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  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Hunter In The Dark

    • Grade 9
    • Language Arts English 300
    Morell Regional High School
    Morell, PE, C0A 1S0
    Telephone: 961-7345
    Fax: 961-7339
    Website: http://www.edu.pe.ca/morellhigh/

    Teachers:
    Carolyn Pendergast, Teacher-Librarian (pendergc@morellhigh.edu.pe.ca)
    Patricia Oulton, Teacher (oultonp@morellhigh.edu.pe.ca)


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Learning Station 1
  • Learning Station 4
  • Learning Station 6
  • Learning Station 8
  • Learning Station 9
  • Learning Station 12

    Introduction
    (Curriculum Context - Background Information)

    This activity was designed as a follow-up to reading the popular class novel "Hunter in the Dark" by Monica Hughes. It was implemented immediately after the students finished reading the novel. These learning stations provide a good opportunity for the teacher to analyse students' understanding of the novel, as well as have students do some research on the novel's main themes. The questions mainly focus on finding out more about the author, Monica Hughes; the location, Swan Hills/Edmonton area of Alberta; as well as explore the themes of leukemia, white tail deer hunting, relationships, realizing your dreams, and facing your fears.


    General Goals
    (Why are we doing this?)

    To extend student learning of themes in the novel, "Hunter in the Dark."

    To analyse students' understanding of the novel.

    To familiarize students with many resources, both print and electronic, in the school library.

    To allow students to engage in cooperative work situations with their peers.


    Student Learning Outcomes
    (Knowledge, Skills, Strategies and Attitudes from the Atlantic [APEF] Curriculum)

    Interacting With Information Stage

    GRADE LEVEL: 1
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • begin to ask and respond to questions, seeking information (2)
  • express opinions (3)
  • listen to the ideas and opinions of others (4)

  • GRADE LEVEL: 1
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate in conversation and in small- and whole-group discussion (1)

  • GRADE LEVEL: 1
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)
  • Planning Stage

    GRADE LEVEL: 9
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate constructively in conversation, small group, and whole-group discussion, and debate, using a range of strategies that contribute to effective talk (1)

  • GRADE LEVEL: 9
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • demonstrate an understanding that information texts are constructed for particular purposes (3)

  • GRADE LEVEL: 9
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • independently access and select specific information to meet personal and learning needs
    -- select from a wide range of sources appropriate to their purposes
    -- develop approaches and strategies to conduct their research (1)
  • Gathering Information Stage

    GRADE LEVEL: 9
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • demonstrate an understanding that information texts are constructed for particular purposes (3)
  • articulate their own processes and strategies for reading and viewing texts of increasing complexity (5)

  • GRADE LEVEL: 9
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate evidence (2)

  • GRADE LEVEL: 9
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • critically evaluate information presented in print and media texts
    -- assess relevance and reliability of available information to answer their questions (1)
  • Interacting With Information Stage

    GRADE LEVEL: 9
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • examine others' ideas in discussion to extend their own understanding (1)
  • ask relevant questions asking for elaboration, clarification, or qualification and to respond thoughtfully to such questions (2)
  • articulate, advocate, and support points of view, presenting viewpoints in a convincing manner (3)

  • GRADE LEVEL: 9
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate constructively in conversation, small group, and whole-group discussion, and debate, using a range of strategies that contribute to effective talk (1)

  • GRADE LEVEL: 9
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • demonstrate an understanding that information texts are constructed for particular purposes (3)

  • GRADE LEVEL: 9
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • independently access and select specific information to meet personal and learning needs
    -- select from a wide range of sources appropriate to their purposes
    -- use the electronic network
    -- develop approaches and strategies to conduct their research (1)

  • GRADE LEVEL: 9
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • respond to some of the material they read or view by questioning, connecting, evaluating, and extending... move beyond initial understanding to more thoughtful interpretations (1)

  • GRADE LEVEL: 9
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • critically evaluate information presented in print and media texts
    -- assess relevance and reliability of available information to answer their questions (1)
  • Organizing Information Stage

    GRADE LEVEL: 9
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • critically evaluate information presented in print and media texts
    -- assess relevance and reliability of available information to answer their questions (1)
  • Creating New Information Stage

    GRADE LEVEL: 9
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • articulate, advocate, and support points of view, presenting viewpoints in a convincing manner (3)

  • GRADE LEVEL: 9
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • demonstrate an understanding that information texts are constructed for particular purposes (3)
  • Sharing and Presenting Information Stage


    Learning Resources Required
    (Print, non-print, audio-visual, electronic, community)

    Print - Books About Hunter In The Dark

    • Meet Canadian Authors and Illustrators, ,
    • The Canadian Oxford Intermediate Atlas, ,
    • Whitetail Deer Hunting, National Rifle Association,
    • Medical Advisor, ,
    • Chicken Soup for the Teenage Soul III, ,
    • The 7 Habits of Highly Effective Teens, Sean Covey,

    Print - Articles About Hunter In The Dark

    • "In Your Community," Canadian Cancer Society,
    • "1996 Research," Canadian Cancer Society,
    • "Facts on Leukemia," Canadian Cancer Society,
    • "Left Behind," The Guardian (Feb. 5,2000),

    Electronic - Websites

    Show Me The Implementation Plan

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