Mon Sept 30 Identity cont

Today, you handed in your text critiques for the texts relating to Canadian identity. While each text showed a negative, by examining them it is possible to see that they also have resulted in positive changes for us as a country. We have had to learn tolerance, the importance of dispertion, the influence other cultures have on us, and our influence on other cultures., We have learned that we need to accept other religions and cultures while insisting that our own laws relating to basic human rights are adhered to. The word given to you today was "reciprocity". 
I then discussed what needs to be included in a standard five paragraph essay. If you were not here, do a web search on this.

Fr. Sept 27, Can Ident Imm

Today,  I gave you the list of common topic words that have been presented thus far in the texts we have studied:

Violence
intolerance
segregation
oppression
race/religious differences
cultural differences
power

In relation to the article you were to read and critique for today, I instructed you to examine the topic words above and, in groups of three, determine how they tie in with this current article (if they do at all). This was a fifteen minute activity. Once you completed it, you were to hand it in (one sheet with all the names of the participants on it). As a side-lesson, I explained to you in basic terms, the differences between the Jewish religion and the Christian religion at the point of inception.

I then gave you another reading which is the prologue from the novel Runaway, by Evelyn Lau. You are to read and create a critique on this for Monday. Keep in mind that I will want the package of four critiques handed in and completed to the best of your ability based on the texts you were given (I don't expect you to do any additional research).

Thurs. Sept. 26 Immigration experience cont

Today, we discussed the readings "Sikhs in Canada",The Book of Negroes excerpt, and the episode of True Crimes Canada: The Shafia Family, which we watched yesterday. You are to have critiques filled in on all of these for class today so we can discuss them in some depth. From examining these three texts, we can see that racism (intolerance) is a common thread. Whether the intolerance is directed at the immigrant group (as in the negroes once there was a shortage of jobs, or the Sikhs in fear that Canada could be negatively influenced by others with differing beliefs), or is extended outward into society (Shafia's mysogynistic attitude toward women as well as his insistance that there be no adaptation to Canadian society, including adapting to the laws),  we start to see that there are some common threads in the immigrant experience. I then instructed you to read the excerpt "None is too Many", by Irving Abella and Harold Troper. you are also to complete a text critique on this.

Keep in mind that, from our discussion today, common topic words that appear are:
Violence
intolerance
segregation
oppression
race/religious differences
cultural differences
power

Wed Sept 25 immigration theme cont

Today, you were to have read and done a critique on the reading "The Sikhs in Canada". Today, we will watch True Crime Canada: Inside the Shafia Family Case September 17, 2013, Season 1, Episode 2. You will then fill in a text critique sheet on this viewing (you can also find this show on line).

Tues. Sept. 24 Writing Critiques

Today, you were given the following questions to answer and then hand in (at the start of class). These questions were in reference to the reading you were to complete for today's class. They were then handed in (a comprehend a respond activity).

1.      In three sentences, summarize the excerpt.

2.      In a paragraph, explain how the excerpt is relevant to our understanding of immigration.

I then went over how to write a relevant critique of a text, which you will have to do for the next three or four readings (in regard to immigration). This is to prepare you for your major assignment.

Finally, I handed out a reading entitled "The Sikhs in Canada" and a critique booklet containing room for four entries. You are to have this article read and critiqued for tomorrow.

Mon Sept 23 historical themes

Today, we briefly discussed the information you read up on on Friday pertaining to Canadian Identity.
In groups, you will discuss the following:

In relation to the reading on Friday:

·         What we know

o   We are multicultural

o   Conflicts over ethnicity (Francophone/Anglophone; Aboriginal/whoever is taking their rights!!!!; Canada/U.S.)

o   Canada has taken part in wars outside its borders.

o   Started off as two Canadas based on language/religion

o   Maple leaf is symbol of country

o   Wars helped establish Canada as a unique country with own identity.

o   Health care system (universal)

o   Same-sex marriage

o   Strict gun-control

o   No capital punishment

o   Lots of provinces joined Upper and Lower Canada, right through to the 1950’s.

o   National railway system

o   Collective obsession with peace

 

·         What we need to know to fully understand this reading (work as a group to determine your answers).

o   October Crisis: What was it?

o   Why did we outlaw capital punishment?

o   What was the Orange Order?

o   Why did the Maple Leaf become our flag?

o   War battles that made us as a Country valued (Passchendael)

o   Why were orphan children sent to Canada?

o   Why were Acadians deported?

o   What is Manifest Destiny?

o   What happened to Chinese labourers after the railway was built?

o   Sikhs (1914 Komagatamaru Incident)

o   Jews (1936 Jewish transport)

·    For tomorrow, you are to have actively read the excerpt from The Book Of Negroes.

