Course Profile English, Locally Developed,
Grade 10, Public
Unit 1: To Thine Own Self Be True – Self-Identity
Time: 15 hours
Activity 1 | Activity 2
| Activity 3
One of the purposes of this unit is to allow teachers the opportunity to assess students’ level of achievement of the key expectations of Grade 9 in terms of students’ literacy, and learning skills. Another purpose of the unit is to create a climate in which the students begin to feel secure and confident in their ability to participate in discussions, to take risks, and to reflect upon their own knowledge and skills. Students read and view some meaningful, thought-provoking texts (e.g., a short story, article, poem, film) and engage in writing activities and meaningful talk on the theme of self-identity. The unit gives students opportunities for self-assessment as they examine their interests and assess their strengths and areas for improvement. The teacher and student diagnostic assessments form the basis for the teacher’s programming decisions for the course.
Overall Expectations
LRV.01 - select, read, and demonstrate an understanding of a variety of relevant literary and informational texts to locate and explain information, ideas and issues;
WRV.01 - use a variety of print and electronic sources to gather information, generate and develop ideas for personal, social, and school-related purposes;
WRV.03 - use a variety of organizational structures and patterns to produce writing;
LAV.02 - use listening techniques and oral communication skills to participate informal and; informal discussions, with an emphasis on active participation and co-operation;
MEV.01 - describe and analyse the media forms, intended audiences, and production practices of key media works.
Literature Studies and Reading
LR1.01 - use a variety of strategies to record and organize information they have located in a variety of different texts (e.g., compare/contrast charts, cause/effect graphs, timelines);
LR1.02 set personal goals for reading (e.g., to improve speed and comprehension, to increase time on task, to read a new genre);
LR1.04 - identify and explain information, ideas and issues in texts (e.g., issues of social justice in popular songs or articles);
LR1.05 - 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);
LR1.06 - use their understanding of the features of texts to locate information and show relationships between ideas (e.g., margin notes which summarize key ideas; headings and subheadings which give the main idea; underlining of words on web pages to point to links).
Writing
WR1.03 - 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);
WR1.04 - categorize and classify information (e.g., use of headings and subheadings, compare/contrast charts, visual organizers);
WR3.02 - develop and organize descriptive paragraphs (e.g., pattern detail around the five senses; describe, using spatial detail, the route to a destination);
WR5.04G1 - identify parts of speech, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, and conjunctions, to enable them to correct errors in their own writing.
Language
LA2.01 - use a variety of listening strategies and oral skills 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);
LA2.02 - demonstrate key oral skills which contribute to successful group work (e.g., following instructions; staying on task; giving ideas and information; asking others for ideas and information; disagreeing in an agreeable way; supporting opinions with reasons; contributing to completion of the task);
LA2.04 - demonstrate appropriate oral skills in large groups (e.g., following classroom rules for speaking in turn; framing answers in complete sentences when appropriate; asking questions to seek clarification; disagreeing with others in an agreeable way);
LA2.06 - set goals for improving listening and speaking skills.
Media Studies
ME1.01 - demonstrate critical thinking skills by identifying explicit and implicit messages in key media works (e.g., compare how people of different groups or genders are portrayed in magazines, television shows, films and advertising);
ME1.02 - describe the key elements of a variety of media forms (e.g., daytime dramas; action-adventure movies; radio broadcasts; magazine ads).
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Activity 1 |
Introduction to Self-Identity, Class Routines and Structures |
375 minutes |
|
Activity 2 |
Knowing Oneself and Others · Homepage Design Project |
450 minutes |
|
Activity 3 |
Culminating Demonstration: Descriptive Paragraphs |
150 minutes |
Mary Blalock. “Gurl” (poem) in Literature and Media 10. Neil Andersen et al. Scarborough, ON: Nelson Thomson Learning, 2000.
Kimberly Phillips. “How Seventeen Undermines Young Women” (article) in Literature and Media 10, Neil Andersen et al. Scarborough, ON: Nelson Thomson Learning, 2000.
Kahlil Gibran. “Appearance” (poem) in Sightlines 9. Alice Barlow-Kedves et al. Scarborough: Prentice Hall Ginn Canada, 1999.
Susan Forde. “To Christine” (poem) in Sightlines 9. Alice Barlow-Kedves et al. Scarborough: Prentice Hall Ginn Canada, 1999.
Selina Hastings. “Sir Gawain and the Loathly Lady” (story/legend) in Sightlines 9. Alice Barlow-Kedves et al. Scarborough: Prentice Hall Ginn Canada, 1999.
Vicky Rabinowicz. “My Body” (comic strip) in Sightlines 10. Mary Crane, Barbara Fullerton and Amanda Joseph. Toronto: Prentice-Hall Canada, 2000.
Peg Kehret. “I’m Not My Brother; I’m Me” (monologue) in Sightlines 10. Mary Crane, Barbara Fullerton and Amanda Joseph. Toronto: Prentice-Hall Canada, 2000.
Paul Simon. “I Am a Rock” (song lyrics) in Sightlines 10. Mary Crane, Barbara Fullerton and Amanda Joseph. Toronto: Prentice-Hall Canada, 2000.
Angela Shelf Medearis. “Nonconformist” (poem) in Sightlines 10. Mary Crane, Barbara Fullerton and Amanda Joseph. Toronto: Prentice-Hall Canada, 2000.
Melanie Doane. “Goliath” (song) in Crossroads 10. Richard Davies, Glen Kirkland and Jeff Siamon. Toronto: Gage Educational Publishing Co., 2000.
