Short Story Elements: Monday

Class Outline

1. Silent Reading

•  Students who received an email over the weekend should update their blog authors or post their media analysis.

2. Literary Elements Game:

1. Get in 5 equal groups. 
2. Each group member needs an individual rating sheet.
3. Each group will be asked a question, that group has 30 seconds to come up with an answer. If they do not get it right, the first group to have a member raise his or her hand gets to try to steal that point.
4. Once the answer is revealed, find that type of device on your rating sheet and mark off how well you know that concept.
5. At the end of the game, the team with the most points wins a prize. I will collect all rating sheets.

I will use this game and the rating sheets to get a feel for where the class is at. Rating sheets will help me know what you need to work on and what areas we don't need to spend a lot of time on.

3. Work on creative response.

Short Stories and ISU 2 (Thursday)

Class Outline
1. ISU reading
2. Finish peer reviews of the ISU tracking sheet.
3. Answer any remaining questions or issues with ISU tracking sheet.
4. Go over the ISU 1/3 assignment. It is found on your ISU handout. It is due Monday, October 7.

Options:

Complete one of the following options:

·  Create a graphic novel adaptation for a major event in this section of the novel. You must include at least 8 panels. You must include correct dialogue and important setting, object, and character details. Write an explanation of the literary importance of this scene as it relates to the conflict and character development in the first third of the novel and the design choices you made. Give page references for the scene. You may choose to hand in your typed explanation in proper paragraph form or record it to be assessed on oral communication skills.  

·  Record a dramatic reading of one scene in your story (at least 3 pages long). Write an explanation of the literary importance of this scene as it relates to the conflict and character development in the novel. Record your reading of the novel and your explanation.

·  Re-write a scene (2+ pages) from the story as a script. Follow proper script-writing conventions. Be sure to include stage directions and cues relating to setting, character behavior and appearance. On a separate paper, explain the literary importance of this scene as it relates to the conflict and character development in the novel. This should be typed.

·  Choose 4-6 songs that you think capture the mood of different important sections of the novel. In several typed, formal paragraphs describe why you made these connections and why those sections in the novel are important to conflict or character development.

·  Write a poem or song dealing an issue or big idea found in the story. On a separate typed page, explicitly explain the big idea or issue you chose and give specific examples (using quotations) of how you see it in the story and how you conveyed it in the poem.

·  Create a portrait of a character in the story that highlights important non-physical traits. Traits should be represented symbolically in the character’s physical appearance, props, and/or setting. On a separate, typed page, explain what traits you represented and use quotations to show how these traits are evident in the novel.

Rubric

Short Stories and ISU 1

Class Outline:

1. Silent Reading
2. ISU Tracking Sheet Feedback
1. Review ISU tracking rubric.
1. Get out your ISU tracking sheet. Please hand it in.
2. With a partner, you will be given two ISU tracking sheets and two rubrics. 
3. Please read them over carefully one at a time and assess them using the rubrics with your partner.
4. At the bottom of each rubric, write two things you like about their work on the tracking sheet, and one area of improvement ("'I like," I like," "You might want to try,")
5. Hand in the tracking sheets and rubrics to Beth.
3. Presentation

Tracking Sheet Rubric

	Level 4	Level 3	Level 2	Level 1
Strategies: Builds understanding of text by identifying important ideas and elements in the text. Uses quotations and page numbers for support. (Column 1)	Excellent support and identification for all elements and devices.	Good support and identification for all elements and devices.	Some support and identification for all elements and devices.	Limited support or identification for all elements and devices.
Thinking: Makes good connections between elements andnnections between elements ormentr all elements and devices.t. Uses quotations and page numbers for support. for each.. les a inferences about devices (Column 2)	Excellent connections/ inferences and engagement.	Good connections/ inferences and engagement.	Some connections/ inferences and engagement.	Limited connections/ inferences and engagement. May have some incomplete.

Media Lesson 10 and 11

Lesson 10 Class Outline (Monday):
This is a shortened block due to the assembly.

1. Silent Reading
2. Go to Lab 2103
3. Blogging:
1. Ensure you have a working blog and have added Beth as an author to it.
2. Copy and paste our finalized Blogging and Internet Safety Guidelines onto your blog as a page. Pages are different from post because they never change position on your blog.
1. You can find the guidelines as a page on Beth's blog (at the top).
2. Create a page by clicking out your Blog's name from your Blogger login screen.
3. Click on "Pages" on the dashboard that is on the left hand side of your screen.
4. Click on "New Page" in the centre of your screen, and choose "Blank Page."
5. Insert the class created guidelines and save your page. 
6. By creating this page with the guidelines, you are agreeing to follow them
3. Work on your ISU 1/3 tracking sheet.
4. If you are worried about forgetting your email address, please email me at mwilcox@sd57.bc.ca so I will have a record of it.

Lesson 11 Class Outline (Tuesday):

1. Silent reading for ISU (1/3 tracking sheet due TOMORROW)
2. Go to computer lab with:
•  your silent reading book, 
• media analysis, and 
• tracking sheet. 
3. Media Analysis:
1. Type your Media Analysis assignment as a blog post. 
2. Add labels on the right hand side. Labels are categories that organize your blog posts. Some labels for this post might be "Class Assignments, Media Analysis, Rip! A Remix Manifesto, Bias." By adding labels your readers can read your blog by subject area and you can find things easier. 
3. Check your spelling from the menu underneath the post title. 
4. Write your name on Beth's list to say you are done adding your media analysis. I will mark your typed version. 
4. Post of Interest:
1. Create a post on 1 thing that you are interested in. You must include:
1. A descriptive title
2. Full sentences
3. At least 2 labels
4. An image
5. A URL link. Bonus: try to get your link to open in a new tab or window. 
5. ISU tracking sheet

Media Lesson 9

Friday Class Outline

1. ISU reading
2. Work on Media Analysis. It is due Monday.
3. Peer edit: Media Analysis using the rubric.
4. Good copy writing.

If you finish and submit your good copy following peer and self assessment, you have 3 options.

• Begin typing your Media Analysis on a computer to be posted to your blog.
• Figure out how to put the Blogging/Internet Safety Guidelines we created on your blog as a "text" "gadget." Post them.
• Work on your tracking sheet for your 1/3 of your ISU book (due Wednesday)

Media Analysis Assignment

PDF Version of Rubric and Outline

Due: Monday Sept 23. You will have class time on Thursday and Friday to work on it. 

Media Analysis Assignment

How does the filmmaker’s use of persuasive devices and story elements demonstrate the presence or lack of bias in the film Rip! A Remix Manifesto?­­

Media Analysis Format

Your response should be in a 3 paragraph format and approximately 250 words.

Paragraph 1: State the author’s thesis in your own words. State your opinion as to whether or not the film shows bias. Qualify your statement with a primary rationale or sense of how your argument is shown.

Paragraph 2: Provide examples of how bias is or is not shown by using 2 devices or story elements as examples. Explain how each does or does not show bias. Make sure to use correct terminology. For example, “The filmmaker uses appeal to authority by saying…”

Paragraph 3: Summarize your essential argument. Provide a philosophical conclusion with a view to social issues, the future, or overall judgement.

Basic overview:

·         Author’s opinion stated in own words.

·         Student’s opinion to question (bias)

·         Example 1 from devices/elements

·         Explanation 1

·         Example 2 from devices/elements

·         Explanation 2

·         Conclusion logical, insightful and interesting

Knowledge	Level 4 (86-100%)	Level 3 (73-85%	Level 2 (60-72%)	Level 1 (50-59%)
Identifies the filmmaker’s thesis	Thesis fully summarized in a sophisticated sentence	Thesis summarized in a sentence	Thesis summarized in a few sentences	Thesis identified
Strategies	Level 4	Level 3	Level 2	Level 1
Identifies various techniques in text, including story elements* or persuasive devices**	Includes 2+ strong examples of different techniques using specific details and correct terminology	Identifies 2 examples of different techniques using some details and correct terminology	Identifies 2 examples of techniques using appropriate terminology. May be the same technique or weak examples	References 2 examples of techniques. May not use correct terminology or lack sufficient details
Thinking	Level 4	Level 3	Level 2	Level 1
Evaluates how the evidence in the text demonstrates the filmmaker’s argument & bias	Makes insightful inferences about bias using support from devices and elements	Makes logical inferences about bias using support from devices and elements	Makes some logical inferences about bias using some support from devices and elements	Makes few logical inferences about bias using limited support from devices and elements
Communication	Level 4	Level 3	Level 2	Level 1
Multi-paragraph argument shows organization and uses transitions to create flow	Organization is smooth and logical with good transitions and flow	Logically structured argument with explicit connections among ideas/ sections	Structure is logical but not explicitly outlined in intro and/or  connections among ideas not always clear	Limited organization or structure so connections among ideas is unclear
Paragraphs are effectively developed	Individual paragraphs are effectively developed. Conclusion leaves the reader with something to think about	Individual paragraphs are logical. Conclusion follows logically from thesis and development	Logical paragraphing but may lack structure	Paragraph formatting is weak. Conclusion may introduce new ideas or contradict body
Writing conventions (grammar, spelling, etc.)	Few, if any, errors	Few errors, do not affect meaning	Noticeable errors are somewhat distracting	Frequent errors may interfere with meaning

*Story elements: atmosphere, characters, conflict, plot, setting   **Persuasive devices: allusion, analogy, anecdote, appeal to authority, diction, hyperbole, parallel structure, rhetorical questioning

Assignments not yet meeting Level 1 expectations (50%) will be given an “I” for Incomplete.

Media Lesson 7 and 8

Lesson 7 Class Outline

1. ISU Reading

2. "Whose Lathe?" answers

3. Go over Documentary Viewing Sheet Pages 1 and 2 for during film.

4. Start watching Rip!: A Remix Manifesto.

RiP! A Remix Manifesto by Brett Gaylor, National Film Board of Canada

Lesson 8 Class Outline

1. ISU Reading
2. Go over rubric and outline for Media Analysis assignment.
3. Finish Rip! A Remix Manifesto
4. Complete page 3 of Documentary Viewing Sheet (above)
5. Brainstorm ideas for Media Analysis assignment

Media Lesson 6: "Whose Lathe?"

Class Outline:

1. ISU Reading
2. Go over answers from "The Importance of Being Earnest"
3. Look at definition of analogy.
4. Read "Whose Lathe?" and find the devices used.

Final English 11 Blog Rules and Internet Safety

English 11 Blog Rules and Internet Safety

1.       Ask permission before using other people’s personal information/photos

2.       No inappropriate content (nudity, drug/alcohol references, cursing, racist content, discriminatory content, offensive terms, threats, violence, sexual content)

3.       Don’t give out personal information (credit card info, revealing photos, contact info, address, phone number)

4.       Never agree to meet strangers

5.       Make sure you set security information to level where you and your parents are comfortable

6.       No plagiarism. List where you got your info from

7.       Be respectful to other blogs

8.       Have an open mind

Media Lesson 5: Persuasive Devices

1. ISU Reading
2. Finish the Internet Safety and Blogging Rules if not already done.
3. Definitions for Persuasive Devices. Fill them in on sheet. Handout on Persusive Devices.

4. The Importance of Being Earnest
5. Read "The Importance of Being Earnest" by Lynn Coady
6. Find each devices listed in the essay.
7. Journal: What does this article have to say about Power and Censorship?

Media Lesson 3 and 4

Class Outline Lesson 3

http://elections.thinkaboutit.eu/2009/06/iran-no-revolution-but-potential-for-change-anyway/

1. ISU reading
2. Go to the lab
3. Use the PDF instructions I have created to set up your blog.

Class Outline Lesson 4

1. ISU reading
2. Look at other class's brainstorming
3. Look at our class guidelines for blogging.
4. Internet safety article.

http://www.huffingtonpost.com/kat-cohen/the-truth-about-social-media-admissions_b_3325839.html

http://blog.web20classroom.org/2011/08/taking-care-of-your-digital-self.html

1. Look over district policy on acceptable use. 
2. Revise our class guidelines for blogging. 

Internet and Blogging Safety Guidelines Draft

Respect Others
1. Ask permission before using other people’s personal information/photos

2. Don’t spread rumours

3. Don’t post things you wouldn’t say to someone

Appropriate content
4. No inappropriate content (nudity, drug/alcohol references, cursing, racist content, discriminatory content, hate speech, offensive terms, threats, violence, sexual content)

5. Don’t post anything your Grandma wouldn’t like

Keep private information private
6. Don’t give out personal information (credit card info, contact info, address, phone number)

7. Never agree to meet someone

8. Make sure you set security information to supreme capacity (level where you and your parents are comfortable)

9. No personal pictures of yourself

10. Keep your life private

11. Don't share passwords (except with parents)

Be a good member of the “blogosphere”
12. Be positive and  child appropriate

13. Use an appropriate font size

14. No plagiarism. List where you got your info from

15. Don’t put false information

16. Try to keep posts on topic

17. Be respectful to other blogs

18. Don’t spam 

19. Report inappropriate activity on your blog or in comments.

Respect Yourself

19. Don’t believe everything you see

20. Don’t put in minimum effort

21. Have an open mind

Media Lesson 2

http://www.flickr.com/photos/fredcavazza/2564571564/

Class Outline

1. ISU reading.
2. Homework check: Social Media Article and check for ISU dates on outline (work habits)
3. Presentation on Social Media Article by groups.
4. Define the term "blog." 
5. Blogs handout.
6. Go over elements of a blog.
1. "The Science of Sport" http://www.sportsscientists.com/
2. "YA Awesomesauce" http://yaawesomesauce.wordpress.com/
7. In groups, develop a list of 5-10 guidelines for blog safety. We will develop class guidelines to be posted on your blog.

Beth

Brainstorming on Power Questions

Here are the results of this morning's brainstorming!

• What does power mean?
  
  
  
  
  
  
  
  

• What gives someone power?

•  How can media increase or decrease an individual’s power?

• What is the relationship between censorship and power?
  
  
  
  Beth

Media Lesson 1

Censorship (noun):

The institution, system or practice of censoring; the actions or practices of censors; especially: censorial control exercised repressively. 

Censor (transitive verb)

To examine in order to suppress or delete anything considered objectionable <censor the news>; also: to suppress or delete as objectionable <censor out indecent passages>

     Example

·                  The station censored her speech before broadcasting it.

·                  The government censored all references to the protest.

(From Merriam-Webster Dictionary)

Some Questions for this Unit and Semester

• What does power mean?
• What gives someone power?
•  How can media increase or decrease an individual’s power?
• What is the relationship between censorship and power? 

Class outline
1. 15 Min. Silent Reading for ISU.
2. Hand in Introduce Yourself Activity.
3. Go over email home.
4. Definition of Censorship/Censor
5. Graffiti on questions
     -write a answer, thought or connected question for each of the questions on the board.

6. Social Media Revolution
7. Social Media Articles. Alone, jot down notes on the article. As a group, answer the questions in full on the Social Media Article handout
"Meet Joe Blog"
"London, Egypt and the nature of social media"
"Movement Began With Outrage and a Facebook Page That Gave It an Outlet"

Beth

Some Possible ISU Books

Some Possible Books for ISU

Remember, you can pick any young adult or adult novel as long as it is a classic or has been shortlisted for a literary award. Any by Jane Austen, Charles Dickens, Margaret Atwood, Timothy Findley fit this. Please check your selection with Beth.

Jane Eyre Bronte, Charlotte

Schindler’s List Keneally, Thomas

Shoulder to the Sky, Choyce, Lesley

Ender’s Game, Card, Orson Scott

Animal Farm, Orwell, George

The Catcher in the Rye Salinger, J.D.

Beloved Morrison, Toni

Wuthering Heights, Bronte, Emily

The Space Between, Aker, Don

The Beckoners, Mac, Carrie

I am the Messenger Marcus Zusak

The Book of Negros, Hill, Lawrence

Dracula, Stoker, Bram

The Road,  McCarthy, Cormac

Catch-22, Heller, Joseph

Kiss of the Fur Queen, Highway, Thomson

Monkey Beach, Robinson, Eden

Love Medicine, Erdrich, Louise

The Lord of the Rings¸Tolkein, JRR

The Game of Thrones, Martin, George RR 

Beth

Digital Copy of Tracking Sheet and Rubric

Hi all,

Feel free to use this digital copy of the tracking sheet to record you notes on your novel.

Beth

ISU Tracking Sheet

Section of Book: /3                                                                                          Name:                                                                                                                                                         Book Title:

Element—Examples, quotations, page references	Inferences— meaning, connections to other elements
Setting
Character(s)— traits, growth or change?
Mood- dominant? Shifts?
Conflict (type, generalized versus statement and specific versus statement. Resolutions?)
Big Ideas	Possible Messages about Society (Themes)
Examples of Devices (e.g. Imagery, Symbolism, Metaphor, Foreshadowing) Give page # and passage and label device for each.	Inferences— why did the author use this comparison or device? What is implied in the device usage?

Tracking Sheet Rubric

	Level 4	Level 3	Level 2	Level 1
Strategies: Builds understanding of text by identifying important ideas and elements in the text. Uses quotations and page numbers for support. (Column 1)	Excellent support and identification for all elements and devices.	Good support and identification for all elements and devices.	Some support and identification for all elements and devices.	Limited support or identification for elements and devices.
Thinking: Makes good connections between elements andnnections between elements ormentr all elements and devices.t. Uses quotations and page numbers for support. for each.. les a inferences about devices (Column 2)	Excellent connections/ inferences and engagement.	Good connections/ inferences and engagement.	Some connections/ inferences and engagement.	Limited connections/ inferences and engagement. May have some incomplete.