Course Profile
(for a locally developed course)
Essential English, Grade 9
Unit 2
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. 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 education purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the Production of the document.
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Public and Catholic School Board Writing Team - Essential English
Course Profile Writing Team
Mary-Jo Dick-Westerby, Lead Writer, Halton District School Board
Michelle Piggot-Kennedy, Simcoe-Muskoka Catholic District School Board
Catherine (Gajarszky) Stasiw, Toronto Catholic District School Board
Betty Jean Hutton, Halton District School Board
Patti Collins, Upper Grand District School Board (Units 1, 2, and 3)
Patricia Thornton, Halton District School Board (Unit 4, 5, and 6)
Lead Board
Halton District School Board
Kit Rankin
Susan Orchard
Larry Zavitz
Kelley Terry
With assistance from:
Mary Lou Smitheram, Upper Canada District School Board
Unit 2: Storytelling: Narrative Voices
Students experience varied forms of narrative to develop inquiry skills, make connections, and extend their experiences. They develop an understanding of reading strategies and the conventions of different forms of literature and language. Students will also complete an independent reading project.
Strands: Literature Studies and Reading, Writing, Language, and Media Studies
Overall Expectations:
By the end of this course, students will:
LRV.01 - select, read and demonstrate an understanding of a variety of literary and informational texts that are both personally meaningful and relevant to their courses of study;
LRV.02 - demonstrate an understanding of the elements of key literary and informational forms with an emphasis on the features of textbooks, newspaper articles, short narratives, plays and business letters;
WRV.01 - use specific strategies to gather information and to generate ideas for written work
WRV.02 - select and use different literary and informational forms…for different audiences and different purposes;
WRV.03 - use an organizational pattern to structure their ideas for writing texts;
WRV.04 - use strategies for revising written work;
WRV.05 - use strategies for editing and proofreading written work, with an emphasis on the conventions of Standard Canadian English;
LAV.01 - use vocabulary and language conventions to read, write, and speak clearly and correctly;
MEV.02 - use knowledge of a variety of media forms, purposes and audiences to create media works.
LR1.01 - demonstrate their understanding of text by: making inferences, drawing conclusions and supporting opinions about the text and by making personal connections to issues and ideas in the text;
LR1.02 - read texts for a variety of purposes, with an emphasis on selecting texts to extend personal knowledge, gather information for writing and discussion;
LR1.03 - demonstrate and apply the strategies that good readers use to understand what they are reading…;
LR1.05 - use strategies to remember what they read…;
LR1.06 - set personal goals for reading, demonstrating both to their teachers and to themselves their reading progress over time;
LR1.07 - use Response Journals to record reactions to texts they have read for personal and academic purposes;
LR2.02 - describe the elements of different text forms (e.g.; short stories, plays, textbooks, newspapers, poetry, business letter).
WR1.01 - use a variety of strategies to generate sufficient content and ideas for writing…;
WR1.02 - locate and record (using key graphic organizers) information and ideas, from print and electronic sources (films, magazines, novels, biographies);
WR1.03 - use strategies to categorize and sort information as a pre-writing activity;
WR1.04 - use Response Journals as a source of information and ideas for writing assignments;
WR2.01 - identify their purpose for selected pieces of writing;
WR2.02 - identify the audience for selected pieces of writing;
WR3.01 - use key words in questions or prompts to present appropriate information and ideas in homework answers;
WR3.02 - structure expository paragraphs with clear and complete topic, supporting and concluding sentences;
WR3.03: use a simple organizational plan such as chronological order, or compare/contrast, to structure body paragraphs in a short report, following teacher modeling and shared writing of the form;
WR4.01 - use revision strategies…to produce clear, complete writing;
WR4.02 - use the feedback of others to improve the quality of ideas and organization in writing;
WR5.01 - use strategies to edit and proofread writing, identifying and correcting errors according to the requirements for grammar, usage, spelling and punctuation...
LA1.01 - use strategies to expand vocabulary…;
LA1.02 - set goals for vocabulary development (i.e. learn and use five new words per week) and show evidence of a growing vocabulary in their oral language and writing.
ME2.01 - adapt a print work for presentation in another medium…
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Activity 1 |
Introduction to Short Stories and Independent Reading Project |
500 minutes |
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Activity 2 |
Introduction to Myths and Legends and Conclusion of Independent Reading Project |
1000 minutes |
Time: 500 minutes
This introductory activity exposes students to a variety of high interest short stories. Students learn the elements of the story and use graphic organizers as strategies to categorize information. Students transfer what they have learned into polished pieces of writing that are infused with their own personal experiences, as well as, what they have learned and understood from the texts read. The teacher reviews the following parts of speech: nouns, verbs, and adjectives; and incorporates grammar activities focusing on the use of quotation marks, punctuation and verb tenses in the lessons in a contextual manner.
Strands: Literature Studies and Reading, Writing, Language
Overall Expectations: LRV.01, LRV.0, LAV.01, WRV.01, WRV.02, WRV.03, WRV.05, MEV.02.
Specific Expectations
Literature Studies and Reading: LR1.01, LR1.03, LR1.05, LR2.02.
Writing: WR1.01, WR2.01, WR2.02, WR3.01, WR5.01
Language: LA1.01, LA1.02.
Media Studies: ME2.01.
The teacher will:
· review “Image of the Learner” and other notes in the Course Overview;
· select a number of stories for whole class reading including themes, issues and experiences applicable to the lives of the students in the class;
· choose a compelling story on video to introduce the elements of the story and make preparations to show it in class;
· select a range of reading material at several different reading levels for students to read in the classroom;
· contact the school resource centre, public library, or local bookstore as potential sources for appropriate reading material for independent reading;
· have a selection of short novels at different reading levels and of a wide cultural appeal, reflective of the nature of the students in the class and free from bias;
· ensure that the literature selections are inclusive of the groups that make up the Canadian mosaic, and in particular, reflect local interests and characteristics;
· prepare student copies of a story chart (example provided in Teaching/Learning Strategies, Part I, #3);
· prepare definitions and examples of parts of speech, punctuation, and verb tenses. These examples could be extracted from the students’ own writing or from the literature to be used in the activities.
· prepare a quiz to assess student comprehension of the usage of parts of speech;
· divide a story into key “meaning chunks” and prepare focus questions or instructions to guide the students’ reading;
· prepare student copies of the “Somebody/Wanted/But/So” chart (example provided in Teaching/Learning Strategies, Part III, #5);
· prepare a checklist to assess student accuracy in sequencing (for the “strip story”);
· choose a brief short story and cut blocks of sentences up for group activity (“strip story”);
· select several comic strips, white out the text (dialogue), and photocopy the comic strips;
· provide at least two short stories in which there is a character who is clearly a “villain” (for Media Activity—creating a “Wanted” poster, a psychiatrist’s report, or a personal letter—Teaching/Learning Strategies Part IV, #6);
· prepare a class set of file folders to give students for storage of writing drafts (Writing Folder);
· prepare a checklist to assess student’s personal vocabulary log (word, definition, sentence);
· prepare a checklist to assess student use of punctuation and verb tense;
· prepare chart paper, markers, masking tape, scissors, paper, glue, and magazines;
· be aware throughout the classroom discussions and activities of opportunities to emphasize the world beyond the classroom and workplace applications of classroom activities so that students can begin to understand the concept of “transferable skills” and recognize that they are developing them.
Prepare to show a compelling story on video to introduce the elements of the short story.
Divide the students into groups and give each group the definition of a different element of the story (character, setting, atmosphere, plot, conflict, or resolution).
Ask each group to share with the class the story element and the corresponding definition. Create a sample story chart on chart paper posted in the classroom. As a class, students fill in their own story chart (see below) with the definitions for each element while the teacher fills in the posted chart.
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Character |
Setting |
Atmosphere/Mood |
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Plot/Main Events |
Conflict/Problem |
Solution/Resolution |
When the chart has been completed, instruct each group to focus on the assigned story element while they watch the story on video. After viewing the video, each group describes details about the specific story element within the viewed text. Together, the class fills in another story chart on chart paper, this time categorizing the details supplied by each group. Students work in their notebooks.
Using this completed chart, lead a grammar lesson/review of the parts of speech, examining the information on the chart to locate, for example: verbs in the plot and resolution, adjectives related to the setting and atmosphere/mood, and nouns in all sections of the story chart. Students demonstrate knowledge and use of these parts of speech by writing a teacher-prepared quiz.
Encourage the students to discuss the theme (or the lesson the viewers/readers can learn about life and about human beings) in the story. There should be a focus particularly on the point in the story at which decisions are made. Class discussion will be enriched by students’ sharing of their own views and cultural experiences with relation to the behaviour and decisions of the character. Students should also be encouraged to make real-life applications of the decisions made in the story.
After the class discussion, students write in their Response Journals, reflecting on the reasons for the character’s decision. As an extension, students reflect upon the choices they would make if they were in the story character’s situation or predicament.
Select one or two short narrative poems or anecdotes and remove a part of speech from the story (i.e., all of the nouns). Students may practise knowledge of parts of speech and inferring meaning from context by trying to determine what noun the author originally intended. Alternately students substitute other nouns and create nonsense stories.
1. Introduce another high-interest story to the class, distributing a copy to each student. Guide the reading, and discuss with the class the strategies that good readers use when they are reading, in order to make meaning from what they read. Write these strategies on a piece of chart paper, and post the list in the classroom for reference. The list of strategies should gradually increase as the course progresses, and as the students have increasing opportunities to read and interact with various texts.
A Sample List
Good readers
· read to make meaning from print;
· often make mistakes, but self-correct;
· always re-read if the text does not make sense;
· predict meaning and read ahead to confirm their predictions;
· find out the purpose for reading before they begin;
· read slowly to remember detail;
· read quickly to gain an overview;
· skim to get a sense of the main ideas;
· scan for specific information;
· use graphic organizers to remember what they read;
· make inferences based on clues in the text;
· make judgments about meaning that go beyond the text.
The teacher may also ask the class to brainstorm areas in the world beyond the classroom or in the workplace where reading strategies are of significant importance. Students may suggest areas such as: reading instructions to operate a piece of machinery, writing a report, reading a professional magazine, etc. The teacher may wish to invite other teachers to describe areas where reading is important in their subject areas or community members from a variety of careers to discuss the role that reading plays in their jobs.
2. Instruct students to keep an ongoing vocabulary log of five new or interesting words from each piece of literature. Students write these new words on a vocabulary chart, use the context of the story and dictionary to confirm the word definitions, and use the words in new sentences.
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New Vocabulary Words |
Definitions |
New sentences using the words |
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1. Begin reading a story aloud to the class and encourage students to participate in choral reading of the story so that they might practise the skills of reading with less pressure to perform. Engage the students in a lively discussion about the story and its relevant details. From the discussion the students fill in their own story charts with the information discussed.
2. Divide another story into key “meaning chunks”. This may be done orally by the teacher (e.g., “Read five paragraphs, until you meet Susan’s mother and find out a little about her. What kind of person is she?”) or it may be done by scanning the story onto a computer, or photocopying the story, and then physically cutting it into chunks. Insert focus questions or instructions, giving the students specific information to be found in the next chunk of text. Students are instructed to read silently, and then as a class, discuss the focus question. As the students do this chunk by chunk in the text, they will be making meaning and recalling key details as they go along.
3. Students use their Response Journals to reflect upon relevant aspects of the story, and make personal connections between the story and their own lives. The responses may be cued by such beginnings as: “The main character reminds me of …” “A conflict I experienced like the main character’s occurred when …” “The lesson the main character learned would be important in this school because …” etc.
4. Students read another short story alone or in pairs.
5. Explain to the students the strategy of using “Somebody/Wanted/But/So” to categorize elements of the new short story.
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Somebody… |
Wanted… |
But… |
So… |
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6. Students fill in this graphic organizer with details from the story, thus focusing on character, and helping students to understand that stories happen because of the characters, their qualities, motivations and decisions.
7. Use this chart as a diagnostic tool to assess the students’ basic understanding of character and how characterization relates to plot.
8. Students extend the story through writing, revealing their understanding of the story elements and their engagement with the story. A choice of activities could include:
· use the “Somebody/Wanted” chart to retell the story with the focus on character;
· create a storyboard for a movie director (focus on plot);
· create a map of the setting showing the location of all important parts of the story;
· create a horoscope for the main character at the end of the story.
1. Lead a discussion about the importance of plots in stories following sequential order, by providing real-life examples (e.g., following recipes, telling jokes, giving instructions, creating a timeline, etc.). The class may brainstorm other examples where sequence is essential.
2. Provide the class with several copies of a brief story cut into segments (“strip story” activity). Students are divided into groups, and each group has all of the story segments. Group members read their portions of the story aloud to their peers, decide on the correct sequence of the story parts, and organize themselves physically into the proper sequence of the story, reading their portions aloud until they are satisfied that the story flows properly. As an alternate activity, ask groups of students to create storyboards (similar to those used by media writers to plan commercials) that highlight key plot points.
3. Use part of a short story’s text to review the rules of punctuation (commas, semi-colons, periods, exclamation marks and question marks) and the use of quotation marks. Generate examples with the class, discussing with the students why certain types of punctuation are used and what the resulting effect is. A variety of sentences using a variety of punctuation demonstrate this concept.
4. Provide the students with photocopies of comic strips, in which the text (dialogue) has been whited out. Students write dialogue to fit the story told in the pictures of the comic strip, focusing on appropriate and correct usage of quotation marks and punctuation.
5. Students are given a new short story to read and are asked to retell significant details of the story by writing a monologue in the form of a newscast report. Provide an example of a morning radio newscast for the students to use as a model. Instruct the students to use a consistent verb tense throughout the text. Students determine what message they will convey in the monologue (purpose) and to what type of audience their newscasts will be directed. As an accommodation for students who are self-conscious, or whose reading skills are weak, all students present to the teacher. Only those students who wish to share their newscasts with the class are encouraged to do so.
6. Using a short story with a clearly developed villain, students are instructed to show their understanding of the characterization by using the information to complete one of the following activities:
· Create a “Wanted” poster identifying the character and giving significant information about him or her.
· Write a psychiatrist’s report on the problems of the main character or the villain.
· Create (with a partner or small group) a reader’s-theatre script of the story from the main character or the villain’s point-of-view. These may be performed in the Dramatic Arts classroom if students’ wish.
· Write a personal letter to someone, explaining his/her decisions and actions (as they appear in the story) or a letter about what the character will do next.
· Write a resume, using a teacher-provided template, describing the skills and characteristics of the hero or villain.
· Write a 2-Minute Mystery version of the story to be read aloud.
· Create a cartoon version of the story.
Students use information gathered from the story to adapt the work to another media form.
1. Assign students to read a short novel (or a suitable substitute at the discretion of the teacher).
2. Prior to the students beginning the project, the class brainstorms ideas and creates an ad to be posted in the community, or included in the school newsletter, requesting that community volunteers join the class for the duration of the project. If appropriate in the school, the class may also decide to write to a senior level class requesting peer tutors.
3. The class visits the school library/resource centre, and students select (with the assistance of the teacher/librarian) a suitable piece for independent reading. Students should be encouraged to select material that is challenging, manageable, and of personal interest to them.
4. Alternately, students may make a class trip to the public library to select books. Regular school trip policies should be followed. Students should be reminded of the behavioural expectations for all field trips. As well, the teacher should assess students’ knowledge of the policies and expectations of the public library, and instruct students on these as necessary.
5. The teacher and class may also wish to consider a trip to the local bookstore, again following normal field trip policies and expectations. Given a budget amount and criteria for selection, students may visit the store in order to select their books for independent reading.
6. Time should be allowed throughout the rest of the Narrative Unit to ensure that all students have appropriate support to complete the reading. Support may be gained through the use of community volunteers, peer helpers, and audiotapes. Reading aloud in small groups, by teacher, volunteer, or peer helper may also assist students.
7. Students complete a Reading Log as they read their novel, making appropriate comments in response to plot, character, conflict and messages as they are revealed in the novel. At the end of the unit, complete a formative assessment based on the completion of the chart and comments for each element of the story.
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Date |
From page__ to page__ |
Comments related to story elements |
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Student comments should refer to the “Story Chart” introduced in Part I of this activity. A teacher-provided list of sentence completions based on the chart may assist the students in completing the “Comment” section. Students may comment on: “The main thing the character did in this part was …” “The actions of the main character were … because…” “The conflict became exciting at this time because …” “The setting became important at this time because …” “The atmosphere during … was … because…” “The action became a little confusing when …” etc.
8. Students should also complete a Vocabulary Log for all new and significant words encountered as they complete their reading. The Log should include the word, its meaning as determined by the context of the story and checked in the dictionary, and its use in a meaningful sentence. Students should complete a Log with at least 20 new and useful words.
The teacher and students gather evidence of the specific expectations outlined for this activity by:
· a diagnostic assessment by the teacher using a checklist of student accuracy in establishing sequence in the “strip story” (LR1.01, LR1.03);
· a diagnostic assessment by the teacher of the student’s completed punctuation activity (WR5.01);
· a diagnostic assessment of the student’s comprehension of the short story through completion of the “Somebody/Wanted/But/So” chart (LR1.03, LR1.05);
· a formative assessment by the teacher of the student-completed chart listing elements of the short story (LR2.02);
· a formative assessment by the teacher of the students’ completed story chart using a checklist for use of prompts to present correct story detail (See Appendix 1 – Sample 1.2.) (LR1.05, WR3.01) and for correctly highlighted parts of speech (WR5.01);
· a formative assessment by the teacher of the student’s identification of purpose and audience for selected pieces of writing using a rubric (WR2.01, WR2.02);
· a formative assessment by the teacher using a checklist of the student’s personal vocabulary list (word, definition, sentence) (LA1.01, LA1.02);
· a formative assessment by teacher and student through a conference using a checklist on student’s use of punctuation and verb tense during newscast report (WR5.01) (See Appendix B);
· a summative assessment by the teacher using a rubric on the content, organization and presentation of the monologue/newscast report (WR1.01, WR2.01, ME2.01);
· a summative assessment using a short quiz on parts of speech to enable students to identify errors in usage in their own writing (WR5.01);
· a summative assessment of the “wanted poster”, psychiatrist’s report, reader’s-theatre script, personal letter, 2-Minute Mystery, or cartoon using a rubric to identify that students have adapted a print work to another medium (ME2.01) (See Appendix B).
Barry, James, Glen Huser, and Sharon Siamon, eds. Friends for Life. Scarborough: Nelson Canada, 1993. ISBN 0-17-603899-X
Stories, articles and poems about extraordinary relationships between people and animals.
Barry, James, Glen Huser, and Sharon Siamon, eds. In Touch. Scarborough: Nelson Canada, 1993. ISBN 0-17-603900-7
Stories, articles and poems about relationships and special people in our lives.
Barry, James, Glen Huser, and Sharon Siamon, eds. Laugh Lines. Scarborough: Nelson Canada, 1993. ISBN 0-17-603898-1
Humourous stories, poems, and articles, including “The Hockey Sweater” by Roch Carrier, “Good Morning, Opponents” by Bill Cosby, “Prinderella and the Cince” by Anonymous; “How to Eat Like a Child” by Delia Ephron.
Barry, James, Sharon Siamon, and Glen Huser, eds. On the Edge. Scarborough: Nelson Canada, 1994. ISBN 0-17-604362-4
Suspense stories, poems, and articles including “The Most Dangerous Game” by Richard Connell, “The Case of the Unused Seat Belt” by Donald J. Sobol, “Ordeal in the Arctic” by Robert Mason Lee, “Flames on the Water” by John Melady, “The Shooting of Dan McGrew” by Robert Service)
Barry, James, Sharon Siamon, and Glen Huser, eds. Personal Best: The Sports Experience. Scarborough: Nelson Canada, 1993. ISBN 0-17-603943-0
Sports stories including “Breaking Sports Records” by Andrew A. Rooney, “Slapshots: Hockey Moments to Remember” by Brian McFarlane, “Sports Shorts: Trivia From Around the World” by Barbara Seuling)
Bates, Susan. Amazing 21 Canadian Newspaper Stories. Scarborough: Prentice Hall, Canada, 1997. ISBN 0-13-742487-6
Bolder, Tonya, ed. 33 things every girl should know. Stories, Songs, Poems and Smart Talk by 33 Extraordinary Women. New York: Crown Publishers, Inc., 1998. ISBN 0-517-70936-8
Borovilos, John. Breaking Though: A Canadian Literary Mosaic. Scarborough: Prentice-Hall Canada Inc., 1990. ISBN 0-13-083072-0
Canadian Short Stories. Toronto: Oxford University Press, 1991. ISBN 0-19-54738-5
Chapman, Marilyn, ed. Windows and Mirrors Volume 1. Scarborough: Prentice-Hall, 1986. ISBN 0-13-960485-5
Stories selected to appeal to students with a wide range of abilities.
Gallo, Donald R. ed. 19 Short Stories by Outstanding Writers for Young Adults. Mississauga: Visions @ School Book Fairs. ISBN 0-440-20208-6
Gallo, Donald R. ed. 16 Short Stories by Outstanding Writers for Young Adults. New York: Dell, 1984. ISBN 0-440-07757-6
Hancock, Geoff, ed. Silver Anniversary Anthology: Canadian Fiction Magazine. Kingston, Ontario: Quarry Press Inc., 1997.
Iveson, Margaret and Samuel Robinson. What’s Fair? Anthology. Scarborough: Prentice-Hall Canada Inc., 1993. ISBN 0-13-020256-8
Kloss, Lynn, ed. Stories Without Endings: Snapshots. Upper Saddle River, N.J.: Globe Fearon, 1996. ISBN 0-835-91212-4
Shusterman, Neal. Mind Quakes: Stories to Shatter Your Brain. New York: Tom Doherty Associates, Ltd., 1996. ISBN 0-812-55197-4
Shusterman, Neal. Mind Storms: Stories to Blow Your Mind. New York: Tom Doherty Associates, Ltd., 1996. ISBN 0-812-55198-2
Sobol, Donald J. Two-Minute Mysteries. Toronto: Scholastic, 1967.
Johnson, Lynn. Growing Like A Weed: For Better or Worse Collection. USA: Andrews McMeel Publishing, 1997. ISBN 0-8362-3685-8
Johnson, Lynn. If This Is a Lecture How Long Will It Be?- For Better or Worse Collection. Kansas City: Andrews McMeel Publishing, 1990. ISBN 0-8362-1821-3
Schultz, Charles M. Now That’s Profound Charlie Brown. New York: Harper Collins, 1999. ISBN 0-06-107561-2
Watterson, Bill. The Days Are Just Packed: A Calvin and Hobbs Collection. Kansas City: Universal Press Syndicate Co. 1996.
Burnford, Sheila. The Incredible Journey. Canada: General Paperbacks, 1989. ISBN 0-7736-7216-8
Cassedy, Sylvia. Behind the Attic Wall. New York: Avon Books, 1983.
Cushman, Karen. The Midwife’s Apprentice. New York: Harper Collins, 1995. ISBN 0-06-440630-X
Dickens, Charles. Great Expectations, adapted by Monica Kulling. New York: Random House, 1996. ISBN 0-679-87466-6
Dumas, Alexandre. The Man in the Iron Mask, adapted by Paul Mantell. New York: Random House, 1998. ISBN 0-679-89433-0
Filiovic, Zlata. Zlata’s Diary: A Child’s Life in Sarajevo. Toronto: Scholastic, 1994.
ISBN 0-590-48792-2
George, Jean Craighead. Julie of the Wolves. New York: Harper Trophy, 1974. ISBN 0-06-021943-2
Henry, Marguerite. King of the Wind (The Story of the Godolphin Arabian). Toronto: Scholastic, 1948. ISBN 0-590-45316-5
Katz, Welwyn Wilton. False Face. Toronto: Douglas & McIntyre, 1987. ISBN 0-88899-082-0
Khan, Rakhsana. Darling If You Love Me Would You Please Smile. Toronto: Stoddart Kids, 1999.
ISBN 0-7737-6016-4
Lewis, C.S. The Lion, the Witch and the Wardrobe. US: Harper Trophy, 1994. ISBN 0-06-023481-4
Little, Jean. Mama’s Going to Buy You a Mockingbird. Toronto: Puffin Books, 1984.
ISBN 0-14-031737-6
Lowry, Lois. The Giver. New York: Dell, 1993. ISBN 0-440-21907-8
Naylor, Phyllis. Shiloh. South Holland, Ill.: Dell, 1991. ISBN 0-440-40752-4
Nixon, Joan Lowery. The Name of the Game Was Murder. New York: Dell, 1993. ISBN 0-440-21916-7
O’Dell, Scott. Island of the Blue Dolphins. United States: Dell, 1960. ISBN 0-440-75312-0
Paterson, Katherine. Jacob Have I Loved. Toronto: Scholastic, 1980. ISBN 0-590-43498-5
Sorenson, Margo. Nothing Is For Free. Logan, Iowa: Perfection Learning Corporation, 1996.
ISBN 07891-0230-7
Wyndham, John. Chocky, adapted by Robin Waterfield. England: Penguin Readers, 1993.
Bledsoe, Lucy Jane. Caught Reading the First Time. Paramus, N.J.: Globe Fearon Educational Publisher, 1995. ISBN 0-835-91012-1
Passages Reading Program
High interest, low vocabulary novels with Reading Power Workbooks outlining vocabulary and comprehension activities.
The Perfection Form Company, Logan, Iowa.
Novel titles: An Alien Spring, Don’t Blame the Children, The Ghost Boy, The Haunting of Hawthorne, Maitland’s Kid, Please Don’t Ask Me to Love You, A Song to Sing, Sparrow’s Treasure, The Vandal, When a Hero Dies
Take Ten Novel Series
High interest, low vocabulary short novels encompassing a thematic approach. Five novels under four themes include: disaster, sports, mystery and adventure.
Costa Mesa, CA: Saddleback Publishing Inc., 1993.
Outta Rays’s Head (Literature Lessons: Home Writing, Poetry Links)
http://www3.sympatico.ca/ra.saitz/litera1.htm
A source of assignments and teaching strategies encompassing a variety of levels, genres, and activity types for teachers of English. Many strategies for adapting literature and reading study in the multi-level classroom.
Time: 1000 minutes
This activity exposes students to a variety of engaging myths and legends and should appeal to readers at any level. Students are exposed to the purposes and characteristics of both myths and legends. They are given an opportunity to practise reading skills, focus on key words, create a story, do research, categorize, and be involved in the group writing and editing process. They are also engaged in many enriching language activities.
Strands: Literature Studies and Reading, Writing, Language and Media Studies
Overall Expectations: LRV.01, LRV.02, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, MEV.02.
Specific Expectations
Literature Studies and Reading: LR1.01, LR1.02, LR1.03, LR1.05, LR1.06, LR1.07, LR2.02.
Writing: WR1.01, WR1.02, WR1.04, WR3.02, WR3.03, WR4.01, WR4.02, WR5.01.
Language: LA1.01, LA1.02.
Media Studies: ME2.01.
The teacher will:
· see “Image of the Learner” and other notes in the Course Overview;
· have a selection of myths, legends, and folk tales at different reading levels and of a wide cultural appeal, reflective of the nature of the students in the class and free from bias;
· make contact with the teacher/librarian to access additional resources;
· make preliminary contact with local sources of myths and legends (community centre, senior citizens’ organization, town library, etc.);
· be familiar with instructional software programs such as Paint, Power Point, Publisher, Word, etc. or make contact with instructional technology resource personnel in the school for assistance;
· obtain sufficient copies of the local phone book to allow for student use;
· have a supply of chart paper and markers;
· create a rubric to assess upper level reading strategies skills (see Appendix 1 – Sample 1.3 in this section.);
· create a checklist for assessing students use of reading strategies (see Appendix 1 in this section.);
· use Bloom’s Taxonomy to model questioning techniques for students (see p. 142 in Making the Grade, 1987. See Resources list.);
· create a Key Word Checklist (see Teaching/Learning Part V);
· create a Story Chart for comparison purposes (see Teaching/Learning Part VI);
· create a framework chart for writing a myth;
· devise sentence completions to model a variety of sentence types;
· create a Similarity/Difference organizer (see Part IX);
· be familiar with Urban Legends and locate Urban Legend web sites. Please see Resources section and cautionary note;
· create a Categorization Chart (see Teaching/Learning Part X, #8);
· create an organizer for an expository paragraph;
· create a Peer Checklist for the Expository Paragraph (Appendix I – 1.5, this section; also Appendix B: Assessment Tools);
· be familiar with the elements of design of various media forms;
· create a rubric to evaluate a media form (see Appendix B: Assessment Tools Rubric for Media Products);
· create a rubric to evaluate a paragraph (see Appendix 1 – Sample 1.6 in this section).
1. Introduce the concept of myth as an oral tradition that has been handed down from generation to generation for the following purposes: to explain the origins of the world and life; to explain the forces that control existence; and to show the struggle of humans to achieve identity and to know their place in both this life and after death.
Read a high interest myth to the class. Students may participate in choral reading of the myth so that each student can practise oral reading without stress or embarrassment. The class brainstorms possible purposes for which the myth was written. Students record class findings in their notebooks.
Students write five words that they do not know in their vocabulary log, determine meaning from contextual clues and dictionary, and use the words in appropriate sentences. Peers assess students’ maintenance of the vocabulary log. (See Unit 1: Activity 2)
1. Read another high interest myth to the class, while the class reads along, with a focus on reading strategies.
Building on the reading strategies already mentioned in Activity 1, model the strategies of a good reader while reading and encourage active student participation in the process. For example:
· After reading the title, review the thinking process about information revealed in the title.
· While reading the myth, stop at various points to clarify thinking process. (i.e., Who is this character? What does he/she have to do with the title? How are these details adding to my picture of the character?)
· When new or difficult words are introduced, stop and use contextual clues, look back in the story or read ahead to find meaning.
· While looking back, remind students to skim as a reading strategy.
· At various points, model making predictions about the outcome at various points in the story.
Choose another high interest myth of suitable reading and interest level for the class and scan it or cut and paste it so that questions can be inserted at appropriate places to encourage students to use the reading strategies modeled in the previous exercise.
Assess students’ ability to use reading strategies with a checklist. (See Appendix 1.)
1. Ask the librarian to locate myths from different cultures and reading levels. Some of the myths should show males and females in non-stereotypical roles. Ideally, the myths selected will reflect the nature and background representative of all members of the class.
Students choose a myth from this collection of world myths and read it on their own or in pairs. Students should be given some key elements to look for in their myths which could somewhat resemble what they have already learned in the short story unit: setting, conflicts, qualities /powers of characters (gods), role of human beings, lesson or message, etc.
Groups of two to four (depending on the group skills of the class) engage in a “storytelling session”. Students retell the story of the myth they have read.
Small groups of students then brainstorm on chart paper, commonalities in the myths based on the key elements they have focused on in step 2. The students generate elements from Teaching/Learning #2 as well as additional points of comparisons such as magic, weapons, etc. Students could try to isolate four or five elements that are common to their myths. The teacher should model a chart for the students such as the one below:
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Exotic setting |
Special powers/gods |
Conflict |
Explanation of nature |
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Myth 1 |
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Myth 2 |
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Myth 3 |
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Myth 4 |
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Vary the task to require less teacher direction by providing the students with an open chart into which they could insert the common elements discovered by the groups in their discussions:
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Element 1 |
Element 2 |
Element 3 |
Element 4 |
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Myth 1 |
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Myth 2 |
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Myth 3 |
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Myth 4 |
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Students could also create and complete an open chart on the computer.
Students then present their chart to class and compare the common elements they found.
Students reflect in their Response Journals, the common elements of myths, including two to three specific examples from the various myths. Students who require assistance might use sentence completions provided by the teacher: “A good myth was … because …” “The myth explained why …” “The myth taught a lesson about people that said …” “The myth taught a lesson about nature that explained …” etc. Assess the Journals for main ideas (common elements) and supporting details with a checklist.
While reading the Response Journals, compile a list of commonly misspelled words and use these as a jumping off point for teaching spelling rules and conventions. Assess with teacher prepared exercises/quizzes that reflect the errors the students are making in their journals (e.g., they’re, there, their and other homonyms).
1. Direct a lesson on comprehension skills beyond the literal. (e.g. inference, interpretation of character traits, cause/effect, drawing conclusions, making judgements, etc.) Give the students sentences that require the use of these comprehension skills. For example:
· Give the students the statement: “Janice refused to speak to her boyfriend because she had seen him talking to another girl at lunch.” From this one statement students could infer that Janice might be jealous, interpret her character as possessive, interpret the boyfriend as unfaithful, draw conclusions about the cause and effect of this relationship, determine that the relationship might be shaky, or judge the actions of Janice and her boyfriend.
· If the class requires a more structured approach, the teacher could present three separate sentences from which inferences could be made: a sentence focusing on character; a sentence focusing on cause and effect, a sentence focusing on making a judgment or drawing a conclusion. For example: Steve has a bad temper. Steve hit his thumb with a hammer in Construction class. Steve is completing three lunch hours of community service in the Woodshop.
2. Choose another myth appropriate for the class and accompany the myth with questions. The questions check the students’ level of comprehension of the text. Each question reflects one of the previously mentioned comprehension skills. Formatively assess the students’ response to the questions with a comprehension skills rubric. (See Appendix 1 – Sample 1.3 in this section.)
1. Direct a lesson on key words in questions. (e.g. define, name, describe, explain, demonstrate, construct, compare, examine, create, plan, select, decide, etc.) in order to empower students with the knowledge of how questions are generated by a teacher.
2. Instruct students in a modified version of Bloom’s Taxonomy. (See p. 142 in Making the Grade, referenced in Resources for this section.) To illustrate the various types of questions, use a topic that would be familiar to all students, such as a movie or common school incident (e.g., Kerry is absent from class today. He was seen in the school earlier.), and demonstrate how to use the questions to direct increased levels of thinking.
3. Students choose another myth, which suits their reading levels, cultural backgrounds and interests. The teacher puts students in pairs to create 12 questions (two from each domain).
4. Students then exchange questions with another pair and answer each other’s questions.
5. Students assess in pairs the answers to their questions, and assess the effectiveness of their questions.
6. Evaluate, using a checklist, whether or not the pairs were able to create questions from each of Bloom’s domains. (See Appendix 1 – Sample 1.4.)
1. Provide a variety of Creation Myths to suit the cultural composition of the class. Students choose three Creation Myths of their choice. (i.e., North A