WHEN JUSTICE PREVAILS: And

Then There Were None

To what extent do external/internal forces

shape us?

English Language Arts Grade 8/9

Katelyn Perlich
Unit Plan
Erle Rivers High School
Milk River

WHEN JUSTICE PREVAILS: And Then There

Were None
To what extent do internal and external forces shape us?

Table of Contents
Page
s
Overview (Daily instruction, Assignments, ELA Strands,
Texts and Materials)
5-7 Rationale
7
Resources and Material
7
Objectives/Goals
8
Learning Activities and Instructional Strategies
9-15 Weekly Calendar
16Assessment and Evaluation Plan
17
17 Extension Enrichment/Special Considerations/DI
17 Connections to Other Areas of Curriculum
17 Bulletin Board/Display
17 Reflections
3-5

Appendix
Appendix A: Materials for Unit
Appendix B: Assessments
Appendix C: Lesson Plans

WHEN JUSTICE PREVAILS: And Then There

Were None
To what extent do internal and external forces shape us?

Topic: Novel Study

Themes: Justice, Guilt,
Grade: ELA Grade8/ 9
Timeline: 7 weeks (ELA is a double block (80 min) every day except Fridays (50 min))
1. Overview
This unit is designed to help students on a variety of levels. Their reading
comprehension and writing are at the fore front of my focus. We will be reading
And Then There Were None by Agatha Christie, as a mentor text for their
independent novel studies. They will choose from one of the five other texts:
Deathwatch by Robb White, What they Dont Know by Anita Horrocks, We Were
Liars by E. Lockhart, and The House of Scorpion or The Lord of Opium by
Nancy Farmer. They will be required to read their novels and complete a variety
of assignments based on their readings. I hope that they will be able to use the
strategies that we learn while reading the class novel and use them when
deciphering their independent text.

Daily Instruction will be varied depending on the day. Fridays will still be an
IRL day and we it will be used to write in the journal on prompt unrelated to the
novel study. Mondays will focus on building vocabulary and an awareness of
sentence structure and conventions. Tuesdays will be focused on writing in
response to the readings. Wednesdays will be work periods and small group
novel study work. And Thursdays will revolve around interacting with other
students through role play and discussion.
The first forty minutes of class will be devoted to the class novel And then
there were None, and in the second half of the class, students will work on their
small group novel studies.

Assignments
o Journal
Write an obituary for one character in And Then There Were None.

The Journal will be used for unrelated material on Fridays where we

will look at videos, poems and short stories.
Independent Novel Study Booklet
Students will work independently to complete the booklet they must
include:
A original book cover for their novel: including reference to
symbols, theme, setting and character, title of novel and author.
This will become the cover page for their booklet
1 Vocab activity
1 Writing activity
1 Character activity
-1 Drama/Speaking/Listening activity (may work in their
groups for this)
2 Extension Activities
Update your characters Facebook Page once a week
These activities will give students a closer reading of the text. They
all cater to different ELA strands and therefore we will cover a
large amount of the curriculum while also enhancing their reading
and writing ability/skills.
Facebook Page
This assignment will be ongoing an ongoing acitivity. Once a week,
students must post a Facebook Post based on their comprehension of
the novel thus far. It may be on the class novel or IND. This will help
me formatively assess their understanding and if I need more
clarification I can comment on it and askit will be in a blog format
so they wont be notified but every Monday we could look at the page
as a class to seek clarification.
Characterization Page
In groups, students will pick a character from And then There Were
None they must create a clay replica of their character and fill in the
character analysisindependently. When they die, they must create a
MISSING poster that includes important quotes from the character and
description of the person, using clues from the text. This will help
students read closer into the text and understand the importance of
characterization.
Timeline
Students will work independently to plot the major events of And then
there were none on a story plot line. This will help them gain an
understanding of major plot points and the organization of the novel.

Activities and the ELA Strands

-Reading: Students will be reading their novels everyday. There will also be a
few short stories that they will read to enhance their understanding of texts.

-Writing: Through the assignments they have to do and journal writing they will
be writing almost everyday as well. I encourage them to write their thoughts in
their journals as they are writing, however, formal responses will also be required.
-Speaking: There are a few times throughout the unit that they will be asked to
perform a scene from their novels, and they will be expected to participate in class
and small group discussion.
-Listen: if you cant say something nice, dont say nothing at all. While I am
reading the class novel and while students are talking I expect them to be
respectful and courteous to their peers, Rita and myself.
-View: We may watch a few scenes from the 1940s version of And Then There
Were None as well as the various performances that may occur throughout the
unit.
-Respond: Students will respond to journal prompts on Fridays as well as to their
reactions to the novelthese include predictions, free writes, and scene re-writes.

Texts and Materials

Aside from the novels I have already listed, we will be examining a few
short stories and poems which include: The Lady, or the Tiger Frank Stockton,
The Tell Tale Heart Edgar Allan Poe, My Guilt Agnes Copithorne, Then
Little Indians, and various video clips from the original 1940s film of And Then
There Were None.
For the ILR, some of the prompts include various YouTube clips or current
events. Students will be asked to consider the prompts based on their
interpretation and how it relates to their lives.
Assessment
Students will be formatively assessed throughout the unit through
observation, conversation and creation of product.
While we will be doing characterization and plot assignments for the class
novel, students will be expected to work on their independent/small group booklet
as well. This will help teach them to manage their time, and the activities in the
booklet will make them adept and conscious readers.
The booklet will be taken in at the end of the unit for summative marking.
The journal and in class activitiesincluding class and small group discussion
will be formatively assessed. The journal also lends itself to self-evaluation and
reflection.

2. Rationale
The purpose of this unit is to encourage strong and fluent readers within the 8/9 split
class. From my understanding the class is relatively weak. I truly believe that you will
not be a better if you dont readand you will not read if you do not have engaging
material. Therefore, I hope my novel selection, as well as instruction, will engage the
students and encourage them to be adept readers.
Symbolism and theme are central to this unit. As the students develop an
understanding of these terms, they will be able to use them and recognize them in
their independent reading and writing. They will have to read and write both formally
5

and informally in this unit and I hope that gives them more confidence and voice so
that when we move into the next unitfilm study/essay writingthey will be well
equipped with the basics.
This unit will encourage them to make personal connections to the texts and give
them a better understanding of how to interpret and get the most out of reading.

Program of Studies
o 1.2 Clarify and Extend in working with groups and discussing similar
textssmall and large groupthe students will acknowledge and develop
their personal interpretations and perspectives. Grade 8&9,1.2.1.A
o 2.1 Strategies and Cues in the small group discussions students will
formatively be able to enhance their understanding, develop vocabulary,
discuss different interpretations and use reading/comprehension strategies.
These will be summatively assessed through their journal, timeline, and
independent novel study booklet Grade 8&9, 2.1.2.A, 2.1.2.A, 2.1.4.A
o 2.2 Respond to Texts will be covered through analysis of film and novel,
a close reading of characters and their motivations. This will be covered in
their journals, the Facebook characterization and the character section of
their independent booklet. Their ability to make personal connections to
the themes will also be assessed Grade 8 2.2.1.B, 2.2.1.E, 2.2.2.A, 2.2.2.B
2.2.2.C. Grade 92.2.2.A, 2.2.2.C, 2.2.2.D, 2.2.3.B
o 2.3 Understand forms, elements and techniques students will participate
in class discussions regarding the authors style choices as well as the
implied meaning of the text. This will also be considered in their journal
is the story believable compare to other texts you have encountered.
Grade 8 2.3.2.C . Grade 92.3.2.B, 2.3.2.D,
o 2.4 Create Original Text will be considered in light of the extension
activitiesstudents are creating texts in response and with elements of
what they have read. Grade 8 2.4.2.A. Grade 9 2.4.3.A
o 4.1 Enhance and Improve Students will have choice in the Individual
Novel Study Booklet, this outcome will be measured by their ability to
pick an appropriate outlet for their views Grade 8 4.1.3.B
o 4.3 Present and Share this will be assessed in the students ability to
facilitate discussion in their small groupseach week a student will have
a specific role to bring to the discussion and they must share their findings
with their group. They are also expected to be considerate of each other
while they are presenting. Grade 8&9 4.3.1.A, 4.3.2.A, 4.3.4.B
o 5.2 Work Within a Group in interacting with their group members they
will share responsibility for the work done and contribute to the group by
engaging in conversation and respecting different perspectives. Grade 8
5.2.1.A, 5.2.1.B, 5.2.2.A, 5.2.2.B. Grade 9 5.2.1.A, 5.2.2.A, 5.2.2.B

Strategies to Reach the Outcomes (Bold = pre-assess, Italicize = Formative,

Underline =Summative)
6

1.2 Clarify and

Extend

-Class
Discussion
-Facilitator
-Journal
-INS Booklet
-Facebook Page

4.1 Enhance and

Improve
-INS Booklet
-Class
Discussion

2.1 Strategies and

Cues

-Interpretation
of Tell Tale
Heart
-INS Vocab,
Character,
Extension
-Timeline
-Journal
4.3 Present and
Share
-Small Group
Discussion
(Facilitator)
-INS Booklet

2.2 Respond to
texts
-Reading various
short stories&
relating them to
texts
-Class Discussion
-Facilitator
-Facebook Page
-Journal
-INS booklet
-Characterization

2.3 Understand
Forms, elements
and techniques

- Journal
-Class Discussion
-INS Booklet

2.4 Create Original

Text

-Acting
Gramophone
Scene
- INS Booklet
-Journal

5.2 Work Within a

Group
-Faciliator
-Class Discussion
-Gramophone
scene

3. Resources/Materials
Resources:
Videos
And Then There Were None
Various Trailers
Reference to Hunger Games

Short Stories/Books/Poems
And then There Were None Agatha Christie

Deathwatch Robb White

What they Dont Know Anita Horrocks
We Were Liars E. Lockhart
The House of Scorpion Nancy Farmer
The Lord of Opium Nancy Farmer
Tell Tale Heart Edgar Allan Poe
The Lady or the Tiger Frank Stocton
My Guilt Agnes Copithorne

4. Objectives/Goals
My goal for this unit is to increase the reading and comprehension of my students.
With Ms. Lodermeier in the classroom to help, I hope to utilize her in aiding my
weaker groups to give them confidence.
o Students will participate in large and small group discussions/projects,
while working together and interacting to develop interpretations (1.2, 4.3,
5.2)
o Students will respond to the texts through their journal and discussion,
recognizing how the texts relate to their lives. (1.2, 2.1, 2.2)..
o Students will develop reading comprehension strategies and vocabulary
that will aid them in their individual reading (2.1, 2.2, 2.3, 4.1, 4.3).
7

o Students will show their understanding of the texts and time management
through the INS booklet (1.2, 2.1, 2.2, 2.3, 2.4, 4.1, 4.3).
o Students will develop greater fluidity and comprehension in their reading
and improve writing with strong and confident opinions (2.1, 2.2, 2.4, 4.3)
5. Learning Activities and Instructional Strategies
Before reading the novel students will read and analyze The Tell Tale Heart we
have completed this storythey had to draw a picture of a strong image within
the text and find quotes to back up their interpretation. There is a murder and the
protagonist is consumed by guilt which reveals his madness and eventual arrest.
We will also look at Agatha Christies biography before getting into the reading of
the novel and I will encourage students to do the same.
While reading the novels students will participate in class discussion,
comprehension activities (such as recreating scenes, characterizations,
predictions, and the timeline assignment). They are expected to manage their time
wisely and meet the weekly deadlines set out in their groupshow many pages
per day should they be reading in order to be done on time.
Each Thursday a group member must facilitate the conversationI have handouts
to fill in so they can bring the passages and questions they will need to perform
their duty. They must lead the conversation and find ways to connect the weeks
readings to themselves or to other texts/events. The other members should bring a
quote from the readings that they found interesting and be prepared to discuss.
After reading, students will complete their INS booklet and any outstanding
assignments. We will be moving quickly into the Hunger Games film study which
has similar themes to a lot of the texts. After that unit, we will have a culminating
mini essay-writing unit that will tie everything together.

WHEN JUSTICE PREVAILS: And Then There Were

None
To what extent do internal and external forces shape us?

Unit Plan Calendar

Week One: September 19-23, 2016
Monday
Title: Welcome to
the Island

Tuesday
Title: Ten Little
Indians

Intention:
Students are
introduced to
Agatha Christi.
Will begin
analyzing
characters.
Create figurines
based on the
novels description.

Intention:
Students will
interpret the
poem in the
novel
Will receive
instruction for
their ind. Novels
Will use reading
strategies to
make predictions.

Display: And
Then There Were
None Chapter 1
Agatha Christie
Biography
Activities:
-Read authors
biography
-Assign novels
-Read Chapter 1
-Break class into
10 groupseach
are given a
character to
analyze and create
a clay version of.
-Fill in the
characterization
chart
-Include a TWEET
from your
character thus far.

Display:
IND. Novels
ATTWN
Chapter 2

Activities:
-Read CH. 2
-Discuss and
have
comprehension
questions ready.
-Make
predictions for
ATTWN
-Discuss
expectations for
IND Novel Study
- Act out how a
facilitator for
Thursdays will
look so they

Wednesday
Title: Accusations

Thursday
Title: Timeline

Friday
Title: ILR

Intention:
Students will work in
groups to re-enact a
scene from ATTWN to
increase
comprehension and
formatively assess
understanding.
Work on their IND
novel

Intention:
Students will
begin plotting the
first scenes of
ATTWN
They will have
their first round
of discussion
no facilitator.

Intention:
Students will
complete
comprehension
questions so I can
see their level of
understanding.
Students will
write in their
journal to express
their first
opinions.

Display
IND. Novel &
Handout
Spooky Music
ATTWN Chapter 3
Activities:
-In their IND groups
they will work
together to create the
GRAMAPHONE
SCENE
-They will be assessed
on their ability to
work as a groupand
show understanding of
presentations skills,
and interpretation of
the novel
-LIBRARYstudents
may take back any
books they do not
want; I do not expect
them to have three

Display:
ATTWN Ch. 4
Timeline/Narrati
ve structure
Activity Sheets
Activities:
-Read Ch. 4
-Discuss:
exposition, rising
action, climax,
falling action,
denouement
-Plot, as a class,
ATTWN up to
this point.
-Get into their
groups and read
their pages for
the day.
-Discuss what
has happened so
farwho do you
like/dislike, what

Display
Comprehension
questions for
ATTWN for the
weeks readings
open book
Life lesson
promptthe
world will focus
on the mistake
Activities:
-Comprehension
Quiz
-Text Talk
-Journal
-Catch up day

-Remind students
they will have to
do something
similar in their
ind. novels

know what to do.

-How many
pages per day
will they need to
read?
-Begin reading
their IND novels

books on the go.

-Start first round of
IND by getting into
groups, giving books,
reading, and
establishing roles

is going on.Iis
there a conflict
yet?

WHEN JUSTICE PREVAILS: And Then There Were

None
To what extent do external and internal forces shape us?

Unit Plan Calendar

Week Two: September 26-30, 2016
Monday

Tuesday

Wednesday

Thursday

Friday

10

Title: The First

Murder

Title: Say Goodbye

Mrs. Rogers

Intention:
Students will be
making their first
round of
predictions.
Students will
consider good
sentences from the
texts and create
their own.

Intention:
Students will be
working on their
INS.
Students will make
second round of
predictions after
murder
Keep Character
Analysis up to date
Work on Story Line
structure

Display
ATTWN Ch. 5
Punctuation
Scavenger Hunt
Activities:
-Read Ch. 5
-First group gets
to kill Anthony
Marston figurine
-Work on
MISSING
POSTER
-Predictions
-Punctuation
Scavenger Hunt
-INS Work Period
-Pokemans to
work with Rita

Display:
ATTWN Ch. 6
Activities:
-Read Ch. 6
-MISSING
POSTER for Mrs.
Rogers
-INSreading and
working through
bookletif they
can

Title: Themes,
Symbols, Why does it
matter Anyway?

Title: What do
you think?

Intention:
Students will begin to
understand the
importance of
themes, symbols and
setting

Intention:
Students will
discuss their
novel in groups.
Discuss what is
going on in their
books

Display
ATTWN pg. 96-102
individual reading

Display:
ATTWN pg
103-108

Activities:
-Individually read
96-102 and then flip
to your INS
facilitators get ready
for tomorrow
-Have individual
conferences with 3
peopleget them to
read to me, ask them
questions about the
their book.
-LECTURE-symbols,
themes, setting
-find, and take a
picture, of something
symbolic.compare.

Activities:
-Read 103-108
as a class
-Discuss the
book as a class
to model what
they may do in
their INS groups
-Set clear
expectations that
they must stay
on topic and on
taskeven
though the
nature of group
discussion may
veer to another
topic.
-Break off and
they may talk
with their
groups about the
book.

PD Day
No School

11

WHEN JUSTICE PREVAILS: And Then There Were

None
To what extent do internal and external forces shape us?

Unit Plan Calendar

Week Three: October 3-7, 2016
Monday

Tuesday
Title: A Storm is
Brewing

Wednesday
Title: What do you
think?

Thursday
Title: Lets Talk
about it

Intention:
Students will work
independently on
their INS
Students present their
predictions to the
classwith
evidence/quotes

Intention:
Begin to analyze the
film and compare the
different
interpretations.

Intention:
Students will
consider
everything we
know so far and
discuss what is
happening
review for quiz

Display:
ATTWN Ch. 8
PD DAY

Activities:
-Read Ch. 8
-Discuss
foreshadowing
-A Storm is brewing
INS Work Period

Display:
And then there were
nonefilm 1945, 30
min
Activities:
-JOURNALwhat
differences are there
between the film
and the book
-Find a quote to back
up your prediction
-Present predictions
to the class
-Prepare for
tomorrow
LIBRARY work
period

Display:
AATWN Ch. 9
Activities:
-Pose questions to
the classthinkpair-shareand
then discuss as a
class.
-INS working on
discussions

Friday
Title: ILR
Intention:
Students will
listen and show
respect for the
text talks
Display:
TEXT TALKSMike, Kathryn,
Lucas
Activities:
-ATTWN Quiz
-Journal
-FLEX

-Look at Mike,
Kathryn, and
Lucas text talk
also conference
with them (ask
them to read and
ask questions
about their book)

12

WHEN JUSTICE PREVAILS: And Then There Were

None
To what extent do internal and external forces shape us?

Unit Plan Calendar

Week Four: October 10-14, 2016
Monday

Tuesday
Title: Dear Diary
Intention:
What is the
significance of a
diary? Students will
take on a different
perspective and write
about the events in
ATTWN
Display:
ATTWN Ch. 10

Thanksgivin
g
No School

Activities:
-Write a diary entry
from a different
characters
perspective
-INS
-In your groups
create a scene from
the novel and
perform it for the
classParody

Wednesday
Title: Character
Recap
Intention:
Students wil l
review all of the
characters thus far
and make
predictions again.
Work on MISSING
POSTERS if they
are not complete
Identify each
characters
weaknesses
Display
ATTWN Ch. 11
Activities:
-Missing Posters
-Character Analysis
-Discuss fatal
flaws
-If you had a fatal
flaw, what do you
think it would be?

Thursday
Title: MY Guilt

Friday
Title: ILR

Intention: Students
will consider the
poem in light of a
fatal flaw, and how
the poem relates to
other texts.

Intention:
Students will be
good listeners for
the Text Talks
and respond in
their journals
Display
TEXT TALKSRicky, Tyler,
Shea, Carson

Display
ATTWN CH. 11
My Guilt by
Agnes Copithorne
Activities:
-Read the poem
-Analyze: what
happened? Does the
narrator have a fatal
flaw?
-How does this
poem relate to your
novels?

Activities:Text Talk
Journal
FLEX

-Have small group

discussions INS

-INS

13

WHEN JUSTICE PREVAILS: And Then There Were

None
To what extent do internal and external forces shape us?

Unit Plan Calendar

Week Five: October 17-21, 2016

Monday
Title: Survivor

Tuesday
Title: The Island

Intention:
Students will have to
complete a variety of
punctuation/gramma
r/spelling tasks in
order to remain on
the island

Intention:
Consider how
many of the novels
take place in a
secluded setting.
Why would the
author choose to do
this?
Students will
consider the setting
as a major role in
the novel

Display:
ATTWN Ch. 12
Survivor Clip
Activities:
-Have a scavenger
type game that
focuses on Survivor
groups will
become spectators
(that still participate)
as they move
through the stations
all stations focus
on grammar and
spelling. Rita. The
groups will be made
by me and not in the
INS groups
-May not have time
to work on INSa
break from the novel
study day.

Display:
-ATTWN Ch. 13
-Flipped Fairy Tale
(Jungle Book in
New York)
Activities:
-Consider setting
brainstorm as many
films and/or stories
where the setting is
crucial (Peter Pan,
Beauty and the
Beast, Harry Potter,
Maze Runner, Star
Wars) how would
the novels be
different in a
different setting?

Wednesday
Title: And then there
were two

Thursday
PD DAY

Friday
PD DAY

Intention:
Students will make
final predictions
Students will consider
the Ten little Indians
poem to aid in
predictions.
Display
ATTWN Ch. 14
Activities:
-Final Predictions
-Class Discussion
-Complete the
MISSING POSTER
-Update the timeline
have we reached the
climax yet??

LIBRARY work
Period

14

-INS

15

WHEN JUSTICE PREVAILS: And Then There Were

None
To what extent do internal and external forces shape us?

Unit Plan Calendar

Week Six: October 24-28, 2016

Monday
Title: And then
there were NONE
Intention:
Students will reach
the last chapter of
ATTWN.
Work on their
assignments
everything is due
next Monday
Reflect on the novel
so far
Display:
ATTWN CH. 15
Activities:
-Read CH. 15
-Consider the effects
of stress
-Have you ever felt
very stressed, or
guilty, what do you
do to overcome it?
-INS

Tuesday
Title: epilogue

Wednesday
Title: Manuscript

Intention:
Students will
consider what the
detectives see
Students will
consider their role
in the novelfly
on the wall.

Intention:
Students will find out
who the murderer is
and look at their
previous evidence
where they ever on the
right track.

Display
ATTWN Epilogue
Activities:
Read Epilogue
-Did you come to
the same
conclusions as the
detectives?
-INS Work Period

Display
ATTWN Manuscript
-Watch the end of the
1945 film
Activities:
-What were the
differences between
the film and the
novel? Does the film
make an accurate
portrayal? Why would
the filmmakers cut
out/add different parts
to the film
-INS Work Period

Thursday
Title:
Quiz/Work
Period
Intention:
Students will
have their final
quiz on ATTWN
Students will
have the period
to finish up their
projects for the
INS
Display:
Possibly The
Lady and the
Tiger
Activities:
-Final Quiz for
ATTWN
-Work Period
-If the majority
of the class is
done and caught
up we can read
The Lady and
the Tiger and
reflect on the
text-to-text
similarities

Friday
Title: ILR
Intention:
Students will
write a journal
on the
popularity of
reality TV
shows
Display:
Show a trailer
for Big
Brother,
Survivor, and
Bachelorette
Activities:
-Journal what
are the
differences
between these
shoes? Are
there any?
Why are they
so popular?
What is it
about human
nature that
makes people
want to watch
them?

16

WHEN JUSTICE PREVAILS: And Then There Were

None
To what extent do internal and external forces shape us?

Unit Plan Calendar

Week Seven: October 31 November 4, 2016
Monday
Title: Human Nature in Action

Tuesday

Wednesday

Thursday

Friday

Intention:
Students will be put into a situation
with no adult supervision
They have a small task and too
much time to do it inwhat does it
say about human nature when
people are left to their own
devices?
Display:
Human Nature Activity
Begin Hunger Games film study
Activities:
-Human Nature Activity
-INS BOOKLET DUE DATE
-Final response to ATTWN Class
discussion about what they found
interesting in their books compared
to the class novel.
-Any final comments on the novel
study.
-Gallery walk of everyones
Booklet-Performance Day (if they
worked on anything as a group
they will show the class tdoay

17

6. Assessment and Evaluation Plan

Assessmen
t Tool Title

INS Booklet

Facebook
Page

Outcomes
1.2.1.a Clarify and Extend
2.1.2.a, 2.1.4.a, Strategies and Cues
2.2.1.b, 2.2.2.a, 2.2.2.b, 2.2.2.c, 2.2.3.b,
Respond to Texts
2.3.2.b, 2.3.2.c, Understand Forms,
Elements and Techniques
2.4.2.a Create Original Text
4.1.3.b, Enhance and Improve
4.3.1.a, 4.3.2.a, 4.3.4.b, Present and Share
1.2.1.a Clarify and Extend
2.1.2.a, 2.1.4.a, Strategies and Cues
2.2.1.b, 2.2.2.a, 2.2.2.c, 2.2.2.d, 2.2.3.b,
Respond to Texts
2.3.2.b, 2.3.2.d, Understand Forms,
Elements and techniques
2.4.3.a Create Original Text
4.3.1.a, 4.3.2.a, Present and Share
1.2.1.a Clarify and Extend
2.1.1.a, 2.1.2.a, Strategies and Cues
2.2.2.a, 2.2.2.c, 2.2.3.b, Respond to Texts
2.3.2.c, Understand Forms, Elements and
Techniques
1.2.1.a Clarify and Extend
2.1.1.a, 2.1.2.a, Strategies and Cues
2.2.2.a, 2.2.2.c, 2.2.3.b, Respond to Texts

Timeline

Characteriz
ation Page
&
MISSING
PERSON

Gramophon
e Scene

2.1.2.a, Strategies and Cues

2.2.3.b, Respond to Texts
4.3.2.a, Present and Share
2.1.2.a, Strategies and cues
2.4.3.a, Respond to Texts
4.3.2.a, Present and Share

2.2.2.a, 2.2.2.b, 2.2.2.c, 2.2.3.b, Respond

to Texts

2.2.3.b, Respond to Texts

2.3.2.b,Understand Forms, Elements, and
Techniques
2.4.3.a, Create Original Text
1.2.1.a, Clarify and Extend
4.3.1.a, 4.3.2.a, Present and Share
5.2.1.a, 5.2.1.b, 5.2.2.a ,5.2.2.b Work
Within a Group

Brief Description

FOR

AS

OF

The INS Booklet includes a book

cover design, comprehension
questions, vocabulary work,
writing work, characterization, and
speaking/creation/representing
activities. All of the aspects of this
booklet will aid the students in
comprehending, interpreting, and
drawing conclusions from the text.
As well as, helping them pick out
important vocabulary and plot
points.

Once a week, students will have to

make a Facebook post from a
character in their novel study. It
will be on a blog type website and
will be completed during class
time. This assignment will help me
formatively evaluate how well the
students comprehend the texts; it
gives them an opportunity to
develop their interpretations while
also reading others.

This assignment will help students

make sense of the complicated
novel And then there were None,
this will be a key reference for
them while reflecting on the text
and looking for plot elements.

This page will be an ongoing

assignment. They can begin filling
it out within the first chapter of
ATTWN, and, depending on the
character, will continue to add until
the end.
Once their character is dead, they
will make a MISSING PERSONS
poster that will be hung on the
bulletin board. This shows their
understanding of character and
character development.

Students will work with their INS

group to perform the gramophone
scene. This will give students a
look at how one scene can be

18

Literature
Circle

1.2.1.a, Clarify and Extend

4.3.2.a, Present and Share
5.2.1.a, 5.2.2.a, 5.2.2.b Work Within a
Group

interpreted so many different ways.

It will also be an evaluation on
their presentation and group work
skills.

2.1.1.a, 2.1.2.a, Strategies and Cues

2.2.2.a, 2.2.2.c, 2.2.3.b, Respond to Texts
2.3.2.b, Understand Forms, Elements, and
4.3.1.a, 4.3.2.a, 4.3.4.b Present and Share
5.2.1.a,5.2.1.b, 5.2.2.a, 5.2.2.b Work
within a Group
2.1.1.a, Strategies and Cues
2.2.2.c, 2.2.3.b, Respond to Texts
2.3.2.b, Understand Forms, Elements, and
Techniques
4.3.1.a, 4.3.2.a, 4.3.4.b Present and Share
5.2.1.a,5.2.2.a, 5.2.2.b Work within a
Group

Once a week these groups will get

together. One person should have
questions prepared on the weeks
readings, while the other group
members should pull at least one
quote that they found
important/interesting. This activity
will help students draw their own
conclusions and receive immediate
feedback on their ideas from their
group members. Students will
consider a variety of opinions
within the weekly discussions.

7. Extension Enrichment/Special Considerations/DI

The weaker students will be reading Deathwatch and What They Dont Know as these
are relatively easier novels. These students have a grade three reading level and will
require the help of me and Rita (our TA). This does not mean stronger students cannot
read these novels but they will be in a separate group (for example: there can be two
groups of five reading Deathwatch and one group may get more aid than others.
Some students may need extra time or guidance when working on the independent
booklet. This may include offering them another room to work in with minimal
distraction.
8. Connections to Other Areas of Curriculum and/or Other Language Units
This unit could be connected to the art curriculum depending on the visual
representation.
Deathwatch and the Lord of Opium have very direct references to survival and the
sciences.
9. Bulletin Board/Display
Both the clay figurines of the characters in And Then There Were None and the
MISSING posters will be displayed. At the end of the unit I would also like to display
any visual activities the students created in the extension activities (movie poster)
10. Reflections:

19

WHEN JUSTICE PREVAILS: And Then There Were

None
To what extent do internal and external forces shape us?

APPENDIX A: Materials for Unit

20

Novel Study Booklet

Name of Independent Novel
All work must be submitted as one complete booklet at the end of the novel
study. It may be neatly done by hand, or done on the computerif appropriate.
This document is for you to keep and refer to as necessary. It does not need to be
handed in so you may write on it as you see fit.
What do I need to hand in?
1. A COVER PAGE (1.2.1.a, 2.2.2.d, 2.2.3.b, 4.1.3.b)
This is your chance to create your own book cover. You will design a
new book cover for your novel and it must include: authors name, title,
reference to symbols, themes, and major characters.
2. PREPARE 6 GOOD QUESTIONS ABOUT YOUR NOVEL (2.1.2.a, 2.2.2.a, 2.3.2.b)
You must also include the answers to the questions. Try to use what,
why, which, how, do you think, compare questions.
3. Complete the following questions from the core sections, as the
instructions indicate.
a) VOCABULARY 1 QUESTION
b) WRITING 1 QUESTION
c) CHARACTER 1 QUESTION
d) DRAMA/SPEAKING/LISTENING 1 QUESTION This section
you may choose to complete as a group or with a group member
e) EXTENSION ACTIVITY 2 QUESTIONS
BE SURE TO CHECK YOUR WORK FOR COMPLETENESS AND ACCURACY.
HAND IT IN AS A COMPLETE BOOKLET.
*NOT INCLUDED IN BOOKLET* You will also be expected to update your
characters Facebook Profile once a week based on what is going on in your novel.
You will be given class time to do this. You will also have to create a story line for
the novelsheets will be given out and you may work with your group.
21

Core Activities
A) VOCABULARY (2.1.4, 4.1.3.b)
1. Prepare a puzzle with difficult vocabulary found in the novelinclude
definition
2. Select 10 words that were new to you in this novel. Define each word and
use it in a good sentence.
3. Select 25 words you find particularly descriptive. Use 5 of them in a good
sentence.
4. Write 10 riddles for words found in your novel. Make sue you have the
answers.
B) WRITING (should be a page-ish typed) (1.2.1.a, 2.1.2.a, 2.2.1.b, 2.3.2.d, 2.4.2.a, 4.1.3.b)
1. Write any type of poem about your book (at least 25 lines)
2. Write a letter to a friend describing this book that you are going to send
to them
3. Write a diary for your favourite character.
4. Write a character profile of a person in your book ten years older or
younger than he/she was in the story
5. Write a different ending for your book.
6. Write a newspaper article explaining what happened in a crucial point in
your book
C) CHARACTER (2.2.2.a, 2.2.2.b, 2.2.2.c, 2.2.3.b, 2.4.2.a, 4.1.3.b)
1. Pretend you are a character from your book and introduce the other
characters in your book to the class.
2. Write a chronology for one character (CHRONOLOGY= the sequence of
events that happened to the character throughout the book)
3. Make up five interview questions (with answers) for a character in your
book.
4. For a film about your book which actor/actress would you recommend for
the leading role? Explain, in detail, why.
D) DRAMA/SPEAKING/LISTENING (4.1.3.b, 4.3.2.a, 4.3.4.b)
1. Deliver a sales talk for your book.
2. Dramatize your favorite incident.
22

3. Write a TV commercial for your book

4. Make a TV script for one scene of your book.
5. Do an at the movies dialogue with a partner discussing the merits of the
book.
6. Read a descriptive passage from your book to the class. Prepare a
listening quiz.
7. Choose music to accompany an oral reading of a section of your book
8. Roleplay a main character and have the class ask the character questions
E) EXTENSION ACTIVITIES (2.2.3.b, 2.3.2.c, 2.4.2.a,2.4.3.a, 4.1.3.b, 4.3.1.a, 4.3.2.a, 4.3.4.b)
1. Draw a scene from your book and explain it
2. Prepare a travel brochure for the area of your book
3. Do research on any topic connected with your book
4. Tell, in a page, what you think happened before the story began.
5. Write a letter to the author and explain how you felt about the book and
6.
7.
8.
9.

ask any questions that he/she might answer for you

Draw a comic strip of your book
Create a movie poster for the novel
Draw a portrait of your favorite character and explain something about it
Describe what you think happened to the protagonist after the novel

ended
10. Explain why the novel should be included in a time capsule
11. Explain what problems the main character had and how he/she handled
them
12. Was there any growth of the main character (mentally/physically)?
Explain.
13. Do you think the author used any colors to symbolize moods? Give 4 or 5
examples to support your opinion
14. Create a soundtrack for your novel. Give a brief explanation for the songs
chosen.

23

24

WHEN JUSTICE PREVAILS: And Then There Were

None
To what extent do internal and external forces shape us?

APPENDIX B: Assessment Tools

NOTE**Rubrics for INS Booklet are still in the workshoping to align

with report card which I left at the school I will forward them when
they are developed

25

Journal Checklist
Name:
Review the journal and decide to what extent the entries:

Are complete records

Respond to one of the prompts
Display thoughtful and reflective
responses
Contain details and evidence of critical
thinking
Total

Student
/3
/2

Teacher
/3
/2

/5

/5

/5

/5

/15

/15

Student Comments (Anything you should know about my journal):

Teacher Comments:

26

Final Evaluation:

WHEN JUSTICE PREVAILS: And Then There Were

None
To what extent do internal and external forces shape us?

APPENDIX C: Lesson Plans

27