Showing posts with label Eng 10. Show all posts
Showing posts with label Eng 10. Show all posts
Wednesday, August 5, 2009
Thursday, July 23, 2009
Utopian/Dystopian Assignment
Themes Brainstormed in Class
- Socio-Economic Status
- Age
- Poverty
- Slavery
- Rebellion
- Religion
- Social Justice
- Religion
- Individual Rights and Responsibilities
- Propaganda/Free thought
- Privilege
- Social Identity
- Sexual Orientation
- Violence
- Human to Human Relationships
- Human to Nature Relationships
- Political Structure
- Economic Structure
- Race
- Class
- Work
- Industry
- Agriculture
- Sex/Reproduction
- Gender Roles
- Technology
- Science
- Military
- Sex Trade
Wednesday, July 22, 2009
Assignments since Interm Cut-off
Response Journal for Animal Farm. You should be finished with Chapter 10 by Thursday, July 23rd.
Your silent journals are due Friday, July 24th.
Will will be watching the Animal Farm Film on Friday afternoon to which you will need a response entry. This could be a written response of some sort, a freewrite, a brainstrom, a mind map or an image of your own making. Your Response Journals are Due Friday, July 23rd.
Literary Terms Dictionary Entries.
4-4 part entries are due Monday, July 27th.
You will be creating a Utopia or Dystopia that you will be presenting in some way to the class. All of these, regardless of when or how you present it, will be due on Tuesday, July 28th.
Your silent journals are due Friday, July 24th.
Will will be watching the Animal Farm Film on Friday afternoon to which you will need a response entry. This could be a written response of some sort, a freewrite, a brainstrom, a mind map or an image of your own making. Your Response Journals are Due Friday, July 23rd.
Literary Terms Dictionary Entries.
4-4 part entries are due Monday, July 27th.
You will be creating a Utopia or Dystopia that you will be presenting in some way to the class. All of these, regardless of when or how you present it, will be due on Tuesday, July 28th.
Thursday, July 16, 2009
Monday, July 13, 2009
Dates for Short Story Lessons
Wednesday July 15th
- The Possibility of Evil: Liam, Marvin, Jonathan
Thursday July 16th
- Love Song: Zijun, Ricky, Alex C., Kevin L.
- Harrison Bergerson: Yona, Kenneth, Kevin H., Junho
Friday July 17th:
- Ashes For The Wind: Cheryl, Alex K. David R., Andy
- Choices: Brendan, Cona, Tim, David C., Christian
Good luck!
How To Teach a Short Story
Teaching a lesson is very much like writing an essay--you need all the same parts.
Introduction
Story Title:
How are you going to get your students’ interest? (Hook)
What do you want your students to learn? Learning Objectives: these can be your own, from the Ministry of Education, etc... (Thesis Statement) Everything in your lesson should be aimed at helping students meet your learning objectives.
Body
What activities are you going to present that help your students meet your objectives? These must include reading the story in some format but are also other activities such as independent work, discussions with a partner, a small group or the whole class. They may also include enrichment activities like a game or a video, etc. There is much room here for creativity. The activities you choose should help your students make a personal connection to the material you're covering. They should also help your students put the work into it's larger social and literary context (see Realms of Inquiry for further information).
Conclusion
How will you determine that your students’ learned the material? These can be game results, quizs, questionaires, a test or some kind of project. The project can be anything from a paragraph or two to a full essay. Other kinds of projects work too. Think creatively about getting your students to use both text and images.
Why does this story matter? Remember that personal connection? See if you can get your students talking about why the story matters to them.
Work Habits
You also need to decide who is going to do which parts of your lesson. You also need to know the order events will take as well as the duration of each part. Your complete lesson plan also contains a list of materials and who will be providing the materials.
Introduction
Story Title:
How are you going to get your students’ interest? (Hook)
What do you want your students to learn? Learning Objectives: these can be your own, from the Ministry of Education, etc... (Thesis Statement) Everything in your lesson should be aimed at helping students meet your learning objectives.
Body
What activities are you going to present that help your students meet your objectives? These must include reading the story in some format but are also other activities such as independent work, discussions with a partner, a small group or the whole class. They may also include enrichment activities like a game or a video, etc. There is much room here for creativity. The activities you choose should help your students make a personal connection to the material you're covering. They should also help your students put the work into it's larger social and literary context (see Realms of Inquiry for further information).
Conclusion
How will you determine that your students’ learned the material? These can be game results, quizs, questionaires, a test or some kind of project. The project can be anything from a paragraph or two to a full essay. Other kinds of projects work too. Think creatively about getting your students to use both text and images.
Why does this story matter? Remember that personal connection? See if you can get your students talking about why the story matters to them.
Work Habits
You also need to decide who is going to do which parts of your lesson. You also need to know the order events will take as well as the duration of each part. Your complete lesson plan also contains a list of materials and who will be providing the materials.
How to Essays--DUE Tuesday July 14th!
1. Brainstorm
2. Rough Draft of Body
3. Revision of Body (post peer edits)
4. Introduction Worksheet
5. Rough Draft of Introduction
6. Rough Draft of Conclusion
7. 2 peer edits done FOR you
8. 2 peer edits done BY you
2. Rough Draft of Body
3. Revision of Body (post peer edits)
4. Introduction Worksheet
5. Rough Draft of Introduction
6. Rough Draft of Conclusion
7. 2 peer edits done FOR you
8. 2 peer edits done BY you
Friday, July 10, 2009
Assignment List Updated for July 10th
1. Rights of the Child poster
2. 2 paragraphs on Animals
3. Golden Compass Character Paragraph
4. Anima/Animus Group Worksheet
5. Personal ID bag (various dates)
6. Free Will Mind Map
7. How To Write A Test Group Activity
8. Brainstorming for How to Essay
9. 1st Draft of the Body of your How to Essay
10. You must get 2 others to read your Body Draft and complete a peer-review worksheet
11. You must complete a peer review worksheet for 2 classmates
12. Brainstorming for Fable
13. 1st Draft of your Fable
14. Peer Review of Fable (1 about you and 1 from you)
15. 5 silent journal entries of five minutes each.
16. 2 Paragraphs re: The Lottery
Due Monday July 13th
How To Essay--brainstorming, 1st draft of body, 2 peer edits by you, 2 peer edits for you, introduction worksheet, introduction draft, and the revision of your essay's body.
and
2 Paragraphs re: The Lottery with your brainstorming or chart.
2. 2 paragraphs on Animals
3. Golden Compass Character Paragraph
4. Anima/Animus Group Worksheet
5. Personal ID bag (various dates)
6. Free Will Mind Map
7. How To Write A Test Group Activity
8. Brainstorming for How to Essay
9. 1st Draft of the Body of your How to Essay
10. You must get 2 others to read your Body Draft and complete a peer-review worksheet
11. You must complete a peer review worksheet for 2 classmates
12. Brainstorming for Fable
13. 1st Draft of your Fable
14. Peer Review of Fable (1 about you and 1 from you)
15. 5 silent journal entries of five minutes each.
16. 2 Paragraphs re: The Lottery
Due Monday July 13th
How To Essay--brainstorming, 1st draft of body, 2 peer edits by you, 2 peer edits for you, introduction worksheet, introduction draft, and the revision of your essay's body.
and
2 Paragraphs re: The Lottery with your brainstorming or chart.
Wednesday, July 8, 2009
Some Dictionaries and cool word-y stuff
Searching for inspiration? Go NO further.....
http://visual.merriam-webster.com/
How about a massive list of way too many literary terms?
http://en.wikipedia.org/wiki/List_of_literary_terms
And then, here is a cool site I found that does word maps based on related concepts:
http://www.visualthesaurus.com/
Finally, if you're interested in a quick and easy (and free) way to create mind maps:
http://freemind.sourceforge.net/wiki/index.php/Main_Page
http://visual.merriam-webster.com/
How about a massive list of way too many literary terms?
http://en.wikipedia.org/wiki/List_of_literary_terms
And then, here is a cool site I found that does word maps based on related concepts:
http://www.visualthesaurus.com/
Finally, if you're interested in a quick and easy (and free) way to create mind maps:
http://freemind.sourceforge.net/wiki/index.php/Main_Page
Friday, November 21, 2008
Enrichement for Age Oppression
Here are the links of the resources I promised those of you doing your oppression projects on Age.
ENRICHMENT AND ENRICHMENT
Does your school or local community library have materials regarding the rights of children?
Investigate the Convention:
http://www.unhchr.ch/html/menu3/b/k2crc.htm
Watch some cartoon shorts based on the articles of the convention: http://www.unicef.org/videoaudio/video_top_cartoons.html
Investigate other’s ideas about the rights of children:
http://www.canadiancrc.com/
http://www.cba.org/BC/public_media/rights/238.aspx
http://www.scyofbc.org/
http://www.crin.org/forchildren/index.asp
What about Canadian Charter of Rights? What does it say about children?
http://laws.justice.gc.ca/en/charter/#libertes
Explore the UNICEF website: www.unicef.org
Volunteer opportunities at UNICEF Vancouver
http://www.unicef.ca/portal/SmartDefault.aspx?at=1401
Directly contact UNICEF
UNICEF B.C.
201-3077 Granville Street Vancouver, BC V6H 3J9
Tel: (604) 874-3666
Toll free: 1 800 381-4343
Fax: (604) 874-5411
secretary@unicef.ca
Remember though that Age oppression works in many ways and affects many age groups.
ENRICHMENT AND ENRICHMENT
Does your school or local community library have materials regarding the rights of children?
Investigate the Convention:
http://www.unhchr.ch/html/menu3/b/k2crc.htm
Watch some cartoon shorts based on the articles of the convention: http://www.unicef.org/videoaudio/video_top_cartoons.html
Investigate other’s ideas about the rights of children:
http://www.canadiancrc.com/
http://www.cba.org/BC/public_media/rights/238.aspx
http://www.scyofbc.org/
http://www.crin.org/forchildren/index.asp
What about Canadian Charter of Rights? What does it say about children?
http://laws.justice.gc.ca/en/charter/#libertes
Explore the UNICEF website: www.unicef.org
Volunteer opportunities at UNICEF Vancouver
http://www.unicef.ca/portal/SmartDefault.aspx?at=1401
Directly contact UNICEF
UNICEF B.C.
201-3077 Granville Street Vancouver, BC V6H 3J9
Tel: (604) 874-3666
Toll free: 1 800 381-4343
Fax: (604) 874-5411
secretary@unicef.ca
Remember though that Age oppression works in many ways and affects many age groups.
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