SummaryofSomethingNoble

LindaisasinglemomlivingintheprojectswithhertwosonsMarcusandDre.Not
onlyisthefamilystrugglingfinanciallybutitisalsodiscovered
thatDreskidneysarefailingandheneedsatransplantfast.As
thestoryunfoldsLindadiscoversadonor;LeVon,Dreshalf
brotherwhoislivingonthestreetasbigtimedrugdealer.After
searchingheavenandearthforLeVonshefinallyfindshimand
gathersenoughcouragetoaddanothersoninthefamily.She
doesthisinhopesthatitwillsaveherDreandsecurehimanew
liver.WhenLeVondiscoversthereasoningbehindLindas
kindnessheleavesthefamilyandisnowheretobefound,untilmanymonthslaterwhenhe
callsLindafromJail.

Contextualbackground/Authorinfo

Therapidreadnoveltakesplaceintheprojects,whicharesurroundedbydruglords,
gangviolenceandpovertystrickenminoritygroups.Althoughthenoveldoesnotstate
geographicallywhereitisplaced,IfeelthatWilliamKowalskididthiswiththenintentionto
allowmorepeopleintheseareastohaveaconnectiontothenovel.IfoundKowalskiperson
websitewhichwasfilledwithhumorandadesiretohelptheilliteratehaveachanceinthe
wordofreading.HisintrotohimselfisasfollowedFather,husband,novelist,boardmember

ofPENCanada,formerchairoftheCanadianIssuesCommittee,dualcitizen,notactually
Canadianbutfakingitprettywell,adulteducator,fisherman,hunter,occasionaljogger,prone
toinertia,formerlypassionatereaderwithjustnotenoughtimeanymore,commuter,
instructionaldesigner,makerofverygoodpickles,perpetualquestionasker,freespeech
activist,columnist,blogger,walkerinthewoods,astonishedstargazer,GreatBooksProgram
graduate,erstwhilewebdesigner,admirerofallformsofcomputerrelatedtechnology,
sometimebanjoplayer,decentcook,loverofverystrongblackcoffee,sugaraddict,wears
sandalswithsocksanddoesntgiveadamnwhatyouthinkaboutit.ClearlyKowalski
believesheisnotonlyidentifiedasanauthorofmanysuccessfulbooks.

Hehassaidinoneofthismanyblogsthathelovestowritewhathecallshighinterest,
lowabilitynovels.Hesayshewritesthemforthepeoplethatnevergotthechancetoexpand
theireducationorforpeoplewhowereonamissiontosurviveintheirsociety,whichis
reflectedinhisnovelSomethingNoble.Heaverypowerfulstatementattheendingofthis
blogtitledWhyIwriteTwoKindsOfBooksdiscussingthegroupofpeoplewhotendto
writehandwrittenletterswhichareinclumsylettersthatthewriterobviouslylaboredover
foralongtimeTheirreturnaddressesareadulthighschoolsor
federalpenitentiaries.Theirmessagesaresimple:Ireadyourbook.I
likedit.Itmademewanttoreadmore.Readingthisasanaspiring
teachermakesmyheartswelltoknowthatauthorssuchaKowalski
donotseewritingtheserapidreadsorhighinterest,lowability

novelsasawasteoftime,butinsteadtakesmoreprideandhonoringettingtotouchthehearts
ofthesereadersinawaythatmatters.
IbelievebecauseofKowalskidesiretotouchtheilliterateaudiencethatthisiswhythe
coverofSomethingNobleissodarkandmysterious.Ialsofeelthatusingaperson
reflectingsomeoftheminoritygroupshereandCanadaandtheStatesisthereasoningbehind
placinganAfricanAmericanmanonthecoverofthisnovel.Ialsohaveconfidencethisis
doneaswellbecausethemaincharactersinthenovelarealsoAfricanAmerican.
AccompanyingText
Thetext,whichIhavecreated,iscalledNoblyBlue,whichusesrhymestodescribe
ayounggirlnamedSarawhoneedstoovercomeherfeartobecomenobleinaworldthat
focusesonbeingblueandnegative.Sheovercomesthisfearbylookingunderherbedatwhat
ismakingthestrangenoises.ThisconnectswiththenovelSomethingNobleasbothfemale
maincharactersLindaandSarahavetoovercometheirfearsinordertohavepeaceintheir
hearts.

