Macbeth! Wednesday and Friday classes

1. Grammar sheets: up to and including Other Uses of Present Tense
2. Recap what has happened so far.
3. Current Characters
4. Read 1.2 and 1.3
5. Get in groups
6. In your groups, look for all examples of imagery that is:

• Light and dark
• Blood

7. As a class, take these up and develop a full list of the first two scenes.
8. Read 1.4 and 1.5
9. Look for light and dark imagery in those scenes.

Speeches: Committees Start Up

We will be starting speeches. As I mentioned, you are the Kelly Road experts on speeches in our classroom. You will design assessment and activities with the help of myself and your peers.

Pick 1 of these 3 options that interests you the most:
-designing the rubric for speeches
-designing the learning activities/lessons for students to work on their public speaking skills and confidence
-designing the learning activities/lessons for students to work on speech writing skills

The area that interests you most will be the committee you will now be a part of.

Each committee must have 3 individuals with designated roles:
1. The chair: keeps everyone on task and focused (with positive comments)
2. Participation leader: ensures everyone's voice is heard by encouraging every individual to share his/her insight with positive comments.
3. Note-taker: uses a school laptop to record the group's ideas and notes. This is done on the computer to facilitate editing and collaboration later.

Day 1:

1. Each student gets into a committee. 
2. Committees begin discussions and draft proposals (rubric, lessons, handouts etc.).

Day 2 &3:
Please note, if an individual is having continued difficulty working with his/her committee or the committee does not seem to be functioning, the committee will be encouraged to delegate specific tasks for students to work on independently and then report back to the group.

1. New individuals take on the roles from last class.
2. The new chair reads to the group what they have so far. 
3. Discussion on any ideas group members are not fully in agreement with, things that can be added.
4. Groups work on finalizing details. Sub-committees may be created. For instance, if the public speaking group has a game or lesson it mentions, one sub-committee can create a lesson sheet detailing materials, time needed, and break down the activity into steps. If the writing skills group has a handout they want to have created, they can decide on the overall format and have sub-committees looking online for strong examples to provide to students on that handout.
5. When the group feels it has everything it needs, it should present their work to the teacher for feedback.
6. When all groups have gone through teacher feedback and revision, they will print off their work. Photocopies will be made. 
7. Each student will read over the proposed activities, handouts, and assessment on their own. 
8. The groups will then present their work and answer questions. 
9. After each presentation, one of the following will occur:

• If the committee proposal requires small changes or no changes, the class will vote on whether or not it should be finalized (with changes as discussed) or if they need to see the changes first.
• If the committee proposal requires moderate to major changes or needs to be more developed, the committee will be sent back to work on it before re-presenting it to the class. 

    10. Finalized activities, handouts, assessments etc. will be emailed to me (mwilcox@sd57.bc.ca) to be
    distributed to the class.

Short Story Wrap Up

1. Silent reading and tracking sheets
2. Go to library to renew your books. Pick up a book review form. You may pick up more than one if you have
3. In class, fill out the book review form for your ISU book.
4. Go over theme for the short story. Talk about possible themes.
5. Go over handout for speeches.
6. Discuss the qualities of a good speech. Come up with a list of qualities.

Class Outlines: Short Story Unit Assignment

Monday

This week, the first 20 min. of the class is SILENT work time. Please spread out to ensure this. The rest of class may have quiet on-task conversations with peers for feedback.

You have two tasks:

• ISU (remember to work on your 2/3 tracking sheet due Wednesday). Your In Class Analysis is Monday.
• Short Story Writing (draft of story and analysis should be finished by the end of Tuesday's class).

