Sample Unit Growing Up Around the World (Grade 8)

Lessons

1 6 11 16 21

2 7 12 17 22

3 8 13 18 23

4 9 14 19 24

5 10 15 20 25

Lesson 1: Introduction
Instructional Practices anticipation guide group discussion teacher read-aloud Reader Response	Assessment Suggestions Use observation checklists to gather information about students' small group discussion abilities. Sample checklists in this curriculum guide may be used or adapted as necessary.
Procedure Introduction: Introduce the unit theme by providing the students with a copy of an Anticipation Guide such as the example below. Ask students to respond individually by placing an X on the agree or disagree line and giving a reason for their responses. (10-15 min.) Sample Anticipation Guide Agree Disagree Anticipation 1. Growing up is easy. Reason: 2. In the future I will look back and think that these were the best years of my life. Reason: 3. Everyone in my class has the same problems and concerns as I do about growing up. Reason: 4. In the past, people my age experienced very different challenges as they grew up. Reason: 5. I am thankful to be growing up in Canada. Reason: Involve students in discussion following their completion of the Anticipation Guide. Have them discuss in pairs, small groups, or as a whole class. Ask students to revise their Anticipation Guide responses following the discussion and to provide reasons if they have changed their minds. (10-15 min.) Read-aloud: Read one or two poems or songs. (5-10 min.) Some possible selections include the following, although teachers may choose others. "Cats in the Cradle" (song), Side by Side: Songs and Poems (p.14) "Give Us This Day" (poem), Side by Side: Songs and Poems (p. 48); Breaking Ground (p. 61) "Seems Like Adolescence" (poem), Side by Side: Songs and Poems (p. 24) "Dreaming" (poem), Side by Side: Songs and Poems (p. 87) "When I Was Small" (poem), Poetry Express (p. 41) "Parents" (poem), Just Talking About Ourselves: Voices of Our Youth (p. 53) Have students in pairs respond orally to the poem just read aloud. Discussion: Follow this with a large group discussion about the poem(s). Encourage students to explore connections between themselves and the ideas about growing up presented by the author(s). Extend discussion to encourage students to consider what it might be like to grow up in another part of the world and how the experience might be similar to or different from growing up where students now live. Ask students who have lived elsewhere to share about growing up in a different place. (E.g., What was the same or different? What did they observe or experience growing up there?) (10-15 min.) Some Questions for Teacher Reflection Was the Anticipation Guide an appropriate pre-reading strategy? Did it provide an effective introduction to the unit by helping students to reflect upon their own growing up experiences and to wonder about those of others? Possible Mini-lesson Topics Explain the concept of Reader Response. Encourage students to respond in a variety of ways throughout the unit and to keep a record of their responses. Provide students with a brief overview of the unit (see the following page for a sample student handout). Explain that the theme of the unit is "Growing Up Around the World" and that, for the next few weeks, students will read, write, speak, and listen as they explore that theme. Provide mini-lessons, 5-10 minutes long, as needed throughout the unit. The selected curriculum objectives and students' needs will determine the topic of each mini-lesson. Mini-lessons may occur at the beginning, middle, or end of a lesson as appropriate and required. In this sample unit, mini-lessons are suggested for teacher consideration.

Lesson 2
Instructional Practices teacher read-aloud Reader Response brainstorming and webbing small group discussion writing process	Assessment Suggestions Use checklists or anecdotal comments to record observations about individual student's contributions during the brainstorming session. Review students' responses to determine at what level they are able to respond to what is read aloud to them.
Procedure Read-aloud: Read a selection in which a young person experiences difficulties, concerns, or problems and grows up (changes or matures) in the process. (10-15 min.) Some possible selections include the following, although teachers may choose others. "Thank You, M'am" (short story), Breaking Ground (p. 83) "The Hockey Sweater" (short story), Cycles 2 (p. 7) "Dear Marsha" (letters), On Common Ground (p. 116) "Child in a Prison Camp" (diary), Sense and Feeling (p. 20) "The Rink" (short story), The Blue Jean Collection (p. 37) "Values: What is Important to Teenagers?" (nonfiction), Values (Issues Collection) (p. 55) "Son of an Alcoholic" (nonfiction), Just Talking About Ourselves: Voices of Our Youth (p. 12) Have students respond in their journals to the selection read aloud, then share and discuss their responses with a partner. If necessary, provide two or three questions to initiate student responses and discussion. (The questions posed will depend upon the selection chosen.) (10-15 min.) Ask students to brainstorm a list of "growing up" experiences. With the students' help, construct a concept web to categorize their ideas. It is important to accept and record all appropriate student contributions and to construct a web that reflects their ideas and feelings. (10 min.) Debrief the brainstorming activity by discussing student contributions and adding positive "growing up" experiences (e.g., increasing responsibility, growing independence). Writing Process: Anecdote Pre-writing: Have students individually write lists of words, phrases, or ideas that come to mind when they think of one of their own growing up experiences. Encourage them to focus on one particular experience and to consider the events of the incident, how they changed or matured as a result of the experience, and what they would do differently next time they find themselves in a similar situation. (15-20 min.) Some Questions for Teacher Reflection Are there some students who require more support in order to provide higher levels of Reader Response? If so, will using other students' responses as models provide that support? Which students are able to value and use their own experiences as sources for authentic writing? Are there some students I can encourage in this area? Possible Mini-lesson Topics Encourage students to be creative about their responses to what they read. A Response Record Sheet for student or teacher use is helpful to record data about student responses. Model first response/second response for students using the read-aloud selection. First responses are usually personal and may also be interpretive. Second responses are usually interpretive, critical, and evaluative. Discuss and instruct regarding some aspect of the writer's craft in the read-aloud selection. For example, if the selection chosen is "The Rink", it may be appropriate to discuss first person narration or symbols such as the rink or the intercom. Help students to recognize that they can use such techniques and stylistic features in their own writing. If necessary, discuss the purposes of pre-writing within the writing process and give examples or have students share the ways that they prepare for writing.

Growing Up Around the World: Unit Overview

What's it all about?

Growing up is something that we all do, no matter where we live in the world. The experiences that we have as we grow up contribute to the kind of people we become as adults. Most often these "growing up" experiences involve simple day-to-day living as we interact with our families, friends, and communities. However, for some children growing up may involve traumatic experiences such as war, abuse, and poverty. Throughout this unit we will listen to, view, and read about the "growing up" experiences of a variety of characters, real and fictional. We will think about and try to understand the effects of their experiences. We will also write and talk about their experiences and compare them to our own. In the process we will explore questions such as:

• What does it mean to grow up?
  
• What kind of experiences contribute to our growing up?
  
• How can we know when we are grown up?
  
• What might it be like to grow up in another part of Canada or the world?
  
• How is growing up elsewhere similar/different from growing up here?

What will we do?

Reading and Reader Response

• Guided Reading: one teacher read-aloud novel, one Literature Circle novel, and a variety of short stories, poems, and nonfiction selections
  
• Literature Circle groups: daily projects and a group presentation project
  
• Independent Reading: each student will set goals for reading independently
  
• Reading Logs and Reader Response Journals
  
• Vocabulary Logs and individual spelling lists.

Writing Process

• Every student will write in the following formats: anecdote, letter or speech, poem.
  
• Every student will write at least _____ other piece(s).
  
• Writing folders, portfolios, and Writing Logs are required.

Speaking and Listening

• Students will be involved in such oral activities as:
  
• large and small group discussions
  
• Literature Circles
  
• writing conferences
  
• at least _____ oral presentation(s).

How will I be assessed and evaluated?

Self-assessment

• You will be required to complete checklists to assess how well you are doing during the processes of reading, writing, listening, and speaking.

Peer Assessment

• At times, your peers will use checklists or writing conferences to provide information about what and how you are doing, and you will do the same for them.

Teacher Assessment and Evaluation

• Daily Assessment: checklists, rating scales, and notes will be used to record information about your work processes and products.
  
• End of Unit Evaluation: your reading activities and Reader Response will be worth ___ %, your writing will be worth ____%, and your speaking and listening activities will be worth ____%.

Lesson 3
Instructional Practices sustained silent reading Reader Response small group discussion writing process	Assessment Suggestions Observe students' reading strategies during SSR to determine their abilities to make meaning from what they read. Observe during peer writing conferences to determine which students are able to respond sensitively and constructively to others' written work.
Procedure Sustained Silent Reading: Give students access to a variety of anthologies. Instruct them to read silently a number of selections and choose one that they enjoy in which the character(s) have a "growing up" experience. (20-30 min.) Some anthologies that may be useful are listed in the Middle Level English language arts bibliography. Have students respond to their chosen selections, then share and discuss these responses with a partner. During discussion, suggest that they extend their thinking beyond the events and consider how the character is affected or changed as a result of the experience(s). (10-15 min.) Writing Process: Anecdote Drafting: Have students begin to draft their anecdotes. Encourage them to use some of the words, phrases, and ideas that they listed during the brainstorming and pre-writing activities in last class. Circulate to observe and assist individuals as they write. Some Questions for Teacher Reflection Which students require specific instruction about reading strategies (e.g., predicting, rereading, reading ahead)? Are there students who do not understand the concept of a writing process (e.g., think they have to get it right the first time)? Will using models of my own or other students' writing processes help these students? Possible Mini-lesson Topics Explain that an anecdote is a very short retelling of an interesting incident. It contains a brief introduction telling who or what the story is about, a middle focusing on one character or event, and an ending in the form of a brief concluding point or punch line. Tell students approximately how much class time they will have for independent reading and give them some suggestions for setting realistic goals and making selections. Have students consider how much independent reading they currently do and encourage them to reach for higher goals. The objective is to have students become readers--making choices about what they read and choosing to read on their own time. Encourage students to carry their reading selections home and to other classes, so that they can take advantage of any spare moments they have. Waiting is always less frustrating when we have something to read.

Lesson 4
Instructional Practices viewing viewer response small group discussion writing process	Assessment Suggestions Use checklists or anecdotal comments to record observations about individual student's viewing and listening abilities.
Procedure Viewing: Have students view a video recording (or excerpts of a video recording) of children's growing up experiences in a different culture. (20-30 min.) Some possible viewing selections include the following, although teachers may select others. Mai Lien: Refugee (video), 1990 Pheria: Refugee (video), 1990 Instruct students to respond individually to what they have viewed. The teacher may allow students to respond in any way they choose or help students to focus their response by posing some questions for their consideration. (For example, How were the growing up experiences of the character in the video the same/different from those of the character in the selection you read last class? What, in the video selection, surprised you, upset you, made you laugh, etc.? Are you in any way like the person in the video?) Have students discuss what they have viewed and relate it to what they are reading and to what they already know about the ideas and content presented. (10-15 min.) Writing Process: Anecdote Allow students to continue their writing processes. Those who have completed their anecdotes should be encouraged to write pieces of their own choice. (15-30 min.) Circulate to observe and assist as students hold peer conferences and continue their writing processes. Conduct extended conferences with individual students as necessary. If needed, model an effective writing conference for students. Some Questions for Teacher Reflection During discussion of responses did students converse with each other or did they direct all of their comments to me? How can I assure students that their contributions are important whether or not the teacher is listening? Possible Mini-lesson Topics If necessary, inform students about the procedure and expectations for peer conferencing. Initially, students may require conferencing guidelines, but eventually that scaffold can be removed as students become accustomed to the routine and nature of writing conferences. Review or introduce how students will be expected to use their Vocabulary Logs now and as the year progresses. For example, will they record these words in a particular way? Will they record words given by the teachers as well as those they identify from their own reading? Will they be expected to write definitions or sentences with these words? Will there be regular tests using their individual lists? Discuss the similarities between responding to reading and responding to viewing. Encourage students to use the first response/second response technique when viewing as well as reading.

Lesson 5
Instructional Practices Authors' Circle (storytelling) teacher read-aloud graphic organizer (sociogram)	Assessment Suggestions Observe individual student's listening abilities or provide students with self-assessment checklists so that they may assess their own listening abilities during Authors' Circle.
Procedure Authors' Circle: Have students share their anecdotes during an Authors' Circle which is arranged as a storytelling session; students simply retell their anecdotal stories aloud rather than read them. These may be audio recorded for later listening experiences. (15-20 min.) Read-aloud: Read a previously chosen selection that fits the unit theme and that includes both a major and at least one minor character. (10-15 min.) Some possible selections include the following, although teachers may choose others. "On the Sidewalk Bleeding" (short story), Cycles 3 (p.12) "Priscilla and the Wimps" (short story), Relating, MultiSource Anthology (p. 1) "The Rink" (short story), The Blue Jean Collection (p. 37) "My First Mission" (novel excerpt), Catching Fire (Journeys Series) (p. 232) "All Summer in a Day" (short story), Catching Fire (Journeys Series) (p. 175) "My Hero, Susan Aglukark" (student writing), Courageous Spirits (p. 62) Work with students and model the development of a sociogram which graphically represents the relationships between the characters in the story. If this is done as a whole class, the teacher may record students' contributions on chart paper, an overhead transparency, or the chalkboard. If this is done in pairs or small groups, the teacher should circulate to observe and assist students to be sure that they understand the concept and construction of a sociogram. (See the information below for how to construct a sociogram). Explain to students that they will construct sociograms as they read their Literature Circle books. Sociograms: Diagramming Character Relationships Developing graphic representations such as sociograms is an effective way to encourage students to explore relationships between characters and ideas. Sociograms help students to summarize, recall, and reflect on relationships in the story or novel. Students could be encouraged to use sociograms to help them plan characters and character relationships in their own writing. Instructions follow: write the name of the main character in the centre choose words or phrases that describe the main character's personality and record these beneath the character's name write the names of the other characters (and words or phrases that describe them) around and at short distances from the main character's name draw arrow-tipped lines connecting the main character and each of the other characters on the arrow-tipped lines, write words or phrases that describe the relationship between the two characters or how they feel about each other. Encourage students to use the sociogram to help them discuss ideas and issues such as the following: What point in the story/novel does the graphic represent? How might the graphic be different at the beginning of the novel? At the end? Which characters have the strongest effect on the main characters? Which characters are a source of conflict for the main character? Which characters are a source of support for the main character? What role did the minor characters play? Why do you think that the author introduced them? What general comments can you make about the main character's relationships? Do you think the main character is isolated? If so, does this change throughout the course of the novel? How does this change affect the main character? Some Questions for Teacher Reflection Are all students willing to participate in Authors' Circle? Do I need to model Authors' Circle by sharing my own story or written work? Possible Mini-lesson Topics Discuss the importance of minor characters in the development and change of a major character. Discuss how authors sometimes reveal character through description (e.g., of clothing). Find examples in the read-aloud story. Discuss the difference between using descriptive details to appeal to a reader's previous associations (military or gang uniforms, for example) and using descriptive details to indicate individual character. Ask students if they think description is the best way to indicate individual character. What other means are there? Discuss actions, dialogue, and attitudes. Possible mini-lesson ideas for the story, "On the Sidewalk Bleeding", follow. Read-aloud Selection: "On the Sidewalk Bleeding" by Evan Hunter, Cycles 3, p.12 Some mini-lesson ideas: predicting: using the title and opening paragraph narrative hook: opening paragraph inferencing: "That's for you, Royal!" (p. 13) repetition for effect: "The boy lay bleeding in the rain." (paragraph 1) "He lay bleeding on the sidewalk, bleeding..." (paragraph 4) creating visual images: "The boy lay bleeding in the rain" "the knife had torn across his body" "there was an open hole in his body from which his life ran redly" splash of neon...painting the pavement red and green"

Lesson 6
Instructional Practices small group discussion sustained silent reading	Assessment Suggestions Observe individual students during small group discussion to determine their ability to make relevant contributions and to accept and build upon others' contributions.
Procedure Have students meet in groups of three to five and choose a recorder and spokesperson. Give each group two different reading selections (e.g., a different short story or nonfiction piece and a poem for each group) in which the main characters are involved in difficult or traumatic growing up experiences. Some possible selections include the following, although teachers may choose others. "My Name is Masak" (autobiography), On Common Ground (p. 197) "Teenage Wasteland" (short story), On Common Ground (p. 178) "Vanity and Vexation of Spirit" (novel excerpt), Catching Fire, (Journeys Series) (p. 48) "Block Party" (nonfiction), All Together (p. 96) "The One-Armed Boy" (poem), Pierced by a Ray of Sun (p. 4) "Luka" (song), Side by Side: Songs and Poems (p. 85) "A Personal Narrative: Kim-Hue Phan" (autobiography), Try, Try Again (p. 66) "Growing Up" (short story), Changes and Choices (p. 12) Sustained Silent Reading: Have individual students read their selections silently. (20-30 min.) Instruct the groups to discuss their selections. Ask them to compare the selections by identifying similarities and differences (between the selections, between the characters and themselves--their values and experiences), and exploring ways that the selections are related to the unit theme. As well, suggest that they share their personal responses to the characters' situations and to the writers' crafts. The recorder should make brief notes as the group talks. Alternatively, have each group construct a sociogram. (10-15 min.) Ask each spokesperson to share the selection titles and the major points of his or her group's responses and discussion. If time permits and the spokesperson or other group members are comfortable with the idea, have them read parts of their selections aloud. (10-15 min.) Some Questions for Teacher Reflection Have I provided enough instruction and support so that students willingly become engaged in small group discussions? Are there individual students who require more support? Did I effectively model SSR for my students so that they understand that I value reading and the time to read? Possible Mini-lesson Topic Discuss with students the concept of reading as a "transaction" (e.g., a process of making sense of what we read). Explain that the writer contributes to the process by selecting words and constructing paragraphs and sentences to represent his or her ideas and views. The reader contributes by bringing prior experiences, attitudes, thoughts, and feelings to the text. Between the writer and the reader, meaning is constructed.

