Welcome to our unit on short stories
Goals for The Year:
1. Develop our Reading Comprehension.
2. Develop clarity in our writing
3. Engage in the Creative writing process.
4. Understand/Empathize with others.
5. Write paragraphs and essays (both creative and analytical.)
6. Have fun!
DAY TO DAY LESSONS FOR THE CLASS
Course Intro - Welcome!
Welcome to English 9!
We went over rules and expectations for the class and Mr. FItton introduced himself and learned a little bit about the class. We will also do "Two Truths and a Lie"
We went over rules and expectations for the class and Mr. FItton introduced himself and learned a little bit about the class. We will also do "Two Truths and a Lie"
simple_rules_to_follow_in_class.ppt | |
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I am excited to have a great year with you! Please open the course outline below to see what we will do this year!
english_9_-_course_outline_2023.docx | |
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english_9_-_course_outline_2021.docx | |
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English 9 - Course Outline - Sept-Jan | |
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English 9 Course Outline Jan-Jun | |
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We also watched a small film on cellphone culture to go over the importance of remaining focused in class. It is located below and shows the dangers of smartphones. The short film entitled "I forgot my phone" is below and contrasts how people miss out on stunning moments due to a fixation on their smartphones. Hopefully students will not miss out on the stunning moments in my class!
Students get to complete an "all about me" sheet to help me get to know them.
about_me_-_2021_update__1_.docx | |
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Short Stories Intro
STATEMENT OF INQUIRY: Critical Readers understand that the historical context and author's perspectives affect a readers' interpretations of literary texts and the concept of truth.
(Part of being a good reader is to understand that when a story/film is written will impact the content. Moreover, the authors point of view, bias and beliefs will impact how the story will be told. This means that a reader's interpretation of the text and their belief in what is true will be impacted.)
Key Concepts/Related Concepts/Global Context:
• Perspective • Context, point of view, corroboration, style • Orientation in space and time
1. Introduce Short Stories
Ask the students: Before the invention of electricity (and therefore TV, radio, Ipod, internet etc.) What do you think people did in their spare time for fun? Actually, they read and the modern sitcom, drama and cartoon take their roots from the most popular literary form of the nineteenth century, the short story. People were now working outside the home and the brevity of the short story made it popular because people did not have the time or patience for long drawn out novels that were popular before.
Ask the students to think for a moment: what do we know about short stories that show us the modern TV developed from them:
Potential list:
-short in length
-Few characters
-uncomplicated plot
- Single main conflict (Simpson’s sometimes breaks this)
-usually fictional
2. Mr. Fitton shared a story with the class to illustrate the plot structure of most short stories (introduction, complication, rising action, climax, falling action, conclusion.)
3. Discuss what they know and write it on the board. Get students to think of terms related to short stories and write it on the board. Can be anything related to the term “Short Story.”
4. Get them to find the definitions to the terms hidden all over the classroom. Put terms around the classroom and then students must find the definitions and fill out the short story terms sheet. (HANDOUT BELOW)
5. Review in class. Go over the answers to this exercise as a class.
6. Watch The Simpsons or a TV episode of student choice to pick out terms. Distribute the handout with short story terms on it. While students are watching the Simpson’s, they need to pick out examples. This is a review of short story terms and they will use this as a basis for study for their upcoming quiz on the unit. Watch “Cape Fear” episode. Season 5 – disc 1. Explain how the Simpson's and many tv shows follow the same plot structure of most short stories.
Ask the students: Before the invention of electricity (and therefore TV, radio, Ipod, internet etc.) What do you think people did in their spare time for fun? Actually, they read and the modern sitcom, drama and cartoon take their roots from the most popular literary form of the nineteenth century, the short story. People were now working outside the home and the brevity of the short story made it popular because people did not have the time or patience for long drawn out novels that were popular before.
Ask the students to think for a moment: what do we know about short stories that show us the modern TV developed from them:
Potential list:
-short in length
-Few characters
-uncomplicated plot
- Single main conflict (Simpson’s sometimes breaks this)
-usually fictional
2. Mr. Fitton shared a story with the class to illustrate the plot structure of most short stories (introduction, complication, rising action, climax, falling action, conclusion.)
3. Discuss what they know and write it on the board. Get students to think of terms related to short stories and write it on the board. Can be anything related to the term “Short Story.”
4. Get them to find the definitions to the terms hidden all over the classroom. Put terms around the classroom and then students must find the definitions and fill out the short story terms sheet. (HANDOUT BELOW)
5. Review in class. Go over the answers to this exercise as a class.
6. Watch The Simpsons or a TV episode of student choice to pick out terms. Distribute the handout with short story terms on it. While students are watching the Simpson’s, they need to pick out examples. This is a review of short story terms and they will use this as a basis for study for their upcoming quiz on the unit. Watch “Cape Fear” episode. Season 5 – disc 1. Explain how the Simpson's and many tv shows follow the same plot structure of most short stories.
elements_of_the_short_story_grade_9_-2021.docx | |
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Short Stories and Non-Fiction - How to Survive in the Wild
1. Pine needle demo.
-Read all instructions once -get all materials ready -Use diagrams -re-read sections to make sure you are on the right track -Re-read again to make sure you got it right. |
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2. Get sudents into pairs
3. Assign them a survivor project
4. Give them the instructions; tell them to read them once and to read the checklist.
5. Give them materials.
6. Go outside and build their project. Show us when done; we will go through the checklist to see if it is done properly.
7. Reflection on the experience, good or bad? Why?
8. Freewrite: a time when they acted against their better judgment
3. Assign them a survivor project
4. Give them the instructions; tell them to read them once and to read the checklist.
5. Give them materials.
6. Go outside and build their project. Show us when done; we will go through the checklist to see if it is done properly.
7. Reflection on the experience, good or bad? Why?
8. Freewrite: a time when they acted against their better judgment
quality_checklist_for_survivor_day.docx | |
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Survivor Stories - Non-Fiction
1. Read the Survivor story, Do they know of any survivor stories?
2. Ask kids, what are the signs and symptoms of hypothermia
2. Ask kids, what are the signs and symptoms of hypothermia
survival_story.doc | |
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Go over signs of Hypothermia
Hypothermia Symptoms Initial Signs (Mild Hypothermia)
Bouts of shivering
Grogginess and muddled thinking
Breathing and pulse are normal
Danger Signs of Worsening Hypothermia (Moderate Hypothermia)
Violent shivering or shivering stops
Inability to think and pay attention
Slow, shallow breathing
Slow, weak pulse
Signs of Severe Hypothermia
Shivering has stopped
Unconsciousness
Little or no breathing
Weak, irregular or non-existent pulse
5. Show them a youtube clip that reviews hypothermia and what to do if they get it
Hypothermia Symptoms Initial Signs (Mild Hypothermia)
Bouts of shivering
Grogginess and muddled thinking
Breathing and pulse are normal
Danger Signs of Worsening Hypothermia (Moderate Hypothermia)
Violent shivering or shivering stops
Inability to think and pay attention
Slow, shallow breathing
Slow, weak pulse
Signs of Severe Hypothermia
Shivering has stopped
Unconsciousness
Little or no breathing
Weak, irregular or non-existent pulse
5. Show them a youtube clip that reviews hypothermia and what to do if they get it
6. Review the reading strategies they used when reading an article. What should we use for reading a story?
7. Get kids to look at the pictures, italics and title of the story “A Mountain Journey”, make a prediction of what the story is about. Please write their prediction on a piece of lined paper.
8. Give students 5 post it notes, tell them to record 5 connections (Text to self, world or text), questions or images on the post-it-notes at 5 different points in the story and stick them on the story where they made the connection/question or image. Read the story out loud to them. Stop several times and have them record something on their notes and then discuss it with a partner (you can also get them to share their post notes with the class a couple of times).
7. Get kids to look at the pictures, italics and title of the story “A Mountain Journey”, make a prediction of what the story is about. Please write their prediction on a piece of lined paper.
8. Give students 5 post it notes, tell them to record 5 connections (Text to self, world or text), questions or images on the post-it-notes at 5 different points in the story and stick them on the story where they made the connection/question or image. Read the story out loud to them. Stop several times and have them record something on their notes and then discuss it with a partner (you can also get them to share their post notes with the class a couple of times).
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1. Finish reading a Mountain Journey, do stick demonstration to show what it would be like to have frozen hands. Get them to try and pick up a pencil with 2 metre sticks. Show the end of the Shining with Jack frozen to show what I picture at the end of a Mt. Journey.
