1

Too Cool for School:

a look into the gothic.

10129684
CURR318
ENG2P
Dr. Jane Chin
April 20th 2015

Table of Contents

Description of Theme/Content of Unit - - - - 3

Critical Introduction - - - - - - - 4

Learning Goals and Success Criteria - - - - 5

Visual Representation of Progression of - - - - 7

Learning Goals & Success Criteria

Assessment for Learning - - - - - - 9

Supplementary Texts - - - - - - 10

Lesson Plans - - - - - - - 15

Letter to Parents - - - - - - - 25

Assessment of Learning - - - - - - 27

Bibliography - - - - - - - - 28

Description of Theme and Content of Unit

 3

Extrapolating gothic themes from Gail Gallant’s Apparition and applying them to the
inception of gothic novels I think would be a fun unit for high school students to enjoy. The
protagonists journey through a world of gothic/magical realism has some stark comparisons to
early gothic works such as Castle of Otranto, all the way up to Strange Case of Dr Jekyll and Mr
Hyde. What makes a work “gothic” and exploring the genre of horror and the supernatural I
think would make for an interesting unit. Also, most of the classic gothic work is public domain
and someone the most accessible writing from that time. The unit will focus on their reading
comprehension skills, as well as their writing skills through the lens of genre.

Learning Goals and Success Criteria


Learning Goal
Students will be able to
interpret a classic gothic text
and be able to map the
novel’s greater themes on to
other contexts. The will be
able to evaluate and
demonstrate the key points of
gothic literature.
Students will write in a gothic 1. Students will engage in
style, a poem, song or
another work in the gothic
genre. Through close reading
of the text, they will be able to and key plot points.
use a series of classic gothic 2. Students will recreate a
scenarios and themes in
order to re-create a short
work.
Success Criteria
1. Students will examine and
determine differences and
similarities in these stories
to gain an understanding
of the gothic.
2. Students will be able to
demonstrate this through a
presentation to the class.
close reading of text to
identify major themes,
character development,
gothic text of their own
using these key themes
that they’ve developed
through using different
language.
4
Coded Expectation
Oral Communication:
1. Listening to Understand
1.5 Interpreting Texts
2. Speaking to Communicate
2.3 Clarity and
Coherence
3. Reading with Fluency
3.1 Reading Familiar
Words
3.2 Reading Unfamiliar
Words
Reading and Literature:
1. Reading for Meaning
1.2 Using Reading
Comprehension Strategies
1.5 Extend Understanding
Of Texts
2. Reading with Fluency
3.1 Reading Familiar
Words
3.2 Reading Unfamiliar
Words
3. Writing:
Developing and Organizing
Content
1.1 Identifying Topic,
Purpose, and Audience
1.2 Generating and
Developing Ideas

Learning Goal
Students will be able to use
their previous knowledge to
make children’s stories
“gothic”. Taking the innocent
and finding the “gothic” in it.
Success Criteria
1. Students will now take
what they know about the
genre and map it onto
another genre (cow book).
2. Students will take a
typically innocent
children’s story from a well
known children’s author
and “turn it gothic” using
their newfound elements
of style and genre.
5
Coded Expectation
Writing:
1. Developing and
Organizing Content
1.1 Identifying Topic,
Purpose, and Audience
1.2 Generating and
Developing Ideas
2. Using Knowledge of Form
and Style
3. Speaking to Communicate
2.3 Clarity and
Coherence
 6

Learning Goal 1
(class 2)

Interpret a classic gothic text and be able

to map the novel’s greater themes on to
other contexts. The will be able to evaluate and
demonstrate the key points of gothic literature.

Activity 1

Dramatic Reading:
Have the students in groups, prepare a gothic, dramatic reading of a passage from the
book. Use of effects such as music, costuming, etc. should be considered.

Learning Goal 2
(class 5)

Students will write in a gothic style, a poem,

song or another work in the gothic genre. Through close
reading of the text, they will be able to use a series of classic
gothic scenarios and themes in order to re-create a short work.
 7

Activity 2

Create A Gothic Work:

Write a short essay, poem, song or draw a picture that is “gothic” using the language
that we have gained from reading The Strange Case of Dr Jekyll and Mr. Hyde. Using
victorian gothic language and images.

Learning Goal 3
(class 9)

Students will be able to use their previous knowledge

to make children’s stories “gothic”. Taking the innocent
and finding the “gothic” in it.

Activity 3

Clash of Context:
Students will now take a children’s book from a well known offer and give it a “gritty
reboot” using elements of the gothic style. This will be written up as a book and then
presented to the class as a children’s story. The content of the work as well as the
presentation will be evaluated.
 8

Assessment For Learning

Class Pintrest Board

Each student will be asked to bring in

supplementary material that they believe
is “gothic” we will use this to make a
class “pinterest board” and then discuss
the board with the class. This will allow
us to facilitate a class discussion, as well
as assess to see what the students
believe that the term “gothic” means.
 9

Supplementary Texts
Visual Art:

Jekyll and Hyde by iesnoth (internet source)

Jack the RIpper, (source http://topyaps.com/top-10-interesting-facts-about-jack-the-ripper)

Songs:

Crystal Castles - Not In Love Lyrics

https://www.youtube.com/watch?t=97&v=1kbEhBdNKXs

i saw your picture hangin' on the back of my door

won't give you my heart
no one lives there anymore
and we were lovers
now we can't be friends
fascination ends
 10

here we go again
cause it's cold outside, when you coming home
cause it's hot inside, isn't that enough

i'm not in love

could it be that time has taken it's toll

won't take you so far, i am in control
and we were lovers
now we can't be friends
fascination ends
here we go again
cause it's cold outside, when you coming home
cause it's hot inside, isn't that enough

i'm not in love

i'm not in love
i'm not in love
we are not in love
we are not in love
we are not in love
we are not in love
 11

Xiu Xiu – “Suha” (2002)

https://www.youtube.com/watch?t=60&v=GacvwgKA810

Black lung got you down tonight

Saving it all for work
Suha pins her arms to her side
Watching her twin want to die

I hate my body, I hate the desert

Please let me escape
When will I be going home?
I hate my husband, I hate my children
I'm going to hang myself
When will I be going home?

Black hair got you down tonight

Black love, black cuts from your work
Weep like the busted girl you are
Wash down your hope in that car

I hate my body, I hate the desert

Please let me escape
When will I be going home?
I hate my husband, I hate my children
I'm going to hang myself
When will I be going home?

My name is Suha, I'm 25 years old

I'm going to hump a cop
When will I be going home?

Nine Inch Nails – “Hurt” (1994)

https://www.youtube.com/watch?v=fb4qyuR7_cc

I hurt myself today

To see if I still feel
I focus on the pain
The only thing that's real
The needle tears a hole
The old familiar sting
Try to kill it all away
But I remember everything
 12

What have I become?

My sweetest friend
Everyone I know
Goes away in the end
You could have it all
My empire of dirt
I will let you down
I will make you hurt

I wear this crown of shit

Upon my liar's chair
Full of broken thoughts
I cannot repair
Beneath the stains of time
The feelings disappear
You are someone else
I am still right here

What have I become?

My sweetest friend
Everyone I know
Goes away in the end

You could have it all

My empire of dirt
I will let you down
I will make you hurt
If I could start again
A million miles away
I would keep myself
I would find a way

Poems:
THE DANCE OF DEATH
Written by: Johann Wolfgang von Goethe

THE warder looks down at the mid hour of night,

On the tombs that lie scatter'd below:

The moon fills the place with her silvery light,

And the churchyard like day seems to glow.

When see! first one grave, then another opes wide,
And women and men stepping forth are descried,

In cerements snow-white and trailing.

 13

In haste for the sport soon their ankles they twitch,

And whirl round in dances so gay;

The young and the old, and the poor, and the rich,

But the cerements stand in their way;

And as modesty cannot avail them aught here,
They shake themselves all, and the shrouds soon appear

Scatter'd over the tombs in confusion.

