TEACHING RESOURCE
ISBN 10: 1-55448-036-1 ISBN 13: 978-1-55448-036-4 © 2005 Rubicon Publishing Inc.
Teacher’s Guide: Faceoff! by Michael Coughlan and Isaac MacEachan ISBN 10: 1-55448-036-1 ISBN 13: 978-1-55448-036-4
All rights reserved. Except for the Reproducible Masters, no part of this publication may be reproduced, stored in a database or retrieval system, distributed, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publisher.
Every reasonable effort has been made to acquire permission for copyright material used in this book. Any errors or omissions called to the Publisher’s attention will be corrected in future printings.
Printed in Canada
BOLDPRINT is also available in French table of contents
BOLDPRINT Student Books...... 2 BOLDPRINT Teaching Resource...... 3
FACEOFF! Literacy Assessment Checklist...... 4-5 Introducing the Theme...... 6 Contents Chart...... 7
Teaching Suggestions for Reading Selections in Faceoff! Stanley Cup Legends Article...... 8 Flame On! Jarome Iginla — A Role Model Biography...... 9 Hockey Haiku Poetry...... 10 The Last Game Short story...... 11 Just One of the Guys Article...... 12 Get Ready for the Crosby Show Article...... 14 Hökyee Graphic story...... 15 Can You Beat That? Personal account...... 17 My Mom the Hockey Fan Personal account...... 18 Street Hockey Night in … Tokyo? Report...... 20 Do You Have What It Takes? Quiz...... 21 Hockey in the Deep End Article...... 22 Open Ice Interview...... 23 The Game of Our Lives Novel excerpt...... 24
Reproducible Materials 1. Assessment Focus...... 28-29 2. Self-Assessment Profile...... 30 3. Genre Cards...... 31-47 4. Reproducible Masters...... 48-53 #1 T-chart...... 48 #2 Organizational Chart...... 49 #3 Venn Diagram...... 50 #4 Word Web...... 51 #5 Character Wheel...... 52 #6 Storyboard...... 53 5. Project Cards...... 54 2 BOLDPRINT Teaching Resource
boldprint student books
The selections and activities in the BOLDPRINT Student Books have been chosen and designed to pose ideas, problems, and situations of immediate and emerging interest to students. The material is presented in visually attractive ways to capitalize on the impact of lively graphics and illustrations in partnership with powerful print text.
THEME Each Student Book is organized around a general theme or conceptual cluster because we believe students learn more readily and stay involved when content is presented holistically rather than in isolated segments.
Each BOLDPRINT Student Book opens with a specially designed two-page introduction that serves as an invitation to students to think about the theme. The introductions vary from theme statements to poetry to quotations and more.
READING SELECTIONS The selections in the BOLDPRINT Student Books were carefully chosen to motivate and involve students emotionally, intellectually, and imaginatively. They encompass a wide selection of genres and formats, including graphic stories, short stories, informational texts, reports, profiles, poems, interviews, scripts, essays, personal commentaries, etc.
ACTIVITIES Each reading selection is accompanied by activities that act as scaffolding to support the reading, understanding, and enjoyment of the selection; as well, speaking and writing extension activities lead students beyond the selection into their real-world contexts.
Keywords: Words that students might find challenging are highlighted and defined in context at the bottom of each page. Draw these words to the students’ attention and have them use them in some way to consolidate their understanding of the words’ meanings. 4Before Reading Warm Up: These activities prepare students to think about the topic and motivate them to read on. By drawing on background knowledge and inviting discussion, the activities allow students to anticipate and predict the direction and content of the selection. Warm Up activities are usually oral rather than written. 4During Reading Checkpoints: Checkpoints ask students to stop and think about something they have just read. They are used to help students clarify the meaning of difficult words or phrases, or to look at graphic features of the text in order to provide scaffolding for comprehension. Depending on the length of the piece, there may be one to four Checkpoints. Occasionally, there are no Checkpoints (for example, in poems or graphic stories), since stopping to address a Checkpoint could interfere with the reading of the piece. 4 After 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 3
boldprint teaching resource
To support teachers’ practice, the BOLDPRINT Teaching Resource offers: 1. A Contents Chart showing for each selection in the Student Book: Genre, Reading Level, Reading and Responding Strategies 2. Information about each reading selection in the Student Book: • genre • the reading level: 4 – accessible; 44 – requires some guidance; 444 – requires focused support The criteria used for assessing the reading level of the selections include: content, line length, length of selection, number of difficult words, applicability to the lives of students, applicability to the curriculum, complexity of ideas, complexity of sentence structure, and graphic support. • summary or description of the selection
3. Suggestions accompany each reading selection to support or extend the Before Reading, Warm Up; During Reading, Checkpoints (in the Teaching Resource, references are numbered); After Reading, Wrap Up. 4. The literacy strategies called for in each activity. 5. Additional activities to use with students after they have read the selection: Revisiting the Text: a series of prompts that teachers can use with students to clarify, explain, modify, and enrich students’ comprehension of the reading selection. Extending the Theme: optional activities that lead students to revisit the selection and extend their learning. 6. Reproducible Masters: graphic organizers, story starters, writing planners, assessment profiles, etc. 7. Project Cards suggesting projects related to the theme of the Student Book. 8. Genre Cards presenting strategies for reading and writing in a particular format. 9. Assessment Opportunities: Teachers have many and varied opportunities to assess student achievement through the reading, writing, and small group discussions which BOLDPRINT activities generate. The tasks students will be involved in present ways to demonstrate what students know, what they can do, and what they value. Open-ended performance-based activities will provide evidence of students’ proficiency or indicate areas where more focus is required for success. Student responses can be collected as data for their portfolios. All the Wrap Up activities following the selections in the BOLDPRINT series provide rich opportunities for teachers to assess their students’ understanding and achievement. In BOLDPRINT Teaching Resources, there are four Assessment Focus sections. Each of the four Assessment Focus examples deals with a different genre and with one of the Wrap Ups following the selection. The reading and responding strategies the students will be expected to use are highlighted. In addition, there are bullets describing the kinds of evidence teachers should be looking for in order to determine how well students are doing in using literacy strategies to read and respond to the texts. 10. The Self-Assessment Profile will help teachers assess student interest and proficiency in using a range of literacy strategies. This will help the teacher decide how and where to intervene to address individual student learning needs. 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 5
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. 6 BOLDPRINT Teaching Resource
Faceoff!: Teaching Resource
Grade Level: 8 About the Book Faceoff! includes a variety of stories and articles about players and situations in the sport of hockey. While many of the selections deal with ice hockey, there are informational pieces on other forms of hockey played around the world, such as sledge hockey and street hockey.
Previewing the Themes and Issues • Teachers can help students prepare for the readings by sharing excerpts from the history of hockey found online at http://www.alphalink.com.au/~hockeyv/history. htm. Students may be surprised to learn that hockey can be traced back 4,000 years. An interesting discussion of the origin of the word “hockey” is also included in one of the selections in the book.
• Indulge students in a discussion about the different forms of hockey played around the world. This will give them a broader perspective of the sport and allow them to think beyond traditional ice hockey.
• The Table of Contents displays the selections and the genres they will read in this book. If students could choose three selections to begin their reading, what will they be?
• Draw students’ attention to the opening spread on pages 4-5 of the book. They could first read the lyrics of “The Hockey Song” and then sing it. It would be a good idea for students to listen to a recording of the song as well. Get students to look at the picture. What three words come to mind to describe a hockey game?
Making Connections Invite students to prepare a write-up about hockey in their lives. It can take the form of a poem, song, short story, interview, report, or a descriptive passage. These written pieces can be shared with the class to help build on their own knowledge of the sport.
Curriculum Links English, Science, Social Studies, Health, Literacy BOLDPRINT Teaching Resource 7
Selection Genre Level Main Reading Strategies Main Responding Strategies
Stanley Cup Legends Article 44 • Activating prior knowledge • Recounting and retelling and experience • Perspective taking • Summarizing
Flame On! Jarome Biography 44 • Identifying key ideas and • Making judgments Iginla — A Role Model information • Analyzing and evaluating ideas • Making inferences
Hockey Haiku Poems 44 • Visualizing • Sharing personal responses • Connecting text to self/ • Reading fluently text to world
The Last Game Short story 44 • Connecting text to self • Perspective taking • Predicting outcomes • Debating issues
Just One of the Guys Article 444 • Connecting text to self/text • Sharing personal responses to world • Writing informational reports • Making inferences
Get Ready for the Article 44 • Activating prior knowledge • Adding details Crosby Show and experience • Writing descriptions • Identifying key ideas and information
Hökyee Graphic 444 • Making inferences • Perspective taking story • Noting details • Writing scripts
Can You Beat That? Personal 4 • Activating prior knowledge • Perspective taking account and experience • Writing journal entries • Visualizing
My Mom the Hockey Personal 44 • Making meaning through • Adding details Fan account context • Perspective taking • Visualizing • Writing narratives/scripts
Street Hockey Night Report 44 • Asking questions • Analyzing and evaluating ideas in … Tokyo? • Making judgments • Perspective taking
Do You Have What It Quiz 4 • Activating prior knowledge • Creating pamphlets Takes? and experience
Hockey in the Deep End Article 444 • Predicting outcomes • Analyzing and evaluating ideas • Activating prior knowledge • Writing emails/letters/ and experience informational reports
Open Ice Interview 4 • Understanding viewpoints • Sharing personal responses • Sorting ideas using visual • Perspective taking organizers • Making judgments • Noting details
The Game of Our Lives Novel 444 • Visualizing • Writing spontaneously excerpt • Finding signal words and • Adding details building vocabulary • Noting details 8 BOLDPRINT Teaching Resource
NOTE: The literacy Stanley Cup Legends (Student Book page 6) strategies refer to activities in both the BOLDPRINT Student Book and the Genre: Article Level: 44 Teacher’s Resource. About the Selection: There have been many interesting incidents relating to the Stanley Cup during its history of over 100 years. This short chronology reveals some of the more famous and humorous incidents.
Keywords: captivating, prestigious, anonymous
Before Reading
Warm Up • Sharing personal responses Allow students time for a brief group discussion on their favourite sports. Encourage • Activating prior knowledge them to explain why they enjoy these sports over others. Put up a list of favourite sports and experience on the board. What are the top three favourite sports?
During Reading
Checkpoint • Making judgments Ask the students to stop reading at this point and reflect on the value of the Stanley Cup • Connecting text to self/ today. Pose the question, “Is it just the materials that give it value? What other factors text to world might be involved?” For students who are not aware of the prestige attached to the Cup, ask them to compare it to a family heirloom or a piece of valuable jewellery that belongs to someone famous.
After Reading
Revisiting the Text 1. What are some of the things that make the Stanley Cup a unique trophy? 2. Which of the incidents related was the most amusing to you and why? 3. Why do you suppose some people in the story did not value the Cup?
Wrap Up • Identifying key ideas 1. Students should enjoy writing the headlines because it is a quick activity that allows and information them to be creative in their word choices. You might want to bring some newspapers • Summarizing into the classroom to show the students examples of catchy headings, especially those in the sports section.
Assessment Focus 2. As students write their Cup story, encourage them to go beyond the information See page 28 given in this story and infer some of the other details. Encourage them to illustrate • Recounting and retelling • Writing a narrative their story with cartoon-style pictures that give the Cup more life. Allow time for the • Perspective taking students to share their stories with a partner. For those classrooms keeping writing portfolios, these stories would be good selections.
Web Connections • Writing a report There are many topics at this site for students to choose from. There are many links • Using technology to research and present they can use to get additional information. Some suggestions for topics are: trophies in the NHL, players in the NHL, a journal of the Stanley Cup during the summer of 2004, and legends of the game who have become members of the Hockey Hall of Fame. Some students might want to present their project as a PowerPoint presentation using the many pictures and features at this site. BOLDPRINT Teaching Resource 9
Extending the Theme • Identifying key ideas Research the championship trophy for another major sport. Find at least 10 interesting and information facts associated with this trophy and be prepared to present these facts to your class. • Skimming and scanning • Reading fluently Include the name of the trophy, how long it has been awarded, changes made to its appearance, and of course some unusual incidents surrounding its history.
Flame On! Jarome Iginla — A Role Model (Student Book page 9)
Genre: Biography Level: 44
About the Selection: This is a short biography of Jarome Iginla, one of very few players in the NHL of African descent. It reveals Jarome’s background, his development as a young sports player, and his accomplishments in professional hockey. The biography reveals Jarome as a charitable person, and a positive role model for youngsters of all nationalities.
Before Reading
Warm Up • Activating prior knowledge Role models in sports are a topic for open classroom discussion. Let students who are and experience not into hockey discuss heroes and celebrities from other professions. It is important • Predicting outcomes to remind students that many celebrities become role models for reasons beyond performance in their profession; and that one need not be a celebrity to be a role model. Follow up to ask students why Jarome Iginla is a true role model for young hockey players.
During Reading
Checkpoints • Identifying key ideas 1. Allow the students to discuss whether the background about Iginla enhances the story and information up to that point, or if it provides too much information. They should be encouraged • Making inferences to infer why “big tree” would be a great hockey title. As an extended activity later, you might allow students to do a caricature of Iginla as a “big tree.”
• Making inferences 2. As students make inferences to why Iginla changed playing positions, get them to • Building vocabulary relate their thinking to the information in the text. For example, we know from the • Identifying key ideas and information first paragraph on page 10 that Iginla was a very active child, while goaltending is more restrictive, and perhaps boring for someone of his inclination.
• Determining audience 3. Most students will respond positively here. Encourage them to elaborate on why the and purpose author wants to convey the positive side of Iginla. If need be, remind them of the • Making judgments underlying role model theme. Get students to imagine what Iginla was really thinking, how he was feeling at the time, or what he might have said if he were to finish the sentence, “It was a great year, but ...”
after Reading
Revisiting the Text 1. In what ways did Iginla experience success at a young age? 2. What were some of the hurdles that Iginla had to overcome as he developed as a player? 3. How did the author succeed in presenting Iginla as a positive role model? 10 BOLDPRINT Teaching Resource
Wrap Up • Identifying key ideas 1. The students might enjoy working with a partner on this activity. Keep their focus on and information the text by encouraging them to generate questions based on information presented • Analyzing and evaluating ideas in the story. Assist struggling students by brainstorming some appropriate questions on the board. The response to one of the questions should be a detailed answer that gives sufficient information. The teacher might want to set half a page as a minimum length for the response. The questions posed and one of the written responses can be a basis to assess students’ comprehension of the story and theme.
Assessment Focus 2. This is a good way for the students to sum up the most important information See page 29 in this story. A T-chart provides a simple graphic organizer for the challenged • Analyzing and evaluating information students as they work through the story (refer to Reproducible Master # 1 page 48). • Skimming and scanning Brainstorming a list of important traits that sports heroes usually exhibit can be helpful. From this list, students will have to identify the traits that apply to Jarome Iginla.
Web Connections • Using technology Depending on the year this research is performed, there will be many developments in to research Iginla’s career. Students might want to analyze the up-to-date information to determine personal highlights in his career, “off seasons” he may have encountered, and/or accomplishments off the ice. Because this book is being produced during the hockey strike of 2004-05, it would be interesting for students to research what impact that event had on Iginla’s career.
Extending the Theme • Connecting text to self/ Jarome Iginla sees himself as an important role model for young black athletes, text to world particularly those in hockey. With a partner or in a small group, research other black • Using technology to research players who have been successful in the NHL. Make a collage of pictures and headings to • Creating collages display the information.
Note: Teachers might suggest Willie O’Ree, the first black player in the NHL who played with the Boston Bruins during the 1950’s, as a possible candidate.
Hockey Haiku (Student Book page 12)
Genre: Poetry Level: 44
About the Selection: These six haiku poems give an interesting perspective on the game of hockey. The author, a hockey mom, creates an array of images familiar to all those who have spent time in a frigid rink.
Before Reading
Warm Up • Sharing personal responses Students who have played ice hockey outdoors will have different images to share. • Visualizing Encourage them to talk about those scenes. Suggest that students also think about and • Connecting text to self/ text to world share the sounds that the word “hockey” elicits. BOLDPRINT Teaching Resource 11
During Reading
• Visualizing As the haiku poems are read, encourage the students to talk about the images each • Making inferences one creates in their minds. After reading all the poems, spend some time talking about the hockey experiences that the author might have had which caused her to write each poem.
After Reading
Revisiting the Text 1. What words in the haiku conveyed sound? 2. Which haiku best captured the spirit of the game of hockey? 3. Which haiku draws the most vivid picture in your mind?
Wrap Up • Visualizing 1. Encourage students to read over each short poem several times. Suggest that they • Recounting and retelling also read each one aloud, perhaps to a partner. Remind them to take note of the • Oral responses punctuations that help them comprehend the meaning. Allow time for students to illustrate their favourite haiku for display in the classroom.
• Generating ideas 2. Ask students who find this activity difficult to think of a simple experience with for writing hockey (or some other sport) and then just write some words that describe it. Then • Writing poetry ask them to use some of these words to make a long sentence, but less than 17 syllables. Reading it to a partner is a good way to see if the image they intended is conveyed. When completed, intersperse these illustrated haiku with the ones done in Wrap Up #1.
Extending the Theme • Visualizing You can explore more of Catherine C. McGeoch’s interesting hockey haiku at • Reading fluently www.hockeyhaiku.com. Be prepared to share one of these haiku with your classmates. • Using technology to research
The Last Game (Student Book page 13)
Genre: Short story Level: 44
About the Selection: In the change room after the final hockey game of the season, Jen reflects on the loneliness of being the only girl on her Bantam hockey team. The post-game camaraderie of her teammates makes this even more poignant. When Jen sees members of an all-girls hockey team engaged in the kind of revelry she yearns for, she suddenly gets an idea for next season.
Keywords: bantam, erupted, bantering
Before Reading
Warm Up • Sharing personal responses Let students discuss what they know about the last games of famous players. What made • Activating prior them leave the game? Encourage the students to talk about a “final game” they might knowledge and experience have played. Why was it their final game? 12 BOLDPRINT Teaching Resource
During Reading
Checkpoints • Identifying key ideas 1. Remind the students that the author wants us to learn more about Jen’s dad at this and information point of the story. Let individual students read aloud lines from the text that suggest • Making inferences he loved hockey. You might want to ask the question, “What else do we learn about Jen’s dad besides his love for hockey?”
• Making inferences 2. As the students vocalize the words that describe Jen’s loneliness, record them on a • Building vocabulary chart or on the board. This might encourage the less engaged readers to participate. Keep this list for “after-reading” activities.
• Connecting text to self/ 3. As students reflect on this behavior, ask them to think of occasions when text to world good-natured bantering is common and expected. Students who belong to clubs and • Making judgments sports teams will have lots of examples to relate.
• Making predictions 4. Ask students who are unfamiliar with the term “hat trick” to guess its meaning. • Making meaning Then ask those who are familiar with the term if they know how it started. through context After Reading
Revisiting the Text 1. Where in the story do we get the impression that Jen and her brother sometimes annoy each other? 2. What are some of the reasons that made Jen think about taking up another sport?
Wrap Up Assessment Focus Let students work in pairs to script the rest of the unfinished conversation between Jen See page 28 and her dad. Allow sufficient time for them to discuss the variety of scenarios and • Predicting outcomes endings to this story. You might want some to present their script in a reader’s theatre format, or to include the characters of Josh and his friend Alex in the presentation.
Web Connections • Writing a profile Encourage students to find information about the conflicts and difficulties that Manon • Connecting text to self/ Rheaume encountered when she began playing hockey. They can then relate their text to text findings to those encountered by Jen. Some students may wish to explore other popular • Identifying key ideas and information female hockey players like goalie Kim St. Pierre of Canada’s national team or Angela Ruggiero of the US national team.
Extending the Theme • Understanding viewpoints With a partner, explore the issue of female participation in certain male-dominated • Debating issues sports like hockey, lacrosse, and football. Be prepared to debate this issue with your class.
Just One of the Guys (Student Book page 18)
Genre: Article Level: 444
About the Selection: Born with Down’s syndrome, Joey Moss had enthusiasm and a jovial spirit that earned him the friendship of hockey superstar Wayne Gretzky. Gretzky introduced him to a job as a dressing room attendant with the Edmonton Oilers. Joey’s good nature and work ethic subsequently won over everyone he came in contact with. Joey went on to win the NHL’s 7th Man Award. BOLDPRINT Teaching Resource 13
Keywords: subtle, shied, persistence Before Reading
Warm Up • Sharing personal responses Organize students in groups of three to briefly discuss the topic of “helper.” Get students • Predicting outcomes to identify Joey Moss’ “helper(s)” in this story.
During Reading
Checkpoints 1. While students can understand why Mr. Moss initially kept the news about Joey’s Down syndrome from his wife, get them to debate whether the action was appropriate.
• Making inferences 2. Teasing is a topic that will generate lively class discussions. After students have read the story, ask if they or anyone they know are inclined to tease someone like Joey, and why. Take the opportunity to explain the difference between friendly teases and pranks and those that are mean-spirited.
• Sharing personal responses 3. Students will not be short of examples of unusual friendships that they saw in movies like Beauty and the Beast, E.T., The Wizard of Oz, Flubber, and Shrek. Be sure to get them thinking about characters they read in books like Charlotte’s Web and Gentle Ben, and those in real life.
• Connecting the text to text/ 4. Get students to jot down phrases in the remainder of the story that reveal a change text to world in the way others see Joey. After finishing the story, allow them to read aloud their excerpts and then attach them to the board in the sequence that they occurred in the story.
After Reading
• Identifying key ideas Revisiting the Text and information 1. Why did Joey and Wayne get long so well? • Making inferences 2. Why do you think Lyle Kulchisky “tricked” Joey when he was folding the towels? 3. In what ways is Joey a valuable member of the Edmonton Oilers Hockey Team?
Wrap Up • Identifying key ideas 1. The information the students need to complete this assignment is on pages 20 and and information 21 of the Student Book. Have copies of these pages for students to mark/highlight all • Writing informational reports references to Joey’s jobs. This is an effective way to help weaker readers keep track of information required to complete the exercise.
• Making notes and lists 2. A simple organizer like the one below can be helpful for weaker learners (refer to • Sorting ideas using Reproducible Master #2 on page 49). They can fill in the appropriate information visual organizers from the text. Others can use the two lists to write out Joey’s thank-you speech.
Wayne Gretzky Lyle Kulchisky A time he showed friendship A time he helped me out A time he taught me a new skill A time he made me laugh 14 BOLDPRINT Teaching Resource
Web Connections • Activating prior knowledge Working in pairs will allow students to find more knowledge of Down syndrome to and experience enlighten those who are not familiar. All will enjoy reading the personal stories and sharing • Reading fluently them with their classmates.
Extending the Theme • Asking questions Find out about neighbourhood businesses that provide employment for mentally challenged • Understanding viewpoints adults. Contact your local Mental Health Association and talk to informed adults for other leads. Prepare questions you would ask both the employer and the employee about the issues that each has to deal with. If it can be arranged, interview one, or both, of these people, and share it with your classmates.
Get Ready for The Crosby Show (Student Book page 22)
Genre: Article Level: 44
About the Selection: In this brief look at a new hockey phenomenon, Sidney Crosby, the author discusses some of the comparisons the media are making between Crosby and Wayne Gretzky. He is concerned about the pressure this 16-year-old is under and wonders if it will destroy “the next great one.” When he listens to Crosby coolly field questions in a media scrum, he is certain the comparisons will always be there.
Keywords: wielding, intangibles
Before Reading
Warm Up • Activating prior knowledge Since most of the readers will be approximately the age of Crosby when he first gained and experience international fame, they will likely be very interested in thinking about the pressures he • Connecting text to self deals with. The enlightening part will be hearing the students compare their pressures to Crosby’s.
During Reading
Checkpoints • Making inferences 1. Students should begin to infer that Sidney Crosby is a very mature young man who has learned strategies at an early age for dealing with this constant pressure. At this point you might want to ask the students to make a list of coping strategies he might have developed.
2. Allow a variety of suggestions about what questions the reporter may have asked Crosby. Remind the students that, because we are making an inference, there is no one right answer, but several acceptable ones.
• Activating prior knowledge 3. Stop and take some time to discuss together the meaning of the expression, “passion and experiences for the game.” After the discussion give the students a few minutes to individually • Connecting text to world • Building vocabulary record on paper a list of qualities required to be a great athlete. After the story has been read, these lists might be shared or collapsed into one class list. BOLDPRINT Teaching Resource 15
After Reading
Revisiting the Text 1. What are Sidney Crosby’s strongest personality traits? 2. How does Crosby respond to the concern that he is too small to play in the NHL? Do you agree with his argument? 3. What are some of the ways that members of the press put pressure on Crosby?
Wrap Up • Identifying key ideas 1. Allow time for the pairs or small groups to discuss the statement they have chosen to and information work on. They might be encouraged to find more than one detail in the text to support • Understanding viewpoints their statement. One of these statements might be used as a debate format in the Extending the Theme section below.
• Identifying key ideas 2. Try to have some examples of hockey cards to demonstrate the appropriate design. and information Some students might have a collection of these cards to share with their classmates. • Using technology to research A display of the completed cards might be set up in the classroom.
Web Connections • Adding details Because this story was written in 2003 when Crosby was just 16, there will be a great • Writing descriptions deal of new information available about him. Some of the interesting new stories will be • Skimming and scanning his participation in both the 2004 and 2005 World Junior Championships, as well as his selection in the NHL draft. Some interested students might want to use the Internet to keep the class updated on Crosby’s achievements throughout the year.
Extending the Theme • Sorting ideas using Do a comparison study between hockey players, Sidney Crosby and Jarome Iginla. visual organizers Include the information in the two stories, as well as any new knowledge learned in the • Identifying key ideas and information Web Connections activity above. You might want to use a Venn diagram to organize the information on both players (refer to Reproducible Master #3 page 50).
Hokyee (Student Book page 26)
Genre: Graphic story Level: 444
About the Selection: This tale tells of a team of Viking legends who set off on a mission to conquer the hockey world. They first defeated the Rus people, then the Scots, and finally the Icelandic team. After many months at sea, they land at the Land of Hökyee (Canada), to challenge The Great One and his fellow players for the Shtan Lee Cup. The Vikings lose, and are banished from the shores of the Land of Hökyee for 1,000 years. Leave out references to the game of hockey and this could well be the true account of the Viking’s visit to North America in the 6th century.
Keyword: banishment 16 BOLDPRINT Teaching Resource
Before Reading
Warm Up • Making inferences Ensure that students know that “The Great One” is Wayne Gretzky’s nickname. Students • Sharing personal responses may need some additional information about the spelling of “hökyee” and its connection • Noting details to Viking or Nordic tradition. Take the opportunity to study the names of the Viking players. Many of them are rooted in the names of the Nordic gods.
During Reading
• Making meaning After completing some of the Warm Up activities, allow students to read the whole story through context at their own pace. This will give them time to enjoy each frame and take in all the details • Identifying key ideas in each picture. Be available to answer questions or solve queries by individual students and information • Reading fluently as they go through the story for the first time. Allow them to read the story again with a partner or in a small group where they can discuss the storyline and the characters. When everyone has finished these activities, discuss with the whole group the storyline as they have interpreted it.
After Reading
Revisiting the Text 1. Each Viking player has a specific skill or trait. How might these skills help them in the game of hockey? 2. What are some of the methods used by the artist to display action? 3. In what ways did the artist depict The Great One of Hökyee to look like Wayne Gretzky?
Wrap Up • Writing scripts 1. Get the class to brainstorm the expressions and phrases often heard during a hockey • Reading fluently game broadcast. These might include: “welcome hockey fans around the world,” • Perspective taking “he shoots, he scores,” “he’s on a clear breakaway,” and “the crowd is going wild.” After writing their script, students should be given time to practise delivering their broadcast. Audio taping the broadcast is another approach that students can try.
• Identifying key ideas 2. Get students to consider making a hockey card that is larger than the actual trading and information card size. This will allow for more detail and information. Remind them to include • Writing biographies additional special powers for their “höykee” legend. The finished cards can be • Planning, organizing, webbing and taking notes arranged on a Legends of Höykee display board in the classroom.
Extending the Theme • Skimming and scanning The names of the Viking hökyee players in this graphic story were based on the mythical • Writing informational Nordic gods. Research this pantheon of gods, and write a short report on the one that reports • Using technology you find most interesting. Include information about his/her special powers. You might to research even want to speculate which modern-day sports that god would excel in. Be prepared to share this report with your class. BOLDPRINT Teaching Resource 17
Can You Beat That? (Student Book page 30)
Genre: Personal account Level: 4
About the Selection: The author tells how, as a young boy, he lost his most treasured possession, a hockey puck with his name carved across the face. He got the puck back almost fifty years later. To the author, the recovered puck became a prized possession for different reasons.
Keywords: illumination, avail, dismantled
Before Reading
Warm Up • Sharing personal responses A group discussion is probably the best method for this activity. The activity will be fun since every student is likely to have a personal account of losing something special, and perhaps one that ended with an unexpected recovery. It is also a topic that can bring out hesitant speakers. It is important to remind the students that at times small items are often more valuable to us than huge, expensive things.
During Reading
Checkpoint • Visualizing Students should be encouraged to not only give words that describe the visual scene, • Making inferences but also describe the sounds of surprise and excitement that likely fill the room at that very moment. Without disrupting the flow of the story, teachers might also seize that moment to get readers to draw their visual scene.
After Reading
Revisiting the Text 1. Why was a small hockey puck so valuable to the author? 2. What leads us to think that the author’s family had limited financial resources? 3. Why is the recovered hockey puck a prized possession for the author?
Wrap Up • Visualizing 1. This is another opportunity for students to practise visualizing scenes in the story, • Perspective taking and to think of emotional reactions to events. Allow students to draw scenes for their • Writing journal entries journal entry. As they write about the boy’s emotional response, encourage them to be more expressive and to use revealing words, rather than the common ones like “sad” and “upset.” For students who might find this activity challenging, a word-web organizer might be supportive here (refer to Reproducible Master #4 page 51).
• Sorting using 2. Students can use an organizational chart like the one below to complete this activity visual organizer (refer to Reproducible Master #2 page 49). Students who do not have the opportunity • Asking questions to discuss older sports with their parents, can choose a sport or game that they • Using technology to research and present know about and make a chart of the changes that have taken place. Games like table hockey, coasting, rollerblading, etc. could be considered. Additional information on the changes in these sports can be found online using appropriate search words beginning with “history of ….” 18 BOLDPRINT Teaching Resource
Hockey Long Ago Hockey Today
Rules
Gear Required
Equipment Worn
Facilities
Web Connections • Skimming and scanning Students can have a lot of fun researching the hockey puck. Encourage them to answer • Writing an questions like: Why is it cylindrical? Why is it made of rubber? Why are pucks frozen informational report before games? What is the official weight? It would also be interesting to find information on the “glowing puck”, a tactic used by Fox Broadcasting in the US in the early 1990s on their live hockey broadcasts.
Extending the Theme • Asking questions Take the game or sport you researched in Wrap Up #2 and prepare questions that you • Understanding viewpoints could use to interview your parents or someone who played that sport. You might want • Using technology to research and present to videotape or audiotape the interview for presentation to your class. Try to make the project more interesting by including an introduction by yourself and visuals of memorabilia, antique equipment, etc.
My Mom the Hockey Fan (Student Book page 32)
Genre: Personal account Level: 44
About the Selection: The author tells the story of his mother, a woman born in the Punjab region of India who is an avid hockey fan. She moved to Canada after marrying the author’s father and became a fervent supporter of the Toronto Maple Leafs. Whenever a game is on, no one in the household is allowed to change the channel, or even speak. As a perfect case of East-meets-West, the author describes his family at the breakfast table, eating a traditional Indian meal while discussing the previous evening’s game. Nowadays the author calls his mom from California to discuss the current fortunes of the Leafs — but never when a game is in progress.
Keywords: diehard, disbelief, rehashing, roti, dal, sabzi
Before Reading
Warm Up • Activating prior knowledge A group discussion on what constitutes a loyal fan should elicit a response from and experience everyone. It might be interesting to discuss ways hockey fans are different from other sports fans. BOLDPRINT Teaching Resource 19
During Reading
Checkpoints • Perspective taking 1. You might want to ask the students to read to the bottom of page 33 before • Activating prior knowledge discussing the popularity of hockey around the world. Allow for some students who and experience might disagree with this premise. You might want to make a T-chart on the board to record positive and negative reactions to the game. If the reading group includes students from a country where hockey is not played, they might bring a very unique perspective to this discussion.
• Making inferences 2. Most students will be able to use context to figure out the word “chai” which is why • Making meaning through context the meaning is not inserted on the page. Remind students here that using context is a very efficient method to figure out difficult words.
• Connecting text to world 3. Encourage any children in the reading group to share their experiences of “balancing the cultures.” It will be interesting to see how many examples revolve around food.
After Reading
Revisiting the Text 1. What are some examples in the story that show us that the Beri family was very close? 2. Why do you think the author’s friends would find his story so amusing? 3. How is the author’s mom a loyal Leafs fan?
Wrap Up • Visualizing 1. Allow students who are reluctant writers to do the illustration of the mom watching • Adding details the game before writing the paragraph. This might help generate some ideas for the • Creating pictures story. Encourage the use of words in their stories that convey clear visual images and sounds. Remind them that they are “painting a picture” with their words.
• Writing poetry 2. In this activity, students can write a poem about the mom in this story or a mom he/ • Connecting text to self she knows who is a hockey fan. This is a great opportunity for the students to practise one of the styles of poetry with which they are familiar. Some might even write it as a song along the lines of Stompin’ Tom Connors’ “The Hockey Song” found at the beginning of this book. To help students think of some of the mom’s characteristics, encourage them to fill out the Character Wheel Organizer (refer to Reproducible Master #5 page 52).
Web Connections • Determining audience Remind the students of the purpose of this project — to get someone disinterested to and purpose become interested in hockey. The students will have to put together persuasive arguments • Writing narratives suggesting features like fan clubs, team giveaways, theme nights, etc. All of the NHL teams have great websites that support and encourage fan support. Less capable students might be encouraged to concentrate on one team and report why someone should become a fan of that team. Using a computer program like PowerPoint, students could design and present an enticing promotion for membership in a team’s fan club.
Extending the Theme • Writing scripts With three or four other students, write a brief script about you and your friends attending • Perspective taking a sporting event you have never experienced before. Make sure to describe the scene • Identifying key ideas and information around you and the action on the playing surface. Some choices you might consider are: cricket, water polo, underwater hockey, handball, Australian-rules football, and rugby. Remember to research the sport sufficiently to enable you to write your script. 20 BOLDPRINT Teaching Resource
Street Hockey Night in … Tokyo? (Student Book page 36)
Genre: Report Level: 44
About the Selection: This story is about street hockey in Tokyo played by a small group of young foreign and local hockey enthusiasts. The group is the Tokyo Street Hockey Association, and their rules are guided by a simple philosophy, to have fun.
Keywords: random, staple, curvature, game philosophy
Before Reading
Warm Up Allow students to discuss why this title is surprising to them. Let them also discuss how the author designed the title for this purpose.
During Reading
Checkpoints • Predicting outcomes 1. Students can talk about methods used to pick players for each team like, for example, the reciting of rhymes, picking numbers, or tossing a bat. This would also be an excellent opportunity for teachers and other adults present to describe their ways of picking team members.
• Connecting text to self/ 2. Ask students who have participated in street hockey to compare these rules to their text to world own. An alternate activity is to have the students write down five questions they want to ask about the TSHA rules.
After Reading
Revisiting the Text • Analyzing and 1. Why are there so few equipment requirements for the TSHA? evaluating ideas 2. Why are referees not required in the TSHA? • Asking questions • Making judgments 3. Why do you think the Fun Rule is the most important rule?
Wrap Up • Understanding viewpoints 1. After writing the interview questions, some students might want to invent an interviewee • Asking questions with a nickname and a colourful personality, and create an interesting story of what • Making inferences brought him or her to play street hockey in Tokyo. Some students might want to make a sketch or drawing that highlights his/her interesting characteristics.
• Written responses 2. Students are free to answer more than one of their partner’s questions. Some can • Perspective taking then use the answered questions as part of their script to conduct a live interview in • Dramatic reading front of the class. This could be an opportunity for them to role-play the personality of the invented interviewee. BOLDPRINT Teaching Resource 21
Web Connections • Finding key ideas Komazawa Park is the site of the 1964 Tokyo Olympics. Using the search word and information “Komazawa”, students should find other interesting information about this park. Each • Using technology to research and present one should present findings to the class, and all the facts could be listed on the board as a visual display of information that is learned about this park.
Extending the Theme • Speechmaking Supposed you have been chosen to speak before the National Hockey League officials • Defending a about adopting the fun rules of the Tokyo Street Hockey Association. Write out your position or choice speech and then present it to your class.
Do You Have What It Takes? (Student Book page 38)
Genre: Quiz Level: 4
About the Selection: A short quiz to test the reader’s knowledge about hockey trivia.
Before Reading
Warm Up • Activating prior knowledge Ask the students a few hockey trivia questions. Some questions which might be used are: and experiences What position did Bobby Orr play? (defence) How many lines are painted completely across a hockey rink? (5) What does the word “icing” mean in hockey? (A team shoots the puck from their side of centre ice and it goes across the opponent’s goal-line without touching any player’s stick.) Allow students to ask their hockey trivia questions.
During Reading
• Activating prior knowledge Allow students to read and answer this hockey quiz in pairs. Some students may wish to and experience • Reading fluently record their answers and then use the answers on page 48 to check them.
After Reading
Wrap Up • Asking questions Encourage students to construct their own trivia questions about hockey. They can write • Creating pamphlets these in a short booklet adding pictures from magazines or some of their own drawings. Remind them to include the answers somewhere in the booklet. These booklets can be exchanged with their classmates.
Extending the Theme • Making notes Investigate some sports trivia sites on the Internet. There are a variety of interactive sites • Using technology that allow you to test your knowledge of sports history. Use the key words “sports trivia to research games” to begin your search and be prepared for lots of challenging fun. 22 BOLDPRINT Teaching Resource
Hockey in the Deep End (Student Book page 40)
Genre: Article Level: 444
About the Selection: This selection describes the unique sport of underwater hockey, a sport that was invented in the 1950s and is now played in several countries around the world. It explains the equipment, rules, and physical demands of the sport, and many interesting contrasts with the more widely known game of ice hockey.
Before Reading
Warm Up • Predicting outcomes Consider writing the title on the board before passing out the books. Let students • Previewing a text speculate from the title what the story is about. Allow students to look at the pictures • Activating prior knowledge and experience on pages 40 and 41 and reconsider their initial opinion. This approach should heighten their interest in reading the text. If some students have already heard of this sport, encourage them to share this information with the class.
During Reading
Checkpoints • Predicting outcomes 1. Students could work with a partner to create a list of required equipment. They can then check off the items on their list as they are mentioned in the story. Students should be given a chance to explain why their items, if not mentioned in the story, should be included.
• Making inferences 2. This is a great activity for pairs or small groups to make inferences and analyze • Analyzing and the information presented. Remind the students to explain their stand based on evaluating ideas information in the text and their knowledge of other forms of hockey.
After Reading
Revisiting the Text 1. Why was this a sport for divers in the British Navy? 2. Why is it a slow-pace game? 3. Why is anticipation so important in this sport?
Wrap Up • Sorting ideas using a 1. Students can use a graphic organizer to compare the two sports (refer to visual organizer Reproducible Master #2 page 49). Encourage students to add categories like • Activating prior knowledge and experience attributes, common injuries, fan appeal, tempo, etc. As a wrap up for this activity, prepare a large-scale class chart for students to post their entries in the appropriate categories.
• Writing emails 2. This letter might be written more efficiently on a computer so that it can be saved, and letters reviewed, and edited. While writing, the students can learn to multi-task by concurrently accessing the Internet for information about Olympic sports, protocol, etc. Students may want to email the Olympic Council to see what response they will get. BOLDPRINT Teaching Resource 23
Web Connections • Writing informational Consider a variety of topics for investigation besides unicycle hockey. Students may find reports the following forms of hockey interesting: sledge hockey, tabletop hockey, air hockey, • Using technology to prepare and present floor hockey, and roller (inline) hockey. Provide an opportunity for each student to present his or her topic to the whole class.
Extending the Theme • Writing a script With two or three other students, write a script for a play-by-play broadcast of a game • Dramatic reading of underwater hockey. Make up interesting names for the teams and the players. Make • Perspective taking sure you include lots of descriptions of the action as seen from the edge of the pool. Be prepared to present the broadcast to your class using a cardboard microphone.
Open Ice (Student Book page 42)
Genre: Interview Level: 4
About the Selection: This selection describes ice sledge hockey, a form of hockey played by people with physical disabilities, and an official game at the Paralympic Winter Games. It also features an interview with 16-year-old Laura Sitlington who clearly loves the sport.
Keywords: Paralympic, achondroplasia
Before Reading
Warm Up • Activating prior Encourage students who are already aware of this sport to share their knowledge and knowledge and experience experience. Some students may know of a sledge hockey team or league in their area. • Sharing personal responses Locate in advance some interesting and informative websites relating to ice sledge hockey for those students with limited or no knowledge to learn about the sport.
During Reading
Checkpoints • Sorting ideas using 1. For learners who are not fluent in English, draw a simple T-chart on the board visual organizers with the headings “Similarities” and “Differences.” Have the students jot down similarities and differences on sticky notes that can be posted on the chart under the appropriate headings.
• Noting details 2. Encourage students to imagine and then talk about the difficulties Laura has to overcome to move quickly on a sled. Discuss the function of the ice picks on the top end of each player’s sticks.
After Reading
Revisiting the Text • Making inferences 1. Why might sledge hockey be an expensive sport to participate in? • Perspective taking 2. What benefits does Laura get out of this sport? 3. What do we learn about Laura’s personality from her response to the last question? 24 BOLDPRINT Teaching Resource
Wrap Up • Defending an opinion 1. As a group discussion, students are likely to have much to say about teasing and bullying. Remind them to stay focused on the topic, namely, whether bullying and teasing of people with disabilities is an issue to be discussed openly. Encourage the groups to come up with concrete suggestions that they could practise in their school.
• Making judgments 2. Help students who find this activity difficult by brainstorming two or three possible • Asking questions questions on the board. Students who have written out their questions could • Writing a response exchange them with a classmate. The receiving student could then write a response that Laura might have given to that question. These responses can be shared with the whole class.
Web Connections • Identifying key ideas Students may also want to use this website to arrange an interview with one of the and information Canadian Half Pints. They could record the interview for the class to compare/contrast • Using technology to research and present some of the answers given in this interview with those given by Laura in the story.
Extending the Theme • Planning, organizing, Arrange to conduct an interview with a disabled sports player in your community. This webbing and making notes interview could be done by email, over the phone, or in person. Remember to plan the • Asking questions questions you will ask and to be considerate. Be prepared to present your interview to your class.
The Game of Our Lives (Student Book page 45)
Genre: Novel excerpt Level: 444
About the Selection: This is an excerpt from Peter Gzowski’s hockey book by the same title. The author recounts how, as a young boy, he enjoyed skating on the neighbourhood outdoor rink. He vividly describes preparing for skating practice on Saturday morning and rushing to be the first to arrive so he could enjoy the total freedom to skate at a breakneck speed around the rink.
Keywords: light standards, slither, revelling, untrammelled
Before Reading
Warm Up • Sharing personal responses Students who have participated in sports will likely be able to relate to this excerpt. Others might want to talk about a “big game” they might have seen on television. Discuss with them what makes these events memorable.
During Reading
Checkpoints • Visualizing 1. Discuss with students the visual images conveyed by the author’s choice of words and • Finding signal words and phrases like “the boards … pale against the darkening grass,” “light standards sprouted building vocabulary along their edges,” and “spring softened the ice.” BOLDPRINT Teaching Resource 25
• Noting details 2. This paragraph lists all the “details” involved in getting ready for hockey. It might be a good idea to photocopy page 46 and ask the students to number or highlight the process this boy had to go through to get ready. Make sure that the students recognize how words and phrases help us visualize a scene.
• Visualizing 3. Draw students’ attention not only to the visual images but also the sounds of the • Skimming and scanning scene. After reading, let them talk about the scene that formed in their heads. Ask them to vocalize the specific words in the story that led to these pictures or sounds.
After Reading
Revisiting the Text 1. What work had to be done by community members to get the rink ready? 2. What details in the story indicate that these events took place a long time ago? 3. How did the boy express his “untrammelled freedom” on the ice?
Wrap Up • Recounting and retelling 1. Students can use a storyboard chart to help design their comic strip (refer to • Visualizing Reproducible Master # 6 page 53). Students should be allowed to make up an ending to this story so that they can complete their comic strip. One scenario might be that the older children come along to disrupt the skating practice. Another might be that the boy’s dad shows up in an angry mood. Perhaps a famous player shows up to join our hero. Display the finished projects in the classroom for everyone’s enjoyment.
• Writing spontaneously 2. For this writing activity, let the students pick any activity they are passionate about, • Adding details not just in the sports area. Encourage them to use descriptive words and to add a lot of details where they wish to create imagery for the reader.
Extending the Theme • Writing a report Find out more about Peter Gzowski, the author of this story. Although he remained • Using technology to a fervent hockey fan throughout his life, he never played the game professionally. research and present However, he did become a famous Canadian. Use the Internet as well as library books to prepare a short report you can present to your class.
ReproducibleReproducible MaterialsMaterials 28 BOLDPRINT Teaching Resource
Assessment Focus
The Last Game (SHORT STORY)
Teaching Resource Assessment Focus: Page 11 Reading Strategy: Predicting outcomes
Wrap Up Work with a partner to discuss the ending. What might the “great idea” be? Continue the conversation between Jen and her dad. Read your short script to the class.
When assessing the students’ work on this task, look for demonstration (evidence) that: • The students participate effectively in a discussion and are able to share a variety of suggestions about Jen’s great idea. • The students can identify the information, including the pictures, in the story that supports their suggestions as to what the outcome of the story might be. • The students can choose an ending that fits with the sequence of events, as well as Jen’s character in the story. • The students write a script of the final conversation that maintains Jen’s character and the theme of the story. • The students can fluently read the “new” script to their class.
Stanley Cup Legends (ARTICLE)
Teaching Resource Assessment Focus: Page 8 Responding Strategy: Recounting and retelling, perspective taking
Wrap Up #2 “If the Cup could speak …” Choose one of the stories in the article and write about it in the voice of the Cup.
When assessing the students’ work on this task, look for demonstration (evidence) that: • The students select and reread the appropriate information from the story to complete the task. • The students plan and organize their stories using details selected from the story. • The students use language and a structure that is appropriate for a fictional narrative. • The students effectively take the perspective of the Cup in their stories. • The students reflect on personal experiences to connect to their new stories. • The students read their news stories to others to check for voice and clarity. • The students revise their stories accordingly. • The students are able to fluently read their stories to the whole group. BOLDPRINT Teaching Resource 29
Assessment Focus
The Game of Our Lives (NOVEL EXCERPT)
Teaching Resource Assessment Focus: Page 24 Reading Strategy: Visualizing, retelling
Wrap Up # 1: With a small group of friends, retell the story as a comic strip. Create pictures and action words to convey the story.
When assessing the students work on this task, look for demonstration (evidence) that: • The students effectively use the discussion prior to writing to generate and clarify ideas. • The students skim the story to make a list of the key ideas and information. • The students plan and organize their work using the appropriate organizers (storyboard, flow chart, etc.). • The students use a variety of pictures and descriptive language to convey the action in the story. • The students revise, edit, and proofread text used in the comic strip. • The students’ completed work is retold in the text. • The students share their comic strip with their classmates in an appropriate manner.
Flame On! Jarome Iginla — A Role Model (BIOGRAPHICAL ARTICLE)
Teaching Resource Assessment Focus: Page 9 Responding Strategy: Analyzing and evaluating information
Wrap Up #2 Many of Iginla’s special personality traits come through in this biography. Use a T-chart to make a list of these traits and where they are revealed in the story.
When assessing the students’ work on this task, look for demonstration (evidence) that: • The students are able to make a list of Iginla’s special personality traits after reading the text. • The students are able to locate relevant information in the text that confirms that Iginla has these special traits. • The students make inferences about Iginla’s special traits while reading the story and appropriately uses this information in the assignment. • The students effectively organize the relevant information using the T-chart provided. • The students edit, revise, and proofread the chart at the appropriate times. • The students are able to explain clearly the completed chart to others. Student: 30 Self-Assessment Profile Date:
1. My favourite selection in Faceoff! was ______
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2. This story/poem/article reminds me of ______
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3. The character ______is like me because ______
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4. My favourite word or phrase in this selection is ______
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5. This story/poem/article made me feel ______
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6. I would like to find more material by this author because ______
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7. The part of the selection that I did not understand was ______
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8. The new words/phrases I learned were ______
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9. If I could change one thing about this selection, it would be______
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10. If I could write to the main character, I would say ______
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BOLDPRINT Teaching Resource • Reproducible Master BOLDPRINT GENRE CARD 31 GenreGenre CardsCards
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. 32 BOLDPRINT GENRE CARD ReadingReading aa StoryStory
Reading This type of text is a work of fiction, created • Looking at the title or illustrations, what type of story do you think this will be? from the writer’s imagination. It includes: • Read the story silently to yourself. • What type of story was this? Did you predict correctly? Mystery Fantasy Science Fiction Characters Folk Tales, Myths, • What did you learn about the characters? and Legends • How did the author bring these characters to life? Humour Romance Setting Action Stories • 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? BOLDPRINT GENRE CARD 33 WritingWriting aa StoryStory
Planning and Drafting • Include some long and short sentences. • Choose an idea for your story. • Add an unusual opening to grab the • Will you write a science fiction or fantasy reader’s attention. story, a mystery, a humorous story, a love • Write a conclusion that wraps the story up. story, or an adventure story? • If possible, write your draft using the computer. It will make revising and CHARACTER editing easier. • What characters will you have in your story? • Make a chart showing each Revising and Editing character’s qualities. • Reread your story and rewrite it to make • How will you bring these characters to life? it stronger: • Do you have too much going on? SETTING • Should you have more dialogue? • Where will your story take place? How • Do you need to describe a scene in more will you create a picture of the setting detail? using words? • Give your story to someone else to read • What mood do you want to create? How will and give you feedback. If you agree with you do this? the reader’s opinion, revise your story once more. • Do a final check of spelling, grammar, PLOT and punctuation. • What events will take place in your story? • What troubles will the characters meet in the story? Publishing and Sharing • Write a first draft. Will you have a narrator, • If you are writing on a computer, choose or will you write in the first person (I) or the an appropriate font for your title and for third person (he, she)? the text. • Can you add dialogue between characters? • Print out your story and share it with your Or, will you tell the reader what the classmates. Ask if they enjoyed reading it — characters are thinking? were they intrigued, frightened, touched? • Be sure to use strong verbs (action words). 34 BOLDPRINT GENRE CARD ReadingReading PoetryPoetry
Poetry uses words, rhythm, and rhyme (sometimes) to express feelings, This type of text describe something, or tell a story. includes: Rhymes Reading Patterns • Looking at the title, can you predict the type of poem this will be? Will it be serious, funny, or scary? Free Verse • Are there illustrations? Story (or Narrative) • Read the poem silently. Poems • Read it again, out loud. Haiku and other • Who is speaking in the poem? How do you know? Formula Poems • 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? BOLDPRINT GENRE CARD 35 WritingWriting PoetryPoetry
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. 36 BOLDPRINT GENRE CARD ReadingReading aa MemoirMemoir
This type of text is nonfiction; it is a personal recounting of a specific time This type of text in the writer’s life. includes: Diaries Reading Journals • Read the memoir silently. Picture Books • What personal experiences is the author writing about? Biography • Who is involved in the story? • Where and when did it take place? Anecdotes • What happened? Recounts • Was there an interesting opening or lead, and an effective conclusion? Personal • How did the author use the five senses “to paint a picture in words”? Experiences • 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? BOLDPRINT GENRE CARD 37 WritingWriting aa MemoirMemoir
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. 38 BOLDPRINT GENRE CARD
ReadingReading anan ExplanationExplanation
This type of text is nonfiction. It is based on facts and tells about real This type of text people, places, and events. These texts explain ideas and information. includes: Research Reports Essays Reading • Why do you want to research this topic? 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.
• Are the materials helpful? Are there difficult words or ideas? Do you need to ask for help?
• Are there diagrams, maps, or drawings that helped make the information clearer?
• Did you find out what you wanted to know?
• Did the explanation help you to understand the topic? BOLDPRINT GENRE CARD 39
WritingWriting anan ExplanationExplanation
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. • Ask your readers if your explanation was clear and helpful. 40 BOLDPRINT GENRE CARD
ReadingReading anan OpinionOpinion PiecePiece
This type of text is nonfiction. It is based on facts and tells about real This type of text people, places, and events. An Opinion Piece offers the writer’s thoughts includes: and opinions on a topic. Persuasive Articles and Essays Letters to the Editor Reading • Read the title of the selection. Try to predict the author’s viewpoint Reviews about the topic. Debates • Read the article to understand the different opinions about the topic. Arguments • What information does the author use to back up his/her opinions? Advertisements • 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? BOLDPRINT GENRE CARD 41
WritingWriting anan OpinionOpinion PiecePiece
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. • How will you persuade the reader to agree with your opinions? • Outline your article and organize your points: • Use your facts and statistics. • Use interesting anecdotes. • Use quotations. • Add diagrams, charts, photos or illustrations, or a glossary of terms. Label diagrams, charts, photos or illustrations carefully. • Try to think of the other viewpoints, so that you can persuade the reader to agree with your opinions. • Write 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. 42 BOLDPRINT GENRE CARD ReadingReading aa ReportReport
This type of text is nonfiction. It is based on facts and tells about real This type of text people, places, and events. In a Report, the writer records important includes: events and gives useful information. News Reports Sports Reports Reading Social Events • Read the headline and subheads and predict what the report will Celebrations 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? BOLDPRINT GENRE CARD 43 WritingWriting aa ReportReport
Planning and Drafting • Select an event that you found interesting in • Include quotations from people who were the news, in school, in the group you spend present, or who have background time with, at your workplace (if you have an information, or are authorities. after-school job), in your neighbourhood. • Include photographs, diagrams, maps, • Tell who was involved, what happened, or charts. where it took place, when it happened, why • Now write an opening paragraph that grabs it happened, and how it ended. the reader’s interest. • Leave out your own opinions. • Then, write a conclusion that summarizes • Decide on subtitles — this will help you plan the report and talks about what may happen your paragraphs. because of the event you have reported. • Add as many specific details as you can find • Write a brief, strong headline for your report. to add interest to the report.
Revising and Editing • Reread and revise your report: • If you included photographs, diagrams, • Do you have an interesting and maps, or charts, remember to provide inviting opening? captions and labels. • Do your subheads help the reader predict • Give your draft version to a classmate and what is following? ask for suggestions on how to make your report clearer or more interesting. Make the • Have you answered the 5 Ws — who, changes if you agree with them. what, when, where, why — and how? • Do a final check of spelling, grammar, • Check that all facts — dates, places, and punctuation. names — are correct. • Check that quotations you have used are accurate, and that you have named the source from which you got them.
Publishing and Sharing • Write a polished version in your best • You may wish to submit your article to the handwriting or on the computer. Choose an school newspaper for publication, or post appropriate font for the headline, subtitles, your article on the school website. and text. 44 BOLDPRINT GENRE CARD ReadingReading anan ArticleArticle
This type of text is nonfiction. It is based on facts and tells about real This type of text people, places, and events. An article informs and entertains. includes articles in: Magazines Newspapers Reading • Preview the article by reading the title and the subtitles. the Internet • 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? BOLDPRINT GENRE CARD 45 WritingWriting anan ArticleArticle
Planning and Drafting • Select a topic you know about that you would like to share with others. • Gather more information from as many sources as possible: books, newspapers, magazines, television, the Internet, experts. • Decide how you want to organize your article. • Write down the subtitles in order to help decide on your paragraphs. • 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: • Check that all facts — dates, places, names — are correct. • Do you have an interesting and inviting opening? • Check that quotations you have used are • Have you answered the 5 Ws — who, accurate, and that you have named what, when, where, why — and how? the source from which you got them. If you included photographs/diagrams, • Do your subtitles help the reader predict • what is following? make sure they have captions and labels. Give your draft version to a classmate and • Do you give examples to demonstrate • your point? ask for suggestions on how to make your article clearer or more interesting. • Does the order of paragraphs make sense to the reader? • Do a final check of spelling, grammar, and punctuation. • Do you have an effective conclusion?
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. • You may wish to submit your article to the school newspaper for publication, or post your article on the school website for schoolmates to read. Ask for a response from your readers. 46 BOLDPRINT GENRE CARD ReadingReading InstructionsInstructions
Reading This type of text • What will the instructions help you to do? includes directions and instructions in: • Do you know what resources you will need to complete the task? Manuals • Are the instructions written for beginners or for those with experience? Games • Are there diagrams, maps, headings, and numbers to help you complete the task? Rules • Are there helping clues along the way, such as information boxes, Recipes diagrams, or coloured words? Puzzles • Is the sequence clear? Do you know what to do next? Experiments • 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. BOLDPRINT GENRE CARD 47 WritingWriting InstructionsInstructions
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. 48 Student:
Date: T-ChartT-Chart Iginla’s Personality Traits Part in Story That Reveals Traits
BOLDPRINT Teaching Resource • Reproducible Master #1 Student: 49
Date: Organizational Chart Categories: Topic 1: Topic 2:
1.
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BOLDPRINT Teaching Resource • Reproducible Master #2 50 Student: Date: (Compare/Contrast)
Venn Diagram
BOLDPRINT Teaching Resource • Reproducible Master #3 Student: 51
Date: Word Web
Topic:
BOLDPRINT Teaching Resource • Reproducible Master #4 52 Student:
Date: Character Wheel
C ic h st ar ri ac te te ac ri r st a ic Ch xt Te n t i P ar ar P t in T e x t Character:
t x e T n P i a rt rt a in P T ext
Ch ic a st ra ri ct te er ac ist ar ic Ch
BOLDPRINT Teaching Resource • Reproducible Master #5 53 P anel #4 P anel #8 Student: Date: P anel #3 P anel #7 P anel #2 P anel #6 Storyboard P anel #1 P anel #5
BOLDPRINT Teaching Resource • Reproducible Master #6 Field hockey vs. Ice hockey soccer stars 54 The sport of field hockey, not mentioned in this Using the graphic story “The Great One of book, has many similarities to ice hockey. Make Höykee” as a model, create and draw a Greek a comparative study of the two sports with a Soccer Team made up of stars from the Greek focus on: pantheon (family) of gods. Be sure that you consider their special powers in choosing • locations around the world where the sport members for your team and assign them is popular descriptive names. Display your awesome • rules of the game soccer team on a poster, or on individual • equipment required collector cards. Include a short bio for each • major tournaments and championships player as captions on your poster, or on the • issues like fan appeal, growth of the sport, back of cards. controversies, etc.
Project1 Card Project2 Card
the great debate lead the way
Prepare to debate one of these issues about ice Make a short illustrated book of visible- hockey: minority players who have performed in the • Ice hockey is too violent. National Hockey League. You might want • Professional players are overpaid. to start with Willie O’Ree who was the first • Girls do not have the same opportunities Black athlete to play in the NHL. Include such as boys in ice hockey. information as: • Ice hockey is a sport for the affluent. Use this procedure to prepare for this project: • background 1. Read as much about the topic as you can. • years played in the NHL 2. Talk to people you know about the issue. • teams they played with 3. Take a stand on one side of the issue. • goals and points they accumulated 4. Find a classmate who has • major accomplishments an opposite stand. • pictures 5. Arrange to hold your • other interesting debate in class allowing information for audience participation. Note: If you are unable to 3 4 Project Card Project Card find an opponent to debate your issue, present your research in a speech to your class. © 2005 Rubicon Publishing Inc.
Teacher’s Guide: Faceoff! by Michael Coughlan and Isaac MacEachan ISBN 10: 1-55448-036-1 ISBN 13: 978-1-55448-036-4
All rights reserved. Except for the Reproducible Masters, no part of this publication may be reproduced, stored in a database or retrieval system, distributed, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publisher.
Every reasonable effort has been made to acquire permission for copyright material used in this book. Any errors or omissions called to the Publisher’s attention will be corrected in future printings.
Printed in Canada
BOLDPRINT is also available in French TEACHING RESOURCE
ISBN 10: 1-55448-036-1 ISBN 13: 978-1-55448-036-4