Ms.

Mani

Reading Comprehension of Chapters 11 to 13 (the Red Wolf)

Time Circle:

Monday, Feb 21

Learning Goals
Reading Comprehension of Chapters 11 to 13 from the Red Wolf

Grade 06
Materials
-Success Criteria
-Model Question and
Response
-Comprehension
questions

Assessment (A)
Minds On

Whole class discussion on how to effectively respond to reading

questions.
Teacher presents Success Criteria
Students explore the criteria together and discuss what makes effective
responses
Students will look at an example of a comprehension question and
examine various responses to decide whether they fit all criteria.
(Teacher will model expectations)
Students will select an appropriate response that best fit the success
criteria and answers the question adequately

Action!

Students reflect on the chapter readings by responding to ten

comprehension questions
Teachers will present ten comprehension questions that prompt
critical thinking and higher order thinking processes. Out of the ten
questions two will be short answer questions that encourage in depth
thinking and responding.

Consolidate
Debrief

oTeacher will
assess for
students
comprehension of
reading
oStudents higher
order thinking
will be assessed
based on their
ability to develop
responses to
question
oA rubric will be
used to assess
students
responses
oObservation and
Anecdotal Notes
will be taken
during whole
class discussion

While students respond to questions the success criteria will be

presented on the board to encourage self-assessment.
Teacher will provide feedback to students requiring additional support

LESSON #1

Ms.Mani

Comprehension Questions of Chapters 11 to 13 (Red Wolf)

1. Why would Mother Hall decide to burn the letters sent to the students from their
families rather than let them read them? Understand, Infer, Analyze
2. How might things be different during Red Wolfs visit to the reserves? Prediction
3. What was the purpose of the Governors visit? Understanding, Infer
4. During his visit to the school the governor makes the following statement:
Separating them from their pagan communities gives us a far greater success
rate, dont you agree? What does he mean by this? Infer, Understand, Analyze,
Point of View
5. In referring to Indian parents Father Thomas states, Such degenerate conduct!
Imagine neglecting your own children in such a manner. Explain what the term
degenerate means within this context? Understand, Context-based, Evaluate,
Point of View
6. After reading these chapters what did you learn about the neighbour who lives
next door? Use clues from the text to help support your thinking. Infer,
Understand, Analyze
7. A Simile is a figure of speech that makes a comparison, showing similarities
between two different things. Similes are often used by authors to help readers
understand the characters and the plot of events in a story. In the following
simile the author makes reference to an animal in nature to compare the
characters in the story:
The boys ran across the field like ants to a carcass, grabbing armloads of hay and
flinging them up onto the moving wagon, their fatigue vanishing with the
excitement.
Explain why the author may have decided to compare her characters to ants here.
Analyze, Understand, Reflect
8. What is the governors opinion on educating the older students in the school?
Point of View,
9. Turtle knows that the punishment for visiting his sister will be harsh. Explain why
might Turtle feel it is worth it to visit his sister? Would you have done the same
thing if in his position? Explain why or why not, using details from the text and
your own thinking. (Evaluation, significance, inferring, point of view, reflect)

Ms.Mani

10.
During his visit the governor applauds Father Thomas for running the
residential school system. He stresses that the Bruce County School does more
than just provide an education but also does a good job civilizing the Indians
In what ways is the school civilizing the Indian children and why might civilizing
them be important to the government? Use examples from the text and your own
thinking. Infer, Understand, Analyze, Synthesize, Reflect

(During whole class discussion):

SUCCESS CRITERIA:
I responded to the assigned question/prompt and stayed on topic. _____
My answer is clear and concise ____
I provided specific examples/details from the text to support my answer. _____
I included my own thinking about the assigned topic that goes beyond what I read in the text (i.e.
using background knowledge, making connections to my own experiences). _____
My answer is organized according to the expectations
(In a few sentences or into a concise paragraph depending on the questions) _____
Teachers Model Question:
Why was Red Wolf crying while waiting near the corridors for his parents to pick him up?
Possible Answers:

I think Red Wolf was crying because he was sad and thought that his parents
wont come to pick him up and had forgotten about him
Red Wolf was crying because he was scared that his parents forgot about
him. I felt the same way once when I had to wait for my parents and they
were late to pick me up for school.
Red Wolf was crying because he was afraid that his parents weren't going to
come pick him up from the school. He was especially sad after listening to
Mother Hall, Mr.Hall and Father Thomas talk about his parents as careless
and not wanting him back. This made him even more sad and lonely. I know
this because he says "They don't want me" when talking to the nurse.
Also, he may have been crying because he felt lonely since he was the only
boy left at the school. I remember feeling the same once and crying when my
parents came late to pick me up from school one day when I was younger.

Ms.Mani

Level 1

Level 2

Level 3

Level 4

RUBRIC FOR READING RESPONSE

Thinking - Use of critical and creative thinking skills/or processes

Inference
Uses reasoning to derive meaning
and conclusions about relations
using stated and implied ideas from
the text as evidence

Makes limited
inferences
using no
evidence from
text

Makes some
inferences
using few
evidence from
text

Makes
Makes effective
considerable
inferences using
inferences
various
using some
evidences from
evidence from text
text
Predict
Demonstrates
Demonstrates
Demonstrates
Demonstrates
Ability to anticipate outcomes using
ability to
ability to
ability to
ability to predict
evidence from text
predict with
predict with
predict with
with high degree
limited
some
considerable
of effectiveness
effectiveness
effectiveness
effectiveness
Understanding Significance and
demonstrates
demonstrates
demonstrates
demonstrates
Evaluation
significance
significance
significance
significance and
Ability to determine significance of
and evaluation
and evaluation
and
evaluation of
events and judge information
of information
of information
evaluation of
information with
according to a set of criteria
with limited
with some
information
high degree of
effectiveness
effectiveness
with
effectiveness
considerable
effectiveness
Point of View
identifies point
identifies point
identifies
identifies point
identify perspectives presented in a
of view with
of view with
point of view
of view with high
text
limited
some
with
degree of
effectiveness
effectiveness
considerable
effectiveness
effectiveness
Application- Use knowledge/understanding and thinking processes to make connections within
and between various contexts
Making Connections within Context
makes
makes
makes
makes
of Text
connection
connection
connection
connection
Uses knowledge and understanding
within the
within the
within the
within context of

Ms.Mani
to make connections within context
of the text

context of the
context of the
text with
text with some
limited
reflection
reflection
Personal Connections/Reflection
makes
makes
Uses knowledge and understanding
personal
personal
to make connections between
connections
connections
context of text and personal
between
between
contexts
contexts with
contexts with
limited
some
reflection
reflection
Communication- The conveying of meaning through various forms

context of the
text with
considerable
reflection
makes
personal
connections
between
contexts with
considerable
reflection

the text with

high degree of
reflection

Clear Expression and Organization of

Ideas
Ability to convey information in a
clear and concise manner

expresses and
organizes
ideas with
limited
effectiveness

expresses and
organizes
ideas with
some
effectiveness

expresses and
organizes
ideas with
considerable
effectiveness

expresses and
organizes ideas
with high degree
of effectiveness

Use of Evidence from text

Ability to support ideas using specific
details from the text

use of limited
evidence to
support ideas

use of some
evidence to
support ideas

use of
considerable
evidence to
support ideas

use of high
degree of
evidence to
support ideas

Use of Proper Convention, Grammar

& Spelling
Ability to use proper conventions and
vocabulary in writing

uses proper
convention,
grammar and
spelling with
limited
effectiveness

uses proper
convention,
grammar and
spelling with
some
effectiveness

uses proper
convention,
grammar and
spelling with
considerable
effectiveness

uses proper
convention,
grammar and
spelling with
high degree of
effectiveness

makes personal
connections
between
contexts with
high degree of
reflection

Reading Comprehension of Chapters 11 to 13

1. Why would Mother Hall decide to burn the letters sent to the
students from their families rather than let them read them?
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How might things be different during Red Wolfs visit to the
reserves?
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What was the purpose of the Governors visit?
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. During his visit to the school the governor makes the following
statement: Separating them from their pagan communities
gives us a far greater success rate, dont you agree? What
does he mean by this?
5

Ms.Mani

__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. In referring to Indian parents Father Thomas states, Such
degenerate conduct! Imagine neglecting your own children in
such a manner. Explain what the term degenerate means
within this context?
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. After reading these chapters what did you learn about the
neighbour who lives next door? Use clues from the text to help
support your thinking.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. A Simile is a figure of speech that makes a comparison,

showing similarities between two different things. Similes are

often used by authors to help readers understand the
characters and the plot of events in a story. In the following
simile the author makes reference to an animal in nature to
compare the characters in the story:
The boys ran across the field like ants to a carcass, grabbing
armloads of hay and flinging them up onto the moving wagon, their
fatigue vanishing with the excitement.
Explain why the author may have decided to compare her characters
to ants here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. What is the governors opinion on educating the older
students in the school?
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6

Ms.Mani

Short Answer Questions (on a separate piece of paper answer these

questions in a paragraph)
9. Turtle knows that the punishment for visiting his sister will be
harsh. Explain why might Turtle feel it is worth it to visit his
sister? Would you have done the same thing if in his position?
Explain why or why not, using details from the text and your
own thinking.
10. During his visit the governor applauds Father Thomas for
running the residential school
system. He stresses that the Bruce
County School does more than just provide an education but also
does a good job civilizing the Indians. In what ways is the school
civilizing the Indian children and why might civilizing them be
important to the government? Use examples from the text and your
own thinking.

