We gratefully acknowledge, respect, recognize and appreciate that we live, learn and work and teach on the traditional territories of the Kwanlin Dun First Nations and the Ta'an Kwächän Council.
Kwä̀nä̀schis
Course Outline EN 09
PLEASE NOTE:
- We begin most classes with time to read, at least 5 mins sometimes as much as 15 mins depending on the demands of the day's and week's work.
- Students should either make sure that they bring something with them to read or keep something in the classroom. Some items are made available to read in the room, but as they are shared among students, access cannot be guaranteed.
- Students may also use this time for creative writing if they prefer.
- Students ARE permitted to listen to music quietly and individually during this time as long as they do not disrupt any other individuals, and as long as they are not distracted from reading by using their personal devices for classroom inappropriate activities (i.e. texting, social media, gaming etc).
Week by Week
Week #15 - Telling Our Stories
Novel Study - Absolutely True Diary of a Part-Time Indian cont'd
by Sherman Alexie
Monday December 4th to Friday December 8th
Week #14 - Telling Our Stories
Novel Study - Absolutely True Diary of a Part-Time Indian cont'd
by Sherman Alexie
Monday November 27th to Friday December 1st
Week #13 - Telling Our Stories
Novel Study - Absolutely True Diary of a Part-Time Indian cont'd
by Sherman Alexie
Monday November 20th to Friday November 24th
Week #12 - Telling Our Stories
Novel Study - Absolutely True Diary of a Part-Time Indian cont'd
by Sherman Alexie
Tuesday November 14th to Friday November 17th
Week #11 - Telling Our Stories
Novel Study - Absolutely True Diary of a Part-Time Indian cont'd
by Sherman Alexie
Monday November 6th to Thursday November 9th
Students were assigned PSA posters on privilege and racism. They were asked to create mini posters on what racism and privilege look like.
We did more work this week on privilege and racism. We looked at other videos and images dealing with the concepts of racism and privilege. We did a privilege walk and reflected on the elements of a privilege walk.
The slideshow below is a graphic created by blogger RobotHugs. In it, they examine what privilege means, the ways in which privilege is not absolute, and five tips for ways they deal with their own privilege in the world.
Students are free to try either or both of the privilege quizzes below. Please note that these are not attached to any academic research etc. They are only for the purpose of considering types of privilege we may hold in society. The results are in no way a judgement on any human being or their life experience. They may, however, be an opening point for conversations and reflection.
I would, in fact, recommend watching the YouTube videos below BEFORE taking either or both of the quizzes.
It is particularly important to remember that the point of examining privilege is to take a look at advantages and access we may hold to social and economic benefits NOT because of our own character or efforts, but because of who, where and when we were born, or the circumstances of others. Not having privilege is neither a statement on the human being you are or are becoming, nor does having privilege define who you are or will be. Being aware of privilege, however, allows us to be mindful of how we use privilege in our day to day lives, how we can be responsible about it, how we can choose to be part of solutions for equity, and examine the challenges we face realistically.
I would, in fact, recommend watching the YouTube videos below BEFORE taking either or both of the quizzes.
It is particularly important to remember that the point of examining privilege is to take a look at advantages and access we may hold to social and economic benefits NOT because of our own character or efforts, but because of who, where and when we were born, or the circumstances of others. Not having privilege is neither a statement on the human being you are or are becoming, nor does having privilege define who you are or will be. Being aware of privilege, however, allows us to be mindful of how we use privilege in our day to day lives, how we can be responsible about it, how we can choose to be part of solutions for equity, and examine the challenges we face realistically.
|
|
|
Week #10 - Telling Our Stories
Novel Study - Absolutely True Diary of a Part-Time Indian cont'd
by Sherman Alexie
Monday October 30th to Friday November 3rd
One of the key themes investigated in Sherman Alexie's novel, The Absolutely True Diary of a Part-Time Indian is that of racism and how imbalance of power related to racism result in a culture of privilege for some and lack of privilege for others.
In order to fully appreciate this theme of the novel, students need to have a working understanding of the ways in which inequality and inequity appear and function in North America, both historically and currently.
We are pausing in our reading of the book to examine some of these issues with contextual information and using other texts, in order that students really grasp many of the complexities and subtleties of racism and privilege.
One exercise we engage in this week was a game called Lines. We went to a location where we could move around easily. The task is for students to sort themselves into ranked order in a line, without speaking to each other.
We used a number of different ways to rank each other to get the hang of the exercise:
Then I introduced the students to the work of Jane Elliot. We watched multiple videos featuring Jane Elliot's Blue Eyed / Brown Eyed social learning activity. Jane Elliot developed this powerful and sometimes controversial exercise after the assassination of Martin Luther King Jr. She was teaching in a small town, Riceville Iowa, at the time, and was concerned that the issues of race that were causing such conflict and upheaval in other areas of the country were too distance and abstract for her class of grade 3s, at an all white school in the mid-West.
They can be difficult videos to watch. They are obviously difficult exercises in which to participate, although no one, from the original students through to current era, have ever been involved without being aware of the purpose of the activity. In later years, the work of this educator regarding the influences of endemic and systemic prejudice and group dynamics was reinforced by the work of eminent psychologists like Simon Asch (Conformity to social pressure), Stanley Milgram (Obedience to Authority) and Phil Zimbardo (the Stanford Prison Project). These were important field studies that shaped our understanding of social dynamics. These experiments would not be carried out today as they were decades ago, because they put participants in situations that had the potential to be psychologically damaging. Jane Elliot's assertion is that there are disadvantaged people, entire segments of population, that go through that 'unethical' treatment as the default experience of their every day life.
We stopped and started the videos frequently to discuss the strengths, weaknesses, benefits and potential dangers of the work. We did not replicate the exercise in our classroom, but we examined it being implemented with other students of different ages, and talked about what the students in our class felt and saw while watching the activity unfold.
In order to fully appreciate this theme of the novel, students need to have a working understanding of the ways in which inequality and inequity appear and function in North America, both historically and currently.
We are pausing in our reading of the book to examine some of these issues with contextual information and using other texts, in order that students really grasp many of the complexities and subtleties of racism and privilege.
One exercise we engage in this week was a game called Lines. We went to a location where we could move around easily. The task is for students to sort themselves into ranked order in a line, without speaking to each other.
We used a number of different ways to rank each other to get the hang of the exercise:
- Shortest to tallest
- Birthday (January to December and then by date in the month - a real challenge to do without speaking!)
- The colour of our socks.
- Hair colour
- Eye colour
- Skin colour
Then I introduced the students to the work of Jane Elliot. We watched multiple videos featuring Jane Elliot's Blue Eyed / Brown Eyed social learning activity. Jane Elliot developed this powerful and sometimes controversial exercise after the assassination of Martin Luther King Jr. She was teaching in a small town, Riceville Iowa, at the time, and was concerned that the issues of race that were causing such conflict and upheaval in other areas of the country were too distance and abstract for her class of grade 3s, at an all white school in the mid-West.
They can be difficult videos to watch. They are obviously difficult exercises in which to participate, although no one, from the original students through to current era, have ever been involved without being aware of the purpose of the activity. In later years, the work of this educator regarding the influences of endemic and systemic prejudice and group dynamics was reinforced by the work of eminent psychologists like Simon Asch (Conformity to social pressure), Stanley Milgram (Obedience to Authority) and Phil Zimbardo (the Stanford Prison Project). These were important field studies that shaped our understanding of social dynamics. These experiments would not be carried out today as they were decades ago, because they put participants in situations that had the potential to be psychologically damaging. Jane Elliot's assertion is that there are disadvantaged people, entire segments of population, that go through that 'unethical' treatment as the default experience of their every day life.
We stopped and started the videos frequently to discuss the strengths, weaknesses, benefits and potential dangers of the work. We did not replicate the exercise in our classroom, but we examined it being implemented with other students of different ages, and talked about what the students in our class felt and saw while watching the activity unfold.
Eye of the Storm, ABC News, 1970
This is the original social exercise that educator Jane Elliot undertook with her grade 3 students in Riceville, Iowa. She first tried it with her students the day after civil rights activist Martin Luther King was shot - April 5, 1968, but it was an activity that became a regular process she went through with her students to teach empathy. Eventually, Elliot went on to work full time as an anti-racism activist, speaker and session coordinator.
Pay particular attention to how quickly the students accept the change in their status and how they treat their friends and peers when they are in a position of privilege. Years later, Jane Elliot gathered again with members of her class to examine how participation had impacted them and changed them.
Pay particular attention to how quickly the students accept the change in their status and how they treat their friends and peers when they are in a position of privilege. Years later, Jane Elliot gathered again with members of her class to examine how participation had impacted them and changed them.
The Angry Eye, Jane Elliot, 2001
Filmed on location at Bard College (Annandale-On-Hudson, Dutchess County, NY, USA) this version of the Blue Eyed Brown Eyed activity, led by activist and educator Jane Elliot is populated by college students who signed up for the activity for extra credit for a college course. Unlike the students in Elliot's early applications of the activity, these are young adults of multiple races, and there is not a sense of group cohesion prior to the exercise, as there was a culture of community in the Iowa primary classroom in which this was first conducted. There are students who are white, Latino/Latina, and black, as well as students who self-identify as belonging to underprivileged groups for other reasons (i.e. gender, orientation etc.)
