Teaching plan and resource guide for the novel Catch me once, catch me twice

Mills, Donna (2000) Teaching plan and resource guide for the novel Catch me once, catch me twice. Masters thesis, Memorial University of Newfoundland.

[English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (8MB)

Abstract

As a teacher new to the junior high school level, I was enthused about using drama to explore the English language arts program. However, with the hectic pace of a new job, I found myself falling into the "pen and paper" routine of teaching English. A novel study, for example, consisted of students reading the chapter and completing assigned questions. Students seemed interested only in the promise of drama on Fridays. Drama was not infusing the curriculum, as I had hoped, but was becoming a separate subject. It became obvious that I was approaching the curriculum in a backwards fashion. I could not "infuse" drama into an already existing novel study. Instead, I had to build the novel study around the method of instruction from the beginning. -- The following action research project has grown from a practical question arising in my work: As a new English teacher, how do I teach a particular novel in a way that will engage my students while meeting the objectives required in the English language arts program? The subsequent plan for teaching and resource guide for the novel, Catch Me Once, Catch Me Twice uses drama as an instructional tool. The teaching plan is divided into three explorations. Each exploration uses content or a topic from the novel (for example, fairies in Newfoundland), to explore an associated theme (facing your fears). In addition to the main explorations, student activity sheets, webs, quizzes, worksheets and supplementary materials are provided. The introduction and conclusion of the project are written in a narrative format. It is my hope that the thought processes and experiences may be of use to teachers who read it.

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