Text Tales

EDES 401

Carla Graham

Table of Contents
Newspapersp.3
Historical Fiction.p.14
Short Story/Novel..p.28
Directions and Instructionsp.41
Grammar & Quotations..p. 50
Tales.p. 60
Poetry..p.72
Non-Fiction...p. 82

Newspapers
2 weeks

Guiding Question:
What is the purpose of the news? Do we need to
keep connected and be aware of what is going
on around us?

Vocabulary

Classifieds
Journalism
Local
National
International
Article
Critic
Edit
Editor
Editorial
Feature
Headline
Newspaper Office
Byline
skim

Media
Opinion
Tabloid
Advertisement
Columnist
Evening Edition
Interviewer
Newsstand
TV Guide
Advice Column
Comics
Lead Story
Morning Edition
Photographer
Reporter
Propaganda
testimonial

Skills

Scanning
Reading Headlines
Visualizing
Reading Cartoons
Reading Classifieds
Critical Thinking
How to find the main idea
Increase vocabulary
comparing readings
forming sentences
How to ask a good question
Writing Summaries
Identifying the 5 Ws

Taking Notes
Knowledge of roles
Comprehension
Communication
Applying Knowledge
Organization
Reading
Writing
Speaking

Activities
Activities

Monthly Magazine
Students look through todays
newspaper to find 5 articles they
think that would be best for their
magazine. They design the cover,
including titles that will make people
want to read the articles and pictures
that will catch their attention

Comics and You

Have students look through comic
stips for a character who is most like
them. Make a list of similarities and
differences.

Strand

Viewing
Reading
Writing
Representing

Representing
Viewing
Writing

Curriculum Outcome

Modifications and
Adaptations

1.2 Clarify and Extend

Extend Understanding
-Select from the ideas and observations of
others to expand personal understanding.

-Can adjust the amount of

articles for higher or lower
achievers.

3.2 Select and Process

Access Information
-Skim, Scan and read closely to gather
information.

-Students could add

different aspects to their
magazines such as
puzzles, an editor page etc.

2.2 Respond to Texts

-Experience Various Texts
-make connections between own life and
characters and ideas in oral, print and other
media texts.

-Find the articles on a

computer.
-Higher achievers could
also make a comic strip
that represents someone
they know, such as family
or friend.

Multiple
Intelligences
-Visual-Spatial
-Intrapersonal
-Interpersonal
-Bodily-Kinesthetic
-Verbal-Linguistic

-Intrapersonal
-Visual-Spatial
-Bodily- Kinesthetic
-Verbal-Linguistic

Activities

Fun with Nouns

Have students review the front
page of todays newspaer and
underline the people in red, the
places in blue, and the things in
green.

Picture Stories
The goal is to use pictures from the
paper to tell a story.

Field Trip to Local

Newspaper

Strands

Curriculum Outcome

Modifications &
Adaptations

Multiple
Intelligences

Reading
Representing

3.2 Select and Process

Access Information
-Skim, Scan and read closely to gather
information.

-Higher achieving students

could highlight adjectives
and other parts of speech.

-Verbal- Linguistic
-Intrapersonal
-Logical-Mathematical
-Visual-Spatial

Viewing
Representing
Writing

1.1 Discover and Explore

Express Ideas and Develop Understanding
Engage in exploratory communication to
share personal responses and develop own
interpretations.

Pre-select pictures for lower

achievers.

-Visual/ Spatial
-Intrapersonal

Viewing
Listening

1.2 Clarify and Extend

Extend Understanding
-Evaluate the usefulness of new ideas,
techniques and texts in terms of present
understanding.

-Accessibility for disabilities.

-Bodily-Kinesthetic
-Interpersonal
-Visual-Spatial
-Naturalistic

Activities
Headline Changer

Strands
Viewing
Writing

Curriculum Outcome
2.1 Use Strategies and Cues
-Use textual Cues

Modifications &
Adaptations

Multiple
Intelligences

Higher achievers make headlines use

alliteration.

Verbal-Linguistic
Logical-Mathematical
Intrapersonal

2.4 Create Original Text

-Generate Ideas
-Choose appropriate strategies for generating ideas and
focusing topics for oral, print and other media texts.

Higher level achievers can interview

people throughout the community, or
unknown individuals.Write longer
article (500 words)

Verbal- Linguistic
Bodily- Kinesthetic
Interpersonal
Naturalistic

4.1 Enhance and Improve

Appraise own and others work
-Incorporate particular content features of effectives
texts into own oral, print and other media texts.

Lower-level achievers could interview

people whom they already know such
as classmates, teachers, family etc.
Write shorter article (200 words)

Identify and use the structural elements of texts, such as

magazines, newspapers, newscasts and news features, to
access and comprehend ideas and information.

2.3 Understand Forms, Elements and Techniques

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.

Interview, then write

an article
Students choose another student, a
teacher, a mentor, parent, local
person to interview and then write an
article talking about a certain subject
that they were discussing.

Listening
Writing
Speaking
Reading
Representing

Activities
Letter to the
Editor

Strands

Curriculum Outcome

Reading
Writing
Representing

1.1 Discover and Explore

-Express Ideas and Develop Understanding
-Reflect on own observations and experiences to understand and develop oral, print

Modifications &
Multiple
Adaptations
Intelligences
Verbal-Linguistic
Visual-Spatial
Intrapersonal

and other media texts.

3.1 Plan and Focus

-Focus Attention
-Consider audience, purpose, point of view and form when focusing topics for
investigation.

Compare and
Contrast
(Same story but different
media sources)

Reading
Writing
Listening
Viewing
Representing
Speaking

2.2 Respond to Texts

Experience Various Texts
-Experience oral, print and other media texts from a variety of cultural traditions and
genres, such as journals, nature programs, short stories, poetry, letters, CD ROM
programs, mysteries, historical fiction, drawings and prints.

-Use online media

sources
-Review a sports game
(different sides of that)

3.2 Select and Process

Evaluate Sources
-use pre-established criteria to evaluate the usefulness of a variety of information
sources in terms of their structure and purpose.

Newspaper
Vocabulary Games
(online)

Viewing
Reading
Representing

2.1 Use Strategies and Cues

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.

-Type of game
-Cross-Curricular (ICT
outcomes)

Verbal Linguistic
Visual-Spatial
Bodily-Kinesthetic
Interpersonal
Musical

Assessment
Create your own newspaper!

Through the unit, students will gather different parts of a newspaper and in
the end create their own newspaper that will showcase the best work that
they have done. It will need to include the following sections: A newspaper
name, front page story, business section, sports sections, comics, classified
ad, and advice column, and a letter to the editor. In addition they can add
and create any additional features they so choose.

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

Rubric for Newspaper

Newspaper Rubric

Resources

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
Best Newspaper Scoops in History:
guardian.com/10
Calgary Herald Teacher Resources for Newspapers

http://www.calgaryhearld.com/nie/teacherresources.html

Times Machine Website (used to find articles from the 1800s)

http://timesmachine.nytimes.com/browser
How to write a good Ad
http://smallbusiness.chron.com/write-good-ad-newspaper-17242.html

Historical Fiction
3-4 weeks

Guiding Question:
Does history repeat itself?

Vocabulary

Comprehension
Timeline
Dialogue
Rising Action
Connective
Objectivity
Motivation
Setting
Resolution
Reflection
Context
Antagonist
Protagonist
Foreshadowing
Narrator
Tone
Falling Action

Climax
Conflict
Stereotype
Bias
Fiction

Skills

Summarizing
Drawing Conclusions
Identifying Significance
Visualization
Making Inferences
Cause and Effect
Identifying Main points of characters
Synthesizing
Knowing Fact vs. Fiction
Historical Vocabulary
How to research
Empathizing

Connecting or Relating to History

Understanding point of view
First person
Third person
Omnition
Identifying themes
Critical Thinking
Compare and Contrast
Connecting to present time
applying previous knowledge
cause and effect
explicit vs. implicit information

Activities
Activities

Truth or Fiction
(can be used throughout unit to
see if students are on track with
their reading)

Strands

Listening
Speaking

Curriculum Outcome

3.1 Plan and focus

Determine information

Modifications &
Adaptations

Multiple
Intelligences

-Adjust questions based on

reading level.

Bodily-Kinesthetic
Intrapersonal
Visual-Spatial
Verbal-Linguistic

-Lower achievers can be grouped

together, reading the same book

Interpersonal
Visual- Spatial
Verbal-Linguistic

-needs decide on and selct the information needed to

support a point of view.

3.3 Organize, Record & Evaluate

Record Information
-quote information from oral, print and other media sources.

Book Groups
(Students choose a book that
they would like to read, and then
are sorted into groups based on
the book and their level. Once
they are sorted into groups the
students can begin reading the
first section of their book (8
sections))

Reading
Listening

5.2 Work within a group

Work in groups
-Contribute to group knowledge of topics to identify and
focus information needs, sources and purposes for research
or investigations.

-High achievers can be grouped

together reading the same book.
-Books can be listened to on
audiobooks

Activities
Activities

Make T-shirts for

Characters
(First second of the book.Main
characters of the book that contains
facts about them- represent them in a
variety of ways. Hang t-shirts for
characters on a clothesline with
clothespins)

Fakebook
(second section of the book)

Strands

Reading
Writing
Representing

Curriculum Outcome

1.2 Clarify and Extend

Combine Ideas
-Use talk, writing and representing to examine, clarify
and assess understanding of ideas, information and
experiences

2.2 Respond to texts

Experience various texts

Reading
Writing
Representing
Viewing

Modifications &
Adaptations

Multiple
Intelligences
Verbal-Linguistic
Visual- Spatial
Intrapersonal
Naturalistic
Logical-Mathematical
Musical

-Organize interpretations of oral, print and other media

texts around two or three key ideas.

*Depends on choice

2.2 Respond to texts

Appreciate the artistry of texts

Verbal-Lingustic
Visual-Spatial
Intrapersonal
Logical-Mathematical

-Discuss how detail is used to enhance character,

setting action and mood in oral, print and other media
texts.

4.1 Enhance and Improve

Enhance Legibility
-Experiments 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.

Activities
Activities

T-chart
(Students fill out t-chart that
indicates information from the
book that helps figure out the
time period)

Point of View
(1st, 2nd, 3rd person, create a
poster to represent all ideas)

Living Museum
(Historical figures from same era
as chosen book)

Strands

Curriculum Outcome

Modifications &
Adaptations

Multiple
Intelligences

Writing
Reading
Representing

3.3 Organize, Record and Evaluate

Record Information
-Compare, contrast and combine ideas and
information from several sources

Verbal-Lingustic
Visual-Spatial
Interpersonal
Bodily-Kinesthetic
Logical- Mathmatical

Reading
Writing
Listening
Speaking
Representing

3.2 Select and Process

Access Information
-Scan to locate specific information quickly;
summarize and record information useful to
research purposes.

Interpersonal
Intrapersonal
Visual-Spatial
Verbal-Linguistic
Logical- Mathmatical

Representing
Viewing
Speaking
Listening

4.3 Present and Share

Present Information
-Use various styles and forms of presentations,
depending on content, audience and purpose.

-Present at home and

video-tape if students are
nervous to present in front
of class.

Bodily-Kinesthetic
Interpersonal
Visual-Spatial
Lingustic

Activities
Activities
Link and Compare
(Relate section of the book to
something historical that
happened during that same time
frame, then relate and compare
to something that is happening
currently or recent)

Timeline

Artifact

Strands
Reading
Writing
Representing

Curriculum Outcome

Modifications &
Adaptations

3.1 Plan and Focus

Focus Attention

Multiple
Intelligences
Intrapersonal
Verbal-Linguistic
Interpersonal

-Distinguish among facts, supported inferences and opinion.

-Use note-taking or representing to assist with understanding ideas
and information, and focusing topics for investigation.

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 portrayed in oral, print and other media texts.

Reading
Writing
Representing
Viewing

3.1 Plan and Focus

Plan to gather information

Reading
Representing
Viewing

3.4 Share and Review

Share ideas and information

-Make online timeline

Verbal-LInguistic
Interpersonal
Visual-Spatial
Logical-Mathematical

-Higher Achievers could make

a symbol in the book.
-Lower Achievers could make
something that was part of the
book.

Verbal-Linguistic
Naturalistic
Bodily-Kinesthetic
Intrapersonal
Visual-Spatial

-Develop and follow own plan for accessing and gathering ideas and
information, considering guidelines for time and length of
investigation and presentation.

-Select appropriate visuals, print and/or media to inform and engage

the audience.

Activities
Activities

Strands

Create a Scene

Writing
Viewing
Representing
Reading

(Display a scene of readers

choice, and then have gallery
walk following)

Curriculum Outcome

Modifications &
Adaptations

1.1 Discover and Explore

Express Ideas and Develop Understanding

Multiple
Intelligences
*Can be any based on
how students choose how
to display their scene.

-Engage in exploratory communication to share personal

responses and develop own interpretations.

2.2 Respond to texts

Experience Various Texts
-Express interpretations of oral, print and other media texts in
another form or genre.

20 Questions
(Partners guess who the other
person's character is)

Reading
Listening
Speaking

2.2 Respond to texts

Construct meaning from text
-Develop, clarify and defend own interpretation, based on
evidence from the text with support from own experiences.

-Teacher could choose characters for

students.
-More difficult characters could be
given to higher achievers and vice
versa.
-Have visuals of characters to help
lower achievers.

Verbal-Linguistic
Interpersonal
Logical-Mathematical

Activities
Activities

Write a Poem
(In pairs students can write a poem
using two voices (characters) from
the book)

Venn Diagram
(Students compare the characters,
setting, etc of the timeframe of their
book to life now)

Journal Entries
(Students make a journal at
beginning and then write entries
from different characters point of
view each week)

Strands

Curriculum Outcome

Reading
Writing
Representing

1.2 Clarify and Extend

Combine Ideas

Reading
Writing
Representing
Viewing

3.3 Organize, Record and Evaluate

Organize Information

Reading
Writing
Representing

2.3 Understand Forms, Elements and Techniques

Understand techniques and elements

-Use talk, notes, personal writing and representing, together

with texts and the ideas of others, to clarify and shape
understanding.

-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.

-Identify strategies that presenters use in media texts to

influence audiences.

3.1 Plan and Focus

Determine Information Needs
-Decide on and select the information needed to support a
point of view.

Modifications &
Adaptations

Multiple
Intelligences

-Lower achievers could

choose one character to
include in poem.
-Work individually

Verbal-Linguistic
Interpersonal
Intrapersonal
Musical

-Lower achievers could

compare only one aspect.

Verbal-Linguistic
Interpersonal
Logical-Mathematical
Visual-Spatial

-Lower Achievers could do

the same character for the
whole novel.
-Higher Achievers could use
points of view of animals, or
other not as obvious
characters.

Verbal-Linguistic
Interpersonal
Intrapersonal
Visual-Spatial

Assessment
Movie Trailer!

In this unit, students will be asked to create a movie trailer that focuses on the book that they
read throughout the unit. This trailer will need to show the setting, the main characters and
demonstrate a good understanding of the time frame that the book took place in. The movie
trailer is meant to grab the viewers attention and make them want to read the book! The trailers
will be shown to a public audience that will rate the trailers on a five star scale, based upon
criteria supplied to them.

Curricular Outcomes:

2.3 Understand Forms, Elements and Techniques

Understand techniques and elements
-Identify strategies that presenters use in media texts to influence audiences.
4.3 Present and Share
Present information
-use various styles and forms of presentations depending on content, audience and purpose

Rubric for
Checklist
Rubric for Public Audience

Resources
Award Winning Historical Fiction for Middle School
https://www.google.ca/search?q=award+winning+historical+fiction+for+middle+school&sourceid=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:IESearchBox&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.microsoft:en-CA:IE-SearchBox&ie=&oe=&gfe_rd=cr&ei=3CcXVOsEcbZ8geOxIGIBQ&gws_rd=ssl
https://www.google.ca/search?q=canadian+children's+literature&sourceid=ie7&rls=com.microsoft:en-CA:IE-SearchBox&ie=&oe=&gfe_rd=cr&ei=3CcXVOsEcbZ8geOxIGIBQ&gws_rd=ssl
Canadian Children's Book Awards
https://www.google.ca/search?q=canadian+children's+book+awards&sourceid=ie7&rls=com.microsoft:en-CA:IESearchBox&ie=&oe=&gfe_rd=cr&ei=UygXVMqOHcfZ8gfikIH4BA&gws_rd=ssl

Resources
people.ucalgary.ca

Possible Book Selections:

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

Short Story/ Novel

3-4 weeks

Guiding Question:
What role does reading play in
society and in your life?

Vocabulary

Timeline
Context
Dialogue
Rising Action
Falling Action
Climax
Conflict
Resolution
Setting
Motivation
Narrator
Foreshadowing
Objectivity
Figurative Language
Imagery
Antagonist
Protagonist

Novel
Short Story
Chapter
Summary
Represent
Comprehend
Plot
Conclusion
Point of view
Scene
Analyze

Skills

Drawing conclusions
Comparing and Contrasting
Making Inferences
Understanding Point of Views
Summarizing
Critical Thinking
Applying
Cause and Effect
Identifying theme
Empathizing
Visualization

Activities
Activities

Strands

Curriculum Outcome

Modifications &
Adaptations

Multiple
Intelligences

Character Astrology
Signs

Reading
Writing
Representing

2.2 Respond to Texts

Construct meaning for texts
-identify or infer reasons for a characters actions
or feelings.

Intrapersonal
Verbal-Linguistic
Visual-Spatial

Act out a scene

Representing
Viewing
Listening
Speaking

1.1 Discover and Explore

Express ideas and develop understanding
-express personal understandings of ideas and
information based on prior knowledge,
experiences with others and a variety of oral,
print and other media texts.

Verbal-Linguistic
Visual-Spatial
Bodily-Kinesthetic
Interpersonal
Naturalistic

Reading
Writing
Representing

4.2 Attend to Conventions

Attend to Spelling
-extend spelling vocabulary to include words
frequently used in literature, but infrequently
used in oral and other media texts.

Verbal-Linguistic
Visual-Spatial
Logical-Mathmatical
Interpersonal
Intrapersonal

(Groups of 3-4)

Vocabulary Display

Activities
Activities

Strands

Curriculum Outcome

Create a childhood
for a character

Reading
Writing
Representing

2.2 Respond to Texts

Construct meaning from texts

Create a homepage

Reading
Writing
Viewing
Representing

2.3 Understand forms, elements and techniques

Understanding techniques and elements

-make judgements and inferences related to events,

characters, setting and main ideas of oral, print and other
media texts.

-discuss the connections among plot, setting and characters

in oral, print and other media texts.

4.1 Enhance and Improve

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.

Recreate Ending

Reading
Writing
Representing

2.3 Understand forms, elements and techniques

Understand techniques and elements
-discuss connections amount plot and subplot, main
and supporting characters, main idea and theme in a
variety of oral, print and other media texts.

Modifications
& Adaptations

Multiple
Intelligences

HIgher achievers could

choose multiple
characters.

Intrapersonal
Verbal-Linguistic
Visual-Spatial

-Can be done on
computer or not,
depending on what
student feels comfortable
with.

Interpersonal
Intrapersonal
Verbal-Linguistic
Musical
Logical-Mathematical
Visual-Spatial

Verbal-Linguistic
Intrapersonal
Naturalistic
Logical-mathematical

Activities
Activities

Create a question
(In small groups students create
a question for another group to
represent)

Strands

Writing
Viewing
Listening
Speaking
Representing

Curriculum Outcome

1.1 Discover and Explore

Express ideas and develop understanding
-Express personal understandings of ideas and information based on
prior knowledge, experiences with others and a variety of oral, print and
other media texts.

1.2 Clarify and Extend

Consider others ideas

Modifications &
Adaptations

Multiple
Intelligence
s
Verbal Linguistic
Visual-Spatial
Logical-Mathematical
Interpersonal
Intrapersonal
Naturalistic

-listen and respond constructively to alternative ideas or opinions.

