Course Profile English, Locally Developed,
Grade 10, Public
Unit 2: Choices and Decisions
Time: 20 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
The focus of this unit is the choices and decisions that people make, as reflected in literary, informational, and media texts. Students read, write about, and view fictional characters and real people who face difficult decisions and choices in their lives, discussing, and evaluating these choices by examining and debating alternatives and consequences. Students use Readers` Notebooks to respond to, reflect upon, and pose questions about the texts they read (stories, poems, personally chosen novel, articles, short plays, short biographies), and begin to share these with their peers in small groups. Students propose alternative choices for characters/people at key points in their reading and viewing, and will use the writing process to write alternative endings to these real and fictional stories. Students will use key graphical/visual organizers, which illustrate decision-making processes to organize writing about an important decision they face or have faced in their lives. Students choose the appropriate form for their writing (e.g., poem, short story, letter, editorial) and write for a specific audience using appropriate and correct language.
Strand(s): Literature Studies and Reading,
Writing, Media Studies, Language
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;
LRV.02 - demonstrate understanding of key literary and informational text forms, including novels, poems, magazine feature articles and editorials;
WRV.02 - identify, select, and use the literary and informational forms that support the writer's purpose and audience;
WRV.03 - use a variety of organizational structures and patterns to produce writing;
WRV.04 - revise written work collaboratively and independently, with a focus on clarity, completeness, and accuracy of information;
WRV.05 - use strategies for editing and proofreading with an emphasis on the grammar, usage, spelling and punctuation conventions of standard Canadian English, as appropriate;
LAV.01 - use knowledge of language conventions and vocabulary to write and speak correctly and appropriately, in formal and informal situations;
LAV.02 - use listening techniques and oral communication skills to participate in formal 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.
Specific Expectations
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);
LR1.03 - 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);
LR1.04 - 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);
LR1.07 - demonstrate understanding of text by: citing explicit information; making inferences; using evidence from a text to support judgements and conclusions, interpreting charts and diagrams
LR1.08 - respond to texts they have read, comparing their own ideas, values and opinions to others' (e.g., Reader’s Notebooks, used as the basis for reflection and small-group sharing);
LR2.02 - describe the common elements of key literary text forms, including novels, short stories 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);
Writing
WR1.01 - 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);
WR1.03 - 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);
WR2.01 - select and use the appropriate forms of writing to suit their purpose and audience
WR2.03 - 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);
WR2.04 - 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);
WR3.01 - identify and select the appropriate organizational plan to structure written work (e.g., chronological order; order by example; least to most important; compare/contrast);
WR3.04 - structure expository paragraphs with a clear topic sentence, supporting sentences, and concluding sentence
WR4.01 - 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);
WR5.04 - use a variety of strategies to edit and proofread writing, identifying and correcting errors according to the following requirements for grammar, spelling, and punctuation;
WR5.04.G1 - identify parts of speech, including nouns, verbs, adjectives, adverbs, pronouns, prepositions and conjunctions, to enable them to correct errors in their own writing;
WR5.04G2 - use their knowledge of sentence structure to write complete, correct sentences (subject, object, predicate, subordinate and principal clauses);
WR5.04S4 - use a variety of spelling resources to improve spelling (e.g., spell-checkers or dictionaries);
WR5.04P1 - use punctuation correctly in their writing, including the period, question mark, exclamation mark, comma, colon, quotation marks.
Language
LA1.02 - use Reader’s Notebooks to note, record and define interesting words from personal reading, class reading and texts read aloud
LA1.04 - use language while working with groups which furthers positive interaction and accomplishment of the task, with a focus on clear, accurate and appropriate communication
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);
LA2.03 - demonstrate appropriate listening behaviours in large groups (e.g., not talking, looking at speaker as appropriate, note-taking);
LA2.05 - 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.
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)
ME1.04 - explain possible ways that media works influence audience behaviour (e.g., how the portrayals of teenage girls in fashion magazines may influence what they buy; the effects of music videos on teenagers’ perceptions of social justice).
|
Activity 1 |
Introduction to Decision-making: The Decision Tree |
150 minutes |
|
Activity 2 |
Personal Choices |
375 minutes |
|
Activity 3 |
The Hero’s Choice: “Paris and the Golden Apple” |
750 minutes |
|
Activity 4 |
Culminating Demonstration: Advising a Character |
150 minutes |
Henry Gilfond. “The Open Window” (play) in Sightlines 9. Alice Barlow-Kedves et al. Scarborough: Prentice Hall Ginn Canada, 1999.
Jim Heynen.“What Happened During the Ice Storm” (story) in Sightlines 9. Alice Barlow-Kedves et al. Scarborough: Prentice Hall Ginn Canada, 1999.
I.F. Bultakin. “A Rupee Earned” (fable) in Sightlines 10. Mary Crane, Barbara Fullerton and Amanda Joseph. Toronto: Prentice-Hall Canada, 2000.
Rulon Openshaw. “Action Hero” (essay) in Crossroads 10. Richard Davies, Glen Kirkland and Jeff Siamon. Toronto: Gage Educational Publishing Co., 2000.
Patrick Fitzgerald. “To Build a Fire: Bringing a Short Story to the Big Screen” in Crossroads 10. Richard Davies, Glen Kirkland, and Jeff Siamon. Toronto: Gage Educational Publishing Co., 2000.
J. Francis Davis. “The Power of Images: Creating the Myths of Our Time” (article) in Transformations. Barry Duncan, et al. Toronto: Harcourt Brace & Company, 1996.
Langston Hughes, “Thank You, Ma’am” (short story) in On Common Ground. Jerry George et al. Don Mills: Oxford University Press, 1994.
“A Mortal Flower” (short story) in Language at Work. Nigel Gough and Gael Tickner. Toronto: Holt, Rinehart and Winston Ltd., 1987.
Todd Strasser, “On The Bridge” (short story) in Transitions: Fiction, Poetry and Non-fiction. Douglas Hilker et al. Toronto: Harcourt-Brace & Company, 1995.
Langston Hughes, “Thank You, Ma’am” (short story) in Crossroads 9. Dom Saliani and Nova Morine. Toronto: Gage Educational Publishing, 1999.
Steve Buist, “Signposts on the Journey” (anecdote) in Crossroads 9. Dom Saliani and Nova Morine. Toronto: Gage Educational Publishing, 1999.
Eth Clifford, “Paris and the Golden Apple” (Greek Myth) in Crossroads 9. Dom Saliani and Nova Morine. Toronto: Gage Educational Publishing, 1999.
