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Newspapers..........................................................................................Page 4 General Outcome Mind Map.....................................................Page 5 Curricular Activities...................................................................Page 6 Cross Curricular Activities.........................................................Page 9 Enrichment.................................................................................Page 10 Vocabulary.................................................................................Page 10 Assessment.................................................................................Page 11 Resources...................................................................................Page 12 Skills...........................................................................................Page 12
Historical Fiction.................................................................................Page 13 General Outcome Mind Map.....................................................Page 13 Curricular Activities...................................................................Page 15 Cross Curricular Activities.........................................................Page 18 Enrichment.................................................................................Page 18 Vocabulary.................................................................................Page 18 Assessment.................................................................................Page 19 Resources...................................................................................Page 19 Skills...........................................................................................Page 20
Novels & Short Stories........................................................................Page 21 General Outcome Mind Map.....................................................Page 22 Curricular Activities...................................................................Page 23 Cross Curricular Activities.........................................................Page 28 Enrichment.................................................................................Page 28 Vocabulary.................................................................................Page 29 Assessment.................................................................................Page 30 Resources...................................................................................Page 32 Skills...........................................................................................Page 33
Fractured Fairy Tales...........................................................................Page 34 General Outcome Mind Map.....................................................Page 35 Curricular Activities...................................................................Page 36 Enrichment.................................................................................Page 39 Vocabulary.................................................................................Page 40 Resources...................................................................................Page 40 Skills...........................................................................................Page 41
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Giving Instructions...............................................................................Page 42 General Outcome Mind Map.....................................................Page 43 Curricular Activities...................................................................Page 44 Cross Curricular Activities.........................................................Page 45 Vocabulary.................................................................................Page 46 Assessment.................................................................................Page 47 Resources...................................................................................Page 48 Skills...........................................................................................Page 48
Poems...................................................................................................Page 49 General Outcome Mind Map.....................................................Page 50 Curricular Activities...................................................................Page 51 Cross Curricular Activities.........................................................Page 53 Vocabulary.................................................................................Page 53 Assessment.................................................................................Page 54 Resources...................................................................................Page 56 Skills...........................................................................................Page 56
Non-Fiction..........................................................................................Page 57 General Outcome Mind Map.....................................................Page 58 Curricular Activities...................................................................Page 59 Cross Curricular Activities.........................................................Page 61 Enrichment.................................................................................Page 62 Vocabulary.................................................................................Page 62 Assessment.................................................................................Page 63 Resources...................................................................................Page 65 Skills...........................................................................................Page 65
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Grade 4: Curricular Activities
Activity
General Outcome
Specific Outcome
Assessment
Balderdash - Students will each write an article. Then students will be given three other articles, two written by classmates and one from a newspaper. Students will read all three articles and decide which one is from the newspaper. (writing, reading, responding, viewing) Modification/ Adaptation- Student’s may only have to read two articles instead of three.
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues Use comprehension strategies • monitor understanding by confirming or revising inferences and predictions based on information in text
FOR
New Vocabulary - As student read articles they circle the unknown words, record them and their meaning. (reading, writing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues Use Comprehension Strategies • extend sight vocabulary to include words frequently used in other subject areas
FOR
Hypothetical Situation students would reference a news article and infer how, if the story was about them, it would affect them and their life. (reading, responding, writing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Text Experience Various Text • make connections between own life and characters and ideas in oral, print and other media texts
FOR
General Outcome 2
2.2 Respond to Texts
FOR
Opinionated - students will be asked to respond to an opinion of a ‘hot topic’ article in a newspaper. (reading, responding, writing)
Cartoons - give cartoon with
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or without word bubble and students fill in the missing piece. (viewing, writing, responding) Modification/ Adaptation- student may be given a prompt to help them fill in the missing piece
Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
Appreciate the artistry of texts • explain how language and visuals work together to communicate meaning and enhance effect
Respond to Opinion - students will orally present their own or groups opinion to an article. (speaking, listening, responding) Modification/ Adaptation – student can use a web tool such as ‘Voki.com’ to speak for them
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Construct meaning from texts • develop own opinions based on ideas encountered in oral, print and other media texts
FOR
News Mapping - With string and a world map pinpoint different events throughout the unit, and discuss how the past has affected the event. (viewing, representing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.3 Understand Forms, Elements and Techniques Understand techniques and elements • identify and explain connections among events, setting and main characters in oral, print and other media texts
FOR
Newspaper - students create their own news article as a class or in groups, each student will have a specific role. (reading, writing, listening, responding, viewing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.4 Create Original Text Generate ideas • use a variety of strategies for generating and organizing ideas and experiences in oral, print and other media texts
OF
Menu - Students will create a visually appealing menu with a front cover and different sections of a newspaper and what would be listed in each (writing, representing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and
2.4 Create Original Text Generate Ideas • use a variety of strategies for generating and organizing ideas and experiences in oral, print
FOR
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other media texts.
and other media texts
Cryptoquote - using vocabulary or a quote from an article students will create a cryptoquote (writing, responding) Modification/ Adaptation- some students may need to receive more prompts and help with this activity
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.4 Create Original Text Generate ideas • use a variety of strategies for generating and organizing ideas and experiences in oral, print and other media texts
FOR
Front Page - students will create their own visual front page. This will lead students into the Menu activity. (representing, viewing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.4 Create Original Text Elaborate on the expression of ideas • select and use visuals that enhance meaning of oral, print and other media texts
FOR
Headlines/Article - give news title or news article and students fill in the missing piece. (responding, reading, writing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.4 Create Original Text Structure Texts • produce narratives that describe experiences and reflect personal responses
FOR
Doodle - students will doodle and/or draw as an article is being read aloud. (listening, responding)
General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3.1 Plan and Focus Focus Attention • use note-taking or representing to assist with understanding ideas and information, and focusing topics for investigation
AS
Read Out Loud - Have students get together in pairs and view a newspaper and read a least one article each out loud to each other. (listening, speaking) Guest Speaker - Ask a journalist or editor to come and speak to the class. (listening) 8
A-Z Search - Students will search through a newspaper for adverbs, adjectives, etc. (reading)
General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3.2 Select and Process Access Information • skim, scan and read closely to gather information
FOR
General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3.3 Organize, Record and Evaluate Organize information • organize ideas and information using a variety of strategies and techniques, such as comparing and contrasting, and classifying and sorting according to subtopics and sequence
FOR
Details - Students will search and underline details, supporting ideas and end sentences in articles (reading, responding) Find Errors - As students read the newspaper they look for errors and accuracy and record them. (reading, writing)
How Far We’ve Come Students will research a topic and make a sequence from overtime to current perspectives on a topic such as aboriginal rights and freedoms. (reading, responding) 5 W’s - Students will record the five W’s (who, what, where, when, why, and how) of an article. (writing, reading, responding) Modification/ Adaptation- students may only have to do 3 W’s
Cross Curricular Activities
Graph Information - Students can relate this to math as they graph different aspects of a newspaper such as the average price of cars or how many articles are in each section.
