Rationale: This unit will teach ENG1D students how to effectively read a longer text for meaning and make life-to-text and text-to-self connections. Several important skills will be built into this unit, including discussion skills (Oral), communicating in a range of media (Media), and essay writing (Reading and Writing). It will develop students’ empathy for the homeless and educate them about an important social justice issue.

Conceptual Framework: The “big idea” of this unit will be “Who are the homeless?” The unit will challenge preconceptions that students might have about the homeless and educate them on both the social conditions that create the homeless problem and the conditions of life on the street. Students will arrive at these understandings through the novel itself as well as the various media they will watch, read, and produce. This unit will focus on the “Representation” aspect of media literacy, having students raise and answer questions about the realism of the novel, stereotyping about the homeless, what moral values we as a society espouse, and how images of the homeless affect their understanding of the issue.

Integration: The theme of this unit will be “homelessness.” The novel that will anchor this unit will be Theories of Relativity by Barbara Haworth-Attard. The feature-length documentary Dark Days will be used throughout the unit to give students an insight into the reality of homelessness (giving the students a benchmark by which they can judge the realism of the novel) and to allow for essay component modelling (we will use the film as a secondary text with which we can develop a class thesis, introduction paragraph, pull and integrate quotations, etc.). A guest speaker from a homeless shelter will also come in at the end of the unit to speak to the students about her experiences working with the homeless and to answer students’ questions on the topic. Finally, poetry will be used as assessment of/for learning to give students a chance to discuss what they have learned

at various junctures of the book and to assess what concepts they continue to struggle with.Key Unit Resources:Dark Days. Dir. Marc Singer. Picture Farm, 2000.A documentary about a colony of homeless people living in the Amtrak tunnels underneath New York City.

Frost, Robert. “Acquainted with the Night” Scanning the Century; The Penguin Book of the Twentieth Century in Poetry. Peter Forbes, ed. London: Penguin Books, 1999, p. 322.

This is a poem about the alienation that comes from both inner conflict and inhospitable city streets. The theme of time being relative to the subject also connects with the novel.

Guest speaker from a homeless shelterThe speaker will discuss her job at the mission, some of the struggles that her clients face, and will answer questions from the students.

Haworth-Attard, Barbara. Theories of Relativity. Toronto: HarperCollins Publishers Ltd., 2003.

A novel about a sixteen-year-old boy named Dylan who is kicked out of his home and forced to live on the streets.

Spender, Stephen. “Unemployed,” Scanning the Century; The Penguin Book of the Twentieth Century in Poetry. Peter Forbes, ed. London: Penguin Books, 1999, pp. 46-47.

A poem about the cynicism that unemployment gives rise to and the vitality that it drains. Students will connect these two ideas to the novel’s protagonist.

Curriculum Expectations:

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Strand Overall SpecificOral Communication(Literature Circles)

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;2. Speaking to Communicate: use speaking skills and strategies appropriately to communicatewith different audiences for a variety of purposes;

Extending Understanding of Texts1.6 extend understanding of both simple and complexoral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and theworld around themInterpersonal Speaking Strategies2.2 demonstrate an understanding of severaldifferent interpersonal speaking strategiesand adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences

Reading and Literature Studies(Five-paragraph Essay)

1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas forimprovement, and the strategies they found most helpful before, during, and after reading.

Analysing Texts1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elementsElements of Style2.3 identify several different elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the textDeveloping Vocabulary3.3 identify and use several different strategies toexpand vocabularyMetacognition4.1 describe several different strategies they usedbefore, during, and after reading; explain which ones they found most helpful; andidentify specific steps they

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can take to improve as readers

Writing(Five-paragraph Essay)

1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary,informational, and graphic forms and stylistic elements appropriate for the purpose and audience;3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills andstrategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas forimprovement, and the strategies they found most helpful at different stages in the writing process.

