BIFOCAL: A SIMULATED NOVEL STUDY FOR GRADE...

BIFOCAL: A NOVEL STUDY FOR GRADES 7/8

Mary Clare CourtlandFaculty of EducationLakehead University

September 2009

Acknowledgements

I would like to thank the following organizations for granting permission to reproduce resources in

the unit:

Queen’s Printer for Ontario

Urban Alliance on Race Relations

Department of Citizenship and Immigration, the National Video Competition and the

National Film Board of Canada

Pearson Canada

Canadian Broadcasting Corporation

2

Introduction

Bifocal: A Novel Study for Grades 7/8 was designed as a model unit for teacher candidates in

an elective course (18 hours), Literacy Teaching/Learning for Grades 7/8. The unit is theoretically-

based and draws upon the following constructs:

social constructivist learning theory (Bainbridge, Haydon, & Malicky, 2009);

reader response theory (Rosenblatt, 1978);

Eisner’s (2002) conception of curriculum as cognitive pluralism and his dimensions of

curriculum;

media and multiliteracies (Kist, 2005; Pahl & Rowsell, 2005);

critical literacy (McLaughlin & DeVoogd, 2004); and

transmediation (Leland & Harste, 2004).

The unit incorporates literature circles (Daniels, 1994) and scaffolding (Smagorinsky, 2002) to

support students’ literacy learning. One strategy used to scaffold and to promote critical literacy is

juxtaposing texts (McLaughlin & DeVoogd, 1994) which support exploration of the themes of racism

and media representations. For example, picture books are used to raise students’ awareness of the

experiences of immigrant children in Canada.

Description of the Novel Study

The purpose of the novel study is to provide Grade 7/8 students with opportunities to engage

with and respond to the Canadian multicultural novel, Bifocal (Ellis & Walters, 2007). Two themes

which are illuminated in the novel are racial discrimination and the influence of media

representations on characters’ understanding.

There are two foci for the study:

to read and respond to the novel.

to extend understanding of the themes of (1) racial discrimination and (2) the influences of

media representations through the production of a video to stop racism.

Curriculum Expectations: Language

Oral Language2.2 Demonstrate an understanding of appropriate speaking behaviour in most situations,

using a variety of strategies and adapting them to suit the purpose and audience.

Reading

3

1.6Extend understanding of texts, including complex or difficult texts by connecting the ideas in them to their own knowledge, experience, and insights, to other texts, and to the world around them.

Media Literacy1.3Evaluate the effectiveness of the presentation and treatment of ideas, information, themes,

opinions, issues and/or experiences in media texts.3.4Produce a variety of media texts of some technical complexity for specific purposes and

audiences, using appropriate forms, conventions, and techniques.

(Ontario Ministry of Education, The Ontario Curriculum, Grades 1-8 [Revised 2006])

Individual/Response Group Expectations

Each student is expected to:

read Bifocal independently (approximately 3-4 chapters per day)

complete literature circle role sheets and discuss with group1

listen respectfully to other members of his/her group

participate in in-class activities

maintain an individual and/or a group file

cooperate with his/her group in completing a response to the novel and in the production of a

video on stopping racism

Each group is expected to:

participate in literature circle discussions about the novel.

complete a group response to the novel (body biography).

collaborate with the group in planning sessions and in creating/producing the video.

Group Assignments

Body Biography. A body biography is a life-size outline of a character in the novel. Students

select a character and brainstorm attributes which describe the character. They then trace a

body outline on butcher block or white paper and inscribe the attributes on the image. Body

biographies may be simple or elaborate. For example, students may trace the image and

write attributes on the image or they may paint the image and then inscribe attributes or they

may create a collage with magazine clippings and create a poem to describe the character.

The poem may be inscribed on the image. White paper works better for reading the

words/phrases on the image.

1 An alternative organization is to have each student reflect in his/her journal after reading and discuss his/her interpretation with his/her response group.

4

Video Production. The steps in the planning and production are included in the unit. Award-

winning videos from the Racism, Stop It! competition may be viewed at:

http://www.pch.gc.ca/march-21-mars/winners/index_e.cfm

Organization of the Novel Study

The novel study will take place over a six- to eight-week period during which students will spend

approximately 90 minutes per day, five days each week. Students will read the novel in class (three-

four chapters per day). There are three overlapping phases.2 (See organizational chart below.)

