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.

Formative Assessment: Students Class participation

Formative Assessment: Collect students concept web

Summative Assessment: Handout with Questions Completed

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

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

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.

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

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

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.

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.

 

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.

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

-          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.