ELA 30B 6 Week Unit Plan

Consisting of (58 Lessons)

Featuring:

Hamlet by William Shakespeare

Book Report Assignment

Angela’s Ashes by Frank McCourt

Objectives:

Speaking:

  1. Students will recognize that talk is an important tool for communicating, thinking and learning
  • Students will speak to clarify and extend thinking
  • Students will speak to express understanding
  • Students will speak to share thoughts, opinions and feelings
  • Students will speak to build relationships and a sense of community
  1. Students will practise the behaviours of effective speakers
  • Students will recognize and adjust verbal and nonverbal presentation elements effectively and in keeping with purpose, audience needs, and individual cultural and linguistic background
  1. Students will speak fluently and confidently in a variety of situations for a variety of purposes and audiences
  • Students will function effectively as both a group member and a group leader
  • Students will speak to inform and persuade

Listening:

  1. Students will recognize listening as an active, constructive process
  • Students will recognize listening as an active process that requires listeners to: anticipate a message and set a purpose for listening, attend, interpreting and summarizing, analyzing and evaluating
  1. Students will practice the behaviours of effective listeners
  • Students will respond personally, critically, creatively and empathetically
  • Students will adjust listening strategies to purpose and evaluate ideas critically
  • Students will distinguish between emotional appeal and reasoned argument
  • Students will ask for clarification
  • Students will identify tone and mood of presentations
  • Students will analyze and evaluate the organizational patterns of presentations
  1. Students will listen effectively in a variety of situations for a variety of purposes
  • Students will listen for personal pleasure and aesthetic satisfaction
  • Students will listen to understand and learn, analyze and evaluate, and empathize and make connections with others
  • Students will assess their own ability to listen effectively
  • Students will assess the overall effectiveness of discussions, presentations, meetings, and speeches

Writing:

  1. Students will recognize writing as a constructive and recursive process
  • Students will recognize writing as a process of constructing meaning for self and others and use what is known as the writing process: use appropriate pre-writing and planning strategies, develop ideas previously explored into draft form, revise and polish compositions, and share, present, or publish compositions
  1. Students will practise the behaviours of effective writers
  • Students will write introductions that engage interest, focus the thoughts of the readers, and establish the mood and tone of compositions
  • Students will develop compositions with explicit thesis statements
  • Students will write conclusions appropriate to the overall intent
  • Students will analyze and evaluate their own and others’ writing for ideas, organization, sentence clarity, word choice, and mechanics
  • Students will prepare final copy using appropriate conventions of publication
  • Students will assess compositions for unity, coherence, and emphasis
  • Students will confer with peers and teachers
  1. Students will write fluently and confidently for a variety of purposes and audiences
  • Students will write for a variety of purposes
  • Students will write a review evaluating a poem, short story, play or film/video

Reading:

  1. Students will recognize reading as an active, constructive process
  • Students will recognize reading as an active process that requires readers to: make connections, find meaning, make and confirm predictions, make and confirm inferences, reflect and evaluate
  1. Students will practice the behaviours of effective, strategic readers
  • Students will respond personally, critically, and creatively
  • Students will recognize major literary forms and techniques
  • Students will evaluate the accuracy and usefulness of information presented
  • Students will identify the effect created by the author’s “voice”, tone, and style, and examine the methods by which they are achieved
  • Students will locate, assess and summarize information from a variety of sources
  • Students will summarize information
  • Students will demonstrate an increased ability to interpret symbols and symbolic patterns in literature
  1. Students will read a variety of texts for a variety of purposes
  • Students will relate literacy experience to personal experience and extend personal response
  • Students will explore human experience and values reflected in texts
  • Students will broaden their knowledge of cultural heritage
  • Students will read to stimulate imagination
  • Students will cite appropriate evidence to support responses
  • Students will read to understand and appreciate an international literary heritage and world perspective

Representing and Viewing:

  1. Students will create appropriate nonverbal aids and visual images to enhance communication
  • Students will communicate thoughts, ideas, and feelings using two or more media
  • Students will deliver a multimedia presentation for a specific audience or purpose
  1. Students will recognize nonverbal aids and visual representations as tools for communicating and learning
  • Students will recognize viewing as an active process that requires viewers to: anticipate a message and set a purpose for viewing, attend, seek and check understanding by making connections, and by making and confirming predictions and inferences, interpret and summarize, analyze and evaluate
  1. Students will practice the behaviours of effective viewers
  • Students will respond personally, critically, and creatively to visuals, films/videos, and multimedia presentations
  • Students will identify the purposes, intended audiences, messages, and points of view of visuals, films/videos, and multimedia presentations
  • Students will recognize language techniques and media conventions in visuals, films/videos, and multimedia presentations

Assessment:

-Hamlet I-Search Questions

-Book Report and presentation including self-evaluation and peer-evaluation

-3 Hamlet quizzes

-Hamlet “Create a Character” Assignment

-HamletGraphic Novel

Week One

Day 1Monday, November 9th

Lesson #1 (60 minutes)

  1. Take attendance
  2. Introduce myself and the course
  3. Hand out class outline and expectations (See Appendix A)
  4. Have students find a partner and complete student questionnaire (See Appendix B)
  5. Collect questionnaires from students when they are finished

Lesson #2 (63 minutes)

  1. Hand out book report assignment (See Appendix C) due Monday, November 30th
  2. Have students head to the library to choose a book to read for book reports
  3. Students will read their books for 20 minutes
  4. Hand out my letter to the students (See Appendix D)
  5. Have students start writing their letters (Due tomorrow Lesson #3)

Day 2Tuesday, November 10th

Lesson #3 (60 minutes)

  1. Take attendance
  2. Collect Letters
  3. Students will read their library books for 20 minutes
  4. Discuss War poetry (examples may include In Flanders fields, An Irish Airman Foresees His Death)

Lesson #4 (63 minutes)

  1. Remembrance Day Program in school gym

Day 3 Thursday, November 12th

Finish War poetry and begin excerpt from Night by Elie Wiesel

Lesson #5 Period 2 9:30-10:15 (45 minutes)

  1. Take attendance
  2. Students will read their library books for 20 minutes
  3. Finish poetry

Lesson #6 Period 3 10:30-11:10 (45 minutes)

  1. Hand out short story excerpt from Night by Elie Wiesel
  2. Read excerpt together as a class
  3. Discussion afterwards and complete questions at the end of the excerpt

Day 4Friday, November 13th

Lesson #7 (60 minutes)

  1. Take attendance
  2. Students will read their books from the library for 20 minutes
  3. Discuss Hamlet project with students
  4. Hand out I-Search questions (Due: Weds, Nov 18th- Lesson #13) (See Appendix E)

I-Search Answers (See Appendix F)

  1. Head to library to sign out Hamlet books and begin I-Search

Lesson #8 (63 minutes)

  1. Students will work on I-Search questions in library

Homework:

  • I-Search questions due Wednesday, November 18th (Lesson #13)

Week Two

Day 5Monday, November 16th

Lesson #9 (60 minutes)

  1. Take attendance
  2. Students will read their books from the library for 20 minutes
  3. Introduce Hamlet (characters/setting/plot)
  4. Hand out summary sheet on the scenes
  5. Start reading Hamlet Act 1, Scene 1 as a class

Lesson #10 (63 minutes)

  1. Continue reading Hamlet
  2. Show Act 1, Scene 1 from the Mel Gibson version and show Act 1, Scene 1 from the Kenneth Braghen version
  3. Compare the scenes (find 3 differences)

Day 6 Tuesday, November 17th

Lesson #11(60 minutes)

  1. Take attendance
  2. Students will read their library books for 20 minutes
  3. Read Hamlet Act 1, Scene 2 using graphic novel piece

Lesson #12 (63 minutes)

  1. Students will complete an in-class essay “Outline the mood, the characters and the plot in Hamlet to the end of Act 1, Scene 2”

Homework:

  • I-Search questions due tomorrow (Lesson #13)
  • Hamlet Quiz #1 Monday, November 23rd (Lesson #19)

Day 7 Wednesday, November 18th

Lesson #13 (60 minutes)

  1. Take attendance
  2. Collect I-Search questions
  3. Students will read their library books for 20 minutes
  4. Begin brainstorming ideas for Hamlet“Create a Character” assignment (physical description, social characteristics) (See Appendix G)

Lesson # 14 (63 minutes)

  1. Work on character descriptions
  2. Begin reading Act 1, Scene 3

Day 8 Thursday, November 19th

Lesson #15 (45 minutes)

  1. Take attendance
  2. Students will read their library books for 20 minutes
  3. Finish reading Act 1, Scene 3

Lesson #16 (45 minutes)

  1. Read Act 1, Scenes 4 and 5

Homework:

  • Hamlet Quiz #1 Monday, November 23rd (Lesson #19)

Day 9Friday, November 20th

Lesson #17 (60 minutes)

  1. Take attendance
  2. Students will read their library books for 20 minutes
  3. Routes Play at Broadway Theatre

Lesson #18 (63 minutes)

  1. Routes Play at Broadway Theatre

Homework:

  • Hamlet Quiz #1 Monday, November 23rd (Lesson #19)

Week Three

Day 10 Monday, November 23rd

Lesson #19 (60 minutes)

  1. Take attendance
  2. Hamlet Quiz #1 A (See Appendix H)
  3. Hamlet Quiz #1 B (See Appendix I)
  4. Begin reading Act 2, Scene 1

Lesson #20 (63 minutes)

  1. Complete Dialogue Booklets
  2. Watch Hamlet Act 1, Scenes 2-5

Day 11 Tuesday, November 24th

Lesson #21 (60 minutes)

  1. Take attendance
  2. Students will read their own books for 20 minutes
  3. Begin reading Act 2, Scene 2
  4. Complete paragraph response on Act 2, Scene 2 (Due tomorrow)

Lesson #22 (63 minutes)

  1. Work on book reports in Library

Homework:

  • Hamlet Paragraph response Wednesday, November 25th (Lesson #23)
  • Book reports and presentations Monday, November 30th (Lesson #29)

Day 12Wednesday, November 25th

Lesson #23 (60 minutes)

  1. Take attendance
  2. Collect Paragraph responses
  3. Work on “Create a Character” Assignment

Lesson #24 (63 minutes)

  1. Work on “Create a Character” Assignment

Homework:

  • Book reports and presentations Monday, November 30th (Lesson #29)

Day 13 Thursday, November 26th

Lesson #25 (45 minutes)

  1. Take attendance
  2. Students will read their own books for 2 minutes
  3. Begin reading Act 3, Scene 1 from the graphic novel piece

Lesson #26 (45 minutes)

  1. Work on books reports in library

Homework:

  • Book reports and presentations Monday, November 30th (Lesson #29)

Day 14Friday, November 27th

Lesson #27 (60 minutes)

  1. Take attendance
  2. Watch Hamlet

Lesson #28 (63 minutes)

  1. Work on book reports in library

Homework:

  • Book reports and presentations Monday, November 30th (Lesson #29)

Week Four

Day 15Monday, November 30th

Lesson #29 (60 minutes)

  1. Take attendance
  2. Collect book reports
  3. Book report presentations begin
  4. Hand out peer evaluation forms (See Appendix J)
  5. Fill out self-evaluation forms (See Appendix K)

Lesson #30 (63 minutes)

  1. Start working on Hamlet Graphic Novel project
  2. School Librarian will come in to help introduce projects to students

Homework:

  • Hamlet Quiz #2 on Thursday, December 3rd (Lesson #35)
  • “Create a Character” Assignment Due Wednesday December, 16th (Lesson #53)
  • Hamlet Graphic Novel Due Monday December, 14th (Lesson #49)

Day 16Tuesday, December 1st

Lesson #31 (60 minutes)

  1. Take attendance
  2. Any more book report presentations?
  3. Read Act 3, Scenes 2 & 3

Lesson #32 (63 minutes)

  1. Work on Hamlet Graphic Novel project

Homework:

  • Hamlet Quiz #2 on Thursday, December 3rd (Lesson #35)
  • “Create a Character” Assignment Due Wednesday December, 16th (Lesson #53)
  • Hamlet Graphic Novel Due Monday December, 14th (Lesson #49)

Day 17Wednesday, December 2nd

Lesson #33 (60 minutes)

  1. Take attendance
  2. Read Act 3, Scene 4
  3. Work on Hamlet projects

Lesson #34 (63 minutes)

  1. Work on Hamlet projects

Homework:

  • Hamlet Quiz #2 Tomorrow (Lesson #35)
  • “Create a Character” Assignment Due Wednesday December, 16th (Lesson #53)
  • Hamlet Graphic Novel Due Monday December, 14th (Lesson #49)

Day 18Thursday, December 3rd

Lesson #35 (45 minutes)

  1. Take attendance
  2. Hamlet Quiz #2 A (See Appendix L )
  3. Hamlet Quiz #2 B (See Appendix M )
  4. Read Act 4, Scenes 1 & 2

Lesson #36 (45 minutes)

  1. Watch Hamlet

Day 19 Friday, December 4th

Lesson #37 (60 minutes)

  1. Take attendance
  2. Attend To Kill a Mockingbird Play

Lesson #38 (63 minutes)

  1. Attend To Kill a Mockingbird Play

Week Five

Day 20Monday, December 7th

Lesson #39 (60 minutes)

  1. Take attendance
  2. Introduce new novel Angela’s Ashes
  3. Read Angela’s Ashes for 20 minutes
  4. Discussion on play from Friday
  5. Read Hamlet Act 4, Scenes 3, 4 and 5

Lesson #40 (63 minutes)

  1. Hand out self-profile for students to fill out (See Appendix N)
  2. Work period for students to work on Hamlet “Create a Character” Assignment or Hamlet Graphic Novel and watch Hamlet

Homework:

  • “Create a Character” Assignment Due Wednesday December, 16th (Lesson #53)
  • Hamlet Graphic Novel Due Monday December, 14th (Lesson #49)

Day 21Tuesday, December 8th

Lesson #41 (60 minutes)

  1. Take attendance
  2. Read Angela’s Ashes for 20 minutes
  3. Read Act 4, Scenes 6 & 7

Lesson #42 (63 minutes)

  1. Work period (Library booked)

Homework:

  • “Create a Character” Assignment Due Wednesday December, 16th (Lesson #53)
  • Hamlet Graphic Novel Due Monday December, 14th (Lesson #49)

Day 22Wednesday, December 9th

Lesson #43 (60 minutes)

  1. Take attendance
  2. Read Act 5, Scene 1
  3. Work on Hamlet projects

Lesson #44 (63 minutes)

  1. Work on Hamlet projects

Homework:

  • “Create a Character” Assignment Due Wednesday December, 16th (Lesson #53)
  • Hamlet Graphic Novel Due Monday December, 14th (Lesson #49)

Day 23Thursday, December 10th

Lesson #45 (45 minutes)

  1. Take attendance
  2. Read Angela’s Ashes for 20 minutes
  3. Complete creative dialogue with a partner (Due tomorrow)

Lesson #46 (45 minutes)

  1. Work period and watch Hamlet

Day 24 Friday, December 11th

Lesson #47 (60 minutes)

  1. Take attendance
  2. Collect Creative dialogues
  1. Work on Hamlet projects

Lesson #48 (63 minutes)

  1. Work on Hamlet projects (Computers booked)

Homework:

  • Hamlet Quiz #3Thursday December 17th (Lesson #55)
  • “Create a Character” Assignment Due Wednesday December, 16th (Lesson #53)
  • Hamlet Graphic Novel Due Monday December, 14th (Lesson #49)

Week Five

Day 25Monday, December 14th

Lesson #49 (60 minutes)

  1. Take attendance
  2. Collect Hamlet Graphic Novels
  3. Start reading Act 5, Scene 2
  4. Last day to work on Hamlet projects

Lesson #50 (63 minutes)

  1. Work Period

Homework:

  • “Create a Character” Assignment Due Wednesday December, 16th (Lesson #53)
  • Hamlet Quiz #3- Thursday December 17th (Lesson #55)

Day 26Tuesday, December 15th

Lesson #51 (60 minutes)

  1. Take attendance
  2. Read Angela’s Ashes for 20 minutes
  3. Watch Hamlet

Lesson #52 (63 minutes)

  1. Field Trip: Mendel Art Gallery Tour

Homework:

  • “Create a Character” Assignment Due Wednesday December, 16th (Lesson #53)
  • Hamlet Quiz #3- Thursday December 17th (Lesson #55)

Day 27Wednesday, December 16th

Lesson #53 (60 minutes)

  1. Take attendance
  2. Collect Hamlet Essays/ Reports
  3. Hamlet presentations begin

Lesson #54 (63 minutes)

  1. Hamlet presentations
  2. Finish watching Hamlet

Homework:

  • HamletQuiz #3- Thursday December 17th (Lesson #55)

Day 28Thursday, December 17th

Lesson #55 (45 minutes)

  1. Take attendance
  2. Hamlet Quiz # 3 A (See Appendix O)
  3. Hamlet Quiz #3 B (See Appendix P)
  4. Read Angela’s Ashes for 20 minutes
  5. Collect any more Hamlet Essays/ Reports
  6. Any more Hamlet presentations?

Lesson #56 (45 minutes)

  1. Start watching Shakespeare in Love

Day 29 Friday, December 18th

Lesson #57 (60 minutes)

  1. Take attendance
  2. Finish watching Shakespeare in Love

Lesson #58 (63 minutes)

  1. Spend time with students 

Appendix

Appendix A- Introduction Activity (Student Questionnaire)

Appendix B- ELA B30 Course Outline and Expectations Sheet

Appendix C- Book Report Assignment Hand-out

Appendix D- My letter to my students

Appendix E- Hamlet I-Search Questions

Appendix F-Hamlet I-Search Answers

Appendix G- Hamlet “Create a Character” Assignment

Appendix H- Hamlet Quiz #1 Aand Answers

Appendix I- Hamlet Quiz #1 B and Answers

Appendix J- Book Report Peer-Evaluation Form

Appendix K-Book Report Self- Evaluation Form

Appendix L- Hamlet Quiz #2 A and Answers

Appendix M- Hamlet Quiz #2 B and Answers

Appendix N-Self-profile

Appendix O- Hamlet Quiz #3 A and Answers

Appendix P- Hamlet Quiz #3 B and Answers

Appendix A

Student Questionnaire

  • My name is______
  • When is your birthday and how old are you? ______
  • Tell me about your family.______

______

______

  • Do you have any pets? If so how many and what kind? ______

______

  • Do you play any sports, if so which ones? ______

______

  • What are your hobbies and interests? ______

______

  • What is your favorite book or book series? ______
  • What is your favorite movie? ______
  • Who is your favorite band? ______
  • What is your favorite food? ______
  • What is your favorite television show? ______
  • What is your favorite subject? ______
  • What is your favorite color? ______
  • What did you do during your summer holidays? ______

______

  • Describe yourself in 3 words ______
  • Tell me something interesting about yourself. ______

______

  • What are your goals for the school year? ______

______

  • What do you want to do in the future? ______
  • What are your strengths? ______
  • What are your weaknesses? ______
  • What do you hope to achieve in ELA B30? ______

______

  • What would you like to learn in ELA B30? ______

Appendix B

ELA B30: World Voices and Perspectives

Course Outline

Ms. Hosaluk and Mrs. Pawluski

November, 9 2009

English Language Arts B30 is an issue-oriented course that is organized around human concerns in a global society. ELA B30 examines global perspectives using traditional and contemporary world literature in a comparative manner. Selections and themes studied, discussed and examined during this course will reflect the foundational objectives of speaking, listening, reading, writing, viewing and representing.

Issue-based units in this curriculum are:

The Human Condition- In Search of Self

Related issues include: Identity and Sense of Self, Human Qualities and Ideals, Human Relationships, Joy and Inspiration, Doubt and Fear

The most profound discovery that we can make is our discovery of self. Our identity rests in the kind of people we are. To understand who we are and to develop fully as human beings, we must explore the nature of our humanness and the purpose of our lives. Who and what are we? What are the common human qualities and ideals we hold? What roles do other people (ex. friends, family) play in our lives? What brings us joy, inspiration, and fulfillment? What doubts and fears do we have? By examining our lives and searching for answers to these and other questions, we can find meaning and fulfillment as human beings.

One of the roles of literature is to hold a mirror to the human condition and to show us the nature of the human mind and heart. By addressing and describing the issues of life, literature shows us the admirable side of humanity – the dignity, the valour, the integrity, the selflessness – as well as the ignoble side – the envy, the deceit, the vanity, and the greed. Individuals are always searching for answers and striving to realize dreams. However, they are often filled with self-doubt and come up short of their expectations. In the final analysis, we must ask “what makes us who we are”?