Lesson One
July 6th, 2009
Introductions
What is your name?
My name is Alicia.
What is your favourite colour?
My favourite colour is purple.
What month were you born in?
I was born in the month of June
What is your favourite animal?
My favourite animal is the dog.
Expectations
Oral Communication
By the end of Grade 11, students will:
1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
By the end of Grade 12, students will:
1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
Reading
By the end of Grade 11, students will:
1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
By the end of Grade 12, students will:
1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
Writing
By the end of Grade 11, students will:
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
By the end of Grade 12, students will:
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
Media Literacy
By the end of Grade 11, students will:
1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
By the end of Grade 12, students will:
1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
About your goals
Take a moment and think about the goals you would like to achieve with these classes. Write them down. When you are finished put your pencil/pen down and wait for your fellow classmates to finish.
We will discuss our goals and how we will achieve them.
A little fun reading
an excerpt from Calvin and Hobbes.
Questions about the comic strip
Who is Calvin, and who is Hobbes?
Where is this comic situated?
What topic is Calvin speaking of?
How does the comic end?
What do you think about this comic?
The theme of the comic is about environmentalism. The comics were written and printed from 1985 until 1995. Do you feel that the issue that Calvin speaks about in the comic is still important in today’s society and culture? Why? How does it change between different cultures? Between yours and your friends?
What are some ways we can prevent littering and high productions of waste being created?
Have you seen any company or persons take initiative in cleaning up the environment and reducing waste? Where, and what were they doing?
Were you inspired to help clean up and preserve this world?
What do you think will happen to our Earth in 25 years if we continue to disregard all the warning signs that our World is giving the people? (I.E. global warming, earth quakes, volcano explosions, tsunami, hurricanes, etc.)
Do you think that we can clean it up and care for the Earth before this all happens?
Introduction to Shakespeare
Outline
Ten (Fun) Facts about the Elizabethan Era
The Globe Theater Photos
How to read Shakespeare
Ten (Fun) Facts about the Elizabethan Era
1576 – plays were performed in “inn-yards.”
The first theater was built in 1576, it was named “The Theater.”
The Globe was build in a similar style to the coliseum
Elizabethan theaters attracted huge crowds
Many objections to the Elizabethan theaters
The Church and the City of London Officials -1596, banning of all plays;The Puritans ordered all playhouses and theaters to be pulled down in 1648.
The average life expectancy is 42 years (longer for the wealthy).
The average age of a women getting married is 25 or 26. The average age of a man getting married 27 or 28.
How to Read Shakespeare
Shakespeare without tears; theorizing early places
The Act of Reading:
Read more than once
Turn to your glossary and notes on the second reading
Avoid the interpretive texts
Have confidence! Your Shakespeare reading will improve!
How to write a news report
The idea of the News Report is to report on factual information of an occurrence or event. There are a couple of key characteristics of news reports to keep in mind.
Content
The content of a news report follows what is called the “W5” guide; it contains the answers to who, what, where, when, and why. These facts of the story must be clean to the reader, without any wasted space.
Steps:
1. Select a topic
2. Gather the factual information you will need for the report (create an outline)
3. Read a few news articles in local news papers to get a sense of the tone and organization
4. Your report will be between 250-300 words, and one page only, so be succinct. Three paragraphs will do it. In paragraphs 1 and 2, place the who, what, when and where. In these paragraphs place quotations from “eye witnesses” and “talking heads” (so-called experts on the subject asked to comment on events). You should also organize the information to include what has been happening, what is now happening, and what it may mean for the near future. This last part 9the suture) will be placed in paragraph 3.
5. Work your way through the writing process to completion of the report.
Topics:
Climate Change
Genetic Engineering
Intensive Farming
Over Population
Pollution
Energy (Conversation)
Writing Assignment
For Tuesday July 7th, bring in a rough draft of your news report.
It must have answered the W5.
It must be no longer than 300 words.
Due date: Friday, July 10th, 2009.
Homework
Read the following Short Essays:
“And baby makes six billion” by David Suzuki, and answer the Understanding the text.
“Saving earth from Environmentalists” an opinion article by James Freeman.
Due date: July 7th, 2008
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