Tuesday, November 24th
Paper Airplane Lesson! Our goal is to be able to use non-fiction to follow instructions. So pick a plane and see if you can build it.
1. Discuss why people are afraid to fly. Put on board. Then we read through a list of facts about flying.
1. Discuss why people are afraid to fly. Put on board. Then we read through a list of facts about flying.
facts_about_flying_copy.docx | |
File Size: | 112 kb |
File Type: | docx |
2. Show the plane crash scene from Final Destination:
http://www.youtube.com/watch?v=DRYu03c-Pv8 (show until 2:35)
3. Show them the stats on flying and the youtube clip on Turbulence Tips: http://www.youtube.com/watch?v=7Gao3SIT3IY&feature=pyv&ad=4487709558&kw=fear%20of%20flying (Air Turbulence Tips)
http://www.youtube.com/watch?v=DRYu03c-Pv8 (show until 2:35)
3. Show them the stats on flying and the youtube clip on Turbulence Tips: http://www.youtube.com/watch?v=7Gao3SIT3IY&feature=pyv&ad=4487709558&kw=fear%20of%20flying (Air Turbulence Tips)
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4. Introduce the planes they can choose from in the powerpoint, tell them to think about which one they want.
paper_airplane_keynote_copy.ppt | |
File Size: | 8414 kb |
File Type: | ppt |
5. Have them read the flight tips.
6. Pick a plane and make it. Mr. Fitton has several handouts on how to make a paper airplane. Choose a plane, follow instructions and see if you can make it. These handouts are available in class.
7. Have the competition – fly planes from second floor balcony down to first floor – try to get into a recycle bin.
8. We had a class discussion on tips for effective reading of non-fiction (chunk read, follow pictures/examples, read one step at a time, read all steps first then go back and start, etc etc.)
6. Pick a plane and make it. Mr. Fitton has several handouts on how to make a paper airplane. Choose a plane, follow instructions and see if you can make it. These handouts are available in class.
7. Have the competition – fly planes from second floor balcony down to first floor – try to get into a recycle bin.
8. We had a class discussion on tips for effective reading of non-fiction (chunk read, follow pictures/examples, read one step at a time, read all steps first then go back and start, etc etc.)
Wednesday, Nov 25th
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1. Distribute Smallpox handout. Ask the class what they think would be the worst way to die. Get a few class responses. Then have students come up with their own opinion and write it down in gruesome detail on the handout. Give them about 5 minutes to do so.
2. Ask if anyone has seen the show “1000 Ways to Die.” Showed a few clips from the show available on youtube. 3. Share what they know about smallpox (write on the sheet). Access prior knowledge and see what students already know about smallpox. (if the issue of biological warfare comes up, you could show the overhead now instead of the later time specified in the lesson.) Share out for a couple of moments. 4. Show a video clip on smallpox http://www.youtube.com/watch?v=EZD_Vbymhlw (there are several on youtube) 5. Smallpox was used as biological warfare (HBC put it on blankets and gave blankets to natives to decimate their tribes) (Read over the overhead on Smallpox facts and biological warfare. Place on projector. ) - Not posted below. 6. Get students to read the smallpox article. Please collect the copies of the handout when done as you will require them for the next class. Can read as a class out loud. It is called "The Demon in the Freezer" - students who missed today, need to get a copy from me. -Stop three times and draw what they envision. As specified on the handout they were given. |
the_demon_in_the_freezer.doc | |
File Size: | 25 kb |
File Type: | doc |
7. Do multiple choice section. Mark as a class. I have not prepared a key. Unless you feel confident making on as a class while they/you are reading, do not worry about this. Though you could do so in the prep block if you want.
8. Do the image expansion. Explain what it is. Show them the example. They need to write down a line they found interesting. Then they write a quick creative story or imagery laden passage on that topic.
9. Hand in sheet to Mr. Fitton will everything filled out.
8. Do the image expansion. Explain what it is. Show them the example. They need to write down a line they found interesting. Then they write a quick creative story or imagery laden passage on that topic.
9. Hand in sheet to Mr. Fitton will everything filled out.
Thursday, Nov 26th
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1. Ask Students what the ideal male figure is today and then what the ideal female figure is, record answers on board in two columns.
2. Explain that it has not always been this way, the ideal Western body type has changed a lot over the centuries it is very different now than it was in pre-historic time 3. In groups of 2, have students chose a picture and analyze it, what are the key characteristics of the body in the picture, what is the ideal body image being portrayed painting/photograph? What do the characteristic show about the values of that society. Mr. Fitton handed out pictures of body images over time.
