Pingo Lingo

Short Story Study

Students will listen, speak, read, write, view, and represent to:

  1. Explore thoughts, ideas, feelings, and experiences
  2. Comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively.
  3. Manage ideas and information
    • determine inquiry or research requirements
    • follow a plan of inquiry
  4. Create oral, print, visual, and multimedia texts, and enhance the clarity and artistry of communication
  5. Respect, support, and collaborate with others

Specific Outcomes:

  1. Students will produce a study guide in response to 3 stories.
  2. Students will internalize focus questions.
  3. Students will infuse ICT outcomes.
  4. Students will write 3 creative/personal responses
  5. Students will write a 5 Paragraph Critical Response Essay Exam in response to a teacher selected focus question.
  6. Students will improve their “TIC” (Technique, Insight, Communication)
  7. Student writing skills will emphasize an increase in personal voice and a decrease in X=X errors

Learning Activities and Strategies:

  • Group A: ___,___,___,___
  • Group B: ___,___,___,___
  • Group C: ___,___,___,___
  • Group D: ___,___,___,___
  • Group E: ___,___,___,___
  • Group F: ___,___,___,___

Students will plan a reading/response strategy.

  • 10-A Small Groups
    • Group A:
    • Group B:
    • Group C:
    • Group D:
    • Group E:

    Create a study guide in response to three of the following stories

      • The Sniper, Liam O’Flaherty (85)
      • War, Timothy Findley (70)
      • Jane Goodall and the Chimps, with Vickie Gabereau (300)
      • Attacked by a Mountain Grizzly, Kathy Cook (282)
      • To Build a Fire, Jack London (99)
      • Earthquake, Jack Hodgins (308)

    More stories to pick from:

    • The Michelle I Know, Alison Lohans (16)
    • The Conversation of Birds, Jean Yoon (41)
    • I’ve Got Gloria, M.E. Kerr (170)
    • Stains, Sharon MacFarlane (193)
    • Two Kinds, Amy Tan (199)
  • 10-B Small Groups
    • Group A:
    • Group B:
    • Group C:
    • Group D:

    Create a study guide in response to three of the following stories

    • Barney, Will Stanton (3)
    • The Friday Everything Changed, Anne Hart (13)
    • Wild Horses, Brian Fawcett (27)
    • The Carved Table, Mary Peterson (45)
    • Death of a Snow Machine, Alfred Groulx (162)
    • The Veldt, Ray Bradbury (115)
    • Cancer, Janice Deal (205)
    • The Dress, Marta Jara (214)
  • consider focus questions
  • map out a response/reading plan to produce 3 creative/personal responses
  • must be approved by a group leader and teacher.
  • consider features in the texts/blogs for response ideas

Resources and Materials:

Assessment/Evaluation:

  • 33% 3 Study Guides – 40 points each
  • 33% 3 Creative/personal response submissions
  • 34% Exam (1 critical response essay)

Timeline 10-A:

  • April 15: first creative/personal response submission
  • April 21: second creative/personal response submission
  • April ___: final creative/personal response submission
  • April ___: critical response essay exam

Timeline 10-B:

  • April 15: first creative/personal response submission
  • April 21: creative/personal response second submission
  • May 4: creative/personal response final submission
  • May ___: critical response essay exam

Notes:

  • smaller groups should yield an increase in on-time/on-task behaviours
  • peer support should emphasize development of voice in error-free writing

Rubric: