teaching resource - Professional Learning NL

TEACHING RESOURCE
ISBN 10: 1-55448-094-9
ISBN 13: 978-1-55448-094-4
© 2006 Rubicon Publishing Inc.
Teacher’s Guide: Survivors
by Robert Cutting
ISBN 10: 1-55448-094-9
ISBN 13: 978-1-55448-094-4
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
SURVIVORS
Literacy Assessment Checklist..................................................................... 4-5
Introducing the Theme..................................................................................... 6
Contents Chart................................................................................................... 7
Teaching Suggestions for Reading Selections in Survivors
I Survived! .................................................................................................. 8
Woman Survives Terrifying Bear Attack .............................................. 8
Survival in Stone: The Spirit of Crazy Horse ....................................... 9
A Time of Darkness .............................................................................. 11
Survival in the Ashes ............................................................................ 12
Houston! We’ve Got a Problem … ...................................................... 13
Struck by Lightning ................................................................................ 14
Surviving the Worst .............................................................................. 15
Between a Rock and a Hard Place ...................................................... 16
Tsunami Survivor ................................................................................. 17
Surviving Katrina .................................................................................. 18
Reproducible Materials
1. Assessment Focus.................................................................................. 22-23
2. Self-Assessment Profile ............................................................................. 24
3. Genre Cards ........................................................................................... 25-41
4. Reproducible Masters ........................................................................... 42-47
#1 Survival in Stone—KWL Chart........................................................ 42
#2 Proofreading Tips............................................................................... 43
#3 Reporting the News............................................................................ 44
#4 Lunar Module Conversation............................................................. 45
#5 Presentation Checklist....................................................................... 46
#6 Creating a Poster................................................................................ 47
5. Project Cards .............................................................................................. 48
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
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 the
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
BOLDPRINT Teaching Resource
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
BOLDPRINT Teaching Resource
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
BOLDPRINT Teaching Resource
SURVIVORS: Teaching Resource
Grade Level: 7
About the Book
The selections in SURVIVORS take us on journeys of great human strength and
unbelievable challenges. We are reminded that the survivor is often an ordinary person
in an extraordinary situation. It is the reaction to the situation that sets him or her apart.
Previewing the Themes and Issues
• Teachers can help students prepare for the selections in SURVIVORS by reviewing the
Table of Contents and the selection descriptions.
•Teachers may also read and discuss the introduction with the students. Students could
study the image on pages 4-5 of the student book and discuss the extent to which it
conveys survival.
• Students could be encouraged to talk about survival stories they have heard or
witnessed, either in real life or in the media, and how these stories affected them.
Making Connections
• Invite students to recall a time when they survived something, no matter how small an
incident.
• Have students research historical survival stories.
• As students leaf through the book and connect with the selections, encourage them to
comment on the pictures and graphics and how these enhance the meanings of the
selections.
Curriculum Links
English, History, Science, Literacy
BOLDPRINT Teaching Resource
Selection
Genre
I Survived!
Poem
Woman Survives
Terrifying Bear Attack
Level Main Reading Strategies Main Responding Strategies
4
• Connecting text to self
• Recognizing genre and style
• Writing poetry
• Generating ideas for writing
True
account
44
• Activating prior knowledge
and experience
• Noting details
• Making lists
• Creating questions
• Using graphic organizers
• Creating posters
Survival in Stone: The
Spirit of Crazy Horse
Profile
44
• Identifying key information
• Skimming and scanning
• Role-playing
• Using technology to research and
create a sketch
• Writing a story or poem
A Time of Darkness
Interview
• Activating prior knowledge and
experience
• Connecting text to world
• Recounting and retelling
• Perspective taking
• Working cooperatively
• Researching and retelling
Survival in the Ashes
Graphic story
4
• Analyzing features and formats of a text
• Interpreting nonverbal text
• Writing journal entries
• Creating titles
• Creating models
Houston! We’ve Got a
Problem …
Description/
Graphic
organizer
444
• Activating prior knowledge
and experience
• Making inferences
• Creating visual organizers
• Using technology to research
and present
Struck By Lightning
Personal
account
44
• Retelling and recounting
• Connecting text to self
• Writing instructions
• Role-playing
• Creating posters
Surviving the Worst
Personal
account
44
• Connecting text to self
• Making meaning through
context
• Retelling and recounting
• Creating a graphic story
Between a Rock and a
Hard Place
Excerpt from
personal
account
44
• Identifying key ideas
• Making inferences
• Analyzing and evaluating ideas
• Debating
Tsunami Survivor
Personal
account
444
• Making meaning through
context
• Visualizing
• Understanding viewpoints
• Creating graphic organizers
• Writing scripts
Surviving Katrina
Newspaper
article
44
• Generating ideas for writing
• Distinguishing fact from
opinion
• Planning, organizing
• Using graphic organizers
• Writing short stories
444
7
8
BOLDPRINT Teaching Resource
I Survived (Student Book page 4)
Genre: Poem
Level: 4
About the Selection: Through questions in a short-poem format, students look at what it
takes to survive.
