Keystone International Schools 2019-20 Academic Year

Subject ELA yr 7 Weeks/ Lessons per Unit 9

Name of the Unit

Unit 2 The Hobbit

Learning Objectives of the determining the meaning of words and phrases. . . including figurative language;
Unit (refer to Ontario curriculum to b) explaining how a series of chapters’ fits together to provide the overall structure;
specify objectives and use the code c) compare and contrast two characters;
of each specific expectation)
d) determine how characters … respond to challenges;
e) drawing inferences from the text;
f) determining a theme of a story . . .
point out examples of humor, including slapstick humor, throughout the story. 3. list the identifying physical
and lifestyle characteristics of each group below and comment on the values of wealth, war, and
relationships for the groups: • dwarves • elves • hobbits • men of the lake • trolls •
goblins 4. discuss Tolkien’s style of narration and point out examples of when the narrator breaks away from
telling the story to speak directly to the reader. 5. define the characteristics of a fantasy and discuss ways
The Hobbit qualifies as one fantasy. 6. find examples of legends in the story and point out how they
contribute an air of verisimilitude to the story. 7. discuss the author’s poetic writing style, including his use
of personification and rhyme and meter in his prose. 8. point out examples of foreshadowing. 9. cite
incidents from the story which support the following overall theme: Good men can overcome evil through
courage, luck, good sense, and by maintaining friendly relations with other groups and their natural
surroundings.

Skills to be developed and which may be taught in conjunction with the novel include overcoming greed and
focused on selfishness; the maturation process (personal growth), overcoming difficulty, courage
 Keystone International Schools 2019-20 Academic Year
Summative Assessment Project

Real Life Connection Finding our life quests, leadership, courage, and having an inspiring vision.
(Field trips, outdoor learning
engagements, experiments,
community service, etc.)

Interdisciplinary Links social studies- history on the medieval times.

 Keystone International Schools 2019-20 Academic Year

Week 1
Content Learning Experiences and Formative Assessment Differentiation
Teaching Strategies
(Activities, Tasks, etc.)

students discuss and brainstorm To explore the nature of the Creating group activity
the sorts of things that you would typical setting in a fantasy novel writing
expect to find in a fantasy story. and the particular world within • To make predictions about the creativity
Consider typical plots and this novel. events in the plot.
actions, settings, abilities, typical
• To create a fantasy creature as
characters (e.g. wizards), fantasy
a creative writing exercise.
races, etc.
students write down how they
Particularly important fantasy think each race/creature will play
creatures in The Hobbit include a role in the plot of The Hobbit.
dragons, elves, dwarves and
goblins. Draw an outline of each
type of creature on a large sheet
of paper. Students work from
“station” (sheet of paper) to
“station” and write down what
they “know” about each race on
the inside of each outline
 Keystone International Schools 2019-20 Academic Year
Supplemental Texts / Resources: Vocabulary/terminology:

Ontario Curriculum Standards (Use the code of each specific expectation): Classifying Ideas 1.4 sort
and classify ideas and information for their writing in a variety of ways that allow them to manipulate
information and see different combinations and relationships in their data

Reflection

Teacher: Head of Department:

Signature: Signature:
 Keystone International Schools 2019-20 Academic Year

Week 2
Content Learning Experiences and Formative Assessment Differentiation
Teaching Strategies
(Activities, Tasks, etc.)

Partner Activity: Print out and • To know more about J.R.R. Understanding games
cut up the following paragraphs Tolkien’s background. partner activity
into separate words. Distribute Read the completed paragraph individual activity
the pieces of paper among the • To improve vocabulary, out and students copy these into
students. Alternatively, make particularly relating to this text. their notes.
several copies of the paragraphs
• To practice using the dictionary. Class Game: Play “The Dictionary
and cut them into longer
Game”
segments. Students work • Grammar and spelling: plurals.
together with a partner to
reconstruct the original
paragraph.
 Keystone International Schools 2019-20 Academic Year
Supplemental Texts / Resources: Vocabulary/terminology:

Ontario Standards (Use the code of each specific expectation):Classifying Ideas 1.4 sort and classify ideas
and information for their writing in a variety of ways that allow them to manipulate information and see
different combinations and relationships in their data

Reflection

Teacher: Head of Department:

Signature: Signature:
 Keystone International Schools 2019-20 Academic Year

Week 3
Content Learning Experiences and Formative Assessment Differentiation
Teaching Strategies
(Activities, Tasks, etc.)

writing assignment
Class Discussion: Read aloud To learn about the conventions of class discussion
Thorin’s letter to Bilbo and show writing formal letters. writing
the layout of the letter. Then Discuss
read out a formal (business) • To use the letter in this book as
the starting point for a what similarities the two letters group activity
letter written in the current
transactional writing exercise. have?
correct format. Show the layout
of this letter to the class. What dissimilarities do they
have?
Teacher Lecture: Explain the
correct layout for a business Consider language style,
letter, including the appropriate greetings, closings and layout.
greetings and closings.
Present the results to the class
In small groups, students and compile a master list. The
brainstorm and compile a list of teacher should add or modify any
“What not to do in a business items as necessary.
letter.”

Supplemental Texts / Resources: Vocabulary/terminology:

 Keystone International Schools 2019-20 Academic Year
Ontario Standards (Use the code of each specific expectation):Producing Drafts 2.8 produce revised
draft pieces of writing to meet identified criteria based on the expectations

Reflection

Teacher: Head of Department:

Signature: Signature:
 Keystone International Schools 2019-20 Academic Year

Week 4
Content Learning Experiences and Formative Assessment Differentiation
Teaching Strategies
(Activities, Tasks, etc.)

Creating
Individual Activity: One of the To read some passages of class discussion
things that makes The Hobbit so description very closely for Map
vivid and believable is the information. individual and partner activity
Working in pairs and studying the
attention to detail the author has
• To explore and practice codes, passages describing the road to
shown in writing descriptions of
ciphers and encryption. Rivendell, draw up a map of this
landscapes. This is especially the
terrain, making sure that all the
case in this chapter, where a
details given in the text are
large amount of space is given to
included.
description of the landscape. As a
whole class, compile a list of
details we are given about the
road from the ford to Rivendell.

Supplemental Texts / Resources: Vocabulary/terminology:

 Keystone International Schools 2019-20 Academic Year
Ontario Standards (Use the code of each specific expectation) Clarity and Coherence 2.3 communicate
orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the
intended audience

Reflection

Teacher: Head of Department:

Signature: Signature:
 Keystone International Schools 2019-20 Academic Year

Week 5

Content Learning Experiences and Formative Assessment Differentiation

Teaching Strategies
(Activities, Tasks, etc.)

creative writing
Group Activity: In this chapter, To analyze one of the major
we see Gandalf in action again. In characters. Students choose a passage that is class discussion
several places, the author tells us written giving Bilbo’s point of writing
several things about Gandalf. In • To make predictions about the view of a scene or event. Rewrite group activity
plot of the text. this scene from Gandalf’s point of
two or three groups, depending
view.
on class size, students draw a life-
• To understand point of
size outline of Gandalf on a large Draw a picture of Gandalf, basing
view/perspective.
piece of paper, tracing around your ideas on the descriptions
one of the students then adding • To use the events in the text as given in this text so far.
in a hat and staff. Around the a starting point for creative Remember that Gandalf is called
outside of the outline, write writing. “Gandalf the Grey” in The Lord of
things that the author or the the Rings.
other characters say about
Gandalf. Inside the outline, write Class Discussion:
(in bullet point form) some of Explain the different types of
perspective or point of view
Gandalf’s actions and what this
normally used for fiction (first
tells us about Gandalf. person, third person limited, third
person omniscient). What
perspective is used most often in
this story?.
 Keystone International Schools 2019-20 Academic Year
Supplemental Texts / Resources: Vocabulary/terminology:

Ontario Standards (Use the code of each specific expectation): 1.3 gather information to support ideas
for writing, using a variety of strategies and wide range of print and electronic resources (e.g., use a
timeline to organize research tasks; interview people with knowledge of the topic; identify and use
appropriate graphic and multimedia resources; record sources used and information gathered in a form
that makes it easy to understand and retrieve)

Reflection

Teacher: Head of Department:

Signature: Signature:
 Keystone International Schools 2019-20 Academic Year

Week 6
Content Learning Experiences and Formative Assessment Differentiation
Teaching Strategies
(Activities, Tasks, etc.)

Students construct a map of the Assessments

To investigate how Bilbo’s area around the Lonely worksheet map
character has changed. Mountain. Making sure that the Discuss how his attitude Bilbo
Front Gate, the Doorstep, the different from that of the
• To contrast the characters of trail, Ravenhall, Dale and the path dwarves.
the dwarves with Bilbo. to the Doorstep are all included.
essay writing
• To explore one of the motifs To practice writing an essay.
in this text. Identifying this atmosphere. List
of words and phrases used to
To explore one of the themes build this atmosphere of
of this book. emptiness, desolation and
danger.
• To explore the character of
Smaug.

Supplemental Texts / Resources: Vocabulary/terminology:

 Keystone International Schools 2019-20 Academic Year
Ontario Standards (Use the code of each specific expectation): 1.4 demonstrate understanding of
increasingly complex texts by summarizing important ideas and citing a variety of details that support the
main idea(e.g., key information in manuals, surveys, graphs, online and print encyclopedias, websites,
tables and charts; theme and related ideas in magazine articles, dramatic monologues, television
programs)

Reflection

Teacher: Head of Department:

Signature: Signature:
 Keystone International Schools 2019-20 Academic Year

Week 7
Content Learning Experiences and Formative Assessment Differentiation
Teaching Strategies
(Activities, Tasks, etc.)

Students need to List the items of Process verbs

To look at the style of this treasure that the dwarves and worksheet
chapter and contrast it with the Bilbo find. Students prepare for a questions/
style in other chapters. Students Rank the various vocab quiz
characters along the continuum
• To investigate the character of according to how highly they
Bard the Bowman. seem to value or desire the
treasure.
To relate some of the ideas and
issues raised in this chapter to
daily life

• To consider the characters in

this book in relation to
greed/materialism

Supplemental Texts / Resources: Vocabulary/terminology:

 Keystone International Schools 2019-20 Academic Year
Ontario Standards (Use the code of each specific expectation): 1.3 identify a variety of reading
comprehension strategies and use them appropriately before, during, and after reading to understand
increasingly complex texts (e.g., activate prior knowledge on a topic through dialogue and discussion; use
visualization and comparisons with images from other media to clarify details of characters, scenes, or
concepts; ask questions to monitor under-standing; summarize sections of text during reading; synthesize
ideas to broaden understanding)

Reflection

Teacher: Head of Department:

Signature: Signature:
 Keystone International Schools 2019-20 Academic Year

Week 8
Content Learning Experiences and Formative Assessment Differentiation
Teaching Strategies
(Activities, Tasks, etc.)

Class Discussion
To practice writing instructions. Someone to represent Bard,
Thorin and a panel of judges/jury, Students get prepared for a Class Students will write an essay
• To evaluate the ethics of Bilbo’s respectively. Each team of Debate: outlining whether they think
actions. “lawyers” elaborates on the Bilbo’s actions were right or
points wrong.
• To practice essay writing.
Students will Imagine that they
To practice developing and are Bilbo and in their notebook
structuring an argument. and write notes to himself for
carrying out his plan.
• To practice public speaking.
 Keystone International Schools 2019-20 Academic Year
Supplemental Texts / Resources: Vocabulary/terminology:

Ontario Standards (Use the code of each specific expectation): 1.1 identify the topic, purpose, and
audience for more complex writing forms(e.g., a rap poem or jingle, to express personal view to the class;
a report for a community newspaper about a public meeting on an environmental issue affecting local
neighborhoods; an autobiography for a youth magazine, web page, blog, or zine)

Reflection

Teacher: Head of Department:

Signature: Signature:
 Keystone International Schools 2019-20 Academic Year

Week 9
Content Learning Experiences and Formative Assessment Differentiation
Teaching Strategies
(Activities, Tasks, etc.)

Students complete their Hero’s Students complete a storyboard worksheet listening

To understand and use different Journey Charts. • of hero’s journey.
film shot types. all important elements of the
hero’s journey are covered in the
Action-focused with very little chart.
development in character.
Tolkien considered this to be the
climax of The Hobbit, Create a film storyboard for this
chapter. Include as much of the
• To understand the action in this chapter as possible.
chapter and turn it into a film-
style storyboard.

Supplemental Texts / Resources: Vocabulary/terminology:

 Keystone International Schools 2019-20 Academic Year
Ontario Standards (Use the code of each specific expectation): 2.2 identify the conventions and
techniques used in a variety of media forms and explain how they help convey meaning and influence or
engage the audience(e.g., fashion magazine conventions: fashion and cosmetics advertisements
are more prominent than editorial content; fashion magazine techniques: “themed” presentation of
clothing in photo spreads, dramatic modelling poses to display novel features of the clothing)

Reflection

Teacher: Head of Department:

Signature: Signature:
 Keystone International Schools 2019-20 Academic Year

Week 10

Content Learning Experiences and Formative Assessment Differentiation

Teaching Strategies (Activities,
Tasks, etc.)

Understanding
To explore how the various Brainstorm a list of all the problems worksheet ppt
conflicts and difficulties of and conflicts encountered by the Write a set of newspaper
the plot are resolved. characters prior to this chapter. headlines that would
accompany articles based on
To develop an alternative Discuss how satisfactory the various the events mentioned or
ending as a creative writing resolutions are. If you were Tolkien, described in this chapter.
exercise. what would you have done
differently? Have any loose ends
been left untied? What was your favorite part
in The Hobbit and what did
Students use the ideas and words you like about it?
generated in Activity 3 to create a
free-verse poem about what home
means to them.

Supplemental Texts / Resources: Vocabulary/terminol

ogy:
 Keystone International Schools 2019-20 Academic Year

Ontario Standards (Use the code of each specific expectation): 3.2 identify an appropriate form to
suit the specific purpose and audience for media text they plan to create (e.g., a website or
multimedia presentation about unit of study to present research findings to the class), and explain
why it is an appropriate choice.

Reflection

Teacher: Head of Department:

Signature: Signature: