Course Profile English, Grade 10, Academic, Catholic

Unit 2: Novel: The Human Journey

Time: 21 hours (17 hours and 4 hours for skills development)

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Description

In this unit the students will be given the opportunity to critically examine the novel within the context of their own lives by exploring values and related issues in the novel. The teacher will assist the students by providing activities that facilitate this exploration through group discussion, theme/symbol jigsaw, presentations, journal writing, and creative extension. The exploration will permit the students to examine their lives in light of gospel values.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 1e, 1i, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 3f, 4a, 4b, 4c, 4f, 4g, 5a, 5b, 5e, 5g, 6e, 7g.

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

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

Specific Expectations: LI1.01D-08D, LI2.01D-03D; LI3.01D-03D; WR1.01D-04D; WR2.02D-04D; WR3.01D; WR4.01D-04D; WR5.01D-07D; WR5.09D-WR5.13D; LG1.03D-07D; LG2.01D-06D; LG2.08D; MD1.01D-03D; MD2.02D.

Activity Titles (Time + Sequence)

Activity 1	Preparing for the Journey	210 minutes
Activity 2	Uncovering the Sign Posts	315 minutes
Activity 3	Guided Journey	315 minutes
Activity 4	Stepping Stones	420 minutes

Unit Planning Notes

Teachers will:

· provide time for daily independent silent reading.

· provide time for use of the dictionary log.

· provide a selection of novels reflective of student interest and the Canadian mosaic.

· choose a novel reflective of student interest.

· use the issues and values which arise throughout the novel as a springboard for discussion of Catholic social teachings and values.

· assign activity one prior to beginning the novel.

Activities two and three occur simultaneously.

Teachers will:

· compile models and exemplars to demonstrate each activity where possible.

· create task specific rubrics checklists and a research template for the unit.

· ensure they have resources which highlight components of the various genres: historical, fiction, mystery, science fiction, horror, romance, fantasy, and satire.

· have access to a book of literary terms.

· caution students to use the Internet prudently and safely.

· continue to use the writing journal and vocabulary log used in the short story unit.

· teach mini-lessons on grammar and language skills.

· review conflict management skills and strategies for co-operative group dynamics and familiarize themselves with the jigsaw group strategy.

· review reading strategies and methods to improve student learning.

· access film versions of the novel to further the study of the novel.

· prepare tests and quizzes.

· be conscious of using a balanced approach to teaching (teacher-directed and student-directed).

· teachers will meet with teacher/librarians to compile a variety of resources and arrange resource time.

· be cognizant of the fact that the culminating activity should be introduced and individual novels selected by the end of this unit.

· provide opportunities for student input and initiative throughout the unit.

Teachers must be cautioned if they choose novels which contain sensitive subject matter, they must address bias. Teachers may access community resources for assistance.

Prior Knowledge Required

The student will have:

· familiarity with short stories, novels, and films;

· group work experience from Grade 9 programs;

· awareness of current events;

· research experience (skills);

· examined themes and symbols previously in short story unit;

· analysis techniques;

· knowledge of elements of prose and literary terms.

Teaching/Learning Strategies

Students will:

· read their independent novel silently.

· respond to assigned questions.

· be given the opportunity to select, as a class, the novel for study if desired.

· choose from a variety of reading methods (silent, pairs, whole class).

· explore, through critical analysis, the values, related issues and themes of the novel using guide questions.

· participate in daily discussion in small and large groups.

· prepare an analysis of the novel based on the literary terms and activities.

· explore the link between the ideas in the novel and how they relate to us as Catholic individuals, reflective of culture and personal experiences.

· analyse literary devices and elements and their progressive development within a novel.

· work in a jigsaw group format.

· respond to the issues raised in the novel using journals as a means to make connections between their lives and the text.

Teachers will:

· teach how to introduce and interpret quotations.

· ensure the writing assignment, the expectations and the assessment criteria are clear and consistent for each task and are distributed simultaneously.

Students will apply their knowledge further by using creative extensions.

Teachers will:

· provide students with access to resources in the school library and community.

· encourage students to be sensitive to the values and opinions of others.

· initiate discussion based on open-ended questions, using a variety of discussion methods (e.g., large group, small group).

· teach and review grammar rules and language skills as deemed appropriate to the activity.

· review the definitions of literary terms, stylistic devices and elements of the novel.

· present models exemplifying the requirements of an activity where necessary.

Students will:

· create handouts to summarize their findings where necessary.

· evaluate their performance and the performance of peers periodically during group activities.

· use reading strategies to read critically.

· keep a vocabulary log.