Tuesday

1. ISU 2/3 reading and tracking sheet

2. Work on finishing your draft then go through the stages of editing. 

Wednesday: ISU Tracking Sheet Due

1. ISU 2/3 tracking sheet handed in

2. Self and Peer Assessment of Story

Thursday: Short Story Assignment Due

1. Go over expectations for In Class Analysis on Monday.

2. Work on finishing up editing phases and hand in short story unit assignment. 

3. Study for In Class Analysis

4. Final short story (based on work completion).

Tuesday and Wednesday Classes

Tuesday Class

1. Silent Reading

2. Hand back: ISU 1/3 Creative Response, Interim Reports

3. Go over format of the Interim Reports

4. Grammar sheet: Complete the two pages on sentence fragments

5. Short Stories: Ensure you are done "Test" work on "Bluffing" or "Borg" (you will have about 15 min. tomorrow to finish it).

Wednesday Class

1. Silent Reading

2. Take up Sentence Fragments sheets.

3. Get into groups for "Test." As a group, review everyone's answers and come up with an answer for the class for your section of the analysis. You will present this to the class. 

4. 15 minutes to finish up work on "Bluffing" or "Borg." These will be handed in tomorrow.
5. Short Stories Assignment

Thursday Class Outline: Peer Feedback

1. Silent Reading
2. Computers (2103)
3. Peer Review Blog Posts:

1. Find a blog post of a classmate that is on characterization or plot. Make sure every classmate has at least 1 reviewer.
2. Read the blog post.
3. Fill out the reviewer checklist sheet for the post.
4. Read each sentence carefully and give the post a mark for writing conventions.
5. Create a comment for the blog (if the blog does not allow comments, you can write it on the back of the reviewer checklist). List 2 specific things you like about the blog post.
6. Give “next steps” feedback on the back of the checklist sheet. Give at least 1 specific thing the author could try to work on in this post.
7. Repeat for interest or another characterization/plot post.

Short Story Analysis: "Test," "Bluffing," and "Where the Borg Are"

Class Outline

1. Silent Reading
2. Hand in all remaining creative responses
3. Go over the short story analysis handout
4. Read "Test" together
5. Complete the worksheet for "Test"
6. Choose based on preference: "Where the Borg Are" or "Bluffing"
7. Complete analysis for the short story
8. Please hand in your completed work (due Friday)

Please note: tomorrow we will be assessing your blog posts on interest, characterization, or plot. Please finish your posts for homework if they are not already done. 

Monday Class

1. Get with a partner. One of you needs to read aloud the creative response to the other. Pause at each period. Check and fix any sentences that don't make sense!
2. Finish blog posts from Friday.
3. Work on ISU reading and tracking sheet.

Blogging Class Outline (Friday)

Class Outline

1. ISU reading
2. Blog post on characterization or plot structure (see the earlier post for options and details)
3. Finish blog post on an area of interest
4. Work on your creative response

Short Stories: Plot Structure

Class Outline

1. ISU reading and tracking sheet

2. Characterization analysis for "Mirror Image" (this was homework, see handout in previous post)

3. Review plot structure

4. Analyze text for plot structure

5. Work on Creative Response (Due Wednesday)

Short Stories: Characterization

Characterization

Characterization is the process by which the writer reveals the personality traits of a
character. Characterization is revealed through direct characterization and indirect
characterization.

Direct Characterization tells the audience what the personality of the character is (his or her trait).

• Example: “The patient boy and quiet girl were both well mannered and did not disobey their mother.” Explanation: The author is directly telling the audience the personality of these two children. The boy is “patient” and the girl is “quiet.”

Indirect Characterization shows things that reveal the personality of a character. There
are five different methods of indirect characterization:

Speech: What does the character say? How does the character speak?
Thoughts: What is revealed through the character’s private thoughts and feelings?
Effect on others: What is revealed through the character’s effect on other people? How do other characters
          feel or behave in reaction to the character?
Actions: What does the character do? How does the character behave?
Looks: What does the character look like? How does the character dress?(from Read, Write, Think)

Class Outline: Wednesday

1. Silent Reading and ISU work
2. Direct and Indirect Characterization Handout "Mirror Image"
3. Work on ISU creative response

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 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.

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