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Read articles provided by the teacher and students work in a group 4 with 1 article (the same)
-group discussion about the article, then they will write about their perspective vs the author's perspective.
(Use the Venn Diagram)

Read articles from the media on their perspective of words, phrases, and sentences.

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Read book: during the novel, students will be asked how they feel, what is your perspective on what is happening, what would you have done if you were the officer shoes,

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Activity: Article Reflection on a current issue

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Activity: Article Reflection on a current issue

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Find an article have students read it, have them reflect on what the article is saying, are their underlying meanings in the article,
how accurate is the article

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Connect to reading a text that is fiction and non-fiction

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Connect to reading a text that is fiction and non-fiction

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Comparing 2 videos, one that is factual well done and one that is based on opinions with no facts. (ted talk and one cartoon video)

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Four corners. This collaborative activity encourages students to consider different points of view by engaging them in dialogue with not only those who have the same opinion but those who have differing viewpoints. The classroom is labelled with four points of view ((e. g., Strongly Agree/Agree/Disagree/
Strongly Disagree). Students are asked a question and then
move to the corner that best reflects their opinion. Once there,
students provide a reason for their choice. A variation would
have students jot their reason onto the corner chart before
speaking

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Think aloud. This strategy encourages teachers and students
to make their thinking explicit so that others in the class can
join the discussion. What is the author’s thinking? What are
the underlying assumptions? How do we know? How can we
weigh opinions against facts?

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Critically write what they've seen on video (Youtube or movie), talk about how they feel and if they disagree or agree.

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Social Justice Issue + Critical Literacy = Language Lesson Plan

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Social Justice Issue + Critical Literacy = Language Lesson Plan

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Research their topic- Independent task
Writing a poem
Create newspaper article
Create a show, broadcast
Create a poster
Create art: short explanation of blurbs of two perspective on today society (racial issues)
This will be assessed based on what they know and learned

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Interpret media texts, using overt and implied messages as evidence for their interpretations (e.g., explain why the advertisements used in a particular magazine are appropriate for that magazine, identifying the messages that would appeal to the magazine’s audience; explain how advertisements for healthy food and those for fast food differ)

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demonstrate an understanding of a variety of media texts;

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Determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary (e.g., review information critically with a friend using a concept map, checklist, or flowchart)

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generate, gather, and organize ideas and information to write for an intended purpose

and audience;

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identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives (e.g., ask questions to identify any biases that are stated or implied in the view presented) Teacher prompts: “Who would be most likely to share this point of view? Who would not?” “How would you revise the text to appeal to a different or a wider audience?” “Why do you think stereotypes are used in certain texts?”

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Make judgements and draw conclusions about ideas in texts and cite stated or implied evidence from the text to support their views Teacher prompts: “What conclusions can you draw from the events or information presented in the text?” “Has the author chosen the most convincing facts to support his or her opinion?”

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read and demonstrate an understanding of a variety of literary, graphic, and informational

texts, using a range of strategies to construct meaning;

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analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information (e.g., compare their own response to an oral text with a partner’s response, citing details from the text to support their own view; explain what makes a war veteran’s Remembrance Day speech effective)

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extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them (e.g., use dialogue or drama to explore similarities and differences between ideas in oral texts and their own ideas)

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interpret oral texts by using stated and implied ideas from the texts Teacher prompts: “What messages did you get from the speaker’s tone of voice/body language/facial expressions?” “How does paying attention to a speaker’s body language help you interpret what is being said?”

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Listen in order to understand and respond appropriately in a variety of situations for

a variety of purposes

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We think that combining these two ideas together would be best presented in a language arts unit.

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This will be our critical literacy focus.

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It involves the questioning and examination of ideas, and requires you to synthesise, analyse, interpret, evaluate and respond to the texts you read or listen to.

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Social justice is the equal distribution of opportunities, rights, and responsibility despite differences in physical traits and/or beliefs and behavior.