Teachers will administer vocabulary quizzes and a novel test.

Students will watch the film version of the novel to explore the differences.

Students and teachers will collaborate at times to generate the assessment criteria.

Teachers will access a cross section of genre forms.

Students will be placed in groups to research and classify a work according to genre.

Teachers will monitor group work.

Students will edit their assignments individually and in groups.

Teachers will introduce the culminating activity at the end of the novel unit.

Students will select a novel on a genre of their choice for reading and analysis. This work is preparatory for the culminating activity.

Assessment and Evaluation

Formative Assessment

· written reflection

· homework check

· self- and peer evaluation

· quotation analysis

· informal oral presentation

· informal and formal teacher observation

· checklists (group work, participation in class and during group discussion)

· reader response journals

· written response to guide questions

· preparation of dramatization and handout

· journal writing

· peer editing of handout

· creative presentation of genre

· peer editing

· group and class participation

Summative Assessment

· independent pre-reading activity

· group jigsaw presentations

· vocabulary quiz

· creative extension piece (rubric)

· student dramatization

· novel test

· oral presentation (formal and informal)

· student selected journal entries

· genre handout

· written summary

· test on literary devices and elements of the novel

Accommodations

Teachers will:

· allow for the use of a laptop computer.

· provide alternative arrangements for oral presentations.

· provide resource help for students with reading difficulties

· provide the resources for the media research task.

· reduce the content requirement for individual students.

· provide an audio taped version of the novel for students with reading difficulties.

· modify the time requirement for the student.

· provide the novel in advance for the student.

· form multi-level groupings.

· allow the student to provide an oral rather than a written response.

· ensure that the tasks are reflective of the individual student’s IEP.

· provide a scribe for the student when required.

· provide works in advance for students.

· provide access and use of video/editing equipment to accommodate special needs (i.e., speech impediment, learning impaired)

· provide (when possible) an abridged version of the novel.

· negotiate with students the nature of the enrichment activity .

Resources

Books

Wood, Monica, ed. 12 Multicultural Novels. St. Stephen, NB: Weston Walch, 1999. ISBN 0-2901X-474

A glossary of literary terms (e.g., A Glossary of Literary Terms, Abrams; A Dictionary of Literary Terms, Homan)

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

Canadian Oxford Dictionary. Oxford University Press, 1999. ISBN 0-19541120-X

Novels

Adventure (Canadian Authors)

Boraks-Nemetz, Lillian. The Sunflower Diary. Roussan Publishing, 1999.

Demczyna, Antonina. From East to West. Essence Publishing, 1996. (Belleville author)

Feagan, Robert. Napachee. Sandcastle, 1999.

Hobbs, Will. Far North. Avon Books, 1996.

Kuper, Jack. Child of the Holocaust. Stoddart, 1967.

Lang Collura, Mary Ellen. Winners. Greystone Books, 1984.

McNaughton, Janet. Catch Me Once, Catch Me Twice. Stoddart, 1994.

McNaughton, Janet. To Dance at the Palais Royale. Stoddart Kids, 1996.

Rivers, Karen. Dream Water. Orca Book Publishing, 1999.

Walters, Eric. Trapped In Ice. Shortlisted for Ruth Schwartz Aware, Puffin Books, 1997.

Walters, Eric. War of the Eagles. Orca Book Publishing, 1998.

Wennick, Elizabeth. Changing Jareth. Polestar Book Pub., 1999.

Wynne-Jones, Tim. The Maestro. Vancouver: Groundwood Book, 1995.

Science Fiction

Gibson, William. Idory. Berkley Books, 1996.

Gibson, William. Neuromancer. Ace Books, 1984.

Huff, Tanya. Wizard of the Grove.

Pullman, Philip. The Golden Compass. A Del Ray Book, 1995.

Sawyer, Robert. Frameshift. Tom Doherty Associates Book, 1997.

Sawyer, Robert. Illegal Alien. Ace Books, 1997.

Sihihab Nye, Naomi. Habibi. Aladden Paperbacks, 1997.

Other

Bradbury, Ray. Fahrenheit 457.

Christie, Agatha. Thirty-Nine Steps.

Greene, Graham. The Power and the Glory.

Kinsella, W.P. Shoeless Joe.

Knowles, John. A Separate Peace.

Mitchell, W.O. Who Has Seen The Wind.

Wells, H.G. The Invisible Man.

Wells, H.G. The Time Machine.

Wyndbaum, John. The Chrysalids.

Web Sites

A list of storytellers
http://www.web.net/~storytel/listings.htm

Canadian Novels
http://uicv.utoronto.ca/library/guides/canlit.html

Multicultural Heroines - Ten Contemporary Titles
http://scholar.lib.ut.edu/e journal/ALAN

Activity 1: Preparing for the Journey

Time: 210 minutes

Description

The reading and examination of the novel is an exploration of the human journey. In preparing for the novel and in order to facilitate student growth and awareness, students will explore, research, and discuss themes, issues, values, and historical moments relevant to the novel. Special emphasis will be placed on the human condition and the importance of Christian values as a means to improve life experience. The teacher will assist the students in making links between the past, current events, and the similarity to their own lives and their growing faith journey. It is hoped after having explored some of the central ideas, values, or historical time and places, the student will begin the novel with a broader understanding of its relation to themselves and contemporary society.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

· integrate faith with life (1i)

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

· recognize there is more grace in our world than sin and that hope is essential in facing all challenges (3a)

· adopt a holistic approach to life by integrating learning from various subject areas and experience (3e)

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

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

Strand(s): Literature; Writing; Language; Media Studies

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)

· 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)

· 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)

· 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)

· analyse a range of media forms to identify their elements, audiences, and production practices, and draw conclusions about how these factors shape media works (MDV.0ID)

Specific Expectations

· explain how historical or cultural contexts shape the information and ideas in a text (LI1.08D)

· use the information and ideas generated, researched, and evaluated to develop the content of written work (WR1.04D)

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

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

· use knowledge of elements of opinion pieces, such as overt statement of a position or opinion, type of diction, tone, paragraphing, transition words and phrases, selective supporting detail, allusions, and appeals to authority, to understand and interpret examples of the genre (LI2.03D)

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

· 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)

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

· 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)

· spell specific historical, academic, and technical terms correctly (WR5.09D)

· use a variety of resources to correct errors in spelling (WR5.10D)

· 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)

· 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)

· plan and make oral presentations independently, adapting vocabulary and using methods of delivery to suit audience, purpose, and topic (LG2.04D)

Planning Notes

Teachers will provide time for daily independent silent reading.

Teachers and students will choose a novel reflective of our Canadian multicultural society and student interest.

Teachers will:

· choose a number of key points (e.g., issues, values, historical moments) to highlight from the novel. These issues and values could also be chosen as a springboard for discussion of Catholic social teaching and Catholic values.

· assign this activity two weeks prior to beginning the novel unit.

· create a detailed explanation of the pre-reading activity.

· invite students to collaborate in formulating a series of open ended questions for research and discussion to raise consciousness and aid in students’ moral development (e.g., Is intolerance ever allowable?).

· students to use technology (Internet) prudently and safely.

· continue with the writing journal introduced in the short story unit.

· review a mini-lesson on agreement between pronoun and antecedent and subject and verb.

· teachers and students will develop an oral presentation rubric.

Prior Knowledge Required

Students will:

· have experienced group work;

· acquired analysis techniques learned during the short story;

· some awareness of current events.

Teaching/Learning Strategies

· Students will read silently.

· Teachers will introduce the activity by inviting each student to select his or her topic (or asking each student to choose) (i.e. issue-racism, value-honesty, historical event - the depression). Some students will have the same topic.

· Teachers will ask the students individually to find (5-10) examples of their topic in our society in the weeks preceding the study of the novel. To accomplish this, the student will search for newspapers, magazine articles, news items, commercials on television programs, which depict the topic, as well as individuals or authors who reflect the topic.

· Students will compile their findings into a form (scrapbook, collage), as instructed by the teacher, to hand in with a short summary detailing how their examples reflect their topic.

· Students, after the appointed time frame, will share one of their examples with the rest of the class in an informal presentation.

· An alternate assignment may be given for the oral presentation.

· As some students will have the same topic, these presentations should remain individual, but be grouped together for coherence.

· After the presentations, the teacher will then lead a class discussion on each topic given.

· To raise awareness of how these issues affect us today, the teacher will guide the discussion using open-ended questions which would allow for maximum student involvement.

· Teachers will make links between the ideas from the novel and how they relate to us as Catholic individuals, thus setting the stage for the novel. This discussion will highlight our diversity within a cultural framework.

· Most novels explore the human condition: suffering, transformation, growth, alienation, discrimination, etc. Many novels explore how people exploit and oppress those who are different, as is demonstrated in The Chrysalids by John Wyndham and in Winners by Mary Ellen Lang Collura. Through discussion and writing, students will be encouraged to reflect on their own experiences of discrimination. Young people are usually very keen to share how adults discriminate against youth. Teachers are cautioned to handle such discussions sensitively. Teachers might direct students to examine why people oppress others and to critique the causes through the filter of the gospel (e.g., people dominate others because they are insecure, lack self worth, or because they pursue false ideals of success or happiness. What do the gospels say about success or happiness? What do the gospels say about our worth? In the story of Loaves and Fishes, Jesus tells us “we have enough”, “we are enough”. If we truly believe that we are loved and accepted and that we have enough, why would we oppress others?).

· Teachers will review subject/verb agreement and pronoun/antecedent.

· After discussion, the students will reflect on one topic in their journal, using the knowledge gained from the individual presentations and the discussions, relating the topic to the human condition.

· Teachers will be sensitive and encourage students to be sensitive to the values and opinions of others.

Assessment/Evaluation Techniques

Formative Assessment

· journal reflection

· participation in group discussion

· written reflection – content and style

Summative Assessment:

· independent pre-reading activity – examples and written summary

· informal oral presentation

Accommodations

Teachers will:

· allow for the use of a laptop computer.

· provide for alternate arrangements for oral presentation (e.g., audio tape, videotape or a written presentation) .

· ensure that resources are available for students without access (e.g., newspapers, magazines).

· provide a peer tutor/mentor to help with the search for material on the topic.

· provide opportunities for remediation (e.g., verb - subject agreement) through one-to-one conferencing.

· provide detailed questions about the journal activity.

· foster a positive attitude among students in the class toward accommodating the special needs of individuals, multi-leveled groupings.

· negotiate with students the nature of the enrichment activity (e.g., research how different media depict the value being researched).

Resources

Refer to suggested novel list in Unit Overview.

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

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

Sheridan, E.F, ed. Do Justice - The Social Teaching of the Canadian Catholic Bishops.

Media Literacy Project: provides curriculum materials
http://www.babson.edu/medialiteracyproject/3.htm

magazines/newspapers/various print resources

teacher/ librarian and technology teacher

Internet

CD-ROM resources

Activity 2: Uncovering the Sign Posts

Time: 315 minutes

Description

In this activity teachers will encourage students to analyse key themes and symbols in the assigned class novel. Teachers will assign this task prior to the reading of the novel. Students will search for and cite quotations reflective of each theme or subject in the novel. Students will share their findings through discussion and group work. The vehicle to promote this study will be student-selected quotations for personal interpretation and personal reflection. This activity explores issues which support Jesus’ life example and his message of compassion and social justice.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

· speak the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith) (1e)

· 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)

· examine, evaluate and apply knowledge of interdependent systems (physical, political, ethical, socioeconomic and ecological) for the development of a just and compassionate society (3f)

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

· think critically about the meaning and purpose of work (5b)

· minister to the family, school, parish, and wider community through service (6e)

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)

· 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)

· 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)

Specific Expectations

· 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)

· 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)

· explain how historical or cultural contexts shape the information and ideas in a text (e.g., research the historical or cultural context of a novel and suggest how it gave rise to the social attitudes depicted; compare nineteenth-century and modern attitudes to the theme of a novel by Dickens) (LI1.08D)

· 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)

· use plot structure and character portrayal to develop themes in short stories (WR3.01D)

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

· 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)

· 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 punctuation correctly, including the semicolon (e.g., use the semicolon to join principal clauses and to separate elements in a list that contains commas) (WR5.11D)

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

· 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)

· communicate in group discussions by assigning tasks fairly and equitably: using verbal and non-verbal cues to signal a change in topic or speaker; contributing ideas, supporting interpretations and viewpoints; extending and questioning the ideas of others, summarizing the progress of the group's work: checking for understanding: and negotiating consensus when appropriate (LG2.02D)

Planning Notes

Teachers will:

· provide time for daily independent silent reading.

· provide time for student use of the dictionary log.

· recognize that this activity begins prior to the novel being read, but it will take the duration of the novel to complete. It is ongoing throughout the novel study, running simultaneously with Activity 3.

· review the definitions of theme and symbol.

· review the correct use of punctuation including the semicolon and phrases and clauses.

· create a model of a theme analysis based on a short story already studied exemplifying how to: cite quotations and interpret the quotations and the layout of information for students. This model should be discussed in detail in order to teach students how to trace a theme or symbol progressively throughout a novel.

· design a checklist for the group presentation of theme or symbol.

· provide students with the assessment criteria prior to the theme/symbol task.

· plan silent reading time during class, in order for students to begin this task.

· check that the assigned reading and analysis is being done on a regular basis.

· ensure students have completed the individual task prior to the group analysis.

· make students aware that the historical and cultural context shape the information and ideas in a text.

