Tuesday February 27
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1. Read
2. Watch escalator video. Discuss why creative thinking and problem solving is so important in life
3. Try a few activities that require creative solutions.
Options
a. Nine Dot Problem (
b. Reverse Pyramid
For: Adaptability, Collaboration
What You'll Need: Nothing
Instructions: Have everyone stand in a pyramid shape, horizontally. Now ask them to flip the base and the apex of the pyramid by moving only three people! This quick exercise works best for a very large group which can be divided into smaller groups to see who can reverse the pyramid the fastest.
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c. Move It!
For: Adaptability, Collaboration
What You'll Need: Chalk, rope, tape, or paper (something to mark a space)
Instructions: Divide your group into two teams and line them up front to back, facing each other. Using the chalk, tape, rope, or paper (depending on the play surface), mark a square space for each person to stand on with one extra empty space between the two facing rows. The goal is for the two facing lines of players to switch places.
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Place these restrictions on movement:
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d. Human Knot
For: Adaptability, Collaboration
What You'll Need: Nothing
Instructions: Have everyone stand in a circle and ask each person to hold hands with two people who aren’t directly next to them. When everyone is tangled together, ask everyone to untangle the knot without letting anyone's hand go to form a perfect circle. This game requires some creative strategizing! .
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e. Tarp Challenge
Have everyone stand on a tarp. As a group, they must work together to flip the tarp over completely without stepping off of the tarp.
or
f. Circle challenge:
Everyone gets a piece of paper with blank 30 circles on it. Set a clock for three minutes. Fill in as many as possible (could be a theme, or random) . Don't self censor. This is the where creativity flourishes. You can edit later. Physiologist Adam Grant says "You need a lot of bad ideas in order to get a few good ones" basically, the more ideas the better.
3. Show the video by Volkswagen on creative solutions to problems.
4. Looking at things from different perspectives is a crucial ability in an ever changing world. Creative writing forces a writer to do that. For the next several weeks we will be looking at creative writing and how to create an effective and engaging piece of writing.
2. Watch escalator video. Discuss why creative thinking and problem solving is so important in life
3. Try a few activities that require creative solutions.
Options
a. Nine Dot Problem (
b. Reverse Pyramid
For: Adaptability, Collaboration
What You'll Need: Nothing
Instructions: Have everyone stand in a pyramid shape, horizontally. Now ask them to flip the base and the apex of the pyramid by moving only three people! This quick exercise works best for a very large group which can be divided into smaller groups to see who can reverse the pyramid the fastest.
.
c. Move It!
For: Adaptability, Collaboration
What You'll Need: Chalk, rope, tape, or paper (something to mark a space)
Instructions: Divide your group into two teams and line them up front to back, facing each other. Using the chalk, tape, rope, or paper (depending on the play surface), mark a square space for each person to stand on with one extra empty space between the two facing rows. The goal is for the two facing lines of players to switch places.
.
Place these restrictions on movement:
- Only one person may move at a time.
- A person may not move around anyone facing the same direction.
- A person may not move backward.
- A person may not move around more than one person on the other team at a time.
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d. Human Knot
For: Adaptability, Collaboration
What You'll Need: Nothing
Instructions: Have everyone stand in a circle and ask each person to hold hands with two people who aren’t directly next to them. When everyone is tangled together, ask everyone to untangle the knot without letting anyone's hand go to form a perfect circle. This game requires some creative strategizing! .
.
e. Tarp Challenge
Have everyone stand on a tarp. As a group, they must work together to flip the tarp over completely without stepping off of the tarp.
or
f. Circle challenge:
Everyone gets a piece of paper with blank 30 circles on it. Set a clock for three minutes. Fill in as many as possible (could be a theme, or random) . Don't self censor. This is the where creativity flourishes. You can edit later. Physiologist Adam Grant says "You need a lot of bad ideas in order to get a few good ones" basically, the more ideas the better.
3. Show the video by Volkswagen on creative solutions to problems.
4. Looking at things from different perspectives is a crucial ability in an ever changing world. Creative writing forces a writer to do that. For the next several weeks we will be looking at creative writing and how to create an effective and engaging piece of writing.
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engaging_beginnings.pptx | |
File Size: | 1761 kb |
File Type: | pptx |
5. One of the most important parts of a piece of creative writing is the beginning. It is an important first impression that can make your reader continue, or put your story down.
-Show them the beginning of Casino Royal and What’s Eating Gilbert and Scream:
How do they meet sections from the list of effective beginnings?
List
-show, don’t tell
-begin in the middle of the action, not at the literal beginning of the story, you can fill in details as you go along
-Don’t tell the reader everything at the beginning; you can fill in details as you go along
-withhold important details to make your reader want to read on
-ask a question
-say something unusual
-make the reader want to figure out what will happen next
-start with a metaphor or simile or analogy
-start with a striking or controversial statement
-The ending should usually some how tie back to the beginning
6. Show the overhead with tips for beginning a short story. Show some of the best beginnings in Literature
7. Show them the pictures on the overhead. Ask them to pick one and write an effective beginning with vivid description. At least 5 sentences, but don’t worry about writing the whole story.
8. Show the Sample beginning about the soccer player
9. Exchange with a pattern and comment on each others beginnings.
-Show them the beginning of Casino Royal and What’s Eating Gilbert and Scream:
How do they meet sections from the list of effective beginnings?
List
-show, don’t tell
-begin in the middle of the action, not at the literal beginning of the story, you can fill in details as you go along
-Don’t tell the reader everything at the beginning; you can fill in details as you go along
-withhold important details to make your reader want to read on
-ask a question
-say something unusual
-make the reader want to figure out what will happen next
-start with a metaphor or simile or analogy
-start with a striking or controversial statement
-The ending should usually some how tie back to the beginning
6. Show the overhead with tips for beginning a short story. Show some of the best beginnings in Literature
7. Show them the pictures on the overhead. Ask them to pick one and write an effective beginning with vivid description. At least 5 sentences, but don’t worry about writing the whole story.
8. Show the Sample beginning about the soccer player
9. Exchange with a pattern and comment on each others beginnings.
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Thursday February 29
figurative_devices.docx | |
File Size: | 13 kb |
File Type: | docx |
1. Hand out story beginnings from last week. Give students 10 minutes to circulate through the room reading the story beginnings. Ask them to write a positive comment on at least three. Share a couple with the class.
2, Talk about the significance of using stylistic devices in all writing
3. As a group of 4, create a metaphor, image, simile, personification and hyperbole about a gummy candy.
example:
Simile: The cream soda bubbles rose and sunk on the top of the beverage like lava bubbling in an active volcano
Metaphor: Cream soda is a hyperactive three year old springing with vitality from present to present under the tree on Christmas morning
Personification: The carbonation screamed with glee in my mouth as I took a sip
Hyperbole: As I took a sip, the drink rammed down my through and punched my stomach hard. It overwhelmed me from the experience. I will never recover.
Alliteration: Smells of sickly sweet flavours spring from the glass
Imagery: The smooth clear glass was cool against my hand as a glanced at the fuchsia liquid's sugar swirled in stream along the walls of its chalice.
Onomatopoeia: POP! POP! POP! The bubbles burst in quick succession as the beverage lay in waiting before me, eager for me to indulge
5. Present
6. Lesson on sentence variety:
-Read the dr. Seuss story "Hop on Pop" Why is it good for toddlers but boring for us? it lacks sentence variety. Sentences are all short (simple) and repeptive. Two ways we can vary our sentences are by making sure we don't default to medium length sentences all the time in our writing and also by making sure we never have a paragraph that has sentences that begin with the same word.
-Have students volunteer to come up to create a human sentence with words on a large piece of paper. Practice moving the sentence a around as many times as we can so that we begin with a different word, but keep the meaning of the sentence the same.
-Read over "college application essay" what is the effect of varying sentence lengths?
2, Talk about the significance of using stylistic devices in all writing
3. As a group of 4, create a metaphor, image, simile, personification and hyperbole about a gummy candy.
example:
Simile: The cream soda bubbles rose and sunk on the top of the beverage like lava bubbling in an active volcano
Metaphor: Cream soda is a hyperactive three year old springing with vitality from present to present under the tree on Christmas morning
Personification: The carbonation screamed with glee in my mouth as I took a sip
Hyperbole: As I took a sip, the drink rammed down my through and punched my stomach hard. It overwhelmed me from the experience. I will never recover.
Alliteration: Smells of sickly sweet flavours spring from the glass
Imagery: The smooth clear glass was cool against my hand as a glanced at the fuchsia liquid's sugar swirled in stream along the walls of its chalice.
Onomatopoeia: POP! POP! POP! The bubbles burst in quick succession as the beverage lay in waiting before me, eager for me to indulge
5. Present
6. Lesson on sentence variety:
-Read the dr. Seuss story "Hop on Pop" Why is it good for toddlers but boring for us? it lacks sentence variety. Sentences are all short (simple) and repeptive. Two ways we can vary our sentences are by making sure we don't default to medium length sentences all the time in our writing and also by making sure we never have a paragraph that has sentences that begin with the same word.
-Have students volunteer to come up to create a human sentence with words on a large piece of paper. Practice moving the sentence a around as many times as we can so that we begin with a different word, but keep the meaning of the sentence the same.
-Read over "college application essay" what is the effect of varying sentence lengths?
Art Gallery Lesson
efp_12_art_gallery.docx | |
File Size: | 78 kb |
File Type: | docx |
1. Art Gallery trip to the en'owkin centre exhibit
2. Choose a painting and in pairs write a 5-7 sentence descriptive paragraph about it. Concentrate on an engaging beginning, using an image from each of the 5 senses and use at least one poetic device.
2. Choose a painting and in pairs write a 5-7 sentence descriptive paragraph about it. Concentrate on an engaging beginning, using an image from each of the 5 senses and use at least one poetic device.
5 photo assignment
five_photo_frame.docx | |
File Size: | 149 kb |
File Type: | docx |
1. Give pairs of students a camera and have them pick a random prop.
2. Drive downtown
3. Students have 40 minutes to take 15 photos in separate locations with their props that tell a story that relates to one of the themes of the course.Tomorrow we will write the story in the lab.
Themes
Wisdom (as opposed to knowledge)
Responsibility
Collaboration and Cooperation
Identity
Respect
Transformation
Diversity
Resilience
Community
Stereotypes
Balance
Inclusivity and Belonging
Schooling vs Education
Citizenship and Service
Sustainability
Relationship to the natural world
Self-reliance
2. Drive downtown
3. Students have 40 minutes to take 15 photos in separate locations with their props that tell a story that relates to one of the themes of the course.Tomorrow we will write the story in the lab.
Themes
Wisdom (as opposed to knowledge)
Responsibility
Collaboration and Cooperation
Identity
Respect
Transformation
Diversity
Resilience
Community
Stereotypes
Balance
Inclusivity and Belonging
Schooling vs Education
Citizenship and Service
Sustainability
Relationship to the natural world
Self-reliance
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Little Buddy Visit #2
efp_12_-_photo_challenge_with_little_buddies.docx | |
File Size: | 14 kb |
File Type: | docx |
Monday March 4
1. Finish Banquet presentations
2. Begin Taste of Language
2. Begin Taste of Language
Tuesday March 5
Intergenerational Trauma Presentation with Lannie Greyeyes
Wednesday March 6-Thursday March 7
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taste_of_language_rubric.docx | |
File Size: | 14 kb |
File Type: | docx |
1. Taste of Language assignment: Materials needed: 4-6 types of beverages, cups and water.
(coke, cream soda, lemon juice, Tabasco, chocolate milk, clamato)
2. Introduce taste of language assignment. Goal is to act like sophisticated connoisseurs
Start by examining to see if there are impurities. Swish it around to see if there is any cork in it.
-look to see if when you swish around in the glass if there is any liquid that stays on the side and then comes down – this is known as “legs”
Then smell it – most of the taste comes from the nose. Swish around and smell.
Then taste – but breath through your nose as you taste. Swish around in mouth enough to taste from tip of the tongue to the back of the tongue.
3. Read wine article. Students have to decide in two sentences what the main idea of the article is at the end and be able to articulate it.
4. Show them a modern wine description – attached. Then show them the actual wine wheel that is used by many experts. Look at how funny it is. (“Wet dog” )
5. Begin the taste of language assignment. Read the wine article. Point out that the wine tasters use sophisticate vocabulary and metaphors to describe the wine.
6. Have them chose three samples and record notes, chose one to write their paragraph about
7. Write paragraph, will edit and write up good copy next class.
(coke, cream soda, lemon juice, Tabasco, chocolate milk, clamato)
2. Introduce taste of language assignment. Goal is to act like sophisticated connoisseurs
Start by examining to see if there are impurities. Swish it around to see if there is any cork in it.
-look to see if when you swish around in the glass if there is any liquid that stays on the side and then comes down – this is known as “legs”
Then smell it – most of the taste comes from the nose. Swish around and smell.
Then taste – but breath through your nose as you taste. Swish around in mouth enough to taste from tip of the tongue to the back of the tongue.
3. Read wine article. Students have to decide in two sentences what the main idea of the article is at the end and be able to articulate it.
4. Show them a modern wine description – attached. Then show them the actual wine wheel that is used by many experts. Look at how funny it is. (“Wet dog” )
5. Begin the taste of language assignment. Read the wine article. Point out that the wine tasters use sophisticate vocabulary and metaphors to describe the wine.
6. Have them chose three samples and record notes, chose one to write their paragraph about
7. Write paragraph, will edit and write up good copy next class.
Friday March 8
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shopping_lists_for_creating_character.pdf | |
File Size: | 55 kb |
File Type: |
1.Today we are going to learn about creating believable characters in our writing. First, we will learn how to properly format dialogue (which can be useful in developing characters) and then we will learn how to create believable and round characters.
2. Read over the sheet with rules for formatting dialogue.
3. Read over Character development sheet
-Hand out shopping list from the book. Read over one of the author's examples.
in small groups, use the shopping list to build a character
-Write a 150 word story in groups about that character (before, during or after shopping)
-share in small groups and then pick a few to share with the class.
4. Read an example of the cafe story and talk about what is expected on tomorrow's field trip
2. Read over the sheet with rules for formatting dialogue.
3. Read over Character development sheet
-Hand out shopping list from the book. Read over one of the author's examples.
in small groups, use the shopping list to build a character
-Write a 150 word story in groups about that character (before, during or after shopping)
-share in small groups and then pick a few to share with the class.
4. Read an example of the cafe story and talk about what is expected on tomorrow's field trip
Monday March 11
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1. Go to the mall (or downtown to cafes). Have students spend 10 minutes just people watching. Pick someone to use as a prompt for building a character
2. Start writing the draft of their story
2. Start writing the draft of their story
Tuesday March 12
Stick Games with Sienna
Wednesday March 13
engaging_endings.docx | |
File Size: | 14 kb |
File Type: | docx |
1. Write Mall story
2. Discuss how to end their stories. Here are three effective ways to end a story:
A. Link it back to the beginning
B. End with your theme or what you learned
C. End with an Epiphany
2. Discuss how to end their stories. Here are three effective ways to end a story:
A. Link it back to the beginning
B. End with your theme or what you learned
C. End with an Epiphany
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Thursday March 14
1. Finish cafe story
Friday March 15
Buddy Visit #2
Wednesday April 3
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1. Munson Mt. Trip to plan personal Narratives
Thursday April 4
1. Finish Narratives
Friday April 5
1. Finish Narratives