Course Profile English, Grade 10, Academic, Catholic

Unit 1: The Short Story and Essays: Examining the Craft

Time: 24 hours (18 hours and 6 hours for skills development)

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

As the first unit, the examination of the short story lays the foundation of the course. Students will read and demonstrate their understanding of fiction beginning with the short story through discussion and reflection that will foster their personal growth. The teacher will teach various strategies to help students to read, understand, interpret and analyse information within the short story informed by their Catholic values. Learning will be enriched by the inclusion of additional genres such as poetry and a dramatic dialogue. This unit will also include effective essay writing and an introduction to the comparison/contrast essay. Students will demonstrate their understanding through personal reflection, daily participation, discussions, creative writing, written work, daily reading and group work.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 1d, 1g, 1j, 1i, 2a, 2b, 2c, 2e, 3b, 3c, 3d, 4a, 4b, 4f, 4g, 5a, 5e, 5g, 7b, 7g, 7j.

Strand(s): Literature Studies and Reading; Language; Writing

Overall Expectations: LIV.01D-03D, WRV.01D-05D; LGV.01D-02D, 05D.

Specific Expectations: LI1.01D-07D; LI2.01, 02D; LI3.01D-03D; WR1.01D; WR2.01D-04D; WR3.01D-04D; WR4.01D-04D; WR5.01D, .04D-13D; LG1.01D, 03D-07D; LG2.01D, 05D.

Activity Titles (Time + Sequence)

Activity 1	Finding Our Voice	70 minutes
Activity 2	Building the Blocks	700 minutes
Activity 3	Voices	200 minutes
Activity 4	Voices Beyond the Shadows	190 minutes
Activity 5	Sharing Our Voice	280 minutes

Unit Planning Notes

The teacher/librarian and the technology teacher will prove helpful as co-planners and co-developers in this unit.

Teachers will:

· compile a cross section of short stories. The cross section should include classics, and stories that are relevant, current, and representative of the Canadian mosaic and student interest. The stories’ content should also embody the social teaching of the Catholic Church and should be used as a springboard for students to examine and reflect on their personal values, abilities, and aspirations and on how these influence life’s choices. The stories must embody the various elements of the short story and a variety of literary devices.

· select an audio tape or photocopy or read an appropriate story for the creative extension assignment.

· provide lessons on short story terms and elements focussing on character, theme, plot, setting, atmosphere, tone, irony, foreshadowing, etc., and prepare a glossary of terms.

· book computer lab time and establish parameters for the ethical and safe use of technology.

· provide a range of activities that enable students to develop their vocabulary and introduce the use of the vocabulary log.

· introduce the students to daily journal writing and daily silent reading of an independent novel.

· devise various reading strategies to assist students in analysis (contextual clues, title, setting, use of paragraphs, dialogue, and predicting the outcome).

· choose various methods for the reading of the short story (e.g., students can read silently or volunteer to read orally).

· prepare instructions on group skills: negotiation, mediation, assertiveness, and conflict management.

· decide on student groupings that best meet the needs of individuals.

· plan a lesson on answering questions effectively by incorporating the question in the answer, using supporting details and using proper sentence form, etc.

· create questions, to encourage students to make connections between literature and the world in which they live.

· prepare lessons about: run-on sentences, comma splice, dangling modifier, parts of speech, quotes and question marks, the comma, semicolon, parenthesis, dash, subject-verb agreement, consistency of verb tense/voice, pronoun and antecedent, active and passive voice and the use of the first and third person.

· prepare a lesson on the selection of a character or role and how to use an appropriate level of language to suit the form, purpose and audience.

· access portions of TV shows or films. Note: Teachers are reminded of the need to respect copyright law.

· access community resources to support student learning.

· prepare outlines of assessment criteria for students prior to each learning task (e.g., checklists, rubrics, exemplars, etc.).

· prepare assignments to expand student knowledge, understanding, thinking and inquiry communication and application skills (e.g., poetry assignment, creative extension assignment, the writing and the oral presentation of dialogue, character analysis and the compare/contrast essay);

· prepare tests and quizzes.

· plan a lesson on the writing of dialogue and on oral presentation skills; dialect, idioms, slang, and euphemisms; and poetic forms.

· review/teach the paragraph, the character sketch, the character analysis; and the writing process (pre-writing, writing and re-writing);

· schedule time for conferencing, peer editing of written work, and peer evaluation of oral work.

· review/teach students the essay structure and the compare/contrast essay; prepare notes on tools for reading an essay (subject matter, purpose, audience, vehicle form, context, structure and style); and select essay exemplars for students.

Teachers and students will compile a list of appropriate topics for the compare/contrast essay.

Teachers will:

· provide opportunities for students to practise and to refine essay writing skills.

· check if any modifications in planning are required for those students with an IEP or in enrichment or in ESL programs.

Prior Knowledge Required

· Students will have an awareness of current events and social issues, and bring with them their views and understanding of the world.

· Based on the Grade 9 Applied and Academic programs in Ontario, students are expected to understand the fundamental elements of the short story (theme, setting, character, plot, conflict) and the literary devices such as foreshadowing, tone, mood, atmosphere, and irony.

· It is also expected that students will have had experience reading, discussing and responding to the short story

Students are expected to have familiarity with:

· writing as a process; essay structure based on Grade 9 Applied and Academic programs in Ontario.

· poetic form. the writing of a character sketch and dictionary skills.

Teaching/Learning Strategies

Teachers will:

· informally assess students’ previous knowledge of short story elements, literary devices and the essay.

· accommodate various learning styles to meet the needs of individual students, i.e., board notes, small group activities and discussions, hands on activities (performance), creative assignments.

· give students an opportunity to work individually, with partners, in small groups, and with the whole class.

· provide both direct and indirect teaching of grammar using mini-lessons when appropriate (e.g., parts of speech, use of semicolon, run-on sentences, etc.).

Students will:

· brainstorm the components of effective group dynamics.

· produce work in a variety of formats (i.e., journal response, dialogue writing, compare/contrast essay, oral presentation, writing poetry) throughout this unit.

· discuss and collaborate in a group setting and contribute in daily discussions (e.g., discussion of theme, questions regarding short story, poem analysis)

Teachers will read and distribute an appropriate story for the creative extension assignment.

Students will:

· use the writing process to improve personal writing, dialogue writing and essay writing.

· conference with peers and teachers and edit their work.

· participate in classroom reading (i.e., individual, group, independent student reading, volunteer reading in class).

· formulate responses to assigned questions.

Teachers and students will collaborate in designing rubrics.

Teachers will:

· provide examples for students.

· review how to write a paragraph, a character sketch and the basic essay structure and teach students how to analyse character.

· review poetic forms (haiku, ballad) for Activity 3 if desired.

· introduce the use of a vocabulary log while reading the short stories.

· teach/review short story elements and literary devices.

· introduce a writing journal writing folder and independent silent reading.

· instruct students on writing a dialogue and on oral presentations.

· teach students to use a variety of reading strategies.

Students will apply reading strategies.

Teachers will:

· encourage students to explore their spiritual lives by examining and reflecting on their Catholic values, abilities and aspirations and how this influences their life choices.

· draw attention to how the themes of the short story are embodied in students’ personal experiences and interactions with the world.

· provide opportunities to access the computer labs and instruct students on the ethical use of the Internet as well as the potential safety issues associated with its use.

· teach and model the compare/contrast essay.

· prepare guide questions to analyse the content, form, structure and style of the compare/contrast essay form.

Students and teachers will generate a list of appropriate topics for the compare/contrast essay.

Students will use the expertise of senior drama students and community resources to support their learning.

Teachers will:

· administer tests and quizzes.

· teach group skills and give students many opportunities to practise these skills.

· distribute and assign questions to facilitate student understanding; teach students on how to answer questions effectively, and give students many opportunities to practise these skills.

Students will watch portions of TV shows or film which model examples of dialect/dialogue.

Teachers will:

· plan a lesson on dialect, idioms, slang, and euphemisms.

· teach a lesson on the selection of role or character and how to use an appropriate level of language to suit the form, purpose and audience.

Assessment and Evaluation

Formative Assessment

· informal and formal teacher observation of small and large group discussions – the writing process

· vocabulary log to increase vocabulary and to practice dictionary skills

· journal responses based on assigned questions and class discussions

· teacher observation of reading strategies

· creative writing – ending

· character sketch

· teacher-led conferences (checklist)

· peer and self-evaluation

· peer editing

· outline, draft copy of compare/contrast essay

· completion of questions (homework, guide, reflection)

· use of documentation and referencing

Summative Assessment

· journal response

· quiz – literary terms

· sight passage test - apply knowledge of terms and understanding of short story concepts to a short story not studied in class. Communication, thinking, and application skills will also be assessed.

