Course Profile Literacy in Daily Life, ELD Level 3, Public

Unit 1: Writer’s Craft: Poems and Canadian Short Stories

Time: 30 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

Students are introduced to the study of poems and short stories. The focus is on vocabulary building and the writing process. Word webs, vocabulary logs, and guided reading and writing exercises help students deepen their understanding of how writers choose words to create meaning. Through response journals, students are given opportunities to reflect on their learning progress and discuss personal life management issues. In culminating tasks, students present portfolios and share final drafts of writing with peers.

Activity 1: Poems, Please

Time: 480 minutes

Description

Students are given a brief diagnostic assessment and then introduced to the format and content of four or five selected poems to develop reading and writing skills. They are guided in observing a poet’s careful choice of words and focus on their own use of words. Using models given, students write their own poems. In the culminating task, students choose a poem to study and write a response to the poem. In addition, they begin a portfolio and a vocabulary log.

Strands & Learning Expectations

Strand: Oral and Visual Communication

CORV.01L - participate in discussions and guided presentations on a variety of personal and school-related topics;

COR1.01L - contribute to discussions by sharing ideas and information and responding to the contributions of others.

Strand: Reading

CREV.01L - read and respond to a variety of fiction and non-fiction materials, with teacher guidance;

CRE2.02L - use a variety of strategies to learn specialized terms in subject areas (e.g., create and consult personal word lists or dictionaries; create graphic organizers; chart word families);

CRE3.01L - identify the main idea and supporting details in a piece of writing.

Strand: Writing

CWRV.01L - write in a variety of forms for various purposes and audiences with teacher guidance;

CWR1.01L - write creatively and to describe personal experiences (e.g., compose stories, poems, or dialogues on topics of personal interest);

CWR2.01L - participate in prewriting discussions and activities (e.g., brainstorm to generate ideas; use graphic organizers to organize main ideas);

CWR3.01L - use conventional spelling for commonly used and personally significant words;

CWR1.02L - use journals to record events, observations, and opinions.

Strand: Social and Cultural Competence

CSCV.03L - respond appropriately to most teaching and learning situations;

CSC2.02L - accept responsibility for their own learning.

Prior Knowledge & Skills

· Ability to work positively in cooperative learning groups

· Ability to read simple text independently

· Ability to write simple sentences

Planning Notes

· Since this is the first activity of a new course, it is important to invest time in creating a welcoming atmosphere and in getting to know the literacy needs of students. Teachers can create their own icebreakers or use the one suggested in Strategy 4.

· Use the Course Description to create a handout or write on chart paper a brief overview of the course.

· Appendix 1B – Diagnostic Worksheet is a sample diagnostic tool for getting a quick overview of students’ reading and writing competence. It is suggested, however, that students be given the worksheet after they have participated in an icebreaker.

· Plan to read aloud to students the poems being studied and the first short story, such as “The Hockey Sweater.”

· Activity 1: Poems, Please is meant to be introduction to poetry, not an in-depth study of this genre. The most important thing is the students’ enjoyment of carefully crafted words. The recommended resource, Best Poems, Introductory Level, has teaching/learning strategies for the enjoyment of poetry.

· Choose four or five poems from the anthologies recommended in unit Resources.

· Select poets from diverse cultural backgrounds. The Canadian anthology, Til All The Stars Have Fallen, includes poets such as Chief Dan George, Dionne Brand, Jean Little, and Dennis Lee. Jesse Porter’s anthology, Voices Past and Present, has the classic Canadian poem, “In Flanders Fields.” Both Voices in Literature and Best Poems have selections of African-American poetry and poetry by or about First Nations people. The resource, Roots and Wings, has poems in dialect, which illustrate the use of different varieties of spoken English.

· Select poems that are varied in form to illustrate the following: examples of rhyme and rhythm, examples of imagery (use of vivid mental pictures or words that appeal to the senses), examples of simile and metaphor. Note that one poem may illustrate several of these poetic devices. In Flanders Fields, for example, illustrates rhyme, rhythm, and sensory imagery.

· If planning to use the poem, In Flanders Fields, obtain a copy of the NFB film on the poem, and Linda Granfield’s illustrated book recommended in unit Resources.

· Make overhead transparencies of the poems selected so that they can be easily visited again and used in the guided reading/writing activities.

· Make photocopies of Appendix 1A – Word Webs; Appendix 1B – Sample Diagnostic Task; Appendix 1C – Response to Poetry Worksheet; and Appendix 1D – Poetry Writing Assignment.

· Make overhead transparencies of Appendices 1A and 1C as models for guided reading/writing tasks.

· Obtain a sample a portfolio to be shown to students as a model. Use of a portfolio is an important teaching/learning strategy in Unit 1. Students maintain a portfolio throughout the unit, and the portfolio is a major part of the unit’s summative assessment. Be prepared to discuss briefly why and how a portfolio can be a helpful learning tool.

· Since students will be using their portfolios often to begin or complete writing assignments, plan specific “portfolio times” as part of the weekly routines.

· Obtain file folders to be made into portfolios. Each student needs two folders in order to make stapled inner pockets. Collect a variety of old magazines for students to cut out pictures to decorate portfolios and title pages of logs.

· Copy the following acrostic poem onto chart paper to be used as a model for students:

F - feeling the way I do

R - right there for me

I - in good times and bad

E - enjoying things together

N - not fighting all the time

D - doing what’s good for me.

· Students keep a vocabulary log throughout the unit. Prepare a sheet of chart paper or a corner of the board labelled “New Words” to which words can be added while lessons are being taught. Following is a suggested format for students to record new words and definitions in their vocabulary logs. Reproduce the format for students or create an alternative graphic organizer so that the task of recording words is not too laborious. Teachers need to model examples of how the new words can be used in sentences so that the meaning is explicit.

New Word	Definition	Word Used in a Sentence
1.

· Developing effective study skills and personal life management strategies are essential components of ELDCO. Teaching/learning tasks designed to facilitate development of these skills are integrated throughout each activity. It is suggested that response journals be used throughout the unit for students to record and reflect on their learning progress and for teacher feedback. For use of response journals, consult the resource entitled, Response Journals.

· To help students manage their portfolios, create a checklist of contents with assigned and due dates.

· Arrange with the teacher-librarian to have a collection of poetry anthologies for students to use in selecting a poem for personal response.

· Decide on a safe route for students to take a brief walk outside the school building as part of a lesson on observing and recording sensory images for a poem. Check with your school administrator(s) and be sure they are informed as to when students will be outside.

Materials: teacher-created course overview, overhead transparencies of selected poems, overhead projector, chart paper, markers, file folders, old magazines, stapler, scissors, copies of Appendices 1A, 1B, 1C, 1D, graphic organizer for recording new words, dictionaries for vocabulary logs.

Teaching/Learning Strategies

1. Begin by giving students an overview of the course, highlighting some of what they will know and be able to do by the end of ELDCO. Point out the emphasis on writing in Unit 1.

2. Inform students that samples of their writing will be kept in a portfolio. Explain that in addition to handing in the entire portfolio to be marked at the end of the unit, students will choose best pieces from the portfolios to present to their classmates. Circulate a sample portfolio for the benefit of students who are unfamiliar with its format and use. Discuss briefly how a portfolio can be a valuable learning tool.

3. Hand out file folders and demonstrate to students how to make inner pockets for their portfolios by cutting one of the file folders in half and stapling each half to the inside of the other file folder.

4. Use the creation of portfolios as an icebreaker by having students decorate the covers with pictures drawn or chosen from magazines to illustrate favourite items or things that are important to them. Students then divide into pairs to share the personal significance of their pictures.

5. Distribute copies of Appendix 1A – Word Webs to be used as a pre-writing activity for an acrostic poem. Explain to students that they will be using webs throughout the unit to collect and organize ideas. Direct students to Web I. Draw a replica of the word web on chart paper or the chalkboard and model the following process. Students write either their first or last names inside the web circles. Next they write down in point form the things they like or things that are important to them on the outside spokes of the web. These are the same ideas they shared with partners when they made their portfolios. Have students place their completed webs in their portfolios. Tell students that they will return to the webs later to use the ideas for an assignment.

6. Introduce the diagnostic task after students have had an icebreaker. Discuss how it feels to begin something new such as moving to a new country, going to a new school, etc. Tell students they will be reading a story that helps them think about starting out on something new, like starting ELDCO. Students read the story on their own, and do their best to answer the questions. Distribute copies of Appendix 1B – Diagnostic Worksheet. Collect students’ work and assess for completion, noting which students appear to be having difficulty and also the areas of difficulty.

7. Have students return to their portfolios. Direct students to use the ideas written on the word webs to write an acrostic poem based the letters of their first or last names. Explain to students that an acrostic poem is an alphabet poem based on one word. Each line in the poem begins with one of the letters that eventually spells the word. Students who have taken ELDBO may be familiar with writing acrostic poems. Show students the model of the acrostic poem on FRIEND. Point out that each letter begins an idea, but the idea does not have to be in a complete sentence. The idea could also be one word that describes or explains (e.g., hardworking). Tell students not to worry about punctuation at the end of each line. Collect poems. Make copies to display on a bulletin board in the classroom. Return the originals to students to keep in their portfolios.

8. Write the words, poem, poet, and poetry, on the board or on chart paper. Ask students what the differences are between these words. Write down their answers in the form of definitions beside each word. Inform students that they will be studying some poems to enjoy the beauty of words.

9. Place a copy of one of the selected poems on the overhead and read the poem aloud to students. This helps to model how each line flows into the other since punctuation for poetry is different from prose.

10. After reading the poem, ask some general questions such as: What do you think this poem is about? Which words tell you what the poem is about? Which words are new or difficult for you? What does this poem make you think of? How does this poem make you feel? Record new or difficult words on chart paper to be copied later in students’ vocabulary log. Re-read the poem. Ask students if they have new or different ideas about the poem.

11. Use the film or illustrated book based on In Flanders Fields to give students a visual representation of the poem.

12. Repeat Strategies 9 and 10 with another poem. Ask students to note any similarities or differences between the two poems. Which one did they enjoy more? Why?

13. Choose a poem that illustrates examples of rhyme and rhythm, or go back to an earlier poem. Review/teach the concept of rhyming words. Ask students for an example if they know any nursery rhymes. Point to the use of rhyme in advertising jingles, or to the use of rhyme and rhythm in popular music. Discuss with students why a poet or songwriter might use rhyme. Point out that not all poems rhyme. Rhyme is only one of the tools that a poet may use.

14. Have students work in triads to come up with as many rhyming words as possible. Give students markers and chart paper to record their rhyming words. Tell each group to use some of their rhyming words to make a three to four-line poem or a slogan such as the following: Go to school/Don’t be a fool/Knowledge is the key /For you and me. Have each group read their rhyming lines to the class. Post the list of rhyming words for students to copy in vocabulary logs later. Collect group poems and create a class set of all the groups’ poems so students can read and enjoy each other’s poems.

15. Distribute copies of Appendix 1C – Response to Poetry Worksheet. Place a selected poem on the overhead. Guide the class in completing the worksheet based on the selected poem. This models for students how to respond to a poem. Have students place their completed copies of the worksheet in their notebooks as models for later assignments.

16. Distribute fresh copies of Appendix 1C. Assign students a poetry response based on poems they choose to be completed independently. Have the collection of poetry anthologies available in the classroom or take students to the Library/Resource Centre to use the prepared collection. Tell students they may also choose the lyrics of a song as poetry. Students should be warned that lyrics which are violent or derogatory in nature to any group or individual will not be accepted.

Students type or neatly write out the poem or song and attach a copy to Appendix C – Poetry Response Worksheet. Establish a due date for this assignment. Collect and assess.

17. Distribute copies of Appendix 1A – Word Webs for students for use on their mini walk to record sensory images. Direct students to Web II. Have students write, “Sensory Images” inside the circle. Tell students that poets often use details to appeal to our five senses: sight, sound, taste, touch, smell. Review a poem that illustrates the use of sensory images. Tell students that they are going for a brief walk outside to observe and record details of sensory images. Students are encouraged to use the webs to record sounds they hear, things they smell, or objects touched, such as the blades of grass or the wall of the building. Not all senses are involved; they will not taste anything on the walk. Have students write the words: “Hear,” “See,” “Smell,” and “Feel” on the outside spokes of the web. Explain that they are to write the details related to each sense under the appropriate word on the web, e.g., details about sound under the word, “Hear.” Ensure students leave the classroom with a pencil or pen for writing.

18. When students return from their walk, have them share some of the sensory details they wrote down. Write responses on the board. Model how a writer can make details more vivid by adding descriptive words and phrases. For example, if a student says, “I smelled the air.” Ask: What exactly did it smell like? Did it remind you of a particular smell, e.g., fresh laundry or rotting fruit? Show students how the sentence, “The air smelled fresh” could become, “The air smelled like fresh laundry” or “The air was a marketplace of smells.” Students place their completed webs in their portfolios to be used in a creative writing assignment later.

19. Distribute copies of Appendix 1D – Poetry Writing Assignment. Point out to students that they have already done three similar assignments in class and have collected pre-writing ideas from their acrostic poems, the sensory walk and the rhyming words posters. They should use these models to help them. They will be marked on how well they follow the models and on their vocabulary. Explain to students that they will be given time in class during scheduled portfolio sessions, and will also work on their own outside class to complete the assignment. Establish a due date.

20. Collect poems. Evaluate poems based on how well students followed the models given and on their choice of words. When the poems have been marked and returned, have students place the poems in their portfolios and record this assignment in their portfolio content checklist.

21. Inform students that a vocabulary log will be used to learn and review new words. Return to the list of new words collected on chart paper or the board so far in the unit. Use the suggested graphic organizer or an alternative format, instruct students to copy the new words and their definitions into their vocabulary logs. Model the use of new words in sentences.

22. Have students write a journal entry entitled, Things I’m Doing Well/Things I Want To Do Better. Collect journals and write responses to students’ perceptions of their progress.

Assessment & Evaluation of Student Achievement

· Sample Diagnostic Task is assessed for overall level of reading and writing proficiency. (Knowledge/Understanding, Thinking/Inquiry, Communication)

· Response to a poem is assessed for ability to read and respond to fiction and for knowledge of new words. (Thinking/Inquiry: CREV.01L, CRE2.02L, CWRV.01L)

· Poetry Writing – See Strategy 20 for evaluation criteria (Thinking/Inquiry, Communication: CWR1.01L)

· Response journal entry is assessed for ability to reflect on learning. (Thinking/Inquiry: CSC2.02L)

Accommodations

Choose a poem for students. Read the poem with or to students and have them first respond orally, then write about the poem. Give students some scenic photographs or pictures from magazines or travel sections of a newspaper and have students respond to the pictures by writing brief descriptive lines as poems.

Resources

Booth, David. Til All the Stars Have Fallen: Canadian Poems for Children. Toronto: Kids Can Press Ltd., 1989.
This is a collection of traditional and contemporary poems for a younger audience. However, it appeals to all ages and contains works by a wide cross section of Canadian poets.

Best Poems: Poems for Young People (Introductory Level). Illinois: Jamestown Publishers, 1998.
ISBN 0-89061-846-1E
This in-depth poetry anthology has a built-in teacher guide and student activities.

Granfield, Linda. In Flanders Fields: The Story of the Poem by John McCrae. Toronto: Lester Publishing, 1995. ISBN 189-5555-655
This illustrated text gives historical context and visual cues for understanding the poem.

McCloskey, Mary Lou and Lydia Stack. Voices in Literature (Bronze Level). Boston: An International Thomson Publishing Company, 1996. ISBN 0-8384-2283-7
This anthology integrates authentic multicultural literature, fine art illustrations, and interactive classroom learning experiences. Units are organized thematically and offer a range of reading/writing activities.

Roots and Wings: Resource Units to Support Caribbean Students New to Canada. Toronto: Metropolitan Toronto School Board. 1995.
This curriculum binder contains selections of poems in Caribbean dialect.

Parsons, Les. Response Journals. Toronto: Pembroke Publishers, 1990.
Teacher resource for using response journals effectively.

Porter, Jesse. Voices Past and Present. Wall & Emerson Inc., 2000. ISBN 1-895131-19-7
This text offers great new collection of Canadian classics and teaching/learning strategies. It contains the poem, In Flanders Fields.

Richard-Amato, Patricia and Wendy Abbot Hansen. Worlds Together-A Journey Into Multicultural Literature. Don Mills: Addison-Wesley, 1995. ISBN 0-201-82386-1
This text integrates literature with language activities and has a good selection of poems and short stories.

GLS1O Resource Guide for ESL/ELD. Toronto District School Board, 2000.
This is a tool for building personal life management skills into day-to-day teaching with adaptations for ESL/ELD learners.

Media

NFB film on the poem, In Flanders Fields.

Activity 2: Write and Right

Time: 360 minutes

Description

The emphasis on writing is continued. Through guided reading and writing exercises, students learn how to develop a paragraph with a clear topic sentence, supporting sentences, and a concluding sentence. They also learn to find the main idea in a paragraph. Students continue to maintain their vocabulary logs by adding a list of homonyms and focusing on spelling.

Strand(s) & Learning Expectations

Strand: Oral and Visual Communication

COR1.01L - contribute to discussions by sharing ideas and information and responding to the contributions of others.

Strand: Reading

CRE2.02L - use a variety of strategies to learn specialized terms in subject areas (e.g., create and consult personal word lists);

CRE3.01L - identify the main idea and supporting idea in a piece of writing.

Strand: Writing

CWRV.01L - write in a variety of forms for various purposes and audiences, with teacher guidance;

CWR2.01L - participate in pre-writing discussions and activities (e.g., brainstorm to generate ideas; use graphic organizers to organize main ideas);

CWR1.02L - use journals to record events, observations, and opinions;

CWR2.02L - edit a first draft to correct specific items outlined in a checklist (e.g., items of grammar, spelling, punctuation);

CWR3.01L - use conventional spelling for commonly used and personally significant words;

CWR3.04L - use correct punctuation in simple sentences.

Strand: Social and Cultural Competence

CSC2.02L - accept responsibility for their own learning (e.g., keep track of homework);

CSC2.03L - use a variety of study skills to complete assignments.

Planning Notes

· Students should be making the transition from writing sentences to writing paragraphs. They will need to be guided in how to develop a paragraph. The “hamburger paragraph” format is a common conceptual tool for teaching paragraph writing. The topic sentence is the top half of a hamburger bun. In the middle are the meat and garnish, which function as supporting sentences. The bottom half of the bun is like a closing sentence. On chart paper, create a graphic organizer of the hamburger paragraph.

· Make a list of opening statements and questions that could be used as topic sentences for paragraphs, e.g., “Friday is the best day of the week” “What is the best way to study for a test?”

· Make copies of a teacher-written short sample newspaper article that has four or more paragraphs for students to use when identifying the elements of a paragraph. Students will need to be able to write directly on the copies.

· In texts, some paragraphs are indented while some are in block style. Decide on which format to use when students write their paragraphs.

· Try to select topic sentences or newspaper articles on the theme of Canada.

· Arrange for students to bring to class copies of their history, geography or science texts for use in reading paragraphs from different subject areas to identify main ideas. If possible, arrange to borrow additional texts from the history, geography or science departments for one class period so that all students have access to the same text. Choose a specific text and select the pages to use for demonstration in Strategy 9.

· Make copies of Appendix 1A – Word Webs.

· Make copies of the following: Appendix 1E – Sample Paragraphs, Appendix 1F – Finding the Main Idea, Appendix 1G – Paragraph Planner, Appendix 1H – Checklist for Paragraphs.

· ELD students need a systematic approach to spelling. Choose a text that integrates spelling with reading, writing, and overall vocabulary development.

· On chart paper, begin a list of homonyms that students will add to and copy into their vocabulary logs.

· Plan a time for students to update their portfolios and add one of the paragraphs written in this activity.

Materials: chart paper, markers, copies of newspaper article, list of topic sentences, students’ history/geography/science texts, copies of word webs (Activity 1), copies of Appendices 1E, 1F, 1G, 1H.

Prior Knowledge & Skills

· Ability to write simple sentences

· Familiarity with the writing process

Teaching/Learning Strategies

1. Distribute copies of the sample newspaper article. Students number the paragraphs in the article. Confirm the correct number of paragraphs. Ask students how they knew where one paragraph ended and another began. Brainstorm general characteristics of paragraphs. Write them on chart paper under the heading “A Paragraph…” (e.g., talks about one main idea, begins with a capital letter, etc.).

2. Show students the graphic organizer of the hamburger paragraph and explain the analogy. Explain that the topic sentence is usually the first sentence and tells the reader what to expect in the rest of the paragraph. The supporting sentences give more information about the topic sentence, and the concluding sentence tells the reader that the main point begun by the topic sentence is completed. Using the newspaper article, students practise identifying topic, supporting, and concluding sentences.

3. Write a topic sentence on the board or overhead. Have students brainstorm supporting sentences and a concluding sentence to fit this topic sentence. Write out the entire paragraph generated by the class.

4. On the board, write a general topic such as “Food” or “Television.” Ask students to suggest possible topic sentences. Explain that topic sentences usually make a comment or statement about a topic, give an opinion, or ask a question. Collect all ideas and create a numbered list of sentences. Review the sentences for clarity, helping students to understand how or why a particular sentence may be unclear or incomplete.

5. Have students practise writing a paragraph based on one of the topic sentences. Collect paragraphs for diagnostic assessment. Check to see which areas of paragraph writing might need to be reviewed.

6. Distribute copies of Appendix 1E – Sample Paragraphs. Instruct students to read each paragraph, identify the main idea, then write a suitable topic or title above each paragraph. Next, they underline the topic sentences; number the supporting sentences, and underline the concluding sentences. This process reinforces how a topic is narrowed down to become a topic sentence, which is then supported by the middle sentences and then wrapped up with a concluding sentence.

7. Have students look at the paragraphs again and discuss how each one is developed. Ask students: Does the writer give examples or reasons or tell a story?

8. Draw students’ attention to the concept of unity and coherence by discussing whether or not all the ideas in each paragraph are closely connected to one another. Suppose, for example, the writer in Paragraph II began to talk about things Jason would like to buy for his room. Would the paragraph lose its focus? Would it still have one main idea?

9. Explain to students that knowing how paragraphs are structured is a valuable reading and study skill since good readers quickly identify the key words or phrases in each topic sentence to help them understand the rest of the paragraphs. Using selected pages from students’ history, geography or science texts, have students practise identifying key words and phrases in topic sentences, paraphrasing the main idea in each paragraph, and explaining how each paragraph is developed.

10. Distribute copies of Appendix 1F – Finding the Main Idea. Have students work independently to complete this reading and writing exercise. Collect and evaluate for ability to identify and paraphrase the main idea in a paragraph.

11. Distribute copies of Appendix 1G – Paragraph Planner to help students plan and write a basic five-sentence hamburger paragraph. Explain that they will be using Appendix 1G to write their rough drafts of paragraphs. After editing, they write their final copies in their notebooks. Remind students to delete the labels “topic sentence,” “supporting sentences,” and “concluding sentence,” when they write their final drafts.

12. Give students a list of topics for writing paragraphs. Establish a due date for the assignment.

13. Before the due date, arrange for students to work in pairs to do self- and peer editing of their paragraphs. A good time for this would be during regularly scheduled “portfolio” time.

14. Distribute copies of Appendix 1H – Checklist for Paragraphs. Tell students to use the checklist as a guide when doing self- and peer editing of their paragraphs.

15. Collect and evaluate using the checklist. When the paragraphs have been evaluated and returned, direct students to place one in their portfolios.

16. Show students a prepared list of homonyms to introduce a lesson on spelling. Point out to students that correct spelling and word usage is part of good written communication. Spelling is marked in their paragraphs. Explain that homonyms are words that sound the same but are spelled differently and have different meanings. One way to improve spelling is to pay close attention to homonyms.

17. Have students brainstorm more homonyms to add to the list begun by the teacher. Return to the rhyming list from Activity 1 to see if there are any homonyms. Clarify meaning by using each pair of homonyms in a sentence. Write sentences on the board for students to copy into their vocabulary logs. Students should also copy the definition of homonym to their list of new words being learned. Explain to students that the word “homonym” comes from two Greek words, homos (same) and onyma (name).

18. Commonly misspelled and misused sets of homonyms that ELDCO students should know how to use correctly are: there/their/they’re; through/threw; too/two/to; we’re/were/wear; here/hear; sea/see; for/four; whole/hole; clothes/close; by/buy; week/weak. Review and teach the ones that are not already part of the class list.

19. Have students go through their vocabulary logs and look at new words learned from Activities 1 and 2. In collaboration with students, create a list of ten words to be studied for a vocabulary/spelling quiz.