BEFoRE READING
Before reading the poem, discuss with students what traits allow people to survive.
DURING READING
• Connecting text to self
• Recognizing genre
and style
Ask students to connect the concept of surviving to their own experiences. Have them
discuss the effectiveness of the questions in the poem.
AFTER READING
• Defending a position
Revisiting the Text
1. H
ow effective is the poem in explaining what survival means? Explain your answer.
2. W
hich is more necessary to surviving: skill or luck? Give reasons for your answer.
Extending the Theme
• Generating ideas
for writing
• Writing poetry
a)Write a group survival poem. This is a larger poem that has contributions from each
member of the group. Brainstorm ideas as to what your poem will be like, and what
you want it to say.
b)Divide up the verses among the members of your group. Write your verses and then
put your poem together.
c) Display this group poem in your classroom.
Woman Survives Terrifying Bear Attack (Student Book page 6)
Genre:True account
Level:44
About the Selection: Julia Gerlach was working as a forester in British Columbia when she
was attacked by a black bear. Her story is one of survival against the odds. A list of tips
on how to survive a bear attack is included.
BEFORE READING
Warm Up
• Activating prior knowledge
and experience
Have students relate their frightening situations in small groups. If they come up with
creative ways of getting out of dangerous situations, they could be shared with the rest of
the class.
BOLDPRINT Teaching Resource
DURING READING
• Noting details
As they read the article, students could make a list of injuries that the bear inflicted on
Julia and note the actions that she took to defend herself.
AFTER READING
Revisiting the Text
1.
2.
3.
4.
•Making lists
• Creating questions
• Using graphic organizers
How did Julia come into contact with the black bear?
What did Julia have with her to fend off bear attacks?
What did Julia do that saved her life?
Why was Julia not angry at the bear?
Wrap Up
1. Have students discuss the steps with a partner before making their lists.
2. H
ave the students work in small groups to formulate interview questions, and then
narrow their choices to the most significant three questions to ask.
Web Connections
Review the use of a Venn diagram and its appropriateness to this type of exercise. Model
one story before students begin their work.
Extending the Theme
• Creating posters
1. C
reate a poster that highlights survival tips for a topic of your choice. This could be
humorous (e.g., “How to Get Lunch in the Cafeteria”) or serious. Create a poster that
will make others want to read your survival tips.
• Creating storyboards
2. R
etell the events of the bear attack to Julia Gelarch in graphic form. Create your
storyboards using the events that happened in the article. Create narrator lines and
Judy’s words as she was attacked by the bear. Work with a friend or on your own to
make your storyboard exciting and realistic. Post your storyboard in the classroom as
part of a display about the bear attack.
Survival in Stone: The Spirit of Crazy Horse (Student Book page 10)
Genre: Profile
Level: 44
About the Selection: Crazy Horse was one of the most admired of the Plains People
known as the Lakota. He was a great friend of Sitting Bull and joined him at the Battle
of Little Big Horn. The article looks at his life, and at the memorial being constructed to
honour this hero.
Keywords: visionary, lariat
9
10
BOLDPRINT Teaching Resource
BEFORE READING
Warm Up
• Brainstorming
Students could add to their discussion on hero traits by giving examples of heroes they
see in the media and in other areas of life. As they read this profile, they could compare
what they thought were the qualities of a hero with what they’ve learned about
Crazy Horse.
DURING READING
Checkpoint
• Identifying key
information
Have students identify Crazy Horse’s quick action and what he did that was courageous.
AFTER READING
Revisiting the Text
1.
2.
3.
4.
5.
Assessment Focus
See page 22
• Skimming and scanning
• Role-playing
• Using technology to research
and create a sketch
• Writing a story or poem
• Creating a skit
Why did Crazy Horse offer the antelope meat to others in the village?
Describe how Crazy Horse scared the bear away from his younger brother.
What was the significance of Little Bighorn to Crazy Horse?
What heroic traits do you feel Crazy Horse showed in his life?
W
hy do you think the Crazy Horse Memorial shows Crazy Horse pointing toward his
traditional homeland?
Wrap Up
1. S tudents could read their sentences to the class or to each other in small groups.
2. S tudents should be given time to practise their role-plays prior to presenting them to
the larger group.
Web Connections
As the students navigate the website, encourage them to record a description of the size
and scope of the memorial.
Extending the Theme
1. W
rite a story or poem about Crazy Horse that shows his heroic traits. You can add
illustrations to your writing using your own drawings or by selecting them from
another source. Have your work peer-edited. Ask your teacher for the Proofreading
Tips checklist. Share your writing with a friend. (Note to teacher: Reproducible
Master #2 on page 42 is provided for this activity.)
2. Write a short skit about Crazy Horse.
a) Choose an event in his life.
b) Create the dialogue for your actors to use.
c) Rehearse the skit.
d) P
resent it to an audience of friends, or another class that might be studying
Native-Peoples lives.
BOLDPRINT Teaching Resource
A Time of Darkness (Student Book page 14)
Genre: Interview
Level:444
About the Selection: Many atrocities were committed during the Second World War.
One of these, the Holocaust, produced incredible stories of tragedy and survival. This
BOLDPRINT interview is with one of the survivors, Eva Olsson.
Keywords: concentration camp, genocide, Hassidic, nauseating, Gestapo
BEFORE READING
Warm Up
• Activating prior
knowledge and experience
Students could relate this piece to media productions they may have seen, such as
Schindler’s List, and discuss the extent to which these productions have enhanced their
understanding of the Holocaust.
DURING READING
The information that Eva gives may be too intense for some readers. Pause at various
spots during reading to give the students time to digest what they have just read.
• Connecting text
to world
Checkpoint
Have the students try to connect the unfeeling treatment of the arrivals by the guards
with similar treatments they have read about or seen in the news, in movies, or on TV programs.
AFTER READING
Revisiting the Text
1.
2.
3.
4.
Assessment Focus
See page 22
• Perspective taking
• Supporting the main ideas
• Working cooperatively
What was the Final Solution?
How many people were killed during the Holocaust?
What were some of the worst things that Eva saw in the concentration camps?
W
hy do you think the prisoners were given no food or water just prior to their
liberation?
Wrap Up
1. S tudents could use their discussion as a springboard for the concept of never giving
up, and what that really means.
2. S tudents’ information could be presented as a news report, or as an oral presentation
similar to a radio broadcast of the news. Reproducible Master #3, “Reporting the
News” on page 44 could be used by the students in planning their reports.
Web Connections
• Researching
and retelling
Have students register their stories with the teacher to avoid duplication.
11
12
BOLDPRINT Teaching Resource
Extending the Theme
• Creating collages
a) F
rom your research on the Holocaust, create a group or class Holocaust Wall where
examples of pictures, and writing, can be displayed.
b) Add stories and poems of your own to the wall.
c) A
fter the display has been up for a period of time, take the items down and put them
in a Remembrance Book that could be shown to students from other classes.
Survival in the Ashes (Student Book page 18)
Genre: Graphic story
Level: 4
About the Selection: Television photographer David Crockett had gone to Mt. St. Helens in
Washington State on the morning of 18 May 1980. He wanted to get a better look at the volcano
that had been giving off signs that it was going to erupt soon. In an instant, David was fighting
for his life!
BEFORE READING
• Making meaning
through context
Review a short history about Mt. St. Helens and its eruption in 1980. Students could
research the eruption and the destruction it caused.
DURING READING
• Analyzing features and
formats of a text
• Interpreting nonverbal text
Have the students connect the pictures to the words being given in each frame to
enhance their understanding of the story.
AFTER READING
Revisiting the Text
1. Why was David Crockett near the mountain on 18 May 1980?
2. What hardships did he face in trying to survive?
3. What helped Crockett survive that day?
Wrap Up
• Writing journal entries
• Creating titles
• Using technology
to research
• Defending an opinion
• Creating models
1. E
ncourage the students to use words they feel David Crockett might have said,
modelled after his speech in the story frames.
2. S tudents should defend other titles they create by giving good reasons as to why their
titles might work better.
Extending the Theme
1. W
ith a partner, research the volcanoes in the Pacific Ocean’s “Ring of Fire.” Use the Internet
to locate these volcanoes and their levels of activity. Present your findings to the class, along
with your opinions as to why you think people live near active volcanoes when they know the
dangers involved.
2. S elect a historical volcanic eruption, such as Mount Vesuvius during ancient Roman times.
Research what happened during the eruption of the volcano. Create a three-dimensional model
of the eruption taking place. Present your model to the class as part of your volcanic research.
BOLDPRINT Teaching Resource
Houston! We’ve Got a Problem … (Student Book page 22)
Genre: Description/Graphic Organizer
Level: 444
About the Selection: It was to be the third time that humans walked on the moon.
Instead, it became a race against time to save three astronauts from peril, far out in
space. This article describes the work of the ground crew and Apollo 13 crew to ensure
the astronauts, Lovell, Swigert, and Haise made it back to Earth. A graphic organizer
depicts the structure of the launch vehicle and a timeline of critical events.
Keywords: meteoroid, feverishly, feat
BEFORE READING
• Activating prior
knowledge and experience
Warm Up
Students could relate dangers in space travel to what they have read or seen in media
programs.
DURING READING
Read this description in short sections to enhance comprehension, establishing a
timeline as you progress.
• Making inferences
Checkpoint
Teach or review the concept of empathy to help students imagine how the crew felt.
AFTER READING
Revisiting the Text
1.
2.
3.
4.
Why was the Apollo 13 mission significant?
Why did the crew think they had been hit by a meteoroid?
When did the crew know they were in trouble?
How is the Apollo 13 mission an example of survival by teamwork?
Wrap Up
• Creating visual
organizers
• Dramatic reading
1. Have students create their charts on larger paper to be posted in the classroom.
2. Scripts could be completed in small groups and then read/performed for the class.
Reproducible Master #4, “Lunar Module Conversation”, is provided on page 45.
Web Connections
• Using technology to
research and present
• Planning, organizing,
revising
• Creating graphic stories
Have students compare which websites present the information most clearly. A class list
could be generated.
Extending the Theme
Retell the Apollo 13 story in graphic form. Work in pairs or small groups to create a
graphic story that tells the mission story, highlighting the rescue of the astronauts from
space. Plan your story before creating the pictures and story frames. Display your work
on an Apollo 13 storyboard.
13
14
BOLDPRINT Teaching Resource
Struck by Lightning (Student Book page 28)
Genre: Personal account
Level:44
About the Selection: Lightning strikes the Earth many times each day. Few people ever
think that they will get struck by lightning, including Michael Utley. Then one day on
the golf course, a thunderstorm struck! This selection is Utley’s personal account of how
he survived the lightning strike and struggled through his recovery.­­
Keywords: putt, cardiac arrest, CPR, eternity, EMT, prognoses
BEFORE READING
• Connecting text to self
Warm Up
Have students relate their reactions to thunder and lightning at present or when they
were younger. They could also share the stories adults have told them about lightning
and thunder to quell their fears.
DURING READING
• Outlining content
Assessment Focus
See page 23
• Connecting text to self
• Retelling and
recounting
Checkpoints
1. Have students list the steps Dick took to help Michael.
2. D
iscuss with students how it would feel if they needed help and no one would stop to
assist them.
3. Have students retell what was happening to Michael while he was in shock.
AFTER READING Revisiting the Text
1.
2.
3.
4.
5.
• Identifying key
information
• Writing paragraphs
• Role-playing
• Creating posters
How were the golfers warned of a possible lightning strike?
How did the others know Michael had been hit by lightning?
Describe the weather accompanying that lightning stroke.
How does Michael feel about the EMT?
M
ichael speaks of small victories during his recovery. What do you think he meant
by that?
Wrap Up
1. H
ave students use dictionaries to find the correct terminology to use in their
paragraphs. They could peer edit one another’s work.
2. G
ive students time to plan and practise their role-plays before performing them.
Reproducible master #5 on page 46 is provided as a presentation checklist.
Web Connections
Display students’ posters in the school halls to be read by the entire school community.
Reproducible Master #6 on page 47 could be used by students in planning their posters.
BOLDPRINT Teaching Resource
• Creating a
survival kit
• Writing instructions
• Using technology
to research
• Creating a collection
Extending the Theme
1. a ) Plan a Lightning Survival Kit for your home. What things would you put in this kit?
b) U
se your Internet research as a resource. Include written instructions for the use
of the kit.
c) Share your kit with your group.
2. C
onduct a search of the Internet and other sources for stories about people who have
survived lightning strikes. Collect the stories into a Lightning Survival Book. Add
pictures that you find along with stories. Display your book in the classroom for your
peers to read.
Surviving the Worst (Student Book page 32)
Genre: Personal account
Level:44
About the Selection: Joe Ohori was born in Canada in 1931. When he was 10 years old,
his parents sent him to Hiroshima, Japan for schooling. Joe was there when the first
atomic bomb was dropped on Hiroshima. His account is both moving and frightening.
BEFORE READING
Warm Up
• Activating prior
knowledge and
experience
Students could relate their childhood memories in groups, looking for similarities in
what they remember from those early times.
DURING READING
Checkpoints
1. Have students consider what is a normal start to a school day.
• Visualizing
• Identifying key ideas
and information
• Making inferences
2. Have students close their eyes as you reread the selection.
3. S ome students may be able to explain why one would move toward instead of away
from the direction of the wind.
4. A
sk students why the people of Hiroshima would want to remember such a
horrible incident.
AFTER READING Revisiting the Text
1.
2.
3.
4.
What coincidences enabled Joe to live through the bomb blast?
What article of clothing made Joe’s injuries less severe?
Why did so many people drown?
How did Joe’s experiences in Hiroshima affect him for the rest of his life?
Wrap Up
• Making lists
1. T
his information could be put in the form of an email to a friend describing how
he survived.
15
16
BOLDPRINT Teaching Resource
• Retelling and
recounting
• Creating a graphic story
• Writing news articles
2. S tudents will need to plan, and revise the script first, using dialogue to move the story
along. The outlines for the storyboard should follow.
Web Connections
Have students working in pairs to visit a number of sites to add to their news stories.
Extending the Theme
• Creating collages
• Writing short stories
and presenting
1. C
reate a Hiroshima Collage in your classroom. Include pictures found on the
Internet, poems found and created by classmates, as well as any other related items.
Invite students from other classes to view your collage.
2. W
rite a short story as if you were in Hiroshima on the day of the atomic bomb blast.
Use real events and facts to give your story a sense of realism. Add pictures to your
story if you wish. Present your story to the class either through an oral reading or by
passing to others what you have written.
Between a Rock and a Hard Place (Student Book page 36)
Genre: Excerpt from a personal account Level: 44
About the Selection: Aron Ralston was an excellent mountain climber and canyoneer. He
had been in difficult situations before, but none like the one he found himself in on
26 April 2003. On that day, Aron had to make a fateful decision, one that would affect
him for the rest of his life.
Keywords: equilibrium, stymied, dehydration, claustrophobic
BEFORE READING
Warm Up
A discussion about what a mountain canyon is like would make it easier for students to
visualize what they would need to survive in that type of environment.
DURING READING
• Understanding
viewpoints
• Identifying key ideas
• Visualizing
Checkpoints
1. H
ave students think about Aron’s physical dilemma as well as his state of mind before
trying to figure out his options.
2. Have students describe the environment in the canyon in their own words.
AFTER READING
Revisiting the Text
1. What caused Aron’s tragedy?
2. What do you think Aron means when he says, “I’m stymied at every turn”?
3. What did Aron mean when he said “I … hate … this …”?
Wrap Up
• Making inferences
1. Have students consider the implications of each option.
BOLDPRINT Teaching Resource
Assessment Focus
See page 23
• Analyzing and
evaluating ideas
2. S tudents could use the questions given to frame their discussion. They could also be
encouraged to take a stand on what Aron did and how they feel about this.
• Debating
In a small group, debate whether Aron made the right decision. Use the information in
the article to organize your group’s arguments. Create a statement based on the article
that allows your debate to take place such as, “Aron was left with no choice but to do
what he did to survive.” Present your arguments to the class in the form of a teamed
debate. Convince your audience of your point of view.
Extending the Theme
TSUNAMI SURVIVOR (Student Book page 40)
Genre: Personal account
Level:444
About the Selection: Petra Nemcova was in Thailand on the day the 26 December 2004
tsunami hit. Her account of those first hours after the disaster reminds us that life is
precious, and survival is often a matter of being in the right place.
Keywords: Amazon, formidable
BEFORE READING
Warm Up
To have some factual background on the tsunami disaster available for students will
make it easier for them to recollect what they saw or heard.
DURING READING
• Making meaning
through context
• Visualizing
• Finding signal words
and building vocabulary
• Understanding
viewpoints
Checkpoints
1. S tudents could take this opportunity to imagine what it must be like retelling an
experience in a second language. Some may be able to share what it is like to learn
English, and others may try to tell the experience in a second language they are
studying currently.
