Beth Wilcox's Northern Learning Centre Blog: 2013

Monday, 25 November 2013

Essay Rubric (PDF version)

English: Writing And Representing	Excellent	Very Good	Satisfactory	Min. Acceptable
Write purposeful information texts that express ideas and information using the persuasive essay format	Clearly follows the persuasive essay format in an interesting and engaging	Clearly follows the persuasive essay format	Follows the persuasive essay format with some minor omissions or changes	Loosely follows the persuasive essay format
Applies writing conventions in written work.
-Sentence Structure	· Little to no confusing or unclear sentences. Excellent language use and sentence variety.	· Little to no confusing or unclear sentences. Good language use.	· Some confusing or unclear sentences. Does not interfere with meaning	· Many confusing or unclear sentences. Interferes with meaning
-Writing Basics	· 0-1 errors	· 2-3 errors	· 4-5 errors	· 6+ errors
Successfully integrates persuasive devices and elements in essay: o Allusion o Anecdote o Appeal to authority o Hyperbole o Irony o Repetition o Rhetorical questioning o Sarcasm o Simile o Slang o Declarative Sentences o Exclamatory Sentences o Imperative Sentences o Interrogative Sentences	Integrates 11 or more devices	Integrates 8-10 devices	Integrates 5-7 devices	Integrates 3-5
English: Reading and Viewing	Excellent	Very Good	Satisfactory	Min. Acceptable
Shows an understanding of use of devices in persuasive writing and representing	In conversation or highlighting, can correctly identify 11 or more devices in essay and why they fit the definition	In conversation or writing, can correctly identify 7-10 devices in essay and explain why they fit the definition	In conversation or writing, can correctly identify 4-6 devices in essay and explain why they fit the definition	In conversation or writing, can correctly identify 3 or more devices in the essay but may not be able to explain why they fit the definition
Supports opinion using sources as evidence	· Legend used to an excellent degree, with no major areas needing sources. · Symbols have been converted into numbers. · Quotations are introduced by the source so listeners will have information. · All quotations are a sentence or less in length.	· Legend used to a very good degree, with little to no areas needing sources. Symbols have been converted into numbers. · Quotations are introduced by the source so listeners will have information. · Most quotations are a sentence or less in length.	· Legend used to a good degree, · some areas where it is put in own words need sources. · Some quotations tell source in the sentence introducing them.	· In essay, legend used to a minimal degree. · All directly quoted material is sourced.
Socials: Application	Excellent	Very Good	Satisfactory	Min. Acceptable
Defend a position on a controversial issue	Develops argument using compelling information and research for every body paragraph	Develops argument using strong support for every body paragraph	Develops argument with strong support for most body paragraphs	Develops argument with some support

Examples:

Quotations introduced by the source:

According to Rick Mercer, “There really is very little left to say about Rob Ford.” ¹

Sunday, 24 November 2013

Rant Research: Rubrics for Note-Taking and Historical Roots

Note-taking sheet

	Excellent	Very Good	Satisfactory	Min. Acceptable
Socials: Select and summarize information from a variety of sources	4+ strong sources (more than Wikipedia or ask.com etc.) and consistent use of legend in note-taking sheet	3 strong sources (more than Wikipedia or ask.com etc.) and consistent use of legend in note-taking sheet	2 strong sources (more than Wikipedia or ask.com etc.) and some use of legend in note-taking sheet	Has sources but there are insufficient strong sources (more than Wikipedia or ask.com etc.)
Socials: Consider a variety of perspectives on a controversial issue	Clearly shows a strong understanding and excellent research of both sides of the argument with 4+ good sources	Shows good understanding and research of both sides of the argument with 3 sources	Shows some understanding and research of both sides of the argument with at least 1 good source that supports each side	Shows limited understanding and research of both sides of the argument

Historical Roots: Ex. What did laws, social structures, and viewpoints in the past do to contribute to this becoming an issue?

For this part, you should have been thinking about this as you have been doing your research. You have three suggested ways of presenting this information. If you have another idea, please speak with Beth.

1. Write a couple formal paragraphs.

a. In roughly 2 formal paragraphs, explain what the historic roots are for your present day issue. Please use a legend and include your sources at the bottom. This should be posted to the blog.

2. Oral presentation:

a. In a presentation of at least 1 min 30 seconds, explain what the roots are for your issue. Make sure you state your sources.

3. In your essay:

a. if you think that this will be adequately covered in your essay, you are free to have it assessed with the essay. Make sure you give sources and fully explain it. This may be the most difficult option because you still need to work within the persuasive essay format.

	Excellent	Very Good	Satisfactory	Min. Acceptable
Socials: Analyze roots of present-day regional, cultural, and social issues within Canada	Shows a strong understanding of the historical roots of the issue with excellent analysis and understanding of key concepts and conditions. Excellent sources.	Shows very good understanding of the historical roots of the issue with lots of analysis and understanding of key concepts and conditions. Strong sources.	Shows some understanding of the historical roots of the issue with some critical thinking and analysis. Good sources.	Shows limited understanding of the historical roots of the issue with minimally acceptable critical thinking and analysis.

Monday, 18 November 2013

Students' Responses to Adolescent Characters in Novels of Their Choice

Here are some paragraph responses of students analyzing the believably of the adolescent characters in a novel of their choice.

Amber

Numbers by Rachel Ward http://ambercandy11.blogspot.ca/2013/11/numbers-by-rachel-ward-my-opinion.html

Conor

The Maze Runner by James Dashner http://kangarooconor.blogspot.ca/2013/11/maze-runner-novel-responce.html

Gabe C:

Gabe J

The Obsidian Blade by Pete Hautman http://gabriel-nlc.blogspot.ca/2013/11/character-review-for-obsisdian-blade.html

Hudson

Midnight Fire by Melody Ann http://hudsonsnlcstuff.blogspot.ca/2013/11/midnight-fire-character-review.html

Jade

The Summer I Turned Pretty by Jenny Han http://thisismyblog9898.blogspot.ca/2013/11/novel-response.html

Kiera

In the Woods by Robin Stevenson http://kierasblog8.blogspot.ca/2013/11/my-novel-response.html

Kira

Almost Perfect by Brian Katcher http://iamkirathisismyblog.blogspot.ca/2013/11/novel-response.html

Landon

The Boy in the Striped Pajamas by John Boyne http://landonlandonland.blogspot.ca/2013/11/the-book-i-am-reading.html

Marissa

If Only by Carole Geithner http://amazingrissalearning.blogspot.ca/2013/11/teenage-protagonist.html

Ming

City of Glass by Cassandra Clare http://stayhappyandlove.blogspot.ca/2013/11/my-novel-response.html

Megan

Nightshade by Andrea Cremer http://just-that-leo.blogspot.ca/2013/11/a-novel-response.html

Nikki

Arousing Love by M.H.Strom http://nikkislearingandpicture.blogspot.ca/2013/11/arousing-love-teen-novel.html

Parker:

Sylvie

The "Percy Jackson" series by Rick Riordan http://steampunkdystopia.blogspot.ca/2013/11/percy-jackson-are-protagonists.html

Tyson

Catching Fire by Suzanne Collins http://tasmaniantyson.blogspot.ca/2013/11/paragraph-on-recent-book-i-have-been.html

Zach

Sunrise Over Fallujah by Walter Dean Myers http://zachlearning.blogspot.ca/2013/11/sunrise-over-fallujah-walter-dean-myers.html

Thursday, 14 November 2013

Novel Response and Goal Setting

1. Write a paragraph explaining your reaction to the book you have been reading. You should discuss weather or not the teenager character is believable based on your own experiences and knowledge of teenagers. This will be marked using the learning goal "Explains and supports personal responses to reading by making connections to prior knowledge and experiences" and with the updated "Basics" rubric. You must write in proper paragraph format (intro sentence, proof and explanation, closing sentence). Include the title and author of the book.

2. Goal setting: go into your Goal setting doc and update it based on your last oral presentation. Write your name on the board when you are done.

3. Work on your essay for your rant. You should have your intro done and be well onto you second paragraph.

Thursday, 7 November 2013

Persuasive Essay Format

This is the format we have decided to use:

http://www.professays.com/wp-content/uploads/2011/04/Persuasive_essay_format.jpg

This is the format of the essay in general terms:

http://wolfcluster.files.wordpress.com/2013/02/persuasive-essay-structure-pdf-box.png

Monday, 4 November 2013

Research Format

As a class we will develop an outline for how to research the topic of your rant. It will be posted here.

https://docs.google.com/document/d/15LMcYrQAJqyalwXV8S51IJrSNEKBXy0j4ZGn8XVTIOw/edit?usp=sharing

Wednesday, 30 October 2013

Rant Topics

In your rant, you will need to pick a topic that allows you to:

defend a position on a controversial issue after considering a variety of perspectives
analyse roots of present-day regional, cultural, and social issues within Canada

We will develop the requirements for the rant over then next couple of weeks. At this stage, you should be doing some basic research on areas of interest to you.

You will be picking a modern regional cultural or social issues within Canada (may also be worldwide).
You will need to find information from both sides of the issue and some background about the deeper historic roots of the issue. For example, if you want to do women in the media, you will also go back to look at the history of women's rights.
You should be looking to see if there is good information about the topic online (more than Wikipedia or ask.com).
When you find a good source, paste its URL in a doc in your NLC folder.

Over the next couple of days you will be asked to pick a topic that you think you can research and argue well based on your preliminary searches.

Sunday, 27 October 2013

Feedback and Thinking About Rants

Reminder of our questions for this project:

How can we build a media campaign to express our voices to a public audience?

What is the difference between speaking for yourself and having others speak for you?
How are different viewpoints presented in the media?
How does the media influence concepts of self and others?
What are the elements of different forms of media?

Class Outline

1. Silent Reading

If you did your 1 min wonder last week, please go back and fill in your goal setting journal. I will give you your mark on the rubric.

2. "Basics" rubric: Some edits I see.

3. Hand back feedback from blog posts. Please go through and edit your posts. If you think you mark should be adjusted, please come speak with me and bring your rubric.

4. Read over the blog posts of all other students. Please comment on at least 3 giving two things you like. You may not be able to post comments on all blogs.

5. Pick your rant topic!

In your rant, you will need to pick a topic that allows you to:

defend a position on a controversial issue after considering a variety of perspectives
analyse roots of present-day regional, cultural, and social issues within Canada

We will develop the requirements for the rant over then next couple of weeks. At this stage, you should be doing some basic research on areas of interest to you.

You will be picking a modern regional cultural or social issues within Canada (may also be worldwide).
You will need to find information from both sides of the issue and some background about the deeper historic roots of the issue. For example, if you want to do women in the media, you will also go back to look at the history of women's rights.
You should be looking to see if there is good information about the topic online (more than Wikipedia or ask.com).
When you find a good source, paste its URL in a doc in your NLC folder.

Over the next couple of days you will be asked to pick a topic that you think you can research and argue well based on your preliminary searches.

Wednesday, 23 October 2013

Great Thinking by NLC Students

Students' Posts on Devices Used in "Miss Representation"

The students watched a very interesting video called "Miss Representation." You can see a trailer of the film here: http://film.missrepresentation.org/.

Here are some student posts analyzing how different persuasive devices or elements are seen in the film:

Monday, 21 October 2013

Basics In Written Work UPDATED

Basics for Written Assignments

Neatness
Spell checked
Capitals at beginning of sentence
Capitalize names
Capitalize titles
Capitalize dates
Capitalize I
Punctuation at the end of sentences
To/Too/Two
Their/There/They’re
You not U
No inappropriate capitals
Possessive and plural use of "s" and "'s"
Does not have multiple run-on sentences
Does not have multiple sentence fragments

	Excellent	Very Good	Satisfactory	Min. Acceptable
Basics for written work	0-1 error types	2-3 error types	4-5 error types	6 error types

Wednesday, 16 October 2013

Oral Presentation Goal Setting

Hi class,

You have now signed up for your first 1-minute wonder. Before you present, I would like you to think about setting some goals for oral presentations this year. I would also like you to evaluate your goals withing 1 week of your presentation.

Please copy the following document into your NLC folder and complete the goal setting.

https://docs.google.com/document/d/1YNjQbL5CQEtqcbWNjzsncGOAurtNBwwsB3cqYPsDnhA/edit?usp=sharing

Remember, these are your general oral presentation learning goals.

	Excellent	Very Good	Satisfactory	Min. Acceptable
Plans and rehearses oral presentations	Clearly rehearsed and thoroughly planned	Planned and rehearsed presentation	Somewhat planned presentation	Reads presentation or is “winging it.”
Uses oral communication techniques (clarity, volume, eye contact, body language, engagement with topic and audience, monitor audience reaction)	Speaks clearly, expressively, with appropriate volume. Frequent eye contact with audience members around the room. Body language shows good engagement. Monitors audience to check for understanding/make adjustments	Speaks clearly and with appropriate volume. Frequent eye contact. Body language shows engagement.	Speaks clearly or with appropriate volume. Some eye contact.	Body language shows limited engagement. Speech unclear or quiet.

Miss Representation

You will look at devices in the film "Miss Representation" to help you learn about how to apply persuasive devices to your own work. You will watch the film "Miss Representation" paying attention to the device your group is focusing on.

After-Viewing

Blog Post

After viewing, you will create a blog post explaining what the device you studied is and how it is represented in the film. This will be used to teach devices to other students.

Steps

1. Discuss with your partner the different examples of the device seen in the film.
2. Come up with a few good examples of how the device is seen in the film.
3. Share your examples with another group for feedback.
4. Develop a written work "basics" checklist and rubric.
5. Write a blog post. It should include:

the definition of the device
the title of the film
the argument (thesis) of the film summarized in a sentence
examples of how the devices is seen in the film
an explanation as to how this device is used to help develop or argue the filmmaker's perspective

6. Send Beth the link to your post (from 'View Post'). These will be collected and posted in one section.

Blog Post: Devices

	Excellent	Very Good	Satisfactory	Min. Acceptable
Socials: select and summarize information from sources	Fully and thoroughly identifies all necessary information from the source	Identifies all necessary information from the source	Identifies most information from the source, some may be misunderstood or omitted	Identifies some of the information from the source
Reading and Viewing: recognize and explain how persuasive devices shape viewers’ construction of meaning to support filmmaker’s argument	Identifies an example of the device and fully explores how the filmmaker uses it to advance his/her argument	Identifies an example of the device and connects its use to the filmmaker’s argument	Identifies an example of the device.	Identifies an example of the devices. May not be fully correct or misinterpreted.
Oral: use strategies to understand, recall, and analyse texts to identify main points	Accurately identifies the filmmaker’s argument in concise terms	Accurately identifies the filmmaker’s argument	Somewhat identifies the filmmaker’s argument	Identifies the main points in the film without phrasing it as an argument. May be incorrect or misinterpreted.

Blog Post 2: Respond to Ideas

1. Create a formal paragraph (topic sentence, support, closing sentence) describing your reaction to the film. Include a image or link to another site.
2. Extension: Support your idea and learn more by visiting some of these sites:
http://www.bbc.co.uk/news/magazine-24522060
http://www.cbc.ca/player/AudioMobile/As%2BIt%2BHappens/ID/2412250245/ (7:30 mark)

Blog Post: Response

	Excellent	Very Good	Satisfactory	Min. Acceptable
Writing: explains and supports personal responses to texts by making connections with prior knowledge and experiences
Oral: identifies and analyzes purpose and messages in the film

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