The Illustrator

The Investigator

Reading
Writing
Representing

1.1 Discover and Explore

Express Ideas and Develop understanding

Reading
Writing
Viewing
Representing

1.1 Discover and Explore

Express Ideas and Develop understanding

-Reflect on own observations and experiences to understand and

develop oral, print and other media texts.

-extend understanding of ideas and information by finding and exploring

oral, print and other media texts on related topics and themes.

3.4 Share and Review

Review research process

Verbal-Linguistic
Visual-Spatial
Intrapersonal
Logical-mathematical

Verbal-Linguistic
Visual-Spatial
Intrapersonal
Naturalistic
Logical-mathematical

Activities
Activities

Strands

Curriculum Outcome

Reading
Writing
Representing

2.2 Respond to Texts

Experience various text

Word Whiz

Writing
Representing

2.1 Use Strategies and Cues

Use comprehension strategies
-use definitions provided in context to identify the
meanings of unfamiliar words

Cause and Effect

Card Game

Reading
Viewing
Representing

1.1 Discover and Explore

Express Ideas and develop understanding

The Connector

Modifications &
Adaptations

Verbal-Linguistic
Intrapersonal
Naturalistic
Logical-mathematical

-make connections between own life and characters

and ideas in oral, print and other media texts.

-engage in exploratory communications to share

personal responses and develop own interpretations.

Multiple
Intelligences

-have computers and

dictionaries available

Verbal-Linguistic
Visual-Spatial
Logical-mathematical
Intrapersonal

Interpersonal
Visual-Spatial
Bodily-Kinesthetic

Activities
Activities

Strands

Curriculum Outcome

Writing Prompts

Viewing
Reading
Writing

4.2 Attend to Conventions

Attend to grammar and usage
-identify past, present and future verb tenses,
and use throughout a piece of writing.

Create a Map of the

setting

Viewing
Representing
Writing

2.2 Respond to Texts

Construct meaning from texts
-summarize oral, print or other media texts,
indicating the connections among events,
characters and settings.

Compare and
Contrast

Reading
Writing
Representing
Viewing

1.2 Clarify and Extend

Extend understanding
-evaluate the usefulness of new ideas,
techniques and texts in terms of present
understanding

Modifications &
Adaptations

Multiple
Intelligences
Verbal-Linguistic
Visual-Spatial
Logical-mathematical
Naturalistic

-Cross Curricular

Visual-Spatial
Verbal-Linguistic
Logical-mathematical
Naturalistic
Bodily-Kinesthetic

Verbal-Linguistic
Interpersonal
Logical-mathematical

Activities
Activities

Strands

Curriculum Outcome

Book Trailer

Reading
Writing
Representing
Viewing
Listening

4.3 Present and Share

Present information
-use various styles and forms of presentations
depending on content, audience and purpose

Alternate Book Cover

Reading
Writing
Representing

2.2 Respond to Texts

Experience various text
-discuss the authors, illustrators, storytellers or
filmmakers intention or purpose.

Speaking
Listening

2.1 Use Strategies and Cues

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.

(Students create an alternative book cover,

after commenting on the authors choice for
theirs, then students write a paragraph
explaining why they chose their cover)

Bluff (Vocabulary Game)

-. Divide your class into two different teams. Write a
vocabulary word on the board. The students who think they
know the answer can stand up. Also, students who are
bluffing that they know the answer can also stand. The
teacher calls on a student at random to define the word. If the
student gets it, his team gets points for every team member
that is standing. If the student does not get it, the team loses
points for every team member standing. The team with the
most points at the end wins.

Modifications &
Adaptations

Multiple
Intelligences
Visual-Spatial
Interpersonal
Musical
Verbal-Linguistic
Intrapersonal

-can be done online

-higher achievers could
include reviews from
magazines etc.

Visual-Spatial
Verbal-Linguistic
Intrapersonal
Logical-mathematical

Interpersonal
Bodily-Kinesthetic
Verbal-Linguistic
Visual-Spatial

Assessment

Archeology Project
Students will create an artifact that represents something or someone
important from the reading and write a paragraph explaining what
they have created, why they chose to make the item, and how it is
important to what they read.
Outcomes:
3.4 Share and Review
Share ideas and information

communicate ideas and information in a variety of oral,

print and other media texts, such as reports,
autobiographies, brochures and video presentations.

Rubric

Resources!
Selecting Novels: Questions to ask.
How to choose an appropriate book:
Does the book tell an interesting story?
Is the story appropriate for the intended age range and does it appeal to them?
Is the book well-written?
What does the reader anticipate from the title and format of the book?
Does the story have a theme?
Is the theme worth conveying to children?
Is the theme overtly moralistic?
Is the plot well-constructed?
Is the plot original, fresh and believable?
Are the characters convincing and credible, and do they grow and change from their experiences?
Is the dialogue natural and suited to the characters in the story?
If there are illustrations in the book, do they add significantly to the text, and visa versa?
Does the story avoid sex, race, or other stereotypes?
Did the book provide for a pleasurable reading experience?
What have reviewers said about this title?
Does the author know much about the location/time period/people/subject he/she is writing about?
If applicable, are all the significant facts included and is the coverage of the subject well balanced?
Is the style of writing appropriate to the subject of the book?
For informational books, how accurate are the facts presented in the book?
For informational books, is the book well organized? Is there a table of contents, index, or bibliography?

Resources!
http://arizonataylor.hubpages.com/hub/Newbery-Award-Winners

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/newberymedal
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/

Directions and Instructions

1 week

Guiding Question:
Where are directions and instructions used in our
lives?

Vocabulary

Orientation
North
South
East
West
Left
Right
Beside
Infront
Next
First
Last
Turn
Twist
Place
Determine
GPS

Kilometers
Measurement
Centimeter
meter
underneath
before
then
direction
guide
connect
determine
sequence
order
describe
explain

Skills

Sequencing
Active Listening
Keywords
Comprehension
Clarifying
Chronological order
Recognize missing steps
Listening
Reading
Pattern recognition
Communication
Plan
Organize
Summarize

Highlighting
Scan
Record
Reading directions
following directions
determining usefulness

Activities
Activities
Back Words
Tape sheets of paper with vocabulary
words to the backs of all of your
students. The students must go
around the room asking only yes or no
questions to determine what their
words are.

Strands
Viewing
Reading
Listening
Speaking

Curriculum Outcome
2.1 Use Strategies and Cues
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.

Modifications
& Adaptations
-Base chosen words on
level of achiever.

Multiple
Intelligences
Verbal-Linguistic
Logical-Mathematical
Bodily-Kinesthetic
Visual-Spatial
Interpersonal

4.1 Enhance and Improve

Appraise own and others work
-Ask for and evaluate the usefulness of feedback and assistance from peers.

