A Model Thematic Unit
Conflicts and Choices – Doing the Right Thing
Context: Social, Cultural, Historical
Timeline: Approximately six weeks
Whether at home, in school, or in society, we all face conflicts, challenges, and issues. Although these conflicts, challenges, and issues develop for many different reasons, they force us to make choices if we are to do the right thing. Doing the right thing is always a challenge. Is it better to do the right thing and fail or do the wrong thing and succeed? By considering how others have dealt with similar conflicts, challenges, and issues, we can learn how to do the right thing. By reflecting on the conflicts, challenges, and issues and the choices that we have, we can face and address life and the world around us.
Understanding: Life calls upon us to do the right thing when faced with a conflict, challenge, or an issue.
Possible Questions for Deeper Understanding
• What is the right thing to do? How do we know?
• What are our rights, responsibilities, and freedoms?
• What causes conflict or makes something an issue?
• How do individuals and groups best deal with and resolve conflicts and address issues? • What qualities help people deal with conflicts and issues successfully? • Questions students would like to explore:
English Language Arts Goals and Outcomes Overview [Grade 9]
Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level-appropriate texts from First Nations, Métis and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.
CR9.1a View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social responsibility (e.g., Our Shared narratives), and efficacy (e.g., Doing the Right Thing). CR9.1b View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering). CR9.2a and CR9.2b Select and use the appropriate strategies to construct meaning before (e.g., formulating focus questions), during (e.g., adjusting rate to the specific purpose and difficulty of the text), and after (e.g., analyzing and evaluating) viewing, listening, and reading. CR9.3a and CR9.3b Use pragmatic (e.g., language suitable for intended audience), textual (e.g., author’s thesis or argument, how author organized text to achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation), graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm meaning. CR9.4a View and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose. CR9.4b View and demonstrate comprehension of visual and multimedia texts to synthesize and summarize ideas from multiple visual and multimedia sources.
CR9.5a Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including conversations, discussions, interviews, and speeches. CR9.5b Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including directions and speeches, recognizing train of thought, main points, and presentation techniques CR9.6a and CR9.6b Read and demonstrate comprehension and interpretation of grade-level-appropriate texts including traditional and contemporary prose...