Unit plan

Novel Study - Keepern Me by: Richard Wagamese

- English 20-2 Karla Powell - February 26th, 2016

UNIT PLAN - NOVEL STUDY

Part 1: Unit Introduction

Unit Overview
What is the grade level, length of unit, classes each week and length per class?

This unit will be presented to English 20-2 students who are in grade eleven and
grade twelve. The unit will be implemented from March 9th - March 24th, covering a total
of 12 classes, 9 of those classes are 3 hours long and 3 of those classes are an hour long.

Where does the unit fit in the program of studies?

This unit fits into the English 20-2 program of studies.

Rationale for the unit

Why is this unit taught? (What is the purpose of the unit within the course?)

The exploration of the novel Keeper n Me will create a platform where students will be
able to develop skills around reading, writing, viewing, and representing. Students will be
lead through learning activities that are active and collaborative that will develop their
skills in the areas listed above while also developing their abilities to critically analyze
texts. Students will also begin to develop the skills to read a text and to identify how
symbolism, style of language, authors voice, and imagery are used to develop common
thematic threads throughout a text. Students will be able to apply these analytical skills to
future reading comprehension exams, essay writing and other writing activities in current
and future English courses. The content and skills developed throughout the unit will also
provide jumping off points for the understanding content in Social Studies and Aboriginal
Studies classes. The students may also find that they are able to relate to the content of the

UNIT PLAN - NOVEL STUDY

novel because the setting is on a reserve and it discusses how being First Nations shapes
identity.

What Core concepts/topics does it address

The content in the novel has a focus on identity and colonialism as core concepts. The novel
addresses the topics of : how culture, language and place influence identity, the
importance of knowing where you come from, systemic racism, FNMI connection to the
land, what it means to be Indian, the process of becoming a life long learner, the
acquisition of wisdom, impact of colonialism on FNMI people, the difference between
white and First Nations ways of knowing, how human relationships and family shape
identity, and the resiliency of the human spirit. The Unit will also address concepts related
to English Language Arts learning like developing pieces of writing, clearly presenting
ideas, understandings a variety of perspectives, and developing projects using different
mediums that allow students to express themselves in different ways.

How does it reflect the experiences and perspectives of FNMI groups?

This unit strongly reflects the experiences and the perspectives of FNMI groups
because the novel that will studied is written by a Ojibway author and the content of the
novel reflects the experiences of Ojibway people living on a reserve in Northern Ontario.
The novel also explores what it means to be FNMI in Canada as the author reflects on
reflects the lasting impact that colonialism and systemic racism. This occurs as the main
character tells his life story and identifies how his perspective of how he sees himself
racially changes and how others view him as an Indian. The exploration of the power
and of traditional ways of knowing as a channel that is needed in order to help and heal

UNIT PLAN - NOVEL STUDY

people is a strong topic in the novel. FNMI perspectives on knowledge acquisition and
wisdom are also emphasized throughout the novel. The learning activities that will be
implemented throughout the novel will provide students with opportunities to express their
own thoughts, feelings, and beliefs about their own identities and express their own
perspectives on what it means to be FNMI and how they feel about the content and topics
discussed in the novel.

Special Considerations
What knowledge / skills are you assuming are in place?

Going into this unit I am assuming that the students have a general knowledge of FNMI
ways of knowing related to land, family, and wisdom. Knowledge about impact of
colonialism and how it has been an ongoing process. I can assume that this knowledge is in
place because FNMI content is used throughout all subject and most of the students have
taken Aboriginal Studies 10, which explores these topics. Skills that I am assuming that
students have are basic reading and writing skills, as well as the ability to link ideas
together in order to develop an understanding of the underlying themes of a text. These
skills would have been developed through novel studies in previous grades as well as in
other English classes.

What assumptions might students be bringing to this unit?

Students may be bringing in assumptions from previous novel studies where the focus may
have been on remembering the events that occurred in the text rather than reading for
deeper understanding. Assumptions about FNMI perspectives and texts written by FNMI
authors may also influence their thoughts, ideas and attitudes going into this unit of study.

UNIT PLAN - NOVEL STUDY

Students may also be affected by assumptions about having a students teacher from
previous experiences.

Are there any family/community issues you are going to have to be prepared to
address?

The content presented in the novel may be triggering for some students. The novel
discusses issues of racism, drug abuse, alcohol abuse, cultural genocide, cultural
shame, colonialism, oppression, and physical abuse. There is also content related to the
socioeconomic struggles of the reserve system, the foster care system as well as
incarceration. In order to address the heavy nature of content of the novel I will ensure that
students always feel like they can pass when participating in group or classroom discussion
as well as creating a environment where students feel safe and comfortable. Ensuring that
students know about the potentially triggering points in the novel by addressing them
before the novel is read out loud. I will also rely on my TA for support when discussing
topics because she has had experience presenting this novel to students.

How might you address individual differences? (differentiation )

In order to address individual differences I have developed learning opportunities that

allow students to express what they know in a variety of ways that include orally, visually,
and through writing. Collaborative summative projects will be introduced where students
will be able to choose from various projects that allow for choice and multiple means of
expression. The novel will also be read out loud in order to account for various literacy
levels (as requested by my TA). Notes will be provided for students who struggle to read
and record ideas. Plans to increase engagement during read about time will be in place

UNIT PLAN - NOVEL STUDY

i.e.: students will have access to note writing formats, fidgets, and on special days tea and
popcorn. Students will be also split into smaller groups to better address individual need.
These groups will be made strategically in order to ensure that students gifts and talents
are complemented by their group members gifts and talents. Irregular students attendance
is normal in the classroom. In order to accommodate for this I will provide students with indepth reading summaries as well as class wide review activities before quizzes. Tasks given
in class will also be broken down into easy to manage parts through the use of checklists.

Part 2: Unit Planing organization

What is the overarching question that drives the unit? 2-5 sub questions
How does culture affect the development of identity?

- How does place and knowledge of personal histories affect the development of

identity?

- How does Garnet Ravens perspective on identity shift throughout the novel?


What key questions can be explored within the overarching question?
- How can a affirmed identity allow for greater self esteem and cultural pride?
- What does it mean to be Indian?
- What does this novel tell the reader about the resiliency of the human experience?
- What is the purpose of writing this novel?
- How does your identity affect who you are and the choices you make?
- How does knowing where you come from affect identity?
- How can connecting with cultural ways of knowing increase sense of self?
- What is the value and power of traditional ways of knowing?
- How does knowledge acquisition influence Garnets cultural pride and sense of self
through the novel?

What are the general and specific learning outcomes for the Unit?
- General Outcome 1; students will listen, speak, read, write,view and represent to explore

thoughts,ideas, feelings and experiences,

- 1.1.1 Form tentative understandings, interpretations and positions



- b. assess the potential of understandings, interpretations and




positions on ideas and issues communicated by literature and other texts by



connecting own and others explorations, and by exploring additional aspects of



these texts


- 1.1.2 Experiment with language, image and structure

UNIT PLAN - NOVEL STUDY

- b. experiment with a variety of strategies, activities and resources to explore ideas,

observations, opinions, experiences and emotions [for example, stream-of

consciousness writing, free verse poetry, exploratory talk and improvisation]

- 1.2 Extend awareness


- a. select appropriate strategies to extend awareness and understanding of


new perspectives, monitor their effectiveness, and modify them as needed [for


example, record new understandings in a learning log; develop new group


perspectives using a fish bowl organization]


- b. compare own ideas, perspectives and interpretations with those of others,


through a variety of means, to expand perceptions and understandings when


exploring and responding to texts [for example, procon charts, alternative Internet


search engines, comparison tables and thinkpairshare charts]
- General Outcome 2; students will listen, speak, read, write, view and

represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and
respond personally, critically and creatively

- 2.1 Construct meaning from text and context


- a. paraphrase key messages in a specific text and identify elements present in the


communication situation, in order to describe the text creators purpose and target


audience [for example,understand the subtext in a television commercial to know the


intended audience]


- b. explain how a text can be studied to understand the contextor aspects of the


communication situation within which the text was created [for example, recognize


that specialized terminology in a text may represent a particular occupational group


and provide insight in understanding the text; understand current issues to recognize


satire in a political cartoon]


- c. use strategies to gain background knowledge about history and society when


studying a particular text [for example, use references, including the personal


experiences and understandings of teachers and elders, to help develop


background knowledge of the historical period of a particular text]