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
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2.3 Understand Forms, Elements and Techniques Understand forms and genres • identify various ways that information can be recorded and presented visually
FOR
Local Newspaper - Students will make their own newspaper based on school life, family life, and their community. It can be connected to social studies as they develop concepts of identity, citizenship and multi-perspectives. They will each take a different role to develop their newspaper.
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.4 Create Original Text Generate Ideas • use a variety of strategies for generating and organizing ideas and experiences in oral, print and other media texts
FOR
2.2 Respond to Texts Experience various texts • retell events of stories in another form or medium
FOR
Enrichment
Found Poetry - have students black out everything in an article, EXCEPT what would make sense to make a poem
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
Vocabulary
extra: feature: front page: headline: interviewer: lead story: morning edition: newspaper office: newsprint: newsstand: obituary: photographer: reporter: tabloid: TV guide:
advice column: back page: cartoon: circulation: columnist: comics: correspondent: editor: editorial: evening edition: advertisement:
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Assessment
CATEGORY
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Layout Headlines & Captions
All articles have headlines that capture the reader\'s attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.
All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.
Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.
Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions.
Articles Supporting Details
The details in the articles are clear, effective, and vivid 80-100% of the time.
The details in the articles are clear and pertinent 90100% of the time.
The details in the articles are clear and pertinent 75-89% of the time.
The details in more than 25% of the articles are neither clear nor pertinent.
Articles Interest
The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers.
The articles contain facts, figures, and/or word choices that make the articles interesting to readers.
The article contains some facts or figures but is marginally interesting to read.
The article does not contain facts or figures that might make it interesting to read.
Who, What, When, Where & How
All articles adequately address the 5 W\'s (who, what, when, where and how).
90-99% of the articles adequately address the 5 W\'s (who, what, when, where and how).
75-89% of the articles adequately address the 5 W\'s (who, what, when, where and how).
Less than 75% of the articles adequately address the 5 W\'s (who, what, when, where, and how).
Graphics
Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.
Graphics are in focus and are clearly related to the articles they accompany.
80-100% of the graphics are clearly related to the articles they accompany.
More than 20% of the graphics are not clearly related to the articles OR no graphics were used.
Spelling and Proofreading
No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
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Several spelling or grammar errors remain in the final copy of the newspaper.
Resources
Newspaper Vocabulary Games http://www.manythings.org/vocabulary/lists/e/words.php?f=newspaper IXL- Capitalizing Titles (grade 5) http://ca.ixl.com/ela/grade-5/capitalizing-titles Cryptoquote Puzzles http://www.razzlepuzzles.com/cryptogram http://www.eastoftheweb.com/games/index.php?p=games/cryptoquote/1 Online Newspaper http://www.theguardian.com/us http://www.readwritethink.org/
Skills
Critical Thought Stating Thought Organization Vocabulary Summarizing Reading Fact vs. Opinion Previous Knowledge Global Knowledge: Relate Scanning Spelling
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Grade 5: Curricular Activities
Activity
General Outcome
Specific Outcome
How to Change History - As students delve into a particular time in history, they could be challenged with the question of what they would do in that time. (Responding)
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore Express ideas and develop understanding • use own experiences as a basis for exploring and expressing opinions and understanding
FOR
How Events Change - Students could be asked to draw out the sequence of the past, present, current and future of the history time period they are studying. (responding) Modification/ Adaptationstudents only have to do the sequence of events from past to present or present to future, it will be their choice
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore Experiment with language and forms • select from provided forms of oral, print and other media texts those that best organize ideas and information and develop understanding of topics
FOR
Map of Europe - Students may want to map out where the history they are learning about occurred in the world, so have a map to refer to and pin onto. (Viewing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Clues Use textual cues • use text features, such as maps, diagrams, special fonts and graphics, that highlight important concepts to enhance understanding of ideas and information
FOR
Old English - As students are reading have them point out the old English terms and define them in today’s use. (Reading)
General Outcome 2 Students will listen, speak, read, write, view and represent to
2.1 Use Strategies and Cues Use phonics and structural analysis
FOR
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Assessment
comprehend and respond personally and critically to oral, print and other media texts.