“Peace by Peace”, Bang Magazine, April 2000,
Time: 150 minutes
In this activity, students are introduced to a decision-making model in visual organizer form which they use as a way of approaching decision-making in their own lives. Students will select a personal novel for study (with a focus on character and conflict) and begin the process of on-going daily personal reading.
Strand(s): Literature
Studies and Reading, Writing, Language
Overall Expectations: WRV.03, LAV.02.
Specific Expectations: LR1.03, LR1.05, WR1.03, WR1.04.
· Arrange for a Library/Resource Centre visit and book talk to enable students to select personal novels to read during class. Share your knowledge of the reading levels of your students with the librarian.
· Provide opportunities for students to select and read their personal novel every day. Students reflect and write about aspects of character and conflict in their novels, as directed by the Individual Novel Study.
· Provide opportunities for students to write on topics of their own choice often. Encourage students to move beyond simple recounts of daily events toward pieces that reflect thinking about the issues and ideas, which arise from class study. Students keep these pieces, which will be at various stages of the writing process, in their writing folder/portfolio.
· Students use their visual “homepages” to display work, ideas, and things of interest on-going in the class.
· Create a collection (montage) from television and film, which shows characters at times when they have to make important decisions (i.e., clips from Dawson’s Creek, Buffy the Vampire Slayer, Friends, Malcolm in the Middle, etc.) It is allowable under copyright laws to copy portions of commercial video, but not to use progams in their entirety.
Students will have had prior experience of:
· using graphic/visual organizers
· defining aspects of their own identities
· sorting and categorizing information
· reading independently
· the expectations of appropriate behaviour in the Library/Resource/Information centre.
1. Introduce the new unit by explaining or illustrating that the core of our identity is connected to our personal decision-making power. Ask students to recall an important decision that a character made in Unit 1. Ask how do we know how to make important decisions? What helps us to do this? The teacher might illustrate this in a number of ways:
a) Tell the students about a time when you were faced with a decision. How did you know what to do? How long did it take? Recount the process that you went through to make the decision, and the consequences you experienced.
b) Show a collection or set of movie clips of people making decisions, and discuss what was common to the characters in the decisions they faced and the process they went through to make the decision.
c) Read a compelling short story/show a compelling film to the students. Discuss with the students what the character did to come to his/her decision.
2. Direct the students to reflect upon their day so far, and to make a list of all the decisions they have had to make (e.g., what time to get up, whether/what to eat for breakfast, what to wear, whether to come to school, to be on time, etc.)
3. Ask students to share with the class some of the decisions they’ve made. Create a board list. Ask students to examine the list and categorize the ideas as easy or difficult to decide.
4. Students return to their own lists and categorize each decision in the same way. (Those students who had problems generating ideas may add to their lists based on what is on the board. The teacher may need to provide prompts to individual students to help them assess degrees of difficulty in the decisions they’ve generated.)
5. Introduce the concept of decision-making as a process by selecting a difficult decision from the class list to use as an example. (One topic you might explore is “To smoke, or to quit?”) Ask the students what factors they consider when making decisions (e.g., What I want; what my parents want; what my friends want; what the rules say.) On the board, chart paper, or an, overhead transparency, show students the Decision-Making Organizer (Appendix 2.1.4) and with their ideas, fill in the chart to illustrate one way to consider possibilities and alternatives to reach a decision. Establish the importance and make connection to decision-making skills needed for the workplace and daily life.
6. Direct students to their writing folders/portfolios and ask them to reflect about either:
· a time when they were faced with making a decision, or
· a decision that they are facing now.
Students should use the decision-making chart/organizer to illustrate the alternative courses of action and possible consequences. They should decide whether or not to share these with a partner or to keep it in the writing folder for future development.
7. Inform students that during the next period they will visit the Library/Resource Centre to choose a novel that they will use for personal reading throughout this unit. Encourage them to bring to the next class any novel that they may have at home that they would like to read during personal reading time.
8. Preceding the Library/Resource Centre visit, discuss the strategies that good readers use when choosing a book for personal reading. Discuss the decision-making process that good readers use to choose a book that will sustain their interest. Distribute “Choosing an Interesting Novel” (Appendix 2.1.1) and explain that students should apply this model to help them choose an interesting novel to read.
9. Ask the librarian to pre-select novels of interest and of the appropriate reading level (based on Assessment in Unit 1 of student interest and reading levels). Accompany students to the Library/Resource centre where they will select an appropriate novel. Encourage them to use the “Choosing an Interesting Novel” sheet to help with their choices.
10. Distribute and explain the Individual Novel Study assignment (Appendix 2.1.11) and expectations for student reading (e.g., the students will read for the first 15 minutes of each class, or as negotiated by the class; will work on one activity every day, etc.).
Students read their novels and begin their Individual Novel Study.
· Reading Conference Record (Appendix 2.2.2)
· Observe students’ decision-making skills as they complete their organizer Choosing an Interesting Novel
· Observe and make notes about students’ reading behaviours (Profile of Reading Behaviour, Unit 1, Appendix 1.2.1)
Appendices listed above.
collection (montage) of media clips
a compelling short story (see Resources in Unit Overview)
film (see Film List in Overview)
· Provide prompts for students who have difficulty listing the decisions they made in Strategy 4.
· Make available a variety of novels with different reading levels.
· Modify the Individual Novel Study with respect to the number of questions students are required to do.
Time: 375 minutes
In this activity, students examine the decisions made by fictional and real people at important points in their lives. Students apply the decision-making process to create alternative choices for the characters and consider the consequences of a different course of action. Students demonstrate understanding of the conflicting external and internal forces (including media representations), which influence the decision-making process. They write for the purpose of exploring different choices for people and characters, and choose the appropriate form to express their ideas. The writing process focusses on revision strategies to produce complete and well-developed writing, and collaborate with others to understand key rules of punctuation to apply in their writing.
Strand(s): Literature Studies and Reading, Writing, Language, Media
Overall Expectations: LRV.01, WRV.03, LAV.01, LAV.02.
Specific Expectations: LR1.01, LR1.03, LR1.05, WR1.03, WR1.04, WR3.04,
WR5.04G1, WR5.04S4, WR5.04P1, LA1.02, LA1.04, LA2.03, ME1.04.
· Prepare words for Word Sort: pre-select 15 words that are known to students from the selected story, and which give good sense of what the story may be about.
· Decide the appropriate way(s) to read each of the stories selected for this activity (see General Planning/Course Note #7 in the Overview).
· Plan the logistics of how to conduct the Human Graph activity.
· Identify the key presentation skills to target in a mini-lesson.
