Reality Imagined: Stories of Identity and Change is part of McGraw-Hill Ryerson’s iLit Collection of supplementary student resources for high school English courses. This title is a 140–page, soft-cover book that includes 16 Canadian-authored short stories that will have you examining your identity, life’s crises, and future. This resource is designed to be appropriate for a grade 9 or 10 reader.

The multi-genre iLit Collection presents infinitely inspiring selections with high school student appeal, written specifically for iLit by Canadian authors such as Joseph Boyden, Mark Kingwell, Martha Brooks, and many more. Eight iLit student resources will be published in print form in 2011 and 2012. ELA educators also have many flexible options to build their own iLit student resources. iLit student resources can be purchased by searching and choosing from the selections available in the online iLit Digital Collection, and building customized print or digital resources for high school English courses – purchase only what you need and want! Visit www.iLit.ca to learn more.

Section 1: The Real Me


Who I’m Not

by Ted Staunton


QuestCon

by Richard Scrimger


There Are No Coconut Trees in Toronto

by Randy Boyagoda


Hatching

by Jean Little


Tim’rous Beastie

by Linda Holeman


Everyone Here Is So Friendly

by Jessica Westhead


Section 2: Reality Bites


Mouth Piece

by Sheree Fitch


Thanksgiving

by Martha Brooks


Baby Love

by Kathy Stinson


Mouse

by Lena Coakley


In Times of Drought

by Moez Surani


The Olive Leaf

by Tololwa M. Mollel


Section 3: What Next?


Marcus the Great

by Kim Moritsugu


To Sing with Whales

by Janet McNaughton


Grateful

by Robert J. Wiersema


An Auspicious Day

by Caroline Pignat


Glossary

Credits

Each selection in Reality Imagined: Stories of Identity and Change features:

• An author biography and photograph at the beginning of the selection to bring the author to life for the reader

• Before Reading activities that allow the reader to activate prior knowledge, make predictions, set goals for reading, and preview the text

• During Reading activities and questions to support the reader’s comprehension, attention to text structure, integration of prior knowledge, and confirmation, rejection, or modification of before-reading predictions

• Tips in the margin, focused on vocabulary and grammar

• “What inspired me to write this selection?”, where the author summarizes his or her intention in writing the selection, helping students in the critical analysis of the selection itself, as well as providing an excellent example of metacognition

• After Reading activities, where students are asked “Reading for Meaning,” “Critical Literacy,” “Student Voice,” “Understanding Form and Style,” “Listening and Speaking,” and “Metacognition” questions

• Beyond Reading activities that pose extension questions, which may be used for assessment of learning or a way to differentiate instruction

• Visual Elements in every selection that may be in the form of art or photographs to support visual literacy

• A Glossary of Literary Terms, which appears at the end of the book.