2. H
ave students pick out all the words that make this description realistic and then
identify the parts of speech.
3. H
ave students discuss whether they think people put themselves at risk often to
save others.
AFTER READING
Revisiting the Text
1.
2.
3.
4.
5.
What first alerted Petra to the disaster?
What does the fast-moving water carry with it?
How long did Petra cling to the branch?
Who finally came to her rescue?
P
etra says she wants to go back to Thailand. Why do you think she would want to go
back to a place where she experienced such tragedy?
17
18
BOLDPRINT Teaching Resource
Wrap Up
• Using graphic organizers
• Writing scripts
• Using technology to
research and present
• Using technology
to research
• Organizing information
1. H
ave students keep their lists in chronological order. This could be presented as a
flow chart or cause-and-effect chart. Students could role-play their scripts for others
in the class.
2. T
o script the dialogue, have each student take on the role of either Petra or one of her
rescuers.
Extending the Theme
1. R
esearch the Boxing Day 2004 tsunami using as many resources as you can find.
Separate your research into different categories, such as Pictures Before the Tsunami,
Articles from the Newspapers, and so on. Look for patterns in the information you
have gathered. Report your findings to the rest of the class.
2. P
resent some findings on natural disasters from around the world. Use the Internet
and other sources to research your material. Look at natural disasters through the
centuries. Ask the question, “Do we see more natural disasters today, or are there
fewer?” Give reasons for your answer. Present your findings in chart and graph form
along with a paragraph.
Surviving Katrina (Student Book page 44)
Genre: Newspaper article Level:44
About the Selection: There are many stories about bravery, disaster, and survival during
Hurricane Katrina, which hit New Orleans and the surrounding area in September 2005.
Gerald Martin’s story is remarkable. He survived for 18 days without food! Yet, he was in
good spirits when he was found by rescuers.
Keywords: resiliency, colleagues
BEFORE READING
Warm Up
• Generating ideas for
writing
Encourage students to think of different types of areas and the potential for disasters on
water, land, and air.
DURING READING
• Distinguishing fact from
opinion
• Understanding viewpoints
Checkpoints
1. S ome students may want to research how long the human body can function
without water.
2. H
ave students talk about the types of emotions they feel when finding an injured
animal or viewing photos of deliberately maimed animals. This in no way equates to
the horrors that the rescuers faced but might help students begin to understand
the situation.
AFTER READING
Revisiting the Text
1.
2.
3.
4.
How did Gerald Martin survive in the house for 18 days?
What had happened to his house over that time?
Why had Martin not left with the rest of his family?
W
hat do you think would have been the hardest thing for rescuers to do after
Hurricane Katrina had vanished? Give reasons for your answer.
Wrap Up
• Planning, organizing
Have students work in pairs and evaluate each other’s lists. Students could write their
own newspaper articles using their 5W facts.
Web Connections
• Using graphic organizers
• Writing short stories
• Using technology
to research
• Writing news articles
Have students add illustrations where appropriate.
Extending the Theme
1. W
rite a short story about something associated with Hurricane Katrina. Include
actual information found during your research, or information you have heard about
the storm. Add pictures if you wish. Work individually or with a partner to create the
story. Share it with others in your group or class.
2. R
esearch some of the stories that surround the days after Hurricane Katrina struck.
Many questions were raised as to response times, heroics, and the numbers of
displaced people affected by Katrina. Write a short news article about what you think
happened on the days after Katrina. Use your research to back up your points. Let
your reader know what point of view you are taking by your key ideas in your article.
21
Reproducible
Materials
22
BOLDPRINT Teaching Resource
Assessment Focus
Survival in Stone: The Spirit of Crazy Horse (PROFILE)
Teaching Resource
Page 9
ASSESSMENT FOCUS:
Reading Strategy: Identifying key ideas and information
Wrap Up #1 Write three to four sentences describing Crazy Horse in your own words.
When assessing the students’ work on this task, look for demonstration (evidence) that:
• The students gather relevant information in the selection as a basis for their sentences.
• The students make appropriate notes from the selection to use in preparation for writing.
• The students use the context to make meaning.
• The students ask appropriate questions to clarify understanding.
• The students interpret visual and non-visual text to understand the selection.
A Time of Darkness (INTERVIEW)
Teaching Resource
Page 11
ASSESSMENT FOCUS:
Responding Strategy: Perspective taking
Wrap Up #1 With a partner, discuss what you think Eva meant in the last line of the
interview. Why do you think Eva tells her story to students?