· Photocopy storyboard sheets for class use.
· When preparing to teach a language convention such as punctuation, as in this activity, revisit the methodology in Unit 1, Activity 1, Lesson 3 (the adjective).
· Provide opportunities for students to read their novels and work on their Individual Novel Studies every day.
Students will:
· be familiar with the writing process;
· have experience writing letters;
· have written a paragraph prior to this activity;
· be able to categorize words according to meaning.
1. Brainstorm important decisions that teens have to make in their lives. Generate and display a list of these issues to refer back throughout the unit.
2. Engage class in Word Sort activity to make predictions about the story they read:
· Select 15 words from the story that the students know the meanings of.
· Write these words on the chalkboard or transparency.
· Direct the students to arrange the words into categories according to their meaning. Tell the students that there are many ways to categorize the words.
· Students label each category and place the appropriate words under the label.
· Ask students to predict what they think the story will be about, and why.
3. Students read the story, “On the Bridge”. The teacher may support students by: reading aloud the first section or the opening scene to the students; chunking the text and guiding students with questions (Guided Reading in the Overview, Appendix B); pairing students together for reading, choral reading; buzz reading (Types of Reading, Appendix 2.1.8) or the teacher could read the whole story to the class.
4. Write a brief response using one of the prompts in the Reader’s Notebook.
5. For each character the students brainstorm a list of characteristics and qualities.
6. Introduce the Comparison of Characters Chart (Appendix 2.1.2). Focus on the differences and similarities of Seth and Adam. (Refer students to list of adjectives made in Unit 1 to assist them in their descriptions.)
7. Identify points in the story when these characters had to make decisions. Discuss the factors which contributed to their decision by using one of the decision-making models in Appendix 2.1.4 or 2.1.5 (This would be a good opportunity to talk about how decisions are often made based on values)
8. Link their characteristics to the decisions they make and how they made their decisions.
9. Return to the Word Sort (Strategy 2) and test the words by using the Identification of Parts of Speech: Helpful Hints page in Unit 1, Appendix 1.1.4 to identify the parts of speech used in the Word Sort.
10. Using the information from the Comparison of Characters chart (strategy 5) introduce, by modelling, how to write an expository paragraph. Based on the decision Seth makes, identify three character traits that Seth has. Use the structured paragraph (SEES model), Unit 1, Appendix 1.1.7.
11. Have students consider the decisions made in the story. What would they have done in Seth’s place? In Adam’s place? They should respond in their Reader’s Notebooks.
12. Ask students to consider making a video version of one key scene in the story. Which scene would they choose and why? Direct them to examine Patrick Fitzgerald’s storyboard “To Build a Fire: Bringing a Short Story to the Big Screen” in Crossroads 10. Discuss key camera terms such as long shot, medium shot, zoom, close-up, fade, cut. (For a teacher resource, see the Teacher’s Guide for The Elements of English 9.)
13. Students create a storyboard for the scene they have chosen, using the key camera terms to explain each shot. Students then share these with a partner or small group.
14. Discuss with the class how the storyboards of key scenes help them to understand the characters and conflicts in the story. Students return to their Reader’s Notebooks to record their ideas.
15. Ask the students what they know about conflict. Ask them give synonyms for the word conflict, and to describe the different types of conflict that occur in real life, in stories and films, and in the workplace. Introduce the concept of conflict as a motivator of human action and decision (Idea Generating Machine, Appendix 2.1.13).
16. Direct students to return to the decision they wrote about their Reader’s Notebooks (Activity 1, strategy 6) Guide them through an examination of the forces that motivated them to act. Show a film such as All the Years, which can serve as an introduction to internal vs. external conflict and a lead-in to the story “Thank you, Ma’am.”
17. Ask students to think about a time or an incident when a character from television or film, a friend, relative, (or you) did something they regretted because it had harmed someone or had the potential to harm someone. In their writing folders, students describe this incident/situation, and the people involved in it. Some other prompts for the writing might be: What was the conflict? What caused the conflict? What were the consequences? How did you feel? What could have been done differently? How would that have changed the situation?
18. Read the story. During reading, fill in the Character Profile charts (Appendix 2.1.2) for Mrs. Jones and Roger with details from the story.
19. After reading, students choose a prompt and respond to the story in their Reader’s Notebooks. Students share their responses with a partner, and write down any unanswered questions about the text.
20. Students should work individually to answer questions about the story which require factual knowledge, inference, and critical thought/interpretation:
Factual/Literal Knowledge
a) Why did Roger try to steal Mrs. Jones’ purse?
b) Give Mrs. Jones’ full name.
Inferential Knowledge
c) What is another name for “purse” in the story? How do you know?
d) Why do you think the author gave her a name such as this?
e) What do you think was in Mrs. Jones’ purse to make it so heavy? Think of three heavy things that Mrs. Jones might have in her purse, and explain why you think she would be carrying one of them.
f) What details from the story tell us that Roger is not well-looked after at home?
g) Why do you think Roger does what he is told by Mrs. Jones? What does that tell us about Roger? What does that tell us about Mrs. Jones?
Critical
Knowledge/Interpretation
h) Do you believe Roger when he says he’s sorry at the beginning of the story? Why or why not?
i) How do you think Roger will change after meeting with Mrs. Jones? Give two pieces of proof from the story to support your opinion.
j) Would the outcome of the story have been different if Roger had been female? Explain why you think so.
21. Language and Writing
· Make up a rule for using quotation marks (small group).
· Make up a rule for indenting paragraphs in a story (small group).
· Add five interesting words to your personal dictionary.
22. Students extend their knowledge of the story by choosing to write one of the following forms, and use the writing process to generate ideas, organize writing, revise, and edit:
· A thank-you letter to Mrs. Jones from Roger. Stress the significance of thank you’s as a form of social etiquette in the workplace and daily life.
· An additional scene for the story: what Roger thinks, says and does after he leaves Mrs. Jones’ house
· An expository paragraph explaining how/whether they think Roger’s life will change, and why or why not
· A key scene of the story from the point of view of a female protagonist
· A paragraph about a person who made a big difference the student’s life because of some kind thing s/he said or did.
· do a storyboard of one of the key scenes of the story.
23. As a class, brainstorm what we understand by “image.” Next, brainstorm the forces in our lives that influence our image of ourselves and others.
24. Do an activity called the Human Graph. Test the statement “the media has a huge influence on my image.” Divide the classroom into two distinct areas. At one end of the graph is the “Strongly Agree” group; at the other end is the “Strongly Disagree” group, with the range of Agree/Disagree in between. Ask students to consider the statement about media and image, and to move to that part of the graph, which best represents, their opinion. Students should be prepared to give one reason to explain why they are standing at that point on the “graph.”