Scavenger Hunt
Groups of 2 students hide a bag
with prizes in it and then make
instructions for another group to
find the bag.

Next Feeding
Students get a certain animal and
then write instructions on how that
animal can get its next meal.

Speaking
Listening
Viewing
Writing

3.1 Plan and Focus

Focus Attention

Writing
Representing

3.1 Plan and Focus

Plan to gather information

-use note-taking, outlining or representing to summarize important ideas and

information in oral, print and other media texts.

Plan to gather information

-plan and organize data collection based on instructions, explanations and
pre-established parameters.

plan and organize data collection based on instructions, explanations and preestablished parameters.

4.3 Present and Share

Demonstrate attentive listening and viewing
-ask questions or make comments that elicit additional information; probe

Interpersonal
Verbal-Linguistic
Naturalistic
Logical-mathematical

Interpersonal
Verbal-Linguistic
Logical-mathematical
Naturalistic

Activities
Activities

Drawing and
Instructions
One student draws a simple
picture then has to instruct the
rest of the group how to draw it,
just by using words.

Instructional Baking

Where do we use
instructions?
Create a list of where we use
instructions or directions.

Strands

Representing
Viewing
Speaking
Listening

Curriculum Outcome

Modifications &
Adaptations

3.1 Plan and Focus

Plan to gather information

Multiple
Intelligences
Visual-Spatial
Verbal-Linguistic
Logical-mathematical
Interpersonal

-Plan and organize data collection based on instructions,

explanations and pre-established parameters.

4.3 Present and Share

Demonstrate attentive listening and viewing
-Listen and view attentively to organize and classify
information and to carry out multi-step instructions.

Reading
Listening
Representing

4.1 Present and Share

Enhance presentation

Listening
Speaking
Writing

3.1 Plan and Focus

Focus attention

-Health and HomeEc

Interpersonal
Bodily-Kinesthetic
Verbal-Linguistic
Visual-Spatial

-use computer for learners who

need this option.

Interpersonal
Intrapersonal
Logical-mathematical

-emphasize key ideas and infomration to enhance audience

understanding and enjoyment.

-use note-taking or representing to assist with understanding

ideas and information, and focusing topics for investigation

Activities
Activities

Towel Chicken
Students get into partner groups.
Instructor gives verbal directions of
how to make a chicken out of a towel.
Partner one tries to make chicken.
Partner twos turn, instructor gives
directions as well and demonstrates.
Student two usually has more
success.

I have, Who Has

Cards given to students, have a
sequence of some sort of order
on it, students need to get into
order.

Strands

Listening
Speaking
Viewing
Representing

Curriculum Outcome

Modifications &
Adaptations

3.2 Select and Process

Evaluate sources

Multiple
Intelligences
Verbal-Linguistic
Bodily-Kinesthetic
Visual-Spatial
Logical-mathematical
Interpersonal
Intrapersonal

-use pre-established criteria to evaluate the usefulness

of a variety of information sources in terms of their
structure and purpose.

4.3 Present and Share

Demonstrate attentive listening and viewing
-listen and view attentively to organize and classify
information and to carry out multi-step instructions.

Reading
Representing
Listening
Speaking

3.2 Select and Process

Evaluate Sources
-use pre-established criteria to evaluate the usefulness
of a variety of information sources in terms of their
structure and purpose.

Higher achievers could work on

a harder sequence or set of
directions.

Verbal-Linguistic
Visual-Spatial
Bodily-Kinesthetic
Interpersonal
Logical-mathematical

Assessment
Create your own board game!

Students will be asked to create their own board game throughout the week and need to have an instruction
manual to go alongside it.

Formative Assessment

There will only be formative assessment used in this unit. Students will be observed and then for their own
feedback, the last day students will play each others board games and get feedback from their peers.

Outcomes:

3.3 Organize, Record and Evaluate

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.

4.1 Enhance and Improve

Appraise own and others work
-ask for and evaluate the usefulness of feedback and assistance from peers

Checklist

Resources!
Where Directions and Instructions are used: ( basically everywhere...and these can also provide ideas for lessons)

Recipes, board games, sports, dance, safety, shampoo, appliances, cooking, street signs, maps, computers, troubleshooting, crafts, phone
updates, tutorials, Ikea, all DIY projects, washing clothes, lab procedures, Bluetooth, GPS, Geocaching , vehicle operation, fitness classes,
writing test, video games, mowing the lawn, music, cleaning, riding a bike, making a bed, resumes/ cover letter, planning a wedding, how to
wear a scarf, tie a tie, plant a garden, change oil, passport/ contests, toy models, building a house, yoga, travel.

-Barb Hanson
-Pinterest

Grammar & Quotations

Throughout

Guiding Question:
Would society function the same without
grammar?

Vocabulary

pronouns
determiners
qualifiers
possessives
adjectives
adverbs
verbs
nouns
tense
participles
passive voice
preposition
punctuation
quantifiers
conjugate
contraction
apostrophe

syntax
homophones
figurative
antecedent
capitalization
homonyms
apostrophe
colon
semi-colon
comma
comma splice
compound sentence
conjugation
dialect
homonym
hyphen

idiom
preposition
comparative
superlative
quotation marks

Skills

Proof reading
Spelling
Grammar
Punctuation
When to use capital letters
Know your audience
Know your medium
Recognizing and avoiding common
mistakes
Inserting punctuation for emphasis

Activities
Activities

Eliminator
Have two students come to the front of the
class.. You read them a word and the players
race to see who can get their hands up the
fastest. If he answers correctly, he gets a
point and stays up and a new challenger
comes up. Give a new word and if the person
who got the first one right gets another he
gets 2 points. The point total keeps doubling
the longer the winner stays up. If the
challenger wins, he gets one point and a new
challenger comes up. At the end of the class,
the student with the most points wins.

Weird Al! word crimes

Strands

Speaking
Listening

Curriculum Outcome

2.1 Use Strategies and Cues

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.

Modifications &
Adaptations
-Can have teams

Multiple
Intelligences
Verbal-Linguistic
Interpersonal
Bodily-Kinesthetic

4.1 Enhance and Improve

Appraise own and others work
-Ask for and evaluate the usefulness of feedback and
assistance from peers.

Viewing
Listening
Writing

1.1 Discover and Explore

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

Verbal-Linguistic
Visual-Spatial
Musical

Activities
Activities

Strands

Curriculum Outcome

Reading
Writing

4.2 Attend to Conventions

Attend to grammar and usage

Quote from a Novel

Writing
Representing
Reading

4.1 Enhance and Improve

Enhance Legibility
-choose and use printing, cursive writing, or
word processing, depending on the task,
audience and purpose.

Ball Toss
(parts of speech)

Listening
Speaking
Viewing

4.2 Attend to Conventions

Scavenger Hunt

Call out a verb while tossing a

ball and that person needs to say
that word.

Modifications &
Adaptations

Multiple
Intelligences
Verbla-Linguistic

-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

Verbal-Linguistic
Logical-mathematical
Intrapersonal

-Use parts of speech that

you have learned so far,
start with only one or two
words and build up.

Interpersonal
Bodily-Kinesthetic
Verbal-Linguistic

Activities
Activities

Strands

Curriculum Outcome

Modifications &
Adaptations

Multiple
Intelligences

Daily Sentences to
correct

Writing
Reading

4.1 Enhance and Improve

Revise and edit
-edit for appropriate verb tense and for correct
pronoun references

Verbal-Linguistic
Visual-Spatial
Intrapersonal

Correcting Slang

Listening
Writing
Reading

4.1 Enhance and Improve

Expand knowledge of language
-identify differences between standard English
and slang, colloquialism or jargon, and explain
how these differences affect meaning.

Verbal-Linguistic
Visual-Spatial
Logical-mathematical
Intrapersonal

Become an Expert!

Reading
Writing
Representing

3.3 Organize, Record and Evaluate

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

Verbal-Linguistic
Interpersonal
Logical-mathematical

Activities
Activities

Strands

Curriculum Outcome

Modifications &
Adaptations

Multiple
Intelligences

Recipe card
sentences

Reading
Listening
Speaking

4.2 Attend to Conventions

Attend to capitalization and punctuation

Online Grammar
Games

Viewing
Reading
Writing
Listening

4.2 Attend to Conventions

ALL

Visual-Spatial
Verbal-Linguistic
Intrapersonal
Musical

Kahoot Practice Test

Viewing
Reading
Writing

4.2 Attend to Conventions

ALL

Visual-Spatial
Interpersonal
Verbal-Linguistic

-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

Bodily-Kinesthetic
Visual-Spatial
Verbal-Linguistic

Assessment

The Pre-assessment and Post-assessment should be the same in order to

see the growth and improvement of the student.
I would design a test that would assess their knowledge of grammar.

Outcomes

4.2 Attend to Conventions

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
-edit for and correct commonly misspelled words in own writing, using spelling generalizations and the meaning and function of words in context

1.1 Discover and Explore

Set Goals
-assess personal language use, and revise personal goals to enhance language learning and use

Resources!
http://www.educationworld.com/a_lesson/weird-al-word-crimes-grammar-tips.shtml
Schoolhouse Rocks - Subjects and Predicates by writing class - You Tube

38 Common Spelling and Grammar Errors - mentalfloss - you tube

www.funenglishgames.com

Grammar Blast eduplace.com

eflnet.com

TheTeachers'Caf.com

http://www.eslgamesplus.com/verb-tenses-interactive-grammar-game-for-esl-jeopardy-quiz-game/

Tales
Fairy Tales, Fractured Fairy Tales, Myths, Legends,
Tall Tales, Folk Tales

Guiding Question:
What makes fairytales so effective at teaching
lessons about morality?

Vocabulary

Antagonist
Protagonist
Character
Conflict
Rising Action
Conflict
Enemy
Evil
Hero
Heroine
Magic
Resolution
Royalty
Villan
Weak
Wisdom
Fable

Climax
Plot
Moral
Enchanting
Setting
Fairy Tale
Fractured Fairy Tale
curse
damsel
troll
folktale
adventure
prine charming
princess
castle
wicked

Skills

Roleplaying
Communication
Brainstorming
Creatively thinking
acting
performing
drawing conclusions
compare contrast
conflict resolution
understand plot diagram
Sequence of Events

Activities
Activities

Strands

Curriculum Outcome

Letter to Editor in
Defence of Vilan

Reading
Writing

2.1 Use strategies and Cues

Use prior knowledge

Tell it to the Judge!

Representing
Viewing
Listening
Speaking

1.1 Discover and Explore

Express ideas and develop understanding

Representing
Listening
Speaking

4.3 Present and Share

Present information

Write a Rap

-combine personal experiences and the knowledge and

skills gained through previous experiences with oral,
print and media texts to understand new

Modifications &
Adaptations
-Higher achievers could write a
conversations back and forth
that appears back to back in
multiple issues of a newspaper
between villain and other.

Intrapersonal
Verbal-Linguistic

Interpersonal
Verbal-Linguistic
Bodily-Kinesthetic
Logical-mathematical

-use prior experiences with oral, print and other media

texts to choose new texts that meet learning needs and
interest

-use various styles and forms of presentations,

depending on content, audience and purpose

Multiple
Intelligences

-Higher achievers could add

background music.
-Length depends on
students.

Musical
Interpersonal
Bodily-Kinesthetic
Verbal-Linguistic

Activities
Activities

Act out a scene

Pen Pals
Write back and forth between a
fairytale character. Other
character will be in class as well,
but they will not know who the
other is.

Reading to Younger
Students

Strands

Curriculum Outcome

Representing
Speaking
Listening
Viewing

3.3 Organize, Record and Evaluate

Organize information

Reading
Writing

2.2 Respond to Texts

Construct meaning from texts

Reading
Speaking

4.3 Present and Share

Present information

Modifications &
Adaptations

Interpersonal
Bodily-Kinesthetic
Visual-Spatial
Verbal-Linguistic

-organize and develop ideas and information into oral,

print or other media texts with introduction that interest
audiences and state the topic, sections that develop the
topic and conclusions

-make judgements and inferences related to events,

characters, setting and main ideas of oral, print and
other media texts

-use various styles and forms of presentations,

depending on content, audience and purpose

Enhance presentation
-emphasize key ideas and information to enhance
audience understanding and enjoyment

Multiple
Intelligences

Lower achievers and high

achievers could write back
and forth to increase lower
achievers vocabulary.

Interpersonal
Intrapersonal
Verbal-Linguistic

-Pick pairs

Interpersonal
Verbal- Linguistic

Activities
Activities

Strands

Curriculum Outcome

Write a Pre-story or
Post-story

Reading
Writing

2.1 Use Strategies and Cues

Use comprehension strategies

Debate between
Fairy Tale characters

Viewing
Listening
Speaking

1.1 Discover and Explore

Express ideas and develop understanding

Wanted Poster

Writing
Representing

1.1 Discover and Explore

Express ideas and develop understanding

Modifications &
Adaptations

Multiple
Intelligences
Verbal-Linguistic
Intrapersonal

-monitor understanding by evaluating new ideas and

information in relation to known ideas and information

Interpersonal
Bodily-Kinesthetic
Verbal-Linguistic

-engage in exploratory communication to share

personal responses and develop own interpretations

-use prior experiences with oral, print and other media

texts to choose new texts that meet learning needs and
interests

-template online

Intrapersonal
Visual-Spatial
Verbal-Linguistic

Activities
Activities

Curriculum Outcome

Modifications &
Adaptations

Writing
Representing
Speaking
Listening

2.2 Respond to Texts

Construct meaning from texts
-identify or infer reasons for a characters actions
or feelings

Relate the length of the call

to the level of the achievers.