2. After reading it, discuss conflict in the story with them (man vs. man and man vs. himself).
3. Get students to summarize the story in 3 sentences on the piece of paper they made the prediction on, then stick their notes on that same piece of paper, put their name on it and hand it in.
2. After reading it, discuss conflict in the story with them (man vs. man and man vs. himself).
3. Get students to summarize the story in 3 sentences on the piece of paper they made the prediction on, then stick their notes on that same piece of paper, put their name on it and hand it in.
Perspective Taking
Stories help us develop empathy and perspectives. They often teach us a lesson through comparing something we know, to something more abstract. This helps make it more concrete for us.
1. Do empathy activity - Steven Covey's perspective (Picture of a lady activity)
2. Do activity where students get a mirror and have to draw a picture.
3. Read the Short Story "The Weapon" - Discuss.
1. Do empathy activity - Steven Covey's perspective (Picture of a lady activity)
2. Do activity where students get a mirror and have to draw a picture.
3. Read the Short Story "The Weapon" - Discuss.
10_-_the_weapon_by_fredric_brown.pdf | |
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4. View Parts of Hoodwinked. Summarize two perspectives. Use transition words.
Audio copies of story below as well.
Audio copies of story below as well.
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Short Stories - Zombies
1. Show the scene where Carl kills Lori in Walking Dead. Why does the writer do this scene in this way? Why have Carl kill her? Why do it before she becomes a zombie? what is the effect on the audience of a character forced to kill a loved one? Are there other scenes in Walking Dead where Characters are forced to kill loved ones (Michion's son) or keep them alive as Zombies because they can't bear to do it? (Governor's daughter, Hershel's Wife)? what is the writer ultimately asking the audience? (what would you do?) Would you bring back a pet or a loved one if you could? What are some potential problems with this? Has anyone seen Pet Semetary?
Let's do a quick Famous Moral Dilemma as a class: Introducing Moral Monday: The Sadistic Guard (philosophymatters.org) (Click this link)
Let's do a quick Famous Moral Dilemma as a class: Introducing Moral Monday: The Sadistic Guard (philosophymatters.org) (Click this link)
1. Free-write: If you could have any three wishes granted. What would you ask for and why? Discuss as a class.
2. Play Balderdash with the words from Monkeys Paw:
a. Avaricious (Greedy), 2. Fakir (a very religious man)
b. Talisman (an object thought to have magical powers and bring good luck )
c. Bibulous (excessively fond of drinking alcohol)
d. Simian (relating to or resembling apes)
e. Fusillade (a series of missiles thrown in quick succession)
Rules: A. Teams of 5, come up with team name.
B. I will give you a word and you must write down a definition for it. If you don’t know, make one up but try to make it sound official like it would in a dictionary. Write your team name on your slip of paper. Or we can do it on whiteboards.
C. I will read out the definition and you can get points in 2 ways: 1. By having the majority of the class vote for your definition as the right one (and remember, if you enthusiastically throw up your hand on yours no one will believe you) 2. By your entire group voting for the correct definition.
D. Group with most points after 6 words wins
3. Read “The Monkey’s Paw”. Get them to retell the story in 8 pictures (take an 11 1/2 X 17 paper and create 8 equal boxes). In the first box, write the title and a picture. In the next 6 boxes, we will stop periodically and draw a picture and paraphrase what is happening. In the 8th box put what they think the theme is. Explain that this is called "Chunking." Pause and reflect are great reading strategies.
"An online text of the story "The Monkey's Paw" is available at:
http://gaslight.mtroyal.ca/mnkyspaw.htm"
-Stop reading at “Pitch it in the fire like a sensible man.” Discuss how the author builds suspense.
Show the beginning of the Shining, how does the movie build suspense without showing really anything?
- The ride up the mountain is ominous. Discuss the terms Mood and Atmosphere.
2. Play Balderdash with the words from Monkeys Paw:
a. Avaricious (Greedy), 2. Fakir (a very religious man)
b. Talisman (an object thought to have magical powers and bring good luck )
c. Bibulous (excessively fond of drinking alcohol)
d. Simian (relating to or resembling apes)
e. Fusillade (a series of missiles thrown in quick succession)
Rules: A. Teams of 5, come up with team name.
B. I will give you a word and you must write down a definition for it. If you don’t know, make one up but try to make it sound official like it would in a dictionary. Write your team name on your slip of paper. Or we can do it on whiteboards.
C. I will read out the definition and you can get points in 2 ways: 1. By having the majority of the class vote for your definition as the right one (and remember, if you enthusiastically throw up your hand on yours no one will believe you) 2. By your entire group voting for the correct definition.
D. Group with most points after 6 words wins
3. Read “The Monkey’s Paw”. Get them to retell the story in 8 pictures (take an 11 1/2 X 17 paper and create 8 equal boxes). In the first box, write the title and a picture. In the next 6 boxes, we will stop periodically and draw a picture and paraphrase what is happening. In the 8th box put what they think the theme is. Explain that this is called "Chunking." Pause and reflect are great reading strategies.
"An online text of the story "The Monkey's Paw" is available at:
http://gaslight.mtroyal.ca/mnkyspaw.htm"
-Stop reading at “Pitch it in the fire like a sensible man.” Discuss how the author builds suspense.
Show the beginning of the Shining, how does the movie build suspense without showing really anything?
- The ride up the mountain is ominous. Discuss the terms Mood and Atmosphere.
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Demonstrate the concept of atmosphere and Mood by changing the music. Put the music of the following two videos overtop of the seal video and the shining. See how it changes everything.
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-If time, we could also watch some "recut" trailers. Like the Shinning Recut as a Comedy or Mary Poppins recut as a horror film.
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4. Discuss possible themes when the story is finished.
Themes are represented by saying "The Theme of the Monkey's Paw by W.W. Jacobs is that ____________________"
(Be careful what you wish for, be happy with what you have, think about an issue from all angles before acting, fate rules people’s lives, take other people’s warnings seriously)
5. Does it bother you that we never get to see the dead man? Is it a let down? Why do author’s do this? When reader’s have an emotional response to a book, it is good. Discuss how in the movie “Precious” I hated the mom and was so mad, I nearly jumped up and punched my tv.
6. Watch the Simpson’s version of Monkey’s paw. Discuss the term “allusion.” How we collectively understand something. If we get the allusion in the story but someone else doesn’t, it shows we are smarter. Simpson’s is thus given an aire of erudition. Effect of allusion. Season 3, Disc 2 – Treehouse of terror, Monkey’s Paw.
7. Work on their pictorial assignment.
Themes are represented by saying "The Theme of the Monkey's Paw by W.W. Jacobs is that ____________________"
(Be careful what you wish for, be happy with what you have, think about an issue from all angles before acting, fate rules people’s lives, take other people’s warnings seriously)
5. Does it bother you that we never get to see the dead man? Is it a let down? Why do author’s do this? When reader’s have an emotional response to a book, it is good. Discuss how in the movie “Precious” I hated the mom and was so mad, I nearly jumped up and punched my tv.
6. Watch the Simpson’s version of Monkey’s paw. Discuss the term “allusion.” How we collectively understand something. If we get the allusion in the story but someone else doesn’t, it shows we are smarter. Simpson’s is thus given an aire of erudition. Effect of allusion. Season 3, Disc 2 – Treehouse of terror, Monkey’s Paw.
7. Work on their pictorial assignment.
Imagery Lesson - Good Writing
1. Discuss the importance of imagery in a story. Ie: Like Monkeys Paw.
2. Play three song clips (Jaws, 1812 Overture (13 minutes in), Schindler’s List) and ask them to write 5 descriptive words to describe each song.
2. Play three song clips (Jaws, 1812 Overture (13 minutes in), Schindler’s List) and ask them to write 5 descriptive words to describe each song.
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3. Show a couple of pictures that relate to imagery (see attached powerpoint) and get students to describe them as if they were describing to a blind person. Ask what emotion they feel.
pictures_for_imagery_lesson.pptx | |
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4. Activity: Invite students to experience the different stations in the class to try feeling and describing objects hidden in a bag. Will describe them , steer into 5 senses. Here are some visuals of Students working at each station. OR some years, I have brought in doughnuts or candies to do this activity with.
5. Imagery examples: and pick out in a passage from “Monkey's Paw” and the newspaper article or The Mangler.
mangler_description.rtf | |
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6. Read them my 5-sense image of being at an amusement park to show them what to do
7. Explain Descriptive paragraph assignment (they will write next class, so come prepared on with an idea of what you would like to write about). Remind them that they could re-write the end scene from The Monkey’s Paw where we see Herbert.
