The Secret Lives Of Sgt John Wilson Unit Plan Form – Fill Out and Use This PDF

Table of Contents

(Activities to accompany The Secret Lives of Sgt. John Wilson)

I. Notes to teacher

II.Listening Activities (3)

•“The Prologue”

•Listening for the facts

•Listening for feelings

•Making predictions

III. Reading Activities (4)

•Reading schedule

•Differences between a novel and a biography

•"John Wilson–A Skilled Liar"–reading for facts

•"The Art of the Biographer"

IV. Speaking Activities (2)

•Short Oral report

•Discussion Groups

V. Writing Activities (2)

•A review of The Secret Lives of Sgt. John Wilson

•A letter suggested by the text

VI. Representing Activities (1)

•A map assignment

VII. Quick Assignments and Notes

(arranged sequentially)

i.A guide to People, Places, Things

Notes to Teacher

1.It is unlikely that all of the activities could or should be attempted. There would not be sufficient time to complete them in any case. The fact that there are activities for all four modes (reading, writing, speaking and listening, plus representing) ensures that several curriculum objective are being met. Each activity is directly tied to a specific objective in the ELA 30 curriculum.

2.If teachers plan to use the activities from semester to semester and from year to year, it might be advisable, in order to prevent plagiarism, to keep students’ work on file (or at least copies of it).

3.In most cases an evaluation rubric has been supplied. Where it has not, suggestions are made for evaluation criteria.

4.Teachers know best how much preparation needs to be done for each activity. For example, it might be necessary to review group work skills and responsibilities before using the "Discussion Groups" activity. Tone and style may have to be discussed before students are ready to attempt the Letter Writing assignment.

Listening Activities (3)

“The Prologue”

Learning Objective(s):

Adjust listening strategies to purpose (p.23)

1.Listening to receive information

2.Listening to respond personally

Description of Activity:

This is a listening activity that can be used to introduce The Secret Lives of

Sgt. John Wilson

•Prepare an audiotape using two voices (a male and a female– the male for the voice of the regular print and the female for the voice in italics) of the "Prologue", pp.1-4 [Note: the teacher could read the entire "Prologue", but it will be a more effective exercise if there are two distinct voices. Alternatively, two students could read the "Prologue," provided they are good readers and are well rehearsed.]

•Tell the students that they are going to listen to a "Prologue"(4-5 minutes) from a book by a Saskatchewan writer called The Secret Lives of Sgt. John Wilson. Give them a bit of general information– e.g. the following "blurb" from the inside dust jacket:

The Secret Lives of Sgt. John Wilson is the story of a passionate man who risked everything for love, the tale of a lawman gone terribly wrong.

John Wilson came to Canada in 1912, leaving his wife and family with the promise to return in a year. In 1914, he joined the Mounties, and while stationed in a Saskatchewan village, he caught TB and fell hopelessly in love with the young woman who took care of him. He would do anything for her, anything at all. Played out against a backdrop of catastrophic events–World War One, economic depression, the TB and Spanish flu epidemics– The Secret Lives of Sgt. John Wilson is the riveting account of a mounted policeman and the women who loved him.

•Talk about listening skills– e.g. "listening requires conscious mental effort and specific purpose… "(p.104, Curriculum).

After the students listen, they are going to be asked to do two things:

1.The first time they hear “The Prologue” they will be listening to receive factual information. If they wish they can make notes. (See p. 109, Curriculum for Notemaking). Remind the students to listen for factual information. They will hear two voices. Tell them that they will quickly discover which voice deals mostly with factual information. [It is the male]. After they listen to the “Prologue,” have students complete the handout "Listening for Facts." It has ten factual questions. They will answer in one word or a brief phrase. The teacher may want to mark the assignment or have the students mark it. Discuss with the students the techniques they used to listen and make notes (if they did make notes). This will be a good opportunity to talk about listening strategies and how they should be geared to the purpose.

