teaching resource - Professional Learning NL

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TEACHING RESOURCE
ISBN 10: 1-55448-036-1
ISBN 13: 978-1-55448-036-4
© 2005 Rubicon Publishing Inc.
Teacher’s Guide: Faceoff!
by Michael Coughlan and Isaac MacEachan
ISBN 10: 1-55448-036-1
ISBN 13: 978-1-55448-036-4
All rights reserved. Except for the Reproducible Masters, no part of this publication
may be reproduced, stored in a database or retrieval system, distributed, or
transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the Publisher.
Every reasonable effort has been made to acquire permission for copyright material
used in this book. Any errors or omissions called to the Publisher’s attention will be
corrected in future printings.
Printed in Canada
BOLDPRINT is also available in French
table of contents
BOLDPRINT Student Books....................................................................... 2
BOLDPRINT Teaching Resource................................................................ 3
FACEOFF!
Literacy Assessment Checklist................................................................... 4-5
Introducing the Theme................................................................................ 6
Contents Chart.............................................................................................. 7
Teaching Suggestions for Reading Selections in Faceoff!
Stanley Cup Legends Article................................................................ 8
Flame On! Jarome Iginla — A Role Model Biography..................... 9
Hockey Haiku Poetry........................................................................ 10
The Last Game Short story................................................................. 11
Just One of the Guys Article.............................................................. 12
Get Ready for the Crosby Show Article............................................ 14
Hökyee Graphic story......................................................................... 15
Can You Beat That? Personal account.............................................. 17
My Mom the Hockey Fan Personal account.................................... 18
Street Hockey Night in … Tokyo? Report........................................ 20
Do You Have What It Takes? Quiz................................................... 21
Hockey in the Deep End Article........................................................ 22
Open Ice Interview............................................................................. 23
The Game of Our Lives Novel excerpt.............................................. 24
Reproducible Materials
1. Assessment Focus.........................................................................28-29
2. Self-Assessment Profile..................................................................... 30
3. Genre Cards..................................................................................31-47
4. Reproducible Masters..................................................................48-53
#1 T-chart................................................................................ 48
#2 Organizational Chart......................................................... 49
#3 Venn Diagram................................................................... 50
#4 Word Web......................................................................... 51
#5 Character Wheel................................................................ 52
#6 Storyboard.......................................................................... 53
5. Project Cards..................................................................................... 54
2
BOLDPRINT Teaching Resource
boldprint student books
The selections and activities in the BOLDPRINT Student Books have been chosen and designed
to pose ideas, problems, and situations of immediate and emerging interest to students. The
material is presented in visually attractive ways to capitalize on the impact of lively graphics and
illustrations in partnership with powerful print text.
THEME
Each Student Book is organized around a general theme or conceptual cluster because we believe
students learn more readily and stay involved when content is presented holistically rather than
in isolated segments.
Each BOLDPRINT Student Book opens with a specially designed two-page introduction that
serves as an invitation to students to think about the theme. The introductions vary from theme
statements to poetry to quotations and more.
READING SELECTIONS
The selections in the BOLDPRINT Student Books were carefully chosen to motivate and involve
students emotionally, intellectually, and imaginatively. They encompass a wide selection of genres
and formats, including graphic stories, short stories, informational texts, reports, profiles, poems,
interviews, scripts, essays, personal commentaries, etc.
ACTIVITIES
Each reading selection is accompanied by activities that act as scaffolding to support the reading,
understanding, and enjoyment of the selection; as well, speaking and writing extension activities
lead students beyond the selection into their real-world contexts.
Keywords: Words that students might find challenging are highlighted and defined in context
at the bottom of each page. Draw these words to the students’ attention and have them use
them in some way to consolidate their understanding of the words’ meanings.
4Before Reading
Warm Up: These activities prepare students to think about the topic and motivate them to
read on. By drawing on background knowledge and inviting discussion, the activities allow
students to anticipate and predict the direction and content of the selection. Warm Up
activities are usually oral rather than written.
4During Reading
Checkpoints: Checkpoints ask students to stop and think about something they have just
read. They are used to help students clarify the meaning of difficult words or phrases, or
to look at graphic features of the text in order to provide scaffolding for comprehension.
Depending on the length of the piece, there may be one to four Checkpoints. Occasionally,
there are no Checkpoints (for example, in poems or graphic stories), since stopping to address
a Checkpoint could interfere with the reading of the piece.
4After Reading
Wrap Up: These literacy opportunities generally include one activity focused on
comprehension and at least one other activity designed to ask the students to move beyond
the text. These activities often involve an oral, written, or graphic response related to the
theme or action in the piece.
Web Connections: In Web Connections, students are encouraged to use technology for
learning and are asked to research, communicate with people outside the classroom on the
topic, or collaborate to create a product or presentation.
boldprint teaching resource
To support teachers’ practice, the BOLDPRINT Teaching Resource offers:
1. A Contents Chart showing for each selection in the Student Book:
Genre, Reading Level, Reading and Responding Strategies
2. Information about each reading selection in the Student Book:
• genre
• the reading level:
4 – accessible; 44 – requires some guidance; 444 – requires focused support
The criteria used for assessing the reading level of the selections include: content, line
length, length of selection, number of difficult words, applicability to the lives of students,
applicability to the curriculum, complexity of ideas, complexity of sentence structure, and
graphic support.
• summary or description of the selection
3.Suggestions accompany each reading selection to support or extend the Before Reading,
Warm Up; During Reading, Checkpoints (in the Teaching Resource, references are
numbered); After Reading, Wrap Up.
4.The literacy strategies called for in each activity.
5.Additional activities to use with students after they have read the selection:
Revisiting the Text: a series of prompts that teachers can use with students to clarify, explain, modify, and enrich students’ comprehension of the reading selection.
Extending the Theme: optional activities that lead students to revisit the selection and extend their learning.
6. Reproducible Masters: graphic organizers, story starters, writing planners,
assessment profiles, etc.
7. Project Cards suggesting projects related to the theme of the Student Book.
8. Genre Cards presenting strategies for reading and writing in a particular format.
9.
Assessment Opportunities: Teachers have many and varied opportunities to assess student
achievement through the reading, writing, and small group discussions which BOLDPRINT
activities generate. The tasks students will be involved in present ways to demonstrate what
students know, what they can do, and what they value. Open-ended performance-based
activities will provide evidence of students’ proficiency or indicate areas where more focus is
required for success. Student responses can be collected as data for their portfolios.
All the Wrap Up activities following the selections in the BOLDPRINT series provide rich
opportunities for teachers to assess their students’ understanding and achievement.
In BOLDPRINT Teaching Resources, there are four Assessment Focus sections. Each of the
four Assessment Focus examples deals with a different genre and with one of the Wrap Ups
following the selection. The reading and responding strategies the students will be expected
to use are highlighted. In addition, there are bullets describing the kinds of evidence teachers
should be looking for in order to determine how well students are doing in using literacy
strategies to read and respond to the texts.
10.The Self-Assessment Profile will help teachers assess student interest and proficiency in
using a range of literacy strategies. This will help the teacher decide how and where to intervene
to address individual student learning needs.
3
4
Literacy Assessment Checklist
Check your students’ progress in using the strategies that follow.
Preparing for Reading
• Understands the purpose for reading
• Draws upon prior knowledge
• Previews and overviews the text
• Anticipates and predicts
During Silent Reading
• Makes connections to personal experience, to other texts, and to the world
• Questions the text
• Makes inferences
• Verifies predictions
• Determines the central idea or key issues
• Uses details to clarify and strengthen meaning
• Visualizes the text, makes mental representations
• Finds coherent patterns in the text
• Summarizes during reading
• Integrates information from various parts of the text
• Engages with the text
• Forms opinions, judgments, evaluations, and conclusions
• Interprets, analyzes, and appreciates the text
• Examines intent, validity, and authority of authors
• Responds emotionally, empathizes, and recognizes perspectives
• Transfers new learning to new occasions
• Monitors comprehension
• Rereads to clarify
• Uses context to make meaning
• Tracks large amounts of information
• Reviews and retains information
• Gathers and selects information
• Sorts and organizes ideas
• Marks and highlights the text
• Skims and scans
• Uses fix-up strategies as needed
• Recognizes difficulties and strengths
• Adjusts rate of and approach to fluency
• Recognizes most words automatically
• Solves unknown words
• Uses signal words
• Notes specialized vocabulary
• Understands expressions and figurative language
• Notices genres, text features, formats, and organizational patterns
• Recognizes language structures and conventions
• Uses graphic and visual information
Reacts and Responds to Reading
• Talks about the text: brainstorms, discusses, debates, questions,
persuades, presents
• Retells, recounts, paraphrases, dramatizes, improvises, storytells
• Reads orally: proves a point, clarifies a problem, participates in shared
reading, choral reading, and scripts; sings, makes tapes, works with
peers, presents reports and narrative writing
• Reads independently: author, theme, and genre study
• Researches using websites, references, interviews, reports, surveys,
information
• Writes: mind maps, notes, journals, wordplays, essays, reports, poems,
stories, scripts
• Creates visual responses using art, visual organizers, graphs, charts
• Builds language power with vocabulary, phonics, spelling, wordplay,
sentence structure, punctuation, idioms and expressions, literary terms
• Incorporates technology
• Revises and edits written work for publication
Understanding the Literacy Genres
Different types of communication possess different characteristics and often different
structures, depending on the purpose or intent of the writer, and the requirements of
the reader. Literacy depends on the ability to navigate multiple genres and to know how
to read, write, and discuss different types of text. Each form or genre of text requires a
different set of strategies for reading and writing, and students need instruction in
adapting to the requirements of each genre.
We read and write narratives differently from instructions; we read and write poetry
differently from explanations. Students need to master the requirements of the
different genres so that they can come to understand how each genre functions and
how to interact with each text form, as well as how to construct their ideas inside the
expectations of a genre. We want our students to learn about literacy forms so that they
will develop an awareness of how the different forms of language function.
GENRE CARDS
The genre cards offer students prompts and cues for reading and writing in a particular
text form. They can be used as mini-lessons for the class, or distributed to a student or
to a group of students as a guide for the reading and writing that accompanies a particular
text in the BOLDPRINT anthology. Over the years, students should have opportunities
to work in a variety of genres so that they can develop an awareness of how different text
forms function, and how the different forms interconnect.
In this Teaching Resource, you will find genre cards that offer support for reading
and writing: Stories, Poetry, Memoirs, Explanations, Opinions, Reports, Articles,
Instructions. Check the table of contents for page references.
5
6
Faceoff!: Teaching Resource
Grade Level: 8
About the Book
Faceoff! includes a variety of stories and articles about players and situations in the sport
of hockey. While many of the selections deal with ice hockey, there are informational
pieces on other forms of hockey played around the world, such as sledge hockey and
street hockey.
Previewing the Themes and Issues
• Teachers can help students prepare for the readings by sharing excerpts from the
history of hockey found online at http://www.alphalink.com.au/~hockeyv/history.
htm. Students may be surprised to learn that hockey can be traced back 4,000 years. An
interesting discussion of the origin of the word “hockey” is also included in one of the
selections in the book.
• Indulge students in a discussion about the different forms of hockey played around the
world. This will give them a broader perspective of the sport and allow them to think
beyond traditional ice hockey.
• The Table of Contents displays the selections and the genres they will read in this book.
If students could choose three selections to begin their reading, what will they be?
• Draw students’ attention to the opening spread on pages 4-5 of the book. They could
first read the lyrics of “The Hockey Song” and then sing it. It would be a good idea for
students to listen to a recording of the song as well. Get students to look at the picture.
What three words come to mind to describe a hockey game?
Making Connections
Invite students to prepare a write-up about hockey in their lives. It can take the form of a
poem, song, short story, interview, report, or a descriptive passage. These written pieces
can be shared with the class to help build on their own knowledge of the sport.
Curriculum Links
English, Science, Social Studies, Health, Literacy
Selection
Genre
Level
Main Reading Strategies
Main Responding Strategies
Stanley Cup Legends
Article
44
• Activating prior knowledge
and experience
• Summarizing
• Recounting and retelling
• Perspective taking
Flame On! Jarome
Iginla — A Role Model
Biography
44
• Identifying key ideas and
information
• Making inferences
• Making judgments
• Analyzing and evaluating ideas
Hockey Haiku
Poems
44
• Visualizing
• Connecting text to self/
text to world
• Sharing personal responses
• Reading fluently
The Last Game
Short story
44
• Connecting text to self
• Predicting outcomes
• Debating issues
Just One of the Guys
Article
444
• Connecting text to self/text
to world
• Writing informational reports
Get Ready for the
Crosby Show
Article
44
and experience
• Identifying key ideas and
information
• Adding details
• Writing descriptions
Hökyee
Graphic
story
444
• Noting details
• Writing scripts
Can You Beat That?
Personal
account
4
and experience
• Visualizing
• Writing journal entries
My Mom the Hockey
Fan
Personal
account
44
• Making meaning through
context
• Visualizing
• Adding details
• Writing narratives/scripts
Street Hockey Night
in … Tokyo?
Report
44
• Asking questions
Do You Have What It
Takes?
Quiz
4
and experience
• Creating pamphlets
Hockey in the Deep End
Article
444
and experience
• Writing emails/letters/
informational reports
Open Ice
Interview
4
• Understanding viewpoints
• Sorting ideas using visual
organizers
• Noting details
The Game of Our Lives
Novel
excerpt
444
• Visualizing
• Finding signal words and
building vocabulary
• Noting details
• Writing spontaneously
• Adding details
7
8
NOTE: The literacy
strategies refer to activities
in both the BOLDPRINT
Student Book and the
Teacher’s Resource.
Stanley Cup Legends
Genre: Article
(Student Book page 6)
Level: 44
About the Selection: There have been many interesting incidents relating to the Stanley
Cup during its history of over 100 years. This short chronology reveals some of the more
famous and humorous incidents.
Keywords: captivating, prestigious, anonymous
Before Reading
Warm Up
and experience
Allow students time for a brief group discussion on their favourite sports. Encourage
them to explain why they enjoy these sports over others. Put up a list of favourite sports
on the board. What are the top three favourite sports?
During Reading
Checkpoint
text to world
Ask the students to stop reading at this point and reflect on the value of the Stanley Cup
today. Pose the question, “Is it just the materials that give it value? What other factors
might be involved?” For students who are not aware of the prestige attached to the Cup,
ask them to compare it to a family heirloom or a piece of valuable jewellery that belongs
to someone famous.
After Reading
Revisiting the Text
1. What are some of the things that make the Stanley Cup a unique trophy?
2. Which of the incidents related was the most amusing to you and why?
3. Why do you suppose some people in the story did not value the Cup?
Wrap Up
• Identifying key ideas
and information
• Summarizing
1.Students should enjoy writing the headlines because it is a quick activity that allows
them to be creative in their word choices. You might want to bring some newspapers
into the classroom to show the students examples of catchy headings, especially those
in the sports section.
Assessment Focus
See page 28
• Writing a narrative
2.As students write their Cup story, encourage them to go beyond the information
given in this story and infer some of the other details. Encourage them to illustrate
their story with cartoon-style pictures that give the Cup more life. Allow time for the
students to share their stories with a partner. For those classrooms keeping writing
portfolios, these stories would be good selections.
• Writing a report
• Using technology to
research and present
Web Connections
There are many topics at this site for students to choose from. There are many links
they can use to get additional information. Some suggestions for topics are: trophies in
the NHL, players in the NHL, a journal of the Stanley Cup during the summer of 2004,
and legends of the game who have become members of the Hockey Hall of Fame. Some
students might want to present their project as a PowerPoint presentation using the
many pictures and features at this site.
Extending the Theme
and information
• Skimming and scanning
Research the championship trophy for another major sport. Find at least 10 interesting
facts associated with this trophy and be prepared to present these facts to your class.
Include the name of the trophy, how long it has been awarded, changes made to its
appearance, and of course some unusual incidents surrounding its history.
Flame On! Jarome Iginla — A Role Model
Genre: Biography
Level: 44
About the Selection: This is a short biography of Jarome Iginla, one of very few players in
the NHL of African descent. It reveals Jarome’s background, his development as a young
sports player, and his accomplishments in professional hockey. The biography reveals
Jarome as a charitable person, and a positive role model for youngsters of all nationalities.
Before Reading
Warm Up
and experience
Role models in sports are a topic for open classroom discussion. Let students who are
not into hockey discuss heroes and celebrities from other professions. It is important
to remind students that many celebrities become role models for reasons beyond
performance in their profession; and that one need not be a celebrity to be a role model.
Follow up to ask students why Jarome Iginla is a true role model for young hockey players.
During Reading
Checkpoints
and information
1.Allow the students to discuss whether the background about Iginla enhances the story
up to that point, or if it provides too much information. They should be encouraged
to infer why “big tree” would be a great hockey title. As an extended activity later,
you might allow students to do a caricature of Iginla as a “big tree.”
• Building vocabulary
and information
2.As students make inferences to why Iginla changed playing positions, get them to
relate their thinking to the information in the text. For example, we know from the
first paragraph on page 10 that Iginla was a very active child, while goaltending is
more restrictive, and perhaps boring for someone of his inclination.
• Determining audience
and purpose
3.Most students will respond positively here. Encourage them to elaborate on why the
author wants to convey the positive side of Iginla. If need be, remind them of the
underlying role model theme. Get students to imagine what Iginla was really
thinking, how he was feeling at the time, or what he might have said if he were to
finish the sentence, “It was a great year, but ...”
after Reading
Revisiting the Text
1. In what ways did Iginla experience success at a young age?
2.What were some of the hurdles that Iginla had to overcome as he developed as
a player?
3. How did the author succeed in presenting Iginla as a positive role model?
9
10
Wrap Up
and information
• Analyzing and
evaluating ideas
1.The students might enjoy working with a partner on this activity. Keep their focus on
the text by encouraging them to generate questions based on information presented
in the story. Assist struggling students by brainstorming some appropriate questions
on the board. The response to one of the questions should be a detailed answer that
gives sufficient information. The teacher might want to set half a page as a minimum
length for the response. The questions posed and one of the written responses can be
a basis to assess students’ comprehension of the story and theme.
Assessment Focus
See page 29
• Analyzing and
evaluating information
2.This is a good way for the students to sum up the most important information
in this story. A T-chart provides a simple graphic organizer for the challenged
students as they work through the story (refer to Reproducible Master # 1 page 48).
Brainstorming a list of important traits that sports heroes usually exhibit can be
helpful. From this list, students will have to identify the traits that apply to Jarome Iginla.
Web Connections
• Using technology
to research
Depending on the year this research is performed, there will be many developments in
Iginla’s career. Students might want to analyze the up-to-date information to determine
personal highlights in his career, “off seasons” he may have encountered, and/or
accomplishments off the ice. Because this book is being produced during the hockey
strike of 2004-05, it would be interesting for students to research what impact that event
had on Iginla’s career.
Extending the Theme
text to world
to research
• Creating collages
Jarome Iginla sees himself as an important role model for young black athletes,
particularly those in hockey. With a partner or in a small group, research other black
players who have been successful in the NHL. Make a collage of pictures and headings to
display the information.
Note: Teachers might suggest Willie O’Ree, the first black player in the NHL who played
with the Boston Bruins during the 1950’s, as a possible candidate.
Hockey Haiku
Genre: Poetry
Level: 44
About the Selection: These six haiku poems give an interesting perspective on the game of
hockey. The author, a hockey mom, creates an array of images familiar to all those who
have spent time in a frigid rink.
Before Reading
Warm Up
• Visualizing
text to world
Students who have played ice hockey outdoors will have different images to share.
Encourage them to talk about those scenes. Suggest that students also think about and
share the sounds that the word “hockey” elicits.
During Reading
• Visualizing
As the haiku poems are read, encourage the students to talk about the images each
one creates in their minds. After reading all the poems, spend some time talking about
the hockey experiences that the author might have had which caused her to write
each poem.
After Reading
Revisiting the Text
1. What words in the haiku conveyed sound?
2. Which haiku best captured the spirit of the game of hockey?
3. Which haiku draws the most vivid picture in your mind?
Wrap Up
• Visualizing
• Oral responses
• Generating ideas
for writing
• Writing poetry
1.Encourage students to read over each short poem several times. Suggest that they
also read each one aloud, perhaps to a partner. Remind them to take note of the
punctuations that help them comprehend the meaning. Allow time for students to
illustrate their favourite haiku for display in the classroom.
2.Ask students who find this activity difficult to think of a simple experience with
hockey (or some other sport) and then just write some words that describe it. Then
ask them to use some of these words to make a long sentence, but less than 17
syllables. Reading it to a partner is a good way to see if the image they intended is
conveyed. When completed, intersperse these illustrated haiku with the ones done
in Wrap Up #1.
Extending the Theme
• Visualizing
• Using technology to research
You can explore more of Catherine C. McGeoch’s interesting hockey haiku at
www.hockeyhaiku.com. Be prepared to share one of these haiku with your classmates.
The Last Game
Genre: Short story
Level: 44
About the Selection: In the change room after the final hockey game of the season, Jen
reflects on the loneliness of being the only girl on her Bantam hockey team. The
post-game camaraderie of her teammates makes this even more poignant. When Jen sees
members of an all-girls hockey team engaged in the kind of revelry she yearns for, she
suddenly gets an idea for next season.
Keywords: bantam, erupted, bantering
Before Reading
Warm Up
• Activating prior
knowledge and experience
Let students discuss what they know about the last games of famous players. What made
them leave the game? Encourage the students to talk about a “final game” they might
have played. Why was it their final game?
11
12
During Reading
Checkpoints
and information
1.Remind the students that the author wants us to learn more about Jen’s dad at this
point of the story. Let individual students read aloud lines from the text that suggest
he loved hockey. You might want to ask the question, “What else do we learn about
Jen’s dad besides his love for hockey?”
2.As the students vocalize the words that describe Jen’s loneliness, record them on a
chart or on the board. This might encourage the less engaged readers to participate.
Keep this list for “after-reading” activities.
text to world
• Making predictions
• Making meaning
through context
3.As students reflect on this behavior, ask them to think of occasions when
good-natured bantering is common and expected. Students who belong to clubs and
sports teams will have lots of examples to relate.
4.Ask students who are unfamiliar with the term “hat trick” to guess its meaning.
Then ask those who are familiar with the term if they know how it started.
After Reading
Revisiting the Text
1.Where in the story do we get the impression that Jen and her brother sometimes
annoy each other?
2.What are some of the reasons that made Jen think about taking up another sport?
Wrap Up
Assessment Focus
See page 28
Let students work in pairs to script the rest of the unfinished conversation between Jen
and her dad. Allow sufficient time for them to discuss the variety of scenarios and
endings to this story. You might want some to present their script in a reader’s theatre
format, or to include the characters of Josh and his friend Alex in the presentation.
Web Connections
• Writing a profile
text to text
and information
Encourage students to find information about the conflicts and difficulties that Manon
Rheaume encountered when she began playing hockey. They can then relate their
findings to those encountered by Jen. Some students may wish to explore other popular
female hockey players like goalie Kim St. Pierre of Canada’s national team or Angela
Ruggiero of the US national team.
Extending the Theme
• Debating issues
With a partner, explore the issue of female participation in certain male-dominated
sports like hockey, lacrosse, and football. Be prepared to debate this issue with your class.
Just One of the Guys
Genre: Article
Level: 444
About the Selection: Born with Down’s syndrome, Joey Moss had enthusiasm and a
jovial spirit that earned him the friendship of hockey superstar Wayne Gretzky. Gretzky
introduced him to a job as a dressing room attendant with the Edmonton Oilers. Joey’s
good nature and work ethic subsequently won over everyone he came in contact with.
Joey went on to win the NHL’s 7th Man Award.
Keywords: subtle, shied, persistence
Before Reading
Warm Up
Organize students in groups of three to briefly discuss the topic of “helper.” Get students
to identify Joey Moss’ “helper(s)” in this story.
During Reading
Checkpoints
1.While students can understand why Mr. Moss initially kept the news about Joey’s
Down syndrome from his wife, get them to debate whether the action was appropriate.
2.Teasing is a topic that will generate lively class discussions. After students have read
the story, ask if they or anyone they know are inclined to tease someone like Joey,
and why. Take the opportunity to explain the difference between friendly teases and
pranks and those that are mean-spirited.
3.Students will not be short of examples of unusual friendships that they saw in movies
like Beauty and the Beast, E.T., The Wizard of Oz, Flubber, and Shrek. Be sure to get
them thinking about characters they read in books like Charlotte’s Web and Gentle
Ben, and those in real life.
• Connecting the text to text/
text to world
4.Get students to jot down phrases in the remainder of the story that reveal a change
in the way others see Joey. After finishing the story, allow them to read aloud
their excerpts and then attach them to the board in the sequence that they occurred
in the story.
After Reading
and information
Revisiting the Text
1. Why did Joey and Wayne get long so well?
2. Why do you think Lyle Kulchisky “tricked” Joey when he was folding the towels?
3. In what ways is Joey a valuable member of the Edmonton Oilers Hockey Team?
Wrap Up
and information
• Writing informational
reports
1.The information the students need to complete this assignment is on pages 20 and
21 of the Student Book. Have copies of these pages for students to mark/highlight all
references to Joey’s jobs. This is an effective way to help weaker readers keep track of
information required to complete the exercise.
• Making notes and lists
• Sorting ideas using
visual organizers
2.A simple organizer like the one below can be helpful for weaker learners (refer to
Reproducible Master #2 on page 49). They can fill in the appropriate information
from the text. Others can use the two lists to write out Joey’s thank-you speech.
Wayne Gretzky
A time he showed friendship
A time he helped me out
A time he taught me a new skill
A time he made me laugh
Lyle Kulchisky
13
14
Web Connections
and experience
Working in pairs will allow students to find more knowledge of Down syndrome to
enlighten those who are not familiar. All will enjoy reading the personal stories and sharing
them with their classmates.
Extending the Theme
Find out about neighbourhood businesses that provide employment for mentally challenged
adults. Contact your local Mental Health Association and talk to informed adults for
other leads. Prepare questions you would ask both the employer and the employee about
the issues that each has to deal with. If it can be arranged, interview one, or both, of these
people, and share it with your classmates.
Get Ready for The Crosby Show
Genre: Article
Level: 44
About the Selection: In this brief look at a new hockey phenomenon, Sidney Crosby, the
author discusses some of the comparisons the media are making between Crosby and
Wayne Gretzky. He is concerned about the pressure this 16-year-old is under and
wonders if it will destroy “the next great one.” When he listens to Crosby coolly field
questions in a media scrum, he is certain the comparisons will always be there.
Keywords: wielding, intangibles
Before Reading
Warm Up
and experience
Since most of the readers will be approximately the age of Crosby when he first gained
international fame, they will likely be very interested in thinking about the pressures he
deals with. The enlightening part will be hearing the students compare their pressures
to Crosby’s.
During Reading
Checkpoints
1.Students should begin to infer that Sidney Crosby is a very mature young man who
has learned strategies at an early age for dealing with this constant pressure. At this
point you might want to ask the students to make a list of coping strategies he might
have developed.
2.Allow a variety of suggestions about what questions the reporter may have asked
Crosby. Remind the students that, because we are making an inference, there is no
one right answer, but several acceptable ones.
and experiences
• Connecting text to world
3.Stop and take some time to discuss together the meaning of the expression, “passion
for the game.” After the discussion give the students a few minutes to individually
record on paper a list of qualities required to be a great athlete. After the story has
been read, these lists might be shared or collapsed into one class list.
After Reading
Revisiting the Text
1. What are Sidney Crosby’s strongest personality traits?
2.How does Crosby respond to the concern that he is too small to play in the NHL?
Do you agree with his argument?
3. What are some of the ways that members of the press put pressure on Crosby?
Wrap Up
and information
and information
to research
1.Allow time for the pairs or small groups to discuss the statement they have chosen to
work on. They might be encouraged to find more than one detail in the text to support
their statement. One of these statements might be used as a debate format in the
Extending the Theme section below.
2.Try to have some examples of hockey cards to demonstrate the appropriate design.
Some students might have a collection of these cards to share with their classmates. A display of the completed cards might be set up in the classroom.
Web Connections
• Adding details
• Writing descriptions
Because this story was written in 2003 when Crosby was just 16, there will be a great
deal of new information available about him. Some of the interesting new stories will be
his participation in both the 2004 and 2005 World Junior Championships, as well as his
selection in the NHL draft. Some interested students might want to use the Internet to
keep the class updated on Crosby’s achievements throughout the year.
Extending the Theme
visual organizers
and information
Do a comparison study between hockey players, Sidney Crosby and Jarome Iginla.
Include the information in the two stories, as well as any new knowledge learned in the
Web Connections activity above. You might want to use a Venn diagram to organize the
information on both players (refer to Reproducible Master #3 page 50).
Hokyee (Student Book page 26)
Genre: Graphic story
Level: 444
About the Selection: This tale tells of a team of Viking legends who set off on a mission
to conquer the hockey world. They first defeated the Rus people, then the Scots, and
finally the Icelandic team. After many months at sea, they land at the Land of Hökyee
(Canada), to challenge The Great One and his fellow players for the Shtan Lee Cup. The
Vikings lose, and are banished from the shores of the Land of Hökyee for 1,000 years.
Leave out references to the game of hockey and this could well be the true account of the
Viking’s visit to North America in the 6th century.
Keyword: banishment
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Before Reading
Warm Up
• Noting details
Ensure that students know that “The Great One” is Wayne Gretzky’s nickname. Students
may need some additional information about the spelling of “hökyee” and its connection
to Viking or Nordic tradition. Take the opportunity to study the names of the Viking
players. Many of them are rooted in the names of the Nordic gods.
During Reading
• Making meaning
through context
and information
After completing some of the Warm Up activities, allow students to read the whole story
at their own pace. This will give them time to enjoy each frame and take in all the details
in each picture. Be available to answer questions or solve queries by individual students
as they go through the story for the first time. Allow them to read the story again with
a partner or in a small group where they can discuss the storyline and the characters.
When everyone has finished these activities, discuss with the whole group the storyline as
they have interpreted it.
After Reading
Revisiting the Text
1.Each Viking player has a specific skill or trait. How might these skills help them in the
game of hockey?
2. What are some of the methods used by the artist to display action?
3.In what ways did the artist depict The Great One of Hökyee to look like
Wayne Gretzky?
Wrap Up
• Writing scripts
and information
• Writing biographies
• Planning, organizing,
webbing and taking notes
1.Get the class to brainstorm the expressions and phrases often heard during a hockey
game broadcast. These might include: “welcome hockey fans around the world,”
“he shoots, he scores,” “he’s on a clear breakaway,” and “the crowd is going wild.”
After writing their script, students should be given time to practise delivering their
broadcast. Audio taping the broadcast is another approach that students can try.
2.Get students to consider making a hockey card that is larger than the actual trading
card size. This will allow for more detail and information. Remind them to include
additional special powers for their “höykee” legend. The finished cards can be
arranged on a Legends of Höykee display board in the classroom.
Extending the Theme
reports
to research
The names of the Viking hökyee players in this graphic story were based on the mythical
Nordic gods. Research this pantheon of gods, and write a short report on the one that
you find most interesting. Include information about his/her special powers. You might
even want to speculate which modern-day sports that god would excel in. Be prepared to
share this report with your class.
Can You Beat That?
Genre: Personal account
Level: 4
About the Selection: The author tells how, as a young boy, he lost his most treasured
possession, a hockey puck with his name carved across the face. He got the puck back
almost fifty years later. To the author, the recovered puck became a prized possession for
different reasons.
Keywords: illumination, avail, dismantled
Before Reading
Warm Up
A group discussion is probably the best method for this activity. The activity will be fun
since every student is likely to have a personal account of losing something special, and
perhaps one that ended with an unexpected recovery. It is also a topic that can bring out
hesitant speakers. It is important to remind the students that at times small items are
often more valuable to us than huge, expensive things.
During Reading
Checkpoint
• Visualizing
Students should be encouraged to not only give words that describe the visual scene,
but also describe the sounds of surprise and excitement that likely fill the room at that
very moment. Without disrupting the flow of the story, teachers might also seize that
moment to get readers to draw their visual scene.
After Reading
Revisiting the Text
1. Why was a small hockey puck so valuable to the author?
2. What leads us to think that the author’s family had limited financial resources?
3. Why is the recovered hockey puck a prized possession for the author?
Wrap Up
• Visualizing
• Writing journal entries
• Sorting using
visual organizer
1.This is another opportunity for students to practise visualizing scenes in the story,
and to think of emotional reactions to events. Allow students to draw scenes for their
journal entry. As they write about the boy’s emotional response, encourage them to
be more expressive and to use revealing words, rather than the common ones like
“sad” and “upset.” For students who might find this activity challenging, a word-web
organizer might be supportive here (refer to Reproducible Master #4 page 51).
2.Students can use an organizational chart like the one below to complete this activity
(refer to Reproducible Master #2 page 49). Students who do not have the opportunity
to discuss older sports with their parents, can choose a sport or game that they
know about and make a chart of the changes that have taken place. Games like table
hockey, coasting, rollerblading, etc. could be considered. Additional information
on the changes in these sports can be found online using appropriate search words
beginning with “history of ….”
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Hockey Long Ago
Hockey Today
Rules
Gear Required
Equipment Worn
Facilities
Web Connections
• Writing an
informational report
Students can have a lot of fun researching the hockey puck. Encourage them to answer
questions like: Why is it cylindrical? Why is it made of rubber? Why are pucks frozen
before games? What is the official weight? It would also be interesting to find information
on the “glowing puck”, a tactic used by Fox Broadcasting in the US in the early 1990s on
their live hockey broadcasts.
Extending the Theme
Take the game or sport you researched in Wrap Up #2 and prepare questions that you
could use to interview your parents or someone who played that sport. You might want
to videotape or audiotape the interview for presentation to your class. Try to make
the project more interesting by including an introduction by yourself and visuals of
memorabilia, antique equipment, etc.
My Mom the Hockey Fan
Genre: Personal account
Level: 44
About the Selection: The author tells the story of his mother, a woman born in the Punjab
region of India who is an avid hockey fan. She moved to Canada after marrying the
author’s father and became a fervent supporter of the Toronto Maple Leafs. Whenever
a game is on, no one in the household is allowed to change the channel, or even speak.
As a perfect case of East-meets-West, the author describes his family at the breakfast
table, eating a traditional Indian meal while discussing the previous evening’s game.
Nowadays the author calls his mom from California to discuss the current fortunes of
the Leafs — but never when a game is in progress.
Keywords: diehard, disbelief, rehashing, roti, dal, sabzi
Before Reading
Warm Up
and experience
A group discussion on what constitutes a loyal fan should elicit a response from
everyone. It might be interesting to discuss ways hockey fans are different from other
sports fans.
During Reading
Checkpoints
and experience
1.You might want to ask the students to read to the bottom of page 33 before
discussing the popularity of hockey around the world. Allow for some students who
might disagree with this premise. You might want to make a T-chart on the board
to record positive and negative reactions to the game. If the reading group includes
students from a country where hockey is not played, they might bring a very unique
perspective to this discussion.
• Making meaning
through context
2.Most students will be able to use context to figure out the word “chai” which is why
the meaning is not inserted on the page. Remind students here that using context is a
very efficient method to figure out difficult words.
• Connecting text to world
3.Encourage any children in the reading group to share their experiences of “balancing
the cultures.” It will be interesting to see how many examples revolve around food.
After Reading
Revisiting the Text
1. What are some examples in the story that show us that the Beri family was very close?
2. Why do you think the author’s friends would find his story so amusing?
3. How is the author’s mom a loyal Leafs fan?
Wrap Up
• Visualizing
• Adding details
• Creating pictures
• Writing poetry
1.Allow students who are reluctant writers to do the illustration of the mom watching
the game before writing the paragraph. This might help generate some ideas for the
story. Encourage the use of words in their stories that convey clear visual images and
sounds. Remind them that they are “painting a picture” with their words.
2.In this activity, students can write a poem about the mom in this story or a mom he/
she knows who is a hockey fan. This is a great opportunity for the students to practise
one of the styles of poetry with which they are familiar. Some might even write it as
a song along the lines of Stompin’ Tom Connors’ “The Hockey Song” found at the
beginning of this book. To help students think of some of the mom’s characteristics,
encourage them to fill out the Character Wheel Organizer (refer to Reproducible
Master #5 page 52).
Web Connections
• Determining audience
and purpose
• Writing narratives
Remind the students of the purpose of this project — to get someone disinterested to
become interested in hockey. The students will have to put together persuasive arguments
suggesting features like fan clubs, team giveaways, theme nights, etc. All of the NHL
teams have great websites that support and encourage fan support. Less capable students
might be encouraged to concentrate on one team and report why someone should
become a fan of that team. Using a computer program like PowerPoint, students could
design and present an enticing promotion for membership in a team’s fan club.
Extending the Theme
• Writing scripts
and information
With three or four other students, write a brief script about you and your friends attending
a sporting event you have never experienced before. Make sure to describe the scene
around you and the action on the playing surface. Some choices you might consider are:
cricket, water polo, underwater hockey, handball, Australian-rules football, and rugby.
Remember to research the sport sufficiently to enable you to write your script.
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Street Hockey Night in … Tokyo?
Genre: Report
Level: 44
About the Selection: This story is about street hockey in Tokyo played by a small group
of young foreign and local hockey enthusiasts. The group is the Tokyo Street Hockey
Association, and their rules are guided by a simple philosophy, to have fun.
Keywords: random, staple, curvature, game philosophy
Before Reading
Warm Up
Allow students to discuss why this title is surprising to them. Let them also discuss how
the author designed the title for this purpose.
During Reading
Checkpoints
1.Students can talk about methods used to pick players for each team like, for example,
the reciting of rhymes, picking numbers, or tossing a bat. This would also be an
excellent opportunity for teachers and other adults present to describe their ways of
picking team members.
text to world
2.Ask students who have participated in street hockey to compare these rules to their
own. An alternate activity is to have the students write down five questions they want
to ask about the TSHA rules.
After Reading
Revisiting the Text
• Analyzing and
evaluating ideas
• Written responses
• Dramatic reading
1. Why are there so few equipment requirements for the TSHA?
2. Why are referees not required in the TSHA?
3. Why do you think the Fun Rule is the most important rule?
Wrap Up
1.After writing the interview questions, some students might want to invent an interviewee
with a nickname and a colourful personality, and create an interesting story of what
brought him or her to play street hockey in Tokyo. Some students might want to
make a sketch or drawing that highlights his/her interesting characteristics.
2.Students are free to answer more than one of their partner’s questions. Some can
then use the answered questions as part of their script to conduct a live interview in
front of the class. This could be an opportunity for them to role-play the personality
of the invented interviewee.
Web Connections
• Finding key ideas
and information
Komazawa Park is the site of the 1964 Tokyo Olympics. Using the search word
“Komazawa”, students should find other interesting information about this park. Each
one should present findings to the class, and all the facts could be listed on the board as
a visual display of information that is learned about this park.
Extending the Theme
• Speechmaking
• Defending a
position or choice
Supposed you have been chosen to speak before the National Hockey League officials
about adopting the fun rules of the Tokyo Street Hockey Association. Write out your
speech and then present it to your class.
Do You Have What It Takes?
Genre: Quiz
Level: 4
About the Selection: A short quiz to test the reader’s knowledge about hockey trivia.
Before Reading
and experiences
Warm Up
Ask the students a few hockey trivia questions. Some questions which might be used are:
What position did Bobby Orr play? (defence) How many lines are painted completely
across a hockey rink? (5) What does the word “icing” mean in hockey? (A team shoots
the puck from their side of centre ice and it goes across the opponent’s goal-line without
touching any player’s stick.) Allow students to ask their hockey trivia questions.
During Reading
and experience
Allow students to read and answer this hockey quiz in pairs. Some students may wish to
record their answers and then use the answers on page 48 to check them.
After Reading
Wrap Up
• Creating pamphlets
Encourage students to construct their own trivia questions about hockey. They can write
these in a short booklet adding pictures from magazines or some of their own drawings.
Remind them to include the answers somewhere in the booklet. These booklets can be
exchanged with their classmates.
Extending the Theme
• Making notes
to research
Investigate some sports trivia sites on the Internet. There are a variety of interactive sites
that allow you to test your knowledge of sports history. Use the key words “sports trivia
games” to begin your search and be prepared for lots of challenging fun.
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Hockey in the Deep End
Genre: Article
Level: 444
About the Selection: This selection describes the unique sport of underwater hockey, a
sport that was invented in the 1950s and is now played in several countries around the
world. It explains the equipment, rules, and physical demands of the sport, and many
interesting contrasts with the more widely known game of ice hockey.
Before Reading
Warm Up
• Previewing a text
and experience
Consider writing the title on the board before passing out the books. Let students
speculate from the title what the story is about. Allow students to look at the pictures
on pages 40 and 41 and reconsider their initial opinion. This approach should heighten
their interest in reading the text. If some students have already heard of this sport,
encourage them to share this information with the class.
During Reading
• Analyzing and
evaluating ideas
Checkpoints
1.Students could work with a partner to create a list of required equipment. They can
then check off the items on their list as they are mentioned in the story. Students
should be given a chance to explain why their items, if not mentioned in the story,
should be included.
2.This is a great activity for pairs or small groups to make inferences and analyze
the information presented. Remind the students to explain their stand based on
information in the text and their knowledge of other forms of hockey.
After Reading
Revisiting the Text
1. Why was this a sport for divers in the British Navy?
2. Why is it a slow-pace game?
3. Why is anticipation so important in this sport?
Wrap Up
• Sorting ideas using a
visual organizer
and experience
• Writing emails
and letters
1.Students can use a graphic organizer to compare the two sports (refer to
Reproducible Master #2 page 49). Encourage students to add categories like
attributes, common injuries, fan appeal, tempo, etc. As a wrap up for this activity,
prepare a large-scale class chart for students to post their entries in the appropriate
categories.
2.This letter might be written more efficiently on a computer so that it can be saved,
reviewed, and edited. While writing, the students can learn to multi-task by
concurrently accessing the Internet for information about Olympic sports, protocol,
etc. Students may want to email the Olympic Council to see what response
they will get.
Web Connections
reports
prepare and present
Consider a variety of topics for investigation besides unicycle hockey. Students may find
the following forms of hockey interesting: sledge hockey, tabletop hockey, air hockey,
floor hockey, and roller (inline) hockey. Provide an opportunity for each student to
present his or her topic to the whole class.
Extending the Theme
• Writing a script
• Dramatic reading
With two or three other students, write a script for a play-by-play broadcast of a game
of underwater hockey. Make up interesting names for the teams and the players. Make
sure you include lots of descriptions of the action as seen from the edge of the pool. Be
prepared to present the broadcast to your class using a cardboard microphone.
Open Ice
Genre: Interview
Level: 4
About the Selection: This selection describes ice sledge hockey, a form of hockey played
by people with physical disabilities, and an official game at the Paralympic Winter
Games. It also features an interview with 16-year-old Laura Sitlington who clearly loves
the sport.
Keywords: Paralympic, achondroplasia
Before Reading
Warm Up
• Activating prior
knowledge and experience
Encourage students who are already aware of this sport to share their knowledge and
experience. Some students may know of a sledge hockey team or league in their area.
Locate in advance some interesting and informative websites relating to ice sledge
hockey for those students with limited or no knowledge to learn about the sport.
During Reading
Checkpoints
visual organizers
• Noting details
1.For learners who are not fluent in English, draw a simple T-chart on the board
with the headings “Similarities” and “Differences.” Have the students jot down
similarities and differences on sticky notes that can be posted on the chart under
the appropriate headings.
2.Encourage students to imagine and then talk about the difficulties Laura has to
overcome to move quickly on a sled. Discuss the function of the ice picks on the top
end of each player’s sticks.
After Reading
Revisiting the Text
1. Why might sledge hockey be an expensive sport to participate in?
2. What benefits does Laura get out of this sport?
3. What do we learn about Laura’s personality from her response to the last question?
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Wrap Up
• Defending an opinion
1.As a group discussion, students are likely to have much to say about teasing and
bullying. Remind them to stay focused on the topic, namely, whether bullying and
teasing of people with disabilities is an issue to be discussed openly. Encourage the
groups to come up with concrete suggestions that they could practise in their school.
• Writing a response
2.Help students who find this activity difficult by brainstorming two or three possible
questions on the board. Students who have written out their questions could
exchange them with a classmate. The receiving student could then write a response
that Laura might have given to that question. These responses can be shared with the
whole class.
Web Connections
and information
Students may also want to use this website to arrange an interview with one of the
Canadian Half Pints. They could record the interview for the class to compare/contrast
some of the answers given in this interview with those given by Laura in the story.
Extending the Theme
• Planning, organizing,
webbing and making notes
Arrange to conduct an interview with a disabled sports player in your community. This
interview could be done by email, over the phone, or in person. Remember to plan the
questions you will ask and to be considerate. Be prepared to present your interview to
your class.
Genre: Novel excerpt
Level: 444
About the Selection: This is an excerpt from Peter Gzowski’s hockey book by the same
title. The author recounts how, as a young boy, he enjoyed skating on the neighbourhood
outdoor rink. He vividly describes preparing for skating practice on Saturday morning
and rushing to be the first to arrive so he could enjoy the total freedom to skate at a
breakneck speed around the rink.
Keywords: light standards, slither, revelling, untrammelled
Before Reading
Warm Up
Students who have participated in sports will likely be able to relate to this excerpt.
Others might want to talk about a “big game” they might have seen on television.
Discuss with them what makes these events memorable.
During Reading
Checkpoints
• Visualizing
• Finding signal words and
building vocabulary
1.Discuss with students the visual images conveyed by the author’s choice of words and
phrases like “the boards … pale against the darkening grass,” “light standards sprouted
along their edges,” and “spring softened the ice.”
• Noting details
• Visualizing
2.This paragraph lists all the “details” involved in getting ready for hockey. It might be
a good idea to photocopy page 46 and ask the students to number or highlight the
process this boy had to go through to get ready. Make sure that the students recognize
how words and phrases help us visualize a scene.
3.Draw students’ attention not only to the visual images but also the sounds of the
scene. After reading, let them talk about the scene that formed in their heads. Ask
them to vocalize the specific words in the story that led to these pictures or sounds.
After Reading
Revisiting the Text
1. What work had to be done by community members to get the rink ready?
2. What details in the story indicate that these events took place a long time ago?
3. How did the boy express his “untrammelled freedom” on the ice?
Wrap Up
• Visualizing
1.Students can use a storyboard chart to help design their comic strip (refer to
Reproducible Master # 6 page 53). Students should be allowed to make up an ending
to this story so that they can complete their comic strip. One scenario might be that
the older children come along to disrupt the skating practice. Another might be that
the boy’s dad shows up in an angry mood. Perhaps a famous player shows up to join
our hero. Display the finished projects in the classroom for everyone’s enjoyment.
• Writing spontaneously
• Adding details
2.For this writing activity, let the students pick any activity they are passionate about,
not just in the sports area. Encourage them to use descriptive words and to add a lot
of details where they wish to create imagery for the reader.
Extending the Theme
• Writing a report
Find out more about Peter Gzowski, the author of this story. Although he remained
a fervent hockey fan throughout his life, he never played the game professionally.
However, he did become a famous Canadian. Use the Internet as well as library books
to prepare a short report you can present to your class.
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Reproducible
Materials
28
Assessment Focus
The Last Game
Teaching Resource
Page 11
(SHORT STORY)
Assessment Focus:
Reading Strategy: Predicting outcomes
Wrap Up Work with a partner to discuss the ending. What might the “great idea” be?
Continue the conversation between Jen and her dad. Read your short script to the class.
When assessing the students’ work on this task, look for demonstration (evidence) that:
• The students participate effectively in a discussion and are able to share a variety of
suggestions about Jen’s great idea.
• The students can identify the information, including the pictures, in the story that
supports their suggestions as to what the outcome of the story might be.
• The students can choose an ending that fits with the sequence of events, as well as Jen’s
character in the story.
• The students write a script of the final conversation that maintains Jen’s character and
the theme of the story.
• The students can fluently read the “new” script to their class.
Stanley Cup Legends
Teaching Resource
Page 8
(ARTICLE)
Assessment Focus:
Responding Strategy: Recounting and retelling, perspective taking
Wrap Up #2 “If the Cup could speak …” Choose one of the stories in the article and
write about it in the voice of the Cup.
• The students select and reread the appropriate information from the story to complete
the task.
• The students plan and organize their stories using details selected from the story.
• The students use language and a structure that is appropriate for a fictional narrative.
• The students effectively take the perspective of the Cup in their stories.
• The students reflect on personal experiences to connect to their new stories.
• The students read their news stories to others to check for voice and clarity.
• The students revise their stories accordingly.
• The students are able to fluently read their stories to the whole group.
Assessment Focus
Teaching Resource
Page 24
(NOVEL EXCERPT)
Assessment Focus:
Reading Strategy: Visualizing, retelling
Wrap Up # 1: With a small group of friends, retell the story as a comic strip.
Create pictures and action words to convey the story.
When assessing the students work on this task, look for demonstration (evidence) that:
• The students effectively use the discussion prior to writing to generate and clarify ideas.
• The students skim the story to make a list of the key ideas and information.
• The students plan and organize their work using the appropriate organizers (storyboard,
flow chart, etc.).
• The students use a variety of pictures and descriptive language to convey the action in
the story.
• The students revise, edit, and proofread text used in the comic strip.
• The students’ completed work is retold in the text.
• The students share their comic strip with their classmates in an appropriate manner.
Flame On! Jarome Iginla — A Role Model
Teaching Resource
Page 9
(BIOGRAPHICAL ARTICLE)
Assessment Focus:
Responding Strategy: Analyzing and evaluating information
Wrap Up #2 Many of Iginla’s special personality traits come through in this biography. Use
a T-chart to make a list of these traits and where they are revealed in the story.
• The students are able to make a list of Iginla’s special personality traits after reading
the text.
• The students are able to locate relevant information in the text that confirms that Iginla
has these special traits.
• The students make inferences about Iginla’s special traits while reading the story and
appropriately uses this information in the assignment.
• The students effectively organize the relevant information using the T-chart provided.
• The students edit, revise, and proofread the chart at the appropriate times.
• The students are able to explain clearly the completed chart to others.
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Self-Assessment Profile Student:
Date:
1. My favourite selection in Faceoff! was ___________________________________________________
__________________________________________________________________________________
2. This story/poem/article reminds me of __________________________________________________
__________________________________________________________________________________
3. The character __________________ is like me because _____________________________________
__________________________________________________________________________________
4. My favourite word or phrase in this selection is ___________________________________________
__________________________________________________________________________________
5. This story/poem/article made me feel ___________________________________________________
__________________________________________________________________________________
6. I would like to find more material by this author because ___________________________________
__________________________________________________________________________________
7. The part of the selection that I did not understand was _____________________________________
__________________________________________________________________________________
8. The new words/phrases I learned were __________________________________________________
__________________________________________________________________________________
9. If I could change one thing about this selection, it would be__________________________________
__________________________________________________________________________________
10. If I could write to the main character, I would say _________________________________________
__________________________________________________________________________________
BOLDPRINT Teaching Resource • Reproducible Master
BOLDPRINT GENRE CARD
Genre Cards
You may wish to photocopy each genre on a single sheet, with
“Reading” on one side and “Writing” on the other.
The sheet can be laminated and handed to students for reference.
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Reading a Story
Reading
• Looking at the title or illustrations, what type of story do you think
this will be?
• Read the story silently to yourself.
• What type of story was this? Did you predict correctly?
This type of text is a
work of fiction, created
from the writer’s
imagination. It includes:
Mystery
Fantasy
Science Fiction
Characters
• What did you learn about the characters?
• How did the author bring these characters to life?
Setting
• Where and when did the story take place? Could you see
the setting in your mind?
• Were the time and setting important to this story?
Plot
• What is the plot of the story?
• Did the events in the story move quickly?
• What was the most exciting moment?
