Ashley Pasiciel

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 Ashley Pasiciel

Unit Rationale
It is essential for students to be exposed to different types of literature and investigate

the world around us. Novel studies are a great way to integrate this process into the classroom.

It is important to study Canadian novels because it will give students a greater sense of

Canada’s history and identity. Through exploring A Ticket to Curlew students will be able to

explore a variety of activities during this unit and gain a wider understanding of Alberta’s

history and past hardships. This novel study is cross curricular because it relates to what

students will be learning about in relation to the social studies curriculum.

This novel study will consist of many aspects such as group discussion, reflections,

review questions and formative/summative assessments. Various modes of personal and group

reflection will allow students to dive deeply into the novel and examine various topics, which

will allow students to learn about the various opinions and viewpoints in the story. In addition,

these processes will allow students to examine the inquiry question of the unit that looks at the

hardships people face. I think this unit will be relatable for students because it examines the

struggles of a boy relatively around the age of my class.

This unit will last approximately one month. I will read the book aloud to the class, and

they will listen carefully to the story. After each chapter, we will discuss the aspects of each

chapter and significant events that occurred. This will be a good opportunity for group

discussion. In addition, students will complete and participate in various activities to better

understand the novel and gain a wider understanding of the novel. Through these activities,

students will be able to investigate the topics of the novel and the inquiry question in relation

to their own lives. Activities will be interactive and engaging for all students.

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Unit Organizer
Inquiry Question:
How do hardships and struggles in our lives make us stronger individuals?

Related Questions:
 How can you relate to the characters in the novel?
 What are some of the main themes in the novel?
 What is a hardship? What is a struggle?
 Have you ever faced a struggle or hardship in your life?
 What is does it mean to have courage?
 Which parts of the novel are significant to the story?
 Are there any unfamiliar vocabulary words in the novel? What do they mean? Now that
you know what they mean can you put them in a sentence?

General Learning Outcomes

 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.

Specific Learning Outcomes

 2.1.4: Comprehend new ideas and information by responding personally and discussing
ideas with others.
 2.1.5: Extend sight vocabulary to include words frequently used in other subject areas.
 2.1.6: Monitor understanding by confirming or revising inferences and predictions based
on information in text.
 2.2.1: Experience oral, print and other media texts from a variety of cultural traditions
and genres, such as personal narratives, plays, novels, video programs, adventure stories,
folk tales, informational texts, mysteries, poetry and CDROM programs.
 2.2.4: Retell events of stories in another form or medium.
 2.2.5: Make general evaluative statements about oral, pint and other medium texts.
 2.2.6: Connect the thoughts and actions of characters portrayed in oral, print and other
media texts to personal and classroom experiences.
 2.2.7: Identify the main events in oral, print and other media texts; explain their causes
and describe how they influence subsequent events.
 2.3.3: Identify and explain connections among events, setting and main characters in
oral, print and other media texts.

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Lesson Overview
*1 Lesson = 30 minutes
Lesson 1:
 Introduce Ticket to Curlew: Students will make predictions of what they think the
novel will be about based on the cover. Each student will receive a sticky note to write
their answer on. Sticky notes will be placed on the whiteboard at the front of the
classroom.
 Class discussion: Students will share what they predict this story will be about with the
class.
 Read authors note from the back of the novel to give students insight of the history
behind the story.
 Read chapter 1 if time
Lesson 2:
 Read chapter 1. After, students will answer the first 4 questions.
 As a class, we will brainstorm ideas for questions 5-7 and discuss.
 Show on Google Maps – Curlew (Curlew is now Provost, AB – see authors note section
of the novel) to Jericho – this will give students an understanding how far Sam and his
father travelled by train at the start of the novel.
 If time start reading chapter 2.
Lesson 3:
 Read chapter 2 & 3.
 As I read these chapters, I will stop at important parts and ask students to predict
what may happen – this will create class discussion. In addition, I will check for
students understanding by asking them to repeat what has happened so far.
 *Note – this will be done throughout all chapter in the novel *
Lesson 4:
 Continuation from lesson 3.
 Students will write a reflection – Pretend you are Sam, writing a letter to you Mother
and siblings back home. What would you say? How would you describe your new
home? Describe how you would feel being away from your family for so long. Draw a
picture to accompany the reflection.
Lesson 5:
 Students will finish their first reflection.
 As a class, we will go over questions 8-10 together. Questions will be discussed as a
class, and I will write the ideas we come up with on the board. Students will write
these ideas down.
Lesson 6:
 Read chapter 4.
 Vocabulary words from the novel – Fill in the blanks activity – expanding vocabulary
Lesson 7:
 Lesson 6 continued
Lesson 8:
 Read chapter 5.

