|
|
Week One/Two- April 8-22 Back to the theme of different perspectives and innovative thinking: Creative Writing
Lesson One: Creating Engaging Beginnings
Unit Theme: Siya (Saskatoon Berry): Innovative thinking, new learning and different perspectives.
What you will learn in this lesson: How to create an engaging beginning in your story and how to write using detailed descriptions that appeal to your senses and how to edit creative writing
Skill we will be learning and that I will be assessing: Engaging beginning, appealing to the five senses, how to include metaphors and similes and how to effectively edit creative writing to help your grade.
Blog assignment: Engaging Beginning, descriptive writing and outdoor lesson reflection
Written assignment: Photo Description paragraph
Due Date: Blogs: Engaging Beginning: Tuesday April 14, Descriptive writing outdoor lesson and reflection: Thursday April 16
Photo Description: Wednesday April 22. Please email to me: [email protected]
What you will learn in this lesson: How to create an engaging beginning in your story and how to write using detailed descriptions that appeal to your senses and how to edit creative writing
Skill we will be learning and that I will be assessing: Engaging beginning, appealing to the five senses, how to include metaphors and similes and how to effectively edit creative writing to help your grade.
Blog assignment: Engaging Beginning, descriptive writing and outdoor lesson reflection
Written assignment: Photo Description paragraph
Due Date: Blogs: Engaging Beginning: Tuesday April 14, Descriptive writing outdoor lesson and reflection: Thursday April 16
Photo Description: Wednesday April 22. Please email to me: [email protected]
Blog Assignment Handouts
|
|
|
|
|
|
|
1. In this mini unit we will learn all the components that go into interesting and engaging creative writing creative writing
2. 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.
What are some ways writers attempt to make their beginnings engaging?
-show the events or characters in action, don’t tell the reader what they are doing.
-begin in the middle of the action, not at the literal beginning of the story, that way you can grab the reader's attention and then fill in details as you go along
-withhold important details to make your reader want to read on and want to figure out what happens next (create suspense)
-ask a question
-Introduce the main character(s). Show they doing something that lets the reader being to infer (guess) what their character is like
-say something unusual or shocking
-start with a metaphor, simile, analogy or in-depth imagery
-start with a striking or controversial statement
-a description of the setting
-set the mood or atmosphere (how the setting make the reader feel)
-Use a lot of action at the beginning
Let's watch three Hollywood film to see how they do it. Watch the beginning of Casino Royal, The Lion King and Scream:
How do they meet sections from the list of effective beginnings?
Lion King:
-a description of the setting (very in-depth look at the setting)
-set the mood or atmosphere (how the setting make the reader feel) (wonder where all the animals are going)
-Use a lot of action at the beginning (hundreds of animals running to something)
-start with a metaphor, simile, analogy or in-depth imagery (ceremony with the baby)
-Introduce the main character(s). Show they doing something that lets the reader being to infer (guess) what their character is like (Mufasa looks noble, clearly the baby is important)
-show the events or characters in action, don’t tell the reader what they are doing. (Animals running to unknown place)
-begin in the middle of the action, not at the literal beginning of the story, that way you can grab the reader's attention and then fill in details as you go along (don't show this is about a baby until near the end)
-withhold important details to make your reader want to read on and want to figure out what happens next (create suspense) (Don't know where the animals are going)
Scream:
-show the events or characters in action, don’t tell the reader what they are doing. (Audience doesn't know who she is talking to)
-begin in the middle of the action, not at the literal beginning of the story, that way you can grab the reader's attention and then fill in details as you go along (starts with the phone ringing)
-withhold important details to make your reader want to read on and want to figure out what happens next (create suspense) (don't know who is on the phone)
-ask a question (Who is the caller)
-say something unusual or shocking (Phone call is threatening, killed her boyfriend)
-a description of the setting (night, alone)
-set the mood or atmosphere (how the setting make the reader feel) (Girl is alone, at night, scary music)
Casino Royale
-show the events or characters in action, don’t tell the reader what they are doing. (Bond is talking to a man, flashes back to him killing someone)
-begin in the middle of the action, not at the literal beginning of the story, that way you can grab the reader's attention and then fill in details as you go along (it starts with Bond talking to the man about something that already happened)
-withhold important details to make your reader want to read on and want to figure out what happens next (create suspense) (Don't know who the characters are)
-Introduce the main character(s). Show they doing something that lets the reader being to infer (guess) what their character is like (Bond is a popular character people already know a lot about)
-say something unusual or shocking (Beginning is in black and white, movie is in colour, makes the audience wonder why)
-set the mood or atmosphere (how the setting make the reader feel) (Starts in Prague, part of the former Soviet Bloc)
-Use a lot of action at the beginning (fighting etc.)
3. Here is an example of how to take a boring beginning and make it more engaging
The Beginning: Tips for opening creative writing:
In today's fast-moving world, the first sentence of your short story should catch your reader's attention with the unusual, the unexpected, an action, or a conflict. Begin with tension and immediacy. Remember that short stories need to start close to their end.
EXAMPLE:
I heard my neighbor through the wall. (Dry and uninteresting.)
The neighbor behind us practiced scream therapy in his shower almost every day. (The second sentence catches the reader's attention. Who is this guy who goes in his shower every day and screams? Why does he do that? What, exactly, is "scream therapy"? Let's keep reading...)
The first time I heard him, I stood in the bathroom listening at our shared wall for ten minutes, debating the wisdom of calling the police. It was very different from living in the duplex over middle-aged Mr. and Mrs. Brown and their two young sons in Duluth. (The rest of the paragraph introduces I and an internal conflict as the protagonist debates a course of action and introduces an intriguing contrast of past and present setting.)
4. Take a look at the pictures on the powerpoint (below movie clips or see the picutre of all of them together below). Pick one and write an effective beginning with vivid description. At least 5 sentences, but don’t worry about writing the whole story, just the beginning. You will write this assignment on your blog. If you go to the end of the powerpoint you will see an example of an engaging beginning on a photo. Please ignore the length, I went a little overboard. Yours doesn't need to be that long! This blog write up is due Tuesday April 16
5. Once you are done, go to three other classmates blogs and post a comment on their beginnings. The comment should go beyond "Good writing" and say something specific that they did well.
2. 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.
What are some ways writers attempt to make their beginnings engaging?
-show the events or characters in action, don’t tell the reader what they are doing.
