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                                  Monster Map

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                                  Monster Map

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Conceptual Map of the connections between texts, comprehension strategy activities, assents and learning goals

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1)      Students will be expected to be able to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

-          I can ask useful questions that give me the information I want.

-          I can pay close attention to what people are saying.

-          I can find the value in what people tell me.

2)      Students will be expected to use writing and other ways of representing to explore, clarify and reflect on their thoughts, feelings, experiences, and learnings, and to use their imaginations.

-          I can write my thoughts in a variety of convincing ways.

3)      Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

-          I can summarize the point of what is being shared with me.

-          I can share my opinion on what is being shared with me in a polite way.

4) Students will be expected to respond personally to a range of texts.
-          I can think about how what I’ve read relates to me.

-          I can express my opinion about a text.

-          I can find information in a text to support what I’m trying to say.

5)      Vary the organizational structures to enhance interest.

-          I can put timelines in my writing to make stories more interesting to follow.

6) Students will be expected to interpret, select, combine information, using a variety of strategies, resources, and technologies.
-          I can look for information that will help me support my ideas.

7) Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
-          I can write to an audience.

-          I can use different styles of writing to suit the situation.

8) Effectively include vivid descriptive vocabulary/precise technical words (strong nouns and verbs, colourful modifiers). Use figurative language effectively.
-          I can choose words that make my stories seem more realistic.

9) Identify key story elements of a narrative text; explain how events are related to a theme; graphic organizers may be used.
-          I can understand the different parts of a text.

10) Explain how the different elements of author’s style/technique create meaning and reaction; evaluate author’s effectiveness by providing relevant examples.
-          I can pick out the parts of a piece of writing that are persuasive, strong, or emotional.

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Rationale: “Monster House” offers a terrifying but ultimately sympathetic antagonist. Children are the heroes; the supporting cast of comedic teenage and adult characters offer less support the older they are, so autonomy and brilliance of children is emphasized. The story shows different forms of maturity, bravery, and love, as well as different forms of conflict and ways of overcoming them. The humour and intensity offer entertainment and make this film a great means of concluding this thematic unit.

Activity: Write a piece of creative nonfiction.

Step 1: Devote 1.5 period to watching “Monster House.”

Step 2: Have a discussion about which parts of it were impossible (the ghost, the house/lawn eating people). Then ask which parts might be possible in everyday life (angry neighbours, rude babysitters).

Step 3: Have students draw a map or blueprint of their own neighbourhood or street, like the one made in the movie. Additionally, have them write an accompanying blurb. They may talk about what it looks like on Halloween, if they notice it being celebrated.

Step 4: Divide the class into smaller groups. Have students share the blueprints and read the blurbs.

Step 5: After getting feedback on their stories, students can choose an area of their neighbourhood to write an urban legend or creepy story about.

Assessment Strategies
Formative assessment: story drafts

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Gameplay Monster House Casa Mostro Playstation

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The teenage DJ is observing his neighbor Nebbercracker on the other side of their street in the suburb that destroys tricycles of children that trespass his lawn. When DJ's parents travel on the eve of Halloween and the abusive nanny Zee stays with him, he calls his clumsy best friend, Chowder, to play basketball.

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Rationale: Feelings of homesickness and depression can distance one from the people one cares about. "Coraline" teaches readers to be wary of seemingly well-meaning strangers - when instructing it, you may hearken back to text #4.

Assessment Strategy: Pose the question, “If you could have anything you wanted as soon as you asked for it, would you be happy?” Students should be able to provide an answer supported by events in the graphic novel.

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Browse Inside Coraline Graphic Novel by Neil Gaiman, Illustrated by P. Craig Russell

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Browse Inside Coraline Graphic Novel, by Neil Gaiman, Illustrated by P. Craig Russell, a Hardback from HarperCollins, an imprint of HarperCollins Publishers

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Rationale: Many fans of "Gravity Falls" can relate to Dipper for his ambition in the face of persistent fearfulness. The website "TV Tropes" is written by fans and is therefore in language that can be considered deeply informal and student-friendly. This particular web page summarizes an episode of Gravity Falls, the plot of which stands well on its own without context from the rest of the series: a young boy tries to process his feelings for his crush while fighting off an unpredictable monster.

Activity: A brief WebQuest
Step 1: Read the episode summary at the top of the page.
Step 2: Read through the "tropes in this episode" section.
Step 3: Students will select no more than three "tropes" that catch their interest to do further reading on. Read the page linked.
Step 4: Share discoveries about character archetypes and story conventions with the class.
Step 5: Return to the initial episode summary. Do the students understand the story a little better having investigated

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With the discovery of a whole new set of writing in the Journal, Dipper is ready to rally Mabel and Soos to pursue their next clue: a mysterious structure built beneath the tree where the journal was originally found. But this time, there's a new addition: Wendy, fellow Mystery Shack worker and Dipper's longtime crush (though he swears he is over her, for good this time, no, really). Wendy has always wanted to go along with the twins and Soos on their mystery adventures, and swiftly proves herself a cool-headed and resourceful member of the team.

Beneath the tree is a vast, dusty bunker, full of occult machinery and preparations for "The End." But Dipper won't rest until he finds the person he's looking for: the author of the journal. And Mabel won't rest until Dipper has finally confessed his feelings to Wendy (because he sure isn't over it), and decides to give her brother a push- into a closet with Wendy, refusing to let them out until he talks.

But the "closet" is actually a decontamination chamber, leading to another part of the bunker. There, a dangerous creature is heard in the shadows, and Mabel won't take their claims of it seriously. Before this monster can strike, a heroic figure appears to lead the two to safety. Have Dipper and Wendy found the Author? Meanwhile, Soos and Mabel find among such neat things like a sciency-briefcase, notes on a shapeshifting creature the Author created. Mabel then realizes that the monster Dipper and Wendy talked about is real.

In the other half of the lab, Wendy notices that their "Author" looks identical to the mascot for a brand of canned beans. His ruse uncovered, the Shapeshifter reveals his true form, and tries to take Journal 3 from Dipper. Dipper and Wendy manage to escape the creature, and run into Mabel and Soos. They conclude that they need to take down the Shapeshifter before it escapes and endangers the town. They try to force the creature into one of the lab's cryogenic tubes, and during the struggle Wendy apparently gets hurt, causing Dipper to blurt his feelings. Luckily, Wendy was just fine, and they manage to drive the Shapeshifter into a tube. Before being frozen, the Shapeshifter gloats that Dipper will never find the Author, and his search for answers will lead to a terrible fate.

With that concluded, the gang leaves the bunker. Before heading off, Wendy and Dipper talk, and Wendy, while flattered, admits that she's too old for Dipper, but values his friendship. However, it turns out that the briefcase Soos found is actually a laptop. Although it's damaged, maybe the handyman can fix it...

Tropes in this episode:

Aborted Declaration of Love: At first Dipper refuses to confess to Wendy because he values their friendship too much (as well as just being insecure) but then it turns into:

Action Girl: Wendy proves to be more than capable of taking care of herself, while also being incredibly skilled at dungeon diving.

Alien Blood: The Shape-Shifter bleeds a greenish ichor when wounded.

An Axe to Grind: Both Dipper and Wendy wielded a hatchet.

Better as Friends: Dipper manages to confess his feelings to Wendy, the first time failing while the second was a slip up. She confesses that she always kinda knew, and admits to being very flattered, but gently lets him down.

Big Sister Instinct: Wendy protecting Dipper from the Shape-Shifter.

Bittersweet Ending: The group escaped the bunker alive and Dipper finally expressed his love to Wendy, but she turns down his affection due to a combination of the age gap between them, and an appreciation of the value of their platonic friendship. Also, Soos manages to acquire a laptop from the bunker that may give more clues to the author's identity once he manages to fix it.

Dipper: Mabel, how can everything be so amazing and so terrible all at once?

Blatant Lies: Dipper's claim that he's "over Wendy."

Body Horror: Some of the shapeshifter's forms, especially the deformed twin mashup. The first stance the shapeshifter takes after being discovered is a Shout-Out to a certain zombie movie.

Call-Back:

Dipper learned about the existence of the underground bunker in the previous episode.

Stan having to get the Mystery Shack repaired following the battle with the zombies.