LESSON #2
Date: February 29, 2016

Title of the Lesson: _Exploring Theme of Relationship_

Curriculum Area: _Reading for Meaning (Comprehension Strategies)

Unit of Study: __Reading (Language Arts) ___

(Specific Expectations 1.3, 1.4, 1.5, 1.6, 1.7)

Background Information:
In this lesson students will learn to develop their comprehension of Red Wolf by
using various reading strategies. In this introduction lesson students will be
introduced to all strategies that make a good reader. In this lesson students will
learn to understand main ideas/ themes of a text using a t-chart that will allow
students to categorize relevant information as well as compare and contrast
ideas. Future lessons will follow up on the remaining reading strategies from the
list through teacher modelling and student practice.

Grouping:
-Whole Class
-Independent

Ms.Mani
Learning Expectations:

Students will develop understanding of major themes/ideas

Students will explore the theme of relationships in Red Wolf

Examine relations between European settlers and Aboriginals/Animals

Assessment:
Students ability to use higher order
thinking skills will be assessed

Lesson Outline
Introduction (Input)
-The lesson will begin with a teacher led discussion on What makes a good reader?
-Students will contribute to discussion by providing suggestions on reading strategies
-Teacher will present objectives by outlining seven effective reading strategies
-The instructions for independent activity will be provided
-Teacher will model strategy by thinking out loud while engaging in the activity (Guided Practice)
-Teacher will demonstrate expectations by filling out the T-Chart on the board with whole class

Mental Set includes

Sharing the Purpose/
Objectives
Input
Modelling
Check for
Understanding
Guided Practice

Materials/Resources:

Independent Practice
-Students will complete the T-Chart activity sheet using higher order thinking skills
(Infer ideas from the text, compare and contrast, reflect, synthesize, evaluate, categorize and
analyze)
-Instructions on worksheet: In this story, both Aboriginal people and animals are treated in a
different manner by the European settlers. List the ways both groups are treated by the settlers.
Provide evidence from text to support your ideas
-Teacher will circulate and answer any questions students have
-Teacher will check for understanding and offer prompts if needed

-Red Wolf text

-Teacher Presentation
slides
-T-Chart activity sheets

Closure
Students will contribute their ideas during whole class discussion
Students reflect on the question: What did you learn about European settlers relationships
with Aboriginal people and with animals of the land?
Bloom's Taxonomy:
Multiple Intelligences:
Knowledge
Linguistic
Understanding
Visual/ Spatial
Application
Interpersonal
Analysis
Intrapersonal
Synthesis
Evaluation
Modifications:
ESL students will be provided with a modified T-Chart activity for independent practice

LESSON PLAN
Date: March 1, 2016
Title of the Lesson: Exploring Character Relationships
Curriculum Area: Reading for Meaning (Comprehension Strategies) Unit of Study: Reading (Language Arts)
Specific Expectations: 1.3, 1.4, 1.5, 1.6, 1.7
Background Information:
In this lesson students will learn to develop their comprehension of Red Wolf by
using various reading strategies. In this introduction lesson students will be
introduced to all strategies that make a good reader. In this lesson students will

Grouping:
-Whole Class
-Groups of 4- 5 students

Ms.Mani
learn to understand main ideas/ themes of a text using a Venn-diagram that will
allow students to categorize relevant information as well as compare and
contrast ideas. Future lessons will follow up on the remaining reading strategies
from the list through teacher modelling and student practice.

(numbered heads)

Learning Expectations:

Students will develop understanding of major themes/ideas

Students will explore the theme of relationships in Red Wolf

Examine similarities between Red Wolf and Crooked Ear

Assessment:
Students ability to use higher order
thinking skills will be assessed

Lesson Outline
Introduction (Input)
-The lesson will begin with a teacher led review of What makes a good reader?
-Teacher will present objectives by outlining seven effective reading strategies
-The instructions for independent activity will be provided
-Teacher will model strategy by thinking out loud while engaging in the activity (Guided Practice)
-Teacher will demonstrate expectations by filling out the Venn-Diagram on the board with whole
class
Independent Practice
-In a group of 4 students will create a Venn-Diagram comparing the experiences of Red Wolf and
Crooked Ear in the woods using higher order thinking skills
(Infer ideas from the text, compare and contrast, reflect, synthesize, evaluate, categorize and
analyze)
-Instructions for students: In a Venn Diagram, compare and contrast Red Wolf and Crooked
Ears' experiences in the woods. Use examples from text to support your thinking.
-Teacher will circulate and answer any questions students have
-Teacher will check for understanding and offer prompts if needed

Mental Set includes

Sharing the Purpose/
Objectives
Input
Modelling
Check for
Understanding
Guided Practice

Materials/Resources:
-Red Wolf text
-Teacher Presentation
slides
-Chart Paper

Closure
Students will contribute their ideas during whole class discussion
Whole class reflection of the question:
How is Red Wolfs and Crooked Ears lives similar/different?
Can you think of other events in the story in which both characters have similar
experiences?
Bloom's Taxonomy:
Multiple Intelligences:
Knowledge
Linguistic
Understanding
Visual/ Spatial
Application
Interpersonal
Analysis
Intrapersonal
Synthesis
Evaluation
Modifications: