Sie sind auf Seite 1von 98

How Does Place affect Individual Identity and Choices?

ELA 10-2 March 11- April 15 2013 Teacher Associate: Kathy Olsen Brooks Composite High School

Overview This unit is a novel study on Fish House Secrets by Kathy Stinson that focused on the essential question: How Does Place affect Individual Identity and Choices? . This topic enabled students in the English 10-2 class, especially English Language Learners, to meaningfully connect self, text, culture, and milieu, as outlined in SLO 2.3.1 of the English Language Arts 10-2 Program of Studies. To effectively cover and communicate the content of the novel, each student received a unit outline schedule that highlights the purpose of the unit, supplementary resources, and assignment deadlines (Please see appendix). The weekly readings were organized in a way that unfolds the theme as follows: Week 1-2: Place and Identity (Explored the setting of the novel and the characters as individuals) Week 3: Place and Relationships (Explored how characters are interrelated and interact within a place and/or lack of place) Week 4: Place and Choices (Explored how the setting and people in a place influence individual choices) Such a reading schedule of approximately 10-11 pages a day allowed me to read the text orally to students since many in the class were auditory and English Language Learners. In conjunction with the novel, students also engaged with supplementary texts that promoted the theme described above. These texts include the storybooks If youre not from the prairie by David Bouchard and All the World by Liz Garton Scanlon The organization of novel content and supplementary texts served to broaden students understanding so that they were able to demonstrate their learning to the best of their abilities in the following summative assessments:

SUMMATIVE ASSESSMENTS
1) From Jill, To Mark OR From Mark, To Jill Letter Students completed a writing assignment that was 35% of their final unit grade on March 26 2013. Below is a brief description of the assignment. To view the assignment handout and rubric that students will receive, please see the appendix. In the event of the character Jill running away from home in the novel, students will write a letter in Jills or Marks perspective. In this assignment, students will be asked to: - Describe the relationship between the siblings with 2 examples - Explain why Jill decided to run away or what Mark may assume about Jills disappearance - Describe what has happened so far to Jill/Mark and where she/he is - Express Jills/ Marks personality& attitudes towards running away - In your opinion, what should Jill do next? Express such options in her point of view or Marks

2) Fakebook Profiles In conjunction with the activity of creating and developing Chads and Jills fakebook profiles weekly (See formative assessment activity below), students submitted their final hard-copy versions of the characters profiles to demonstrate their understanding of plot, conflict, and character development. This assignment was submitted on April 10 and was worth 35% of students final unit grade. The profiles included the following requirements: - Identify the theme of Making Choices with supporting details in the novel - Identify how the Fish House as a place influences the characters identity, relationships, and choices - Retell the plot of the narrative - Describe its setting - Identify the conflict developed - Describe the personality traits, attitudes and relationships of the characters in the novel To view the assignment handout and rubric that students will receive, please see the appendix. 3) My Safe Haven project On April 15, students submitted a visual representation of their safe haven in relation to the notion of personal places for self-expression and refuge, as depicted in the novel. Students were able to create their representation of such a place in one of the following forms: - Poster/Collage - Video - Powerpoint Presentation - Model/diorama - Sketch - Painting Students also submitted a one-page rationale to explain their visual representation and choices. The rationale addressed the following:
- Provide 2 reasons for why the Fish House you created is important to you - Explain the meaning of at least 5 different elements in your Fish House - Outline at least 3 resources youve used and why you used them - How is your Fish House similar and/or different to the one in the novel? - How can you relate to Chad & the Fish house?

To view the assignment handout and rubric that students will receive, please see the appendix.

FORMATIVE ASESSMENTS
Students completed a variety of formative assessment activities to demonstrate their understanding of the novels learning outcomes. These activities served to provide students with adequate knowledge and practice for the summative assessments described above.

Fakebook profiles of Chad Merill and Jill Every Wednesday, students were given Fakebook templates (hard copy) to describe characters personality traits, attitudes, background, goals, relationships, etc. For some students, these templates served as outlines for what they will enter into their online fakebooks. For others who did not feel comfortable using the online program, they were able to submit the hard copy templates as their offline products instead. This ongoing activity helped students understand and analyze character development in the novel, especially in conjunction with the letter assignment described above. The character profile of the protagonist Jill focused on her relationship with her brother to help students start developing the letter assignment between the two characters. Fish House logbook Throughout their reading, students answered reflection questions in their logbooks to personally and critically respond to the text. Students used their logbooks to take discussion notes or sketch any images to visually represent their understandings. Students also wrote a bio-poem using the poem structure modelled in the storybook If youre not from the prairie by Bouchard. Logbooks were collected twice during the unit as formative assessment tools. I was able to check students understandings of the novel and provide helpful feedback when they were submitted. Ongoing Student-teacher communication through conferencing (occurred during lunch hours or after school) Observations of student responses in class discussions (I noted which students participated openly in class and directed my attention to students who werent as responsive during flex periods to check for their understanding) Employment of the 6 Language Arts Reading - Fish House Secrets Kathy Stinson - If youre not from the prairie by David Bouchard (Place and Identity) - All the World by Liz Garton Scanlon Writing - Letter writing assignment - Character Fakebook profiles - Personal responses/reflections in Fish House logbooks - 1-page rationale for My Fish-House Representation project Listening - Class discussions on themes, motifs, symbols, and general content of the novel - Short video clips about Nova Scotia (Setting of Novel)

Speaking - Class/ group discussions on content - Optional sharing of safe haven projects Viewing - Supplementary texts such as If youre not from the prairie by David Bouchard (Place and Identity) - All the World by Liz Garton Scanlon - Short video clips about Nova Scotia (Setting of Novel) Representing - Fakebook profiling the characters Chad and Jill - Students Safe Haven projects - Students responses in Fish House logbooks Rationale The theme of this unit addressed student interests because the main characters in the novel Fish House Secrets were relatable in their struggle to make their own choices at a given place and time. The male and female narrators provided contrasting and rich perspectives that students were able to understand, evaluate, and relate their personal experiences and knowledge to. While the unit explored the themes of place and identity, the goal was to ultimately have students realize that they are active decision makers in their lives and can achieve whatever they put their minds to- even in difficult situations as the characters in the novel illustrate. By always striving to incorporate activities that promoted metacognition and involvement in assessment, students were able to experience this goal in the aspect of learning in the classroom. Also, the Canadian settings in the novel gave students a sense of belonging and inclusion, especially since over 50% of the students in the class are English Language Learners and new Canadians. This unit connected to other studies by its emphasis in studying setting, character development, use of symbols, and readers personal and critical responses, which are all usual elements to be studied in most texts. Furthermore, this unit connected with the following poetry unit by illustrating figurative language and literary techniques in prose format. The activities and strategies used in this unit were varied to enable different learners to express their best understanding of the intended learner objectives. For example, with the Fish house logbook, visual-spatial learners in the class were given the option to sketch their interpretation of the material, while students who are linguistically skilled wrote reflections about the Fish house in the novel. Such options were always available for students to demonstrate their understanding of the learning outcomes to the best of their abilities. The goal of this unit links to the following SLO in the Grade 10-2 English Program of Studies:

2.3.1 Connect self, text, culture and milieu a) Identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion b) Respond personally and analytically to ideas developed in literature and other texts c) Compare choices and motives of characters and people portrayed in texts with choices and motives of self and others d) Recognize Canadian content in texts, and describe contextual elements that represent Canadian culture For a further breakdown of the Specific Learning Outcomes that this unit will cover, please refer to the Objectives/Goals section below. Resources/Materials Texts: - The novel Fish House Secrets by Kathy Stinson (28 copies) - If youre not from the prairie by David Bouchard - All the World by Liz Garton Scanlon Materials Technology - Smartboard - Whiteboard - Markers/ Pens - Youtube - Computers - Fakebook Online program - 26 Logbooks - PollEverywhere program - Wordle online program - For websites consulted please visit my compilation of online tools: www.teach-ela.weebly.com Objectives/Goals As mentioned above in my rationale, the goal of this unit was ultimately to have students realize that they are active decision makers in their lives and can achieve whatever they put their minds to- even in difficult situations, as the characters in the novel illustrate. The Specific Learning Outcomes (SLOs) from the ELA 10-2 Program of studies that were primarily addressed throughout the unit are: 2.3.1 Connect self, text, culture and milieu

a) Identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion b) Respond personally and analytically to ideas developed in literature and other texts c) Compare choices and motives of characters and people portrayed in texts with choices and motives of self and others d) Recognize Canadian content in texts, and describe contextual elements that represent Canadian culture Specific Learning Outcomes (SLOs) that were addressed in the From Jill, To Mark OR From Mark, To Jill letter assignment: 2.1.1.d) Describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts 2.1.1c) Retell the plot of a narrative, describe its setting, and identify the conflict developed 2.3.1c) Compare choices and motives of characters and people portrayed in texts with choices and motives of self and others Specific Learning Outcomes (SLOs) that were addressed in the Fakebook Profiles assignment: 2.1.2.b) Identify a texts controlling idea, supporting ideas and supporting details 2.1.2.c) Retell the plot of a narrative, describe its setting, and identify the conflict developed 2.1.2 d) Describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other text Specific Learning Outcomes (SLOs) that will be addressed in the Safe Haven project: 4.1.1.3 e) develop content appropriate to purpose 4.1 1 3 b) recognize and assess personal variables [such as personal experience and prior knowledge] Contextual variables [such as availability of time and resources] that influence the selection of a topic, concept or idea; and address these variables to increase the likelihood of successful text creation 2.1.1.d) Identify the impact that personal contextexperience, prior knowledgehas on constructing meaning from a text 2.3.1c) compare choices and motives of characters and people portrayed in texts with choices and motives of self and others Other Specific Learning Outcomes (SLOs) that were addressed in various learning activities to comprehend the chosen texts include:

2.1.2 a) Use a variety of strategies to comprehend literature and other texts [for example, reading passages out loud, forming questions, making predictions, using context to determine the connotative meanings of words, using graphic organizers, making annotations, inferring, rereading, seeking assistance, using context clues, summarizing and visualizing], develop a daily practice of reading [for example, paired reading, reading log, nightly reading, taped reading], and develop strategies for close reading b) Identify a texts controlling idea, supporting ideas and supporting details e) Identify a text creators tone f) Differentiate between literal and figurative statements, describe images developed in texts, and recognize imagery 2.1.3 a) reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts; and select, monitor and modify strategies as needed b) Describe personal expectations for texts to be studied, by recalling prior experiences with and observations about similar contexts and content c) Recall prior knowledge of the development of textual elements Specific Learning Outcomes (SLOs) that were addressed in activities that promote assessment as learning with students include: 1.2.3a) Set personal goals for language growth a) appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and portfolio reflections] b) Set goals and identify and experiment with strategies for language growth in relation to formal and informal personal communications [for example, working in a group or taking a leadership role in a club] c) Identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and grow Learning Activities and Instructional Strategies Introductory On the first day of the unit, each student in the class received a unit outline that described the topic, goals, requirements, and literature to be studied. Students were asked to refer to their outlines throughout the unit. I created an About Me website to introduce myself to the students and let them get to know me. After introducing myself, students were asked to complete a Getto-know me/learner profile sheet which I kept for reference throughout the unit.

Developmental/On-going Fakebook profiles of Chad Merill and Jill Every Wednesday, students were given Fakebook templates (hard copy) to describe characters personality traits, attitudes, background, goals, relationships, etc. These templates served as outlines for what they will enter into the online fakebook profiles. For students who werent comfortable using the online Fakebook program, they submitted their hard copy templates as products instead as offline profiles. This ongoing activity helped students understand and analyze character development in the novel, especially in conjunction with the letter assignment described above. From Jill, To Mark OR From Mark, To Jill Letter Students completed will complete a letter writing assignment that was 35% of their final unit grade. Below is a brief description of the assignment. To view the assignment handout and rubric that students received, please see the appendix. In the event of the character Jill running away from home in the novel, students will write a letter in Jills or Marks perspective. In this assignment, students will be asked to: - Describe the relationship between the siblings with 2 examples - Explain why Jill decided to run away or what Mark may assume about Jills disappearance - Describe what has happened so far to Jill/Mark and where she/he is - Express Jills/ Marks personality& attitudes towards running away - In your opinion, what should Jill do next? Express such options in her point of view or Marks Fish House logbook Throughout their reading, students answered reflection questions in their logbooks to personally and critically respond to the text. Students used their logbooks to take discussion notes or sketch any images to visually represent their understandings. Students also wrote a bio-poem using the poem structure modelled in the storybook If youre not from the prairie by Bouchard. Logbooks were collected twice during the unit as formative assessment tools. I was able to check students understandings of the novel and provide helpful feedback when they were submitted. Culminating 1) From Jill, To Mark OR From Mark, To Jill Letter Students completed a writing assignment that was 35% of their final unit grade on March 26 2013. Below is a brief description of the assignment. To view the assignment handout and rubric that students will receive, please see the appendix. In the event of the character Jill running away from home in the novel, students will write a letter in Jills or Marks perspective. In this assignment, students will be asked to: - Describe the relationship between the siblings with 2 examples - Explain why Jill decided to run away or what Mark may assume about Jills disappearance

- Describe what has happened so far to Jill/Mark and where she/he is - Express Jills/ Marks personality& attitudes towards running away - In your opinion, what should Jill do next? Express such options in her point of view or Marks

2) Fakebook Profiles In conjunction with the activity of creating and developing Chads and Jills fakebook profiles weekly (See formative assessment activity below), students submitted their final hard-copy versions of the characters profiles to demonstrate their understanding of plot, conflict, and character development. This assignment was submitted on April 10 and was worth 35% of students final unit grade. The profiles included the following requirements: - Identify the theme of Making Choices with supporting details in the novel - Identify how the Fish House as a place influences the characters identity, relationships, and choices - Retell the plot of the narrative - Describe its setting - Identify the conflict developed - Describe the personality traits, attitudes and relationships of the characters in the novel To view the assignment handout and rubric that students will receive, please see the appendix. 3) My Safe Haven project On April 15, students submitted a visual representation of their safe haven in relation to the notion of personal places for self-expression and refuge, as depicted in the novel. Students were able to create their representation of such a place in one of the following forms: - Poster/Collage - Video - Powerpoint Presentation - Model/diorama - Sketch - Painting Students also submitted a one-page rationale to explain their visual representation and choices. The rationale addressed the following:
- Provide 2 reasons for why the Fish House you created is important to you - Explain the meaning of at least 5 different elements in your Fish House - Outline at least 3 resources youve used and why you used them - How is your Fish House similar and/or different to the one in the novel? - How can you relate to Chad & the Fish house?

To view the assignment handout and rubric that students will receive, please see the appendix

ED 3604 Evaluation of Student Learning Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

English Language Arts 10-2 Novel Study: Fish House Secrets

Stage 1 Desired Results


Established Goals: 2.3.1 Connect self, text, culture and milieu a) Identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion b) Respond personally and analytically to ideas developed in literature and other texts c) Compare choices and motives of characters and people portrayed in texts with choices and motives of self and others d) Recognize Canadian content in texts, and describe contextual elements that represent Canadian culture To have students realize that they are active decision makers in their lives and can achieve whatever they put their minds to- even in difficult situations as the characters in the novel illustrate. To provide students with a sense of belonging and inclusion in dealing with the Canadian settings in the novel, especially since over 50% of the students in the class are English Language Learners. Understandings: Students will understand that 2.1.2 f) Differentiate between literal and figurative statements, describe images developed in texts, and recognize imagery 2.3.1d) Recognize Canadian content in texts, and describe contextual elements that represent Canadian culture Students will know 2.3.1 a) Identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion 2.1.1.d) Describe the personality traits, attitudes Essential Questions:

How Does Place affect Individual Identity and Choices?

Students will be able to do 2.3.1 b) Respond personally and analytically to ideas developed in literature and other texts c) Compare choices and motives of characters and people portrayed in texts with choices and motives of self and others 2.1.1c) Retell the plot of a narrative, describe its setting,

and relationships of characters developed/persons presented in works of literature and other texts 2.1.2.b) Identify a texts controlling idea, supporting ideas and supporting details 2.1.2 d) Describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other text 2.1.1.d) Identify the impact that personal contextexperience, prior knowledgehas on constructing meaning from a text 2.1.2 b) Identify a texts controlling idea, supporting ideas and supporting details 2.1.2 e) Identify a text creators tone 2.1.2 b) Describe personal expectations for texts to be studied, by recalling prior experiences with and observations about similar contexts and content 2.1.2 c) Recall prior knowledge of the development of textual elements 1.2.3 c) Identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and grow

and identify the conflict developed 2.3.1c) Compare choices and motives of characters and people portrayed in texts with choices and motives of self and others 4.1.1.3 e) develop content appropriate to purpose 4.1 1 3 b) recognize and assess personal variables [such as personal experience and prior knowledge] Contextual variables [such as availability of time and resources] that influence the selection of a topic, concept or idea; and address these variables to increase the likelihood of successful text creation 2.3.1c) compare choices and motives of characters and people portrayed in texts with choices and motives of self and others 2.1.2 a) Use a variety of strategies to comprehend literature and other texts [for example, reading passages out loud, forming questions, making predictions, using context to determine the connotative meanings of words, using graphic organizers, making annotations, inferring, rereading, seeking assistance, using context clues, summarizing and visualizing], develop a daily practice of reading [for example, paired reading, reading log, nightly reading, taped reading], and develop strategies for close reading 2.1.3 a) reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts; and select, monitor and modify strategies as needed 1.2.3a) Set personal goals for language growth appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and portfolio reflections] b) Set goals and identify and experiment with strategies for language growth in relation to formal and informal personal communications [for example, working in a group or taking a leadership role in a club] c) Identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and

grow Stage 2 Assessment Evidence Performance Tasks, Projects 3) My Safe Haven project On April 15, students submitted a visual representation of their safe haven in relation to the notion of personal places for self-expression and refuge, as depicted in the novel. Students were able to create their representation of such a place in one of the following forms: - Poster/Collage - Video - Powerpoint Presentation - Model/diorama - Sketch - Painting Students also submitted a one-page rationale to explain their visual representation and choices. The rationale addressed the following: - Provide 2 reasons for why the Fish House you created is important to you - Explain the meaning of at least 5 different elements in your Fish House - Outline at least 3 resources youve used and why you used them - How is your Fish House similar and/or different to the one in the novel? - How can you relate to Chad & the Fish house? To view the assignment handout and rubric that students will receive, please see the appendix Assignments 1) From Jill, To Mark OR From Mark, To Jill Letter Students completed a writing assignment that was 35% of their final unit grade on March 26 2013. Below is a brief description of the assignment. To view the assignment handout and rubric that students will receive, please see the appendix. In the event of the character Jill running away from home in the novel, students will write a letter in Jills or Marks perspective. In this assignment, students will be asked to: - Describe the relationship between the siblings with 2 examples - Explain why Jill decided to run away or what Mark may assume about Jills disappearance - Describe what has happened so far to Jill/Mark and where she/he is - Express Jills/ Marks personality& attitudes towards running away - In your opinion, what should Jill do next? Express such options in her point of view or Marks

2) Fakebook Profiles In conjunction with the activity of creating and developing Chads and Jills fakebook profiles weekly (See formative assessment activity below), students submitted their final hard-copy versions of the characters profiles to demonstrate their understanding of plot, conflict, and character development. This assignment was submitted on April 10 and was worth 35% of students final unit grade. The profiles included the following requirements: - Identify the theme of Making Choices with supporting details in the novel

- Identify how the Fish House as a place influences the characters identity, relationships, and choices - Retell the plot of the narrative - Describe its settings - Identify the conflict developed - Describe the personality traits, attitudes and relationships of the characters in the novel To view the assignment handout and rubric that students will receive, please see the appendix. Other Evidence (observations, work samples, Student self-assessment dialogues) - On the first day of the unit, each student in the class Fakebook profiles of Chad Merill and Jill received a unit outline they was served as a selfEvery Wednesday, students were given assessment tool Fakebook templates (hard copy) to describe - Students completed Get-to-know-me/learner profile characters personality traits, attitudes, sheet that indicated their preferred learning styles so to background, goals, relationships, etc. For some select which would be the most effective for them to students, these templates served as outlines for employ in their learning what they will enter into their online fakebooks. For others who did not feel comfortable using -Students also indicated their strengths and weaknesses as a language learner so as to indicate strategies to the online program, they were able to submit increase strengths and address weaknesses the hard copy templates as their offline products instead. - Students set a personal English Language Art goal in This ongoing activity helped students their sheets and suggested ways for me to help them understand and analyze character development succeed with that goal in the novel, especially in conjunction with the letter assignment described above. The - For each assignment, students were provided with rubrics to self-assess their understandings character profile of the protagonist Jill focused on her relationship with her brother to help - Students were asked to grade assignment exemplars in students start developing the letter assignment order to differentiate between proficient and insufficient between the two characters. products Fish House logbook Throughout their reading, students answered reflection questions in their logbooks to personally and critically respond to the text. Students used their logbooks to take discussion notes or sketch any images to visually represent their understandings. Students also wrote a bio-poem using the poem structure modelled in the storybook If youre not from the prairie by Bouchard. Logbooks were collected twice during the unit as formative assessment tools. I was able to check students understandings of the novel and provide helpful feedback when they were submitted. Ongoing Student-teacher communication through conferencing (occurred during lunch - Students provided rationales for their Safe Haven projects to explain the process and meaning of the different elements in their work. This enabled them to identify what they did best and what they will change in the future so as to be the most effective they can be in learning.

hours or after school) Observations of student responses in class discussions (I noted which students participated openly in class and directed my attention to students who werent as responsive during flex periods to check for their understanding)

Extension Enrichment/Special Considerations/Differentiated Instruction I planned to differentiate my teaching in instruction and process, while providing students with product options as evident with the different formats available in completing the Safe Haven projects. Because I taught a class that was comprised of 50% English Language Learners, I was able to work with an ESL specialist daily. This truly provided with me with useful skills and strategies to effectively differentiate my instruction with students. Differentiated activities included: -Tiered activities - Webquests/Anchor Activities for advanced students - Physically splitting up the classroom by having the specialist work with English Language Learners in a separate location for half of the period while I worked with the non-ELLs in the classroom. After 30-45 mins, the class would re-unite and we move forward with learning activities together.This was necessary for the English Language Learners because they required oral readings of the text while the non-ELLs did not as frequently. By working separately for 30-45 mins, the ELLs were able to catch up on reading by listening to the specialist while I was able to assess the non-ELLs reading comprehension. Connections to Other Areas of Curriculum and/or Other Language Units ICT Outcomes:
C.1 - Students will access, use and communicate information from a variety of technologies.
Specific Outcomes 4. plan and perform complex searches, using more than one electronic source 1 4. select information from appropriate sources, including primary and secondary sources 2 4. evaluate and explain the advantages and disadvantages of various search strategies 3 4. communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, 4 reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues

C.2 - Students will seek alternative viewpoints, using information technologies.


