homepage.usask.cahomepage.usask.ca/~kke354/Picture Book Unit ELA 20.d… · Web viewThe journal entries will highlight important parts of each student’s childhood. The major project

Picture Book Unit ELA 20

(41 Lessons)

Objectives:

Speaking:

1. Students will recognize that talk is an important tool for communicating, thinking and learning

Students will speak to clarify and extend thinking

Students will speak to express understanding

Students will speak to share thoughts, opinions and feelings

Speak to build relationships and a sense of community

2. Students will speak fluently and confidently in a variety of situations for a variety of purposes and audiences

Students will speak to inform and persuade

Practice the various roles of group members

Listening:

1. Students will recognize listening as an active, constructive process

Students will recognize listening as an active process that requires listeners to: anticipate a message and set a purpose for listening, attend, interpreting and summarizing, analyzing and evaluating

2. Students will practice the behaviors of effective listeners

Students will be sensitive to ideas and purpose when listening

Provide appropriate feedback

Writing:

1. Students will recognize writing as a constructive and recursive process

Students will recognize writing as a process of constructing meaning for self and others by using what is known as the writing process

2. Students will practice the behaviors of effective writes

Students will write introductions that engage interest and focus readers attention

Choose a method of development and organization suitable for a particular purpose and audience

Students will analyze and evaluate their own and others writing for ideas, organization, sentence clarity, word choice, and mechanics

Students will confer with peers and teachers

3. Students will write fluently and confidently for a variety of purposes and audiences

Students will write for a variety of purposes including to: reflect, clarify, and explore ideas, express understanding, describe, narrate. Inform, and persuade, express self, create and entertain

Experiment with a variety of forms of writing such as poem, play, anecdote or short story

Reading:

1. Students will recognize reading as an active, constructive process

Students will recognize reading as an active process that requires readers to: make connections, find meaning, make and confirm predictions, make and confirm inferences, reflect and evaluate

2. Students will practice the behaviors of effective, strategic readers

Students will recognize authors purpose, form and techniques

Students will state and evaluate authors theme, tone and viewpoint

Students will relate the structure of the work to the authors purpose and theme

Students will skim, scan and read closely for required information

Students will summarize information

Representing and Viewing:

1. Students will create appropriate nonverbal aids and visual images to enhance communication

Students will present information incorporating visual aids to engage the intended audience

Students will present thoughts, ideas, and feelings using an appropriate combination of visual aids and print

Theme: Childhood and Imagination

Throughout this unit students will be completing activities that reflect their childhood memories. Students will be reading poems and short stories that are a part of the ELA 20 curriculum. The journal entries will highlight important parts of each students childhood. The major project for this unit is to complete a picture book. Students will be working through a process that includes completing a concept map, a rough draft and a final copy. After completing the picture books students will share their books with their fellow classmates and we will be going to Victoria Elementary School to read them to a group of Kindergarten children.

Assessment:

-Journals #1-4

-A Penny in the Dust Questions

-Picture Book Activity

-Picture Book Concept Map

-Picture Book Dummy Copy

-Picture Book Good Copy

The journals will be marked out of 5. Students will be expected to answer the journal questions by writing about a paragraph for each one. A Penny in the Dust questions will be marked out of 10. Students will be given 1 mark to each correct response and they will be given 1 mark for having their answers typed out. The picture book activity will be marked out of 5. Students that attended on this day we will be given a 5 for participating in the picture book activity with a partner. The picture book concept map will be marked out of 10. Students will lose marks if it is not handed in on time. The picture book dummy copy will be marked out of 20. The criteria is placed in the appendix at the end of this unit. The picture book good copy will be marked out of 50. The criteria is placed in the appendix at the end of this unit. Total marks for this unit is- 95 marks

Day One: Thurs, September 3rd

Introduce theme Childhood

Materials:

The Child Who walks Backwards by Lorna Crozier

Home Street by Gary Hyland

Lesson #1 Period 2 9:30-10:15 (45 minutes)

1. Take attendance

2. Students will read their own books from the library for 20 minutes

3. Hand out introduction activity (See Appendix A) and have students fill it out and hand it back in to me

4. Hand out rules and expectations (See Appendix B) and discuss them with the class, explain to students that this unit will be worth around 30% of their final grade in the class

5. Discuss importance of journals (important to share your ideas, thoughts and feelings), and make sure that they know that no one else will be reading their journals except for me. Explain to students that the purpose of their journals is for them to reflect on their childhood and share memories from their childhood. Tell students that there will be about 5 journals in this unit and they will all count towards your final grade.

6. Read my example of my own positive childhood memory (See Appendix C)

7. Have students complete Journal #1 (See Appendix D) Write down a positive childhood memory (time, place, person, object) and describe it.

8. Collect journals after students are done writing them


1. Take attendance

2. Ask students what they think the title The Child Who Walks Backwards means?

3. Hand out the poem The Child Who Walks Backwards by Lorna Crozier (See Appendix E)

4. Ask students if they know anything about the poet, if not give them a quick biography of the poet

5. Students will take turns reading the poem

6. Do poem activity: Have students write down three questions right away that they have about the poem. Then students will get with a partner to read the poem again and to discuss their questions. Students will then come back to the whole group to share their questions and possible answers.

7. Discuss poem more with the students by asking them: What images did you see in the poem? How does the poem make you feel? What thoughts came to mind as you were reading?

8. Hand out the poem Home Street by Gary Hyland (See Appendix F)

9. Read poem with students out loud

10. Discuss the poem with students: What does the title suggest? Who is the speaker? What are the strong images found in the poem? How does the poem make you feel?

11. Ask students if they have any more questions

*Remember to collect journals

Day Two: Fri, September 4th

Introduce play A Raisin in the Sun and work on short story A Penny in the Dust

Materials:

A Penny in the Dust by Ernest Buckler


1. Take attendance

2. Introduce A Raisin in the Sun Unit

3. Assign Journal #2 from a follow-up from the poem Home Street from yesterdays class Journal #2 (See Appendix D) If you were to return to your childhood home ten years from now, what do you think you would remember? What images stand out? Students may complete this during class and they must hand them in to me before the end of class


1. Take attendance

2. Hand out the short story A Penny in the Dust by Ernest Buckler (See Appendix G)

3. Have students read this story silently by themselves

4. After everyone is done reading, discuss together, in this story the penny meant

5. Take about important objects in their childhood; tell students what my important object was in my childhood: I had two important objects, a pink baby blanket and a cabbage patch doll. They came everywhere with me. One time I was in kindergarten and I brought my cabbage patch doll to school but I forgot it there. I was quite upset and I wouldnt go to sleep so my father had to get a hold of someone to open up the school so that he could get my cabbage patch doll for me. These two items went everyone with me.

6. Have students discuss what their important objects were as a child

7. Hand out A Penny in the Dust questions (See Appendix H) to students that will be due next class

8. Students have the rest of the period to work on the questions


Homework:

A Penny in the Dust Questions due Tuesday, Sept 8th (Day Three)

Day Three: Tues, September 8th

Continue on Childhood memories and introduce Fairy Tales

Materials:

Whos Afraid of the Wicked Witch? by

Movie Clip from the movie Cinderella


1. Take attendance

2. Collect A Penny in the Dust questions


4. Map key recollections of childhood using memories from journals on the board as a class (For example talking about why learning to ride a bike is important to a child or why getting your first pet is important, etc)

5. Have discussion about these important events in a childs life

6. Brainstorm a list of fairy tales on the board as a class


1. Take attendance

2. Play a fifteen minute clip from the movie Cinderella

3. Write on the board The childs world is one of fantasy and imagination

4. Discuss fantasy and imagination together

5. Ask students what it was like to be a young child? And what role did imagination play?

6. Hand out short story, Whos Afraid of the Wicked Witch? By (See Appendix I)

7. Read together as a class, students will take turns reading

8. Have discussion as a class about the short story, talk about violence in fairy tales and stereotypes in fairy tales

9. Assign Journal #3 (See Appendix D) What was your favorite fairy tale and why? Also I think violence in fairy tales is and why? for homework

