Course Profile
English, Grade 9 Applied, Catholic
Unit 1
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
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Acknowledgements
Lead Board
Toronto Catholic District School Board
Wendy
Schmidt, Manager
Course Profile Writing Team
Nick D'Avella (Lead Writer), Senator O'Connor College School
Patrick Keyes (Writer), St. Mary's Catholic Secondary School
Elaine Barrett (Writer), Mother Teresa Catholic Secondary School
Vincent O'Brien (Writer), Chaminade College School
Christine Hughes (Writer), Jean Vanier Catholic Secondary School
Word Processing
Diane Furtado, Catholic Education Centre
Graphic Layout
Ana Paula DaCosta, Catholic Education Centre
Unit #1
Title: Storytelling: Short Stories and Mythology
Time: 20 hours (6 additional hours in integrated language/skills development)
Unit Description
In this unit students will read and demonstrate their understanding of a variety of short stories and myths as an examination of the quest for identity, the mysteries of creation, and Gods presence in our world. They will explore, compare and contrast, appreciate, and value stories and myths from a variety of cultures and traditions. Students will learn and apply a variety of literary terms to assigned readings and will understand and interpret ideas and information. Through writing activities and oral presentations students will continue to develop their communication skills.
Strands and Expectations
Ontario Catholic School Graduate Expectations: 1a, 1h, 2a, 2c, 2e, 3c, 4a, 4f, 5a, 5c
Strand(s): Reading and Literature Studies; Writing; Language; Media Studies
Overall Expectations: LIV.01-02P, 03B; WRV.01-03P, 04-05B; LGV.01P, 02B; MDV.01-02P
Specific Expectations: LI1.01-02P, 03B, 04-05P, 06B, 07P, LI2.01-02P, LI3.01P, WR1.02P, 04P; WR2.01P; MD1.01B; MD2.01-02P
Activity Titles (Time and Sequence)
|
Activity 1 |
In the Beginning: Our World, Our Stories, Ourselves |
240 minutes (+60 integrated) |
|
Activity 2 |
Illustrate It! Designing a Collage/Powerpoint Presentation |
180 minutes (+60 integrated) |
|
Activity 3 |
All the Worlds a Stage: Writing and Presenting an Original Myth or Story |
240 minutes (+60 integrated) |
|
Activity 4 |
If I Were the Author... Writing Your Own Ending to a Short Story |
150 minutes (+90 integrated) |
|
Activity 5 |
Putting It Together: Creating and Publishing a Class Anthology |
300 minutes (+90 integrated) |
|
Activity 6 |
Naming of Parts: Learning and Applying Literary Terms |
90 minutes (ongoing) |
Unit Planning Notes
In addition to the 20 hours allotted for this unit, approximately six hours should be devoted to the writing process and the on-going refinement of language skills as outlined in Unit #6 of this course.
Since the storytelling unit will be the first unit delivered in the course, the teacher should ensure that students receive a thorough grounding in the knowledge and application of key terms and literary concepts which will form the foundation for the study of longer and more complex literary works later in the course.
In addition, diagnostic assessment of learning styles as well as reading, writing, and oral communication skills should be conducted early, in order that students needs might be addressed and learning styles accommodatEd.
Teaching/Learning Strategies
collaborative learning activities (e.g., jigsaw and other small group activities)
dramatic readings by teacher and students
teacher-led discussion and instruction/Socratic lessons
small group presentations
peer-editing and peer conferencing
word processing and desktop publishing (drafting, editing, revising, publishing)
teacher/student conferencing
Assessment/Evaluation
Diagnostic and Formative Assessment
The teacher:
teacher/student conferences to provide feedback on the writing process
rubric(s) to assess assigned writings
checklists to assess small group presentations, individual creativity, cooperation, and contribution in small group activities
informal teacher observation
The student:
self and peer assessment checklists
peer-editing checklist to provide feedback in the writing process
response journals
Summative Evaluation
content test
publication of anthology/Powerpoint presentation of student-created myths and stories
Resources
- anthologies of short stories, myths, legends, and folktales from a variety of cultures and traditions
- The Bible
- software: (Powerpoint, desktop publishing, word processing)
- CD ROMs and videos
Teacher Resources:
Mythology, E. Hamilton
Myths to Live By, J. Campbell
A Glossary of Literary Terms, M.H. Abrams
Native Voices, F. Ahenakew et al.
