Ticket to Curlew Novel Study

Final Project: You have been asked by the museum to create a display to help visitors learn
about early Pioneer life in Alberta. You must include setting, characters, plot. Different
modalities okay (poster, brochure, diorama)
Characters:
Major:
Sam, Pa
Minor:
Ma, Josie, Matt
Prince (King)
Gregor
Rabbit/Lady- Iowa Horses
Pete/Goldie- Curlew Horses

Chapter Overview
Chapter Length Major Points Activities
1 (6-11) 6 -Sam and Pa on train -setting, main
-Travelling b/c farm in Jericho, Iowa characters, dictionary
couldn’t support 2 families words
-brought tools with them to build
2 (12-17) 5 -new characters: JT Pratt, Mrs. Pratt, -student-led:
Uncle Edward questions and vocab
-horses: Pete and Goldie -discussion questions
- Find the land and pitch a tent
-food (biscuit, sausage, tomatoes,
flour, beans, dried fruit)
3 (18-22) 5 -no water until they had a well -Discuss use of word
-Pa goes to town, Sam goes exploring Indians
and finds buffalo skull -Chapter 3 worksheet
-Indians
4 (23-32) 10 -find water and dig a well -character chart
-planning for the house -Character based
-building the houses with Mr. chapter review
Martingale, Adam, John
-same goes exploring with a compass
and finds buffalo wallow
-build barn
5 (33-41) 9 -ploughing the fields -personal response
 -remembers visit to young man -predictions for
-Changes to Curlew Chapter 6
-Mama, Josie and Matt arrive
-bring the horses and cows home and
it starts to storm just as they arrive
6 (42-48) 7 -setting up the house -Setting focus
-meeting new neighbours, their soddy -Live on the prairies
7 (49-58) 10 -work they have to do -Character response
-Matt and Sam get lost, Gregor finds -Plot focus
them and takes them home
8 (59-64) 6 -Pa comes home with Prince for the -Word Roles
kids to ride worksheets
9 (66-73) 8 -The kids ride Prince -Compare/contrast
-The kids go to school for the first school then and now
time
10 (74-80) 7 -Kids are far away from their friends -Plot focus
-Gregor works instead of going to -Word Roles
school worksheet
-The oxen wonder off
11 (81-88) 8 -Gregor and Sam look for the oxen -Character focus
-They communicate with Gregor’s -Prairie neighbours
family
-The boys find the oxen
12 (89-96) 8 -Sam goes duck hunting -Character focus
-Pa reads the paper to the Corbett’s -Knowing how to
because they can’t read, Sam reads read
too
13 (97-106) 10 -school ends because of snow until -Setting focus
April -Compare and
-Christmas concert and program put contrast
on by the students -Imagery
-Sam decides to teach Gregor
14 (107-115) 9 -getting ready for winter -Character focus
-turning the horses loose for the -Sam’s feelings about
winter Prince and Christmas
-celebrating Christmas
15 (116-121) 6 -cold of the house in winter, chores -Sam vs Gregor
during the cold character
-Sam and the others start teaching
Gregor English
-Gregor still has to work before he
can go to school
16 (122-130) 9 -Big snow storm -Setting focus
-Sam finds the herd of released horses -Imagery of
-They change Prince’s name to King snowstorm and the
horse herd
 17 (131-140) 10 -Playing Fox and Geese -Play Fox and Geese
-Gregor tell his family’s story together
-Celebrate Easter -Plot focus
-They try to catch the horses but are
unable to
18 (141-144) 4 -big washing day in the Ferrier home -Plot
-King decides to come home -Character feelings
-Sam goes for a ride -Making our own
THE END decisions/judgements
about the book

Program of Study Connections

Final project:
 2.2.7- identify the main events in oral, print and other media texts; explain their causes,
and describe how they influence subsequent events
 2.3.3- identify and explain connections among events, setting and main characters in oral,
print and other media texts
 3.3.3- organize oral, print and other media texts into sections that relate to and develop
the topic
 3.4.1- communicate ideas and information in a variety of oral, print and other media
texts, such as short reports, talks and posters

Lessons:
 1.1.2- ask questions, paraphrase and discuss to explore ideas and understand new
concepts
 2.1.1- share ideas developed through interests, experiences and discussion that are related
to new ideas and information
 2.1.4- apply a variety of strategies, such as setting a purpose, confirming predications,
making inferences and drawing conclusions
 2.1.15- use pictionaries, junior dictionaries and spell-check functions to confirm the
spellings or locate the meanings of unfamiliar words in oral, print and other media texts
 2.2.7- identify the main events in oral, print and other media texts; explain their causes,
and describe how they influence subsequent events
 2.3.3- identify and explain connections among events, setting and main characters in oral,
print and other media texts
 3.3.3- organize oral, print and other media texts into sections that relate to and develop
the topic
 3.4.1- communicate ideas and information in a variety of oral, print and other media
texts, such as short reports, talks and posters
Assessment Plan
Formative
 Observation/Discussion after class readings
 Worksheets: completion and questions that come from the worksheets will help to guide
the direction of future assignments and activities
 Sticky Notes: Observation of students observations and questions on their novel study
sticky notes
 Exit slips: students will share areas where they feel confident in their understanding,
areas they need to work on. Will include questions on comprehension and higher-level
analysis/own ideas questions
Summative
 Written response: Students will periodically write written responses based on a variety
of prompts and questions where they will be marked based on their ideas
 Worksheets: Students will complete and hand-in worksheets based on the chapter focus
(setting, characters, plot, other) and be given an opportunity to make corrections towards
their mark
Final Project: Museum Display. You have been asked by the museum to create a display to help
visitors learn about early Pioneer life in Alberta. You must include setting, characters, plot.
Different modalities okay (poster, brochure, diorama). Will involve student planning,
communication, and analysis of story aspects.