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

Unit 5: Novel Study

Time: 20 hours (including 5 hours from Unit 1)

Description

In this unit, students will examine and interpret the essential characteristics of the novel. In the examination of the novel, students will participate in oral and silent reading and group discussions, and will use a variety of strategies to enhance their understanding and appreciation of the characteristics of this form of literature. Through the examination of the elements of the novel, the analysis of literary devices, and the completion of written assignments, students will strengthen their reading and writing skills. Students will complete the unit with a culminating activity requiring them to go beyond the scope of the novel to demonstrate their knowledge and appreciation of this form of literature. Students will complete tasks to enhance their personal growth by examining a variety of issues presented in the novel and reflecting on them in the light of Catholic traditions and Gospel values.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE1e - speak the language of life… “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it” (Witnesses to Faith);

CGE1j - recognize that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption (Witnesses to Faith);

CGE2a - listen actively and critically to understand and learn in light of gospel values;

CGE2b - read, understand, and use written materials effectively;

CGE2c - present information and ideas clearly and honestly and with sensitivity to others;

CGE3a - recognize there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b - create, adapt, evaluate new ideas in light of the common good;

CGE3c - think reflectively and creatively to evaluate situations and solve problems;

CGE3d - make decisions in light of gospel values with an informed moral conscience;

CGE4c - take initiative and demonstrate Christian leadership;

CGE4e - set appropriate goals and priorities in school, work, and personal life;

CGE4f - apply effective communication, decision-making, problem-solving, time and resource management skills;

CGE5b - think critically about the meaning and purpose of work;

CGE5e - respect the rights, responsibilities, and contributions of self and others;

CGE5f - exercise Christian leadership in the achievement of individual and group goals;

CGE5g - achieve excellence, originality, and integrity in one’s own work and support these qualities in the work of others;

CGE6c - value and honour the important role of the family in society;

CGE7b - accept accountability for one’s own actions;

CGE7g - respect and understand the history, cultural heritage, and pluralism of today’s contemporary society;

CGE7j - contribute to the common good.

Strand(s): Reading Skills, Writing Skills

Overall Expectations

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

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

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

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

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

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

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

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

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

Specific Expectations

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

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

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

RE1.05 - compare their own interpretations of texts with those of others (e.g., record responses to self-selected materials and share them with others in a small group; chart and compare various responses to the actions of a character in a novel; discuss different interpretations of the same text and suggest possible reasons for the differences; compare their own preferences for authors, genres, and topics with those of peers; explain how personal values and perspectives influence responses to and interpretations of texts);

RE2.03 - use knowledge of the elements of the novel, with an emphasis on plot, character, setting, and theme, to understand and interpret novels;

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

RE3.02 - explain how authors use simile, metaphor, personification, and foreshadowing to communicate thoughts, feelings, and information (e.g., explain the explicit comparison made in a simile and discuss how it adds to meaning; identify the implied comparison made in a metaphor and relate it to the theme of a poem; describe the use of literary devices such as hyperbole, personification, irony, and simile for impact or emphasis in texts);

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Activity Titles (Time + Sequence)

Activity 1	Novel Study with Test: Content of the Novel	450 minutes + 60 minutes
Activity 2	Properties of a Novel	200 minutes
Activity 3	As the Plot Thickens	120 minutes
Activity 4	Characterization	180 minutes
Activity 5	Relationships in the Novel Conflict and Conflict Resolution	150 minutes
Activity 6	Final Activity: Going Beyond the Novel	340 minutes

Unit Planning Notes

· In addition to the 20 hours allotted to this unit, five hours of language skills, writing, and improving reading skills are integrated into this unit through the use of the Personal Dictionary, the Portfolios of Written Work, independent reading assignments, comprehension questions and writing activities. Students will refer to their notes from prior units as required.

· The teacher will select contemporary reading material for class reading that includes themes, issues and experiences relevant to today’s students, with content that addresses the diversity of Canadian cultures and experiences, and exemplifies Gospel values and ethics.

· The teacher will develop Portfolio of Written Work topics and questions for daily use, as well as a reading guide, pre- and post-reading discussion topics and comprehension questions based on the novel selected.

· The teacher will prepare worksheets to reinforce concepts such as irony, theme, etc., covered in
Unit 2, and introduce new concepts that will be studied specifically with the novel such as conflict, foreshadowing, and multiple plot lines.

· The teacher will develop a test that includes comprehension of the theme and content of the novel. Some novels have professionally published teacher resource guides to assist in the teaching of the novel and its components, which also contain prepared tests.

· The test should be given after the study of the novel is completed.

· Prepare a list of topics, eight to ten items long, from which students can choose their final assignment (see Appendix 5.5 for suggestions).

· With the students, design a rubric for the evaluation of the final assignment.

· Gather supplies that may be required for the final assignment.

· Reserve the Library/Resource Centre and Computer Lab for student use.

· Refer to student IEPs for suggested accommodations and/or modifications.

Prior Knowledge Required

Students will:

· have experience reading novels in other English courses or for personal enjoyment;

· have a basic knowledge of reading strategies covered in Unit 1, Activity 3;

· have a working knowledge of plot, character, setting, theme, point of view etc. taught in Unit 2, Activities 2, 3, 4, and 5;

· understand the importance of adding to their Personal Dictionaries and Portfolios of Written Work;

· have a working knowledge of grammatical conventions and the various steps in the writing process;

· have a functional knowledge of word processing and the Internet;

· be aware of school rules and regulations governing computer use and the Internet;

· have an understanding of Gospel values and ethics that are essential for collaborative interaction.

Teacher/Learning Strategies

· Teacher-led Socratic lessons

· Teacher-modelled, small group and individual oral and silent reading

· Group discussions of novel content, plot, character, theme, etc.

· Brainstorming

· Peer conferencing

· Pen and paper tasks

· Collaborative learning

· Student-teacher conferencing

· Using technological aids – the Internet, computer software

· Use of charts and diagrams to organize information

· Personal Dictionaries and Portfolios of Written Work

· Comprehension questions

Assessment and Evaluation

Formative Assessment

· Personal Dictionary and Portfolio of Written Work entries

· Informal teacher observation of reading strategies and comprehension

· Group work checklists

· Self/peer editing checklists

· Conference to provide feedback on writing

· Teacher/student conference to discuss the selection of the final assignment from those offered (see sample Appendix 5.5)

· Peer conferencing

· Completed plot graph

· Comprehension questions and activities

· Completed Positive Interesting Negative (PIN) Graphic Organizer (Appendix 5.3)

Summative Evaluation

· Novel unit test on content and comprehension that incorporates the six levels of Bloom’s Taxonomy: knowledge, comprehension, application, analysis, synthesis and evaluation of material.

· Beyond the Novel assignment assessed according to teacher/student developed rubric.

· Oral Presentation assessed by Oral Presentation Rubric (see Appendix 5.6).

Accommodations

· Preferential/strategic seating

· Peer tutor or Special Education personnel to help with reading and writing tasks

· Enlarged print for novel, worksheets and test

· Audio novel

· Dual language dictionaries

Resources

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

Contemporary novels for young adults such as:

Anderson, Laurie Halse. Speak. Farrar Straus Giroux, 1999.

Card, Orson Scott. Ender’s Shadow. New York: Tor Books, 1999.

Cushman, Karen. The Midwife’s Apprentice. New York: Harper Collins, 1995.

Halvorson, Marilyn. Stranger on the Line. Canada: Gemini Press, 1997.

Holt, Kimberley Willis. When Zachary Beaver Comes to Town. New York: Henry Holt and Company, 1999.

Hostetler, Bob. They Call Me AWOL. Pennsylvania: Christian Publications Inc.

Hughes, Monica. The Golden Aquarians. New York: Harper Collins, 1995.

Huser, Glen. Touch of the Clown. Canada: Groundwood Books, 1999.

Jordan, Sheryl. The Raging Quiet. New York: Simon and Schuster, 1999.

Khan, Rakhana. Darling If You Love Me, Would You Please Smile? Toronto: Stoddard Kids, 1999.

Mc Neal, Laura and Tom. Crooked. New York: Alfred A. Knof Books, 1999.

Meyer, Carolyn. Mary, Bloody Mary. Toronto: Harcourt Brace, Canada Inc., 1999.

Myers, Walter Dean. Monster. New York: Harper Collins, 1999.

Mamioka, Lensey. Ties that Bind, Ties that Break. New York: Delacorte Press, 1999.

Orr, Wendy. Peeling the Onion. Canada: Laurel Leaf, 1996.

Pauleen, Gary. Soldier’s Heart. New York: Delacorte Press, 1998.

Porter, Connie. Imani All Mine. Maine: Houghton Mifflin, 1999.