“Web Tips: The Equation” (guidelines for creating a web site) in Crossroads 10. Richard Davies, Glen Kirkland, and Jeff Siamon. Toronto: Gage Educational Publishing Co., 2000.
Janice Turner, “For Some Teens, Shopping is a Hobby” (article) in Transformations. Barry Duncan et al. Toronto: Harcourt Brace & Company, 1996.
Meryn Cadell. “Barbie” (poem) in Transformations. Barry Duncan, et al. Toronto: Harcourt Brace & Company, 1996.
Elizabeth Ellis. “Flowers and Freckle Cream” (short story) in On Common Ground. Jerry George et al. Don Mills: Oxford University Press, 1994.
Richard Peck. “Priscilla and The Wimps” (short story) in On Common Ground. Jerry George et al. Don Mills: Oxford University Press, 1994.
Richard Peck. “Priscilla and the Wimps” (short story) in Elements of English 9. Douglas Hilker and Sue Harper. Toronto: Harcourt Canada Limited, 1999.
Roberta Beecroft, “Ending the Blame Game” (non-fiction) in On Common Ground. Jerry George et al. Don Mills: Oxford University Press, 1994.
Arnold Lobel. “The Camel Dances” (fable) in On Common Ground. Jerry George et al. Don Mills: Oxford University Press, 1994.
Julio Noboa. “Identity” (poem) in Literature and Media 9. Anthony Luengo, Editorial Consultant. Scarborough: ITP Nelson, 1999.
Felice Holman. “Who Am I?” (poem) in Crossroads 9. Dom Saliani and Nova Morine. Toronto: Gage Educational Publishing, 1999.
Toyomi Igus. “Going Back Home” (art essay) in Crossroads 9. Dom Saliani and Nova Morine. Toronto: Gage Educational Publishing, 1999.
Vidhya Sridharan. “Acceptance”
(short, short story) in Crossroads 9. Dom Saliani and Nova Morine.
Toronto: Gage Educational Publishing, 1999.
Shawna Lynne and Danielle Panipekeesick. “Wanted: Someone Who Cares” (poem) in Crossroads 9. Dom Saliani and Nova Morine. Toronto: Gage Educational Publishing, 1999.
Catherine Rondina. “The Internet: The Newest Medium” in Crossroads 9. Dom Saliani and Nova Morine. Toronto: Gage Educational Publishing, 1999.
Edith Rudlinger and Vic Kelly. “The Two Sides of Advertising” (debate) in Crossroads 9. Dom Saliani and Nova Morine. Toronto: Gage Educational Publishing, 1999.
Liza, Finlay. “Love your Body” and “Body Image Quiz” from Bang Magazine. Youth Culture Inc., Februrary 2000.
Time: 375 minutes
This activity introduces students to the theme of the unit, and begins to build a positive climate for learning within the class by establishing class, routines and negotiating roles and responsibilities. The teacher begins the process of diagnosis and observation of students’ skills, beginning with listening, speaking, reading and writing skills. Students begin the on-going process of organizing their time and materials. They generate effective adjectives to describe themselves, using the dictionary as an aid to vocabulary development. They co-operate in groups to select the appropriate adjectives to describe themselves, and use these to write a poem on self-identity.
Strand(s): Literature
Studies and Reading, Writing, Language
Overall Expectations: WRV.03, LAV.02.
Specific Expectations: LR1.01, WR5.04G1, LA2.01, LA2.02, LA2.04, LA2.06.
The teacher will:
· review “The Image of the Learner” (Overview) and the “General Planning Course Notes” #9 and #10 (Overview) to prepare students for the routines of the class;
· select thought-provoking poems and other short pieces/works on the theme of self-identity to be read and responded to for diagnostic purposes;
· structure each teaching period to provide significant opportunities for students to work together to establish a positive climate in the classroom and positive interpersonal skills;
· have chart paper and markers ready for the purpose of creating and posting the negotiated roles in the classroom and other significant learnings;
· have prepared some “non-negotiable” responsibilities for students to list on the chart;
· create a calendar template for students to fill in, or provide school agenda books for each student for this class;
· prepare sufficient copies for every student of the “I Am” poem framework;
· prepare to discuss with students the types of independent reading material they should bring to class each day (e.g., comic books, magazines, fiction, non-fiction);
· prepare to create class or student personal dictionaries of interesting words;
· prepare icebreakers for class climate development;
· read suggestions for the Reader’s Notebook in the Overview, Appendix B;
· be prepared to remind students every day where in their English notebooks, Reader’s Notebooks, Writing Folders the work they do should be filed/kept;
· Students will have participated in class discussions and will know most of the rules for appropriate speaking in large groups.
· Students will have some prior knowledge of the writing process.
· Students will have had experience working in groups.
· Students will know appropriate behaviours during reading time.
Lesson 1 (75 minutes)
1. Welcome the students to the class, and ask them to give their names and tell one interesting thing about themselves, or something that they like or like to do.
2. “My Job, Your Job”: Establish a positive climate in the classroom by working with the students to create two classroom charts, which state clearly the responsibilities of both teacher and students in this class. Title one “The Teacher’s Job”; title the other “The Student’s Job.” Two non-negotiable items for the students’ chart should be added if the students don’t suggest this themselves:
· Bring something to read every day.
· Bring your notebook(s) to class every day.
Negotiate the roles and responsibilities with the class. Post these in the classroom for the students to refer to.
3. Create another chart with the class: “On the Job.” Ask students to describe behaviours that are necessary for success in the workplace. Draw links from these to positive classroom behaviours in “the Student’s Job.”
4. Work with the students to begin organizing their English notebook(s). Set clear expectations for the date by which you expect students to have a binder and dividers to separate the different sections, or similar method of organization.
5. Give each student a copy of his/her personal calendar. Using listening skills to follow instructions, students format the calendar with names of months, days, and dates. Direct the students to place significant events on the calendar or student agenda. Assess the students’ ability to listen to follow instructions.
6. Give students a copy of the selected poem (“Who Am I?”) or similar short piece. Direct them to read and follow as the teacher reads this aloud. Ask students the question, “What and who help to shape who we are?” and draw a number of circles within circles on the chalkboard with SELF in the inner-most circle. Ask students to suggest the forces outside of the self that influence our identity. Keep this posted in the classroom.
Lesson 2 (75 minutes)
1. Review ‘Who am I’ poem from previous lesson by means of questioning and discussion.
2. Since one of the forces that should be identified is “friends and peers,” engage the students in activities which will develop positive interpersonal skills, such as:
· name games
· partner introductions
· ice-breakers: divide the students into three teams, and direct them to line up in various orders (of birthdays; height; length of hair; shoe size; number of letters in first name, etc.)
3. Use the results of the line-up games to discuss good listening skills. Students complete a self-assessment of their listening skills and set goals for improvement.
4. Give students the framework for writing a poem “I Am” (Appendix 1.1.1).
5. Model how to write the poem by creating a poem for the class “I Am a Teacher.” Use the responsibilities generated by the class in “My Job/Your Job.”
6. Be the scribe for the students as they share the writing of a poem “I Am a Student” using the responsibilities of students generated in “My Job/Your Job.”
7. Direct students to write their own individual poems, “I Am (name of student)”. The teacher assesses the students’ ability to independently produce a first draft using this framework.
8. Remind students to bring reading material for the next day.
Lesson 3 (75 minutes)
1. Students read silently the materials they have brought to class for a time appropriate to their interest and level of concentration. As students read and respond, observe their reading behaviours (see Profile of Reading Behaviours, Appendix 1.2.1). Note: Teachers should have available in the class, a selection of magazines, books, novels, and other reading materials to accommodate students who don’t bring these regularly.
2. Give a mini-lesson reviewing the four major parts of speech (noun, verb, adjective, adverb – see Identification of Parts of Speech, Appendix 1.1.4) with a focus on adjectives. Inform the students they are going to be finding adjectives for the next activity.
3. Climate building: students begin in the task of finding the best words to describe themselves. To support them in finding adjectives, students should use the letters of their first names to pattern the search for suitable words. Using the dictionary, each student is to find adjectives that describe himself/herself.
4. Students write each of their adjectives on separate cards and hand them in to the teacher, who mixes up the cards and deals three words out randomly to each student.
5. Put students in groups of four. Students read the words they have been dealt to each other. Students in the groups negotiate to give away and obtain the words that they want to describe themselves. This time, they are not bound to choose words that start with the first letter of their name; their purpose is to find the best words to describe themselves. They may ask the teacher to give them more words from which to choose They may discard the words that they don’t want and give those to the teacher to make available to other groups.
6. Direct the students to look at their poem “I am” to decide if they want to change or revise any of the descriptors they have used based on the words they’ve obtained.
Lesson 4 (75 minutes)
1. Students read silently the materials they have brought to class for a time appropriate to their interest and level of concentration. As students read and respond, observe their reading behaviours. Note: Teachers should have available in the class, a selection of magazines, books, novels, and other reading materials to accommodate students who don’t bring these to class.
2. With the rough draft of their “I Am” poem and the revisions made the previous lesson, students begin to work on a polished copy to be handed in as directed. Students use their calendars or agendas to record the due-date. Encourage students to enhance the meaning of the poem by adding visuals, illustrations, and clippings from magazines, or computer-generated images around the poem’s borders. (If appropriate, you may direct students to depict through images in the “border” the many forces that influence our identity. See Lesson 1, 6.)
3. Conduct a short role play: students imagine that they can have three wishes which would change some things about themselves. Direct the students to write down three things they would change. (Inform them that they don’t have to share these with anyone.)
4. Using a story such as “Flowers and Freckle Cream,” do the following activities:
· Before reading: discuss the features of text (what kind of text it is); predictions from title; introduce the 4-W visual organizer for reading details (Appendix 1.1.6)
· During the reading: who, what, where/when and why details from the story;
· After reading: discuss the problems of self-esteem in the story, asking students to make reference to their 4-Ws organizer. Make particular reference to methods of description and use of adjectives in the story.
· Organize adjectives used so far into the dictionary section of their notebook in order of the five senses.
Lesson 5 (75 minutes
1. Students read silently the materials they have brought to class for a time appropriate to their interest and level of concentration. As students read and respond, observe their reading behaviours. Note: Teachers should have available in the class, a selection of magazines, books, novels, and other reading materials to accommodate students who don’t bring these to class.
2. Introduce the Reader’s Notebook. Discuss the process this particular class will take to complete a Reader’s Notebook entry. Use the story from the previous lesson to model a Reader’s Notebook entry by selecting a few stem sentences or prompts to complete in order to create a response. Invite students to select a few more prompts and record their responses on the board. Direct students to choose other prompts to create their own response to the story.
3. Collect responses and assess.
4. Provide time for students to complete final copy of “I am” poem.
· Chart paper and markers
· Large sheets of brown kraft paper, or similar, and markers
· Extra binders and dividers for students who cannot purchase these
· Teacher-made calendars or school agendas
· Poem “Who Am I?”, Crossroads 9
· Story “Flowers and Freckle Cream” from On Common Ground
· Dictionaries
· Blank paper or cards
· “Adjectives” in Harcourt Student Writer’s Handbook, p. 55-57
· Identification of Parts of Speech (Appendix 1.1.4)
· Prompts for Reader’s Notebook (Overview, Appendix B)
It is important that teachers assess both the expectations for the course and the learning skills.
Diagnostic/Formative Assessments:
· Listening checklist (Basic English OAIP, page 69, 30-31,47, 87-88)
· Checklist of Writing Behaviours (Junior OAIP, page 142)
· Anecdotal notes on students’ organization and initiative (see Learning Skills Criteria in the Overview, Appendix G)
· Profile of Reading Behaviours (Appendix 1.2.1)
Time: 450 minutes
In this activity, students begin the on-going process of selecting reading which is personally meaningful and bringing this to class for personal reading every day. Students create their own visual representations of an Internet home page for the classroom walls, which serves as their personal/public space in the classroom to express their unique identities and to provide a place to showcase their work throughout the course. Following teacher modelling and shared writing of a descriptive paragraph, students write their own paragraphs describing a person, place or thing.
Strand(s): Literature
Studies and Reading, Writing, Language, Media Studies
Overall expectations: LRV.01.
Specific expectations: LR1.01, LR1.06, WR1.04, WR2.04, WR1.01, LA2.04, ME1.02
· Decide what kind of writing portfolio/writing folder the students will construct. Ensure that its design incorporates aspects of the writing process and ways to track students’ on-going writing development.
· In this activity, students use visual media to create their own homepages, not for the World-Wide Web, but for the walls of the classroom. This will be the students’ personal space to display work, send messages to one another, review books and other reading materials and media, and to publish their writing for others to see. To prepare students for this, arrange for them to view, on the Internet, a variety of homepage/web pages created by individuals. If this technology is not available, see the article “The Internet: the Newest Medium” in Crossroads 9.
Lesson 1 (75 minutes)
1. Climate building activity – creating an element of trust in the classroom. Write a fact on the board. “It is statistically proven that teams win more games in their own home court. Why?” Generate a list of reasons with the students why teams are more successful in this situation (fan support, familiarity with environment – more risks taken, cheering, etc). Make a connection between this situation and your classroom environment, reinforcing concepts that help promote a positive risk-taking environment. As well, make the connection that these are co-operative skills and part of the code of behaviour they will require and use in the workplace and daily life.
You may introduce this concept to the students so that when a student’s behaviour is not positive, he/she can be reminded of this goal by having students say, “Home Court” out loud. Establish your classroom as Home Court for students’ learning (have someone create a poster for the class as a visual reminder).
2. Students read “The Internet: the Newest Medium” to learn about homepages. Discuss how a person’s homepage is a reflection of the person’s identity. List the possibilities of the features that could be included on a home page, keeping in mind that this is a public media form (therefore, students should consider the appropriate features of the page, the appropriate level of language and the appropriate content to be consistent with a public forum.)
3. Introduce the concept of the Homepage Design Project: students design a personal home page for the walls of the classroom which reflects their interests and aspects of themselves that they would like to make public to others. These will be placed on bulletin boards or the walls in the classroom.
Emphasize that this is an on-going, project, that the home page is ever-changing, and will remain as their public space in the classroom for the entire semester (much like a real home page on the Internet would do.) Discuss appropriate levels of public language, and the issues of appropriate and inappropriate sharing of personal information on web pages.
Make the connection that a variety of workplaces now have home/web pages, and that this project will build their skills for the future in their own businesses or workplaces.
4. Ask students to bring to class photos, illustrations, titles, graphics, etc. which express their identities, for inclusion on their home pages. Prompt them to write this in their calendars or agendas.
5. Discuss with the class the key criteria for a rubric assessing a Homepage: features (content, ideas, things about the owner); level of language consistent with audience; visual appeal; originality. (See Homepage Checklist, Appendix 1.2.2)
Lesson 2 (75 minutes)
1. Direct students to draw/sketch/outline what their personal home page might look like and what it might contain.
2. Students refer to these plans to visualize what the home page will look like when completed. Direct them to describe their home pages in one sentence. (For example, “my home page will be blue and green with lots of ideas.”) Select three or four sentences as volunteered by students. Have the class examine the sentences to make them more descriptive. (“My awesome home page will grab your undivided attention with stunning hues of metallic blue and slime green and with mind boggling information.”)
3. Consider the sentence that is much more descriptive and ask the students to identify reasons as to why it is a more effective sentence. Identify and reinforce the use of adjectives and the role they play in appealing to the senses.
4. Students continue to work on their home pages. At this time the teacher assesses students’ ability to collaborate and share resources to work independently and to stay on task (see Homepage Checklist, Appendix 1.2.2, and Learning Skills Assessment Criteria in the Overview, Appendix G.)
Lesson 3 (75 minutes)
1. Students read silently the materials they have brought to class for a time appropriate to their interest and level of concentration. With the aid of prompts (or open-ended sentences) students respond, in their Reader’s Notebooks, to what they have read. As students read and respond, observe their reading behaviours. (Note: Teachers should have available in the class, a selection of magazines, books, novels, and other reading materials to accommodate students who don’t bring these to class).
2. Model the writing of a descriptive paragraph. There are many possible structures for a descriptive paragraph. For example, students can use the letters of the name of the thing being described to generate ideas paragraph, which are then expanded into sentences (e.g., Cats: crafty, apathetic, tricky, silent). Or, adjectives can be generated based on the five senses.
3. Engage the class in brainstorming words to describe an object. Using the ideas contributed, model writing a descriptive paragraph for the class, thinking aloud as you compose the paragraph. Allow the students to generate a topic for a descriptive paragraph that the class writes together. Using ideas from the class, use an appropriate model or organizational pattern to construct a descriptive paragraph.
4. Students continue to work on their Home pages.
Lesson 4 (75 minutes)
1. Students complete their Homepages and choose a place to display them in the classroom. Once all home pages are displayed, students give awards to each Home Page. The teacher places, on every Homepage, a blank award or post-it note. Each student writes one descriptive word on the post-it on each home page. When the “noting” is finished, ask each student in turn to read the words out loud which describes their home page. Each student should choose to keep the adjectives that s/he likes best, and these should remain posted on the Homepage. Teacher evaluates the Homepages using the Homepage Checklist, assigning each a level.
2. Introduce the Writing Folder/Portfolio, which will be a collection of the students’ personal and assigned writing for the course. Ask students to bring to class for the next day appropriate materials that they will use to personalize their Writing Folder/Portfolio to reflect their individuality. Encourage them to use leftover materials from the Home Page project, and to bring new and different visuals and materials they might use to personalize the writing folder. Make the connection to the role that portfolios now play in interviews for jobs in the workplace.
Lesson 5 (75 minutes)
1. Students read silently the materials they have brought to class. Students may respond in their Reader’s Notebooks to what they have read, or share what is read with a peer.
2. Explain the necessary components of the writing portfolio and guide students through creating these or setting these up for student use during the course.
3. Students have previously shared the writing of a descriptive paragraph in the class. Review with the students the components of the descriptive paragraph. Now direct them to write their own descriptive paragraphs using the framework already modelled and practised in the class. The teacher brainstorms with students some ideas about what to write about—people, places or things. The students write a descriptive paragraph about one of the topics, or a choice of their own.
Lesson 6 (75 minutes)
When they have written a first draft, the students should do peer assessments by reading their descriptions to a partner without telling the partner what the described person/place/thing is. Their purpose in writing has been met if the partner can guess what is being described. Student uses the information to revise the paragraph.
“The Internet: the Newest Medium” (from Crossroads 9)
Large sheets of paper, tape, glue, scissors, construction paper, and other materials necessary for the Homepage Design Project.
Dictionary
Materials to create a writing portfolio
Prompts for Reader’s Notebook (Overview, Appendix B)
· Learning Skills Criteria (Overview, Appendix G)
· Homepage Checklist (Assessment Scale- Appendix 1.2.2)
· Rubric for a Descriptive Paragraph (Appendix 1.2.4)
· Have available a selection of reading materials for student personal reading to accommodate those students who don’t bring reading to class.
· Have magazines or other visuals and materials available for students who don’t bring these to class.
Time: 150 minutes
Students write two descriptive paragraphs and submit them for evaluation. Students will take one paragraph through the entire writing process to a polished copy; they develop and organize ideas for the other paragraph and submit it at the draft stage. Students choose the topics of most interest to develop from two categories. Option A provides objective topics to write about. Option B topics are more personal in nature and may be used as student self-assessment, and as the basis for future goal setting.
Overall
Expectations: WRV.03.
Specific
Expectations: WR1.01, WR1.04, WR3.02, WR5.04G1.
· Prepare a number of interesting topics that students may choose from to supplement their own ideas for topics.
· Prepare a tracking sheet or anecdotal observation chart to note student progress during writing.
· Knowledge and use of descriptive adjectives
· Experience of writing descriptions and descriptive paragraphs
· Knowledge and use of the writing process
1. From a brainstormed list of topics created by the class (with teacher prompts, as below), students choose a topic to write a descriptive paragraph about from each of the following options:
· Option A: favourite food, rock band, favourite movie, actor, actress, video game, sports star, hobby, person (most influential person in your life), best sports game you ever saw, best video, best concert, etc.
· Option B: My homepage, My learning in this unit, My strengths, My challenges.
2. The students write two descriptive paragraphs. They develop ideas on one topic from Option A, which they take through the writing process to a polished copy. The other topic, chosen from Option B will be developed and organized and submitted as a draft copy.
3. Confer with each student at the revision stage of his/her draft copy of the Option A descriptive paragraph. Focus on the ideas of the piece giving feedback as to whether the ideas are complete, relevant and clear.
4. Next, at the editing stage, ask students to identify two target areas of difficulty in spelling, grammar, or punctuation. Discuss with the student how these can be changed to make the paragraph more clear and effective. This provides the opportunity for assessment of student’s skills with respect to these aspects of the writing process.
5. Students submit both paragraphs for evaluation.
· Students should be encouraged to use computers to produce polished paragraphs (if available).
· Structured Descriptive Paragraph (Appendix 1.1.7)
· Adjective cards produced in Activity 1, Lesson 3
· Learning Skills Assessment Criteria, to provide students with the content and ideas they need for the Option B (Overview, Appendix G)
· Use the Assessment Rubric for Writing (Overview, Appendix D) to assess students’ understanding of the writing process.
· Evaluate the polished paragraph using the Rubric for Descriptive Paragraphs (Appendix 1.2.4)
· Writing Conference Record (Appendix 1.2.3)
· Support students by giving them an outline to guide them/prompt them in structuring the paragraph
· Brainstorm or similar strategy with selected students to help them develop their ideas for the Option A and B topics.
I am (two special characteristics)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem restated)
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that makes you very sad)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
I understand (something you believe in)
I dream (something you really you actually dream about)
I try (something you actually make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
(courtesy of Bang Magazine, February 2000)
For most teens, feeling good about their bodies is almost as challenging as trigonometry. But having positive body image means you deserve respect no matter your shape or size.
