Senior+Non-Fiction+Sports

**Overall Expectation ** -Developing and Organizing Content -Use knowledge of form and style **Specific Expectations ** 1.1-Identifying Topic, Purpose, Audience 1.2-Generating and Developing Ideas 1.3-Research || Students should be able to write a sports news story by the end of the unit. **Today learners will: ** **- **To become familiar with how to write sports news. || **(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) ** || I will assess students during the period as they work in the library for a brief period (work in groups) and mainly through the homework as I will give specific comments about each piece. || **(i) //What prior experiences, knowledge and skills do the learners bring with them to this learning experience?// ** Students will have had the chance to create other types of Non-fiction articles and if they have not, I am going to have a hand out of an article to show them as example. **(ii) //How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners?// (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) ** Students with I.E.P, ELL, or ESL learners will be given extra time and attention if needed according to their specific needs. || Learning environment is key to the progression of students thus it is important to keep the class like a community where no one feels judged or put down because of their thoughts/comments. || The library will be in use for half of the period to give students a chance to work with a partner and practice making a news article. || || **//<span style="font-family: "Arial","sans-serif";">How will I engage the learners? //****<span style="font-family: "Arial","sans-serif";">(e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities, procedures, compelling problem) ** <span style="font-family: "Arial","sans-serif";">I will engage students by showing them a Non-fiction sports article about the World Cup and go into details about the content, language and style, and photos that connect to the audience and draw them in to read the article. <span style="font-family: "Arial","sans-serif";">One can pick any article based on the school culture and whichever sport will be most engaging for the students. <span style="font-family: "Arial","sans-serif";">By analyzing a good sports article, you can work with students to develop the rubric for the final summative and have them highlight the important detailed needed in most sports articles (5 w’s and 1 h). The focus and assessment on the will be on content which refers to research and understanding of the target audience. The language and style refers to the tone of the article and angle of the story. **<span style="font-family: "Arial","sans-serif";">MIDDLE: ** **__<span style="font-family: "Arial","sans-serif";">Teaching __****<span style="font-family: "Arial","sans-serif";">: //How does the lesson develop?// ** **<span style="font-family: "Arial","sans-serif";">How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). 45 min ** <span style="font-family: "Arial","sans-serif";">After the hook, students will be given the opportunity to go to the library and look at more samples and come up with their own article with a partner. This will allow them to analyze some more material and use different styles to engage their target audience. After this, students will work together and make up their own sports article about any sports related topic. **__<span style="font-family: "Arial","sans-serif";">Consolidation and/or Recapitulation Process __****//<span style="font-family: "Arial","sans-serif";">: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? //****<span style="font-family: "Arial","sans-serif";"> 10 min ** <span style="font-family: "Arial","sans-serif";">This is the point to go over some of the articles written by students and to make sure they include the important details in any article. **__<span style="font-family: "Arial","sans-serif";">Application __****<span style="font-family: "Arial","sans-serif";">: What //will learners do to demonstrate their learning?// (Moving from guided, scaffolded practice, and gradual release of responsibility.) ** <span style="font-family: "Arial","sans-serif";">For homework, students will work individually on preparing their own sports article on any sport or sporting event they choose. The homework will be collected and handed back with feedback to improve each student’s writing. **<span style="font-family: "Arial","sans-serif";">CONCLUSION: //How will I conclude the lesson?// 5 min ** <span style="font-family: "Arial","sans-serif";">I will conclude the lesson by going over the key concepts of any sports article and make sure they are comfortable with the writing style and technique. || **<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">World Cup Final ** <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">[|Kevin McCarra] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> at Soccer City <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">[|guardian.co.uk] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">, Sunday 11 July 2010 22.18 BST <span style="font-family: "Arial","sans-serif";">Spain celebrate Andrés Iniesta's late winner. Photograph: Marcos Brindicci/Reuters <span style="font-family: "Arial","sans-serif";">After a World Cup final of so toxic a nature the stadium is in need of decontamination more than the regular clean-up. To <span style="color: blue; font-family: "Arial","sans-serif";">[|Spain] <span style="font-family: "Arial","sans-serif";"> comes rightful glory as they took this prize for the first time. The side prevailed over a <span style="color: blue; font-family: "Arial","sans-serif";">[|Holland] <span style="font-family: "Arial","sans-serif";"> team that was reduced to 10 men when the English referee, Howard Webb, eventually dismissed the defender John Heitinga, with a second caution in the 109th minute. Cesc Fábregas, on as a substitute, fed <span style="color: blue; font-family: "Arial","sans-serif";">[|Andrés Iniesta] <span style="font-family: "Arial","sans-serif";"> to score the winner seven minutes later. <span style="font-family: "Arial","sans-serif";">Holland were already being rebuked prior to the final but these events were on a wholly different scale and Fifa should take additional action considering the harm done to the culmination of a tournament that means so much around the globe. The losers were overwhelmingly the guiltier party, with seven bookings, not including Heitinga's pair. Spain's count climbed to five with late cautions for Xavi and Iniesta near the end. <span style="font-family: "Arial","sans-serif";">Repellent as many of the events were, talent insisted on creeping in and Spain both manufactured and misused a rising number of opportunities, particularly in extra-time. As it is, all four of their matches in the knockout phase have been won by the same 1-0 score. The Euro 2008 title, too, came with that result. In Johannesburg the frustration while waiting for the breakthrough was vast. An unbeaten run of 25 matches came to an end for Holland but it would have been better for their reputation had they lost earlier instead of tying themselves to this notoriety. <span style="font-family: "Arial","sans-serif";">It would still be a misrepresentation to state that Holland devoted themselves entirely to wrong-doing and, in the 82nd minute, Arjen Robben was denied by an Iker Casillas save at his feet. No one can deny, though, that the victors are entitled to the prize. This occasion might bear less infamy if only they had scored earlier. As results show, chance-taking is the sole defect. The right-back Sergio Ramos, for instance, put a free header high from a corner kick in the 77th minute. The side's wastefulness was glaring, too, in extra-time. <span style="font-family: "Arial","sans-serif";">Still, they are to be excused for any sense of disorientation. The mayhem and nastiness of the occasion were encumbrances for Spain, who would have envisaged a wholly different type of game. It was potentially unsettling that this victory in the World Cup could be seen as their destiny considering that they had never even reached the final before. Vicente del Bosque's side, for that matter, have developed a highly individual style founded on exceptional technique that exhausts and demoralises opponents as a midfield of supreme artistry confiscates the ball. <span style="font-family: "Arial","sans-serif";">The flaw lies in the fact that possession can be an end in itself for Spain. European champions though they might be, the team began their World Cup programme in South Africa with defeat by Switzerland. They went behind then and a single goal sufficed for the victors. That occasion must have been prominent in the thoughts of the coach, Bert van Marwijk, and the Holland players. It can certainly be agreed that adversity of another sort lay before Spain in Johannesburg. <span style="font-family: "Arial","sans-serif";">There had been an expectation that the Dutch would be much less respectful than the young Germany side that lost to Spain in the last four. Holland have a hard-bitten air and Mark van Bommel, the defensive midfielder, is utterly at peace while making enemies. Even so, no one anticipated this extreme conflict. Webb might well have shown Van Bommel a red card before the interval but was most likely trying to bring about some semblance of calm. <span style="font-family: "Arial","sans-serif";">The standard medals for the officials should be seen as awards for a hazardous peace-keeping mission. Four bookings in the opening 22 minutes did not get the attention of players, particularly those of Dutchmen with their minds on anarchy. <span style="font-family: "Arial","sans-serif";">Nigel De Jong took up old habits unacceptably later in the first half but escaped with a yellow card after landing his studs in the chest of Xabi Alonso. <span style="font-family: "Arial","sans-serif";">The midfielder was unscathed but Spain had a fragility of sorts. Fernando Torres, out of form since a knee injury in March, did not come off the bench till near the close and, without him, the lack of a finisher is unmistakable. All the same, Ramos did connect with a Xavi set piece after four minutes and Maarten Stekelenburg was fully extended to parry to his right. <span style="font-family: "Arial","sans-serif";">The subtler aspects of open play were generally forgotten. Spain, as anticipated, had more polish but the final assuredly did not gleam. Whatever was said at half-time did not lead to the players changing their ways. Before an hour was completed it had been necessary for Webb to caution Holland's Giovanni van Bronckhorst. Despite being captain, veteran and cultivated left-back, not even he was above the ugliness. <span style="font-family: "Arial","sans-serif";">The tone might have altered swiftly with a goal that looked likely in the 62nd minute. Wesley Sneijder suddenly introduced artistry with a lovely pass that put Arjen Robben clear of Spain's defence and the winger attempted to take care, yet Casillas got his right leg in the path of the parting shot and conceded merely a corner. <span style="font-family: "Arial","sans-serif";">It was a spell in which the Dutch were in the ascendancy. The better moments made it all the more infuriating that Webb still had to keep reaching for his yellow card. For convenience sake he would have been as well keeping it in his hand at all times. There were only three players from the Holland starting line-up who were not cautioned: Stekelenburg, Dirk Kuyt and Sneijder. <span style="font-family: "Arial","sans-serif";">Whatever sanctions may lie ahead, Spain at least punished them by claiming the World Cup.
 * **<span style="font-family: "Arial","sans-serif";">1. Lesson Plan Information ** ||
 * **<span style="font-family: "Arial","sans-serif";">Subject/Course: **<span style="font-family: "Arial","sans-serif";"> ENG4U || **<span style="font-family: "Arial","sans-serif";">Name: **<span style="font-family: "Arial","sans-serif";"> Behrad Mobedi  ||
 * **<span style="font-family: "Arial","sans-serif";">Grade Level: **<span style="font-family: "Arial","sans-serif";"> Senior || **<span style="font-family: "Arial","sans-serif";">Date: ** ||
 * **<span style="font-family: "Arial","sans-serif";">Topic: **<span style="font-family: "Arial","sans-serif";"> Non-fiction writing || **<span style="font-family: "Arial","sans-serif";">Length of Period: **<span style="font-family: "Arial","sans-serif";"> 75 min  ||
 * **<span style="font-family: "Arial","sans-serif";">2. Expectation(s) ** ||
 * **<span style="font-family: "Arial","sans-serif";">Expectation(s) (//Directly from The Ontario Curriculum):// **
 * **<span style="font-family: "Arial","sans-serif";">3. Content ** ||
 * **//<span style="font-family: "Arial","sans-serif";">What do I want the learners to know and/or be able to do? //**
 * **<span style="font-family: "Arial","sans-serif";">4. Assessment (collect data) / Evaluation (interpret data) **
 * **//<span style="font-family: "Arial","sans-serif";">Based on the application, how will I know students have learned what I intended? //**
 * **<span style="font-family: "Arial","sans-serif";">5. Learning Context ** ||
 * **<span style="font-family: "Arial","sans-serif";">A. The Learners **
 * **<span style="font-family: "Arial","sans-serif";">B. Learning Environment **
 * **<span style="font-family: "Arial","sans-serif";">C. Resources/Materials **
 * **<span style="font-family: "Arial","sans-serif";">6. Teaching/Learning Strategies **
 * **<span style="font-family: "Arial","sans-serif";">INTRODUCTION- 15 min **
 * **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Holland 0 ** ||   ||
 * **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Spain 1 ** || * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Iniesta 116  ||