Course Profile English, Grade 10, Applied, Catholic

Unit 1: Short Stories: What’s the Story?

Time: 20 hours

Unit Description

In this unit, students will apply a variety of strategies to read, understand, and interpret short stories and develop an understanding of the conventions and literary elements involved, e.g., plot, character, setting, theme, conflict, atmosphere. Through individual and small group learning activities, students will practise their skills. Students will revisit the writing process in a summative activity that includes peer/self-editing and the creation of a final product. They will apply the skills learned in this unit to their study of other literary works throughout the course. Students will identify values embedded in literature and make informed judgments.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1i, 2a, b, c, d, 3, b, c, 4a, b, c, d, f, 5a, c, e, f, g, 7a, b.

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

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

Specific Expectations: LI1.01-08P, LI2.01P, LI3.01P, WR1.01-04P, WR2.01-03P, WR3.01-03P, WR4.01-04, WR5.01-13P, LG1.03-07P, LG2.02, LG2.07P.

Activity Titles (Time + Sequence)

Activity 1	Writers’ Workshop	30 minutes
Activity 2	Getting Started: Reading Strategies	345 minutes
Activity 3	Character Through and Through	300 minutes
Activity 4	Point of View	160 minutes
Activity 5	Exploring Themes In Literature	225 minutes
Activity 6	Visiting the Writing Process	75 minutes

Unit Planning Notes

· In Unit 1, teachers should conduct diagnostic assessment of the students’ reading, writing, listening, and communication skills. Different learning styles should also be assessed.

· The teacher should collect pieces of short fiction that reflect a variety of cultures and historical periods. Stories chosen should be inclusive and free of bias.

· The teacher must provide opportunities, within the classroom routine, for students to discuss issues that arise in relation to materials studied.

· When teaching/discussing the forms, conventions and mechanics of literature and language (e.g., symbolism, characterization, alliteration, etc.), teachers must be sure to teach within the context of the meaning, issues and ideas expressed in the literature. Students must be encouraged to make active and creative links between form and meaning.

· Language skills are an important part of the Grade 10 English Applied curriculum. Activity 1 (Writers’ Workshop) pinpoints a particular grammatical convention that is a Grade 10 expectation. The teacher should allow students opportunity to practise these skills throughout the unit. All subsequent units will highlight a grammatical convention in Activity 1 that is to be mastered by the end of the unit.

· Teachers must be sensitive to the fact that not all students completed Grade 9 English in Ontario. All expectations outlined in the Grade 9 Applied English document may not have been mastered. Teachers must constantly assess students’ skills. Some expectations from Grade 9 may need to be reviewed or taught.

· Activity 6 is summative evaluation. Students will create a number of writing products throughout the unit that will be informally and formally assessed by the teacher. In Activity 6, students will have a chance to revisit these assignments, evaluate, and choose their best work. They will self- and peer-edit these assignments and hand them in for formal evaluation.

· The teacher should always be mindful of the fact that a real connection must be made between the short fiction studied and students’ lives.

· Daily reading and writing provide an excellent opportunity for students to develop comprehension and writing skills. It also provides students with an opportunity to express opinions, develop ideas, and practise reading and writing skills. Teachers will incorporate 10-15 minutes of daily reading and response into the regular routine of their classroom.

· The teacher should refer to Appendix B for additional strategies to improve student reading.

Prior Knowledge Required

· Students should be familiar with the elements of short stories as outlined in the Grade 9 Applied English document

· Students will need to have an understanding of the grammatical concept outlined in the Grade 9 Applied English document.

· Students must have a firm grasp of writing skills.

Teaching/Learning Strategies

· teacher-directed lessons

· reading/response journals

· collaborative learning activities (e.g., jigsaw or other group activities)

· teacher-facilitated discussions

· small group presentations

· peer-editing/peer conferencing

· word processing/desktop publishing

· student-teacher conferencing

· formal writing assignments

Assessment and Evaluation

Formative

The teacher:

· informal teacher observation

· teacher-student conferencing

· checklist (small group activities, skill mastery)

· rubrics

· diagnostic quizzes

The student:

· self- and peer assessment checklists

· self-assessment through peer editing and group work evaluation checklists/rubrics

Summative

· writing activity from Activity 6

· group presentation from Activity 5

Accommodations

The teacher will encourage success of all students in the following ways:

· provide reading materials that address reading levels;

· provide alternate activities that reflect different learning styles;

· provide extra time for assignment completion;

· break down assignments into smaller, more manageable tasks;

· pair with other students;

· provide reading materials in larger type or Braille for students with visual impairment;

· provide recorded reading materials.

Resources

The Bible.

Aker, Don and D. Hodgkinson. Language and Writing 9. Canada: ITP Nelson, 1999.
ISBN 0-17-618681-6*

Archer, Lynn, C. Costello, and D. Harvey. Reading and Writing for Success. Canada: Harcourt Brace, 1997. ISBN 0-7747-0197-8

Dawe, Robert, B. Duncan, and W. Mathieu. ResourceLines 9/10. Toronto: Prentice Hall Language, 1999. ISBN 0-13-012922-4*

Gregory, Kathleen, Caren Cameron, and Anne Davies. Setting and Using Criteria. Merville, British Columbia: Connections Publishing, 1997. ISBN 0-9682160-1-3

Hilker, Douglas and Sue Harper. Elements of English 9. Toronto: Harcourt Brace Canada, 1999.
ISBN 0-7747-0575-2*

Hilker, Douglas, Barry Duncan, Sue Harper, and Andrea Mozarowski. Transitions Fiction, Poetry and Non Fiction. Toronto: Harcourt Brace Canada, 1999. ISBN 0-17-618701-4

Luengo, Anthony, ed. Literature and Media 9. Toronto: Nelson English, 1999. ISBN 0-17-618701-4*

Saliani, Dom and Nova Morine. Crossroads. Toronto: Gage, 1999. ISBN 0-7715-1324-0*

Toutant, Arnold, ed. Endless Possibilities. Don Mills: Oxford University Press, 1999.
ISBN 0-19-541364-4*

Activity 1: Writers’ Workshop

Time: 30 minutes

Description

This activity is part one of an ongoing sequence of activities where students will study and practise their use of grammar expectations specific to this course. In Part One, the focus is correct subject-verb agreement. The teacher will instruct using a direct lesson and then students will demonstrate their understanding of the concept through a short writing response. A writing journal will provide the opportunity for students to practise the grammatical convention throughout the unit. These written responses will be formatively assessed, using teacher, self- and peer assessment, in preparation for the summative writing assignment(s) in the unit.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2c – present information and ideas clearly and honestly and with sensitivity to others;

CGE2d – write and speak fluently one or both of Canada’s official languages.

Strand(s): Writing, Language

Overall Expectations

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

LGV.01P – use knowledge of vocabulary and language conventions to speak, read, and write clearly, correctly, and competently for specific purposes and audiences.

Specific Expectations

WR5.08P – make collective nouns used as subjects agree with verbs in simple and compound sentences;

LG1.05P – recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

- types of sentences, including compound-complex sentences

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

Planning Notes

· The teacher will provide students with varied opportunities throughout this unit to practise the skills taught in this activity.

· In summative writing tasks, teachers will assess students’ demonstration of the correct use of this skill.

· After each successive Writers’ Workshop lesson (see start of each unit), students will be expected to demonstrate their understanding of all new and previously learned concepts.

· The teacher will incorporate writing journal activities into classroom activities whenever possible. Possible journal topics related to Unit 1 include:

· What conflict has happened in the last week that would make a good short story?

· What parts of myself do I see in the characters that we are studying?

· How do the issues presented in the stories affect my life?

· How would my actions or choices differ from those of the characters?

· Prior to starting this activity, teachers may wish to create a tracking sheet for students to record progress in specified writing skills (skills demonstrated, feedback, short-term goals, etc.). The tracking sheet could be kept in a writing portfolio, along with demonstrations of their writing, as evidence of their growth during this course.

· Where at all possible, teachers should encourage the use of technology in students’ demonstrations of learning (computers, spell-checkers) or in direct instruction (e.g., grammar or skills software)

· Where a greater amount of remediation or some extension is necessary, teachers may choose to modify this activity to include peer teaching, group work, or student presentations.

Prior Knowledge Required

Students will have studied several of the grammatical concepts and skills listed in the Grade 10 Applied English course expectations previously; however, it is to be expected that students will require some review and/or remediation of these skills either prior to or in conjunction with the Writers’ Workshop specific focus. A list of new and reviewed grammatical concepts and skills for ENG2P can be found in Appendix A.

Teaching/Learning Strategies

· Teacher will deliver a brief lesson (pretest, lesson, examples, etc.) on a specific grammatical concept. For this unit, the concept is subject-verb agreement with an emphasis on collective nouns.

· At the end of the lesson, students will show their understanding of the selected concept in a short written response directed by the teacher. This response should engage students and allow them to reflect in a personal and meaningful way. This could be a reflection on a statement, question, or event related to a proceeding story, e.g., making a personal connection to a theme, situation or emotions presented in next short story to be studied by reading a quotation or poem, listening to a song, or answering a question.

· The teacher will provide students with the opportunity to practise subject-verb agreement in a writing journal. Possible topics related to this unit are:

· Explain something that happened in the last week that would make a good short story.

· What parts of myself do I recognize in the characters from the stories we studied?

· How would I react to a particular situation in a story?

· How do the issues in the story affect my life?

· The teacher will formatively assess students’ writing to provide feedback, track progress, and plan any remediation.

Assessment/Evaluation Techniques

· Journal entries will be formatively assessed on an ongoing basis. (WR5.08P; LG1.05P)

· Teacher may have some entries assessed using self and/or peer evaluation as well.

Accommodations

· Some students may need to practise a particular skill several times in order to grasp it fully.

· Some students may benefit from first correcting errors in prepared written passages before attempting their own writing. Similarly, they may need to concretely identify different sentence structures or figurative language in prepared passages before attempting to incorporate these skills into their own writing.

· Students in need of enrichment could practise more sophisticated writing skills, e.g., extended metaphor in this activity or choose independent topics for their journals such as modelling a particular style of writing.

Resources

Asker, Don and David Hodgkinson. Language and Writing 9. Toronto: Nelson English, 1999.
ISBN 0-17-618681-6

Dawe, Robert, Barry Duncan, and Wendy Mathieu. ResourceLines 9/10. Scarborough: Prentice Hall Ginn Canada, 1999. ISBN 0-13-012922-4

Hilker, Douglas and Sue Harper. Elements of English 9. Toronto: Harcourt Brace Canada, 1999.
ISBN 0-7747-0575-2

Parker, John F. The Writer’s Workshop. Don Mills: Addison Wesley Publishers Limited, 1990.
ISBN 0-201-19746-4

Appendices

Appendix A for list of new and reviewed grammatical concepts.

Activity 2: Getting Started: Reading Strategies

Time: 345 minutes

Description

In this activity, students will employ a variety of reading strategies to develop an understanding of the elements of short fiction (plot, setting, character, theme, point of view). Students will develop skills that will enhance their ability to read and understand short fiction effectively while respecting the rights, responsibilities, and contributions of self and others. Students will participate in silent and oral reading as well as question and answer group activities where they will gather, sort, and analyse information. They will apply their understanding of the elements of short fiction in a short writing assignment or test.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE1i – integrate faith with life;

CGE2a – listen actively and critically to understand and learn in light of gospel values;

CGE2b – read, understand and use written materials effectively;

CGE2c – present information and ideas clearly and honestly and with sensitivity to others;

CGE2d – write and speak fluently one or both of Canada’s official languages;

CGE3c – think reflectively and creatively to evaluate situations and solve problems;

CGE4a – demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b – demonstrate flexibility and adaptability;

CGE4c – take initiative and demonstrate Christian leadership;

CGE4d – respond to, manage, and constructively influence change in a discerning manner;

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

CGE5a – work effectively as interdependent team member;

CGE5c – develop one’s God-given potential and make a meaningful contribution so society;

CGE5e – respect the rights, responsibilities and contributions of self and others;

CGE5f – exercise Christian leadership in the achievement of individual and group goals;

CGE5g – achieve excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE7a – act morally and legally as a person formed in Catholic traditions;

CGE7b – accept accountability for one’s own actions.

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

Overall Expectations

LIV.01P – read and demonstrate an understanding of a range of literary and informational texts;

LIV.02P – demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, magazines, and reports;

WRV.02P – identify literary and informational forms suited to a variety of purposes and audiences and use the forms appropriately in their own writing, with an emphasis on stating and supporting an opinion;

WRV.03P – use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

LGV.01P – use knowledge of vocabulary and language conventions to speak, read, and write clearly, correctly, and competently for specific purposes and audiences;

LGV.02P – use listening techniques and oral communication skills to participate in classroom discussions and more formal activities such as storytelling, role playing, and reporting/presenting for specific purposes and audiences.

Specific Expectations

LI1.01P – describe information, ideas, opinions, and themes in texts they have read during the year from a variety of print and electronic sources, including novels, short stories, plays, poems, magazines, reports, biographies, and manuals;

LI1.02P – select and read texts for a variety of purposes, with an emphasis on extending knowledge of the elements of literary genres and the organization of informational materials, collecting and assessing information, responding imaginatively, and relating literary experiences to personal experience;

LI1.03P – select a variety of reading strategies and use them effectively before, during, and after reading to understand texts;

LI1.04P – demonstrate understanding of a text by citing explicit information and ideas from it;

LI1.05P – analyse the information and ideas presented in texts and make inferences based on the analysis;

LI1.06P – use evidence from a text to support judgements about an issue;

LI2.01P – use knowledge of elements of the novel, such as plot and subplot, characterization, setting, conflict, theme, and point of view, to understand and interpret texts in the genre;

WR2.02P – consider the characteristics of the intended audience in selecting the form and developing the content for each piece of writing;

WR2.03P – select first or third person and an appropriate level of language to suite the form, purpose, and audience of their writing;

WR3.01P – use key words in questions or prompts to organize ideas, information, and evidence in written answers;

WR3.04P – use a pattern such as sequential order, comparison and contrast, or cause and effect to present directions, instructions, and the results of investigations in a clear and logical manner;

LG1.03P – modify their vocabulary and phrasing in oral and written work to suit specific informal and formal situations;

LG1.05P – recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

- parts of speech, including participles;

- types of sentences, including compound- complex sentences;

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

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

- consistency of verb tense and voice;

LG1.07P – recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation, including:

- spelling, historical and technical terms;

- capitalization of proper nouns, and in scripts, dialogue, and poetry;

- punctuation, including semicolon.

Planning Notes

· This activity is intended to review the elements of short fiction previously studied in ENG1P or 1D.

· The teacher will need to review the expectations for collaborative work and group discussion as necessary with each of the tasks in this activity.

· The teacher is reminded to, wherever applicable, reinforce the concept of subject-verb agreement in written work.

· Daily reading and writing provide excellent opportunities for students to practise skills, express opinions, offer choices, and respond to materials studied.

· The teacher will need to select stories with clear cause and effect relationships for the prediction chart task.

· The teacher will be sensitive to students with special needs in the classroom. Individual education plans must be consulted and accommodations/modifications must be made whenever necessary to ensure student’s success.

· While reading the stories, the teacher must be sure to allow the opportunity for students to discuss issues that arise.

· When teaching/discussing the forms, conventions, and mechanics of literature and language (e.g., symbolism, characterization, alliteration, etc.), teachers must be sure to teach within the context of the meaning, issues and ideas expressed in the literature. Students must be encouraged to make active and creative links between form and meaning.

· The teacher should provide guidance to students as they attempt to make connections between the stories and their own lives and make links to their Catholic faith.

· The teacher should review the instructions for the inner-outer group activity carefully to ensure students’ full understanding.

· The teacher should refer to Appendix B for additional strategies to improve student reading.

Prior Knowledge Required

Students will have studied the elements of short fiction in previous courses; this activity is designed as a review.

Teaching/Learning Strategies

Part One: Elements of Short Fiction: A Review

· The teacher will provide students with brief definitions of the elements of short fiction (plot, setting, character, theme, point of view)

· Students and teacher will read a short story aloud while completing an elements chart together as a class:

Elements	Plot	Character(s)	Setting	Point of View	Theme
Identification/ Explanation

· The teacher will facilitate discussion of the themes, issues and ideas presented in the story, asking students to make connections between the issues in the stories and their lives. Links should be made to gospel values and Catholic faith teachings.

Part Two: Prediction Chart

· The teacher will create a prediction chart that students will copy into their notebooks:

Prediction	Explanation	Accuracy

· Students and the teacher will read a short story aloud, pausing to complete the chart individually at key points in the story. This activity should employ a story with a clear cause and effect relationship.

· The teacher will track students’ oral reading and assess their comprehension skills by collecting the prediction charts at end of task.

· The teacher should reinforce subject-verb agreement in students’ oral responses or take the opportunity to point out examples of subject-verb agreement in text.

Part Three: Inner-Outer Group Activity

· The teacher will assign the reading of two short stories (designated as Story A and Story B) and will instruct students to compose a minimum of five comprehension questions (with at least one question for each of the following: plot, character, setting, point of view, and theme) while reading each story.

· The teacher will divide the class into two equal groups.

· Group 1 will be designated as an expert on Story A and Questioner on Story B.

· Group 2 will be designated as an expert on Story B and Questioner on Story A.

· The teacher may choose to subdivide each group for the remainder of the task.

· Each group will discuss the story for which it is an expert to ensure that each member has developed a complete comprehension of the story.

· Groups will form an Inner Circle (Experts on Story A) and an Outer Circle (Questioners on Story A)

· The Questioners in the Outer Circle will take turns asking the Experts in the Inner Circle questions on their story until each member of the Outer Circle has posed one question.

· During this process, all students will keep a record of key points raised that may be used in a later writing assignment.

· This process will be repeated with groups switching roles for Story B.

· The teacher will facilitate the discussion and will monitor student’s meaningful participation through a checklist.

· Students will monitor personal contributions in the same manner.

· Student final assessment will be determined through a combination of the student self-assessment and the teacher assessment.

Part Four: Bringing It All Together

· Students will complete either a writing assignment (diagnostic/formative assessment) or teacher-designed sight passage test (summative assessment) to demonstrate their understanding of the concepts studied in this activity.

· For the optional writing assignment, students will select one of the short stories examined previously and write a different ending to the story that manipulates the five elements of the story (plot, character, setting, point of view, theme). Students will demonstrate correct subject-verb agreement in their writing.

Assessment/Evaluation Techniques

Formative

· Teacher monitoring of collaborative skills during expert group work in Inner-Outer Activity (LI1.04P, 05P; LG2.01P)

· Checklist of student participation in Inner-Outer Activity (LI1.04P, 05P, 06P, LI2.01P; LG1.05P, LG2.01P)

· Teacher tracking of students’ oral reading and comprehension skills in Part One (LI1.03P)

· Teacher assessment of students’ comprehension shown through completed prediction chart (LI1.03P, 04P, 05P, LI2.01P)

· Teacher assessment of writing assignment (option in Part Four) for completion and correct subject-verb agreement (LG1.05P)

Summative

· Teacher assessment of reading passage test (option in Part Four)

Accommodations

· Students may be provided with cloze questions to complete for Inner-Outer Activity.

· Students who experience difficulties in reading for simple comprehension could, before reading the story, participate in a group oral discussion to familiarize them with the circumstances upon which the story is based.

· Slower readers could be grouped so that each student is required to read only a portion of the story and then, together, each person would explain to the group the portion of the story he/she read.

· Students whose comprehension improves when listening to a story as opposed to reading it silently, could be read to by the teacher or a peer.

Resources

Hilker, Douglas, Barry Duncan, Sue Harper, and Andrea Mozarowski. Transitions Fiction, Poetry and Non Fiction. Toronto: Harcourt Brace Canada, 1999. ISBN 0-17-618701-4

Luengo, Anthony, ed. Literature and Media 9. Toronto: Nelson English, 1999. ISBN 0-17-618701-4*

Saliani, Dom and Nova Morine. Crossroads. Toronto: Gage, 1999. ISBN 0-7715-1324-0*

Toutant, Arnold, ed. Endless Possibilities. Don Mills: Oxford University Press, 1999.
ISBN 0-19-541364-4*

Activity 3: Character Through and Through

Time: 300 minutes

Description

In this activity, students will brainstorm a collection of personality traits and then apply these traits to characters in the short fiction examined. They will provide evidence to support their evaluation of each character’s personality traits. Students will evaluate a particular character studied and then display this character’s traits by describing the his/her reaction to a new situation.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2a – listen actively and critically to understand and learn in light of gospel values;

CGE2b – read, understand, and use written materials effectively;

CGE2c – present information and ideas clearly and honestly and with sensitivity to others;

CGE2d – write and speak fluently one or both of Canada’s official languages;

CGE3c – think reflectively and creatively to evaluate situations and solve problems;

CGE4b – demonstrate flexibility and adaptability;

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

CGE5a – work effectively as interdependent team member;

CGE5e – respect the rights, responsibilities, and contributions of self and others;

CGE5f – exercise Christian leadership in the achievement of individual and group goals;

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

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

Overall Expectations

LIV.01P – read and demonstrate an understanding of a range of literary and informational texts;

LIV.02P – demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, magazines, and reports;

WRV.01P – use a variety of print and electronic sources to gather information and explore ideas for their written work;

WRV.03P – use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

LGV.01P – use knowledge of vocabulary and language conventions to speak, read, and write clearly, correctly, and competently for specific purposes and audiences;

LGV.02P – use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.

Specific Expectations

LI1.01P – describe information, ideas, opinions, and themes in texts;

LI1.03P – select a variety of reading strategies and use them effectively before, during, and after reading to understand texts;

LI1.04P – demonstrate understanding of a text by citing explicit information and ideas from it;

LI1.05P – analyse the information and ideas presented in texts and make inferences based on the analysis;v

LI1.06P – use evidence from a text to support judgements about an issue;v

LI1.07P – describe how readers’ different values and perspectives might influence the way they respond to and interpret texts;v

LI3.01P – explain how authors adapt diction and phrasing and use specialized vocabulary to communicate ideas, emotions, and information and achieve intended effects;

WR1.03P – sort and label information and ideas; assess the relevance, accuracy and completeness of the information and ideas; discard irrelevant material and find additional information as needed;v

WR1.04P – use the information and ideas generated to develop the content of written work;v

WR2.02P – consider the characteristics of the intended audience in selecting the form and developing the content for each piece of writing;v

WR3.01P – use key words in questions or prompts to organize ideas, information, and evidence in written answers;

LG1.03P – modify their vocabulary and phrasing in oral and written work to suit specific informal and formal situations;

LG1.05P – recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage;v

LG1.07P – recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation;

LG2.01P – use listening techniques and oral communication skills to participate in group discussions.v

Planning Notes

· This activity is intended to review the elements of short fiction previously studied in ENG1P or 1D.

· The teacher is reminded to, wherever applicable, reinforce the concept of subject-verb agreement in written work.

· Writing journals should be incorporated into the daily activities of the classroom to provide opportunity for students to respond to materials studied and practise grammatical conventions.

· The teacher should try to select very short stories that focus on character development for one or two main characters. This will allow time for clarification of details and application of concepts (evidence chart).

· Teachers must be sure to teach characterization within the context of the meaning, issues and ideas expressed in the literature. Students must be encouraged to make active and creative links between form and meaning.

· The teacher may choose to modify the writing assignment in part three of this activity in order to have students display their character’s reaction dramatically in a short skit or role-play activity.

· The teacher will create an Understanding Character worksheet (see Appendix C) for use in Part Two.

Prior Knowledge Required

Students will have studied the different ways by which readers learn about character as well as the difference between personality and physical traits.

Teaching/Learning Strategies

Part One: Personality Adjectives (150 minutes)

· Students will brainstorm a list of personality adjectives that the teacher will record on the board. The goal is to fill the board with as many adjectives as possible in a given period of time (e.g., 15 minutes). This is a good opportunity for the teacher to review the concept of synonyms and antonyms by listing both similar and opposite traits—to be used in Part Two of this activity.

· The teacher will word process this list and “publish” it with the students’ names as authors for next class day. Students would keep this list in their notebooks for use in other character work.

· The teacher will select two stories to read aloud with students. Before reading, students will copy a character evidence chart into their notebooks to be completed while reading:

Personality Adjective	Evidence from story

· While reading first story, teacher will pause at key points to discuss any character revelation. As a group, students will select as many personality adjectives as possible from the brainstormed list and complete the character evidence chart.

· While reading the second story, the teacher will again pause at key points to discuss any character revelation. This time, however, students will independently select appropriate personality adjectives from their published list and record them with evidence from the story in a new character evidence chart.

· Students should be encouraged to make comparisons between the character’s personality traits and their own.

· If time permits, students will share their charts in pairs, or in small or large group format.

· The teacher will formatively assess this second chart to ensure that students are able to select appropriate adjectives for character and provide textual evidence to support their choices.

Part Two: Understanding Character

· Students will select a character from one of the short stories studied in the first part of this activity and complete the worksheet entitled Understanding Character (see Appendix C).

· The teacher will facilitate discussion about the characters chosen and students’ evaluation of each character while observing students’ ability to justify their choices clearly and with textual evidence.

Part Three: Character Sketch: “Rumour Mill”

· The teacher will present students with a scenario that involves their character: A rumour is spreading about your character’s best friend and no one seems to know who started it. Somehow, your character discovers the instigator of the rumour. Describe how your character would approach this person.

· Students will complete a character sketch of the character they chose in part two of this activity by describing how their character would react to this new situation. Their sketch must display the character’s personality in thoughts, actions, words, and what others say about the character.

· Students will be encouraged to compare their chosen character’s reaction to the rumour with their own reactions to a similar scenario.

· Students may require more direction for the writing assignment in this activity. For instance, they could complete one part of a dialogue between their character and “the instigator” where the instigator’s responses are already given.

· Students in need of enrichment could create two sketches contrasting the reactions of two different characters to the “rumour mill” scenario, or write a dialogue between two or more studied characters discussing the scenario.

· Students will demonstrate correct use of adjective and adverb phrases as well as correct subject-verb agreement in their writing.

· Students will submit their character sketch for assessment.

Assessment/Evaluation Techniques

Formative

· Informal teacher observation (LI1.02, LI1.06, LG2.01P)

· Assessment of evidence chart (WR1.03P)

Summative

· Character sketch writing assignment (LI1.02P, LI2.03, WR1.04P, WR2.02P, LG1.05P, LI1.05P)

Accommodations

· Students may choose to present their “scenario” orally and/or dramatically as a short skit. Students with social or behavioral challenges may require modelling or role-playing activities to practise skills related to seeing situations form another’s point of view.

· To complete Part Three of the activity, students experiencing difficulties identifying specific character traits could be paired with another student for this writing component.

Resources

Archer, Lynn, C. Costello, and Debbie Harvey. Reading and Writing For Success. Canada: Harcourt Brace, 1997. ISBN 0-7747-0197-8

Dawe, Robert, B. Duncan, and W. Mathieu. ResourceLines. Scarborough: Prentice Hall Ginn, 1999.
ISBN 0-13-012922*

Appendices

Please refer to Appendix C for Understanding Character Worksheet.

Activity 4: Point of View

Time: 160 minutes

Description

In this activity, students will be able to recognize the different narrative points of view an author may use, and the effects this has on other literary elements of the story. Students will learn what point of view is, identify it in several selected stories, practise writing in first and third person, and selecting when each point of view is appropriate.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2b – read, understand and use written materials effectively;

CGE2c – present information and ideas clearly and honestly and with sensitivity to others;

CGE4c – take initiative and demonstrate Christian leadership.

Strand(s): Literature Studies and Reading, Writing

Overall Expectations

LIV.03P – identify and explain the effect of specific elements of style in a range of literary and informational texts;

WRV.03P – use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

LGV.01P – use knowledge of vocabulary and language conventions to speak, read, and write clearly, correctly, and competently for specific purposes and audiences.

Specific Expectations

LI1.04P – demonstrate understanding of a text by citing explicit information and ideas from it;v

WR2.01P – demonstrate an understanding of literary and informational forms, such as personal essays, dramatizations, descriptions, poems, research reports, newspaper columns or magazine article, and formal letters, by selecting forms appropriate to different purposes and audiences to use in their own writing;v

WR2.02P – consider the characteristics of the intended audience in selecting the form and developing the content for each piece of writing;v

WR2.03P – select first of third person and an appropriate level of language to suit the form, purpose, and audience of their writing;v

WR3.02P – use a single, controlling idea and connecting words and phrases to structure a series of paragraphs;

WR3.03P – provide an introduction, body, and conclusion to present information sequentially, support an opinion or develop an argument in reports and short essays;v

LG1.03P – modify their vocabulary and phrasing in oral and written work to suit specific informal and formal situations.v

Planning Notes

· Prior to this activity, it is suggested that students have read at least four stories: two first-person and two third-person.

· Whenever possible, stories read should be inclusive, current, Canadian, and reflect Catholic faith values.

· The Writers’ Workshop grammatical skill from Activity 1 should be reinforced throughout this activity through the use of a writing journal and in writing assignments.

· Teachers must be sure to teach point of view within the context of the meaning, issues, and ideas expressed in the literature. Students must be encouraged to make active and creative links between form and meaning.

· The teacher will be sensitive to students with special needs. Individual education plans will be consulted, modifications and accommodations will be made when necessary to ensure student success.

· Teachers should be aware that the language focus of this unit is subject/verb agreement. Teachers will use a writing journal in the daily classroom routine.

· The teacher will need to collect a variety of examples of point of view writing styles from a variety of formats, and photocopy brief passages for use in introduction.

Prior Knowledge Required

· Students must understand the meaning of the terms subject and verb.

· Students must have an understanding of the writing process.

· Students must have an understanding of how to create an explanatory paragraph.

Teaching/Learning Strategies

· The teacher will provide students with explanations and examples of first person, third person limited, and third person omniscient points of view, highlighting the obvious comparison between third person omniscient and God, our omniscient and omnipresent creator.

· The teacher will put photocopied passages from selective examples into a “grab bag”.

· The teacher will invite students to pull a photocopied passage from the grab bag, read it aloud to the class, identify its point of view, and explain their choice. The class is encouraged to comment and discuss student’s choice.

· The teacher will be sure to facilitate discussion concerning the issues raised in relation to the passages read.

· The teacher will select excerpt from stories studied, identify the point of view, and assign one to each student.

· Students will rewrite passage in a different point of view, with special focus on subject/verb agreement.

· Students will practise identifying the distinction between first and third person point of view either orally or from sight passages provided by teacher, also noting examples of subject/verb agreement.

· The teacher will direct a discussion about the appropriateness of each point of view style, inviting students to share their opinion as to which they prefer and why.

· The teacher will review structure of an expository paragraph.

· Students will write an expository paragraph that describes which point of view they prefer and why.

· The teacher will review the structure of formal and informal letters.

· Students will be assigned a topic and audience and write a letter to that person, choosing the point of view style appropriate, with special attention to subject verb/agreement.

Assessment/Evaluation Techniques

Formative

· Changing Point of View exercise checklist (LG1.02P, WR2.01P)

· Completion of opinion paragraph rubric (WR2.01P, WR2.03P, WR3.02P, WR3.03P)

· Observations of sight passage identification (LI1.04P)

Summative

· Completion of letter to specific audience (LG1.03P, WR2.02P, WR2.03P)

Accommodations

· Students with social learning challenges may require role-play or modelling activities in order to see situations from the perspectives of other people.

· Students who have learning disabilities in the area of writing may require models of the writing format, use of computers for word-processing. Technology for speech recognition can be used when appropriate.

· Students unable to grasp subtleties of point of view could be provided with a list of key pronouns corresponding to each point of view.

Resources

Archer, Lynn, C. Costello, and Debbie Harvey. Reading and Writing for Success. Canada, 1997.
ISBN 0-7747-0197-8.

Dawe, Robert, B. Duncan, and W. Mathieu. ResourceLines 9/10. Toronto: Prentice Hall Ginn, 1999. ISBN 0-13-012922-4.

Guilda, Leitenberg, ed. The Issues Collection. Toronto: McGraw Hill Ryerson, 1999.
ISBN 0-07-551442-7.

Activity 5: Exploring Themes In Literature

Time: 225 minutes

Description

In this activity teachers will assist students in their understanding of what a theme is. Teachers will encourage students to examine and react to themes in literature. Students will explore themes through discussion, group, and written work. In this activity, students will explore issues which support, or are in opposition to, Jesus’ message of compassion and justice, and their daily experience.

Strand(s) and Expectations

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

Ontario Catholic Graduate Expectations

CGE2a – listen actively and critically to understand and learn in light of gospel values;

CGE2c – present information and ideas clearly and honestly and with sensitivity to others;

CGE3b – create, adapt, evaluate new ideas in light of the common good;

CGE3c – think reflectively and creatively to evaluate situations and solve problems;

CGE4a – demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

CGE5a – work effectively as interdependent team member;

CGE5e – respect the rights, responsibilities, and contributions of self and others.

Overall Expectations

LIV.01P – describe information, ideas, opinions, and themes in texts they have read during the year from a variety of print and electronic sources, including novels, short stories, plays, poems, magazines, reports, biographies, and manuals;

LIV.02P – demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, magazines, and reports;

WRV.03P – use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;

WRV.04P – revise their written work, collaboratively, and independently with a focus on support for ideas, accuracy, clarity, and coherence;

LGV.01P – use knowledge of vocabulary and language conventions to speak, read, and write clearly, correctly, and competently for specific purposes and audiences.

Specific Expectations

LI1.04P – demonstrate understanding of a text by citing explicit information and ideas from it;

LI1.05P – analyse the information and ideas presented in texts and make inferences based on the analysis;v

LI1.07P – describe how readers difference values and perspectives might influence the way they respond to and interpret texts;v

LI1.08P – suggest ways in which an author’s experience might influence information and ideas in a text;

WR1.03P – sort and label information and ideas: assess the relevance, accuracy, and completeness of the information and ideas; discard irrelevant material; and find additional information as needed;v

WR2.02P – consider the characteristics of the intended audience in selecting the form and developing the content for each piece of writing;v

WR3.01P – use key words in questions or prompts to organize ideas, information, and evidence in written answers;

LG1.03P – modify their vocabulary and phrasing in oral and written work to suit specific informal and formal situations.v

Planning Notes

· This activity is intended to review and introduce more relevant themes in literature.

· The teacher will provide opportunity for students to practise subject-verb agreement. Writing journals provide an excellent opportunity for students to practise these skills and express opinions.

· Teachers must be sure to teach theme within the context of the meaning, issues, and ideas expressed in the literature. Students must be encouraged to make active and creative links between form and meaning.

· The teacher will need to review strategies for effective work with a partner.

· The teacher will need to choose stories with applicable and obvious themes.

· The teacher will obtain a collection of children’s storybooks with obvious themes. Whenever possible, resources should be current, inclusive, Canadian and they should reflect Gospel teachings and a Catholic faith perspective.

· The teacher should consult a teacher-librarian when choosing children’s stories (see list of suggested titles under Resources).

Prior Knowledge Required

· Students should have some idea as to what a theme is and that it is a universal idea suggested by the specifics of the story.

· Students will have experience with common cliché and the format of children’s stories.

Teaching/Learning Strategies

Part One: Understanding Theme (75 minutes)

· In whole class discussion, teacher will review the definition and characteristics of cliché. Students will be asked to give examples from their own experience.

· Teachers will be sure to facilitate discussion that allows students to link the cliché and the experience to the Catholic experience.

· Students will work in partners to brainstorm common clichés that they have heard, and with the aid of a graphic organizer, translate them into everyday language.

Graphic organizer:
Cliché	Common Language	Short Story Applicable	Rationale

· Groups will share their clichés with the class, and with teacher direction, students will apply each cliché to the short stories they have read by completing a graphic organizer.

· Groups will share their clichés with the class, and with teacher direction, students will apply each cliché to the short stories they have read, supporting their opinion with reference to the text, by completing the graphic organizer outlined above.

Part Two: Making the connection (75 minutes)

· The teacher will collect three or four children’s stories with clear themes.

· Students will be encouraged to bring in children’s stories from a variety of cultures to be studied in class.

· The teacher will provide students with an explanation and example of theme, using children’s literature as a vehicle for delivery. They will ask students to relate the clichés from their organizer to the new stories.

· Students will complete a reflective response that illustrates how the theme of one of the stories they have read (short stories or children’s stories) relates directly to their life and experiences. Students can be directed with the questions “What is the theme of this story?” and “What does the theme have to do with me?”

Part Three: Applying theme (75 minutes)

· The teacher will review the elements of a children’s story, referring to the stories read in class.

· Students will brainstorm possible topics for children’s stories.

· In partners, students will write a children’s short story that has an identifiable theme, paying special attention to subject/verb agreement. (See Appendix D for rubric.)

· The teacher can allow for alternate assignments or enrichment assignments that require the students to illustrate their stories or use desk-top publishing programs to complete their work.

Assessment/Evaluation Techniques

Formative

· Teacher observation (LI1.01P, LI1.04P, LI1.05P, WR1.03P)

· Teacher assessment of reflective response (LI1.01, LI1.07, LG1.03)

Summative

· Teacher evaluation of children’s story (Appendix D) (WR2.02P, LG1.03P, WR2.02P, WR3.01P)

Accommodations

· Students with difficulties in writing may require models and displays of examples of the type of writing they are to complete.

· The teacher can encourage sketching and drawing as part of the planning process, particularly for the children’s story assignment.

· The teacher may negotiate more deadlines for students who need to complete portions of the story and to receive feedback with every portion. The student, in this case, should be provided additional time to complete the task.

Resources

Atwood, Margaret. Princess Prunella and The Purple Peanut.

Lewis, C.S. The Lion, The Witch and the Wardrobe.

Munch, Robert. The Paper Bag Princess.

Munch, Robert. Love You For Ever.

Non-print

http://www.bethlehembooks.com (re-printing children’s books)

Video

Veggie Tales Video Series (www.bigidea.com)

Appendices

See Appendix D for Children’s Story Rubric

Activity 6: Visiting the Writing Process

Time: 75 minutes

Description

In this activity, students will select one of the writing assignments they have completed in this unit to carry through the complete writing process. Students will have the opportunity to achieve excellence, originality and integrity in their own work while supporting these qualities in the work of their peers. Their final product will be assessed as a summative writing assignment for this unit.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2b – read, understand and use written materials effectively;

CGE2d – write and speak fluently one or both of Canada's official languages;

CGE3c – think reflectively and creatively to evaluate situations and solve problems;

CGE4a – demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b – demonstrate flexibility and adaptability;

CGE4d – respond to, manage, and constructively influence change in a discerning manner;

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

CGE5a – work effectively as interdependent team member;

CGE5g – achieve excellence, originality, and integrity in one's own work and supports these qualities in the work of others.

Strand(s): Language, Writing

Overall Expectations

LIV.02P – demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, magazines, and reports;

WRV.04P – revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and coherence;

LGV.01P – use knowledge of vocabulary and language conventions to speak, read, and write clearly, correctly, and competently for specific purposes and audiences.

Specific Expectations

LI2.01P – use knowledge of elements of the novel, such as plot and subplot, characterization, setting, conflict, theme, and point of view, to understand and interpret texts in the genre;

WR2.01P – demonstrate an understanding of literary and informational forms, such as personal essays, dramatizations, descriptions, poems, research reports, newspaper columns or magazine articles, and formal letters, by selecting forms appropriate to different purposes and audiences to use in their own writing;

WR4.01P – revise drafts to ensure that ideas are adequately developed and supported by relevant details and facts, and to achieve clarity and unity;

WR4.02P – revise drafts to ensure consistency in the use of first or third person and use of an appropriate level of language;

WR4.03P – make constructive suggestions to peers in a writing conference;

WR4.04P – consider reactions of teachers, peers, and others in revising and editing written work;

WR5.01P – identify borrowed information, ideas, and quotations and use a variety of techniques to incorporate them smoothly into written work and research projects;

WR5.02P – select the publication method or vehicle most accessible or appealing to the intended audience, using technology in a variety of ways where appropriate;

WR5.03P – provide documentation showing their use of the writing process;

WR5.04P – edit and proofread their own and others’ writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation listed below;v

WR5.05P – use parts of speech correctly, including the participle;v

WR5.06P – construct a variety of complete and correct sentences (including compound-complex sentences), using adjective and adverb phrases and noun, adjective, and adverb clauses;v

WR5.07P – identify and correct sentence errors, including comma splices and run-on sentences;v

WR5.08P – make collective nouns used as subjects agree with verbs in simple and compound sentences;

WR5.09P – use verb tense and voice;v

WR5.10P – use knowledge of a wide range of spelling patterns, rules and strategies to analyse and correct spelling errors;v

WR5.11P – spell specific historical and technical terms correctly;

WR5.12P – use a variety of resources to correct errors in spelling;v

WR5.13P – use punctuation correctly, including the semicolon;v

LG1.03P – modify their vocabulary and phrasing in oral and written work to suit specific informal and formal situations;v

LG1.04P – identify when it is appropriate to use slang, dialect, colloquialisms, idioms, acronyms, technical terminology, and standard Canadian English in oral and written work;

LG1.05P – recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

- parts of speech, including participles;

- types of sentences, including compound- complex sentences;

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

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

- consistency of verb tense and voice;v

LG1.06P – recognize, describe, and correct sentence errors in oral and written language;v

LG1.07P – recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation, including:

- spelling, historical and technical terms;

- capitalization of proper nouns, and in scripts, dialogue, and poetry;

- punctuation, including semicolon.v

Planning Notes

· Depending on individual students’ needs, teachers may need to guide students in their selection of a piece of writing for this activity.

· The teacher will need to create checklists for self- and peer editing for students to complete during their writing process.

· The teacher must consider the fact that not all students have completed Grade 9 in Ontario, and many of the students will not have thorough knowledge of the grammatical skills and stages of the writing process that are crucial to the successful completion of this assignment. The teacher must constantly monitor student abilities and levels of competence in terms of writing and reading. Some skills outlined in the Grade 9 Applied English expectations will need to be taught and reviewed.

· The teacher may choose to assign peer-editing partners or groups.

Prior Knowledge Required

Students will have practised the stages of the writing process in ENG1P or ENG1D. At this point in the unit, students should be confident in their use of correct subject-verb agreement.

Teaching/Learning Strategies

· The teacher will review, as necessary, the stages of the writing process as well as the expectations for peer and/or self-revising and editing.

· Students will select a piece of writing completed in this unit that they wish to publish.

· Students should select a piece of writing that will best demonstrate their understanding of subject-verb agreement, clear paragraph structure, and at least one element of short fiction.

· Students will complete a self-editing checklist for their writing.

· Students will exchange their work with at least one other student in order to complete peer-editing checklists.

· During editing process, the teacher will circulate to answer questions and ensure that each student is on task.

· Students will then work individually to create a publishable copy of their writing to be submitted along with their rough draft, two editing checklists, and cover page.

· The teacher will encourage the students to use word-processing and desktop-publishing programs in the completion of their work.

Assessment/Evaluation Techniques

Formative

· teacher observation of editing process (WR4.02P, WR4.01P)

· completion of editing checklists (WR2.01P, WR1.04P)

· informal teacher-student and student-student conferencing (LG1.03-07P)

Summative

· teacher evaluation of published writing piece (LI2.01P,WR5.04-05P,WR5.09-10P, WR5.12-13P, LG1.03P, LG1.05P, LG1.06-07P)

Accommodations

· Students experiencing difficulties going through the writing process will develop strategies with the assistance of the teacher to enable them to more successfully move from prewriting to sequencing to writing.

· Students could be provided with the opportunity for collaborative writing.

Resources

Aker, Don and D. Hodgkinson. Language and Writing 9. Canada: ITP Nelson, 1999.
ISBN 0-17-618681-6

Archer, Lynn, C. Costello, and D. Harvey. Reading and Writing for Success. Canada: Harcourt Brace, 1997. ISBN 0-7747-0197-8.

Dawe, Robert, B. Duncan, and W. Mathieu. ResourceLines 9/10. Toronto, Prentice Hall Language, 1999. ISBN 0-13-012922-4*

Gregory, Kathleen, Caren Cameron, and Anne Davies. Setting and Using Criteria. Merville, British Columbia: Connections Publishing, 1997. ISBN 0-9682160-1-3*

Appendix A

Reference Chart for Writers’ Workshop Activities

The following is a list of new and reviewed grammar concepts and skills for Grade 10 Applied English. Each of the new concepts/skills is a focus for a separate Writers’ Workshop Activity (one focus per unit). Students are expected to demonstrate an understanding of their correct use both individually and cumulatively as they progress through the units of this course.

Grammar Concepts and Skills –
New in Grade 10

Grammar Concepts and Skills –
Review for Grade 10

· Subject-verb agreement – collective nouns (WR5.08P, LG1.05P)

· Adjective/adverb phrases (WR5.06P, LG1.05P)

· Noun, adjective, and adverb clauses (WR5.06P, LG1.05P)

· Participles (WR5.05P, LG1.05P)

· Semi-colon (WR5.13P, LG1.07P)

· Correct spelling of historical and technical terms (WR5.11P, LG1.07P)

· Parts of speech (WR5.05P, LG1.05P)

· Compound and complex sentences (WR5.06P, LG1.05P)

· Recognizing and correcting comma splices and run-ons (WR5.07P, LG1.06P)

· Pronoun and antecedent agreement (LG1.05)

· Correct use of active and passive voices (WR5.09P)

· Spelling rules, patterns, and strategies (WR5.10P)

· Correct use of punctuation (e.g., end punctuation, comma, dash, apostrophe, colon, quotation marks, parentheses, ellipses, etc.) (WR5.13P, LG1.07P)

· Consistency of verb tense and voice (LG1.05P)

· Capitalization (LG1.07P)

· Use of variety of resources to correct errors in spelling (WR5.12P)

Suggested Grammar Resources

Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing for Success. Canada: Harcourt Brace Canada, 1997. ISBN 0-7747-0197-8

Ellsworth, Blanche and John Higgins. English Simplified: Canadian Edition, 2^nd ed. Harper Collins, 1990. ISBN 0-06-041908-3

Hilker, Douglas and Sue Harper. Elements of English 9. Toronto: Harcourt Brace Canada, 1999.
ISBN 0-7747-0576-0*

Norton, S. and B. Green. The Bare Essentials, Form A. Canada: Harcourt Brace and Company, 1996. ISBN 0-7747-3361-6

Pratt, L. Grammar: Step-by-Step. Illinois: National Textbook Co., 1985. ISBN 0-8442-5490-8

Sebranek, P. Writers Inc. Wisconsin: Write Source, 1992. ISBN 0-939045-78-8

Non-Print

http://www.andromeda.rutgers.edu/~jlynch/writing/

http://www.schoolnet.ca

http://www.literacynet.org/home.html

Appendix B

General Reading Strategies

Throughout this course, teachers may wish to employ the following reading strategies to improve students’ reading abilities:

1. Reading Response Journals

A response journal provides students with the opportunity to write in a non-structured way, about their opinions, responses, ideas and questions raised when reading a text. When writing, students should be encouraged to make links between the materials they are reading and their own lives. Teachers may use reading response journals as a written conversation tool between themselves and the student or between two students. In order to develop organizational skills, students should be encouraged to record the date they are writing, the title of the text and the page numbers read.

2. Reading Groups

The teacher may wish to break the class up into groups of two to four students. As a group, these students will read together, both orally and silently. They can help each other decode messages, answer questions, and practise their oral reading skills. When forming the groups, the teacher should keep in mind the varied reading levels within the class. Teachers should also be sensitive to students who have difficulty reading in front of peers.

3. Reading Questions

Prior to the commencement of the reading activity, the teacher may wish to provide students with reading questions. These questions act as a comprehension guide and help students look for important information that will aid in their understanding of the text.

4. Prediction Charts

Prediction charts can be a valuable reading strategy tool for students, particularly when reading in groups or reading aloud in class. The teacher should instruct the students to stop reading at a particular point in the material, story, etc. and predict what will happen next. Students should explain why they have made their predictions. As the students continue to read, they can compare their predictions to what actually happens in the text.

5. Summary/Listing Of Key Events/Making Up Questions

· Students should be encouraged to summarize what they have read, e.g., in novels, students could summarize at the end of every chapter. Summary writing helps reinforce what the students have read and aids in comprehension. These summaries can also be a useful tool for students to review what they have read before they continue.

· Listing key events helps students develop skills that allow them to separate minor details from more important information necessary for understanding.

· Students should be encouraged to make up their own questions after reading. They can answer their own questions or exchange their questions with other students. Again, this provides students with the opportunity to isolate important or critical information.

Appendix B (Continued)

General Reading Strategies

6. Skimming/Scanning

· Teacher should give opportunities to students to practise scanning materials. Scanning involves looking quickly at a text, searching for specific words or groups of words. When the student finds the words, he or she should read the surrounding context to evaluate whether or not the information is useful. This type of reading is particularly helpful when students are looking for quotations from the text or answers to specific questions.

· Skimming allows students to save time when doing research. Teacher should encourage students to take a quick look at the text before they read to familiarize themselves with the format and obtain a general overview of the information and topics that will be addressed. This skill helps students to prepare for more in depth reading.

7. Vocabulary Lists

Teacher should encourage students to keep a running vocabulary list of words from their reading that they do not understand as they read. Student should look up each word and write down a definition in their own words. This aids in comprehension and allows students to broaden their vocabulary.

Adapted, in part, from:
Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing for Success. Harcourt Brace, Canada, 1999.
ISBN 0-77747-0197.

Appendix C

Understanding Character Activity Worksheet

Step 1: Select a character from one of the short stories previously read.

Step 2: (a) Each student will complete an Understanding the Character chart based on their selected character. When completing the chart, the student must find specific details – including quotes – from story to support each point (see chart below).

(b) In small groups (formed according to character selected), students will compare and evaluate charts. Through this process, the group must come to a consensus and complete a group Understanding the Character chart.

(c) Finally, each small group presents their evaluation to the class. Students are encouraged to ask one another questions based on their evaluations.

Understanding the Character Chart

Directions:

Rate the character on each of the following scales by circling the point on each scale that you think best describes that character trait. Include at least one specific textual proof to substantiate each evaluation.

Evidence:

Good	1	2	3	4	5	Bad
Independent	1	2	3	4	5	Dependent
Considerate	1	2	3	4	5	Inconsiderate
Sensitive	1	2	3	4	5	Insensitive
Honest	1	2	3	4	5	Dishonest
Unselfish	1	2	3	4	5	Selfish
Direct	1	2	3	4	5	Deceptive
Carefree	1	2	3	4	5	Calculating
Self-reliant	1	2	3	4	5	Family Oriented
Happy	1	2	3	4	5	Sad
Brave	1	2	3	4	5	Timid
Aggressive	1	2	3	4	5	Passive

Appendix D

Theme Activity: Children’s Story Rubric

Criteria	Level 1	Level 2	Level 3	Level 4
Does student demonstrate an understanding of the elements of the literary form?	- limited understanding of elements is evident	- some understanding of elements is evident	- considerable understanding of elements is evident	- a high degree of understanding of elements is evident
Does student use his/her understanding of theme and effectively demonstrate this with his/her story?	- demonstrates a limited understanding of theme	- demonstrates some understanding of theme	- demonstrates considerable understanding of theme	- demonstrates a high degree of thorough and insightful understanding of theme
	- limited connections are made between the events in the story and the theme	- some connections are made between the events of the story and the theme	- considerable connections are made between the events of the story and the theme	- insightful connections are made between the events of the story and the theme to a high degree
Does student consider the characteristics of their audience in developing the content of his/her story?	- communicates with a limited sense of audience and purpose	- communicates with some sense of audience and purpose	- communicates with a considerable sense of audience and purpose	- communicates with a strong sense of audience and purpose
Does student follow the editing process as evidenced by his/her final product?(WR4.01-4.04)	- uses writing process with limited skill	- uses writing process with moderate skill	- uses writing process with considerable skill	- uses writing process with a high degree of skill
Does student use correctly in written language agreement between subject and verb? (LG1.05)	- uses the required language conventions with limited accuracy and effectiveness	- uses the required language conventions with some accuracy and effectiveness	- uses the required language conventions with considerable accuracy and effectiveness	- uses the required language conventions with high degree of accuracy and effectiveness

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