middle level english language arts...

Middle Level English Language Arts (ELA) Grade 7

A Model Thematic Unit

Participating and Giving our Personal Best

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Unit Overview Context: Personal and Philosophical; Social, Cultural, and Historical [Identity, Social Responsibility, and Efficacy] Timeline: Approximately six weeks We enjoy not only watching activities, but also participating in them. When we find something interesting, we want to try it and experience the feeling of enjoyment, excitement, and the achievement that participating can bring. Often we discover and develop our talents. Sometimes we prefer doing activities by ourselves and sometimes enjoy being part of a team. We like the ideas of attempting to do the activity well and giving it our personal best. Sometimes, however, activities do not have this appeal and force us to feel pressure and to consider not participating. This unit is organized around nine focus questions which teachers may post and have visible for the duration of the unit. In the unit, students will have an opportunity to read, listen to, and view a variety of texts that revolve around involvement and participation in activities associated with sports. Throughout this model unit, the suggested activities show how teachers can help students achieve the aim, goals, and outcomes for ELA 7 in the personal and philosophical context and the social, cultural, and historical context. The Learning Activities in this model unit can be adapted based on the interests and needs of the students. For example, on page 6 of this model unit, the learning activity suggested is as follows: “When you think of someone who has done well or given his or her best to a situation or made the world a better place, who comes to mind? What has he or she done? What attributes or characteristics does he or she possess?” Although CC 7.7 (use oral language to … ) is one of the outcomes explored in this learning activity, teachers may select different outcomes such as CC 7.8 (write to … ) and invite students to write a journal entry about the person, or CC 7.5 (create and present a variety of representations … ) and invite students to represent the individual’s characteristics. As teachers explore this unit with students, teachers have the opportunity to create their own learning activities that help students achieve the curricular outcomes. In addition, for students to successfully achieve the curricular outcomes, teachers must plan for and address the outcomes many times throughout the year. Understanding: Participating and giving our personal best gives us satisfaction and a feeling of commitment and accomplishment. Possible Questions for Deeper Understanding • Who do you admire and respect? Why? • When are you at your best? What are you doing? • What would happen if you used all of your natural talent? • What makes participating in an activity appealing? • When and how does an activity or challenge bring out the best in you? • What do you need from others to do your personal best? • When and how does an activity force us to feel under pressure or like a “loser” (versus a “winner”)? • Are you currently doing your best? What do you need to do so you will have no regrets? • What attracts people to sports or other movement activities? What do sports bring out in people? • Questions students would like to explore:

2 Saskatchewan Ministry of Education | www.curriculum.gov.sk.ca

This unit provides many opportunities for students to consider career development and achieve a number of Grade 7 Career Development outcomes including: • Explore and draw conclusions about the influences of positive and negative self-images on one’s life and

work (CG7.1). • Develop and demonstrate the behaviours and understandings needed for building healthy relationships

through exploration of change and growth (CG 7.2).


This unit could also be developed as an integrated English language arts and physical education unit. The following outcomes for Grade 7 Physical Education could be achieved in this integrated unit: • Create and implement a personal health-related fitness plan targeting the health-related fitness

components of cardiovascular endurance, muscular endurance, and flexibility that involves setting a goal for improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and Time), and incorporates daily moderate to vigorous movement activity (7.1).

• Make situational decisions (individual, partner, and team) related to the selection of skills, tactics, and strategies to enhance individual and team performance while participating in net/wall games, striking/fielding games, low-organizational inventive and cooperative games (7.8).

• Plan, organize, lead, and evaluate co-operatively, movement activities, such as intramurals, fitness fun days, and playground games, to engage younger students and to connect with others (7.10).

• Role-model and practise the behaviours associated with demonstrating responsibility and caring for others to support personal growth in making positive connections while participating in movement activities (7.13).

• Examine, evaluate, and represent both the historical and present impact of Canada’s Northern people on the development of movement activity options as a means of supporting the well-being of self and others (7.14).

This unit also could be developed as an integrated English language arts and health education unit. The following outcomes for Grade 7 Health Education could be achieved in this integrated unit: • Demonstrate interpersonal skills, including assertiveness skills, to effectively and skilfully manage peer

pressure (USC 7.6). • Examine and demonstrate personal commitment in making health decisions related to blood-borne

pathogen information, safety practices, harmonious relationships, food choices, interpersonal skills, and morality (DM 7.8).


English Language Arts Goals and Outcomes Overview [Grade 7] Each of the three goals for English language arts has a set of outcomes for the specific grade level. The following are the outcomes for Grade 7 ELA.

Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.

CR7.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking of Oneself), social responsibility (e.g., Participating and Giving our Personal Best), and efficacy (e.g., Doing our Part for the Planet Earth). CR7.2 Select and use appropriate strategies to construct meaning before (e.g., formulating questions), during (e.g., recognizing organizational structure), and after (e.g., making judgments supported by evidence) viewing, listening, and reading. CR7.3 Use pragmatic (e.g., author’s purpose and point of view), textual (e.g., how author organized text), syntactic (e.g., main and subordinate ideas), semantic/lexical/morphological (e.g., figurative language and specific word meanings by their context, common affixes, and allusions), graphophonic (e.g., word patterns), and other cues (e.g., non-verbal cues, headings, charts, and diagrams) to construct and confirm meaning when viewing, listening, and reading. CR7.4 View and demonstrate comprehension and interpretation of visual and multimedia texts with specific features (e.g., circle graphs) and complex ideas including the visual components of media such as magazines, newspapers, websites, reference books, graphic novels, broadcast media, videos and promotional materials. CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and reports, opinions or viewpoints, messages presented in the media). CR7.6 Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures. CR7.7 Read independently and demonstrate comprehension of a variety of specialized information texts including non-fiction books, grade level instructional materials, reports, reference materials, instructions, advertising and promotional materials, and websites. CR7.8 Read Grade 7 appropriate texts to increase fluency (130-170 wcpm orally; 170-220 silently) and expression.

Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

CC7.1 Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Exploring Thoughts, Feelings, and Ideas), social responsibility (e.g., Taking Action), and efficacy (e.g., Building a Better World). CC7.2 Create and present a teacher-guided inquiry project related to a topic, theme, or issue studies in English language arts. CC7.3 Select and use the appropriate strategies to communicate meaning before (e.g., planning and organizing ideas to fit format), during (e.g., using transition words), and after (e.g., revising to eliminate unnecessary repetition) speaking, writing and other representing activities.


CC7.4 Use pragmatic (e.g., use language that demonstrates respect for others), textual (e.g., use common organizational patterns within texts), syntactical (e.g., ensure agreement of subjects, verbs and pronouns), semantic/lexical/morphological (e.g., avoid overused and misused words), graphophonic (e.g., enunciate clearly), and other cues (e.g., use appropriate gestures and facial expressions) to construct and to communicate meaning. CC7.5 Create and present a variety of representations including visual and multimedia presentations such as displays, illustrations, and videos, and enhance communication with appropriate graphic organizers, charts, circle graphs, timelines, maps, and sound effects.

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building). CC7.7 Use oral language to effectively express information and ideas of some complexity in formal and informal situations (e.g., a procedural description based on personal experience, a demonstration, a persuasive speech, a dramatization). CC7.8 Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news story; a factual account, and a business letter; to persuade in a letter and in interpretation of a text. CC7.9 Experiment with a variety of text forms (e.g., meeting, presentation to adults, descriptive poem, opinion piece, a review, front page of a newspaper, short script) and techniques (e.g., dialogue, figurative language). Assess and Reflect on Language Abilities (AR). Students will extend their abilities to assess and reflect on their own language skills, discuss the skills of effective viewers, representers, listeners, speakers, readers, and writers, and set goals for future improvement. AR7.1 Set and achieve short-term and long-term goals to improve viewing, listening, reading, representing, speaking, and writing strategies. AR7.2 Appraise own and others’ work for clarity and correctness. Each outcome is supported by indicators which provide the breadth and depth of the expectations for the outcomes. The outcomes and their indicators are listed on pages 33-47. Teachers are encouraged to build upon outcomes in the previous grades and provide scaffolding to support student achievement of the Grade 7 outcomes.


Suggested Resources for the Unit Crossroads 7 (Gage Educational Publishing/Nelson Thomson Learning). Dialogues and Scenes (Nelson Thomson Learning). Identities 7 (Actions and Reactions) (Oxford University Press). Sightlines 7 (Pearson Education Canada). Chiefs and Champions (Vancouver, BC: Moving Images Distribution, 2005). Personal Best: The Sports Experience Nelson Mini-Anthologies (Nelson Thomson Learning). Clancy with the Puck (NFB) (video). The Sweater (NFB) (video).


Outcomes Learning Activities Assessment and

Evaluation CC 7.7 CR 7.1 CR 7.5 CR 7.6 CR 7.2 CR 7.3

Introduction When you think of someone who has done well or given his or her best to a situation or made the world a better place, who comes to mind? What has he or she done? What attributes or characteristics does he or she possess? Questions for Deeper Understanding: As you explore this unit, consider the following questions: • Who do you admire and respect? Why? • When are you at your best? What are you doing? • What would happen if you used all of your natural talent? • What makes participating in an activity appealing? • When and how does an activity or challenge bring out the best

in you? • What do you need from others to do your personal best? • When and how does an activity force us to feel under pressure

or like a “loser” (versus a “winner”)? • Are you currently doing your best? What do you need to do so

you will have no regrets? • What attracts people to sports or other movement activities?

What do sports bring out in people? • An important question for me in this unit is …. Ordinary People Giving Their Personal Best The following selections tell about people who have not achieved great fame or notoriety, but they have met challenges and were committed to do their personal best. By doing so, they overcame obstacles, persisted in things that mattered to them, and, at the same time, cared about others. Suggested Resources: • “The Man” (by Gipp Forster) (Identities 7: Actions and Reactions

7) is a memoir in which the author remembers a soldier who returned from World War II.

• “Zlata’s Diary” (by Zlata Fillpovit) (Identities 7: Actions and Reactions 7) is a diary that records the observations and feelings of a young girl living in Bosnia.

• “The Letter ‘A’” (by Christy Brown) (Identities 7: Actions and Reactions 7) is taken from an autobiography of a man who is challenged by cerebral palsy.

• “Kindest Cut” (Identities 7: Actions and Reactions 7) is a magazine article about students who support a friend with cancer.

Assessment and Evaluation rubrics are in the curriculum for the Comprehend and Respond, Compose and Create, and Assess and Reflect goals. The Comprehend and Respond rubrics focus on students’ understanding the ideas in a text, the text structures and features, the response and interpretation of the text, and the strategies employed before, during, and after. The Compose and Create rubrics focus on the message content, the organization and coherence, and the use of language conventions. The Assess and Reflect rubrics focus on the strategies used and their effectiveness. Whether the teacher uses holistic or analytic rubrics, the rubrics should be shared with the students and explained and discussed before the rubrics are used. Do the students comprehend what the texts say explicitly and implicitly?


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• “Unsung Hero” (by Mike Wesley) (Identities 7: Actions and Reactions 7) is a memoir by a boy who admires his grandfather.

• “Ride the Dark Horse” (by Margret Bunel Edwards) (SightLines 7) is a story of a teenager who considers how a challenge he experiences leads to self-awareness.

Encourage students to use the “Before You Read” prompts accompanying each selection, the “Try This” strategies as they read, and the “Look More Closely” prompts after reading each selection. When all the selections have been considered, ask: Who did you admire most in these texts? What qualities and personal standards did you admire in this individual? Which characteristics did you not admire? Why? How many people do you know who have accomplished something in the arts, sports, science, politics, health care, or just in everyday life, community, and nation? How many are famous? How many are simply ordinary individuals who have lived their lives in ordinary ways but, nonetheless, have given their personal best? What would you like to be known for after your life is over? Is it important to be part of a team, a group, an organization, or a community? Why? What contributions can an individual make to each of these? People Giving Their Personal Best in Sports What attracts people to sports? What do sports bring out in people? What great physical challenge would you set and commit to for yourself in your lifetime … a running marathon, a decathlon, a swimming marathon? Reading about People Participating and Achieving in Sports

“Sports do not build character. They reveal it” (Heywood Hale Broun). As you read about the characters in the texts presented in this section, consider the character of each athlete and how the sport that the person participates in “reveals” the character of that person. Suggested Resources: “Local Hero” (by Gordon and Bernice Korman) (Identities 7: Actions and Reactions 7) or similar poem about a local sports hero.

What prompts were students comfortable with and how did they use them to better understand what each text was communicating? Do students support their responses with evidence from the texts? What connections are students making between texts and personal experiences? What personal experiences do the students bring to this unit? What do the students think that the quotation is saying?


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Before: In this poem, a local sports hero explains reasons for being admired. During: What pictures of the local hero come to mind as you read the poem? What are the talents of the local hero? After: When authors want to emphasize a certain idea or point view, they sometimes say the opposite of what they mean. This technique is called irony. What example of irony is found in this poem? Read the poem aloud. How could your use your voice to emphasize the ironic lines? Suggested Resources: “Manon Rheaume” (by Wendy Long) (Identities 7: Actions and Reactions 7) or similar article about a female hockey player. Before: Manon Rheaume was the first woman in Canada to play in a National Hockey League game. Read this article to find out who Manon Rheaume is, what she accomplished, and why she persisted in spite of frustration. During: The article begins with words describing Manon. Record these words in your notebook, and as you read the article, write a sentence for each one that explains why the word is appropriate for Manon. After: Reread the article to find evidence of the many challenges Manon faced, how she persisted in things that mattered to her, and how she cared about others. What do you admire most about Manon? Write a bio-poem on Manon using the following outline (Identities 7: Actions and Reactions, p. 19): First Name Four traits that describe the character Lover of (list three things) Who feels (list three things) Who needs (list three things) Who fears (list three things) Who gives (list three things) Who would like to see (list three things) Last name Exceptional First Nations Athletes in Canada “We can’t take any credit for our talents. It’s how we use them that counts” (Madeleine L’Engle). Everyone has talent. The following individuals not only used their talents in sports but used those talents in their daily lives in order to make a difference for others.

Do students support their responses with evidence from the text? Do students have a good understanding of irony? Can they identify how some of their personal experiences might be considered ironic? Did the students find the appropriate examples? Do students support their responses with reasons and examples? Discuss the criteria that could be used to evaluate the bio-poem. How did students interpret and explain the quotation?


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Suggested Resources: Chiefs and Champions (Vancouver, BC: Moving Images Distribution, 2005) or similar videos about individuals who were or are exceptional athletes in Canada but also became or have become leaders in their communities. • Fred Sasakamoose (hockey) • Waneek Horn-Miller (women's water polo) • Alwyn Morris (kayaking) • Tom Longboat (distance running) • Ross Powless (lacrosse) • Chief Roger Adolph (boxing). Before Viewing: What does it take to be a good athlete and a good leader? How many First Nations and Métis athletes and leaders do you know in your community, province, country? View two of the videos to determine what made the individual featured in each video a good athlete and a good leader. During Viewing: As you view the videos, note who, what, where, why, when, and how, and the traits that describe the athlete. After Viewing: What did each of the texts that you viewed reveal about the “character” of the person who was at the centre of the text? What traits did you or did you not admire in each of these people? Write a bio-poem of the athlete who you admired most using the following outline (Identities 7: Actions and Reactions, p. 19): First Name Four traits that describe the character Lover of (list three things) Who feels (list three things) Who needs (list three things) Who fears (list three things) Who gives (list three things) Who would like to see (list three things) Last name Speaking Prepare an oral report on a person whose life you admire. This person might be a well-known figure in sports, the arts, science, or politics; or he or she might be someone you know. Consider the person’s achievements and characteristics. Use the library and other sources for research of well-known people. For someone you know, you could interview the person and people that know him or her. Explain what makes this person a winner. Writing Prompt: Write your autobiography outlining the particular gifts and talents with which you have been blessed. Introduce yourself in the initial paragraph, and then, in at least three

What before, during, and after viewing strategies do the students know about and actually employ? Did the students apply the appropriate strategies and demonstrate good recall and a clear understanding of the information presented? Did they support their responses with reasons? Share criteria for oral report. Consider content (e.g., clear and interesting beginning, well organized and carefully prepared, appropriate and important details) and presentation (clarity, delivery, appropriate language, volume, and nonverbal cues such as gestures and posture). Use the Compose and Create rubric in the curriculum.


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additional paragraphs, explain three activities that you enjoy the most. Conclude your autobiography by explaining your hopes for your future. Being a Team Player “Talent wins games, but teamwork and intelligence wins championships” (Michael Jordan). It is often said that it is not about winning or any one individual in a team sport but rather about the team and the way the members play as a team. “The way a team plays as a whole determines its success. You may have the greatest bunch of individual stars in the world, but if they don’t play together, the club won’t be worth a dime” (Babe Ruth). Suggested Resources: “One Throw” (W.C. Heinz, Personal Best: The Sports Experience) or a similar story about an athlete playing a team sport. Before: In this story, a frustrated young minor-league player feels he is being ignored by the Yankees. He is tempted to throw a game. During: As you read this story, consider how Pete Maneri is feeling and why the scout Eddie Brown disguises himself as Harry Franklin. After: Why do you think Pete Maneri could not throw the ball away? What would you have felt or done if you were in his shoes? Suggested Resources: “Goalie” (Rudy Thauberger, Sightlines 7, or Personal Best: The Sports Experience) or a similar story about a key player in a team sport. Before: What do hockey goalies do and how is the position unique? How might the personality and experience of a goalie be different from that of other players? Listen to an audio recording of the story and learn how hockey is more than just a game for this goalie. During: As you listen, note what you learn about the main character including the following: What does he look like? What emotions does he show? How does he act? How believable is he? After: Why does the goalie continue to play hockey in spite of the pain and injuries? Why does the goalie both love and hate

