Course Profile Literacy Skills: Reading and Writing, Grade 11, Open, Catholic

Unit 3: Prose Non-fiction

Time: 11 hours (including 5 from Unit 1)

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6

Unit Description

Through the study and analysis of a variety of non-fiction materials, such as newspapers, magazines, etc., students will express their understanding that all people are created in the image and likeness of God and, with this in mind, they will present their information and ideas with sensitivity to others. Students will explore the moral, ethical, and religious implications of contemporary issues and respond with respect for the history, cultural heritage, and pluralism of today’s society. This unit emphasizes the knowledge and practice of reading strategies, critical thinking, and the writing process presented in the first unit of this course. The study of prose non-fiction provides an opportunity for the students and the teacher to work closely with the teacher-librarian, the chaplain, and technology (CD-ROMs, the Internet, word processing, and desktop publishing) to improve research skills, and in small groups, create a newspaper.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 1c - actively reflect on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE 1d - develop attitudes and values founded on social teaching and act to promote social responsibility, human solidarity, and the common good;

CGE 1e - speak the language of life… “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish”;

CGE 2a - listen actively and critically to understand and learn in the light of gospel values;

CGE 2b - read, understand, and use written materials effectively;

CGE 2c - present information and ideas clearly and honestly, and with sensitivity to others;

CGE 2d - write and speak fluently in one or both of Canada’s official languages;

CGE 2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE 3b - create, adapt, and evaluate new ideas in the light of the common good;

CGE 3d - make decisions in light of gospel values with an informed moral conscience;

CGE 4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

CGE 4c - take initiative and demonstrate Christian leadership;

CGE 4e - set appropriate goals and priorities in school, work, and personal life;

CGE 4g - examine and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE 5a - work effectively as an interdependent team member;

CGE 5e - respect the rights, responsibilities, and contributions of self and others;

CGE 5f - exercise Christian leadership in the achievement of individual and group goals;

CGE 5g - achieve excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE 7b - accept accountability for one’s own actions;

CGE 7g - respect and understand the history, cultural heritage and pluralism of today’s contemporary society;

CGE 7j - contribute to the common good.

Strand(s): Reading Skills, Writing Skills

Overall Expectations

REV.01 - demonstrate an understanding of a variety of contemporary texts;

REV.02 - demonstrate an understanding of the elements of a variety of contemporary texts, with a focus on short plays, short stories, novels, poetry, and newspaper and magazine articles and opinion pieces;

REV.03 - explain the use of specific elements of style in a variety of contemporary texts;

REV.04 - use a variety of strategies to understand words encountered in texts;

WRV.01 - investigate information and ideas for written work, using a variety of print and electronic sources;

WRV.02 - demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;

WRV.03 - organize information, ideas, and supporting details in written work;

WRV.04 - revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;

WRV.05 - edit, proofread, and publish written work, using correctly the grammar, usage, spelling, and punctuation conventions of Standard Canadian English as specified for this course, with the support of print and electronic resources when appropriate.

Specific Expectations

RE1.01 - read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating important information, identifying main ideas and supporting details, extending personal knowledge and responding imaginatively (e.g., read a short story as a model for writing; read a magazine article on a topic of personal interest and report on the main ideas and details to a small group);

RE1.02 - use and assess strategies before, during, and after reading to understand a variety of contemporary texts, with an emphasis on setting a purpose for reading, making predictions about content, skimming and scanning, using prior knowledge to understand text, predicting and confirming while reading, discussing main ideas and supporting details, rereading sections, and summarizing key points (e.g., skim texts to locate specific ideas; discuss the effectiveness of a reading strategy modelled by the teacher; assess the appropriateness of a reading strategy used during a guided reading session; compare reading strategies used by various students to read the same passage; identify their own strengths and weaknesses in reading and set goals for improvement);

RE1.03 - use knowledge of the organization of texts to locate relevant information (e.g., create chapter titles to identify plot details in a novel; use headings, table of contents, and the index to find specific information in a text; refer to illustrations and diagrams to clarify information; explain the role of the introduction, body, and conclusion of a short essay in communicating the main idea; use knowledge of the organizational pattern of a text, such as compare and contrast or cause and effect, to locate answers to questions about the text);

RE1.04 - make inferences, draw conclusions, and make judgements based on implicit and explicit information in texts (e.g., make judgements about a character’s values based on implicit and explicit information in a short story; read a magazine article and discuss the perspective of the writer; chart explicit information about a character in a short story; state the main idea in an opinion piece and list supporting details; differentiate between fact and opinion in a magazine article);

RE2.05 - use knowledge of the elements of newspaper and magazine articles and opinion pieces, with an emphasis on headlines, leads, the Five W’s (who, what, where, when, and why?), titles, subtitles, and accompanying photographs, to understand and interpret these texts;

RE3.01 - describe how particular words and phrases in a text help communicate ideas, feelings, and information effectively (e.g., discuss how descriptive language helps create a mood in a short story or poem; explain how connecting words help clarify the sequence in a set of instructions; describe how precise technical words strengthen the message in an article about safety);

RE4.01 - preview vocabulary before reading (e.g., skim and scan texts to identify unfamiliar words and look them up in a dictionary or glossary);

RE4.02 - use word-identification strategies while reading (e.g., sound out unfamiliar words; scan texts for key words; read ahead in the passage to find or deduce the meaning of an unfamiliar word or phrase; use root words, prefixes, and suffixes to determine the meaning of specialized vocabulary);

RE4.03 - use context to determine the meaning of unfamiliar words (e.g., use the surrounding information and vocabulary in a sentence or paragraph to deduce or infer the meaning of abstract or specialized words; use accompanying illustrations, diagrams, and charts to determine the meaning of unfamiliar words and phrases in a textbook);

RE4.04 - use print and electronic dictionaries, thesauri, and reference texts to clarify the meaning and pronunciation of antonyms, synonyms, homophones, homonyms, specialized language, and commonly confused words;

WR1.01 - describe and use strategies to generate ideas and explore topics for writing (e.g., brainstorm approaches to a topic; use graphic organizers to connect and structure ideas; use charts and graphs as sources of information; identify key words to narrow a topic);

WR1.02 - make research plans based on information needs (e.g., identify possible sources of information on specific writing topics; set timelines to plan, research, draft, revise, and complete short research projects);

WR1.03 - locate and record information from a variety of print and electronic sources (e.g., use an electronic catalogue in the library or an Internet search engine to locate information from textbooks, encyclopedias, magazines, CD-ROMs, and websites; use highlighting, note making, paraphrasing, and summarizing to gather and record relevant information);

WR1.04 - assess information to determine its relevance, sufficiency, and accuracy (e.g., classify information by topic and subtopics; assess the accuracy of information by comparing it with information from another source);

WR2.01 - demonstrate an understanding of form in written work, with an emphasis on narratives, summaries, reports, letters, and short essays (e.g., write frequently on self-selected and teacher-assigned literary and general-interest topics in a variety of forms);

WR2.02 - describe the form, purpose, and intended audience for each piece of writing;

WR2.03 - use the appropriate person and level of language for a specific form, purpose, and audience (e.g., use formal language in a short essay describing the theme of a novel studied; use the impersonal third person consistently in the summary of a report; use the first person in a friendly letter);

WR3.01 - construct complete sentences to present information and ideas, using a variety of sentence types (e.g., compose a variety of single, compound, and complex sentences on a topic; alter the word order in sentences for emphasis and variety);

WR3.02 - organize sentences about a topic into coherent and unified paragraphs (e.g., use a topic sentence to state the main idea of a paragraph; use relevant details to develop the main idea; use a specific pattern, such as logical, chronological, or climactic order, to organize information in a paragraph);

WR3.03 - organize paragraphs into coherent and unified narratives, reports, letters, and short essays (e.g., maintain a consistent point of view in a narrative; use transition words to link paragraphs in a letter; state the controlling idea in the opening paragraph of a short essay);

WR4.01 - revise drafts to strengthen the content (e.g., use feedback from a partner to identify incomplete ideas or lack of details; read passages aloud to identify unnecessary or incorrectly placed information);

WR4.02 - revise the organization of drafts to improve clarity of thought and expression (e.g., use a highlighter to track the logical development of ideas; use a word-processing program to reorder sentences, paragraphs, or sections of a draft; combine simple sentences to show a clear relationship between ideas);

WR4.03 - revise drafts to improve coherence (e.g., signal transitions with appropriate transition words and phrases; check for consistency between the topic sentence and the concluding statement);

WR4.04 - revise drafts to ensure consistent use of the appropriate person and level of language to suit the form, purpose, and audience (e.g., maintain consistent use of the impersonal third person in the summary of a report; check the use of the first person in a friendly letter; review the use of formal language in a short essay describing the theme of a novel studied);

WR4.05 - use print and electronic dictionaries, thesauri, and reference texts to select precise and appropriate vocabulary and find alternative phrasings for awkward constructions (e.g., select and use specialized vocabulary to clarify technical information and complex concepts);

WR5.01 - incorporate information from research into written work by using quotation marks and consistent documentation;

WR5.02 - describe and use strategies to edit, proofread, and correct written work (e.g., use peer feedback to identify errors in sentence structure and grammar; use spell checkers to flag possible spelling errors; replace incorrectly used homophones and homonyms);

WR5.03 - identify and use appropriate and effective techniques and formats to publish written work (e.g., word-process the final copy of a short story; edit and format a class anthology of effective student writing; add diagrams and charts to a report for a bulletin-board display);

WR5.04 - edit and proofread written work, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation listed below:

- Grammar and Usage: Identify the rules of subject-verb and pronoun agreement and apply them correctly;

- Grammar and Usage: Identify and use correctly the principal parts of irregular verbs;

- Spelling: Identify and apply a wide variety of spelling patterns, rules, and strategies to recognize and correct spelling errors (e.g., use knowledge of word patterns, word families, root words, prefixes, suffixes, and syllabication to check spelling; use a variety of spelling references, such as dictionaries and spell checkers, to flag possible errors);

- Spelling: Spell correctly specialized vocabulary, unfamiliar words, and words that deviate from regular spelling patterns (e.g., check a dictionary for the correct spelling of abbreviations and technical terms);

- Punctuation: Identify the use of effective punctuation when reading and use punctuation correctly when writing.

Activity Titles (Time + Sequence)

Activity 1	Information Gathering: Newspaper Scavenger Hunt	120 minutes
Activity 2	Finding the 5 W’s and the H: News Articles	180 minutes
Activity 3	Advice/Opinion Columns: Reading and Writing Them	120 minutes
Activity 4	Technical Writing: How to…	180 minutes
Activity 5	Advertising and its Moral Implications	180 minutes
Activity 6	Creating and Publishing a Newspaper	180 minutes

Unit Planning Notes

· In addition to the 11 hours that have been assigned to this unit, five hours will be spent on reading and writing skills introduced in Unit 1 of the course. These hours will be on-going throughout the unit and allow students to improve their reading comprehension and decoding skills as well as their abilities in paragraph construction.

· The following details should be arranged prior to the start of the unit:

· Collect/order a class set of local newspapers, a selection of “how to” magazines and manuals, cookbooks etc., copies of The Catholic Digest, Catholic New Times, National Catholic Reporter, and The Catholic Register, and other Canadian newspapers, magazines and journals.

· Encourage students to bring in magazines such as teen magazines, sports magazines, fashion magazines of interest to themselves and their peer group, but the teacher must remind students that all material must be in keeping with the moral tone of the school.

· Reserve time in the Library/Resource Centre and the Computer Lab for research and writing projects relevant to the unit.

· Teachers must ensure that the students focus remains on reading and writing. Technical aspects of newspaper production are dealt with only insofar as they contribute to the literary expectations.

· Teachers should ensure the following:

· That all students using the Internet follow the required school board protocol for such use and promote Gospel values and ethics.

· That all materials used in this unit reflect the cultural diversity of the community.

· That all materials chosen for study are discussed in light of the Gospel values: community, peace, justice, equality, Christ-like love, acceptance of others and dignity of the human person.

· That all groups are of similar ability.

· As always, teachers should refer to the students’ IEPs to ensure that suitable accommodations and/or modifications are made to enhance the learning opportunities in this unit for these students. In some cases, ESL and ELD students will be without IEPs, and the teacher must be sensitive to the needs of those students as well. For an enrichment activity, the teacher could explore the possibility of students posting their newspaper on the school’s web page, or if such exists, the students may contribute their work to a school newspaper.

Prior Knowledge Required

Students will:

· understand what is meant by information items as opposed to fictional writing;

· have a basic understanding of the various sections of a newspaper or magazine;

· have a basic understanding of the types of writing found in a newspaper or magazine which will have been covered in the Grade 9 English course;

· be computer literate and able to use the Internet with limited assistance;

· be aware of the school board’s protocol for Internet use and be prepared to abide by it;

· be aware of what constitutes journalistic material appropriate to a classroom in a Catholic school.

Teaching/Learning Strategies

· Brainstorming

· Class discussions

· Collaborative learning – small groups, pairs, whole group

· Teacher-led Socratic lessons

· Outlining exercises, as done in Unit 1

· Fact sheets and worksheets for reinforcement of language concepts

· Teacher student conferencing

· Engaging in the writing process

· Word processing and desktop publishing with assistance from the Technology staff

· Peer editing and conferencing

· Note taking (teacher-produced) and note making (student-produced)

· Research skills and techniques in collaboration with the teacher-librarian

· Oral reading, silent reading, practice using various reading decoding techniques

· Portfolio of Written Work

· Personal Dictionary

· Conferencing with the students on the various parts of the writing process

· Providing a variety of reinforcement activities

Assessment and Evaluation

Formative Assessment

The teacher will:

· create rubrics with student input for individual assignments

· provide checklists for group activities to assess individual contributions

· observe the students informally while circulating around the room during work periods

Students will:

· complete peer editing checklists in order to provide more complete feedback in the writing process

· maintain their Portfolios of Written Work, and Personal Dictionaries

Summative Evaluation

· Newspaper assessed by Newspaper Rubric (Appendix 3.3)

· Portfolio of Written Work assessed by Portfolio of Written Work Rubric (Appendix 1.18)

· Personal Dictionary assessed by Personal Dictionary Rubric (Appendix 1.17)

Accommodations

· Preferential/strategic seating

· Peer tutor or help from Special Education staff

· Assistance with organizational skills – a communication notebook for home-school liaison

· Review time management techniques

· Allow flexible timelines for assignments and/or adjust the length and number of assignments

· Dual language dictionaries

· Enlarged print texts

Resources

Newspapers including local and community ones, community and church newsletters

Canadian magazines, journals, and brochures

Electronic news services, video taped news programs and commercials

Advertising material including ads for canned goods, shampoo, and clothing

Dual language dictionaries, dictionaries and thesauri

CD-ROMs, word processing software

Internet search engines and websites

“How to” manuals and articles, cookbooks

Informational reading such as environmental magazines, travel magazines

Holy Bible, New Revised Standard Version, Catholic Edition. Tennessee: The Catholic Bible Press, a division of Thomas Nelson, Inc., 1993.

Catholic publications such as The Catholic Digest, The Catholic Register, The Catholic New Times, and National Catholic Reporter

ICE Documents – Educating the Soul, Curriculum Matters, Ontario Catholic Education and the Corporate Sector (for teacher reference)

Ontario Conference of Catholic Bishops’ statements on various moral and ethical issues

Papal Encyclicals

Activity 1: Information Gathering: Newspaper Scavenger Hunt

Time: 120 minutes

Description

The purpose of this activity is to have students increase their understanding of the function and format of a newspaper. Working with the newspaper, students will review its composition, and the different types and purposes of the writing found therein. Students will identify and find the primary components of the newspaper, and read critically to differentiate fact, fiction and opinion. Students will compare the depth of detail found in a newspaper article with that of a magazine or news broadcast.

Strand(s) and Expectations

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

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.04, WRV.01, WRV.02, WRV.03.

Specific Expectations: RE1.01, RE1.02, RE1.03, RE1.04, RE2.05, RE4.02, WR1.01, WR1.03, WR1.04, WR2.02, WR3.01.

Planning Notes

· The teacher should begin by reviewing the difference between fact and opinion. Prior to the class, the teacher should select a variety of statements, some fact and some opinion, and have the students classify them accordingly.

· The teacher should gather samples of information, such as newspaper articles, magazine articles, a family history, a film review, packaged ads, travel brochures, and city by-laws, and have students discuss who gathered the information and how it was done (e.g., interviews, research, reading, watching a movie, or travelling).

· The teacher should find a current news story and have a clip of it from a radio/television/ Internet news program to compare with a newspaper article, as well as a magazine article on the same subject. If finding such a news story is difficult, consultation with the Canadian and World Studies Department should provide suitable material.

· Students should be provided with identical issues of a local newspaper, scissors, glue, and paper.

· Although the focus of this activity is to review the components of the newspaper, students should be reminded of the importance of co-operation and respect in any collaborative learning activity.

· Since some articles carried in the newspaper may promote attitudes contrary to the teachings of the Catholic Church, the teacher is advised to examine the paper ahead of time. This is not meant to instruct the teacher to censor the newspaper, rather it is to ensure that the teacher has no surprises from unexpected material. Should such material inadvertently come to the attention of the students the teacher is urged to discuss the issue stressing the Catholic perspective on the matter.

· Teachers should refer to students’ IEPs to ensure relevant accommodations and/or modifications are made.

Prior Knowledge Required

Students will:

· understand that news is transmitted in a variety of ways;

· have read some magazines and newspapers and understand that these print sources have different foci and formats;

· know how to use the index to find the required information (covered in Unit 1, activity 5);

· understand that the writing found in a newspaper is not all the same style and type;

· have some understanding of the difference among fact, fiction, and opinion.

Teaching/Learning Strategies

The teacher will:

· review the different types of things people read every day, list them on the board, and have students categorize them (e.g., educational, informational, entertainment or helpful).

· provide students with a variety of informational items to examine.

· have students discuss what they would do if they wanted more information on a particular subject.

· give students three reports on a news topic – a short clip of the item on the television/radio/Internet news, an article from the newspaper on the subject, an article from a magazine on the same topic.

· divide the class into three groups, and have each group examine one particular source and rate it according to a teacher/class created checklist for organization, details, accuracy, etc.

· hand out copies of sentences that contain statements of fact, fiction, and opinion. Working in groups, the student will review each statement and decide to which category it belongs. As a whole group, the class will share its answers. In the case of disagreement, the teacher should be prepared to discuss the issue with the students until the disagreement is resolved.

· have the students brainstorm answers to the question: “What kind of information do people find in a newspaper?” Write the answers on the board.

· based on the list produced by the students, review the different types of writing found in a newspaper – informational, opinion, how to, advice, letters to the editor, etc. If critical items are missed, introduce them.

· will review the main parts of a newspaper such as front page, masthead, cut, and banner headline.

· give each student a newspaper, magazine or brochure, and have them scan the reading material for something that interests them personally. Students will outline the piece and share their outlines with the class.

· hand out copies of a Newspaper Scavenger List. (See sample, Appendix 3.1)

· divide the class into teams of two or three. Each team will be given a newspaper in which to find the items on the list. Items are to be cut out of the newspaper and pasted onto paper provided by the teacher.

Students will:

· use only the newspapers provided to find the items.

· make comments, voice opinions and answer questions on specific items. Answers are to be written under the required newspaper clipping. In their responses, students are urged to use discernment and be aware of the feelings and traditions of others and Gospel values.

· add to their personal dictionaries any unfamiliar words found in their reading of the newspaper articles.

· present their completed lists to the class, identifying the items that they found that may differ from those of their peers. In addition, where it is necessary to evaluate an item or voice an opinion, students will share their comments with the class.

· in their Portfolios of Written Work, students will discuss the need to keep informed about what happens in the world, Canada, Ontario, and their communities.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of the groups at work

· Group checklist to monitor process of collaborative learning (see Appendix 1.14)

· Completed Scavenger Hunt sheets (see Appendix 3.1)

· Portfolio of Written Work entry

· Personal Dictionary entries

Accommodations

· Flexible timeline and assignment length

· Enlarged print

· Dual language dictionaries

Resources

Local and Canadian newspapers

Dictionaries and thesauri

Electronic newspapers, and Internet news services

Magazines such as Chatelaine, Macleans, Saturday Night, The Hockey News, Canadian Living, Readers’ Digest, Canadian Outdoors, Golf Digest, Teen Generation, Teen Beat, YM, and Time

Brochures available from the Health unit, travel agencies, tourist booths, and others sources.

Activity 2: Finding the 5 W’s and the How: News Articles

Time: 180 minutes

Description

The purpose of this activity is to review the way a news article is written, and give students practise picking out crucial information (who, what, when, where, why, and how). Students will analyse news articles, voice opinions on their effectiveness, evaluate a news article based on criteria developed with the teacher, and research an issue or event on which they will write a news article, using the required format and including the 5 W’s and the How.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 1d, 1e, 2b, 2c, 2d, 2e, 3d, 4e, 5e, 7g.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.01, RE1.02, RE1.04, RE2.05, RE3.01, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR2.02, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.01, WR5.02, WR5.03, WR5.04.

Planning Notes

· Collect a variety of newspapers, magazines, and journals, including Catholic publications.

· Encourage students to bring in publications appropriate for the Catholic school setting.

· Select suitable on-line news sources that students can access.

· Reserve the Library/Resource Centre and Computer Lab for research and completion of the news article.

· Ensure that chart paper and markers are available for student use.

· Prepare a chart of the inverted pyramid format used in writing news articles – most important events, important events, and minor events.

· Select two news articles that will be used by students as a whole group. Select other news articles to be used in a group activity.

· Refer to students’ IEPs in order to make the necessary accommodations and/or modifications.

Prior Knowledge Required

Students will:

· have a basic understanding of the types of writing found in a newspaper, magazine, or journal (as examined in Unit 3, Activity 1);

· be familiar with computers and be able to use various sources for research (as done in Unit 1,
Activity 5);

· be aware of the school board’s protocol for Internet use and be prepared to abide by it.

Teaching/Learning Strategies

· The teacher will review the main parts of a news article – headline, by-line, summary lead, and, using the inverted pyramid format, review the composition of a news article.

· Students will read a news article provided by the teacher.

· In their Portfolios of Written Work, students will state their opinion of the effectiveness of the news article as it presents the issue/event. Students will share their opinions and comments with their classmates. The teacher should ensure that all students have the opportunity to share their opinions and remind students of the need for respect and acceptance.

· The teacher will discuss the need for objectivity in accurately reporting news articles to avoid misinformation and misinterpretation.

· Collaboratively, students will brainstorm the elements that are common to all articles (who, what, when, where, why, and how), and where they are located in news articles.

· The teacher will divide the class into groups and provide each group with a news article, chart paper, and a marker.

· Students will read the article, identify the 5 W’s and the H and, using the inverted pyramid format, breakdown the article.

· Groups will read the articles aloud to classmates and share their breakdowns.

· Together with the teacher, students will design a rubric to evaluate a news article.

· Using the rubric, students will, as a group, evaluate the analysis of a previously selected news article from the local newspaper.

· Students will research and make notes on a recent school, community or world issue or event.

· Students will write a news article, following all of the steps of the writing process and using the required format.

· The teacher should ensure mixed ability levels for peer editing.

· Students will publish the final draft on a word-processor, using the electronic devices available for further editing.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of students at work

· Student/teacher conferences

· Peer/self-assessment of the writing process

· Collaborative learning activity

· Analysis of news article assessed by a rubric designed collaboratively with the class

Accommodations

· Assistance with organizational skills

· Adjustment of length and number of articles to be read

· Flexible length of response article or timeline for completion

· Enlarged print

· Dual language dictionary

· Dictionary and thesauri

Resources

Local newspapers, community newspapers

Canadian newspapers, magazines, journals

Catholic publications

Internet

CD-ROMs, word-processing software

Activity 3: Advice/Opinion Columns: Reading and Writing Them

Time: 120 minutes

Description

In this activity, students will read advice letters, or letters to the editor, and editorials, in order to respond to them. Students will write letters requesting advice or stating opinions based on the models found in local newspapers.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 1c, 1d, 1e, 2b, 2c, 2d, 3d, 4a, 7g, 7j.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE2.05, RE3.01, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.04, WR2.01, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR5.02, WR5.03, WR5.04.

Planning Notes

· Because not every local newspaper contains sufficient materials for the advice aspect of this activity, the opportunity is given for the teacher to work with letters to the editor or editorials to complete this assignment. Where the possibility to do both exists, the teacher is encouraged to allow the students to choose which aspect of the activity they would like to do.

· Collect numerous advice column letters and responses to them from local newspapers, or collect a number of letters to the editor and editorials from local newspapers. Collect scripture readings that include advice from individuals in the Bible (e.g., Solomon’s advice in Proverbs 1:20-33, 7:6-27, 10:1-29, 31:1-31, St Paul’s Letters: 1 Corinthians 6:12-20, 13: 1-13, Galatians 6:1-10, Ephesians 6:1-4, Philippians 3:12-21).

· The readings from the Bible will be integrated into the activity regardless of which aspect of the activity (advice/editorial opinions) the teacher has chosen to use.

· Encourage students to bring in advice columns/editorial opinions from magazines of personal interest, such as sports magazines, fitness magazines, or teen magazines, reminding students that any material brought in must be in keeping with the moral tone of the school.

· Review all advice/editorial items prior to use to ensure that the material they contain reflects Gospel values and ethics.

· Discuss any letters that do not promote Gospel values and ethics stressing our Catholic perspective.

· Conference with Religion teacher concerning current issues and themes being discussed in that course. Conference with Family Studies and Physical Education/Health teachers to discuss current themes and issues such nutrition, child rearing etc. that may be being discussed in those classes.

· If the teacher elects to use letters to the editor and editorials, he/she should consult with teachers in other subject areas such as Canadian and World Studies, Law, Guidance and Career Education, Business Studies and Technological Education to identify topics and issues that may be of interest and provide a cross-curricular activity.

· If available, invite your school chaplain to participate in the discussions that may be generated by sensitive subject material.

· Refer to students’ IEPs in order to make necessary accommodations and/or modifications.

Prior Knowledge Required

Students will:

· have a basic understanding of the letter-writing format used for advice columns as covered in Unit 1, Activity 6);

· be aware of their intended audience;

· be aware of acceptable responses reflecting Gospel values and ethics;

· have a basic understanding of computer software (word processing).

Teaching/Learning Strategies

The teacher will:

· read three or four advice column letters and responses, including at least one from the Bible. Suggestions include Galatians 6, Ephesians 6, and 1 Corinthians 13, and have students outline the format of a letter giving/requesting advice, and respond in their Portfolios of Written Work to the advice requested and received.

· point out the need for objectivity when giving advice, and ask the students to explain why this objectivity is needed.

· if the teacher wishes, as an extension activity, students may choose to compare advice from several years ago with advice today. Some areas that might prove interesting are the role of women, wedding etiquette, child rearing strategies, dating rules, and labour laws. Or, read three or four letters to the editor or editorials, including at least one selection from the Bible (Old Testament prophets such as Isaiah, Ezekiel, and Daniel who wrote to encourage or threaten the people of Israel) and have students outline the format of the opinion, state whether or not they agree with the comments, and respond in their Portfolios of Written Work to the opinions voiced.

· have students brainstorm general situations in which a person might need advice, e.g., health issues, exercise, pet care, looking for a job, or improving their grades. Have students select a situation from the compiled list, and write a letter requesting advice on the issue.

· collect the letters and redistribute them to other students who will write a response giving advice on the issue. Remind students that their advice must be in keeping with the Catholic philosophy of the school. Or, have students brainstorm a variety of topics that could be used to generate editorial opinions. Students will select one topic from the compiled list, and write an editorial on that topic.

· collect the editorials and redistribute them to other students who will write a letter to the editor voicing their opinion on the subject. Remind students that their letters must be in keeping with the Catholic philosophy.

Students will:

· write a letter requesting advice on an issue such as health, exercise, pet care, looking for a job, dealing with peer problems, etc.

· write a response letter offering advice or a solution to one of their peer’s concerns. Or, write an editorial on a topic of concern to the students in the school on an issue such as the food in the cafeteria, etiquette in the halls, behaviour at school dances, the need for more extra-curricular activities, etc.

· write a letter to the editor based on one of the editorials.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of students at work (Appendix 1.16)

· Checklist to assess group work (Appendix 1.14)

· Teacher-student conferences to provide feedback on the writing process

· Self-editing checklist for writing a letter (Appendix 1.10)

· Peer editing checklist to provide feedback on the writing process (Appendix 1.11)

· Portfolio of Written Work and Personal Dictionary entries

Accommodations

· Peer tutor to help with reading and writing skills

· Assistance with organization skills

· Flexible timelines

· Dual language dictionaries

Resources

Local newspaper, community newspaper

Canadian newspapers and other publications

A variety of magazines on different topics such as fitness, health, fashion, etc.

Teen magazines, Sports magazines

Catholic publications

Holy Bible, Catholic Edition, New Revised Standard Version

Internet browsers such as Netscape

Computer software (word processing)

Activity 4: Technical Writing: How to….

Time: 180 minutes

Description

The purpose of this activity is to provide students with the opportunity to examine various examples of instructional material, increase their knowledge and understanding of sequencing and time qualifiers, and practise their technical writing abilities. Students will write a “How to” article that incorporates appropriate use of terminology, sequencing, and grammatical structures.

Strand(s) and Expectations

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

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.01, RE2.05, RE3.01, RE4.02, RE4.03, WR1.01, WR2.01, WR2.02, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.02, WR5.03, WR5.04.

Planning Notes

· The teacher should collect various examples of “How to” articles from a number of sources including newspapers, magazines, and the Internet.

· Consult with teachers in other subject areas for possible “How to” materials that could be used in this activity.

· The teacher, with student collaboration, should develop a marking scheme for the assessment of the “How to” article and provide copies to the students prior to the activity.

· The teacher and the students should produce a checklist for the essential steps of “How to” articles.

· The teacher should reserve the Library/Resource Centre or Computer Lab for preparation and revisions to writing activity.

· The teacher should refer to students’ IEPs in order to make necessary accommodations and/or modifications.

Prior Knowledge Required

Students will:

· know how to follow steps in a recipe or similar activity;

· be familiar with the use of computer software (word processing);

· be aware of the format and language associated with expository prose;

· be familiar with the steps involved in the writing process.

Teaching/Learning Strategies

The teacher will:

· direct students in a brainstorming activity: “How do you . . .?” (make a sandwich, tie a bow, do research in a library, complete an application form for a job, solve a mathematical equation, or pray the rosary).

· direct the students in orally describing the sequenced steps involved in completing an activity, and record the information for later reference.

· discuss the importance of sequencing and identify words that act as time qualifiers, e.g., then, before, after, throughout, following, etc. and record them on the chalkboard. Have students suggest other aspects of “how to” articles that are also important, including detailed instructions, lists of materials, and diagrams.

· with the students, develop a checklist for a “How to” article.

· with student assistance, develop a marking scheme for assessing the final article.

· distribute a variety of “How to” articles.

· students are to read at least two articles, and in their Portfolios of Written Work, comment on the effectiveness of the articles and whether or not they feel they could do what the articles describe from the instructions given.

· instruct students to examine the articles, identify the primary time qualifiers used in the articles, and record them in their personal dictionaries (sequential words such as first, second, later, after etc.).

· have students brainstorm possible topics for a “How to” article. Have them select one topic and write an article on that topic.

· encourage students to select topics that reflect other subject, community or cultural activities.

Students will:

· develop a “How to” article using appropriate written expression, sequencing and time qualifiers.

· complete their revised work using word processing software.

· write in their Portfolios of Written Work and add to their Personal Dictionaries

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of the students using the various steps of the writing process

· Checklist for “How to” article

· “How to” article assessed according to marking scheme developed by the class

· Portfolio of Written Work and Personal Dictionary entries

Accommodations

· Peer tutor or help from Special Education staff

· Dual language dictionaries

· Flexible timeline for completion of assignment

Resources

Local, community, Canadian newspapers, magazines, and journals

Textbooks from other subject areas

Repair/assembly manuals, cookbooks

Word processing software

Internet

Activity 5: Advertising and its Moral Implications

Time: 180 minutes

Description

The purpose of this activity is to allow students to explore the moral, ethical, and religious implications of contemporary advertisements found in everyday newspapers, magazines, on clothing, billboards, television, radio, Internet, and those delivered daily to their homes. Students will examine, discuss and reflect on these advertisements and have the opportunity to rewrite an ad emphasizing appropriate Gospel values and ethics.

Strand(s) and Expectations

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

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.01, RE1.02, RE1.04, RE2.05, RE3.01, RE4.01, RE4.03, RE4.04, WR1.01, WR1.02, WR1.03, WR1.04, WR2.03, WR3.01, WR3.02, WR4.01, WR4.02, WR4.03, WR4.05, WR5.02, WR5.03, WR5.04.

Planning Notes

· Collect advertisements including effective, morally sound ads, as well as controversial ads with inappropriate moral, ethical and religious implications.

· Arrange for an overhead projector, and audio-visual equipment needed in the activity.

· Make overheads of about a dozen magazine ads that are aimed at different segments of the population to ensure diversity.

· Invite the school chaplain to discuss the moral implications of modern advertising. Show him/her the selected advertisements, so that he/she may be prepared to discuss all of the advertisements and provide students with a better understanding of the Christian perspective on advertising.

· Prepare a handout outlining the techniques of advertising, e.g., celebrity spokesperson, weasel words, positioning, sexual innuendo, appeal to authority, etc.

· Reserve the Library/Resource Centre and Computer Lab.

· Provide supplies, such as construction paper, markers, pencil crayons, scissors, and glue.

· Provide Canadian magazines, newspapers and packaged ads delivered with the mail for the students to view.

· Provide samples of clothing with and without advertising on it.

· Refer to the students’ IEPs for necessary accommodations and/or modifications.

Prior Knowledge Required

Students will:

· have a basic understanding of the advertisements found in newspapers, magazines etc.;

· be aware of Gospel values and ethics as stated previously in this course;

· be aware of school rules and regulations for the Library/Resource Centre and Computer Lab.

Teaching and Learning Strategies

The teacher will:

· ask the students to give examples of advertisements they think are successful and why (e.g., car ads for luxury automobiles, and utility vehicles, clothing ads such as ads for brand name soups).

· show students a selection of products and discuss how advertisers use packaging to attract or discourage buyers, e.g., new cigarette packaging.

· using an overhead projector, show students a number of ads, and ask them to identify the target market for a particular product. Explain different techniques used by advertisers to be successful, e.g., celebrities, promises of success, status symbols, weasel words, male/female attractiveness, fear of not belonging, humour, slogans, repetition, appeals to authority, documented proof, etc. Make sure both the negative and the positive techniques of advertising are explored.

· show the students advertisements and have them discuss why/how each is successful, and includes Gospel values and ethics (sanctity of the human body, respect for the individual, and equality) or how each is inappropriate, (false claims, racial/cultural/sexual exploitation, and the promotion of unhealthy lifestyles).

· distribute copies of the list of the Life’s Problems from the Teachings of Jesus Christ (Appendix 3.2). Have students discuss the sins and give examples of them. In their Portfolios of Written Work, ask students to respond to the statement “Current society accepts, as normal and tolerable, many behaviours and attitudes that used to be considered sinful.” Encourage students to share their opinions.

· examine the positive and negative aspects of a few selected ads. Have students discuss how the negative aspects of ads encourage personal and social sins (see definitions in Appendix 3.2).

· hand out Appendix 3.3 listing the Beatitudes and Christian Virtues and Character. Discuss these with the students as they demonstrate the positive side of advertising, for example, ads requesting donations to various charities, ads encouraging family interaction, and ads promoting healthy lifestyles.

· display/list each ad under one of the two headings: Morally Sound or Morally Weak.

· together with students, design a checklist for a morally sound advertisement.

Students will:

· reflect in their Portfolio of Written Work concerning the way advertisers do not “respect the dignity of the person”.

· choose one of the inappropriate ads (previously discussed) and redesign it to promote the product in a positive, eye-catching manner that reflects Gospel values and ethics. Students may choose to submit their redesigned ads to the product manufacturers.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of students at work and in group discussions

· Student/teacher conferences, peer conferences

· Checklist for completed redesigned advertisement

· Portfolio of Written Work and Personal Dictionary entries

Accommodations

· Peer tutor or Special Education assistance for completion of written task

· Flexible timeline for completion of task

· Dual language dictionaries

Resources

Canadian newspapers, magazines, journals, and Catholic publications

Packaged advertisements, product/clothing samples

Video tapes of commercial ads

Word processing software

Internet

Activity 6: Creating and Publishing a Newspaper

Time: 180 minutes

Description

The purpose of this activity is to bring together all of the various types of non-fiction information studied in this unit. In this activity students, working in teams of three or four, will create a newspaper. Students may choose the type of newspaper they would like to create such as a community paper, a school paper, or a class paper. Each newspaper will demonstrate an understanding of the various aspects of a newspaper, the different styles of writing found within one, and the need for quality and substance in the articles, and contain examples of each style of writing covered in this unit.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 1d, 2a, 2b, 2c, 2d, 4a, 4c, 4e, 5a, 5b, 5e, 5f, 7b, 7g.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.01, RE1.04, RE2.02, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.03, WR1.04, WR2.01, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.01, WR5.02, WR5.03, WR5.04.

Planning Notes

· In order for this activity to be successful, students must incorporate the knowledge acquired from the completed activities in this unit as well as those in Unit 1.

· The teacher will provide a variety of different newspapers/newsletters that students can use as samples for their newspapers.

· The teacher will reserve the Library/Resource Centre and Computer Lab for students who need to do research, and complete their newspapers, and will ensure students abide by school board protocol for Internet use.

· Students may use the products of prior activities from this unit in their newspapers.

· Teachers should refer to students’ IEPs for relevant accommodations and/or modifications.

Prior Knowledge Required

Students will:

· be aware of what is suitable for print material based on the moral tone of the school and Gospel values and ethics as discussed earlier in the course;

· have completed all of the previous activities in this unit;

· be aware of the audience, language, and format of each section of the newspaper;

· be aware of the constraints in time and space for writing for a newspaper;

· be capable of using the computer and the Internet for research and publication;

· be aware of school board protocol with regards to the Internet.

Teacher/Learning Strategies

The teacher will:

· collaborate with students to develop a checklist for the essential sections to be included in the newspaper.

· will provide students with a copy of the checklist that will be used to evaluate the newspaper. (Appendix 3.4)

· divide the students into groups, and instruct the groups to select the type of newspaper they would like to produce and the format they wish to use.

· distribute the appropriate examples of journalistic materials for students to use as a resource.

Students will:

· collaborate on the creation of a newspaper. Students will use a word processor to complete the activity. Final size of the newspaper will be up to the students (full size, tabloid, letter size, or legal size).

· research, write, peer conference and revise articles needed to meet the specifications of the assignment.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of students at work on the various stages of their newspaper

· Group work checklist to assess individual contribution to finished product (Appendix 1.14)

· Peer editing checklist (Appendix 1.11)

· Student/teacher conferences

· Completed assignments from previous activities

Summative Assessment

· Newspaper produced by the students evaluated by the Newspaper Rubric (Appendix 3.4)

· Portfolios of Written Work assessed by Portfolios of Written Work Rubric (Appendix 1.18)

· Personal Dictionary assessed by Personal Dictionary Rubric (Appendix 1.17)

Accommodations

· Peer tutoring or Special Education Assistance for completion of assigned task

· Assistance with organizational skills

· Dual language dictionary

· Time management techniques

· Modified assignment lengths/timelines for the completion of the task

Resources

Local, school, community, church newsletters and newspapers

Cookbooks, manuals

Software: desktop publishing, word processing

CD-ROMs

Internet

Appendix 3.1

Newspaper Scavenger Hunt

To complete this activity, you will have to find the following items in the newspaper provided. Paste the items on the paper provided. Add comments as instructed.

1. A local news item	Who/what is the focus of the story?
2. A world news item	Where/when did the story take place?
3. A national news item	How/why is this story important to Canadians?
4. A letter to the editor	Is this fact or opinion? Explain your answer.
5. A horoscope entry for someone born the 17th of June and your own horoscope entry.
6. A weather prediction for the next day	Is this item fact, fiction or opinion? Why?
7. A sports’ story and a statistic
8. An editorial	Is this item fact or fiction? Does the entire group agree on the opinion? Express own opinion on this issue.
9. Fiction is not the same as opinion. Find an example of fiction.	Why is this item fiction?
10. A public service announcement
11. A political/editorial/work related cartoon	What does the cartoon mean?
12. An advice column	Do you agree with the advice? Why/why not?
13. A “How to” article	Could you follow the instructions given? Explain your answer.
14. A picture and caption	Explain the picture. Do you think it is an effective way of reporting this issue? Why/Why not?

Appendix 3.2

Personal and Social Sin

Definitions

Personal Sin: Personal Sin involves the act of an individual — either they commit an act that is wrong or they fail to do something that is right.

Social Sin: Social Sin involves the collective behaviour of a group of people — for example: a group commits an act of discrimination against a minority group or the group ignores the needs of the poor in society.

Life’s Problems from the Teachings of Jesus Christ

Adversity Matthew 10: 16-39	Greed Luke 12: 15-21, Matthew 6: 20,21
Anger Matthew 5: 22-24	Hatred Matthew 5: 43-48
Bible Reading John 5: 39, Matthew 24: 35	Honesty Luke 19: 11-26
Brotherly Love John 13: 34, 35	Honour to Parents Matthew 15: 4, Mark 10: 19
Compassion Luke 10: 30-37	Intemperance Luke 21: 34-36
Conceit Luke 18: 9-4	Marriage Mark 10: 2-12
Crime Matthew 15: 11, 17-20	Prayer Luke 11: 1-13
Death Luke 16: 19-31, John 11: 25,26	Revenge Matthew 5: 43-48
Deceit Matthew 23: 27, 28	Riches Mark 10: 17-31, John 3: 13-21
Doubting John 20: 24-29	Righteousness Matthew 5: 20, John 3: 13-21
Enemies Matthew 5:10, 43-48	Salvation John 3: 16, John 5: 24
Extravagance Luke 12: 16-31	Sin John 8: 24, 34-36
Fault Finding Matthew 7: 1-5	Sincerity Matthew 7: 15-27
Forgiveness Matthew 18: 21-35, Mark 11: 25, 26	Swearing Matthew 5: 33-37
Friendship John 15: 12, 17	Truth John 14: 6

Appendix 3.3

The Beatitudes

Matthew 5:3-12

“Blessed are the poor in spirit, for theirs is the kingdom of heaven.”

“Blessed are those who mourn, for they will be comforted.”

“Blessed are the meek for they will inherit the earth.”

“Blessed are those who hunger and thirst for righteousness, for they will be filled.”

“Blessed are the merciful, for they will receive mercy.”

“Blessed are the pure in heart, for they will see God.”

“Blessed are the peacemakers, for they will be called children of God.”

“Blessed are those who are prosecuted for righteousness’ sake, for theirs is the kingdom of heaven.”

“Blessed are you when people revile you and utter all kinds of evil against you falsely on my account. Rejoice and be glad, for your reward is great in heaven, for in the same way they persecuted the prophets who were before you.”

Christian Virtues and Character

Cheerfulness Philippians 4: 4, Colossians 3: 16, 17	Liberality 2 Corinthians 9: 6-18
Cleanliness 2 Corinthians 7: 1	Love 1 John 4: 7, 8
Courage Philippians 1: 27, 28	Meekness Matthew 5:5
Diligence Romans 12: 10-13	Mercy Matthew 5: 7
Discretion Ephesians 5: 15-17	Obedience Romans 13: 1-7
Endurance 2 Timothy 2: 3	Patience Hebrews 10: 36, 37
Faith Mark 11: 22-24	Peacefulness Romans 12: 18
Faithfulness 1 Corinthians 4: 2	Prudence James 1: 19
Forgiveness Ephesians 4: 31, 32	Pure Thinking Philippians 4: 8
Friendliness Romans 12: 15, 18	Purity 2 Timothy 2: 22
Gratitude Philippians 4: 6	Steadfastness Ephesians 6: 10-20
Honesty Romans 12:17	Sympathy 1 Peter 3: 8, 9
Honour 1 Peter 2:17	Temperance 1 Corinthians 9: 25-27
Humility Philippians 2: 3-11	Truthfulness Ephesians 4: 14-16, 25, 29

Appendix 3.4

Newspaper Rubric

Name:

Criteria	Limited Level 1	Some Level 2	Considerable Level 3	Thorough Level 4
Knowledge/Understanding
Front page is organized, as a front page should be, to facilitate readers’ access to key articles.
The use of space and layout are effective and eye-catching to assist the reader.
Articles use the 5Ws and the H, and the inverted pyramid method.
Thinking/Inquiry
News articles present facts clearly without bias or exaggeration.
Information is presented logically.
All articles have been thoroughly researched and are accurate.
“How to” information/instructions are clear. Illustrations are useful.
Topics for editorials/letters/opinions are timely and interesting.
Items created by the publishers show evidence of critical and creative thinking, and research.
Communication
The level of language is consistent with the intended audience.
Sentences were well constructed and suitable to various items.
The information presented was clear and easily understood.
Ads used demonstrated sound advertising principles.
Application
Newspaper presentation demonstrated an understanding of good principles of graphical text.
The writing demonstrated appropriate vocabulary and language development.
Newspaper demonstrates cross-curricular and community connections.

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

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