Interpersonal
Verbal-Linguistic

Compare and
contrast fairytales
and fractured
fairytales.

Reading
Writing

2.2 Respond to Texts

Experience various texts
-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.

-Higher level achievers can

look at fairytales from other
countries to challenge them.

Intrapersonal
Verbal-Linguistic
Logical-mathematical

Write your own

fractured fairy tale

Writing
Reading

2.4 Create Original Text

Generate ideas
-chose life themes encountered in reading,
listening and viewing activities and in own
experiences or creating oral, print and other
media texts.

-To modify for lower

achievers you can use an
already made fractured fairy
tale and have them just
complete the part that is
missing.

Intrapersonal
Verbal-Linguistic

911 Phone Call

can be between the three little
pigs and an operator etc.

Strands

Multiple
Intelligences

Activities
Activities

Strands

Curriculum Outcome

Writing
Representing

2.1 Use Strategies and Cues

Use comprehension strategies
-identify, and explain in own words, the
interrelationship of the main ideas and
supporting details

Create a resume for

a character

Writing
Representing

1.2 Clarify and Extend

Combine Ideas
-use talk, writing and representing to examine,
clarify and assess understanding of ideas,
information and experiences.

Readers Theatre

Representing
Speaking
Viewing
Listening
Reading

2.2 Respond to Texts

Experience various texts
-express interpretations of oral, print and other
media texts in another form or genre.

Text Message
What would characters say in a
text message to each other?

4.3 Present and Share

Enhance presentation
-emphasize key ideas and information to
enhance audience understanding and
enjoyment.

Modifications &
Adaptations

Multiple
Intelligences
Intrapersonal

Verbal-Linguistic

-For lower achievers, you

could have a template
already created, where they
just fill it in.

Verbal-Linguistic
Logical-mathematical
Intrapersonal

Verbal-Linguistic
Interpersonal
Bodily-Kinesthetic
Naturalistic
Musical
Visual-Spatial

Assessment

Create a storybook fractured fairytale!

Your mission is to create a story along with visuals of a fractured fairy
tale. This is your opportunity to use your brilliance and creativity to
make your own story! You can choose whatever fairy tale you choose to
create your own fractured fairy tale from! Have fun!
Students will be assessed on their ability to include all aspects of a plot
diagram and their overall presentation of the book!
When the students have finished their creations they will be able to
share them with each other!
Outcomes:
2.4 Create Original Text
Structure texts
-express the same ideas in different forms and genres; compare and explain the effectiveness of each for audience and purpose.
5.1 Respect Others and Strengthen Community
Celebrate accomplishments and events
-use appropriate language to participate in public events, occasions or traditions

Rubric for
Fractured Fairy-tale online rubric

Resources!
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

The Princess and Packet of Frozen Peas - Tony Wilson, Sue deGennaro - Scholastic
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

Poetry
Throughout

Guiding Question:
How can one utilize life experiences as a
foundation for creative and expressive
thinking?

Vocabulary

Rhyme
Rhythm
Alliteration
Assonance
Metaphor
Onomatopoeia
Narrative Poetry
Imagery
Personification
Simile
Refrain
Limerick
Haiku
Free Verse
Repetition
Stanza
Couplet

Sonnet
Rhyme Scheme
Irony
Internal Rhyme
Point of View
Soliloquy
Figureitve Language
Synecdoche
Ballad
Symbols
Metaphor
Hyperbole
Illusion
Diction

Skills

Understand and feel rhythm and

cadence
Understanding poetic punctuation
Knowing syllable
Thinking abstractly
Decipher meaning
Free writing
Drawing conclusions
Seeing points of viewing
Reading between the lines
Determining importance

Activities
Activities

Poetry Cafe
-Create an atmosphere that is
like a cafe where students can
show off their work, end of unit
celebration likely.

Strands

Speaking
Reading
Listening

Curriculum Outcome

4.3 Present and Share

Present information
-use various styles and forms of presentations, depending on content,
audience and purpose

Use effective oral and visual communication

-demonstrate control of voice, pacing, gestures and facial expressions;
arrange props and presentation space to enhance communication

Modifications &
Adaptations

Multiple
Intelligences
Verbal-Linguistic
Visual-Spatial
Interpersonal
Bodily-Kinesthetic
Naturalistic
Musical

Demonstrate attentive listening and viewing

-identify the tone, mood and emotion conveyed in oral and visual
presentations
-respond to the emotional aspect of presentations by providing
nonverbal encouragement and appreciative comments.

Poetry Stations
Students move through various
stations where they learn and
write different types of poems
such as metaphors, shape,
acrostic etc.)

Reading
Writing
Listening
Representing
Viewing

2.2 Respond to Texts

Appreciate the artistry of texts
-explain how metaphor, personification and synecdoche are used to
create mood and mental images
-experiment with sentence patterns, imagery and exaggeration to
create mood and mental images
-discuss how detail is used to enhance character, setting, action and
mood in oral, print and other media texts

Verbal-Linguistic
Visual-Spatial
Bodily Kinesthetic
Interpersonal
Intrapersonal
Musical
Logical-mathematical

Activities
Activities
Password (Vocab)
Divide your classroom into two teams and
prepare a stack of index cards with
vocabulary words on them. Each team
sends one member to the front of the
classroom. A member of one team takes
an index card and attempt to get his
teammate to guess by giving one-word
synonyms of the vocabulary word. The
other team does the same and the first
team to guess their vocabulary word
correctly gets a point. The team with the
most points at the end wins.

Found Poetry

Mathematical Poetry
bulb-light = dark

Strands
Viewing
Representing
Listening
Speaking
Reading

Curriculum Outcome
2.1 Use Strategies and Cues
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.

Modifications &
Adaptations
-Done in small groups
-Act the word out

Multiple
Intelligences
Verbal-Linguistic
Visual-Spatial
Bodily-Kinesthetic
Interpersonal
Logical-mathematical

4.1 Enhance and Improve

Appraise own and others work
-Ask for and evaluate the usefulness of feedback and
assistance from peers.

Reading
Representing
Viewing
Writing

4.1 Enhance and Improve

Expand knowledge of language

Writing
Representing
Reading

2.3 Understand Forms, Elements and

Techniques
Understand forms and genres

-choose words that capture a particular aspect of

meaning and that are appropriate for context, audience
and purpose

-identify key characteristics of a variety of forms or

genres of oral, print and other media texts

Verbal-Linguistic
Visual-Spatial
Intrapersonal

Logical-mathematical
Verbal-Linguistic

Activities
Activities

Soliloquy
Write a rant then change into
soliloquy.

Strands

Writing
Speaking
Listening
Reading

Curriculum Outcome

4.1 Enhance and Improve

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.