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 exit slip – sponge activity

Lesson 9:
 Continue reading chapter 5 if necessary
 Activity: create a map of the Ferrier family farm. Students will draw a map of the
family farm and label important parts. This contributes to one of the main settings in
the novel. Before students begin, we will have group discussion brainstorming the
different elements of the farm mentioned in the novel.
Lesson 10:
 Continue activity from lesson 9. * if students are working hard, they can have more
time for this.
Lesson 11:
 Read chapter 6.
 Vocabulary word activity: students will match new vocabulary words from the novel
that may be unfamiliar with their correct definition.
Lesson 12:
 Read chapter 7.
 Reflection: How would you feel if you were Sam, and found a secret oasis in the
middle of the prairie? What would you find there? Draw a picture of what it would
look like.
Lesson 13:
 Continuation from lesson 12. Students will finish their reflection.
 Work on vocab activity from lesson 11 if extra time – sponge activity
Lesson 14:
 Read chapter 8 & 9. (these are 2 exciting chapters, significant to the story)
 Group discussion – students will predict what they think Sam’s father has gotten the
children as a surprise present? (stop while reading to ask this question)
 Each student will be given a stick note to write their prediction – we will arrange them
on the board and discuss their predications.
Lesson 15:
 Continue reading chapter 8 & 9.
 Pg. 4. – Question booklet
Lesson 16:
 Reflection: How would you feel if you got a horse as a surprise present? What would
you name it? What would it look like? Etc. Have your parents/guardian every
surprised you with something awesome like that?
 Pg. 5 – Question booklet
Lesson 17:
 Read chapter 10.
Lesson 18:
 Continue reading chapter 10 if necessary.
 Character sketch assignment: now that students have gotten to know many of the
characters in the novel in detail, students will pick their favourite character, or one

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they can relate to the most and create a character sketch. They will describe major
details and features of the character. In addition, they will draw a picture to show
what they think the character looks like. Also, have students describe how this
character has gone through a hardship or struggle in the novel.
 Share time: students will be able to share their character sketch with their classmates.
Lesson 19:
 Continuation from lesson 18.
Lesson 20:
 Continuation from lesson 18.
Lesson 21:
 Read chapter 11.
 Compare the one room school house the children of Curlew go to school in with St.
Patrick’s school. What are some similarities and what are some differences? (Venn
diagram)
Lesson 22:
 Read chapter 12.
 Group discussion: Discuss the major plot point in this chapter – when Sam shoots the
ducks. Why is this chapter significant to the novel?
 Vocabulary: students will look up significant vocabulary words within this section of
the novel - students will be placed in groups and assigned a few vocab words each,
they will then share the definitions they find with their group.
Lesson 23:
 Continue lesson 12.
Lesson 24:
 Read chapter 13.
 Group discussion: what does courage mean? How did Sam have courage during this
chapter of the novel?
 Reflection: How can you relate to Sam during this chapter of the novel? Have you ever
had to have courage in your own life?
Lesson 25:
 Continue chapter 13.
Lesson 26:
 Review what happened in chapter 13 as a class through a class discussion – what do
you think will happen in chapter 14?
 Read chapter 14 & 15. (very significant chapters) – as I am reading I will stop at
certain parts to ask students questions and predict the outcomes of the story etc.
 Group discussion: Since Sam’s father released Prince into the wild for the winter, how
do you think this relates to a hardship or a struggle?
 Reflection: Pretend you are Sam, write a letter to your mother and father describing
how you feel that Prince is gone.
Lesson 27:
 Continue lesson 26
 Vocab activity if extra time – sponge activity

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Lesson 28:
 Continue lesson 26
Lesson 29:
 Read chapter 16
 Vocabulary word activity – to be determined what exactly the activity will be *
Lesson 30:
 Continue lesson 29
Lesson 31:
 Think, pair, share: give each student a recipe card and have them predict the ending
to the novel before reading. They will write their prediction individually on the recipe
card. Have students pick a partner and share their predictions with them. Discuss
predictions as a class.
 Finish reading the novel – chapter 17 & 18. (significant chapters) – as I am reading I
will stop and ask students questions and have them predict the outcomes of the
story.
 Finish question booklet.
Lesson 32:
 Continue lesson 31
Lesson 33:
 Continue lesson 31
Lesson 34:
 Start final Journal Assignment:
 Class activity: as a class, we will create a timeline of the novel on the front board –
students will discuss major points in the novel, when they occurred and why they
were significant. This activity will give students ideas for their assignment.
 Students will pick one character from the novel they identify with the most and write
from their perspective. Students will then select 3 key events or major points in the
novel, and write journal/diary entries about those events. Each journal entry will be a
page long. Before starting their final copy, students need to show me their rough copy
to make sure it is long enough. After students have a rough copy, they are welcome to
be as creative as they want by adding pictures, writing on fancy coloured paper
typing, etc. This assignment will be marked with a rubric and is summative.
Lesson 35:
 Lesson 34 continued – working on Journal Assignment (rough copy)
Lesson 36:
 Lesson 34 continued – working on Journal Assignment (rough copy)
Lesson 37
 Lesson 34 continued – working on Journal Assignment (rough copy)
Lesson 38:
 Lesson 34 continued – working on Journal Assignment (final copy)
Lesson 39:
 Lesson 34 continued – working on Journal Assignment (final copy)
Lesson 40:

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 Lesson 34 continued – working on Journal Assignment (final copy)

Lesson 41:
 Share time – students will share their journal entries with their peers. This will be a
great time for students to see their classmate’s ideas and read journals from the
different characters’ perspectives.
Lesson 42:
 Reading comprehension quiz. This quiz will be based on various short passages from
the novel and vocabulary words discussed.

Assessments Strategies
Formative Assessments: Students will be
assessed formatively many times during this
unit to check for understanding of the novel
and answer the various questions. I will use
multiple strategies to formatively assess
what students have learned.
 Group discussions will be used
before, during and after every chapter of the novel to see what students thought,
understand, predict, etc. Through this type of formative assessment technique, I will be
able to see if students understand the novel and students will be able to see their
classmate’s perspectives.
 Exit slip, sticky note activities, etc. will be used to see student’s predictions of what
they think will happen in the novel, and be a good way to see their own point of view.
Activities such as exit slips for instance and great to see student’s thoughts, predictions
and understandings. These activities will also show me show students relate to the
various questions used in the unit.
 Daily observations are also important in formatively assessing students. I will be walking
around the room when students are working individually to ensure they understand
their assignments and the novel. Discussions are also a great way to gage students

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understanding on topics. If many students are stuck on the same question, that will tell
me that we may need to review that part of the story again.
 The question booklet students receive at the beginning of the unit will be formatively
assessed. Basically, I want to see that students are paying attention to the details of the
story and other major events in the plot. Some questions will be done as a class, other
questions will be done individually or in pairs.
 Reflections will be marked on a formative basis. I want students to put themselves into
the various characters’ shoes, and relate their hardships and challenges to their own
lives. In these reflections, there really is not no right or wrong answer, I will just be
looking to see a further extension of their understanding in relation to the novel.

Summative Assessments:
 Farrier Farm Map: Students will create a drawing of the Farrier farm, showing the major
elements. The farm is one of the main setting in the novel, therefore students should
have an idea of what it looks like. As a class, we will create a list of the different
elements on the farm discussed in the novel, then students will create their own
interpretation of what it looks like. This will be weighted 10% of their unit mark.
Criterion for this assignment will be discussed during class.
 Character Sketch: Students will pick their favourite character, or the character they
identify with the most and describe them. Students will be required to list 5 major
characteristics of the character they chose, write a paragraph about their character,
describe a significant part in the novel that their character what involved in, and draw a
picture of their character. To link in the inquiry question based on hardships and
struggles, students will also have to describe how their character has gone through or
overcome a struggle in the novel. Students will not be graded on their artistic ability, but
rather how descriptive they are about the character they selected. Students will receive
a rubric for this assignment. This assignment will be weighted 25% of their unit mark.
 Journal Assignment: Students will pick one character from the novel they identify with
the most and write from their perspective. Students will then select 3 key events or

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major points in the novel, and write journal/diary entries about those events. Each
journal entry will be a page long. Before starting their final copy, students need to show
me their rough copy to make sure it is long enough. After students have a rough copy,
they are welcome to be as creative as they want by adding pictures, writing on fancy
coloured paper typing, etc. To get students started, as a class we will create a timeline
of events that occurred during the novel. From this timeline, students will have more
ideas of which events to write about. This assignment will be graded based on a rubric
that students will receive before they begin. This assignment will be weighted 50% of
their unit mark.
 Reading Comprehension Quiz: Students will be quizzed on vocabulary words learned
throughout the novel and on small, important passages from the novel. This quiz will
show me vocabulary words that students learned and can use in everyday life, and in
addition show their understanding of significant passages. Students will review and
work on vocabulary words throughout the unit, and group discussions will be held on
important passages to prepare students. This quiz will be worth 15%.

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Question Reflections,
Character Journal Reading Group
Farm Map Booklet, Exit Slips,
Sketch Assignment Comp. Quiz Discussion
Learning Outcomes Vocab, etc. etc.
Summative Summative Summative Summative Formative Formative Formative
10% 25% 50% 15% Participation Based
2.1.4: Comprehend new ideas
and information by responding
personally and discussing ideas
with others.
2.1.5: Extend sight vocabulary
to include words frequently
used in other subject areas.
2.1.6: Monitor understanding
by confirming or revising
inferences and predictions
based on information in text.
2.2.1: Experience oral, print
and other media texts from a
variety of cultural traditions
and genres, such as personal
narratives, plays, novels, video
programs, adventure stories,
folk tales, informational texts,
mysteries, poetry and CDROM
programs.
2.2.4: Retell events of stories in
another form or medium
2.2.5: Make general evaluative
statements about oral, pint and
other medium texts.
2.2.6: Connect the thoughts
and actions of characters
portrayed in oral, print and
other media texts to personal
and classroom experiences
2.2.7: Identify the main events
in oral, print and other media
texts; explain their causes and
describe how they influence
subsequent events.
2.3.3: Identify and explain
connections among events,
setting and main characters in
oral, print and other media
texts.

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Planning for Diversity:

 One accommodation I will have to offer a couple of students is more time and more one
on one help. With this in mind, I have planned 42 classes, however, I can use several
more classes if necessary. I will also will make sure to float around the classroom when
students are working to offer additional help to students. Also, I will be offering extra
time at lunch, recess, etc. to give students extra help in needed on assignments. I
believe that each student should have the same opportunity to learn and succeed in my
class. *(Once I am in the classroom teaching, I will have a better idea of the diversity in
the classroom.
 In addition, I have incorporated
a variety of activities to read all
types of learners in the
classroom. Ex// visual, tactile,
auditory, linguistic, group work,
technology, etc. I think by
offering many different types of
activities and assessment
modes, a diverse number of
learners will be reached.

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Resources:
 Ticket to Curlew – Celia Barker Lottridge
o From this resource, I created vocabulary
activities.
o Questions based on this resource
 Google Maps

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Chapter 5 & 6: Chapter 10 & 11:

 Bachelor  Absolutely
 Temporary  Meekly
 Livery stable  Dodged
 Chuffing  Reliable
 Dappled Grey  Temperamental
 Wisps  Privilege
 Splotches  Vigorously
 Settee  Approval
 Parlour  Striding
Chapter 1:
 Anticipate
 Satchel
 Haughtily Chapter 12:
 Coupling  Herons
 Acquaintance
 Adze  Cranes
 Soddy
 Wanderfoot  Reputed
 Sociable
 Swapper  Nuzzled
 Gawking Chapter 7 & 8:  Excursion
 Provisions  Desperately  Canter
 Agent  Slack  Bling
 Roused  Cricked
Chapter 2:
 Coop  Jammed
 Luxury
 Amble horizon  Barrel
 Deed
 Old-timer  Audience
 Horizon
 Philosophical  Hunker
 Perpendicular
 Unpredictable  Spellbound
 Sociable
 Automatically
 Expanse Chapter 9:
 Stowed  Mash Chapter 13:
 Curried  Chancy
Chapter 3 & 4:
 Meandered  Stodgy
 Cooper
 Hocks  Exaggerating
 Jouncing
 Trough  Compliments
 Foreign
 Triumphantly  Abundance
 Instinct
 Pester  Fertile
 Auger
 Offered  Regret
 Ingenious
 Instinct  Distributed
 Bandanna
 Perilous
 Fire-break
 Stern Chapter 14:
 Cellar  Tarpaper
 Unruly
 Necessities  Solution
 Rascal
 Wallow

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 Furious  Canter
 Exhausted
 Blunt
 Moping
 Glumly
 Brooded
 Yield
 Calculations

Chapter 15:
 Kerosene
 Catalogue
 Reliable
 Splendid
 Envious

Chapter 16:
 Haven
 Eased
 Paralyzed
 Lull
 Exhilaration
 Veered

Chapter 17:
 Automatically
 Sturdy
 Skedaddle
 Clamoring
 Entice
 Sentry
 Resounding
 Frontiersmen

Chapter 18:
 Organize
 Pity
 Whinnied
 Nuzzled
 Nickered

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