· review conflict management skills and strategies for co-operative group dynamics and create a checklist to evaluate group dynamics.

· review the correct way to use punctuation when quoting brief passages.

· organize groups with jigsaw groupings in mind (Appendix 2.21).

Prior Knowledge Required

The students will have examined themes and symbols in the short story unit.

Teaching/Learning Strategies

Students will read silently and keep a dictionary log.

Teachers will:

· model the theme/symbol analysis using a short story already studied.

· assign pertinent themes and symbols from the novel for each student to analyse. (e.g., wind as a symbol in Who Has Seen The Wind, theme of injustice in The Chrysalids).

· review with students how to introduce, interpret and cite quotations.

· teach a mini-lesson on prepositional, adverb, adjective phrases; infinitive, participle, and gerund phrases; and noun, adjective, and adverb clauses.

Students will:

· keep a notebook with the key themes and symbols indicated as headings.

· search for and cite quotations (in context) that are reflective of each theme or symbol as they read the novel.

Teachers will:

· review correct use of punctuation, including the semicolon.

· assign each student a number based on jigsaw groupings. This number will place the student in a specific group for the later group analysis (i.e., Sharon is assigned to group 1 which will be examining the symbol of wind in great detail).

· check periodically during class reading time to assess that individual students are completing the analytical reading.

· provide class time (approximately every three - five chapters) for group analysis and discussion of the quotations.

During the group analysis, students will share the quotations they have cited and discuss their personal reactions and interpretation (Sharon’s group will discuss quotations on “wind”).

Teachers will:

· encourage students to communicate their findings clearly and honestly in light of Gospel values.

· monitor group discussions to ensure students are engaged in their learning.

Students will evaluate their performance and the performance of peers during the group activity.

Teachers may assign an essay or quotation analysis assignment as an extension or enrichment activity.

After the completion of the novel, teachers will provide students with class time to discuss their selection of quotations and the author’s message about their specific theme or symbol.

Students will create a handout that summarizes their findings to be presented in their jigsaw groupings.

Teachers will:

· place students in jigsaw groups to share their group analysis.

· ensure that all the groups presentations are ordered so students are presenting the same topic at the same time (i.e., each group is listening to a presentation on the symbol of wind first).

· circulate the room listening to the group presenter in each group and evaluating the group presentation using the theme/symbol presentation rubric.

Assessment/Evaluation Techniques

Formative Assessment

· ongoing assessment of theme/symbol analysis assignment

· checklist for group dynamic

· self- and peer evaluation

Summative Assessment

· group handout – analysis of quotations

· group jigsaw presentation (rubric)

· extension activities (essay or quotation analysis)

Accommodations

Teachers will:

· allow for the use of a laptop computer.

· provide a detailed exemplar outlining the focus of analytical reading along with an exemplar and examples from the novel.

· provide resource help on an audio tape for the novel for students with reading difficulties.

· condense the individual task for students who are identified with communication disabilities.

· provide an extended time frame (or the novel in advance) for special needs students.

· organize multilevel groupings to accommodate varied abilities and needs.

· conduct individual conferences for remediation (adjective/adverb clauses).

· provide a peer mentor/tutor for the Theme jigsaw assignment.

· negotiate with students enrichment activities (e.g., essay on quotation analysis assignment).

Resources

Refer to suggested novel list in Unit Overview.

Appendix 2.21

Checklist For Jigsaw Presentation

Student Name:

Topic:

	Level 1 Awareness	Level 2 Adequate	Level 3 Successful	Level 4 Highly Successful
Knowledge
Knowledge of story
Understanding of relationships – track the symbol/theme
Thinking
Critical thinking skills – analysing, explaining
Inquiry skills - interpreting information, assessing information, forming conclusions
Communication
Logical organization – choice of language (communicates ideas clearly)
Application
Use of oral communication
Making connections between experiences and texts

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Activity 3: Guided Journey

Time: 315 minutes

Description

In this activity teachers will use a variety of teaching strategies to encourage critical reading. Focus will be placed on the study and understanding of literary terms, style, and genre. As critical readers students will be challenged to explore the ideas and issues raised in the novel through various activities such as journal writing, group discussion, and creative extension (e.g., song, interview, tableaux). Students will be encouraged to consider personal ethics as well as their Christian morals and values as a strategy to make reading relevant to self.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

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

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

· 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)

· 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)

· take initiative and demonstrate Christian leadership (4c)

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

· think critically about the meaning and purpose of work (5b)

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

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

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)

· analyse a range of media forms to identify their elements, audiences, and production practices, and draw conclusions about how these factors shape media works (MDV.0ID)

· use knowledge of a range of media forms, purposes, and audiences to create media works, and use established criteria to assess the effectiveness of the works (MDV.02D)

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 (LI1.01 D)

· 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)

· 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)

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

· use knowledge of a wide range of spelling patterns, rules, and strategies to analyse and correct spelling errors (WR5.08D)

· spell specific historical, academic, and technical terms correctly (WR5.09D)

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

· 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)

· apply techniques of effective listening and demonstrate an understanding of oral presentations by summarizing presenters' arguments and explaining how vocabulary, body language, tone, and visual aids enhance presentations (LG2.03D)

· plan and make oral presentations independently, adapting vocabulary and using methods of delivery to suit audience, purpose, and topic (LG2.04D)

· rehearse with visual aids and props, study audio- and videotaped rehearsals. and use mnemonic devices and visualization techniques to ensure confident delivery in oral presentations (LG2.06D)

· analyse their own and others' oral presentations, identifying strengths and weaknesses and developing and carrying out plans for improvement (LG2.08D)

· demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media works (e.g., write a report comparing unique features of several newspapers to assess their appeal to readers; explain the satire in a parody of a media work) (MD1.01D)

· identify key elements and techniques used to create media works in a variety of forms (e.g., illustrations and captions in political cartoons; narrative and characterization in a film or television drama; the choice of symbols and colours used to convey health and safety warnings on the packaging of a range of products) and analyse how these elements and techniques contribute to the theme or message (MD1.02D)

· create media works for different purposes and explain how the design decisions for each were shaped by the purpose (e.g., create a public-service video to inform people about a health hazard: construct a collage of print advertisements to illustrate the media's concept of a teenager) (MD2.02D)

Planning Notes

Teachers will:

· provide time for daily independent silent reading and use of the dictionary log.

· recognize that Activities 2 and 3 are occurring simultaneously.

· plan time for students to work on their theme/symbol analysis.

· formulate questions for students to complete as they read the novel, based on the Achievement Chart categories (knowledge and understanding, thinking and inquiry, communication and application).

· prepare a lesson to teach the gerund and infinitive.

· design questions which provoke a greater understanding of students’ personal ethics, the human condition, and Christian morals.

· review and use a variety of reading methods to improve students’ reading and comprehension of the text and review reading strategies (prediction, use of introduction, contextual clues).

· ensure a safe and open environment for discussion.

· define or review necessary literary terms (foreshadowing) and elements of the novel (i.e., theme).

· consider links between the novel and the students’ own experience.

· prepare lessons on style and the use of stylistic devices such as diction, syntax, hyperbole, allusion, contrast, understatement and oxymoron.

· plan to use the journal as a means for students to explore some of the major issues and ideas that are raised in the novel.

· plan a mini-lesson on spelling patterns and spelling strategies.

· continue use of the vocabulary log and design a vocabulary quiz.

· design a test on the novel.

· access the film version of the text (if possible) and enable students to explore the differences between both mediums.

· with students, develop creative extension tasks based on the students’ reading. Task-specific rubrics should accompany these creative extension tasks.

Prior Knowledge Required

· Students will have read, or be in the process of reading, the assigned text.

· Students should have a pre-existing knowledge of some literary terms.

Teaching/Learning Strategies

Students will:

· read silently and keep a vocabulary log.

· choose a variety of methods to read the novel (silent reading, oral reading, etc.)

· continue to search for quotes in their theme/symbol analysis while reading and sharing their findings during class time.

· continue to keep their vocabulary log (e.g., each student will find and define two new words from his/her reading of the novel).

Teachers will:

· review reading strategies: prediction, chapter introduction and contextual clues.

· distribute guide questions which reflect on the novel in order to focus student reading.

· give students the opportunity to formulate and pose their own questions based on their understanding and reading of the text.

· reach a lesson and review elements of the novel and literary devices (e.g., setting) for students.

Teachers and students will introduce the issues raised in the novel through a variety of discussion methods (e.g., large group, small group, etc.).

Teachers will focus the study of the novel on setting, theme, character, plot and the use of literary devices (e.g., symbolism, irony, etc.)

Students will participate in discussions in large and small groups reflecting on their analysis and reading.

Teachers will:

· relate issues to students’ personal experience of the human condition (e.g., alienation, discrimination, growth, etc.).

· encourage a safe and open environment for discussion and encourage students to respect on other opinions.

· teach a mini-lesson on spelling patterns, rules and spelling strategies and a lesson on the gerund and infinitive.

Students will:

· write in their journals as a means to respond to the issues raised in the novel and as a means to make connections between their lives and the text (e.g., students could reflect on the human condition of suffering or alienation in the novel).

· use the journal to critique the issues raised in the novel based on their own personal ethics and Catholic morals and values.

Teachers will define style and explain how the author uses stylistic devices, such as allusion, hyperbole and understatement, in the examination of selected novel passages.

Teachers will administer vocabulary quizzes and a novel test assessing students’ understanding and their knowledge and application of novel elements and literary devices.

Students will watch the film version of the novel, if possible, to explore similarities and differences and the effect that the differences have the reader.

Students and teachers will generate a creative extension task based on critical reading of the assigned novel (e.g., a song, tableaux, story board, newspaper, diary entry, sculpture, painting, etc.) and design generic assessment criteria for the creative extension task.

Assessment/Evaluation Techniques

Formative Assessment

· informal teacher observation of group work (collaboration, co-operation, commitment, use of class time)

· completion of written responses to guide questions

· journal writing (completion)

Summative Assessment:

· vocabulary quizzes

· creative extension piece - rubric devised by teacher and students

· test - assessing understanding and application of novel elements and literary devices

Accommodations

Teachers will:

· allow for the use of a laptop computer;

· allow for multi-level groupings;

· provide a taped version of the novel or taped portions of the novel to support the student with critical reading;

· provide a peer mentor/tutor to read the story with the student (ESL);

· provide the students with a plot graph of the various chapters to use as a springboard for the students to understand context;

· highlight certain sections of the chapter. This can be used as a prompting strategy for revealing context clues;

· conference with the students for remediation (e.g., spelling/grammar);

· allow for oral rather than written response.

Resources

Refer to suggested novel list in Unit Overview.

Holmen. A Dictionary of Literary Terms.

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

Activity 4: Stepping Stones

Time: 420 minutes

Description

Teachers will instruct students on genre and its various forms. Students will research the characteristics of a particular genre and will produce and present a creative work (dramatization, videotape, comic book or radio script) which demonstrates their understanding of genre forms and characteristics. This activity is a stepping stone for the culminating activity where students write an essay about genre. Students will work effectively as interdependent team members who respect the contributions of one another.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

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

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

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

· write and speak fluently one or both of Canada’s official languages (2d)

· 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)

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

· adopt a holistic approach to life by integrating learning from various subject areas and experience (3e)

· demonstrate flexibility and adaptability (4b)

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

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

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

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)

· 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)

· 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)

· 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)

· use knowledge of a range of media forms, purposes, and audiences to create media works, and use established criteria to assess the effectiveness of the works (MDV.02D)

Specific Expectations

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

· use knowledge of elements of opinion pieces, such as overt statement of a position or opinion, type of diction, tone, paragraphing. transition words and phrases, selective supporting detail, allusions, and appeals to authority, to understand and interpret examples of the genre (LI2.03D)

· explain how authors and editors use design elements to help communicate ideas (e.g., explain how typography and layout contribute to meaning in a concrete poem; prepare a title page and bibliography template for an academic paper and defend their design decisions; create electronic links showing where and how to rind related material) (LI3.03D)

· locate and summarize information and ideas from print and electronic sources, including interviews, surveys, statistical data banks, reports, periodicals, and news-groups (WR1.02D)

· use the information and ideas generated, researched, and evaluated to develop the content of written work (WR1.04D)

· 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)

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

· 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)

· spell specific historical, academic, and technical terms correctly (WR5.09D)

· use a variety of resources to correct errors in spelling (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)

· 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)

· 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)

· plan and make oral presentations independently, adapting vocabulary and using methods of delivery to suit audience, purpose, and topic (LG2.04D)

· 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)

· rehearse with visual aids and props, study audio- and videotaped rehearsals. and use mnemonic devices and visualization techniques to ensure confident delivery in oral presentations (LG2.06D)

· adapt an idea, theme. or issue from a work of literature for presentation in two related media forms, and assess the presentations to determine what aspects of the original have been strengthened and/or weakened by the adaptations (MD2.01D)

Planning Notes

Teachers will:

· provide time for daily independent silent reading.

· meet with the librarian to compile a variety of resources and to arrange research time for students.

· caution students again in advance to use technology ethically.

· assign students to groups according to students’ preference of genre.

· create multi-level groupings based on students’ needs and abilities.

· ensure that all major genre forms are explored.

· plan a lesson on genre and parody.

· in order to assist students in their analysis of genre, create a template to guide students during the research portion of this task. (Headings of the template may include: Genre Characteristics, Background and Historical Details of Genre, and, a List of Famous Authors and Associated Works. etc.). The template should allow room for students to add their own headings.

