Course Profile
English, Grade 9 Applied, Catholic
Activity 1 | Activity 2 | Activity
3 | Activity 4 | Activity 5
Title: Novel Study: Embrace the Journey
Time: 20 hours (6 additional hours in integrated language/skills development)
Unit Description
In this unit students will learn and comprehend components of the novel (plot, setting, character, point-of-view and theme) and recognize that sin, human weakness, conflict and hope are part of the human journey. Students will read, interpret information, and then develop ideas based on themes that will allow students to integrate the Catholic experience into their appreciation of literature.
Strands and Expectations
Ontario Catholic Graduate Expectations: 1a, 1d, 2a, 2c, 2e, 3a, 3c, 4a
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations: LIV.01-02P, 03B; WRV.01-03P, 04-05B; LGV.01P, 02B; MDV.01-02P
Specific Expectations: WR1.02-04P; WR2.01P; LG1.04B, 05P, 06B; MD1.01B, 02P;
MD2.01-02P
Activity Titles (Time and Sequence)
|
Activity 1 |
Collaboratively Building Narratives: Write, Rotate, Right/ Connecting a Story |
120 minutes (+30 integrated) |
|
Activity 2 |
Words Will Take You There: Individual, Small and Large Group Reading |
240 minutes (+120 integrated) |
|
Activity 3 |
Whos on First? Whats on Second? Charting and Predicting Plot and Character |
210 minutes (+120 integrated) |
|
Activity 4 |
The Writer and Commentator |
300 minutes (+30 integrated) |
|
Activity 5 |
See It! Connect It! Write It: Critical Viewing and Application |
330 minutes (+60 integrated) |
Unit Planning Notes
360 minutes of language development are incorporated into this unit.
The novel can be connected to the video representation or to a theme-related support visual in the critical viewing and writing activity.
Assessment of the final critical reviewing activity will be shared with students.
Use of available multi-media resources will be encouraged.
Daily readings of the novel will take a variety of forms (e.g., group, individual, teacher led).
The teacher will follow up with remediation as necessary.
Teaching/Learning Strategies
small group reviewing and reading
teacher-led discussion to engage readers
use of charts and diagrams to organize plot and character development
response journals for theme and character exploration
peer conferencing and editing of response journals
Socratic questioning and answering
Assessment/Evaluation
Diagnostic and Formative:
checklist: peer-editing, note-taking and group work
quiz on literary terms
grammar rubric
anecdotal notes
peer and self assessment of critical viewing project
Summative:
unit test focused on content and comprehension
Resources
Print
class novel(s)
dictionary/thesauri
newspapers and magazines
The Bible
Computer Software
wordprocessing program
Internet
Title: Collaboratively Building Narratives:
Write, Rotate Right/Connecting a Story
Time: 120 minutes (30 additional
minutes of in integrated language study)
Description
This
activity is divided into two parts. The first part provides an interactive
review of story elements. The second part serves as an introduction to the
novel.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to:
present information and ideas clearly and honestly and with sensitivity to others (2c)
work effectively as an interdependent team member (5a)
Strand(s): Literature Studies and Reading; Writing; Language
Overall Expectations
At the end of Grade 9, students will:
use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly (LGV.01P)
use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences (LGV.02B)
Specific Expectations
Students will:
use knowledge of elements of the short story, such as plot, character, setting, conflict, theme, and atmosphere, to understand and interpret texts in the genre (LI2.02P)
use listening techniques and oral communication skills to participate in group discussions (LG2.01P)
use eye contact, specific examples, humour, and visual aids and technology, as appropriate, to engage the audiences interest during oral presentations (LG2.04P)
Planning Notes
Part One:
In this activity, students are collectively creating a variety of stories.
There will be as many stories as there are pairs of students.
Students must read materials passed to them with care in order to ensure continuity in the stories.
As an extension activity students can polish and publish their stories.
This part of the activity will not be formally assessed.
Part Two:
The teacher will choose excerpts from a variety of novels. These excerpts will include both the novels beginnings and endings.
