Thursday, December 19, 2013

All The Word Study Words So Far...

As promised...

civ- citizen

cred- believe, trust

curs/curr/corr/cour- to run

gen/o/e- birth, production, kind

funct- perform, work

bio- life

clam/claim- cry out

mit/miss- send

auto-self

tele- far away/distant

brev--short

bibl--book


aud--hear

Wednesday, December 18, 2013

More on Bad Ads

Pay attention to what social class, race, or gender is priviledged in media messages. Are any disempowered?

gender- males/female

social class: class: people having the same social, economic, or educational status

Tuesday, December 17, 2013

HOMEWORK

1. Bring your final drafts of your news reports, STAPLED
2. Complete magazine ad assignment (The Text and Subtext handout given in class)

"Bad" Ads versus "Blah" Ads

We are interested in exposing hidden truths in media messages, which is why our focus in going to be on "bad" ads--ads that contain negative messages or disempower certain groups of people--versus "blah" ads: ads that use persuasive techniques but don't disempower anyone, therefore leaving us with no hidden truth to expose.

Terms: 

Disempower: make a person (or group of people) less powerful or confident; to make someone feel inferior, less in control of their lives.

What disempowers you as a student? As a son or daughter? As a friend?



Empower: to give power or authority to an individual or group of people.

Media empowers and disempowers individuals (social effects)
Explicitly or implicitly, the mainstream media convey hidden messages of values, power and authority. Often times, certain values or individuals are empowered, while others are disempowered. In media literacy, what or who is absent may be more important than what or who is included.

Monday, December 16, 2013

News Reports Revisited

You are getting your news report back because several of you could benefit from another crack at it.

The number one issue is lack of focus. Many have strong leads, but the bodies do not build off the lead. Instead, you start retelling the episodes main events.

EVERYTHING MUST RELATE BACK TO YOUR HEADLINE. Once you write your lead, backtrack. What events lead to that? What does this mean for the community? Have any issues arisen because of this event?

Thursday, December 12, 2013

Text And Subtext

Today we'll be analyzing text versus subtext




Media are constructions (text)
Media products are carefully constructed. They are created with a purpose and from a particular perspective, using specific forms and techniques. Media literacy works towards deconstructing these products, taking them apart to show how they are made and exploring the decisions and factors behind them.

                                                     


 Audiences make their own meaning (subtext)

We all bring our own life experience, knowledge and attitudes to the media we encounter. Each person makes sense of what he or she sees and hears in different ways. Media literacy encourages us to understand how individual factors, such as age, gender, race and social status affect our interpretations of media.
   

Find an ad that interests you, but also feel isn't telling the whole truth, or is  sending negative messages.


Record the text--how it's arranged, what images you see, words, etc.



Record the subtext--the messages that can't be seen.                                 





Intro To Media Literacy

Warm-up: What is media? What does it mean to be literate? What could media literacy mean?

What is media anyway?

Read Intro to Media Literacy:

Day One: Media are Constructions

1. Media are constructions

Media products are carefully constructed. They are created with a purpose and from a particular perspective, using specific forms and techniques. Media literacy works towards deconstructing these products, taking them apart to show how they are made and exploring the decisions and factors behind them.

Definitions:
Text: We often use the word "text" to mean "written words" Here, it means something a little different. The text of an piece of media is what you actually see and/or hear. It can include written or spoken words, pictures, graphics, moving images, sounds, and the arrangement or sequence of all these elements.

Subtext: The underlying meaning or hidden message that we create from the text (what we see and hear). Subtext cannot be heard or seen.


Wednesday, December 11, 2013

Fractured Fairy Tales

I've been promising to get these up. Here they are:

Section 7-1: The Prince and the Popper
Section: 7-2: The Rightful Ruler of Baghdad

Homework updates:

1. Vocab cards due Friday
2. Revised News Reports due Friday (for both sections, even though I only told 7-2; everybody gets an extra day. Therefore, I would revise this evening, and see me during FLEX if you want my feedback before the final version is due on Friday. If you don't come and see me, well, I guess no moos is good moos :) 




Word Study Wednesday

civ- citizen
cred- believe, trust
curs/curr/corr/cour- to run

News Report Peer Review

We're going to take the first 10-15 minutes to peer review:

Please answer, right on your peer's paper:

1. Does the lead get right to the point? Explain.
2. Does the headline sum up the article?
3. Is the report written like current news--not simply a description of what happens in the episode?
4. Are quotes use appropriately?
5. Does the body elaborate on the "what" introduced in the lead? Or is it all over the place? Explain

Correct grammatical errors as you see them.

