little_buddies_efp12.docx | |
File Size: | 16 kb |
File Type: | docx |
Tuesday February 13
Lit circle Unit Overview
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1. Introduce Adversity unit (spring salmon). All novels will be related to this theme.
2. Pick out novels
3. Read
2. Pick out novels
3. Read
Wednesday February 14-Tuesday February 27
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1. Introduce Ntityix (Spring Salmon) or navigating your own destiny, showing perseverance and overcoming obstacles. Have them try to translate the three little bears documents. Give them ten minutes. Who gives up? Who perseveres? Link to Tuesday's presentation. Fill out first unit reflection.
2. Privilege activity with paper balls to introduce the Indian Act. Discuss how they felt and follow up with the video.
4. Mini lesson on the Indian Act history (see google slide doc above)
5. Read about The Indian Act: https://www.cbc.ca/news/indigenous/21-things-you-may-not-know-about-the-indian-act-1.3533613. Record 5 interesting facts and share out one with the class to discuss. What piece do you think was most detrimental to First Nations people in Canada? discuss with a small group and then share.
6. Watch "We Were Children"
7. Fill out reflection sheet
8. Small group discussion
9. Black out poem/found poem activity.
2. Privilege activity with paper balls to introduce the Indian Act. Discuss how they felt and follow up with the video.
4. Mini lesson on the Indian Act history (see google slide doc above)
5. Read about The Indian Act: https://www.cbc.ca/news/indigenous/21-things-you-may-not-know-about-the-indian-act-1.3533613. Record 5 interesting facts and share out one with the class to discuss. What piece do you think was most detrimental to First Nations people in Canada? discuss with a small group and then share.
6. Watch "We Were Children"
7. Fill out reflection sheet
8. Small group discussion
9. Black out poem/found poem activity.
Tuesday Febryary 13
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1. Read
2. Sticky Notes
3. First Impressions journal
2. Sticky Notes
3. First Impressions journal
Tuesday March 5
1. Read
2. Pick out movie and watch
2. Pick out movie and watch
Thursday March 7
1. Continue Movie
Monday November 6
1. Read
2. Sharing Circle:
3. Finish movie
4. Finish Sheet
5. Discuss On the Ice, Collect Indian Horse
2. Sharing Circle:
3. Finish movie
4. Finish Sheet
5. Discuss On the Ice, Collect Indian Horse
Thursday February 22
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1. Read
2. Sticky Note
3. Pick out lit circle role. Work on it for on it. Due tomorrow
2. Sticky Note
3. Pick out lit circle role. Work on it for on it. Due tomorrow
Friday February 23
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1. Lit Circle discussion at Starbucks
2. Self Evaluation
2. Self Evaluation
PIC PLAY Post Poems
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Residential School poems
1. Start by showing students examples of blank Canadian Maps filled in by Americans
-Discuss how ignorant Americans are of Canada (play it up!)
2. Hand out blank maps of the United States and ask students to fill it in- then show them the actual map and ask them to reflect if they should be judged as harshly as they judged Americans
3. Ask students to reflect on the following statement (Free write): Describe a time when you have felt judged by someone who didn’t know anything about you. (5-7 min)
4. Explain that we will be dealing with poems that are related to this theme later in the class.
Part Two:
1. Tell students they are going to be working for the next few days on projects that ask them to make visual representations of words (poetry and stories). We will start by going backwards and creating words from images.
2. Show clip one: (Peace by Jody Steele)
-Discuss the ideas and words that could come out of this artwork
3. Show next clip (Unity)
1. Start by showing students examples of blank Canadian Maps filled in by Americans
-Discuss how ignorant Americans are of Canada (play it up!)
2. Hand out blank maps of the United States and ask students to fill it in- then show them the actual map and ask them to reflect if they should be judged as harshly as they judged Americans
3. Ask students to reflect on the following statement (Free write): Describe a time when you have felt judged by someone who didn’t know anything about you. (5-7 min)
4. Explain that we will be dealing with poems that are related to this theme later in the class.
Part Two:
1. Tell students they are going to be working for the next few days on projects that ask them to make visual representations of words (poetry and stories). We will start by going backwards and creating words from images.
2. Show clip one: (Peace by Jody Steele)
-Discuss the ideas and words that could come out of this artwork
3. Show next clip (Unity)
- -Put students in partners and have them brainstorm 5 things they learned from this wordless presentation.
4. Put students in groups and hand out Poems “I Lost My Talk,” "My Little Residential School Suitcase," "Monster," and “Who Are You” tell them they will be responsible for conveying the themes and images and emotions from the poem in a visual way- in a similar way to how the last 2 clips represented ideas through images.
5. Hand out the question sheet to get them to focus on the poem’s ideas. Have students fill them out in groups. Create PIC PLAY POSTS or a TikTok with their ideas.
October 12, 13, 16 Animal Farm Lesson (during Lit circle unit in fall, during synthesis unit in Spring)
1. Guest Speaker share Hunting protocols
3. Animal Healing lesson (See below)
3. Animal Healing lesson (See below)
Friday October 13
a_kindred_spirit_text_and_question.pdf | |
File Size: | 143 kb |
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1. Watch videos about the human/animal relationship
2. Sharing circle about a relationship that they have had with an animal
3. Read Therapy article and Richard Wagamese Story
4. Show how to integrate quotes into their writing
2. Sharing circle about a relationship that they have had with an animal
3. Read Therapy article and Richard Wagamese Story
4. Show how to integrate quotes into their writing
Monday October 16
animal_trip_reflection.pdf | |
File Size: | 1047 kb |
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1. Visit Aimee's farm
Thursday October 19
expository_editing_gr_10.docx | |
File Size: | 17 kb |
File Type: | docx |
kindred_spirt_rubric.docx | |
File Size: | 16 kb |
File Type: | docx |
integrating_quotes.docx | |
File Size: | 16 kb |
File Type: | docx |
1. Read
2. Teach Quote integration
3. Brainstorm together how to write an analytical paragraph
4. Write "A Kindred Spirit" paragraph in pairs. Exchange with someone and use editing sheet to critique.
2. Teach Quote integration
3. Brainstorm together how to write an analytical paragraph
4. Write "A Kindred Spirit" paragraph in pairs. Exchange with someone and use editing sheet to critique.
Wednesday February 28
1. Metis presentation
Thursday February 29
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character challenge paragraph | |
File Size: | 16 kb |
File Type: | docx |
1. Read
2. Resilience Lesson
2. Resilience Lesson
- Silent Reading-20 minutes
- Adversity activity in room 207.
- Carey Price Interview (reflection - in partners)
- Adversity Reflection Sheet
- Sharing Circle: Topic- Adversity -something you have had to overcome in your life or something you find really difficult or struggle with?
- Outline Character Challenge Paragraph for novel. Begin writing and Finish tomorrow
Second Little Buddy visit - March 6
scavenger_hunt_ideas.docx | |
File Size: | 14 kb |
File Type: | docx |
1. Visit little buddies
2. Complete photo scavenger hunt to get to know them better
2. Complete photo scavenger hunt to get to know them better
Friday March 1-Monday March 4
1. Read
2. Finish adversity and resilience lesson
3. outline paragraph
4. Write it.
2. Finish adversity and resilience lesson
3. outline paragraph
4. Write it.
Friday March 8
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Friday March 8
1. Final novel Reflection: How has this novel changed your perspective? How will you think or act differently now that you have finished read it? What did you like? Who would you recommend it to? (May need to do next class)
2. Plan Key Scene project
Monday March 11
1. Work on Key Scene
Wednesday March 13
1. Write up for Key Scene and work on it.
1. Final novel Reflection: How has this novel changed your perspective? How will you think or act differently now that you have finished read it? What did you like? Who would you recommend it to? (May need to do next class)
2. Plan Key Scene project
Monday March 11
1. Work on Key Scene
Wednesday March 13
1. Write up for Key Scene and work on it.
Tuesday March 12
1. Stick Games with Sienna
Friday March 16
1. Beach Fire and Share novel write up
MMIWG Lesson gr. 10
mmiw_gr._10.docx | |
File Size: | 56 kb |
File Type: | docx |
1. Reflect on quote about Missing and Murdered Women and Girls
2. Share with a partner and then the class
3. Read news articles and look at image below, write something they are thinking/wondering/noticing. Share one idea with the class
https://www.ctvnews.ca/canada/red-dresses-seek-to-draw-attention-to-missing-murdered-aboriginal-women-1.2593772
4. Watch documentary
5. Share one idea with the class.
6. Write final reflection and hand in.
2. Share with a partner and then the class
3. Read news articles and look at image below, write something they are thinking/wondering/noticing. Share one idea with the class
https://www.ctvnews.ca/canada/red-dresses-seek-to-draw-attention-to-missing-murdered-aboriginal-women-1.2593772
4. Watch documentary
5. Share one idea with the class.
6. Write final reflection and hand in.
Thursday November 16
5_sense_nature_poems.docx | |
File Size: | 769 kb |
File Type: | docx |
1. 3rd little buddy visit
2. Complete 5 sense poems together. Buddies will type up, little buddies will illustrate.
2. Complete 5 sense poems together. Buddies will type up, little buddies will illustrate.
Lit Circle Essay
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1. Assign students groups for the essay outline Have students sitting in three for writing the essay, design the groups
2. Explain that we will be writing an essay on an icecream sundae in groups of 3. In groups of 3, they must come up with an argument about their ice-cream sundae (Metaphorical/humorous is even better)
3. Allow students to assemble their sundaes and then return to their seats to brainstorm an argument.
4. Brainstorm on own and then fill in the outline together.
-Start with obvious (live the ice-cream sundae! Smell the Sundae), then move to symbolic and metaphorical as well as connections to issues in society.
5. Stop after the brainstorm and explain how to do an introduction (remind them to go from general to specific, hook, thesis with an outline of their argument) with them.
Example of a literal Intro:
Ice-cream is a wonderful dessert. There are many different toppings such as chocolate, whipping cream and maraschino cherries.àLow level thinking, try to think of metaphors or symbols that your ice-cream sundae could stand for
6. Let them get into groups to decide on argument. Work on the outline until the end of class.
2. Explain that we will be writing an essay on an icecream sundae in groups of 3. In groups of 3, they must come up with an argument about their ice-cream sundae (Metaphorical/humorous is even better)
3. Allow students to assemble their sundaes and then return to their seats to brainstorm an argument.
4. Brainstorm on own and then fill in the outline together.
-Start with obvious (live the ice-cream sundae! Smell the Sundae), then move to symbolic and metaphorical as well as connections to issues in society.
5. Stop after the brainstorm and explain how to do an introduction (remind them to go from general to specific, hook, thesis with an outline of their argument) with them.
Example of a literal Intro:
Ice-cream is a wonderful dessert. There are many different toppings such as chocolate, whipping cream and maraschino cherries.àLow level thinking, try to think of metaphors or symbols that your ice-cream sundae could stand for
6. Let them get into groups to decide on argument. Work on the outline until the end of class.
Lit Circle Essay
character_on_the_window.docx | |
File Size: | 70 kb |
File Type: | docx |
character_development_essay.docx | |
File Size: | 85 kb |
File Type: | docx |
1. Explain the novel essay. Today we will do the brainstorm in the library. Explain what they need to put on the windows
2. Complete window writer assignment on character
3. In pairs, come up with an argument about their character
4. Fill out their essay outline if time. Tomorrow we will review how to write an essay.
2. Complete window writer assignment on character
3. In pairs, come up with an argument about their character
4. Fill out their essay outline if time. Tomorrow we will review how to write an essay.
final_essay.docx | |
File Size: | 149 kb |
File Type: | docx |
Monday December 4
1. Have students who are done early research their names and what they mean. They could also text or call their parents and ask how they decided on their names.
3. Share with students how I got my name, how Mr. Fitton got his and how Ethan got his.Explain that my name means forever strong. Have students share how they got their names.
4. Read How the Animals got their names. Discuss the theme of everyone has a purpose.
5. Show "Flight of the Hummingbird" story to discuss no matter how small you are or how different, you always have a contribution or a purpose.
6. Finish 5 in 1
3. Share with students how I got my name, how Mr. Fitton got his and how Ethan got his.Explain that my name means forever strong. Have students share how they got their names.
4. Read How the Animals got their names. Discuss the theme of everyone has a purpose.
5. Show "Flight of the Hummingbird" story to discuss no matter how small you are or how different, you always have a contribution or a purpose.
6. Finish 5 in 1
Tuesday December 5
1. Show movie trailer options.
Trailers that work for this story
a. Coming of Age
b. Expedition
c. Family
d. Narrative
e. Superhero
f. Swashbuckler
g. Adrenaline
2. Discuss how to use different locations and camera angles to make it more interesting.
3. Have student create groups of three. 5-6 (including buddies) is the biggest the groups can be
4. Fill out sheet on key points of the story and how they could translate it into them.
Trailers that work for this story
a. Coming of Age
b. Expedition
c. Family
d. Narrative
e. Superhero
f. Swashbuckler
g. Adrenaline
2. Discuss how to use different locations and camera angles to make it more interesting.
3. Have student create groups of three. 5-6 (including buddies) is the biggest the groups can be
4. Fill out sheet on key points of the story and how they could translate it into them.
hownamesweregivenmovietrailerideasheet.pdf | |
File Size: | 46 kb |
File Type: |
Wednesday December 6
1. Continue planning trailer
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Wednesday December 7
1. Butterfly Teachings
Thursday December 8
1. Blanket exercise
Friday December 9
1. Finish planning movie trailer and Butterfly Teachings
Monday December 11
1. Put costumes and makeup on the little buddies
2. Reherse Trailer Script
3. Film
4. Edit.
2. Reherse Trailer Script
3. Film
4. Edit.
Wednesday April 17
1. Intro to the film The Grizzlies
Today’s Task
Pick a theme
Read an article that interests you (10 min silent reading)
Join up with others that read about the same theme
Decide who is going to play which role
Discuss the article (15 minutes)
Report out to the rest of the class on the following Group Discussion questions (below)
Themes
Pick 1 category that interests you for follow up to the film.
- Mental health & suicide
- Reconciliation
- Nunavut (history, self-governance, did it work, etc)
- Food Security & cost of living
- Relationship with RCMP
- Tattoos and Culture
- Forced Relocation of the Inuit
- Water and Housing quality
Group Roles
Decide as a group which roles would be most useful, and who will do which role.
A. Group Discussion Questions
What did you find out?
What surprised you?
How do you know the information is credible?
What do you still want to learn more about?
Articles
Skim through the articles in your section, and pick one that appeals to you. Be ready to discuss it with your group.
Theme 1 - Mental health & suicide :
https://www.ctvnews.ca/canada/it-s-unbearable-nunavut-still-experiencing-a-suicide-epidemic-6-years-after-crisis-was-declared-1.5690899
https://www.cbc.ca/news/canada/north/iqaluit-suicide-prevention-students-youth-nunavut-1.6252374
https://www.ctvnews.ca/canada/nunavut-is-in-crisis-arctic-communities-stressed-dealing-with-social-issues-1.3929025
https://globalnews.ca/news/4209977/nunavut-suicide-crisis-pangnirtung/
https://aptnnews.ca/2019/04/02/how-to-tackle-nunavut-suicide-respect-the-input-from-youth-say-advocates/
https://www.nationalobserver.com/2019/09/10/analysis/canadas-indigenous-suicide-crisis-worse-we-thought
https://www150.statcan.gc.ca/n1/pub/99-011-x/99-011-x2019001-eng.htm
Theme 2 - Reconciliation:
https://newsinteractives.cbc.ca/longform/cambridge-bay-elders-annanas-camp
https://www.vice.com/en_ca/article/vb5j5a/mumilaaq-qaqqaq-the-25-year-old-inuk-mp-putting-justin-trudeau-on-notice
https://www.cbc.ca/news/canada/north/trudeau-apology-tuberculosis-iqaluit-1.5047805
https://weweresofaraway.ca/
Theme 3 - Nunavut (history, self-governance, did it work, etc):
https://www.theglobeandmail.com/news/national/nunavut/is-nunavut-a-failure-of-canadian-nation-building/article579820/
https://www.theglobeandmail.com/news/national/ten-years-in-nunavut-gets-failing-grade/article4294089/
https://www.theglobeandmail.com/news/national/nunavut/the-trials-of-nunavut-lament-for-an-arctic-nation/article547265/
Theme 4 - Food Security & cost of living:
https://healthydebate.ca/2022/03/topic/nunavut-struggling-with-crisis-that-wont-go-away/
https://beta.ctvnews.ca/national/canada/2020/10/21/1_5154743.html
https://www.aptnnews.ca/national-news/nunavut-mp-says-fault-for-nunavuts-housing-problems-lies-squarely-with-federal-government/
https://nunatsiaq.com/stories/article/nunavut-mp-releases-report-on-territorys-housing-crisis/
https://www.businessinsider.com/food-prices-high-northern-canada-2017-9
https://nationalpost.com/news/food-insecurity-worsens-in-nunavut-after-ottawa-tries-to-help
https://www.cbc.ca/news/canada/north/yellowknife-cost-of-living-1.4430361
https://www.huffingtonpost.ca/margaret-whitley/food-prices-canada-north_a_23552084/
Theme 5 - Relationship with RCMP:
https://newsinteractives.cbc.ca/longform/community-on-edge
https://www.theglobeandmail.com/canada/article-lawsuit-against-nunavut-rcmp-claims-force-losing-touch-with-inuit-2/
https://globalnews.ca/news/5381480/rcmp-indigenous-relationship/
http://www.rcmp-grc.gc.ca/en/historical-events-rcmp-indigenous-relations
Theme 6 - Tattoos & Inuit culture/customs
'This is so powerful:' Kitikmeot women revive traditional Inuit tattoos | CBC News
https://uphere.ca/articles/between-lines
https://www.cbc.ca/news/canada/north/inuit-women-traditional-tattoos-kugluktuk-1.3563446
Theme 7: Forced Relocation of the Inuit
Inuit High Arctic Relocations in Canada | The Canadian Encyclopedia
Inuit get federal apology for forced relocation | CBC News
Theme 8: Water and Health
Water:
https://globalnews.ca/news/8727723/iqaluit-nunavut-water-crisis-fuel-clean-drinking/
https://globalnews.ca/news/8532174/iqaluit-water-fuel-contamination-problem/
Health, TB, and COVID-19:
https://globalnews.ca/news/8515205/nunavut-covid-19-canada-tb/
2. Read an article. Take notes on the four questions.
3. Meet in theme groups and discuss what they learned
4. Stephanie Ryn Presentation
5. Finish plans for Friday
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Friday April 19
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1. Watch film
3. Use the questions to discuss in small groups then share out highlights to the class
A. What was the unique struggles/strengths of living in Northern communities
B. What was the most powerful part of the film?
C. What can you connect to?
D. What are some possible themes of the story?
E. What next? How will you think or act differently now that you have seen this film? Why are difficult films like this important in the reconciliation process in Canada?
4. Explain 5 and 1 assignment and begin
Alternative assignment
Begin film response assignment. Will get two full classes and then it is due
Individual Reflection: What is your reaction to the film?
Choice of medium:
You can write, paint, draw, talk (make a short video on your phone), etc.
Reflection Prompts:
(Some possible prompts/things to think about - you don’t have to answer all of these)
What do you think the principal meant when she said the athletics program was causing more harm than good?
What were some of her fears?
What sort of long term effects can you see from residential schools? Give specific examples
What are some challenges of living up north?
What are some unique strengths and positives about living up north?
What did you notice about cultural protocols & customs and how some white people interacted with the Inuit?
How might this apply to our context here?
How did the teacher’s worldview change during/after spending more time with the community?
What did you think about the teacher wanting to leave? At the beginning? After Zack’s death (prison cell)? What do you think you would have felt?
What did Miranda (the girl that raised the money and helped keep the team organized) mean when she said “it’s not about you” to the teacher?”
What did you think of the film? Did you like it? Why or why not?
Are there any personal connections that you can make?
3. Use the questions to discuss in small groups then share out highlights to the class
A. What was the unique struggles/strengths of living in Northern communities
B. What was the most powerful part of the film?
C. What can you connect to?
D. What are some possible themes of the story?
E. What next? How will you think or act differently now that you have seen this film? Why are difficult films like this important in the reconciliation process in Canada?
4. Explain 5 and 1 assignment and begin
Alternative assignment
Begin film response assignment. Will get two full classes and then it is due
Individual Reflection: What is your reaction to the film?
Choice of medium:
You can write, paint, draw, talk (make a short video on your phone), etc.
Reflection Prompts:
(Some possible prompts/things to think about - you don’t have to answer all of these)
What do you think the principal meant when she said the athletics program was causing more harm than good?
What were some of her fears?
What sort of long term effects can you see from residential schools? Give specific examples
What are some challenges of living up north?
What are some unique strengths and positives about living up north?
What did you notice about cultural protocols & customs and how some white people interacted with the Inuit?
How might this apply to our context here?
How did the teacher’s worldview change during/after spending more time with the community?
What did you think about the teacher wanting to leave? At the beginning? After Zack’s death (prison cell)? What do you think you would have felt?
What did Miranda (the girl that raised the money and helped keep the team organized) mean when she said “it’s not about you” to the teacher?”
What did you think of the film? Did you like it? Why or why not?
Are there any personal connections that you can make?
Tuesday April 23
1. Grizzlies Discussion
2. Work on 5 in 1
2. Work on 5 in 1
Wednesday April 24
1. Visit little buddies
Thursday April 25
1. Type up poem
2. Gr. 10 survey
3. Sharing circle on the grizzlies
4. Introduce and work on 5 in 1
2. Gr. 10 survey
3. Sharing circle on the grizzlies
4. Introduce and work on 5 in 1
Friday April 26
1. Work on 5 in 1
Poetry Lessons
1. To begin poetry I thought we would start by having fun with creating it.
Directions for Magnetic Poetry
4 Nouns (person, place, thing or emotion)
3 adjectives (words that describe nouns: colour, personality, size)
2 articles (the, a, an)
4 verbs (Action words)
2 conjunctions (don’t, shouldn’t can’t should’ve)
2 prepositions (anywhere a cat can go: through, at, over, up, around)
3 adverbs (words that describe verbs: slowly, quickly etc.)
2. Put students in groups of 3
3. Have students come up with words that fit in categories above
4. Encourage students to use creative, original, and imaginative words (and encourage them to use a dictionary as they will have to re-copy misspelled words)
5. Students write words on large pieces of paper (chop 11X17 paper into two or three strips-use coloured felts for better effect)
6. Have class pool their words. (All nouns in a pile, adjectives in a pile, etc.)
7. Students then must go in and remove the same amount of words they put into each pile but they cannot take out their own. (Note: the numbers will never work out perfectly-there is always a group that mixes up their parts of speech or that doesn’t put in the exact amount. If a group ends up with one less verb or noun the world won’t end.)
8. Students then take their new words and create a “Poem” which is really just a non-sensical sentence. They can change verb form/tense and add 2 or three of their own words and punctuate as they like.
9. Have groups give their “poem” a title.
10. Give students masking tape and have them display their poems on the classroom walls.
11. Read their poems (like a poet) and present a made up “symbolic analysis” of the poem.
Directions for Magnetic Poetry
4 Nouns (person, place, thing or emotion)
3 adjectives (words that describe nouns: colour, personality, size)
2 articles (the, a, an)
4 verbs (Action words)
2 conjunctions (don’t, shouldn’t can’t should’ve)
2 prepositions (anywhere a cat can go: through, at, over, up, around)
3 adverbs (words that describe verbs: slowly, quickly etc.)
2. Put students in groups of 3
3. Have students come up with words that fit in categories above
4. Encourage students to use creative, original, and imaginative words (and encourage them to use a dictionary as they will have to re-copy misspelled words)
5. Students write words on large pieces of paper (chop 11X17 paper into two or three strips-use coloured felts for better effect)
6. Have class pool their words. (All nouns in a pile, adjectives in a pile, etc.)
7. Students then must go in and remove the same amount of words they put into each pile but they cannot take out their own. (Note: the numbers will never work out perfectly-there is always a group that mixes up their parts of speech or that doesn’t put in the exact amount. If a group ends up with one less verb or noun the world won’t end.)
8. Students then take their new words and create a “Poem” which is really just a non-sensical sentence. They can change verb form/tense and add 2 or three of their own words and punctuate as they like.
9. Have groups give their “poem” a title.
10. Give students masking tape and have them display their poems on the classroom walls.
11. Read their poems (like a poet) and present a made up “symbolic analysis” of the poem.
Monday December 10
1. Poetry term matching
2. Make up poetic devices in groups about tim bits (Metaphor, Simile, Personification, Imagery, Rhyme)
2. Make up poetic devices in groups about tim bits (Metaphor, Simile, Personification, Imagery, Rhyme)
Tuesday December 11
how_to_analysis_a_poem_gr._10.docx | |
File Size: | 226 kb |
File Type: | docx |
1. Go over handout on how to analyze a poem you have never seen before. Practice with an exam style poem
2. Analyze poem
3. Organize Theme paragraph
4. Write paragraph
2. Analyze poem
3. Organize Theme paragraph
4. Write paragraph
Wednesday December 12
english_first_people’s_10_poetry_group_analysis.docx | |
File Size: | 110 kb |
File Type: | docx |
1. In groups, analyze a poem together
2. Present their poem
3. Go over expectations for the poetry cafe
2. Present their poem
3. Go over expectations for the poetry cafe
Thursday December 13
i_am_graffiti-_gr_10.docx | |
File Size: | 15 kb |
File Type: | docx |
1. Pick poem and role for Poetry lit circle
2. Print Poetry cafe poem
3. Reherese
2. Print Poetry cafe poem
3. Reherese
Friday December 14
1. Complete Poetry Lit Circle role
2. Practice for poetry cafe
2. Practice for poetry cafe
Wednesday May 2
1. Walk to Tim Hortons
2. Complete Poetry Lit Circle
3. Reflection
4, Walk back and fill out Battle of the Books Sheet for Melissa
2. Complete Poetry Lit Circle
3. Reflection
4, Walk back and fill out Battle of the Books Sheet for Melissa
Tea Picking Reflection
tea_picking_reflection.docx | |
File Size: | 60 kb |
File Type: | docx |
On The Ice Movie/Indian Horse Movie study Thursday February 17-Monday February 22
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efp10_on_the_ice.docx | |
File Size: | 65 kb |
File Type: | docx |
1. Intro to Short Stories
-Show Clip on the history of storytelling and why the story is important to us
-Show Ikea Lamp Commercial to demonstrate a commercial that uses story telling
-Show the Cattle Stun gun commercial and compare it to the excerpt from “The Most Dangerous Job. Which one did you listen to more closely? Why?
3. Matching short story terms definitions.
4. Introduction to Inuit Culture. Show the throat singing video from Trudeau's swearing in
5. Begin “On the Ice” Stop 5 minutes before the end of class to give time to fill in the chart
-Show Clip on the history of storytelling and why the story is important to us
-Show Ikea Lamp Commercial to demonstrate a commercial that uses story telling
-Show the Cattle Stun gun commercial and compare it to the excerpt from “The Most Dangerous Job. Which one did you listen to more closely? Why?
3. Matching short story terms definitions.
4. Introduction to Inuit Culture. Show the throat singing video from Trudeau's swearing in
5. Begin “On the Ice” Stop 5 minutes before the end of class to give time to fill in the chart