It is important to choose novels from a variety of sub-genre and distinctive styles.
Excerpts from the novels should be typed or written in the same font.
Teaching/Learning
Strategies
Part One: Write, Rotate, Right: Collectively Building Stories
The teacher will distribute to each pair of students, a graphic organizer with the following story elements: setting, character, conflict, climax, and conclusion (see Unit 1, Activity 6).
The teacher will instruct students to write in sentence form.
In pairs, students will choose a setting (e.g., a mall, the year 2050) and write about it in as much detail as they can in a given amount of time (e.g., 3-5 minutes).
Students will write this in the setting section of their graphic organizer.
Having completed the section on setting, each pair will pass its handout to the pair on its right.
The receiving pair will read the setting description that has been passed and continue the story by adding a character, being careful to ensure the continuity of the story.
The teacher will supervise the rotation of materials and observe the students progress.
Upon completion of the character portion of the organizer, each pair will pass the organizers to the right.
The receiving pair will carefully read the material passed to them and continue the story by adding a conflict.
Students will continue to write and rotate until the stories are completed.
Having completed the stories, students will use their organizers to recite their stories.
The last pair will read the completed story to the class. Students may need to rehearse their stories before presentation.
Part Two: Connecting Stories: Linking Narration, Style, and Language
The teacher will organize the students into groups of four.
Students will be given 10 cue cards with excerpts from five novels.
There will be five excerpts from the beginnings and five excerpts from the endings of the novels.
The cue cards will be shuffled so group members cannot distinguish which beginning belongs with which ending.
Students will analyze the narration for style and match each beginning with its ending.
For one match, students will write one paragraph justifying their choice.
Students will present their justification to the class.
The teacher will informally observe the activity.
Assessment/Evaluation
informal teacher observation, roving conference (2c, LGV.02B)
Collaborative Learning Process:
checklist to monitor process and assess collaboration in groups (Appendix D) (5a, LGV.02B, LG2.01P)
Product:
presentation rubric (Appendix B) (LGV.01P, LGV.02B, LI2.02P, LG2.01P, LG2.04P)
writing assessment rubric (Appendix A) (LGV.01P, LI2.02P)
Accommodations
This activity is designed to be inclusive for students of all abilities. In the Write Rotate Right activity students may be given more than five minutes to compose their answer. If the exceptionality involves writing, one student can scribe for the other. Alternatively, if the exceptionality involves speaking, one student may speak for the other.
Resources
novel possibilities for selecting excerpts for Part 2 of the activity:
Catcher in the Rye
Who Has Seen The Wind
1984
The Running Man
Lady Oracle
The Bluest Eyes
Holdfast
The Shipping News
Crabbe
The Pigman
The Chocolate War
Of
Mice and Men
The Pearl
The
Lilies of the Field
Title: Words Will Take You There:
Individual, Small and Large Group Reading
Time: 240 minutes (120 additional minutes in integrated language study)
Description
This activity deals with ongoing reading and the creation of a glossary.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to:
demonstrate a confident and positive sense of self and respect for the dignity and welfare of others (4a)
work effectively as an interdependent team member (5a)
Strand(s): Literature Studies and Reading; Writing; Language
Overall Expectations
At
the end of Grade 9, students will:
use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly (LGV.01P)
use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences (LGV.02B)
Specific Expectations
Students will:
describe a variety of reading strategies and select and use them effectively before, during, and after reading to understand texts (LI1.03B)
identify and explain examples of slang, jargon, dialect, and colloquialism as well as of Standard Canadian English, in literary texts and their own oral and written work (LG1.02B)
identify words borrowed from other languages and words and terms recently introduced to describe new ideas, inventions, and products, and explain their origins (LG1.03B)
analyze their own and others oral communication skills, identifying strengths and weaknesses and suggesting ways to improve (LG2.07P)
Planning Notes
This activity is ongoing. The novel(s) will be read over the course of the unit. A variety of strategies will be employed to ensure that all students have the opportunity to listen to and read the novel(s).
As students read and discover new words they will add these words, along with definitions, to a glossary. This glossary will be stored in their notebooks.