What does it mean to be Canadian and what is our Canadian identity?
Is being Canadian an individual or a community enterprize?
What is the relationship between the individual and the community in Canada?
How do individuals shape a community and the country, and how do the community and the country shape their citizens?

This will lead us into our next unit which will be inquiry based.

Fri. Sept. 20 Canadian identity read

Today, you were given a reading from "Wikipedia" on Canadian Identity. This to be read actively for Monday as it will lead us into our first major assignment. If you were not here, go to "Wikipedia" and look up "Canadian Identity". It amounts to about thirteen pages of text.

Thurs. Sept. 19 Evidence in papers

Today, you formed small groups and discussed the paper you were to finish reading for today. The main focus was to determine what Lady Saphiria thinks identifies us as Canadian. We then, informally, connected her ideas to those of the others whom we have read so far (looking for commonalities). I then instructed you (as a group), to highlight her main points in pink and the opinions he has provided that support the main point (look in the body paragraphs) in yellow). I also instructed you to count up the number of pronouns ("you") that she uses. The goal here is to get you to see how delivery can affect the appeal of a paper in hopes that you will be more critical in the delivery of your own ideas.

Wed. Sept. 18 Active reading

Today, you continued to actively read the essay given to you yesterday. I expect the "during" and "after" strategies to be completed for tomorrow so we can discuss this text.

Tues. Sept 17 After Strategies

Today, I gave you the "after" strategies for reading or viewing a text. I then  gave you he reading "Celebrating Canadian Society" What does it Mean to be Canadian" (can be found through google) by Lady Saphiria. You are to start reading this (using the "during and "after "). We will continue with this reading tomorrow.

 

After Strategies for Reading or Viewing a Text

 

1.      Recall, Paraphrase, Summarize, and Synthesize

·         So the point is…

·         This text was about…

·         The main idea is…

·         I learned…

·         A conclusion that I am drawing is…

·         The overall message was…

·         I need to re-view, listen again, re-read the part where…

 

2.      Reflect and Interpret (identify new knowledge or insight)

·         A question that I have is…

·         This is important and relevant because…

·         I wonder if…

·         What I learned was…

·         I want to know more about…

 

3.      Evaluate

·         I like/do not like…because…

·         This could be more effective if…

·         I would add or delete…

·         The most important message is…

·         The teaching in this is…

 

 

 

·         This is accurate/realistic/artistic because…

·         This was successful because…

 

4.      Analyze Craft and Technique

·         A “golden” line for me is…

·         This word/phrase/sentence/part stands out for me because…

·         I like how the presenter/author uses…to show…

·         The thing that I could relate to the most was… because…

 

5.      Response Personally (giving support from the text)

·         My first reaction was…

·         I thought…

·         I felt…

·         I enjoyed…

·         This reminds me of…

·         A similar story to this is…

 

6.      View Again, Listen Again, Read Again, and Represent, Speak, and Write to Deepen Understanding and Pleasure.

·         I could deepen my understanding and pleasure by re-viewing, listening again, re-reading…

·         I could share my thoughts and insights with others by:

o   Representing (e.g., creating a tableau, a graphic organizer, a storyboard)

o   Speaking (e.g., discussing, giving a dramatic reading, role playing).

o   Writing (e.g., a script, a narrative, a poem).

 

 

 

 

 

 

 

Mon. Sept. 16 Carousel intro

Today, you were to hand in your jourals so I can check to see that you did the "before" reading strategies for your independent novel. We then did the carousel activity as presented below.

NOTES FROM CLASS

Today, as per blogger and my instructions on Friday, you were to have read three articles.  For the next five minutes, I want you to look at the “before” and “during” activities for these articles you completed. I also want you to review them (as indicated in the Blog).

I want you to put all of your books/pens away. I want you to number off at each table (1). The number ones will not move; the rest will.

I want the rest to join other tables separate from the others they were at the first table with. I also want each new table to contain both genders.

Now, you will complete a carousel activity. For this activity, each table is given a writing implement (these are not to leave the table and will be returned to me after the activity). The person who is number 1 at the table will be the runner. What will happen is the runner will come to me and get a sheet of paper with an activity to brainstorm through as a group. This means writing down as much as you can. When I call “Time”, the person in the number one position will pick up the paper and, moving clockwise, will deliver it to the next table. Each table will then read the new paper and add to it with new thoughts. This will continue until all groups have added to each paper.

 We will then discuss them as a class.

Pull out the articles so you can review as we talk.

We then reviewed the carousels to determine the effectiveness of using these as a part of discussion.

It was determined that doing some “after” activities might help. You will be given these “after” strategies tomorrow.

Friday, September 13, 2013

Today, I finished the "During" reading strategies (pasted below).
I then gave you three articles to read: "Rezori Figuring out what it means to feel Canadian" by Azzo Rezori (CBC News); "What does "Being Canadian" mean to Canuck comedy writer Robert Cohen" by Victoria Ahearn (The Canaidan Press, June 30, 2013); "What it Means to be Canadian..." (canadianhistoryformartians.wordpress.com). You are to read all three after creating a possible idea of the "before." While reading, you are to do "During" strategy activities. You are to have them read and ready to discuss for Monday.
In addition, you are to complete the "before" activities for your independent Canadian novel study for Monday. The journal is to be handed in at the beginning of class.

Final Notes

8.      Adjust Rate and/or Strategy

            I need to skim this part to learn ….

            I need to scan this part to find …. (look at the first sentence of each paragraph and the last sentence of each paragraph in a non literary text)

            I need to read this part carefully to learn

Thursday, September 12, Before strategies cont

Today, I handed back your personal responses, which we discussed. I then gave you more notes on the "Before" strategies you should use for your independent novel study as well as for reading or viewing in classes. I have pasted these below:

 

1.      Construct mental Images

 

·         I can picture…

·         In my mind, I see, hear, smell, taste, feel…

·         If this were a movie…

 

4.                  Make, Confirm, and Adjust Predictions...

 

·         I think…

·         I suppose…

·         If….then…. (ponder possible outcomes)

 

5.                  Make, Confirm, Adjust Inferences and draw conclusions

* Based on the clues in this text, I think the author/character felt/thought…

* I see why…         

* My thinking changed when I viewed, listened to, read…

 

6.                  Ask Questions and Self-monitor Comprehension

Does this make sense?

I need to re-view, listen again, or re-read this part because…

I know that I am on the right track because…

 

7.                  Look for:

a.                   Pragmatic Cues (audience, purpose, situation.

1.      The purpose of this text is to…

2.      This text represents… point of view.

b.                  Textual Cues (genre and form)

3.      The author/presenter’s view of the world is…

4.      The author/presenter chose to use… genre/form.

5.      The author/presenter organized the ideas in a list, sequences, compare/contrast, cause/effect, problem/solution, concept/definition, goal/action/outcome format…

6.      The author/presenter probably chose this genre/form because…

c.                   Syntactic Cues (sentence)

7.      The key idea of this sentence is…

8.      The author/presenter used this word order to convey this particular meaning or emphasis of…

9.      This pronoun refers to…

d.                  Semantic/Lexical Cues (word)

10.  An important or key word in this paragraph is…

11.  Because of its context clues,… probably means…

12.  Because of its prefix, suffix, root,… probably means…

e.                   Graphophonic Cues (sound-symbol)

13.  …is pronounced…

14.  …is spelled…

f.                   Other Cues

15.  The author/presenter used these features (e.g., graphs and charts) to help us understand this text…

Wed. Sept 11,

Today, we did the following: Took some notes on what to do when viewing a video (see below), watched a video (see below), discussed the layout of an essay (thesis, main points, evidence),  and discussed the situation in Quebec as it relates to our identity. Keep in mind you also have the "before" reading activity for your independent novel due on Monday, Sept. 16.

Notes from Class

Yesterdayy, I gave you notes on this first unit and then the pre-reading/viewing questions you should be completing. Your homework was to do these pre-viewing questions in relation to the video we will watch today. Pull these out so I can check them (make sure your first and last name is at the top).  
In addition, I provided you with an exercise book to use as a journal for your independent novel study. I had you write these "before" activities in it for future reference. Sometime before next Monday, I want you to fill in the "before" questions for your novel and do this in the journal itself.

Today, we will watch, “What it Means to be Canadian” by Peter Mansbridge. Before doing this, there are a number of “During” activities you need to do or consider:

During Strategies to Use for Comprehension and for Responding to a Visual Text.

1.      Connect and Construct Meaning

·                     This reminds me of…

·                     I experienced this once when…

·                     I can relate to this because…

·                      

2.      Note Key Ideas and What Supports Them

·                     The important ideas in what I viewed are

·                     Here’s why (supporting ideas)…

·                     I think the author/presenter is really trying to make us think…