Silverwolf, R. and A. Silverwolf. Son of the Iroquois. Canada: Borealis Press, 2000.

Wieler, Diane. Drive. Groundwood Books.

Teacher-developed worksheets

Dual language dictionaries and thesauri

Websites such as:

http://www.ala.org/teenhoopla/

http://www.grouchie.com/angstbooks.html

Word Processing software

Video tapes

Sample resumes, novel jackets, book reviews, maps

Audio books

Activity 1: Novel Study with Test: Content of the Novel

Time: 450 minutes (+ 60 minutes for test)

Description

The purpose of this activity is to promote the ongoing development of reading skills. Students will participate in active listening, oral and silent reading, and answering guided questions on the content, theme, etc. of the novel. Students will continue to utilize their Portfolios of Written Work to answer questions presented by the teacher based on the reading selection. Students will also add new terminology and vocabulary to their Personal Dictionaries. The activity will end with a teacher-designed test on the comprehension of the theme and content in the novel selected.

Strand(s) and Expectations

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

Strand(s): Reading Skills, Writing Skills

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

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

Planning Notes

· The reading of the novel should be completed prior to subsequent activities.

· The content of the selected novel should exemplify the Gospel values and ethics of our Christian communities. Selected themes could include, self-sacrifice (John 15:13), resisting temptation (Matthew 4), contributing to the common good (Luke 10), forgiveness (Luke 15), and justice (Matthew 18). The Outsiders, by S.E. Hinton, illustrates many of these themes. The teacher may use it as a guide for novel selection. Online book reviews found at the websites provided may be of assistance in selecting a suitable novel.

· Select materials with content that addresses the diversity of Canadian cultures and experiences.

· The selected novel should reflect the reading and comprehension level of the students.

· Reading the novel will incorporate both oral and silent reading. Techniques used will include teacher-modelled reading, small and large group oral reading, silent reading, and other methods at the teacher’s discretion.

· The teacher models articulation and voice modulation in oral reading presentations.

· The teacher designs/prepares a test that will be given after the novel is completed that will cover the comprehension of both theme and content.

Prior Knowledge Required

Students will:

· have had experience reading novels;

· be familiar with decoding strategies for reading comprehension;

· be familiar with the elements of a novel as covered in prior English courses.

Teaching/Learning Strategies

· The teacher will review reading strategies for reading the novel as covered in Unit 1, Activity 3.

· The teacher will introduce the activity by reading an excerpt from the Bible that parallels the theme of the novel. The teacher may choose to use prior knowledge of the Ten Commandments or the Beatitudes used in Unit 4, Activity 4 if such parallel the theme of the novel.

· The teacher will lead a discussion focusing on the social issue identified in the Bible and its relevance within a modern-day context. Consultation with the school Chaplain or Religious Education staff will assist the teacher in this effort.

· Hand out copies of the novel and discuss its title and the synopsis on the back cover. Ask students which themes or issues may be addressed in the novel.

· The teacher models appropriate voice modulation and articulation during the oral reading of the introductory chapter(s) of the novel.

· The teacher encourages students to engage in active listening and to volunteer to read sections of the novel.

· Varied methods of oral and silent, large and small group reading should be incorporated throughout this activity, at teacher discretion, based on individual student reading abilities/needs.

· During the reading of the novel the teacher will discuss content, character development, and thematic issues as they arise.

· The teacher will provide relevant comprehension questions and remind students that they will be tested on their understanding of the novel at the end of the activity.

· The teacher assigns chapters to be read for which students will be required to design questions and answer them. These questions will be used to review the novel prior to the test.

· Students will record, in their Personal Dictionaries, any new vocabulary they may encounter. Students will complete comprehension questions. The teacher should take up questions with the class to ensure that all students understand and are completing assigned readings.

· Throughout the reading of the novel the teacher will assign Portfolio of Written Work entries that may include: open-ended questions, completing dialogue, student-initiated entries, and reflections on famous quotations dealing with social and moral issues raised in the novel.

· The teacher will administer a test based on the comprehension of the theme and content of the novel.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of reading

· Personal Dictionary and Portfolios of Written Work entries

· Comprehension questions and answers

Summative Assessment

· Test based on the comprehension of the theme and content of the novel

Accommodations

· Audio novel or enlarged print for novel and written assignments

· Dual language dictionaries

· Peer tutor or Special Education assistance for reading and written work

· Preferential/strategic seating

· Alternate location and method for testing

Resources

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