English 10-2
This is the website for Mr. Chomistek's English 10-2 Class. This site will be organized by both Days and Literary Work. This website will be a gathering area for assignments, tests, and any other course materials.
In this class, we will striving towards the Alberta Education English Language Arts curricular goals. By the end of the course you will be able to:
1. listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings and experiences.
2. listen, speak, read, write, view, and represent to comprehend literature and other texts in oral, print, cisual, and multimedia forms, and respond personally, critically, and creatively.
3. listen, speak, read, write, view, and represent to manage ideas and information.
4.listen, speak, read, write, view, and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication.
5.listen, speak, read, write, view, and represent to respect, support, and collaborate with others.
These are the general outcomes. The specific outcomes for this grade are listed below.
During the year, as a student in this class, you will have the opportunity to:
General Outcome 1
1.1.1 - Form tentative understandings, interpretations, and positions
1.1.2 - Experiment with language, image and structure
1.2.1 - Consider new perspectives
1.2.2 - Express preferences, and expand interests
1.2.3 - Set personal goals for language growth
General Outcome 2
2.1.1 - Discern and analyze content
2.1.2 - Understand and interpret content
2.1.3 - Enage prior knowledge
2.1.4 - Use reference strategies and reference technologies
2.2.1 - Relate form, structure, and medium to purpose, audience and content
2.2.2 - Relate elements, devices, and techniques to created effects
2.3.1 - Connect self, text, culture, and mileu
2.3.2 - Evaluate the verisimilitude, appropriatenss, and significance of print and nonprint texts
2.3.3 - Appreciate the effectiveness and artistry of print and nonprint texts.
General Outcome 3
3.1.1 - Focus on purpose and presentation form
3.1.2 - Plan inquiry or research, and identify information needs and sources
3.2.1 - Select, record, and analyze information
3.2.2 - Evaluate sources, and assess information
3.2.3 - Form generalizations and conclusions
3.2.4 - Review inquiry or research process and findings
General Outcome 4
4.1.1 - Assess text creation context
4.1.2 - Consider and address form, structure, and medium
4.1.3 - Develop content
4.1.4 - Use production, publication, and presentation strategies and technologies consistent with context
4.2.1 - Enhance thought and understanding and support and detail
4.2.2 - Enhance organization
4.2.3 - Consider and address matters of choice
4.2.4 - Edit text for matters of correctness
General Outcome 5
5.1.1 - Use language and image to show respect and consideration
5.1.2 - Appreciate diversity of expression, opinion, and perspective
5.1.3 - Recognize accomplishments and events
5.2.1 - Cooperate with others, and contribute to group processes
5.2.2 - Understand and evaluate group processes
Day 1 Welcome to the class.
Today we need to go over the following:
Class Guidelines/Expectations
Course Outline
Extra Help Times
Learning Surveys
Letter to your Teacher
Day 2 - Written Assignment Prep
Today, and for the rest of the week, we will be going over the three types of writing that we will be needing to know for the Diploma Exam at the end of Grade 12. Here is how our process will break down:
1. Look at the Assignment
2. Look at examples of Satisfactory, Proficient, and Excellent at each level.
3. Attempt to complete the assignment.
4. Collectively brainstorm the activities.
What did I find difficult with this assignment?
What did I find easy with this assignment?
What can I do to improve?
What can my teacher do to help me improve>
First: Visual Response.
Click here to see an example of a visual response and example responses.
Click here to get to the Big Picture section on the anniversary of Martin Luther King Jr's 'I have a dream' speech. I will choose a photo to use to create your own visual response.
Day 3
See previous day for process. Today, however, we will be completing the same process for the Persuasive Writing.
Second: Persuasive Writing.
Click here to see an example of a persuasive writing sample and example responses.
Day 4
We have a bit to do today. To begin, we will review Persuasie Writing(see Day 3)
Then, we will look at how to brainstorm for a literary exploration assignment, which is very similar to an essay. See student examples
here.
For the Literary Exploration practice, I would like you to do the following:
For the question provided, think of three examples that relate to the question. You have the following three categories to choose from:
Personal-how does the question relate to your own life?
Provided Text-how does the question relate to the short passage you are given?
Previous Texts-how does the question relate to something else you have read or watched in the past in an English class?
-just bullet points is fine for this assignment.
Then, I will hand back your Visual Responses. There are still some missing, as well as some without names.
Day 5
We will start by doing our metacognitive practice. I would like you to please answer the following questions. For each assignment,
A. What did you find easy?
B. What did you find difficult?
C. What can you do to improve?
D. What can your teacher do to help you improve?
Then, we will head down to get our textbooks. When we return, please do the pre-reading questions on the board:
From the title "War"(page 70), predict:
A. What is the story going to be about?
B. What kind of story is it going to be?
Then, I will be reading the story aloud, and you will complete the questions 1 and 2 on page 84. We will finish by discussing plot structure.
Day 6
Carry on with questions.
Day 7
Today, we will be reading "The Sniper"
First, we will do a quick writing workshop. We will start with proper comma use. We will work on commas after coordinating and subordinating conjunctions in order to increase sentence variety.
Then, we will read the story, silently this time, and answer the questions in the text. Complete Questions 1a,b,c,d,e, and f, and Question 2.
Day 8
Today, we will discuss the following:
Descriptive Marking Idea
Project(Collaborative Short Story Collection)
Finish "The Sniper" Questions
Begin "To Build a Fire"
Complete Questions 1,2, and "Self Assessment"
Day 9:
Short Story Analysis: We will be working together on analyzing the three stories we read into their components. The three stories we read are:
War
The Sniper
To Build a Fire
For each, I would like you to identify:
Who is the protagonist?
What type of character are they? How do you know?
Draw a plot diagram that fits each story.
You may work on this in partners.
Day 9
Giant Project Planning - Brainstorming "What's the Invention?"
We will look at new inventions and try to think of one to use for our short story compilation. We will look at:
Top Inventions of 2012
Top Inventions Video
Argus Surveillance Drone
Now let's look at DARPA's robots!
Cheetah
Transport Dog
Camouflage Robot
We will brainstorm in groups, using the Whiteboards. By the end of the class, we will have decided on an invention to use. This will be a democratic process, so be sure to make your voice heard!
Day 10
Reading Comprehension Assessment
Catch-Up Day
Day 11
We will begin the novel study for Dare by Marilyn Halvorson. Today, I will read the first chapter and then we will answer these questions.
Day 12
Get Novels
Read Chapter 2
Answer these questions.
Chapter 2:
1. What is Dare's grandmother's full name?
2. What is the doctor's name who talks to Dare? What do he and Dare discuss?
3. What has happened to Dare's grandmother? What will likely happen to her as a result of her illness?
4. Who does Dare say is coming from Edmonton to "look after things"? Why does he tell the doctor this?
5. How old is Ty?
Then we will discuss these questions.
Day 13
We will read Chapter 3 aloud, and then complete these questions:
Chapter 3:
1. How old had Ty been when the boys moved in with Gran?
2. What does Dare's letter say he must do to get back into class?
3. What does Dare ask Ty to do for him?
4. What does Dare say to convince Ty to sign the letter?
Before we carry on to read the next chapter, we will watch this video:
http://flawed.nfb.ca/#/flawed
What do we think?
Then complete one of the following activities. Write a paragraph(7-10 sentences) that describes the following. This will be a WR mark only.:
*Note: I will be looking closely for the use of coordinating conjunctions(and, but, or, nor, for) and proper use of adverbs and adjectives in your responses.
Remember! Only do one of these!
