Monday, Sept 24th - Start of Short Stories
1. We read our novels for 30 minutes.
2. We went over the independent novel study assignment (make 10 recipe cards of short story terms and how they are significant while reading the novel. Ie: Pick out an example of a static character, define it, and explain why it is significant to the novel - documents are available under Tuesday below.) Remember, by Grade 12, you should not just be able to pick out short story terms from a novel; indeed, you should be able to think deeply, reflect and respond why the author used them or how it creates effect in the novel.
3. Short Stories -often forgotten, but powerful type of fiction
4. The goal of the class was to know and explain the difference between Literal, Inferential and Critical reading:
Literal: Plot, exactly what happened in the story, on the line
Inferential: theme, what is the message of the story, interpretation, between the lines (think of a Christmas present, what do you use to guess what it is? Shape, weight, size, whom it is from and what they know about you, use the same strategies for a story!)
Critical: Symbolism, how does the story relate to me? Society? History? Beyond the lines. What does it tell us about the values of our society.
5. Students watched “Day and Night" and picked out and discussed the three levels above. Here is a link to the video which has a deep message.
http://www.youtube.com/watch?v=5Z8SXjEu7fg The video is also displayed below.
6. Please pick out the Literal, Inferential and Critical meanings of the story. Try this at home with your favourite commercials. Usually deodorant adds have multiple layers. Think of "Axe" commercials. What are they literally about? What are they saying about people that wear their deodorant? What do they tell us about our values as a society.
2. We went over the independent novel study assignment (make 10 recipe cards of short story terms and how they are significant while reading the novel. Ie: Pick out an example of a static character, define it, and explain why it is significant to the novel - documents are available under Tuesday below.) Remember, by Grade 12, you should not just be able to pick out short story terms from a novel; indeed, you should be able to think deeply, reflect and respond why the author used them or how it creates effect in the novel.
3. Short Stories -often forgotten, but powerful type of fiction
4. The goal of the class was to know and explain the difference between Literal, Inferential and Critical reading:
Literal: Plot, exactly what happened in the story, on the line
Inferential: theme, what is the message of the story, interpretation, between the lines (think of a Christmas present, what do you use to guess what it is? Shape, weight, size, whom it is from and what they know about you, use the same strategies for a story!)
Critical: Symbolism, how does the story relate to me? Society? History? Beyond the lines. What does it tell us about the values of our society.
5. Students watched “Day and Night" and picked out and discussed the three levels above. Here is a link to the video which has a deep message.
http://www.youtube.com/watch?v=5Z8SXjEu7fg The video is also displayed below.
6. Please pick out the Literal, Inferential and Critical meanings of the story. Try this at home with your favourite commercials. Usually deodorant adds have multiple layers. Think of "Axe" commercials. What are they literally about? What are they saying about people that wear their deodorant? What do they tell us about our values as a society.
Tuesday, Sept 25th
1. Each of these three days we began by reading our novel for 25 minutes. After which, we worked on our Recipe Card assignment.
2. Recipe Card Assignment: While reading your novel, you have to pick out examples of short story terms (ie: plot, round character, dynamic character, resolution, conflict, etc) from a list given in class (or any other ones you know of). On the recipe card, you need to identify the term, use a direct quotes citation and by grade 12, you need to move beyond simply identifying the term and instead move to explaining why the author uses it, what it contributes to the novel and other deeper musings on it. In class, Mr. Fitton distributed student examples as well as a handout/marking rubric with instructions for the assignment. Find them posted below.
3. Students were given a handout with short story terms on them (See below - elements of the Short story). They then had to fill it out to the best of their knowledge, using their peers. By Wednesday, the class had gone over the terms that students did not know. It is the responsibility of the students to find out any that they don't know, if they did not find the answers in class.
4. On Wednesday, students watched a short film from the twilight zone in which they had to pick out terms from the sheet. It served as an excellent exemplar. Located below is a copy of a youtube video and link to "The Children's Zoo." It contains great examples of static and dynamic characters as well as foreshadowing, characterization and all the elements of plot.
http://www.youtube.com/watch?v=LCyOEA5CMUw
2. Recipe Card Assignment: While reading your novel, you have to pick out examples of short story terms (ie: plot, round character, dynamic character, resolution, conflict, etc) from a list given in class (or any other ones you know of). On the recipe card, you need to identify the term, use a direct quotes citation and by grade 12, you need to move beyond simply identifying the term and instead move to explaining why the author uses it, what it contributes to the novel and other deeper musings on it. In class, Mr. Fitton distributed student examples as well as a handout/marking rubric with instructions for the assignment. Find them posted below.
3. Students were given a handout with short story terms on them (See below - elements of the Short story). They then had to fill it out to the best of their knowledge, using their peers. By Wednesday, the class had gone over the terms that students did not know. It is the responsibility of the students to find out any that they don't know, if they did not find the answers in class.
4. On Wednesday, students watched a short film from the twilight zone in which they had to pick out terms from the sheet. It served as an excellent exemplar. Located below is a copy of a youtube video and link to "The Children's Zoo." It contains great examples of static and dynamic characters as well as foreshadowing, characterization and all the elements of plot.
http://www.youtube.com/watch?v=LCyOEA5CMUw
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post_it_note_novel_study_evaluation.doc | |
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Thursday, Sept 26th
1. Today the class read for 25 minutes. No recipe card completed today.
2. We took notes on Characterization (see below) Students had to fill in the blanks from the answer key.
3. Students received a handout and watched another short film called "the Misfortune Cookie." In this film they had to write about character on a handout they received. This will help students with the next few short stories that we plan to read. Moreover, this was a small taste of how students need to answer in complete detail in order to do well on their recipe card assignment.
http://www.youtube.com/watch?v=7FlyNU9FpK0 (Link to the Misfortune Cookie)
2. We took notes on Characterization (see below) Students had to fill in the blanks from the answer key.
3. Students received a handout and watched another short film called "the Misfortune Cookie." In this film they had to write about character on a handout they received. This will help students with the next few short stories that we plan to read. Moreover, this was a small taste of how students need to answer in complete detail in order to do well on their recipe card assignment.
http://www.youtube.com/watch?v=7FlyNU9FpK0 (Link to the Misfortune Cookie)
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Friday Sept 27th - Tuesday Oct 1st - Short Story "Eli" by Vincent Lam
1. Read Novel . Get a card done
2. Define Morality:
a. A code of conduct put forward by society or some other group, such as a religion.
B. A code of conduct that, given specified conditions, would be put forward by rational persons.
C. The differentiation of intentions, decisions, and actions between those that are good (or right) and those that are bad (or wrong)
3. Free-write: Generally speaking, are you a moral person? Have you ever committed an immoral act? Discuss as a class. Use as a springboard to understand the topics from the novel.
4. In groups: Discuss and write answers to the following:
a. List 5 acts that would be universally considered immoral
b. What is the different between immoral and unethical?
c. Do different people or occupations in society have a greater responsibility to the be moral than others?
d. What conditions cause moral people to make immoral decisions?
5. Discuss as a class
6. Introduce the RCMP Incident Management Model and explain how it would work (in a perfect society). Do you think that this is a good model to be trained with? Explain how knowledge of how police should act with force will help us have a better understanding of the short story that we will be examining.
- See the following link for the graphic. It explains when police can use a specific level of force.
http://www.rcmp-grc.gc.ca/ccaps-spcca/cew-ai/imim-migi-eng.htm#imim
. Introduce the archetypal example of police brutality, the Rodney King beating, play Sublime music in background (April 26, 1992). Discuss the riot. http://www.youtube.com/watch?v=SW1ZDIXiuS4 Rodney King video 1:22
(http://ca.youtube.com/watch?v=1OtmKwIEn9s) Sublime video April 26, 1992
7.. LAPD traditionally accused of racism and brutality, but, there is some evidence that many cops will react in a similar way. Paraphrase the BLINK argument (idea that people make snap decisions)
-4 plain clothes cops in South Bronx were patrolling crime hotspots in 1999 as part of a gang task force.
-an African American man named Amadou Diallo was on the steps to his building at night, he did not speak English
-asked to speak with them, he didn’t understand and put his hands in his pocket and was digging around, they asked him to put his hands up and he did not.
-kept asking him to put his hands up, but he didn’t. Finally he pulled something black out of his pocket and raised it towards the officers
-one officer thinks it is a gun and jumps backwards and shoots as he is doing so. Another thinks the bullets came from Diallo and begins to shoot too and soon all four are shooting.
-Diallo crouched and they thought he was in a shooting stance, 41 shots were fired.
-When they went up to the bullet riddled body, Diallo was dead and holding a black leather wallet.
-Blink argues that policemen in the USA tend to be biased to a black face, particularly when faced with millisecond decisions. It also argues that when 2 or more officers are together, bravado takes over and policemen are more likely to act without thinking or relying on stereotypes. When they are alone, they slow down and wait for help which gives them more time to think the situation through more clearly.
-Statistically when 2 officers are present, the situation is more likely to end in arrest or injury to the arrestee or assault on a police officer.
8. Michael Moore made a documentary based on the argument that US policemen are biased against a black face. Show the documentary. See what they think. http://www.youtube.com/watch?v=xeOaTpYl8mE 7:32
9. Then we began to read the story "Eli" by Vincent Lam. Please see me for a copy of this compelling short story.
10. Pass out the stories, explain the significance of the title “Blood Letting and Other Miraculous Cures”
-What is blood usually associated with? Violence
-What is the connotations of the word cure? Fix, get rid of
-based on this, what do you think the theme of the story will be?
-blood letting was a medieval practice where they used leaches or knives to “bleed” a person to get rid of illness or help with a foul temper (if you were “hot blooded”)
-this practice was not discredited medically until the 1900s
2. Define Morality:
a. A code of conduct put forward by society or some other group, such as a religion.
B. A code of conduct that, given specified conditions, would be put forward by rational persons.
C. The differentiation of intentions, decisions, and actions between those that are good (or right) and those that are bad (or wrong)
3. Free-write: Generally speaking, are you a moral person? Have you ever committed an immoral act? Discuss as a class. Use as a springboard to understand the topics from the novel.
