it's that time again... term four officially ends on monday, june 17, so I will accept any missing assignments until then. please check your marks on d2l and address any blanks/zeroes/mistakes before monday.
7-09 many of you have not yet handed in your ever after venn diagram and questions, and/or your short story. please get those in asap.
8-04 and 8-hec several of you are missing your conquest news articles. please get them in asap. any groups who did not present their song presentations, you must do so in order to receive a mark for figurative language and worldview. please see me about setting up a time to explain your presentation.
grade 8s tomorrow we begin presentations for our final socials project. you must be ready to go tomorrow, or you will receive a zero.
grade 7s we will continue to work on our final projects until monday, june 17. let's stay on task!
:-)
Tuesday, June 14, 2011
Thursday, February 4, 2010
Working in a Group
For this project you will need to work both individual and as a group. You will have tasks that you will distribute equitably and deadlines to adhere to. Before you being your project you are asked to think about the process of working toward a common goal. You first task to have a group meeting.
Your agenda
At then of class your group will hand in your group meeting notes and individually you will hand in a personal log of your individual accomplishments this class.
Your agenda
- Assign group roles. (3 min)
- Write a group contract to guide the process. (10 min)
- Read the entire assignment. (5 min)
- Then assign individual goals for today's objective. (5 min)
At then of class your group will hand in your group meeting notes and individually you will hand in a personal log of your individual accomplishments this class.
Meeting Notes
Facilitator: Your job is to identify the task at hand and ask the questions neccessary to get it done. (ie. what are we doing? Who's doing what? When will it be done?)
Note taker: You job is to write down your group's roles, you group meeting minutes and to hand it in at the end of class.
Time keeper: You job is to define how long you need to work in a group and how long to work individually and make sure that you don't go over time.
Observer: You complete the chart below and put a check mark beside each group members name as you witness them participating positively.
Group Contract Questions
- What else do we need to agree to in order to ensure that this goes smoothly and that everyone has a good time?
- How can we handle about group absences?
- What if someone doesn't do their work or doesn't do it well?
- What do we need to do today?
- How should we divide up duties in terms of the work load?
Observers Participation Chart (Observer needs to draw this on a piece of paper and hand it in once the meeting is over)
| Student name: | Contributes ideas | Encouraged others | Gave direction to group | Followed direction | Helped resolve problems |
Process Drama Activity
LABELS
1. Teacher places labels on backs of students (class nerd, beauty queen, cheerleader, shy, stuck-up, Studentbody President, stupid etc.) and tells students to go through the room reacting to students as each label indicates.
2. Ask “How did it feel to be treated as if you WERE what this label represented?)
3. Tell them that today they will participate in an experience which will help them understand how a whole class of people were treated because of a label.
ROLE-PLAY/THOUGHT TRACKING:
Let’s have you lie down as if you were the slaves, close your eyes, and when I come and tap you on the shoulder, I’d like you to tell me what you’re thinking at this moment.
13. NARRATIVE: Diseases were rampant because of the crowded conditions and when one of the slaves was sick, they merely threw them overboard. Nearly 1/3 of the slaves died before the Tecora reached its destination. In early June, just before the Tecora was to land in Havana, Cuba, the men were taken on deck where they were exercised and bathed so they would be in better condition in order to be sold. Once they landed in Cuba they were put into huge, roofless pens in the center of town, as both a tourist attraction and to be examined by potential buyers. Ten days later, Jose Ruiz and Pedro Montes bought 49 men and 3 girls and a boy and set sail for Puerto Principe, Cuba on the ship Amistad. They had much more freedom on this ship than they had on the other. Although they were still chained, they were allowed freedom of movement. They were not fed well, however. Each day they were given just one banana, two potatoes, and a half a cup of water. One day, one of the slaves tried to take more than his half cup of water and was severely beaten. This was common practice on the ship. Cinque decided to find out what was going to happen to all of them. When he asked the cook, the cook used sign language and pointed to pots and knives to indicate to Cinque that they were going to be slaughtered, cut up, salted down, and eaten by the ship’s captain and crew.
14. MEETING: Now, I’d like you to pretend that you are Cinque and the other 48 men and children. What are you going to do in this situation? I’ll take a role as one of the slaves in this meeting. After allowing participants to freely talk about their situation, if one does not suggest it, suggest in-role as one of the captives, that they mutiny. Suggest that since they are free during the daytime, they can find tools to use for a revolt. They can pick the locks of their chains with nails and perhaps find weapons aboard the ship.
15. NARRATIVE: They did decide to mutiny. Cinque found a nail which he used to pick the lock on his shackles and then free the other men. After searching the ship thoroughly, Cinque and the men found a crate that contained machetes. These knives had blades 2 foot long and were very sharp. On July 1 at 4 a.m. the African natives attacked their captors. They killed the ship’s captain, cook, and the crew members except for Ruiz and Montes. They needed them to steer the boat.
16. DISCUSSION: Ask students to tell you if they felt the attack was justified. Why or why not?
EMPATHY
Dramatic Tableaux: Photographs
Choose a series of dramatic moments from a story, painting, history or current events. Divide students into groups of 3-5 and give each group a moment to work on. For example, the assignment could be to create a still photograph of "the bus that Rosa Parks rode on" or "the first meeting of Romeo and Juliet" or the "Vinegar Tasters" painting. Students create a photograph of the moment using their own bodies&emdash;a frozen tableau. Moments can be linked together to create a sequence of events. For atmosphere, play music that evokes the time period or place in the background.
Sound Track
The class creates the sound track (using only their voices) to go with the moment being shown.
What are they thinking?
Teacher walks through the tableaux and taps each actor on the shoulder. The actor says one line that reveals the thoughts of the character he/she is portraying. This is very effective when used with the Still Photographs and will help students gain a deeper understanding of the story and characters.
1. Teacher places labels on backs of students (class nerd, beauty queen, cheerleader, shy, stuck-up, Studentbody President, stupid etc.) and tells students to go through the room reacting to students as each label indicates.
2. Ask “How did it feel to be treated as if you WERE what this label represented?)
3. Tell them that today they will participate in an experience which will help them understand how a whole class of people were treated because of a label.
ROLE-PLAY/THOUGHT TRACKING:
Let’s have you lie down as if you were the slaves, close your eyes, and when I come and tap you on the shoulder, I’d like you to tell me what you’re thinking at this moment.
13. NARRATIVE: Diseases were rampant because of the crowded conditions and when one of the slaves was sick, they merely threw them overboard. Nearly 1/3 of the slaves died before the Tecora reached its destination. In early June, just before the Tecora was to land in Havana, Cuba, the men were taken on deck where they were exercised and bathed so they would be in better condition in order to be sold. Once they landed in Cuba they were put into huge, roofless pens in the center of town, as both a tourist attraction and to be examined by potential buyers. Ten days later, Jose Ruiz and Pedro Montes bought 49 men and 3 girls and a boy and set sail for Puerto Principe, Cuba on the ship Amistad. They had much more freedom on this ship than they had on the other. Although they were still chained, they were allowed freedom of movement. They were not fed well, however. Each day they were given just one banana, two potatoes, and a half a cup of water. One day, one of the slaves tried to take more than his half cup of water and was severely beaten. This was common practice on the ship. Cinque decided to find out what was going to happen to all of them. When he asked the cook, the cook used sign language and pointed to pots and knives to indicate to Cinque that they were going to be slaughtered, cut up, salted down, and eaten by the ship’s captain and crew.
14. MEETING: Now, I’d like you to pretend that you are Cinque and the other 48 men and children. What are you going to do in this situation? I’ll take a role as one of the slaves in this meeting. After allowing participants to freely talk about their situation, if one does not suggest it, suggest in-role as one of the captives, that they mutiny. Suggest that since they are free during the daytime, they can find tools to use for a revolt. They can pick the locks of their chains with nails and perhaps find weapons aboard the ship.
15. NARRATIVE: They did decide to mutiny. Cinque found a nail which he used to pick the lock on his shackles and then free the other men. After searching the ship thoroughly, Cinque and the men found a crate that contained machetes. These knives had blades 2 foot long and were very sharp. On July 1 at 4 a.m. the African natives attacked their captors. They killed the ship’s captain, cook, and the crew members except for Ruiz and Montes. They needed them to steer the boat.
16. DISCUSSION: Ask students to tell you if they felt the attack was justified. Why or why not?
EMPATHY
Dramatic Tableaux: Photographs
Choose a series of dramatic moments from a story, painting, history or current events. Divide students into groups of 3-5 and give each group a moment to work on. For example, the assignment could be to create a still photograph of "the bus that Rosa Parks rode on" or "the first meeting of Romeo and Juliet" or the "Vinegar Tasters" painting. Students create a photograph of the moment using their own bodies&emdash;a frozen tableau. Moments can be linked together to create a sequence of events. For atmosphere, play music that evokes the time period or place in the background.
Sound Track
The class creates the sound track (using only their voices) to go with the moment being shown.
What are they thinking?
Teacher walks through the tableaux and taps each actor on the shoulder. The actor says one line that reveals the thoughts of the character he/she is portraying. This is very effective when used with the Still Photographs and will help students gain a deeper understanding of the story and characters.
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