lesson template for education 4353:plato.acadiau.ca/courses/educ/englishcentral/... · web...

Unit Plan: Taking Risks and Setting Limits

Jacqui Savory

100035542

Leisa Swan

100074436

EDUC 4353 X1

Heather Stephens

Unit Topic: Taking Risks, Setting Limits

Unit Rationale: This unit will focus on modern-day issues and risks that face youth (wreck less driving, drinking, smoking, fighting etc.) with the use of poems, newspaper articles, T.V. clips, short stories and novels. Students will be actively involved in connecting the key issues in the literature to their own lives through prior knowledge and real-life experience. The main goal of this unit is to get students to investigate and understand the relevance of the key themes in the pieces of literature and be able to make connections to their own lives.

Grade Level: Grade 9

Lesson Topic: Introduction to “Taking Risk, Setting Limits”

Length of Lesson Period: 50 minutes

Lesson Rationale: During this lesson students will be introduced to the unit “Taking risks, Setting Limits”. This lesson will set the tone for the rest of the unit and it will show students how serious risks can have serious consequences. This lesson is also designed to allow students to investigate how setting limits can completely change the outcome of a situation.

Learning Objectives: Students will be able to justify their opinions about drinking and driving. Students will be able to defend their opinions in group discussion in the class. Students will be able to justify their opinions surrounding issues on Juvenile

offenders Students will be able to follow direction Students will be able to respond thoughtfully to questions Students will be able to engage in respectful group discussions Students will be able to recognize that language can represent a speakers beliefs,

attitudes and values Students will be able to personally respond to a range of literature Students will be able to critically evaluate information presented in print and

media texts Students will be able to assess the relevance and reliability of available

information to answer the questions

Learning Outcomes from English Language Arts Curriculum Guide:Speaking and ListeningStudents will be able to:

GCO’sSpeaking and Listening

1-Speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences. (p.20)

SCO’sSpeaking and Listening

1-examine others’ ideas in discussion to extend their own understanding. (p.26) 3-articulate, advocate, and support points of view, presenting viewpoints in a

convincing manner. (p.26) 5-participate constructively in conversation, small-group and whole-group

discussion, and debate, using a range of strategies that contribute to effective talk. (p.27)

9-demonstate active listening and respect for the needs, rights, and feelings of others. (p.28)

Reading and Viewing:Students will be able to:

GCO’sReading and Viewing

1-Select, read and view with understanding a range of literature, information, media and visual texts. (p.21)

3-Respond personally to a range of texts. (p.21)

SCO’s Reading and Viewing

9-respond to some of the material they read or view by questioning, connecting, evaluating, and extending. Move beyond initial understanding to more thoughtful interpretations. (p.31)

10-express and support points of view about texts and issues, themes and situations within texts, citing appropriate evidence. (p.31)

12-critically evaluate information presented in print and media texts. Assess relevance and reliability of available information to answer the questions. (p.32)

Writing and Representing:Students will be able to:

GCO’sWriting and Representing

1-Use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. (p.21)

SCO’s Writing and Representing

1-use a range of strategies in writing and other ways of representing to extend ideas and experiences. (p.33)

Materials/Resources Needed for Lesson: News Article Video clip of scene from Degrassi High Discussion Web sheets (See Appendix H)

Organizational Approach: Whole class discussion Group discussion Individual work

Step-by-Step Lesson Activities and Estimated Times: In order to ‘hook’ students we will play a scene from the series finale of Degrassi

High. The scene that we will use is found near the end of the finale. The scene involves the students partying at a graduation party. After the party is over Lucy gets into Wheel’s car after he has been drinking. On the way home they get into a car accident and Lucy is injured while another young girl is killed. A few months later the gang gets back together for a wedding and they all learn that Lucy is still recovering, while Wheel’s has ended up in Jail. (10 minutes).

Next we will have students do a quick write about a time in their lives when they have taken a risk. We will then have students get into groups of 3 or 4 and discuss the risks that they have engaged in as well as the consequences that resulted from that risk. (10 minutes)

Next we will read a news article to the class about a group of teens that stole a car and took a joy ride into Halifax, during this joy ride the teens evaded police and eventually drove into the side of another vehicle killing a single mother of three. We will also mention that the driver of the vehicle was in court two days earlier on another stolen car charge and he was let out. (5 minutes)

Next the students will be provided with a discussion web (see Appendix H). In the middle of the discussion web they will find a question (Should repeat juvenile offenders be kept in jail?). The students will be broken into groups of 2 and each pair will come up with arguments for both the affirmative and negative sides regardless of personal opinions (can use the reading as needed). Once each pair

has finished filling out the discussion web they will be paired together with another pair and they will be asked to come to a consensus on the question (Can use both discussion webs to come up with final consensus). After a consensus has been reached students can write their conclusion at the bottom of the discussion web. Each group will now share their conclusion with the whole class. (15 minutes)

Students will now move back to individual work and each student will be given a chance to write a personal response to the discussion web question. (6 minutes)

Now we will finish off the class with a whole-class discussion about how the two car accidents could have been prevented. What would they do differently? Do they believe the risk that the Wheel’s and the 16 year old boy were worth it? (10 minutes)

Assessment: See Appendixes A - B

Plans for Reflection: Follow the newspaper and television news of the case in Halifax and have

students write a personal response to the progress and the outcomes of the young offender’s trial.

Mock trial: Students could re-enact a courtroom scene. They would prepare opening statements, cross-examination questions, victim impact statements, and act as a jury.

Debate on Juvenile Court System based upon the students’ opinion. Should there be a juvenile court system or should they be tried in adult courts?

Debate on the Juvenile Court System based upon student research. Has its’ differences from the adult courts actually helped young offenders?

Plans for Follow-Up Lesson(s):

Have students discuss in groups how they could avoid, or get out of, a bad situation like we saw in both the episode of Degrassi High and the newspaper article of the accident in Halifax. Each time there was a passenger(s) who was either injured or also charged as an accomplice to the crime. Have the students write and act out a short role play to demonstrate ways that they would stand up to peer pressure in situations as serious as these were.


Unit Rationale: This unit will focus on modern-day issues and risks that face youth (wreck less driving, drinking, smoking, fighting etc.) with the use of poems, newspaper articles, T.V. clips, drama and debates. Students will be actively involved in connecting the key issues in the literature to their own lives through prior knowledge and real-life experience. The main goal of this unit is to get students to investigate and understand the relevance of the key themes in the pieces of literature and be able to make connections to their own lives.


Lesson Topic: A Debate on the juvenile court system based on the student’s opinions


Lesson Rationale: In everyday life students are faced with issues that both upset and intrigue them. These issues often lead the students to argue their opinions on these issues. By teaching students to engage in the effective techniques of debate we are providing the students with the tools necessary to back up their opinions throughout their lives. These tools will be effective in every area of their lives (at home, in school, in work and in life in general).

Learning Objectives: Students will be able to justify their opinions about the juvenile court system. Students will be able to justify their opinions in group discussion in the class. Students will be able to follow direction Students will be able to respond thoughtfully to questions Students will be able to engage in respectful group discussions Students will be able to recognize that language can represent a speakers beliefs,

attitudes and values Students will be able to accept other’s opinions Students will be able to listen effectively Students will be able to communicate their ideas clearly Students will be able to use varying forms of representation to reflect and clarify

on their thoughts, feelings, and experiences. Students will be able to respond critically to other’s thoughts and opinions Students will be able to interpret, select and combine information using a variety

of strategies

Learning Outcomes from English Language Arts Curriculum Guide:Speaking and Listening:Students will be able to:


1 – Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences. (p.20) 2 – Students will be expected to communicate information and ideas effectively

and clearly, and to respond personally and critically. (p.20) 3 – Students will be expected to interact with sensitivity and respect, considering

situation, audience and purpose (p.20)


1 – examine other’s ideas in discussion to extend their own understanding (p.26) 2 – ask relevant questions calling for elaboration, clarification, or qualification

and respond thoughtfully to such questions (p.26) 3 – articulate, advocate, and support points of view, presenting viewpoints in a

convincing manner (p. 26) 4 - listen critically to assess the adequacy of the evidence speakers give to

evaluate the integrity of information presented (p.26) 5 – participate constructively in conversation, small-group and whole-group

discussion, and debate, using strategies that contribute to effective talk (p.27) 6 – adapt vocabulary, sentence structure, and rate of speech to the speaking

occasion (p.27) 7 – give and follow instructions and respond to questions and directions of

increasing complexity (p.27) 8 – evaluate their own and others’ uses of spoken language in a range of contexts,

recognizing the effects of significant verbal and non-verbal language features (p.27)

9 – demonstrate active listening and respect for the needs, rights and feelings of others (p.28)

10 – demonstrate an awareness of the power of spoken language to influence and manipulate, and to reveal ideas, values and attitudes (p.28)

11 – demonstrate and awareness that spoken language has different conventions in different situations and cultures and use language appropriate to the situation (p.28)

Reading and ViewingStudents will be able to:


1 – Students will be expected to select, read, and view with understanding a range of literature, information, media and visual texts. (p.21)

3 – Students will be expected to respond personally to a range of texts (p.21)

SCO’sReading and Viewing

1 - Select texts that address their learning needs and range of special interests (p.29)

3 - Demonstrate an understanding that information texts are constructed for particular purposes (p.29)

5 – Respond to some of the material they read or view by questioning, connecting, evaluating, and extending (move beyond initial understanding t more thoughtful interpretations) (p.31).

Writing and RepresentingStudents will be able to:


1 - Students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings and experiences, and learnings; and to use their imagination. (p.21)


1 – Use a range of strategies in writing and other ways of representing (to extend ideas and experiences; explore and reflect on their feelings, values and attitudes; consider others’ perspectives; reflect on problems and responses to problems; describe and evaluate their learning processes and strategies; and reflect on their growth as language learners and language users) (p.33)

2 – Use note-making to reconstruct knowledge and select effective strategies appropriate to the task (p.33)

Materials/Resources Needed for Lesson: Handout displaying the cross-examination style of debating News article for students to review

Organizational Approach: Whole Class Group Work

Step-by-Step Lesson Activities and Estimated Times: We will begin the class by using the K-W-L method. First we will ask the

students what they currently know about the Youth Court System. After we have activated the student’s prior knowledge we will ask the students to discuss what

they would like to learn about the Youth Court System. We will finish off the first part of the class by asking them what they learned the class before about the Youth Court System. (10 minutes)

We will now introduce the class to the idea of debate. We will do so using a mini-lesson about the roles used during a debate. We will discuss the roles of the affirmative speakers, the negative speakers, the judges, the mediator, and the timer. (10 minutes)

Now we will introduce a topic for debate “Should there be a youth court system or should youth be tried in adult court?” We will then break the class into six groups. We will assign two groups to the affirmative side and two groups to the negative side. We will then have each of the groups discuss their sides (either affirmative or negative) on the juvenile court system. We will provide each group with a copy of the news article from the day before for them to refer to for ideas. (10 minutes)

Now we will have each of the groups pick one person to be the spokesperson (the person who will be either an affirmative or negative speaker). Once the groups have picked their speaker we will have the speakers from each side to convene to put together their arguments. We will also provide the speakers with the debate rubric (Appendix C). While the speakers are putting together their arguments we will gather the remaining students together and with them we will again discuss the roles of judge, moderator and timer. After discussing the roles with the remaining students we will ask the students to volunteer for these roles. We will also instruct those students who will be acting as the audience that they are allowed to egg on the people in the debate during the debate. However, we will inform them that inappropriate comments will not be tolerated. (10 minutes).

We will now gather the students together as a whole. During this whole class lesson we will go over the class layout for the debate. This will show the students where each of the roles will be placed during the actual debate. We will now ask that when the students involved in the debate come to class tomorrow that they sit in their appropriate places in the debate layout. We will instruct the class that the debate will begin promptly when the class begins. We will provide students with a handout showing the debate layout (Appendix G) (10 minutes).

Assessment: Group work rubric – Appendix A Self – Assessment Guide – Appendix B

Plans for Reflection: Have the students follow through with the debate on their opinions of the juvenile

court system. Mock trial: Students could re-enact a courtroom scene. They would prepare

opening statements, cross-examination questions, victim impact statements, and act as a jury.


Plans for Follow Up Lesson(s):We will then explain that in small groups we want the students to create dramatic representations (plays, puppet shows, video’s etc.) about how they would deal with the consequences that result from serious risks like the ones shown in the clip from Degrassi High. We would also explain that in this dramatic representation we also want the students to represent how they would deal with either the family of the deceased or injured individual (since both the news article and the Degrassi scene had at least one victim as the result of the risk). Students will also be instructed to show how they would set limits in order to prevent these serious consequences from occurring




Lesson Topic: A Debate on the juvenile court system based on the student’s opinions


Lesson Rationale: In everyday life students are faced with issues that both upset and intrigue them. These issues often lead the students to argue their opinions on these issues. By teaching students to engage in the effective techniques of debate we are providing the students with the tools necessary to back up their opinions throughout their lives. These tools will be effective in every area of their lives (at home, in school, in work and in life in general).

Learning Objectives: Students will be able to justify their opinions about the juvenile court system. Students will be able to justify their opinions in group discussion in the class. Students will be able to follow direction Students will be able to respond thoughtfully to questions Students will be able to engage in respectful group discussions Students will be able to recognize that language can represent a speakers beliefs,

attitudes and values Students will be able to accept other’s opinions Students will be able to listen effectively Students will be able to communicate their ideas clearly Students will be able to use varying forms of representation to reflect and clarify

on their thoughts, feelings, and experiences. Students will be able to respond critically to other’s thoughts and opinions Students will be able to interpret, select and combine information using a variety

of strategies









convincing manner (p. 26) 4 - listen critically to assess the adequacy of the evidence speakers give to


discussion, and debate, using strategies that contribute to effective talk (p.27) 6 – adapt vocabulary, sentence structure, and rate of speech to the speaking

occasion (p.27) 7 – give and follow instructions and respond to questions and directions of

increasing complexity (p.27) 8 – evaluate their own and others’ uses of spoken language in a range of contexts,








3 – Students will be expected to respond personally to a range of texts (p.21)


1 - Select texts that address their learning needs and range of special interests (p.29)


5 – Respond to some of the material they read or view by questioning, connecting, evaluating, and extending (move beyond initial understanding t more thoughtful interpretations) (p.31).



1 - Students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings and experiences, and learnings; and to use their imagination. (p.21)


1 – Use a range of strategies in writing and other ways of representing (to extend ideas and experiences; explore and reflect on their feelings, values and attitudes; consider others’ perspectives; reflect on problems and responses to problems; describe and evaluate their learning processes and strategies; and reflect on their growth as language learners and language users) (p.33)

2 – Use note-making to reconstruct knowledge and select effective strategies appropriate to the task (p.33)

Materials/Resources Needed for Lesson: Handout displaying the cross-examination style of debating News article for students to review

Organizational Approach: Whole Class Group Work Individual

Step-by-Step Lesson Activities and Estimated Times:

Students will immediately go to their positions in the debate layout. As soon as everyone has arrived the debate will begin. The debate will proceed in the order explained to the students in the class before. (38 minutes)

We will discuss as a class what the students thought of the debate. Did they like it? If so why? If not why? What would they have changed, if anything? (5 minutes)

During the last part of class the students will have a chance to write in the journals about their feelings about the juvenile court system. They will also be allowed to explore what they personally felt about the debate. Did they like it? Not like it? Would they enjoy doing another debate? Etc. (7 minutes)

Assessment: Class Debate Rubric (Appendix C) Debate Scoring Rubric for Judges use (Appendix D)

Plans for Reflection: Mock trial: Students could re-enact a courtroom scene. They would prepare

opening statements, cross-examination questions, victim impact statements, and act as a jury.


Plans for Follow Up Lesson(s):In small groups we will have the students create dramatic representations (plays, puppet shows, video’s etc.) about how they would deal with the consequences that result from serious risks like the ones shown in the clip from Degrassi High. We would also explain that in this dramatic representation we also want the students to represent how they would deal with either the family of the deceased or injured individual (since both the news article and the Degrassi scene had at least one victim as the result of the risk). Students will also be instructed to show how they would set limits in order to prevent these serious consequences from occurring

Unit Topic: Taking Risk and Setting Limits



Lesson Topic: Dramatic Representations: Consequences of Risk and Dealing with the Aftermath of Risk


Lesson Rationale: By engaging in creating and presenting a dramatic representation concerning the consequences of risk and setting limit students are able to see how risk can affect their lives. This will provide students with the tools necessary to survey the pros and cons of risk and enable them to choose not to engage in harmful risks. Students will also be able to put themselves into someone else’s shoes.

Learning Objectives: Students will be able to follow directions Students will be able to consider other’s feelings Students will be able to use drama to convey a message Students will be able to engage in cooperative work Students will be able to write dramatic representations Students will be able to recognize that language can represent a speaker’s beliefs,

attitudes and values. Students will be able to use their imaginations Students will be able to communicate their ideas effectively and clearly Students will be able to interact with each other using respect and sensitivity,

while keeping in mind the situation, audience and purpose. Students will be able to create dramatic representation collaboratively Students will be able to critically think Students will be able to think creatively.



1 – speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas and feelings, and experiences (p.20)

2 – communicate information and ideas effectively and clearly, and to respond personally and critically (p.20)

3 – interact with sensitivity and respect, considering the situation, audience, and purpose (p.20)


1 – examine others’ ideas in discussion to extend their own understanding (p.26) 5 – participate constructively in conversation, small-group and whole-group

discussion, and debate, using a strategies that contribute to effective talk (p.27) 6 – adapt vocabulary, sentence structure, and rate of speech to the speaking

occasion (p.27) 7 – evaluate their own and others’ use of spoken language in a range of contexts,


8 – demonstrate active listening and respect for the needs, rights, and feelings of others (p.27)

9 - demonstrate an awareness of the power of spoken language to influence and manipulate, and to reveal ideas, values, and attitudes (p.28)

10 – demonstrate an awareness that spoken language has different conventions in different situations and cultures and use language appropriate to the situation (p.28)


3 – respond personally to a range of texts (p.21)

SCO’s Reading and Viewing

1 – respond to some of the material they read or view by questioning, connecting, evaluating, and extending (move beyond initial understanding to more thoughtful interpretations) (p.31)


1 – use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations (p.21)

2 – students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes (p.21)

3 – students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness (p.21)

SCO’sWriting and Representing

1 – use a range of strategies in writing and other ways of representing (to extend ideas and experiences; explore and reflect on their feelings, values and attitudes; consider others’ perspectives; reflect on problems and responses to problems; describe and evaluate their learning processes and strategies; and reflect on their growth as language learners and language users) (p.33)

2 – use note-making to reconstruct knowledge and select effective strategies appropriate to the task (p.33)

3 – make informed choices of language to create a range of interesting effects in imaginative writing and other ways of representing (p.33)

4 – demonstrate facility in using a variety of forms of writing to create texts for specific purposes and audiences, and represent their ideas in other forms (including visual arts, music, drama) to achieve their purposes (p.34)

10 – demonstrate a commitment to crafting pieces of writing and other representation (p.34)

Materials/Resources Needed for Lesson: Markers Colored Paper Pens Pencils Craft supplies (pipe cleaners, wooden dowels etc.) A collection of clothing and objects (for use during dramatic representations).

Organizational Approach: Small Group Whole Class Individual

Step-by-Step Lesson Activities and Estimated Times: We will begin this lesson by replaying the video clip from Degrassi High. After

the students have viewed the clip we will ask them if they believe that teens today face the same types of pressures and risks. We will discuss this question for a few minutes with the students. (10 minutes)

Now we will discuss with the class that risks can be scary and they can lead to grave consequences that affect multitudes of people (teens, parents, friends, families etc.) We will then explain that in small groups we want the students to create dramatic representations (plays, puppet shows, video’s etc.) about how they would deal with the consequences that result from serious risk like the one shown in the clip from Degrassi High. We would also explain that in this dramatic representation we also want the students to represent how they would deal with

either the family of the deceased or injured individual. Students will also be instructed to show how they would set limits in order to prevent the serious consequences from occurring. Students will then be informed that they will present these dramatic representations to the students in grades 6 and 7 during a lunch hour presentation in order to show these students how to avoid these risks by setting appropriate limits. Students will be expected to keep notes about their representation in order to create a written copy of their representation. Students will be provided with a copy of the scoring rubric so they know what is expected of them during the dramatic representation (see Appendix A) (5 minutes)

Students will now be broken into groups of 5 and we will have them discuss their ideas for the dramatic representation. (5 minutes)

We will now have students create their dramatic representations. While students are working we will walk around and monitor the students work. (30 minutes)

Next we will have the students present their dramatic representations to the class. Each group will have approximately 6 minutes for their presentations. (42 minutes)

Once the students have presented their dramatic representations we will have students write personal journal responses on their feelings surrounding the representations (did they relate to the presentations? Did they enjoy planning dramatic representations? Etc.) (8 minutes).

