FINDING A VOICE TO COMMUNICATE

A UNIT FOR ENGLISH LANGUAGE ARTS 10

Acknowledgements
Unit Planning
Gail Higginbottom, Teacher/Counsellor, SD 61
Brad Cunningham, Teacher, SD 61
Dan Hughes, Retired Teacher
Valerie Collins, Ministry of Education
Anne Hill, Ministry of Education
Leanne Baugh, Open School BC
Monique Brewer, Open School BC

Unit Writing
Dan Hughes, Retired Teacher

Unit Pilot
Gail Higginbottom, Teacher/Counsellor, SD 61
Esquimalt High students

Unit Review
Geoff Orme, Teacher Librarian, SD 61
Susan Close, Smart Learning
Robin Speed, Teacher, SD 40
Valerie Collins, Ministry of Education
Shannon Mitchel, Open School BC
Monique Brewer, Open School BC

Unit Editing
Greg Aleknevicus

Production
Beverly Carstensen, Open School BC

Print History
New, November 2013
Speaking Up, Speaking Out Finding a Voice to Communicate

Speaking Up, Speaking Out:

Finding a Voice to Communicate

Table of Contents
Unit Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Essential Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Planning Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Cross Curricular Competencies Links . . . . . . . . . . . . . . . . . . . . . 2
Curricular Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Lessons: Part A—Learning About Voice . . . . . . . . . . . . . . . . . . . . 7

Lesson 1: Introducing the Unit . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 2A: Identifying Voice. . . . . . . . . . . . . . . . . . . . . . . 10
Lesson 2B: Introducing Research About Voice . . . . . . . . . . . . . . 14
Lesson 3: Sharing a Voice . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 4: Silencing Voices. . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson 5: Finding Your Voice . . . . . . . . . . . . . . . . . . . . . . 22

Lessons: Part B—Researching an Issue. . . . . . . . . . . . . . . . . . . . 24

Lesson 6: Preparing for Research . . . . . . . . . . . . . . . . . . . . 25
Lesson 7: Evaluating Sources of Information. . . . . . . . . . . . . . . 27
Lesson 8: Acknowledging Sources of Information . . . . . . . . . . . . 29

Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Student Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Assessment Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Collaborative Planning Tools . . . . . . . . . . . . . . . . . . . . . . 59
Curricular and Cross Curricular Considerations . . . . . . . . . . . . . 61

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Speaking Up, Speaking Out Finding a Voice to Communicate

Unit Context
The goal of this unit is for students to find and share their unique voice. Using that
voice, they choose to communicate an issue from their personal experience or the
experiences of others.

Students demonstrate their understanding of the idea of finding a voice. They are
given the opportunity to choose the manner, method, and form in which they share
this voice. It is intended that students will move beyond using expository prose and
explore other forms of self-expression. Some of these are:
• writing and performing poetry or song
• creating visual or performance art
• assembling a mash-up
• preparing and performing a dramatic monologue, dramatic presentation, mime,
or tableau
• creating a video
• making a presentation

The resources listed in this unit are offered only as examples or suggestions. It is
recognized that British Columbia schools serve students from diverse cultures and
backgrounds. The multicultural nature of the BC school system is highly valued, as are
all students’ heritages and culture. Teachers should preview all suggested resources
carefully to ensure that they are appropriate in the context of the students they teach
and the communities they serve.

Similarly, activities and assignments are offered as suggestions. Teachers and students
are encouraged to adapt them to them to their unique needs.

Teachers may also want to use only some of the lessons included in the unit. For
example, Lessons 1 and 3 work well as an introduction to the concept of voice in a
novel or short story study. Lessons in Unit B: Researching An Issue may be omitted if
students possess the requisite research skills.

Essential Questions
• What is voice?
• Why do people share or hide their voice?
• Why is it important to share voice?
• Does everyone get to share his or her voice?
• What happens if people can’t share their voice?
• How have you contributed your voice?

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 Speaking Up, Speaking Out Finding a Voice to Communicate

Planning Considerations
The unit has two components—teacher-directed instruction and inquiry-based
individual research. It is therefore strongly recommended that teachers using the
unit work in close cooperation with their teacher librarian to co-plan the research
component (Lessons 6–8). The British Columbia Teacher Librarians’ Association has
done a lot of research into inquiry-based learning and has developed an excellent
resource, The Points of Inquiry: A Framework For Information Literacy and The 21st
Century Learner (http://bctf.ca/bctla/pub/documents/Points%20of%20Inquiry/
PointsofInquiry.pdf), which includes excellent tools and guidelines for cooperative
planning between classroom teachers and teacher librarians.

Cross Curricular Competencies Links

Thinking Competency
Critical thinking – Lessons 2–5/Project
• Creative thinking
– Project
• Reflective thinking
– Lessons 1, 5/Pause and Reflect Journal

Personal and Social Competency

• Positive personal and cultural identity
– Lessons 2, 3, 4/Project
• Personal awareness and responsibility
– Lessons 1, 4, 5/Project/Pause and Reflect Journal
• Social awareness and responsibility
– Lessons 2, 3, 4

Communication Competency
• Language and symbols
– Lessons 3, 6, 7, 8/Project
• Digital literacy
– Lessons 6–8/Project

Curricular Links
The annotated excerpt from English Language Arts 10 Curriculum identifies the
curricular links to the activities in the lessons.

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Speaking Up, Speaking Out Finding a Voice to Communicate

Curricular Competencies
Students will be able to:
• Appreciate the universal importance of story within and among Aboriginal and
other cultures:
Lessons 2, 4 and 5
• Identify and use a variety of reading strategies to increase comprehension:
Lessons 2, 3 and 4
• Analyze the accuracy, reliability, and relevance of information:
Lessons 6 and 7
• Recognize how people manipulate language for specific purposes:
Lessons 1–5
• Synthesize ideas or information presented in a variety of media to increase
understanding:
Lessons 1–8
• Engage with ideas presented in a variety of media:
Lessons 1–5
• Engage actively as listeners to make meaning: Lessons 1–5
• Use oral language to create meaning:
Lessons 2, 3, 4 and 5
• Explore creative uses of language to express ideas and evoke emotion, with
artistry and precision:
Project
• Develop and defend a position successfully:
Lessons 6–8
• Adjust point of view, voice, tone, and style for a variety of purposes:
Project
• Assess and adjust communication to improve its effectiveness:
Project
• Edit text with correct use of language conventions for clear and accurate
communication:
Lesson 4

Content
Students will know and understand:
• Genres: novels, short stories, graphic novels, plays (see LINK for clarification)
• Literary interpretation, analysis, and evaluation: values, beliefs, assumption,
perspectives, theories (see LINK for clarification)
• Literary elements and devices: characterization, mood, conflict, theme, point
of view (see LINK for clarification)
• Language structures and features: paragraph structure, transitions,
punctuation, style, tone, voice (see LINK for clarification)

© Province of British Columbia English Language Arts 10—Teacher Directed 3

 Speaking Up, Speaking Out Finding a Voice to Communicate

Unit Scope and Sequence

PREPARING
LESSON CONNECTING PROCESSING TRANSFORMING
STUDENT PROJECT
People express themselves in many ways.
• prepare portfolios • compare responses • introduce • awareness of task
• anticipation guide in anticipation assignment • work management
1
guide • begin Pause and system in place
• determine most Reflect Journal
important idea

“Voice” has many forms.

• “voice” means • engaging with • recognizing • begin to select
2A different things others’ voices topics, issues, and topic and/or issue
• importance of • reacting to voices questions
voice
Researchers look for information in a variety of ways.
• inventory of • stations teaching • teacher assessment • plan for practicing
current student different aspects and student self unfamiliar research
2B practices of the research assessment of skills in Lesson 6
Part A—Learning About Voice

process current practices

and areas for
growth

People are not always able or willing to share their voice.

• review previous • reasons why • analyze underlying • begin to refine

class people choose to structures in their topics
3 • identify voices speak up communication
students do listen • factors that prevent
to people from
speaking up
People sometimes have an overwhelming need to be heard.

• consequences • analyze the • assess the • refine decisions

4 of not speaking effectiveness of suitability of about what type of
up (personal different kinds of different forms of voice they would
experience) “voice” voice to their own like to use in their
personality projects
People choose to express their voice in different ways.
• experience • analyze the • assess the • refine decisions
different forms of effectiveness of suitability of about what type of
5
“voice” different kinds of different forms of voice they would
“voice voice to their own like to use in their
personality projects

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 Speaking Up, Speaking Out Finding a Voice to Communicate

Focus makes the research task much easier.

• summary • planning a topic, • testing the • reflecting on the
6 of previous an issue, and some appropriateness of choices made
discussions about research questions the planning
topic, issue,
Part B—Researching an Issue

questions
Quality research demands accurate, reliable information.
• summary • planning a topic, • testing the • reflecting on the
of previous an issue, and some appropriateness of choices made
7
discussions about research questions the planning
topic, issue,
questions
Researchers have a moral and ethical obligation to credit their sources of information.
• remembering • citations: theory • application of • integration of cited
8
personal and practice theory in research materials
experience

© Province of British Columbia English Language Arts 10—Teacher Directed 5

 Speaking Up, Speaking Out Finding a Voice to Communicate

Schedules and Timelines

Although the unit offers a sequence of learning activities, decisions about the
scheduling and timelines for these activities is at the discretion of the teacher and
teacher librarian. Students will need additional time to do the necessary research both
to complete their “Inspiration Maps” and to prepare their final project. The required
amount of independent working time will vary according to the unique characteristics
of each class.

As teachers schedule time for the unit, it is important to note that the activities fall into
three categories:
• Students learn about “Voice.”
• Students learn about how to do quality research.
• Students prepare to express themselves in a new way.

Finally, students will need scheduled class time to publicly present the products of
their research: time for “Speaking Up, Speaking Out.”

Assessment
Assessment For Learning Assessment As Learning Assessment Of Learning
• Ongoing – Pause and • Lesson 2A – Self • Lesson 4 – Quick Scale:
Reflect Journal Assessment As learning: Grade 10 Writing Personal
• Lesson 1 – Anticipation Critical Analysis Views or Response
Guide • Lesson 6 – Student • Summative Evaluation:
• Lesson 2B – Introduction to Handout 6: Choosing Your Inspiration Map
Research Voice • Summative Evaluation:
• Lessons 6–8 – Self “Speaking Up, Speaking Out”
Assessments: Sticky Notes • Summative Evaluation:
• Portfolio Assessment Portfolio Assessment

Note: Assessment rubrics are provided in the Assessment Tools. They are provided as
samples only and teachers are strongly encouraged to co-construct assessment criteria
and rating scales with their students.