25. Students move from their participation in the Human Graph exercise to their Reader’s Notebooks. They write a response to the topic above: “The media has a huge influence on my image.”
26. Introduce students to an informational text about media such as “The Power of Images: Creating the Myths of Our time” or “Love Your Body” (Appendix 1.1.2). Before reading, students, in partners or small groups, use the inductive method to discover the features of informational text which help readers to locate facts and details and to give the main idea (e.g., headings and subheadings, bold and italicized words).
27. Teach the skill of scanning for key words (Skimming and Scanning, Appendix 2.1.8) Allow students to practise by assigning some words to scan for in the article.
28. Direct the students to “read around” the scanned words to locate key information and ideas in the article. Students do this in pairs and share the assigned words.
29. Each group of two joins another group of two to form a group of four. The students compare answers and revise their information as necessary.
30. Discuss the information with the class. Students return to their Reader’s Notebooks to add to their previous reflection about the power of media to shape their images of themselves.
31. Direct the students to return to the text. Give each group a different task with respect to punctuation rules (e.g., Examine the first paragraph to identify the periods, or commas, etc. in the piece.) The students in the group make up the rules that govern the use of the assigned piece of punctuation.
32. Teach a mini-lesson (short lesson, five to ten minutes) on basic presentation skills.
33. Students present their punctuation rules to the class. These are noted on chart paper, and are added to the students’ notebooks for reference when they are editing.
34. Conduct a class discussion about the characteristics of informational text, and how it differs from narrative text.
35. Conduct the Human Graph activity again to see how many students have changed their opinions as a result of the reading. Students re-examine their Reader’s Notebook entries to revise or strengthen their earlier position.
Todd Strasser. “On The Bridge” (short story) in Transitions: Fiction, Poetry and Non-fiction. Douglas Hilker et al. Toronto: Harcourt-Brace & Company, 1995.
Patrick Fitzgerald, “To Build a Fire: Bringing a Short Story to the Big Screen” in Crossroads 10. Richard Davies, Glen Kirkland, and Jeff Siamon. Toronto: Gage Educational Publishing Co., 2000.
J. Francis Davis, “The Power of Images: Creating the Myths of Our Time” (article) in Transformations. Barry Duncan et al. Toronto: Harcourt Brace & Company, 1996.
Langston Hughes, “Thank You, Ma’am” (short story) in On Common Ground. Jerry George et al. Don Mills: Oxford University Press, 1994.
Langston Hughes, “Thank You, Ma’am” (short story) in Crossroads 9. Dom Saliani and Nova Morine. Toronto: Gage Educational Publishing, 1999.
Appendices as above
“All the Years” film version of Morley Callaghan’s short story
“Love Your Body” magazine article from Bang, February 2000.
· Learning Skills Assessment Criteria (Overview, Appendix G)
· Sample Record Sheet to Assess Personal Response Journal (Junior OAIP, p. 86)
· Rubric for Assessing the Reader’s Notebook (Overview, Appendix E), to be used to help students to understand how to improve their responses
· Formative assessment of student thinking and organization as reflected in Character Charts
· Rubric for Assessing Writing (Overview, Appendix D)
· Evaluation: a sight passage which tests students ability to make inferences about character based on characters’ actions
· Diagnostic Assessment of students’ ability to answer different levels of questions
· Sentence prompts for paragraph writing
· Category labels for words in Word Sort
· A variety of ways to read texts (audio tape, reading buddy, choral reading, etc.)
· Texts at different levels of understanding for students
Time: 750 minutes
In this activity, students read a story to generate alternative possibilities for a given problem faced by a character, and evaluate the consequences of decisions made by the character. Through discussion and writing, students develop strategies to record and relate information, and to come to conclusions about the decision-making process with respect to authentic issues in life. Students demonstrate their understanding of the story by selecting a writing form, considering audience and purpose, and using the writing process to produce a piece of writing which adheres to the correct conventions of language.
Strand(s) Literature Studies and Reading, Writing, Language
Overall
Expectations: LRV.02, WRV.03, WRV.04, WRV.05, LAV.01,
LAV.02.
Specific
Expectations: LR1.01, LR1.03, LR1.04, LR1.07, LR1.08,
LR2.02, WR1.01, WR1.03, WR1.04, WR2.01, WR2.03, WR4.01, WR5.04, LA1.02, LA1.04,
LA2.02, LA2.03
· Teacher makes on-going decisions about how to support students when they are in the process of reading a text. For some classes, portions of the text need to be read aloud, and students guided through independent reading of the text with focus questions. In some classes, students can support each other by reading with a partner.
· The personal novels that students are reading, introduced at the beginning of the unit, are to be read and the assignment worked on concurrently with the unit activities described below. One way of achieving this is to set aside 15 or 20 minutes at the beginning of each period for students to work on their novels. If the personal novels are not read and the assignment completed by the end of the unit, allow time between Unit 2 and Unit 3 for students to finish and share their work.
Students will:
· have had experience with some Greek myths and names from myths
· have had some exposure to persuasive writing and using facts to support opinions and arguments ve knowledge of some important presentation skills;
· have had some experience assessing peers’ presentations;
· have done a Word Sort.
1. Compare/contrast the definitions of “myth” (in the sense of “something which is not true” vs. a story made up to explain what is unknown.)
2. Writing topics: give a range of topics to write about (discuss each term with students as you put it on the board, and ask for their ideas about each one): dreams, predictions, prophecies, fate, adultery/infidelity, being adopted, searching for true parents
3. Groups are given one of the three statements written on the front of a large index card:
· “The most important thing is life to have power and riches.”
· “The most important thing in life to have knowledge and understanding.”
· “The most important thing is life is to have love. Nothing else matters.”
4. On the back of the card, students discuss and note all of the things that they need to do; in a career, in school, and in their lives, that will make that statement come true. On a large piece of chart paper, students support the statement with examples from media, film, television, and real life to help prove that the statement is true.
5. Review with students the criteria used in evaluating presentations. (What are some of the things we look for as an audience when we listen to a presentation?) Generate the list on the board and attach a one-to-four rating scale. Have the students assign a descriptor for each level.
6. Each group shares their chart and explains their evidence to the whole class.
7. The class peer-assesses the quality of the evidence for each group by a show of hands. Record the results. A discussion might ensue as to which group was most persuasive. Ask the students to support their judgements.