Assessment: Group work rubric (Appendix A) Self – Assessment rubric (Appendix B) Role-Play Rubric (Appendix E) Journal Rubric (Appendix F)

Plans for Reflection: Students will engage in learning centers and in each center they will find a

scenario involving taking harmful risks (drinking, smoking, shoplifting etc.). They will be required to discuss each scenario and answer the questions that follow each scenario.

Advice Columns: Students will write a letter asking for advice to a column similar to dear Abby. Once they create the letter they will step into the advice columnist’s shoes and write a response giving advice to the original letter.

Plans for Follow Up Lesson(s): Students will create interview questions (in groups as well as a whole class) to ask

their parents/ grandparents about risks that they took as children/ youths. This lesson will involve a mini-lesson on the format of interviews and a discussion about risks of the past. Do students think the same types of risks were taken in the past by their parents/ grandparents? Do they think the consequences were as grave in the past? Do they think anything has changed from the past concerning risk? Etc.




Lesson Topic: Learning Centers: Exploration of types of risk and setting limits


Lesson Rationale: Adolescents are faced with risk and peer pressure everyday. By exploring different scenarios of risk and peer pressure students can put themselves into those scenarios and discover how setting limits can help them avoid potential harm resulting from these and other risks.

Learning Objectives: Students will be able to follow directions Students will be able to consider other’s feelings Students will be able to engage in cooperative work Students will be able to use their imaginations Students will be able to communicate their ideas effectively and clearly Students will be able to interact with each other using respect and sensitivity Students will be able to critically think Students will be able to justify their opinions on taking risk and setting limits Students will be able to deal effectively with peer pressure by setting limits


GCO’sSpeaking and Listening:







convincing manner (p. 26) 5 – participate constructively in conversation, small-group and whole-group

discussion, and debate, using strategies that contribute to effective talk (p.27)

7 – give and follow instructions and respond to questions and directions of increasing complexity (p.27)









Materials/Resources Needed for Lesson: 7 scenarios about teens who have taken several different types of risk with

varying consequences (Appendix L)

Organizational Approach: Whole Class Group Work Individual

Step-by-Step Lesson Activities and Estimated Times:

To begin the class we will use K-W-L. We will ask the students what they already know about taking risks and setting limits. We will take the students contributions and write them on the board. Once the class has had a chance to activate their prior knowledge we will throw out a few of my own questions for them to consider (Are we aware of all the risks that we take? What is the definition of risk? Can risks be avoided by setting limits? Etc.) (5 minutes)

At this point we will introduce the class to what is known as Learning Centers. Throughout the classroom we will have 7 tables set up at different locations each with a different scenario about taking risk and setting limits. We will then break the class into 7 groups of 5. We will inform the class that we have set up 7 different learning centers throughout the class each with their own task. We will tell the students that in their groups of five they will be exploring the different centers in the class. We will inform the students that as a group they must complete at least three learning centers; however, should feel free to complete more if time permits. The students will have 10 minutes at each centre and during these 10 minutes they will read the scenario and also discuss the questions provided at the end of each scenario.( 5 minutes)

The students will now break into their groups and begin visiting the different learning centers. (30 minutes)

We will now reconvene the groups back into a whole class discussion. We will hold a class discussion about what they have learned about taking risks and setting limits. We will present the students will several questions (Is taking a risk really worth it? Does setting limits really help? Is there a way that taking risks can be avoided? Etc.). (5 minutes)

To finish off the class we will allow the students to write a personal response in their response journal. During this entry they can discuss how they feel about risk and setting limits. They can feel free to discuss what they have learned throughout the class. They can also record their reactions to the scenarios. If students want they can take the journals home to finish their responses. (5 minutes).

Assessment: Group Work Rubric (Appendix A) Self – Assessment Rubric (Appendix B) Journal Rubric (Appendix E)

Plans for Reflection: Advice Columns: Students will write a letter asking for advice to a column similar

to dear Abby. Once they create the letter they will step into the advice columnist’s shoes and write a response giving advice to the original letter.

Interviews: Students will create questions to ask their parents/ grandparents about risks they took when they were younger. The students will be responsible for completing the interview, while also creating a written document of the interview.

Plans for Follow Up Lesson(s):

During the end of the unit students will be given 100 minutes of class to engage in a writing/ creative workshop. During this class students will be able to create pieces of writing. These writings can involve risk and consequences. During this class they will also be required to create a creative representation of what the unit meant to them. What they got from the lesson. Near the end of the lesson the students will briefly share with the class what their creative representations mean to them. We will also have them write in their journals about what these creative representations meant to them.

Unit Topic: Taking Risks and Setting Limits



Lesson Topic: Writing and responding to teen issues in the form of an advice column.

Length of Lesson Period: 2 x 50minute classes

Lesson Rationale: Students often seek advice from friends and relatives about events in their lives.

In this class students will make their own advice column where they will be able to write to an advice columnist seeking personal advice and also play the role of the advice columnist themselves.

The letters will be fictional where students are encouraged to write about serious teen issues, ones we may have already discussed in class, and from the perspective of someone who is in a very different situation from their own. If necessary they could write form the perspective of: the opposite gender, a different sexual orientation, from a different home life, or community situation (rural, urban, religion, etc.), with the guidance of the teacher. It is a creative activity that involves taking from their own personal experiences and imagination to be expressed in their writing.

Learning Objectives: Students will be able to clearly express another character’s point of view in a

short text. Students will be able to write for a peer group audience. Students will be able to use their imaginations Students will be able to follow direction Students will be able to respond thoughtfully to questions

Learning Outcomes from English Language Arts Curriculum Guide:Reading and Viewing:Students will be able to:

GCO’sReading &Viewing

1- Select, read and view with understanding a range of literature, information, media and visual texts. (p.21)

SCO’s

Reading & Viewing 13 – Demonstrate that print and media texts are constructed for particular

purposes and particular audiences (Describe how specific text and genre characteristics contribute to meaning and affect) (p32).


GCO’sWriting & Representing

1- Use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. (p.21)

2- Create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes. (p.21)

3- Use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness. (p.21)

SCO’sWriting & Representing

1 – Use a range of strategies in writing to and other ways of representing. (p.33)o to extend ideas and experienceso consider other’s perspectiveso reflect on problems and responses to problems

4 – Make informed choices of language to create a range of interesting effects in imaginative writing and other ways of representing. (p.33)

8 - Demonstrate an awareness of the effect of context on writing and other forms of representing. (p.34)

o make appropriate choices of form, style, and content for specific audiences and purposes

13 – Demonstrate a commitment to crafting pieces of writing and other representations. (p 35)

Materials/Resources Needed for Lesson: Samples of advice columns from local newspapers Pens, paper

Organizational Approach: (whole class, small groups, individual) Whole class Individual work Pair work Group Work

Class #1 Step-by-Step Lesson Activities and Estimated Times:

To introduce the advice column activity, the teacher will either hand out, or put on the overhead, examples for the class to read and discuss. As a class determine the best tools needed to write to an advice column: clear explanations of important details of the situation, one question to be answered by the columnist, and any other points the students may think of. Write them on the board to give students structure in their own letters. (15 minutes)

The class will brainstorm ideas in groups of 4 or 5 students. Then we’ll put a few good ideas on the board so everyone has a starting point of what is appropriate in the subjects of the questions for advice. (10 minutes)

The class will work on their letters, with the choice of working alone, or in pairs. The teacher will assess students on participation during this and the next class. (Students will finish their letters and hand them in to the teacher to verify that they are suitable topics, before the next class where students will write responses to the questions.) (15-20 minutes)

(10 minutes)

Class #2 Step-by-Step Lesson Activities and Estimated Times: Explain that in today’s class they will be working in groups to be the advice-

givers and they will choose a letter to respond to from within their group. Note: each student must write at least one question and one response. Begin discussion with questions about the skills an advice columnist needs to have to be an objective source. Is the advice that people give always objective – why or why not? (15 minutes)

Once in their groups, students will decide which letter from amongst their group to respond to. Students may seek clarification if necessary, from the writer and decide which point of view they would like to take in their response. For example: a Dear Abbey character or someone else. (15 minutes)

Students will share within the group their responses and choose one to be presented to the whole class. (15 minutes)

Students will pass in a written copy of their letters and responses giving advice and complete their self-evaluation during the group work. (5 minutes)

Assessment: Group work rubric (Appendix A) Self-Assessment rubric (Appendix B) Advice Column rubric (Appendix K)

Plans for Reflection: The students and teacher could work towards preparing a similar advice column

to be published in the school newspaper. They could have the options of publishing the advice column regularly for their class, for all of grade 9, or for the younger grades.

Plans for Follow Up Lesson(s):

Prepare a lesson on formal letter writing and the styles of writing that are appropriate for various audiences, such as letters to older family members, friends, and business letters.




Lesson Topic: Good Interview Questions – Interviewing our elders to find out what risks they took when they were teenagers, and what limits they had to follow.

Length of Lesson Period: 2 x 50 minute classes

Lesson Rationale: Students will think about the differences in how they are limited today versus how their parents or grandparents were limited when they were teenagers. They will prepare interview questions to learn the best types of questions to ask in order to give a short interview, and write a short paper on what they have learned.

Learning Objectives:

Students will be able to prepare good interview questions Students will conduct a short interview Students will learn by experience which interview questions give the most

interesting responses Students will be able to communicate their ideas effectively and clearly Students will be able to listen effectively


GCO’sSpeaking & Listening

1 - speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences. (p.20)

3 – interact with sensitivity and respect, considering the situation, audience, and purpose (p. 20)

SCO’sSpeaking & Listening

1 - examine others’ ideas in discussion to extend their own understanding. (p.26) 2 – ask relevant questions calling for elaboration, clarification, or qualification

and respond thoughtfully to such questions(p.26) 4 – listen critically to assess the adequacy of the evidence speakers give to


discussion, using a range of strategies that contribute to effective talk (p.27) 6 - adapt vocabulary, sentence structure, and rate of speech to the speaking

occasion (p.27) 8 – evaluate their own and others’ uses of spoken language in a range of contexts,


9 – demonstrate active listening and respect for the needs, rights, and feelings of others (p. 28)

11 – demonstrate an awareness of the power of the spoken language to influence and manipulate, and to reveal ideas, values, and attitudes (p.28)

12 – demonstrate an awareness that spoken language has different conventions in different situations and cultures and use language appropriate to the situation (p.28)



1 - writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. (p.21)

2 - create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes. (p.21)

3 - use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness. (p.21)


1 - use a range of strategies in writing and other ways of representing (p.33) to extend ideas and experiences consider others’ perspectives

3 – use note-making to reconstruct knowledge and select effective strategies appropriate to the task (p.33)

4 – make informed choices of language to create a range of interesting effects in imaginative writing and other ways of representing (p.33)

5 – demonstrate facility in using a variety of forms of writing to create texts for specific purposes and audiences, and represent their ideas in other forms (including visual arts, music, drama) to achieve their purposes (p.34)

8 – demonstrate an awareness of the effect of context on writing and other forms of representing (p.34)


13 – demonstrate a commitment to crafting pieces of writing and other representations. (p.35)

14 – integrate information from several sources to construct and communicate meaning (p.35)

Materials/Resources Needed for Lesson: Interview Techniques Handout (see Appendix H) Chalk board and chalk Pen and paper

Organizational Approach: Whole class Group work

Class #1 Step-by-Step Lesson Activities and Estimated Times: Begin the class with a discussion of how different it is (or isn’t) to be a teenager

today, compared to the past, as a way to brainstorm for questions they would like to ask their family members in their interview. Use quotes to encourage students’ thinking, ones they have heard growing up or controversial ones. For example: “The young do not know enough to be prudent, and therefore they attempt the impossible -- and achieve it, generation after generation.” Pearl S. Buck (15 minutes)

Mini-lesson on good Interview Techniques. Ask students to think of things to add to the list, especially for the interview they will be conducting. See appendix H. (10 minutes)

Place students into groups to find 6 - 8 good questions to ask in the interview and give predictions of what kind of answers they will elicit. ( 15 minutes)

Whole class discussion of the best questions, reported by the groups, and why. Record them on the board for students to use as a guideline for when they interview their family member. Explain the requirements of the written assignment to follow the interview. See Appendix I. (10 minutes)

Class #2 Step-by-Step Lesson Activities and Estimated Times: Begin the class by handing out group and self-evaluation forms that the students

will have to fill out at the end of class. Explain the group-share where each

student presents their write up to their group, sharing the amount of time each one has to talk. (10 minutes)

Group share of the interview write-ups. (15 minutes) Whole class discussion to go over the best interview questions citing examples

from each group, listing them on the board for students to record in their notes. (15 minutes)

Students will be given time to fill out both of the evaluation forms and write in their response journals their opinions, ideas and reflections on the interview assignment and the class share. (10 minutes)

Assessment: (copies of rubrics and scoring guides attached as appendix) Self – Assessment rubric (Appendix B) Group work rubric (Appendix A) Journal Rubric (Appendix E)

Plans for Reflection: Have students practice and video tape themselves performing the different roles

of an interviewer and an interviewee. With the examination of the video they will be able to self assess their strengths and weaknesses so that they may improve upon them and gain confidence in their public speaking abilities.

Plans for Follow Up Lesson(s): Have students prepare for job interviews by researching target employers,

creating a resume and cover letter. Also, emphasize the importance of first impressions, dress codes, spoken language and body language that are necessary to succeed in formal interviews.