4. In groups: Discuss and write answers to the following:
a. List 5 acts that would be universally considered immoral
b. What is the different between immoral and unethical?
c. Do different people or occupations in society have a greater responsibility to the be moral than others?
d. What conditions cause moral people to make immoral decisions?
5. Discuss as a class
6. Introduce the RCMP Incident Management Model and explain how it would work (in a perfect society). Do you think that this is a good model to be trained with? Explain how knowledge of how police should act with force will help us have a better understanding of the short story that we will be examining.
- See the following link for the graphic. It explains when police can use a specific level of force.
http://www.rcmp-grc.gc.ca/ccaps-spcca/cew-ai/imim-migi-eng.htm#imim
. Introduce the archetypal example of police brutality, the Rodney King beating, play Sublime music in background (April 26, 1992). Discuss the riot. http://www.youtube.com/watch?v=SW1ZDIXiuS4 Rodney King video 1:22
(http://ca.youtube.com/watch?v=1OtmKwIEn9s) Sublime video April 26, 1992
7.. LAPD traditionally accused of racism and brutality, but, there is some evidence that many cops will react in a similar way. Paraphrase the BLINK argument (idea that people make snap decisions)
-4 plain clothes cops in South Bronx were patrolling crime hotspots in 1999 as part of a gang task force.
-an African American man named Amadou Diallo was on the steps to his building at night, he did not speak English
-asked to speak with them, he didn’t understand and put his hands in his pocket and was digging around, they asked him to put his hands up and he did not.
-kept asking him to put his hands up, but he didn’t. Finally he pulled something black out of his pocket and raised it towards the officers
-one officer thinks it is a gun and jumps backwards and shoots as he is doing so. Another thinks the bullets came from Diallo and begins to shoot too and soon all four are shooting.
-Diallo crouched and they thought he was in a shooting stance, 41 shots were fired.
-When they went up to the bullet riddled body, Diallo was dead and holding a black leather wallet.
-Blink argues that policemen in the USA tend to be biased to a black face, particularly when faced with millisecond decisions. It also argues that when 2 or more officers are together, bravado takes over and policemen are more likely to act without thinking or relying on stereotypes. When they are alone, they slow down and wait for help which gives them more time to think the situation through more clearly.
-Statistically when 2 officers are present, the situation is more likely to end in arrest or injury to the arrestee or assault on a police officer.
8. Michael Moore made a documentary based on the argument that US policemen are biased against a black face. Show the documentary. See what they think. http://www.youtube.com/watch?v=xeOaTpYl8mE 7:32
9. Then we began to read the story "Eli" by Vincent Lam. Please see me for a copy of this compelling short story.
10. Pass out the stories, explain the significance of the title “Blood Letting and Other Miraculous Cures”
-What is blood usually associated with? Violence
-What is the connotations of the word cure? Fix, get rid of
-based on this, what do you think the theme of the story will be?
-blood letting was a medieval practice where they used leaches or knives to “bleed” a person to get rid of illness or help with a foul temper (if you were “hot blooded”)
-this practice was not discredited medically until the 1900s
Tues/Thurs/Fri - These are the assignments associated with "Eli." English 12 stand alone short story government exam practice.
In groups, we read Eli. Each group was responsible to pick out different information and to gather quotes on it.
a. Why Eli is most responsible for the events of the story (what was unethical action and what it led to) (Why are others less responsible)
b. Why is Dr. Most responsible.
-Dr stapling eli’s forhead without anesthesia led to eli biting him.
c. Why Police are most responsible.
Then, three groups had to look for quotes on why the individuals' actions are justifiable.
d. Why Doctors actions are justifiable
e. Why police actions are justifiable
f. Why are Eli’s actions justifiable.
Look for subtle examples (Eli’s actions cannot be blamed becaue society has a social responsibility for the mentally ill.) Police and Doctors are professionals. They should know better.
a. Why Eli is most responsible for the events of the story (what was unethical action and what it led to) (Why are others less responsible)
b. Why is Dr. Most responsible.
-Dr stapling eli’s forhead without anesthesia led to eli biting him.
c. Why Police are most responsible.
Then, three groups had to look for quotes on why the individuals' actions are justifiable.
d. Why Doctors actions are justifiable
e. Why police actions are justifiable
f. Why are Eli’s actions justifiable.
Look for subtle examples (Eli’s actions cannot be blamed becaue society has a social responsibility for the mentally ill.) Police and Doctors are professionals. They should know better.
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Wednesday: We did a field trip to the jail to help extend our understanding of the justice system displayed in "Eli." Moreover, seeing how members of the RCMP operate is meant to contrast the role of the police in "Eli."
Thursday/Friday Oct 3rd and 4th.
1. We began each class by reading. Students should be minimum half way done their novel by now. Mr. Fitton also handed back the "Walk a Paragraph" assignments to the class and they put them in their writing folders. Well done!
-Remember - interims go home Monday. Make sure to have all work handed in or you will receive a call home on Monday; interims will be mailed out that evening.
2. Students should also be making cards (remember, the assignment for the novel) on their own time.
3. Then each day we got into groups and searched for relevant quotes for the Eli paragraph.
4. We also took notes on a proper way to write an expository paragraph. These are posted below.
5. We started writing the introductory sentence to the Eli Paragraph. This will mimic the type of paragraph students will write as the "stand alone" text on the government exam.
-Remember - interims go home Monday. Make sure to have all work handed in or you will receive a call home on Monday; interims will be mailed out that evening.
2. Students should also be making cards (remember, the assignment for the novel) on their own time.
3. Then each day we got into groups and searched for relevant quotes for the Eli paragraph.
4. We also took notes on a proper way to write an expository paragraph. These are posted below.
5. We started writing the introductory sentence to the Eli Paragraph. This will mimic the type of paragraph students will write as the "stand alone" text on the government exam.
standalone_paragraph_notes.pdf | |
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Monday, October 7th.
1. Students read their novels and completed one recipe card.
2. The class wrote their drafts of their "Eli" paragraph.
3. Mr. Fitton did a mini-lesson on quote integration. Students need to fluidly integrate their quotes into their expository paragraph.
4. Tomorrow, students will edit their paragraphs and submit.
2. The class wrote their drafts of their "Eli" paragraph.
3. Mr. Fitton did a mini-lesson on quote integration. Students need to fluidly integrate their quotes into their expository paragraph.
4. Tomorrow, students will edit their paragraphs and submit.
Tuesday, October 8th and Wednesday, Oct 9th
1. Students read their novels and worked on their recipe card assignments.
2. Students worked on their eli paragraphs and edited each others using a checklist.
3. We had a class discussion about Lates/Skipping that generated some very good discussion points and helped Mr. Fitton come to a deeper understanding of the phenomenon. Thank you for your candour, openness and suggestions.
2. Students worked on their eli paragraphs and edited each others using a checklist.
3. We had a class discussion about Lates/Skipping that generated some very good discussion points and helped Mr. Fitton come to a deeper understanding of the phenomenon. Thank you for your candour, openness and suggestions.
Thursday, October 10th and Friday, Oct 11th.
Mr. Fitton was away Thursday. In his absence, student's completed their "Eli" paragraphs and read their books. Students were also told that they have to have 5 of their recipe cards done by Tuesday (when we get back from Thanksgiving) or they will be in at lunch. Recipe cards due on Friday (12 of them)
On Friday, we did a lesson on Morality. Students filled out a moral compass questionnaire (see below "Quitter's Inc Assignment) and as a class we discussed the questions. They will help us understand our own moral standpoint at we read our next short story "Quitter's Inc" by Stephen King. (Fulltext of Document is below)
-Some basic comprehension questions follow the story. (see below "Quitter's Inc Assignment)
On Friday, we did a lesson on Morality. Students filled out a moral compass questionnaire (see below "Quitter's Inc Assignment) and as a class we discussed the questions. They will help us understand our own moral standpoint at we read our next short story "Quitter's Inc" by Stephen King. (Fulltext of Document is below)
-Some basic comprehension questions follow the story. (see below "Quitter's Inc Assignment)
quitters_inc_assignment.docx | |
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quitters_inc._text.pdf | |
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Tuesday/Wednesday Oct 15th/16th
1. We completed Quitter's Inc; Engaged in a conversation about the story and the comprehension questions on the rear of the handout Mr. Fitton distributed. Below is an audio-book of Quitter's inc available on youtube. If you do not wish to read the text above, below is a narrated version.
2. Students worked on their Novels and post-it note assignment.
2. Students worked on their Novels and post-it note assignment.
Thursday, Oct 17th
1. Today students signed out a copy of "Echoes" a short story/poetry/non-fiction anthology from the office.
2. The class participated in a school-wide earthquake drill.
3. Students read for 20 minutes and worked on their post-it notes.
4. Students watched a film version of "Quitter's Inc" by Stephen King. Below are a couple of youtube clips since the film is not available online in its entirety.
2. The class participated in a school-wide earthquake drill.
3. Students read for 20 minutes and worked on their post-it notes.
4. Students watched a film version of "Quitter's Inc" by Stephen King. Below are a couple of youtube clips since the film is not available online in its entirety.
Friday, Oct 18th
1. Read Novels
2. Do tone vs. mood lesson (see lesson)
-Explain the difference between Mood and Tone.
Tone: Author’s attitude towards the subject of the story
Mood: Way the story makes the reader feel Ask them to draw a brain beside tone and a heart beside mood.
3. Explain that author uses word choice and vivid imagery to set tone and mood, movie makers use dialogue, editing, music and lighting to establish a certain tone within their films.
-The two video trailers over the movie Mary Poppins have a very different tone, and each create a substantially unique mood in their audience.
http://www.youtube.com/watch?v=2T5_0AGdFic&feature=related (Scary)
http://www.youtube.com/watch?v=fuWf9fP-A-U (original)
4. Using their tone words list (handout - no electronic copy), they should first watch the clip and then select three tone words that best represent attitude of the trailer's creators.
-Pause after viewing the clip and discuss the tone words that the students selected, then have them choose mood words that describe their feelings after viewing the piece.
- Before showing the next trailer, remind students that the makers of this clip are attempting to take an classic movie, and recut it in a way that represented an entirely new genre of film.
- Using editing, music, dialogue and sound effects, the makers are attempting to create a completely different mood in the view than the original Mary Poppins trailer produced.
-Do the same with the second clip. Point out the different ways the makers of this clip relayed tone and established mood.