6 English Language Arts 10—Teacher Directed © Province of British Columbia

Part A—Learning About Voice 

Lessons: Part A—Learning About Voice

© Province of British Columbia English Language Arts 10—Teacher Directed 7

 Part A—Learning About Voice Lesson 1: Introducing the Unit

Lesson 1: Introducing the Unit

Resources and Materials Preparation
• 11 × 17 paper for portfolios • One copy per student of each of:
– one per student ƒƒ Student Handout 1: Assignment
ƒƒ Student Handout 2: Anticipation Guide
ƒƒ Assessment Tool: Pause and Reflect Journal

Connecting
Teacher Student
(10 minutes) • Create a portfolio in which to store all their
1. Building Community and a Purpose for the classwork during the unit. These Working
Learning. Portfolios should be stored in the classroom
a. Hand out the 11x17 paper. – handed in at the end of each class and
b. Have students fold it in half to create a retrieved at the beginning of each class. (May
portfolio for their work. be assessed at the end of the unit.)
c. Introduce the title of the unit: Speaking Up,
Speaking Out. This title and their name must
appear on the front of the folder. h
it
d. Ask students to use words or pictures to add Sm
e
ideas about voice to the front and back of Jo
p
the folder. Prompt with questions such as, U t
i n g u
“How do performers speak out?”, “How 0
e ak ng
do protesters get their message across?”, i
Sp eak
“Have you ever left someone a note about S p
something you found hard to say?”
e. Encourage students to share ideas with each
other. us
ic
M
f. Encourage students to draw at least one lk es
Fo ch e
ee or
image on the folder cover – this makes it S p o
M
N
easier for them to find their folder at the le
Id
beginning of class next day. (Have the
folders spread out on a counter or table at
the beginning of class for students to easily
retrieve.)

(5–10 minutes) • Complete the anticipation guide.

2. Activating Prior Knowledge.
a. Distribute Student Handout 2: Anticipation
Guide.
b. Students complete the guide on their own
without discussion.
c. Reassure students that there are no right or
wrong answers. The goal is to express their
opinions and the reasons for those opinions.

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Part A—Learning About Voice Lesson 1: Introducing the Unit

Processing
Teacher Student
(20 minutes) • Participate in the discussion.
1. Most Important Idea.
a. Divide the class into small groups of 3–5.
In turn, each student in the group suggests
which of the statements on the anticipation
guide was most significant to them (most
important, most personal, most frequently
observed, etc.) and explains why.
b. When each student has had their turn, the
group decides the most important idea
discussed and reports to the class.

Transforming
Teacher Student
(10 minutes) • Students ask questions to clarify expectations.
1. Summarize what the students have said so far
about Speaking Up, Speaking Out and Voice.
2. Hand out Student Handout 1: Assignment.
3. Introduce the assignment.

Reflection/Assessment:
Teacher Student
(10–15 minutes) • Complete the Pause and Reflect entry and
1. Hand out Pause and Reflect Journal. staple their writing to back of the page of
prompts.
2. Explain the purpose of the notebook.
• File all paperwork in their folder and hand it
a. To help students make connections between
in.
what they do in class and their work on the
assignment.
b. To help students monitor their understanding.

© Province of British Columbia English Language Arts 10—Teacher Directed 9

 Part A—Learning About Voice Lesson 2A: Identifying Voice

Lesson 2A: Identifying Voice

Learning Intention: “Voice” has many forms.

Resources and Materials Preparation

• Chart paper and pens for writing wall activity (optional). • One copy per student of each of:
• Access to three different examples of voice. Some ƒƒ Student Handout 3: Identifying Voice
suggestions include: ƒƒ Projector for online resources
ƒƒ Print • One copy per student of each of:
ςς John Franklin Stephens, Special Olympian – ƒƒ Self Assessment for Learning: Critical
An Open Letter to Ann Coulter – http://www. Analysis in the Assessment Tools
luminarium.org/sevenlit/donne/meditation17.php
ςς John Donne – Meditation 17 – http://www.online-
literature.com/donne/409/
ςς Margaret Atwood – A Letter to America – http://www.
commondreams.org/views03/0404-07.htm
ƒƒ Visual Art
ςς Pablo Picasso – Weeping Woman – http://en.wikipedia.
org/wiki/File:Picasso_The_Weeping_Woman_Tate_
identifier_T05010_10.jpg
ςς Emily Carr – Scorned as Timber, Beloved of
the Sky – http://www.museumsyndicate.com/item.
php?item=24797
ƒƒ Video
ςς Carrielynn Victor-Xemontalot – On Her Artwork –
http://media.openschool.bc.ca/osbcmedia/fns12/
html/fn1234i1v_cvartwork.html
ςς Butch Dick – Traditional Teaching – http://media.
openschool.bc.ca/osbcmedia/fns12/html/fn1243d1v_
bdteaching.html
ςς Martin Luther King – I Have A Dream – http://www.
learnoutloud.com/Free-Audio-Video/Politics/-/I-Have-
a-Dream/7283
ςς Steve Jobs – Stanford Commencement
Address 2005 – http://www.youtube.com/
watch?v=D1R-jKKp3NA
ςς Nelson Mandela – Prepared to Die – http://www.
youtube.com/watch?v=v8u6Ssh6uL4
ςς Rick Mercer – Rants – http://www.cbc.ca/
player/Shows/Shows/The+Rick+Mercer+Report/
Rick%27s+Rants/ID/2286328551/
ςς John F. Kennedy – First Inaugural Address
– http://www.jfklibrary.org/Asset-Viewer/
BqXIEM9F4024ntFl7SVAjA.aspx
ƒƒ Performance Art
ςς Youth Street Dance Council – Instructions for
a Bad Day – http://www.youtube.com/
watch?v=xRLQ54WNGaU
ςς Skeen Reece – Skeena on her Performance Art – http://
media.openschool.bc.ca/osbcmedia/fns12/html/
fn1234s1v_srperformance.html

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Part A—Learning About Voice Lesson 2A: Identifying Voice

Connecting
Teacher Student
(5 minutes) • Offer responses to the questions.
1. Remind students of their previous work. As a whole
class, record some ideas that respond to these
questions:
a. In what ways do we use this word “voice”?
b. What does the word “voice” mean?
c. How is “voice” demonstrated?

(10 minutes) • Break into A/B partners to discuss the

2. Guide the students in responding to these questions. questions and record their response.
a. Is it important for everyone to use his or her “voice”? OR
b. What happens when people are listened to? • Students do short 5-minute free write
c. What happens when people are not listened to? responses.
d. Are you listened to? How does that make you feel? OR
• Post the questions on charts around
the room. Students wander the room
writing responses to the questions or to
other student comments (See Sample:
Lesson 2 – Writing Wall).

Processing
Teacher Student
(20 minutes) • Engage with the different types of
1. Hand out Student Handout 3: Identifying Voice. voice, respond, and reflect.
2. Provide students with selected samples of “voice” and • Compare their reactions to the voices
allow students time to respond on the handout after with those of other people.
each one is presented.
3. Allow students time to compare and discuss responses
with each other. Encourage students to reflect on how
the different types of voice do or do not suit their own
personalities and talents.

© Province of British Columbia English Language Arts 10—Teacher Directed 11

 Part A—Learning About Voice Lesson 2A: Identifying Voice

Transforming
Teacher Student
(15 minutes) • Suggest an alternative topic/issue/
1. “Now let’s re-examine the samples of voice that you research question for the voices they
have seen so far to see how what you have done so far heard.
today helps you complete your unit assignment.”
2. Guide the students to the understanding that each of
the voices dealt with a topic and an issue within that
topic. Some examples are:
ƒƒ John Franklin Stephens
ςς topic: respect
ςς issue: name-calling
ςς research: “What are the effects of name-calling?”
ƒƒ John Donne
ςς topic: humanity
ςς issue: responsibility
ςς research: “What responsibility do we have for other
members of our society?”
ƒƒ Pablo Picasso
ςς topic: sadness
ςς issue: grief
ςς research: “To what extent is experiencing grief life-
changing?”
ƒƒ Carrielynn Victor-Xemontalot
ςς topic: art
ςς issue: inspiration
ςς research: “What is the relationship between person
experience and the creation of art?”
ƒƒ Butch Dick
ςς topic: culture
ςς issue: traditions
ςς research: “What happens when culture is imposed
upon others?”
ƒƒ Martin Luther King
ςς topic: race relations
ςς issue: equality
ςς research: “To what extent has Dr. King’s dream come
true?”
ƒƒ Steve Jobs
ςς topic: human lifetime
ςς issue: choices
ςς research: “To what extent does today’s youth have
control over their future?”
ƒƒ Nelson Mandela
ςς topic: democracy
ςς issue: equality
ςς research: “What qualities do the leaders of equal
rights share?”

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Part A—Learning About Voice Lesson 2A: Identifying Voice

Teacher Student
ƒƒ Rick Mercer • Suggest an alternative topic/issue/
ςς topic: employment research question for the voices they
ςς issue: labour relations heard.
ςς research: “To what extent does government threaten
the existence of labour unions?”
ƒƒ John F. Kennedy
ςς topic: patriotism
ςς issue: duty
ςς research: “What obligations do Canadians feel
toward their country?”
3. Suggest to students that these examples of a topic,
issue, and question are not definitive. There are
probably other topics in the samples. Ask the students
to identify alternative topics. Help them determine an
issue for that topic and to formulate a research question.
(Note: research questions should not be answerable with a
single word, nor should they lead to a lengthy summary of
fact in the form of a report.)

Reflection/Assessment: (Self-Assessent for Learning)

Teacher Student
1. Distribute Self Assessment for Learning: Critical • Students complete their self assessments.
Analysis. • Students begin to think about possibilities for
ƒƒ self assessment for learning their projects.
ƒƒ to be retained in the portfolio
As they complete their Pause and Reflect Journals,
students should attempt to answer some or all of
these questions:
ƒƒ What are some things that make you angry?
(issues)
ƒƒ What are you passionate about? (a topic)
ƒƒ What is something people need to hear about?
(an issue)
ƒƒ What has been an important event in your life?
(a topic)
Explain to students that answering these questions
will help them think about possible subjects of their
projects.

© Province of British Columbia English Language Arts 10—Teacher Directed 13

 Part A—Learning About Voice Lesson 2B: Introducing Research About Voice

Lesson 2B: Introducing Research About Voice

Learning Intention (The Big Idea): Researchers look for information in a variety of ways.