20. Before the quiz, discuss with students the strategies they use for spelling new words. Make and post a chart of students’ suggestions for helpful spelling strategies.

21. Create a spelling and vocabulary quiz based on homonyms and new words learned.

22. Have students write a journal entry on “How I Learn and Remember New Words.” Collect and write responses to students.

Assessment & Evaluation of Student Achievement

· Finding the Main Idea in a Paragraph – Appendix 1F is assessed for comprehension and expression of main idea. (Knowledge/Understanding, Communication: CRE3.01L, CWR3.OVL)

· Writing and editing paragraphs using a checklist is assessed for knowledge of paragraph format and accuracy in grammar. (Thinking/Inquiry, Communication: CWRV.01L, CWR2.02L, CWR3.04L)

· Spelling and vocabulary quiz is assessed for knowledge and use of new words. (Knowledge/Understanding: CWR2.02L, CWR3.01L)

· Journal entry on “How I Learn and Remember New Words” is assessed for expression of ideas on study skills. (Thinking/Inquiry, Application: CWR1.02L, CSC2.02L, CSC2.03L)

Accommodations

· For students who are still unable to write a paragraph independently, supply the topic sentence, concluding sentence, one or more supporting sentences. Then have students contribute more supporting sentences as a shared writing exercise. Allow those who are writing independently to choose a topic and develop a paragraph.

· Make sentence strips out of the sample paragraphs in Appendix 1E. Have students arrange sentence strips to demonstrate understanding of the organization of a paragraph.

· Reduce the number of new words tested on the vocabulary quiz.

Resources

Bolton, Fay and Diane Snowball. Springboards: Ideas For Spelling. Nelson, 1985.

Martin, Dave. Communicating Skills. A Language Arts Program (Orange Level). D.C. Heath Canada Ltd., 1990. ISBN 0-669-95312-1
This graded student workbook integrates writing, spelling, and vocabulary development. It also has lessons on developing paragraphs.

Word Power Intermediate 1: Spelling and Vocabulary in Context. Chicago: NTC/Contemporary Publishing Company, 1997. ISBN 0-8092-0836-9
Teachers may use this resource for developing vocabulary and spelling skills.

Activity 3: Short and Sweet: Canadian Short Stories

Time: 480 minutes

Description

Students are introduced to the short story. Through completion of story charts, they become familiar with terms such as plot, setting, character, and conflict. Students respond to guided reading of short stories by writing a plot summary and participating in role plays based on the stories studied. The activity culminates in a short quiz in which students demonstrate their knowledge and understanding of key elements in a story.

Strand(s) & Learning Expectations

Strand: Oral and Visual Communication

COR1.01L - contribute to discussions by sharing ideas and information and responding to the contributions of others;

COR2.03L - use the appropriate style of language in a variety of role plays.

Strand: Reading

CREV.01L - read and respond to a variety fiction and non-fiction materials with teacher guidance;

CREV.02L - use a variety of strategies to build vocabulary;

CRE1.04L - describe the function of key elements in a story (e.g., character, plot, setting).

Strand: Writing

CWRV.01L - write in a variety of forms for various purposes and audiences, with teacher guidance

CWRV.03L - use some sentence structures and conventions of standard Canadian English correctly in written work;

CWR1.03L - write in a variety of forms;

CWR3.01L - use conventional spelling for commonly used and personally significant words;

CWR3.04L - use correct punctuation in simple sentences.

Strand: Social and Cultural Competence

CSC1.05L - compare customs of different cultural groups in Canada;

CSC1.06L - participate in discussions about the benefits and challenges of living among diverse cultures.

Prior Knowledge & Skills

· Ability to read simple text independently

· Ability to write paragraphs

Planning Notes

· Obtain a copy of a classic Canadian short story, such as “The Hockey Sweater” (See Resources for suggested source.) and a video version if available.

· Obtain a class set of a short story collection, such as Camels Can Make You Homesick, and choose two or three of the five stories in it for focused study with the class.

· Make overhead transparencies of these expectations from the Social and Cultural Competence Strand:

· compare customs of different cultural groups in Canada

· participate in discussions about the benefits and challenges of living among diverse cultures.

Be prepared to lead a discussion about how the themes in the stories illustrate these expectations.

· On chart paper, make an enlarged replica of the following graphic organizer to help students with sequencing in story retelling:

Title of Story

Beginning

Middle

End

· Write these definitions on chart paper so students can copy them into their vocabulary logs: setting: where and when the story takes place; character: who is in the story; plot: what happens in the story; conflict: main problem or disagreement in the story; resolution: how the problem is solved; narrator: the person telling the story; theme: the writer’s overall message to the reader.

· Select a passage from the short story text to illustrate the use of the simple past tense in short stories.

· Make copies of Appendix 1I – Story Chart and Appendix 1J – Sample Short Story Quiz.

· Note that the assigned written retelling of a story is evaluated as part of the portfolio in Activity 4. Students can get help editing their first draft during the teacher-student conference in Activity 4.

Materials: chart paper, markers, copy of classical Canadian sort story, e.g., “The Hockey Sweater,” graphic organizer showing beginning, middle, and end of a story, class set of short story collection, overhead transparency of selected expectations from ELDCO, copies of Appendices 1I and 1J.

Teaching/Learning Strategies

1. Before reading the story to students, give a short introduction to establish prior knowledge about the content. After reading, display the graphic organizer designed to help students with retelling. Tell students to think about the most important events of the story and recall what happened first, in the middle, and finally at the end. Using point form, record students’ responses under the appropriate headings.

2. Clarify students’ responses for correct sequence and relevance of certain details. Ask: “Did that happen at the beginning or towards the end? Is that detail absolutely important to remember in the story?” This draws attention to the two most important concepts in retelling-sequence, and relevance of details.

3. Have students copy into their notebooks the completed chart as a model for future written retelling.

4. Show the video version. After showing the film, draw attention to the concept of narrator. Ask students: Who is telling the story?

5. Refer to the strategy of identifying and understanding the elements of stories: setting, character, plot, problem, solution, and theme. Distribute copies of Appendix 1I – Story Chart. Tell students that all stories answer the WH6 questions: When, Where, Who, What, Why, and How. Display the chart paper with the definitions of short story terminology. Guide the students in completing a story chart based on the story.

6. Have students copy the definitions of short story terminology into their vocabulary logs under the heading of Short Story Words.

7. Read with the class two of the stories chosen for focused study. After reading each, model completing Appendix 1I – Story Chart to reinforce knowledge of the elements of a short story.

8. Discuss with students the ending of each story and the way in which each problem is solved. Ask students to think of different ways the stories might have ended.

9. Briefly discuss with students the characters in the story. Ask students which character they liked best or found most interesting. Was there a character they disliked? Why?

10. Display the overhead copy of the selected expectations from the Social and Cultural Competence Strand. Read the expectations to students. Ask: How do the stories teach us about different cultural groups in Canada? How do the stories show the benefits and challenges of living among diverse cultures?

11. Using the selected passages from one of the stories studied, point out that most stories are written in the simple past tense. Review/teach the formation of the simple past tense.

12. Have students turn to one of their completed copies of story charts. Explain how the chart gives all the information needed to retell the story. For homework, have students write a retelling of one of the stories studied in class. Tell students to use the simple past tense in their story retelling. Review the requirements of the assignment for clarity. Students must include the completed story chart and a rough draft. After the teacher has checked the rough draft, they will write the final draft.

13. Inform students that this assignment is part of their portfolio, which is completed and handed in later.

14. Divide students into groups of three or four. Tell students they are going to role play a conflict in one of the stories. Before students begin preparation for role plays, discuss the appropriate style of language each character would use to stay true to the story. Evaluate the group’s ability to identify a problem in a story and each student’s use of language in the role chosen.

15. Review short story terminology and stories studied in preparation for quiz.

16. Distribute copies of Appendix 1J – Short Story Quiz.

Assessment & Evaluation of Student Achievement

· Written retelling of a short story is assessed for understanding of the key elements of a story. (Knowledge/Understanding, Communication: CREV.01L, CWR3.01L, CWR3.04L)

· Role play is assessed for understanding of conflict in a story and ability to use the appropriate style of language for a given context. (Knowledge/Understanding, Communication: COR2.03L, CRE1.04L)

· Quiz on short story terminology and personal response to a story (Knowledge/Understanding, Thinking/Inquiry, Communication: CREV.01L, CRE1.04L, CWR1.03L, CRE1.02L)

Accommodations

· Allow students to give an oral retelling to the teacher, if they are unable to do a written retelling.

· For enrichment, students can write and submit the script for their role plays.

Resources

Carrier, Roch. The Hockey Sweater and Other Stories. Shiela Fischman, trans. Toronto: House of Anansi Press, 1979.

Classics Canada Book 2. Prentice Hall.

Porter, Jesse. Voices Past and Present. Wall & Emerson Inc., 2000. ISBN 1-895131-19-7

Sadiz, Nazneen. Camels Can Make You Homesick and Other Stories. Canada: James Lorimer & Company, 1985. ISBN 0-88862-912-5
This collection of Canadian multicultural short stories explores such issues as culture shock, homesickness, and stereotypes and highlights the challenges of growing up Canadian and South Asian at the same time. This anthology contains the story “The Hockey Sweater.”

Activity 4: Portfolio Preparation

Time: 240 minutes

Description

Students reflect on their learning so far in the unit and organize their portfolios. They review the list of new words collected in their vocabulary logs and write a journal entry about their progress in the course. In a scheduled teacher-student conference, students meet with the teacher to edit a story retelling and discuss their portfolios. They are guided in preparing their portfolios for final evaluation.

Strand(s) & Learning Expectations

Strand: Oral and Visual Communication

CORV.01L - participate in discussions and guided presentations on a variety of personal and school-related topics.

Strand: Reading

CRE2.02L - use a variety of strategies to learn specialized terms in subject areas (e.g., create and consult personal word lists or dictionaries.

Strand: Writing

CWRV.02L - use the writing process to edit written work, with teacher guidance;

CWR1.02L - use journals to record events, observations, and opinions;

CWR3.01L - use conventional spelling for commonly used and personally significant words;

CWR3.02L - use appropriate verb tenses in written work some of the time;

CWR3.04L - use correct punctuation in simple sentences.

Strand: Social and Cultural Competence

CSC2.01L - negotiate roles and tasks in group learning activities;

CSC2.03L - use a variety of study skills to complete assignments (e.g., establish a study schedule; organize notes and study for tests and examinations; meet with peers to plan group projects).

Prior Knowledge & Skills

· Understanding of the format and use of a portfolio

· Familiarity with group learning

Planning Notes

· Preparing portfolios for final evaluation is a major part of this activity. Make copies of Appendix 1K. (Portfolio Checklist and Reflection Sheet).

· Make a schedule of teacher-student conferences for editing story retelling and checking portfolios.

· Some of the assignments in the portfolios have already been assessed and/or evaluated. It is recommended that the portfolio account for 5% of the summative evaluation of the grade. Create a rubric to evaluate the overall portfolio. A sample rubric for portfolio assessment can be found in ELDBO, Appendix M. Include the following criteria in the rubric: ability to complete assignments accurately and on time; evidence of editing for accuracy in spelling, punctuation and verb tenses; knowledge and use of vocabulary taught; understanding of elements of a story; ability to reflect on learning.

· Plan to collect students’ vocabulary logs and assess for completion and accuracy.

Teaching/Learning Strategies

1. Inform students of the teacher-student conference. Explain that its purpose is to help them prepare their portfolios and reflect on their learning. Tell students that they will have opportunities after the conference to make changes to assignments before their portfolios are handed in for final evaluation.

2. Distribute copies of Appendix 1K – Portfolio Checklist and Reflection Sheet. Explain that students should come to the portfolio conference with their reflection sheets completed. Tell students that the “best piece” they identify from portfolios will be published in a class anthology and shared with peers.

3. Give students time to organize and check the contents of their portfolios using the checklist in Appendix 1K. The checklist is to be used to make the table of contents. It also outlines the order in which the assignments are to be placed and numbered.

4. Assign the final journal entry for the unit. Have students reflect on their progress throughout the unit. Students place this journal entry in their portfolios and check it off on the portfolio checklist.

5. Remind students to take responsibility for their own learning and to complete and hand in assignments on time. They can work independently or in pairs to organize their portfolios.

6. Use a sign-up sheet to schedule conferencing time with each student. Post sign-up sheet.

7. During the teacher-student conference, use the portfolio checklist in Appendix 1K. Go over questions students have about their portfolios in general and give feedback on their rough drafts of story retelling. Briefly discuss with students their perceptions of their progress and achievement in the course so far.