By Liza Finlay
Last year was a tough year for 15-year-old student Tracy Jones*. A few weeks after meeting a group of guys her own age at an arcade, they started taunting her, calling her fat. Then they starting shoving her around and even spitting on her.
“They told me I was fat every single day,” says Tracy. “I used to be fine with myself, but then I started to believe what they said. So I stopped eating for three months.”
This year is a lot different for Tracy, largely because she just doesn’t take it anymore. “I speak up now,” she says. Others aren’t so lucky.
More than 80 percent of adolescent girls are worried about their appearance and almost half think they're fat. Fifty percent of teen girls are currently dieting and many smoke to curb their appetite. Teen boys are also concerned about body shape and image at this age -- although to a lesser degree. Guys usually worry about either too scrawny, grossly overweight, or not having the body of a jock.
WHAT IS BODY
IMAGE?
It's the mental picture we have of our bodies and the thoughts and feelings associated with that picture. For most young teens, the mental image of their bodies is not a nice one and the associated feelings range from slight dislike to extreme hatred. For some, the mental picture is so clouded by emotion that it's actually distorted. Many teens can't even accurately describe their true shape and appearance.
Our perception of our bodies is formed as early as puberty, when our bodies start to change and develop. The “danger zone for most girls and guys falls between the ages of 12 and 13”, says Gina Dimitropoulos, a group facilitator at Sheena's Place, a Toronto support centre for those suffering or concerned with eating disorders.
“Up until grade seven it's the boys who are self-conscious and girls generally feel more confident about themselves,” says psychotherapist Diana Donald. “After grade seven, guys start noticing girls' bodies and the girls become the body conscience ones."
While body image problems are not as prevalent in older teen males, guys should realize they're a big factor in the problem affecting so many of their girlfriends, sisters, and classmates. As teen males become increasingly sexually aware, female appearances are a topic of great interest, so sharing thoughts and feelings on a female peer's appearance is really common. Unfortunately, their thought-sharing rarely include positive, and safe comments, like, "You look nice today."
So are you still convinced to lose a pound or two? What's the big deal, you say? Well, it is a big deal. Disliking our bodies has far-reaching consequences. Not only is negative body image associated with health problems like smoking, but it is also a precursor to low self-esteem -- just feeling bad about ourselves in general. Apart from the 20 percent of young women who suffer from serious eating disorders, low self-esteem is suspected to contribute to drug and alcohol abuse, dropping out of school and teen pregnancy (many sad and lonely teens look for love and acceptance in sex).
WHERE DOES IT
START?
But before we can put an end to negative body image, we need to understand where it starts. Carla Rice, a body image specialist at Women's College Hospital in Toronto, figures that body image begins early in life. "Most children have a positive sense of their bodies," she says. "The kids who have negative body images are those who have received negative messages or have been judged on their appearance."
Negative talk can come from a number of sources. "It's common for a girl's appearance to regularly get rated by guys on a scale of one to 10 as she walks down the halls," says Rice. "Girls can also be really mean to other girls as a way of feeling more powerful or even to avoid being picked on themselves."
Apart from being used as a weapon, body talk can also be used to bind adolescents together. "Girls in particular talk about dieting and eating and body shapes all the time," says Dimitropoulos. "It's a shared interest and it's much easier to talk about it then it is to talk about envy and competition."
Comparing our bodies to those of others is common in teens, says Donald. "In our teens we come out of our bodies," she says. "Teens look at their bodies as objects. There's always a small group who appear to be happy and connected. All the others feel even more disconnected [to their bodies]. It's important to remember that the popular group probably aren't as connected as they appear."
But negative messages don’t only come from our peers. Teachers can compound body image problems by throwing out insensitive comments. These comments can hurt a lot more because we spend a lot of time with teachers and we trust them. "Teens have a heightened sense of vulnerability," says Rice. "Most adults don't understand that and often say things carelessly."
Comments like: "You sure filled out this semester," and "My, you're becoming a big, strong girl," are perhaps meant to be supportive, but rarely are. "When bodies are changing so rapidly, body image can change rapidly too," says Rice.
Parents also have a profound effect on their child’s body perception. A study done almost two decades ago revealed that parents of girls described them as attractive while parents of boys recounted their strength. How much have those values really changed?
According to Rice and Dimitropoulos, not much. And the value system, they say, pervades popular culture as much as parental culture. For example, it takes only 15 minutes of exposure to beauty advertisements for girls to perceive that beauty is extremely important in the popularity race with boys. That's pretty scary given that by the time most adolescents enter high school they've watched 15,000 hours of television, compared to spending only 11,000 hours in school.
"Magazines and music videos are seductive," says Rice. "You feel compelled to watch but then feel inadequate after. There's pleasure in looking at them, but at what cost? What messages are they really sending?"
MAKING BAD
GOOD
Questioning the intent behind media images is the first step in turning around a body image that's gone bad, says Rice. Not all videos are bad. Take the TLC video for "Unpretty," in which a young girl changes her mind about having a breast operation. She leaves the hospital to return to her boyfriend's place where she throws his supermodel-laden magazines in his face. The video targets the very values Rice is taking aim at. "That's a great video to watch," says Rice. "But the key is to be critical when viewing and reading."
Dimitropoulos encourages all adolescents to use older teen as role models. "Finding older teens who reinforce the notion of accepting one’s self for who you are, no matter what size is really important," she says. "They've been through it before and they understand self-esteem problems better than anyone."
“Crawl right back in your body,” adds Donald. If you're inside understand that it holds your soul and you’ll be kinder to it. Just think, 'it's not just my body, it's me’.”
from LOVE YOUR BODY by Liza Finlay
(courtesy of Bang Magazine, February 2000.)
