Middle Level English Language Arts (ELA)
Grade 7
A Model Thematic Unit
Participating and Giving our Personal Best
Unit Overview
Context: Personal and Philosophical; Social, Cultural, and Historical [Identity, Social Responsibility, and
Efficacy]
Timeline: Approximately six weeks
We enjoy not only watching activities, but also participating in them. When we find something interesting, we
want to try it and experience the feeling of enjoyment, excitement, and the achievement that participating
can bring. Often we discover and develop our talents. Sometimes we prefer doing activities by ourselves and
sometimes enjoy being part of a team. We like the ideas of attempting to do the activity well and giving it our
personal best. Sometimes, however, activities do not have this appeal and force us to feel pressure and to
consider not participating.
This unit is organized around nine focus questions which teachers may post and have visible for the duration
of the unit. In the unit, students will have an opportunity to read, listen to, and view a variety of texts that
revolve around involvement and participation in activities associated with sports.
Throughout this model unit, the suggested activities show how teachers can help students achieve the aim,
goals, and outcomes for ELA 7 in the personal and philosophical context and the social, cultural, and historical
context. The Learning Activities in this model unit can be adapted based on the interests and needs of the
students. For example, on page 6 of this model unit, the learning activity suggested is as follows:
“When you think of someone who has done well or given his or her best to a situation or made the world a
better place, who comes to mind? What has he or she done? What attributes or characteristics does he or she
possess?”
Although CC 7.7 (use oral language to … ) is one of the outcomes explored in this learning activity, teachers
may select different outcomes such as CC 7.8 (write to … ) and invite students to write a journal entry about
the person, or CC 7.5 (create and present a variety of representations … ) and invite students to represent the
individual’s characteristics. As teachers explore this unit with students, teachers have the opportunity to
create their own learning activities that help students achieve the curricular outcomes. In addition, for
students to successfully achieve the curricular outcomes, teachers must plan for and address the outcomes
many times throughout the year.
Understanding: Participating and giving our personal best gives us satisfaction and a feeling of commitment
and accomplishment.
Possible Questions for Deeper Understanding
•
•
•
•
•
•
•
•
•
•
Who do you admire and respect? Why?
When are you at your best? What are you doing?
What would happen if you used all of your natural talent?
What makes participating in an activity appealing?
When and how does an activity or challenge bring out the best in you?
What do you need from others to do your personal best?
When and how does an activity force us to feel under pressure or like a “loser” (versus a “winner”)?
Are you currently doing your best? What do you need to do so you will have no regrets?
What attracts people to sports or other movement activities? What do sports bring out in people?
Questions students would like to explore:
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This unit provides many opportunities for students to consider career development and achieve a
number of Grade 7 Career Development outcomes including:
• Explore and draw conclusions about the influences of positive and negative self-images on one’s life and
work (CG7.1).
• Develop and demonstrate the behaviours and understandings needed for building healthy relationships
through exploration of change and growth (CG 7.2).
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This unit could also be developed as an integrated English language arts and physical education unit.
The following outcomes for Grade 7 Physical Education could be achieved in this integrated unit:
• Create and implement a personal health-related fitness plan targeting the health-related fitness
components of cardiovascular endurance, muscular endurance, and flexibility that involves setting a goal
for improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and Time), and
incorporates daily moderate to vigorous movement activity (7.1).
• Make situational decisions (individual, partner, and team) related to the selection of skills, tactics, and
strategies to enhance individual and team performance while participating in net/wall games,
striking/fielding games, low-organizational inventive and cooperative games (7.8).
• Plan, organize, lead, and evaluate co-operatively, movement activities, such as intramurals, fitness fun days,
and playground games, to engage younger students and to connect with others (7.10).
• Role-model and practise the behaviours associated with demonstrating responsibility and caring for others
to support personal growth in making positive connections while participating in movement activities
(7.13).
• Examine, evaluate, and represent both the historical and present impact of Canada’s Northern people on
the development of movement activity options as a means of supporting the well-being of self and others
(7.14).
This unit also could be developed as an integrated English language arts and health education unit.
The following outcomes for Grade 7 Health Education could be achieved in this integrated unit:
• Demonstrate interpersonal skills, including assertiveness skills, to effectively and skilfully manage peer
pressure (USC 7.6).
• Examine and demonstrate personal commitment in making health decisions related to blood-borne
pathogen information, safety practices, harmonious relationships, food choices, interpersonal skills, and
morality (DM 7.8).
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English Language Arts Goals and Outcomes Overview [Grade 7]
Each of the three goals for English language arts has a set of outcomes for the specific grade level. The
following are the outcomes for Grade 7 ELA.
Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read,
comprehend, and respond to a range of contemporary and traditional grade-level texts from First
Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of
purposes including for learning, interest, and enjoyment.
CR7.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking
of Oneself), social responsibility (e.g., Participating and Giving our Personal Best), and efficacy (e.g., Doing our
Part for the Planet Earth).
