Mon Sept 30 Heroes cont

Today, I handed your essay back. Your job tonight is to read it through, look at ALL the comments, and then, using the rubrics, assign yourself a mark and hand it back in. I want this done for homework tongihgt (handed in tomorrow).

Today, you are going to answer questions for the reading "Man in the Water" by Roger Rosenblatt. The reading can be found online. The questions (also found online) are pasted below.

They must be answered FULLY.

You will also have to do an additional reading to answer one of the questions. The reading, "The Lowest Animal" by Mark Twain, is also online. Just do a search.

Fri. Sept. 27 Heroes cont

Today, we discussed how people can act in both heroic and unheroic ways depending on the circumstance (selfish, helpful, etc).
I then gave you the article "The Man in the Water" by Roger Rosenblatt. This article (in written form, which is what we are using), is available on the Internet by doing a google search. The first words are "As disasters go, this one was terrible but not unique..."
You are to read this, doing the during and after activities, for Monday.

Thurs. Sept. 26 Heroes cont.

Today, we discussed the video we watched yesterday and the short story we read earlier. Our discussion centred around what a hero is. What we came up with is that a hero does something outside of what is expected and that perspective matters a lot on whether one is seen as a hero or not. To aid in the discussion, I read two excerpts from the novel Escape from Camp 14 by Blaine Harden. I read pages 52-55 (his turning his mother in for a crime), and pages 92-93 (saving a woman from an assault). Since the protagonist in both cases is the same person and, in both cases is doing something that could be considered heroic depending on the perspective of an outsider, they represent the sides of personality and the ability to act in various ways (positive or negative).

Wed. Sept 25 heroes cont

Today, you viewed "Tsunami: Caught on Camera". 2004 Boxing Day Tsunami in Thailand and Indonesia. September 15, 2013.
From here, we discussed what a hero is in the modern day setting. For tomorrow, I asked you to answer a question that is relevant for both this viewing (which you can find online) and the story "And of Clay We are Created": Why is it that reporters are not supposed to help?

Tues. Sept. 24 Of Clay interpretation

Today, your first activity was to do the following:
"In a paragraph, summarize the story you read yesterday."
Once these were handed in, we discussed the short story. Those who hadn't read it were put aside to read it while the rest discussed in groups, what virtues and evidence support the three characters as being heroes (or not).

Mon Sept 23 rubrics and interpretation

Today, we discussed the rubrics assignment you completed on four introductory paragraphs last Friday. I then attempted to show possible connections between the topic of the paragraphs and heroism (or virtues). We then discussed what irony is (which ties to heroism in many cases). I then gave you the story "And of Clay We are Created" to read actively.

Fri. Sept. 20, 2013

Today, you were put into groups to analyze the effectiveness of four introductory paragraphs. These paragraphs also introduce you to a novel where "heroism" is one of the themes.

Thurs. Sept. 19 Effective Paragraphs

Today, I gave you a handout and small refresher in title attribution. We then discussed how to use "Who", "Whom" and "Whose" by finding a site on-line and scribing through it (how to do your own search for answers to writing errors).
I then handed out "The Introductory Paragraph" sheet which provides an overview of what a good introductory paragraph looks like. It also contains four introductory paragraphs to analyze as a group.

Wed. Sept. 18 grammar/punctuation review

Today, you handed in your answers for the questions for "Beowulf". I used some the the answers to show writing concerns. The ones we touched on were as follows:

title attribution
simple sentence
commas after introductory phrases
commas to join two complete sentences using FANBOYS
when to use "that" and "who"

If you were not here, do some Internet inquiry to discover what these norms are; if you don't "get" it, also do a search, or see me for extra help.

Tues. Sept. 17 Beowulf questions

Today, I handed out questions you are to answer about the epic poem "Beowulf". If you were not here, they are in your portfolio.
I also handed out a review sheet on how to read a poem. This will also be in your portfolio if  you did not receive it in class.