Cannot Spit It Out: Dipper tries to ask Wendy if there could ever be anything between them whilst watching a movie together, but chickens out. Mable finds out, and tries to force it out of her brother by locking him in a closet with Wendy until he admits his feelings to Wendy, which Dipper still can't do when it turns out they're locked in with a monster.

Cat Fight: Wendy ends up getting into a scrap with the Shape-Shifter while it's impersonating her.

Character Development: One largely for Wendy, both in the badassery form and that she confesses to Dipper that she treasures their friendship.

Chekhov's Gun: Wendy's zipping-up-her-mouth gesture from "The Inconveniencing" and earlier in this episode comes in handy when Dipper needs to distinguish the real Wendy from the shapeshifter.

Come Out, Come Out, Wherever You Are: The shapeshifter asks this when looking for Dipper.

Connected All Along: This is the first episode to explicitly state note that Manly Dan is Wendy's dad.

Continuity Cavalcade: The shapeshifter takes on the form of Gremloblin, a gnome, and the Hide-Behind.

Continuity Nod:

Wendy does the "zip the mouth" gesture she showed to Dipper in "The Inconveniencing."

Dipper comments that zombie movies don't seem that scary after facing them for real.

Conveniently Interrupted Document: The journal has a sticker with the name of the owner ripped out.

Creepy Monotone: Wendy does a good robot imitation.

Crying Wolf: Mabel dismisses Dipper's claims of being trapped with a monster as a desperate attempt to avoid confessing to Wendy... unfortunately for all parties involved.

Decoy Hiding Place: When the Shape-Shifter starts chasing Wendy and Dipper, Dipper manages to distract it by throwing his flashlight down one branch of a fork in the tunnels while he and Wendy go the other way.

Department of Redundancy Department: One of the movies on the Gravity Falls channel is "The Planet People of Planet Planet."

Dying Declaration of Love: Dipper shouts in the heat to the moment that he's in love with Wendy to her corpse...only it's not her corpse, it's the Shapeshifter, and the real Wendy was within earshot. Oops.

Dipper: Oh, no! This is all my fault! If I had told you when we were in the closet we wouldn't be in this mess! But I was too scared and now you could be hurt or worse and I never even got a chance to tell you I'm, like, in love with you Wendy!
Real!Wendy: Uhh...Dipper?

Duct Tape for Everything: Soos figures he can fix the laptop in a few days, but it will take a lot of duct tape.

Foreshadowing: Upon close inspection, the man whom Dipper thinks is the author doesn't have six fingers like the book, hinting he's a fake.

From Dress to Dressing: Wendy rips off a sleeve off of her jacket to bandage her knee.

Funbag Airbag: It's quick, but it happens. ◊ Even moreso in the original storyboards. ◊

Getting Crap Past the Radar: Kind of ambiguous, but bearing in mind the constant jokes about Dipper's incipient puberty, this is hardly subtle:

Soos: This room is way creepy.
Mabel: Not as creepy as Dipper's internet history.

Girls Love Stuffed Animals: Wendy jokes that a stuffed walrus she has in her room is her new boyfriend.

Gore: We see Dipper full-on bury the axe in the shapeshifter. In Wendy form.

Idiot Ball: The Shape-Shifter posing as the Author gets his hands on the journal . . . and starts poring through it while he, Wendy and Dipper are surrounded by bean cans with the image that he's using. Then, despite having the journal, he ends up trying to kill Dipper and Wendy when they find out for unknown reasons. If he had just led them to a place with no bean cans, or made off with the journal, then he wouldn't have been caught.

Jumped at the Call: Wendy happily agrees to join Dipper & Mable as they investigate another of the Journal's mysteries, and even admits that she's been wanting to join them on one of their adventures for a while.

Knight of Cerebus: The Shape-Shifter ranks up there with Bill Cipher in terms of danger. We also see him torment Dipper with how he may be getting over his head with the Journal. He even shapeshifts into a terrified Dipper right as he's flash frozen into a chamber.

Laugh of Love: A similar instance to the one in "The Inconveniencing" occurs in this episode, when Dipper chuckles nervously while talking to Wendy, causing Mabel to tease him about how she thinks that romance is afoot between the two of them. Dipper denies that he still has feelings for Wendy.

Nice Job Breaking It, Hero!: If Mabel hadn't locked Dipper and Wendy in the closet to make Dipper confess his feelings, no one would've been in danger from the Shape-Shifter.

