Text Tales Assignment - Anik 1

Text Tales
By: Anik Fontaine

EDES-401
Language Arts II
Instructor: Barb Hanson
Due: March 24th, 2015
Table of Contents:
Newspapers
Page 3
Historical Fiction
Page 19
Short Story & Novel Study
Page 37
Directions & Instructions
Page 58
Fairy Tales, Fractured Fairy Tales, Myths, Legends, Tall Tales, Folk Tales
Page 71
Poetry
Page 91
Non-Fiction
Page107
Grammar & Quotes
Page125
I wonder whats in the news today?
Newspaper
Grade 6
General Outcome 2
Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
General Outcome 2
Specific Outcomes
2.1 Use Strategies and Cues
Use prior knowledge

combine personal experiences and the knowledge and
skills gained through previous experiences with oral,
print and other media texts to understand new ideas and
information
apply knowledge of organizational structures of oral,
print and other media texts to assist with constructing
and confirming meaning
Use textual cues
use definitions provided in context to identify the
meanings of unfamiliar words
use text features, such as charts, graphs and dictionaries,
to enhance understanding of ideas and information
identify and use the structural elements of texts, such as
magazines, newspapers, newscasts and news features, to
access and comprehend ideas and information
Experience various text
experience oral, print and other media texts from a
variety of cultural traditions and genres, such as
autobiographies, travelogues, comics, short films, myths,
legends
and dramatic performances
explain own point of view about oral, print and other
media texts
make connections between own life and characters and
ideas in oral, print and other media texts
discuss common topics or themes in a variety of oral,
print and other media texts
discuss the authors, illustrators, storytellers or
filmmakers intention or purpose
2.2 Respond to Texts
Construct meaning from texts

observe and discuss aspects of human nature revealed in
oral, print and other media texts, and relate them to
those encountered in the community
make judgements and inferences related to events,
characters, setting and main ideas of oral, print and other
media texts
Appreciate the artistry of texts
experiment with sentence patterns, imagery and
exaggeration to create mood and mental images
6
2.3 Understand Forms, Elements

and Techniques
2.4 Create Original Text
discuss how detail is used to enhance character, setting,

action and mood in oral, print and other media texts
Understand forms and genres
identify key characteristics of a variety of forms or genres
of oral, print and other media texts
Understand techniques and elements
identify strategies that presenters use in media texts to
influence audiences
Experiment with language
alter words, forms and sentence patterns to create new
versions of texts for a variety of purposes; explain how
imagery and figurative language, such as personification
and alliteration, clarify and enhance meaning
Generate ideas
choose life themes encountered in reading, listening and
viewing activities and in own experiences for creating
oral, print and other media texts
Elaborate on the expression of ideas
use literary devices, such as imagery and figurative
language, to create particular effects
express the same ideas in different forms and genres;
compare and explain the effectiveness of each for
audience and purpose
General Outcome 5:
Students will listen, speak, read, write, view and represent to respect, support and collaborate
with others.
General Outcome 5
Specific Outcomes
5.2 Work Within a Group
Cooperate with others

assume a variety of roles, and share responsibilities as a group
member
identify and participate in situations and projects in which group work
enhances learning and results
Work in groups
contribute to group knowledge of topics to identify and focus
information needs, sources and purposes for research or investigations
address specific problems in a group by specifying goals, devising
alternative solutions and choosing the best alternative
Evaluate group process
assess own contributions to group process, and set personal goals for
working effectively with others
Strands:
Activities
Viewing
Listening
Reading
Writing
Representing
Speaking
1. Field trip to the local

printing press
2.Concept Map, Chart, or
Wordle:
3.Mind-map/Scavenger
Hunt:
4.Possible Sentences:
5.Create an Article using a

Headline:
6.Poem:
7.Fact or Opinion:
8. Write a letter to the

editor:
9.Class Newspaper Project:
Activities
Program of Studies:
Specific Outcomes
1. Field trip to the local printing

press:
Students will gather as many new
vocabulary words as they are
there.

Use prior knowledge
combine personal experiences and the
knowledge and skills gained through
previous experiences with oral, print
and other media texts to understand
new ideas and information
2.Concept Map, Chart, or Wordle:

Students will collect all the new
vocabulary words they discovered
during the field trip. They will
have to organize them into some
form of an organizer. The will
share with the class and place their
organizer on display in the
classroom.

Use textual cues
use text features, such as charts, graphs
and dictionaries, to enhance
understanding of ideas and
information
3.Mind-map/Scavenger Hunt:
Students will be in groups. Each
group will receive a newspaper
and they will dissect it into
parts. They will create a mind map
and record each part of the
newspaper and what components
are included from each part. ex:
sports, pictures, articles, stats, etc.
Multiple
Intelligences
Cross
Curricular
BK
VS
LM
VL
N
IE
IA
E
BK
VS
LM
VL
IE
IA
LA
S
SS
M
PE
T
LA
M
BK
VS
LM
VL
IE
IA
LA
PE
M
T
Use prior knowledge

apply knowledge of organizational
structures of oral, print and other
media texts to assist with constructing
identify and participate in situations and
projects in which group work enhances learning
and results
Use textual cues
identify and use the structural elements
of texts, such as magazines,
newspapers, newscasts and news
features, to access and comprehend
ideas and information
discuss common topics or themes in a
variety of oral, print and other media
texts
2.3 Understand Forms, Elements and
Techniques
9
4.Possible Sentences:
Students will be given a list of
words generated by the teacher
from an article. Students will be
given a chart to fill in where they
must create sentences using the
words from that generated list
(prediction sentences). Then fill
out the second column which is
Questions (get them to
think). Then students receive the
real article and find out what it is
really about and must fill in the
Fact column. This activity helps
them to identify key words and
ideas before reading the article
and helps them read with a
purpose! There will be music
playing in the background to
create a positive atmosphere.
5.Create an Article using a

Headline:
Students will be given choices of a
Headline they can use. They must
create an article that goes along
with the Headline and include an
identify key characteristics of a variety

of forms or genres of oral, print and
other media texts

assume a variety of roles, and share
responsibilities as a group member
Work in groups
contribute to group knowledge of topics to
identify and focus information needs, sources
and purposes for research or investigations
experiment with sentence patterns,
imagery and exaggeration to create
mood and mental images
VS
LM
VL
IE
IA
LA
SS
S
M
MU
T
BK
VS
LM
VL
IE
IA
LA
SS
S
T

Techniques
alter words, forms and sentence
patterns to create new versions of texts
for a variety of purposes; explain how
imagery and figurative language, such
as personification and alliteration,
clarify and enhance meaning
express the same ideas in different
forms and genres; compare and explain
the effectiveness of each for audience
and purpose
projects in which group work enhances learning
and results
Techniques
identify strategies that presenters use
in media texts to influence audiences
10
illustration.

Generate ideas
choose life themes encountered in
reading, listening and viewing activities
and in own experiences for creating
6.Poem:
Students will cut out words from a
newspaper and create a poem
using the words they have found.

forms and genres; compare and explain
the effectiveness of each for audience
and purpose
BK
VS
VL
IA
A
LA
7.Fact or Opinion:
Students will analyze several
articles and in groups will discuss
which articles are facts and which
ones are based on opinions.

discuss the authors, illustrators,
storytellers or filmmakers intention or
purpose
explain own point of view about oral,
VS
LM
VL
IE
IA
LA
SS
S
VS
LM
VL
IE
IA
LA
T
SS
S

observe and discuss aspects of human
nature revealed in oral, print and other
media texts, and relate them to those
encountered in the community
make judgements and inferences
related to events, characters, setting
and main ideas of oral, print and other
media texts
8. Write a letter to the editor:

Students will be given a list of
topics to choose from. They will
have to write a letter to the editor
stating their opinion on an
approved topic of their choice.

Work in groups
11

and main ideas of oral, print and other
media texts
9.Class Newspaper Project:
Students will be divided into
groups. Each group will be
assigned their own section of the
Newspaper to produce.

Techniques
patterns to create new versions of texts
for a variety of purposes; explain how
imagery and figurative language, such
as personification and alliteration,
clarify and enhance meaning
BK
VS
LM
VL
IE
IA

Generate ideas
reading, listening and viewing activities
and in own experiences for creating
Work in groups
assess own contributions to group process,
and set personal goals for working effectively
with others
Skills
Scanning
Higher level of thinking
Differentiate information
Critical thinking
Navigate
Understanding symbols
Background knowledge
Making inferences
12
LA
T
SS
M
S
PE
A
Research
Understand and apply
Cause and effect
Synthesising
Understanding points of view

Understand vocabulary
Summarizing
Vocabulary:
advertisement
advice column
back page
cartoon
author
columnist
comics
categories
classifieds
headline
interviewer
lead story
morning edition
newspaper
office
journalist
freelance
index
correspondent
editor
editorial
evening edition
horoscopes
feature
front page
forecast
political cartoons
obituary
photographer
reporter
tabloid
printing press
newsprint
newsstand
caption
local & global
Modifications/Adaptations:
If there is a student that has difficulty writing a proper sentence structure, this student
can contribute by; making illustrations, taking pictures, designing the layout of the
newspaper, etc. This way the student is still fully involved in the project but is doing
something more to their strength or level.
For students needing more of a challenge, they can do research on a particular topic and
create their article based upon their own perspective/opinion of the topic. This article
can be a persuasive article.
Students that have more difficulties with print/text could use technological devices to
assist them in completing their part of the project. Ex: talk-to-text device that types
what you say.
Assessment:
Activity 5 and 8 will be taken in as formative assessment marks (creating an article and
letter to the editor).
The final Class Newspaper Project will be taken in for marks as the summative
assessment for this Unit. Students will be divided into groups. Each group will be
assigned their own section of the Newspaper to produce. The summative grade will be
based mostly on the final product the group created and how well the members worked
together to create their own version of the section of Newspaper assigned to them.
13
Outcomes for Summative Assessment: Class Newspaper Project

2.3 Understand Forms, Elements and Techniques
identify strategies that presenters use in media texts to influence audiences
alter words, forms and sentence patterns to create new versions of texts for a
variety of purposes; explain how imagery and figurative language, such as
personification and alliteration, clarify and enhance meaning
Generate ideas
choose life themes encountered in reading, listening and viewing activities
and in own experiences for creating oral, print and other media texts
assume a variety of roles, and share responsibilities as a group member
Work in groups
contribute to group knowledge of topics to identify and focus information needs,
sources and purposes for research or investigations
assess own contributions to group process, and set personal goals for working
effectively with others
14
Criteria Checklist for activity #5: Creating your own article

Name:
Criteria
Marks
1. I have created an article that relates to the headline I chose.
2. My article includes the 5 Ws in the first captivating paragraph

(who, what, when, where, why).
3. My article has a great hook to capture my readers

attention.
4. My article is neatly printed or is typed by computer in an

organised and clear manner.
5. I have included in my final copy: the chosen headline, my

article and an illustration.
6. I have checked my spelling, grammar, capitalization and

punctuation.
Comments:
Total:
/18
Criteria Checklist for activity #8: Write a letter to the editor
15
Name:
Criteria
Marks
1. I have written a letter to the editor that relates to an

approved topic.
2. I have used the proper formatting to create my letter (Intro,

Middle and Conclusion).
3. In the letter, I have used my own words to explain my opinion

and I have included evidence to support my opinion
4. My article is neatly printed or is typed by computer in an

organised and clear manner.
5. I have checked my spelling, grammar, capitalization and

punctuation.
Comments:
Total: / 15
Class Newspaper Project

You will be placed into a small group of 3-5 students. Each group will receive one section of the
Class Newspaper to create! All group members must do their part and contribute to the final
product. The groups must include in their section:
- Headline and Subtitles
- Article related to their section (ex: sports-article about school volleyball team)
- The article must have the 5 Ws (who, what, where, when, why)
- Facts that are properly reported or cited
- Illustrations or pictures included
Below is the rubric that will be used to grade your groups section of the Class Newspaper
Project:
16
Rubric for: Class Newspaper Project

Group Member Names:
CATEGORY
________________________________________
Wow!
Best
Better
Good
Word Choice
Writer uses
exciting words and
phrases that draw
pictures in the
reader's mind, all
the words are used
correctly.
Writer uses
exciting words and
phrases that draw
pictures in the
reader's mind, but
occasionally the
words are used
incorrectly .
Writer uses words

that communicate
clearly, but the
writing lacks
variety, punch or
flair.
Writer uses a
limited vocabulary
that does not
communicate
strongly or capture
the reader's
interest.
Support for
Topic (Content)
Relevant, quality
details give the
reader important
information that
goes beyond the
obvious or
predictable.
Supporting details
and information are
relevant, but one
key issue or
portion of the
storyline is
unsupported.
Supporting details
and information are
relevant, but
several important
issues or portions
of the storyline are
unsupported.
Supporting details
and information are
unclear or not
related to the topic.
Accuracy of
Facts (Content)
All facts are

reported
accurately.
Almost all facts are Most facts are

reported
reported
accurately.
accurately.
No facts are
reported or most
are inaccurately
reported.
Introduction
(Organization)
The introduction is
inviting, states the
main topic and
tells who, what,
when and where
and why.
The introduction
clearly states the
main topic and tells
who, what, when,
and where.
The introduction
states the main
topic, but does not
include all the
facts.
There is no clear
introduction or it
leaves out several
of the facts.
Sentence
Structure
(Sentence
Fluency)
All sentences are

well-constructed
with varied
structure.
Most sentences are

well-constructed
with varied
structure.
Most sentences are

well-constructed
but have a similar
structure.
Sentences lack
structure and
appear incomplete
or rambling.
Conclusion
(Organization)
The body is strong

and leaves the
reader with a
feeling that they
understand what
happened.
The body is
recognizable and
tells most of the
details about the
event.
The body misses

several of the
important details
about the event
There is no clear
body, the article
just ends, leaving
the reader feeling
cheated.
Headline
The headline is
The headline is
The headline is too The headline is
dramatic, short and interesting, but not long, or boring
missing
engaging
extremely exciting
Group Work
All members of the

group contributed
equally and made a
cohesive final
product.
Comments:
Members of the
group contributed
to the project and
completed a final
product.
Members of the
group contributed
to the project.
Only one member

of the group
contributed to the
project.
Total: /32
17
Resources:
Vocab words: http://goo.gl/Ouggsh
Images for title page: http://goo.gl/BZhqyK
http://goo.gl/XFGS2i
Rubric for Newspaper project: http://goo.gl/w2A4A1
Program of Studies: http://goo.gl/90LqYr
Newspaper Vocabulary Games:
http://www.manythings.org/vocabulary/lists/e/words.php?f=newspaper
Newspaper Resources for Teachers:
http://www.theguardian.com/gnmeducationcentre/resources-for-teachers
the guardian.com/10 best newspaper scoops in history
the guardian.com/mediagallery2009frontcovers
Calgary Herald Teacher Resources for Newspapers:
http://www.calgaryherald.com/nie/teacherresources.html
Times Machine Website used to find news articles from the 1800s:
http://timesmachine.nytimes.com/browser
How to Write a Good Ad: http://smallbusiness.chron.com/write-good-ad-newspaper17242.html
18
What ever happened to.?
19
Grade 6
20
21
General Outcome 3:
Students will listen, speak, read, write, view and represent to manage ideas and information.
General Outcome 3
Specific Outcomes
3.1 Plan and Focus
Focus attention
distinguish among facts, supported inferences and opinions
Determine information needs
decide on and select the information needed to support a point of
view
Access information
use a variety of tools, such as bibliographies, thesauri, electronic
searches and technology, to access information
skim, scan and read closely to gather information
Evaluate sources
evaluate the congruency between gathered information and research
purpose and focus, using pre-established criteria
Organize information
organize ideas and information using a variety of strategies and
techniques, such as comparing and contrasting, and classifying and
sorting according to subtopics and sequence
organize and develop ideas and information into oral, print or other
media texts with introductions that interest audiences and state the
topic, sections that develop the topic and conclusions
Record information
make notes on a topic, combining information from more than one
source; use reference sources appropriately
use outlines, thought webs and summaries to show the relationships
among ideas and information and to clarify meaning
quote information from oral, print and other media sources
Share ideas and information
communicate ideas and information in a variety of oral, print and
other media texts, such as multi-paragraph reports, question and
answer formats and graphs
select appropriate visuals, print and/or other media to inform and
engage the audience
3.2 Select and Process
3.3 Organize, Record and

Evaluate
3.4 Share and Review
General Outcome 5:
with others.
General Outcome 5
Specific Outcomes
5.1 Respect Others and

Strengthen Community
Appreciate diversity
compare personal challenges and situations encountered in daily life
with those experienced by people or characters in other times, places
and cultures as portrayed in oral, print and other media texts
22
share and discuss ideas and experiences that contribute to different

responses to oral, print and other media texts
Relate texts to culture
identify ways in which oral, print and other media texts from diverse
cultures and communities explore similar ideas
Celebrate accomplishments and events
use appropriate language to participate in public events, occasions or
traditions
Use language to show respect
demonstrate respect by choosing appropriate language and tone in
member
Work in groups
assess own contributions to group process, and set personal goals for
working effectively with others
Strands:
Activities
Viewing
Listening
Reading
Writing
1.Critical question & KWL chartvocab
Representing
Speaking
23
4.Discussion: how to change

history-positive or negative
5.Write a recipe for peace,

kindness and cooperation for
the classroom
6.Novel study
7.Vocabulary- then and now
8. Write a letter to your

characterwhat would you
want to know
9. Create a Fakebook account
for your character
10.Letter in their diary (placed

into todays world)
11. Play 20 questions-guess

who I am characters from the
book-review
12.Create some form of
representation of the
characters from the novel study
13.Activity: research a historical
person and find 3 credible
sources that indicate this
historical figure existed in
history
14. Chose a character in history
to represent and create a
Blooms Ball with facts about
your influential character vocab
15. With your blooms ball,
represent your character by
doing a role-play during our in
class day at the museum!
2. Fact vs. Fiction

Articles: read information and
figure out which ones are true
events and which are false
3. Prediction for the future
based on current events
24
Activities
1. Critical question & KWL chartvocab
Program of Studies:
Specific Outcomes
3.3 Organize, Record and Evaluate
Record information
use outlines, thought webs and
summaries to show the relationships
among ideas and information and to clarify
meaning
organize ideas and information using a
variety of strategies and techniques, such
as comparing and contrasting, and
classifying and sorting according to
subtopics and sequence
Multiple
Intelligences
Cross
Curricular
BK
VL
VS
LM
IE
IA
LA
SS
VL
VS
LM
IE
IA
LA
SS
SC
T
5.1 Respect Others and Strengthen

Community
share and discuss ideas and experiences
that contribute to different responses to
2. Fact vs. Fiction

Articles: read information and
figure out which ones are true
events and which are false

Work in groups
contribute to group knowledge of topics
to identify and focus information needs,
sources and purposes for research or
investigations
3.1 Plan and Focus
Focus attention
distinguish among facts, supported
inferences and opinions
Access information
use a variety of tools, such as
bibliographies, thesauri, electronic
searches and technology, to access
information
skim, scan and read closely to
gather information
Evaluate sources
evaluate the congruency between
gathered information and research
purpose and focus, using pre-established
criteria
25
3. Prediction for the future based

on current events

Work in groups
investigations
Access information
information
VL
VS
LM
IE
IA
LA
SS
M
T
VL
LM
IE
IA
LA
SS
T
BK
VL
VS
LM
IE
IA
LA
M
A

communicate ideas and information in a
variety of oral, print and other media texts,
such as multi-paragraph reports, question
and answer formats and graphs
4.Discussion: how to change

history-positive or negative

Community
Community
compare personal challenges and
situations encountered in daily life with
those experienced by people or characters
in other times, places and cultures as
portrayed in oral, print and other media
texts
5.Write a recipe for peace,

select appropriate visuals, print and/or
other media to inform and engage the
audience
kindness and cooperation for the

classroom
26
6.Novel study
Community
demonstrate respect by choosing
appropriate language and tone in oral,
Record information
quote information from oral, print and
other media sources
audience
7.Vocabulary- then and now

Community
texts
Access information
information
BK
VL
VS
LM
IE
IA
N
LA
SS
M
A
MU
T
VL
VS
LM
IE
LA
SS
T

Community
identify ways in which oral, print and
other media texts from diverse
cultures and communities explore
similar ideas
27
8. Write a letter to your characterwhat would you want to know
9. Create a Fakebook account for

your character
10.Letter in their diary (placed into

todays world)

audience
Community
3.1 Plan and Focus
decide on and select the information
needed to support a point of view
audience
VL
VS
LM
IA
LA
SS
M
BK
VL
VS
LM
IE
LA
SS
T
VL
VS
LM
IA
LA
SS

audience
Community
texts
28

11. Play 20 questions-guess who

I am characters from the bookreview

other media texts from diverse cultures
and communities explore similar ideas
3.1 Plan and Focus
Focus attention
BK
VL
VS
LM
IE
IA
LA
SS
BK
VL
VS
LM
IE
IA
N
LA
SS
M
T
A
MU
PE
S

identify and participate in situations
and projects in which group work
Work in groups
investigations
12.Create some form of

representation of the characters
from the novel study

audience
Community
29

texts
13.Activity: research a historical

person and find 3 credible
sources that indicate this
historical figure existed in history

Access information
skim, scan and read closely to gather
information
VL
VS
LM
IE
LA
SS
T
M
BK
VL
VS
LM
IE
N
LA
SS
M
T
A

Record information
other media sources
Work in groups
investigations
14. Chose a character in history to

represent and create a Blooms Ball
with facts about your influential
character -vocab
-In partners or small groups

assess own contributions to group
process, and set personal goals for working
organize and develop ideas and
information into oral, print or other media
texts with introductions that interest
audiences and state the topic, sections that
develop the topic and conclusions
Record information
other media sources
audience
30

Community
Work in groups
investigations
15. With your Blooms ball,
represent your character by doing
Celebrate
accomplishments and events
a role-play during our in-class day
use appropriate language to participate
at the museum!
in public events, occasions or traditions
-In partners or small groups

BK
VL
VS
LM
IE
IA
N

projects in which group work enhances
learning and results
assess own contributions to group
process, and set personal goals for working
31
LA
SS
PE
MU
T
M
Skills
Critical thinking
Connections/relating to history
Compare and contrast
Research
Making inference
Understanding points of view (1st,2nd,3d,
narrator)
Theme/moral of the story
Summarizing
Navigate
Background knowledge
Facts from era
Fact vs fiction
Reading timelines
Understanding and apply
Understanding vocabulary
Synthesising
Vocabulary:
setting
symbolism
3d person point of view
1st person point of view
dialogue
onomatopoeia
prediction
imagery
exposition
antagonist
protagonist
conflict
resolution
foreshadowing
sensory details
motivation
narrator
falling action
rising action
climax
tone
voice
Modification/Adaptations:
Students have the choice to go in pairs or small groups to do their final summative
project. This allows students that are more shy or anxious to partner up with another
peer to do their role-play and relieves the pressure/anxieties of performing for an
audience.
Students that have high anxiety performing in front of an audience have the option to
video tape their performance and play the video for students during the in-class day at
the museum.
Students that do not have the option to video tape their performance and cannot
perform for an audience can create an online presentation about their character using a
web 2.0 tool such as: prezi, emaze, animoto, etc.
Assessments:
The final summative assessment for this Unit will be a combination of the Blooms Ball
research project that they will use when representing their character and their
32
presentation during the Day at the Museum. Students will require certain criteria
when representing their character on their Blooms Ball in the form of a student
checklist. They will also receive a rubric for the Day at the Museum presentation that
will be combine with the checklist marks as the final summative assessment grade.
Outcomes for the Summative Assessment: Day at the Museum Presentation
organize and develop ideas and information into oral, print or other media texts with
introductions that interest audiences and state the topic, sections that develop the topic and
conclusions
Record information
select appropriate visuals, print and/or other media to inform and engage the audience
5.1 Respect Others and Strengthen Community
share and discuss ideas and experiences that contribute to different responses to oral, print and
other media texts
Celebrate accomplishments and events
use appropriate language to participate in public events, occasions or traditions
demonstrate respect by choosing appropriate language and tone in oral, print and other media
texts
Work in groups
contribute to group knowledge of topics to identify and focus information needs, sources and
purposes for research or investigations
assume a variety of roles, and share responsibilities as a group member
identify and participate in situations and projects in which group work enhances learning and
results
assess own contributions to group process, and set personal goals for working effectively with
others
Student Checklist: Blooms Ball and Day at the Museum Presentation

33
Day at the Museum!

You will be creating a Blooms Ball to represent a Historical character! With
this research, you and a partner/group will participate in a Day at the Museum
presentation in class. During this presentation, students will be role-playing their
Historical character to the audience. The audience is there to listen to who you
are and why you are important in history (remember, you are acting like the
Historical character). All members must participate! Bring/wear props, pictures,
books, etc. to enhance your presentation to the class. Good luck and have fun!!
Below is the criteria required for your research. You will represent your
research by creating and demonstrating it on a Blooms ball.
Criteria
1. We have created a Blooms Ball including:
-Title
-Name
2. My Blooms Ball has the name of the character we are
representing.
3. We have included:
-Information about the character
-This persons influence in history
-What made this person famous
-When this person was born and when they died
-Where in the world (location) this person lived
-Included at least 4 pictures (drawn or printed)
4. Our research is represented with neat printing or is typed by
computer.
5. We have checked our spelling, grammar, capitalization and
punctuation.
6. We have divided the work between each member equally.
34
Rubric: Day at the Museum Presentation
Historical Role Play

Names:
CATEGORY
Historical
Accuracy
All historical
information
appeared to be
accurate and in
chronological
order.
Almost all
historical
information
appeared to be
accurate and in
chronological
order.
Most of the
historical
information was
accurate and in
chronological
order.
Very little of the

historical
information was
accurate and/or in
chronological
order.
Role
Point-of-view,
Point-of-view,
Point-of-view,
Point-of-view,
arguments, and
arguments, and
arguments, and
arguments, and
solutions proposed solutions proposed solutions proposed solutions proposed
were consistently
were often in
were sometimes in
were rarely in
in character.
character.
character.
character.
Required Criteria Student included Student included

all criteria that was all criteria that was
(Student
required and more.
required.
Checklist)
Props/Costume
Knowledge
Gained
Team Work
Comments:
Student uses
several props
(could include
costume) that
accurately fit the
period, show
considerable
work/creativity and
make the
presentation better.
Student uses 1-2

props that
accurately fit the
period, and make
the presentation
better.
Student included
most criteria that
was required.
Student was
missing most of
the criteria
required.
Student uses 1-2

props which make
the presentation
better.
The student uses

no props OR the
props chosen
detract from the
presentation.
Can clearly explain Can clearly explain Can clearly explain Cannot explain one
several ways in
several ways in
one way in which
way in which his
which his character which his character his character "saw" character "saw"
"saw" things
"saw" things
things differently
things differently
differently than
differently than
than other
than other
other characters
other characters.
characters.
characters.
and can clearly
explain why.
Partners
collaborated very
well together and
divided tasks
evenly. All group
members
participated in the
role play for the
presentation day.
Partners
collaborated well
together and
divided tasks
evenly. All group
members
participated in the
role play for the
presentation day.
Partners
collaborated
together and tried
to divided tasks.
Only one or two
members
participated in the
role play for the
presentation day.
Partners needed
help to collaborate
together and to
divided tasks.
Only one member
participated in the
role play for the
presentation day.
Total:
/24
35
Resources:
Picture of Historical Fiction banner: http://goo.gl/qzFlo2

Picture of Ship: http://goo.gl/H85qwP
Vocabulary list: http://goo.gl/odH9nK
Rubric: http://goo.gl/BvIsgm
Award Winning Historical Fiction for Middle School:
https://www.google.ca/search?q=award+winning+historical+fiction+for+middle+school&sourcei
d=ie7&rls=com.microsoft:en-CA:IESearchBox&ie=&oe=&gfe_rd=cr&ei=diYXVPTJHcfZ8gfikIH4BA&gws_rd=ssl
https://www.goodreads.com/shelf/show/middle-grade-historical-fiction
childrensbooks.about.com
The Children's Literature Web Guide:
https://www.google.ca/search?q=the+children's+literature+web+guide&sourceid=ie7&rls=com.
microsoft:en-CA:IE-SearchBox&ie=&oe=&gfe_rd=cr&ei=dScXVI6xLcjZ8gfqtYH4CA&gws_rd=ssl
The Dear Canada series ( Grades 4 and 5 mostly)
Canadian Children's Literature:
https://www.google.ca/search?q=canadian+children's+literature&sourceid=ie7&rls=com.micros
oft:en-CA:IE-SearchBox&ie=&oe=&gfe_rd=cr&ei=3CcXVO-sEcbZ8geOxIGIBQ&gws_rd=ssl
https://www.google.ca/search?q=canadian+children's+literature&sourceid=ie7&rls=com.micros
oft:en-CA:IE-SearchBox&ie=&oe=&gfe_rd=cr&ei=3CcXVO-sEcbZ8geOxIGIBQ&gws_rd=ssl
Canadian Children's Book Awards:
https://www.google.ca/search?q=canadian+children's+book+awards&sourceid=ie7&rls=com.mi
crosoft:en-CA:IE-SearchBox&ie=&oe=&gfe_rd=cr&ei=UygXVMqOHcfZ8gfikIH4BA&gws_rd=ssl
people.ucalgary.ca
Other books:
The Book Thief - Marcus Zusak
The Ravenmaster's Secret - Elvira Woodruff
Crispin - The Cross of Lead- Avi
The Breadwinner - Deborah Ellis
Number the Stars - Lois Lowry
36
The magic of stories
37
Grade 6
38
39
40
General Outcome 1
Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
General Outcome 1
Specific Outcomes
1.1 Discover and Explore
Express ideas and develop understanding

use prior experiences with oral, print and other media texts to choose
new texts that meet learning needs and interests
read, write, represent and talk to explore and explain connections
between prior knowledge and new information in oral, print and other
media texts
engage in exploratory communication to share personal responses
and develop own interpretations
Combine ideas
use talk, notes, personal writing and representing, together with texts
and the ideas of others, to clarify and shape understanding
Extend understanding
evaluate the usefulness of new ideas, techniques and texts in terms of
present understanding
1.2 Clarify and Extend
General Outcome 2
General Outcome 2
Specific Outcomes
Use prior knowledge

information
Use comprehension strategies
identify, and explain in own words, the interrelationship
of the main, ideas and supporting details
preview the content and structure of subject area texts,
and use this information to set a purpose, rate and
strategy for reading
Use textual cues
41

and Techniques

legends
media texts
media texts
identify key characteristics of a variety of forms or genres
influence audiences
Generate ideas
42

General Outcome 4
Students will listen, speak, read, write, view and represent to enhance the clarity
and artistry of communication
General Outcome 4
Specific Outcomes
4.1 Enhance and Improve
Appraise own and others work

work collaboratively to revise and enhance oral, print and other media
texts
ask for and evaluate the usefulness of feedback and assistance from
peers
Enhance legibility
write legibly and at a pace appropriate to context and purpose
experiment with a variety of software design elements, such as
spacing, graphics, titles and headings, and font sizes and styles, to
enhance the presentation of texts
Expand knowledge of language
show the relationships among key words associated with topics of
study, using a variety of strategies such as thought webs, outlines and
lists
choose words that capture a particular aspect of meaning and that are
appropriate for context, audience and purpose
Enhance artistry
experiment with several options, such as sentence structures,
figurative language and multimedia effects, to choose the most
appropriate way of communicating ideas or information
Attend to grammar and usage
identify the use of coordinate and subordinate conjunctions to
express ideas
use complex sentence structures and a variety of sentence types in
own writing
identify comparative and superlative forms of adjectives, and use in
own writing
identify past, present and future verb tenses, and use throughout a
piece of writing
Attend to spelling
use a variety of resources and strategies to determine and learn the
correct spelling of common exceptions to conventional spelling patterns
explain the importance of correct spellings for effective
communication
edit for and correct commonly misspelled words in own writing, using
4.2 Attend to Conventions
43
4.3 Present and Share
spelling generalizations and the meaning and function of words in

context
Attend to capitalization and punctuation
use colons before lists, to separate hours and minutes, and after
formal salutations in own writing
identify parentheses and colons when reading, and use them to assist
comprehension
identify ellipses that show words are omitted or sentences are
incomplete when reading, and use them to assist comprehension
Present information
use various styles and forms of presentations, depending on content,
Enhance presentation
emphasize key ideas and information to enhance audience
understanding and enjoyment
Use effective oral and visual communication
demonstrate control of voice, pacing, gestures and facial expressions;
arrange props and presentation space to enhance communication
Demonstrate attentive listening and viewing
identify the tone, mood and emotion conveyed in oral and visual
presentations
respond to the emotional aspects of presentations by providing
nonverbal encouragement and appreciative comments
Strands:
Viewing
Listening
1.KWL chart/mind map
2.Tableau-to represent a
scene
Activities
Reading
Writing
Representing
Speaking
44
3.Prediction- predict the

rest of the story (end)
4.Create an alternate ending

to the story
5.Create a movie trailer for a

short story
6.Write a review- if you were

a past client of one of the
main characters, what would
you say?
7.Choose a song to represent
a short story
8. Create a recipe related to

the story (love, peace,
friendship)
9.Advertisment-create a
poster advertising your
short story or an element
related to the story
10.Judgement day- role
play why youre bringing a
character to court
11.Cause and Effectlooking at scenarios and
what took place (find the
climax and conclusion of
the story)
12. Novel-Book thief
13. Represent the

characters, setting, point of
view from the novel
14. Predict the ending of
the Novel
15. Write a letter to a
character from the book as
if you were in their time era
45
Activities
1.KWL chart/mind map
Program of Studies:
Specific Outcomes
read, write, represent and talk to explore
and explain connections between prior
knowledge and new information in oral, print
and other media texts
Multiple
Intelligences
Cross
Curricular
BK
VS
VL
LM
IE
IA
LA
SS
A
T
BK
VS
VL
LM
N
IE
IA
LA
PE
LA

Use prior knowledge
combine personal experiences and
the knowledge and skills gained
through previous experiences with
oral, print and other media texts to
understand new ideas and
information
media texts to assist with
constructing and confirming meaning
Use textual cues
use text features, such as charts,
graphs and dictionaries, to enhance
understanding of ideas and
information
2.Tableau-to represent a scene
3.Prediction- predict the rest of

the story (end)

show the relationships among key words
associated with topics of study, using a
variety of strategies such as thought webs,
outlines and lists
experience oral, print and other
media texts from a variety of cultural
traditions and genres, such as
autobiographies, travelogues, comics,
short films, myths, legends
Combine ideas
use talk, notes, personal writing and
VS
VL
LM
46
representing, together with texts and the

ideas of others, to clarify and shape
understanding
IE
IA
VS
VL
LM
IE
IA

and main ideas of oral, print and
other media texts
4.Create an alternate ending to the

story

Generate ideas
reading, listening and viewing
activities and in own experiences for
creating oral, print and other media
texts
Techniques
patterns to create new versions of
texts for a variety of purposes;
explain how imagery and figurative
language, such as personification and
alliteration, clarify and enhance
meaning

Generate ideas
texts
use literary devices, such as imagery
and figurative language, to create
particular effects
forms and genres; compare and
explain the effectiveness of each for
Attend to spelling
47
LA
T
5.Create a movie trailer for a short

story
6.Write a review- if you were a past

client of one of the main characters,
what would you say?
edit for and correct commonly

misspelled words in own writing,
using spelling generalizations and the
meaning and function of words in
context
Generate ideas
texts
particular effects
Enhance artistry
experiment with several options, such as
sentence structures, figurative language and
multimedia effects, to choose the most
appropriate way of communicating ideas or
information
particular effects

emphasize key ideas and information to
enhance audience understanding and
enjoyment
7.Choose a song to represent a short
story
BK
VS
VL
LM
IE
IA
LA
MU
T
VS
VL
LM
IE
IA
LA
T
LA
A
MU
T
VS
VL
LM
IE
48
knowledge and new information in oral, print