- d. identify the impact that personal contextexperience, prior knowledgehas on


constructing meaning from a text

- 2.1.2 Understand and interpret content


- a. use a variety of strategies to comprehend literature and other texts [for example,


reading passages out loud, forming questions, making predictions, using context to


determine the connotative meanings of words, using graphic organizers, making


annotations, inferring, rereading, seeking assistance, using context clues,


summarizing and visualizing], develop a daily practice of reading [for example,


paired reading, reading log, nightly reading, taped reading], and develop


strategies for close reading


- b. paraphrase a texts controlling idea, and relate supporting ideas and supporting


details to the controlling idea


- c. develop an understanding of the relationships among plot, setting and character


when studying a narrative text, by relating the text to personal experiences


- d. compare the personality traits, relationships, motivations and attitudes of


characters developed/persons presented in works of literature and other texts


- e. describe a text creators tone, relate tone to purpose and audience, and


identify the point of view communicated by a text


- f. identify figurative language [such as metaphor], symbol and familiar allusions in


texts; interpret figurative language in terms of its contribution to the meaning of a


text; and explain how imagery contributes to the creation of atmosphere, theme

UNIT PLAN - NOVEL STUDY

and characterization in a text

- g. recognize visual and aural elements in texts, and explain how these elements

add meaning to texts
- 2.1.3 Engage prior knowledge

- a. reflect on and describe strategies used to engage prior knowledge as a means

of assisting comprehension of new texts; and select, monitor and modify strategies as

needed
- 2.1.4 Use reference strategies and reference technologies

- a. use a variety of appropriate reference strategies and reference technologies to

aid understanding [for example, formulating and refining questions, exploring works

cited in other references, taking notes, and using library catalogues and Internet

search engines]

- b. create and use own reference materials to aid understanding [for example, a

personalized dictionary/glossary and a personalized World Wide Web/URL

address list]
- 2.2.1 Relate form, structure and medium to purpose, audience and content

- b. describe audience factors that may have influenced a text creators

choice of form and medium [for example, age, gender and culture of the

audience]

- c. explain how organizational patterns and structural features contribute to purpose

and content
- 2.2.2 Relate elements, devices and techniques to created effects

- c. recognize irony and humour in print and nonprint texts, and identify

language and ideas used to create irony and humour

- e. explain the contribution of symbol to theme
- 2.3.1 Connect self, text, culture and milieu

- a. identify and consider personal moral and ethical perspectives, as well as cultural

perspectives, when studying literature and other texts; and reflect on and monitor

how perspectives change as a result of interpretation and discussion

- b. respond personally and analytically to ideas developed in literature and

other texts

- c. explain how the choices and motives of characters and people presented

in texts may provide insight into the choices and motives of self and others

- d. respond personally and critically to cultural and societal influences

presented in Canadian and international texts
- General Outcome 3; Students will listen, speak, read, write, view and represent to manage
ideas and information.

- 3.2.1 Select, record and organize information


- a. reflect on and describe strategies that may be used to select, record and


organize information; select and monitor appropriate strategies; and modify


selected strategies as needed


- b. select information and other material appropriate to purpose from a variety of


print and nonprint sources [for example, from museums, archives, government


agencies, periodicals, microfiche, Internet, CDROMs, films, television and radio


broadcasts, interviews, surveys, and print and online encyclopedias]


- c. record information accurately and completely; and document and reference


sources, as appropriate [for example, document direct quotations, others ideas and


arguments, maps, charts, statistics, pictures and diagrams from books, magazines,


bibliographies, newspapers, audiovisual materials, electronic sources,


interviews and films to avoid plagiarism]

UNIT PLAN - NOVEL STUDY

- d. organize information logically [such as by question, by category, by chronology

or by cause and effect]

- 3.2.3 Form generalizations and conclusions


- a. form generalizations by integrating new information with prior knowledge


- b. draw conclusions that are appropriate to findings, reflect own understandings


and are consistent with the identified topic, purpose and situation
- General Outcome 4; Students will listen, speak, read, write, view and represent to create oral,
print, visual and multimedia texts, and enhance the clarity and artistry of communication.

- 4.1 Develop and present a variety of print and nonprint texts


- a. reflect on the purposes for text creation [for example, to inform, explain,


persuade, entertain or inspire] and on own motives for selecting strategies to


engage an audience [for example, to communicate information,


promote action or build relationships]; and consider potential consequences of


choices regarding text creation [for example, follow-up action may be required to


clarify information, a position may need to be defended and opposing viewpoints


addressed, and tone and style must be appropriate for intended audience]

- 4.1.2 Consider and address form, structure and medium


-b. explore a variety of structures consistent with form, content and purpose when


creating texts [for example, explore the use of background information, examples,


anecdotes and other structures when creating personal essays]

- General Outcome 5; Students will listen, speak, read, write, view and represent to

respect,

support and collaborate with others.

