Unit Title: Award Winning Novel Study

Grade: Seven

Teacher: Mike Stafferton

Teacher-Librarian: Susan Moroz

Cooperative Planning Level: 4 – 5

 

Format based on Follett model

 

Goals:

  •  To introduce Grade seven students to quality young adult fiction.
  • To introduce students to literary awards and have them use this information when selecting material for personal and recreational reading.
  • To read a piece of quality young adult fiction and understand, interpret and apply its meaning and relevance to a variety of activities.

 

Ontario Curriculum Expectations

 

Language- Reading - Overall:

  • Read a variety of fiction and non-fiction materials (e.g., novels, short stories, poetry, reports, articles) for different purposes;
  • Read independently, selecting appropriate reading strategies;
  • Explain their interpretation of a written work, supporting it with evidence from the work and their own knowledge and experience.

 

Language- Reading - Specific:

  • Explain how various elements in a story function in relation to each other (e.g. ways in which setting and plot development are interrelated);
  • Select appropriate reading strategies (e.g. skim text for specific; record key point s and organize them in a sequence);
  • Use their knowledge of the elements of grammar and structure of words and sentences to understand what they read;
  • Use a variety of strategies to determine the meaning of unfamiliar words (e.g. se word-analysis techniques; use knowledge of word origins and derivations; consult dictionaries);

 

Language – Writing – Overall:

  • Communicate ideas for a variety of purposes (to outline an argument, to report on observations) and to specific audiences, using forms appropriate for their purpose and topic (e.g. write a lab report for an audience familiar with scientific terminology);
  • Use writing for various purposes and in a range of contexts (e.g. to make point form notes from a text, to jot down personal impressions);
  • Produce pieces of writing using a variety of forms (e.g. descriptive, narrative, and expository compositions), techniques and resources appropriate to form and purpose, and materials from other media;
  • Produce media texts using writing and materials from other media

 

Language – Writing – Specific:

  • The skills and knowledge outlined in this section are essential for producing writing that communicates effectively. All conventions with respect to grammar, spelling, punctuation and sentence structure are considered "expectations" for all student written material required by this unit.

 

Language – Oral and Visual Communication - Overall:

  • Use instructions and explanations to plan and organize work;
  • Analyse and interpret media works;
  • Use the conventions (e.g. sentence structure) of oral language, and of various media, that are appropriate to the grade level.

 

Language Oral and Visual Communication – Specific:

  • Rehearse and revise their material before making a presentation (e.g. reorder ideas, change the conclusion;
  • Use eye contact, variations in pace, appropriate gestures, and such devices as the "pause for effect" in presentations;

 

Drama and Dance: Specific:

  • Write in role in various forms (e.g. reports, speeches, interviews), showing their understanding of the complexity of a dramatic situation, and using appropriate vocabulary, tone and voice for character portrayed.

 

Information Studies Expectations

 

Inquiry and Research – Overall:

  • Revise product appropriate to purpose, audience and format;
  • Transfer new information skills and knowledge to solve the problems and make decisions.

 

Inquiry and Research – Specific:

  • Create prefaces and tables and contents;
  • Use simple bibliographic conventions;
  • Edit product for coherence;
  • Display data and information in a variety of formats with the use of technology;
  • Search the Internet using a variety of features in a single search engine.

 

Information Technologies – Overall:

  • Use information technology to identify, gather and sort information and revise product.

 

Information Technologies – Specific:

  • Publish a report, newsletter or pamphlet using word processing and desktop publishing software;
  • Use a variety of electronic reference tools, online and CD-ROM, to investigate a topic.

 

Information and Society- Overall:

  • Transfer information skills and knowledge to enrich personal life and contribute to society.

 

Information and Society – Specific:

  • Develop a yearly reading plan for personal and academic interest.

 

Cooperative Teaching Plan Activities

 

The teacher-librarian will:

  • Select award winning books from the existing collection;
  • Preview all books for content and select a few to be used by students on modified programs;
  • Introduce all books by giving a brief book talk on each; (see activity 22 attached)
  • Individually guide students in their book selection based on interest and reading ability;
  • Design Web Quest (attached);
  • Teach use of Web Quest and other internet resources;
  • Teach conventions of bibliography using Web Quest;
  • Provide assistance and instruction on word processing software use and drawing applications;
  • Conference with half of the students at the halfway point on the timeline
  • Provide technical assistance to students working through the Web Quest;
  • Teach format for book reviews. Provide many examples from professional journals for students to model after; (see activity 37 attached)
  • Evaluate all assignments generated from the Web Quest;
  • Read all students "Self-Evaluations" for ideas for improvement.

 

The teacher will:

  • Identify all students on a modified program;
  • Conference with half the students at the halfway point on the timeline;
  • Record all students’ book selections and supply the list to the TL;
  • Teach Business writing- resume;
  • Teach format for creating a character sketch;
  • Review basic elements of novels (plot, setting, characters) taught last term;
  • Review the acrostic and cinquain forms of poetry by providing models for students to emulate. Evaluate student products on a theme not related to the novel study;
  • Teach the following concepts in relation to a work previously read by the class:
    • -plot diagram

      -synopsis

      -time line

  • Design rubrics, with the students’ input, for the final product and oral/visual presentation;
  • Evaluate all student assignments generated form the student activity package;
  • Evaluate oral/visual presentations;
  • Read and evaluate all student self-evaluations.

 

Utilization of Facility:

  •  
  • Library
  • Computer Lab
  • Classroom
  • Main hall (for display)

 

Utilization of Personnel

  •  
  • Classroom teacher
  • Learning Support teacher
  • Teacher-librarian
  • Parents

 

 Utilization of Resources

  •  
  • Internet
  • Introduction to Web Quest Design Workshop (GECDSB)
  • Library books (fiction)
  • Art supplies

 

Evaluation/Assessment:

  •  
  • Rubric for TL activities included in the Web Quest

 

IEP Adjustments

 

Several students in this class are on a modified program.

The TL will:

  • Select several works that are shorter and contain simpler vocabulary for these students.
  • Provide extra assistance as required.

The Teacher will:

  • Modify the student activities package based on the IEP
  • Cooperate with LST to provide assistance.
  • Provide extra assistance as required.