The class may study the same novel. However, several novel titles may be used to accommodate different interests and reading levels. Whether one novel or several are employed the same strategies apply.
In terms of reading aloud, it is important
for students to experiment with their voices to create characterization and a
variety of tone. Teachers need to model
how a novel can be read dramatically.
Teaching/Learning Strategies
The teacher will read sections of a novel to the students to model dramatic reading.
The teacher will emphasize that reading aloud requires rehearsal.
The teacher will tell students that they may need to read passages several times for understanding.
The teacher will also stress the need for active listening.
Students will read silently.
Students will read aloud in large and small groups allowing for oral reading and rehearsal as needEd. (Some students may prefer to read aloud to the teacher only.)
Students will create a glossary that has subtitles: Word, Origin, and Definition. The glossary will be stored in students notebooks. Throughout their reading activities, students will be directed to identify new words and add them to the glossary.
Students will demonstrate their understanding of new words by using them appropriately in the writing assignments given in Activities 3-6.
Assessment/Evaluation
informal teacher observation (Checklist) (4a, 5a, LGV.01P, LGV.02B, LI1.03B, LG1.03B)
informal student observation (LG2.07P)
Collaborative Learning/Process:
checklist for assessing glossary (LG1.02B, LG1.03B)
self-evaluation checklist for reading (LGV.02B)
checklist for dramatic reading (voice, tone, pronunciation, fluency, enunciation, etc.) (LGV.02B, LI1.03B)
Accommodations
Reading is a critical skill to learn. Reading must be a positive experience. Students can be supported through a variety of strategies including reading one-to-one, word attack strategies, reading aloud and listening to recordings of tapes while reading along with the text.
Resources
Suggested titles include:
Z
for Zachariah
Of
Mice and Men
The
Pearl
The
Pigman
Snowbound
The
Outsiders
That
Was Then This Is Now
Who
Is Francis Rain?
Shane
The
Lottery Rose
And
Then There Were None
The
Pearl
The
Lilies of the Field
accelerated reader, dictionary
Title: Whos on First, Whats on Second?
Predicting Plot and Character
Time: 210 minutes (120 additional minutes in integrated language study)
Description
This
activity charts character and plot development. It consists of two smaller
activities that unfold simultaneously and are linked to the reading of the
novel.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to:
recognize that there is more grace in our world than sin and that hope is essential in facing all challenges (3a)
think reflectively and creatively to evaluate situations and solve problems (3c)
Strand(s): Literature Studies and Reading; Writing; Language
Overall Expectations
At the end of Grade 9, students will:
revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and unity (WRV.04B)
edit and proofread to produce final drafts, using correct grammar, spelling and punctuation, according to the conventions of Standard Canadian English specified for this course, with the support of print and electronic resources when appropriate (WRV.05B)
use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly (LGV.01P)
Specific Expectations
Students will:
sort and group information and ideas, assess their relevancy and discard irrelevant material (WR1.04P)
revise drafts to ensure that ideas are adequately developed with supporting details and to achieve clarity and unity (WR4.01B)
make constructive suggestions to peers, using prompts, checklists, open-ended statements, and questions (WR4.03P)
edit and proofread their own and others writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation (WR5.04B)
Planning Notes
The teacher will prompt the students through oral questioning as they fill in the graphic organizer.
It should be noted that the glossary created in Activity 2 should be integrated with the reading, recording and writing process.
The class may study the same novel or several novel titles may be usEd. Whether one novel or several are employed, the same strategies apply.
Teaching/Learning Strategies
How to use the organizer:
The teacher will instruct students to analyze character and plot development by using an organizer: Charting Descriptions and Predictions. This chart helps students to speculate on and predict the novels outcome.
Within the organizer students will chart information related to the changes in characters and plot and will find and record quotations and examples to support their assertions.
The teacher will read the first chapter in the novel(s) to the students.
The teacher will prompt students with lead-in questions to begin the filling in of the graphic organizer e.g., the teacher will ask:
Who do you consider to be the novels character?
What change in fortune has befallen the novels protagonist?
How does the protagonist react to his/her sudden change in fortune?
How do you think the protagonist will solve his/her latest challenge?
Who should the protagonist turn to for help?
Students will continue to fill in the graphic organizer for the remainder of the reading of the novel.
Although students may collaborate in the filling out of the organizer, it is required that each student have his/her own completed organizer.
Students will draw from the organizer to answer one of the following questions in report form:
How has the hero changed on his/her journey from the beginning, middle, and end?
What are three things that the hero has learned about himself/herself?
What are three things that the hero has learned about society?
What are three changes that have occurred in the heros relationship with others?
What are three sacrifices the hero
has to make in his/her struggle? Is the
struggle worth it?
What Christ-like
characteristics does the hero have?
Assessment/Evaluation
informal teacher observation (Checklist) (3a)
Collaborative Learning/Process:
rubric to evaluate organizer/chart (3c, WR1.04P)
self evaluation (Appendix C) (WRV.04B)
peer editing (WRV.04B, WRV.05B, LGV.01P, WR5.04B)
Product:
writing rubric to assess report on novel (Appendix A) (3c,LGV.01P)
Accommodations
Students may create an oral presentation or a Powerpoint presentation of their research instead of a written report.
Resources
class novel(s), dictionaries, thesauri
Title: The Writer and Commentator
Time: 300 minutes (30 additional
minutes in integrated language study)
Description
This
activity is based on a reader response journal. As well, students will be asked to relate articles and news
stories to the themes and issues raised in the novel. Students will integrate Church teachings on social justice into
their analysis of themes and issues.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to:
illustrate a basic understanding of the saving story of our Christian faith (1a)
develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity, and the common good (1d)
listen actively and critically to understand and learn in light of gospel values (2a)
present information and ideas clearly and honestly and with sensitivity to others (2c)
recognize that there is more grace in our world than sin and that hope is essential in facing all challenges (3a)
demonstrate a confident and positive sense of self and respect for the dignity and welfare of others (4a)
work effectively as an interdependent team member (5a)
Strand(s): Literature Studies and Reading; Writing; Language; Media
Overall Expectations
At the end of Grade 9, students will:
read and demonstrate an understanding of a variety of literary and informational texts (LIV.01P)
use print and electronic sources to gather information and explore ideas for their written work (WRV.01P)
revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and unity (WRV.04B)
edit and proofread to produce final drafts, using correct grammar, spelling and punctuation, according to the conventions of Standard Canadian English specified for this course, with the support of print and electronic resources when appropriate (WRV.05B)
use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly (LGV.01P)
use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences (LGV.02B)
Specific Expectations
Students will:
Select and read texts for a variety of purposes, with an emphasis on recognizing the elements of literary genres and the organization of informational materials, collecting and using information, extending personal knowledge, and responding imaginatively (LI1.02P)
Planning Notes
This is a two part activity:
a) In their journals, students will respond to themes and issues in the novel from a variety of perspectives and roles. Students will share their responses with classmates.
b) Students will research and collect from a variety of sources, articles that reflect the novels themes and issues.
This activity requires that students respond in writing from a variety of perspectives and roles.
Students will examine Scripture and Church
teachings as they apply to themes and issues presented in the novel.
Teaching/Learning Strategies
Part One:
The teacher will review the various types of journal writing.
The students will write a variety of responses to one or several of the following assignments:
Compare yourself to a character in the story.
Compare a current event to one that is similar to the
situation in the novel.
Write in character or write a letter to a character.
Write a new ending to the chapter.
Students will discuss how to respond respectfully and constructively to the work of others.
Paired students will comment constructively on each others responses.
Students will edit, polish and submit one journal response each.
Part Two:
Students will collect articles, pictures, video clips and personal anecdotes that reflect social justice issues in the novel.
Students will select two or three artifacts from their collection, and in a presentation, explain how these relate to the novel.
Students will continue to create an updated glossary of literary terms and new vocabulary.
Assessment/Evaluation
informal teacher observation (Checklist) (1a, 2a, 4a)
Collaborative Learning/Process:
peer assessment checklist (5a, LGV.02B)
journal response checklist
teacher anecdotal notes
peer editing (WRV.05B)
Product:
language and grammar rubric
knowledge/content quiz
polished response journal evaluation (Appendix A) (1d, 3a, WRV.04B, LGV.01P, LI1.02P)
presentation rubric (Appendix B) (2c, LIV.01P, WRV.01P, LGV.01P, LGV.02B, LI1.02P)
Accommodations
Students
may choose to tape-record their responses.
Resources
novel(s), newspapers, magazines, Grade 9 Religion Text, Bible, Missals,
newscasts, Internet, photographs and illustrations
Title: See It, Connect It, Write It:
Critical Viewing and Application
Time: 330 minutes (60 additional
minutes in integrated language study)
Description
This
activity focuses on students making a connection between the written text and
film representations of the same story or theme.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to:
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 (2e)
work effectively as an interdependent team member (5a)
Strand(s): Literature Studies and Reading; Writing; Language; Media
Overall Expectations
At the end of Grade 9, students will:
identify the literary and informational forms suited to specific purposes and audiences and use the forms appropriately in their own writing, with an emphasis on communicating information accurately (WRV.0P2)
use a variety of forms of writing to express themselves, clarify their ideas, and engage the audience's attention, imagination, and interest (WRV.03P)
revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and unity (WRV.04B)
edit and proofread to produce final drafts, using correct grammar, spelling and punctuation, according to conventions of Standard Canadian English specified for this course, with the support of print and electronic resources when appropriate (WRV.05B)
use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly (LGV.01P)
identify and describe the elements, intended audiences, and production practices of a variety of media forms (MDV.02P)
Specific Expectations
Students will:
provide documentation showing their use of the writing process (WR5.03P)
edit and proofread their own and others writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation (WR5.04B)
identify and use parts of speech correctly: nouns, pronouns, verbs, adverbs, adjectives, conjunctions, prepositions, and interjections (WR5.05P)
identify and correct sentence fragments, run-on sentences, and comma splices (WR5.07B)
recognize, describe, and use correctly, in oral and written language, the language structures of Standard Canadian English and its conventions of grammar and usage (LG1.05P)
recognize, describe, and use correctly, in oral and written language, the conventions of Standard Canadian English for spelling, capitalization, and punctuation (LG1.07B)
demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media works (MD1.01B)
identify and describe the elements used to structure media works in a variety of forms (MD1.02P)
Planning Notes
In this activity, the class will compare film to the novel.
As an extension to this activity students may choose one of the following three options:
Storyboard a scene.
Storyboard a preview (trailer) for the novel.
Create a film script and shoot a scene.
Teaching/Learning Strategies
The teacher will introduce key terms used in the study of film.
Students will add these terms to their glossaries (see Unit 2, Activity 2).
Students will critically view and discuss the film.
The teacher will provide students with focus questions such as:
What scenes were excluded from the film?
What was added?
What is the overall effect of the changes?
The teacher will provide the students with a graphic organizer to delineate the differences and similarities in structure between the novel and the film.
Students will write a report on the differences and similarities between the written text and the film.
Assessment/Evaluation
informal teacher observation
Collaborative Learning/Process:
Script/storyboard rubric (if storyboard option is chosen)
Checklist for graphic organizer (2e, LGV.01P, MDV.02P, MD1.01B, MD1.02P)
Peer and self assessment checklist (5a, WRV.04B, WRV.05B, WR5.03P)
Product:
writing rubric (Appendix A) (WRV.02P, WRV.03P, LGV.01P, MDV.02P, WR5.04B, WR5.05P, WR5.07B, LG1.05P, LG1.07B, MD1.01B)
teacher anecdotal notes
Accommodations
This activity uses a variety of strategies that accommodate many learning styles. The teacher needs to be mindful to adapt the activity so that it best meets the needs of the identified student.
Resources
novel, TV/VCR, video camera, Powerpoint software, film
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