These participants are clearly at a different level of Jean Piaget's Cognitive Development and Lawrence Kohlberg's stages of moral development. While the emotional reactions are similar, the older students are both able to better explain the reasons behind their feelings and to recognize what the point of the exercise was, they were just as easily pulled in to the imbalance of power, and were more adamant about both defending their privilege and denying their complicity in structures of social inequity.
Due to the fact that this group are young adults rather than small children, Elliot is notably harsher with them, deliberately using authority to intimidate and discomfit. It can be very difficult to watch at times. It is worth noting that some students who disagree with Elliot's methods are given the opportunity to speak in small interludes, a means of Elliot acknowledging the fact that her approach can be off-putting.
These participants are clearly at a different level of Jean Piaget's Cognitive Development and Lawrence Kohlberg's stages of moral development. While the emotional reactions are similar, the older students are both able to better explain the reasons behind their feelings and to recognize what the point of the exercise was, they were just as easily pulled in to the imbalance of power, and were more adamant about both defending their privilege and denying their complicity in structures of social inequity.
Due to the fact that this group are young adults rather than small children, Elliot is notably harsher with them, deliberately using authority to intimidate and discomfit. It can be very difficult to watch at times. It is worth noting that some students who disagree with Elliot's methods are given the opportunity to speak in small interludes, a means of Elliot acknowledging the fact that her approach can be off-putting.
Week #9 - Telling Our Stories
Novel Study - Absolutely True Diary of a Part-Time Indian cont'd
by Sherman Alexie
Monday October 23rd to Thursday October 27th
Reading continued in the novel The Absolutely True Diary of a Part Time Indian by Sherman Alexie. For Chapters 5 and 6, we are using a Worksheet for note taking called "While I read..." for active reading practice. (Please see document below.)
As we read, we discuss elements of the chapters, talking about literary devices, about cultural allusions, and about Ellen Forney's illustrations in the book, and what character / plot information we glean from from the images.
As we read, we discuss elements of the chapters, talking about literary devices, about cultural allusions, and about Ellen Forney's illustrations in the book, and what character / plot information we glean from from the images.
Each of the six sections asks the students to think about a different element of what they are reading, and to jot down their thoughts about that element of reading. This tool can be used with any text - written, oral, video, image, poster, etc, any genre or style.
New Words / Words I don't know - students should jot down vocabulary that is unfamiliar to them, and then look it up in a dictionary (hard copy or online) Recommended online dictionaries: Dictionary.com and Merriam-Webster's Learner's Dictionary Online.
Literary Devices used/examples - given earlier work on literary devices, in this section, students should be able to identify several literary devices in action AND be able to explain how the use of the device(s) enhances the text. Literary devices may include (but are not limited to):
New Words / Words I don't know - students should jot down vocabulary that is unfamiliar to them, and then look it up in a dictionary (hard copy or online) Recommended online dictionaries: Dictionary.com and Merriam-Webster's Learner's Dictionary Online.
Literary Devices used/examples - given earlier work on literary devices, in this section, students should be able to identify several literary devices in action AND be able to explain how the use of the device(s) enhances the text. Literary devices may include (but are not limited to):
|
|
|
Wha'ts Happening? / Events - In a fiction or narrative structure, students can make note of key plot developments. In a non-fiction piece, students can make note of key events.
Character info / new people - in this box, students can make note of new or important information they learn about characters in fiction or narrative structures, whose point of view is being used, protagonists, antagonists, character foils, evidence of character development / dynamic character elements or the ways in which a character is static, description of how a character is round or flat. In non-fiction texts, this section might include identifying or background information on key people depicted or described in the piece, titles for experts, potential biases and other items that answer the question: "who?". Both fiction and non-fiction information in this section might include physical descriptions and information about relationships between people.
Other Elements - this section in for making note of other elements of the text. In a fiction or narrative piece, it may be a place to make notes about theme, symbols, setting, type of conflict (i.e. character vs. character, character vs. self, character vs. nature/environment, character vs. supernatural, character vs. gods or fate, character vs. technology, character vs. society). In non-fiction pieces, this section might be where a student makes note of statistics, conflicting points of view etc.
Predictions / Things I want or need to know.... - This section is for questions or predictions that students have about a text. Students can use these anticipations and queries to dig deeper and extend their meaning of a text.