Mon. Sept. 16 After Strategies Beowulf

Today, we discussed the "after starategies for reading or viewing a text " (pasted belwo). You also had to hand in your journals with the "before' activities your your independent novel study.

 

 

After Strategies for Reading or Viewing a Text

 

1.      Recall, Paraphrase, Summarize, and Synthesize

·         So the point is…

·         This text was about…

·         The main idea is…

·         I learned…

·         A conclusion that I am drawing is…

·         The overall message was…

·         I need to re-view, listen again, re-read the part where…

 

2.      Reflect and Interpret (identify new knowledge or insight)

·         A question that I have is…

·         This is important and relevant because…

·         I wonder if…

·         What I learned was…

·         I want to know more about…

 

3.      Evaluate

·         I like/do not like…because…

·         This could be more effective if…

·         I would add or delete…

·         The most important message is…

·         The teaching in this is…

 

 

 

·         This is accurate/realistic/artistic because…

·         This was successful because…

 

4.      Analyze Craft and Technique

·         A “golden” line for me is…

·         This word/phrase/sentence/part stands out for me because…

·         I like how the presenter/author uses…to show…

·         The thing that I could relate to the most was… because…

 

5.      Response Personally (giving support from the text)

·         My first reaction was…

·         I thought…

·         I felt…

·         I enjoyed…

·         This reminds me of…

·         A similar story to this is…

 

6.      View Again, Listen Again, Read Again, and Represent, Speak, and Write to Deepen Understanding and Pleasure.

·         I could deepen my understanding and pleasure by re-viewing, listening again, re-reading…

·         I could share my thoughts and insights with others by:

o   Representing (e.g., creating a tableau, a graphic organizer, a storyboard)

o   Speaking (e.g., discussing, giving a dramatic reading, role playing).

o   Writing (e.g., a script, a narrative, a poem).

 

 

 

 

 

 

 

Friday, Sept. 13 Beowulf read

Today, we practiced the "Before" strategies as a class and then read the preamble and an excerpt from the epic poem "Beowulf". You can find the poem, in its entirety on line if you want to stay caught up. What you need to read about is just a portion of the original (270 lines; the poem is over 3000). The portion you need to read is about Grendel attacking Herot, the arrival of Beowulf to help get rid of Grendal, and the battle between Grendel and Beowulf. While I read it, the students and I practiced the "During" reading strategies that they received earlier (and are posted earlier).
Keep in mind that, for Monday, you need to have completed the "Before" strategies in your journal on your independent novel. These are to be handed in at the beginning of class.

Thursday, Septt. 12 During reading strategies

Strategies Learners Can Use as they Comprehend and Respond to a Visual, Multimedia, Oral or Print Text

1.Connect and Construct Meaning · This reminds me of …. · I experienced this once when …. · I can relate to this because ….

2.Note Key Ideas and What Supports Them · The important ideas in what I viewed, listened to, or read are …. · Here’s why (supporting ideas) …. · I think the author/presenter is really trying to make us think ….

3.Construct Mental Images · I can picture …. · In my mind I see, hear, smell, taste, feel …. · If this were a movie ….

4.Make, Confirm, and Adjust Predictions · I think …. · I suppose …. · If …, then ….

5.Make, Confirm, Adjust Inferences and Draw Conclusions · Based on the clues in this text, I think the author/character felt/thought …. · I see why …. · My thinking changed when I viewed, listened to, read ….

6.Ask Questions and Self-monitor Comprehension · Does this make sense? · I need to re-view, listen again, or re-read this part because …. · I know that I am on the right track because ….

7. Cues a. Pragmatic Cues (audience, purpose, situation) The purpose of this text is to …. This text represents … point of view. The author’s/presenter’s view of the world is ….   b.Textual Cues (genre and form) The author/presenter chose to use … genre/form. The author/presenter organized the ideas in a list, sequence, compare/contrast, cause/effect, problem/solution, concept/definition, goal/action/outcome format …. The author/presenter probably chose this genre/form because ….     c. Syntactic Cues (sentence) The key idea of this sentence is …. The author/presenter used this word order to convey this particular meaning or emphasis of …. This pronoun refers to ….    d.Semantic/Lexical Cues (word) An important or key word in this passage is …. Because of its context clues, … probably means …. Because of its prefix, suffix, root, … probably means ….   e. Graphophonic Cues (sound-symbol) … is pronounced …. … is spelled ….    f. Other Cues The author/presenter used these features (e.g., graphs, charts) to help us understand this text ….

8.Adjust Rate and/or Strategy I need to skim this part to learn …. I need to scan this part to find …. I need to read this part carefully to learn ….

Wednesday, Sept. 11 intro to epic poetry

Today, I gave you notes on "before" reading activities (see below). I also gave you notes on the characteristics of a hro in Epic poetry (see below). I also informated you that you need to do your "before" reading activities for your independent novel for Monday.

I have given all of you a Hilroy Exercise Book (in your portfolio). Put your name on it and give it the title “Independent Novel Study.”

This Booklet will be used for your independent novel study (duh).

In it, you will do “before,” “during,” and “after” writing activities.

 Put these notes on the first/second page of your booklet.

 Important “Before” Strategies to help you understand and respond to visual, multimedia, oral or printed text

 

1.                  Tap, activate, and build on prior knowledge by asking yourself some of these questions:

§  I already know that…

§  This reminds me of…

§  This relates to…

 

2.                  Ask Questions (at least the five Ws)

§  I want to know…

§  I wonder if…

§  I want to answer these questions…(list them)

 

3.                  Preview the text (if you can, obviously)

§  Title

§  Illustrations/diagrams

§  Textual clues and features present

§  Summaries given

§  Table of contents

§  Headings and subheadings

§  Graphic organizers

 

4.                  Anticipate Message and Author’s/Presenter’s Intent

§  I think I will learn…

§  I think that the author/presenter will say…

§  The title of this text makes me think of…

§  This text will likely present…

§  The information about the speaker/writer/ presenter suggests…

 

5.                  Predict what the text will be about

§  Because of the title, I think…

§  Because of the picture(s)/visuals, I think…

§  Because of the text and features, I think…

§  I wonder if…

 

6.                  Set purpose

§  I am listening to, reading, viewing this to…

§  I want to know if…

§  I think that I will learn…

§  I want to answer these questions…

§   

 Your homework assignment for Monday, September 16, is to do the “before” reading activities for your independent novel. These are, of course, to be completed in your booklet and then handed in at the start of class.

Notes on Epic Poetry

Characteristics of a Modern Hero

Honour
Self-sacrifice
Upholding the law
Defending others when the law is unjust

 

 

Characteristics of anEpic (Classical) Hero

1.      Strength

o    Epic poetry comes from Ancient Greece, where mythological and epic heroes possess greater strength than other men do.

2. Attractiveness

o    Epic heroes are always attractive in some way. Ulysses is tall and broad of chest. Achilles is tall with blonde hair. Epics nearly invariably contain heroes who are handsome or even beautiful, with fair skin and hair.

3. Authority (society agrees he is powerful!)

o    Heroes in epics typically have authority over other men, either in right or by their mannerisms. In the second chapter of Homer's "Iliad," Ulysses tells a man who has been talking too much, "I will take you, strip you stark naked, and whip you out of the assembly till you go blubbering back to the ships." He then beat the man with his scepter and the man was thus humbled into silence.

 4. Intelligence

o    Epic heroes tend to have military experience. They plan battles, outsmart other military men and sometimes even outsmart kings and gods.

 

5. Courage

A hero is not an epic hero without courage. Every hero in the epic genre is a man who goes into dangerous situations either unafraid or with resolve, despite fear.