Modifications &
Adaptations
-Act out their soliloquy
instead of reading it.
-Have prompts for lower
achievers.

Multiple
Intelligences
Verbal-Linguistic
Intrapersonal
Interpersonal
Bodily-Kinesthetic

4.3 Present and Share

Enhance presentation
-emphasize key ideas and information to enhance
audience understanding and enjoyment

The Evolution of Rap

Listening

2.3 Understand Forms, Elements and

Techniques
Understand forms and genres

Musical
Visual-Spatial

-identify key characteristics of a variety of forms or

genres of oral, print and other media texts

Chocolate Bar Poetry

Writing
Representing

2.4 Create Original Text

Structure texts
-determine purpose and audience needs to choose
forms, and organize ideas and details in oral, print and
other media texts

-lower achievers could have a

poem already written for them
and they fill in the spaces with
the chocolate bars.

Musical
Visual-Spatial
Interpersonal
Bodily-Kinesthetic

Activities
Activities

Strands

Curriculum Outcome

Modifications &
Adaptations

Multiple
Intelligences

Reverse Poem

Reading
Writing

2.2 Respond to Texts

Experience various texts
-discuss common topics or themes in a variety of
oral, print and other media texts

-Higher achievers

Verbal-Linguistic
Logical-mathematical

Translate sonnet or
soliloquy into today's
language

Reading
Writing
Representing
Speaking
Listening

2.3 Understand Forms, Elements and

Techniques
Experiment with language

-Higher achievers

Verbal-Linguistic
Logical-mathematical
Interpersonal

Blooms Ball

Writing
Listening
Speaking
Viewing
Representing

4.3 Present and Share

Present Information
-use various styles and forms of presentations,
depending on content, audience and purpose

-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 alliterations, clarify and enhance
meaning

Visual-Spatial
Logical-mathematical

Assessment
Poetry Book (compilation of all work or best work)
Assessment

Will all be formative, will use a checklist to see if they have included all the
different types of poems.

Outcomes

4.1 Enhance and Improve

Appraise own and others work
-work collaboratively to revise and enhance oral, print and other media texts.

Resources
Vocabulary Activities
www.shelsilverstein.com
" Predictable" by Bruce Lansky - introducing clich
readwritethink.org
Poetry Splatter
Aboriginal Poetry ( Spirits Learning Resources)
Daniel Radcliffe- Elements Song - you tube

Poetry4kids.com - poetry dictionary

ideas - creative-writing-now.com
Reader's Theatre Poems ( use these words as your search)
www.heinemann.com
Poetry Teachers
haikudeck.com
uleth.ca ( Science Poetry)

2Learn.ca

You Tube - Andy Griffith - talking about Hamlet ( there are other
actors as well)

Daniel Radcliffe - you tube 'On reading poetry"

No Fear Shakespeare ( nfs.sparknotes.com)

6 celebrities Reading poems aloud - you tube

Answers.yahoo.com ( 15 songs for Hamlet)

National Poetry month

Hyperbole - grammar. about.com ( Greatest hyperboles of all time)
PoetrySoup.com
funtrivia.com - quizzes
Quizlet

Non Fiction
Throughout

Guiding Question:
Do we need to be in touch with the news
and what is going on around is in the world?

Vocabulary

Headings
Subheadings
Biography
Autobiography
Interview
Textbook
Titles
Captions
Main Idea
Supporting Details
Arguement
Clarify
Evaluate
Bias
Spin
Overgeneralization

Objective
Predict
Connect
Paraphrase
non-fiction
article
skim
scan
who
what
where
when
why
how
current events

Skills

Summarize
Critical thinking
Sequence
Paraphrase
Compare and contrast
Chart/track
comparing similarities and differences
Interpreting
Retelling
comprehension
determining accurary

Activities
Activities

Fact or Fiction?

Strands

Reading
Writing
Representing
Listening
Speaking

Curriculum Outcome

3.1 Plan and Focus

Plan to gather information
-plan and organize data collection based on
instruction, explanations and pre-established
parameters.

Modifications &
Adaptations
-Lower achievers can have
more difficult article.
-Higher achievers could read
more than one article.

Multiple
Intelligences
Verbal-Linguistic
Intrapersonal
Interpersonal
Naturalistic

3.2 Select and Process

Access Information
-distinguish between fact and opinion, and follow the
development of argument and opinion.

Interview Classmate

Listening
Speaking
Representing
Writing

3.2 Select and Process

Use a variety of sources
-Obtain information from a variety of sources, such
as adults, peers, advertisements, magazines, lyrics,
formal interviews, almanacs, broadcasts and video,
to explore research questions.

Verbal-Linguistic
Naturalistic
Interpersonal
Intrapersonal

Activities
Activities

Strands

Curriculum Outcome

Modifications &
Adaptations

Multiple
Intelligences

Article of the Week

Reading
Represent

2.1 Use Strategies and Clues

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

Summarizing Articles

Reading
Writing

2.4 Create Original Text

Structure texts
-express the same ideas in different forms and
genres compare and explain the effectiveness of
each for audience and purpose

Interpersonal
Verbal-Linguistic
Intrapersonal

Write an article from

an odd point of view.
(main point of article
ie/ mice etc.

Reading
Writing

2.4 Create Original Text

Generate ideas
-choose life themes encountered in reading, listening
and viewing activities, and in own experiences, for
creating oral, print and other media texts

Verbal-Linguistic
Intrapersonal

-Social Studies

Interpersonal
Verbal-Linguistic

Activities
Activities

Sports Pool

Strands

Reading
Representing

Curriculum Outcome

2.1 Use Strategies and Cues

Use textual cues
-use text features, such as charts, graphs and
dictionaries, to enhance understanding of ideas
and information

Modifications &
Adaptations
Mathematics

Multiple
Intelligences
logical-mathematical
Verbal-Linguistic

2.4 Create Original Text

Structure texts
-determine purpose and audience needs to
choose forms, and organize ideas and details in
oral, print and other media texts

TED talk

Speaking
Listening
Writing

4.3 Present and Share

Present information
-use various styles and forms of presentations,
depending on content, audience and purpose

Verbal-Linguistic
Logical-mathematical
Visual-Spatial

Assessment
Create your own Newscast of a current event going on now!
This performance task will encourage you to create a short viideo covering a current event in the world. You may cover
something local that is actually happening or you may create a fake scenario to represent something that is happening
around the world. For this task you must find out the facts and write and present a convincing story. Remember, your
role is to inform! Im Ms. Graham and that is your news for today!
RUBRIC
Outcomes:
2.1 Use Strategies and Cues
2.2 Respond to Texts
4.1 Enhance and Improve

Resources
Vocabulary Activities
Newspapers, magazines, professionals ( zookeepers, biologists, farmers, etc.)
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