4. Starting with Pre-historic Venus of Willendorf, have students present their photo on the overhead, then early middle ages, late middle ages, renaissance, Victorian Era, 1920s, 1950s, 1980s, 1990s, present,
5. Explain that the trend seems to be going to slimmer and slimmer, ask their opinion 6. Explain that this is the Western ideal body image and that it varies in other cultures too 7. Read Chicken Hips out to the class. Stop when discussing Africa and play “Homage to my Hips” When she talks about the connotations associated with eating in Canada such as naughty, guilty and cheating stop and ask the students what are the good and bad connotations associated with words like dessert, chocolate, tofu, flax and oats, butter and carrots (do either in groups or as a class). Ask them to be on the look out for main idea and any questions that they have. 8. Do you think that teenagers’ perceptions about their bodies are strongly influenced by the media images and pees attitudes? Why? Show the clips: A. http://www.youtube.com/watch?v=C7143sc_HbU (Slim Hopes) B. https://www.youtube.com/watch?v=_FpyGwP3yzE&list=PLO3xAWuhGv17ZXr5_FZgZnmWNIA7H5C8D (Killing Us Softly) C. https://www.youtube.com/watch?v=iYhCn0jf46U 9. Students are to fill out the handout provided. |
Friday, Nov 20th - Monday Nov 24th --- I moved this lesson ahead to the start of the unit!
1. We learned Non-Fiction Terms and read several non-fiction articles.
2. We then watched the Documentary "Supersize Me" and filled out non-fiction terms (see sheet below)
2. We then watched the Documentary "Supersize Me" and filled out non-fiction terms (see sheet below)
terms_chart_for_documentaries.docx | |
File Size: | 91 kb |
File Type: | docx |
Friday, Nov 27th - Monday, Nov 30th
We will start the lesson by looking at some graffiti from around Penticton. Not quite the gang turf war Graffiti of LA and NY in the 80s.
*Please remember to bring warm clothing because our assignment tomorrow is a field trip to look at graffiti and complete an assignment about it.
*Please remember to bring warm clothing because our assignment tomorrow is a field trip to look at graffiti and complete an assignment about it.
1. Free Write: Is Graffiti Art or Vandalism (Or, When is Graffiti Art and When is it Vandalism). Have students silently write for 5-7 minutes.
2. Share out as a class.
3. Collect Free Writes for Mr. Fitton to see.
4. Discuss how after today, students will never view their city, graffiti, tags or the back alleys of Penticton in the same way ever again.
5. Show a powerpoint presentation on Graffiti (14-31 are key for our upcoming field trip)
2. Share out as a class.
3. Collect Free Writes for Mr. Fitton to see.
4. Discuss how after today, students will never view their city, graffiti, tags or the back alleys of Penticton in the same way ever again.
5. Show a powerpoint presentation on Graffiti (14-31 are key for our upcoming field trip)
graffiti.ppt | |
File Size: | 6196 kb |
File Type: | ppt |
6. Review Key Terms from the Slideshow. (Put on Screen)
Toy: An insult to an artist (saying they are just “playing” with graffiti and are not good at it)
Tag: Most basic writing of an artist's name. A graffiti writer's tag is his or her personalized signature.
One or “Oner”: Means the artist works alone.
Cru or “Krew”: Or a crown with multiple stars means there are multiple people who do the same tag.
Throw-up/bombing: Normally painted very quickly with two or three colors, sacrificing aesthetics for Piece: A more elaborate
representation of the artist's name, incorporating more stylized letters, usually incorporating a much larger range of colors.
Wildstyle: a form of graffiti usually involving interlocking letters and connecting points.
7. Graffiti discussion
Questions for class discussion (put up on screen):
-Is it art or Vandalism
-Is it political or not political
-Do you think your view will change over time? (in ten years, will it be different, if you are a business owner is it different? If you have kids will it be different?)
8. Show a documentary on Graffiti (several options are listed below. We watched Options A, D, F and G)
A. “Getting Over” http://www.youtube.com/watch?v=Zx_Hf0qsboc This is a short 11 minute documentary on Graffiti in Seattle (main items it disucsses is the addictive rush, the way to do it, why people do it, tagging vs art)
B. “Getting Up” http://www.youtube.com/watch?v=TBXbYZKCI7U 28 minutes long. Talk about tagging, graffiti, how people fight others over tagging over, how they get a thrill, how they steal
C. “Graffiti Verite” http://www.youtube.com/watch?v=spi6SyZFIV0 ( 45 mins). A famous documentary.Talks about graffiti vs tags, idea of fame, describes some of their art).
D. Documentary on Banksy http://www.youtube.com/watch?v=4AYfsVS_T80 (13 mins)
E. Anti- Graffiti News Video: http://www.youtube.com/watch?v=DghefpILtHs (2 mins)
F. Cost of Grafiti Video http://www.youtube.com/watch?v=fWfWHK3CzDo (3 mins) – 20 million dollars a year spent on cleaning graffiti up in San Francisco.
G. “War on Graffiti, Who should pay” http://www.youtube.com/watch?v=kvYYMm2ZfEQ (12 mins) Police, business owners and graffiti artist interviewed.
Toy: An insult to an artist (saying they are just “playing” with graffiti and are not good at it)
Tag: Most basic writing of an artist's name. A graffiti writer's tag is his or her personalized signature.
One or “Oner”: Means the artist works alone.
Cru or “Krew”: Or a crown with multiple stars means there are multiple people who do the same tag.
Throw-up/bombing: Normally painted very quickly with two or three colors, sacrificing aesthetics for Piece: A more elaborate
representation of the artist's name, incorporating more stylized letters, usually incorporating a much larger range of colors.
Wildstyle: a form of graffiti usually involving interlocking letters and connecting points.
7. Graffiti discussion
Questions for class discussion (put up on screen):
-Is it art or Vandalism
-Is it political or not political
-Do you think your view will change over time? (in ten years, will it be different, if you are a business owner is it different? If you have kids will it be different?)
8. Show a documentary on Graffiti (several options are listed below. We watched Options A, D, F and G)
A. “Getting Over” http://www.youtube.com/watch?v=Zx_Hf0qsboc This is a short 11 minute documentary on Graffiti in Seattle (main items it disucsses is the addictive rush, the way to do it, why people do it, tagging vs art)
B. “Getting Up” http://www.youtube.com/watch?v=TBXbYZKCI7U 28 minutes long. Talk about tagging, graffiti, how people fight others over tagging over, how they get a thrill, how they steal
C. “Graffiti Verite” http://www.youtube.com/watch?v=spi6SyZFIV0 ( 45 mins). A famous documentary.Talks about graffiti vs tags, idea of fame, describes some of their art).
D. Documentary on Banksy http://www.youtube.com/watch?v=4AYfsVS_T80 (13 mins)
E. Anti- Graffiti News Video: http://www.youtube.com/watch?v=DghefpILtHs (2 mins)
F. Cost of Grafiti Video http://www.youtube.com/watch?v=fWfWHK3CzDo (3 mins) – 20 million dollars a year spent on cleaning graffiti up in San Francisco.
G. “War on Graffiti, Who should pay” http://www.youtube.com/watch?v=kvYYMm2ZfEQ (12 mins) Police, business owners and graffiti artist interviewed.
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9. Class Exit slip - in the last 5 minutes of class, to be given to the teacher as students leave:
Write on a piece of paper - What are three things you have you learned about Graffiti today.
Day 2 - Field Trip. Students must leave the class and we will go to the alley behind Tim Horton's (near Walmart). Kids need to walk around, take a picture of 4 tags, and 4 examples of street art. They will need to take pictures, and then put into a powerpoint or present them somehow. Must present to the class what they think the tags mean or the art means. Rate it out of 10, use 5 graffiti terms from the teacher slideshow in their presentation.
-Distribute a handout for the graffiti trip.
Write on a piece of paper - What are three things you have you learned about Graffiti today.
Day 2 - Field Trip. Students must leave the class and we will go to the alley behind Tim Horton's (near Walmart). Kids need to walk around, take a picture of 4 tags, and 4 examples of street art. They will need to take pictures, and then put into a powerpoint or present them somehow. Must present to the class what they think the tags mean or the art means. Rate it out of 10, use 5 graffiti terms from the teacher slideshow in their presentation.
-Distribute a handout for the graffiti trip.
graffiti_vocab_for_field_trip.doc | |
File Size: | 53 kb |
File Type: | doc |
1. Show class news articles on Graffiti etc, must summarize main argument and teach the class.
Present
2. Learn how to make name in Bubble letters as a sort of tag. Or must emulate one of the tags found in the things we’ve read.
3. Students navigate website: http://graffitidiplomacy.com/index.html
-Teaches them how to make graffiti bubble letters.
4. Watch Banksy's new artistic exhibition - Dismaland
Present
2. Learn how to make name in Bubble letters as a sort of tag. Or must emulate one of the tags found in the things we’ve read.
3. Students navigate website: http://graffitidiplomacy.com/index.html
-Teaches them how to make graffiti bubble letters.
4. Watch Banksy's new artistic exhibition - Dismaland