Course Profile Canadian Literature, Grade 11,
University/College Preparation, Catholic and Public
Unit
4: Children’s Literature
Time: 16.5 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
Children’s
literature, as a genre, offers an exceptional opportunity for the exploration
of universal human experiences that transcend culture, age and time. Throughout
this unit, students should build on their foundational understanding of
concepts established earlier in the course such as regionalism, physical and
psychological landscapes, and diversity of perspective. Through reading, response
and analysis, students should experience the full diversity of Canadian
children’s literature such as regional alphabet books, young adult fiction,
Aboriginal writing and urban and rural stories. Teachers should also select
appropriate non-fiction, poetry, picture books, songs and folk tales. It is
recommended that teachers outline the concept and expectations for the
culminating task early in the unit.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1: Beginnings: The Art of Writing for Children |
225 min |
RSV.02, RI2.01, RI4.02 CGE2a, 3b, 3c |
Knowledge/ Thinking/Inquiry Communication |
Discover and apply archetypes and patterns in children’s literature to a Canadian context through a short written response. |
|
2: Canadian Perspectives: What Makes a Text Universal? What Makes a Text Canadian? |
300 min |
RIV.01, RSV.01, RSI.02, RI2.03, RI3.01 CGE5b, 5e, 7f |
Knowledge/ Thinking/Inquiry |
Visit a series of literature stations, which reflect a range of children’s authors and illustrators. While Activity 2 is going on in class, students should
be reading the children’s novel they have selected for |
|
3: Narrative Voice: The Art of the Author in a Canadian Children’s Novel |
225 min |
RSV.01, RSI.01, RSI.02 CGE1d, 5b |
Knowledge/ Thinking/Inquiry Communication |
Explain how the elements of good fiction are reflected in a major children’s text. |
|
4: Our Voice to the World: Promotional Pitch to the International Children’s Book Festival |
240 min |
RIV.01, RIV.03, RSV.01, RSV.02, RI3.03, RS2.02 CGE4a, 4b, 7g |
Thinking/Inquiry Communication Application |
In small groups, create and present a formal proposal for the Quintessential Canadian Children’s Book to the selection committee for the International Children’s Book Festival. |
Andrews, Jan and Simon Ng. Out of the Everywhere: New Tales for Canada. Toronto: Groundwood
Books, Douglas and McIntyre Ltd., 2000. ISBN 0-88899-402-8
Egoff,
S. The New Republic of Childhood: A
Critical Guide to Canadian Children’s Literature in English. Toronto:
Oxford University Press, 1990. ISBN 0195405765
Gerttidge,
Allison. Meet Canadian Authors and
Illustrators – 50 Creators of Children’s Books. Richmond Hill: Scholastic
Canada Ltd., 1994. ISBN 0-590-24319-5
Ibbitson,
John. The Night Hazel Came to Town.
Don Mills: Macmillan Publishing, 1995.
ISBN 0-02-954209-X
Jones,
R.E. and Jon Stott. Canadian Children’s
Books: A Critical Guide to Authors and Illustrators. Toronto: Oxford
University Press, 2000. ISBN 01954 1222-2
Katz,
Welwyn. False Face. Toronto:
Groundwood Books, Douglas and McIntyre Ltd., 1995.
ISBN 0-88899-082-0
Little,
Jean. Hey World, Here I Am! Toronto:
Kids Can Press Ltd., 1986.
Pearson,
Kit, ed. This Land: A Cross-Country
Anthology of Canadian Fiction for Young Readers. Toronto: Viking, 1998.
ISBN 0670878960
Plain,
Ferguson. Grandfather Drum. Winnipeg:
Pemmican Publications, 1994. ISBN 0-921827-41-5
Plain,
Ferguson. Eagle Feather: An Honour.
Pemmican Publications, 1989. ISBN 0-921827-12-1
Canadian
Children’s Literature – -
http://www.uoguelph.ca/englit/ccl/index.html
Canadian
Children’s Literature Service – http://www.nlc-bnc.ca/services/eclsc.htm
Children’s
Literature Web Guide – http://www.acs.ucalgary.ca/~dkbrown/index.htm/
Native
Web – http://www.nativeweb.org/
Time: 225 minutes
Students
are introduced to the role, concepts, and structures of children’s literature
and compare those ideas to concepts previously encountered in the course.
Students demonstrate their understanding through a brief writing activity.
Strand(s): Reading and Interpreting Canadian Literary Texts,
Responding to Canadian Literary Texts
Overall
Expectations
RSV.02 -
produce creative responses to a variety of Canadian literary texts;
Specific
Expectations
RI2.01 -
identify elements of literary forms in Canadian literary texts and explain how
they are used to communicate meaning and enhance impact;
RI4.02 -
explain how Canadian literary works comment on the human condition or present
universal human themes or global issues.
Ontario Catholic School Graduate
Expectations: CGE2a, CGE3b, CGE3c.
Since
this unit is the fourth in the course, students have had the opportunity to
study and creatively apply concepts such as narrative elements, voice, author’s
perspective, and the importance and effect of language and style. Students are
able to select from a variety of children’s texts and critically examine
significant elements of those works in relation to what they have come to understand
about Canadian literature in the course so far.
·
Before
Activity 1 begins, the teacher should select a range of quality children’s
literature in order to build a context from which students will continue their
study. For the introductory activities in this unit, the focus is on the
characteristics and power of children’s literature in general; consequently,
many selections for Activity 1 will not necessarily be Canadian. A range of
classic fairy tales, children’s poetry, children’s picture books, legends, and
fables, both past and present, provide a strong context for study. Teachers may
wish to consult elementary teachers and teacher-librarians to assist them in
the selection of appropriate and accessible children’s literature resources.
·
As
part of this activity, students can also benefit from access to a range of
cartoons or serialized cartoon strips which cater to children or which
demonstrate a “child’s view” of the world. Frequently, students will have their
own copies of collected comics that they can bring and share; public libraries
usually have an ample stock of published cartoonists. For example, “Calvin and
Hobbes” and “For Better or Worse” offer good examples both of the “child’s
perspective” and of thoughtful social criticism. Such resources can provide
excellent material for discussion and analysis.
·
The
teacher may also wish to draw upon critical resources for children’s
literature. Bruno Bettelheim’s The Uses
of Enchantment is an excellent teacher resource.
1. The teacher should introduce children’s
literature by reading aloud a selected “classic” of his or her own
choosing. While for the purposes of this
activity the text need not be Canadian, it should reflect some of the
traditional components of children’s literature: a universal theme or message,
a recognizable plot (quest, journey, search for a home, discovery), unusual or
magical character or circumstance, and clear, engaging writing style and voice.
For example, The Emperor’s New Clothes
or Beauty and the Beast provide
powerful messages and Cinderella or Sleeping Beauty illustrate an archetypal
pattern.
Briefly
lead the class in a discussion of the text, using a key question such as: What
appeals to children about this story? What appeals to adults? What advantages
might an author have when s/he uses children’s text through which to
communicate? What are the limitations?
Think of some other famous children’s stories. What, in your mind, has made
these stories famous?
2. In small groups, students review the
structure and elements of children’s stories through a brief activity. The
teacher places large gift bags, brown grocery bags, or containers at the front
of the room. On each bag/container is labelled one of the following titles: a
leading character (male), a leading character (female), an evil ________, a
mysterious structure, a challenge, a prize, and a magic object. In each
bag/container, the teacher will have written possible roles for the titles.
(Note: Students can also write the roles for this activity): a princess,
a young girl, a sprite, a prince, a questing knight, or a lost elf, for the
leading characters; a dark castle, a mysterious cave, a lost treasure place, a
house in the woods, etc. for the mysterious structure; to get home, to find the
magic lamp, to be tuned back into a prince, etc. for the challenge; a goblet, a magic ring, and so on for all the
titles selected.
In their small groups, students
select at random one of each of the items in the title bags. The task, within a
time limit (15 or 20 minutes), is to construct a story for children using all
of the elements. As a result, the stories will likely emerge with similar
patterns and archetypes. The teacher can then use those archetypes and patterns
to “debrief” students and to review structures and concepts common in
children’s literature.
Discussion:
What pattern elements occur in the stories? What do we come to expect of the
plots of these kinds of stories? To what extent are these plot patterns
transferred to adult stories, for example in film or television? Why? (Star Wars films and action-adventure
films are good examples.)
