Ellen+Bigelow-+The+Hockey+Sweater

__Novel Study Assignment – Part B__ __By: Ellen Bigelow__

** The Hockey Sweater **
** By Roch Carrier **
 * __Introduction__**

The book for all ages, __The Hockey Sweater__ by Roch Carrier is a Canadian classic cherished by many. This text is considered to be a “Canadian text”, meaning it contains Canadian culture, customs and history. There are also many themes of peer pressure and acceptance that students will be able to relate to. Not to mention the theme of “love of the game” which many people either have experienced themselves or witnessed.


 * __Review__**

The book takes place in Montreal and is about a boy who plays hockey with his friends at the local pond. All the boys were hockey jerseys of there most cherished Montréal Canadian hockey player number 9 Maurice “the Rocket” Richard. When the main character's jersey is worn out because of over use his mother decides to order her son a new one. There is much anticipation for this sweater from the Eaton’s catalogue. The boy opens his package and is distraught when he sees it is a Toronto Maple Leafs jersey instead. He is taunted and ridiculed by the other players at his next game. The story ends with the boy being told to go and pray and him asking God to destroy his jersey with moths.


 * __ Grade Level / Course __**

This book would be successful in an English classroom of all grade and levels. I think that children books would go over particularly well in an applied class because they are able to work with all the complexities of the themes without having the overwhelming task of a novel. It is also a great way to lead up to a novel study, getting students used to thinking critically as well as dissecting text. I will be applying the children’s story to the curriculum documents/ requirements for a grade 10 applied course to demonstrate some different ways it can be incorporated into the classroom.


 * __Teaching the Text (main ideas/ issues/ teaching points)__**

__Canadian Text__ The first theme that I would suggest is brainstorming. This is a great beginning concept to introduce the book to, and to help them warm up to one another through discussion of the question, “What is a Canadian Story?”. What different elements or themes need to be present for readers to understand and feel that they are reading a Canadian text? There are many different techniques found in this book that the the writer and illustrator use to clearly identify this book as a French Canadian story. The presence of hockey, cold weather, francophone, Eaton’s catalogue and Catholic churches not only show that it is a Canadian story but a French Canadian one as well. The topic of language and how it is originally in French then translated to English is worth informing the students.

__Culture and Customs__ The culture and customs while growing up in Montréal are clearly depicted throughout the book. There is a large presence of the Catholic Church and at the time the book was created this was the case. There is also the custom of ordering clothing through Eaton’s and this was practiced throughout all of Canada. Additionally, there is also the social issue of peer pressure and fitting in. Students will be able to relate to trying to be in with what is considered the norm.

__Historical__ This text shows a piece of French Canadian history. The illustrations in the book also offer a pleasant visual of what Montréal used to look like. Some hockey history is incorporated that many students can find interesting and relevant. As children we all remember worshipping a certain figure of fame, either sports athletes, pop singers, or individuals in the movie/film business. This book touches upon the idolization of hockey players, something many children can identify with.

__Political__ The text, __The Hockey Sweater__ is a great tool in discussing the conflict and tension that has existed between Anglophone and Francophone citizens. The sweater is symbolic and this is a great tool for going into greater detail about the political conflict.

__Media__ The Hockey Sweater has a small animated and narrated film. This can be used in comparison to the text. There is a media component in the curriculum that can be fulfilled by using the film as well. Students can compare and contrast the effectiveness of the film vs. the children's novel.


 * __Challenges__**

Some challenges in teaching the text is that you cannot assume that all students will be excited about the idea of working with a text that is primarily sports orientated. This can be prevented by exploring multiple themes in the text as well as focusing on other aspect that students can relate to. For example, the theme of peer pressure is universal. Another challenge might be using it to explore the tension between French and English Canadians. I think the text is a great way to help enlightening students about the political conflicts present in this region. Regardless I believe that this still could be challenging for a teacher.


 * __Assignments/ Activities__**

1. **Letter Assignment-** Students will be asked to write a letter like the protagonist does in the story; __The Hockey Sweater__ did to his hero. Each student will have to think and reflect on what person was his or her childhood idol.

2. **Reflective Journal-** Students will be asked to write a journal reflecting on a time when they felt pressure to buy a materialistic item that they felt was crucial to “fitting in”. They will have to expand by saying if the item was purchased or not and what the outcome was in comparison to their desire of what the purchased item would do form their situation.

3. **__The Hockey Sweater__** **film vs. the children’s book-** students will use the knowledge acquired when comparing the two forms. Students may choose another children's book that, in their opinion should be made into a film. They must justify why the particular story should be made into a film. They must also say whether it's animation or acted out. If the choice is animation they must draw the characters and if it's acted they must choose who will play what characters and why. __The Hockey Sweater__ link: http://www.youtube.com/watch?v=IJlilwLlBhg


 * __Curriculum Expectations__**

__1. Letter Assignment__

Reading and literature Studies 1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning.

Writing 1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience. 2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience. 3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively. 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

__2. Reflective journal Activity__

Writing 1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience. 2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience. 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

__3. Film vs. Text Assignment__

Writing 1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience. 2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience. 3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively. 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

New Media 1. Understanding Media Texts: demonstrate an understanding of a variety of media texts. 2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning. 3. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.