• integrate knowledge of phonics, sight vocabulary and structural analysis with knowledge of language and context clues to read unfamiliar words in context
Peaceful Poems – After reading a newspaper article or video clip dealing with war either in presently or in the past, students will realize the importance of peace. Much of history deals with war, if this is the case for the historical fiction unit, ask students to write a limerick poem on peace and what peace looks like to them. (writing, responding) Modification/ Adaptation – Student only has to use a hyperbole OR simile
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Experience various text • write or represent the meaning of texts in different forms
Newscast - In the newscast students will present their person or event to the class in news like fashion. (Speaking, listening, responding)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Construct meaning from texts • compare characters and situations portrayed in oral, print and other media texts to those encountered in the classroom and community
Hot Topic - Students will be asked current questions about today`s issues and students will reply back in character. (Speaking, listening, responding) Oprah Interview - Students will have researched their person or event; then invite two or three to come to the front of the classroom where Oprah will interview them. The rest of the class will guess who they are from their answers. (Speaking, listening, responding)
Appreciate the artistry of texts • explain how simile and hyperbole are used to create mood and mental images
• describe characters’ qualities based on what they say and do and how they are described in oral, print and other media texts • describe and discuss the influence of setting on the characters and events
20 Questions - Students will be asked yes or no questions about their character or era until they are guessed. The teacher may choose to split the room into the left and right side and make a competition out of it. (Speaking, listening, responding)
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OF
FOR
Living Museum - Students will represent their character or era in history and be knowledgeable about it, so when other students come to visit them they can share their knowledge. This is a good activity for parent teacher interviews. (Representing, speaking)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Experience various text • write or represent the meaning of texts in different forms
FOR
Fact vs. Fiction - Students will listen to two sides of a story, that which is fact and that which is fiction. They will then have to determine which is which. (Listening, responding)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Experience Various Texts • make connections between fictional texts and historical events
FOR
The Jetsons - Students will evaluate the cartoon the Jetsons and write what was advanced about that cartoon. Then they will evaluate cartoons today and write what may be advanced about them. (Responding)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Experience various text • describe and discuss new places, times, characters and events encountered in oral, print and other media texts
FOR
Venn Diagram - For whichever historical era the novel is on, create a Venn Diagram of events and characters in the novel and compare to a documentary of the same event and people. (responding, viewing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.3 Understand Forms, Elements and Techniques Understand forms and genres • identify and discuss similarities and differences among a variety of forms of oral, print and other media texts
FOR
Facebook - Students research a historical event or person and create a facebook page on it/them. (Viewing, representing)
General Outcome 2 Students will listen, speak, read, write, view and represent to
2.4 Create Original Text Elaborate on the expression of ideas
FOR
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comprehend and respond personally and critically to oral, print and other media texts.
• experiment with modeled forms of oral, print and other media texts to suit particular audiences and purposes
Cross Curricular Activities
Trading Cards - Students create trading cards for the history that is being covered, and can trade them throughout the unit. This also connects with art, as trading cards are a popular and fun Art project.
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Construct meaning from texts • support own interpretations of oral, print and other media texts, using evidence from personal experiences and the texts
FOR
1.2 Clarify and Extend Extend understanding • search for further ideas and information from others and from oral, print and other media texts to extend understanding
FOR
Enrichment
Detective - students would be asked to go further by look into current events using newspaper and ask how that event may have been caused by a historical event or person.
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
Vocabulary Themes: Suspense Personal Struggle Poverty Revolution Civil Rights Racism War Romance Slavery Diversity Resiliency
Formats: Diary Tragedy Documentary
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Assessment
Peaceful Poems 2.2 Respond to Texts Experience various text • write or represent the meaning of texts in different forms Our world has been ravaged by war in history and continues today. To help remember numerous fallen soldiers throughout time and promote peace in our world you will write a limerick poem that encourages others to walk in peace with each other. Criteria: A simile and hyperbole are used to create mood and mental images Creative word choices Limerick is used properly, AABBA Exemplar: Peace is like walking on a thin layer of ice before winter has set, No one should ever have to feel the terror of breaking through, when ice and skin met. We will remember forever and past the ends of the earth Those tragedies which were bigger than meteor exploding on this earth, Peace is a prize, we will use all our energies on achieving unity, do not fret.
Resources
Novels: The Breadwinner by Deborah Ellis Number the Stars by Lois Lowry (gr. 4-5) Code Name Verity by Elizabeth Wein Moon over Manifest by Clare Vanderpool Internet: addictinggames.com IXL Grammar Monster Tumblr Books
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Skills
Cause and Effect Compare and Contrast Fact and Opinion Explicit Information Predictions Connection Synthesizing Inferring
Literary Insight Historical Evidence
Theoretical Perspectives
Author’s View
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Grade 6: Curricular Activities
Activity
General Outcome
Specific Outcome
Novel & Short Story Best First Line – Students choose their favorite novels first line and share it with the class. Then have students write how the story might continue from that line. (Reading, Writing, Listening, Speaking, Responding)
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore Express ideas and develop understanding • use prior experiences with oral, print and other media texts to choose new texts that meet learning needs and interests
FOR
Short Story Personal Reflection - Students will write a response to the short story they just read, and discuss it in the class or small group. (writing, reading, speaking)
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore Express ideas and develop understanding • engage in exploratory communication to share personal responses and develop own interpretations
FOR
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore Experiment with language and forms • experiment with a variety of forms of oral, print and other media texts to discover those best suited for exploring, organizing and sharing ideas, information and experiences
FOR
Novel & Short Story Diary - Students will write a diary as one of the characters in the story, and share with the class or small group. (writing, responding, representing)
Novel & Short Story Movie Poster - Students make a movie poster for the novel or short story. (viewing, representing, responding) Novel & Short Story Sketch - Students can either sketch, cartoon, or videotape the events of the novel or short story. (viewing, representing, responding) Novel & Short Story Tableau - Students choose a
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Assessment
scene from the short story and create a screenshot (representing, viewing)
Novel Chunk and Chew - show students clips of a movie and discuss setting, actors, plot development, etc. (listening, responding)
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.2 Clarify and Extend Combine ideas • use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and shape understanding
FOR
Novel & Short Story Gallery Walk – After writing a short response on a theme of the novel, have students walk around the room to read each other’s responses and expand their own ideas. They will then write if their perspective has changed from reading their classmates responses. (reading, writing, responding)
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.2 Clarify and Extend Consider others’ ideas • select from others’ ideas and observations to expand personal understanding
FOR
Novel & Short Story Casting for Characters Students write to Hollywood to say why they would make good candidates as an actress or actor for a certain character (writing, responding)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Clues Use prior knowledge • combine personal experiences and the knowledge and skills gained through previous experiences with oral, print and other media texts to understand new ideas and information
FOR
Novel & Short Story Venn Diagram - to show character development have students make a Venn diagram to compare the beginning, middle, end and what changed. (viewing, writing, responding)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues Use Prior Knowledge • apply knowledge of organizational structures of oral, print and other media texts to assist with
FOR
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Modification/ Adaptation – student only has to compare beginning to the middle, middle to the end or the beginning to the end
constructing and confirming meaning
Novel & Short Story Plot Diagram - Have students write the events of the story and then discuss the themes, plot and characters. (speaking, listening, responding)
Novel & Short Story Key Line - Students will search through the novel & short story and figure out the main line that sets the story. (reading, responding)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues Use comprehension strategies • identify, and explain in own words, the interrelationship of the main ideas and supporting details
FOR
Novel & Short Story Bingo Vocabulary - Students will create a chart with words from the novel or short story. After the story is read, the teacher will read out definitions of the words from the story at random, and students will try to put the definition to the word and if they get a line they call ‘BINGO!’ (reading, responding, listening, writing) Modification/ Adaptation – student will get a word list premade and have more time to look up those words
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues Use Comprehension Strategies • use definitions provided in context to identify the meanings of unfamiliar words
FOR
General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
Use textual cues • use text features, such as charts, graphs and dictionaries, to enhance understanding of ideas and information 4.2 Attend to Conventions Attend to spelling • use a variety of resources and strategies to determine and learn the correct spelling of
Novel & Short Story Word Wall - Students will create a word wall with words from the novel or short story, 25
which will be displayed around the room. (viewing, writing)
common exceptions to conventional spelling patterns
Novel & Short Story Around the Room Vocabulary words could be written around the room and students go around in different groups and add the definition, example used in a sentence, synonyms, antonyms, and picture. (viewing, reading, writing) Novel & Short Story Personal Dictionary – Students write words they don’t know or can’t spell in ½ a scribbler and find the meaning behind the word. They should also draw a simple picture or diagram to help them remember this word. This becomes a personal dictionary. (writing, representing, responding)
Novel & Short Story Potion - Students will create a potion that would change a trait of a character either positively or negatively. Then they would have to explain why they changed that character trait based. (responding, writing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Experience various text • explain own point of view about oral, print and other media texts
FOR
Novel & Short Story Alternate Beginning/Ending Students write what happened either before the story or afterwards, and discuss why the author wrote the story in the way they did, and why students wrote something different. (writing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Experience various text • discuss the author’s, illustrator’s, storyteller’s or filmmaker’s intention or purpose
FOR
Novel & Short Story
General Outcome 2
2.2 Respond to Texts
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Out of Body Experience have students make life sized cut-outs of their bodies, then write the character actions and feelings based on their character traits, and significant quotes from that character. Write the character traits around the head, and quotes in the body. (viewing, representing, writing)
Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
Construct Meaning from Texts • identify or infer reasons for a character’s actions or feelings
Novel & Short Story Sentence Switch-Up - Have students write a sentence on the board, then switch out nouns and verbs. In teams they will replace the nouns and/or verbs to create a new sentence. (writing, responding)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Appreciate the artistry of texts • experiment with sentence patterns, imagery and exaggeration to create mood and mental images
FOR
Novel & Short Story On the Spot - In a circle students pass the ‘grammar ball,’ when a student catches the ball they must identify a coordinate and subordinate conjunction, comparative and superlative adjectives; and past, present and future verb tenses. People in the middle judge correctness, time, etc. Outside group identifies which part of grammar is to be used. (responding, speaking, listening) Modification/ Adaptation- this is a high stakes activity, so student either on outside of the circle or is a judge
General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
4.2 Attend to Conventions Attend to grammar and usage • identify the use of coordinate and subordinate conjunctions to express ideas
FOR
• identify comparative and superlative forms of adjectives, and use in own writing • identify past, present and future verb tenses, and use throughout a piece of writing
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Novel & Short Story Unpack your Adjectives Play the adjectives YouTube video. Then go around the room to come up with adjectives and post them in the room. (viewing) Modification/ Adaptation- make sure student is paired up with someone who is ‘higher’
General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
4.2 Attend to Conventions Attend to Grammar and Usage • identify comparative and superlative forms of adjectives, and use in own writing
FOR
2.2 Respond to Texts Construct Meaning from Texts • make judgements and inferences related to events, characters, setting and main ideas of oral, print and other media texts
FOR
2.2 Respond to Texts Construct Meaning from Texts • identify or infer reasons for a character’s actions or feelings
FOR
Cross Curricular
Novel & Short Story Court Case - Students have to bring the antagonist and protagonist to court trial, with jury, judge, audience and lawyers. This activity would work well for social studies as well. (speaking, listening, responding)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
Enrichment
Novel & Short Story Perspectives - Students would have to delve into the different perspectives of characters and where they might be coming from, and represent what that character was feeling. (responding, representing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
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Vocabulary
Foreshadowing: Setting: Mood: Theme: Author`s Theme: Symbolism: Suspense: Genres: - Fiction: - Non-Fiction: - Science Fiction: - Historical Fiction: - Mysteries: - Fantasy: - Western: - Sci-Fi: - Horror: - Thriller: - Romance: Irony: - Verbal Irony: - Situational Irony: - Dramatic Irony:
Character: - Protagonist: - Antagonist: - Dynamic Character: - Static Character: - Flat Character: - Round Character: - Direct Characterization: - Indirect Characterization: Plot: - Exposition (Introduction): - Rising Action (includes conflict): - Climax: - Falling Action: - Resolution: Conflict: - External conflict: - Internal conflict: Point of View: - First Person: - Third Person Limited: - Third Person Omniscient:
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Assessment
Out of Body Experience 2.2 Respond to Texts Construct Meaning from Texts • identify or infer reasons for a character’s actions or feelings Instructions: You will make life sized cut-outs of your body; then write the character actions and feelings based on that characters traits, as well as significant quotes from that character. The character traits should be around the head, and quotes in the body. A written summary of how the character evolved throughout the story based on their actions, feelings and character traits. Criteria: - Evidence (quotes) from the novel/short story that is key to understanding the character’s actions or feelings - Five character traits, flaws, strengths and weaknesses are illustrated/written around the head - Cut-Out is life-size and resembles the character in the novel/shortstory
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Resources Vocabulary: https://myvocabulary.com/dir-general-books http://www.vocabulary.com/ http://quizlet.com/10403792/short-story-vocabulary-words-flash-cards/ Grammar: http://theteacherscafe.com/ http://eduplace.com/ http://www.funenglishgames.com/ Other: http://www.weareteachers.com/ http://teachertimesavers.com/ http://www.shmoop.com/ http://mentalfloss.com/ - 38 Common Spelling and Grammar Errors - mental_floss ( YouTube Eps. 9) http://www.eflnet.com/home#.VGJ0P_nF-So http://thebestnotes.com/ http://teachingreadingandla.pbworks.com/f/How_to_Teach_a_Novel_45_pp.pdf Games: http://www.funenglishgames.com/ http://www.eslgamesplus.com/fun-games/ Novels: The Outsiders by S.E. Hinton Bridge to Terabithia by Katherine Patterson The Giver by Lois Lowry http://arizonataylor.hubpages.com/hub/Newbery-Award-Winners Questions to Ask When Selecting a Novel or Short Story Does the book tell an interesting story? -written?
the theme worth conveying to children? -constructed?
r a pleasurable reading experience? Does the author know much about the location/time period/people/subject he/she is writing about? If applicable, are all the significant facts included and is the coverage of the subject well balanced? Is the style of writing appropriate to the subject of the book? For informational books, how accurate are the facts presented in the book? For informational books, is the book well organized? Is there a table of contents, index, or bibliography?
