Course Profile Literacy Skills:
Unit 5: You Know You’ve Arrived When…
Time: 15 hours
Unit Developer:
Carolyn Sheffield
Activity 1 | Activity 2
| Activity 3
This is a culminating unit to consolidate the essential skills of reading and writing. Through the units in this course profile, students have moved beyond their immediate experiences to consider connections among their personal strengths and communication skills and the experiences that lie ahead. In a monitored, independent study framework, focusing on explicit detail and inferencing skills, students have the opportunity to explore the theme of success. They research mentors, or heroes as models of success using a variety of print and electronic resources. This figure, real or fictional, provides a model of the required elements for success. One component of this research may involve extending interview skills developed in Units 2 and 3 to gather information on a local individual. Other components include assessing and recording relevant information, summarizing the steps towards success for their chosen hero/mentor, and compiling that research in a written form such as a report or profile, suitable for the chosen audience. The final product demonstrates mastery of revision, editing, proofreading and publishing processes. Students share their written pathway for success with their classmates and the teacher in a variety of ways, for example poster displays, or “storefront” presentations.
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, RE1.02, RE1.03, RE1.04, RE1.05, RE2.05,
RE3.01, RE3.02, 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.
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Activity 1 |
Heroes, Mentors and Success |
300 minutes |
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Activity 2 |
Independent Hero/Mentor Profile |
450 minutes |
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Activity 3 |
Independent Hero/Mentor Profile Carousel |
150 minutes |
· The expertise of the teacher-librarian is invaluable for the teacher both in locating the appropriate resources and in reinforcing information skills.
· The teacher may find it helpful to encourage the students to bring in a selection of appropriate magazines for classroom use.
· Chart paper, markers, glue, scissors and construction paper are needed at various times throughout this unit.
Since this is a culminating unit, it is expected that all of the expectations will be familiar to the students and that they will have learned the necessary skills taught in Units 1 to 4.
This unit reviews and uses many of the teaching and learning strategies emphasized in the previous four units. So too, the activities in this unit support a variety of learning styles. The image of the learner, made clear in the Course Notes, must be priority when facilitating all classroom activities.
· Rubrics
· Checklists
· Peer and self-evaluation opportunities
Andersen, Neil. Literature and Media 10.
Davies, Richard, Glen Kirkland, and Jeff Siamon. Crossroads
10.
Hilker, Douglas and Sue Harper. Elements of
English 10: Teacher’s Guide.
Hunter, Judith. Crossroads 9: Teacher’s Guide.
Hunter, Judith, et al. Crossroads 10: Teacher’s
Guide.
Evans, Kathy. The Issues Collection: Biography.
ISBN 0-07-551442-7
Ontario Ministry of Education and Training.
Time: 300 minutes
In order to fully understand the expectations for the independent component of this unit, the class and teacher work together to come to an understanding of the meaning of the words “hero” and “mentor” and to explore the concept of “success”. The students use a variety of reading strategies such as skimming and scanning, focusing on explicit detail, making inferences and making judgements about the relevance of information in order to successfully complete this activity.
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.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.
Specific Expectations
RE1.01 - read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating information, identifying main ideas and supporting details, extending personal knowledge and responding imaginatively;
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;
RE1.03 - use knowledge of the organization of texts to locate relevant information;
RE1.04 - make inferences, draw conclusions, and make judgements based on implicit and explicit information in texts;
RE1.05 - compare their own interpretations of texts with those of others;
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;
RE4.01 - preview vocabulary before reading;
RE4.02 - use word-identification strategies while reading;
RE4.03 - use context to determine the meaning of unfamiliar words;
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;
WR3.01 - construct complete sentences to present information and ideas, using a variety of sentence types;
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;
Spelling: spell correctly specialized vocabulary, unfamiliar words, and words that deviate from regular spelling patterns;
Punctuation: identify the use of effective punctuation when reading and use punctuation correctly when writing.
· The teacher works with the teacher-librarian to generate a list of ten or more current heroes/mentors.
· The teacher works with the teacher-librarian to select four newspaper articles and/or works of short non-fiction on each of the selected hero/mentors.
· The teacher ensures that these resources provide a detailed overview of the background of each of the selected heroes/mentors, details about the lives of these people, and information about the nature of their pathways to success.
· The teacher reproduces each set of four articles on different colours of paper in order to facilitate a quick visual check during activities that all students have different information.
· The teacher prepares a two-column Hero/Mentor T-chart for the class with the headings “What are the personal qualities of the hero/mentor? (e.g., each group has its own hero/mentor) and “What did the hero/mentor do or say or think that supports this quality?”
· The teacher reviews the reading strategies the students will need for this activity.
The students are familiar with:
· a variety of effective reading strategies;
· the writing process;
· the expectations of co-operative learning, effective oral communication and learning skills.
Part A: Whole-class Discussion
1. The teacher explains that the focus for the final unit of this course is a project wherein students research a hero of their choice. However, in order for them to successfully complete the final project, the students explore the meaning of three key concepts: heroes, mentors, and the nature of success.
2. The teacher reminds the class of the expectations concerning co-operative learning, effective oral communication and the importance of such learning skills as teamwork, organization and initiative. This occurs before students begin their investigation of heroes, mentors, and success.
3. Students participate in a think/pair/share activity in response to the questions “What do you think of when you hear the word hero?” and “What do you think of when you hear the word mentor?” The students think about the questions for a specified period of time and then discuss their thoughts with someone else in the class. This step minimizes the element of risk for students who are reluctant to speak in front of a larger group. Once the pairs have shared their ideas, they may join with two other partners and compare and discuss their findings. Finally, the groups will be asked to report to the class as a whole.
4. Students share their observations about the similarities and differences between the terms “hero” and “mentor” with the class. The teacher, or a student, records these ideas on chart paper on a Venn diagram. This organizer is then posted on the wall of the classroom and serves as an important reference point for later group and independent work. The teacher now extends the discussion by asking the students to reflect on the concept of “success”. Again, following the think/pair/share discussion model, the students reflect on such questions as: “What do you think of when you hear the word ‘success’?” “What does ‘success’ mean to you?” and “Is ‘success’ the same for everyone?”
5. Students share their thoughts with a partner and then in a small group. The teacher, or a student, records the thoughts on chart paper and posts them for future reference.
Part B: Small Group Discussion
1. The teacher arranges the class in groups of no more than four students each.
2. In their groups, the students read a newspaper article or short work of non-fiction for information about a person who is popularly considered to be a hero/mentor. Each group has reading material on a different hero/mentor. The teacher colour codes the copies of the newspaper articles/non-fiction in order to ensure that each student in the group reads a different article. This avoids duplication of data and ensures that, together, all group members have the background information they need to complete their Hero/Mentor T-charts.
The following chart provides a possible template for the Hero/Mentor T-chart:
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What are the personal qualities of…? |
What did …do/say/think that supports this quality? |
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The two questions on this chart guide the students in the reading and writing skills required for this activity. To successfully complete this task, students use a variety of reading strategies such as making predictions about the content based on headlines and titles, skimming and scanning, and making judgements about the relevance of information to the topic. Since each member of the group is reading a different article about the same hero, the students are encouraged to read carefully and share the information from their reading passage.
3. Once the groups have finished reading their newspaper article or non-fiction piece, they synthesize their findings and collaboratively and/or independently complete the Hero/Mentor T-chart. The students demonstrate mastery of key reading strategies as they focus on locating the main ideas and supporting details, summarizing key points and rereading to check for understanding. It is important that the students focus on the personal qualities of their hero and provide appropriate supporting details from their reading to explain their reasoning. A successfully completed T-chart is comprised of at least 10 points about the hero/mentor.
Part C: Class Discussion of T-Charts
1. The groups reconvene to refocus their thoughts concerning their Hero/Mentor T-charts. The students exchange charts within the groups for peer editing and to check that each chart is accurate and complete.
2. Once students have completed their Hero/Mentor T-charts, the teacher asks for volunteers to share the T-chart information with the class. The teacher encourages the other members of the class to seek clarification concerning the lives of each groups’ hero/mentor in order to broaden the scope of the concept of the hero/mentor.
3. After the Hero/Mentor T-chart discussions, the teacher asks the class to reread the original lists of the qualities of both the hero and mentor posted on the classroom wall. The teacher discusses any possible additions the students would like to make to these original lists based on their new learning about specific heroes and mentors.
4. The teacher now asks the groups to extend their thinking around their hero/mentor to include ideas from the list outlining the nature of success.
5. In their groups, students discuss which aspects of the nature of success apply the hero/mentor they have been reading about and then complete a belief statement about their group’s hero/mentor with a full explanation. The following example may serve as a guide: “We believe that _____________ (replace this name with the group’s hero/mentor) is a success because….” The teacher reminds the students that it is not enough for them to simply write a statement such as the following: “We believe that Dr. Roberta Bondar is a success because she travelled in space.” The students must fully explain why travelling in space, for example, makes Dr. Roberta Bondar successful.
6. The groups finish their belief statements and read their statements to the class.
7. Students then make any revisions or additions to the class wall chart on the nature of success.
Part D: Portfolio of Written Responses
1. The students now connect the reading and writing they have done on heroes, mentors, and success to their own lives. To demonstrate the depth and extent of their new understanding and mastery of a variety of writing skills, students write a one to two page entry in their Response Portfolios in which they identify and describe the qualities of a personal hero or mentor, explain why this person is/was a success and describe the effect this hero/mentor has had on their lives. This writing provides the opportunity for students to begin to reflect on their own pathways to success.
2. The teacher ensures that students are clear about the expectations for this Portfolio by reviewing the rubric with the class.
3. The students revise their drafts both collaboratively and independently in order to improve the content, clarity and coherence of their writing. Students work with a partner to complete the Ten Point Editing Checklist from Unit 2 -Appendix A. They will use feedback from this exercise to strengthen content and improve the coherence of the writing.
4. Students polish their written Portfolios for submission. Word-processing and electronic spelling and grammar checking programs will encourage students to edit and polish their work.
Diagnostic
· observational checklist of co-operative, oral and learning skills
· peer editing checklist for Portfolio of Written Responses entry
Formative
· graphic organizers
Summative
· rubric developed using the Ontario Curriculum Unit Planner for the Portfolio of Written Responses section based on expectations (WRV01, WRV02, WRV03, WRV04, WRV05, WR1.02, 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, REV02, REV04, RE1.01, RE1.02, RE1.03, RE1.04, RE2.05, RE4.04)
· More time could be allowed for the completion of T-Charts and the Portfolio of Written Responses entry for students whose IEP suggests this accommodation would facilitate greater success.
· Provide models and samples of Venn diagrams and T-charts as exemplars for students who have difficulty visualizing the final product.
· Expand expectations and opportunities for enrichment by building a creative component into the group work.
· For students for whom English is a second language or who are language impaired, a teacher or peer may read the text of the articles in the groups. Students may also use taped readings.
· Pair successful students as peer mentors to assist in remediation and skill-building with reading and writing tasks such as the group hero/mentor reading and the Portfolio of Written Responses.
The following Teacher’s Guides are excellent resources for rubrics, checklists and the variety of assessment instruments needed for this activity:
Andersen, Neil, et al. Literature and Media 10: Teacher’s Guide. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-618722-7
Aker, Don and David Hodgkinson. Language and Writing 10: Teacher’s Guide. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-618721-9
Crane, Mary, Barbara Fullerton, and Amanda Joseph. SightLines 10 Teacher’s Guide. Toronto: Prentice Hall, 2000. ISBN 0-13-028778-4
Hilker, Douglas and Sue Harper. Elements of English 10: Teacher’s Guide. Toronto: Harcourt Canada, 2000. ISBN 0-7747-1462-X
Hunter, Judith, et al. Crossroads 9: Teacher’s Guide. Toronto: Gage, 2000. ISBN 0-7715-1325-9
Hunter, Judith, et al. Crossroads 10: Teacher’s Guide. Toronto: Gage, 2000. ISBN 0-7715-1333-X
Time: 450 minutes
The students research a hero/mentor of their choice and create a Hero/Mentor Profile of that person. Students are encouraged to prepare a profile on someone whom they feel has had a direct and positive influence on their life. In their Hero/Mentor Profile, students provide biographical background on their hero/mentor, explore the nature of his/her success and then explore the role and effect this person has had on their lives. Finally, the students consider connections among their personal strengths and communication skills and take the opportunity to reflect on their own pathways and destinations leading to success. All the work for this activity is completed in a modified independent study framework. The expectations and structure of the written report are clear to the students from previous activities. Successful completion of this activity will demonstrate mastery of variety of reading and writing skills that have been the focus of all previous units in the course.
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.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.
Specific Expectations
RE1.01 - read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating information, identifying main ideas and supporting details, extending personal knowledge and responding imaginatively;
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;
RE1.03 - use knowledge of the organization of texts to locate relevant information;
RE1.04 - make inferences, draw conclusions, and make judgements based on implicit and explicit information in texts;
RE1.05 - compare their own interpretations of texts with those of others;
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;
RE4.01 - preview vocabulary before reading;
RE4.02 - use word-identification strategies while reading;
RE4.03 - use context to determine the meaning of unfamiliar words;
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;
WR3.01 - construct complete sentences to present information and ideas, using a variety of sentence types;
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;
Spelling: spell correctly specialized vocabulary, unfamiliar words, and words that deviate from regular spelling patterns;
Punctuation: identify the use of effective punctuation when reading and use punctuation correctly when writing.
· The teacher works with the teacher-librarian to provide access to resources for student research.
· The teacher works with the teacher-librarian to remind the class of the information skills they will need to undertake the research for this activity effectively.
· The teacher has chart paper, markers, scissors and glue available for classroom use.
· The teacher provides a variety of short biographies for the class.
· The teacher reviews both effective paragraph structure and the steps in the writing process.
· The teacher provides organizational checklists for the students to assist them in following the necessary steps in the research and writing process to complete all components of the Independent Study Hero Profile. (See Resources.)
· The teacher provides a rubric outlining the expectations for a short report based on the Report Template provided in Unit 2 (Appendix D).
· The teacher provides a checklist outlining the expectations for the creative work. (See list of resources.)
· The teacher provides models of the poster display or “storefront” presentations to be used as exemplars.
· Students know, understand, and practise the school policy on appropriate and ethical use of the Internet.
· Students have the information skills needed to carry out their research, including evaluating the appropriateness of resources, and note making.
· Students understand the process and importance of peer and self-assessment.
· Students can use a variety of reading strategies.
· Students know and practise the expectations for effective oral communication.
Part A: Hero Profile Overview
1. The final component of this unit requires the students to research and create a Hero/Mentor Profile on a hero or mentor of their choice. Students select a personal hero for research and, at this point, the teacher may want to broaden the scope of the concept of the hero, if not done previously. Students are encouraged to consider family members, a peer, a local member of the community, or a fictitious character as the focus for their Hero Profile.
2. The expectations for the written report are familiar to the students from previous units of study. However, wherever possible, the teacher provides models and exemplars for the required elements of this project that may be unfamiliar to students, e.g., the biography, the creative component and the poster or “storefront” display format. Students are able to complete most aspects of this project during class time.
3. The teacher clearly outlines all of the required elements in the Hero/Mentor Profile for the students before any reading and writing begins. The Hero/Mentor Profile includes the following three components:
· a five-paragraph report in which the students provide (a) an introduction which defines the concepts of hero, mentor and the nature of success, (b) a brief biography of their chosen hero/mentor, (c) a discussion as to what qualities this person possesses that would make them a hero/mentor, (d) detail on this person’s pathway to success and (e) a concluding paragraph;
· a reflective Portfolio in which the students identify their own strengths and outline the ways in which they feel they can capitalize on them to create their own pathway to success (The students’ pathways to success may, in fact, model or build on the chosen path of their hero/mentor. The key part of this writing assignment is for the students to recognize their abilities and make connections among their personal strengths and communication skills and the experiences that lie ahead.);
· a creative piece which represents some aspect(s) of the hero/mentor’s personality and life. This creative work may be in the form of (a) a small collage of words and pictures from magazines which are representative of their hero personal qualities and the nature of his/her success or (b) a “Memory Box” in which the students include “actual” memorabilia from their hero/mentor’s life. The collage and the Memory Box must be accompanied by a brief rationale explaining why the pictures, words, or “memorabilia” truly represent important aspects of their hero/mentor’s character and life, or (c) another creative approach suggested by the students and deemed acceptable and appropriate by the teacher.
4. Students and the teacher provide a selection of appropriate magazines needed to complete the creative work. The teacher encourages students to consider a wide variety of topics for their collage or Memory Box including sports activities, book titles, musical preferences, entertainment, family photos, food choices, travel destinations and artifacts. A checklist for evaluating the collage or Memory Box makes the expectations for this assignment clear.
5. The teacher explains to students that, once their written and creative component is completed, they are expected to show their work in a poster display or some form of “storefront” presentation. (See Activity 3.) Wherever possible, the teacher provides models of completed poster displays and/or “storefront” presentations as exemplars for those students who have difficulty visualizing the final product.
6. The teacher reminds students to use the wall charts on the hero, mentor and the nature of success as a guide for their reading and writing in this project.
7. Before the students begin the research and the writing component of their Hero Profile, the class reads a selection of short biographies (see Resources). This can be facilitated as a concept attainment exercise during which the students use these biographies to collaboratively create a list of the required elements of a biography and to explore the pathways to success of these hero/mentors.
Part B: Biography Reading and Discussions
1. Students continue to read, reflect on and discuss the biographies the class is examining. Various approaches may be taken to strengthen reading skills. Students may read silently, in small groups to each other, or the teacher may ask for volunteers to read to the whole class. It is important to vary the approach so that the strengths and weaknesses of all students are addressed.
2. After they have read a selection of short biographies, students, working collaboratively, begin to create a list of the required biographical elements for their Hero/Mentor Profiles. This list serves as an outline for the students as they begin reading about and researching their own hero/mentor for their profile. Again, student reading, discussion and writing should also focus on the nature of success for each of the heroes/mentors about whom they are reading.
Part C: Research
1. The students identify the hero/mentor they have selected for their Hero Profile before they begin compiling information.
2. The teacher reviews the steps in the writing process and shares the rubric for the report and the Portfolio with the class in order that the expectations for this writing assignment are very clear to all students.
3. Students use the outline for the report found in Unit 2 (Appendix D) to guide them in reading, research, note-taking and, ultimately, writing the final product.
4. If students do not have sufficient materials to research and complete their Hero Profile, they may use the Library/Resource Centre to access print and electronic resources for this project. Information skills of note-taking, documenting sources and evaluating the appropriateness of resources and information are an important skill for this activity. Students may also extend their interview skills by gathering information on a family member, peer, or a local member of the community.
Part D: Research/Initial Draft Writing/Creative Work
1. Students’ needs during this phase of the Independent Study component will vary. Some will need more time than others will for each component of the Hero Profile. So too, some students will want to do certain work for their profile on their own time and other work in class. These two research and writing periods provide the opportunity for the students to demonstrate mastery of the skills of organizing and managing their time while working towards a goal.
2. Prior to the editing, revision, and polishing stage of the students’ Hero Profile, the rubric for the report, the Portfolio and the checklist for the creative work will again be reviewed to ensure that the students fully understand the expectations addressed and the standard of performance expected.
Part E: Revising/Editing/Proofreading and Publishing
1. Students use the Ten Point Editing Checklist (Unit 2, Appendix A) to peer and self-edit their work. The students revise their drafts collaboratively and independently in order to improve the content, clarity and coherence of their writing.
2. Students polish their written Portfolios for submission. Word-processing and electronic spelling and grammar checking programs encourage students to edit and polish their work.
3. The rubrics for the report and the Portfolio, and the checklist for the creative work continue to serve as a guide for the students to ensure that the expectations and the expected standard of performance are clear.
4. Students are expected to present their work in either in a poster display or a “storefront” presentation. This format for presentation facilitates the carousel and discussions for Activity 3. Models of such displays provide the students with exemplars and standards of performance.
Summative
· Summative assessment using a checklist for the creative work
· Summative assessments using a rubric for the report and the Portfolio developed using the Ontario Curriculum Unit Planner (WRV01, WRV02, WRV03, WRV04, WRV05, WR1.02, 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, REV02, REV04, RE1.01, RE1.02, RE1.03, RE1.04, RE2.05, RE4.04)
· Encourage students, especially those for whom English is a second language, to research a hero/mentor from their home country.
· Consider the use of adaptive technologies and specialized equipment for those who would benefit from such assistance particularly for displaying their own work.
Andersen, Neil. Literature and Media 10.
Toronto: Nelson Thomson Learning, 2000.
ISBN 0-17-618719-7, especially the
selection:
Nelson Mandela. “A Country Childhood”
Evans, Kathy. The Issues Collection: Biography.
Toronto: McGraw-Hill Ryerson Limited, 1993.
ISBN 0-07-551442-7
Kirkland, Glen, editor. Crossroads 10.
Toronto: Gage Educational Publishing, 2000.
ISBN 0-7715-1332-1, especially the following selections:
Sandy Banks. “Rosa Parks’ Heroism Still Inspires”
Brian Bergman. “Tom Jackson”
Luengo, Anthony, editor. Literature and Media 9.
Toronto: ITP Nelson, 1999.
ISBN 0-17-618701-4, especially the following selections:
Jack Granatstein. “Tom Longboat”
John Melady. “Anna Lang”
Ontario Ministry of Education and Training. Ontario Curriculum Unit Planner, Version 2.0. Toronto, 2000.
The following teacher’s guides are excellent resources for rubrics, checklists and the variety of assessment instruments needed for this activity:
Andersen, Neil, et al. Literature and Media 10: Teacher’s Guide. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-618722-7
Aker, Don and David Hodgkinson. Language and Writing 10: Teacher’s Guide. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-618721-9
Crane, Mary, Barbara Fullerton, and Amanda Joseph. SightLines 10 Teacher’s Guide. Toronto: Prentice Hall, 2000. ISBN 0-13-028778-4
Hilker, Douglas and Sue Harper. Elements of English 10: Teacher’s Guide. Toronto: Harcourt Canada, 2000. ISBN 0-7747-1462-X
Hunter, Judith, et al. Crossroads 9: Teacher’s Guide. Toronto: Gage, 2000. ISBN 0-7715-1325-9
Hunter, Judith, et al. Crossroads 10: Teacher’s Guide. Toronto: Gage, 2000. ISBN 0-7715-1333-X
Time: 150 minutes
The students share their Hero/Mentor Profiles with other members of the class. The poster displays or “storefront” presentations provide the opportunity for other members of the class to move around the classroom and view, read and discuss the Hero/Mentor Profiles with the writers. The students write a Portfolio in response to two of the profiles that particularly caught their attention.
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.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.
