Public Service AnnouncementWork in partners, groups of 3, or on your own to create a humourous PSA to convince the public to take a certain action (such as recycling). Use both the actions and the speech of the characters to create humour. Be sure to include a purpose that is clear to the audience, humour that is appropriate for the audience and context, and a short, catchy slogan. Minimum 30 seconds.
Due June 19.
Due June 19.
Lit Circle Assignment
Ideagram: a visual display that represents a theme. It is a creative collection of quotes, personal responses and images. It can be presented how you wish. Some ideas include: on poster board, on powerpoint, prezi, etc. A main feature is that it is very visually oriented and makes an emotional impact.
In groups of two or three from your lit circle, choose one theme by June 9. Choose one that you feel strongly about. You will be expected to have collected at least 5 quotes from any source by this point, and have your ideas for your images. You will be given class time daily to work on your ideagram. Ideagrams are due by the end of class Monday June 16.
Criteria:
1. You have a variety of visual representations (min. 2 per group member). You use colour thoughtfully to help portray your thoughts and emotions.
2. You have included quotations from the novel (min. 2 per group member). Include the title of the book and the page number.
3. You have shown connections to “outside sources” (news, magazines, poetry, other novels, movies, song lyrics . . .) (min. 2 per group member).
4. Your display demonstrates “voice.” You show your personal opinions or reflections on the theme. You explain why you are displaying each quote or image.
5. Your display shows an emotional connection to the theme.
Ideagram: a visual display that represents a theme. It is a creative collection of quotes, personal responses and images. It can be presented how you wish. Some ideas include: on poster board, on powerpoint, prezi, etc. A main feature is that it is very visually oriented and makes an emotional impact.
In groups of two or three from your lit circle, choose one theme by June 9. Choose one that you feel strongly about. You will be expected to have collected at least 5 quotes from any source by this point, and have your ideas for your images. You will be given class time daily to work on your ideagram. Ideagrams are due by the end of class Monday June 16.
Criteria:
1. You have a variety of visual representations (min. 2 per group member). You use colour thoughtfully to help portray your thoughts and emotions.
2. You have included quotations from the novel (min. 2 per group member). Include the title of the book and the page number.
3. You have shown connections to “outside sources” (news, magazines, poetry, other novels, movies, song lyrics . . .) (min. 2 per group member).
4. Your display demonstrates “voice.” You show your personal opinions or reflections on the theme. You explain why you are displaying each quote or image.
5. Your display shows an emotional connection to the theme.
Literature Circles
Students chose books on Thursday May 22. First discussion will be Friday May 30. Read 1/4 of the book, make at least one connection, create at least one "juicy" question to discuss, find at least one word, phrase, or interesting sentence, and write about what you know about at least one character.
Students chose books on Thursday May 22. First discussion will be Friday May 30. Read 1/4 of the book, make at least one connection, create at least one "juicy" question to discuss, find at least one word, phrase, or interesting sentence, and write about what you know about at least one character.
Shakespeare's Twelfth Night
May 26 - recitations
May 23 - watch Act V on DVD
May 22 - Read Act V
May 21 - Work on recitation of 8 lines or essay
May 20 - Read Act IV scenes i - iii, watch Act IV on DVD
May 15 - watch Act III on DVD
May 14 - Read Act III scenes i - iv
May 13 - watch Act II on DVD
May 12 - Read Act II scenes i - v
May 12 - Read Act II scenes i - iv
May 8 - Read Act I scene v, watched Act I on DVD
May 7 - Read Act I scenes i - iv
May 26 - recitations
May 23 - watch Act V on DVD
May 22 - Read Act V
May 21 - Work on recitation of 8 lines or essay
May 20 - Read Act IV scenes i - iii, watch Act IV on DVD
May 15 - watch Act III on DVD
May 14 - Read Act III scenes i - iv
May 13 - watch Act II on DVD
May 12 - Read Act II scenes i - v
May 12 - Read Act II scenes i - iv
May 8 - Read Act I scene v, watched Act I on DVD
May 7 - Read Act I scenes i - iv
The Wave assessment is Monday May 5. Students will give a thoughtful and detailed response to one of four questions. Chapter questions will be due at the end of the period with the response question.
May 5, 2014 Word of the Day Quiz #6
Narrative writing assignment. April 29, 30, May 1, 2, and 6.
Write a 2-4 page, word-processed narrative with 1.5 line spacing from the prompt, "the lessons we learn affect our future". Include at least two characters of which one or more go through a change, varied word choice and visual description of setting and or character(s), dialogue, flashback or flash forward, and integration of story elements. Use appropriate pacing; manage the passage of time effectively by using well-chosen transitions and effective paragraphing. Make sure to have your story edited by someone you trust before writing your final draft.
Due date: end of class May 6, 2014
Write a 2-4 page, word-processed narrative with 1.5 line spacing from the prompt, "the lessons we learn affect our future". Include at least two characters of which one or more go through a change, varied word choice and visual description of setting and or character(s), dialogue, flashback or flash forward, and integration of story elements. Use appropriate pacing; manage the passage of time effectively by using well-chosen transitions and effective paragraphing. Make sure to have your story edited by someone you trust before writing your final draft.
Due date: end of class May 6, 2014
The Wave by Todd Strasser
April 24: Chapters 16-17 questions April 23: Chapters 14-15 questions April 22: Chapters 11-13 questions April 16: Chapter 9-10 questions April 15: Chapter 7-8 questions April 9-11: Chapter 2 - 6 questions |
April 3 and 4, 2014
Persuasive Speech
Students are to be prepared to give a persuasive speech to the class on April 3. Names will be drawn out of a hat to see who presents first unless someone volunteers. Speeches are to be between 1-5 minutes in duration. Students will be marked according to the speeches rubric that is in the resources section of this website. Students will hand in to me their title, thesis statement, and several points that they will cover in the speech. Remember that this is not an essay to be read aloud.
Persuasive Speech
Students are to be prepared to give a persuasive speech to the class on April 3. Names will be drawn out of a hat to see who presents first unless someone volunteers. Speeches are to be between 1-5 minutes in duration. Students will be marked according to the speeches rubric that is in the resources section of this website. Students will hand in to me their title, thesis statement, and several points that they will cover in the speech. Remember that this is not an essay to be read aloud.
March 24, 2014
Poetry Unit Response Journal due March 25. Journal is to contain responses to the poetry we have studied before spring break as well as a reflection on your song presentation. Time will be given during class on March 25 but needs to be handed in before the end of class. The journal is out of 6 marks and will go toward your Reading and Viewing total.
Poetry Unit Response Journal due March 25. Journal is to contain responses to the poetry we have studied before spring break as well as a reflection on your song presentation. Time will be given during class on March 25 but needs to be handed in before the end of class. The journal is out of 6 marks and will go toward your Reading and Viewing total.
February 27 - March 14, 2014
Poetry Unit Response Journal
Refer to the resources section for poetry on this website to find copies of all the poems discussed in class.
Students are to write responses on a regular basis to reflect on their reactions, feelings, thoughts about the poems and songs presented in class. They are to answer the following guiding questions about "Welfare Wednesday": What is your perspective on poverty in Vancouver? Should poets and other artists be commenting on society through their work? and What should be the role of the poet or artist be in our society? Answer this guiding question for "Vegetarians": What message is the writer trying to send?
Song Poem Presentation
Criteria: Find a song that speaks to you.
Use a presentation program such as powerpoint.
Have a title page.
Write a short paragraph about why the song speaks to you.
Highlight the poetic devices in the song.
Present your song to the class. The song is to be played over the speaker system.
Poetry Unit Response Journal
Refer to the resources section for poetry on this website to find copies of all the poems discussed in class.
Students are to write responses on a regular basis to reflect on their reactions, feelings, thoughts about the poems and songs presented in class. They are to answer the following guiding questions about "Welfare Wednesday": What is your perspective on poverty in Vancouver? Should poets and other artists be commenting on society through their work? and What should be the role of the poet or artist be in our society? Answer this guiding question for "Vegetarians": What message is the writer trying to send?
Song Poem Presentation
Criteria: Find a song that speaks to you.
Use a presentation program such as powerpoint.
Have a title page.
Write a short paragraph about why the song speaks to you.
Highlight the poetic devices in the song.
Present your song to the class. The song is to be played over the speaker system.
February 25, 2014
Writing Dialogue Second Edition
Students are to look over the comments that I wrote on the first draft of the dialogue that they did on February 18 with a partner. Today they are to rewrite that dialogue to improve it. Please type this version and use correct formatting. Remember that the dialogue is to reveal the character's relationships to one another, move the story forward, and increase the tension. Do your best to combine what the characters say with what they think, feel and do. The words, thoughts, feelings and actions all happen at the same time. Due date is beginning of class February 26, 2014.
Writing Dialogue Second Edition
Students are to look over the comments that I wrote on the first draft of the dialogue that they did on February 18 with a partner. Today they are to rewrite that dialogue to improve it. Please type this version and use correct formatting. Remember that the dialogue is to reveal the character's relationships to one another, move the story forward, and increase the tension. Do your best to combine what the characters say with what they think, feel and do. The words, thoughts, feelings and actions all happen at the same time. Due date is beginning of class February 26, 2014.
February 25, 2014
19. Subject/Verb Agreement - The Real Subject
The class worked in partners to complete Practice 2 and 4 questions 6-10 and Practice 3 questions 6-13 then submitted their for marks as a partnership. If you were absent, you are to complete the application paragraph on your own and submit it for marks. See Ms. Pendergast to sign out a book from the library. Due date is beginning of class February 26, 2014.
19. Subject/Verb Agreement - The Real Subject
The class worked in partners to complete Practice 2 and 4 questions 6-10 and Practice 3 questions 6-13 then submitted their for marks as a partnership. If you were absent, you are to complete the application paragraph on your own and submit it for marks. See Ms. Pendergast to sign out a book from the library. Due date is beginning of class February 26, 2014.
February 19 and 20, 2014
February 19 class discussion was about criteria for writing narratives. Read aloud a student narrative "Jumping Into Insanity". Discussed how the narrative fit the writing prompt that was given.Your assignment is to write a narrative with dialogue for the prompt "satisfaction comes from helping others". Class worked on planning for characters, setting, conflict, and plot line.
February 20 class is to start writing the narrative during class period despite watching Canada win the Gold medal in Women's Hockey!!!. Hand in at the beginning of class on February 24, 2014.
February 19 class discussion was about criteria for writing narratives. Read aloud a student narrative "Jumping Into Insanity". Discussed how the narrative fit the writing prompt that was given.Your assignment is to write a narrative with dialogue for the prompt "satisfaction comes from helping others". Class worked on planning for characters, setting, conflict, and plot line.
February 20 class is to start writing the narrative during class period despite watching Canada win the Gold medal in Women's Hockey!!!. Hand in at the beginning of class on February 24, 2014.
February 17, 2014
Assignment is to write a three to four paragraph response to the question, "Who learns more from participating in competitive sports, Larry or Hazel?" Due date is February 18, 2014 at 8:45 AM.
Assignment is to write a three to four paragraph response to the question, "Who learns more from participating in competitive sports, Larry or Hazel?" Due date is February 18, 2014 at 8:45 AM.
|
February 12, 2014 and February 13, 2014
Read Lawrence (Larry) Lemieux Lifesaver and Raymond's Run (in resources - short stories). Answer the multiple choice questions for each story. Discuss reading response question, "Who learns more from participating in competitive sports, Larry or Hazel?" Write a thesis statement. Find evidence from both stories to prove your thesis statement. Write a hook for your introductory paragraph. |
February 11, 2014
18. Subject/Verb Agreement - Agreement in Number
As a class, we worked in partners to complete Practice 1 and 2 and then completed the application paragraph on page 93 and submitted it for marks as a partnership. If you were absent, you are to complete the application paragraph on your own and submit it for marks. See Ms. Pendergast to sign out a book.
18. Subject/Verb Agreement - Agreement in Number
As a class, we worked in partners to complete Practice 1 and 2 and then completed the application paragraph on page 93 and submitted it for marks as a partnership. If you were absent, you are to complete the application paragraph on your own and submit it for marks. See Ms. Pendergast to sign out a book.
February 6 and 7, 2014.
"The Sniper" group work assignment. Download the file to see the assignment for the five groups. Your name is listed in one of the groups. Define the vocabulary, define and apply the literary terms and answer the questions for your group. A copy of the story is in resources, under short stories. |
|