-begin in the middle of the action, not at the literal beginning of the story, that way you can grab the reader's attention and then fill in details as you go along
-withhold important details to make your reader want to read on and want to figure out what happens next (create suspense)
-ask a question
-Introduce the main character(s). Show they doing something that lets the reader being to infer (guess) what their character is like
-say something unusual or shocking
-start with a metaphor, simile, analogy or in-depth imagery
-start with a striking or controversial statement
-a description of the setting
-set the mood or atmosphere (how the setting make the reader feel)
-Use a lot of action at the beginning
Let's watch three Hollywood film to see how they do it. Watch the beginning of Casino Royal, The Lion King and Scream:
How do they meet sections from the list of effective beginnings?
Lion King:
-a description of the setting (very in-depth look at the setting)
-set the mood or atmosphere (how the setting make the reader feel) (wonder where all the animals are going)
-Use a lot of action at the beginning (hundreds of animals running to something)
-start with a metaphor, simile, analogy or in-depth imagery (ceremony with the baby)
-Introduce the main character(s). Show they doing something that lets the reader being to infer (guess) what their character is like (Mufasa looks noble, clearly the baby is important)
-show the events or characters in action, don’t tell the reader what they are doing. (Animals running to unknown place)
-begin in the middle of the action, not at the literal beginning of the story, that way you can grab the reader's attention and then fill in details as you go along (don't show this is about a baby until near the end)
-withhold important details to make your reader want to read on and want to figure out what happens next (create suspense) (Don't know where the animals are going)
Scream:
-show the events or characters in action, don’t tell the reader what they are doing. (Audience doesn't know who she is talking to)
-begin in the middle of the action, not at the literal beginning of the story, that way you can grab the reader's attention and then fill in details as you go along (starts with the phone ringing)
-withhold important details to make your reader want to read on and want to figure out what happens next (create suspense) (don't know who is on the phone)
-ask a question (Who is the caller)
-say something unusual or shocking (Phone call is threatening, killed her boyfriend)
-a description of the setting (night, alone)
-set the mood or atmosphere (how the setting make the reader feel) (Girl is alone, at night, scary music)
Casino Royale
-show the events or characters in action, don’t tell the reader what they are doing. (Bond is talking to a man, flashes back to him killing someone)
-begin in the middle of the action, not at the literal beginning of the story, that way you can grab the reader's attention and then fill in details as you go along (it starts with Bond talking to the man about something that already happened)
-withhold important details to make your reader want to read on and want to figure out what happens next (create suspense) (Don't know who the characters are)
-Introduce the main character(s). Show they doing something that lets the reader being to infer (guess) what their character is like (Bond is a popular character people already know a lot about)
-say something unusual or shocking (Beginning is in black and white, movie is in colour, makes the audience wonder why)
-set the mood or atmosphere (how the setting make the reader feel) (Starts in Prague, part of the former Soviet Bloc)
-Use a lot of action at the beginning (fighting etc.)
3. Here is an example of how to take a boring beginning and make it more engaging
The Beginning: Tips for opening creative writing:
In today's fast-moving world, the first sentence of your short story should catch your reader's attention with the unusual, the unexpected, an action, or a conflict. Begin with tension and immediacy. Remember that short stories need to start close to their end.
EXAMPLE:
I heard my neighbor through the wall. (Dry and uninteresting.)
The neighbor behind us practiced scream therapy in his shower almost every day. (The second sentence catches the reader's attention. Who is this guy who goes in his shower every day and screams? Why does he do that? What, exactly, is "scream therapy"? Let's keep reading...)
The first time I heard him, I stood in the bathroom listening at our shared wall for ten minutes, debating the wisdom of calling the police. It was very different from living in the duplex over middle-aged Mr. and Mrs. Brown and their two young sons in Duluth. (The rest of the paragraph introduces I and an internal conflict as the protagonist debates a course of action and introduces an intriguing contrast of past and present setting.)
4. Take a look at the pictures on the powerpoint (below movie clips or see the picutre of all of them together below). Pick one and write an effective beginning with vivid description. At least 5 sentences, but don’t worry about writing the whole story, just the beginning. You will write this assignment on your blog. If you go to the end of the powerpoint you will see an example of an engaging beginning on a photo. Please ignore the length, I went a little overboard. Yours doesn't need to be that long! This blog write up is due Tuesday April 16
5. Once you are done, go to three other classmates blogs and post a comment on their beginnings. The comment should go beyond "Good writing" and say something specific that they did well.
Lesson Two- Sense Imagery and Descriptive Writing
Blog Assignment Handout
Descriptive Writing Outdoors handout | |
File Size: | 16 kb |
File Type: | docx |
1. The next thing we need to think about with creative writing is vivid descriptive writing. If you can, for this lesson I would like to you go outside. If you can go on a walk in the woods that would be even better (When I do this lesson at school, we go to the hiking trails at the top of Wiltse Boulevard, but really anywhere outside where you can be in nature would work. Bring your phone with you so you can see what you need to write, write it on your phone and transfer it to your blog when you return. Or, you can print out the document above (which has the same information you see below) and bring a physical sheet with you. The blog write up on this lesson is due Thursday April 16
2. Photos:
Good descriptive writing is often inspired by nature and unique perspectives on ordinary things. To think about that, take photos of the following things and post them on your blog.
3. Senses: (stop and look around you, use the sentence starter below to describe what you see around you using all of your five senses).Record your five sentences on your blog.
Write one line that captures something you see/feel/taste/touch/smell. Use the most descriptive language possible.
I see the
I smell the
I taste the
I feel/touch the
I hear the
4. Metaphors and similes
Find two things around you (a cloud, tree, pebble etc.) and describe it using a simile or metaphor. Put a “M” after it if it is a metaphor and a “S” after it if it is a simile. Example: the brief rays of sun were a flash of hope (Metaphor) or the leaves were as red as sizzling coals (Simile)
1.
2.
5. Read the poem below:
My Heart Soars
By Chief Dan George
The beauty of the trees,
the softness of the air,
the fragrance of the grass,
speaks to me.
The summit of the mountain,
the thunder of the sky,
the rhythm of the sea,
speaks to me.
The faintness of the stars,
the freshness of the morning,
the dew drop on the flower,
speaks to me.
The strength of fire,
the taste of salmon,
the trail of the sun,
and the life that never goes away,
They speak to me.
And my heart soars.
6. Write down your two favourite lines from the poem (they don’t have to be back to back lines). Explain why you chose these lines. You should write your response on your blog.
7. Final reflection: Please reflect on this lesson on your blog
My Heart Soars Outdoor Lesson Final Reflection
When I am outside in a natural environment:
3. Please explain how important (or not important) the natural world is to you. How do you feel when you are outside and what makes you feel this way?
2. Photos:
Good descriptive writing is often inspired by nature and unique perspectives on ordinary things. To think about that, take photos of the following things and post them on your blog.
- Photos of an easily recognizable thing, but from a unique angle or perspective. (2 photos)
- Something in nature you find beautiful.
- Something that shows evidence of human activity or irresponsibility.
3. Senses: (stop and look around you, use the sentence starter below to describe what you see around you using all of your five senses).Record your five sentences on your blog.
Write one line that captures something you see/feel/taste/touch/smell. Use the most descriptive language possible.
I see the
I smell the
I taste the
I feel/touch the
I hear the
4. Metaphors and similes
Find two things around you (a cloud, tree, pebble etc.) and describe it using a simile or metaphor. Put a “M” after it if it is a metaphor and a “S” after it if it is a simile. Example: the brief rays of sun were a flash of hope (Metaphor) or the leaves were as red as sizzling coals (Simile)
1.
2.
5. Read the poem below:
My Heart Soars
By Chief Dan George
The beauty of the trees,
the softness of the air,
the fragrance of the grass,
speaks to me.
The summit of the mountain,
the thunder of the sky,
the rhythm of the sea,
speaks to me.
The faintness of the stars,
the freshness of the morning,
the dew drop on the flower,
speaks to me.
The strength of fire,
the taste of salmon,
the trail of the sun,
and the life that never goes away,
They speak to me.
And my heart soars.
6. Write down your two favourite lines from the poem (they don’t have to be back to back lines). Explain why you chose these lines. You should write your response on your blog.
7. Final reflection: Please reflect on this lesson on your blog
My Heart Soars Outdoor Lesson Final Reflection
- Do you think this lesson is more effective outside or in the classroom? Please explain why.
- Indicate which one of the following applies to you: (this applies to life in general, not English class)
When I am outside in a natural environment:
- I hate it. I would much rather be indoors and I don’t like going outside.
- I would just rather be indoors. I feel better indoors.
- I am neutral. Outside or inside doesn’t really matter to me.
- I would really prefer to be outside. I just feel more comfortable outside and I like being outdoors.
- When I am outside “My heart soars”. I would rather be outside than anywhere else.
3. Please explain how important (or not important) the natural world is to you. How do you feel when you are outside and what makes you feel this way?
Week One/Two Assignment: Photo Description Assignment
|
|
|
|
|
|
|
|
|
|
|
|
banned words list | |
File Size: | 741 kb |
File Type: |
1. Choose a photo from the internet. It can be any photo that you like, but it should have a lot of elements in it that you can describe in detail.
2. Write a 7-10 sentence (minimum) descriptive paragraph about the photo. It can be describing in detail what is going on in the photo, or you can become the character in the photo and describe (using your five senses) what you are experiencing. You should use at least one poetic device (metaphor, simile etc.).
3. I have provided an example above
4. Once the draft is done you should use the "editing creative writing" to edit it to make sure you are handing in your best work. If you take it seriously, your I have seen students marks (on average) on this assignment increase one full letter grade. I have also provided and example of what that editing looks like. I am available to do a face to face edit with you during class time (email me to set this up). The document with Banned words and adverbs is meant to help you with your editing. The completed assignment is due Wednesday April 22. You can email it to me or share the google doc. This assignment does not go on the blog
2. Write a 7-10 sentence (minimum) descriptive paragraph about the photo. It can be describing in detail what is going on in the photo, or you can become the character in the photo and describe (using your five senses) what you are experiencing. You should use at least one poetic device (metaphor, simile etc.).
3. I have provided an example above
4. Once the draft is done you should use the "editing creative writing" to edit it to make sure you are handing in your best work. If you take it seriously, your I have seen students marks (on average) on this assignment increase one full letter grade. I have also provided and example of what that editing looks like. I am available to do a face to face edit with you during class time (email me to set this up). The document with Banned words and adverbs is meant to help you with your editing. The completed assignment is due Wednesday April 22. You can email it to me or share the google doc. This assignment does not go on the blog
Week Three April 23-May 1
Unit Theme: Siya (Saskatoon Berry): Innovative thinking, new learning and different perspectives.
What you will learn in this lesson: How to create use poetic devices to enhance your descriptions, how to use sentence variety and how to properly format dialogue in your writing.
Blog assignments:
1. Poetic devices using food or a beverage.
2. Creative story to show understanding of dialogue and sentence variety
Due Date: Blogs #3: Poetic Devices: Monday April 27 Blog #4: Creative prompt story to show dialogue and sentence variety: Friday May 1
What you will learn in this lesson: How to create use poetic devices to enhance your descriptions, how to use sentence variety and how to properly format dialogue in your writing.
Blog assignments:
1. Poetic devices using food or a beverage.
2. Creative story to show understanding of dialogue and sentence variety
Due Date: Blogs #3: Poetic Devices: Monday April 27 Blog #4: Creative prompt story to show dialogue and sentence variety: Friday May 1
Lesson Three: Using Poetic Devices in your writing
1. While Simile and Metaphor, the poetic devices you used in the outdoor lesson are the most commonly used ones, they are not the only stylistic devices that you can use in your writing. This lesson will teach you an example of a few other poetic devices you can use in your writing and will ask you to try them out using a beverage or food of your choice for inspiration for your writing.
2. Here are the definitions of the Poetic Devices I would like you to use in this blog post:
Simile: a Comparison using like, as, or than
Metaphor: a direct comparison of 2 unlike things
Alliteration: Repetition of identical or similar sounds at the beginning of words in a sentence
Hyperbole: An extreme exaggeration
Personification: Giving human qualities to a non-human thing
Imagery: Painting a picture in the reader's mind with a detailed description, often appealing to the five senses
Onomatopoeia: Using words to mimic sound
3. Watch the video above to see an example of each of these devices in song
2. Here are the definitions of the Poetic Devices I would like you to use in this blog post:
Simile: a Comparison using like, as, or than
Metaphor: a direct comparison of 2 unlike things
Alliteration: Repetition of identical or similar sounds at the beginning of words in a sentence
Hyperbole: An extreme exaggeration
Personification: Giving human qualities to a non-human thing
Imagery: Painting a picture in the reader's mind with a detailed description, often appealing to the five senses
Onomatopoeia: Using words to mimic sound
3. Watch the video above to see an example of each of these devices in song
Blog Assignment #3
Directions for Blog Post:
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
4. Post your devices on your blog with a picture (or short description of you can't figure out how to post) of what you are writing about. Due: Monday May 1.
5. Try to use these devices in your next creative story, they will add depth and sophistication!
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
4. Post your devices on your blog with a picture (or short description of you can't figure out how to post) of what you are writing about. Due: Monday May 1.
5. Try to use these devices in your next creative story, they will add depth and sophistication!
Lesson Four: Sentence Variety and Properly Formatting Dialogue
|
|
Sentence Variety
1. One thing that can make your writing more interesting and give your text a stronger voice is sentence variety. Watch the video on the left (How to Create Sentence Variety) to show you how to use it.
2. The video on the right (The Most Interesting Man in the World) , is a good example of a commercial(s) that use sentence variety. About half way through it shows the effect of using a really short sentence ("The most interesting man in the world on rollerblading" to which he responds simply "No". Sometimes short (1-5 word) sentences can be really effective as they force the reader to really pay attention and infer what the reader is meaning.
3. Another thing to remember is that (in a paragraph), no two sentences should ever begin with the same word. The, He/She, there and I are the most common words I see students begin a sentence with so be aware of that and make sure you avoid it. Here is a way to change a sentence that begins with the:
The quick brown fox jumped over the lazy dog
Over the lazy dog, the quick brown fox jumped
Quickly, the brown fox jumped over the lazy dog
Dialogue
1. Dialogue can add sophistication to your writing, as long as you use it properly. Here are a few rules to help you remember to do so:
A. A speaker's exact words (also called dialogue) must be surrounded by quotation marks. Thoughts are not dialogue and therefore do not require quotation marks
Example: "I love being on time," said Charlie.
Example where you do not need quotation marks: I can’t believe Jackson said that, Susie as she cringed internally.
B. Dialogue is less formal than other kinds of writing. To make your characters sound natural, you may use short sentences and contractions in dialogue.
C. Commas and periods are always placed inside the closing quotation marks.
Example: "I writing,” confessed Caleb.
D. Use a comma to introduce a quotation after a dialogue tag.
Example: Cidney replied, "I can’t live without my cellphone."
E. If dialogue is split or separated, use quotation marks to surround each part that is spoken.
Example: "Yes," said Adam, "I love reading and writing; in fact, I want to do both everyday!"
F. If a quotation is not split or separated, don't close the quotation until the speaker is finished. This could sometimes involve numerous sentences.
Example: "A good way to succeed in this class is to bring Mrs. Fitton Starbucks. This is almost the number one way to do well in English First Peoples" said Mrs. Fitton.
G. Be careful not to use the word "said" too often. Use other livelier verbs, such as "whispered," "yelled," "mumbled," "cried," and "confessed."
H. In a conversation between characters, start a new paragraph each time the speaker changes.
Example:
One day Connor was sitting alone quietly in the classroom. The silence was broken when Davis wandered in. “Hi,” said Davis. “How are you?”
“I’m great,” replied Connor “How have you been?”
“Oh, you know, getting by.” Davis had been sullen and withdrawn ever since his favourite hamster had died. Connor was worried that Davis was traumatized by his passing."
1. One thing that can make your writing more interesting and give your text a stronger voice is sentence variety. Watch the video on the left (How to Create Sentence Variety) to show you how to use it.
2. The video on the right (The Most Interesting Man in the World) , is a good example of a commercial(s) that use sentence variety. About half way through it shows the effect of using a really short sentence ("The most interesting man in the world on rollerblading" to which he responds simply "No". Sometimes short (1-5 word) sentences can be really effective as they force the reader to really pay attention and infer what the reader is meaning.
3. Another thing to remember is that (in a paragraph), no two sentences should ever begin with the same word. The, He/She, there and I are the most common words I see students begin a sentence with so be aware of that and make sure you avoid it. Here is a way to change a sentence that begins with the:
The quick brown fox jumped over the lazy dog
Over the lazy dog, the quick brown fox jumped
Quickly, the brown fox jumped over the lazy dog
Dialogue
1. Dialogue can add sophistication to your writing, as long as you use it properly. Here are a few rules to help you remember to do so:
A. A speaker's exact words (also called dialogue) must be surrounded by quotation marks. Thoughts are not dialogue and therefore do not require quotation marks
Example: "I love being on time," said Charlie.
Example where you do not need quotation marks: I can’t believe Jackson said that, Susie as she cringed internally.
B. Dialogue is less formal than other kinds of writing. To make your characters sound natural, you may use short sentences and contractions in dialogue.
C. Commas and periods are always placed inside the closing quotation marks.
Example: "I writing,” confessed Caleb.
D. Use a comma to introduce a quotation after a dialogue tag.
Example: Cidney replied, "I can’t live without my cellphone."
E. If dialogue is split or separated, use quotation marks to surround each part that is spoken.
Example: "Yes," said Adam, "I love reading and writing; in fact, I want to do both everyday!"
F. If a quotation is not split or separated, don't close the quotation until the speaker is finished. This could sometimes involve numerous sentences.
Example: "A good way to succeed in this class is to bring Mrs. Fitton Starbucks. This is almost the number one way to do well in English First Peoples" said Mrs. Fitton.
G. Be careful not to use the word "said" too often. Use other livelier verbs, such as "whispered," "yelled," "mumbled," "cried," and "confessed."
H. In a conversation between characters, start a new paragraph each time the speaker changes.
Example:
One day Connor was sitting alone quietly in the classroom. The silence was broken when Davis wandered in. “Hi,” said Davis. “How are you?”
“I’m great,” replied Connor “How have you been?”
“Oh, you know, getting by.” Davis had been sullen and withdrawn ever since his favourite hamster had died. Connor was worried that Davis was traumatized by his passing."
Blog Assignment #4
1. Option One: Go to this site and pick a writing prompt:
https://writingprompts.tumblr.com/post/17477297690/my-28-most-tried-and-true-writing-prompts
Option Two: Use the story prompt in the picture below (Use characters from products in your pantry to create a story (ie. Aunt Jemima, Campbells Soup become inspirations for a character in a story).
https://writingprompts.tumblr.com/post/17477297690/my-28-most-tried-and-true-writing-prompts
Option Two: Use the story prompt in the picture below (Use characters from products in your pantry to create a story (ie. Aunt Jemima, Campbells Soup become inspirations for a character in a story).
2. Write a 150-250 word story
Criteria:
1. 5 examples of properly formatted dialogue
2. One Short sentence (under 5 words)
3. One long sentence
4. No two sentences should begin with the same word
Note: The story can be a little ridiculous and that is fine. I am not really looking for a believable plot, I'm just concentrating on the skills of using dialogue and a bit of sentence variety.
Blog # 4 Due: Friday May 1
Criteria:
1. 5 examples of properly formatted dialogue
2. One Short sentence (under 5 words)
3. One long sentence
4. No two sentences should begin with the same word
Note: The story can be a little ridiculous and that is fine. I am not really looking for a believable plot, I'm just concentrating on the skills of using dialogue and a bit of sentence variety.
Blog # 4 Due: Friday May 1
Week Four May 1-May 8
Lesson Five: Story Endings
|
|
1. In this lesson we are going to learn how to end our stories.
-the best way to end your story is one of two ways (or use both)
a. End with the message (theme) of your story
b. link your ending back to your beginning for a sense of finality.
2. Please watch the two clips above to show you an example of each of these techniques.
The Breakfast Club does both techniques (it bring it back to the beginning by at the beginning the parents are dropping them off at Saturday detention and then the principal assigns them an essay on the topic of who they are and at the end the parents are picking them up and the main character says that they are not the stereotypes they, or the principal, imagined them to be, which is a theme of the movie).
Modern Family does both as well as Jay is explaining to Luke what he has learned about family, which is the assignment the audience learns he was assigned at the beginning of the episode at school).
-the best way to end your story is one of two ways (or use both)
a. End with the message (theme) of your story
b. link your ending back to your beginning for a sense of finality.
2. Please watch the two clips above to show you an example of each of these techniques.
The Breakfast Club does both techniques (it bring it back to the beginning by at the beginning the parents are dropping them off at Saturday detention and then the principal assigns them an essay on the topic of who they are and at the end the parents are picking them up and the main character says that they are not the stereotypes they, or the principal, imagined them to be, which is a theme of the movie).
Modern Family does both as well as Jay is explaining to Luke what he has learned about family, which is the assignment the audience learns he was assigned at the beginning of the episode at school).
Summative Creative Writing Assignment
|
|
|
|
|
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
Due Friday May 8. This is NOT a blog post, you may email/share this assignment with me.
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
Due Friday May 8. This is NOT a blog post, you may email/share this assignment with me.
Week Five: Friday May 8-Tuesday May 19
Unit Theme: Siya (Saskatoon Berry): Innovative thinking, new learning and different perspectives.
What you will learn in this lesson: How to try something new of your choice and reflect on and document the process
Blog assignments:
1. Blog #5: Connection to "Butterfly Teachings" by Richard Wagamese and plan for Inquiry project Due Tuesday May 12
2. Blog #6: Documentation of process and inquiry project final reflections: Friday May 15
Teams Meeting to share experience with peers:
1. We will meet on teams to share what we learned and our experience. Tuesday May 19. C block class: 11:30. D block class: 2 pm
What you will learn in this lesson: How to try something new of your choice and reflect on and document the process
Blog assignments:
1. Blog #5: Connection to "Butterfly Teachings" by Richard Wagamese and plan for Inquiry project Due Tuesday May 12
2. Blog #6: Documentation of process and inquiry project final reflections: Friday May 15
Teams Meeting to share experience with peers:
1. We will meet on teams to share what we learned and our experience. Tuesday May 19. C block class: 11:30. D block class: 2 pm
Please note that there is no expectation that you buy anything for this project. Use what you already have around the house!
|
|
|
|
1. I made a video of me explaining this inquiry assignment. Click on the button "Trying Something New Inquiry Explained" (above this), to hear me explain the assignment (I will also explain it here so that you have two different places to check, I would recommend reading these instructions first and then listening to the video to have your questions likely answered.)
2. Read the story "Butterfly Teachings" by Richard Wagamese (copy below, but I also read it to you in the powerpoint).
3. Blog # 5 Part 1: In a small paragraph (approx. 150 words), describe a time when you had a hard time accepting a new idea or a situation OR describe a time when you tried something new that you didn't think you would like but you ended up really enjoying it.
An example from my life:
About 5 years ago, I was approached by the teacher who previously taught English FP who asked me to take over the course because she had accepted a new job. I was excited to take the course over because I knew how valuable and memorable it could be, but I was also nervous because I knew I would have to get my bus license to teach the course properly. Driving large vehicles is something I have never liked.
When I was 16, my mom tried to teach me how to drive our large Ford F150 truck and I hated it. It was a standard and while I can drive standard now, this was a difficult skill to learn in Nelson, a place that has steeps hills everywhere. I remember jackrabbiting across a parking lot as my mom howled with laughter. Extremely embarrassed is an understatement of how I felt.
That was all I could remember when I realized I would need to get my class 4 (commercial driving license). However, I was committed to achieving this new skill. I studied for the written test all July, and after I passed that, I had my neighbor (who already had a class 4) take me driving 3 nights a week in the bus throughout August.
On an extremely hot day in late August I did my bus driving test and passed and while the first few month of driving were nerve-wracking (every time I went somewhere new with the bus I used to go scout out parking the weekend before!), the ability to drive the bus has forever changed my teaching. I now take both English FP classes (10 and 12) on a field trip a week and I take my other classes on many as well. Experiential learning, something I have always thought was the best way to teach, is much easier to achieve when you can take your classes places in the community. I'm glad I challenged myself to step outside my comfort zone and get my bus license.
4. Next, you are going to try something new just like Richard Wagamese did in "Butterfly Teachings". It can be a new skill, experience or project. Listen to the powerpoint for some suggestions (For example you could watch a new genre of film, learn how to hold a handstand or build a toy crossbow). Pick something that maybe you have always wanted to try, but never had the time to pursue.
Think about the following questions when you are picking a project:
A. What do you spend your free time doing?
B. What are your future plans?
C. What are activities that make time "disappear" for you?
5.After you pick what you want to do, research it. For example, if you want to build something, what are the steps and materials? If you want to learn basics German, find a good video tutorial. If you want to cook something, find a recipe. Once you have done your research, answer the following questions in paragraph form (meaning one paragraph, not one for each question) in your blog (below your connection to "Butterfly Teachings"). This will be part 2 of Blog #5. This blog is Due Tuesday May 12.
1. What are you going to do for this project?
2. Why did you choose this? (What made you interested in it)?
3. What will you need to get started? What will you need to prepare ahead of time?
4. What do you think you will learn in this process?
5. What obstacles do you anticipate and how do you plan to overcome them?
6. How will you document the process (video, photos etc)
6. Try whatever you picked! Remember to document the process (journal, photos, video). Whatever you decide to do, spend a minimum of an hour working on it (and cleaning up). If you would like to spend longer on it that is fine.
7. Blog #6 (I will be assessing this blog for the criterion analyzing and producing text). This Blog is Due Friday May 15
Analyzing
1. use correct grammar, syntax and punctuation
2. spell (alphabetic languages), write (character languages) and pronounce with accuracy
In paragraph form answer the following questions about your project:
1. What did you try?
2. Why did you try it (short explanation as you already answered this in your first reflection)
3. What were the main steps in the process?
4. What were the biggest things that you struggled with during the process?
5. How did you overcome obstacles?
6. What are the benefits of things that go wrong when you are trying something new?
7. What was you favorite part of the project?
In a separate paragraph, answer the following questions about who you are as a learner.
1. Did you honestly attempt to come up with something that was challenging or interesting? Or did you take the easiest road possible?
2. Are you self directed? Do you have to be told exactly what do to all of the time or are you able to challenge yourself and take responsibility?
3. Are you a problem solver? Do you quit as soon as something becomes challenging or do you find different ways to achieve your goals?
4. If an employer had observed you during your project would they have wanted to hire you (meaning, did you keep on task the whole time or did you get distracted? Did you clean up your supplies and project? Or did your parents get mad at you for leaving the kitchen/table/room a mess? Did you challenge yourself or did you look for the easy way out). Why or why not?
With your blog, post a couple of pictures or a video of you with your project or completing your project.
8. Meet on Teams with your classmates (For block C Tuesday May 19 at 11:30, for block D Tuesday May 19 at 2pm). Here you will share with your classmates the following questions:
1. What did you try?
2. What were some of your challenges?
3. What did you enjoy about the project?
Please send me one picture of you and your project (can be from any part of the process) and I will put it on the screen while you are talking so we can see what you did as well.
2. Read the story "Butterfly Teachings" by Richard Wagamese (copy below, but I also read it to you in the powerpoint).
3. Blog # 5 Part 1: In a small paragraph (approx. 150 words), describe a time when you had a hard time accepting a new idea or a situation OR describe a time when you tried something new that you didn't think you would like but you ended up really enjoying it.
An example from my life:
About 5 years ago, I was approached by the teacher who previously taught English FP who asked me to take over the course because she had accepted a new job. I was excited to take the course over because I knew how valuable and memorable it could be, but I was also nervous because I knew I would have to get my bus license to teach the course properly. Driving large vehicles is something I have never liked.
When I was 16, my mom tried to teach me how to drive our large Ford F150 truck and I hated it. It was a standard and while I can drive standard now, this was a difficult skill to learn in Nelson, a place that has steeps hills everywhere. I remember jackrabbiting across a parking lot as my mom howled with laughter. Extremely embarrassed is an understatement of how I felt.
That was all I could remember when I realized I would need to get my class 4 (commercial driving license). However, I was committed to achieving this new skill. I studied for the written test all July, and after I passed that, I had my neighbor (who already had a class 4) take me driving 3 nights a week in the bus throughout August.
On an extremely hot day in late August I did my bus driving test and passed and while the first few month of driving were nerve-wracking (every time I went somewhere new with the bus I used to go scout out parking the weekend before!), the ability to drive the bus has forever changed my teaching. I now take both English FP classes (10 and 12) on a field trip a week and I take my other classes on many as well. Experiential learning, something I have always thought was the best way to teach, is much easier to achieve when you can take your classes places in the community. I'm glad I challenged myself to step outside my comfort zone and get my bus license.
4. Next, you are going to try something new just like Richard Wagamese did in "Butterfly Teachings". It can be a new skill, experience or project. Listen to the powerpoint for some suggestions (For example you could watch a new genre of film, learn how to hold a handstand or build a toy crossbow). Pick something that maybe you have always wanted to try, but never had the time to pursue.
Think about the following questions when you are picking a project:
A. What do you spend your free time doing?
B. What are your future plans?
C. What are activities that make time "disappear" for you?
5.After you pick what you want to do, research it. For example, if you want to build something, what are the steps and materials? If you want to learn basics German, find a good video tutorial. If you want to cook something, find a recipe. Once you have done your research, answer the following questions in paragraph form (meaning one paragraph, not one for each question) in your blog (below your connection to "Butterfly Teachings"). This will be part 2 of Blog #5. This blog is Due Tuesday May 12.
1. What are you going to do for this project?
2. Why did you choose this? (What made you interested in it)?
3. What will you need to get started? What will you need to prepare ahead of time?
4. What do you think you will learn in this process?
5. What obstacles do you anticipate and how do you plan to overcome them?
6. How will you document the process (video, photos etc)
6. Try whatever you picked! Remember to document the process (journal, photos, video). Whatever you decide to do, spend a minimum of an hour working on it (and cleaning up). If you would like to spend longer on it that is fine.
7. Blog #6 (I will be assessing this blog for the criterion analyzing and producing text). This Blog is Due Friday May 15
Analyzing
- justify opinions and ideas, using examples, explanations and terminology
1. use correct grammar, syntax and punctuation
2. spell (alphabetic languages), write (character languages) and pronounce with accuracy
In paragraph form answer the following questions about your project:
1. What did you try?
2. Why did you try it (short explanation as you already answered this in your first reflection)
3. What were the main steps in the process?
4. What were the biggest things that you struggled with during the process?
5. How did you overcome obstacles?
6. What are the benefits of things that go wrong when you are trying something new?
7. What was you favorite part of the project?
In a separate paragraph, answer the following questions about who you are as a learner.
1. Did you honestly attempt to come up with something that was challenging or interesting? Or did you take the easiest road possible?
2. Are you self directed? Do you have to be told exactly what do to all of the time or are you able to challenge yourself and take responsibility?
3. Are you a problem solver? Do you quit as soon as something becomes challenging or do you find different ways to achieve your goals?
4. If an employer had observed you during your project would they have wanted to hire you (meaning, did you keep on task the whole time or did you get distracted? Did you clean up your supplies and project? Or did your parents get mad at you for leaving the kitchen/table/room a mess? Did you challenge yourself or did you look for the easy way out). Why or why not?
With your blog, post a couple of pictures or a video of you with your project or completing your project.
8. Meet on Teams with your classmates (For block C Tuesday May 19 at 11:30, for block D Tuesday May 19 at 2pm). Here you will share with your classmates the following questions:
1. What did you try?
2. What were some of your challenges?
3. What did you enjoy about the project?
Please send me one picture of you and your project (can be from any part of the process) and I will put it on the screen while you are talking so we can see what you did as well.
|
|
|
|
Week Six/Seven: Wednesday May 20-Monday June 1: The Grizzlies Movie Study
Unit Theme: Ntityix: Persevering and showing resilience through adversity
What you will learn in this lesson: You will watch a authentic Indigenous film called The Grizzlies and learn about Inuit Culture and living in Nunavut and some of the positives and challenges that presents
Blog assignments
1. Blog #7: Respond to an news article about Nunavut/Inuit Culture: Due Thursday May 21
Other Assignments: The Grizzlies Creative Response: Due Monday June 1
Teams Meetings:
Guest Speaker (Mrs. Ryn, a teacher who lived in Nunavut will share her experiences with us): Friday May 22 11:30-12:30 (both classes will attend this one together)
Class discussion on the film: Wednesday May 27, 11:30 for Block C, 2 pm for Block D
What you will learn in this lesson: You will watch a authentic Indigenous film called The Grizzlies and learn about Inuit Culture and living in Nunavut and some of the positives and challenges that presents
Blog assignments
1. Blog #7: Respond to an news article about Nunavut/Inuit Culture: Due Thursday May 21
Other Assignments: The Grizzlies Creative Response: Due Monday June 1
Teams Meetings:
Guest Speaker (Mrs. Ryn, a teacher who lived in Nunavut will share her experiences with us): Friday May 22 11:30-12:30 (both classes will attend this one together)
Class discussion on the film: Wednesday May 27, 11:30 for Block C, 2 pm for Block D
Lesson One
Articles
1. Skim through the articles in a theme that you are interested in. Pick one and read it. Then, in your blog answer the following questions. Each question should be a small (3-5 sentence) paragraph. Due Thursday May 21.
Questions
What did you find out?
What surprised you?
What do you still want to learn more about?
Theme - Mental health & suicide :
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 - Forced Relocation of the Inuit
https://www.thecanadianencyclopedia.ca/en/article/inuit-high-arctic-relocations
https://www.cbc.ca/news/canada/north/inuit-get-federal-apology-for-forced-relocation-1.897468
https://www.macleans.ca/society/was-ottawas-forced-relocation-of-the-ahiarmiut-people-more-than-cultural-genocide/
Theme 3 - Food Security & cost of living:
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 4 - 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 5 - Tattoos & Inuit culture/customs
https://uphere.ca/articles/between-lines
https://www.cbc.ca/news/canada/north/inuit-women-traditional-tattoos-kugluktuk-1.3563446
Theme 6 - 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/
1. Skim through the articles in a theme that you are interested in. Pick one and read it. Then, in your blog answer the following questions. Each question should be a small (3-5 sentence) paragraph. Due Thursday May 21.
Questions
What did you find out?
What surprised you?
What do you still want to learn more about?
Theme - Mental health & suicide :
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 - Forced Relocation of the Inuit
https://www.thecanadianencyclopedia.ca/en/article/inuit-high-arctic-relocations
https://www.cbc.ca/news/canada/north/inuit-get-federal-apology-for-forced-relocation-1.897468
https://www.macleans.ca/society/was-ottawas-forced-relocation-of-the-ahiarmiut-people-more-than-cultural-genocide/
Theme 3 - Food Security & cost of living:
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 4 - 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 5 - Tattoos & Inuit culture/customs
https://uphere.ca/articles/between-lines
https://www.cbc.ca/news/canada/north/inuit-women-traditional-tattoos-kugluktuk-1.3563446
Theme 6 - 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/
2. Meet on Teams Friday May 22 11:30-12:30 to hear the personal story of a teacher who spent time in Nunavut Communities.
Lesson Two
|
|
1. Watch the Grizzlies. While you are watching, please record on a piece of paper 10-15 powerful quotes. You will need this for the assignment that follows
2. Watch the movie
3. Meet on Teams Wednesday May 27. Block C: 11:30, Block D: 2pm. There we will discuss the following questions:
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. Pick a creative response project and complete it for the The Grizzlies. Due Monday June 1
2. Watch the movie
3. Meet on Teams Wednesday May 27. Block C: 11:30, Block D: 2pm. There we will discuss the following questions:
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. Pick a creative response project and complete it for the The Grizzlies. Due Monday June 1
|
|
Week Eight/Nine June 1-June 11: First Contact Season One
Unit Theme: Skemist (Black Bear) Personal Identity and forming our own opinions
What you will learn in this lesson: How do we confront racism in Canada and how do we, as individuals, help lesson it.
Skill we will use that I will be assessing: Discussion and Reflection
Blogs:
1. Pre-show blog (Blog #8) on Racism in Canada: Friday June 5
2. Blog #9 Reflection on Episode 1: Friday June 5
3. Blog #10 Reflection on Episode 2 Tuesday June 9
Discussion of Episode Three On Teams:Thursday June 11
Paragraph Assignment: Friday June 12
What you will learn in this lesson: How do we confront racism in Canada and how do we, as individuals, help lesson it.
Skill we will use that I will be assessing: Discussion and Reflection
Blogs:
1. Pre-show blog (Blog #8) on Racism in Canada: Friday June 5
2. Blog #9 Reflection on Episode 1: Friday June 5
3. Blog #10 Reflection on Episode 2 Tuesday June 9
Discussion of Episode Three On Teams:Thursday June 11
Paragraph Assignment: Friday June 12
Watch this video to see me explain the lessons for this week
I made this video to explain the lessons/blogs and assignments associated with this show, as there are a few steps and due dates. I hope that it helps!
Pre-show Blog
|
|
1. Watch the videos (For the National clip, watch the first 4:15 minutes in only) above to see the current situation with protests all over The United States after the death of a George Floyd, an African American man who died after a police man put his knee the hand cuffed man's neck for more than 8 minutes. This was over a allegedly counterfeit $20 bill used in a convenient store. Many Canadians see news stories like this and believe that racism is just an American issue, but that do you think?
2. Answer the following 5 questions, in paragraph from (3-5 sentences minimum per questions) in your blog. This Blog (#8) is due Friday June 5
a. Do you believe that there is racism today in Canadian society? Please explain your answer
b. Do you think there is racism in Penticton? Please explain your answer
c. Is it ok to make a racist joke or laugh at a racist meme if no one from the group is present? Please explain your answer
d. Is there anything we can do to stop racism? Please explain your answer
e. What can we do as individuals do to help lessen racism? Please explain your answer
3. Watch the videos below (Indigenous Canadians concerned about the racist backlash over Wet'suwet'en rail blockades and Canada seeing an increase in racist attacks against Asians) as examples of current (last 2 months) examples of racism in Canada (and even BC). Unfortunately, racism is still a problem that is prevalent in Canada. However, it is our individuals actions and education that can help lessen it.
2. Answer the following 5 questions, in paragraph from (3-5 sentences minimum per questions) in your blog. This Blog (#8) is due Friday June 5
a. Do you believe that there is racism today in Canadian society? Please explain your answer
b. Do you think there is racism in Penticton? Please explain your answer
c. Is it ok to make a racist joke or laugh at a racist meme if no one from the group is present? Please explain your answer
d. Is there anything we can do to stop racism? Please explain your answer
e. What can we do as individuals do to help lessen racism? Please explain your answer
3. Watch the videos below (Indigenous Canadians concerned about the racist backlash over Wet'suwet'en rail blockades and Canada seeing an increase in racist attacks against Asians) as examples of current (last 2 months) examples of racism in Canada (and even BC). Unfortunately, racism is still a problem that is prevalent in Canada. However, it is our individuals actions and education that can help lessen it.
|
|
First Contact Season One
at4. Now we are going to watch a TV series called First Contact that aims to confront racist stereotypes that Indigenous Canadians face. The TV producer of the show said that "[The series] brought non-Indigenous Canadians into the Indigenous community. They were taught a little bit about the history, the culture, their food, how they survived a cultural genocide, how they maintain their lives, how they remained strong. That's what reconciliation is to me." Reconciliation means healing the past relationship between Indigenous and Non-Indigenous Canadians. Think about this quote as I will ask you to respond to it after the series is completed.
5. For episode 1 and 2, I would like to write in your blog (write the blog entry as a paragraph, not 3 separate questions) the answer to the following questions after you complete episode 1 and 2.
1. What was the most frustrating moment for you? why?
2. What was the most powerful moment in the episode for you. Why?
3. What questions do you still have after watching this episode?
6. We will Meet on Teams to discuss the whole series using these same questions on Thursday June 11 at 10:30, therefore you do not need to write a blog on Episode Three.
Episode One Blog (Blog #9) Due: Friday June 5
Episode Two Blog (Blog #10) Due Tuesday June 9
Episode Three we will meet on Teams to discuss: Thursday June 11 at 10:30 for both classes
Final Reflection Paragraph (see below the post show interview videos below); Due Friday June 12
5. For episode 1 and 2, I would like to write in your blog (write the blog entry as a paragraph, not 3 separate questions) the answer to the following questions after you complete episode 1 and 2.
1. What was the most frustrating moment for you? why?
2. What was the most powerful moment in the episode for you. Why?
3. What questions do you still have after watching this episode?
6. We will Meet on Teams to discuss the whole series using these same questions on Thursday June 11 at 10:30, therefore you do not need to write a blog on Episode Three.
Episode One Blog (Blog #9) Due: Friday June 5
Episode Two Blog (Blog #10) Due Tuesday June 9
Episode Three we will meet on Teams to discuss: Thursday June 11 at 10:30 for both classes
Final Reflection Paragraph (see below the post show interview videos below); Due Friday June 12
First Contact Episode Links
The Post Show Interviews
7. Watch the post-show interview/follow up with the contestants (optional, but highly recommended).
8. Watch 4:10-6:30, 25-26:15, 39:45-41:35 from the interview with the community hosts and producers (optional)
8. Watch 4:10-6:30, 25-26:15, 39:45-41:35 from the interview with the community hosts and producers (optional)
|
|
9. After you have watched all of the episodes, answer the following question in a 150-300 word paragraph.
How will you think or act differently now that you have seen this show? How has it changed your perspective or taught you something new? What will you do with this information? Please answer in paragraph form. This is an assignment, not a blog so you can share it with me when you are done.
Criteria: A: Analysing
III. justify opinions and ideas, using examples, explanations and terminology
Due Friday June 12
How will you think or act differently now that you have seen this show? How has it changed your perspective or taught you something new? What will you do with this information? Please answer in paragraph form. This is an assignment, not a blog so you can share it with me when you are done.
Criteria: A: Analysing
III. justify opinions and ideas, using examples, explanations and terminology
Due Friday June 12
Week Ten: Final English FP Assessment: Famous Indigenous Canadian BIO
Unit Theme: Skemist (Black Bear) Personal Identity and forming our own opinions
What you will learn in this lesson: Who are some famous Indigenous Canadians and what are their contributions to Canadian Society>
Skill we will use that I will be assessing: Reseach and retelling information in an informative and creative way
Due Date: Friday June 19
What you will learn in this lesson: Who are some famous Indigenous Canadians and what are their contributions to Canadian Society>
Skill we will use that I will be assessing: Reseach and retelling information in an informative and creative way
Due Date: Friday June 19
1. One of the best ways to counter stereotypes is to get to know someone as a person rather than the group that they represent. This assignment, which will complete the course, will allow you to get to know more about the contributions of one famous Indigenous Canadian. I have given you a list of people you may consider below, however, if you have another idea about someone you are interested in, please consult me. I even had someone once to a relative of theirs!
2. Once you have picked someone, use the internet to research them. Please include a list of your sources (in MLA format) in your final project. I have provided you with an outline to fill out for your research.You should fill in the entire thing if possible (obviously if they are still alive you can't fill in the section about when they died, but you should make every effort to fill in the rest.
3. Once you have completed your research, use all of it to create one of the following projects:
Biographical Essay
Narrative poem
Newspaper Article
Google Slides Scrapbook of their achievements/life
A Children's story
A video
A comic
Make sure that you include pictures in which ever format that you choose and that you hand in your best work as these assignments will be printed off and put on a billboard to teach the rest of the school about the vast achievements of Indigenous Canadians.
2. Once you have picked someone, use the internet to research them. Please include a list of your sources (in MLA format) in your final project. I have provided you with an outline to fill out for your research.You should fill in the entire thing if possible (obviously if they are still alive you can't fill in the section about when they died, but you should make every effort to fill in the rest.
3. Once you have completed your research, use all of it to create one of the following projects:
Biographical Essay
Narrative poem
Newspaper Article
Google Slides Scrapbook of their achievements/life
A Children's story
A video
A comic
Make sure that you include pictures in which ever format that you choose and that you hand in your best work as these assignments will be printed off and put on a billboard to teach the rest of the school about the vast achievements of Indigenous Canadians.
|
|