· create a checklist to assess individual and group performance during research (re: listening and co-operation skills).

· use this activity as preparation for the culminating activity, where students will write an essay about genre and plan to introduce the culminating activity at the end of this novel unit.

· plan a lesson on the spelling and pronunciation of historical and academic terms.

· create a rubric to assess the student handout of genre research.

· prepare a mini-lesson on voice and tone.

Prior Knowledge Required

· knowledge of the class novel being studied

· familiarity with short stories, novels and films

Teaching/Learning Strategies

Students will read silently.

Teachers will ensure that a cross section of genre forms are available to be explored by student groups and teach the terms genre and parody and give examples of genre forms categorizing the present novel being studied, as well as short stories already studied.

Students will brainstorm other genre forms as a class by reflecting on their own experience of literature and film.

Teachers will assign small student groups the task of researching the characteristics of a chosen genre: science fiction, horror, mystery, romance, historical fiction, fantasy, satire, etc and distribute a template (see Planning Notes), to assist students in their research of genre.

Students will research their selected genre using technology and library resources and generate a list of famous (key) authors and works associated with their chosen genre. Students may use this opportunity to investigate writers from various cultures, including their own..

Teachers will teach mini-lesson on the spelling and pronunciation of historical and academic terms.

Students will prepare a handout for their peers expanding on the template (Appendix 2.4.1) provided by the teacher. The handout should include genre characteristics, background or historical details, and a list of famous authors and works associated with their genre. Peer groups will help edit the students’ handouts for grammatical errors and clarity.

Teachers will monitor group work while circulating among the groups. Teachers will provide assistance, ask questions and make comments to ensure that all pertinent characteristics of the genre and its format are analysed and recorded on the template.

Teachers will assess this creation for its creativity, organization, and its content as embodying characteristics of the genre research.

Students will evaluate their individual and group’s performance according to a checklist provided by the teacher. This checklist is found in the appendix. The checklist evaluates students’ participation, listening skills, co-operation, and leadership skills.

Teachers will teach a mini-lesson on selecting language consistent with the particular voice and tone required in the students’ presentation.

Students will:

· demonstrate a sound understanding of their genre form by individually creating and presenting a dramatization, videotape, comic book or recording of a radio script. This creative extension will incorporate the characteristics of genre.

· be provided class time to produce their creative assignment applying their research and class time to edit their group handouts.

· in groups, will present their analysis of genre, their handout and individual creations to the class.

Teachers will assess this presentation for its creativity, organization, and its context as embodying characteristics of their genre research.

Assessment/Evaluation Techniques

Formative Assessment

· peer editing of handout (grammar and clarity)

· group work (informal and formal teacher observation)

Summative Assessment

· student handout (rubric)

· self-evaluation and peer evaluation (checklist)

· creative presentation adherence to format/inclusion of genre characteristics

Accommodations

Teachers will:

· allow for the use of a laptop computer;

· provide peer tutor/peer mentor assistance with project research;

· provide a detailed template with examples about required task (e.g., radio script);

· conference one-to-one to determine the specific requirements;

· allow for multi-level groupings;

· provide a list of definitions and examples for the student;

· modify the presentation format to allow for written submission;

· reduce the requirement;

· negotiate with students the enrichment activities (e.g., produce a radio documentary comparing selected authors within a genre);

· provide use of the scribe

Resources

Refer to suggested novel list.

Historical Fiction Site
vfs.cc.utexas.edu/-soon/histfiction

How to Construct a Radio Documentary. CD-ROM. Irwin Publishing, 1999. ISBN 0-7725-25072

African American Mystery page
www.aamystery.com

Mysterious Strands
www.isdonline.com

Science Fiction Resource Guide
http://sflouers.rutgers.edu/web/SFRG

Appendix 2.4.1

Template for Student Handout on Genre

A. Genre Type (e.g., Mystery, Horror, Science Fiction)

B. Background and/or historical details associated with the origin and development of the genre.

C. Famous Authors and Works associated with the genre

D. Characteristics/Elements of the Genre

Unit Description

Strand(s) and Expectations

Activity Titles (Time + Sequence)

Unit Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment and Evaluation

Accommodations

Resources

Books

Novels

Web Sites

Activity 1: Preparing for the Journey

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Activity 2: Uncovering the Sign Posts

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Appendix 2.21

Checklist For Jigsaw Presentation

Activity 3: Guided Journey

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Activity 4: Stepping Stones

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Appendix 2.4.1

Template for Student Handout on Genre

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