Rebel Without a Cause/Celebration!

Rebel Without a Cause

Mind Maps 3/3 (Last Day)

• Students receive time to work on their Mind Maps, handing them in by the end of today's block.

Mind Map Day 2/3

The rest of the year:

1. Today: Mind Map/work time (see below)
2. Tomorrow: Mind Map/work time
3. Tuesday, June 19th: Rebel Without a Cause
4. Thursday, June 21st (our English class): Rebel Without a Cause/Celebration + Discussion (who's bringing what?)

Today:

• Students receive time to work on their Mind Maps, if finished all earlier work.  Still missing assignments? Priorities:

1. Reader Response Journals (x 9 + title page)
2. Resume x 2 + Cover Letter
3. Persuasive Essay
4. Project (Wordle or otherwise)
5. Comic Strip Grammar

• Students complete a participation rubric for the unit on ethics.

Mind Map Day 1/2

• Students read the article: "What's Wrong With the Teenage Mind?" and then create a Mind Map with this as the central question.
• An overview of Mind Maps: What are they?  What should yours include?  A few examples (Google Image search of "Mind Map, videos below") provided to help the students get started.  
• An overview of the marking criteria. 

Research Essay 4/4 (Last day)

Last day to work on your essays.  Hand in by Tuesday (not today).  Remember that your Comic Strip Grammar is also due on Tuesday (self-marked).

Be sure to include:

• peer check sheet
• self-assessment (on separate sheet)
• Bibliography (see this link)

Example of an article that may provide several counterarguments (seeing the other side): Why We Should Not Legalize Marijuana.

Next week, we're slowing things down quite a bit - one more assignment (a mind map) and then we're pretty much done (I'd like to finish with a film study).

Research Essay Day 3/4

• I've found a really interesting document on writing Persuasive Essays here.  I'd like to especially draw attention to "Catchy Hooks" (p. 97) and "Adding Counterarguments" (p. 98).
• Quick review of the sample essay p. 91 (note how the author effectively includes personal references and opinion throughout). 
• Students continue working on their essays. 

Research Essay Day 2/4

Students continue working on their essays.  Three days left.  Please feel free to have a peer read your work (required before you hand a good copy in) or see Mr. Mac for some pointers/suggestions on how to improve your writing.

Research Essay Day 1/4

All year we've talked about how becoming a better reader and writer can help you have a voice in this world.  Does this matter to you?  Why or why not?  I suggest that having a strong voice will give you a firm sense of self, which is the deepest way that you can feel power and control.  Not only is it important to have the power to persuade others to see your point of view, but having the ability to persuade yourself to do the right thing when the times are the hardest will keep your head held high.

Examples of persuasive speeches:

Your last big assignment of the year will be to write a PERSUASIVE essay on one of the following ethical topics (please see Mr. Mac for a handout on your selected topic for a starting point):

1. Adoption Confidentiality: Should people who have been adopted have a right to know who their birth parents are?  Or, should the natural birth parent have a right not to be identified if they don't want to be?
2. Animal Rights and Welfare: Should animals be protected by law and enjoy some, or all, of the same rights as humans?
3. Capital Punishment: The United States is one of the few Western democracies that has not yet abolished the death penalty.  Should the death penalty be removed?
4. Enhancement Drugs:  Should drugs such as steroids be legal?
5. Legalization of Drugs: Is it right for society through government to restrict people's freedom to use drugs?

What does it mean to be persuasive?  What makes something persuasive?  What is not persuasive?

Format: 5 paragraph essay format - download the template in word (example from Mr. Mac).  All essays must be handed with a "check" sheet and a self-assessment.  Extra outlines and templates available - just ask Mr. Mac.  Due on June 7th.  You will have a total of 4 classes to work on this (including today).

How will this be marked?  See the marking criteria p. 378, with examples on p. 382-390.

Philosophical Chairs 2 B

• Instead of having our Philosophical Chairs debate on the topic given last Thursday, I thought the dilemma found here was more intriguing.  Question to discuss: "Should Jeff tell anyone about Steven's drug use/score?"
• If time, the dilemma here is also good food for thought.  Question: "Should David lie to the principal?"  