Generating and Developing Ideas1.2 generate and focus ideas for potential writingtasks, using several different strategies andprint, electronic, and other resources, as appropriateForm2.1 write for different purposes and audiencesusing several different literary, informational, and graphic formsRevision2.6 revise drafts to improve the content, organization,clarity, and style of their written work,using a variety of teacher-modelled strategiesGrammar3.4 use grammar conventions correctly to communicatetheir intended meaning clearlyMetacognition4.1 describe several different strategies they usedbefore, during, and after writing; explain whichones they found most helpful; and identify several specific steps they can take to improveas writers

Media Studies(Jackdaw Folder)

3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

Producing Media Texts3.4 produce media texts for several different purposes and audiences, using appropriateforms, conventions, and techniques

Learning Environment: The desks will be set up in rows to maximize student concentration and focus and minimize classroom management issues. During literature circles, students will move their desks into units of

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four with all students facing each other. Student literature circle vocabulary work will be displayed on the walls to ingrain new words in the students’ memories.

Formative Assessment:Students will receive an assessment tracking sheet (Appendix 1.1) so they are aware of and can record areas of strength and areas to improve upon for the summative tasks. Written assessment will state these two categories explicitly. Students will also write daily quizzes to make them accountable for reading the novel at home.

Four Jackdaw pieces (teacher assessed) Chapter quizzes (peer assessed) Grammar quizzes (teacher assessed) “My Backpack” Essay (diagnostic five-paragraph essay that will follow

the essay structure lesson to see which essay writing skills require the most scaffolding)

Essay Outline (teacher assessed) Introduction paragraph (teacher assessed) Body paragraph (teacher assessed) Concluding paragraph (teacher assessed) Essay first draft (peer assessed)

Summative Assessment: Students will submit a five-paragraph essay (60%), a Jackdaw folder (30%), and participate in literature circles (10%). Literature circles will be marked as complete/incomplete (complete: 2.5% x 4=10%). See Appendix 2.1 for the summative task description. See Appendix 2.2 for the literature circle and Jackdaw tasks. See Appendix 2.3 for the essay formative checklist. See Appendix 2.4 for the essay marking rubric. See Appendix 2.5 for the Jackdaw marking rubric.

Unit Organization: This unit will build on the skills learned in the previous unit on short stories. It will build essay writing skills that will be used in

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future units and on the final examination. This unit will last four weeks (twenty days), and each lesson will be 75 minutes in length.

Day

Topics Skills Formative Assessment

1 Unit intro: formatives and summative

Book intro: pre-reading activity

Grammar lesson: using quotation marks and italics

Punctuation Using quotation marks

and italics correctlyGeneral Reading Making connections

between information and personal experience

Anticipation questions

2 Ch. 1 & 2 Reading Skills (Making

connections, asking questions, making comments, clarifying, using stick notes)

General Reading Making connections Asking questions Making comments Making predictions Clarifying Using sticky notes Using the quotation

tracking sheet

Ch. 1&2 Quiz

3 Ch. 3 & 4 Vocabulary

comprehension

General Reading Synonym/restatement

clues Comparison/contrast clues Example clues Direct explanation clues Experience/situation clues Part of words Using the vocabulary

tracking sheet

Ch 3&4 Quiz Vocabulary

comprehension practice handout

4 Ch. 5 & 6 Robert Frost’s

“Acquainted with the Night”

Character charts

General Reading Making inferences

(understanding explicit and implicit information)

Drawing conclusions

Ch. 5 & 6 quiz

5 Grammar Quiz Ch 7 & 8 Essay format Begin “My Backpack”

essay

Writing Identifying the parts of the

essay Recognizing how

connecting and transition words create an internal flow in the essay

Grammar quiz

6 Ch. 9 & 10 Grammar lesson:

connecting words Finish “My Backpack”

essay

Grammar Using connecting words

correctly

Ch. 9 & 10 quiz

“My Backpack” essay

7 Ch. 11 & 12 Oral Communication Ch. 11 & 12

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Stephen Spender’s “Unemployed”

Literature Circle #1 (Ch. 9-12)