How do students interpret this quotation? How do students interpret this quotation? How do they apply it to their personal experiences? Do students understand the expression “throw a game”? What note-making strategies did students use to identify Pete’s feelings? How did students make and confirm their interpretations of the text? What connections did they make to text, experiences, and other texts? What strategies do the students use before, during, and after listening? What graphic organizers did the students use to make their notes? Do students support their responses with evidence from the text?


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hockey? How did the quality of the voice on the audio recording help to reveal character and bring out the meaning of the story? Look at a portrait of a goalie such as Ken Danby’s “At the Crease,” (www.kendanbyart.ca or www.Trillium-arts.on-ca/arts/sports/kd10-mask.html). What does Danby’s portrait suggest about the character of a goalie? How is this similar or different from Thauberger’s? In each of the following texts, we learn about special characteristics or qualities of sports personalities. As you explore these texts, consider the following: • What special characteristics or qualities are revealed about the

personalities? • What were their strategies for commitment? • What were some of the challenges each faced along the way? • What role did other people (e.g., coaches, family members,

peers) play in helping each person achieve success? • Is physical ability the only factor in sports achievement? Suggested Resources: “The Unsinkable Silkan Laumann” (various authors, Personal Best: The Sports Experience); “Growing Up a Star” (Wayne Gretzky with Rick Reilly, Personal Best: The Sports Experience); “How Marilyn Swam the Lake” (June Callwood, Personal Best: The Sports Experience); “The Edmonton Grads” (Sharon Siamon, Personal Best: The Sports Experience) or similar profiles or biographies and autobiographies of contemporary sports figures. Language Study: Jock/Sport Talk -- The Sports Metaphors We like to make comparisons in and with language. For example, we often use comparison with like and as in similes such as the following: (S)he is as tall as…. (S)he eats like a …. We often change the similes to metaphors by dropping the “like” or “as” words: (S)he is …. (S)he is a …. Our language is often metaphorical, and many of those metaphors come from sports. Life is compared to a “game” in the expression “the game of life,” and people are “players on a team” which have “kickoff” meetings and sometimes “score the touchdown” and have “proven track records” while others “fumble the ball” or are “sidelined.” What other sports metaphors do we use? Sometimes these metaphors make people feel better or worse about themselves. For example, we might say some are

Can students explain how the ideas are portrayed or communicated in the text and how the key visuals elements or techniques have been used for effect? Can students identify the important messages in each text and support their interpretation of each text with evidence from the text? Do students notice the forms and conventions that were used in each text? Do students recognize and understand the key words in texts? Can they identify the images evoked by particular words? Do they understand why and how language can be used “figuratively”? Do students understand the comparisons that are being made in metaphors? Do students recognize and understand the connotation (and power) in particular words?


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“heavyweights” and others are ‘lightweights.” Some people are “winners” and some are “losers.” We need to feel proud of ourselves, our abilities, our size, our backgrounds, and our colour. Consider the answers to the following questions. Should we be using them anymore? Why or why not?

What colour is courage? Explain. What colour is cowardice? Explain. What colour is good? Explain. What colour is evil? Explain.

