Tag Archives: strategies group

Portfolio 10: Now Focus on Me

Students will listen, speak, read, write, view, and represent to:

  1. Explore thoughts, ideas, feelings, and experiences
  2. Comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively.
  3. Manage ideas and information
    • determine inquiry or research requirements
    • follow a plan of inquiry
  4. Create oral, print, visual, and multimedia texts, and enhance the clarity and artistry of communication
  5. Respect, support, and collaborate with others

Specific Outcomes:

  1. Each student will write a final post as an introduction to all the portfolio pieces that directly or indirectly let the audience know what it is s/he values most about life.
  2. Students will internalize focus questions.
  3. Students will infuse ICT outcomes.
  4. Students will create a portfolio in response to course focus questions.
  5. Students will improve their “TIC” (Technique, Insight, Communication)
  6. Student writing skills will emphasize an increase in personal voice and a decrease in X=X errors

    Students will plan a portfolio that includes the following.

    1. One post about a novel’s exploration of a focus question
    2. One post about a short story’s exploration of a focus question
    3. One post about an excerpt from Shakespeare exploring a focus question
    4. One post prompted by viewing a film or TV episode with emphasis on voice and critical thinking about a focus question
    5. One post prompted by a music lyric with emphasis on voice and critical thinking about a focus question
    6. Now Focus on Me: a final post as an introduction to all the portfolio pieces that directly or indirectly let the audience know what it is s/he values most about life.

      Assessment/Evaluation:

      • 1 submission but all assignments must be included/linked

      Timeline:

      • May 30: final submission

      Rubric:

      • rubric.png

      Short Story Study

      Students will listen, speak, read, write, view, and represent to:

      1. Explore thoughts, ideas, feelings, and experiences
      2. Comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively.
      3. Manage ideas and information
        • determine inquiry or research requirements
        • follow a plan of inquiry
      4. Create oral, print, visual, and multimedia texts, and enhance the clarity and artistry of communication
      5. Respect, support, and collaborate with others

      Specific Outcomes:

      1. Students will produce a study guide in response to 3 stories.
      2. Students will internalize focus questions.
      3. Students will infuse ICT outcomes.
      4. Students will write 3 creative/personal responses
      5. Students will write a 5 Paragraph Critical Response Essay Exam in response to a teacher selected focus question.
      6. Students will improve their “TIC” (Technique, Insight, Communication)
      7. Student writing skills will emphasize an increase in personal voice and a decrease in X=X errors

      Learning Activities and Strategies:

      • Group A: ___,___,___,___
      • Group B: ___,___,___,___
      • Group C: ___,___,___,___
      • Group D: ___,___,___,___
      • Group E: ___,___,___,___
      • Group F: ___,___,___,___

      Students will plan a reading/response strategy.

      • consider focus questions
      • map out a response/reading plan to produce 3 creative/personal responses
      • must be approved by a group leader and teacher.
      • consider features in the texts/blogs for response ideas

      Resources and Materials:

      Assessment/Evaluation:

      • 33% 3 Study Guides – 40 points each
      • 33% 3 Creative/personal response submissions
      • 34% Exam (1 critical response essay)

      Timeline 10-A:

      • April 15: first creative/personal response submission
      • April 21: second creative/personal response submission
      • April ___: final creative/personal response submission
      • April ___: critical response essay exam

      Timeline 10-B:

      • April 15: first creative/personal response submission
      • April 21: creative/personal response second submission
      • May 4: creative/personal response final submission
      • May ___: critical response essay exam

      Notes:

      • smaller groups should yield an increase in on-time/on-task behaviours
      • peer support should emphasize development of voice in error-free writing

      Rubric:

      Novel Study

      Students will listen, speak, read, write, view, and represent to: 

      1. Explore thoughts, ideas, feelings, and experiences
      2. Comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively.
      3. Manage ideas and information
        • determine inquiry or research requirements
        • follow a plan of inquiry
      4.  Create oral, print, visual, and multimedia texts, and enhance the clarity and artistry of communication 
      5.  Respect, support, and collaborate with others

      Specific Outcomes:

      1. Students will produce a body of evidence in response to 2 novels.(see Random Idea Generator)
      2. Students will internalize focus questions.
      3. Students will infuse ICT outcomes.
      4. Students will produce one “Outside the Box” response.
      5. Students will write a 5 Paragraph Argumentative Essay Exam in response to a teacher selected focus question.
      6. Students will improve their “TIC” (Technique, Insight, Communication)

      Learning Activities and Strategies: 

      • Group A: JP, BC, AP, JB, BG
      • Group B: JC, CA, MM, CM, APr
      • Group C: AN, JPo, MP, TS, SdJ
      • Group D: NC, KW, CS, JM, SG
      • Group E: DL, BR, OH, KY

      Students will plan a reading/response strategy. 

      • select 2 texts
      • select focus questions
      • map out a response/reading plan to produce a body of evidence
      • determine their “Outside the Box” activity. 
      • must be approved by a group leader and teacher.

      Resources and Materials:

      • Of Mice and Men
      • Why Shoot the Teacher
      • The Education of Little Tree
      • Never Cry Wolf
      • Something Wicked This Way Comes
      • Lord of the Flies
      • The Chrysalids 

      Assessment/Evaluation:

      • 25% Group Process
      • 25% Body of Evidence
      • 25% “Outside the Box”
      • 25% Exam

      Timeline:

      • 3 weeks

      Rubric:

      • rubric.png