8. Formulate with the class some guidelines for how to persuade an audience. This could go on chart paper in the room, and can be copied into “Notes for Writers” in the English notebook or Writing Folder.
9. Vocabulary words: list some Greek names on the board, and ask students to give their modern-day associations.
10. Mini-lesson on a visual map of the story: as they are reading the story “Paris and the Golden Apple,” they outline the story the events using the Visual Story Map, Appendix 2.1.10. They fill in the chart up to the point where the three goddesses make their offers to Paris. They should also do a character profile of Paris (Character Profile, Appendix 2.1.3) to provide evidence and support for the decision he makes. This could be done in partners or groups of no more than three during the reading of the first part of the story.
11. Using the details from the Visual Story Map (Appendix 2.1.10) and Decisions, Decisions: Problem Posed to Paris (Appendix 2.1.6), students will make inferences about Paris’ character and imagine what his future might be like if he accepted each of the alternatives. Students then make Paris’ decision for him, and write a brief ending to the story to this point). Evaluate students’ literal comprehension, ability to make inferences, ability to apply the decision-making model, and to apply the conventions of language, knowledge of story structure and elements as well as characterization.
12. Ask the students to share their predictions of what Paris will do. Do a tally of Paris’ most likely choice. Then direct students to read on to confirm the prediction. Discuss with the students the qualities of Aphrodite’s argument combined with aspects of Paris’ character which persuaded him to choose as he did.
13. Ask the students to reflect upon Paris’ choice: would they have chosen as he did? Why or why not?
14. Students return to their groups or work individually to continue reading the story and completing the Visual Story Map. At the same time, they should fill in the Who’s Who? chart for the story (Appendix 2.1.7), and/or the Characters chart (Appendix 2.1.9).
15. Review (from the Grade 9 curriculum) how to write newspaper articles/stories and letters.
16. Performance task: students choose a form to write, purpose, audience:
· create a web “homepage” for one of the characters in the story
· write a piece that could go into a mythology newspaper (e.g., letter to Aphrodite for advice about love, a war correspondent’s report from the field on the Trojan War, descriptive paragraph about the Trojan Horse). Because it’s for a newspaper, the students’ pieces go through a thorough writing/revision process.
17. Evaluate students’ use of the writing process and their competence in using the form to match audience and purpose. Students reflect their understanding of character and knowledge of the story (content) and conventions of language (active verbs, descriptive adjectives, proper punctuation).
18. As an extension, students can identify the mythic elements and characters in professional wrestling (World Wrestling Federation), summarizing the narratives presented by selected wrestlers, and predict and write the next “chapter” in the wrestler’s saga.
“Paris and the Golden Apple” in Crossroads 9
“Newspaper Articles” in Reading and Writing For Success
Appendices as cited above
· Visual Story Map/ Decisions, Decisions: Evaluate students’ literal comprehension, ability to make inferences, ability to apply the decision-making model, and to apply the conventions of language, knowledge of story structure and elements as well as characterization.
· Checklist for the Homepage (Unit 1, Appendix 1.2.2) for a character in “Paris and the Golden Apple”
· Rubric to evaluate use of writing process (Overview, Appendix D)
· Formative assessments: Coaching Rubrics for writing in a form (Narrative: Unit 3, Appendix 3.2.2; Letter: Appendix 2.2.4; Expository Paragraph, Appendix 2.2.3) to help students prepare for the culminating demonstration
· Individual Novel Study: assessment of student reading strategies and behaviours:
· Checklist of Reading Strategies (Appendix 2.2.1)
· Reading Conference Record (Appendix 2.2.2)
· Profile of Reading Behaviours (Unit 1, Appendix 1.2.1)
· Make available reading materials at a variety of levels.
· Guide students through the process of making inferences.
· Accommodate students in the way in which they read the story, reading buddy etc.
· Find or create stories, which are different reading levels to accommodate students with differing abilities.
· Find alternative ways to have students read their letters: at lunch, on tape etc.
Time: 150 minutes
In this culminating demonstration, students read a narrative and use the decision-making model to generate alternate choices for the character and determine the character’s appropriate choice. They write a letter of advice to the character regarding his/her choice, which will be evaluated in terms of knowledge and understanding (understanding the text, elements of the text form), thinking and inquiry (organization, application of the decision-making process), communication (writer’s purpose, audience and level of language), and application (of writing and conventions of language). They share their letters orally in an appropriate way.
Strand(s): Literature Studies and Reading, Writing, Language
Overall Expectations: LRV.02, WRV.04, WRV.05, LAV.01.
Specific Expectations: LR1.05, LR1.07, WR2.01, WR2.03, WR2.04, WR3.01,
WR4.01, WR5.04G2, WR5.04S4, WR5.04P1, LA2.05.
Choose a narrative that has no ending (see suggested resources), or choose a story or play and delete the ending so that the students do not know the choice the character makes.
· Revise the learning skills rubric to specify work habits needed to be successful in the Culminating Activity.
· Advise students that, in order to complete the culminating activity successfully; they need to make reference to previous work in the unit. Specifically:
· Letter format
· Decision Making Model
· Character Profile
· Plan on ways to accommodate students rehearsing the reading of their letters as well as the final reading.
· Experience using the Decision-making model
· Knowledge of the conventions of the narrative form
· Knowledge of letter writing
1. Students read a narrative, which has no ending (e.g., “The Choice” by W. Hilton-Young. If this story is to be used, introduce it with the film The Toynbee Convector based on Ray Bradbury’s short story. Other sources are from Plays Without Endings: Tough Choices, or Stories Without Endings: Pushing the Limits.) Alternatively, students may read a narrative whose ending (and therefore the character’s choice) the teacher have deleted.
2. Students use the decision-making model they have used previously to create at least two alternatives that a character might choose. They complete the decision-making chart to generate alternative decisions for the character and their possible consequences.
3. Students use the information to choose the alternative that is most appropriate to the character.
4. Using their knowledge of the conventions of the particular narrative
form, students write a letter to the character. Included in their letter should be:
· advice about what decision to make;
· three reasons to explain why the character should choose this course of action (e.g., positive and negative consequences, benefits of the decision);
· a message of personal support to the character, or reference to a person who has gone through a similar situation
Students submit their letter to the teacher for final evaluation. They rehearse the reading of their letters, and read them to a partner small group, or class.
“The Choice” by W. The Toynbee Convector Hilton-Young, in Crossroads 9
film based on a Ray Bradbury story
Kloss, Lynn W., Project Ed. Plays Without Endings: Tough Choices. New Jersey: Globe Fearon Educational Publisher, 1996.
