Why is renewable energy important? A multi-genre unit

Grades 9-12
Subjects: English Language Arts


What happens when teachers from multiple disciplines collaborate to develop a unit plan on a relevant global concern? You have this inquiry-based, multi-genre unit plan created by teachers Colleen and Justine from Kennebecassis Valley High School! Their quest was to bring energy-related content into the ELA classroom. Through speeches, podcasts, infographics, articles and art, this intriguing collection of texts will easily facilitate curiosity and discussion about the importance of renewable energy.

Collaborative planning time allows teachers to work smarter, not harder. It values the knowledge, resources, and innovation that so many teachers in this province share daily with their students; however, our co-workers often miss out on joining in these incredible learning experiences. Professional learning is the most authentic when we have the opportunity to learn from one another in a safe, cooperative environment – it brings intention to quality planning to ensure curricular goals can be met, and students are engaged in meaningful work. We are proud to share and celebrate Colleen and Justine’s hard work with all teachers visiting this website!

What you’ll need

  • A copy of the “Why is Renewable Energy Important” Multi-Genre Unit Plan
  • Links to texts are accessible through this document
  • Note-taking templates are available through links in this document or accessible as additional resources on the COE Energy page for this learning activity


Each genre of texts (speeches, podcasts, infographics) provides a unique way for students to explore perspectives on the guiding question: Why is renewable energy important? Each group of texts is accompanied by various writing/representing activities for students to reflect on their understanding of the topic, extend their knowledge through discussion with classmates, etc.

In terms of assessment, students could select certain process pieces completed during this unit for an evidence of learning portfolio, especially those meeting speaking/listening outcomes. A Writing & Representing Choice Board has been provided for potential summative assessments for students to demonstrate their creativity and comprehension of the topic through Informational or Literary/Lyrical Texts.

NB Curricular Outcomes

English Language Arts General Outcomes 9-12

  • GCO#1 – Students will build understanding by listening to, reading, and viewing a range of spoken, written, and visual texts representing all voices.
  • GCO#2 – Students will respond personally and critically to the works of authors, creators, illustrators, and speakers.
  • GCO#3 – Students will speak, write, and represent to learn about self, others, and the world.
  • GCO#4 – Students will create texts, collaboratively and independently, for specific audiences and purposes.

NB Global Competencies

Sustainability.pdf (


Thank you to Colleen Flower and Justine Jones from KVHS for creating this resource.


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