Now waggles the leg, and now wriggles the thigh,

As the troop with strange gestures advance,

And a rattle and clatter anon rises high,

As of one beating time to the dance.

The sight to the warder seems wondrously queer,
When the villainous Tempter speaks thus in his ear:

"Seize one of the shrouds that lie yonder!"

Quick as thought it was done! and for safety he fled

Behind the church-door with all speed;

The moon still continues her clear light to shed

On the dance that they fearfully lead.

But the dancers at length disappear one by one,
And their shrouds, ere they vanish, they carefully don,

And under the turf all is quiet.

But one of them stumbles and shuffles there still,

And gropes at the graves in despair;

Yet 'tis by no comrade he's treated so ill

The shroud he soon scents in the air.

So he rattles the door--for the warder 'tis well
That 'tis bless'd, and so able the foe to repel,

All cover'd with crosses in metal.

The shroud he must have, and no rest will allow,

 14

There remains for reflection no time;

On the ornaments Gothic the wight seizes now,

And from point on to point hastes to climb.

Alas for the warder! his doom is decreed!
Like a long-legged spider, with ne'er-changing speed,

Advances the dreaded pursuer.

The warder he quakes, and the warder turns pale,

The shroud to restore fain had sought;

When the end,--now can nothing to save him avail,--

In a tooth formed of iron is caught.

With vanishing lustre the moon's race is run,
When the bell thunders loudly a powerful One,

And the skeleton fails, crush'd to atoms.

1813.

The Wanderer
Written by: Alan Seeger

To see the clouds his spirit yearned toward so

Over new mountains piled and unploughed waves,
Back of old-storied spires and architraves
To watch Arcturus rise or Fomalhaut,

And roused by street-cries in strange tongues when day

Flooded with gold some domed metropolis,
Between new towers to waken and new bliss
Spread on his pillow in a wondrous way:

These were his joys.

Oft under bulging crates,
Coming to market with his morning load,
The peasant found him early on his road
To greet the sunrise at the city-gates,---

There where the meadows waken in its rays,

Golden with mist, and the great roads commence,
And backward, where the chimney-tops are dense,
Cathedral-arches glimmer through the haze.
 15

White dunes that breaking show a strip of sea,

A plowman and his team against the blue
Swiss pastures musical with cowbells, too,
And poplar-lined canals in Picardie,

And coast-towns where the vultures back and forth

Sail in the clear depths of the tropic sky,
And swallows in the sunset where they fly
Over gray Gothic cities in the north,

And the wine-cellar and the chorus there,

The dance-hall and a face among the crowd,---
Were all delights that made him sing aloud
For joy to sojourn in a world so fair.

Back of his footsteps as he journeyed fell

Range after range; ahead blue hills emerged.

Before him tireless to applaud it surged

The sweet interminable spectacle.

And like the west behind a sundown sea

Shone the past joys his memory retraced,
And bright as the blue east he always faced
Beckoned the loves and joys that were to be.

From every branch a blossom for his brow

He gathered, singing down Life's flower-lined road,
And youth impelled his spirit as he strode
Like winged Victory on the galley's prow.

That Loveliness whose being sun and star,

Green Earth and dawn and amber evening robe,
That lamp whereof the opalescent globe
The season's emulative splendors are,

That veiled divinity whose beams transpire

From every pore of universal space,
As the fair soul illumes the lovely face---
That was his guest, his passion, his desire.

His heart the love of Beauty held as hides

One gem most pure a casket of pure gold.

It was too rich a lesser thing to bold;

 16

It was not large enough for aught besides.

I Sit By The Window

Written by: Joseph Brodsky

I said fate plays a game without a score,

and who needs fish if you've got caviar?
The triumph of the Gothic style would come to pass
and turn you on--no need for coke, or grass.
I sit by the window.
Outside, an aspen.
When I loved, I loved deeply.
It wasn't often.

I said the forest's only part of a tree.

Who needs the whole girl if you've got her knee?
Sick of the dust raised by the modern era,
the Russian eye would rest on an Estonian spire.
I sit by the window.
The dishes are done.
I was happy here.
But I won't be again.

I wrote: The bulb looks at the flower in fear,

and love, as an act, lacks a verb; the zer-
o Euclid thought the vanishing point became
wasn't math--it was the nothingness of Time.
I sit by the window.
And while I sit
my youth comes back.
Sometimes I'd smile.
Or spit.

I said that the leaf may destory the bud;

what's fertile falls in fallow soil--a dud;
that on the flat field, the unshadowed plain
nature spills the seeds of trees in vain.
I sit by the window.
Hands lock my knees.
My heavy shadow's my squat company.

My song was out of tune, my voice was cracked,

but at least no chorus can ever sing it back.
That talk like this reaps no reward bewilders
no one--no one's legs rest on my sholders.
I sit by the window in the dark.
 17

Like an express,
the waves behind the wavelike curtain crash.

A loyal subject of these second-rate years,

I proudly admit that my finest ideas
are second-rate, and may the future take them
as trophies of my struggle against suffocation.
I sit in the dark.
And it would be hard to figure out
which is worse; the dark inside, or the darkness out.

Feature Film Title:

Dracula
1931

Tod Browning adapts Stoker via the stage play in which Bela Lugosi had already starred to
popular acclaim. While Browning shot on the Universal sets by day, by night director George
Melford led Carlos Villarías through his paces in the Spanish-language version, which some
enthusiasts regard as more stylish than its English-language counterpart. Although Lugosi
never received the critical praise he craved (and deserved), he got his own back from beyond
the grave when Martin Landau won an Oscar for playing him in Tim Burton’s affectionate biopic,
Ed Wood.
http://www.imdb.com/title/tt0021814/

Frankenstein
1931
 18

“It’s alive!” Colin Clive essays his ground-breaking version of the doctor who would be God in
James Whale’s adaptation of Mary Shelley’s novel, which again has its roots in a theatrical
production. Bela Lugosi claimed he turned down the role of the “monster” because it was a non-
speaking part, leaving Boris Karloff to step into the creature’s giant shoes and Jack Pierce’s
makeup. A sequel, Bride of Frankenstein, is a rare example of a follow-up that matches and
perhaps even bests the original. Bill Condon’s 1998 Gods and Monsters offers an intriguing
take on Whale’s tortured vision
http://www.imdb.com/title/tt0021884/?ref_=nv_sr_5

****JUSTIN :) Julie only had one film, so I put 2 instead of supplementary texts. Does that meet
your requirement??

This is Julie’s:

Two Other Supplementary Texts:

1. Conversation with Teresa Toten http://www.teresatoten.com/interview05.html
2. The Perks of Being a Wallflower by Stephen Chbosky -or- The film version http://
www.imdb.com/title/tt1659337/
 19

Lesson Plans

Lesson #1 February 2nd 2015: Graphic Organizers

Note: This is the introduction to the novel study unit. Students will already be familiar with
having a 20 minute reading period, and will be introduced to graphic organizers for the first time
today.
 20

Learning Goal Success Criteria Coded Expectations

Students will read for purpose 1. Students will define key
and demonstrate an
understanding of meaning of
the text using reading
comprehension strategies,
and will increase their reading
fluency of familiar and
unfamiliar words.
Reading and Literature
literary terms used in Studies - Reading for
discovering meaning Meaning:
within a text. 1.2 Using Reading
2. Students will interpret the Comprehension Strategies
terms in meaningful Reading With Fluency:
context to the novel 3.1 Reading familiar words
studied throughout the 3.2 Reading unfamiliar words
unit.
3. Students will track their
reading progress, and
through graphic organizers
will demonstrate an
understanding of meaning
through tracking character
development, major plot
developments, and
becoming familiar with
unfamiliar words.

Learning Skills:
1. Collaboration
2. Organization
3. Self-Regulation
Notes: Students will engage in collaborative work to create a class graphic organizer. The
activity (which will span the length of the unit) will require students to work together, maintain
organizational skills, and practice self-regulation when participating in class work and
discussion.

Literacy Focus:
1. Read for purpose and pleasure
2. Read and interpret
3. Think critically and respond to the text

Brief Description of Overall Lesson:

This lesson is intended as the introduction to the use of a graphic organizer to be used daily
throughout the unit. In this lesson, as a class students will have the opportunity to create a
graphic organizer on the smart board. Students will discuss and customize the organizer to suit
their specific needs for the novel. The organizer will be used at the start of each lesson for the
remainder of the unit. It will be designed to assist students in reading comprehension skills and
increase their reading fluency.
 21

Time Segment Description Resources

10 The Hook Introduce the novel and the major Class set of novels
theme the unit will follow.
Hand out novel:
1. Have students examine the
novel (look at the cover, read
the back cover etc)
2. Engage in discussion of first
impressions of the novel
(Assessing interest levels,
gaging where to take the unit
based on student discussion)
Connects with audio and visual learners

10 Assessment for Introduce Graphic Organizers: Examples of

Learning 1. Hand out examples of graphic graphic organizers
organizers, and display online
versions of organizers for
students to examine and
interact with (Assessing
students prior familiarity with
organizers)
2. Engage in discussion of the
organizers (what do the
examples include? Etc)

20 Delivery of New 1. Explain to students how the

Ideas class organizers work, and
explain that we will be using a
graphic organizer to track daily
progress through the novel.
2. As a class brainstorm ways to
customize their organizer.
Allow students to use the
examples and class discussion
to decide what is important to
include (mind map, character
lists, language tracker etc).
 22

Time Segment Description Resources

25 Learning Tasks Using the SMARTBoard SMARTBoard

introduce the class graphic graphic organizer
organizer template: template
1. Handout graphic organizer
header suggestions and
requirements sheet
2. Using their brainstormed ideas
and the handout have students
work together to customize the
organizer to suit their needs.
(Encourage students to explore
the template and adapt and
change the organizer until as a
class they are satisfied)
*This activity will be student led
with some teacher guidance. The
focus will be on what the students
deem necessary to include (in
addition to the unfamiliar words
chart)*

Assessment as While students are collaborating

Learning in creating their graphic organizer
teacher will provide guidance and
feedback when necessary.
Students will have an opportunity
to discuss with each other what is
important to include, and will
have an hands-on experience
exploring the SMARTBoard
template.

5 Assessment of 1. Once the organizer is created,

Learning instruct students to add
information from the novel that
they are already know. (Ie. The
title, the protagonist, any
language that they are unfamiliar
with)

Time Segment
5 Wrap-up/End of
Class
Lesson #3 February 3rd 2015: Challenge and Empathy
Note: Students have been introduced to the novel, and participated in pre-reading exploration of
theme and content. Class discussion of mental health disorders, and individuals daily
challenges/struggles. For homework students will have read to ch. 5 (pg. 26)
Learning Goal
Students will expand their
understanding of the
characters in the text by
experiencing and reflecting
on an activity designed to
promote empathy.
Learning Skills:
1. Self-Regulation
2. Collaboration/Group Work
3. Responsibility
Notes:
23
Description Resources
Answer any remaining questions
students may have about their
graphic organizer/how to use
their organizer.
Restate that the organizer will be
used at the start of every class
following the silent reading
period.
Assign reading for homework.
Success Criteria Coded Expectations
1. Students will define and Reading and Literature
recognize common Studies - Reading for
challenges of OCD. Meaning:
2. During class discussion 1.5 Extend Understanding of
students will compare Texts
those challenges to
episodes of the
protagonist found within
the text.
3. Students will experience
the challenges of coping
with OCD through a
simulation exercise that
will promote empathy and
understanding.
4. Students will demonstrate
their extended
understanding of the text
by synthesizing their
experience and comparing
it to the experiences of the
novels’ protagonist.
 24

This lesson will occur over a day long period on a field trip to The Rock Oasis Indoor Rock
Climbing Gym. Students will participate in a structured activity that will require them to work
together and take responsibility for their own actions. Self-regulation/management will be
necessary to the success of the day.

Literacy Focus:
1. Read for purpose and pleasure
2. Write with purpose and clarity
Notes: Students will participate in a hands-on activity that relates to the dvelopment of character
in the text, and will be expected to read the text closely and write a comparison of their
experience to that of the protagonist.

Brief Description of Overall Lesson:

This lesson will occur over a full day field trip to The Rock Oasis Indoor Rock Climbing Gym. It
is a hands-on experience designed to promote an extended understanding of the novel’s
protagonist Adam as he copes with OCD. Students will familiarize themselves with common
challenges, and will experience those challenges through a structured activity at the rock
climbing gym. Students will reflect on their experience and compare it to the experiences of
Adam in the novel. NOTE: This lesson will begin at the Rock Gym.

TIme Segment Description Resources

10 The Hook Introduce lesson title and general idea. https://

Play Ted Talk by Neil Hilborn about his www.youtube.com/
experience with OCD. watch?
Connects with Audio and Visual Learners. v=ZIKzBjbOK9M
Accommodation: Closed Captioning

10 Assessment for Following the video:

Learning 1. Ask students about Neil and his
experience (What did they notice, what
are some of his daily challenges)
2. Engage in class discussion (assess
understanding of OCD challenges)
 25

TIme Segment Description Resources

25 Delivery of 1. Handout the Common Challenges Common Challenges

New Ideas Chart Chart Handout
2. Briefly go over the chart and with
student participation define what each
challenge might look like/feel like.
3. Briefly relate challenge chart to Neil’s
experiences with OCD
4. Introduce the novel and the character
of Adam in relation to the Challenges
Chart. In groups of 5 students will use
the novel and the chart to identify
similar challenges Adam has
experienced (Up to ch 5)
5. Students will discuss findings.
*Focus should be on connecting the facts
of OCD to the feelings of Adam coping
with OCD*
Connects to Audio and Visual Learners.
Accommodation: Visuals will be provided, and
read aloud.

1.5 Learning Tasks 1. Following safety explanation and trial Activity Instructions
hours climbs, allow students to experience Handout and
climbing the walls or bouldering as they Guidelines
normally would approach it.
2. Break students into groups of 4 and
Introduce the challenge activity in
which students will now take turns
climbing the walls following the activity
instructions (Ie. Climb the wall using
only the yellow handles; climb the wall
using your left hand only after moving
your left foot etc.)

20 Assessment as 1. Following challenge activity engage in

Learning class discussion about their
experiences. (Prompt: What did you
like? Didn’t like? What did you find
challenging? How did it make you
feel?)
 26

TIme Segment Description Resources

10 Assessment of 1. Assign one page reflection paper: Reflection Paper

Learning Students will write a one page Instructions Handout
reflection of their experience and
compare it to the experiences of Adam
from the novel.
Students will hand in reflection on Friday
February 6th.

5 Wrap-Up/End Consolidate the learning. Restate the TTC Student Bus

of Class importance of extending your Tickets
understanding of a text through hands-on
experience that promotes empathy for the
protagonist.
Return to school property for end of day

Lesson # 9 & 10 February 11th - February 12th 2015: Visual Art, Poetry, Music & the Novel
Note: Students will be approximately half way through the novel. Students have been assigned
their playlist assignment (character development), and are comfortable analyzing key plot
points in relation to the character development of the characters in the novel.
Learning Goal Success Criteria Coded Expectation

Students will read novel for
meaning and use
supplementary texts to
analyze and interpret the
text’s meaning. Students will
demonstrate understanding
of meaning through an oral
presentation using
appropriate, clear and
coherent language.
1. Students will explore Reading and Literature
and define important Studies - Reading for
terms and questions Meaning:
used in analysis of texts. 1.6 Analyzing Texts
2. Through interpretation Oral Communication -
Listening to Understand:
and analysis of
1.5 Interpreting Texts
supplementary texts
Oral Communication -
students will Speaking to Communicate:
demonstrate 2.3 Clarity and Coherence
understanding of
meaning of texts.
3. Students will use
analysis of
supplementary texts to
analyze and relate to the
novel
4. Students will record their
findings and prepare for
an oral presentation.
 27

Learning Skills:
1. Collaboration/Group Work
2. Initiative
3. Self-Regulation
Notes: Student’s will demonstrate initiative by choosing a supplementary text to study, and will
be required to work in groups to analyze and interpret the text in relation to the novel. In the
following class students will be expected to present their findings and engage in discussion in
which self-regulation will be necessary to contribute in an effective and classroom appropriate
way.

Literacy Focus:
1. Use oral communication suitable for purpose and intended audience
2. Read for purpose
3. Read and interpret visual forms
4. Think critically and respond to text or oral work.
Notes: Students will read, listen to, or view supplementary texts and will be expected to use
effective communication, and critical thinking to provide meaning.

Brief Description of Overall Lesson:

This lesson will expand upon previous knowledge and understanding of the novel by
introducing supplementary texts that students will interpret and compare to their analysis of the
novel. This lesson is scaffolded to allow students to see it, try it as a class, try it in smaller
groups and finally present their findings to the class.

Time Segment Description Resources

20 Silent Reading Ongoing. Students will read novel. Use Graphic Organizer
Period graphic organizer to jot down what
happened in the pages they read, how
they felt about it, and unfamiliar
language they came across.

5 The Hook Introduce lesson title and general idea. https://

Play Neil Hilborn OCD slam poetry www.youtube.com/
video. watch?
Connects with Audio and Visual Learners. v=vnKZ4pdSU-s
Accommodation: Closed Captioning

5 Assessment for Following the video:

Learning 1. Ask students if they remember Neil
Hilborn.
2. Engage in class discussion -
analysis of the poem focusing on
form, language and meaning
(assessing ability to critique
supplementary texts)
 28

Time Segment Description Resources

10 Delivery of New 1. Introduce the 6 point analysis chart 6 Point Analysis

Ideas students will use when interpreting Chart Handout
and thinking critically about
supplementary texts and comparing
it to the novel.
2. Briefly go over the 6 points and with
student participation define each
step (ie. What is this piece about?
What is its form? How does this
piece make you feel? How does
this piece relate or not relate to the
novel?)
3. Relate the 6 point analysis chart to
the Neil Hilborn OCD slam poem
and ask students to reanalyze the
poem using the 6 point chart as a
guide.
Connects to audio and visual learners
Accommodation: audio played with closed
captioning; visuals provided for student
and displayed on board
Scaffolded by allowing for analysis using
prior knowledge, before introducing new
knowledge and providing a guide and
whole class experience; allow creativity in
definition of points.

25 Learning Tasks 1. Introduce 4 corner activity: 4 Supplementary

1. Explain to students that there are Texts (See attached)
four supplementary texts set up in 6 Point Analysis
each corner of the classroom Chart Handout
2. Describe each supplementary text
(poem, visual art, song etc)
3. Explain that students will now
choose which supplementary text to
analyze using their 6 point chart as
a guide.
4. Allow times for students to decide
which corner to visit.
5. Instruct students to go to their
corner, and in their groups use the
6 point analysis chart to interpret
and analyze their supplementary
text. Remind students to relate it
back to novel.
*This activity will be student led with some
teacher guidance*
 29

Time Segment Description Resources

Assessment as While students are working in small

Learning groups teacher will provide specific
guidance and feedback when
necessary. Students will also use
discussion amongst themselves to
gauge their own understanding of the
text.

5 Wrap up/End of 1. Explain to students that in the next

Class class in their groups they will
present their findings on the
supplementary text.

