english - academic

ENGLISH - ACADEMIC

EAE2D

Grade 10

Direction du projet: Bernard LavalléeClaire Trépanier

Coordination: Lauria RaymondRecherche documentaire: Bernadette LeMayRédaction: Suzanne Chénier

Suzanne LauzonMichelle FilionRoma OuelletteBrigitte RaymondSonia Sartor-Séguin

Consultation: Suzanne ChénierRoma Ouellette

Première relecture: Centre franco-ontarien de ressources pédagogiques

Le ministère de l’Éducation de l’Ontario a fourni une aide financière pour la réalisation de ce projet mené à terme par le CFORP aunom des douze conseils scolaires de langue française de l’Ontario. Cette publication n’engage que l’opinion de ses auteures et auteurs.

Permission accordée au personnel enseignant des écoles de l’Ontario de reproduire ce document.

TABLE OF CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Table of Overall and Specific Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Course Profile Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Course Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Unit 1: Short Story/Novel - Dream and Nightmare . . . . . . . . . . . . . . . . . . . . . . . . . . 31Activity 1.1: Horror and Fantasy - Terrifyingly Believable . . . . . . . . . . . . . . . . . . . . . . 38Activity 1.2: The Future Is Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Activity 1.3: After the War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Activity 1.4: The Nightmare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Activity 1.5: Hope for the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Activity 1.6: Summative Assessment Task - Hear no Evil or See no Evil . . . . . . . . . . . 67

Unit 2: Drama - Shakespeare’s Romeo and Juliet . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Activity 2.1: Family Feuds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Activity 2.2: Love At First Sight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Activity 2.3: The Cruel Twists of Fate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Activity 2.4: The Playwright’s Craft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Activity 2.5: Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Unit 3: Poetry - Finding Your Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Activity 3.1: Reading, Writing, and Listening to Poe-try . . . . . . . . . . . . . . . . . . . . . . . . 123Activity 3.2: The Language of Love . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Activity 3.3: Voices of Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Activity 3.4: Poets from Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Activity 3.5: Write Away . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Unit 4: Short Story/Novel - Social Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Activity 4.1: The Presence of Stereotypes in Our Daily Lives . . . . . . . . . . . . . . . . . . . . 154Activity 4.2: A Look At Stereotypes Through Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . 158Activity 4.3: The First Impression Is A Lasting Impression . . . . . . . . . . . . . . . . . . . . . . 162Activity 4.4: To Kill A Mockingbird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166Activity 4.5: Fiction versus Hollywood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Unit 5: Media Studies - Now and Then . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175Activity 5.1: Independent Reading and the Movie Industry . . . . . . . . . . . . . . . . . . . . . . 181Activity 5.2: Stereotypes in the Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185Activity 5.3: Jobs Yesteryear, Today and Tomorrow . . . . . . . . . . . . . . . . . . . . . . . . . . . 188Activity 5.4: Mixed Messages in the Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193Activity 5.5: A Newspaper Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

5

INTRODUCTION

In early 1999, the Ministry of Education unveiled the new curriculum for grades 9 and 10. Tofacilitate implementation of this entirely new curriculum for secondary schools, teams of teachersfrom all regions of Ontario were given a mandate to draft, validate and assess profiles with adirect involvement in secondary curriculum for each course to be used as guides and workingtools by their fellow teachers.

The course profiles are designed to meet the requirements of both the public and the catholicschool systems. For some courses, there is only a single version, common to both systems (e.g.,Mathematics and Business Studies), while others exist in two different versions. In someinstances, a preamble has been added to the profile explaining the Catholic perspective onteaching the course in question (e.g., Technological Education), while in others, activities havebeen formulated that would be unique to Catholic schools (e.g., The Arts). OPECO participatedin formulating the profiles for Catholic schools.

Each of the course profiles sets out in table form the Curriculum Overall and SpecificExpectations, along with a system of identifying codes. This table is followed by a frameworkthat presents the structure of the profile. All the course profiles contain an the Course Overviewand the Unit Overview (usually around five). These units in turn contain a number of activitiescovering a variety of topics, as well as suggested exercises for teachers and students that aredesigned to facilitate learning and evaluation.

Each of the course profiles includes a partial list of available resources (e.g., resource people,electronic media), included as suggestions: teachers are invited to expand and update the lists.

Given the evolution of the plan of the Ministry of Education for student performance evaluation,and because evaluation is the subject of an ongoing updating process, each course profileproposes some performance evaluation grids as well as a complex authentic evaluation process,to which has been added an adapted performance grid.

The course profiles, whose use is optional, are primarily suggestions for pedagogical activity, andteachers are urged to modify them, personalize them and adapt them to meet their own needs.

7

TABLE OF OVERALL AND SPECIFIC EXPECTATIONS

ENGLISH (Academic) Units

Strand: Literature Studies and Reading 1 2 3 4 5

Overall Expectations

EAE2D-LR-OE.1 read independently various forms of literary andinformational texts of increasing length and complexity fordifferent purposes, with a focus on short stories, short essays,novels, plays, and poetry;

1.11.21.31.41.51.6

2.12.22.32.42.5

3.13.23.33.43.5

4.14.24.34.4

5.25.5

EAE2D-LR-OE.2 differentiate between the main elements of literary andinformational texts in written and verbal responses;

1.11.21.31.41.51.6

2.12.22.32.42.5

3.23.3

4.4 5.55.2

EAE2D-LR-OE.3 apply comprehension strategies to interpret texts of increasinglength and complexity;

1.11.21.31.41.51.6

2.12.22.32.42.5

3.13.23.33.4

4.14.24.4

EAE2D-LR-OE.4 synthesize ideas and information from a wide range of textsfor personal, practical, and academic purposes;

1.31.41.5

2.22.32.42.5

3.33.4

4.14.2

5.15.3

EAE2D-LR-OE.5 make critical judgements about literary and informationaltexts, identifying and interpreting the effects ofliterary/stylistic devices.

1.11.21.31.51.6

2.22.32.5

3.13.23.33.43.5

4.24.4

Specific Expectations: Forms and Techniques

EAE2D-LR-For.1 compare and contrast the characteristics of two or more texts,applying knowledge of genres and forms;

1.11.21.6

2.2 3.13.23.33.4

4.3 5.5

EAE2D-LR-For.2 analyse elements of fiction to determine how they relate to theauthor’s purpose;

1.11.21.31.41.51.6

2.12.22.32.42.5

3.13.23.3

4.24.34.4

5.2



8

EAE1D-LR-For.3 explain the use of various literary/stylistic devices in terms ofthe message intended by the author;

1.11.21.31.51.6

2.12.22.32.4

3.13.23.33.4

4.24.4

EAE2D-LR-For.4 synthesize information gathered from reference texts andelectronic resources;

1.31.4

2.42.5

3.33.4

4.14.2 5.5

EAE2D-LR-For.5 assess the literary/stylistic devices used by the authoraccording to the intended message or purpose;

1.11.21.51.6

2.12.22.32.4

3.13.23.33.43.5

4.24.4

EAE2D-LR-For.6 analyse the diction, literary/stylistic devices, and message oftexts in terms of purpose and audience;

1.11.21.51.6

2.12.22.32.4

3.13.23.33.4

4.4 5.5

EAE2D-LR-For.7 analyse and assess the defining characteristics of variousforms of literary texts and informational texts;

1.11.21.31.51.6

2.12.22.5

3.13.23.33.5

4.4 5.5

EAE2D-LR-For.8 demonstrate understanding of unfamiliar words in literary andinformational texts.

1.11.21.31.41.51.6

2.12.22.32.42.5

3.13.23.3

4.14.24.4

5.2

Specific Expectations: Strategies and Cues

EAE2D-LR-Str.1 read silently and out loud, adapting speed and tone to the typeof reading material and to the purpose for reading;

1.11.21.31.41.51.6

2.12.22.32.42.5

3.13.23.43.5

4.14.24.4

EAE2D-LR-Str.2 apply the reading strategies of skimming, scanning, andsurveying for research purposes;

1.11.21.31.41.5

2.22.32.42.5

3.23.4

4.14.24.4

5.15.3

EAE2D-LR-Str.3 apply textual cues to construct meaning: semantic cues,syntactic cues, visual cues, and literary/stylistic devices;

1.11.21.51.6

2.22.32.42.5

3.13.23.33.4

4.14.24.4

5.2



9

EAE2D-LR-Str.4 analyse organizational structures to clarify and confirmmeaning of various forms of texts;

1.5 2.3 3.2 5.5

EAE2D-LR-Str.5 use strategies to expand vocabulary, with a focus on: readingwidely; keeping a personal word list; using reference sourcesas well as word roots, prefixes, and suffixes to determine themeaning of unfamiliar words; and consulting a thesaurus;

1.11.21.31.41.6

2.12.2

3.13.3

4.4

EAE2D-LR-Str.6 compare and contrast the meaning and spelling of familiarand newly learned French and English words as well as wordsof Greek and Latin origin;

1.3 2.22.4

EAE2D-LR-Str.7 differentiate between the literal meaning and the connotationof words;

1.11.21.31.51.6

2.12.2

3.13.23.33.4

4.4

EAE2D-LR-Str.8 apply context cues to grasp the meaning of unfamiliar wordswithout interrupting pace in directed and independent readingof texts;

1.4 2.22.3

3.13.23.33.4

4.4 5.1

EAE2D-LR-Str.9 use textual cues effectively, along with print and electronicresources, to develop understanding of specialized vocabularyin various fields of study;

1.31.4

2.12.42.5

3.2 5.3

EAE2D-LR-Str.10 apply study and research skills to process information andfind additional information as needed.

1.31.41.5

2.42.5

3.33.4

4.4 5.2

Specific Expectations: Investigation and Analysis

EAE2D-LR-Inv.1 analyse information in literary and informational texts usingprior knowledge and personal experiences to interpretinformation and ideas;

1.11.21.31.41.51.6

2.12.22.32.42.5

3.13.23.33.4

4.14.2

5.2

EAE2D-LR-Inv.2 distinguish between facts and opinions, detecting variousforms of bias, prejudice, and stereotypes in texts, andrecognize the impact of word choice on messages conveyed;

2.5 4.14.2

5.2

EAE2D-LR-Inv.3 differentiate between literal and figurative statements; 2.22.4

3.13.23.33.4

4.14.24.4

EAE2D-LR-Inv.4 respond creatively and critically to content, theme, and styleof texts, relating responses to personal experiences and priorknowledge;

1.11.21.31.41.51.6

2.12.22.32.42.5

3.13.23.33.43.5

4.14.24.4

5.2



10

EAE2D-LR-Inv.5 analyse plot, characterization, setting, and style in literarytexts, citing key passages and/or providing examples from thetext;

1.11.21.31.41.51.6

2.12.22.32.42.5

3.1 4.24.34.4

EAE2D-LR-Inv.6 analyse the relationships among the main characters in aliterary text;

1.31.41.5

2.12.22.32.42.5

4.4

EAE2D-LR-Inv.7 formulate the theme of a literary text, citing key passages andproviding examples to develop interpretation;

1.11.21.41.51.6

2.22.42.5

3.13.23.3

4.24.4

EAE2D-LR-Inv.8 respond to texts by answering questions that requireprediction, inference, and interpretation;

1.11.21.31.41.51.6

2.12.22.32.42.5

3.13.23.33.4

4.14.24.4

5.2

EAE2D-LR-Inv.9 compare and contrast the elements of literary texts in genresof various cultures, demonstrating consideration for the form,purpose, audience, and context of the text studied;

2.22.3

4.4

EAE2D-LR-Inv.10 explain how knowledge of the personal, cultural, andhistorical background of an author’s life can influence areader’s interpretation of a text;

1.11.21.31.6

2.12.5

3.13.23.4

4.4

EAE2D-LR-Inv.11 develop a point of view on a given topic by exploring theideas, values, and human experiences in literary andinformational texts;

1.21.31.41.5

2.12.32.42.5

3.33.5

4.2 5.2

EAE2D-LR-Inv.12 group relevant information from reference texts andelectronic resources into appropriate categories or headingsfor research purposes;

1.4 2.5 5.15.25.3

EAE2D-LR-Inv.13 synthesize the main and secondary ideas in texts for researchpurposes and for the exploration of career interests.

1.31.4

2.42.5

3.4

Specific Expectations: Critical Thinking

EAE2D-LR-Crit.1 organize ideas and information from a variety of texts todevelop a point of view on complex issues and concepts;

1.31.41.5

2.32.42.5

3.33.5

EAE2D-LR-Crit.2 make judgements about the effectiveness of variousliterary/stylistic devices in literary and informational texts;

1.2 2.2 3.13.33.43.5

4.24.34.4



11

EAE2D-LR-Crit.3 extend learning and thinking by reflecting and answeringquestions on the concepts, experiences, information, andopinions conveyed in literary and informational texts;

1.11.21.31.41.51.6

2.12.22.32.42.5

3.23.33.43.5

4.4 5.25.5

EAE2D-LR-Crit.4 assess their own, peer, and published texts in terms of formand content, identifying strengths and weaknesses;

1.11.31.4

2.3 3.13.33.5

4.14.3 5.5

EAE2D-LR-Crit.5 read a wide range of material, demonstrating an appreciationof the importance of language as an instrument ofcommunication;

1.11.21.31.41.51.6

2.32.5

3.13.23.33.43.5

4.2

EAE2D-LR-Crit.6 interpret content, theme, and style of texts in terms of theirown and others’ experiences.

1.21.41.5

2.12.22.32.42.5

3.23.33.5

4.24.4

12


Strands: Writing 1 2 3 4 5


EAE2D-W-OE.1 compose a variety of narrative, descriptive, and expositorytexts, including a creative writing assignment, according totheir characteristics, purpose, and audience, with a focus onmulti-paragraph answers, a persuasive text, and a researchreport;

1.11.21.31.41.51.6

2.12.22.32.42.5

3.13.23.33.43.5

4.14.24.34.44.5

5.25.45.5

EAE2D-W-OE.2 integrate various features of style and structure into writing,using texts as models;

1.11.21.3

2.12.22.32.4

3.13.23.33.5

4.24.3

5.5

EAE2D-W-OE.3 revise their own and others’ work, offering relevant,constructive suggestions about the application of a writingprocess, with attention to sentence structure, punctuation, andother language conventions;

1.11.21.31.4

2.12.22.32.42.5

3.13.23.33.5

4.14.34.4

5.5

EAE2D-W-OE.4 organize research notes from a variety of reference texts andelectronic resources, documenting them according to astandard research methodology;

1.4 2.32.42.5

3.4 5.5

EAE2D-W-OE.5 support an opinion convincingly and logically in a multi-paragraph text, with a focus on unity and coherence.

2.22.3

3.3 4.24.4

5.4

Specific Expectations: Forms and Ttechniques

EAE2D-W-For.1 write a persuasive text to defend an opinion on a topic or textunder study;

1.11.21.5

2.22.32.5

3.13.3

4.24.44.5

5.4

EAE2D-W-For.2 produce a creative writing assignment that achieves unity andcoherence through the use of atmosphere and literary/stylisticdevices;

1.11.3

2.12.32.42.5

3.13.23.33.5

4.14.3

5.2

EAE2D-W-For.3 write multi-paragraph responses to texts under study, usingand developing the techniques of the literary essay:- with an introduction that features a general statement,repeats key words in the question, identifies the work andauthor, provides a one-sentence summary of the literary text,and provides a thesis statement;- with two or three paragraphs that develop the thesis, usingdirect references from the text, key supporting details,relevant examples, or other supporting evidence; and- with a concluding paragraph that summarizes the key ideasdeveloped and that ends with a new perspective on thequestion or issue;

2.3 3.3 4.44.5

5.4

EAE2D-W-For.4 write a research report using a basic outline and synthesizinginformation and ideas collected from at least five print and/orelectronic resources;

1.4 2.5 3.4



13

EAE2D-W-For.5 develop expository paragraphs, using contrast, comparison,examples, and illustrations, or a combination of these;

2.22.5

3.4 4.24.44.5

5.45.5

EAE2D-W-For.6 integrate various stylistic devices from literary texts understudy into their own writing;

1.11.3

2.12.4

3.13.23.33.5

4.34.4

5.5

EAE2D-W-For.7 use effective diction and sentence structures according toform, purpose, and audience;

1.11.21.31.41.6

2.12.22.32.42.5

3.33.5

4.14.24.44.5

5.25.45.5

EAE2D-W-For.8 use vocabulary-building strategies to enhance their writing; 1.11.21.31.41.6

2.12.42.5

3.13.33.5

4.14.4

5.5

EAE2D-W-For.9 adapt level of language and tone in written work to suitspecific formal and informal situations.

1.31.41.5

2.22.32.4

3.13.23.33.43.5

4.14.24.3

5.25.5

Specific Expectations: Writing as a Process

EAE2D-W-Proc.1 determine purpose and audience for writing and selectappropriate form;

1.4 2.32.42.5

3.33.5

4.14.3

5.5

EAE2D-W-Proc.2 engage independently and collaboratively in prewritingactivities;

1.11.21.31.41.5

2.12.22.32.42.5

3.13.23.33.43.5

4.1 5.5

EAE2D-W-Proc.3 develop and organize ideas and information using a basicoutline;

1.11.21.4

2.42.5

3.43.5

4.2 5.5

EAE2D-W-Proc.4 evaluate their own and others’ texts to revise and edit draftsfor content, organization, style, purpose, and conventions oflanguage;

1.11.21.31.4

2.12.22.32.42.5

3.13.23.5

4.14.24.3

5.5

EAE2D-W-Proc.5 publish and share writing with a chosen audience,demonstrating increasing proficiency in the use oftechnological resources;

1.21.31.4

2.12.32.42.5

3.13.23.43.5

4.14.3

5.5

EAE2D-W-Proc.6 maintain a writing folder, including drafts, work in progress,and finished products.

1.11.21.31.41.5

2.12.22.32.42.5

3.13.23.33.43.5

4.14.2

5.5



14

Specific Expectations: Grammar and Usage, Spelling and Punctuation

EAE2D-W-Gram.1 use correctly knowledge of language conventions acquired inGrade 9;

1.21.31.5

2.12.22.32.42.5

3.33.5

4.1 5.5

EAE2D-W-Gram.2 use parts of speech correctly with attention to correlativeconjunctions, gerund phrases, participial phrases, andinfinitive phrases;

1.4 2.12.22.32.42.5

3.33.5

5.5

EAE2D-W-Gram.3 use gender-neutral language effectively in written texts; 1.41.5

2.22.4

3.33.5

4.1 5.5

EAE2D-W-Gram.4 apply rules of subject-verb agreement, including those thatapply to relative pronouns, groups of words, and words ofamount and time;

2.2 3.4 5.5

EAE2D-W-Gram.5 write simple, compound, complex, and compound-complexsentences of increasing length;

1.21.3

2.2 5.5

EAE2D-W-Gram.6 vary sentence structures by applying different sentence-combining techniques, such as joining two sentences with asingle word, a prepositional phrase, an appositive, -ing and -ed modifiers (with regular verbs), or the correct pastparticiple (with irregular verbs);

1.11.3

2.32.5

3.3 5.5

EAE2D-W-Gram.7 vary sentence beginnings; 1.1 2.3 3.3 5.5

EAE2D-W-Gram.8 improve sentences by avoiding repetition, redundancy,wordiness, and rambling sentences;

1.11.41.6

2.3 3.33.4

5.5

EAE2D-W-Gram.9 use parallel structures to ensure grammatical elements matchand items in a list have the same construction;

5.5

EAE2D-W-Gram.10 correct sentence errors (sentence fragments, comma splices,run-on sentences, dangling modifiers);

1.11.31.41.6

2.5 3.4 5.5

EAE2D-W-Gram.11 use independently a variety of strategies to spell wordscorrectly;

1.11.21.31.41.51.6

2.12.32.42.5

3.13.23.33.43.5

4.1 5.5



15

EAE2D-W-Gram.12 use reference texts and electronic resources to look up newwords and specialized or technical language;

1.11.21.31.4

2.12.22.32.42.5

3.13.23.33.43.5

4.2 5.5

EAE2D-W-Gram.13 use punctuation correctly according to the conventions of theform.

1.11.21.31.41.6

2.12.32.42.5

3.13.23.43.5

4.3 5.5

Specific Expectations: Research as a Process

EAE2D-W-Res.1 determine their research purpose and establish a plan ofaction;

1.4 2.5

EAE2D-W-Res.2 locate, evaluate, and select relevant information on a researchtopic;

1.4 2.42.5

3.4

EAE2D-W-Res.3 use accurate and complete information and ideas fromelectronic resources and reference texts to develop a topic;

1.31.4

2.5 5.25.3

EAE2D-W-Res.4 synthesize information and ideas found in research on aspecific topic, carefully avoiding plagiarism;

1.31.4

2.42.5

3.4 5.25.35.5

EAE2D-W-Res.5 organize research on a given topic to compare, contrast, andillustrate information and ideas;

1.11.4

2.5 5.35.4

EAE2D-W-Res.6 order information by sub-topics, regrouping data wherenecessary to make connections, and evaluating the relevance,accuracy, and completeness of information and ideasgathered;

1.4 2.42.5

5.25.35.4

EAE2D-W-Res.7 cite examples and evidence to develop an argument and todefend a position;

1.21.4

2.32.4

5.4

EAE2D-W-Res.8 present information according to a standard researchmethodology.

1.21.4

2.32.5


EAE2D-W-Crit.1 demonstrate logic and coherence in building an outline,considering different ways to organize ideas;

1.11.21.4

2.5 3.5 5.45.5

EAE2D-W-Crit.2 evaluate the steps used in a writing process, describingproblems encountered and justifying decisions made;

1.4 2.32.42.5

3.5 4.14.3



16

EAE2D-W-Crit.3 evaluate ideas and information in their own written texts forclarity, relevance, and completeness;

1.11.21.31.4

2.12.32.42.5

3.33.5

4.1 5.35.45.5

EAE2D-W-Crit.4 demonstrate proficiency in monitoring the quality of theirown writing;

1.11.31.41.5

2.22.32.42.5

3.23.43.5

4.1 5.45.5

EAE2D-W-Crit.5 respond critically in a response journal to texts under study. 1.21.41.5

2.12.22.32.4

3.23.33.4

5.35.4


Strands: Oral Communication 1 2 3 4 5


EAE2D-O-OE.1 demonstrate the ability to listen attentively for a variety ofpurposes;

1.11.21.31.41.5

2.12.22.32.42.5

3.13.23.33.43.5

4.14.24.44.5

5.15.35.45.5

EAE2D-O-OE.2 convey ideas and information in individual and/orcollaborative oral presentations, applying conventions oflanguage correctly and using a process approach;

1.21.41.5

2.12.22.32.42.5

3.13.23.33.43.5

4.14.24.4

5.25.3

EAE2D-O-OE.3 review and revise content and rehearse delivery ofpresentations to ensure they will capture and maintain theinterest of the audience and create the desired effect;

1.41.5

2.12.42.5

3.23.4

4.14.4

5.25.3

EAE2D-O-OE.4 participate in small and large group discussions, observingthe courtesies of group discussion;

1.11.21.31.41.5

2.12.22.32.42.5

3.23.33.43.5

4.24.44.5

5.15.35.4

EAE2D-O-OE.5 respond critically and constructively to ideas presented andtechniques used in oral presentations.

1.21.41.5

2.12.22.32.42.5

3.13.33.43.5

5.35.4



17

Specific Expectations: Forms and Techniques - Listening

EAE2D-O-ForList.1 listen to a variety of presentations and media works to gaininformation and to develop critical listening skills;

1.11.21.31.41.5

2.12.22.32.42.5

3.13.23.33.43.5

4.14.5

5.15.25.35.4

EAE2D-O-ForList.2 listen for a variety of purposes, using a variety oftechniques according to the demands of the situation andthe purpose in listening;

1.11.31.41.5

2.12.32.42.5

3.23.33.4

4.24.5

5.15.25.35.4

5.5

EAE2D-O-ForList.3 apply note-taking skills effectively to record informationfrom oral presentations;

1.21.3

2.22.3

3.4 4.24.44.5

5.1

EAE2D-O-ForList.4 identify factors that contribute to successfulcommunication by analysing specific elements of thecommunications process.

2.4 3.2 4.24.5

5.15.3

Specific Expectations: Forms and Techniques - Speaking

EAE2D-O-ForSpea.1 produce original oral communications to convey argumentsand opinions about literary and informational texts understudy;

1.21.5

2.12.22.3

3.33.4

4.14.2

EAE2D-O-ForSpea.2 communicate findings and conclusions from research in aprepared talk;

1.4 2.5 3.4 5.25.3

EAE2D-O-ForSpea.3 organize ideas and information in a clear and logicalsequence when speaking in formal and informal situations;

1.11.21.31.41.5

2.32.42.5

3.23.4

4.14.24.44.5

5.35.4

EAE2D-O-ForSpea.4 organize information, thoughts, and opinions in anappropriate format, with particular attention to introductionand conclusion;

1.4 2.12.4

3.3 4.2 5.3

EAE2D-O-ForSpea.5 revise vocabulary, expressions, and level of language usedin oral presentations to achieve a specific purpose and tomaintain the interest of the audience;

1.41.5

2.12.42.5

3.13.23.3

4.14.44.5

5.35.4

EAE2D-O-ForSpea.6 use strategies to expand vocabulary; 1.21.31.4

2.12.3

3.5 4.2 5.3

EAE2D-O-ForSpea.7 apply level of language appropriate to purpose andaudience;

1.21.31.41.5

2.12.22.42.5

3.23.33.43.5

4.1 5.25.3



18

EAE2D-O-ForSpea.8 identify and explain examples of slang, jargon, dialect,colloquialisms, and standard English usage in oral works;

1.5 2.4 3.5 4.4

EAE2D-O-ForSpea.9 apply various persuasive devices to present an argumentconvincingly in a formal presentation and to justify anopinion in informal verbal responses;

1.21.5

2.3 3.3 4.44.5

5.25.4

EAE2D-O-ForSpea.10 adjust verbal elements and non-verbal elements accordingto purpose and audience;

1.4 2.12.32.42.5

3.23.4

4.4 5.3

EAE2D-O-ForSpea.11 use a clear, relevant, and appealing visual aid to highlight amain point or idea in a presentation.

1.31.4

2.12.5

3.2 5.3

Specific Expectations: Group Skills

EAE2D-O-GrSk.1 contribute to the brainstorming, researching, and sharing ofideas and information, as well as the shaping, revising,rehearsal, and delivery of collaborative presentationsand/or productions;

1.21.41.5

2.12.22.32.42.5

3.43.5

4.24.4

5.35.4

EAE2D-O-GrSk.2 demonstrate the ability to assume the different rolesinvolved in group work and to cooperate with thosepractising other roles;

1.41.5

2.12.42.5

3.13.33.43.5

5.35.4

EAE2D-O-GrSk.3 organize time efficiently, consulting group members tomake necessary adjustments and respecting deadlines;

1.41.5

2.12.42.5

3.5 4.24.4

5.35.4

EAE2D-O-GrSk.4 develop consultation strategies for identifying andresolving problems during the production process, makingsuggestions and considering the points of view of others;

1.4 2.12.42.5

3.23.5

4.2 5.35.4

EAE2D-O-GrSk.5 defend their own point of view to others in small and largegroup discussions, observing the courtesies of groupdiscussion.

1.21.4

2.22.32.4

3.3 4.4 5.25.35.4


EAE2D-O-Crit.1 offer constructive criticism of their own and others’ oralcommunications, making judgements about clarity ofinformation and impact of delivery;

1.5 2.12.22.42.5

3.13.2

4.14.4

5.35.4

EAE2D-O-Crit.2 respond critically and constructively to oral presentations,challenging ideas presented and techniques used andconsidering various points of view;

1.21.5

2.12.22.3

3.33.5

4.14.24.4

5.25.4



19

EAE2D-O-Crit.3 support in an oral presentation an opinion about a literarytext under study, with reference to key passages.

1.21.41.5

2.3 3.33.4

20


Strands: Media Studies 1 2 3 4 5


EAE2D-M-OE.1 interpret and evaluate a production in a particular medium,with attention to the techniques and conventions specific tothe medium;

1.11.21.5

2.22.5

3.13.33.5

4.5 5.15.5

EAE2D-M-OE.2 create individual and/or collaborative media productions,assessing work during the creative process in terms of itsform, purpose, and audience;

1.5 2.12.32.42.5

3.5 5.25.35.45.5

EAE2D-M-OE.3 examine the role of popular culture and mass media in theirpersonal lives and in society.

3.2 5.25.35.45.5

Specific Expectations: Forms and Techniques

EAE2D-M-For.1 produce a media text, applying the conventions andtechniques specific to the medium and appropriate for theparticular purpose and audience;

1.5 2.12.32.42.5

3.43.5

5.25.45.5

EAE2D-M-For.2 identify and apply media techniques in individual and/orcollaborative productions;

1.5 2.1 3.5 5.25.5

EAE2D-M-For.3 present convincingly in their own media texts their opinionsand arguments on a current issue, integrating persuasivedevices from other media texts under study;

2.4 5.25.5

EAE2D-M-For.4 develop an appreciation for and an understanding of aspecific medium’s artistic forms and techniques.

2.22.4

3.33.5

4.5 5.15.5

Specific Expectations: Investigation and Analysis

EAE2D-M-Inv.1 analyse the film version of a novel, examining elements offiction as well as cinematic techniques used to conveymeaning;

2.12.22.5

4.5 5.1

EAE2D-M-Inv.2 compare various forms of a message as it is presented indifferent media;

2.2 4.4 5.2

EAE2D-M-Inv.3 synthesize information from various media texts for researchpurposes;

1.31.4

3.4 4.5 5.15.3

EAE2D-M-Inv.4 examine and deconstruct advertisements in a particularmedium with particular attention to appeals, claims, andlanguage techniques;

1.5 5.25.45.5


Strands: Media Studies 1 2 3 4 5

21

EAE2D-M-Inv.5 analyse the persuasive devices used in various media texts,determining to what extent these devices achieve the intendedpurpose and reach the target audience;

5.25.45.5

EAE2D-M-Inv.6 explain how various features of media texts target a specificaudience;

3.3 4.5 5.15.45.5

EAE2D-M-Inv.7 interpret media texts, recognizing stereotypes, bias, andprejudice, as well as linguistic and cultural differences;

1.5 5.25.5

EAE2D-M-Inv.8 identify the advantages and disadvantages as well as thestrengths and weaknesses of different types of media inachieving their purpose.

2.5 5.45.5


EAE2D-M-Crit.1 explain the role of mass media in society, describing howmass media both shape and reflect values, tastes, andbehaviours;

3.23.3

5.25.45.5

EAE2D-M-Crit.2 respond critically to different kinds of media texts,determining to what extent various techniques create thedesired effect;

1.11.21.5

2.2 3.13.33.5

4.5 5.15.25.45.5

EAE2D-M-Crit.3 recognize false, incomplete, or misleading information inmedia texts, and challenge the ideas presented;

1.5 2.5 3.3 5.5

EAE2D-M-Crit.4 explore a current issue as it is portrayed in the mass media,developing and expressing their own opinions about theinformation presented.

1.31.4

2.42.5

4.4 5.25.5

23

COURSE PROFILE FRAMEWORK

COURSEOVERVIEW

UNITS ACTIVITIESINFORMATION

To be completed (by the school)

Description/Rationale Unit Description Description

Unit Titles Strands and Expectations Strands and Expectations

Unit Descriptions Activity Titles Planning Notes

Teaching/LearningStrategies

Prior Knowledge Required Prior KnowledgeRequired

Assessment/EvaluationTechniques

Unit Planning Notes Activity Instructions

Resources Crosscurricular Links Assessment/EvaluationTechniques

Ontario SecondarySchools, Grades 9 to 12- Program and DiplomaRequirements PolicyApplications

Teaching/Learning Strategies Resources

Course Evaluation Assessment/Evaluation Techniques Appendices

Accommodations (for students withspecial needs)

Security

Resource

25

COURSE OVERVIEW (EAE2D)

To be completed (by the school)

School: School District:

Department: Department Head:

Course Developer(s): Development Date:

Course Editor(s): Revision Date:

Course Title: English Grade: 10

Course Type: Academic School Course Code:

Secondary Policy Document: ENGLISH Publication Date: 1999

Ministry Course Code: EAE2D Credit Value: 1

Description/Rationale

This course extends the skills of reading, writing, speaking, listening and media literacydeveloped in the Grade 9 English course. Students will further their creative and critical thinkingskills through the analysis of a variety of literary, informational and media texts, focusing onshort stories, short essays, novels, plays and poetry. This course emphasizes the application ofstudents’ knowledge of genres and forms to the writing of clear and coherent narrative,descriptive and expository texts, and to the creation of oral presentations.

Unit Titles (in sequence)

Unit 1: Short Story/Novel - Dream and Nightmare Time: 27 hours Unit 2: Drama - Shakespeare’s Romeo and Juliet Time: 20 hoursUnit 3: Poetry - Finding Your Voice Time: 18 hoursUnit 4: Short Story/Novel - Social Issues Time: 25 hoursUnit 5: Media Studies - Now and Then Time: 20 hours

26

Unit Descriptions

Unit 1: Short Story/Novel - Dream and NightmareIn this unit on fantasy, students interpret the main literary elements and explain the purpose ofliterary devices found in short stories and a science fiction novel, with emphasis on the differencebetween the metaphor and the symbol. Students apply steps of the writing process to produce ashort story and to respond critically to texts under study. Students become familiar with the maincomponents of the research paper.

Unit 2: Drama - Shakespeare’s Romeo and JulietIn this unit, students read, view, and listen to a tragedy by Shakespeare, in this case Romeo andJuliet, while applying their knowledge of literary elements and devices. Students explore thethemes of the selected play by paraphrasing and analysing key passages and by extractingmeaning through their increasing knowledge of Elizabethan English. Students convey theirinterpretation of the play through journal writing, role playing, an opinion text, and a dramaticmonologue. Students are introduced to the main components of the literary essay.

Unit 3: Poetry - Finding Your Voice In this unit, students investigate the use of literary and stylistic devices in modern and traditionalpoems. They analyse and criticize poems that deal with fantasy, love, and social issues. Studentsexplore the role of poetry in society today with attention to Canadian poets’ works and they applysteps of writing as a process to write poems on a variety of topics and to publish a classanthology.

Unit 4: Short Story/Novel - Social IssuesIn this unit, students read a series of short stories and one novel related to social issues such asstereotypes, discrimination and prejudice. They also analyse literary elements of point of view,characterization, setting and theme, and related stylistic devices. Students produce a wide rangeof written assignments, in particular an opinion text, multi-paragraph answers, and the literaryessay; students also develop creative writing assignments with a focus on the descriptiveparagraph, the writing of an introduction to a short story, and a short story.

Unit 5: Media Literacy - Now and ThenIn this unit, students explore the influence of the media in shaping their values and perspectives.They look into the past and future and invent new careers and a new medium to transmitinformation. Students also collaborate on the publication of a newspaper using print andelectronic resources.

Teaching/Learning Strategies

In this course, the teacher selects various teaching and learning strategies. Detailed suggestionsfor teaching/learning strategies are included with each activity. Some of these activities are:

27

- case studies- collaborative and cooperative learning- computer assisted learning- conferencing- discussion- independent reading

- peer practice- research- role playing- writing to learn- jigsaw method- think-pair-share

Assessment/Evaluation Techniques

“A well-designed system of assessment, evaluation and reporting is based on clearly statedcurriculum expectations and achievement criteria.”(Program Planning and Assessment, Grades 9-10) Therefore the Policy Document presents a specific achievement chart for each curriculum.According to needs, the teacher uses a variety of strategies for the following types of assessment:

diagnostic- questions, answers, and observation- quiz- discussion- homework

formative- questions, answers, and observation- feedback through submission of drafts- group work- peer evaluation- rehearsal, repetition or practice- journal writing

summative- presentations- research paper- creative writing (e.g., short story)- test- literary essay

Resources

The teacher refers to five types of resources during this course: pedagogical,reference/consultation, human, material and technological. A listing of relevant resources isprovided in each unit.

28

PedagogicalDAVIES, Richard and Glen KIRKLAND, eds., Discovering/Connections 3, 2 nd ed., Toronto,

Gage, 1997, 248 pages.DAWE, R., B. DUNCAN, and W. MATHIEU, eds., Resource Lines 9/10, Scarborough, Prentice-

Hall, 1999, 346 pages.DUNCAN, Barry, Mass Media and Popular Culture, 2 nd ed., Toronto, Harcourt Brace Canada,

1996.KIRKLAND, Glen and Richard DAVIES, eds., Inside Poetry, Don Mills, HBJ, 1987, 364 pages.KIRKLAND, Glen and Richard DAVIES, eds., Inside Stories 1, Toronto, Harcourt Canada,

1987, 275 pages.LEE, Harper, To Kill A Mockingbird, Philadelphia, Warner Books Inc., 1982, 201 pages. MACNEIL, James, A., ed., Sunburst, Scarborough, Nelson, 1982, 192 pages. MCCLUNG, M.G. and P.J. STEWART, Cycles 3, Scarborough, Prentice-Hall, 1990, 378 pages.SHAKESPEARE, William, Romeo and Juliet, Toronto, HBJ, 1987, 285 pages.SMITH, Peter J., The Harcourt Writer’s Handbook, Toronto, Harcourt Canada, 1999, 472 pages.SUNEGA, Thom, Know More English, 2 nd ed., Scarborough, Prentice-Hall, 1991, 428 pages. WYNDHAM, John, The Chrysalids, Penguin Books, 1984, 200 pages.

Reference/ConsultationBALDICK, Chris, Oxford Concise Dictionary of Literary Terms, New York, Oxford University

Press, 1996, 246 pages.BARNET, Sylvan, A Dictionary of Literary, Dramatic, and Cinematic Terms, Boston, Little,

Brown and Co., 1971, 124 pages.FOX ROMAN, Trish, ed., Voices Under One Sky/Contemporary Native Literature, Scarborough,

Nelson, 1994, 224 pages.Media Literacy, Intermediate and Senior Divisions, Ministry of Education, 1989, 232 pages.

TechnologicalOn Line English Grammar. (consulted November 29, 1999)

http://edunet.com/english/grammar/index.cfmElements of Style. (consulted November 29, 1999)

http://www.bartlebycomWriting Tips. (consulted November 29, 1999)

http://www.niva.com/writblok/The Virtual Library’s Literature Page. (consulted November 29, 1999)

http://www.Internetbookinfo.com

OSS Policy Applications

This course profile reflects the Ontario Secondary Schools, Grades 9 to 12 - Program andDiploma Requirements Policy Document - 1999 in regards to the needs of students in specialeducation, the integration of new technology, cooperative education and guidance, includingspecific elements of safety.

29

Course Evaluation

Course evaluation is an on-going process. Teachers will be able to judge the effectiveness of thiscourse through the following:- continuous evaluation of the course: additions, modifications, deletions throughout the

implementation of the course profile (teaching and learning strategies, resources, activities,local particularities)

- course evaluation by the students: perhaps the use of one or more surveys during thesemester or school year

- a class examination of the pertinence of teaching and learning strategies and activities (duringthe formative and summative evaluation process)

- exchanges with other schools using the course profile (a sharing of recommendations orsuggestions)

- visits in the classroom by colleagues or the school administrators- feedback from provincial testing- continuous critical thinking about the course by the teacher- an analysis of the degree of success by students in the summative tests or exam at the end of

the course.

31

UNIT 1 (EAE2D)

Short Story/Novel - Dream and Nightmare

Unit Description

In this unit on fantasy, students interpret the main literary elements and explain the purpose ofliterary devices found in short stories and a science fiction novel, with emphasis on the differencebetween the metaphor and the symbol. Students apply steps of the writing process to produce ashort story and to respond critically to texts under study. Students become familiar with the maincomponents of the research paper.

Strands and Expectations

Strand: Literature Studies and Reading

Overall Expectations: EAE2D-LR-OE.1 - 2 - 3 - 4 - 5

Specific Expectations: EAE2D-LR-For.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 EAE2D-LR-Str.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10EAE2D-LR-Inv.1 - 3 - 4 - 5 - 7 - 8 - 9 - 10 - 11 - 12 - 13EAE2D-LR-Crit.1 - 2 - 3 - 4 - 5 - 6

Strand: Writing

Overall Expectations: EAE2D-W-OE.1 - 2 - 3 - 4

Specific Expectations: EAE2D-W-For.2 - 6 - 7 - 8 EAE2D-W-Proc.1 - 2 - 3 - 4 - 5 - 6 EAE2D-W-Gram.1 - 2 - 3 - 5 - 6 - 7 - 8 - 10 - 11 - 12 - 13EAE2D-W-Res.3 - 4 - 5 - 6EAE2D-W-Crit.3 - 4

Strand: Oral Communication

Overall Expectations: EAE2D-O-OE.1 - 2 - 3 - 4 - 5

Specific Expectations: EAE2D-O-ForList.1 - 2 - 3 EAE2D-O-ForSpea.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10EAE2D-O-GrSk.1 - 2 - 3 - 4 - 5EAE2D-O-Crit.1 - 2 - 3

32

Strand: Media Studies

Overall Expectations: EAE2D-M-OE.1 - 2

Specific Expectations: EAE2D-M-For.1 - 2 - 4EAE2D-M-Inv.3 - 4 - 7EAE2D-M-Crit. 2 - 3 - 4

Activity Titles

Activity 1.1: Horror and Fantasy - Terrifyingly BelievableActivity 1.2: The Future Is NowActivity 1.3: After the WarActivity 1.4: The NightmareActivity 1.5: Hope for the FutureActivity 1.6: Summative Assessment Task - Hear no Evil or See no Evil

Prior Knowledge Required

- Have developed the skills of reading, writing, listening and speaking with a purpose.- Have demonstrated understanding of literary elements (e.g., irony, mood, tone, atmosphere)

and devices (e.g., figures of speech).- Have applied knowledge of spelling, vocabulary, and sentence structure to express ideas and

information clearly, precisely and correctly.- Have understood the elements of the expository multi-paragraph composition featured in the

introduction, body, and conclusion.- Have developed the necessary strategies for effective group work.- Have organized information creatively in coherent narrative and descriptive texts.- Have applied various reading strategies and note-taking skills to gather information on a

given topic.

Unit Planning Notes

The teacher will:- choose the short stories to be read and analysed, ensuring that they contain metaphors and

symbols.- provide access to dictionaries and thesauri, in either print or electronic form.- evaluate the availability and suitability of resources, in either print or electronic form.- reserve, preview, and select videos as possible sources for some of the stories that are

studied. Teachers need to be aware of copyright regulations regarding the use of print, videos,and music in the classroom. Showing short video excerpts is permitted; however, showing

33

substantial portions of a single video requires written permission or payment of a fee.Teachers are often allowed to tape any productions by Cable in the Classroom, TV Ontario,and the CBC.

- allow time for teacher and peer conferencing according to the steps of writing as a process.- integrate Grammar and Usage/Spelling and Punctuation into the writing process through

electronic or print resources.- reserve equipment and provide necessary material for students to produce an ad in audio,

print or electronic form.NOTE: - Activity 1 of Unit 3 on poetry might be integrated into the activity on short stories

by Poe, as students analyse specific themes and devices.- Since the research report in Activity 1.4 is intended as an introduction, it is

suggested that this assignment be done by students in pairs.

Crosscurricular Links

Français- Apply knowledge of literary forms and techniques to further interpretation of texts and to

write their own short stories.- Adjust verbal and non-verbal elements for clarity and interest in oral presentations.

Other Disciplines- Demonstrate graphic arts appreciation and knowledge in the visual presentation of a short

story or in the production of a promotional poster.- Develop various research strategies to accomplish an academic task.

Animation culturelle- Explore other cultural contexts and traditions through literature.- Explore personal perspective and values in the writing process.

Technology- Use electronic resources to verify vocabulary and spelling, and to create multimedia

productions.- Define technological terms that relate to the use of computers and the Internet.

Careers- Develop the ability to write for a purpose.- Develop the necessary skills to work effectively in a group.- Explore mass media and technology, and develop application skills for the latter.- Explore career opportunities through invited field expert/guest speaker.

34


In this unit, the teacher utilizes the following strategies:

- conferencing- discussion- observation- performance tasks- questions and answers- comparison/contrast charts- response journal- self-assessment- brainstorming- informal debate

- viewing of the video version of a short story- collaborative and cooperative learning- computer assisted learning- directed reading-thinking activity- jigsaw group work- homework- independent reading - role-playing- think-pair-share


In this unit, the teacher uses a variety of assessment strategies:

diagnostic- observation through questions and answers- evaluation of multi-paragraph composition- objective tests- journal writing

formative- questions, answers, and observation- feedback provided in grid- constructive feedback in the evaluation of the multi-paragraph composition- feedback during group work- short story draft- journal writing- comparison/contrast chart

summative- oral and written presentation of an opinion text- oral and written presentation of a short research report- formal test on literary elements and devices- independent reading- multi-paragraph narrative

35

Accommodations (for students with special needs)

A - Activity Instructions

Students with Special Needs- Encourage oral discussion prior to and after reading a text to increase the students’ level of

comprehension.- Use direct instruction and modelling to encourage the use of a variety of pre-writing and

organizational strategies (e.g., conferences, brainstorming, illustrating, tape recording,mapping, outlining, semantic webbing).

- Have students use a computer for word processing, proofreading, etc.- Provide a print copy of chalkboard notes, if necessary (e.g., photocopy of teacher or peer’s

notes).- Give students an opportunity to work with partners who will help them proofread their work.- Listen to an audio tape of a text, as they read along.- Allow students to read a text to each other in small groups.- Have students make a collage of the planet earth in the next century and explain it to the

class.- Have students tell each other their short story.

Remedial and Enrichment- Provide opportunities for more frequent, shorter writing assignments as an alternative.- Give students access to other stories by the author of a story studied in class; students

compare and contrast the literary devices and report findings to the class.- Give students the opportunity to compare/contrast Poe’s stories with horror stories by current

writers; report findings to the class with the use of a chart.- Give students access to Web sites that present the works of various authors (e.g., Asimov,

Poe, Bradbury) under study and integrate findings into an oral report and/or expository text.- Ask students to write a science fiction story and present it to the class in print and/or

electronic media form.- Emphasize the abstraction in the use of symbol and metaphor in the writing of a short story.

B - Assessment/Evaluation Techniques

Students with Special Needs- Provide extra time to complete assignments that might otherwise be completed in class

and/or reduce the scale of the assignment.- Allow students to respond orally to a story with a vivid setting, imagining that they are there,

in that time and place.- Allow students to demonstrate understanding of a short story visually through a storyboard or

a dramatic presentation.

36

Remedial and Enrichment- Provide more opportunities for formative evaluation.- Allow students to explain grammatical rules and to provide their own examples of rules in an

oral presentation or during group work.- Allow opportunities for alternatives to writing (e.g., graphic representations, drama,

electronic media presentations, time lines, collages).- Ask students to rewrite a passage or narrate an event in the novel from the point of view of

another character.- Give students access to various critics’ opinions of texts under study so that students can

make judgements about their validity.- Ask students to write a letter to the author or a text under study from the point of view of a

publisher, explaining the reasons why the text does or does not interest today’s readers.

Security

The teacher should be familiar with the safety procedures mandated by the Ministry and by theschool board.

Resources

In this unit, the teacher selects from the following resources:

PedagogicalBURNS, Marjorie and Alice SHERMAN, Short Stories, Scholastic Inc., 1990, 192 pages.DAVIES, Richard and Glen KIRKLAND, eds., Discovering /Connections 3,“Here Comes the

Future”, Toronto, Gage, 1981, p. 71-152.DAWE, R., B. DUNCAN and W. MATHIEU, eds., Resource Lines 9/10, Scarborough, Prentice-

Hall, 1999, 346 pages.KIRKLAND, Glen and Richard DAVIES, eds., Inside Stories I, Toronto, HBJ, 1987, 275 pages.MCCLUNG, M.G. and P.J. STEWART, Cycles 3, Unit VI, “Take This Machine, Please”,

Scarborough, Prentice-Hall, 1990, 312-363 pages.SUNEGA, Thom, Know More English, 2 nd ed., Scarborough, Prentice-Hall, 1991, 428 pages.WYNDHAM, John, The Chrysalids, Penguin Books, 1984, 200 pages.

Reference/ ConsultationMACNEE, Marie J., Science Fiction, Fantasy, and Horror Writers, Volume 1 (A-J) and Volume

2 (K-Z), Toronto, UXL, Thomson Publishing, 1990, 432 pages.SMITH, Peter J., The Harcourt Writer’s Handbook, Toronto, Harcourt Canada, 1999, 472 pages.

TechnologicalFantasy and Horror Book Database. (consulted November 29, 1999)

http://books.ratatosk.org

37

Classics of Science Fiction. (consulted November 29, 1999)http://www.scifan.com/classics

Edgar Allan Poe. (consulted November 29, 1999)http://www.eapoe.org/links.htm http://www.gothic.net/poe

On Line English Grammar. (consulted November 29, 1999)http://www.edunet.com/english/grammar/index.cfm

Electric Library Canada Research. (consulted November 29, 1999)http://www.elibrary.ca

Elements of Style. (consulted November 29, 1999)http://www.bartleby.com

Writing Tips. (consulted November 29, 1999)http://www.niva.com/writblok/

Schoolnet- The Digital Collection - Learning Resources. (consulted November 29, 1999) http://www.schoolnet.ca/

The Virtual Library’s Literature Page. (consulted November 29, 1999)http://www.Internetbookinfo.com

38

ACTIVITY INFORMATION 1.1 (EAE2D)

Horror and Fantasy - Terrifyingly Believable

1. Time

360 minutes

2. Description

In this first activity, the teacher focuses on literary/stylistic devices found in short stories, withemphasis on the difference between the metaphor and the symbol. Students apply theirknowledge of devices to further their analysis of texts and to write their own narratives.

3. Strands and Expectations


Overall Expectations: EAE2D-LR-OE.1 - 2 - 3 - 5

Specific Expectations: EAE2D-LR-For.1 - 2 - 3 - 5 - 6 - 7 - 8EAE2D-LR-Str.1 - 2 - 3 - 5 - 7EAE2D-LR-Inv.1 - 4 - 5 - 7 - 8 - 10EAE2D-LR-Crit.3 - 4 - 5

Strand: Writing

Overall Expectations: EAD2D-W.OE.1 - 2 - 3

Specific Expectations: EAE2D-W-For.1 - 2 - 6 - 7 - 8EAE2D-W-Proc.2 - 3 - 4 - 6EAE2D-W-Gram.6 - 7 - 8 - 10 - 11 - 12 - 13EAE2D-Res.5EAE2D-Crit.1 - 3 - 4


Overall Expectations: EAE2D-O-OE.1 - 4

Specific Expectations: EAE2D-O-ForList.1 - 2

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Overall Expectation: EAE2D-M-O.E.1

Specific Expectation: EAE2D-M-Crit. 2

4. Planning Notes

The teacher will:- explore Web sites which present an author’s life and works (e.g., Shirley Jackson, Poe,

Stephen King, R.L.Stevenson).- locate and provide visual presentations of metaphors and symbols.- choose the short stories to be read and analysed, ensuring that they contain metaphors and

symbols.- research the main elements of Gothic literature, emphasizing elements which should appear

in their own narratives.- select and preview video of a short story under study and reserve VCR.- provide time for the various steps of the writing process and for silent sustained reading.- evaluate the availability and suitability of resources either in print or electronic form.- integrate grammar, and usage, spelling and punctuation into the activity.

5. Prior Knowledge Required

- Have written unified and coherent narrative texts.- Have analysed elements of fiction in literary texts, making reference to key passages.- Have applied reading strategies, organizational techniques, and the steps of a writing process.- Have integrated literary devices from texts under study into creative writing assignments.- Have used vivid descriptive vocabulary that appeals to the senses.

6. Activity Instructions


Step A: Reading, Speaking/Diagnosis

Students:- complete a formal written survey or an informal oral survey (conducted by the teacher) on

their reading habits and interests.- take turns reading out loud one of Edgar Allan Poe’s detective stories (e.g., “The Purloined

Letter”).

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Teacher: - discusses with students the influence of Poe on writers such as Arthur Conan Doyle and the

modern detective story in general.Students: - complete an objective diagnostic test on a modern horror story or excerpt (by Stephen King,

Shirley Jackson, Kathy Reich) that verifies reading comprehension and knowledge of literaryelements.

Teacher: - reviews answers of diagnostic test with students, asking students to provide their own

definition of the short story.

Step B: Diagnosis/Journal Writing

Students: - in their journal, write the introduction to a murder mystery story, including at least three

possible clues in their paragraph (e.g., a knife, a bullet, a fingerprint, a witness, a footprint, abroken watch).

- in groups of three or four, read their opening paragraphs to each other, suggesting solutions tothe mystery and other possible ways of developing the storyline; students hand in text toteacher for diagnostic evaluation.

Step C: Reading/Class Exploration

Teacher: - reads the opening paragraphs of two or more of Edgar Allan Poe’s stories (e.g., “ The Oblong

Crate”, “The Cask of Amontillado”, “The Cat”, “The Mask of the Red Death”).Students: - informally predict possible storylines and outcomes for the above stories.- complete the reading of selected story in class or as homework.Teacher: - reviews the “Gothic” elements of setting, mood, and suspense, noting with students specific

images, figures of speech, and descriptive vocabulary.Students:- in groups of three or four, list current horror movies or television programs, identifying the

Gothic elements of each.Teacher: - presents Poe’s biography and major works, explaining possible connections between his life

and the themes of his works.Students:- scan one or more Web sites on a current fantasy/horror writer (e.g., Crichton, Herbert,

Vonnegut, Tolkien) and note three reasons for the author’s fame.- report their findings informally to the class, organizing information clearly and logically.

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Step D: Reading, Viewing/Investigation and Analysis

Students: - in pairs, use print and electronic resources to define new or difficult words selected by the

teacher from the text to be read.- read a story by Poe (suggested story: “The Tell-Tale Heart”) and watch the video version of

the story if available, noting if video creates the desired effect.Teacher: - asks students questions that verify students’ comprehension of the text and require inference.- lists the themes commonly found in Poe’s work (e.g., insanity, the supernatural, death, good

versus evil, premature burial, spiritual love), relating themes to the unit’s theme of dream andnightmare.

Students: - in groups or as a class, identify and explain passages and events that relate to the above

themes and to fantasy in general.Teacher: - lists various objects found in the story, asking students to explain how these objects

contribute to the above themes (e.g., the eye, the colour black, the beating heart).- explains the use of symbolism in the story.

Step E: Reading/Literary Elements and Devices

Students: - read at least two other horror stories applying textual cues to construct meaning and using

print and electronic resources to define new or difficult vocabulary.Teacher:- provides definition of literary/stylistic devices (e.g., irony, mood, tone, conflict) with

emphasis on the use of metaphor and symbol to develop theme.Students:- in groups, write responses to questions prepared by teacher that verify comprehension and

understanding of the literary elements.- in groups, identify and explain various literary/stylistic devices in texts (e.g., imagery,

personification, first-person narrative point of view), comparing stories to “The Tell-TaleHeart”.

Teacher: - reviews the elements (acquired in grade nine and as they relate to Poe’s work) of plot,

character, setting, and theme with the students; emphasizes that because the short story is abrief fictional narrative in prose, it is characterized by unity and economy:Unity is the sense that there is a single plot that focuses on one main event and there isusually one central idea that the author wants to get across to the reader.Economy is the sense that there are few characters in a short story and, unlike characters innovels, they are revealed, not developed. (Words are not wasted: there is less descriptionand, very often, only a brief introduction and conclusion.).

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Students:- write about themselves in a journal entry (e.g., in a poem, in a personal anecdote) including at

least two or three metaphors and symbols.

Step F: Independent Reading/Report

Students: - individually read a horror/mystery story selected by the teacher (e.g., “The Witch” by Shirley

Jackson, “The Lug Wrench” by Berton Roueché, “The Nonconformist” by RobertBrownstein, “The Birds” by Daphne Du Maurier, “ The Crooked Man” by Arthur ConanDoyle, “Dr. Heidegger’s Experiment” by Nathaniel Hawthorne).a) Explain in a short paragraph how the author creates suspense, with reference to the text. b) For homework,write a one-paragraph letter to another student in the class, as if he/she

were the author, to explain the theme(s) of the story.c) Illustrate the setting of the story, explaining how their graphics match the text (time

permitting: students read their findings to the class and present their illustration).

Step G: Writing/Horror or Mystery Story

Students: - write a horror or mystery story of three to five paragraphs into which they integrate at least

three elements and devices that characterize Poe’s writing.a) Elements to choose from:

- first person narration- topic of death- topic of love- the supernatural- topic of revenge

- Gothic setting- insanity- conflict of good versus evil- premature burial

b) Writing techniques to integrate into text:- a simple plot with an introduction, body, climax and conclusion;- dialogue;- vivid description of character and setting;- figurative language (symbols, similes and metaphors);- a central idea or theme;- a mood of suspense.

Step H: Writing Process

Students: - brainstorm to determine their stories’ elements; main event, main character, setting, theme.- plot the events of their story in chart form (e.g., a story map, a fact chart) with attention to the

opening and the ending; consider different ways to order events.- write and revise a first draft, consulting other students to determine whether or not they have

created suspense and maintained the reader’s interest.- conference with teacher, using a checklist to facilitate process.

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- write a second draft, using print and electronic resources to verify spelling, and integratingelements such as dialogue, descriptive vocabulary and figurative language.

- publish their final text, including a cover which illustrates the theme of their story.

Step I: Grammar and Usage/Spelling and Punctuation

Teacher: - reviews with students re-occurring errors in grammar, usage, spelling and punctuation which

were noticed during conferencing stage of writing process.Students: - complete various exercises and proofread written texts, with attention to the avoidance of

sentence errors, correct punctuation, and sentence structure in general.- rewrite sentences in their own and others’ texts by applying different sentence combining

techniques, by varying beginnings, and by eliminating wordiness; explain the reasons andeffects of the changes.

7. Assessment/Evaluation Techniques

In this activity, the teacher uses the following assessment strategies:

diagnostic- observation through questions and answers (Step A)- reading test on a horror story (Step A)- journal writing (introduction to a mystery story) (Step B)formative- questions and answers (Step D)- group work (Step D)- journal writing (Step E)- revision of draft (Step H)- proofreading exercises (Step I)summative- independent reading (Step F)- writing of a horror or mystery story into which specific literary elements and devices have

been integrated (Steps G and H)

8. Resources

In this activity, the teacher selects from the following resources:

TechnologicalEdgar Allan Poe. (consulted November 29, 1999)

http://www.eapoe.org/links.htm http://www.gothic.net/poe

9. Appendices(space reserved for the teacher to add his/her own appendices)

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The Future Is Now

1. Time

300 minutes

Description

In this activity, students analyse literary elements in science fiction short stories and media. They respond critically to stories in an oral presentation and synthesize their analysis through anexpository multi-paragraph composition. They develop a grid to identify literary devices in textsand to determine their purpose in terms of the themes of the selected stories.




Specific Expectations: EAE2D-LR-For.1 - 2 - 3 - 5 - 6 - 7 - 8EAE2D-LR-Str.1 - 2 - 3 - 5 - 7EAE2D-LR-Inv.1 - 4 - 5 - 7 - 8 - 10 - 11EAE2D-LR-Crit.2 - 3 - 5 - 6

Strand: Writing

Overall Expectations: EAE2D-W-OE.1 - 2 - 3

Specific Expectations: EAE2D-W-For.1 - 7 - 8 EAE2D-W-Proc.2 - 3 - 4 - 5 - 6EAE2D-W-Gram.1 - 5 - 11 - 12 - 13 EAE2D-W-Res.7 - 8EAE2D-W-Crit.1 - 3 - 5

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Overall Expectations: EAE2D-O-OE.1 - 2 - 4 - 5

Specific Expectations: EAE2D-O-ForList.1 - 3EAE2D-O-ForSpea.1 - 3 - 6 - 7 - 9EAE2D-O-GrSk. 1 - 5EAE2D-O-Crit. 2 - 3


Overall Expectation: EAE2D-M-OE.1

Specific Expectation: EAE2D-M-Crit.2

4. Planning Notes

The teacher will:- set aside time for silent sustained reading.- provide opportunities for students to question others and to discuss various points of view

about texts under study.- provide time for the application of various steps of a writing process.- integrate Grammar and Usage/Spelling and Punctuation into the writing process through

electronic or print media.- preview and select a science fiction video, reserving VCR and television.


- Have analysed literary/stylistic devices (e.g., irony, mood, tone, atmosphere) with referenceto key passages.

- Have applied steps of writing as a process to proofread and edit their text.- Have correctly punctuated sentences in their texts, avoiding sentence errors.- Have made judgements about the effectiveness of various literary/stylistic devices.- Have expressed opinions clearly and confidently in formal and informal situations.- Have interpreted the elements of fiction as they appear in a media text.

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Step A: Brainstorming/Reading, Comparison-Contrast Chart

Teacher: - leads a brainstorming session on the school of the future, beginning the informal discussion

with thought-provoking questions such as:- Will computers replace teachers?- Will students of the future be educated at home through the Internet?- Will CD-ROMs and computer programs replace books?

Students: - read silently or take turns reading out loud a science fiction short story (e.g.,“The Fun They

Had” by Isaac Asimov, “Who’s There?” by Arthur C. Clarke).Teacher: - asks questions that verify comprehension and allow for interpretation with attention to the

elements of character, plot, setting, and theme (especially the significance of the title).- briefly presents background information on the author under study (e.g., Asimov, Crichton,

Clarke, Bradbury).Students: - as a class or in small groups compare and contrast in chart form the school of the present with

the school of the future.Teacher: - leads discussion on the reasons for reading literature and the role of fantasy in their lives.

Step B: Class Viewing/Exploration

Teacher: - defines with students the characteristics of science fiction in both its literary and media

forms, emphasizing the theme of dream or nightmare.Students: - view a video (e.g., “The Ugly Little Boy” based on a short story by Asimov) and/or an

episode from a current science fiction television program.- identify and explain the elements that define the video as science fiction, noting various

techniques that achieve the author’s purpose.- note the elements that are common to both science fiction and horror.

Step C: Reading /Questions and Answers Discussion

Teacher: - asks students questions that lead them to make the connection between conflicts and themes

that define science fiction (e.g., person versus technology, the ethics of experimenting onhumans, the dehumanizing effects of technology).

Students: - in groups, read and discuss an essay on the impact of technology,(e.g., “Tomorrow’s Tool is

Changing Our Lives Today” by Asimov, “Home Computers Could be Great Liberator - or

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Great Jailer” by J. White, “One-Armed Robot Designed to Aid Quadriplegics” by AssociatedPress); individually write in their journal their reasons for agreeing or disagreeing with theviews expressed in the essay; informally share their views with the class or in small groups.

Teacher: - lists titles of famous literary works and/or movies that develop similar themes (e.g., Mary

Shelley’s “Frankenstein”, Jules Verne’s “Journey to the Centre of the Earth”, Clarke’s “SpaceOdyssey 2001”, Crichton’s “Jurassic Park”), allowing students to provide their own titles.

Step D: Silent Sustained Reading/Think-Pair-Share

Students: - read at least two (one in class and one for homework) science fiction stories by another well-

known science fiction writer (e.g., Ray Bradbury’s “The Golden Apples of the Sun”, “ThereWill Come Soft Rains”, “Marionettes, Inc.”).

- individually, then with a partner, and finally as a class, interpret at least three key passagesfrom each story, comparing their analysis of themes with those of other students.

Teacher: - leads discussion in which students informally debate the reasons why they agree or disagree

with the views expressed by the author.- relates students’ analysis of the above stories to various images in the stories, leading them to

understand various symbols (e.g., images of cold and heat).

Step E: Independent Reading, Speaking/Literary Criticism, Informal Debate

Students: - individually read a selection of science fiction stories (suggested number: three) (e.g., in Unit

VI, “Take This Machine Please” from Cycles 3 Anthology, “The King’s Wishes”by RobertSheckley, “The Tomorrow City”by Monica Hughes, “ R is for Rocket” by Ray Bradbury,“All Watched Over by Machines of Loving Grace” by Richard Brautigan).

- individually maintain a vocabulary log of new or difficult words and note in chart form theelements of character, plot, theme, setting, conflict, point of view and devices.

- in groups of three, compare notes and interpretation of stories; use findings to write andpresent to the class their criticism of a selected story (e.g., Which of the three stories is themost effective?) for formative evaluation.

- informally debate the views expressed by the various groups as they support their opinionswith specific examples; challenge ideas presented; and consider various points of view.

Step F: Expository Writing/Writing Process

Students: - in groups of three, select one of the stories from Step D.- in groups of three, write an expository multi-paragraph composition in which they explain

three devices used by the author to convey theme(s):- Introduction: explanation of theme(s);

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- Body: explanation of three devices with references;- Conclusion: opinions about the story.

- edit and proofread their text, applying various steps of writing as a process and interpretingviews expressed in above debate.

- use print and electronic resources to verify spelling and to define new or difficult words.- cite resources accurately according to an accepted system of documentation.

Step G: Grammar and Usage/Spelling and Punctuation

Students: - revise vocabulary with attention to level of language.- apply rules of punctuation, with attention to the insertion of quotations and /or references into

their multi-paragraph text.- proofread their expository text, varying the length and type of sentences (simple, compound-

complex).Teacher: - provides students with a news report (in print form) in which there is extensive dialogue (e.g.,

an interview); deletes punctuation marks in the text and asks students to proofread the text;presents original text to students so that they compare it with their version.



diagnostic- think-pair-share activity (Step D)formative- active viewing (Step B)- questions and answers (Step C)- informal debate (Step E)- constructive feedback in the evaluation of the expository multi-paragraph composition

(Step F)summative- final evaluation of the group expository composition (Step G)

8. Resources


MaterialVideo: “The Ugly Little Boy” from the series Classics Dark and Dangerous by I. Asimov

(BPN 144102)

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TechnologicalClassics of Science Fiction. (consulted November 29, 1999)

http://www.scifan.com/classics/ Yahoo directory of science fiction and fantasy. (consulted November 29, 1999)

www.sfsite.comScience Fiction and Fantasy. (consulted November 29, 1999)

http://fantasy.about.com/arts/books/fantasy


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After the War

1. Time

300 minutes

2. Description

In this activity, the teacher acts as a facilitator to direct students’ reading of a science fictionnovel, in this case, The Chrysalids by John Wyndham. Students’ directed reading of the first fivechapters focuses on the analysis of character, plot, and setting and involves students in a role-playing activity, research, and descriptive writing.




Specific Expectations: EAE2D-LR-For.2 - 3 - 4 - 7 - 8EAE2D-LR-Str.1 - 2 - 5 - 7 - 9 - 10EAE2D-LR-Inv.1 - 4 - 5 - 6 - 8 - 10 - 11 - 13EAE2D-LR-Crit.1 - 3 - 4 - 5

Strand: Writing


Specific Expectations: EAE2D-W-For.2 - 6 - 7 - 8 - 9EAE2D-W-Proc.2 - 4 - 5 - 6EAE2D-W-Gram.1 - 5 - 6 - 10 - 11 - 12 - 13EAE2D-W-Res.3 - 4EAE2D-W-Crit.3 - 4

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Specific Expectations: EAE2D-O-ForList.1- 2 - 3EAE2D-O-ForSpea.3 - 6 - 7 - 11


Overall Expectations: EAE2D-M-OE

Specific Expectations: EAE1D-M-Inv.3EAE1D-M-Crit. 4

4. Planning Notes

The teacher will:- provide necessary material for graphic illustration of students’ descriptive text.- list and define common technological terms that relate to the Internet and to computers (if

necessary, in consultation with a computer teacher).- give students access to different print and electronic resources whether in the classroom, the

resource centre or the community.- evaluate the suitability of Web sites pertaining to themes under study.- collect various articles and documents pertaining to themes under study.- research author’s life, works, and context of novel under study.- give students a blank map of North America.- provide time for silent sustained reading.- invite a guest speaker (e.g., a war veteran, a nuclear specialist) to give students a talk on a

topic relating to the theme of war.


- Have interpreted the elements of plot, character, setting, theme, and point of view withreference to texts.

- Have developed various research techniques.- Have applied knowledge of spelling, vocabulary and sentence structure to convey a specific

message.- Have responded creatively to texts in narrative, descriptive and expository texts.

52


Step A: Introduction to Novel/Role-Playing, Brainstorming, Setting

Students: - in groups of four, role-play a situation in which they imagine that a thermo-nuclear war has

devastated the North American hemisphere and they are able to survive in an undergroundshelter; after a considerable period of time they return to the earth’s surface.a) They identify and list in chart form five minor problems and five major problems they

will face in order to survive on the surface.b) List five items that they would need to keep in the bomb shelter in order to survive on

earth, explaining how they would use each item.- informally share their ideas on nuclear war and the dangers of radiation and present their

answers to the rest of the class.

Step B: Introduction to Novel/Informal Research on Context

Students: - research (in class or as homework) in media texts and in print or electronic resources to find

one article on a current or past military conflict (e.g., the role of Canadian peacekeepers inBosnia, the battle of Vimy Ridge, D-Day), reviewing requirements of research methodologyused in Grade 9.

- synthesize the information in their article, noting findings in their journal and sharingfindings informally with their peers.

Teacher:- time permitting, invite a guest (e.g., a war veteran, an expert in the field of nuclear energy) to

speak to students on topics relating to their research.

Step C: Reading/Point of View, Setting, Vocabulary

Teacher: - reads opening pages of a science fiction novel ( The Chrysalids by John Wyndham is

suggested).- confirms students’ understanding of the novel’s point of view (David uses the first person

point of view and seems to be describing a dream) and the elements of setting (the village ofWaknuk, after a nuclear war).

Students: - use print and electronic resources to define new or difficult words in the context of the novel,

as suggested by the teacher.Teacher: - provides class notes on the author and background of the novel (i.e., the context of the post-

war period of the 1950's).Students: - silently read in class and at home the first five chapters of the novel.

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Step D: Reading/Character, Setting, Plot

Students: - complete a family tree of David’s family with the teacher’s input.- as a class or in groups, list five characters related to David and five “strangers”.Teacher: - asks students questions that lead them to explain the roles of various characters and the

specific elements of setting and plot:a) In the first chapter, David is bound by three promises to different people. Explain,

stressing the dangers involved if he broke them.b) List five examples of mutants and/or “Deviations”. Explain how each is important

to the characters and events of the novel.c) Cite three passages proving that David is beginning to realize he cannot

conform to his father’s definition of the Norm. Explain your selection.d) Why is it possible to feel sorry for Joseph Strorm?e) Explain the significance of David’s second dream.f) What do we learn about Joseph Strorm through the incident of the Dakers’ cat and

the great-horses?Students: - answer questions and complete short exercises individually or in groups and compare

answers informally.Teacher: - asks questions to verify students’ understanding of specific terms (e.g., the Tribulation,

Norm, Repentances, Ethics, Offences, Blasphemy), clarifying their significance whennecessary.

Step E: Reading, Writing/Setting

Teacher: - lists the names of the various places that appear in the novel, asking students to identify each

one.Students: - in groups, situate the above places on a map of North America, skimming and scanning text

to confirm geographical location.- in groups, note how the novel does have the characteristics of science fiction (especially the

elements of time and place).- write a three-paragraph descriptive text with attention to the use of descriptive vocabulary

and imagery for effect; produce a graphic illustration of their text (in print or electronicform).Topic: It’s 200 years after the Holocaust. People have just moved back into the (Ottawa)area. What do they find?.

- post (anonymously) their texts and illustrations on a bulletin board in the classroom, allowingpeers to read and select their two favourite descriptions.

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Step F: Grammar and Usage/Spelling and Punctuation

Students: - apply the steps of writing as a process to proofread and edit their descriptive text, with

attention to sentence structure, vocabulary and diction. - review types of sentences to ensure variety of sentence structure in their text and to write

sentences of increasing length.- skim and scan science fiction short stories and essays read in class, noting descriptive

vocabulary and determining whether or not these words have a positive or negativeconnotation; integrate appropriate terms into their descriptive text.

Teacher:- provides students with a list of technological terms relating to the use of electronic resources

and the Internet (e.g., downloading, cyberspace, link).Students:- in groups, use print and electronic resources to define technological terms.- share definitions informally with the class, noting similarities and differences with French

terminology.



diagnostic- questions and answersformative- role-playing (Step A)- informal research (Step B)- vocabulary log (Step C)- questions, answers and observations (Step D)- peer evaluation (Step E)summative- descriptive writing (Step E)

8. Resources


Human- war veteran or Canadian peacekeeper in the community- expert in the field of nuclear energy- computer science teacher or volunteer consultant from the computer field

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56


The Nightmare

1. Time

360 minutes

2. Description

In this activity, students continue their analysis of a science fiction novel with attention toconflict and theme. Students develop their own opinions about the views expressed in the noveland in various resources. Students apply steps of the writing and research processes to prepare,publish and present a report on a current issue that relates to the novel under study.




Specific Expectations: EAE2D-LR-For.2 - 4 - 8EAE2D-LR-Str.1 - 2 - 5 - 8 - 9 - 10EAE2D-LR-Inv.1 - 4 - 5 - 6 - 7 - 8 - 11 - 12 - 13EAE2D-LR-Crit.1 - 3 - 4 - 5 - 6

Strand: Writing

Overall Expectations: EAE2D-W-OE-1 - 3 - 4

Specific Expectations: EAE2D-W-For.4 - 7 - 8 - 9EAE2D-W-Proc.1 - 2 - 3 - 4 - 5 - 6EAE2D-W-Gram.2 - 3 - 8 - 10 - 11 - 12 - 13EAE2D-W-Res.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8EAE2D-W-Crit.1 - 2 - 3 - 4 - 5

57


Overall Expectations: EAE2D-O-OE-1 - 2 - 3 - 4 - 5

Specific Expectations: EAE2D-O-ForList.1 - 2EAE2D-O-ForSpea.2 - 3 - 4 - 5 - 6 - 7 - 10 - 11EAE2D-O-GrSk. 1 - 2 - 3 - 5EAE2D-O-Crit. 3


Overall Expectations: EAE2D-M-OE.

Specific Expectations: EAE2D-M-Inv.3EAE2D-M-Crit.4

4. Planning Notes

The teacher will:- provide time for silent sustained reading.- provide class notes and models on the research report.- provide access to dictionaries and thesauri in print or electronic form.- provide students time to apply various steps of the writing process of a research report.- integrate Grammar and Usage/Spelling and Punctuation into each activity.


- Have applied various reading strategies and note-taking skills for research purposes.- Have applied knowledge of spelling, vocabulary and sentence structure to convey a specific

message.- Have responded critically to texts and explained their opinions with references.- Have applied knowledge of sentence structure and diction in written texts.- Have used various strategies to understand unfamiliar words and to integrate vocabulary from

their reading into their written texts.- Have revised and edited written work with peers according to the steps of writing as a

process.

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Step A: Reading/Skimming, Scanning, Note-Taking

Students: - read the next five or six chapters, completing a short objective test as a reading check.- for homework, skim and scan the chapters they have read, completing their map (from

Activity 1.3) as well as a chart on conflict which focuses on:a) person versus himself or herself (e.g., David, Rosalind, Emily Strorm, the Inspector,

Anne, Uncle Axel);b) person versus person (e.g., David versus his father, David versus Alan, Joseph

Strorm versus Angus Morton, Joseph Strorm versus Harriet, Joseph Strorm versus theInspector);

c) person versus society (e.g., David versus Waknuk’s rules, the Telepaths versus Waknuk’s rules, Harriet versus Waknuk’s rules, Sophie versus Waknuk’s rules, UncleAxel versus Waknuk’s rules, Anne versus Waknuk’s rules);

d) person versus the unknown (e.g., David versus the law, Joseph Strorm versus Evil,Uncle Axel versus prejudice).

- informally share their findings on conflict with reference to specific events and passages insmall groups or with the class as a whole.

Step B: Reading, Writing/Journal Response, Think - Pair - Share

Students: - respond in their journals to a prompt that relates to the novel’s themes and /or characters:

a) Weakness in character seems to prevail in this novel. Prove or disprove this statement with specific reference to at least four characters (e.g., Axel, Anne, Emily,

Harriet);b) Would life be worth living after World War III?;c) Waknuk is a godless society. Explain this statement with reference to at least three

specific passages.- informally share their response with a peer and then in small groups or with the rest of the

class, relating ideas to the theme of dream and nightmare.

Step C: Reading/Analysis of Theme, Developing a Point of View

Teacher: - leads a brainstorming session in which students list the problems found in Waknuk, asking

students to explain which problems apply to our society today.Students: - in groups of three, analyse key passages in terms of the novel’s themes (e.g., Uncle Axel’s

views on the True Image-Chapter 8, Old Jacob’s views on Tribulations-Chapter 9, Ann’sviews on love and marriage-Chapter 10) by:a) explaining the general significance of the passage;

59

b) selecting and explaining three examples from the novel to confirm their interpretation ofthe passage;

c) giving their own opinion on the views expressed.- present their responses orally to other groups, using the jigsaw method of collaborative

learning.Teacher: - leads a discussion or informal debate on the views expressed by the students.

Step D: Reading/Questions and Answers

Students: - in class and at home, respond in writing to questions provided by the teacher:

a) Find and explain three personality traits of three of the following characters: UncleAxel, Ann, Alan, Michael.

b) In what ways is Aunt Harriet a victim of Waknuk’s intolerance?c) Do you agree with Uncle Axel’s definition of man?d) For what reasons is David growing more fearful?e) How does Petra complicate David’s situation?

- for homework, prepare a “Normalcy Certificate”that could be used by the Inspector at thebirth of Petra, and post in the classroom.

- in class and at home use print and electronic resources to define new or difficult words.

Step E: Reading, Writing/Journal Response

Students: - use print and electronic resources to define “dreams”.- identify the events in the novel that can be defined as parapsychological phenomena (e.g.,

telepathy, dreams).- narrate, in their journals and then orally, an experience with parapsychology (e.g., ESP,

telekinesis, clairvoyance) or explain their knowledge and opinions of parapsychology.- read an article from a print or electronic resource on parapsychology, explaining.

a) why they agree or disagree with the views expressed.b) why the opinions expressed in the article are valid or not.

Step F: Reading, Writing/Research Report

Students: - in pairs, use print and electronic resources to research one of the themes of the novel, as it

applies to our society (e.g., one aspect of parapsychology, cloning, genetic mutations, thepros and cons of nuclear energy, nuclear waste and the environment, religious cults or sects,the after-effects of the bombing of Hiroshima, Darwin’s theory of evolution); if time allows,invite a guest to speak on one or more of the research topics.

- apply steps of a research process:- narrow topic and establish focus;- locate and select, and note relevant information from three to five sources;

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- summarize and organize information in a short report according to a basicoutline.

- cite resources accurately according to an accepted system of documentation.- apply steps of a writing process by:

- brainstorming and webbing ideas;- making a tentative outline with attention to sequencing and paragraphing;- writing first draft;- conferencing with teacher;- using peer editing and peer conferencing to polish papers;- revising and editing paper taking into consideration the teacher’s formative evaluation

and peers’ comments;- publishing report with the use of electronic resources;- handing in papers according to a deadline set by the teacher and the students for

summative evaluation.- write a personal evaluation in their response journals on what they have learned relating to

the content of the research paper, the discipline of the writing format, and how to improve onweaknesses.

Step G: Speaking/Oral Presentation

Students: - in pairs, select the three items of information from their research that they found the most

interesting.- rehearse their delivery of the oral presentation with attention to the use of verbal and non-

verbal elements for interest:- the sequence of information;- the use of gender-neutral language,

- present research orally to the class, with the use of at least one audio-visual aid.

Step H: Grammar and Usage/Spelling and Punctuation

Teacher:- reviews with students the use of phrases and of correlative conjunctions to vary sentences.- explains to students the use of transitions in a multi-paragraph text, providing various texts

and sentences as models (e.g., note sentence beginnings, use of adverbs, sentence combiningtechniques, use of repetition for a purpose).

Students: - apply knowledge of parts of speech and spelling to proofread texts, with reference to print

and electronic resources, paying attention to specialized and/or technical terms encounteredduring research.

- revise their oral presentation for appropriate diction and sentence structure.- revise their sentences with attention to capitalization, punctuation, the avoidance of sentence

errors, and the use of transitions.

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diagnostic- chart (Step A)- brainstorming (Step C)formative- think-pair-share activity (Step B)- reading for research purposes (Steps B and E)- informal debate (Step C)- questions and answers (Step D)- journal writing (Step E)- conferencing for first draft of the research report (Step F)summative- written report (Step F)- oral presentation (Step G)

8. Resources


HumanGuest speaker from an anti-pollution agency or from Environment Canada

TechnologicalDreaming@SWOON. (consulted November 29, 1999)

http://www.swoon.com/dream/index.html


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Hope for the Future

1. Time

300 minutes

2. Description

In this activity, students complete their critical analysis of a science fiction novel with attentionto plot, theme, and symbolism. Students integrate a symbol into a promotional ad for the noveland present their views on one of the novel’s major themes in a formal presentation.




Specific Expectations: EAE2D-LR-For.2 - 3 - 5 - 6 - 7 - 8EAE2D-LR-Str.1 - 2 - 3 - 4 - 7 - 10EAE2D-LR-Inv.1 - 4 - 5 - 6 - 7 - 8 - 11EAE2D-LR-Crit.1 - 3 - 5 - 6

Strand: Writing

Overall Expectation: EAE2D-W-OE.1

Specific Expectations: EAE2D-W-For. 9EAE2D-W-Proc.2 - 6EAE2D-W-Gram.1 - 3 - 11 EAE2D-W-Crit. 4 - 5



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Specific Expectations: EAE2D-O-ForList. 1 - 2EAE2D-O-ForSpea. 1 - 3 - 5 - 7 - 8 - 9EAE2D-O-GrSk. 1 - 2 - 3EAE2D-O-Crit. 1 - 2 - 3



Specific Expectations: EAE2D-M-For.1 - 2EAE2D-M-Inv. 4 - 7EAE2D-M-Crit. 2 - 3

4. Planning Notes

The teacher will:- provide students with material and electronic resources to produce an ad in audio, visual or

electronic form.- select a song relating to the theme of dream and nightmare and reserve the CD/cassette

player.


- Have spoken clearly and confidently with the help of notes on a given topic, usingappropriate level of language.

- Have interpreted the main elements of fiction.- Have assumed various roles in the preparation of a group presentation.- Have asked relevant questions and formulated opinions about ideas presented and discussed.- Have expressed their reflections on the values of a work of literature, clarifying their own

opinions on a given topic.


Step A: Reading/Analysis, Synthesis, Criticism

Students:- complete their reading of the novel.- in their journals, explain the reasons why they think the novel would or would not make a

good movie and share their impressions of the novel.- individually or in groups review the plot of the novel by:

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a) completing a plot graph of the novel;b) completing a sequencing exercise provided by the teacher;c) completing conflict chart begun in Activity 1.4.

Teacher:- asks students questions and suggests answers that lead students to recognize and appreciate

devices that maintain the reader’s interest (e.g., flashback, foreshadowing, suspense, open-ending).

Students:- in class and at home respond to questions on the final chapters of the novel:

a) Why are Petra, David and Rosalind such a threat to Waknuk?b) How does the Sealand Lady bring a resolution to the various conflicts?c) In what way is Sophie a tragic heroine?d) What is the philosophy of the New People?

Step B: Writing, Reading, Listening/Journal Response, Group and Class Exploration

Students:- in their journals, explain whether the novel is a work of hope or despair, supporting their

position with reference to the text and to the more general theme of dream or nightmare (e.g.,Is it right for stronger cultures or groups to stamp out weaker ones because of theirsuperiority?)

- in groups of three, continue their analysis of key passages in terms of the novel’s themes(e.g., the expectations of the man from the Fringes, the Old People’s way of life, the SealandLady’s belief in change).

- share journal responses and analysis informally with other groups.Teacher:- verifies with students the literal meaning of the title, asking students to relate the definition to

the Sealand Lady’s philosophy (on change) and to Uncle Axel’s views.- reviews concept of the metaphor, asking students questions to further their understanding of

the title as a symbol of change.Students:- conclude reflection on change by listening to a song that deals with this theme (e.g., Imagine

by John Lennon) and that ends the unit on a positive note.

Step C: Reading, Media Studies/Advertising

Students: - individually or in pairs, produce a promotional ad for the novel that presents a symbol that

relates to the characters and/or themes of the novel (e.g., a foot with six toes, a cat with notail) and that conveys their view of the novel as a dream or a nightmare; this ad could be aposter, a page in a magazine, a page on the Internet, a promotional flyer.

Teacher: - reviews with students the characteristics of an effective ad in terms of purpose and audience

(Resource Lines 9/10, p. 266-270) emphasizing the avoidance of stereotypes.

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Students:- explain their ad orally and post it in the classroom so that it can be evaluated by the teacher

and other students according to criteria such as originality, clarity, persuasiveness,conventions of language, attention-getting devices, the avoidance of stereotypes, accuracy ofinformation.

Step D: Grammar and Usage/Spelling and Punctuation

Students:- conference with their peers to ensure the avoidance of stereotypes and biases in their ad.- conference with their peers to review their ads for grammatical and/or spelling errors.- examine various ads in audio, visual and electronic forms as models for their own ad,

identifying and explaining examples of slang, jargon, dialect, and colloquialisms.- assess their own ad in terms of purpose and audience, determining whether the diction is

suitable; use gender-neutral language.

Step E: Reading, Writing, Speaking /Supporting Opinions

Students:- in groups of four, debate one or more of the following topics, supporting their position with

specific references:a) It is better to die than to live in the Fringes. How has “Tribulation” affected the world in

general and the people of Waknuk in particular?b) The Chrysalids portrays a society where people who are different are destroyed. What

message is the author giving us about prejudice in Waknuk?c) With reference to the Sealand Lady’s speech about change, explain why the Sealanders go

to so much trouble to rescue Petra and the others like her.d) “I shall pray to God to send charity into this world, and sympathy for the weak, and love

for the unhappy and unfortunate. I shall pray Him, too, that the hearts of the self-righteousmay be broken ....” Explain how Aunt Harriet’s prayer describes what is wrong withWaknuk’s society.

- share their opinions with other groups in a formal presentation.- ask questions about views presented.- evaluate the effectiveness of their presentation and their contribution to the group, noting

specific problems and possible ways to make improvements.

Step F: Reading, Writing/Test

Students:- respond in writing to a variety of questions on the novel in a test situation, answering both

objective questions and longer development questions.

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diagnostic- observation during class discussions and group work (Step A)- questions and answers (Step A)formative- questions and answers (Step A)- journal writing (Step B)- peer evaluation of ad (Step C)- self-evaluation (Step E)summative- promotional ad (Step C)- oral presentation (Step E)- test (Step F)

8. Resources(No specific resource has been assigned for this activity: the teacher may select from amongthe resources listed in the course or unit descriptions or choose other resources that he/sheconsiders relevant and appropriate.)


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ACTIVITY 1.6 (EAE2D)

Summative Assessment Task Hear no Evil or See no Evil

1. Time(Time allotment for the summative task must be an integral part of the activities’ time frame.)

80 - 100 minutes

2. Description

For this summative assessment task, students demonstrate their knowledge and understanding ofthe characteristics of Gothic literature by independently reading and analysing a short story.Students produce an audio recording or graphic illustration of an excerpt, explaining theirinterpretation in a brief paragraph. Students communicate their analysis in written answers toquestions, and in a one-paragraph letter to a peer from the author’s point of view. Thissummative assessment task follows EAE2D 1.1: Horror and Fantasy - Terrifyingly Believable.




Specific Expectations: EAE2D-LR-For.1 - 2 - 3 - 5 - 6 - 7 - 8 EAE2D-LR-Str.1 - 3 - 5 - 7 EAE2D-LR-Inv.1 - 4 - 5 - 7 - 8 - 10 EAE2D-LR-Crit.3 - 5

Strand: Writing

Overall Expectation: EAE2D-W-OE. 1

Specific Expectations: EAE2D-W-For.7 - 8 EAE2D-W-Gram.8 - 10 -11 -13

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4. Planning Notes

- Research the main elements of Gothic literature.- Select the story to be read and analysed, ensuring that it presents the characteristics of Gothic

literature and that it contains metaphors and symbols.- Select and highlight excerpts in the short story that students might choose for their recording

or illustration. - Formulate questions on the selected text (refer to Student’s Booklet).- Prepare instructions and evaluation grids for:

- the audio recording or graphic illustration of the excerpt- the explanation of the recording or illustration- the letter from the author’s point of view

- Provide in-class time for silent reading, allowing students to complete most of the recordingor illustration as homework.

- Give students access to audio equipment and/or to art material (markers, paper, bristol board)and/or to computer graphics to begin their recording or illustration in class.


- Explain the summative assessment task to the students: Students will demonstrate their knowledge and understanding of Gothic literature by:

Step 1 - Independently reading a Gothic short story selected by the teacher.Step 2 - Producing an audio recording of an excerpt from the story in which they have

incorporated sound effects that convey at least five elements of Gothic literature.(They may choose one of the passages highlighted in the story.)

OR (choose one)Step 2 - Producing a graphic illustration (composed of hand-drawn or computer images) of

an excerpt from the story in which they have incorporated at least five elements ofGothic literature. (They may choose one of the passages highlighted in the story.)

Step 3 - Explaining in a paragraph how their recording or illustration in Step 2 conveys theelements of Gothic literature.

Step 4 - Answering questions on the Gothic short story selected by the teacher.Step 5 - Writing a paragraph about the short story in the form of a letter from the author to

another student.- Explain the overall and specific expectations that will be used to assess the students’

knowledge and skills in the strand of Literature Studies and Reading and the strand ofWriting, as well as the criteria on achievement chart 1.6.1. Students are expected to:- read independently literary texts of increasing length and complexity with a focus on the

short story;- analyse the elements of fiction in written responses;- answer questions and write paragraphs to demonstrate understanding and interpretation of

a text;

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- identify and interpret the effects of literary/stylistic devices with a focus on symbols andfigures of speech;

- apply knowledge of genres and forms, in this case the Gothic short story;- determine the purpose and intended message of a text through their analysis;- demonstrate understanding of unfamiliar words in context with reference to a dictionary

when necessary;- demonstrate understanding of both the literal and figurative meaning of specific passages;- respond critically and creatively to the content, theme and style of a text;- explain the context of Gothic literature;- use point of view effectively in a creative response;- use vivid and precise vocabulary, effective sentence structure and correct spelling in

written responses.- Hand out to the students the text of the story, the instructions for each step, and the

corresponding evaluation grids, according to the following timeline. - The following timeline is suggested for the completion of this summative assessment task:

Step 1 (Day 1) : 15 - 20 minutesStep 2 (Day 1) : 15 - 20 minutes (to be completed as homework)Step 3 (Day 2) : 8 - 10 minutesStep 4 (Day 2) : 25 minutesStep 5 (Day 2) : 22 - 25 minutes

6. Resources

TechnologicalGothic Literature (consulted February 5, 2000)

http://mercer.edu/glance/eng236/gothic.htmlhttp://www.centenary.edu/~balexand/goth201home.htm;http://www.members.aol.com/iamudolpholorg.html

7. Appendices (space reserved for the teacher to add his/her own appendices)Appendix EAE2D 1.6.1 : Achievement Chart - Hear No Evil or See No EvilAppendix EAE2D 1.6.2 : Student Booklet - Hear No Evil or See No Evil

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Achievement Chart - Hear no Evil or See no Evil Appendix EAE2D 1.6.1

Assessment Techniques: diagnostic 9 formative 9 summative :

Categories andcriteria

50 - 59%Level 1

60 - 69%Level 2

70 - 79%Level 3

80 - 100%Level 4

Knowledge/Understanding

The student:- demonstratesknowledge of thecharacteristics of theGothic short story- demonstratesunderstanding of literal and figurativelanguage, and theme, ina sight passage- demonstratesunderstanding of theuses and effect ofsymbolism and figuresof speech, images andmetaphors

The studentdemonstrateslimitedknowledge ofform, and limitedunderstanding ofconcepts, themes,and the uses andeffect of aestheticelements

The studentdemonstratessome knowledgeof form, and someunderstanding ofconcepts, themes,and the uses andeffect of aestheticelements

The studentdemonstratesconsiderableknowledge ofform, andconsiderableunderstanding ofconcepts, themes,and the uses andeffect of aestheticelements

The studentdemonstratesthoroughknowledge ofform, andthorough andinsightfulunderstanding ofconcepts, themes,and the uses andeffect of aestheticelements

Thinking/Inquiry

The student:- analyses, explains andreflects in writtenresponses to a shortstory which requireprediction, inference,and interpretation- applies inquiry skillsof prediction, inference,and interpretation ofelements in a short story

The student usescritical andthinking skillswith limitedeffectiveness inwritten responsesto a short storythat requireprediction,inference, andinterpretation

The student usescritical andthinking skillswith moderateeffectiveness inwritten responsesto a short storythat requireprediction,inference, andinterpretation

The student usescritical andthinking skillswith considerableeffectiveness inwritten responsesto a short storythat requireprediction,inference, andinterpretation

The student usescritical andthinking skillswith a highdegree ofeffectiveness inwritten responsesto a short storythat requireprediction,inference, andinterpretation

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Communication

The student:- communicates knowledge andunderstanding of theelements of a Gothicshort story- communicates with asense of point of view ina letter from the authorto a student- demonstratescommand of paragraphstructure and/or letterformat

The studentcommunicatesknowledge andunderstandingwith limitedclarity inparagraphstructure and/orletter format

The studentcommunicatesknowledge andunderstandingwith some clarityin paragraphstructure and/orletter format

The studentcommunicatesknowledge andunderstandingwith considerableclarity inparagraphstructure and/orletter format

The studentcommunicatesknowledge andunderstandingwith a highdegree of clarityand confidence inparagraphstructure and/orletter format

Application

The student: - uses descriptivevocabulary, complexsentence structure,knowledge of spelling - uses knowledge ofvocabulary andcontext cues to readindependently

The student usesdescriptivevocabulary,complex sentencestructure,knowledge ofspelling andknowledge ofvocabulary andcontext cues toread independentlywith limitedcompetence

The student usesdescriptivevocabulary,complex sentencestructure,knowledge ofspelling andknowledge ofvocabulary andcontext cues toread independentlywith moderatecompetence

The student usesdescriptivevocabulary,complex sentencestructure,knowledge ofspelling andknowledge ofvocabulary andcontext cues toread independentlywith considerablecompetence

The student usesdescriptivevocabulary,complex sentencestructure,knowledge ofspelling andknowledge ofvocabulary andcontext cues toread independentlywith a highdegree ofcompetence

Note: A student whose achievement is below level 1 (less than 50%) does not meet the required overallexpectations for this task.

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Student Booklet Appendix EAE2D 1.6.2

Hear No Evil or See No Evil

Step 1: Independent Reading Activity: IndividualTime: 15-20 minutes

1. Demonstrate your knowledge and understanding of Gothic literature by silently reading theshort story selected by the teacher for this assessment task.

2. As you read, think of other Gothic short stories you have read or viewed so far this year.

3. Refer to a dictionary when necessary to clarify the meaning of unfamiliar words.

Step 2: Audio recording OR Activity: Individual or in pairsGraphic illustration Time: 15-20 minutes

1. Choose one of the highlighted excerpts in the short story you have just read.

2. Choose one of the following tasks:- Produce an audio recording of your selected excerpt and incorporate sound effects that

convey at least five elements of Gothic literature.OR - Produce a graphic illustration composed of hand-drawn or computer images and

incorporate at least five elements of Gothic literature.

3. Begin this second step in class, as soon as you have finished reading the short story, andfinish it as homework.

4. Review your class notes on the characteristics of Gothic literature before completing thistask.

5. Your production will be assessed according to the following criteria:Audio recording- length- number of sound effects- appropriateness of sound effects- pronunciation- intonation- rhythm- originality- incorporation of Gothic elements- overall quality/effectiveness

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Graphic illustration- use of detail- completeness- appropriateness of images- neatness- spacing- use of colour and/or shading- originality- incorporation of Gothic elements- overall quality/effectiveness

Step 3: Explanation of Gothic elements Activity: Individual or in pairsTime: 8 - 10 minutes

1. In a well- structured paragraph of 8 to 12 sentences, explain in which ways your audiorecording or graphic illustration conveys at least five Gothic elements.

2. Write an opening statement that explains what you liked most about the selected story.

3. Write a closing statement that explains what you liked most about your production in Step 2.

4. You may refer to a dictionary as you proofread your paragraph, but no other notes or booksare allowed for this step.

5. Hand in your audio recording or graphic illustration to the teacher, along with yourparagraph, for assessment.

6. Your paragraph on the Gothic elements will be assessed according to the following criteria:- clarity of explanation- completeness of explanation- correctness of explanation- use of references to the short story- coherence of explanation- language conventions - descriptive vocabulary, sentence structure, spelling

Step 4: Questions and Answers Activity: Individual Time: 25 minutes

1. Demonstrate your knowledge and understanding of the elements of fiction and of Gothicliterature by answering questions on the selected short story. Use full sentences in yourresponses.

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2. Your answers will be assessed according to the following criteria:- clarity- completeness - correctness- use of examples from the text- use of literary terms and concepts

3. Some possible questions (at least one question on each element of fiction is suggested):

Questions on Plot- In what ____ (the number of ways expected should be indicated) ways does the title relate

to the story?- In what ____ways does the opening of the story make the reader want to read on?- In what ____ways does the inciting action or initial situation establish suspense?- In what ways would the story be different if another character (the name should be

indicated) were the narrator?- Which event is the climax of the story? Explain your choice of events.- Which events are used by the author to foreshadow the climax and/or denouement of the

story?- Explain in your own words three clues that prepare the reader for the surprise at the end.- In your own words, explain the surprise in the closing or denouement of the story.- According to you, is the author successful in maintaining suspense right to the end of

the story? Justify your opinion with ___ (the number of reasons expected should beindicated) reasons and examples from the story.

Questions on Setting- In what ____ ways does the setting contribute to the atmosphere of suspense in the story?- In what ____ ways does the setting of the story reflect the main character’s emotions?- Identify and explain the elements of this story’s setting that are typical of Gothic

literature.- Explain in which way the setting is a source of conflict for the main character.

Questions on Character- Describe the main character’s feelings as they appear in a specific passage.- Identify a passage in the story where a character experiences remorse (or another emotion,

according to the story selected). Explain your choice of passages.- Explain the cause (or causes) of the conflict between two or more characters in the story.- According to you, is the main character good or evil ? Justify your opinion with ___

reasons and examples from the story.- If you were a judge, would you find the villain guilty or innocent for reasons of insanity?

Justify your opinion with ____ reasons and examples from the story.- Identify and describe the different kinds of conflict the main character must face.- According to you, does the main character win or lose his/her struggle with evil? Explain

your interpretation with ____ reasons and examples from the story.

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- According to you, does the main character resolve his/her inner conflicts? Explain yourinterpretation with ____ reasons and examples from the story.

- To what extent is the main character a flat or round character? Explain your analysis withexamples from the story.

Questions on Theme- In your own words, explain the author’s intended message on life and death OR good and

evil (or another theme selected by the teacher, according to story).- Explain how the title relates to the main theme of the story.- Explain the following quotation (to be selected by the teacher) as it relates to the theme of

innocence and guilt (or another theme selected by the teacher, according to the story).- Do you agree with the opinion (or opinions) expressed by the author in the following

quotation (to be selected by the teacher)? Justify your opinion in terms of your ownexperience.

- Is justice done by the end of the story? Justify your interpretation with _____ reasons andexamples from the story.

Questions on Literary/Stylistic Devices- In what ____ ways is this story similar or different from other Gothic short stories you

have read in class this year (or one specific title might be selected by the teacher)?- Identify the supernatural elements of this story and explain how they contribute to the

story.- In what way is a specific element (to be selected by the teacher according to the story)

a symbol of love (or another concept selected by the teacher according to the story)?- In what way could the title (or another element of the story) be interpreted as a symbol of

hope (or another concept selected by the teacher according to the story)?- Explain the literal and figurative meaning of following passage (to be selected by the

teacher).- Identify and explain ____ (the number of devices expected should be indicated)

literary/stylistic devices in the following excerpt.- Identify and explain ____ (the number of figures of speech should be indicated) figures of

speech in the following excerpt.- Describe the impact of the following image (selected by the teacher according to the

story) on the reader.- Define the main elements of the Gothic short story, and explain to which extent each of

these elements is or is not found in this story. Use examples to support yourinterpretation.

- Find an example of each of the following Gothic elements (to be selected by the teacheraccording to the story) in this story.

- Would this story make a good horror movie? Justify your position with ____ reasons andexamples from the story.

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Step 5: Letter to a student by the author Activity: Individual Time: 22 - 25 minutes

1. Use the format of the friendly letter to write to a student in this class as if you were the authorof this story, and explain the purpose and intended message of this story.

2. Begin your letter with the following opening: I enjoyed meeting you at last week’s book fair. Thank you for buying my last collection ofshort stories. I thought you might like to know that the main point of the story“ ” (indicate the title of the story) is...

3. Complete the body and closing of the letter with attention to the use of point of view. Yourletter should be no less than 12 sentences in length.

4. You may refer to a dictionary as you proofread your letter, but no other notes or books areallowed for this step.

5. Hand in your letter to the teacher, along with your answer to the questions in Step 4, forassessment.

6. Your letter will be assessed according to the following criteria:- clarity of ideas- completeness of ideas - correctness of ideas- use of examples from the short story- use of point of view - tone, diction, consistency, originality- language conventions - descriptive vocabulary, sentence structure, spelling

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UNIT 2 (EAE2D)

Drama - Shakespeare’s Romeo and Juliet

Unit Description

In this unit, students read, view, and listen to a tragedy by Shakespeare, in this case Romeo andJuliet, while applying their knowledge of literary elements and devices. Students explore thethemes of the selected play by paraphrasing and analysing key passages and by extractingmeaning through their increasing knowledge of Elizabethan English. Students convey theirinterpretation of the play through journal writing, role playing, an opinion text, and a dramaticmonologue. Students are introduced to the main components of the literary essay.




Specific Expectations: EAE2D-LR-For.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8EAE2D-LR-Str.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10EAE2D-LR-Inv.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 13EAE2D-LR-Crit.1 - 2 - 3 - 5 - 6

Strand: Writing

Overall Expectations: EAE2D-W-OE.1 - 2 - 3 - 4 - 5

Specific Expectations: EAE2D-W-For.2 - 6 - 7 - 8 - 9 EAE2D-W-Proc.1 - 2 - 3 - 4 - 5 - 6 EAE2D-W-Gram.1 - 2 - 3 - 4 - 5 - 6 - 8 - 9 - 10 - 11 - 12 - 13EAE2D-W-Res.2 - 3 - 4 - 6 EAE2D-W-Crit.1 - 2 - 3 - 4 - 5



Specific Expectations: EAE2D-O-ForList.1 - 2 - 3 - 4 EAE2D-O-ForSpea.2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11EAE2D-O-GrSk.1 - 2 - 3 - 4 - 5EAE2D-O-Crit.1 - 2 - 3

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Specific Expectations: EAE2D-M-For.1 - 2 - 3 - 4EAE2D-M-Inv.1 - 2 - 8EAE2D-M-Crit.2 - 3 - 4

Activity Titles

Activity 2.1: Family FeudsActivity 2.2: Love At First SightActivity 2.3: The Cruel Twists of FateActivity 2.4: The Playwright’s CraftActivity 2.5: Then and Now


- Have understood the general content of the Shakespeare play (e.g., themes, characterization)and be familiar with common Elizabethan terms.

- Have applied the research process in the previous unit to explore various issues relating to thetext under study.

- Have enough prior knowledge of the Shakespearean era to be able to understand the cultureand the mind set that would influence a writer at that time.

- Have applied knowledge of literary forms and techniques to interpret the main and supportingideas in literary texts.

- Have recognized the elements of the dramatic monologue and the soliloquy.

Unit Planning Notes

The teacher will:- collect various articles and documents pertaining to the life and times of William

Shakespeare. - have a general list of frequently used words in Shakespeare’s plays to be completed with

students’ input.- provide descriptors that could be used when students build their evaluation instrument for

peers’ presentations.- reserve audiovisual equipment for presentations.- provide access to dictionaries and thesauri in either print or electronic form.- preview media presentations to ensure relevancy.- conference with students during evaluation of scripts.

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- give students time to write in their response journals.- vary the composition of groups so that the same students are not always together. - plan in-class time for evaluation of students’ presentations.Note: the study of love poems in Unit 3, Activity 2, can be integrated into this unit.

Since Activity 2.3 on the literary essay is intended as an introduction, it is suggested thatit be done by students in pairs.


Français- apply knowledge of literary forms and techniques to further interpretation of drama.- apply various reading strategies (skimming, scanning and surveying) and knowledge of

context clues and French vocabulary for research purposes.- apply transferable knowledge of sentence structure, grammar and punctuation to written

texts.

Other Disciplines- explore social and human history from the Elizabethan era.- explore comparative religious studies.- explore political science (e.g., the study of the monarchy, the status of women in society).- develop acting and dramatic reading skills (creative aspect).- explore social studies, law, politics.- develop knowledge of word origins and of French (e.g., thou and thee/“toi” and “tu”, the “st”

ending in Elizabethan English and the “s” with “tu” in French).

Animation culturelle- develop knowledge of staging and viewing plays, of play writing and of theatre.- interpret a work of literature and its context, in this case a Shakespeare play.

Technology- explore various media interpretations of a work of literature.- use electronic resources for information retrieval and management.- use electronic resources to edit and publish texts according to a specific format.

Careers- explore careers in the theatre and in script writing.- use appropriate levels of language in formal and informal situations.

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- brainstorming- buddy system- collaborative/cooperative learning- computer assisted learning- conferencing- directed reading/ thinking activity- guided reading- guided writing- peer practice- dramatic monologue- vocabulary log

- problem posing- prompts- read along- read aloud- reader’s theatre- reading response- rehearsal/repetition/practice- research- response journal- role playing- think/pair /share



diagnostic- quiz or journal response on the conventions of the Elizabethan stage- exercise assessing students’ comfort level with Elizabethan Englishformative- journal responses- questions and answers in class discussions- quiz with key passages- vocabulary log- feedback during the collaborative writing periods- auto and peer evaluation provided by students in a summary of their performance and that of

their peers during the collaborative writing process- character sketchsummative- dramatization of a sequel- dramatic monologue- literary essay- research report/role-playing



Students with Special Needs- Involve the student in goal setting.- Provide extra text books (as required) for home.

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- Employ verbal rehearsal and questioning strategies following instruction, in order to help thestudent focus on important information.

- Provide varied opportunities for peer and/or group interactions (e.g., cooperative learning,sharing).

- Present information in as many forms as possible: oral presentation, board notes, overheads,diagrams, class discussion, activity-based learning.

- Clarify definitions, terms and vocabulary in assignments, and ensure understanding by askingstudents to retell or paraphrase instructions.

- Provide extra time to complete assignments that might otherwise be completed in classand/or reduce the scale of the assignment.

- Encourage oral discussion before and after reading to increase the student’s level ofcomprehension.

- Allow students to demonstrate understanding of play by producing a storyboard.- Provide organizational strategies to assist in the preparation of planned oral presentations

(e.g., speeches, debate).- Use direct instruction and modelling to encourage the use of a variety of pre-writing and


- Provide a print copy of chalkboard notes, if necessary (e.g., photocopy of teacher or peer’snote).

- Allow students to demonstrate understanding of text in an oral rather than a written response.

Remedial and Enrichment- Provide extra time for processing.- Allow additional time where necessary, for completion of reading activities.- Provide opportunities for alternate modes for information sharing (e.g, videos, plays,

graphics, tapes).- Give students the opportunity to view a Shakespeare play at a local theatre or university;

organize a class outing to Stratford.- Give students the opportunity to view and listen to a ballet version or to Tchaikovsky’s

musical version of Romeo and Juliet, making connections with the original text anddemonstrating appreciation for the artistry of expression.

- Ask students to write a parody (in groups) of a scene in the play, modernizing the text andadding different cultural overtones.

- Ask students to write a letter to Shakespeare explaining the reasons why the play Romeo andJuliet does or does not reflect the problems faced by today’s teenagers.

- Give students access to various musical and video interpretations of Romeo and Juliet [e.g.,“Romeo and Juliet” by Dire Straits on Making Movies (song), “Romeo Had Juliet” by LouReed on New York (song), “Romeo and Juliet” (late 50s song), West Side Story by RobertWise (film)], asking them to compare and contrast the two versions in chart form.

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B - Assessment/Evaluation techniques


and/or reduce the quantity of the assignment.- Give assignments orally and visually.- Provide students with a modernized version of key passages under study.

Remedial and Enrichment- Provide more opportunities for formative evaluation.- Allow opportunities for alternatives to writing (e.g., graphic representations, drama, media

presentations, time lines, collages, a cartoon version of a scene).

Security


Resources


PedagogicalKIRKLAND, Glen and Richard DAVIES, eds., Inside Stories I, Toronto, HBJ, 1987, 275 pages.MACNEILL, James A., Sunburst, Scarborough, Nelson, 1982, 192.pages.MCLUNG, M.G. and P.J. STEWART, eds., Cycles 3, Scarborough, Prentice-Hall, 1990,

378 pages.SHAKESPEARE, William, Romeo and Juliet, Toronto, HBJ, 1987, 285 pages.SMITH, Peter J., The Harcourt Writer’s Handbook, Toronto, Harcourt, 1999, 472 pages.SUNEGA, Thom, Know More English 2 nd ed., Scarborough, Prentice Hall, 1999, 482 pages.

Reference/ ConsultationANDREWS, John F., ed., William Shakespeare: His World, His Work, His Influence (3

volumes), New York, Scribners, 1985.BALDICK, Chris, Oxford Concise Dictionary of Literary Terms, New York, Oxford University

Press, 1996, 246 pages.BOYCE, Charles, Encyclopedia of Shakespeare A to Z, New York, Roundtable Press, 1990.DAWE, Robert, Barry DUNCAN and MATHIEU, Wendy, Resource Lines 9/10, Scarborough,

Prentice-Hall, 1999, 346 pages.EPSTEEN, Norrie, The Friendly Shakespeare, New York, Viking Press, 1990.JUDGE, Harry, ed., Oxford Illustrated Encyclopedia/World History from Earliest Times to 1800

(vol.3), New York, Oxford University Press, 1988.

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HumanLocal actor, television producer, script writer, movie/arts critic from a local newspaper

MaterialA & E video: William Shakespeare/A Life of Drama (AAE-14149) 50 mins.

ISBN 1-56501-935-0.

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Family Feuds

1. Time

270 minutes

2. Description

In this activity, students begin to view, read, and listen to Shakespeare’s Romeo and Juliet. Theirstudy of Act I focuses on the analysis of characters and relationships. Students convey theirunderstanding of the play through journal writing, questions and answers, and the dramatizationof a sequel to Act I.



Overall Expectations: EAE2D-LR-OE.1 - 2 - 3

Specific Expectations: EAE2D-LR-For.2 - 3 - 5 - 6 - 7 - 8EAE2D-LR-Str.1 - 5 - 7 - 9EAE2D-LR-Inv.1 - 4 - 5 - 6 - 8 - 10 - 11EAE2D-LR-Crit.3 - 6

Strand: Writing


Specific Expectations: EAE2D-W-For.2 - 6 - 7 - 8EAE2D-W-Proc.2 - 4 - 5 - 6EAE2D-W-Gram.1 - 2 - 11 - 12 - 13EAE2D-W-Crit.3 - 5



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Specific Expectations: EAE2D-O-ForList.1 - 2EAE2D-O-ForSpea.1 - 4 - 5 - 6 - 7 - 10 - 11EAE2D-O-GrSk.1 - 2 - 3 - 4EAE2D-O-Crit.1 - 2


Overall Expectation: EAE2D-O-OE.2

Specific Expectations: EAE2D-O-For.1 - 2EAE2D-O-Inv.1

4. Planning Notes

The teacher will:- provide students with background information on Shakespeare and this specific play.- reserve audiovisual equipment for presentation of the play.- provide access to dictionaries and thesauri in either print or electronic form.- give students time to write in their response journals and to rehearse the delivery of their

prepared script.- preview and select a scene from a recent video version of Romeo and Juliet to be presented

as an introduction to the play.


- Have written character sketches in chart and paragraph form.- Have responded to texts and explained their responses with references.- Have demonstrated some knowledge and understanding of Shakespeare’s works and times.- Have applied various steps in the production, rehearsal, and delivery of an oral presentation.- Have developed the ability to use textual cues, print and electronic resources, and knowledge

of roots, prefixes and suffixes to understand unfamiliar terms, in this case, Shakespeareanvocabulary.


Step A: Brainstorming/Diagnostic

Students:- briefly view the stage scenes of Romeo and Juliet as they appear in a recent video (e.g.,

Shakespeare in Love).

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Teacher:- leads a discussion on the reasons for the current interest in Shakespeare and for the relevancy

of his works.Students:- note in the scenes of the video, details pertaining to Shakespeare’s times and to the Globe

Theatre.- read a few research documents on the Elizabethan stage provided by the teacher and take

notes on Shakespeare’s life, works, and times; complete a questionnaire on Shakespeareprepared by the teacher.

Step B: Reading, Listening, Speaking/Vocabulary, Chart

Students: - read and listen to an audio reading or the teacher’s reading of the prologue.Teacher:- reviews information contained in the prologue, as it pertains to the play’s setting (Verona),

plot (feud), characters (Romeo and Juliet) and theme (fate, love, death, violence). (In thissense the prologue can be considered a preview and even a “promo” of the play).

- reviews the characteristics of the sonnet and its scansion, as it appears in the prologue.Students:- research common Elizabethan vocabulary by completing an exercise.- memorize the prologue for homework, practising orally in class with the help of activities

(e.g., fill in the blanks sheets, sequencing sheet) provided by the teacher.- recite prologue in written or oral form -if time allows it- to prepare students for further oral

presentations and to make students comfortable with Elizabethan English.Teacher:- introduces the two feuding families to the students.Students:- keep an on-going chart of which characters belong to the house of Capulet and which belong

to the house of Montague, as they read the play.

Step C: Reading, Listening/Questions and Answers

Students: - listen to an audio tape of Act I, scene 1 as they read along, completing their chart of the two

houses as new characters are introduced.- answer questions orally, making the connection between the play and their personal

knowledge or experience:- How old are the men who are involved in the street fight?- What kind of jokes and language would normally be a part of these men’s conversations?- How do you think the Prince (who represents the law) should handle the street fight?- What advice would you give Romeo to help him solve his romantic problems?

Students:- individually or in small groups, brainstorm the ways in which a good television show or

movie gets the attention of its audience.

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Teacher:- lists students’ findings on the board, asking students to compare their findings with the

opening scene of Romeo and Juliet.

Step D: Reading, Listening/Questions and Answers

Teacher: - reviews drama terms pertaining to Shakespeare’s works with the use of an activity sheet (e.g.,

soliloquy, antagonist, protagonist, aside, comic relief).Students:- listen to an audio tape of Act I, as they read along.- individually and in groups, answer various questions on Act I in oral and written form to

verify comprehension and to interpret the text, completing answers for homework.- use print and electronic resources to define new or difficult words which they note in their

vocabulary log or as indicated by the teacher.

Step E: Reading, Writing/Journal Response, Think-Pair-Share

Students:- respond in their journals to at least two of the following prompts as they relate to either Act I,

scene 2 or Act I, scene 5:a) Should a 14 year old teenager keep secrets from his/her parents?b) Do teenagers have the right to choose their own friends?c) Are parents right to worry that friends are sometimes a bad influence on the behaviour of

teenagers?d) Do you listen more to your parents or to your friends?e) Should teenagers have a curfew?

- share their responses informally with another student and then with a group of students orwith the class.

- analyse the relationship which exists between Juliet and a) her father, b) her mother, c) thenurse, noting similarities and differences and citing specific passages.

- for homework, write a character sketch in chart or paragraph form of Juliet; compare theiranswers with their peers in class.

- further their investigation of parent-child relationships by reading a short story that deals withthis topic (e.g., “Penny in the Dust” by Ernest Buckler, “Flight” by Doris Lessing) and thatpreferably also uses symbols and metaphors to convey its message.

Step F: Reading, Writing, Listening/Analysis

Students:- informally debate: who is more mature, Juliet or Romeo?- read the poem “Fifteen” by William Stafford, explaining how the characters in the poem

could be considered modern “Romeos”.- for homework, write a character sketch in chart or paragraph form of Romeo, with reference

to various passages in the play.

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- informally debate: Will Juliet and Romeo go ahead with the marriage?- listen to one or more songs that deal with the topic of forbidden love - the “good” girl falling

for the “bad” boy (e.g., “Leader of the Pack” by the Shangri-La’s).

Step G: Writing, Speaking/Role-Playing

Students;- in groups of two or three, write and dramatize a dialogue between two or three characters as

they leave the Capulet party OR on their way home from the Capulet party (Note: if timeconstraints do not allow for this activity, students can write the dialogue without presenting itorally OR can improvise the dialogue without writing the script).Suggested topics:- (for two students) Juliet and one of her parents discuss the presence of Romeo and her

future marriage;- (for three students) Juliet and both her parents discuss the feud with the Montagues;- (for two students) Romeo and Benvolio discuss the party and their plans for tomorrow;- (for three students) Romeo, Benvolio, and Mercutio discuss the party and their plans for

tomorrow;- (for two students) Romeo and Tybalt meet on their way home;- (for two students) Juliet confides in the Nurse and describes her love for Romeo.

Students: - rehearse their delivery, including at least one audio or visual component (e.g., background

music, costumes, masks, props) that relates to the scene of the Capulet party (for this activity,students should view a video version of the last scene of Act I).

- dramatize their dialogue in front of their peers or in a video; give constructive feedback oneach of the groups’ presentations.


Students: - integrate Shakespearean terms and expressions into their dialogue as much as possible, using

print and electronic devices to verify the meaning of new words and to spell correctly.- use correct parts of speech and appropriate diction in the production of their dialogue.- punctuate their dialogue correctly, proofreading their text and integrating the teacher’s and

peers’ suggestions.



diagnostic- review the conventions of the Elizabethan stage and Shakespeare’s life and times (Step A)- questions and answers (Step B)- exercise on Elizabethan vocabulary (Step B)

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formative- questions and answers in class discussions and group work or as homework (Steps C and D)- journal writing (Step E)- character sketches (Steps E and F)- peer evaluation (Step G)summative- production and presentation of a new scene to end Act I (Step G)

8. Resources


Reference/ Consultation A&E Video: William Shakespeare/A Life of Drama (AAE-14149) 50 mins.

ISBN 1-56501-935-0.


Appendix EAE2D 2.1.1: Achievement Chart - Family Feuds

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Achievement Chart - Family Feuds Appendix EAE2D 2.1.1


Strand: Oral CommunicationOverall Expectations: EAE2D-O-OE.1 - 2 - 3 - 4 - 5

Student Task: Informal debate and dramatization on the main characters of Romeo andJuliet


50 - 59%Level 1

60 - 69%Level 2

70 - 79%Level 3

80 - 100%Level 4


The student:- demonstratesknowledge of theelements of fiction inShakespearean drama- demonstratesunderstanding ofcharacters and theirrelationships - demonstratesunderstanding ofrelationship among plot,conflict, character, andthemes - demonstratesunderstanding of theuses and effects ofconflict

The studentdemonstrateslimitedknowledge of theelements offiction, limitedunderstanding ofcharacters andtheir relationships,relationship amongplot, conflict,character, andthemes, as well as the uses andeffects of conflict

The studentdemonstratessome knowledgeof the elements offiction, someunderstanding ofcharacters andtheir relationships,relationship amongplot, conflict,character, andthemes, as well asthe uses andeffects of conflict

The studentdemonstratesconsiderableknowledge of theelements offiction,considerableunderstanding ofcharacters andtheir relationships,relationship amongplot, conflict,character, andthemes, as well asthe uses andeffects of conflict

The studentdemonstratesthoroughknowledge of theelements offiction, thoroughand insightfulunderstanding ofcharacters andtheir relationships,relationship amongplot, conflict,character, andthemes, as well asthe uses andeffects of conflict

Thinking/Inquiry

The student:- defends a point ofview in an informaldebate and dramatizes asequel - applies inquiry skillsof prediction, inference,and analysis in theirinterpretation ofcharacters’ relationships

The student usescritical andcreative thinkingskills with limitedeffectiveness, andapplies few of theskills ofprediction,inference, andanalysis

The student usescritical andcreative thinkingskills withmoderateeffectiveness, andapplies some ofthe skills ofprediction,inference, andanalysis

The student usescritical andcreative thinkingskills withconsiderableeffectiveness, andapplies most ofthe skills ofprediction,inference, andanalysis

The student usescritical andcreative thinkingskills with a highdegree ofeffectiveness, andapplies all oralmost all of theskills ofprediction,inference, andanalysis

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Communication

The student:- communicatesopinions and ideasorally- communicatesto justify an opinion ona literary topic - demonstratescommand in the use ofdebating skills and role-playing techniques

The studentcommunicatesopinions and ideasorally withlimited clarityand with alimited sense ofthe use ofpersuasivedevices,demonstratinglimited commandof debating skillsand role-playingtechniques

The studentcommunicatesopinions and ideasorally with someclarity and withsome sense of theuse of persuasivedevices,demonstratingmoderatecommand ofdebating skills androle-playingtechniques

The studentcommunicatesopinions and ideasorally withconsiderableclarity and with aclear sense of theuse of persuasivedevices,demonstratingconsiderablecommand ofdebating and role-playing techniques

The studentcommunicatesopinions and ideasorally with a highdegree of clarityand confidence,and with a strongsense of the use ofpersuasivedevices,demonstratingextensivecommand ofdebating skills androle-playingtechniques

Application

The student: - uses knowledge ofgrammar tocommunicate- uses public-speakingtechniques -uses knowledge ofElizabethan vocabularyand context cues - uses at least one audio-visual component- makes connections byciting examples frompersonal experiences aswell as from keypassages to defend anopinion

The student usesknowledge ofgrammar andpublic-speakingtechniques andmakes connectionswith limitedaccuracy andeffectiveness, usesknowledge ofElizabethanvocabulary andcontext cues withlimitedcompetence, anduses technologywith limitedappropriatenessand effectiveness

The student usesknowledge ofgrammar andpublic-speakingtechniques andmakes connectionswith someaccuracy andeffectiveness, usesknowledge ofElizabethanvocabulary andcontext cues withmoderatecompetence, anduses technologywith moderateappropriatenessand effectiveness

The student usesknowledge ofgrammar andpublic-speakingtechniques andmakes connectionswith considerableaccuracy andeffectiveness, usesknowledge ofElizabethanvocabulary andcontext cues withconsiderablecompetence, anduses technologywith considerableappropriatenessand effectiveness

The student usesknowledge ofgrammar andpublic-speakingtechniques andmakes connectionsaccurately andeffectively all oralmost all of thetime, usesknowledge ofElizabethanvocabulary andcontext cues witha high degree ofcompetence, anduses technologywith a highdegree ofappropriatenessand effectiveness


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Love At First Sight

1. Time

240 minutes

2. Description

In this activity, students continue their analysis of Shakespeare’s Romeo and Juliet (Act II) bycomparing and contrasting the main characters, by analysing the relationships and by criticizingvarious video versions of key scenes in an opinion text. Students explore the traditional conceptof tragedy in conjunction with their investigation of the play’s themes.




Specific Expectations: EAE2D-LR-For.1 - 2 - 3 - 5 - 6 - 7 - 8EAE2D-LR-Str.1 - 2 - 3 - 5 - 6 - 7 - 8EAE2D-LR-Inv.1 - 3 - 4 - 5 - 6 - 7 - 8 - 9EAE2D-LR-Crit.2 - 3 - 6

Strand: Writing


Specific Expectations: EAE2D-W-For.1 - 5 - 7 - 9EAE2D-W-Proc.2 - 4 - 6EAE2D-W-Gram.1 - 2 - 3 - 4 - 5 - 12EAE2D-W-Crit.4 - 5



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Specific Expectations: EAE2D-O-ForList.1 - 3EAE2D-O-ForSpea.1 - 7EAE2D-O-GrSk.1 - 5EAE2D-O-Crit.1 - 2



Specific Expectations: EAE2D-M-For.4EAE2D-M-Inv.1 - 2EAE2D-M-Crit.2

4. Planning Notes

The teacher will:- select the balcony scene from two video versions of the play and reserve VCR.- research the definition of tragedy according to Aristotle.- select a Greek or Roman myth of love for students. Note: Activity 3.2 in poetry unit can be done in the drama unit instead.


- Have used various print and electronic resources and reading strategies to understandunfamiliar words and to integrate vocabulary from their reading into their written texts andoral communication.

- Have revised and edited written work, used context clues, descriptive details and setting toidentify mood and atmosphere.

- Have demonstrated ability to identify and explain various literary stylistic devices.- Have written creative and critical responses to literary texts.- Have developed a controlling idea convincingly and logically in a multi-paragraph text.


Step A: Speaking, Writing, Reading/Brainstorming, Journal Writing

Teacher:- directs an informal debate on one of the following prompts:

- Do you believe in love at first sight?- Are Romeo and Juliet too young to be in love?

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- How can someone tell the difference between a “crush” and true love?- Can people be in love if they don’t really know each other?

Students:- write an acrostic poem on young love (using the letters of the word R-O-M-A-N-C-E) in their

journals.- read (and listen to) scene 1 of Act II, focusing on Mercutio’s mockery of romance or love and

imagining how Benvolio could have answered Mercutio.

Step B: Reading/Character Analysis, Journal Writing

Students: - read (and listen to) the balcony scene, noting their favourite verses or passages, and giving

reasons for their selection.- use a Venn diagram to contrast Juliet’s and Romeo’s characters, citing specific passages to

support their analysis (e.g., Juliet’s speech is more direct, she seems less impulsive).Teacher:- leads a discussion on the possible reasons why Romeo and Juliet are so quick to fall in love

despite the difficult circumstances.Students:- relate the events of this scene to their own experience and knowledge by writing in their

journals about:- the dangers of hasty decisions;- the challenges of teenage marriages;- falling in love in general.

- note the language of love explained in the poetry unit (e.g., images of light and darkness,various personifications of love).

Step C: Reading/Note-Taking, Questions and Answers

Teacher: - gives students notes on tragedy, as defined by Aristotle and as it relates to Romeo and Juliet.- explains the concept of unity of time and place as it appears in the play.Students:- review elements of the Shakespearean tragedy such as nemesis and pathos, focusing on the

concept of responsibility as it appears in the play.- continue to read and listen to Act II, answering questions on the play in both written and oral

form, as a class activity, as a group activity or as homework.- through an in-class discussion, reflect on the importance of understanding key passages

through inferential and contextual clues (e.g., duality and complexity of characters).- list the characteristics of the characters through passages in the play, emphasizing if possible

the duality and complexity of these same characters.

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Step D: Reading/Vocabulary Log/Synthesis

Teacher:- make a list of words which are repeated often in the play (e.g., anon, alack, thou, thy) to

further the language study.Students:- define new or difficult words with reference to print and electronic resources, comparing and

contrasting English words with French words and noting words of Greek and Latin origin.- read a Greek or Roman myth of love (e.g., Helen and Paris) for homework and present a brief

summary of it in an informal two-minute oral presentation.Teacher:- reviews presentations, asking students to note similarities between the myths and the play.

Step E: Reading, Skimming/Thematic Analysis, Jigsaw Method

Teacher:- lists the various themes of the play so far, asking students to find at least two quotations or

references for each of the following themes from the play:- “The course of true love never does run smooth”;- “Violence begets or brings about more violence”;- “In life, as in love affairs, moderation is the best policy”;- “Disobedience to recognized authority inevitably brings retribution or (punishment)”.

Students:- in groups of three or four, skim and scan the first two acts for quotations which relate to these

themes.- present their quotations and their explanation of the themes of the play to other groups, using

the jigsaw method of collaborative learning.

Step F: Reading, Viewing/Critical Response, Comparison-Contrast

Students:- view at least two different video versions of the balcony scene, noting differences in media

techniques (e.g., music, background lighting) and in the interpretation of the play (e.g.,characters’ reactions).

- write an opinion text in which they determine which video version is better, including threeto five reasons and specific examples to support their criticism.


Students:- apply the steps of writing as a process, informally debating their opinions as they consult

their peers.- edit their text for emphasis, eliminating redundancy and selecting forceful vocabulary.

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Teacher:- reviews rules of subject-verb agreement, especially as they apply to compound and

compound-complex sentences.- provides students with examples of sentences that are gender-neutral as a result of editing.



diagnostic- class discussion (Steps A and C)- questions and answers (Step B)formative- acrostic poem (Step A)- journal writing (Step B)- Venn diagram (Step B)- reading of myth (Step D)- questions and answers (Step C)- vocabulary log (Step D)- jigsaw group work (Step E)summative- opinion text (Step F)

8. Resources


Reference/ ConsultationBALDICK, Chris, “Tragedy”, Oxford Concise Dictionary of Literary Terms, New York,

Oxford University Press, 1996, p. 226-227.


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The Cruel Twists of Fate

1. Time

240 minutes

2. Description

In this activity, students continue their analysis of Shakespeare’s Romeo and Juliet (Act III) byexplaining the theme of fate and especially by giving their opinions about the characters andevents, through journal writing, class discussions, and group work. Students are introduced to theelements of the literary essay.




Specific Expectations: EAE2D-LR-For.2 - 3 - 5 - 6 - 8EAE2D-LR-Str.1 - 2 - 3 - 4 - 8EAE2D-LR-Inv.1 - 4 - 5 - 6 - 8 - 9 - 11EAE2D-LR-Crit.1 - 3 - 4 - 5 - 6

Strand: Writing


Specific Expectations: EAE2D-W-For.1 - 2 - 3 - 7 - 9EAE2D-W-Proc.1 - 2 - 4 - 5 - 6EAE2D-W-Gram.1 - 2 - 6 - 7 - 8 - 11 - 12 - 13EAE2D-W-Res.7 - 8EAE2D-W-Crit.2 - 3 - 4 - 5



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Specific Expectations: EAE2D-O-ForList.1 - 2 - 3EAE2D-O-ForSpea.1 - 3 - 6 - 9 - 10EAE2D-O-GrSk.1 - 5EAE2D-O-Crit.2 - 3



Specific Expectation: EAE2D-M-For.1

4. Planning Notes

The teacher will:- provide access to dictionaries and thesauri in either print or electronic form.- provide students with opportunities to debate views informally.- give students time to respond in their journals.- provide time for the application of the various steps of the writing process.- integrate Grammar and Usage/Spelling and Punctuation.- select relevant passages from Schulman’s West Side Story (and/or reserve film version).


- Have skimmed and scanned texts to select appropriate examples and references.- Have applied the steps of writing as a process.- Have applied knowledge of spelling, vocabulary, and sentence structure to convey an

opinion.- Have knowledge of the traditional plot graph.- Have knowledge of the pyramid structure of news stories.


Step A: Reading /Brainstorming

Students:- read the short story “On the Sidewalk Bleeding” by Evan Hunter and/or the gang-fight scene

in West Side Story by Irving Shulman (or watch a film clip).Teacher:- asks students questions in both written and oral form on the similarities between these texts

and the play, focusing on the nature of loyalty and friendship.

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Students:- brainstorm, in groups or in class a) the causes of violence in society, b) the more specific

causes of juvenile delinquency and c) the reasons why gangs exist.

Step B: Reading, Writing/Analysis

Students:- read (and listen to) Act III, scene 1, informally debating whether or not Romeo deserves the

Prince’s punishment.- for homework, summarize the events of this scene in the form of a brief news report, with

attention to the 5 W’s (who, what, where, why and when) and the inverted pyramid structure;read their texts to each other in small groups.

Teacher:- introduces the concept of fate and luck as it relates to Romeo’s plight and to the texts read in

Step A.Students:- in groups of three or four students, skim and scan Acts I, II and Act III, scene 1 to find:

a) five examples of foreshadowing;b) five direct or indirect references to fate, luck, or coincidence.

Teacher:- reviews students’ notes, relating their findings to Aristotle’s definition of tragedy.

Step C: Reading, Writing/Analysis, Journal Response

Students:- read and listen to the rest of Act III, continuing to note examples of foreshadowing and

references to fate.Teacher:- outlines the plot of the Shakespearean tragedy explaining that Act III constitutes the crisis

and defining terms such as denouement.Students:- answer questions on Act III in both written and oral form, as a class, in groups, and

individually.- in groups, contrast Juliet’s (scene 2) and Romeo’s (scene 3) reactions to the death of Tybalt.- individually or in groups, analyse the role of the Nurse and Friar Lawrence, discussing a)

whether their assistance helps or harms the young lovers and b) whether they are morallyright to keep Romeo and Juliet’s plans secret.

- in their journals, assume the point of view of either Romeo or Juliet and write two or morediary entries in which they give their feelings about:- Tybalt’s death, after scene 1;- the news of Romeo’s banishment, after scene 1;- the news that Paris and Juliet will marry on Thursday;- suicide.

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Teacher:- reviews with students the evolution in Juliet’s relationship with her parents, discussing:

a) how Juliet could have avoided the confrontation in scene 5;b) whether or not Romeo should have asked the Capulet family for forgiveness;c) whether or not Juliet should tell her parents about her marriage to Romeo.

- encourages students to support their opinions with specific examples and references (thediary entries and the discussion are intended as brainstorming for the literary essay).

Step D: Writing, Reading/Introduction to the Literary Essay

Students:- individually, for homework, write a one-paragraph opinion text on Tybalt’s death in which

they give three reasons and references; the following prompt is suggested: Is Romeoresponsible for Tybalt’s death?a) If so, why do you agree or disagree with the Prince’s sentence and why are the other

characters free of blame?b) If not, who (or what?) is to blame? Mercutio, the feuding families, fate, Tybalt himself?

- the next day, share their paragraph with a peer, discussing the views expressed and usingreferences to prove their point.

Teacher:- asks students to highlight the three reasons and references which they consider to be the best

in both texts and asks them to come to a consensus.Students:- informally debate their views with a partner.Teacher:- explains concept of thesis with the use of examples, as well as the concept of counter-

argument.Students:- integrate these concepts into the draft of their text, which combines ideas and examples from

both student’s paragraphs and which - unknown to them - has become a literary essay.- conference with a peer and/or teacher to verify the sequence of ideas.Teacher: - clarifies the purpose of the composition-persuasion, and asks them to place their strongest

argument last.- reviews with students requirements of research methodology with attention to the annotation

of references.

Step E: Publication, Presentation/Persuasion

Students:- use print and electronic resources to edit and publish their text.- present their thesis and the main points of their essay to the class with attention to various

persuasive techniques in both their verbal and non-verbal form.- give feedback on the degree of persuasiveness of the various presentations.

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Step F: Grammar and Usage/Spelling and Punctuation

Teacher:- reviews with students the accepted methods for inserting quotations into a text, with attention

to capitalization and punctuation.- provides students with models of sentences which have a parallel structure.Students:- conference with the teacher and their partner as they edit and proofread their text, with

attention to the use of formal language, transitional expressions, and parallel structure- rewrite various sentences in texts to ensure parallel structure.Teacher:- provides students with models of persuasive texts noting literary/stylistic devices that add to

the emphasis and/or persuasiveness of the arguments (e.g., the use of examples, rhetoricalquestions, inverted sentences, the imperative sentence, the exclamatory sentence).



diagnostic- class discussions on short story or scene from movie (Step A)- questions and answers (Step B)formative- news story (Step B)- journal writing (Step C)- questions and answers (Step C)- oral presentation of arguments (Step E)- conferencing and revision of drafts (Step F)summative- literary essay (in pairs) (Steps E and F)

8. Resources


PedagogicalSHULMAN, Irving, West Side Story, New York, Pocket Books, 1961, 160 pages.


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The Playwright’s Craft

1. Time

210 minutes

2. Description In this activity, students continue their analysis of Shakespeare’s Romeo and Juliet byparaphrasing key passages, by investigating the themes of the play, and by criticizing the choicesmade by the characters. Students write, present, and electronically publish in groups of two orthree a dramatic monologue on a theme from the play.




Specific Expectations: EAE2D-LR-For.2 - 3 - 4 - 5 - 6 - 8EAE2D-LR-Str.1 - 2 - 3 - 6 - 9 - 10EAE2D-LR-Inv.1 - 3 - 4 - 5 - 6 - 7 - 8 - 11 - 13EAE2D-LR-Crit.1 - 3 - 6

Strand: Writing


Specific Expectations: EAE2D-W-For.2 - 6 - 7 - 8 - 9EAE2D-W-Proc.1 - 2 - 3 - 4 - 5 - 6EAE2D-W-Gram.1 - 2 - 3 - 11 - 12 - 13EAE2D-W-Res.2 - 4 - 6 - 7EAE2D-W-Crit.2 - 3 - 4 - 5



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Specific Expectations: EAE2D-O-ForList.1 - 2 - 4EAE2D-O-ForSpe.3 - 4 - 5 - 7 - 8 - 10EAE2D-O-GrSk.1 - 2 - 3 - 4 - 5EAE2D-O-Crit.1



Specific Expectations: EAE2D-M-For.1 - 3 - 4EAE2D-M-Crit.4

4. Planning Notes

The teacher will:- research examples of the evolution of the English language.- provide access to dictionaries and thesauri in either print or electronic form.- keep a collection of dramatic monologues or soliloquies on tape, in print, on film or from the

Internet to serve as examples.- integrate Grammar and Usage/Spelling and Punctuation. - schedule conference time with students as they revise their scripts and allow time for students

to rehearse their delivery.- give students the opportunity to create an electronically produced illustration of their work.


- Have organized information creatively in well-developed narrative texts.- Have applied the steps of dialogue writing (e.g., speech tags).- Have used various resources and strategies to understand unfamiliar words and to integrate

vocabulary from their reading into their written text.- Have revised and edited written work focusing on spelling, grammar and the correct use of

punctuation.- Have used context clues, descriptive details and setting to create mood and atmosphere.


Step A: Reading/Thematic Analysis, Jigsaw Method

Students:- read the short story “The Lady or the Tiger” by Frank Stockton.- in their journals, respond to the ending of the story by explaining which door was chosen by

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the king’s daughter according to them.- in groups, analyse one of the themes (love, fate, justice, violence, and the “barbarity” of

society) as it appears in the short story, noting specific references.- in groups, compare and contrast the chosen themes of “The Lady or the Tiger” with those of

Romeo and Juliet.- share their analysis with other groups, using the jigsaw method of collaborative learning.

Step B: Reading, Writing/Paraphrasing

Students: - read and listen to the scenes of Act IV with attention to Juliet’s soliloquies and to the more

emotional passages, noting evidence of Juliet’s new maturity.- with a partner, paraphrase at least one passage of their choice, comparing their paraphrase

with their peers’.Teacher:- discusses with students the difficulties of translating Shakespeare into contemporary English.Students:- list at least two strategies that helped them in this task (e.g., dictionary, knowledge of

character who is speaking, words that resemble French words).Teacher:- explains briefly the reasons why and how the English language has evolved since the

Elizabethan era.

Step C: Reading/Questions and Answers, Jigsaw Method

Students: - respond to questions on Act IV in both written and oral form, as a class, as individuals and as

groups.- list and discuss the possible choices that faced Juliet and Friar Lawrence in terms of the

themes of disobedience and right versus wrong.- as a class or in groups, informally discuss whether or not they agree with the choices made by

Friar Laurence and Juliet, giving reasons for their opinions.

Step D: Reading, Writing /Brainstorming, Research

Students: - brainstorm in groups of two or three on the elements they feel contribute to the strong points

of one of the soliloquies in a Shakespeare play (e.g., audience sympathy, strongcharacterization, figurative language).

- in groups of two or three, choose one of the themes in the play and brainstorm: How is thistheme prevalent in contemporary society?

Suggested themes: the breakdown of the family; teenage suicide; teenage marriages;unjust and/or ineffective laws; weapons controls; juvenile delinquency; the prevention ofviolent crimes.

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- research one of these themes in today’s society (e.g., electronic resources, encyclopaedias,newspaper articles, personal experience), skimming and scanning various texts and takingnotes.

Step E: Process/Dramatic Monologue

Students:- write collaboratively a dramatic monologue that deals with one of the above themes in a 20th

century setting.- use peer conferencing and peer editing.- take turns assuming the essential roles for effective group work (e.g., chairing, note-taking,

participating, moderating, reporting).- prepare to present monologue to the class by determining which media will be used (e.g.,

radio, film, digital photography).Teacher:- provides formative feedback to the groups during the work periods.Students:- evaluate their dramatic monologue by determining whether it contains the basic elements

deemed to be important for effective play writing in Step D.Teacher:- gives a formative evaluation of the dramatic monologue and meets with the groups to discuss

possibilities for presentation.

Step F: Writing, Publication/Oral Presentation, Rehearsal

Students:- publish their dramatic monologue (electronically, if possible).- write a one-paragraph summary in which they review their performance, strong points, and

areas to improve, keeping in mind that they will be called upon to participate in thepreparation for the presentation.

- provide with this summary an overall mark for self and peer evaluation.- rehearse their dramatic monologue (e.g., one member of the group presents while the others

manage the scenery, background, props, music).

Step G: Oral Presentation/Self-Peer-Teacher Evaluation

Students:- as a class, determine the elements on which they will evaluate their peers’ play writing and

presentation (e.g., interest, relevance of subject to the Shakespeare play at hand, costumes).- present their dramatic monologue to the class.Teacher:- gives a summative evaluation for the presentation.Students:- provide constructive criticism of their peers’ performances.- evaluate in written form what it is that they have learned through this activity.

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- determine the difficulties that they encountered in their playwriting.- list the possible difficulties that Shakespeare encountered while writing his plays, keeping in

mind the culture and mind set of England at the time.

Step H: Class Discussion/Journal Writing

Teacher:- discusses the use of poetic language in the play and in the dramatic monologues created by

the students.Students:- reflect on the presence of poetic devices in their everyday lives (e.g., metaphors, oxymorons,

contrasts) through a journal entry in which they are expected to use at least five poeticdevices.

- read their reflections to each other in small groups.


Students:- integrate literary/stylistic devices and Shakespearean terms into their dramatic monologues,

using print and electronic resources to proofread their texts.- correctly punctuate and capitalize their dramatic monologue, with attention to subject-verb

agreement and to the correct use of parts of speech.



diagnostic- reading and group study of story (Step A)- class discussions (Step B)formative- jigsaw method of collaborative learning (Step C)- questions and answers (Step C)- feedback during the collaborative writing periods (Step E)- rehearsal and review (Step F)- self and peer evaluation provided by students in the summary of their performance and that of

their peers’ during the collaborative writing process (Steps E and G)- journal writing (Step H)summative- teacher evaluation of dramatic monologue (Step G)

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Appendix EAE2D 2.4.1: Achievement Chart - The Playwright’s Craft

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Achievement Chart - The Playwright’s Craft Appendix EAE2D 2.4.1


Strand: WritingOverall Expectations: EAE2D-W-OE.1 - 2 - 3 - 4 - 5

Student Task: Writing and presentation of a dramatic monologue


50 - 59%Level 1

60 - 69%Level 2

70 - 79%Level 3

80 - 100%Level 4


The student:- demonstratesknowledge of thecharacteristics ofShakespearean dramaand the dramaticmonologue- demonstratesunderstanding of thethemes of aShakespearean play- demonstratesunderstanding of therelationship between thethemes of a literary textand information,concepts, and ideasbased on research- demonstratesunderstanding of theuses and effect of poeticdevices

The studentdemonstrateslimitedknowledge offorms of texts, andlimitedunderstanding ofrelationshipsamong themes,information andconcepts, and usesand effect ofpoetic devices

The studentdemonstratessome knowledgeand of forms oftexts, and someunderstanding ofrelationshipsamong themes,information andconcepts, and usesand effect ofpoetic devices

The studentdemonstratesconsiderableknowledge and offorms of texts, andconsiderableunderstanding ofrelationshipsamong themes,information andconcepts, and usesand effect ofpoetic devices

The studentdemonstratesthoroughknowledge and offorms of texts, andthoroughunderstanding ofrelationshipsamong themes,information andconcepts, and usesand effect ofpoetic devices

Thinking/Inquiry

The student:-conveys his or herinterpretation of thethemes of aShakespearean play- selects, notes, andinterprets information

The student usescritical andcreative thinkingskills with limitedeffectivenessapplying few ofthe inquiry skills

The student uses critical andcreative thinkingskills withmoderateeffectivenessapplying some ofthe inquiry skills

The student usescritical andcreative thinkingskills withconsiderableeffectiveness applying most ofthe inquiry skills

The student usescritical andcreative thinkingskills with a highdegree ofeffectivenessapplying all oralmost all of theinquiry skills

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Communication

The student:- communicates interpretation andresearch of the themesof a Shakespearean play- communicates with asense of the use ofspeaking techniques andmedia conventions - demonstratescommand in the use ofthe main elements ofplaywriting

The studentcommunicatesinterpretation andresearch withlimited clarity,with a limitedsense of audiencepurpose and form

The studentcommunicatesinterpretation andresearch withsome clarity, withsome sense ofaudience purposeand form

The studentcommunicatesinterpretation andresearch withconsiderableclarity, with aclear sense ofaudience purposeand form

The studentcommunicatesinterpretation andresearch with ahigh degree ofclarity and withconfidence, witha strong sense ofaudience purposeand form

Application

The student: - uses knowledge ofcapitalization,punctuation, subject-verb agreement, andparts of speech- uses voice, tone,gestures and audio-visual aids-uses the readingstrategies of skimmingand scanning to researcha selected theme in printand electronic resources - uses peer evaluation ,auto evaluation, andfeedback from groupmembers to revise thescript - uses audio-visual aidsand the Internet- makes connectionsbetween current issues,experiences and texts

The student usesthe requiredlanguageconventions, oralcommunicationand mediaconventions andtechniques withlimited accuracyand effectiveness,as well as readingstrategies and awriting processwith limitedcompetence; usestechnology andmakes connectionswith limitedappropriatenessand effectiveness

The student usesthe requiredlanguageconventions, oralcommunicationand mediaconventions andtechniques withsome accuracyand effectiveness,as well as readingstrategies and awriting processwith somecompetence; usestechnology andmakes connectionswith someappropriatenessand effectiveness

The student usesthe requiredlanguageconventions, oralcommunicationand mediaconventions andtechniques withconsiderableaccuracy andeffectiveness, aswell as readingstrategies and awriting processwith considerablecompetence; usestechnology andmakes connectionswith considerableappropriatenessand effectiveness

The student usesthe requiredlanguageconventions, oralcommunicationand mediaconventions andtechniquesaccurately andeffectively all oralmost all of thetime, as well asreading strategiesand a writingprocess with ahigh degree ofcompetence; usestechnology andmakes connectionsappropriatelyand effectively


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Then and Now

1. Time

240 minutes

2. Description

In this activity, students complete their study of Shakespeare’s Romeo and Juliet (Act V) throughsynthesis and creative writing activities. Students research various cultural aspects of the play,and present a written and oral report, including graphics and a brief role-playing activity.




Specific Expectations: EAE2D-For.2 - 4 - 7 - 8EAE2D-Str.1 - 2 - 3 - 9 - 10EAE2D-Inv.1 - 2 - 4 - 5 - 6 - 7 - 8 - 1 0 - 11 - 12 - 13EAE2D-LR-Crit.1 - 3 - 5 - 6

Strand: Writing


Specific Expectations: EAE2D-W-For.1 - 2 - 4 - 5 - 7 - 8EAE2D-W-Proc.1 - 2 - 3 - 4 - 5 - 6EAE2D-W-Gram.1 - 2 - 6 - 10 - 11 - 12 - 13EAE2D-W-Res.1 - 2 - 3 - 4 - 5 - 6 - 8EAE2D-W-Crit.1 - 2 - 3 - 4



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Specific Expectations: EAE2D-O-ForList.1 - 2EAE2D-O-Spea.2 - 3 - 5 - 7 - 10 - 11EAE2D-O-GrSk.1 - 2 - 3 - 4EAE2D-O-Crit.1



Specific Expectations: EAE2D-M-Inv.1 - 8EAE2D-M-For. 1EAE2D-M-Crit.3 - 4

4. Planning Notes

The teacher will:- provide time for the application of various steps of the writing and research processes.- give students access to different kinds of print or electronic resources (e.g., the Internet).- evaluate the availability and suitability of resources in either print or electronic form.- integrate Grammar and Usage/Spelling and Punctuation.- collect various articles and documents pertaining to the life and times of William

Shakespeare.- choose various passages from the play that focus on specific themes (e.g., fate).- provide opportunities for students to question each other and to plan their oral presentations.- plan class time for evaluation of students’ presentations.


- Have applied the correct research methodology used in the research paper from the previousunit.

- Have applied research skills to locate and record information from print and electronicresources.

- Have applied the research skills of skimming and scanning to locate information.- Have developed the ability to understand a complex text through inferential and contextual

clues.- Have used appropriate level of language in both formal and informal situations.

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Step A: Reading, Synthesis, Jigsaw Method

Students:- finish reading, listening and /or viewing the play, noting the resolution or non-resolution of

the various conflicts in the play.- review the events of the play by completing a plot graph.- as a group and without textbooks, are given a short quotation from the play where the speaker

is not identified.- write down who they think the speaker is and list their reasons.- with their textbooks, find the quotation to confirm their answer.- share their answers with other groups using the jigsaw method of collaborative learning.Teacher:- through class discussion, asks students to reflect on the theme of guilt and responsibility: Is

justice done by the end of the play?

Step B: Reading/Analysis, Journal Writing

Students: - list the events and references in Act V that relate to the theme of fate.Teacher:- leads a discussion on fate, asking students questions such as:

Is there such a thing as bad luck?Why are people superstitious?What elements in their lives are not in their control?What images are often found in the media and in literature to personify fate?

Students:- in their journal write one of the following:

a) an invitation to Juliet and Paris’ wedding;b) an obituary for Juliet;c) an obituary for Romeo;d) Friar Laurence’s message for Romeo in Mantua;e) a eulogy for Juliet;f) a eulogy for Romeo.

- read each other’s journal responses.

Step C: Reading, Viewing, Listening/Research

Teacher:- recapitulates in an in-class discussion the main themes of the play while focusing on the

differences and similarities between Elizabethan England and contemporary society.- reviews the culture and time setting of the Elizabethan era (pedagogical and technological

resources).

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- ask students, through an in-class discussion, to think of the ways in which WilliamShakespeare could mask certain contentious issues of his day (e.g., by choosing non-Englishsettings such as Italian cities); during the same class discussion, consider the reasons whyShakespeare would have to do this (e.g., loyalty to the monarchy would ensure lucrativegains).

Step D: Reading, Media Studies/Research

Students: - in groups of two, find five Web sites that deal with Elizabethan England and, more

specifically, with the themes of the play.- through an in-class discussion, establish the criteria for an efficient Web site (e.g., human

resources), keeping in mind user-friendliness, content, design, clarity, organization, accuracyand objectivity.

Step E: Group Exploration Project/Writing and Research Processes

Teacher:- presents topics and instructions for a written and oral project, requiring that groups of three

students explore a specific cultural aspect of Shakespeare’s Romeo and Juliet and compare itwith another culture’s customs and traditions.

Students:- are given class time to apply the steps of writing as a process and to consult various sources

of information such as:- their edition of Romeo and Juliet (verifying notes before and after the text);- Web sites and CD-ROMs;- encyclopaedias and history books;- biographical dictionaries;- works of literary criticism.

- are instructed to apply an accepted system of documentation to annotate their research.Teacher:- explains the elements of an effective outline, providing students with specific models.

Note that each topic includes:a) a research report, including a graphic illustration (e.g., poster-size collage, PowerPoint

presentation) with reference to different cultures past and present;b) a creative element (as a less tragic conclusion to the play).Suggested Topics:

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a) RESEARCH REPORT1. Marriage customs in Elizabethan times

and in other times and places2. Family and social structures in

Elizabethan England and inother times and places.

3. Law, order, and punishment inElizabethan England and in other timesand places

4. Health care (including the use of potionsand herbs as medicine in ElizabethanEngland and other cultures)

5. Superstitions and beliefs in Elizabethantimes and in other cultures

b) CREATIVE ELEMENT1. An enactment of Romeo and Juliet’s

wedding2. An enactment of the reconciliation

between the Capulets and the Montagues3. A news report on crime and violence in

Verona 4. An enactment of an inquest into the

deaths of Romeo and Juliet to determineFriar Laurence’s responsibility

5. An enactment of Romeo and Juliet’smeeting with their parents in thegraveyard if they had lived

Step F: Reading, Writing, Speaking/Writing and Research Processes Oral Presentation

Students:- take on various roles in the research and writing processes, rehearsing the delivery of their

dramatic presentation.- evaluate their written and oral production during the process, making necessary adjustments

and consulting the teacher.- evaluate each other’s contribution to the various processes in a constructive way (e.g., effort,

time organization, editing of text).


Students:- work collaboratively to edit and proofread their report, applying their knowledge of

punctuation, sentence structure and parts of speech.- use print and electronic resources to verify spelling and vocabulary, with attention to the use

of proper diction.- rehearse and deliver their presentation, integrating various verbal and non-verbal elements to

ensure clarity and interest.



diagnostic- class discussion (Steps A and C)- question and answers (Step A)

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formative- journal writing (Step B)- questions and answers (Step C)- evaluation of Web sites (Step D)- rehearsal of dramatic presentation (Step F)- peer evaluation (Step F)summative- research report (Step E)- role-playing (Step G)



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UNIT 3 (EAE2D)

Poetry - Finding Your Voice

Unit Description

In this unit, students investigate the use of literary and stylistic devices in modern and traditionalpoems. They analyse and criticize poems that deal with fantasy, love, and social issues. Studentsexplore the role of poetry in society today with attention to Canadian poets’ works and they applysteps of writing as a process to write poems on a variety of topics and to publish a classanthology.




Specific Expectations: EAE2D-LR-For.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 EAE2D-LR-Str.1 - 2 - 3 - 5 - 7 - 8 - 9 - 10EAE2D-LR-Inv.1 - 3 - 4 - 5 - 7 - 9 - 10 - 11EAE2D-LR-Crit.1 - 2 - 3 - 4 - 5

Strand: Writing


Specific Expectations: EAE2D-W-For.1 - 2 - 3 - 6 - 7 - 8 - 9EAE2D-W-Proc.4 - 5 - 6 EAE2D-W-Gram.1 - 2 - 3 - 4 - 6 - 7 - 8 - 10 - 11 - 12 - 13EAE2D-W-Res.2 - 4EAE2D-W-Crit.1 - 2 - 3 - 4 - 5 - 6



Specific Expectations: EAE2D-O-ForList.1 - 2 - 3 - 4 EAE2D-O-ForSpea.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11EAE2D-O-GrSk.1 - 2 - 3 - 4 - 5 EAE2D-O-Crit.1 - 2 - 3

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Overall Expectations: EAE2D-M-OE.1 - 2 - 3

Specific Expectations: EAE2D-M-For.1 - 2 - 4 - 5 - 6 - 8 EAE2D-M-Inv.3 - 6EAE2D-M-Crit.1 - 2

Activity Titles

Activity 3.1: Reading, Writing, and Listening to Poe-tryActivity 3.2: The Language of LoveActivity 3.3: Voices of ChangeActivity 3.4: Poets from HomeActivity 3.5: Write Away


- Have understood the terminology and meaning of poetic devices (e.g., rhyme schemes, forms,scansion, figurative language).

- Have used various resources and strategies to understand unfamiliar words and to integratevocabulary from their reading into their written texts and oral communication.

- Have revised and edited written work, using context clues, descriptive details and setting toidentify mood and atmosphere.

- Have an understanding of how literary eras and other specific surrounding factors caninfluence an art form.

- Have an understanding of how to do an effective dramatic reading of a poem (e.g.,background music, props).

- Have used a variety or resources (e.g., print or electronic) to enhance oral and writtenpresentations.

Unit Planning Notes

The teacher will:- prepare the terminology (e.g., scansion, iambic pentameter) and poetic devices

(e.g.,oxymoron, alliteration, onomatopoeia) to be reviewed with students, either by providingphotocopies or by having the students take notes.

- make accessible to students as many copies of poetry anthologies available, in either print orelectronic form.

- provide access to dictionaries and thesauri in either print or electronic form.- set aside time for students to prepare activity on their own.

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- plan in-class time for rehearsal, delivery and evaluation of students’ presentations.- prepare the selections of poems by Canadians and international authors using various media

(e.g., tapes, films, CDs).- select modern ballads for class exploration with attention to copyright laws regulating the use

of songs in the classroom.- reserve audiovisual equipment.- list Canadian poets and authors who have received wide recognition.- provide examples of poetry in everyday life (e.g., haikus in advertising perfumes or cars,

limericks in commercial jingles).- view videos of advertisements or taped radio commercials or any other media.- evaluate the availability and suitability of resources (e.g., advertising).- plan in-class time for rehearsal, delivery, and evaluation of oral presentations.- read poems independently for personal and academic purposes.- apply various reading strategies and knowledge of contextual cues.- apply knowledge of literary forms and devices to analyse and criticize poetry.


Other Disciplines- Explore the modern and traditional ballad in both its print and audio form.- Music (the modern ballad).

Animation culturelle- Explore variables of writing including audience, purpose and context.- Analyse, criticize, and research the works and lives of poets from different times and places,

with attention to Canadian poets.

Technology- Use technology to research the works and lives of Canadian poets.- Use electronic publishing and electronic graphics design to write and publish personal poems

and a class anthology.

Careers- Develop writing and speaking skills relating to the fields of journalism, multimedia mass

communications, advertising and photography, electronic publishing, graphic design andmarketing.

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- brainstorming- buddy system- collaborative/cooperative learning- computer assisted learning- conferencing- directed reading/ thinking activity- discussion- homework- inquiry- journal writing

- reading response- research- response journal- memorizing- oral explanation- peer practice- peer teaching- prompts- reader’s theatre- writing to learn



diagnostic- cursory reading of one or two poems selected by studentsformative- feedback on analysis of poemsummative- appreciation and criticism of a poem- quiz on the persona- presentation of poem- multi-paragraph text



Students with Special Needs- Provide audio tape of texts under study for students to follow as they read.- Employ verbal rehearsal and questioning strategies following instruction, in order to help the

students focus on important information.- Provide varied opportunities for peer and/or group interactions (e.g., cooperative learning,

sharing).- Present information through as many modalities as possible: oral presentation, board notes,

overheads, diagrams, class discussion, activity- based learning.- Clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking

students to retell or paraphrase instructions.

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- Provide extra time to complete assignments that might otherwise be completed in classand/or reduce the scale of the assignment.

- Encourage oral discussion prior to and after reading to increase the students’ level ofcomprehension.

- Provide organizational strategies to assist in the preparation of planned oral presentations(e.g., speeches).

- Use direct instruction and modelling to encourage the use of a variety of pre-writing andorganizational strategies (e.g., conferences, brainstorming, illustrating, tape recording,mapping, outlining, semantic webbing).

- Provide a print copy of chalkboard notes, if necessary (e.g., photocopy of teacher or peer’snotes).

- Ask students to set a poem to music, explaining reasons for musical choice.- Ask students to illustrate a poem in poster form or to produce a storyboard of a narrative

poem.

Remedial and Enrichment- Provide extra time for processing.- Allow additional time, where necessary, for completion of reading activities.- Provide opportunities for alternative modes of information sharing (e.g, videos, plays,

graphics, tapes).- Give students access to Internet sites and works of literary criticism so that they can present

critics’ comments on the works under study.- Provide students with Canadian poems that have been translated from French to English,

asking them to compare and contrast the two versions. - Ask students to rewrite a short story as a narrative poem.- Ask students to produce a video of a poem according to a specific audience and purpose.



and/or reduce the scale of the assignment.- Give assignments orally and visually.- Provide students with the lyrics of songs in their exploration of poetry.

Remedial and Enrichment- Avoid taking marks off for spelling errors when marking subject content.- Provide more opportunities for formative evaluation.- Allow opportunities for alternatives to writing (e.g., graphic representations, drama, media

presentations, time lines, collages).- Provide review/reinforcement opportunities for new concepts; periodically summarize main

points.

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Security


Resources


PedagogicalANDERSEN, Neil, Media Works, Oxford University Press, Toronto, 1989, 223 pages.BARRY, James, Themes on the Journey, Reflections in Poetry, Nelson Canada, Scarborough,

1989, 251 pages.BARRY, James, Departure, Reflections in Poetry, Nelson Canada, Scarborough, 1990, 240

pages.DAVID, Jack and Robert LECKER, Canadian Poetry Volume One, Toronto, General Publishing

Co. Ltd, 1989, 212 pages.DAVIES, Richard and Glen KIRKLAND, eds., Discovering/Connections 3, Toronto, Gage,

1997, 248 pages.KIRKLAND, Glen and Richard DAVIES, Choices, Toronto, Harcourt, Brace & Co., 1995, 154

pages.KIRKLAND, Glen and Richard DAVIES, Inside Poetry, Toronto, HBJ, 1987, 364 pages.MACNEILL, James, A., ed., Sunburst, Scarborough, Nelson, 1982, 192 pages.SHAKESPEARE, William, Romeo and Juliet, Toronto, HBJ, 1987, 295 pages.

Reference/ Consultation DAWE, R, B. DUNCAN, and W.MATHIEU, Resource Lines 9/10, Scarborough, Prentice Hall

Ginn, 1999, 346 pages. Media Literacy, Intermediate and Senior Divisions, Ministry of Education, 1989, 232 pages.ROMAN, Trish Fox, Voices Under One Sky/Contemporary Native Literature, Scarborough,

Nelson, 1994, 224 pages.SMITH, Peter J., The Harcourt Writer’s Handbook, Toronto, Harcourt, 1999, 472 pages.SUNEGA, Thom, Know More English, 2 nd ed., Scarborough, Prentice Hall, 1995, 428 pages.

HumanA local writer, as a guest speaker

TechnologicalElements of Style. (consulted November 29, 1999)

http://www.bartleby.com.

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Reading, Writing, and Listening to Poe-try

1. Time

210 minutes

2. Description

In this activity, students investigate and note the use of figurative language and poetic devices intraditional and modern ballads and in the poetry of Edgar Allan Poe. They integrateliterary/stylistic devices and literary elements into their own creative writing. They convey theiranalysis and criticism of a poem of their choice.




Specific Expectations: EAE2D-LR-For.1 - 2 - 3 - 5 - 6 - 7 - 8EAE2D-LR-Str.1 - 3 - 5 - 7 - 8EAE2D-LR-Inv.1 - 3 - 4 - 5 - 7 - 8 - 10EAE2D-LR-Crit.2 - 4 - 5

Strand: Writing


Specific Expectations: EAE2D-W-For.1 - 2 - 6 - 8 - 9EAE2D-W-Proc.2 - 4 - 5 - 6EAE2D-W-Gram.11 - 12 - 13


Overall Expectations: EAE2D-O-OE.1 - 2 - 5

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Specific Expectations: EAE2D-O-ForList.1EAE2D-O-ForSpea.5EAE2D-O-GrSk.2EAE2D-O-Crit.1




4. Planning Notes

The teacher will:- provide audio equipment so that students can listen to modern ballads as they read the texts.- prepare the terminology (e.g., scansion, iambic pentameter) and poetic devices

(e.g.,oxymoron, alliteration, onomatopoeia) to be reviewed with students, either by providingphotocopies or by having the students take notes.

- provide access to dictionaries and thesauri in either print or electronic form.- provide a variety of anthologies for students to scan as they select their poems.- provide time for the application of the various steps of the writing process.Note: The teacher may wish to integrate this poetry activity into the short story activity on Poe inUnit 1.


- Be familiar with the characteristics of the ballad.- Have understood the terminology and meaning of poetic devices (e.g., rhyme schemes, forms,

scansion, figurative language).- Have used various resources and strategies to understand unfamiliar words and to integrate

vocabulary from their reading into their written texts and oral communication.- Have used context clues, descriptive details and setting to identify mood and atmosphere in a

literary text.- Have supported opinions about texts with specific references.


Step A: Reading/Analysis, Diagnosis

Students:- read one or two poems of their choice explaining why they like or dislike each one.- share opinions in small groups.

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Step B: Reading/Analysis, Comparison-Contrast

Teacher: - reviews with students the terminology and meaning of poetic devices (e.g., rhyme schemes,

forms, scansion, figurative language).Students: - take turns reading the poem “The Raven” by Edgar Allan Poe.Teacher:- asks students questions to verify comprehension and to analyse various devices with a focus

on the auditory and visual impact of these devices (e.g., the repetition of “Nevermore”,images of death, personification).

Students:- in groups, examine the literary elements and devices of this poem similar to those found in

Poe’s short stories.

Step C: Reading, Listening/Analysis

Students:- listen to an audio tape of a traditional ballad (e.g., “Scarborough Fair” put to music by Simon

and Garfunkel) with attention to the conventions of the ballad and the techniques used foreffect.

Teacher:- reviews characteristics of the traditional ballad with students.Students:- read at least one other traditional ballad explaining the various elements that characterize it

(e.g., “The Wife of Usher’s Well”, “Barbara Allen”).- in pairs, compare the above text to a modern ballad (e.g., versions of John Barleycorn by

Traffic on John Barleycorn Must Die and Steeleye Span on Steeleye Span; The Gambler byDon Schlitz).

Step D: Reading /Questions and Answers

Students:- read a poem (e.g., “Annabel Lee” by Edgar Allan Poe) and/or the text of a modern ballad

(e.g., The Chieftains’ “When a Man’s in Love”).- individually or with a partner answer questions that verify comprehension and require

analysis: - Where did Annabel Lee live?- How did she spend her time?- Who were her “high-born” kinsmen?- How did she die?- Who was responsible for her death?- Would you consider the poet to be angry about losing Annabel? Why or why not?- In what ways is Annabel still alive to the poet?

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- define the difficult terms in the context of the poem and answer various questions in pairs: - What three rhyming words re-occur in the poem?- How are they arranged throughout the poem?- How is this love a fantasy?- What is the meaning of the metaphor “a wind flew out of a cloud”?- What is the theme of this poem according to you?- Why would the poem make a good song?

Step E: Writing, Viewing/Role Playing

Students:- demonstrate their understanding of a poem of their choice by writing a monologue from the

point of view of a character in a poem. (e.g., “Annabel Lee”: at the anniversary of her death,her ghost returns to haunt the place where she died).

- illustrate their monologue and post both their monologues and illustrations in the classroom.- evaluate a selection of the posted texts, indicating their preferences.

Step F: Reading/Analysis, Criticism

Teacher:- provides students with a selection of poems that deal with magic, fantasy and/or the

supernatural (e.g., from Sunburst,“Moonlight and Mystery”, p.8-23; “Fascination andFantasy”, p.162-181).

Students:- select the one poem they prefer and explain its themes, analyse its stylistic devices, and give

their reasons for choosing this poem as their favourite.- read their selected poem and their criticism to the class in small groups.Teacher:- evaluates student’s written responses.


Students:- maintain a vocabulary log of new or difficult words using print and electronic resources as

well as their knowledge of prefixes, roots, and suffixes to determine their meaning.- revise their monologue with attention to the effective use of descriptive vocabulary to convey

feelings and to create atmosphere.


In this unit, the teacher uses the following assessment strategies:

diagnostic- cursory reading of one or more poems (Step A)

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formative- questions and answers (Steps B, C and D)- group work (Steps B, C and D)summative- monologue (Step E)- independent reading of a poem (analysis, criticism) (Step F)

8. Resources


Reference/ Consultation GRAVES, Clayton, Writing in Context, Nelson Canada, Scarborough, 1993, 192 pages.

TechnologicalEdgar Allan Poe. (consulted November 29, 1999)

http://www.eapoe.org/links.htm Edgar Allan Poe. (consulted November 29, 1999)

http://www.gothic.net/poe


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The Language of Love

1. Time

210 minutes

2. Description

In this activity, students analyse contemporary, Shakespearean and traditional poems of love andloneliness. Students reflect on the nature of poetry as a means of communication.




Specific Expectations: EAE2D-LR-For.1 - 2 - 3 - 5 - 6 - 7 - 8EAE2D-LR-Str.1 - 2 - 3 - 4 - 7 - 8 - 9EAE2D-LR-Inv.1 - 3 - 4 - 7 - 8 - 10EAE2D-LR-Crit.3 - 5 - 6

Strand: Writing


Specific Expectations: EAE2D-W-For.2 - 6 - 9EAE2D-W-Proc.2 - 4 - 5 - 6EAE2D-W-Gram.11 - 12 - 13EAE2D-W-Crit.4 - 5



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Specific Expectations: EAE2D-O-ForList.1 - 2 - 4EAE2D-O-ForSpea.3 - 5 - 7 - 10 - 11EAE2D-O-GrSk.4EAE2D-O-Crit.1




4. Planning Notes

The teacher will:- plan in-class time for rehearsal, delivery and evaluation of students’ readings.- preview and select appropriate and relevant poems and lyrics of songs from anthologies and

Internet sites.- give students a brief overview of 19th century Romantic poetry.- preview and select Shakespearean sonnets and various forms of lyrical poetry to give students

variety and freedom of choice.Note: The teacher may wish to integrate this poetry activity on into the drama activities onShakespeare in Unit 2.


- Have understood the terminology and meaning of poetic devices (e.g., rhyme schemes, forms,scansion, figurative language).

- Have used various resources and strategies to understand unfamiliar words and to integratevocabulary from their reading into their written texts and oral communication.

- Have used context clues, descriptive details and setting to explain mood and atmosphere in aliterary text.

- Have applied the steps of writing as a process to revise and edit written work.


Step A: Listening, Reading/Brainstorming, Class Exploration

Students:- listen to a contemporary love song as they read the lyrics (e.g., “If You Could Read My

Mind” by Gordon Lightfoot).

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- discuss the feelings and messages conveyed by the song, noting stylistic devices that add toits impact.

Teacher:- informally leads a discussion on the nature of poetry (e.g., When is a song a poem?, Why do

people read and/or write poetry?).Students:- individually and in groups, skim and scan a variety of poems and lyrics of songs, expressing

their preferences and opinions about the texts (e.g., the section, “Love and Separation” inInside Poetry; “Songs and Senses” unit in Sunburst).

- in groups, note the words and images that convey a particular feeling, tone or mood in onepoem of their choice.

Step B: Everyday Poetry

Teacher: - reads out loud a few poems by the 19th century Romantic poets, as students read the texts

silently, (e.g., “She Walks in Beauty” by Byron, “I Wandered Lonely as a Cloud” byWordsworth, “The Cloud” by Shelley).

Students:- give their impressions of the poems, with attention to the images, atmosphere, and feelings

conveyed in the poems.Teacher:- briefly outlines the impact of the Romantic Movement in literature, asking students to read a

few more poems of that time for enjoyment and appreciation.

Step C: Reading/Paraphrasing, Jigsaw Method

Students:- read two sonnets by Shakespeare reviewing the characteristics of the sonnet.Teacher:- completes analysis of sonnets with students, adding necessary background information (e.g.,

the Mystery of the Dark Lady).Students:- read the sonnet “How Do I Love Thee” by Elizabeth Barrett Browning, comparing its form

and format with Shakespeare’s sonnets.- as a class, paraphrase the E.B. Browning poem, re-writing it in contemporary English.- skim and scan various Shakespeare sonnets selected by the teacher (e.g., “Shall I Compare

Thee to a Summer’s Day?”).- in groups of two or three, select a Shakespeare sonnet and paraphrase it, re-writing it in

contemporary English.- during paraphrasing process, use print and electronic resources to define archaic and

unfamiliar terms.- read their original sonnet and paraphrase of it with other groups, using the jigsaw method of

collaborative learning.

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Step D: Writing/Writing Process

- write a poem in free verse or sonnet form (in modern English) in which they describesomeone for whom they have strong feelings (of love, hate, admiration, friendship); poemcan be included in the Activity 5 anthology.

- apply various steps of writing as a process to:- brainstorm ideas, feelings and images associated with chosen person;- plan the beginning and ending of the poem;- determine the form and order of verses;- determine the feelings, mood, and context of the poem;- write and revise first draft (including at least three to five poetic devices) conferencing

with peers and teacher;- skim and scan various poems as models (e.g., part IV “Characters” in Inside Poetry);- submit poem for summative evaluation.

Step E: Reading/Analysis, Comparison-Contrast

Students:- in groups, read the poem “The Highwayman” by Noyes, comparing in chart form the

storyline of the poem to the plot of Romeo and Juliet.- re-read the more poetic passages in Shakespeare’s Romeo and Juliet, as indicated by the

teacher (e.g., the Queen Mab speech in Act 1, scene 1; the balcony speech which opens Act 2,scene 2; the famous “O Romeo, Romeo! wherefore art thou Romeo?” speech in Act 2, scene 2).

- identify the literary/stylistic devices in one or two of the above passages and explain thefeelings and messages conveyed in the passages.

- analyse passage and gather data for formative feedback.

Step F: Reading, Speaking/Oral Presentation

Teacher:- instructs students to prepare a dramatic rendering of a poem of their choice and to include

their analysis of that particular poem to be handed out to classmates before the dramaticreading.

Students:- present their dramatic reading using various props (e.g., music, background sound).- provide formative feedback of their peers’ presentation through in-class discussion.

Step G: Writing/Journal Writing, Media Studies

Students: - comment in their response journals on what their initial opinion of poetry was and what it is

after the activity.- elaborate on their favourite medium in their response journals.

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- share their insights using a specific forum method (e.g., panel discussion, Web site) onwhether the medium is more important than the message (e.g., rock video vs. lyrics to song,cartoons vs. underlying message or moral).



diagnostic- brainstorming (Step A)formative- group work (Step A)- the sonnet: jigsaw method of collaborative learning (Step C)- conferencing (Step D)- analysis of passage from Romeo and Juliet (Step E)- journal writing (Step G)summative- free verse poem or sonnet, personal writing (Step D)- dramatic rendering of a poem (Step F)



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Voices of Change

1. Time

240 minutes

2. Description In this activity, students analyse various forms of poetry that focus on social issues and write apoem of their own in response to a picture from a media text. Students present a written and oralcritique of a poem of their choice, demonstrating their understanding of the literal and figurativemeaning of words.




Specific Expectations: EAE2D-LR-For.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8EAE2D-LR-Str.3 - 5 - 7 - 8 - 10EAE2D-LR-Inv.1 - 3 - 4 - 7 - 8 - 11EAE2D-LR-Crit.1 - 2 - 3 - 4 - 5 - 6

Strand: Writing


Specific Expectations: EAE2D-W-For.1 - 2 - 3 - 6 - 7 - 8 - 9EAE2D-W-Proc.1 - 2 - 6EAE2D-W-Gram.1 - 2 - 3 - 6 - 7 - 8 - 11 - 12EAE2D-W-Crit.3 - 5



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Specific Expectations: EAE2D-O-ForList.1 - 2EAE2D-O-ForSpea.1 - 4 - 5 - 7 - 9 EAE2D-O-GrSk.2 - 5EAE2D-O-Crit.2 - 3



Specific Expectations: EAE2D-M-For.4EAE2D-M-Inv.6EAE2D-M-Crit.1 - 2 - 3

4. Planning Notes

The teacher will:- preview and select a variety of poems that deal with social issues (teacher might prefer to

focus on one or two issues such as war or native rights).- ensure access to computers for students- provide access to dictionaries and thesauri in either print or electronic form.- provide time for the application of the various steps of writing as a process.- collect magazines, articles, ads, and photographs.


- Have demonstrated understanding of literary/stylistic devices.


Step A: Writing/Brainstorming, Journal Writing

Teacher:- provides students with 12 words or more that refer to an issue or concept previously

discussed in class (e.g., war, peace, death, love, change, friendship, violence, rebellion,authority, fate, freedom, hope, dreams).

Students:- in their journals, write a free verse poem, associating ideas freely.- exchange responses with another student and add (in writing or orally) their own ideas to the

text.

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Step B: Reading/Jigsaw Method

Teacher:- provides students with a selection of science fiction poems (e.g., “Elegy for Three

Astronauts” by E. Salt, “Southbound on the Freeway” by M. Sevenson, “Flight One” byGwendolyn MacEwen, “Fire and Ice” by R. Frost), asking students to:a) identify the characteristics of science fiction found in the poem;b) formulate the theme of the poem;c) give their opinion about the effectiveness of the poem in terms of audience, purpose, and

form.Students:- in groups of four, select a poem, analyse it, and present their responses to other groups,

according to the jigsaw method of collaborative learning.

Step C: Reading, Media Studies/Group and Class Exploration

Teacher:- provides students with two or three poems that convey a strong social message (e.g., “The

Unknown Citizen” by W.H.Auden, “He Thinks He’ll Keep Her” by M. Chapin-Carpenter andD. Schlitz, “Modern Ode to the Modern School” by J. Erskine) and together explain anddetermine each poem’s topic, purpose, form, and intended audience.

- provides students with a variety of pictures with a strong message (e.g.,“Images of Choices”p.1-10 in Choices by Kirkland-Davies, eds.).

Students: - in groups of two or three, students select two or three pictures and formulate what they

consider to be the intended message and audience of these pictures.- informally present their interpretation of the pictures to other students.Teacher:- reviews responses, leading students to:

a) make the connection between images in the media and imagery in poetry;b) distinguish between connotation and denotation;c) recognize the symbolic meaning of words and images;d) recognize variables such as context, purpose, and audience.

Step D: Writing, Media Studies /Oral Presentation, Writing Process

Students: - at home or in class, skim and scan magazines and newspapers and select a picture or an

article with a strong social message.- at home or in class, respond to the picture by writing a poem that conveys the intended

message of the picture and which includes at least three sensory images and/or figures ofspeech.

- determine the purpose, format, and intended audience of their poem in consultation withteacher and peers.

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- present their article or picture and poem to the class or to small groups of students forformative evaluation.

- revise their poem on the basis of peer and teacher feedback after oral presentation, verifyingspelling, grammar, and word choice.

- hand in poem for summative evaluation.

Step E: Reading, Writing/Poetry Analysis, Persuasive Writing

Students:- in pairs, skim and scan anthologies and Web sites; select a poem that deals with a social

problem (e.g., “The Execution” by Alden Nowlan, “The Angry Men” by Phyllis McGinley,“It Looks So Good, You’d Hardly Know It’s a Disaster” by R. Davies, “Freeway” by WilliamWitherup, “Family History” by Jacques Prévert).

- respond to the poem for homework by explaining in a brief paragraph their interpretation ofthe poem’s themes or messages, citing specific passages in the text.

- apply the steps of the writing process to write a persuasive text to convey their opinions aboutissues expressed in the poem.

Teacher:- gives formative feedback as the students write their text, emphasizing the importance of a

strong conclusion and its relationship to the development of the text.- gives formative feedback during the writing process to ensure emphasis and coherence.Students:- hand in their text for summative evaluation.

Step F: Speaking, Listening/Oral Presentation

Students:- in pairs, present their selected poem and their persuasive text.- respond to presentations by expressing their own opinions about the views expressed.


Students:- demonstrate their understanding of the literal and figurative meaning of words in the poem,

using a variety of strategies and print and electronic resources to make appropriate wordchoices.

- revise and edit their persuasive text, integrating the suggestions of their peers and teacher toadd emphasis and impact to their ideas (e.g., avoiding wordiness, varying sentencebeginnings, using gender-neutral language, varying sentence structures).

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formative- journal writing (Step A)- jigsaw method (Step B)- group and class exploration (Step C)- peer evaluation (Step D)summative- poem (Step D)- persuasive text (Step E)- oral presentation of poem and persuasive text (Step F)



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Poets from Home

1. Time

210 minutes

2. Description

In this activity, students explore the works and biographical data of Canadian poets. Studentspresent a critical analysis and a dramatic reading of a poem of their choice. They research theconnection between the poet and his/her poetry, assuming the role of a poet laureate.




Specific Expectations: EAE2D-LR-For.1 - 3 - 4 - 5 - 6EAE2D-LR-Str.1 - 2 - 3 - 7 - 8 - 10EAE2D-LR-Inv.1 - 3 - 4 - 8 - 10 - 13EAE2D-LR-Crit.2 - 3 - 5

Strand: Writing

Overall Expectations: EAE2D-W-OE.1 - 4

Specific Expectations: EAE2D-W-For.4 - 5 - 9EAE2D-W-Proc.2 - 3 - 5 - 6EAE2D-W-Gram.4 - 8 - 10 - 11 - 12EAE2D-W-Res.2 - 4EAE2D-W-Crit.4 - 5



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Specific Expectations: EAE2D-O-ForList.1 - 2 - 3EAE2D-O-ForSpea.1 - 2 - 3 - 7 - 10EAE2D-O-Grsk.1 - 2EAE2D-O-Crit.3


Overall Expectations: EAE2D-M-OE.

Specific Expectations: EAE2D-M-For.1EAE2D-M-Inv.3

4. Planning Notes

The teacher will:- prepare the selections of poems by Canadians using various media (e.g., tapes, films, CDs).- reserve audiovisual equipment.- draw up the job description for a poet laureate to be presented to students.- make accessible to students as many copies of anthologies available, in either print or

electronic form.- provide access to dictionaries and thesauri in either print or electronic form.- plan in-class time for silent sustained reading.


- Have demonstrated an understanding of how literary eras and other specific surroundingfactors can influence an art form (e.g., Elizabethan theatre).

- Have demonstrated an understanding of how to do an effective dramatic reading of a poem(e.g., background music, props).

- Have demonstrated understanding of poetic devices.- Have used a variety of resources (e.g., print or electronic) to enhance oral presentations.- Have explained elements of poetry in an oral presentation, using transition words for clarity

and selecting appropriate diction.


Step A: Reading, Writing/Class and Individual Exploration

Teacher:- presents a selection of poems by Canadian and international authors (e.g., Bliss Carman)

using various media (e.g., tapes, videos, CDs).

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- presents to students news clippings, reviews and articles on contemporary Canadian poets, asevidence that Canadians have wide recognition (e.g., Irving Layton, Margaret Atwood,Leonard Cohen).

Students:- brainstorm successful Canadians in media (e.g., Mike Myers, Alanis Morrissette, Sarah

McLachlan, The Barenaked Ladies, Jim Carrey, Matthew Perry, Céline Dion, PeterJennings).

- skim magazine articles, newspaper and Web sites to gather reviews and comments on theworks of these Canadians (e.g., James Cameron’s work on “Titanic”, Michael Ondaatje’s“The English Patient”).

- in their response journals, write about the importance of the Canadian presence and influenceon the various types of media.

Step B: Reading/Jigsaw, Role-playing

Teacher: - asks students, in groups of two or three, to write down the personality profile (e.g., Margaret

Atwood’s intense ironic vision of life, Michael Ondaatje’s blend of fantasy and reality) ofone of the poets and state why this is relevant in the analysis of poems (e.g., female writer,landscape poet, etc.).

Students:- in groups, research biographical data on a Canadian poet to show literary influences (e.g.,

modern poetry as seen in Margaret Atwood’s works, tail-end of Victorian era in Canada andheavy political influence as seen in Duncan Campbell Scott’s works, etc.) and anecdotes.

- analyse the themes and devices of at least one poem by the author selected, with attention tothe literal and figurative meaning of words.

- write down their findings by establishing a link between the poet and his or her poetry;interview each other to obtain information about the various poets and their craft (e.g., thefirst day, first member of the group acts the part and the second member tours the class, andvice versa for the second day), (use the jigsaw method of collaborative learning).

Teacher:- gives a summative quiz where students compare and contrast two poets of their choice from

their persona exercise (e.g., personal background, works, influence, era).

Step C: Writing, Reading/Journal Responses, Role-playing, Oral Report

Students:- in their journals reflect on the role of the poet: Do poets have career opportunities? Are poets

themselves relevant today in a multimedia culture?- share their journal responses with a local writer who has been invited to speak to students and

ask relevant questions about the role of poetry and literature in our society today.Teacher:- explains the job of the poet laureate and gives examples from a list of poets (all poets need

not be poet laureates but there should at least be one different poet assigned per student in theclass).

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Students: - become poet laureates for a day and present a dramatic reading of a poem of their choice

(students are encouraged not to repeat poets from previous activity).- write and present a short appreciation of the poem they have read along with data on the poet

to be submitted for summative evaluation by teacher.

Step D: Writing, Speaking/Role-playing

Teacher:- asks students to write a newspaper classified ad promoting the services of a poet.Students:- in pairs, outline the basic characteristics of the job and of the individual they have in mind in

their journals.- in pairs, prepare for an improvisation of a mock interview of a poet applying for a job as a

poet laureate in a modern techno-world (e.g., Duncan Campbell Scott, Bliss Carman, E.J.Pratt).

Teacher:- finds member of the class to volunteer to improvise interview skits where their poets ask for a

position with a high-tech publishing company.Students:- draw conclusions on writing as a career (e.g., how to promote yourself as a writer if you wish

to publish, the importance of context).

Step E: Grammar and Usage/Spelling and Punctuation

Students:- apply rules of subject-verb agreement in their oral discussion and presentations, using

appropriate diction and literary terms.- rewrite sentences and excerpts of texts changing the point of view, or changing them from the

singular to the plural or vice-versa.



diagnostic- questions and answers, brainstorming (Step A)formative- journal writing (Steps A and C)- group work (jigsaw method) (Step B)- improvisation (Step D)- subject-verb agreement exercises (Step E)

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summative- quiz on the persona (Step B)- oral report (Step C)

8. Resources


HumanA local writer

MaterialARDEN, Jann, Living Under June, Markham, A & M Records, 31450248-2.MARSHALL, Amanda, Amanda Marshall, New York, Sony Music Entertsinment Canada, EK

80229.THE CRANBERRIES, Everybody Else Is Doing It, So Why Can’t We?, Markham, Islands

Records Inc., 314-514 156-2.THE BARENAKED LADIES, Gordon, Scarborough, Sire Records Company, CD 26956.WARNES, Jennifer, Famous Blue Raincoat: The Songs of Leonard Cohen, Toronto, Attic

Records Limited, ACDM 1227.


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Write Away

1. Time

210 minutes

2. Description

In this activity, students demonstrate their knowledge of poetic forms and techniques by writingpoems relating to themes and topics under study during the course. Students apply the steps ofwriting as a process and develop their critical skills in the selection, revision and publication of aclass anthology.



Overall Expectations: EAE2D-LR-OE.1 - 5

Specific Expectations: EAE2D-LR-For.5 - 7EAE2D-LR-Str.1EAE2D-LR-Inv.4 - 11EAE2D-LR-Crit.1 - 2 - 3 - 4 - 5 - 6

Strand: Writing


Specific Expectations: EAE2D-W-For.2 - 6 - 7 - 8 - 9EAE2D-W-Proc.1 - 2 - 3 - 4 - 5 - 6EAE2D-W-Gram.1 - 2 - 3 - 11 - 12 - 13EAE2D-W-Crit.1 - 2 - 3 - 4



144

Specific Expectations: EAE2D-O-ForSpea.6 - 7 - 8EAE2D-O-List1EAE2D-O-GrSk.1 - 2 - 3 - 4EAE2D-O-Crit.2



Specific Expectations: EAE2D-M-For.1 - 2 - 4EAE2D-M-Crit.2

4. Planning Notes

The teacher will:- evaluate availability and suitability of resources on the Internet and annotate relevant sources.- ensure that the students have access to computers to proofread, format, and publish their

texts.- make accessible to students as many copies of anthologies available, in either print or

electronic form, as models for their own texts.- provide access to dictionaries and thesauri in either print or electronic form.- provide time for application of various steps of a writing process.


- Have integrated suggestions of peers and teacher into texts during writing process.- Have assumed various roles in the collaborative production of a text.- Have used a variety of resources to enhance written presentations.- Have skimmed and scanned a variety of texts for academic purposes.


Step A: Reading, Viewing/Individual and Class Exploration

Students:- find examples of poetry in everyday life (e.g., haikus in advertising perfume or cars, limericks

in jingles, concrete poetry in graphics, chapter 2 of Inside Poetry, “Poetry is All Around Us”).- present their findings to the class, along with an appreciation and criticism of the form and

the content. - assemble a montage of their material to form a mural in class.

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Teacher:- invites a local writer (or presents a video) in which he or she presents various views on the

role of poetry in society as well as his/her personal reasons for being a poet.Students:- read and discuss various poets’ texts on the craft of poetry (chapter 6 of Inside Poetry,“The

Eye of the Beholder”).

Step B: Writing/Writing Process

Teacher: - asks students to choose a medium they would like to work in to present a poem of their own

(e.g., T-shirt painting, CD liner notes, audio tape, poster).- asks students, before they set out to write their poem, to have the poetic forms preapproved.- suggests topics and/or themes relating to novels, plays, and stories studied throughout the

courses (e.g., The course of true love never did run smooth; The need for people to walk inother people’s shoes; It’s a sin to kill a mockingbird; “Deep into that darkness peering, long Istood there wandering, fearing”; Life is change; Social injustices; Fate does, or does not,determine our lives; War can, or cannot, be justified).

Students:- list the characteristics of a good poem, thereby establishing the criteria by which their own

poems will be evaluated (with the extra stipulation that at least four or five different stylisticdevices be incorporated into their poems).

- select the format and the theme or message of their poem; brainstorm various images theyassociate with their topic; determine the sequence of their poem.

Teacher:- reviews concept of audience and purpose, reading a few poems and asking how these poems

would be different if, for example, they were written for a different age group (e.g., nurseryrhymes).

Students:- write drafts and conference with a peer and the teacher, integrating their suggestions into

their texts.- revise their draft to create a mood, tone, or feeling.- proofread, edit, and then publish their poems with the use of print and electronic resources,

submitting their text for summative evaluation.

Step C: Speaking, Listening, Viewing/Oral Presentations

Students:- read their poem and present it in a specific medium of their choice (e.g., in visual, audio or

electronic form).- select their favourite poems and give feedback on the presentations in general.

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Step D: Writing/Class Publication

Students: - assume various roles involved in the publication of a text (e.g., graphic designer, typist,

proofreading, editor in charge, etc.).- select, edit, illustrate, format, and publish poems written by students (and other related texts

from Activity 3.3 if students wish); each student should have at least one text selected for theclass publication.

- present their class publication to students in other classes of English in the school and/or onthe Internet.

Step E: Grammar and Usage/Spelling and Punctuation

Students:- use print and electronic resources to verify spelling.- apply knowledge of punctuation and grammar to edit texts with special attention to the

agreement of subjects, verbs, and pronouns and to the correct use of parts of speech ingeneral.



diagnostic- class exploration (Step A)formative- peer and teacher conferencing (Step B)- peer evaluation (Step C)summative- evaluation of written and oral presentation of poem (Step B)- evaluation of contribution to class publication (Step D)

8. Resources


HumanA local writer


Appendix EAE2D 3.5.1: Achievement Chart - Write Away

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Achievement Chart - Write Away Appendix EAE2D 3.5.1


Strand: Media StudiesOverall Expectations: EAE2D-M-OE.1 - 2 - 3

Strand: WritingOverall Expectations: EAE2D-W-OE.1 - 2 - 3

Student Task: Writing and presentation of a poem


50 - 59%Level 1

60 - 69%Level 2

70 - 79%Level 3

80 - 100%Level 4


The student:- demonstratesknowledge of poeticgenres and devices - demonstratesunderstanding of themes and topics - demonstratesunderstanding of the relationship betweenform and content in apoem - demonstratesunderstanding of the uses and effect ofpoetic devices andmedia conventions

The studentdemonstrateslimitedknowledge of forms of texts andstrategies, andlimitedunderstanding ofthemes, topics,relationshipsbetween forms andcontent, and theuses and effect ofaesthetic elements

The studentdemonstratessome knowledgeof forms of texts andstrategies, andsomeunderstanding ofthemes, topics,relationshipsbetween forms andcontent, and theuses and effect ofaesthetic elements

The studentdemonstratesconsiderableknowledge of forms of texts andstrategies, andconsiderableunderstanding ofthemes, topics,relationshipsbetween forms andcontent, and theuses and effect ofaesthetic elements

The studentdemonstratesthoroughknowledge of forms of texts andstrategies, andthorough andinsightfulunderstanding ofthemes, topics,relationshipsbetween forms andcontent, and theuses and effect ofaesthetic elements

Thinking/Inquiry

The student:- interprets a theme andpresents it as a mediatext- selects and assessesformat of mediapresentation

The student usescritical andcreative thinkingskills with limitedeffectivenessapplying few ofthe inquiry skills

The student usescritical andcreative thinkingskills withmoderateeffectivenessapplying some ofthe inquiry skills

The student usescritical andcreative thinkingskills withconsiderableeffectivenessapplying most ofthe inquiry skills

The student usescritical andcreative thinkingskills with a highdegree ofeffectivenessapplying all oralmost all of theinquiry skills

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Communication

The student:- communicatesa theme- communicateswith a sense of theeffect of poetic devicesand media techniques- demonstratescommand in the use ofpoetic devices andmedia techniques

The studentcommunicatesinformation andideas with limitedclarity, and witha limited sense ofaudience andpurpose,demonstratinglimited commandof poetic devicesand mediatechniques

The studentcommunicatesinformation andideas with someclarity, and withsome sense ofaudience andpurpose,demonstratingmoderatecommand ofpoetic devices andmedia techniques

The studentcommunicatesinformation andideas withconsiderableclarity, and witha clear sense ofaudience andpurpose,demonstratingconsiderablecommand ofpoetic devices andmedia techniques

The studentcommunicatesinformation andideas with a highdegree of clarityand confidence,and with a strongsense of audienceand purpose,demonstratingextensivecommand ofpoetic devices andmedia techniques

Application

The student: - uses knowledge ofpunctuation, subject-verb agreement, verbs,pronouns, and parts ofspeech- uses mediaconventions andtechniques to convey amessage and to createthe desired effect-uses reading strategiesselecting and editingpoems for publication ofa class anthology- uses the writingprocess to revise his/herown poem, and topublish class anthology- uses technology topresent poem as a mediatext

The student usesthe requiredlanguage, mediaconventions andtechniques withlimitedeffectiveness, usesreading strategiesand a writingprocess withlimitedcompetence, andmakes connectionswith limitedappropriatenessand effectiveness

The student usesthe requiredlanguage, mediaconventions andtechniques withmoderateeffectiveness, usesreading strategiesand a writingprocess withmoderatecompetence, andmakes connectionsand withmoderateappropriatenessand effectiveness

The student usesthe requiredlanguage, mediaconventions andtechniques withconsiderableeffectiveness, usesreading strategiesand a writingprocess withconsiderablecompetence, andmakes connectionswith considerableappropriatenessand effectiveness

The student usesthe requiredlanguage, mediaconventions andtechniquesaccurately andeffectively all oralmost all of thetime, readingstrategies and awriting processwith a highdegree ofcompetence, andmakes connectionsappropriatelyand effectively


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UNIT 4 (EAE2D)

Short Story/Novel - Social Issues

Unit Description

In this unit, students read a series of short stories and one novel related to various social issuessuch as stereotypes, discrimination and prejudice. They also analyse literary elements of point ofview, characterization, setting and theme, and related literary/stylistic devices. Students producea wide range of written assignments, in particular an opinion text, multi-paragraph answers, andthe literary essay. Students also develop creative writing assignments with a focus on thedescriptive paragraph, the writing of an introduction to a short story, and a short story.




Specific Expectations: EAE2D-LR-For.1 - 2 - 3 - 4 - 5 - 6 - 7- 8 EAE2D-LR-Str.1 - 2 - 3 - 5 - 7 - 8 - 10EAE2D-LR-Inv.3 - 4 - 9 - 10EAE2D-LR-Crit.2 - 4 - 5

Strand: Writing


Specific Expectations: EAE2D-W-For.1 - 2 - 3 - 5 - 6 - 7 - 8 - 9 EAE2D-W-Proc.4 - 5 - 6 EAE2D-W-Res.5 - 6 - 7EAE2D-W-Crit.1 - 2 - 3 - 4 - 5



Specific Expectations: EAE2D-O-ForList.1 - 2 - 3 - 4 EAE2D-O-ForSpea.3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11EAE2D-O-GrSk.1 - 2 - 3 - 4 - 5 EAE2D-O-Crit.1 - 2

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Specific Expectations: EAE2D-M-For.1 - 4 - 5 - 6 - 8 EAE2D-M-Crit.1 - 2

Activity Titles

Activity 4.1: The Presence of Stereotypes in Our Daily LivesActivity 4.2: A Look At Stereotypes Through FictionActivity 4.3: The First Impression Is A Lasting Impression Activity 4.4: To Kill A MockingbirdActivity 4.5: Fiction Versus Hollywood


- Have understood literary elements (e.g., irony, mood, tone, atmosphere, etc.).- Have understood the necessary protocol for an expository multi-paragraph composition with

introduction, body, and conclusion.- Have developed the necessary strategies for effective group work.- Have organized information creatively in well-developed narrative texts.- Have acquired the ability to anticipate the outcomes of an effective short story.- Have various reading strategies and research techniques useful for Internet and electronic

publication.- Have performed specific tasks in media creation using computers.- Have written a group literary essay.

Unit Planning Notes

The teacher will:- choose the short stories to be read and analysed, ensuring that they refer to stereotypes and

related themes.- make copies of available short story anthologies accessible to students, in either in print or

electronic form.- provide time for the application of the various steps of the writing process. - plan in-class time for rehearsal, delivery and evaluation of student presentations.- reserve audiovisual equipment.- prepare the definition of social construct to present to students.

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Français- Make links with the study of themes and literary devices studied in their Français course.

Other Disciplines - Demonstrate graphic arts appreciation in the visual presentation of the short story.

Animation culturelle- Explore other cultural contexts and traditions through literature.- Explore personal perspective and cultural background in the creative writing process.

Technology- Use electronic resources in developing vocabulary and spelling, and multimedia productions.

Careers- Explore mass media and technology, and develop application skills for the latter.- Explore career opportunities through invited field expert guest speaker.



- conferencing- discussion- observation- performance tasks- questions and answers- computer assisted learning- directed reading-thinking activity- guest speaker

- response journal- self-assessment- brainstorming- buddy system- collaborative and cooperative learning- homework- independent reading- story telling- writing to learn



diagnostic- observation through questions and answers- evaluation of multi-paragraph compositionformative- questions, answers, and observation- feedback provided in grid

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- constructive feedback in the evaluation of the multi-paragraph composition- feedback during group work- short story draftsummative- final evaluation of the multi-paragraph composition- presentation of sequel- evaluation of short stories



Students with Special Needs- Encourage oral discussion before and after reading to increase the students’ level of

comprehension.- Use direct instruction and modelling to encourage the use of a variety of pre-writing and

organizational strategies (e.g., conferencing, brainstorming, illustrating, tape recording,mapping, outlining, semantic webbing).

- Have the students use a computer for word processing, proofreading, etc.- Provide a print copy of chalkboard notes, if necessary (e.g., photocopy of teacher or peer’s

notes). - Encourage students to have a peer who will help them proofread their work.

Remedial and Enrichment- Provide opportunities for more frequent smaller writing assignments as an alternative to

longer writing requirements.- Emphasize the abstraction in the use of symbol and metaphor in the writing of a short story.



and/or reduce the scale of the assignment.- Give assignments orally and visually.


presentations, time lines, collages).

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Security


Resources


PedagogicalJEROSKI, Sharon, Tapestries, Scarborough, Nelson Canada, 1991.KELLOW, Brian and John KRISAK, Matters of Fact, Scarborough, Prentice-Hall Canada Ltd,

1992.LEE, Harper, To Kill A Mockingbird, Philadelphia, Warner Books Inc., 1982, 201 pages.ROBINSON, S.D., Destinations: Straight Ahead, Scarborough, Prentice-Hall Canada Inc., 1990,

366 pages.ROBINSON, S.D., Destinations: Fast Forward, Scarborough, Prentice-Hall Canada Inc., 1990,366 pages.ROBINSON, S.D., Destinations: Accelerate, Scarborough, Prentice-Hall Canada Inc., 1990, 212

pages.THACKER, Penny, Values, Toronto, McGraw-Hill Ryerson, 1993, 152 pages.

Reference/ ConsultationBARNET Sylvan, A Dictionary of Literary, Dramatic, and Cinematic Terms, Little, Brown and

Company, Boston, 1971, 124 pages.GRAVES, Clayton, Writing in Context, Nelson Canada, Scarborugh, 1993, 192 pages.LEMAY, Laura, Teach Yourself Web Publishing, SAMS Publishing, Indianapolis, 1995, 403

pages.

Human- guest speaker on human relations- a short story writer

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The Presence of Stereotypes in Our Daily Lives

1. Time

150 minutes

2. Description

In this activity, students become familiar with the concept of stereotypes in their daily lives andwrite short dialogue situations illustrating such behaviour. They write an opinion text illustratingsolutions to overcoming stereotypes in society.




Specific Expectations: EAE2D-LR-For.4 - 8EAE2D-LR-Str.1 - 2 - 3EAE2D-LR-Inv.1 - 2 - 3 - 4 - 8EAE2D-LR-Crit.4

Strand: Writing


Specific Expectations: EAE2D-W-For.2 - 7 - 8 - 9EAE2D-W-Proc.1 - 2 - 4 -5 - 6EAE2D-W-Gram.1 - 3 - 11EAE2D-W-Crit.2 - 3 - 4



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Specific Expectations: EAE2D-O-ForList.1EAE2D-O-ForSpea.1 - 3 - 5 - 7EAE2D-O-Crit.1 - 2

4. Planning Notes

The teacher will:- locate current/recent samples of opinion texts (e.g., Maclean’s columnists, newspaper

editorialist, opinion columns).- provide access to dictionaries and thesauri in either print or electronic form.- set aside time for students to write their multi-paragraph composition.- provide opportunities for peer editing and conferencing.


- Have understood literary elements (e.g., irony, mood, tone, atmosphere, etc.).- Have used different grids of literary elements efficiently to identify literary elements in a

short story.- Have understood the necessary protocol for an expository multi-paragraph composition with

introduction, body, and conclusion.- Have read short opinion texts and written one-paragraph expository (opinion) texts.- Have used punctuation of dialogue and paragraph shifts in dialogue situations.


Step A: Introduction /Discussion

Teacher:- presents a cartoon strip (see “Examining Stereotypes”in Fast Forward) or a situation

described in a text that illustrates an incident involving a stereotype. Students: - respond orally discussing past incidents where they have witnessed cases of stereotyping or

have become victims of stereotyping.

Step B: Writing Scripts

Teacher: - prepares a chart listing categories of people (e.g., teenagers, old people, fathers, mothers,

mothers-in-law, teachers, rock bands, football players, vice-principals, politicians).

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Students:- fill in the chart of stereotypes by identifying a) the stereotypes each of these categories

provoke and b) the reality of each of these categories. In groups of two or more students, theycompare their observations with those of their fellow members and arrive at a consensus.

Teacher:- assigns each group of students to one given category of people and each group must write a

dialogue situation of about two minutes in length which presents this stereotype as seen ineveryday situations.

Students:- work in groups building their dialogue situation.

Step C: Oral Presentation of a Dialogue Situation

Students:- present their dialogue to the class and the class identifies the stereotype and comments on

ways of handling such situations.

Step D: Writing a Second Version of the Dialogue Situation

Teacher:- asks the groups to present a second version of their dialogue situation that eliminates the

stereotype.Students:- present their sketches to the class and the class comments on the modified version.

Step E: Analysing Opinion Texts

Teacher:- presents the students with a series of opinion texts selected from an anthology containing

informational texts (e.g., “Remembrance” by Timothy Findley, “Children and Alcohol” byJohn Allemang ) or from magazines such as Maclean’s.

- dissects it with the students pointing out the thesis, supporting arguments and keyorganizational features.

- prepares questions relating to the content and stylistic qualities of each text.Students:- respond to questions as a homework assignment.Teacher:- organizes jigsaw method of collaborative learning in order to cover homework assignment,

and monitors groups to ensure comprehension.

Step F: Writing an Opinion Text

Teacher:- assigns an opinion text to the students that illustrates (in the introduction) an example of

stereotyping, and a clear thesis, and presents two solutions in the two body paragraphs. The

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concluding paragraph returns to the initial situation presented in the introduction andmodifies it positively or ends it in a new perspective.

- prepares questions relating to the content and stylistic qualities of each text.

Step G: Grammar, Usage, Spelling, and Punctuation

Students:- review their sentence patterns and apply different sentence-combining techniques.



diagnostic- class discussion (Step A)formative- sketch presentations (Steps C and D)- jigsaw activitysummative- evaluation of the opinion text (Step F)



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A Look at Stereotypes Through Fiction

1. Time

375 minutes

2. Description

In this activity, students analyse key elements of fiction in various short stories, paying closeattention to literary /stylistic devices and thematic interpretation. Students make connections withtheir own prior experiences in a range of discussions, group activities and multi-paragraphresponses to texts under study, all related to stereotypes in society.




Specific Expectations: EAE2D-LR-For.2 - 3 - 4 - 5 - 8EAE2D-LR-Str.1 - 2 - 3EAE2D-LR-Inv.1 - 2 - 3 - 4 - 5 - 7 - 8 - 11EAE2D-LR-Crit.2 - 5 - 6

Strand: Writing


Specific Expectations: EAE2D-W-For.1 - 5 - 7 - 9EAE2D-W-Proc.3 - 4 - 6EAE2D-W-Gram.12



159

Specific Expectations: EAE2D-O-ForList.2 - 3EAE2D-O-ForSpea.1 - 3 - 4 - 6EAE2D-O-GrSk.1 - 3 - 4EAE2D-O-Crit.2

4. Planning Notes

The teacher will:- find short stories related to social themes such as stereotypes, gang violence.


- Be familiar with key literary terms and devices.- Have understood the elements of an expository multi-paragraph text.


Step A: Discussion/Writing

Teacher:- leads the class in a discussion on the problems encountered when being misunderstood by a

friend, a parent or some other person. Discuss the students’ feelings and reactions to such asituation.

Students:- write a journal response to this discussion focusing on how they resolved this

misunderstanding. They volunteer their responses to the class as a whole or in small groups.Teacher: - leads the discussion on the problem of stereotyping and its harmful effects on the targeted

person or group.

Step B: Theory of the Short Story

Teacher: - reviews literary elements in preparation for the stories to be studied, with emphasis on

characterization, tone and point of view.

Students:- identify chief qualities of successful short stories and will identify these qualities in the

stories to be studied.

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Step C: Reading/Discussing/Response to Questions

Teacher: - introduces stories that focus on stereotyping (e.g., “On the Sidewalk Bleeding” by Evan

Hunter, which deals with gangs and stereotyping, or “The Cardboard Room” by TeresaPitman, which deals with misconceptions).

Students:- read the story together in class and respond to oral questions by teacher related to key

happenings in the story, character portrayal, values presented, and thematic and stylisticqualities.

Teacher:- hands out prepared questions on key aspects of the story and on stereotyping.Students:- respond in written form to these questions, which are taken up in a whole-class activity.

Step D: Group work/Informal Oral Presentation

Teacher: - divides students into groups whose aim is to come up with a plan to reduce stereotyping in

society.Students:- prepare their three part plan in chart form with the following headings: Evidence of

Stereotyping, Effects, and Possible Solutions.- present their findings to the other students, who jot down worthwhile plans of action.

Step E: Multi-paragraph Responses

Teacher:- formulates a question that requires a multi-paragraph response linked to the activity in Step D

(e.g., in a four-paragraph response, present a plan of action to help eliminate stereotyping insociety) or a literary question linked to the studied story in Step C (e.g., Prove that the shortstory is effective by developing two of its main qualities and by substantiating your choice ofqualities).

Students:- build a short outline on this topic and then write a first draft.

Step F: Revising and Editing

Teacher:- collects the assignments, evaluates them (the students orally present their findings to the

class).- provides feedback on expository composition focusing on expository form, development and

mechanics.Students:- make necessary adjustments to their texts and hand in final copy.

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Step G: Grammar, Usage/Spelling and Punctuation

Students:- use reference texts to proofread their texts.



diagnostic- discussion/writing (Step A)formative- class discussion- informal group presentation (Step D)summative- multi-paragraph response (Step F)



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The First Impression Is A Lasting Impression

1. Time

225 minutes

2. Description

In this activity, students become familiar with different techniques used in building successfulintroductions to short stories and complete related exercises such as realistic dialogue, correctpunctuation, character dossiers, plot graphs, etc. They write an introduction to a short story andthen produce a complete short story.



Overall Expectation: EAE2D-LR-OE.1

Specific Expectations: EAE2D-LR-For.1 - 2EAE2D-LR-Inv.5EAE2D-LR-Crit.2 - 4

Strand: Writing


Specific Expectations: EAE2D-W-For.2 - 6 - 9EAE2D-W-Proc.1 - 4 - 5EAE2D-W-Gram.13

4. Planning Notes

The teacher will:- ensure access to computers for students, either through in-class work stations or reservation

of computer lab.

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- provide access to dictionaries and thesauri in either print or electronic form.- provide time for the application of the various steps of writing as a process.- integrate Grammar and Usage/Spelling and Punctuation into each activity.


- Have understood the necessary elements of effective short story writing.- Have acquired the ability to anticipate the outcomes of an effective short story.- Have demonstrated understanding of literary devices.- Have electronic word processing abilities.- Have used punctuation in dialogue situations.


Step A: Investigating

Teacher:- asks students to identify their favourite introductions to short stories studied in Grades 9 or

10. (Students may consult their present short story anthology or their former Grade 9anthology made available by the teacher.)

Students:- read these introductions and identify different techniques used in beginning short stories.

(e.g., begin with descriptive details of the setting, begin quickly with an incident alreadyhaving taken place or happening, begin with dialogue in a situation that quickly introducesthe conflict).

Step B: Writing Prompts

Teacher:- presents students a variety of “What if...” situations (e.g., what if a student is caught

shoplifting by the owner of the store where he works, what if a young person dares to do whathe or she fears most, what if you and a friend run out of gas on a dark lonely road, twokilometres from the nearest gas station on a stormy night.).

Students:- select the “What if...” situation that most appeals to them and write continuously about it for

15 minutes.

Step C: Peer Evaluation/Revising/Sharing

Students:- exchange prompts with a partner and write comments and/or suggestions. They return to their

original prompt and incorporate the comments/suggestions. They read their revised prompt tothe class and students comment on the effectiveness of each prompt.

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Step D: Investigating Rules of Punctuation of Dialogue

Teacher:- asks students to locate realistic dialogue in conflict situations found in their short story

anthology and to copy these situations in their notebook.Students:- list the rules for proper punctuation in dialogue situations.Teacher:- compares the key rules for proper punctuation with the students’ findings.Students:- complete an exercise based on punctuation of dialogue from a series of texts taken from short

stories in their anthology. They verify their completed exercises with the original versionsfound in their anthology.

Step E: Writing Realistic Dialogue

Teacher:- prepares a series of situations (e.g., a student and his teacher on a poor result on an

assignment, a girl tries to persuade the coach to let her join an all-male contact hockey team,a parent and daughter on a broken curfew rule) and asks students to build the dialogue,revealing the characters by what they say rather than by what the author tells the reader aboutthem.

Students:- compose their dialogue individually and add narration; then they share their writing with a

peer who comments on whether the dialogue sounds realistic or not. They return to their textand incorporate suggestions. They volunteer a reading of their text to the class.

Step F: Building a Plot Graph

Teacher:- hands out a blank plot graph for a short story and students must fill in the missing details of

their intended short story in point form. (e.g., setting: description and atmosphere; initialsituation and conflict; character dossier: name, key physical and character traits,relationships with other characters).

Students:- fill in the plot graph in a story using the omniscient third-person point of view.Teacher:- reviews the qualities of a good introduction: fast pace, effective dialogue, realistic

characterization, vivid setting, and other relevant details.Students:- compose their introduction to their story (two double-spaced pages).- revise and edit the introductions of one of their peers.

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Step G: Sharing/Publication

Students:- read their introductions to their peers who comment on effective elements used in the

introduction. The ?author” may suggest how he/she would continue the story by referring tothe plot graph.

Teacher:- reviews key features of successful short stories after the writing of the introduction to a short

story.Students:- incorporate some of the more subtle elements such as foreshadowing, irony etc., into the

writing of the short story and produce their own short story after going through the differentstages of writing as a process.

- read their completed story to the class.

Step H: Grammar and Usage/Spelling, and Punctuation

Students:- review correct punctuation of dialogue during the process.



diagnostic- discussionformative- writing prompts, peer evaluation, investigating punctuation in short stories, plot graphsummative- final product of the introduction- completed short story



166


To Kill A Mockingbird

1. Time

900 minutes

2. Description

In this activity, students explore a novel (To Kill A Mockingbird) that deals with a social issue.The study also focuses on key elements of fiction and various literary/stylistic devices and theirimpact on the reader. Students develop their writing skills in journal responses, in descriptiveexpository texts, and in a literary essay.




Specific Expectations: EAE2D-LR-For.2 - 3 - 5 - 6 - 7 - 8EAE2D-LR-Str.1 - 2 - 3 - 5 - 7 - 8 - 10EAE2D-LR-Inv.3 - 4 - 5 - 6 - 7 - 8 - 9 - 10EAE2D-LR-Crit.2 - 3 - 6

Strand: Writing


Specific Expectations: EAE2D-W-For.1 - 3 - 5 - 6 - 7 - 8



Specific Expectations: EAE2D-O-ForList.3EAE2D-O-ForSpea.3 - 5 - 8 - 9 - 10EAE2D-O-GrSk.1 - 3 - 5EAE2D-O-Crit.1 - 2

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Strand: Media

Overall Expectation: EAE2D-M-OE.

Specific Expectations: EAE2D-M-Inv.2EAE2D-M-Crit.4

4. Planning Notes

The teacher will:- introduce the novel To Kill A Mockingbird once the Social Issues Unit is started, so that

students have sufficient time to do the reading.- allocate class time for reading.- consult with the librarian to ensure resource material related to the novel.- provide access to dictionaries and thesauri in either print or electronic form.- give students time to respond in their journals to texts they have read in either print or

electronic media.- provide time for the application of various steps of the writing process.- obtain a copy of the film version of To Kill A Mockingbird.


- Have various research techniques.- Have developed contextual meaning through the process of writing.- Have applied knowledge of spelling, vocabulary, and sentence structure to convey a specific

message.- Have knowledge of the use of the computer and various electronic equipment (e.g., scanner)

for texts and visual representations.


Step A: Brainstorming/Discussion

Teacher:- leads discussion on the setting of the novel and the importance of the social and/or historical

context in shaping the novel. (e.g., in To Kill A Mockingbird, the Depression during the1930's and the social climate in the deep South. Discussion should touch upon stereotypesand prejudice. Define the term “prejudice”.).

Students:- are asked to compare the situation in the novel under study and today’s social climate (e.g., in

TKAM, between the 1930's social climate and today’s social climate; they comment on

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similarities, differences, improvements, and needed changes; other ideas: examples ofprejudice in the history of the United States, in Canada; type of prejudice in our communitytoday, effects of prejudice, and solutions.) They also examine the role of religion indeveloping their values.

Step B: Reading

Teacher:- reads the initial pages of the novel to situate the point of view, key happenings, and main

characters.- presents relevant data on the author’s life (i.e., Harper Lee) and parallels with the narrator

(i.e., Scout).- discusses the advantages of the particular point of view (in TKAM, first-person narrator and a

child protagonist).Students:- read the novel during classtime (20 minutes at the beginning of every class and at home

dividing the reading into workable divisions (e.g., in TKAM, using the four followingdivisions as a guide; Chapters 1-8: to visualize the scene and establish the major charactersin the novel; chapters 9-16: dealing with the atmosphere of hostility that builds during thetrial; chapters 17-22: focusing on the trial itself; chapters 23-31: dealing with the aftermathof the trial). Another approach is to have students build character profiles of the maincharacters (e.g., Scout, Atticus, Jem) detailing key observations under the headings ofAuthor’s description, Character’s key speeches, Character’s key actions as the students readthe novel. After reading each division, students share their findings with others.

Step C: Reading/Oral and Written Quizzes

Students:- assume the point of a view of a character in the novel and in a two-minute oral presentation

give their account of an event, with attention to tone, diction and feelings (e.g., Scout givesher impression of her first days at school, Atticus announces Tom Robinson’s death to hiswife, Dill explains why he ran away, Boo explains how he saved Scout’s and Jem’s lives).

Teacher:- assigns factual reading quizzes at the end of each section or features short five-point test/oral

test, “stump the expert panel” or even questions prepared by students (avoid a question-answer format for every chapter as it detracts from appreciation of the novel).

Step D: Descriptive Paragraphs

Teacher:- assigns the writing of descriptive paragraphs of key characters in the novel (e.g., in TKAM,

after the reading of chapters 1-8, Boo Radley appears as a phantom-like figure hovering overthe lives of the children).

- reviews the writing of effective descriptive paragraphs focusing on strong topic sentences,detailed descriptions with emphasis on sensory appeal, precise diction, and strong concludingsentences. Groups students in pairs in order to work on this assignment.