Nightmare Fuel: Invoked In-Universe when the Shapeshifter lets itself be frozen as Dipper dying in agony.

Soos: Dude. Good luck sleeping tonight.

Oh, Crap!:

Wendy, and then Dipper, when they realize that the "author" looks just like the guy on the label of a can of beans, which means he's really the Shape-Shifter.

Mabel and Soos also get this when they see that the Shape-Shifter has broken out from the ice chamber.

Reality Ensues: Stan is forced to deal with a representative of a insurance company in the aftermath of a zombie attack. Since the man wouldn't believe a story about zombies, he has to bribe him into believing his lame woodpecker story.

Sequel Hook: The laptop.

Shapeshifter Swan Song: The Shape-Shifter goes through one of these as he's about to be frozen, ending it with a screaming version of Dipper to taunt him.

Shipper on Deck: Mabel wants Dipper to confess his feelings to Wendy, at least to get it off his chest. When Wendy turns Dipper down, Mabel says she'll come up with a list of "rebound crushes."

Spot the Imposter: When Wendy is wrestling against the shapeshifter disguised as her, Dipper asks for a sign. The shapeshifter winks, while Wendy mimes zipping her lip and throwing away the key, a special sign she and Dipper have had since "The Inconveniencing." Earlier in the episode, when Dipper and Wendy run into Soos and Mabel, Dipper initially worries that they might be the shapeshifter. Their goofy antics convince him they aren't.

Survivalist Stash: Dipper notes that the bunker contains supplies for at least sixty years, and wonders what could the author possibly be preparing for.

Ten Minutes in the Closet: First invoked and then subverted. Mabel shoves Dipper into a confined space with Wendy in an attempt to get him to confess his feelings. Unfortunately, the "closet" was actually a decontamination chamber, leading to the lair of the Shape-Shifter...

The Last Thing You Ever See: The Shape-Shifter warns Dipper that searching for answers will lead to a terrible fate and afterwards turns into a screaming Dipper before being frozen.

There's No "B" in "Movie": The episode opens with Dipper and Wendy watching a cheap zombie movie, Nearly Almost Dead But Not Quite!. The Stinger shows promos of additional movies for Gravity Falls Bargain Movie Showcase.

Took a Level in Badass: Not to say Wendy wasn't badass before, but this episode is where it really shows.

Voluntary Shapeshifting: By the shapeshifting monster.

Wall Crawl: The shapeshifter is capable of that.

The Walls Are Closing In: A death trap on the way to the underground base. The journal saves the day.

Would Hurt a Child: Experiment 210 goes after the twins after transforming into a deformed fusion of them.

Wounded Gazelle Gambit: The Shape-Shifter poses as an unconscious Wendy when Dipper comes across him, which leads to the Anguished Declaration of Love. Of course once the real Wendy appears, the Shape-Shifter immediately attacks her for the journal.

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Gravity Falls S 2 E 2 Into The Bunker / Recap - TV Tropes

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With the discovery of a whole new set of writing in the Journal, Dipper is ready to rally Mabel and Soos to pursue their next clue: a mysterious structure built beneath the tree where the journal was originally found. But this time, there's a new ...

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Rationale: Many students will be thoroughly familiar with the tale of “Little Red Riding Hood,” but fewer may be familiar with the concept of a “fractured” fairy tale, a specific form of parody. This clip in particular shows Little Red Riding Hood telling her story in a way that applies to being hunted by a wolf just as much as it would apply to having an encounter with an unpleasant stranger. As it occurs immediately after her misadventure, students can hear a less-often-considered perspective.

Activity: Compose a post-fable interview.

Step 1: Play the video and provide a transcript of the lyrics for inclusion.

Step 2: Discussion: Are there any questions you may have about what has just occurred? What questions would you ask Little Red Riding Hood?

Step 3: Students may look at fairy tale character of their choosing. Consider the character’s motivations, wants & needs, and what the accomplished by the end of their tale. What might have happened to Cinderella, Rapunzel, Peter Pan? Write a dialogue between yourself and the character.