8. Create a recipe related to the

story (love, peace, friendship)

identify the tone, mood and emotion
conveyed in oral and visual presentations
evaluate the usefulness of new
ideas, techniques and texts in terms
of present understanding
Use prior knowledge
information
9.Advertisment-create a poster
advertising your short story or an
element related to the story

ask for and evaluate the usefulness
of feedback and assistance from
peers
use complex sentence structures and
a variety of sentence types in own
writing
identify comparative and superlative
forms of adjectives, and use in own
writing
IA
BK
VS
VL
LM
N
IE
IA
LA
M
A
T
BK
VS
VL
LM
N
IE
IA
LA
M
A
T
Attend to spelling
use a variety of resources and
strategies to determine and learn the
correct spelling of common
49
exceptions to conventional spelling

patterns
identify ellipses that show words are
omitted or sentences are incomplete
when reading, and use them to assist
comprehension
10.Judgement day- role play why

youre bringing a character to
court

Present information
use various styles and forms of
presentations, depending on content,
media texts from a variety of cultural
traditions and genres, such as
autobiographies, travelogues, comics,
short films, myths, legends
BK
VS
VL
IE
IA
VS
VL
LM
IE
IA
LA
SS

Techniques
enjoyment
demonstrate control of voice, pacing,
gestures and facial expressions; arrange props
and presentation space to enhance
communication
11.Cause and Effect- looking at
Use prior knowledge
scenarios and what took place
(find the climax and conclusion of
the story)
constructing and confirming meaning
50
LA
M
T

discuss the authors,
illustrators, storytellers or
filmmakers intention or
purpose
Techniques
identify key characteristics of a
variety of forms or genres of oral,
12. Novel-Book thief

engage in exploratory
communication to share personal
responses and develop own
interpretations
BK
VS
VL
LM
IE
IA

identify, and explain in own words,
the interrelationship of the main,
ideas and supporting details
discuss common topics or themes in a
variety of oral, print and other media
texts
discuss the authors,
illustrators, storytellers
or filmmakers intention
or purpose
observe and discuss aspects of human
nature revealed in oral, print and
other media texts, and relate them to
and main ideas of oral, print and
other media texts
51
LA
SS
T
13. Represent the characters,

setting, point of view from the
novel
14. Predict the ending of the

Novel
discuss how detail is used to enhance

character, setting, action and mood in
make connections between own life
and characters and ideas in oral, print
Present information
Combine ideas
use talk, notes, personal writing and
representing, together with texts and the
ideas of others, to clarify and shape
understanding
BK
VS
VL
LM
N
IE
IA
LA
SS
S
M
A
MU
T
VS
VL
LM
IE
IA
LA
SS
T
VS
VL
LM
IE
IA
LA
SS
M
T

make judgements and
inferences related to events,
characters, setting and main
ideas of oral, print and other
media texts
15. Write a letter to a character

from the book as if you were in
their time era

Generate ideas
texts
Generate ideas
choose life themes
encountered in reading,
listening and viewing
activities and in own
experiences for creating oral,
52

particular effects
express the same ideas in
different forms and genres;
compare and explain the
effectiveness of each for
Enhance legibility
experiment with a variety of
software design elements,
such as spacing, graphics,
titles and headings, and font
sizes and styles, to enhance
the presentation of texts
Skills
Critical thinking
Connections/relating to history
Research
Making inference
narrator)
Summarizing
Understanding era
Navigate
Identifying key points
Predicting
Fact vs fiction
Scanning
Understanding and applying
Synthesising
Analyzing
Reading timelines
53
Vocabulary
plot
irony
mood
dynamic character
point of view
situational irony
3d person omniscient
static character
verbal irony
imagery
metaphor
exposition
falling action
rising action
climax
resolution
foreshadowing
setting
indirect
characterization
empathy
symbolism
conflict
direct characterization
theme
3d person limited
round character
flat character
dramatic irony
personification
prediction
Allow students to represent certain parts of the novel in their own way. They can do
this by: using technology, building, creating, arts, poetry, etc. to represent the meaning
they interpreted from the novel. Allow freedom for students to do what best suits their
interests and motivates them instead of being specific for the representation; example:
draw a picture to represent the characters using pencil crayons only (no freedom of
choice).
Allow students that have high reading skills to read 50 pages a week for the novel study.
For students that have low reading skills, assign only 15 pages. You can still ask all
students to represent the same things even if some are behind in the reading compared
to others; example: represent a scene from this section. All reading levels can represent
this type of question.
Students that need assistance reading may use an alternate way to read, such as: audio
books, have a parent read along with them, teacher reads to the class, etc.
Assessments:
Throughout the novel study, students are asked open ended questions and are asked to
represent certain parts of the novel. For example: week 1- represent the main
characters, week 2- represent the setting, etc. The students are allowed to choose how
they want to represent that part of the novel and get to showcase their work each
week. At the end of the novel, students are asked to compile their work into one
scrapbook for the teacher to collect and assess. Along with their artifacts, students are
54
asked to reflect upon what they thought of the story and how they can relate to it.
Students may take a picture of each artifact to place in this mini scrap book to present
to the teacher instead of bringing in all the different artifacts.
Outcomes for the Summative Assessment: The Book Thief
engage in exploratory communication to share personal responses and develop own
interpretations
identify, and explain in own words, the interrelationship of the main, ideas and
supporting details
discuss common topics or themes in a variety of oral, print and other media texts
discuss the authors, illustrators, storytellers or filmmakers intention or purpose
explain own point of view about oral, print and other media texts
make connections between own life and characters and ideas in oral, print and other
media texts
observe and discuss aspects of human nature revealed in oral, print and other media
texts, and relate them to those encountered in the community
make judgements and inferences related to events, characters, setting and main ideas
discuss how detail is used to enhance character, setting, action and mood in oral, print
Present information
use various styles and forms of presentations, depending on content, audience and purpose
55
The Book Thief
Each week you will be asked to represent something from a section read from the novel:
The Book Thief. Your representation may be in any form you would like; for example:
drawing, collage, poster, Blooms ball, diary entry, etc. Once the novel is completed, you will
have to gather all the artifacts that you created to represent the novel and place it into a
scrapbook. If you have created big artifacts, you may take a photograph of the artifact to place
into your scrapbook. Have fun and be creative!
Below is a checklist of what will be created each week. This will serve as a reminder of
what needs to be included into your scrapbook at the end of the novel study.
Student Checklist: The Book Thief
Weeks
Criteria
Week 1
Represent the main characters in the novel
Week 2
Week 3
Represent the main characters along with:

- Quotes they have said
- Adjectives to describe each character
- Timeline for each character
Represent quotes that inspired you from the novel
Week 4
Represent the theme of the novel
Week 5
Represent the question another group made about

the novel
Week 6
Gather all the artifacts made from week 1 till week 5

and place them into a scrapbook
Total:
/12
56
Resources:
Picture of story plot: http://goo.gl/d8FF0E

Picture of cartoon: http://goo.gl/SE64ql
Vocabulary list: http://goo.gl/l98KXo
Novels/Short stories selections: http://arizonataylor.hubpages.com/hub/Newbery-AwardWinners
Whittington Novel Unit Plan
http://www.teachertimesavers.com/893%20Whittington.pdfTeachertimesaver.com
Newberry Medal and Honor Books
http://www.ala.org/alsc/awardsgrants/bookmedia/newberymedal/newberyhonors/newberyme
dal
Book Lists by Grade http://arizonataylor.hubpages.com/hub/Newbery-Award-Winners
Literature Units by Grade http://edhelper.com/books/literature_units.htm
Shmoop Resource (We Speak Student) http://www.shmoop.com/
Poll Everywhere (Texting in Responses) http://www.polleverywhere.com/
57
Ok Students, you will be

making an origami kitty!
Now follow these easy
directions! Go!
Grade 6
58
Grade 6
59
60
61
General Outcome 1
General Outcome 1
Specific Outcomes

media texts
Experiment with language and forms
experiment with a variety of forms of oral, print and other media texts
to discover those best suited for exploring, organizing and sharing ideas,
information and experiences
Combine ideas
General Outcome 3:
General Outcome 3
Specific Outcomes
3.1 Plan and Focus
Focus attention
view
Evaluate sources
Evaluate information
evaluate the appropriateness of information for a particular audience
and purpose
recognize gaps in gathered information, and suggest additional
information needed for a particular audience and purpose

Evaluate
62

engage the audience
General Outcome 5:
with others.
General Outcome 5
Specific Outcomes

member
Strands:
Activities
1.Give instructions- partners,
one gives instructions while
the other tries to do what is
asked
2.Explain step-by-step
instructions of a certain action
or skill
3.Blindfold one partner and

give directions
Viewing
Listening
Reading
Writing
Representing
Speaking
63
4.One partner draws an

image, then gives instructions
to the other to copy their
image
5.Orientation game! One
person calls out directions
and the others must follow
(up, down, left, right, above,
under, beside, etc.)
6.Amazing race! Follow the
directions written from
another group to find your
prize.
Activities
Program of Studies:
Specific Outcomes
1.Give instructions- partners, one

gives instructions while the other
tries to do what is asked

knowledge and new information in oral,
engage in exploratory communication to
share personal responses and develop own
interpretations
experiment with a variety of forms of
discover those best suited for exploring,
organizing and sharing ideas, information
and experiences
2.Explain step-by-step
instructions of a certain action or
skill
3.1 Plan and Focus

Focus attention
Combine ideas
use talk, notes, personal writing
Multiple
Intelligences
Cross
Curricular
BK
VS
VL
LM
N
IE
LA
SS
M
A
MU
T
PE
S
BK
VS
VL
LM
N
IE
LA
SS
M
A
MU
T
PE
S
64
and representing, together with

texts and the ideas of others, to
clarify and shape understanding
3.Blindfold one partner and give

directions
3.1 Plan and Focus

decide on and select the
information needed to support a
point of view
interpretations
Evaluate sources
criteria
4.One partner draws an image,

then gives instructions to the
other to copy their image

interpretations
BK
VS
VL
LM
N
IE
LA
SS
M
PE
S
BK
VS
VL
LM
N
IE
LA
SS
M
A
MU
T
PE
S

information into oral, print or
other media texts with
introductions that interest
audiences and state the topic,
sections that develop the topic and
conclusions
65
5.Orientation game! One person

calls out directions and the others
must follow (up, down, left, right,
above, under, beside, etc.)

identify and participate in
situations and projects in which
group work enhances learning and
results
interpretations
BK
VS
VL
LM
N
IE
LA
SS
M
A
MU
T
PE
S
BK
VS
VL
LM
N
IE
LA
SS
M
T
PE
S

Evaluate information
evaluate the appropriateness of
information for a particular audience and
purpose
recognize gaps in gathered information,
and suggest additional information needed
for a particular audience and purpose
6.Amazing race! Follow the

directions written from another
group to find your prize.

interpretations
66

audience
Skills
Sequence
Pattern
Writing
Following
Concise
Communication
Reading
Organizing
Summarize
Listening
Chronological order
Following directions
Orientation
Active listening
Clarifying
Planning
Outline
Vocabulary
calculate
compare
contrast
illustrate
interpret
underline
then
next
first
last
South
West
direction
choose
define
describe
list
match
orientation
manual
guide
place
twist
East
Meter
instruct
circle
enumerate
explain
outline
state
summarize
turn
connect
decide
determine
North
centimetre
67
Give cues for students to remember which direction is which; example: with your hands,
the thumb and index finger that spells the letter L means Left. This will remind
students which orientation to go and gives them a trick to practice.
Place reminders of orientation on students desks and on the walls in the classroom to
help give students a visual reminder of the directions/orientation.
Ask students to repeat the steps required for a project or assignment. Repeat and
repeat the steps and have the students recall and re-tell the instructions back to you.
This will ensure that students know what is asked of them and helps them practice
instructions.
Providing a visual step by step instructions/directions that students can refer back to.
For example: objectives of the day, class schedule with times, steps for a project, etc.
displayed on the board at all times.
Assessments:
Students will be going on a treasure hunt! The teacher will provide brown paper bags
with a surprize in it. Students are not allowed to look into the bag yet. Students are
working in small groups of 4. In that group of 4, the members will partner up into pairs.
The students are asked to write detailed directions for the other 2 members in their
group (both pairs in the group of 4 will write directions and hide a bag). They will be
provided cue cards to write their directions. Allow students to venture around the
school quietly as they write down their directions to the treasures final hiding spot
(Teacher may need to place a restriction of how far students can go around the school
for safety reasons). Once both pairs from the same group are back, they may exchange
cards and begin their treasure hunt! Once the team finds their brown paper bag, they
may open it and keep the continents inside (candy, toy, etc.)
Students will be assessed on how well they work with their partner/group during this
activity and how well they represented the directions/instructions to their group
members expressing proper vocabulary for orientation.
Outcomes for the Summative Assessment: Amazing Race!
68

read, write, represent and talk to explore and explain connections between prior
knowledge and new information in oral, print and other media texts
engage in exploratory communication to share personal responses and develop own
interpretations
communicate ideas and information in a variety of oral, print and other media texts,
such as multi-paragraph reports, question and answer formats and graphs
identify and participate in situations and projects in which group work enhances
Activity:
The Amazing Race!

In groups of 4, teams will split up into pairs (2 partner groups in the group of 4). You
and your partner will be hiding a treasure for the other members in your group. You will have
to write down the directions (like a treasure map) on how to find the treasure. You and your
partners task is to take the blank cue card provided and write down the directions to the
treasure that you will hide. Each pair will receive a brown paper bag. NOT YET!! Do NOT open
the bag, for it holds a secret treasure!
You and your partner will quietly take the treasure bag and cue card to carefully write
down the directions to the treasures hiding place. Once you and your partner have finished
writing the directions and hid the bag, you may return to the classroom and wait for the other
pair from your group of 4 to arrive. Once both pairs from your team of 4 has returned,
exchange cards and follow the directions to search for your treasure! Once you and your
partner have found your treasure, return to class and enjoy your prize!!
69
Rubric: The Amazing Race

Wow!
Best
North, South,
East and West
All directions are

reported accurately.
Almost all directions Most (4-3/7)

(5-6/7) are reported directions are
accurately.
2-1/7 directs are

Written
Directions
All sentences are

well-constructed
clearly written and
can be followed.
Most sentences are

well-constructed
clearly written and
can be followed.
Directions are not

written in complete
sentences, but
include the correct
information and can
be followed.
Directions are not

written in complete
sentences, and are
missing crucial
information or
include incorrect
information.
Clear
Instructions
Instructions were
very clear and
detailed.
Instructions followed
the appropriate
sequence of action
to the final
destination.
Instructions were
clear and with some
detail. Instructions
followed almost all
the appropriate
sequence of action
to the final
destination.
Most of the
instructions were
clear. Instructions
followed some of the
appropriate
sequence of action
to the final
destination but was
confusing.
Instructions were not

clear. Instructions
did not follow the
appropriate
sequence of action
and did not lead to
the final destination.
Very confusing.
Collaboration
(Teamwork)
Partners
collaborated very
well and shared their
ideas. Both partners
contributed equally
to the activity.
Partners
collaborated well
and shared some
ideas. Both partners
contributed to the
activity.
Partners had some

difficulties
collaborating and
sharing ideas. One
partner contributed
mostly to the activity.
Partners had many

difficulties and
conflicts
collaborating and
sharing ideas. Only
one partner or
neither partner
participated in the
activity.
CATEGORY
Comments:
Better
Good
Total:
/16
Resources:
Confused child: http://goo.gl/2gmrFd

Origami instructions: http://goo.gl/Ij10hM
Vocabulary list: http://goo.gl/ydCuvE
Rubric: http://goo.gl/WT0dW7
70
71
Grade 6:
72
73
74
General Outcome 1
Students will listen, speak, read, write, view and represent to explore thoughts,
ideas, feelings and experiences.
General Outcome 1
Specific Outcomes

media texts
evaluate the usefulness of new ideas, techniques and texts in terms of
present understanding
General Outcome 2
General Outcome 2
Specific Outcomes
Use prior knowledge

information
Use phonics and structural analysis
integrate and apply knowledge of phonics, sight
vocabulary, language and context clues, and structural
analysis to read unfamiliar words in texts of increasing
length and complexity
legends
media texts
75

and Techniques


media texts
influence audiences
Generate ideas
General Outcome 4
General Outcome 4
Specific Outcomes

texts
76
peers
Revise and edit
revise to provide focus, expand relevant ideas and eliminate
unnecessary information
edit for appropriate verb tense and for correct pronoun references
use paragraph structures in expository and narrative texts
express ideas
own writing
identify comparative and superlative forms of adjectives, and
use in own writing
piece of writing
Attend to spelling
communication
context
comprehension
Present information
use various styles and forms of presentations, depending on content,
demonstrate control of voice, pacing, gestures and facial expressions;
arrange props and presentation space to enhance communication
presentations
77
Strands:
Activities
Viewing
Listening
Reading
Writing
1.How language changes- write

a text message between 2
characters depicting a scene
from the fairy tale.
2. Pen pal
3.Role-play from a fractured

fairy tale
4. Wicked resume-compose a
resume of a villain character if
they were applying for a job.
5.Create a 911 police report present it to the class
6.Create a wanted poster
7.Readers theater- create a

classroom play
8.Read to others- grade 6 will

be paired up with grade 1 to be
reading buddies
9.Predict what happened

before the fairy tale or after.
10.Write a letter to the
editor
Representing
Speaking
78
11. Create a Rap- Little Red

Riding Hood is now in the
hood.
12. Create a poem about a
fairy tale or a character
13.Video/movie of a
fractured fairy tale
14. Write your own fractured
fairy tale.
Activities
1.How language changes- write a

text message between 2 characters
depicting a scene from the fairy tale.
Program of Studies:
Specific Outcomes
experiment with a variety of forms of
discover those best suited for exploring,
organizing and sharing ideas, information
and experiences
Multiple
Intelligences
VS
VL
LM
IE
Cross
Curricular

evaluate the usefulness of new ideas,
techniques and texts in terms of present
understanding
make connections between own
life and characters and ideas in
Techniques
language, such as personification
and alliteration, clarify and
enhance meaning
79
LA
SS
T
2. Pen pal
3.Role-play from a fractured fairy

tale

Generate ideas
activities and in own experiences
for creating oral, print and other
media texts
VS
VL
LM
N
IE
IA
LA
SS

use complex sentence structures
and a variety of sentence types in
own writing
Attend to spelling
use a variety of resources and
strategies to determine and learn
the correct spelling of common
exceptions to conventional spelling
patterns
use colons before lists, to separate hours
and minutes, and after formal salutations
in own writing
media texts from a variety of
cultural traditions and genres, such
as autobiographies, travelogues,
comics, short films, myths, legends
BK
VS
VL
LM
N
IE
IA
LA
SS
MU
T
PE

Techniques
identify strategies that presenters
use in media texts to influence
audiences
Use effective oral and visual
communication
gestures and facial expressions; arrange
props and presentation space to enhance
communication
Demonstrate attentive listening and
80
viewing
4. Wicked resume-compose a
resume of a villain character if they
were applying for a job.

Generate ideas
media texts
use literary devices, such as
imagery and figurative language,
to create particular effects
VS
VL
LM
IE
IA
LA
T
BK
VS
VL
LM
N
IE
IA
LA
SS
T
PE
VS
VL
LM
IE
LA
SS
M
A
T

Revise and edit
revise to provide focus, expand relevant
ideas and eliminate unnecessary
information
5.Create a 911 police report present it to the class

Present information
6.Create a wanted poster
Use effective oral and visual

communication
gestures and facial expressions; arrange
props and presentation space to enhance
communication
Generate ideas
media texts
81
7.Readers theater- create a

classroom play
8.Read to others- grade 6 will be

paired up with grade 1 to be reading
buddies

Present information
enjoyment
communication to share personal
responses and develop own
interpretations
Use prior knowledge
constructing and confirming
meaning
integrate and apply knowledge of
phonics, sight vocabulary, language
and context clues, and structural
analysis to read unfamiliar words
in texts of increasing length and
complexity
BK
VS
VL
LM
IE
LA
MU
T
BK
VS
VL
LM
N
IE
IA
LA
M
T
S
VS
VL
LM
IE
IA
LA
SS

explain own point of view about
9.Predict what happened before

the fairy tale or after.

related to events, characters,
setting and main ideas of oral,
82

Techniques
enhance meaning
Generate ideas
media texts
10.Write a letter to the editor

Generate ideas
media texts
11. Create a Rap- Little Red

Riding Hood is now in the
hood.
12. Create a poem about a fairy

tale or a character

interpretations
enjoyment
experiment with sentence
patterns, imagery and
VS
VL
LM
IE
IA
LA
T
BK
VS
VL
LM
IE
IA
LA
MU
T
VS
VL
LM
IE
LA
A
T
83
exaggeration to create mood and

mental images
13.Video/movie of a fractured
fairy tale

Generate ideas
media texts
observe and discuss aspects of
human nature revealed in oral,
print and other media texts, and
relate them to those encountered
in the community
IA
VS
VL
IE
IA
LA
MU
T
BK
VS
VL
LM
IE
IA
LA
T

discuss how detail is used to
enhance character, setting, action
and mood in oral, print and other
media texts
viewing
14. Write your own fractured

fairy tale.

experiment with sentence
patterns, imagery and
exaggeration to create mood and
mental images
Techniques
84

enhance meaning
Generate ideas
media texts
work collaboratively to revise and
enhance oral, print and other media texts
ask for and evaluate the usefulness of
feedback and assistance from peers
Revise and edit
revise to provide focus, expand relevant
ideas and eliminate unnecessary
information
edit for appropriate verb tense and for
correct pronoun references
use paragraph structures in expository
and narrative texts
Skills
Critical thinking
Connections/relating to story
Making inference
Navigate
Understanding eras
Predicting
Analyzing
85
narrator)
Vocabulary
resolution
protagonist
conflict
plot
prince charming
tiara
curse
damsel
antagonist
climax
enchantment
myth
heroine
maiden
wicked
enemy
villain
dwarves
ogre
adventure
spell
knight
witch
once upon a time
happily ever after
folktale
setting
resolution
character
When students are asked to predict how the rest of the story will unfold; only ask the
students to predict the following scene before moving on to more. This will help the
lower achievers to complete the task without feeling overwhelmed by the task.
For students that need a challenge; ask them to research one fairy tale version that is
told in different countries. They must find the similarities and the differences between
all the stories. Ex: Cinderella- United States, Germany, Asia, South America, etc.
Allow the low achievers to create their own fractured fairy tale with a partner. This
allows them to be more successful and alleviates the overwhelming task of completing
an assignment that requires a lot of effort on their own.
Assessments:
Students will have a summative assessment mark for creating of their own fractured
fairy tale. This project will consist of students creating their own version of a fractured
fairy tale; along with illustrations and a cover page. These fairy tales will then be made
into real story books that students will display in the school and take home. There will
be a criteria list to follow in order to make this story.
Outcomes for Summative Assessment: Fractured Fairy Tale Book
86

experiment with sentence patterns, imagery and exaggeration to create mood and
mental images
alter words, forms and sentence patterns to create new versions of texts for a variety
of purposes; explain how imagery and figurative language, such as personification and
alliteration, clarify and enhance meaning
Generate ideas
choose life themes encountered in reading, listening and viewing activities and in own
experiences for creating oral, print and other media texts
use literary devices, such as imagery and figurative language,
work collaboratively to revise and enhance oral, print and other media texts
ask for and evaluate the usefulness of feedback and assistance from peers
Revise and edit
revise to provide focus, expand relevant ideas and eliminate unnecessary information
edit for appropriate verb tense and for correct pronoun references
use paragraph structures in expository and narrative texts
Activity:
87
Fractured Fairy Tale Book

You will be creating your own fractured fairy tale! Using the original fairy tale of your choice,
create your own version of the story. Once you have completed your fractured fairy tale
book, it will be transformed into a Real hard cover book!
Below is the criteria you need to include in your fractured fairy tale:
Student Checklist: Fractured Fairy Tale Book
Criteria
1. I have included on my Cover page:
-Title (name) of story
-Name of author (your name)
-Illustration (picture)
2. I have included in the book:
-Numbered the pages
-Illustration (pictures)
-Table of contents
-Dedication page
-References
-Summary of the story on the back Cover of the book
3.
I have included in my writing:

-Introduction or Exposition (the 5 Ws-who, what, where, when,
why)
-Rising Action
-Conflict
-Climax
-Falling Action
-Resolution (end)
4. My writing is neatly printed and traced with a permanent marker or

is typed by computer.
5. I have edited and checked my spelling, grammar, capitalization and
punctuation.
88
Rubric: Fractured Fairy Tale Book

Wow!
Best
Better
Criteria (student
checklist)
All of the criteria

requirements were
included.
Almost all criteria

requirements were
included.
Most of the criteria

Many criteria
requirements were
requirements were
included, but several not included.
were missing.
Orthography/
Editing-Peer
No errors in
grammar, spelling,
punctuation and
capitalization.
Student revised their
work and had one or
more peer(s) revise
their work as well.
Student corrected all
of their mistakes.
A few errors in
grammar , spelling,
punctuation and
capitalization.
Student revised their
work and had a peer
revise their work as
well. Student
corrected their
mistakes
Many errors in
grammar , spelling,
punctuation and
capitalization; but do
not affect meaning.
Student revised
some of their work,
but did not ask a
peer to revise their
work. Student had
some mistakes.
Illustrations
Original illustrations
are detailed,
attractive, creative
and relate to the text
on the page.
Original illustrations Original illustrations

are somewhat
relate to the text on
detailed, attractive, the page.
and relate to the text
on the page.
CATEGORY
Problem/Conflict It is very easy for the It is fairly easy for
Good
Significant errors in
grammar , spelling,
punctuation and
capitalization; errors
affect meaning.
Student did not
revised their work,
and did not ask a
peer to revise their
work. Student had
several mistakes.
Illustrations are not
present OR they are
not original (clip art,
pasted in pictures
from magazines,
etc.)
reader to understand
the problem the
main characters face
and why it is a
problem.
the reader to
understand the
problem the main
characters face and
why it is a problem.
It is fairly easy for

It is not clear what
the reader to
problem the main
understand the
characters face.
problem the main
characters face but it
is not clear why it is
a problem.
Introduction/
Expository
Many vivid,
descriptive words
are used to tell when
and where the story
took place. The 5
Ws were described.
Some vivid,
descriptive words
are used to tell the
audience when and
where the story took
place. 4 of the 5
Ws were described.
The reader can

figure out when and
where the story took
place, but the author
didn't supply much
detail. 3 of the 5
Ws were described.
The reader has

trouble figuring out
when and where the
story took place. 2
or fewer of the 5 Ws
were described.
Creativity
The story contains

many creative
details and/or
descriptions that
contribute to the
reader's enjoyment.
The author has
really used his/her
The story contains a

few creative details
and/or descriptions
that contribute to the
reader's enjoyment.
The author has used
his/her imagination.
The story contains a

few creative details
and/or descriptions,
but they relate
closely to the
original fairy tale.
The author has tried
to use his/her
There is little
evidence of
creativity in the
story. It resembles
the original fairy tale.
The author does not
seem to have used
much imagination.
89
imagination.
imagination.
Title Page
Title page has a

graphic or fancy
lettering, has the
title, detailed
illustration and the
author's name.
Title page has the

title, illustration and
the author's name.
Title page has the 2

of the 3 required
elements.
Title page has fewer

than 2 of the
required elements.
Vocabulary
Vocabulary used in
the story is rich,
varied, and
accurate. Newly
learned language
skills are
consistently evident
in use of tenses and
phrases.
Vocabulary used in
the story is accurate,
but lacks variety and
interest. Shows
some evidence of
newly learned
language skills.
Vocabulary used is
basic, but accurate.
Newly learned
language skills are
evident in choice of
tenses and phrases.
Vocabulary is
inaccurate; writing is
do not demonstrate
newly leaned
language skills.
Comments:
Total:
/32
Resources:

Vocabulary list: http://goo.gl/Bl5Yxb
Cover image: http://goo.gl/2Z2167
Rubric: http://goo.gl/eyvioi
Fairy template image: http://goo.gl/nOS9Wn
Teaching Resources for Fairy Tales, Tall Tales, Fables, etc.:
http://www.educationworld.com/a_lesson/lesson/lesson279.shtml
Fairy Tale Tabloid link: http://www.writingfix.com/Picture_Book_Prompts/FairytaleNews2.htm
Books:
Schmoe White and the Seven Dorfs - Mike Thaler Scholastic
Cinderella Bigfoot - Mike Thaler Scholastic
Hanzel and Pretzel - Mike Thaler - Scholastic
How to Write a Fractured Fairy Tale - Nel Yomtov - Cherry Lake Publishing
Read Write Think.org - Once Upon a Link
Richview Middle Library
Read Write Think.org - Fractured Fairy Tales
Cinderella - You Tube - yiyabijm
Leaping Beauty YouTube
The Princess and Packet of Frozen Peas - Tony Wilson, Sue deGennaro Scholastic
90
91
Grade 6
92
93
94
General Outcome 1
General Outcome 1
Specific Outcomes

media texts
Combine ideas
General Outcome 2
General Outcome 2
Specific Outcomes
Use prior knowledge

information

legends
media texts
95

and Techniques


Generate ideas
General Outcome 4
General Outcome 4
Specific Outcomes

lists
Enhance artistry
presentations
96
Strands
Viewing
Listening
Reading
Writing
1. Summarize a Poem
" Fog" by Carl Sandburg students are given a poem
outline with blank spaces for
most words...they fill them out
according to their topic of
choice, and then find out they
have written a poem
2. Take poem apart and
translate into "real" word
meaning
3. Write your own soliloquy
(rant), then change it into a
poem
-Reader's Theatre
4. Reverse Poem ( it has
meaning when read forward
and backward)
5. Chocolate Bar Poetry
6. Write your current/recent

novel study into a poem
7. Acrostic- related to various

vocabulary levels ("The Dark"
by Lemony Snicket )
Activities
Representing
97
Speaking
8. Shape poetry (moon shape)
9. Mathematickles -eg. Hermit

crab - shell = sad hermit crab
-How is dark portrayed in the
book through
Personification/Metaphor/Simil
e?
10. Teacher show- use people in
the class to create a poem
about them, make it fun!
11. Quotes from a poem- list as
many quotes that relate to the
main topic of a poem read in
class (ex: Dark)
12. Lyrics to songs- have
students find a song they like
that uses a form of poetry in the
lyrics or have students use the
song lyrics to relate to a topic
13. Translate sonnets into
today's language
Activities
Program of Studies:
Specific Outcomes
1. Summarize a Poem
" Fog" by Carl Sandburg - students
are given a poem outline with blank
spaces for most words...they fill
them out according to their topic of
choice, and then find out they have
written a poem.

Techniques
enhance meaning
communication to share
personal responses and
develop own
interpretations
2. Take poem apart and translate

into "real" word meaning
Multiple
Intelligences
Cross
Curricular
VS
VL
LM
IA
LA
T
VS
VL
LM
IE
IA
LA
T
SS

Combine ideas
98
use talk, notes, personal writing

and representing, together with
texts and the ideas of others, to
clarify and shape understanding
Use prior knowledge
meaning
3. Write your own soliloquy ( rant),

then change it into a poem
-Reader's Theatre

develop own
interpretations
VS
VL
LM
IE
IA
LA
SS
T
VS
VL
LM
IE
LA
T

4. Reverse Poem ( it has meaning

when read forward and backward)

Generate ideas
media texts
Techniques
99
enhance meaning
5. Chocolate Bar Poetry

Techniques
enhance meaning
BK
VS
VL
LM
IE
IA
LA
A
VS
VL
LM
IE
IA
LA
T
VS
VL
LM
IE
IA
LA
T
A
BK
VS
VL
LM
N
IE
IA
LA
A

imagery and figurative language, to
create particular effects
6. Write your current/recent novel

study into a poem
7. Acrostic- related to various

vocabulary levels ("The Dark" by
Lemony Snicket )
8. Shape poetry ( moon shape)

Enhance artistry
sentence structures, figurative language
and multimedia effects, to choose the most
appropriate way of communicating ideas
or information
choose words that capture a
particular aspect of meaning and that
are appropriate for context, audience
and purpose
Enhance artistry
experiment with several options,
such as sentence structures,
figurative language and multimedia
effects, to choose the most
appropriate way of communicating
ideas or information
100
9. Mathematickles ( eg. Hermit crab

- shell = sad hermit crab
How is dark portrayed in the book
through
Personification/Metaphor/Simile?
10. Teacher show- use people in the

class to create a poem about them,
make it fun!
11. Quotes from a poem- list as

many quotes that relate to the main
topic of a poem read in class (ex:
Dark)
12. Lyrics to songs- have students

find a song they like that uses a form
of poetry in the lyrics or have

emphasize key ideas and
information to enhance audience
outlines and lists
enjoyment
develop own
interpretations
read, write, represent and talk
to explore and explain
connections between prior
knowledge and new
information in oral, print and
other media texts
discuss common topics or themes
in a variety of oral, print and other
media texts
BK
VS
VL
LM
N
IE
IA
LA
M
BK
VS
VL
LM
IE
IA
LA
BK
VS
VL
LM
IE
IA
LA
T
VS
VL
LM
LA
A
MU
101
students use the song lyrics to relate

to a topic
13. Translate sonnets into today's

language
develop own
interpretations
viewing
develop own
interpretations
IE
IA
VS
VL
LM
IE
IA
LA
T
BK
VS
VL
LM
N
IE
IA
LA
A
T

14. Poetry Booklet- compile poetry

work done during the unit into one
booklet/scrapbook displaying a
variety of poems.

Enhance artistry
experiment with several options,
such as sentence structures,
figurative language and multimedia
effects, to choose the most
appropriate way of communicating
ideas or information
develop own
interpretations
media texts
Generate ideas
102

media texts

Enhance artistry
or information
enjoyment
Skills
Critical thinking
Connections/relating to story
Making inference
Representing in various forms

