FRIENDSHIP AND

COURAGE
Humanities 7: Unit 1

[DATE]
TEACHER INTERN: KARL HANSON
TEACHER MENTOR: BRUCE GAL
UNIVERSITY CONSULTANT: DARLENE ST. GEORGES
St. Joseph School, Coaldale AB
Table of Contents
2 Unit Introduction – Overview and Rationale
3-4 Unit Planning Organizer
5 Assessment Overview
6-25 Lesson Overviews
 Unit Introduction
Overview:
This thematic unit seeks to explore the dynamics of friendship and courage through a
series of activities that incorporate all six strands of the ELA curriculum. Students will study
speech, novel, short story, poetry, and video with varied reading responses, a guided essay,
elements of story assignment, and a culminating representational activity with a large degree of
student autonomy. Grand conversations take place on a regular basis to practice the art of
speaking, and a Facebook group dedicated to the class will serve as a professional area for
students to share and comment on each other’s work. The novel will have reading days and
workdays where students will have choice in reading style and worksheets that enter, explore,
extend, critique, and analyze the author’s work.
Rationale:
A thematic unit was chosen for the option of studying a variety of texts in a variety of
styles to comprehensively cover the six strands of the ELA curriculum. Friendship is one of the
chief concerns of the middle schooler, so beginning the year with this theme will serve to
increase engagement and add relevance. Courage is something we all need in our daily lives
and is often intertwined in our friendships, whether it be mustering the courage to make a new
friend or having enough courage to stand up to friends. The Facebook group will be utilized
throughout the rest of term as a safe space for students to share their work among peers and
as a formative and summative assessment tool. Students are bound to get excited for using
Facebook in a school setting, though extra care will be needed to ensure they are using the
group appropriately. The novel has reading days and workdays to ensure students are all at the
same spot in the novel consistently. A different style of reading (popcorn, teacher reading,
consecutive reading, and silent reading) will be utilized each day to add variety and excitement
to a generally stiff activity. Reading together as a class will give the opportunity to practice
oration and help the teacher assess student reading ability. The final project contains a large
degree of student autonomy and is very straightforward so as not to dull student creativity and
help them best represent what they have learned through the unit.
 Unit Planning Organizer

Subject: Humanities
Grade: 7
Unit/Topic: Friendship and Courage
Date and Unit Duration: ~6 weeks

1. Unit Overview – Essential Question

To what extent do friendship and courage affect the course of our lives and how
are these two concepts intertwined?

2. General Learning Outcomes for Unit

1.1 – Discover and Explore
1.2 – Clarify and Extend
2.1 – Use Strategies and Cues
2.2 – Respond to Texts
2.3 – Understand Forms, Elements, and Techniques
3.3 – Organize, Record, and Evaluate
3.4 – Share and Review
4.1 – Enhance and Improve
4.2 – Attend to Conventions
5.1 – Respect Others and Strengthen Community
5.2 – Work within a Group
3. Focusing Questions for Unit (Related Questions)

 How do we respond to friendship?

 Where can we find courage?
 What makes friendship important?
 How does courage affect our friendships?
4. Key Texts for Unit

 Lost in the Barrens by Farley Mowat (novel, anchor text)

 The Last Spin by Evan Hunter (short story)
 9/11 Address to the Nation (2001) by George W. Bush (speech)
 I, Like You by Casie Hermansson (poem)
 Varied Creation Myths (short stories)

5. List of Assessments

Formative:
- Facebook group activities
- Grand conversations
- Comprehension questions
- Think/pair/share
- Peer resources
- Literature share
- Varied writing assignments (in the novel study)

Summative:
- Guided Essay (Lost in the Barrens culminating activity)
- Reading Responses
- Six Elements of Story Activity
- Friendship and Courage Representational Activity
 Assessment Overview
Assessment Tool Description Formative/Summative Weighting
Students will join a Facebook
Facebook Group group on the first day where a
Activities variety of activities will take place Formative N/A
such as: reading responses,
reflections, and group work.
These will take place after reading
the variety of texts throughout the
Grand unit and will take a variety of forms Formative N/A
Conversations such as: class discussions, small
group conversations, and online
forums.
These will take place throughout
Comprehension the novel study and serve to gauge
Questions comprehension of the novel and Formative N/A
surrounding concepts.
This will be the culminating activity
of the novel study. Students will be
Guided Essay provided an essay template and Summative 30%
write on a selected inquiry
question provided by the teacher.
Students will experience a short
story, then use a concept mapping
Six Elements of worksheet to discern the six Summative 10%
Story Activity elements of story and discuss the
author’s effectiveness in their
storytelling.
These will take place in a variety of
Reading forms such as Facebook group
Responses posts so students can post their Summative 30%
work in a public arena and will be
based in the varied readings
through the term.
A culminating activity for the unit
that will cover the representational
Friendship and strand of ELA and have a large
Courage degree of student autonomy. Summative 30%
Representational Students will answer the unit
Activity inquiry question by creating a
presentation (video, PowerPoint,
piece of art, diorama, etc.)
 Lesson Overviews
Lesson 1
Outcomes:
 3.4.1 – Communicate ideas and information in a variety of oral, print and other media
texts, such as reports, autobiographies, brochures and video presentations
Length: 43 mins
FB Preparation: Make a Facebook profile using your uLeth account and create a group for
your Humanities 7 students. This group will be used throughout the term for reading
responses and varied writing activities for summative and formative assessment. It will also
be a great communication tool and group organizer. Create a topic with #introductions for
students to post in.