When assessing the students’ work on this task, look for demonstration (evidence) that:
• The students have an understanding of what it means to take a perspective on an issue.
• The students use items in the interview to support what they think Eva meant in the
last line.
• The students discuss ideas, insights, information, and observations prior to writing to
generate and clarify ideas.
• The students incorporate personal and prior experience where appropriate in their
responses.
• The students are able to come up with an answer(s) as to why Eva presents to
students, and why she expressed herself as she did at the interview’s end.
BOLDPRINT Teaching Resource
Assessment Focus
Struck by Lightning (PERSONAL ACCOUNT)
Teaching Resource
Page 14
ASSESSMENT FOCUS:
Reading Strategy: Connecting text to self
Checkpoint #2 How would this make you feel?
When assessing the students’ work on this task, look for demonstration (evidence) that:
• The students understand what had happened up to this point in Michael’s recollection.
• The students work effectively with a partner to discuss the main ideas in the selection.
• The students connect the situation to similar issues and situations in their worlds.
• The students use the context to make meaning.
• The students understand viewpoints and take the perspective of the characters in
the selection.
• The students are able to retell their feelings to others in a group or the whole class in a
clear manner.
Between a Rock and a Hard Place (EXCERPT)
Teaching Resource
Page 16
ASSESSMENT FOCUS:
Responding Strategy: Analyzing and evaluating ideas
Wrap Up #2 In a group, discuss what Aron did to survive. What do you think he was
feeling? Was his action bravery or something else? Why do you think he never gave up?
When assessing the students work on this task, look for demonstration (evidence) that:
• The students skim through the story looking for clues that describe how Aron was
feeling and what factual information alludes to what Aron was experiencing.
• The students can select key points in the story that will help to describe what Aron was
going through.
• The students use the key points found to add to their opinions as to why Aron did
what he did to survive.
• The students analyze his actions based on what they have read and what the group has
discussed, and come to conclusions based on both the reading and the discussion.
23
24
Self-Assessment Profile Student:
Date:
1. My favourite selection in Survivors 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.
25
26
BOLDPRINT GENRE CARD
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
BOLDPRINT GENRE CARD
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?
27
28
BOLDPRINT GENRE CARD
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
BOLDPRINT GENRE CARD
Writing Poetry
Planning and Drafting
• 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.
Revising and Editing
• 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.
Publishing and Sharing
• 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.
29
30
BOLDPRINT GENRE CARD
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
BOLDPRINT GENRE CARD
Writing a Memoir
Planning and Drafting
• 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.
Revising and Editing
• 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.
Publishing and Sharing
• You may choose to keep this as a private piece of writing, or share it with your friends.
31
32
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?
BOLDPRINT GENRE CARD
Writing an Explanation
Planning and Drafting
• 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.
Revising and Editing
• 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.
• Do a final check of spelling, grammar, and punctuation.
Publishing and Sharing
• 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.
• A sk your readers if your explanation was clear and helpful.
33
34
BOLDPRINT GENRE CARD
Reading an Opinion Piece
This type of text is nonfiction. It is based on facts and tells about real
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
BOLDPRINT GENRE CARD
Writing an Opinion Piece
Planning and Drafting
• 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.
Revising and Editing
• 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?
• Do a final check of spelling, grammar, and punctuation.
Publishing and Sharing
• 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.
35
36
BOLDPRINT GENRE CARD
Reading a Report
This type of text is nonfiction. It is based on facts and tells about real
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
BOLDPRINT GENRE CARD
Writing a Report
Planning and Drafting
• 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.
Revising and Editing
• Reread and revise your report:
• Do you have an interesting and inviting
opening?
•D
o 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.
Publishing and Sharing
• 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.
37
38
BOLDPRINT GENRE CARD
Reading an Article
This type of text is nonfiction. It is based on facts and tells about real
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
BOLDPRINT GENRE CARD
Writing an Article
Planning and Drafting
• Select a topic you know about that you would like to share with others.
ather more information from as many sources as possible:
•G
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.
• Add 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.
Revising and Editing
• 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?
that all facts — dates, places,
• Check
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.
Publishing and Sharing
• Write a polished version in your best handwriting or on the computer. Choose an appropriate
font for the title, subtitles, and text.
• Y ou 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.
39
40
BOLDPRINT GENRE CARD
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
BOLDPRINT GENRE CARD
Writing Instructions
Planning and Drafting
• 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.”