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Lar Lubovitch Musical Direction & Conducted

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"I Know Things Now" - Into The Woods (1991) - Danielle Ferland

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"Into The Woods" Music & Lyrics by Stephen Sondheim Book by James Lapine Song: "I Know Things Now" Featuring: - Danielle Ferland as Little Red Ridinghood Directed by James Lapine Musical Staging by Lar Lubovitch Musical Direction & Conducted by Paul Gemignani Originally premiered on Broadway on November 5th, 1987 Filmed in May 1989 First aired on PBS in March 20th, 1991 I do not own any of the rights to this property.

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Children, especially those in secondary school, look to the figures in their lives for guidance. We tend to model our behaviours after what we observe, and while our brains are still developing and our social circles are still small, fiction and media are where we find most of our role models. When going through a struggle, children may recall a story they are familiar with, reflect on the conflict that its heroes triumph over, and find relief. From fables to film, a well-constructed protagonist can engage a reader and make them emphasize with a fictional struggle enough to place the reader in their shoes for a short time. The central characters of the following texts are all school-aged children with a range of coping mechanisms that students from all backgrounds can relate to or rationalize. Each internal or external conflict being depicted is different from the last, increasing in fantastic elements while maintaining the common theme of overcoming one’s fears and bettering oneself.

There are going to be things in each student’s life that will challenge them and even strike them with fear. Academically, they may be afraid of sharing their thoughts, presenting to a group, or making mistakes in public. Socially, they may find that they are awkward around the people they admire or have crushes on, or they may have fear of losing loved ones from illness or danger. There are mature fears such as fear of the law, fear of being tied down to one’s past, and fear of parental abandonment. You may find that there are students who truly do fear the dark and the unknown – there are fears that have been instilled in us through evolution to keep us safe; our fears of the impossible are not irrational. Students will learn through the study of these texts that while not all fears can be conquered entirely, they can eventually be tamed, and greatness can be achieved.

This text box will ideally be introduced at the very beginning of the school year to open discussions that would continue across the term. The content of the first few items is more academically-focused than the latter few; the resulting discussions would help students warm up to their classroom space and get accustomed to sharing their views and working together. The fourth text on this list is what initially begins to blur the line separating that which is personally relatable and that which is fictional and bizarre. As the unit draws nearer to its closing, the content will demand a deeper use of students’ imagination, but becomes – ideally – easier to digest as the students will have practiced with interpreting different kinds of texts. By the end of this unit, students will have consumed media aurally and visually, interpreted a combination of written text and spoken word, and expressed deep thoughts comparing their own lives and feelings to those of fantasy and horror protagonists as well as figures from nonfiction – historical personages and their own peers.

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2. Quote: "Do One Thing Every Day That Scares You - Eleanor Roosevelt"                             

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2. Quote: "Do One Thing Every Day That Scares You - Eleanor Roosevelt"                             

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Rationale: A quote by a historical figure may encourage students to conduct independent research into the figure’s life. This particular quote will be used to encourage personal reflection and interpersonal conversation. It also may inspire students to challenge themselves in the future.

Assessment Strategies:
Summative Assessment: Fill out the “responding to a quotable quote” form (available here: https://tc2.ca/pdf/profresources/Asimov_lesson.pdf) to deduce what personal meaning students draw from the quote.

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9.  Television Series: "Are You Afraid Of the Dark?"

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9.  Television Series: "Are You Afraid Of the Dark?"

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Rationale:
This television series is a perfect tool to use to teach students how to recognize story structure. Budding writers will learn techniques to establish an emotional response through the development of a character, setting, and plot in their writing. This text will be used to teach students the composition of a scary story. Students will learn how to build suspense to establish fear in a story.

Activity: Students Will Become Members Of The Midnight Society
Are you Afraid of the Dark is a Canadian Anthology television series centred around a group of teenagers who call themselves “The Midnight Society”. Each week the Midnight Society gathers at a secret location in the woods to listen to a scary story told by one of the members. Students will become honorary members of the midnight society and will write their own scary stories. Students will use suspense writing graphic organizers to build suspense within their stories. Students will submit drafts for feedback, they will then revise their work. When the stories are complete, students will gather in a circle to create the  midnight society. The Stories will then be collected to create an anthology of scary stories for the classroom.