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Skills
Critical Thinking Reading Analysis Note-Taking Summarizing Verbalization Creative Writing Vocabulary Words in Context Themes Main Ideas
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Grade 7: Curricular Activities
Activity
9-11 Police Report – After reviewing the fairy tale of the three little pigs, have students come up with key ideas, and write a report to the police. (reading, writing, responding)
General Outcome
Specific Outcome
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Text Experience Various Text • organize interpretations of oral, print and other media texts around two or three key ideas
In the Hood: Rap – Students will create a song around the Little Red Riding Hood fairy tale. (reading, writing, responding)
Assessment
FOR
• express interpretations of oral, print and other media texts in another form or genre
Little Bear Testimony – Students will interpret what the little bear felt when he came home to a broken in house. After they write their response they will present to the class. (reading, writing, responding, comprehending, listening, speaking)
Summarized – Students will work through a fairy tale to understand the plot, characters, setting, conflict(s), and conclusion, in order to create a fractured fairy tale. (reading, writing, responding) Modification/ Adaptation – student will be given a plotline for the fairy tale to help them move forward
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
Role Play – Hand out fractured fairy tales to groups of students. Each student will take
General Outcome 2 Students will listen, speak, read, write, view and
2.2 Respond to Text Construct meaning from texts • analyze how plot develops; the connection between plot and subplot; and the interrelationship of plot, setting and characters
FOR
• identify and explain conflict, and discuss how it develops and may be resolved
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2.2 Respond to Texts Appreciate the artistry of texts
FOR
on a character and act out the story for the rest of the class. The fractured fairy tales may be their own, or published. (reading, responding, listening, speaking)
Venn Diagram – Students will compare multiple fractured fairy tales in order to see the similarities, differences and common traits throughout. (viewing, writing)
represent to comprehend and respond personally and critically to oral, print and other media texts. General Outcome 5 Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
Fishbone – One side of the fishbone will be the real fairy tale and on the other the fractured fairy tale in order to identify the characteristics of the two. (viewing, responding, writing) Modification/ Adaptation- students’ fishbone or Venn Diagram will be partially answered
YouTube Fun – Students watch a fractured fairy tale on YouTube. (viewing) Reading Out loud – Read a fairy tale to students and discusses plot, theme, characters and setting. Then read the same fairy tale except in fractured form, and discuss
• reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities 5.2 Work Within a Group Cooperate with others • take responsibility for assuming a variety of roles in a group, depending on changing contexts and needs
2.3 Understand Forms, Elements and Techniques Understand Forms and Genres • identify various forms and genres of oral, print and other media texts, and describe key characteristics of each
FOR
• identify the characteristics of different types of media texts 2.4 Create Original Text Generate ideas • choose appropriate strategies for generating ideas and focusing topics for oral, print and other media texts
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
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2.3 Understand Forms, Elements and Techniques Experiment with language • explore surprising and playful uses of language and visuals in popular culture, such as cartoons, animated films and limericks; explain ways in which imagery and
FOR
similarities and differences. (reading, listening, speaking, responding)
Fractured Fairy Tale – Students write their own fractured fairy tale, either individually or in groups. Modification/ Adaptation – student can use ‘dragon dictate’ to assist them in their writing
figurative language, such as simile, convey meaning
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.4 Create Original Text Elaborate on the expression of ideas • use suspense, exaggeration, foreshadowing, dialogue and description to show rising action and develop conflict
FOR
Structure texts • create oral, print and other media texts that are unified by point of view, carefully developed plot and endings consistent with previous events
Changing Titles – Students discuss how titles can capture an audience. Then they brainstorm different titles for various fairy tales, and use their titles for their own fractured fairy tale. (writing, viewing, responding)
General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
4.1 Enhance and Improve Appraise own and others’ work • identify particular content features that enhance the effectiveness of published oral, print and other media texts
FOR
• incorporate particular content features of effective texts into own oral, print and other media texts
Revise and Edit – Students will swap fractured fairy tales with another student to revise and edit. Then they will take their writing to the teacher to make final revisions and edits. (writing) Modification/ Adaptation – the teacher may want to revise and edit
General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
4.1 Enhance and Improve Revise and edit • revise introductions, conclusions and the order of ideas and information to add coherence and clarify meaning • revise to eliminate unnecessary repetition of words and ideas
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FOR
students’ work • use paragraphs, appropriately, to organize narrative and expository texts
Illustrations – Students will draw at least two or three pictures to go along with their fractured tale, along with a cover. (viewing, representing)
General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
4.1 Enhance and Improve Enhance artistry • experiment with figurative language, illustrations and video effects to create visual images, provide emphasis or express emotion
FOR
2.2. Respond to Texts Construct meaning from texts • compare the choices and behaviours of characters portrayed in oral, print and other media texts with those of self and others
FOR
Enrichment
Pen Pals – As an enrichment activity students could assume the characteristics of a character in a fairy tale and `text` or write to someone else. (writing, responding, comprehending)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
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Vocabulary
Fairy Tale: Myth: Legends: Fables: Tall Tales: Cultural Tradition: Character Traits: *See Novels and Short Stories (pg. 28)
Resources
Scholastic: The Princess and Packet of Frozen Peas - Tony Wilson, Sue deGennaro - Scholastic Schmoe White and the Seven Dorfs - Mike Thaler - Scholastic Cinderella Bigfoot - Mike Thaler - Scholastic Hanzel and Pretzel - Mike Thaler – Scholastic Other: How to Write a Fractured Fairy Tale - Nel Yomtov - Cherry Lake Publishing Read Write Think.org - Once Upon a Link Read Write Think.org - Fractured Fairy Tales Richview Middle Library – Fractured Fairy Tales YouTube.com – Fractured Fairy Tales: Cinderella - You Tube Leaping Beauty - YouTube
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Skills
* See Novels and Short Stories (pg. 32)
New Title: Original Title: Character Change:
Plot:
Setting:
Problem (Conflict):
Conclusion:
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Grade 8: Curricular Activities
Activity
General Outcome
Specific Outcome
Somewhere to Go? Somewhere to Be! – Students develop a few ways to explain how to get to a certain destination. They may use maps, oral directions, written directions, a video, etc. (representing, writing, viewing, speaking) Modification/ Adaptation – Student only has to do one explanation to destination
General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3.1 Plan and Focus Focus attention • experiment with several ways to focus a topic, and select a form appropriate to audience and purpose
OF
Copycat – One partner draws a simple picture, and then instructs their partner how to draw it. The other partner has to identify and follow the oral instructions (listening, speaking, responding, viewing)
