Sample Unit
Pushed to the Limit: Surviving Life's Challenges (Grade 7)

Lessons

1 6 11 16 21 26,27

2 7 12 17 22 28

3 8 13 18 23

4 9 14 19 24

5 10 15 20 25

Lesson 1: Introduction
Instructional Practices brainstorming and categorizing small group discussion webbing teacher read-aloud Reader Response	Assessment Suggestions Use observation checklists or anecdotal notes to gather information about students' discussion abilities. Sample checklists in the Assessment and Evaluation section of this curriculum guide may be adapted as necessary.
Procedure Introduce the unit theme by asking students what the phrase "pushed to the limit" means to them. Have them brainstorm as many examples or meanings as possible in the allotted time. If this is done with the whole class, the teacher may record the students' ideas on an overhead transparency, chart paper, or the chalkboard. If the students are brainstorming in small groups, a recorder should be selected. The group's ideas should be recorded for sharing with the entire class. (10 min.) Have students, in pairs or small groups of three or four, list some of "life's challenges" -- those situations in which they or others might be pushed to the limit. Assist students as they categorize their ideas and construct a concept web (see the example on the following page). (15 min.) Conduct a general discussion about the ways that each of us, at times, is pushed to the limit and how we deal with life's challenges. (10 min.) Read aloud a poem, short story, or other selection in which a character is pushed to the limit or has faced a challenge. (20 min.) Some possible reading selections follow, although teachers may choose others: "Brotherly Love" (short story), In Context Anthology Two (p. 242) "Casey at the Bat" (poem), In Context Anthology One (p. 302) "Help Me" (short story) Catching Fire (p. 140) "Showdown on the Tundra" (short story), Sense (p. 12) Read-aloud Selection: "Little by Little" by Jean Little, Sense and Feeling, p. 7 Pre-reading Ask students, in pairs, small groups, or as a whole class, to speculate about the challenges they would encounter at school if they were to lose their eyesight. or Have a visually impaired student talk about the challenges he or she encounters daily at school. During Reading Listening to gather information. Ask students to listen for information such as the following: how Jean got along with her teachers and peers; why Miss Cray behaves the way she does toward Jean; how jean is affected by her first days of school in grade 9; how Jean's parents react when she tells them about her experiences with Miss Cray. (Students may make jot notes to help them recall during discussion or they may simply listen closely and be prepared to contribute during post-reading discussion.) or Building vocabulary. Explain that effective writers make careful choices about the words they use so that their meaning is vivid and clear. Select two or three words such as "trekked" and "tirade" and ask students to listen carefully to these words when they are read aloud. Ask students to try to determine the meaning of the words from their context and to consider why the author chose these particular words instead of others. Post-reading Have students, in pairs, small groups, or as a whole class,respond orally to the read-aloud. Remind them to recall the information they gathered as they listened. Extend students' understanding and ability to make inferences by providing prompts for their response, such as the following: Identify the challenges confronting Jean and discuss the ways that her peers, her parents, and another adult help her to face those challenges and survive her hardships. How does she help herself? What evidence is there to suggest that Miss Cray affected Jean deeply? Why would Jean say she was "obscurely comforted" to discover that Miss Cray does not have pretty hair? or Have students consider the vocabulary words identified prior to reading and discuss their meanings and why they believe the author selected these words instead of others. (Eg., Why did the author say that the students "trekked" from room to room instead of "walked"? What is a "tirade"? Why is it a good word for Jean to use to describe Miss Cray's speech? What are the connotations of each word?
Teacher Reflection Did all students contribute during the brainstorming session? If not, how might I encourage those who did not? Was my read-aloud selection read with expression and enthusiasm? How might I improve next time? Possible Mini-lesson Topics Provide students with a brief overview of the unit and explain that, for about six weeks, the class will read, write, listen, and speak to explore situations in which characters, real and fictional, face challenges and struggle to survive physically, emotionally, and socially. Introduce or review, as required, the concept of Reader Response through examples and modelling (see the Reading section of this curriculum guide for information about Reader Response). Although written responses are most common, students should be encouraged to respond to their reading in a variety of ways using a variety of media. Model for the students different ways of responding and show them examples created by other students or prepared by the teacher.

Lesson 2
Instructional Practices writing process	Assessment Suggestions Use observation checklists or anecdotal notes to record information about students' writing processes and conventions.
Procedure Writing Process: Personal Experience Narratives Pre-writing: Have students pair up and briefly talk about one time when they faced a challenge or were pushed to the limit. For example, a tornado may have threatened their home and family; a friend or family member may have moved away, become ill or died; or they may have been the victim of a bully, rescued someone from danger, or won/lost a competition. Encourage them to explain why they felt challenged or pushed to the limit. (10-15 min.) Planning and Drafting: Have students record and organize the basic facts about the time they were pushed to the limit. They may choose to list the who, when, where, what, why, and how of their experiences or list the events as they occurred in chronological order, then write about how they felt. (25-40 min.) Explain to the students that it is important to keep all pre-writing and drafts, and that they will have the opportunity to rewrite and revise at a later date. Conferences: Conduct informal conferences to observe and assist students as they write. Teacher Reflection Do students understand the importance and purposes of pre-writing? If not, is a mini-lesson necessary for the whole class or for individual students? Are students clear about who selects items for their writing portfolios and the criteria for those selections? Possible Mini-lesson Topics Provide students with information about and samples of personal experience narratives. Some resources that discuss personal expressive writing and provide examples include the following: Language Arts Survival Guide (p. 53) The Writer's Craft (7) (p. 27) Writers Express (p. 110) Write Source 2000 (items 144-149) (Other suitable resources may be selected.) Review the 5 Ws or the concept of chronological order. If necessary, explain to students about the procedure for using writing folders and portfolios.

