Copy of ENG 4U1 MODULE B NARRATIVES: UNIT 4 MODULE PROJECT TORONTO CATHOLIC DISTRICT SCHOOL BOARD MARY WARD CATHOLIC SECONDARY SCHOOL ENG 4U1 MODULE B: NARRATIVES UNIT 4 of 9 MODULE PROJECT: CREATIVE WRITING Student Name: Teacher: T.A.: Section: Consulted With Teacher: Resource: “Employable Me” “Being Black in Toronto” Activities: Value Mark/Level Comments Knowledge Content /10 Thinking Idea Development /10 Communication Organization /10 Application Writing /10 Total /40 Learning Goals: Students will design a creative writing project by utilizing their knowledge of literary devices used in short narratives and poetry. The product will demonstrate a wide range of literary skills. 1 CATHOLIC STUDENT GRADUATE EXPECTATIONS BY THE END OF THIS COURSE, STUDENTS WILL BE: ● A discerning believer formed in the Catholic faith community who celebrates the signs and sacred mysteries of God’s presence through word, sacrament, prayer, forgiveness, reflection and moral living; ● An effective communicator who speaks, writes and listens honestly and sensitively, responding critically in light of gospel values; ● A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good; ● A self-directed, responsible, life-long learner who develops and demonstrates his/her God-given potential; ● A collaborative contributor who finds meaning, dignity and vocation in work which respects the rights of all and contributes to the common good; ● A caring family member who attends to family, school, parish, and the wider community; ● A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life. OVERALL EXPECTATIONS: MODULE B ORAL COMMUNICATION: 1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; 2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes READING: 1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; 2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 3. Reading With Fluency: use knowledge of words and cueing systems to read fluently; 2 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. WRITING: 1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; 2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience; 3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; SPECIFIC EXPECTATIONS: MODULE B, UNIT 4 1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; 2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 3. Reading With Fluency: use knowledge of words and cueing systems to read fluently; 4. Text Features: identify a variety of text features and demon- strate insight into the way they communicate meaning; 5. Using Reading Comprehension Strategies: select and use, with increasing facility, the most appropriate reading comprehension strategies to understand texts, including complex and challenging texts; 6. Demonstrating Understanding of Content: identify the most important ideas and sup- porting details in texts, including complex and challenging texts; 7. Analysing Texts: analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements; 8. Identifying Topic, Purpose, and Audience: identify the topic, purpose, and audience for a variety of writing tasks; 9. Voice: establish a distinctive and original voice in their writing, modifying language and tone skillfully and effectively to suit the form, audience, and purpose for writing; 10. Producing Drafts: produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations; 3 11. Critical Literacy: identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with under- standing and increasing insight on any questions they may raise about beliefs, values, identity, and power; 12. Using active listening strategies: select and use the most appropriate active lis- tening strategies when participating in a wide range of situations; 13. Extending Understanding of Texts: extend understanding of oral texts, including complex and challenging texts, by making insightful connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them; 14. Speaking to Communicate: communicate orally for a wide range of purposes, using language effective for the intended audience 4 INSTRUCTIONS In unit 3, we have watched two different documentaries, “Employable Me” and “Being Black in Toronto”, that explore the lived experiences of racialized individuals, particularly Asian and black Canadians, in the 21st Century. Some topics explored include RACISM, identity, experiences of immigrants/journey of immigration, finding success, and so on. After viewing these stories, you will create a product that expresses the key issues identified in both or either of the documentaries. Choose ONE of the following writing options: 1. An original short story with an appropriate title (Max. 500 words, 1.5 to 2 pages): use and label (with explanation) a minimum of THREE literary devices used in your writing 2. An original narrative poem with an appropriate title (Max. 500 words, 3 pages): use and label (with explanation) a minimum of THREE literary devices used in your writing 3. A personal essay with an appropriate title (Max. 500 words, 1.5 to 2 pages): use and label (with explanation) a minimum of THREE literary devices used in your writing. PRE-WRITING PLANNING, CONSULTATIONS 1. Select your writing option and theme/topic of your writing. 2. Consult with your teacher. (upload doc. … don’t click turn in) WRITING: CREATING AN OUTLINE AND DRAFTS 1. Create a detailed outline for your short story / narrative poem / personal essay. 2. Consult with your teacher when you’re ready. 3. Create appropriate illustrations. AFTER-WRITING: EDITING 1. Complete self and peer-editing. (See Assessment Checklist) 2. Create the final product. 5 Narrative Poem: White Privilege - A comparison between white men and black men - Discuss the opportunities that white people are given that black individuals may never experience - The protection that is granted with the privilege of having white skin and the fear that those who have dark-toned skin will never receive - Discuss how society treatsz the average cis white male versus cis black men - Discuss the LGBTQ2S+ community and how a white man apart of this community would be viewed and treated by society versus how a black man would be viewed. Format: Spoken Word Poetry Voice 1 - White male Voice 2- Black male Two examples of experiences from both men: 1. Being in the public eye - walking at night (Second part) - White man’s experience (walks with dark clothing, isn’t afraid of his surroundings or who may be afraid of him when police cars pass by he feels protected for his safety, takes his time going home, greets people as he walks by with a smile as do others to him) - Black man’s perspective (wears mostly lightly coloured clothing, always on the lookout for his surroundings, women around him walk on the other side of the street in fear of him when police cars pass he feels threatened for his safety, feels the need to rush home and starts to get annoyed y all the stares of dismay his way) 2. Shopping in a store (First part) - White man’s experience (greeted welcomingly by workers, can freely shop around, when he uses cash to pay he isn’t questioned about the amount he has, happily assisted by workers, doesn’t think much of any shopping trip he takes) - Black man’s experience ( workers seemed eary of his arrival to the store, only greeted by other black workers, followed around by employees as if he were stealing, ignored at checkout, workers refuses to assist him when checking out, a cashier is skeptical when he uses cash to pay wondering where he got all his money from hinting at the fact he may have collected it illegally, feels as though he must now look for a new grocery store to shop at, leaves feeling unwelcome and doubtful) 6 UNIT 4 RUBRIC: CREATIVE WRITING LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 KNOWLEDGE: CONTENT /10 Thoroughly responded to assigned topics. Expertly utilized & integrated at least THREE literary devices. Responded to most assigned topics. Incorporated THREE literary devices. Responded to some assigned topics. Incorporated only two literary devices. Response is mostly off-topic. Incorporated a minimal variety of literary devices. THINKING: IDEA DEVELOPMENT /10 Excellent use of plot elements. Narrative is expertly executed. Good use of plot elements. Narrative is interesting. Utilize some plot elements. Narrative is straightforward and mechanical. Insufficient knowledge of plot elements. Narrative is incomplete & mechanical. COMMUNICATION: ORGANIZATION /10 Very logically organized. Contains introduction, main ideas, and conclusion. Organization is somewhat logical. Contains introduction, main ideas and conclusion. Organization is not logical in places. Missing introduction, main ideas, or conclusion. Organization is weak and not logical. Missing introduction, main ideas, or conclusion. APPLICATION: WRITING /10 Strong writing, with excellent sentence variety, structure and vocabulary. No errors in spelling and punctuation. Competent writing with good sentence variety, structure, and vocabulary. Some errors in spelling and punctuation Weak writing with little sentence variety, errors in sentence structure and vocabulary. Many errors in spelling and punctuation Writing is weak with no sentence variety, distractive errors in sentences and vocabulary. Distractive errors. 7