Title: In the Beginning: Our World, Our
Stories, Ourselves
Time: 240 minutes (an additional 60
minutes in integrated language study)
Description
The
main focus of this activity is connecting creation myths from a variety of
cultures and traditions with Christian creation stories.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to:
illustrate a basic understanding of the saving story of our Christian Faith (1a)
respect the faith traditions, world religions and the life-journeys of all people of good will (1h)
present information and ideas clearly and honestly and with sensitivity to others (2c)
use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life (2e)
demonstrate a confident and positive sense of self and respect for the dignity and welfare of others (4a)
work effectively as an interdependent team member (5a)
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations
At the end of Grade 9, students will:
read and demonstrate an understanding of a variety of literary and informational texts (LIV.01P)
use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly (LGV.01P)
use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences (LGV.02B)
Specific Expectations
Students
will:
describe information, ideas, opinions, and themes in texts they have read during the year from a variety of print and electronic sources (LI1.01P)
make inferences based on the information and ideas presented in texts (LI1.05P)
identify the purpose for each piece of writing (WR2.01P)
identify the specific audience for each piece of writing (WR2.02P)
use listening techniques and oral communication skills to participate in group discussions (LG2.01P)
use eye contact, specific examples, humour, and visual aids and technology, as appropriate, to engage the audiences interest during oral presentations (LG2.04P)
edit and proofread their own and others writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation (WR5.04B)
Planning Notes
Teachers will emphasize the need to respect and appreciate the rich diversity of cultures and traditions represented in the various stories considered in this activity. At the same time, students will become aware of their own cultural biases.
Since some students will choose the report as their culminating assignment, the teacher should integrate instruction in the preparation of a short report into this activity.
Since some students will use the Internet in the culminating activity the teacher should enlist the help of the teacher-librarian. The teacher will also introduce/review acceptable use of the Internet (see Course Notes, page 6).
Although the emphasis in this activity is on the application of concepts, students will strive to understand the figurative and symbolic nature of myth. The school Chaplain may assist the teacher in achieving this goal.
Activity 6, Unit 1 (Naming of Parts) is
ongoing throughout this unit, therefore teachers will refer to this activity
before beginning the unit.
Teaching/Learning Strategies
Students will listen to an oral reading of Genesis and the Creation of Adam and Eve.
The teacher will explain and emphasize that these are the founding stories of our faith.
The teacher will guide students in distinguishing between the literal truth and the symbolic Christian truths in the stories.
The teacher will organize students into groups.
The teacher will assign each group a different creation story.
The teacher will instruct the students to read the story silently and then take turns reading the story aloud. (See Accommodations Unit 1-4)
The teacher will distribute an organizer to each student in each group on which students will a) summarize the plot, b) describe the main characters, c) identify the main conflict.
The teacher will re-arrange students into expert groups in which students will re-tell their stories and share their findings.
The teacher will draw from students, in a class discussion, commonalities among the various stories.
Suggested questions might include:
What suffering does the main character experience?
What does the main character learn from this experience?
What do we learn about ourselves through the struggles of the main character?
What is won and what is lost in these stories?
Was the struggle worth it?
The teacher will summarize responses on the chalkboard.
Culminating Activity:
The culminating activity will call upon students to appreciate that various ancient cultures and people expressed the mysteries and wonders of creation in diverse ways.
Students may select one of the following assignments as a culminating activity:
In a short report, compare one god figure from the creation myth of any culture with the God of the Christian creation story.
Create two illustrations, one depicting the biblical story of creation, the other illustrating the creation myth of another culture.
Surf the Internet and locate images and text featuring creation myths and create and deliver a presentation.
Assessment/Evaluation
informal teacher observation (1h, 2c, LGV.02B)
Collaborative Learning:
checklist to assess collaboration and monitor
process in groups (Appendix D) (5a, LG2.01P)
Product (The Written Report):
rubrics for the assessment of the report (Appendix A) (1a, LI1.01P, LGV.01P, LI1.05P, WR2.01P, WR2.02P)
peer-editing and self-assessment checklists (WR5.04B)
teacher/student conference (1a)
The Illustration:
checklist/rubric to assess creativity and
content (1a, LIV.01P, LI1.05P)
Internet Research and Presentation:
checklist/rubric to assess creativity and
content (Appendix B)
(2e, LIV.01P, LGV.01P, LI1.01P, LI1.05P, LG2.02P)
Accommodations
In
this activity, the teacher will assess oral reading for the purpose of
identifying the need for possible remediation.
If students are not comfortable reading in front of the class, they can
read to the teacher in a one-on-one situation.
Resources
Teacher Resources:
The Power of Myth, Joseph Campbell
The Educated Imagination, Northrop
Frye
Student Resources:
an anthology of myths and folktales
Global Reading Safari, James Barry
Micmac Legends, Alden Nowlan
Native Voices, Freda Ahenakaw et al.(Eds.)
The Bible
Vatican Library web site (art history)
Title: Illustrate It! Designing a Collage/Powerpoint
Presentation
Time: 180
minutes (60 additional minutes in integrated language study)
Description
In
this activity, designing a collage, storyboard, or Powerpoint presentation to
illustrate aspects of theme, character, conflict or setting found within myths
and short stories will be the focus.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to:
listen actively and critically to understand and learn in light of gospel values (2a)
present information and ideas clearly and honestly and with sensitivity to others (2c)
demonstrate a confident and positive sense of self and respect for the dignity and welfare of others (4a)
work effectively as an interdependent team member (5a)
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations
At the end of Grade 9, students will:
use print and electronic sources to gather information and explore ideas for their written work (WRV.01P)
use knowledge of a variety of media forms, purposes, and audiences to create media works (MDV.02P)
Specific Expectations
Students
will:
make inferences based on the information and ideas presented in texts (LI1.05P)
locate and record information and ideas from print and electronic sources, including newspapers and magazines, dictionaries, encyclopedias, vertical files, and electronic databases (WR1.02P)
adapt a work of literature for presentation in another media form (MD2.02P)
create media works for different purposes (MD2.02P)
analyze the characteristics of different audiences and create media works designed specifically for them (MD2.03P)
use listening techniques and oral communication skills to participate in group discussions (LG2.01P)
Planning Notes
Teachers/students will collect samples of collages, illustrations, storyboards, and comic book illustrations created by students. These can be used as models for students to view and examine.
Teachers will, with the help of the teacher-librarian, create and publish a list of relevant web sites that the class might access. The teacher will instruct students on the critical use of web sites.
It is assumed that not all students will be
fluent in visual arts; in such cases students will be assessed on the mastery
of the content.
Teaching/Learning Strategies
Collaborate to complete one of the following culminating activities or assignments:
The teacher will instruct students to collaborate in pairs to complete one of the following activities:
-Visit the Muse des Beaux Arts web site and view Breughels The Fall of Icarus. Using it as your inspiration, create your own illustration of a key incident involving your favourite mythological figure.
-Create a storyboard or comic illustration depicting the journey, struggles, or adventures of a mythological hero of your choice.
Assessment/Evaluation
informal teacher observation (4a, WR1.02P)
Collaborative Learning/Process:
checklist to assess collaboration and to monitor process in groups (Appendix D) (2a, 2c, 5a, LG2.01P)
checklist/rubric to assess creativity, content, form, and visual expression (WRV.01P, MDV.02P, LI1.05P, WR1.02P, MD2.01P, MD2.02P )
Accommodations
As the focus of this activity is primarily visual, teachers will be mindful of the needs of students who prefer to express their knowledge and understanding in written modes.
Resources
Teacher Resources:
Native Voices, Freda Ahenakaw et al.,
(Eds.)
Student Resources:
Breaking Through: A Canadian Literary Mosiac, John Borovilos
Powerpoint presentation software
Internet access
Title: All the Worlds a Stage: Writing and
Presenting an Original Myth or Story
Time: 240 minutes (an additional 60
minutes in integrated language study)
Description
This
activity focuses on the writing and dramatization of student created myths.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to:
listen actively and critically to understand and learn in light of gospel values (2a)
present information and ideas clearly and honestly and with sensitivity to others (2c)
work effectively as an interdependent team member (5a)
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations
At the end of Grade 9, students will:
use a variety of forms of writing to express themselves, clarify their ideas, and engage the audiences attention, imagination, and interest (WRV.03P)
revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and unity (WRV.04B)
edit and proofread to produce final drafts, using correct grammar, spelling and punctuation, according to the conventions of standard Canadian English specified for this course, with the support of print and electronic resources when appropriate (WRV.05B)
use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly (LGV.01P)
use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences (LGV.02B)
Specific Expectations
Students
will:
revise drafts to ensure that ideas are adequately developed with supporting details and to achieve clarity and unity (WR4.01B)
make constructive suggestions to peers, using prompts, checklists, open-ended statements, and questions (WR4.03P)
consider reactions from teachers, peers, and others in revising and editing written work (WR4.04B)
provide documentation showing their use of the writing process (WR5.03P)
edit and proofread their own and others writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation (WR5.04B)
identify and use parts of speech correctly: nouns, pronouns, verbs, adverbs, adjectives, conjunctions, prepositions, and interjections (WR5.05P)
construct complete and correct compound and complex sentences, using the following sentence components as required: subject, predicate, object, subject complement, main and subordinate clauses, prepositional phrases (WR5.06P)
recognize, describe, and use correctly, in oral and written language, the language structures of Standard Canadian English and its conventions of grammar and usage (LG1.05P)
recognize, describe, and use correctly, in oral and written language, the conventions of Standard Canadian English for spelling, capitalization, and punctuation (LG1.07B)
Planning Notes
· Prior to beginning this unit, the teacher will review and reinforce the skills needed for working in groups (e.g., responsibilities, dealing with conflict, negotiation, valuing the contributions of others).
The teacher needs to be mindful that students learning styles differ. Some students may find the presentation a great challenge; therefore, assessment for such students may be weighted more heavily in favour of the written products in this activity.
As students create their scripts and presentations, they will need to be familiar with the language and conventions of the drama. This particular activity is a precursor to the drama unit.
The teacher may collaborate with a colleague in the Drama department on this activity.
The teacher will keep finished written work for a class anthology (see Unit 1, Activity 5).
Teaching/Learning Strategies
The teacher will reiterate that myths were written to explain natural phenomena, explore the mysteries of creation and understand human nature.
Students will collaborate to write an original myth on one of the following topics:
why peoples hair colours are different
why it rains
why the sun is yellow
where rainbows come from
why it snows in Canada
why men have beards
why fish breath water
why dogs have tails
how the beaver got its tail
how a sport or type of music originated
or another topic of the student's choosing
After students have written their myths they will rewrite them in script form and present them. This work will involve writing dialogue, designing a set, providing stage directions, and choreographing movement.
or
Students may choose a god/goddess or hero/heroine from their favourite myth and write a story in which the character is placed in a modern predicament (e.g., a sporting event, job interview, birthday party). Students will rewrite their story in script form and present it to the class.
Assessment/Evaluation
informal teacher observation (Appendix D) (2a, LGV.02B, WR4.04B)
Process:
checklist to assess individual contribution to collaborative effort (Appendix C) (2a, 2c, 5a, LGV.01P, WRV.05B, WR4.03P, WR4.04B)
checklist to assess the groups collaboration in brainstorming, drafting, editing, and revising (Appendix D) (WRV.04B, WR4.01B, WR4.03P, WR4.04B, WR5.03P, WR5.04B)
Product:
rubric to assess final written products, the narrative myth and the script (WRV.03P, LGV.01P)
rubric to assess presentation/performance (Appendix B) (LGV.01P, LGV.02B)
language and grammar rubric (LG1.05P, LG1.07B, WR5.05P)
Accommodations
The nature of the activity allows students with various abilities and interests to contribute in a meaningful way to the collaborative effort of the group. The assessment strategies allow flexibility when reviewing the individual contribution of each student.
Resources
How the Mosquito Came to Be in Global Reading Safari, James Barry (Ed.)
dictionaries/thesauri
The Bible
a handbook of dramatic terms
Big Hair: A Journey to Transformation of
Self, Grant McCracken
Title: If I Were the Author. . .Writing Your
Own Ending to a Short Story
Time: 180 minutes (90 additional
minutes in integrated language study)
Description
The
objective of this activity is speculating and writing your own ending to a
short story.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to:
present information and ideas clearly and honestly and with sensitivity to others (2c)
work effectively as an interdependent team member (5a)
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations
At the end of Grade 9, students will:
use a variety of forms of writing to express themselves, clarify their ideas, and engage the audiences attention, imagination and interest (WRV.03P)
revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and unity (WRV.04B)
edit and proofread their final drafts, using correct grammar, spelling and punctuation, according to the conventions of Standard Canadian English specified for this course, with the support of print and electronic resources when appropriate (WRV.05B)
use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly (LGV.01P)
use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences (LGV.02B)
Specific Expectations
Students
will:
make inferences based on the information and ideas presented in texts (LI1.05P)
use specific references from a text to support opinions and judgements (LI1.06B)
revise drafts to ensure that ideas are adequately developed with supporting details and to achieve clarity and unity (WR4.01B)
make constructive suggestions to peers, using prompts, checklists, open-ended statements, and questions (WR4.03P)
provide documentation showing their use of the writing process (WR5.03P)
select words and phrases appropriate to informal and formal styles, to suit the purpose and intended audience of oral and written work (LG1.04B)
adapt punctuation and capitalization for the special requirements of direct quotations, scripts, dialogue, and poetry (WR5.16B)
Planning Notes
The teacher will review the group work skills demonstrated in the previous activity.
The teacher will select a variety of stories that reflect students interests and backgrounds.
The teacher will select short stories that reflect current topics and issues, with particular emphasis on Canadian content.
The teacher will contact the local community library or a cultural community centre for the names of storytellers who might be willing to share their stories with the class.
Students may choose to compare their endings and then debate which ending is most dramatically effective.
An alternative activity may call upon the students to predict the ending of a given short story.
Teaching/Learning Strategies
Students will read three to five short stories representing a variety of cultures and traditions.
(A variety of reading strategies will be used including, silent reading, reading aloud, and reading in small groups.)
The teacher will explain that short stories, like myths, are an expression of our quest to understand our nature and our world.
The teacher will model the reading of the first short story.
The teacher will check for understanding and active listening through questioning.
The teacher will assign one short story for silent reading.
The teacher will lead the class in a discussion/analysis based on the following terms: theme, setting, character, plot, conflict and point-of-view.
Students will read a short story of their own choosing, in pairs, and using a graphic organizer, they will analyze the story for plot, character, setting, conflict, theme and point-of-view.
The teacher will invite a storyteller from the community to share stories.
Culminating Activity:
Students will collaborate in pairs to rewrite the ending to any one of the short stories studied in
class. The following is a list of questions students might consider:
What did you like or dislike about the ending? Why?
Would you change the setting? How?
Would you change the quest or the journey? How?
Would you change the personality of the/a character? How?
What will the character(s) learn about themselves and others in your new ending?
What new adventure or quest would you suggest that your hero embark on?
What qualities should the character acquire to make him/her more Christian?
Assessment/Evaluation
informal teacher observation (Checklist) (LGV.02B)
Collaborative Learning/Process:
checklist to monitor process and assess collaboration in groups (Appendix D) (2c,5a, LGV.02B)
peer assessment checklist (WRV.04B, WRV.05B, WR4.01B, WR4.03P, WR5.03P)
journal response checklist (WRV.03P)
checklist to assess oral reading (LGV.01P)
Product:
language and grammar rubric (LG1.04B, WR5.16B)
rubric to assess creativity (detail, originality, style etc.) (LI1.05P, LI1.06B)
Accommodations
Some students may need more than the allotted time to compose their story ending. In addition, some students may choose to convey their endings as illustrations or record their endings on cassette.
Resources
Breaking Through: A Canadian Literary Mosaic, J. Borovilos (Ed.)
Breaking Free: A Cross Cultural Anthology, J. Borovilos (Ed.)
Perspectives; Choices, G. Kirkland and R. Davies (Ed.)
An anthology of the short stories of O. Henry; Biblical Stories (e.g., The Story of Joseph and his Brothers)
Global Reading Safari, J. Barry (Ed.)
Native Voices, F. Ahenakew, et al.
Identity and Learning, K.Roy
Nelson Mini-Anthologies: Time Tracks, In Touch, On the Edge, Explore the Unknown
Title: Putting it Together: Creating and Publishing a Class Anthology
Time: 330 minutes (90 additional
minutes in integrated language study)
Description
Students
will be creating and publishing a class anthology of original stories and
myths.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to:
Listen actively and critically to understand and learn in light of gospel values (2a)
Present information and ideas clearly and honestly and with sensitivity to others (2c)
Think reflectively and creatively to evaluate situations and solve problems (3c)
Apply effective communication, decision-making, problem-solving, time and resource management skills (4f)
Work effectively as an interdependent team member (5a)
Develop ones God-given potential and make a
meaningful contribution to the class and school community (5c)
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations
At
the end of Grade 9, students will:
identify the literary and informational forms suited to specific purposes and audiences and use the forms appropriately in their own writing, with an emphasis on communicating information accurately (WRV.02P)
edit and proofread to produce final drafts, using correct grammar, spelling and punctuation, according to the conventions of Standard Canadian English specified for this course, with the support of print and electronic resources when appropriate (WRV.05B)
use knowledge of a variety of media forms, purposes, and audiences to create media works (MDV.02P)
Specific Expectations
Students
will:
sort and group information and ideas, assess their relevance and accuracy, and discard irrelevant material (WR1.03P)
edit and proofread their own and others writing, identifying and correcting errors according to the requirements for grammar, usage, spelling, and punctuation (WR5.04B)
identify and use parts of speech correctly: nouns, pronouns, verbs, adverbs, adjectives, conjunctions, prepositions, and interjections (WR5.05P)
adapt punctuation and capitalization for the
special requirements of direct quotations, scripts, dialogue, and poetry
(WR5.16B)
explain how authors and editors use design elements to help convey meaning (LI3.03P)
Planning Notes
The main goal of this activity is to give
the students a sense of confidence and accomplishment.
Many of the activities in this unit culminate in published writings and illustrations.
The focus of this unit is the application
of technological skills to create an integrated product (e.g., an anthology of
stories, myths, scripts).
Students should derive, individually and collectively, a sense of accomplishment.
This is the culminating activity of the unit which calls upon students to apply and demonstrate a broad range of skills and competencies in a collaborative and collegial context.
Teachers should take an inventory of students technological skills so that within each group there is a balance of skills and talents among group members.
A modification on the jigsaw approach may be taken whereby each home group has a member drawn from a technology expert group. This expert group will manage the overall design of the anthology and provide technological assistance to each home group.
Teachers are encouraged to collaborate with colleagues in computer studies and technology departments.
Teachers may enlist the help of experts e.g., senior technology students, yearbook editor, school newspaper editor, and others to help the students with elements of layout and design.
Teaching/Learning Strategies
The teacher will list the works students have completed on the board.
Students and teacher will categorize the work according to theme, topic, sub-genre (e.g., creation stories, myths, short stories, scripts, illustrations).
The teacher and students together will decide a) design and layout features (e.g., font, number of pages, illustrations, anthology title) and b) formatting and graphic layout (e.g., composing of forward/introduction).
The teacher will divide the class into groups according to the tasks that need to be accomplished (see above).
Students will compile and publish the anthology.
Assessment/Evaluation
informal teacher observation (Checklist) (2a)
Collaborative Learning/Process:
checklist to monitor process and assess collaboration in groups (Appendix D) (2c, 3c, 4f, 5a, WR1.03P)
self assessment checklist (Appendix C) (5a, 5c, WR5.04B)
peer assessment checklist (WR5.04B)
Product:
language and grammar rubric (WR5.05P, WR5.16B)
rubric to assess anthology (detail, originality, style graphics, organization, etc.) (WRV.02P, WRV.05B, MDV.02P, LI3.03P)
Accommodations
Since there is a variety of tasks required for this culminating activity most needs and learning styles can be accommodated and supportEd.
Resources
Hardware: colour printer, scanner, photocopier
Software:
desktop publishing, wordprocessing program
Title: Naming of Parts: Learning and
Applying Literary Terms
Time: 90 minutes (ongoing)
Description
The
aim of this activity is introducing and applying literary terms.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations
The graduate is expected to:
present information and ideas clearly and honestly and with sensitivity to others (2c)
work effectively as an interdependent team member (5a)
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations
At
the end of Grade 9, students will:
demonstrate an understanding of the elements of
a variety of literary and informational forms, with a focus on plays, short stories,
and newspaper and magazine articles (LIV.02P)
identify and explain the effect of specific
elements of style in a variety of literary and informational texts (LIV.03B)
use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly (LGV.01P)
Specific Expectations
Students will:
make constructive suggestions to peers, using prompts, checklists, open-ended statements, and questions (WR4.03P)
identify and use parts of speech correctly: nouns, pronouns, verbs, adverbs, adjectives, conjunctions, prepositions, and interjections (WR5.05P)
recognize, describe, and use correctly, in oral and written language, the language structures of Standard Canadian English and its conventions of grammar and usage (LG1.05P)
recognize, describe, and use correctly, in oral and written language, the conventions of Standard Canadian English for spelling, capitalization, and punctuation (LG1.07B)
Planning Notes
Throughout the storytelling unit the teacher will introduce and explain a variety of literary terms. These should not be studied in isolation. Instead, they should be integrated into the reading of the short stories and myths and should be discussed and applied as the need arises.
This activity offers the opportunity to
assess and diagnose the language skills of individual students, and address
their specific needs, through remediation.
Teaching/Learning Strategies
Students will create and maintain a glossary of terms e.g., initial situation, incident, trigger incident, conflict, climax, theme, moral, character, protagonist, setting, mood, atmosphere, narration and suspense.
Students will work collaboratively in small groups to apply literary terms to the analysis of short stories and myths (see Unit 1, Activity 4).
Students will write a content quiz.
Assessment/Evaluation
content quiz to ascertain knowledge, understanding and application of literary terms used in studying short stories (LIV.02P, LIV.03B, LGV.01P)
roving conference/informal teacher observation (Checklist) (2c)
group work checklist (Appendix D) (5a, WR4.03P)
Accommodation
Students may choose to communicate orally rather than in written form. Some students may require additional time for the task or assistance from a peer.
Resources
Teacher Resources:
A Glossary of Literary Terms, M.H.
Abrams
Student Resources:
teacher-generated lists of definitions of literary terms
Autoskill software
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