Thursday, December 11, 2014

Reading Tweets Round 3

For round 3, you will once again be using the format of Twitter to compose "Tweets" to share your thoughts on your book as you read.  Your reading tweets must follow the rules of Twitter and contain 140 characters or less - including spaces and punctuation. 

This time, we are publishing these on our blogs! 

In total you will create 5 "tweets" in one post on Kidblogs:
  • An intro tweet that gives the title of the book, the page that you are currently on, and your current reaction to the book. #intro
  • Your second, third, and fourth tweets will include 3 of the following ideas
    • discuss a question (?) you had while reading. #question
    • discuss a comment you have had while reading. #comment
    • discuss a prediction (!) you have had while reading. #prediction
    • include a connection you have made while reading. #connection
  • Your final tweet will ask others an open-ended question or introduce a topic up for discussion for your classmates (either for readers or non-readers of your specific book). #discuss
Feel free to add a few hashtags of your own!  

These 5 tweets should be posted by Wednesday, Dec. 17.

Thursday, October 30, 2014

One for the Murphy's - Post 3

This week, choose one of the following prompts for your 3rd blog entry.  Your post should be a minimum of one paragraph and be a polished piece of writing (edited for capitalization, punctuation, spelling, and overall clarity.)  Feel free to add images to enhance your post!



CAUSE AND EFFECT:


  • There are several times in One for the Murphy's when Carley does something that sets something else in motion that she doesn't intend to happen.  Describe two examples and identify the cause and the effect in each example.


  • CONNECT:


  • In chapter 31, Carley is telling Daniel that he needs more courage.  She tells Daniel that courage is "...being afraid and doing it anyway.  Like when your father runs into a burning building to save people.  I'm sure he's afraid, but he does it anyway." Describe a time in your life when you did something courageous according to Carley's definition of the word.


  • NARRATE:


  • After Mrs. MacAvoy's visit, Carley says to Mrs. Murphy, "I hate it... that I don't hate it... that you're good to me."  Put yourself in Carley's shoes.  She runs into the bathroom.  If she had a diary to write in at that very moment, what would her entry be?


  • EVALUATE:


  • Carley tries to tell Toni that she always goes on about how everyone judges her favourite character Elphaba on how she looks and that it isn't fair and that Toni is doing the same thing to Carley.  Listen to the lyrics of one of Elphaba's main songs from the musical Wicked.  Why do you think Toni identifies so much with the character Elphaba?





  • Posts should be written and posted by Monday, Nov. 3.

    Wednesday, October 29, 2014

    Last Night I Had the Strangest Dream



    Last night I had the strangest dream
    I ever dreamed before
    I dreamed the world had all agreed
    To put an end to war
    I dreamed I saw a mighty room
    The room was filled with men
    And the paper they were signing said
    They'd never fight again
    And when the papers all were signed
    And a million copies made
    They all joined hands and bowed their heads
    And grateful prayers were prayed
    And the people in the streets below
    Were dancing round and round
    And guns and swords and uniforms
    Were scattered on the ground
    Last night I had the strangest dream
    I ever dreamed before
    I dreamed the world had all agreed
    To put an end to war

    Respond critically in the comments below:

    • Do you think it's possible that mankind will ever be able to achieve this in reality?  Why or why not?


    Remember, a good critical response explains your opinions, uses ideas from the video, and makes connections to your own life and experience.

    Monday, October 27, 2014

    Never Let Go

    Watch the following music video of Bryan Adam's song, Never Let Go.




    Now, listen to the song again while reading the lyrics:

    Can you lay your life down, so a stranger can live?
    Can you take what you need but take less than you give?
    Could you close everyday without the glory and fame?
    Could you hold your head high when no one knows your name?
    That's how legends are made, at least that's what they say

    We say goodbye but never let go
    We live, we die 'cause you can't save every soul
    Gotta take every chance to show that you're the kinda man
    Who will never look back, never look down and never let go

    Can you lose everything, you ever had planned?
    Can you sit down again and play another hand?
    Could you risk everything for the chance of being alone?
    Under pressure find the grace or would you come undone?
    That's how legends are made, at least that's what they say?

    We say goodbye, but never let go
    We live, we die 'cause you can't save every soul
    Gotta take every chance to show that you're the kinda man
    Who will never look back, never look down and never let go

    Never let go, never let go, never let go
    Gotta take every chance to show that you're the kinda man
    Who will never look back, never look down and never let go

    We say goodbye but never let go
    We live, we die but you can't save every soul
    Gotta take every chance to, show that you're the kinda man
    Who will never look back, never look down and never let go

    Will never look back, never look down and never let go
    Never let go, never let go, never let go


    Respond to this video in the comment section below.  Include thoughts to the following two ideas:

    • Read the first line of the first Stanza. Do you have what it takes? Why or why not?
    • What do you think is the meaning of “Never Let Go”?



    Friday, October 17, 2014

    One for the Murphy's - Describing Characters

    Write a minimum of 2 paragraphs describing one of the characters we've encountered so far in the novel One for the Murphy's.  Your post should be a minimum of 10 sentences; however, you may need more than 10 sentences to complete this!


    Your first paragraph should include ideas such as:
    • describe what we know about the biographical information of the character (age, family relationships, location, etc.)
    • describe how the character is feeling.  Support your ideas with proof from the text.
    • describe the personality traits of the character.  Support your ideas with proof from the text.
    • describe how the character has changed as we've been reading. What makes you think this?
    • do you have any predictions about this character?  What makes you think this?

    Your second paragraph should focus on answering the following question:
    • How does Carley's life compare/contrast (compare = things that are the same, contrast = things that are different) to your own life?  

    Remember, effective writers go through each step of the writing process.
    1. PLAN out your ideas.  Use your character template.  Talk to people.  Jot down ideas.
    2. ORGANIZE your ideas.  What order makes sense?  What should go in each paragraph?
    3. WRITE your first draft
    4. EDIT for spelling, capitalization, run-on sentences.
    5. REVISE by adding more information, removing ideas that are off topic, move around ideas into a new order

    Your blog post must be completed and published by Wednesday, October 22.  

    Tuesday, October 14, 2014

    Chat with Us While We Read!

    We are curious to hear what you have to say!  Here are our ideas along with others who are reading the same book as us.  Look at the places all over the world that are participating in the Global Read Aloud with us!

    https://mapsengine.google.com/maps/d/u/0/edit?mid=zfq7xf-XR45I.kdGIhwdw9dg0

    Please post where you are from!


    Friday, October 3, 2014

    An intro to One for the Murphy's

    Before we start reading One for the Murphy's on Monday, watch the video below of Jacob Curlee, a contestant on America's Got Talent.  Respond to at least one of the questions below:



    • Explain what Jacob means when he he felt like he was just somebody's luggage.
    • What significance did Jacob's song have with his life story?  How do you think he used music as a way of coping with his life?
    • Everyone needs healthy ways to cope with their lives.  What things do you do that help you when life gets overwhelming?  
    • What are some aspects of self expression that you connect to? How does it help you?

    Friday, September 26, 2014

    Reading Tweets...round 2

    This week, you will once again be using the format of Twitter to compose "Tweets" to share your thoughts on your book as you read.  Your reading tweets must follow the rules of Twitter and contain 140 characters or less - including spaces and punctuation. 

    In total you will create 5 "tweets":
    • MONDAY: An intro tweet that gives the title of the book, the page that you are currently on, and your current reaction to the book. #intro
    • TUESDAY, WEDNESDAY, THURSDAY:  Your second, third, and fourth tweets will include 3 of the following ideas
      • discuss a question (?) you had while reading. #question
      • discuss a comment you have had while reading. #comment
      • discuss a prediction (!) you have had while reading. #prediction
      • include a connection you have made while reading. #connection
    • FRIDAY: Your final tweet will ask others an open-ended question or introduce a topic up for discussion for your classmates (either for readers or non-readers of your specific book). #discuss

    Your 5 reading tweets will be handed in on Friday.

    You will be assessed on including all 5 tweets and the fact that all 5 tweets follow the format/guidelines of Twitter and the assigned topics/hashtags.  Ideas should be insightful and thorough...even though they are concise!  