Students will work in literature circles as they read and respond to the novel. Each group stays

together through the completion of the novel study.

The novel study will culminate with a screening of the videos and celebration. Parents and peers

will be invited.

2 The novel study might be organized as separate units: 1) the novel study which would culminate with the body biography; and 2) the media/video production. If the teacher implements only the novel study, modify the post-project reflection sheet (Appendix #18) so that students have an opportunity to reflect and for teacher feedback.

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Overview of the Novel Study

Assessment

$ open-ended (post-it note) observations (Appendix #2)

$ observation checklist (Appendix #14)

$ rubric – response to novel (Appendix #15)

$ rubric – media explorations video (Appendix #16)

$ tracking sheet (Appendix #17)

Read Aloud

Independent Reading: Bifocal

poetry picture books

literature circles

Scaffolding:Racial Discrimination and Media Techniques

viewing film/videos research

For Angela Racism. Stop It! videos

Internet Print

Presentations: Response to Novel(Body Biography)

Techniques and Tools: Video Production

Presentations: Videos

Phas

e I

Phas

e III

Phas

e II

6

References

Bainbridge, J., Heydon, R., & Malicky, G. (2009). Constructing meaning: Balancing elementary

language arts (4th ed.). Toronto, ON: Nelson Education.

Daniels, H. (1994). Voice and choice in the student-centered classroom. York, ME: Stenhouse

Publishers.

Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs

(3rd ed.). Upper Saddle River, NJ: Pearson Education.

Grossman, P., Valencia, S., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into

teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy

Research, 4(32), 631-662.

Kist, W. (2005). New literacies in action: Teaching and learning in multiple media. New York:

Teachers College Press.

Leland, C. H., & Harste, J. C. (1994). Multiple ways of knowing: Curriculum in a new key. Language

Arts, 71, 331-345.

McLaughlin, M., & De Voogd, G. (2004). Critical literacy as comprehension: Expanding reader

response. Journal of Adolescent and Adult Literacy, 48(1), 52-62.

Pahl, K., & Rowsell, J. (2005). Literacy and education: Understanding the New Literacy Studies in the

classroom. London: Chapman; Thousand Oaks, CA: Sage.

Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary

work. Carbondale, IL: Southern Illinois University Press.

Smagorinsky, P. (2002). Teaching English through principled practice. Upper Saddle River, NJ: Merrill

Prentice Hall.

Resources

Botkin, N. T., & Prouty, D. (1993). For Angela. [Video, 21 min.]. National Film Board.

Ellis, D., & Walters, E. (2007). Bifocal. Markham, ON: Fitzhenry Whiteside.

Fitch, S. (1997). If you could wear my sneakers. (Illus. D. Labrosse). Toronto, ON: Doubleday Canada

Ltd.

Harrison, T. (2002). Courage to fly. (Illus. Z.-Y. Huang). Calgary, AB: Red Deer Press.

Hodge, D. (2006). The kids book of Canadian immigration. (Illus. J. Mantha). Toronto, ON: Kids Can

Press.7

Munsch, R., & Askar, S. (1995). From far away. (Illus. M. Martchenko). Toronto, ON: Annick Press Ltd.

National Film Board: National Video Competition 2008

$ Racism. Stop It!: The National Film Board Facilitator’s Guide. (2007).

$ Racism. Stop It! Resources for educators and students. (2007).

$ Award-winning videos from previous competitions. Available:

www.pch.gc.ca/March-21-mars/winners/video_e.cfm

Ontario Ministry of Education. (2006, Revised). Language, 1-8. Toronto, ON: Queen’s Printer for

Ontario.

Ontario Ministry of Education. (2005). Think literacy: Cross-curricular approaches, Grades 7-12.

Subject-specific examples,Media, Grades 7-10. Toronto, ON: Queen’s Printer for Ontario.

Ontario Ministry of Education. (2006, Revised). Language, 1-8. Toronto, ON: Queen’s Printer for

Ontario.

Selected newspaper articles and resources.

8

ScheduleWEEK #1Day 1 Introduction to the unit

- explanation of student expectations Read aloud If you could wear my sneakers Think-pair-share Assign students to groups of 4-5 students. Distribute role sheets (Appendix #1) Explain literature circle role sheets. Ask students to select one role to practice. Read aloud chapter 1 of Bifocal

- Students will complete one role sheet. Allow time after reading for completion of tasks. Small group discussion (Teacher circulates to check students’ understanding of roles and ideas in

chapter.)3

Ask Vocabulary Seekers to write their words and definitions on word wall Whole class discussion

- Groups report 1-2 points from their discussion- Teacher may ask some of the following questions (if the ideas have not been raised in the whole

class discussion):Whose point of view is projected in CH 1? How do you know?What do we learn about Kevin? about Jay?How do the authors create a mood of suspense?If you were Jay, what would you have done when the police order the boys to “Stand up and

identify yourselves?”At the end of CH 1, the boys escape the police by hiding in a room on the third floor of the

school. How realistic is the “escape?”What might happen next?

Distribute folder to each group. Ask the groups to put their names on the folder and place the completed role sheets inside.

Store folders.4

Day 2 Read aloud From far away- predicting activity - Teacher elicits comments on text illustrations and interactions between pictures and text

(critical visual literacy).- Make explicit the connection between predicting activity and comprehension.

Review or teach students how to ask “excellent” questions.Day 3 Brainstorm characteristics of “excellent” questions with the class. Write on chalkboard.

Direct literature circle role groups to compose three questions on From far away. Invite each group to select their best “excellent” question and write on chalkboard Read each question with the whole class and discuss why it is an “excellent” question. As a class, compose a chart with the key characteristics of excellent questions. Post chart in the

classroom. Distribute copies of the novel Direct students to select another role and complete the role sheet while reading CH 2. Independent reading Allow time for completion of role sheets. Small group discussion (Teacher circulates to check students’ understanding of roles. Explain roles

where necessary.) Vocabulary Seekers add vocabulary to the word wall Whole class discussion (invite each Connector to report)

- Teacher may ask some of the following questions (if the ideas have not been raised in the

3 If students have not done literature circles previously, the teacher should build in time to practice each of the roles.4 One person (rotating) from each group should collect and store folders each day.

9

discussion):What is Reach for the Top?What do we learn about Ms. Singh’s personality?Whose point of view is told in this chapter?How did Haroon feel when he was arrested, pushed down on the floor, and handcuffed?Why did the detective tell the police officer to uncuff Haroon?Why did Julian reprimand the ninth graders who were pretending to be Osama bin Laden? How

might their behaviours contribute to racial tension in the school?$ Store folders

Day 4 Invite students to predict what will happen next in the novel. List points on chalkboard. Independent reading, CH 3-6 Allow time to complete literature circle role sheets. Small group discussions (Teacher sits with one of the groups – open-ended observations of

individuals.) (Appendix #2) Vocabulary Seekers add vocabulary to the word wall Whole class discussion (invite Researchers to report) Review predictions. Make changes to the list. Ask students what cues led to the confirmation or

revision of predictions? Discuss emerging themes.

Day 5 Same as Day #4 (CH 7-10/invite Facilitators to report/teacher observations)WEEK #2Day 1 Same as Week #1, Day #4-5 (CH 11-14/invite Vocabulary Seekers to report/teacher observations)Day 2 Read aloud Courage to fly

- Think aloud- imaging and voice-in-my-head- elicit comments on text and images

Mini lesson – Canadian immigration (The kids book of Canadian immigration, p. 62) Placemat strategy – key terms related to multiculturalism5 (Appendix #3) Read The eloquent young elephant (If you could wear my sneakers, pp. 24-25) Whole class discussion. Invite students to consider which children’s rights are the focus of the

poem.Day 3 Independent reading (CH 15-18/invite Literary Critics to report/teacher observations)

Whole class discussion of events in novel that violate human rightsDay 4 Whole class activity (poster) (Appendix #4)

- Show poster (Appendix #4)- Invite students to contribute their first impressions.- Direct students to read the wording. Ask them who the target audience is? the intended

message?- Write the term “racial profiling” on the chalkboard. Ask students to explain what the term

means. (If they have not heard the term, explain the significance. Post – 911. A Canadian example is the case of Maher Arar.)

- Invite students to make connections to the incident in CH 16 where Haroon’s uncle is on a no-fly list.

Mini lesson – summarizing (GRASP/”Charges Stayed for Two Men in Terror Case” (Appendices #5.1, 5.2)

In groups begin research (current print and/or Internet sources). Invite them to summarize one article or section of website:- Canadian Diversity: Respecting our Differences. Available:

http://www.canadianheritage.gc.ca/progs/multi/respect_e.cfm- U.S. Legislators apologize to Maher Arar. Available:

5 Print one copy for each group. Copies should be on 11/17” paper to allow room to write definitions. Definitions should be printed on reverse.

10

http://www.cbc.ca/world/story/2007/10/13/arar.html- An Interview with Maher Arar. Available: http://www.cbc.ca/sunday/coverstory_maherarar.html- Indepth: Toronto Bomb Plot. Available: http://www.cbc.ca/news/background/toronto_bomb_plot/- Patriquin, M. (October 22, 2007). Canadian: A nation of bigots? Macleans, 16-22.

Day 5 Students continue summaries of research articles. Teacher circulates to clarify instructions and observe/assist groups with summaries. Jigsaw group sharing Whole class discussion – invite students to comment on how research helped them to comprehend

the novelWEEK #3Day 1 $ Independent reading (CH 19-22/invite Vocabulary Seekers to report/teacher observations)Day 2 Independent reading (CH 23-25/invite Connectors to report/teacher observations)Day 3 Independent reading (CH 26-28 invite Researchers to report)

Discuss students’ responses to novel.Day 4 Invite students to discuss how media in the novel influenced peoples’ opinions?

Ask for examples of how media tries to influence or does influences their lives. Conduct mini lesson on media concepts (Appendix #6).

Day 5 View For Angela (During viewing, ask students individually to complete “Questions for Exploring Key Concepts” (Appendix #6).

Whole class discussion of students’ responses to handoutWEEK #4Day 1 Explain the concept of a body biography to class.

Group planning time select a character brainstorm characteristics/make a (draft) sketch body of the biography consider creative ways of representing ideas (i.e. painting, collage…)

Teacher circulates to address concerns.Day 2 Distribute butcher block or white paper.

Begin work on body biography (the teacher should have available materials such as paints, felt tip markers, magazines etc.)

Whole class discussion of group progress (ideas, concerns etc.)Day 3 Continue body biography.Day 4 Complete body biography.

Have students write a brief description of the ideas and symbolism in their body biography. Display body biographies around classroom or school.

Day 5 Gallery walk – one or two group members stay with project to explain body biography to visitors and to respond to questions.

Ask students to comment on how creating a body biography and viewing others’ projects helped them to better understand the characters.

WEEK #5Day 1 Brainstorming in groups – Student Handout #3 (Appendix #7)

Whole class discussion of responses Make transition to Racism. Stop It! competition. Explain that Canadian students have been creating

videos to fight racial discrimination.6

Distribute copies of Masking Template (Appendix #8). As a whole class, view one of the Racism. Stop It! videos. Use masking template to critique video.

Day 2 Introduce types of shots and film camera technology (Appendices #9.1, 9.2). Have students work in groups to view several Racism. Stop It! Videos. Ask them to pay special

attention to the types of shots and language the videos have incorporated to create the intended messages.

6 Select a video which has been created by a Junior High class.11

Ask each group to report on one video. Explain video production project to the class.

Day 3 Students meet in literature circle groups. Distribute and explain team contract (Appendix #10). Ask students to sign the contract. Distribute and explain release for broadcast (Appendix #11). Students should be aware of

copyright issues and the need to obtain permission from anyone featured in the video production. Distribute storyboard template (Appendix #12) and a production proposal summary (Appendix

#13). (Students may create storyboards on chart paper or butcher block paper.) Planning time Teacher circulates to assist groups.

Day 4 Planning time Teacher circulates to assist groups.

Day 5 Planning time. Upon completion of the storyboard and production proposal summary, groups meet with the teacher for project approval.

WEEK #6Day 1 Production. Teacher circulates to assist groups.Day 2 Production/editing. Teacher circulates to assist groups.Day 3 Editing. Teacher circulates to assist students.

Complete videos.Day 4 Class screening of videos

Teacher assessment – rubric (Appendix #16) Teacher and students write an invitation to parents and other guests to attend a screening of the

videos. Screening of videos. During the presentations, groups should describe to the audience the

techniques they use to create their messages.Day 5 Post-project reflection. Invite students to complete the post-project reflection (Appendix #18)

Whole class discussion about the project

12

Appendices

1. literature circle role sheets

2. open-ended (post-it note) observations

3. placemat strategy – defining key terms

4. poster

5.1 GRASP

5.2 newspaper article – bomb plot

6. key concepts template

7. student handout 3

8. masking template

9.1 types of shots

9.2 film camera technology

10. team contract

11. release for broadcast

12. storyboard template

13. production proposal summary

14. observation check list

15. rubric – response to novel

16. rubric – media explorations video

17. tracking sheet

18. Post-project reflection

FACILITATOR

Name _____________________________________________Date__________________

Group ___________________________________________________________________

Text _____________________________________________Chapter(s)_____________

Facilitator: Your role is to facilitate discussion, invite group members to share the work they have done, and make sure that everyone has an opportunity to share his/her ideas. You might begin by raising a topic or asking an excellent question about the reading such as the following:

1. What discovery did you make when you read the chapter(s)?2. What was the most important event in the chapter(s)?3. How did you feel about…

Topic or questions:

1. _________________________________________________________________________________

_________________________________________________________________________________

2. _________________________________________________________________________________

_________________________________________________________________________________

APPENDIX #1

CONNECTOR

Name _____________________________________________Date__________________

Group ___________________________________________________________________

Text _____________________________________________Chapter(s)_____________

Connector: When people read, they make connections between the text and their own experiences (text-self), across texts (text-to-text) such as similar books or movies, and between the text and the world (text-to-world). Your role is to think about the connections you made as you read the chapter.

When I read the chapter(s), I thought about…

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

__________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

______________________________________________________________________________

RESEARCHER

Name ______________________________________________Date__________________

Group ____________________________________________________________________

Text ______________________________________________Chapter(s)_____________

Researcher: The role of researcher is to conduct an informal inquiry about the author or some aspect of the chapter that you found interesting or were curious about. For example, you might find out about the author, research the setting or time period in which the story is set, or inquire about the cultures or backgrounds of characters or events.

There are many ways to gather information – from library books, to talking with an expert on a topic, to searching on the Internet.

My research topic is:____________________________________________________________________

_____________________________________________________________________________________

What I discovered:_____________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

______________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_______________________________________________________

LITERARY CRITIC

Name ______________________________________________Date__________________

Group ____________________________________________________________________

Text ______________________________________________Chapter(s)_____________

Literary Critic: A literary or movie critic reviews a text critically to assist readers or viewers to understand significant aspects of a text and to make judgments about it. Your role is to review the chapter(s) from a critical literacy perspective and to help other readers to become aware of these points.

Some sample questions are:1. What was the author’s intended message in the chapter(s)?2. Whose point of view is projected in this chapter?3. Whose voices are missing?4. How does the chapter(s) contribute to the development of the plot or characters?5. How does the chapter illuminate themes related to Canadian identity, multiculturalism, and diversity?

My questions:

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_______________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

______________________________________________________________________________________________________

VOCABULARY SEEKER

Name ______________________________________________Date__________________

Group ____________________________________________________________________

Text ______________________________________________Chapter(s)_____________

Vocabulary Seeker: Your role is to select vocabulary words that will help you and your group members to better understand the text. Look up the meaning of the words. Invite group members to tell you what they think the words mean. Then share the definitions with them.

Word Page # Meaning

1.

2.

3.

4.

SKETCH ARTIST

Name ______________________________________________Date__________________

Group ____________________________________________________________________

Text ______________________________________________Chapter(s)_____________

Sketch Artist: Your role is to sketch a particular character, event, or scene that you read about in the chapter. You may make stick figures, a cartoon, or other type of illustration. Before you explain what the sketch means to you, invite the members of your group to share their ideas. Make your drawing below, on the back of this page, or on a separate sheet. Write a brief description of your sketch.

OPEN-ENDED OBSERVATIONS

Name___________________________________________________________________________

Cory:$ distracted while reading$ role sheet partially

completed (needs more time?)

$ articulate in literature circle discussion

$ collaborates well with others$ comprehends text

08/01/21 (1:30pm)

Cory:$ forcused on novel during

independent reading (on task)

$ more time enabled him to complete role sheet

$ researched newspaper articles on bomb plot (other group members very interested

$ text-to-world connections08/01/28 (1:15 pm)

Cory: role sheet partially

completed (needs more time?)

articulate in literature circle discussion – paraphrased different points of view

comprehends text – summarized plot succinctly

08/04/08

Cory: more time enabled him to

complete role sheet (Researcher)

detailed highlights about Eric Walters’ career

08/04/08

N.B. Each figure represents a post-it note. Teachers observe and/or hold conferences with students and record their observations for each post-it note. The post-it notes are then transferred to a page in a binder (one page per student), thus providing a record of a student’s progress over time. Observations should focus on specific expectations.

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APPENDIX #2

MulticulturalismMulticulturalism

Instructions: Write your definition of the terms below in each of the sections. Discuss the definitions. In the centre circle, write the best combined definition. Turn your placemat over and compare your group definition with the definitions provided. How are they similar or different? If you wish, you may revise your definitions.

multiculturalism

stereotypes

diversity

racism

xenophobia

human rights

APPENDIX #3

MulticulturalismCanadian multiculturalism is a fundamental characteristic of Canadian society and is fundamental to our belief that all citizens are equal. Multiculturalism ensures that all citizens maintain their identities, can take pride in their ancestry and have a sense of belonging. Acceptance gives Canadians a feeling of security and self-confidence, making them more open to, and accepting of, diverse cultures. (Government of Canada, Department of Canadian Heritage)

StereotypesGeneral speaking, stereotyping refers to mental images which organize and simplify the world into categories on the basis of common properties. When used in reference to race, stereotyping means forming an instant or fixed understanding relating to a group of people. Stereotyping can often lead to discrimination and oppression. (United Nations Association in Canada, Youth Forums Against Racism)

DiversityDiversity recognizes, respects and values individual differences to enable each person to maximize his or her own potential. Diversity includes differences such as age, ethnicity, gender, language, parental and marital status, race, religion, sexual orientation, thinking style and more. (Canadian Race Relations Foundation)

RacismRacism refers to a set of beliefs that asserts the superiority of one racial group over another (at the individual as well as the institutional level), as well as individuals or groups of people who exercise power that abuses or disadvantages others on the basis of skin colour or racial or ethnic heritage. (United Nations Association in Canada, Youth Forums Against Racism)

Human RightsHuman Rights are those rights which are essential for us to live as human beings. They are meant to protect people from unfair rules, and ensure not only access to basic needs such as food and shelter, but also the chance to grow and develop beyond what is required for survival. (United Nations Association in Canada, What Kind of World?)

XenophobiaFear of foreigners: an intense fear or dislike of foreign people, their customs and culture, or foreign things. (Encarta® World English Dictionary [North American Edition])

Reprinted with permission of the Urban Alliance on Race Relations.

23

APPENDIX #4

1. Prepare students for reading (i.e., clarify key concepts, scaffolding…).

2. Assign a reading selection (approximately 500-900 words for middle school).

3. When students finish reading have them turn book or page(s) face down. Ask them to tell you what they remembered. Record idea on chalkboard.

4. Indicate to class that there may be inconsistencies between the text and ideas they remembered.

5. Ask students to reread the text. On chalkboard, correct any inconsistencies and/or add details they did not remember.

6. Classify (sort) main ideas or details into an outline or graphic organizer:

1. Main idea____________________ details__________

2. Main idea____________________ details__________

7. As a whole class, ask students to contribute to a summary. Explain that a summary uses main ideas.

8. Review and revise summary. (Are ideas in sequence? Should something be added or deleted?)

9. Does the summary need further revision to read smoothly? Make further revisions to polish.

10. Follow up:

a. In another class, have students read a text selection. In pairs or triads have students: a) brainstorm ideas; b) sort into key ideas and details; c) write a summary.

b. The teacher presents three summaries that s/he has prepared (excellent/good, but stilted/poor in content and form). Ask students to critique and rank, explaining their reasons for their decisions.

c. Have pairs or triads revise their summaries.

NB. Summarizing is an important skill for students to learn. It should be reviewed and practiced a number of times each year in primary, junior, intermediate, and senior divisions.

Adapted from Vacca, R. T., Vacca, J. L., & Begoray, D. L. (2005). Content area reading: Literacy and learning across the curriculum. Toronto, ON: Pearson Education Canada Inc. (pp. 210-213; 270-272). Used with permission of Pearson Canada.

GUIDED READING AND SUMMARIZING PROCEDURE (GRASP)

theme/

keyconcep

t

main idea

main idea

details

details

APPENDIX #5.1

24

APPENDIX #5.2

http://www.cbc.ca/canada/toronto/story/2007/02/23/bombplot-youth.html 12/12/2007

“Teaser” used with permission of the Canadian Broadcasting Corporation.

25

APPENDIX #6

Source: Ontario Ministry of Education. (2005). Think literacy: Cross-curricular approaches, Grades 7-12. Subject-specific examples, Media, Grades 7-12, p. 5. ©Queen’s Printer for Ontario, 2005. Reproduced with permission.

26

APPENDIX #7

Source: Racism. Stop it! Resources for educators and students. (2007). Reproduced with permission of the Department of Citizenship and Immigration, the National Video Competition and the National Film Board of Canada.

27

Source: Ontario Ministry of Education. (2005). Think literacy Cross-curricular approaches, Grades 7-12. Subject-specific examples, Media, Grades 7-12, p. 13. ©Queen’s Printer for Ontario, 2005. Reproduced with permission.

APPENDIX #8

28


APPENDIX #9.1

29

APPENDIX #9.2

Source: Ontario Ministry of Education. (2005). Think literacy: Cross-curricular approaches, Grades 7-12. Subject-specific examples, Media, Grades 7-12, p. 15. ©Queen’s Printer for Ontario, 2005. Reproduced with permission.

30

APPENDIX #10


31

APPENDIX #11


32

APPENDIX #12Source: Ontario Ministry of Education. (2005). Think literacy: Cross-curricular approaches, Grades 7-12. Subject-specific examples, Media, Grades 7-12, p. 17. ©Queen’s Printer for Ontario, 2005. Reproduced with permission.

34

APPENDIX #13


35

OBSERVATION CHECKLIST Name___________________________________

para

phra

ses

diff

eren

t po

ints

of

vie

w

affirm

s co

ntri

buti

ons

of

othe

rs

inte

rpre

ts t

exts

and

ex

plai

ns h

ow e

lem

ents

co

ntri

bute

to

mea

ning

sum

mar

izes

cle

arly

the

mai

n id

eas

in a

tex

t

eval

uate

s eff

ecti

vene

ss o

f m

edia

tre

atm

ents

of i

ssue

s

expl

ains

cle

arly

pur

pose

, au

dien

ce t

reat

men

t in

vid

eo

prod

ucti

on

Date Oral Comprehension Media Literacy Comments

APPENDIX #14

APPENDIX #15

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RUBRIC: RESPONSE TO NOVEL

Criteria 1(A to A+)

2(B- to A-)

3(C- to C+)

4(D/F)

group worked collaboratively on planning response is imaginative

demonstrates complex understanding/interpretation of the text

demonstrates evidence of extension beyond the text (self-text, text-text, self-text-world)

Total

COMMENTS (quality of response in relation to the criteria)

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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APPENDIX #17

RUBRIC: MEDIA EXPLORATIONS VIDEO

GROUP PROCESSCriteria 1

(A to A+)2

(B- to A-)3

(C- to C+)4

(D/F) uses constructive strategies in discussions:

o invites others to contribute

o completes his/her role assignment

o shares his/her findings clearly

o recognizes the validity of different points of view

o treats others courteously and respectfully works collaboratively with others to:

o complete production proposal summary

o tape and edit video

GROUP PROJECTCriteria 1

(A to A+)2

(B- to A-)3

(C- to C+)4

(D/F)

response is imaginative demonstrates evidence of complex understanding of

Canadian multiculturalism and issues of diversity/racial discrimination

incorporates techniques used in production

o non-technical

o technical

o messaging

TotalProcessProduct

Comments:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

APPENDIX #16

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APPENDIX #17

TRACKING SHEET

Tasks Literature Circle Role Sheets BodyBio

List in-classactivities

Names

#1 #2 #3 #4 #5 #6

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

N.B. The tracking sheet may be used to track students’ completion of tasks or to record grades for individual work.

Circle any box for which assignments has not been completed.

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APPENDIX #18

POST-PROJECT REFLECTION

We have just completed a novel study in which you read and responded to the novel and created a video to stop racial discrimination. Please answer the following questions.

1. Describe your thoughts about the novel, Bifocal.

2. What was your favourite part of the project? Explain.

3. What did you like least? How might the teacher revise the project to improve it?

4. What did you learn through doing this project?

5. What would you do differently next time you are doing a project?

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BIFOCAL: A SIMULATED NOVEL STUDY FOR GRADE...

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