Remember the expectations while working:
1. This is independent
2. Be THOROUGH in your responses
3. If you something doesn't make sense, don't tell me, don't tell your peer--simply write that it doesn't make sense on their paper.



Tuesday, December 10, 2013

Writing a News Report: Helpful Hints

Be sure to address my model for any formatting issues. Here are some basic points to keep in mind:

1. Keep quotes relatively short.
2. Quotes get their own paragraph--but if you have something to briefly add before or after the quote, you may do so, as long as the idea is related to the quote:

Also speaking on the matter of not filing a lawsuit, Mother Bear said, “This is a moral victory for the Deep Dark Woods. If our family only loses a nice chair and some porridge in exchange for a safer, more responsible environment, then we’ll take it. Besides, she’s only a people.”

3. Quotes should never be used to introduce new information. Rather, use them to reinforce a point, because they are there to give accuracy, credability to the ideas you've already written.

4. You must write like the event you're reporting on is CURRENT NEWS: Todayin The Kingdom, Goldilocks learned her lesson.
5. When writing your draft, don't write a block of information--split it up into the parts: lead, body, quotation.

HW: Draft your news report: 200-250 words, TYPED, 12 point font

Monday, December 9, 2013

Writing a News Report on a Fractured Fairy Tale

While fairy tales may be a rather strange source of news, we must remember to apply the skills we've been working on while preparing to write a news report:

1. Identify the main idea and the 5Ws/ 1H
2. Identifying facts that support the main idea
3. Summarizing those ideas into a cohesive, engaging news report.

While watching the Fractured Fairy Tale for the first time please keep in mind possible stories you could report on in a fact-based news story. 

To get a focus, it may be helpful to think of possible headlines, since they sum up your story.

Remember while your reports will require some creativity, you must use common sense and the facts of the story to develop your idea.

With the person next to you, discuss your initial idea: 
1. Do you have a headline?
2. Share possible details that will allow you to develop this story in a news report

When responding:
1. Share your reaction (creative is good, but is the idea plausible?)
2. and possible ideas that might support your partner's story

The second viewing:

1. Prepare a "hotdog" sheet
2. Write a potential headline for your news story
3. Take down the 5Ws for your news story.

Friday, December 6, 2013

News Reports and Fractured Fairy Tales

We'll take the first 15 minutes of class to complete peer reviews.

1. Please exchange summaries with someone nearby
2. On the bottom of their page, identify the 5Ws (and 1H)
3. If they are missing one, please note that it is missing on your paper.
4. Comment on:
      A. use of language-describe their use of sentence structure or word choice
      B. lack of W's or the how


Next up:
Goldilocks



Tuesday, December 3, 2013

10% Percent Summaries

As mentioned yesterday, 10% summaries are approximately ten percent of the length of the original article. You are reducing a chunk of information down to its bare bones.

When writing these, remember to include the 5Ws and 1 H (if it applies). When writing a summary keep in mind the the following points:

- summaries, like news reports, do not include your opinion. They are unbiased. 
-summaries should follow the same organizational pattern of the original (provide the main ideas in the order that it was originally given)

-Include the SA"T":

S-Source (where the article is coming from-don't forget to underline or italicize the name of the publication)

A- Author's name

"T"- title of the article in quotes.


Agenda:
-writing a 10% summary
-notes on a news report
-model of news report
-Identify 5Ws and 1 H for the article you looked up

HW: 10% summary, typed of the article you looked up. You must know the word count of the article. 

For example, a 500 word article would be a 50 word summary.
A 1000 word article would be a 100 word summary. 
**Don't count the article name, publisher, or author's name in word count. 
In each case, you are allowed to go over and under the word limit by 10 words. 



Monday, December 2, 2013

Sports Report!

5W's:
Who
What
When
Where
Why

1H:

How


TERM:

Biased- something that is opinionated or contains a preference.

News reports reports are supposed to be unbiased, not favoring a particular side. The goal is to get the news out there.



HW: (ITEM #1 is ONLY FOR SECTION 7-2)
1. Complete a 10% summary of the "Touchdown" article we read in class. Make sure your summary is between 55-65 words (no less than 55 words!, no more than 65!)
2. Bring in an unbiased news report, either from the internet, magazine, or newspaper.