Homework:

Journal #3 due next class Weds, Sept 9th (Day Four)

Day Four: Weds, September 9th

Continue on A Raisin in the Sun and Fairy Tales

Materials:

All the fairy tales books listed in Appendix K


1. Take attendance

2. Collect Journal #3

3. Review A Raisin in the Sun from Friday and read A Raisin in the Sun

4. Talk about fairy tales once again, discuss with students: Fairy tales deal with violence, how can reading them to children be justified? What message do you think fairy tales try to send? What stereotypes are present?


1. Take attendance

2. Hand out picture book activity sheet (See Appendix J)

3. Put students in partners and assign fairy tale to each group (See Appendix K)

4. After doing the activity students will come back together and share with the entire class


Day Five: Thurs, September 10th

Introduce Major Project (Picture Books)


1. Take attendance


3. Hand out Picture Book Information sheet (See Appendix L) and discuss

4. Tell students all due dates: Concept Maps due Monday, Sept. 14th (Lesson #13), Writing Rough Draft due Weds, Sept. 16th (Lesson #17), Dummy Copy Due Monday, Sept. 21st (Lesson #23) and Picture Book Good Copy due Fri, Oct 2nd (Lesson #?)


1. Take attendance

2. Hand out Picture Book Tips (See Appendix M)

3. Students will start brainstorming ideas for their picture books

4. Remind students that a concept map is due Mon, Sept.14th (Lesson #13)

5. Students must include on concept map: Characters (traits, descriptions, how many characters, who is the main character, who is telling the story), Setting (s) (time and place), Conflict (what it is and how it is solved), Plot (whats going to happen)

6. Students have the rest of the period to work on concept maps

Homework:

Picture Book Concept Maps Due Mon, Sept 14th (Lesson #13)

Day Six: Friday, September 11th

Continue on A Raisin in the Sun and work on concept maps


1. Take attendance

2. Review A Raisin in the Sun from Weds and read A Raisin in the Sun

3. Introduce Carol Wylie from the Mendal Art Gallery (She will be helping with the illustrations for the picture books)


1. Take attendance

2. Work Period for students to work on their concept maps

*Remind students that concept maps are due Mon, Sept 14th (Lesson #13)

Homework:

Picture Book Concept Maps Due Mon, Sept 14th (Lesson #13)

Day Seven: Monday, September 14th

Work on rough drafts


1. Take attendance

2. Collect concept maps

3. Ask students if there were any questions about their concept maps

4. Discuss rough draft (must be typed out)

5. Show students example of what their rough drafts should look like (See Appendix N)

6. Students will begin working on their rough drafts


1. Take attendance

2. Work period to continue working on rough drafts

Homework:

Picture Book Rough Draft Due Weds, Sept 16th (Lesson #17)

Day Eight: Tuesday, September 15th

Continue working on rough drafts and start peer editing process


1. Take attendance


3. Talk about proof reading process

4. Discuss and tell students they need to look for spelling, punctuation, grammar), need to consider the intended audience, if the sentences are clear, etc

5. Set up proof reading partners

6. Students will being proof reading


1. Take attendance

2. Students will continue working on proof reading with a partner

3. Students may choose to switch papers with one than one person

4. Remind students that their rough drafts are due tomorrow and they need to be typed out

Homework:

Picture Book Rough Drafts Due Weds, Sept 16th (Lesson #17)

Day Nine: Weds, September 16th

Continue on A Raisin in the Sun and begin Dummy copies


1. Take attendance

2. Collect Picture Book Rough Drafts

3. Review and Read A Raisin in the Sun

4. Show examples of some picture books from the library

5. Discuss different illustrations in the picture books

6. Show example of Dummy Copy

7. Students will start working on Dummy Copies

8. Carol Wylie is here today from the Mendel to help with illustrations


1. Take attendance

2. Work period to continue working on Dummy copies

Homework:

