Grade 6/7 English
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking for Oneself), social responsibility (e.g., Participating and Giving Our Personal Best), and efficacy (e.g., Doing Our Part for Planet Earth).
- View, listen to, and read and respond to a variety of visual, oral, print, and multimedia (including digital) texts that address the grade-level themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).
Ø Play the Pechaflickr game online. The topic will be respect (keeping in mind that Remembrance Day is coming up)
Ø Ask for brave volunteers to stand in a line at the front
Ø Explain that they have to create a story out of the picture and continue the story for 20 seconds each and to be funny and creative
Ø Mr. Hlady and I will do the first two pictures so they understand exactly what they are supposed to do
Ø Play the game and ask for common themes at the end
Ø Students will watch the video Johnny Express
Ø They will be asked to analyze the video and look for common themes
The video will be stopped at certain points and questions will be asked such as: What do you think is happening here? Whats going to happen next?
Ø Students will break into groups and talk about the following questions that will be written on the board.
Did Johnny destroy lives?
Did Johnny destroy an environment?
Did he do it on purpose?
If you were gossiping about Johnny what would you say about him?
Do you think we can hurt people we don’t know from other cultures in other places in the world without knowing we are, like Johnny?
Do you think we can harm the environment without knowing we are, like Johnny?
Ø Mr. Hlady will ask each group the questions as a whole class, go through the questions.
Ø Additional questions are asked
And ask some additional questions. Including
How was Johnny different from the purple guys?
Who was the alien in the cartoon?
How was Johnny’s walking perceived to him? How was it perceived to the purple guys?
Did Johnny look different than the purple guys?
ASSESSMENT: When asking the group questions and asking the closure questions have a class list and mark a + – or ? next to their names. If a student hasn’t understood, explain it to them in depth.
Outcome: CC7.8 Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news story, a factual account, and a business letter; to persuade in a letter and in interpretation of a text.
- Plan (e.g., using a chart or outline) and organize ideas to fit format and purpose (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast).
- Sustain focus in a piece of writing for several pages.
- Use transition words (e.g., first, then, next, before, after, however) to signal organizational pattern within compositions.
- Use appropriate point of view (including third person) when writing for particular audience and purpose.
- Create multiple-paragraph compositions (minimum of 5 paragraphs in an essay) of at least 500-700 words.
- Create narrative texts (e.g., recount an event) as follows:
- establish a context, plot, and point of view
- use a range of narrative devices (e.g., dialogue, tension, suspense)
- make the narrative engaging
- develop it systematically leading to a climax or conclusion.
- Tell students that they will be creating their own narrative or short story, but first we have to go over the different parts of a story.
- 5 elements of a story review (powerpoint)
- Students must fill out a graphic organizer first to help them organize their thoughts for their short story.
- Then they will start a rough draft of their story.
- After they have finished their rough draft, they will have someone peer edit their story. Children must look for spelling and grammar errors, as well as check for the five elements of a short story.
- Once they have had their story peer- edited, they will create a hard copy that has a minimum of 3 pictures hand-drawn by them.
Your task is to create a short story about whatever topic you wish, but it must be appropriate. You will start by brainstorming and coming up with ideas for your story (using the graphic organizer provided) Next, you will do a rough draft of your story. Then, you will switch with a partner and peer-edit eachothers short stories. Finally, you will create a final copy of your story that includes a minimum of three pictures hand-drawn by you.
- Brainstorming: Fill out the 5 columns of the graphic organizer to help you organize your story.
- Rough draft: When you have completed your graphic organizer, you may start the rough draft of your story.
- Peer Edit- Once you have completed your rough draft, switch with a partner and edit each other’s stories. Look for spelling and grammar errors as well as if your partner has included the five elements of a short story.
- Final copy- once you have had your short story peer-edited by a classmate, you may start your final copy of your story. Remember to include pictures hand-drawn by you. You must hand in your rough draft that contains the editing that was made.
Rubric for Marking:
|Category||Exceptional (4)||Good (3)||Fair (2)||Poor (1)|
|Characters||The main characters are named and clearly described. Most readers could describe the characters accurately.||The main characters are named and described. Most readers would have some idea of what the characters looked like.||The main characters are named. The reader knows very little about the characters.||It is hard to tell who the main characters are.|
|Setting||Many vivid, descriptive words are used to tell when and where the story took place.||Some vivid, descriptive words are used to tell the audience when and where the story took place.||The reader can figure out when and where the story took place, but the author didn’t supply much detail.||It is hard to tell who the main characters are.|
|Organization of Plot||The story is very well organized. One idea or scene follows another in a logical sequence. The story contains an exposition, rising action, climax, falling action, and conclusion.||The story is pretty well organized. One idea or scene may seem out of place. The story contains an exposition, rising action, climax, falling action, and conclusion.||The story is a little hard to follow. The transitions are sometimes not clear. The story includes most of the five elements of a short story.||The story does not make sense and lacks the five elements of a short story.|
|Theme||The story contains a theme that is clear to the reader and makes sense to the story.||The story contains a theme, but it does not make sense within the story.||The story contains a theme but it is unclear to the reader.||The story does not have a theme.|
|Creativity||The story contains many creative details and/or descriptions that contribute to the reader’s enjoyment. The author has really used his/her imagination.||The story contains a few creative details and/or descriptions that contribute to the reader’s enjoyment. The author has used his/her imagination.||The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his/her imagination||There is little evidence of creativity in the story. The author does not seem to have used much imagination.|
|Mechanics||The story contains no errors in grammar, spelling, or mechanics.||The story contains few minor errors in grammar, spelling, or mechanics.||The story contains many errors in grammar, spelling, or mechanics; may interfere with reading.||The story contains so many errors in grammar, spelling, and mechanics that errors block reading.|
|Requirements||Student completes all requirements to the best of their ability. (Graphic organizer, rough draft with peer edit, and final copy with three or more pictures)||Student completes all requirements. (Graphic organizer, rough draft with peer edit, and final copy with three or more pictures)||Student completes all requirements, but lacks effort.||Student does not complete all five requirements.|
ELA grade 6
CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and reports, opinions or viewpoints, messages presented in the media).
-Determine literal and implied meaning of message.
-Separate own ideas and opinions from speaker’s ideas and opinions.
-Recognize and follow the presenter’s main ideas, supporting details, and organizational structure.
-Consider and respect ideas from speaker’s point of view.
-Listen critically to understand and analyze oral information and ideas in oral explanations and reports, and in opinions or messages presented in the mass media.
Engage: Ask students to brainstorm what the theme of a story is. They should say: the underlying message, the lesson that we should take away from it, the moral of the story, etc.
Inform students that one thing they struggled with in their short stories was having a theme to it. Therefore, we will watch a variety of music videos. After each video we will talk about the hidden meaning of the video and song or the theme and try to get discussions going about their thoughts/feelings.
- Wings- Macklemore: ** Play until 2:25** Theme: The song is about identity through the means of consumerism? (What is consumerism? ) The shoes are a symbol of status. Macklemore wants us to forget about our infatuation with logos, brands, and labels. Just because you wear certain brands doesn’t mean that you are better than anyone else. People are never happy with what they have, they always want something better.
- Freedom- Pharrell Williams- Freedom depends on the norms and values in your country or community. Some countries allow its people to be more free than others (Canada). With unity, we would all be free of discrimination and would have total freedom.
- Alright- Kendrick Lamar- ****STOP AT 1:50*** Themes: racism. Have you heard about all the black children who have been shot by police just because of the colour of their skin? People of colour just want to be treated the same as white people. – White privilege- white people are more privileged than people with colour.
- Same Love- Macklemore- ***Stop at 4 mins** Themes: Being attracted to the same sex is normal. A line in the song is: “right wing conservatives think its a decision” – it is not a decision. You do not wake up one day and just decide: “Oh im going to be gay” You are born gay.
- The Scientist- Coldplay- Theme: about a breakup-they are tough.
- Stressed Out- twenty one pilots. Theme: Transition from childhood to adulthood. You have way more responsibilities when you are an adult.
- Borders- M.I.A. ****1:20- 3:07*** Theme: discussing the refugee crisis.
- No Guns Allowed- Snoop Dogg. Theme: Gun violence. Where is in the world is this a huge issue? (states) In their constitution its says they have the right to bare arms. So if they feel that their life is being threatened, they can shoot.
There were some pretty heavy themes and topics discussed in these videos. Students will do a journal reflection about how these videos made them feel, or comment on anything that may have changed their perception on something.