Suggested
Extension: A selection of children’s poetry could also be used as part of the
introductory activity. An oral reading of a classic such as “The Highwayman” or
“The Jabberwocky” proves a good example for students. Key questions can
encourage students to think about distinctive characteristics of children’s
text: What are the important elements of language in children’s text? How is
character used? How can a text be both predictable and interesting?
3. Ask students to select, from their own
collection, from a library, or from stories they were told in childhood, a
personally meaningful children’s story and bring that selection to class. The
selected story may be a picture book, novel, or comic book – any story that has
had some significance for the student. Additional texts/stories collected in
advance and kept in the classroom will provide good ideas for students and also
texts for students who may not have a personal favourite. (Note: If the
teacher has assigned this task a few days in advance of the unit, texts can be
available for use.)
Assign
students to groups of no more than four. Students, individually, take two
minutes to explain to the rest of the group what significance the book has to
them. As a group, students identify three to five characteristics found to be
common among the books selected and shared. Using the jigsaw method, students
move about the classroom to share findings and compare notes.
4. In their journals, students respond to the
following writing prompt: “At the top of the page, write the title, Things I
wish I had not left in childhood.” Students make a personal list of ideas in
response to the prompt. (Responses will likely include things like imaginary
friends, faith, belief in Santa or magical creatures, time to play, etc.).
With
a partner, students can compare their lists of items. Then, as a class,
students consider the questions: “Of the books or poems that we have read so
far, which ones address the kinds of things identified as things you wish you
hadn’t left in childhood?” Consider the child’s point of view. Authors of
children’s books often use the child to play a very sophisticated role such as
that of philosopher, critic, or voice of wisdom. What role does the child play
in The Emperor’s New Clothes? Why?
Comic strips such as Calvin and Hobbes
can also be used to discuss the child’s point of view.
5. Put the title bags/containers back up at the
front of the room. Ask students to complete this activity:
·
From
your knowledge and understanding of Canadian literature so far, you will have
developed some ideas of traditional patterns, characters and archetypes. Based
on your prior learning and recalling some of the short stories or drama we have
studied so far in this course, identify roles for Canadian versions of the
“classic children’s story” (e.g., leading characters: a Mountie, a brown bear,
a prairie farmer, a logger; a magical object: snowshoes, toque, fishing net,
etc.). Write out your ideas for each of the roles on strips of paper and put
them in the corresponding title bags. Then, in pairs or small groups randomly
draw roles from each bag and write a story for the “classic Canadian”
children’s story.
Note: Time is flexible here based on student/teacher
interest. A story outline can be completed in 30 minutes; if a more developed
story is expected, time needs to be extended. However, in either case students
consider patterns and archetypes in a Canadian context. The teacher may also
use this as a teaching opportunity to review differences between archetype and
stereotype. The class can discuss: What kinds of Canadian stereotypes exist?
How would you, as a children’s author, construct archetype and avoid stereotype?
·
Teachers
may use components of this activity as diagnostic assessment to check for
common understanding to identify prior knowledge.
·
Teachers
may wish to include a written response or log entry at the end of the activity.
·
Students
with a range of cultural backgrounds can extend and enrich this introductory
activity considerably through the contribution of non-western traditional folk
tales.
Bettelheim,
Bruno. The Uses of Enchantment: the
Meaning and Importance of Fairy Tales. Toronto: Random House Canada, 1989.
ISBN 0679723935
Cannon,
Jannell. Stellaluna. New York:
Harcourt Brace and Co., 1993. ISBN 0152802177
Andersen,
Hans Christian. The Emperor’s New Clothes.
Mahwah: Troll Communications L.L.C., 1997. ISBN 0893751103
What Makes a Text Canadian?
Time: 300 minutes
Students
explore the topic of which features of Canadian children’s literature are
distinctively Canadian and which features are universal. While exploring this
topic, students read picture books, regional stories, Aboriginal stories,
historical fiction, folk tales, and poetry, as well as non-fiction works such
as alphabet books. They gather, organize, summarize, and analyse information
and make a presentation to the class. Students also write a critical book
review.
Strand(s): Reading and Interpreting Canadian Literary Text,
Responding to Canadian Literary Text
Overall
Expectations
RIV.01 -
read and demonstrate an understanding of Canadian fiction, drama, poetry, and
non-fiction from diverse cultures, regions, and time periods;
RSV.01 -
produce personal and critical responses to a variety of Canadian literary
texts.
Specific
Expectations
RSI.02 -
produce critical responses to ideas, themes, and issues presented in Canadian
literary texts (e.g., write a review of a Canadian literary text evaluating its
effectiveness in communicating ideas for a specific purpose to a specific
audience; write an analytical academic essay discussing ideas presented in a
novel in the light of a critical theory about Canadian literature);
RI2.03 -
explain how voice and style are used in Canadian literary texts to communicate
meaning and enhance impact ( e.g., explain how a novelist uses first-person
narration to establish and maintain a distinctive voice; write an essay about
the style of a Canadian author based on representative works);
RI3.03 -
explain how the historical and regional contexts of the works and the differing
perspectives of readers influence interpretations of Canadian literary texts
(e.g., research the historical and regional background to help understand a
specific test; produce a videotaped interview or audiotape oral history to
depict the historical period of a novel; compare interpretations of a Canadian
short story in a small group and account for the differences).
Ontario
Catholic School Graduate Expectations: CGE5b, CGE5e,
CGE7f.
Students
have read Canadian short stories, drama, novels, and non-fiction works such as
news articles and editorials. They have demonstrated an understanding of the
concept of culture and the influence of region, history, and geography on personal
perspective. They have participated in groups and gathered, summarized,
analysed, and presented information. They have demonstrated some facility in
using graphic organizers. They have communicated their knowledge and
understanding of narrative elements. They are developing their ability to
recognize universal themes in Canadian literature. The teacher may draw on
knowledge from Grade 9 Geography and Grade 10 History during this activity and
throughout the unit.
·
The
teacher gathers a diverse selection of Canadian children’s literature that
reflects both universal themes and distinctively Canadian features. Teachers
may need to borrow books from their local elementary schools or the children’s
section of their local library for this purpose.
·
The
teacher organizes the books into literary stations around the classroom. The
organization may be by genre or subject. For example, the stations could be
organized as alphabet books, folk tales, poetry collections, Native stories,
regional stories, nature stories, urban stories, and historical fiction. Both
picture books and short chapter books should be included at each station if
appropriate.
·
The
teacher establishes the criteria for the T-chart and prepares the T-charts
ahead of time. A sample T-chart is provided in Appendix 4.1.
·
The
teacher should model how to write a book review using current examples from
newspapers and magazines and should provide students with the Critical Review
Checklist (Appendix 4.2) in advance of the assignment.
·
Teachers
should keep copies of exemplary work.
·
While
Activity 2 is going on in class, students should be reading the children’s
novel that they have selected for Activity 3 and completing assigned journals.
(See Activity 3 Planning Notes.)
1. Show the NFB film adaptation of Roch
Carrier’s The Hockey Sweater (a
read-aloud of the text works as well) or select another Canadian children’s
text, which celebrates some aspect of Canadian culture or regionalism (e.g., A Prairie Year, Boy of the Deep). To
what extent has the author communicated some aspect of Canadian culture? How?
2. The teacher asks students to brainstorm and
list features of Canadian literature from their study of short stories, drama,
and novels earlier in the course. The teacher then asks students to review and
list the characteristics of quality children’s literature as identified in
Activity 1. The teacher then explains that Activity 2 will link the two lists.
3. The teacher distributes the T-charts to
students and reviews and clarifies the criteria. Each student should have one
T-chart for each station. The teacher tells students that they are to choose
from the literary stations one book about which they will write a critical
review. Students use an editing checklist as part of the writing process. In
small groups of four to five, students rotate among the stations, taking notes
on their T-charts at each station.
Students
then reconvene in their groups after visiting each station to discuss and
record answers to the following questions:
(a) What features in the texts are distinctively
Canadian?
(b) What aspects of the texts are universal (i.e.,
not bound by place or time)?
Each group reports its conclusions to the
class, and the class as a whole discusses and assesses the validity of the
conclusions.
Using
the information from the group reports and class discussion, the teacher and
students construct a “master” chart, which lists both distinctively Canadian
features and universal aspects of Canadian literature. This chart remains
posted in the classroom for reference during subsequent activities.
4. The teacher introduces and models the
following writing assignment:
·
Write
a 450- to 500-word review of a Canadian children’s book of your choice from the
selections provided at the stations you visited. Identify the historical/
regional context of the story, the narrative voice, the intended audience, the
main purpose/theme of the work, and the features, which are distinctively
Canadian and those, which are universal in nature. Evaluate the text in terms
of its effectiveness in communicating its theme to its intended audience.
Consider textual elements such as narrative voice and style, choice of diction,
illustrations, and design in your evaluation.
·
Anecdotal
assessment of T-charts and group responses to ensure completeness and
understanding.
·
The
teacher assists students while they complete editing checklists.
·
Teachers
can use the checklist available (Appendix 4.2) to assess the critical book
review.
·
Some
students may require extra time to complete the writing activity.
·
Teachers
may build in conferencing time for students.
·
Teachers
may offer students enrichment by encouraging them to submit their review to be
published in the newsletter of a local library or bookstore that reviews
children’s books.
Carrier,
Roch. The Hockey Sweater (video).
Montreal: National Film Board of Canada, 1980. NFB title code 105C 0180079
Bannatyne-Cugnet,
Jo. A Prairie Year. Montreal: Tundra Books,
Inc., 1994. ISBN 0887763340
Wallace,
Ian. Boy of the Deep. Toronto:
Douglas and McIntyre, 1999. ISBN 0888993560
Appendix
4.1 – Note-making T-Chart
Appendix
4.2 – Critical Review Checklist
Time: 225 minutes
In
advance of the activity, students have selected a Canadian novel for children
or young adults from choices suggested by the teacher. The novel choices should
be linked thematically to the workstations in Activity 2. Working in small
groups on a common novel choice, students co-author a “Reader’s Guide” for the
novel. For instance, if a group is reading Rebellion
by M. Brandis, they write a reader’s guide for a young adult novel audience
with an emphasis on the study of historical fiction; if a group has selected
Ruby Slipperjack’s Honour the Sun,
the audience will also be young adult but the emphasis may be on native voices.
Commercial guides for other novels may be useful as models for students.
Strand(s): Responding to Canadian Literary Texts
Overall
Expectations
RSV.01 -
produce personal and critical responses to a variety of Canadian literary
texts.
Specific
Expectations
RS1.01 -
compare their own thoughts, feelings, attitudes, beliefs and values to those
expressed in Canadian literary texts;
RS1.02 -
produce critical responses to themes, ideas, and issues presented in Canadian
literary texts.
Ontario Catholic School Graduate
Expectations: CGE1d, CGE5b.
·
Students
use the knowledge they have acquired in Unit 4, Activity 1, the jigsaw analysis
of the components of children’s literature, as well as the thematic
understanding they have in their T-chart notes from the workstations in Unit 4,
Activity 2.
·
Students
draw upon their knowledge of the concepts of culture examined in Unit 1: Short
Fiction. They also incorporate the research skills and the analytical
terminology they worked with in Unit 3: The Canadian Novel.
·
From
Internet sources or in consultation with a children’s librarian, the teacher
makes a selection of young adult novels, which respects the range of students
in the class. Categorize the novels to fit into the organization of the
workstations in Unit 4, Activity 2. The teacher introduces the categories to
students at the beginning of their work in Unit 4 and makes the novels
available to them; students need time to complete the reading and the writing
assignments before they undertake the analytical group work. The teacher should
post, in the classroom, a list of students according to which novel they are
reading; each title should have from three to five students undertaking the
reading.
·
At
this time, the teacher should set a date for the completion of the writing
assignment and discuss the evaluation with the students. Assessment for this
unit should include criteria related to the written assignment, the note making
sheets, the work log, and the Reader’s Guide.
Written
Response Journals
While
students are reading the novels and in advance of this activity, they should
complete a selection of journal entries from the suggested list that follows.
The journal forms the starting point for discussion in their presentation
groups, as well as a significant component in the teacher’s evaluation of their
work.