Winning and Losing in Sports and Life “You don’t have to win a medal to feel good about yourself. It’s the sense of accomplishment, of doing your best, that makes you a true winner” (Shannon Miller). Being a winner in some respects is important to everyone. In this unit you have met some winners who, like you, take pride in their own abilities to succeed. List people you know personally who you consider winners. What makes these people winners? What have they won? Next to their names, list their accomplishments. Study your list. What characteristics do the winners share? Are their accomplishments similar in a way? How? How would you define a winner? What are the qualities of a winner? What are the positive and negative aspects of viewing yourself as a winner? What makes you feel like a winner? How can we turn a losing situation into a winning situation? Does winning necessarily mean feeling good? Suggested Resources: “An Olympic Moment” (Profile of speed skater Gaetan Boucher by Bud Greenspan) (Crossroads 7) or a similar story about an Olympic athlete. “The most important thing in the Olympic Games is not winning but taking part” (Pierre de Coubertin). Before: Gaetan Boucher is a Canadian speed skater who won two medals at the Winter Olympics. Although he hoped to repeat his victory at another Olympics, he lost. His performance, however, displayed what many consider the “Olympic Spirit.” As you read this profile, consider how Boucher displayed this spirit. During: Note the admirable qualities that this profile reveals about Gaetan Boucher.

After: Gaetan Boucher is portrayed as an optimistic person who believes in himself. The article concludes with “Ask not alone for victory. Ask for courage. For if you can endure, you bring honour to yourself. Even more, you bring honour to us all.” In a small group, discuss what courage means to you. Give an example of something you or someone else has done that you feel was courageous.

Can students use words to create powerful associations and explain their associations? Do students understand what this quotation is implying? Can students support their explanations? Can students explain their ideas and listen to and build upon the ideas of others? Can students state the purpose for reading this text in their own words? What note-making strategies do students use? How effectively does each group work together? How do groups solve any problem and make their work productive?


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Persuasive Speaking To be resolved: Winning isn’t everything, it’s the only thing. OR “Winning a battle of wits is more satisfying than winning an athletic competition.” OR “Sport has become too commercialized and has lost its original spirit.” OR “The media focuses too much attention on the personal lives of sports figures.” OR “Win at all costs.” It is as important to support others as it is to participate; there are no barriers for us to achieving personal participation and achieving success; in order to become truly successful and a medal winner, we must become good at only one activity; …. OR Writing Prompt: Write about a time when you wanted to win so badly that you would have been willing to do anything in order to make it happen. Did you win? How did you feel about winning? Did you have to do anything that you later regretted in order to win? Sports Classics Just as there are classic movies, cars, and books, there are also sports classics–texts that people enjoy time and time again. Suggested Resources: “Casey At the Bat” (Ernest Lawrence Thayer) (Personal Best: The Sports Experience) or a similar poem about the pressures of winning and the feeling of losing. Before: Casey is a mighty slugger who needs to save the Mudville team from defeat in the final inning. All eyes are on him. How will he use his talent? During: What kind of person is Casey? After: Did Casey take his talents for granted? How might a failure like Casey’s affect a talented athlete? Suggested Resources: “Clancy with the Puck” (animated short film by Chris Mizzoni, narrated by Bob Cole) (NFB) or a similar parody of an original sports poem. Before: A parody is a piece of writing that imitates and often makes fun of another work. How does “Clancy with the Puck” imitate “Casey At the Bat”?

Consider the preparation, the ideas, organization, and delivery. Consider the before, during, and after strategies used as well as ideas, organization, and effect of the writing. Did students understand the overall message, key ideas, organization, and techniques employed in the text? Did they respond personally and critically with detail and support for the responses?


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During: How is Clancy like Casey? After: How did Mizzoni parody “Casey at the Bat”? Consider character, setting, plot, point of view, dialogue, rhymes, and theme. Suggested Resources: “Who’s On First?” (Bud Abbott and Lou Costello) (Dialogues and Scenes) or similar humourous sketch which contains dialogue and misunderstanding. Before: The humour of this comic dialogue has lasted since the late 1930s. It centres on the lack of communication between two people and the ensuing frustration. The routine is most effective if it’s read aloud or heard. As you read or listen to it, think about how the authors created humour. During: Think about who is who. Remember that the humour works so well because of the honest misunderstanding on the part of the characters. After: What makes this sketch so funny? What would be the effect of the dialogue if one of the speakers knows very little about baseball or if one speaker is an English speaker while the other speaker is someone from another country who has limited understanding of English?” Choose a sport and a situation, and try writing your own comic dialogue. Suggested Resources: “The Hockey Sweater” (short story by Roch Carrier) (Crossroads 7) or a similar story about a sports fan and his or her heroes. Before: Which hockey players are famous or well known today? Who was Maurice Richard, and why was he famous? Read the story to learn why Richard was so important to the boy in the story. During: As you read, consider how the boy feels about Richard, how the boy feels about his new sweater, and the moments of humour found in the story. After: How does the narrator in the story feel about Maurice Richard? If you were the narrator, would your mother’s words have convinced you to wear the hockey sweater? Why or why not? What would you have said in response? Role-play that conversation. Writing Prompt: In the role of the narrator, write a clear and polite formal letter to Monsieur Eaton asking that the sweater be exchanged and explaining the reasons why.