Lesson Procedure:
1. Introduce the “Friendship and Courage” unit you will be undertaking with students.
Go over assessments, key texts and expectations of students. Have students jump on
their chrome books to create a Facebook profile (every student will need a new one)
using their school email, or an email created on Gmail. Walk students through
creating an email by doing it on the Smartboard yourself.
2. Once students have all joined the group, explain how it will be used and the level of
professionalism expected in students. Tomfoolery will not be tolerated, any students
using the group inappropriately will face consequences.
3. Have students post in the topic #introductions. Students will:
Introduce themselves
Give an interesting fact about themselves
Name any hobbies they have
Name their most treasured possession
Talk about their best friend (could be anyone or anything)
Talk about one thing they hope to learn or study in Humanities 7
4. Students will then comment on at least 2 other student posts to practice proper
communication. They will introduce themselves, then leave one comment about
their introduction (something they liked, thought was funny, etc.).
5. As students are commenting on each other’s introductions, leave comments on each
student’s intro yourself.
Text Studied:
 None
Materials and Resources:
 Chrome books
 Whiteboard/Smartboard
Lesson 2
Outcomes:
 2.4.4 – Create a variety of oral, print and other media texts to explore ideas related to
particular topics or themes
 2.2.1 – Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as journals, nature programs, short stories, poetry, letters,
 CDROM programs, mysteries, historical fiction, drawings and prints
Length: 43 mins
FB Preparation: Have a topic (#ilikeyou) in the Facebook group with I, Like You posted for
students to add a stanza on to at the end of class.
Additionally, post a topic about the Literature Share for Tuesday. Students will bring a
favourite book/song/poem from home and talk about; why this literature is a favourite (great
message, tied to a memory, recommended from a friend, etc.), what the literature is about,
and an excerpt from the literature to share (no rationale required here). Max 2 minutes each.
Lesson Procedure:
1. Open class with a poll. Have students get on chrome books and head to the ‘linkto’
link you have up on the Facebook group. Open the link on the Smartboard (you voted
“Goes to your school” once already). Also talk about the Literature Share activity for
next class (Tuesday after Labour Day) – Students will need to bring a favourite
book/song/poem from home to talk about on Tuesday (why the literature is a
favourite, what the literature is about, and an excerpt from the literature to share).
These presentations should be max 2 minutes each.
2. Discuss responses with the class. Have students name the top three qualities and why
they think they are important. Call on students who voted for these to answer.
3. Pull up I, Like You by Casie Hermansson on the Smartboard. Have students read
through the poem by asking for a volunteer for each stanza. Upon completion, have
students work in small groups to sum up the poem in 5 words. Call on each group to
share.
4. Pass out the “I, Like You” Worksheet. Students may work independently or in pairs to
complete the worksheet. Once students look mostly done, call all students back to go
through the worksheet together.
5. At 10 minutes left in class, have students jump on the Facebook group to add a stanza
to the poem you have posted in the group. Students may also choose to add an image
instead that symbolizes the poem but will have to add a rationale for the image if they
choose this option.
6. Before the end of class, talk about the Literature Share once more. Go over the details
again and answer any questions. Tell students to check the Facebook group if they
forget details over the weekend, and that they can contact you with any questions on
Facebook as well.
Text Studied:
 I, Like You by Casie Hermansson
Materials and Resources:
 https://linkto.run/p/EXRX0G9O
 Chrome books
 Whiteboard/Smartboard
 I, Like You Worksheet
Lesson 3
Outcomes:
 2.2.2 – Justify own point of view about oral, print and other media texts, using
 evidence from texts
 3.4.1 – Communicate ideas and information in a variety of oral, print and other media
texts, such as reports, autobiographies, brochures and video presentations
 4.3.1 – Present ideas and opinions confidently, but without dominating the
discussion, during small group activities and short, whole class sessions
Length: 43 mins
FB Preparation: Have a topic (#LiteratureShare) for students to post in at the end of class.
Lesson Procedure:
1. Begin class with a discussion about the long weekend. Connect ideas of friendship
from the previous class where possible. Keep the discussion short as the Literature
Share will take some time.
2. Have students form desks (or just chairs) into a circle and join the circle yourself. The
Literature Share will be composed of students and you sharing a favourite
book/song/poem, talking about why it’s a favourite, what the literature is about, and
an excerpt from the literature. Model good listening and speaking throughout, thank
and applaud each student for sharing.
3. Once everyone has gone and if there is still time left in class, have students jump onto
the Facebook page to post under #LiteratureShare with their favourite student’s
presentation and why it was their favourite.
Text Studied:
 Student-supplied various texts
Materials and Resources:
 Chrome books
Lesson 4
Outcomes:
 2.1.4 – Use concept mapping and mental rehearsal to remember main ideas and
relevant details
 2.3.3 – Discuss connections among plot and subplot, main and supporting characters,
main idea and theme in a variety of oral, print and other media texts
Length: 43 mins
FB Preparation: Create a #FavouriteCreationMyths for the end of class where students will
write about which of the creation myths read was their favourite and why.
Lesson Procedure:
1. Begin class by asking “How did the world begin?” Discuss answers in a grand
conversation, expect to talk about the story from Genesis.
2. Yesterday students studied an Indigenous view on the beginning of the world, explain
that many cultures across the world have varying ideas on how the world began.
3. Write “The 6 Elements of a Story” on the board and list underneath ‘Characters,’
‘Setting,’ ‘Plot,’ ‘Conflict,’ ‘Resolution,’ and ‘Theme.’ Send students into small groups
of three or four and ensure each group has a student that knows the Christian
creation myth. Have students pull out the six elements of a story in the Christian
creation myth and record them on the ‘6 Elements of Story’ worksheet (one sheet per
group).
 4. Once students look finished, call them back and go over the worksheet. Discuss any
confusion (students may not have been able to discern all 6 elements).
5. Send students into 6 small groups and assign them each one of the story elements for
the upcoming activity.
6. Pull up the ’13 Creation Myths in World History’ on the Smartboard. Go through the
list and see which ones students would like to read, then read them through as a class
by calling on readers popcorn style.
7. After reading a myth, have students discuss in their small groups the element of the
story to which they were assigned. Give a few minutes, then call on groups to share
their responses.
8. Do this exercise until there are 5 minutes left in class, then have students jump on
their chrome books to the FB group to post under #FavouriteCreationMyths. As an
exit slip, students will write which was their favourite creation myth and why.
Text Studied:
 Various creation myths
Materials and Resources:
 ‘The 6 Elements of Story’ Worksheet
 Chrome books
 https://www.worldhistoryedu.com/creation-myths-from-around-the-world/#:~:text=
%2013%20Creation%20Myths%20in%20World%20History%20,gods%20–%20Aspu
%20and%20Tiamet%20–...%20More%20 (Google 13 Creation Myths in World History)
Lesson 5
Outcomes:
 2.4.3 – Create oral, print and other media texts that are unified by point of view,
carefully developed plot and endings consistent with previous events
 2.4.4 – Create a variety of oral, print and other media texts to explore ideas related to
particular topics or themes
Length: 43 mins
FB Preparation: Create another #CreationMyths for students to post their stories under for
the day.
Lesson Procedure:
1. Begin class by discussing favourite creation myths from last class. See if students can
name the 6 elements of story.
2. Explain that today students will be writing their own creation myth based off the
myths we read yesterday.
3. First, hand out a ‘6 Elements of Story’ worksheet to each student. Have them fill out
the sheet first by creating characters, a setting, plot, conflict, resolution, and theme.
Be sure to explain it is not meant to be a long story (unless they are up for the
challenge).
4. Once students finish the worksheet, they will use it to put together their creation
myth. They will use Word or any similar program, then they will be posting their story
in the FB group under the new #CreationMyths. Give 15 minutes to finish the
worksheet, then tell students they should be putting their story together for the last
 20 minutes of class.
5. If students finish early, have them read their peer’s stories and comment with 1 piece
of praise and 1 piece of constructive criticism.
Text Studied:
 Student-generated creation myths
Materials and Resources:
 https://www.worldhistoryedu.com/creation-myths-from-around-the-world/#:~:text=
%2013%20Creation%20Myths%20in%20World%20History%20,gods%20–%20Aspu
%20and%20Tiamet%20–...%20More%20 (for reference)
 ‘The 6 Elements of Story’ Worksheet
 Chrome books
Lesson 6
Outcomes:
 2.1.7 – Apply, flexibly, knowledge of phonics, sight vocabulary, structural analysis,
language and context clues, depending on the purpose and rate of reading
 2.2.10 – Discuss how techniques, such as colour, shape, composition, suspense,
foreshadowing and flashback, are used to communicate meaning and enhance effects
in oral, print and other media texts
Length: 43 mins
Lesson Procedure:
1. Begin class by asking students if they can recall any powerful speeches from movies,
assemblies, or anywhere. What made those speeches powerful or memorable?
2. Bring up the image of Ethos/Pathos/Logos on the Smartboard and explain these are
techniques used called rhetorical appeals in speeches first coined by the philosopher
Aristotle. Go through each of the three with a brief explanation or example.
3. Following, bring up the History video and explain we will be reliving 9/11 today in
class by studying President Bush’s Address to the Nation. First, show the video clip,
have the E/P/L image displayed, then ask “Which rhetorical appeal do you think
would work best to strengthen and unite people in a time of crisis like this?” Have
students think/pair/share responses.
4. Pass out the copies of the Address to the Nation and have students read in a
consecutive fashion. Upon completion, explain students will be working in pairs to
find two examples of either ethos, pathos, or logos in the speech. Assign each pair a
rhetorical appeal, then tell them to write their names on one of their speech copies,
as well as their assigned rhetorical appeal. Have the image up for reference, bring
special attention to the logic/reason/proof under Logos, credibility/trust under Ethos,
and emotions/values under Pathos.
5. Once most students seem complete, call the class back together and call on pairs to
share their responses. Discuss answers, asking other pairs if each given example is
correct.
6. Watch the video of the Address to the Nation and ask students in a final grand
conversation “Does seeing and hearing the speech make the message more or less
powerful than reading the speech?”
Text Studied:
 9/11 Address to the Nation – George W. Bush
Materials and Resources:
 Ethos-Pathos-Logos image
 https://www.youtube.com/watch?v=GmedslmeiUc&t=293s (9/11 Timeline video
from History)
 https://www.youtube.com/watch?v=rGwxw4tUzlo (Address to the Nation)
 George W. Bush – 911 Address to the Nation (2 page pdf)
 https://prezi.com/dhea5o2xpjpe/9-11-adress-to-the-nation/ (Prezi with
Ethos/Pathos/Logos examples)
Lesson 7
Outcomes:
 2.2.1 – Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as journals, nature programs, short stories, poetry, letters,
CDROM programs, mysteries, historical fiction, drawings and prints
 1.2.2 – Use talk, writing and representing to examine, clarify and assess
understanding of ideas, information and experiences
Length: 43 mins
Lesson Procedure:
1. Introduce the novel study the class is about to undertake. Explain we will have
reading periods of three chapters and work periods throughout the study. Mention
how the book was written in 1956 and takes place in 1935, so there will be a lot of use
of the word “Indian” where we would use the word “Indigenous.” This is because of
the period the book was written, and the period that the book takes place in.