Specific Outcomes P.3 - Students will communicate through multimedia. 4.1 consult a wide variety of sources that reflect varied viewpoints on particular topics Specific Outcomes 4.2 evaluate the validity of gathered viewpoints against other sources 4.1 select and use, independently, multimedia capabilities for presentations in various subject areas
4.2 support communication with appropriate images, sounds and music 4.3 apply general principles of graphic layout and design to a document in process

Plan for accompanying bulletin board/display - Posters of students visual representation of the Fish House in the novel - Students Safe Haven Posters Draft Reflections Potential Unit Success - Balanced Assessments For, As, and Of learning that strives to effectively address Specific Learning Outcomes (SLOs) in the ELA 10-2 Program of Studies - Integration of technology for learning purposes and to promote responsible digital citizenship - Enabling students to personally and critically connect self, text, culture and milieu - Promoting Student involvement in assessment and metacognition Possible short-comings - Lack of differentiated instruction and options for students to demonstrate their understanding - Not enough assessments to accurately evaluate individual students understanding - Student disengagement/ disinterest in the topic or theme - Improper use of technology - Lack of connecting lesson objectives to the Program of Studies Final Reflections Planning this unit extensively definitely helped me come in prepared and confident, especially since there was a great lack of teacher resources for this particular novel study. Despite feeling overwhelmed at the time of preparation, I am truly grateful that I was able to complete a unit plan beforehand because it wouldve been simply impossible to put one together during practicum- even if it wouldve been directly tailored for the students. The most frustrating part of preparing such an elaborate unit plan prior to practicum was simply the uncertainty I had of not knowing if the learning activities and assessments I was planning will work effectively with the variety of students in the class. However, coming into the classroom with a plan rather than without proved much more beneficial as I was able to tweak and adapt learning objectives, activities, and assessments accordingly. For the most part, the unit was administered as initially planned. Changes were made in the following areas: 1) Incorporated oral readings of the text in class Due to the high number of English Language Learners (ELL) and auditory learners, reading the text aloud for the class was extremely important. Instead of assigning reading as homework, this proved a more effective method for getting through the material and enable comprehension. I typically structured my learning activities according to the information from daily oral readings. Learning activities included class jeopardy, dice discussions, conflict mapping, character cubing, etc. I definitely was not expecting to make such a change but I was glad I did because it benefited the students

greatly and helped them achieve learning outcomes much more successfully. Also, reading the text aloud for the class helped students expand their vocabulary as we would stumble across unknown words, phrases, or idioms. 2) Adjusting deadlines I had initially planned deadlines for assignments before Easter Break so that the unit would be finished on April 8 2013, however, I had to adjust the deadlines because we had taken a little longer than expected to complete reading and analyzing the novel. While at first this didnt seem too big of a deal to me, receiving the assignments later than planned proved quite stressful because I felt pressed for time to grade the assignments in conjunction with other assessments I had administered in the other classes I was teaching. Despite the stress of grading (which I realize is not the most ideal in English Language Arts sometimes), I was very pleased in the end that I adjusted the deadlines because the quality of students work was much higher than if I had rushed them with earlier deadlines. Students were able to put in more thought and detail in their letters, fakebook profiles, and safe haven projects which accurately reflected in their given marks and positive feedback. While most students were grateful for the extended deadline, I learned that others may possibly take advantage of this and purposefully not use class time that I had given to complete assignments. This was little discouraging for me as I had to constant haggle for assignments from certain students, however, in the end, most were able to finish and submit. After lengthy conversations with my TA about being flexible with deadlines, I realize how important it is to be firm with deadlines and also adaptable under changed circumstances- however, I must realize that in the end, it is the students responsibility to complete the given task and if they choose not to do so repeatedly, consequences such as having a 0 or an incomplete grade must be in place. 3) Removal of Peer Feedback & Public Speaking Activities I had initially planned to have students share the fakebook profiles they were developing throughout the unit in small groups so that they can get feedback from each other in the form of 2 strengths and 1 consideration. However, due to the immense diversity in the classroom, it became clear from the first day that students preferred to learn independently and were not comfortable working in groups to complete tasks. This was not a bad thing at all, I was just rather surprised because I was under the notion that students always learned more in groups. I realize how this was not the case for my unique class because learners were so diverse, especially English Language Learners who were not comfortable speaking or sharing their work with others. For me, this was the most challenging but skill-building part as I was truly able to develop differentiation techniques that sought to include all students in learning. This change was primarily made to ensure that I was fostering a positive and safe learning environment in the classroom that enabled students rather than made them feel extremely uncomfortable and anxious. Overall, despite these significant changes to the unit, students were able to demonstrate their understanding by completing the assessments in the appendix, participating in class discussions and activities, as well as coming in during lunch hours

or after school to clarify concepts and information in the novel. Having students come in for help or just to discuss the novel outside class time was very gratifying to me because it showed that students were critically and personally responding to the text. Of course, I had students who showed disengagement with the text as well so I developed some differentiated activities that were in keeping with such students interests and likes to gage them into responding to the text in one way or another. I felt this unit was most successful at the end when students completed their safe haven project and were able to show their personal responses to the novel. The completed products were delightful to grade and I was able to get to know students at a higher level- even at the end of a 4 week unit! Also, I felt this unit was successful in assessment. For each assignment, I provided students with checklists, rubrics, and exemplars that I would go over in class so that they were able to be aware and actively involved in assessment. This truly made a difference in students work as they were able to have clear goals for each assignment. Changes I would make to this unit would include incorporating more creative ways to cater to different learner styles- especially auditory, naturalistic, and kinesthetic learners. I felt I was not as well equipped as I wanted to be when it came to differentiating my instruction so if this unit was to be taught another time, that would be a major consideration. Also, I would add more activities to build and maintain classroom community. Because of deadlines and pressures I was feeling with other classes I was teaching, I felt I was not as perceptive as I shouldve been when students were feeling tense, nervous, distracted, and disengaged. I would change the way I began each lesson by using attention grabbers that focused on the students rather than content related videos or so. This could simply include having students share 1 highlight of their day so far when they enter the classroom. Im sure that building and maintaining a positive learning environment throughout the whole unit would have made the teaching much more effective and lessened discipline problems that I faced.

Katherine Abella

UNIT DEFENSE PAPER


The unit that I had undertaken for my second practicum semester was a novel study on Fish House Secrets by Kathy Stinson that focused on the essential question: How Does Place affect Individual Identity and Choices?. When I received this task from my Teacher Associate, I was a little nervous because I had never read or heard of this particular novel. Upon searching for resources, I found absolutely nothing to help me and my teacher associate herself acknowledged that this unit may be a challenge for that reason. However, because of what I learned from ED 3601, I was able to begin planning using the IDEAS system. In ED 3601, the IDEAS system for unit planning was introduced, implemented, and practiced so that English Language Arts Teachers have a blueprint for teaching the various units assigned to them by their Teacher Associate. This system is absolutely foundational and effective for teaching almost any type of English Language Arts unit because it is flexible, adaptable, and outcome-based. The I in the IDEAS unit planning system stands for Unit Intentions and goals. This includes Curriculum outcomes, learning objectives, and focuses on specific themes or essential questions. The intentions for my unit were to meaningfully connect self, text, culture, and milieu, as outlined in SLO 2.3.1 of the English Language Arts 102 Program of Studies. Also the goal of the units essential question, How Does Place affect Individual Identity and Choices?, was to ultimately have students realize that they are active decision makers in their lives and can achieve whatever they put their minds to- even in difficult situations as the characters in the novel illustrate. Such intentions were established to address student interests and engagement since the main

characters in the novel Fish House Secrets are highly relatable in their struggle to make their own choices at a given place and time. The male and female narrators provided contrasting and rich perspectives that students were able to understand, evaluate, and relate their personal experiences and knowledge to. By always striving to incorporate activities that promoted metacognition and involvement in assessment, students were able to experience this goal in the aspect of learning in the classroom. Also, by focusing on the Canadian settings and places in the novel, students were able to gain a sense of belonging and inclusion, especially since over 50% of the students in the class are English Language Learners and new Canadians. These intentions truly tied and cemented the unit together so that students were able to respond critically and personally to the text as English Language Arts learners. The D in the IDEAs unit planning system represents Displays which includes all resources, exemplars, and materials to meet the learning objectives and intentions above. These displays are vital in enabling assessment so during ED 3601, student teachers were given a multitude of resources in the form of websites, meaningful texts, films, videos, etc. I collected the most useful displays for my unit and compiled such resources in an online personal teaching website which can be accessed at: www.teach-ela.weebly.com. While this teaching website was a separate assignment for ED 3601, I found it was a valuable tool to refer to and update throughout my practicum- especially since I did not have any teacher resources for the novel, Fish House Secrets. Some examples of displays that I used from my online personal teaching website include the conflict mapping and Venn diagram graphic organizers in Lessons 11 Conflict Mapping and Lesson 15 Character Analysis (see appendix

below) from the website www.readwritethink.org . This valuable online resource offers classroom resources such as lesson plans, student interactives, mobile apps, calendar activities, printouts, exit slips, etc. I was also able to obtain a debate rubric from this particular display to facilitate a classroom debate in Lesson 10 (See appendix) which truly enhanced student learning and assessment. Another display that I used in my unit was the storybook, If Youre Not from the Prairie by David Bouchard. This text was used in Lesson 6 Identity (see appendix) to support the units theme of how place shapes individual identity and choices. By reading the storybook aloud to students and having them create their own poem using the same poetic structure of If youre not from .... , you dont know .... from the story, students were able to show how personal context impacts how they construct meaning from a text. This display truly supplemented the novel, Fish House Secrets and the finished poems by students helped them address the units essential question on a more personal level. In turn, I was able to assess students understanding of place and identity by having them submit their poems for formative assessment. The resources and ideas shown in ED 3601 helped me build a toolbox of displays that matched my learning objectives. The useful skill that I learned in ED3601 of picking meaningful and outcome-based displays was highly valuable, especially since as mentioned, I had no resources to begin with. I would not have been able to narrow down my resources if I had not learned how to choose purposeful displays as shown in ED 3601. In the Unit planning IDEAS system, the letter E stands for Evaluation. Throughout my unit, I aimed to design an assessment plan based on the concept of Unpacking the Outcome from ED 3604. Before I came up with any assignment ideas,

performance tasks, or projects, I looked at the ELA curriculum first and determined which ones to focus on for the unit. Then, I identified the types of outcomes I selected which included knowledge, reasoning, skill, product, and disposition outcomes. According to activities and a lecture in ED 3604, knowledge outcomes require students to report factual information, procedural knowledge, and/or conceptual understandings. In majority of my lessons, I always included such an outcome (ex. In Lesson 7 Fakebook Profiles (See Appendix) SLO: 2.1.2c: retell the plot of a narrative, describe its setting, and identify the conflict developed ) to check students reading comprehension. This was especially important with such a diverse group of students who have different comprehension and readiness levels. Reasoning Outcomes such as SLO 2.1.2d: describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts (See Lesson 7 Fakebook Profiles in Appendix) specify thought processes students need to learn in the discipline of ELA. In my lessons, this simply meant students were able to provide reasonable responses for characters actions and attitudes during class discussions. According to ED 3604, skill outcomes require students to demonstrate a specific skill essential to performance in ELA. In my unit, I had students meet such outcomes and the others prior (Knowledge, Reasoning) by having them complete ongoing and updated Fakebook profiles of Chad and Jill, the protagonists of the novel, as well as complete a letter assignment. The skills students had to demonstrate for such assessments included summarizing information in their own words, making logical inferences and comparisons, supporting points or arguments with details, etc. For a detailed description of the assessment outcomes and procedure for these two

assignments, please refer to my complete assessment plan on page 11. By completing such assignments, along with their Safe Haven projects (see appendix), students were able to meet ELA product outcomes that focused on the creation of specific products and new points of view that demonstrate both critical and personal responses to the text. In ED 3604, disposition outcomes are described as those that focus on the development or application of attitudes, motivations, and/or interests as its core focus. I felt I lacked meeting such outcomes in my unit and was only able to meet such objectives in my rationale writing portion of the Safe Haven Project (see appendix). In their rationales, students had to describe the motivations for their creations which allowed them to be reflective of the process and meaning of their work. Meeting disposition outcomes will be a focus for me next time as I see how valuable they are in promoting positive attitudes and metacognition that are vital for learning. Overall, I designed my unit assessment plan according to what was suggested in ED 3604 which included 1 content-based, 1 written, and 1 representational performance task or assignment. My content-based assignment which was worth 35% of students grade was the fakebook profiles (See appendix), my written assignment was the letter between siblings (35% - see appendix), and my representing text assignment was the safe haven project and rationale (30% - see appendix). Such blueprints for assessment plans in ED 3604 truly helped me develop purposeful and effective evaluations for students. In my unit plan, the final aspects of the IDEAS system that I was able to employ were activities. These activities truly varied from day to day- whether it was reading to students aloud, creating posters, participating in a gallery walk, engaging in a

formal debate, playing word games, viewing video clips, doing seat work, jigsaw grouping, creating fakebook profiles, etc. (see lesson plans in appendix for these activities), I was able to purposefully link my activities to my objectives because of the IDEAs unit planning system from ED 3601. I felt this aspect of the system was the most valuable for me because I often find myself getting carried away with fun and exciting learning activities that do not necessarily link to objectives. This valuable unit planning system truly helped guide my activities in the classroom each day and it is something that I will continue to use in my future unit planning endeavors. In the IDEAS unit planning system, the S stands for Stuff which focuses on activities, resources, and evaluations that promote student reflection, peer feedback, accountability, and metacognition. In my unit plan, I felt I lacked this the most and was only able to incorporate it during two instances. The first is when students graded letter exemplars in pairs to understand expectations for the Letter Between Siblings assignment (see p.63 of appendix) and the second was when students wrote their rationales to explain their motivations for creating their Safe Haven visual representations (see appendix). Aside from these two instances, I felt it was challenging to incorporating other activities, resources, and evaluations because there was such a wide range of learners in the class who are still discovering how they learn best themselves. This truly opened my eyes to the aspect of assessment as learning. Getting students to be reflective about their work and progress definitely takes time. The levels of reflectiveness and accountability will also always vary from student to student. While it is a worthwhile goal in every classroom, I am now aware of how much effort and detail

it takes to achieve not only a balanced assessment plan for students, but simply a positive learning environment. The courses ED 3601, 3603, and my practicum in PSII have definitely taught me so much- especially about students. While I feel rather accomplished completing this ELA unit plan, Ive realized in the end, I was teaching students- not just the subject. I suppose this is why this assignment calls for extensive preparation, adjustments, and reflections because it is essentially a plan that revolves around the students, and of course, students vary all the time as Ive learned. I look forward to further discoveries in my PSIII and am grateful to have been able to administer this unit to a wonderful group of students whove challenged me to further my skills and abilities as a pre-service teacher.

Appendix

What?

UNIT

Why?
how Place affects Individual Identity and Choices

Novel: Fish House Secrets by Kathy Stinson


To help understand and relate to the novel, we will also be looking at: Videos, songs, other texts and stories

When? The unit will go from March 11- April 15 2013 Important Due Dates:

Where?

Letter Assignment: March 26 Monday-Wednesdays: In class Fakebook Profiles: April 10 Thursdays (March 14 &21): Computer Lab Safe Haven Project: April 15

How?
1) Letter Assignment (Due: March 26 2013 35%) In the novel, you will discover different relationships between characters, especially between family members. When one character finally has had enough of dealing with her parents, she decides to run away. Although her parents are problematic to her, she is very close to her older brother. In this assignment, you will write a letter in her perspective to let her brother know why she disappeared. You also have the option to write the letter from her brothers perspective to her in the event of her disappearance. You will receive more details about this assignment next week. 2) Fish House Logbook (Required for your final project) As you read the novel each day, you will place a sticky note for every page that describes or mentions the Fish House as a place. You will then gather that information in your logbook and reflect on what the Fish House means for the characters and yourself. You can show your reflections by writing, sketching, collecting images/quotes, etc. You will submit your logbook on Thursdays for feedback. This will really help you when develop your final Safe Haven Project. 3) Fakebook Profiles (Final Versions Due: April 10 2013 35%) In the novel, you will meet different and very interesting characters. If they were real people and you stumbled upon them on Facebook, what would their profiles look like? Every Thursday, we will work in the computer lab to create the two main characters profiles using an online program called Fakebook. 4) Safe Haven Project (April 15 2013 30%) Part 1: Using the reflections and ideas from your Fish House logbook, you will submit a visual representation of your own Fish House as a meaningful place for safety, self-expression, and refuge. You can create a poster/collage, video, painting, model/diorama, drawing, etc. If you have a different idea to represent your safe haven, please consult with the teacher first. Details about the different elements you will need to have will be discussed in class.

Letter Between Siblings Assignment


Due Date: March 26 2013 Value: 35% In the novel, we are discovering and understanding different relationships between characters. This includes family relationships, friendships, and acquaintances, as can be seen with Chad being with his family on the farm and Jill leaving hers to stay at her friends cottage. In particular, we discover the closeness between Jill and her brother Mark in her descriptions of him. Throughout the novel, Jill is always thinking about Mark and even asks what would have happened if she told him she was running away- would he have come with her? In the event of her disappearance from home, write a letter in Jills or Marks perspective that addresses their relationship. Ensure that your letter includes the following: Describe the relationship between the siblings with 2 examples Explain why Jill decided to run away OR What Mark may assume about Jills disappearance Describe what has happened so far to Jill/Mark and where she/he is Express Jills/ Marks personality& attitudes towards running away In your opinion, what should Jill do next? - Express such options in her point of view or Marks

Letter Between Siblings Assignment Rubric

Fakebook Profiles Assignment


Due Date: April 10 2013 Value: 35% If Chad and Jill were real people and you stumbled upon them on facebook, what would their profiles look like? In this assignment you will create Chads and Jill profiles using an online learning tool, called Fakebook. You will be given time on Thursdays to develop the profiles as you read more about them in the novel. The characters profiles must include important information that clearly identifies them such as where they are from, their hobbies and activities, jobs, family members, friends, etc. You will need to include regular status updates that show the characters personalities and attitudes at different parts of the novel. You can do this by adding related youtube videos, links, quotes, and/or sayings that the character would express. Your characters profiles should describe the different situations they are in throughout the novel so you will be retelling the plot and conflict in their point of view. Make sure your characters also describe the Fish House in their profiles and what the place means to them- especially in relation to making tough choices in their lives. You will be graded on your final printed versions on April 10 2013. Ensure that your profiles address the following: Describe the personality traits, attitudes and relationships of the characters in the novel Identify the how the Fish House influences identity, relationships, and choices Retell the plot of the narrative Describe its setting Identify the conflict developed Identify the theme of Making Choices with supporting details in the novel

Fakebook Profiles Assignment Rubric

Safe Haven Project


Due Date: April 15 2013 Value: 30% Part 1 In the novel, you have learned how the Fish House represents personal, safe places for self-expression and refuge. For the character Chad, the Fish House is the place he goes to be alone and free in his passion for painting. For the character Jill, the Fish House is where she goes for refuge when the police arrive in search for her. Even Chads grandfather uses the Fish House as a place to express himself through writing. In this Safe Haven project, you will submit a visual representation of your own Fish House. Choose one of the following formats below. Please consult with the teacher if you have a different idea that is not on the list. Choose one: Poster/Collage Video Powerpoint Presentation Model/diorama Sketch Painting Your Safe Haven visual representation must show at least 5 different elements or objects that are meaningful to you. For example, if you enjoy reading and do so to express yourself, your visual representation should include books as meaningful objects in your special place/safe haven. You will need to provide reasons for why you used different elements/objects in your project and describe where you got them from as resources. Also, you will explain how your safe haven is similar and/or different to the Fish House in the novel. You will be asked to answer: In what ways can I relate to Chad as a character and the Fish House? Part 2

You will write a one-page rationale to explain the different elements you chose to use in your Safe Haven visual representation. Outline the process you undertook to develop your project and ensure you address the following: Provide 2 reasons for why the Fish House you created is important to you Explain the meaning of at least 5 different elements in your Safe Haven Outline at least 3 resources youve used and why you used them How is your Fish House similar and/or different to the one in the novel? How can you relate to Chad & the Fish house?

Visual Representation Rubric

Rationale Rubric

Lesson Plans
Lesson Title/Focus Subject/Gra de Level Unit Get to know each other / Introduction to Unit English 10-2 Fish House Secrets Novel Study Date Time Durati on Teache r March 7 2013 1 hr 9 mins (8.32 9.41 AM) Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning Outcomes: 1.2.3 Set personal goals for language growth 2.1.3 Engage prior knowledge 1.2. 3 a. appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth b. set goals and identify and experiment with strategies for language growth in relation to formal and informal personal communications 2.1.3 b. describe personal expectations for texts to be studied, by recalling prior experiences with and observations about similar contexts and content

LEARNING OBJECTIVES

Students will: 1. Identify their own strengths and weaknesses as a learner 2. Identify appropriate strategies to increase their strengths and address weaknesses 3. Determine a personal English Language Arts goal and strategies for success 4. Describe personal expectations for texts to be studied 5. Develop learning expectations as a class in response

ASSESSMENTS
Observations: Students response students when they share their Facebook Profiles (Obj. 1-3) What students expect to learn in the unit during partner/whole class discussion (4) Students partner/group discussions on learning expectations (Objective .5) What are some things we can do as a class to learn as best as we can? (Objective. 5) Individual Facebook Profiles (Obj 1-3) Develop Learner Expectations as a class (Obj 5)

Key Questions: Products/Performan ces:

LEARNING RESOURCES CONSULTED


Alberta Program of Studies, ELA Grade 10-2 Weebly website for About Me presentation Technology article: http://technology.inquirer.net/18188/facts-andfigures-about-facebook-2 Remind101.com for student reminders PollEverywhere.com for developing class learning expectations

MATERIALS AND EQUIPMENT


Smartboard Powerpoint Facebook profile sheets (26) Unit outlines (26) Students cellphones Remind101 instructions sheet (26) PollEverywhere program Wordle Program Time 15 mins -

PROCEDURE
Attention Grabber Advance Organizer/Agenda Transition to Body Introduction - Show About Me website and provide link - Have students ask me questions Have Agenda written on whiteboard: 1) Your Facebook Profile 2) Our New Unit together 3) Making the best out of it 1) Ask: How many of you use facebook? 2) Share Facebook facts: Facebook has more than one billion active users. If the company were a country, it would be the third largest in the world after China (population: 1.34 billion) and India (population: 1.17 billion). 3) I recognize how important technology is to us today, not because its fun and cool. My goal for us in this class is to use some technology for learning purposes and to be respectful, responsible digital citizens about it. So lets start with creating our own facebook profiles for me to get to know you Body Facebook Profiles 1) Give each student a Facebook Profile sheet to complete individually 2) Have students share what they wrote

1 min

Learning Activity #1

Time (8:48 AM) 15 mins

Assessments/ Differentiation:

Learning Activity #2

Assessments/ Differentiation

Learning Activity #3

Assessments/ Differentiation

3) Collect for reference (maybe photocopy, respond/comment, and return to student) Observe and record students responses when they share Introduce Unit 1) Have Unit theme on powerpoint 2) Ask students to turn to a partner and come up with something they expect to learn with this theme 3) Have students share and list their responses on the whiteboard 4) Distribute novels to students and have them read the back/skim 5) Add their responses to the whiteboard 6) Provide students with unit outline 7) Go over weekly focus/sub-themes and reading schedule 8) Explain 3 assignments for marks 9) Explain Places Log & Fakebook profiles as ongoing activities 10) Distribute Logbooks and explain purpose 11) Have students sign up for Remind101 and ask questions - Observe and record what students expect to learn in the unit - Address students questions if any Develop Learning Expectations - I really want to work together to make the best out of this unit since there are a lot of us here and we are all different when it comes to learning. What are some things we can do as a class to learn as best as we can? Do you think coming up with learning expectations together will help us get there? Ask: How many of you have your cellphone with you? - Have students work with a partner or groups of 4 max. to come up with a rule/expectation to follow in class so that we can learn effectively, respect each other, be responsible, and have fun. - Show students how to send their rules/learner expectations to PollEverywhere.com with the example Show Respect: Listen, dont swear, and dont interrupt - Go over responses - Create Wordle Image and use as a class poster Walk around the class and observe students responses to activity/clarify Closure N/A Thumbs up, side, or down if you have a good, clear sense of what were doing in our unit together Compliment students with examples for good behavior/respect, especially with using technology responsibly 1) Assign reading: Up to page 27 2) Focus for next week: Place & Identity

ongoing

(9:03 AM) 20 mins

ongoing

(9:23 AM) 13 mins

ongoing Time (9:36 AM) 30 secs 30 secs 4 mins

Assessment of Learning: Feedback From Students: Feedback To Students Transition To Next Lesson

3) Have students put a sticky note in their reading whenever a new place comes up (write those places down in their logbook and interpret, if they want to be ahead) 4) Make sure they sign up for Remind101 so they receive reminders Lesson Title/Focus Subject/Gra de Level Unit Making Predictions & Reading the Novel ENGL 10-2 Fish House Secrets Novel Study Date Time Durati on Teache r March 8 2013 2:17 3:23 PM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning Outcomes: 2: Students will read, write, speak, view, represent, and listen to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. Use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading 2.1.3 b. describe personal expectations for texts to be studied, by recalling prior experiences with and observations about similar contexts and content 2.1.3 c. recall prior knowledge of the development of textual elements in previously studied texts [such as plot, setting and character] to assist in understanding new texts 2.1.1 d. identify the impact that personal contextexperience, prior knowledgehas on constructing meaning from a text

LEARNING OBJECTIVES
Students will: 6. Identify strategies for close reading by listening to an oral reading of text 7. Describe their predictions for texts to be studied by recalling prior experiences about similar context/content 8. Compare textual elements between a short story and a novel 9. Demonstrate their understanding of content by writing a personal response in their logbook 10. Identify the impact of personal context on constructing meaning from a text

ASSESSMENTS
Observations: Key Questions: Student responses to the questions posed in Learning Activity 1 (Learning Objective 1) What do you expect to read about just by looking at the front cover? (2) What are some things that a short story and a novel like this may have in common? (3) Student responses in their logbook (Learning Objectives 4,5)

Products/Performan ces:

LEARNING RESOURCES CONSULTED


ELA 10-2 Alberta Program of Studies Novel: Fish House Secrets by Kathy Stinson Kathy Stinsons website Toronto & Halifax google images

MATERIALS AND EQUIPMENT


Smartboard Powerpoint 26 Novels 26 logbooks

Tagul Word Cloud

PROCEDURE
Attention Grabber Assessment of Prior Knowledge Expectations for Learning and Behaviour Advance Organizer/Agenda Transition to Body Introduction Have Word Cloud from previous lesson on Smartboard Ask students: What were some of the classroom expectations we came up with together in this word cloud? Add my expectations: 1) One person at a time when going to the washroom 2)When we use our cellphones for a learning activity, make sure you put them away after the activity is doneotherwise, you will lose them 1) Pick up Novels 2) Make Predictions 3) Read together and use logbook Have students grab their novels at the library and begin skimming the back cover and first few pages if they return to class early - Have students grab a logbook each Body Making Predictions 1) Have students observe the front cover and ask: What do you notice? What do you expect to read about by just looking at this image? - Read the back cover to students and ask: Did that description match your prediction? What are some things that a short story and a novel like this may have in common? (make T-Chart between Novel/Short Story elements) - Read Langston Hughes quote and ask: What is this quote comparing dreams to? What does this mean and why is this important? How can you relate to the meaning of this quote? 2) Talk briefly about Kathy Stinson: - She grew up in Toronto - She has published more than 30 titles picture books, young adult novels, historical fiction, short stories, biography, and other non-fiction -Currently lives in Rockwood, Ontario -Show website: http://www.kathystinson.com/aboutkathy-stinson/shortbio/ Observe students responses to key questions, rephrase where necessary Read pages 9-12 aloud - Ask: How are the two characters different or the same? What are the places they are from like? Where are they going? How are these places important? - Show images of Toronto & Halifax Read pages 12-15 aloud - How is Dutchmans Bay described? - What is Chads family like? Read pages 15-17 aloud - Where is Jill going and why? Time 3 mins

2 mins

5 mins Time

Learning Activity #1

2:27 PM 8 mins

Assessments/ Differentiation:

2:35 pm 30 mins

Learning Activity #2

- Who is Mark? * If time permits: Read pages 17-25 - What is the relationship between Chad and his Dad like? Why? Provide an example. - Who is Ian? - What is the Fish House like?
Assessments/ Differentiation

Observe students responses to these key questions Activity Log 1) Have students write descriptions of Dutchmans Bay from their reading or sketch the image they visualize. Ask them to write about: How does the place Dutchmans Bay make you feel as you read about it? Would you like to go there? Why/Why not? Do you have any personal experiences being in a place that sounds like Dutchmans Bay? 2) New vocabulary list (5 words) 3) If time permitted, write descriptions of the Fish House Walk around and observe students responses Closure Have students share what they wrote with a partner. Walk around and observe students responses and logbooks On a scale of 1-3, show me with your fingers how well you understood the places and two characters we discussed today Return Students facebook sheets with comments Next week, we will discuss more about the places and main characters in the novel. Particularly, how the places shape the characters identities who they are as individuals. Assignment: Read until page 27 Write/sketch/collect related quotes in your logbook as you read about it Date Time Durati on Teache r

Learning Activity #3

3:05 pm 12 mins

Assessments/ Differentiation

Time 3:17pm 2 mins 30 sects 2 mins

Assessment of Learning: Feedback From Students: Feedback To Students Transition To Next Lesson

1 min

Lesson Title/Focus Subject/Gra de Level Unit

Place & Identity English 10-2 Fish House Secrets Novel Study

March 11 2013 1hr 9 mins (8:32 9:41 AM) Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes : Specific Learning 2: Students will read, write, speak, view, represent, and listen to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. Use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading

Outcomes :

c. retell the plot of a narrative, describe its setting, and identify the conflict developed d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts

LEARNING OBJECTIVES
Students will: 11. Identify strategies for close reading by listening to an oral reading of text 12. Describe the personality traits, attitudes and relationships of characters 13. Create character cubes for the protagonists of the novel that demonstrates their understanding of plot, setting, conflict, personality traits, attitudes, and relationships 14. Compare their understandings of the characters by sharing their cube products with peers 15. Evaluate each others work by adding supportive and useful information about the characters

ASSESSMENTS
Observations: Students responses to key questions in Learning Activity 1 (Learning Objectives 1,2) Students process of creating their character cubes (Learning Objective 3) Students constructive analysis and evaluation of each others character cubes (4,5) How would you describe Chads personality? (1,2) What is his attitude towards being in Dutchmans Bay? (1,2) What is his relationship like with his Grandpa/Grandma/Dad/Mom? (1,2) Who is Ian? (1,2) How are the characters Chad and Jill different? (1,2) How are they linked in the novel? (1,2) Character cubes that demonstrates students understanding of plot, setting, conflict, personality traits, attitudes, and relationships (3) Students constructive analysis and evaluation of each others character cubes (4,5)

Key Questions:

Products/Perform ances:

LEARNING RESOURCES CONSULTED


Alberta ELA 10-2 Program of Studies Pirates of the Caribbean movie: https://www.youtube.com/watch? v=0Z1XpfbuZOA Secrets of Nova Scotia Youtube Video: https://www.youtube.com/watch? v=n1VV1yjCfS0 Cube template from: http://printables.atozteacherstuff.com/435/cu be-pattern/

MATERIALS AND EQUIPMENT


Smartboard Powerpoint Whiteboard Fish House Secrets novels 26 Cube Templates x 2 Glue sticks/scissors Students logbooks

PROCEDURE
Attention Grabber Introduction 1) Recall Klints comment about how Dutchmans Bay reminds him of The Pirates of the Caribbean. (similar name to the ship, The Flying Dutchman). Show the first movies trailer (The Curse of the Black Pearl): https://www.youtube.com/watch?v=0Z1XpfbuZOA 2) Ask students about the setting in the trailer 3) Show video Secrets of Nova Scotia: Time

5 mins

https://www.youtube.com/watch?v=n1VV1yjCfS0 - Explain how the town, Prospect is in Nova Scotias southern coast where the fictional Dutchmans Bay is in the novel (page 13) - 1814: The Fantome Ship landed in Prospect after attacking and burning the Whitehouse in Washington DC. Many people believe today, that priceless treasures including silverware were left on board. Similarities & links between the two video: Ocean, treasure, mystery Just like how Chad describes Dutchmans Bay! Assessment of 1) Ask students to get their logbooks out and share their Prior responses to the reflection questions from last class: Knowledge - How does the place Dutchmans Bay make you feel as you read about it? - Would you like to go there? Why/Why not? - Do you have any experiences being in a place that sounds like Dutchmans Bay? Agenda Have on whiteboard: 1) Read Novel together 2) Make Character Cubes 3) Share Character Cubes Learning Have Word Cloud of Classroom expectations from previous Expectations class on display and make reference Transition to Weve been discussing a lot about the setting of the novel Body because it is such an interesting place. Today we will focus more on the characters, Chad and Jill. I will read pages 17-25 aloud and I want you to note what Chad is like as a character Body Learning Read pages 17-25 aloud Activity #1 Ask students: 1) How would you describe Chads personality? 2) What is his attitude towards being in Dutchmans Bay? 3) What is his relationship like with his Grandpa/Grandma/Dad/Mom? 4) Who is Ian? 5) What is the Fish House all about?
Assessments/ Differentiation:

2 mins

30 secs Time

8:39 AM 15 mins

Observe and note students responses to key questions Character cubing Chad Merill 1) Show students template for making a character cube with the faces numbered 2) Distribute template to students, let them know they can refer to the book or work with a partner 3) Get them to write Chads name in the middle In Cube face #1: Write down the important places to Chad In Cube face #2: Write down his personality/attitudes so far In Cube face #3: Write down his interests In Cube face #4: Write down his relationships/people related to him In Cube face #5: Write down his personal conflicts 4) When students are done writing on all cube faces, have them put cube together 5) Have students pass their cube to the person behind them to read and add information to

ongoing 8:54 AM 20 mins

Learning Activity #2

6) Keep passing down until they get theirs back again - When students are writing on the cube faces, walk around, observe, and assist - When students are evaluating each others cube, walk around and observe Learning Character cubing Jill (Pages 11-12, 15-17) Activity #3 2) Distribute template to students, let them know they can refer to the book or work with a partner 3) Get them to write Jills name in the middle In Cube face #1: Write down the important places to Jill In Cube face #2: Write down her personality/attitudes so far In Cube face #3: Write down her interests (if known) In Cube face #4: Write down her relationships/people related to her In Cube face #5: Write down her personal conflicts 4) When students are done writing on all cube faces, have them put cube together 5) Have students pass their cube to the person behind them to read and add information to 6) Keep passing down until they get theirs back again Assessments/ - When students are writing on the cube faces, walk around, Differentiation observe, and assist - When students are evaluating each others cube, walk around and observe Closure Assessment of When students receive their cubes back, ask: Learning: 1) How are the characters Chad and Jill different? 2) How are they linked in the novel? Feedback From - On a scale of 1-3, write how well you understand the Students: character Chad on the cube face with his name on it - On a scale of 1-3, write how well you understand the character Jill on the cube face with her name on it Feedback To 1) Have students leave the character cubes on their Students desks and let them know they will receive it in the next class Transition To In the pages I read today, the Fish House was Next Lesson mentioned. We will talk about it as an important place when you come back to class
Assessments/ Differentiation

ongoing

9:14 AM 20 mins

Ongoing Time 9:34 AM 5 mins 1 min

30 sec 30 secs

Lesson Title/Focus Subject/Gra de Level Unit

Place & Identity English 10-2 Fish House Secrets Novel Study

Date Time Durati on Teache r

March 11 2013 11:03 12:09 PM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning 2: Students will read, write, speak, view, represent, and listen to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. Use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading

Outcomes:

b. identify a texts controlling idea, supporting ideas and supporting details d. differentiate between literal and figurative statements, describe images developed in texts, and recognize imagery 2.1.1 d. identify the impact that personal contextexperience, prior knowledgehas on constructing meaning from a text

LEARNING OBJECTIVES
Students will: 16. Identify strategies for close reading by listening to an oral reading of text 17. Describe the setting and imagery of the Merrill Farm and Dutchmans Bay 18. Create a Map of the Merrill Farm and surrounding areas 19. Determine how setting and imagery contribute to the theme of Place in the novel 20. Compare the images of the Fish House and Barn in their logbooks 21. Relate imagery of the Fish House/Old Barn to personal experience and knowledge

ASSESSMENTS
Observations: Students map development to demonstrate their understanding of setting and imagery (2,3) Students responses to key questions in their logbooks (5,6) - Why did we make a map? (4) - How does knowing the setting of the Merrill Farm and surrounding areas help us understand the story and characters better?(4) - How would being in a place like the Merrill Farm or Dutchmans Bay affect Jill and her situation? How about Chad? (4) - Why does Chad describe the Fish House as mysterious? (2) - How is the Fish House different than the Old Barn? (4) - How is the Fish House similar to the Old Barn? (4) - Do you know of places that sound like the Fish House/Old Barn in your life? (6) Students setting maps (3) Students responses in their logbooks (5,6)

Key Questions:

Products/Performan ces:

LEARNING RESOURCES CONSULTED


Alberta ELA 10-2 Program of Studies All The World Storybook by Liz Garton Scanlon Pirate Map from: http://www.bswtoy.com/blog/wpcontent/uploads/2011/03/DIY-pirate-treasuremap.jpg

MATERIALS AND EQUIPMENT


All the World Storybook by Liz Garton Scanlon Printed Word Cloud Image Pirate Maps (26) Smartboard Powerpoint Whiteboard Markers Students logbooks Time 8 mins

PROCEDURE
Introduction Attention Grabber Read the storybook, All the World 1) Stop at Page 4: Does Dutchmans Bay look like this in your mind? Explain how the story is about how many different places in the world dont have to be recognized by its geographic location All the world is here, there, and everywhere through where people are from. Place shapes identity, just like how Toronto and Halifax

Assessment of Prior Knowledge

shapes Chad & Jill, even if they are in a different place like Dutchmans Bay Address students concerns about character personalities/attitudes, relationships, conflicts, interest, and important places by creating a T-chart about Chad and Jill (add on to later after oral reading). Have students copy into their notes for reference. Have Word Cloud of Classroom expectations from previous class on display and make reference Have on whiteboard: 1) Read Novel Together 2) Make a Map 3) Logbook Writing We are going to turn our attention back to Place and setting in the novel since we focused a lot on characters. However, we will add onto our chart as we read further if we learn new things about the characters too. Body Read pages 25-27 Ask students: 1) What are we learning about Jill in this reading? 2) Why is she so eager to be hidden? 3) What can we add onto our chart about her? Observe and note students responses to questions Make a Map Ask students: 1) What are the places/settings in the novel so far? (List on whiteboard) 2) Lets focus on Dutchmans Bay- If we were friends with Chad and he invited us to his grandparents farm for a summer vacation, what would a map of the farm and the surrounding areas look like? - Map would include: The Old Farmhouse (p.13), Long Driveway with sign (p.17), Hill in front of house and surf below (p.20), Beach (20), Neighbors pasture/bull/yellow house(22), woods (22), grassy meadow (23), Whaleback (23), Sea/shoreline (23-24), Fish House, Barn 3) Distribute Map templates 4) Distinguish between BAY and ISLAND (show images on powerpoint) 5) Have students plot out the setting and images of the Merrill Farm and the surrounding areas on the maps 6) Have students try to plot all 13 elements mentioned above 7) Have students pass their maps to the person behind them to see 8) Let students know they should note what they missed in their maps in their notes 6) Keep passing down until they get theirs back again and let students add to their maps

8 mins

Expectations for Learning and Behaviour Agenda

Transition to Body

30 secs

Time 11:19 AM 8 mins Ongoing

Learning Activity #1

Assessments/ Differentiation:

Learning Activity #2

11:27 AM 20 mins

Assessments/ Differentiation

Observe and assist students map development 1) Ask students: Why did we make a map? How does knowing the setting of the Merrill Farm and surrounding areas help us understand the novel/story/and characters better? Explain theme: How Place Affects choices and decisions. How would being in a place like the Merrill Farm or Dutchmans Bay affect Jill and her situation? How about Chad? 2) Get students to write responses in their Logbooks on the following: 1) Why does Chad describe the Fish House as mysterious? 2) How is the Fish House different than the Old Barn? 3) How is the Fish House similar to the Old Barn? 4) Do you know of places that sound like the Fish House/Old Barn in your life? -Observe students responses to key questions in 1) - Walk around, observe, and clarify questions when students write in their logbooks Closure Have students turn to the person behind them and share: 1) 2 things you learned about the character Chad today 2) 2 things you learned about the character Jill today 3) 2 important places in the novel and why 4) Your prediction of what will happen next in the story and why Have students share their responses Compliment on good student behavior/partner work Distribute items to be returned to specific students Have students read next 12 pages (up to page 39) Tomorrow we will discuss Identity If there is extra time = Read next section! Date Time Duratio n Teache r

Ongoing

Learning Activity #3

11:47 AM 15 mins

Assessments/ Differentiation

Ongoing Time

Assessment of Learning:

12:02 PM 5 mins

Feedback From Students: Feedback To Students Transition To Next Lesson Lesson Title/Focus Subject/Gra de Level Unit

1 min 30 secs 30 secs

Place & Identity English 10-2 Fish House Secrets Novel Study

March 12 2013 1 hr 6 mins (9:4910:55AM) Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning Outcomes: 2: Students will read, write, speak, view, represent, and listen to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. Use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading b. identify a texts controlling idea, supporting ideas and supporting details

2.1.1 d. identify the impact that personal contextexperience, prior knowledgehas on constructing meaning from a text 4.1.2 b. identify and use structures consistent with form, content and purpose when creating texts

LEARNING OBJECTIVES
Students will: 22. Identify strategies for close reading by listening to an oral reading of the text 23. Demonstrate reading comprehension by re-enacting the word game described in the text 24. Identify how place shapes identity as the novels controlling idea and provide supporting details 25. Create their own identity poem to show how personal context impacts how they construct meaning from a text

ASSESSMENTS
Observations: Observe student responses to key questions in Learning Activity #1 (1) Observe student responses to key questions in Learning Activity #3 (1) Observe students reading comprehension by how accurately they come up with Making Words, Taking Words game instructions based on descriptions in the novel (2) Observe students development of their own identity poems (4) Learning Activity #1 questions 1) What is the name of the game Chad and his family play? (p 27) (Learning Objective 1) 2) Why is this game a family tradition or very meaningful? (p. 2728) (1) 3) What does the word Palette mean? (p. 29) (1) 4) How does this word personally relate to Chad? (29) (1) 5) Do all family members support Chad as a painter? (29-30) (1) 6) Who does and who doesnt? Where in the novel does it say? (2930) (1) 5) Who is the best player of the game? (p. 31) (1) Learning Activity #3 questions Where is Jill originally from? (31) (1) Why did she and her family move to Halifax? (p. 31) (1) Was the move good for her? Why/Why not? (p.31) (1) How has the move affected her? (p.33) (1) How has the move to Halifax affected her family? (p.31 32) (1) How has the move to a new place affected her decision to run away? (32-33) (1) Students re-enactment of the word game Making Words, Taking Words in the novel (2) Students identity poems (4) Students responses to the question How does where you are from shape who you are as a person? in their logbooks

Key Questions:

Products/Performan ces:

LEARNING RESOURCES CONSULTED


Alberta Program of Studies (ELA 10-2) Youtube Video: http://www.youtube.com/watch?v=uhLcKjyEws University of Lethbridge Curriculum Lab Word

MATERIALS AND EQUIPMENT


Smartboard Whiteboard Fish House secrets Novels (26) Popsicle sticks with students names

Game materials

If youre not from the Prairie by David Bouchard 3 Word Games (Boggle, Sentence cubes, scrabble tiles) Online timer Powerpoint

PROCEDURE
Attention Grabber Introduction 1) Take Attendance!!! 2) Distribute We missed you packages to students who have been absent 3) Show Nova Scotia video: http://www.youtube.com/watch?v=-uhLcKjyEws - Discuss landscape (Meadows, ocean, flat) compare to Alberta - Nova Scotia Food/cuisine - Immigrants in Pier 21 (Halifax Maritime Museum of the Atlantic Titanic debris) - Halifax (Capital of Nova Scotia) *** For students without a novel, have them go to the library to pick up it up during video 1) Address tardiness have to wait outside 2) Discuss new seating plan and move 3) Explain Popsicle sticks Use popsicle sticks to call students to share: 1) What they wrote in their logbooks 2) Places they wrote down on their maps Have on whiteboard: 1) Read 2) Word games 3) Story In the next 5 pages that I will read aloud, we will learn more about Chad and his grandparents. Pay attention to how they interact together and what they do as a family Body Read pages 27-31 Ask students (use popsicle sticks): 1) What is the name of the game Chad and his family play? (p 27) 2) Why is this game a family tradition or very meaningful? (p. 27-28) 3) What does the word Palette mean? (p. 29) A thin board or slab on which an artist lays and mixes colors. 4) How does this word personally relate to Chad? (29) 5) Do all family members support Chad as a painter? (29-30) 6) Who does and who doesnt? Where in the novel does it say? (29-30) 5) Who is the best player of the game? (p. 31) Observe and note students responses to key questions Time

9:49 AM 8 mins

Expectations for Learning and Behaviour Assessment of Prior Knowledge Advance Organizer/Agenda Transition to Body

5 mins 3 mins

30 secs Time

Learning Activity #1

10:05 AM 10 mins

Assessments/ Differentiation:

Ongoing

Learning Activity #2

Word games 1) Count students off 1-3 2) Create/show3 stations around classroom 3) Explain how to play Sentence Cube game and Boggle 4) Have students come up with how to play Making Words, Taking Words as described in the novel 5) Explain how students will have to rotate when they hear the timer go off (5 mins each) Walk around an observe students responses to activities If youre not from the Prairie Story 1) Read Novel: pages 31-33 2) Ask students: Where is Jill originally from? (31) Why did she and her family move to Halifax? (p. 31) Was the move good for her? Why/Why not? (p.31) How has the move affected her? (p.33) How has the move to Halifax affected her family? (p.31 32) How has the move to a new place affected her decision to run away? (32-33) 3) Read If youre not from the Prairie Storybook 4) Relate to how place shapes identity- Where you are from shapes who you are as person: your personality, actions, and choices (provide personal examples and use examples with Chad in the novel) 5) Have students create their own If youre not from poem of 5 lines in their logbooks with the following prompt: If youre not from (Brooks/Home Country/Brooks Composite High School/Sports team/Club/Family). You dont know (unique characteristic/experience). - Describe the unique characteristic/experience in further details (2 lines) - Repeat format 4 more times to create entire poem - Have students use dictionaries to define/describe/look up words *** For ESL students: have them complete on 3 poem lines Walk around and assist students where necessary Closure Have students answer the question in their logbooks: How does where you are from shape who you are as a person? (Provide personal example about being from Calgary) - Explain how I will be taking in logbooks on Friday - Seating Arrangement will be in effect every day Read next 20 pages of the novel (until page 60) - Explain how they are expected to come to class prepared with the reading and ready for discussion and activities

10:15 AM 15 mins

Assessments/ Differentiation

Ongoing

Learning Activity #3

10:30 AM 20 mins

Assessments/ Differentiation

Ongoing Time 10:50 AM 3 mins 1 min 1 min

Assessment of Learning: Feedback To Students Transition To Next Lesson

Lesson Title/Focus Subject/Gra de Level Unit

Place & Identity English 10-2 Fish House Secrets Novel Study

Date Time Durati on Teache r

March 13 2013 8:32 9:41 AM (1hr 9 mins) Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning Outcomes: 2: Students will read, write, speak, view, represent, and listen to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. Use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading b. identify a texts controlling idea, supporting ideas and supporting details 2.1.1 d. identify the impact that personal contextexperience, prior knowledgehas on constructing meaning from a text 4.1.2 b. identify and use structures consistent with form, content and purpose when creating texts

LEARNING OBJECTIVES
Students will: 26. Identify strategies for close reading by listening to an oral reading of the text 27. Identify how place shapes identity as the novels controlling idea and provide supporting details 28. Create their own identity poem to show how personal context impacts how they construct meaning from a text

ASSESSMENTS
Observations: Students responses to key questions in Learning Activity #1 (1,2) Students developing their individual identity poems (3) - How does the place Vancouver shape Jill as a person? (2) - How does the place Halifax influence her? (2) - Because she has run away, how does a lack of familiar places affect Jill? (2) - How does the place you are from shape you as an individual? (3) - How do you think Chad and Jill will change as individuals just by being in a place like Dutchmans Bay/Merrill Farm? (2) - Why is Dutchmans Bay/Merrill Farm such an important place for these characters? (2) Students responses to key questions in Learning Activity #1 (1,2) Students developing their individual identity poems (3)

Key Questions:

Products/Performan ces:

LEARNING RESOURCES CONSULTED


Alberta Program of Studies (ELA 10-2) Vancouver video: https://www.youtube.com/watch? v=lIAYPopVBXM Alberta video: https://www.youtube.com/watch? v=lIAYPopVBXM Wikipedia images about Canadian Prairies: http://en.wikipedia.org/wiki/Canadian_Prairies

MATERIALS AND EQUIPMENT


Smartboard Whiteboard Markers Powerpoint If Youre Not From the Prairie by David Bouchard Fakebook Outlines (26) Fakebook Assignment sheets (26)

PROCEDURE
Attention Grabber Introduction 1) Take Attendance :) 2) Distribute We missed you packages to students who have been absent 3) Show Vancouver video: (Relate to Jill being from Vancouver) https://www.youtube.com/watch? v=lIAYPopVBXM Show Alberta video: (Personal relation to place, being born, raised, and currently living in Alberta) https://www.youtube.com/watch?v=lIAYPopVBXM *** For students without a novel, have them go to the library to pick up it up during video 4) Explain how living in Alberta shapes a large part of who you are as an individual, how you perceive things, and how you act. (Provide personal example about being from Calgary) 1) Discuss Respect in detail - Dont call someone stupid- very hurtful and unnecessary - We are not in elementary school, we are young adults and should like it - Watch your language. Show quote: Watch your thoughts, they become words; watch your words, they become actions; watch your actions, they become habits; watch your habits, they become character; watch your character, for it becomes your destiny. - FRANK OUTLAW 2) Move students according to new seating plan (explain how new arrangement has to do with enabling respect and maximizing learning in the classroom) Have students write their responses in their logbook to the question: 1) How does the place you are from shape you as an individual? 2) Get students to share (use popsicle sticks) Have on Whiteboard 1) Story 2) Poem 3) Fakebook outlines In connection with place shaping identity, just like Jill being influenced by important places to her like Vancouver, we will identify how our personal experiences and knowledge impact the way we make meaning of texts. We will start with a story that I will read to you. Body If youre not from the Prairie Story 1)Read If youre not from the Prairie Storybook to class 2) Ask students: - What is the Prairie? Define: prairie usually refers to a type of grasslandThe Prairie provinces or simply the Prairies comprise the provinces of Alberta, Saskatchewan, and Manitoba, Time

8:32 AM 8 mins

Expectations for Learning and Behaviour

8:40 AM 5 mins

Assessment of Prior Knowledge

8:45 AM 2 mins

Advance Organizer/Agenda Transition to Body

8:47 AM 30 secs Time 8:48 AM 15 mins

Learning Activity #1

as they are partially covered by prairie (grasslands) (Show images). - How can you personally relate to the story by listening to the details about the Prairie? - Who is from the Prairie/Who is Not? - If you are from the Prairie, how accurate were the details in the story? - What details would you add/change? - If you are not from the Prairie, what are some new things that you are discovering that the story mentioned? 3) Relate to how place shapes identity- Where you are from shapes who you are as person: your personality, actions, and choices (provide personal examples) 4) Ask: -How does the place Vancouver shape Jill as a person? - How does the place Halifax influence her? - Because she has run away, how does a lack of familiar places affect Jill?
Assessments/ Differentiation:

Observe students responses to key questions Personal Identity Poem 1) Have students create their own If youre not from poem of 5 lines in their logbooks with the following prompt: If youre not from (Brooks/Home Country/Brooks Composite High School/Sports team/Club/Family). You dont know (unique characteristic/experience). - Describe the unique characteristic/experience in further details (2 lines) - Repeat format 4 more times to create entire poem 2) Have students use dictionaries to define/describe/look up words *** For ESL students: have them complete on 3 poem lines if necessary 3) Get students to share with a partner (pre-determined, have partners names written on a sticky note under students desks) Walk around and assist students where necessary Fakebook outlines (continue working with partners) If Chad and Jill were real people and you stumbled upon them on facebook, what would their profiles look like? In this assignment you will create Chads and Jills profiles using an online learning tool, called Fakebook 1) Show 90 second tutorial 2) Show example of a finished profile on a famous character 3) Explain requirements: -Where they are from - Their hobbies and activities, jobs, family members, friends, etc. - Regular status updates that show the characters personalities and attitudes at different parts of the novel

Ongoing

Learning Activity #2

9:03 AM 15 mins

Assessments/ Differentiation

Ongoing 9:18 AM 20 mins

Learning Activity #3

- Add related Youtube videos, links, quotes, and/or sayings that the character would express Describe the different situations characters are in - Describe the plot and conflicts in their point of view. - Make sure your characters also describe the Fish House in their profiles and what the place means to them personally 4) On Fridays (March 15 & 22), you will share your developing fakebook profiles in small groups and submit them to the teacher afterwards. You will get useful feedback that will help you make the best profiles possible. 5) Explain due date: Final version needs to be handed in on March 28 6) Distribute assignment sheet 7) Have students work on their outlines 8) If finished, have students organize their logbook - Questions they needed to have answered: - How does the place Dutchmans Bay make you feel as you read about it? - Would you like to go there? Why/Why not? - Do you have any personal experiences being in a place that sounds like Dutchmans Bay? - Why does Chad describe the Fish House as mysterious? - How is the Fish House different than the Old Barn? - How is the Fish House similar to the Old Barn? - Do you know of places that sound like the Fish House/Old Barn in your life? - How does the place you are from shape you as an individual? *** New: Find 5 new words you didnt know in your reading and define them in your logbook by using a dictionary
Assessments/ Differentiation

Walk around and assist students where necessary Closure Ask students: 1) How do you think Chad and Jill will change as individuals just by being in a place like Dutchmans Bay/Merrill Farm? 2) Why is Dutchmans Bay/Merrill Farm such an important place for these characters? - Thank students for co-operating with new seating arrangements Explain how they will use the outlines they developed today to develop their fakebook profiles in the computer lab tomorrow.

Ongoing Time 9:38 AM 2 mins

Assessment of Learning:

Feedback To Students Transition To Next Lesson

30 secs

30 secs

Lesson Title/Focus

Creating Fakebook Profiles

Date

March 14 2013

Subject/Gra de Level Unit

ENGL 10-2 Fish House Secrets Novel Study

Time Durati on Teache r

8:32 9:41 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning Outcomes: 2: Students will read, write, speak, view, represent, and listen to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. Use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading c. retell the plot of a narrative, describe its setting, and identify the conflict developed d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts

LEARNING OBJECTIVES
Students will: 29. Comprehend text by reading silently to oneself 30. Develop an outline and online profile that retells the plot of a narrative, describe its setting, and the conflict developed 31. Create an outline and online profile that describes the personality traits, attitudes, and relationships of characters

ASSESSMENTS
Observations: Students character outlines for Chad and Jill (1-3) Students Fakebook Profiles (Rough Drafts) of Chad & Jill (1-3) N/A Students character outlines for Chad and Jill (1-3) Students Fakebook Profiles (Rough Drafts) of Chad & Jill (1-3)

Key Questions: Products/Performan ces:

LEARNING RESOURCES CONSULTED


Alberta English 10-2 Program of Studies Fakebook online program: http://www.classtools.net/fb/home/page

MATERIALS AND EQUIPMENT


Smartboard Fish House Secrets Novels (26) Logbooks (26) Powerpoint Time 8:32 AM 2 mins 3 mins -

PROCEDURE
Attention Grabber Assessment of Prior Knowledge Expectations for Learning and Behaviour Advance Organizer/Agenda Transition to Body Introduction 1) Take Attendance 2) Read my If Youre Not From Calgary Poem to class as an example - Discuss how the details in my poem shape my identity - Have students share their identity poems - Have learning expectations poster at the front of the room - Keep seating arrangements from yesterday Have Agenda written on whiteboard: 1) Reading 2) Make Outline 3) Create Fakebook Profiles Todays class will mostly be a work period for reading, starting fakebook profiles, and organizing your

30 secs

Learning Activity #1

Assessments/ Differentiation:

Learning Activity #2

Assessments/ Differentiation

Learning Activity

logbooks. Lets get started by ensuring we are read up to page 45 so we have enough information to create character fakebook profiles Body Individual Reading Time 1) Refer to the Chad/Jill chart on whiteboard and fakebook outline requirements on powerpoint 2) Have students read up to page 45 on their own 3) During or after reading, ensure students develop outlines for Chad and Jills profiles. The outlines must include the following: Provide at least 5 Identification Information (ex. Place of Birth) Add at least 5 Friends/family members Add at least 3 status updates about a given situation/time/event in the novel Brainstorm 1 video idea related to the character Find 2 quotes in the novel that show the characters personality and reword them as status updates Think of a meaningful image that represents the character 4) Students will need to have outlines for both characters completed before going to the computer lab Walk around, observe, and assist. - Students character outlines for Chad and Jill (product) Computer Lab 1) Have students bring their novels, outlines, and a pen with them 2) Provide link to Fakebook on whiteboard: http://www.classtools.net/fb/home/page 3) Explain how to do basic functions: - Enter Name of Character at the top then Submit - Image = Browse online for the meaningful image in outline (Use appropriate images!) - Birthday=30th November 1971, Job=Student (5 identification information) - Add Friends/family members -To create status updates and add videos = click on Add Post 4) Have students use their outlines to create fakebook profiles for Chad and Jill. They must click on NEW to begin 5) Show students how to SAVE their outlines online. They must create a password they can remember, then copy the link down to the profiles on their outline sheets 6) If possible, have students print out their fakebook outlines for their small groups presentation tomorrow 7) If printing is not possible = collect outlines with links written on them Walk around, observe, and assist. Students fakebook profiles for the characters Chad and Jill (products= hard copies or links) Logbook Organization/individual reading time:

Time

8:37 AM 23 mins

9:00 AM 32 mins

9:32 AM

#3

Assessments/ Differentiation

Assessment of Learning: Feedback From Students: Transition To Next Lesson

- Explain to students how they need to bring their rough draft fakebook profiles tomorrow (print at home or have the one printed in lab) so that they can share them in small groups tomorrow Note: I still keep the outlines with links have students copy down their links in their notes for reference, editing, and printing if necessary - Remind students that their logbooks are due tomorrow - Questions that need to be answered in the logbook: (have on powerpoint and hard copy for students to take home): - How does the place Dutchmans Bay make you feel as you read about it? - Would you like to go there? Why/Why not? - Do you have any personal experiences being in a place that sounds like Dutchmans Bay? - Why does Chad describe the Fish House as mysterious? - How is the Fish House different than the Old Barn? - Do you know of places that sound like the Fish House/Old Barn in your life? - How does the place you are from shape you as an individual? Other 1) Your Identity Poem about where you are from Walk around and check students progress in their logbooks. Assist and differentiate instructions where necessary. Closure - Collect Fakebook Outlines developed in class with online links Ask students: What are the 2 things you need to have prepared for tomorrow? (Log book and rough draft fakebook profiles) Tomorrow, we will share our fakebook profiles in small groups and be introduced to a writing assignment

8 mins

Ongoing Time 1 min 30 secs

Logbook Questions: 1) How does the place Dutchmans Bay make you feel as you read about it? 2) Would you like to go there? Why or Why not? 3) Do you have any personal experiences being in a place that sounds like Dutchmans Bay? Describe such a place and your experiences. 4) Why is the Fish House mysterious? 5) How is the Fish House different than the Old Barn? 6) Do you know of mysterious places such as the Fish House or the Old Barn in your life? Describe such places. 7) How does the place where you are from shape you as an individual? 8) YOUR IDENTITY POEM: If Youre Not From (Place),

You dont know (Unique experience/characteristic) Describe (Unique experience/characteristic) Describe (Unique experience/characteristic) in a different way (Repeat format 4 times. You should have 5 paragraphs altogether)
Lesson Title/Focus Subject/Gra de Level Unit Work Period English 10-2 Novel Study: Fish House Secrets Date Time Durati on Teache r March 15 2013 8:32-9:41 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning Outcomes: 2: Students will read, write, speak, view, represent, and listen to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. Use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading b. identify a texts controlling idea, supporting ideas and supporting details c. retell the plot of a narrative, describe its setting, and identify the conflict developed d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts

LEARNING OBJECTIVES
Students will: 32. Develop an online profile (first draft) that retells the plot of a narrative, describe its setting, and the conflict developed 33. Create an online profile (first draft) that describes the personality traits, attitudes, and relationships of characters 34. Share their Fakebook profiles in small groups to practice speaking/listening skills and receive feedback 35. Submit their logbooks with responses to key questions that identify the texts controlling ideas, supporting ideas and supporting details

ASSESSMENTS
Observations: Key Questions: Products/Performan ces: Development of Online/Offline Fakebook Profiles (1-3) Fakebook profiles sharing in pairs and peer feedback (3) How does the place Dutchmans Bay shape Chad as a person? (4) How will the place Dutchmans Bay shape Jill as a person? (4) Development of Online/Offline Fakebook Profiles (1-3) Fakebook profiles sharing in pairs and peer feedback (3) Logbook Responses (4)

LEARNING RESOURCES CONSULTED


Alberta Program of Studies ELA 10-2 Fakebook: http://www.classtools.net/fb/home/page Fish House Secrets- Kathy Stinson

MATERIALS AND EQUIPMENT


Smartboard Computer Lab Fish House Secrets Novels (26) Offline Fakebook templates (26) Peer Feedback sheets (26) Time

PROCEDURE
Introduction

Assessment of Prior Knowledge

Advance Organizer/Agenda Transition to Body

Learning Activity #1
Assessments/ Differentiation:

Learning Activity #2

Assessments/ Differentiation

Learning Activity #3

Assessments/ Differentiation

Assessment of Learning:

Ask students: - What were some issues that you faced with Fakebook? - Did you have difficulty coming up with material to put up or did you have difficulty with using the program? * Write down students problems and ensure to address in the computer lab - Let students know about Have on whiteboard: 1) Outlines 2) Computer lab 3) Fakebook Sharing/Logbooks Just to ensure that we will have information to put into our fakebook profiles, we will complete a better outlineUpdate this outline with new information that youve read Body Outlines 1) Have students complete the Offline Fakebook outlines for Chad and Jill Have students show me their outlines before going to the Computer lab - Walk around, observe, and assist where necessary Go to Computer Lab 1) Do a demonstration for how to create a new profile and/or access previous work with link Show how to enter: Profile information, Friends, and Posts, and Pictures (including videos) 3)Show how to save!! 4) Explain how they will keep adding to the profiles as they continue reading the novel 5) Explain how they will need to PRINT off their current fakebook profiles after the work period so they can share in small groups and hand them in 6) Provide the option of Offline Fakebook- Explain how to use template (still need to find photos) Walk around and observe students progress- Assist where necessary Fakebook partners sharing 1) Have students check under their desks for sticky note with partners name 2) Have students switch fakebook profiles and fill in peer feedback sheets 3) Let students get their profiles back, read peer feedback 4) Have students hand in their fakebook profiles Observe peer feedback process -Ensure fairness/respect Closure Have students hand in their: 1) Fakebook Profiles/ Offline fakebook profiles 2) Logbooks Ask: How does the place Dutchmans Bay shape Chad as a person? How will the place Dutchmans Bay shape Jill as a person?

8:32 AM 5 mins

1 min Time 15 mins Ongoing

8:52AM 33 minutes

Ongoing

9:25 AM 10 minutes

Ongoing Time

9:35 AM 3 mins

Feedback To Students Transition To Next Lesson

Compliment on any good behavior. Explain how I will look over their logbooks and profiles and provide feedback Homework: - Read up to page 80 Explain how next week we will focus on place and relationships Date Time Durati on Teache r

1 min

1 min

Lesson Title/Focus Subject/Gra de Level Unit

Chad & Jill Meet ELA 10-2 Fish House Secrets Novel Study

March 18 2013 8:32 9:41 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcome s: Specific Learning Outcome s: 2: Students will read, write, speak, view, represent, and listen to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. Use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading b. identify a texts controlling idea, supporting ideas and supporting details c. retell the plot of a narrative, describe its setting, and identify the conflict developed 2.3.1b respond personally and analytically to ideas developed in literature and other texts 2.3.1c. compare choices and motives of characters and people portrayed in texts with choices and motives of self and others

LEARNING OBJECTIVES
Students will: 36. Identify strategies for close reading by listening to an oral reading of text 37. Explain why the Fish House is an important place in the novel and provide evidence 38. Describe Chad and Jills first encounter, the setting, and the conflict developed 39. Develop a personal bio-poem in response to the idea of place and identity in the novel 40. Compare choices and motives of characters and people portrayed in texts with choices and motives of self and others

ASSESSMENTS
Observations: Key Questions: Students finished bio-poems about where they are from (4) Students sharing of bio-poems with peers (4) Why does the author make Chad & Jill meet in the Fish House? (1,2) How is the Fish House portrayed as an important place?(1,2) Why is Chad in the Fish House?(1,3) Why did Jill go to the Fish House? (1.3) How does Chad react to Jills arrival? (1,3) What is their first encounter like? (1,3) How does Chad view Jill? (1,3) How does Jill view Chad? (1,3)

Products/Performan ces:

Students finished bio-poems about where they are from (4) Students sharing of bio-poems with peers (4) Students charts on the Advantages/Disadvantages of helping Jill (5)

LEARNING RESOURCES CONSULTED


English 10-2 Alberta Program of Studies Old School Movie debate scene (Will Ferrell) http://www.youtube.com/watch? v=_yYDzLUH1NE

MATERIALS AND EQUIPMENT


Smartboard Powerpoint Logbooks (26) Fish House Secrets Novel (26) Offline Fakebook Sheets Time 8:32 AM 3 mins

PROCEDURE
Attention Grabber Introduction Define Debate: A formal discussion on a particular topic in a public meeting or legislative assembly, in which opposing arguments are put forward. Example : Movie Clip from Old School (With Will Ferrell) http://www.youtube.com/watch?v=_yYDzLUH1NE Ask Students: 1) What did you learn about the characters in the novel as you created Chads fakebook profile? 2) What were some challenges that you faced when you were developing Chads/Jills profile? Discuss how on Friday, when some students were finished their profiles in the computer lab, they disappeared when they said they were going to go back to class and continue their reading. - Loss of Trust - If we cant comply with simple expectations such as returning to class, I will not provide time in the computer lab anymore to create fakebook profiles. Instead, you will have to write in-class essays on the novel- What would you rather do? Explain how logbooks were supposed to be due on Friday- some students submitted theirs while some didnt. - Compliment on some of the good work I saw in the logbooks (Show an exemplar) - Explain why the logbooks are important (Safe Haven project) - We are going to start class by finishing our identity poems, since I noticed not a lot of people were able to finish it. Body Work on Logbooks -Finish Identity Poems - Have students submit their logbooks if they didnt on Friday - Discuss Fakebook Profiles (How to create more effective characterization, must make Jills fakebook account too) - Have students create outlines for Jills character After finishing their Identity Poems, have students check

Assessment of Prior Knowledge

3 mins

Expectations for Learning and Behaviour

2 mins

Transition to Body

1 min

Time

Learning Activity #1

8:40 AM 15 mins

Assessments/ Differentiation:

8:55 AM

Learning Activity #2

under their desks to see who they will share their poem with. Oral Reading until p.51 Discuss how and where Chad & Jill meet: - Where are Chad and Jill meeting for the first time? - Why does the author make them meet in the Fish House? - Why is Chad in the Fish House? - Why did Jill go to the Fish House? - How is the Fish House portrayed as an important place? - How does Chad react to Jills arrival? Why or Why not? - What is their first encounter like? - How does Chad view Jill? - How does Jill view Chad? - In what ways are they completely different? - Will they get along? Observe and note students responses to key questions Debate preparation - Have students create a chart: Advantages/Disadvantages of helping Jill - Let them know they have to have a balanced number of arguments and evidence on both sides for a class debate (class will be split in half) - If finished, have students find 5 new words they didnt know before and define in their logbook - Students can continue their reading if finished/ or complete a fakebook profile for Jill Walk around and observe students progress on the given task. Assist where necessary Closure Answer in logbook: 1) Why does the author make Chad and Jill meet in the Fish House? 2) How is the Fish House an important place to Chad? 3) How is the Fish House an important place to Jill? Compliment on any noted good behavior- individual and partner work In the next period, we are going to keep working on our arguments. Then we will get into a debate on whether or not Chad should help Jill. Date Time Durati on Teache r

3 mins

8:59 AM 15 mins

Assessments/ Differentiation

Ongoing

Learning Activity #3

9:14 AM 20 mins

Assessments/ Differentiation

Ongoing Time 5 mins

Assessment of Learning:

Feedback To Students Transition To Next Lesson

30 secs 30 secs

Lesson Title/Focus Subject/Gra de Level Unit

To Help or Not to Help Jill Debate ELA 10-2 Fish House Secrets Novel Study

March 18 2013 11:03 12:09 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

Outcomes: Specific Learning Outcomes: 1.1.1b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others explorations

LEARNING OBJECTIVES
Students will: 41. Develop arguments on a given position about whether or not Chad should help Jill based on their understanding of the situation in the novel 42. Defend their arguments against an opposing team by expressing their own exploration and considering others 43. Evaluate peers explorations and positions on the given topic of whether or not Chad should help Jill 44. Explain how expressing their own opinions and considering others shapes their understanding of Jill as a character

ASSESSMENTS
Observations: Students developed arguments and how they are defending such positions in the debate (1-2) Judges reasoning for evaluating their peers in the given round (3) How does expressing your own opinions and considering others help you understand Jill as a person?(4) Students developed arguments and how they are defending such positions in the debate (1-2) Judges reasoning for evaluating their peers in the given round (3)

Key Questions: Products/Performan ces:

LEARNING RESOURCES CONSULTED


Alberta English 10-2 Program of Studies Debate Online Resource: http://olc.spsd.sk.ca/DE/PD/instr/strats/debates/resource.ht ml Debate Judge Rating Scale: http://go.hrw.com/resources/go_ss/teacher99/rubrics/RUBRI C10.pdf

MATERIALS AND EQUIPMENT


Smartboard Powerpoint Judges Sheets (12)

PROCEDURE
Assessment of Prior Knowledge Expectations for Learning and Behaviour Introduction Ask Students: - If you were Chad, would you be conflicted in helping Jill? Why or Why not? We are going to engage in a formal debate about whether or not Jill should be helped by Chad. As mentioned last class, a debate is a formal discussion on a particular topic in a public meeting or legislative assembly, in which opposing arguments are put forward- Sometimes, such discussions can get heated. What are some things we can do as we debate to remain professional and not upset or offend anyone? - Have students respond and write it down on the whiteboard as debate rules I will now explain the procedure that we will follow for our debate so that we can go about it effectively to determine Time 11:03 AM 2 mins

2 mins

Transition to Body

30 secs

Learning Activity #1

whether or not Chad should help Jill. Body Discuss Debate Rules - Explain how there will be 3 rounds with different people participating in each - Within each round, there will be 3 groups: the affirmative team, the negative team, and the judges. I will be the chairperson. - The affirmative and negative teams will have 3 people each Format: 1. Affirmative team: One person from the team will present reasons for why Chad should help Jill. On behalf of the team, he/she will define the situation, present proposed alternatives, and explain a logical plan for helping Jill in a 1.5 minute speech. Team must provide evidence in the novel for their arguments. 2. Negative Team: One person on the team will present reasons for why Chad should not help Jill. The group may directly argue that there is no need for Chad to act as is being proposed by the affirmative team. The negative team states their reasoning for why Jill should be left alone and provides evidence in the novel. The team also raises questions about the affirmative position. (1.5 min) 3. Affirmative: The second affirmative speaker will summarize the arguments on both sides noting where the positions conflict. The speaker will try to demonstrate the superiority of their reasoning. The speaker also has the task of answering any questions raised by the first negative speaker and can also ask the opposing team questions. The answers should leave the audience satisfied. Present a plan. (1.5 min) 4. Negative: The second negative speaker restates the position of the team. He or she will address important questions raised. The main task however is to attack the plan of helping Jill as proposed by the affirmative team. The speaker may show that the plan is unworkable or expose unconsidered negative implications. The goal of this speaker is to demonstrate that the proposed resolution is uncalled for and/or unneeded and/or unworkable. (1.5 min) 5. Affirmative Teams Rebuttal: The third member on the team will criticize the negative teams arguments with reason and evidence in the novel. (1 min) 6. Negative Teams Rebuttal: The third member on the negative team will criticize the affirmative teams arguments with reason and evidence in the novel (1 min) 7. Concluding statements/Judges call (1-2 mins) Explain the Judges Roles - Explain how the Judges will be asked to fill out a rating scale on both teams and at the end decide which team wins

Time 11:07 AM 10 mins

***Show students classroom layout & Teams on Smartboard


Assessments/ Differentiation:

N/A Have students prepare their debate arguments with their teams - Students will share the information on their Advantages/Disadvantages of Helping Jill Charts to devise their arguments as a team - Students will assign team roles Walk around, assist, and clarify instructions Start Debate 10 minutes per each round 1) Round 1 Affirmative Team: Keenan, Cheyanne, Sam Negative Team: Scott, Nikki, Klint Judges: Rahma, Kume, Kun 2) Round 2 Affirmative Team: Jessica, Austin, Tyler Negative Team: Grace, Brandon D., Nathan Judges: Vivian, Mohamud, Nasir 3) Round 3 Affirmative Team: Brandon S, Destiny, Nikki Negative Team: Richard, Cheyanne, Eliany Judges: Dimitri, Jemal, Abdul - Observe students developed arguments and how they are defending such positions - When judges present who the winner of the round is, ask them why so and how the teams were evaluated Closure In their logbooks, have students respond to the question: 1) How does expressing your own opinions and considering others help you understand Jill as a person? Have students share their responses Compliment on professional, positive, and supportive attitudes throughout the debate Homework: - Read until page 64 to find out if Chad actually helps Jill - Make sure you submit your logbooks if you havent Date Time Durati on Teache r March 19 2013

11:17 AM 15 mins Ongoi ng

Learning Activity #2

Assessments/ Differentiation

Learning Activity #3

11:32 AM 32 mins

Assessments/ Differentiation

Ongoi ng Time 12:04 AM 3 mins 30 secs 1 min 30 secs

Assessment of Learning: Feedback From Students: Feedback To Students Transition To Next Lesson

Lesson Title/Focus Subject/Gra de Level Unit

Conflict Mapping ELA 10-2 Fish House Secrets Novel Study

9:49AM 10:55 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning GLO #2: Students will listen, speak, read, write, view, and represent to comprehend literature and other texts in oral, print, visual and multimedia

Outcomes: Specific Learning Outcomes:

forms, and respond personally, critically and creatively 2.1.2c. retell the plot of a narrative, describe its setting, and identify the conflict developed 2.1.2d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts

LEARNING OBJECTIVES
Students will: 45. Recall the plot of the narrative so far from Jills point of view 46. Describe Jills new surroundings when she leaves the Merrill Farm 47. Identify the conflict that has developed with Jill 48. Describe Jills personality traits, attitudes, and relationships in relation to the conflict developed

ASSESSMENTS
Observations: Key Questions: Products/Perfor mances: Students responses to questions in each station (Learning Activity #3)(1-4) What news does Jill receive in this section? (1) What important information did you learn about Jill? (1-4) Students responses to questions in each station (Learning Activity #3)(1-4) Individual students conflict maps (4)

LEARNING RESOURCES CONSULTED


Alberta English Grades 10-12 Program of Studies Readthinkwrite.org Conflict Map: http://www.readwritethink.org/files/resource s/printouts/Conflict%20Map.pdf Movie Clip from The Great Debaters (2007): http://movieclips.com/2GxkS-the-greatdebaters-movie-quinn-debate/

MATERIALS AND EQUIPMENT


Smartboard Whiteboard/markers Fish house Secrets novels (26) 4 stations sheets Letter Assignment sheets (26)

PROCEDURE
Attention Grabber Introduction Show movie clip from The Great Debaters (2007): http://movieclips.com/2GxkS-the-great-debatersmovie-quinn-debate/ - link to class yesterday - Ask students: What are key things to note to be an effective debater? Recall Debate from yesterday - Recognize how majority of class voted for the affirmative that Chad should help Jill - Ask students to recall main reasons for this decision - Write on whiteboard Ask students: - According to your reading of pages 51-54, does Chad help Jill? - How does Chad help Jill? - Are they getting along better? Why do you think so? Provide evidence in the text. - Does Jill stay longer in the barn? Why does she leave? Time

9:49 AM 2 mins

Assessment of Prior Knowledge

5 mins

Expectations for Learning and Behaviour Transition to Body

Learning Activity #1

Assessments/ Differentiation:

Learning Activity #2

Assessments/ Differentiation

Learning Activity #3

- What important information did you learn about Jill? Refer to Classroom Expectations on the wall throughout class when necessary We are going to learn more about Jill today, since the novel has largely focused on Chad in the last few chapters. We will be begin by reading from page 64 today Body Oral Reading 1) Read pages 64-69 2) Ask students: - What news does Jill receive in this section? Is it good news or bad news? Why? - Why is she in deeper trouble? - Who can help her? - What advice would you give her? Why? Jigsaw Discussions 1) Have 4 stations set up around the classroom with sheets on the following: 1. Recall the storys events so far from Jills point of view 2. Describe Jills new surroundings when she leaves the Merrill Farm 3. Identify the conflict that has developed with Jill 4. Describe Jills personality traits, attitudes, and relationships in relation to the conflict developed 2) Number students off 1-4 and have them start at a specific station 3) Students will need to answer the question at their station as a group and then move to the next station when notified by the teacher 4) Collect sheets at the end, discuss, and share with class (consider photocopying for each student) Observe students as they discuss and note their responses in each station. Each station is designed to address this lessons learning objectives. Conflict Mapping 1) Distribute a conflict map to each student to fill out 2) Ensure that they use evidence in the novel by providing page numbers to support their points Walk around and observe as students complete their individual conflict maps- Collect maps as assessment of learning Introduce Letter Assignment 1) Distribute letter assignment sheet and rubric to students 2) Read sheet and explain requirements 3) Explain how they will be able to see an exemplar this week and grade it according to the rubric 4) On Friday, I will provide time to start writing your letters

30 secs Time

9:57 AM 25 mins

Ongoing 10:22 AM 15 mins -

10: 37 AM 15 mins

Assessments/ Differentiation

N/A Closure Collect character maps Ask students: Thumbs up, sideways, or down if they understand the letter assignment that will be due next week - For those with thumbs sideways and down, get them to ask questions and address questions Return logbooks and fakebook profiles - Compliment on good work - Provide ways to improve quality Tomorrow, we will discuss how the Fish House changes as a place Date Time Durati on Teache r

Time 10:52 AM 2 mins

Assessment of Learning: Feedback From Students:

Feedback To Students Transition To Next Lesson Lesson Title/Focus Subject/Gra de Level Unit

1 min 30 secs

Place & Relationships Jill and Mark ELA 10-2 Fish House Secrets Novel Study

March 20 2013 8:32 AM 9:41 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning Outcomes: GLO #2: Students will listen, speak, read, write, view, and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2c. retell the plot of a narrative, describe its setting, and identify the conflict developed 2.1.2d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts 2.1.2b. identify a texts controlling idea, supporting ideas and supporting details

LEARNING OBJECTIVES
Students will: 49. Recall the plot of the narrative from the characters points of view 50. Describe new places on the Merrill Farm as part of the setting 51. Describe the personality traits, attitudes and relationships of characters 52. Identify Chads inner conflict on coping with his mothers death 53. Identify how the theme of Places and Choices is evident in the novel

ASSESSMENTS
Observations: Key Questions: Observe students responses to key questions in Learning Activity #2-3 - Where is Chads family going? (1) - Why isnt he coming? (1) - What excuse did he provide to his Dad? (1) - What does he want to do instead? (1,3) - What does the Fish House mean to Chad? (1-3) - Why does he like going there so much? (1-3) - What does Chad like to paint? (1-3) - How does his painting go? Is he successful with completing his work? Why/ why not? (1)

Products/Performan ces:

- Describe the setting in this scene. (2) - Does Chad actually see his mother? (3,4) - Why does her image appear to him at this place? (3,4) - Why is Chad finally crying over his mothers death? (3,4) - In page 86, why does Chad think of his dad in such a way? (3,4) - How does the Place, Whaleback affect Chad? (5) Students offline fakebook templates (1-5)

LEARNING RESOURCES CONSULTED


Alberta Program of Studies (English 10-2) Nova Scotia Camper video: http://www.youtube.com/watch?v=lczM8Tgiwj

MATERIALS AND EQUIPMENT


Smartboard Powerpoint Correspondence Instructions sheet (26) Exemplar sheets (26) Offline Fakebook templates (26) Time 8:32 AM 2 mins

PROCEDURE
Attention Grabber Introduction Show Nova Scotia camping video: http://www.youtube.com/watch?v=lczM8TgiwjY (Stop at 1:05) Ask students to pay attention to mist, water, woods - Get students to compare to mornings in Brooks Ask students: What did we learn about Jill yesterday? What did we learn about Chad yesterday? 1) Confirm Seating Arrangements and ensure students are sitting where they should be 2) Reinforce how students need to come to class prepared with their novels and binder, as they suggested in their Learning Expectations sheet 3) Discuss how when I provide reading time in class, students must be seated in their respective seats, quietly reading. Students must use this time properly or else they will be behind in their reading, and will be limited when completing assignments Yesterday, you received the instructions sheet for the letter assignment that is due next Tuesday. (Have students pull assignment sheet out).Today, we will go over how to do the assignment so you can give it your 100% effort and get the best mark possible for yourself. Body Go over Letter assignment - Distribute Correspondence instructions sheets from Resource Lines textbook (p.128) to students - Go over personal letter format with students and explain expectations for assignment - Go over 2 exemplars in class and have students evaluate each according to the rubric (pull names) - Bring class together and discuss how they evaluated the exemplars - Have students create an outline for their letters- let them know I will be checking their outlines on Friday N/A

Assessment of Prior Knowledge Expectations for Learning and Behaviour

3 mins

5 mins

Transition to Body

1 min Time

Learning Activity #1

8:43 AM 20 mins

Assessments/ Differentiation:

Learning Activity #2

Recap previous reading (p.75-80) Ask: -Where did Jill decide to go after receiving important news from Charlotte? - Why does she make the decision? Explain how the theme for this unit is: Making Choices: How does Place affect our decisions? - Relate the theme to Jill in her situation: How does being in Dutchmans Bay as a runaway influence her decision at this moment in the novel? Observe students responses to key questions Oral Reading - Read pages 80-86 aloud Key questions: - Where is Chads family going? (p. 80-81) - Why isnt he coming? (p.81) - What excuse did he provide to his Dad? (p.81) - What does he want to do instead? (p.81) - What does the Fish House mean to Chad? (p.82) - Why does he like going there so much? (p.82) - What does Chad like to paint? (p.82) - How does his painting go? Is he successful with completing his work? Why/ why not? (p.83) - Describe the setting in this scene (Woods p.82, Fish House, Whaleback Rock p.84, beach, Tickle Creek, Black Lake, The Dunes, Picnic Point, The Nil River (pages 8485), Mist rolling in from the sea (p.85) - Does Chad actually see his mother? - Why does her image appear to him at this place? - Why is Chad finally crying over his mothers death? (86) - In page 86, why does Chad think of his dad in such a way? (read aloud) Observe students responses to key questions above Create Jill Fakebook Profile - Provide students with offline fakebook templates - Have students create a fakebook profile for Jill tomorrow in the lab - Get students to fill out new and updated information about Chad - Students will read on when finished or begin an outline for their letter assignment Walk around and observe students progress with fakebook profiles Closure Ask students: How does the Place, Whaleback affect Chad? Ask students: Thumbs up, sideways, or down on how well you understand the letter assignment that is due next Tuesday - Return marked fakebook profiles

9:03 AM 10 mins

Assessments/ Differentiation Learning Activity #3

Ongoing

9:13 AM 15 mins

Assessments/Differentia tion

Ongoing

Learning Activity #4

9:28 AM 10 mins

Assessments/ Differentiation

Ongoing Time 9: 38 AM 1 min 30 secs 1 min

Assessment of Learning: Feedback From Students: Feedback To

Students Transition To Next Lesson

- Return marked students logbooks (Use Jemals response as an exemplar) - Return Conflict Maps Tomorrow, we will be working in the computer lab to create Jills Fakebook profile and update Chads. - Make sure you bring your novel with you to the computer lab!

30 secs

EXEMPLAR 1
46 Evergreen Blvd SW Halifax, Nova Scotia T3Y 2Z9 March 20 2013 Dear Mark, I know you must be really worried about me disappearing since Friday. We have been really close as siblings and I know I can trust you with anything. I am smiling right now as I remember how in 3rd grade, I turned to you to teach me how to ride my bike just so I could show off to my crush, James at that time. I also remember how you turned to me when you realized you had feelings for Amy and needed advice on how to ask her out. I miss you very much and the last 2 days have been very difficult for me. I am writing this letter to explain to you why I decided to go away. I hope that you forgive me for leaving so unexpectedly, its just that Ive had enough with our problems at home. Every time I step into the house, all I see is our lazy dad lounging around without a care. Even if he always claims that he is working on a getting the best job ever to provide for us, I really dont believe him anymore. He has become very unreliable and disappointing as the head of our family. I really dont like how Mom is always on your case about Amy and the baby- especially when you are doing your best to be as responsible and supportive as you can be. I honestly dont know how you stand being treated that way! The worst part is how Mom is extra paranoid with me now too. I totally dont blame you for this, but I dont know how or when she started losing her trust in me when all I want is for our family to stay together and be happy. I left because I just needed a break from all of this which I hope you can understand. I planned to go to Sheilas cottage for a few days. She always talks about how wonderful her family is and I just really wanted to experience that for myself for once. I hitched a ride out of Halifax and arrived at an Irving Gas Station to ask for directions to Sheilas cottage. However, the lady in the shop gave me the wrong directions and I ended up getting lost. I really needed shelter for the night so I snuck into an old barn on a familys farm. Today, I got so hungry and I didnt have any food with me. So I followed a guy, Chad, who lives on the farm to ask for help. He brought me some food but told me I have to leave because trespassers arent allowed on his familys property. I just hitched a ride away from Chads family farm and arrived at the Irving Gas Station again. I tried calling you to let you know where I am but couldnt reach you so I called Charlotte instead. She told me that I am in deep trouble since Sheilas family is back in Halifax so it is not possible for me to be at their cottage with them. I know Mom has gone to the police station to begin a search for me. But the worst part of the news I received was finding out how youve also run away with Amy.

I would have never expected you to do it, especially since youve really been trying your best in your tough situation. I cannot blame you and I wont- but now I feel even more lost than ever. Where will I go, Mark? Should I just go home and face our parents? What if I go to Antigonish where you are and we can be together? That is the option I want to choose but I know it is not possible because I dont even know where you are or if youll get this letter. I think the safest thing for me to do right now is go back to the barn and ask for Chads help again. Even though he seems very uptight and rude, I know he can find it in his heart to help someone in need. Take care always, Mark. I miss you I hope to see you soon. Your sister, Jill P.S. Take care of Amy and the baby. You will make a great father and partner.

EXEMPLAR 2
46 Evergreen Blvd SW Halifax, Nova Scotia T3Y 2Z9 March 20 2013 Dear Mark, This letter is about me leaving on Friday. It was a very quick and sudden decision but I just really had to go. We are really close so you must understand and I dont have to explain why I did what I did. I feel I should have planned it better though. I was intending on going to Sheilas but I got lost and I dont have enough food or proper supplies. I was walking around in the woods in search of a place to stay and found a barn. I trespassed on a familys farm but I just really needed a place to stay for the night. Then when I woke up, I was super hungry. I couldnt stand it any longer so I left the barn and followed a guy to ask for food. Despite an awkward and quite rude first encounter with the guy (his name is Chad), I was able to get food. I left the barn now because I cant stay there longer. Now, Im at the Irving Gas Station where I received news from Charlotte about whats happening there. I did not expect you to suddenly run away too but I can understand, especially with our complicated parents. I cant stand them and thats why I left. I just wanted a break from our problems but I feel I made a bigger mess out of things. I dont know what to do now especially since youre probably hundreds of miles away and I cant reach you. I dont want to go back home so I will just make my way back to Chads farm again and ask for his help. Take care always, Mark. I miss you very much. I hope I see you soon. Your sister, Jill

P.S. I got to eat a big chocolate bar.

Lesson Title/Focus Subject/Gra de Level Unit

Update Fakebook Profiles English 10-2 Novel Study: Fish House Secrets

Date Time Durati on Teache r

March 21 2013 8:32-9:41 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning Outcomes: 2: Students will read, write, speak, view, represent, and listen to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. Use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading c. retell the plot of a narrative, describe its setting, and identify the conflict developed d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts

LEARNING OBJECTIVES
Students will: 54. Create an online/offline profile that describes the personality traits, attitudes, and relationships of characters

ASSESSMENTS
Observations: Key Questions: Products/Performan ces: Development of Online/Offline Fakebook Profiles (1-3) N/A Development of Online/Offline Fakebook Profiles (1-3)

LEARNING RESOURCES CONSULTED


Alberta Program of Studies ELA 10-2 Fakebook: http://www.classtools.net/fb/home/page Fish House Secrets- Kathy Stinson Share Youtube video: http://www.youtube.com/watch? v=eaIvk1cSyG8

MATERIALS AND EQUIPMENT


Smartboard Computer Lab Fish House Secrets Novels (26) Offline Fakebook templates (26)

PROCEDURE
Attention Grabber Introduction Show Youtube video: http://www.youtube.com/watch?v=eaIvk1cSyG8 - This video is just to make you smile and believe in yourself Ask: This week, weve focused on Jill as a character. What is one thing youve learned about her? Share with students: 1) Reading time 2) Create Fakebook outlines 3) Develop Letter outlines Have ESL students work with Karen in another room. Time 8:32 AM 1 min 2 mins

Assessment of Prior Knowledge Agenda

30 secs 2 mins

Transition to Body

Learning Activity #1

Assessments/ Differentiation:

Learning Activity #2

Assessments/ Differentiation

Learning Activity #3
Assessments/ Differentiation

Assessment of Learning: Feedback From Students Transition To Next Lesson

- Tell students to bring their novels, previous fakebook sheet, letter assignment handout, pens. - Provide Karen with Fakebook sheets - Let Karen know students have to be read up to page 80 - If students finish with their fakebook profiles, they can start working on their letter outline Body Silent Reading time - Have non-ESL students read silently - Let them know they have to be at page 80 by Monday, so it would be best to maximize time in class to get homework out of the way - Walk around and observe if students are on task - Check on ESL students (ensure they complete a fakebook profile for Jill and Update Chads) Go to Computer Lab with non-ESL students 1) Do a demonstration for how to create a new profile and/or access previous work with link Show how to enter: Profile information, Friends, and Posts, and Pictures (including videos) 3)Show how to save!! 4) Explain how they will keep adding to the profiles as they continue reading the novel 5) Explain how they will need to PRINT off their current fakebook profiles after the work period so they can share in small groups and hand them in 6) Provide the option of Offline Fakebook- Explain how to use template (still need to find photos) - If students are finished, ensure they stay in the lab and read novel Walk around and observe students progress- Assist where necessary 1) Start developing outlines for their letter assignment 2) Have students read the novel if preferred/finished Walk around and provide assistance - Bring ESL students back to the classroom Closure 1) Have students hand in their updated fakebook profiles 2) Ask: What was one important item you had to update in Chads profile? Ask: How is making the profiles easier now compared to last week? Homework: - Read up to page 80 Explain how next week we will focus on place and relationships Date Time Durati on

Time 8:37 AM 15 mins

8:52AM 33 mins

Ongoing 9:25 AM 10 mins Ongoing Time 9:35 AM 3 mins 1 min

1 min

Lesson Title/Focus Subject/Gra de Level

Work Period/Reading time English 10-2

March 22 2013 8:32-9:41 AM

Unit

Novel Study: Fish House Secrets

Teache r

Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning Outcomes: 2: Students will read, write, speak, view, represent, and listen to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. Use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading 4.3.1c develop content appropriate to purpose

LEARNING OBJECTIVES
Students will: 55. Develop strategies for close reading by reading to self or reading with an assistant 56. Develop content appropriate for a letter assignment

ASSESSMENTS
Observations: Key Questions: Products/Performan ces: Students close reading by themselves or with an assistant (1) Students development of content for their letter assignments (2) N/A Students close reading by themselves or with an assistant (1) Students letter assignments (2)

LEARNING RESOURCES CONSULTED


Alberta Program of Studies ELA 10-2 Nova Scotia Tourism video: http://www.youtube.com/watch? v=NTbJhNuCLR8

MATERIALS AND EQUIPMENT


Fish House Secrets Novels (26) Letter Assignment outline (26)

PROCEDURE
Attention Grabber Assessment of Prior Knowledge Agenda Transition to Body Introduction Show Youtube video: http://www.youtube.com/watch?v=NTbJhNuCLR8 - Discuss setting of Nova Scotia Ask: In your development of fakebook profiles, how does Chads profile differ from Jills? Share with students: 1) Reading time 2) Work on Letter assignment Have ESL students work with Karen in another room. - Tell students to bring their novels, previous letter assignment handout, and binders. - Provide Karen with letter assignment handout - Let Karen know students have to be read up to page 80 - After reading, ESL students can begin making an outline for their letters Body Silent Reading time - Have non-ESL students read silently - Let them know they have to be at page 80 by Monday, so it would be best to maximize time in class to get reading finished - Walk around and observe if students are on task - Check on ESL students (ensure they complete a fakebook profile for Jill and Update Chads) Time 8:32 AM 2 mins 2 mins 30 secs

2 mins

Time 8:38 AM 30 mins

Learning Activity #1

Assessments/ Differentiation:

Learning Activity #2
Assessments/ Differentiation

Assessment of Learning: Feedback From Students Transition To Next Lesson

Have students create an outline and begin writing their letter assignments. - Refer to rubric and assignment handout Walk around and observe students progress- Assist where necessary Closure With the ESL students back, have students answer in their logbooks 1) How is the Fish House a safe place for Chad? 2) How is the Fish House a safe place for Jill? Ask: Thumbs up, sideways, or down if you are caught up Homework: - Read up to page 80 Explain how next week we will focus on place and choices Date Time Durati on Teache r

9: 08 AM 30 mins Ongoing Time 9:38 AM 2 mins 30 secs 30 secs

Lesson Title/Focus Subject/Gra de Level Unit

Checking Comprehension English 10-2 Fish House Secrets Novel Study

March 25 2013 8:32-9:41 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes : Specific Learning Outcomes : Students will read, write, view, listen, speak, and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading c. retell the plot of a narrative, describe its setting, and identify the conflict developed d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts

LEARNING OBJECTIVES
Students will: 57. Retell important events in the novel in a graphic organizer 58. Identify conflict that has developed in a graphic organizer 59. Describe the personality traits, attitudes, and relationships of characters in a graphic organizer

ASSESSMENTS
Observations: Key Questions: Students responses to key questions throughout class discussion in Learning Activities 1-3 How does Jill feel about the move? Where does she really want to be? (1-3) What is her Dad/Mom/Brother like? (3) What has caused Jill to leave home? (1-2) Why did Jill want to go to Sheilas cottage? (1-2) How does Jill view Sheila and her family? (1,3) How does Charlotte help Jill? (2,3)

Products/Perform ances:

After receiving new from Charlotte, what are Jills plans? (1,2) Why does Jill want to go to B.C.? (2) Which place is the safest for Jill to go and why? (2) How does the author describe Jill? (3) How does her mom describe her? (3) How does Chad describe her? (3) Does Chad like going to Dutchmans Bay? Why? (1,3) What is Chads Dad like? (3) What was Chads Mom like? (3) What is Grandpa like? (3) Why does Chad feel conflicted when he thinks of his Mom? (1-3) Why doesnt Chad like being with his father? (2,3) Who is Ian? (3) How does Chad describe him? (3) How does Chad compare himself to Ian? (2,3) Why does Chad keep going to the Fish House? (2,3) Why cant he paint like he used to? (2) How does Ian describe Chad? (3) How does Chad view himself? (3) Students venn diagrams (1-3)

LEARNING RESOURCES CONSULTED


Alberta Program of Studies (English 10-2) Read Write Think venn diagram: http://www.readwritethink.org/ Safe Haven movie trailer: http://www.youtube.com/watch?v=mj6i_Z1Srsw

MATERIALS AND EQUIPMENT


Smartboard Powerpoint Fish House Secrets Novels (26) Time 8:32 AM 3 mins

PROCEDURE
Attention Grabber Introduction Share Safe Haven movie trailer: http://www.youtube.com/watch?v=mj6i_Z1Srsw - Explain how this movie has a similar theme to Fish House Secrets - Running Away and making choices Have students turn to the person across them and discuss an important event or piece of knowledge theyve gained in the novel. Have students share as a whole class Discuss how work time was not used effectively on Friday - Refer to learning expectations and how the use of valuable time is a major expectation Today, we are going to discuss our two main characters in depth so we can create comprehensive and detailed fakebook profiles that will be marked. Body Discussing Jill - Distribute Venn Diagrams to students - Have students fill out the diagrams throughout class discussion - Emphasize the importance of making notes for Fakebook profiles which will be marked this week 1) Discuss where Jill is from and why she moved

Assessment of Prior Knowledge Expectations for Learning and Behaviour Transition to Body Learning Activity #1

1 min 1 min 30 secs Time 8:37 AM 25 mins

Assessments/ Differentiation:

Learning Activity #2

(p.31-33) Ask: How does Jill feel about the move? Where does she really want to be? - Have students write down their responses in their venn diagrams 2)Discuss Jills family (Dad, Mom, and Mark) (p.16-17, 32,55-60, 76-79) Ask: What is her Dad/Mom/Brother like? (p.16-17, 32,5560, 76-79) - Have students write down their responses in their venn diagrams 3) Discuss family and personal conflict (p.16-17, 32,55-60, 76-79) Ask: What has caused Jill to leave home? (p.58-59) - Have students write down their responses in their venn diagrams 4) Discuss friendships- Sheila & Charlotte (p.38, p.67) Ask: Why did Jill want to go to Sheilas cottage? How does Jill view Sheila and her family? How does Charlotte help Jill? - Have students write down their responses in their venn diagrams 5) Discuss Jills motives and plans (p.79) Ask: After receiving new from Charlotte, what are Jills plans? Why does Jill want to go to B.C.? Which place is the safest for Jill to go and why? - Have students write down their responses in their venn diagrams 6) Discuss Jills personality in the face of conflict and problems Ask: How does the author describe Jill? (p.33) How does her mom describe her? (p.57) How does Chad describe her? (p.51, p.49) Have students submit their venn diagrams at the end of the class for me to look over Discussing Chad - Have students to complete their venn diagram with notes from discussion 1) Discuss where Chad is from and why is he is Dutchmans Bay (p. 9, 13) Ask: Does Chad like going to Dutchmans Bay? Why? (p.13) - Have students write down their responses in their venn diagrams 2)Discuss Chads family (Dad, Mom, Grandpa, Grandma) Ask: What is Chads Dad like? (p.9, 53) What was Chads Mom like? (13-14, 53-54) What is Grandpa like? (p.19) - Have students write down their responses in their venn diagrams 3) Discuss family and personal conflict (Moms Accident) Ask: Why does Chad feel conflicted when he thinks of his Mom? (p.10) Why doesnt Chad like being with his father? (p.10) - Have students write down their responses in their venn

9:02 AM 25 mins

Assessments/ Differentiation

Learning Activity #3

Assessments/ Differentiation

Assessment of Learning: Feedback From Students: Feedback To Students Transition To Next Lesson

diagrams 4) Discuss friendships-Ian Ask: Who is Ian? How does Chad describe him? (p.23, 7071) How does Chad compare himself to Ian? (71-72) - Have students write down their responses in their venn diagrams 5) Discuss How is Chad coping with his mothers death Ask: Why does Chad keep going to the Fish House? (p.40, 44, 82) Why cant he paint like he used to? (p.40, 44, 82) - Have students write down their responses in their venn diagrams 6) Discuss Chads personality in the face of conflict and problems Ask: How does Ian describe Chad? (p.73) How does Chad view himself? (85-86) Have students submit their venn diagrams at the end of the class for me to look over Read pages 86-92 aloud Ask students: Based on our discussions, what do Chad and Jill have in common at this point of the story? - Have students write down commonalities between the two characters in the center of the venn diagram - Discuss: Family conflicts, struggle to continue their hobbies, need for a safe place to express themselves (Fish House) Ask: How can Jill help Chad? How can Chad help Jill? How can the Fish house help both of them? Have students submit their venn diagrams at the end of the class for me to look over Closure Have students switch venn diagrams with the person behind them and read each others Thumbs up, sideways or down to show if they are caught up reading to page 80 and understand the plot of the story Let students know their letter assignment is due tomorrow In our next class, we will discuss more similarities between Chad and Jill and finish writing our letter assignments

9:27 AM 10 mins

Time 9:37 AM 3 mins 30 secs 30 secs 30 secs

Lesson Title/Focus Subject/Gra de Level Unit

Analyzing the Fish House English 10-2 Fish House Secrets Novel Study

Date Time Durati on Teache r

March 25 2013 11:03-12:09 PM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes : Specific Learning Outcomes :

Students will read, write, view, listen, speak, and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading c. retell the plot of a narrative, describe its setting, and identify the conflict developed d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts

LEARNING OBJECTIVES
Students will: 60. Retell the plot of the story by responding to key questions 61. Describe the personality traits, attitudes, and relationships of characters in a given excerpt 62. Collect information and descriptions of the Fish House by re-reading 63. Summarizing information and descriptions of the Fish House in their logbooks

ASSESSMENTS
Observations: Students responses to key questions in learning Activity 1 (1-2) Observe how students are rereading and summarizing information about the Fish House individually/with a partner/ as a whole class (3-4) - How does Chad describe Jill? (1-2) - What does Jills dancing remind Chad of? (1-2) - How do Chad and Jill finally connect and talk to each other openly? (1-2) - Why does Jill show Chad the tidal pool?(1) - Why does Jill decide to swim in the ocean? (1) - What does Chad think of Jill when she does this? (1-2) - Does Jill feel embarrassed about her actions? (2) - What does this say about Jills personality? (2) - Why does Jill get so distracted on the beach?(1-2) Students summary of how the Fish House is described in their logbooks (3-4) After working with a partners, students will share their summarized information about the Fish House (3-4) Students responses in their logbooks to the questions: (14) Based on the evidence and information youve gathered about the Fish House, why is it an important place to Chad? - Why is it an important place to Jill?

Key Questions:

Products/Perform ances:

LEARNING RESOURCES CONSULTED


Alberta Program of Studies (English 10-2) Maud Lewis video: http://www.youtube.com/watch? v=o1Q4NrdthUU Tide Pools video: http://www.youtube.com/watch? v=IyNEG-PvZmM Sand Dollar video: http://www.youtube.com/watch? v=iSA09qg2BMY Sand Dollar insides (doves): http://www.youtube.com/watch?v=e9L-d9JUWI8

MATERIALS AND EQUIPMENT


Smartboard Powerpoint Fish House Secrets Novels (26) Logbooks

PROCEDURE

Attention Grabber

Assessment of Prior Knowledge

Transition to Body Learning Activity #1

Introduction Discuss Maud Lewis (have powerpoint): - Canadian Folk Artist from Nova Scotia - She began her artistic career by hand-drawing Christmas cards These proved popular with her husband's customers as he sold fish door to door and encouraged her to begin painting - She used bright colours in her paintings and subjects were often of oxen teams, horses, or cats. - Many of her paintings are of outdoor scenes - Maud was a compulsive artist and painted on more or less every available surface in their tiny home - Her husband encouraged her to paint and he bought her her first set of oils - Lewis lived most of her life in poverty with her husband in Marshalltown, Nova Scotia. Her house was one-room with a sleeping loft - Show video: http://www.youtube.com/watch?v=o1Q4NrdthUU - Explain how the house resembles the Fish House in the novel - Explain how both Maud and Chad are painters - Ask: How else does this video and story connect with our story? Ask: Aside from the body that washed up and smoking cigarettes, how is the Fish House a mysterious and important place to Chad? Jill? -Refer to page 82-83 (Chad describes the Fish House) - Refer to page 89 (Jill describes the Fish House) We are now going to continue reading the novel to see how Chad and Jill will get along Body Read pages 92-102 aloud Ask students: - How does Chad describe Jill? (p. 92, 94-95) - What does Jills dancing remind Chad of? (p.94) - How do Chad and Jill finally connect and talk to each other openly? (p.95-96) - Why does Jill show Chad the tidal pool? (p.98) Show video of tide pools: http://www.youtube.com/watch? v=IyNEG-PvZmM - Why does Jill decide to swim in the ocean? (p.99) - What does Chad think of Jill when she does this? (p.100) - Does Jill feel embarrassed about her actions? (p.101) - What does this say about Jills personality? (p. 101) - Explain what a sand dollar is: refers to species of extremely flattened, burrowing sea urchins belonging to the order Clypeasteroida. Some species within the order, not quite as flat, are known as sea biscuits. Related animals include the sea cucumbers and starfish. Show video of living Sand dollar: http://www.youtube.com/watch?v=iSA09qg2BMY Show video of Sand Dollar insides (doves)

Time

11:03 AM 6 mins

1 min

30 secs Time

11:10 AM 10 mins

http://www.youtube.com/watch?v=e9L-d9JUWI8 - Why does Jill get so distracted on the beach? (102)


Assessments/ Differentiation:

Observe students responses to key questions The Fish House - Have students go back to page 24 and summarize what is described about the Fish House (do until page 102) *** Have Karen work with the ESL students in separate room if necessary - After 15 minutes, have students work with a partner of their choosing to share what they wrote down Bring class together and write down Fish house descriptions by calling out each pair who worked together Work on Letter Assignment - Have students finish their letter assignments - Students must at least have an outline at this pointassist students who need help - Refer back to rubric and exemplar to explain assignment N/A Closure Have students write in their logbooks: - Based on the evidence and information youve gathered about the Fish House, why is it an important place to Chad? - Why is it an important place to Jill? - Explain how information about the Fish House is important for their final projects which I will discuss this week after the letter assignments have been handed in Return students marked fakebook profiles and give general comments Tomorrow, we will continue reading the novel- Dont forget your letter assignment is due! Date Time Durati on Teache r

Learning Activity #2

11:20 AM 20 mins

Assessments/ Differentiation

5 mins 11:45 AM 15 mins Time

Learning Activity #3

Assessments/ Differentiation

Assessment of Learning:

12:00 PM 5 mins

Feedback To Students Transition To Next Lesson Lesson Title/Focus Subject/Gra de Level Unit

3 mins 30 secs

Analyzing the Fish House English 10-2 Fish House Secrets Novel Study

March 26 2013 9:49 10:55 PM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes : Specific Learning Outcomes : Students will read, write, view, listen, speak, and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading c. retell the plot of a narrative, describe its setting, and identify the conflict developed d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts

LEARNING OBJECTIVES
Students will: 64. Retell the plot of the story by responding to key questions 65. Describe the personality traits, attitudes, and relationships of characters in a given excerpt 66. Collect information and descriptions of the Fish House by re-reading and summarizing 67. Create a visual representation of the Fish House in pairs/groups

ASSESSMENTS
Observations: Students responses to key questions in learning Activity 1 (1-2) Observe how students are re-reading and summarizing information about the Fish House individually and with a partner (3-4) Observe students as they create a visual representation of the Fish House in pairs/groups (4) - How does Chad describe Jill? (1-2) - What does Jills dancing remind Chad of? (1-2) - How do Chad and Jill finally connect and talk to each other openly? (1-2) - Why does Jill show Chad the tidal pool?(1) - Why does Jill decide to swim in the ocean? (1) - What does Chad think of Jill when she does this? (1-2) - Does Jill feel embarrassed about her actions? (2) - What does this say about Jills personality? (2) - Why does Jill get so distracted on the beach?(1-2) Students summary of how the Fish House is described in their logbooks (3-4) Students visual representation of the Fish House (4) Students responses in their logbooks to the questions: (14) - Based on the information youve gathered about the Fish House, why is it an important place to Chad? - Why is it an important place to Jill?

Key Questions:

Products/Perform ances:

LEARNING RESOURCES CONSULTED


Alberta Program of Studies (English 10-2) Maud Lewis video: http://www.youtube.com/watch? v=o1Q4NrdthUU Tide Pools video: http://www.youtube.com/watch? v=IyNEG-PvZmM Sand Dollar video: http://www.youtube.com/watch? v=iSA09qg2BMY Sand Dollar insides (doves): http://www.youtube.com/watch?v=e9L-d9JUWI8

MATERIALS AND EQUIPMENT


Smartboard Powerpoint Fish House Secrets Novels (26) Safe Haven Project Outlines (26) Logbooks Poster Paper Time 9:49 AM 8 mins

PROCEDURE
Attention Grabber Introduction Discuss Maud Lewis (have powerpoint): - Canadian Folk Artist from Nova Scotia - She began her artistic career by hand-drawing Christmas cards These proved popular with her husband's customers as he sold fish door to door and encouraged her to begin painting - She used bright colors in her paintings and subjects were often of oxen teams, horses, or cats.

Assessment of Prior Knowledge

Transition to Body Learning Activity #1

- Many of her paintings are of outdoor scenes - Maud was a compulsive artist and painted on more or less every available surface in their tiny home - Her husband encouraged her to paint and he bought her her first set of oils - Lewis lived most of her life in poverty with her husband in Marshalltown, Nova Scotia. Her house was one-room with a sleeping loft - Show video: http://www.youtube.com/watch?v=o1Q4NrdthUU - Explain how the house resembles the Fish House in the novel - Explain how both Maud and Chad are painters - Ask: How else does this video and story connect with our story? Ask: Aside from the body that washed up and smoking cigarettes, how is the Fish House a mysterious and important place to Chad? Jill? -Refer to page 82-83 (Chad describes the Fish House) - Refer to page 89 (Jill describes the Fish House) We are now going to continue reading the novel to see how Chad and Jill will get along Body Read pages 92-102 aloud Ask students: - How does Chad describe Jill? (p. 92, 94-95) - What does Jills dancing remind Chad of? (p.94) - How do Chad and Jill finally connect and talk to each other openly? (p.95-96) - Why does Jill show Chad the tidal pool? (p.98) Show video of tide pools: http://www.youtube.com/watch? v=IyNEG-PvZmM - Why does Jill decide to swim in the ocean? (p.99) - What does Chad think of Jill when she does this? (p.100) - Does Jill feel embarrassed about her actions? (p.101) - What does this say about Jills personality? (p. 101) - Explain what a sand dollar is: Refers to species of extremely flattened, burrowing sea urchins. Species within the order, not quite as flat, are known as sea biscuits. Related animals include the sea cucumbers and starfish. Show video of living Sand dollar: http://www.youtube.com/watch?v=iSA09qg2BMY Show video of Sand Dollar insides (doves) http://www.youtube.com/watch?v=e9L-d9JUWI8 - Why does Jill get so distracted on the beach? (102) - Why does Jill want to stay in the Fish House? Observe students responses to key questions Present Safe Haven Projects - Distribute handouts to each student - Go over and explain requirements - Go over rubrics The Fish House - Have students go back to page 24 and summarize what

1 min

30 secs Time

9:58 AM 15 mins

Assessments/ Differentiation:

10:13 AM 10 mins 10:23 AM 20 mins

Learning Activity #2 Learning Activity #2

Assessments/ Differentiation

Learning Activity #3
Assessments/ Differentiation

Assessment of Learning:

Feedback From Students Transition To Next Lesson Lesson Title/Focus Subject/Gra de Level Unit

is described about the Fish House in their logbooks (pages 24, 40-41, 46, 82-83, 49) - After 10 minutes, have students work with a partner of their choosing to share what they wrote down and create a poster/visual representation of the Fish House ** Have Karen work with the ESL students in separate room to do this task ** ESL students can create one poster together - Observe students as they develop their posters Share posters - Have students go up in pairs/groups to present and explain their visual representation of the Fish House ** If some students do not prefer to speak at the front, have them display their posters on the wall (gallery walk) - Observe students visual representations/check for understanding Closure Have students respond in their logbooks: - Based on the information youve gathered about the Fish House, why is it an important place to Chad? - Why is it an important place to Jill? - Reinforce how important it is to have information about the Fish House in their logbooks for when they develop their safe haven projects- Logbooks will be marked Have students submit their letter assignments - Have students bring up any questions and concerns with the assignments Tomorrow, we will continue reading the novel and learn more about the Fish House as a Safe Haven Date Time Durati on Teache r

Ongoing 10:43 AM 5 mins Ongoing Time

10:48 PM 5 mins

2 mins 30 secs

Place and Relationships English 10-2 Fish House Secrets Novel Study

March 27 2013 8:32 9:41 PM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


GLOs SLOs Students will read, write, view, listen, speak, and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading c. retell the plot of a narrative, describe its setting, and identify the conflict developed d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts

LEARNING OBJECTIVES
Students will: 68. Retell the plot of the story by responding to key questions 69. Describe the personality traits, attitudes, and relationships of characters in a given

excerpt 70. Create a visual representation of the Fish House in pairs/groups 71. Summarize an oral reading in 25 words or less

ASSESSMENTS
Observation s: Key Questions: - Observe how students are re-reading and summarizing information about the Fish House individually and with a partner (3-4) - Observe students as they create a visual representation of the Fish House in groups (4) How is Jill a good listener? P.104 - How is Chad similar to Mark according to Jill? P.104 - Why does Jill compare herself to the sand dollar? P. 105 -How has the relationship between Chad and Jill changed after their time together? 105-106 Students visual representation/posters of the Fish House (4) Students responses in their logbooks to the questions: (1-4) - Why is Chad successful in his painting this time around? 106-108 - How has the Fish House changed for Chad after spending time with Jill? Students summary of an oral reading in 25 words or less

Products/ Performance s:

LEARNING RESOURCES CONSULTED


Alberta Program of Studies (English 10-2) With a Piece of Chalk video: http://www.youtube.com/watch?v=mBZAFJQ6Mw

MATERIALS AND EQUIPMENT


Smartboard Powerpoint Fish House Secrets Novels, logbooks Poster Paper, Markers Time 8:32 AM 5 mins 2 mins

PROCEDURE
Attention Grabber Learning Expectati ons Assessme nt of Prior Knowledg e Transition Introduction Show With a Piece of Chalk video: http://www.youtube.com/watch?v=mBZAFJ-Q6Mw - Discuss Dancing, Passion, Perseverance & relate to Jill Remind students that their letter assignments were due yesterday. Ensure they hand theirs in if they didnt yesterday before they leave class today. - Refer to importance of being prepared with assignments Have students share the information they gathered about the Fish House from yesterdays summary activity: (pages to refer to: 24, 40-41, 46, 82-83, 49) - Write down responses on the whiteboard Today, we are going to continue reading our novel and create group posters about the Fish House to get a sense of what our Safe Haven Projects will look like. Body Read pages 102-108 aloud Ask students: - How is Jill a good listener? P.104 - How is Chad similar to Mark according to Jill? P.104 - Why does Jill compare herself to the sand dollar? P. 105 -How has the relationship between Chad and Jill changed after their time together? 105-106 In their logbooks, have students answer the questions: - Why is Chad successful in his painting this time around? 106-108 - How has the Fish House changed for Chad after spending time with Jill?-

3 mins

30 secs Time

Activity #1

8: 42 AM 10 mins

Assessment s/ Differentiati on:

3 mins

Activity #2

Assessmen ts Activity #3

Group work ESL students: 1) While students are writing in their logbooks, ask Karen to work with the ESL students to finish summarizing information about the Fish House from yesterdays activity in another room 2) The ESL students can work in 2-3 groups (or just have one large group altogether) to create a visual representation of the Fish House according to the information they collected 3) The ESL students can also work on answering the two questions posed in learning activity #1 or finish writing their letters Non-ESL students: 1) Number students off 1-3 2) Have students discuss their collected information about the Fish House in the novel within their groups 3) Have each group of students create a visual representation of the Fish House and what the place means to Chad and/or Jill Walk around and observe students as they share their information and ideas about the Fish House and create a visual representation as a group Poster presentation 1) Bring ESL and non-ESL students back together 2) Have each group present their posters and explain the meaning *** If students are nervous to present at the front, Do a gallery walk instead: Have students tape their posters around the classroom and rotate after viewing each poster Observe students posters as formative assessment products of their understanding Read pages 108-113 Closure

8: 55 AM 20 mins

Ongoing

9:15 AM 5 mins

Assessment s/ Differentiati on

Ongoing 9: 20 AM 10 mins Time 9:30 PM 5 mins 2 mins

Activity #4 Assessmen t of Learning: Feedback: Transition To Next Lesson:

Have students summarize the reading in 25 words or less. Remind students about letter assignments if they havent handed it in Tomorrow, we will be working on the final version of our fakebook profiles which will be marked. Your homework is to ensure you have 6 fakebook statuses for Chad and 6 fakebook statuses. The statuses must be relevant to their personalities, family background, goals, struggles, etc. The statuses may also be a retelling of events from the characters point of view. Each character must have at least 6 pieces of information about them and 5 friends each. Final Fakebook Profiles English 10-2 Novel Study: Fish House Secrets Date Time Durati on Teache r

4 mins

Lesson Title/Focus Subject/Gra de Level Unit

March 28 2013 8:32-9:41 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning Outcomes: 2: Students will read, write, speak, view, represent, and listen to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively 2.1.2 a. Use a variety of strategies to comprehend literature and other texts, develop a daily practice of reading, and develop strategies for close reading c. retell the plot of a narrative, describe its setting, and identify the conflict developed d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts

LEARNING OBJECTIVES
Students will: 72. Create an online/offline profile that describes the personality traits, attitudes, and relationships of characters

ASSESSMENTS
Observations: Key Questions: Products/Performan ces: Development of Online/Offline Fakebook Profiles (1-3) N/A Development of Online/Offline Fakebook Profiles (1-3)

LEARNING RESOURCES CONSULTED


Alberta Program of Studies ELA 10-2 Fakebook: http://www.classtools.net/fb/home/page Fish House Secrets- Kathy Stinson Share Youtube video: http://www.youtube.com/watch? v=eaIvk1cSyG8

MATERIALS AND EQUIPMENT


Smartboard Computer Lab Fish House Secrets Novels (26) Offline Fakebook templates (26) Fakebook Profiles Criteria & Rubric (26)

PROCEDURE
Attention Grabber & Assessment of Prior Knowledge Introduction Poster Gallery Walk - Give students their posters back from yesterday - Let them know they have 3 mins to write down a short explanation of their poster- Have them write the explanation on the poster itself - Provide students with tape and have them tape their poster to one area of the room - Conduct a 1 min rotating gallery walk for all groups to view each others visual representation of the fish house (1 min at each poster) - Compliment students on good work Now that you can visually represent the Fish House and understand the significance of the place in the novel, you are going to incorporate such information in Chads and Jill fakebook status updates- Remember, you will be submitting these two characters final fakebook profiles so lets discuss what they should be looking like Body Go over Fakebook profile requirements 1) Have students get out the rubric for their fakebook profiles 2) Go over fakebook criteria and rubric 3) Show format by drawing on the whiteboard 4) Explain how students have the option of doing an Time

8:32 AM 8 mins

Transition to Body

1 min

Time 8:41 AM 5 mins

Learning Activity #1

Assessments/ Differentiation:

Learning Activity #2

Assessments/ Differentiation

Learning Activity #3

offline or online profile- Choose the format that shows your understanding best!!! 5) Explain how by the end of the period, both Chad and Jills profiles will have: - 9 status updates with comments from other characters - 6 important pieces of information about each of them (ex. From= Toronto) - at least 8 friends including family - 1 video idea/youtube title that each character would be interested in watching and sharing with family/friends 6) Explain how students can hand in their previous fakebook profiles with the newly updated ones if they didnt save it or made offline versions ** If they choose to do this, ensure they edit previous profiles according to my formative feedback before handing it in*** - Have Karen stay in the classroom to work with ESL students or other students who prefer to make/compile offline fakebook profiles Go to Computer Lab with the rest of the class who created online profiles - Have students bring their binders and novels to the lab - Bring copies of offline fakebook templates for students who dont have sufficient information on their online versions Walk around and observe students progress- Ensure they are on task and have products to hand in Finalize Assignments - Have students edit previous fakebook status updates/information according to my feedback - Have students ensure theyve met criteria outlined in the checklist/whiteboard - Ask for students letter assignments Walk around and provide assistance Closure Go over logbook questions from yesterday: - Why is Chad successful in his painting this time around? 106-108 - How ha the Fish House changed for Chad after spending time with Jill? - How is the Fish Place an important place in the novel? On their way out of class, distribute candy to students! Homework: - Finish Novel if possible - Use Logbooks as a tool to start Safe Haven Project (Clarify how they will be doing it about a personal place NOT the Fish House) Date Time Durati April 8 2013 1 hr 9 mins

8:46 AM 44 mins

Ongoing

9:30 AM 5 mins

Assessments/ Differentiation

Ongoing Time 9:35 AM 4 mins

Assessment of Learning:

Feedback To Students Transition To Next Lesson

2 min

Lesson Title/Focus Subject/Gra de Level

Jeopardy for Comprehension ELA 10-2

on Unit Fish House Secrets Novel Study Teache r Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes : Specific Learning Outcomes : 2: Students will read, write, view, listen, speak, and represent to comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively 2.1.2 Understand and Interpret Content (a-f)

LEARNING OBJECTIVES
Students will: 73. Determine accurate responses to questions about the characters, settings, quotes, and vocabulary in the novel by engaging in a game of jeopardy 74. Demonstrate their comprehension of text by responding to key questions 75. Create jeopardy questions with answers about the characters, settings, quotes, and vocabulary in the novel 76. Evaluate each others understanding of text by asking each other the jeopardy questions they created

ASSESSMENTS
Observations: Students discussions and responses to given jeopardy questions in Learning Activity 1 (1) Students asking each other the jeopardy questions they created (4) - Why is Jill worried about what Chad will think of her when the police come? (2) - What is an example of a soap opera on TV today? (2) - Why does Jill choose to go to the Fish House instead of leaving the farm? (2) Students participation and responses in jeopardy game (1) Individual students created jeopardy questions on cue cards (3) Students asking each other the jeopardy questions they created (4)

Key Questions:

Products/ Performances:

LEARNING RESOURCES CONSULTED


Alberta English Language Arts Program of Studies Online Jeopardy Generator: http://www.superteachertools.com/jeopardy Definition of Soap Opera: http://en.wikipedia.org/wiki/Soap_opera Modified Jeopardy procedure: http://forums.atozteacherstuff.com/showthre ad.php?t=156572

MATERIALS AND EQUIPMENT


Smartboard Fish House Secrets Novels (23) Popsicle sticks (5 colors, 5 of each) 5 sheet protectors 5 markers Paper towels Cue cards (23)

PROCEDURE
Attention Grabber Introduction - Have students write down 2 things they did over Easter Break - Have each student share Time 8:32 AM 10 mins

Assessment of Prior Knowledge Advance Organizer/Agen da Transition to Body

Have students put their hands behind their head if they finished reading the novel On whiteboard: 1) Fish House Secrets Jeopardy 2) Class Reading (p. 108-113) 3) Make Jeopardy questions Divide class in groups of 4-5 according to popsicle stick color - Have students arrange desks to sit with their groups - Provide each group with a sheet protector, marker, and paper towel Body Jeopardy - Explain Rules to students: 1) I will pick a student via popsicle stick to select a question from a category 2) All groups will read the question, discuss quietly, and write their answer down on their whiteboard 3) After 30 secs-1 min, have all groups hold up their answers 4) Check which groups answered correctly and keep score 5) Have students erase their whiteboards for next question 5) Repeat steps 1-5 until all questions are answered Observe students answers to key comprehension questions - Before revealing answer, ask students why they chose their response Oral reading (p.108-113) 1) Have students return to their seats 2) Read pp. 108-113 aloud and stop to ask key questions : - Why is Jill worried about what Chad will think of her when the police come? - Explain what a soap is:
A soap opera, often referred to as a "soap", is an ongoing, episodic work of dramatic fiction presented in serial format on radio or as television programming. The name soap opera stems from the original dramatic serials' broadcast on radio that had soap manufacturers, such as Dial Corporation, Procter & Gamble, Colgate-Palmolive and Lever Brothers, as sponsors and producers.

30 secs

30 secs Time

Learning Activity #1

8:43 AM 30 mins

Assessments

Ongoing

Learning Activity #2

9:13 AM 10 mins

- Have students come up with an example on TV today (The Young & the Restless, Days of Our Lives) - Why does Jill choose to go to the Fish House instead of leaving the farm?
Assessments/ Differentiation

Observe students responses to key questions Create 2 Jeopardy questions - Give each student 2 blank cue cards - Have them create jeopardy questions on the characters, places, quotes, or vocabulary in the novel and provide answers on the back - Allow students 6 mins to write, if finished- keep reading novel - Have students go back into their jeopardy groups after 6 mins and ask each other the questions they came up with (option to use whiteboard or just discuss) Walk around and observe students created questions and

Ongoing

Learning Activity #3

9:23 AM 15 mins

Assessments/

Ongoing

Differentiation

Assessment of Learning: Feedback To Students

Transition To Next Lesson

their peers responses Closure Have students submit their jeopardy cards for formative assessment - Ask students: What was easy / difficult with making jeopardy questions about the novel? Let students know: - They will receive their marked letter assignments back - This week they have 2 things due: Fakebook Profiles & Safe Haven projects - Remind students to bring their fakebook profiles to next period Assure students: Next class we will work on the assignments that will be due - We will finish the novel this week Date Time Durati on Teache r April 9 2013 1 hr 6 mins Ms. Abella

Time 9: 37 AM 1 min

2 mins

1 min

Lesson Title/Focus Subject/Gra de Level Unit

Fakebook Profiles ELA 10-2 Fish House Secrets Novel Study

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes : Specific Learning Outcomes : 2: Students will read, write, view, listen, speak, and represent to comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively 2.1.2 Understand and Interpret Content (a-f) 2.3.1b. Respond personally and analytically to ideas developed in literature and texts

LEARNING OBJECTIVES
Students will: 77. Create status updates from characters perspectives to retell the plot, describe the setting and characters feelings, and identify themes 78. Explain the significance of the Fish House 79. Identify a meaningful place in their lives that resembles the Fish House as a safe haven

ASSESSMENTS
Observations: Key Questions: Students sharing their status updates with peers in small groups (1) 1) If the Fish House didnt exist in the novel, how would Chad and Jill be affected?(2) 2) Describe one meaningful place in your life that is like the Fish House. (3) Students status updates from characters perspectives to retell the plot, describe the setting and characters feelings, and identify themes (1) Students responses in their logbooks to the key questions above (2,3)

Products/ Performances:

LEARNING RESOURCES CONSULTED


Alberta English Language Arts Program of

MATERIALS AND EQUIPMENT


Smartboard

Studies

Calgary Scotsman Hill:

http://www.youtube.com/watch? v=CtF_ejRxFZY

Fish House Secrets Novels (23) Fakebook profile sheets (23) Logbooks (23) Dice Questions (5) Dice (5) Time

PROCEDURE
Attention Grabber/Asse ssment of Prior Knowledge Introduction Show Calgary Scotsman Hill video - Use this video as an example of my personal safe haven - Go over requirements with rubric - Have students finish responding to these questions in their logbooks: 1) If the Fish House didnt exist in the novel, how would Chad and Jill be affected? 2) Describe one meaningful place in your life that is like the Fish House. - Get students to share (pull names), write on whiteboard On whiteboard: 1) Class reading p. 120 -128 2) Fakebook profiles We will read until p.128 so we can update Chads and Jills fakebook profiles with new information Body Read pages 120-128 aloud 1) Split class up into 5 groups by numbering them off 1-5/predetermine 2) Provide each group with sheet of questions: Roll a 1: According to Chad, how does Jill help him with his painting? (121-122) Roll a 2: Why is Chad in disbelief when he learns his Grandpa is a writer? Roll a 3: Who says the quote But I didnt do anything for you. You did it yourself and why is this quote important? Roll a 4: What does Jill really hate about her Dad? (p.123) Roll a 5: Why is Chads grandpa hiding his writing? Roll a 6: How is the Fish House a place for secrets? 3) Explain how each person in the group will roll the dice and then answer the corresponding question according to rolled number 4) Each student will roll 3 times to answer 3 different questions Walk around and observe students discussions Fakebook Profiles 1) Have students create 3 status updates from either Chads or Jills perspective before heading to the lab 2) Have students count how many status updates, friends, and personal information they have for both profiles and write them down on a sticky note with their name 3) On their way out have students tack the stickynote on the whiteboard 4) Let students know Fakebook profiles are due tomorrow and they will get time today and tomorrow to hand them in Walk around and observe students created fakebook statuses

9:49 AM 5 mins

Advance Organizer/Ag enda Transition to Body Learning Activity #1

30 secs Time

9:54 AM 15 mins

Assessments

Ongoing

Learning Activity #2

10:09 AM 10 mins

Assessments/ Differentiation

Ongoing

Learning Activity #3

Computer Lab Time 1) Goals for students: - Finish 9 fakebook statuses with comments - Print out online versions have students just complete offline versions for remaining statuses/comments that they have to make Walk around and assist where necessary Closure 1) Have students finish their responses to the following questions in their logbooks: - If the Fish House didnt exist in the novel, how would Chad and Jill be affected? - Describe one meaningful place in your life that is like the Fish House. 2) Have students submit their logbooks Compliment on getting work done in the lab to finish fakebook profiles - Remind students Safe Haven Projects are due on Monday (distribute sheets) HOMEWORK: - Read until page 138 - Finish Fakebook Profiles

10:19 AM 30 mins

Assessments/ Differentiation

Ongoing Time

Assessment of Learning:

10:49 AM 3 mins

Feedback To Students Transition To Next Lesson

1 min

2 mins

Lesson Title/Focus Subject/Gra de Level Unit

Safe Haven Projects ELA 10-2 Fish House Secrets Novel Study

Date Time Durati on Teache r

April 10 2013 8:32-9:41 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes : Specific Learning Outcomes : 2: Students will read, write, view, listen, speak, and represent to comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively 2.1.2 Understand and Interpret Content (a-f) 2.3.1b. Respond personally and analytically to ideas developed in literature and texts

LEARNING OBJECTIVES
Students will: 80. Create status updates from characters perspectives to retell the plot, describe the setting and characters feelings, and identify themes 81. Explain the significance of the novels events in the plot and created effects by answering key questions 82. Develop ideas and resources for safe haven project

ASSESSMENTS
Observations: Students discussions during Learning Activity #1 (LO #2) Students completing fakebook profiles and planning sheet (LO#1, #3)

Key Questions:

Products/ Performances:

-What is the weather like when Jill is hiding in the Fish House? (LO #2) - How many days has Jill been away from home? (LO #2) - What is Jill planning to do about her situation? (LO #2) - What influences her decision to go home? (LO #2) - Why does Grandpa say I thought my time had come and you were the angel of mercy come to deliver me when he sees Jill for the first time? (LO #2) - How does the weather represent the situation in the story? (LO #2) Students status updates from characters perspectives to retell the plot, describe the setting and characters feelings, and identify themes (1) Students completed planning sheet for safe haven projects (3)

LEARNING RESOURCES CONSULTED


Alberta English Language Arts Program of Studies Where the Wild Things are video: http://www.youtube.com/watch? v=6cOEFnppm_A Calgary Destination video:

MATERIALS AND EQUIPMENT


Smartboard Fish House Secrets Novels (23) Fakebook profile sheets (23) Logbooks (23) Dice Questions (5) Dice (5)

http://www.youtube.com/watch? v=yrIPjfwhpQ4
Attention Grabber/ Assessment of Prior Knowledge Learning Expectations Transition to Body Learning Activity #1

PROCEDURE
Introduction Show Where the Wild Things are: http://www.youtube.com/watch?v=6cOEFnppm_A - Link to novel: Jill mentions this story as she is in Fish House and thinks about home Ask: Why would this story relate to Jill? Move students to final seating arrangements (refer to separate sheet) Today, we are going to keep reading the novel, hand in fakebook profiles and start your safe haven projects Body Read pages 128-138 aloud 1) Split class up into 5 pre-determined groups (see separate sheet) 2) Provide each group with sheet of questions: Roll a 1: What is the weather like when Jill is hiding in the Fish House? (128,129) Roll a 2: How many days has Jill been away from home? (Fri:p.9, Sat:36, Sun: 128) Roll a 3: What is Jill planning to do about her situation? (p.128) Roll a 4: What influences her decision to go home? (p.128) Roll a 5: Why does Grandpa say I thought my time had come and you were the angel of mercy come to deliver me when he sees Jill for the first time? (p.135) Roll a 6: How does the weather represent the situation in the story? 3) Explain how each person in the group will roll the dice and then answer the corresponding question according to rolled number 4) Each student will roll 3 times to answer 3 different questions Time 8:32 AM 5 mins 2 mins 30 secs Time 8:39 AM 21 mins

Assessments

Learning Activity #2

5) Bring class together and go through answers to each question Walk around and observe students discussions Fakebook Profiles & Safe Haven Planning Sheet 1) Have students count how many status updates, friends, and personal information they have for both profiles and write them down on a sticky note with their name 3) On their way out have students tack the stickynote on the whiteboard 4) Let students know Fakebook profiles are due today 5) Have students bring all their things to the computer lab Walk around and observe students created fakebook statuses Computer Lab Time 1) Requirements for Fakebook profiles: 2) 9 status updates for each profile with comments 3) 5 Personal Info for each character 4) Chads 5 friends 5) Jills 8 friends 6) Characters video Show Calgary Destination Video:

Ongoing

9 AM 5 mins

Assessments/ Differentiation

Ongoing

Learning Activity #3

9:05 AM 17 mins

http://www.youtube.com/watch?v=yrIPjfwhpQ4 - Example of a safe haven


- 5 elements: running/exercising downtown, canoeing with friends, shopping, Free plays at the park (Shakespeare), Global fest, Eating - Distribute planning form for students to complete
Assessments/ Differentiation

9:22 AM 16 mins

Walk around and assist where necessary Closure Have students hand in their planning sheets - Refer to formative assessments throughout the lesson after each activity Compliment on getting work done in the lab to finish fakebook profiles - Remind students Safe Haven Projects are due on Monday (distribute sheets) Read until page 50 Bring Safe Haven Project to work on in class

Ongoing Time 9:38 AM 1 min 1 min 1 min

Assessment of Learning: Feedback To Students Transition To Next Lesson

Reflections from the lesson

Name: _____________________________

My Safe Haven Project


Planning Sheet 1) What is your meaningful and safe place? 2) Where is this place located? 3) Describe the first time you went there 4) How will you represent this place visually? (Ex. Poster, Drawing, Video, etc.) 5) What are 5 important things about the place that you will include in your project? 6) Provide 2 reasons or more for why you will include these 5 things in your project 7) Write down 3 resources you used (ex. Internet, magazines) and why you used each 8) How is your safe haven similar to the Fish House in the novel? Provide 2 similaritie 9) How is your safe haven different from the Fish House in the novel? Provide 2 differences 10) How can you relate to Chad or Jill and the Fish House with your safe haven? Provide 2 ways you relate to them with your personal experiences
Lesson Title/Focus Subject/Gra de Level Unit Safe Haven Projects ELA 10-2 Fish House Secrets Novel Study Date Time Durati on Teache r April 11 2013 8:32-9:41 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes : Specific Learning Outcomes : 2: Students will read, write, view, listen, speak, and represent to comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively 2.1.2 Understand and Interpret Content (a-f) 2.3.1b. Respond personally and analytically to ideas developed in literature and texts

LEARNING OBJECTIVES
Students will: 83. Explain the symbolism of weather changes in the given selection of the novel 84. Define vocabulary words 85. Create status updates from characters perspectives to retell the plot, describe the setting and characters feelings, and identify themes 86. Develop 5 elements for safe haven projects and rationale

ASSESSMENTS
Observations: Key Questions: Products/ Performances: Students working on assignments in Learning Activity #3 (3,4) - How does the changing weather symbolize the situation between Chad and Jill? (1) Students explanations for the symbolism of weather changes in their logbooks (1)

Students definitions for given vocabulary words (2) Students fakebook profiles (3) Students images of 5 elements for safe haven projects (4)

LEARNING RESOURCES CONSULTED


Alberta English Language Arts Program of Studies Where the Wild Things are trailer: http://www.youtube.com/watch? v=6cOEFnppm_A

MATERIALS AND EQUIPMENT


Smartboard Fish House Secrets Novels (23) Fakebook profile sheets (23) Logbooks (23) Dictionaries (23) Planning sheets (23), Safe Haven handouts (23) Time

PROCEDURE
Attention Grabber/ Assessment of Prior Knowledge Introduction Show Where The Wild Things Are trailer: http://www.youtube.com/watch?v=01-PqqifyjA Ask students: How does this story relate to Jill? Allusion: A figure of speech that makes a reference to something or someone else - Have students take a dictionary and write down the definition for the word Allusion - Have students find and write down the definition for the word Illusion - Ask students: What is the difference? - Read Novel - Find Definitions for words - Work in the computer lab on Profiles/Projects Have students turn to page 135-145 Body Read pages 135-145 aloud Ask Key Question: How does the changing weather symbolize the situation between Chad and Jill? (p. 128, 136 (drizzle), 137 (wind-angry slashes of rain), 140 (chad: dramatic seascape), 142 (sunlight), 145(storm again). Have students write down response in their logbook Students responses in their logbooks. Vocabulary words - Have students find the definitions for the following words in their dictionaries: 1) Dune (135) 2) Stammer (135) 3) Dwindle (136) 4) Drizzle (136) 5) frizzy (p.138) 6) humid (p.142) 7) driftwood (131) 8) marvelous (131) 9) Chauvinist (30) 10) Palette (31) - Have students submit logbooks Students definitions in their logbooks

8:32 AM 8 mins

Agenda Transition to Body Learning Activity #1

30 secs 30 secs Time

8:41 AM 15 mins

Assessments

Ongoing

Learning Activity #2

8:56 AM 18 mins

Assessments/ Differentiation

Ongoing

Learning Activity #3

Computer Lab Time 1) Complete fakebook profiles online if needed 2) Have students complete the planning sheet 3) Have students find images of the 5 elements in their safe haven projects 4) Begin writing their rationale Walk around and assist where necessary Closure Have students hand in their planning sheets - Refer to formative assessments throughout the lesson after each activity Compliment on getting work done in the lab to finish fakebook profiles - Remind students who havent handed in their assignments. Bring Safe Haven Project to work on in class

9:14 AM 25 mins

Assessments/ Differentiation

Ongoing Time 9:39 AM 1 min 1 min 30 secs

Assessment of Learning: Feedback To Students Transition To Next Lesson Lesson Title/Focus Subject/Gra de Level Unit

Safe Haven Projects ELA 10-2 Fish House Secrets Novel Study

Date Time Durati on Teache r

April 12 2013 8:32-9:41 AM Ms. Abella

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes : Specific Learning Outcomes : 2: Students will read, write, view, listen, speak, and represent to comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively 2.1.2 Understand and Interpret Content (a-f) 2.3.1b. Respond personally and analytically to ideas developed in literature and texts

LEARNING OBJECTIVES
Students will: 87. Define simile as a literary device 88. Develop examples of simile 89. Demonstrating their understanding by responding to key questions 90. Develop 5 elements in their safe haven projects 91. Define words on a given vocabulary list using a dictionary

ASSESSMENTS
Observations: Key Questions: Students responses to key questions below (3) - How does the changing weather symbolize the situation between Chad and Jill? (3) - Does Jill have an easy time deciding to go home? Why? (3) - On page152, Jill is deciding she does not want to go home but something changes her mind. What makes her hesitate about running away again? (3) - Why is Chad taking his Dad to the Fish House? (3) - Why is Grandpa in the Fish House? (3) Why does Jill finally decide to go home? (3)

Products/ Performances:

- What does Grandpas story about his writing mean for Chad? (3) - How has Chads relationship with his Dad by going to the Fish House? (3) - How does the Fish House change as a place at the end of the story? (3) Students definition of simile in their logbooks (1) Students developed examples of simile in their logbooks (2) 5 elements in students safe haven projects (4)

LEARNING RESOURCES CONSULTED


Alberta English Language Arts Program of Studies Sandcastle video (Team Sand Sculpting) http://www.youtube.com/watch? v=lL_V1wlsgoI Sandcastle video (Great Sandcastle Disasters) http://www.youtube.com/watch? v=rw8ul6FEqW8

MATERIALS AND EQUIPMENT


Smartboard Fish House Secrets Novels (23) Logbooks (23) Dictionaries (23) Planning sheets (23), Safe Haven handouts (23)

PROCEDURE
Attention Grabber Assessment of Prior Knowledge Transition to Body Learning Activity #1 Introduction Show two sandcastle videos - Team Sand Sculpting & Great Sandcastle disasters -Explain how Chad refers to sandcastles on page 146 Ask students: How does the changing weather symbolize the situation between Chad and Jill? (p.128, 136(drizzle), 137 (wind-angry slashes of rain), 140 (Chad: dramatic seascape), 142 (sunlight), 145 (Storm again)) Have students turn to page 146 Body Read pages 146-150 Ask students: On page 146, Why does Chad refer to sandcastles when he thinks of Jill? - Have students look up the word SIMILE: A technique in which two unlike things are compared, often in a phrase introduced by the words like or as - Explain how the author uses simile as a technique to describe Jill more descriptively - In their logbooks, have students come up 2 examples of simile on their own or find in the text Walk around and observe students responses in their logbook - Have students share examples and write on the whiteboard Read pages 151-156 - Does Jill have an easy time deciding to go home? Why? - On page152, Jill is deciding she does not want to go home but something changes her mind. What makes her hesitate about running away again? - Why is Chad taking his Dad to the Fish House? - Why is Grandpa in the Fish House? Why does Jill finally decide to go home? Read pages156-157 - What does Grandpas story about his writing mean for Chad? - How has Chads relationship with his Dad by going to the Fish House? - How does the Fish House change as a place at the end of the Time 8:32 AM 5 mins

5 mins

30 secs Time

8:42 AM 15 mins

Assessments

Ongoing 8:57 AM 20 mins

Learning Activity #2

story? (no longer a place of secrets- It is a place of being yourself and sharing your passion) - Discuss how this relates to their Safe Haven projects
Assessments/ Differentiation

Observe students responses to key questions In their logbooks, have students write down the name and location of their safe haven - Students will write down 5 meaningful things in the place and explain the significance of each - Distribute/return students planning sheets - After students finish completing their planning, distribute vocabulary words sheet. Have them look up definitions in their logbooks: 1) Dune (135) 2) Stammer (135) 3) Dwindle (136) 4) Drizzle (136) 5) frizzy (p.138) 6) humid (p.142) 7) driftwood (131) 8) marvelous (131) 9) Chauvinist (30) 10) Palette (31) Walk around and ensure students have 5 things about their safe haven project - Assist where necessary Closure On a sticky note, have students answer: Write down 1 thing you learned from the novel Fish House Secrets. - Remind students who havent handed in their assignments. Safe Haven projects are due on monday

Ongoing

Learning Activity #3

9:17 AM 18 mins

Assessments/ Differentiation

Ongoing Time 9 35 AM 5 mins 1 min 30 secs

Assessment of Learning: Feedback To Students Transition To Next Lesson

Das könnte Ihnen auch gefallen