Kloss, Lynn W., Project Ed. Stories Without Endings: Pushing the Limits. New Jersey: Globe Fearon Educational Publisher, 1996.
Decision-making Organizer (Appendix 2.1.4)
Decisions, Decisions: Problems Posed to a Character (Appendix 2.1.5)
Use of computers to produce writing
Dictionary and Thesaurus (print and electronic)
· Evaluation using the Letter of Opinion Rubric (Appendix 2)
· Evaluation of decision-making chart
· Evaluation of the writing process
· Peer assessment of individual reading of letter
· Assessment of work habits in the Learning Skills Assessment (Overview, Appendix G)
· Support individual students as they read the story (e.g., audio taped version, reading to the student, assigning a reading partner, etc.)
· Find or create stories with reading levels that match individual students’ reading ability.
· Allow students to read their letters in a setting appropriate to their confidence: to a partner, to a small group, to the teacher alone.
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Examine the title. Does it interest you? |
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Yes? ê |
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No? ê |
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Choose another book! |
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Look at the illustrations/graphics. |
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Does the character/setting seem interesting? î |
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Yes? î |
No? í |
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Read the book jacket. è Is this the book you want to read? ê î |
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Yes? ê |
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Choose another book and start again. |
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Read the first pages í î |
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I will continue to read this book. ê |
Not interesting ê |
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I will read and work on personal novel study. |
Choose another book and start again. |
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Story
Title:
Author:
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Character 1 |
Personality Traits |
Character 2 |
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Differences |
Similarities |
Differences |
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Character 1 |
Physical Traits |
Character 2 |
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Differences |
Similarities |
Differences |
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Personality trait: ________________ Find an
example/evidence to support the trait. (Include page reference) |
Personality trait: _______________ Find an
example/evidence to support the trait. (Include page reference) |
Personality trait: ______________ Find an
example/evidence to support the trait. (Include page reference) |
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Character’s name |
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Physical trait: ____________ Find an
example/evidence to support the trait. |
Physical trait: _____________ Find an
example/evidence to support the trait. |
Physical trait: ____________ Find an
example/evidence to support the trait. |
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What is the problem I am (or character is) faced with: |
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What is my (or character’s) alternative? |
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What action will I (or the character) take? |
What are the results of my (ot the character’s) actions? |
Problem posed to a character.
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Options
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# 1. |
# 2. |
# 3. |
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Possible Consequences |
Possible Consequences |
Possible Consequences |
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Problem posed to Paris
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Options
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# 1. Hera |
# 2. Aphrodite |
# 3. Athena |
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Possible Consequences |
Possible Consequences |
Possible Consequences |
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What might Paris do? Use your knowledge of myths to write an appropriate ending to the story. |
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Greeks |
Trojans |
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Think of how the language of the Greeks and Trojans has been used in our society. For example:
Midas Muffler – Midas was a Greek God who made everything he touched turn to gold. Gold is a hard, durable substance. Where have you seen “Midas” used before?
Why do you think this group is using the Midas myth?
What other names from mythology do you recognize in the media and popular culture?
Skimming and Scanning
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What |
When |
How |
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Skimming – reading a page or section of text to get the main idea. |
· When you’re reading for a specific purpose – it allows you to decide whether to pursue a more in-depth reading of the text. · Locating specific information in research · Looking for a breadth of knowledge |
· not reading every word or sentence · quickly skimming through the page to get the important points of the passage · use the features of the text – headline, index, etc. Quickly go through the text to get a sense of what it is about. You may accomplish this by reading the first and last sentences of a paragraph, first and last paragraphs of a chapter. |
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Scanning – a speed reading technique when you are looking for a particular word, phrase or concept in a text or resources |
· when you are looking for a specific term or concept throughout the passage, e.g., key words. This would include looking in the table of contents, chapter table or the index · looking for depth of knowledge on one topic |
· use the features of the text – look at the headings, index, etc. · to scan a page, have the word you have in mind, let your eyes scan quickly over the page and focus only on that word. You’re not reading to make sense out of the text, but rather only to locate that one word. Once you have found the word, you read the sentences around the word to get the information. |
Types of Reading
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Choral Reading |
· class reads in unison to support students who have difficulty reading or are reluctant to read aloud |
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Buzz Reading |
· everyone reads aloud quietly · everyone is at a different place in the reading |
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Round Robin Reading |
· the text is divided into different sections and each students reads a section · this is more successful when the students have rehearsed their part |
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Rehearsed Reading |
· students are assigned a section of text to read ahead of time · students have the opportunity to practise and identify any difficult words/sections, thereby allowing them to read for meaning |
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Modelled Reading |
· teacher reads aloud to the class and provides the students the opportunity to see how good readers read · students do not have the text |
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Shared Reading |
· students read along in their books while the teachers read |
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Characters |
Physical Characteristics |
Personality Traits |
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Queen Hecuba |
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King Priam |
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Oenone |
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Hera |
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Athena |
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Aphrodite |
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Menelaus |
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Diomedes |
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Odysseus |
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Nestor |
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Agamemnon |
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Trace the events in the story by filling in the appropriate information in the objects provided.
Introduction
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Characters introduced: Setting: Prediction/Fate for baby: è |
This led to: Mount Ida è |
With the morning sun, Paris hears voices. è |
Who are the voices? ê |
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Warning: (cite 2) ê |
The Judgement: Consequences: ç |
Paris’ task: (Complete the “Decisions, decisions:
Problem Posted to Paris” chart) ç |
Describe the contest ç |
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Paris goes to Sparta è |
This angers __________________ è |
Helena and Paris flee to Troy. è |
Menelaus’ reaction ê |
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Conclusion For Troy … |
For Paris … |
The trick: (who, what, how, why) ç |
The attack on Troy. ç |
INSTRUCTIONS
1. As you read the novel, work on an activity every day. (You don’t have to finish one activity per day, though. Take your time.)
2. When you finish your novel, you MUST complete the first section on this page, Category A.
3. You must do a minimum of _____ activities from the remaining categories for your novel (teacher decides this number based on the abilities and needs of the class).
4. Follow the directions in each category about how many questions you must complete.
5. Be sure to write down the category heading with the question you are doing.
6. After you have finished all of the _____ activities, choose ______ to edit and polish for a final draft (a number, again based on the abilities of the students and the needs of the class).
1. Plot Summary: In a paragraph, tell what the novel was about. Include the following important details:
· the names of the important characters in the novel
· where the story takes place
· when the story takes place
· the problem(s) the main character has
· three important things that happen to the main character
· how the main character solves his/her problem
· how the story ends
2. Imagine that your book has been made into a mini-series for television. Write a number of TV Guide entries, which explain to the viewers, what will happen in the show each week.
3. Do a comic strip version of the major events of your book.
1. Make up five questions you would like to ask one of the characters in the novel and give the answers, e.g.,
(your name): How would you improve the performance of the Batmobile?
Batman: I'm going to add five turbo-thrusters to the engine compartment for improved speed.
2. Tell how the main character is like someone you know.
3. Imagine that you are giving a party for the main character. What band/musicians/group would you hire to provide the music and why?
4. Choose a character in the novel that has had a disagreement with another character. Have this character write a letter of apology to the other character.
5. Imagine that you are an architect. What sort of house would you design for the main character and why?
6. What type of car do you think the main character would buy and why?
7. Tell where you think the main character would like to take a vacation and why.
8. Make a timeline of the events in the life of the main character. See your teacher for help in constructing a timeline.
9. Imagine that you are the casting director for a movie, which is going to be made from your book. Which actors would you choose to act the parts in your movie? Do this for at least two characters in your novel.
10. Choose one character from the novel. Imagine that a terrible storm is heading to the place where this character lives. As the character, decide what you are going to take with you and what you are going to leave behind.
1. Make a map of the area in which your novel takes place.
2. Tell how the setting of the novel (where it happens) is like or unlike where you live.
3. Explain why you would or would not like to take your vacation where this story takes place.
4. Explain why you would or would not like to live where this story takes place.
5. If your story takes place in another time period, explain why you would or would not like to live at this time.
6. Imagine that you are an interior decorator. How would you decorate the main character's bedroom and why?
1. Imagine that you are an advertising agent hired to promote the movie made from this book. Write the script for a 20-second TV commercial to encourage people to go see the movie.
2. Find the most interesting or exciting moment in the novel. Write a short script for television for this scene. Choose a part with lots of dialogue.
3. Imagine that you are a famous actor/actress and you have been asked to be one of the characters from the book in the up-coming movie version. Explain why you would like to play this character.
4. Choose one page of your novel in which something interesting happens. In your best voice, read this page to the class. Sign up for this on the class calendar.
1. Imagine that you are a psychiatrist. A character in your novel has come to you for advice about a problem. Explain what the problem is and what you think the character should do about it.
2. If the book has a villain ("bad guy"), tell how this person's life turned out. Did he/she get what he/she deserved? Why or why not?
3. Did the main character change in an important way by the end of the novel? Explain how and why.
4. Did the novel change your way of thinking? If so, how?
5. What problems did the main characters face in your novel and how did they solve them?
6. What message about life did you get from this book? Write to the author of the novel and explain what you learned.
1. What sign of the zodiac do you think the main character was born under? Write a “daily horoscope” description for the character.
2. Describe what you think will happen to the main character five years after the book has ended.
3. What do you think happened in the life of the main character before the novel began? Fill in some missing information.
4. If your character is from the past, how would he/she act if the story took place today?
5. Imagine that it is the future, and a character in the novel has died. Write an epitaph for the gravestone of this character.
1. Write a different ending for your book.
2. Write a seven-day diary for the main character at some important point in the story. Put a date on each new entry.
3. Write an obituary (death notice) for a character in the book if one has died.
4. Write any kind of poem about your book.
5. Write a letter to a friend explaining why you want him/her to read this book.
6. Imagine that you are a newspaper reporter. Choose an exciting event from your novel and write a short newspaper story about it.
1. List twenty (20) interesting words from your book and give their meanings. Do this like a mini-dictionary, or glossary.
2. Make up a crossword puzzle, a word search, or a word scramble using 20 interesting words from your book.
1. Make up a 4-frame cartoon strip from any scene in your novel.
2. Design a better cover for your novel than the one it has.
3. Make a "Wanted" poster for the villain in your book.
4. Draw a portrait of one of the characters in your novel.
5. Using old magazines, do a collage (cut-up photo collection) based on your novel.
6. From magazines, find pictures of people who look like the way you picture the characters in your novel. Glue each picture to a piece of paper and label each photo with the name of the character.
7. Make up a poster which will "sell" your book to other readers.
Degree of Interest and Excitement
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Heart- stopping |
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Nail-biting |
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Can’t stop now |
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Got my attention |
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Some |
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A bit |
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Not much |
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None |
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Events of the Plot à à à à à à à à à à à à à à à à à à à à à à à
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1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
THE IDEA GENERATING MACHINE
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INPUT |
THE MACHINE |
OUTPUT |
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- Idea which feeds the Machine |
- How many ideas does this big idea connect? |
- New Big Ideas How can I use these big ideas? |
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Rarely |
Sometimes |
Usually |
Always |
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Before Reading |
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Uses
titles, illustrations, captions, graphics, etc. to predict |
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Predicts
using background knowledge |
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Begins
reading task without prompting |
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During Reading |
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Uses a
strategy to make meaning when text doesn’t make sense |
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Reads to
confirm own predictions about text |
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Self-questions
while reading |
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Self-corrects/rereads
when meaning is lost |
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Make
inferences (aloud, or as notes in margin or to self in Reader’s Notebook) |
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Makes
connections to own experiences and other texts/media |
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Uses
structure of text (text features) to locate information and ideas |
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Adjusts
reading mode: when text is difficult, student may sub-vocalize |
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Adjusts
reading rate: will slow down or increase reading rate to match comprehension |
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Uses
resources to improve comprehension: dictionaries, thesauri, peers, teacher |
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Identifies
troublesome concepts, language or vocabulary, and seeks information or clarification |
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Uses a
variety of strategies to locate specific information |
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After Reading |
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· Uses prior knowledge and research skills
to extend knowledge from reading |
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· Answers questions from the text using
literal knowledge |
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· Answers questions requiring inferences |
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· Answers questions requiring
interpretation |
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· Answers questions requiring critical
analysis |
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· Restates the key points |
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States main
idea or theme |
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Substantiates
opinions and conclusions with specific references |
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Identifies
features of the text and aspects of genre |
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Goes beyond
the text to make connections to own experiences and other texts/media |
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QUESTIONS |
OBSERVATIONS |
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Do you consider yourself to be a reader? Why or why not? |
Attitudes toward reading: |
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Do you like reading? Why or why not? |
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Tell me something about an interesting book you read, or one you especially remember. |
Ability to retell; elements of story: |
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How do you read best? (reading aloud; listening to others and following; silently; walking while reading; listening to music etc. while reading) |
Preferred reading style/mode: |
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Once you have selected a book, what do you do before you start reading? |
Comprehension strategies: |
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If you don’t know a word while you’re reading, what do you do? |
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What do you do when you stop understanding what you’re reading? |
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CRITERIA |
LEVEL 1 (50-59%) |
LEVEL 2 (60-69%) |
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Knowledge/Understanding - uses the literary form that supports writer’s purpose and audience - understands the elements of the literary form (topic sentence, supporting details and concluding sentence) |
- shows limited understanding of the literary form: needs prompting to develop a topic sentence with the subsequent details and concluding sentence |
- shows some understanding of literary form: has developed a topic sentence, supporting details and concluding sentence with some effectiveness |
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Thinking/Inquiry - selects appropriate organizational plans or graphic organizers to structure written work - makes decisions as to relevance and sufficiency of ideas |
- makes limited use of a plan or outline to structure the paragraph - develops paragraph insufficiently; may be missing key components and may contain extraneous detail |
- uses an outline or plan with some effectiveness to help structure the paragraph - develops paragraph somewhat sufficiently; all key components are present and most details are relevant |
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Communication - uses appropriate level of language and point of view to suit purpose and audience |
- has a limited sense of audience - has a limited sense of purpose of the writing; lack of focus - employs a level of language which may be inadequate or inappropriate |
- has some sense of audience, inconsistently maintained - has some sense of purpose of the writing - employs a level of language which may be inconsistent |
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Application - uses strategies to revise written work- use strategies to correct errors in grammar, spelling and punctuation - uses a variety of sentence types - uses consistent verb tense |
- uses few strategies to revise writing; reluctant to revise - uses few strategies to correct errors in language conventions - has little variety in sentence types - has inconsistent verb tense |
- uses some strategies to revise writing; willing to revise - uses some strategies to correct errors in language conventions - has some variety in sentence types - uses verb tense somewhat consistently |
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CRITERIA |
LEVEL 3 (70-79%) |
LEVEL 4 (80—100%) |
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Knowledge/Understanding - uses the literary form that supports writer’s purpose and audience - understands the elements of literary forms |
- shows considerable understanding of literary form: has a clear topic sentence with supporting details and a relevant concluding sentence |
- shows solid understanding of literary form: has a well-crafted and interesting topic sentence with relevant supporting details and transition to a coherent concluding sentence |
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Thinking/Inquiry - selects appropriate organizational plan to structure written work - makes decisions as to relevance and sufficiency of ideas |
- uses an outline or plan to clearly structure the paragraph - develops paragraph sufficiently; all components are included and details are relevant |
- uses an outline or plan to effectively structure the paragraph - develops paragraph well with all components included; details are relevant and demonstrate clarity of thought |
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Communication - uses appropriate level of language and point of view to suit purpose and audience |
- maintains adequately the sense of audience - maintains purpose consistently - uses an appropriate level of language consistently |
- consistently maintains the sense of audience - demonstrates a clear purpose - uses an appropriate and effective level of language |
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Application - uses strategies to revise written work- use strategies to correct errors in grammar, spelling and punctuation - uses a variety of sentence types - uses consistent verb tense |
- uses strategies adequately revise writing; willing to revise - uses strategies to correct most errors in language conventions - has some variety in sentence types - uses verb tense consistently most of the time |
- uses strategies to effectively revise writing; - uses strategies to correct almost all errors in language conventions - uses a variety of sentence types - uses consistent verb tense |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
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CRITERIA |
LEVEL 1 (50-59%) |
LEVEL 2 (60-69%) |
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Knowledge/Understanding - uses the literary form that supports writer’s purpose and audience - understands the elements of the literary form (topic sentence, supporting details and concluding sentence) |
- shows limited understanding of the form and structure of the letter: inside address, date, salutations, body, conclusion, complimentary closing. |
- shows some understanding of the form and structure of the letter: inside address, date, salutations, body, conclusion, complimentary closing. |
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Thinking/Inquiry - selects appropriate organizational plans or graphic organizers to structure written work - makes decisions as to relevance and sufficiency of ideas |
- uses plan or outline in a limited way to structure the letter - insufficiently develops the decision/opinion, may be missing key components and may contain extraneous detail |
- uses an outline or plan with some effectiveness to help structure the letter - somewhat sufficiently develops decision/opinion, key components are present and most details are relevant |
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Communication - uses the appropriate level of language and point of view to suit purpose and audience |
- shows a limited sense of audience - shows a limited sense of purpose of the writing; lack of focus - employs a level of language which may be inadequate or inappropriate |
- shows some sense of audience, inconsistently maintained - shows some sense of purpose of the writing - employs a level of language which may be inconsistent |
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Application - uses strategies to revise written work- use strategies to correct errors in grammar, spelling and punctuation - uses a variety of sentence types - uses consistent verb tense |
- uses few strategies to revise writing; reluctant to revise - uses few strategies to correct errors in language conventions - has little variety in sentence types - uses inconsistent verb tense |
- uses some strategies to revise writing; willing to revise - uses some strategies to correct errors in language conventions - some variety in sentence types - uses somewhat consistent verb tense |
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CRITERIA |
LEVEL 3 (70-79%) |
LEVEL 4 (80-100%) |
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Knowledge/Understanding - uses the literary form that supports writer’s purpose and audience - understands the elements of literary forms |
- shows considerable understanding of the form and structure of the letter: inside address, date, salutations, body, conclusion, complimentary closing. |
- shows solid understanding of the form and structure of the letter: inside address, date, salutations, body, conclusion, complimentary closing. |
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Thinking/Inquiry - selects appropriate organizational plan to structure written work - makes decisions as to relevance and sufficiency of ideas |
- uses an outline or plan to clearly structure the letter - sufficiently develops decision/opinion, all components are effectively included and details are relevant |
- uses an outline or plan to effectively structure the letter - decision/opinion is well - develops paragraph well, with all components included; details are relevant and demonstrate clarity of thought |
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Communication - uses an appropriate level of language and point of view to suit purpose and audience |
- maintains adequately the sense of audience - maintains purpose consistently - uses an appropriate level of language consistently |
- consistently maintains the sense of audience - demonstrates a clear purpose - uses an appropriate and effective level of language |
|
Application - uses strategies to revise written work- use strategies to correct errors in grammar, spelling and punctuation - uses a variety of sentence types - uses consistent verb tense |
- uses strategies adequately revise writing; willing to revise - uses strategies to correct most errors in language conventions - has some variety in sentence types - uses consistatn verb tense most of the time |
- uses strategies to effectively revise writing - uses strategies to correct almost all errors in language conventions - uses a variety of sentence types - uses consistent verb tense |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
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