UNIT 2

Course Name: Robinson ELA 10-2 Unit Name: Novel Study Speak Estimated Time: 25 classes
Essential Understandings:
• Actively read and engage with a text. Students will practice reading and analysing strategies.
• Seeing the world through the eyes of others makes one a think at a level past their own knowledge and expand their bandwidth and ability
to analyse situations.
• Determining theme and central ideas. This will aid students in writing their first essay and support their ideas with the text Speak.
• Branching from Unit 1 - Students will be able to identify elements of fiction within the text. For example, foreshadowing and metaphor
within the text.
• Expanding on Unit 1 – Now students will move beyond compare and contrast and complete a character analysis by writing an effective
paragraph.

Curricular Learner Outcomes: (Knowledge/Skills) Diverse Learner Curricular Outcomes:

2.1 Construct meaning from text and context
• Discern and analyse context Strong students: Some students read ahead
• Understand and interpret content and complete the reading before we do in
• Engage prior knowledge
class. Those students work through study
• Use reference strategies and reference technologies
guide at their own pace and do research on
2.2 Understand and appreciate textual forms, elements and techniques chrome books further analysing passages.
• Relate form, structure and medium to purpose, audience and content Licharts and Cliff notes are good sources.
• Relate elements, devices and techniques to created effects Students may then read Road the Chlifa if
they are getting bored.
3.1 Determine inquiry or research requirements
• Focus on purpose and presentation form
• Plan inquiry or research, and identify information needs and sources
Those in need of support:
The audiobook is on D2L. Students who are
3.2 Follow a plan of inquiry behind may borrow a Chrome Book and
• Select, record and organize information listen at their own pace in class and complete
• Evaluate sources, and assess information quizzes as they progress. They should be
• Form generalizations and conclusions finished the book after Easter Break just like
• Review inquiry or research process and findings everyone else. We discuss the answers to the

4.2 Improve thoughtfulness, effectiveness and correctness of communication study guide questions as we go and take
• Enhance thought and understanding and support and detail thorough mini notes. This is universal design
• Enhance organization for all students, not just those who need extra
• Consider and address matters of choice support.

Cross Curricular Connections: ICT Integration:

Social Studies – Essays, political themes and conflict D2L: Audio Book
ELL – English Language Learners Powerpoint Presentations
Student notes
Worksheets
Rubrics
 Etc.

Prior Knowledge: (What should they already know to
moving forward)
Branching from Unit 1: Basic elements of plot and
basic terminology such irony, theme, setting
Prior knowledge to a novel study: Reading ability,
knowing how to be an active reader, how to bookmark
important pages and write notes.
How will they access their prior
knowledge:
Journaling and active reflection via
activities planned in class.
Writing notes and connecting the
literary terms to the text.
Diverse Learner Considerations:
• Vocab lists provided
• Extra time on tests and quizzes
• Notes and presentations on D2L
• Tutorials and help sessions/
corrections encouraged

Teaching & Learning Strategies: (Instruction/Engagement)

Establish Routine – Sentence correction, (Homework checks), Reflection in journal or discussion, read to students, Journal or work on study guide
questions.

Provide vocab lists and review.

Read in class with students – teacher reads
Stop and add notes to book using post-its – Reading strategies.
Have students complete study guide questions.

Resources: Learning Environment: Diverse Learner Resources/Environment:

Speak Novel Individual, pair share, or class Vocab/ word lists
Vocab Sheets discussion. Audio book on D2L and read aloud in-class
Study Guide Books Tutorials announced regularly
Invited to review work regularly

Assessment FOR Learning: Assessment OF Learning: Diverse Learner Assessment FOR/OF Learning
Do Nows: Sentence corrections and reflections Quiz #1
Study Guides – Homework checks Quiz #2 None – UDL
Exit Slips - Journal Quiz #3 Differentiation of reading pace and pace of
Extra credit assignments – homework checks Character Analysis Paragraph quizzes.
Essay #1
Reflection:
Overall, I think the novel study went really well. A routine was established with Do Nows, Reading, and Exit Slips. These activities broke up the
readings and provided students time to reflect or catch up on missed readings/quizzes. Quizzes were differentiated in chronological order. For
example, I wouldn’t give a student quiz #3 if they hadn’t written quiz #2. The quizzes held the students accountable during the reading without me
having to assign major assignments. Those came after. At this time, the students had all their notes written on sticky notes inside their novels and
simply had to flip through and reference the parts that they wanted to talk about in their character descriptions and essays.