Objectives

COM, CCT, PSVS

Practise the behaviours of effective writers.

Experiment with a variety of forms of writing such as poem, play, anecdote, and short story.

Distinguish the characteristic differences among prose, poetry, and plays.

Read a variety of texts for a variety of purposes. (CEL:COM)

Assess an author's ideas and techniques. (CEL:CCT)

Speak, listen, write, read, and view for a variety of purposes. (CEL:COM)

Compare and contrast the structure and characteristics of various selections. (CEL:CCT)

Reflect and evaluate. (CEL:CCT)

Activities

Choose one or two appropriate activities or develop alternatives. It is important to involve students in the development of a culminating activity.

• Review the poems, short stories, and essays studied in this unit. Reread the one selection that impressed you most. Select one passage and copy the passage verbatim in your journal. Divide the next journal page in half with a line and write your reactions, thoughts, questions, and feelings about the passage on the top half of the page. Exchange the selection and your response with a partner. Read what the partner wrote and respond to it by writing on the bottom half of the page. Return the journal to the originator. Read what your partner wrote. Respond on the next page.

• Review the log/journal entries and the literature studied in this unit. Choose an entry or a selection that you would like to explore further and develop in one of the following forms:
  • poem
  • short story or anecdote
  • play/script
  • essay.

• Compare the same story as it is presented in different forms (e.g., "The Veldt" as a short story, play, or film. Consider the following for each form:

  Selection:__________________________________

  Form and Medium: o Short story o Play o Film

  Overall impression: o Liked o Did not like

  Questions (include examples with your answers):

  1. Did the presentation arouse your interest?
  2. Did it sustain your interest?
  3. What was the overall impact/effect?
  4. What were the strengths?
  5. What were the weaknesses?
  6. Would you recommend it to others?

  Decide which version was the most effective. Why?

• Unit-end Test: Outline expectations. Review with students the unit and exactly what material will be on the test and the type of tasks they will encounter. It is also important that these tasks reflect classroom practices and course objectives. For example, aspects of viewing, reading, critical response, the writing process, and integrated language studies should be evident. Model expected responses. Discuss time frame and mark allocation. Discuss reviewing, studying, and test-taking strategies.

• Other: