A World Below: Adventure, Belonging, and Community (The ABCs of A World Below)

ENG1P Grade 9 Applied English

Alex Colle, Luai Dalal, Cory Laverny, & Olivia Maiorino

CURR318: Introduction to Teaching English
Dr. Jane Chin
5 February 2019


Table of Contents

UNIT THEME, FRAMING QUESTION, & CRITICAL INTRODUCTION --------------------------- PAGES 3-4

UNIT CALENDAR ---------------------------------------------------------------------------------------------- PAGE 5

LESSON PLANS ------------------------------------------------------------------------------------------------- PAGES 6-19

MINI LESSONS -------------------------------------------------------------------------------------------------- PAGES 20-29

ASSESSMENT OF LEARNING + ASSESSMENT TOOL ----------------------------------------------- PAGES 30-32

SUPPLEMENTARY TEXTS ---------------------------------------------------------------------------------- PAGES 33-35

LETTER TO PARENTS ---------------------------------------------------------------------------------------- PAGE 36

REFERENCES --------------------------------------------------------------------------------------------------- PAGES 37-38

Unit themes:

A World Below presents a variety of themes that are worthy of addressing with grade 9 applied English students.

The main themes of this unit are (1) belonging and relatability, (2) connecting a variety of texts to self, peers, and

world news and events, (3) how to be a leader through effective oral, written, and visual communication.

Framing question:

How does this fictional novel, A World Below, encourage you to: (a) reflect on who you are, (b) build a

community with your peers, and (c) connect you to real world events?

Critical introduction:

Our unit plan is built upon the teaching of several themes that can be directly correlated with the themes present in

the novel, A World Below. Some of those themes include: adventure, belonging and relatability, making

connections between self, peers, and world news/events, and how to articulate oneself through various platforms

using appropriate oral, written, and visual strategies. The goal of our unit is to teach these themes through

differentiated instruction, with the novel serving as a supplement. Our lesson plans have been carefully crafted to

best approach our goal, especially when considering our framing question: How does this fictional novel, A World

Below, encourage you to: (a) reflect on who you are, (b) build a community with your peers, and (c) connect you

to real world events? We believe it is beneficial to our students to engage with the themes, and the novel, through

diverse activities that entail: outdoor play, technology, drama, collaboration, problem solving, etc. We understand

that education is a unique and individual experience, and, as Duane Kiley puts it: “The best method of education is

to individualize the instruction to match each student’s learning needs” (2011, p. 10).Though we are aware of the

unlimited combinations of individualized instruction, we attempted diligently to provide a strong, and diverse,

combination of teaching and assessment strategies for our students to explicitly understand the relevancy of this

unit.

Accordingly, technology plays a strong role in this unit through all stages of assessment. For instance, we

have included a mini-lesson which guides the students through media literacy, specifically proper netiquette and

the importance of digital citizenship (assessment for learning). Students will also be required to use the internet to

create blogs and have their own unique presence on a variety of social media platforms (assessment for learning).

Lastly, students will have the opportunity presented through various options of how they wish to complete their

assessment of learning task, which requires engagement with an app, searching for images and video content, and

creating a video that is intended for a particular audience. We acknowledge the importance of technology as an

educational tool, understand the value of having our students engage with these resources, and stress they know

how to effectively and appropriately maneuver through these different mediums to share perspectives and new

ideas in educative ways.

Some examples in how our planning which have connected us to what we learned during Challenges in the

English Classroom poster conference are: the notion of encouraging and allowing students to find connections

between what they are reading and their own lives – students feel more connected to a novel, or theme, when they

can personally relate to it. Thus, students are encouraged to take an aesthetic approach to reading; this allows them

to view the novel as something more than just being a part of our mandatory novel study unit, but rather a novel

they can make connections too and see the relevance of. As mentioned earlier, we have accounted for reluctant

students through our diverse tools and strategies in: making connections to social media, real world news and

events, art, and kinesthetic activities. Lastly, this unit has also enhanced our ability to create activities and

assignments that meet curriculum writing expectations in innovative ways, steering away from the standard five

paragraph essay – or using essays as forms of summative assessments. As a result, we feel as though we have been

able to better accommodate different types of learners within the classroom by motivating them to create their

assessment of learning in a way that interests them and appeals to their unique strengths.

Novel study unit calendar - A World Below

Colour guide:
Green = Full lesson plan days
Blue = Mini lesson plan days
Orange = No real planning
Day 1: Day 2: Day 3: Day 4: Day 5:
Introduction Students write about their Provide summary of Character Text and word
Simulation activity of A favourite school field chapters 1 & 2; Read development analysis – define
World Below outdoors – trip; Recap of yesterday’s chapters 3-5 as a class; activities and decipher
minds on! activity; Introduce author Read Boston’s “You are Homework: read Homework: read
and novel; Analyzing the Adventure” poem to the chapters 6-9 chapters 10-13
Book’s cover – do you class – discuss how it may
judge a book by its relate to the novel; Think,
cover? pair, share – making
Homework: read predictions of what will
chapters 1 & 2 happen in the novel
Day 6: Day 7: Day 8: Day 9: Day 10:
Vocal reading – the Develop media literacy Online writing activity Literary devices – Text to World –
power of voice & volume skills Homework: read chapters foreshadowing Thailand soccer
Look at Louise’s “Loud Homework: read 21-24 Homework: read players & A World
Voices, Quiet Minds” chapters 18-20 chapters 25-28 Below
poem and relate it to Homework: read
vocal reading, silent chapters 29-32
reading, and storytelling
Homework: read
chapters 14-17
Day 11: Day 12: Day 13: Day 14: Day 15:
Intertextuality Finish the novel together Summative assignment Summative Summative
Homework: read (chapters 37-40); Plot work period (*ensure class assignment work assignment work
chapters 33-36 Critique discussions use tablets are charged, period (*ensure period – reminder:
T.S. Eliot’s poem, Chromebook cart is rented, class tablets are presentations on
“Portrait of a Lady”; or computer lab is charged, Monday!
Introduce summative available) Chromebook cart is
assignment – give tutorial rented, or computer
on Do Ink, co-create lab is available)
assessment checklist

DAY 1
Name: Olivia Maiorino
Lesson Plan Title: Introduction: Minds on for A World Below by Wesley King
Grade/Stream: Grade 9 Applied Class Length (Min.): 75 minutes
Context of Lesson:
This lesson takes place on the 1st day of the novel study unit. Please refer to the unit calendar for further
curriculum context. This lesson develops all four of the 21st Century skills (critical thinking, creativity,
collaboration, and problem solving).
Brief Description of Overall Lesson:
In this lesson, students will work in teams, pairs, and independently to navigate unforeseen obstacles, making their
way through a structured stimulation activity outdoors. By actively participating in this activity, students will
grasp a better understanding for the unexpected obstacles students in Wesley King’s novel, A World Below had to
face when entering the caverns on what they thought was an ordinary school field trip. Students will have time at
the end of the activity to reflect how they felt, what they did/did not expect, and how it may relate to the novel we
are about to read.
Learning Goals:
Curriculum Goals Learning Goals Success Criteria

