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Monthly Archives: October 2014
Your homework for tonight it to find an image of what you picture your main character to look like. As a comment below, post their name and a link to the image (right click, “copy image url“. This will help you describe your character more descriptively in your writing.
Remember, your final fairy tale will need to include a metaphor, simile and personification. Perhaps you can compare your main character, or one of their features, to something.
E.g., his hair was like a lions mane. His chest was like a giant wine barrel. Her hands were scaly like snake skin from all her cleaning. Her voice was melodic like a piccolo.
This weekend, I would like you to post your fairy tale moral to this blog (the one you worked on in class).
There are two options:
a) if you character has a a flaw and needs to make amends, or
b) if you character is good, and gets rewarded in the end.
See below for examples.
E.g., 1 Character Flaw
- Character Flaw: plays too many video games
- Moral: If you spend too much time playing video games, your work will suffer.
- Consequence: Don’t get work done (e.g., farming), family goes hungry
- Amends: works really hard farming so family doesn’t starve over the winter
E.g., 2 Good Character Trait
- Good Character Trait: Kind and helps others
- Moral: If you help others out, they will help you out. What goes around, comes around.
- Action/Consequence: Helps others out so much, she doesn’t get her own work done.
- Reward: The people she helped come to her rescue in her time of need.
Whether it’s The Princess and the Rutabaga or Big Blue Riding Hood, invite your students to turn familiar fairy tales upside down and inside out—and to have fun. This interactive tool gives students a choice of three fairy tales to read. They are then guided to choose a variety of changes, which they use to compose a fractured fairy tale to print off and illustrate. Useful for teaching point of view, setting, plot, as well as fairy tale conventions such as they lived happily ever after, this tool encourages students to use their imaginations and the writing process at the same time.
Your class could win an all-expense paid trip to Quebec. Here’s what you need to do!
Choose a Parks Canada place that the class believes is extraordinary and create a one-minute video that demonstrates why the chosen place is significant to Canadians. Videos should focus on:
Natural significance – Tell us why Canadians should explore this place. Is your destination important to Canadians because of where it is located? For example, does it protect an important ecosystem? Or is it home to a species at risk? Does it feature a unique geographical feature? and/or;
Cultural significance – Tell us how this place defines a part of the Canadian culture. Is your destination important to Canadians because of its cultural history? For example, was it the site of an invention or discovery? Or did an important historical event take place there? Does it tell the story of cultural tradition?
- These themes can be covered through any course including social studies, history, geography, science, language arts and the arts.
- All videos must:
- Be the original creation of the classroom entrant as represented by the account. All elements, including music and images must be original or the entrant must have obtained all of the proper approvals and permissions from the copyright holders.
- Acquire permission from students, parents/guardians and the school prior to including any video or sound clips, photos or other identifiable information.
- Authorize the Contest Group Entities to use the contents of the entry for educational purposes. This includes rights to use, modify, broadcast, webcast, publish and distribute the entry or parts of the entry.
- Be presented in at least one of Canada’s two official languages, English or French.
- Be no longer than 60 seconds. Anything beyond the allotted time will not be considered as part of the finished product.
- Be uploaded in any file type that is accepted by YouTube
A representative of the class must upload, before February 23, 2015, at 4:59:59 PM (Eastern Time), the video on the contest website where it will become available for public voting on March 2, 2015. Upon submission of the video, classes will have to complete an online form with a short description of the video, their rationale for selecting their chosen Parks Canada place and proof that the submissions was student driven. Portions of this form will be visible to the public while some will be visible only to the judges. To be considered student-driven, the majority of inspiration, planning, filming, editing and post-production must be done by students in the class. Teachers and other volunteers may assist as necessary; however the majority of work should be done by students.
There is a limit of one contest entry per eligible class; duplicate entries, incomplete entries, and entries with falsified information will be disqualified. The decision to disqualify any entry is at the sole discretion of the Contest Judges, and will occur without notice or communication to the entrant. The disqualification decision of the judges is final and not subject to review. Videos submitted that do not adhere to the required subject matter or file formats will be disqualified.
Only one (1) email address may be used by any individual who enters the Contest on behalf of his or her Grade 8/Secondary 2 class. In the event of a dispute regarding the identity of an entrant, the entry will be deemed to have been submitted by the authorized holder of the email address at the time of entry. For these purposes, the “authorized holder” is the natural person who is assigned to the submitted email address by an Internet access or online service provider, or other organization responsible for assigning email addresses for the domain associated with the submitted email address.
All entries must be received no later than February 23, 2015 at 4:59:59 PM (Eastern Time). Late entries will be disqualified. There is no fee to enter this contest, and no purchase is necessary.
Classes must engage the community to encourage votes for their video. The classes with the ten (10) videos that receive the most votes will be asked to explain in 250 words or less, the methods by which they promoted their video within the community. Classes must demonstrate community engagement in order to qualify for contest prizes.
Students have now all been emailed user names and passwords to my blog (my apologies if you tried to do this earlier). Students are to post one (1) simile and (1) personification to the blog. Instructions.
- after you log in, type in http://mail.google.com or click on the Google grid icon and select Gmail.
- Open email invite to WordPress and get temporary password
- Login to blog with temporary password (http://blogs.wrdsb.ca/msgaudun)
- Change temp password.
- Post a comment to this blog with your simile and metaphor.
- If you are unsuccessful, DON’T STRESS! Just come see me during nutrition break and I will help you in the computer lab.
We are completing our descriptive writing exercises and will begin writing our own stories next week, as well as completing CASI.
Homework: please complete both sides of the yellow sheet on personification.
In the past two chapters, we learn about the sycamore tree from both Juli’s and Bryce’s perspectives. What are some themes of chapters 3/4?
Answer one of the following questions:
1. Write about a time when you:
- a) stood up for someone, or
- b) wanted to stand up for someone, but didn’t.
- What happened?
- Why did you want to stand up for it / Why was it important?
- How your action/inaction make you feel?
2. Explain Juli’s love of the sycamore tree.
3. Make a connection to the story.
a) Juli’s relationship to her father
b) Juli’s feelings of loneliness.
c) Do you have a magic place?
4. Explain Juli’s dad’s expressions “The sum is great than it’s parts.” And “Lighting is everything,” in relation to the movie and in relation to yourself.
Type up your answers in Google Drive in the English folder.
- Be sure to have a proper topic sentence, supporting evidence, and concluding thought.
- Check for capitals (names, places, etc.), punctuation, and run on sentences.
- Have a friend read it out loud to you. Make any necessary changes.
- What is the biggest change that happened in Bryce’s life during seventh grade? What was so strange about it? (analyze)
- Why did Juli make the front page of the local paper?
- Write the simile that Bryce used to describe his attempt at climbing the tree.
- DESCRIBE the change that took place in Bryce’s mind about Juli and EXPLAIN when and why it occurred. (analyze, inference).
- Describe the first conversation that Bryce has with his grandfather. What is it about? Why does it upset Bryce so much? (analyze, inference)
- DESCRIBE Bryce’s grandfather’s overall impression of Juli. Where did he get that impression of her from? (analyze, inference)