Grade 10 Academic English lesson plan.

Lesson Plan for a Grade 10 Academic English Classroom

	Strand/Topic:                    English: “Mikomosis and the Wetiko”; First Nations history and differing perspectives				Grade: 10 Academic			Date: February 3rd 2019
	Expectations ·         Making Inferences 1.4: Make and explain inferences about texts including increasingly complex texts, supporting their explanation with well-chosen, stated and implied ideas from the texts(The Ontario Curriculum, Grades 9-10, 73) ·         Extending Understanding of Texts 1.5: Extend understanding of increasingly complex texts, by making connections between the ideas in them and personal knowledge, experience and insights, other texts and the world around them (74) ·         Critical Literacy 1.8: identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (74) ·         Audience Responses 1.4: explain why the same media text might prompt different responses from different audiences (80) http://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb.pdf				Connections ·         The Indigenous perspective is often disregarded or ignored in the documents of the Ontario Curriculum (aside from a small amount in the Grade 10 history curriculum), and is not touched upon at all in the English curriculum ·         Students should be aware of how a dominant culture can create a certain lens to view the world, and that there is more than one perspective to any story, despite what the dominant perspective says. ·         Students will be able to critically think about the Social Justice issues that surround Reconciliation and the current and past relationships with the Canadian Government.
	Learning Goals By the end of this lesson, students will be able to: ·         Define the impact that the European colonizers had on First Nations people and their ways of life ·         Understand the difference between written law and oral law or tradition and look at it in the context of Social Justice ·         Demonstrate understanding of differing perspectives, in relation to First nations and Europeans ·         Work in groups to make Intertextual references using the comic ·         Students will be able to critically analyze and discuss First Nations issue in a sensitive and respective manner
		Questions to Ask								Accommodations/ Modifications (content/process/product)
	Part 1:  Minds On	·         Students will be asked in the beginning of the class to think of different perspectives and viewpoints on issues such as First Nations and European settlements. ·         They will share their opinion in a Think, Pair Share style with their neighbour ·         Students will think about the difference between Written law and Oral Law					What kind of different perspectives are there regarding the settlement of Canada? How does the way of life of First Nations people compare to the life of a European settler in the 19th century? Is one style of life more relevant than another? Is there a single story regarding the settlement of Canada, or are there other perspectives that matter as well? How does Oral Law differ from Written law?		Teacher will help lead the class discussion to help the students focus on the idea of different perspectives. Teacher will ask the class guiding questions that help the class think regarding the topic at hand before reading the graphic novel “Mikomosis and the Wetiko”
	Part 2:  Action	·         Students are to read the graphic novel “Mikomosis and the Wetiko” independently, and then with a neighbour discuss the setting, plot, theme, characters ·         Students will also point out any other interesting facts that can be brought up in the class discussion ·         Teacher will circulate and guide discussion, taking the role of a facilitator ·         Students will  be making connections between the comic book and the current action of Reconciliation, with the teacher using guiding questions in order to facilitate the discussion					What can we say about Oral laws of the Cree Nation? What kind of artefacts from the First Nations side and the Canadian side draw your attention? What part from the graphic novel spoke to you? Why? Using the knowledge and context learned from reading the book, what can be said of the power dynamic between the Government and First Nations peoples? Is the current program of reconciliation effective? Why or why not?		Teacher will go around the class and help facilitate the discussion if students have a hard time understanding the novel Guiding questions will be asked and given if students are struggling
				Questions to Ask		Accommodations / Differentiation (content/process/product)				Materials
Part 3:  Consolidate Debrief			After reading the comic, students will pair up with their neighbours and discuss the significant aspects of the graphic novel: ·         Students will discuss characters, setting, plot, theme ·         Students will discuss the difference and the impact of Oral Law and Written law ·         Students will fill out the comparison T chart that will highlight differences between Canadian and Cree civilizations ·         Teacher will finish the lesson by asking guiding questions that will help students focus on the topic when looking for the artefact and doing the write-up post trip.	Are both groups in the novel represented fairly? How does Oral Law of the First Nations differ from Written law of the Canadian government? Which one is more correct? Is one more correct than the other? What kind of artefacts from both sides stand out to you?		Teacher can provide extra context and background information on both groups and the relationship between First Nations and Canadian settlers in the 19th century Help students determine significant cultural symbols, that would help students choose their artefact during the field trip				Graphic novel will be used for the comparison Worksheet will be given for the comparison between the lifestyles
Assessment Tools (diagnostic/formative/summative) ·         Diagnostic will be performed in class as a type of Assessment as Learning ·         Students will be provided with a comparison table, which they will use during the Think, Pair, Share portion of the class to discuss the differences between First Nations and Settler life
Prior Knowledge ·         Intertextual analysis and the ability to make inferences ·         Basic understanding of European colonization of Canada ·         Proper research techniques and citation practices
Next Steps ·         For the next class, students will be looking at the aspect of Reconciliation between First Nations peoples and the Canadian Government

The lesson plan listed here is for a Grade 10 Academic English class, and is made to tackle the difficult topic of First Nations History and Reconciliation in the present. It allows students to engage with sensitive material through a comic medium, and discuss the issues presented in the comic book and compare them to the issues faced by First Nations peoples in the real world today. In addition, the lesson is meant to open a dialogue in the classroom between the students, where they can add in their input as to how Reconciliation must proceed in contemporary society.

Teaching Philosophy

In terms of my teaching philosophy, I believe in being a facilitator of classroom discussion, where the students can freely engage with the subject and express their opinion on the matters that we are learning about. Through this way, it gives the students their own voice in the program and makes the students feel that their opinion matters. Furthermore, I seek to encourage student interests in subjects such as History, English, Geography and Social Studies, so that they can grow to be responsible citizens, that can critically analyze the world around them.

Throughout my time in teacher's college I have learned many ways to conduct lessons and different material to include in my lessons. In addition, I have learned how to be a facilitator in an equitable classroom, as to give students their own voice in these matters. Armed with this knowledge, I go forth into the profession, confident that I will make an impact for the better on the students and the schools I will teach in.

My Standards of Practice

My Standards of Practice

- A commitment to students and student learning, including dedication to ensuring that the students learn in an effective and equitable environment, where each student is treated with respect and can grow to be a responsible citizen that contribute to the development of this country.

-Professional knowledge including understanding the curriculum documents and keeping up to date with new policies and practices and their effect on the classroom.

-Professional Practice that includes applying professional knowledge in a classroom setting such a making appropriate evaluations like tests and assignments

-Leadership in learning communities- collaborate with the community to create safe and supportive programs
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-Ongoing professional learning with involvement in PD days and additional qualifications that can be used in the classroom

Youth on Social Media

Building on the previous Youth Rendering that talked about Adolescent and Cell phone use, this rendering examines social media use among Adolescents. As previously discussed, a large majority of adolescents today have access to a smartphone, a device that can be a distraction or a useful tool in the classroom. However, it is important to note that because of the capabilities of a smart phone and the ever growing presence of the internet in the world today, adolescents will have access to social media programs such as Facebook, Instagram, Snapchat, Twitter, etc. In fact, a study done in 2015 finds that an average teenager spends about 27 hours online a week, and one and a half hours on social media on one day (McGillivray). Like cell phones, social media does have its pros and cons, even in educational purposes. The most obvious con would be it provides another distraction for students in the classroom, where students become disengaged from learning if they are on their phones and consuming social media, which in the long run can negatively affect the grades of the student. Furthermore, social media use can help lead to risk taking behaviour, since it gives the adolescent access to the internet and social media of other people, including those that give off negative influences and encourage risk taking such as smoking, drinking, etc. However, the same study notes that social media can also be used positively in classrooms, not only to help students study and prepare for tests, through engaging games and challenges, but also can help create a digital classroom, where the teacher can share material online for students to use (McGillivray),  with a good example of this being the York University Moodle. At the end of the day, it would come down to the educator to determine the policies of social media, and in my opinion, just like how cell phones can be put to good use in engaging the learners, so can social media, especially if it helps the adolescent discover positive influences that help minimize risks and broaden their perspectives on inclusivity, being caring and respectful of others.

Works Cited List

McGillivray, Nick. “What Are the Effects of Social Media on Youth?” TurboFuture, TurboFuture, 12 Oct. 2015, turbofuture.com/internet/effects-of-social-media-on-our-youth.