1. Listening to Understand 1. I can listen to the 1. What did you learn

instructions and advice about the importance
Ø Using Active Listening Strategies
given to me by my of listening to your
peers and my teacher peers and teacher in
1.2 identify and use a few different active listening
when completing this this activity?
strategies when participating in classroom interactions.
activity. 2. How did your
2. Speaking to Communicate 2. I can clearly participation and
communicate with communication help
Ø Clarity and Coherence
peers to complete the make this activity

2.3 communicate in a clear, coherent manner for a few tasks in this activity successful?

different purposes effectively. 3. What strategies

3. I can reflect on how
3. Reflecting on Skills and Strategies communication and
listening helped
Ø Metacognition
before, during, and
after this activity. I can
3.1 describe a few different strategies they used before,
worked well for you in
this activity? What
strategies do you wish
to improve for the next
listening and

during, and after listening and speaking; explain which share strategies I used collaborative activity
ones they found most helpful; and identify steps they that helped me find we do?
can take to improve their oral communication skills meaning in what we
were doing.

Resources
1. Instruction cards – at each station and for different group members
2. Notepads
3. Pencils
4. Hula hoops
5. Pylons
6. Agility ladder
7. Soccer balls
8. Hopscotch – chalk
9. Whistle
10. Attendance list

Differentiated Instruction and/or Accommodations:

Content: varying the difficulty level (e.g., reading level); using audio or visual resources; reducing the amount
of content (e.g., completing one problem out of three; writing one page instead of two)
Process: providing one-on-one support; providing hands-on supports or manipulatives; varying the length of
time given to complete the task; varying the medium used to demonstrate learning (e.g., choice of assignment)
Product: working in groups or partners; tiered assignments; different ways to display learning; breaking the
task into chunk; adjusting the assessment criteria or type of assessment for the task; providing an alternative
location to demonstrate learning (e.g., outside the classroom, away from other students)
Learning Environment: reducing barriers/constraints; establishing classroom routines; incorporating culture
and home settings; balancing movement and sitting; thinking about what is placed on the walls
This activity will be planned and executed with all learners needs in mind. Students who require more support will
be paired with highly inclusive and collaborative classmates. The activity will not be in the form of a race to
ensure all students have equitable opportunities to successfully complete the obstacle trails. Only 2 students will
be working independently for a short period of time. Students will also have different opportunities to lead in their
groups. This whole activity will take place outside to show how learning English can be experiential and to set an
enthusiastic tone before beginning our novel study unit.

Time Instructional Strategies and Learning Activities

Allotted
(in Mins)
Getting Started – Hook
Ø (5 mins) Inform students we will be going outside for class today. Allow students to go
10 Minutes get water, running shoes, extra articles of clothing from their locker, etc., if needed.
Ø (5 mins) Go downstairs and out to the football field where the circuits are already set up.

Assessment: *No assessment will be made at this time in the lesson.

Delivery of New Ideas – Instructional Strategies and Learning Tasks
55 Minutes Ø (5 mins) Explain the activity to the students.
o Everyone will begin the activity by working as a class.
o *Don’t give any information away to the students about how this activity is
reflective of what happens in the novel
Ø (40 mins) Have students complete a circuit where they have to endure a variety of
obstacles along the way.
o Throughout these obstacles, some students will get split up.
§ I.e. Fit as many pairs of feet as you can into 2 hula hoops. When there is
no space remaining in the hoops, students who did not get their feet in the
hoops have to complete an alternate task and get broken up from their
peers.
o Tell students the goal isn’t to finish the circuit the fastest, but to make sure all of
their peers get to the end of the circuit with them.
§ I.e. Maybe they choose to use a ‘detour’ card to climb the agility ladder
and bring two peers into their group.
o DELAYS:
§ Provide some students with ‘road block’ cards where they have to stay put
for 2 minutes before continuing on their route to the end point.
§ Provide others with a ‘role change’ card, where they now become a part of
the concerned public and have to stay where they are, watching the
activity unfold and reporting what they see on a notepad.
o Encourage students to use strategies when communicating and listening to their
peers.

Ø (10 mins) Engage students in a discussion of how the activity went.

o How did students feel when they got broken up from their peers?
o What were some strategies students used to communicate throughout the circuits?
o Is there anything some students would do differently had they have the chance to
play it again?
o Did they have fun? Why or why not?
o Verbally introduce A World Below by Wesley King. Then, ask students why they
think we might have done this task – how might it relate to our novel study?
o Finish by asking students to reflect on their impressions of this activity before,
during, and after playing and to bring these insights into class with them
tomorrow.

Assessment:
Assessment for Learning – Diagnostic/Formative (gauging previous learning/ongoing learning; provides
information for you, the teacher, and feedback to the students; not graded):

Assessment as Learning – Formative (assessment as a learning opportunity; the goal is to get students
involved in the assessment process; not graded; e.g., self-assessment and peer-assessment, checklists,
metacognitive reflections):

Assessment of Learning – Summative (towards the end of class; to be sure students can do what you set out
in the learning goal; find a way to get students to do the actions in your success criteria; graded):
Consolidation – Wrap Up
Ø Have students help clean up the equipment and return it to the gym storage rooms.
10 Minutes Ø Return to class to gather belongings before the bell rings.

Assessment: *No assessment will be made at this time in the lesson.

DAY 5
Name: Luai Dalal
Lesson Plan Title: Text and Word Analysis – Delving Deeper into the Centre of the Text
Grade/Stream: Grade 9 Applied Class Length (Min.): 75 minutes
Context of Lesson:
This lesson takes place on the 5th day of the unit on the book A World Below. Please refer to the unit calendar for
further curriculum context. This lesson develops the 21st Century skills of critical thinking, creativity, and
collaboration.
Brief Description of Overall Lesson:
In this lesson, students will analyze the prose of the text in greater detail through a few activities. The first activity
will involve a worksheet of words that students can work together in pairs to complete – followed by the entire
class. The second activity will involve role-playing characters in the text, with literal scripts from the book but
combined with improv. Students will then get into groups and re-enact future scenes through single words given to
them. The activities will be taken up as a collective for reflection. The students then will have to pick out 2 words
to share the next day after their chapter readings. For homework, students will read chapters 10-13.
Learning Goals:
Curriculum Goals Learning Goals Success Criteria

3.1 Reading Familiar Words
Automatically understand most
words in several different reading
contexts
3.2 Reading Unfamiliar Words
Use appropriate decoding strategies
to read and understand unfamiliar
words
1.5 Extending Understanding of
Texts extend understanding of
simple texts and some teacher-
selected complex texts by making
basic connections between the ideas
in them and personal knowledge,
experience, and insights; other texts;
and the world around them.
1. How to tell when certain
words were used in
different contexts of the
text
2. How to use my reading
comprehension to try to
figure out potential
meanings for an unfamiliar
word
3. How to take a word and re-
enact what I think it will
mean in the future of the
text
1. I can read the words and
understand their use –and
even purpose—in the text
2. I can sound out the words and
use strategies to figure out the
meaning of an unknown word
3. I can relate my previous
understanding of the text to
imply, and act out, what I
believe the future will have
based on words I received

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Resources
1. Cut out paper of words
2. Worksheet
3. Projector
4. Laptop
5. https://www.youtube.com/watch?v=LGATyZTTaLw

Differentiated Instruction and/or Accommodations:

Content: varying the difficulty level (e.g., reading level); using audio or visual resources; reducing the amount
of content (e.g., completing one problem out of three; writing one page instead of two)
Process: providing one-on-one support; providing hands-on supports or manipulatives; varying the length of
time given to complete the task; varying the medium used to demonstrate learning (e.g., choice of assignment)
Product: working in groups or partners; tiered assignments; different ways to display learning; breaking the task
into chunk; adjusting the assessment criteria or type of assessment for the task; providing an alternative location to
demonstrate learning (e.g., outside the classroom, away from other students)
Learning Environment: reducing barriers/constraints; establishing classroom routines; incorporating culture
and home settings; balancing movement and sitting; thinking about what is placed on the walls
Time Instructional Strategies and Learning Activities
Allotted
(in Mins)
Getting Started – Hook
Ø A short video on YouTube of children mispronouncing words. This creates lighthearted
and low stress introduction to a lesson plan that could make students afraid to participate
and be embarrassed
15 Minutes Ø Students will then look to a partner beside them and try to pronounce a few large words
that I would have on the board - as a complementary exercise.
Ø Following the video and exercise, we will discuss why we mispronounce words and
strategies that will help us decode breaking down unfamiliar and complex words.

Assessment:
Assessment for Learning – Diagnostic/Formative (gauging previous learning/ongoing learning; provides
information for you, the teacher, and feedback to the students; not graded):
Delivery of New Ideas – Instructional Strategies and Learning Tasks

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Ø The introduction of the first activity is a good segue from the first one as now students
will pair up and have to use critical thinking skills to depict the context of certain unique
words (written in worksheet I present to them), their purpose in the text, and possible
meanings they hold (ones they are unfamiliar with)
55 Minutes Ø This will allow students to be more cognizant of their reading strategies and their ability
to either read for detail or to quickly skim, not checking for comprehension, context, and
understanding
Ø Working with a partner allows for students to bounce ideas off one another but yet still
small enough to keep engagement, participation and contribution effective in this stage of
the activity
Ø The entire class takes it up as a collective afterwards to demonstrate the different
perspectives students can have and the varying opinions on the same word
Ø We will also discuss the significance of using/reading unfamiliar but, intentional, cultural
words and the emphasis, impact it has on the text
Ø “How powerful does this mean words can be? How powerful is it when you skip a vital
word or give it wrong representation/meaning?”
Ø Students then will get into groups and do the second activity which entails a few
volunteers reading off a script from the text with students filling in the blanks on the final
word
Ø Students then will get into small groups and carry out a quick 2-minute scene on what
they believe a certain word(s) foreshadows in the unread part of the text
Ø Students can, and should, use past understanding of how certain words were understood,
and their potential role in the rest of the text; does the context alternate it? They will be
able to analyze how context and plot impacts words’ meaning.

Assessment:
Assessment as Learning – Formative (assessment as a learning opportunity; the goal is to get students
involved in the assessment process; not graded; e.g., self-assessment and peer-assessment, checklists,
metacognitive reflections):
Consolidation – Wrap Up
Ø Do a quick recap on what was understood in the lesson and the impact of words as well as
different decoding strategies we can use to try to contextualize and understand the
purpose and meaning of an unknown/familiar word.
10 Minutes Ø Students will leave with exit card and write 1 thing they loved and 1 thing they found

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challenging with the activities/content

Assessment:
Assessment of Learning – Summative (towards the end of class; to be sure students can do what you set out
in the learning goal; find a way to get students to do the actions in your success criteria; graded):

DAY 8
Name: Cory Lavery
Lesson Plan Title: Online Writing
Grade/Stream: Grade 9 Applied Class Length (Min.): 75 minutes
Context of Lesson:
This lesson takes place on the 8th day of the unit on the book A World Below. Please refer to the unit calendar for
further curriculum context. This lesson develops the 21st Century skills of creativity and collaboration.
Brief Description of Overall Lesson:
In this lesson, the students will take the skills that they have learned in the pervious class (day 7 of the unit) and
use them to create original and authentic works that will take place online. The format will help prepare them for
their summative task at the end of the unit. This class will allow the students to engage in digital citizenship.
For homework, the students will continue to read chapters 21-24.
Learning Goals:
Curriculum Goals Learning Goals Success Criteria
C2.2 Voice – Establish an Identifiable voice in 1. I can notice different 1. I can distinguish between media
their writing, modifying language and tone to type of media formats.
suit the form, audience, and purpose for formats and what
writing. type of message they 2. I can choose a character that I am
D2.1 Form - Identify general characteristics of are good at able to empathize with in the
a few different media forms and explain how conveying story
they shape content and create meaning.
D3.1 Purpose and Audience – Describe the 2. I can change my 3. I can use my own voice in
topic, purpose, and audience for media texts voice to work as the writing.
they plan to create. perspective of
D3.3 Conventions and Techniques – Identify another. 4. I can develop a different voice
a few conventions and techniques appropriate than my own when writing from
to a media form they plan to use and explain 3. I can determine the a new perspective.
how these will communicate their meaning. audience of my

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writing will be and 5. I can clearly state who my

the purpose for my intended reader is.
writing.
6. I can explain why I chose this
type of writing format.

Resources
1. Historical Tweets (Lincoln, Da Vinci vs. Wright Brothers, Queen Elizabeth II, etc.)
2. Song: “Mariner’s Revenge Song” by the Decemberists (writing different perspective)
3. Song: “Stan” (clean version) by Eminem (Writing different perspectives)
4. Computer and sound
5. Presentation software
6. Twitter and Accounts
7. Blogging software
Differentiated Instruction and/or Accommodations:
Content: varying the difficulty level (e.g., reading level); using audio or visual resources; reducing the amount
of content (e.g., completing one problem out of three; writing one page instead of two)
Process: providing one-on-one support; providing hands-on supports or manipulatives; varying the length of
time given to complete the task; varying the medium used to demonstrate learning (e.g., choice of assignment)
Product: working in groups or partners; tiered assignments; different ways to display learning; breaking the
task into chunk; adjusting the assessment criteria or type of assessment for the task; providing an alternative
location to demonstrate learning (e.g., outside the classroom, away from other students)
Learning Environment: reducing barriers/constraints; establishing classroom routines; incorporating culture
and home settings; balancing movement and sitting; thinking about what is placed on the walls
Time Instructional Strategies and Learning Activities
Allotted
(in Mins)
Getting Started – Hook
Ø Students will listen to two songs and read along with the lyrics.
Ø Students will identify who the speaker is in the songs, they will also identify who the
15 Minutes intended audience should be, and if the medium is appropriate for the message (“Why a
song?”).

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Assessment:
Assessment for Learning – Diagnostic/Formative (gauging previous learning/ongoing learning; provides
information for you, the teacher, and feedback to the students; not graded):
Delivery of New Ideas – Instructional Strategies and Learning Tasks
Ø Students will be shown a series of fake tweets of historical or fictional figures found
online.
Ø The students analyse the tweets to figure out who the intended audience is meant to be as
well as the effectiveness of the tweets in portraying the message.
55 Minutes Ø Building from the media literacy unit from the day before, students will quickly go
through how a tweet and/or a blog is structured.
Ø Students will then follow some of the guidelines that were laid out as they are meant to
create 10 meaningful tweets from at least 4 different characters from the novel
(example: @theRealKingCarlos says: “just redrew @EricJohnson’s map… literally no
sense of direction #SMH”
OR
Ø Students will create an original blog post in partners. Their blog must be from a
character’s point of view and should include at least one other character and their
opinions.
(example: Jana’s opinion on the Kingdom.)
Ø Students who finish their activity will be required to work on the other activity (if they
chose Twitter, then they will work on blog (vice-versa))
Ø Students will post their tweets on the accounts made for this activity as well as post their
blog on their blog site.

Assessment:
Assessment for Learning – Diagnostic/Formative (gauging previous learning/ongoing learning; provides
information for you, the teacher, and feedback to the students; not graded):

Assessment as Learning – Formative (assessment as a learning opportunity; the goal is to get students
involved in the assessment process; not graded; e.g., self-assessment and peer-assessment, checklists,
metacognitive reflections):
Consolidation – Wrap Up
Ø Students who are proud of their work and wish to share are encouraged to do so at the end
of class

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Ø The students will be encouraged to share their experiences with writing as another person
5 Minutes and how their character’s voices differ from their own and how they were able to explain
their characters’ tweets or blog.
Ø Only one of the online writing activities will be looked at for the teacher to assess the
students to see how their abilities to understand the curriculum goals.

Assessment:
Assessment of Learning – Summative (towards the end of class; to be sure students can do what you set out
in the learning goal; find a way to get students to do the actions in your success criteria; graded):

DAY 10
Name: Alexander Colle
Lesson Plan Title: Text to World - Making Connections with Real-life Events
Grade/Stream: Grade 9 Applied Class Length (Min.): 75 minutes
Context of Lesson:
This lesson takes place on the 10th day of the unit on the book A World Below. Please refer to the unit calendar for
further curriculum context. This lesson develops the 21st Century skill of critical thinking.
Brief Description of Overall Lesson:
In this lesson, students will make connections between A World Below and a real-life event that happened very
recently: a group of young soccer boys and their coach being trapped deep in a cave in Thailand. They were
trapped with no hopes of escape, until 17 days later when they were extracted from the cave by a group of divers.
Students will watch videos of how they escaped and their stories of their time in the cave and will afterwards make
connections between the real-life scenario with A World Below. For homework, students will choose any of their
favourite books or movies and find real-life scenarios that they can make a connection to while also continuing to
read the novel’s chapters 29-32.
Learning Goals:
Curriculum Goals Learning Goals Success Criteria
A1.4 Demonstrating Understanding 1. How to determine the 1. I can watch a newscast and
of Content - Identify the important main ideas of newscast determine the main ideas and
information and ideas in simple oral and relevant supporting relevant supporting details of
texts and some teacher-selected details it
complex texts. 2. How to take what I have 2. I can think of a fictional book
A1.6 Extending Understanding of read or listened to and or movie I have read or
Texts - Extend understanding of connect it to other texts I watched and make

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simple oral texts and some teacher-
selected complex texts by making
connections between the ideas in them
and personal knowledge, experience,
and insights; other texts; and the
world around them.
C1.3 Research - Locate and select
information to support ideas for
writing, using a few different
strategies and print, electronic, and
other resources, as appropriate.
have experienced or
events that have happened
3. How to take a text and
research a real-life event
that I can make
connections between.
connections to a real-life
event that has happened in
the past or is currently
happening
3. I can successfully research a
real-life event online that I
can connect with my chosen
fictional book or movie.

Resources
8. https://www.youtube.com/watch?v=4_HcNlnWhkA&frags=pl%2Cwn
9. https://www.youtube.com/watch?v=E7u3VQOVkgQ&frags=pl%2Cwn
10. Projector
11. Laptop
Differentiated Instruction and/or Accommodations:
Content: varying the difficulty level (e.g., reading level); using audio or visual resources; reducing the amount
of content (e.g., completing one problem out of three; writing one page instead of two)
Process: providing one-on-one support; providing hands-on supports or manipulatives; varying the length of
time given to complete the task; varying the medium used to demonstrate learning (e.g., choice of assignment)
Product: working in groups or partners; tiered assignments; different ways to display learning; breaking the
task into chunk; adjusting the assessment criteria or type of assessment for the task; providing an alternative
location to demonstrate learning (e.g., outside the classroom, away from other students)
Learning Environment: reducing barriers/constraints; establishing classroom routines; incorporating culture
and home settings; balancing movement and sitting; thinking about what is placed on the walls
The stronger students will be asked to list 10 similarities and differences between their fictional stories and their
real-life event, while the weaker students will be asked to list 5 of each. They will get time in-class to research
their real-life event while I provide one-on-one support with them to aid with making connections.

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Time Instructional Strategies and Learning Activities

Allotted
(in Mins)
Getting Started – Hook
Ø Two videos from YouTube will be played about the Thai Boys Soccer Club that was
trapped in a cave for 17 days earlier last year
Ø Students will be asked to jot down the main points of the two newscasts as I play it to
15 Minutes them
Ø They are asked to think of similarities they can make between what happened to the Thai
boys and A World Below
Ø After the videos are finished, I will ask them questions about the video: 1) How long
were they trapped for? 2) How were the soccer boys saved? 3) Prior to being saved, what
did the rescue teams do to help make the expedition easier? 4) What do the boys think of
the experience now? 5) What are some concerns going forward, relating to the boys?

Assessment:
Assessment for Learning – Diagnostic/Formative (gauging previous learning/ongoing learning; provides
information for you, the teacher, and feedback to the students; not graded):
Delivery of New Ideas – Instructional Strategies and Learning Tasks
Ø Often in fictional literature or in film, we can make connections to real-life events that are
happening or are currently happening in our world
Ø These connections can often give the fictional text a deeper meaning to readers or viewers
Ø When watching these video clips of the Thai soccer boys, we can automatically make
50 Minutes several connections to the novel we are currently reading together, A World Below
Ø What are some similarities we can make between what happened to the soccer team and
A World Below? 1) Trapped in a cave 2) They are youths 3) They had little to no food or
water 4) There was a risk of dying 5) There was running water 6) Trapped due to
environmental factors (Earthquake and flood) 7) Both went in the cave with an adult
guardian 8) None of the youths died
Ø What are some differences with the soccer team story? 1) Located in Thailand 2) No girls
3) Not a lot of room to navigate/explore 4) A rescuer died trying to save them 5) Flooded
in, not an earthquake 6) No dangerous creatures 7) No uncovered civilization 8) Trapped
for over a week

18


Ø Discovering similarities between a real-life event and a text can make a text vastly more
interesting. While reading, we can automatically make connections and think of how a
similar scenario was solved in real-life
Ø If you experience a problematic scenario that is similar to a real-life event that you had
read in a newspaper or seen on a newscast, making connections might be an effective way
to solve the problem
Ø What are some other examples of connections that can be made between fictional stories
and real-life scenarios? 1) The Dark Knight & Mr. Xtreme, a crime-fighting masked
vigilante base in San Diego 2) The film ‘Into the Storm’, which is about a group of
camera-wielding people chasing a tornado in an attempt to document it up close & Actual
Stormchasers, who follow tornados with cameras to document its power and destruction

Assessment:
Assessment as Learning – Formative (assessment as a learning opportunity; the goal is to get students
involved in the assessment process; not graded; e.g., self-assessment and peer-assessment, checklists,
metacognitive reflections):
Consolidation – Wrap Up
Ø Introduce mini-assignment
Ø They are to choose one fictional text, whether it is a novel or a film, and one real-life
event that they can make connections to. The real-life event must have happened AFTER
10 Minutes the fictional text. Students will be asked to think of ten similarities and ten differences
between the two things (struggling students will be asked to write 5 & 5) and write them
in proper sentence format
Ø They are encouraged to go online and research the real-life event through web articles
and videos

Assessment:
Assessment of Learning – Summative (towards the end of class; to be sure students can do what you set out
in the learning goal; find a way to get students to do the actions in your success criteria; graded):

19


DAY 4
Name: Luai Dalal
Lesson Plan Title: Character Development
Grade/Stream: Grade 9 Applied Class Length (Min.): 30 minutes
Context of Lesson:
This lesson takes place on the 4th day of the unit on the book A World Below. It is a 30-minute mini-lesson.
Brief Description of Overall Lesson:
We will be discussing the role of character development within the text thus far. This happens early on in our
novel study unit to ensure students are doing their readings and are starting to make initial connections between
the roles and developments each character undergoes from the beginning to the end of the novel. Students will
continue reading A World Below by Wesley King for homework, specifically chapters 6-9.
Learning Goals:
Curriculum Goals Learning Goals Success Criteria
1. Listening to Understand 1. I am learning how to analyze the 1. I am successful when I can
importance of character explain the large developmental
Ø Analysing Texts development and how it ties in to shifts in the characters through
the overall theme(s) in the text different stages and themes in the
1.6 analyse texts in terms of the 2. I am learning to examine text
information, ideas, issues, or character development through 2. am successful when I can find
themes they explore, examining the support of my ideas from evidence from the text to show
how various aspects of the texts evidence in the text how I know the different
contribute to the presentation or 3. I am learning to combine my own characters are developing and
development of these elements knowledge and experience, and changing.
use it to make connections with 3. I am successful when I can
Ø Evaluating Texts
the text describe what I would do if I was
1.7 evaluate the effectiveness of the characters, or how I can
simple texts and some teacher- personally relate to them.
selected complex texts, using
evidence from the text to support
their opinions

20


Resources
• PowerPoint
• Laptop
• Projector
• https://www.youtube.com/watch?time_continue=50&v=LiUqgL5urWc

Differentiated Instruction and/or Accommodations:

Content: varying the difficulty level (e.g., reading level); using audio or visual resources; reducing the amount
of content (e.g., completing one problem out of three; writing one page instead of two)
Process: providing one-on-one support; providing hands-on supports or manipulatives; varying the length of
time given to complete the task; varying the medium used to demonstrate learning (e.g., choice of assignment)
Product: working in groups or partners; tiered assignments; different ways to display learning; breaking the
task into chunk; adjusting the assessment criteria or type of assessment for the task; providing an alternative
location to demonstrate learning (e.g., outside the classroom, away from other students)
Learning Environment: reducing barriers/constraints; establishing classroom routines; incorporating culture
and home settings; balancing movement and sitting; thinking about what is placed on the walls

Time Instructional Strategies and Learning Activities

Allotted
Getting Started – Hook
5 Minutes Start the class with a general question “Name 3 traits about yourself”
Assessment:
Assessment for Learning – Diagnostic/Formative (gauging previous learning/ongoing learning; provides
information for you, the teacher, and feedback to the students; not graded):
Delivery of New Ideas – Instructional Strategies and Learning Tasks
20 Minutes Ø Segue the initial question into asking students “What traits do you see in yourself that you
also see in the characters in the book?” Get students thinking, but don’t take it up.
Ø Implement: Think-Pair-Share on these questions that will be put on the board/PowerPoint:
o Who do you relate to most?
o What would you do if you were them?
o What parallels can you find between characters?
Ø Listen to the song “Invisible”
o Who does this remind us of?

21


o Does everyone see him this way or just his own self-perception?
o What does that tell us about how we treat and view others and how it can affect them

Assessment:
Assessment as Learning – Formative (assessment as a learning opportunity; the goal is to get students
involved in the assessment process; not graded; e.g., self-assessment and peer-assessment, checklists,
metacognitive reflections):
Consolidation – Wrap Up
5 Minutes Wrap up with discussion on character development and why do we see characters developing?
o “Do we ourselves change and develop?”