Rate your self-image. Be honest!
Circle yes or no to these questions. Then check out the legend at the bottom to see how you scored.
1. Do I frequently compare my body to that of others?
Yes No
2. Do I often feel inadequate after watching music videos or reading magazines?
Yes No
3. When I read magazines and watch music videos, do I think about what I'm watching and change channels when I feel uncomfortable?
Yes No
4 Do I critique the bodies of others and "size" them up?
Yes No
5. When I look into the mirror do I like what I see?
Yes No
6. Do I surround myself with people who speak supportively of my shape and size? Do I have the courage to speak up and make changes if I don't get the support I deserve?
Yes No
7 Do I have an older person I admire whom I can talk to about my body image?
Yes No
LEGEND:
1. Give yourself one star each time you answered No to questions 1, 2, 4. (A perfect score is 3 stars.)
2. Give yourself one star each time you answered Yes to questions 3, 5, 6, 7. (A perfect score is 4 stars.)
3. Now add up all your stars (you've aced this quiz if you scored 7 points).
If you scored:
6 or 7 -- Congrats! You're totally comfortable with your body shape. Show your friends how it's done.
4 or 5 -- You need to work harder to dis remarks that bring you down and you need to appreciate all the good things you have to offer.
3 or less -- Surround yourself with friends who accept you just the way you are. Talk to a role model about how you're feeling -- and think positive!
STARTING A
CAMPAIGN IN SCHOOL
How to start body image awareness in your schools and among peers.
* Start a body image support group. Sharing your troubles with others is a great way to end the silence and isolation that go hand-in-hand with negative body image.
- Pick a meeting place, date and time.
- Put up a poster, make an announcement and spread the word.
- Have an older teen act as group leader.
- Offer beverages, but avoid alienating anyone by not serving food.
- Prepare a list of topics, issues and questions you'd like addressed.
* Ditch negative company. If your friends critique your body and appearance, tell them it hurts and that you don't like it. If it doesn't stop, have the courage to hang out only with people who help you feel good about yourself.
* Be a role model. Stop critiquing the appearance of others and start offering compliments. Not only will you empower yourself, you'll encourage others.
* Share your feelings with an older teen. If they've been through what you're now experiencing, they'll offer hope and even some practical advice on getting you through this tricky time.
* Raise the issue in class. Choose to investigate the subject in your media, gym or English classes. Raising the awareness of others is key to developing a more positive environment in schools.
"I used to just stare and stare into the mirror looking for fault. Now I think I'm better than that, and accept my body for the way it is. I'm not wasting my time trying to change it, no matter what people say."
-- Leanne, 13 (Bobcaygeon Public School, Ontario)
"Over the summer I became depressed and ate for comfort and I gained a lot of weight. When I got back to school I thought that everyone would make fun of me. But now I know that people may look great on the outside but some of them are falling apart on the inside. So when I look at myself in the mirror now I don't focus on the flaws but on the good stuff."
-- Kaitlin, 13 (Bobcaygeon Public School, Ontario)
"When I've got low self-esteem, I listen to classical music because it inspires me. I talk to someone about things when I'm feeling down, and if friends are down I ask them if I can do anything to help them out. I hang around with people so I won't be by myself and get down.
-- Jeremy, 13 (Alexander Galt Regional H.S., Quebec)
Bang Magazine is published by
Youth Culture Inc. To order your free copies, please call
1-800-292-5559, or in Toronto call (416) 595-1313
HELPFUL HINTS
Rather than relying on a definition to help you identify the parts of speech, you can use context (Where the word is in the sentence) hints and a “test frame.”
|
Part of Speech |
Position in Sentence and General Hints |
Test Frame |
|
Noun |
A noun frequently appears at the beginning or the end of a sentence. Often, a noun has the articles “the” “a” or “an” before it. |
The ____ is/are good. |
|
Verb |
A verb frequently appears in the middle of the sentence. Most of the time, it provides action in the sentence. In its imperative form, it gives orders. |
S/he ____ (it.) _____ (it). |
|
Adjective |
An adjective frequently appears before the noun it is describing. |
That ____ thing. |
|
Adverb |
An adverb frequently appears after the verb it is describing and often ends with “ly”. |
I did it ____. |
The common framework for a simple sentence is:
Article + Adjective + Noun + Verb + Adverb.
The K-W-L Chart is an excellent strategy to help students learn informational or report writing. In this three-part thinking process the student responds to: what they know about the topic before the lesson, what they want to know by developing questions based on class discussion, and what they will have learned after their findings.
Materials
· Prepare a K-W-L Chart in front of the room
· Give students a copy of the chart (see below)
Method
· Introduce the topic. Explain that when good readers read, first they think about what they already know about the topic. Then they set a purpose for reading (what do I want to find out?) before they begin. Following the reading, good readers reflect about what they have learned.
· Create a K-W-L chart on chart paper.
· Activate prior knowledge by asking the class to tell everything they know about the topic (the “K” –What I Know-- of the chart.)
· The “W” –What I Want to Know: Students may tell a partner one thing they want to know about a novel, an article, a film or video, or this may be done as a class.
· Have students record their questions and “Want to Know” items on their charts. These can be shared with the whole class.
· After the text is read, revisit the “Want to Know” items and note those that are answered, and those that are not. Unanswered questions can be the source for further research and discussion.
K-W-L Chart
|
What I Know |
What I want to Know |
What I Have Learned |
|
…about … |
…about |
…about… |
|
Short story/novel title:
____________________________________ What does the title tell us about
the story/novel? |
|
|
Who? |
What? |
|
Where? |
Why? |
|
What story have you read that is
like this story? Explain. |
|
Structured Paragraph Descriptive Paragraph
Use ONE of the following acronyms to assist students in developing a paragraph:
|
SEES: |
IDEAS: |
|
S Statement – make a statement about the topic of the paragraph |
I Identify the subject description, the person, place, thing or event |
|
E Example – examine the topic by providing an example or support |
D Describe the subject making reference to one of the senses |
|
E Example – elaborate on the topic by providing an example or support |
E Elaborate on your subject using another sense, vivid language, adjective strong verbs, etc. |
|
S Sum it up – conclude your topic with a final statement |
A Add another description paying attention to sensory details |
|
|
S Sum it up – your description with final statement |
OR
Character Paragraph:
|
Introductory sentence |
Character’s name in the story is _____, _____, and _______. |
|
Personality trait |
Find example from story: |
|
Personality trait |
Find example from story: |
|
Personality trait |
Find example from story: |
|
Concluding statement: |
|
Name: Age: Grade: Date:
Focus of the Reading Task
Reading source: q Chosen by student q Chosen by teacher q other __________
Type of Reading: q Narrative q Informational q other (graphical, etc)
Genre:
Observation of the student while reading:
|
Observed Activity |
Comment |
|
Getting started: willingness to read. |
|
|
Ability to concentrate on the reading - diversion/distraction |
|
|
Sustaining reading for specified time |
|
|
Sub-vocalizing while reading |
|
|
Using object to keep place in the reading (finger pointing, etc.) |
|
|
Seeking reassurance/help with difficult words |
|
|
Classroom environmental influence (needs quiet, needs walkman to read, etc.) |
|
|
Willing to share ideas/comments (reading conference, pair/share) |
|
|
Criteria |
Level 1 limited degree |
Level 2 some degree |
Level 3 consistent degree |
Level 4 high degree |
|
Completeness |
|
|
|
|
|
Originality – thought, design, materials etc. |
|
|
|
|
|
Elements of a Homepage – URL, links, logo, etc. |
|
|
|
|
|
Effectiveness of Language – use of adjectives |
|
|
|
|
|
Appropriateness of Language |
|
|
|
|
|
Effectiveness of Message – reflects a personal identity |
|
|
|
|
|
Evidence of thought and planning – a strategy or pattern |
|
|
|
|
|
Initiative – takes responsibility for completing the project. |
|
|
|
|
|
Teamwork – works well with others working on the project. |
|
|
|
|
|
Questions |
Observations |
|
Do you consider yourself to be a writer? Why or why not? |
Confidence level of writer; understanding of the importance of writing in daily life and work: |
|
What kinds of writing do you do in an average day, and what do you write about? |
|
|
What types of writing do people need to do at work? |
|
|
Is it important to you to have correct spelling, grammar and punctuation? For what types of writing? |
Willingness to revise and edit to achieve correct usage: |
|
What do you do to improve a first draft? |
|
|
If you can’t spell a word, what do you do? If you’re unsure of your grammar or punctuation, what do you do? |
Editing strategies: |
|
Do you like to share your writing with others? Why or why not? |
Willingness to share writing with an audience: |
|
What are your strengths in writing? |
Writer’s strengths: |
|
What do you need to improve in your writing? |
Next steps for improvement: |
|
Category |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge and Understanding - demonstrates understanding of paragraph form: topic sentence, supporting sentences, and concluding sentence - uses adjectives, adverbs, and descriptive words |
- has limited understanding of paragraph structure: key parts may be missing - demonstrates limited use of adjectives or figurative language. |
- has some understanding of paragraph structure; all parts are present, but one or more are weak - uses some adjectives and figurative language |
- has a good understanding of paragraph structure, although quality may be uneven throughout - uses descriptive words and figurative language |
- has solid understanding of paragraph structure; all parts are of consistent quality - uses a variety of effective description and figurative language |
|
Thinking and Inquiry - used an outline to plan the paragraph - paragraph is organized |
- did not use an outline to plan the paragraph, or used one with limited success - shows little evidence of organization in the paragraph |
- used an outline to plan the paragraph with some success - shows some evidence of organization in the paragraph |
- used an outline to plan the paragraph successfully - has produced and organized the paragraph |
- used of an outline to plan the paragraph effectively - has clearly organized the paragraph |
|
Communication - writes with a specific audience in mind - writes with a clear purpose - uses sensory images and language to appeal to the reader |
- shows little evidence of writing with a specific audience in mind - is unclear about the purpose for writing - uses few sensory images to appeal to the reader |
- shows some evidence of writing for a specific audience - is somewhat clear about the purpose for writing - uses some sensory images and language to appeal to the reader |
- has a clear sense of audience - has a clear sense of purpose - uses sensory images and language to appeal to the reader |
- has a clear and sustained sense of audience - has a clear and sustained purpose - uses effective sensory images and language to appeal to the reader |
|
Application - uses the writing process to improve writing quality - applies knowledge of the conventions of language in writing |
- has made limited use of the writing process to improve writing quality - has many language convention errors (in all categories: spelling, grammar, sentence structure, punctuation errors) which interfere with the meaning |
- has made some use of the writing process to improve writing quality - demonstrates frequent language convention errors (in some categories: spelling, grammar, sentence structure, punctuation errors) which often interfere with the meaning |
- uses the writing process to adequately improve writing quality - demonstrates some language convention errors (in one or more categories: spelling, grammar, sentence structure, punctuation errors) which most of the time do not interfere with the meaning |
- uses the writing process to solidly improve writing quality - has few language convention errors (in one or no categories: spelling, grammar, sentence structure, punctuation errors); the errors do not interfere with meaning |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.