Picture Book Dummy Copies due Mon, Sept 21st (Lesson #23)

Day Ten: Thurs, September 17th

Continue on A Raisin in the Sun

Lesson #19 and Lesson #20 Period 2 & 3 9:30-10:15 (45 minutes) and 10-30-11:10 (45 minutes)

1. Sub is booked for today due to Intern In service at the STF building

2. Students will be working on A Raisin in the Sun and a character chart which will be due tomorrow Friday, Sept 18th (Lesson #21)

Day Eleven: Fri, September 18th

Continue on A Raisin in the Sun and continue working on Dummy copies


1. Take attendance

2. Collect Character Charts

3. Review and Read A Raisin in the Sun

4. Show example of Dummy Copy

5. Carol Wylie from the Mendel is here today to help with illustrations

6. Students will continue working on their Dummy Copies


1. Take attendance

2. Read my favorite picture book The Littlest Sled Dog by Michael Kusugak

3. Students continue working on their Dummy copies

Homework:

Picture Book Dummy Copies Due Mon, Sept 21st (Lesson #23)

Day Twelve: Mon, September 21st

Continue on A Raisin in the Sun and discuss more on Fairy Tales

Materials:

DVD Movie Enchanted Version 2008


1. Take attendance

2. Collect Dummy copies

3. Mark Dummy copies according to criteria (See Appendix O)

4. Review and read A Raisin in the Sun

5. Start watching the movie Enchanted 2008 Version


1. Take attendance

2. Continue watching Enchanted

3. Go to presentation in library by Wayne Dyck at 11:15

Day Thirteen: Tues, September 22nd

Do Grammar activity and discuss short story My Life as a Bat by Margaret Atwood

Materials:

My Life as a Bat by Margaret Atwood


1. Take attendance

2. Return Dummy copies

3. Collect more Dummy copies

4. Students read their own books from the library for 20 minutes

5. Do grammar activity on capitalization and punctuation


1. Take attendance

2. Read short story My Life as a Bat by Margaret Atwood (Located in short story book)

3. Discuss short story together as a class

4. Assign Journal #4 (See Appendix D) My life as a

5. Students have the rest of the period to work on them

6. Collect journals at the end of the period

Day Fourteen: Weds, September 23rd

Begin working on good copies of picture books


1. Take attendance

2. Carol Wylie from the Mendel is here today to help with illustrations

3. Work period to work on picture book good copies


1. Take attendance

2. Work Period to work on picture book good copies

3. Remind students that the good copies are due Fri, Oct 2nd (Lesson #?)

Day Fifteen: Thurs, September 24th

Continue working on picture book good copies


1. Take attendance


3. Continue working on good copies


1. Take attendance


Day Sixteen: Fri, September 25th

Terry Fox Walk and continue working on good copies


1. Take attendance

2. Terry Fox Walk


1. Take attendance


Homework:

Picture Book Good Copies due Fri, Oct 2nd (Lesson #)

Day Seventeen: Mon, September 28th

Continue working on A Raisin in the Sun and continue working on good copies


1. Take attendance

2. Review and read A Raisin in the Sun

3. Students will continue working on their good copies


1. Take attendance

2. Students will continue working in their good copies

Homework:


Day Eighteen: Tues, September 29th

Continue working on good copies


1. Take attendance




1. Take attendance


Homework:


Day Nineteen: Weds, September 30th

Continue working on good copies


1. Take attendance

2. Review and finish reading A Raisin in the Sun

3. This is the last work period for students to finish working on their good copies


1. Take attendance

2. Students will help set up the Harvest Fair for tomorrow

Homework:


Day Twenty: Thurs, October 1st

Harvest Fair

Lesson #39 and Lesson #40 Period 2 & 3 9:30-10:15 (45 minutes) and 10-30-11:10 (45 minutes)

1. Take attendance

2. Students are hosts and will meet Victoria Elementary School students outside

Day Twenty-One: Fri, October 2nd

Students will read and share their picture books with others and Picture Books are due