• What was the theme (the author’s message) of the story?
• Did you find yourself inside the story? How did it connect to your life?
• What did you like about the author’s writing?
• Do you wish the story had been longer?
• Would you recommend this story to other readers?
Folk Tales, Myths,
and Legends
Humour
Romance
Action Stories
Writing a Story
Planning and Drafting
• Choose an idea for your story.
• Will you write a science fiction or fantasy
story, a mystery, a humorous story, a love
story, or an adventure story?
CHARACTER
• What characters will you have in your story?
• Make a chart showing each
character’s qualities.
• How will you bring these characters to life?
SETTING
• Where will your story take place? How
will you create a picture of the setting
using words?
• What mood do you want to create? How will
you do this?
PLOT
• What events will take place in your story?
• What troubles will the characters meet in
the story?
• Write a first draft. Will you have a narrator,
or will you write in the first person (I) or the
third person (he, she)?
• Can you add dialogue between characters?
Or, will you tell the reader what the
characters are thinking?
• Be sure to use strong verbs (action words).
• Include some long and short sentences.
• Add an unusual opening to grab the
reader’s attention.
• Write a conclusion that wraps the story up.
• If possible, write your draft using the
computer. It will make revising and
editing easier.
Revising and Editing
• Reread your story and rewrite it to make
it stronger:
• Do you have too much going on?
• Should you have more dialogue?
• Do you need to describe a scene in more
detail?
• Give your story to someone else to read
and give you feedback. If you agree with
the reader’s opinion, revise your story
once more.
• Do a final check of spelling, grammar,
and punctuation.
Publishing and Sharing
• If you are writing on a computer, choose
an appropriate font for your title and for
the text.
• Print out your story and share it with your
classmates. Ask if they enjoyed reading it —
were they intrigued, frightened, touched?
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34
Reading Poetry
Poetry uses words, rhythm, and rhyme (sometimes) to express feelings,
describe something, or tell a story.
Reading
• Looking at the title, can you predict the type of poem this will be?
Will it be serious, funny, or scary?
• Are there illustrations?
• Read the poem silently.
• Read it again, out loud.
• Who is speaking in the poem? How do you know?
• Did any pictures appear in your mind?
• Did the poem connect you to other ideas?
• What “poetic form” did the poet use?
Are the lines arranged in stanzas? In specific shapes?
• Is there rhythm?
Read the poem out loud and tap out the rhythm as you read.
Can you hear the strong beats in each line?
• Is there rhyme?
• Are there unusual words?
• Are there interesting patterns of words?
• Are there any puzzles or surprises in the poem?
• Does the poem appeal to any particular emotions?
• What effect did the poet hope for? Was the poet successful?
• Can you find other poems like this one, or others by the same poet?
This type of text
includes:
Rhymes
Patterns
Free Verse
Story (or Narrative)
Poems
Haiku and other
Formula Poems
Writing Poetry
• Choose a topic that interests you.
• Decide who will be the speaker in the poem.
• Brainstorm all the ideas and feelings that the topic reminds you of.
• Reread the ideas and expressions you have written down. Add any words that come to
mind as you read them.
• Now begin to arrange your words and expressions in the order that will help you create
your poem.
• Will you write a haiku, free verse, or use a pattern or rhyme?
• Use a rhythm that suits the feeling of your poem.
• Add new words and groups of words, and cross out other words in order to make your
poem more effective. You might wish to add a metaphor or a simile.
• Rearrange lines or words to make the poem stronger.
• Add a title that will make a reader want to read your poem.
• Read your poem out loud to yourself in a soft voice, and revise any problems.
• Do a final check of spelling and punctuation.
• Write your poem out in your best handwriting, or type it on the computer using a font that you
think matches the mood of the poem. If you wish, add a photograph or illustration.
• Read your poem to your group. Ask for their opinions of it.
35
36
Reading a Memoir
This type of text is nonfiction; it is a personal recounting of a specific time
in the writer’s life.
This type of text
includes:
Diaries
Reading
• Read the memoir silently.
• What personal experiences is the author writing about?
• Who is involved in the story?
• Where and when did it take place?
• What happened?
• Was there an interesting opening or lead, and an effective conclusion?
• How did the author use the five senses “to paint a picture in words”?
• How does the author feel about what has happened? How do you know?
• Why has the author written this anecdote? Why is this experience
important to the author?
• What did the author learn from this personal experience?
• How did this experience affect the writer?
• Does the anecdote connect to your life? Have you had a
similar experience?
• Did this anecdote make you think about other memoirs you have heard or
read about?
• What can you learn from this author’s memoir?
Journals
Picture Books
Biography
Anecdotes
Recounts
Personal
Experiences
Writing a Memoir
• Make a list of four or five important memories that stand out in your mind.
• Select one memory to turn into a memoir (a short, personal description of a moment
in your life).
• Write an outline of your memoir, or make a mind map using a chart:
• Include your attitudes and feelings before the event.
• Describe what happened.
• How did the experience change your life?
• Write your memoir using the first person (I).
• Add some dialogue between characters, or the thoughts that you had in your own
mind at the time.
• Use descriptive language, so that the reader can see what is happening.
• Be sure to explain why this event in your life was so special.
• Reread your memoir, and revise it so that the reader will remember it.
• Do you have too much information for a short memoir?
• Do a final check of spelling, grammar, and punctuation.
• You may choose to keep this as a private piece of writing, or share it with your friends.
37
38
Reading an Explanation
This type of text is nonfiction. It is based on facts and tells about real
people, places, and events. These texts explain ideas and information.
This type of text
includes:
Research Reports
Reading
• Why do you want to research this topic?
Essays
Inquiries
Projects
• What would you like to find out about this topic?
Write down your questions as a guide for your research.
• Collect the materials about your topic from:
• books, newspapers, and magazines
• the Internet
• interviews with experts.
• A re the materials helpful? Are there difficult words or ideas?
Do you need to ask for help?
• A re there diagrams, maps, or drawings that helped make the
information clearer?
•D
id you find out what you wanted to know?
•D
id the explanation help you to understand the topic?
Writing an Explanation
• Select a topic that interests you and that you want to explain to a reader.
• Make a mind map of all the questions you have about the topic.
• Find the information you will need:
• in books
• in magazines
• from people
• from the Internet.
• How will you record the information you find?
• Will you use file cards, stick-it notes, or write in point form?
• Will you create lists, charts, or diagrams on the computer?
• Write down the facts, but leave out your opinions.
• What special words do you need to include?
Should you explain them for the reader?
• Include some important quotes from the researchers.
• Add diagrams, charts, illustrations, or a glossary of terms.
Label diagrams/charts/illustrations carefully.
• Reread your explanation:
• Should you change the order of any points?
• What should you make clearer?
• Check that all diagrams/charts/illustrations have been placed in the correct positions.
• Present your explanation in the best way to help your readers learn about the topic. Either
write it in your best handwriting, or use the computer.
• Ask your readers if your explanation was clear and helpful.
39
40
Reading an Opinion Piece
people, places, and events. An Opinion Piece offers the writer’s thoughts
and opinions on a topic.
Reading
• Read the title of the selection. Try to predict the author’s viewpoint
about the topic.
• Read the article to understand the different opinions about the topic.
• What information does the author use to back up his/her opinions?
• Does the author use emotion to persuade the reader?
• What questions do you still have for the author?
• What information do you still need in order to make up your mind?
• What is your opinion of the author’s ideas?
• What do you agree with?
• What do you disagree with?
• Is the argument confusing?
• Has the writer left out important points?
• Have you changed your mind on the topic because of this article?
This type of text
includes:
Persuasive Articles
and Essays
Letters to the Editor
Reviews
Debates
Arguments
Advertisements
Writing an Opinion Piece
• Choose a topic about which you feel strongly.
• What points do you want the reader to agree with?
• Gather information that will support your viewpoint:
• Use your own experiences.
• Talk to your friends.
• Find information in books, magazines, and on the Internet.
•H
ow will you persuade the reader to agree with your opinions?
•O
utline your article and organize your points:
• Use your facts and statistics.
• Use interesting anecdotes.
• Use quotations.
• A dd diagrams, charts, photos or illustrations, or a glossary of terms.
Label diagrams, charts, photos or illustrations carefully.
• T ry to think of the other viewpoints, so that you can persuade the reader to agree
with your opinions.
•W
rite a rough draft of your opinion article.
• Now go back and check that you began with an interesting opening statement.
• Be sure you have a convincing closing statement that summarizes your opinion.
• Read the article to yourself:
• Which points are effective?
• What do you need to change?
• What else can you add to persuade the reader?
• Write the final version of your article in your best handwriting or on the computer.
• Share your article with your classmates. Ask if you were able to convince them of your opinion.
41
42
Reading a Report
people, places, and events. In a Report, the writer records important
events and gives useful information.
This type of text
includes:
News Reports
Sports Reports
Reading
Social Events
• Read the headline and subheads and predict what the report will
be about.
• Read the report from beginning to end, and check your prediction.
• Decide on the main idea of the report.
• Who was involved in the event?
• What happened?
• Where did it take place?
• Why did it happen?
• How did it end?
• What background information did the reporter add?
• What details made this report worth reading?
• Did the reporter give his/her own opinions?
• What effect could this event have in the future?
Celebrations
Writing a Report
• Select an event that you found interesting in
the news, in school, in the group you spend
time with, at your workplace (if you have an
after-school job), in your neighbourhood.
• Tell who was involved, what happened,
where it took place, when it happened, why
it happened, and how it ended.
• Leave out your own opinions.
• Decide on subtitles — this will help you plan
your paragraphs.
• Add as many specific details as you can find
to add interest to the report.
• Include
quotations from people who were
present, or who have background
information, or are authorities.
• Include
photographs, diagrams, maps,
or charts.
• Now
write an opening paragraph that grabs
the reader’s interest.
• Then,
write a conclusion that summarizes
the report and talks about what may happen
because of the event you have reported.
• Write
a brief, strong headline for your report.
• Reread and revise your report:
• Do you have an interesting and
inviting opening?
• Do your subheads help the reader predict
what is following?
• Have you answered the 5 Ws — who,
what, when, where, why — and how?
• Check that all facts — dates, places,
names — are correct.
• Check that quotations you have used are
accurate, and that you have named
the source from which you got them.
• If you included photographs, diagrams,
maps, or charts, remember to provide
captions and labels.
• Give
your draft version to a classmate and
ask for suggestions on how to make your
report clearer or more interesting. Make the
changes if you agree with them.
• Do
a final check of spelling, grammar,
and punctuation.
• Write a polished version in your best
handwriting or on the computer. Choose an
appropriate font for the headline, subtitles,
and text.
• You
may wish to submit your article to the
school newspaper for publication, or post
your article on the school website.
43
44
Reading an Article
people, places, and events. An article informs and entertains.
This type of text
includes articles in:
Magazines
Reading
• Preview the article by reading the title and the subtitles.
• Look at the pictures, captions, or diagrams.
• What do you think the main idea will be in this article?
• What do you already know about this topic?
• Think about the ideas in the article:
• What new information have you learned?
• What “big ideas” did the author want to tell you about?
• What is the main idea in each section?
• Who is the author? Does he/she represent a special organization
or group?
• Did the author include his/her own opinions?
• How did the article connect to what you already know?
• Do you have questions still to be answered?
• Did the author present the ideas in an interesting and clear way?
Newspapers
the Internet
Writing an Article
• Select a topic you know about that you would like to share with others.
• Gather more information from as many sources as possible:
books, newspapers, magazines, television, the Internet, experts.
• Decide how you want to organize your article.
• Write down the subtitles in order to help decide on your paragraphs.
• A dd quotations from people, or charts and boxes with specific information,
or photographs/diagrams.
• Write a draft of your article. Writing on a computer makes revising and editing much easier.
• Reread and revise your article:
• Do you have an interesting and
inviting opening?
• Have you answered the 5 Ws — who,
what, when, where, why — and how?
• Do
your subtitles help the reader predict
what is following?
• Do you give examples to demonstrate
your point?
• Does the order of paragraphs make sense
to the reader?
• Do
you have an effective conclusion?
• Check that all facts — dates, places,
names — are correct.
• Check that quotations you have used are
accurate, and that you have named
the source from which you got them.
• If you included photographs/diagrams,
make sure they have captions and labels.
your draft version to a classmate and
• Give
ask for suggestions on how to make your
article clearer or more interesting.
• Do a final check of spelling, grammar,
and punctuation.
• Write a polished version in your best handwriting or on the computer. Choose an appropriate
font for the title, subtitles, and text.
• You may wish to submit your article to the school newspaper for publication, or post your
article on the school website for schoolmates to read. Ask for a response from your readers.
45
46
Reading Instructions
Reading
• What will the instructions help you to do?
• Do you know what resources you will need to complete the task?
• Are the instructions written for beginners or for those with experience?
• Are there diagrams, maps, headings, and numbers to help you
complete the task?
• Are there helping clues along the way, such as information boxes,
diagrams, or coloured words?
• Is the sequence clear? Do you know what to do next?
• Is there a summary telling you what you should have found out or
figured out?
• Talk to a classmate or groups and compare the results of following the
instructions.
This type of text
includes directions
and instructions in:
Manuals
Games
Rules
Recipes
Puzzles
Experiments
Writing Instructions
• Decide on the instructions or plans you want to write for a reader to follow.
• Write down the goal of the instructions, or what you want the reader to be able
to do by following the instructions.
• List the equipment or materials the reader will need.
• Decide on how to organize the information.
• Write down the instructions, using the command voice (Next, you …).
• Use action verbs (walk, turn, push, cut, pull …).
• Help the reader to follow the instructions carefully with words like: next, after, before, then.
• Create helpful diagrams or drawings with clear labels.
• Use colour or different fonts for important words.
• Add two or three helpful rules, or “what to watch out for.”
• Check that your instructions are accurate, that you have used clear sentences, and that
diagrams have been clearly labelled.
• Ask someone to read your draft version. Ask the reader if the instructions were clear
and easy to follow. If the reader could not understand certain steps, revise them.
• Print out your instructions in the form of a flyer.
• Offer your instructions to appropriate readers who might find them useful.
47
48
Student:
Date:
T-Chart
Iginla’s Personality Traits
Part in Story That Reveals Traits
BOLDPRINT Teaching Resource • Reproducible Master #1
l
a
n
o
i
t
a
Organiz
Chart
Categories:
Topic 1:
49
Student:
Date:
Topic 2:
1.
2.
3.
4.
5.
6.
Date:
Venn Diagram (Compare/Contrast)
Student:
50
Student:
Date:
Word Web
Topic:
51
Student:
r
e
t
c
a
Char
l
e
e
h
W
e
Ch
tic
ris
ara
cte
ris
tic
ara
ct
Date:
t
P
in
Tex
t
ter
c
ara
Ch
te
r
Pa
ist
ic
P
ar
ti
nT
ext
ext
nT
ti
Character:
rt
ar
Tex
n
i
t
ar
P
Ch
52
c
ra
a
Ch
ist
ic
Panel #5
Panel #1
Panel #6
Panel #2
Panel #7
Panel #3
Storyboard
Date:
Student:
Panel #8
Panel #4
53
54
Field hockey vs. Ice hockey
The sport of field hockey, not mentioned in this
book, has many similarities to ice hockey. Make
a comparative study of the two sports with a
focus on:
• locations around the world where the sport
is popular
• rules of the game
• equipment required
• major tournaments and championships
• issues like fan appeal, growth of the sport,
controversies, etc.
1
Project Card
the great debate
soccer stars
Using the graphic story “The Great One of
Höykee” as a model, create and draw a Greek
Soccer Team made up of stars from the Greek
pantheon (family) of gods. Be sure that you
consider their special powers in choosing
members for your team and assign them
descriptive names. Display your awesome
soccer team on a poster, or on individual
collector cards. Include a short bio for each
player as captions on your poster, or on the
back of cards.
2
Project Card
lead the way
Prepare to debate one of these issues about ice
hockey:
• Ice hockey is too violent.
• Professional players are overpaid.
• Girls do not have the same opportunities
as boys in ice hockey.
• Ice hockey is a sport for the affluent.
Make a short illustrated book of visibleminority players who have performed in the
National Hockey League. You might want
to start with Willie O’Ree who was the first
Black athlete to play in the NHL. Include such
information as:
Use this procedure to prepare for this project:
1. Read as much about the topic as you can.
2. Talk to people you know about the issue.
3. Take a stand on one side of the issue.
4. Find a classmate who has
an opposite stand.
5. Arrange to hold your
debate in class allowing
for audience participation.
• background
• years played in the NHL
• teams they played with
• goals and points they accumulated
• major accomplishments
• pictures
• other interesting
information
3
Note: If you are unable to
Project Card
find an opponent to debate
your issue, present your research
in a speech to your class.
4
Project Card
© 2005 Rubicon Publishing Inc.
Teacher’s Guide: Faceoff!
by Michael Coughlan and Isaac MacEachan
ISBN 10: 1-55448-036-1
ISBN 13: 978-1-55448-036-4
All rights reserved. Except for the Reproducible Masters, no part of this publication
may be reproduced, stored in a database or retrieval system, distributed, or
transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the Publisher.
Every reasonable effort has been made to acquire permission for copyright material
used in this book. Any errors or omissions called to the Publisher’s attention will be
corrected in future printings.
Printed in Canada
BOLDPRINT is also available in French
TEACHING RESOURCE
ISBN 10: 1-55448-036-1
ISBN 13: 978-1-55448-036-4

teaching resource - Professional Learning NL

Transcription

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