Understanding eras
Predicting
Analyzing
narrator)
Interpreting meaning

Creating own text
Vocabulary
Alliteration
Hyperbole
Personification
Ballad
Blank Verse
Figurative Language
Fiction
Plot
Point of View
Allusion
Metaphor
Simile
Characterization
Connotation
Flashback
Foreshadowing
Protagonist
Resolution
Consonance
Onomatopoeia
Assonance
Climax
Conflict
Free Verse
Imagery
Irony
Rising Action
Couplet
Paradox
Antagonist
Dialogue
Diction
Falling Action
Lyric Poem
Narrative Poem
Parody
103
Setting
Subject
Theme
Sonnet
Subplot
Tone
Style
Symbol
Satire
Syntax
Provide a list of possible words students may choose to fill in the blank with. This
alleviates the pressure for lower achievers to come up with words that may work and
allows the student to complete the poem.
Allow students the freedom of choice to express their ideas/poem in a more creative
way by including artwork to go along with their poems. This can be done in any type of
art form, such as: painting, drawing, collage, technology, etc.
When doing the Sonnet activity to re-word in real life, provide a sonnet with only 4
sentences to decipher for the lower achievers and provide one that is 8 sentences or
more to the higher achievers for a challenge.
Assessments:
Students will create a poetry book where they will collect the various types of poems
they created during this unit. This booklet will hold all the pieces, such as: acrostic,
shape, free verse poems, etc. that the students have been creating related to the main
theme Dark. This booklet will be taken in as a formative assessment mark.
Outcomes for Formative Assessment: Poetry Booklet
104

engage in exploratory communication to share personal responses and
develop own interpretations
Generate ideas
choose life themes encountered in reading, listening and viewing activities and in
own experiences for creating oral, print and other media texts
Enhance artistry
experiment with several options, such as sentence structures, figurative language and
multimedia effects, to choose the most appropriate way of communicating ideas or
information
emphasize key ideas and information to enhance audience understanding and enjoyment
105
My Poetry Booklet
You will gather all the poems related to Dark that you have created during this unit.
You will display your poems into a Poetry Booklet! Here is the criteria required for you to
include with this booklet:
Criteria
Marks
I have included:
1. Cover (title) page with authors name
2. Acrostic poem
3. Reverse poem
4. Chocolate bar poem
5. Fill in the blanks poem
6. Rant into own soliloquy
7. Shape poem
8. Lyrics to a song poem
9. Mathematickles poem
10. Current novel into a poem
11. Translate a sonnet
12. Quotes from a poem
13. Translate into Real word meaning poem
Comments:
Total:
/24
Resources:
Cover images: http://goo.gl/ikmFS4
http://goo.gl/foLTFd
Vocabulary words: http://goo.gl/yYadV3
http://goo.gl/XIye1j
106
107
Grade 6
108
109
110
General Outcome 2
General Outcome 2
Specific Outcomes
Use prior knowledge

information
Use textual cues
integrate and apply knowledge of phonics, sight

vocabulary, language and context clues, and structural
analysis to read unfamiliar words in texts of increasing
length and complexity

legends
media texts
111

and Techniques


media texts
influence audiences
Generate ideas
General Outcome 3:
General Outcome 3
Specific Outcomes
3.1 Plan and Focus
Focus attention
view
Plan to gather information
develop and follow own plan for accessing and gathering ideas and
information, considering guidelines for time and length of investigation
and presentation
Use a variety of sources
locate information to answer research questions using a variety of
sources, such as printed texts, bulletin boards, biographies, art, music,
community resource people, CDROMs and the Internet
Access information
112

Evaluate
use a variety of tools, such as bibliographies, thesauri, electronic

searches and technology, to access information
skim, scan and read closely to gather information
Evaluate sources
Record information
make notes on a topic, combining information from more than one
source; use reference sources appropriately
use outlines, thought webs and summaries to show the relationships
among ideas and information and to clarify meaning
engage the audience
General Outcome 5:
with others.
General Outcome 5
Specific Outcomes

Work in groups
113
Strands
Activities
Viewing
Listening
Reading
Writing
Representing
1.Venn Diagram- Similarities

and differences with nonfiction and fiction
2. Vocabulary- matching vocab
and definitions activity
3.Summarize- articles in 50
words or less
4. Determine Fact or Fiction
5.Point of view- after reading

an article, write from the main
characters point of view on the
topic
6.Current events from around
the world- are they the same
point of view from one country
to another?
7.Sports stats- hockey pools,
stock market, bank accounts
8.Habitats or Environmentsdiorama
9. 5Ws in the article-who what

where when why
10. Interviews
Speaking
114
11.Did you know?- website

on facts
12. TED talk- expert on the
topic/subject
13. Self-reflection- how did
you feel after reading that
article? Influenced you how,
why?
14. Highlighting main ideasthe supporting details are
highlighted in different
colors
Activities
1.Venn Diagram- Similarities and
differences with non-fiction and
fiction
Program of Studies:
Specific Outcomes
Use textual cues
graphs and dictionaries, to
enhance understanding of ideas
and information
3.1 Plan and Focus
Focus attention
Multiple
Intelligences
VS
VL
LM
IE
Cross
Curricular

organize ideas and information
using a variety of strategies and
techniques, such as comparing and
contrasting, and classifying and
sorting according to subtopics and
sequence
Record information
use outlines, thought webs and
summaries to show the
relationships among ideas and
information and to clarify meaning
communicate ideas and
115
LA
SS
M
A
T
PE
S
2. Vocabulary- matching vocab and

definitions activity
information in a variety of oral,

print and other media texts, such
as multi-paragraph reports,
question and answer formats and
graphs
Use prior knowledge
meaning
Use textual cues
use definitions provided in context
to identify the meanings of
unfamiliar words
BK
VS
VL
LM
N
IE
IA
LA
SS
M
A
T
PE
S
VS
VL
LM
IE
LA
SS
M
S
T
BK
VS
VL
LM
IE
LA
SS
M
PE
S

integrate and apply knowledge of
phonics, sight vocabulary, language
and context clues, and structural
analysis to read unfamiliar words in
texts of increasing length and
complexity
3.Summarize- articles in 50 words
or less
4. Determine Fact or Fiction

Access information
skim, scan and read closely to
gather information
graphs
3.1 Plan and Focus
Focus attention
Evaluate sources
116

criteria
Work in groups
investigations
5.Point of view- after reading an
article, write from the main
characters point of view on the
topic

VS
VL
LM
IE
IA
LA
VS
VL
LM
IE
IA
LA
SS
T

make connections between own
life and characters and ideas in
3.1 Plan and Focus
6.Current events from around the
world- are they the same point of
view from one country to another?

observe and discuss aspects of
human nature revealed in oral,
print and other media texts, and
relate them to those encountered
in the community
117
3.1 Plan and Focus

Community
texts
7.Sports stats- hockey pools, stock

market, bank accounts
8.Habitats or Environmentsdiorama

Use textual cues
graphs and dictionaries, to
enhance understanding of ideas
and information
identify and use the structural
elements of texts, such as
magazines, newspapers, newscasts
and news features, to access and
comprehend ideas and information
graphs
Generate ideas
VS
VL
LM
IE
LA
SS
M
S
T
BK
VS
VL
IE
LA
SS
S
A
118

media texts
9. 5Ws in the article-who what

where when why
10. Interviews
11.Did you know?- website on

facts
12. TED talk- expert on the

topic/subject

select appropriate visuals, print
and/or other media to inform and
engage the audience
Use prior knowledge
information
3.1 Plan and Focus
3.1 Plan and Focus
Focus attention
Use a variety of sources
locate information to answer research
questions using a variety of sources, such
as printed texts, bulletin boards,
biographies, art, music, community
resource people, CDROMs and the Internet
IA
VS
VL
LM
IE
LA
BK
VS
VL
IE
LA
SS
VS
VL
LM
IE
LA
SS
M
T
S
BK
VS
VL
LM
IE
LA
SS
M
T
PE
119
media texts
IA
VS
VL
LM
IE
IA
LA
SS
M
T
S
VS
VL
LM
IE
IA
LA
SS
M
T
S

Techniques
identify strategies that presenters
use in media texts to influence
audiences
3.1 Plan and Focus
develop and follow own plan for
accessing and gathering ideas and
information, considering guidelines for
time and length of investigation and
presentation
13. Self-reflection- how did you

feel after reading that article?
Influenced you how, why?

audience
3.1 Plan and Focus

14. Highlighting main ideas-the
supporting details are highlighted Determine information needs
in different colors
Access information
skim, scan and read closely to gather
information
information into oral, print or
120
other media texts with

introductions that interest
audiences and state the topic,
sections that develop the topic and
conclusions
Skills
Critical thinking
Summarizing
Analyzing
Interpret
Making inferences
Decipher between fact or fiction
Paraphrase
Visualize
Sequencing
Establishing points of views
Decipher theme/topic
Relating to own life
Predictions
Connections to real life
Problem solve
Vocabulary
Interview
Newspaper
articles
Textbook
Websites
Title
Headings
Subheadings
captions
Non-fiction
Informational
non-fiction
Literary nonfiction
Biography
Autobiography
Encyclopedia
contrast
Italics
Main ideas
Supporting
details
Proposed
solutions
Cause and
Effect
Compare
Secondary sources
Chart
Sidebar
Visualize
Summarize
Evaluate
Clarify
Argument
Primary sources
Sequence
Quotations
Paraphrase
Bias
Spin
Overgeneralization
Objectives
Predict
connect
Have class discussions about all of the different possible perspectives from an article
and decipher the reasons why there are so many different opinions. This allows those
students that have a difficult time interpreting and understanding others points of view
to hear and understand the different points of views on the same topic.
Get students to summarize with a partner to help build their summarizing skills. Have
both students with different colors so that teacher can identify who highlighted which
parts to understand how the student chose to summarize the information. Having
121
students do this in partners allows them the confidence to try and to have help while
building this skill.
For students that have a difficult time understanding how to summarize and find the
important parts of an article; provide them with an example of summarized articles and
have them identify why these parts are important. Then give students the real article so
that they can see what other information was included. This will help students to see
what were the important aspects taken from that article. This method can help
students skim through all the information and identify only the key points.
Students that have anxiety and do not want to present in front of the whole class may
present in front of a small group of students or can have the option to pre-record their
speech and present it to the class.
Assessments:
Students will be participating in a mini version of a TED talk! Students will submit a
proposal for the topic they would like to present to the teacher. Students will become
an expert on their topic of choice and are required to speak in front of the class for 5
minutes.
Outcomes Assessed for: Student TED Talk
identify strategies that presenters use in media texts to influence audiences
3.1 Plan and Focus
develop and follow own plan for accessing and gathering ideas and information,
considering guidelines for time and length of investigation and presentation
122
Student TED Talk!

You will become an expert in your topic! You will be participating in a student TED Talk where
you will be given the opportunity to explain your topic to the class. Each student will be given 5 minutes
to explain and talk about the topic of their choice.
You must first submit a proposal of the subject/topic you wish to present for your TED Talk to Ms.
Fontaine. Below is the template for your proposal:
Proposed by:________________________________
Date:______________________________________
Topic/Subject:_____________________________________________________________________
Brief summary of your topic/subject:
Once your proposal has been submitted and approved, you will have to plan a 5 minute
presentation/speech for the audience (your classmates). You may include visuals, artifacts, etc. to
enhance your presentation. Here is the following criteria you will be marked on:
Wow!
Best
Better
Good
Understanding
of Topic
The student clearly

understood the topic
in-depth and
presented her
information forcefully
and convincingly.
The student clearly

undestood the topic
in-depth and
presented her
information with
ease.
The student seemed

to understand the
main points of the
topic and presented
those with ease.
The student did not

show an adequate
understanding of the
topic.
Perspective
Student
demonstrated a lot
of knowledge and
different points of
view on the
subject/topic.
Student expressed
their own point of
view on the
topic/subject with
ease.
Student
demonstrated some
knowledge and
some different
points of view on the
subject/topic.
Student expressed
their own point of
view on the
topic/subject..
Student
demonstrated some
knowledge on the
subject/topic.
Student expressed a
point of view on the
topic/subject.
Student did not

demonstrate enough
knowledge on the
subject/topic.
Student did not
expressed a point of
view on the
topic/subject.
CATEGORY
123
Presentation
Style
Student consistently
used gestures, eye
contact, tone of
voice and a level of
enthusiasm in a way
that kept the
attention of the
audience. Student
also used a lot of
visual aids to
enhance their
presentation.
Student usually
used gestures, eye
contact, tone of
voice and a level of
enthusiasm in a way
that kept the
attention of the
audience. Student
also used visual aids
to enhance their
presentation.
Student sometimes
used gestures, eye
contact, tone of voice
and a level of
enthusiasm in a way
that kept the
attention of the
audience. Student
used one visual aid
to enhance their
presentation.
Student had a
presentation style
that did not keep the
attention of the
audience. Student
did not use any
visual aids to
enhance their
presentation.
Organization
Student
demonstrated great
organization skills
and followed a plan
of action.
Presentation flowed
very well without any
troubles.
Student
demonstrated
organization skills
and mostly followed
a plan of action.
Presentation flowed
well.
Student
demonstrated some
organization skills
and somewhat
followed a plan of
action. Presentation
flowed well, however
had some minor
inconsistencies.
Student did not

demonstrated
organization skills
and did not follow a
plan of action.
Presentation did not
flow well as it had
many
inconsistencies.
Comments:
Total:
/16
Resources:
Newspapers, magazines, professionals ( zookeepers, biologists, farmers, etc.)
Cover image: http://goo.gl/GwAebU
Rubric: http://goo.gl/eJD0Ln
Did you know? http://www.did-you-knows.com
mentalfloss.com
www.ala.org/yalsa/nonfiction ( Best non-fiction for young adults)
www.goodreads.com/shelf/show - popular non-fiction choices
Vocabulary list:
http://www.alvinisd.net/site/handlers/filedownload.ashx?moduleinstanceid=17128&dataid=23627&File
Name=Non%20Fiction%20Terms%20with%20Definitions.pdf
124
125
Grade 6
126
127
General Outcome 4
General Outcome 4
Specific Outcomes

texts
peers
lists
Enhance artistry
express ideas
own writing
identify comparative and superlative forms of adjectives, and
use in own writing
piece of writing
Attend to spelling
communication
context
comprehension
128

presentations
General Outcome 5:
with others.
General Outcome 5
Specific Outcomes

member
Work in groups
129
Strands
Activities
Viewing
Listening
Reading
Writing
Representing
1. Quotes - " The Book Thief"

Write a comment that a
character would say to you.
What advice they would give
you, ensure it could work as a
quote.
2. You Tube Video: Eva Olsson
- Stronger Than Fire
watch the video, and listen for
what could be considered
quotes to live by.
3. Eli Wiesel - Night

- video: " Eli Wiesel
Remembers His Little Sister."
4. Every day have either a
quote, Grammar game, or
sentence to punctuate on the
board.
5. Pre-Assessment:
-Assess your students before
teaching grammar .
6. Ball Toss:
- have students throw a ball
to a student while yelling
noun, verb, adverb or
adjective and have the student
provide an example as they
catch the ball. As students
improve, add an additional
ball to the toss.
7. Correct sentences:
-Have students correct the
sentences from the board in
partners or as a team. They
can then compare their work
to one another and then
correct as a group.
8. Recipe Card Sentences:
-Give groups recipe cards and
have the groups create a
sentence with one word on
each card. The groups are also
given a category for the card;
Speaking
130
such as: possessives.

9. You Tube Clips: Schoolhouse
Rocks - Subjects and
Predicates
10. You Tube Video:
38 Common Spelling and
Grammar Errors - mentalfloss
11. Post assessment:
- with the same preassessment in order to
determine growth.
Activities
1. Quotes - " The Book Thief"
Write a comment that a character
would say to you. What advice
they would give you, ensure it
could work as a quote.
2. You Tube Video: Eva Olsson Stronger Than Fire

watch the video, and listen for
what could be considered quotes
to live by.
Program of Studies:
Specific Outcomes
choose words that capture a particular
aspect of meaning and that are
appropriate for context, audience and
purpose
Enhance artistry
or information
viewing
Multiple
Intelligences
Cross
Curricular
VS
VL
LM
IE
IA
LA
SS
A
VS
VL
LM
IE
IA
LA
SS
T

texts
131

3. Eli Wiesel- Night
- Video: Eli Wiesel Remembers His
Little Sister.
4. Every day have either a quote,

Grammar game, or sentence to
punctuate on the board.

texts
VS
VL
IE
IA
LA
SS
T
BK
VS
VL
LM
IE
IA
LA
SS
M
T
S

identify the use of coordinate and
subordinate conjunctions to express ideas
use complex sentence structures and a
variety of sentence types in own writing
identify comparative and
superlative forms of adjectives,
and use in own writing
identify past, present and future verb
tenses, and use throughout a piece of
writing
Attend to spelling
explain the importance of correct
spellings for effective
communication
using spelling generalizations and
the meaning and function of words
in context
132
5. Pre-Assessment:
-Assess your student before
teaching grammar.
6. Ball Toss:
- have students throw a ball to a
student while yelling noun, verb,
adverb or adjective and have the
student provide an example as
they catch the ball. As students
improve, add an additional ball to
the toss.
in own writing
identify parentheses and colons when
reading, and use them to assist
comprehension
outlines and lists
writing
Attend to spelling
communication
in context
in own writing
identify parentheses and colons when
reading, and use them to assist
comprehension
VS
VL
LM
IA
LA
BK
VS
VL
LM
N
IE
IA
LA
SS
M
PE
S
133

7. Correct sentences:
- Have students correct the sentence Attend to grammar and usage
from the board in partners or as a
team. They can then compare their subordinate conjunctions to express ideas
work to one another and then
correct as a group.
writing
Attend to spelling
communication
in context
BK
VS
VL
LM
IE
IA

in own writing
identify parentheses and colons
when reading, and use them to assist
comprehension
Work in groups
contribute to group knowledge of
topics to identify and focus information
needs, sources and purposes for
research or investigations
134
LA
8. Recipe Card Sentences:

-Give groups recipe cards and have
the groups create a sentence with
one word on each card. The groups
are also given a category for the
card; such as: possessives.
9. You Tube clips: Schoolhouse

Rocks
-Subjects and predicates
10. You Tube Video:

38 Common Spelling and Grammar
Errors - mentalfloss
11. Post Assessment:

-using the same pre-assessment in
order to determine growth

Work in groups
contribute to group knowledge of
topics to identify and focus
information needs, sources and
purposes for research or
investigations
enjoyment
outlines and lists
BK
VS
VL
LM
IE
IA
LA
M
A
VS
VL
LM
IE
IA
LA
T
VS
VL
LM
IE
IA
LA
T
VS
VL
LM
IA
LA

135

writing
Attend to spelling
communication
in context
in own writing
identify parentheses and colons
when reading, and use them to
assist comprehension
Skills
Critical thinking
Summarizing
Analyzing
Interpret
Making inferences
Highlight key points
Paraphrase
Visualize
Identify
Sequencing
Establishing points of views
Decipher theme/topic
Relating to own life
Predictions
Connections to real life
Problem solve
Make proper corrections
136
Vocabulary
Abbreviation
Acronym
Adverb
Analogy
Article
Main Clause
Metaphor
Quotation Mark
Reflexive Noun
Semicolon
Sentence
Tense
Verb
Capitalization
Colon
Comma
Compound Sentence
Conjugation
Noun
Object
Present Tense
Pronoun
Punctuation
Run-on Sentence
Syntax
Word
Conjunction
Direct Object
Edit
Fragment
Future Tense
Paragraph
Parenthesis
Predicate
Preposition
Simile
Slang
Speech
Synonym
Grammar
Homonym
Idiom
Language
Linguistics
Past Tense
Period
Phrase
Plural
Spelling
Subject
Subordinate Clause
Superlative
Always have a daily sentence on the board where students must try to correct the
misspelt words and correct any punctuation and grammar errors. This will give students
daily practice and will be a visual help for those students that have more difficulties
identifying the errors.
Allow lower achievers to work with higher achievers when reading and identifying errors
in a sentence. If done individually, have students use highlighters to identify what they
have found. This is a visual cue for the teacher that the student understands or needs
help understanding certain errors.
To ensure success for all students, give a hint on how many mistakes they must find in a
sentence/paragraph. This way, when students are searching and think they have found
all the errors, they will be forced to re-read and identify missing errors they previously
missed.
Assessment:
Students will complete the same pre-assessment worksheet that was done at the
beginning of the school year. Their post-assessment for grammar will be the same
worksheet students completed for their pre-assessment. This will demonstrate the
students learning throughout the term and will give the teacher and student feedback
on what the student has improved on or needs to improve on.
Outcomes for the Summative Assessment: Post-Assessment Grammar
137

show the relationships among key words associated with topics of study, using a variety of
strategies such as thought webs, outlines and lists
identify the use of coordinate and subordinate conjunctions to express ideas
use complex sentence structures and a variety of sentence types in own writing
identify comparative and superlative forms of adjectives, and use in own writing
identify past, present and future verb tenses, and use throughout a piece of writing
Attend to spelling
explain the importance of correct spellings for effective communication
edit for and correct commonly misspelled words in own writing, using spelling
generalizations and the meaning and function of words in context
use colons before lists, to separate hours and minutes, and after formal salutations in own writing
identify parentheses and colons when reading, and use them to assist comprehension
The following is an example of the type of grammar assessment worksheet I

would have my students complete at the beginning of the year and again as a
post-assessment to see students improvements over the course of the year:
138
b.
c.
d.
e.
b.
c.
d.
e.
b.
c.
d.
e.
1. Replace the proper nouns with the correct pronoun in the sentence.
Jamie and Sue went to the movies last night.
a.
she
b.
he
c.
they
d.
us
2. Read the sentence: aaron said, "i'm studying french, so i will be able to talk to my relatives from france."
Which words need to be capitalized?
a.
Aaron, I'm, French, I, France
b.
Aaron, I, France
c.
Aaron, I'm, I, France
d.
Aaron, I'm, France, French
3.Identify the preposition: The trout stream winds through the forest.
a.
stream
b.
the
c.
through
d.
forest
4. Rewrite the group of words to include a possessive noun as an adjective.
the book belonging to me
_______
b.
c.
d.
e.
b.
c.
d.
e.
5.What word in the following sentence is the main verb?

Both families must have enjoyed the wedding feast.
a.
must
b.
have
c.
wedding
d.
enjoyed
6.What is the linking verb in the following sentence?
The Olympic Games were the most important and popular.
a. were
b. b. most
c. c. games
d. d. popular
e.
7.What does the suffix "ed" mean?
a.
to compare
b.
past tense
c.
full of
d.
runner
8. What is the complete predicate of the following sentence: The furry black cat jumpd over the fence.
a.
over the fence
b. b.
The furry black cat
c. c.
black cat jumped
d. d.
jumped over the fence
139
Resources:
Cover Image: http://goo.gl/XggXc1
http://goo.gl/dzmbEk
Vocabulary words: http://goo.gl/XjonxG
Grammar quiz exemplar: http://goo.gl/eOfMbb
YouTube videos:
Schoolhouse Rocks - Subjects and Predicates
38 Common Spelling and Grammar Errors - mentalfloss
Online activities/resources:
www.funenglishgames.com
Grammar Blast eduplace.com
eflnet.com
TheTeachers'Caf.com
http://www.eslgamesplus.com/verb-tenses-interactive-grammar-game-for-esl-jeopardy-quizgame/
140

Text Tales Assignment - Anik 1

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Text Tales Assignment - Anik 1

Uploaded by

Copyright:

Available Formats

Text Tales

By: Anik Fontaine

Short Story & Novel Study

Directions & Instructions

Grammar & Quotes

I wonder whats in the news today?

2.1 Use Strategies and Cues

Use prior knowledge

2.2 Respond to Texts

Construct meaning from texts

2.3 Understand Forms, Elements

2.4 Create Original Text

discuss how detail is used to enhance character, setting,

5.2 Work Within a Group

Cooperate with others

1. Field trip to the local

5.Create an Article using a

8. Write a letter to the

9.Class Newspaper Project:

1. Field trip to the local printing

2.1 Use Strategies and Cues

2.Concept Map, Chart, or Wordle:

2.1 Use Strategies and Cues

Use prior knowledge

5.Create an Article using a

identify key characteristics of a variety

5.2 Work Within a Group

2.3 Understand Forms, Elements and

2.4 Create Original Text

2.4 Create Original Text

2.2 Respond to Texts

Construct meaning from texts

8. Write a letter to the editor:

5.2 Work Within a Group

related to events, characters, setting

2.3 Understand Forms, Elements and

2.4 Create Original Text

Understanding points of view

Outcomes for Summative Assessment: Class Newspaper Project

Criteria Checklist for activity #5: Creating your own article

1. I have created an article that relates to the headline I chose.

2. My article includes the 5 Ws in the first captivating paragraph

3. My article has a great hook to capture my readers

4. My article is neatly printed or is typed by computer in an

5. I have included in my final copy: the chosen headline, my

6. I have checked my spelling, grammar, capitalization and

Criteria Checklist for activity #8: Write a letter to the editor

1. I have written a letter to the editor that relates to an

2. I have used the proper formatting to create my letter (Intro,

3. In the letter, I have used my own words to explain my opinion

4. My article is neatly printed or is typed by computer in an

5. I have checked my spelling, grammar, capitalization and

Class Newspaper Project

Rubric for: Class Newspaper Project

Writer uses words

All facts are

Almost all facts are Most facts are

All sentences are

Most sentences are

Most sentences are

The body is strong

The body misses