Wednesday, November 20, 2013

Reviewing Plot Diagrams and Debate

First 5-8 minutes: Think of several details from the rising action of "The Lady or The Tiger" that impact the climax of the story.


Debate:  

 Opening statement that declares your position and several reasons why (no evidence yet)

Monday, November 18, 2013

Preparing for Debate and Reviewing Figurative Language



This is a still life--a painting of inanimate objects. In the back of the room, I put together a live still life.

You have received a card that says life, love, friends, home, or school.

When you are called, your group will get to view the still life close up. Please create a metaphor OR simile by comparing the word on your card to one of the objects in the still life display.

Ex. Life is a basket.

After you write your simile or metaphor, describe the idea that the comparison suggests.

This suggests that one's life needs to be filled with things, such as experiences, people, and emotions, in order for it to feel complete.

We'll use the last five minutes to share.


If you're not working on the metaphor/simile activity, you are to be completing the "Preparing a Debate" side of the handout with your version of "The Lady or The Tiger's" ending.

Writing The Ending


HW: Please complete for tomorrow's class. Be sure to write as if you were the author of the piece, rather than simply listing your thoughts on what happens.

Name________________________

The Lady or the Tiger?" does not have an ending. The author asks the reader to decide and states that no simple answer can be found. You must decide for yourself if the princess, who has found out what is behind the two doors, directs her lover to the door with the tiger or the door with the lady. The question becomes: Does the princess love the man enough to let him live but watch another woman be with the man she loves, or would she rather see him killed so no one else can have him?

Please write your own ending, using supporting evidence from the story (7-10 sentences).




Friday, November 15, 2013

Literary Term

Symbolism--when objects or ideas represent other objects or ideas.

Examples?

Wednesday, November 13, 2013

Word Study Wednesday

bio- life

clam/claim- cry out

mit/miss- send

Tuesday, November 12, 2013

The Lady or The Tiger

(in journals) Prereading question: Do you believe humans are basically good, or is there something a bit darker in our natural tendencies? Explain using examples.

Wednesday, November 6, 2013

Word Study Wednesday

gen/o/e- birth, production, kind

funct- perform, work

Due Thursday

Wrapping Up "Call Me Maria"

Formative Assessment: Please write on lined paper.

At the resolution of a story, the character usually learns something or understands something about life that he or she was not fully aware of at the beginning of the story.

Using details from the exposition, rising action, climax, and resolution, describe how Maria changes from the beginning of the story to the end.

Due Tuesday

Tuesday, November 5, 2013

Story Board Presentations

The storyboards from each group will be posted on the whiteboard in a random order. I will write numbers next to each one. You are responsible for putting the numbers in order. Have fun.

After, students will present the information written on the back. Talk us through some of the decisions you made when putting together your section of the storyboard.

Audience members, fill out your Praise, Question, Polish handout during the presentations.

Praise, Question, Polish

Praise: This is what I really like about the presentation.
Question: Here are questions I had about the presentation.
Polish: Here are suggestions that could make the presentation even better in the future.

Another way of phrasing your comments is through these statements:

             -What I really liked about the presentation was...
             - Something I had a question about was...
             -I wonder what would happen if...

Illustrating a Storyboard

Here's a helpful link for you to check if you're stuck with the story board assignment. Click here.

HW: Finish your storyboard section for tomorrow. Please color it and be sure your short caption is on the other side.

Yeah.

Monday, November 4, 2013

HW: Plot diagram

1. Draw a sketch of your assigned part of the plot diagram (exposition, rising actions, climax, falling action, resolution) from "Call Me Maria"

2. Write a short caption describing your "snapshot" 

Thursday, October 31, 2013

Multiple Endings Tableaux

While groups are performing, please take notes on EACH scene:

1. Write down what you think is happening
2. Be sure to clarify anything once the scene is explained or described by the presenters



Discussion questions:

1. Which ending is most likely? Why do we think so?
2. Which is most dramatic?Why?
3. In your opinion, which ending is the most desirable? Why?
4.What point is made by each ending?

-Read ending-

What position would the author take in each case?





Authorial choice- texts are built or constructed to make certain points and could be constructed differently to make different points.

(Wilhelm, 2007)





Tuesday, October 29, 2013

Using Tableau to Explore Structure

As we discussed yesterday, the word "tableau" derives from the French word for visual presentation. It generally takes the form of a frozen scene or pose that captures a physical, psychological, or emotional relationship.