CR7.2 Select and use appropriate strategies to construct meaning before (e.g., formulating questions), during
(e.g., recognizing organizational structure), and after (e.g., making judgments supported by evidence)
viewing, listening, and reading.
CR7.3 Use pragmatic (e.g., author’s purpose and point of view), textual (e.g., how author organized text),
syntactic (e.g., main and subordinate ideas), semantic/lexical/morphological (e.g., figurative language and
specific word meanings by their context, common affixes, and allusions), graphophonic (e.g., word patterns),
and other cues (e.g., non-verbal cues, headings, charts, and diagrams) to construct and confirm meaning
when viewing, listening, and reading.
CR7.4 View and demonstrate comprehension and interpretation of visual and multimedia texts with specific
features (e.g., circle graphs) and complex ideas including the visual components of media such as magazines,
newspapers, websites, reference books, graphic novels, broadcast media, videos and promotional materials.
CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts (e.g.,
complex instructions, oral explanations and reports, opinions or viewpoints, messages presented in the
media).
CR7.6 Read and demonstrate comprehension and interpretation of grade-appropriate texts including
traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures.
CR7.7 Read independently and demonstrate comprehension of a variety of specialized information texts
including non-fiction books, grade level instructional materials, reports, reference materials, instructions,
advertising and promotional materials, and websites.
CR7.8 Read Grade 7 appropriate texts to increase fluency (130-170 wcpm orally; 170-220 silently) and
expression.
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of
representation to explore and present thoughts, feelings, and experiences in a variety of forms for a
variety of purposes and audiences.
CC7.1 Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g.,
Exploring Thoughts, Feelings, and Ideas), social responsibility (e.g., Taking Action), and efficacy (e.g., Building a
Better World).
CC7.2 Create and present a teacher-guided inquiry project related to a topic, theme, or issue studies in English
language arts.
CC7.3 Select and use the appropriate strategies to communicate meaning before (e.g., planning and
organizing ideas to fit format), during (e.g., using transition words), and after (e.g., revising to eliminate
unnecessary repetition) speaking, writing and other representing activities.
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CC7.4 Use pragmatic (e.g., use language that demonstrates respect for others), textual (e.g., use common
organizational patterns within texts), syntactical (e.g., ensure agreement of subjects, verbs and pronouns),
semantic/lexical/morphological (e.g., avoid overused and misused words), graphophonic (e.g., enunciate
clearly), and other cues (e.g., use appropriate gestures and facial expressions) to construct and to
communicate meaning.
CC7.5 Create and present a variety of representations including visual and multimedia presentations such as
displays, illustrations, and videos, and enhance communication with appropriate graphic organizers, charts,
circle graphs, timelines, maps, and sound effects.
CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and
large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their
viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to
group consensus building).
CC7.7 Use oral language to effectively express information and ideas of some complexity in formal and
informal situations (e.g., a procedural description based on personal experience, a demonstration, a
persuasive speech, a dramatization).
CC7.8 Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news
story; a factual account, and a business letter; to persuade in a letter and in interpretation of a text.
CC7.9 Experiment with a variety of text forms (e.g., meeting, presentation to adults, descriptive poem, opinion
piece, a review, front page of a newspaper, short script) and techniques (e.g., dialogue, figurative language).
Assess and Reflect on Language Abilities (AR). Students will extend their abilities to assess and reflect
on their own language skills, discuss the skills of effective viewers, representers, listeners, speakers,
readers, and writers, and set goals for future improvement.
AR7.1 Set and achieve short-term and long-term goals to improve viewing, listening, reading, representing,
speaking, and writing strategies.
AR7.2 Appraise own and others’ work for clarity and correctness.
Each outcome is supported by indicators which provide the breadth and depth of the expectations for the
outcomes. The outcomes and their indicators are listed on pages 33-47. Teachers are encouraged to build
upon outcomes in the previous grades and provide scaffolding to support student achievement of the Grade
7 outcomes.
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Suggested Resources for the Unit
Crossroads 7 (Gage Educational Publishing/Nelson Thomson Learning).
Dialogues and Scenes (Nelson Thomson Learning).
Identities 7 (Actions and Reactions) (Oxford University Press).
Sightlines 7 (Pearson Education Canada).
Chiefs and Champions (Vancouver, BC: Moving Images Distribution, 2005).
Personal Best: The Sports Experience Nelson Mini-Anthologies (Nelson Thomson Learning).
Clancy with the Puck (NFB) (video).
The Sweater (NFB) (video).
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Outcomes
Learning Activities
Assessment and
Evaluation
Introduction
CC 7.7
Assessment and Evaluation
rubrics are in the curriculum
for the Comprehend and
Respond, Compose and
Create, and Assess and
Questions for Deeper Understanding: As you explore this unit, Reflect goals.
The Comprehend and
consider the following questions:
Respond rubrics focus on
• Who do you admire and respect? Why?
students’ understanding the
• When are you at your best? What are you doing?
ideas in a text, the text
• What would happen if you used all of your natural talent?
structures
and features, the
• What makes participating in an activity appealing?
• When and how does an activity or challenge bring out the best response and interpretation
of the text, and the
in you?
strategies employed before,
• What do you need from others to do your personal best?
during, and after.
• When and how does an activity force us to feel under pressure
or like a “loser” (versus a “winner”)?
The Compose and Create
• Are you currently doing your best? What do you need to do so
rubrics focus on the
you will have no regrets?
message content, the
• What attracts people to sports or other movement activities?
organization and coherence,
What do sports bring out in people?
and the use of language
• An important question for me in this unit is ….
conventions. The Assess and
When you think of someone who has done well or given his or
her best to a situation or made the world a better place, who
comes to mind? What has he or she done? What attributes or
characteristics does he or she possess?
Ordinary People Giving Their Personal Best
CR 7.1
CR 7.5
CR 7.6
CR 7.2
CR 7.3
The following selections tell about people who have not
achieved great fame or notoriety, but they have met challenges
and were committed to do their personal best. By doing so, they
overcame obstacles, persisted in things that mattered to them,
and, at the same time, cared about others.
Reflect rubrics focus on the
strategies used and their
effectiveness.
Suggested Resources:
Whether the teacher uses
holistic or analytic rubrics,
the rubrics should be shared
with the students and
explained and discussed
before the rubrics are used.
• “The Man” (by Gipp Forster) (Identities 7: Actions and Reactions
7) is a memoir in which the author remembers a soldier who
returned from World War II.
• “Zlata’s Diary” (by Zlata Fillpovit) (Identities 7: Actions and
Reactions 7) is a diary that records the observations and
feelings of a young girl living in Bosnia.
• “The Letter ‘A’” (by Christy Brown) (Identities 7: Actions and
Reactions 7) is taken from an autobiography of a man who is
challenged by cerebral palsy.
• “Kindest Cut” (Identities 7: Actions and Reactions 7) is a
magazine article about students who support a friend with
cancer.
Do the students
comprehend what the texts
say explicitly and implicitly?
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• “Unsung Hero” (by Mike Wesley) (Identities 7: Actions and
Reactions 7) is a memoir by a boy who admires his
grandfather.
• “Ride the Dark Horse” (by Margret Bunel Edwards) (SightLines
7) is a story of a teenager who considers how a challenge he
experiences leads to self-awareness.
Encourage students to use the “Before You Read” prompts
accompanying each selection, the “Try This” strategies as they
read, and the “Look More Closely” prompts after reading each
selection.
What prompts were
students comfortable with
and how did they use them
to better understand what
each text was
communicating?
CC 7.7
When all the selections have been considered, ask: Who did you Do students support their
responses with evidence
admire most in these texts? What qualities and personal
standards did you admire in this individual? Which characteristics from the texts?
did you not admire? Why?
CC 7.7
How many people do you know who have accomplished
something in the arts, sports, science, politics, health care, or just
in everyday life, community, and nation? How many are famous?
How many are simply ordinary individuals who have lived their
lives in ordinary ways but, nonetheless, have given their personal
best?
CC 7.1
What would you like to be known for after your life is over?
What connections are
students making between
texts and personal
experiences?
Is it important to be part of a team, a group, an organization, or a What personal experiences
community? Why? What contributions can an individual make to do the students bring to this
unit?
each of these?
People Giving Their Personal Best in Sports
CR 7.1
What attracts people to sports? What do sports bring out in
people?
CC 7.6
What great physical challenge would you set and commit to for
yourself in your lifetime … a running marathon, a decathlon, a
swimming marathon?
Reading about People Participating and Achieving in Sports
CR 7.5
CC 7.6
“Sports do not build character. They reveal it” (Heywood Hale
What do the students think
Broun). As you read about the characters in the texts presented
that the quotation is saying?
in this section, consider the character of each athlete and how
the sport that the person participates in “reveals” the character of
that person.
Suggested Resources: “Local Hero” (by Gordon and Bernice
Korman) (Identities 7: Actions and Reactions 7) or similar poem
about a local sports hero.
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CR 7.6
CR 7.2
CR 7.3
Before: In this poem, a local sports hero explains reasons for
being admired.
During: What pictures of the local hero come to mind as you read Do students support their
responses with evidence
the poem? What are the talents of the local hero?
from the text?
After: When authors want to emphasize a certain idea or point
Do students have a good
view, they sometimes say the opposite of what they mean. This
understanding of irony? Can
technique is called irony. What example of irony is found in this
poem? Read the poem aloud. How could your use your voice to they identify how some of
their personal experiences
emphasize the ironic lines?
might be considered ironic?
Suggested Resources: “Manon Rheaume” (by Wendy Long)
(Identities 7: Actions and Reactions 7) or similar article about a
female hockey player.
CR 7.6
CR 7.2
CR 7.3
Before: Manon Rheaume was the first woman in Canada to play
in a National Hockey League game. Read this article to find out
who Manon Rheaume is, what she accomplished, and why she
persisted in spite of frustration.
CC 7.8
During: The article begins with words describing Manon. Record Did the students find the
these words in your notebook, and as you read the article, write a appropriate examples?
sentence for each one that explains why the word is appropriate
for Manon.
CC 7.8
CC 7.9
CC 7.3
CC 7.4
After: Reread the article to find evidence of the many challenges
Manon faced, how she persisted in things that mattered to her,
and how she cared about others. What do you admire most
about Manon?
Do students support their
responses with reasons and
examples?
Write a bio-poem on Manon using the following outline
(Identities 7: Actions and Reactions, p. 19):
First Name
Four traits that describe the character
Lover of (list three things)
Who feels (list three things)
Who needs (list three things)
Who fears (list three things)
Who gives (list three things)
Who would like to see (list three things)
Last name
Discuss the criteria that
could be used to evaluate
the bio-poem.
Exceptional First Nations Athletes in Canada
CR 7.4
“We can’t take any credit for our talents. It’s how we use them
that counts” (Madeleine L’Engle).
How did students interpret
and explain the quotation?
Everyone has talent. The following individuals not only used their
talents in sports but used those talents in their daily lives in order
to make a difference for others.
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Suggested Resources: Chiefs and Champions (Vancouver, BC:
Moving Images Distribution, 2005) or similar videos about
individuals who were or are exceptional athletes in Canada but
also became or have become leaders in their communities.
• Fred Sasakamoose (hockey)
• Waneek Horn-Miller (women's water polo)
• Alwyn Morris (kayaking)
• Tom Longboat (distance running)
• Ross Powless (lacrosse)
• Chief Roger Adolph (boxing).
CR 7.2
CR 7.3
What before, during, and
after viewing strategies do
the students know about
and actually employ?
Before Viewing: What does it take to be a good athlete and a
good leader? How many First Nations and Métis athletes and
leaders do you know in your community, province, country? View
two of the videos to determine what made the individual
featured in each video a good athlete and a good leader.
Did the students apply the
appropriate strategies and
demonstrate good recall
and a clear understanding
of the information
presented? Did they support
their responses with
Write a bio-poem of the athlete who you admired most using the reasons?
following outline (Identities 7: Actions and Reactions, p. 19):
First Name
Four traits that describe the character
Lover of (list three things)
Who feels (list three things)
Who needs (list three things)
Who fears (list three things)
Who gives (list three things)
Who would like to see (list three things)
Last name
During Viewing: As you view the videos, note who, what, where,
why, when, and how, and the traits that describe the athlete.
After Viewing: What did each of the texts that you viewed reveal
about the “character” of the person who was at the centre of the
text? What traits did you or did you not admire in each of these
people?
CC 7.8
CC 7.9
CC 7.3
CC 7.4
Speaking
CC 7.2
CC 7.3
CC 7.4
Prepare an oral report on a person whose life you admire. This
person might be a well-known figure in sports, the arts, science,
or politics; or he or she might be someone you know. Consider
the person’s achievements and characteristics. Use the library
and other sources for research of well-known people. For
someone you know, you could interview the person and people
that know him or her. Explain what makes this person a winner.
Writing
CC 7.8
10
Prompt: Write your autobiography outlining the particular gifts
and talents with which you have been blessed. Introduce
yourself in the initial paragraph, and then, in at least three
Share criteria for oral report.
Consider content (e.g., clear
and interesting beginning,
well organized and carefully
prepared, appropriate and
important details) and
presentation (clarity,
delivery, appropriate
language, volume, and
nonverbal cues such as
gestures and posture).
Use the Compose and
Create rubric in the
curriculum.
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additional paragraphs, explain three activities that you enjoy the
most. Conclude your autobiography by explaining your hopes
for your future.
Being a Team Player
CC 7.5
“Talent wins games, but teamwork and intelligence wins
championships” (Michael Jordan).
How do students interpret
this quotation?
It is often said that it is not about winning or any one individual
in a team sport but rather about the team and the way the
members play as a team.
“The way a team plays as a whole determines its success. You
may have the greatest bunch of individual stars in the world, but
if they don’t play together, the club won’t be worth a dime”
(Babe Ruth).
How do students interpret
this quotation? How do they
apply it to their personal
experiences?
Suggested Resources: “One Throw” (W.C. Heinz, Personal Best:
The Sports Experience) or a similar story about an athlete playing a
team sport.
CR 7.6
CR 7.2
CR 7. 3
Before: In this story, a frustrated young minor-league player feels Do students understand the
expression “throw a game”?
he is being ignored by the Yankees. He is tempted to throw a
game.
What note-making
During: As you read this story, consider how Pete Maneri is
feeling and why the scout Eddie Brown disguises himself as Harry strategies did students use
to identify Pete’s feelings?
Franklin.
How did students make and
confirm their interpretations
After: Why do you think Pete Maneri could not throw the ball
away? What would you have felt or done if you were in his shoes? of the text? What
connections did they make
to text, experiences, and
Suggested Resources: “Goalie” (Rudy Thauberger, Sightlines 7,
other texts?
or Personal Best: The Sports Experience) or a similar story about a
key player in a team sport.
Before: What do hockey goalies do and how is the position
unique? How might the personality and experience of a goalie be
different from that of other players? Listen to an audio recording What strategies do the
students use before, during,
of the story and learn how hockey is more than just a game for
and after listening?
this goalie.
CR 7.6
CR 7.2
CR 7.3
During: As you listen, note what you learn about the main
character including the following:
What does he look like?
What emotions does he show?
How does he act?
How believable is he?
What graphic organizers did
the students use to make
their notes?
Do students support their
After: Why does the goalie continue to play hockey in spite of the responses with evidence
from the text?
pain and injuries? Why does the goalie both love and hate
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hockey? How did the quality of the voice on the audio recording
help to reveal character and bring out the meaning of the story?
Look at a portrait of a goalie such as Ken Danby’s “At the Crease,”
(www.kendanbyart.ca or www.Trillium-arts.onca/arts/sports/kd10-mask.html). What does Danby’s portrait
suggest about the character of a goalie? How is this similar or
different from Thauberger’s?
Can students explain how
the ideas are portrayed or
communicated in the text
and how the key visuals
elements or techniques
have been used for effect?
In each of the following texts, we learn about special
characteristics or qualities of sports personalities. As you explore
these texts, consider the following:
CR 7.4
CR 7.2
CR 7.3
CR 7.1
• What special characteristics or qualities are revealed about the
personalities?
• What were their strategies for commitment?
• What were some of the challenges each faced along the way?
• What role did other people (e.g., coaches, family members,
peers) play in helping each person achieve success?
• Is physical ability the only factor in sports achievement?
Can students identify the
important messages in each
text and support their
interpretation of each text
with evidence from the text?
Do students notice the
forms and conventions that
were used in each text?
Suggested Resources: “The Unsinkable Silkan Laumann”
(various authors, Personal Best: The Sports Experience); “Growing
Up a Star” (Wayne Gretzky with Rick Reilly, Personal Best: The
Sports Experience); “How Marilyn Swam the Lake” (June Callwood,
Personal Best: The Sports Experience); “The Edmonton Grads”
(Sharon Siamon, Personal Best: The Sports Experience) or similar
profiles or biographies and autobiographies of contemporary
sports figures.
Language Study: Jock/Sport Talk -- The Sports Metaphors
CR 7.6
CR 7.2
CR 7.3
CC 7.4
12
We like to make comparisons in and with language. For example,
we often use comparison with like and as in similes such as the
following:
(S)he is as tall as….
(S)he eats like a ….
We often change the similes to metaphors by dropping the “like”
or “as” words:
(S)he is ….
(S)he is a ….
Do students recognize and
understand the key words in
texts? Can they identify the
images evoked by particular
words? Do they understand
why and how language can
be used “figuratively”?
Do students understand the
comparisons that are being
Our language is often metaphorical, and many of those
metaphors come from sports. Life is compared to a “game” in the made in metaphors?
expression “the game of life,” and people are “players on a team”
which have “kickoff” meetings and sometimes “score the
touchdown” and have “proven track records” while others
“fumble the ball” or are “sidelined.” What other sports metaphors
Do students recognize and
do we use?
understand the connotation
(and power) in particular
Sometimes these metaphors make people feel better or worse
words?
about themselves. For example, we might say some are
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CC 7.6
CC 7.7
CC 7.9
“heavyweights” and others are ‘lightweights.” Some people are
“winners” and some are “losers.” We need to feel proud of
ourselves, our abilities, our size, our backgrounds, and our colour.
Consider the answers to the following questions. Should we be
using them anymore? Why or why not?
What colour is courage? Explain.
What colour is cowardice? Explain.
What colour is good? Explain.
What colour is evil? Explain.
Can students use words to
create powerful associations
and explain their
associations?
Winning and Losing in Sports and Life
Do students understand
“You don’t have to win a medal to feel good about yourself. It’s
the sense of accomplishment, of doing your best, that makes you what this quotation is
implying?
a true winner” (Shannon Miller).
CC 7.6
CC 7.8
Being a winner in some respects is important to everyone. In this
unit you have met some winners who, like you, take pride in their
own abilities to succeed. List people you know personally who
you consider winners. What makes these people winners? What Can students support their
have they won? Next to their names, list their accomplishments. explanations?
Study your list. What characteristics do the winners share? Are
their accomplishments similar in a way? How?
How would you define a winner? What are the qualities of a
winner? What are the positive and negative aspects of viewing
yourself as a winner? What makes you feel like a winner? How
can we turn a losing situation into a winning situation? Does
winning necessarily mean feeling good?
Can students explain their
ideas and listen to and build
upon the ideas of others?
Suggested Resources: “An Olympic Moment” (Profile of speed
skater Gaetan Boucher by Bud Greenspan) (Crossroads 7) or a
similar story about an Olympic athlete.
“The most important thing in the Olympic Games is not winning
but taking part” (Pierre de Coubertin).
CR 7.6
CR 7.2
CR 7.3
Before: Gaetan Boucher is a Canadian speed skater who won two Can students state the
medals at the Winter Olympics. Although he hoped to repeat his purpose for reading this text
victory at another Olympics, he lost. His performance, however,
in their own words?
displayed what many consider the “Olympic Spirit.” As you read
this profile, consider how Boucher displayed this spirit.
During: Note the admirable qualities that this profile reveals
about Gaetan Boucher.
CC 7.6
After: Gaetan Boucher is portrayed as an optimistic person who
believes in himself. The article concludes with “Ask not alone for
victory. Ask for courage. For if you can endure, you bring honour
to yourself. Even more, you bring honour to us all.” In a small
group, discuss what courage means to you. Give an example of
something you or someone else has done that you feel was
courageous.
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What note-making
strategies
do students use?
How effectively does each
group work together? How
do groups solve any
problem and make their
work productive?
13
Persuasive Speaking
CC 7.7
CC 7.3
CC 7.4
To be resolved: Winning isn’t everything, it’s the only thing.
OR “Winning a battle of wits is more satisfying than winning an
athletic competition.”
OR “Sport has become too commercialized and has lost its
original spirit.”
OR “The media focuses too much attention on the personal lives
of sports figures.”
OR “Win at all costs.”
Consider the preparation,
the ideas, organization, and
delivery.
It is as important to support others as it is to participate; there are
no barriers for us to achieving personal participation and
achieving success; in order to become truly successful and a
medal winner, we must become good at only one activity; ….
OR
CC 7.8
CC 7.3
CC 7.4
Writing
Prompt: Write about a time when you wanted to win so badly
that you would have been willing to do anything in order to
make it happen. Did you win? How did you feel about winning?
Did you have to do anything that you later regretted in order to
win?
Consider the before, during,
and after strategies used as
well as ideas, organization,
and effect of the writing.
Sports Classics
Just as there are classic movies, cars, and books, there are also
sports classics–texts that people enjoy time and time again.
CR 7.6
CR 7.2
CR 7.3
Suggested Resources: “Casey At the Bat” (Ernest Lawrence
Thayer) (Personal Best: The Sports Experience) or a similar poem
about the pressures of winning and the feeling of losing.
Did students understand
the overall message, key
Before: Casey is a mighty slugger who needs to save the Mudville ideas, organization, and
team from defeat in the final inning. All eyes are on him. How will techniques employed in the
he use his talent?
text? Did they respond
personally and critically with
During: What kind of person is Casey?
detail and support for the
responses?
After: Did Casey take his talents for granted? How might a failure
like Casey’s affect a talented athlete?
Suggested Resources: “Clancy with the Puck” (animated short
film by Chris Mizzoni, narrated by Bob Cole) (NFB) or a similar
parody of an original sports poem.
CR 7.4
CR 7.2
CR 7.3
14
Before: A parody is a piece of writing that imitates and often
makes fun of another work. How does “Clancy with the Puck”
imitate “Casey At the Bat”?
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During: How is Clancy like Casey?
After: How did Mizzoni parody “Casey at the Bat”? Consider
character, setting, plot, point of view, dialogue, rhymes, and
theme.
CR 7.6
CR 7.2
CR 7.3
CC 7.9
CR 7.6
CR 7.2
CR 7.3
Suggested Resources: “Who’s On First?” (Bud Abbott and Lou
Costello) (Dialogues and Scenes) or similar humourous sketch
which contains dialogue and misunderstanding.
Before: The humour of this comic dialogue has lasted since the
late 1930s. It centres on the lack of communication between two
people and the ensuing frustration. The routine is most effective
if it’s read aloud or heard. As you read or listen to it, think about
how the authors created humour.
During: Think about who is who. Remember that the humour
works so well because of the honest misunderstanding on the
part of the characters.
Can the students identify
the techniques that were
After: What makes this sketch so funny? What would be the effect used to make this
humourous?
of the dialogue if one of the speakers knows very little about
baseball or if one speaker is an English speaker while the other
speaker is someone from another country who has limited
understanding of English?” Choose a sport and a situation, and
try writing your own comic dialogue.
Suggested Resources: “The Hockey Sweater” (short story by
Roch Carrier) (Crossroads 7) or a similar story about a sports fan
and his or her heroes.
Before: Which hockey players are famous or well known today?
Who was Maurice Richard, and why was he famous? Read the
story to learn why Richard was so important to the boy in the
story.
During: As you read, consider how the boy feels about Richard,
how the boy feels about his new sweater, and the moments of
humour found in the story.
After: How does the narrator in the story feel about Maurice
Richard? If you were the narrator, would your mother’s words
have convinced you to wear the hockey sweater? Why or why
not? What would you have said in response? Role-play that
conversation.
CC 7.8
CC 7.3
CC 7.4
Can the students explain
why this text is a parody of
another text and how the
poet created the parody?
Check with students how
they might find out who
Maurice Richard was.
Did students recognize how
humour was created in this
text? How is it different from
the humour of parody?
Was the role-play in keeping
with what is known about
the characters? Was it well
planned and presented?
Writing
Review the parts of a letter
Prompt: In the role of the narrator, write a clear and polite formal and, with students, create
the evaluation rubric for the
letter to Monsieur Eaton asking that the sweater be exchanged
letter.
and explaining the reasons why.
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15
Comparing a Story and a Film/Video Version of the Story
CR 7.4
CR 7.2
CR 7.3
Suggested Resources: The Sweater (by Sheldon Cohen) or a
similar film/video based on a sport story.
Before: Create a chart to compare and contrast the setting,
characters, plot, and dialogue of the two versions. How are they
the same, and how are they different?
During: Begin filling in your chart as you view the video.
After: Complete the chart and then explain which format you
enjoyed most and why. What are the strong points of each
format? What are the limitations? What are the advantages of
one over the other?
CR 7.3
Have the students each
create a graphic organizer
or chart that will give them
the space to note the
similarities and differences.
Language Study: Inclusive Language in Sport and Physical
Activity (Sport Speak)
Throughout the texts that you have studied in this unit, you have
encountered many words associated with sports (e.g., slapshot,
netminding, scrimmage). Each word represents the technical
term of different sports, and each term has a particular meaning.
Take one sport that you enjoy, and list the key technical terms
that are used in that sport. How would you explain these terms
to someone who did not know much or anything about the
sport?
CR 7.3
Can students recognize the
basic formats and elements
used in the two text types?
In addition to the special technical terms associated with sports,
there are words and phrases that are associated with sports that
are used in other contexts. Indeed, sports metaphors are very
common in the English language. We often use “sports speak” to
express positive things about people and life. They “play by the
rules,” “play fair,” are “team players,” and “good sports.”
The values that we and others hold are expressed and
perpetuated through language. Words create powerful images
that shape and represent the way we think and act. Language
that excludes or demeans people because of gender has a
negative impact on self-esteem and aspirations.
Can the students use each
of the words in a
meaningful context? How
can context be used to help
a listener or reader
understand what the word
means?
How can words be used for
positive and negative
impact? Why is it important
to use words correctly and
appropriately?
Why do we need to avoid using the following words and phrases,
and what can we replace them with to make our language
supportive of the dignity, inclusion, and equality of all people?
AVOID
e.g., brotherhood
e.g., mankind
e.g., marksman
e.g., cheerleader
16
USE
community
humankind
shooter, accurate shot
spirit leader
How sensitive are students
to the use of supportive and
inclusive words?
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Consider these words: chairman, crewman, fisherman, girls’
push-ups, horsewoman, Lady Luck, man-to-man, sportsman,
tough guy, woman driver, yachtsman, man-to-man defence, best
man for the job, wear the pants, don’t cry … be a man, powder
puff, well built, sissy, unmanly, weaker sex.
Conclusion
Can students identify the
problems associated with
the words to be avoided?
Can they set goals to use
language that is inclusive
(versus negative or
inappropriate)?
The “highs” in life are often better achieved through
participating and giving your personal best. Whether through
physical activity and sport or personal development and quests,
we can find happiness and success in life.
CR 7.6
CR 7.2
CR 7.3
Suggested Resources: “Looking for a High? Try Adrenalin!”
(Simone Gruenig) (Sightlines 7) or a similar personal account of an
achievement.
What did Simone discover in grade 7 that changed everything?
What lessons has Simone learned through her athletics? What is
her message? Create a poster, video, or web site to encourage
other students to follow Simone’s example.
The article talks about the importance of sports, physical fitness,
and being a team player. Create and implement a personal
health-related fitness plan targeting the health-related fitness
components of cardiovascular endurance, muscular endurance
and flexibility that involves setting a goal for improvement,
applies the F.I.T.T. principle (Frequency, Intensity, Type of activity,
and Time), and incorporates daily moderate to vigorous
movement activity.
CR 7.6
CR 7.2
CR 7.3
Suggested Resources: “The Adventurous Life of John Goddard”
(Stuart McLean) (Sightlines 7) or a similar article about setting and
achieving goals.
What do you think was Goddard’s most intriguing achievement?
Why? Categorize John Goddard’s goals (e.g., personal
development, physical development). What are ten things you
would most want to do and commit to during your lifetime?
State them as goals. Are they specific and realistic? Measurable
(How will you measure your attainment)? Do they have a clear
time frame?
Why would you bother to set goals and create plans to achieve
those goals year after year?
CR 7.2
CR 7.3
CC 7.2
CC 7.3
CC 7.4
How complete and
appropriate is each
individual plan?
Establish with the students a
set of guidelines for their
goals (their “want-to-do’s”).
Share criteria for evaluating
the demonstration.
Learn and Demonstrate a New Sport
Take a risk and learn a new sport. With a partner, research a sport
that is not familiar to you or your partner. Use books and
information from the Internet to find basic information about the
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17
CC 7.5
CC 7.7
rules of the sport, where it is played, techniques players use, and
how the game is won. Prepare a basic overview of the sport to
present to your class. If possible, seek permission to use
equipment from your school’s physical education teacher(s).
Prepare a demonstration.
When preparing your demonstration speech, you need to put
together a clear, step-by-step explanation. You need to make
sure your audience can learn about your subject in a short time
and that your specific subject can be covered in the time allowed
for your speech. By talking with people and getting firsthand
experience, and by searching the library and exploring the
Internet, gather the details that you need. Looking for
photographs, models, charts, and so on will help you make your
demonstration more interesting and helpful. Your own graphics
or charts can also be useful.
Review the key elements of
an effective oral
presentation (e.g., clear,
focused, and welldeveloped message,
logically organized with
demonstrations and
Speak loudly and clearly, take your time, and include concrete
explanations, appropriate
demonstrations to make each of your points clearly. Show
interest in your topic throughout your demonstration. Allow your language in keeping with
purpose and audience,
audience to ask any questions that they need to ask for
effective delivery).
clarification.
Note: The entire class could also participate in each sport or
activity that was demonstrated. Students could evaluate each
sport for its health related benefits (See PE 7.12 and PE7.14).
Once you have gathered your background information, organize
it and plan how you will deliver it. Practise delivering your
demonstration and get to know what you must say inside and
out.
CC 7.9
CC 7.8
CC 7.3
CC 7.4
AR 7.1
OR
Create a Mini-magazine about a Sport (e.g., aerobics, rodeo,
sailboarding, skiing, soccer …)
Include an eye-catching cover, a written profile of players,
pictures and words and phrases related to the sport, and an
explanation of how the sport is played and where and how it
developed.
Ask Yourself … What Did You Achieve in this Unit?
How have the texts, your peers, and you modelled
communication for clarity and correctness? What is your best
example of clear and correct communication in your work in this
unit?
Review criteria for
evaluation of a minimagazine.
Are the assessments honest,
and do they reflect the key
learnings of the unit?
AR 7.2
Goal 1: What strategies did you apply while you viewed, listened,
and read in this unit? Did you apply strategies that helped you
become a better viewer, listener, and reader?
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Goal 2: Have you represented, talked about, written about, and
shared your ideas in a variety of ways in this unit? How? What
strategies did you apply that helped you become a better
representer, speaker, and writer?
Goal 3: What have you learned in this unit and how can you use
what you have learned in the future? What could you add to this
unit that students in the future would find interesting?
What are some of the life lessons that we have learned doing this
unit? What else can we learn?
CC 7.1
Starting Points for Efficacy:
•
•
Create, with students,
evaluation rubrics for the
Fundraising. Write business letters to several sports teams in
your area requesting any memorabilia (e.g., t-shirts, caps, bags, projects selected.
cups, balls, etc.) that they could donate for a raffle to raise
money for your school library. Keep track of the responses you
get, and follow up on any letters that do not receive a
response. Gather the goods you receive, and with school staff
members, plan the raffle. Sell tickets at $l.00 each to students,
teachers, and other staff members. On the final day, hold a
draw to determine the winners. Write notes to donors
thanking them for their contributions and reporting the
success of the raffle.
Get Up! Get Out! Get Winteractive! Plan a project to get those
in your school, community, or home to become more active.
Starting Points for Inquiry:
CC 7.2
• Research a sports star. Use the library resources and Internet
to research a sports star who has overcome obstacles to reach
his or her goals.
• Research the history of a sport. Take notes as you do your
research and verify your findings using several sources. Then,
make a timeline that highlights the developments you
investigated.
• Evaluate Internet sites. Using the Internet, examine the
home page sites of major sports organizations in Canada. Find
a site that interests you. What variety of information does the
site offer? What information can you find about individual
athletes? Teams? Championships? How far back in time does
the site’s information go? How accurate does the information
seem to be? How easy is it to navigate the site?
• Research medals. Medals are given for sports, for bravery, for
life-time accomplishments. What medals are given to
Canadians? What is the history of these medals? Who has
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19
received them? Focus your inquiry, and with a partner,
formulate at least three questions to guide your search and
use at least three different sources to respond to those
questions. Create a plan and prepare to share your inquiry with
the class.
20
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