    Wednesday, September 24, 2014

    A biopoem for Terry Fox

    To learn a bit about the writing process, our class began by watching a documentary of Terry Fox.  As we viewed, we recorded our ideas of things Terry needed, wanted, loved, shared, and felt as well as character traits he demonstrated using post-it notes.  Once we finished the documentary, we worked in groups to write a draft of a biopoem about Terry Fox.  Next, we shared our drafts with the class and selected the lines and descriptive words we liked the best from each version shared.  We combined them to create a class poem, made up of the best words of the group drafts.  Even then, we still read the poem over to make many improvements.  We took some words out that we found redundant, and we switched the words around in a few sentences that didn't flow well.  Then, we added a picture, changed the font, and centered the text.  Here is our final product:


    Thursday, June 12, 2014

    Speak Up!


    A basic book review is made up of 2 parts:  a section that introduces the book and provides a brief summary, and a section that discusses/evaluates the book's strengths and weaknesses in your opinion.  It is a personal opinion piece, so it should reflect your own voice!

    Writing the first paragraph:

    Who is your audience?  Remember, your audience hasn't necessarily read your book. What could you tell them about the story so that your audience has a basic understanding? 

    Keep your summary brief.  Only choose the most important details.

    • Mention the genre of the book.
    • Introduce the characters.
    • Mention the setting, both time and place.
    • Summarize the plot.
    • Discuss the basic conflict.


    Writing your evaluation of the book:
    Choose to discuss two or three main points in this section and give your opinion.  Your opinion should be well supported with reasons and examples.  You should use concrete examples from the book, such as describing a scene or using a couple of short quotes. Some ideas you may wish to consider discussing could include:

    • What themes did the author convey? Were they effectively conveyed? Did you agree with them? 
    • Did the book appeal to you either emotionally or logically? 
    • How did this book compare to other books you have read in the same genre, or other books the author has written? 
    • What was the author’s style like? Did you like the author’s style? Do you like the way the author uses his/her words to tell the story?  Describe.
    • Does the author do a good job of making you feel like you are there?  How?
    • Did you enjoy the plot of the story?  How could it be improved? What makes it interesting?
    • Are the main characters believable?  How does the author describe them or make you believe in them?
    • Did you like the ending of the story?  Why or why not?
    Concluding your review:
    Design a clever rating system for your book and give your book a rating.  Describe who should read this story and whether you recommend it overall!  

    Where could you publish your review?

    Friday, May 23, 2014

    Twitter Takeover 3 & 4




    Would your character share this? 

    http://d15ya7jlc6yy8b.cloudfront.net/paperclip/article_images/17048/images/three_column/bold_or_italic.jpg

                                 or this?

    http://www.dogstarnyc.com/2012/10/words-to-live-by_16.html




    Tuesday, May 20, 2014

    What story are you going to tell?


    • What do you love?
    • What do you hate?
    • What is the best advice anyone ever gave you?
    • What are you good at?
    • What are the four most important things to know about _______ that no one talks about?


    What topic/theme are you considering using for your ignite presentation?  Why do you think this makes a good topic for an ignite talk?

    Twitter Takeover





    Wednesday, May 7, 2014

    Reading "Tweets" round 2

    This week's Reading Tweet assignment is an extension of our tweets from last week.  

    You will once again be composing 5 tweets similar to the format of last week, including questions, comments, predictions.  But this week, you must include at least 3 of the following hashtags in your tweets in a meaningful way in addition to the hashtags from last week.

    #dystopian
    #bigidea
    #setting
    #favquote
    #writingstyle
    #conflict
    #foreshadowing
    #romance
    #title
    #lifelesson
    #bookormovie
    #keepingcontrol

    Your first tweet should once again introduce your book and current page of reading:

    Where'd U Go Bernadette (123) My #favquote so far "Hello, can I help you with something?  If not please step aside because I'm going to kick the **** out of life" (100)

    And your subsequent quotes will include questions, comments, and/or predictions, as well as content related to the above mentioned hashtags:

    !- Love how the above quote shows the chutzpah Bernadette used to have. Clearly something has changed. But what? #prediction

    "If you don't create, Bernadette, you will become a menace to society" She already is! I think this is one reason for her lost chutzpah. #comment #bigidea

    This book is written like a puzzle, Bee is collecting the e-mails, paperwork and personal accounts that document her mother's breakdown #writingstyle

    Bernadette has outsourced a PA from India.  I think the PA becomes and important part of the plot, b/c she has access to lots of B's personal info #foreshadowing

    All tweets should be posted by no later than Friday morning.  We will have time in class on Friday to respond to this week's round of tweets, so yours need to be on your blog by that point.

    Need some help getting started?  Check out Ms. McLaughlin's student blog examples here.

    Wednesday, April 30, 2014

    Reading "Tweets"

    Today, you will using the format of Twitter to compose "Tweets" to share your thoughts on  your book so far.  Your reading tweets must follow the rules of Twitter and contain 140 characters or less - including spaces and punctuation. 

    In total you will create 5 "tweets:
    • An intro tweet that gives the title of the book, the page that you are currently on, and your initial reaction to the book. #intro
    • Your second, third, and fourth tweets will include 3 of the following ideas
      • discuss a question (?) you had while reading. #question
      • discuss a comment you have had while reading. #comment
      • discuss a prediction (!) you have had while reading. #prediction
      • include a connection you have made while reading. #connection
    • Your final tweet will ask others an open-ended question or introduce a topic up for discussion for your classmates (either for readers or non-readers of your specific book). #discuss

    Check out the inspiration for this activity at the blog of Mrs. McLaughlin and her students in room 2B1 at Sturgeon Heights.  Check out the great examples her students created!

    You will be composing these tweets on the image provided to you in Showbie using Notability...or another format if you want to get creative!  Your image should be posted on your blog by the of the day.  Then, read and respond to what your classmates are posting.

    You will be assessed on posting your image including all 5 tweets and the fact that all 5 tweets follow the format/guidelines of Twitter and the assigned topics/hashtags.  Ideas should be insightful and thorough...even though they are concise!  You will also be assessed on whether you have contributed at least one (or more) meaningful replies to the 'tweets' of other students.

    Thursday, April 24, 2014

    What Students Really Need to Hear

    WHAT STUDENTS REALLY NEED TO HEAR

    It’s 4 a.m.  I’ve struggled for the last hour to go to sleep.  But, I can’t.  Yet again, I am tossing and turning, unable to shut down my brain.  Why?  Because I am stressed about my students.  Really stressed.  I’m so stressed that I can only think to write down what I really want to say — the real truth I’ve been needing to say — and vow to myself that I will let my students hear what I really think tomorrow.
    This is what students really need to hear:
    First, you need to know right now that I care about you. In fact, I care about you more than you may care about yourself.  And I care not just about your grades or your test scores, but about you as a person. And, because I care, I need to be honest with you. Do I have permission to be honest with you — both in what say and how I say it?
    Here’s the thing: I lose sleep because of you.  Every week.
    Before I tell you why, you should understand the truth about school. You see, the main event of school is not academic learning. It never has been. It never will be. And, if you find someone who is passionate in claiming that it is about academics, that person is lying to himself or herself and may genuinely believe that lie. Yes, algebra, essay writing, Spanish, the judicial process —  all are important and worth knowing. But they are not the MAIN event.
    The main event is learning how to deal with the harshness of life when it gets difficult — how to overcome problems as simple as a forgotten locker combination, to obnoxious peers, to gossip, to people doubting you, to asking for help in the face of self-doubt, to pushing yourself to concentrate when a million other thoughts and temptations are fingertips away.
    It is your resilience in conquering the main event — adversity — that truly prepares you for life after school. Because, mark my words, school is not the most challenging time you will have in life. You will face far greater challenges than these. Sure, you will have times more amazing than you can imagine, but you will also confront incomparable tragedy, frustration, and fear in the years to come.
    But, you shouldn’t be worried about the fact that you will face great adversities. You should be worried because you’re setting yourself up to fail at overcoming them. Here’s the real reason I lose hours of sleep worrying about you: You are failing the main event of school. You are quitting.  You may not think you are quitting, but you are because quitting wears many masks.
    For some, you quit by throwing the day away and not even trying to write a sentence or a fraction because you think it doesn’t matter or you can’t or there’s no point. But it does. What you write is not the main event. The fact that you do take charge of our own fear and doubt in order to write when you are challenged — THAT is the main event.
    Some of you quit by skipping class on your free education. Being punctual to fit the mold of the classroom is not the main event of showing up. The main event is delaying your temptation and investing in your own intelligence — understanding that sometimes short-term pain creates long-term gain and that great people make sacrifices for a greater good.
    For others, you quit by being rude and disrespectful to adults in the hallway who ask you to come to class. Bowing to authority is not the main event. The main event is learning how to problem solve maturely, not letting your judgement be tainted by the stains of emotion.
    I see some of you quit by choosing not to take opportunities to work harder and pass a class, no matter how far down you are. The main event is not getting a number to tell you you are worthy. The main event is pulling your crap together and making hard choices and sacrifices when things seem impossible.  It is finding hope in the hopeless, courage in the chasm, guts in the grave.
    What you need to see is that every time you take the easy way out, you are building a habit of quitting. And it will destroy your future and it will annihilate your happiness if you let it.   Our society cares nothing for quitters.  Life will let you die alone, depressed, and poor if you can’t man or woman up enough to deal with hardship.  You are either the muscle or the dirt.  You either take resistance and grow stronger or blow in the wind and erode.
    As long as you are in my life, I am not going to let quitting be easy for you.  I am going to challenge you, confront you, push you, and coach you.  You can whine.  You can throw a tantrum.  You can shout and swear and stomp and cry.  And the next day, guess what?  I will be here waiting — smiling and patient — to give you a fresh start.  Because you are worth it.
    So, do yourself a favor: Man up. Woman up.  No more excuses.  No more justifications.  No blaming.  No quitting.  Just pick your head up.  Rip the cords out of your ears.  Grab the frickin’ pencil and let’s do this.
    – C. Mielke
    Consider the following:
    • According to Mr. Mielke, the main purpose of school is not academic learning and it never will be.  Do you agree with this teacher's message in terms of the purpose of school?
    • This sample of writing has many examples of powerful and exciting language.  Is there a quotation or line in his writing that speaks to you?  Choose one or two lines and explain what makes them so meaningful to you.
    • Can you personally connect to the message of Mr. Mielke?  How so?
    • As people commented on Mr. Mielke's post, he was criticized for some of the language he used and for telling students that school is not the most challenging time they will have in their lives.  What do you think?
    • Think of someone who has made sure quitting is not easy for you.  Tell the story of how that person has made a difference in your life.

    Tuesday, April 22, 2014

    Back from a Dystopian Future


    Post this image (save from here or look in Showbie Writing Prompts for a copy) along with your choice of writing inspired by the image on your individual blog.

    How does living with this quote as your life motto change the way you live your life?

    OR

    Tell this story.  Think about how you can use imagery and dialogue in your story to make it come alive.

    Monday, April 21, 2014

    Dystopian Fiction Book Clubs

    Below is a list of several dystopian fiction books you may consider for our final novel study.  Please explore the links in each title to find sample excerpts from each text.  Why read these?  You need to make sure you like the style of writing and also that you find the text easy to navigate and decode.  Does the movie play in your head while you read?  If not, it may be that this text is too hard.

    Summaries and book and movie trailers are also available for some of the novels.  And...most of these novels are part of a series.  So if you like the first one, your summer reading choices for the beach will be easy to come by!

    _______________________________________________________________________________

    Gone by Michael Grant
    (You can explore the novel and read the first chapter by clicking on the link above.)

    In the blink of an eye.

    Everyone disappears.

    Gone.

    Everyone except for the young. Teens. Middle schoolers. Toddlers. But not a single adult. No teachers, no cops, no doctors, no parents. Gone, too, are the phones, internet, and television. There is no way to get help.

    Hunger threatens. Bullies rule. A sinister creature lurks. Animals are mutating. And the teens themselves are changing, developing new talents—unimaginable, dangerous, deadly powers—that grow stronger by the day.

    It's a terrifying new world. Sides are being chosen and war is imminent.

    The first in a breathtaking saga about teens battling each other and their darkest selves, Gone is a page-turning thriller that will make you look at the world in a whole new way.



    The City of Ember and The People of Sparks by Jeanne Duprau
    (You can explore the first chapter of the novel by clicking on the link above.)

    Lights shine in the city of Ember—but at the city limits the light ends, and darkness takes over. Out there in the Unknown Regions, the darkness goes on forever in all directions. Ember—so its people believe—is the only light in the dark world.

    And now the lights are going out.

    Is there a way to save the people of Ember? No one knows. But Lina Mayfleet has found a puzzling document, and Doon Harrow has made discoveries down in the Pipeworks. With these clues, they start their search.




    I am Number Four by Pittacus Lore
    (You can explore the novel and read the first chapter by clicking on the link above.)
    Nine of us came here. We look like you. We talk like you. We live among you. But we are not you. We can do things you dream of doing. We have powers you dream of having. We are stronger and faster than anything you have ever seen. We are the superheroes you worship in movies and comic books—but we are real.

    Our plan was to grow, and train, and become strong, and become one, and fight them. But they found us and started hunting us first. Now all of us are running. Spending our lives in shadows, in places where no one would look, blending in. we have lived among you without you knowing.

    But they know.

    They caught Number One in Malaysia.
    Number Two in England.
    And Number Three in Kenya.
    They killed them all.

    I am Number Four.

    I am next.





    The Giver by Lois Lowry
    (You can read the first chapter by clicking on the link above.)

    1994 Newbery Medal winner. Twelve-year-old Jonas lives in a seemingly ideal world. Not until he is given his life assignment as the Receiver does he begin to understand the dark secrets behind this fragile community.

    The Giver is set to be released as a movie this fall.  Read it before you see the movie!




    The Scorpio Races by Maggie Stiefvater
    (You can explore the novel by clicking on the link above.  Click here to read chapter 1 of The Scorpio Races.)

    It happens at the start of every November: the Scorpio Races. Riders attempt to keep hold of their water horses long enough to make it to the finish line. Some riders live. Others die.

    At age nineteen, Sean Kendrick is the returning champion. He is a young man of few words, and if he has any fears, he keeps them buried deep, where no one else can see them.

    Puck Connolly is different. She never meant to ride in the Scorpio Races. She is in no way prepared for what is going to happen.





    Uglies by Scott Westerfeld
    (You can explore the novel and read the first chapter by clicking on the link above.)

    Everybody gets to be supermodel gorgeous. What could be wrong with that?

    Tally is about to turn sixteen, and she can't wait. Not for her license - for turning pretty. In Tally's world, your sixteenth birthday brings an operation that turns you from a repellent ugly into a stunningly attractive pretty and catapults you into a high-tech paradise where your only job is to have a really great time. In just a few weeks Tally will be there.

    But Tally's new friend Shay isn't sure she wants to be pretty. She'd rather risk life on the outside. When Shay runs away, Tally learns about a whole new side of the pretty world and it isn't very pretty. The authorities offer Tally the worst choice she can imagine: find her friend and turn her in, or never turn pretty at all.

    The choice Tally makes changes her world forever...

    ________________________________________________________________________________

    Friday, April 11, 2014

    Try your hand at writing dialogue








    Today, you are going to apply what you've learned about dialogue to write the dialogue in a scene.

    Your dialogue must include:

    • There must be at least two people speaking/engaging in a conversation.
    • Each person must speak at least 5 times.
    • Consider how you will show the reader HOW each character is speaking.
    • Correct formatting must be used for each line of dialogue.
    • The three formats discussed in class must be included at least once. 
    • Use a variety of tags and don't overuse them!

    Need some inspiration to get you started?  Check out these visual prompts:
    http://writingprompts.tumblr.com/post/33089870092/612-beach-vs-amusement-park-this-is-another

    http://writingprompts.tumblr.com/post/61377693601/763-dorothy-vs-alice-update-the-image-is-by

    Add caption

    Wednesday, April 9, 2014

    Learning about Dialogue


    Dialogue refers to a written or spoken conversation that occurs between two or more people.

    Begin by reading a passage of dialogue taken from Half Brother by Kenneth Oppel in which Ben is talking with his mom and dad about the learning chair.


    Next, Listen to two conversations from Harry Potter and the Half Blood Prince:




    Discuss with a partner what you learned about dialogue and write a reflection of what you noticed and post in the comments below.  Include responses to the following questions in your response.  Final paragraph should be approximately 10-15 lines in length and contain the names of both partners.

    1.  What did you learn about the way people speak?

    2.  How can we learn about a character by the way they engage in conversation?

    3.  What are the main similarities and differences between conversations that occur in writing and conversations that occur orally?

    4.  What techniques or strategies do you notice writers use to try and capture the 'real sound' of a conversation?

    Monday, March 24, 2014

    Black Beauty

    Approximately 1 week before Lupita Nyong'o won an Oscar, she gave this speech after winning the Essence Magazine Black Women In Hollywood Breakthrough Performance Award.  


    Watch the video of her speech below:



    Consider the video you just watched and choose from the prompts below to spark your writing:
    • Imagine yourself growing up with a different skin colour. What are some of the negative things you might experience?
    • Explain why you think Lupita would have prayed for God to lighten her skin colour. What are some of the things that you can picture her thinking would have been different in her life?
    • Have you ever experienced a time in your life when you felt 'unbeautiful', like Lupita? What (if anything) happened to change your opinion?
    • Lupita had a life changing moment, with another young black woman being called beautiful and inspiring by Oprah Winfrey. Who do you consider an inspiration in your life, and why?
    Write your post on your blog and copy/paste the link into the comments below.

    Now, if you were to choose one or two sentences to quote and create a visual image (like our 6 word memoirs or our Tuck quotes from last year), which words would you choose?  Can you create a visual to represent what you took away from Lupita's speech?  Create your visual and post in your blog post.

    Sunday, March 16, 2014

    The Social Media Experiment


    You are growing up in a time of social media experiments.  Literally.  Many of the social media sites you use today have only existed for under 10 years...and apps like Instagram have only existed for 4 years!  As a result, our society is constantly experimenting with social media and how it changes the way we can share and communicate.

    http://www.tenthwave.com/blog/social-media-a-history-infographic/

    http://blog.peoplebrowsr.com/2011/03/illustrating-the-evolution-of-social-networking-a-history-for-the-media-research-industry/

    Watch the video below titled "The Social Media Experiment."


    Consider the video you just watched and choose from the prompts below to spark your writing:
    • Do people have the right to call those who find information about them on social media "creepy"?  Why/Why not?
    • What risks do you take when you put yourself online?  Do you have the right to call the police for people finding your information on social media?  Explain your answer.
    • How do you protect yourself online?  Do you think you are at risk for someone 'finding' you on social media?
    • What are some of the benefits of being on social media?  Do you think they outweigh the risks?  Explain your answer.
    Post your response on your blog.  Link your blog post in the comments below.

    Wednesday, March 12, 2014

    John Tavares comes through for 11-year-old

    John Tavares comes through for 11-year-old



    And that's the power of writing and sharing. Sometimes, it even makes a difference! :)

    Listen to the audio clip of Ace Burpee speaking to the writer of the letter and mom to the 11 year old at https://m.soundcloud.com/1031virginradio/sue-comments-on-her-experience

    Tuesday, March 11, 2014

    All fans deserve respect

    Republished from the Winnipeg Free Press print edition March 10, 2014

    Letters to the Editor
    A recent experience at a Winnipeg Jets game leads me to believe fans could use a course on respect in sport.
    My 11-year-old son idolizes John Tavares. He was disappointed he wouldn't have the opportunity to see Tavares play on March 4 against the Jets, but proudly wore his #91 jersey to the game.
    Upon entering the arena there was some teasing for wearing the "wrong colours," but it was good-natured and fun, and my son took it all in stride.
    The tone changed when the Jets lost to the Islanders -- my son became a target. As we tried to make our way through the crowds, there were taunts and even profanity. My son, the great little sportsman that he is, kept walking and ignored the jeers -- until a man ran up to him and shouted in his face "Boo! You suck! Go home, loser!"
    The night ended with me leading my crying son out of the arena with a treasured jersey balled up in his hands.
    Minor hockey has received a lot of attention regarding the behaviour of spectators and fans. Is anyone looking at the big leagues? This kind of behaviour is unacceptable and shouldn't be tolerated in any arena, big or small.
    SUE LOTOCKI
    Winnipeg

    Post your comments below.  Some questions to consider include:
    • Do you agree that there is a problem here? What can we do to address issues like these?
    • Have you witnessed examples of this behaviour? 
    • How can we be 'fueled by passion' but ensure that our passion doesn't go too far?
    • How might a parent deal with a situation like this? 
    • What do you think when you hear news like this? 

    Friday, March 7, 2014

    How do I add transition words into my essay?

    As we write, we want to help guide the reader from one idea to the next.  Strong writers use transition words to connect ideas and introduce new ones.  They are a signal that readers use to prepare themselves for new information.

    Transitions to avoid?  
    The first reason I think dogs make better pets than cats is...
    The second reason I think dogs make better pets than cats is...
    The third reason I think dogs make better pets than cats is...

    BORING!

    Even using first, second, third can be quite boring to read!

    Once you are finished writing your first body paragraph, try to spice up your writing using a variety of transition words suggested below.  Remember though, too much spice isn't effective either!  You'll lose the reader's interest by using too many or by repeating the same one over and over.  

    Since transitions show relationships among sentences and paragraphs.  Different transition words are effective for different purposes.  

    • Words that can be used to add or introduce information and clarify ideas:
      • Also, indeed, alternatively, further, furthermore, on the other hand, in addition, additionally, as well
      • For example, for instance, in particular, to illustrate
      • Similarly, likewise, in the same manner/way, also, in the same way
      • Specifically, namely
      • In other words
    • Words that can contrast two things
      • But, in contrast, however, conversely, on the other hand
      • Indeed, more importantly, in either case, in any case, in any event, at any rate
      • Nonetheless, nevertheless, regardless
      • Still, yet, although, even though
    • Words that can be used to conclude or summarize your ideas.  These transitions are good to use in your concluding sentences and/or in your concluding paragraph.
      • Due to or due to the fact, for, as, since
      • Granting, granted, on the condition, unless
      • As a result, consequently, therefore, thus, otherwise
      • In conclusion, for this reason
    • Words that show the reader the order of events or sequence of ideas:
      • Initially, first, to begin with, to start with
      • Afterwards, subsequently, previously, finally
      • To summarize, therefore, briefly, in short

    List of transitions edited/adapted from http://grammar.yourdictionary.com/for-students-and-parents/how/how-do-i-include-transition-words-in-my-essay.html 

    Friday, February 21, 2014

    So Good to Me Diary Writing

    Today, we are going to try our hand at writing a diary entry. But in this diary entry, our goal is to truly capture the story and retell it with so much detail that our reader can create an image in his/her head.  We want to climb right into this video and tell our story.

    To do this, writers rely on imagery.  They choose their words very carefully in order to appeal to the senses of the reader.  As the reader reads, he or she can imagine the story because the images created help make it seem so much more real!

    Consider the language writers use to create powerful imagery:



    • What would we see?  Visual imagery pertains to sight and allows the reader to visualize events or places.  We might include words to describe colours, shapes, size, appearance, or levels of darkness.  Examples: colourless, spotted, round, immense, narrow, sheer, handsome, dim, muddy, muscular.

    • What would we hear?  Auditory imagery pertains to our sense of sound. Examples: crash, whisper, scream, scrape, chatter.



    • What would we touch or feel?  Tactile and kinesthetic imagery pertains to our sensation of touch or movement and action.  Examples: jagged, soft, shaking, trembling, slippery, bumpy, fragile, hot, tender.



    • What would we smell?  Imagery related to the sense of smell helps deliver smells to the reader.  Does it make us think of this experience in a positive or negative way?  Examples: sweet, rancid, aroma, whiff, stench, perfumed, damp.


    Here is an example of imagery in action:

    As the bright, shimmering sun twinkled through my bedroom window, I jumped out of bed.  I couldn't help but notice the trees waving their leaves to say hello as I listened to the birds sing their morning song.  I quickly got dressed and rushed down the cold wooden stairs towards the smell of fresh brewed coffee and towards my best friend.


    As you watch the video the first time, make a list of words you could use to create imagery.






    After a second viewing, write your diary entry, keeping in mind your goal to include examples of imagery throughout.

    (Lesson inspired by http://fabtasticteachingideas.wordpress.com/)