Assessment of 1. In their groups students will present

Learning their 4-corner findings to the rest of
the class. They will be assessed on
their ability to interpret and analyze
the novel and supplementary texts
and present their findings in a clear
and coherent oral presentation that
uses appropriate language.
 30

Letter to Parent or Guardian

Monday, February 2nd 2015

Dear Parent or Guardian,

Our class is about to begin our novel study unit entitled ‘Batman and Robin In the
Search for Identity’. As a class we will be reading The Unlikely Hero of Room 13B by Teresa
Toten. The novel is the winner of the 2013 Governor General Award for Children’s Text, and is a
current nominee of The Ontario Library Association’s Forest of Reading Competition (White
Pine Category). In this coming of age story, the narrative follows almost 15 year old Adam, as
he navigates through the regular trials and tribulations of adolescences, but with the added
challenge of coping with Obsessive Compulsive Disorder. Adam strives to have a normal
identity, but he’s not sure what that means, and he’s on a quest to find it.

We will be studying this novel under the lens of What is Identity? or What makes me,
me? Throughout this unit students will expand on their reading comprehension skills, and
develop their creative writing skills, as they engage in activities and assignments designed to
answer those questions. As a class we will explore character development, and compare the
novel to several supplementary texts including music and art.

As a pre-reading activity, we will be going on a class field trip to The Rock Oasis Indoor
Rock Climbing Gym. The trip will follow several structured activities designed to expose the
students to the everyday challenges of individuals living with mental health disorders, like OCD,
for example only allowing the students to scale the wall using a specific colour. It is my hope
that the trip will promote student empathy, and assist the students in understanding the actions
of Adam throughout the text. A field trip permission form and trip details are attached to this
letter.

Please find attached to this letter a calendar with important dates for you and your child
to remember. Students will receive in class time to work on their assignments, but will be
expected to complete them for homework. Additionally some time in class will be spent reading,
but students will be expected to read assigned pages for homework.This novel is an exciting
read, that I think the students will enjoy, and as a class we will have some fun exploring its
themes and characters! As always please don’t hesitate to contact me with any questions or
concerns you may have.

Sincerely,

Ms. Julie Horne

 31

February 2015 Novel Unit: Batman and Robin In the Search for Identity
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6 7
Start of Field Trip Written
Novel Unit Day! Reflection
Due

8 9 10 11 12 13 14
Assign
Playlist
Activity

15 16 17 Intro to 18 19 20 21
Playlist final Rough
Activity Assignme Draft Due
Due nt

22 23 24 25 26 27 28
Final
Assignme
nt Due
 32

Assessment of Learning
As the major focus for this unit is the search for identity, and discovering what identity
means, and what it is that defines our identity, for the summative assessment students will
complete an assignment focusing on their own identity. Using the knowledge developed
throughout the unit students will create a visual, written, or oral representation of their personal
identities. I have chosen this assignment to demonstrate student success, as it will have been
previously scaffolded in the lessons and learning activities throughout the unit (for example, the
character identity scavenger hunt). Students will have practiced and developed their oral
presentation, writing and reading comprehension skills, and will be prepared to demonstrate
their new knowledge in a final assignment that still relates to them outside of the classroom.
Below is a description of the assignment for the students to complete.

This is the REAL Me Assignment:

For this assignment students will work individually to create a visual, written, or oral work
that accurately represents who they are on the inside (characteristics and expectations of self)
vs who they are on the outside (perceived characteristics and expectations from others).
Students may choose to express themselves in a variety of ways such as (but not limited to)
1. Computer generated image
2. A magazine collage
3. A slam poem or rant
4. A creative writing piece
5. Created by hand
6. A creative method of student choice.

This assignment will be broken into smaller manageable sections in order to scaffold the
assignment:
1. Brain storming mind map (will have used this tool in the graphic organizer
2. A rough draft of their chosen work - to be handed in (will have previously explored
each method throughout the unit)
3. A final copy for grading (students will receive feedback on their rough draft and will
have the opportunity to improve/change their work before producing the final copy)
33