-If students do not wish to do the options listed on the Assignment, here are some additional options:
A. Can rewrite the ending of "The Monkey's Paw" where you explain what Herbert looks like/does when we see him.
B. Our Ice cream experience
C. Adulthood lesson description of something gross (continue free-write; describe class activity)
D. Describe Pictures in more detail from the PPT of compelling photos
E. Jelly bean experience with bean-boozled.
8. Imagery Walk: Show examples. Must walk outside and make an image that appeals to each sense in groups of 4, I will judge the best image of each sense and there will be a prize.
7. Explain Descriptive paragraph assignment (they will write next class, so come prepared on with an idea of what you would like to write about). Remind them that they could re-write the end scene from The Monkey’s Paw where we see Herbert.
-If students do not wish to do the options listed on the Assignment, here are some additional options:
A. Can rewrite the ending of "The Monkey's Paw" where you explain what Herbert looks like/does when we see him.
B. Our Ice cream experience
C. Adulthood lesson description of something gross (continue free-write; describe class activity)
D. Describe Pictures in more detail from the PPT of compelling photos
E. Jelly bean experience with bean-boozled.
8. Imagery Walk: Show examples. Must walk outside and make an image that appeals to each sense in groups of 4, I will judge the best image of each sense and there will be a prize.
imagery_walk_and_descriptive_paragraph_2021.doc | |
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descriptive_paragraph_rubric_ib_update_2021.doc | |
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Writing!
1. For two days we will focus on writing a descriptive composition.
Hints:
- Use vivid imagery to create the best writing possible.
- Use high quality vocabulary (but use the best word, not necessarily the biggest word)
- Use details
-Write about a little amount of time with exceptional detail (write about the slide down the waterslide, not the entire day at the watermark…)
-Adjectives, Adverbs, Metaphors and Similes!
- Start with an engaging beginning (we focused on this during class.
Examples:
Avoid: My most vivid memory was when my grandpa died
Better: The phone clamored to the floor as I struggled to process the news. Could he really be gone? My mind fought accepting the heartbreaking reality of the situation.
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We also reviewed the descriptive paragraph writing checklist - See Paragraph Editing (Smaller version or the Stylistic Techniques for Writing - longer challenging version).
Finally, after using the checklist and editing, write a good copy and submit to Mr. Fitton! Ta-Da- you have submitted a masterpiece.
Hints:
- Use vivid imagery to create the best writing possible.
- Use high quality vocabulary (but use the best word, not necessarily the biggest word)
- Use details
-Write about a little amount of time with exceptional detail (write about the slide down the waterslide, not the entire day at the watermark…)
-Adjectives, Adverbs, Metaphors and Similes!
- Start with an engaging beginning (we focused on this during class.
Examples:
Avoid: My most vivid memory was when my grandpa died
Better: The phone clamored to the floor as I struggled to process the news. Could he really be gone? My mind fought accepting the heartbreaking reality of the situation.
****
We also reviewed the descriptive paragraph writing checklist - See Paragraph Editing (Smaller version or the Stylistic Techniques for Writing - longer challenging version).
Finally, after using the checklist and editing, write a good copy and submit to Mr. Fitton! Ta-Da- you have submitted a masterpiece.
descriptive_paragraph_editing.docx | |
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stylistic_techniques_for_writing_and_editing_creative_writing__1_.doc | |
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Edit Party: As a class, we will choose one or two of the class examples (students will consent). As a class, we will go through the editing checklist with them and grade them based on the rubric. Mr. Fitton will photocopy on 11 1/2 X 17 paper. We will put on the main screen. That way, those two students get a lot of feedback.
Descriptive Composition Editing + Holocaust Short Film
1. Students shall submit their Descriptive Composition Paragraphs. But first, each student is to take their marking rubric and a pencil out. As a class, we will ask if one brave student wishes to have theirs marked by the whole class.
-Whole class gets a rubric and will mark the paragraph.
-As a class we will go over the Marking Rubric so that each student is aware of how to use it.
2. We will then mark a partner's paper in class.
-Give them some feedback (must use the vocabulary of the rubric)
NEXT: Onto a Short Film for our Short Story Unit - film is another medium that uses the short story structure and can be quite compelling.
3. Begin class by asking if there is such thing as an innocent bystander and discuss as a group.
4. View the Powerpoint on the Holocaust. Explain Background for "Toyland" a short film we will watch.
-Whole class gets a rubric and will mark the paragraph.
-As a class we will go over the Marking Rubric so that each student is aware of how to use it.
2. We will then mark a partner's paper in class.
-Give them some feedback (must use the vocabulary of the rubric)
NEXT: Onto a Short Film for our Short Story Unit - film is another medium that uses the short story structure and can be quite compelling.
3. Begin class by asking if there is such thing as an innocent bystander and discuss as a group.
4. View the Powerpoint on the Holocaust. Explain Background for "Toyland" a short film we will watch.
holocaust_intro_gr_9.pptx | |
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5. Handout Lit Circle roles and briefly explain each role. "Discussion Director, Investigator, Connector, Illustrator and Literary Luminary."
lit_circle_roles_-_grade_9_2021.doc | |
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6. Watch “Toyland” X2
https://www.youtube.com/watch?v=51kkhCDiTZw
https://www.youtube.com/watch?v=51kkhCDiTZw
7. Students will work on their lit circle role.
Do a practice Literature Circle. Build a rubric with the students
1. Ask students what a good discussion would look like and create a rubric together. See document below which we can finesse.
2. Explain the format for the discussion.
3. Do lit circle discussion (20 minutes)
4. Do a reflection if time on the lit circle experience, since we will be doing a lit circle unit shortly. This is a chance to practice the skills. (What did I do well, what can I improve on, What is my goal for the next time we do a lit circle discussion?)
Do a practice Literature Circle. Build a rubric with the students
1. Ask students what a good discussion would look like and create a rubric together. See document below which we can finesse.
2. Explain the format for the discussion.
3. Do lit circle discussion (20 minutes)
4. Do a reflection if time on the lit circle experience, since we will be doing a lit circle unit shortly. This is a chance to practice the skills. (What did I do well, what can I improve on, What is my goal for the next time we do a lit circle discussion?)
literature_circle_criteria_-_2021_english_9_ib_criterion_d_and_a.docx | |
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Lesson on Adulthood1. Free-write: What is the grossest thing that you have ever had to do? Share their ideas.
2. Scene from Slumdog Millionaire when Jamal jumps in the outhouse http://www.youtube.com/watch?v=oIrehaK5Jks (arguably, one of the grossest scenes in film history) 3. Jellybean Challenge 4. Fill tub with dishes and breakfast scraps and get someone to offer to “do the dishes” tell them when I worked at a restaurant this was a part of the job I hated and I didn’t like wearing gloves because they got all hot and sweaty. |
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4. Read the story "Adulthood" together, Students make one sticky note: what’s important and why.
adulthood.pdf | |
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5. List: Can students add to the list the author makes? What other things to do adults do that are unappealing to children?
6. Class Discussion:
-What do you think the theme is?
-How is this a metaphor for the bridge between child and adult?
-How does this theme connect to life in general?
-What would happen if no one cleaned up “the garbage of life”?
7. Show Wall-E clip from the beginning (mounds of garbage) http://www.youtube.com/watch?v=nLx_7wEmwms&feature=related
(1:40 to 3:50) – looks like a city – but is garbage--- Can students posit how this video relates to the topic of adulthood
8. Show Terry Tate linebacker commercial: Terry Tate, Office Linebacker - YouTube
(turn down when he attacks (35 seconds and 1:02 seconds) because he swears)
Other Clip if time: Terry Tate Draft Day - http://www.youtube.com/watch?v=CtJOzE1GJWw&feature=related
6. Class Discussion:
-What do you think the theme is?
-How is this a metaphor for the bridge between child and adult?
-How does this theme connect to life in general?
-What would happen if no one cleaned up “the garbage of life”?
7. Show Wall-E clip from the beginning (mounds of garbage) http://www.youtube.com/watch?v=nLx_7wEmwms&feature=related
(1:40 to 3:50) – looks like a city – but is garbage--- Can students posit how this video relates to the topic of adulthood
8. Show Terry Tate linebacker commercial: Terry Tate, Office Linebacker - YouTube
(turn down when he attacks (35 seconds and 1:02 seconds) because he swears)
Other Clip if time: Terry Tate Draft Day - http://www.youtube.com/watch?v=CtJOzE1GJWw&feature=related
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-Ask class: What do both teach us?