About Me

My name is Alexandre Stakhanov, and I am a Teacher Candidate at York University. I have graduated from York for History and English, and I aspire to become a secondary school teacher. I plan to effectively engage learners using new methods of pedagogy that I learned from the Teacher's college program at York University, and using my historical backgrounds, will make my classes a safe, inclusionary and fun environment for all my students. I also have extensive knowledge of technology and computers, and plan to incorporate cell phone and computer use in my classroom lessons, which will turn them from being a detrimental distraction into a useful learning tool.
This blog here is designed for adolescent development and includes useful articles and links that can help deal with adolescent problems, such as Peer Pressure, and in more extreme cases Youth Homelessness, and how to combat it. In addition, it includes lesson plans, my teaching philosophy and standards of practice.
I hope you enjoy your stay
Alex S

Youth and Risk Taking Article Analysis

In the Article "Towards a More Sociological Understanding of Youth and their Risk-Taking," there is an interesting section that tries to explain why some Youth are more prone to taking risks than others. The paragraph goes on to explain that risk taking and problematic behavior is based on biographical and social-psychological factors, including personality, beliefs and influence from peers, friends and other people (France 320).  This part explains that youths can engage in risky activities due to peer pressure, which is one of the most common causes of risk taking, and social factors such as wealth status, and class, and finally also factors based on personality, such as having an addictive personality, or being under constant stress, and needing a way to relieve that. The paragraph also goes on to state that risk taking influences primarily come from the person's peer group such as friends, colleagues, classmates, and their parents. In this case, in order to target and minimize risks and minimize the influence of the peer group in regards to risk taking, there are preventative measures that can be taken. For example, the Kids Health website suggest being firm and giving a firm "no" when faced with a situation where a group is peer pressuring the target in order to get them to partake in risk taking activities, such as smoking (Lyness). The beginning part of the paragraph builds on the theories proposed in the previous. It states that there are five behaviors or influences that pre-dispose adolescents into taking risks, with these being school failures, indifferent family environments, peer pressure, needing to prove oneself, and families that encourage negative behaviors (such as drinking, smoking, etc) (France 321). Some of these influences can be faced in schools, with the assistance of teachers, such as peer pressure and school failure, however there are influences that relate to the adolescent's family, and as a teacher are much harder to combat, since they require substantial parental input and support. Therefore, in order to combat negative influences that lead to risk taking behaviors, solutions must be double ended, and have to extend from the home to the school, as minimize the chances of the adolescent engaging in risk taking behaviours. For if such adolescents end up engaging in risk taking, such as smoking, drinking, drugs, etc. it can lead to a larger array of problems that range from substance addiction, to failing grades, to dropping out, and in worse cases, homelessness.

Works Cited List

“Dealing With Peer Pressure.” Edited by D'Arcy Lyness, KidsHealth, The Nemours Foundation, July 2015, kidshealth.org/en/kids/peer-pressure.html#.

France, A. (2000) “Towards a Sociological Understanding of Youth and their Risk-taking”, Journal of Youth Studies, 3:3, 317-331

Cellular phone use by Adolescents

Adolescents on their phones during class time

This rendering of Youth culture is one that is familiar to teachers and students alike. At first glance this picture shows several of the students are on their cell phones during class time, distracting themselves from class work and learning. In our modern world today, a recent study from 2015 showed that 88% of adolescents have access to a cellphone of some type, and 73% of them have a smartphone (Lenhart).  This means that most adolescent students in class will have some kind of cell phone, and I can personally observe this in my practicum classes as well, where almost every student has a smartphone of some kind with them. While it is true that cell phones can cause distractions in class, especially if it is uncontrolled or unsupervised phone use, cell phones and new technologies have their use in the classroom, and can actually be beneficial to learning. For example, a phone (or a computer) can be a useful learning tool for in class test review, where the students can use it to participate in a game of Kahoot!, which is a program that actually requires a computer or a cellular device in order to answer questions and get points (where the questions can be made by the teacher and is related to class material). In short, while unregulated use of cell phones in the classroom can be destructive to learning, completely banning their use is also the wrong way to go. Instead, teachers and educators need to find ways to incorporate this technology into their classroom, so that instead of being a detriment, it can be a useful tool to advance meaningful learning.

Works Cited list

Lenhart, Amanda. “A Majority of American Teens Report Access to a Computer, Game Console, Smartphone and a Tablet.” Pew Research Center for Internet and Technology, Pew Research Center, 9 Apr. 2015, www.pewinternet.org/2015/04/09/a-majority-of-american-teens-report-access-to-a-computer-game-console-smartphone-and-a-tablet/.