working together to outrun cancer junior · bulletin board near the terry fox graffiti that is the...

Working Together To Outrun Cancer

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JUNIOR


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Lesson: Identifying Heroes and Character Traits Curriculum Connection: Language Arts Grade Level: Junior Time: Approximately 45 minutes Lesson Snapshot Terry Fox is the epitome of the character virtues we as teachers are trying to instill in our students. Using this lesson, students will work through activities to help identify Terry as a national hero, as well as recognize every day heroes in their own lives.

Success Criteria Students;

will identify effective words and use them to describe Terry Fox are able to identify famous and non-famous heroes in their lives

Curriculum Expectations Reading

Read a variety of texts Reading

Use stated and implied ideas in texts to make inferences and construct meaning Reading

Make judgments and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views

Reading

Sort and classify ideas and information for their writing in a variety of ways Materials/Media

BLM J-1: “Word Graffiti” (enlarged to 11x17) BLM J-2: “Heroes” BLM J-3: “Terry Fox Graffiti Assignment” rubric Chart paper

Markers (Seven Different Colours)


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Lesson Delivery Setting the Stage: Graffiti Activity

Take enlarged sheet of graffiti words and cover each student's desk. When students come to their desks, ask them to silently read the graffiti sheet that is on their desk. Emphasize NO talking. You want the students to come up with their own ideas and opinions about the words. Ask them to circle or highlight five words that truly stand out to them.

Hand out BLM J-2. Students will sort the words they have selected in order and then use the words to describe people they know or people they have heard of, in a sentence.

Core Learning Activity

Group the students. Together they will bring their worksheets and graffiti pages together. Distribute a marker and piece of chart paper for each group.

Draw the following chart on the board for students to copy on their chart paper.

PEOPLE WE KNOW PEOPLE WE HAVE HEARD OF

Application of Information

Given their list of phrases, selection of words and the words on the graffiti sheet, the students must name 5 t0 7 people in each category.

Each group will present their ideas and as a class circle commonly themed names. Have a discussion about who the graffiti was about. Introduce Terry Fox to the class and share his biography and information about The Terry Fox

Foundation. Each student will then create their own graffiti about Terry, following the format of the given

sheet at the beginning of the lesson. Students may use 5 of the words included in their graffiti. Assessment Anecdotal observations can and should be made during the group work part of this lesson. Teachers may choose to mark the BLM J-2 and use the attached rubric (BLM J-3) to assess student created Terry graffiti. Extension Activity Use the website wordle.net to create a graffiti word web about a hero in their own lives. Display on a bulletin board near the Terry Fox graffiti that is the main product of this lesson plan.


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BLM J-1


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BLM J-2


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Terry Fox Graffiti Assignment Level Four Level Three Level Two Level One

Word Choice All selected words are effective, appropriately describing Terry Fox

Most words selected are effective, appropriately describing Terry Fox

Some words selected are effective, describing Terry Fox

Few words selected are effective, inappropriately describing Terry Fox

Colour Use of many vibrant and bright colours

Use of some vibrant and bright colours

Use of few vibrant and bright colours

Used little colour

Feedback

Terry Fox Graffiti Assignment Level Four Level Three Level Two Level One

Word Choice All selected words are effective, appropriately describing Terry Fox

Most words selected are effective, appropriately describing Terry Fox

Some words selected are effective, describing Terry Fox

Few words selected are effective, inappropriately describing Terry Fox

Colour Use of many vibrant and bright colours

Use of some vibrant and bright colours

Use of few vibrant and bright colours

Used little colour

Feedback

BLM J-3


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Lesson: Soundtrack of Terry’s Life Curriculum Connection: Language Arts Grade Level: Junior Time: approximately 100 minutes Lesson Snapshot Terry Fox experienced various roadblocks and successes in his life before and during the Marathon of Hope. In this lesson, students will analyze lyrics from various songs to assign them to an important part of Terry Fox’s life. Success Criteria Students;

are able to assess the importance of life events and justify a song choice to best fit the emotion of that event