Philosophical Chairs 2 A

• Students read "Should Bruce Wayne have become Batman?" while taking Cornell Notes, in preparation for next class, where we'll be having a philosophical chairs session.

Philosophical Chairs 1 B

• Topic: Should Batman kill the Joker?
• Review the reading from Friday, including the "Trolley" and "Doctor" scenario.
• Philosophical Chairs, this time for marks (Friday was practise).  Each person must attempt to speak at least twice.
• Purple assessment sheet with reflection questions.
• Time left over?  Complete any overdue work or start reading the next article.

Philosophical Chairs 1 A

• Quick review/explanation of how Philosophical Chairs work.
• Students read the article "Should Batman Kill the Joker?" and TAKE NOTES (Cornell) to prepare for their debate.
• Activity: Philosophical Chairs.

Ethics Workbook Chapter 3

• Class reads two articles from yesterday's Times Colonist: "First tenants move into newly renovated Queens Manor units" and "Teen's party post on Facebook brings 'chaos.'"
• Students work on Ethics Workbook Chapter 3, with Mr. Mac's guidance.

80/20 Project Day (LAST ONE!)

• This is the last day for students to work on their projects (in class).
• Please see the "Projects" tab for access to what students have already done (get ideas/inspiration).
• Mr. Mac will walk the class through the creation of a Wordle.
• Students get the remainder of the class to work on their projects (last class day).  Projects due June 1st at the latest.

80/20 Project Day

• Students finish watching The Dark Knight or continue working on their individual projects. 

80/20 Project Day

• Students continue watching The Dark Knight or continue working on their individual projects. 

80/20 Project Day

Okay . . . With only three Day 2 Fridays remaining, I've devised a plan to allow everyone a chance at success.  Your options are:

1.) Independent Novel Study (as proposed at the start of the year)

OR

2.) Self-generated project (discussed with Mr. Mac)

OR

3.) Wordle Project on a choice of films:

a.) those interested in this option vote on a choice of films

b.) film is viewed and studied in class

c.) a Wordle is created that best represents the "essence" of the film; get creative with this deceptively simple word tool;  include phrases, character names, traits, plot points, quotations, themes - whatever you can think of that allows you to best represent this film in this medium (Mr. Mac will give a quick demonstration) 

d.) print the Wordle and hand in to Mr. Mac

e.) save this Wordle into a public gallery and give Mr. Mac the link (write it down on the one you hand in or email the link to rmcallister@sd62.bc.ca) - be sure NOT to include any personal or identifying information in your Wordle or posting (keep it very ANONYMOUS)

f.) criteria for assessment: see the representation rubric for more details

**Yes, you may work in groups of up to three people, but the quality/thoughtfulness needs to be evident - it needs to be obvious that there was a considerable amount of work put into this assignment.   

Whatever your choice, this assignment will be due June 7th.  Good luck and have fun!

Ethics Day 2

• Did you hand in your Ethics Workbook Chapter One?
• As a warm-up, consider these ethical questions.  What do you think?

1. If something at a yard sale is far more valuable than the posted price, do I have to let the seller know?
2. Is it considered stealing to take pens from a bank? What about extra napkins from a fast-food restaurant?
3. If a charity sends me free address labels and I don't make a contribution, is it OK to use them?
4. Is it unfair to move into better (open) seats at a sporting event or a concert?
5. My boss gave me credit for a project on which a colleague did most of the work. Should i accept the praise?
6. Am I obligated to lend money to friends and family?
7. If someone tells an offensive joke, is it my responsibility to speak up about it?

• With Mr. Mac's guidance, students work through Chapter Two of The Ethics Workbook.
• Reminder of items due/overdue (assignment break-down: what is from Term 1 and 2, what is from Term 3?).

Ethics Day 1

• Last day, we discussed the basics of philosophical chairs, which is often used to discuss ethical dilemmas.  As I was preparing for today's class, it dawned on me that in order to really have some good conversations, we need to learn about ethics, or the study of right and wrong.    
• The last unit that we'll be covering this year will simply be called "Ethics."  In this unit, we'll be doing a whole bunch of cool things, including: segments of an ethics workbook, Philosophical Chairs, Essay writing, and a research report. 
• Knowing "right" from "wrong" shows up in all parts of our lives and we see it in many works of art, including film.  Check out this scene from The Dark Knight, in which Batman must make a decision whether to kill the Joker or not.  What would you do if you were Batman?  Why?

• This clip really makes me excited to see The Dark Knight Rises, which comes out this summer.  What ethical dilemmas can you see Batman facing, just from viewing the trailer alone?  What other ethical issues does the movie seem to raise?

• Mr. Mac shows the class Batman and Philosophy.
• With Mr. Mac's guidance, students work through Chapter One of The Ethics Workbook.

Philosophical Chairs - An Overview

• Restitution Lesson (touch toes/downshifting).  First, who can remember the four basic emotional needs? Who's responsible for the meeting of your needs?  What's the rule about meeting your needs in class?
• An overview of Philosophical Chairs.
• Article for Tuesday and your job to prepare.
• Rest of class time to work on the article/any missed work.

Restitution, Participation, and other things . . .

• For Friday's Pro-D Day, I learned more about restitution from one of the "gurus" in this field, Joe Shmoji.  
• Teacher does a quick review of the four basic emotional needs, followed by students identifying the needs from the following clips (what main need does each character have in each scene?):

• During class, it is each individual's responsibility to meet his/her own needs in a way that doesn't interfere with others meeting their needs.  To help Mr. Mac understand what your basic emotional needs are (individually and as a class), please complete the Needs Inventory (be sure to total them up on side two).  Short class discussion to follow.
• Participation assessment (for Theories of Relativity unit only).
• Reminder: resumes and cover letter due today. 
• Students use the rest of the time to work on any missing assignments/extension activity (see Mr. Mac).

Resume/Cover Letter Day 4

• Today is the last class to work on your resumes and cover letter - due next Tuesday, April 24th.
• Quick review of the assignment and what is expected.
• Reminder: the Reader Response Journals are now OVERDUE.  Complete ASAP and hand in.
• Students given the rest of the class to work on completing their work (if finished this assignment, see me to see what else you could be missing).

Resume/Cover Letter Day 3

• Examples of several resumes and cover letters are provided and reviewed.  What makes them effective?  What would make them more effective?
• Students receive and review the "What Recruiters Look At . . ." information sheet.
• Students are given time to work on their assignment.  Reminder: follow the steps outlined on the assignment criteria sheet.

Resume/Cover Letter Day 2

• A funny clip to warm up our minds. 

• A great interview scene from The Pursuit of Happyness.  What do you think?  What skill does Chris use to land the job?  What role did his resume and cover letter have in his getting hired?

• Watch this video on resume writing, as well as this video.
• Watch this video on cover letter writing.
• For the rest of the class, students will get to work on their resumes and cover letter.

Resume/Cover Letter Day 1

• Theories of Relativity deals homelessness and touches upon unemployment.  One of the first steps to getting a job is to write a resume (detailing your qualifications) and a cover letter (explaining why you are a good fit and asking for an interview).  
• Your mission is to create two resumes (one for use now and one for 10 to 15 years in the future) AND ONE cover letter (for use now).  Be sure to follow the proper format and steps as outlined in the handout.  Feel free to use the templates found in Microsoft Word.  You will receive a total mark /32 for the package.  A breakdown of how I will mark these assignments will come on Thursday.
• When writing your cover letter, consider the following: Top Executive Recruiters Agree There Are Only Three True Job Interview Questions.  Remember who your audience is and how you want to sell yourself.
• Package due Tuesday, April 24th with 4 classes (including today) to do your work.
• Rest of the class, students receive time to work on their assignments, sharing the computer lab with Mr. Hotovy and others (depending upon lab availability).
• Good luck!

Theories of Relativity Day 18

• If you could have three wishes to come true, what would they be?  Students take a couple of minutes to quietly write these down, followed by a sharing time with the class.
• Students watch a selected Youtube video interviewing a man who is homeless.
• Now we what do you think of your wishes?  Any changes you'd want to make?  How could we help Real LeClair fulfil his wishes?  
• Class reads the following article: "Alberta cities to promote plan to end, not just manage, homelessness."  What are the pros of the Calgary Homeless Foundation's plan?  What are the cons?  Think-pair-share.
• Rest of the class time used to work on Reader Response Journals.

Theories of Relativity Day 17

• Mr. Mac to read chapters 25-28, finishing the novel.  What did you think of the ending?  What is the significance of the title?
• Prompt suggestion for your RRJ: for the last entry, consider writing an alternative ending.

80/20 Project Day!

• Before we start on our projects, I want you to watch this five minute video.  It comes out of something we were discussing the other day.  How many people here think that they tell lies?  Each day? Hour?  Minute?  Do you ever tell lies to yourself?  What are they?

• How can you use the link between deception and art in your project?  I challenge you to create something truly original and, dare I say it, deceptive!
• By the end of the class, I want to have a really good idea of what each person/group is working on.  We only have 3 or so Day 2 Fridays left, so think of something "SMART" to complete.  Also, this may be something you could be working on at home if you've completed everything else (maybe only 10-15 mins/day).

Theories of Relativity Day 16

• A reminder of how you'll be marked on the Reader Response Journals: (Reader Response Journal x 9 for 90 marks) + (Title Page for 10 marks) = 100 marks.
• Reminder/review of the Title Page criteria.  Specifics: clear title; at least four references from the novel (quotes, sayings, theories, etc.), plus one drawing of some sort; neat; colour.
• Quick class discussion on what happened at the end of chapter 23 (at the end of chapter 22, Dylan was jumped by Lurch and the four Bandana Kids).
• Teacher reads chapter 24 out loud (p. 201-210).
• Students continue working on Reader Response Journal #8, due Tuesday, April 3rd.
• The whole Reader Response Journal Package will be due Thursday, April 12th.

Theories of Relativity Day 15

• (Reader Response Journal x 9 for 90 marks) + (Title Page for 10 marks) = 100 marks.
• Review of Title Page criteria.  Specifics: clear title; at least four references from the novel (quotes, sayings, theories, etc.), plus one drawing of some sort; neat; colour.
• Mr. Mac reads chapter 22.
• Students read chapter 23 and begin working on Reader Response Journal #8, due April 3rd.

Theories of Relativity Day 14

• Book count - are we missing any?
• Mr. Mac reads chapters 19-20.  Students are to read chapter 21 individually, then start working on Reader Response Journal #7, due March 29th.
• At 1:30 pm or so, we'll watch the last 20 minutes of the KONY 2012 video.  Thoughts on this topic? 

Have a great Spring Break - no additional homework, but maybe use this time to get caught up on any missing assignments!

Theories of Relativity Day 13

• Mr. Mac reads chapter 18, then students begin working on Reader Response Journal #6 (chapters 16-18) due March 15th.
• Review the homework page to clarify due dates, etc.

Theories of Relativity Day 12

• Mr. Mac reads chapter 16 and 17, then students begin working on Reader Response Journal #6 (chapters 16-18) due March 15th.

Theories of Relativity Day 11

Theories of Relativity:

• What was going on in the novel the last time we met?
• Mr. Mac reads chapter 15.
• Students work on Reader Response Journal #5 (for chapters 13-15).  Would anyone like to share an entry they've completed?

Theories of Relativity Day 10

• Because today is a shortened day, this class will look mainly like a "work" block (very little lecturing). 
• Students are to read chapters 13 and 14 and get started on their fifth Reader Response Journal.  Examples from the booklet reviewed again for clarity.  Questions or comments on the book or the journalling?

Theories of Relativity Day 9

Intro: Budget Worksheet

• Students complete the Budget Worksheet, where they create a household budget based on earning B.C.'s minimum wage and paying the average amount in rent (in pairs).  
• How much does a typical person need to make in order to maintain a modest lifestyle in the Metro Vancouver area?
• What additional monthly expenses were not mentioned on the worksheet?
• What would you do if you didn't earn enough money to pay your expenses? 

Activities:

• A recap of chapters 10-11.  I realize a lot of students didn't get a chance to read through the end of chapter 12.
• Mr. Mac reads chapter 12 aloud to the class.
• Students spend the rest of the block working on their Reader Response Journals.  Have this fourth one complete for Thursday for sure.
• Mr. Mac will circulate to see how much progress is being made.
• If students need to use this time to complete or print any assignments from our Creative Writing unit, please do so.  No additional class time will be given.

Theories of Relativity Day 8

• Students take a few minutes to complete the Myth Busting Worksheet. Review, taking a poll for each question, the answers, with discussion.
• Read chapter 10 (teacher reads to class)
• Students read chapters 11 and 12 (individually).
• When students finish the reading, they are to start working on the Reader Response Journal for chapters 11-12 (due Tuesday, February 28th; by this day you should have FOUR completed).

Theories of Relativity Day 7

• Quick brainstorm: "What's going on in the novel at this point (up to end of chapter 7)?"
• Mr. Mac reads chapter 8 out loud to class.
• Students read chapter 9 (individually).
• Students work on a Reader Response Journal entry for chapters 7-9 (due Thursday, February 23rd).

Theories of Relativity Day 6

• An exploration of the links found on Barbara Haworth-Attard's web site.
• Read chapter 7 (out loud).
• Students work on their Reader Response Journal (while Mr. Mac does a homework check - you should have two entries done). 

Theories of Relativity Day 5

• Read chapter 5 (Mr. Mac, out loud to the class) and chapter 6 (individually).
• Students work on a Reader Response Journal entry for chapters 4-6.  By Thursday, February 16th, everyone should have two journal entries complete (ONE for chapters 1-3 and ONE for chapters 4-6).  I'll be doing a "homework check" to see what has been done.

80/20 Project Day!

• What is 80/20?
• What are your choices?  A review of the Learning Intentions.
• Today will mainly be a planning/brainstorming day.  Handout: "Empowering Kids through Project Skills" p. 2 and 3.

Theories of Relativity Day 4

• Read chapter 4.
• Students work on Personal Response Journals (you need to write one for every three chapters that we read).
• Make sure you have finished other work, including Assignment 1.1 Part A and B.

ENGLISH 9: Theories of Relativity Day 3

Mr. Mac reads chapters 3 and 4 aloud.

Students continue working on the unit developed by Tracy Larson.

ENGLISH 9: Theories of Relativity Day 2

1.) Class brainstorm on board (students take as notes): 1.) What are some of the causes of homelessness?  

2.) Class reads the first couple of chapters of Theories of Relativity (20-30 minutes). 

3.) Assignment 1.1: Photo Essay Part B: (10 marks) - Personal Response 

Write a one page double-spaced typed or 250 word personal response that gives your views on “homelessness”. Consider the following: 

• Why do you believe people become homeless?
• What responsibility does the family of the homeless have for them?  
• What is society’s responsibility to the homeless? 
• What is being done for the homeless in your community? (You may need to do some research for this. Think about who will have some information on this or where you can find some information.)
• Submit this assignment with a self-assessment (purple sheet) attached.

4.) A look at Assignment 1.2: Reader Response Journal (if time).

Reminder: short story due today.

ENGLISH: Theories of Relativity Day 1

Seating plan change.  We'll get into groups when we need to (I promise it will be often enough) and work independently when we need to, just like businesses operate.

Speaking of businesses?  Has anyone heard of Google's 80/20 rule?  I'd like our class will take this on, too.  Let's discuss this as a class.

Students receive their copy of Theories of Relativity, and, before reading, free-write on one or more of the following questions:

• What are the causes of homelessness?  
• Do you think that you could ever find yourself homeless?  Why or why not?  
• What would it feel like to be homeless?
• What are the differences between yourself and a homeless person?  How are you similar?

Our unit will very closely mirror the one developed by Tracy Larson (follow the link and don't be discouraged because it was created for grade 10s - I'll adapt as needed + this is a smart class).

Assignment 1.1 begin.  Criteria (Part A and B are each /10).  Due?  Class negotiates.

Reminder: short story due on Thursday.

ENGLISH 9: Short Story Writing Part 6/Work Period

• Last class to work on your short story.  
• Review the golden booklet "Writing a Short Story" and use the rubrics/questionnaire/lessons as a guide in addition to what else we've talked in class.
• Ask me if you need to use a computer and I'll do my best find one for you. 

Reminder: Short Story (good copy) due: February 2nd.

ENGLISH 9: Short Story Writing Part 5

Unit: Creative Writing ("How do our decisions affect ourselves and others?") - Short Story Writing

• Students use the Short Story Questionnaire found in their "Short Story Writing" package to review and reflect on their own story.  What changes do you need to make?  Take a minute and look at the BC Performance Standards Rubric again (also in the package).  Have a classmate read your story and answer the same questions.  Consider having them "assess" your work using the BC Performance Standards in your booklet.
• Students use the rest of the class time to finish writing their stories.
• Short Story due February 2nd.  Be sure to include: 1.) Published copy with self-assessment, 2.) Revision and 3.) Draft.

ENGLISH 9: Short Story Writing Part 4

Unit: Creative Writing ("How do our decisions affect ourselves and others?") - Short Story Writing

Introduction:

• Watch these short films by Pixar as inspiration to writing your short stories.  How do they grab your attention right from the start?  What elements make them effective?  How is the plot developed?  What is the conflict?   

"Geri's Game" 

"Pigeon: Impossible"

Activities:

• As a class, look at the "Writing a Short Story" package, focussing on "Ping Pong Dialogue vs. Descriptive Dialogue" and on "You Talkin' to Me? What are the Rules for Quotation Marks?"
• Students continue writing their short story.  By the end of today, you should have a revision pretty much completed.  

ENGLISH 9: Short Story Writing Part 3

Unit: Creative Writing ("How do our decisions affect ourselves and others?") - Short Story Writing

Introduction:

• Watch these short films by Pixar as inspiration to writing your short stories.  How do they grab your attention right from the start?  What elements make them effective?  How is the plot developed?  What is the conflict?   

"Exploding Baby" 

"Lifted"

Activities:

• As a class, look at the "Writing a Short Story" package and focus on "The Snapshort: SHOWING Pictures in Your Writing" and "Thoughtshots: A Peek Into a Character's Mind."
• Students continue writing their short story.  
• By this point, students should be nearing a finished draft - have a classmate peer-assess your work using the Short Story Conference Form (in the "Writing a Short Story" Package).

ENGLISH 9: Short Story Writing Part 2

Unit: Creative Writing ("How do our decisions affect ourselves and others?") - Short Story Writing

Introduction:

• Watch these short films by Pixar as inspiration to writing your short stories.  How do they grab your attention right from the start?  What elements make them effective?  How is the plot developed?  What is the conflict?   

"For the Birds" 

"One Man Band"

Activities:

• As a class, look at the "Writing a Short Story" package and focus on "The Climactic Moment" and "Short Story Leads."
• Students continue writing their short story.  

ENGLISH 9: Short Story Writing Part 1

Unit: Creative Writing ("How do our decisions affect ourselves and others?") - Short Story Writing

Introduction

• Over the next five classes, you will be asked to create an original, "published" quality short story.  
• You will first write a first draft and then have a classmate peer-assess your work using the Short Story Conference Form.  
• Next, you will create a revision (typed) that will include major changes (example: moving whole paragraphs, alterations to plot, character, setting, etc.).  
• From your revision, you will edit further until your story is considered "published" quality. 
• Your short story must include a main character whose conflict is dealing with having made a decision(s) that affected him/herself and someone else. 
• The short story will be due January 27th.  

Brainstorm on the board: what makes a good short story?  Students copy the class response into notes.

There aren't a lot of rules that I'll use when marking the story, other than to see if you are meeting the criteria set out in the BC Performance Standards - Writing (see p. 394 for a rubric on quality writing at the grade 9 level).

Activities

• As a class, review the "Writing a Short Story" package (includes lessons, BC Performance Standards - Writing rubric, and Short Story graphic organizers), focussing mainly on "Eight Ways to Reveal Character" and "Story Hill."
• Students begin writing their short story.    

ENGLISH 9: Poetry Part 4

3 x poem drafts due today.  Hold on to these and hand them in with your published state poem (due January 17th).  Please also illustrate your poem.

Today's class:

1. Pick ONE of those poems to take to a published state. 
2. Self-assess your work for this one poem (purple sheet) and then have a peer assess as well (can use the same purple sheet, different colour pen - be sure to note who looked at what poem).
3. Type up a revision of your poem.  
4. Look specifically at your word choice, as well as spelling and grammar, then make editing adjustments to create a published copy of your poem.
5. Self assess this published poem and hand in (see below).

Due January 17th (stapled in this order):

• published poem (3.0) with assessment sheet
• revised poem (2.0)
• draft poems x3 (1.0) 

ENGLISH 9: Poetry Part 3

Due today: Published Personal Response.

Unit: Creative Writing ("How do our decisions affect ourselves and others?") - Poetry

Reminder:

Due January 12th (next class):

• 3 x poem DRAFTS (note the change from 5) (no assessments needed at this point).
• today is the last day we'll be working on the drafts of our poems.

Due January 17th (stapled in this order):

• published poem (3.0) (with self assessment)
• revised poem (2.0)
• draft poem (1.0) 

Today's focus: Portrait Poem #6, 7 and 8.

Inspiration:


"We can say this" poetry book - passed around the class.

Peace Train by Yosuf Islam (Cat Stevens)

Intant Karma! (We All Shine On) by John Lennon

Imagine by John Lennon and various artists

Time to work on your poems.

ENGLISH 9

Unit: Creative Writing ("How do our decisions affect ourselves and others?") - Poetry

Welcome new students to our class.  Everyone: "What are 4-5 values that our class thinks are important?"

Today and Tuesday we will be working on our Portrait Poems.

A note about the "published" quality personal response due on Tuesday (reminder): I'm only looking for (stapled, in this order):

1. Published work (typed): version 3.0 with self-assessment of published work (purple sheet) 
2. Revision copy of your work (typed): version 2.0 
3. draft poems x 3: version 1.0

Due January 12th:

• 3 x poem DRAFTS (note the change from 5) (no assessments needed at this point).
• I'm dropping the "representation" assignment that we were going to do after we published a poem. More of this type of thing as the year unfolds.

Today's focus: Portrait Poem #3, 4 and 5 (read and review the blue booklet).

Inspiration:

"Young Forever" by Jay-Z.

"On the Brightside" by Never Shout Never

Themes?  Topics?  Inspirational lines?  How are these songs similar?    


Time to work on your poems.

ENGLISH 9

Unit: Creative Writing ("How do our decisions affect ourselves and others?") - Poetry

Over the next three classes, students will be presented with eight types of portrait poems and be asked to write drafts for three of their choice,* eventually taking one through completion to a published state.  These poems should touch or reflect upon the focus question of the unit, which is "How do our decisions affect ourselves and others?"  So far, we've focussed on topics such as stereotyping, hope, bullying, gossip and slander (facebook), "good" vs. "bad," fear, and having a voice.

Suggestion in writing your poems: think of the material that we read and view in class and look for inspiration in particularly powerful or emotionally stirring images or scenes.


See BC Performance Standards for Writing p. 395 for a rubric we will use for assessment.

*source: http://www.tnellen.com/cybereng/portrait.html




Today's focus: Portrait Poem #1 and #2.


Inspiration: 

"Lose Yourself" by Eminem.

Themes?  Topics?  Inspirational lines?