- 5.1.2 Appreciate diversity of expression, opinion and perspective


- a. appreciate diversity of thought and expression, select and monitor appropriate


strategies for appreciating diversity, and modify selected strategies as needed


- b. explain how selected works of literature and other print and nonprint


texts convey, shape and, at times, challenge individual and group values and


behaviours


- c. analyze the relationship between a text creators ideas and opinions and his or


her underlying assumptions [such as those deriving from ideology or social status]

- 5.2.1

Cooperate with others, and contribute to group processes

- a. set appropriate personal goals for participation in a group; respect, be open to,
and be supportive of the thoughts, opinions and contributions of others in a group;
and share personal knowledge, expertise and perspectives with others, as
appropriate
b. reflect on and describe strategies used to negotiate, coordinate and cooperate
with others; select appropriate strategies for negotiating, coordinating and
cooperating with others; monitor selected strategies; and modify selected strategies
as needed to accomplish group goals
c. ensure that a teams purpose and objectives are clear

What are the key concepts/topics for the unit?

- Concepts: identity

- Topics: identity, culture, place, knowledge acquisition, being Indian, colonialism,

systemic racism, intergenerational trauma
*** See this section in overview***

UNIT PLAN - NOVEL STUDY

Part 3: Unit Overview & Lessons

UNIT PLAN - NOVEL STUDY

10

UNIT PLAN - NOVEL STUDY

11

UNIT PLAN - NOVEL STUDY

12

UNIT PLAN - NOVEL STUDY

13

UNIT PLAN - NOVEL STUDY

14

UNIT PLAN - NOVEL STUDY

15

UNIT PLAN - NOVEL STUDY

16

Lesson Title / Focus :

Novel Study Introduction

Subject / Grade Level : English 20
Unit: Novel Study - Keeper N Me
Teacher: Karla Powell
Date:Wednesday March 9, 2016
Time / Duration: 3hours
Outcomes from Alberta Program of Studies
General Learning
Outcomes:
Specific Learning
Outcomes:

2.1.3, 1.2, 1.1.1b,

2.1abcd, 2.1.3 a, 2.2.1 ,
3.2.3 a b,
4.1a,
Learning Objectives

Students will:

Students
Students
Students
Students

will
will
will
will

develop an awareness around the structure of a novel.

develop predictions about the novel.
begin to develop their own ideas about why the author wrote the novel.
critical listen to the novel and write notes
Assessments

Observations

-Pay close attention to how students are reacting to the novel and its
content. Are the students interested in the novel? Are they engaged in the
activities? Are they developing questions and predictions?

Key Questions

Products /
Performances

- Text Impression prediction

- Reading Notes

What is the purpose of reading a novel?

How does an authors perspective affect their work?
What do you think id the authors purpose?
How can we ensure that we remember what we read?

Learning Resources

Materials and Equipment

- Keeper N Me Novels
- 50 Instructional Routines to Develop Content
-

Literacy
Program of Study

- Export slide show to PDF & export video from

youtube to a MP4 file

- Worksheets

- Keeper N Me Novels
Procedure

Prior to Lesson

- Students will have completed poetry and reading comprehension activities

Introduction

Attention Grabber

Today we are starting our novel study!

Body

UNIT PLAN - NOVEL STUDY

Time

Time

17

Learning Activity 1

Novel Introduction Slide Show:

1 hour
- Introduce the novel, the author, and the
structure of the novel study
- Explain that the novel is divided into four
parts and that the voice is the novel is either
the voice of Keeper - in italics and Garnet
Raven
- Explain that the novel is set in Toronto and on
the White Dog reserve in northern Ontario.
Use a map to identify the geographical
location
- Show Richard Wagamese book award
youtube video. https://www.youtube.com/
watch?v=t0z9rYHbQ8E
- Ask the students to discuss with their table
partner what they think Wagamese meant
when he states that he believes that Humanity
is lifted up be arts and what this video tells us
about the author, what did you notice about
him ? (have the quote displayed on a slide)
- After the students have discussed with their
elbow partner engage the class in a whole
class discussion
- Ensure that the class understands what
Wagamese means be Humanity lifted up by
arts > How do we express our experiences
through the arts? - How does that connect
people?
- Ask the students what they think the purpose of
art and novels are? Do they agree with
Wagamese ?
1 hour

