J.

McLaughlin
ENG 3U: Short Story Unit
Diagnostic Activity

I nstructions:
Before we begin our short story unit, it is important to refresh your memory regarding the narrative plot graph, story
elements, and literary devices. This activity is not meant to include all short story elements and literary devices; rather its
focus is to see what you recall from your previous English course. Complete the following graphic organizer individually.
Show me what you know about story structure and literary devices. You will not receive a formal mark for this activity but I
will provide you with feedback.

Label the narrative plot graph: 4. ___________________


3.___________________ 5.___________________



_____________________________ 2._______________ _______________________________
1.__________________ 6.__________________
Match the terms to the definitions:
Term Definition
1. _________ point of view a. The time and place of the action in a story.
2. _________mood b. The main idea or message of a story.
3. _________central conflict c. An object that represents something else.
4. _________theme d. The main character (usually the hero or the good guy/girl).
5. _________setting e. The rival (the bad guy/girl).
6. _________protagonist f. The feeling or state of mind that predominates in a story.
7. _________antagonist g. A comparison using like or as.
8. _________symbol h. A comparison not using like or as.
9. _________foreshadowing i. The position from which the story is told.
10. _________simile j. The main struggle of opposing forces around which the plot revolves.
11. _________metaphor k. Inanimate objects or ideas are given human qualities.
12. _________personification l. Over exaggeration.
13. _________hyperbole m. A hint or clue to future events in a story.
J. McLaughlin

ENG 3U: Short Story Unit

R.A.F.T.S. Formative Assignment

I nstructions:
We have read, discussed and analyzed a variety of short stories. Additionally, we have discussed the format and purpose of a
R.A.F.T.S. assignment and have also joined in groups to read and compose R.A.F.T.S. pieces. You are now going to deepen
your understanding of one short story from our unit by completing a R.A.F.T.S. assignment independently.
Select ONE of the following assignments:
Assignment # Role Audience Format Topic Strong Verb
1.

Saturday
Climbing
(W.D. Valgardson)
Pretend you are
Moira (Barrys
rebellious teenage
daughter.

Your circle of
friends.
Electronic (email,
Facebook, or
Twitter).
Compose a message for your
friends on email, "Facebook,"
or "Twitter." Discuss your
thoughts about the relationship
between you and your father.
(i.e. lack of trust). Also express
your feelings regarding the rock
climbing bonding excursion
(i.e. did you enjoy it? Why or
why not?).
Reflect

2.







Wilhelm
(Gabrielle Roy)
Pretend you are
Wilhelm.
The narrators
family.
Letter Write a letter to the family of
the girl you once loved (the
narrator). In this letter explain
how much it hurt you that the
entire family refused to allow
her (the narrator) to have any
contact with you. Also, provide
reasons for why you would be
an excellent suitor.
Convince
3.

The Cask of
Amontillado
(Edgar Allan Poe)
Pretend you are
Fortunatos wife.
Judge and Jury Victim Impact
Statement
Imagine that Montresor is
completing jail time for
murdering Fortunato. Compose
a victim impact statement to be
read at Montresors parole
hearing. Discuss the impact on
your entire family of
Montresors murdering your
husband. Attempt to persuade
the judge/jury to keep
Montresor behind bars.
Persuade

Accomodations/Modifications Enrichment
Extra time and extra help;
Breaking down assignment into smaller, more manageable
tasks;
Monitoring students use of texts and or instruction;
Encourage students to ask questions for clarification;
Providing graphic organizers as needed.
Students could be challenged to come up with and
complete their own R.A.F.T.S. assignment based on a
short story studied in class (a different story than those
listed above).

J. McLaughlin

RAFTS Rubric (Role, Audience, Format, Topic, Strong verb)




The above rubric is taken directly from (with minor adaptations): http://olc.spsd.sk.ca/de/pd/instr/strats/raft/
Adapted from unknown author, 1/31/05 by Sandra Falconer Pace








1 2 3 4

Accuracy
(Knowledge)
The information
provided in RAFTS is
incomplete.
The information
provided in RAFTS
has some small
inaccuracies and/or
omissions.
The information
provided in RAFTS is
accurate but could use
more support or
specific details related
to subject.
Information & details in
RAFTS are always accurate
and properly reflect
information, ideas and
themes.

Perspective
(Thinking)

Viewpoint or ideas
are sketchy and not
drawn from time
period. RAFTS does
not show insight into
how characters feel or
act during the
event(s).
Viewpoint or ideas
reflect current
concerns rather than
time period. RAFTS
does not show insight
into how characters
feel during the
event(s).
RAFTS maintains a
reasonably consistent
point of view and
includes ideas relevant
to role. Characters
feelings about the
event(s) are evident.
RAFTS maintains clear,
consistent point of view,
tone and ideas relevant to
role and time period played.
Ideas and information
always tied to role and
audience. Characters are
insightfully shown.

Focus
(Communication)
RAFTS wanders from
topic; focus cannot be
seen or has many side
comments.
Central topic and
purpose of RAFTS can
be seen, but focus is
inconsistent.
RAFTS stays largely
on topic; its ideas are
mostly supported.
RAFTS stays on topic,
consistently maintains form
or type; details and
information are included
and directly support the
purpose.

Presentation
(Application)
Writing is unclear
and has gaps or
confusions. Essay is
marred by numerous
errors, which disrupt
readers
understanding.
Writing wanders or is
somewhat repetitious.
Essay contains several
sentence errors and
mechanical mistakes
that may interfere with
clarity of ideas.
Audience is irritated
by errors.
Writing is clear and
direct. Essay contains
some fragments, run-
ons or other errors;
occasional mechanical
mistakes. Audience is
informed.
Writing is fluent and
interesting. Essay contains
few or no fragments or run-
on sentences; rare errors or
mechanical mistakes result
from risk-taking. It engages
and informs audience.
J. McLaughlin
ENG 3U: Novel Study Unit
The Apprenticeship of Duddy Kravitz

Movie Trailer Summative Assignment

I nstructions:
Form groups of two to four students.
Imagine that you have been hired to create a movie trailer for the upcoming remake of the movie The
Apprenticeship of Duddy Kravitz.
Create a two to three minute movie trailer for the 2010 remake of the classic film.
You may select from one of the following formats for the creation of your trailer: acting, Claymation,
animation, Stop Motion or another form approved by your teacher.
You may be creative in your interpretation of the novel for the trailer (i.e. change the title, modernize it
etc.) but you must stay true to the original story elements found in the novel (i.e. plot, characters, themes
etc.).
The use of costumes, props and music are required.
You must also write a script or create a storyboard for the trailer and submit it with the final product.
Your script must be filmed and edited using video software such as MovieMaker.
Be creative and have fun!

Accomodations/Modifications Enrichment
Working in groups;
Extra time and extra help;
Breaking down assignment into smaller, more manageable
tasks;
Monitoring students use of texts and or instruction;
Encourage students to ask questions for clarification;
Holding workshops on how to use the technology/software
needed for the task;
Providing graphic organizers as needed.
Students could be challenged to create trailer using a new
format;
Students could extend their knowledge of movie editing
software by attending workshops;
Students could shadow a film maker and use their new-
found knowledge to enhance their movie trailers.



J. McLaughlin

Movie Trailer Rubric

Category Level 1
(50%-59%)
Ill check out the
book.
Level 2
(60%-69%)
Ill rent this
movie.
Level 3
(70%-79%)
I want to read the
reviews first.
Level 4
(80% - 100%)
I want to see this
movie!

Knowledge
Limited
understanding of
novel elements
(i.e. characters,
plot).
Presents a trailer
that does not
appeal to an
audience.
Satisfactory
understanding of
novel elements
(i.e. characters,
plot).
Satisfactory
attempt at
convincing the
audience to go see
the movie.
Good
understanding of
novel elements
(i.e. characters,
plot).
Good attempt at
convincing the
audience to go see
the movie.
Excellent
understanding of
novel elements (i.e.
characters, plot).
Effectively
convinces audience
to go see the
movie.

Thinking
Presents evidence
that is limited in
specificity and
relevance.
Presents evidence
that shows some
specificity and
relevance.
Presents evidence
that shows
considerable
specificity and
relevance.

Presents evidence
that shows
extensive
specificity and
relevance.

Communication
Uses a single
controlling idea
with limited
clarity.
Voice quality
needs more
attention.
Uses a single main
controlling idea
with some clarity.
Voice quality is
clear and audible at
times.
Uses a single main
controlling idea
with considerable
clarity.
Voice quality is
clear and is audible
throughout most of
the trailer.
Uses a single main
controlling idea
with a high degree
of clarity.
Voice quality is
clear and
consistently
audible throughout.

Application
Costumes and
props are used with
limited
effectiveness.
Music is either
distracting or
inappropriate, or is
not used at all.
Costumes and
props are used with
some
effectiveness.
Music is okay, and
not distracting, but
it does not add
much to the story.
Costumes and
props are creative
and are used with
considerable
effectiveness.
Music stirs a rich
emotional response
that somewhat
matches the story
line.
Costumes and
props are creative
and are used with a
high degree of
effectiveness.
Music stirs a rich
emotional response
that matches the
story line well.

J. McLaughlin
ENG 3U: Poetry Unit

Poetry Zine Formative or Summative Assignment


I nstructions:
We have read, discussed and analyzed a variety of poems and zines. Additionally, we have discussed the
format and purpose of various types of poetry and zines. You are now going to deepen your
understanding of poetry by creating a zine that features your work.
Gather a selection of poems you created throughout this unit (a minimum of six is required).
Revise these poems so that they are polished and you are pleased with them.
Now, create and revise minimum of one poem in one of the following formats (all previously discussed
in class):
1. spoken word (write it out);
2. song lyrics;
3. free verse;
4. concrete poem.
Compile all of the above poems together in a zine format. You may do this electronically but please
also print a hard copy.

Once your poems are compiled, illustrate your zine and add creative touches.

Finally, create a title and creative cover for your zine.



Accomodations/Modifications Enrichment
Extra time and extra help;
Breaking down assignment into smaller, more manageable
tasks;
Monitoring students use of texts and or instruction;
Encourage students to ask questions for clarification;
Limiting the amount of entries required (from ten to six);
Providing graphic organizers and templates as needed.
Students could be challenged to add more poetry and
information to their zines (i.e. research poetic forms and
provide info.).

J. McLaughlin
Poetry Zine Rubric
Criteria Level One
50% - 59%
Level Two
60% - 69%
Level Three
70% - 79%
Level Four
80% - 100%
Knowledge

Shows limited
understanding of
poetry forms.
Shows limited
understanding of
zine purpose and
format. The
student includes
five or less poems
(does not count for
an IEP student).
Shows some
understanding of
poetry forms.
Shows some
understanding of
zine purpose and
format. The
student includes
eight to ten poems
(does not count for
an IEP student).
Shows
considerable
understanding of
poetry forms.
Shows
considerable
understanding of
zine purpose and
format. The
student includes at
least ten poems
(does not count for
an IEP student).
Shows thorough
understanding of
poetry forms.
Shows thorough
understanding of
zine purpose and
format. The
student surpasses
the minimum
requirement for
number of poems
(does not count for
an IEP student).
Thinking

Shows limited
creativity.
Shows some
creativity.
Shows
considerable
creativity.
Shows a high
degree of
creativity.
Communication

Applies grammar,
spelling, and
punctuation with
limited accuracy
and effectiveness
Applies grammar,
spelling, and
punctuation with
some accuracy and
effectiveness
Applies grammar,
spelling, and
punctuation with
considerable
accuracy and
effectiveness
Applies grammar,
spelling, and
punctuation with a
high degree of
accuracy and
effectiveness
Application

Zine is lacking in
terms of layout and
colour. Zine is not
neat nor is it
organized.
Zine is adequately
attractive in terms
of layout and
colour. Student
attempted to make
zine neat and
organized.
Zine is attractive in
terms of layout and
colour. Zine is
neat and
organized.
Zine is
exceptionally
attractive in terms
of layout and
colour. Zine is
neat and well
organized.

J. McLaughlin
ENG 3U: Drama Unit
Twelfth Night

Formative Assignment



The above image taken directly from: here (link to website)
I nstructions:
We have read, discussed and analyzed William Shakespeares Twelfth Night. Now we are going to view a modern rendition of
the Twelfth Night entitled Shes The Man (2006). Compare and contrast the movie with the play by completing the chart
below while viewing the movie. Be prepared to discuss your findings with the rest of the class. Submit your chart to me after
our class discussion and I will provide you with anecdotal feedback.
Topic Shes The Man Twelfth Night (original text)
Setting






Characters











J. McLaughlin
Plot



















Point of View










Accomodations/Modifications Enrichment
Extra time and extra help;
Pairing with another student;
Encourage students to ask questions for clarification;
A graphic organizer is provided.
Students could complete this assignment in paragraph
form in lieu of the chart.
Students could research reviews of this movie and
incorporate their findings in the assignment.