-Teach us adult lessons in a humourous way – Terry Tate represents a lot more than an office linebacker, he is the adult in every one of us that helps us make the right decisions.
-Or get students to explain how Terry Tate fits into the lesson. How does he embody being grown up?
9. In pairs, write a letter to a student in gr. 8 about the perception vs. realities of coming to high school. What would you let them know that they need to expect? What advice would they give a younger student on how to act in grade 8 in order to be successful in grade 9? How is what you perceived it would be like different from the actual reality? Or, draw another metaphor for the bridge between adulthood and childhood. We may just give ourselves our own advice.
-We may go on a field trip to SLMS to actually meet some grade 8s and discuss the advice we wrote about.
-Teach us adult lessons in a humourous way – Terry Tate represents a lot more than an office linebacker, he is the adult in every one of us that helps us make the right decisions.
-Or get students to explain how Terry Tate fits into the lesson. How does he embody being grown up?
9. In pairs, write a letter to a student in gr. 8 about the perception vs. realities of coming to high school. What would you let them know that they need to expect? What advice would they give a younger student on how to act in grade 8 in order to be successful in grade 9? How is what you perceived it would be like different from the actual reality? Or, draw another metaphor for the bridge between adulthood and childhood. We may just give ourselves our own advice.
-We may go on a field trip to SLMS to actually meet some grade 8s and discuss the advice we wrote about.
Short Story Unit Test - Studying!
1. Finish our Advice to Grade 8s for Upcoming Field trip.
2. Book Talk - for our next unit on Lit Circles.
3. Choose novel you are interested in reading.
4. Review for Short Story Test upcoming (Short story terms sheet from earlier in the semester); What would the class like to do for a formative assessment?
5. Play "SWAT" review game for Short Stories Unit
6. Get Novels from Library - place names on a sticky note inside.
2. Book Talk - for our next unit on Lit Circles.
3. Choose novel you are interested in reading.
4. Review for Short Story Test upcoming (Short story terms sheet from earlier in the semester); What would the class like to do for a formative assessment?
5. Play "SWAT" review game for Short Stories Unit
6. Get Novels from Library - place names on a sticky note inside.
Short Film - The Gunfighter
This film is about breaking the fourth wall. We may choose not to use it.
It deals with terms like Narration, 3rd Person, Irony, Humour, Characterization; Mood, Atmosphere, metaphor,
We will be censoring the following times: 3:35; 3:52-3:54; 5:44; 6:09; 8:07
We will also look at Jerry Seinfeld's "Comedian Trailer" to look at the idea of the Narrator.
With the Gunfighter - discuss as a class, the Statement of Inquiry:
Explain how the historical context (when the text / film was made) and the authors perspectives affect your interpretation of the text and the concept of truth.
It deals with terms like Narration, 3rd Person, Irony, Humour, Characterization; Mood, Atmosphere, metaphor,
We will be censoring the following times: 3:35; 3:52-3:54; 5:44; 6:09; 8:07
We will also look at Jerry Seinfeld's "Comedian Trailer" to look at the idea of the Narrator.
With the Gunfighter - discuss as a class, the Statement of Inquiry:
Explain how the historical context (when the text / film was made) and the authors perspectives affect your interpretation of the text and the concept of truth.
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Final Assessment for the Short Story Unit
1. Get students to create a final assessment that goes over the skills we learned in class: Short Story Terms, chunk reading, Discussing literature, The Statement of Inquiry, Applying Knowledge, Able to Write and use the editing checklist... Mr Fitton will write it up and submit for class approval.
2. Review key unit Vocab by playing SWAT. See sheets below
2. Review key unit Vocab by playing SWAT. See sheets below
swat_-_terms_sheets_short_stories.doc | |
File Size: | 245 kb |
File Type: | doc |
swat_clues_sheet_short_stories.doc | |
File Size: | 28 kb |
File Type: | doc |
3. Do short Story Review with a short film.
short_story_review.docx | |
File Size: | 97 kb |
File Type: | docx |
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4. Class created final exam. Choose the film as a class.
final_assessment_-_short_stories_2021.docx | |
File Size: | 68 kb |
File Type: | docx |
final_short_story_assessment_2023.docx | |
File Size: | 68 kb |
File Type: | docx |