Assessment Strategies:

Formative Assessment: Collect Suspense Writing Graphic Organizer

Formative Assessment: Collect Draft of Scary Stories

Formative Assessment: Student sharing their scary stories aloud to the class

Summative Assessment: Collect final copy of student's scary stories for anthology.

Link to suspense writing graphic organizer: http://www.scholastic.com/teachers/sites/default/files/asset/file/suspense-writing-graphic-organizer.pdf

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Are You Afraid Of The Dark  Season 01, Episode 01 The Tale of The Phantom Cab

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While lost in the woods, two brothers come across a mysterious cab driver and a very unusual man named Dr. Vink who won't let any of his victims go unless they solve a riddle. "What is lighter than air, can be seen by the naked eye, and if put in a barrel, will make the barrel lighter?"

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Rationale: Overcoming your fear is very difficult. In this text, Doug (the child protagonist)'s fear of heights is overridden by his love for his brother, Gordie. Students will examine the ways in love can conquer any fear.

Activity:  Sketch

Step 1: Let class listen to a scene where Doug is facing and overcoming his fear.

Step 2: Have students sketch a response of Doug overcoming his fear.

Step 3: Have students write an explanation of their sketch

Step 3: Have students discuss their representation with the class.

Assessment Strategies:

Formative Assessment: Assess each student's presentation of their representation.
Summative Assessment: Collect each student's scene sketches with written explanation of  their sketch and its relation to the text

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The Fear Place Part 2 of 2     by Phyllis Reynolds Naylor...

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The Fear Place by Phyllis Reynolds Naylor... Part 2 of 2

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1. Commercial: "Nexus Tablet 7 Commercial: Fearless"
2.Quote: "'Do one thing every day that scares you.' ― Eleanor Roosevelt"
3. News Story: "Therapy Dogs Helps Students Overcome Fear of Reading"
4. Stage Musical: "Into the Woods"
5. Audiobook: "The Fear Place"
6. Graphic Novel: "Coraline"
7. Novel: "Touching Spirit Bear"
8. Wiki Page: "Gravity Falls"
9. Television Series: " Are You Afraid of the Dark?"
10. Movie: " Monster House

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Rationale: Fear is a paralyzing and consuming emotion. In this commercial, the child protagonist suffers from glossophobia, the fear of public speaking. This commercial shows how the student tries to understand his fear and uses his device to overcome it. This text will be used to help students identify different types of fears and strategies to overcome them.

Activity: Writing a Reminder

Step 1: Watch the advertisement and pass out handout with list of questions that students should consider while watching the commercial.

Step 2: Class Discussion on students responses about the

What they feel the commercial is about?

What they believe the following quote is about“Let me assert my firm believe that the only thing we have to fear is fear itself”

What thoughts and emotions they were feeling as they were watching the commercial?

Who the intended audience for the commercial?

How technology can impact one’s fear?

What should one do to help others overcome their fears?

Step 3: Using a concept map get students to brainstorms different fears. Facilitate group discussion of how one may overcome such fears.

Step 4: Ask students to write down one of their own fears and why they are afraid.

Step 5:  Similar to the reminder written by the mother for her son in the Commercial, get students to write their own a reminder that they would like to have for themselves when they are facing their own fears. (Students may draw inspiration from the concept map to create their reminders.)

Step 6. Ask students if they are willing to share their fears and their reminders, this is not obligatory and will not be collected for assessment. Reiterate that these reminders are personal and are for their use only.

Step 7. Collect students concept maps and handout with questions for  summative assessment and assess each student's participation in group discussion as a  formative assessment.

Assessment Strategies

Formative Assessment: Students Class participation

Formative Assessment: Collect students concept web

Summative Assessment: Handout with Questions Completed

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What song is used in the Google Nexus 7 Commercial (Fearless)? Official song: https://soundcloud.com/stimmungmusic/stimmung-fear-less-google Creators of the song http://www.daveweiner.com/music/, http://www.stimmung.tv/ http://qubahq.com/2013/07/nexus-7-fear-less/ With Speech on Google Nexus 7, you can search up anything. ...anything? lol As always, hope you enjoy! If so, leave a like, comment, favorite, share, tell yo friends, and most importantly subscribe for more!!

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3. News Story: "Therapy Dogs Helping Students Overcome Fear of Reading

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3. News Story: "Therapy Dogs Helping Students Overcome Fear of Reading

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Rationale: Research shows that bringing therapy dogs into the classroom helps soothe anxieties in students who are learning to read. This text will provide students to understand a popular fear that people face and will provide a strategy to combat this fear. Students will be able to experience this first hand as they will be given the opportunity to read aloud to therapy dogs. Students will be able to identify how to read with fluency and with confidence and will be able to reflect upon their own experiences and feelings whilst personally connecting with a dog.

Activity: Therapy Dog Room
Step 1: Watch the News story with Students and have a class discussion on the story.

Step 2:Get in contact with local therapy dog owners and arrange a day where students will be able to read aloud to therapy dogs.

Step 3:Get the Therapy dog owners to introduce the dogs to the classroom and explain what their jobs are.

Step 4: Get students to read aloud texts of their choice to the dog.

Step 5: Get students to reflect on their feeling and experiences with reading aloud to the dogs and their opinions of the news story.

Assessment Strategies
Formative: Assess students participation in Class Discussion
Formative:  Assess students interactions with the Dogs
Summative: Collect Students Reflections

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- Has reading gone to the dogs? Not really, but reading to dogs is a whole different story.

Duncan is welcome sight in Nacey Mckendree's first grade class at the Academy at the Farm in Dade City. Students read to the collie to minimize their fears over reading aloud.

Maryann Campbell is Duncan's owner and they are part of a program called "Reading Education Assistance Dogs" or R.E.A.D. The national program is dedicated to improving the reading skills of children by using a trained volunteer with a animal assisted therapy dog.

"He doesn't care if they make a mistake. He is just happy to hear them talking to him all day," Campbell explained.

Mckendree said students in her class show marked improvement since they began reading to Duncan.

"A lot of [the students who] would hesitate to read with a teacher, or even a peer, will volunteer to read with Duncan," she said.

"It's fun and I like how he comes up to me and he licks me," explained student Lindsey.

Maryann and Duncan's come to the school twice a week and work one-on-one with students for 20 minutes each, helping them feel comfortable reading.

Chole Gomez is 7 years old and said Duncan calms her while she practices reading.

"I just like Duncan here because I like petting him when I read," she explained.

"When I'm reading, he's not like a normal person, like, he can't talk back to you. He just listens," student Reece Allison said.

The program is boosting reading scores, increasing self esteem and lowering absenteeism.

"It helps them get their confidence, and hopefully it will instill a love of reading. Because if they can read, they can teach themselves anything they want to throughout their life," Campbell said.

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Therapy dog helps children overcome fear of reading

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Has reading gone to the dogs? Not really, but reading to dogs is a whole different story. Duncan is welcome sight in Nacey Mckendree's first grade class at the Academy at the Farm in Dade City. Students read to the collie to minimize their fears over reading aloud.

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Rationale: Fear can significantly impact the decisions we make and the path we take in life. In this text, students will discover how fear impacts the choices that one makes and consequences that arise from avoiding and internalizing fear. Cole, the child protagonist in this text embarks on a healing journey and conquers his fears. Thanks to an alternative form of justice based on the First Nation Traditions called Circle Justice. Students will discover how self healing helps to overcome fears and transform one’s life.

Activity: Debate on Circle Justice (Circle Justice is a system based on First Nation’s traditions that attempts to provide healing for the criminal offender, the victim and the community.)

Step 1: Read the text as a class. Throughout the process get students to work towards their final assignment by keeping a journal of their thoughts on each chapter.

Step 2: Have students debate Circle Justice.

Step 3: Divide class into two equal groups.

Step 4: Get Students to research circle justice and current laws. (Cole’s experiences and fears and independent student research should be the foundation for the debate).

Step 5: Students will record the evidence to support their viewpoints in their reflective journals

Step 6: Class debate (assess each student's participation in the debate).

Step 7: Collect each students reflective journals

Step 8: Get students to complete a peer evaluation.

Link to form: http://www.lapresenter.com/coopevalpacket.pdf

Assessment Strategies:
Formative assessment: evaluate each student while they are debating
Summative assessment: Collect each students reflective journal

Summative assessment: Peer evaluation link: http://www.lapresenter.com/coopevalpacket.pdf