-Can do a second example with The Shining
http://www.youtube.com/watch?v=5Cb3ik6zP2I (Original trailer)
http://www.youtube.com/watch?v=KmkVWuP_sO0&feature=related (Recut as a family comedy)
5. Get students to get into groups of 4 and give them 10 minutes to write a boy meets girl love story. Must have something come between them. A problem that gets in their way.
6. Share the stories. Keep a list of familiar patterns that emerge. How can we account for these familiar patterns, similar resolutions, plot structures (ie chance meetings, obstacles, recovery, union, a misunderstanding that jeopardizes the burgeoning love affair), characterization (tall dark, handsome male stranger, spirited independent woman), setting (usually exotic or romantic). Also note places where students have played with or altered these conventions to create humour or irony.
2. Do tone vs. mood lesson (see lesson)
-Explain the difference between Mood and Tone.
Tone: Author’s attitude towards the subject of the story
Mood: Way the story makes the reader feel Ask them to draw a brain beside tone and a heart beside mood.
3. Explain that author uses word choice and vivid imagery to set tone and mood, movie makers use dialogue, editing, music and lighting to establish a certain tone within their films.
-The two video trailers over the movie Mary Poppins have a very different tone, and each create a substantially unique mood in their audience.
http://www.youtube.com/watch?v=2T5_0AGdFic&feature=related (Scary)
http://www.youtube.com/watch?v=fuWf9fP-A-U (original)
4. Using their tone words list (handout - no electronic copy), they should first watch the clip and then select three tone words that best represent attitude of the trailer's creators.
-Pause after viewing the clip and discuss the tone words that the students selected, then have them choose mood words that describe their feelings after viewing the piece.
- Before showing the next trailer, remind students that the makers of this clip are attempting to take an classic movie, and recut it in a way that represented an entirely new genre of film.
- Using editing, music, dialogue and sound effects, the makers are attempting to create a completely different mood in the view than the original Mary Poppins trailer produced.
-Do the same with the second clip. Point out the different ways the makers of this clip relayed tone and established mood.
-Can do a second example with The Shining
http://www.youtube.com/watch?v=5Cb3ik6zP2I (Original trailer)
http://www.youtube.com/watch?v=KmkVWuP_sO0&feature=related (Recut as a family comedy)
5. Get students to get into groups of 4 and give them 10 minutes to write a boy meets girl love story. Must have something come between them. A problem that gets in their way.
6. Share the stories. Keep a list of familiar patterns that emerge. How can we account for these familiar patterns, similar resolutions, plot structures (ie chance meetings, obstacles, recovery, union, a misunderstanding that jeopardizes the burgeoning love affair), characterization (tall dark, handsome male stranger, spirited independent woman), setting (usually exotic or romantic). Also note places where students have played with or altered these conventions to create humour or irony.
Monday, October 21st
1. We reviewed the cliches characteristics of a Love story. (Blonde, long hair, unrequited love, muscular man, etc)
2. http://www.youtube.com/watch?v=owGykVbfgUE&feature=relmfu show Old Spice commercial with man on horse. How do they play with conventions to create humour or irony? What is satirical? What does Satire mean?
3. Students make a chart in their books with the headings “Plot” “Character” and “Setting” must list under each of the headings the clichés and literary conventions used by the narrator as he creates the story of Linda and Michael.
4. Mr. Fitton distributed the handout for the class assignment when they read "A Girls Story" from the anthology. See handout below.
5. Teach the term, Juxtaposition (a question they will answer about the story deals with juxtaposition). : Tell Students about “Go the F___ to Sleep.” A book for parents. Explain how it is hard not to sleep and how a book came out that said what many a parent has thought. Explain the term “juxtaposition”
http://www.youtube.com/watch?v=FxSI93rqIRw (Go the F to sleep, as narrated by Samuel L Jackson.)
Juxtaposition: an act or instance of placing close together or side by side, esp. for comparison or contrast.
-“It was the best of times, it was the worst of times,”
- O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night Like a rich jewel in an Ethiope’s ear.
6. Students began to read "A Girls Story" and answer the assignment and questions provided by Mr. Fitton.
2. http://www.youtube.com/watch?v=owGykVbfgUE&feature=relmfu show Old Spice commercial with man on horse. How do they play with conventions to create humour or irony? What is satirical? What does Satire mean?
3. Students make a chart in their books with the headings “Plot” “Character” and “Setting” must list under each of the headings the clichés and literary conventions used by the narrator as he creates the story of Linda and Michael.
4. Mr. Fitton distributed the handout for the class assignment when they read "A Girls Story" from the anthology. See handout below.
5. Teach the term, Juxtaposition (a question they will answer about the story deals with juxtaposition). : Tell Students about “Go the F___ to Sleep.” A book for parents. Explain how it is hard not to sleep and how a book came out that said what many a parent has thought. Explain the term “juxtaposition”
http://www.youtube.com/watch?v=FxSI93rqIRw (Go the F to sleep, as narrated by Samuel L Jackson.)
Juxtaposition: an act or instance of placing close together or side by side, esp. for comparison or contrast.
-“It was the best of times, it was the worst of times,”
- O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night Like a rich jewel in an Ethiope’s ear.
6. Students began to read "A Girls Story" and answer the assignment and questions provided by Mr. Fitton.
the_girls_story_assignment.docx | |
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Tuesday, October 22nd.
1. We completed "A Girl's Story" and the assignment associated with it.
Wednesday-Thursday October 23rd
1. Students submitted their "Girls Story" assignment.
2. We began a unit on morals and ethics.
3. Youtube clips. Batman saves Gotham City. The Dark Knight Rises – Batman Carries the bomb (he even says “A hero can be anyone. Even a man who doing as simple and reassuring as putting a coat around a young boys shoulders to let him know that the world hadn’t ended.) http://www.youtube.com/watch?v=ohQY7kpOc50 How does this relate to ethics and morals?
4. Mr. Fitton's ethics are guided by the following two quotes. Class discussion on what they mean.
Quotes: “All that is required for evil to prevail is for good men to do nothing.”
“Doing what’s right isn’t always easy, but it is always right.”
-Explain the importance of knowing yourself and having a clear sense of your values. Try to emphasize that this unit is about understanding who we are so that we can make ethical decisions.
5. -SHEET ACTIVITY: On big paper in groups.
-Ask kids about what are universal values. Right down a list on left side of the board.
(Kindness, love, honesty, integrity) – now do we actually live these values out even if they are central to us.
-Ask kids what types of people in history have lived with these values in mind. Draw on right side of the board. Who lives these out?
-Draw 4 concentric circles in the middle of the board. (Like a dart board) Smallest middle circle = Family) Second circle is friends, third circle is neighbourhood, third circle is “world”
6. -Now, ask kids a series of moral questions.
-You are on a bus and it is crowded. Your grandma gets on, do you give up your seat. (Then ask if it was your neighbour down the street, then ask, a homeless person…).
-How far out in these circles do you live your ethics? Just family? Just neighbourhood?
-If your mom dropped a $20 bill do you give it back? Neighbour, Rich man? Billionaire.
- Your office manger confesses that she stole money from the office account to buy medicine for her ailing father. Her father has died and she offers you a check from the insurance proceeds to pay you back. After you cash the check, do you fire her or forgive her?
7. Have students read about some moral dilemmas. Discuss some as a class and some in groups of 4. (See handout below.)
2. We began a unit on morals and ethics.
3. Youtube clips. Batman saves Gotham City. The Dark Knight Rises – Batman Carries the bomb (he even says “A hero can be anyone. Even a man who doing as simple and reassuring as putting a coat around a young boys shoulders to let him know that the world hadn’t ended.) http://www.youtube.com/watch?v=ohQY7kpOc50 How does this relate to ethics and morals?
4. Mr. Fitton's ethics are guided by the following two quotes. Class discussion on what they mean.
Quotes: “All that is required for evil to prevail is for good men to do nothing.”
“Doing what’s right isn’t always easy, but it is always right.”
-Explain the importance of knowing yourself and having a clear sense of your values. Try to emphasize that this unit is about understanding who we are so that we can make ethical decisions.
5. -SHEET ACTIVITY: On big paper in groups.
-Ask kids about what are universal values. Right down a list on left side of the board.
(Kindness, love, honesty, integrity) – now do we actually live these values out even if they are central to us.
-Ask kids what types of people in history have lived with these values in mind. Draw on right side of the board. Who lives these out?
-Draw 4 concentric circles in the middle of the board. (Like a dart board) Smallest middle circle = Family) Second circle is friends, third circle is neighbourhood, third circle is “world”
6. -Now, ask kids a series of moral questions.
-You are on a bus and it is crowded. Your grandma gets on, do you give up your seat. (Then ask if it was your neighbour down the street, then ask, a homeless person…).
-How far out in these circles do you live your ethics? Just family? Just neighbourhood?
-If your mom dropped a $20 bill do you give it back? Neighbour, Rich man? Billionaire.
- Your office manger confesses that she stole money from the office account to buy medicine for her ailing father. Her father has died and she offers you a check from the insurance proceeds to pay you back. After you cash the check, do you fire her or forgive her?
7. Have students read about some moral dilemmas. Discuss some as a class and some in groups of 4. (See handout below.)
ethical_dilemmas_short_copy.docx | |
File Size: | 15 kb |
File Type: | docx |
Fri Oct 24th-25th
1. Zimbardo – Give some background on Philip Zimbardo and his experiment.
-Have students watch the next video clip and must discuss what Zimbardo says makes a hero.
http://www.youtube.com/watch?v=grMHzqtRm_8 What Makes a Hero 9:15
2. Explain to the class that this story discusses the dangers of conformity, so today we are going to do a little experiment, which demonstrates how easily humans conform.
3. Show them the Asch experiment and practice how we will perform it on a student in class. http://www.youtube.com/watch?v=iRh5qy09nNw
4. Try the Asch experiment out on students in a class. See if it works and discuss.
5. Prediction: Put 2 passages from the story on the overhead and the title of the story on the board. What do they predict this story will be about? Share predictions with a partner.
- Predict what lottery will be about based on the two selections from the text.
-Have students watch the next video clip and must discuss what Zimbardo says makes a hero.
http://www.youtube.com/watch?v=grMHzqtRm_8 What Makes a Hero 9:15
2. Explain to the class that this story discusses the dangers of conformity, so today we are going to do a little experiment, which demonstrates how easily humans conform.
3. Show them the Asch experiment and practice how we will perform it on a student in class. http://www.youtube.com/watch?v=iRh5qy09nNw
4. Try the Asch experiment out on students in a class. See if it works and discuss.
5. Prediction: Put 2 passages from the story on the overhead and the title of the story on the board. What do they predict this story will be about? Share predictions with a partner.
- Predict what lottery will be about based on the two selections from the text.
Monday, Oct 28th
1. Recall title predictions for "The Lottery."
2. Read the Lottery. Stop periodically while reading to fill out a chart students have created. Chart says is created by dividing paper into four sections and searching for quotes on: 1. Characterization 2. Theme 3. Irony 4. Symbolism.
3. Must have an item in each Quadrant prior to leaving.
2. Read the Lottery. Stop periodically while reading to fill out a chart students have created. Chart says is created by dividing paper into four sections and searching for quotes on: 1. Characterization 2. Theme 3. Irony 4. Symbolism.
3. Must have an item in each Quadrant prior to leaving.
Tuesday, Oct 29th
1. Mr. Fitton was away. Here was what the TOC accomplished.
2. Brainstorm the 10 most important things that happened in the lottery. Put kids in groups and give them a cut up piece of long paper. In big writing, they have to write what they believe is the most important point of page number you give them. (Copies of "The Lottery" on my table)
-Give each group a piece of paper.
-Assign them a page
227 228 229 230 231 232 233 234
-You may have to assign some groups the same page number since there are not as many pages as groups (only one group should get 234 though)
-Put in their own words what the most important even it.
-Then as a class, use some tape to affix them to the front board. Then on the board in a line across the board.
-Now, as a class, re-arrange the events to put them in order so it looks like a ladder now, start with item one and below it, put item 2. Put on left side of the board. (You may not know the order, but they should. I will check it tomorrow.
- Now, in the same pairs, give each group an event that was not their own. In those pairs, each student needs to find a quote for that event. (8 mins to get into groups and write the event; 12 mins to find quote and put it next to board with a page number.) (total of 20 mins)
3. Class discussion: Ask if they think they would be capable of stoning (killing with rocks – they may get a giggle out of the other term) their fellow classmates? What are some times in history when normal people have done horrible things (what do they come up with - lynching in US, Rwandan Genocide etc.) (5 mins)
4. Get them to brainstorm what creates evil in "The Lottery" (conformity, indifference, a lack of awareness on why they follow traditions. Write their suggestions on the left side of the board near where the timeline is.) Explain how we will be watching a video clip on what a famous Psychologist thinks are the main reasons behind evil.) (5-10 mins)
5. Show TED clip “How Heroes Become Villains”: http://www.ted.com/talks/lang/eng/philip_zimbardo_on_the_psychology_of_evil.html (ted talks site) (See link below if you want to watch film off of my website)
--- here is an alternative link to the same video on youtube in case the one above does not work.
http://www.youtube.com/watch?v=OsFEV35tWsg (23:14 long)
-Beforehand, tell them that as they watch, they need to do the following:
-write down one thing from the clip that fascinates them and why; on the same paper, they need to write down what Philip Zimbardo would say to the townsfolk in the lottery.
-Discuss as a class - Why would be believe that the Lottery could exist. (5 mins)
6. After a few mins of thinking, Discuss the clip using what they wrote down (10 mins)
7. Create a list on what, according to this clip, creates evil. Place on board for keeping later. (10 mins)
2. Brainstorm the 10 most important things that happened in the lottery. Put kids in groups and give them a cut up piece of long paper. In big writing, they have to write what they believe is the most important point of page number you give them. (Copies of "The Lottery" on my table)
-Give each group a piece of paper.
-Assign them a page
227 228 229 230 231 232 233 234
-You may have to assign some groups the same page number since there are not as many pages as groups (only one group should get 234 though)
-Put in their own words what the most important even it.
-Then as a class, use some tape to affix them to the front board. Then on the board in a line across the board.
-Now, as a class, re-arrange the events to put them in order so it looks like a ladder now, start with item one and below it, put item 2. Put on left side of the board. (You may not know the order, but they should. I will check it tomorrow.
- Now, in the same pairs, give each group an event that was not their own. In those pairs, each student needs to find a quote for that event. (8 mins to get into groups and write the event; 12 mins to find quote and put it next to board with a page number.) (total of 20 mins)
3. Class discussion: Ask if they think they would be capable of stoning (killing with rocks – they may get a giggle out of the other term) their fellow classmates? What are some times in history when normal people have done horrible things (what do they come up with - lynching in US, Rwandan Genocide etc.) (5 mins)
4. Get them to brainstorm what creates evil in "The Lottery" (conformity, indifference, a lack of awareness on why they follow traditions. Write their suggestions on the left side of the board near where the timeline is.) Explain how we will be watching a video clip on what a famous Psychologist thinks are the main reasons behind evil.) (5-10 mins)
5. Show TED clip “How Heroes Become Villains”: http://www.ted.com/talks/lang/eng/philip_zimbardo_on_the_psychology_of_evil.html (ted talks site) (See link below if you want to watch film off of my website)
--- here is an alternative link to the same video on youtube in case the one above does not work.
http://www.youtube.com/watch?v=OsFEV35tWsg (23:14 long)
-Beforehand, tell them that as they watch, they need to do the following:
-write down one thing from the clip that fascinates them and why; on the same paper, they need to write down what Philip Zimbardo would say to the townsfolk in the lottery.
-Discuss as a class - Why would be believe that the Lottery could exist. (5 mins)
6. After a few mins of thinking, Discuss the clip using what they wrote down (10 mins)
7. Create a list on what, according to this clip, creates evil. Place on board for keeping later. (10 mins)
Wednesday, October 30th.
1. Put the Synthesis topic on the board we are going to use next class with the story “The Lottery” and the essay “The Perils of Indifference. ”Read it to them. Tell them I will be explaining it more later.
Discuss the ways Elie Wiesel, the author of “The Perils of Indifference,” would likely respond to the actions of townspeople in “The Lottery.” You must refer to BOTH passages in your assignment.
2. Get them to put the title “The Perils of Indifference” into their own words so that they understand the vocabulary. Put their ideas on the board. Should look something like: The problems with not acting
3. Explain that this is an essay about how indifference is capable of dehumanizing a society, thereby allowing horrific things like the Holocaust to happen.
4. Hand out the sheet with the topic of how evil is created in The Lottery, The Perils of Indifference and how people become monsters. Tell them they will only fill in the section on “The Perils of Indifference” today.
5. Read the Essay to them. It is on page 443 in their Echoes 12 text book. Stop after each page and write the main ways Elie believes evil is created. Tell them to write it on the sheet.
Key:
Pg. 444
-“Indifference allows us to look away from victims. It is so much easier to avoid such rude interruptions to our work, our dreams, our hopes.”
“It is […] awkward and troublesome to be involved in another person’s pain and despair”
“For the person who is indifferent, his or her neighbours are of no consequence”
“Indifference reduces the other to an abstraction”
“indifference to suffering makes the human being inhuman”
“indifference is […] more dangerous than anger and hatred […] hatred may elicit a response. You fight it, You denounce it. You disarm it. Indifference elicits no response. Indifference is not a response”
pg. 445
“Indifference is the friend of the enemy, […] it benefits the aggressor, never the victim […] by [never offering] them a spark of hope […] in denying their humanity we betray our own”
pg. 446
“S.S. St. Louis is a case and point […] there were human beings who were sensitive to our tragedy […] called the righteous gentiles” but they were to few in number to have an affect To fight indifference “we do respond. This time we intervene”
447
“Is today’s justified intervention in Kosovo a lasting warning that never again will the deportation […] be allowed anywhere in the world? Will it discourage other dictators in other lands to do the same?”
6. Begin "Synthesis Assignment." Can be done as comic life, as a talkshow, as a video, as an essay.
Discuss the ways Elie Wiesel, the author of “The Perils of Indifference,” would likely respond to the actions of townspeople in “The Lottery.” You must refer to BOTH passages in your assignment.
2. Get them to put the title “The Perils of Indifference” into their own words so that they understand the vocabulary. Put their ideas on the board. Should look something like: The problems with not acting
3. Explain that this is an essay about how indifference is capable of dehumanizing a society, thereby allowing horrific things like the Holocaust to happen.
4. Hand out the sheet with the topic of how evil is created in The Lottery, The Perils of Indifference and how people become monsters. Tell them they will only fill in the section on “The Perils of Indifference” today.
5. Read the Essay to them. It is on page 443 in their Echoes 12 text book. Stop after each page and write the main ways Elie believes evil is created. Tell them to write it on the sheet.
Key:
Pg. 444
-“Indifference allows us to look away from victims. It is so much easier to avoid such rude interruptions to our work, our dreams, our hopes.”
“It is […] awkward and troublesome to be involved in another person’s pain and despair”
“For the person who is indifferent, his or her neighbours are of no consequence”
“Indifference reduces the other to an abstraction”
“indifference to suffering makes the human being inhuman”
“indifference is […] more dangerous than anger and hatred […] hatred may elicit a response. You fight it, You denounce it. You disarm it. Indifference elicits no response. Indifference is not a response”
pg. 445
“Indifference is the friend of the enemy, […] it benefits the aggressor, never the victim […] by [never offering] them a spark of hope […] in denying their humanity we betray our own”
pg. 446
“S.S. St. Louis is a case and point […] there were human beings who were sensitive to our tragedy […] called the righteous gentiles” but they were to few in number to have an affect To fight indifference “we do respond. This time we intervene”
447
“Is today’s justified intervention in Kosovo a lasting warning that never again will the deportation […] be allowed anywhere in the world? Will it discourage other dictators in other lands to do the same?”
6. Begin "Synthesis Assignment." Can be done as comic life, as a talkshow, as a video, as an essay.
Thursday, October 31st - Monday November 4th
1. Students worked on their synthesis group assignment. Due Tuesday.
Tuesday November 5th-Thursday November 7th
1. Synthesis notes
2. Synthesis mock exam. Done in class.
2. Synthesis mock exam. Done in class.