Contents by Genre
Short Fiction
Synectics and the Extended Metaphor
Conscience Alley
Mandala
Inner and Outer Circles
Response Journal
Picture the Characters
Pictorial Story Diagram
Conflict Poster
Verbal Word Association
Psychiatrist’s Report
Character Résumés
Story Graph
Story as Sporting Event
Strongest Memory Sense
Another Name
Two Column Notes
Novels
Philosophy Journal
Oral Journals
Fluency
Flexibility
Originality
Elaboration
Board Game
Found Poetry
Novel = Play
Time Capsule
Setting Map
Character Diary
Postcards
Character Profile
Personal Profile
Group Essay
Acrostics
Drama
Visual Essay
Emotional Distance
Jeopardy!Ô
Language Translation
Choices: Into, Through, Beyond
Body Shadow Maps
Sort and Predict
Character Hot Seat
Antagonist on Trial
Colourful Description
Fiction Documentary
Numbered Heads Together
Non-Fiction
U-Debate
Reading Articles
Newspaper
Vocabulary from Text
Storytelling
Connections for Creative Writing
Real Versus Artificial Collage
Effective Language Analysis
My Favourite Way to Relax
Family Possessions
The Personal Metaphor
Poetry
Poetry By Candlelight
Painting The Mood
Ear, Heart And Brain Poetry
Poetry And Performance Art
Choral Reading
Poetry Triptych
Music Videos
Sonnet Walks
Imagery Echoes
Theme in Poetry
Interpreting Poetry
Poetic Inductive Thinking
Impressionism and The Haiku
One Poem an Hour
Poetry Definitions
Research
Fantasy Trips and Symbolism
Bio-Poem
Allusions
Internet Research Project
Media
Video Analyses
Picture Writing
View, Discuss, Write
Please refer to Kevin McKendy’s “Media Education in Your Classroom”, enclosed in this resource, for many more ideas on media education.
For another perspective on media education, consult
http://interact.uoregon.edu/MediaLit/FA/MLArticlefolder/Media_Education_pape
r.pdf
Contents by Strand
Reading
Synectics and the Extended Metaphor
Response Journal
Another Name
Two Column Notes
Philosophy Journal
Fluency
Sort and Predict
Reading Articles
Vocabulary from Text
Theme in Poetry
Interpreting Poetry
Poetic Inductive Thinking
One Poem an Hour
Poetry Definitions
Allusions
Internet Research Project
Writing
Psychiatrist’s Report
Strongest Memory Sense
Oral Journals
Found Poetry
Novel = Play
Character Diary
Character Profile
Personal Profile
Group Essay
Language Translation
Choices: Into, Through, Beyond
Colourful Description
Newspaper
Connections for Creative Writing
Effective Language Analysis
My Favourite Way to Relax
Family Possessions
The Personal Metaphor
Impressionism and The Haiku
Fantasy Trips and Symbolism
Bio-Poem
Speaking
Conscience Alley
Inner and Outer Circles
Verbal Word Association
Character Résumés
Story as Sporting Event
Jeopardy!Ô
Character Hot Seat
Antagonist on Trial
Numbered Heads Together
U-Debate
Poetry By Candlelight
Poetry And Performance Art
Choral Reading
Listening
Storytelling
Ear, Heart And Brain Poetry
Sonnet Walks
Imagery Echoes
Representing
Mandala
Picture the Characters
Pictorial Story Diagram
Conflict Poster
Story Graph
Flexibility
Originality
Elaboration
Board Game
Time Capsule
Setting Map
Postcards
Acrostics
Visual Essay
Emotional Distance
Body Shadow Maps
Fiction Documentary
Real Versus Artificial Collage
Painting The Mood
Poetry Triptych
Music Videos
Viewing
Video Analyses
Picture Writing
View, Discuss, Write
Planning Model
Sample Planning Template
For an expanded explanation of this model, refer to the 1998 Language Arts Middle School Resource Binder. One copy was given to each Secondary English department.
Assess Prior Knowledge· Where do I begin?
· What do my students know?
· Where do they need help?
Main Products and Processes
· What will the students do? / Instructional Strategies
· How will I help students achieve the learning outcomes?
Key Assessment/Evaluation Tasks
· How will I gather information about student progress?
· What aspects of each product or process do I teach, assess, evaluate?
Resources
Secondary English Resource Binder 3 Copyright SD #43
Grade 9: Comprehend and Respond (Reading, Viewing, Listening)STRATEGIES, SKILLS / COMPREHENSION / ENGAGEMENT AND PERSONAL RESPONSE / CRITICAL ANALYSIS
Develop strat’s, skills for anticipating, predicting and confirming meaning / Understand written, oral, visual communications / Make connections with literary works and mass media / Draw, defend reasoned conclusions from info in various works
· describe & assess strat’s used before, during, after
· describe prior knowledge & experience with topic
· use wide range of resources to aid comprehension
· use efficient note-making and note-taking strategies
· evaluate the effectiveness of literary techniques including figurative language
· recognize stock or stereotypical characters / · interp main ideas, events, or themes
· organize details and information using various written, graphic forms
· interpret and report on information
· cite specific information from works to support inferences and respond to tasks
· interpret details and draw conclusions about information in illustrations, maps, charts, graphs, etc.
· paraphrase & summarize info from variety of sources / · willing to explore various genres and media
· connect what they hear, read, view to own ideas & beliefs
· relate ideas and info in works to universal themes
· compare themes, purpose, & appeal of diff works
· use info heard, read, viewed to dev research questions, create works, or in response tasks / · identify and investigate how diff cultures and groups are portrayed
· describe and give examples of power of satire
· locate and assess persuasive techniques in terms of purpose, audience, medium
· evaluate information in terms of audience
· explain how mass media can influence attitudes, self-perception, lifestyles
Grade 9: Communicate Ideas and Information (Writing, Speaking, Representing)
KNOWLEDGE OF LANGUAGE / COMPOSING AND CREATING / IMPROVING COMMUNICATIONS / PRESENTING AND VALUING
Apply knowledge of conventions of language / Variety of processes & strat’s to generate, gather, & organize information & ideas / Enhance precision, clarity, artistry using processes that professionals use to appraise and improve work / Variety of forms and styles for specific purposes and audiences
· use grammatically correct lang in writing, speaking
· experiment with sophisticated figures of speech & genres incl. satire, parody, irony
· use specialized terminology and subject-specific language with accuracy & precision / · develop focused inquiry questions for specific audiences & purposes
· locate, access & select appropriate info from variety of sources
· analyze audience & purpose to make decisions about content and format
· use variety of planning tools & strategies
· apply var strategies to generate and shape ideas / · appraise own & others’ work for appropriateness of resource choices, language use, organizational and communication forms
· use language appropriate to purpose and audience
· adjust form, style, lang for audiences and purposes
· monitor own work for correct spelling and punctuation / · demonstrate pride and satisfaction in using language
· create variety of works to persuade., inform, entertain class, other audiences
· create comm’s include:
- poems, stories,
- personal essays
- oral & vis. presentations
- written explanations,
- summaries,
- arguments
- letters
- bibliographies
Grade 9: Self and Society
WORKING TOGETHER / BUILDING COMMUNITY / PERSONAL AWARENESS
Interact and collaborate to explore ideas and accomplish goals / Establish and maintain relationships; collaborate, value and support others / Use language to explore thoughts, ideas, feelings, experiences
· prompt and support others
· express opinions effectively
· use var strategies to resolve conflicts, solve problems, build consensus
· evaluate and modify own group roles in variety of contexts / · interact purposefully, confidently, appropriately in variety of situations
· analyze influence of language and cultural diversity on selves and community
· use language to participate appropriately in celebrations / · confident using language in formal, informal situations in and out of school
· compose and monitor personal communication goals
· analyze own understanding, beliefs; identify gaps or contradictions
Grade 10: Comprehend and Respond (Reading, Viewing, Listening)
STRATEGIES, SKILLS / COMPREHENSION / ENGAGEMENT AND PERSONAL RESPONSE / CRITICAL ANALYSIS
Develop strat’s, skills for anticipating, predicting and confirming meaning / Understand written, oral, visual communications / Make connections with literary works & mass media / Draw, defend reasoned conclusions from info in various works
· describe & assess strategies used before, during,, after
· consciously use strategies to sustain concentration
· compose questions to guide reading viewing, listening
· use efficient strategies to locate, record, organize, research information
· locate and interpret examples of literary techniques including symbolism
· describe how tone, mood affect drama of a work / · interpret main ideas, events, or themes
· generalize re: key characters, concepts, themes giving specific details /examples
· use variety written, graphic forms to organize ideas from reading, viewing, listening
· interpret & report on information fr mult sources to develop & support positions
· interpret details & draw conclusions about info in illust, maps, graphs, etc. / · connect what they hear, read, view to own ideas
· consider more than one interpretation of a work
· compare features & merits of different works incl those by same author, director etc
· open to divergent language ideas, and opinions in lit-ture and media from a variety of cultural communities
· develop imaginative or creative response to share their ideas / · aware of how artful use of language can affect and influence others
· evaluate how both genders, various cultures & socio-economic groups are portrayed in mass media
· explain how mass media can influence emotional responses
· analyze and assess impact of specific media techniques & designs
Grade 10: Communicate Ideas and Information (Writing, Speaking, Representing)
KNOWLEDGE OF LANGUAGE / COMPOSING AND CREATING / IMPROVING COMMUNICATIONS / PRESENTING AND VALUING
Apply knowledge of conventions of language / Variety of processes & strat’s to generate, gather, & organize information & ideas / Enhance precision, clarity, artistry using processes that professionals use to appraise and improve work / Variety of forms and styles for specific purposes and audiences
· monitor own & others’ communication for correctness
· identify lang errors that can influence audience (double-negatives; pronoun misuse; overuse of jargon, tech lang)
· appraise communications critically, using accurate terminology, rules & conventions
· use variety of technological functions & software to publish original work / · dev focused inquiry ques for incr complex topics
· dem awareness of characteristics, needs, pref’s of specific aud’s
· locate, access & select approp info; consider quality, currency, accuracy of ea source
· org ideas, adjust style, form, lang for specific audiences and purposes
· apply var strat’s to generate and shape ideas / · use criteria to appraise own and others work; offer constructive suggestions
· defend choices of organization and form; offer ways to improve own and others work
· revise and edit to improve content, organization, and effect considering specific audiences and purposes
· monitor own work for correct spelling and punctuation / · demonstrate pride and satisfaction in using language
· create communications for increased range of audiences and purposes including pleasure and entertainment
· create communications including
- debates
- research & technical reports
- oral, multimedia
presentations
- poetry
- personal essays
Grade 10: Self and Society
WORKING TOGETHER / BUILDING COMMUNITY / PERSONAL AWARENESS
Interact and collaborate to explore ideas and accomplish goals / Establish and maintain relationships; collaborate; value and support others / Use language to explore thoughts, ideas, feelings, experiences
· commit to group goals
· consider and elaborate on others’ ideas or views
· resolve conflicts, solve problems, build consensus
· establish and use criteria to evaluate own and group processes and products / · interact purposefully, confidently, appropriately
· respect cultural differences
· aware of relationship of language to group/community membership
· acknowledge, restate views diff from own; reassess own
· use language appropriate to audience and purpose in celebrations / · confident using language in and out of school
· assess skills, set & monitor personal and career goals
· describe language requirements of specific careers, post-secondary
· commit to increased proficiency
· explain influence of others’ contributions
Grade 11: Comprehend and Respond (Reading, Viewing, Listening)
STRATEGIES, SKILLS / COMPREHENSION / ENGAGEMENT AND PERSONAL RESPONSE / CRITICAL ANALYSIS
Develop strategies, skills for anticipating, predicting and confirming meaning / Understand written, oral, visual communications / Make connections with literary works and mass media / Draw, defend reasoned conclusions from information in various works
· consciously use and evaluate wide variety of strategies before, during, after
· describe and apply strategies for locating and using information from variety of sources
· use efficient note-making and note-taking strategies
· explain effects of variety of literary devices & techniques including figurative language, symbolism, parody, irony / · main ideas, events, themes of variety of complex literary & other materials
· organize details in variety of written or graphic organizers
· synthesize and report on information from multiple sources to address topic or issue
· coherent and plausible interpretations: abstract, complex, specialized material
· interpret to clarify, fill in gaps, ambiguities
· interpret variety of graphic formats / · make connections between ideas and information in literary and mass media, and own experience
· willing to take tentative stance, tolerate ambiguity, explore multiple perspectives, interpretations
· support opinions, respond to questions, tasks about works
· make connections among themes, ideas in various works
· respect diverse languages and cultures in classroom, literature, mass media / · use given criteria to analyze merits of print and electronic communications
· identify weak arguments in communications
· describe ethical issues re: mass media, electronic communications, including privacy
· analyze relationship between media and the message
· appreciate how their own backgrounds influence their interpretations
· compare different presentations of the same idea or issue
Grade 11: Communicate Ideas and Information (Writing, Speaking, Representing)
KNOWLEDGE OF LANGUAGE / COMPOSING AND CREATING / IMPROVING COMMUNICATIONS / PRESENTING AND VALUING
Apply knowledge of conventions of language / Variety of processes & strat’s to generate, gather, & organize information & ideas / Enhance precision, clarity, artistry using processes that professionals use to appraise and improve work / Variety of forms and styles for specific purposes and audiences