Learning Goals:

OLG1 - Reading Process: Using critical literacy, a variety of reading strategies and, knowledge of form and style, students will analyze, assess and synthesize information and ideas from a variety of texts.

OLG2 - Writing Process: Thinking critically, students will conduct research to develop ideas for writing tasks; they will organize and synthesize information to suit specific forms, purposes and audiences.

OLG3: Oral Communication Thinking critically, students will plan and prepare a variety of oral and/or multimedia texts, using effective communication skills that are organized, and that show evidence of rehearsal and revision.

OLG4: Media and Critical Literacy: By applying critical literacy and key media theory, students will analyze representations and techniques in a variety of media forms and use media techniques to create different media texts for specific audiences and purposes

OLG5: Metacognition: Students will reflect on their English knowledge and skills, and with the support of their teachers, take corrective measures to improve.

Identity - How do we construct our identities? How does the construction of fictional characters contribute to the development of our personal identities and to our understanding of the identities of others? Can the development of fictional characters help us to find our most authentic selves or do these characters add to the multifarious notions, ideas and/or images of who we are supposed to be?

What does it mean to be male and/or female? What are the stereotypical roles that fall within these binary terms? What does it mean to step out of these roles and what impact does this have on individuals and on the relationships that they have or on their interactions with others?

Belonging - What does it mean to belong? How do you know that you belong in a particular space? What does it feel like to belong? What does it mean to be of a particular race/ethnicity? What happens when you identify with an ethnicity/race but you do not fit all or even most of the regular markers of that group? What happens when others construct you in ways that marginalize or “Other” you? What does it mean to be a “free agent” and what does it mean to don the mask of and/or perform a particular identity? What are the risks of being yourself in the world?

Activism - What does it mean to act in the service of others? Is service leadership, a calling, or something that you construct yourself or do people send you to it? Is it important how you come to service? Does it even

Prejudice begets prejudice, you see. Knowledge does not always evolve into wisdom.

Sometimes too much knowledge can make you mean. You know too much

There will be danger; some of you may not live to complete your lessons. It's a risk you take. This world is bigger than you and it will go on, regardless.

1. Students create a board game with the goal of racing home to escape a form of evil in their community.
2. Students create an online game where they must rescue captured children from the evil Black Hat Okoto.
3. Students create a superpower and develop a plan explaining how it would be helpful in their pursuit of activism for a particular cause.
4. Students create a Newspaper that covers major issues they identify in their school or community.
5. Write a rationale for the story that describes the task assigned, the work completed and the positives and negatives of completing the assignment.

Compare and contrast the ideas presented in both videos. Reflect on some of the words that have traditionally been used to hurt others and discuss how we can best be more personally mindful about our use of derogatory words and how we can help others to be mindful as well.