As a teacher of multiple subjects in my school, I had a wealth of choices for this assignment. However, I have decided to focus on and develop a module and framework for a grade 9 ELA unit around the theme of identity – “All That I Am – In Search of Self” – through the reading of the novel The Outsiders by S.E. Hinton. This unit and 
module will be developed for the grade 8 and 9 students in my grade 6/7/8/9 split ELA classroom. For the purpose of this assignment, I am going to develop an introductory module that will focus on the theme and setting of the novel. For this unit and module, we will explore the following theme questions:
Theme Questions:
- From where does our sense of identity come?
- What makes each person unique and interesting?
- How do people express their individuality?
- How do people change as they journey through life?
- How do we keep our self-identity yet, at the same time, become
part of a community?
The students will have an opportunity to explore, understand, and respond to these questions by the end of the unit. For the module, the students will learn about the time and cultural context and setting of the novel and apply this understanding in our discussion of the novel events, characters, setting, and conflict with a focus on our theme of identity. By the end of the introductory module, the students will:
- view, evaluate and respond to a variety of texts related to the theme of identity
- select and use strategies to construct meaning before and after viewing, listening and reading
- evaluate and demonstrate an understanding of multimedia texts
- demonstrate an understanding of the texts and interpret texts in relation to our theme questions
- use oral language to purposefully and confidently participate in discussions
- assess strengths, needs, and contributions as a participant in a learning community
There are numerous reasons for choosing this content for a blended/online learning format – the amount of teacher-student face-to-face interaction time available in a multigrade classroom and meeting the diverse needs of the students in my classroom. As a teacher in a quad-split ELA class, there are challenges to providing direct instruction to
all grade levels during each learning period and supporting the diverse needs of the students in the classroom. While I attempt to group grade levels together for units of study, face-to-face instruction time is still one of our biggest challenges. To add to this, the students in my classroom bring with them many diverse needs that require differentiation and individualization.
A blended/online format along the lines of a flipped classroom would enable me to share my face-to-face interaction time with grade groups and individual students to provide direct instruction, facilitation, and support, and to assess student progress and learning. The online component of this format will provide students with activities and content to interact with in order to build and create knowledge which will be shared during our face-to-face discussions and reflections. Bates (https://opentextbc.ca/teachinginadigitalage/part/chapter-6-models-for-designing-teaching-and-learning/) discussed the advantages of online collaborative learning involves deep and transformative learning that encourages critical and analytical
thinking which leads to the creation of new knowledge. Having a knowledge base coming into a discussion will enable us to use our face-to-face time for questioning, deeper thinking, synthesis, and analysis of the theme and novel, building and creating new knowledge that will engage and stick, rather than consuming lecture-style learning.
This format will also enable me to provide differentiation support to all students, such as speech-to-text responses, videos, audiobooks and files, and images. These supports will meet the needs of students reading at various levels and students requiring specific accommodations and modifications that can be met through the use of technology.
The blended/online format affords me, as a teacher, the flexibility to provide time to support and facilitate all grade groups. The format also enables us to use our face-to-face time with more purpose and focus to delve deeper into our understandings and knowledge and create a more transformational and engaging learning experience.
Hi Tammy. The Outsiders! Nice pick! I remember reading this one in grade nine. I still remember the Greasers and the Socs, such a classic that I think most students really enjoy. I love your idea of using a blended/ online learning strategy in ELA. I would agree that using a blended strategy will allow you more time to spend some one-on-one time with students. A quad grade class would be tough! I’ve only taught a triple grade and it was tough as well. Using a blended model will definitely allow you to have some students working independently on technology while you can focus on another group of students face-to-face and rotate through. I look forward to hearing more about you module in the future!
I am with Megan — YES to The Outsiders (I taught this novel study a couple of times when I was teaching in Redvers) and OUCH to the quad split. In your case, a blended format will definitely allow you to better meet your students’ needs. Have you discovered an online discussion/collaboration tool that you like for ELA? I really like Padlet, but the free account only allows you to have three Padlet’s going at a time. Therefore, I am on the hunt for a similar tool! For student engagement, have you ever tried SLIDO? There are some neat features on there that I’ve often used for entrance/review activities to start class. They are interactive and peak students’ interests!
Hi Kayla! Good to see you in class and hope we have an opportunity to connect! I have taught the Outsiders a couple of times, and each time, the students love the book! It is still relevant today! I also like Padlet, but yes, the limit of Padlets is an obstacle. However, archiving the Padlets seems to help. I actually bought a subscription to Nearpod last year and love it! I allows me to build complete lessons all in one place with many different types of activities for students to participate. It includes a collaboration board feature. There is a free version, where you can still use the collaboration board, but it limits space. I haven’t tried SLIDO but will definitely take a look at it.
As for communication tools, I use Teams – chat, General channels, channel calendars, etc. I create a chat group for each Team I have as a way of communicating. I use Teams because, as you know, this is what the division allows students to access fully. It is just so much easier for us instead of having to go to multiple apps, tools and formats. All in one place, and with middle schoolers, that is exactly what we need! LOL!
Tammy, this is very thorough and I can see you have put a lot of thought and effort into the planning of this. I am here for your pick of The Outsiders! I think this holds many opportunities for discussions and learning activities. I think through blended learning it will allow you to focus on certain groups of students at a time, making it more intensive and one-on-one support. What apps do you think you would use in the process?
Hi, This is incredibly thorough, and it’s clear that you gave the planning a lot of attention. This presents a lot of discussion and learning opportunities, in my opinion. Blended learning, in my opinion, will enable you to concentrate on specific student groups at once, making it more focused and one-on-one support. Sharing!
Looking forward to see more information in your blogpost.
Thank you Suruchi! I have a very diverse class of students and always try to consider ways I can support them that may not always include one-on-one support. I teach a quad-split class, and I am pulled in many directions. I have taught The Outsiders before, but this class has really given me an opportunity to develop my unit and make it interactive and accessible to the students in my class.