Assessment:
Assessment of Learning – Summative (towards the end of class; to be sure students can do what you set out
in the learning goal; find a way to get students to do the actions in your success criteria; graded):

DAY 7
Name: Olivia Maiorino
Lesson Plan Title: Developing Media Literacy Skills
Grade/Stream: Grade 9 Applied Class Length (Min.): 20 minutes
Context of Lesson:
This lesson takes place on the 7th day of the novel study unit. It is a 20-minute mini-lesson.
Brief Description of Overall Lesson:
In this lesson, students will enhance their understanding on how to effectively and appropriately read, write, and
communicate online. Students will continue reading A World Below by Wesley King for homework, specifically
chapters 18-20.
Learning Goals:
Curriculum Goals Learning Goals Success Criteria

1. Understanding Media Texts: demonstrate an 1. I can compare and 1. What is the

understanding of a variety of media texts; contrast different difference between
media texts and the an email and a
Ø Purpose and Audience audiences they are tweet? How might
intended for. the receiver of these
1.1 explain how both simple and complex media texts
2. I can change my messages differ?
are created to suit particular purposes and audiences
style and tone of 2. What strategies of
2. Understanding Media Forms, Conventions, and

22


Techniques: identify some media forms and explain writing depending tone and style do I
how the conventions and techniques associated with on the media form I use to write to a
them are used to create meaning; intend to write in. particular audience?
3. I can identify 3. What about this
Ø Form strategies to help image tells me the
me identify media message the artist
3.2 select a media form to suit the topic, purpose, and
forms. intended to share?
audience for a media text they plan to create, and explain
4. I can use How has the author
why it is an appropriate choice
prior/known used media in art to
4. Reflecting on Skills and Strategies: reflect on and knowledge to make send a message?
identify their strengths as media interpreters and creators, connections 4. What do I already
areas for improvement, and the strategies they found between art and know about
most helpful in understanding and creating media texts. media. communicating on
different platforms
Ø Interconnected Skills online? What skills
do I use in writing a
4.2 explain how their skills in listening, speaking,
text compared to an
reading, and writing help them interpret and produce
essay?
media texts

Resources
1. Laptop
2. Projector
3. https://www.youtube.com/watch?v=FWMk_Zv7nB8
4. “Follow for Follow” art piece
5. Extra pencils & pens
6. Extra lined paper
7. Padlet code
8. Tablets
9. Fidget toys/alternative seating – for those who need it when writing or sitting still

23


Differentiated Instruction and/or Accommodations:

Content: varying the difficulty level (e.g., reading level); using audio or visual resources; reducing the amount
of content (e.g., completing one problem out of three; writing one page instead of two)
Process: providing one-on-one support; providing hands-on supports or manipulatives; varying the length of
time given to complete the task; varying the medium used to demonstrate learning (e.g., choice of assignment)
Product: working in groups or partners; tiered assignments; different ways to display learning; breaking the
task into chunk; adjusting the assessment criteria or type of assessment for the task; providing an alternative
location to demonstrate learning (e.g., outside the classroom, away from other students)
Learning Environment: reducing barriers/constraints; establishing classroom routines; incorporating culture
and home settings; balancing movement and sitting; thinking about what is placed on the walls
Time Instructional Strategies and Learning Activities
Delivery of New Ideas – Instructional Strategies and Learning Tasks
20 Minutes Ø (2 mins) Begin by showing students this video on proper netiquette:
https://www.youtube.com/watch?v=FWMk_Zv7nB8
Ø (4 mins) Explain to students that you would like them to practice their pen to paper skills
for 3 minutes.
o Inform them that you would like them to imagine themselves as an electronic
platform for communication (i.e. texting, email, Facebook, Twitter, Instagram,
Snapchat, etc.)
o For the next three minutes they must write about what they ate at lunch using the
appropriate tone and conventions of their chosen platform
Ø (4 mins) Show students the visual art piece, “Follow for Follow”
o Ask students to share what they see
o “What social media platform is being recreated here?”
o “Why do you think the image is so dark?”
o “What message is the artist trying to share?” – discuss importance of digital
citizenship and online safety
Ø (10 mins) Create a list together (on Padlet) of how to effectively communicate online
o “What does ‘netiquette’ look like to you?”
o “How do we know when to alter the way we read and write online?” (i.e. making
a tweet vs. responding to an employer, writing a text vs. writing an essay, etc.)
o * Allow students to add their own ideas to the Padlet anonymously, if they wish

24


Assessment:
Assessment for Learning – Diagnostic/Formative (gauging previous learning/ongoing learning; provides
information for you, the teacher, and feedback to the students; not graded):

Assessment as Learning – Formative (assessment as a learning opportunity; the goal is to get students
involved in the assessment process; not graded; e.g., self-assessment and peer-assessment, checklists,
metacognitive reflections):

DAY 9
Name: Alexander Colle
Lesson Plan Title: Foreshadowing
Grade/Stream: Grade 9 Applied Class Length (Min.): 20 minutes
Context of Lesson:
This lesson takes place on the 9th day of the unit on the book A World Below. It is a 20-minute mini-lesson.
Brief Description of Overall Lesson:
In this lesson, students will learn about the literary device of foreshadowing. They will learn what it is, how it is
used in A World Below, and why it is used in literature. Students will continue reading A World Below by Wesley
King for homework, specifically chapters 25-28.
Learning Goals:
Curriculum Goals Learning Goals Success Criteria
B1.6 Analysing Texts - Analyse texts 1. What foreshadowing is in 1. When I understand what
in terms of the information, ideas, literature. foreshadowing is and can
issues, or themes they explore, 2. How foreshadowing is identify a time in the past
examining how various aspects of the used in A World Below where I have seen it before.
texts contribute to the presentation or and what it does to 2. When I can identify what
development of these elements enhance the text. foreshadowing does to
B2.3 Elements of Style - Identify a enhance the novel A World
few different elements of style in texts Below.
and explain how they help
communicate meaning and enhance
the effectiveness of the text.
Differentiated Instruction and/or Accommodations:
Content: varying the difficulty level (e.g., reading level); using audio or visual resources; reducing the amount
of content (e.g., completing one problem out of three; writing one page instead of two)

25


Process: providing one-on-one support; providing hands-on supports or manipulatives; varying the length of
time given to complete the task; varying the medium used to demonstrate learning (e.g., choice of assignment)
Product: working in groups or partners; tiered assignments; different ways to display learning; breaking the
task into chunk; adjusting the assessment criteria or type of assessment for the task; providing an alternative
location to demonstrate learning (e.g., outside the classroom, away from other students)
Learning Environment: reducing barriers/constraints; establishing classroom routines; incorporating culture
and home settings; balancing movement and sitting; thinking about what is placed on the walls
Time Instructional Strategies and Learning Activities
Delivery of New Ideas – Instructional Strategies and Learning Tasks
Ø What is foreshadowing? Foreshadowing is when an author mentions or indicates
something that will happen later in the story
Ø Examples in literature: Once upon a time, there was a little girl who lived with her
mother. Her mother asked her to take her old and lonely grandmother some food one day.
"Don't stop along the way. Go straight to your Grandma's house and back. Don't talk to
any strangers and watch out for the wolf in the woods! Now get along!"
Ø Where is the foreshadowing in this?
Ø Little Red Riding Hood’s mother is warning her about the wolf in the woods, which
indicates what might happens later on in the story
Ø Examples in film: https://www.youtube.com/watch?v=2oKUsna2yvA&frags=pl%2Cwn
Ø In the following clip, we are shown a clip of Iron Man, which is the very first film in the
Marvel Cinematic Universe. In the scene, Nick Fury appears in Tony Stark’s home and
notifies him about the Avenger’s initiative. At this point, audiences didn’t even know that
the film was going to be part of a franchise, let alone a stepping stone into the Avengers.
In this scene, Fury was foreshadowing the Avengers we know and love today.
Ø Where can we find examples of foreshadowing in A World Below?
Ø Examples in A World Below: When the teacher talks about who first explored this cave,
Jim White. He goes on to mention Jim White’s adventures and a companion he had with
him during the expedition: “He returned soon after the a fifteen-year-old Mexican boy
20 Minutes whose name is now lost, though in his book Jim White called him the Kid or Muchacho.
Jim White went on to tell his story in a booklet called Jim White’s Own Story and became
somewhat famous, while on one really knows what happened to the Kid.” (Pg. 26)
Ø Later on in the story, it is revealed who this boy is: “Eric stared at Mr. Baker for a
moment, thinking of what Carlos had told him. That he was the fourth King. Their great-
grandfather had led his people down here 118 years ago. Which was right around the

