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.
ELA 30A Unit
One:
Sub-Topic One: Define the Individual, Negotiate the Community
Sub-Topic Two: Celebrate the Glorious,
Acknowledge the Scandalous
Questions for Deeper Understanding (some of these will be addressed in this unit:
· What does it mean to be Canadian and what is our Canadian Identity?
·
Is
being Canadian an individual or a community enterprise? 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?
·
What
contributions have Canadian individuals (e.g., famous and not-so-famous; First
Nations, Metis, Inuit, long-time Canadians, new Canadians) made to the
character of the Canadian community? To the global Community?
·
How
do Canadians navigate their local, regional, national, and global communities?
·
Why
is it important for Canadians to recognize, historically and currently, both
the glorious and the scandalous aspects of Canadian life?
·
How
is glory defined and celebrated by Canadians? How is scandal defined and
responded to by Canadians?
·
What
Canadian scandals have longevity and why? Why is acknowledgement of the
scandalous difficult yet necessary?
·
What
is the basis of Canadian national pride? What is Canada’s international image
in the global community?
Today,
we are going to prepare to watch a video relating to what it means to be Canadian, by
Peter Mansbridge.
Important
“Before” Strategies to help you
understand and respond to visual, multimedia, oral or printed text
1.
Tap, activate, and build on prior
knowledge by asking
yourself some of these questions:
§ I already know
that…
§ This reminds me
of…
§ This relates to…
2.
Ask
Questions (at least the five Ws)
§ I want to know…
§ I wonder if…
§ I want to answer
these questions…(list them)
3.
Preview
the text (if you can, obviously)
§ Title
§ Illustrations/diagrams
§ Textual clues
and features present
§ Summaries given
§ Table of
contents
§ Headings and
subheadings
§ Graphic
organizers
4.
Anticipate
Message and Author’s/Presenter’s Intent
§ I think I will
learn…
§ I think that the
author/presenter will say…
§ The title of
this text makes me think of…
§ This text will
likely present…
§ The information
about the speaker/writer/ presenter suggests…
5.
Predict
what the text will be about
§ Because of the
title, I think…
§ Because of the
picture(s)/visuals, I think…
§ Because of the
text and features, I think…
§ I wonder if…
6.
Set
purpose
§ I am listening
to, reading, viewing this to…
§ I want to know
if…
§ I think that I
will learn…
§ I want to answer
these questions…
No comments:
Post a Comment