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ST.

JOSEPHS COLLEGE TOPIC PLAN


SUBJECT: TOPIC: English When Danger Calls YEAR: Duration (weeks): 7 10

Stage 1: Desired Results


AUSVELS/OUTCOMES:
The following achievement standards are addressed during this topic:
Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They create texts showing how language features, text structures, and images from other texts can be combined for effect. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate spelling and punctuation.

Key Understandings:
Students will understand that: Students understand their theme in relation to the wider context Students ability to link their individual texts to their wider theme The ability to engage in healthy discussions Students will have worked as part of a differentiated curriculum so they will demonstrate their ability to work independently and complete tasks suited to their level of ability Students will demonstrate ability to work in a group, responsibility for their

Essential Questions:
What does your theme mean to you? What new ideas and understandings do you have about your theme? What is a healthy discussion? How will we make our group members responsible for their roles? How have you developed your understanding of the theme?

Stage 2: Assessment Evidence

Major Assessment Task(s): Reading Response Journal Theme Based Assessment Task Novel Based Assessment Task

Other Evidence: Prior reading to be done before each lesson Learning Activities Homework Activities Creative activities Class Tasks

Stage 3: Learning Plan


Week
1

Key skills/knowledge
Theme Introduction Task Novel Introduction Literature Circle Planning Grammar/Spelling

Learning Activities
1: Theme Introduction Task Students are introduced to the theme When Danger Calls. They are to work through the Introduction task on SIMON. 2: Novel Introduction The students will be introduced to the novels that they are able to choose from. They will rank the top three novels that they want to read and then their groups will be chosen. The students will be introduced to each novel, they can also read the blurb and ask questions about the novel. They need to make informed choices, as the novel they are allocated will be the one they are focusing on for the term. Brainstorming The students will be writing Literature in the middle of their page. They need to (if they can) come up with their own definition of literature, and to brainstorm around the concept of literature of anything that relates to the concept. They will have a short space of time to do this. After this the students will share and explore their definitions of literature and then come up to the board and write their brainstorming words around the concept. From the list developed on the board the students will pick the three they believe best suit their definition of literature and explain how they fit into the definition. 3: Literature Circle Planning The students will collect their novels from the library and will then have 15 minutes to read their novel. After this they will break up into groups and fill out the literature circle planning guide, their individual planning guide and figure out the roles that each student will be throughout the discussions. After completing the planning guide it must be emailed to each member of the group, and the teacher must be CC-ed in.

Resources
When Danger Calls Intro Activities SIMON Literature Circle Planning Guide SIMON Individual Planning Guide - SIMON

Stage 3: Learning Plan


Week Key skills/knowledge
Theme Task Novel Discussion Grammar/Spelling

Learning Activities
Knowledge Quest/Spelling Words 1: Biography Task The students will have this lesson to research and begin preparing their biography task. From the task sheet on SIMON they will choose an individual to focus on from the list. From this, they will then research and answer the questions. They need to use a keynote presentation for their information, as they will be presenting their biographies to the class at the end of the week. The students should have completed their research this lesson and be focused on their presentation, cue cards etc. Bibliography Introduce students to the concept of a bibliography. They are to add this to their glossary of terms at the end of their English books. They will need to complete a bibliography for their biography task to show where they got their information. 2: Literature Circles/RRJ/Biography Task Literature Circles 10 minutes for group discussion RRJ Reflection 15 minutes reflection time in RRJs Biography Task Continue working on biography task. They must have cue cards and presentations ready at the beginning of the lesson. No one will be allowed to go print at the library the day of the presentations. Students will go to the library this lesson to print. Need to complete keynote and include bibliography. 3: Biography Task Presentations The students will be presenting their biography tasks to the class. After each presentation different students are to provide a positive of the presentation, and something the individual could have improved on. This will become part of their feedback for the task. The students must come in ready to present with cue cards already printed and keynote ready to go. Knowledge Quest/Spelling 1: Fear Activity Students are to complete the Fear Activity on SIMON. 1. Turn to the person sitting next to you. Ask them what their biggest fear is and why. 2. Write down a short summary (3-5 sentences) of what your partner fears. 3. Give a definition of fear. 4. Draw up a table. In this table list 5 synonyms and 5 antonyms of fear.

Resources

Biography Task SIMON

Theme Task Novel Discussion and Reflection

Fear Activity - SIMON

Stage 3: Learning Plan


Week Key skills/knowledge Learning Activities
5. Turn back to the person next to you and read out your definition. Listen to their definition. How are they different? 6. What is your greatest fear and why? 7. List 5 ways that you can try to overcome your fear. What strategies could you use? Could anyone help you? If so, how? 8. Write two paragraphs about two different times in your life that you have overcome your fears. Include how you overcame them, what strategies you used, who helped you to overcome them, how you felt when you overcame your fears. Share some of these responses as a class in the last 15 minutes of the lesson. 2: Literature Circles/RRJ Students are to spend 20 minutes on their RRJ Prompts for Week 2. Remind students when completing the entries to make sure they are neat and presented well. Literature Circle Discussion 10 minutes to discuss novels RRJ Reflection Students will have time to reflect on their discussions with their peers. 3: Creative Writing Task Students are to choose a quote from their novel and use this quote as the beginning of a short story. Their short story has to have the theme When Danger Calls. The story must be 400 words in length and will by typed on their computer. After completing their story the students will go back over and re-read it with a different colour text, fixing their grammatical and spelling errors. The focus is on creative writing, but also on proofreading. Knowledge Quest/Spelling 1: Watch YouTube clip on the Boxing Day Tsunami Answer the following questions: 1. How did the people react when danger called? 2. Did the people involved show courage and bravery? How? 3. Finish the following prompts: a) This made me consider b) This made me think c) This made me question 4. How do you think you would have acted in this situation?

Resources

Gauging different reactions

Alpine YouTube Clip: http://www.youtube.com/watch?v=jGQJXogdwqo Boxing Day Tsunami Clip: http://www.youtube.com/watch?v=RVWqOJtaYJc

Inference Character Analysis

Stage 3: Learning Plan


Week Key skills/knowledge Learning Activities
Watch YouTube clip on Alpine Climbers 1. What did the climbers do to make sure they stayed safe? 2. How were the climbers able to sleep at night? 3. What dangers do climbers face? List at least three. 4. What are some of the fears they might have? 5. Would you ever consider participating in a mountain climb? Why/why not? Class discussion sharing their responses 2: Literature Circles/RRJ Students are to spend 20 minutes on their RRJ Prompts for Week 3. Remind students when completing the entries to make sure they are neat and presented well with a heading and date at the top of each entry. Literature Circle Discussion 10 minutes to discuss novels RRJ Reflection Students will have time to reflect on their discussions with their peers. 3: Character profile Students are to choose one character from their novel and complete a character profile. They will complete this on a poster (A3 or A4) and must include the following: a) Image/drawing of the character b) Name c) Age d) Personality e) Likes f) Dislikes g) Relationships with two other characters in the novel h) Three quotes about this character or that show what sort of a person this character is i) Their importance in the novel Knowledge Quest/Spelling 1: Passage Analysis Activity Students are to choose one scene from their novel to focus on for this activity. From their passage they need to explain: a) What is happening in this scene? b) What does this scene tell the reader about other characters? c) How important do you think this scene is? Explain your answer. d) Pick out three important/challenging/interesting words from the passage. Define each of these words and explain their relevance to the novel. e) What language is being used in this scene? Is it mostly the narrator, or is

Resources

Creative Writing Language Analysis Inference

Stage 3: Learning Plan


Week Key skills/knowledge
f)

Learning Activities
there dialogue, formal or informal language etc. Draw an interpretation of this scene. This can be from a birds eye view if you wish. In Literature Circle Groups Discuss the scene you have chosen and present the information you have gathered to the group. After each presentation the students (alternating students) will ask a question either to gain further insight into what has been said, or to ask the presenters point of view. 2: Literature Circles/RRJ Students are to spend 20 minutes on their RRJ Prompts for Week 3. Remind students when completing the entries to make sure they are neat and presented well with a heading and date at the top of each entry. Literature Circle Discussion 10 minutes to discuss novels RRJ Reflection Students will have time to reflect on their discussions with their peers. 3: Personal story Students are to respond creatively to the question When have you been faced with danger and how have you acted? They can respond in any of the following forms: a) Poem b) Speech c) Diary Entries d) Newspaper Article e) Short Story f) Comic Strip The responses must be reflective of their own experience when facing danger. For those students struggling to come up with ideas put them into a small group to work with during the task. Alternative task: Acrostic poems on Danger, Courage, Bravery. Knowledge Quest/Spelling 1: Finish personal story. This is to be presented neatly. For example you may choose to: a) Put it on a poster b) Create a book c) Pages Document The good copy should be edited and checked, the focus being on proof reading. Get another student to read your work before submitting it. Sharing of stories

Resources

Creative Writing Oral Language Collaborative Group Work Novel Analysis

Reflective Piece for RRJ - SIMON

Stage 3: Learning Plan


Week Key skills/knowledge
Self Reflection

Learning Activities
Class discussion on dangers we (or people we know/family) have faced and how they were overcome 2: Literature Circles/RRJ Students are to spend 20 minutes on their RRJ Prompts for Week 3. Remind students when completing the entries to make sure they are neat and presented well with a heading and date at the top of each entry. Literature Circle Discussion 10 minutes to discuss novels RRJ Final Reflection The Novel (You must answer 5 of these questions) o What feelings do you think the author wanted you to experience while reading this story? o Was the ending appropriate? Why or Why Not? o How did the author hold your interest to finish reading this story? o If you could change one thing that happened in the story, what would it be and why? o If you could be a friend to one of the characters in the story, which character would it be? Give 3 reasons why. o Select 1 problem that happened in the novel and suggest an alternative solution that could have happened. o Would you read another book by this author? Why or why not? The Literature Circle (You must answer all of these Questions) o On a scale of 1 to 5, give yourself a rating as a reader. Why did you give yourself this rating? How could you improve your skills as a reader? o What have you found to be difficult this semester in reading your book for English? o Did you enjoy working in a small group and reading the novel together? Why/Why Not? o What were some of the challenges in your Literature Circle (e.g. people not being prepared, not understanding your role, etc.) o As a learner do you think that the Literature Circles have helped you understand the book better? 3: Finish final Reflections RRJ due first lesson next week Knowledge Quest/Spelling 1/2/3: Theme Based Task Disasters Task

Resources

Assessment Task

Disasters Task - SIMON

Stage 3: Learning Plan


Week Key skills/knowledge
Analysing Danger and the way people act when facing danger Alternate forms of text Multimodal texts Creative Writing Importance of Language Knowledge Quest/Spelling 1: Picture Story Book: When Danger Calls You will be designing a picture storybook based around the theme When Danger Calls. The picture storybook can be presented using storybird.com. The picture storybook can be an interpretation of the danger in your literature circle novels, or it can be something of your own choosing as long as it shows how someone/thing acts when danger calls. You must remember that you need to include a beginning, middle and an end. You will have 20 minutes of planning time, and then you will be able to collate your picture storybook. These will be shared tomorrow during class. As an alternative to using storybird you may actually draw and collate your story yourself using poster paper. 2: Picture Story Book Presentations You will have 20 minutes this lesson to finish off your picture storybooks. You will then be sharing your book with the person next to you, and then we will share some as a class using the projector. Animal Creative Writing Task To complete in your RRJ. Pretend you are an animal. Think about the dangers in an animals life and write a story about the day in the life of the animal, including all the different types of dangers you could come across. You might like to choose a mouse, a cricket or even a fly. The choice is yours. Your story needs to be narrated by the animal, and be written in first person. 3: Animal Creative Writing Task You will have 30 minutes this lesson to finish off your animal creative writing task. You will then have the opportunity to share this with the class. Knowledge Quest/Spelling Introduction of Novel Assessment Task Assessment Task 1/2/3: Novel Based Assessment Task Knowledge Quest/Spelling Danger Assessment Task Rubric - SIMON Novel Interpretation Assessment Task 1: Novel Based Assessment Task Share The students will set up a booth each in the classroom with their novel assessment When Danger Calls Self Paced Learning SIMON (assessment tasks) Storybird website Novel Assessment Task - SIMON

Learning Activities

Resources

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Novel Analysis

Stage 3: Learning Plan


Week Key skills/knowledge
Persuasive Writing

Learning Activities
tasks. They will have time to wander around and look at others work, and share with other students and teachers. The parents will also be invited. Each student will make a 3-minute presentation about their novel, their task and the activities they have chosen to complete. 2: When Danger Calls Persuasive Task Students are to write a persuasive response in the form of a persuasive essay to the prompt People must act bravely or courageously to overcome their fears when they are confronted with danger. Introduction to how they can structure their response and the response must be an introduction; three body paragraphs and a conclusion. The response must include examples from your novel, the research tasks you have completed, and the disasters task. You must write a plan first, get this checked off by the teacher, and then you can write your final copy. Make sure you are editing your work. 3: When Danger Calls Persuasive Task Use this lesson to finish off the persuasive writing task. Spelling/Knowledge Quest

Resources