2. Today will be a reading period, so pass out the novels, but explain how the reading
will happen. You will read sometimes, you might call on volunteers at the beginning of
the book, but you will do consecutive reading eventually, and silent reading as well.
Start the class off by reading first. As class progresses, ask for volunteers to continue
reading.
3. Stop to clarify, predict, confront vocabulary, and draw attention to important details.
4. Continue reading to almost the end of class. The goal is to finish chapters 1-3, but
likely you will not. The remainder of chapters 1-3 will be finished next class.
5. With 5 minutes left, have students discuss in small groups a summary of what we
have read so far. Call on groups to share after 1 minute.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
Lesson 8
Outcomes:
 1.1.1 – Extend understanding of ideas and information by finding and exploring oral,
print and other media texts on related topics and themes
 1.2.2 – Use talk, writing and representing to examine, clarify and assess
 understanding of ideas, information and experiences
 2.1.4 – Use concept mapping and mental rehearsal to remember main ideas and
relevant details
Length: 43 mins
Lesson Procedure:
1. Begin class by asking students for a quick summary of what has been read so far.
2. Finish the remainder of chapters 1-3 (if needed), then pass out “Comprehension
Questions: Chapters One to Three” to students. Have students work individually, in
pairs, or in groups of three to finish the worksheet.
3. When complete, they will come show their worksheets to you, then receive the
“Reading Response: Plot/Exposition” worksheet to start working on.
4. Once all students have completed the first worksheet. Call the class together to go
through the responses to ensure all students have the correct responses (instruct
them to correct their responses if needed).
5. With 10 minutes left in class, call everyone together to go through the Reading
Response worksheet. Ask students why this sheet is important and explain that the
exposition is the beginning of a story, then go through each of the Exposition boxes by
calling on groups or students to share their responses. Write each of the four
headings on the board, then write in point form all student responses underneath.
Instruct students to copy down any responses they are missing.
6. Collect all worksheets at the end of class to review.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
 “Comprehension Questions: Chapters One to Three” copies
 “Reading Response: Plot/Exposition” copies
Lesson 9
Outcomes:
 2.2.1 – Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as journals, nature programs, short stories, poetry, letters,
CDROM programs, mysteries, historical fiction, drawings and prints
 2.2.12 – Reflect on, revise and elaborate on initial impressions of oral, print and other
media texts, through subsequent reading, listening and viewing activities
Length: 43 mins
Lesson Procedure:
1. Begin class by asking students to summarize what has happened in the novel so far,
then ask for students to predict what might happen next in a grand conversation.
2. Read through chapters 4-6 with the class by either teacher reading, calling for
volunteers, consecutive reading, or silent reading (whichever seems best). If you opt
for silent reading, then remaining reading left will be homework for the night.
3. Stop to clarify, predict, confront vocabulary, and draw attention to important details
(if the class is not silent reading).
 4. With 5 minutes left in class (and if not silent reading), have students work in pairs or
small groups to summarize the reading for the day in three main points. Call on
students to share their answers after 1 minute.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
Lesson 10
Outcomes:
 4.1.10 – Experiment with figurative language, illustrations and video effects to create
visual images, provide emphasis or express emotion
 1.1.1 – Extend understanding of ideas and information by finding and exploring oral,
print and other media texts on related topics and themes
Length: 43 mins
Lesson Procedure:
1. Begin class by asking students to summarize what has been read so far, call on
students who were not called upon last class.
2. Finish the remainder of chapters 4-6 (if needed) as a group. Following, pass out
“Comprehension Questions: Chapters Four to Six” for students to complete either
individually, in pairs, or in groups of three.
3. Once students complete the worksheet, they will come show you their work and then
receive “Reading Response: Visual Interpretation” to work on. Go through the
worksheet with students so they are clear on the instructions.
4. If students finish the second worksheet, have them come show you and hand them
“Vocabulary: Group #1” (pg. 13-14) for students to complete. Go through instructions
once again and point to the first page as an exemplar.
5. With 5 minutes left in class, go over the Comprehension questions with the whole
class. Instruct students to correct responses along the way and call on different
groups and pairs to share their responses.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
 “Comprehension Questions: Chapters Four to Six” copies
 “Reading Response: Visual Interpretation” (pg. 27) copies
 “Vocabulary: Group #1” (pg. 13-14) copies
Lesson 11
Outcomes:
 2.2.1 – Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as journals, nature programs, short stories, poetry, letters,
CDROM programs, mysteries, historical fiction, drawings and prints
 2.4.1 – Choose appropriate strategies for generating ideas and focusing topics for
oral, print and other media texts
Length: 43 mins
Lesson Procedure:
1. Begin class by asking students to summarize what has happened in the novel so far,
then ask for students to predict what might happen next in a grand conversation.
2. Read through chapters 7-9 with the class by either teacher reading, calling for
volunteers, consecutive reading, or silent reading (whichever seems best). If you opt
for silent reading, then remaining reading left will be homework for the night.