Unit Topic: Taking Risks and Setting Limits



Lesson Topic: Finishing off the Unit. What did you like the best about the unit?


Lesson Rationale:To finish off the unit students will have the opportunity to express what they felt to be the best part of the unit. What appealed to them personally? What did they like about the unit? What didn’t they like about it? What did they learn from it? Students will be given the freedom to do an in class assignment where they can represent their thoughts in a variety of forms, choosing from such projects as writing a song, a poem, doing a collage of words or pictures, creative writing, doing a skit or role-play, and any other options students wish to choose with the teacher’s approval. They must also present it to the class briefly, explaining their work and what it represents to them.

Learning Objectives: Students will be able to express their opinions on the theme of Taking Risks and

Setting Limits. Students will be able to communicate their ideas clearly. Students will be able to use varying forms of representation to reflect and clarify

on their thoughts, feelings, and experiences. Students will be able to use their imagination to creatively express their ideas.


GCO’sSpeaking & Listening

2- Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically. (p.20)


5 - Participate constructively in conversation, small-group and whole-group discussion, and debate, using a range of strategies that contribute to effective talk (p.27).

7 - Give and follow instructions and respond to questions and directions of increasing complexity (p.27)



1- Use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. (p.21)

2- Create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes. (p.21)

3- Use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness. (p.21)


1 – Use a range of strategies in writing and other ways of representing. (p.33)o to extend ideas and experiences

4 – Make informed choices of language to create a range of interesting effects in imaginative writing and other ways of representing. (p.33)

8 - Demonstrate an awareness of the effect of context on writing and other forms of representing. (p.34)


13 – Demonstrate a commitment to crafting pieces of writing and other representations. (p 35)

Materials/Resources Needed for Lesson: Pens, paper Magazines Construction paper Markers, colored pencils, crayon, etc… Costumes and props for role-play

Organizational Approach: The options of individual work, pair work, or group work.

Step-by-Step Lesson Activities and Estimated Times: To set up the class, we will explain to the students their in class assignment. It is

to be a creative expression of their interpretation, opinion, or an important revelation they had during the unit of Taking Risks and Setting Limits. They are allowed to use any materials in the room if necessary to aid in their creativity and they will be presenting their piece to the class at the end of the period. All forms of expression are encouraged and they are permitted to work alone, in pairs or in groups. (15 minutes)

Students will begin working on their projects. If possible, they should be allowed to find suitable locations to work. If they require a quiet space to do creative writing or a large working area to make a collage for example. (35 minutes)

We will gather again as a class after the break and determine that everyone has had enough time to finish their assignment and the order they will present their work to the class. (5 minutes)

The students will each present their creative piece to the class, whether they worked in groups, pairs or alone they will each have to explain their work and the reasons why they chose to do what they did. We will allow for a short discussion between presentations if time permits. (35 minutes)

Students will write in their response journals their thoughts on their creative assignment and what it meant to them. If there is not enough time, it could be passed in as homework the following class. (10 minutes)

Assessment: Response Journal rubric (Appendix E)

Plans for Reflection: Students could predict what difference there may be in the future between their

teenage years and what their children’s teenage years. What will this mean for the limits and risks that they will have to face?

Students could predict what limits will be placed on their lives once they become adults. What limitations are there to getting married, to having a family, or to staying single? What risks would there be to consider in their adult lives, are they very different from their teenage years?

Appendix AGroup Work Rubric

1 2 3 4

1.Interaction with Peers Interacts with peers in respectful manner Offers own ideas and opinions to the group Encourages other students to participate Offers further comments to others views

Frequently puts down the opinions of others and does not ask questions of others comments

Pays attention to group discussionParticipates someAsks questions Provides some further comments

Shows active listening through body language Asks questionsAnd gives further comments

Respects view of othersEncourages others to participate Asks questionsBuilds on comments of others

2.ContributionContributes in a thoughtful and respectful manner to the group discussion

Does not contribute to group at all

Contributes thoughtfully to the discussion infrequently

Contributes thoughtfully to the discussion most of the time

Contributes thoughtfully to the discussion all of the time

3.Follows DirectionsFollows direction and stays on task during the entire group discussion

Does not follow directions and is off task during the entire group discussion

Follows directions some of the time and stays on task for a portion of the group discussion

Follows directions most of the time and stays on task for the majority of the group discussion

Follows directions all of the time and stays on task for the entire group discussion

APPENDIX B

Self-Assessment Guide: Speaking and Listening Outcome #1, #2, #5, #9 and #10

Name: _________________Date Recorded: _______________

Learning Progress: Speaking and ListeningOutcome #1, #2, #5, #9 and # 10 Always Sometimes Rarely

I help maintain the flow of discussion

I encourage others to participate I encourage clarification of

others comments, I also offer toclarify my comments when they are unclear

I openly express my ideas andviews, I explain my views when necessary

I listen carefully to othersideas and opinions

I follow the given directions I give directions when necessary I ask questions when I don’t

understand someone’s idea I can see that my group

members beliefs, values and biases are represented through their language

I participated in the group constructively

I used a range of strategiesin order to create effective talkduring discussions

---------------------------------------------------------------------------------------------------What do you believe to be your best ability in group discussion? Describe how you demonstrated this during this group discussion? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (date: )

Appendix B

What do you believe that you need to work on for the next group discussion? How are you going to go about working on this?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(date: )

Class Debate : Juvenile Court System

Teacher Name: Ms. Savory

Student Name: ________________________________________

APPENDIX C

CATEGORY 4 3 2 1 Organization All arguments were

clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.

Arguments were not clearly tied to an idea (premise).

Use of Arguments

The group gave mostly relevant reasons to support their topic.

Most of the reasons provided by the students were relevant to their topic.

The group provided some relevant reasons.

Very few or no relevant reasons were given by the group.

Use of Facts/ Examples

Group provided many relevant facts and examples to support their topic.

Group provided many supporting examples and facts and most were relevant

The group provided some supporting examples and facts/

The group gave relatively few or no supporting examples and facts

Rebuttal All counter-arguments were accurate, relevant and strong.

Most counter-arguments were accurate, relevant, and strong.

Most counter-arguments were accurate and relevant, but several were weak.

Counter-arguments were not accurate and/or relevant

Presentation Style

Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team sometimes used gestures, eye contact, and tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

One or more members of the team had a presentation style that did not keep the attention of the audience.

Class Debate : Juvenile Court System

Teacher Name: Ms. Savory

Student Name: ________________________________________

Appendix D

CATEGORY 4 3 2 1 Arguments Arguments were

eloquent, complex, elaborated, and supported with evidence and examples

Arguments were complex, elaborated, and supported with evidence and examples

Arguments were supported with evidence and examples

Arguments lacked evidence and support

Rebuttal Rebuttal directly addressed each of the opponents' arguments with counter evidence

Rebuttal directly addressed most of the opponents' arguments with counter-evidence

Rebuttal directly addressed some of opponents' arguments with counter - evidence

Rebuttal did not directly address opponents' arguments and/ or did not present counter - evidence

Teamwork Each member of the team presented an argument that built on the arguments of those that came earlier

Each member of the team presented different but complimentary arguments

Each member of the team presented a different argument, with minimal overlap and repetition

Arguments were overlapping, repetitive or contradictory

Appendix E

Daily Marking Rubric for Journals

Level Percentage CriteriaRange

Non Compliant below 50% - insufficient reading and viewing - insufficient length and/or number of responses

- content of responses superficial and automatic - student/teacher conference required

Compliant 50-65% - sufficient reading and viewing accomplished - tracking functions complete

- sufficient number and length of responses - responses are characterized by frequent

retelling, likes and dislikes, occasional relating to personal experience, occasional relating to

personal feelings, some prediction

Extended 66-79% - all compliance routines established plus some additional reading and viewing followed by response. - responses are additionally characterized by a brief retelling when necessary, frequent relating to personal experience, prediction, and offering reasons for opinions and conclusions

Independent 80% + - all compliance routines established - all extended routines established plus considerable additional reading and viewing followed by response - responses additionally characterized by recognitions of character’s motivations, image and description patterns, linking cause and effects, opinions often supported with evidence from text and or class activities, awareness of author’s purposes apparent

REFERENCED FROM RESPONSE JOURNALS REVISITED BY LES PARSONS. PEMBROKE PUBLISHERS LIMITED. ALL RIGHTS RESERVED. PERMISSION TO REPRODUCE FOR CLASSROOM USE.

APPENDIX F

Dramatic Representation Rubric

Teacher Name: Ms. Savory and Ms. Swan

Student Name: ________________________________________

CATEGORY 4 3 2 1 Pitch Pitch was often used

and it conveyed emotions appropriately.

Pitch was often used but the emotion it conveyed sometimes did not fit the content.

Pitch was rarely used OR the emotion it conveyed often did not fit the content.

Pitch was not used to convey emotion.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Props Students use several props (could include costume) that show considerable work/creativity and which make the presentation better.

Students use 1 prop that shows considerable work/creativity and which make the presentation better.

Student use 1 prop which makes the presentation better.

The students use no props OR the props chosen detract from the presentation.

Preparedness Students are completely prepared and have obviously rehearsed.

Students seem pretty prepared but might have needed a couple more rehearsals.

The students are somewhat prepared, but it is clear that rehearsal was lacking.

Students do not seem at all prepared to present.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Is cloning morally right?

NOYES

Reasons

Conclusion

DISCUSSION WEB

APPENDIX G

Is cloning morally right?

NOYES

Reasons

Conclusion

DISCUSSION WEB

APPENDIX H

Appendix IMini Lesson Handout

Process Guide #6: Interview Techniques

There are more ways to gather information than from your text or your teacher. Experts, grandparents, historians, scientists, authors, and many others all have interesting and important stories to tell. To get the most out of interviewing these people, you need to consider a few things that will help you get the most out of your interview.

Preparing for the Interview

1. Make an appointment with the person (it is rude to just show up and expect the person to give you their time).

2. Learn a little about the person before meeting him/her.3. Know what you want to get out of the interview ahead of time.4. Write your questions down before the interview, but be prepared

to take a different path of questioning if necessary.

Conducting the Interview

1. Be on time, and be prepared with paper and pen/pencil.

2. Be friendly and courteous - remember they are giving you their valuable time!

3. Ask your questions clearly.4. Don't interrupt!5. Ask specific, thought-provoking questions. Avoid yes/no questions.6. Try to stay focused, but if something interesting comes up go with

it.7. Take good notes. Ask the interviewee to repeat what they said if

necessary, but only do this when it is something important.8. Don't volunteer information unless it is to get the interview going,

to get it back on track, or to give background information relevant to your goals.

9. Obtain all the information needed before ending the interview. If necessary, review your notes with the person.

10. Thank the interviewee for his/her time.

http://projects.edtech.sandi.net/staffdev/tpss99/processguides/index.htm

Ask an Expert advice

Many experts are offering their time to students. If you have this opportunity either in a chat room or e-mail, you should follow the above advice, with the exception of getting straight to the point. Don't waste time "getting to know" the expert. Ask your questions and move on.

This page was designed by Dan McDowell for the Triton and Patterns Projects of San Diego Unified School District.

Based up Conducting Interviews from For Journalism Teachers Only Last updated July 5, 1999.

Return to the

Appendix J

Paper Based on an InterviewRating Criteria

A engaging, creative, and thoughtful precise, vivid, and sophisticated vocabulary; varied patterns and

lengths of sentences

http://www.geocities.com/~jteacher

http://projects.edtech.sandi.net/staffdev/

http://www.grossmont.k12.ca.us/westhills/staff/dmcdowell/index.html

http://projects.edtech.sandi.net/staffdev/tpss99/processguides/index.htm

coherent and organized structure chosen form effectively and innovatively conveys content relevant and intriguing use of details to convey personality and

experience of person interviewed

few surface feature errors; only noticeable if looking for them

B

clear and thoughtful complex, precise vocabulary and varied sentences logical organization chosen form effectively conveys content relevant and careful use of details to convey personality and

experience of person interviewed

few surface feature errors; occasional spelling or punctuation errors

C

quite well developed and detailed generally precise vocabulary and complex sentence structures

containing minimal errors obvious organization chosen form appropriate for content relevant use of details to convey personality and experience of person

interviewed

generally few surface feature errors; some punctuation, spelling, or pronoun reference errors

D

direct and usually clear straightforward vocabulary and effective sentences that are rarely

complex or varied organization evident chosen form generally appropriate for content competent use of details to convey personality and experience of

person interviewed

surface feature errors such as comma splice, spelling, or pronoun reference errors

REWRITE

limited clarity and thought unsophisticated and, at times, inappropriate vocabulary with simple

sentences evidence of some organization chosen form rarely conveys content effectively inconsistent use of details to convey personality and experience of

person interviewed surface feature errors may at times distract reader

message is clear, understandable, and thought-provoking

APPENDIX KAdvice Column Rubric

Score 1 2 3 4

Layout/ Design

Letter is unattractive or inappropriate. Text is difficult to read. It does not have proper

Letter appears busy or boring. Text may be difficult to read. May have some grammar and or

The letter is eye-catching and attractive. Text is easy to read. Grammar, style, and punctuation

The letter is creatively designed with easily read text. Grammar, style, and purpose all

grammar or punctuation for a friendly letter.

punctuation that indicate it is a friendly letter.

are indicative of a friendly letter.

excellent for a friendly letter.

Information, style, audience, tone

Information is poorly written, inaccurate, or incomplete.

Some information is provided, but is limited or inaccurate.

Information is well written and interesting to read.

Information is accurate and complete, is creatively written, and is cleverly presented.

Accurate Parts of the Friendly Letter

Improper form is used.

Most friendly letter elements out of place or missing.