Lesson 7
Instructional Practices Book Talks writing process Authors' Circle	Assessment Suggestions Observe individual students' listening abilities during Authors' Circle or provide students with self-assessment checklists so that they may assess their own listening abilities during Authors' Circle. Evaluate final drafts of anecdotes according to criteria discussed or developed with the students.
Procedure Book Talks: Present brief Book Talks (see the Reading section of this curriculum guide) about each of the novels from which students may choose for their Literature Circle groups. (15 min.) Give students time to browse through the books. Ask them to record the titles of two or three books that they would be interested in reading and rate them according to preference. (10 min.) Have students write their names on their list of choices and submit these. Explain to students that Literature Circle groups will be formed on the basis of book choices but that groups will have no more than five members. Tell students that their lists will be reviewed to determine if they have selected books that are consistent with their reading abilities and that the Literature Circle groups will be finalized for next lesson. (5 min.) Writing Process: Anecdotes (20-30 min.) Revising/Editing: Have students continue their writing processes. Encourage students to complete the final draft of their anecdotes. Those students who have done so may write additional pieces of their choice. Conduct informal or extended conferences as needed to observe and assist students. Authors' Circle: Continue the storytelling method of sharing student anecdotes. Encourage those who have not yet shared to do so at this time. Some Questions for Teacher Reflection Are students using effective language skills in their written work? What type of one-on-one support can I provide for individual students? Have I modelled effective listening for my students? Do students require instruction about effective listening strategies? Possible Mini-lesson Topics Discuss the difference between revising and editing. Revision is a process of further exploring and clarifying meaning and ideas, while editing involves examining the surface details that make written work readable and appealing. Help students to understand that, at times, revising and editing occur simultaneously. Review common sentence errors using examples from what students are reading or writing. Examples of common sentences errors are provided on the following chart. Comma Spice Example: I liked the story by Evan Hunter, it deals with important issues for young people. Error: There are two sentences here, but the punctuation is incorrect. End punctuation must be used after each complete thought. A comma cannot be used to separate two sentences. Correction: I liked the story by Evan Hunter. It deals with important issues for young people. Run-on Sentence Example: I finished my novel and I went to the library and I started writing an essay but I didn't start the math assignment because I loaned my text to Beth. Error: There are too many loosely connected thoughts in one sentence. They are connected by a series of ands and buts. Correction: I finished reading my novel and I went to the library. I started writing an essay, but I didn't start the math assignment because I loaned my text to Beth. Sentence Fragment Example: Because I like reading. Error: The information does not express a complete thought. Correction: Because I like reading, I have joined a book club.

Lesson 8
Instructional Practices Reader Response small group discussion sustained silent reading writing process	Assessment Suggestions Observe individual students during pre-reading to discover if their predicting strategies are effective and if their predictions are based on a combination of prior knowledge and new information.
Procedure Inform students about the make-up of the Literature Circle groups as determined from their lists of choices from the previous lesson. Distribute the books. (5 min.) Pre-reading: Direct students to record the titles of their novels in their Reader Response Journals. Have them think about the title, the illustration on the book cover, and the book summary inside or on the cover, and write individual responses to these or make some predictions about the story. Encourage them to support their responses with reasons. (10 min.) Literature Circle: Have students meet in their Literature Circles to discuss their written responses and predictions. (10 min.) Sustained Silent Reading: Have students 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 strategies as Reader Response; they should use quotations to support responses and identify unusual vocabulary. The teacher's book should be different from those selected by the students so that the teacher is not seen as part of one group only. The teacher's book may be an adult novel. Post-reading: Encourage students to respond to what they have read and to meet in their Literature Circles to discuss their responses. They should compare what actually happened in the book to their earlier predictions. Ask students to identify any prejudicial actions or words in what they have read and to discuss the possible impact of these prejudices on the characters. Encourage students to quote or retell examples from the text that support their responses. Such discussions promote the development of Personal and Social Values and Skills. (10-15 min.) Time and students' interests and needs will determine if both pre-reading and post-reading activities are required. Some Questions for Teacher Reflection Was the method of determining Literature Circle groups effective? Did the students perceive it as fair? Are there students who would prefer to be in other groups? If so, why and how can I help them to understand that the groups were determined by their choice of book? What would I do differently next time? Possible Mini-lesson Topic Define or discuss the concept of prejudice using examples from previous read-alouds or the teacher's own reading selection. Explain to students how to construct a chart on which to collect their data about prejudicial actions and words in a variety of their reading selections (see the chart that follows). (If this mini-lesson is used, teachers will need to plan for follow up in future lessons.) Book Title: Author: Examples of Prejudicial Actions and Speech Support From Within the Text (Quotations) Possible Reasons for the Actions or Speech Possible Impact on Characters in the Book

Lesson 9
Instructional Practices sustained silent reading Reader Response small group discussion	Assessment Suggestions Observe individual students during small group discussion to determine their ability to contribute relevant ideas and attend to others' contributions.
Procedure Literature Circle: Ask students to meet in their Literature Circle groups to 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.) (10 min.) Instruct Literature Circle groups to decide upon a reading schedule for their novels so that they are completed by an agreed upon date. They will need to decide 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 record of each group's reading schedule for future reference.) (5-7 min.) Sustained Silent Reading: Have students read silently. Ask students to write brief responses as they read. Explain that these recorded responses will provide some starting points and ideas for Literature Circle discussions. (20-30 min.) Post-reading: Allow Literature Circles to meet for discussion about what they have read so far and to begin the projects in the folder, as previously instructed. As students discuss, circulate and encourage them to read aloud passages that support their statements or express an idea in a special way. Remind students that, even when they have finished reading the entire book, they are required to participate in their Literature Circle group discussions and projects. (10-15 min.) Some Questions for Teacher Reflection Are there students who do not understand the way Literature Circle groups work? How can I help to clarify this for them? Did I effectively model SSR for the students? Possible Mini-lesson Topic Present a mini-lesson about Literature Circles--their purposes, organization, and expectations. Provide each group with a folder containing the necessary information for their Literature Circle experiences. See the Reading section of this curriculum guide for examples of student information and Role Sheets that teachers may include in the folder. See the following page for a description of Literature Circle Projects.