Lesson 3
Instructional Practices writing process	Assessment Suggestions Confer with students, as they write, to observe individuals' abilities to support their written ideas with examples.
Procedure Writing Process: Drafting of Personal Experience Narratives Drafting: Have students reread their written drafts from last lesson. Ask students to consider the decisions they had to make in order to overcome the challenge that pushed them to their limits. Encourage them to include these decisions and the reasons for them, as they continue to write their drafts. Revising/Editing: Encourage students to conference with peers about their writing as they begin their revising and editing processes. Conferences: Conduct informal or extended conferences with students as they write. Anecdotal Notes for Informal Conferences (Writing Process) Note: Cheryl's description might be a good example for others Student Date Comments Cheryl 08/15/9- uses effective description punctuation - comma (needs instruction) Chris 08/15/9- good intro sentence talked about adding details Rajput 08/15/9- can't get started brainstormed ideas with him - has a good start now Note: Mini-lesson needed for Robert and Salina Robert 08/15/9- seems hesitant to write, but has started (about an accident) sentences (all short) - needs instruction Salina 08/15/9- sentences - needs instruction about complete sentences Teacher Reflection How are students progressing with their personal experience narratives? What assistance do individuals require? What concepts need to be addressed in a whole class mini-lesson? Are there scaffolds that I can build for individuals or small groups of students in any area of language study? Possible Mini-lesson Topics Explain peer conferencing procedures and expectations with the students. If possible, provide students with examples of completed conference forms or role play a peer writing conference for them. Discuss purpose, audience, and tone with students using examples of student writing or published selections. Audience Who would you like to read and enjoy your story? How will you tailor your story to suit your audience? Are you writing a funny story for the enjoyment of your peers? A happy memory that your family will appreciate? A story about an animal that only certain readers will enjoy? Purpose Why do you want to write about your experiences? Is it a funny experience that you wish to write about in order to entertain? Is it a serious experience and you wish to share what you have learned? Is it a sad story and you want to get people to understand or sympathize? Tone What tone or attitude will you use to tell your story? Will you be excited, calm, angry, or mysterious? The tone you choose depends upon your purpose for writing and on the audience who will read your writing. You can create tone by selecting words that communicate certain feelings.

Lesson 4
Instructional Practices writing process Authors' Circle	Assessment Suggestions Student self-assessment checklists could be used following Authors' Circle for students to assess their own listening abilities. Evaluate students' personal experience narratives according to criteria discussed or developed with students.
Procedure Writing Process: Personal Experience Narratives Revising/Editing: Encourage students to complete their narratives. (35-40 min.) Conferences: Conduct informal or extended teacher-student conferences as the students write. Post-writing: Authors' Circle Invite students to share their personal experience narratives aloud with the class. (15-20 min.) Teacher Reflection Do my students understand that both revision and editing are important parts of the writing process? Do they realize that, while revision and editing often happen at the same time, they should revise for meaning first, then concern themselves with editing for surface features such as the mechanics of writing? Possible Mini-lesson Topics Discuss the difference between revising and editing. Have students proofread for conventional spellings and explain the procedure for keeping their personal spelling lists. Developing Spelling Strategies Have-a-Go Sheets: Students choose misspelled words from their daily writing and attempt to "have-a-go" at standard spelling. Students can then confirm their spellings with sources such as dictionaries or the teacher. Peer Help: Students can simply ask a peer. Students soon learn which of their peers are the best spellers and can quickly discover how to spell a necessary word. Talking with a peer about how to spell a word will often help students to remember the word or rule involved. Mini-lessons: Mini-lessons involve direct instruction and provide opportunities for students to learn and practise spelling rules and strategies in the context of their own writing. Personal Dictionaries or Lists: When students discover the standard spelling of a word, the word is recorded in personal student dictionaries or lists for future reference. Teachers may also add words that they want students to know. Wall Charts: Lists of commonly misspelled words, topic-specific words, common words, key vocabulary from student reading materials, and other necessary words can be listed on a wall chart for students' use. Students learn to spell words that they see on a daily basis. Spelling strategies: sound it out ask someone identify syllables use a thesaurus use a dictionary check personal spelling lists use spell checker on the computer

Lesson 5
Instructional Practices teacher narrative discussion teacher read-aloud Reader Response graphic organizer (Venn diagram)	Assessment Suggestions Observe individual participation in class discussion. Record significant observations in the form of anecdotal notes.
Procedure Pre-reading: Present a previously prepared "teacher narrative" about the teacher-selected novel to be read aloud. (See the Reading section of this curriculum guide for an example.) Teachers may choose to read aloud a single copy of the book while students listen or they may wish to provide each student with a copy of the novel in which to follow along as it is read aloud. Some possible novels for reading aloud are: Carver, Ruth Yaffe Radin Journey, Patricia MacLachlan The Barn, Avi Tikta'liktak, James Houston Invite students to discuss the title and to suggest possible meanings before beginning the read-aloud. (5-7 min.) During Reading: Instruct each student to record at least three unusual/interesting/new words in his/her Vocabulary Log as they listen to the beginning of the story. Read Aloud: Read the first one-quarter of the book, pausing at appropriate points to invite students' comments and predictions. At times it may also be appropriate to stop reading for discussion about such things as the plot or the elements of survival stories, or to point out something unique in the writer's craft (e.g., when the convention or concept is one that teachers wish their students to emulate or when it exemplifies a convention or concept with which students are unfamiliar or are experiencing difficulty). However, this should not be overdone, as it can interrupt the flow and enjoyment of the story. (20-30 min.) Post-reading: Have students list and discuss some of the qualities or characteristics of a "survivor" (e.g., courage, persistence, creative thinking, perseverance, problem solving, and decision-making abilities). With students, begin to chart which characteristics or qualities necessary for survival are demonstrated by the main character(s) using a Venn diagram (see the following page for an example). Explain that this diagram will be used later to compare the characteristics of the main character(s) in the read-aloud novel to those of the main character(s) in the novels they read in their Literature Circles. (10 min.) Teacher Reflection Was the teacher narrative effectively delivered so that it captured students' interest? Are students using their vocabulary logs and Venn diagrams appropriately and daily? Are there individuals who require assistance with these? Possible Mini-lesson Topics Review or introduce how students will be expected to use their Vocabulary Logs, now and as the year progresses. For example, will they simply discuss the words with a partner? Will they write sentences that include the chosen words? Will they be expected to use these words in their own writing? Then have them engage in an appropriate activity with their chosen words. (10 min.) Narrative Hook/Enticing Voice: Begin the read-aloud by reading the first few lines or first paragraph. Stop reading and ask students questions such as: Is there anything in this first passage that entices us to keep reading? What do we know about the story/character from those first few lines? What mood or voice has the author established? What were the clues to the mood or voice? What do you want to know after this brief taste? Explain to students that the beginning paragraphs of a novel sometimes contain a narrative hook and are written in a special way to entice the reader to continue reading and to "hook" the reader into the story. Sometimes the author establishes a voice that makes us want to read on and discover more about a character. (Reading and discussing story beginnings/narrative hooks provides models for students' own writing.) Identify and discuss the point of view from which the story is told (e.g., first person, third person, third person omniscient). It may be useful to discuss such questions as the following: Why did the author choose that point of view? Would the story be different if told from a different point of view? Why? Relate this knowledge to the students' writing by discussing how they choose point of view in their own writing. It may be appropriate to have students examine a piece of their writing to consider the point of view and its effectiveness in the story.

Comparing Characters in Challenging Situations

A Venn diagram is useful when comparing characters and their situations in two different novels. Record the title, the name of the main character, and the challenging situation in the read-aloud novel in the appropriate spaces below. Later, record the title, the name of the main character, and the challenges faced by that character in the novel chosen for reading during Literature Circles. Within the left circle of the Venn diagram, list the characteristics of the main character in the read-aloud novel that help him/her to survive these challenges. Later, do the same for the main character of the Literature Circle novel. In the overlapping section of the diagram, record the characteristics that the characters from both novels have in common.

Read-aloud Novel	Literature Circle Novel
Title: _______________	Title: _________________
Main Character(s): ____________________	Main Character(s): ____________________
Challenge(s):________________________ ____________________________________	Challenge(s): _________________________ ____________________________________

Personal Comparison Statement

I am most like the character ____________________________________________ because

__________________________________________________________________________________________
__________________________________________________________________________________________

Lesson 6
Instructional Practices discussion graphic organizer (Venn diagram) teacher read-aloud	Assessment Suggestions Use observation checklists or rating scales to assess students' discussion abilities. Determine students' willingness to contribute to the discussion, the quality of their contributions, and their ability to focus as listeners. Construct rubrics to have students assess their discussion skills.
Procedure Pre-reading: Have students, in pairs, discuss what has taken place in the read-aloud novel so far. Alternatively, have students use their Venn diagrams as a basis for discussing the character(s) and situation in the novel so far. (10 min.) During Reading: Instruct each student to record at least three unusual, interesting, or unfamiliar words in their Vocabulary Logs as they listen to the story. Encourage students to add characteristics of the character to their Venn diagrams as they listen. Read Aloud: Read the second quarter of the novel. Pause for discussion as necessary and appropriate. (20-25 min.) Independent Reading: Have students set goals for their independent reading during this unit. Explain the expectations for their independent reading (e.g., variety of genres, appropriate to individual student abilities and to the unit theme, keeping a Reading Log). Have students plan and record their goals. As they do so, circulate to help students set realistic goals and to record each student's goal on a class record sheet. (5-10 min.) Independent Reading Log Student Name:_________________________________ Unit:________________________ Dates: From____________________________to__________________________ Title Author Comments Teacher Reflection Are all students attentive during the read-aloud? If not, how might I help them to focus on the story? Which students were able to set realistic personal reading goals for their independent reading times? If some students find they need to adjust their goals, how will I handle this? Possible Mini-lesson Topics Explain that setting introduces the main character(s) or protagonist(s) and situates the character in a time and place. Discuss the setting of the novel by raising such questions as the following: How does the setting contribute to the challenges faced by the main character(s)? Would the character(s) have faced the same challenges in a different setting? Why or why not? How important and appropriate is the setting to the plot? What role does description play in establishing the setting in this novel? Have students relate this information to their own writing by discussing the value/importance of creating settings that are appropriate to the plot and characters. Tell students approximately how much class time they will have for independent reading and give them some suggestions about how to set realistic goals. Have them consider how much independent reading they do presently and encourage them to stretch those goals, but to remain realistic. The objective is to have students make choices about what they read and to read willingly on their own. Encourage students to carry their reading selections home and to other classes, so that they can take advantage of any spare moments they have.

