tag:blogger.com,1999:blog-70461541186971831682024-03-08T04:08:55.877-08:00Fowell's FollowersUnknownnoreply@blogger.comBlogger4125tag:blogger.com,1999:blog-7046154118697183168.post-75294283873229490912010-07-06T22:06:00.001-07:002011-08-31T23:43:52.479-07:00Grade 12 English Guides 2011-2012English 12
<br />
<br />Learning Guides 1 and 2
<br />Mock Exam and Assessment/Planning
<br />
<br />Learning Guide 3
<br />Essay Writing-own topic
<br />
<br />Learning Guide 4
<br />Essay Writing-timed, in class, given topic
<br />
<br />Learning Guide 5
<br />Assessment and planning to improve essay writing
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<br />Learning Guide 6
<br />Reading comprehension-fiction and nonfiction short answers
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<br />Learning Guide 7
<br />Poetry-own writings
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<br />Learning Guide 8
<br />Poetry-poetic devices
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<br />Learning Guide 9
<br />Graphic novels-story development
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<br />Learning Guide 10
<br />Graphic novels-visual representation of story
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<br />Learning Guides 11, 12, 13 and 14
<br />Novel study-response journals, essay and activities
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<br />Learning Guide 15
<br />Creative Writing
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<br />Learning Guides 16,17 18
<br />Cross Curricular Projects-written, visual and oral presentation
<br />
<br />Learning Guides 19 and 20
<br />Mock Exam and Assessment/Planning
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<br /> English 12
<br /> Learning Guides 1 and 2
<br /> Mock Exam and Assessment sheet
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<br />Assessment Sheet
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<br />Marks
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<br />Part A-Informational Text
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<br />Multiple Choice /7
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<br />Part B-Poetry
<br />
<br />Multiple Choice /7
<br />
<br />Written Response /12
<br />
<br />Part C-Prose
<br />
<br />Multiple Choice /8
<br />
<br />Written Response /24
<br />
<br />Part D-Composition /24
<br />
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<br />Total /82 %
<br />
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<br />Analysis-Multiple Choice
<br />
<br />Cognitive Process Questions
<br />
<br />Review information 3 4 15 19
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<br />Recognize Meaning 2 5 7 9 10 13 17 22
<br />
<br />Interpret Text 1 6 8 11 12 14 16 18 20 21
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<br />Written Response 1-Interpret Text
<br />Plan
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<br />Part A
<br />Weaknesses:
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<br />How to improve:
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<br />Part B
<br />Weaknesses:
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<br />How to improve:
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<br />Part C
<br />Weaknesses:
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<br />How to improve:
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<br />Part D
<br />Weaknesses:
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<br />How to improve:
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<br /> English 12
<br /> Learning Guides 3, 4, and 5
<br /> The Writing Process, Essay Writing, Self- assessment
<br />
<br />Seminar:
<br />
<br />Review of the writing process and essay writing.
<br />
<br />This will include information on the introduction paragraph and how to establish a thesis for the essay. Then the content of the middle body paragraphs will be addressed and finally how to develop an effective concluding paragraph. The writing process will also be presented using the pre writing, draft, revision, final copy approach.
<br />
<br />Assignments:
<br />
<br />Learning guide 3
<br />
<br />Choose a topic of your own choice and write a 5 paragraph essay. Hand in outline, rough drafts and good copy.
<br />
<br />Learning guide 4
<br />
<br />This essay will be written in class. Must be completed in an hour.
<br />
<br />Choose one of the following topics and write a 5 paragraph essay. Hand in outline, rough drafts and good copy.
<br />
<br />-Legalization of Pot
<br />-Rising the Driving Age to 18
<br />-Stereotypes
<br />-Cell Phones in School
<br />-School Dress Code
<br />-Zoos
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<br />Learning guide 5
<br />
<br />Complete the assessment sheet comparing the essays done for Learning guides 3 and 4. Complete the given chart listing areas of concern and strategies for improvement.
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<br /> English 12
<br /> Learning Guide 6
<br /> Reading comprehension
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<br />
<br />Seminar:
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<br />Review strategies for gleaning information from nonfiction writings. Discuss differences between short answers and essays.
<br />
<br />Assignment:
<br />
<br />Read the two pieces of prose below. Answer the matching question with a paragraph of a minimum of 150 words. Use direct references from the selection to support your answer.
<br />
<br />Mount Robson Mystery
<br />
<br />Who do you think was the first person to reach the summit of Mount Robson-Kinney or Kain?
<br />
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<br />Confessions of a Hockey Dad
<br />
<br />What was the turning point in the father’s attitude toward his son’s hockey experiences. Include references about his attitude before and after his enlightenment.
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<br /> English 12
<br /> Learning Guide 7 and 8
<br /> Poetry Writing and Analysis
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<br />Seminar:
<br />
<br />Review how structures and features of poetry shape readers construction of meaning and appreciation of the author’s craft. This will include form, genre, literary elements, literary devices, use of language and visual/artistic devices.
<br />
<br />Learning guide 7
<br />
<br />Assignment:
<br />
<br />Choose ONE of the following options:
<br />
<br />1) perform a personal poem that is a maximum of 3 minutes long. Submit a hardcopy of your poem and a multi paragraph discussion of how you think your performance went.
<br />
<br />2) Create a study tool or game for the class to use in learning figurative language and literary terms. This option does not require you to write poetry, but you should include excerpts to enhance your project.
<br />
<br />3)Write a lyrical poem and submit a multi paragraph explanation of your creative process.
<br />
<br />4) Write an original poem and compare/ contrast it with a well known poem. To do this you may write an essay or do a presentation.
<br />
<br />5) Create an anthology of at least 4 of your own poetry with appropriate visual support.
<br />
<br />6) create your own assignment. Get permission from your teacher before proceeding.
<br />
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<br />Learning Guide 8
<br />
<br />Assignments:
<br />
<br />1) In class assignment demonstrating knowledge of poetic devices
<br />
<br />2) Test
<br />
<br /> English 12
<br /> Learning Guide 9 &10
<br /> Graphic Novels
<br />
<br />Seminar:
<br />
<br />Review the elements of a short story using the Freytag Pyramid model. These elements include introduction, inciting incident, rising action, climax, falling action and conclusion.
<br />
<br />Seminar on graphic novels and how they can be used to improve reading and writing.
<br />
<br />Introduce the “Comic Life” program for creating graphic novel formats.
<br />
<br />
<br />Learning Guide 9
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<br />Write a short story, myth or legend. Using the Freytag model create an outline first. Outline, rough copy(s) and final draft must all be handed in.
<br />
<br />Learning Guide 10
<br />
<br />Create a storyboard/comic strip of at least 12 frames. The visuals chosen must cover the different elements of your outline.
<br />
<br />Introduction-2 frames
<br />
<br />Inciting Incident-1 frame
<br />
<br />Rising Action-3 frames
<br />
<br />Climax-2 frames
<br />
<br />Falling Action-3 frames
<br />
<br />Conclusion- 1 frame
<br />
<br />
<br />This is a suggested breakdown.