Students:
·
make
a timeline of events in the story and then comment on ways in which the plot of
this story is like or unlike others in your experience, including movies and
adult novels;
·
find
a number of quotations in the novel that reveal the nature of a character and
then make a personal assessment of that character;
·
write
a monologue in the voice of one of the secondary characters in response to an
event in the story;
·
draw
one of the physical settings in the novel;
·
have
a conversation with the main character about a key episode in the novel;
·
focus
on one of the components of children's literature that has emerged from the
work of Unit 4, Activity 1 and explore how that component takes shape in this
novel;
·
consider
an issue or idea or emotion important in the novel and make comments that
connect it to real life;
·
keep
a list of symbols and recurring images; speculate on their meaning;
·
draw
a map or chart the movement of the characters;
·
draw
a stick figure story board of one of the episodes in the novel;
·
record
interesting language, such a regional diction, dialect, or specialized
terminology.
1. Have students form working groups according
to which novel they are reading. The groups work begins with students reading
two or three entries from their journals to one another for comparison and
discussion of preliminary reactions to the novel. Then the groups, using their
notes from Unit 3, Activity 3, analyse the plot structure, narrative voice,
characterization, setting, imagery, and language of the novel; dividing these
tasks among group members gives each person a role within the group. Allow
students a full class (75 minutes) to coordinate and unify their analytical
notes.
2. Teachers may wish to provide a template for
students to use in creating the Reader’s Guide. Students should choose
individual responsibilities for the Reader’s Guide. Once individual tasks are
established, students should discuss the criteria outlined on the checklist
rubric in order to ensure clear understanding in advance of individual
responsibilities.
3. Elements for the Reader’s Guide can include:
plot synopsis / critical review, descriptive paragraphs on the characters,
short analyses of theme, imagery, symbolism, setting, application questions,
and activities for readers. Discourage perfunctory summaries and descriptions;
encourage succinct and focused writing. Students who have access to or are
learning desktop publishing software are encouraged to make use of their skills
at the publishing stage. All students should complete an individual working log
that summarizes the group discussions and describes their role in the
preparation and presentation of the work.
4. Have two groups exchange their Reader’s
Guides for peer assessment.
·
Written
Response Journals
·
Note-making
sheets from group analysis
·
Work
log from group work
·
Reader’s
Guide Assessment (Appendix 4.3)
·
For
a class of students with a wide range of abilities, the teacher should assign
the novels to ensure balance within each group.
·
Some
students could pre-record their oral work in the presentation or have another
student deliver the portion they have prepared.
·
The
teacher could ensure the novels vary in length and level of difficulty to allow
all students to complete the reading within the allotted time. Kevin Major’s Eating Between the Lines requires some
literary prior knowledge and has a fairly challenging reading level. Barbara
Smucker’s Underground to Canada is
rich in historical and thematic concepts but has a very accessible reading
level.
Korman,
Gordon. Chicken Doesn’t Skate.
Major,
Kevin. Eating Between the Lines.
Smucker,
Barbara. Underground to
Brandis,
Marianne. Rebellion.
Slipperjack,
Ruby. Honour the Sun. Winnipeg:
Pemmican Publications, 1987. ISBN 091914344X
Appendix
4.3 – Reader’s Guide
International
Children’s Book Festival
Time: 240 minutes
As a
culminating task for this unit, students work in groups of three or four to
select one Canadian children’s book, which they consider to be the
Quintessential Canadian Children’s Book. Acting as a team of publicists,
students promote this book to the selection committee for the International
Children’s Book Festival as the featured Canadian book. The selection committee
chooses one children’s book to represent
·
a
cover letter outlining the reasons why the book is the Quintessential Canadian
Children’s Book;
·
three
testimonials written from children’s perspectives providing a synopsis of the
plot and supporting the book’s selection;
·
a
proposal outlining how the book might be commercially promoted at the
International Children’s Book Festival (e.g., posters, t-shirts, spin off
products, etc.);
·
a
design layout for the promotional booth for the book at the International
Children’s Book Festival;
·
a
schedule of promotional events for the book, which will be offered at the
book’s proposed booth (e.g., book signing, puppet show, author interview,
etc.);
·
two
sample pages of a teacher’s package to be used to introduce the book (at
appropriate level).
To
support the written application package, the publicist team must give a 5- to
7-minute presentation to the selection committee. Groups should be encouraged
to be as innovative as possible with this presentation, while strictly adhering
to the tight timelines of the committee.
Overall
Expectations
RIV.01 -
read and demonstrate an understanding of Canadian fiction, drama, poetry, and
non-fiction from diverse cultures, regions, and time periods;
RIV.03 -
demonstrate knowledge and understanding of a variety of interpretations of
Canadian literary texts;
RSV.01 -
produce personal and critical responses to a variety of Canadian literary
texts;
RSV.02 -
produce creative responses to a variety of Canadian literary texts.
Specific
Expectations
RI3.03 -
explain how the historical and regional contexts of the works and the differing
perspectives of readers’ influence interpretations of Canadian literary texts;
RS2.02 -
design and create, individually or collaboratively, literary or media works in
response to Canadian literary texts.
At this
point in the unit, students have read a variety of children’s literature, both
Canadian and international. From their work throughout the course, students
have already developed an understanding of what constitutes a Canadian text and
how such a text is shaped by cultural and social contexts.
The
teacher may wish to introduce this activity early in the unit so that students
may make note of particularly unique or compelling works.
1. In small groups, the class brainstorms a list
of criteria, which could be used by the selection committee to make its choice
in determining the Quintessential Canadian Children’s Book. The class discusses
and selects the five criteria that will be used by the selection committee.
It
may be helpful to introduce criteria used by major Canadian literary prizes to
the students for consideration in their list of criteria. Websites for some of
these literary prizes can be found in Resources.
2. Using books studied previously, students
complete a graphic organizer, such as a T-chart, to compare two Canadian
children’s books according to the criteria selected by the class. Based on this
comparison, students select one book, which they promote to the International
Children’s Book Festival.
3. Students determine which components they will
submit as part of their written application and assign specific tasks to each
member of the group. Students may consider using videotape, audio tape, or
multimedia as part of their presentation.
4. As each group presents, a limited number of
students assess the presentations and provide written feedback for the group.
The remainder of the class acts as unofficial members of the selection
committee and use a simple rating scale (based on the class-determined criteria
for the selection committee) to rate the group’s presentation. Once each group
has completed its presentation, the class uses their rating scale to determine
which book should be selected as the Quintessential Canadian Children’s Book.
5. Students briefly review their presentation
feedback and make any final decisions and adaptations to their written
application package. Students write a brief one-paragraph explanation of how
they have incorporated the selection committee’s feedback into their final
package.
Assessment
Tasks
·
Promotional
presentation for the selection committee
·
Written
Application package for the selection committee
The
promotional presentation is intended as a formative assessment task to provide
students with feedback before they submit their written application. A small
number of students and the teacher assess and provide feedback for each
presentation. Although students submit the written application, with all of its
various components, to the selection committee as a complete package, each
component is marked individually and a mark is assigned to students
individually for their specific work.
Assessment
and Evaluation Tools
·
International
Children’s Festival Writing Assessment Rubric (Appendix 4.4)
·
Student
Assessment of Oral Presentations
·
The
selection of groups by the teacher allows students to complement and enhance
each other’s skills.
·
The
teacher may encourage certain groups to select a specific type of book (e.g.,
picture book, poetry anthology), or even a specific title, which seems most
appropriate to the group.
·
Students
could record, on tape, components of the application, which are outlined in the
written application component of the assignment.
·
As
an alternative assignment, teachers have the students use the knowledge that
they have gained about Canadian and international children’s literature to
write their own Canadian children’s books.
The
Booker Prize – http://www.web.net/owtoad/
Giller
Prize – http://www.thegillerprize.org/
Governor
General’s Literary Awards – http://www.canadacouncil.ca/prizes.ggla.default.asp
Appendix
4.4 – International Children’s Festival Writing Assessment Rubric
|
Criteria for Identifying the Features of
Canadian Literature Literary Station |
Details/Specifics |
|
Elements of Setting (e.g., historical/regional/geographic context) |
|
|
Themes |
|
|
Character Portrayal (e.g., family relationships, ethnic diversity, male/female roles, interactions between characters) |
|
|
Use of Humour (e.g., situation, work play, visual humour, antics/predicaments of characters) |
|
|
Illustrations (e.g., colour, shape, complexity of design) |
|
1. Stating an Opinion Yes No
·
Clear ______ ______
·
Concise ______ ______
·
Interesting ______ ______
2. Describing the Text
·
Historical/regional
context ______ ______
·
Narrative
point of view ______ ______
·
Intended
audience ______ ______
·
Main
purpose of theme ______ ______
·
Canadian
and universal features ______ ______
3. Evaluating the Text
·
Narrative
voice ______ ______
·
Diction ______ ______
·
Illustration/design ______ ______
Level 4
o plot
summary refers to all structural elements and shows clear cause and effect
connections
o analysis
of the narrative voice explains the effect on the reader of point of view
o descriptions
of main and secondary characters include analysis of motivation
o analysis
of setting connects the physical and moral worlds of the novel to plot and
character
o analysis
of imagery, figurative language, and symbols explains patterns
o a
unified interpretation is apparent in all analyses, summaries, and descriptions
o paragraphs
are coherent and focused
o the
writing is free of errors in sentence structure, punctuation, and spelling
o the
Guide presents an intensive and perceptive assessment of the novel
Level 3
o plot
summary refers to the main structural elements and shows many cause and effect
connections
o description
of the narrative voice connects point of view to the reader’s perceptions of
plot and character
o descriptions
of main and secondary characters explain motivation
o description
of setting refers to the physical and moral worlds of the novel
o
lists and summaries of imagery, figurative language, and symbols identify
patterns
o an
underlying interpretation is apparent in most explanations, descriptions, and
summaries
o paragraphs
are coherent and focused
o errors
are minor and do not interfere with the reader’s understanding
o the
Guide presents a detailed assessment of the novel
Level 2
o plot
summary refers to the main structural elements and shows some cause and effect
connections
o description
of the narrative voice identifies main features of point of view
o descriptions
of main and secondary characters identify some motivating factors
o outline
of the physical setting includes some reference to attitudes and values
o lists
and summaries identify imagery, figurative language, and symbols
o common
ideas are apparent in most lists, summaries and descriptions
o paragraphs
have focus
o errors
in sentence structure, punctuation, and spelling detract from the finished work
o the
Guide presents an assessment of the novel
Level 1
o plot
summary refers to some structural elements
o identification
of narrator refers to obvious features of point of view
o description
of main and secondary characters includes reference to their relationships
o physical
setting is outlined
o lists
and summaries highlight some examples of imagery, figurative language, and
symbols
o common
ideas are apparent in some lists, summaries and descriptions
o paragraphs
have a topic sentence
o errors
in sentence structure, punctuation, and spelling interfere with understanding
o the
Guide presents a superficial description of the novel
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Understanding Knowledge of the unique characteristics of children’s text Knowledge of the themes and concepts found in Canadian children’s literature |
- demonstrates a limited understanding of the unique characteristics of children’s text - demonstrates limited understanding of the themes and concepts in Canadian children’s literature |
- demonstrates some understanding of the unique characteristics of children’s text - demonstrates some understanding of the themes and concepts found in Canadian children’s literature |
- demonstrates considerable understanding of the unique characteristics of children’s text - demonstrates considerable understanding of the themes and concepts found in Canadian children’s literature |
- demonstrates a thorough understanding of the unique characteristics of children’s text - demonstrates a thorough understanding of the themes and concepts found in Canadian children’s literature |
|
Thinking/Inquiry Analysis of the contributions of the children’s text to
reader’s understanding of |
- interprets the contributions of the text to reader’s
understanding of |
- interprets the contributions of the text to reader’s
understanding of |
- interprets the contributions of the text to reader’s
understanding of |
- interprets the contributions of the text to reader’s
understanding of |
|
Communication Communication of reasons for the choice of text Communication for a specific purpose and audience |
- communicates the reasons for the choice of text with limited clarity - communicates with a limited sense of audience and purpose |
- communicates the reasons for the choice of text with some clarity - communicates with some sense of audience and purpose |
- communicates the reasons for the choice of text with considerable clarity - communicates with a clear sense of audience and purpose |
- communicates the reasons for the choice of text with a high degree of clarity - communicates with a strong sense of audience and purpose |
|
Application Connection of the key concepts in the text and its suitability for the Children’s festival Application of writing process |
- demonstrates the book’s suitability with limited effectiveness - writing demonstrates limited revision and editing |
- demonstrates the book’s suitability with some effectiveness - writing demonstrates some revision and editing |
- demonstrates the book’s suitability with considerable effectiveness - writing demonstrates considerable revision and editing |
- demonstrates the book’s suitability with a high degree of effectiveness - writing demonstrates extensive revision and editing |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
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