Grade 9 Novel Study Unit Plan

Title: What does literature teach us

Dates: Feb 22-Apr 5
about the human condition?
Objective
Through the course of their reading, students will learn to identify world issues in
literature and reflect upon the representation of such issues in their novels. They
will build their abilities to communicate effectively in both writing and speaking
through written work, conversations with peers, and presentations. At the end of
this unit, students should be able to identify characteristics of quality literature and
speak to the reason their novel can be seen as good literature.
Program of Studies
1.1.2 Experiment with language and forms: develop and extend understanding by
expressing and responding to ideas on the same topic, in a variety of forms of oral,
print and other media texts
1.2.1 Consider the ideas of others: integrate own perspectives and interpretations
with new understandings developed through discussing and through experiencing a
variety of oral, print and other media texts
2.1.1 Use prior knowledge: discuss how interpretations of the same text might vary,
according to the prior knowledge and experiences of various readers
2.1.2 Use comprehension strategies: identify explicit and implicit ideas and
information in texts; listen and respond to various interpretations of the same text
2.2.1 Experience various texts: identify and discuss how timeless themes are
developed in a variety of oral, print and other media texts and - compare and
contrast own life situation with themes of oral, print and other media texts and consider peers interpretations of oral, print and other media texts, referring to the
texts for supporting or contradicting evidence
2.2.2 Construct meaning from texts: relate the themes, emotions and experiences
portrayed in oral, print and other media texts to issues of personal interest or
significance
2.4.2 Elaborate on the expression of ideas: create oral, print and other media texts
on common literary themes
3.3.1 Organize information: develop coherence by relating all key ideas to the
overall purpose of the oral, print or other media texts
3.3.2 Record information: select and record ideas and information that will support
an opinion or point of view, appeal to the audience, and suit the tone and length of
the chosen form of oral, print or other media text
3.4.1 Share ideas and information: communicate ideas and information in a variety
of oral, print and other media texts, such as media scripts, multimedia
presentations, panel discussions and articles
4.1.1 Appraise own and others work: share sample treatments of a topic with peers,
and ask for feedback on the relative effectiveness of each and - work
collaboratively to make appropriate revisions based on feedback provided by peers

4.1.2 Revise and edit: revise to ensure effective introductions, consistent points of
view, effective transitions between ideas and appropriate conclusions
4.2.1 Attend to grammar and usage: use a variety of strategies to make effective
transitions between sentences and paragraphs in own writing
4.3.1 Present information: select, organize and present information to appeal to the
interests and background knowledge of various readers or audiences
4.3.3 Use effective oral and visual communication: integrate a variety of media and
display techniques, as appropriate, to enhance the appeal, accuracy and
persuasiveness of presentations
5.1.1 Appreciate diversity: examine how personal experiences, cultural traditions
and Canadian perspectives are presented in oral, print and other media texts
5.2.1 Cooperate with others: contribute to group efforts to reach consensus or
conclusions, by engaging in dialogue to understand the ideas and viewpoints of
others and - discuss and choose ways to coordinate the abilities and interests of
individual group members to achieve group goals
5.2.2 Work in groups: generate and access ideas in a group, and use a variety of
methods to focus and clarify topics for research or investigations and - share
responsibility for the completion of team projects by establishing clear purpose and
procedures for solving problems, monitoring progress and making modifications to
meet stated objectives
Learning Tasks
List of Important Passages
While reading, students will compile a
list of the most important passages of
their text and cite each entry with a
page number. They should select 15-20
items that focus on plot elements,
character development, repetition, and
world issues. This list will be submitted
at the end of the novel study.

Group Discussion Response

Assessments
For Learning: students will use these
lists during group discussions to
communicate with peers their
understanding of the novel at various
points. The teacher will check these lists
periodically and use student selections
as prompts to discuss student
understanding.
As Learning: students will use their
lists to examine their understanding
throughout their reading. By reviewing
the list, students will be reminded of the
key moments in the text. By comparing
their lists with others, students will
identify any key moments that they have
missed.
Of Learning: Lists will be submitted at
the end of the novel study to
demonstrate the students overall
understanding of the novel. Lists will be
marked based on the attached rubric.
For Learning: Students will increase

Students will be given a prompt question

at the beginning of week 2 that relates
to one of the themes/world issues of
their novel. They will formulate their
answer to this question through their
own reading and through group
discussion. At the end of the week,
students will construct a 1-2 paragraph
response to their question that highlights
their understanding of the theme.
Essay
Students will write a 5 paragraph essay
in response to an essay prompt that
addresses one of the key themes in the
novel. Students will have the opportunity
to participate in guided revisions and
peer reviews before submitting their
final product.

their understanding of the theme

through discussion with their peers. They
will be able to use the summative
feedback from the teacher to improve
their understanding for their other
learning tasks.
Of Learning: Students responses will
be assessed on depth of thought and
accuracy of textual understanding.
For Learning: Students will participate
in 2 revision sessions one individual
and one peer review session. They will
use this feedback to improve their work.
Students will submit their plans to the
teacher for formative feedback before
they begin drafting.
Of Learning: Essays will be assessed on
content, organization, and mechanics
according to the attached rubric.
For Learning: Students will have to
opportunity to receive teacher feedback
while they are preparing their
presentations.
Of Learning: Presentations will be
assessed on content and delivery
according to the attached rubric.

Final Presentation
Students will work with their reading
groups to create a presentation that
demonstrates their learning to the class.
They will identify important elements of
literature (plot, character, setting) and
how the themes of the novel connect to
the world. They will answer the question
what does this novel teach us about the
human condition?
Differentiation
The groups for this novel study have been selected based on student choice and
reading level (Lower-level students are reading Harry Potter and the Philosophers
Stone)
Each of the learning tasks will be targeted to each reading group the more
advanced students will be given the most challenging writing prompts, for example,
while the lower-level groups will have more guidance from the teacher.
Accommodations will be made for students who require extra supports, such as a
computer or a scribe for written work.
Specific differentiation can be seen in individual lesson plans
Daily Plan
Day
Task
Resources
*
Reading Days will each begin
with a mini lesson on one

aspect of literary analysis or

writing. Content of lessons will
be determined based on student
interest and need throughout
the unit
Novel study introduction:
Review learning tasks
Why Study English?
Identifying Important Passages
Create reading schedule

Reading day

Reading day

5
6

Writers Workshop
Reading day
Group discussion questions
distributed
Reading day

7
8
9

10
11
12
13

14
15
16

Reading day
Written Response reflecting on
the discussions they have had
this week, students will write a
1-2 paragraph response to their
question. Can be handwritten.
Submit at the end of class.
Reading time
Writers Workshop
Reading day
Reading day
Essay Planning brainstorm
ideas with groups. Create a
written plan, including a solid
thesis statement. Submit at the
end of class for feedback.
Review essay plan
Begin draft
Continue drafting
Essay peer revision students
will swap papers with another
member of their group and

Novel Study Calendar Handout

Why Study English? PowerPoint

Important Passages PowerPoint

The Lorax
Student choice novels
Novel study calendar
Student novels
Activities for students who forget
to bring their books
* Teacher begin to check important
passage list to determine student
understanding and progress thus far
See workshop #1 lesson plan
- Discussion questions relating to
the theme of each novel
* Teacher sit in on each group for part of
their discussion
-

Blank paper for student responses

Computers for those with messy
writing

See workshop #2 lesson plan

-

Essay questions relating to each

novel
Planning organizer see attached

Plan with teacher feedback

Computers for drafting
Computers
Peer review outline

17
18
19

20

assess each others work based

on the attached review sheet
Reading day
Reading day
Essays Due!
Prepare for presentation
Finish reading
Draft presentation

21

Continue working on
presentation

22
23
24

Finalize presentations
Writers Workshop
Class presentations order
done by volunteer or by drawing
numbers
Finish class presentations

25

Presentation outline idea sheet

Presentation outline
Computers for students who need
them
- Computers
* Teacher review presentations with each
group and provide feedback on areas of
strength and potential improvement
- Computers
See workshop #3 lesson plan