1. Movie Review Terms (There will be a test at the end of the unit!!)
Blurbs - when a quote from a review is used in an advertisement for the movie
Critic - a professional who publishes his opinion on a particular movie/play/book
Mediocre - ordinary but not especially outstanding
Clichè - something that's been used so many times that it no longer surprises or interests the audience; overexposure; stereotyped
Character driven - when the characters in a fictional work develop over the course of the story into people you care about
High Concept - when the idea behind the story is interesting enough to get people to see the movie without knowing anything else about it
Plot - what the story is about; the pattern of events
Hype - using different techniques to get the audience excited about the story
Out of Context - when quotes are mixed up and changed around to give the words a different meaning
Puns - a clever play on words
Editorial Rights - when handing over a review to a publication, the editor has the power to create a title and cut things out of the review
Syndication - when the same article is published in more than one newspaper or publication
Ratings System - when the critic uses a scale to show the degree of how much they recommend the movie
Audience demographics - when the critic recommends that only a certain group of people should see, or not see, the film
Critical Bias - when the critic cannot review the film fairly due to a personal problem with something in the film
Spoilers - when a critic reveals secrets and plot points that could ruin the surprise for the audience and lessen their enjoyment of the movie
Friday 20 February 2015
HSP 6/7/8 - Week of February 17-20
We are using the Novel The Breadwinner to connect with both English and Geography.
English / Geography:
- Vocabulary building
- Summarizing skills (please see post from last week for homework ideas)
- making connections (text to text, text to self, text to world, text to media...) to the story to increase understanding
- connecting to Drama (small groups) to demonstrate connections between characters in the story
- using Atlas to locate Afghanistan, the countries surrounding, the climate, etc.
Math:
Finishing up data managment
Students should be prepared to take an open book test next Tuesday. They are reviewing in class to help prepare. Students are encouraged to complete work from older blog posts, showing their work for each step.
NN and EK have already done their test. They will be preparing to start the next unit.
English / Geography:
- Vocabulary building
- Summarizing skills (please see post from last week for homework ideas)
- making connections (text to text, text to self, text to world, text to media...) to the story to increase understanding
- connecting to Drama (small groups) to demonstrate connections between characters in the story
- using Atlas to locate Afghanistan, the countries surrounding, the climate, etc.
Math:
Finishing up data managment
Students should be prepared to take an open book test next Tuesday. They are reviewing in class to help prepare. Students are encouraged to complete work from older blog posts, showing their work for each step.
NN and EK have already done their test. They will be preparing to start the next unit.
Thursday 12 February 2015
7B Summarizing - for February 17, 2015
Summarizing effectively and concisely is an important skill. Here is what we are working on in class next week:
This is How to Summarize
SOMEBODY - tell who the main characters in the story are and describe them
WANTED - what was the main character trying to accomplish or achieve in the story? What was the goal?
BUT - what or who was standing in the way of the main character's goal? What was the problem?
SO - what major events happened after the problem arose?
THEN - how did the story end? How did the problem get resolved? Tell the conclusion.
This week....the students in 7B will be applying this to the Fractured Fairytale that they have chosen in class. They will be applying this to an upcoming Media / Fable assignment (to be posted at a later date).
HOMEWORK - please have your son/daughter read an article in the newspaper / online newspaper and use these categories to begin to identify the important information. Then, using only that information, write a detailed paragraph summarizing the original article.
This is How to Summarize
SOMEBODY - tell who the main characters in the story are and describe them
WANTED - what was the main character trying to accomplish or achieve in the story? What was the goal?
BUT - what or who was standing in the way of the main character's goal? What was the problem?
SO - what major events happened after the problem arose?
THEN - how did the story end? How did the problem get resolved? Tell the conclusion.
This week....the students in 7B will be applying this to the Fractured Fairytale that they have chosen in class. They will be applying this to an upcoming Media / Fable assignment (to be posted at a later date).
HOMEWORK - please have your son/daughter read an article in the newspaper / online newspaper and use these categories to begin to identify the important information. Then, using only that information, write a detailed paragraph summarizing the original article.
