Bifocal Unit Plan!

I would like to highlight the Unit Plan that was created specifically for this year's read aloud! The unit plan has daily lessons for the entire length of this project. It is broken down into a very structured daily lesson, which you can choose to use in part or in whole. It covers curriculum from reading, writing, oral language, and media, as well the learning skills. 

General Daily Lesson Structure:

• Minds-On for Every Day: Get into groups of 3-4 using Name Sticks (popsicle sticks with student names on them - this helps to randomize groups). Share yesterday’s writing in the groups. Quickly discuss similarities and differences between the approach taken to respond to the prompt, identify trends and differences, word choices, etc... (15 min. or so) (optional based on time)
• Reading: Read selected pages. (15 min. or so).
• Discussion Question: As a whole class, address that day’s discussion question. Encourage students to respond to one another’s comments and thoughts (i.e. “I agree with … because…”, “I am not sure about …. because…”). Encourage higher order thinking by looking at reasons why, encouraging students to use textual evidence to support their ideas, etc… (10 min. or so)
• Daily Write: Display writing prompt for the day (have this link projecting on the board: http://tinyurl.com/BifocalPrompts). In their journals, student have a set time limit to write. Teacher might need to discussion how to begin, gather ideas, etc… with students who are struggling. (20 min. or so)

Go HERE for more information regarding assessment and to see the daily lessons for Bifocal. 

Bifocal Novel Study Unit Plan

To give an idea of what is included, here is the first week of lessons: 

Lesson 1: Preteaching Minds-on: What do we know about prejudice? Racism? Discrimination? Bigotry? Create a class KWL chart (digital or on chart paper) and have students share ideas for what they think they know about these related topics. Action: Break students into 7 groups. Assign each group a topic from the following list: Prejudice Racism Bigotry Islamophobia Anti-semitic Discrimination Extremist Each group gets a blank frayer model (found in the Google Drive folder) and writes their topic/term in the middle circle. Using devices (own or school-provided), groups need to research the topic and fill in the frayer model appropriately. Give approximately 15-20 minutes for work. Then gather as a class and share learned topics - may want to post this vocabulary as well for use with the book. As a class, complete the second part of the KWL chart - What do we WANT to learn? Have students stay in their present groups or mix them up a bit. Either project the quote (found in Google Drive folder) or give a copy of it to each group. They have 10 minutes to discuss the quote and what they think it means. As a class, discuss connections they have to the quote Which groups in society don’t see themselves represented accurately in the media? Do you feel that your religion, identity, or culture is accurately represented in the media? Did anything from the quote resonate with you? Do you agree or disagree with what he is saying? Why? Optional: Watch Islamaphobia killed by brother - let’s end the hate: https://www.youtube.com/watch?v=XiEQmcZi8cM What is the impact of discrimination on various groups in our society? How can hate spread so quickly? How can we combat this? Consolidation: As a class, complete the last section of the KWL chart - what have we LEARNED? Focus on the ideas of new vocabulary, cleared misconceptions, etc…

Lesson 2 Read Chapter 1 Discussion Focus:  Based on what you know of the situation so far, did Jay and Kevin react appropriately? Safely? What were they expected to do? What were their motivations? Why? Daily Write:  How do rules and procedures help us in our daily lives? How do they hinder or interfere with our individuality? Why?

Lesson 3 Read Chapter 2 Discussion Focus: How does Ms. Singh react to the situation? Does her reaction/actions help or hinder the situation? What would be an ‘appropriate’ reaction to this happening in front of you? Daily Write: How do lockdown procedures help in such a situation? Do you believe that they are effective or not? Why? OR Do you believe that Ms. Singh did the right thing during the lockdown? Why or why not?

Lesson 4 Read Chapter 3 Discussion Focus: There is an old saying: “A lie gets halfway around the world before the truth has a chance to get its pants on.” How does this idea relate to the novel so far? Is their truth to it or is it simply an exaggeration? Why? Daily Write: How can the impact of gossip, rumours and assumptions be measured? What are the consequences? How do you know this?

Lesson 5 Read Chapter 4 Discussion Focus: What rights do you have as a Canadian citizen?  What impression do you get from the police when they approach Haroon in the morning before school? Do they violate Haroon’s rights? Why or why not? Daily Write: When it comes to being Canadian, which right most defines us? Why?