Resources and Materials Preparation

• Access to the school library and • One copy per student of:
online computers. ƒƒ Student Handout 7: The Research Top Ten
• Cooperatively plan with your teacher librarian to co-teach
these learning outcomes:
ƒƒ Students are able to effectively use key word searching and
appropriate search terms to explore ideas and information.
ƒƒ Students are able to efficiently use online public access
catalogues.
ƒƒ Students are aware of, and understand the value of online
information databases.
• Using a stations approach may prove to be effective. Stations
might include:
ƒƒ use of the catalogue
ƒƒ walking tours of non-fiction print materials
ƒƒ collection of biographical texts
ƒƒ web access to databases
ƒƒ open web access
ƒƒ small group discussion with teacher and/or teacher
librarian

Connecting
Teacher Student
(5 minutes) • Participate in the discussion.
1. Whole group discussion:
ƒƒ Ask students to explain exactly what they do when
they are asked to do some research. Encourage them
to be honest about using Google, Wikis, or Ask.com
and whether or not they trust the information that
they find.
ƒƒ Find out how many students are happy to accept the
information that they find so easily and what some of
the pitfalls of doing so might be.
ƒƒ Ask students whether or not they could use some of
the information found in the room they are in (library).
How do they know for sure?

(2 minutes)
2. Set the purpose for the class.
ƒƒ Explain that the task will be for students to experience
some other ways of searching for information.
ςς to make use of all available information
ςς to make sure that the information they find can be
trusted
ςς to make their search for information easier, less time
consuming and more efficient

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Part A—Learning About Voice Lesson 2B: Introducing Research About Voice

Teacher Student
(5 minutes) ƒƒ Students complete Student
3. Ask students to complete Student Handout 7: The Handout 7: The Research Top Ten.
Research Top Ten.
ƒƒ Explain that this anticipation guide is a self assessment
to find out how much they already know about the
research process.
ƒƒ Students will discuss their “top ten” in their final
station.

Processing
Teacher Student
(45 minutes) • Participate in all of the stations.
• Stations: design and manage the learning stations,
moving the students through the stations in small
groups.

Transforming
Teachers and students assess the research skills students already have and the skills
which need more practice.
Student Student
(10 minutes) • Participate in the discussion.
• Small group discussion.
• As part of the stations cycle, teacher and students discuss
the research process (referring to their top 10) and what
the students have learned about the process as they
completed the stations.

Reflection/Assessment
Teacher Student
• Pause and Reflect Journals. • Complete their Pause and Reflect
• Encourage students to think about ways in which they Journals.
will take a different approach to the research task when
they return to the library in Lesson 6.

© Province of British Columbia English Language Arts 10—Teacher Directed 15

 Part A—Learning About Voice Lesson 3: Sharing a Voice

Lesson 3: Sharing a Voice

Learning Intention: People are not always able or willing to share their voice.

Resources and Materials Preparation

• Six different reading passages (at different reading levels) • Assign the numbers 1 to 6 to the
on these, or related topics: different titles of the reading passages.
ƒƒ Censorship (political censorship, religious censorship, • Photocopy 4–6 copies of each reading
literary censorship, etc.) e.g., cyber censorship in China, passage.
banning of books in school libraries, letters home from • Assemble the passages in packages of
the front. six different titles.
ςς Cyber War: China Hacks Into Twitter and Censors It (Note: When the packages are
Ahead of Chinese Communist Election – http://www. presented to the group, students will
policymic.com/articles/18825/cyber-war-china- usually self-select a passage at their
hacks-into-twitter-and-censors-it-ahead-of-chinese- reading level.)
communist-election • Make one copy per student of Student
ƒƒ Cultural pressures/norms. e.g., banning of rock and Handout 4: Unheard Voices.
roll in the 1950s, pressure to look older among tweens,
teaching of intelligent design.
ςς I Do Feel Pressure To Look Older – http://www.
theguardian.com/society/2009/mar/10/sexualisation-
young-girls-clothes/print
ƒƒ Gender roles (women’s suffrage, education
opportunities, GLBT rights, etc.) e.g., pink shirt day,
education of women in Afghanistan, women’s right to
vote.
ςς Bullied student tickled pink by schoolmates' T-shirt
campaign – http://www.cbc.ca/news/canada/nova-
scotia/story/2007/09/18/pink-tshirts-students.html
ƒƒ Physical or intellectual limitations. e.g., speech
impediments, cerebral palsy, Lou Gehrig’s disease,
autism.
ςς Life and Cosmos, Word by Painstaking Word – http://
www.nytimes.com/2011/05/10/science/10hawking.
html
ƒƒ Shyness/introversion/extroversion. e.g., psychology of
shyness, Toastmasters International, extroversion and
social media.
ςς Shyness – http://teenshealth.org/teen/your_mind/
emotions/shyness.html
ƒƒ Peer pressure. e.g., risk factors for gang membership,
growth of the tattoo industry, marketing to children.
ςς Traits of Gang Members – http://www.
edmontonpolice.ca/CommunityPolicing/
OrganizedCrime/Gangs/TraitsofGangMembers.aspx

16 English Language Arts 10—Teacher Directed © Province of British Columbia

Part A—Learning About Voice Lesson 3: Sharing a Voice

Connecting
Teacher Student
(5 minutes) • Offer opinions.
1. Class discussion to activate prior knowledge:
a. “Think back to the last class when we heard samples of
three voices. What did you think?”
i. Honour all responses. Likes? Dislikes? Whether or not
the responses are positive, ask students to justify their
opinions.
ii. Ask students what implications those opinions have for
their own project work.
(10 minutes) • Discuss and report to class.
2. A/B Partner discussion to anticipate learning:
a. “With your partner, discuss two questions
i. Whose voices are you most likely to listen to?
ii. How are the voices you listen to the most similar or
different to those you heard yesterday?”
b. Highlight important ideas from the reporting out.

Processing
Teacher Student
(30 minutes) • Actively participate in the “The
1. Activity: “The Final Word.” Final Word.”
a. Divide the class into groups of six.
b. Explain the purpose to the class.
i. To find the reasons why people are unable to or choose
not to “Speak Up, Speak Out.”
ii. To look for things like: power; censorship; cultural
pressures or norms; gender roles; physical or
intellectual limitations; personality including shyness
or peer pressure. (Write these terms on the board
while the students are completing “The Final Word.”)
c. Explain the procedure:
i. Students read.
ii. Each member of the group reads one of the passages.
iii. The first student begins by presenting an important
idea from their passage. In turn around the circle, the
other members offer a comment. The first student
ends discussion of that passage with “The Final Word.”
(A new thought, a conclusion, or a connection.)
iv. Repeat steps ii & iii until all readings have been
discussed.
v. Each group decides on the most important idea
discussed in their group and reports to the class.
d. Highlight important concepts during the reporting out by
placing check marks beside or underlining the key terms
written on the board.

© Province of British Columbia English Language Arts 10—Teacher Directed 17

 Part A—Learning About Voice Lesson 3: Sharing a Voice

Transforming
Teacher Student
(10 minutes) • Complete the organizer.
1. Distribute Student Handout 4: Unheard Voices.
a. Ask students to summarize their personal learning on the
graphic organizer.

(10 minutes) • Write the topic, issue, and

2. Remind the students of the discussion about “topic and questions on their copies of the
issue” at the end of last class. reading passage.
a. Ask the students to look at their reading passage again • Compare their responses with
and identify both the topic (bigger idea) and the issue others in the class who read the
(concern) in the article. same passage.
b. Ask the students to skim the article again to find “big
questions” that were answered in the article. The big
questions cannot be answered in a single word.
c. Explain to the students that when it comes time to do
their research, knowing their topic, finding an issue, and
having three or more “big questions” to answer makes
research much easier.

Reflection/Assessment

Teacher Student
(10 minutes) • Complete their journals.
1. Prompt the students to enter some possible topics, • Store the reading passage, graphic
issues and “big questions” that they might like to use organizer and journal in their
for their projects in the Pause and Reflect Journals. portfolios.

18 English Language Arts 10—Teacher Directed © Province of British Columbia

Part A—Learning About Voice Lesson 4: Silencing Voices

Lesson 4: Silencing Voices

Learning Intention: People sometimes have an overwhelming need to be heard.

Resources and Materials Preparation

• Chief Wilton Littlechild – Lift Each Other Up – http:// • Copies of the readings
www.culturalsurvival.org/publications/cultural-survival- – members of the same group read the
quarterly/canada/lift-each-other-interview-chief-wilton- same passage – one copy per student.
littlechild-c • Projected copy of Gustave Gilbert –
• Government apprehension of Doukhoubor children in Interview with Hermann Göring – http://
BC in 1950s – Freedomite Children Sue BC Over enominepatris.com/politics/goering.htm
Detentions – http://groups.yahoo.com/group/smygo/ • Optional copies of Quick Scale: Grade 10
message/1868 Writing Personal Views or Response in the
• Struggle for women’s suffrage in the USA, Assessment Tools
November 15, 1917 – The Night of Terror, November 15,
1917 – http://www.coe.ucsf.edu/coe/news/night_terror.
html
• Free Tibet movement – Six Tibetans Set Themselves
On Fire – http://www.bbc.co.uk/news/world-asia-
china-20247053
• Struggle for equal educational opportunities for women
in Afghanistan – Pakistani girl shot by Taliban released
from U.K. hospital – http://www.cbc.ca/news/world/
story/2013/01/04/malala-pakistan-girl-released.html

Connecting
Teacher Student
(5 minutes) • Students complete the activity and store
1. Activating prior knowledge and experience. the result in their portfolio.
a. Reassure students that the thoughts they are about
to record are private and will remain private – even
from the teacher.
b. Ask students to reflect on a time in their own lives
when they wanted to speak up but didn’t.
c. On a piece of paper, describe what happened.
d. Explain what the consequences of not speaking up
were.
e. When finished, fold the paper so that it cannot be
read and staple it closed.
2. Anticipating what will be learned.
a. Explain to students that they are going to
examine some historical events in which someone
has attempted to stifle self-expression and the
consequences of these actions.

© Province of British Columbia English Language Arts 10—Teacher Directed 19

 Part A—Learning About Voice Lesson 4: Silencing Voices

Processing
Teacher Student
(30 minutes) • Actively participate in the
1. Activity: Say Something. activity.
a. Divide the class into equal groups. • Students record the
b. Distribute copies of one of the readings to each member of the important ideas from the
group. (Members of the same group read the same reading.) other groups.
c. Groups choose a stopping point part way through the reading.
d. Everyone reads silently to the stopping point and take turns
to “say something.” That something might be a question, a
summary, a key point, an interesting idea, or a new connection.
(Prompts: What’s important? Why? How does it connect to
something else?)
e. The group chooses a new stopping point and reads silently to the
next stopping point and repeats the process.
f. Continue until the selection is completed.
g. Discuss the reading as a whole group.
2. Groups choose a spokesperson to report to the whole class.
a. Who raised their voice?
b. Who tried to silence the voice?
c. What were the consequences?
3. Summarize these reports on the board for other students to record.

Transforming
Teacher Student
(15 minutes) (Homework) • Complete the organizer.
1. Review with the students their learning so far today.
a. At great personal risk people have spoken up and suffered
consequences.
2. Without revealing the source, introduce the students to the quotation:
“Oh, that is all well and good, but, voice or no voice, the people can
always be brought to the bidding of the leaders.”
a. Ask students if this statement is true
i. in this school? (student leaders? staff leaders?)
ii. in this classroom?
iii. in their group of friends?
iv. in the country?
v. in the world?
b. Ask the students if speaking up effectively can prevent leaders from
manipulating people.
3. Reveal the source of the quote to the students.
a. Read through the Göring interview with the students.
b. Solicit student reaction.
4. Assignment: Opinion Piece
In a paragraph of approximately 100–150 words, describe the
consequences of people failing to speak up for themselves or on behalf
of others. In your paragraph, make specific reference to the ideas you
recorded during the reporting out earlier in the class.

20 English Language Arts 10—Teacher Directed © Province of British Columbia

Part A—Learning About Voice Lesson 4: Silencing Voices

Reflection/Assessment
Teacher Student
1. Your paragraph will be assessed using Quick Scale: • Complete paragraph assignment for
Grade 10 Writing Personal Views or Response in the homework if necessary.
Assessment Tools.

2. In the Pause and Reflect Journals, students should • Complete Pause and Reflect Journals.
comment on the issues they are considering for their • File all documents from today in their
projects. Are these issues something that they need to portfolios.
speak out about or merely want to speak out about?
If they haven’t thought of any issues yet, ask them to
write about some issues that everyone should probably
speak out about.

© Province of British Columbia English Language Arts 10—Teacher Directed 21

 Part A—Learning About Voice Lesson 5: Finding Your Voice

Lesson 5: Finding Your Voice

Learning Intention: People choose to express their voice in different ways.

Resources and Materials Preparation

• Individual or class access to: • One copy per student of Student
ƒƒ Print copy of a dramatic monologue Handout 5: Nine Different Voices.
ςς Network – Mad as Hell (strong language, blasphemy) – • One copy per student of Student
http://www.youtube.com/watch?v=QMBZDwf9dok Handout 6: Choosing Your Voice.
ςς Monologues for Young Actors – http://www.youtube.com/
watch?v=Y_eKTh8wAsc
ƒƒ Video example of slam poetry
ςς Taylor Mali – What Teachers Make – http://www.
onlineuniversities.com/blog/2010/07/10-most-amazing-
slam-poets-on-youtube/
ƒƒ Reproduction of visual arts
ςς Diego Rivera – Man, Controller of the Universe – http://
en.wikipedia.org/wiki/Man,_Controller_of_the_Universe
ςς Sand sculpture – http://img.izismile.com/img/
img4/20110823/640/the_best_sand_sculptures_in_the_
world_640_40.jpg
ƒƒ Mash-up
ςς Wax Audio – Stayin' Alive In The Wall (Pink Floyd vs.
Bee Gees Mashup) – http://www.youtube.com/
watch?feature=player_embedded&v=U13xOvDa19U#!
ςς Pink Floyd – The Wall – http://www.youtube.com/
watch?v=AFWiqiGt7Hs
ςς Movie clip – Stayin’ Alive – http://www.youtube.com/
watch?v=u1qN6gLbUMw
ςς Bee Gees – Stayin’ Alive – http://www.youtube.com/
watch?v=I_izvAbhExY
ƒƒ Video
ςς Robert-Jan Lacombe – kwa-heri-mandima – http://www.
shortoftheweek.com/2012/10/18/kwa-heri-mandima/
ƒƒ Song
ςς Janis Ian – At Seventeen (lyrics) – http://www.pbs.org/
inthemix/educators/lessons/selfimage2/atseventeen_lyrics.
html
ƒƒ Presentation (interview)
ςς Elie Wiesel – On Forgiveness – http://www.youtube.com/
watch?v=ObfQ2UdnGSo
ƒƒ Mime
ςς Samuel Avital – Black and White – http://www.youtube.com/
watch?v=JAIEYKMwxBk
ƒƒ Storytelling
ςς The Big Rock Story – http://www.youtube.com/watch?v=_
MiNO2qpESE

22 English Language Arts 10—Teacher Directed © Province of British Columbia

Part A—Learning About Voice Lesson 5: Finding Your Voice

Connecting
Teacher Student
(5 minutes) • Complete the left column
1. Setting the purpose for learning of Handout 5.
ƒƒ Your purpose today is to look at some other options you have for
expressing your voice in your project. It is important to “Speak Up,
Speak Out” effectively, but it you have to do it in a manner that
suits you.
ςς ask students to come up with a common definition of
“effectively”
ƒƒ Before we begin work, I’d like you to rate 9 different voices people
use to express themselves.
ƒƒ Distribute Student Handout 5: Nine Different Voices and explain
instructions to the students.
ƒƒ Allow students time to complete their first ranking of the
effectiveness of the different kinds of voice.

Processing
Teacher Student
(45 minutes) • Record ideas on
1. Guided Practice: Handout 6.
a. Distribute Student Handout 6: Choosing Your Voice.
b. Guide the students through the first two types of voice (Dramatic
Monologue and Poetry). See sample responses in the Assessment
Tools.
2. Independent Practice:
a. Students view the remaining types of voices and complete the
handout on their own.

3. Students re-rank the types of voice. • Rank the voices in

a. Discuss who changed their ranking and why. the middle column of
Handout 5.

© Province of British Columbia English Language Arts 10—Teacher Directed 23

 Part A—Learning About Voice Lesson 5: Finding Your Voice

Transforming
Teacher Student
(5 minutes) • Rank the types of voice a final
1. Remind students that sometimes what we admire or appreciate time on Handout 5.
in others isn’t a part of our own lives.
a. For example, their best friend might go on and on about
how much they love playing baseball in the summer. They
are very talented as players. But if you can’t run, catch, hit,
or throw, as much as you admire that friend, baseball just
isn’t for you!
2. Draw a parallel with what the students have just experienced.
a. Maybe they were “blown away” by the mash-up, but
just aren’t good with computers. Maybe the dramatic
monologue was very moving for them, but they’re too shy
to get up in front of an audience to perform.
3. Ask the students to take a critical look at their own personalities,
their own talents and abilities, and rank the types of voice one
last time. How effective will you be at “Speaking Up, Speaking
Out” if you use this type of voice?

Reflection/Assessment
Teacher Student
(10 minutes) • Make an entry in their Pause
1. In their Pause and Reflect Journals, students should comment on and Reflect Journals
the type of voice they will most likely use in their projects. • File all documents from their
work today in their portfolios.

24 English Language Arts 10—Teacher Directed © Province of British Columbia

Part B—Researching An Issue

Lessons: Part B—Researching an Issue

Considerations for the research component of this unit:
• Teachers should cooperatively plan Lessons 2B, 6, 7, and 8 with their teacher
librarian. Appendix C includes some tools to help complete this task.
• Teachers may wish to present Lessons 6-8 to the students concurrently.
• Students must be given adequate independent working time to complete
research to complete their “Inspiration Maps” and to collect relevant
information for projects.

© Province of British Columbia English Language Arts 10—Teacher Directed 25

 Part B—Researching An Issue Lesson 6: Preparing for Research

Lesson 6: Preparing for Research

Learning Intention: Focus makes the research task much easier.

Resources and Materials Preparation

• Student portfolios of work completed to date. • Co-planning the research lessons with the
• Access to print or online sources of information. teacher librarian.
• Access to mind mapping software. • Lessons 6–8 may be presented concurrently.
• One copy per student of Student Handout 7:
The Research Top Ten.

Connecting
Teacher Student
(5 minutes) • Organize their portfolios.
1. Activating prior knowledge: • Review the documents
a. Make sure all students have their portfolios. Ask the students to in the portfolios as the
make sure that the documents in their portfolios appear in the teacher reviews the
order that they were done. The Pause and Reflect Journal should be lessons.
kept to the side.
b. Review Student Handout 1: Assignment – Speaking Up, Speaking Out
to remind students what the task is.
c. Remind students that they have already done some work looking
at possible topics and issues to research:
i. In Lesson 2, they analyzed some examples of voice and then
identified the topics and issues that were expressed.
ii. In Lesson 3, they identified topics and issues and looked for
three big questions that had been answered.
iii. In Lesson 4, they looked at times when people who needed
to talk about an issue or topic were prevented from doing
so. They also considered the idea that some issues are so
important they must be expressed.
iv. In Lesson 5, they considered the idea that often the topic or
issue that is expressed can be very personal.

Processing
Teacher Student
(15 minutes) • Decide on their topic and
1. Setting the Purpose – Students plan their research: issue.
a. Students choose whether they want to “Speak Up, Speak Out” • Write down their three
about themselves or on behalf of others. big questions.
b. Students choose their topic and identify an issue related to that
topic.
c. Students compose at least three “big questions” about that issue.

(10 minutes) • Students participate in

2. Students share with their ideas in small groups. discussion.

26 English Language Arts 10—Teacher Directed © Province of British Columbia

Part B—Researching An Issue Lesson 6: Preparing for Research

Transforming
Teacher Student
(45 minutes) • Begin research keeping
1. Inspiration Maps track of their sources of
a. Help the students see the correlation between the layout of their information.
Inspiration Maps and their issue and questions. (Topic is central,
questions become three major “clouds” of information.)
b. Students begin research.
(Note: Inspiration Maps software is offered as an example only. In
planning with the teacher librarian, teachers should determine how
they want students to take their research notes. Options include any
mind mapping software, traditional outlining, Cornell notes, Power
Notes, etc.)

Reflection/Assessment
Teacher Student
(10 minutes) • Decide on their topic and
1. Pause and Reflect Journal. Student entries should be about their work issue.
this class. What are they noticing about their research, the reliability • Write down their three
of information, the Inspiration Maps, etc.? big questions.

(10 minutes) • Students respond in their

2. Students share with their ideas in small groups. journals.

© Province of British Columbia English Language Arts 10—Teacher Directed 27

 Part B—Researching An Issue Lesson 7: Evaluating Sources of Information

Lesson 7: Evaluating Sources of Information

Learning Intention: Quality research demands accurate, reliable information.

Resources and Materials Preparation

• Access to the Internet • Student access to:
ƒƒ YouTube ƒƒ Is It Real? . . . Or Is It Take?
ςς The Spaghetti Harvest – http://www. ςς http://www2.winthrop.edu/dacus/instruction/
youtube.com/watch?v=27ugSKW4- webevaluation.pdf
QQ ƒƒ Gallery of Hoax WebSites
ƒƒ Wikipedia ςς http://www.museumofhoaxes.com/hoaxsites2.
ςς Spaghetti Tree Hoax – http:// html
en.wikipedia.org/wiki/Spaghetti_tree_ ƒƒ Website Authenticity
hoax ςς http://www.techsavvyed.net/archives/32
ƒƒ Audio recording • Hard copies of the list of sites.
ςς The War of the Worlds – http://archive. • Student access to Evaluating Sources of Information
org/details/OrsonWellesMrBruns ƒƒ (http://help.library.ubc.ca/evaluating-and-citing-
ƒƒ Wikipedia sources/evaluating-information-sources/)
ςς The War of the Worlds (Radio Drama) • Hard copies of the information found on the site.
– http://en.wikipedia.org/wiki/ • One copy per student of Student Handout 8: Analyzing
The_War_of_the_Worlds_%28radio_ Online Sources of Information.
drama%29

Connecting
Teacher Student
(15 minutes) • Participate in discussions.
1. Class discussion:
• Introduce the video by telling students that when it was made, this
documentary had a significant impact in Britain where it first aired.
• Show the video and invite student response.
• Provide the students with some of the background information
about the public reaction to the video when it first aired in 1957.
• Repeat the process with an excerpt of the audio recording of “The
War of the Worlds.”
• Ask students to discuss with each other their experiences of
something that seemed real but turned out to be fake.

Processing
Teacher Student
(20 minutes) • Record their judgments
1. Ask students to work through the list of sites found on the Think and reasons for them on
About the Web site to analyze which offer accurate and reliable the list of websites.
information and which do not.
2. Bring the students back together as a group to compare their
findings.

28 English Language Arts 10—Teacher Directed © Province of British Columbia

Part B—Researching An Issue Lesson 7: Evaluating Sources of Information

Transforming
Teacher Student
(30 minutes) • Analyze websites as they
1. Distribute copies of Student Handout 8: Analyzing online sources of complete some research.
information:
• Ask students to now move to researching their chosen topic.
• Fill in the handout as they find information they believe they can
trust.
• As they do so, they should refer to Evaluating Sources of
Information to complete the right hand column of the worksheet.

Reflection/Assessment
Teacher Student
(5 minutes) • Reflect and respond in
1. Ask students to consider what they have done today that was their journals.
different that the way they normally use the Internet. • Retain all working
2. Record their observations in their Pause and Reflect Journals. documents in their
portfolios.

© Province of British Columbia English Language Arts 10—Teacher Directed 29

 Part B—Researching An Issue Lesson 8: Acknowledging Sources of Information

Lesson 8: A
 cknowledging Sources
of Information
Learning Intention: Researchers have a moral and ethical obligation to credit their sources of
information.

Resources and Materials Preparation

1. Online access to citation 1. One copy per student of each of:
generators: a. Student Handout 9: Preventing Plagiarism
• EasyBib b. Student Handout 10: How Do I Cite Sources?
• KnightCite c. Student Handout 11: Listing References
• Son of Citation Machine 2. Students should also continue to make use of Student
• Bibme Handout 8: Analyzing Online Sources Of Information which they
were given in the last lesson.
Note: This lesson includes a lot of content on ethical use
of information. It is important to break the lessons up into
manageable chunks as appropriate to the class and the time
spent in the library. It is important that students be aware of
this content both when they are completing their research and
as they begin to draft their final products.

Connecting
Teacher Student
(5 minutes) • Reflect and respond.
1. Ask students to reflect on their early years in school and how they felt
about someone “stealing” their ideas. Did some of them mind that
others used their good ideas? Did some of them not mind? Did they
ever experience someone else getting praise for ideas or work that
wasn’t their own?
2. Explain that sense of unfairness is common to all humans and that
the concept of ownership of ideas becomes more important as they
become adults. Explain this in terms of:
• ethical use of information
• copyright of intellectual property
• honesty in scholarship

Processing
Teacher Student
(15 minutes) • Respond to the
1. Distribute the handouts and help students understand the content instruction.
through direct instruction or small group discussions. • Retain the documents for
• Caution students that it will be important for them to retain these reference.
documents for reference as they complete their research and
produce their project.
2. Demonstrate the use of online citation generators.
• Give students clear instruction regarding APA or MLA style.

30 English Language Arts 10—Teacher Directed © Province of British Columbia

Part B—Researching An Issue Lesson 8: Acknowledging Sources of Information

Transforming
Teacher Student
1. Monitor the students’ research to ensure that they are keeping • Continue their research.
track of their sources of information and being careful to
accurately transcribe material they are going to use in citations.
2. Schedule additional independent working periods to allow
students to complete thorough research.

Reflection/Assessment
Teacher Student
1. Assessment For Learning • Apply principles of ethical
ƒƒ Use sticky notes as “tickets out” at the end of independent use of information in their
research sessions to have students self-assess their mastery of Inspiration Maps and projects.
the research process. (See Sample: Sticky Notes Self Assessment
in the Assessment Tools.)
ƒƒ Regularly and frequently monitor student use of quotations
and the formatting of their bibliographies
2. Assessment of Learning
ƒƒ Summative assessment of citations done by students.
ςς Summative Evaluation: Inspiration Map in the Assessment
Tools. Co-construct assessment criteria for the Inspiration
Maps with students that assess content and form. Have
students complete a self-assessment using the criteria,
followed by a teacher assessment.
3. Assessment of Learning
ƒƒ Summative assessment of research process and product.
ςς Summative Evaluation: “Speaking Up, Speaking Out” in the
Assessment Tools
ςς Summative Evaluation: Working Portfolio” in the Assessment
Tools

© Province of British Columbia English Language Arts 10—Teacher Directed 31

 Speaking Up, Speaking Out Finding a Voice to Communicate

Appendices
Student Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Assessment Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Collaborative Planning Tools . . . . . . . . . . . . . . . . . . . . . . . . 59
Curricular and Cross Curricular Considerations . . . . . . . . . . . . . . . 61

32 English Language Arts 10—Teacher Directed © Province of British Columbia

Student Handouts

Student Handouts
Student Handouts
Student Handout 1: Assignment—Speaking up, Speaking Out . . . . . 34
Student Handout 2: Anticipation Guide . . . . . . . . . . . . . . . . . 35
Student Handout 3: Analyzing Voice . . . . . . . . . . . . . . . . . . 36
Student Handout 4: Unheard Voices . . . . . . . . . . . . . . . . . . 37
Student Handout 5: Nine Different Voices . . . . . . . . . . . . . . . 38
Student Handout 6: Choosing Your Voice . . . . . . . . . . . . . . . . 39
Student Handout 7: The Research Top Ten . . . . . . . . . . . . . . . 42
Student Handout 8: Analyzing Sources of Information . . . . . . . . . 43
Student Handout 9: Preventing Plagiarism . . . . . . . . . . . . . . . 45
Student Handout 10: How Do I Cite Sources? . . . . . . . . . . . . . . 47
Student Handout 11: Listing References . . . . . . . . . . . . . . . . 51

© Province of British Columbia English Language Arts 10—Teacher Directed 33

 Student Handout 1 Assignment—Speaking up, Speaking Out

Student Handout 1:
Assignment—Speaking up, Speaking Out

Your task is to use an effective voice to communicate an issue to others.

You may express yourself in any way. These are some suggestions:
• Prepare and perform a dramatic monologue, play, mime, or series of tableaux.
• Write and perform a poem or song.
• Create a piece of visual art, performance art, or interpretive dance.
• Assemble a mash-up or produce a video.
• Use storytelling or historical retelling.

To help you accomplish your task there are three parts to this unit:
• You will learn about the need to develop a voice, the purposes for expressing a
voice, and the effects of using different forms of voice.
• You will learn to identify an issue and to develop a question that can be
researched.
• You will develop your skills in using a particular form of voice to communicate
your issue.

Choose one of these two options:

Option Use Your Voice Research Possibilities

Content Form of Expression
A • to express yourself • about the concept and • history of the form of
related emotion or issue expression you are using
(e.g., resentment, anger, (e.g., popular music as a
injustice, etc.) form of protest, the history
of modern dance, etc.)

B • to express the • history and conflicting • technical aspects of your

concerns of others views of the issue chosen form of expression
(e.g., how to enhance
video, how to create a
mash-up, principles of
design in collage, etc.)

Minimum Expectations:
• You will use your voice to communicate to your peers.
• Your presentation will be at least 3 minutes long.

34 English Language Arts 10—Teacher Directed © Province of British Columbia

Student Handout 2 Anticipation Guide

Student Handout 2:
Anticipation Guide
Before you begin any unit of study, it is important to review what you already know or
believe about the topic.

Read each statement found in the left column of the table. In the middle column,
indicate whether you agree or disagree with the statement. In the right column,
explain the reasons for your response.

Statement Explanation for Response

AGREE
Everyone gets to share their voice.
DISAGREE

AGREE
People share or hide their voice.
DISAGREE

AGREE
Some people’s voices are silenced.
DISAGREE

AGREE
It is important to share your voice.
DISAGREE

There are specific times when AGREE

sharing your voice is necessary. DISAGREE

If you can’t share your voice, you AGREE

don’t have one. DISAGREE

© Province of British Columbia English Language Arts 10—Teacher Directed 35

36
Student Handout 3:
Analyzing Voice
You are going to be presented with three very different voices. As you experience each voice, record your reaction on the
table below.

What is the author or speaker doing on What does this make you think? Feel? Could you use this technique in your project?
purpose? Connect to? Understand? If so, how? If not, why?
Student Handout 3

English Language Arts 10—Teacher Directed

Voice 1:
Voice 2:
Voice 3:
Analyzing Voice

© Province of British Columbia

Student Handout 4 Unheard Voices

Student Handout 4:
Unheard Voices
Think about what you have read and discussed in “The Final Word.”

As you complete the table below, make specific reference to at least two of the reading
passages discussed in your group.

Under what conditions are people unable to What consequences do they experience because
“Speak Up, Speak Out”? they cannot do so?

© Province of British Columbia English Language Arts 10—Teacher Directed 37

 Student Handout 5 Nine Different Voices

Student Handout 5:
Nine Different Voices
Instructions:
• Rank different types of voice from 1 (most effective) to 9 (least effective).
• You will do this three times during the course of the lesson.

Before The Samples After The Samples In Your Project

(If you are unfamiliar with any (Take into consideration your
of the forms of expression, own comfort level, skills,
leave the space blank.) talents, and abilities.)

dramatic monologue dramatic monologue dramatic monologue

poem poem poem

work of art work of art work of art

mash-up mash-up mash-up

video video video

song song song

presentation presentation presentation

mime mime mime

storytelling storytelling storytelling

38 English Language Arts 10—Teacher Directed © Province of British Columbia

 Student Handout 6:
Choosing Your Voice
Instructions: View samples of nine different types of voices and rate them according to how you react to them.
1. Mark an X on the line to indicate whether the voice is not at all effective, extremely effective, or somewhere in between.
2. Describe the characteristics of the voice. (Is it written? Performed? Serious? Humorous? Silent? Visual? Colourful?)
3. Suggest some reasons why this might be a good choice for the voice you use in your project.
Student Handout 6

4. Suggest some reasons why this might be a poor choice for the voice you use in your project

Not At All Effective Extremely Effective

Characteristics of the voice: Reasons why this might be a good choice: Reasons why this would be a poor choice:

© Province of British Columbia

Dramatic Monologue
Not At All Effective Extremely Effective
Characteristics of the voice: Reasons why this might be a good choice: Reasons why this would be a poor choice:

Poetry
Not At All Effective Extremely Effective
Characteristics of the voice: Reasons why this might be a good choice: Reasons why this would be a poor choice:

Visual
Choosing Your Voice

English Language Arts 10—Teacher Directed 39

40
Not At All Effective Extremely Effective
Characteristics of the voice: Reasons why this might be a good choice: Reasons why this would be a poor choice:

Mash-up
Student Handout 6

Not At All Effective Extremely Effective

Characteristics of the voice: Reasons why this might be a good choice: Reasons why this would be a poor choice:

English Language Arts 10—Teacher Directed

Video
Not At All Effective Extremely Effective
Characteristics of the voice: Reasons why this might be a good choice: Reasons why this would be a poor choice:

Song
Choosing Your Voice

© Province of British Columbia

 Not At All Effective Extremely Effective
Characteristics of the voice: Reasons why this might be a good choice: Reasons why this would be a poor choice:
Student Handout 6

Presentation
Not At All Effective Extremely Effective
Characteristics of the voice: Reasons why this might be a good choice: Reasons why this would be a poor choice:

© Province of British Columbia

Mime
Not At All Effective Extremely Effective
Characteristics of the voice: Reasons why this might be a good choice: Reasons why this would be a poor choice:

Story
Choosing Your Voice

English Language Arts 10—Teacher Directed 41

 Student Handout 7 The Research Top Ten

Student Handout 7:
The Research Top Ten
Self-Assessment: “Speaking Up, Speaking Out”
Subject librarians and front line staffs of academic libraries have come up with, David
Letterman style, The Top Ten Things High School Students Should Know to Get
Started Doing Research in First Year Post Secondary.

On the right hand side of the table below, evaluate your learning/knowing of the
following items on a 10-point scale. 10 means: “You know it, you got it, done!”
2 means: “You have more learning to do before university begins!”

1. How to look something up in the library catalogue and then use that mysterious “call
number” to go to the “stacks” and locate it.

2. The difference between a book and a journal. How can you tell from looking at the
“citation” what that source you’ve found actually is? (And what is a citation anyway?)

3. The reason you should write down a citation for that perfect quote you just used in your
paper.

4. How to select and search in an online index/database. (And the difference between
searching for a journal title and a journal article on a given subject.)

5. The difference between searching in Google and searching in the library’s databases.
What’s the benefit?

6. How to critically appraise a source of information on the web. (e.g., a government site, a
commercial site, a personal site, a scholarly site.)

7. The difference between a scholarly/peer reviewed source and a popular source; a primary
source and a secondary source; and when they are appropriate to use.

8. What plagiarism is – period. The web has made “lifting” text so easy that some students
are unaware of that fine line between extensive quoting and misrepresenting something
as your own work.

9. How to formulate a research question and develop a thesis statement, and then use their
research to support that statement. This one sounds like we are asking a lot, but this is
a core skill for any discipline. Think of it as having a plan for defining completing the
assignment.

10. That help is available and it’s OK to ask someone, even a librarian, for guidance. The only
“stupid question” is the one that never gets asked. The worlds of document delivery,
interlibrary loan, and microfiche searching are best entered with a partner.

Compiled for work with VSB’s School Library Resource Centre Consultative Committee,
by Hope Power of SFU’s Education Library and Chris Ball of UBC’s Education Library,
Top Ten Research Skills for First Year University Student

42 English Language Arts 10—Teacher Directed © Province of British Columbia

 Student Handout 8:
Analyzing Sources of Information
Call Number Title Of Publication Author Reasons For Trusting This
Or Url: Or Site: Or Site Originator: Information:
Student Handout 8

© Province of British Columbia

Analyzing Sources of Information

English Language Arts 10—Teacher Directed 43

 Student Handout 8 Analyzing Sources of Information

Reasons For Trusting This

Information:
Or Site Originator:
Author
Title Of Publication
Or Site:
Call Number
Or Url:

44 English Language Arts 10—Teacher Directed © Province of British Columbia

 Student Handout 9 Preventing Plagiarism

Student Handout 9:
Preventing Plagiarism
In a research paper, you have to come up with your own original ideas while at the same
time using work that’s already been done by others. But how can you tell where their
ideas end and your own begin? What’s the proper way to include sources in your paper?
If you change some of what an author said, do you still have to cite that person?
Confusion about the answers to these questions often leads to plagiarism. If you have
similar questions, or are concerned about preventing plagiarism, we recommend using
the checklist below.

A. Consult with Your Instructor

Have questions about plagiarism? If you can’t find the answers on our site, or are unsure
about something, you should ask your instructor. He or she will most likely be very
happy to answer your questions. You can also check out the guidelines for citing sources
properly. If you follow them, and the rest of the advice on this page, you should have no
problems with plagiarism.

B. Plan Your Paper

Planning your paper well is the first and most important step you can take toward
preventing plagiarism. If you know you are going to use other sources of information,
you need to plan how you are going to include them in your paper. This means working
out a balance between the ideas you have taken from other sources, and your own,
original ideas. Writing an outline, or coming up with a thesis statement in which you
clearly formulate an argument about the information you find, will help establish the
boundaries between your ideas and those of your sources.

C. Take Effective Notes

One of the best ways to prepare for a research paper is by taking thorough notes from all
of your sources, so that you have much of the information organized before you begin
writing. On the other hand, poor note taking can lead to many problems – including
improper citations and misquotations, both of which are forms of plagiarism! To avoid
confusion about your sources, try using different colored fonts, pens, or pencils for
each one, and make sure you clearly distinguish your own ideas from those you found
elsewhere. Also, get in the habit of marking page numbers, and make sure that you
record bibliographic information or web addresses for every source right away—finding
them again later when you are trying to finish your paper can be a nightmare!

D. When in Doubt, Cite Sources

Of course you want to get credit for your own ideas. And you don’t want your instructor
to think that you got all of your information from somewhere else. But if it is unclear
whether an idea in your paper really came from you, or whether you got it from
somewhere else and just changed it a little, you should always cite your source. Instead
of weakening your paper and making it seem like you have fewer original ideas, this will
actually strengthen your paper by: 1) showing that you are not just copying other ideas

© Province of British Columbia English Language Arts 10—Teacher Directed 45

 Student Handout 9 Preventing Plagiarism

but are processing and adding to them, 2) lending outside support to the ideas that
are completely yours, and 3) highlighting the originality of your ideas by making clear
distinctions between them and ideas you have gotten elsewhere

E. Make it Clear Who Said What

Even if you cite sources, ambiguity in your phrasing can often disguise the real source
of any given idea, causing inadvertent plagiarism. Make sure when you mix your own
ideas with those of your sources that you always clearly distinguish them. If you are
discussing the ideas of more than one person, watch out for confusing pronouns. For
example, imagine you are talking about Harold Bloom’s discussion of James Joyce’s
opinion of Shakespeare, and you write: “He brilliantly portrayed the situation of a
writer in society at that time.” Who is the “He” in this sentence? Bloom, Joyce, or
Shakespeare? Who is the “writer”: Joyce, Shakespeare, or one of their characters?
Always make sure to distinguish who said what, and give credit to the right person.

F. Know How to Paraphrase

A paraphrase is a restatement in your own words of someone else’s ideas. Changing a
few words of the original sentences does not make your writing a legitimate paraphrase.
You must change both the words and the sentence structure of the original, without
changing the content. Also, you should keep in mind that paraphrased passages still
require citation because the ideas came from another source, even though you are
putting them in your own words.
The purpose of paraphrasing is not to make it seem like you are drawing less directly
from other sources or to reduce the number of quotations in your paper. It is a common
misconception among students that you need to hide the fact that you rely on other
sources. Actually it is advantageous to highlight the fact that other sources support
your own ideas. Using quality sources to support your ideas makes them seem stronger
and more valid. Good paraphrasing makes the ideas of the original source fit smoothly
into your paper, emphasizing the most relevant points and leaving out unrelated
information.

G. Evaluate Your Sources

Not all sources on the web are worth citing—in fact, many of them are just plain wrong.
So how do you tell the good ones apart? For starters, make sure you know the author(s)
of the page, where they got their information, and when they wrote it (getting this
information is also an important step in avoiding plagiarism!). Then you should
determine how credible you feel the source is: how well they support their ideas, the
quality of the writing, the accuracy of the information provided, etc. We recommend
using Portland Community College’s “Rubrics for Evaluating Web Pages” as an easy
method of testing the credibility of your sources.
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46 English Language Arts 10—Teacher Directed © Province of British Columbia

Student Handout 10 How Do I Cite Sources?

Student Handout 10:

How Do I Cite Sources?
This depends on what type of work you are writing, how you are using the borrowed
material, and the expectations of your instructor.

First, you have to think about how you want to identify your sources. If your sources
are very important to your ideas, you should mention the author and work in a
sentence that introduces your citation. If, however, you are only citing the source to
make a minor point, you may consider using parenthetical references, footnotes, or
endnotes.

There are also different forms of citation for different disciplines. For example, when
you cite sources in a psychology paper, you would probably use a different form of
citation than you might in a paper for an English class.

Finally, you should always consult your instructor to determine the form of citation
appropriate for your paper. You can save a lot of time and energy simply by asking,
“How should I cite my sources,” or “What style of citation should I use?” before you
begin writing.

Identifying Sources in the Body of Your Paper

The first time you cite a source, it is almost always a good idea to mention its
author(s), title, and genre (book, article, or web page, etc.). If the source is central to
your work, you may want to introduce it in a separate sentence or two, summarizing
its importance and main ideas. But often you can just tag this information onto the
beginning or end of a sentence. For example, the following sentence puts information
about the author and work before the quotation:

Milan Kundera, in his book The Art of the Novel, suggests that “if the novel
should really disappear, it will do so not because it has exhausted its powers
but because it exists in a world grown alien to it.”

You may also want to describe the authors if they are not famous, or if you have
reason to believe your reader does not know them. You should say whether they are
economic analysts, artists, physicists, etc. If you do not know anything about the
authors, and cannot find any information, it is best to say where you found the source
and why you believe it is credible and worth citing. For example:

In an essay presented at an Asian Studies conference held at Duke University,

Sheldon Garon analyzes the relation of state, labor unions, and small businesses
in Japan between the 1950s and 1980s.

© Province of British Columbia English Language Arts 10—Teacher Directed 47

 Student Handout 10 How Do I Cite Sources?

If you have already introduced the author and work from which you are citing, and
you are obviously referring to the same work, you probably don’t need to mention
them again. However, if you have cited other sources and then go back to one you
had cited earlier, it is a good idea to mention at least the author’s name again (and the
work if you have referred to more than one by this author) to avoid confusion.

Quoting Material: What is Quoting?

Taking the exact words from an original source is called quoting. You should quote
material when you believe the way the original author expresses an idea is the most
effective means of communicating the point you want to make. If you want to borrow
an idea from an author, but do not need his or her exact words, you should try
paraphrasing instead of quoting.

How Often Should I Quote?

Quote as infrequently as possible. You never want your essay to become a series of
connected quotations, because that leaves little room for your own ideas. Most of the
time, paraphrasing and summarizing your sources is sufficient (but remember that you
still have to cite them!). If you think it’s important to quote something, an excellent
rule of thumb is that for every line you quote, you should have at least two lines
analyzing it.

How Do I Incorporate Quotations in My Paper?

Most of the time, you can just identify a source and quote from it, as in the first
example above. Sometimes, however, you will need to modify the words or format of
the quotation in order to fit in your paper. Whenever you change the original words
of your source, you must indicate that you have done so. Otherwise, you would be
claiming the original author used words that he or she did not use. But be careful
not to change too many words! You could accidentally change the meaning of the
quotation, and falsely claim the author said something they did not.

For example, let’s say you want to quote from the following passage in an essay called
“United Shareholders of America,” by Jacob Weisberg:

“The citizen-investor serves his fellow citizens badly by his inclination to

withdraw from the community. He tends to serve himself badly as well. He
does so by focusing his pursuit of happiness on something that very seldom
makes people happy in the way they expect it to.”

When you quote, you generally want to be as concise as possible. Keep only the
material that is strictly relevant to your own ideas. So here you would not want to
quote the middle sentence, since it is repeated again in the more informative last
sentence. However, just skipping it would not work—the final sentence would not
make sense without it. So, you have to change the wording a little bit. In order to do
so, you will need to use some editing symbols. Your quotation might end up looking
like this:

48 English Language Arts 10—Teacher Directed © Province of British Columbia

Student Handout 10 How Do I Cite Sources?

In his essay, “United Shareholders of America,” Jacob Weisberg insists that “the
citizen-investor serves his fellow citizens badly by his inclination to withdraw
from the community. He tends to serve himself badly... by focusing his pursuit
of happiness on something that very seldom makes people happy in the way
they expect it to.”

The ellipses (...) indicate that you have skipped over some words in order to condense
the passage. But even this version is still a bit lengthy—there is something else you can
do to make it even more concise. Try changing the last sentence from:

“He tends to serve himself badly... by focusing his pursuit of happiness on

something that very seldom makes people happy in the way they expect it to.”

To:

“He tends to serve himself badly... by focusing his pursuit of happiness on

[money].”

The square brackets around the word “money” indicate that you have substituted that
word for other words the author used. To make a substitution this important, however,
you had better be sure that “money” is what the final phrase meant—if the author
intentionally left it ambiguous, you would be significantly altering his meaning. That
would make you guilty of fraudulent attribution. In this case, however, the paragraph
following the one quoted explains that the author is referring to money, so it is okay.

As a general rule, it is okay to make minor grammatical and stylistic changes to

make the quoted material fit in your paper, but it is not okay to significantly alter the
structure of the material or its content.

Quoting Within Quotes

When you have “embedded quotes,” or quotations within quotations, you should
switch from the normal quotation marks (“”) to single quotation marks (‘’) to show
the difference. For example, if an original passage by John Archer reads:

The Mountain Coyote has been described as a “wily” and “single-minded”

predator by zoologist Ima Warner.

Your quotation might look like this:

As John Archer explains, “The Mountain Coyote has been described as a ‘wily’
and ‘single-minded’ predator by zoologist Ima Warner.”

Note the double quotes surrounding the entire quotation, and the single quotes
around the words quoted in the original.

© Province of British Columbia English Language Arts 10—Teacher Directed 49

 Student Handout 10 How Do I Cite Sources?

How Do I Include Long Quotes in My Paper?

The exact formatting requirements for long quotations differ depending on the
citation style. In general, however, if you are quoting more than three lines of material,
you should do the following:
• Change the font to one noticeably smaller (in a document that is mostly
12 point font, you should use a 10 point font, for example).
• Double indent the quotation—that means adjusting the left and right margins so
that they are about one inch smaller than the main body of your paper.
• If you have this option in your word-processor, “left-justify” the text. That means
make it so that each line begins in the same place, creating a straight line on the
left side of the quotation, while the right side is jagged.
• Do not use quotation marks for the entire quotation—the graphic changes you
have made already (changing the font, double indenting, etc.) are enough to
indicate that the material is quoted. For quotations within that quotation, use
normal quotation marks, not single ones.
• You might want to skip 1.5 times the line spacing you are using in the document
before you begin the quotation and after it. This is optional and depends on the
style preferred by your instructor.

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50 English Language Arts 10—Teacher Directed © Province of British Columbia

 Student Handout 11 Listing References

Student Handout 11:

Listing References
What's a Bibliography?
A bibliography is a list of all of the sources you have used in the process of researching
your work. In general, a bibliography should include:
• The authors’ names.
• The titles of the works.
• The names and locations of the companies that published your copies of the
sources.
• The dates your copies were published.
• Relevant page numbers (optional).

Different kinds of sources, such as magazine articles and chapters in multi-author

volumes, may require more specific information to help your reader locate the material.

Ok, So What’s an Annotated Bibliography?

An annotated bibliography is the same as a bibliography with one important difference:
in an annotated bibliography, the bibliographic information is followed by a brief
description of the content, quality, and usefulness of the source.

What are Footnotes?

Footnotes are notes placed at the bottom of a page. They cite references or comment on
a designated part of the text above it. For example, say you want to add an interesting
comment to a sentence you have written, but the comment is not directly related to
the argument of your paragraph. In this case, you could add the symbol for a footnote.
Then, at the bottom of the page you could reprint the symbol and insert your comment.
Here is an example:
This is an illustration of a footnote.1

The superscript number “1” at the end of the sentence directs the reader to a note at the
bottom (the foot) of the page. See how it fits in the body of the text?

When your reader comes across the footnote in the main text of your paper, he or she
could look down at your comments right away, or else continue reading the paragraph
and read your comments at the end. Because this makes it convenient for your reader,
most citation styles require that you use either footnotes or endnotes in your paper.
Some, however, allow you to make parenthetical references (author, date) in the body of
your work.

Footnotes are not just for interesting comments, however. Sometimes, they simply refer
to relevant sources. In other words, they let your reader know where certain material
came from, or where they can look for other sources on the subject.

To decide whether you should cite your sources in footnotes or in the body of your
paper, you should ask your instructor.

© Province of British Columbia English Language Arts 10—Teacher Directed 51

 Student Handout 11 Listing References

Where Does The Little Footnote Mark Go?

Whenever possible, put the footnote at the end of a sentence, immediately following
the period or whatever punctuation mark completes that sentence. Skip two spaces after
the footnote before you begin the next sentence. If you must include the footnote in
the middle of a sentence for the sake of clarity, or because the sentence has more than
one footnote (try to avoid this!), try to put it at the end of the most relevant phrase,
after a comma or other punctuation mark. Otherwise, put it right at the end of the most
relevant word. If the footnote is not at the end of a sentence, skip only one space after it.

What’s the Difference Between Footnotes and Endnotes?

The only real difference is placement—footnotes appear at the bottom of the relevant
page, while endnotes all appear at the very end of your document. If your notes are very
important, footnotes are more likely to get your reader’s attention. Endnotes, on the
other hand, are less intrusive and will not interrupt the flow of your paper.

If I Cite Sources in the Footnotes (or Endnotes), How’s that Different from a
Bibliography?
In footnotes or endnotes, you are citing sources that are directly relevant to specific
passages in your paper. In a bibliography, you are citing all of the sources that you
researched, whether they relate to any specific part of your paper or not. So your
bibliography might contain “extra” sources which you read, but did not specifically cite
in your paper. Also, citations in footnotes or endnotes will always have page numbers,
referring to the specific passages relevant to that part of your paper, while citations in
bibliographies may have none. (If you read an entire book, for example, you would not
have to list specific page numbers in your bibliography. If you quoted the book, however,
you would have to mention the page numbers in your notes.)

What are “Works Cited” and “Works Consulted” Pages?

Sometimes you may be asked to include these—especially if you have used a
parenthetical style of citation. A “works cited” page is a list of all the works from which
you have borrowed material. Your reader may find this more convenient than footnotes
or endnotes because he or she will not have to wade through all of the comments and
other information in order to see the sources from which you drew your material. A
“works consulted” page is a complement to a “works cited” page, listing all of the works
you used, whether they were useful or not.

Isn’t a “Works Consulted” Page the Same as a “Bibliography,” Then?

Well, yes. The title is different because “works consulted” pages are meant to
complement “works cited” pages, and bibliographies may list other relevant sources
in addition to those mentioned in footnotes or endnotes. Choosing to title your
bibliography “Works Consulted” or “Selected Bibliography” may help specify the
relevance of the sources listed.

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52 English Language Arts 10—Teacher Directed © Province of British Columbia
Assessment Tools

Assessment Tools
Pause and Reflect Journal . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Self-Assessment As Learning: Critical Analysis . . . . . . . . . . . . . . . . 55
Quick Scale: Grade 10 Writing Personal Views or Response . . . . . . . . . 56
Summative Evaluation: Inspiration Map. . . . . . . . . . . . . . . . . . . 57
Summative Evalution: “Speaking Up, Speaking Out” . . . . . . . . . . . . 58

© Province of British Columbia An Integrated Unit for Grade 4 Social Studies and Science 53
 Assessment Tools Pause and Reflect Journal

Pause and Reflect Journal

At the end of each lesson, take time to reflect on your learning, the information you
have shared, discussed, and wondered about. Your reflection will be about ½ a page
long. Write in the first person.

You may choose to begin your reflection with one of these starters:
• I am starting to realize that…
• I wonder about…
• I am thinking about…
• I am curious about…
• I enjoyed…
• One idea that stands out for me now is… because…
• When we talked about… it reminded me of…
• I remember this time…
• Someone important to me once said…
• Now that I have learned…

54 English Language Arts 10—Teacher Directed © Province of British Columbia

Assessment Tools Self-Assessment As Learning: Critical Analysis

Self-Assessment As Learning: Critical Analysis

In Lesson 2 of this unit, you listened to three different examples
of voice.

Think again about the different voices and how you reacted to
them as an audience. Analyze how well the speakers were able
to communicate their message to you. What did they do well?
What did they need to improve?

Use your analysis to make some notes about what you should make sure to do and not
do as you complete your own project for “Speaking Up, Speaking Out.”
• Place an X on the line to indicate your reaction to the voices.
• Make some notes about what you should and should not do in your own
project.

I only listened I found what

to what was the different
being said speakers had
because I had to say was
to. interesting.
What this means for my project

I tended to I understood
sit back and the issues
let the words because I could
wash over connect them
me because it with what I
didn’t seem to already know.
matter.
What this means for my project:

The things I need to be

other people entertained
have to say to want to
always interest listen to what
me. someone says.
What this means for my project:

© Province of British Columbia English Language Arts 10—Teacher Directed 55

 Assessment Tools Quick Scale: Grade 10 Writing Personal Views or Response

Quick Scale: Grade 10 Writing Personal Views or Response

Not Yet Within Meets Expectations Fully Meets
Aspect Exceeds Expectations
Expectations (Minimal Level) Expectations
Snapshot The writing shows The writing is generally The writing is clear The writing creates an
problems with style, clear and conversational, and logical, with some impact on the reader,
form, and mechanics with a beginning, evidence of depth or with a sense of vitality
that obscure purpose middle, and end. maturity. Meets the and finesse. It exceeds
and meaning. May be However, development requirements of the requirements of the
too brief to meet basic is uneven, and the writer task with a sense of task and features some
requirements of the task. uses a limited repertoire purpose and control complex and mature
Reflects little knowledge of language, sentences, and with some variety in language, ideas, and
of the conventions of and techniques. language, sentences, and techniques. Few, if any,
writing. techniques. errors.
Meaning • Ideas are not • Ideas are generally • Ideas are fully • Ideas are fully
• ideas developed. straightforward developed and show developed with some
• support • May be very short, and clear; unevenly depth in places. originality, maturity,
• connection to with few examples and developed. • Supporting details and and individuality.
reader details. • Some relevant examples are relevant. • Details and examples
• Problems obscure any examples, details. • Personalizes the topic. often show some
sense of individuality. • May connect to own subtlety.
experience. • Tries to elicit a specific
response from the
reader.
Style • Often uses • Generally colloquial. • Appropriate tone and • Style and tone help to
• voice and tone inappropriate tone or • Limited repertoire of level of language. accomplish purpose,
• syntax language. sentences. • Varied sentence types add impact.
• vocabulary • Simple sentences and • Straightforward and lengths. • Wide repertoire of
• rhetorical coordination. vocabulary. • Varied and appropriate effective sentence
or stylistic • Basic vocabulary; • Little evidence language. structures.
techniques errors in word choice. of deliberate • Some attempts to use • Precise, concise
• Disjointed and techniques. effective techniques. language.
awkward. • Takes risks with a
variety of techniques.
Form • Opening usually • Opening establishes • Opening establishes • Engaging introduction.
• beginning introduces the topic. purposes. context and purpose. • Sound structure; seems
• organization • Structure may seem • Sequence is generally • Sequence is logical. effortless and natural.
and sequence illogical or random. logical but may lack • Transitions help to • Smoothly integrates
• transitions • May seem disjointed sense of direction. connect ideas clearly. elements such as
• ending because ideas are not • Transitions awkward • Conclusion focuses on dialogue, examples,
linked with transitions. or missing in places the purpose; tries to explanations, and
• Omits or provides • Conclusion is often provide a resolution. anecdotes.
ineffective ending. • Conclusion provides a
mechanical.
satisfying resolution.
Conventions • Includes frequent • Includes noticeable • May include some • Few errors; these do
• spelling noticeable errors errors that may errors; these are not distract the reader
• sentence in basic structures distract the reader generally not serious (may only be notice-
structure and and language that but do not interfere and do not distract the able when the reader
punctuation may interfere with with meaning. reader. looks for them).
• usage meaning.

Accessed 02/24/13: http://www.bced.gov.bc.ca/perf_stands/writing.htm

56 English Language Arts 10—Teacher Directed © Province of British Columbia

 Name of Student: Project Title:

Summative Evaluation: Inspiration Map

Criteria Self Assessment Teacher Assessment
Concepts:
• quality of information
Assessment Tools

• quantity of information
• relevance of information
• accuracy and reliability of information
• acknowledgement of sources

Organization
• clustering of main ideas and supporting details

© Province of British Columbia

• placement of information on map
• connections between ideas are clear

• Expression:
• appropriate use of key words and phrases
• paraphrasing rather than verbatim copying
• use of graphic elements
• use of citations

Mechanics:
• legibility
• spelling and punctuation
• use of capital letters
• use of space on page
• care and attention to craft
• formatting of bibliographic information
Summative Evaluation: Inspiration Map

English Language Arts 10—Teacher Directed 57

 58
Student: Project Title:

Summative Evalution: “Speaking Up, Speaking Out”

Co-Constructed Criteria
Peer Review Teacher Review
(Teacher And Students)
Meaning:
Assessment Tools

Form:

English Language Arts 10—Teacher Directed

Style:

Conventions:

Considerations for co-constructed criteria:

Planning: Process: Product: Metacognitive Reflection:
• goal setting • creativity and audience engagement • care and attention in craft • intention vs. realization
• realistic and achievable targets • exploration including research • practice and rehearsal • sharing during creation
• purpose and appropriateness of form • editing: adding, deleting, substituting, and • attention to audience • response to feedback
combining • self-reflection
Summative Evalution: “Speaking Up, Speaking Out”

© Province of British Columbia

Collaborative Planning Tools

Collaborative Planning Tools

The collaborative planning documents included in this Unit were developed by:
British Columbia Teacher Librarians’ Association Information Literacy Task Force
January 2011

Teachers should also consult:

The Points of Inquiry: A Framework For Information Literacy and The 21st
Century Learner
http://bctf.ca/bctla/pub/documents/Points%20of%20Inquiry/PointsofInquiry.pdf

© Province of British Columbia English Language Arts 10—Teacher Directed 59

 Collaborative Planning Tools Collaborative Planning Guide for Secondary

The Points of Inquiry—

Collaborative Planning Guide for Secondary
Grade Level: _________________________________ Block(s)________________________
Date: __________________ Teacher(s):______________________________________
Teacher Librarian: _____________________________________
Timeline: Theme or Topic:

Inquiry Learning Outcomes: Content Learning Outcomes

Inquiry Based Learning

Inquiry Based Reading

Learning Activities Assessments

Strategies and Tools

For Inquiry Based Reading and Inquiry Based Learning go to: http://bctf.ca/bctla/pub/documents/
Points%20of%20Inquiry/SecondaryInfoLitPlanning.pdf

60 English Language Arts 10—Teacher Directed © Province of British Columbia

Curricular and Cross Curricular Considerations

Curricular and Cross Curricular

Considerations

© Province of British Columbia English Language Arts 10—Teacher Directed 61

 Curricular and Cross Curricular Considerations English Language Arts 10

Curricular Connections:
English Language Arts 10
Use a class novel study, literature circles, or independent novel studies to introduce the
idea of the “Speaking Up, Speaking Out.”
• Students identify topics / issues / questions from the content of the novels.
• Some suggested titles include:
ƒƒ Zusak – I Am The Messenger (ERAC approved Grades 11–12)
ƒƒ Collins – Hunger Games (ERAC approved Grades 8–10)
ƒƒ Lee – To Kill A Mockingbird (ERAC approved Grades 10–12)
ƒƒ Schlink – The Reader
ƒƒ Orwell – Animal Farm
ƒƒ Frank – Diary of a Young Girl (ERAC approved Grades 7–9)
ƒƒ Gordon – Waiting for the Rain
ƒƒ Hosseini – The Kite Runner (ERAC approved Grade 12)
ƒƒ Marineau – The Road to Chilfa
ƒƒ Alexi – Diary of a Part Time Indian (ERAC approved Grades 9–12)
ƒƒ Bruchac – Code Talker (ERAC approved Grades 7–9)
ƒƒ Walker – The Color Purple (ERAC approved Grades 11–12)

Cross Curricular Connections:

Social Studies 10
• Tie in with learning about political protests in Canada’s history.
• Tie in with current political protest movements such as Idle No More,
environmental activism.
Drama 10
• Limit the choices for expressing themselves to drama, dramatic monologue, or
performance in film.
Planning 10
• Use the unit as a means of having students “Speaking Up, Speaking Out” about
issues in the Healthy Living learning outcomes of Planning 10.

62 English Language Arts 10—Teacher Directed © Province of British Columbia