7B The Creation Of Man - Focussing on Elements of a Narrative
The students read the Native American Legend, The Creation of Man to investigate and analyze the characteristics of a Narrative. Here are the questions presented in class:
PLEASE REMEMBER: Answer each question in complete paragraph form. Please refer to blog post from November on "How to Answer Questions"
1. Describe 2 character traits about Coyote's personality. Use examples from the text in your answer.
2. When and where do you think the story takes place. Explain.
3. What is the main conflict in the story? What type of conflict is this? How is the conflict resolved?
4. What is the climax of the story? Why do you think so?
5. Identify 2 morals from the story. Explain why you think these are the morals.
PLEASE REMEMBER: Answer each question in complete paragraph form. Please refer to blog post from November on "How to Answer Questions"
1. Describe 2 character traits about Coyote's personality. Use examples from the text in your answer.
2. When and where do you think the story takes place. Explain.
3. What is the main conflict in the story? What type of conflict is this? How is the conflict resolved?
4. What is the climax of the story? Why do you think so?
5. Identify 2 morals from the story. Explain why you think these are the morals.
Tuesday 10 February 2015
Updated Math Homework for HSP 6/7/8
Math Homework: Tuesday, February 10, 2015
JK, BL, SP, RJ, YG:
Questions about Pictographs
Questions about Pictographs 2
EK, NN, MN, NB, SK:
MEAN, MEDIAN and MODE
Mean: the average
To calculate the mean, add the numbers together, then divide by the number of numbers
3+7+11+9 = 30 30 divided by 4 = 7.5
Median: putting the numbers in order from smallest to largest and finding the middle number
3, 7, 9, 11 middle number is between 7 and 9 is 8
Mode: the number that occurs most often
60 73 80 73 51 73 is the mode
Mean, Median and Mode 1
Mean, Median and Mode 2
JK, BL, SP, RJ, YG:
Questions about Pictographs
Questions about Pictographs 2
EK, NN, MN, NB, SK:
MEAN, MEDIAN and MODE
Mean: the average
To calculate the mean, add the numbers together, then divide by the number of numbers
3+7+11+9 = 30 30 divided by 4 = 7.5
Median: putting the numbers in order from smallest to largest and finding the middle number
3, 7, 9, 11 middle number is between 7 and 9 is 8
Mode: the number that occurs most often
60 73 80 73 51 73 is the mode
Mean, Median and Mode 1
Mean, Median and Mode 2
Friday 6 February 2015
7B Friday, February 6, 2015 - Update and Homework
We are beginning our Narrative Unit. Please read the following work and then complete the CHALLENGE question at the bottom for homework:
The Camel and the Mouse by Rumi
One day an untended camel was approached by a mouse. "Let me lead you," the mouse said. Since the cam had nowhere to go and no one to protect him, he agreed to follow the mouse.
Taking the camel's halter in his hand, the mouse began to march the camel across the wilderness. It wasn't long before they came to a swift and angry river. The mouse pulled back from the shore, but the camel stepped into the water. It was up to his knees.
"Take me up on your shoulders and carry me across the river," the mouse commanded, "or I will drown."
"You should have thought of this before you tried to become a leader," the camel answered, and marched across the river by himself.
The Oh So Grand Ox, and the Poor Pathetic Frog By La Fontaine
One day an ox, having wandered far from his home, came to a pond that was filled with water lilies. He did not notice the croaking frog who was trying very hard to get his attention. Although the ox heard the croaking, he had no idea what it meant, or even who was doing it. He was too busy admiring the water lilies.
Meanwhile, the frog -- who had never before seen a creature so large or majestic, so proud or mysterious, or so strange -- found herself growing larger and larger in an attempt to be noticed. Croaking and puffing, and puffing and croaking, she sprang from her lily pad to the shore, but she still couldn't get the ox's attention.
Finally, the frog began rolling on her sides, and twisting her head this way and that, to see if she had been noticed, until her outer skin was so completely filled with hot air that she exploded.
The ox looked down to see what had made such a noise, but the frog, of course, was no longer there.
CHALLENGE: The moral of a fable is sometimes directly stated at the end of the story. Decide how you would express the moral of each of the two model fables. You may write: The moral of (insert title) is...
The Camel and the Mouse by Rumi
One day an untended camel was approached by a mouse. "Let me lead you," the mouse said. Since the cam had nowhere to go and no one to protect him, he agreed to follow the mouse.
Taking the camel's halter in his hand, the mouse began to march the camel across the wilderness. It wasn't long before they came to a swift and angry river. The mouse pulled back from the shore, but the camel stepped into the water. It was up to his knees.
"Take me up on your shoulders and carry me across the river," the mouse commanded, "or I will drown."
"You should have thought of this before you tried to become a leader," the camel answered, and marched across the river by himself.
The Oh So Grand Ox, and the Poor Pathetic Frog By La Fontaine
One day an ox, having wandered far from his home, came to a pond that was filled with water lilies. He did not notice the croaking frog who was trying very hard to get his attention. Although the ox heard the croaking, he had no idea what it meant, or even who was doing it. He was too busy admiring the water lilies.
Meanwhile, the frog -- who had never before seen a creature so large or majestic, so proud or mysterious, or so strange -- found herself growing larger and larger in an attempt to be noticed. Croaking and puffing, and puffing and croaking, she sprang from her lily pad to the shore, but she still couldn't get the ox's attention.
Finally, the frog began rolling on her sides, and twisting her head this way and that, to see if she had been noticed, until her outer skin was so completely filled with hot air that she exploded.
The ox looked down to see what had made such a noise, but the frog, of course, was no longer there.
CHALLENGE: The moral of a fable is sometimes directly stated at the end of the story. Decide how you would express the moral of each of the two model fables. You may write: The moral of (insert title) is...
Thursday 5 February 2015
HSP 6/7/8 TERM 2!!!
After the craziness of the end-of-term work collection / finish up, we are up and running for Term 2! Thank you for your patience :)
English: We are beginning Persuasion. This will take many forms:
Point-of-View
For / Against charts
Vocabulary building (word choice to make what you're saying effective)
Letter Writing
Our focus will remain: AUDIENCE - Who is your audience? What is the best form for that audience? What is the most effective language for that audience?
Homework: Students are to continue reading short stories, novels, etc. at home to build vocabulary and practice the skill of reading. We visit the school library on a regular basis, where students are given the opportunity to check out books. Alternately, a family visit to your local public library is an excellent opportunity for you to be included in the book-choosing experience and become more aware of your child's reading interests. Especially if your child is reading books in a series, I encourage you to take out your own copy and read it in order to promote discussion.
Math: Students are working at various levels / topics. Please refer to intials for each student's suggested homework.
JK - Finding basic information from Graphs
Homework: Questions about Graphs
BL, SP, RJ, YG - Finding information from Graphs
Homework: Questions about Graphs
MN, SK, NB - Math Makes Sense - Interpreting Graphs - answering questions about various types of graphs and inferring what the results mea
Homework: Questions about Circle Graphs Questions about Broken Line Graphs
EK, NN - Looking at Bias in Data from Surveys
Homework: Bias in Data
English: We are beginning Persuasion. This will take many forms:
Point-of-View
For / Against charts
Vocabulary building (word choice to make what you're saying effective)
Letter Writing
Our focus will remain: AUDIENCE - Who is your audience? What is the best form for that audience? What is the most effective language for that audience?
Homework: Students are to continue reading short stories, novels, etc. at home to build vocabulary and practice the skill of reading. We visit the school library on a regular basis, where students are given the opportunity to check out books. Alternately, a family visit to your local public library is an excellent opportunity for you to be included in the book-choosing experience and become more aware of your child's reading interests. Especially if your child is reading books in a series, I encourage you to take out your own copy and read it in order to promote discussion.
Math: Students are working at various levels / topics. Please refer to intials for each student's suggested homework.
JK - Finding basic information from Graphs
Homework: Questions about Graphs
BL, SP, RJ, YG - Finding information from Graphs
Homework: Questions about Graphs
MN, SK, NB - Math Makes Sense - Interpreting Graphs - answering questions about various types of graphs and inferring what the results mea
Homework: Questions about Circle Graphs Questions about Broken Line Graphs
EK, NN - Looking at Bias in Data from Surveys
Homework: Bias in Data
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