<br />
<br />The visuals may be hand drawn, computer generated, cut out of magazines......
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<br /> English 12
<br /> Learning Guide 11, 12, 13, and 14
<br /> Novel Study
<br />
<br />Class novel “Three Day Road. If you choose your own novel, discuss your selection with your teacher before beginning. Follow instructions for “own novel” below.
<br />
<br />Learning Guide 11
<br />
<br />Seminar:
<br />
<br />Review response journal entries. Reactions should reflect writing style and devices as well as plot.
<br />
<br />Assignment:
<br />
<br />Keep an ongoing response journal. There are to be at least 4-5 personal comments for each chapter or 40 pages. These comments will reflect the students reaction to the story, it is NOT to be a summary of the plot.
<br />
<br />Learning Guide 12
<br />
<br />Three Day Road: develop an essay following the instructions in part A
<br />
<br />Own Novel: choose one activity from the first column
<br />
<br />Learning Guide 13
<br />
<br />Three Day Road: choose one activity from part B
<br />
<br />Own Novel: choose one activity from the second column
<br />
<br />Learning Guide 14
<br />
<br />Three Day Road: choose a second activity from part B
<br />
<br />Own Novel: choose one activity from the first or second column
<br />
<br />Learning guides may be submitted individually or as a package.
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<br /> English 12
<br /> Learning Guide 15
<br /> Creative Writing
<br />
<br />Seminar:
<br />
<br />This is considered a free write where the student can create their own Learning guide demonstrating literary creativity. The class will brainstorm to generate a suggested list of possibilities.
<br />
<br />Assignment:
<br />
<br />All works submitted must be at least at a senior level of expectations for technical and creative aspects. Knowledge and use of literary devices, insights, rhetoric....should be evident.
<br />
<br />Use this sheet to copy the list developed in class.
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<br /> English 12
<br /> Cross Curricular Project
<br /> Learning Guides 16,17,18
<br />
<br />Concepts: Integrated learning
<br />
<br />Seminar:
<br />
<br />How learning can be integrated rather than categorized. How to look at assignments within a big picture. Saving time and producing quality assignments for multiple credits. Suggestions will be brain stormed. Planning and teacher permission sheets will be presented and explained
<br />
<br />Assignment:
<br />
<br />These 3 guides will be for a cross curricular projects of 3 learning guides. You must include at least 1 other course (besides English) in these projects. One guide in each project will be for written information, one for visual representation and one for an oral presentation aspect.
<br />
<br />You will present your plan and get permission from the teachers in all courses involved before proceeding.
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<br /> English 12
<br /> Cross Curricular Project
<br /> Learning Guides 16, 17, 18
<br />
<br /> Teacher Signature
<br />
<br />Courses: 1) English _______________________
<br />
<br /> Guides : _______________________
<br />
<br /> 2) _______________________
<br />
<br /> Guides: _______________________
<br />
<br /> 3) _______________________
<br />
<br /> Guides: _______________________
<br />
<br />
<br />Topic:
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<br />Written:
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<br />Visual:
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<br />Oral:
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<br />Resources:
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<br /> English 12
<br /> Cross Curricular Project
<br /> Interview/Presentation Checklist
<br />
<br />
<br />Student:
<br />
<br />Date:
<br />
<br />Course:
<br />
<br />Teacher:
<br />
<br />Circle the appropriate number:
<br />1-poor 2-fair 3-good 4-very good 5-excellent
<br />
<br />Knowledge of topic 1 2 3 4 5
<br />
<br />Proper use of language 1 2 3 4 5
<br />
<br />Apparent confidence 1 2 3 4 5
<br />(eye contact, body language, attitude)
<br />
<br />Ability to self assess 1 2 3 4 5
<br />(explain errors or omissions)
<br />
<br />Prepared for interview/presentation 1 2 3 4 5
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<br /> English 12
<br /> Learning Guides 19 and 20
<br /> Mock Exam and Assessment Sheet
<br />
<br />Assessment Sheet
<br />
<br />Marks
<br />
<br />Part A-Reading Comprehension-Stand Alone Text
<br />
<br />Multiple Choice /7
<br />
<br />Written Response /12
<br />
<br />Part B-Reading Comprehension
<br />
<br />Multiple Choice /13
<br />
<br />Part C-Reading Comprehension-Analysis of Synthesis
<br />Multiple Choice /2
<br />
<br />Written Response /24
<br />
<br />Part D-Composition /24
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<br />
<br />Total /82 %
<br />
<br />Analysis-Multiple Choice
<br />
<br />Cognitive Process Questions
<br />
<br />Review information 1 9 13 16
<br />
<br />Recognize Meaning 2 4 7 8 11
<br />
<br />Interpret Text 3 5 6 10 12 14 15 17 18 19 20
<br />
<br />Written Response 1-Interpret Text
<br />
<br />Written Response 2-Analyze Text
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<br />Plan
<br />
<br />Part A
<br />Weaknesses:
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<br />How to improve:
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<br />Part B
<br />Weaknesses:
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<br />How to improve:
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<br />Part C
<br />Weaknesses:
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<br />How to improve:
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<br />Part D
<br />Weaknesses:
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<br />
<br />How to improve:Unknownnoreply@blogger.com11tag:blogger.com,1999:blog-7046154118697183168.post-74595965871083073402010-07-06T22:05:00.000-07:002011-08-31T22:59:42.869-07:00Grade 12 Communications Guides 2011-2012Communications 12
<br />
<br /> Learning Guides 1 and 19 -Mock Provincial exam
<br /> Lg 1-What we know
<br /> Lg 19-What we have learned
<br />
<br />(LGs 2&20) Prep and Review Checklist for each of the mocks
<br />
<br />Preparing for and reviewing the test
<br />
<br />Test Date:
<br />Test Time:
<br />Test Place:
<br />Test Guide:
<br />Special Arrangements:
<br />
<br />Reviewed the formats for:
<br />
<br />Letters-information headings
<br /> -greetings and salutations
<br /> -3 paragraphs-reason
<br /> -information
<br /> -conclusion/follow up
<br />
<br />Essays-Outline How:
<br /> -Introduction
<br /> -3 middle information paragraphs
<br /> -conclusion
<br />
<br />Posters-Circle important information: who,what,where,when and why
<br /> -eye catcher:
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<br /> Communications 12
<br /> Learning Guides 3 and 4
<br /> The Writing Process and Essay Writing
<br />
<br />Seminar: Review of the writing process and essay writing.
<br />
<br />This will include information on the introduction paragraph and how to establish a thesis for the essay. Then the content of the middle body paragraphs will be addressed and finally how to develop an effective concluding paragraph. The writing process will also be presented using the pre-writing, draft, revision, final copy approach.
<br />
<br />Assignments:
<br />
<br />Learning guide 3
<br />Choose one of the following topics and write a 5 paragraph essay. Hand in outline, rough drafts and good copy.
<br />-Legalization of Pot
<br />-Rising the Driving Age to 18
<br />-Stereotypes
<br />-Cell Phones in School
<br />-School Dress Code
<br />
<br />Learning guide 4
<br />Choose a topic of your own choice and write a 5 paragraph essay. Hand in outline, rough drafts and good copy.
<br />
<br /> Communications 12
<br /> Learning Guide 5 Poetry Analysis
<br />
<br />Read the poem “Snake” by DH Lawrence.
<br />
<br />Answer the following questions:
<br />
<br />1) This is a narrative poem.In a few sentences, give the
<br /> basic plot of the story.
<br />
<br />2) Who has more right to the water trough- the snake or
<br /> the man? Why?
<br />
<br />3) The man says, “The voice of my education said to
<br /> me/He must be killed....if you were a man/ You would
<br /> take a stick and break him now....”
<br /> What does he mean by this?
<br /> What kind of education is he referring to?
<br />
<br />4) The man throws a log at the snake , and then says,
<br /> “And immediately I regretted it”
<br /> Why does he regret his actions?
<br />
<br />5) Write a narrative paragraph about an interaction you
<br /> have had with an animal in nature. It can be factual or
<br /> fictional.
<br />
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<br /> Communications 12
<br /> Learning Guide 6 Poetry Writing
<br />
<br />Choose 2 different types of poetry.
<br />
<br />Some examples are:
<br />narrative
<br />lyrical
<br />limerick
<br />
<br />The topic of your poems is related to you in some way.
<br />
<br />Some examples are:
<br />autobiographical information
<br />specific interest
<br />pets
<br />hobby/sports
<br />friends or family
<br />dreams and goals
<br />
<br />A minimum of three different poetic devices are to be included within each of these poems.
<br />
<br />At least one of the poems must demonstrate a specific rhyming pattern.
<br />
<br />A total of 20 lines are required for both poems. (eg. if one poem is 4 lines then the next one has to be at least 16 lines
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<br /> Communications 12
<br /> Learning Guide 7 & 8 Novel Study
<br />
<br />Choose a novel. Discuss your selection with your teacher.
<br />
<br />Learning Guide 7
<br />Assignment:
<br />Keep an ongoing response journal. There are to be at least 4-5 personal comments for each chapter. These comments will reflect the students reaction to the story, it is NOT to be a summary of the plot.
<br />
<br />Learning Guide 8
<br />Assignment: use direct references from the book to support responses:
<br />
<br />1) Discuss the theme(s) of the book?
<br />2) Describe, in detail, 2 of the main characters.
<br /> Include both physical and personality traits.
<br />3)What were the most and least enjoyable parts of
<br /> this reading? Why?
<br />
<br /> Communications 12
<br /> Learning Guide 9 &10 Letter Writing
<br />
<br />Assignments:
<br />
<br />Learning Guide 9
<br />Students must:
<br />-write a cover letter for a job that they would actually apply for. An ad or internet listing is to be included.
<br />-a resume is also to be included.
<br />-Review the list of interview questions and answers.
<br />-Do an interview with your teacher.
<br />
<br />
<br />Learning Guide 10
<br />The student will compose 2 formal letters using proper format as shown in the planner. The letters would be the students choice.(Opinion, inquiry, complaint, appreciation).
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<br /> Communications 12
<br /> Learning Guides 11 and 12
<br /> Short Stories
<br />
<br />Seminar:
<br />
<br />The teacher will discuss the elements of a short story using the Freytag Pyramid model. These elements include introduction, inciting incident, rising action, climax, falling action and conclusion.
<br />
<br />Assignment:
<br />
<br />Learning guide 11
<br />After listening to 2 short stories read by the teacher (The Necklace and The Monkey’s Paw) the student will create a plot line for one of these short stories. The story parts will be labeled (introduction, inciting incident, rising action, climax, falling action and conclusion)
<br />
<br />Learning guide 12
<br />For the story not chosen for Learning Guide 11, answer the following questions:
<br />
<br />1) Choose one character and list their physical and personality traits.
<br />2) Describe the setting.
<br />3) Write a different ending, beginning or middle for the story. (Minimum of
<br /> 4 paragraphs)
<br />
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<br /> Communications 12
<br /> Cross Curricular Projects
<br /> LGs 13,14,15 and 16,17,18
<br />
<br />Concepts: Integrated learning
<br />
<br />Seminar:
<br />How learning can be integrated rather than categorized. How to look at assignments within a big picture. Saving time and producing quality assignments for multiple credits. Suggestions will be brain stormed. Planning and teacher permission sheets will be presented and explained
<br />
<br />Assignment:
<br />These 6 guides will be for 2 cross curricular projects of 3 learning guides each. You must include at least one other course (besides English) in these projects. One guide in each project will be for written information, one for visual representation and one for an oral presentation aspect.
<br />
<br />You will present your plan and get permission from the teachers in all courses involved before proceeding.
<br />
<br />
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<br /> Communications 11/12
<br /> Cross Curricular Project
<br /> Interview/Presentation Checklist
<br />
<br />Student:
<br />
<br />Date:
<br />
<br />Course:
<br />
<br />Teacher:
<br />
<br />Circle the appropriate number:
<br />1-poor 2-fair 3-good 4-very good 5-excellent
<br />
<br />Knowledge of topic 1 2 3 4 5
<br />
<br />Proper use of language 1 2 3 4 5
<br />
<br />Apparent confidence 1 2 3 4 5
<br />(eye contact, body language, attitude)
<br />
<br />Ability to self assess 1 2 3 4 5
<br />(explain errors or omissions)
<br />
<br />Prepared for interview/presentation 1 2 3 4 5
<br />
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<br /> /25Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7046154118697183168.post-48871776865911001032010-07-06T22:04:00.000-07:002011-08-31T22:59:00.058-07:00Grade 11 Communications Guides 2011-2012Communications 11
<br /> LG1 The Writing Process and Essay Writing
<br />
<br />Seminar:
<br />
<br />Review of the writing process and essay writing.
<br />
<br />This will include information on the introduction paragraph and how to establish a thesis for the essay. Then the content of the middle body paragraphs will be addressed and finally how to develop an effective concluding paragraph. The writing process will also be presented using the rough copy, draft, revision, final copy approach.
<br />
<br />Assignment:
<br />
<br />Choose one of the following topics and write a 5 paragraph essay. Hand in outline, rough drafts and good copy.
<br />
<br />-Legalization of Pot
<br />-Rising the Driving Age to 18
<br />-Stereotypes
<br />-Cell Phones in School
<br />-School Dress Code
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<br /> Communications 11
<br /> LG2 Grammar-Punctuation
<br />
<br />Concepts: Comma, Semi colon, Colon, Apostrophe, Hyphens and
<br /> Quotation Marks
<br />
<br />Resources: Building English Skills-Green Level
<br />
<br />Assignments:
<br />
<br />Read the instructional information for each part in the “Building English Skills-Green Level” grammar text-Section 12 p539-566.
<br />
<br />Complete only Part A #1-5 on the following pages:
<br />
<br />p542, 544, 546, 549, 551, 553, 556, 558 #1-5, 560, 564, 566.
<br />
<br />Mark completed exercises with the answer key (in class). Review errors with the teacher then write the in-class test.
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<br /> Communications 11
<br /> LG3 Grammar-Sentence Combining
<br />
<br />Concepts: Sentence Combining Strategies
<br />
<br />Resources: Building English Skills-Green Level
<br />
<br />Assignments:
<br />
<br />Read the instructional information for each part in the “Building English Skills-Green Level” grammar text-Section 3 p29-46.
<br />
<br />Complete only Part A #1-5 on the following pages:
<br />
<br />p30 #1-4, 31, 33, 34, 36, 37, 39, 40, 42, 43, 45/46 #1-5.
<br />
<br />Write out the entire new combined sentences.
<br />
<br />Mark completed exercises with the answer key (in class). Review errors with the teacher then write the in-class test.
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<br /> Communications 11
<br /> LG4 Poetry Analysis
<br />
<br />Concepts: poetry comprehension
<br />
<br />Seminar:
<br />
<br /> Review different types of poetry and how they communicate a wide range of information and feelings.
<br />
<br />Assignment:
<br />Read the two poems: The Road Not Taken
<br /> The Child Who Walks Backwards
<br />
<br />Write a personal response to each poem, using the 7 step format.
<br />
<br />What is it about?
<br />What is the mood?
<br />What poetic devices were used.
<br />Did you like the poem or not? Why?
<br />
<br />
<br /> Communications 11
<br /> LG5 Poetry Writing
<br />
<br />Concepts: to communicate in poetic language and to explore a
<br /> variety of poems.
<br />
<br />Seminar:
<br />
<br /> Review different types of poetry using exemplars from previous students.
<br />
<br />Assignment:
<br />
<br />Create a collection of poems written by you. Present them in an imaginative way.You must include one of each of the following:
<br />
<br />Alphabet
<br />Clerihew
<br />Concrete Contrast Couplet
<br />Definition
<br />Title Down
<br />List
<br />Name
<br />Phrase
<br />Terse
<br />
<br />Refer to the sample handout. Cross them off this list as you complete them. Include a title for each.
<br />
<br /> Forms of “Invented” Poetry
<br />
<br />Alphabet Poetry: creative or humourous idea using parts of the
<br /> alphabet. It is written as a list in proper order.
<br /> Kangaroos
<br /> Highly
<br /> Ignorant
<br /> Jumping
<br /> Kangaroos
<br /> Love
<br /> Making
<br /> Noise
<br />
<br />Clerihew Poetry: consists of two rhyming couplets the name of some
<br /> well known person creates on of the rhymes.
<br />
<br /> Will Clark
<br /> The only way to pitch Will Clark
<br /> Is to throw the ball off its mark
<br /> Throw a pitch which he can hit
<br /> And he will blast a drive no one can get.
<br />
<br />Concrete Poetry: the shape or design helps express the meaning or
<br /> feeling of the poem.
<br />
<br />Contrast Couplet: The first line includes two words that are opposites.
<br /> The second line makes a comment about the first.
<br /> Age
<br /> It really doesn’t matter if you’re young or old
<br /> There’s always someone to say, “Do as you’re told”.
<br />
<br />Definition Poetry:defines a word or idea creatively.
<br /> Styrofoam
<br /> a strange stuff
<br /> which bends, dents and rips
<br /> when poked or pulled.
<br />
<br />Title Down Poetry: the letters that spell the subject of the poem, are used to
<br /> begin each line.
<br /> Blue
<br /> Being down is
<br /> Lousy,
<br /> Ugh, but
<br /> Everyone is down sometimes.
<br />
<br />List Poetry: A list of qualities, parts, feeling of an idea or item.
<br />
<br /> Rooms
<br /> There are rooms to start up in
<br /> Rooms to start out in
<br /> Rooms to start over in
<br /> Rooms to lie in
<br /> Rooms to lie about in
<br /> Rooms to lay away in.
<br />
<br />Name Poetry: the letters of a name are used to start each line.
<br />
<br /> Barbara
<br /> Basically
<br /> All kinds of activities and
<br /> Reading a good book
<br /> Bring out
<br /> All that is
<br /> Right
<br /> About me
<br />
<br />Phrase Poetry: states an ides with a list of phrases.
<br />
<br /> Cross Country
<br /> Off with a bang
<br /> Around the bushes
<br /> Up the exhausting hill toward the finish
<br /> Without any breath.
<br />
<br />Terse Poetry: two words that rhyme and have the same number of syllables
<br />
<br /> Worms Flower Braces
<br /> Great Lazy Tin
<br /> Bait Daisy Grin
<br />
<br />
<br />
<br /> Communications 11
<br /> LG6 Reading Comprehension
<br />
<br />Concepts: to analyze gender differences in communication
<br />
<br />Assignments:
<br />
<br />1-Read the Article ” Man-Woman Talk”
<br />
<br />2-Make notes on the outline provided.
<br />
<br />3-Write a a 5 paragraph essay explaining the differences between
<br /> between how men and women communicate. Include your notes
<br /> with the final copy.
<br />
<br />
<br /> Communications 11
<br /> Learning Guides 7 and 8
<br /> Short Stories
<br />
<br />Seminar:
<br />
<br />The teacher will discuss the elements of characters and setting in a short story. Short story components, including introduction, inciting incident, rising action, climax, falling action and conclusion will be presented.
<br />
<br />Assignment:
<br />
<br />Read the following short stories: “The Sniper” by Liam O’Flaherty
<br /> “The Decision” by Tom Burnam.
<br />
<br />Answer the following questions for both stories:
<br />
<br />1) Choose two characters and tell how they were important to the
<br /> story.
<br />
<br />2) Describe the setting and how it was important to the story.
<br />
<br />3) Write a different ending for the story. (Minimum of 4 paragraphs)
<br />
<br /> Communications 11
<br /> LG 9 and 10 Letter Writing
<br />
<br />Assignments:
<br />
<br />Learning Guide 9
<br />
<br />Students must:
<br />-write a cover letter for a job that they would actually apply for. An ad or internet listing is to be included.
<br />-a resume is also to be included.
<br />
<br />Learning Guide 10
<br />
<br />The student will compose 2 formal letters using proper format as shown in the planner. The letters would be the students choice.(Opinion, inquiry, complaint, appreciation).
<br />
<br />
<br /> Communications 11
<br /> LG 11 and 12 Novel Study-Of Mice and Men
<br />
<br />Concepts: To read fiction and be able to comprehend the authors’
<br /> meaning.
<br />
<br />Assignments:
<br />
<br />1-Read the novel “Of Mice and Men” by John Steinbeck
<br />2-Keep a personal response journal, chapter by chapter. Refer to sample
<br /> starter sheet.
<br />3- Answer the following Questions:
<br />
<br /> a. George and Lennie dream about buying a nice little place
<br /> together one day. Why do they dream about this? Is it
<br /> realistic? Why or why not?
<br />
<br /> b. Why does George take care of Lennie? Describe their
<br /> relationship.
<br />
<br />
<br />
<br /> Communications 11
<br />
<br /> Cross Curricular Projects
<br /> LGs 13,14,15 and 16,17,18
<br />
<br />Concepts: Integrated learning
<br />
<br />Seminar:
<br />
<br />How learning can be integrated rather than categorized. How to look at assignments within a big picture. Saving time and producing quality assignments for multiple credits. Suggestions will be brain stormed. Planning and teacher permission sheets will be presented and explained
<br />
<br />Assignment:
<br />
<br />These 6 guides will be for 2 cross curricular projects of 3 learning guides each. You must include 2 other courses (besides English) in these projects. One guide in each project will be for written information, one for visual representation and one for an oral presentation aspect.
<br />
<br />You will present your plan and get permission from the teachers in all courses involved before proceeding.
<br />
<br />One is to be completed before winter break, one after.
<br />
<br />
<br />
<br /> Communications 11
<br /> LG 19 Critical Thinking
<br />
<br />Concepts: to critique and compare what is written.
<br />
<br />Seminar:
<br />
<br /> Review and compare different types of information being passed on to the public through television, radio, magazines, the internet , etc.
<br />
<br />Assignment: Choose one magazine from each list
<br /> A B
<br />Canadian Geographic People
<br />Gourmet Sports Illustrated
<br />Omni Time
<br />Macleans Sassy
<br />Discover Canadian Living
<br />
<br />For both magazines answer the following questions:
<br />
<br />1- What kind of magazine is it? What is its main focus topic?
<br />
<br />2-What specific type of reader is it aimed at.
<br />
<br />3-What percent of the magazine is advertising?
<br />
<br />4- What Type of things are being advertised?
<br />
<br />5-List some of the magazine regular features.
<br />
<br />6- Read one article. What is the main idea the author is trying to
<br /> relay? Use direct references to the article to support your opinion.
<br />
<br />7-Write a 7step paragraph to explain your choice of which magazine
<br /> appeals to you more.
<br />
<br /> Communications 11
<br /> LG 20 Reflection
<br />
<br />Concepts: To self assess and reflect on your learning experiences in
<br /> Communications 11.
<br />
<br />
<br />Assignment:
<br />
<br />Write a 5 paragraph essay that reflects your learning experiences in communications 11.
<br />
<br />What is communications about?
<br />Why is it important to take this course?
<br />What did you learn or improve?
<br />What still needs more work?
<br />What were you favourite and least favourite guides and why?
<br />What would you say to someone thinking of taking this course?
<br />
<br />Hand in your outline with the good copy of the essay.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7046154118697183168.post-22299091910021161352010-07-06T21:59:00.000-07:002011-08-31T23:43:19.999-07:00Grade8 English/Social Studies Guides 2011-2012Grade 8 English/Socials-Learning Guide Expectations
<br />
<br />Each concept has a seminar and assignment part. Note taking during seminars is expected.
<br />
<br />If the student misses a seminar they must work with the teacher to assure understanding of the concept before doing the assignment.
<br />
<br />Some deadlines are established for those guides which have
<br />in-class tests.
<br />
<br />All submitted work must have a cover page with student name, section, and learning guide number. Final work is to be done in black/blue pen, computer generated or emailed (eg. power point)
<br />
<br />All submitted written work must be double spaced (whether by hand or on computer)
<br />
<br />All rough copies must be available on request. The rough copies are to show editing in a different colour or run off and edited by pen/pencil.
<br />
<br />All work is marked for proper spelling, punctuation, neatness...
<br />
<br />Learning Guides are available on Ms.Fowell’s blog.
<br />
<br /> “Fowell’s Followers”
<br />
<br />
<br />
<br /> English 8
<br /> LG 1 Grammar
<br />
<br />Concepts: Parts of speech, Plurals and possessives, Types of sentences, Punctuation, Subject/Verb agreement, Verb/Pronoun agreement.
<br />
<br />Seminar:
<br />
<br />Review use and examples of parts of speech, plurals and possessives, types of sentences, punctuation, subject/verb agreement, and verb/pronoun agreement.
<br />
<br />Assignment:
<br />
<br />Complete the grammar fun pack. Correct the work using the key provided in class.
<br />
<br />Complete the test that will be given in class
<br />
<br />
<br /> Socials 8
<br /> LG 1 Mapping the Roman Empire
<br />
<br />Concept: Essential Mapping Skills
<br />
<br />Seminar:
<br />
<br />Reviewing the essential elements needed when doing maps
<br />
<br />Assignment:
<br />
<br />On the Mediterranean Region Map:
<br />
<br />1) Shade the area that was ruled by the Roman Empire
<br />2) Write in the modern day nations that are covered by this
<br /> shading. Draw in Great Britain.
<br />3) Indicate where Rome is situated.
<br />
<br />Resources:
<br />
<br />Across the Centuries p27-31
<br /> p518-519
<br />
<br />Link:
<br />
<br />http://ancienthistory.about.com/od/romeancientrome/ig/Maps-of-Rome-and-the-Empire/The-Roman-Empire-about-395.htm
<br />
<br /> English/Socials 8
<br /> LG 2 7-Step Paragraph Writing
<br />
<br />Concept: Paragraph writing to inform
<br />
<br />Seminars:
<br />
<br />Review outline for creating an information 7-step paragraph
<br />Review information about the fall of Rome
<br />
<br />Assignment:
<br />
<br />Write a 7-step paragraph explaining the causes for the fall of the Roman Empire.
<br />
<br />Resources:
<br />
<br />Across the Centuries p27-31
<br />
<br />Link:
<br />
<br />Why did Rome fall?
<br />http://www.roman-empire.net/diverse/faq.htm#romefall
<br />
<br />Fall of Rome-reasons
<br />http://ancienthistory.about.com/od/fallofrome/tp/022509FallofRomeReasons.htm
<br />
<br />
<br />
<br /> English/Socials 8
<br /> LG 3 Paragraph Writing
<br />
<br />Concepts: Paragraph writing to entertain, persuade and
<br /> inform
<br />
<br />Seminars:-
<br />Review 3 types of paragraphs: narrative, descriptive, and expository. Discuss how and when each would be used.
<br />
<br />Descriptive-describes in detail using as many of the 5 senses to get a complete feel of the topic.
<br />
<br />Narrative-Tell an anecdote.
<br />
<br />Expository-Gives an opinion or instructions.
<br />
<br />Assignments:
<br />Write a paragraph of each type (descriptive, narrative, expository) using the Medieval times for the background.
<br />
<br />Use information about castles, manors and knights to develop these paragraphs.
<br />
<br />Resource:
<br />
<br />Across the Centuries p262-270
<br />
<br />
<br /> English/Socials 8
<br /> LG 4 Novel Study-Response Journal
<br />
<br />Concepts: Personal responses/reactions to novel content.
<br />
<br />Seminar:
<br />
<br />Discussion and examples presented on the types of personal responses to what is being read. Literature log response starters and reading logs will be supplied.
<br />
<br />Assignment:
<br />
<br />Choose a novel from the list provided. Novels not on the list may be chosen as long as the setting is during Medieval times.
<br />
<br />As you read, write your personal responses. State feelings, thoughts, reactions, and questions about, situations, ideas, actions, characters, settings, plot, theme and any other elements of the book. You can’t be wrong in your responses, so take some risks and be honest.
<br /> Do not write about the plot.
<br />
<br />Suggested Titles:
<br />1-There Will Be Wolves by: Karleen Bradford
<br />2-Peregrine by: Joan Elizabeth Goodman
<br />3-The Edge on the Sword by: Rebecca Tingle
<br />4-Catherine, Called Birdy by: Karen Cushman
<br /> English 8
<br />LG 5 Essay Writing, Editing and Power Point
<br />
<br />Concepts: Essay Writing, Editing strategies and resources.
<br /> How to develop a power point presentation
<br />Seminars:
<br />A) Essay Writing -this will include how to use a standard format for writing a multiple paragraph essay. This will include information on the introduction paragraph and how to establish a thesis for the essay. Then the content of the middle body paragraphs will be addressed and finally how to develop an effective concluding paragraph. The writing process will also be presented using the pre-writing, draft, revision, final copy approach.
<br />
<br />B) Editing-
<br />Review of types of errors to edit.
<br />Discuss and give samples of editing strategies.
<br />Demonstrate uses of resources used for editing.
<br />Review expectations for rough copies, check list and final copy.
<br />
<br />C) Power Point-
<br />Review process of developing a power point presentation
<br />
<br />Assignments:
<br />Practice-Edit two articles presented in class.
<br />
<br />Essay Writing-Write a multi-paragraph essay using the format presented. Each paragraph will be a power point page.
<br />Topic/Resources: Choose one religion from the following list:
<br />
<br />Judaism
<br />http://www.basicjudaism.org/
<br />http://en.wikipedia.org/wiki/Judaism
<br />http://judaism.about.com/od/barandbatmitzvah/f/confirmation.htm
<br />Islam
<br />http://www.islamreligion.com/
<br />http://en.wikipedia.org/wiki/Islam
<br />Hinduism
<br />http://hinduism.about.com/od/basics/p/hinduismbasics.htm
<br />http://en.wikipedia.org/wiki/Hinduism
<br />Christianity
<br />http://en.wikipedia.org/wiki/Christianity
<br />http://christianity.about.com/b/2009/10/09/what-is-christianity.htm
<br />Buddhism
<br />http://en.wikipedia.org/wiki/Buddhism
<br />http://buddhism.about.com/od/basicbuddhistteachings/a/basicshub.htm
<br />
<br />Information to be included:
<br />Who founded the religion
<br />When and Where it began
<br />Where the followers pray
<br />Who the leaders are
<br />Rules the members abide by
<br />Holidays
<br />Special attire
<br />Symbols
<br />
<br />Submit: rough copy and signed checklist
<br />
<br />
<br /> Editing Check list
<br />
<br />Grammar and Presentation
<br />
<br />1-Spelling-homonyms
<br />
<br />2-Punctuation-capitals, periods, quotation marks
<br />
<br />3-Sentences-complete, combined
<br />
<br />4-Paragraphs-single topic/focus, intro/conclusion
<br />
<br />5-Followed outline-second, third drafts
<br />
<br />6-Supportive descriptors-adjectives, adverbs
<br />
<br />7-Tense consistent
<br />
<br />8-Same person throughout
<br />
<br />Process
<br />
<br />1-I read this out loud
<br />
<br />2-It was also edited by________________________________________
<br />
<br />
<br /> English 8
<br />
<br /> LG6 Literary Scavenger Hunt
<br />
<br />Concepts: Literary Awareness
<br />
<br />Seminar:
<br />
<br />Discussion about literacy, where we find it and how to use the resources (library, inter net etc,) available in the community.
<br />
<br />Assignment:
<br />
<br />Find as many items on the list provided. 2 marks will be given for each item found.
<br />
<br />
<br />
<br /> Literary Scavenger Hunt
<br />
<br />1. A copy of 3 Canadian magazines
<br />2. A Dr. Seuss book.
<br />3. A foreign novel translated into English.
<br />4. A book review published in a newspaper.
<br />5. A classified ad for a house, a boat and a service
<br />6. A copy of “The Divinci Code”.
<br />7. Design a book cover for a novel you have read.
<br />8. A copy of three books with different genres.
<br />9. Signatures of 1 female, 1 males from each age group.
<br /> Question- What was the last book you read?(on back)
<br />10. The titles of the four plays 2010 at Bard on the Beach.
<br />11. 3 different examples of graphic novels.
<br />12. A current list of the top 10 best sellers.
<br />13. 2 books you have read and seen the movie for.
<br />14. Applications for a job, passport and college.
<br />15. A Canadian novel that won an Oscar for best picture.
<br />16. The first book your parents read to you.
<br />17. The oldest book you can find. (minimum 20 years old)
<br />18. A book in a language other than English.
<br />19. A copy of a religious book.
<br />20. Dewey Decimal System codes for poetry and novels.
<br />21. 3 Shakespeare plays that are also movies.
<br />22. Your public library card.
<br />23. 3 authors who wrote under 2 different names
<br />24. A manual.
<br />25. A general review of the magazine Youthink.
<br />
<br /> Name_______________ Section______ Mark______
<br />
<br />
<br />Worksheet for # 9
<br />
<br />Age Name Book Title
<br />6-12
<br />
<br />M-
<br />
<br />F-
<br />____________________________________________________
<br />13-19
<br />
<br />M-
<br />
<br />F-
<br />____________________________________________________
<br />20-40
<br />
<br />M-
<br />
<br />F-
<br />____________________________________________________
<br />40-60
<br />
<br />M-
<br />
<br />F-
<br />____________________________________________________
<br />60+
<br />
<br />M-
<br />
<br />F-
<br /> Socials 8
<br /> LG 6 Religion Quiz
<br />
<br />Concepts: Note taking, information retention
<br />
<br />Seminar:
<br />
<br />Review note taking strategies for oral presentations.
<br />
<br />Assignment:
<br />
<br />1) take notes on the information presented during the class power point on the different religions.
<br />
<br />Focus-
<br />Who founded the religion
<br />When and Where it began
<br />Where the followers pray
<br />Who the leaders are
<br />Rules the members abide by
<br />Holidays
<br />Special attire
<br />Symbols
<br />
<br />2) Class test on the information from these presentations.
<br /> Chart and notes taken during presentations are to be used.
<br />
<br />
<br />
<br /> English/Socials 8
<br /> LG 7 Letter Writing
<br />
<br />Concepts: Structures, formats, and proper content used in formal letter writing. Writing for a specific audience.
<br />
<br />Seminar:
<br />Different types of letters/audiences will be dicussed-opinion, inquiry, complaint, appreciation and personal letters.
<br />The structures of a formal letter will be reviewed-greetings, salutations, paragraph content and presentation of necessary information.
<br />
<br />Assignment:
<br />The student will compose 2 formal letters using proper format.
<br />
<br />Assignment:
<br />The student will compose 2 formal letters using proper format.
<br />
<br />One letter will be from a soldier who has gone on the Crusades. He will report to his commander, back in Rome, what has been happening. Include fighting conditions, results of battles and requests for what is needed to continue the fight.
<br />
<br />The second letter will be from a Muslim fighter to his leader, with the same information as the Roman soldier but, from the Muslim point of view.
<br />
<br />
<br />Resource:
<br />Across the Centuries p282-303
<br />
<br />Link:
<br />http://academickids.com/encyclopedia/c/cr/crusade.html
<br />
<br />
<br /> English 8
<br /> LG 8 Novel Study-Character and Theme
<br />
<br />Concepts: Character development within a novel
<br /> Theme development within a novel
<br />
<br />Seminars:
<br />
<br />1) Discuss character development within the novel “The Outsiders”. Include physical and personality traits. Discuss how the characters are important to the theme and plot of the novel.
<br />
<br />2) Discuss major and minor themes within the same novel.
<br />
<br />Assignments:
<br />
<br />1) Choose one character from the novel and write a 5 paragraph essay including physical and personality traits. Explain why you chose this particular character. Back up all opinions with direct references from the novel.
<br />
<br />2)Choose a major or minor theme from the novel and demonstrate your understanding with a 7 step paragraph. Discuss ways it is developed within the novel “The Outsiders”. Back up all opinions with direct references from the novel.
<br />
<br />
<br />
<br /> English 8
<br /> LG 9 Novel Study-Plot
<br />
<br />Concepts: Identify elements of the plot line in a novel.
<br /> Silent, aural and oral reading comprehension.
<br />
<br /> Seminars:
<br />
<br />The novel “The Outsiders” will be read as a class. It will alternately be read by the teacher, orally by the students and quiet reading.
<br />
<br />
<br />Assignments:
<br />
<br />There will be an class test at the end of the novel. It will cover plot, characters and themes.
<br />
<br />
<br /> LG 8 Becoming a Knight-Brochure
<br />
<br />Concepts:
<br />
<br />Historical information about the Era of Knights.
<br />
<br />Seminar:
<br />
<br />Review the information about the Knights. How they started. How they compare with being soldiers today.
<br />
<br />Assignment:
<br />
<br />Create a brochure to encourage men to become knights.
<br />Include: process to follow, skills needed, how they benefit, equipment needed, why its important to them and their country, codes of honour....
<br />
<br />Resource:
<br />Across the Centuries p271-274
<br />
<br />
<br />Resource:
<br />Across the Centuries p282-303
<br />
<br />Link:
<br />http://academickids.com/encyclopedia/c/cr/crusade.html
<br />
<br />
<br />
<br /> Socials 8
<br /> LG 9 Renaissance Newspaper
<br />
<br />Concepts:
<br />
<br />Historical information about the Renaissance era.
<br />
<br />Seminar:
<br />
<br />Review the information about the Renaissance times.
<br />
<br />Assignment:
<br />
<br />Create a newspaper. Include articles, support visuals, editorials, political cartoons, headlines etc.
<br />
<br />Include information about the leaders,writers, artists, inventors and scientists of the time.
<br />
<br />Resource:
<br />Across the Centuries p308-335
<br />
<br />
<br /> Socials 8
<br />LG 10 Reformation Theses-Critical Thinking
<br />
<br />Concepts:
<br />
<br />Historical information about the Reformation
<br />
<br />Seminars:
<br />
<br />Review information about the Reformation
<br />
<br />Review Martin Luther’s 95 Theses.
<br />
<br />Assignment:
<br />
<br />Consider what you would change about Thomas Haney, MacDonalds or another institution or business that you have knowledge about.
<br />
<br />Create a poster giving 15 theses of change.
<br />
<br />Remember-These will reflect your values not someone else’s
<br />
<br />Resource:
<br />
<br />Across the Centuries p336-352
<br />
<br />
<br />
<br /> English 8
<br /> LG 10 Poetry-Literary Terms
<br />
<br />
<br />Concepts: Definitions and use of poetic devices.
<br />
<br />Seminar:
<br />
<br />Review definitions and examples of poetic devices which include; alliteration, simile, metaphor, personification, hyperbole, oxymoron, symbolism, imagery, and onomatopoeia.
<br />
<br />Assignment:
<br />
<br />1)a) Create an anthology of poems that demonstrate the
<br /> use of the poetic devices presented.
<br /> b) Compose own poem which incorporate 3 of the 9
<br /> poetic devices.
<br />
<br />Remember to underline and label the poetic devices in the poems for parts a and b. Include the authors’ names for all poems including your own.
<br />
<br />2) Class test on definitions of poetic terms and their use.
<br />
<br />
<br /> English/Socials 8
<br />LG 11/12/13 Scientific Revolution Invention Project
<br />
<br />Concepts:
<br />Representation of knowledge using a visual/text/oral format.
<br />
<br />Concepts: Integrated learning
<br /> Aspects of oral presentations
<br /> Presenting visual information
<br />
<br />Seminar:
<br />How learning can be integrated rather than categorized. How to look at assignments within a big picture. Saving time and producing quality assignments for multiple credits.
<br />
<br />Review expectations around oral presentations focusing on content, organization of information and physical presentation.
<br />
<br />Discussion about the era the scientific revolution.
<br />
<br />Resources:
<br />Across the Centuries p353-360
<br />
<br />Link:
<br />http://videos.howstuffworks.com/hsw/27342-age-of-reason-isaac-newtons-scientific-revolution-video.htm
<br />
<br />Assignments:
<br />
<br />1) Create a modern day invention-include a written guide or
<br /> manual to explain how it works and the impact on society.
<br />2) Create a detailed diagram or 3D model of your invention
<br /> showing how it works.
<br />3) Put together an oral presentation to sell it to a company for
<br /> production. May include power point, commercials (tv/radio),
<br /> magazine ad, billboard ad.....
<br />
<br />This project may be done with a partner.
<br />
<br />
<br /> Oral Presentation Checklist
<br /> Scientific Revolution Invention Project
<br />
<br />Student:
<br />
<br />Date:
<br />
<br />Assignment:
<br />
<br />Circle the appropriate number:
<br />1-poor 2-fair 3-good 4-very good 5-excellent
<br />
<br />Knowledge of topic 1 2 3 4 5
<br />
<br />Proper use of language 1 2 3 4 5
<br />
<br />Apparent confidence 1 2 3 4 5
<br />(eye contact, body language, attitude)
<br />
<br />Ability to self assess 1 2 3 4 5
<br />(explain errors or omissions)
<br />
<br />Prepared for interview/presentation 1 2 3 4 5
<br />
<br />
<br />
<br />
<br /> English/Socials 8
<br /> LG 14/15/16 Exploration-Colony Project
<br />
<br />Concepts:
<br />Representation of knowledge using a visual/text/oral format.
<br />
<br />Concepts: Integrated learning
<br /> Aspects of oral presentations
<br /> Presenting visual information
<br />
<br />Seminar:
<br />How learning can be integrated rather than categorized. How to look at assignments within a big picture. Saving time and producing quality assignments for multiple credits.
<br />
<br />Review expectations around oral presentations focusing on content, organization of information and physical presentation.
<br />
<br />Discussion about the era of exploration.
<br />
<br />Resources:
<br />Across the Centuries p362-381
<br /> p437-443
<br /> p450-471
<br />
<br />Links:
<br />http:///www.pbs.org/opb/conquistadors/home.htm
<br />http:///www.learner.org/interactives/renaissance/exploration.html
<br />http:///www.enchantedlearning.com/explorers
<br />Assignments:
<br />
<br />These 3 guides will be for written information, visual representation and oral presentation.
<br />
<br />1) Create a brochure, power point or commercial storyboard to
<br /> promote your new colony.
<br /> Include information about:
<br /> government-type, leaders
<br /> industry-personal and colony economy
<br /> education-schools, training
<br /> resources-what is available in the area for survival needs
<br /> geography-physical layout of the surrounding area
<br /> climate-
<br />
<br />2) Create a detailed map or 3-D model of your colony.
<br /> Use mapping essentials.
<br /> Include:
<br /> water sources, trade routes, resources, land use,
<br /> buildings and other information given in assignment #1
<br />
<br />This project may be done with a partner
<br />
<br />
<br /> Interview/Presentation Checklist
<br /> Exploration-Colony Project
<br />
<br />Student:
<br />
<br />Date:
<br />
<br />Assignment:
<br />
<br />Circle the appropriate number:
<br />1-poor 2-fair 3-good 4-very good 5-excellent
<br />
<br />Knowledge of topic 1 2 3 4 5
<br />
<br />Proper use of language 1 2 3 4 5
<br />
<br />Apparent confidence 1 2 3 4 5
<br />(eye contact, body language, attitude)
<br />
<br />Ability to self assess 1 2 3 4 5
<br />(explain errors or omissions)
<br />
<br />Prepared for interview/presentation 1 2 3 4 5
<br />
<br />
<br /> /25
<br />
<br />
<br />
<br /> English 8
<br /> LG 17 Bias and Stereotype
<br />
<br />Concepts: Stereotype, bias
<br />
<br />Seminars:
<br />Bias-a particular tendency or inclination, prejudice.
<br />
<br />Stereotype-an often oversimplified or biased mental picture held to characterize the typical individual of a group
<br />Review the development of a 7-step paragraph
<br />
<br />Assignments:
<br />Bias-Write 2, 7-step paragraphs on a chosen topic.
<br />One paragraph will present the “for” arguments
<br />One paragraph will present the “against” arguments.
<br />
<br />Stereotype-Write a 5 paragraph essay demonstrating
<br />3 stereotype groups that you fit into.
<br />
<br />Possible topics for Bias paragraphs:
<br />1-Capital Punishment
<br />2-Legalization of Pot
<br />3-Banning Use of Cell Phones in Schools
<br />4-School Uniforms
<br />5-Raising the Driving Age to 18
<br />6-Zoos
<br />7-Should we have held the 2010 Olympics
<br />or-Student Choice-must check the preferred topic with teacher.
<br />
<br />
<br /> Socials 8
<br /> LG 17 Mayan/Aztec/Inca Poster
<br />
<br />Concepts:
<br />Historical information about the Mayan, Aztec and Inca cultures
<br />
<br />Seminar:
<br />Review informaton about the Mayan, Aztec and Inca cultures with regards to Religion, Agriculture, Accomplishments and Geographic location.
<br />
<br />Assignment:
<br />Choose one of the 3 cultures and make a poster divides into 4 sections. Include colour illustrations, related information and labels. Do in note form.
<br />The 4 sections of your poster are:
<br />Religion
<br />Agriculture
<br />Accomplishments
<br />Geographic Location
<br />
<br />Resources: Across the Centuries Mayan p404-409
<br /> Aztec p420-428
<br /> Inca p429-435
<br />
<br />Links:
<br />http://www.latinamericanstudies.org/mayas.htm
<br />http://www.latinamericanstudies.org/aztecs.htm
<br />http://www.latinamericanstudies.org/incas.htm
<br /> English/Socials 8
<br />LG 18 Graphic Novels and Freytag Pyramid
<br />
<br />Concepts:
<br />Representation of knowledge using a visual/text format.
<br />Using a Freytag Pyramid to show key elements of a short story plot line
<br />
<br />Seminar:
<br />1) Introduction to graphic novels. Demonstrate how visual clues help to enhance text. Examples of visual demonstration of emotions, senses, symbols, onomatopoeia, time lines and use of quotations.
<br />2)Introduction to the program “Comic Life”. Discuss when and how to use the program.
<br />3)Discuss the elements of a short story using the Freytag Pyramid model. These elements include introduction, inciting incident, rising action, climax, falling action and conclusion.
<br />
<br />Assignments:
<br />1-Fill in the Freytag Pyramid sheet for the myth read in class.
<br />
<br />2-Develop a graphic novel for the myth you chose. Do a Freytag Pyramid outline first. There should be one picture to show the Title, Introduction, Inciting Incident and Conclusion.
<br />More information is needed for Rising Action and Falling Action, so there should be a minimum of 2 pictures for each of these.
<br />Pictures may be drawn, cut from magazines or downloaded off the inter net.
<br />
<br />
<br /> Mayan Myth
<br /> Freytag Pyramid Summary
<br />
<br />Title:
<br />Introduction:
<br />Inciting incident:
<br />Rising Action:
<br />Climax:
<br />Falling Action:
<br />Conclusion:
<br />
<br /> English/Socials 8
<br /> LG 19-Note Taking
<br />
<br />Concepts: Note taking
<br />
<br />Seminar:
<br />
<br />Discussion and examples of note taking for text, fiction and oral presentation of information.
<br />
<br />
<br />Assignment:
<br />
<br />In class examples of note taking strategies.
<br />
<br />Test on all types of note taking.
<br />Test questions based on examples done in class:
<br />
<br />Text: Across the Centuries-general text features/Crusades
<br />Fiction: The Outsiders
<br />Oral Presentation: Seminar on Bias and Stereotype
<br />
<br />
<br /> English/Socials 8
<br /> LG 20-Course Reflection
<br />
<br />Concepts: Student self-assessment
<br />
<br />Seminar:
<br />
<br />Discussion and examples of student self-assessment
<br />
<br />Assignment:
<br />
<br />Complete an in class self-assessment sheet.
<br />
<br />Items to consider include:
<br />Student progress and work habits
<br />Evaluation of the English and Social Studies learning guides
<br />Discussion of favourite/least favorite guides
<br />Suggestions for other activities.Unknownnoreply@blogger.com80