A very basic form of tableau is called "gestos"

Gestos is a mini-tableau that can be performed by one or two people. The idea is to summarize the relationship between characters (or ideas, objects, or forces) quickly, with a simple gesture or expression. 

Example: Describe the emotional relationship between the two characters in this adapted version of "gestos."





HW: Write a half-page journal entry on the following:

What decision will Maria make? Why do you think so? Using what you know about Maria (supporting details), make a prediction for how this story will end.


                                                                

Monday, October 28, 2013

Narrative

Unit: Narrative Structure

Narrative: A story or telling of a story, or an account of a situation or event, fictional or nonfictional.

Our two main questions for this unit are:

1. How can paying attention a text's "rules of notice" and its structure aid deeper comprehension of the story and its deeper meanings?
2. How do characters' decisions relate to the theme or message of a text?

The goal will be to discover the different techniques authors use how certain techniques create a particular effect for the reader.

Literary term: 


Point of view: The perspective from which a story is told.
First-person (I, me, us, my)
Second-person (you, yours)
Third-person (she, he, them, they)

Write a three-minute horror scene about
 -a character getting his/her teeth pulled in the basement of a crazy, teeth-obsessed dentist.
 -a character waking up inside a black hole and hearing strange voices
 -a character trapped inside the "It's A Small World" attraction at Disney.

Friday, October 25, 2013

Literary Terms

Figurative language-- words that express ideas beyond the basic meaning

ex. I'm so hungry I could eat a horse.

  Obviously, a person cannot consume a whole horse. The idea is that the person is extremely hungry, possibly starving.


Literal language- words that express facts/truth.

If you say, "I'm literally falling asleep in Mr. B's class" then I am to believe that you are, in fact, entering a sleep cycle.

Two types of figurative language:

Simile- a comparison between two unlike things using like or as.

ex. She could swim like a fish.

Metaphor- a comparison between two unlike things made by stating that one is the other.

ex. She is a tiger on the soccer field.

No HW

Tuesday, October 22, 2013

Word Studies

From this point on we've read children stories, trickster tales, and basic myths. The language of the texts we read is going to get more complex, which means we need to develop strategies for getting "unstuck" while reading.

One of the ways we can get past difficult words is by taking it apart, no gloves and scalpels required!

In order to be successful with this we need to learn the meaning of word parts that make up many English words. These word parts consist of prefixes, suffixes, and roots (bases).

A root word is the main part of a word (that comes from a different language) to which prefixes and suffixes may be added to.

prefix- A letter or group of letters attached to the beginning of a word that partly indicates its meaning.

suffix-a letter or a group of letters that is added to the end of a word to change its meaning or to form a different word

For example, we can determine what invisible means by taking the word apart:

the prefix is in- ("not") + the root -vis- ("see") + the suffix -ible ("capable of") If we know the meanings of each word, we can figure out that invisible means "not capable of being seen."




Post-Peer Review reflection

If you already haven't figured this out, I take a writing almost as seriously as these people take acting. (video)


Good writing takes thinking, revision, reflection, revision, thinking, and revision! So let's reflect:

1. After the peer review, what, specifically, do you need to fix or adjust?
2. What's something you're confident about?
3. What has been the most challenging part of this assignment?

Discussion.

HW: Self-evaluation for the body paragraphs.

Monday, October 21, 2013

Self-Evals and Peer Review

One of the goals of these peer reviews and self-evaluations is to emphasize that writing is a process--a final product doesn't just happen but it takes editing and revisions, and sometimes going back to the drawing board.

As such, I'm expecting to see changes from draft to draft and a small part of your grade (see rubric) will be based on the revision process--did you take the time to change things that were pointed out as unclear/incomplete, either by myself,  a peer, or even yourself.

You'll be given a self-evaluation for your body paragraphs. This will provide you with another opportunity to polish your work or fix some issues before the turn-in date.

Be sure to keep all drafts, the peer review, and the self-evaluations. These will be turned in with the final product.



Project Time Line and peer review

-Your projects will be due on Thursday. This is the last day in class that we will work on them.

-Please note the VERY RARE extra-credit opportunity on the bottom of your timeline sheets.

-PEER REVIEW:

During a peer review, you are to give helpful advice. Simply saying, "everything's great!" without really looking at someone's work is not helpful and defeats the purpose of reviewing a peer's work.

Elaborate on responses--YES OR NO answers are also not incredibly helpful. EXPLAIN why you think a writer accomplished a certain task, or why you think they did not.