Writing an opinion paragraph

Discussing vocabulary/ characterization/plot/theme

Paragraph Writing Recognizing the parts of a

paragraph, internal paragraph organization, and connecting words

Differentiating opinion from fact

Differentiating main ideas from supporting ideas

Selecting the most important ideas

Using a graphic organizer Writing an opinion

paragraph with a topic sentence, supporting points, and a concluding sentence

quiz Literature

circle

8 Ch 13 & 14 Jackdaw #1 Writing an introduction

paragraph Begin viewing Dark

Days

Media Studies Producing media textsWriting an Introduction Paragraph Recognizing the parts of

the introWriting a hook, background info, and thesis

Ch. 13 & 14 quiz

Dark Days formative introduction paragraph

9 Ch. 15 & 16 Using quotations Viewing Dark Days

Paragraph Writing Accessing, selecting,

recording, and organizing supporting evidence

Incorporating quotations seamlessly

Ch. 15 & 16 quiz

Dark Days quotation “sandwich”

10 Grammar quiz Ch. 17 & 18 Literature Circle #2

(Ch. 15-18)

Oral CommunicationDiscussing vocabulary/ characterization/plot/theme

Grammar quiz

Literature Circle #2

11 Ch 19 & 20 Grammar lesson:

sentence fragments and run-ons

Jackdaw #2

Grammar Avoiding fragments and

run-onsMedia Studies Producing media texts

Ch. 19 & 20 quiz

Jackdaw #2

12 Ch. 21 & 22 Literature Circle #3

(Ch. 19-22) Writing a body

paragraph (Part 1)

Oral CommunicationDiscussing vocabulary/ characterization/plot/themeWriting Body Paragraphs Recognizing the parts of

Ch. 21 & 22 quiz

Literature Circle #3

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Viewing Dark Days the body paragraph Using connecting and

transition words in the paragraph and to transition paragraphs

13 Ch. 23 & 24 Writing a body

paragraph (Part 2) Jackdaw #3

Media Studies Producing media texts

Ch. 23 & 24 quiz

Jackdaw #3 Dark Days

formative body paragraph

14 Ch. 25 & 26 Literature Circle #4

(Ch. 23-26) Writing a conclusion Finish viewing Dark

Days

Oral Communication Discussing vocabulary/

characterization/plot/theme

Writing a Concluding Paragraph Recognizing the parts of

the conclusion Restating main points and

wrapping up

Ch. 25 & 26 quiz

Literature Circle #4

Dark Days formative conclusion

15 Ch 27 & 28 Grammar quiz Producing an essay

outline Jackdaw #4

Media Studies Producing media texts

Grammar quiz

Jackdaw #4

16 Grammar lesson: homophones

Writing first draft (in computer lab)

Grammar Avoiding common

homophone errors

Essay first draft

17 Peer editing lesson Peer editing first draft

Peer Editing Using stet marks Writing helpful comments

18 Writing essay final draft ESSAY FINAL DRAFT

DUE19 Grammar quiz

Working on Jackdaw final drafts

Writing questions for guest speaker

JACKDAW FOLDER DUE

Grammar quiz

20 Guest speaker

Teaching/Learning Strategies: Lesson Plan (Day 9)

Course: ENG1DUnit: Theories of Relativity Time: 75mins

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Topic: Using Quotations

Key Learnings: Students will learn how to properly include quotations in an essay.

Overview:In this lesson, students will watch Dark Days to record memorable quotations from the homeless subjects of the film. They will then learn the proper manner in which to include a quotation in an essay.

ExpectationsOverall: 2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audienceSpecific: Form 2.1 write for different purposes and audiences using several different literary, informational, and graphic forms

Skills:Paragraph Writing Accessing, selecting, recording, and organizing supporting evidence Incorporating quotations seamlessly

Resources and Preparation Required:-computer-projector-speakers-Dark Days video (12:30-33:00)- Ch. 15&16 Quiz (Theories of Relativity Quiz ch15&16.doc) (Appendix 3.1)-Quotations HO (Using quotations.doc) (Appendix 3.2)-Quotations ppt (Using Quotations.pptx) (Appendix 3.3)

Detailed Plan:Purpose &

TimingInstructional Strategy – What the Teacher

and Students Will DoResources Required

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Before class 1)Set up projector and cue Dark Days video

2)On board:Agenda

1. Quiz2. Quoting Dark Days3. How to use quotations in your essay

-computer-projector-speakers-Dark Days video

1. Quiz

Purpose: To ensure student accountability for reading Ch. 15-16

Planned time: 10 mins

Actual time:

1) Quiz-Hand out quiz-Sts write quietly for 2 mins.-Sts switch and correct quizzes(5-10 mins)

