Novel Study Unit plan (Hannah and the Spindle Whorl) March 1 st

Brief Unit Overview, Lesson Sequence and Assessment Plan

(adapted from Damien Cooper – Talk about Assessment pp. 301 – 303)
Unit/Strand: Novel Study Hannah and the Spindle Whorl – Focus for Learning: friendship
Language
Big Ideas: exploring the theme of Friendships contribute Title/Description of Culminating Assessment Task/Strategy:
significantly to the development of social skills, such as Friendship and written response to Poster-Summative:
being sensitive to other people's point of view, learning the Students will have kept a running list of character traits for
rules of conversation, and understanding other Hannah and Yisella. We will speak to the way in which two
perspectives. They also help define both self and self worth. people from very different cultural backgrounds are able to
foster a friendship. They will create a poster comparing
Essential Skills:
Hannah and Yisella’s and their friendship described in the
Reading Text – Writing - Oral communication - Problem
book. Students will then write a response/reflection to
Solving - Finding Information - Critical Thinking
Hannah and Yisella’s friendship in the novel using prior
knowledge.
Assessment Tool for Culminating Task: (find attached)
Overall Expectation(s): Specific Expectations:
Oral communication: 1. listen in order to understand and Oral Communication: 1.4 demonstrate an understanding of the
respond appropriately in a variety of situations for a variety information and ideas in increasingly complex oral texts in a variety
of purposes; of ways.
Reading: 1. read and demonstrate an understanding of a Reading: 1.8 make judgements and draw conclusions about ideas
variety of literary, graphic, and informational texts, using a in texts and cite stated or implied evidence from the text to support
range of strategies to construct meaning; their views
Writing: 1. generate, gather, and organize ideas and Writing: 1.4 sort and classify information for their writing in a
information to write for an intended purpose and audience; variety of ways that allow them to view information from different
perspectives and make connections between ideas
2. draft and revise their writing, using a variety of 2.2 establish a distinctive voice in their writing appropriate to the
informational, literary, and graphic forms and stylistic subject and audience
elements appropriate for the purpose and audience; 2.3 use some vivid and/or figurative language and innovative
3. use editing, proofreading, and publishing skills and expressions to enhance interest
strategies, and knowledge of language conventions, to 2.5 identify their point of view and other possible points of view;
correct errors, refine expression, and present their work determine, when appropriate, if their own view is balanced and
effectively; supported by the evidence; and adjust their thinking and
Media Literacy: 3. create a variety of media texts for expression if appropriate
different purposes and audiences, using appropriate forms, 2.8 produce revised draft pieces of writing to meet identified

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 Novel Study Unit plan (Hannah and the Spindle Whorl) March 1 st

conventions, and techniques; criteria based on the expectations

3.8 produce pieces of published work to meet identified criteria
based on the expectations
Media Literacy: 3.2 identify an appropriate form to suit the
specific purpose and audience for a media text they plan to create,
and explain why it is an appropriate choice
Assessment For Learning: Assessment As Learning:
1. Observation/checklist of students in class discussion whole 1. Self-assessment of written voice in journal writing activity
group, partners, and group 2. peer-assessment editing peers work and receiving/giving
2. In class work journal entries, lists, and graphic organizer feedback.
3. edited descriptive paragraphs 3. Self-assessment exit ticket checking in on knowledge of the novel
through answering the exit ticket
Other Assessment Tasks – Learning Skills
Learning Skill: Responsibility, Title: Observation/checklist Curricular Connections:
collaboration, independent work Formative Do/Say • The ability to relate well to others
• The ability to cooperate and work in
teams
Introduction: Oral Communication
O.E. #1 S.E. 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of
ways.
Educator will introduce novel by showcasing some information about the author. Teacher will then read from the novel “Hannah and the
Spindle Whorl”. Teacher will then lead a class discussion on what happened in the book, focusing on some character traits of Yisella and
Hannah. Students will then break into home groups to generate and discuss a list of traits talked about in the opening introductions of
Hannah and the spindle Whorl. Assessment strategy observation/checklist of who speaks during class discussion/group discussions
and writing the character trait lists.
Lesson 2: Reading
O.E. # 1 S.E. 1.8 make judgements and draw conclusions about ideas in texts and cite stated or implied evidence from the text
to support their views
During this lesson students will get into reading partner groups to read “Hannah and the Spindle Whorl”. During this reading period
teacher will circulate with questions to be thinking about such as why does the author introduce certain characters? Why is the setting
important to this story? How does this help with making judgments about Hannah and Yisella? After the reading time students will
return to home group to add any additional character traits from the read text and to discuss in groups the guiding questions asked by
teacher. Assessment strategy observation/checklist of who speaks during discussion and formative from home group written lists.
Lesson 3: Writing
O.E. # 1 S.E. 1.4 sort and classify information for their writing in a variety of ways that allow them to view information from

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 Novel Study Unit plan (Hannah and the Spindle Whorl) March 1 st

different perspectives and make connections between ideas

Educator will continue to read novel “Hannah and the Spindle Whorl”. Teacher will then lead a class discussion on what happened in the
book, focusing on the friendship of Hannah and Max and to define what a good friend is. Students will add any new character traits
discussed and then will write in their journals independently. Students will use their journals to classify if Hannah and max will have a
“good friendship” using the text to find evidence. Journal Entry Criteria: At least 4 complete thoughts have been sorted and readily
available to make connections to responding to journal prompt (Max and Hannah’s journal prompt. Teacher will use journal as
formative/diagnostic
Lesson 4: Writing
O.E. # 2 S.E. 2.2 establish a distinctive voice in their writing appropriate to the subject and audience
students will get into reading partner groups to read “Hannah and the Spindle Whorl”. Teacher will lead discussion on what happened in
the book students will add to character trait lists if anything new comes up. Afterwards students will write a short paragraph about a
friendship they have now or in the past that has impacted them in a positive way. Students will be creative as possible to create their
own voice in this piece of writing. Students will conference with educator to discuss what they felt they did well during this writing
lesson assessment AS learning.
Lesson 5: Writing
O.E. # 2 S.E. 2.3 use some vivid and/or figurative language and innovative expressions to enhance interest
Educator will read from “Hannah and the Spindle Whorl”. Students will add any character traits they notice in their ongoing home list.
We will briefly discuss any new items added after the reading is completed. Students will be introduced to new task, where they are
asked to do a descriptive paragraph based on Hannah and Yisella’s friendship in the novel. For this lesson students will brainstorm a list
of at least 10 descriptive words in their journals they could use when writing about their friendship. Observation: Have class list and
check off those that participate in class discussion. Completion of list of descriptive words, at least 10 (in journal) assessment FOR
learning.
Lesson 6: Writing
O.E. # 2 S.E. 2.8 produce revised draft pieces of writing to meet identified criteria based on the expectations
Students will spend much of the class writing a draft for their descriptive paragraph. They will then pass to a partner and do a peer edit.
If there is time left in class, they will continue you read “Hannah and the Spindle Whorl. They will then hand in their drafts and teacher
will do another edit. The assessment mode used will be a rubric that students will use to complete a peer edit of descriptive paragraph
assessment ‘AS’.
Lesson 7: Writing
O.E. # 3 S.E. 3.8 produce pieces of published work to meet identified criteria based on the expectations
Educator will hand back edited draft of descriptive paragraph. Educator will ask students to take draft to be typed up during the classes
work period. Educator will read from “Hannah and the Spindle Whorl”. Students will add any character traits they notice in their
ongoing list. We will briefly discuss any new items added after the reading is completed. The finished descriptive paragraph will be
Assessment ‘For” learning.
Culminating Task: Writing and Media Literacy

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 Novel Study Unit plan (Hannah and the Spindle Whorl) March 1 st

O.E. # Writing 1, Media 3 S.E. Writing - Point of View 2.5 identify their point of view and other possible points of view;
determine, when appropriate, if their own view is balanced and supported by the evidence; and adjust their thinking and
expression if appropriate
Media - Form 3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create,
and explain why it is an appropriate choice
Friendship and written response to Poster-Summative: Students will have kept a running list of character traits for Hannah and Yisella.
We will speak to the way in which two people from very different cultural backgrounds are able to foster a friendship. They will create a
poster comparing Hannah and Yisella’s and their friendship described in the book. Students will then write from the point of view of
Hannah and Yisella’s friendship in the novel using prior knowledge and information gathered. Students will be marked both individually
and as a team using a rubric this is an assessment ‘OF’ learning.

December 2017