3. Stop to clarify, predict, confront vocabulary, and draw attention to important details
(if the class is not silent reading).
4. With 5 minutes left in class (and if not silent reading), have students work in pairs or
small groups to summarize the reading for the day in three main points. Call on
students to share their answers after 1 minute.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
Lesson 12
Outcomes:
 5.2.1 – Contribute collaboratively in group situations, by asking questions and building
on the ideas of others
 3.3.4 – Reflect on ideas and information to form own opinions with evidence to
support them
Length: 43 mins
Lesson Procedure:
1. Begin class by asking students what the most interesting thing they have learned from
the book is. Discuss responses.
2. Finish the remainder of chapters 7-9 as a group (if needed). Following, hand out
“Comprehension Questions: Chapters Seven to Nine” for students to complete
individually, in pairs, or in groups of three.
3. Students will bring their completed worksheet to you to check over before being
given the next worksheet “Reading Response: Character Webs.”
4. Once all students are on the second worksheet, gather the class together to go
through the questions and instruct students to correct responses along the way.
5. With 15 minutes left in class, mix up the groups and pairs into 4 big groups and have
students share their responses in the character webs. Students will then work
together to generate the three most fitting traits for both Jamie and Awasin.
6. In the last 5 minutes, call on groups to share their three best traits.
7. Collect worksheets at the end of class to review.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
 “Comprehension Questions: Chapters Seven to Nine” copies
  “Reading Response: Character Webs” copies
Lesson 13
Outcomes:
 2.2.1 – Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as journals, nature programs, short stories, poetry, letters,
CDROM programs, mysteries, historical fiction, drawings and prints
 1.1.3 – Reflect on own observations and experiences to understand and develop oral,
print and other media texts
Length: 43 mins
Lesson Procedure:
1. Begin class by having students think/pair/share one instance of friendship and one
instance of courage we have read about in the novel so far. Call on a few pairs but be
wary of time constraints.
2. Read through chapters 10-12 with the class by either teacher reading, calling for
volunteers, consecutive reading, or silent reading (whichever seems best). If you opt
for silent reading, then remaining reading left will be homework for the night.
3. Stop to clarify, predict, confront vocabulary, and draw attention to important details
(if the class is not silent reading).
4. With 5 minutes left in class (and if not silent reading), have students work in pairs or
small groups to summarize the reading for the day in three main points. Call on
students to share their answers after 1 minute.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
Lesson 14
Outcomes:
 2.2.8 – Identify and explain conflict, and discuss how it develops and may be resolved
 2.2.4 – Express interpretations of oral, print and other media texts in another form or
genre
Length: 43 mins
Lesson Procedure:
1. Ask students if they can define conflict, have students think/pair/share responses.
2. Finish the remainder of chapters 10-12 as a group (if needed). Following, hand out
“Reading Response: Conflict” to students and read over the instructions by having
students read aloud popcorn style. Stop to relate concepts to what we have read in
the novel and to explain and elaborate. Read the example yourself, then ask students
if they have any questions surrounding the task.
3. Hand out “Comprehension Questions: Chapters Ten to Twelve” for students to
complete individually, in pairs, or as a group of three. Following, inform students they
may work on either assignment first, but the Reading Response must be completed
individually (students may discuss their ideas but each response must be unique).
4. Once students complete both worksheets, they will bring them to you to check over
 and then receive “Reading Response: Visual Interpretation” (pg. 32) to complete.
5. With 5 minutes left in class, call the crew together and go over the Comprehension
Questions. Instruct students to correct their responses along the way if needed, then
collect all worksheets at the end of class.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
 “Reading Response: Conflict” copies (pg. 36-37)
 “Comprehension Questions: Chapters Ten to Twelve” copies
 “Reading Response: Visual Interpretation” copies (pg. 32)
Lesson 15
Outcomes:
 2.2.1 – Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as journals, nature programs, short stories, poetry, letters,
CDROM programs, mysteries, historical fiction, drawings and prints
 5.2.2 – Take responsibility for assuming a variety of roles in a group, depending on
changing contexts and needs
Length: 43 mins
Lesson Procedure:
1. Begin class by having students form groups of 4. Students will select a scene to
recreate in 5 minutes, then the rest of the class will guess which scene it is they are
representing. Encourage some students to act as props or inanimate objects to
broaden their choices.
2. Read through chapters 13-15 with the class by either teacher reading, calling for
volunteers, consecutive reading, or silent reading (whichever seems best). If you opt
for silent reading, then remaining reading left will be homework for the night.
3. Stop to clarify, predict, confront vocabulary, and draw attention to important details
(if the class is not silent reading).
4. With 5 minutes left in class (and if not silent reading), have students work in pairs or
small groups to summarize the reading for the day in three main points. Call on
students to share their answers after 1 minute.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
Lesson 16
Outcomes:
 4.1.10 – Experiment with figurative language, illustrations and video effects to create
visual images, provide emphasis or express emotion
 3.3.1 – Organize ideas and information by selecting or developing categories
appropriate to a particular topic and purpose
Length: 43 mins
Lesson Procedure:
1. Begin class by asking students to think of one event in the book so far, then have
students come up and write it on the whiteboard two at a time. These can be major
or minor events.
2. Finish reading chapters 13-15 as a group (if needed). Following, hand out
“Comprehension Questions: Chapters Thirteen to Fifteen” for students to complete
individually, in pairs, or as a group of three.
3. Students will come to you to check over their responses and then receive “Reading
Response: Illustrated Time Line” to complete on their own. Refer students to the list
we created on the board if they need ideas.
4. Once all students are on to the Time Line, go over the Comprehension Questions as a
class. Instruct students to correct responses as we go.
5. If students finish the second worksheet, have “Vocabulary: Crossword Puzzle & Word
Search #1” (pg. 21-22) ready for students to work on for the rest of class.
6. Students should have the first two worksheets completed by the end of class. If not,
they will be homework. Collect all completed worksheets at the end of class.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
 “Comprehension Questions: Chapters Thirteen to Fifteen” copies
 “Reading Response: Illustrated Time Line” copies
 “Vocabulary: Crossword Puzzle & Word Search #1” copies (pg. 21-22)
Lesson 17
Outcomes:
 2.2.12 – Reflect on, revise and elaborate on initial impressions of oral, print and other
media texts, through subsequent reading, listening and viewing activities
 2.2.1 – Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as journals, nature programs, short stories, poetry, letters,
CDROM programs, mysteries, historical fiction, drawings and prints
Length: 43 mins
Lesson Procedure:
1. Begin class by asking “Who are the ‘good guys’ and who are the ‘bad guys’ thus far?
What makes you think so? Are you sure there is no missing details?” Have students
think/pair/share responses (again, be mindful of time constraints) in a grand
conversation.
2. Read through chapters 16-18 with the class by either teacher reading, calling for
volunteers, consecutive reading, or silent reading (whichever seems best). If you opt
for silent reading, then remaining reading left will be homework for the night.
3. Stop to clarify, predict, confront vocabulary, and draw attention to important details
(if the class is not silent reading).
4. With 5 minutes left in class (and if not silent reading), have students work in pairs or
small groups to summarize the reading for the day in three main points. Call on
 students to share their answers after 1 minute.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
Lesson 18
Outcomes:
 2.3.7 – Explore surprising and playful uses of language and visuals in popular culture,
such as cartoons, animated films and limericks; explain ways in which imagery and
figurative language, such as simile, convey meaning
 4.2.7 – Apply specific and effective strategies for learning and remembering the
correct spelling of words in own writing
Length: 43 mins
FB Preparation: Create a topic with #BarrensMemes for students to post in later in class,
include a link to the meme generator site https://imgflip.com/memegenerator
Lesson Procedure:
1. Begin class by having students pair up and predict what will happen next. Instruct
students to back up their opinion with examples from the book. Roam the room and
listen in.
2. Finish reading chapters 16-18 as a group (if needed). Pass out “Comprehension
Questions: Chapters Sixteen to Eighteen” for students to complete individually, in
pairs, or as a group of three.
3. Students are to show you their completed sheet to check over before handing them
“Vocabulary: Group #1” (pg. 17) to complete in the same fashion.
4. Once all students are complete the Comprehension questions, bring the group
together to go over the questions and instruct students to correct responses along
the way.
5. Following, explain to students that once they finish the Vocabulary worksheet, they
are to jump onto the FB group, open the meme generator site, and create a meme for
the book so far. They may create more than one, all memes must be based on the
book itself. Students will post all memes to the FB group topic.
6. Collect all worksheets at the end of class.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
 “Comprehension Questions: Chapters Sixteen to Eighteen” copies
 “Vocabulary: Group #1” (pg. 17) copies
 Chrome books
 https://imgflip.com/memegenerator (Meme generating site)
Lesson 19
Outcomes:
 1.1.4 – Discuss and respond to ways that content and forms of oral, print and other
 media texts interact to influence understanding
 2.2.1 – Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as journals, nature programs, short stories, poetry, letters,
CDROM programs, mysteries, historical fiction, drawings and prints
Length: 43 mins
Lesson Procedure:
1. Begin class by asking students what their favourite meme was from last class was.
Bring up the FB group on the Smartboard and go through memes with students. For
each favourite, have students describe the scene in the book the meme relates to.
2. Read through chapters 19-21 with the class by either teacher reading, calling for
volunteers, consecutive reading, or silent reading (whichever seems best). If you opt
for silent reading, then remaining reading left will be homework for the night.
3. Stop to clarify, predict, confront vocabulary, and draw attention to important details
(if the class is not silent reading).
4. With 5 minutes left in class (and if not silent reading), have students work in pairs or
small groups to summarize the reading for the day in three main points. Call on
students to share their answers after 1 minute.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
 Smartboard
Lesson 20
Outcomes:
 4.1.1 – Identify particular content features that enhance the effectiveness of
published oral, print and other media texts
 3.4.1 – Communicate ideas and information in a variety of oral, print and other media
texts, such as reports, autobiographies, brochures and video presentations
Length: 43 mins
Lesson Procedure:
1. Begin class by asking students “What is mood?” Have students form pairs or small
groups to find a definition for mood online or in a thesaurus, then put it into their
own words. Call on groups to share their responses.
2. Finish reading through chapters 19-21 as a group (if needed). Following, distribute
“Comprehension Questions: Chapters Nineteen to Twenty-One” for students to
complete individually, in pairs, or in a group of three.
3. Have students bring you their completed Comprehension questions to check over
before handing them “Reading Response: Mood.” Go over the instructions with them
before sending them off to complete the worksheet individually. They may discuss
ideas and chat about their responses, but each student must complete their own
sheet.
4. Once all students are on the second worksheet, gather class attention and go through
the Comprehension questions, instructing students to correct any responses along the
 way.