2.Tell the students that they are going to listen to the "Prologue" a second time. This time they will be listening in order to respond personally. Tell them they are to think about how the selection makes them feel. One of the speakers (the female) tends to deal more with feelings. When the students have listened to “The Prologue” a second time, they should be given the handout “Some Feelings About the ‘Prologue’.” It asks for a personal response. There is an assessment handout that teachers may want to use: “Some Feelings About the ‘Prologue’— An Assessment.”

Assessment Strategy:

See attached handouts:

1.“Listening for Facts”

2.“Some Feelings about the ‘Prologue’”

3.“Some Feelings about the ‘Prologue’– An Assessment”

“Some Feelings About the ‘Prologue’”

Write a composition about one of the following:

If you choose to write a poem, it should be at least 20 lines long. If you choose prose, the composition should be at least 250 words.

1.Write about the dominant feeling you get from the "Prologue."

2.Write a composition about one of the following phrases that appear in the “Prologue.”

•The stain on the wool suit

•The remnant of a corsage

•The sounds of the wind and drifting snow

3.The woman in the shallow grave knows no more loving glances.

4.The woman in the culvert did not die of natural causes.

“Some Feelings About the ‘Prologue’”- An Assessment

Reading Activities (4)

The Secret Lives of Sgt. John Wilson

Reading Schedule

Students will begin to read the novel three weeks before it is to be studied during class time. The novel will take between two and three weeks of class time.

The Secret Lives of Sgt. John Wilson

Assignment: John Wilson — A Skilled Liar

Any reader of the Secret Lives of Sgt. John Wilson can have no doubt that John Wilson was a very skilled (and often successful) liar. For example, the author states:

“[the] statement points out Wilson’s tendency to lie . . . .” (p.158 )

After Wilson is arrested and jailed, he writes a lengthy “Statement.” (pp. 145-48) Read it carefully and complete this chart:

Truths and Falsehoods in John Wilson’s “Statement” (November 7, 1919)

Identify and briefly discuss three things that are true and three that are lies.

1.

2.

3.

Speaking Activities (2)

Writing Activities (2)

Review of The Secret Lives of Sgt. John Wilson

Study the Handout The Review. Pay particular attention to the importance of answers to the three basic questions.

Use the handout as a guide to write a formal review of The Secret Lives of Sgt. John Wilson. The review should be between 300-400 words. It should be neatly presented, including a cover page which has the following information: (title you give to your review- e.g. “The Many- Chambered Human Heart”: see handout), your name, the class name and number, your teacher’s name and the date.

Remember that the review is quite a formal type of writing. Be sure your language reflects that fact. For example, do not use contractions– e.g. doesn’t, etc. Also, most reviewers use the third person point of view– e.g. do not write “I think Lois Simmie has written an interesting and important book about a minor event in Saskatchewan’s history.” Instead write: “Lois Simmie’s detailed research has uncovered a little known but interesting event in the early history of Saskatchewan.”

Assessment of the Review

The review clearly deals with the three basic questions

The review has a center of gravity (“central idea,” number 5 in the handout)

Concrete and specific evidence is presented to support major points

The review is carefully proofread with respect to spelling, punctuation, capitalization and grammar

The review reflects the writer’s pride in his/her work; is thorough, neat and has a cover page

1 - not up to the standard expected at the grade level

2 - meets minimum requirements

3 - good work: writer is aware of the requirement and is well on the way to achieve it

4 - excellent: clear understanding and achievement of the requirement

The Review

A review– whether of a movie, book, restaurant, CD, consumer product, play, etc.– should attempt to answer three basic questions:

1.What is the author ’s, director’s, artist’s purpose?

2.Is the purpose worthwhile, for example in terms of money and time the potential consumer would have to expend?

3.Does he/she (author etc) accomplish the purpose– if so, how? And if not, why not?

Some key suggestions for the reviewer include:

1.Familiarize yourself thoroughly with the subject: after all, you are the expert.

2.Assume that your readers are not yet acquainted with the particular thing you are reviewing, but they have the interest and curiosity of potential readers, viewers, etc.

3.In place of a regular title, use a caption which gives pertinent identifying facts. In the caption for a book review, for example, include the title, author, place of publication, publisher, number of pages and price (optional).

Example

“The Many Chambered Human Heart”

A Good House

By Bonnie Burnard

(Harper Canada, 283 pages, $29.00)

4.Classify the subject of the review in the opening paragraph– fiction, biography, autobiography, historical fiction, science fiction, reference book etc. Example:

Jack London was the stuff of dust-jacket writer’s dreams. His life read better than other novelist’s plots. Before he was out of his teens he had, among other things, shipped on a sealing expedition, worked 14-hour days in a California cannery, ridden the hobo rails of cross-country and

served 30 days in jail in Buffalo for vagrancy. In his Biography, Ralph Jones . . .

5.Use a central idea that will give the reader a clear, objective picture of the thing being reviewed. Make every major point in the review support this central idea.

6.Evaluate on the basis of objective standards, not on personal taste or bias. Let the original be its own standard– that is, determine its intended purpose and judge how well it meets or serves that purpose.

7.Add specific and concrete evidence to support your critical judgement. In the case of a movie, cite pertinent passages. In the case of a book, quote or objectively summarize pertinent passages. Be as wide ranging as you can be. For example, in the case of a book, you might want to discuss the author’s style, characterization, ability to build suspense and any other matters relevant to the book. In writing a review of a book or movie, analyze, not summarize.

Writing Assignment– A Letter

The Secret Lives of Sgt. John Wilson

It is clear that Lois Simmie had access to many letters as she did her research for the biography.

In this assignment you are asked to write the letter that allowed Lois Simmie to write one of the passages mentioned below. It is clear that she read the letter but does not quote it.

Read the passage carefully to get a good grasp of the facts. Then, using your knowledge of the situation and your imagination write the letter that Lois Simmie might have read in order to write the passage in the book. You are, in fact, providing her with information. You are to imagine that your letter is one of many pieces of research information she draws on for The Secret Lives of Sgt. John Wilson.

Try to capture the tone and style of the letter writer. Remember, when the letter was written– and by whom. Avoid using present day expressions. For example, it is not likely that the letter would describe some event as being “cool,” nor would he or she say “wow!”.

Choose one of the following situations:

1.Polly’s letter to Jack regarding the birth of Helen (p.17)

2.Polly’s reply to Jack’s letter (pp. 69-70)

3.The letter from Wilson to Jessie beginning “My Dearest Jessie.” (p. 159)

Representing Activity (1)

A Map Activity

The Secret Lives of Sgt. John Wilson

Due Date:

As you read The Secret Lives if John Wilson, keep a reading log of all the places mentioned and jot down a brief, accurate note on the significance of each place. It would also be helpful to mark down the page number in case you have to go back to the reference to check out a fact. You will not have to cite the page number in the map you produce.

e.g. Slamannan: the village where the Hutchinson Family lived in Scotland and where Mary (Polly) grew up (page 7)

Working alone or with another student, draw and label a map following these instructions:

1.The map will be either of Scotland or Saskatchewan. Make it quite large (poster size, no smaller than 18x24 inches). Use poster paper, bristol board etc.

2.In all aspects of the map, emphasize accuracy, neatness and attractiveness.

3.If you selected Scotland, you must include five place names for your map. If you selected Saskatchewan, you must include at least eight place names. (Saskatchewan is easier because there are more names to choose from– thus the greater number).

4.Draw a line from the place name on the map to a caption box at the edge of the map. In the caption box present pertinent information about the significance or importance of the place. Arrange the caption boxes attractively at the edges of the map.

5.Use color in the presentation to increase the map’s appeal.

6.The title at the top of the map will be:

Significant Places in The Secret Lives of Sgt. John Wilson

Nine Short

Assignments

and

Information Organizers

to provide

A Structure and Time Frame

for in-class work on

The Secret Lives of Sgt. John Wilson

TIME LINE

From January 1, 1908 (– Jack and Polly marry) To April 23, 1920, 7:07a.m. (– Wilson Pronounced dead,

- John Wilson, Jr. born)

Write a note for each of the following items. Indicate the page number where it is found (the chapter number is indicated in Roman numerals).

Molly (Polly) Hutchison, I

Slamannan, I

William Hutchison, I

James Hutchison, I

Helen Hutchison, I

Elizabeth Craig (Hutchison), I

Carluke, I

John (Jack) Wilson, I

Mary and Isabella, I

George Wilson, I

Alex Wilson, II

Liverpool, II

Saskatoon, II

Helen Wilson, IV

Hailstorm, V

Prince Albert, V

August, 1914, V

Duties in Blaine Lake, VII

John Patterson, VII

S.D. Jones, VII

William Angus, VIII

Lusitania, VIII

Alex Armstrong, IX

Winter of 1917-18, IX

Two treatments for TB, IX

Write a note for each of the following items. Indicate the page number where it is found (the chapter number is indicated in Roman numerals).

Skim Reading

1.In the first blank write a number from 1- 10 to indicate the order in which the following quotations occur in this section of the book.

2.In the Second blank, indicate the page number where the quote is found.

3.You have 15 minutes to complete the assignment.

ORDER PAGE

546 “Hello. I am trying to locate Corporal John Wilson.”

For each of the following people, state his or her occupation.

PERSONOCCUPATION

Eileen Wismer

Conrad Read

James Martin

Wilfred Sales

Cairns

Langlois

Issac Neufeldt

Peter Lowen

Alex Armstrong

Wylie Clark

For each of the following people, state his or her occupation.

Write the word or phrase required to correctly complete each of the following:

•Eileen Wismer, Polly’s former landlady, is surprised by the unexpected appearance of

_____________________________ at her front door.

•John Wilson accompanies three members of the Patterson Family to a church service in ______________________.

•When Wilson picks out a new car at Riddell’s Carriage Works,

____________________ stares at him the whole time.

•Once again, Wilson lies when he sends a cable to Polly’s family asking for _______

pounds.

•John and Jessie take up residence in a house on ___________________Street in Saskatoon.

•The Spanish flu killed over ____________ million people worldwide.

•Wilson was not only a liar; he was also a thief as proven by the money he stole from the Military Service Act _______________ he was responsible for collecting.

•Again, we see Wilson lying in a letter to ________________________, promising that he and Polly would soon be coming home to see his children in Scotland.

•Wilson also lies to _____________________, saying in a letter that he will not likely live until spring.

•Polly’s trunks end up in the storage area at the CNR express office in _____________.

•__________________________ refuse to believe the following cable was sent by Polly: “OUT TODAY FOR FIRST TIME, JACK AGAIN SICK. BOTH COMING HOME NEXT MONTH. POLLY”

Write the word or phrase required to correctly complete each of the following:

•Eileen Wismer, Polly’s former landlady, is surprised by the unexpected appearance of

John Wilson

_____________________________ at her front door.

•John Wilson accompanies three members of the Patterson Family to a church service

in ______________________Marcelin .

•When Wilson picks out a new car at Riddell’s Carriage Works,

____________________Jean Brown stares at him the whole time.

• Once again, Wilson lies when he sends a cable to Polly’s family asking for 100 pounds.

•John and Jessie take up residence in a house on ___________________9th Street in Saskatoon.

•Wilson was not only a liar; he was also a thief as proven by the money he stole from

•Again, we see Wilson lying in a letter to ________________________Archie Craig , promising that he and Polly would soon be coming home to see his children in Scotland.

•Polly’s trunks end up in the storage area at the CNR express office in Prince Albert .

• Polly’s mother (Helen) refuse to believe the following cable was sent by

Polly: “OUT TODAY FOR FIRST TIME, JACK AGAIN SICK. BOTH COMING HOME NEXT MONTH. POLLY”

Neatly write the number beside the appropriate word from the chart below that correctly corresponds with the number in each of the 20 sentences.

1.Eileen . . . came back with several envelopes--a large * * * envelope for Wilson . . .

2.Didn’t Jack Wilson himself look like the wreck of the * * * ?

3.I’m really sorry, sir, but I can’t marry you. I’m not * * * yet.

4.Jack said the way the war was going the Military police would be * * * soon.

5.POLLY AND I FOUND GOOD HOUSE. CAN YOU * * * 100 pounds?

6.The Spanish flu swept * * * through Regina.

7.When the war was over thousands [of soldiers] headed home * * * the germ.

8.The Spanish flu was a * * * .

9.Hoarded bottles [of alcohol] suddenly appeared as Kaiser Wilhelm cracked [burned] in * * * .

10.Archie Craig bundled up in warm clothes . . . and rode through the * * * cold rain . . .

11.When the first payment for Wilson’s car was * * * by its absence, Mr. Riddell was none to pleased.

12.The car purchased for two hundred dollars had a three-hundred-dollar * * * against it.

13. . . the good smell of roasting chicken * * * from the kitchen.

14.Vancouver . . . that * * * city on the west coast.

15.And everywhere there was the * * * smell of the ocean.

16.Elizabeth was * * * [she had just received a letter telling her that Polly was alive and living in Vancouver].

17.Carter is described as having a “strong character and strict * * * .”

18.Wilson got out the * * * case he had used in the Military Police.,

19.“My father and mother * * * sorely . . . . ” Elizabeth wrote to Supt. Harrigan

20.Wilson’s heart stopped beating * * *.

21.A. Bowen Perry was a brilliant man with a * * * career,

Neatly write the number beside the appropriate word from the chart below that correctly corresponds with the number in each of the 20 sentences.

1.Eileen . . . came back with several envelopes--a large * * * envelope for Wilson . . .

2.Didn’t Jack Wilson himself look like the wreck of the * * * ?

3.I’m really sorry, sir, but I can’t marry you. I’m not * * * yet.

4.Jack said the way the war was going the Military police would be * * * soon.

5.POLLY AND I FOUND GOOD HOUSE. CAN YOU * * * 100 pounds?

6.The Spanish flu swept * * * through Regina.

7.When the war was over thousands [of soldiers] headed home * * * the germ.

8.The Spanish flu was a * * * .

9.Hoarded bottles [of alcohol] suddenly appeared as Kaiser Wilhelm cracked [burned] in * * * .

10.Archie Craig bundled up in warm clothes . . . and rode through the * * * cold rain . . .

11.When the first payment for Wilson’s car was * * * by its absence, Mr. Riddell was none to pleased.

12.The car purchased for two hundred dollars had a three-hundred-dollar * * * against it.

13. . . the good smell of roasting chicken * * * from the kitchen.

14.Vancouver . . . that * * * city on the west coast.

15.And everywhere there was the * * * smell of the ocean.

16.Elizabeth was * * * [she had just received a letter telling her that Polly was alive and living in Vancouver].

17.Carter is described as having a “strong character and strict * * * .”

18.Wilson got out the * * * case he had used in the Military Police.,

19.“My father and mother * * * sorely . . . . ” Elizabeth wrote to Supt. Harrigan

20.Wilson’s heart stopped beating * * *.

21.A. Bowen Perry was a brilliant man with a * * * career,

Answer the following questions in one or two sentences each.

1.How did Wilson dispose of the murder weapon? (four specific details)

2.Why do Jessie and Jack leave for Regina on October 23, and not October 21 as first planned?

3.What important piece of information does Sgt. Darling discover when he visits Regina Burial Company?

4.What important piece of written information is found at Polly’s trunk?

5.What causes Sgt. Darling to think “Jackpot!”?

6.What does Mr. Gillis tell Drysdale about his perceptions of Wilson and Jessie?

7.Why does Constable Chalk go to Ardath, and what does he learn that is helpful to the investigation?

8.What is the main message in the telegram sent to Vancouver on November 7, 1919?

9.Where was Wilson’s first stop after he is escorted off the train in Regina, and what “pronouncement” was made there?

10.What does Wilson find in the lining of his jacket? And what does he do with it?

Match: Name the person described by each of the following:

Match: Name the person described by each of the following: