Course Profile English, Locally Developed, Grade 10, Catholic

Unit 1: Parables and People’s Stories: Tell It Like It Is

Time: 35 hours

Description

The introductory unit establishes a learning environment that celebrates the dignity and intrinsic value of the students. It provides for students to become collaborative contributors to the community. Numerous, fun, fast-paced activities provide a learning structure to encourage student interest in Literature and Reading. Students examine a variety of genres such as fairy tales, Scripture, fables, poetry, song, and the novel. Students continue to develop their literary and critical thinking skills, through teacher-directed activities. Group work and oral presentations lead to the creation of several media products. Students develop a writing portfolio containing a glossary of personal vocabulary and journal responses germane to the themes studied in the unit. The unit’s culminating activity involves students' presentations of their original compositions to the class. Because this is the first unit in the course there is extensive diagnostic assessment of the students’ skills. Together the teacher and the individual student collaborate to set specific learning goals and to devise specific remediation strategies to improve student achievement. Also, the teacher ensures that the goals set in the course mesh with those in the student’s IEP or AEP as well as in the student's report card.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1a, CGE1c, CGE1d, CGE2a, CGE2b, CGE2c, CGE3c, CGE3c, CGE4a, CGE4f, CGE5a, CGE5g.

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

Overall Expectations: LRV1, LRV2, LRV3, WRV1, WRV2, WRV3, WRV4, WRV5, LAV1, LAV2, MEV2.

Specific Expectations: LR1.2, LR1.3, LR1.4, LR1.5, LR1.6, LR1.7, LR1.8, LR1.9, LR2.1, LR3.1, LR3.2, WR1.4, WR2.2, WR2.3, WR2.4, WR3.1, WR3.2, WR4.1, WR4.2, WR5.1, WR5.3, WR5.4, LA1.1, LA1.2, LA1.5, LV2.1, LV2.3, LV2.5, LV2.6, ME2.1, ME2.2.

Activity Titles (Time + Sequence)

Activity 1	Diagnostic and Goal Setting: Getting to Know You	8 hours
Activity 2	Retelling a Narrative: Another’s Point of View	3 hours
Activity 3	Modernizing a Parable: Getting to Know Your Neighbour	7 hours
Activity 4	Reading to the Class: And So It’s Told	2 hours
Activity 5	Reader’s Theatre: Together We Tell The Story	3 hours
Activity 6	The Novel: Time To Read	12 hours

Prior Knowledge Required

· Students should have familiarity with information technology such as scantron, word processing, and basic Internet skills.

· Students should be aware of the ethical use of the Internet.

· Some familiarity with the use of audiocassette recorders is required.

Unit Planning Notes

· To encourage interest, the unit aims to provide a wide variety of activities and strategies.

· This unit may be "chunked" so that it can run concurrently with another unit. For example, students may read their novels for twenty minutes of a class (unit one) while spending the remainder of the period working on activities in Units 2 or 3.

· Use of the school library/resource centre is an important part of the learning process for students. The teacher will work in conjunction with the teacher-librarian to arrange to have a collection of appropriate texts available in either the school library or the classroom. (The community library may also be used.)

· Teachers should consult the Language Appendix to determine where vocabulary, grammar, usage, spelling and the writing process can best be supported.

· In some situations the teacher may find the Accelerated Reader Programme useful to determine reading levels and track student achievement. As well, the programme can meet the needs of a class with diverse interests and reading skills. However this software program typically measures the students’ basic knowledge of a novel. Activity 6 in this unit lists a series of learning opportunities which are used to deepen the students’ appreciation of a work.

· Activity 6 in this unit is listed as a Novel Study; however, plays may be used in addition.

· It may be a useful strategy to allow students to keep their binders in class. Alternately, the teacher may wish to set up a filing system in the classroom where students store their work, rather than taking it with them. This also allows for easy availability for assessment.

· The teacher might consider creating a binder with separate sections for various observation checklists to be used for formative assessments.

· Within this unit standardized assessments such as Gates-McGinti, Learning Styles Assessment, Academy of Reading and Multiple Intelligence Inventory are suggested as diagnostic tools. It is important that the teacher or resource teacher be trained on how to both administer and interpret the data. These assessment tools should be viewed as one way to understand the skill level of the students.

Teaching/Learning Strategies

· discuss and collaborate in a group setting/contribute to a daily discussion

· engage in the writing process

· conference with peers and teachers

· participate in classroom reading

· reflect via journal writing

· integrate grammar usage and spelling/vocabulary glossary into the language process

· use organizers, charts, and other handouts to record and analyse information

· practise test writing in a variety of situations

· rehearse interview skills

· develop presentation skills

· practise proof-reading/peer-editing skills

· infuse Biblical scripture into the curriculum

· construct an illustrated text

· practise dramatic reading, individually and in groups

· read to an audience of children

· perform a KWL assessment and set realistic learning and behavioural goals for the individual student

· ensure that learning and behavioural goals are in line with goals in the Annual Education Plan (AEP) or Individual Education Plan (IEP)

Assessment/Evaluation Techniques

Diagnostic and Formative Assessment

· teacher/student conferences to provide feedback on the writing process

· rubrics to assess collaborative learning, self-evaluation

· organizers for interview and biography

· informal teacher observation

· response journals

· preparation of reader’s theatre

· goal setting

· Learning Styles Inventory

· Multiple Intelligence Inventory

Summative Evaluation

· biography composition

· coat of arms

· point of view narrative

· wanted poster

· modernized parable

· illustrated parable story book

· reader’s theatre audio tape

Resources

The Bible

Audio tapes of New Testament, Canadian Bible Society

Selections from Children's Literature/Poetry Anthologies/Short Stories

The True Story of The Three Little Pigs, Jon Scieszka (ISBN 0590443577)

Best Short Stories, Jamestown Publishers john.merchant@sympatico.ca

Best Poems, Jamestown Publishers john.merchant@sympatico.ca

Deceptions, Jamestown Publishers john.merchant@sympatico.ca

Monsters, Jamestown Publishers john.merchant@sympatico.ca

Acting Out The Miracles and Parables, Sr. Mary Glavich SND (ISBN 0896223639)

Parables for Now, Edmund Flood (ISBN 0871931869)

Videos e.g., Godspell, The Illustrated Man

Suggested Diagnostic resources

Gates-McGintie, Academy of Reading, Brigance, Accelerated Reader, WRAT

Assessment Training Consortium

Informal Tests For Diagnosing Specific Reading Problems, Stephen A. Pavlak

Classroom Activities For Correcting Specific Reading Problems, Stephen A. Pavlak

"A Resource for Assessment, Evaluation and Reporting 1999" (Kawartha Pine Ridge DSB)

Activity 1: Diagnostic and Goal Setting: Getting to Know You

Time: 8 hours

Description

This is the first activity of the unit and of the course. It has several related purposes. First it is intended to welcome the students so that they will feel comfortable in the new learning environment. It is also an occasion for students to talk, draw, and write about themselves and their classmates. This will be done through an interview/biography process, the creation of a personalized coat of arms and an informal self-portrait. As well, a series of diagnostic tests will be administered to assess the current needs of each student. From this diagnostic set, the teacher will confer with each student to set appropriate, mutually agreed upon learning goals for the course.

Strand(s) and Expectations

Catholic Graduation Expectations

CGE2b - reads, understands and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE5a - works effectively as an interdependent team member.

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

Overall Expectations

LRV1 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are meaningful to self and community to locate and explain information, ideas and issues;

WRV2 - identify, select and use the literary and informational forms that support the writer's purpose and audience;

WRV3 - use a variety of organizational structures and patterns to produce writing;

WRV4 - revise written work both collaboratively and independently with a focus on clarity, competency and accuracy of information;

WRV5 - use strategies for editing and proofreading with an emphasis on the grammar, usage, spelling and punctuation conventions of standard Canadian English, as appropriate;

LAV2 - use listening techniques and oral communications skills to participate in formal and informal discussions, with an emphasis on active participation and cooperation;

MEV2 - apply understanding of the relationships between the form, purpose, audience and production to collaboratively create media works.

Specific Expectations

LR1.2 - set goals for reading (e.g., to improve speed and comphrension, to increase time on task, to read new genre);

WR2.2 - use literary and informational texts as models to write for their own specific purposes and audiences;

WR2.3 - select and use the appropriate point of view to suit their purpose and audience (e.g., first person in a letter to the editor; second person for instructions to a new user of pagers; third person in a biography);

WR2.4 - use the appropriate level of language to suit the purpose and audience (e.g., simple words and sentences in a childrens story; contemporary colloquial language in a persuasive argument for peers);

WR3.1 - identify and select the appropriate organizational plan to structure written work (e.g., chronological order; order by example; least to most important; compare/contrast);

WR4.1 - use a variety of strategies to revise written work (e.g., read the work aloud to self or another; select from a list of transition words and phrases to link ideas; use a checklist to examine the content for clarity, completeness, consistent tense and point of view);

WR4.2 - confer with teacher, peers and mentors, and use feedback to produce writing which is complete, organized and clear;

WR5.2 - produce, format and publish written work using the appropriate technology to share writing with intended audiences;

WR5.3 - set personal goals for improving writing;

WR5.4 - use a variety of strategies to edit and proofread writing, identifying and correcting errors according to the requirements for grammar, spelling, and punctuation;

LA2.1 - use a variety of listening and speaking strategies to accomplish tasks in small groups (e.g., listen to instructions; ask questions to clarify the task; listen to the ideas of others; record ideas from discussion; speak respectfully, in turn, using appropriate language);

LA2.3 - demonstrate appropriate listening behaviours in large groups (e.g., not talking, looking at speaker as appropriate, note taking);

LA2.6 - set goals for improving listening and speaking skills;

ME2.1 - collaboratively design and create a media work based on the issues and theme of this course (e.g., use a storyboard to design a public-service commercial for peers; use script and sound effects to create an announcement over the school PA system for an up-coming event; create a video or audio how-to manual; create a multi-media welcome and orientation for students new to the school or community).

Planning Notes

· This activity is intended to “break the ice” and welcome the students to a course they can enjoy and in which they can experience success.

· The coat of arms and self portrait are intended to be non-competitive vehicles for student expression, e.g.,, creating images of their world that symbolize their values.

· The biography is partly intended as a get-acquainted exercise whereby students shares and learns detailed information about their partner. The informal sharing of this information with the class is also intended to provide a warm sharing Christian environment in which students can develop group presentation skills.

· The diagnostic testing can be demanding, particularly for students with Attention Deficit Disorders. Therefore it is suggested that the diagnostic testing be alternated with the more accessible interactive group oriented activities.

· The schedule for diagnostic testing has been organized so that the more demanding efforts are alternated with lighter, more engaging activities.

· Some of the standardized diagnostic testing requires that the teacher be trained on the administration of the test. A resource teacher should assist in the implementation and interpretation of the diagnostic assessment.

· One activity involves interviewing another student. Students should make a distinction between what they consider to be private information and what they consider to be public information. Students may need to review rules governing appropriate interview questions. The teacher should caution the students concerning appropriate questions during an interview particularly in reference to one’s privacy. Students should feel secure and comfortable with whatever information they volunteer.

Teaching/Learning Strategies

Coat of Arms

· The student is given a blank coat of arms template (see Coat of Arms, Parable Appendix 1.1, 1.2). The teacher explains how each of the fields on the coat of arms represents an aspect of the student’s identity.

· The teacher shows examples of previously completed coats of arms to demonstrate the diversity of expression that can be found in the class.

· The teacher encourages and prompts students to do work which is detailed and colourful.

· As the coats of arms are completed, they are displayed prominently in the classroom.

· Together, the teacher, students, and peer helpers review all the coats of arms that have been created and identify the common elements found within the class. Using this information, students create a class coat of arms. The purpose of this is to create a sense of unity and community in the classroom.

Self Portrait

· The student is then given blank sheets of paper and asked to draw a self-portrait and to include images and/or symbols important to him/her.

· These pictures are collected and will be returned to the students as a reflection exercise later in the course.

Interview

· The class is grouped into pairs and given the task of interviewing each other for the purpose of composing a biography.

· Students use an Interview Organizer to record answers in point form. (see below)

Interview Organizer

Interview Questions	Point Form Answers (Outline)
Past
Where were you born? When?
What are the names of your family members?
Who is your favourite relative? What makes him/her your favourite?
What is your best childhood memory?
What is the greatest challenge you have had to face?
Present
What is your favourite music group? Why?
What is your favourite food?
What is your least favourite food?
What TV show do you most watch?
What is your favourite movie?
What is your favourite expression? (Be nice)
What is your pet peeve?
What words in a favourite song do you relate to?
What is your greatest fear?
What is your fondest hope?
If a good friend were to use three words to describe you what would they be?
What interests do you have outside of school?
Future
Where do you think you will be living in five years? ten years? twenty-five years?
What work do you think you will be doing in five years?
What interests outside of work will you have?
Imagine you are seventy years old. Of what accomplishment do you think you will be most proud?

· Students analyse the information from the Interview Organizer and structure it into a chronological report using the Biography Organizer.

Biography Organizer

Key Information	Topic Sentence/supporting evidence
Past	________ was born in _________on _________
Present (organize interests in order of importance) 1. 2. 3.	___________ is an active person who has many interests. His/Her favourite interest is _______________________________ because _______________________________________.
Future	____________ has many plans for the future. They include ______________. To achieve these goals _______________________________________.

· From the information gathered, students compose the first draft of a three-paragraph biography, including details about the past, present, and future of the interviewed person.

· Students proof-read and peer-edit the rough drafts.

· Students use the Grammar, Usage and Punctuation checklist (see Language Appendix 1.2).

· A final draft is then completed, ready for submission.

Diagnostic

· There are a number of diagnostic instruments that can be used to assess a student’s reading and writing levels. Students also complete a Learning Styles Inventory and an Interests Inventory. (The biography the students complete can be considered a part of that interest inventory.)

· To assess writing the teacher examines writing samples from the students to determine strengths and weaknesses. This assessment may include the use of the grammar, usage and spelling rubrics, as well as the composition rubric (see Language Appendix 1.2).

· Once an accurate and complete review of the students’ literacy skills and learning styles has been made, the teacher and student will collaborate to set specific and individual goals for the course. At the end of each unit the teacher and student will review the goals and make the appropriate adjustments, keeping in mind the goals set out in the Student Annual Education Plan or Individual Plan.

Culminating Activity

The culminating activity is the informal sharing of this biographical information with the class.

· The student selects a minimum of three interesting pieces of information about her/his partner.

· The student then shares this information with the class, using the completed biography as a reading aid if needed.

· Afterward the final draft is collected for assessment.

Assessment/Evaluation Techniques

Biography

· rubric for the assessment of the biography (CGE2b, CGE2c; LRV1 -LR1.3, LR1.4, LR1.8, LR1.9; LRV3 - LR3.1; WRV2 - WR2.2, WR2.3; WR2.4)

· peer editing and self-assessment (CGE5a, CGE5g LAV1-LA1.1; WRV3 - WR3.1; WRV4 - WR4.1,WR4.2; WRV5 - WR5.2, WR5.4)

· teacher/student conference (WRV4 - WR4.2)

· rubric to assess collaborative learning (CGE1d; LAV2-LA2.1, LA2.3)

Coat of arms

· evaluation sheet for the intent and quality (MEV2 - ME2.1)

· teacher observation (CGE1c; WRV4 - WR4.2)

Self portrait

· teacher observation (CGE1c; WRV4 - WR4.2; MEV2-ME2.1)

Diagnostic testing

checklist to assess goal setting (LRV1 - LR1.2; WRV5-WR5.3; LAV2 - LA2.6)

Accommodations

· Some students may have difficulties with long term memory and may need prompting from the teacher or peer mentor.

· Some students may be self-conscious. In these cases a peer mentor or a teacher may conduct the interview in lieu of a fellow student.

· For students who have difficulty writing, scribes may be used to help with the organizer.

· Students who are visually impaired or blind can use descriptive language to give an accurate self-depiction in the Coat of Arms. At home or with an in-class partner, assistance can be given in locating pictures from magazines that will be added to the Coat of Arms.

· Students who have difficulties with writing should have training on, and access to, speech-to-text software either in the classroom or resource room.

· Students using American Sign Language (ASL) should practise storytelling beforehand to choose the appropriate signs for a new vocabulary.

Resources

Diagnostic resources including the following:

Gates-McGintie Academy of Reading, Brigance, Accelerated Reader, WRAT

Assessment Training Consortium:

Informal Tests For Diagnosing Specific Reading Problems, Stephen A. Pavlak

Classroom Activities For Correcting Specific Reading Problems, Stephen A. Pavlak

"A Resource for Assessment, Evaluation and Reporting 1999" developed by Kawartha Pine Ridge DSB

Activity 2: Retelling a Narrative: Another’s Point of View

Time: 3 hours

Description

From a collection of myths, ballads, modern and traditional narratives and fairy tales, students rewrite the plot so that it is told from the villain or antagonist’s point of view.

Strand(s) and Expectations

Catholic Graduation Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

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

Overall Expectations

LRV1 - read and demonstrate an understanding of a variety of literary and informational texts which are meaningful to self and community to locate and explain information, ideas, and issues;

WRV2 - identify, select, and use the literary and informational forms that support the writer's purpose and audience;

WRV3 - use a variety of organizational structures and patterns to produce writing;

WRV4 - revise written work both collaboratively and independently with a focus on clarity, competency, and accuracy of information;

WRV5 - use strategies for editing and proofreading with an emphasis on the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as appropriate;

LAV1 - use knowledge of language conventions and vocabulary to write and speak correctly and appropriately, in formal and informal situations;

MEV2 - apply understanding of the relationships between the form, purpose, audience, and production to collaboratively create media works.

Specific Expectations

LR1.8 - respond to texts they have read, respectfully comparing their own ideas, values and opinions to others' (e.g., response journals, used as the basis for reflection and small-group sharing);

LR1.9 - explain how their personal values and beliefs influence the way they understand and interpret texts;

WR2.2 - use literary and informational texts as models to write for their own specific purposes and audiences;

WR2.4 - use the appropriate level of language to suit the purpose and audience (e.g., simple words and sentences in a children’s story; contemporary colloquial language in a persuasive argument for peers);

WR3.1 - identify and select the appropriate organizational plan to structure written work (e.g., chronological order; order by example; least to most important; compare/contrast);

WR4.2 - confer with teacher, peers and mentors, and use feedback to produce writing which is complete, organized and clear;

WR5.4 - use a variety of strategies to edit and proofread writing, identifying and correcting errors according to the following requirements for grammar, spelling, and punctuation;

LA1.1 -use a range of strategies to extend vocabulary, including word-building strategies (e.g., building on root words using suffixes and prefixes) and use of a thesaurus (print or electronic);

Planning Notes

· To some extent the activity requires that students become familiar with the writing style and narrative voice of the original text. Having a variety of literature at different reading levels in the classroom is important. The teacher-librarian can be helpful in providing resources.

· This activity focusses on characterization and narrative point of view. The antagonist selected for study should be one of strong character whose motives and behaviour will provide students with enough information to compose their own narrative point of view.

· Also, because the objective relates to characterization and point of view, the choice of narrative can be adjusted to meet the needs of the student. For instance, a comic book/graphic novel might be a suitable substitute for a more traditional text and yet meet the same expectations.

· This activity offers an excellent opportunity to read the class The True Story of The Three Little Pigs. It is a superb, comic example of the alternate narrative point of view.

Prior Knowledge Required

· Familiarity with the narrative structure

Teaching/Learning Strategies

· The teacher begins with a discussion of a narrative known by most of the class that contains a colourful and animated antagonist. This discussion should be thorough enough to ensure everyone in the class has a detailed understanding of the narrative.

· The discussion is then directed toward the personality of the villain or antagonist in the text, focussing specifically on behaviour and motivation. The intent is to have the students revisit the narrative with sympathy or at least an understanding of an alternative point of view.

· Using the children's literature texts found in the classroom or library, the student selects a narrative with a strong antagonist.

· Working in pairs, each student first reads the text silently and then aloud to the other student. If possible a student mentor or teacher also acts as audience and/or reader. The intent is to have the student become familiar with the text by both reading and listening.

· Students begin a character sketch of the villain/antagonist using the organizer below.

Character Profile of the Antagonist

Date:__________________ Name:____________________

Story: _______________________________________________________________________________

Villain: ______________________________________________________________________________

Describe what the antagonist looks like (height, weight, clothing, scent, hairstyle, etc.)

a) from the text

b) from illustrations

What does the antagonist say? (Quote the antagonist)

What does this tell us about the antagonist?

Describe the actions of the antagonist.

What does this tell us about the antagonist?

What do others say about the antagonist?

What does this tell us about the antagonist?

What five words would you use to describe the antagonist?

Why is the antagonist upset?

· Each student begins to compose his/her own 200-300 word narrative so that the plot parallels the original while the point of view shifts to that of the antagonist (villain).

· Students proofread and peer-edit the rough draft (see Language Appendix 1.14a, 2.01, 2.01a, 2.01b, 3.01).

· When the final draft is completed, students share their revised narrative with the class.

Culminating Activity

The culminating activity is the creation of a wanted poster, based on the portrait of the antagonist (villain) developed above:

· Each student creates a poster.

· The poster includes a caption describing the villain.

· The poster is displayed in the classroom, e.g., in a "Rogue’s Gallery", or alternately grouped together in a showcase for viewing by the general school population.

Assessment/Evaluation Techniques

The retold narrative

· rubric for the assessment of the narrative (see Parable Appendix 1.3) (CGE2b, CGE2c; LRV1 - LR1.8, LR1.9; WRV2 - WR2.2, WR2.3; WR2.4)

· peer editing and self-assessment checklists (CGE5a, CGE5g, LAV1 - LA1.1; WRV3 - WR3.1; WRV4 - WR4.1, WR4.2; WRV5 - WR5.4)

· teacher/student conference (WRV4 - WR4.2)

Wanted Poster

· rubric (see assessment of the Wanted Poster, Parable Appendix 2.1) (MEV2 - ME2.1)

· teacher/student conference (WRV4 - WR4.2)

Accommodations

· For students who have challenges related to decoding and reading, the teacher may help choose an alternative text.

· Allow more writing space on sheets that have to be filled in, if necessary.

· For deaf and hard-of-hearing students closed-captioned videos may be used. Some fables and fairy tales are available in ASL.

Resources

The True Story of The Three Little Pigs, Jon Scieszka (ISBN 0590443577)

Monsters, Jamestown Publishers john.merchant@sympatico.ca

Best Short Stories, Jamestown Publishers john.merchant@sympatico.ca

Childrens’s Literature

Activity 3: Modernizing a Parable: Getting to Know Your Neighbour

Time: 7 hours

Description

From a collection of Biblical parables, students replicate the plot line to place it in a modern setting, keeping the essential moral of the story intact. The intent is to make these parables relevant to the students’ lives. The second part of this activity will involve a collaborative effort to create an illustrated version in the form of a storybook.

Strand(s) and Expectations

Catholic Graduation Expectations

CGE1c - actively reflects on God’s Word as communicated through the Hebrew and Christian Scriptures;

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE2b - reads, understands and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE5a - works effectively as an interdependent team member;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

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

Overall Expectations

LRV1 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are meaningful to self and community to locate and explain information, ideas and issues;

LRV3 - explain the effect of key elements of style in a variety of literary and informational texts;

WRV2 - identify, select, and use the literary and informational forms that support the writer's purpose and audience;

WRV3 - use a variety of organizational structures and patterns to produce writing;

WRV4 - revise written work both collaboratively and independently with a focus on clarity, competency and accuracy of information;

WRV5 - use strategies for editing and proofreading with an emphasis on the grammar, usage, spelling and punctuation conventions of standard Canadian English, as appropriate;

LAV1 - use knowledge of language conventions and vocabulary to write and speak correctly and appropriately, in formal and informal situation;

MEV2 - apply understanding of the relationships between the form, purpose, audience and production to collaboratively create media works.

Specific Expectations

LR1.3 - read texts for a variety of purposes, including: extending knowledge of different genres; reading for personal purposes; gaining information for writing and discussion (e.g., to gather and share information on future careers);

LR1.4 - identify and explain information, ideas and issues in texts (e.g., issues of social justice in popular songs or articles);

LR1.8 - respond to texts they have read, respectfully comparing their own ideas, values and opinions to others' (e.g., Response journals, used as the basis for reflection and small-group sharing);

LR1.9 - explain how their personal values and beliefs influence the way they understand and interpret texts;

LR3.1 - identify and describe how and why authors choose to use language and words different literary and informational texts. (e.g., short sentences create clarity in informational texts; powerful verbs create action and suspense in a short story.);

WR2.2 - use literary and informational texts as models to write for their own specific purposes and audiences

WR3.1 - identify and select the appropriate organizational plan to structure written work (e.g., chronological order; order by example; least to most important; compare/contrast);

WR4.2 - confer with teacher, peers and mentors, and use feedback to produce writing which is complete, organized and clear;

WR5.2 - produce, format, and publish written work using the appropriate technology to share writing with intended audiences;

WR5.4 - use a variety of strategies to edit and proofread writing, identifying and correcting errors according to the requirements for grammar, spelling and punctuation;

LA1.1 - use a range of strategies to extend vocabulary, including word-building strategies (e.g., building on root words using suffixes and prefixes) and use of a thesaurus (print or electronic);

Planning Notes

· The effort required for this activity is equally divided between composition and production.

· The teacher will provide a translation of the Bible appropriate to the reading level of the class.

· The students need to identify with the original Biblical narrative to be able to make the imaginative leap necessary to envision how the principles and morals it contains are equally relevant today. The teaching strategies contain a list of suggestions to help students relate to these parables.

· The teacher begins the activity by selecting a parable and modelling the process with the class. The parables selected focus on the themes of servant leadership, community and the wise use of our talents to help others.

· These themes are reinforced in Unit 5, Interdependent Learning when students will reflect on their ability to be servant leaders in an interdependent community of learners.

· The film version of Godspell is a modernization of the parables and students may wish to use it with the class.

· A member of the chaplaincy team or the religion department may assist with the interpretation of the parable stories.

· This activity offers students the opportunity to demonstrate and display their best efforts to others, both in the classroom and in the wider community. The intention is to improve self-esteem in each student.

· The survey regarding the creation of the illustration allows students to think carefully about their work. The teacher may use the survey to create a dialogue about the elements of illustration. It may be best to use the survey in a one-to-one or small group setting.

Prior Knowledge Required

· familiarity with characters in the Bible

Teaching/Learning Strategies

· Students are provided with following set of Biblical parables from which to make their selections:

The Parable of the Prodigal Son (Luke 15: 11-32)

The Parable of the Gold Coins (Luke 19:11-27)

The Parable of the Lost Sheep (Luke 15: 1-7)

The Parable of the Great Feast (Matthew 22: 1-10)

The Parable of the Workers in the Vineyard (Matthew 20: 1-16)

The Parable of the Mustard Seed (Mark 4:30-32)

The Parable of the Unforgiving Servant (Matthew 18: 21-35)

The Parable of the Three Servants (Luke 19: 11-27)

The Parable of the Wicked Vinedressers (Mark 12: 1-12)

The Parable of the Rich Fool (Luke 12: 16 - 21)

The Parable of the Good Samaritan (Luke 10: 25-37)

· A parable is read aloud three times by the class. Each time the student's understanding of the parable should deepen.

· The teacher begins by reading the parable aloud to the class.

· Next, the teacher narrates the story and selected students read the characters’ parts.

· Finally, the teacher narrates the story, students read the characters' parts and other students pantomime the actions of the parable.

· This is followed by a discussion that reviews the content, vocabulary items, and the lesson of the parable. Students make notes using the following organizer:

Name of Parable	Plot of Parable	Lesson/Moral of Parable	New Vocabulary

· A brainstorming session generates several plausible modernizations of the original. Care is taken to encourage enough detail to clearly develop each of these parallels.

· The teacher provides a chart that contains some but not all of the features that would create an adaptation of the story. Some suggestions for adaptations to the original might include:

· Making the characters farm animals or comic book or sitcom characters. Gender can also change.

· Creating a setting on a spacecraft or in Antarctica or in a different time period.

· The conflict may change from Human versus Nature to Human versus Self.

· The plot changes to a comic or a tragic ending.

Adaptation Chart

Title	Setting	Conflict	Character	Plot
Original Story
Adaptation 1
Adaptation 2

· The teacher and students orally retell the stories using their Adaptation Chart as a prompt.

· Once this modelling is complete, students are given time to individually read from the suggested list of parables and select a parable.

· The teacher pairs up students who have chosen the same parable. Together they read the parable aloud. If possible a student mentor or teacher acts as audience and/or reader. The intent is to have the student read and listen to the parable frequently to deepen understanding.

· At this point the students retell the sequence of what happens in the story and identify vocabulary words.

· Still working with a partner, the pair brainstorms their common parable using an organizer to identify setting (time and weather, other aspects of the environment), characters, and other narrative elements to complete the prewriting stage of the activity. At this point any vocabulary concerns are addressed and these items are entered in the student glossary. Students should do a Frayer Model analysis of the vocabulary words (see Language Appendix 1.1, 1.2, 1.3).

· Each student composes his/her own 150 - 300 word modernization of the parable using the Adaptation Chart organizer as a guide.

· Students proofread and peer-edit the rough drafts (see Language Appendix 1.14, 1.15, 2.01).

· Students revise their work and make final drafts. The teacher groups the students according to those who have chosen the same parable and students share their modern parable with the group. Student silently read each other's stories, then the stories are read aloud.

Culminating Activity

The culminating activity is the publishing of the adapted parable in the form of an illustrated children’s story book. It is a collaborative effort and students work in groups of two-four to design and create this product. The assignment follows the following steps:

· Students are grouped according to the parable they have studied.

· The group develops the format for an illustrated design of the text with images, number of ideas per page, storyboarding, etc. so that all production aspects of physically creating the book are workshopped. An Illustrating a Modern Parable Survey, is also completed as a group focussing activity.

Illustrating a Modern Parable: Survey

Title of your Modernized Parable _______________________________________________________

Are there illustrations on every page? ____________________________________________________

What captures your interest in the first illustration? _________________________________________

Describe the main features of each character. ______________________________________________

What details are repeated in each illustration? _____________________________________________

What colours are used for the main characters? ____________________________________________

How do the illustrations tell the story without the text? ______________________________________

What medium is used for the illustrations (paint, pencil, etc.)? ________________________________

Are the illustrations realistic or fantastic? ________________________________________________

· The teacher provides many of the resources needed for the construction of the illustrated text including scissors, paper, glue and markers.

· The product is shared in class and where possible the teacher arranges to have students find an audience at an elementary school. Alternately, donating the student’s work to the school library is another way of providing an audience.

Assessment/Evaluation Techniques

The modernized parable

· rubric for the assessment of the parable (see Parable Appendix 1.3), (CGE2c; LRV1 - LR1.3, LR1.4, LR1.8, LR1.9; LRV3 - LR3.1; WRV2 - WR2.2, WR2.3; WR2.4)

· peer editing and self-assessment checklists (CGE5a, CGE5g LAV1- LA1.1; WRV3 -WR3.1; WRV4 - WR4.1,WR4.2; WRV5 - WR5.2, WR5.4)

· teacher/student conference (WRV4 - W R4.2)

· teacher observation CGE1c; (WRV4 - WR4.2)

The illustrated parable story book

· rubric for the assessment of the story book (MEV2 - ME2.1)

· peer editing and self-assessment checklists (CGE5a, CGE5g, LAV1 - LA1.1; WRV3 - WR3.1; WRV4 - WR4.1,WR4.2; WRV5 - WR5.2, WR5.4)

· teacher/student conference (WRV4 - WR4.2)

· teacher observation (CGE1c; WRV4 - WR4.2)

· collaborative learning checklist to assess collaboration and monitor process in groups (Self Evaluation for Collaborative Learning, see Parables Appendix 4.1) (CGE1d; LAV2-LA2.1, LA2.3)

Accommodations

· The teacher may help students choose a selection from a paraphrased Bible or if necessary a Children’s Bible.

· More time may be allocated for students who have difficulty with the writing process.

· Some students may have difficulty with drawing illustrations. Images from magazines, newspapers or Internet can be used.

Resources

The Bible

Audio tapes of New Testament, Canadian Bible Society

Acting Out The Miracles and Parables, Sr. Mary Glavich SND 0 89622 363 9

Parables for Now, Edmund Flood (ISBN 0871931869)

Basic English – Children’s Literature OAIP document (ISBN 0772968004)

Activity 4: Reading to the Class: And So It’s Told

Time: 2 hours

Description

Selecting an appropriate text of children’s literature from home, the classroom or the library, the student practises and then reads this storybook to the class. Alternatively, if the student has a favourite story or long poem, (e.g., rap), this can be substituted for the children’s story.

Strand(s) and Expectations

Catholic Graduation Expectations

CGE2b - reads, understands and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others.

Strand(s): Literature Studies and Reading, Language

Overall Expectations

LRV1 - read and demonstrate an understanding of a variety of literary and informational texts which are meaningful to self and community to locate and explain information, ideas and issues;

LAV2 - use listening techniques and oral communications skills to participate in formal and informal discussions, with an emphasis on active participation and co-operation.

Specific Expectations

LR1.5 - select and apply the appropriate strategy from a growing repertoire of reading strategies to deepen understanding, of particular texts (e.g., set a purpose for reading; adjust reading style [skimming or scanning]; self-question while reading);

LA2.3 - demonstrate appropriate listening behaviours in large groups. (e.g., not talking, looking at speaker as appropriate, note taking);

LV2.5 - use techniques of effective oral communication (e.g., rehearse from written notes prior to presentation; speak clearly, in complete sentences, with an audible voice; identify topic and purpose for speaking; maintain eye contact with audience) to make short presentations to the class or small groups, as appropriate to their confidence.

Planning Notes

· The physical environment should be inviting for the oral reader. Arranging the desks in a circle, dimming the lights, using an available drama room or perhaps even the chapel, are all suggested strategies to create a more comfortable atmosphere.

· Before any of the students read it is important to provide some warm-up exercises to reduce anxiety. The teacher may choose to go first to model the reading.

· Should the student decide to use a longer poem or story rather than one taken from children’s literature, it is important that the content is appropriate for younger children since a possible extension activity involves reading this story to a young audience.

Prior Knowledge Required

· experience of working with younger children, would be helpful

· some experience reading aloud to a group

Teaching/Learning Strategies

· The teacher guides the student in the selection of an appropriate children’s literature text from school, home, or the public library that he/she feels comfortable reading to the class.

· The student reads this text silently several times.

· Initially the student scans the text for unfamiliar words.

· Then the student pronounces the word with prompting.

· Next the student reads the whole sentence aloud and tries to infer the meaning of the word.

· In pairs, the entire text, is read for knowledge and the content is discussed with a reading partner.

· Then the student reads the text, underlining important words for emphasis. The student should be encouraged to experiment with volume, tone, and pacing.

· The teacher is present during this rehearsal time to coach the student with strategies to encourage an effective, dramatic oral reading.

· Comfortably seated, students begin with an “ice breaker” activity such as joke telling to help reduce any anxiety caused by reading to a large group.

· The student reads the story to the class with special care being taken by the teacher to ensure that the audience is quiet and respectful.

· This pattern is repeated, in turn, until all the students have completed the activity.

Extension Activity

· Have the student read to a younger child in the home, if possible.

· Have the class visit an elementary school to provide a dramatic reading, for a younger audience.

Assessment/Evaluation Techniques

Reading to class

· self evaluation rubric (see Self-Evaluation for Collaborative Learning, Parable Appendix 4.1) (CGE2b, LRV1-LR1.3, LR1.5; LAV2-LA2.3, LA2.5)

· informal teacher observation (LAV2-LA2.3; LRV1-LR1.3, LR1.5)

· presentation rubric (see Parable Appendix 4.2) (CGE2b, CGE2c; LRV1 - LR1.3, LR1.5; LAV2-LA2.3, LA2.5)

Accommodations

· Some students may find the task of reading the entire text to the class an uncomfortable one despite the task being within the range of their ability. In such cases the teacher can suggest that the student read an excerpt of a page or a few pages.

· If the student has difficulty decoding and reading, an appropriate strategy might be to have him/her show the illustrations of the book to the class and tell the narrative from memory using the pictures as cues.

Resources

Selections from Children's Literature

Activity 5: Reader’s Theatre: Together We Tell the Story

Time: 3 hours

Description

This activity is a natural reading extension of Activity 4, although it may also stand on its own. In the previous activity, the students have selected and read to the class an appropriate text of children’s literature. In this activity sound recording technology is used to create a media product. As a collaborative effort, students share the task of recording a dramatic reading of their story, complete with sound effects. The cassette recording becomes the medium for their Reader’s Theatre presentation.

Strand(s) and Expectations

Catholic Graduation Expectations

CGE2b - reads, understands and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

Strand(s): Literature Studies and Reading, Language, Media Studies

Overall Expectations

LRV1 - read and demonstrate an understanding of a variety of literary and informational texts which are meaningful to self and community to locate and explain information, ideas, and issues;

LAV2 - use listening techniques and oral communications skills to participate in formal and informal discussions, with an emphasis on active participation and co-operation;

MEV2 - apply understanding of the relationships between the form, purpose, audience, and production to collaboratively create media works.

Specific Expectations

LR1.5 - select and apply the appropriate strategy from a growing repertoire of reading strategies to deepen understanding of particular texts (e.g., set a purpose for reading; adjust reading style [skimming or scanning]; self-question while reading);

LA2.3 - demonstrate appropriate listening behaviours in large groups. (e.g., not talking, looking at speaker as appropriate, note taking);

Planning Notes

· This activity works equally well as either a continuation of Activity 4 or as a separate activity. Rehearsal is used as a strategy for improving reading.

· Rehearsal needs to be done at school but the students may choose another location to do the actual taping. Using school equipment may be the most obvious method, but in many situations students may prefer to meet and make the recording at home. While there are organizational concerns related to this strategy, the more familiar setting, extra time, and often superior equipment can produce an excellent product.

· An interesting extension activity is to organize an excursion to a television or recording studio to see professional technology first hand.

· The teacher may choose to use a one-act play’s instead of a short story or a longer poem.

· The teacher may employ senior drama students to help direct and produce the Reader’s Theatre.

Prior Knowledge Required

· some technical understanding of audio cassette recorders and the recording process

Teaching/Learning Strategies

· Groups of two to four students select a short narrative such as short story, one-act play, children’s story or long ballad from school, home, or the public library. The text must be relatively simple to divide into parts. If this activity is a continuation of Activity 4, the text agreed upon is from those read in that activity. As well students must be able to read the story with some fluency.

· Prior to group rehearsal, the teacher assigns roles. Each student is given the opportunity to read the text several times both silently and aloud. If possible, the teacher, peer mentor, or senior drama student is present to coach the student with strategies such as the following to encourage an effective, dramatic oral reading:

· Initially the student scans the text for unfamiliar words.

· Then the student pronounces the unfamiliar word with prompting.

· Next the student reads the whole sentence aloud and tries to infer the meaning of the word.

· In the group read through, the entire text is read for knowledge and the content is discussed with the group.

· Each student has his/her own prompt book. This book contains the photocopies of the text, and wide margins where the students can record notes. These margin notes can include words to emphasize, including volume, tone and pacing, cues for sound effects, etc.

· Students record their readings.

· On the presentation day, each group introduces its recording, discusses what has been learned and then plays the cassette.

· Awards are given to each group for its effort (most creative, most humorous, most innovative, most likely to receive an Oscar, etc.,).

· Students compose a four sentence acceptance speech thanking all those who made the award possible.

Extension Activity

· Have the class provide a dramatic reading to another class, or in a senior citizen’s home.

Assessment/Evaluation Techniques

· audio cassette presentation

· self-evaluation rubric (see Parables Appendix 4.2) (CGE2b; LRV1 - LR1.3, LR1.5; LAV2 - LA2.3, LA2.5)

· group activity checklist (see Parables Appendix 1.4) (LAV2 - LA2.3; LRV1 - LR1.3, LR1.5)

· Rubric (CGE2b, CGE2c; CGE4f; CGE5a, CGE5g; LRV1 - LR1.3, LR1.5; LAV2 - LA2.5)

Accommodations

· Some students may require an alternative text or the teacher can act as a prompter. An alternative is to provide the student with more time to rehearse on his/her own.

· Some students may be self-conscious reading in a group. In this case students may use a resource room or a more comfortable setting to rehearse. A further accommodation may involve having a student choose a one-act play and record it on his/her own.

· If the student requires even greater accommodation, an appropriate strategy might be to have him/her read a portion of the text with the teacher as a partner.

· Use a video recording if the student is unable to listen to an audiotape.

· As an option, students can prepare pictures and videotape the story in ASL.

Resources

Monsters, Jamestown publishing john.merchant@sympatico.ca

Deceptions, Jamestown publishing john.merchant@sympatico.ca

Dead Men's Shoes, Howdan (ISBN 089061-361-3)

Activity 6: The Novel: Time To Read

Time: 12 hours

Description

Selecting either a single class novel or choosing from a collection of texts appropriate for the various skill levels present in the class, students do an in-depth study of the work. Students will extend their Language Arts skills, develop an understanding of the elements of narrative structure, and foster an appreciation of the values inherent in the literature. The activity also place specials emphasis on writing strategies related to grammar and sentence mechanics.

Strand(s) and Expectations

Catholic Graduation Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE3d - makes decisions in light of gospel values with an informed moral conscience;

CGE5a - works effectively as an interdependent team member;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

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

Overall Expectations

LRV1 - select, read, and demonstrate an understanding of a variety of literary and informational texts which are meaningful to self and community to locate and explain information, ideas and issues;

LRV2 - demonstrate understanding of key literary and informational text forms, including novels, poems, and magazine feature articles and editorials;

LRV3 - identify and explain the effect of key elements of style in a variety of literary and informational texts;

WRV1 - use a variety of print and electronic sources to gather information, generate and develop ideas for personal, social, and school-related purposes;

WRV2 - identify, select and use the literary and informational forms that support the writer's purpose and audience;

WRV3 -use a variety of organizational structures and patterns to produce writing;

WRV4 -revise written work both collaboratively and independently with a focus on clarity, competency and accuracy of information;

WRV5 - use strategies for editing and proofreading with an emphasis on the grammar, usage, spelling and punctuation conventions of standard Canadian English, as appropriate;

LAV1 - use knowledge of language conventions and vocabulary to write and speak correctly and appropriately, in formal and informal situations;

MEV2 - apply understanding of the relationships between the form, purpose, audience and production to collaboratively create media works.

Specific Expectations

LR1.4 - identify and explain information, ideas and issues in texts (e.g., issues of social justice in popular songs or articles);

LR1.7 - demonstrate understanding of text by: citing explicit information; making inferences; using evidence from a text to support judgements and conclusions, interpreting charts and diagrams);

LR1.8 - respond to texts they have read, respectfully comparing their own ideas, values and opinions to others' (e.g., Response journals, used as the basis for reflection and small-group sharing);

LR2.1 - describe the common elements of key literary text forms, including novels, short stories, poetry and plays (e.g., setting, conflict, characters, plot, theme) and compare some key differences (e.g., one plot in short stories, but subplots in novels and longer plays; limited setting and characters in short stories);

LR3.2 - identify stylistic devices such simile, metaphor, personification and foreshadowing;

WR1.1 - use a variety of strategies, including identifying the purpose for writing, formulating questions, and generating lists of potential topics (e.g., brainstorm lists, semantic webs, mind-maps);

WR1.3 - record information from print and electronic sources in a variety of ways (e.g., information in visual/graphic organizers; impressions/reflections in personal journals; photos, illustrations, sound clips in visual/oral journals);

WR1.4 - categorize and classify information (e.g., use of headings and subheadings, compare/contrast charts, visual organizers);

WR2.2 - use literary and informational texts as models to write for their own specific purposes and audiences;

WR3.2 - develop and organize descriptive paragraphs (e.g., pattern detail around the five senses; describe, using spatial detail, the route to a destination);

WR4.2 - confer with teacher, peers and mentors, and use feedback to produce writing which is complete, organized and clear;

WR5.4 - use a variety of strategies to edit and proofread writing, identifying and correcting errors according to the following requirements for grammar, spelling, and punctuation;

LA1.1 - use a range of strategies to extend vocabulary, including word-building strategies (e.g., building on root words using suffixes and prefixes) and use of a thesaurus (print or electronic);

LA1.2 - use Reading Response Journals to note, record, and define interesting words from personal reading, class reading, and texts read aloud;

Planning Notes

· While this unit is listed as the final activity, it is strongly suggested that it be started earlier in the unit, perhaps after the second activity. Students may then work at reading their novel for part of the class period while they work on other activities. Alternatively, students may read the novel as homework.

· The teacher can choose either a class novel or a variety of novels. As much as possible the strategies in this activity have been designed to work with either method.

· One useful software package to encourage reading is Accelerated Reading, a program that allows students to choose books appropriate to their individual reading levels.

· It is advisable to conduct a Fry’s Readability test for reading levels when choosing material. This way the work will not only be topical but comprehensible to the students.

Prior Knowledge Required

· some experience with reading short fiction or informational text

Teaching/Learning Strategies

· Students fill out Inventory of Reading Interest Chart to help focus on interest and text selection.

Inventory of Reading Interest Chart

1. List three book titles you have read in the past.

________________________________________________________________________________

_________________________________________________________________

2. Circle the topics of interest to you.

Adventure, Suspense, Sports heroes, Science fiction, Romance, Mystery, Horror,

Other: ____________________________________________________________________________

3. How do you like to read? (Rank the following in order of preference: 1 = most, 4 = least)

_____ Silently to myself

_____ Have someone read to me

_____ Read out loud to myself

_____ I read to others

4. The time of day when I read the best is ____________________________________________

5. The place(s) where I read the best are _____________________________________________

6. The day(s) of the week when I read the best are______________________________________

7. The longest I have ever read at one time is _________________________________________

8. My most difficult reading experience was __________________________________________

9. The longest book I have read had ________ pages.

10. My favourite character that I have read about is _____________________________________

11. My favourite TV character is ____________________________________________________

· In consultation with the students, and accounting for the Inventory of Reading Interest Chart, the teacher provides either a class novel or a selection of texts appropriate to the needs of the class.

· As an introductory activity the students are asked to read the first page of their novel and to respond to the first journal prompt dealing with setting and narrative point of view.

Elements of Setting Chart

Prompts	Answers
Where does your story take place?
What are the names of the characters (if any) you have met?
From what point of view is your story told?
After reading the cover, the back page and the first page of your book predict what you believe will happen in the story.

· Students read their novels. Depending on the student’s learning style and abilities some students may read silently, others may read to a peer mentor. The focus is to have the student reading as opposed to being read to. While the disposition of classes may vary, silent reading activities work well at the start of the class.

· After reading for a sustained period, students record what they have read into their reading journals. The following are some typical guiding questions:

· What new characters have you met so far?

· What new words have you encountered?

· What has happened in the story? (plot)

· Choose a key sentence that you think is important to the story.

· What problems have developed?

· Predict: What will happen in the next chapter?

· If you were the protagonist what would you do if you were in the same situation/conflict?

· Journal Writing should take less than a third of the class to complete. The focus is on the quality of ideas.

· The strategies listed below provide some guided activities to introduce the novel. However the method of direction chosen by the teacher to best explore the novel will depend in part on the text(s) chosen and also on the disposition of the class. What follows is a collection of ten suggested strategies for journal writing and reader response. It may also be advantageous to use some of these suggestions on more than one occasion as need and student interest dictate.

· Students do a KWL chart. (What I Know, What I Want to Know, What I Learned) It should begin only after students have read a few chapters and are comfortable with the novel’s plot.

· To practise spelling and vocabulary, students create a crossword puzzle. Assign one or more chapters to the class, select an appropriate number of words (usually between 10 and 20) and provide a dictionary that corresponds to the skill level of the students. Issue each student with two blank grids to allow for a rough and good copy of the crossword puzzle.

· Students create a cloze exercise of a passage or a chapter. They begin by composing a summary of the assigned reading. Once this is completed, the students are told to underline what they feel is a key word in each sentence. When this summary is rewritten in its final draft the underlined word is left blank. An answer box at the bottom of the page provides clues for another student to complete the cloze summary.

· A useful variant to the above that focusses on grammar is to instruct the student to repeat the above exercise except that he/she is to remove words from each sentence that represent parts of speech, e.g., leave blank five nouns, five verbs, and five adjectives.

· Provide students with a sheet of blank paper and have them draw a map of the setting.

· Students compose a descriptive paragraph of a scene from the novel that they find striking. This should be accompanied by an illustration of the scene.

· A useful strategy is to guide student writing by defining many of the writing variables. One such method is called RAFT. After selecting a chapter to create a written response, the student then chooses a Role, an Audience, a Format and a Topic e.g.,, as a shipwrecked pirate[role] send a message in a bottle [format] to your fellow pirates [audience] telling them where to find the buried treasure[topic].

· Students create a “character card” for each major figure in the chapter. The format should resemble a baseball card with a picture of the character on the front and a description with the “vital statistics” on the back.

· Students select a scene from the chapter that they feel is particularly important. Have them summarize the scene in a paragraph and then illustrate the scene with a cartoon strip of four to eight frames.

· Students script a radio play of a chapter with a narrator, dialogue between main characters and sound effects.

· Students borrow the narrative elements of a chapter to compose a ballad/story/poem or a set of song lyrics written to accompany the music of their favourite song.

Culminating Activity

The culminating activity is intended to be a creative expression of the student’s experience with the literature. Below are five suggested activities.

· Once the student has finished the novel have him/her write the next chapter, trying to continue the narrative, point of view and if possible the style of the original.

· Have the student assume that he/she is the son or daughter of the main character and it is now 20 years later. The student should continue the narrative from this new point of view.

· Working in small groups, have the students compose a television play based on the book. Proper script format with a focus on both dialogue and stage directions are expected.

· Have the student compose a series of diary entries that one of the characters might have kept throughout the story.

· Have the student pretend to be a writer for a magazine or newspaper. Have him/her compose a review of the novel.

Assessment/Evaluation Techniques

Note: Because there is such a wide variety of strategies suggested here, the actual assessment and evaluation techniques will depend on the specific strategies that have been chosen by the teacher.

Response Journals (CGE2c, CGE2d; LRV1 - LR1.4, LR1.7, LR1.8; WR1.1; WRV2 - WR2.3, WR2.4;

LAV - LA1.2)

KWL Chart (LRV1 - LR1.5; WRV1 - WR1.3, WR1.4; LAV1 - LA1.2)

Crossword Puzzle (WRV1 - WR1.4; LAV1 - LA1.1)

Cloze exercise (WRV1 - WR1.4; WRV5 - WR5.4; LAV1 - LA1.1)

Map of setting (LRV2 - LR2.1)

Descriptive paragraph with illustration (WRV2 - WR2.4; WRV3 - WR3.2)

RAFT guided writing (WRV2 - WR2.4)

Character card (LRV2 - LR2.1; WRV1 - WR1.3, WR1.4)

Paragraph with cartoon strip (WRV2 - WR2.4)

Script of radio play (LRV3 - LR3.1; WRV2 - WR2.2, WR2.3)

Ballad/song lyrics (WRV2 - WR2.2, WRV2 - WR2.4)

End of novel rewrite (CGE2b, CGE2c, CGE5g; LRV3 - LR3.1; WRV2 - WR2.2, WR2.3; WRV4 - WR4.1, WR4.2; WRV5 - WR5.4)

Television storyboard and script (CGE5a; LRV3 - LR3.1; WRV2 - WR2.2, WR2.3; MEV2-ME2.1)

Diary entries (CGE2c; LRV1 - LR1.8; WRV1 - WR1.1; WRV2 - WR2.2, WR2.3)

Newspaper review of novel (CGE2b, CGE2c, CGE5g; LRV1 - LR1.4; WRV2 - WR2.2, WR2.3, WR2.4; WRV4 - WR4.1, WR4.2; WRV5 - WR5.4)

Knowledge quizzes (CGE2b, CGE2d; LRV3 - LR3.2)

Accommodations

· The time frame required for ordering large print or Braille novels will inhibit the ability of the teacher to ask for input from blind or visually impaired students regarding novel selection. An alternative is to contact Resource Services, located at the W. Ross MacDonald School, Brantford, asking if several novels could be made available or placed on reserve. The teacher could then ask for recommendations from the students regarding these specific novels.

· For students with reading comprehension or memory difficulties, allow a number of short stories with a common theme rather than a lengthier novel.

· If the text is too challenging for deaf and hard-of-hearing students, they could do a closed-captioned novel on video. The video can be stopped in appropriate places for prompts.

Resources

Absolutely Invincible, William Bell

Lucky in Love, Iris Howden

Deadmen's Shoes, Iris Howden

The Black Pearl, Scott O'Dell

Parables Appendix 1.1

Coat Of Arms

Parables Appendix 1.2

Coat Of Arms

A coat of arms or ensign is a symbol that shows others who you are and how you want to be seen. Follow the instructions below to complete your own design.

Your ensign does not have to be a great work of art. What is important is that you keep your personality, goals, and image in mind, and allow them to come through your work.

Parables Appendix 1.3

Writing Assessment Rubric

Criteria

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Controlling idea and Development

- limited controlling idea

- limited focus

- limited sequencing

- few supporting details

- limited overall organization

- some evidence of controlling idea

- some evidence of focus

- some evidence of sequencing

- some supporting details

- some evidence of organization

- controlling idea clearly evident

- focus clearly evident

- sequencing clear

- supporting details evident

- organization evident

- Controlling idea highly developed

- focus highly evident

- sequencing highly effective

- supporting details highly evident

- organization highly effective

Voice and Audience

- limited appropriateness of voice

- limited appropriateness of tone

- voice somewhat appropriate

- tone somewhat appropriate

- appropriate use of voice

- appropriate use of tone

- highly appropriate and effective use of voice

- highly appropriate and effective use of tone

Language and Style

- limited variety of sentence structure

- limited appropriateness of diction

- some variety in sentence structure

- diction somewhat appropriate

- sentence variety evident

- diction appropriate

- sentence variety highly evident

- highly appropriate use of diction

Mechanics and Grammar (subject/verb agreement, pronoun/ antecedent agreement, complete sentences, proper use of modifiers, punctuation)

- limited accuracy in punctuation

- limited accuracy in spelling

- infrequent correctness in grammar

- somewhat accurate use of punctuation

- spelling somewhat accurate

- grammar sometimes correct

- accurate use of punctuation

- accurate spelling

- grammar regularly correct

- highly accurate use of grammar

- highly accurate use of spelling

- grammar almost always correct

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

Parable Appendix 2.1

Assessment of the Wanted Poster

Criteria	Fair	Good	Excellent	Suggestions for Improvement
Effective Use of Time · Follows directions · Uses effective study practices · Effort is applied consistently
Meaningful Contribution to Class Discussion · Listens respectfully · Offers useful suggestions
Drawing / Illustrations · Neatness · Colour · Accuracy
Text · Neatness · Mechanics · Layout

Parable Appendix 4.1

Self-Evaluation for Collaborative Learning

E=Excellent, G=Good, S=Satisfactory, N=Needs Improvement

Evaluate your involvement	E	G	S	N
· Listened to/reviewed instructions
· Followed instructions
· Stayed on task
· Communicated effectively with others
· Contributed to organization through note taking/charting
· Demonstrated effort
· Contributed to communication/delivery of information
· Contributed to making connections
· Respected others in the group

Comments

1. What did I learn?

2. What strengths did I show in the group?

3. What weakness do I need to continue to work upon?

Description

Strand(s) and Expectations

Activity Titles (Time + Sequence)

Prior Knowledge Required

Unit Planning Notes

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Resources

Suggested Diagnostic resources

Assessment Training Consortium

Activity 1: Diagnostic and Goal Setting: Getting to Know You

Description

Strand(s) and Expectations

Planning Notes

Teaching/Learning Strategies

Accommodations

Resources

Activity 2: Retelling a Narrative: Another’s Point of View

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Activity 3: Modernizing a Parable: Getting to Know Your Neighbour

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Activity 4: Reading to the Class: And So It’s Told

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Activity 5: Reader’s Theatre: Together We Tell the Story

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Activity 6: The Novel: Time To Read

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodations

Resources

Parables Appendix 1.1

Coat Of Arms

Parables Appendix 1.2

Coat Of Arms

Parables Appendix 1.3

Writing Assessment Rubric

Parable Appendix 2.1

Assessment of the Wanted Poster

Parable Appendix 4.1

Self-Evaluation for Collaborative Learning

Continue to Unit 2 | Back to Course Overview | Back to Course Profiles main menu