Title:                           Afraid of the Dark

Author:                       Barry Dickson

Illustrator:                   Olena Kassian

Publisher:                    James Lorimer & Company, Publishers

Grade Level:               4

 

SUMMARY OF STORY

 

Afraid of the Dark is a wonderful story about facing and overcoming fears. Allan is a boy who is terrified of the dark; at nighttime, shadows flutter and flicker across the walls, trees become ominous monsters, and the very walls close in on him. Illustrated in black and while pencil to highlight shadings, the pictures add another level to the story, and bring to life Allan’s fears. Of course, with the help of his father, and his new next-door neighbor, Alain, Allan is eventually able overcome his fear of the dark.

 

CROSS-CURRICULAR CONNECTIONS

 

Shadow and Light (Science)

The concepts of shadow and light can be explored, which will integrate well with both the Matter and Materials and Energy and Control strands of the science curriculum. Have the students experiment with different materials, investigating, sorting, and describing how they affect light (e.g., water and prisms bend light as it passes through them; mirrors and polished metals reflect light). Next, have the students classify materials as transparent (e.g., glass, clear acrylic), translucent (e.g., frosted glass, white plastic shopping bags, tissue paper), or opaque (e.g., wood). See if they are able to guess which materials will be able to cast shadows, and which won’t.

 

Shadow-Land (Art)

With a big spotlight and lots of body-sized paper taped onto a wall, have students pair up to create a scary life-sized shapes out of the shadow from their bodies. As one student poses, her partner can trace their body. Afterwards, glow in the dark ink could be used to fill in the pictures, creating a very scary classroom.

 

 

 

PRE-READING ACTIVITY: Are You Afraid?

 

   Before class, collect a number of scary pictures, and record a number of scary sounds (“scary sound” samplers are available). After seating the whole group together, have them close their eyes, turn off the lights and play the tape of scary sounds. To show the pictures, leave the lights off, have the children open their eyes, and in order to create a scary effect, show the pictures to them with a flashlight. As a group, brainstorm adjectives and form 2 word lists: those adjectives describing pictures, and those describing sounds. Ask the students which of the 2 mediums seemed scarier, and explain why in their answers.

   To broaden the activity, ask the children about some fears that they once had, but no longer have. Ask them if they know any stories about overcoming fears, courage, and fear. Have a second brainstorming session, asking for words that include adjectives of emotions about fear and bravery.

   Last, have the children write about fears on a piece of paper, using this frame:

 

     “I used to be afraid of ______________, but now I am not”.

 

Be sure to save these frames for use in the post-reading activities.

 

Overall Expectation: Oral and Visual Communication

  • Express and respond to ideas and opinions concisely and clearly

 

Specific Expectation

  • Listen to others and stay on topic in group discussion

 

 

DURING READING ACTIVITY: Watch that Angle!

 

   As the story is read, ask the children to try to notice the characters’ positions on the page, as well as the shadings used in representing them. If needed, prompt the students with questions/comments such as, “How does Allan look when he is scared”? “Compare the picture of Allan on the first page, with that on the last page”. After reading, hand out a page divided into 4 parts, 2 parts representing fear, and 2 parts representing bravery. First, have the children focus on color, and to try to notice the differences in color when Allan is afraid and when he is not afraid (this should correspond to black and white); have them record their answers in the appropriate emotions box. Next, have the children focus on position, and to try to notice the different positions Allan is in when he is feeling different emotions (this should correspond to up for bravery, and down for fear), again, recording these in the appropriate box. While this may be a little difficult, I think that the principles will be quite clear for the students, they will definitely notice that Allan’s position on the page, and his coloration will help to give them clues about his emotions. It would be very helpful for the students to see some type of representation of these principles in a setting other than in Afraid of the Dark. The teacher should collect other examples of scary stories, or bring in photography books, which highlight these principles of position and shading. Working in pairs, explore these techniques in a fun way by having 2 children draw a person, then trading their pictures for the other person to change with some scary shading.

 

Overall Expectations: Oral and Visual Communication

  • Identify several types of media works and some techniques used in them

 

Specific Expectation

  • Identify (camera) angles and distance from the subject in (photographs) and describe their effects on the viewer’s perception

 

 

POST-READING ACTIVITY: Don’t Be Afraid.

 

   Pull out the “I used to be afraid of _____, but now I am not” papers collected from the pre-reading activity, put them into a hat, and have the students randomly pull one out. Based on the piece of paper that they have chosen (if some children feel strongly about one topic, let them do it), have the students create their own stories about bravery and fear. The story should have the same theme as Afraid of the Dark (overcoming one’s fears), and will require a protagonist who has a fear, as well as a person or event, which assisted the protagonist in overcoming their fear. Help the students to think about the issues in the story: how Allan’s father encouraged him to be brave; how the contrast of the justified fear that Alain experienced when his house caught on fire with Allan’s imaginary fear pointed to a method of overcoming fears (demystification, reasoning), and to how Allan’s persistence to overcome his fear paid off. Once the story is checked for effective use of adjectives, and some effort to use the contrast of the past, “I used to be afraid of ____”, with the present, “but, now I am not” inherent in the story, the children could include media works (drawings) based on the principles of angles and shading learned in the during reading activity. The children may create the story in comic book form, present their story as a picture book, or create a video or act out a scripted play.

 

Overall Expectation: Writing

  • Produce pieces of writing using a variety of specific forms (e.g. overcoming fear narrative) and materials from other media (e.g. drawing techniques that emphasize location/shading principles)

 

Specific Expectation:

  • Use verb tenses correctly and appropriately

 

 

 

 

 

Rationale for Evaluation Methods

 

     The evaluation methods were based on those needed for the post-reading activity. My original expectations were as follows:

 

Overall Expectation: Writing

  • Produce pieces of writing using a variety of specific forms (e.g. overcoming fear narrative) and materials from other media (e.g. drawing techniques that emphasize location/shading principles)

 

Specific Expectation:

  • Use verb tenses correctly and appropriately

 

     I will use two types of assessment and evaluation tools. One will be a student-focused rubric, while the other will be a teacher-focused rubric. As the focus of this activity is creativity, I have decided to use the student-focused rubric as it is in the child’s language, and will help the student to look for areas that need improvement. The teacher-focused rubric will act as “check” so to speak, on the student’s mark. Because the overall and specific expectations correspond to the Reasoning and Conventions aspects of the rubric, these two aspects will be given greater weights in the rubric, and thus are placed at the beginning.

 

 

 

STUDENT RUBRIC

 

Criteria

Level 1

Level 2

Level 3

Level 4

 

Reasoning

 

Here’s my idea

 

 

 

It’s hard to get started.

I don’t know what to write about.

I don’t know what my topic is.

I have a few ideas.

I’m writing about so many things.

I think my story is going to be about …

Here are my ideas.

My topic is …

This is what I want to say.

 

My ideas make sense.

My reader will learn a lot.

My story is so exciting.

Wait ‘till you hear what happens.

Application of Conventions

 

See how my story looks

Can you help me correct my work?

I don’t know how to spell so many words.

It’s hard to read my story because I didn’t use punctuation or capitals.

I have trouble keeping the verb tenses correct.

I have quite a few mistakes!

I need some help fixing them.

Some of my story is hard to understand because of the mistakes.

I think that all of the verb tenses are correct, but I have to keep track.

I’m not sure I spelled ALL the words right.

I don’t think I made too many mistakes using the punctuation we learned.

I’m able to find most of my own mistakes and can fix them.

Most of the verb tenses are correct.

You have to look hard to find mistakes in my story!

My story looks neat and tidy.

I used paragraphs to help you read my story.

I’ve checked for mistakes and corrected any that I found.

You can tell by the verb tenses when it’s the past or the present.

Organization of Ideas

 

My ideas are connected

Help! How do I begin/end?

I’m confused.

I think I want to end my story this way but I’m not sure.

I don’t know what type of solution to write for my problem.

 

My story is pretty easy to follow.

I know what the problem is and how to solve it in my story.

Some pieces in my story fit better than others.

My opening will hook you!

Wait ‘til you see how all the parts fit together!

You won’t want to put my story down until you finish it.
Communication

 

Listen to what my reading sounds like

 

I’ve got a problem – my writing is choppy.

Some of the words don’t make sense to me when I read them again.

This topic is boring!

Some of my story is hard to read out loud.

Some of my sentences don’t sound right.

I’m not using interesting words.

You can’t hear my, or my character’s feelings in this story.

My story sounds pretty smooth when I read it out loud.

I tried to make my sentences different.

They don’t start the same way.

I used imaginative words.

You can hear me, or my character in my story.

My story is easy to read out loud.

My sentences begin in several different ways.

My words are interesting and paint a picture.

I want my reader to feel what I, or my character feels.

Media Works

 

Look at the extra stuff!

I don’t like art!

I don’t know what to put with my story.

I am trying to do art, but am a little confused;

I think that my art-work fits with the story.

I like how my art-work goes with my story;

My art-work fits with the story well.

Art is really fun! I am a master!

You should see my art-work! It totally fits with the story.

 

 

 

 

TEACHER RUBRIC

 

Criteria

Level 1

Level 2

Level 3

Level 4

 

 

Reasoning

-understands the purpose of the task

 

-develops ideas; relates them to the purpose; ideas related to each other

 

 

Writing is loosely focused;

Topic is not clear;

Hard to identify story line;

Everything seems as important as everything else.

Some evidence of main idea;

May not stay on topic;

Very predictable;

Story line is emerging.

Main idea is clear;

Focused on topic;

Ideas general vs. specific;

Fairly interesting, but not memorable.

Main idea is clear and focused;

Use of significant detail to capture reader’s interest;

Leaves a vivid impression.

 

Application of Conventions

-applies language conventions correctly

Frequent errors are distracting – make it hard to focus on writer’s ideas;

Requires extensive editing;

Verb tenses are not kept.

Enough errors to distract but not enough to impair readability;

Requires moderate editing.

There is an effort at keeping verb tenses, but many errors.

Uses conventions with good level of accuracy;

Errors don’t distract from story;

Requires minimum editing.

Most of the verb tenses are correct.

Errors are few and minor;

Text appears clean and polished;

Control of conventions evident;

Requires almost no editing.

You can tell by the verb tenses when it is the past or the present.

 

Organization of Ideas

-shows evidence of a logical plan and/or focus

 

-presents connected ideas

 

No identifiable structure to move story from point to point;

No definite beginning or ending;

No climax.

Some planning is evident but weak;

May have a developing intro or ending;

Doesn’t use transition (later, then, after, etc) well;

Introduces a problem but might not offer a reasonable solution.

Planning and sequencing of ideas are evident;

Intro and conclusion are recognizable;

Introduces a problem and predictable solution;

Evidence of paragraphing.

Very good planning and sequencing;

Strong story line;

Intro draws reader into story and conclusion ties up loose ends;

Good pacing and effective use of transition words;

Correct use of paragraphing.

 
Communication

 

-uses appropriate writing techniques – varied sentences, use of imagery, vocabulary

-uses an appropriate voice;

addresses a specific audience

Hard to tell where one sentence ends and another begins;

Ideas hooked together by numerous “and”;

Word choice is weak;

Short, choppy sentences;

Does not involve reader.

Little variation in sentence structure;

Limited but adequate choice of words;

Does not keep reader’s attention.

Sentences are grammatically correct and easy to read;

Some variation in length and structure;

Vocabulary use shows some description – attempts to use colorful language;

Aware of audience.

Easy flowing sentences – strong with a varied structure;

Writing has a rhythm;

Word choice is original – clear picture painted;

Definitely connected reader.

Media Works

-uses the media techniques well

-the media works fit the story

The media work shows little attempt at using techniques;

There is no clear relation between the media work and the story.

There is an attempt to use the media-works techniques;

There is an attempt at relating the story with the media works.

The media work is well done, showing a skill being worked on;

The media work highlights the meaning of the story.

The media work is very well done, and all techniques are used effectively;

The media work adds to the meaning of the story.

 

 

 

 

 

TEACHER’S NOTES

 

Reasoning

-         there are many good ideas that are all connected to the narrative

-         provides many supporting details that support the theme

-         the beginning is a little implausible (e.g., how would a boy who lives near the ocean have never before encountered a windy day)

      (Student – 3) (Teacher – 4)

 

Conventions

-         correctly uses most of the conventions studied

-         produces a visual presentation that is clear

-         there are some problems with verb tenses (e.g., Looked at you now)

      (Student – 4) (Teacher – 3)

 

Organization

-         the story is developed well, with a distinct beginning, middle and end

-         the paragraphs flow well

-         the resolution to the story should be developed a little more

      (Student – 3) (Teacher – 3)  

 

Communication

-         the writing has a clear purpose and engages the reader

-         the adjectives used are vivid and create an image of the story (e.g., the waves swallowed everything; stronger and stronger/higher and higher)

-         the voice of the author and/or main character is present throughout

-         the sentences are varied and create tension (e.g., Goolas was frightened)

-         there is some trouble with sentence structure (e.g., It was a windy afternoon, Goolas and his friends played on the beach)

      (Student – 4) (Teacher – 4)

 

Media works

-         the student is aware of the shading principles talked about in the story

-         the contrasting before and after pictures of the ocean are effective in contrasting the “emotion” that the ocean evokes for the main character

      (Student – 2) (Teacher – 3)

 
Extra Comments

The student seems very interested in, and thus aware of the “overcoming fear” narrative. The ending is quite meaningful, and, being focused on demystifying or reasoning out the problem, is quite subtle.

The use of a name that means bravery adds a level of depth to the story.

 

 

Overall Level: 3

 

 

 

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