Specific Expectations
RE1.01 - read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating information, identifying main ideas and supporting details, extending personal knowledge and responding imaginatively;
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;
RE1.03 - use knowledge of the organization of texts to locate relevant information;
RE1.04 - make inferences, draw conclusions, and make judgements based on implicit and explicit information in texts;
RE1.05 - compare their own interpretations of texts with those of others;
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;
RE4.01 - preview vocabulary before reading;
RE4.02 - use word-identification strategies while reading;
RE4.03 - use context to determine the meaning of unfamiliar words;
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;
WR3.01 - construct complete sentences to present information and ideas, using a variety of sentence types;
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;
Spelling: spell correctly specialized vocabulary, unfamiliar words, and words that deviate from regular spelling patterns;
Punctuation: identify the use of effective punctuation when reading and use punctuation correctly when writing.
The teacher ensures that the students’ Hero Profiles are adequately displayed in order for the carousel to be successful.
· Students are comfortable displaying and discussing their work.
· Students understand the etiquette of examining and discussing the creative work of their peers with sensitivity and respect for both the person and the property.
1. Over the next two periods, students share the results of their research with their classmates. Poster displays or “storefront” presentations work best for the carousel format. Similar to a science fair structure, students display their work and discuss their reasoning with others.
2. The class participates in the carousel in order to view, read and discuss the Hero/Mentor Profiles with their peers. The carousel structure works best over the two periods if approximately one third of the class is “posted” at their display at a time. This way the rest of the class can circulate and discuss the presentations. After a reasonable period of time, the groups switch and another third of the class members become the “presenters”.
3. Once students have browsed all the displays, each then selects two Hero/Mentor Profiles to explore in greater depth. The students view, discuss, and reflect on these selected profiles in much more detail with the writers/creators.
4. Once students have completed their carousel discussions, they write a one-page Portfolio of Written Responses entry for each of the two Hero/Mentor Profiles they chose for their focus. In each Portfolio response, the students identify what it is about this particular hero/mentor that drew them in. They briefly explain what background detail about this person’s life was especially interesting to them. Finally, they examine this hero/mentor’s pathway to success and make important connections to their own projected pathways and destinations.
5. The teacher shares the rubric for the Portfolio of Written Responses with the class to clarify expectations for this final writing task.
6. Due to the personal nature of the Portfolio component of the Hero/Mentor Profile, some students may not wish to present this portion of their profile to their peers.
· The teacher and students gather evidence of the specific expectations outlined for this activity in:
· Summative assessment using rubric for written Portfolio of Written Response. (WRV01, WRV02, WRV03, WRV04, WRV05, WR1.02, 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, REV02, REV04, RE1.01, RE1.02, RE1.03, RE1.04, RE2.05, RE4.04)
· Pair ESL students with a reading partner or peer tutor for the carousel to ensure full understanding of the reading material.
· Consider options to the carousel presentations for those students who struggle with presenting and discussing orally, e.g., students may tape an introduction and comments about their material ahead of time.
· Consider the use of adaptive technologies and specialized equipment for those students who would benefit from this during the carousel presentations
The following teacher’s guides are excellent resources for rubrics, checklists and the variety of assessment instruments needed for this activity:
Andersen, Neil, et al. Literature and Media 10:Teacher’s Guide Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-618722-7
Aker, Don and David Hodgkinson. Language and Writing 10: Teacher’s Guide. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-618721-9
Crane, Mary, Barbara Fullerton, and Amanda Joseph. SightLines 10 Teacher’s Guide. Toronto: Prentice Hall, 2000. ISBN 0-13-028778-4
Hilker, Douglas, and Sue Harper. Elements of English 10: Teacher’s Guide. Toronto: Harcourt Canada, 2000. ISBN 0-7747-1462-X
Hunter, Judith, et al. Crossroads 10: Teacher’s Guide. Toronto: Gage, 2000. ISBN 0-7715-1333-X
Course
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