Can the students explain why this text is a parody of another text and how the poet created the parody? Can the students identify the techniques that were used to make this humourous? Check with students how they might find out who Maurice Richard was. Did students recognize how humour was created in this text? How is it different from the humour of parody? Was the role-play in keeping with what is known about the characters? Was it well planned and presented? Review the parts of a letter and, with students, create the evaluation rubric for the letter.


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Comparing a Story and a Film/Video Version of the Story Suggested Resources: The Sweater (by Sheldon Cohen) or a similar film/video based on a sport story. Before: Create a chart to compare and contrast the setting, characters, plot, and dialogue of the two versions. How are they the same, and how are they different? During: Begin filling in your chart as you view the video. After: Complete the chart and then explain which format you enjoyed most and why. What are the strong points of each format? What are the limitations? What are the advantages of one over the other? Language Study: Inclusive Language in Sport and Physical Activity (Sport Speak) Throughout the texts that you have studied in this unit, you have encountered many words associated with sports (e.g., slapshot, netminding, scrimmage). Each word represents the technical term of different sports, and each term has a particular meaning. Take one sport that you enjoy, and list the key technical terms that are used in that sport. How would you explain these terms to someone who did not know much or anything about the sport? In addition to the special technical terms associated with sports, there are words and phrases that are associated with sports that are used in other contexts. Indeed, sports metaphors are very common in the English language. We often use “sports speak” to express positive things about people and life. They “play by the rules,” “play fair,” are “team players,” and “good sports.” The values that we and others hold are expressed and perpetuated through language. Words create powerful images that shape and represent the way we think and act. Language that excludes or demeans people because of gender has a negative impact on self-esteem and aspirations. Why do we need to avoid using the following words and phrases, and what can we replace them with to make our language supportive of the dignity, inclusion, and equality of all people? AVOID USE e.g., brotherhood community e.g., mankind humankind e.g., marksman shooter, accurate shot e.g., cheerleader spirit leader

Can students recognize the basic formats and elements used in the two text types? Have the students each create a graphic organizer or chart that will give them the space to note the similarities and differences. Can the students use each of the words in a meaningful context? How can context be used to help a listener or reader understand what the word means? How can words be used for positive and negative impact? Why is it important to use words correctly and appropriately? How sensitive are students to the use of supportive and inclusive words?


CR 7.6 CR 7.2 CR 7.3 CR 7.6 CR 7.2 CR 7.3 CR 7.2 CR 7.3 CC 7.2 CC 7.3 CC 7.4

Consider these words: chairman, crewman, fisherman, girls’ push-ups, horsewoman, Lady Luck, man-to-man, sportsman, tough guy, woman driver, yachtsman, man-to-man defence, best man for the job, wear the pants, don’t cry … be a man, powder puff, well built, sissy, unmanly, weaker sex. Conclusion The “highs” in life are often better achieved through participating and giving your personal best. Whether through physical activity and sport or personal development and quests, we can find happiness and success in life. Suggested Resources: “Looking for a High? Try Adrenalin!” (Simone Gruenig) (Sightlines 7) or a similar personal account of an achievement. What did Simone discover in grade 7 that changed everything? What lessons has Simone learned through her athletics? What is her message? Create a poster, video, or web site to encourage other students to follow Simone’s example. The article talks about the importance of sports, physical fitness, and being a team player. Create and implement a personal health-related fitness plan targeting the health-related fitness components of cardiovascular endurance, muscular endurance and flexibility that involves setting a goal for improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and Time), and incorporates daily moderate to vigorous movement activity. Suggested Resources: “The Adventurous Life of John Goddard” (Stuart McLean) (Sightlines 7) or a similar article about setting and achieving goals. What do you think was Goddard’s most intriguing achievement? Why? Categorize John Goddard’s goals (e.g., personal development, physical development). What are ten things you would most want to do and commit to during your lifetime? State them as goals. Are they specific and realistic? Measurable (How will you measure your attainment)? Do they have a clear time frame? Why would you bother to set goals and create plans to achieve those goals year after year? Learn and Demonstrate a New Sport Take a risk and learn a new sport. With a partner, research a sport that is not familiar to you or your partner. Use books and information from the Internet to find basic information about the

Can students identify the problems associated with the words to be avoided? Can they set goals to use language that is inclusive (versus negative or inappropriate)? How complete and appropriate is each individual plan? Establish with the students a set of guidelines for their goals (their “want-to-do’s”). Share criteria for evaluating the demonstration.