Curriculum Expectations Music

Create musical compositions for specific purposes and audiences

Music Express detailed personal responses to musical performances in a variety of ways

Writing

Generate ideas about a potential topic and identify those most appropriate for the purpose

Writing Sort and classify ideas and information for their writing in a variety of ways Visual Arts

Create two- and three-dimensional art works that express feelings and ideas inspired by their own and other’s points of view

Visual Arts Use elements of design in art works to communicate ideas, messages and understanding

Materials/Media

BLM J-4: “Soundtrack of Terry’s Life” template


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BLM J-5: “Soundtrack of Terry’s Life” exemplar BLM J-6: “Soundtrack of Terry’s Life” rubric Terry Fox print materials – articles, books Access to YouTube via Internet Computer access for word processing and publications 12x12 cm card stock squares

Lesson Delivery Setting the Stage: Graffiti Activity

Begin by going through Terry Fox’s biography – one can be obtained online, from a book or from materials provided to schools by The Terry Fox Foundation.

Read through Terry’s story so students have a good idea of what he went through. Core Learning Activity

As a group, discuss the stages of Terry Fox’s life. For example, some stages might include childhood, basketball dreams, car accident, diagnosis, treatment, the Marathon, Thunder Bay, going home, saying goodbye and a legacy. These can vary; students will have approximately 8 to 10 areas of Terry’s life to get the most out of the assignment.

Once the class has decided the stages, students will discuss different samples of music that would be complimentary to that point in Terry’s life. Give them an example of a finished “soundtrack”, demonstrating a way for kids to tell Terry’s story through musical composition.


Each student will create a Terry Fox soundtrack. They will select a song for each stage of Terry’s life, as determined by the class in the core learning activity section.

Allot computer time for students to look up songs on YouTube, if necessary. Once they have selected their songs, BLM J-4 must be completed. After the musical and written composition is complete, a CD cover can be designed. Design can be by hand or on a computer-publishing program. 12x12 centimeter card stock

squares can be distributed to put good copies of covers on. Assessment Teachers can assess BLM J-4. Assessment of this entire lesson is also covered using the rubric labeled BLM J-5. Extension Activity Use Photo Story 3 or another similar program to create a visual slideshow to go along with their Terry Fox Soundtrack.


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BLM J-4


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BLM J-5


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SOUNDTRACK OF TERRY’S LIFE

Level Four Level Three Level Two Level One Song Choice and Justifications

I have written thorough and complete justifications for all of my songs choices.

I have written complete justifications for all of my song choices.

I have written justifications for all of my song choices.

I have written justifications for some of my song choices.

CD Cover My CD cover has bright colours and my title stands out. It is eye catching and done neatly.

My CD has some bright colours and my title is easily read. It is done neatly.

My CD has few bright colours and my title is hard to see/read. It has been somewhat rushed.

My CD does not have bright colours. My title is not present and is done messily.

Spelling and Grammatical Errors

My soundtrack project has 0 to 1 spelling and grammatical errors.



My soundtrack project has more than 8 spelling and grammatical errors.

SOUNDTRACK OF TERRY’S LIFE

Level Four Level Three Level Two Level One Song Choice and Justifications

I have written thorough and complete justifications for all of my songs choices.

I have written complete justifications for all of my song choices.

I have written justifications for all of my song choices.

I have written justifications for some of my song choices.

CD Cover My CD cover has bright colours and my title stands out. It is eye catching and done neatly.

My CD has some bright colours and my title is easily read. It is done neatly.

My CD has few bright colours and my title is hard to see/read. It has been somewhat rushed.

My CD does not have bright colours. My title is not present and is done messily.

Spelling and Grammatical Errors




My soundtrack project has more than 8 spelling and grammatical errors.

BLM J-6


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Lesson: Making Headlines Curriculum Connection: Language Arts Grade Level: Junior Time: Approximately 60 minutes Lesson Snapshot Terry Fox was often a focus of the media during his very public battle with cancer. In this lesson, students will use newsprint headlines and phrases to provide a visual display of Terry Fox filled with words that represent who he is.


will use print media to visually demonstrate a point of view Curriculum Expectations Media Literacy

Use overt and implied messages to draw inferences and construct meaning in media texts

Media Literacy Produce a variety of media texts for specific purposes and audiences, using appropriate forms,

conventions and techniques

Visual Arts Create two- and three-dimensional art works that express feelings and ideas inspired by their

own point of view Visual Arts

Use elements of design in art works to communicate ideas, messages and understandings Materials/Media

BLM J-7: Terry Fox Silhouette (enlarge) BLM J-8: Making Headlines Rubric Chart paper/Chalk Board/Smart Board Newspapers Scissors Glue


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Lesson Delivery Setting the Stage

Find some intriguing headlines and place up on Smart board/chalk board/chart paper. Discuss the words, what they mean and who or what the headline could be about.

Show the outline of Terry Fox. Discuss different words that describe him, include phrases and possible headlines that might have been in newspapers during Terry’s time.


Provide students with newspapers and the enlarged outline of Terry’s frame. Ask them to fill the outline with words and phrases from each newspaper.


Students must fill the outline of Terry’s frame with phrases, words and headlines from the newspapers.

Assessment Use of BLM J-7 and a rubric will allow for full assessment of this assignment. Extension Activity Create a headline that could have been used in newspapers at the start of Terry’s Marathon of Hope. Enlarge and place near their completed silhouette.


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BLM J-7


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MAKING HEADLINES RUBRIC

Level Four Level Three Level Two Level One Finished Product My Terry frame is

full of words, phrases and headlines. I have filled as much space as possible.

My Terry frame is mostly full of words, phrases and headlines. I have filled most of the space.

My Terry frame is somewhat full of words. I have filled some of the space.

My Terry frame is not full of words, headlines and phrases. I have many large empty spaces.

Use of Time I used given time wisely to complete this project on time and to the best of my ability.

I used given time wisely most of the time.

I used given time wisely some of the time.

I wasted class time and did not complete this project on time or to the best of my ability.

Feedback

MAKING HEADLINES RUBRIC

Level Four Level Three Level Two Level One Finished Product My Terry frame is

full of words, phrases and headlines. I have filled as much space as possible.

My Terry frame is mostly full of words, phrases and headlines. I have filled most of the space.

My Terry frame is somewhat full of words. I have filled some of the space.

My Terry frame is not full of words, headlines and phrases. I have many large empty spaces.

Use of Time I used given time wisely to complete this project on time and to the best of my ability.

I used given time wisely most of the time.

I used given time wisely some of the time.

I wasted class time and did not complete this project on time or to the best of my ability.

Feedback

BLM J-8


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Lesson: Graphing Terry’s Success Curriculum Connection: Math Grade Level: Junior Time: Approximately 100 minutes Lesson Snapshot Terry Fox has had a direct impact on cancer research as well as improved survival rates. In this lesson, students will analyze data from The Terry Fox Foundation and select an appropriate graph to show how Terry Fox has directly affected improvements in cancer research and survival. Success Criteria Students;

will work with data will accurately select an appropriate graph to demonstrate data

Curriculum Expectations Data Management and Probability

Collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables and graphs that have appropriate titles, labels, and scales using a variety of tools

Materials/Media

BLM J-9: “Cancer Research: It’s Working” BLMJ-10: “Data Management & Donations” BLMJ-11: “Graphing Terry’s Success” Access to graphing software and/or graphing chart paper


Discuss cancer with the class. Explain as simply as possible what cancer is, and discuss how it has affected the class. ie, who knows someone who has had it etc.

Discuss the changes in cancer. What could have changed? How do you think success rates have changed?


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Put statistics sheet up on Elmo, Smartboard etc and discuss the changes in cancer for both men

and women since Terry was diagnosed. Core Learning Activity

Distribute print materials that include data discussed as a class. Hand out BLM J-8 as a guideline to help them with this activity.


Using data presented in class, students will present their findings and information on a graph they deem to be the best choice.