1. Write about a time you went out of your way to push back at someone you regarded as an authority.
2. Write about a time you were pressured into doing something and felt badly about it later.
3. Which character reminds you of someone you know? Why? Describe the similarities between the character and the real person in a paragraph.
4. Agree or disagree with Ty’s comment to Dare that he “can’t beat the system”. Make sure you clarify WHAT system, and back up your opinion.
Day 14
Chapter 4:
We will read Chapter 4 aloud, and then answer these questions:
Please answer these questions in complete sentences. You will be receiving both a Reading Comprehension and a Written Response mark for these.
1. Describe the relationship between Ty and Dare.
2. What do we learn about Dare and Ty’s father? Use a direct quote from the chapter for both of your responses.
3. Explain briefly how Dare feels about Laura as a teacher. Find at least one (1) direct quote from the reading to support your thoughts.
4. Seven foster homes in a year ---they were not all bad. Why does Dare have to run away from the good ones?
5. What does the writing of the test essay reveal about Dare’s personality?
6. Later that night, the boys discuss what to do when Gran dies. Where does Dare say he'd go if he were alone? What does Ty suggest they do?
7. What does Dare tell the reader about his father? Name at least 5 things (page 28).
8 .Why didn't the boys know they had a grandmother? Who found her for them?
9. Who next does Ty suggest would help them? What is Dare's reaction?
10. Name 3 things we learn about Laura (page 30).
11. What event occurred between Dare and Laura that resulted in him saying, "I wasn't as dumb as I thought I was"?
12. Describe Ty's relationship with Laura.
Day 15
Before we work on questions, let's watch this crazy history video:
The Boston Molasses Disaster
Day 16
We will read Chapter 5 and complete the following questions:
Chapter 5:
1. How late for school were the boys the next day?
2. What 2 things did Dare like about Keith? Why does Dare say they were not best friends?
3. Keith is concerned that Dare is going to back out on a commitment he made to Keith. What was the commitment?
4. Why did the boys end up waiting, in the office? Who do they meet there?
5. Who or what is Chance?
6. Who phones Dare at school? Why does he call?
7. What is Laura's reaction to the news Ty gives her? What does she end up doing for the boys?
8. What fault does Keith reveal when he talks with Dare and Ty?
9. In what way is Keith’s personal situation worse than Dare’s?
10. Why does Dare owe Keith twenty-five dollars? What could you predict could happen as a result of this debt?
11. Mrs. Batten sounds like an insensitive adult, demanding both early-dismissal and late slips. Offer one fact in her defence.
Day 17
Read Chapter 6 and complete the following questions:
Chapter 6:
1. Why was Dare glad Laura came with them to the hospital?
2. What feelings does Dare express about seeing Gran?
3. What feelings does Dare have over Ty going in first to see Gran with Laura?
4. What name does Gran mistakenly call Dare? Who does she think she's talking to?
5. What word does Gran use to describe her daughter? In what way is Dare "so much like her"?
6. What does Gran say to Dare about blame?
7. What generous offer does Laura make to Dr. Musiak with regards the fate of the boys?
8. Who is Mr. Nicholson?
9. What were Gran's last words to Ty? Why do you think Dare says that these were the same words Gran said to him?
10. How does Dare feel about living at Laura's? What does Nicholson say that causes Dare to think twice about his stubborn nature?
Then, choose from one of the following writing prompts:
Then complete one of the following activities. Write a paragraph(7-10 sentences) that describes the following. This will be a WR mark only.:
Remember! Only do one of these!
1. Dare tells a number of lies. Think of a significant lie you have told, and write a cause / effect paragraph which examines the lie and the reasons for telling it.
2. Dare takes extreme positions on issues, and then sometimes he has to change his mind. Think of a time when you have had to change your position on an issue. Write a cause/effect paragraph explaining your original position, and the reason you changed your view.
3. “Sometimes friends are selected for convenience or for advantages rather than because the person is likable.” Is this true? Comment, using personal experience.
4. Agree or disagree with the statement: “Some things in life simply ARE that way, and we may have to do some things that we would prefer not to do.” Make sure that you back up your opinion.
Read Chapter 7 and 8 on your own and complete the following questions:
Chapter 7:
1. What does Ty say he'll do if Dare tries to leave?
2 . Why does Ty want to go back to school? Why does Dare want to go back?
3. Who is Miss Phillips? What conflict occurs between her and Dare?
4. Who is Mr. Segal? Who broke up the confrontation between Mr. Segal and Dare?
5. Who breaks up the fight between Ty and the other kid on the playground? What were they fighting about?
Chapter 8:
Day 18
Then, we will watch this documentary on the South African Springboks. It shows another group of people who refused to let the world tell them how they were. Rather, they focused on creating a new identity for themselves.
The 16th Man
Today, we are going to work on our short story project. Remember that we divided up into our groups last time we worked on this. Please get into your groups for the project. By the end of today, we need to have accomplished the following:
1. Each person needs to have an idea of what they are writing on.
2. Each person needs to have run that idea past Mr. Chomistek.
3. Each person needs to have run their idea past two classmates and been given at least two pieces of feedback.
4. Each person needs to have started their rough copy.
Day 19
We will be working on a visual response FOR MARKS for the next two days.
This must be handed in by the end of class on Friday.
Day 20
We will read Chapters 9-11
Then, we will answer the following question:
Why do you believe that Dare continues to rebel against Laura? Why does Laura continue to give him chances?
Writer's workshop - Subordinating clauses
Day 21
We will read Chapters 12-14 and complete these questions:
1. Is Laura too hard on Dare in Chapter 12? Explain your answer.
2. What does Dare think Laura's opinion of him is now?
3. Chapter 13 is full of examples of the power struggle between Laura and Dare.
4. In a paragraph of at least 5 sentences, describe Laura McConnell.
5. Why does Dare continue to stay at Laura's?
6. Why do Keith and Dare end up hitchhiking?
Then, please create a map of what you think Laura's farm looks like.
Day 22
We will read Chapter 15-18
Class discussion:
For today and tomorrow, we will be working on a persuasive writing piece.
Day 23
We will read Chapter 19-21
Then, we will continue to work on our persuasive writing assignment.
Day 24
Finish reading the book.
Discussion Questions: What do you think Dare has learned? How has he changed?
Day 25
Film Study: The Outsiders
Day 26-27
Literary Exploration(Due Monday)Steps:
1. Break down the question. What is it asking?
2. Read the short passage they give you:
3. Mind map the idea. What can I write about?
4. Relate it to our readings:
Dare
The Outsiders
War
The Sniper
To Build a Fire
Start writing an outline.
Here are two worksheets to help you with your writing:
Worksheet 1
Worksheet 2
Outline
Day 28: Poetry
We will analyze poems using the TFTASTI Approach. Here is a sheet that outlines it:
Day 26:
Imagery
Imagery is any descriptive language that appeals to the senses. The senses are:
Smell
Sight
Hearing
Touch
Taste
Any time that there is a description that appeals to one or more of the five senses, the author is using imagery:
We will come up with examples.
Then, read "Enlightenment and Muscular Dystrophy" and "To James" from page 190-191 in your text. Complete a TFTASTI Chart for it, complete question 1.
Then, please identify any examples of imagery from the poem.
Day 27
Figurative Language:
Today, we will be discussing similes, metaphors, and personification.
Simile - comparison of two unlike things using as, like, or than.
Examples:
Metaphors - a direct comparison of two unlike things. This does not use as, like, or than.
Examples
Personification - giving human characteristics to a non-human. This is a kind of metaphor
First, with a partner, make up two examples each of:
A) Simile
B)Metaphor
C) Personification
Then, we will look at "The Shark" in your textbooks on pages 281. Complete a TFTASTI Chart and complete question 1.
Day 28:
Today, we will look at onomatopoeia, alliteration, and rhyming as a literary technique.
Onomatopoeia - words that sound like sounds
Examples:
Alliteration - the repetition of consonant sounds
Rhyming - the repetition of sounds at the end of words. Often, these come at the end of a line, but do not have to.
To analyze rhyme and rhyme scheme, we will look at the poems:
Poetry of the Seasons(4 poems)-Page 319
Complete a TFTASTI for one of the poems.
We will analyze the rhyme scheme of "Low Tide at St. Andrews" and "A January Morning".
Then answer this question in 5-7 sentences.
How does rhyming affect these two poems? How is the tone made different from the lack of rhyming in the other two poems?
Then, complete question 1 on page 322.
Day 28
Today, we will discuss 'shifts' in poetry.
Nearly every poem will have a shift, or a change somewhere in its lines. The shift can be in a number of areas:
A) Tone
B) Speaker
C) Purpose(ex. descriptive to questioning)
D) Tense(past, present, etc)
E) Rhyme Scheme
F) Rhythm
G) Diction or word choice
E) Structure
We will look at two poems today. Namely:
Cree Ponies -289
Complete TFTASTI Chart
And
Road Between Saskatoon and Edmonton - page 290
Complete TFTASTI Chart
Complete Question 1
Day 30-35 - Film Study
In groups, please discuss:
What films do you like? Why do you like them? What is that makes them good?
To begin, we will watch this video on film techniques.
We will be watching two films by director Peter Weir and discussing the following in detail:
The films are:
The Long Way Back
The Truman Show
We will go through the notes on camera angles and shot description. Then, we will watch "The Truman Show"
As you watch, please answer these questions:
1. Why are there different angles used in "The Truman Show"? What do these angles and shots represent?
2. How would you describe the color in this film? How does the color choice help to tell the story?
3.How would you describe the lighting? How does the lighting impact your viewing of the film?
Then, we will watch "The Way Back"
Both films, "The Truman Show" and "The Way Back" are about escape. Please write a paragraph of 5-7 sentences that discussed the similarities and differences between the films.
There will be a WR and a VC mark for this.
Shakespeare Unit: Romeo and Juliet
Synopsis: Here is a short video of the play.
We will be using this site to help us with our translations.
In addition, here is an audio version of the prologue:
Prologue Activity:
Read the Prologue and the translation. Then answer these questions:
1. What do we know about the two families in the beginning of the play?
2. What do we know about them at the end of the play?
3. Where does the play take place?
4. What happens to the two main characters at the end of the play?
5. Why do you think there is a prologue in this play?
Act 1, Scene 1
Refer to this site to help us with translations.
Here is another site with the full text.
Questions:
First, we will listen to the audio version here. Then, we will watch the video.
0:00-10:47
1. How does Shakespeare start the play?
2. Examine lines 58-59. Our first introduction to Benvolio comes when he says these words. What do they reveal about his character?
3. Examine 64-65. Our first impression of Tybalt occurs in these lines. What do we learn about his character?
4. Examine lines 90-91. What is the tone of the Prince’s speech? In these lines he makes a new decree. What is it, and why is it important?
6. When describing his feelings to Benvolio, Romeo uses Oxymorons—pairs of contradictory words in lines 170-177 and 184-188. Why does he speak in contradictions and paradoxes
7. We then learn that Romeo is suffering from Unrequited Love—He loves someone who does not love him back. What suggestion does Benvolio make to Romeo to help him get over is unrequited love for Rosaline?
Act 1, Scene 2
First, we will listen to the audio version here. Then, we will watch the video.
1. In this scene Lord Capulet talks to Paris about marrying his daughter Juliet. What two reasons does he give for not wanting Juliet to marry at this time (lines 8-14)?
2. On what condition will Lord Capulet agree to Juliet’s marriage with Paris?
3. What does this reveal about Capulet’s relationship with his daughter?
4. Why does Romeo agree to go to the party (lines 102-103)?
Act 1, Scene 3 - Is a discussion between Lady Capulet, Juliet, and the Nurse. Lady Capulet attempts to persuade Juliet to get married soon. Juliet is not all that interested yet and says that she would rather wait for true love. The scene ends with the announcement that the party is starting.
Act 1, Scene 4 - Romea and his friends are about to go to the Capulet's party. They are in masks, but Romeo seems depressed and doesn't want to go. Mercutio speaks on the nature of dreams and gets himself very worked up, demonstrating his fiery nature. Romeo gets the feeling that some awful chain of events is going to begin tonight. He's right.
Act 1, Scene 5 - The Party.
First, we will listen to the audio here. Then, we will watch the video. (10:48-38:50)
1. We learn from Romeo’s soliloquy (a speech delivered while the speaker is alone, calculated to inform the audience of what is passing in the character’s mind) that he is struck by love at first sight when he sees Juliet at the party. Paraphrase Rome’s speech (lines 43-53). What is he comparing Juliet to?
2. Tybalt recognizes Romeo’s voice and tries to start a fight. What two reasons does Lord Capulet give for stopping him (lines 65-69)?
3. Examine lines 90-91. What threat does Tybalt make as he agrees to withdraw?
5. In lines 92-105 Romeo and Juliet speak to each other. Their lines form a sonnet. Paraphrase the lines of the sonnet.
6. Dramatic Irony is when the audience knows something the characters do not. What is ironic about Juliet’s line 134?
Act 2, Scene 2,3, and 6
We will read the summaries before we listen to the audio versions.
Then, we will watch the video.(38:50-1:10:50)
Then, please answer these questions.
Act 2, Scene 2:
1. Juliet is on the balcony outside her bedroom but cannot hear the words that Romeo says to himself as he looks at her from the hiding place below. Answer the following questions about lines 2-25:
a. Romeo repeats the light and dark images he introduced when he saw Juliet for the first time. Why does Romeo compare Juliet to the sun?
b. Why does he want the sun to kill the envious moon?
c. Why is the moon envious?
d. Why does he compare Juliet’s eyes to the stars?
e. Why is this comparison to stars another example of foreshadowing?
2. What is Juliet’s attitude toward the feud that has separated the two families?
3. Why does Juliet object to Romeo’s swearing on the moon (lines 109-111)?
4. Juliet speaks of her fears in lines 116-119. What are her fears?
Act 2, Scene 3 Questions:
1. What does Romeo tell Friar Laurence, and what does he want from the Friar (lines 43-64)?
2. What is Friar Laurence’s reaction to hearing of Romeo’s new love (lines 65-80)?
3. What reason does Friar Laurence give for agreeing to marry Romeo and Juliet?(last few lines of the scene)
Summary: In this act, we will see Mercutio and Tybalt fight. Mercutio is killed under Romeo's arm. Romeo responds by killing Tybalt. The Prince enters and banishes Romeo on punishment of death. Then, Juliet hears the news and is upset by the whole thing. Romeo is very upset as this punishment takes him away from Juliet. He eventually decides to go see Juliet for one night before he leaves the city. Juliet is unaware, but her father has decided that she will indeed get married to Paris.
Act 3, Scene 1
We will listen, and then watch the film version.
1. What is happening at the beginning of the scene?
2. Why do Tybalt and Mercutio begin to fight?
3. Why does Romeo try to stop them from fighting?
4. What does Mercutio say when he dies?
5. Romeo says to Tybalt, "Either thou, or I, or both will follow [Mercutio]" What does this mean?
6. Romeo then kills Tybalt and the Prince enters. What is Romeo's punishment?
Act 3, Scene 2
1. How does Juliet first react?
2. How does the scene end?
Act 3, Scene 3
1. What is Romeo’s reaction when he learns that he has been banished?
2. From the beginning of the play, Romeo acts impulsively. In what way is he still impulsive in this scene?
3. Friar Laurence tells Romeo to count his blessings. What are they?
Act 3 Scene 4-No Questions
Act 4 Scene 5 - No Questions
Act 4 Scene 1- Paris tries to convince Juliet that marrying him is a good idea. He doesn't do a great job. Friar Laurence tells her his plan to make her seem asleep. She agrees.
Act 4 Scene 2:Juliet pretends to agree to her father's wishes to marry Paris. Act 4, Scene 3: She drinks the sleeping potion.
Act 4, Scene 4: They prepare for the wedding
Act 4, Scene 5: They discover Juliet is dead(just kidding, guys. She's only sleeping)
How has Romeo and Juliet's death affected Verona?
Finish watching the film.
Then, we will spend the week completing a Visual Response, Persuasive Response and Literary Exploration.
Crime Multimedia Unit:
For the next three weeks, we will be looking at a variety of print and non-print texts regarding crime. As we go through the unit, please keep the following questions in mind:
What defines crime?
What causes crime?
What can we do to prevent crime?
Is there any time that crime is okay?
Today, we will look at a few news articles that discuss crime and try to answer the above questions, as well as some below.
Article: Video on Distracted Driving
1. What is the message?
2. How is the message delivered?
3. What is your opinion?
News Article from The Economist
4. What is the message?
5. How is the message delivered?
6. What is your opinion?
Opinion Article on Bullying
7. What is the message?
8. How is the message delivered?
9. What is your opinion?
One of the two written articles is an opinion piece. That is, the author is promoting their own views on a topic, rather than giving simply the facts. A single person's opinion that alters how facts are presented is known as bias. Which article has the most examples of bias?
10. What are some examples of bias in the opinion piece?
11. Do you agree with their perspective? Why or why not?
Now, we will watch this announcement regarding a national bullying law. Please write an Opinion Piece(5-8 sentences) that outlines the following:
1. What are you writing about?
2. What facts about it do you know?
3. What is your opinion? What do you believe?
4. Why should other people believe you?
Infographics:
Infographics are a kind of visual text. They attempt to display information in a creative way. The idea is that the form matches function. That is, the way the information is presented is related to the information itself.
Please answer the following questions. You may answer the questions in point form, as this will be a Visual Comprehension Mark only.
Toronto Crime Patterns
1. What information is being presented? Summarize it.
2. How is it being presented?
3. How does the way it is being presented help you to better understand the information?
If Crime Was Elevation in San Francisco
1. What information is being presented? Summarize it.
2. How is it being presented?
3. How does the way it is being presented help you to better understand the information?
Crime and Punishment through History
1. What information is being presented? Summarize it.
2. How is it being presented?
3. How does the way it is being presented help you to better understand the information?
What is Corruption Video
1. What information is being presented? Summarize it.
2. How is it being presented?
3. How does the way it is being presented help you to better understand the information?
4. How is a video different in terms of how you receive the information?
Short Story:
We will read "Lamb to the Slaughter" by Roahl Dahl
Then we will watch the video:
Please answer these questions.
1. How would you describe the main character? Give 3 traits.
2.How would you describe her husband? Give 2 traits.
3. What crime does she commit? How does she do it?
4. Why does she commit this crime?
5. What story does she try to tell the police?
6. What evidence is in the house when the police arrive? What happens to the evidence?
Television Representations of Crime:
We will watch "Criminal Minds" and "Futurama" and compare their representations of Criminality.
Again, we will be looking at how form and function are related, specifically with regards to sound.
How does "Futurama" represent criminality?
Criminal Minds
1. How would you describe the tone of this episode?
2. Choose one of the characters and describe them in as much detail as possible.
3. Draw a plot diagram of the events in the episode.
4. How are television shows different than short stories?
5. How does "Criminal Minds" represent the criminals? Is it positive or negative?
Futurama - Bender Gets Made
1. How would you describe the tone of this episode?
2. Choose one of the characters and describe them in as much detail as possible.
3. Draw a plot diagram of the events in the episode.
4. How are comedic television shows different than dramatic shows?
5. How does "Futurama" represent the criminals? Is it positive or negative?
Both: How are the sound effects and music different in these two shows? What effect does this have?
Reading Comprehension Practice
We will read "On the Sidewalk, Bleeding" and answer the following questions.
1. What effect does Andy's jacket have on the people who find him in the alley?
2. What are the reasons these people do not help Andy?
3. At what point does Andy realize he is dying?
4. What does Andy do with the last of his strength? Why?
5. What is the author's message?
5. What is the police officer's reaction to Andy? How does this contribute to the author's message?
6. What kind of person do you think Andy was? Did he deserve what he got? Why or why not?
Film Study: Catch Me if You Can
Questions:
1. How would you describe each main character? Who do you believe is the protagonist?
2. How does the portrayal of crime change throughout the film?
3. Describe the tone of the film. How does sound and storyline impact the tone?
Crime Research Project:
We will be completing a short digital research project / visual presentation on 'Defining Justice.' There are several key understandings we will hope to attain in this project:
1. How do I define justice? What does it mean to me?
2. How do I do effective research?
3. How do I communicate ideas effectively?
This project will be divided up into Content and Form.
Content Questions
1. What is my definition of justice?(must be in your own words)
2. How have three other cultures defined justice?
3. What are some examples of justice being carried out?
Content Marks - This will follow our standard 5 Category Rubric
Excellent - I have answered the questions thoroughly and insightfully
Proficient - I have answered the questions thoroughly
Satisfactory - I have answered the questions satisfactorily. I have answered most of the questions completely.
Limited - I have answered the questions incompletely and have missed some key points.
Poor -
Form
1. How are you planning to visually and digitally present your information?(powerpoint, prezi, video, this cool site, etc)
2. Your presentation must contain at least one imbedded video.
3. You must do research for your presentation.
4. The facts that you include must be verified by TWO independent sources. That is, for every fact you include, you must be able to find proof of it in at least two places that do not cite each other on the internet.
5. How does the form that you have chosen help to present your information better in terms of multimedia, design, colors, etc?
Form marks - This will also follow our 5 Category Rubric. This will go in as a Visual Presentation mark.
Excellent - The presentation is visually engaging and the form is purposefully chosen for the content.
Proficient - The presentation is visually pleasant and the form suits the content.
Satisfactory - The presentation is visually interesting and the form mostly matches the content.
Limited - The presentation is visually interesting some of the time and the form is inconsistent with the content.
Good luck! This is meant to be a fairly quick project, as we will only be spending the day on them. Please email me the finished project by the end of the week.
Last Two Weeks: Exam Review
Monday / Tuesday
We will start by reviewing the Literary Exploration. We will look at examples here:
Then, we will go through these old questions and brainstorm what literary works we could relate them to.
Previous Diploma Exam Topics for Assignment #2 – Literary Exploration
June 2004 What is your opinion of the idea that all people reach a point in their lives where they must face the unknown?
January 2004 What is your opinion of the idea that people need to know that they are not alone.
June 2003 What is your opinion of the idea that people discover passion and meaning when they are able to connect fully with things that are important to them?
January 2003 What is your opinion of the idea that being open to various possibilities allows for rewarding and enriching life experiences?
June 1999 What is your opinion of the idea that certain people and experiences influence us in important ways?
January 1999 What is your opinion of the idea that confronting our fears provides us with a sense of achievement?
June 1997 What is your opinion of the idea that people are strongly motivated by the need to prove themselves?
June 1994 What is your opinion of the idea that an intense desire for success can actually contribute to failure?
June 1993 What is your opinion of the idea that people are more influenced by the approval or disapproval of others than by what they think of themselves?
We will do a few together, and then you will do a few on your own.
Tuesday - We will practice writing introductions, ensuring that we have a thesis statement, a summary of our points, and a life statement.
First, we will identify the thesis statement and summary of points in the following three examples.
Then, using the questions above, we will write our own introductions.
Wednesday-Body Paragraphs
Before we begin, let's talk about how to reference literary works and characters in our essays.
Titles of shorter works - short stories, poems - are in quotation marks
Titles of longer works - novels, films, plays - are underlined
Names of Characters are always capitalized
Now, back to body paragraphs.
Every body paragraph should have the following:
Statement/Topic Sentence
Evidence/Examples
Explanation
Conclusion/Topic Sentence
The topic sentence should be a more specific version of your thesis statement: one that relates to your chosen literary character or personal experience.
First, we will look at a body paragraph from a student version and break it down into its component parts.
To begin this process, answer the following:
1. What is the question for the essay?
2. Look at the introduction of the Proficient paper. What is the thesis statement?(the answer to the question)
3. Now look at the body paragraph. What is the topic sentence?
4. What is their evidence?
5. How do they conclude their paragraph?
Now, choose one of the questions from Monday's class and write a thesis statement(not a full introduction) and a body paragraph.
Thursday / Friday
Practice
Today we are going to practice beginning our essay. Here is how it will break down:
1. I will give you the topic.
2. You will have 10 minutes to brainstorm with a partner or group.
3. You will have 20 minutes to write out either
a. your brainstorming/outline
b. your introduction
c. your thesis statement and a body paragraph
How you choose to start is up to you. This will get you into the practice of beginning your essays and starting the writing process.
Topics
What is your opinion of the idea that respect is an important quality?
What is your opinion of the idea that we must be prepared to respond to changing circumstances?
What is your opinion of the idea that hope is an important quality?
What is your opinion of the idea that significant events can change in an individual’s perspective?
What is your opinion of the idea that courage is an important quality?
What is your opinion of the idea that a moment of crisis can have significant consequences?
What is your opinion of the idea that dangers we face may lie beyond our understanding?
What is your opinion of the idea that our values influence the choices we make?
What is your opinion of the idea that a particular experience can have a lasting influence on our lives?
Giant Project Planning - Brainstorming "What's the Invention?"
We will look at new inventions and try to think of one to use for our short story compilation. We will look at:
Top Inventions of 2012
Top Inventions Video
Argus Surveillance Drone
Now let's look at DARPA's robots!
Cheetah
Transport Dog
Camouflage Robot
We will brainstorm in groups, using the Whiteboards. By the end of the class, we will have decided on an invention to use. This will be a democratic process, so be sure to make your voice heard!
Day 10
Reading Comprehension Assessment
Catch-Up Day
Day 11
We will begin the novel study for Dare by Marilyn Halvorson. Today, I will read the first chapter and then we will answer these questions.
Day 12
Get Novels
Read Chapter 2
Answer these questions.
Chapter 2:
1. What is Dare's grandmother's full name?
2. What is the doctor's name who talks to Dare? What do he and Dare discuss?
3. What has happened to Dare's grandmother? What will likely happen to her as a result of her illness?
4. Who does Dare say is coming from Edmonton to "look after things"? Why does he tell the doctor this?
5. How old is Ty?
Then we will discuss these questions.
Day 13
We will read Chapter 3 aloud, and then complete these questions:
Chapter 3:
1. How old had Ty been when the boys moved in with Gran?
2. What does Dare's letter say he must do to get back into class?
3. What does Dare ask Ty to do for him?
4. What does Dare say to convince Ty to sign the letter?
Before we carry on to read the next chapter, we will watch this video:
http://flawed.nfb.ca/#/flawed
What do we think?
Then complete one of the following activities. Write a paragraph(7-10 sentences) that describes the following. This will be a WR mark only.:
*Note: I will be looking closely for the use of coordinating conjunctions(and, but, or, nor, for) and proper use of adverbs and adjectives in your responses.
Remember! Only do one of these!
1. Write about a time you went out of your way to push back at someone you regarded as an authority.
2. Write about a time you were pressured into doing something and felt badly about it later.
3. Which character reminds you of someone you know? Why? Describe the similarities between the character and the real person in a paragraph.
4. Agree or disagree with Ty’s comment to Dare that he “can’t beat the system”. Make sure you clarify WHAT system, and back up your opinion.
Day 14
Chapter 4:
We will read Chapter 4 aloud, and then answer these questions:
Please answer these questions in complete sentences. You will be receiving both a Reading Comprehension and a Written Response mark for these.
1. Describe the relationship between Ty and Dare.
2. What do we learn about Dare and Ty’s father? Use a direct quote from the chapter for both of your responses.
3. Explain briefly how Dare feels about Laura as a teacher. Find at least one (1) direct quote from the reading to support your thoughts.
4. Seven foster homes in a year ---they were not all bad. Why does Dare have to run away from the good ones?
5. What does the writing of the test essay reveal about Dare’s personality?
6. Later that night, the boys discuss what to do when Gran dies. Where does Dare say he'd go if he were alone? What does Ty suggest they do?
7. What does Dare tell the reader about his father? Name at least 5 things (page 28).
8 .Why didn't the boys know they had a grandmother? Who found her for them?
9. Who next does Ty suggest would help them? What is Dare's reaction?
10. Name 3 things we learn about Laura (page 30).
11. What event occurred between Dare and Laura that resulted in him saying, "I wasn't as dumb as I thought I was"?
12. Describe Ty's relationship with Laura.
Day 15
Before we work on questions, let's watch this crazy history video:
The Boston Molasses Disaster
Day 16
We will read Chapter 5 and complete the following questions:
Chapter 5:
1. How late for school were the boys the next day?
2. What 2 things did Dare like about Keith? Why does Dare say they were not best friends?
3. Keith is concerned that Dare is going to back out on a commitment he made to Keith. What was the commitment?
4. Why did the boys end up waiting, in the office? Who do they meet there?
5. Who or what is Chance?
6. Who phones Dare at school? Why does he call?
7. What is Laura's reaction to the news Ty gives her? What does she end up doing for the boys?
8. What fault does Keith reveal when he talks with Dare and Ty?
9. In what way is Keith’s personal situation worse than Dare’s?
10. Why does Dare owe Keith twenty-five dollars? What could you predict could happen as a result of this debt?
11. Mrs. Batten sounds like an insensitive adult, demanding both early-dismissal and late slips. Offer one fact in her defence.
Day 17
Read Chapter 6 and complete the following questions:
Chapter 6:
1. Why was Dare glad Laura came with them to the hospital?
2. What feelings does Dare express about seeing Gran?
3. What feelings does Dare have over Ty going in first to see Gran with Laura?
4. What name does Gran mistakenly call Dare? Who does she think she's talking to?
5. What word does Gran use to describe her daughter? In what way is Dare "so much like her"?
6. What does Gran say to Dare about blame?
7. What generous offer does Laura make to Dr. Musiak with regards the fate of the boys?
8. Who is Mr. Nicholson?
9. What were Gran's last words to Ty? Why do you think Dare says that these were the same words Gran said to him?
10. How does Dare feel about living at Laura's? What does Nicholson say that causes Dare to think twice about his stubborn nature?
Then, choose from one of the following writing prompts:
Then complete one of the following activities. Write a paragraph(7-10 sentences) that describes the following. This will be a WR mark only.:
Remember! Only do one of these!
1. Dare tells a number of lies. Think of a significant lie you have told, and write a cause / effect paragraph which examines the lie and the reasons for telling it.
2. Dare takes extreme positions on issues, and then sometimes he has to change his mind. Think of a time when you have had to change your position on an issue. Write a cause/effect paragraph explaining your original position, and the reason you changed your view.
3. “Sometimes friends are selected for convenience or for advantages rather than because the person is likable.” Is this true? Comment, using personal experience.
4. Agree or disagree with the statement: “Some things in life simply ARE that way, and we may have to do some things that we would prefer not to do.” Make sure that you back up your opinion.
Read Chapter 7 and 8 on your own and complete the following questions:
Chapter 7:
1. What does Ty say he'll do if Dare tries to leave?
2 . Why does Ty want to go back to school? Why does Dare want to go back?
3. Who is Miss Phillips? What conflict occurs between her and Dare?
4. Who is Mr. Segal? Who broke up the confrontation between Mr. Segal and Dare?
5. Who breaks up the fight between Ty and the other kid on the playground? What were they fighting about?
Chapter 8:
- Who is J.R.? What bad thing had J.R. done?
- Describe Laura's house
- What does Dare decide to do in the middle of the night? What happens when Dare panics and guns the truck?
- Dare tells Laura to go ahead and call the cops. What is Laura's response?
- What two things does Dare realize about Ty that makes him decide not to leave as long as Ty needs him?
Day 18
Then, we will watch this documentary on the South African Springboks. It shows another group of people who refused to let the world tell them how they were. Rather, they focused on creating a new identity for themselves.
The 16th Man
Today, we are going to work on our short story project. Remember that we divided up into our groups last time we worked on this. Please get into your groups for the project. By the end of today, we need to have accomplished the following:
1. Each person needs to have an idea of what they are writing on.
2. Each person needs to have run that idea past Mr. Chomistek.
3. Each person needs to have run their idea past two classmates and been given at least two pieces of feedback.
4. Each person needs to have started their rough copy.
Day 19
We will be working on a visual response FOR MARKS for the next two days.
This must be handed in by the end of class on Friday.
Day 20
We will read Chapters 9-11
Then, we will answer the following question:
Why do you believe that Dare continues to rebel against Laura? Why does Laura continue to give him chances?
Writer's workshop - Subordinating clauses
Day 21
We will read Chapters 12-14 and complete these questions:
1. Is Laura too hard on Dare in Chapter 12? Explain your answer.
2. What does Dare think Laura's opinion of him is now?
3. Chapter 13 is full of examples of the power struggle between Laura and Dare.
4. In a paragraph of at least 5 sentences, describe Laura McConnell.
5. Why does Dare continue to stay at Laura's?
6. Why do Keith and Dare end up hitchhiking?
Then, please create a map of what you think Laura's farm looks like.
Day 22
We will read Chapter 15-18
Class discussion:
For today and tomorrow, we will be working on a persuasive writing piece.
Day 23
We will read Chapter 19-21
Then, we will continue to work on our persuasive writing assignment.
Day 24
Finish reading the book.
Discussion Questions: What do you think Dare has learned? How has he changed?
Day 25
Film Study: The Outsiders
Day 26-27
Literary Exploration(Due Monday)Steps:
1. Break down the question. What is it asking?
2. Read the short passage they give you:
3. Mind map the idea. What can I write about?
4. Relate it to our readings:
Dare
The Outsiders
War
The Sniper
To Build a Fire
Start writing an outline.
Here are two worksheets to help you with your writing:
Worksheet 1
Worksheet 2
Outline
Day 28: Poetry
We will analyze poems using the TFTASTI Approach. Here is a sheet that outlines it:
Day 26:
Imagery
Imagery is any descriptive language that appeals to the senses. The senses are:
Smell
Sight
Hearing
Touch
Taste
Any time that there is a description that appeals to one or more of the five senses, the author is using imagery:
We will come up with examples.
Then, read "Enlightenment and Muscular Dystrophy" and "To James" from page 190-191 in your text. Complete a TFTASTI Chart for it, complete question 1.
Then, please identify any examples of imagery from the poem.
Day 27
Figurative Language:
Today, we will be discussing similes, metaphors, and personification.
Simile - comparison of two unlike things using as, like, or than.
Examples:
Metaphors - a direct comparison of two unlike things. This does not use as, like, or than.
Examples
Personification - giving human characteristics to a non-human. This is a kind of metaphor
First, with a partner, make up two examples each of:
A) Simile
B)Metaphor
C) Personification
Then, we will look at "The Shark" in your textbooks on pages 281. Complete a TFTASTI Chart and complete question 1.
Day 28:
Today, we will look at onomatopoeia, alliteration, and rhyming as a literary technique.
Onomatopoeia - words that sound like sounds
Examples:
Alliteration - the repetition of consonant sounds
Rhyming - the repetition of sounds at the end of words. Often, these come at the end of a line, but do not have to.
To analyze rhyme and rhyme scheme, we will look at the poems:
Poetry of the Seasons(4 poems)-Page 319
Complete a TFTASTI for one of the poems.
We will analyze the rhyme scheme of "Low Tide at St. Andrews" and "A January Morning".
Then answer this question in 5-7 sentences.
How does rhyming affect these two poems? How is the tone made different from the lack of rhyming in the other two poems?
Then, complete question 1 on page 322.
Day 28
Today, we will discuss 'shifts' in poetry.
Nearly every poem will have a shift, or a change somewhere in its lines. The shift can be in a number of areas:
A) Tone
B) Speaker
C) Purpose(ex. descriptive to questioning)
D) Tense(past, present, etc)
E) Rhyme Scheme
F) Rhythm
G) Diction or word choice
E) Structure
We will look at two poems today. Namely:
Cree Ponies -289
Complete TFTASTI Chart
And
Road Between Saskatoon and Edmonton - page 290
Complete TFTASTI Chart
Complete Question 1
Day 30-35 - Film Study
In groups, please discuss:
What films do you like? Why do you like them? What is that makes them good?
To begin, we will watch this video on film techniques.
We will be watching two films by director Peter Weir and discussing the following in detail:
The films are:
The Long Way Back
The Truman Show
We will go through the notes on camera angles and shot description. Then, we will watch "The Truman Show"
As you watch, please answer these questions:
1. Why are there different angles used in "The Truman Show"? What do these angles and shots represent?
2. How would you describe the color in this film? How does the color choice help to tell the story?
3.How would you describe the lighting? How does the lighting impact your viewing of the film?
Then, we will watch "The Way Back"
Both films, "The Truman Show" and "The Way Back" are about escape. Please write a paragraph of 5-7 sentences that discussed the similarities and differences between the films.
There will be a WR and a VC mark for this.
Shakespeare Unit: Romeo and Juliet
Synopsis: Here is a short video of the play.
We will be using this site to help us with our translations.
In addition, here is an audio version of the prologue:
Prologue Activity:
Read the Prologue and the translation. Then answer these questions:
1. What do we know about the two families in the beginning of the play?
2. What do we know about them at the end of the play?
3. Where does the play take place?
4. What happens to the two main characters at the end of the play?
5. Why do you think there is a prologue in this play?
Act 1, Scene 1
Refer to this site to help us with translations.
Here is another site with the full text.
Questions:
First, we will listen to the audio version here. Then, we will watch the video.
0:00-10:47
1. How does Shakespeare start the play?
2. Examine lines 58-59. Our first introduction to Benvolio comes when he says these words. What do they reveal about his character?
3. Examine 64-65. Our first impression of Tybalt occurs in these lines. What do we learn about his character?
4. Examine lines 90-91. What is the tone of the Prince’s speech? In these lines he makes a new decree. What is it, and why is it important?
6. When describing his feelings to Benvolio, Romeo uses Oxymorons—pairs of contradictory words in lines 170-177 and 184-188. Why does he speak in contradictions and paradoxes
7. We then learn that Romeo is suffering from Unrequited Love—He loves someone who does not love him back. What suggestion does Benvolio make to Romeo to help him get over is unrequited love for Rosaline?
Act 1, Scene 2
First, we will listen to the audio version here. Then, we will watch the video.
1. In this scene Lord Capulet talks to Paris about marrying his daughter Juliet. What two reasons does he give for not wanting Juliet to marry at this time (lines 8-14)?
2. On what condition will Lord Capulet agree to Juliet’s marriage with Paris?
3. What does this reveal about Capulet’s relationship with his daughter?
4. Why does Romeo agree to go to the party (lines 102-103)?
Act 1, Scene 3 - Is a discussion between Lady Capulet, Juliet, and the Nurse. Lady Capulet attempts to persuade Juliet to get married soon. Juliet is not all that interested yet and says that she would rather wait for true love. The scene ends with the announcement that the party is starting.
Act 1, Scene 4 - Romea and his friends are about to go to the Capulet's party. They are in masks, but Romeo seems depressed and doesn't want to go. Mercutio speaks on the nature of dreams and gets himself very worked up, demonstrating his fiery nature. Romeo gets the feeling that some awful chain of events is going to begin tonight. He's right.
Act 1, Scene 5 - The Party.
First, we will listen to the audio here. Then, we will watch the video. (10:48-38:50)
1. We learn from Romeo’s soliloquy (a speech delivered while the speaker is alone, calculated to inform the audience of what is passing in the character’s mind) that he is struck by love at first sight when he sees Juliet at the party. Paraphrase Rome’s speech (lines 43-53). What is he comparing Juliet to?
2. Tybalt recognizes Romeo’s voice and tries to start a fight. What two reasons does Lord Capulet give for stopping him (lines 65-69)?
3. Examine lines 90-91. What threat does Tybalt make as he agrees to withdraw?
5. In lines 92-105 Romeo and Juliet speak to each other. Their lines form a sonnet. Paraphrase the lines of the sonnet.
6. Dramatic Irony is when the audience knows something the characters do not. What is ironic about Juliet’s line 134?
Act 2, Scene 2,3, and 6
We will read the summaries before we listen to the audio versions.
Then, we will watch the video.(38:50-1:10:50)
Then, please answer these questions.
Act 2, Scene 2:
1. Juliet is on the balcony outside her bedroom but cannot hear the words that Romeo says to himself as he looks at her from the hiding place below. Answer the following questions about lines 2-25:
a. Romeo repeats the light and dark images he introduced when he saw Juliet for the first time. Why does Romeo compare Juliet to the sun?
b. Why does he want the sun to kill the envious moon?
c. Why is the moon envious?
d. Why does he compare Juliet’s eyes to the stars?
e. Why is this comparison to stars another example of foreshadowing?
2. What is Juliet’s attitude toward the feud that has separated the two families?
3. Why does Juliet object to Romeo’s swearing on the moon (lines 109-111)?
4. Juliet speaks of her fears in lines 116-119. What are her fears?
Act 2, Scene 3 Questions:
1. What does Romeo tell Friar Laurence, and what does he want from the Friar (lines 43-64)?
2. What is Friar Laurence’s reaction to hearing of Romeo’s new love (lines 65-80)?
3. What reason does Friar Laurence give for agreeing to marry Romeo and Juliet?(last few lines of the scene)
Summary: In this act, we will see Mercutio and Tybalt fight. Mercutio is killed under Romeo's arm. Romeo responds by killing Tybalt. The Prince enters and banishes Romeo on punishment of death. Then, Juliet hears the news and is upset by the whole thing. Romeo is very upset as this punishment takes him away from Juliet. He eventually decides to go see Juliet for one night before he leaves the city. Juliet is unaware, but her father has decided that she will indeed get married to Paris.
Act 3, Scene 1
We will listen, and then watch the film version.
1. What is happening at the beginning of the scene?
2. Why do Tybalt and Mercutio begin to fight?
3. Why does Romeo try to stop them from fighting?
4. What does Mercutio say when he dies?
5. Romeo says to Tybalt, "Either thou, or I, or both will follow [Mercutio]" What does this mean?
6. Romeo then kills Tybalt and the Prince enters. What is Romeo's punishment?
Act 3, Scene 2
1. How does Juliet first react?
2. How does the scene end?
Act 3, Scene 3
1. What is Romeo’s reaction when he learns that he has been banished?
2. From the beginning of the play, Romeo acts impulsively. In what way is he still impulsive in this scene?
3. Friar Laurence tells Romeo to count his blessings. What are they?
Act 3 Scene 4-No Questions
Act 4 Scene 5 - No Questions
Act 4 Scene 1- Paris tries to convince Juliet that marrying him is a good idea. He doesn't do a great job. Friar Laurence tells her his plan to make her seem asleep. She agrees.
Act 4 Scene 2:Juliet pretends to agree to her father's wishes to marry Paris. Act 4, Scene 3: She drinks the sleeping potion.
Act 4, Scene 4: They prepare for the wedding
Act 4, Scene 5: They discover Juliet is dead(just kidding, guys. She's only sleeping)
How has Romeo and Juliet's death affected Verona?
Finish watching the film.
Then, we will spend the week completing a Visual Response, Persuasive Response and Literary Exploration.
Crime Multimedia Unit:
For the next three weeks, we will be looking at a variety of print and non-print texts regarding crime. As we go through the unit, please keep the following questions in mind:
What defines crime?
What causes crime?
What can we do to prevent crime?
Is there any time that crime is okay?
Today, we will look at a few news articles that discuss crime and try to answer the above questions, as well as some below.
Article: Video on Distracted Driving
1. What is the message?
2. How is the message delivered?
3. What is your opinion?
News Article from The Economist
4. What is the message?
5. How is the message delivered?
6. What is your opinion?
Opinion Article on Bullying
7. What is the message?
8. How is the message delivered?
9. What is your opinion?
One of the two written articles is an opinion piece. That is, the author is promoting their own views on a topic, rather than giving simply the facts. A single person's opinion that alters how facts are presented is known as bias. Which article has the most examples of bias?
10. What are some examples of bias in the opinion piece?
11. Do you agree with their perspective? Why or why not?
Now, we will watch this announcement regarding a national bullying law. Please write an Opinion Piece(5-8 sentences) that outlines the following:
1. What are you writing about?
2. What facts about it do you know?
3. What is your opinion? What do you believe?
4. Why should other people believe you?
Infographics:
Infographics are a kind of visual text. They attempt to display information in a creative way. The idea is that the form matches function. That is, the way the information is presented is related to the information itself.
Please answer the following questions. You may answer the questions in point form, as this will be a Visual Comprehension Mark only.
Toronto Crime Patterns
1. What information is being presented? Summarize it.
2. How is it being presented?
3. How does the way it is being presented help you to better understand the information?
If Crime Was Elevation in San Francisco
1. What information is being presented? Summarize it.
2. How is it being presented?
3. How does the way it is being presented help you to better understand the information?
Crime and Punishment through History
1. What information is being presented? Summarize it.
2. How is it being presented?
3. How does the way it is being presented help you to better understand the information?
What is Corruption Video
1. What information is being presented? Summarize it.
2. How is it being presented?
3. How does the way it is being presented help you to better understand the information?
4. How is a video different in terms of how you receive the information?
Short Story:
We will read "Lamb to the Slaughter" by Roahl Dahl
Then we will watch the video:
Please answer these questions.
1. How would you describe the main character? Give 3 traits.
2.How would you describe her husband? Give 2 traits.
3. What crime does she commit? How does she do it?
4. Why does she commit this crime?
5. What story does she try to tell the police?
6. What evidence is in the house when the police arrive? What happens to the evidence?
Television Representations of Crime:
We will watch "Criminal Minds" and "Futurama" and compare their representations of Criminality.
Again, we will be looking at how form and function are related, specifically with regards to sound.
How does "Futurama" represent criminality?
Criminal Minds
1. How would you describe the tone of this episode?
2. Choose one of the characters and describe them in as much detail as possible.
3. Draw a plot diagram of the events in the episode.
4. How are television shows different than short stories?
5. How does "Criminal Minds" represent the criminals? Is it positive or negative?
Futurama - Bender Gets Made
1. How would you describe the tone of this episode?
2. Choose one of the characters and describe them in as much detail as possible.
3. Draw a plot diagram of the events in the episode.
4. How are comedic television shows different than dramatic shows?
5. How does "Futurama" represent the criminals? Is it positive or negative?
Both: How are the sound effects and music different in these two shows? What effect does this have?
Reading Comprehension Practice
We will read "On the Sidewalk, Bleeding" and answer the following questions.
1. What effect does Andy's jacket have on the people who find him in the alley?
2. What are the reasons these people do not help Andy?
3. At what point does Andy realize he is dying?
4. What does Andy do with the last of his strength? Why?
5. What is the author's message?
5. What is the police officer's reaction to Andy? How does this contribute to the author's message?
6. What kind of person do you think Andy was? Did he deserve what he got? Why or why not?
Film Study: Catch Me if You Can
Questions:
1. How would you describe each main character? Who do you believe is the protagonist?
2. How does the portrayal of crime change throughout the film?
3. Describe the tone of the film. How does sound and storyline impact the tone?
Crime Research Project:
We will be completing a short digital research project / visual presentation on 'Defining Justice.' There are several key understandings we will hope to attain in this project:
1. How do I define justice? What does it mean to me?
2. How do I do effective research?
3. How do I communicate ideas effectively?
This project will be divided up into Content and Form.
Content Questions
1. What is my definition of justice?(must be in your own words)
2. How have three other cultures defined justice?
3. What are some examples of justice being carried out?
Content Marks - This will follow our standard 5 Category Rubric
Excellent - I have answered the questions thoroughly and insightfully
Proficient - I have answered the questions thoroughly
Satisfactory - I have answered the questions satisfactorily. I have answered most of the questions completely.
Limited - I have answered the questions incompletely and have missed some key points.
Poor -
Form
1. How are you planning to visually and digitally present your information?(powerpoint, prezi, video, this cool site, etc)
2. Your presentation must contain at least one imbedded video.
3. You must do research for your presentation.
4. The facts that you include must be verified by TWO independent sources. That is, for every fact you include, you must be able to find proof of it in at least two places that do not cite each other on the internet.
5. How does the form that you have chosen help to present your information better in terms of multimedia, design, colors, etc?
Form marks - This will also follow our 5 Category Rubric. This will go in as a Visual Presentation mark.
Excellent - The presentation is visually engaging and the form is purposefully chosen for the content.
Proficient - The presentation is visually pleasant and the form suits the content.
Satisfactory - The presentation is visually interesting and the form mostly matches the content.
Limited - The presentation is visually interesting some of the time and the form is inconsistent with the content.
Good luck! This is meant to be a fairly quick project, as we will only be spending the day on them. Please email me the finished project by the end of the week.
Last Two Weeks: Exam Review
Monday / Tuesday
We will start by reviewing the Literary Exploration. We will look at examples here:
Then, we will go through these old questions and brainstorm what literary works we could relate them to.
Previous Diploma Exam Topics for Assignment #2 – Literary Exploration
June 2004 What is your opinion of the idea that all people reach a point in their lives where they must face the unknown?
January 2004 What is your opinion of the idea that people need to know that they are not alone.
June 2003 What is your opinion of the idea that people discover passion and meaning when they are able to connect fully with things that are important to them?
January 2003 What is your opinion of the idea that being open to various possibilities allows for rewarding and enriching life experiences?
June 1999 What is your opinion of the idea that certain people and experiences influence us in important ways?
January 1999 What is your opinion of the idea that confronting our fears provides us with a sense of achievement?
June 1997 What is your opinion of the idea that people are strongly motivated by the need to prove themselves?
June 1994 What is your opinion of the idea that an intense desire for success can actually contribute to failure?
June 1993 What is your opinion of the idea that people are more influenced by the approval or disapproval of others than by what they think of themselves?
We will do a few together, and then you will do a few on your own.
Tuesday - We will practice writing introductions, ensuring that we have a thesis statement, a summary of our points, and a life statement.
First, we will identify the thesis statement and summary of points in the following three examples.
Then, using the questions above, we will write our own introductions.
Wednesday-Body Paragraphs
Before we begin, let's talk about how to reference literary works and characters in our essays.
Titles of shorter works - short stories, poems - are in quotation marks
Titles of longer works - novels, films, plays - are underlined
Names of Characters are always capitalized
Now, back to body paragraphs.
Every body paragraph should have the following:
Statement/Topic Sentence
Evidence/Examples
Explanation
Conclusion/Topic Sentence
The topic sentence should be a more specific version of your thesis statement: one that relates to your chosen literary character or personal experience.
First, we will look at a body paragraph from a student version and break it down into its component parts.
To begin this process, answer the following:
1. What is the question for the essay?
2. Look at the introduction of the Proficient paper. What is the thesis statement?(the answer to the question)
3. Now look at the body paragraph. What is the topic sentence?
4. What is their evidence?
5. How do they conclude their paragraph?
Now, choose one of the questions from Monday's class and write a thesis statement(not a full introduction) and a body paragraph.
Thursday / Friday
Practice
Today we are going to practice beginning our essay. Here is how it will break down:
1. I will give you the topic.
2. You will have 10 minutes to brainstorm with a partner or group.
3. You will have 20 minutes to write out either
a. your brainstorming/outline
b. your introduction
c. your thesis statement and a body paragraph
How you choose to start is up to you. This will get you into the practice of beginning your essays and starting the writing process.
Topics
What is your opinion of the idea that respect is an important quality?
What is your opinion of the idea that we must be prepared to respond to changing circumstances?
What is your opinion of the idea that hope is an important quality?
What is your opinion of the idea that significant events can change in an individual’s perspective?
What is your opinion of the idea that courage is an important quality?
What is your opinion of the idea that a moment of crisis can have significant consequences?
What is your opinion of the idea that dangers we face may lie beyond our understanding?
What is your opinion of the idea that our values influence the choices we make?
What is your opinion of the idea that a particular experience can have a lasting influence on our lives?