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Thursday February 21
optical_illusions.docx | |
File Size: | 125 kb |
File Type: | docx |
prejudice_quiz.docx | |
File Size: | 77 kb |
File Type: | docx |
1. Show some Optical Illusion. Ask them what they see. Ask them what else is there.
Spinning girl clip - below
-overhead
2. Give them the prejudice quiz.
3. Ask them how they think the 2 activities were linked.
4. Ask them to write their thoughts on how open-minded they believe that they are and why, discuss
5. Show Rick Mercer rant on bullying
6. Pick books and begin reading
Spinning girl clip - below
-overhead
2. Give them the prejudice quiz.
3. Ask them how they think the 2 activities were linked.
4. Ask them to write their thoughts on how open-minded they believe that they are and why, discuss
5. Show Rick Mercer rant on bullying
6. Pick books and begin reading
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Friday February 22
tracking_sheet_for_bullying_novel.docx | |
File Size: | 678 kb |
File Type: | docx |
1. Introduce the book choices. Let students pick one.
Choices
A Monster Calls - Patrick Ness http://en.wikipedia.org/wiki/A_Monster_Calls (Click on this link for a synopsis of the novel)
Speak - Laurie Halse Anderson http://en.wikipedia.org/wiki/Speak_(novel)
Men of Stone - Gayle Friesen http://en.wikipedia.org/wiki/Men_of_Stone
Please Stop Laughing At Me - Jodee Blanco http://www.barnesandnoble.com/w/please-stop-laughing-at-me-jodee-blanco/1100820377?ean=9781580628365
Once - Morris Glietzman http://en.wikipedia.org/wiki/Once_(Morris_Gleitzman_novel)
Thirteen Reasons Why - Jay Asher http://en.wikipedia.org/wiki/Thirteen_Reasons_Why
Backlash-
2. Read for the Rest of class
Choices
A Monster Calls - Patrick Ness http://en.wikipedia.org/wiki/A_Monster_Calls (Click on this link for a synopsis of the novel)
Speak - Laurie Halse Anderson http://en.wikipedia.org/wiki/Speak_(novel)
Men of Stone - Gayle Friesen http://en.wikipedia.org/wiki/Men_of_Stone
Please Stop Laughing At Me - Jodee Blanco http://www.barnesandnoble.com/w/please-stop-laughing-at-me-jodee-blanco/1100820377?ean=9781580628365
Once - Morris Glietzman http://en.wikipedia.org/wiki/Once_(Morris_Gleitzman_novel)
Thirteen Reasons Why - Jay Asher http://en.wikipedia.org/wiki/Thirteen_Reasons_Why
Backlash-
2. Read for the Rest of class
Monday February 25
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1st_impressions_journal.docx | |
File Size: | 13 kb |
File Type: | docx |
canadian_lighthouse_vs_uss_missouri.docx | |
File Size: | 118 kb |
File Type: | docx |
1. 20 minutes of silent reading
2. Put lighthouse story on the overhead and read it aloud.
3. What is the main problem here? Lack of communication, lack of empathy for someone else’s point of view. Stubbornness.
4. With a partner, come up with a real or imagined scenario where a lack of communication is a problem or where someone refuses to change his or her point of view. Report Out.
5. Explain the definition between sympathy and empathy
Sympathy: I feel sorry or pity for you
Empathy: Honestly trying to understand or imagine what it is like to be someone else or in someone else’s situation, walk a mile in someone else’s shoes.
6. Show Barack Obama youtube clip:
and Ellen clip where she speaks out against bullying)
7. Introduce the photo writing assignment and let them work on it for the rest of class. Choose one of the pictures and write in the first person. Create a story, what is going on with them, what kind of life do they lead?
2. Put lighthouse story on the overhead and read it aloud.
3. What is the main problem here? Lack of communication, lack of empathy for someone else’s point of view. Stubbornness.
4. With a partner, come up with a real or imagined scenario where a lack of communication is a problem or where someone refuses to change his or her point of view. Report Out.
5. Explain the definition between sympathy and empathy
Sympathy: I feel sorry or pity for you
Empathy: Honestly trying to understand or imagine what it is like to be someone else or in someone else’s situation, walk a mile in someone else’s shoes.
6. Show Barack Obama youtube clip:
and Ellen clip where she speaks out against bullying)
7. Introduce the photo writing assignment and let them work on it for the rest of class. Choose one of the pictures and write in the first person. Create a story, what is going on with them, what kind of life do they lead?
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Tuesday February 26
steven_covey_–_coming_near_understanding.docx | |
File Size: | 118 kb |
File Type: | docx |
1. Read
2. Do the Superhost activity: (Drawing is attached, do not show the class)
a. Have one volunteer come up who thinks that they are good at explaining directions.
b. ask the class to get out a piece of paper and a pen or pencil
c. The volunteer, without looking up, gesturing or showing the paper to the class has explain how to draw what is on his sheet.
d. When done, they should show him/her their drawing. It will not be very close. Tell the volunteer not to show them his/her drawing.
e. Then have another volunteer come up and draw it on the board while the other volunteer explains again. This time he can watch and guide (ie correct, give examples to help). The drawing should be much closer this time.
f. Explain how only part of communications comes from what we say and when trying to be empathetic we must watch for more communication than just verbal. (ask them to brainstorm where else we should look for communication, put ideas on the board)
3. Read Stephen Covey Story
4. Show good beginnings in literature. What m
5. Watch Shane Kocyzan Clip, which image did he use that you felt was the most powerful? I want to see this type of writing in your story
6. Go over powerful beginning, decide as a class what makes them powerful. Try to mimic this in your story
7.Keep writing their stories. Due Wednesday.
2. Do the Superhost activity: (Drawing is attached, do not show the class)
a. Have one volunteer come up who thinks that they are good at explaining directions.
b. ask the class to get out a piece of paper and a pen or pencil
c. The volunteer, without looking up, gesturing or showing the paper to the class has explain how to draw what is on his sheet.
d. When done, they should show him/her their drawing. It will not be very close. Tell the volunteer not to show them his/her drawing.
e. Then have another volunteer come up and draw it on the board while the other volunteer explains again. This time he can watch and guide (ie correct, give examples to help). The drawing should be much closer this time.
f. Explain how only part of communications comes from what we say and when trying to be empathetic we must watch for more communication than just verbal. (ask them to brainstorm where else we should look for communication, put ideas on the board)
3. Read Stephen Covey Story
4. Show good beginnings in literature. What m
5. Watch Shane Kocyzan Clip, which image did he use that you felt was the most powerful? I want to see this type of writing in your story
6. Go over powerful beginning, decide as a class what makes them powerful. Try to mimic this in your story
7.Keep writing their stories. Due Wednesday.
Wednesday February 27
1. Read
2. Complete two activities off the novel tracking sheet
3. Finish story. Due Wednesday
2. Complete two activities off the novel tracking sheet
3. Finish story. Due Wednesday
Friday March 1
1. Read
2. Ask for volunteers to create a mock lit circle. Students needs to guess what students are doing wrong.
3. Literature circle discussion.
4. Do a reflection on what mark they believed they should receive
5. Read non-fiction article on Cyberbullying or if the Law too Soft on Youth Crime.
2. Ask for volunteers to create a mock lit circle. Students needs to guess what students are doing wrong.
3. Literature circle discussion.
4. Do a reflection on what mark they believed they should receive
5. Read non-fiction article on Cyberbullying or if the Law too Soft on Youth Crime.
Monday March 4
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1. Read
2. Have them crumble up their free-write from yesterday, This is what bullying does to a person. Now try to flatten it perfectly, you can't. This is why even if you apologize to someone you have hurt it will never completely erase what you did which is why we always need to be aware of our behaviour and what we say. Go out side and burn their paper. Once it is said it is gone, but what about when it happens on the internet? It is there forever, which is why some people say the phenomenon if cyber-bullying may be worse.
3. Watch the Amanda Todd Video. Or the Video "A Brave Heart." While they are watching they need to write something they are wondering, something they have learned, and something they are thinking. Afterwards, have students make connection either between their novel and what happened to Amanda or themselves.
2. Have them crumble up their free-write from yesterday, This is what bullying does to a person. Now try to flatten it perfectly, you can't. This is why even if you apologize to someone you have hurt it will never completely erase what you did which is why we always need to be aware of our behaviour and what we say. Go out side and burn their paper. Once it is said it is gone, but what about when it happens on the internet? It is there forever, which is why some people say the phenomenon if cyber-bullying may be worse.
3. Watch the Amanda Todd Video. Or the Video "A Brave Heart." While they are watching they need to write something they are wondering, something they have learned, and something they are thinking. Afterwards, have students make connection either between their novel and what happened to Amanda or themselves.
Tuesday March 5
1. Read
2. Finish Amanda Todd
3. Choose non-fiction article
2. Finish Amanda Todd
3. Choose non-fiction article
Wednesday March 6
1. Complete Non-fiction lit circle
2. Read
2. Read
Thursday March 7
1. Read
2. mock lit circle
3. Complete novel lit circle
2. mock lit circle
3. Complete novel lit circle
Friday March 8
grade_9_novel_playdough.rtf | |
File Size: | 49 kb |
File Type: | rtf |
1. Read
2. Playdough Activity
3. Present to groups
2. Playdough Activity
3. Present to groups
Monday March 11
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1. Read
2. Now that you have seen a movie about bullying, read a novel about bullying and we have been discussing it for a while, what do you think is an appropriate definition for bullying? Brainstorm with a partner and then share with the class.
My Definition: Anyone who uses fear, intimidation, aggression or threat of future aggression to get what they want.
3. Talk about the Ladder of Prejudice, which has been used to explain how ordinary people can commit atrocities like the Holocaust, schoolyard bullying and genocide are only one step away from each other.
Ask them to talk with a partner about school/community examples. Then, they should discuss examples from their novel. Put examples on sticky notes and stick them to chart version of the ladder on the board. Everyone shares one or two examples .
4. Tell a political Joke:
5. Powerpoint Lesson on Stalin. Complement with videos (Bio of the Millennium 5:35 min in) Histeria 12 minutes-end.
6. Brainstorm ways together why Stalin fits the definition of a bully. Fill out paragraph outline if time.
2. Now that you have seen a movie about bullying, read a novel about bullying and we have been discussing it for a while, what do you think is an appropriate definition for bullying? Brainstorm with a partner and then share with the class.
My Definition: Anyone who uses fear, intimidation, aggression or threat of future aggression to get what they want.
3. Talk about the Ladder of Prejudice, which has been used to explain how ordinary people can commit atrocities like the Holocaust, schoolyard bullying and genocide are only one step away from each other.
Ask them to talk with a partner about school/community examples. Then, they should discuss examples from their novel. Put examples on sticky notes and stick them to chart version of the ladder on the board. Everyone shares one or two examples .
4. Tell a political Joke:
5. Powerpoint Lesson on Stalin. Complement with videos (Bio of the Millennium 5:35 min in) Histeria 12 minutes-end.
6. Brainstorm ways together why Stalin fits the definition of a bully. Fill out paragraph outline if time.
Tuesday March 12
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1. Read
2. Review of Stalin for candy
a. What country was Stalin dictator of?
b. What kind of government did Russia have and what does that mean?
c. What happened to the government before Communism?
d. Why did Stalin persecute people? (tell them that the 28 million died)
e. What kinds of things did Stalin arrest people for?
f. How did he make them confess?
g. Describe the gulags.
h. Name a group of people that Stalin targeted and why he didn’t like them.
i. How did Stalin die?
Refer back to their and my definition of a bully:
A person, who is usually insecure, that uses fear, intimidation, aggression or threat of further aggression to get what they want.
3. As a class, brainstorm reasons Stalin is a bully and record on the sheet. We will be using this information for a paragraph
4. Fill in notes on the topic sentence.
5. Make a topic sentence for the topic: What is the best show on TV (or Netflix)
6. Put their topic sentences on the board and judge them together
7. Fill in paragraph notes and play paragraph game.
2. Review of Stalin for candy
a. What country was Stalin dictator of?
b. What kind of government did Russia have and what does that mean?
c. What happened to the government before Communism?
d. Why did Stalin persecute people? (tell them that the 28 million died)
e. What kinds of things did Stalin arrest people for?
f. How did he make them confess?
g. Describe the gulags.
h. Name a group of people that Stalin targeted and why he didn’t like them.
i. How did Stalin die?
Refer back to their and my definition of a bully:
A person, who is usually insecure, that uses fear, intimidation, aggression or threat of further aggression to get what they want.
3. As a class, brainstorm reasons Stalin is a bully and record on the sheet. We will be using this information for a paragraph
4. Fill in notes on the topic sentence.
5. Make a topic sentence for the topic: What is the best show on TV (or Netflix)
6. Put their topic sentences on the board and judge them together
7. Fill in paragraph notes and play paragraph game.
Wednesday March 13
1. Write Stalin Paragraph
2. Read
2. Read
Friday March 15
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1. Introduce Theme and how to pick it out
Theme: the main message of the story
2. Read over theme sheet on how to identify theme. Explain that theme is actually a term you will likely use outside of school, because it is important to identify the main idea of a story.
3. Show them the Calvin and Hobbes comic and identify the theme as a class. Write it out as a proper theme statement and have them copy it down.
4. Show them the movie “For the Birds”, ask them to record the theme while they are watching it. (accept people that are different than yourself. Don’t make fun of people or it could come back to haunt you)
5. Listen to the song “Man in the Mirror” and pick out the theme. (You need to change your habits if you want to change the world.) Or watch the music video to “No Rain” Blind Melon
6. Introduce the 5 in 1, get them into their groups and have them identify three themes with quotes from the novel to back them up
7. Work on 5 in 1 for remainder of class. Will get all next block as well.
Theme: the main message of the story
2. Read over theme sheet on how to identify theme. Explain that theme is actually a term you will likely use outside of school, because it is important to identify the main idea of a story.
3. Show them the Calvin and Hobbes comic and identify the theme as a class. Write it out as a proper theme statement and have them copy it down.
4. Show them the movie “For the Birds”, ask them to record the theme while they are watching it. (accept people that are different than yourself. Don’t make fun of people or it could come back to haunt you)
5. Listen to the song “Man in the Mirror” and pick out the theme. (You need to change your habits if you want to change the world.) Or watch the music video to “No Rain” Blind Melon
6. Introduce the 5 in 1, get them into their groups and have them identify three themes with quotes from the novel to back them up
7. Work on 5 in 1 for remainder of class. Will get all next block as well.
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Monday April 1
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1. Read
2. Explain the main plot of Wonder, The Monster Calls and Cyber-bully. Ask Students to chose one of the two.
3. Students will record 10 key quotes while viewing the movie
2. Explain the main plot of Wonder, The Monster Calls and Cyber-bully. Ask Students to chose one of the two.
3. Students will record 10 key quotes while viewing the movie
Tuesday April 2
1. Read
2. Finish Tagged or Cyber-bully
2. Finish Tagged or Cyber-bully
Wednesday April 3
1. Work on 5 in 1
Thursday April 4
1.Reflection on how this novel has changed their life in some way/how they will act differently from now on.
2. Finish 5 in 1
2. Finish 5 in 1
Friday April 5
1. Sarah and Husain presentation on anti-bullying action projects
2. Find partner and start planning
2. Find partner and start planning
Monday April 8
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1. Work on project. Will also work on the project on Thursday and then we will see how much time we need after that
Tuesday-Wednesday April 9-10
1. Keep working on project
Bullying lit circle unit celebration day
1. Present centre pieces and set up desks into banquet tables (have sheets as table clothes?)
2. Present the food and explain the link to each novel.
3. Hand out platters and eat, share reflections while eating.
4. Watch Same Difference. Get them to explain why we would end with that movie? (theme is to be an individual and you will succeed…good lesson for this unit. No matter what happens, remain an individual and eventually you will come out on top.)
2. Present the food and explain the link to each novel.
3. Hand out platters and eat, share reflections while eating.
4. Watch Same Difference. Get them to explain why we would end with that movie? (theme is to be an individual and you will succeed…good lesson for this unit. No matter what happens, remain an individual and eventually you will come out on top.)