Remind students that their assignment guideline will remind them of the rules of graphing. Students will either create the graph using graphing chart paper and/or graphing software.

Assessment Use rubric BLM J-8 to assess this assignment. Extension Activity Use publishing software to create a pamphlet for the Terry Fox Foundation to demonstrate data and statistics.


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BLM J-9


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BLM J-10


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Graphing Terry’s Success

Level Four Level Three Level Two Level One Follows Graphing Rules

My graph follows all of the graphing rules: has X and Y labels, a clear legend, straight lines and a clear and specific title.

My graph follows most of these graphing rules:has X and Y labels, a clear legend, straight lines and a clear and specific title.

My graph follows some of these graphing rules: has X and Y labels, a clear legend, straight lines and a clear and specific title.

My graph follows few of these graphing rules: has X and Y labels, a clear legend, straight lines and a clear and specific title.

Accurate Data The information on my graph is very accurate and precise and correctly demonstrates true facts about the Terry Fox Foundation.

The information on my graph is accurate and precise, and correctly demonstrates true facts about the Terry Fox Foundation.

The information in my graph is somewhat accurate and precise, and demonstrates some facts about the Terry Fox Foundation.

The information in my graph is not accurate and precise, and does not accurately demonstrate facts about the Terry Fox Foundation.

Neatness and Accuracy

My graph is done neatly, data is graphed accurately and I have added eye catching colour and detail.

My graph is done neatly, and my data is graphed accurately.

My graph is completed with some neatness and my data is mostly accurate.

My graph is completed messily, and my data is sometimes inaccurate.

Graphing Terry’s Success

Level Four Level Three Level Two Level One Follows Graphing Rules

My graph follows all of the graphing rules: has X and Y labels, a clear legend, straight lines and a clear and specific title.

My graph follows most of these graphing rules:has X and Y labels, a clear legend, straight lines and a clear and specific title.

My graph follows some of these graphing rules: has X and Y labels, a clear legend, straight lines and a clear and specific title.

My graph follows few of these graphing rules: has X and Y labels, a clear legend, straight lines and a clear and specific title.

Accurate Data The information on my graphs is very accurate and precise and correctly demonstrates true facts about the Terry Fox Foundation.

The information on my graph is accurate and precise, and correctly demonstrates true facts about the Terry Fox Foundation.

The information in my graph is somewhat accurate and precise, and demonstrates some facts about the Terry Fox Foundation.

The information in my graph is not accurate and precise, and does not accurately demonstrate facts about the Terry Fox Foundation.

Neatness and Accuracy

My graph is done neatly, data is graphed accurately and I have added eye catching colour and detail.

My graph is done neatly, and my data is graphed accurately.

My graph is completed with some neatness and my data is mostly accurate.

My graph is completed messily, and my data is sometimes inaccurate.

BLM J-11


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Lesson: Dear Terry Curriculum Connection: Language Arts Grade Level: Junior Time: Approximately 80 minutes Lesson Snapshot Terry Fox consistently set goals for himself in his life. His goals varied from something as simple as making the basketball team in high school to one as monumental as running across Canada for cancer research. In this lesson, students will write letters to their parents detailing the character traits Terry Fox exemplified in his life that they most admire and wish to emulate.


are able to follow the format for formal and informal letter writing will compare Terry Fox to the character traits in their school Character Traits initiative

Curriculum Expectations Writing

Gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources

Writing

Sort and classify ideas and information for their writing in a variety of ways

Writing Make revisions to improve content, clarity and interest of their written work

Materials/Media

BLM J-12: “Character Traits” BLM J-13: “Dear Terry Rubric” Video: http://www.youtube.com/watch?v=f1QOtPDAAeY&feature=plcp Computer processing software

http://www.youtube.com/watch?v=f1QOtPDAAeY&feature=plcp�


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Distribute BLM J-12 to each student. Show students the video Terry Fox: 30 Years of Hope. As students are watching the video, they should jot down examples of things Terry does and

says for each character virtue from your school’s character initiative. Core Learning Activity

Teacher will model the writing of a letter. This letter can be written to anyone regarding any topic – it is simply scaffolding how to write a letter for the students.

Put on chart paper and leave up in the classroom as a model. Give students time to write a rough draft of a personal letter to someone about the upcoming

Terry Fox event at school. They can describe the event, the school’s challenge and how the event is run. They can also explain why the school does the Terry Fox Run/Walk and why it is important to donate.


Using the formal letter writing process, students will use the organization chart from Setting the Stage to write a letter to their parents, telling them what they admire about Terry Fox and how he is a role model.

Students will explain the character initiative for their school and provide examples of how Terry fulfills each of the character initiatives.

To finish the letter, students will explain what trait they admired most in Terry, and create a plan to become more like him in that way.

Assessment Teacher edits of rough drafts will be followed to ensure accuracy in their final products. Final drafts can be assessed with BLMJ-13. Extension Activity Students can write a letter to Terry, detailing the characteristics Terry showed that they most admire and want to emulate.


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BLM J-12


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Dear Terry Rubric

Level Four Level Three Level Two Level One Follows Letter Writing Example (date, salutation, conclusion, paragraphs etc.)

My letter follows the elements of a formal letter and includes all necessary parts with a high degree of effectiveness.

My letter follows the elements of a formal letter and includes all necessary parts with effectiveness.

My letter follows the elements of a formal letter and includes all necessary parts with some effectiveness.

My letter follows the elements of a formal letter and includes all necessary parts with limited effectiveness.

Links to the Character Traits

My letter links Terry to all 8 character traits.

My letter links Terry to 6 or 7 character traits.


My letter links Terry to less than 3 of the character traits.

Spelling and Grammar

My polished letter makes 0 to 1 spelling and grammatical errors.



My letter makes more than 8 spelling and grammatical errors.

Follows Teacher Edit I follow every edit on my rough draft that was checked by my teacher.

I follow most edits on my rough draft that was checked by my teacher.

I follow some edits on my rough draft that was checked by my teacher.

I follow few edits on my rough draft that was checked by my teacher.

Dear Terry Rubric

Level Four Level Three Level Two Level One Follows Letter Writing Example (date, salutation, conclusion, paragraphs etc.)

My letter follows the elements of a formal letter and includes all necessary parts with a high degree of effectiveness.

My letter follows the elements of a formal letter and includes all necessary parts with effectiveness.

My letter follows the elements of a formal letter and includes all necessary parts with some effectiveness.

My letter follows the elements of a formal letter and includes all necessary parts with limited effectiveness.

Links to the Character Traits

My letter links Terry to all 8 character traits.



My letter links Terry to less than 3 of the character traits.





My letter makes more than 8 spelling and grammatical errors.

Follows Teacher Edit I follow every edit on my rough draft that was checked by my teacher.

I follow most edits on my rough draft that was checked by my teacher.

I follow some edits on my rough draft that was checked by my teacher.

I follow few edits on my rough draft that was checked by my teacher.

BLM J-13


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Lesson: Terry’s Canada Curriculum Connection: Social Studies Grade Level: Junior Time: Approximately 120 minutes Lesson Snapshot Terry Fox impacted every part of Canada both during the Marathon of Hope and for years afterwards. Using this lesson, students will create a map that demonstrates landmarks in Terry’s life.


are able to accurately label a map of Canada effectively use a legend appropriately plot cities on a map

Curriculum Expectations Social Studies

Construct a variety of maps to display and interpret information for specific purposes

Materials/Media

BLM J-14: Terry Fox Fact Sheet BLM J-15: “Terry’s Canada” BLM J-16: “Terry’s Canada Rubric” Terry Fox print materials Enlarged blank maps of Canada Internet access Post It Notes


Print out a copy of Terry Fox fact sheet (BLM J-14). Distribute a square of paper to each student. Have them walk around the room and try to

match up their fact with the province it comes from. Each province and fact can be shared with the class.


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Distribute enlarged maps of Canada to each student. Have them label and colour the provinces and territories of Canada.

Distribute assignment sheet for this task (BLM J-15) . Application of Information

Using Terry Fox print materials and/or facts from the Internet, students will locate 8 (or a number you deem acceptable) cities that were vital to Terry’s story.

Students will plot their selected cities on the coloured map using a legend. They will use a Post It note for each plotted city and write a fact about that city and how it

played a role in Terry’s journey or life. The map of Canada in the Terry Fox Information Booklet (provided by The Terry Fox

Foundation) is a great example to share with students. Assessment Completed maps can be assessed with BLM J-16. Extension Activity Use a symbol to plot the distance and area covered on Terry’s Marathon of Hope on another map of Canada.


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BLM J-14


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Terry’s Canada

Name: _________________________ You are going to create a map of Canada that demonstrates important facts and information about Terry Fox. You will select 8 cities in Canada that have played an important role in Terry’s life. It can be as simple as labeling Winnipeg, Manitoba as his birthplace.

CITY FACT

After your map is coloured, and the provinces and territories are labeled, plot the 8 cities your facts are about on the map using a legend. Next, get 8 Post Its from your teacher. Write your facts on the Post Its. Glue each Post It around the map of Canada, and draw arrows from the post it to the city it is about.

BLM J-15


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TERRY’S CANADA RUBRIC

Level Four Level Three Level Two Level One Terry Facts My map

demonstrates 9 or more Post It facts about different cities that relate to Terry Fox.

My map demonstrates 8 Post It facts about different cities that relate to Terry Fox.

My map demonstrates 6-7 Post It facts about different cities that relate to Terry Fox.

My map demonstrates 5 or less Post It facts about different cities that relate to Terry Fox.

Labels All of the provinces and territories are labeled correctly.

Most of the provinces and territories are labeled correctly.

Some of the provinces and territories are labeled correctly.

Few of the provinces and territories are labeled correctly.


My map makes 0 to 1 spelling and grammatical errors.



My map makes more than 8 spelling and grammatical errors.

TERRY’S CANADA RUBRIC

Level Four Level Three Level Two Level One Terry Facts My map

demonstrates 9 or more Post It facts about different cities that relate to Terry Fox.

My map demonstrates 8 Post It facts about different cities that relate to Terry Fox.

My map demonstrates 6-7 Post It facts about different cities that relate to Terry Fox.

My map demonstrates 5 or less Post It facts about different cities that relate to Terry Fox.

Labels All of the provinces and territories are labeled correctly.

Most of the provinces and territories are labeled correctly.

Some of the provinces and territories are labeled correctly.

Few of the provinces and territories are labeled correctly.





My map makes more than 8 spelling and grammatical errors.

BLM-16

Lesson Plan Project Team

Amy Whalen B.A, MST, OCT South Crosby Public School

Cathy Nealon, B.A, B.Ed, OCT

Cardinal Leger Catholic Elementary School

Colleen Gibson B.Phed, B.Ed, B.A HLST, OCT Lambton Kingsway Junior Public School

Robert Dunlop, B.A, B.Ed., OCT Prince Philip Elementary School

Physical Education Specialist, Computer Specialist

Reviewers

Anne Heath, B.A., B.Ed. OCT

Lambton-Kingsway Junior Public School

Daisy-Mae Hamelinck B.A, B.Ed, SSWD, MA

Laura Keeping, B.A., B.Ed, OCT

Lynn Sweeney McGinn, B.Ed

Melissa Dunlop, B.A.Sc, RD

Michael Snow B.A, B.Ed, M.A, OCT Pelham Centre Public School

Melissa McKinney-Lepp B.A. B.Ed, OCT

Reading Specialist, Special Education Specialist DSBN Instructional Coach

Sherri Merkley, B.A, B.Ed, OCT

South Crosby Public School

Suzanne Taylor, B.A.Sc., B.Ed., OCT Lambton-Kingsway Junior Public School

Filomena Tuccitto B.A, B.Ed, OCT

Cardinal Leger Catholic Elementary School

working together to outrun cancer junior · bulletin board near the terry fox graffiti that is the...

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