Revising and Editing
• 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.
• Do a final check of spelling, grammar, and punctuation.
Publishing and Sharing
• Print out your instructions in the form of a flyer.
• Offer your instructions to appropriate readers who might find them useful.
41
42
Survival
in Stone—KWL CHART
Student:
Date:
Use the following headings to organize your information about Crazy Horse.
What do I know
What do I want to know
What have I learned
Jot Notes
BOLDPRINT Teaching Resource • Reproducible Master #1
43
Proofreading Tips
Use these tips when proofreading a friend’s writing.
1.
Proofreading Spelling
• Read from the last word of the writing to the first word,
checking each word for correct spelling.
• Read from the beginning of the writing, looking only at each
word as you read. Cover the other words in the sentence
with a paper to help you look at each word individually.
2.
3.
Proofreading Sentences
• Place a ruler under the sentence that you are reading.
This will help you concentrate on one sentence at a time
when you are reading.
• Read from the last sentence of the writing. This will help
you look for any errors without worrying about the whole
piece of writing.
Proofreading for Tone and Meaning
• Read the whole piece of writing once for meaning, then again
for tone. Note any items in the writing that don’t seem to
work for you, or don’t make sense.
4.
Proofreading To Correct Errors
• Make a list of the suggestions for error correction after
you have read the writing.
• Ask another student or the teacher for assistance on any
problem you might have as you proofread the writing.
BOLDPRINT Teaching Resource • Reproducible Master #2
44
Student:
Date:
REPORTING THE NEWS
Use this as an organizer to plan your news or radio report on the Holocaust.
WHO?
HOW?
WHEN?
WHAT?
WHY?
WHERE?
COMMENTS:
BOLDPRINT Teaching Resource • Reproducible Master #3
45
Student:
Date:
Lunar Module
Conversation
Use this worksheet to compose your conversation
among the three astronauts as they huddled together in
the Lunar Module.
Speaker
James Lovell:
Conversation
“Hey! We’ve got a problem here. Houston, we have a problem”
Houston:
BOLDPRINT Teaching Resource • Reproducible Master #4
46
Student:
Date:
Group Name:
Use this checklist as you listen to the groups role-play their scenes from “Struck by
Lightning.” After the presentation, write general comments at the bottom of the page.
Poor
Below
Average
Average
The scene was presented clearly and
was easy to understand.
The scene was interesting and kept the
audience’s attention.
The speakers used clear voices.
The speakers knew the scene well.
The speakers did not use unnecessary
movements such as shuffling feet.
The speakers used effective eye contact
with the audience.
The speakers talked fluently with little
hesitation.
The speakers varied the volume of their
voices for effect.
The speakers kept to the timelines.
BOLDPRINT Teaching Resource • Reproducible Master #5
Good
Very
Good
Amazing
Creating a
47
47
POSTER
Student:
Date:
I want to communicate ...
I will use the following colours ...
My slogan or text will be ...
I will use the following graphics ...
(pictures, cartoons, symbols, images)
Rough Draft of Poster including words (text) and graphics (pictures, images)
BOLDPRINT Teaching Resource • Reproducible Master #6
48
PLAY
RESEARCH
Choose a selection from Survivors to
present as a play.
Using the resources available, research
other survivor stories.
Consider the following:
• Summarize each story on one page.
• Dialogue
• Collect them together as a Survivors
booklet.
• Setting
• Set design if necessary
• Audience (who and how many)
• Roles for participants.
After rehearsing, present your play
inviting your audience to take part.
1
Project Card
• Create a cover, title page, and table of
contents.
• Make your booklet available to other
classes.
2
Project Card
STORY
CRITIQUE
Develop a survivor story that is fictional
or is based on your own experience.
Critique a survivor story from the movies
or television. Be sure to answer the
following questions in your critique:
• Create a timeline to ensure that all
dates and facts are accurate.
• Create a plan for the story with a
suitable flow of ideas.
• Write your story as prose, or as a
graphic story, poem, or article.
• Edit and revise your work.
• With appropriate feeling, read your
story to a group.
3
Project Card
• Was the story presented in an
interesting fashion?
• What was effective about the episode
and why?
• What was not effective? Why?
• What would make the episode better?
4
Project Card
© 2006 Rubicon Publishing Inc.
Teacher’s Guide: Survivors
by Robert Cutting
ISBN 10: 1-55448-094-9
ISBN 13: 978-1-55448-094-4
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: 1-55448-094-9
ISBN 13: 978-1-55448-094-4