-Ch. 15-16 Quiz

2. Using Quotations

Purpose: To teach sts the proper way to include and discuss quotations in their essays

Planned time: 55 mins

Actual Time:

1) Introduce task-On board: What is the most surprising quotation about the lives of the train tunnel homeless?-Instruct sts that they will have to choose a surprising quotation from the clip and will be required to share the quotation with a partner, tell them why it was so surprising , and if possible, they should decide whose quotation was more surprising. -Inform them that I will be calling on them randomly to share with the class. -Reassure them that they don’t have to copy it out verbatim, but to try to copy it as closely as possible(4 mins)

2) Play Dark Days video(21 mins)

3) Pair sts for Think-Pair-Share(5 mins)

-Quotations HO-Quotations ppt

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4) Using quotations-Inform sts that they should be doing the same thing when they read: looking for relevant quotations to try and answer the essay question-Hand out quotations sheet, have sts read, go through ppt. as they read, making comments where necessary.(20 mins)

5) Making a “quotation sandwich”-With a partner, make the “bread” to the sandwich of your quotation (must be handed in before the end of class)(5 mins)

2. Closure

Planned time: 3 mins

Actual time:

1) On board:HW: -Read to Ch. 18-Find one quotation that supports each of your essay thesis reasons/main points-LC #2

Problems Encountered:

Ideas for Improvement:

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Standards of PracticeCommitment to Students and Student Learning: This unit will differentiate learning to accommodate all students and their various learning styles. By the end of the unit they will have gained a deeper understanding of an important social issue and become more conscientious citizens.Leadership in Learning Communities: This unit was created in collaboration with teachers at Central Technical School, and all the materials and resources I have created and gathered have been shared with them to assist them in teaching this unit.Ongoing Professional Learning: To create this unit I researched the causes and conditions of homelessness in Canada, which extended my knowledge of the issue, making me a more capable teacher.Professional Knowledge: This unit reflects the most up-to-date curriculum documents and assessment and evaluation policies.Professional Practice: After teaching this unit I reflected on its effectiveness and altered it where necessary to increase its effectiveness. This unit plan reflects those changes.

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Appendix

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1.1ENG1D Theories of Relativity Formative Assessment

Tracking Sheet Name:_______________

Assessment Task What I Did Well What I Can Improve for the Summative Task

Grammar Quiz #1

Grammar Quiz #2

Grammar Quiz #3

“My Backpack” Essay

Essay Outline

Introduction Paragraph

Body Paragraphs

Concluding

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Paragraph

Assessment Task What I Did Well What I Can Improve for the Summative Task

Jackdaw #1

Jackdaw #2

Jackdaw #3

Jackdaw #4

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2.1Theories of Relativity Summative Assignment

Five-Paragraph EssayFor this unit, you will write a five-paragraph essay of 600-800 words. The criteria for this essay will be established throughout the unit as we discuss the key components of an opinion paper and how to best communicate your thoughts and arguments. Before the essay is due, you will be given a checklist of these components. We will build the essay in class so that leading up to the due date the majority of your work will be proofreading and revision, rather than writing.

You will choose ONE of the following topics for your essay:

1) Should Barbara Haworth-Attard’s Theories of Relativity be included in the CTS Grade 9 curriculum? Consider questions such as whether the themes are relevant to teens, whether the conflicts are compelling, whether the content is suitable, etc.

2) What is the most important thing that Dylan’s theories tell us about him?

3) Who is the best companion for Dylan: Jenna, Amber, or neither?

4) Discuss three ways in which this book has changed your conceptions about homelessness.

5) Shakespeare wrote, “What's in a name? That which we call a rose / By any other name would smell as sweet.” Discuss why Dylan would disagree with this sentiment in reference to three characters who have nicknames in Theories of Relativity.

6) The side of Dylan that he shows the world is unemotional and cynical. Discuss Dylan’s other side.

7) Which three things does Dylan fear the most?

Jackdaw FolderA Jackdaw is a folder which contains creative pieces you have worked on throughout the unit. During this unit you will be working with a literature circle that will have a task that should be completed by the end of class. You will submit your completed task at the end of that class for feedback. For your summative evaluation, you will choose your best three pieces. You are strongly encouraged to consider the feedback you receive on the pieces and modify the three pieces you choose before resubmitting.

Jackdaw Folder: 30%Essay: 60%Literature Circles: 10%

Jackdaw Folder due date:Essay due date:

Secret Option #3If you prefer to combine your community service hours with a grade for this course, consider volunteering at a program that works with the homeless (e.g. The Scott Mission).

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If you want to do this (rather than the Jackdaw), talk to Mr. Smith and you can develop the criteria with him. It would involve an oral presentation and some sort of visual component (e.g. slideshow, bristol board display, etc.)

2.2Literature Circles

In a literature circle, each group member has a different role and must act as an expert on their particular subject to teach the rest of the group what they’ve learned. Each group member will take a turn as expert in each of the four fields.

Vocabulary: Select four words from the assigned chapters with meanings that your group may not be familiar and teach them in such a way that your group will never forget them! This will include visuals that will be displayed in class.

Names: #1: ________; #2 ________; #3 ________; #4 ________

Theme: Identify an important theme in the assigned chapters and find a song or poem that relates to this theme. You should allow them some time to read it silently and then explain to your group how the two relate. You are responsible for providing copies of the poem or song for each group member.

Names: #1: ________; #2 ________; #3 ________; #4 ________

Plot: Choose the most important event in the assigned chapters. Recreate this event in a tableau to be displayed for the class. A tableau is a scene in which the actors are frozen in place. The class will guess which scene you’re representing and then a narrator will describe the scene and explain its importance to the class. Consider what each group member will be doing. Will the narrator be part of the scene? Will anyone be part of the setting? (E.g. “I’m a tree!”) Each group member must participate.

Names: #1: ________; #2 ________; #3 ________; #4 ________

Characters: Write and present a two to three minute monologue in which one character expresses an important internal conflict from the assigned chapters.

Names: #1: ________; #2 ________; #3 ________; #4 ________

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Jackdaw Extensions

Vocabulary: a) Choose four vocabulary words (they can be the ones you taught your group

or others from your vocabulary tracking sheet). Create a journal entry describing one day’s events for one character from the book. The journal entry must be loosely based on events that occurred in the book and must use these four words as naturally as possible. Underline the four words in the journal.Or

b) Choose four vocabulary words. On a piece of bristol board, illustrate the line from the novel in which the word appears.

Theme:a) Choose an important theme from the story and write a poem or song on that

theme. Include two quotations from the book that relate to the theme in the poem or song.Or

b) Create a new cover for the novel that strongly suggests one important theme from the book. Include a paragraph that explains the connection between the cover and the theme.

Plot:a) Write a movie script that recreates an important scene from the book that

includes set description, stage directions, and dialogue. For movie script format, see the attached example (from Into the Wild). Write a minimum of three pages of 12 point font, single-spaced script.Or

b) Draw a map that includes 1) the office tower and the church, 2) Mandy’s Donuts, and 3) the youth centre and write down two important events that occurred at each, an important quote relating to each event, and the sequence in which they occurred.Or

c) Choose a significant scene from the novel to represent in comic book/graphic novel format. Include dialogue.

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Characters:Write a script in which one character from the book is in therapy with a psychiatrist. The script should be at least 2½ pages, 12 point font, double spaced.

Your best three will be handed in for evaluation on ____________. Your formative assessment due dates are #1:________; #2: ________; #3______; & #4: _______. You may hand them in in any order.

Movie Script Example1 EXT. THE STAMPEDE TRAIL - DAY 1

SUPER: Tuesday, April 28th 1992

WIDE-SHOT: A vast, snow-blanketed wilderness that sits beneath the icy summits of the highest mountain range in North America. This is BIG Alaska.

A beat up 4x4 pick-up enters very small into the upper left corner of frame on an unkept, snow-packed road, and comes to a stop. A figure exits the passenger side and moves around the front of the truck. We can just make out the rifle sticking out of his backpack. We HEAR a very distant "Thank You" as the figure walks away from the road and away from the truck, seemingly into nowhere.

DRIVER Hey!

The figure with backpack and rifle, henceforth BACKPACK, stopping in his tracks, turns around in the direction of the truck.

DRIVER (CONT'D) Come here.

BACKPACK walks back to the truck. As he approaches the driver's door, we

CUT IN TO: TIGHT SHOT over the back-packed shoulder onto the DRIVER.

DRIVER (CONT'D) (referring to items we see sitting on dashboard) You left your watch, your comb, your change...

We STAY on the DRIVER as BACKPACK speaks:

BACKPACK Keep it.

DRIVER I don't want your money. And I already have a watch.

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BACKPACK If you don't take it, I'm gonna throw it away. I don't want to know what time it is, what day it is, or where I am. (MORE)

2.

BACKPACK (CONT'D) I don't want to see anybody. None of that matters.

The driver reaches behind the seat of the truck, pullsout an old pair of rubber work boots.

DRIVER (handing him the boots) Take em.

There is a pause as Backpack considers accepting theboots.

DRIVER (CONT'D) If you make it out alive, give me a call, and I'll tell you how to get the boots back to me.

We can feel over Backpack's shoulder that he has takenthe boots and is putting them on but we STAY on thedriver.

BACKPACK Hey, do me a favor, will ya? Take a picture of me.

Backpack hands him an Instamatic camera and startswalking backwards. We PULL BACK with him. And hemaintains his back to us. When he stops, we CONTINUEuntil he is FULL-FRAME, head-to-toe from behind, posing.

CUT TO:

CU: driver

CLICK. He snaps the shot.Backpack re-enters frame in an OVER-SHOULDER. Driverhands him the camera.

DRIVER You gonna be alright?

BACKPACK I'll be better than that. (I'll be who I am.)

As Backpack exits the frame, we SLOWLY ZOOM past theconcerned face of the driver onto the loose change, thecomb, and the watch on the dash.

3.

Throughout the ZOOM, the SOUND of FOOTSTEPS CRUNCHING THE SNOW, FADE into the distance.

BACK TO:

ORIGINAL WIDE-SHOT:

We see the small form of the truck and the smaller form

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of the Backpacker walking away from the truck until the Backpacker has exited the frame. The truck takes a BEAT, turns around in the snow, and accelerates back into the direction from which it came.

X=Extreme L=Long M=MediumCU=Close Up S=Shot

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2.3

Theories of Relativity Essay Checklist Name: ___________

Introduction□ Do I have a hook that grabs the reader’s attention and introduces the topic?□ Do I have 3 sentences of background information that suggests why the topic is

important?□ Do I have a thesis statement that clearly states my opinion/main point and outlines

my essay’s three areas of focus?□ Is my introduction at least 5 sentences long?

Body Paragraph One□ Do I have a natural transition from the introduction?□ Is the topic of this paragraph made clear early in the paragraph?□ Do I have 8-10 sentences of supporting details?□ Do I have at least one relevant quotation?□ Do I clearly explain why the quotation is important and why it supports the topic of

the paragraph?□ Does the quotation feel like a natural part of the paragraph? (I.e. It doesn’t read as

if it’s been forced in)□ Does the final sentence close the paragraph effectively? (Either a recap of the

paragraph’s main point or a transition to the next paragraph)□ Is this paragraph 10-12 sentences long?

Body Paragraph Two□ Does the first sentence transition from body paragraph one? (Only necessary if the

last sentence of body paragraph one did not transition to this paragraph)□ Is the topic of this paragraph made clear early in the paragraph?□ Do I have 8-10 sentences of supporting details?□ Do I have at least one relevant quotation?□ Do I clearly explain why the quotation is important and why it supports the topic of

the paragraph?□ Does the quotation feel like a natural part of the paragraph? (I.e. It doesn’t read as

if it’s been forced in)□ Does the final sentence close the paragraph effectively? (Either a recap of the

paragraph’s main point or a transition to the next paragraph)□ Is this paragraph 10-12 sentences long?

Body Paragraph Three□ Does the first sentence transition from body paragraph two? (Only necessary if the

last sentence of body paragraph two did not transition to this paragraph)□ Is the topic of this paragraph made clear early in the paragraph?□ Do I have 8-10 sentences of supporting details?

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□ Do I have at least one relevant quotation?□ Do I clearly explain why the quotation is important and why it supports the topic of

the paragraph?□ Does the quotation feel like a natural part of the paragraph? (I.e. It doesn’t read as

if it’s been forced in)□ Does the final sentence close the paragraph effectively?□ Is this paragraph 10-12 sentences long?

Conclusion□ Do I recap the thesis and main points in different words than in the introduction?□ Do I have an effective closing sentence? (For example, a closing thought on the

topic, a warning, prediction, question, etc.)□ Have I avoided including new information about the topic that belongs in the body

rather than here?□ Is my conclusion at least three sentences long?

First Draft□ Have I given my essay a title that states or suggests what the topic is?□ Is my name at the top of the essay?□ Have I written my class code?□ Have I written the due date?□ Have I done a word count to make sure it is between 600-800 words?□ Have I written it in a 12-point professional-looking font (e.g. Times New Roman,

Arial, Calibri) or written it neatly in ink? □ Have I double-spaced it?□ Do I have 1” margins?□ Have I indented each paragraph?□ Have I made sure there is no line break (space) between paragraphs?□ Is my essay organized in a logical order?□ Does every body paragraph support my thesis?□ Have I used connecting words (e.g. however, therefore, thus, for example,

furthermore, lastly, etc.) to facilitate the flow of ideas in my essay?□ Have I begun each sentence with a capital letter?□ Have I made sure there are no spelling errors?□ Am I sure there are no grammatical errors?□ Have I avoided contractions (e.g. can’t, won’t, he’s, etc.)?□ Have I read my essay aloud to listen for missing words and awkward or confusing

wording?

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2.5

THEORIES OF RELATIVITY - MEDIA ASSIGNMENT - JACKDAW PROJECT

Name: ____________________ Marks /30

Below level

one 0-49%

Level One50- 59%

Level Two60-69%

Level Three

70-79%

Level Four

80-100%

Knowledge and Understanding

Pieces:1. ___

2. ___

3. ___

There was no sample

There was little understanding of how the themes, settings and characters could be translated and constructed

There was some understanding of how the themes, settings and characters could be interpreted and constructed.

Student had a good grasp of how the themes, settings and characters could be drawn and constructed from the novel.

Student had an excellent grasp of how the themes, settings and characters could be drawn and constructed.

Thinking

Pieces:1. ___

2. ___

3. ___

There was no sample.

There was very little creative thinking in the samples.

There was some creative thinking but the samples were not well connected to the themes of the novel.

There was a good level of creative thinking in the construction and execution of the samples.

The samples were well thought out and inventive and represented a true comment on the novel.

Communicati There The samples The style of The novel’s The style

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on

Pieces:1. ___

2. ___

3. ___

was no sample.

failed to adopt the style of the novel or contain accurate detail.

the novel was somewhat adopted in the sample but not clearly or details weren’t accurate.

style was somewhat well expressed but still lacked some clarity and focus or detail.

of the novel was well expressed and showed great insight and details.

Application

Pieces:1. ___

2. ___

3. ___

There was no sample.

Student was unable to transfer the knowledge from class to the assignment.

Student was able to transfer the class discussions to their own work with some effectiveness.

Student was able to take in the class discussions and use their understanding to create an effective sample.

Student was able to internalize class discussions and construct an excellent sample.

3.1

Theories of Relativity Quiz: Chapters 15 & 16 Name: ___________

1) Name one person who works at the school for street kids. ______________

2) True or false: Dylan looks up his grandfather’s phone number on the internet.

True False

3) True or false: Jenna helps Dylan buy his bus ticket to Murdock.True False

4) True or false: Dylan calls his grandfather to tell him he’s coming, but there’s no answer.

True False

5) Name one thing Dylan gets at the electronics store. ______________

Score: /5 Marker’s name: ________________

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3.2

ENG1D Theories of Relativity Summative Essay: Using Quotations How do I set up and follow up a quotation?Once you've carefully selected the quotations that you want to use, your next job is to weave those quotations into your text. The words that precede and follow a quotation are just as important as the quotation itself. You can think of each quote as the filling in a sandwich: it may be tasty on its own, but it's messy to eat without some bread on either side of it. Your words can serve as the "bread" that helps readers digest each quote easily.

Here is an example of a quotation without the “bread”:

Conrad’s Heart of Darkness is more a story about a journey into the darkness of the human soul than a journey up a jungle river. “His was an impenetrable darkness. I looked at him as you peer down at a man who is lying at the bottom of a precipice where the sun never shines” (70). The darkness of the jungle is a metaphor for the inward darkness into which man is capable of descending.

Below are four guidelines for setting up and following up quotations.

In illustrating these four steps, we'll use as our example, Franklin Roosevelt's famous quotation, "The only thing we have to fear is fear itself."

1. Provide a context for each quotation.Do not rely on quotations to tell your story for you. It is your responsibility to provide your reader with a context for the quotation. The context should set the basic scene for when,

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possibly where, and under what circumstances the quotation was spoken or written. So, in providing a context for our above example, you might write:

When Franklin Roosevelt gave his inaugural speech on March 4, 1933, he addressed a nation weakened and demoralized by economic depression.

2. Attribute each quotation to its source. Tell your reader who is speaking. Here is a good test: try reading your text aloud. Could your reader determine without looking at your paper where your quotations begin? If not, you need to attribute the quote more noticeably.

Avoid getting into the "he/she said" attribution rut! There are many other ways to attribute quotations besides this construction. Here are a few alternative verbs, usually followed by "that":

add remark exclaimannounce reply statecomment respond estimatewrite point out predictargue suggest proposedeclare criticize proclaimnote complain opineobserve think note

3. Explain the significance of the quotation.Once you've inserted your quotation, along with its context and attribution, don't stop! Your reader still needs your assessment of why the quotation holds significance for your paper. Using our Roosevelt example, if you were writing a paper on the first one-hundred days of FDR's administration, you might follow the quotation by linking it to that topic:

With that message of hope and confidence, the new president set the stage for his next one-hundred days in office and helped restore the faith of the American people in their government.

4. Provide a citation for the quotation.For our purposes, because we only have one book and everyone is using the same book, a simple page number will suffice.

Roosevelt declared, "The only thing we have to fear is fear itself" (11).

Thus, the quotation would appear in the body paragraph of the essay as follows:

When Franklin Roosevelt gave his inaugural speech on March 4, 1933, he addressed a nation weakened and demoralized by economic depression. Roosevelt declared, "The only thing we have to fear is fear itself" (11). With that message of hope and confidence, the new president set the stage for his next one-hundred days in office and helped restore the faith of the American people in their government.

How do I combine quotation marks with other punctuation marks?

It can be confusing when you start combining quotation marks with other punctuation marks. You should consult a style manual for complicated situations, but the following rule applies to most cases:

1) Keep periods and commas within quotation marks.

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So, for example:

According to Professor Jones, Lincoln "feared the spread of slavery," but many of his aides advised him to "watch and wait."

In the above example, both the comma and period were enclosed in the quotation marks. The main exception to this rule involves the use of internal citations, which always precede the last period of the sentence. For example:

According to Professor Jones, Lincoln "feared the spread of slavery," but many of his aides advised him to "watch and wait" (143).

The following is what a well-written body paragraph with a well-integrated quotation looks like (from an essay on Baldwin’s Go Tell It on the Mountain):

Baldwin presents more opposing images as cleanliness and dirtiness appear throughout the book.  John tries to clean his home and the church, to rid these places of their insistent, habitual dust and dirt, figuratively their sins and imperfections.  He routinely sweeps up the dirt in his living room and his church only to be disappointed when the wind carries more back to him.  On a sub-textual level, John is trying to scrub his own soul clean of the dirt of sins committed but perhaps not quite understood yet.  By the end of the novel, John has weighed cleanliness and dirtiness of the soul on a set of scales in his mind and experiences an epiphany when his spiritual awakening happens.  The narrator reveals, "The light and the darkness had kissed each other, and were married now, forever, in the life and the vision of John's soul” (204).  With his coming of age, John has made peace with both sides of the scales in his soul.  He finds a balance that Richard, Royal, and Gabriel were not able to find.  It will be his salvation in an emotional sense for years to come.

Sources: http://www.unc.edu/depts/wcweb/handouts/quotations.html, http://www.studyguide.org/quote_integration.htm

3.3

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