Leaning Activity 2

UNIT PLAN - NOVEL STUDY

Text Impressions:
Read first two paragraphs from the back of the
book. Students will be provided with a list of
key words from book synopsis and then they
will make predictions.
Students will complete this activity individually
Students will also be provided with a worksheet
to guide them.
Students will be given class time to complete
the activity an then the students will get into
groups of four and talk about their predictions.
Then we will return to the whole class and
share our predictions.
Students will work independently for 20 minutes
the share in groups for 10 minutes

18

Learning Activity 3

Explain the structure of the rest of the novel study

Hand out booklets to the students with note
taking sheets and unit overview
Explain the the students the skills that will be
developed throughout the unit and the
assignments and assessments:
- reading , writing, viewing, representing
- Daily collaborative activities
- Quizs after Book 1, Book 2, Book 3&4
- Writing exercises
- Class discussion
- Final group project
Start Reading Novel - Discuss active listening
Present sheets for fill in the blank note taking
Explain to the students that after a chapter is
finished that we will go through the notes as a
class
Explain to the students that the notes are a way
for them to remember what we have read so
they will be prepared for the quiz
While the novel is being read students are
expected to sit and listen, write notes, or use
fidgets
Start reading novel p1-34
Stop throughout the novel and ask questions
After the pages have been read go through the
fill in the blank notes as a class

Closure
Consolidation of
Learning

UNIT PLAN - NOVEL STUDY

Questions / Observations:
Exit Slip: What do we know about Garnet at
this point in the novel? What are you curious
about ?

45 min hour

Time
15 minutes

19

Lesson Title / Focus :

Perspectives, Analysis, and Predictions

Subject / Grade Level : English 20-2
Unit: Keeper N Me Novel Study
Teacher: Karla Powell
Date: March 14th
Time / Duration: 3 hours
Outcomes from Alberta Program of Studies
General Learning
Outcomes:

1.1.1b, 1.1.2, 1.2ab, 2.1abcd, 2.1.2, 2.2.2c e, 3.2.1 a b c d, 3.2.3 a b,

Specific Learning
Outcomes:
Learning Objectives
Students will:

Students
Students
Students
Students

will
will
will
will

develop predictions about the novel.

analyze the perspective of main characters
listen critically
connect key words to main ideas
Assessments

Observations

Observe how students are working in groups and responding to

questions while novel is being read
Keep notes of who is participating is class discussion
Pay attention to how students are responding to wall chart activity - do
students have enough of an understanding of how to critically analyze a
text.

Key Questions

How does personal perspective affect that characters in the novel and
their choices?
How does symbolism affect theme?
How can making predictions increase understanding of the plot of a
novel?
How can we critically analyze content in the novel by connection key
ideas and terms?

Products / Performances

Fill in the blank notes

Wall Charts
Snow Balls
Perspective Activity

Learning Resources
50 Instructional Routines to Develop Content Literacy
Program of Study

UNIT PLAN - NOVEL STUDY

Materials and Equipment

Large paper for wall charts
markers and pencil crayons
loose leaf paper for snow ball fight
envelopes with key words for wall charts, fill in the
blank note sheets, Paper formatted for perspective
activity

20

Procedure
Introduction
Attention Grabber

Ask how everyones morning was

Transition to Body

Explain the agenda for the day - write it on the board

Body
Learning Activity 1

UNIT PLAN - NOVEL STUDY

Time
5min

Time

30minutes
Read Aloud p. 87-106 serve tea
Pause
and
ask
questions
while
reading

Go over fill in the blank notes for that section of

the novel
Wall Charts Summary Activity: Chart paper will 40 minutes
be displayed across the side white board with
the titles: characters & setting, theme, and
symbols
- Students will be divided into three groups
- each group will receive a envelope with key
words associated with the subject of the wall
charts. The group will then list the connecting
ideas that relate to the key words and provide
at least one quote from the text to support their
ideas. ie: for the character Garnet Raven the
key word identity will be provided - students
will then be prompted to explain that identity
means to Garnet at this point in the novel
- After explaining the activity to the students I
will go through the example listed above.
- Students will be encouraged to use their fill in
the blank notes and their novels to help them
think of connecting ideas. I will circulate the
room and work with groups that are struggling
- After students have worked on their charts for
25 minutes posters will be posted and students
from other groups will travel from poster and
add any information that they think is
necessary.
- The representative from each group that is the
tallest will be the spokes person for their
group. The spokesperson will then summarize
the information that they have recorded on
their poster
- Posters will be kept on the wall and added to
in future lessons