Some friendly letter elements may be missing.

Letter is complete with all required elements.

Grammar, Punctuation, and choice of words for the friendly letter

Grammar, punctuation, and choice of words poor for a friendly letter.

Information mislabeled or missing. Inaccurate punctuation or grammar.

Style, purpose, audience, grammar, and punctuation all fair and indicative of a friendly letter.

Excellent job on presentation, style, grammar, and punctuation.

Following Classroom Guidelines and Directions

Students are often out of their area without permission and are disruptive to the class.

Students occasionally leave area without permission.

Students stay in their area and talk quietly to their own partner only.

Students are always on task, stay in their own area, and work quietly. Students followed project directions and classroom directions.

APPENDIX L

Scenario # 1Ryan is new in town and is relatively unfamiliar with the school; however, he is

quick to learn who the popular crowd is and who the unpopular crowd is. He desperately wants to fit in at school and decides that the only way to do this is by ‘getting in’ with the popular crowd. Ryan starts to work his way into the popular crowd by asking them about the upcoming school dance. As the conversation proceeds the popular crowd reveals that they will be holding a pre-party before the dance when they will all be drinking. They invite Ryan to come along and enjoy the party. Ryan is very aware of the risks of drinking; however, all he can think about is fitting in. He decides to attend the party and ends up drinking a lot. Later on at the dance Ryan feels out of control and he ends up getting sick later in the night. If you were Ryan would you have done the same? Is the

risk really worth it? What would you have all done to avoid the outcome of this scenario? What types of limits would you have set?

Scenario #2Sarah has recently entered high school and she desperately wants to fit in

somewhere in the social construct of the school. She finds one particular group of girls very attractive and does her best to fit into their group. She begins to dress like them, talk like them and even attends the same parties and activities. At one particular party these girls take a liking to Sarah and they offer her some marijuana. Sarah’s parents have discussed the risks of taking drugs; however, that does not prevent Sarah from accepting the drugs. Later on during the party Sarah starts to feel awkward and somewhat out of control. Several hours into the party Sarah realizes that she has missed curfew and quickly makes plans to walk home. Once she returns home she finds her parents waiting up for her and this causes her to become defensive (she thinks her parents do not trust her). Sarah is usually a very respectful child; however, the marijuana has made her very nervous and this is what causes her to become defensive. Sarah’s parents figure out that Sarah is high and this causes them to be disappointed, while also causing them to lose faith in Sarah. If you were put into this scenario would you have done the same thing? Is the risk really worth losing your parent/parents trust over? Would you have done anything differently? What type of limits would you set if you were Sarah?

Scenario #3Sam is one of the popular kids at school and he attends parties almost every

weekend. During one of these parties he proceeds to drink a lot of alcohol and he becomes out of hand. He has trouble walking straight and speaking clearly. Throughout the party he continues to drink even though he has clearly had too much already. As the party comes to an end everyone proceeds to discuss how they are going to get home. Sam realizes that he has had too much to drink and should therefore not be driving; however, he is unable to call his parents for a drive because they are away for the evening. Sam’s friends also need a drive home and they convince Sam to drive them home, since he is the only one who has a car at the party. Sam is fully aware that he cannot drive but he has to get the car home because his parents need the car in the morning. While driving home Sam and his friends get into a car accident and a few of them are slightly injured (a broken leg, scratches on their faces etc.). What would you have done differently in this scenario? Is putting yourself and other in harms way worth the risk of drinking and driving? What limits would you have set to prevent this from happening? What else could Sam have done in order to get home safely? How did Sam’s friends take risks? What could they have done differently?

Scenario #4 Tracy has a group of close friends that she hangs out with often. They hang out

outside of school as well; the group is quite close knit. Tracy enjoys hanging out with these kids and she does not want to lose this feeling of belongingness. Tracy’s friends are normally very respectful of the rules; however, one day they are feeling experimental. During lunch hour they decide that they want to experiment with smoking. Tracy’s friends offer her a cigarette and she desperately wants to belong, which causes her to

accept the cigarette. Tracy remembers her parents discussing the negative effects of smoking, but decides to put their reminders out of her head. At the moment fitting in is more important, after all it is just one cigarette. After Tracy has finished her cigarette she feels light headed and sick. The cigarette was too much for Tracy and causes her to get sick. Could Tracy have changed this scenario? What would you have done to change the scenario? Could you have set some limits that would help avoid this scenario?

Scenario #5Georgia has recently moved to a new neighborhood and is looking to become

popular. She has heard a lot of rumors about the popular crowd (they often shoplift, they smoke, drink etc.); however, she chooses to disbelieve these rumors because she desperately wants to be accepted by them. Georgia begins to hang out with these girls at school and one Friday afternoon the girls invite her to come shopping with them. At the mall the girls spend several hours wandering in and out of stores, happily browsing through the merchandise. After window shopping for several hours the Georgia mentions how much she likes a sweater in one of the stores; however, she cannot afford it because she does not have that much money. The girls encourage her to steal the sweater and they tell her that she will be just like them if she manages to steal the sweater. Georgia desperately wants to fit in with these girls and decides to steal the sweater. The clerk at the store catches Georgia in the act of stealing. This causes the clerk to call the police as well as Georgia’s parents. Georgia gets into a lot of trouble and her parent/parents lose all faith in Georgia and she also gets a criminal record. Do you believe that Georgia knew the seriousness of the risk she was taking? Would you have done the same, if not what would you have done differently? Could Georgia have handled the situation differently? How could setting limits prevent this situation?

Scenario #6 Cathy has always been somewhat popular; however, she has recently begun to doubt her worthiness for this crowd. She is always comparing herself to her peers (especially the girls). She is relatively thin; however, she does not feel thin enough compared to her peers. Cathy desperately wants to remain popular and she believes that the only way to do this is by losing weight. She wants to lose weight as quickly as possible and decides to stop eating. Within a few days the group is telling her how well she looks. This makes Cathy feel good and it gives her a sense of power. This causes her to keep up her dangerous eating habits. After a few more days of not eating Cathy comes to school feeling very tired and weak. Eventually the weakness catches up to her and she ends up fainting and has to be taken to the hospital. Is being popular really worth it? What would you have done differently? Would you have engaged in these eating habits?

Scenario #7Greg has recently turned 16 and has finally received his license. He is privileged

enough to have the car for the evening and he and 4 of his friends decide to go joyriding. While out on the road his friends begin to encourage him to go faster. He wants to fit in so much that he does indeed speed up to a dangerous speed. He is aware that he is going to fast but he is having fun so he continues to do so. His friends and he are carrying around and he looks away from the road for a minute and when he looks back he is

moments away from hitting another car. He slams on his break and luckily only hits the car slightly; however, he hits hard enough that he and his friends receive whiplash and a few of them receive scratches. Is speeding really worth it? Is this a risk you would take? How would you have changed the situation? What type of limits would you have set?

lesson template for education 4353:plato.acadiau.ca/courses/educ/englishcentral/... · web...

Documents