5. Students who finish the second worksheet will bring their work to you to check over,
then form a sharing circle and share their work in turn with other students.
6. With 5 minutes left in class, have all remaining students join the sharing circle to
review their responses.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
 “Comprehension Questions: Chapters Nineteen to Twenty-One” copies
 “Reading Response: Mood” copies
Lesson 21
Outcomes:
 1.1.3 – Reflect on own observations and experiences to understand and develop oral,
print and other media texts
 2.2.1 – Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as journals, nature programs, short stories, poetry, letters,
CDROM programs, mysteries, historical fiction, drawings and prints
Length: 43 mins
Lesson Procedure:
1. Begin class by asking students if they have ever lost their parents when they were
younger, be it at a supermarket, carnival, or wherever. Have students sum up the
experience in 3 words or less.
2. Read through chapters 22-24 with the class by either teacher reading, calling for
volunteers, consecutive reading, or silent reading (whichever seems best). If you opt
for silent reading, then remaining reading left will be homework for the night.
3. Stop to clarify, predict, confront vocabulary, and draw attention to important details
(if the class is not silent reading).
4. With 5 minutes left in class (and if not silent reading), have students work in pairs or
small groups to summarize the reading for the day in three main points. Call on
students to share their answers after 1 minute.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
Lesson 22
Outcomes:
 2.2.5 – Predict and discuss the consequences of events or characters’ actions, based
on information in oral, print and other media texts
 1.2.1 – Listen and respond constructively to alternative ideas or opinions
Length: 43 mins
FB Preparation: Start a new topic with #BarrensEndings for students to post in later in class.
Students will write 3 short paragraphs predicting the end of the novel.
Lesson Procedure:
1. Begin class by having students think/pair/share a prediction for the ending of the
novel. Give a few minutes, then call on pairs to share their responses.
2. Finish reading chapters 22-24 as a group (if needed). After reading, inform students of
the FB group task for the day. Students will write 3 short paragraphs predicting the
end of the novel under the topic #BarrensEndings. Instruct students that each of the
three paragraphs should be between 3-5 sentences so they don’t go overboard.
3. Following, distribute “Comprehension Questions: Chapters Twenty-Two to Twenty-
Four” for students to complete individually, in pairs, or in a group of three.
4. Students will come to you to check over their answers before sending them off on
their final task of the day – writing a prediction for the end of the novel on the FB
group page.
5. With 10 minutes left in class and if students are mostly finished posting in the group,
call the group together for a grand conversation. Have students vote on which post is
most plausible (and why), most hilarious, and best written. Pull up the FB page on the
Smartboard for this activity. You may want to have candy on hand to award winners.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
 Chrome books
 Smartboard
 “Comprehension Questions: Chapters Twenty-Two to Twenty-Four” copies
Lesson 23
Outcomes:
 2.2.2 – Justify own point of view about oral, print and other media texts, using
evidence from texts
 2.2.1 – Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as journals, nature programs, short stories, poetry, letters,
CDROM programs, mysteries, historical fiction, drawings and prints
Length: 43 mins
Lesson Procedure:
1. Begin class by posing the question “What is the most important event in the story so
far?” Have students form small groups and defend their choice with examples from
the book.
2. Read through chapters 25-27 with the class by either teacher reading, calling for
volunteers, consecutive reading, or silent reading (whichever seems best). If you opt
for silent reading, then remaining reading left will be homework for the night.
3. Stop to clarify, predict, confront vocabulary, and draw attention to important details
(if the class is not silent reading).
4. With 5 minutes left in class (and if not silent reading), have students work in pairs or
small groups to summarize the reading for the day in three main points. Call on
students to share their answers after 1 minute.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
Lesson 24
Outcomes:
 2.2.7 – Analyze how plot develops; the connection between plot and subplot; and the
interrelationship of plot, setting and characters
 3.1.2 – Use note-taking, outlining, or representing to summarize important ideas and
information in oral, print and other media texts
Length: 43 mins
Lesson Procedure:
1. Begin class by asking what students remember about the ‘exposition.’ Introduce the
terms ‘rising action’ (conflicts leading to the climax), ‘climax’ (the turning point),
‘falling action’ (conflicts that lead to a resolution), and ‘resolution’ (problems are
solved). Illustrate these terms on the board and see if students can define any.
2. Describe your day in these terms: The exposition of your day is waking and getting
ready for school, the rising action is the drive to school and preparation for class, the
climax of your day is class itself where all plans come to life, the falling action is the
preparation for tomorrow, the drive home, and making dinner, the resolution is
flipping on some gaming after all the preparation for the following day is ready
followed by a deep snooze.
3. Finish the remainder of the book (if needed). Following, distribute “Comprehension
Questions: Chapters Twenty-Five to Twenty-Seven” for students to complete
individually, in pairs, or in groups of three.
4. Students will bring you their finished worksheets to go over before handing them
“Reading Response: Plot Summary” to work on. Go over the instructions and ensure
students know what to do for the task.
5. Once all students are on the second worksheet, go over the Comprehension questions
as a class. Instruct students to make corrections if needed. Go over the Plot Summary
sheet immediately after once more. If students are having trouble, help out by seeing
if the class can identify the climax, then call on students to name events leading to the
climax, and events following the climax. Scaffold responses.
6. Collect all worksheets once they are finished. If students finish early, have
“Vocabulary: Crossword Puzzle & Word Search #2” ready for them to work on.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
 “Comprehension Questions: Chapters Twenty-Five to Twenty-Seven” copies
 “Reading Response: Plot Summary” copies
 “Vocabulary: Crossword Puzzle & Word Search #2” copies
 Whiteboard
 Lessons 25-26
Outcomes:
 3.4.1 – Communicate ideas and information in a variety of oral, print and other media
texts, such as reports, autobiographies, brochures and video presentations
 4.1.5 – Use paragraphs, appropriately, to organize narrative and expository texts
 3.3.1 – Organize ideas and information by selecting or developing categories
appropriate to a particular topic and purpose
 3.3.2 – Produce oral, print and other media texts with well-developed and well-linked
ideas and sections
Length: 43 mins
Lesson Procedure:
1. Begin class by asking “Who has written an essay before?” If students have, discuss the
components of an essay (thesis statement or claim, intro, supporting arguments,
conclusion). Scaffold answers, let students do the talking.
2. Distribute “The Essay” summative task sheets to students. Read through the notes
and the structure of the essay and clarify along the way, make sure students are free
to ask any questions they have.
3. When you get to the example, have students form small groups to pick out the topic
sentence, the example, the support, and the concluding sentence. Give students a
few minutes to do this.
4. Following, read through the essay topics. For each of the essay topics, come up with a
thesis statement with the class for each. Write these on the board so students have
an example to work off, or a thesis to use if they are first time essay writers.
5. Go through the rubric and explain expectations of the students. Ensure students know
where the rubric is located to refer to it when needed.
6. Have students come to you to check over their work once their introduction is done
to ensure they are on the right path. Inform students they may come check over any
sentences and paragraphs at any time with you and it will not affect their mark.
7. Students will have two class periods to finish the essay, they may also work on it at
home if they feel they need to. Students who finish will bring their work to you to
check over, then read through other students’ finished work until the end of the
second period.
Text Studied:
 Lost in the Barrens by Farley Mowat
Materials and Resources:
 Lost in the Barrens copies
 “The Essay” summative task sheet copies
Lesson 27
Outcomes:
 1.1.4 – Discuss and respond to ways that content and forms of oral, print and other
media texts interact to influence understanding
 2.1.4 – Use concept mapping and mental rehearsal to remember main ideas from two
or more sources on the same topic
Length: 43 mins
FB Preparation: Post the link to “The Last Spin” for students to access later in class
Lesson Procedure:
1. Begin class by asking “Who has ever had a fight with a friend? How did you resolve
it?” Have students think/pair/share responses, then discuss their answers.
2. Before reading “The Last Spin” for students, ask if they know what Russian roulette is.
Explain that the upcoming story involves this game. Have students close their eyes
and lower their heads, then ask if any student is uncomfortable with a story that
involves this to raise their hands. If there are any students, get them some earphones
and have them listen to a reading of “Cinderella” by Charles Perrault (on YouTube).
Give them the “Last Spin” worksheet but tell them to cross out the title and put
“Cinderella.”
3. Ask students to name the six elements of story, then write correct responses on the
board. Quickly go over each.
4. Explain that the story takes place in the 50s between two members of rival gangs, so
there will be some old slang. Read for the students, pause after the firings of the gun
to point to how the author uses suspense to build rising action.
5. Upon completion, distribute “The Last Spin – Worksheet” for students to complete.
Go through the worksheet and explain instructions, answer any questions before
sending students to work individually or in pairs.
6. Once students are complete, they will bring their sheets to you to check over.
7. If students finish early, write “Give three examples of suspense used in the story” on
the back of their papers.
Text Studied:
 The Last Spin by Evan Hunter
Materials and Resources:
 “The Last Spin” teacher copy
 Chrome books
 “The Last Spin – Worksheet” copies
 https://docs.google.com/viewer?
a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxzd2VzZXllbmdsaXNoOHxneDo1MDczO
GJmNzNhZTAyYmFl (The Last Spin link)
 https://www.youtube.com/watch?v=HsZnC_6USU4 (Cinderella link)
Lessons 28-29
Outcomes:
 1.1.2 – Express personal understandings of ideas and information based on prior
knowledge, experiences with others and a variety of oral, print and other media texts
 1.2.2 – Use talk, writing and representing to examine, clarify and assess
understanding of ideas, information and experiences
 2.1.3 – Identify, connect, and summarize in own words, the main ideas from two or
more sources on the same topic
 2.2.3 – Organize interpretations of oral, print and other media texts around two or
three key ideas
  3.3.4 – Reflect on ideas and information to form own opinions with evidence to
support them
 3.4.1 – Communicate ideas and information in a variety of oral, print and other media
texts, such as reports, autobiographies, brochures and video presentations
Length: 43 mins
FB Preparation: Post the links to “The Last Spin,” “I, Like You,” and “9/11 Address to the
Nation (2001)” in a new topic under #Friendship&CourageLinks for students to use in their
final projects
Lesson Procedure:
1. Begin class by asking students what they have learned about courage and friendship.
Carry on a grand conversation on the topic for 5 minutes.
2. Introduce the final project by distributing the assignment sheet. Go over the sheet
THOROUGHLY and answer any questions that students may have.
3. Students may work individually or in small groups (up to three members but can be
negotiable depending on the type of presentation students choose).
4. Be sure to address the rubric once you have thoroughly gone through instructions. Be
sure students are clear on expectations.
5. Students will have two class periods to work on their presentation but may have the
weekend to work on it as well. The due date will be Monday, Oct. 18.
Text Studied:
 None
Materials and Resources:
 Chrome books
 Varied depending on student choice of project