Monday January 29
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1. Introductions, How to succeed in this class and class survey. Give students 10 minutes to decorate their name tags for the seating plan (Seating will change every day so that you get to know everyone in this class and are comfortable working with them.
1. Be willing to step outside your comfort zone
2. This class is only complete if you are here. (Group trust activity)
3. Be respectful of everyone.
4. Be on time and ready to go. When we have a field trip meet at the bus
5. Starbucks for Mrs. Fitton never hurts.
2. Cups Exercise
-groups of 4 use fours pieces of yarn attached to an elastic to pick up and stack cups in a pyramid shape. Reflection: What skills did you use in this activity that will help you succeed in this course? What Learner Profile traits did you use?
3. Course Outline
4. Hand out Terminology (word sort)
Learn definition of Aboriginal, First Nations, Metis, Indigenous, First Nations, First Peoples, Syilx, Indian and when it is appropriate
1. Be willing to step outside your comfort zone
2. This class is only complete if you are here. (Group trust activity)
3. Be respectful of everyone.
4. Be on time and ready to go. When we have a field trip meet at the bus
5. Starbucks for Mrs. Fitton never hurts.
2. Cups Exercise
-groups of 4 use fours pieces of yarn attached to an elastic to pick up and stack cups in a pyramid shape. Reflection: What skills did you use in this activity that will help you succeed in this course? What Learner Profile traits did you use?
3. Course Outline
4. Hand out Terminology (word sort)
Learn definition of Aboriginal, First Nations, Metis, Indigenous, First Nations, First Peoples, Syilx, Indian and when it is appropriate
Tuesday January 30
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first_sharing_circle.docx | |
File Size: | 13 kb |
File Type: | docx |
1. Introduce the sharing circle protocols and have our first one. Students interview an assigned student and answer the following questions
A.Full Name
B. What is their favourite thing to do in their spare time?
C. Favourite subject in school
D. Two things that they have in common
E. One strength they each have (can be different strengths).
2. Finish all about me
3. Terms sort and video
4. Begin How Raven Stole the Sun
A.Full Name
B. What is their favourite thing to do in their spare time?
C. Favourite subject in school
D. Two things that they have in common
E. One strength they each have (can be different strengths).
2. Finish all about me
3. Terms sort and video
4. Begin How Raven Stole the Sun
Wednesday January 31
https://play.kahoot.it/v2/?quizId=92a6280a-1c05-43cf-9da5-0b8594c312d3
1. Kahoot Review of terms: https://play.kahoot.it/v2/?quizId=92a6280a-1c05-43cf-9da5-0b8594c312d3
Raven Tales Video (discuss concept of worldview). While watching the movie record three things that wouldn’t happen in the real world.
2. Freewrite: Are you an Eagle or a Raven: explain why (free write)
Are you more like the Eagle (cautious, responsible, considers consequences, reliable, less likely to take a risk)
OR
Are you more like the Raven (impulsive, can be irresponsible, creative, not afraid of risks, ambitious, can be selfish, not as concerned about consequences)
In your free write, describe which animal you relate to more strongly and justify your thoughts with specific examples from your life.
3. Creative activity on the story (comic/playdough/skit). 5-8 key events. Present to me or our CEA
Raven Tales Video (discuss concept of worldview). While watching the movie record three things that wouldn’t happen in the real world.
2. Freewrite: Are you an Eagle or a Raven: explain why (free write)
Are you more like the Eagle (cautious, responsible, considers consequences, reliable, less likely to take a risk)
OR
Are you more like the Raven (impulsive, can be irresponsible, creative, not afraid of risks, ambitious, can be selfish, not as concerned about consequences)
In your free write, describe which animal you relate to more strongly and justify your thoughts with specific examples from your life.
3. Creative activity on the story (comic/playdough/skit). 5-8 key events. Present to me or our CEA
Thursday February 1
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1. Explain the event surrounding the Komagata Maru, Show the Photo from the article -what punishment should this man get?
2. Remind students of definition of irony: Discrepancy between what happened and what was expected to happen
3. Pete McMartin Article “Can Grace Conquer Race.” Read and fill out reading comprehension sheet on their own
Article: http://www.ipick.ca/vancouver/pete-mcmartin-can-grace-conquer-race
4. Coke commercial. What is the main theme of this commercial? We will now complete an assignment that will allow us to get to know what is “beneath the surface” of our peers
5. Interviews (start interview process)
- talk to a partner and record three new things that you learned
2. Remind students of definition of irony: Discrepancy between what happened and what was expected to happen
3. Pete McMartin Article “Can Grace Conquer Race.” Read and fill out reading comprehension sheet on their own
Article: http://www.ipick.ca/vancouver/pete-mcmartin-can-grace-conquer-race
4. Coke commercial. What is the main theme of this commercial? We will now complete an assignment that will allow us to get to know what is “beneath the surface” of our peers
5. Interviews (start interview process)
- talk to a partner and record three new things that you learned
Friday February 2
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1. Show example interview on Mr. Gibson
2. Type up interviews in lab and take a picture. Print off to be displayed in the classroom
2. Type up interviews in lab and take a picture. Print off to be displayed in the classroom
Monday February 5
1. Visit with Sienna to hear the story of the four food chiefs
Tuesday February 6
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my_friend_shane.pdf | |
File Size: | 203 kb |
File Type: |
1. Finish classmate interview
2. Red/Blue exercise
3. Half the class puts head down on desk and show the ones watching that they are looking for positives in the story, then get the other half to look for negatives in the family. Discuss
4. Read “My Friend Shane”
5. Candy Cultures activity.
6. Discuss the concept to world view. Show the video "If Britain were Syria" and discuss how the child's World view changes.
7. Show three examples from “Where Children Sleep” photographs. Get into groups of four. Ask them to think about what would be important to each child, why do you think that matters to that child? What has influenced their thinking. Think about your own bedroom, what does it say about you and who has influenced your life? Write down 4 things that are important to you.
8. To discuss more what influences world view, watch the videos on racism.
Where Children Sleep Photo Essay: http://lens.blogs.nytimes.com/2011/08/04/where-children-sleep/ (click on view slide show)
9. World view Free-write: What influences how you see the world? Complete sentences. Specific examples
2. Red/Blue exercise
3. Half the class puts head down on desk and show the ones watching that they are looking for positives in the story, then get the other half to look for negatives in the family. Discuss
4. Read “My Friend Shane”
5. Candy Cultures activity.
6. Discuss the concept to world view. Show the video "If Britain were Syria" and discuss how the child's World view changes.
7. Show three examples from “Where Children Sleep” photographs. Get into groups of four. Ask them to think about what would be important to each child, why do you think that matters to that child? What has influenced their thinking. Think about your own bedroom, what does it say about you and who has influenced your life? Write down 4 things that are important to you.
8. To discuss more what influences world view, watch the videos on racism.
Where Children Sleep Photo Essay: http://lens.blogs.nytimes.com/2011/08/04/where-children-sleep/ (click on view slide show)
9. World view Free-write: What influences how you see the world? Complete sentences. Specific examples
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Wednesday February 7
technology_reflection.pdf | |
File Size: | 15 kb |
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1. Does technology have a negative impact on our life? Ask students to reflect on how much time they spend on technology a day. Do they think it is a positive or negative thing?
2. Watch two videos: 1. I forget my phone 2. Apple commercial where boy makes Christmas movie 3. Reflect. Is Technology positive or negative? Record your own thoughts and then Discuss in groups of 4 and report out highlights from your discussion 4. Draft a cellphone policy for our class 5. Our development of technology has led to a lot of problems in the environment, we are now going to watch two contrasting view points of that. All of today will help lead us to a paragraph we will begin on Friday. 1. MAN 2. How wolves change Rivers 5. Answer the question: “Is mankind going to destroy the planet and itself? Why or Why not? 6. Discuss in groups of fours, report out highlights. -tomorrow we will be heading to the lake to develop this topic further. |
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Thursday February 8
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1. Ask Students to leave cell phones in locker or cupboard. We will be reflecting on this later.
2. Hand out sheet with enroute activities. Go over the quotes with them and get them into partners. Review expectations
3. Walk to Skaha Lake.
4. Value line for quotes, ask them to tell the person beside them why they chose to stand where they are. First quote is Charles Dickens, second is Tom Dystra (Aboriginal Elder)
5. Discuss chunking, split story in two. Read first part, students highlight a quote that they think is important (like language, connection, theme). Discuss with a partner why you chose that quote. Read the second half and write down a second key quote. Discuss with a partner and share out.
6. Discuss the story, not about stereotypes, conflict between traditions and the modern world. This is a theme in the course
7. Two minutes of silence. Sit, close eyes, listen to sounds. Afterwards, record three sounds you wouldn’t hear before Industrialization. Discuss
2. Hand out sheet with enroute activities. Go over the quotes with them and get them into partners. Review expectations
3. Walk to Skaha Lake.
4. Value line for quotes, ask them to tell the person beside them why they chose to stand where they are. First quote is Charles Dickens, second is Tom Dystra (Aboriginal Elder)
5. Discuss chunking, split story in two. Read first part, students highlight a quote that they think is important (like language, connection, theme). Discuss with a partner why you chose that quote. Read the second half and write down a second key quote. Discuss with a partner and share out.
6. Discuss the story, not about stereotypes, conflict between traditions and the modern world. This is a theme in the course
7. Two minutes of silence. Sit, close eyes, listen to sounds. Afterwards, record three sounds you wouldn’t hear before Industrialization. Discuss
Friday February 9
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1. Ask students to write examples on the board for the pros/cons of industry and technology.
2. Review notes on how to write a paragraph
3. Outline paragraph
4. Type up. Will finish tomorrow if necessary.
2. Review notes on how to write a paragraph
3. Outline paragraph
4. Type up. Will finish tomorrow if necessary.
Monday February 12
1. Finish paragraph
Thursday February 15
little buddies interview | |
File Size: | 16 kb |
File Type: | docx |
Wednesday April 3
creative_lesson.pptx | |
File Size: | 243 kb |
File Type: | pptx |
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1. Problem One: I am going to give you a tacks and a candle. I want you to attach the candle to the wall and light it so the wax does not drip on the floor or desk. I will light the candle or if you need any firepower call me over. If you know the solution, don’t tell anyone because it is a contest for which group can do it first.
2. Problem Two: Everyone has 3 minutes to make as many paper balls as possible. Next, I am going to give you pieces of paper, a recycling box and a piece of string. Make a circle on the ground and put the recycling bin in the middle of the circle
Using only the objects that I give you (string, stick, paper, elastic band), you must get as many paper balls in the box as you can in a 5 minute period. You may only use the same method 3 times (same person or different). You may not step over the string. The contest will be for both the highest number of paper balls and the most unique way your team can get them in the box.
3. Video Clip 1: Piano Stairs
4. Video Clip 2: Apollo 13
5. Explain the definition of functional fixedness (mental block against using an object in a new way that is required to solve a problem.), 80% of people, if isolated in a room cannot figure out the solution to the candle problem. Under age of 5 not a problem, see all objects as equal, but beyond 7 object treated in way they were originally intended to be used.
6. Free-write: Make a connection between the problems and the clips. Why do the activities and watch the clips, what point do you think I am trying to illustrate? How does this relate to real life? To English class? Our next unit, (creative writing)?
7. Discuss their answers. Write the Einstein quote on the board “Problems cannot be solved on the same level they were created” To solve problems we must think outside of the box, never been more important than now to learn how to solve problems in a creative way because most of you will have jobs that have not even been created yet. Content isn’t the only thing that matters, skills are important too.
8. Reflection: What was the common theme between the 2 activities, 2 videos and 2 quotes. How does it relate to this class? To life?
9. (If there is extra time) Show the Fun House photos. Pick one and describe in detail what is happening to make them look the way they do. Collect at the end of class.
http://www.nightmaresfearfactory.com/best-scares-august-2015
2. Problem Two: Everyone has 3 minutes to make as many paper balls as possible. Next, I am going to give you pieces of paper, a recycling box and a piece of string. Make a circle on the ground and put the recycling bin in the middle of the circle
Using only the objects that I give you (string, stick, paper, elastic band), you must get as many paper balls in the box as you can in a 5 minute period. You may only use the same method 3 times (same person or different). You may not step over the string. The contest will be for both the highest number of paper balls and the most unique way your team can get them in the box.
3. Video Clip 1: Piano Stairs
4. Video Clip 2: Apollo 13
5. Explain the definition of functional fixedness (mental block against using an object in a new way that is required to solve a problem.), 80% of people, if isolated in a room cannot figure out the solution to the candle problem. Under age of 5 not a problem, see all objects as equal, but beyond 7 object treated in way they were originally intended to be used.
6. Free-write: Make a connection between the problems and the clips. Why do the activities and watch the clips, what point do you think I am trying to illustrate? How does this relate to real life? To English class? Our next unit, (creative writing)?
7. Discuss their answers. Write the Einstein quote on the board “Problems cannot be solved on the same level they were created” To solve problems we must think outside of the box, never been more important than now to learn how to solve problems in a creative way because most of you will have jobs that have not even been created yet. Content isn’t the only thing that matters, skills are important too.
8. Reflection: What was the common theme between the 2 activities, 2 videos and 2 quotes. How does it relate to this class? To life?
9. (If there is extra time) Show the Fun House photos. Pick one and describe in detail what is happening to make them look the way they do. Collect at the end of class.
http://www.nightmaresfearfactory.com/best-scares-august-2015
Thursday April 4
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1. 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
2. Show the overhead with tips for beginning a short story. Show some of the best beginnings in Literature
3. 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.
4. Show the Sample beginning about the soccer player
5. Exchange with a pattern and comment on each others beginnings.
6. Poetic Devices using Candy if time.
-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
2. Show the overhead with tips for beginning a short story. Show some of the best beginnings in Literature
3. 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.
4. Show the Sample beginning about the soccer player
5. Exchange with a pattern and comment on each others beginnings.
6. Poetic Devices using Candy if time.
Friday April 5
description_lesson.docx | |
File Size: | 15 kb |
File Type: | docx |
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1. Handout food description sheet. Review noun and addiction. Read the excerpt from the "Most Dangerous Job" on the cattle Stunner and compare to the commercial for a cattle stunner to show the difference vivid description makes.
2. Explain what foods they can choose from. All of these food, while strange to us, are popular in other cultures. This connects to our theme of different perspectives and trying new things. Have them choose three
3. Write down adjectives for each food, pool together with people they are sitting with at the tables.
4. Soap berry presentation
5. Share best adjectives
6. Go back to individual desks and write a descriptive "food sentence." Must have three strong adjectives and a simile or metaphor
7. Now we will use Inuit culture to try some challenging games and come up with some verbs and adverbs. Explain difference between Adverbs and verbs.
8. Watch the videos to see the knuckle hop and high kicks. http://www.athropolis.ca/news-upload/master/11-frames.htm
http://beyondpenguins.ehe.osu.edu/issue/peoples-of-the-arctic/arctic-survival-skills-traditional-inuit-game
9. Try Tug of War, leg wrestle, knuckle hop and back push
10. Brainstorm verbs and adverbs together
11. Write "action sentences" and share
2. Explain what foods they can choose from. All of these food, while strange to us, are popular in other cultures. This connects to our theme of different perspectives and trying new things. Have them choose three
3. Write down adjectives for each food, pool together with people they are sitting with at the tables.
4. Soap berry presentation
5. Share best adjectives
6. Go back to individual desks and write a descriptive "food sentence." Must have three strong adjectives and a simile or metaphor
7. Now we will use Inuit culture to try some challenging games and come up with some verbs and adverbs. Explain difference between Adverbs and verbs.
8. Watch the videos to see the knuckle hop and high kicks. http://www.athropolis.ca/news-upload/master/11-frames.htm
http://beyondpenguins.ehe.osu.edu/issue/peoples-of-the-arctic/arctic-survival-skills-traditional-inuit-game
9. Try Tug of War, leg wrestle, knuckle hop and back push
10. Brainstorm verbs and adverbs together
11. Write "action sentences" and share
Monday April 8
my_heart_soars.docx | |
File Size: | 97 kb |
File Type: | docx |
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1. In classroom take attendance and make sure every student has a clipboard and a organizer sheet (Note: teacher brings copies of the poem and the reflection sheets for later)-tell students they need to bring a writing utensil
2. Drive to Wiltse
3. Tell students what partners they are with
4. For the first part of the walk, one partner must close their eyes and the second partner must guide them- after a certain point switch roles
5. Go over the expectations for photos students need to take (give each group a letter they are responsible for)
6. Walk to next checkpoint
7. At next check point have students describe 2 senses
8. Walk to next checkpoint- give students 10 minutes to wander and describe the last 3 senses as well as a simile and a metaphor
9. Go up the trail to the top peak
10. Ask for volunteers to read a line- hand out the poems with highlighted lines to those students- give everyone else a copy of the poem
11. Perform a choral reading of the poem
12. Do a sharing circle: Topic: How do you feel being out in nature compared to the classroom? Or, what was your favourite line in the poem and why?
13. Remind students they should just enjoy being outside as they walk back to the bus (follow orange markers)
14. Have students complete reflections on the way back
2. Drive to Wiltse
3. Tell students what partners they are with
4. For the first part of the walk, one partner must close their eyes and the second partner must guide them- after a certain point switch roles
5. Go over the expectations for photos students need to take (give each group a letter they are responsible for)
6. Walk to next checkpoint
7. At next check point have students describe 2 senses
8. Walk to next checkpoint- give students 10 minutes to wander and describe the last 3 senses as well as a simile and a metaphor
9. Go up the trail to the top peak
10. Ask for volunteers to read a line- hand out the poems with highlighted lines to those students- give everyone else a copy of the poem
11. Perform a choral reading of the poem
12. Do a sharing circle: Topic: How do you feel being out in nature compared to the classroom? Or, what was your favourite line in the poem and why?
13. Remind students they should just enjoy being outside as they walk back to the bus (follow orange markers)
14. Have students complete reflections on the way back
Tuesday April 9
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1. Give an example of a “good photo” (includes lots of action and lots of different elements to work with. (students shouldn’t pick an abstract image or a landscape etc.)
2. Go to lab- give students 5-8 minutes max to choose their photo then they need to start writing.
3. Collect paragraphs at the end of the day or show how to use eating sheet and edit their paragraphs
2. Go to lab- give students 5-8 minutes max to choose their photo then they need to start writing.
3. Collect paragraphs at the end of the day or show how to use eating sheet and edit their paragraphs
Wednesday April 10
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banned_words_list.pdf | |
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1. Mini lesson on sentence variety.
-Discuss sentence variety by reading an excerpt from Dr. Seuss’s Hop on Pop. Why is that book so annoying? It lacks sentence variety because they are all simple sentences. This may be an over the top example, but it happens on the provincial exam all the time
-Read an excerpt from a provincial exam with no sentence variety
topic sentence is exactly same amount of words, all sentences very similar in number.
-Ask for 10 volunteers and give each student a large card with a word on it. Have students come up and rearrange the words into as many sentences with a different beginning word as possible. This is one way to create sentence variety.
- Show the overhead about sentence variety.
- Show some Most Interesting Man commercials, discuss how they use sentence variety.
2. Editing Paragraphs. Go through the steps to editing together and have students physically write their changes on the sheet. Once done all 10 steps, have them put in the changes and then printout a new copy. Attach the draft and the rubric to the good copy and hand in.
-Discuss sentence variety by reading an excerpt from Dr. Seuss’s Hop on Pop. Why is that book so annoying? It lacks sentence variety because they are all simple sentences. This may be an over the top example, but it happens on the provincial exam all the time
-Read an excerpt from a provincial exam with no sentence variety
topic sentence is exactly same amount of words, all sentences very similar in number.
-Ask for 10 volunteers and give each student a large card with a word on it. Have students come up and rearrange the words into as many sentences with a different beginning word as possible. This is one way to create sentence variety.
- Show the overhead about sentence variety.
- Show some Most Interesting Man commercials, discuss how they use sentence variety.
2. Editing Paragraphs. Go through the steps to editing together and have students physically write their changes on the sheet. Once done all 10 steps, have them put in the changes and then printout a new copy. Attach the draft and the rubric to the good copy and hand in.
Thursday April 11
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1. Quickly review verbs/adverbs/adjectives- remind students of effects of powerful vocabulary- reflect back to food/Inuit games/Wiltse lessons. Give them an object and have them write one of the following options.
1. Choose One of the Two Options Below.
Option One: Find a beverage, treat or food of your choice (ideas: Tim Bit, lemon juice, hot sauce, candy, Easter chocolate, cookie, pop or whatever you like!)
Option Two: Go outside and find something in nature to complete this assignment
2. Use your 5 senses to experience your item. Look at it closely, take a whiff of it, touch it. Then, take a small bite (if it is food, if it is not, use the smell to help you imagine). How does it taste? How does it feel in your mouth? Does it make a sound as you eat it? Write down (on your phone or a piece of paper) word, phrases and images that come to your mind as you experience your choice.
3. Create the following poetic devices for your item:
1. Simile
2. Metaphor
3. Personification
4. Hyperbole
5. Alliteration
6. Imagery
7. Onomatopoeia
Example: Using Cream Soda
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
3. 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
4. Show the last 5 minutes of a Modern Family Episode and the last 3 minutes of the Breakfast club to see how the theme is summarized. Discuss how they use the techniques above.
5. Dialogue mini lesson
1. Choose One of the Two Options Below.
Option One: Find a beverage, treat or food of your choice (ideas: Tim Bit, lemon juice, hot sauce, candy, Easter chocolate, cookie, pop or whatever you like!)
Option Two: Go outside and find something in nature to complete this assignment
2. Use your 5 senses to experience your item. Look at it closely, take a whiff of it, touch it. Then, take a small bite (if it is food, if it is not, use the smell to help you imagine). How does it taste? How does it feel in your mouth? Does it make a sound as you eat it? Write down (on your phone or a piece of paper) word, phrases and images that come to your mind as you experience your choice.
3. Create the following poetic devices for your item:
1. Simile
2. Metaphor
3. Personification
4. Hyperbole
5. Alliteration
6. Imagery
7. Onomatopoeia
Example: Using Cream Soda
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
3. 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
4. Show the last 5 minutes of a Modern Family Episode and the last 3 minutes of the Breakfast club to see how the theme is summarized. Discuss how they use the techniques above.
5. Dialogue mini lesson
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Friday April 12
personal_narrative_assignment_outline_and_rubric.docx | |
File Size: | 21 kb |
File Type: | docx |
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1. .Personal Narrative Creative Writing Final Assignment Instructions:
One of the First People's Principles of Learning (the pedagogy I have been using throughout this course) indicates that learning requires the exploration of one's identity. To help us explore that, we will be writing personal narratives as a summative assessment for the creative writing unit. This will allow us to think back on a moment in our life that had some sort of significance to us and helped (even in a small way) make us who we are.
Please write a personal narrative (any story from your own life, can be big or small, but you should have learned something or took away something from it.). Your story must some how (loosely is fine) relate to one of the themes we have studied in this course:
1. Persevering and showing resilience through adversity
2. Innovative thinking and new perspectives (for example, have you ever had an experience you thought would be terrible and ended up really liking? Started a new job or sport? traveled somewhere else and learned a new perspectives? Started a new school? Had any new experience that changed your thinking?
See examples above if you are having trouble getting started. Use the outline to help organize your thoughts and prioritize what should be in there, in what order and how you should begin and end. If you want, fill out the outline, send it to me and I will check it over for you and give you feedback.
Size: 300-500 words minimum (more is fine) multi-paragraph story (meaning don't write just one long paragraph, break up your writing into separate paragraphs).
Criteria:
1. Engaging beginning
2. Sentence variety (sentence size and beginning)
3. Descriptive writing (use language that appeals to your five sense and use at least one poetic device)
4. Properly formatted dialogue (if you choose to use dialogue)
5. Memorable ending (bring it back to your beginning and/or explain what you learned)
6. Edited using the editing creative writing sheet
3. At Waterfall I will tell an example of my personal narrative.
4. Walk back with partner and discuss plan. fill out Sheet on the bus.
One of the First People's Principles of Learning (the pedagogy I have been using throughout this course) indicates that learning requires the exploration of one's identity. To help us explore that, we will be writing personal narratives as a summative assessment for the creative writing unit. This will allow us to think back on a moment in our life that had some sort of significance to us and helped (even in a small way) make us who we are.
Please write a personal narrative (any story from your own life, can be big or small, but you should have learned something or took away something from it.). Your story must some how (loosely is fine) relate to one of the themes we have studied in this course:
1. Persevering and showing resilience through adversity
2. Innovative thinking and new perspectives (for example, have you ever had an experience you thought would be terrible and ended up really liking? Started a new job or sport? traveled somewhere else and learned a new perspectives? Started a new school? Had any new experience that changed your thinking?
See examples above if you are having trouble getting started. Use the outline to help organize your thoughts and prioritize what should be in there, in what order and how you should begin and end. If you want, fill out the outline, send it to me and I will check it over for you and give you feedback.
Size: 300-500 words minimum (more is fine) multi-paragraph story (meaning don't write just one long paragraph, break up your writing into separate paragraphs).
Criteria:
1. Engaging beginning
2. Sentence variety (sentence size and beginning)
3. Descriptive writing (use language that appeals to your five sense and use at least one poetic device)
4. Properly formatted dialogue (if you choose to use dialogue)
5. Memorable ending (bring it back to your beginning and/or explain what you learned)
6. Edited using the editing creative writing sheet
3. At Waterfall I will tell an example of my personal narrative.
4. Walk back with partner and discuss plan. fill out Sheet on the bus.
Monday April 15-Tuesday April 16
1. Write personal narratives. Due at the end of the second class or Wednesday March 8
Extended Metaphor Assignment
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- Introduce metaphor- practice: small examples (sheet) individually
- Individually have students start filling in their own charts (explain the assignment they will be completing tomorrow) -encourage students to provide specific examples