Lesson 7
Instructional Practices discussion graphic organizer teacher read-aloud	Assessment Suggestions Observe students' abilities to use effectively a type of graphic organizer to structure their ideas and understanding about character.
Procedure Pre-reading: Have students, in pairs or small groups, discuss the main character's challenging situation. Ask them to record their predictions about what will take place next and how the main character might deal with the challenge(s) by the end of the read-aloud novel. Alternatively, have pairs of students pose two or three relevant questions to ponder as they continue to listen to the read-aloud. Some possible questions include the following: Has the main character(s) changed since the beginning of the novel? If so, in what ways? What do you think caused these changes? What type of challenges does the main character experience (e.g., physical, cultural, emotional, social)? Specific questions will vary depending upon the novel being read. (10-15 min.) During Reading: Have students add characteristics to their Venn diagrams and add words to their Vocabulary Log as they listen. Read Aloud: Read the third quarter of the novel. Pause for discussion as necessary and appropriate. (20-30 min.) Post-reading: Conduct a large group discussion about what students have recorded on their Venn diagrams. Explain that these diagrams will be used again with the novel they read during Literature Circles. (10-15 min.) Teacher Reflection Do students understand and enjoy the read-aloud novel? Is the read-aloud an effective strategy to use for introducing the theme, modelling reader response, and explaining the elements of a novel? Are students using their Vocabulary Logs effectively as a means of developing a personal vocabulary? Possible Mini-lesson Topics Discuss types of internal and external conflict that motivate, shape, and change story characters. Have students identify the forces that have affected or changed the main character of the read-aloud novel (the character named in their Venn diagram). Discuss the contributions of the minor characters to the plot and to the development of the main character.

Lesson 8
Instructional Practices teacher read-aloud Book Talks	Assessment Suggestions Use a checklist or anecdotal note sheet to record students' abilities to make, confirm, and correct predictions. Assess their abilities to give reasons for making certain predictions and for changing those predictions.
Procedure Read Aloud: Read to the end of the novel. (20-30 min.) Post-reading: Have students reflect on their earlier predictions about the ending. (E.g., Were their predictions accurate? What was different/the same? Why do they think that the author chose to end the story this way?) Invite students to analyze the meaning of the story by expanding upon their earlier discussion about the title of the novel. (E.g., What is the relevance of the title to the story? What is the meaning of survival as it is developed in the novel? What does the reader learn about the way humans are and about the human condition?) (10 min.) Book Talks: Present brief Book Talks about each of the novels from which students may choose for their Literature Circles. (15 min.) See the Reading section of this curriculum guide for more information on Book Talks. Give students time to browse through the books and to record the titles of two or three books that they would be interested in reading, rating them according to preference. (10 min.) Have students write their names on their list of choices and submit these. Explain to students that Literature Circles will be formed on the basis of student book choices, but that groups will have no more than five members. Tell students that the Literature Circles will be finalized for the next lesson. Teacher Reflection Did the Book Talks effectively capture student interest in the books? What will I do differently next time? Possible Mini-lesson Topics Explain what is meant by the term "theme". Have students reflect on the selection read to introduce the novel and consider how it might relate to the theme of the novel. Are there similarities/differences among selections? How did each story reflect or relate to the unit theme? Ask students to identify the necessary elements of a "satisfying ending". Discuss whether the novel ending satisfied the students. Why or why not? How would they have written it differently? Relate this to the students' writing by having them reread a piece of their own writing to determine if they have created a satisfying ending and consider how they might revise it if they find that it is not satisfying. (Remind students that a satisfying ending is not necessarily a happy ending. Sometimes an unsettling ending can be satisfying, depending on the theme of the story or novel.) Review the concept of plot with the students and create a graphic organizer on which to record the plot points. An example is shown below. Remind students that not all plots develop in the same way. For example, an author may choose to start a story with the ending, or jump back and forth between the present and the past. There are many ways a story can be told.

Lesson 9
Instructional Practices Reader Response sustained silent reading discussion	Assessment Suggestions Observe individual students during Literature Circle discussions. Assess the depth and scope of their responses to what they have read.
Procedure Inform students about the make-up of the Literature Circles, as determined from their lists of choices from the previous lesson. Distribute the novels. (5 min.) Pre-reading: Direct students to record the titles of their novels in their Reader Response Journals. Then, using the information gathered from the title and the book cover, have students write individual responses and make some predictions about the story. Teachers may want to suggest that, throughout the unit, students also respond to television programs that they watch which are relevant to the theme. (10 min.) Literature Circle: Have students meet in their Literature Circles to discuss their written responses and predictions. (10-15 min.) Sustained Silent Reading (SSR): Allow students to read silently. (20-30 min.) At least some of the time during SSR, teachers should read silently, preferably a book appropriate to the unit theme. Teachers should model such Reader Response strategies as "first response/second response" and show students how to quote to support responses. The teacher's book should be different from those selected by the students so that the teacher is not perceived by the students to be a member of one group. The teacher's novel may be an adult novel. Post-reading: Encourage students to meet in their Literature Circles to discuss their responses and to compare the story to their earlier predictions. Alternatively, encourage students to record their individual responses in their Reader Response Journals. (10 min.) Explain to students that more information about Literature Circles will be provided in the next lesson. Sample Reader Response Record Sheet Method of Response Comment Date Response Journal Literature Circle Dramatization(e.g., role play, improvisation) Discussion Visual Representations/ Constructions Teacher Reflection Did I model sustained silent reading for my students? Were the students engaged in the reading process? Did any student appear to have chosen a novel that is too difficult or too easy? What can I do to help these students? Possible Mini-lesson Topic Model "first response/second response" for students using a portion of your own novel. First responses are usually personal and may also be interpretive. Second responses are usually interpretive, critical, and evaluative.

Lesson 10
Instructional Practices sustained silent reading discussion	Assessment Suggestions Observe students for their abilities to read silently for short periods of time. Assess their ability to focus and avoid distractions.
Procedure Sustained Silent Reading: Allow students to read silently. (20-30 min.) Mini-Lesson: Present information about Literature Circles (see suggested mini-lesson that follows). Post-reading: Allow Literature Circles to meet for discussion about what they have read so far and to begin the activities in the folder, as previously instructed. Circulate to support and assist group interaction and discussion. (15-20 min.) Teacher Reflection Were all instructions about the organization and expectations for Literature Circles clear? What will I need to review with individuals, specific groups, or the entire class? How will I deal with students who have not read the number of pages or chapters decided upon by the group? Will they be allowed to participate in group discussions? Will they sign an agreement with their group to be up to schedule by next class? Should I make audiotapes of any novels to help some students keep up with their group reading schedules? Possible Mini-lesson Topic Present students with information about Literature Circles and their purposes, organization, and expectations. Provide each group with a folder containing the necessary information for their Literature Circle experiences. See the following page for examples of student information that teachers may include in the folder. Ask students to meet and share the information in the folder. Take students through the necessary information as a large group and inform students about the number of days they will have to complete their novels. (Allow about 10 school days for Literature Circles to finish reading their novels.) Instruct Literature Circles to decide upon a reading schedule for their novels so that they are completed by the assigned date. They will need to determine how many pages or chapters must be read each day in order to complete the novel by the due date. (It is useful for each group member and the teacher to keep a copy of the agreed upon reading schedule for future reference.)

Lesson 11
Instructional Practices sustained silent reading discussion Reader Response graphic organizer	Assessment Suggestions Observe individual students for abilities to contribute meaningful, relevant ideas during Literature Circle discussions.
Procedure Sustained Silent Reading: Allow students to read silently. (30 min.) Post-reading: Have students meet in their Literature Circles to respond to what they have just read and to discuss and compare those responses. Alternatively, encourage students to add to their Venn diagrams. (10-15 min.) Teacher Reflection Are students' reading schedules realistic for everyone in the group? If not, how can I assist the students who read more slowly? More quickly? Are the Literature Circle groups working collaboratively and discussing effectively? In what aspects of effective discussion do students require further assistance? Possible Mini-lesson Topic Share aloud, or have some students share, exemplary student Reader Responses, Venn diagrams, or vocabulary logs. This will provide models for those students who are struggling with the activities. Sample Vocabulary Log Student____________________________________________________ Date Source Word Definition and/or Sentence Using the Word

Daily Projects

After reading your Literature Circle novel each time, you will do the following:

• respond to what you have read (your teacher will review Reader Response with you before you begin)
  
• discuss your responses with your Literature Circle group
  
• add to your individual vocabulary lists, as instructed
  
• add to your Venn diagram, as instructed.

Group Presentation Projects

After reading your Literature Circle novel entirely, your group will be responsible for planning, preparing, and presenting a major project. This project is worth _______ % of your mark for this unit. Your teacher will explain the expectations for each of the following project suggestions. Then, as a group, you will decide upon your project and work together to make it the best it can be. Through your chosen presentation project, your group will demonstrate your responses and understanding of the novel and of the unit theme. Each project must include a visual, written, and oral component. All members of the group must be involved in planning, preparing, and presenting the project.

Some ideas for presentations are listed below:

• Create a 3-D collage about the theme of survival and the challenges faced by the main character(s) in your novel. Your project should include a written explanation of the project and how it relates to the theme and your novel. You will also make a brief oral presentation to the class.

• Create a video presentation related to the theme and to your novel. This can take the form of drama or a documentary. A written script or summary should accompany the video production.

• Write, illustrate, and share orally a series of anecdotes, diary entries, or letters which capture the challenges and experiences of the main character(s) at various points throughout the novel.

• Create an audio "soundscape" that presents the sounds heard by the main character(s) at specific moments throughout the novel. A written explanation should accompany the audio recording. As you present this series of sounds, make a brief statement about the situations in which they occur.

• Dramatize a series of interviews with the main character(s) at various moments throughout the novel. A written list of interview questions and responses should accompany your presentation and a brief oral introduction should set the stage for the audience.

• Create a survival board game based on the experiences of the character(s) in your novel. A written explanation and set of rules should accompany your game, and an oral explanation about the game and how it connects with the theme and your novel should be presented to the class.

• Design your own project. (Talk with your teacher about your plans before beginning.)

Lesson 12
Instructional Practices sustained silent reading discussion Reader Response	Assessment Suggestions Observe individuals and groups for their abilities to work together and contribute during Literature Circle discussions.
Procedure Sustained Silent Reading: Allow students to read their Literature Circle novels or, if they are up to schedule with that novel, they may engage in independent reading. Circulate to assist students, presenting various strategies for making sense of what is read. (20-30 min.) Post-reading: Have students gather in their Literature Circle groups. Encourage them to make written or visual responses to what they have just read. Teachers may use prompts such as the following: Picture in your mind an event or scene in the book, and write or draw about it. Have you ever experienced what a character in the book experienced? Write about your experience, then share it with the group members. (10-15 min.) Read Aloud: Read a short article from a newspaper or magazine in which a person or group of people survive a great challenge. (Such articles may be found in local publications or in national newspapers or magazines such as Maclean's and The Globe and Mail. Instruct students to scan newspapers and magazines for the next few days and to clip and save articles about people who survive extreme challenges. (5-7 min.) (These will provide models for students when they write their own articles at a later date. These may be kept in students' writing folders or displayed appropriately on a bulletin board for all students to read.) Teacher Reflection At what level are the students responding to their reading? (See the Reading section of this curriculum guide for information about levels of reader response.) Possible Mini-lesson Topic Observation of students in their Literature Circles may have revealed that certain individuals or groups require assistance in working together. At times, the whole class might need assistance. Aspects of group work in which students may require support are identifying or understanding the task, staying on task, including everyone in the discussion, and deciding what to discuss. Sample Checklist for Literature Circle Student___________________________________________ Date____________________ Criteria Yes/No Comments keeps up with the group's agreed upon reading schedule records responses in journal in preparation for group discussion listens to others' contributions contributes original ideas buids on others' ideas

Lesson 13
Instructional Practices sustained silent reading discussion	Assessment Suggestions Use anecdotal notes to record significant observations about students' abilities to work independently and collaboratively during Literature Circle activities.
Procedure Sustained Silent Reading: Allow students to read their Literature Circle or independent reading selections. (30-40 min.) Literature Circle: Instruct students to meet in their Literature Circles to work on their projects and to discuss their day's reading. Teachers may wish to provide discussion starters or allow discussion to take its course as students talk about what is relevant to them in what they have read. (15-20 min.) Teacher Reflection What observations can I record about the way that the Literature Circle groups are functioning? Is there anything I need to do to assist specific groups? Possible Mini-lesson Topic Review group interaction skills and roles to support students in their Literature Circles.

Lesson 14
Instructional Practices writing process brainstorming discussion sustained silent reading	Assessment Suggestions Observe students' willingness to contribute ideas and accept others' contributions during discussion and brainstorming activities. Assess individual student's abilities to use a variety of sentence patterns and language conventions.
Procedure Writing Process: News Article Pre-writing: Have students reread some of the survival news articles from those that they and their peers have collected. As they discuss the contents and structure of the articles, it may be helpful for Literature Circle groups to brainstorm the possibilities for newsworthy moments/events in their respective novels (e.g., What would a reporter find important about the main characters' experiences and actions?). They could make a brief list of key events about which a reporter might write. (10-15 min.) Drafting: Ask students to imagine that they are reporters and to begin writing their own articles about the challenges, struggles, and survival of the main character(s) in their respective Literature Circle novels. They could also write about a person from the community in which they live. It is important for students to recognize that people who survive life's challenges are all around them, including friends and relatives. (20-30 min.) Conduct informal or extended conferences with students as needed. Sustained Silent Reading: Allow students to read silently. (10-15 min.) Teacher Reflection Do students understand the format of a news article? Are they aware of the available resources for getting additional information? Are they able to access these resources independently? Am I still modelling sustained silent reading effectively? Possible Mini-lesson Topic If necessary, remind students about the elements of news articles and read some of the examples that students have collected. Teachers could collect and read examples as well, making sure that the examples reflect diversity in all aspects (e.g., culture, gender, abilities). See the sample chart which follows. Form Purpose Characteristics News report to inform readers about current news tells about a recent event or about new developments in a story gives facts about the 5 Ws and How has a headline includes a byline (name of reporter) and, if appropriate, the name of a wire service (AP - Associated Press; CP - Canadian Press; Reuters) may include photographs or illustrations with cut-lines (captions) Feature article/story to inform readers about topics that are current, unusual, interesting, exciting, extraordinary, etc. gives a detailed account of a person, place, event, or issue includes details to make the story interesting, entertaining, or dramatic has a headline includes a byline (name of reporter) and, if appropriate, the name of a wire service (AP - Associated Press; CP - Canadian Press; Reuters) may include photographs or illustrations with cut-lines (captions)

Lesson 15
Instructional Practices sustained silent reading discussion Reader Response Authors' Circle	Assessment Suggestions Use checklists or anecdotal notes to record observations about students' listening abilities.
Procedure Sustained Silent Reading: Allow students to read silently. (20-30 min.) Have students meet in their Literature Circles to discuss, respond, and continue with their projects. (15-20 min.) Authors' Circle: Encourage some students to share their personal experience narratives, news article drafts, or another piece of writing completed or in progress. Model effective listening and appropriate questioning and commenting. See the sample anecdotal notes on the following page. Teacher Reflection Are students participating appropriately and effectively in the Authors' Circle? What can I do to encourage students to ask relevant and valuable questions to assist the author? Do I model this effectively for my students? Authors' Circle Anecdotal Notes Student Date Item Shared Comment Sharon 03/14/9- personal narrative in-progress (needs to speak more clearly and audibly) - may have been embarrassed about sharing her personal experience Alexia 03/16/9- poem final draft (written at home) Richard 03/17/9- news article in-progress (draft 2) - plans to revise after a question from Danny helped him see where details are missing Danny Sharmaine Possible Mini-lesson Topic Discuss the characteristics of effective listeners and have students reflect upon their own listening behaviours. (See the Speaking and Listening section of this curriculum guide for sample listening assessment checklists.)

Lesson 16
Instructional Practices writing process sustained silent reading	Assessment Suggestions Observe student's abilities to work independently and collaboratively during their writing processes. Assess individual student's written work for evidence of the ability to produce conventional word spellings and/or a variety of sentence patterns.
Procedure Writing Process: News Articles Drafting: Allow students to continue drafting their news articles. (20 - 30 min.) Conferences: Conduct informal or extended teacher conferences with students as they write. Some students may engage in peer writing conferences during this time. Sustained Silent Reading: Allow students to read silently. (15-20 min.) Teacher Reflection How are students managing their writing time? Are students using their writing processes effectively? What support can I provide for those who are experiencing difficulty? Possible Mini-lesson Topics Provide students with peer conferencing information to support them as they have writing conferences with their peers. Discuss some aspect of writing conventions or grammar as needed (e.g., sentence structure, punctuation, subject-verb agreement).

Lesson 17
Instructional Practices writing process sustained silent reading Authors' Circle discussion	Assessment Suggestions Observe individual students as they revise or edit to determine the effectiveness of their abilities to use conventional English structures. Evaluate students' news articles according to criteria discussed or developed with students.
Procedure Writing Process: News Articles Revising/Editing: Encourage students to complete final drafts of their news articles. Those who have done so already can take this opportunity to begin or continue to write pieces of their choice. (20-30 min.) Publishing/Sharing: Have some students who have not shared their writing read aloud their personal experience narrative or news article in an Authors' Circle. (15 min.) Encourage students to display their news articles on the bulletin board. They may wish to enhance their articles by adding illustrations or appropriate pictures cut from magazines and writing corresponding cut-lines for these. Conferences: Conduct informal conferences to assist and observe students as they write. Sustained Silent Reading: Allow students to read silently. (20-30 min.) Literature Circle: Have students meet in their Literature Circles to discuss what they have read, and to continue with their projects. (10-15 min.) Teacher Reflection Are all students keeping up with the reading schedule set by the group? If not, what are they finding difficult? Is it the amount of reading that is difficult for them to manage or the text itself? How can I assist these students? Possible Mini-lesson Topic Present some aspect of language study where a need has been observed during students' reading and writing.

Lesson 18
Instructional Practices sustained silent reading interviews discussion	Assessment Suggestions Use anecdotal notes to record details about students' significant growth in contributing to and accepting others' contributions during discussion. Observe students' progress in silent reading.
Procedure Sustained Silent Reading: Allow students to continue reading silently. (20-30 min.) Encourage students to complete the reading of their Literature Circle novels for next lesson. Literature Circle: Have students meet in their Literature Circles to write about and discuss the end of their novels. As well, students may continue to work on their projects. (15-20 min.) Instruct each student to write three or four interview questions for someone who is reading a different novel. Some questions students might list include the following: What is the title of the novel? What is the setting of the story? Who is the main character(s)? What challenges do the characters face? Are you enjoying the story? Why or why not? Does this story have any similarities to your own life? If so, what are the similarities? To whom would you recommend this book? Why? (5-10 min.) Interviews: Have each student meet with someone from a different Literature Circle. In pairs they should interview each other about their novels. It is not necessary that all details about each story be shared. Rather, this is an opportunity for students to talk about literature and perhaps become interested in a different novel. (10-15 min.) Teacher Reflection Are students engaged in their reading during SSR? Are there some students who require assistance with reading strategies to help them construct meaning? Were students able to conduct effective informal interviews with their peers? Is this an oracy skill that they need to practise? Possible Mini-lesson Topic Explain that it is important to have a set of planned questions when interviewing someone. Explain the necessity of gathering more information by asking extending questions based upon the interviewee's response to the planned questions. An example follows. Planned Questions Extending Questions What is the title of your novel? Were you able to predict what the novel was about from that title? Why or why not? What do you think is the significance of the title? Who is the main character? Is that a male or female character? Did he/she seem realistic to you? Why or why not? In what ways are you similar/different from the main character? What did you enjoy most about the novel? Can you give some examples of ... ?

Lesson 19
Instructional Practices teacher read-aloud discussion small groups sustained silent reading	Assessment Suggestions Anecdotal notes could be used to record details about students' significant growth in contributing to and accepting others' contributions during discussion. Record observations as students read silently.
Procedure Read Aloud: Read several poems (or songs) about challenging situations or people who experience challenges or are pushed to the limit. (10 min.) Literature Circle: Provide each Literature Circle with a variety of anthologies and other sources of poetry. Instruct groups to read several poems and discuss them if necessary. Assist groups as they select at least two poems in which the events, challenging situation, or character(s) are similar to or can be compared to those of their novel. Each group should record the titles, authors, and sources of these poems for future reference. (20-30 min.) Sustained Silent Reading: Allow students to read silently. (15-20 min.) (Remind them that following the next lesson they must have read their entire novels.) Teacher Reflection Do students know how to use tables of contents and indexes in the anthologies? Is a mini-lesson required or do individuals require assistance? Are students engaged in their reading during SSR? Are there some students who require assistance with reading strategies to help them construct meaning? Possible Mini-lesson Topic Ask students to brainstorm what it is that makes a written work poetry as opposed to prose. Record their ideas on an overhead transparency, chart paper, or chalkboard. Add any important elements of poetry students missed during the brainstorming session.

Lesson 20
Instructional Practices sustained silent reading Reader Response writing process	Assessment Suggestions Conference with students during their silent reading. Assess their abilities to use a variety of reading strategies to make sense of what they read.
Procedure Sustained Silent Reading: Remind students that this is the last class period for reading their Literature Circle novels and that, if they have kept up to schedule, they should have almost completed the reading of their novels. Allow students to read silently. (20-30 min.) Literature Circle: Have students meet in their Literature Circles to respond to their reading and to work on their daily projects. Writing Process: Poetry Pre-writing: Encourage students to talk to a partner, to read more poems, and to jot down ideas and descriptive words and ideas for their poems. (5-10 min.) Drafting: Allow students to begin drafting their poems. Circulate to assist and observe students as they write. Teacher Reflection What difficulties are students experiencing? Are they engaged in their writing processes? Possible Mini-lesson Topic Present a mini-lesson about poetry writing and provide examples of one or two forms of poetry. Students may use these as models when they write their own poems. (5-10 min.) (See the Middle Level English language arts bibliography, 1997, for resources about writing poetry and resources that contain poetry samples by students and professional authors.)

Lesson 21
Instructional Practices discussion small groups writing process	Assessment Suggestions Use anecdotal notes to record significant observations during extended student-teacher writing conferences. Observe individual students to assess their awareness of the conventions and rules of oral and written language.
Procedure Literature Circle: Instruct each Literature Circle group to discuss the options and select its group project. Circulate in order to answer questions and explain specific projects, as needed. When students have made their choices, provide them with project-specific criteria and allow them to begin planning. (20-30 min.) Writing Process: Poetry Drafting/Revising/Editing: Allow students to continue their writing processes. Those students who have completed their poems may write pieces of their choice. (15-20 min.) Conferences: Encourage students to have peer writing conferences to support them during their revision and editing. Conduct informal or extended conferences with students as they write. Teacher Reflection Do all students understand how to proceed with the presentation project? Are they clear about individual and group responsibilities? Are there students with whom I have not yet held an extended writing conference? If so, why not? How will I make sure that I do so as soon as possible? Possible Mini-lesson Topic Have students meet in their Literature Circles and locate their Literature Circle Projects sheet in their folders (see Lesson 10 for sample Literature Circle Projects sheet). Explain that each Literature Circlegroup will be responsible for a culminating presentation project in which they will "celebrate" their novel and demonstrate their understanding of it. Briefly review each of the presentation project options. Inform students that they will have 30 minutes in each of the next four classes in which to plan and prepare as a group. Provide them with the date(s) for making their presentations.

Lesson 22
Instructional Practices sustained silent reading writing process small groups	Assessment Suggestions Use anecdotal notes to record significant observations about student participation in collaborative planning and preparing for their Literature Circle presentation projects. Observe their contributions and willingness to accept others' suggestions.
Procedure Sustained Silent Reading: Allow students to read silently their independent reading selections. (20-30 min.) Writing Process: Students might also wish to continue working on their writing projects. Literature Circle: Instruct students to meet in their Literature Circles to continue planning and preparing for their project presentations. (20-30 min.) Circulate during Literature Circles to observe and provide assistance as needed. Teacher Reflection Am I providing enough support for individual students during silent reading (e.g., talking with them about strategies for making meaning, discussing their interpretations, and extending their interpretations by asking effective questions)? Are Literature Circle groups working collaboratively and productively? What difficulties are individual students experiencing? What assistance can I provide for them? Possible Mini-lesson Topic Present some aspect of language study where a need has been observed.

Lesson 23
Instructional Practices writing process Authors' Circle independent reading small group	Assessment Suggestions Record significant growth in appropriate audience behaviour during Authors' Circle. Observe students to assess their independent reading choices and progress. Evaluate final drafts of students' poems according to criteria discussed or developed with students.
Procedure Writing Process: Poetry Drafting/Revising/Editing: Encourage students to complete final drafts of their poems. Those who have done so may continue with writing of their choice. (15-20 min.) Have some students share their written work in Authors' Circle. (10-15 min.) Allow students who have completed their writing to continue with their independent reading selections. Conferences: Encourage students to have peer writing conferences to assist them as they prepare the final drafts of their poems. Conduct informal or extended writing conferences with students as needed. Literature Circle: Instruct students to meet in their Literature Circles to continue collaborating on their presentation projects. (20-30 min.) Teacher Reflection Have I held at least one extended writing conference with each student? How can I be sure to meet with each student? To meet more often? Are students using peer conferencing time productively? Do they still require the peer conference checklists to guide them? Possible Mini-lesson Topic Remind students about their roles during Authors' Circle. Remind them of expectations. Model by sharing a teacher-written poem.

Lesson 24
Instructional Practices small groups writing process	Assessment Suggestions Use a checklist or rating scale to assess students' participation in Literature Circle groups.
Procedure Literature Circle: Allow Literature Circle groups to meet to continue preparing for their presentation projects. (30 min.) Writing Process: Instruct students to continue their writing processes. Remind them that the end of the unit is near and encourage them to review their writing so far. (E.g., What have I completed? What must I be writing today and before unit end?) (15-20 min.) Conferences: Conduct writing conferences with students as needed. Teacher Reflection Have I provided enough support for individuals during their writing processes? What will I do differently next time? Do students find my informal conferences useful? How can I improve their effectiveness? Possible Mini-lesson Topic Model a presentation project similar to the ones for which students are preparing. Make connections to the unit theme and to the novel read aloud by the teacher and include visual, oral, and written components.

Lesson 25
Instructional Practices writing process Authors' Circle independent silent reading small groups	Assessment Suggestions Use checklists or anecdotal notes to record significant growth in appropriate audience behaviour and questioning during Authors' Circle. Evaluate students' written work according to criteria that were discussed or developed with the students.
Procedure Writing Process: Allow students to continue their writing processes. (20 min.) Provide the opportunity for students who have not yet done so to share their written work during Authors' Circle. (10-15 min.) Allow those students who have completed the writing expectations for the unit to continue writing selections of their choice or to continue with their independent reading selections. Literature Circle: Instruct Literature Circle groups to continue preparing for their project presentations. (30 min.) Remind students that group presentations begin next class. Teacher Reflection Did I model appropriate audience behaviour and effective questioning during Authors' Circle? Do students require a mini-lesson about audience behaviour during Authors' Circle? Possible Mini-lesson Topic Provide a mini-lesson determined by individual student needs.

Lessons 26-27
Instructional Practices oral presentations small groups independent silent reading writing process Authors' Circle	Assessment Suggestions Use checklists or rubrics to evaluate individuals and groups during presentations according to criteria discussed or developed with students.
Procedure Project Presentation: (30-40 min.) Give presenting groups a few minutes to get organized. Provide observing students with peer assessment checklists and instructions about their purpose and use. Allow two or three groups to present their projects. Provide time for students to continue their independent reading or writing process. (20-30 min.) If there is time, have some students share their written work with a partner or in an Authors' Circle. Teacher Reflection What more could I have done to support students as they planned and prepared for their presentations? Were there areas that required more instruction? Possible Mini-lesson Topic Provide a mini-lesson determined by individual student needs.

Lesson 28
Instructional Practices small groups independent activities Talking Circle	Assessment Suggestions Observe students and their attitudes and behaviours as they complete their projects and portfolios.
Procedure If necessary, continue with group presentations. (15-20 min.) Allow students time to complete any projects and to organize their portfolios for submission today. Those who have completed all of the requirements for the unit may read or write independently. Circulate to assist students, as needed. Involve students in a Talking Circle in which they each share something that they learned from their reading or discussions about "surviving life's challenges". Teacher Reflection Have I provided opportunities for my students to listen, speak, read, and write in integrated ways? Which process will be the emphasis of my next unit, based upon my observations during this unit? Are there students who require more adaptations than I was able to provide during this unit? If so, how can I accommodate their needs and abilities next time? Possible Mini-lesson Topic Explain Talking Circle procedures and expectations if necessary. If a few students are familiar with the procedure, have them model a Talking Circle for the class.