General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3.1 Plan and Focus Focus attention • identify and trace the development of arguments, opinions or points of view in oral, print and other media texts
FOR
Geo-caching- Partners work together to plan and record information leading to a geocache. Once their plan has been recorded give these to another partner to follow through, and see if the plan was accurate and successfully made. (writing, reading)
General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3.1 Plan and Focus Plan to gather information • choose a plan to access, gather and record information, according to self-selected parameters
FOR
Peanut Butter Jelly Sandwich – Student will orally tell the teacher step-by-step how to make a peanut butter jelly
General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and
3.2 Select and Process Access information • record key ideas and information from oral,
FOR
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Assessment
sandwich (or other food). While other students listen they will also record the process. The teacher will do exactly what the student says even if it makes no sense. (speaking, listening, writing)
information.
print and other media texts, avoiding overuse of direct quotations
IKEA Product – Teacher will bring in a simple IKEA product, or instructions of some kind. Students will start by developing a criterion of what a good instruction manual would be like, and then they build the product. There will be one narrator and the others have to listen and follow the oral directions given by the narrator. Afterwards students will grade the instructions. (reading, writing, listening, speaking, viewing)
General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3.2 Select and Process Evaluate sources • develop and use criteria for evaluating the usefulness, currency and reliability of information for a particular research project
FOR
Cross Curricular
How Would You... – Using a popcorn technique go around the room describing how to change a diaper, what to do at a cashier checkout, how to play a certain sport, how to upload videos on YouTube. Then discuss whether students are good sources of information or not. This could lead into health, and talking about making good decisions and peer pressure. (listening, speaking)
General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3.1 Plan and Focus Determine information needs • select the most appropriate information sources for topic, audience, purpose and form
FOR
Recipe Gone Bad – Students will initially just receive ingredients to make chocolate chip cookies with no recipe. They will have to use what
General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3.2 Select and Process Use a variety of sources • obtain information from a variety of sources, such as artifacts, debates,
FOR
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they know about baking to make cookies. In the next class they will be allowed to look for a recipe online. This could be brought into a math classroom for reducing fractions, so that students aren`t making two dozen cookies. (reading, writing)
forums, biographies, autobiographies, surveys, documentaries, films, CDROMs, charts and tables, when conducting research
Vocabulary
Plan: Organize: Sequence: Outline: Instructions: Heading: Manual: Verb Use: - first, then, next, lastly
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Assessment
Somewhere to Go? Somewhere to Be! 3.1 Plan and Focus Focus attention • experiment with several ways to focus a topic, and select a form appropriate to audience and purpose Scenario: Parents are getting lost all the time, and it seems like it is always when they’re in a rush that they get lost, stuck in traffic or construction. This makes them stressed and frustrated, so our class is on a mission to help them get from point A to point B. An example would be having the starting location at your home and the end point is at another destination your parents are often travelling to. These directions will be given to your parents for their own personal use. Purpose: This assignment requires you to create: - a map from point A to point B (you may include if there is construction going on, when rush hour is, etc.) - written directions from point A to point B including landmarks - record your oral directions from point A to point B as if you were a GPS, or Google Maps App Criteria: - A detailed map with a legend, title, point A, and point B clearly marked - Clear and descriptive directions from point A to point B with two distinct landmarks - A recording of oral directions that are clear and precise directing from point A to point
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Resources
http://free-english-study.com/speaking/giving-instructions.html DIY Projects on Pinterest https://www.tes.co.uk/teaching-resource/Giving-instructions-6171269/ http://www.englishexercises.org/makeagame/viewgame.asp?id=1434
Skills
Plan Organize Sequence Outline Instructions Heading Using a Manual Heading Highlighting Scanning Recording Determine Usefulness Communicating Findings Finding Key Words, Ideas, or Quotes Summarize
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Grade 7: Curricular Activities
Activity
General Outcome
Specific Outcome
Reader’s Theatre – Give students a poem, and then have them read it expressively with actions. (reading, speaking, listening, representing)
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore Experiment with language and forms • discuss and respond to ways that content and forms of oral, print and other media texts interact to influence understanding
FOR
Found Poem – Students will search through a piece of writing or lyrics and highlight words to create a poem. Students may choose to share their poem with the rest of the class. (writing, reading, speaking, listening)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Experience various texts • organize interpretations of oral, print and other media texts around two or three key ideas
OF
Reverse – Give students a poem with which they will create a story around. Or, students will create a poem from a story. (reading, writing, responding)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Experience various texts • express interpretations of oral, print and other media texts in another form or genre
FOR
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Appreciate the artistry of texts • reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities
FOR
Chocolate Bar Poem – Students use the names of the candy bars to create a poem. (writing, representing)
One Word – Start the class with one word that students write about. Afterwards they reshape their writing into a poem. (writing) Reverse Poem – Read a poem backwards line by line, this will change the meaning. Students will discuss the new meaning. (reading, speaking, listening,
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Assessment
responding)
Poetic Stations – Students are broken into groups, and move to a poster on the wall with different types of genres of poems such as, limerick, acrostic, haiku, free verse, cinquain, shape, and quotes. They then work to make that type of poem, which will be shared with the class afterwards. (writing, speaking, listening)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.3 Understand Forms, Elements and Techniques Understand forms and genres • identify various forms and genres of oral, print and other media texts, and describe key characteristics of each
FOR
Jenga Poem – Students play jenga. There will be four different words on each jenga piece, so when students pull a piece out they have to use one of the words written on it. (writing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.4 Create Original Text Generate ideas • choose appropriate strategies for generating ideas and focusing topics for oral, print and other media texts
FOR
General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
4.1 Enhance and Improve Enhance artistry • experiment with figurative language, illustrations and video effects to create visual images, provide emphasis or express emotion
FOR
Poetry Graffiti – Have poster papers on the walls, then have students move around in groups and add words to the poster paper. When students return back to their original poster paper they will create a poem out of the words there. (writing, reading, responding, viewing)
Color Poem – Students are given a canvas with a color painted on it with the name. Then ask students to write a poem about what the color represents what it makes you feel and other connotations. (writing, representing, responding) Modification/ Adaptation – Student receives prompts of what the color represents and the feelings that generally come with that color
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The Shape of the Words Represent What the Poem Means – Students have an outline and within the outline a poem is written talking about the theme of the outline. (writing, representing, viewing)
Vocabulary Cards – Students will be given a card with either a definition or word on it. They then will have to find their corresponding partner in the room. (reading, responding, listening, speaking)
General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
4.2 Attend to Conventions Attend to Spelling • extend spelling vocabulary to include words frequently used in literature, but infrequently used in oral and other media texts
FOR
Cross Curricular
Mathematical – using the symbols in math develop poems. (responding, writing, representing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Experience various texts • express interpretations of oral, print and other media texts in another form or genre
FOR
Artful Poem – Students create a themed poem around a holiday, and put it on or around a shape/drawing. (writing, representing, viewing)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Appreciate the artistry of texts • discuss how techniques, such as colour, shape, composition, suspense, foreshadowing and flashback, are used to communicate meaning and enhance effects in oral, print and other media texts
FOR
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Vocabulary
Personification: Limerick: Rhyme: Rhythm: Onomatopoeia: Meter: Assonance: Consonance: Amebic Pentameter: Sonnet: Couplet:
Haiku: Cinquain: Free Verse: Alliteration: Hyperbole: Simile: Metaphor: Analogy:
Assessment
Found Poem 2.2 Respond to Texts Experience various texts • organize interpretations of oral, print and other media texts around two or three key ideas Using a newspaper, essay, novel or other piece of writing create a poem by blacking out all words except ones that make up your poem. It can be any genre of poem that has been discussed throughout this unit.
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Sample Found Poem Prose Selections from Chang-rae Lee’s “Coming Home, Again” From that day, my mother prepared a certain meal to welcome me home. It was always the same. Even as I rode the school’s shuttle bus from Exeter to Logan airport, I could already see the exact arrangement of my mother’s table. I knew that we would eat in the kitchen, the table brimming with plates. There was the kalbi, of course, broiled or grilled depending on the season. Leaf lettuce, to wrap the meat with. Bowls of garlicky clam broth with miso and tofu and fresh spinach. Shavings of cod dusted in flour and then dipped in egg wash and fried. Glass noodles with onions and shiitake. Scallion-and-hot-pepper pancakes. Chilled steamed shrimp. Seasoned salads of bean sprouts, spinach, and white radish. Crispy squares of seaweed. Steamed rice with barley and red beans. Homemade kimchi. It was all there—the old flavors I knew, the beautiful salt, the sweet, the excellent taste. (p. 5) .................................................................................................................... I wish I had paid more attention. After her death, when my father and I were the only ones left in the house, drifting through the rooms like ghosts, I sometimes tried to make that meal for him. Though it was too much for two, I made each dish anyway, taking as much care as I could. But nothing turned out quite right—not the color, not the smell. At the table, neither of us said much of anything. And we had to eat the food for days. (p. 6) You can find the full essay at: http://readwritethink.org/lesson_images/lesson998/ComingHomeAgain.pdf ******************************* Found Poem Based on the Prose Selection My mother prepared A certain meal To welcome me home. We would eat in the kitchen Table brimming Kalbi, leaf lettuce to wrap the meat Garlicky clam broth with miso and tofu and fresh spinach Shavings of cod Scallion and pepper pancakes Chilled steamed shrimp Steamed rice. The old flavors I knew Beautiful, salt, sweet, excellent. I wish I had paid more attention.
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Resources
readwritethink.org http://www.poetryfoundation.org/learning/resources http://www.poetry.org/ http://www.primaryresources.co.uk/english/englishC7.htm http://www.edutopia.org/blog/online-poetry-resources-monica-burns http://www.readwritethink.org/files/resources/lesson_images/lesson1160/poetry_analysis.pdf http://www.poetryarchive.org/teach Scholastic: http://teacher.scholastic.com/writewit/poetry/ http://teacher.scholastic.com/writewit/poetry/poetry_engine.htm http://www.scholastic.com/teachers/lesson-plan/poetry-printables
Skills
Rhyming Communicating Writing Use of Metaphor, simile, personification, symbolism Interpreting Representing Presenting Use different Formats Denotation Connotation
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Grade 8: Curricular Activities
Activity
General Outcome
Interesting Fact- After reading non-fiction article students will write at least one interesting fact that they read, and write how this changed their perspective on the topic. (reading, writing, responding)
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore Express ideas and develop understanding • revise understanding and expression of ideas by connecting new and prior knowledge and experiences
FOR
What I Learned – Students will review, reread and reflect their non-fiction article with what they learned. This may be discussed in partners (reading, writing, listening, speaking, responding)
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore Express ideas and develop understanding • seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions and experiences
FOR
Opinion – Students will form an opinion based on what they just read. (reading, responding, writing)
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore Express ideas and develop understanding • review, reread and reflect on oral, print and other media texts to explore, confirm or revise understanding
FOR
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover and Explore Experiment with language and forms • discuss and respond to ways that forms of oral, print and other media texts enhance or constrain the development and communication of ideas, information and experiences
FOR
Visual Image – Students should draw a visual for the most prominent image that the non-fiction created in their mind. Then discuss how visuals enhance or constrain communication. (responding, representing, viewing) Visual Thinking – Students will draw symbols to outline
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Specific Outcome
Assessm ent
the non-fiction article. (responding, representing, viewing) Caption – Students re-write the caption for the non-fiction article. (writing, representing) Emotions – Students respond with the emotions that the nonfiction made them feel. They should draw these emotions. (responding, representing)
Details – Several groups are made and each have a different non-fiction article each student in each group should be able to describe the details of the nonfiction, so when they mix into a new group they can share and discuss with details what their non-fiction was about. (reading, writing, responding, listening, speaking) Modification/ Adaptation- Student gets to work with a partner to outline details of article
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.2 Clarify and Extend Combine ideas • exchange ideas and opinions to clarify understanding and to broaden personal perspectives
FOR
Television Pilot Pitch – Ask students to summarize their non-fiction article in fifty words or less. Then present with their partner. (writing, responding, speaking, listening)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues Use comprehension strategies • enhance understanding by paraphrasing main ideas and supporting details, and by rereading and discussing relevant passages
OF
Vocabulary – As students are reading the non-fiction they should make note of vocabulary that is unfamiliar to
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and
2.1 Use Strategies and Cues Use phonics and structural analysis • choose and use strategies
FOR
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them and record it. (reading, writing, responding)
respond personally and critically to oral, print and other media texts.
for word identification, vocabulary development and spelling that build on specific strengths or address areas for improvement
Main Ideas – Students will decide on the main ideas of their non-fiction and support it with evidence. (reading, writing, responding) Modification/ Adaptation- Student will be given the main idea. Their task will be to find the evidence to support it
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.3 Understand Forms, Elements and Techniques Understand techniques and elements • distinguish theme from topic or main idea in oral, print and other media texts
FOR
Question – Students should question the validity and reliability of their non-fiction article, as well as come up with questions based on their nonfiction. (reading, responding)
General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3.2 Select and Process Evaluate sources • develop and use criteria for evaluating the usefulness, currency and reliability of information for a particular research project
FOR
Cross Curricular
Viewpoints – Students will scan non-fiction to find the different viewpoints the nonfiction article and record them. Then they will decide which viewpoint they agree with if any. This correlates with Social Studies and perspectives. (reading, writing, responding)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
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2.2 Respond to Texts Experience various texts • expect that there is more than one interpretation for oral, print and other media texts, and discuss other points of view
FOR
Enrichment
Reflection – Students will reflect on the non-fiction and discuss why it matters and how it affects them. As well as lead a discussion questioning what others thinks about the topic. Then they will share this with the rest of the class. (writing, responding, speaking, listening)
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.2 Respond to Texts Experience various texts • explain connections between own interpretation and information in texts, and infer how texts will influence others
Vocabulary
Headings: Subheadings: Captions: Boldface: Italics: Main Ideas: Detail: Proposed Solution: Cause and Effect: Compare and Contrast: Primary sources: Secondary Sources: Chart: Sidebar: Question: Visualize: Summarize: Evaluate: Clarify: Argument: Problem and Solution: Sequence: Quotation: Paraphrase: Bias: Spin: Overgeneralization: Objective: Predict: Connect:
Nonfiction: Informational Nonfiction: Literary Nonfiction: Biography: Autobiography: Encyclopedia: Interview: Newspaper Articles: Textbook: Website: Essay: Personal: Memoirs: Persuasive: Expository: Narrative
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FOR
Assessment
Performance Assessment Task
Television Pilot Pitch You are a story consultant for A Channel. It is your job to recommend stories for television production to A Channel’s Board of Directors.
You’ve been asked to preview two non-fiction texts. In order to prepare for your presentation (‘pitch’) to the Board you must:
1. Read each text carefully. 2. In a separate paragraph for each text, paraphrase the main ideas and supporting details. (to be handed in) 3. Choose one text and create an outline that will be used in your presentation to the Board. (to be handed in) 4. Present story idea to Board of Directors (teacher and classmates). Your outline must help you sell the story for television adaptation. The Board of Directors will want to know what is unique, exciting, captivating, entertaining or worthwhile about the plot, characters, theme and setting. Keep in mind as you create your outline why you would want to see this story on television.
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Rubric: Television Pilot Pitch
Student __________________________________________________________
Level
Excellent
Proficient
Adequate
Limited *
Insufficient / Blank *
Criteria
Paraphrase main idea and supporting details (2.1.3)
Prepare an outline (2.1.5)
Present information (4.3.2)
Comprehensively communicates main ideas and supporting details.
Accurately communicates main ideas and supporting details.
Partially communicates main ideas and supporting details.
Minimally communicates main ideas.
Outline provides an accurate and compelling rationale to convince the Board.
Outline provides a clear and engaging rationale to convince the Board.
Outline provides a predictable rationale for convincing the Board.
Outline provides a weak rationale for convincing the Board.
Oral presentation is perceptive and captivates the audience.
Oral presentation is thoughtful and engages the audience.
Oral presentation is simplistic and only partially connects with the audience.
Oral presentation is vague and lacks audience appeal.
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.
Alberta Assessment Consortium. Television Pilot Pitch. (2014, January 1). Retrieved November 17, 2014, from http://www.aac.ab.ca/assessment-materials/tv-pilot-pitch/
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Resources
http://www.scholastic.com/home/ http://www.caboces.org/sites/default/files/mst/MST%20What's%20New/Strategies%20for%20Teaching%20With%20Non -Fiction%20Informational%20Texts.pdf http://www.teachingideas.co.uk/english/contents_readingnonfiction.htm http://www.readingrockets.org/books/nonfiction-for-kids http://teacher.depaul.edu/Nonfiction_Reading_Resources.html Locating Non-Fiction Texts www.ala.org/alsc/awardsgrants/bookmedia/sibertmedal www.ala.org/yalsa/nonfiction-award www.ncte.org/awards/orbispictus www.socialstudies.org/notable www.nsta.org/publications/ostb/ostb2013.aspx www.sbonline.com/Subaru/Pages/PrizesHome.aspx
Skills
Skimming Scanning Summarizing Comprehension Questioning Test Coding Evaluating Clarifying Paraphrasing Predicting Connecting
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