterative
Introduction
Sample
 Peer Editing
Papers

Quiz
5(40 Mins) Lesson #5: Introduction to Note Students will be Formative Note Card Story
Card Stories introduced to the 1.1.4 Sample
idea of Note Card 2.1.4
stories
6(80 Mins) Lesson #6: Note card story Students will Formative: Note Card Story
comprehension and writing display abilities to 2.2.4 Samples
unpack meaning 2.2.9
behind numerous 2.2.11
note card stories. 2.3.3
7(120 Lesson #7: Note Card Story Students will show Summative: Story Prompts
Mins) Writing Conference skills needed to 2.4.1
write short stories 2.4.2 Snacks
and express ideas 4.1.1
and plot in a 4.1.3 Drinks
concise
Note Cards
7a (120 Summative Assessment: Poetic Students will Summative: Test
Mins) Devices and Note Card Story 2.1.4
Comprehension 2.1.9
2.2.2
2.3.7
2.4.1
8(80 Mins) Lesson #8: Introduction to Introduce students Formative: Allusion and
Allusion and Euphemism to the mandatory 1.1.5 Euphemism
short story 1.2.3 Powerpoint
concepts to allow 2.2.9
for expedited 2.3.3 Handout: How it
narratives 4.1.2 all works.
9(80 Mins) Lesson #9: Intro to Short Stories Have students read Formative:
and Basic Comprehension and be exposed to 2.1.4 Short Story
concept and art of 2.1.9 Comprehension
short story 2.2.2 Cheat Sheet
composition 2.3.7
2.4.1 Comprehension
worksheet

Short Stories
10(120 Lesson #10: Short Story Students will Formative Comprehension
Mins) Comprehension display the skills 2.1.4 conference
needed to 2.1.9 worksheet
determine the plot 2.2.2
and theme of a 2.3.7 Group specific
story 2.4.1 short story
packages

11(120 Lesson #11: Short Story Students display Summative Cookies, ice tea
Mins) Workshop skills and 2.4.1
techniques needed 2.4.2 Story prompts
to weave and tell 4.1.1
an engrossing 4.1.3 Short story
story writing guides

Peer editing
papers

11a(120 Assessment: Short Story Writing Students will Summative Short Story Test
Mins) and Comprehension display 2.1.4 -Prompts
comprehension 2.1.9 - Examples
and writing skills 2.2.2
needed for every 2.3.7
day operation in 2.4.1
society and the
economy
12(80 Lesson #12: Music to my Ears: Expose students to Formative Samples of Songs
Mins) Short Stories Elsewhere the idea that songs 2.1.4
are stories or 2.1.9 Listening guide
messages (short 2.2.2
stories) that use 2.3.7
music as the 2.4.1
medium to convey
its message
13(120 Lesson #13: Ballad Conference Get students to use Formative Ballad Stations
Mins) their skills from 2.1.4
previous lessons to 2.1.9 Ballad Confrenc
analyse and glean 2.2.2 worksheet
information, story 2.3.7
and theme 2.4.1 Peer Assessment
sheet

Group
understanding
sheet
14(80 Lesson #14: Expressive Give students the Formative Poetry sample
Mins) Communication Elsewhere: Poetry idea that poetry is 2.2.3
nothing special, 2.2.4 Identify the poem
simply another 2.2.5 worksheet
way in which 2.2.9
express oneself. 2.2.11
Students will also 2.3.1
be exposed to the 2.3.3
different types of
poetry
15(120 Lesson #15: Poetry Students will learn Formative Poetry samples
mins) Comprehension how to deconstruct 2.1.4
a poem and extract 2.1.9 Poetry
meaning from it 2.2.2 comprehension
2.3.7 booklet
2.4.1
Group poem
books

16(40 Lesson #16: Poetry to the beat, Introduce students None Samples of
Mins) Poetry in songs to the idea that complex and
note card stories poetic songs
and short stories
are not the only
thing that can be
set to music
17(120 Lesson #17: Combine it all: Students will learn Formative Group specific
Mins) Analysing songs for devices, story, to analyse 2.1.4 songs for
theme and poetry 2.1.9 comprehension
2.2.2 analysis
2.3.7
2.4.1 Cookies, Ice tea
17a Assessment: Writing a Ballad Students will Unit End Song writing guide
combine all Summative:
previously learned 2.1.4 Group planning
skills to compose a 2.1.9 sheets
ballad set to the 2.2.2
Lyric planning
beat of an already 2.3.7 sheets
established song 2.4.1
Peer assessment
template