CC 7.5 CC 7.7 CC 7.9 CC 7.8 CC 7.3 CC 7.4 AR 7.1 AR 7.2

rules of the sport, where it is played, techniques players use, and how the game is won. Prepare a basic overview of the sport to present to your class. If possible, seek permission to use equipment from your school’s physical education teacher(s). Prepare a demonstration. When preparing your demonstration speech, you need to put together a clear, step-by-step explanation. You need to make sure your audience can learn about your subject in a short time and that your specific subject can be covered in the time allowed for your speech. By talking with people and getting firsthand experience, and by searching the library and exploring the Internet, gather the details that you need. Looking for photographs, models, charts, and so on will help you make your demonstration more interesting and helpful. Your own graphics or charts can also be useful. Once you have gathered your background information, organize it and plan how you will deliver it. Practise delivering your demonstration and get to know what you must say inside and out. Speak loudly and clearly, take your time, and include concrete demonstrations to make each of your points clearly. Show interest in your topic throughout your demonstration. Allow your audience to ask any questions that they need to ask for clarification. Note: The entire class could also participate in each sport or activity that was demonstrated. Students could evaluate each sport for its health related benefits (See PE 7.12 and PE7.14). OR Create a Mini-magazine about a Sport (e.g., aerobics, rodeo, sailboarding, skiing, soccer …) Include an eye-catching cover, a written profile of players, pictures and words and phrases related to the sport, and an explanation of how the sport is played and where and how it developed. Ask Yourself … What Did You Achieve in this Unit? How have the texts, your peers, and you modelled communication for clarity and correctness? What is your best example of clear and correct communication in your work in this unit? Goal 1: What strategies did you apply while you viewed, listened, and read in this unit? Did you apply strategies that helped you become a better viewer, listener, and reader?

Review the key elements of an effective oral presentation (e.g., clear, focused, and well-developed message, logically organized with demonstrations and explanations, appropriate language in keeping with purpose and audience, effective delivery). Review criteria for evaluation of a mini-magazine. Are the assessments honest, and do they reflect the key learnings of the unit?


CC 7.1 CC 7.2

Goal 2: Have you represented, talked about, written about, and shared your ideas in a variety of ways in this unit? How? What strategies did you apply that helped you become a better representer, speaker, and writer? Goal 3: What have you learned in this unit and how can you use what you have learned in the future? What could you add to this unit that students in the future would find interesting? What are some of the life lessons that we have learned doing this unit? What else can we learn? Starting Points for Efficacy: • Fundraising. Write business letters to several sports teams in

your area requesting any memorabilia (e.g., t-shirts, caps, bags, cups, balls, etc.) that they could donate for a raffle to raise money for your school library. Keep track of the responses you get, and follow up on any letters that do not receive a response. Gather the goods you receive, and with school staff members, plan the raffle. Sell tickets at $l.00 each to students, teachers, and other staff members. On the final day, hold a draw to determine the winners. Write notes to donors thanking them for their contributions and reporting the success of the raffle.

• Get Up! Get Out! Get Winteractive! Plan a project to get those in your school, community, or home to become more active.

Starting Points for Inquiry: • Research a sports star. Use the library resources and Internet

to research a sports star who has overcome obstacles to reach his or her goals.

• Research the history of a sport. Take notes as you do your research and verify your findings using several sources. Then, make a timeline that highlights the developments you investigated.

• Evaluate Internet sites. Using the Internet, examine the

home page sites of major sports organizations in Canada. Find a site that interests you. What variety of information does the site offer? What information can you find about individual athletes? Teams? Championships? How far back in time does the site’s information go? How accurate does the information seem to be? How easy is it to navigate the site?

• Research medals. Medals are given for sports, for bravery, for life-time accomplishments. What medals are given to Canadians? What is the history of these medals? Who has

Create, with students, evaluation rubrics for the projects selected.


received them? Focus your inquiry, and with a partner, formulate at least three questions to guide your search and use at least three different sources to respond to those questions. Create a plan and prepare to share your inquiry with the class.

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