Offer advice--what CAN your peer do to fix an error or an unclear idea in their work?

-COVER ILLUSTRATION

When you have completed your peer review, you may start drawing a cover that goes along with your anthology's theme/title. Make sure the title is on the cover. Also, include: Collected by ___________(your name) as well.


CONCLUDING PARAGRAPH

-This is to be rather short, usually around 3-4 sentences. Restate your main message with this anthology and what people would be missing out on if they do not read it. Leave an impression.


MODEL: These stories not only contribute to our growing understanding of our native cultures, but also the idea that we have more in common with them than we realize. Without reading this collection, we miss out on an opportunity to empathize and even bond with these past cultures over the shame they've suffered as a result from the ever-present mischief-maker. In truth, everyone is invited to The Shame Game!

Tuesday, October 15, 2013

Model for intro

The Shame Game: Mischief Makers in Native American Trickster Tales (MODEL OF FIRST PARAGRAPH)

                Let’s get the honest and ugly truth out of the way: you can’t trust everybody in this world, and there hasn’t been a time in our history when you could. Yet, this really isn’t news. The somewhat startling notion of this reality is that not all people would like to live in a more trustworthy world. Rather, these shady individuals live for the thrill that deceit and trickery can offer.  That’s where this short collection of Native American trickster tales comes into play. The Shame Game: Mischief-Makers in Native American Trickster Tales delivers a solid variety of stories from this country’s native cultures that demonstrate the longstanding tradition of trickery that exists to this day. In other words, this collection explores the individual who disrupts the everyday lives of unsuspecting people for the sheer enjoyment it brings them, and nothing else. Yet, these stories, coming from three different Native American cultures, allow us to see something greater when they’re looked at together, side by side. Whereas these stories may have served as warnings or simply entertainment in their own individual cultures, today the troublemakers of these stories can be read as sort of a societal inevitability—that every community and every culture has these little chaos-causing jerks, and unfortunately, status, age, physical size, laws, or really anything else cannot protect you. Perhaps accep6ting this fact allows us to see that a great many have endured the shame that mischief-makers cause, and knowing that we’re not alone in dealing with these individuals helps us cope with being violated ourselves.

7-1 Homework



 HW: In journals, complete the freewrite you started in class. You should have about a 3/4 of a page to 1 page of writing.

Bring your charts and freewrites to class tomorrow.

Wednesday, October 9, 2013

7-2 HW

HW: Complete your charts for developing an anthology on the trickster tales.

Tuesday, October 8, 2013

Starting to Build a Mini Anthology

There are several steps (with mini-steps in between!) to compiling, or putting together a mini anthology.

The first step, is deciding HOW you want to organize your anthology.
 In order to do this, you must analyze your data:
1. What types of tricksters do you come across (look at your "scorecards")? (NOTE: don't just focus on physical appearance, i.e. all the tricksters are raccoons--look more deeply for who they represent in society--winners, losers, outcasts, villains, goofballs, etc.)
2. What types of moods are present among the tales you've read?
3. Any thematic/purpose based similarities between the stories?

The goal is to select 3 stories that can fall under a category or label of your choosing, based on one of the above 3 items. The only restriction is that you must be able to discuss how the remaining 2 develop the category you've chosen. The more similarities you have among your stories, the easier this will be.

For mood words, click here.

MODEL: Creating a category based on item #1: Mischief Makers: I would focus on the trickster tales that include tricksters who just create chaos for no particular reason.

"Rabbit and the Tug of War" (cold mood)
"Espun and Grandfather" (depressing mood)
"Yesurhi Indians" (playful mood)

FREE WRITE MODEL:


The Shame Game: Mishchief-Makers in Native American Trickster Tales


Why would anyone care about a bunch of trouble-makers that just create chaos for no real reason? Well, in all three stories I collected the characters bring shame to their community, and isn’t that something that we should be aware of in our own society? Aren’t there people out there that live to be entertained by the misfortunes of others? Think about it: prank callers, bullies, even some serial killers do what they do because it creates chaos and nothing else.  These trickster tales collected here really explore the idea of trouble-makers in society, and how no one is off-limits, no one is safe from their meddling ways. The stories range from cold and depressing to light-hearted tales. I believe this is done to show how some mischief-makers are more dangerous than others. In my introduction to the anthology I would describe how two of the stories have a more negative mood and one has a lighter mood. The darker more negative moods cause audience members to take these mischievous tricksters seriously and serve to warn people of the shame and embarrassment they can bring.  The Yesurhi tale is indeed more playful but still offers warning to children: don't misbehave, or else the Yesurhi indians will get you! Here, the tale uses goofy tactics (define this) to discourage shenanigans among children. The mischief makers here respond to poor behavior, whereas the mischief makers in the other two tales seek it out, making them more dangerous and sneaky, hence why those two tales have a darker, more serious mood.

Monday, October 7, 2013

Looking at Mood to Determine Purpose

Mood (or atmosphere): the general feeling or emotion created for the reader or audience by the work at a given point.

In literature, descriptive language, sensory details, dialogue, and story action  are used to create this atmosphere.

Movie clips: Pay attention to the differences between the clips. How do 2 movie trailers for the same movie create vastly different moods?

Colors are often related to our emotions and feelings. Use crayons or markers to identify which stories have a positive mood and which ones have a negative mood.

1. Choose 4 colors (black, somewhat dark color, somewhat light color, yellow)
2. List the title of each story you've read.
3. Draw a line or dot with the color that you think best represents the mood. In a sentence, explain why you think so.

HW: Complete the mood sheet you started in class. I will collect it tomorrow.

Friday, October 4, 2013

Another Tricky Day

In more ways than one. The work ethic has been strong since we started reading the trickster tales in class, but this is taking a bit longer than I had originally anticipated. The tricky part is getting at least 8 stories completed by Monday, with a shortened class period, and section 7-1 missing yesterday's class! Yeesh!


Take a look at all the trickster stories you've read.

Group the ones that are alike. If you have an oddball, leave it as a group of its own.

Think about why you organized the stories the way you did.

Write about the details they had in common,


HW: Type up all the story trailers you've written. You should have_________


Wednesday, October 2, 2013

Dear 7th graders

You have no homework tonight! I was a bit late in updating today's blog ("Keeping Score"), which originally contained some journal work. Please disregard that as we did not get far enough in class today for you to successfully complete the work. Thanks! Have a good one!

-Mr. B

Keeping Score

Today, the goal will be to read several trickster tales in class today and write story trailers for each one.

Keep score: Who wins? Who loses? Does everybody win? Does everybody lose?



Tuesday, October 1, 2013

Hey! What's the big idea?

How do we arrive at big ideas while reading? Today we're going to work on putting the plot of a story in one sentence, without giving away the ending!

Plot usually consists of three major elements:

1. Who are the major characters?
2. What seems to be the major problem (conflict) or goal of the characters?
3. Why is this goal or problem there?

THEN, write ONE (yes, ONE!) sentence that captures the plot, but in an exciting way, like you're trying to get an audience to read or watch the story. Be sure to use present tense.

FINALLY, take the role of the audience. Ask 2-3 BURNING questions that might be on their mind, and since you've read the story, you know what important events do happen so your questions can HINT toward that.

Then presto, you've successfully written a basic story trailer/advertisement! Now imagine a dramatic, intense voiceover dictating your trailer.

Here are a few examples: Leaping Beauty

After accidentally stepping on a witch’s toe, the once extraordinary and cheerful Leaping Beauty becomes a Boring Beauty, putting all those around her to sleep. Will she ever break the spell? Will the people of Ordinary Kingdom wake up? Will the witch pay for her evil doings? Find out on the next Fractured Fairy tale, Leaping Beauty!

And another! (Based on "Mai and the Cliff Dwelling Birds)

Mai, the boundless, rule-breaking coyote, becomes obsessed with learning to fly when he believes he will never be satisfied as an earthbound creature. How much chaos will this trickster bring? Will he actually learn how to fly? Find out by reading Trickster tale, “Mai and the Cliff Dwelling Birds”







Monday, September 30, 2013

Tricksters

In your journal, brainstorm a list of rule-breakers in society, films, T.V. sports, or your own life. Keep an open mind--rule-breakers can be dangerous or not so dangerous. Also restrict your list to include only those who break rules for selfish reasons (in other words, leave out civil rights leaders, revolutionaries, heroes).




Let's synthesize this information. Create three separate categories that can be applied to our list. Begin selecting items on our list and assign them a category.



Let's read a trickster narrative together and discuss what  makes the character a trickster.


HW: Read your trickster folktale. In your journal:

 1.Identify the trickster character
 2. Explain whether or not this character should be taken seriously. Give at least 3 details from the text to support.
3. Compare this character to another individual, either from your brainstorm list or someone who pops into your head.




Friday, September 27, 2013

Free-Style Friday

Freewrite: What was challenging about being an author?
                 What did you enjoy?
               
                Author's advice: When developing theme, what advice can you offer other authors. In your professional opinion, what is the most important thing or things to pay attention to as a writer so that your theme is clearly communicated?

Tuesday, September 24, 2013

Principal, Teachers, and Kindergarteners for the day!

Yes! That's right! You will be playing several different roles today, and I won't be the one grading you!

 Your teachers for the day, AND your Principal for the day will be your judges.

-If you are a Kindergartener: Take your role seriously. Your level of cooperation and participation with your teachers will impact your grade, for better or worse.

-If you are a teacher- take the 10-15 minutes at the beginning of class to really develop and focus your lesson. Plan SPECIFIC times for when you'll ask the questions I provided you on the "Teacher for a Day" handout. The principal will be watching, so make sure it's your best lesson!

-If you are a principal- pay close attention to the teachers' questions. Are they good questions? Are they coming at natural times or do they seem forced? How appropriate is the book for a group of kindergarteners? Do they do a good job teaching the theme? You will score them using your "Principal for a Day" handout.

Children's Book: Last Day

Today is your last day to work on your children's books in class.
Begin working as soon as everyone gets into class. I'll stop you with 10 minutes to go with an announcement!





Last 10 minutes of class:

A. If not finished, does everyone know what they must complete on their own?
B. If finished, put the story in order. Does everything make sense? Is everything colored?

Friday, September 20, 2013

Writing A Children's Book

You will start team-writing your children's book today. Here's a list of tasks to keep you focused:

1. First, complete the children's book brainstorm sheet with your group
2. Decide who will be in charge of illustrations and writing the text
3. Make sure you all agree on the illustrations and the story itself
4.  Using the T.D.P strategy, discuss how you would teach your book to a group of kindergartners

Other advice:

Keep text no longer than a sentence or two for each page.
Make sure your pictures have details that help tell the story.
Do NOT come right out and tell your audience what the story's moral or theme is.

Thursday, September 19, 2013

T.D.P Strategy

When thinking about a story and its meaning it's helpful to use a T.D.P strategy

Every text has a topic (a general idea or subject it explores)

The topic is explored through the use of details or events (think descriptions of setting or character, conflicts, story action)

The chain of details or events and their consequences lead up to a point  about the topic that can be applied to life or the human condition (the message, main idea, moral, theme, etc.)


Tomorrow, you will team-write a children's book with a theme or moral. (you will be given a list of topics and matching themes/morals).


HW: Finish Chilren's book theme worksheet. Bring your book and children's book to class TOMORROW.

Tuesday, September 17, 2013

Observation Vs. Inference

Observation: What we detect with our five senses: see, hear, touch, taste, and smell.

Inference: a conclusion based on evidence (observation) and reason

Observation=fact

Inference= a guess, prediction, or idea based on the facts.


Let's play around with it:
Observe these chairs (describe what you see, what do they remind you of?)
Some chairs layed out at Irelands Charleville Castle













Make an inference: what type of person might own these chairs?



Close your eyes. I want you to see the story as I read following passage about Zeus. What does he look like? Can you see the expression on his face?


Take out charts from yesterday.



When Zeus finds out the humans have fire the following takes place:

Zeus was full of rage. He seized his largest thunderbolt. "So they want fire," he said to himself. "I'll give them fire--more than they can use. I'll turn their miserable little ball of earth into cinder."

In regards to humans before fire, Prometheus says, "Look at him. Look below. He crouches in caves. He is at the mercy of beast and weather.  He eats his meat raw. . .Tell me why you refuse to give man the gift of fire."

Can you infer who the storyteller is trying to put in a more positive light? Does this mean anything for us when considering what message we take away from the story?


Many times, we cannot come to a conclusion about a character or a story's meaning until we look at the WHOLE picture.

We need to SEE the story first. Only then can we start forming our own ideas on what it means.

Need proof?


HW: Bring in a favorite children's book. We will be working with it in class tomorrow.




What's the moral

Class agenda:
Share Two- Sided Stories
Class discussion

What's the Moral?


HW: Choose a theme from "Prometheus":
                                   1.The story is about the importance of obeying all rules, no matter what.
                                   2. The story supports disobeying rules, if the rules are unfair.