26


time… “Carlos’ great-grandfather…,” Eric said in wonder. “Juarez Santi. He was the
Kid.” (pg. 256-257)
Ø What effect does foreshadowing have in a novel or movie? Why do writers use it?
Ø Foreshadowing adds dramatic tension to a story by building anticipation about what
might happen next. Foreshadowing also makes extraordinary events seem more
believable, since if the text foreshadows something, the reader feels prepared for the
events when they happen
Ø Foreshadowing also makes re-reading a book or re-watching a movie that much more
enjoyable. Often, audiences do not pick up on uses of foreshadowing on their first read of
a book or watch of a movie. Subsequent reads or watches however allow them to notice
them much more clearly (since they had already experienced the story and knows what is
going to happen)

Assessment:
Assessment as Learning – Formative (assessment as a learning opportunity; the goal is to get students
involved in the assessment process; not graded; e.g., self-assessment and peer-assessment, checklists,
metacognitive reflections):

DAY 11
Name: Cory Lavery
Lesson Plan Title: Intertextuality
Grade/Stream: Grade 9 Applied Class Length (Min.): 20 minutes
Context of Lesson:
This lesson takes place on the 11th day of the novel study unit. It is a 25-minute mini-lesson.
Brief Description of Overall Lesson:
In this lesson, students will be able to recognize intertextuality in A World Below and explore the purpose of
including the intertextuality as a literary device. Students will continue reading A World Below by Wesley King
for homework, specifically chapters 33-36.
Curriculum Goals Learning Goals Success Criteria

B1.1 Variety of Texts – read a few different 1. I know what intertextuality 1. I can define
short, contemporary, student- and teacher- means. intertextuality
selected texts from diverse cultures, identifying 2. I can understand this literary 2. I can identify when
purposes for reading device to help me frame and intertextuality is
extend my thinking of A being used in the

27


B1.5 Extending Understanding of Texts – World Below. selected novel.

Extend understanding of simple texts and some 3. I can understand why an 3. I can notice some
teacher-selected complex texts by making author might use this device patterns in the
basic connections between the ideas in them in their story. selected
and personal knowledge, experience, and supplementary texts.
insights.

Resources
1. Selections from Jim White’s own Story by James Larkin White, Lord of the Flies by William Golding, My
Side of the Mountain by Jean Craighead George, Robinson Crusoe by Daniel Dafoe, and the film Journey
to the Centre of the Earth.
Differentiated Instruction and/or Accommodations:
Content: varying the difficulty level (e.g., reading level); using audio or visual resources; reducing the amount
of content (e.g., completing one problem out of three; writing one page instead of two)
Process: providing one-on-one support; providing hands-on supports or manipulatives; varying the length of
time given to complete the task; varying the medium used to demonstrate learning (e.g., choice of assignment)
Product: working in groups or partners; tiered assignments; different ways to display learning; breaking the
task into chunk; adjusting the assessment criteria or type of assessment for the task; providing an alternative
location to demonstrate learning (e.g., outside the classroom, away from other students)
Learning Environment: reducing barriers/constraints; establishing classroom routines; incorporating culture
and home settings; balancing movement and sitting; thinking about what is placed on the walls
Time Instructional Strategies and Learning Activities
Delivery of New Ideas – Instructional Strategies and Learning Tasks
Ø Students will be asked what other books are mentioned within A World Below an if
anyone has ever heard of them or read them.
Ø Students will be given small passages of selected novels to analyze in small groups (5
minutes)
Ø Students will also watch a small clip from Journey to the Centre of the Earth. (up to 5
20 Minutes minutes)
Ø From quick discussions, students will be asked why I have given them these passages (1
minute).
Ø The students will discuss as a large group what themes and ideas are common among all
the selected passages and film clip. (5 minutes)
- Adventure, growth, isolation, perseverance, mental health, leadership, communication
28


Ø Define “intertextuality” for the students (2 minutes).

Ø Think, pair, share: “Why would Westley King include references to other novels in his
book?” (2 minutes).
Ø Group discussion: “Why would an author use intertextuality in their writing?” (5 minutes)
Assessment:
Assessment for Learning – Diagnostic/Formative (gauging previous learning/ongoing learning; provides
information for you, the teacher, and feedback to the students; not graded):

29


Assessment of Learning

Task: Students will be asked to take on the role of one of the characters within the novel, A World Below, and

provide a report/updates on their adventures in the caverns. Students will use an app called Do Ink where they can

create green screen videos that will later be shared with peers and parents. Students are able to draw their own

backdrops or import videos and images to recreate their vision of what the caverns may have looked like. Students

will be given the choices of: a) creating a vlog for their YouTube subscribers to see their findings in the caverns;

b) creating a news report on the aftermath of the earthquake and the class’s fear of failing to escape the caverns

and returning to the real world; c) creating a video of them reading a letter they have written in their journal to

their parents from inside the cavern (this option requires less focus on visual creativity for students reluctant to

engage with the features on the app); d) creating a series of tweets or Instagram posts they’ve made while in the

caverns, updating their followers on what they find (this option will definitely require more than one backdrop,

thus it is for students who want the extra challenge); or e) creating a trailer for a movie about an adventure to a

world below that would appear on Netflix and appeal to teens their age.

Rationale: This assessment of learning task would assess students’ abilities to (a) properly create content for a

specific audience, (b) show their overall understanding of the setting and plot in A World Below, (c) make

connections between a fiction novel and real life, (d) use oral and written strategies to convey certain messages

and meaning, and (e) manipulate and create their own media.

Handout for students:

Novel Unit Final Assignment: Sharing A World Below on the World Wide Web

What am I doing?
Taking on the role of one of the characters within the novel, A World Below, to provide a report/updates on their
adventures in the caverns.

How am I doing it?

Using an app called Do Ink, you can create green screen videos to recreate their vision of what the caverns may
have looked like. We will do a tutorial together on how to use this app. You can make your own images or add in
already existing images and videos.

30


What do I talk about in my video?

You have the choice of:

a) creating a vlog for your YouTube subscribers to see your findings in the caverns;

b) creating a news report on the aftermath of the earthquake and the class’s fear of failing to escape the
caverns and returning to the real world;

c) creating a video of you reading a letter you have written in your journal to your parents from inside the
cavern;

d) creating a series of tweets or Instagram posts you’ve made while in the caverns, updating your followers on
what you find;

e) creating a trailer for a movie about an adventure to a world below that would appear on Netflix and appeal
to teens your age

Why am I doing this?

This assignment will show your abilities to:
1. properly create content for a specific audience
2. show your overall understanding of the setting and plot in A World Below
3. make connections between a fiction novel and real life
4. use oral and written strategies to convey certain messages and meaning
5. manipulate and create your own media that can be shared with peers and parents/guardians
How will I be assessed?
Together, we will create the success criteria for levels 1-4 in checklist format.

Assessment Tool

The assessment tool for this task will be co-created with students. As a class, the students and the teacher will

agree on what are appropriate goals to set for each grade level. The teacher will provide feedback to the student in

accordance to the platform their video appeals to. For example, if the student chose option a) create a vlog, the

teacher would respond as a commenter would on the video while providing sufficient and appropriate feedback to

the quality and creativity of the piece, or the teacher might write a letter back to the student who chose to do option

c) write a letter from inside the cavern to your parents. Nonetheless, the teacher is aware that they must provide

equitable feedback to each learner and that their feedback will further demonstrate how communicating through

different media forms can all elicit strong and resourceful messages in different ways.

31


An example of a level 3 for option e) creating a movie trailer that will appear on Netflix and appeal to teens:

ü The movie trailer does not give away the whole story

ü The movie trailer skips between different scenes within the plot in a chronological order

ü The background I selected for my video is evidently taken from inside the caverns

ü The viewer is able to see that the character in the novel is similar to them in age

ü The viewer is clearly able to grasp that this location with people living below have never been seen before

ü The student has shown how the storyline, although fiction, could happen in real life (i.e. aftermath of a

natural disaster, going on an adventure and getting lost, etc.)

ü The word choice and script are appropriate for a short movie trailer, and are easily understood by the

viewer

ü The trailer is evidently complete

32


Supplementary Texts
Poems
1. You are Adventure by G. Boston

2. Loud Voices, Quiet Minds by Louise

33


3. Portrait of a Lady by T.S. Eliot, specifically lines 19-40

Visual art
1. Front cover of Wesley King’s A World Below

2. Follow for Follow by the Endearing Designer

34


Songs
1. “Invisible” by Hunter Hayes: https://www.youtube.com/watch?time_continue=50&v=LiUqgL5urWc
2. “Mariner’s Revenge Song” by The Decemberists: https://www.youtube.com/watch?v=iPAr7kL-mmg
3. “Stan ft. Dido [clean]” by Eminem: https://www.youtube.com/watch?v=cZ8Gb9lYQcc
Film
1. Journey to the Centre of the Earth
https://en.wikipedia.org/wiki/Journey_to_the_Center_of_the_Earth_(2008_theatrical_film)

Others:
1. Core Rules of Netiquette: https://www.youtube.com/watch?v=FWMk_Zv7nB8
2. Funniest Kids Mispronouncing Words Badly Compilation:
https://www.youtube.com/watch?v=LGATyZTTaLw
3. Iron Man (2008) Post Credits Scene: https://www.youtube.com/watch?v=2oKUsna2yvA&frags=pl%2Cwn
4. Thailand Cave: How the Thai cave boys were rescued - BBC News:
https://www.youtube.com/watch?v=4_HcNlnWhkA&frags=pl%2Cwn
5. Thailand cave rescue: Boys tell the story of their ‘miracle’ survival:
https://www.youtube.com/watch?v=E7u3VQOVkgQ&frags=pl%2Cwn

35


Letter to Parents

Hello Parents and/or Guardians,

Today, our class will be beginning our Novel Study Unit. The novel we will be covering for this three-week period

will be A World Below by Wesley King. This is an adventure novel which focuses on a class of Grade 8 kids who

find themselves trapped deep within an elaborate cave system after a natural disaster traps them underground.

Putting their minds together, they attempt to find a way to escape. However, what they find is much more than

what they can ever imagine. What they find is a world below their own. The novel has been described as a swift,

fast-paced survival tale that is a blend of Lord of the Flies and Journey to the Centre of the Earth. After reading

this novel myself and after having worked with the students of this class, I feel that the level of literacy required

for this novel matches the capabilities of our students. Along with this, I also feel that the novel will have the

capability to challenge our students in ways that extend beyond its readability. Its themes, literary devices, and

content are thought-provoking, exciting, and therefore give these students a great opportunity to grow as readers

and as writers. As a result, I am excited to tackle it with the class. Themes covered in this novel include survival,

belonging, self-worth, loneliness, and mental health. Yes, these themes may appear to be rather hard-hitting at first

glance. However, in my experience, I have found it is never a good idea to shy away from these themes. I feel that

they are important to study at a literary lens because they are themes that students will most likely deal with at this

time in their lives and older. This novel has the ability to allow students to discuss and explore them in a safe

setting, which is a great way of helping them find answers relating to these themes; answers that they may need at

this stage of their life. To conclude our unit, students will be asked to create a video acting as one of the students

from within the caverns. This assignment will encourage your child to show their overall understanding of the

novel, create their own media as it appeals to a specific audience, and use their imagination and creativity in a way

that most interests them. If you have any further questions regarding this unit, please feel free to connect me via

email so we can discuss the unit further.

36


References

BBC News. (2018, July 11). Thailand cave: How the Thai cave boys were rescued – BBC News [Video file].

Retrieved from https://www.youtube.com/watch?v=4_HcNlnWhkA&frags=pl,wn

Boston, G. (2017, June 22). Poems from the Vault – You are Adventure. Retrieved from

https://shadowofgevros.com/2017/06/22/poems-from-the-vault-you-are-adventure/

Channel 4 News. (2018, July 18). Thailand cave rescue: Boys tell the story of their ‘miracle’ survival [Video file].

Retrieved from https://www.youtube.com/watch?v=E7u3VQOVkgQ&frags=pl,wn

Dafoe, D. (1719, April 25). Robinson Crusoe. William Taylor.

Eliot, T.S. (1920). Portrait of a Lady. Prufrock and Other Observations. Retrieved from

https://www.bartleby.com/198/2.html

Flynn, B. (Producer), Huggins, C. (Producer), & Brevig, E. (Director). (2008, July 11). Journey to the Centre of

the Earth [Motion picture]. United States: New Line Cinema.

George, J. C. (1959). My Side of the Mountain. E. P. Dutton.

Glittersharks. (2012, March 20). The Decemberists – “Mariner’s Revenge Song” [Video file]. Retrieved from

https://www.youtube.com/watch?v=iPAr7kL-mmg

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