#1:DuringReading/Afterthereading:PersonalPerspectivejournaling
(Formative)
LearningOutcomes:
1.2ClarifyandExtend:Combineideas:Usetalk,writingandrepresentingtoexamine,
clarifyandassessunderstandingofideas,informationandexperiences
2.2Respondstotext:Constructmeaningfromtexts:Develop,clarifyanddefendown
interpretation,basedonevidencefromthetextwithsupportfromownexperiences

Rational:studentswillusetheinformationprovidedinthequestionstomodifyandexperiment
withdifferentperspectiveswithinthenovel.Theywillmakeconnectionsandcompare
circumastancetodeveloptheirreasoningbehindtheirperspectives.

Summary:Studentswillrespondintheirpersonaljournalstothegivenquestions
Questions:
o LindaGonzalezdescribesherlifeinchapter1ofSomethingNoble:Mylifehasnever
beenboring.Imnotanimportantorexcitingperson,butsometimessomeprettywild
thingshappentome.Usuallytheydontcomerightontopofeachotherlikethis
though.
Describeyourlifeinthreesentences.
o WritefromLindaspointofviewwhenshefindsoutLeVonisthemanthatmugged
her.

o WriteonDresPointofViewwhenhefindsoutheisinkidneyfailure.
o WriteonLeVonsPointofViewwhenhefindsoutthatLindaonlyinvitedhimoverfor
familydinnertoaskhimtodonatehiskidneytoDre.
Allowforstudenttoalsohavetheoptiontomindmaptheirideason:
https://www.mindmeister.com,andhavepostitontheclassblogonlineforyoutoseeifthey
prefertoblog.

FormativefeedbackAssessmenttool:PersonalPerspectiveJournaling/blogging

Complimen
ts

I really like the way you...

I enjoyed reading the part when...

Suggestion
s

How do you feel about adding...

Maybe we can come up with a better
way to..

Corrections

This is a good time to correct :

Spelling
Grammar
Missing words

#2:AfterReading:PromptedQuestions/Thinkpairshare/Bloggingformat
(Formative)
LearningOutcomes:
1.2ClarifyandExtend:
Considertheideasofothers
o Listenandrespondconstructivelytoalternativeideasoropinions
Combineideas
o Usetalk,writingandrepresentingtoexamine,clarifyandassessunderstandingof
ideas,informationandexperiences
Extendunderstanding
o Talkwithotherstoelaborateideas,andaskspecificquestionstoseekhelpfulfeedback

2.2Respondstotext
Constructmeaningfromtexts
o Develop,clarifyanddefendowninterpretation,basedonevidencefromthetextwith
supportfromownexperiences

3.1PlansandFocus:
Focusattention:
o Consideraudience,purpose,pointofviewandformwhenfocusingtopicsfor

investigation
o Usenotetaking,outliningorrepresentingtosummarizeimportantideasand
informationinoral,printandothermediatexts

5.2WorkswithinaGroup:
Cooperatewithothers
o Contributecollaborativelyingroupsituations,byaskingquestionsandbuildingonthe
ideasofothers

Rational:Toallowstudentstoexpandontheirknowledgeandpersonalbeliefsthroughtheuse
ofthetext.Studentswillusethisopportunitytoanalyzeandcombineideastodefendtheir
reasoningandaswellchallengeandjudgeothersresponsetothesamequestion.

Summary:Pairstudentstogetherintogroupsof2andgivethemthelistofquestionstochoose
from.Oncetheyhavechosenaquestion,havethepairsansweritintheclassblog.Oncethey
havepostedtheiranswerasapair,havethemdiscussitinagroupsettingwithanotherpairof
studentswiththesamequestion.TheyalsowillhavetofillouttheThinkPairShare
worksheettobehandedintotheteacherattheendofclass.

Questions:
o DoyoubelieveLeVonshouldhavegivenhisKidneytohisbrother?Whyor
whynot?

o DoyouthinkDreshouldhavediedinsteadofLeVon?Whyorwhynot?
o DoyoubelievethatWilliamKowalskishouldbewritingontheissuesof
someminoritygroupslikeLindaandDre?Whyorwhynot?

Formativeassessmenttoolforpromptedquestions/thinkpairshare:

#3Judge,JuryandStudents:PersuasivePresentations:Formative
Learningoutcomes:

1.2ClarifyandExtend
Considertheideasofothers
o Listenandrespondconstructivelytoalternativeideasoropinions
Combineideas
o Usetalk,writingandrepresentingtoexamine,clarifyandassessunderstandingof
ideas,informationandexperiences
Extendunderstanding
o Talkwithotherstoelaborateideas,andaskspecificquestionstoseekhelpfulfeedback

2.2Respondstotext
Constructmeaningfromtexts
o Comparethechoicesandbehaviorsofcharactersportrayedinoral,printandother
mediatextswiththoseofselfandothers
o Develop,clarifyanddefendowninterpretation,basedonevidencefromthetextwith
supportfromownexperiences

3.4SharesandReview
Shareideasandinformation
o Communicateideasandinformationinavarietyoforal,printandothermediatexts,
suchasreports,autobiographies,brochuresandvideopresentations
o Useappropriatevisual,printand/orothermediaeffectivelytoinformandengagethe
audience

4.3Presentinformation

o Presentideasandopinionsconfidently,butwithoutdominatingthediscussion,during
smallgroupactivitiesandshort,wholeclasssessions
Enhancepresentation
o Clarifyandsupportideasoropinionswithdetails,visualsormediatechniques
Useeffectiveoralandvisualcommunication
o Identifyanduseexplicittechniquestoarouseandmaintaininterestandtoconvincethe
audience
Demonstrateattentivelisteningandviewing
o Listenandviewattentivelytoorganizeandclassifyinformationandtocarryout
multistepinstructions
o Askquestionsormakecommentsthatelicitadditionalinformation;probe
differentaspectsofideas,andclarifyunderstanding

Rational:Allowsthestudentstoworktogethertodevelopanargumentandcreateawell
thoughtoutpersuasivemanner,whichrespectstheaudienceandothers,beliefs.

Summary:Splittheclassintotwogroupsandgiventhefollowingquestionallowthegroups
assignedtodefendtheirpointtoeachotherwithoralandanotherformofvisual
communication:brochures,slideshows,YouTubevideosetc.Havethestudentsfillof
persuasiveformtogetherasagroup.

Question:InthenovelSomethingNobleLindasaysMymamausedtosaythataperson
shouldalwaysbeeitherworkingorsleeping,neverjustsittingstill.Itswhenyouredoing
nothingthatyoustarttofallapart,littlebylittle,(chapter10).Howishermothercorrect?V.s
howisLindasmotherwrongaboutthisstatement?

FormativeassessmenttoolsforJudge,JuryandStudentspersuasivepresentation:

#4NobleOrganizations:Summative
LearningOutcomes:
4.3Presentinformation
o Presentideasandopinionsconfidently,butwithoutdominatingthediscussion,during
smallgroupactivitiesandshort,wholeclasssessions
Enhancepresentation
o Clarifyandsupportideasoropinionswithdetails,visualsormediatechniques
Useeffectiveoralandvisualcommunication
o Identifyanduseexplicittechniquestoarouseandmaintaininterestandtoconvincethe
audience
Demonstrateattentivelisteningandviewing
o Listenandviewattentivelytoorganizeandclassifyinformationandtocarryout
multistepinstructions
o Askquestionsormakecommentsthatelicitadditionalinformation;probe
differentaspectsofideas,andclarifyunderstanding

5.2WorkswithinaGroup
Cooperatewithothers
o Contributecollaborativelyingroupsituations,byaskingquestionsandbuildingonthe
ideasofothers
o Takeresponsibilityforassumingavarietyofrolesinagroup,dependingonchanging
contextsandneeds
Workingroups

o Contributeideas,knowledgeandquestionstoestablishaninformationbaseforresearch
orinvestigations
o Assistinsettingandachievinggroupgoalsbyinvitingotherstospeak,suggesting
alternatives,assigningtasks,sharingresources,followinguponothers'ideasand
listeningtoavarietyofpointsofview

Rational:Allowsstudentstoworktogethertocombineanddevelopnewideas;
communitcactionskillsandpresentationskillstohelppromoteorganizationsthathelpthe
world.

Summary:Havethestudentslookuporganizationsthatarefocusedonmakingtheworlda
betterplacebybeingnoble

o Havestudentsfindanorganizationthathelpstheworldbecomeabetter
place;locally,internationallyorprovincewide.

o Oncetheyhavefoundanorganizationtheyconnectwithhavethempresent
thisorganizationtotheclass.

o Onceallthepresentationsaredoneasaclasstheywillvoteonone
organizationthattheywishtocontributetoo.

o Thenasaclasstheywilldecidehowtohelptheseorganization:donations,
volunteerworketc.

Summative Assessment tool for Noble Organizations

#5showmewhatyouknow:Summative
LearningOutcomes:

2.1UseStrategiesandCues
Usecomprehensionstrategies
o Identify,connect,andsummarizeinownwords,themainideasfromtwoormore
sourcesonthesametopic
Determineinformationneeds
o Discussthetypesandsourcesofinformationappropriatefortopic,audience,form,
purposeandpointofview
Plantogatherinformation
o Planandorganizedatacollectionbasedoninstructions,explanationsandpre
establishedparameters

3.4SharesandReview
Shareideasandinformation
o Communicateideasandinformationinavarietyoforal,printandothermediatexts,
suchasreports,autobiographies,brochuresandvideopresentations
o Useappropriatevisual,printand/orothermediaeffectivelytoinformandengagethe
audience

Rational:Studentswillapplyinformationfromthenovelanddiscussanddisplay
understandingandwillanalysisthenoveltorecreateacharacterthroughdrawing.


Summary:Studentswillcompletethefollowingtasks:
o Createanewcoverpageandsummarizethestoryontothebackofthenovel
(wewillbesendingthesetoWilliamKowalski)
o Insidethemininoveldiscussthetwomainideasofthestory/mainevents.
o Givedetailedinformationontwomaincharactersanddraw/paint/what
theywouldlooklikefromtheinformationgiveninthenovel.

Assessment Criteria Recreating Something

Noble
4

Level
Criteria

Excellent

Proficient

Representa
tion of
Characters

Writes
with a
clear
understa
nding of
the two
characters
Gives 4
or more
of facts
on the
chosen
characters
Flows
together
with no
awkward
phrasings

Writes with
a wellrounded
understan
ding of the
two
characters.
Gives 3 or
less facts
on the
chosen
characters
-Flows
together
but with
little
awkward
phrasing

Effectivel
y writes
thorough
and
meaningf
ul
information
to focus
attention
and
facilitate
understand
ing. Has no
grammatic

Writes a
thorough
and
meaningf
ul
information
al text that
considers
purpose
and
audience.
Has
minimal
grammatic

Spelling
and
Grammar

Adequat
e
Writes
with an
understa
nding of
the two
characters
.
Gives 2
or less
facts on
the
chosen
characters
-Flows
together
but with
some
awkward
phrasing

Limited *

Insufficie
nt /
Blank *

Writes with
little to
no
understan
ding of the
two
characters.
Gives little
to no
facts on
the chosen
characters
-Flows
together
but with
lots of
awkward
phrasing.

No score
is
awarded
because
there is
insufficien
t evidence
of student
performan
ce based
on the
requireme
nts of the
assessme
nt task.

Writes a
Writes an
simplisti incomple
c
te
informati informatio
onal text
nal text
that
with
partially minimal
considers considerat
purpose
ion of
and
purpose
audience
or
. Has
audience.
some
Has many

No score
is
awarded
because
there is
insufficien
t evidence
of student
performan
ce based
on the
requireme
nts of the

al errors or
spelling
mistakes

Cover

Creates
and
composes
an image
on the
color using
multiple
colors and
matches/
is
connecte
d to the
theme of
the novel.
Is clean
and
clearly
displayed
with the
title and
the authors
name

al errors
and
spelling
mistakes

Create
and
composes
an image
using
some
colors and
matches/i
s
connecte
d to the
theme of
the novel.
Is mostly
clean and
clearly
displayed
with the
title and
the authors
name

grammat
ical
errors
and
spelling
mistakes

Create
and
compose
s an
image
using few
colors
and
questiona
bly
matches/i
s
connecte
d to the
theme of
the novel.
Has
inconsiste
ncy in
being
clean
and
clearly
displaying
the title
and the
authors
name

grammati
cal errors
and
spelling
mistakes

Little or
no
attention
given to
the cover.
Uses no
to little
colours
and does
not
connect
the cover
to the
theme of
the novel.
The title
and the
authors
name
cannot be
seen
clearly
and is
dirty.

assessme
nt task.

No score
is
awarded
because
there is
insufficien
t evidence
of student
performan
ce based
on the
requireme
nts of the
assessme
nt task.

WorksConsulted
Cooperative Learning: 7 Free PDF Assessment Instruments. (n.d.). Retrieved
February 22, 2016, from http://www.dailyteachingtools.com/cooperativelearning-evaluate.htm
Essay graphic organizer word. (2015). Retrieved February 22, 2016, from
http://www.rsvpaint.com/essay-graphic-organizer-word/

Free Graphic Organizers for Studying and Analyzing. (n.d.). Retrieved February
22, 2016, from http://www.dailyteachingtools.com/free-graphic-organizerss.html#9
Rubric for Presentation or Poster. (n.d.). Retrieved February 22, 2016, from
http://oakdome.com/k5/lesson-plans/multi-media/rubric-for-presentation-orposter.php
Search. (n.d.). Retrieved February 22, 2016, from
http://digital.orcabook.com/teachersguides-somethingnoble/