Daily Projects

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

• respond to what you have read
  
• discuss your reading responses with your Literature Circle group
  
• add to your individual vocabulary lists, as instructed
  
• construct and add to your sociogram, as instructed.

Group Presentation Projects: Character Get-togethers

This project will help you to see overall patterns, themes, and connections between the Literature Circle novels and, especially, between the characters in these novels. Each student will role play a character (preferably a main character) from the novel he or she has read and participate in a scenario in which that character is dramatized.

Planning Session One: Literature Circle Groups

• Discuss the character(s), major and minor, who are clearly and strongly portrayed in the novel.
  
• Decide who will role play which character. Everyone may decide to role play the main character(s).
  
• Become very familiar with the character you will portray by rereading parts of the novel and discussing the character with group members. Record group ideas and suggestions for later reference. It is important to help each other fully understand and develop the chosen character.

Planning Session Two: Literature Circle Groups

• Work together to complete the development of each group member's character. (It is essential to know your character well because you will assume his or her personality in the upcoming scenario.) You may choose to use props or costumes to enhance the role of your character.

Planning Sessions Three and Four: Scenario Groups

• In this new group each of you will represent a different character from a different novel.
  
• Ask your teacher for a scenario. Everyone must participate in writing the script for the given scenarios.
  
• Work together to plan and develop your scenario using any props and costumes that you need to make the characters come alive. The more that you can "get into" the minds of your characters, the better the presentation.
  
• Remember to develop your character fully and to portray him or her realistically in this new situation. Throughout the scenario you must remain in character and illustrate the connections between the various novels and their characters, as identified by your group.
  
• Use your logic and your imagination!

Presentations

Each scenario should be about 10 minutes long. You will be evaluated for:

• validity of content--characters should say only what would seem logical, given our knowledge of them through reading and discussion. Discussion throughout the scenario should clearly reflect the characters' personalities and particular points of view.
  
• connections made between characters and their situations--characters should interact and share their experiences realistically and as appropriate for the scenario, illustrating the similarities in their situations.
  
• creativity and originality--props, costumes, or visual aids may be used.
  
• preparedness--scripts or notes may be used discretely.

Let's get started and have fun!

Lesson 10
Instructional Practices sustained silent reading Reader Response small group discussion	Assessment Suggestions Observe during Literature Circle group discussions to identify which students have a clear comprehension of what they have read and which students participate willingly and constructively in the discussion.
Procedure Sustained Silent Reading: Have students read silently. (25-30 min.) Literature Circle: Have students meet in their Literature Circle groups to respond to what they have read and to discuss their responses. Encourage students to discuss the values held by their characters and compare these to their own values. (Such discussions promote the development of Personal and Social Values and Skills.) They should be able to provide reasons for any perceived differences in values. (15-20 min.) Provide each Literature Circle group with copies of a poem or the lyrics of a song appropriate to the unit theme. Ask them to read and interpret the poem, then prepare two questions that will serve to clarify and extend their understanding in a large group discussion. Alternatively, read aloud several poems or song lyrics (or play tape recordings of songs) appropriate to the unit theme. Students may be invited to bring in recordings of appropriate songs. They might read aloud some of the selections if they have been given time to prepare. (10-15 min.) Include the whole class in a discussion of their interpretations of the selections and the connections to other selections and the unit theme. Some Questions for Teacher Reflection Did I encourage the students who read aloud to prepare ahead of time? Are there better ways to have students experience reading aloud? Have I encouraged students who have completed their Literature Circle novels to choose selections for independent reading? Have I modelled this for them? Have I provided a variety of resources from which they may choose? Possible Mini-lesson Topics 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. A chart such as the one that follows could be created and added to by students and teachers. Characteristics of Prose Characteristics of poetry usually in complete sentences standard punctuation usually necessary words and phrases sometimes complete sentences may be no punctuation Some resources that may be useful include the following, although teachers may know of other additional resources. Classroom Events Through Poetry For the Good of the Earth and the Sun: Teaching Poetry Prism of Poetry Sharing Poetry with Children Poems Please

Lesson 11
Instructional Practices sustained silent reading small group discussion writing process	Assessment Suggestions Observe individual students during small group discussions to determine their ability to make connections between the poetry and their novels.
Procedure Sustained Silent Reading: Provide each Literature Circle group with a variety of anthologies and other sources of poetry. Instruct them to read several poems or song lyrics, silently and aloud, and to discuss them when necessary. Help each group select at least two poems in which the poet expresses ideas and opinions about growing up experiences. Have the group reflect upon and discuss the similarities/differences between the poems and their novels. Each group should record the titles, authors, and sources of these poems for future reference. (20-30 min.) Writing Process: Poetry (15-20 min.) Pre-writing: Encourage students to talk to a partner, read more poetry, look at visuals, or jot down ideas and words for the poems that they will write. Drafting: Allow students to begin drafting their poems. Circulate to assist and observe students during their writing processes. Some Questions for Teacher Reflection Have I provided useful and adequate resources from which students can select poetry examples? Have I provided for diversity in my poetry selections? Have I provided poems that reflect the backgrounds and cultures of my students? Are there students who are finding reading poetry difficult? If so, why, and how can I help these students begin to explore and enjoy this genre? Possible Mini-lesson Topics Discuss poetry writing and provide examples of one or two forms of poetry (e.g., haiku, ballad, found poetry, traditional poetry, songs, chants, translations). Encourage students, who find writing poetry difficult, to use poems they have read and enjoyed as models when they write their own poems. Review or introduce figures of speech and descriptive language (e.g., simile, personification, imagery). Help students select effective words that create vivid images. By using a chart similar to the one that follows, students can explore the sensory details in their poetry. Sensory Detail Sight Touch Sound Smell Taste

Lesson 12
Instructional Practices writing process sustained silent reading Reader Response small group discussion	Assessment Suggestions Observe individual students during their writing processes to determine their ability to use written language effectively to capture ideas and images in poetic form. Monitor individual students during small group discussion to identify improvement in the ability to make relevant contributions and to accept others' contributions.
Procedure Writing Process: Poetry Allow students to continue their writing processes. Encourage those who complete their poems to begin or continue writing pieces of their choice or to engage in independent reading. (20-30 min.) Circulate to observe and assist as students write and hold writing conferences. Conduct extended conferences with individual students as required. Sustained Silent Reading: Have students read silently. Students who have completed the scheduled portion of their novels, or the entire novel, may choose selections for independent reading. (20-30 min.) Post-reading: Have students meet in their Literature Circle groups to respond and discuss responses to their reading. (10-15 min.) Some Questions for Teacher Reflection Have some students fallen behind in their reading schedules? How is this affecting the other members of their Literature Circle? What can I do to help those who are behind (e.g., partner them with other students who will read aloud as they follow along; provide them with audio tapes of the book)? Are students conducting productive peer writing conferences? Are they responding to each others' written work in sensitive and constructive manners? Do I need to model this for them again? Possible Mini-lesson Topic Instruct students about some area of language study according to needs identified during observations and conferences (e.g., combining sentences, verb tense, spelling patterns).

Lesson 13
Instructional Practices sustained silent reading Reader Response small group discussion graphic organizer (sociograms)	Assessment Suggestions Observe individual students during sustained silent reading to gain insights into their understanding of what they are reading. Assess their ability to make connections between what they are reading and other selections they have read, or between what they are reading and some aspect of their own lives.
Procedure Sustained Silent Reading: Have students read silently. (20-30 min.) Circulate for some part of sustained silent reading (SSR) time and hold brief conferences with individual students. Ask them about their favourite character, their predictions, and their questions. Post-reading: Have Literature Circle groups meet to respond and discuss their responses. Encourage students to discuss the language used by the character(s) in their novels. Explain that the context and, possibly, the locale of the characters will determine whether the language or dialect used is formal or informal. As well, they should continue with their daily projects (e.g., sociograms). (10-15 min.) Some Questions for Teacher Reflection Did students find my conferences with them during SSR helpful or interruptive? Do the conferences during SSR provide me with important information about my students' reading abilities? Should I continue them? What other ways could I get the same valuable insights into my students' reading abilities? Possible Mini-lesson Topics Introduce the use of dialect using a short story such as "Thank You, M'am". Read some of the phrases of dialect and discuss their meaning with students. Some examples include: "I didn't aim to." -- I didn't intend to. "Yes'm." -- Yes ma'am. "I got a mind to ..." -- I strongly think I will ... Have student volunteers take turns reading parts of the story aloud, substituting formal English for the dialect. Discuss how the story sounds different and how dialect in dialogue helps to create character and contributes to realism in fiction. Reinforce the idea that dialects of English are spoken all around the world and that, in Canada, many dialects are spoken. Dialects often reflect group or cultural identity. Each dialect has validity in its own right and should not be seen as "superior" or "inferior" to another. Ask students to identify dialects with which they may be familiar from television, books, movies, or their own communities.

Lesson 14
Instructional Practices sustained silent reading storytelling	Assessment Suggestions Use a checklist or anecdotal notes to record observations about individual students during the post-reading storytelling. Focus on their ability to recall, sequence, and describe.
Procedure Sustained Silent Reading: Have students read silently. Encourage students who have completed their novels to make selections for independent reading. (30-40 min.) Circulate during some part of SSR. This is one way to determine whether students are making sense of what they read and if they are using prior knowledge to construct understanding. Invite some students to read aloud to you a favourite passage and explain why it is a favourite. Post-reading: Storytelling Ask students (within their own Literature Circles) to retell the story of their novels so far. Have one student begin telling the character's story. At a given signal, the next student continues the story where the last student left off. Sequence is important. Alternatively, have individuals record their responses and share these with their Literature Circle group. As well, remind students to continue with their projects as previously instructed. (20-30 min.) Some Questions for Teacher Reflection Was the storytelling during post-reading helpful to students? What were the benefits? The problems? What would I do differently next time? Why? Possible Mini-lesson Topics Model the retelling of a story using a previous read-aloud selection. Discuss the need for accurate sequencing and adequate description. Provide instruction in some aspect of language study for which a need has been observed (e.g., paragraph structure, a particular spelling rule).

Lesson 15
Instructional Practices writing process sustained silent reading Reader Response small group discussion	Assessment Suggestions During Authors' Circle, monitor individual student's audience behaviour and his/her listening and questioning abilities. Evaluate final drafts of students' poetry according to criteria discussed or developed with the students.
Procedure Writing Process: Poetry Have students continue their writing processes. Encourage them to complete their final drafts of their poems. Circulate to observe and assist students as they write. (20-30 min.) Authors' Circle: Invite individuals who have not shared before to do so at this time. Have others share as time permits. Sustained Silent Reading: Allow students to read silently either in their Literature Circle novels or independent reading choices. Encourage students to respond briefly as they read. (15-20 min.) Have students meet in their Literature Circle groups to discuss their Reader Responses and to continue with their daily projects. (10 min.) Some Questions for Teacher Reflection Are students becoming more willing to share during Authors' Circle? Which students have avoided sharing so far? How can I encourage and support them as they share for the first time (e.g., have them share in a small group or with me first; have another student share their written work for them)? Possible Mini-lesson Topics Review the criteria for the final evaluation of students' written poems. Share some exemplary student responses to reading as models for those who are having difficulty moving beyond the first or personal response.

Lesson 16
Instructional Practices sustained silent reading Reader Response small group discussion writing process	Assessment Suggestions Observe Literature Circle group discussions to determine the degree to which each student participates and contributes. Observe students' ability to use effective and appropriate written language skills.
Procedure Sustained Silent Reading: Allow students to read silently either their Literature Circle novel or a selection for independent reading. (20-30 min.) Literature Circle: Have students meet in their Literature Circle groups to respond, share, and discuss responses, and to work on their daily projects. Remind students that even if they are finished reading the novel, they are expected to meet and discuss in their Literature Circle groups. (15-20 min.) Writing Process: Publishing Invite students to compile the poetry they have written for a class anthology. One or two students may wish to collect the poetry and use a word processor to make the anthology more professional looking. Each student could then be given a copy and one copy could be placed in the library for other students to read. Alternatively, allot this time for revising, editing, and conferencing. Some Questions for Teacher Reflection Are there specific language skills about which individuals, small groups, or the whole class require instruction? How can I most effectively provide this instruction? Possible Mini-lesson Topics Discuss the components of an anthology (e.g., table of contents, author or title index, organization) in preparation for compilation of a student anthology. Have students look at several anthologies as examples. Discuss the purpose for each component and the need for including that component in their student-created anthologies. If possible, show examples of student-created anthologies.

Lesson 17
Instructional Practices large group discussion sustained silent reading Reader Response small group discussion	Assessment Suggestions Use checklists or anecdotal comments to record observations about individual students' abilities to contribute during large group discussion. Observe students' abilities to converse with each other rather than directing their comments to the teacher only.
Procedure Invite students to discuss recent television programs relevant to the theme. (There are many sitcoms suitable for discussion about growing up experiences. As well, documentaries often contain information about growing up in other parts of the world.) The teacher may wish to focus discussion by asking questions such as the following: What did you observe about the children's lifestyle? Their parents' expectations of them? What values are evident? What similarities or differences did you see between the television characters and yourself? Between the television characters and those in the novel you are reading? (10-15 min.) Sustained Silent Reading: Have students read silently. (20-30 min.) Remind students that by the end of the next lesson they should have read their novels completely. Have students meet in their Literature Circle groups to respond to what they have read, discuss those responses with the group members, and work on their daily projects. (10-15 min.) Circulate during some of the SSR time to observe and encourage students as they read. Some Questions for Teacher Reflection Have I encouraged students to converse with each other during large group discussions rather than direct all of their comments to me? What should I do differently? The same? Am I encouraging students to take risks in their Literature Circle groups? Have I created an environment conducive to risk-taking? Do my students feel comfortable discussing various aspects of growing up? Have I respected their privacy by not requiring them to share personal thoughts and responses? Possible Mini-lesson Topic Instruct students about some area of language study according to needs identified during observations and conferences (e.g., cueing systems in reading: graphophonic or semantic cues; critical viewing strategies; forming plurals of unfamiliar words).

Lesson 18
Instructional Practices sustained silent reading Reader Response small group discussions writing process	Assessment Suggestions Observe during Literature Circle group discussions to determine which students are willing or able to consider others' responses in reshaping and extending their own responses to 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.) Have students meet in their Literature Circles to respond to their reading, discuss those responses, and complete their daily projects. (15-20 min.) Writing Process: Letters or Speeches Pre-writing/Planning: If time allows, students may begin their pre-writing and planning for their letters or speeches. This may involve reading some selections in the chosen format, jotting down ideas, rereading parts of the novel, or talking to peers in order to understand better the character from whose viewpoint the pieces will be written. Some Questions for Teacher Reflection Were my instructions about writing speeches and letters adequate? Do students need more examples or models in order to feel confident about these writing formats? Will it be sufficient to assist individuals as they write or will another whole class mini-lesson be required? Possible Mini-lesson Topics If necessary, present a mini-lesson about the structure of letters and speeches. Explain that students' written pieces should have some connection to what they have read or are reading in their Literature Circles or independent reading. Tell students that they may choose to write in only one or in both of these formats. Give students some suggestions, such as the ones that follow. Letters: Have students write a letter from the main character of their novel to a minor character from whom the main character is separated. They could also write from a character in one reading selection to a character in another reading selection. Another student might take on the role of the character receiving the letter and write a letter in response. Speeches: The speech could be one that the main character would deliver to a student peer group telling about her or his experiences. The character, at an older age, might prepare and deliver a speech to government officials about the plight of his or her people. For example, Maria from Journey of the Sparrows, might write a letter to her mother or prepare a speech in which she shares her experiences as an illegal alien with classmates in a new country or with government officials to make them aware of the plight of illegal aliens.

Lesson 19
Instructional Practices large group discussion writing process	Assessment Suggestions Observe students to assess their ability to listen to instructions or provide students with a checklist to assess their own listening abilities.
Procedure Discuss a selection previously read aloud and ask students to suggest possibilities for writing related letters or speeches. The teacher may have a model letter or speech prepared to share with students. (15-20 min.) Writing Process: Letters or Speeches (20-30 min.) Allow students time to draft their letters or speeches. Circulate to observe and assist students during their writing processes. Some Questions for Teacher Reflection Did the read-aloud and following discussion provide useful examples for students as they began writing their letters and speeches? Was it clear that I was providing models for their writing? Possible Mini-lesson Topic Explain the Literature Circle group presentation procedures and expectations to the students. Tell them that they will begin their planning next lesson. (See the Literature Circle Projects handout included with Lesson 9.)

Lesson 20
Instructional Practices small groups writing process	Assessment Suggestions Use checklists or anecdotal comments to record observations about group collaboration and individual group skills as students plan their presentations.
Procedure Presentation Planning Session One: Have students meet with their Literature Circle groups to begin planning for their unit end presentations. Circulate to be sure that students understand what is expected of them. Assist, if necessary. (30 min.) Writing Process: Letters or Speeches Drafting: Have students continue their writing processes. Those students who have completed their letters or speeches may write pieces of their choice. Conduct informal and extended conferences as required and assist students during their writing and conferencing processes. Some Questions for Teacher Reflection Were my instructions about the unit end project clear or are there students or groups who are struggling to understand what is expected of them? What can I do to help those students or groups? Possible Mini-lesson Topic Provide mini-lessons based on the needs of individual students.

Lesson 21
Instructional Practices small groups writing process sustained silent reading Authors' Circle	Assessment Suggestions Observe individual students during the planning of unit end presentations to determine the depth and breadth of their contributions and participation. A checklist of expectations may be useful.
Procedure Presentation Planning Session Two: Have students meet in their Literature Circle groups to continue planning for their unit end presentations. Circulate to encourage students to develop their characters fully and realistically. Remind them that next lesson they will become part of groups in which all of the characters are different. (20-30 min.) Sustained Silent Reading or Writing Process: Allow students to choose whether to read or write. Remind them that the end of the unit is approaching and that specific reading and writing expectations will need to be met. (20-30 min.) Authors' Circle: Invite students, especially those who have not yet done so, to share aloud something they have written during this unit. Students who decide to deliver their speeches should be encouraged to practise with a family member or peer before doing so during Authors' Circle. (10-15 min.) Some Questions for Teacher Reflection Should I prepare a model presentation for students to see before they complete their planning and make their presentations? How can I do this alone? Could I write one and involve several willing students in the presentation of it? Possible Mini-lesson Topic Provide mini-lessons based upon the needs of individual students.

Lesson 22
Instructional Practices small groups sustained silent reading writing process	Assessment Suggestions Observe groups for the ability to function collaboratively and productively as they prepare for their presentations.
Procedure Presentation Planning Session Three: Create new groups in which each Literature Circle group is represented by one student. This should mean that, in this new group, each student is taking the role of a different character from a different book. Give each new group a different scenario to dramatize. (The following is an example of a scenario: the characters have all ended up at the same school and become friends who attend a birthday party or go shopping together at a local mall.) Encourage students to consider what their characters would be like at the end of their books and how they would interact with others in light of their experiences and who they have become as a result of those experiences. Remind students about the expectations and let them collaborate to develop their scenario in character. (30-40 min.) Sustained Silent Reading or Writing Process: Allow students to determine whether they will read or write. Circulate to observe and assist as they complete the reading and writing expectations for this unit. Perhaps have students post some of their written pieces on a prepared bulletin board. Some Questions for Teacher Reflection How did the new groups function? What supports can I provide for them so that they will take risks and collaborate in these new groups? Was it necessary to review the expectations for their presentations? Are there students who will require individual help to complete the reading and writing expectations for this unit? How can I best help them? Possible Mini-lesson Topic Provide mini-lessons based upon the needs of individual students.

Lesson 23
Instructional Practices small groups sustained silent reading writing process	Assessment Suggestions Observe individual students to determine their ability to work collaboratively. Evaluate final drafts of letters and speeches according to criteria discussed or developed with the students.
Procedure Presentation Planning Session Four: Remind the groups that this is their last class time for preparing for their presentations. Tell them which groups will present during the next lesson. Have the groups continue preparing their scenarios. (20-30 min.) Sustained Silent Reading or Writing Process: Allow students to choose whether to continue with their reading or writing. Conduct extended writing conferences as necessary. Some Questions for Teacher Reflection What more could I have done to support students as they planned and prepared for their presentations? Possible Mini-lesson Topic Model a scenario for the students. Base the scenario upon the character(s) in one or more of the read-aloud selections. It may be necessary to involve some willing students.

Lesson 24
Instructional Practices oral, dramatic presentations large group discussion writing process Authors' Circle	Assessment Suggestions Evaluate individuals and groups during presentations according to criteria discussed or developed with students. Provide for peer assessment during the presentations. Have students self-assess their audience abilities (listening, questioning, and responding).
Procedure Project Presentations (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. Follow each presentation with a brief discussion. Writing Process (10-15 min.) Have students share their written work during an Authors' Circle. Provide some time for students to gather and assemble their unit projects and prepare their portfolios for submission to the teacher. Some Questions for Teacher Reflection What more could I have done to support students as they planned and prepared for their presentations? Were there obvious areas where they require instruction before they present again? Which of their oral and dramatic skills need support? Possible Mini-lesson Topic Provide mini-lessons based upon the needs of individual students.

Lesson 25
Instructional Practices oral, dramatic presentations large group discussion writing process Authors' Circle	Assessment Suggestions Evaluate individuals and groups during presentations according to criteria discussed or developed with students. Provide for peer assessment during the presentations. Have students self-assess their audience abilities (listening, questioning, and responding).
Procedure Project Presentations (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. Follow each presentation with a brief discussion. Writing Process (10-15 min.) Have students share their written work during an Authors' Circle. Provide some time for students to complete the preparation of their portfolios for submission to the teacher today. Some Questions for Teacher Reflection Do I believe that this unit was successful? What changes would I make next time? Have students expressed positive or negative responses to any parts of this unit? Have they offered suggestions for change that would be helpful to me? Have I provided opportunities for my students to listen, speak, read, and write in integrated ways? Which processes need to be the focus of my next unit in order to achieve a balance over the course of the year? Are there students who require more adaptation than I was able to provide during the unit? If so, how can I accommodate their needs and abilities next time in order to help them achieve the unit objectives?