· student creation of a poem

· two or three paragraph analysis (parallels between the short story and the student poem)

· written dialogue – assessed for dialogue format and consistency with character as presented in original short stories

· dialogue (dramatic) performance

· polished character analysis

· compare/contrast essay assessed for its structure, content, and style

Accommodations

Teachers will:

· provide the use of a laptop computer;

· meet with resource staff regarding the student’s IEP;

· assign a scribe when necessary;

· provide (where possible) the appropriate audio and video material;

· modify length of assignment and time requirements;

· conference one-to-one with students;

· provide extra conferences where necessary for remediation (e.g., format of the compare/contrast essay);

· vary groups and pairs by size and ability (multi-level groups);

· modify the written and oral requirements;

· provide exemplars for students;

· have students work with peer tutors or peer mentors, for support, clarification and editing of task;

· provide template of task requirements with clear detail of required expectations;

· negotiate enrichment activities with the student;

· adjust the reading level of stories.

Resources

Bible: The Holy Bible - New Revised Standard Version. Nashville: Thomas Publishers, 1989.

Blumerthal, Joseph C. English Workshop (Revised Canadian Edition) Fourth Course. Toronto: Harcourt Brace and Company Canada, 1995. ISBN 7747-1232-5

Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1996.
ISBN-0-7747-0151-X

Dave, R., et al. “How to Read a Dramatic Script.” ResourceLines 9/10. Scarborough: Prentice Hall Ginn, 1999. ISBN 0-13-1-012906-02

Ellsworth, B.A. Keller. English Simplified, Third Canadian Edition. Scarborough: Harper Collins College Publishers, 1996.

Fanning, Peter and Maggie Goh. Home and Homeland. Addison-Wesley Publishers and Rubicon Publishing, 1993. ISBN 0-201-60219-9

Hanley, Boniface. O.F.M. Ten Christians. Paterson, NJ: Ave Maria Press, 1979. ISBN 0-87793-183-6

Hilker, Douglas, et al. Transitions. Toronto: Harcourt Brace and Company Ltd., 1995.
ISBN 07747-0151-X

Inside Stories: Characters in Conflict (2nd Edition 1996). Toronto: Harcourt Brace and Company Ltd., ISBN 03-008463-6

Iverson, et al. Literary Experiences Vol 2. Scarborough, Ontario: Prentice-Hall Canada Inc, 1990.
ISBN 0-13-538158-4

Kellow, Brian and John Krisak. Prose - Short Forms. Scarborough: Prentice-Hall Canada Inc., 1990. ISBN 0-13-75301-5

Kirkland and Davies. Inside Stories II. Toronto: Harcourt Brace & Company Ltd., 1987.
ISBN 0-7747-1272-4

Literature and Media International. Toronto: Thompson Publishing, 1999.

Ryan, S.W.G. and T.P. Rossiter. Literary Essays and Short Stories. St. John’s, NFLD: Jesperson Press, 1992. ISBN 0-920502-42-3

Short Stories: Characters in Conflict (2nd Edition 1996). Toronto: Harcourt Brace and Company Ltd., ISBN 03-008463-6

SightLines 9 - Literature Anthology. Scarborough: Prentice Hall Ginn, 1999. ISBN 0-13-0821713

Stephenson, Craig. Countries of Invention. Addison-Wesley Publishers and Robinson Publishing Inc., 1993. ISBN 0-201-60218-0

Swartz, L. Drama Themes - A Practical Guide For Teaching Drama. Markham: 1998.
ISBN 0-921217-21-8

Tompkins, Jane. Reader Response Criteria: From Formalism to Post Structuralism.

Transitions. HBJ, 1995. ISBN 0-7747-0151-X

Mastering Effective English. Toronto: Copp Clark Pitman Ltd., 1980. ISBN 07730-2307-0

Sheridan, E.F, ed. The Social Teaching of the Canadian Catholic Bishops. Editions Paulines and The Jesuit Center for Soul Faith Justice, 1987.

Storytellers: A list of storytellers/performers throughout Ontario
http://www.web.net/~storytel/listings

Asian Canadian Literature
http://www.asian.ca/books

Black Canada
www.yorku.ca/research/aconline/spshwrt.htm

Canada Council: Weir project brings the knowledge and insights of this generation of writers to young writers and readers
http://www.edu.yorku.ca/!wier/partners/htm/SCHOOLNET

Canadian Tamils Page
http://www.pathcom.com/-gthami/canlit.htm

International Short Story Writers
http://home.about.com

Literature Resources for High School Students
http://www.teleport.com/~groves

Native Web (Stories, Poetry, Book Review)
http://web.maxwell.syn.edu/nativeweb

Native Canadian Women Writers
http://www.nlc-bnc.ca/service/enature.htm #3

Short Story
http://www.web.net/~storytel/listings

Storyteller Magazine - Canada’s Short Story Magazine
www.direct-internet.ne1-stories or (www.google.com/search)

Writers from India (Poetry/Short Stories)
http://www.indolink.com

Freebairn, I. And Hilary Reese. The Grammar CD-ROM. Don Mills, Ontario: Addison-Wesley, Longman, ISBN 0-582-23694-0

Activity 1: Finding Our Voice

Time: 70 minutes

Description

This introductory activity takes place prior to student reading of the short stories. Students will be introduced to the short story by reflecting, through discussion and journal writing, on the links among the themes, issues and ideas raised in the stories and the world around them. The activity will facilitate the development of attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity, and the common good.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

· develop attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good (1d)

· understand that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey (1g)

· listen actively and critically to understand and learn in light of gospel values (2a)

· use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life (2e)

· create, adapt, and evaluate new ideas in light of the common good (3b)

· respect the rights, responsibilities, and contributions of self and others (5e)

· contribute to the common good (7j)

Strand(s): Writing; Language; Literature Studies and Reading

Overall Expectations

· identify and explain the effect of specific elements of style in a range of literary and informational texts (LIV.03D)

· identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on adopting a suitable voice (WRV.02D)

· use knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context (LGV.01D)

· use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences (LGV.02D)

Specific Expectations

· select and use a variety of reading strategies before, during, and after reading to understand texts (LI1.03D)

· present sufficient significant evidence from a text to support opinions and judgements (LI1.06D)

· produce written work for a variety of purposes, with a focus on interpreting and analysing information, ideas, themes, and issues and supporting opinions with convincing evidence (WR2.02D)

· select a voice and an appropriate level of language to suit the form, purpose, and audience of their writing (WR2.04D)

· identify examples of the use of idioms, euphemisms, slang, dialect, acronyms, academic language, technical terms, and standard Canadian English in oral and written work, and explain why the usage is effective in its context (LG1.01D)

· recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

- parts of speech, including infinitives and gerunds;

- types of sentences, including compound-complex sentences;

- components of sentences, including prepositional, adjective, and adverb phrases; infinitive and gerund phrases; noun, adjective, and adverb clauses;

- agreement between subject and verb, and between pronoun and antecedent;

- consistency of verb tense and voice (LG1.05D)

· communicate orally in group discussions for different purposes, with a focus on identifying explicit and implicit ideas and comparing and contrasting key concepts and supporting details (LG2.01D)

Planning Notes

Teachers will:

· provide time for daily independent silent reading.

· select a variety of stories which are representative of our Canadian cultural mosaic.

· provide stories for use as spring boards to discuss gospel values and church teachings, and determine the major themes, issues, or problems which are posed in the stories.

· create open ended questions that reflect a major theme, issue, or idea from each of the stories (e.g., Alice Munro’s “Boys and Girls” – Are girls and boys raised the same way? Ray Bradbury’s “The Veldt” – How is technology dangerous? Victor Hugo’s “The Bishop’s Candlesticks” – Is it easy to forgive someone? Could you forgive someone who has hurt you?);

· decide on a group strategy which will best accommodate the students in class.

· teach skills such as: negotiation, respect for the contribution of others and self respect, consensus, mediation, assertiveness and coping with change or frustration.

· direct students to organize the journal by a separate notebook, or a separate section of the English notebook, in preparation for journal writing.

· assign one of the above questions for personal journal response (e.g., How is technology dangerous?), thus making links between the students’ personal experience and the world.

· direct students to establish a writing folder.

· review the structure of the paragraph and topic sentence.

Prior Knowledge Required

· Students will bring with them their own views and understanding of their world.

· Students need to have an awareness of current events and social issues.

Teaching/Learning Strategies

Students will:

· read their independent novel silently.

· brainstorm the components of effective group dynamics.

Teachers will divide the students into small groups to meet individual needs and distribute the questions to each group.

Students will discuss the questions informally in their small groups and provide examples from their own experience and knowledge. For example, if questioned “Why is technology dangerous?” students may respond: “Computers are taking over our world and jobs are being lost! My dad lost his job as a bank teller because of instant tellers.”

Teachers will:

· monitor groups to ensure they are on task and using conflict management skills (co-operative learning), and to provoke new ideas.

· lead a large group discussion where students will share their ideas based on the discussion from their small groups. Teachers and students can extrapolate on the themes and issues raised in light of Catholic teachings (e.g., being created in the image of God, responding to the suffering of others, dignity of work and experiencing the sacred in everyday moments).

· conclude the discussion by commenting on the links between the students’ experiences, their faith, and knowledge of the world and the short stories to be studied.

· outline the use of journal writing in the course as a place of personal reflection.

· direct students as to the form the journal will take (separate section of note book, folder, duotang).

· instruct the students as to the form and purpose of the writing folder.

· teach/review the structure of the paragraph and topic sentence to be demonstrated in student journal writing.

Students will choose one question and write a reflection in their journal based on their reactions to ideas discussed in class and their own faith tradition.

Assessment/Evaluation Techniques

Formative Assessment

· group discussion - on task

· participation (personal examples)

· informal observation by teacher of class and large group discussion

· co-operative learning and conflict management skills

Summative Assessment

· journal response (paragraph structure, content)

Accommodations

Teachers will:

· provide the use of a laptop computer;

· use multilevel groups;

· use a scribe to help students develop jot notes from group discussion for journal response;

· vary group size;

· use a mentor or peer tutor for teacher’s review of paragraph and topic sentence.

Resources

Atwood, Margaret Elenor and Robert Weaver, eds. The New Oxford Book of Canadian Short Stories. Oxford University Press. ISBN 0195412206

Bible: The Holy Bible - New Revised Standard Version. Nashville: Thomas Publishers, 1989.

Barry, James, ed. Themes on the Journey. Scarborough: Nelson Canada, 1989. ISBN 0-17-603089-1

Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1996.
ISBN 0-7747-0151-X

Ellsworth, B.A. Keller. English Simplified, Third Canadian Edition. Scarborough: Harper Collins College Publishers, 1996

Fanning, Peter and Maggie Goh, ed. Home and Homeland, ed. The Canadian Immigrant Experience. Toronto: Addison-Wesley Publishers Ltd. & Rubicon Publishing Inc. Fiction-Non Fiction Poetry, 1993.

Freebairn, I. And Hilary Reese. The Grammar CD-ROM. Don Mills, Ontario: Addison Wesley, Longman, ISBN 0-582-23694-0

Rhinehard, Kenneth and Cecil Gray. Caribbean Region. Toronto: Addison Wesley, Longman, 1998.
ISBN 0-5827-6637-0

Sheridan, E.F., ed. The Social Teaching of the Canadian Catholic Bishops. Editions Paulines and the Jesuit Centre for Social Faith and Justice, 1987.

Thompkins, Jane. Reader Response Criteria: From Formalism to Post Structuralism.

Vanier, Jean. Becoming Human. Anansi Press Ltd., 1998.

Wallace, A., ed. Daughters of the Sun, Women of the Moon: Poetry by Black Canadian Women. Lawrenceville, NJ: Africa World Press, 1992. ISBN -086543-195-7

Literature and Media. Toronto: International Thomson Publishing, 1999. ISBN 0-17-618701-4

Literary Experiences Vol. 2. Scarborough: Prentice Hall Canada Inc., 1990. ISBN 0-13538158-4

SightLines 9 - Literature Anthology. Scarborough: Prentice Hall Ginn, 1999. ISBN 0-13-082171-3

Transitions. Toronto: Harcourt Brace and Company, 1995. ISBN 0-7747-0151-X

Missal: St. Joseph 2000 Annual Sunday Missal - Canadian Edition. New Jersey: Catholic Book Publishing Co., 1999. ISBN 089942

Abrams - Dictionary of Literary Terms.

Web Sites

Asian Canadian Literature
http://www.asian.ca/books

Black Canadian Writers
www.yorku.ca/research/aconline/spshwrt.htm

Canadian Literature Archive
http://canlit.st-john.umanitoba.ca/canlitx/canlit-homepage

Activity 2: Building the Blocks

Time: 700 minutes

Description

In this activity the students will expand upon their knowledge of short story conventions and literary elements as well as devices previously studied. In examining the craft of the short story, opportunities will be provided for question and answer, group discussion and written responses. Students will practise reading strategies and apply short story elements and devices to a creative extension task. Students will be encouraged to make connections between their own experiences and the stories. Time for daily silent reading and writing activities will be given by the teacher. The short story is an effective avenue for Catholics to illustrate a pride and understanding of the saving story of our Christian faith.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

· illustrate a basic understanding of the saving story of our Christian faith (1a)

· read, understand, and use written materials effectively (2b)

· create, adapt, and evaluate new ideas in light of the common good (3b)

· apply effective communication, decision-making, problem-solving, time, and resource management skills (4f)

· work effectively as an interdependent team member (5a)

· respect the rights, responsibilities, and contributions of self and others (5e)

· achieve excellence, originality, and integrity in one’s own work and supports these qualities in the work of others (5g)

· accept accountability for one’s own actions (7b)

· respect and affirm the diversity and interdependence of the world’s peoples and cultures (7f)

· respect and understand the history, cultural heritage, and pluralism of today’s contemporary society (7g)

· contribute to the common good (7j)

Strand(s): Literature Studies and Reading; Writing; Language

Overall Expectations

· read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods (LIV.01 D)

· demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, plays, and opinion pieces (LIV.02D)

· identify and explain the effect of specific elements of style in a range of literary and informational texts (LIV.03D)

· use a variety of organizational techniques to present ideas and information logically and coherently in written work (WRV.03D)

· edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation, according to the conventions of standard Canadian English specified for this course, with the support of print and electronic resources when appropriate (WRV.05D)

Specific Expectations

· describe information, ideas, opinions, and themes in print and electronic texts they have read during the year from different cultures and historical periods and in a range of genres, including novels, plays, short stories, poetry, opinion pieces, reports, short essays, full-length non-fiction works, newspapers, magazines, and reference materials (LI1.01D)

· select and use a variety of reading strategies before, during, and after reading to understand texts (LI1.03D)

· use relevant, significant. and explicit information and ideas from texts to support interpretations (LI1.04D)

· explain how the values and perspectives of readers might influence their responses to a text and interpretations of it (LI1.07D)

· use knowledge of elements of the novel, such as plot and subplot, characterization, setting, conflict, theme, point of view, and cultural and historical contexts, to understand and interpret examples of the genre (LI2.01D)

· compare the use of diction and syntax in the work of different authors and explain how these elements enhance the theme or message (LI3.01D)

· explain how authors use stylistic devices, such as allusion, contrast, hyperbole, understatement, oxymoron, irony, and symbol, to achieve particular effects in their writing (LI3.02D)

· recognize, describe, and correct sentence errors in oral and written language (LG1.06D)

· communicate orally in group discussions for different purposes, with a focus on identifying explicit and implicit ideas and comparing and contrasting key concepts and supporting details (LG2.01D)

· use plot structure and character portrayal to develop themes in short stories (e.g., use flashbacks to develop the theme of memory in a short story) (WR3.01D)

· use plot structure and character portrayal to present conflicts in a short story (WR3.04D)

· construct a variety of complete and correct sentences (including compound-complex sentences), using prepositional. adjective. and adverb phrases; infinitive, participial, and gerund phrases; and noun, adjective, and adverb clauses (WR5.06D)

Planning Notes

Prior to introducing this unit, teachers should check if any modifications in the planning are required for those students with an IEP or in enrichment/ESL programs.

Teachers will:

· provide time for daily independent silent reading.

· select a variety of stories which are representative of our Canadian cultural mosaic, which will also be used as a springboard for discussion of our Catholic values.

· consult with the teacher/librarian in order to access a cross section of multicultural short stories.

· survey student interests to select stories relevant to students’ lives.

· provide students in the Grade 10 Academic program with a glossary of terms which would include those studied in Grade 9 Academic and Applied programs.

· provide a clear outline of the assessment criteria for students prior to each learning task.

· modify and adjust elements of this activity as deemed necessary.

· plan opportunities in class for students to develop and expand their vocabulary. This will be especially beneficial for vocabulary development of ESL students.

· review elements of the short story and literary terms: setting, mood, atmosphere, style, character, characterization, theme, plot, conflict, crisis, suspense, climax, irony, tone, symbolism, foreshadowing, flashback, imagery, point of view, etc.

The knowledge and skills gained in Activity 1 are the building blocks for subsequent activities in this unit as well as the Grade 10 Academic program.

Teachers will:

· prepare open ended questions for each short story.

· plan a lesson on answering questions effectively by: incorporating the question in the answer, supporting details, proper sentence form, etc. This will help students prepare for journal writing and answering test questions.

· arrange for students to travel to an elementary school to read to students in grades 1-3.

· provide opportunities and topics based on readings for daily journal writing initiated in Activity 1.

· teach mini-lessons on the run-on sentence, comma splice, dangling modifier and the complex and compound sentences.

· select, photocopy, and/or audio tape an appropriate story which clearly outlines the major elements of the short story and determine an appropriate point of demarcation (e.g., crisis or climax) for the students’ completion of the story.

· be familiar with reading strategies to assist students in analysis (contextual, clues, title, setting, use of paragraphs and dialogue, predicting the outcome).

· organize pairs for the finishing of the short story activity.

· prepare a test to analyse their knowledge and understanding of style, devices, elements, and use of reading strategies by analysing a sight passage.

Prior Knowledge Required

· short story terms covered in the Grade 9 Course Overview

· dictionary skills

Teaching/Learning Strategies

Teachers will:

· provide time for daily independent reading.

· review/teach the elements of the short story: setting, mood, atmosphere, style, character, characterization, theme, plot, conflict, crisis, suspense, climax, irony, tone, symbolism, foreshadowing, flashback, imagery, point of view, etc.

· provide a cross section of stories representative of the short story elements.

· help students make connections to their personal lives, television shows, movies and the text (e.g., if discussing Alice Munro’s “Boys and Girls” students might explore gender stereotyping, giving examples from their own lives and TV viewing).

Students and teachers could use this opportunity to critique gender stereotyping, in light of gospel values and social teachings of the church, stressing the uniqueness and dignity of the human person. This could culminate in a journal response on social justice dealing with gender.

Teachers will:

· instruct students on proper use of compound and complex sentences.

· teach students (using a model) how to answer questions effectively by incorporating the question in the answer, supporting details, and proper sentence form.

Students will:

· practise writing complex and compound sentences during journal writing and the creation of their story ending.

· answer open-ended questions created by the teacher.

Teachers will initiate class discussion based on questions completed by the class.

Students will use various methods of reading: students read silently, student volunteer to read rally in class, students read the story independently for homework, students read orally in small groups, etc.

Teachers will review/teach reading strategies (e.g., using the title to make predictions about the story; scanning the story to identify the overall format of features such as paragraphs, dialogue and breaks; skimming the introduction and first page to form an impression of setting, character and plot; predicting the outcome of the story.

After students have read and examined two or three short stories in class, they will be given the opportunity to practise their reading strategies and to identify and analyse the elements of the short story. The teacher will audio tape or read or distribute a copy of a portion of a story which ends at an appropriate point of demarcation (e.g., the crisis or the climax).

Students will be placed in pairs and asked to finish the story in writing and be encouraged to write endings that are consistent with the author’s portrayal of character and setting and that develop conflict and plot already begun by the author.

Teachers or students will read these new endings aloud before the author’s version is revealed. Students will discuss their reasons for their creative ending using their new found knowledge of reading strategies (e.g., what predictors or clues led them to their choice of ending?).

Teachers will read or audio tape and distribute the author’s original ending.

Students will:

· discuss how their interpretations are different or similar to the author’s original ending. Students will discuss how the author’s original ending is consistent with the clues provided in his/her title, introduction, etc.

· be instructed to save their writing in the writing folder.

· study further stories to examine literary devices such as irony, symbolism, foreshadowing and flashback, imagery, etc.

· use their response journal for daily reflection on how the themes reflect their cultural heritage and impact on their own spiritual lives.

· practise and model reading strategies by reading to younger readers.

· keep a vocabulary log to help them expand their vocabulary and to practice dictionary skills.

Teachers will:

· teach a mini-lesson on the run-on sentence, comma splice and dangling modifier.

· administer a terminology test of literary terms and short story definitions.

· administer a test which consists of a sight passage.

· students are asked to analyse the passage applying their knowledge of the elements of the short story, understanding of style, devices and to test their reading strategies.

Assessment/Evaluation Techniques

Formative Assessment

· (diagnostic) student interest survey

· daily participation in class discussion

· vocabulary log

· creative ending

· dictionary skills

· journal writing

· reading partners (use of reading strategies)

Summative Assessment

· terminology test of literary terms

· test (sight passage) - analysis and application of short story elements and devices - use of reading strategies

Accommodations

Teacher/tutor/community volunteer may tape the terminology handout of terms to be studied.

Teachers will:

· provide the use of a laptop computer;

· audio tape the sight passage for the test;

· use a peer tutor/mentor;

· use multi-ability pairings;

· adjust reading level of stories (e.g., for ESL students);

· meet with resource staff and librarian to select appropriate materials;

· modify the point of demarcation for the student to complete the story ending;

· conference with student (remediation).

Enrichment activities may be negotiated between the student and teacher (e.g., student will include stylistic devices used by the author to complete the passage)

Resources

A Glossary of Literary Terms. Abrams

A Dictionary of Literary Terms. Holman

Bible: The Holy Bible - New Revised Standard Version. Nashville: Thomas Publishers, 1989.

Blumerthal, Joseph C. English Workshop (Revised Canadian Edition) Fourth Course. Toronto: Harcourt Brace and Company Canada, 1995. ISBN 7747-1232-5

Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1996.
ISBN-0-7747-0151-X

Fanning, Peter and Maggie Goh. Home and Homeland. Toronto: Addison-Wesley Publishers and Rubicon Publishing, 1993. ISBN 0-201-60219-9

Freebairn, I. And Hilary Reese. The Grammar CD-ROM. Don Mills, Ontario: Addison-Wesley, Longman, ISBN 0-582-23694-0

Hanley, Boniface. O.F.M. Ten Christians. Ave Maria Press, Paterson, N.J.: 1979. ISBN 0-87793-183-6

Hilken, Douglas, et al. Transitions. Toronto: Harcourt Brace and Company Ltd., 1995.
ISBN 07747-0151-X

Inside Short Stories. Toronto: Harcourt Brace and Company, 1996. ISBN 0-7747-1272-4

Inside Stories: Characters in Conflict (2nd Edition). Toronto: Harcourt Brace and Company Ltd., 1996. ISBN 03-008463-6

Iverson, et al. Literary Experiences Vol 2. Scarborough, Ontario: Prentice-Hall Canada Inc, 1990.
ISBN 0-13-538158-4

Kirkland and Davies. Inside Stories II. Toronto: Harcourt Brace & Company Ltd., 1987.
ISBN 0-7747-1272-4

Literature and Media International. Toronto: Thompson Publishing, 1999

Ryan, S.W.G. and T.P. Rossiter. Literary Essays and Short Stories. St. John’s, Jesperson Press, 1992. ISBN 0-920502-42-3

Stephenson, Craig. Countries of Invention. Toronto: Addison Wesley Publishers and Robinson Publishing Inc., 1993. ISBN 0-201-60218-0

SightLines 9 - Literature Anthology. Scarborough: Prentice Hall Ginn, 1999. ISBN 0-13-0821713

Tompkins, Jane. Reader Response Criteria: From Formalism to Post Structuralism.

Vanier, Jean. Becoming Human. Anansi Press Ltd., 1998.

Web Sites

Canada Council: Weir project brings the knowledge and insights of this generation of writers to young writers and readers
http://www.edu.yorku.ca/!wier/partners/htm/SCHOOLNET

Storyteller Magazine - Canada’s Short Story Magazine
www.direct-internet.ne1-stories or (www.google.com/search)

Activity 3: Voices

Time: 200 minutes

Description

The following activity is a simple, creative way to deepen students’ understanding of short story elements and concepts by integrating and applying what they have learned to another genre. Students will create a poem, using foundational words from any short story studied. The teacher will assist students through group discussions, guide questions and an assigned, brief, written analysis to draw connections/parallels between the short story and the student poem. The activity provides the students with an opportunity to grow as reflective and creative thinkers, examining how personal values influence life’s choices.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

· integrate faith with life (1i)

· read, understand and use written materials effectively (2b)

· present information and ideas clearly and honestly and with sensitivity to others (2c)

· think reflectively and creatively to evaluate situations and solve problems (3c)

· make decisions in light of gospel values with an informed moral conscience (3d)

· demonstrate a confident and positive sense of self and respect for the dignity and welfare of others (4a)

· examine and reflect on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities (4g)

· respect the rights, responsibilities, and contributions of self and others (5e)

Strand(s): Literature Studies and Reading; Writing; Language

Overall Expectations

· read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods (LIV.01 D)

· demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, plays, and opinion pieces (LIV.02D)

· identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on adopting a suitable voice (WRV.02D)

· use a variety of organizational techniques to present ideas and information logically and coherently in written work (WRV.03D)

· revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, coherence. and effective use of stylistic devices (WRV.04D)

Specific Expectations

· select and read a range of texts for different purposes, with an emphasis on recognizing the elements of literary genres and the organization of informational materials, evaluating print and electronic materials as sources of information, and comparing personal ideas and values with those in texts (LI1.02D)

· select and use a variety of reading strategies before, during, and after reading to understand texts (LI1.03D)

· use relevant, significant. and explicit information and ideas from texts to support interpretations (LI1.04D)

· recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

- parts of speech, including infinitives and gerunds;

- types of sentences, including compound-complex sentences;

- components of sentences, including prepositional, adjective, and adverb phrases;

- infinitive and gerund phrases; noun, adjective, and adverb clauses;

- agreement between subject and verb, and between pronoun and antecedent;

- consistency of verb tense and voice (LG1.05D)

· present sufficient significant evidence from a text to support opinions and judgements (LI1.06D)

· explain how the values and perspectives of readers might influence their responses to a text and interpretations of it (LI1.07D)

· recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

- parts of speech, including infinitives and gerunds;

- types of sentences, including compound-complex sentences;

- components of sentences, including prepositional, adjective, and adverb phrases;

- infinitive and gerund phrases; noun, adjective, and adverb clauses;

- agreement between subject and verb, and between pronoun and antecedent;

- consistency of verb tense and voice (LG1.05D)

· demonstrate an understanding of a range of literary and informational forms, such as poems, narratives, comparison-and-contrast and cause-and-effect essays, speeches, and research reports, by using forms of writing appropriate to different purposes and audiences (WR2.01D)

· produce written work for a variety of purposes, with a focus on interpreting and analysing information, ideas, themes, and issues and supporting opinions with convincing evidence (WR2.02D)

· consider the characteristics of the intended audience in selecting an appropriate form and developing the content of written work (WR2.03D)

· structure the introductory paragraphs of short essays using a clear statement of the topic or thesis, a device to engage the reader's interest, and an overview of the main points to be covered (WR3.02D)

· revise drafts to ensure that ideas are adequately supported by relevant details and facts and to achieve clarity, unity, and coherence (WR4.01D)

· revise drafts to ensure consistency in the use of first or third person and use of an appropriate level of language (WR4.02D)

· make constructive suggestions to peers in a writing conference (WR4.03D)

· consider reactions of teachers, peers, and others in revising and editing written work (WR4.04D)

· edit and proofread their own and others' writing, correcting errors according to the requirements for grammar, usage, spelling, and punctuation listed below (WR5.04D)

· use parts of speech correctly, including the infinitive and the gerund (WR5.05D)

· use a variety of resources to correct errors in spelling (e.g., dictionaries, spell checkers) (WR5.10D)

· select words and figurative expressions with understanding and sensitivity to enhance the persuasive or expressive power of their speech and writing (LG1.03D)

· select words and phrases consistent with the particular voice and tone required for a variety of informal and formal situations (LG1.04D)

· communicate orally in group discussions for different purposes, with a focus on identifying explicit and implicit ideas and comparing and contrasting key concepts and supporting details (LG2.01D)

Planning Notes

Teachers will:

· provide time for daily independent silent reading.

· ensure that students have read selected short stories and understood terms and concepts taught in this unit.

· prepare a mini-lesson on poetic forms (e.g., haiku, free verse, the ballad ...).

· prepare a mini-lesson on parts of speech. Review nouns, verbs, adverbs, adjectives, interjections, etc.

· prepare the poetry assignment in which students are asked to choose 10-15 significant words from a chosen short story.

· create a handout listing a series of questions/instructions to help students deepen their understanding of the concepts of the short story, by drawing connections between the short story and the creation of the student poem (see Appendix 1.3.1).

· decide on student groupings that best meet the needs of Short Story Guide Questions of individual students.

· provide student groups with a checklist and rubric for assessment and an exemplar of analysis.

· prepare a review of the paragraph (topic sentence, development of topic supported by examples, facts, quotes, explanation of proof and how it supports the topic) for the written analysis.

Prior Knowledge Required

Students will have familiarity with:

· short stories studied in this unit; key terms and concepts studied (e.g., theme, character, plot, setting, literary devices, etc.);

· some poetic forms (e.g., free verse);

· paragraph structure.

Teaching/Learning Strategies

Students will read silently.

Each student will choose one of the short stories studied in this unit.

Teachers will review the parts of speech and each student will choose and list 10-15 significant words from the chosen short story (no interjections or articles). They may include a variety of nouns, verbs, adjectives and adverbs. (Teachers do not reveal the poetry assignment at this point.)

Teachers will ask students to create a poem using the 10-15 words selected from their chosen short story. The poem may focus on any subject and be written in any form with which they are familiar (e.g., haiku, ballad, free verse).

Students will:

· use the 10-15 selected words as the basis for their poem.

· use other words to create their poems, but they must include the 10-15 selected short story words and complete the poem for homework.

· are given the opportunity to create a poem using a poetic form with which they are familiar.

Teachers will encourage the students to use this as an opportunity to reflect on their cultural heritage as well as their religious faith.

Students will be grouped in small groups to meet individual needs and upon completion of the poems, will read/share their poems.

Teachers will distribute and explain a series of guide questions (see Appendix 1.3.1 – Short Story Guide Questions) to help students draw parallels between the student poem and the selected short story, thus deepening students’ understanding of short story concepts and elements (e.g., If a student’s poem’s foundational words come from “The Lamp at Noon” by Sinclair Ross, the poem might reflect the story’s arid desert-like prairie setting, or its confining atmosphere, or the conflict/struggle between the husband and wife, or its theme of survival).

Students will independently analyse their poem, responding to the specific guide questions provided by the teacher. This will be completed in class and/or for homework.

In their small groups students, using their created poems as a key and their answers to the guide questions, will define and elaborate upon one aspect of the short story and its connections to the poems shared in the group.

Teachers will monitor the small group discussions, offering comments, and suggestions and asking guide questions to help students stay on task. The teacher will move from group to group observing that students use short story terminology correctly, that students communicate results clearly using creative thinking skills and that students work co-operatively and with sensitivity to one another.

This is also a good opportunity for the teacher to comment on the connection between personal values and their influence on choices (e.g., if a student’s poem reflects the struggle to create meaning in “The Lamp at Noon” by Sinclair Ross, the teacher could comment on Paul’s lack of self knowledge and his inauthenticity manifested in his refusal to see his situation clearly and in his refusal to see and meet the needs of his wife. His pride and illusion led to poor choices and disaster).

In order to prepare the students to write a two to three paragraph assignment, teachers and students will review the structure of the paragraph (topic sentence, development of topic through facts, evidence, examples, quotes, explanation of examples and how they develop or support your topic).

Teachers will assign a two to three paragraph analysis of the poem and provide an example. Students will use the guide questions to write the analysis.

Students will edit their analysis in class in peer groups or in pairs and submit their individual poems and their edited analysis of the poem and its connection to the short story.

Assessment/Evaluation Techniques

Formative Assessment

· peer editing

· group work process – students are on task, working co-operatively and with sensitivity to each other

· group work discussion using short story terminology correctly, supporting evidence, applying that knowledge to the poem

Summative Assessment

· poem inclusion of vocabulary from the short story, poetic structure

· two to three paragraph analysis (parallels between the short story and the student poem)

Accommodations

Teachers will:

· provide the use of a laptop computer;

· provide a template of the paragraph assignment;

· provide a handout on parts of speech with accompanying examples (e.g., noun, verb, adjective, and adverb);

· conference with student (e.g., word selection and poetry selection);

· assign a peer mentor or peer tutor to work with a student throughout the process;

· provide multi-level groupings;

· negotiate enrichment activities with the student;

· arrange for students to work with a peer tutor, peer mentor, or senior student.

Resources

Bible: The Holy Bible - New Revised Standard Version. Nashville: Thomas Publishers, 1989.

A Dictionary of Literary Terms. Holman

English Workshop (Revised Canada Edition). HCB. ISBN 7747-1232-5.

Fanning, Peter and Maggie Goh. Home and Homeland. Toronto: Addison-Wesley Publishers and Rubicon Publishing, 1993. ISBN 0-201-60219-9

Glossary of Literary Terms. Abrams

The Grammar CD – ROM. AWL. ISBN 0-5822-7727-2

Hilken, Douglas, et al. Transitions. Toronto: Harcourt Brace and Company Ltd., 1995.
ISBN 07747-0151-X

Iverson, et al. Literary Experiences Vol 2. Scarborough, Ontario: Prentice Hall Canada Inc, 1990.
ISBN 0-13-538158-4

Kellow, Brian and John Krisak. Prose - Short Forms. Scarborough: Prentice Hall Canada Inc., 1990. ISBN 0-13-75301-5

Kirkland and Davies. Inside Stories II. Toronto: Harcourt Brace & Company Ltd., 1987.
ISBN 0-7747-1272-4

Literature and Media International. Toronto: Thompson Publishing, 1999.

Poetry Alive - Reflections. AWL, 1998. ISBN 0-7730-5167-8

Mouldnad, E, ed. Tracing On Warm Lines: A Selection of Canadian Poetry. St. John’s, Breakwater Books, 1995. ISBN 1-55081-089-8

Ryan, S.W.G. and T.P. Rossiter. Literary Essays and Short Stories. St. John’s: Jesperson Press, 1992. ISBN 0-920502-42-3

SightLines 9 – Literature Anthology. Scarborough: Prentice Hall Ginn, 1999. ISBN 0-13-0821713

Web Sites

Catholic Poetry
http://www.newadvent.org/cathen/12174b

Limmerick and Haiku Poetry
http://www.inspot.com/ss/genres/poetry:htm

Appendix 1.3.1

Short Story Guide Questions

A

1. What aspect or element of the original short story does your poem reflect or represent? (plot, theme, character, setting)

2. In deciding upon which aspect or element of the short story to concentrate, consider the following:

i) Does your poem come close to representing the author’s atmosphere, setting, or tone?

ii) Does your poem summarize the story’s theme?

iii) Is your poem symbolic? Does it use symbols or images from the story?

iv) Does your poem portray a particular character’s thinking or personality?

v) Does the poem achieve the overall effect of the story?

3. Define the aspect or element of the short story as it is represented by your poem.

B

1. Locate passages in the story where this element or aspect is particularly evident.

2. Explain or show how these short story passages are similar to your poem. Show how the element or aspect of the short story evident in these passages is represented by your poem. This two to three paragraph analysis will be submitted with your poem.

Appendix 1.3.2

Group Work Process Observation Checklist

GROUP:

DATE:

TASK:

Assessment Code:

1 – Rarely

2 – At Times

3 – Most Times

4 – Often

Student’s Name	Volunteers information or ideas with others in the group	Contributes information or ideas when called to do so	Willing to have ideas questioned	Questions the ideas of others	Modifies views when faces with new or conflicting evidence	Supports ideas with facts and details	Shows respect for the ideas of others	Listens without interrupting the viewpoints of others	Listens politely to the viewpoints of others without belittling them	Supports the group by staying on task
1.
2.
3.
4.
5.

Evaluated by:

Teacher o

Group Member o

Signature:

Appendix 1.3.3

Peer Editing

Paragraph Analysis of the Parallels Between the Short Story and the Student Poem

Student Name:

Assignment Title:

Student Editor: Date:

Organization Checklist		Yes	No
1.	Introductory paragraph clearly establishes the purpose of the writer.	□	□
2.	Each paragraph has one main topic.	□	□
3.	Each paragraph is consistent with the writer’s purpose.	□	□
4.	The conclusion is consistent with direction of the thesis topic that was established in the first paragraph.	□	□
5.	The details are interesting and appropriate to the purpose.	□	□
6.	Some important details seem to be missing.	□	□
Proofreading Checklist
1.	Each sentence is a complete thought.	□	□
2.	All sentences begin with capital letters.	□	□
3.	Capital letters are used to begin all proper nouns.	□	□
4.	Quotations are used where necessary.	□	□
5.	All words are spelled correctly.	□	□
6.	All sentences end with the proper punctuation.	□	□
Parallels Between the Poem and the Short Story
1.	The parallels between the poem and the short story were clearly stated.	□	□
2.	The writer proved his/her point.	□	□

Activity 4: Voices Beyond the Shadows: 190 minutes

Description

Students will develop the knowledge and skills gained from the previous activities by writing, producing and performing a three- to five-minute dialogue. The dialogue activity will allow the students to think creatively and evaluate a character. The students, like the characters they portray, must stay true to themselves by affirming their unique individuality.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

· recognize that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith) (1j)

· present information and ideas clearly and honestly and with sensitivity to others (2c)

· create, adapt, and evaluate new ideas in light of the common good (3b)

· demonstrate flexibility and adaptability (4b)

· apply effective communication, decision-making, problem-solving, time and resource management skills (4f)

· examine and reflect on one’s personal values, abilities and aspirations influencing life’s choices and opportunities (4g)

· work effectively as an interdependent team member (5a)

· contribute to the common good (7j)

Strand(s): Writing; Language; Literature Studies and Reading

Overall Expectations

· identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on adopting a suitable voice (WRV.02D)

· use a variety of organizational techniques to present ideas and information logically and coherently in written work (WRV.03D)

· revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, coherence. and effective use of stylistic devices (WRV.04D)

· read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods (LIV.01 D)

· demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, plays, and opinion pieces (LIV.02D)

Specific Expectations

· analyse information, ideas, and elements in texts and synthesize and communicate their findings (LI1.05D)

· produce written work for a variety of purposes, with a focus on interpreting and analysing information, ideas, themes, and issues and supporting opinions with convincing evidence (WR2.02D)

· select a voice and an appropriate level of language to suit the form, purpose, and audience of their writing (WR2.04D)

· revise drafts to ensure that ideas are adequately supported by relevant details and facts and to achieve clarity, unity, and coherence (WR4.01D)

· use a variety of resources to correct errors in spelling (e.g., dictionaries, spell checkers) (WR5.10D)

· use punctuation correctly, including the semicolon (WR5.11D)

· use the comma, dash, and parentheses correctly to set off non-restrictive elements in a sentence (WR5.12D)

· select words and phrases consistent with the particular voice and tone required for a variety of informal and formal situations (LG1.04D)

· recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for the following:

- spelling: historical, academic, and technical terms;

- punctuation: semicolon, non-restrictive phrases and clauses;

- quotations from texts (LG1.07D)

· use rhetorical questions, emotional appeals, gestures, intonation, and visual aids and technology, as appropriate, to engage the audience's interest during oral presentations (LG2.05D)

Planning Notes

Teachers will:

· provide time for daily independent silent reading.

· review previous stories to show how characters are revealed (e.g., by what they say, what they do, what others say about them, what the narrator reveals about them).

· generate a list of questions to focus the students as a means of examining character (i.e. relate to personality attributes, beliefs, values, motivations, etc.).

· prepare a review of the character sketch and a lesson on character analysis.

· prepare a mini-lesson on comma, semi colon, dash, and parenthesis.

· prepare a mini-lesson on the use of dialogue, proper punctuation and quotation marks.

· generate, with students, a series of settings to direct the dialogue.

· teach a mini-lesson on dialect, idioms, slang and euphemisms.

· prepare a lesson on the selection of a “character role” and how to use an appropriate level of language to suit the form, purpose and audience.

· access portions of TV shows or films which demonstrate effective dialogue, and the use of dialect, slang, idioms and euphemisms.

· possibly invite senior drama students or community resources to assist students to write and perform their dialogues.

· establish a rubric/checklist for the dialogue assignment: written component, dialogue, performance, and use of community resource.

Teachers/students may initiate the pairings prior to story selection.

Students (e.g., ESL) may require accommodation in the area of the dramatization component of the assignment, therefore the teacher should consider this when pairing the students.

Teachers will:

· prepare a lesson on presentation skills: eye contact, intonation, engaging the audience, voice projection, appropriate pronunciation, and body language.

· meet with the librarian and technology teacher to establish computer lab time.

· provide time for daily independent reading.

· make connections between literature, media, life, and faith.

Prior Knowledge Required

· knowledge of the writing process

· familiarity with the short stories studied in this unit

· familiarity with the writing of a character sketch

Teaching/Learning Strategies

· Students will read silently.

· Students and teachers will review how character is revealed (what they say, what they do, what others say about them, and what the narrator says about them) using stories studied.

· each student will select a character from the list of short stories studied in Activity 2.

· Students will analyse the character selected based on teacher/student generated questions related to character (e.g., What motivates the character? What values does she uphold?).

· Teachers will review the writing of the character sketch and teach a lesson on character analysis.

· Each student will create a character analysis of his/her character.

· Students will draw comparisons between the character and their own life in a journal response reflecting on their cultural heritage and experiences and spiritual life.

· The analysis of the character, and the later creation of the dialogue provide excellent opportunities for students to make connections to literature, media, and life. Teachers are instrumental in helping Grade 10 students to see and to make these connections. As students prepare their character analysis they could examine how the character acts or does not act with integrity or examine the ways the character is hindered from being himself/herself.

· Students can then make connections between their own life, the short story, and the gospels. Jesus calls us to live authentically and to discover our deepest desires. In John’s gospel, Jesus asks his followers, “what do you want?” Young people are easily influenced by media, peers and societal pressures. Students in journals and discussions, could explore how media, peers, and societal pressures keep them from being themselves. Sara Bar Breathnach, author of Simple Abundance, states, “An authentic life is the most personal form of worship.”

· Teachers will teach a mini-lesson on dialect, idioms, slang and euphemisms and lead a discussion on slang used in the past and slang used today. Students will collect examples of slang and how it was created.

· Upon completion of the character analysis and journal responses, students will be placed in pairs to create a dialogue between their selected characters from different stories.

· Teachers will teach a lesson on writing dialogue.

· Teachers will show portions of TV shows or film which demonstrate effective dialogue and the use of dialect, slang, idioms and euphemisms.

· Teachers, using TV clips, short story examples and exemplars, will show students how to select and maintain a role by using an appropriate level of language to suit the form, purpose, and audience.

· Teachers will provide an exemplar for the dialogue prior to writing.

· Student pairs will select a setting from a list devised by the teacher and/or students (e.g., the zoo, the doctor’s office, the park).

Students will:

· access community resources and/or senior drama students to assist them in the writing and performing of the dialogue.

· write the dialogue between the two characters with instructions that there be some kind of conflict between the characters.

· use conflict management skills and sensitivity toward their partner and the issues involved in light of Gospel teachings.

· conference with the teacher on their character dialogue.

Teachers will:

· provide indirect teaching during the time the students are writing in pairs.

· give reinforcement lessons where required in the area of quotations, tone, spelling and grammar.

· instruct students on presentation skills: eye contact, intonation, engaging the audience, voice projection, appropriate pronunciation and body language.

· provide a checklist for the dialogue performance (see Appendix).

· prepare alternate tasks for those students who are not presenting a dialogue.

Students will:

· perform their dialogues within class.

· be given computer lab time to edit their dialogue, and submit their edited dialogue.

Assessment/Evaluation Techniques

Formative Assessment

· personal journal response – content and style

· teacher led conferences – editing check list

· use of the writing process – peer and self evaluation

Summative Assessment

· character analysis – content and style

· written dialogue – content, proper punctuation, correct use of punctuation marks, evidence of use of community resources

· dialogue performance – rubric

Accommodations

Teachers will:

· provide the use of a laptop computer;

· provide modifications that are consistent with the student’s IEP;

· provide a scribe where appropriate;

· modify written/oral requirements;

· use multi-level groupings;

· allow students to use audio or videotape to present their dialogues;

· be sensitive to pairing ESL students in dialogues (e.g., use of dialect);

· negotiate with students the nature of the enrichment activity (e.g., students will perform a monologue based on a character in the short story);

· provide opportunities for remediation and schedule one-to-one conferences with the student throughout the activity.

Resources

Bible: The Holy Bible - New Revised Standard Version. Nashville: Thomas Publishers, 1989.

Catechism of the Catholic Church. Canadian Conference of Catholic Bishops, 1996.
ISBN-0-7747-0151-X

Dawe, R, et al. “How to Read a Dramatic Script”. Scarborough: Prentice Hall Ginn Canada, 1999.
ISBN 0-13-1-012906-02

Fanning, Peter and Maggie Goh. Home and Homeland. Toronto: Addison-Wesley Publishers and Rubicon Publishing, 1993. ISBN 0-201-60219-9

Hanley, Boniface. O.F.M. Ten Christians. Ave Maria Press, Paterson, N.J.: 1979.ISBN 0-87793-183-6

Hilken, Douglas, et al. Transitions. Toronto: Harcourt Brace and Company Ltd., 1995.
ISBN 07747-0151-X

Iverson, et al. Literary Experiences Vol 2. Scarborough, Ontario: Prentice Hall Canada Inc, 1990.
ISBN 0-13-538158-4

Kellow, Brian and John Krisak. Prose - Short Forms. Scarborough: Prentice Hall Canada Inc., 1990. ISBN 0-13-75301-5

Kirkland and Davies. Inside Stories II. Toronto: Harcourt Brace & Company Ltd., 1987.
ISBN 0-7747-1272-4

Literature and Media International. Toronto: Thompson Publishing, 1999

McCabe, Margaret E. and Jacqueline Rhoades. The Nurturing Classroom. California: ITA Publications, 1989.

Ryan, S.W.G. and T.P. Rossiter. Literary Essays and Short Stories. St. John’s: Jesperson Press, 1992. ISBN 0-920502-42-3

Short Stories: Characters in Conflict (2nd Edition 1996). Toronto: Harcourt Brace and Company Ltd., ISBN 03-008463-6

SightLines - Literature Anthology. Scarborough: Prentice Hall Ginn, 1999. ISBN 0-13-0821713

Tompkins, Jane. Reader Response Criteria: From Formalism to Post Structuralism.

Transitions. HBJ, 1995. ISBN 0-7747-0151-X

Mastering Effective English. Toronto: Copp Clark Pitman Ltd., 1980. ISBN 07730-2307-0

Sheridan, E.F, ed. The Social Teaching of the Canadian Catholic Bishops. Editions Paulines and The Jesuit Centre for Social Faith and Justice, 1987.

Swartz, L. Drama Themes - A Practical Guide For Teaching Drama. Markham, 1998.
ISBN 0-921217-21-8

Web Sites

Asian Canadian Literature
http://www.asian.ca/books

Black Canada
www.yorku.ca/research/aconline/spshwrt.htm

Literature Resources for High School Students
http://www.teleport.com/~groves

Native Web (Stories, Poetry, Book Review)
http://web.maxwell.syn.edu/nativeweb

Native Canadian Women Writers
http://www.nlc-bnc.ca/service/enature.htm #3

Short Story
http://www.web.net/~storytel/listings

Appendix 1.4.1

Checklist For Performance Dialogue - Activity 4

The length of the dialogue is 3 to 5 minutes

	Skills
	Limited	Some	Considerable	Thorough
CHARACTER REVELATION · Does the student in the role of his or her chosen character say at least five things that reveal the character? · Is the tone of voice of the student and content of the dialogue consistent with the character as portrayed in the short story (i.e., Does Walter Mitty remain meek and soft spoken until he enters his fantasy world?)? · Does the student have the character perform actions that are consistent with their chosen character (i.e. habits, mannerisms, gestures and body language)? · Does the student do at least three things that reveal the chosen character? (i.e., do Miss Brill’s eyes drop?) · Does the student have his or her chosen character make at least two comments which reveal the other character (Does Miss Brill tell Walter Mitty that she envies his exciting adventures)
VOICE · Does the student maintain the character’s voice and use an appropriate level of language? · Is the student’s voice audible and expressive?
CONTENT · Does the presentation demonstrate: coherence? organization? plausibility?
CREATIVITY · Does the presentation have a dramatic impact?
SUPPORT · Does the presentation make use of: props? costume? · music?

Activity 5: Sharing Our Voice

Time: 280 minutes

Description

In this activity the teacher will review/teach the basic essay structure (introduction, body, conclusion). The student will formulate a thesis and find proof to support the thesis and follow the basic structure of the essay. Using models provided, students will be introduced to the comparison and contrast essay form. The student will participate in the writing process, teacher conferences, and peer editing. The student will exercise Christian leadership in achieving excellence, originality, and integrity in his/her own work and support these qualities in the work of others.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

· integrate faith with life (1i)

· read, understand and use written materials effectively (2b)

· present information and ideas clearly and honestly and with sensitivity to others (2c)

· demonstrate a confident and positive sense of self and respect for the dignity and welfare of others (4a)

· work effectively as an interdependent team member (5a)

· achieve excellence, originality, and integrity in one’s own work and supports these qualities in the work of others (5g)

· accept accountability for one’s own actions (7b)

· contribute to the common good (7j)

Strand(s): Writing; Language; Literature Studies and Reading

Overall Expectations

· read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods (LIV.01 D)

· use a range of print and electronic sources to gather information and explore ideas for written work (WRV.01D)

· identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on adopting a suitable voice (WRV.02D)

· use a variety of organizational techniques to present ideas and information logically and coherently in written work (WRV.03D)

· revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, coherence. and effective use of stylistic devices (WRV.04D)

Specific Expectations

· investigate potential topics by formulating questions, identifying information needs and purposes for writing and developing research plans to gather data (WR1.01D)

· select a voice and an appropriate level of language to suit the form, purpose, and audience of their writing (WR2.04D)

· use a pattern such as comparison and contrast, cause and effect, or classification to structure short essays (WR3.03D)

· revise drafts to ensure that ideas are adequately supported by relevant details and facts and to achieve clarity, unity, and coherence (WR4.01D)

· revise drafts to ensure consistency in the use of first or third person and use of an appropriate level of language (WR4.02D)

· make constructive suggestions to peers in a writing conference (WR4.03D)

· consider reactions of teachers, peers, and others in revising and editing written work (WR4.04D)

· identify borrowed information, ideas, and quotations and use a variety of techniques to incorporate them smoothly into written work and independent research projects (WR5.01D)

· edit and proofread their own and others' writing, correcting errors according to the requirements for grammar, usage, spelling, and punctuation listed below (WR5.04D)

· construct a variety of complete and correct sentences (including compound-complex sentences), using prepositional, adjective, and adverb phrases; infinitive, participial, and gerund phrases; and noun, adjective, and adverb clauses (WR5.06D)

· use verb voice (i.e., active and passive) to suit purpose and audience (WR5.07D)

· use a variety of resources to correct errors in spelling (e.g., dictionaries, spell checkers) (WR5.10D)

· use punctuation correctly when quoting short passages from texts (WR5.13D)]

· use relevant, significant. and explicit information and ideas from texts to support interpretations (LI1.04D)

· present sufficient significant evidence from a text to support opinions and judgements (LI1.06D)

· select words and phrases consistent with the particular voice and tone required for a variety of informal and formal situations (LG1.04D)

· recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

- parts of speech, including infinitives and gerunds;

- types of sentences, including compound-complex sentences;

- components of sentences, including prepositional, adjective, and adverb phrases; infinitive and gerund phrases; noun, adjective, and adverb clauses;

- agreement between subject and verb, and between pronoun and antecedent;

- consistency of verb tense and voice (LG1.05D)

· recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for the following:

- spelling: historical, academic, and technical terms;

- punctuation: semicolon, non-restrictive phrases and clauses;

- quotations from texts (LG1.07D)

Planning Notes

Teachers will:

· provide time for daily independent silent reading.

· use an informal diagnostic assessment to determine students’ knowledge of the basic essay structure.

· prepare notes (board or overhead) on tools for reading an essay: subject matter, purpose, audience, vehicle/form, context, structure and style.

· prepare notes for the basic essay structure: introduction, thesis, body, conclusion.

· prepare a model essay exemplar which contains an effective introduction, body and conclusion.

· prepare a lesson on the comparison/contrast essay.

· provide sample comparison/contrast essays with which to examine the form.

· create questions for the comparison/contrast essay focussing on structure, strategy, content and purpose to focus students’ analytical reading.

· provide an essay outline for student writing.

· teach a mini-lesson on active and passive voice and the use of first and third person. At this time also review compound/complex sentences and paragraphing.

· teach a mini-lesson on subject/verb agreement and consistency of verb tense/voice (subject/verb agreement) and pronoun and antecedent.

· provide peer editing time and organize teacher/student conferences.

Teachers and students will compile a list of appropriate challenging topics for the compare/contrast essay that relate to the short story (e.g., comparing two characters, or use of irony in two stories).

Teachers will:

· provide opportunities for students to refine their comparison/contrast essay skills.

· provide a rubric/checklist for the assessment of the comparison/contrast paper.

· teach the writing process ( prewrite, write, edit, rewrite) and prepare a lesson on quote documentation and referencing.

· arrange for senior English students to assist with the editing process and create editing groups based on individual student writing needs.

· create a checklist to monitor group work.

· arrange for computer lab time.

Prior Knowledge Required

· familiarity with the basic essay structure

· experience with the writing process and paragraph structure

Teaching/Learning Strategies

Students will read silently.

Teachers will introduce important tools for reading an essay: subject matter, purpose, audience, form, context, structure, and style and use an informal diagnostic assessment to determine students’ knowledge of the basic essay structure.

Students and teachers will review/teach the basic essay structure: introduction, thesis, body (topic sentences, the use of examples, facts, quotes to support the thesis) and conclusion.

Teachers will:

· provide students with a model essay which contains an effective introduction, body, and conclusion. Students will use the important tools for reading an essay: subject matter, purpose, audience, form, content, structure, and style in the analysis of the essay.

· teach a mini-lesson on active and passive voice and the use of first and third person. At this time also review compound/complex sentences.

· teach a mini-lesson on subject/verb agreement and consistency of verb voice (subject/verb agreement) and the pronoun antecedent.

· introduce students to the comparison/contrast essay, define the terms compare/contrast, and state the purpose of various techniques or methods of comparison/contrast. (Canadian Content edited by Sarah Norton and Nell Waldman suggests two formats: chunk or slice.)

· provide a variety of introductory models.

· provide a sample model of the comparison/contrast essay. Teachers will create and distribute a series of questions to help students analyse the essay. Questions should focus on structure, strategy, content, and purpose.

Students will discuss their answers in a large group where teachers can ensure students’ understanding of structure, strategy, content and purpose.

Students and teachers will create and distribute a list of topics that relate to short stories studied (e.g., a comparison of two short story characters or a contrast of the use of irony or development of theme in the stories).

Teachers will:

· create and distribute a rubric/checklist for the comparison/contrast essay.

· teach students how to document quotes and how to format quotes in their essay.

· teach/review the writing process and provide students with a blank essay outline for their writing.

Students will begin the writing process in class (brainstorming, finding support from the text, filling out an outline, writing draft introductions, thesis, etc.).

Teachers will arrange time to conference with students to ensure that students have written an effective thesis, an introduction, and have completed the outline in a clear, organized manner with ample examples to support the thesis.

Students will use class and homework time to write a draft version of their essays.

Teachers will:

· divide the students into peer editing groups based on individual student writing needs and students will assist each other in editing their essays.

· access senior students to assist in the editing process.

· circulate among the groups and monitor students’ progress for their commitment to task and their co-operation.

· observe students applying their skills and knowledge and encourage them to exercise Christian leadership. Teachers will provide assistance to students where needed (e.g., ask clarifying questions to help students write thesis, introductions, give suggestions for improvement, etc.).

Students will submit their outline, draft copy, and polished essay for assessment, as each is completed.

Assessment/Evaluation Techniques

Formative Assessment

· diagnostic assessment – knowledge of basic essay structure

· oral participation – analysis of models

· questions regarding structure/strategy of essay completed

· essay outline

· essay rough draft

· teacher conferences

· writing process

· peer editing

· use of documentation and referencing

· teacher observation - use of class time, co-operative skills, problem solving, Christian leadership skills

Summative Assessment

· comparison/contrast essay (rubric/checklist - Appendix 1.5.1): structure, style, and content

Accommodations

Teachers will:

· provide the use of a laptop computer;

· highlight examples of grammar and language being studied in the activity;

· modify the time requirement as needed;

· assign a scribe when necessary;

· limit the length of the essay;

· meet with the resource staff prior to activity;

· modify the assignment (e.g., comparison of characters within one’s story);

· provide extra conferences where necessary for remediation (e.g., active and passive voice, pronoun and antecedent);

· negotiate enrichment activities with student (e.g., compare and contrast the use of symbols in two short stories).

Resources

Blumerthal, Joseph C. English Workshop (Revised Canadian Edition) Fourth Course. Toronto: Harcourt Brace and Company Canada. ISBN 7747-1232-5

Norton, Sarah and Nell Waldman, eds. Canadian Content, 4^th Edition. Toronto: Harcourt Brace Canada, 1999. ISBN 7747-3518

The Canadian Press Style Book. Canadian Press Books.

Ellsworth, B.A. Keller. English Simplified, Third Canadian Edition. Scarborough: Harper Collins College Publishers, 1996.

Hilken, Douglas, et al. Transitions. Toronto: Harcourt Brace and Company Ltd., 1995.
ISBN 07747-0151-X

Iverson, et al. Literary Experiences Vol 2. Scarborough, Ontario: Prentice-Hall Canada Inc, 1990.
ISBN 0-13-538158-4

Kirkland and Davies. Inside Stories II. Toronto: Harcourt Brace & Company Ltd., 1987.
ISBN 0-7747-1272-4

Literature and Media International. Toronto: Thompson Publishing, 1999

Ryan, S.W.G. and T.P. Rossiter. Literary Essays and Short Stories. St. John’s: Jesperson Press, 1992. ISBN 0-920502-42-3

SightLines - Literature Anthology. Scarborough: Prentice Hall Ginn, 1999. ISBN 0-13-0821713

Mastering Effective English. Toronto: Copp Clark Pitman Ltd., 1980. ISBN 07730-2307-0

Freebairn, I. and Hilary Reese. The Grammar CD-ROM. Don Mills, Ontario: Addison-Wesley, Longman. ISBN 0-582-23694-0

Appendix 1.5.1

Compare/Contrast Essay/Checklist

Name:

Legend: 1 - Limited 2 - Satisfactory 3- Skilled and Effective 4 - Impressive and Refined

A - CONTENT

i) Effective Introduction (K/U; T/I) ii) Effective Conclusion (K/U; T/I)

captivates the reader’s interest restates main points

leads to thesis point by providing provides closure

background/context provides insightful, relevant comments

states thesis

iii) Thesis Statement (K/U; T/I) iv) Organization (K/U; T/I)

clearly defined and accurate shows knowledge of the form and

concisely worded purpose of comparison and contrast

effectively guides the essay clear and concise topic sentences

follows format/pattern of a compare/ logically developed

contrast thesis paragraphs are purposeful and well

structured

v) Supporting Evidence (K/U; T/I) sufficient detail and insight

sufficient examples, quotations and ideas are clearly linked to thesis

references

quotations are introduced and interpreted

quotations are relevant

quotations are documented properly

B - STYLE

i) Mechanics (App/Com) Level ii) Style (App/Com)

spelling and vocabulary consistent tense (use of 1st or 3rd person)

grammar (subject/verb agreement, clarity of expression

pronouns, antecedents) consistent use of active and/or passive

uses degrees of comparison/contrast voice

proper paragraphing sentence structure (compound/complex

punctuation sentences, no run-on sentences,

use of the writing process fragments)

effective parallel structure

iii Presentation (App/Com)

proper use of documentation

proper title page

accurate/complete works cited

typed and visually aesthetic

C - AREAS FOR IMPROVEMENT

Unit Description

Strand(s) and Expectations

Activity Titles (Time + Sequence)

Unit Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment and Evaluation

Formative Assessment

Summative Assessment

Accommodations

Resources

Activity 1: Finding Our Voice

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Activity 2: Building the Blocks

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Activity 3: Voices

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Appendix 1.3.1

Short Story Guide Questions

A

B

Appendix 1.3.2

Group Work Process Observation Checklist

Appendix 1.3.3

Peer Editing

Paragraph Analysis of the Parallels Between the Short Story and the Student Poem

Activity 4: Voices Beyond the Shadows: 190 minutes

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Appendix 1.4.1

Checklist For Performance Dialogue - Activity 4

Activity 5: Sharing Our Voice

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Appendix 1.5.1

Compare/Contrast Essay/Checklist

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