Character info / new people - in this box, students can make note of new or important information they learn about characters in fiction or narrative structures, whose point of view is being used, protagonists, antagonists, character foils, evidence of character development / dynamic character elements or the ways in which a character is static, description of how a character is round or flat. In non-fiction texts, this section might include identifying or background information on key people depicted or described in the piece, titles for experts, potential biases and other items that answer the question: "who?". Both fiction and non-fiction information in this section might include physical descriptions and information about relationships between people.
Other Elements - this section in for making note of other elements of the text. In a fiction or narrative piece, it may be a place to make notes about theme, symbols, setting, type of conflict (i.e. character vs. character, character vs. self, character vs. nature/environment, character vs. supernatural, character vs. gods or fate, character vs. technology, character vs. society). In non-fiction pieces, this section might be where a student makes note of statistics, conflicting points of view etc.
Predictions / Things I want or need to know.... - This section is for questions or predictions that students have about a text. Students can use these anticipations and queries to dig deeper and extend their meaning of a text.
Week #8 - Telling Our Stories
Novel Study - Absolutely True Diary of a Part-Time Indian cont'd
by Sherman Alexie
Monday October 16th to Thursday October 20th
This week we read two more chapters of Sherman Alexie's coming of age novel, The Absolutely True Diary of a Part-Time Indian.
As with the week before, the instructor read the novel out loud to students, discussing elements of the story as they came up. Students then complete chapter worksheets.
Worksheets review:
As with the week before, the instructor read the novel out loud to students, discussing elements of the story as they came up. Students then complete chapter worksheets.
Worksheets review:
- Vocabulary specific to the chapter
- Key plot events in the chapter
- Literary devices the author uses in the chapter
- Information learned about the characters during the chapter
- Three content comprehension questions.
- A fourth, longer answer question. On the fourth question, students have a choice between two different questions and can answer whichever they feel most confident addressing.
For a little support:
Academic support websites do NOT stand in for actually reading a piece of literature. They can, however, be useful tools in firming up your knowledge. If you are in a jam, and given that you cannot take home copies of the novel, I am including links to the novel / study support pages I find most accurate.
In order, I prefer:
In order, I prefer:
- Shmoop
- Spark Notes
- Grade Savers
Please click the links below for copies of the chapter questions.
|
| ||||
Week #7 - Telling Our Stories
Novel Study - Absolutely True Diary of a Part-Time Indian
by Sherman Alexie
Tuesday October 9th to Friday October 13th
This week we began reading the novel The Absolutely True Diary of a Part-Time Indian. As the class set of novels is shared with other classes, students cannot take copies of the novel home.
IF students should so choose, it is available as an eBook from several vendors. It is supposed to be released this month as an audio book. As we read, and after we finish a chapter, we discuss elements of the story. Then students complete a chapter worksheet. For the first few chapters, this is being done with significant teacher support and modelling but will eventually be completed in a more independent manner as students increase in confidence.
IF students should so choose, it is available as an eBook from several vendors. It is supposed to be released this month as an audio book. As we read, and after we finish a chapter, we discuss elements of the story. Then students complete a chapter worksheet. For the first few chapters, this is being done with significant teacher support and modelling but will eventually be completed in a more independent manner as students increase in confidence.
|
| ||||
Week #6 - Telling Our Stories
Novel Study - Absolutely True Diary of a Part-Time Indian
by Sherman Alexie
Monday October 2nd to Thursday October 5th
This week we began preparations to read our collective class novel study, The Absolutely True Diary of a Part-Time Indian by First Nations playwright, author, poet, screenwriter and comedian, Sherman Alexie.
We watched several videos in preparation for reading the novel, specifically to get an understanding of how the First Nations experience in the USA is both similar to and different from that of First Nations north of the 49th parallel. We discussed the content of the videos extensively as a group.
In looking at these videos we considered (among other things) -
In looking at these videos we considered (among other things) -
- land theft,
- the American Indian Wars of the 1850s,
- the difference between the perceptions of land between First Nations (stewardship) and European settlers (property, Manifest Destiny),
- stereotypes including what author Thomas King calls "the Dead Indian", the development of the word "savage" into a pejorative
- cultural appropriation and misrepresentation in modern media
The novel is set in the town of Wellpinit, on the Spokane Indian reserve. The main character and his family are all Spokane, as is the author, Sherman Alexie.
