Monday, September 14 - Friday, September 18
Friday
We checked out the on-line study game Kahoot at the beginning of class, and then went to the library. While there, I asked everyone to identify the elements of quality on the draft of the in-class write from yesterday. The drafts were handed back to me and I will write feedback comments on them. For the remainder of the class groups were to work on producing questions related to the terms and devices. I will put the questions into Kahoot and hopefully we can use them next Friday.
Thursday
Today we completed our first in-class write about the text No Canada.
Wednesday
At the beginning of class, I asked everyone to create a chart to track the readings we are doing in order to help us consider answers to the inquiry question: Is there a "Canadian voice"? So far, we have read Pardon Me I am Canadian essay, looked at the news item about young people in Malaysia and we have looked at three of Rick Mercer's rants. On the chart you should gather information from each text we read to help you answer the inquiry question.
For the second half of the class, we developed the criteria for a quality response to a text. Using student examples that scored 6/6, everyone did a very good job of identifying specific elements of the samples that made them strong responses.
Having looked at some examples, tomorrow it will be your turn to try writing a response. I will prepare a rubric based on the criteria that we came up with together.
Tuesday
We reviewed a few items about yesterday's text. In particular we talked about tone and how it is different to mood. Tone is the author's attitude towards the subject in their text, or even their attitude towards the audience. Think tone of voice: sarcastic, bitter, angry, grateful, compassionate. Mood is more like the atmosphere of a piece. I think of setting and how word choices (diction) can really create a strong mood in a piece. Consider a macabre story from a writer like Edgar Allen Poe: tons of atmosphere.
After we completed our closing discussion of Pardon Me, we looked at another very Canadian text: a Rick Mercer rant. Before viewing/reading his rants, we talked about bias and the types of communication tools and author can use to manipulate an audience. It took a few moments for people in the class to fire up the grey matter, but once you did, you provided a very complete list: humour, irony, sarcasm, emotional appeal, loaded language, hyperbole, juxtaposition, repetition, stereotypes, satire, facts, to name a few!
During reading/viewing the rants, I asked that you be on the look out for the above techniques. During the reading of the third rant, I asked you to write on the text and note the essay-like structure. The thesis was that we should make politicians work for us. The three arguments were about the the (tongue-in-cheek) types of work we should get them to do during and election campaign.
Tomorrow we will begin tracking any details in the first texts that you think are indicative of the? a? "Canadian Voice."
Rick Mercer
Monday
Today we looked at a non-fiction text called Pardon Me I am Canadian. Before reading we briefly discussed what it means to be Canadian. During reading, I asked everyone to chart information presented in the piece related to countries, customs and values/beliefs. After reading the article, we looked at a news report about some Canadian tourists who got into trouble in Malaysia last June. To complete this reading, I asked everyone to respond to the news item and to exchange responses with a partner and respond to their response!
Inquiry question for this unit: What is the Canadian voice?
duration - about 6 weeks
Assessment/Evaluation:
• daily work in your portfolio
We checked out the on-line study game Kahoot at the beginning of class, and then went to the library. While there, I asked everyone to identify the elements of quality on the draft of the in-class write from yesterday. The drafts were handed back to me and I will write feedback comments on them. For the remainder of the class groups were to work on producing questions related to the terms and devices. I will put the questions into Kahoot and hopefully we can use them next Friday.
Thursday
Today we completed our first in-class write about the text No Canada.
Wednesday
At the beginning of class, I asked everyone to create a chart to track the readings we are doing in order to help us consider answers to the inquiry question: Is there a "Canadian voice"? So far, we have read Pardon Me I am Canadian essay, looked at the news item about young people in Malaysia and we have looked at three of Rick Mercer's rants. On the chart you should gather information from each text we read to help you answer the inquiry question.
For the second half of the class, we developed the criteria for a quality response to a text. Using student examples that scored 6/6, everyone did a very good job of identifying specific elements of the samples that made them strong responses.
Having looked at some examples, tomorrow it will be your turn to try writing a response. I will prepare a rubric based on the criteria that we came up with together.
Tuesday
We reviewed a few items about yesterday's text. In particular we talked about tone and how it is different to mood. Tone is the author's attitude towards the subject in their text, or even their attitude towards the audience. Think tone of voice: sarcastic, bitter, angry, grateful, compassionate. Mood is more like the atmosphere of a piece. I think of setting and how word choices (diction) can really create a strong mood in a piece. Consider a macabre story from a writer like Edgar Allen Poe: tons of atmosphere.
After we completed our closing discussion of Pardon Me, we looked at another very Canadian text: a Rick Mercer rant. Before viewing/reading his rants, we talked about bias and the types of communication tools and author can use to manipulate an audience. It took a few moments for people in the class to fire up the grey matter, but once you did, you provided a very complete list: humour, irony, sarcasm, emotional appeal, loaded language, hyperbole, juxtaposition, repetition, stereotypes, satire, facts, to name a few!
During reading/viewing the rants, I asked that you be on the look out for the above techniques. During the reading of the third rant, I asked you to write on the text and note the essay-like structure. The thesis was that we should make politicians work for us. The three arguments were about the the (tongue-in-cheek) types of work we should get them to do during and election campaign.
Tomorrow we will begin tracking any details in the first texts that you think are indicative of the? a? "Canadian Voice."
Rick Mercer
1. politics of fear www.youtube.com/watch?v=RaTF2ATPqRI
2. economy https://www.youtube.com/watch?v=zUWmutaW_MQ
Monday
Today we looked at a non-fiction text called Pardon Me I am Canadian. Before reading we briefly discussed what it means to be Canadian. During reading, I asked everyone to chart information presented in the piece related to countries, customs and values/beliefs. After reading the article, we looked at a news report about some Canadian tourists who got into trouble in Malaysia last June. To complete this reading, I asked everyone to respond to the news item and to exchange responses with a partner and respond to their response!
Inquiry question for this unit: What is the Canadian voice?
duration - about 6 weeks
Assessment/Evaluation:
• daily work in your portfolio
• speaking - Imaginative Personal reflection in the role of a character from a text (e.g. a migrant experience from a character ) to imaginatively fill a gap in his/her story
• writing - Reflective text for a public audience about what it means to be an Canadian in contemporary times.
Comments
Post a Comment