Chains Deadlines for Week of June 9

Hi all,

I am posting the homework for the week of June 9 to ensure everyone is ready for the test on Thursday. There should be time in class to complete most, if not all, of this work so it is homework if it is not done.

Homework

Friday, June 6:

• Read chapters 41-42 and complete the questions
• Finish your crossword for vocabulary to submit on Monday
• Finish any overdue Resilience Readers

Monday night:

• Finish Resilience Reader 
• Chapters 43-44 and questions

Tuesday night:

• Finish chapter 45 and questions

Wednesday night:

• Study for test on Thursday

Class Outline: Wednesday

1. Silent Reading: Catch up on Resilience Readers, Chains 1-5, silent reading or study vocabulary. Please don't read Chains 6 yet.
2. Vocabulary Quiz
3. Time to work on paragraph for Chapter 5 and complete all the questions for up to 5. Chapter 1-5 questions are due at the end of class. 
4. Copy out vocab for Chapter 6.
5. Based on the vocab, predict what you think will happen in Chapter 6. 
6. Class reads Chapter 6 (for homework if not done)

Homework for Tuesday May 13

For Tuesday, you should have done all the questions and definitions for Chapter I-IV in Chains. We will have a vocabulary quiz after Chapter 5.

Characterization

Characterization

Characterization is the process by which the writer reveals the personality traits of a
character. Characterization is revealed through direct characterization and indirect
characterization.

Direct Characterization tells the audience what the personality of the character is (his or her trait).

• Example: “The patient boy and quiet girl were both well mannered and did not disobey their mother.” Explanation: The author is directly telling the audience the personality of these two children. The boy is “patient” and the girl is “quiet.”

Indirect Characterization shows things that reveal the personality of a character. There
are five different methods of indirect characterization:

Speech: What does the character say? How does the character speak?
Thoughts: What is revealed through the character’s private thoughts and feelings?
Effect on others: What is revealed through the character’s effect on other people? How do other characters
          feel or behave in reaction to the character?
Actions: What does the character do? How does the character behave?
Looks: What does the character look like? How does the character dress?(from Read, Write, Think)

Poem About Slavery

Now that we have read up to Chapter 3 in Chains, we will look at a poem about slavery.

"The Slave Auction" by Frances Ellen Watkins Harper (http://www.poetryfoundation.org/poem/177157)

This is the biography of the writer: http://www.poetryfoundation.org/bio/frances-ellen-watkins-harper#poet

As you read the poem, write down your inferences about slavery next to each stanza that may apply to Chains.

Chains

We are done our work on the French Revolution and English Civil War and are moving on the resilience through the lens of the novel Chains!

Yesterday, we started off by rating our feelings about various themes in the novel. Now, we are getting into the story itself.

For each chapter, we will begin by defining key terms before we read. Each student now has a duo-tang with the words for each chapter. Please fill it out with the definitions before we read that chapter.

Each student was also sent questions for Chapter 1-5. These are in your Humanities folder. After we read each chapter, you will have time to complete the questions. There will also be activities and connected texts at various chapters throughout.

French Revolution Videos

Here are some "Horrible History" videos we will discuss in class.

Historical Wife Swap

The French Revolution Report

The Storming of Bastille

Handouts for French Revolution Part 1

Here are the first 3 handouts for the French Revolution. I will add the rest as we go.

Link to French Revolution handouts

Handouts for English Civil War

If you have lost your notes sheets and need them to study, here are the ones from the English Civil War.

Link to Civil War handouts

Class Outline: Finishing Up the English Civil War

1. Read aloud stories
2.

Finish up the causes graphic organizer. Copy out the causes in your notes.
3. English Civil War Time Capsule:

• In a group of 3 or less create a list of object to put in a time capsule to give someone a sense of the time and place of the English Civil War.
• What would we put in the time capsule? What artifacts would we choose to give a prospective historian an accurate sense of the conflict?
• Come up with a list of objects and why you would chose them. 
• Present this list to the class.

4. The French Revolution Introduction: "Guillotine" 

What resilient attributes would probably characterize most people who lead or are part of revolutions?

Brainstorming as a class before research:

• Optimistic: you don’t go to war if you don’t think you can win. Thinking they have the power to change things
• Problem-Solving: they are going to come across problems they need to solve. They see a problem in society and want to solve it with revolution
• Purposes: have a reason to start a revolution
• Initiative: they start a revolution
• Determination: they don’t give up and keep going for their cause
• Survival: they want to survive war
• Faith: they have to believe what they are doing is the right thing and will benefit people. Have faith in themselves.
• Physical Well-Being: they have to be ready for hardships of war
• Strong Social Support System: people follow leaders to have a successful revolution
• Insightful: knowledge of ways to overcome powerful ideas and people.

Explorers Partner Deadlines

Your notes in your Humanities folder on your explorer are due on Wednesday. On Thursday you will work with your partner to combine your notes and create the webpage. This should be done in class by the end of Thursday or over the weekend as homework.


Your explorers research will be marked as follows:

	4	3	2	1
Who: Fully prepares research report on the person: includes full name, brief synopsis of who the person is, includes a picture.	Includes full name, strong synopsis of who the person is, includes a picture of the person, credits sources	Includes full name, brief synopsis of who the person is, includes a picture	includes full name, includes some synopsis, includes a picture	Is missing either full name, synopsis, or picture
What: describe what he or she did or overcame to make him or her resilient	Gives a strong analysis about what aspects of the person person's life made him or her resilient. Gives excellent background information with specific facts relating to instances of resilience.	Gives a good analysis about what aspects of the person person's life made him or her resilient. Gives good background information with specific facts relating to instances of resilience.	Gives some analysis about what aspects of the person person's life made him or her resilient. Gives some background information with specific facts relating to instances of resilience.	Gives an analysis about what aspects of the person person's life made him or her resilient. Gives a little background information relating to his or her instances of resilience.
Where and when: describe when and where he or she showed this resilience	Uses dates and mentions specific places to fully and accurately describes when and where the person showed resilience.	Uses dates and mentions specific places to accurately describes when and where the person showed resilience.	Uses dates and mentions some specific places to describes when and where the person showed resilience.	Gives a date and place where the person showed resilience.
Why: Why did you chose this person? Why is this person an important example of resilience?	Shows strong reflection about the importance of the individual and his or her resilience	Shows good reflection about the importance of the individual and his or her resilience	Shows some reflection about the importance of the individual and his or her resilience	Shows limited reflection about the importance of the individual and his or her resilience with little personal connection or depth.
List the resilient attributes that apply	Clearly lists all relevant resilient attributes based on the information about the explorer	Lists several attributes with no obvious ones missing.	Lists several attributes with one or two obvious ones missing.	Lists some accurate attributes
Social and Personal Responsibility	Fully completes the required research individual doc by due date. Shares work with partner and combines findings on webpage by due date.	Completes the required research individual doc by due date. Shares work with partner and combines findings on webpage by due date.	Is one day late for one due date	Completes work but is late by two or more days total

Resilience Reader Responses

The following activity will be used for our resilience reader during silent reading on most days. Please follow the instructions in the doc.

https://docs.google.com/document/d/1dv08GOzFTIkCifUx-4P_R963XvzmUETn5QFuRqN1TE4/edit?usp=sharing

You will hand in a paper copy of the work you do for this activity. It will be due at the start of class the day after the assigned reading.

Resilient Figures

Hi all,

We are going to start looking at specific resilient people and how they show the attributes we studied.

• How does Rick Hansen show resilience in this video? Is it easy to see the same sort of resilience in our own lives? 
• Starting resilience: 
• Read "The Only Wheelchair in Town" 
• As you read, write down any words you don't know on a post-it note.
• Review any unknown words.
• Re-read the story, this time underline all the words or phrases that suggest adversity or challenges (ex. "wimped out"), and all the words that suggest resilience (ex. "I owed her an apology"). 
• With your list of attributes in front of you, create a T-chart where you copy from the story adversity words on one side and resilience words on the other. Try reading between the lines to look for how attributes are expressed.
• Share your t-chart with your group. What others ones did they find? Hand this in.

Historical figure

Your next assignment will be to look at explorers stories of resilience to answer the sub-question “How did
explorers have resilience?” 
1. You should go on the website http://beyondthemap.ca/english/explorers.html
2. Please read over a couple of the explorers and think about what ones you want to do. You will pick the same one as your partner. 
Groupings: 
-Gabe C
-Sylvie, Tyson
-Kira, Nikki
-Marissa, Jade
-Megan, Gabe J
-Zach, Hudson
-Conor, Parker
-Kiera, Amber
-Landon, Ming

3. With your partner, research a resilient explorer. You need to identify at least three resilient attributes he or she embodied. Later we will interview community members who show resilience and connect them to our own stories and stories from the past. These historical figures will be the pool we can choose from to connect with community members and personal stories. After you submit your research, you will create a  page on a class Google site with this all compiled. Right now, you should write in your Explorers doc in you humanities assignment folder. 

What is resilience? Are there different types of resilience?

Attributes of Resilience Posters

Resilience Attribute Handout
You will work in groups to create posters for each of the attributes of resilience. Your group will be given the same number of attributes as members. As a group you must decide how to divide up the work. You will write up a plan outlining who is responsible for what portions of the assignment. Everyone must have an equal share of the assignment. The posters will be marked as a group.

Each poster should include:

• a title (the attribute)
• the definition of term in your own words (each definition must be approved by the entire group before it is put on the poster).
• A drawing (with captions or self-explanatory) that illustrates the meaning of the attribute or an example of someone showcasing this attribute. The drawing must be original. You may create it on the computer or scan it in if you would like. 
• The lettering may be hand written or you can print it off. 

Each poster will be printed or created on a paper that is 11x17.

On Tuesday, when all the posters are done, the groups will present them. 

Assessment

Groups:

Attributes 1-5: Jade, Conor, Megan, Landon, Amber
Attributes 6-9: Kiera, Gabe J, Gabe C, Zach
Attributes 10-13: Tyson, Marissa, Ming, Parker
Attributes 14-17: Hudson, Kira, Sylvie, Nikki

Resilience Questions

The Driving Question:

What can we learn from other people's inspiring stories of resilience that we might be able to use in our own lives?

1. Sharing stories of resilience
2. Go over the driving question
3. Brainstorming the need to know questions

Here are our sub-questions in the groupings you organized.

Mammals and People

What it is and how it works

Non-Living Stuff and Plants

History

Strength and Resilience!

As some of you may know, our next project is on strength and resilience.

Definition of “resilient”: Strong, resistant, quick to recover, spirited, determined or flexible.

What is Resilience?

• Resilience is the ability to adapt to adversity, to roll with the punches and cope with life’s misfortunes and setbacks.
• Resilience will help you survive challenges and even thrive in the midst of hardship. It can help you endure loss, chronic stress, traumatic events and other challenges both big and small.
• Resilience won’t make your problems go away, but resilience can give you the ability to see past them, find enjoyment in life and handle stress better.
• Resilience is developing “Internal Resources” (skills and coping mechanisms to improve your mental well-being) that you can draw on throughout life’s ups and downs.
• Becoming more resilient takes time, practice, experience and often guidance from others.
• Resilience doesn’t mean you ignore your feelings. When adversity strikes, you still experience anger, grief or pain, but you’re able to go on and remain generally optimistic and go on with your life.
• Being resilient also doesn’t have to mean going it alone. In fact, being able to reach out to others for support is a key component of being resilient.

As you watch the film and read the stories introducing you to this topic, please consider:

• What struck you about the stories of resilience you saw or heard about?
• What challenge did the people/person face and how did they overcome this challenge?
• How did overcoming this struggle help make the people/person stronger?
• What characteristics helped make the people/person resilient?

Much of this project has been adapted for our community from a Resilience Cafe on bie.org.

Contact Sheet for Grade 3 Art

Please look at the contact sheet for the grade 3 art.

Contact Sheet Link

Tuesday 

Complete a storyboard for your book. The starred areas need to be complete. You do not have to copy out the full text for each square. You have two choices:

1. You print off your story. Using 2+ different colours, alternate underlining what goes on each page.
2. Make a copy of your story in your assignment folder. Divide up using enter to show what is on each page. Print this out and hand it in with your storyboard.

Your pictures in your storyboard should show a rough idea of what will be in each picture. Please write the number of the image you want to use in the text box area.

This should be done for homework if not finished in class.

Here is a good website telling you how to select an image in GIMP

http://www.gimp.org/tutorials/Changing_Background_Color_2/

Quotation Marks Handout and Poster

Check this out for details on quotation marks: http://www.quickanddirtytips.com/education/grammar/how-to-use-quotation-marks

Updates On What We Are Doing

I figured I would write an update post so that if you or your parents want a refresher of what we are doing in class you can check here.

We have been using Trello.com to monitor where we are in the short story editing process. Students should be done a rough copy, given themselves a mark on the rubric, and working on fixing at least one area from the rubric to move it up on the scale. This should be done by Thursday. 

Next Steps

Rubric for Short Story

Short Story Writing	Excellent	Very Good	Satisfactory	Min Acceptable
Details and Description	●      Use good detail and description throughout the story that also develops themes and mood	●      Give good detail and description to develop setting, characters, events and images	●      Give some detail and description to develop characters, events, and images	●      Contains limited detail and images
Word choice and sentence structure	●      Show variety and precision in word choice and use a variety of sentence types and lengths effectively	●      Use a variety of words and sentences but more complex sentences may be awkward	●      Incorporate some variety in words and sentences but some sentences are short and choppy or long and awkward	●      Uses basic language with many errors
Story Structure	●      Build a story through believable events that are generally not predictable ●      Create a climax with audience impact ●      Create an emotional impact on the audience or makes a strong point	●      Build the story on believable events with some sense of uncertainty ●      Develop a clear climax with some build up and impact ●      Engage the audience with the beginning and create a believable ending	●      Build the story on a series of predictable events ●      Develop a basic climax  ●      Establish the problem or situation and introduce main character(s) in the beginning ●      Ending is abrupt, seems forced or unlikely	●      Contains a beginning, middle, and end
Characterization	●      Create characters who reveal motivations and relationships	●      Develop characters through their words and behavior	●      Describe characters in a way that focuses on physical traits or stereotypes	●      Characters have little description or depth
Dialogue	·         Use natural and interesting dialogue	·         Use natural dialogue	●      Use dialogue but may be overused, underused, confusing, or forced	·         Dialogue is present but weak
Devices	·         Use 5 or more devices in creative and appropriate ways	·         Use 4 or more devices in some creative and appropriate ways	·         Use 3 of the devices	·         Uses 1 or 2 devices

Short Story Elements

These are the short story elements we will use in our stories.

Literary Devices

Alliteration: the repetition of the same sound at the start of several words. For example, “my mother makes marvelous muffins.”

Imagery: descriptive language involving multiple senses to make a word picture. For example, “The sharp crack of the frost shattered the inky night air.”

Irony: when a statement or situation means something different from (or even opposite of) what is expected.

Metaphor: an implied comparison of two things that are not alike. The comparison suggests that they do share a common quality. For example, “Her words were a knife to my heart.”

Mood: The feeling that the author wants the reader to have.

Onomatopoeia: words that imitate sounds. For example, Bang!

Oxymoron: a device that combines contradictory words for dramatic effect, for example, jumbo shrimp.

Personification: When objects, ideas, or animals are given human qualities. For example, “The sun smiled down on me.”

Simile: A direct comparison between unlike things using the word “like” or “as” to connect them. For example, “Potatoes are like apples of the earth.”

Stereotypes: an oversimplified picture, usually of a group of people, giving them all a set of characteristics, without consideration of individual differences.

Tone: The writer’s attitude towards the subject or the audience.

Summary of Today's Discussion

Today we looked at two recent rants from Rick Mercer and discussed the techniques we saw with presentation style and camera work. We also watched our own rants and discussed what we like and what we could work on.

Here are the things we noticed in Rick's Rants

• consistent eye contact
• good expression in voice with dramatic pauses and emotion
• uses hand gestures to emphasize points
• the rant is memorized
• He walks around as he talks
• set in an interesting background
• He emphasizes main points and arguments when he stops walking suddenly 
• He ends with a strong sentence that is thought-provoking or a call for action
• the camera follows Rick from a constant distance of about a meter
• we see his upper body from a fairly consistent level of zoom
• both Rick and the camera walk at the same pace and with confidence
• the camera is generally at an angle
• the camera sharply goes to a 45' angle at the start of a point or to emphasize and then slowly rights itself
• A sharp camera angle often corresponds with Rick stopping walking to emphasize a point. 

Some of the things we liked in student rants

• we had confident speakers
• our speakers knew their information
• our speakers stayed focused during distractions
• people often made good eye contact
• we appreciated speakers who seemed to care about their topic
• we like when rants end with a strong sentence or call to action
• we like when the speaker's voice was loud and clear
• we prefer when the speaker is the centre of focus (there is no background silliness)
• The camera used interesting angles
• there were interesting settings

Some things we wanted to work on 

• memorizing more of our speeches
• maintaining more eye contact
• keeping focus
• pausing between points 
• emphasizing important sentences
• using more expression
• making sure the development of our argument is clear to all viewers