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Students:- write two descriptive paragraphs with accompanying drawings of Boo Radley as:

- Scout would imagine his appearance using her point of view and naive tone;- the students would imagine this recluse Boo would appear after having been isolated for

years.- in pairs, read their paragraphs to the class and then present their drawings to the class to show

the correlation between the paragraphs and the drawings.

Step E: Journal Writing

Teacher:- asks the students to react to key happenings in the story by writing journal entries after

reading another segment of their novel (e.g., in TKAM, after chapters 9-16, which depictexamples relating to courage such as Scout’s encounter with Cecil Jacobs, the rabid dog,Mrs. Dubose). In each entry, they comment on the happening (e.g., describe what it is abouteach incident that displays or evokes the need for courage in TKAM).

- asks students to write a personal journal entry on how they would react in a situationrequiring courage or bravery.

Students:- respond in their journal entry on one of these situations.

Step F: Writing Expository Texts/Questions and Answers

Teacher:- after the reading of the novel, examines key elements to further student analysis (e.g., in

TKAM, the term “symbol” is analysed and students provide examples of common symbolsand examples of the mockingbird symbol in the novel).

Students:- further the study of these elements by closely examining the key passages (e.g., in TKAM,

find examples of the mockingbird in the novel, link it to characters and explain itssignificance). They also write expository texts and responses to answers illustrating keyconcepts or ideas (e.g., the loss of innocence as seen in the lives of Boo Radley, TomRobinson, Jem or Scout).

Step G: Discussion/Note Taking

Teacher:- reviews the essential elements of the novel (e.g., plot, characters, setting, theme; literary

devices such as imagery, symbols, form such as structure and style, slang and dialect in ToKill A Mockingbird).

Students:- develop note taking skills and respond to questions directed by the teacher.Teacher:- assigns end-of-unit topics relating to key elements under study. In TKAM, the topics could

revolve around the growing up theme, relationships, prejudice, education, style, values...

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Students:- work in groups of three on the preparation of these oral presentations, which should feature a

visual component.

Step H: Writing/Literary Essay

Teacher:- singles out possible topics for a literary essay such as the loss of innocence and first-person

point of view in Scout’s role, the voice of conscience in Atticus, the mockingbird motif.Students:- make use of the primary text To Kill A Mockingbird in the building of their literary essay,

which features a focused introduction and a series of well-related body paragraphs,incorporating quotations, examples and arguments from the text.

Teacher:- establishes deadlines for the different submissions of the various stages of the essay such as

conferencing with teacher, evaluating the first draft, revising and editing, proofreading andsubmitting the final copy.

Students:- submit the literary essay after going through the various stages of writing as a process.


Students:- use a computer spell-check program to verify their spelling; edit peer essays suggesting

improvements to sentence structure.



diagnostic- discussion on social issuesformative- reading quizzes- descriptive paragraphs- journal entries- oral presentationssummative- descriptive paragraphs (Step D)- expository texts (Step F)- oral presentations (Step C)- literary essay (Step H)

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172


Fiction versus Hollywood

1. Time

225 minutes

2. Description

In this activity, students view the film version of the novel To Kill A Mockingbird and compareand contrast the film with the novel from the points of view of setting, plot, characterization,theme. Students also analyse the effects of camera angles and music in the film version.


Strand: Writing


Specific Expectation: EAE2D-W-For.1

Strand: Oral communication


Specific Expectations: EAE2D-O-ForList.1 - 2 - 3 - 4



Specific Expectations: EAE2D-M-For.4EAE2D-M-Inv.1 - 3 - 6EAE2D-M-Crit.2

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4. Planning Notes

The teacher will:- obtain a copy of the film version of To Kill A Mockingbird.- prepare a checklist for evaluation of a film.


- Ability to write short opinion texts.


Step A: Discussing/Scene Presentation

Teacher:- reviews the analysis of the novel To Kill A Mockingbird on key elements such as theme,

characterization, setting, plot, point of view, atmosphere.- has students select a short scene from the novel (e.g., Walter Cunningham having lunch at the

Finch residence, Bob Ewell’s attack on the children at the end...).Students:- build a mock scene on one of the short scenes, discuss staging problems, and try to arrive at a

solution.- present the scene to the class and the students comment on whether it successfully portrays

the book version.

Step B: Viewing/Checklist Evaluation

Students:- view the film version in class and fill in a checklist based on their evaluation (e.g., criteria

such as similarities, differences, strengths, weaknesses, modifications, omissions,verisimilitude with the novel based on elements such as setting, plot, characterization, theme,point of view in addition to analysis of camera angles and music and their effects).

- fill in this checklist during the viewing of the film version.

Step C: Discussing/Comparing

Students:- discuss their findings and also compare and contrast their short scene adaptation with the film

version. They judge whether the viewing of the film version would modify theirinterpretation of the scene.

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Step D: Writing

Teacher:- reviews the elements in writing an opinion text.Students:- write a short opinion text stating their preference - the book or the film version - and

justifying their choice.



diagnostic- discussion (Step A)formative- scene presentation (Step A)- viewing and checklist evaluation (Step B)- discussing and comparing (Step C)summative- opinion text (Step D)

8. Resources


TechnologicalFilm version of To Kill A Mockingbird, MCA Universal-black and white-1987 - 2 hours 11mins., MCA Video Canada-2450 Victoria Park Ave, Willowdale M2J 4A2


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UNIT 5 (EAE2D)

Media Studies - Now and Then

Unit Description

In this unit, students become aware of the influence of the media in shaping their values andperspectives. They look into the past and future and invent new careers and a new medium totransmit information. Students also collaborate on the publication of a newspaper using print andelectronic resources.




Specific Expectations: EAE2D-LR-For.1 - 4 - 6 - 7 - 8 EAE2D-LR-Str.1 - 2 - 3 - 4 - 8 - 9 - 10 - 12EAE2D-LR-Crit.3 - 4 - 5

Strand: Writing


Specific Expectations: EAE2D-W-For.2 - 6 - 7 - 8 - 9EAE2D-W-Proc.1 - 2 - 3 - 4 - 5 - 6 EAE2D-W-Gram.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11- 12 - 13EAE2D-W-Res.3 - 4 - 5 - 6 EAE2D-W-Crit.1 - 2 - 3 - 4 - 5



Specific Expectations: EAE2D-O-ForList.1 - 2 - 3 - 4 EAE2D-O-ForSpea.2 - 3 - 4 - 5 - 6 - 7 - 9 - 10 - 11EAE2D-O-GrSk.1 - 2 - 3 - 4 - 5EAE2D-O-Crit.1 - 2

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Specific Expectations: EAE2D-M-For.1 - 2 - 3 - 4 EAE2D-M-Inv.2 - 3 - 4 - 5 - 6 - 7 - 8 EAE2D-M-Crit.1 - 2 - 3 - 4

Activity Titles

Activity 5.1: Independent Reading and the Movie IndustryActivity 5.2: Stereotypes in the MediaActivity 5.3: Jobs Yesteryear, Today and TomorrowActivity 5.4: Mixed Messages in the MediaActivity 5.5: A Newspaper Page


- Have a clear idea of how media shape our lives and of the essential components of effectivemedia (e.g., bias in advertising).

- Be familiar and at ease with desktop publishing techniques for writing, formatting, andillustration.

- Have grasped how stereotypes, biases, and prejudices are present in today’s society.

Unit Planning Notes

The teacher will:- evaluate the availability and suitability of resources in either print or electronic form.- collect various articles and documents pertaining to the theme at hand.- choose the on-line publications to be shown to students (e.g., technological resources).- list and prepare career and job descriptions of the publishing industry. - contact a guest speaker with links to publishing (e.g., local newspaper reporter or student

from journalism program in college or university).- reserve audiovisual equipment.


Other Disciplines- Graphic design and marketing

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Animation culturelle- Comparative media cultures

Technology- Innovative technology in mass communication- Computer studies- Information technology- Deskstop publishing- Information retrieval and management (e.g., CD-ROMs, Internet)- Scanning, digital photography, CD-ROM writing- Photojournalism- Marketing and advertising

Careers- Sociologist, futurologist, trend-spotter- Mass communication innovations- Computer studies- Graphic design and marketing- Journalism, trade writers, television magazines- Desktop publishing- Technical writer- Marketing and advertising



- brainstorming- buddy system- case study- classifying- collaborative/cooperative learning

- journal writing- model making- oral explanation- peer practice- peer teaching

- computer assisted learning- conferencing- directed reading/thinking activity- discussion- graphing- guest speaker- inquiry

- problem posing- research- response journal- simulation- visualisation- working with manipulatives- writing to learn

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formative- feedback during work periods on design and presentation- feedback on the validity of the questioning summative - evaluation of presentation- evaluation of electronic publishing



Students with Special Needs- Involve the student in goal setting.- Provide extra text books (as required) for home.- Set time limits the student is clear about for assignments.- Employ rehearsal and questioning strategies following instruction, in order to help the student

focus on important information.- Provide varied opportunities for peer and/or group interactions e.g., cooperative learning,

sharing.- Present information through as many modalities as possible: oral presentation, board notes,

overheads, diagrams, class discussion, activity-based learning.- Clarify definitions, terms and vocabulary in assignments, and ensure understanding by asking

students to retell or paraphrase instructions.- Provide extra time to complete assignments that might otherwise be completed in class

and/or reduce the scale of the assignment.- Encourage oral discussion before to and after reading, to increase the students’ level of

comprehension.- Provide organizational strategies to assist in the preparation of planned oral presentations.- Use direct instruction and modelling to encourage the use of a variety of pre-writing and


- Provide a print copy of chalkboard notes, if necessary (e.g., photocopy of teacher’s or peers’notes).

Remedial and Enrichment- Provide extra time for processing.- Allow additional time, where necessary, for completion of reading activities.- Provide opportunities for alternate modes for information sharing (e.g., videos, plays,

graphics, tapes).

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and/or reduce the scale of the assignment.- Give assignments orally and visually.


presentations, timelines, collages).- Provide review/reinforcement opportunities for new concepts; periodically summarize main

points.- Explore the consequences of various solutions to the same problem.

Security


Resources


PedagogicalDUNCAN, Barry, Mass Media and Popular Culture, Toronto, Harcourt Brace Canada, 1996,

379 pages.EVANS, Kathy, Biography, McGraw-Hill, Ryerson, Toronto. 1993, 153 pages.GRAVES, Clayton et al., Responses, Non-Fiction in Context, Nelson Canada, Scarborough,

1991, 192 pages.GRAVES, Clayton, Writing in Context, Nelson Canada, Scarborough, 1993, 192 pages.THACKER, Penny, Values, Toronto, McGraw-Hill Ryerson Ltd., 1993, 152 pages.

Reference/ Consultation Media Literacy, Resource Guide, Intermediate and Senior Divisions, Ministry of Education,

1989.ANDERSEN, Neil, Media Works, Oxford University Press, Toronton, 1989, 223 pages.MCLUHAN, Marshall, Understanding Media: The Extensions of Man, Signet Books, Toronto,

1967, 320 pages.

Human

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Guest speaker in relevant field of mass communication (e.g., community television, etc.)

TechnologicalOn Line English Grammar. (consulted November 29, 1999)

http://www.edunet.com/english/grammar/index.cfmSchoolnet - Learning Resources - Language Arts. (consulted November 29, 1999)

http://www.schoolnet.ca/The Ottawa Citizen. (consulted November 29, 1999)

http://www.ottawacitizen.comThe Globe and Mail. (consulted November 29, 1999)

http://www.GlobeAndMail.CA/The Toronto Star. (consulted November 29, 1999)

http://www.thestar.com

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Independent Reading and the Movie Industry

1. Time

300 minutes

2. Description

In this activity, the students focus on independent reading based on well-known novels that havebeen made into movies. In pairs, students produce a media text comparing and contrasting thenovel with the film version.




Specific Expectations: EAE2D-LR-Str.2EAE2D-LR-Inv.12EAE2D-LR-Str.8



Specific Expectations: EAE2D-O-ForList.1 - 2 - 3 - 4



Specific Expectations: EAE2D-M-For.4EAE2D-M-Inv.1 - 3 - 6EAE2D-M-Crit.2

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4. Planning Notes

The teacher will:- present the independent reading assignment early in the year to give students an opportunity

to do the reading.- give students time to get started in their reading early in the course.- evaluate the availability and suitability of resources in either print or electronic form.


- Have independent reading skills.- Have responded to texts and explained their responses with references to texts.


Step A: Reading, Overview/Brainstorming

Teacher:- presents students with a list of well-known 20th century novels that have been produced as

videos: (e.g., Anne of Green Gables by L.M. Montgomery, A Time To Kill by John Grisham,The Firm by John Grisham, The Shawshank Redemption by Stephen King and RitaHaywarth, Jurassic Park by Michael Crichton, 2001 A Space Odyssey by Arthur C. Clarke,The Time Machine by H.G. Wells, The Color Purple by Alice Walker, The Old Man and theSea by Ernest Hemingway, Of Mice and Men by John Steinbeck and Benny CoopermanMystery by Howard Engel).

Students:- with a partner, list the pros and cons of reading a novel instead of watching a movie and vice

versa.- share findings informally with the rest of the class.Teacher:- assigns independent reading of selected novel to pairs of students, suggesting possible

resources (e.g., the Internet, local library, school library, local bookstore) and asking schoollibrarian to give an overview of available resources.

Step B: Reading, Viewing, Speaking/Comparison Contrast, Critical Evaluation

Students:- read their novel and view its media form.Teacher:- allots class time for the reading of the novel and for conferencing in pairs.

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Students:- with a partner, analyse and criticize the following aspects of their novel and present their

findings to their peers in a formal oral presentation with the use of graphics andcomparison/contrast charts (on bristol board or in a PowerPoint presentation). It is suggestedthat the report consist of:- introduction: a brief summary of the novel, including plot graph;- comparison-contrast: a chart listing similarities and differences between the novel and

the video including specific references as evidence (e.g., main events, characters: rolesand relationships; setting: changes in time and place; atmosphere; theme: key quotationsor lines; symbols: significance of title, devices/techniques; impact and effect of literarydevices and of cinematic techniques);

- conclusion: a brief personal critique of the video, explaining the reasons why it is or isnot an effective rendition of the novel, including a presentation of an excerpt from thevideo to prove their opinions . Provide two critics’ comments (from the Internet, fromprint resources at the library from CD-ROMs) about the selected work and/or its author,including reasons why they agree or disagree with these comments.

Step C: Presentation/Publication

Students:- present and listen to the various reports.- proofread, format and edit their critiques, publishing them on the school Web site or on a

student Web site (e.g., SchoolNet), a local newspaper and/or in the school newspaper.Teacher:- concludes activity by leading a discussion on the characteristics of popular movies and books

and on the role of language today in both its print and media forms (e.g., “The medium is themessage”).

Step D: Grammar and Usage Spelling and Punctuation

Teacher:- brings class to computer lab to make use of reference texts and electronic resources, and to

increase their vocabulary, using specialized or technical language related to movies.Students:- use an electronic spell-check to review their drafts of the report.



diagnostic- reading overview/brainstorming (Step A)formative- reading, viewing, speaking (Step B)

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summative- presentation/publication of report (Step C)



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Stereotypes in the Media

1. Time

150 minutes

2. Description

In this activity, students read different informational texts and analyse the presence of stereotypesin their daily lives and in the media. They become aware of the impact of the media ininfluencing and shaping their perspectives. They present storylines and ads free of stereotypes ina variety of oral presentations.




Specific Expectations: EAE2D-LR-Inv.1 - 2 - 4 - 8 - 11 EAE2D-LR-Crit.3EAE2D-LR-For.8EAE2D-LR-Str.3

Strand: Writing


Specific Expectations: EAE2D-W-For.2 - 7 - 9


Overall Expectations: EAE2D-O-OE. 2 - 3

Specific Expectations: EAE2D-O-ForList.1 - 2 EAE2D-O-For.Spea.1 - 7 - 9EAE2D-O-Gr.Sk.5EAE2D-O-Crit.2

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Overall Expectations: EAE2D-OE. 2 - 3

Specific Expectations: EAE2D-M-For. 1 - 2 - 3EAE2D-M-Inv. 2 - 4 - 5 - 7EAE2D-M-Crit. 1 - 2 - 4

4. Planning Notes

The teacher will:- select texts dealing with stereotypes (e.g., “The Arab Stereotype: A Villain Without a

Human Face”, “Body Obsession” by Mary Nemeth and other similar texts).


- Have prior knowledge of stereotypes.


Step A: Reading/Interpreting/Discussing

Teacher: - presents an informational text portraying stereotypes (e.g., “The Arab Stereotype: A Villain

Without a Human Face”, “Body Obsession” by Mary Nemeth).Students:- will read the text and respond to a teacher-led discussion judging the validity of the ideas

expressed and their repercussions on this targeted group.Teacher:- asks the students to note in log form how different cultural groups are portrayed on various

programs and commercials presented on TV over a short period of time.

Step B: Viewing/Mini-Oral Presentation

Students:- select one TV program that focuses on the portrayal of visible minority characters, then

evaluate each character based on a rating from a low of 1 to a high of 4 and select from a listof traits such as “negative, fair, positive, excellent”.

- presents their findings to the class in chart form and draw conclusions relating to theportrayal of visible minorities on TV on their chart (or present ads that perpetuate stereotypesand identify the kinds of stereotypes presented).

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Step C: Synthesis/Oral Presentation

Teacher: - asks the students to find solutions to some of the stereotyping found in the TV programs or in

ads viewed by the students (or asks them to write and perform a three-minute sketch that isfilled with stereotypes and then rewrite it maintaining the same storyline but eliminatingstereotypes; eliminate stereotypes found in ads by modifying the ads).

Students:- work in groups of three finding practical and creative suggestions to the problems identified

in their mini-presentations and they present their solutions to the class orally.



formative- response to questions on texts under study (Step A)- chart and mini-presentation (Step B)summative- oral presentations (Step C)



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Jobs Yesteryear, Today and Tomorrow

1. Time

300 minutes

2. Description

In this activity, students become familiar with jobs of the past, the present and the future byreading informational texts found in computer software and in written texts. Students look intothe future and invent a new medium to transmit information. Students also use the computer tomarket their apparatus through a multimedia presentation. Their findings are presented at acommunications fair to their peers or at the school’s resource centre.




Specific Expectations: EAE2D-LR-Str.2 - 9EAE2D-LR-Inv.12

Strand: Writing

Overall Expectations: EAE2D-W-OE

Specific Expectations: EAE2D-W-Res.3 - 4 - 5 - 6EAE2D-W-Crit.3 - 5



Specific Expectations: EAE2D-O-ForList.1 - 2 - 4EAE2D-O-ForSpea.2 - 3 - 4 - 5 - 6 - 7 - 10 - 11EAE2D-O-GrSk.1 - 2 - 3 - 4 - 5EAE2D-O-Crit.1

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Specific Expectation: EAE2D-M-Inv.3

4. Planning Notes

The teacher will:- ensure that computers and bristol board are accessible to students. - contact a field expert in communications who will speak to the class and evaluate formatively

the students’ apparatuses.- organize a venue through which the students will present their apparatus (e.g.,

communications fair, school resource centre).- reserve audiovisual equipment.- give students access to different kinds of print and electronic resources whether in the

classroom, the school’s resource centre or in the community.- collect various articles and documents pertaining to the theme at hand.


- Have a clear idea of how the media shape our lives and the essential components of effectivemedia (e.g., bias in advertising).

- Have developed the skills necessary to communicate orally while using a multimediapresentation.

- Have organized information creatively in well-developed texts.- Have performed specific tasks in the creation of media text, using a variety of resources and

techniques for impact (e.g., clip-arts, graphic illustrations, etc).


Step A: Discussion

Teacher:- asks the class to list 50 different careers in five minutes time and challenges them by saying

that no one will be able to complete the task.Students:- compile a list of careers in the allocated time.

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Teacher:- lists the different careers on the blackboard and has the students note the frequency of careers

such as doctors, lawyers, teachers and police officers as they tend to be featured more oftenon TV.

- he/she presents short essays on futurologists such as Jules Verne and Alvin Toffler and theirinfluence in shaping the evolution of the world in two different time periods or articles orstories related to the future (e.g., “2000: Visions of Tomorrow” by Gregory James; “TheWalls” by Keith Lamer).

Students:- respond during a class discussion on the impact of these futurologists or these texts.Teacher:- asks students to conduct a search in order to gather more knowledge on the evolution of jobs

with a focus on five-eight jobs (e.g., which existed 100 years ago and have now disappeared;which will exist 100 years from now).

Step B: Research

Students:- conduct research at the resource centre and on the Internet identifying past jobs and listing for

each job facts such as description of the job, salary paid, working conditions, reasons for itsdisappearance, etc.

- also conduct a search on careers in the future and list a description of the job, workingconditions, workplace, new technology involved...

Step C: Publication/ Posters and Power Point

Teacher:- provides bristol board and access to computer technology so that the students may present

their research on past and future jobs in point-form on posters.

Step D: Brainstorming

Teacher: - defines media in general terms and asks students to write quickly in their response journals a

list of 50 items or events that are part of media and are evident or occur in their everyday life(e.g., computer graphics, radio, satellite television, etc).

Students: - share their lists orally to draw up a master list. Teacher: - asks students to take 10 items or events from the master list that they had not considered and

to explore them by writing down in their response journals how these items or elements areevident in their lives.

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Step E: Media Discovery

Teacher: - asks students, in groups of two or three, to look into the future and invent a new medium to

transmit information (e.g., make a physical apparatus and explain its functioning and itsapplication). This could include using water as a medium, new telephone apparatus throughwhich one could obtain daily news and weather, multi-functional watch that could includeInternet, telephone, television.

Students: - use the computer to market their apparatus through a multimedia presentation.- present their apparatus and their multimedia presentation at a communications fair to their

peers or at the school’s resource centre.Teacher: - gives an initial formative evaluation for the presentation.- invites a field expert in communications to evaluate the apparatuses formatively and to give a

short feedback on the students’ work.

Step F: Synthesis

Teacher: - organizes the informal conference with the field expert on communication, with a focus on

exploring the present market and introducing students to the future in communications (e.g.,inventions, research and development).

Students: - prepare their questions and jot down answers in their response journals for later reference.

Step G: Transfer

Teacher: - asks students to research newspapers, trade papers and the Internet for careers in information

technology.Students: - research a particular position and study the field of expertise by drawing a career path from

high school to the job.- share their career information to create a management technology job bank to be illustrated

on a bulletin board in class in the form of an employment magazine or trade paper.



formative- evaluation of multimedia presentation on group’s apparatus

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summative- PowerPoint presentation or posters (Step C)- multi-media presentation (Step E)

8. Resources


PedagogicalJAMES, Gregory, “2000: Visions of Tomorrow”, Connections 3: Discovering,2 nd ed.,Toronto,

Gage Educational Publishing Co., 1997, p.38-41.LAMER, Keith, “The Walls”, Connections 3: Discovering, 2nd edition, Toronto, Gage

Educational Publishing Co., 1997, p. 47-55.

TechnologicalCD-ROM Career Cruising: The Inside Story on Career Choices, Toronto, Anaca Technologies,

1997, 55 Donwoods Drive, Toronto, M4N 2G3, Tel: 1-800-965-8541, Fax: 416-480-0526.CD-ROM Bridges: Carreer Explorer, Initiatives Inc., 7B-1404, Hunter Court, Kelowna, British

Columbia, V1X 6E6, Tel: 1-250-862-8722, http://cx.bridges.com.


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Mixed Messages in the Media

1. Time

225 minutes

2. Description

In this activity, students interpret different messages in the media and become aware of theirpositive and negative influences. They also read and analyse informational texts that willheighten their awareness of issues relevant to themselves and to society in general. Students writea multi-paragraph persuasive text on a key issue and present it in the form of a mediacommentary.


Strand: Writing


Specific Expectations: EAE2D-W-For.1 - 3 - 5 - 7EAE2D-W-Res.5 - 6 - 7EAE2D-W-Crit.1 - 3 - 4 - 5



Specific Expectations: EAE2D-O-ForList.1 - 2EAE2D-O-ForSpea.3 - 5 - 9EAE2D-O-GrSk.1 - 2 - 3 - 4 - 5EAE2D-O-Crit.1 - 2



194

Specific Expectations: EAE2D-M-For.1 EAE2D-M-Inv.4 - 5 - 6 - 8EAE2D-M-Crit.1 - 2

4. Planning Notes

The teacher will:- prepare a list of domains where the medium may sometimes be more important than the

message (e.g., rock videos vs. the song, television commercials where the celebrity is moreimportant than the product).

- review with students the protocol of a multi-paragraph persuasive media text.


- Have learned how to write a multi-paragraph persuasive text.


Step A: Reading Information/Texts

Teacher:- leads a discussion on the merits and dangers of the media.- presents a media text depicting the influence of the media on the viewer or listener (e.g., Bad

Behaviour Can Prove Profitable by James Christie, Battle of the Mind by David Cravotta andDavid Ferman).

Students:- read the texts and analyse the effects of the media on their values and on their lives.- read a variety of informational texts that promote positive values (e.g., A Plea for our Planet

by David and Servern Suzuki, Values: What is Important to Teenagers by Reginald Bibbyand Donald Posterski, Are We Raising Morally Illiterate Children by Caroline McEwan...), toidentify the main ideas, evaluate the supporting evidence, identify the purpose, and interpretthe effects of the stylistic devices.

- examine techniques of persuasion such as appeal to reason, appeal to emotion, use of factsand examples, appeal to justice, morals or authority.

Step B: Writing Informational Texts/Oral Presentation

Teacher:- reviews, by means of sample texts (seen in Step A) and use of the overhead, key elements in

these persuasive texts focusing on interesting opening, a clear position, a series of well-developed body paragraphs featuring supporting details, relevant examples, and a strongconclusion.

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Students:- brainstorm as a class to find possible topics for this assignment (e.g., pollution in cities,

garbage and its disposal, teenage discrimination).- conduct research once the topic is chosen.Teacher:- schedules teacher-student conferences to ensure the students follow the different steps in the

writing of a multi-paragraph persuasive media text.Students:- work on drafts of their text and conduct peer evaluation.- make adjustments to their written text taking into account of their peer evaluation.

Step C: Viewing, Group Work, Oral Presentation/Ad

Teacher: - presents ads (e.g., a trailer for a movie taped from TV or magazine ads) featuring upcoming

movies, documentaries.Students:- identify selling features and messages associated with each ad.- find examples of effective language and visuals and sounds to promote the ad.- produce a live ad or visual ad for their persuasive text.- deliver their ad and their persuasive text to the class.

Step D: Grammar and Usage/Spelling and Punctuation

Teacher:- reviews the correct and appropriate use of parallel structure.Students:- use parallel structure to list key ideas to be developed in their persuasive text.



formative- reading, informational texts (Step A)summative- writing informational texts (Step B)- oral presentation/ad and informational text (Step C)

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A Newspaper Page

1. Time

300 minutes

2. Description

In this activity, students become familiar with the writing format of news stories. In newspaperteams, they select key happenings from school events and compose news stories. Students createan electronic or print newspaper for the school.




Specific Expectations: EAE2D-LR-For.1 - 4 - 6 - 7EAE2D-LR-Str.4EAE2D-LR-Crit.3 - 4

Strand: Writing


Specific Expectations: EAE2D-W-For.5 - 6 - 7 - 8 - 9EAE2D-W-Proc.1 - 2 - 3 - 4 - 5 - 6EAE2D-W-Gram.1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13EAE2D-W-Res.4EAE2D-W-Crit.1 - 2 - 3 - 4

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Overall Expectation: EAE2D-O-OE.1

Specific Expectation: EAE2D-O-For.List. 2



Specific Expectations: EAE2D-M-For.1 - 2 - 3 - 4EAE2D-M-Inv.4 - 5 - 6 - 7 - 8EAE2D-M-Crit.1 - 2 - 3 - 4

4. Planning Notes

The teacher will:- choose on-line publications to be shown to students (e.g., technological resource).- list and prepare career and job descriptions of the publishing industry. - contact a guest speaker with links to publishing (e.g., local newspaper reporter or student

from journalism program in college or university).- make accessible to students as many copies of newspapers as are available, in either print or

electronic form.


- Have understood how stereotypes, biases, and prejudices are present in today’s society.- Have worked with electronic publishing software.- Have performed specific tasks in the creation of a media text using resources and techniques

for impact.


Step A: Reading/Discussing

Students:- through an in-class discussion, will consider ways to avoid stereotypes, biases and prejudices

in the media, and false, incomplete, or misleading information in the creation of the classproject.

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Teacher:- hands out a news article to the class that features a major news event; the class analyses the

key components of the article.Students:- identify key information in the “lead” (5W’s + How) and analyse the writing technique of a

news story (e.g., the upside-down pyramid format, factual tone, objectivity).

Step B: Note Taking/Writing

Teacher: - selects a second news story and dictates to the class the key happenings in this story in order

to give students a list of facts summarizing the story.Students:- turn these facts into a news story.Teacher:- hands out the original news story as it appeared in the paper.Students:- compare their version with the original one and make whatever changes needed to their news

story.

Step C: Group Work: Searching for Facts/Writing

Students:- form publishing teams of three or four and make a list of current events happening in the

school or community.- locate relevant facts needed to write the news stories and conduct further research.- write their stories.- are responsible for revising and editing one another’s work.

Step D: Setup

Teacher: - shows a selection of on-line publications (e.g., newspapers, specialized magazines, etc).Students: - select the types of publications they would like to investigate on the Internet and initiate a

class project for the next few weeks or months (e.g., electronic school newspaper to appearon the school’s Web page or to be e-mailed directly to students’ e-mail addresses, or printnewspaper to be made available to the school).

Step E: Publishing

Teacher: - describes publishing careers and job descriptions (e.g., editor, graphics, advertising, etc.).- asks students to decide on the format of their publication (e.g., tabloid, magazine, newspaper)

and to draw a parallel between their own production and an existing publication.

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- instructs students to assign amongst themselves the various positions (e.g., sports page,editorial, fashion, etc).

- asks students to contemplate advertising in their publication and to list the possiblebusinesses that could advertise.

Students: - if advertising is to be part of publication, decide whether this could be part of a class

fundraising activity (e.g., school trip).- assume roles, decide and delegate jobs and assignments.

Step F: Synthesis

Students: - use computers to write the articles developed in Step C; use digital photography to illustrate

articles or scan images (citing sources).Teacher: - provides formative evaluation and feedback.Students: - peer edit and peer conference while keeping in mind their time schedule for writing and

production deadlines.Teacher: - instructs students on proofreading techniques. Students: - produce the final copy of their newspaper.Teacher: - provides summative evaluation.

Step G: Transfer

Students: - market their publication (e.g., advertising for fundraising for a special class activity, selling

print newspaper, selling advertising spaces in electronic and print media). - evaluate reader’s response by e-mail or printed comments regarding their publication (e.g.,

based on a small survey they could include in their publication on what the readers liked orwould change in future issues).


Students:- apply different techniques in varying sentence beginnings in their news stories. - revise their sentences to avoid repetition, redundancy, wordiness, and rambling sentences and

use different sentence-combining sentences.

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diagnostic- in class discussionformative- comparison of students’ news story with original (Step B)summative- evaluation of articles (Step F)



english - academic

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