1. Take attendance

2. Students will read their picture books to their fellow classmates

3. Collect picture books

4. Mark picture books according to criteria (See Appendix P)

Appendix

Appendix A- Introduction Activity (Student Questionnaire)

Appendix B- Handout Overview and Expectations Sheet (Ties in with A Raisin in the Sun unit)

Appendix C- Journal Entry #1 Example

Appendix D- Journal Entry Questions

Appendix E- Poem A Child Who Walks Backwards by Lorna Crozier

Appendix F- Poem Home Street by Gary Hyland

Appendix G- Short Story A Penny in the Dust by Ernest Buckler

Appendix H- A Penny in the Dust questions

Appendix I- Short Story Whos Afraid of the Wicked Witch?

Appendix J- Picture Book Activity

Appendix K- Picture Book Resources for Picture Book Activity

Appendix L- Picture Book Information Hand out

Appendix M- Picture Book Tips Sheet

Appendix N- Picture Book Rough Copy Example

Appendix O- Dummy Book Criteria

Appendix P- Good Copy Criteria

Appendix A

Student Questionnaire

My name is__________________________________________________

When is your birthday and how old are you? _________________________________________________________

Tell me about your family.______________________________________________

________________________________________________________________________

________________________________________________________________________

Do you have any pets? If so how many and what kind? _________________

________________________________________________________________________

Do you play any sports, if so which ones? ______________________________

_______________________________________________________________________

What are your hobbies and interests? __________________________________

________________________________________________________________________

What is your favorite book or book series? ______________________________

What is your favorite movie? ___________________________________________

Who is your favorite band? _____________________________________________

What is your favorite food? _____________________________________________

What is your favorite television show? __________________________________

What is your favorite subject? __________________________________________

What is your favorite color? ____________________________________________

What did you do during your summer holidays? ________________________

________________________________________________________________________

Describe yourself in 3 words ___________________________________________

Tell me something interesting about yourself. ___________________________

________________________________________________________________________

What are your goals for the school year? _______________________________

________________________________________________________________________

What do you want to do in the future? _________________________________

What are your strengths? ______________________________________________

What are your weaknesses? ____________________________________________

What do you hope to achieve in ELA 20? _______________________________

________________________________________________________________________

What would you like to learn in ELA 20? _______________________________

_______________________________________________________________________

Appendix B

ELA 20: Mrs. Pawluski

September 3rd 2009

Unit: Childhood and Imagination

Outline: This Unit will be worth 30% of your final grade!

Short stories: A Penny in the dust and Whos Afraid of the Wicked Witch?

Poetry: The Child Who Walks Backwards by Lorna Crozier and Home Street by Gary Hyland

Drama: A Raisin in the Sun by Lorraine Hansberry

-Consists of quizzes throughout the play

-Character Peek

Journals: Due during class or at the end of class

Major Project: Creating your own Picture Book

-4 parts: Concept Map, 1st Draft/ Revision process, Final Draft and Oral Presentations

Expectations:

1. Be here and be on time!! Attendance is very important!

2. Be respectful to others, to yourself and to your school

3. Class participation is essential during class discussions

4. All journals must be completed during class when time is given and handed in to me during class or at the end of class

5. Both parts of the Picture Book Project must be handed in on the due dates given, assignments not handed in on the due dates will be docked 20% each day late

Appendix C

Journal Entry Example:

Question: Write down a positive childhood memory (time, place, person, object), describe it.

My answer: One childhood memory that is important to me happened when I was about thirteen years old. I played Ringette for many years and when I started playing I wasnt very good. My dad helped me out quite a lot, he would practice with me, make me practice my skating, my shot and so on. With all the help from my dad I turned out to be a great Ringette player. The memory I recall happened in my 5th year of playing. I had been picked as captain which was an honor. We were always the second best team in the city. When it came to provincials at the end of the year, we had to play the best team in the city for Bronze. I helped to lead the team to a victory, and I remember after the game when my dad told me he was proud of me. This made me feel good when he told me that he was proud of me. I was so happy and I always think about that time, because I know without the help of my father I would have never been as good as I was. That to me was my positive childhood memory because hearing my father tell me that he was proud of me has stuck with me to this day.

Appendix D

Journal Entries

Journal #1: Write down a positive childhood memory (time, place, person, object) and describe it

Journal #2: If you were to return to your childhood home ten years from now, what do you think you would remember? What images stand out?

Journal #3: What was your favorite fairy tale and why? Also I think violence in fairy tales is and why?

Journal #4: My life as a

Appendix F

Home Street

Equator of my youth

from which I explored

every latitude

both north and south

I still gauge distance from your boulevards

especially when I fear

the man I have become

has strayed too far from

the boy who trembled there.

-Gary Hyland

Appendix H

Penny in the Dust Questions

1. What do you think the penny represents to the father when he first gives it to his son? What does it represent after it is found? What causes this change?

2. When the father says he wouldn't have beaten the boy for losing the penny, the boy feels as if he has "struck" his father. Explain what he means.

3. Explain why the father does not return the penny to the son.

4. Despite that the narrator's father is not a demonstrative man; he shows his love in many ways. List four ways in which the father shows his love.

5. In paragraph seven the narrator says that he and his father seemed to inhabit two different worlds. What is the difference between these worlds? Explain how the father feels when he enters the boy's world and how the boy feels when he sees his father about to enter.

6. Near the close of the story, the narrator expresses his surprise that his father "put his arm around him," and had tears in his eyes for "the only time" in seven years. Explain clearly what it was in the boy's words that moved the father so profoundly.

7. What is symbolic in this story? Explain its symbolism.

8. Describe the father in this story in as much detail as you can. What can we tell about him by his actions?

9. This story provides an excellent example of flashback. Identify where flashback occurs in this story.

Appendix J

Picture Book Activity

1. Read a picture book with a partner (take turns reading)

2. After reading please do the following:

Identify the Characters and write down important descriptions of them

Identify the Setting

Identify the Plot

Identify the Conflict

Identify importance of roles (men, women, children, animals, etc)

State whether or not stereotypes are present

Talk with partner about what you liked about the book and what you disliked

3. Choose one person to share with the class and summarize the book you have read

Appendix K

Picture Book Resources used for Picture Book Activity

Marceau- Chenkie, Brittany. Naya The Inuit Cinderella. Yellowknife, NT: Raven Rock Publishing, 1999.

Marks, Alan and Pirotta, Saviour. The Golden Slipper: An Ancient Egyptian Fairy Tale and also Cinderella. Sea-to-Sea Publications, 2008.

Ungar, Richard. Rachels Gift. Toronto, Ontario: Tundra Books, 2003

Peck, Harriet. Coyote Places the Stars. New York, NY: Bradbury Press, 1993.

MacDonald, Margaret. Fat Cat: A Danish Folktale. Little Rock, Arkansas: August House Little Folk, 2001.

Hall, Amanda. Prince of the Birds. Frances Lincoln Limited, 2005.

Kimmel, Eric. The Frog Princess: A Tlingit Legend from Alaska. New York, NY: Holiday House, 2006.

Marshall, James. Red Riding Hood. New York, NY: Dial Books for Young Readers, 1987.

Marshall, James. Goldilocks and The Three Bears. New York, NY: Dial Books for Young Readers, 1988.

Cohen, Caron Lee. The Mud Pony. New York, NY: Scholastic, INC, 1988.

Han, Oki S. Kongi and Potgi: A Cinderella Story from Korea. New York, NY: Dial Books for Young Readers, 1996.

McDermott, Gerald. Raven: A Trickster Tale From The Pacific Northwest. Voyager Books: Harcourt, INC, 1993.

Yolen, Jane. The Flying Witch. Harper Collin Publishers, 2003.

Poole, Josephine. Snow White. Alfred A. Knope, INC, 1991.

Appendix L

Picture Book Information

What is a Setting?

When and where the story takes place

What is a Plot?

A plot is the play of action in a story/the basic outline of a story

Parts of a Story (Plot outline)

Exposition: The beginning of the plot (ex. Introducing characters and setting)

Conflict: Could be either internal (within oneself) or external (between 2 or more individuals)

Rising Action: Builds suspense and leads to the climax

Climax: The high point, a moment most intense or a turning point in the story

Falling Action: Follows the climax and shows the effect(s) of the climax

What to include in brainstorming and concept map:

The setting (time and place), plot, climax

Your characters, their descriptions and their roles

Other things to think about

-Who is my intended audience?

-How long will my picture book be?

-Will there be dialogue in my story?

*Think about what you and your partner discovered about the picture book you read yesterday, remember the things you liked and disliked about the story to help you start to develop ideas for your own picture book*

Appendix N

Rough Draft Example

1. Igvillu is a dog. She was born in Red Deer, Alberta. When she was a puppy, her mother told her stories. What do dogs tell stories about? Other dogs, of course. Igvillus mother told her stories about dogs from all around the world.

2. Her mother said, There are huge dogs called St. Bernards. They live in the mountains. Sometimes it snows. It snows and it snows. The snow piles up until it is so high it cannot pile up any higher. Then it rolls down the mountainsides, burying everything in its way. Sometimes it buries skiers. Then these huge dogs run out on the snow. They sniff and sniff. They find the skiers and dig them up. They are amazing dogs. Igvillu said to herself, When I grow up, I am going to be a St. Bernard. She dreamed about running in the deep, pure-white snows of the Alps and rescuing skiers.

3. She dreamed of running, running so fast, chasing wolves with sleek Irish wolfhounds. She dreamed of hunting with dingoes in Australia. She dreamed of splashing in clear waters, fetching ducks with golden retrievers. But most of the time she dreamed about pulling huge heavy sleds with big huskies, way up north. She would be called Fang or something cool like that. She and the other dogs would weave through snowy trees, with someone yelling Mush, mush! behind them. That was her favorite dream.

4. Time to eat! the people at Igvillus kennel yelled. By Igvillu just lay there, daydreaming, until someone saw her and shouted, You too! After a time, they just called her You-too, not Fang. One day, the owners of the kennel said, You-too, you are going way up north. You are going to a place called Rankin Inlet, in Nunavut. And that is what she did. She went to live with a storyteller, way up north in northern Canada.

5. You-too and the storyteller spent their spring and summer at a cabin, fishing on the shore of the mighty Hudson Bay. In spring, they fished through long cracks in the sea ice. The ice was cold. You-too shivered. Her master picked her up and carried her in this coat. She was only little. When the ice went away, her master set nets in the tidal waters and caught silver, shimmery, slippery, flippery fish called Arctic char. It was a wondrous place. There were no trees. But there were plenty of huge rocks to run around. There were siksiks to chase, those ground squirrels that were half her size. You-too loved it at the cabin. She ran here and there and everywhere, exploring, all day long.

Appendix O

/20

ELA 20

Picture Book Dummy Copy- 20 Marks

Sept 21, 2009

Grammar/Punctuation/Spelling- (Evidence of Revision Process) /5

Correct Order (Cover page, blank page, title page, dedication page, minimum of ten pages and end pages) /5

Neatness/Illustrations Sketched /5

Handed in on time Mon, Sept. 21st /3

Story Aimed at Correct Audience /2

Comments:

Appendix P

/30

ELA 20

Picture Book Good Copy- 20 Marks

Oct 2, 2009

Grammar/Punctuation/Spelling /5

Correct Order (Cover page, title page, dedication page, minimum of ten pages and end pages)

/5

Illustrations (organized and neat) /5

Handed in on time Fri, Oct 2nd /5

Overall Impression (intended audience and creativity) /5

Oral Presentation at Victoria Elementary School /5

Comments:

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homepage.usask.cahomepage.usask.ca/~kke354/Picture Book Unit ELA 20.d… · Web viewThe journal entries will highlight important parts of each student’s childhood. The major project