This lesson plan outlines an assignment for grade 12 English Language Arts students to explore representations of Canadian identity. Students will view media sources depicting Canadian stereotypes, then research and compile their own examples of how Canadians and the media portray Canadian traits. They will create a presentation comparing these views and present their findings to the class. The goal is for students to practice research, media literacy, and communication skills while learning about Canadian culture representations.

1. UC.EDU.4030 Digital Storytelling Lesson Plan Assignment #1-Krystle Robinson
Digital Storytelling Lesson Plan
Course: English Language Arts, Grade 12
Unit: Learning skills
In this unit of study, students will become familiar many learning tools and skills that will
support them in their learning. These learning tools and skills will include: study skills, time-
management, searching for information, media and oral presentations, and using reliable sources
on the internet.
Topic: What is Canadian? Exploring images and representations of Canadianness
Learning Outcomes
General Learning Outcome
ELA GLO #4- Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
Specific learning Outcomes
4.4.1- Share ideas and information
4.4.2- Effective oral and visual communication
Literacy with ICT Outcomes
P-1.1 – I recall what I already know about something, and think about what I want to learn.
G-2.1- I search in many ways to narrow my search to find just the right information.
G-2.4- I determine if the information I find is useful for my purposes, and if I have enough information to
answer my questions.
P-3.1- I design and create my own electronic products that respond to the needs of my audience.
Learning Resources
1. What is Canadian Identity Video*- Youtube- http://www.youtube.com/watch?v=54QB2pADS7E
*(Appropriate for older mature audiences)
2. Google Images- What is Canadian
3. Website- Canadianisms-Unique Canadian things Eh! –
http://www.members.shaw.ca/kcic1/canisms.html
4. Poster Paper (optional: for those who prefer a poster over a powerpoint)
5. Copies of the oral presentation Self-check for all students
Activating Strategies
1. Using a concept map, have the class engage in a discussion (on question #2) to brainstorm their prior
knowledge about what they think is Canadian. Record students’ ideas on the board.
2. Ask students what they think is Canadian and what they know that media represents as Canadian.

2. UC.EDU.4030 Digital Storytelling Lesson Plan Assignment #1-Krystle Robinson
Acquiring Strategies
Use the Learning Resources links above to access the following video clips and websites.
Explain to students that the following content provides insight into Canadianness as represented by the media
and other Canadians.
1. Show students “What is Canadian” Video clip. http://www.youtube.com/watch?v=54QB2pADS7E
2. Show students’ the search results for Google Images of What is Canadian.
3. Have students view website: Canadianisms- Unique Canadian things Eh!
4. After viewing the above, generate a class discussion to identify how students’ views on what is
Canadian have changed as a result of viewing the various images, videos, advertising, etc.
5. Students will now begin research the topic further using the Internet.
Applying Strategies
 After students have viewed the various sites and videos on Canadianness, they will complete a mini
research project called “What is Canadian”. Students will be required to create a presentation (either
multimedia or using traditional poster paper). Students will be required to collect five images that
represent what the media thinks is Canadian and five images representing what they think is Canadian.
To accompany these images, either a brief description or a quotation must be used to support why that
image represents “Canadianness”.
 Once students have gathered their images, they will create a presentation using Power-Point or a
traditional poster using poster paper. (Please see the attached assignment description for full assignment
details and evaluation criteria.)
 Following the completion of their presentation, students will be required to deliver a short oral
presentation on their findings. They will present their poster to the class and be prepared to answer any
questions/inquiries from students.
 To guide their work, students are expected to use the Rubric (*see attached) for this assignment.
Students should also refer to and complete the Oral Presentation Self-Check (see pg.335 of the K-8
Language Arts (Grade 7) curriculum guide).
 Time allotment/breakdown:
o Research images – 1 (50 minute) class period or equivalent time
o Presentation creation- 3 (50 minute) class periods or equivalent time (including a brief lesson
how to create a Power-point, if you have students create an electronic presentation instead of a
poster)
o Class presentation- Approximately 1 (50 minute) class period or equivalent time. Approximately
5-10 minutes per presentation. Time required will vary on class size. You may require more or
less time.

3. UC.EDU.4030 Digital Storytelling Lesson Plan Assignment #1-Krystle Robinson
Assessment
Formative: Students oral presentation (Out of 10 marks), Student Oral presentaion self-check
Summative:
Literacy with ICT- Supporting Skills
Sa1.1- logs on and off ICT devices
Sa1.2- opens applications and files
Sa1.3- saves files
Sa1.8- navigates within a website
Sa1.9- browses the internet
Sa1.10- seraches the internet using teacher-selected search engines and keywords
Sc2.3- constructs graphic organizers, tables, spreadsheets, databases, multimedia presentations, and/or web
pages.
Foundation Words
Canadian Identity
Considerations
 Video Clip – this video is appropriate for older, mature audiences.
 Google Images search- you may want to view this in advance to ensure that search results are
appropriate and not derogatory. You may rather do the search in advance and copy and paste certain
images into a Word document.
 If students are going to create Power-point presentations, it would be appropriate to book computer lab
time well in advance and dedicate an additional class to teaching students the basics of Power-point.
Extensions
 Discuss connections of the research students did for this project and the considerations/implications for
conducting research for their Research essays (would be done later in the course).
 Do a KWL Chart with class- what do you now know about searching for information? What do you
want to know more about? What did you learn from doing this project?
 Do an Exit Slip with the following questions: What challenges did you encounter in searching for
information? How much time does it take to do proper research? How has this project better prepared
you for conducting research?