Some of the most fierce fighting between the American government and First Nations peoples occurred at Wounded Knee in Lakota territory. The Black Hills remain ground zero for much modern activism among American Native peoples. The history of the government and the Lakota informs its policies and approaches in other parts of what was referred to as "Indian Territory".
|
|
|
On this map, the languages of the far north are referred to in their original academic term, Eskimo-Aleut. It is more accurate to refer to them as the Inuit/Inupiak (http://aboutworldlanguages.com/inuit) family of languages, rather than using the colonial term for this language family.
|
Most North America-wide maps of First Nations cultural and linguistic groups tend to use the outdated term "Eskimo-Aleut". These maps are currently the most detailed readily available. The novel ATDPI takes place on the Spokane Reservation. They are of the Interior Salish language family. They lived near and surrounded by the Nez Perce (Pierced Noses as named by French explorers and settlers but who call themselves the NiimÃipu) and the Coeurs d'Alenes (also so named by the French Explorers to their traditional lands).
|
Week #5 - Once Upon A Story cont'd
Monday September 25th - Friday September 29th
Quick Write - Short Story
Thursday we began a quick write short story.
Part A:
We began by listening to a series of instrumental pieces. I have created a playlist on Spotify with the title Songs for Settings but for those without access to that service, the songs we listened to portions of were:
Part A:
We began by listening to a series of instrumental pieces. I have created a playlist on Spotify with the title Songs for Settings but for those without access to that service, the songs we listened to portions of were:
- Pink Panther Theme (UltraLounge Cocktail Capers Collection)
- Kashmir (Escala featuring Slash)
- Green Onions (Booker T and the M.G.s)
- The Sacred Reed (R. Carlos Nikai, Canyon Trilogy)
- Orion - Instrumental (Metallica, Master of Puppets)
- Stargate SG1 (Main Theme)
- Buffy the Vampire Slayer Theme (Nerf Herder)
- Lancaster Gate (Enter the Haggis, Cheers and Echoes)
- Game of Thrones Theme
- Where would it be?
- What colours might you see?
- What smells or taste might be detected?
- Who would be around?
- What objects might be in these surroundings?
- Write in full sentence descriptions
- Write jot notes of descriptive words
- Use diagrams and/or images
Part B:
Students were to select one of the locations they'd described. Then they were to consider what character might be in this location. In this exercise, knowing the character and creating a believable character and setting are most important. Students can choose one of the Character Profiles below. The link to the first is simpler and the second is far more detailed. More detail provides more information for me to assess for thoughtful consideration of characterization, but either will do.
The first, the grey button, is the character profile we looked at in class. Clicking the button will bring you to the source webpage. Click on the link there, "Character Profile" in blue letters, to get a printable version.
The second, red button links to a site with a more detailed character analysis profile. Once there students can select to print the PDF version to fill out by hand, or can download the MS Word (.doc) or Rich Text Format (.rtf) to fill out on the computer.
Students were to select one of the locations they'd described. Then they were to consider what character might be in this location. In this exercise, knowing the character and creating a believable character and setting are most important. Students can choose one of the Character Profiles below. The link to the first is simpler and the second is far more detailed. More detail provides more information for me to assess for thoughtful consideration of characterization, but either will do.
The first, the grey button, is the character profile we looked at in class. Clicking the button will bring you to the source webpage. Click on the link there, "Character Profile" in blue letters, to get a printable version.
The second, red button links to a site with a more detailed character analysis profile. Once there students can select to print the PDF version to fill out by hand, or can download the MS Word (.doc) or Rich Text Format (.rtf) to fill out on the computer.
Part C:
Now that students have two pieces of the given circumstances (the situation of the story) - the where and the who, they need to consider what might happen (the conflict) to their character in the environment they've chosen.
NOTE: students may choose to write a piece of fan fiction, that is to build on an existing character. This means that the given circumstances are more detailed - they need to acknowledge and not deny the existing world created by the original creator, preexisting truths about the character or otherwise detract from existing art pieces related to the character. CREATING FAN FICTION MEANS ACKNOWLEDGING THE ORIGINAL CREATOR!!!
Students should start by writing the climax of the story. What is the BIG moment for the character in their conflict in this location?
Write that FIRST.
Now that students have two pieces of the given circumstances (the situation of the story) - the where and the who, they need to consider what might happen (the conflict) to their character in the environment they've chosen.
NOTE: students may choose to write a piece of fan fiction, that is to build on an existing character. This means that the given circumstances are more detailed - they need to acknowledge and not deny the existing world created by the original creator, preexisting truths about the character or otherwise detract from existing art pieces related to the character. CREATING FAN FICTION MEANS ACKNOWLEDGING THE ORIGINAL CREATOR!!!
Students should start by writing the climax of the story. What is the BIG moment for the character in their conflict in this location?
Write that FIRST.
Part D:
At this point you have a choice of what to write next.
You can write the falling action and the resolution, and THEN go back and tell readers how the character got to the turning point of their conflict.
OR
You can go back and tell readers how the protagonist (main character) got to the turning point of the conflict and THEN write the falling action and resolution.
Different people find writing different sections of the story helps them to
THEN you need to decide how you will organize the story:
Traditionally - beginning, middle with climax and end.
Non-linear - middle, beginning, end
Non-linear - end, beginning, middle
At this point you have a choice of what to write next.
You can write the falling action and the resolution, and THEN go back and tell readers how the character got to the turning point of their conflict.
OR
You can go back and tell readers how the protagonist (main character) got to the turning point of the conflict and THEN write the falling action and resolution.
Different people find writing different sections of the story helps them to
THEN you need to decide how you will organize the story:
Traditionally - beginning, middle with climax and end.
Non-linear - middle, beginning, end
Non-linear - end, beginning, middle
Plotting the Story cont'd
This week begins with students independently practicing plotting short stories using the Story Plot Graph (see below).
Students need to choose ONE of the two stories and complete a story graph sheet.
Note: Students who want extra practice MAY read both stories and complete a story plot graph sheet for each. They will be assessed on the better of their two efforts.
Story Choices:
Both of the stories are found in the student text, Sightlines 8. Texts are shared between multiple sections and therefore are kept in the classroom. Students may come in at lunch or for half an hour after school if they need extra time. Each story is approximately 7 pages.
Choice 1: Lamb to the Slaughter by Roald Dahl (pg. 10)
Choice 2: Save the moon for Kerby Dickus by Tim Wynne-Jones (pg. 44)
Students need to choose ONE of the two stories and complete a story graph sheet.
Note: Students who want extra practice MAY read both stories and complete a story plot graph sheet for each. They will be assessed on the better of their two efforts.
Story Choices:
Both of the stories are found in the student text, Sightlines 8. Texts are shared between multiple sections and therefore are kept in the classroom. Students may come in at lunch or for half an hour after school if they need extra time. Each story is approximately 7 pages.
Choice 1: Lamb to the Slaughter by Roald Dahl (pg. 10)
Choice 2: Save the moon for Kerby Dickus by Tim Wynne-Jones (pg. 44)
On Wednesday, we plotted the stories of two of the video shorts posted below:
- Gerri's Game
- Partly Cloudy
Week #4 - Literacy Diagnostic & Once Upon A Story
Monday September 18th - Friday September 22nd
Plotting the Story
I read the students the story The Animal People Choose a Leader by Ojibwe writer Richard Wagamese.
We then went through the story plotting process together using the Story Plot below.
We then went through the story plotting process together using the Story Plot below.
| story_plotting_r_carrey.pdf |
You are a Storyteller
Author Terry Pratchett once said that human beings are the "storytelling ape". It is one of the things that makes us unique as humans - we all tell stories. Every culture has stories. Stories are used to entertain, to inform, to help people understand cultre and values, to learn lessons.... in short, stories help us to understand ourselves.
You are already a storyteller. You talk to your friends and family and share what has happened to you, recently or in your past. You tell stories.
Like any other skill, we can improve how effectively we implement the art and craft of storytelling.
It helps to know what makes up a story.
You are already a storyteller. You talk to your friends and family and share what has happened to you, recently or in your past. You tell stories.
Like any other skill, we can improve how effectively we implement the art and craft of storytelling.
It helps to know what makes up a story.
Recipe for a Story
A story is not just a list of events. Events are only one ingredient in a story, and like anything we make, the quality of ingredients we choose to put in impacts the quality of the product we create.
All stories have basic elements in common. We reviewed these elements in class.
Other key terms:
- Setting
- Where (large scale and local scale)
- When (in history and in a given day)
- Characters
- Flat / static
- Round
- Dynamic
- Protagonist
- Antagonist
- Plot
- Series of events
- Rises to a climax (the point of no return)
- Seven basic types of narrative conflict:
- Character (person, man, protagonist) vs. Self
- Character vs. Other / Character
- Character vs. Nature
- Character vs. Supernatural
- Character vs. God / Fate
- Character vs. Technology / Machine / Science
- Character vs. Society / Environment (in this case, Environment means situation or context).
- Plot includes the narrative arc -
- the set up / introduction / exposition which often introduces at least the protagonist and the setting,
- the rising action, which begins with the action catalyst - the event, behaviour or situation that sets the conflict in motion
- the climax, often the moment of greatest tension, but always the moment of no return, the decisive turning point in the conflict,
- the denouement (falling action) and the resolution, in which the outcome of the conflict is shared by the story creator.
- Theme
- the statement / main idea the creator of a piece is communicating.
- is not the same as a topic.
- can be generalized to other life experiences, stories, people etc.
Other key terms:
- Mood vs. Tone
- Mood is how the author wants the reader (or viewer or listener) to feel while they are experiencing the text.
- Tone is how the author feels about the subject of their piece. This is often communicated through word choice.
- Motif
- A recurring object, idea, behaviour, concept that helps the author to develop the theme for their audience.
|
|
|
|
|
Find the Elements of Story in these clips:
|
Who or what is the antagonist in this piece?
Check this story out for how the creators establish setting, both place and time.
Character foils. Dynamic and static characters, mood, and excellent example of rising action to climax.
|
Character vs. Society AND personification.
Is this Character vs. Self?
Or is it Character vs. Nature? Watch to 15:58
The story arc, from the catalyst for the rising action, to the way the stakes keep intensifying, is pure Mr. Bean. Ultimate character vs. self, catalyst, rising action with increasing stakes to unmistakeable climax.
|
But earlier in the week, there were dogs.
This week we finished up the literacy diagnostic package with the second reading, "Dogs that think". The reading was paired with several videos (please see below) on working dogs.
When watching videos in class, we stop and start the clips, discussing key elements, big takeaways and main ideas.
The information in the videos was then used along with the information in the article, "Dogs that think" to answer a series of multiple choice questions (pg. 43 and 44 of the literacy diagnostic package).
After completing the multiple choice questions, students had to make a choice of writing assignment:
Choice 1: Imaginative / Fiction
Write a fictional piece from the point of view of a working dog. It could be a journal, day-in-the-life, or letter to their human partner, but should include information that offered readers some insight into the life of a working dog.
Choice 2: Informative / Non-fiction
Write a non-fiction "Top 10 Things" list about working dogs. It could be any top ten items - top ten training myths, top ten interesting things, top ten ways dogs work with humans - it was up to the students to choose how to approach their list.
When watching videos in class, we stop and start the clips, discussing key elements, big takeaways and main ideas.
The information in the videos was then used along with the information in the article, "Dogs that think" to answer a series of multiple choice questions (pg. 43 and 44 of the literacy diagnostic package).
After completing the multiple choice questions, students had to make a choice of writing assignment:
Choice 1: Imaginative / Fiction
Write a fictional piece from the point of view of a working dog. It could be a journal, day-in-the-life, or letter to their human partner, but should include information that offered readers some insight into the life of a working dog.
Choice 2: Informative / Non-fiction
Write a non-fiction "Top 10 Things" list about working dogs. It could be any top ten items - top ten training myths, top ten interesting things, top ten ways dogs work with humans - it was up to the students to choose how to approach their list.
Dogs that think ...and work.
|
|
|
|
|
|
Literary Devices - Quizlet
Week #3 - Witty, Wonderful, Wacky Words - Language and Conventions
Monday September 11th - Friday September 15th
Parts of Speech
We reviewed that nouns are
people
places
things
ideas
That nouns can be either singular (one) or plural (more than one).
That nouns can be proper (naming a specific person, place, thing or concept, and needing a capital letter) or common (any one of a type).
We also reviewed that nouns can be countable (i.e. students in a classroom) or non-countable (i.e. emotions, air).
people
places
things
ideas
That nouns can be either singular (one) or plural (more than one).
That nouns can be proper (naming a specific person, place, thing or concept, and needing a capital letter) or common (any one of a type).
We also reviewed that nouns can be countable (i.e. students in a classroom) or non-countable (i.e. emotions, air).
|
This past week we also spent time on verbs.
We reviewed the fact that there are several kinds of verbs including predicates , linking verbs and helping or auxiliary verbs. We looked at two kinds of modals - gerunds and past and present participles. We considered verb tenses: past tense including past participle, present tense including present participle, and the future tense. We reviewed the fact that there are regular and irregular verbs. |
|
|
We reviewed / learned about adjectives (words that modify or describe nouns and noun phrases) adverbs (words that modify or describe verbs or verb phrases).
We practiced identifying subjects and objects in sentences, considered subject-verb agreement. We reviewed pronouns, too. Don't forget to use the correct pronouns for subjects and the correct pronouns for objects! |
|
We learned the acronym FANBOYS for coordinating conjunctions:
F = For A = And N = Nor B = But O = Or Y = Yet S = So These words work, sometimes with punctuation like the Oxford (or serial) comma to connect ideas in linked clauses, phrases or lists. There are, of course, other commas and the subordinating conjunctions, but we haven't got there yet (although clicking on the link will get you there!). |
|
Some History of English and A Bit About How Language Evolves
Week #2 - Our Class Community continued and Literacy Diagnostic
Tuesday September 5th - Friday September 8th
New Skill - Question Formulation Technique (QFT)
Very often, students are asked questions and expected to answer, and yes, this is part of the learning process.
However, another important part of the learning process is formulating questions.
Asking about what we don't know and exploring ideas is how we begin our learning as very young human beings.
Understanding the art of questioning is a key part of critical thinking and of the basic scientific literacy of thought that all students should be practiced in.
However, another important part of the learning process is formulating questions.
Asking about what we don't know and exploring ideas is how we begin our learning as very young human beings.
Understanding the art of questioning is a key part of critical thinking and of the basic scientific literacy of thought that all students should be practiced in.
What is QTF?
This is a process that breaks down the process of asking questions into concrete steps that students can use individually and in groups, in any subject area.
There are six basic parts to the QFT protocol
There are six basic parts to the QFT protocol
- A Question Focus - usually developed by an instructor but can be developed by students if they are working independently.
- Students develop questions using FOUR basic rules as guidelines.
- Ask as MANY questions as you can.
- Do NOT stop to discuss, judge OR answer the questions as you think and write them.
- Write down every question as it is stated / as you think it.
- Change any statement into a question.
- Improve your questions
- Categorize all questions as being either closed or open-ended questions.
- Mark closed ended questions with a C
- Mark open-ended questions with an O
- Switch some of them up (at least one of each kind)
- Prioritize your questions
- Which do you think are the THREE questions that are most important to answer?
- WHY did you choose those three?
- How will you USE these questions?
- Reflect and debrief - what did you learn? What new statement could you make? Do you still have questions?
Week #1 - Our Class Community
Monday August 28th - Friday September 1st
This week the students were introduced to the instructor (Ms. R. Carrey) and to the Educational Assistants (Ms. M. Prysnuk and Mr. P. Butler).
New Skill - Co-constructing Criteria
As part of developing our expectations of each other here in our Classroom Community we did an activity across three classes in co-constructing criteria.
This was a preliminary exercise in co-construction.
We took as our foundation (our exemplars) for a Classroom Code of Conduct the Seven Grandfather Teachings, originally from Edward Benton Benai's "The Mishomis Book", these teachings bring together traditional Anishnaabe teachings for a modern context. These seven teachings are common not only to many First Nations across this continent but to many cultures in general.
Students were introduced to the teachings: Wisdom, Love, Respect, Humility, Courage, Truth and Honesty and we had class-wide discussions about what these traits might look like in day-to-day interactions in the classroom environment.
Each student was asked to write down an example for each teaching.
Students were then put into groups. They read and shared their thoughts and tried to sort them into groups based on type of behaviour. For instance, there might be examples of "speaking kindly", or "saying nice things" under Respect, Love, Humility and/or Truth. Negotiating the categories and sorting each student's contribution required cooperative work and communication among the students.
Then the groups got together again and for each sorted group, they came up with a "rule" or a description of a behaviour that summed up the ideas in that pile.
Two grade 8 English and one grade 9 English class participated in this process.
We now have a wall of "piles" (please see image below)
For the next step, the students are going to discuss how to sort and put together these piles into clear guidelines for a Classroom Code of Conduct that we've constructed together, which we all own and which we are all held to and by.
This was a preliminary exercise in co-construction.
We took as our foundation (our exemplars) for a Classroom Code of Conduct the Seven Grandfather Teachings, originally from Edward Benton Benai's "The Mishomis Book", these teachings bring together traditional Anishnaabe teachings for a modern context. These seven teachings are common not only to many First Nations across this continent but to many cultures in general.
Students were introduced to the teachings: Wisdom, Love, Respect, Humility, Courage, Truth and Honesty and we had class-wide discussions about what these traits might look like in day-to-day interactions in the classroom environment.
Each student was asked to write down an example for each teaching.
Students were then put into groups. They read and shared their thoughts and tried to sort them into groups based on type of behaviour. For instance, there might be examples of "speaking kindly", or "saying nice things" under Respect, Love, Humility and/or Truth. Negotiating the categories and sorting each student's contribution required cooperative work and communication among the students.
Then the groups got together again and for each sorted group, they came up with a "rule" or a description of a behaviour that summed up the ideas in that pile.
Two grade 8 English and one grade 9 English class participated in this process.
We now have a wall of "piles" (please see image below)
For the next step, the students are going to discuss how to sort and put together these piles into clear guidelines for a Classroom Code of Conduct that we've constructed together, which we all own and which we are all held to and by.
Our co-construction of classroom code of conduct wall based on the 7 Grandfather Teachings.
The 7 Grandfather Teachings -
posters from Native Reflections.com
We also began work on a diagnostic assessment designed to practice some basic literacy skills including developing mind maps and identifying key information in a text.