On a filler paper,write a letter, as an Ancient Greek that has been told this story. You are writing to an Ancient Greek who also had been told this story, but believes in the opposite theme as you. Using details from the story, convince the other Greek that you're interpretation is more accurate. For example, if you think the theme is that disobeying rules is okay if the rules are unfair, you might start you letter like this

Dear Cornellius,

I heard that after listening to "Prometheus" you've been going around town spreading the idea that the story is about the importance of obeying all rules no matter what. I strongly disagree with you. Here is why...(support your idea using details from the story)



Monday, September 16, 2013

Working With Theme






***Theme: the lesson, moral, or message about the human condition in stories.


Human condition: simply put, what it means to be human in this world (how we interact, cope, get by each day, etc.)

Freewrite (Journal): Think of your favorite book or movie. What is the lesson or moral in that book or movie? How do you know?

Have you ever disagreed with the moral or lesson that was intended by a story? 

Activity: Two-Sided Story

Rewrite the story if it had taken place at school.

Purpose: To connect the story to your life

What's the lesson?




HW: Finish your two-sided story. You will turn this in.

Friday, September 13, 2013

Stranger in Role

After taking some notes on myth, we will read "Prometheus".

To review important information, we will use a strategy called Stranger in Role

You, the students, are actually Greeks who witnessed all the events in the story.

I will play someone who was recently out of town and realizes that humans now have fire. I am in desperate need of all the details, as I'm also a person who loooooves gossip! How did it happen? Why weren't we given fire before? Is anyone in trouble?

Thursday, September 12, 2013

What makes a myth, a myth?

I've scrapped the storytelling activity. My reasons?
-not all of you are willing to share your stories
-some of you claim you don't have stories
-and it might get hard to get at the deeper meanings of some

So, let's move on: What makes a myth, a myth? We already know that they hold cultural importance, but are there similarities about the characteristics and purposes of myths that can help us identify a myth when we come across one?

You will read a short myth in class today. But there's a twist. Not everyone is reading the same myth. You will compare your notes of your myth with a group who took notes on the other myth. YOUR MISSION: To find similarities and come up with a list of characteristics and purposes that you think all myths might have have in common.

Step One: Read the myth (read it again, if your group members haven't finished yet)

Step Two: Work together to record notes on an index card (see the board)

Step Three: Make sure one group member copies notes from the card to their journal.

Step Four: You will trade cards with another group (a group who read a different myth).

Step Five: Make a list of common characteristics/purposes

Step 6: Make an inference: What do all myths have in common: uses? and characteristics?

Mythology: A Basic Overview

Myth: 


-A story of unknown authorship that people 
told  in an attempt to answer 
serious questions about how important 
things began and occurred. 
 
-Stories that explain natural occurrences 
and express beliefs of right and wrong.


Uses of Myth:

-To explain natural phenomena or an 
occurrence. 
-To explain the creation of the world. 
-To teach people moral lessons.
- To reveal values and customs
-To reveal the common hopes and fears of 
mankind (such as death)

Elements

-Myths will often contain heroes, gods and goddesses, or tricksters
-Myths often contain magic or supernatural events
-Myths usually involve nature or the adventures of heroes, gods and goddesses, or tricksters.

Monday, September 9, 2013

Storytelling

ESSENTIAL QUESTION: How can stories influence the way we think and live?

Warm-up: Draw a quick collage of things, ideas, or images that come to mind when you hear the word culture. You have 5 minutes to collaborate with your group members and draw a telling picture.

Important term:
Culture: One's way of life (routines, beliefs, values, arts, traditions) usually shared by a group or community of people.

Model: Creation Myth of the Aboriginal Australian people (as told by Dr. Scott Campbell)

-A window into a culture (seeing past the words and events of the story)

What can I learn about this culture:

Beliefs?

Values?

Traditions?

Does this story influence the way YOU think?


GHOST STORY:

You are a colony of aliens who invaded earth 3000 years ago. You are especially interested in the species they call "humans."  Your alien community has recently come into contact with a story about a ghost in someone's family. Different alien mythologist groups have been assigned to study the story and figure out what it means.
Your mission is to figure out why this story might be told among other humans. The group who has the most convincing reason will go into Galactic Museum of Fun Facts about Humans! Yes!

In your groups:
1. develop a list of terms or ideas that you, as aliens, might be unfamiliar with
2. Circle the terms/ideas that matter to the meaning of the story
3. Write beliefs this culture (the human culture) might have
4. Write out what this culture (human culture) might value, based on the story.