21

Leaning Activity 2

UNIT PLAN - NOVEL STUDY

30 minutes
Read p.107-130
Pause and ask questions while reading
Go over fill in the blank notes for that section of 15minutes
the novel
Snow Ball Fight: Students will make a prediction
about the relationship between Garnet and
Keeper.
- Students will be given the writing prompt I
think that when Garnet and Keeper meet that
they will.
- Students will then write their prediction down.
They will be given 15 minutes to do so.After
the stunts have written their perspective down
as a class we will all stand in a circle around
the room. Students will then throw their
crumpled paper across the room.
- Students will then pick up a random snow
ball go back to their seat and then write
down if they agree or disagree. Students will
take turns sharing their snow ball response.
** When introducing this activity ensure that
students know that they will be tossing their
prediction across the room and that other
students will be reading their work

22

Learning Activity 3

55minutes
Perspective Activity:
- Ask the students:What do you think a
perspective is? What is your perspective on
music or sports .Why you like a certain team
or a certain type of music is because of
perspective. This perspective is informed by
many different things. i.e.: If you like the
Toronto Raptors it could be because they are a
Canadian team and you are from Canada
- Now we are going to apply this understanding
of perspective to the characters in the novel
- Students will be given a piece of paper with an
eye shape on it. Students will represent a
character of their choices perspective on
what it means to be Indian. Students will be
expected to visually represent this perspective
and support it with two quotes from the text
and a paragraph explaining why
- Students will be provided with a checklist and
rubric so they know how they are being
assessed. The checklist will ask them to:
visually represent the perspective, support it
with evidence from the novel, and write a short
paragraph (6 sentences) explaining why
- Students will have markers and pencil crayons
so they can create their visual representations
Closure

Consolidation of Learning

UNIT PLAN - NOVEL STUDY

If students have not completed their perspective

piece they will have time to complete it next class
Collect materials
Ask students if they have any questions

Time
5min

23

Lesson Title / Focus :

Quiz & Start Book 3

Subject / Grade Level : English 20-2
Unit: Keeper N Me Novel Study
Teacher: Karla Powell
Date: March 16th
Time / Duration: 3 hours
Outcomes from Alberta Program of Studies
General Learning
Outcomes:

1.1.1b, 2.1abcd, 2.1.2, 2.1.4, 2.2.2c e, 5.1.2 a b c,

Specific Learning
Outcomes:
Learning Objectives
Students will:

Students
Students
Students
Students
Students

will
will
will
will
will

discuss the events that occurred in the novel

discuss and analyze vocabulary words
reflect on how they personally connect to the events in the novel
complete a quiz
reflect on their own learning
Assessments

- Pay close attention to how students are communicating in groups

- Reflect on teaching practices after assessing Quiz and Reflections

Observations

- Are the students grasping the content?

- Circulate through groups and listen and observe discussion - can

students apply and analyze vocabulary terms?

- What have we learned from Garnet Raven and his experiences

Key Questions

after reading Book 2?

- How does vocabulary affect meaning?

- Book 2 Quiz
- Review activity
- Small group discussion

Products /
Performances

Learning Resources

Materials and Equipment

50 Instructional Routines to Develop Content

Literacy
Program of Study

M&Ms
Copies of : Quiz, Reflection, & Exit Slip
Cubes

Procedure
Introduction
Transition to Body

Go over agenda for the day

Explain that there will be a review before the
quiz
Ask everyone how their day is

Body

UNIT PLAN - NOVEL STUDY

Time
5 minutes

Time

24

Learning Activity 1

30minutes
Give one Get One M&M Quiz Review:
- Students will be given a bag with different
coloured M&Ms. On the board summary
questions will be posted on the board.
Questions will be colour coordinated with
the colour of the m&ms. Music will be
played and students will be instructed to
mingle through the room. Once the
music stops they will partner up. With
their partner they will pick the same
colour of M&M and answer and discuss
the question and then eat their M&M.
Activity will be repeated for 5 rounds
- Activity will be explained before M&M
bags are handed out
- Students are allowed to bring their fill in
the blank notes and any other note sheets
they have
- Once students have finished their M&Ms
go over some of the questions as a class

Leaning Activity 2

Explain each section of the quiz and what

is expected of the students
Book 2 Quiz: the 10 question quiz will
have multiple choice, true false, matching
and short answer questions. Quiz will
prepare students for other reading
comprehension assessments.

Learning Activity 3

50minutes
Once students finish the quiz they will be
handed a reflection assignment to work on
independently while other students finish
the quiz
Reflection:(post quiz sponge activity)
Students will be given a choice of 6 topics
related to the content in Book 2 to write
about. The assignment will ask the students
to personally reflect about what they think
and feel about the events that have
occurred in the novel so far. A checklist
that will act as a marking guide will be
provided so students know what they are
expected to do and what they will be
assessed on.

UNIT PLAN - NOVEL STUDY

30minutes

25

Learning Activity 4

Start Book 3 Read p.163-190

- Stop throughout the novel and ask
questions
- After the pages have been read go
through the fill in the blank notes as a
class
Tossed Terms and Cubing:
- In groups of three students will participate
in this activity - groups will be made
mindfully
- Students will have two cubes. One with
vocabulary terms on each side and
another with the words - provide an
example from the text, define in your own
words, explain how it connects to theme,
identify what character uses this term the
most, explain if the term acts as symbol /
deeper meaning, use the term in a
sentence.
- Before students start the activity show
them how the activity works - then do a
cube roll as a class. Ensure that all
students understand how the activity
works and that its purpose is to think
deeply about the vocabulary that is used
in the novel.
- Students will take turns rolling the cubes
and responding to the side that they roll
- Writing notes will not be necessary but
students will be encouraged to discuss the
content with each other
Closure

Consolidation of
Learning

- check in with students to ensure that the

55 minutes

Time
10minutes

review activity before the quiz was helpful

- Exit Slip : Write down on thing that you

liked about the lesson today and one new

thing that you learned.

UNIT PLAN - NOVEL STUDY

26

Part 4: Annotated Bibliography

Fisher, D. Brozo, W. Frey. N, Ivey, G. (2011). 50 Instructional Routines to Develop Content

Literacy. New Jersey: Pearson.

This collection of routines will be used throughout the unit. The routines in this

collection create learning opportunities that allow students of all levels of readiness to
participate allowing for easy differentiation. The learning activities align well with the read,
write,view, and represent topics of the curriculum. The activities are also engaging and
provide students with opportunities to work collaboratively.
Grass, S. (2010). Keeper N Me Unit for English First Peoples 12. http://
twinkleshappyplace.blogspot.ca/2010/03/keepern-me-study-guide.html

This teacher blog is works to connect teachers to Aboriginal curriculum and

pedagogy. The content of the blog does not only explain why this is valuable but also with
ideas on how to do so. I found the blogpost that contained activities specifically for the
novel Keeper N Me to be very valuable.

Mitchell, D. (1998). Fifty Alternatives to the Book Report. http://www.ncte.org/library/

NCTEFiles/Resources/Journals/EJ/0871-jan98/EJ0871Ideas.PDF

This journal article provided a comprehensive list of differentiated summative

projects. These projects are engaging alternatives to a traditional book report. The projects
listed provide a wide range of topics and means of representation that will engage
students. Projects listed also align with curriculum and allow students to view, read, write,
and represent their ideas.

UNIT PLAN - NOVEL STUDY

27

Schoch, K. (2014). How To Teach a Novel. http://teachingreadingandla.pbworks.com/f/

How_to_Teach_a_Novel_45_pp.pdf


This resource provided step by step instructions explaining how to create a novel
study that engages students in critical thinking. It was very helpful that the document also
explained how to anchor learning activities around a overarching theme as well as the
other parts of a novel. This document is a great tool for teachers who are teaching novel
studies who are not English majors.

Wagamese, R. (2006). Keeper N Me. Canada: Random House

This novel will be explored throughout the unit. The exploration will provide students

with multiple opportunities to examine how culture influences identity. Wagamese captures
the voice of an elder and a young man; together they develop a understanding of
traditional Ojibway ways of knowing. Through this process both main characters learn
more about who they are and what their values are.

UNIT PLAN - NOVEL STUDY

28