This document provides instructions for students to sign up to receive messages through the Remind app for their Monday, Thursday, and Friday classes. It outlines topics that will be discussed in class, including what it means to be literate in the 21st century and whether laptops should be banned in university classrooms. Students are asked to analyze the structure of a persuasive writing piece on this topic and identify which expectations from the Ontario language curriculum grades 1-8 this lesson plan addresses. The document concludes by assigning topics for next week's class discussion and directing students to post a critique of a social justice book on the course website.

1. WEEK 1
EDBE 8P24
INTRODUCTION

2. Introduction
 Attendance
 Table cards
 Remind 101

3. Remind – Monday class
 To receive messages via text:
 Enter this number: (289) 807-2147
 Text this message: @ruthmonday
 OR: To receive messages via email:
 Send an email to ruthmonday@mail.remind.com
 Can leave subject line and message blank

4. Remind – Thursday class
 To receive messages via text:
 Enter this number: (289) 807-2147
 Text this message: @ruththurs
 OR: To receive messages via email:
 Send an email to ruththurs@mail.remind.com
 Can leave subject line and message blank

5. Remind – Friday class
 To receive messages via text:
 Enter this number: (289) 807-2147
 Text this message: @ruthfriday
 OR: To receive messages via email:
 Send an email to ruthfriday@mail.remind.com
 Can leave subject line and message blank

6. What does it mean to be
literate in the 21st century?
 Begin brainstorming at your table. You will be adding to
and refining your response over the next two classes.

7. SHOULD LAPTOPS BE BANNED IN
UNIVERSITY CLASSROOMS?
AGREE DISAGREE

8. Don’t ban laptops in university
classrooms
Tai Notar, Toronto Star, Sept. 01, 2015
http://www.thestar.com/opinion/commentary/2015/09/01/dont-ban-
laptops-in-university-classrooms.html

9. Reflection
 Did the opinion piece or the online comments on the
piece alter your Agree/Disagree chart in any way?
 If so, what aspects of this input influenced your group?

10. Persuasive Writing
 Examine the hard copy of the Opinion piece “Don’t ban
laptops in university classrooms.”
 Now look at the Graphic Organizers provided
 Do any of these fit the structure of the Opinion piece?
 Sketch out your own Graphic Organizers to represent
the structure of the piece. Make notes on it to show
how it matches the structure
 Post your chart for others to see

11. The Ontario Curriculum:
Grades 1-8 - Language
 http://www.edu.gov.on.ca/eng/curriculum/elementary/la
nguage18currb.pdf
 Launched in 2006

12. Ontario Curriculum –
Language 1-8
 Oral Communication
 1.
 2.
 Media Studies
 1.
 2.
 Reading
 1.
 2.
 Writing
 1.
 2.

13. Curriculum expectations
are mandatory.
Overall expectations
 Describe in general terms
the knowledge and skills
students are expected to
achieve by the end of each
grade
Specific expectations
 Describe the expected
knowledge and skills in
greater detail often with
specific examples
13

14. Expectations
 Your group will be assigned a specific strand of the
Language curriculum and a copy of the document
 Focusing on your strand only, and addressing only the
activities you have engaged in with the topic of laptops
in university classrooms, answer this question:
If you were a grade 7 teacher who had
planned this lesson, what overall and specific
expectations would you have addressed?

15. Recap of Lesson
 Think/pair/share about your opinion on this topic
 Creation of Agree/Disagree chart
 Opinion piece and online comments – did they alter
your opinion?
 Analyze the structure of this persuasive writing piece –
creation of a Graphic Organizer to show its structure

16. Course Organization
 Syllabus
 Evaluation
 Weekly chart
 Sakai
 Professional Learning Conversations
 Sign up for Literacy Leader

17. Toronto Star, Sept. 5, 2015

18. Critical Literacy
 All texts are constructions
 All texts contain belief and value messages
 Each person interprets messages differently
 Texts serve different interests
 Each medium develops its own “language” in order to
position readers/viewers in certain ways

19. Questions to consider for
critical understanding
 Who created this resource?
 For what purpose was it created?
 Is the information accurate and believable?
 What does the author want you to think?
 Whose voices are missing, silenced, or discounted?
 How does it help you think about social issues and
justice?

20. For Next Week
 Select social justice book from IRC
 Go to Sakai and click on Week 2: Explore Resources –
Social Justice
 Follow the instructions and post a critique of your
resource to the Forum
 Postings must be done by 8:00 pm the evening prior to
your next class
 Late posts will be accepted but penalized by .5 marks
out of 3.