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Tuesday January 29
1. Course Outline. Show "Word Crimes" and relate it to the skills they will learn in this class.
2. Two Truths and a lie.
3. Play The Game
-do once to see how it works
-Time it to see how fast they complete it.
-How does it relate to being successful in English? In life?
4. Writing on prompt
5. To leave write 1 thing you are looking forward to this year
2. Two Truths and a lie.
3. Play The Game
-do once to see how it works
-Time it to see how fast they complete it.
-How does it relate to being successful in English? In life?
4. Writing on prompt
5. To leave write 1 thing you are looking forward to this year
Wednesday January 30
elements_of_the_short_story_gr_9.docx | |
File Size: | 64 kb |
File Type: | docx |
1. Introduce Short Stories
Ask the students: Before the invention of electricity (and therefore TV, radio, Ipod, internet etc.) What do you think people did in their spare time for fun? Actually, they read and the modern sitcom, drama and cartoon take their roots from the most popular literary form of the nineteenth century, the short story. People were now working outside the home and the brevity of the short story made it popular because people did not have the time or patience for long drawn out novels that were popular before.
Ask the students to think for a moment: what do we know about short stories that show us the modern TV developed from them:
Potential list:
-short in length
-Few characters
-uncomplicated plot
- Single main conflict (Simpson’s sometimes breaks this)
-usually fictional
2. Discuss what they know and write it on the board
3. Get them to find the definitions to the terms hidden all over the classroom
4. Review in class
5. Watch A Simpsons Episode to pick out terms
Ask the students: Before the invention of electricity (and therefore TV, radio, Ipod, internet etc.) What do you think people did in their spare time for fun? Actually, they read and the modern sitcom, drama and cartoon take their roots from the most popular literary form of the nineteenth century, the short story. People were now working outside the home and the brevity of the short story made it popular because people did not have the time or patience for long drawn out novels that were popular before.
Ask the students to think for a moment: what do we know about short stories that show us the modern TV developed from them:
Potential list:
-short in length
-Few characters
-uncomplicated plot
- Single main conflict (Simpson’s sometimes breaks this)
-usually fictional
2. Discuss what they know and write it on the board
3. Get them to find the definitions to the terms hidden all over the classroom
4. Review in class
5. Watch A Simpsons Episode to pick out terms
Friday February 1
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1. Pine needle demo.
-Read all instructions once
-get all materials ready
-Use diagrams
-re-read sections to make sure you are on the right track
-Re-read again to make sure you got it right.
2. Get sudents into pairs
3. Assign them a survivor project
4. Give them the instructions; tell them to read them once and to read the checklist.
5. Give them materials.
6. Go outside and build their project. Show us when done; we will go through the checklist to see if it is done properly.
7. Reflection on the experience, good or bad? Why?
8. Freewrite: a time when they acted against their better judgment
-Read all instructions once
-get all materials ready
-Use diagrams
-re-read sections to make sure you are on the right track
-Re-read again to make sure you got it right.
2. Get sudents into pairs
3. Assign them a survivor project
4. Give them the instructions; tell them to read them once and to read the checklist.
5. Give them materials.
6. Go outside and build their project. Show us when done; we will go through the checklist to see if it is done properly.
7. Reflection on the experience, good or bad? Why?
8. Freewrite: a time when they acted against their better judgment
Monday February 4
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1. Read the Survivor story, Do they know of any survivor stories?
2. Ask kids, what are the signs and symptoms of hypothermia
Hypothermia Symptoms Initial Signs (Mild Hypothermia)
Bouts of shivering
Grogginess and muddled thinking
Breathing and pulse are normal
Danger Signs of Worsening Hypothermia (Moderate Hypothermia)
Violent shivering or shivering stops
Inability to think and pay attention
Slow, shallow breathing
Slow, weak pulse
Signs of Severe Hypothermia
Shivering has stopped
Unconsciousness
Little or no breathing
Weak, irregular or non-existent pulse
5. Show them a youtube clip that reviews hypothermia and what to do if they get it
6. Review the reading strategies they used when reading an article. What should we use for reading a story?
7. Get kids to look at the pictures, italics and title of the story “A Mountain Journey”, make a prediction of what the story is about. Please write their prediction on a piece of lined paper.
8. Give students 5 post it notes, tell them to record 5 connections (Text to self, world or text), questions or images on the post-it-notes at 5 different points in the story and stick them on the story where they made the connection/question or image. Read the story out loud to them. Stop several times and have them record something on their notes and then discuss it with a partner (you can also get them to share their post notes with the class a couple of times).
2. Ask kids, what are the signs and symptoms of hypothermia
Hypothermia Symptoms Initial Signs (Mild Hypothermia)
Bouts of shivering
Grogginess and muddled thinking
Breathing and pulse are normal
Danger Signs of Worsening Hypothermia (Moderate Hypothermia)
Violent shivering or shivering stops
Inability to think and pay attention
Slow, shallow breathing
Slow, weak pulse
Signs of Severe Hypothermia
Shivering has stopped
Unconsciousness
Little or no breathing
Weak, irregular or non-existent pulse
5. Show them a youtube clip that reviews hypothermia and what to do if they get it
6. Review the reading strategies they used when reading an article. What should we use for reading a story?
7. Get kids to look at the pictures, italics and title of the story “A Mountain Journey”, make a prediction of what the story is about. Please write their prediction on a piece of lined paper.
8. Give students 5 post it notes, tell them to record 5 connections (Text to self, world or text), questions or images on the post-it-notes at 5 different points in the story and stick them on the story where they made the connection/question or image. Read the story out loud to them. Stop several times and have them record something on their notes and then discuss it with a partner (you can also get them to share their post notes with the class a couple of times).
Tuesday February 5
1. Finish reading a Mountain Journey, do stick demonstration to show what it would be like to have frozen hands. Get them to try and pick up a pencil with 2 metre sticks. Show the end of the Shining with Jack frozen to show what I picture at the end of a Mt. Journey.
2. After reading it, discuss conflict in the story with them (man vs. man and man vs. himself).
3. Get students to summarize the story in 3 sentences on the piece of paper they made the prediction on, then stick their notes on that same piece of paper, put their name on it and hand it in.
2. After reading it, discuss conflict in the story with them (man vs. man and man vs. himself).
3. Get students to summarize the story in 3 sentences on the piece of paper they made the prediction on, then stick their notes on that same piece of paper, put their name on it and hand it in.
Wednesday February 6
the_monkeys_paw_-_text.pdf | |
File Size: | 95 kb |
File Type: |
1. Show the scene where Carl kills Lori in Walking Dead. Why does the writer do this scene in this way? Why have Carl kill her? Why do it before she becomes a zombie? what is the effect on the audience of a character forced to kill a loved one? Are there other scenes in Walking Dead where Characters are forced to kill loved ones (Michion's son) or keep them alive as Zombies because they can't bear to do it? (Governor's daughter, Hershel's Wife)? what is the writer ultimately asking the audience? (what would you do?) Would you bring back a pet or a loved one if you could? What are some potential problems with this? Has anyone seen Pet Semetary?
2. Play Balderdash with the words: 1. Avaricious (Greedy), 2. Fakir (a very religious man), 3. Talisman (an object thought to have magical powers and bring good luck ), 4. Bibulous (excessively fond of drinking alcohol), 5. Simian (relating to or resembling apes), 6. Fusillade (a rapid discharge of a firearm), 7. Dubiously (Doubtfully)
Rules:
1. Teams of 5, come up with team name
2. I will give you a word and you must write down a definition for it. If you don’t know, make one up but try to make it sound official like it would in a dictionary. Write your team name on your slip of paper.
3. I will read out the definition and you can get points in 2 ways: 1. By having the majority of the class vote for your definition as the right one (and remember, if you enthusiastically throw up your hand on yours no one will believe you) 2. By your entire group voting for the correct definition.
4. Group with most points after 6 words wins
3. Read “The Monkey’s Paw”. Get them to retell the story in 5 pictures (do first one with them) and in the 6th box put what they think the theme is, 7th box is character development (Name one dynamic character and how they changed) and 8th box is conflict and why it is importat. Stop at “Pitch it in the fire like a sensible man.” Discuss how the author builds suspense. Show the beginning of the Shining, how does the movie build suspense without showing really anything?
Link to the story: http://gaslight.mtroyal.ab.ca/mnkyspaw.htm
2. Play Balderdash with the words: 1. Avaricious (Greedy), 2. Fakir (a very religious man), 3. Talisman (an object thought to have magical powers and bring good luck ), 4. Bibulous (excessively fond of drinking alcohol), 5. Simian (relating to or resembling apes), 6. Fusillade (a rapid discharge of a firearm), 7. Dubiously (Doubtfully)
Rules:
1. Teams of 5, come up with team name
2. I will give you a word and you must write down a definition for it. If you don’t know, make one up but try to make it sound official like it would in a dictionary. Write your team name on your slip of paper.
3. I will read out the definition and you can get points in 2 ways: 1. By having the majority of the class vote for your definition as the right one (and remember, if you enthusiastically throw up your hand on yours no one will believe you) 2. By your entire group voting for the correct definition.
4. Group with most points after 6 words wins
3. Read “The Monkey’s Paw”. Get them to retell the story in 5 pictures (do first one with them) and in the 6th box put what they think the theme is, 7th box is character development (Name one dynamic character and how they changed) and 8th box is conflict and why it is importat. Stop at “Pitch it in the fire like a sensible man.” Discuss how the author builds suspense. Show the beginning of the Shining, how does the movie build suspense without showing really anything?
Link to the story: http://gaslight.mtroyal.ab.ca/mnkyspaw.htm
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Thursday February 7
1. Review suspense in a chart on the board with examples from “The Monkey’s Paw”
2. Watch a clip from The Silence of the lambs” how do they build suspense in this scene?
3. Finish The Monkey’s Paw; show the Simpson’s clip. Discuss how Stephen King attempted to answer the question in the end of the Monkey's Paw about what Herbert back from the dead would have been like in his move/book Pet Semetary. Watch clips on Gage before and after.
4. Did you like the ending? Is it more powerful to see him? Or not? How would you describe him if you could see him?
3. Read an excerpt from "The Mangler" by Stephen King, what makes it powerful?
2. Watch a clip from The Silence of the lambs” how do they build suspense in this scene?
3. Finish The Monkey’s Paw; show the Simpson’s clip. Discuss how Stephen King attempted to answer the question in the end of the Monkey's Paw about what Herbert back from the dead would have been like in his move/book Pet Semetary. Watch clips on Gage before and after.
4. Did you like the ending? Is it more powerful to see him? Or not? How would you describe him if you could see him?
3. Read an excerpt from "The Mangler" by Stephen King, what makes it powerful?
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Friday February 8
imagery_gr._9.doc | |
File Size: | 64 kb |
File Type: | doc |
1. Discuss the importance of imagery in a story, discuss using slaughter house article and bolt stunner
2. Play three song clips (Jaws, 1812 Overture (13 minutes in), Schindler’s List) and ask them to write 5 descriptive words, steer towards more sophisticated words and images, phrases etc.
3. Show a couple of pictures
4. Send them to the different stations in the class to try feeling and describing, steer into 5 senses.
5. Read example imagery from Mt. Journey and The Mangler
2. Play three song clips (Jaws, 1812 Overture (13 minutes in), Schindler’s List) and ask them to write 5 descriptive words, steer towards more sophisticated words and images, phrases etc.
3. Show a couple of pictures
4. Send them to the different stations in the class to try feeling and describing, steer into 5 senses.
5. Read example imagery from Mt. Journey and The Mangler
Monday February 11
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1. Review best images from day before
2. Pick out in a passage from “A Mountain Journey” and the newspaper article or The Mangler
3. Read the 5-sense images of being at an amusement park as an example
4. Explain Descriptive paragraph assignment (they will write next class, so come prepared with an idea of what you would like to write about). Remind them that they could re-write the end scene from The Monkey’s Paw where we see Herbert.
5. Imagery Walk: Show examples. Must walk outside and make an image that appeals to each sense in groups of 4.
6. Read example Descriptive paragraph
7. Write draft for rest of class.
2. Pick out in a passage from “A Mountain Journey” and the newspaper article or The Mangler
3. Read the 5-sense images of being at an amusement park as an example
4. Explain Descriptive paragraph assignment (they will write next class, so come prepared with an idea of what you would like to write about). Remind them that they could re-write the end scene from The Monkey’s Paw where we see Herbert.
5. Imagery Walk: Show examples. Must walk outside and make an image that appeals to each sense in groups of 4.
6. Read example Descriptive paragraph
7. Write draft for rest of class.
Tuesday February 12
descriptive_paragraph_editing.docx | |
File Size: | 121 kb |
File Type: | docx |
1. Finish draft
2. Show them how to use the editing sheet and work on it
3. Complete good copy. Due Thursday
2. Show them how to use the editing sheet and work on it
3. Complete good copy. Due Thursday
Wednesday February 13
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holocaust_intro_gr_9.pptx | |
File Size: | 3019 kb |
File Type: | pptx |
1. Explain Background for Toyland in Holocaust powerpoint. Begin by asking if there is such thing as an innocent bystander and discuss.
2. Briefly explain each Lit Circle role. Use Discussion Director, Investigator, Connector, Illustrator and Literary Luminary. Show examples.
3. Watch “Toyland”
4. Hand out a role
5. Watch it again
6. Let them work on their lit circle role for the rest of class. Due next class.
2. Briefly explain each Lit Circle role. Use Discussion Director, Investigator, Connector, Illustrator and Literary Luminary. Show examples.
3. Watch “Toyland”
4. Hand out a role
5. Watch it again
6. Let them work on their lit circle role for the rest of class. Due next class.
Thursday February 14
1. Watch Toyland once
2. Introduce roles
3. Watch it s second time
4. Work on role due next class
2. Introduce roles
3. Watch it s second time
4. Work on role due next class
Tuesday February 19
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1. Watch the staff lit circle video and use it to create a rubric.
2. Do lit circle discussion (20 minutes)
3. Bring all kids of each role up to present a highlight.
4. Do a reflection if time (What did I do well, what can I improve on, What is my goal for the next time we do a lit circle discussion)
2. Do lit circle discussion (20 minutes)
3. Bring all kids of each role up to present a highlight.
4. Do a reflection if time (What did I do well, what can I improve on, What is my goal for the next time we do a lit circle discussion)
Wednesday February 20
1. Jellybean Challenge
2. Fill tub with dishes and breakfast scraps and get someone to offer to “do the dishes” tell them when I worked at a restaurant this was a part of the job I hated and I didn’t like wearing gloves because they got all hot and sweaty.
3. Scene from Slumdog Millionaire when Jamal jumps in the outhouse
4. Free-write: What is the grossest thing that you have ever had to do? Share their ideas.
5. Divide them into groups of 4 and then assigned them a type of living space that they would have after highschool (basement suite, condo, house, apartment) pretend they were roommates together and brainstorm all the responsibilities they would now have, and decide who was doing what. Share their ideas in a list on the overhead
6. Read the story together, get them to make one sticky note: what’s important and why
7. Can they add to the list he makes? What other things to do adults do that are unappealing to children?
8. What do you think the theme is? How is this a metaphor for the bridge between child and adult? How does this theme connect to life in general? What would happen if no one cleaned up “the garbage of life”?
9. Show Wall-E clip from the beginning (mounds of garbage) (1 minute in)
10. Show Trent linebacker commercial (turn down when he attacks (35 seconds and 1:07 seconds) because he swears)
11. In pairs, write a letter to a student in gr. 8 about the perception vs. realities of coming to high school. What would you let them know that they need to expect? How is what you perceived it would be like different from the actual reality? Or, draw another metaphor for the bridge between adulthood and childhood.
2. Fill tub with dishes and breakfast scraps and get someone to offer to “do the dishes” tell them when I worked at a restaurant this was a part of the job I hated and I didn’t like wearing gloves because they got all hot and sweaty.
3. Scene from Slumdog Millionaire when Jamal jumps in the outhouse
4. Free-write: What is the grossest thing that you have ever had to do? Share their ideas.
5. Divide them into groups of 4 and then assigned them a type of living space that they would have after highschool (basement suite, condo, house, apartment) pretend they were roommates together and brainstorm all the responsibilities they would now have, and decide who was doing what. Share their ideas in a list on the overhead
6. Read the story together, get them to make one sticky note: what’s important and why
7. Can they add to the list he makes? What other things to do adults do that are unappealing to children?
8. What do you think the theme is? How is this a metaphor for the bridge between child and adult? How does this theme connect to life in general? What would happen if no one cleaned up “the garbage of life”?
9. Show Wall-E clip from the beginning (mounds of garbage) (1 minute in)
10. Show Trent linebacker commercial (turn down when he attacks (35 seconds and 1:07 seconds) because he swears)
11. In pairs, write a letter to a student in gr. 8 about the perception vs. realities of coming to high school. What would you let them know that they need to expect? How is what you perceived it would be like different from the actual reality? Or, draw another metaphor for the bridge between adulthood and childhood.
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