8. For homework, students write the final copy of their story retelling.

9. Remind students to place the rough draft, final draft, and story chart in their portfolios.

10. Establish a due date for portfolios. Collect and evaluate using the suggested criteria in the rubric.

11. Have the class work in pairs to review the list of new words collected in their vocabulary logs. Partners take turns quizzing each other in a word game. One student tells another, “I’m thinking of a word that means what happens in a story. What is the word?” The student might also add a clue such as, “This word begins with the letter p.”

12. Collect and assess vocabulary logs for completion and accuracy in recording new words and their definitions.

Assessment & Evaluation of Student Achievement

· Portfolio is assessed for completion of assignments, development of accuracy in written communication, understanding of story elements, and ability to reflect on learning. (Knowledge/Understanding, Thinking/Inquiry, Communication, Application: CORV.01L, CREV.01L, CWRV.01L, CWRV.03L, CWR1.01L, CSC2.02L)

Accommodations

Allow students who have difficulty completing all the portfolio assignments to submit alternatives ones from their notebooks.

Resources

Defina, Allan. Portfolio Assessment: Getting Started. Scholastic Canada, 1993.
This is a practical guide on using portfolios.

Activity 5: Publish and Present

Time: 240 minutes

Description

Students use a word processor to prepare their best pieces for publication in a class anthology. Through an “author’s chair” event, students read and discuss their published pieces with their peers.

Strand(s) & Learning Expectations

Strand: Oral and Visual Communication

COR1.01L - contribute to discussions by sharing ideas and information and responding to the contributions of others;

COR1.02L - use nonverbal communication techniques appropriately in discussions and guided presentations.

Strand: Reading

CREV.01L - read and respond to a variety of fiction and non-fiction materials, with teacher guidance.

Strand: Writing

CWR2.03L - use simple word-processing software to compose and edit pieces of writing.

Strand: Social and Cultural Competence

CSCV.03L - respond appropriately to most teaching and learning situations.

Prior Knowledge & Skills

· Familiarity with simple word processing software

· Familiarity with making oral presentations

· Appropriate response to presentations from peers

Planning Notes

· Arrange for students to have access to computers for word processing.

· If possible, arrange for co-op students or the school’s Yearbook Club to help with word-processing and putting together the class anthology.

· Plan to have students’ portfolios returned or make copies of their “best pieces” for them to work from.

· “Author’s chair” is a literacy strategy for celebrating students’ published writing. The teacher or students prepare a special chair for the student authors to sit in when reading their published pieces. For more information on conducting an “author’s chair” event, see Reading in North York Schools: A Curriculum Guideline for Teachers.

· Set a date for the “author’s chair” and invite administrators, other staff, and community individuals to celebrate student writing.

Materials: “best pieces” from portfolios, computer, word-processing software, staplers, special chair.

Teaching/Learning Strategies

1. Inform students that the class is to publish an anthology to share their writing with peers.

2. Have students and helpers type selected pieces of writing.

3. As a class, decide on a title for the anthology and a design for the cover page. Ask for volunteers to create the cover page.

4. Collate the class anthology. Ensure everyone has a published piece.

5. Once the anthology is ready, the “author’s chair” event can take place. Explain to students what an “author’s chair” is.

6. Prepare students for the “author’s chair” presentations by having them rehearse reading their writing to a partner. Tell students to prepare an introduction to their writing by telling why they chose that piece to be published, or how they developed the ideas in it. Classmates ask questions after each reading.

7. Have students pick numbers to establish the order in which they present.

8. Remind students of the appropriate responses when peers are presenting.

9. Create a special atmosphere of celebration on the day/days of the “author’s chair” event.

10. During the “author’s chair” event, student authors take turns sitting in the special chair. First they introduce themselves and their work, then read their pieces of writing from the anthology. Classmates can then respond by asking questions or giving praise.

11. During the “author’s chair” event, observe and evaluate students for clarity in reading, ability to respond to questions, and use of overall non-verbal communication techniques.

Assessment & Evaluation of Student Achievement

· Presentation of “best piece” – See Strategy 11 for evaluation criteria. (Thinking/Inquiry, Communication: CORV.01L, COR1.02L, CREV.01L)

Accommodations

Allow the student who cannot present in front of the whole class to present to one or two peers.

Resources

Green, J. The Ultimate Guide to Classroom Publishing. Markham: Pembroke Publishers, 1999.
This is a helpful resource when putting together a class anthology.

Reading in North York Schools: A Guideline for Teachers. Curriculum and Instructional Services. The North York Board of Education. 1995. This curriculum resource binder available through the Toronto District School Board is a guide to instructional strategies for reading in multi-level, multi-lingual classrooms. It explains how to conduct an “author’s chair” event.

Appendix 1A

Word Webs

Web I

Web II

Appendix 1B

Sample Diagnostic Task

A New Morning

Devante opened his eyes slowly. Then he closed them quickly. Morning came so soon. He thought of other mornings when he woke up in another place. Those were hot, noisy mornings. He remembered the heat, the sound of dogs barking, and people passing by the house, each one saying, “Good Morning!”
Mornings in Canada were different. They were cool and quiet.

“Devante! When are you getting up?”

It was his sister, Tenisha. She was never quiet.
Tenisha was only fifteen years old, one year older than Devante, but she liked being the boss.

Devante got up and walked towards the bathroom. There was Tenisha, talking on the phone. He looked at his watch. It was 7:30 in the morning. Why was she hurrying him?

“So what are you wearing?” Tenisha talked while she drank from a juice box.
Maybe she was talking to her new friend, Selina. She was always talking to Selina. His mother said that was Tenisha’s full time job.

Suddenly Devante began thinking of what he was going to wear to school that first morning. Jeans, of course, and the new pair of running shoes. But what shirt?
Tenisha always picked out her clothes the night before. Devante never did.

“I have lots of time to change my mind by morning,” he always said.

What Devante thought about most of the night was the new school, the new bus to take, the new friends he would have to make, new rules to learn.
Since he came to Canada a year ago, everything was always new.

“When will things stop being new” he wondered.

He went back to his room and pulled on one of his old T-shirts.
Right away the morning felt better.

A. Reading Comprehension – Write short answers to the following questions.

1. Who is Tenisha?

2. Where is Devante going that morning?

3. How long has Devante been in Canada?

4. Why does Devante choose an old T-shirt to wear?

5. What is this story about?

B. Reading and Relating – Complete the following sentences with your own words and ideas.

1. The story, A New Morning, makes me think of …

2. The name of the school I went to last year is …

3. Something new for me this year is …

4. A friend is …

5. Today I feel … because …

C. Independent Writing

Write as many sentences as you can on the topic, My First School in Canada.

Appendix 1C

Response to Poetry Worksheet

1. What is the title of the poem?

2. Who is the poet?

3. What is the poem about?

4. How does the poem make you feel?

5. Why did you choose this poem?

6. Copy down one new word you learned from the poem or a word you think your classmates should learn. Find the meaning of the word in the dictionary and write out the definition.

Appendix 1D

Poetry Writing Assignment

Choose TWO (2) of the following to do. Place completed work in your portfolio.

1. Write an acrostic poem using one of the following words: FRIEND, SCHOOL, CANADA, POEMS.

2. Use the following pattern to write a poem with sensory images. First, recall a memory of being somewhere, like a beach, a park, a family gathering, etc. Complete the pattern with your own poetic ideas. Remember to use lots of descriptive words.

When I close my eyes, I still see …

When I take a breath, I still smell …

When I open my mouth, I still taste …

When I move my hands, I still touch …

When I listen closely, I still hear…

3. Write a rhyming poem that has four or more lines. Give your own title.

4. Write a poem with or without rhymes on a topic of your choice. Give your own title.

Appendix 1E

Sample Paragraphs

Paragraph I

My favourite season of the year is Fall. First of all, it is a mixture of warm Summer, cool Spring, and frosty Winter weather. Secondly, the changing colour of leaves creates a wonderful surprise in the outdoors. Best of all, our family has a great Thanksgiving Day feast in the Fall. For all these reasons, I love the Fall season.

Paragraph II

Jason’s room looks as if a storm blew it together. As you enter, you cannot help noticing piles of clothes in every corner. The bed is unmade and covered with an assortment of pillows and cushions. Beside the bed is a small table littered with empty pop bottles, a half-eaten chocolate bar and scattered CD covers. Jason’s big computer shares space on his desk with books, his rock collection, stacks of paper, and several framed photos of friends. To add to the sense of chaos, the colourful posters on his bedroom walls are starting to fall down. Jason insists that he is quite comfortable in his messy room.

Paragraph III

Did you know that the shoes you wear can affect your health? For example, poorly fitted shoes can cause such problems as backaches, sore muscles, fatigue, and poor posture. If shoes are too tight, over a period of time your feet may develop bunions, corns, and ingrown toenails. Another health problem associated with shoes has to do with the height of the heels. If the heels are too high, they cramp your toes by pushing the feet forward. Pointed shoes also crowd the toes. If the soles are too hard and high, then your feet will not have flexible movement. Finally, shoes that are made of synthetic materials rather than leather do not allow for natural foot moisture to escape. This causes your feet to remain hot and uncomfortable. Next time you try on a pair of shoes, think about your health, too.

Appendix 1F

Finding The Main Idea In A Paragraph

Read each of the following paragraphs carefully. Using your own words, write the main idea of each paragraph on the line below it. Write the main idea in a complete sentence.

I. A special song written for a country is called a national anthem. The name of Canada’s national anthem is “O Canada.” The first time “O Canada” was sung was June 24, 1880. That is a long time ago. Calixa Lavallee wrote the music. Both French and English words were written for the music. The song was very popular. Over the years, different musicians changed the English words. In 1908, Robert Stanley Weir wrote the English words we sing today. On July 1, 1980, “O Canada” became the official anthem for our country. The next time you stand to sing or listen to “O Canada,” think about how old and special this song is.

Main idea in the paragraph:

II. Come to Ottawa, the capital city of Canada. You can visit the Parliament Buildings and watch the Prime Minister and other government leaders at work. You can have a picnic by the beautiful Ottawa River, which flows between the provinces of Ontario and Quebec. You can ride your bike around town on the super Capital Pathway or you can visit the many museums. No matter what you like to do, Ottawa is a great place to visit.

Main idea in the paragraph:

III. Romesh got up and looked out the window. What a surprise! Everything was white. The trees were white. The tops of the houses were white. The car in the driveway was white. Even the road was white. “So, this is snow,” he said to himself. Romesh was so excited. He wanted to go outside right away, but everyone was sleeping. He quickly put on his shoes and his sweater and opened the door. The wind covered his face with white dust.

Main idea in the paragraph:

Appendix 1G

Paragraph Planner

1. Paragraph Topic:

2. Brainstorm your topic in the space below using a word web.

3. Fill in the following paragraph outline.

Topic Sentence:

Supporting Sentence #1:

Supporting Sentence #2:

Supporting Sentence #3:

Concluding Sentence:

Appendix 1H

Checklist for Paragraphs

Paragraph has a clear topic sentence

Paragraph has enough supporting sentences

All supporting sentences are connected to the topic sentence

Paragraph has a concluding sentence

Paragraph is indented (if handwritten)

All sentences begin with capitals and end with correct punctuation marks

Paragraph is edited for spelling

Appendix 1I

Story Chart

Title of Story:
Setting:	Plot: First… Then… Finally…	Problem/Conflict:
Characters:		Solution to problem/conflict:

Appendix 1J

Short Story Quiz

Part A: Draw a line to match the word on the left with the correct meaning on the right.

Setting	the people in the story
Plot	the events that happen in the story
Conflict	where and when the story takes place
Characters	the person who is telling the story
Narrator	the problem in the story

Part B: Think about the stories studied in class. Write a hamburger paragraph telling which story you liked best and why.

Appendix 1K

Portfolio Checklist and Reflection Sheet

Part A – Checklist

My Portfolio contains the following:

A table of contents listing all assignments included and their page numbers

Acrostic name poem

Poetry writing assignment

Sample of a completed web

Sample of a hamburger paragraph

Story retelling with attached story chart

A journal entry on my learning progress

A portfolio checklist and reflection sheet

Part B – Self-Reflection on Portfolio

I think the best piece of writing in my portfolio is …

I have chosen this piece of writing to be published because …

One example of how my writing has improved is …

One thing I have learned from keeping this portfolio is …

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