Teacher's Resource It Takes Courage Sample Lessons: Focus on Reading: Visualize and Make Connections Understanding Reading Strategies: Over the Edge Applying Reading Strategies: Small Inspiration Focus on Genre: Identify the Elements of Persuasive Text Understanding Genre: The need to heed avalanche alerts Applying Genre: Panic at Playland BLM 25: Homophones BLM 30: Sentence Types ISBN-13 : 978-0-17-611671-2 ISBN-10 : 0-17-611671-0
9 780176 116712
FOCUS ON
READING
Visualize and Make Connections
How to
STUDENT BOOK, Pages 4–5
Materials ● Student Book pages 4–5 ● Modelling Selection 1 ● BLM 2
About these Pages These pages provide an opportunity to review the reading strategies Visualizing and Making Connections, modelled using Modelling Selection 1: Teenager Leaps to the Rescue. These same pages can also be used as a reference by students, throughout the unit and across the curriculum.
Curriculum Expectations O: Oral Communication R: Reading and Literature Studies W: Writing M: Media Studies
R Extend understanding by making connections to self/texts/world R Identify helpful strategies for before, during, and after reading
What the Research Says “The term visualizing implies seeing pictures. Proficient readers create images from all their senses when they read.”—Stephanie Harvey “Readers pay more attention when they relate to the text. Readers naturally bring their prior knowledge and experience to reading but comprehend better when they think about the connections they make between the text, their lives, and the larger world.”—Stephanie Harvey and Anne Goudvis
Modelling the Strategy/Shared Reading Visualizing and Making Connections
Use Modelling Selection 1 and its accompanying Teacher Notes in the Selections for Modelling and Demonstration to model the reading strategies Visualizing and Making Connections.
Focus on Reading Visualizing and Making Connections
Have students refer to Focus on Reading, SB (Student Book) pages 4 and 5. Read the text on how to visualize while reading, and about the three basic types of connections. Ask students how the cycle of visualizing/making connections can help them to better understand a text. Have students read the Transfer Your Learning box, SB page 5. Students should work in pairs to engage in the visualizing activity. As a class, create a list of helpful hints for making connections in Geography. Encourage students to refer to these Focus pages throughout the unit and when applying these strategies in other subjects.
Assessment for Learning Ongoing Observation
Assessment
Students who understand will:
● Use BLM 2: Observation Tracking Sheet to monitor
● explain how visualizing and making connections
and make notes on students as they work.
helps the reader understand what is read
NEL
Focus on Reading : Visualize and Make Connections
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UNDERSTANDING
Over the Edge
READING STRATEGIES
Student Book, Pages 6–9
▼ ▼
Visualizing Making Connections
About the Selection ● ●
Materials
Form: nonfiction article Summary: The article describes a man’s courageous efforts to help four teenagers involved in a serious car accident.
● Student Book pages 6–9 ● BLMs 2, 5, 6, 25 ● Audio
Curriculum Expectations
ACCESSIBILITY
O: Oral Communication R: Reading and Literature Studies W: Writing M: Media Studies EASY
AVERAGE
CHALLENGING
The article is engaging. Setting and events are described vividly. Varied sentence structure holds the reader’s interest. VOCABULARY frantically
perched
hazardous
severed
illumination
submerged
O Extend understanding by connecting the ideas in oral texts to self/texts/world R Extend understanding by making connections to self/texts/world W Identify helpful strategies to improve as writers M Identify and explain overt and implied messages in media texts
legendary
Assessment for Learning: Overview Ongoing Observation
Assessment
Students who understand will:
Key Assessment Questions
● visualize and make
connections of various types ● explain how
visualizing and making connections helps the reader understand what is read
● What details in the text helped you visualize the setting where the accident
took place? ● What parts of the text reminded you of things that you have experienced? ● What kinds of connections (text-to-self, text-to-text, text-to-world) did you make most
often? What does that tell you about yourself as a reader? ● How did using strategies such as visualizing and making connections help you
understand the text? Assessment Tools BLM 2: Observation Tracking Sheet BLM 5: Rubric: Visualizing and Making Connections BLM 6: Class Tracking Sheet Differentiated Instruction If students do not understand the strategies, use Differentiated Instruction (DI) Readiness, page 4.
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Nelson Literacy 9 Teacher’s Resource Unit 1: It Takes Courage
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BEFORE Speaking/Listening what do you think?
Ell This selection may conjure up painful memories for English language learners who have come from war-torn countries. Prior to reading the passage, look at the pictures and talk about the ruggedness of the coastline. Describe what happens when the tide comes in and out. Suggest that visualizing the setting will help them to understand an experience that will be described in the story. Partnering ELLs with strong students for the activities supports their English language development.
Have partners share their experiences of working really hard to achieve a personal goal such as studying hard to do well on a test. Then ask them to share their experiences of putting in a lot of effort to achieve something, but not accomplishing their goal. Have small groups discuss answers to the What do you think? question on SB (Student Book) page 6, “What is more important, what you achieve or what you attempt?”
Making Predictions We Predict
On the board, print these quotations from the article: covered in blood pounding surf, rocky cliffs, and a winding road no first-aid experience I felt very alone and helpless how treacherous the drive can be no vital signs Explain that they are in random order. Have groups sequence them in a way that makes sense. Ask them to write a “We Predict” sentence by completing “We predict this selection will be about …” Have groups share their sentences. Ask students to discuss whether they agree or disagree with the predictions.
During Reading “Over the Edge” Visualizing and Making Connections
Encourage students to use sticky notes to identify places in the text where they made a connection or visualized. Read aloud the first prompt on SB page 6 and the first three paragraphs of the selection. Have students view the photos. Ask: • Visualizing involves using details and ideas from the text to create a mental picture. How do the photos in this text help you to visualize the scene? What text details add to the picture you created in your mind? (Possible responses: the photos show how rugged and steep the cliffs are and how powerful the surf is; words such as “pounding,” “rocky,” “winding,” “dangerous,” and “treacherous” suggest what the article might be about) Read the last paragraph and prompt on SB page 7 aloud. Ask: • How do you think this selection will end? How did making connections to other texts that you have read or viewed influence your predictions? (I’ve seen a lot of movies in which people don’t survive car accidents or falls from steep cliffs; my expectation is that Corey and Heather will save the victims)
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Over the Edge
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What the Research Says “Readers … comprehend better when they think about the connections they make between the text, their lives, and the larger world.”—Stephanie Harvey and Anne Goodvis
Connection symbols Students might like to use an abbreviation or a simple doodle when identifying different types of connections. Here are some possibilities.
text-to-self: TS; the student’s initials; a mirror; a face text-to-text: TT; a book; a DVD case; a magazine cover text-to-world: TW; a globe; a newspaper; a computer
Ask students to read the two paragraphs and prompt on SB page 8 independently. Have partners work together to sketch a diagram of where Corey found each of the victims. Have students read the first two paragraphs and first prompt on SB page 9 independently. Ask: • Visualize the location, events, and key people. How does the picture you created in your mind change as you read the details and emotions described by the author? As you picture Corey Wood trying to free the boy, what expression do you see on Corey’s face? What colour are you visualizing the surf to be? (I imagine that Corey’s face shows frustration and worry that he’s not going to be successful; I see the surf as dark as motor oil) Have students read the last two paragraphs and the prompt on SB page 9 independently. Ask: • Make connections to the parts of the text that remind you of things you’ve experienced. The author describes Corey’s reaction to fireworks after his experience. Are there sounds or smells from this text that you associate with particular memories? (the sound of the surf reminds me of a family vacation in Prince Edward Island)
DI
readiness
To support: For students who are struggling with visualizing, read a statement that will cause students to visualize. For example, say “I have a cat.” Ask each student to describe, or make a sketch, of what they see. Ask why all the pictures can be different (we all have different experiences with cats). Then say another sentence—“I have a mean Siamese cat”—and ask how the picture changes. Point out that it is our own text-to-self connections to “mean cat” that can change the picture. Continue with another example that is related to courage. Say “Here is a sentence in one of the frames of a graphic novel.” On the board, write “You can’t make me do that!” Ask students to describe, or sketch, what might have happened in earlier frames. Discuss the different scenarios that students come up with. Explain that in visualizing different scenes, they have made text-to-self and text-totext connections.
Language Conventions Homophones
Spell-checking The most common spelling errors are homophones. Warn students that a computer’s spell-check won’t catch a homophone that is spelled correctly but has the wrong meaning.
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Say the word “weight.” Ask students to visualize its meaning. Then say “heavy weight.” Have students raise their hands if this fits with what they visualized. Repeat the process, saying “wait” and “long wait.” Explain that homophones are words that sound the same but have different meanings and spellings (e.g., principal/principle). Ask partners to scan the selection to find words that have homophones and list them on the board (been/bean, two/to/too, climb/clime, metres/meters, heard/herd, I/eye, not/knot, die/dye, their/ there/they’re, etc.). Have partners write sentences that show the different meanings of the homophones. Refer to BLM 25: Homophones for additional practice in identifying and using homophones.
Nelson Literacy 9 Teacher’s Resource Unit 1: It Takes Courage
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After Responding
DI Learning style Students with a preference for visual learning might benefit from opportunities to develop a graphic text of the events described in the article. They can share their representations with small groups, or the class, and make revisions based on peer feedback.
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(SB page 9)
What Do You Think Now? “What is more important, what you achieve or what you attempt?” How would you answer this question now that you've read this magazine article? (what you achieve: Corey stayed and helped the boy die peacefully, rather than leaving when the firefighters arrived; what you attempt: at great danger to himself, Corey tried to save the boy's life) Making Connections: What connections did you make to this selection? (I recall how scared I was when I fell down a small hill, so I understand how brave Corey was in climbing down the cliff and bobbing around in the Pacific Ocean in the darkness; I saw a movie in which the family was very angry with the volunteer rescuer for not doing more to remove their son from harm, even though she did her best to save him) Visualizing: How did the connections that you made to your prior knowledge or prior experience help you visualize? (I can relate to how scary an undertow can be from my own experience of swimming in the ocean; my cousin crashed her vehicle into a tree so I can picture what the upside down Ford truck looks like) Making Inferences: How does Corey feel about his experience? What evidence in the text supports your answer? (Corey felt guilty because he failed to rescue the boy and is haunted whenever he hears fireworks, which remind him of the surf at the crash site; his emotions are mixed because he appreciates the recognition for bravery but regrets that his efforts were unsuccessful) Critical Literacy: How might have the selection of images and the use of quotations have been different if this had been a newspaper report? (more graphic photos of the accident scene and victims; more quotes from the survivors, Heather, rescue crews, media, bystanders, and families) Evaluating: How effective were the photos chosen to illustrate this article? What did they add to your understanding of the selection? (the photos show the ruggedness of this stretch of California coastline; they helped me visualize the challenges Corey faced trying to rescue the boy) Metacognition: Which reading strategy—visualizing or making connections—better supported your learning style as you read the selection? Why? (visualizing, because the images and descriptive words helped me paint pictures in my mind; making connections, because my sister had Search and Rescue training so I know something about it)
Over the Edge
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Activities Choice Board The following literacy activities provide opportunities for students to respond to the text. Teachers may select specific learning tasks based on student needs or interests. Speaking/Listening: Acceptance Speech Have students think about the connections they made to Corey, his courage, and his feelings. Use these connections as the basis for writing an acceptance speech that Corey might give on receiving the Award for Bravery. What details of might he include or leave out? What might he say about the rescue team? What emotions might he express? What message might he give to the victims’ families and friends? Have students share their draft speeches with others, noting similarities and differences, and revise their drafts based on the feedback. Prompt students to discuss how making connections to Corey helped them write the speech.
Writing: Travel Blog Have students reread the article and review all the details the author has included that allowed them to create vivid pictures in their mind. Ask them to think back and recall the details of a memorable experience that they had during a family trip or vacation. Have students plan and write a blog entry, describing the experience in such a way that a reader can use the details to vividly visualize the experience. Small groups of students can share their blog entries, discuss the similarities and differences, then write comments for each entry. Encourage students to focus on how well they were able to visualize from the details the blog writer included.
Media Studies: A Danger Poster Inform students that the purpose of a Danger poster is to communicate a potentially dangerous situation to the public. Have partners share the connections they made to the dangers described in the article as the basis for designing a poster about a hazard in their own community (spring flooding at the river, an abandoned construction site, etc.). Partners should decide on an image and caption that help viewers visualize the danger, then make a mockup of their design to share with another pair. Prompt students to respond to the designs: Did the caption and illustration help you visualize the potential danger enough to heed the warning?
Media Studies: Illustrating an Article Have partners identify details of the text that allowed them to visualize while reading. Ask them to brainstorm graphics that would help readers visualize more easily (map of location of accident; drawing showing distance Corey went from top to bottom of cliff; cutaway diagram showing height of surf and tide). Partners should sketch their graphics and share them with another pair; the viewers should make connections between the graphics and the selection (Which graphic really added to my understanding of the accident scene? Which one best fit with how I visualized the scene?). Partners can use the feedback to revise their illustrations.
Assessment for Learning Criteria
Checking Progress
Next Steps
● visualize and make connections
Key Assessment Questions
● If students do not understand
of various types ● explain how visualizing and
making connections helps the reader understand what is read Record individual progress on BLM 5: Rubric: Visualizing and Making Connections, or on BLM 6: Class Tracking Sheet.
Students may respond to the key assessment questions in writing, or orally in a conference. ● What details in the text helped
you visualize the setting where the accident took place? ● What parts of the text
reminded you of things that you have experienced? ● What kind of connections
(text-to-self, text-to-text, textto-world) did you make most often? What does that tell you about yourself as a reader? ● How did using strategies
such as visualizing and making connections help you understand the text?
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Nelson Literacy 9 Teacher’s Resource Unit 1: It Takes Courage
the strategies, use DI Readiness, page 4. ● If students need more support
in visualizing and making connections, use one or more of the following selections for teacher-supported reading: “Not Ever Again," easy, (short story) “Small Inspiration,” average, (personal anecdote) “Speak Your Mind,” averagechallenging, (poetry) ● If students understand
visualizing and making connections, use one or more of the above selections as practice in independent reading.
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UNDERSTANDING APPLYING
Small Inspiration
READING STRATEGIES
Student Book, Pages 19–21
▼ ▼
Visualizing Asking Questions Making Connections
About the Selection ●
Materials
●
● Student Book pages 19–21
●
● BLMs 2, 4, 5, 6, 7
ACCESSIBILITY
EASY
Form: Personal anecdote Summary: A teen writes about her admiration of her younger sister’s resilience during a tense time at home. About the Author: Jacyntha Cassidy is a high school student living in Toronto.
Curriculum Expectations
AVERAGE
CHALLENGING
Narrator engages readers with personal details. Descriptive vocabulary helps readers visualize events. VOCABULARY bickering
subtle
bounded
tantrums
jibes
wavered
O: Oral Communication R: Reading and Literature Studies W: Writing M: Media Studies
O Extend understanding by connecting the ideas in oral texts to self/texts/world R Extend understanding by making connections to self/texts/world W Identify helpful strategies to improve as writers M Identify and explain overt and implied messages in media texts
Assessment for Learning: Overview Ongoing Observation
Assessment
Students who understand will:
Demonstration Task, page 11
● visualize and make
● How did using strategies such as visualizing and making connections help you
connections of various types ● explain how
visualizing and making connections helps the reader understand what is read
Key Assessment Question understand the text? Assessment Tools BLM 2: Observation Tracking Sheet BLM 4: Self-Assessment Checklist and Goal Setting BLM 5: Rubric: Visualizing and Making Connections BLM 6: Class Tracking Sheet BLM 7: Demonstration Task: Visualizing and Making Connections Differentiated Instruction If students need more support in applying the strategies, use DI TeacherSupported Reading, page 8. If students do not understand the strategies, use DI Readiness, page 9..
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Small Inspiration
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BEFORE Speaking/Listening what do you think?
Ask small groups of students to share a big change that a friend or relative had to make, such as moving to Canada or changing schools. Have students describe problems that the friend/relative had with the change and how they learned to accept it. Then have small groups discuss answers to the What Do You Think? prompt on SB page 19, “Accepting change takes courage.”
Making Predictions Probable Passage
Write on the board these words from the selection: kitchen, screaming, parents, optimistic, dad’s girlfriend, protecting, my room, divorce, little sister. Ask students to draw four boxes on a sheet of paper and label them Characters, Setting, Problem, and Outcomes. Have small groups discuss the most appropriate boxes to write the words in. Note: Each word can go into one box only. Then have groups use the words to write a statement that predicts what the selection might be about. The class can compare and discuss the predictions.
During Reading “Small Inspiration” Visualizing and Making Connections
Have students review the information on the Focus On pages or, for those students who need more support, use a teacher-supported reading approach.
DI
ELL There may be syntactical issues that could slow down the reading for ELLs, and interfere with comprehension. Select three or four sentences from the passage that use phrases, clauses, signal words (but, and), colons, and dashes. Write these on the board. Explain that writers often use signals that help the reader know that there is more information coming. Use these sentences to illustrate these signals, and discuss how the information contributes to understanding.
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TEACHER-SUPPORTED reading
Encourage students to use sticky notes to identify places in the text where they made a connection or visualized as they read this selection. Read aloud the first two paragraphs on SB page 19. Ask: • Visualizing involves using details and ideas from the text to create a mental picture. How does the description in these paragraphs help you to visualize the scene? (Possible response: I can picture the narrator sitting anxiously in the kitchen drinking tea and waiting nervously for the garage door to break the silence) Read the next three paragraphs on SB pages 19–20 aloud. Ask: • When you make connections to a text, you’re making links to what you already know. What text-to-self or text-to-text connections did you make that helped you understand how the character was feeling? (my cousin is exactly like the 11-year-old sister so I can picture her exactly; I saw a movie in which a girl was so jealous of her younger sister that she ignored her completely, which may explain why the narrator feels she doesn’t know her sister very well) Have students read the next three paragraphs on SB page 20 independently. Ask:
Nelson Literacy 9 Teacher’s Resource Unit 1: It Takes Courage
NEL
What the Research Says “Students’ prior levels of knowledge and motivation determine how much learning will occur, and the content of learning depends on the quantity and quality of social interactions around learning topics.”—Louise Wilkinson and Elaine Silliman
• Visualize the personal and family problems the narrator experienced. Using the details and emotions described by the author, how do you picture the narrator before and after the divorce? (when she and her parents are fighting before the divorce I see her crying with very red eyes; after the divorce I see her depressed because she can’t accept the change or make things return to the way they were before) Have students read the paragraphs on SB page 21 independently. Ask: • Make connections to the parts of this section that remind you of things you’ve experienced. The author describes her sister as her source of inspiration. Are there people you admire who have inspired you? How about people you might not typically think of as a source of inspiration, say, an older brother inspired by a sister? (my grandmother is always very positive and makes me feel that she’s interested in what I do and think and always encourages me to do my best and be kind to people)
DI
readiness
To support: For students who are struggling with visualizing, tell them they can enjoy their favourite meal at their favourite restaurant for free. Have students describe the physical characteristics of the restaurant (location; size; colours; seating; flooring; tables; plates; cutlery), and their favourite meal (smell; colours; portion size; taste). Ask them to look down at their desks and see themselves in their mind’s eye entering the restaurant, sitting, and enjoying their favourite meal. Talk about why using this strategy can help them when they are reading—for example, by putting themselves in the scene. For students who are struggling with making connections, read the Unit title “It Takes Courage.” Have them discuss what courage means to them. Ask them to describe people who have demonstrated courage: perhaps people they know, or characters in books or movies, or real people in the news. Explain that they have made text-to-self, text-to-text, and text-to-world connections. Talk about why making connections can help them when they are reading—for example, by understanding how the character is feeling.
Language Conventions Combining Sentences to Add Variety
Write the following sentences on the board: Every day it was the same. I would get up after my dad’s girlfriend left. I would leave the moment she came home. Have partners combine these sentences into one sentence that connects the ideas. Write their combined sentences on the board for students to assess. Ask students to compare their versions with the original in the second paragraph, SB page 19. Repeat the activity with the following examples: • My little sister pranced into the kitchen. She was happy to find me. I was still sitting there. • She plopped herself into the seat. It was across from me. She began to chat. It was at a million miles per hour. Have students discuss the value of combining short sentences to add clarity and variety to their own writing. NEL
Small Inspiration
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After Responding
DI challenge Challenge students to write a profile of someone whom they find inspirational. They can give a brief biography of the person and then explain why this person is a source of inspiration for them and how this person has changed their lives or thinking. They can share their profiles with other students or store them in their writing folders.
(SB pages 19–21)
What Do You Think Now? The narrator’s sister quickly accepted the changes in her family. Did this take courage? Why or why not? (it took courage for the sister to try to protect the narrator when she and her parents were fighting; the narrator thinks her sister was brave to accept the changes with a positive attitude, which helps her cope with them as well) Visualizing: How did you picture the author at the beginning of the text? How did your visualization change as you read? (at the beginning she was very stressed and lonely; as I read on, I saw her as very emotional and upset by her parents fighting, the divorce, and the girlfriend and baby; near the end I see her as calm, almost happy, and in love with her sister) Making Connections: What aspects of this personal essay were easiest for you to connect with? (I have seen a lot of TV shows in which families argue a lot, but not as much or as violently as this family did; my friend’s family is divorced, so I know how hard it is on her and her brothers to alternate living with their mom one week and their dad the next) Summarizing: What are the three most important points you would include if you were summarizing this text? (screaming and yelling makes people more upset rather than solving problems; really getting to know someone is very important; a positive attitude is needed to accept change) Critical Literacy: Think about how the father's new girlfriend would feel after reading this essay. What might she say in response? (she might feel that the narrator blames her for destroying her family, so she might defend herself by saying the family already had problems before she arrived on the scene; she might ask the narrator to sit down with her so that they can work out any feelings of resentment toward her) Metacognition: Prior to reading this text, you thought about the statement, “Accepting change takes courage.” How did that help you to better understand the essay? (it helped me to understand why the narrator admires her younger sister’s courage to turn the page and start a new family life; I think the narrator realizes that she became upset, depressed, and isolated because she was too afraid to accept the changes at home )
Student Self-Assessment Encourage students to think back to their learning with “Over the Edge” and “Small Inspiration” and reflect on their ability to visualize and make connections as reading strategies. Ask them to describe, while conferencing with you or a peer, how they might use these strategies when reading in other subjects. Have them use BLM 4: Self-Assessment Checklist and Goal Setting.
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Nelson Literacy 9 Teacher’s Resource Unit 1: It Takes Courage
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Activities Choice Board The following literacy activities provide opportunities for students to respond to the text. Teachers may select specific learning tasks based on student needs or interests. Oral Communication: Role-Play Have students work in pairs to plan a role-play in which the narrator and her dad’s girlfriend sit down to talk openly about their relationship and the problems in their home. Partners should determine how the characters might use the strategies of visualizing and making connections to make their communication with each other more effective. Have partners choose roles and enact the scenario. Ask them to then share their role-play with another pair and discuss how making connections allows them to better portray the characters. Partners can then switch roles and re-enact the role-play, incorporating feedback from the discussion.
Writing: Personal Essay Have students select a vivid text-to-self connection they made to the essay. Ask them to recall an experience they might use as the basis of a personal essay about some big change in their lives. Have them draft the story of the experience and then revise it by adding more specific details and descriptive language to help readers visualize the experience clearly. Ask students to discuss how visualizing and making connections can help improve their writing. Have students revise again by adding an explanation of what they learned from the experience. Small groups of students can share their essays and try to make connections with them.
Media Studies: Using Connections to Visualize Have partners share the connections they made as they read the essay (my brother and I fought when were kids, but now we’re really good friends). Ask partners to discuss what they see when they visualize the connection (I see my brother and I throwing things at each other, trashing our room, and getting yelled at by my father). Have partners draw four boxes on a blank piece of paper. In each box they can draw one action that they visualized from a connection. Partners can share their drawings with another group, and discuss which connection made the most vivid visualization. Students can make revisions based on feedback.
Oral Communication: Causal Analogies Explain to students that a causal analogy shows a causeand-effect relationship between two pairs of words, and give examples such as A match causes fire, just as fire causes smoke, or Hunger causes pain, just as eating causes pleasure. Ask small groups of students to discuss possible words to complete the following analogy: Fighting causes ______, just as inspiration causes ________. Have groups write as many analogies as they can based on the themes of the selection. Students can share and compare their analogies with another group, and discuss which causal analogy really connected with their experiences.
Assessment for Learning Criteria
Checking Progress
Next Steps
● visualize and make connections
Demonstration Task
Use the following resources to give students further opportunities to practise their reading strategies in small groups, independently, or in literature circles.
of various types ● explain how visualizing and
making connections helps the reader understand what is read Record individual progress on BLM 5: Rubric: Visualizing and Making Connections, or on BLM 6: Class Tracking Sheet.
Have students complete a threecolumn chart: 1. excerpts from the selection that sparked a visualization or connection; 2. their visualization or connection, coded as TS (text-to-self), TT (text-totext), or TW (text-to-world); 3. how the visualization or connection helped them understand the selection.
Other Nelson Resources Boldprint 9: Revolution! Literacy Power, Unit 6: A Country Called Canada
Key Assessment Question Students may respond to the key assessment question in writing, or orally in a conference. ● How did using strategies
such as visualizing and making connections help you understand the text?
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Small Inspiration
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FOCUS ON
Genre
How to
Identify the Elements of Persuasive Text STUDENT BOOK, Pages 30–31
Materials ● Student Book pages 30–31 ● Modelling Selection 3 ● BLM 2
About these Pages These pages provide an opportunity to review the genre Persuasive Text, modelled using Modelling Selection 3: Inspiring Tale of Courage. These same pages can also be used as a reference by students, throughout the unit and across the curriculum.
Curriculum Expectations O: Oral Communication R: Reading and Literature Studies W: Writing M: Media Studies
R Demonstrate how text forms help communicate meaning R Identify/describe characteristics of various text forms
What the Research Says “Identifying the structural organization used by an author is an effective reading strategy and improves comprehension and memory.”—Lea McGee and Donald Richgels
Modelling the Strategy/Shared Reading Identifying the Elements of Persuasive Text
Use Modelling Selection 3 and its accompanying Teacher Notes in the Selections for Modelling and Demonstration to model the strategy Identifying the Elements of Persuasive Text.
Focus on Genre Identifying the Elements of Persuasive Text
Have students refer to Focus on Genre, SB (Student Book) pages 30 and 31. Read about the different kinds of persuasive text; refer to the chart that identifies its organization. Ask students how being able to identify persuasive text can help them better understand a text. Read the Transfer Your Learning box, SB page 31. In response to the Speaking/Listening prompt, partners should write a beginning for the presentation. For the Technology prompt, small groups should identify elements of persuasive text that can make a blog more effective. Encourage students to refer to these Focus pages throughout the unit and when applying this strategy in other subjects.
Assessment for Learning Ongoing Observation
Assessment
Students who understand will:
● Use BLM 2: Observation Tracking Sheet to monitor
● explain how identifying the elements of persuasive
and make notes on students as they work.
text helps the reader understand what is read
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Nelson Literacy 9 Teacher’s Resource Unit 1: It Takes Courage
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UNDERSTANDING
The need to heed avalanche alerts
READING Genre STRATEGIES
▼ ▼
Persuasive Text Asking Questions
Student Book, Pages 32–33
Materials
About the Selection
● Student Book pages 32–33
●
● BLMs 2, 9, 10
●
Form: editorial Summary: The editorial maintains that avalanche alerts must be heeded.
ACCESSIBILITY
Curriculum Expectations EASY
AVERAGE
CHALLENGING
The facts of the incident are interesting. Argument is well developed with factual information. Paragraphs are short, easy to read and comprehend. VOCABULARY beckon
venture
close-knit
vibrant
grandeur
wrath
O: Oral Communication R: Reading and Literature Studies W: Writing M: Media Studies
O Identify the ways in which oral texts communicate ideas and influence listeners R Explain how text forms communicate meaning W Write for different purposes and audiences using a range of forms M Explain how media texts are created for specific purposes and audiences
Assessment for Learning: Overview Ongoing Observation
Assessment
Students who understand will:
● What elements of persuasive text did you identify while reading “The need to
● identify the elements
of persuasive text: clear opening statement; supporting arguments; logical structure with transition words; definite conclusion that repeats the main purpose ● recognize that
persuasive text may contain a call to action ● explain how knowing
the elements of persuasive text helps the reader understand what is read
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Key Assessment Questions heed avalanche alerts”? ● Which arguments to support the thesis did you think were the strongest?
Explain. ● Which arguments did you think were not strong enough to persuade the
reader? Explain. ● How does knowing the elements of persuasive text help the reader
understand what is read? Assessment Tools BLM 2: Observation Tracking Sheet BLM 9: Rubric: Persuasive Text BLM 10: Class Tracking Sheet Differentiated Instruction If students do not understand the strategy, use Differentiated Instruction (DI) Readiness, page 15.
The need to heed avalanche alerts
13
BEFORE Speaking/Listening what do you think?
Ask small groups of students to share their experiences (or the experiences of others) of putting themselves in dangerous situations. Have students read the What do you think? prompt on SB page 32, “Putting yourself in danger should be a crime.” Students should work in small groups: half of the groups plan arguments and examples to support the statement and the other half plan arguments against it. Have the groups present their arguments.The class can decide which arguments are the most persuasive.
Making Predictions Anticipation Guide
Read the following statements to the class. Ask each student to think for a moment and then to agree or disagree with each statement. Tally and record the results for each statement. 1. Most avalanches occur in winter. 2. Most avalanches occur after a heavy snowfall. 3. The probability of surviving an avalanche is 86%. 4. Suffocation is the chief cause of avalanche deaths. Have small groups of students share and discuss their reasons for their responses to each statement. (Note: All statements are true.)
During Reading “The need to heed avalanche alerts” Understanding Genre: Persuasive Text
ELL A brief discussion about the setting establishes background information for ELLs who may have little or no knowledge about conditions in the Rocky Mountains and the inherent dangers (avalanche, wilderness, back country). The before-reading discussions and analysis of the text are good strategies for providing ELLs with support for reading comprehension. However, instructional language can impede understanding of the text and reading tasks. Explain and give examples of terms like thesis, editorial, formal/informal voice, and call to action.
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Have students review the information about identifying the elements of persuasive text on SB pages 30–31. Read aloud the first paragraph and prompt on SB page 32. Ask: • A persuasive text has a thesis. What is the thesis the author is trying to prove? How does the first paragraph introduce the thesis? (Possible response: the thesis is that people must pay attention to avalanche warnings; the first paragraph uses six short sentences to introduce the problem and give the solution very bluntly) Read aloud the next seven paragraphs and second prompt on SB page 32. Ask: • A persuasive text offers support for its thesis with facts or arguments. What facts does the editorial present to support its thesis? (the public was warned in advance; the weather conditions were ripe for an avalanche) • What connections can you make with this news story? (text-to-self: stupidly, I have put myself in danger more than once and lived to regret it; text-to-text: I have seen movies about people trapped in avalanches or while mountain climbing and vowed to stay away from those activities; text-to-world: I have heard about skiers killed by avalanches recently in Canada)
Nelson Literacy 9 Teacher’s Resource Unit 1: It Takes Courage
NEL
Have students read the third paragraph and first prompt on SB page 33 independently. Ask: • Authors of persuasive text can choose either a formal or informal voice. What voice is this author using? Find examples of word choice in the article that support your answer. (the author uses a formal voice because of the seriousness of the situation, which the author does not want to happen again in the future; words that support this include: “needlessly,” “condolences,” “alas,” “miraculous,” “unfortunately,” “peril,” “predictability,” “died,” “grieve”) Have students read the last four paragraphs and second prompt on SB page 33 independently. Say: • Persuasive text usually contains a call to action. State this call to action in your own words. (people engaging in recreational activities during avalanche season should pay very special attention to the avalanche warnings and not go into potentially dangerous places) • Does the use of statistics make the opinion more persuasive? (yes, because when I see numbers I can visualize the seriousness of the situation; no, because the numbers are low)
DI
readiness
To support: For students who are struggling with identifying the elements of persuasive text, show them a print ad (power foods, extreme sports) that targets a teen audience. Have them state the message of the ad and identify the various ways the ad seeks to appeal to the target teen audience. Give students different ads and have them repeat the process independently. Have students join with a partner and explain their analysis of the ads. Repeat the process, using an editorial. Make a chart to record the thesis, supporting details, and conclusion. Ask students how choosing powerful supporting details can make an opinion more persuasive; how a strong conclusion can cement a persuasive argument in the reader’s mind.
Language Conventions Dashes for Sentence Breaks
dashes One dash marks a strong break in a sentence: I felt—well, there are no words to describe it. Two dashes set off a phrase or a clause: It wasn't until Monday night—or it may have been Tuesday—that I found the note on the fridge.
NEL
Write this sentence from the selection on the board: Heavy dumps of snow followed by wild swings in temperatures—from –30ºC to 1ºC in a short period of time—is a recipe for unstable snow on hilly terrain. Ask students what the impact of separating the information in the middle by using dashes (—) might be. (gives specific temperatures to emphasize “wild swings”) Repeat the activity with the following sentences: • There were about 100 people snowmobiling in the backcountry near Fernie where these avalanches initially buried 11 men—three of whom thankfully survived. • And yet, year after year, hundreds—if not thousands—of outdoor enthusiasts boldly proceed into areas of considerable risk during the winter, obviously believing Nature will not turn its wrath toward them. Ask students to take a piece of writing from their portfolios and find one place were dashes would add to the meaning or style of their writing. Have students read it with the dashes and without to see how it changes. The need to heed avalanche alerts
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After Responding
DI interest Students with an interest in avalanches might visit the Canadian Avalanche Centre website, where they can find the actual bulletin issued on December 27, 2008 for Fernie B.C. in the South Rockies archive. They can also view the International Danger Scale and find information about the causes of avalanches, safety practices, and rescue procedures. They could give a brief oral report of their findings to a small group or the class.
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(SB page 33)
What Do You Think Now? Should putting yourself into danger be a crime? Would the author agree? Find evidence from the text to support your answer. (I disagree because the avalanche was an accident the snowmobilers could have avoided but couldn’t control; the author wouldn’t agree because she says “This is a free country and we are not likely to ever outlaw people from entering dangerous wilderness areas.”) Analyzing Persuasive Text: Identify the main arguments that support the author’s thesis. (the weather conditions made an avalanche likely; a “considerable” risk warning should be taken seriously; the snowmobilers ignored the warnings; the rescuers were placed at great risk) Reading for Detail: What warnings is the author talking about in the first paragraph? (I think the author is referring to the warning given by the avalanche authorities that the area was a “considerable risk”; maybe the deaths of the snowmobilers is a warning to others to be more careful) Critical Literacy: This editorial appeared two days after an avalanche claimed the lives of eight snowmobilers from Sparwood, B.C. How might people from Sparwood respond to this article? Is there another side to the argument that is not present in the text? (the residents of Sparwood, which is a close-knit community, might find the editorial harsh because it seems to blame the snowmobilers; another side to the argument is that mountain towns depend on tourism and money spent by people who like to ski, snowboard, snowmobile, and hike, so the editorial should be careful not to scare tourists away) Metacognition: How did thinking about how the author organized the editorial help you to better understand the text? (the author alternates giving opinions and stating facts that help make the argument convincing; the thesis is stated strongly at the beginning and in the body, along with lots of facts to support it, and reinforced at the end along with a call for action)
Nelson Literacy 9 Teacher’s Resource Unit 1: It Takes Courage
NEL
Activities Choice Board The following literacy activities provide opportunities for students to respond to the text. Teachers may select specific learning tasks based on student needs or interests. Speaking/Listening: A Panel Discussion Give groups these roles: ski resort owner, snowmobiler, editorial writer, Search and Rescue team member, and member of Canadian Avalanche Centre. Each group plans the argument they will make to the panel discussion at a town hall meeting about the dangers of snowmobiling during avalanche season. Remind students to review the elements of persuasive text from SB pages 30–31. What might their perspectives be? Whose interests might be threatened? What arguments will they present? What solution will they propose? Have groups share their arguments. Which arguments had the best support?
Writing: Opinion Paragraph Tell students that an opinion paragraph is a type of persuasive text. It includes a topic sentence that clearly states an opinion. Provide students with an issue, such as the dangers of cellphones or smoking. Have students form an opinion about whether or not the item should be banned. Ask students to write their paragraphs for a teen audience, providing at least two reasons or facts and a strong conclusion. Have students share their opinion pieces. Students can respond using a prompt such as: What details provided the best support for the position taken by the writer of the opinion piece?
Media Studies: A Public Service Announcement Tell students that a Public Service Announcement (PSA) is an ad on TV or radio that tries to raise awareness in the public about an important issue. Ask them to create a PSA that will warn the public of potential safety issues regarding a defective product. Have partners choose a product they are familiar with, and brainstorm reasons to convince consumers to be cautious. Partners should share their draft with another pair, noting similarities and differences and using feedback to make revisions. Groups should then discuss what were the most powerful reasons given to support the position.
Writing: A Letter to the Editor Have students write a letter to the editor of the Calgary Herald. They might write as themselves, as one of the victims’ friends or family, the resort owner, or one of the rescue team. The purpose of the letter is to express an opinion about the editorial. They might be outraged or calm, supportive or opposed. Partners can share their drafts and use feedback to make revisions. Ask partners to discuss how the arguments presented reflect the perspective of the character writing the response. For example, in taking on the role of a family member, were the arguments convincing from that point of view?
Assessment for Learning Criteria
Checking Progress
Next Steps
● identify the elements of
Key Assessment Questions
● If students do not understand
persuasive text: clear opening statement; supporting arguments; logical structure with transition words; definite conclusion that repeats the main purpose ● recognize that persuasive text
may contain a call to action ● explain how knowing the
elements of persuasive text helps the reader understand what is read Record individual progress on BLM 9: Rubric: Persuasive Text, or on BLM 10: Class Tracking Sheet.
NEL
Students may respond to the key assessment questions in writing, or orally in a conference. ● What elements of persuasive
text did you identify while reading “The need to heed avalanche alerts”? ● Which arguments to support
the thesis did you think were the strongest? Explain.
the strategy, use DI Readiness, page 15. ● If students need more support
in identifying the elements of persuasive text, use one or more of the following selections for teacher-supported reading: “Death Does Not Ask,” easy, (letter to the editor)
● Which arguments did you think
“Panic ay Playland,” average, (pep talk)
were not strong enough to persuade a reader? Explain.
“What's Courage?,”average, (persuasive essay)
● How does knowing the
elements of persuasive text help the reader understand what is read?
● If students can identify the
elements of persuasive text, use one or more of the above selections as practice in independent reading.
The need to heed avalanche alerts
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APPLYING
Panic at Playland
Genre
Student Book, Pages 36–39
▼
Persuasive Text
About the Selection ●
Materials
●
● Student Book pages 36–39 ● BLMs 2, 4, 9, 10, 16, 30
●
Form: pep talk Summary: In this tongue-in-cheek pep talk, the author persuades a friend to ride a roller coaster. About the Author: Arwa Kimferdeen is a pseudonym of a writer and editor living in Toronto.
ACCESSIBILITY
EASY
AVERAGE
CHALLENGING
Readers might be able to identify with location and emotions, and the need for the pep talk. Vivid descriptive details help readers visualize context. VOCABULARY avid
Curriculum Expectations O: Oral Communication R: Reading and Literature Studies W: Writing M: Media Studies
O Identify the ways in which oral texts communicate ideas and influence listeners R Explain how text forms communicate meaning W Write for different purposes and audiences using a range of forms M Explain how media texts are created for specific purposes and audiences
envious exhilarating helix
Assessment for Learning: Overview
Ongoing Observation
Assessment
Students who understand will:
Demonstration Task, page 22
● identify the elements
● How did knowing the elements of persuasive text help you understand “Panic
of persuasive text: clear opening statement; supporting arguments; logical structure with transition words; definite conclusion that repeats the main purpose ● recognize that
persuasive text may contain a call to action
Key Assessment Question at Playland”? Assessment Tools BLM 2: Observation Tracking Sheet BLM 4: Self-Assessment Checklist and Goal Setting BLM 9: Rubric: Persuasive Text BLM 10: Class Tracking Sheet BLM 16: Demonstration Task: Persuasive Text Differentiated Instruction
● explain how knowing
the elements of persuasive text helps the reader understand what is read
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If students need more support in applying the strategy, use DI Teacher-Supported Reading, page 19. If students do not understand the strategy, use DI Readiness, page 20.
Nelson Literacy 9 Teacher’s Resource Unit 1: It Takes Courage
NEL
BEFORE Speaking/Listening what do you think?
ELL Voice is a difficult concept for many ELLs. Discuss what is meant by a pep talk and the use of informal voice. After students have shared their experiences of backing out of something, have groups of students select one of these experiences and chart the arguments that they would use to convince them to participate. Have them number each argument and jot down points that they would use to support each argument. Invite the groups to use their charts to dramatize a pep talk.
Ask students to share an experience of wanting to back out of doing something (such as diving off the high board at a swimming pool) when there is pressure from friends to do it. Have them discuss reasons for wanting to avoid the experience. Then have small groups discuss answers to the What do you think? prompt on SB page 36, “It’s OK to show your friends you’re afraid of something.”
Making Predictions Using the Title
Read the title of the selection. Ask: • What do you think of when you see the word “panic”? (Possible responses: anxiety; a stampede; out of control) • What do you think “Playland” might be? (an amusement park for kids; a playground) Have small groups of students make predictions about what the selection might be about, then share and explain their predictions with the class. Ask the class to decide on the most probable predictions. Tell students to watch for clues about their predictions as they read the selection.
During Reading “Panic at Playland” Understanding Genre: Persuasive Text
Have students review the information on the Focus On pages or, for those students who need more support, use a teacher-supported reading approach.
DI
TEACHER-SUPPORTED reading
Have students review the information about identifying the elements of persuasive text on SB pages 31–32. Read aloud the title, byline, and first paragraph on SB page 36. Ask: • A persuasive text has a thesis. What is the narrator’s thesis in this pep talk? (that Greg should get over his fear and ride the Corkscrew) Read aloud the rest of page 36. Ask: • How does Arwa try to persuade Greg in these paragraphs? (Arwa tries to use peer pressure by referring to their friends; she tries to sympathize with his feelings of fear and appeal to him as a longtime friend) Have students read page 37 independently. Ask: • A persuasive text offers support for its thesis with convincing reasons. What reasons does Arwa give to upport her thesis? (if Greg doesn’t get on, his friends will laugh at him or Ravi’s birthday will be wrecked; everybody else finds the Corkscrew fun, not frightening; this ride is safe) NEL
Panic at Playland
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Have students read page 38 independently. Ask: • What connections can you make with this selection? (text-to-self: I used to be afraid of roller coasters, so I started with small ones and worked my way up; text-to-text: I read a short story in which a rescuer had to coach a scared kid trapped on a cliff to climb down safely; text-to-world: I read news stories about accidents on roller coasters, so I have a sense of what Greg is feeling) Have students read the last page of the selection independently. Say: • Persuasive text usually contains a call to action. State Arwa’s call to action in your own words. (Stay calm, stop worrying, and enjoy the ride) • Find examples of word choice in the selection that support your answer. (the author uses an informal voice because she’s 15, Greg is her friend, and he needs to be calmed down and given some confidence; words that support my answer include: “butt in,” “I know you’re thinking,” “deep breath,” “Fun, with a capital F,” “completely safe,” “OK,” “really lucky,” “not so bad”)
DI
readiness
For students who are struggling with identifying the elements of persuasive text, write the following statements on the board: • Fast food restaurants should be banned. • Fast food restaurants should serve nutritious meals. • Fast food restaurants should serve fresh, not processed, foods. Ask students to make connections with the three statements and then share them with the group. Focus on the statement most students agreed with. Have students take turns sharing the reasons that support that thesis. Let the whole group decide on the most convincing reasons, and develop a call to action for the statement (customers should write local politicians to enact a law prohibiting fast food restaurants; customers should ask the manager to serve fresh food grown locally). Have students discuss how developing powerful reasons and an achievable call to action can make a thesis more persuasive.
Language Conventions sentence types Declarative: makes a statement; ends with a period Interrogative: asks a question; ends with a question mark Imperative: makes a command or request; ends with a period or an exclamation mark Exclamatory: expresses emotion; ends with an exclamation mark
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Types of Sentences
Review the definitions and punctuation of four sentence types: declarative, interrogative, imperative, exclamatory. Read each of the following sentences. Ask students in what way the sentences sound different, and how that changes the meaning. You’re only fifteen. You’re only fifteen! You’re only fifteen? Write the following sentences on the board, and have students identify the sentence types:You’re only fifteen. Weren’t they having fun? Take a deep breath. Your heart is fine! Have students scan the selection and find more examples of these sentence types. Students can discuss why the author might have used all four types of sentences, and the impact of this on the reader. Refer to BLM 30: Sentence Types for additional practice in identifying types of sentences.
Nelson Literacy 9 Teacher’s Resource Unit 1: It Takes Courage
NEL
After Responding
DI learning style Students who rely on listening to process their learning might benefit from hearing the pep talk read aloud by the teacher (or by a student) in order to appreciate the narrator’s various persuasive tactics and emotional appeals, as these are expressed through the changes in intonation, pace, and the variety of sentence types and lengths.
NEL
(SB page 39)
What Do You Think Now? What are some of the pros and cons of showing your friends you’re afraid? (a pro point is that a friend might sympathize with you and help you to become more confident; a point against the statement is that friends might use name-calling to ridicule you so you feel worse than before, might be pressured into doing something you don’t want to do) Analyzing Persuasive Text: What would the thesis of this selection be if you were to write it as a formal persuasive essay? (confiding a fear to a close friend you trust can help you feel less alone; family or close friends have a responsibility to help people who feel afraid become more confident) Drawing Conclusions: What other factors might motivate Greg to get on the ride? In your opinion, should the narrator have tried to persuade Greg to overcome his fear? Why or why not? (maybe he can be reminded that he’s already paid for his ticket to Playland; I think Arwa should have tried to motivate him, but I don’t think she should have made jokes about the clowns or deaths, and talked about him being terrified or humiliated because these things are negative reinforcements; no, Greg shouldn’t have to do something he is afraid to do) Critical Literacy: Do you think this selection would change if the pep talk were being delivered to a female friend? Explain. (Arwa sounds pretty aggressive with Greg, as if she’s trying to control him; with a girlfriend, Arwa might appeal to her more as a sister or equal and reveal some of her own fears) Literary Devices: How does the author create humour in this selection? Is humour an effective tool for delivering a serious message about overcoming your fears? (Arwa makes jokes about the clowns Greg is afraid of and how a few people actually have died on roller coasters; the pep talk is an amusing one-sided monologue in which Arwa gets pretty excited, speaking in long and very short sentences and using repetition, so that the message comes through loud and clear) Metacognition: What details helped you identify the text as persuasive? How does identifying a text as persuasive help you understand it? (the thesis uses the word “persuade” and in the middle Arwa identifies her three “big” supporting reasons; when I identified the purpose of this text I knew what to watch for, such as the supporting reasons, so I could make a judgment about whether or not I agree with the thesis)
Panic at Playland
21
Activities Choice Board The following literacy activities provide opportunities for students to respond to the text. Teachers may select specific learning tasks based on student needs or interests. Oral Communication: Reader's Theatre Have small groups of students develop a Reader’s Theatre script for this text, breaking the text into different speaking parts. When not speaking their assigned roles, group members can contribute appropriate sound effects. Encourage each group to use vocal techniques such as variety in volume, tone, and pitch to contribute to the persuasiveness of the arguments. Groups can share their Reader's Theatre, and discuss how voice and body language contributed to the arguments supporting the thesis statement.
Writing: Changing Perspective Remind students that the pep talk is written from Arwa's point of view. Have students discuss what readers learn about Greg’s character from Arwa's perspective, and consider how they might retell the selection from Greg’s point of view. Students can draft inserts of Greg’s thoughts and feelings in response to key points in Arwa’s pep talk (the thesis, three big reasons, call to action). Students may share their writing; prompt discussion on how feedback about the details that support a thesis could affect the presentation of its arguments.
Media Studies: Emotional Appeals Provide students with a print ad for a product aimed at a teen audience. Have partners analyze how the ad appeals emotionally to its audience: What story does the ad tell? Can you identify with the characters? How do the clothes and props make you feel? What dominates in the image? Have partners conclude by rating the ad’s appeal for the target audience. They can then share their analysis with another pair, and discuss how the techniques used in ads are the same as (and different from) techniques used in print text such as editorials and opinion pieces.
Oral Communication: Rant Explain that a rant is a very emotional speech about a topic of personal interest. (Students may know this, from the comedy of Rick Mercer.) Its purpose is to convince the audience to share the speaker’s anger about the issue. Have partners brainstorm a topic, develop a rant for a peer audience, and present it (I should be allowed to use my cellphone in school as a learning tool). Partners should use the elements of persuasive text to organize their rant. Groups can discuss when to use a rant as a way to express one's opinion.
Student Self-Assessment Encourage students to think back to their learning with “Over the Edge” and “Panic at Playland” and reflect on their ability to identify elements of persuasive text. Ask them to describe, while conferencing with you or a peer, how they might use this strategy when reading in other subjects. Have them use BLM 4: Self-Assessment Checklist and Goal Setting.
Assessment for Learning Criteria
Checking Progress
Next Steps
● identify the elements of
Demonstration Task
Use the following resources to give students further opportunities to practise their reading skills in small groups, independently, or in literature circles.
persuasive text: clear opening statement; supporting arguments; logical structure with transition words; definite conclusion that repeats the main purpose ● recognize that persuasive text
may contain a call to action ● explain how knowing the
elements of persuasive text helps the reader understand what is read Record individual progress on BLM 9: Rubric: Persuasive Text, or on BLM 6: Class Tracking Sheet.
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Have students make a flow chart like the one on SB page 31, and use it to summarize the thesis, supporting reasons, and call to action in “Panic at Playland.” This can be used to help answer the key assessment question.
Other Nelson Resources Boldprint 9: Me! Healthy Body, Healthy Mind
Key Assessment Question Students may respond to the key assessment question in writing, or orally in a conference. ● How did knowing the elements
of persuasive text help you understand “Panic at Playland”?
Nelson Literacy 9 Teacher’s Resource Unit 1: It Takes Courage
NEL
Homophones
BLM 25
Name: _________________________________________________________________________
Date: ________________________
What to Do • Homophones are words that sound the same but have different meanings and spellings. • Choose three pairs of homophones from the list below. For each pair, complete the boxes by identifying the part of speech of the word, drawing a visual symbol to illustrate the word, and using the word in a sentence to show its meaning.
aloud/allowed stare/stair
bored/board waste/waist
break/brake weather/whether
heal Part of Speech:
verb
Visual Symbol:
H
heel Part of Speech:
Visual Symbol:
noun
Sentence:
Sentence:
The boy’s injuries from the accident will heal.
Her shoe has a high heel.
Part of Speech:
Part of Speech:
Visual Symbol:
Sentence:
Part of Speech:
Sentence:
Visual Symbol:
Sentence:
Part of Speech:
Part of Speech:
Sentence:
Visual Symbol:
Sentence:
Copyright © 2010 by Nelson Education Ltd.
Part of Speech:
Sentence:
Nelson Literacy 9 Unit 1
BLM 25
Sentence Types
BLM 30
Name: _________________________________________________________________________
Date: ________________________
Sentence Type
Purpose
End Punctuation
Declarative
makes a statement
period
Interrogative
asks a question
question mark
Imperative
makes a command or request
period or exclamation mark
Exclamatory
expresses emotion
exclamation mark
What to Do • Write D for declarative, IN for interrogative, IM for imperative, or E for exclamatory before each sentence. • Put the correct punctuation at the end of the sentence.
______ 1. Did Greg get on the Cork Screw___ ______ 2. He’s still in line___ ______ 3. What’s the matter with him___ ______ 4. We can’t wait for him all day___ ______ 5. I’m going to buy a hot dog___ ______ 6. Do they have pretzels___ ______ 7. How should I know___ ______ 8. Where’s the washroom____ ______ 9. Ask Greg____ ______ 10. Hey, there’s no way you’re going to get me on the Monster Drop today____ ______ 11. Me neither____ ______ 12. Are you both chickens____ ______ 13. I don’t want to be sick____ ______ 14. Let’s go on before you eat a hot dog____ ______ 15. That ride’s stupid____ ______ 16. I think you’re Greg Number Two____ ______ 17. What do you mean____ ______ 18. Why don’t you just go to the wading pool with Greg____ ______ 19. Stop arguing on my birthday____ BLM 30
Nelson Literacy 9 Unit 1: It Takes Courage
Copyright © 2010 Nelson Education Ltd.
