Focus on reading comprehension and paragraph writing

Today we are bringing together all the learning we have made through our drama work on the chapter "Fighting Monsters". 

Each student needs to complete this form.  Focus on getting the reading comprehension questions done first - I have moved the paragraph work to a separate document and shared a copy with you into your English folder on your google drive (that document looks like this).

Mrs Newton: reading skills

10QI Wednesday 20 March

LOs:

To ask questions in our head and highlight key words while reading.

To describe the women’s changing moods throughout the article.

SCs:

1. Understand my role in the group
2. Either read online, listen online, read on paper.
3. Highlight key words, phrases, wonderings
4. Share back your focus for the group
5. Map out the changing mood from setting out to stuck

Teaching Sequence:

Do Now:

Vocab charades - hand out words of objects/moods on post-its for table group members to guess

Key Learning:

Set up:

1. Hand out group role cards, read individually
2. Cluster all 1s,2s,3s,4s together to clarify role
3. Choose way of accessing text - listen to or read

Action:

4. Actively read the text

Group Feedback:

5. Share back your focus for your read (group role)

Create:

     6.   Changing moods over the text - map it, act it, draw it, talk it?

Resources:

Group roles

Survival Article

Using drama to pull out the main points and emotions in a text

Preparation:

• Today we are going to continue our drama work based on the chapter where Junior first goes to Reardon High.  
• We will start in groups, revising and polishing our presentations.  
• As we work out what to present to the class, we are practising the skill of summarising and prioritising.  
• We are also identifying the emotions at each point in the plot, and deciding how to represent the emotions.  

Presentation:

• As we watch each presentation, we will be looking for the key movements and the key emotions for each presentation.  We want to remember these for our writing task coming up. Ms Quick will take photos of the process.

Reading comprehension & writing:

• I will share this task at the end of the lesson.  It will be due on Monday 25 March.

Junior starts at his new school: a new set of rules to decipher

Learning objective: to show our understanding of the clash of conformity codes between Reardon and Spokane in a multi-media context.

Success criteria:
1. We can retell the story of Junior and his dad driving to school OR the story of meeting Penelope and the debacle of his name OR the story of the Spokane rules for fighting OR the story of Junior responding to Roger's racist taunt.
2. We can create an image or performance to show the conflict inside Junior's head as he negotiates a new world, with its new set of rules.
3. We can create paragraphs about one of the events in success criteria #1, describing the event and explaining why it is important for our understanding of Junior's challenges.

Conformity & Junior's news for Rowdy

Yesterday we talked and wrote about conformity, about the different parts of the word, words which are related to it (form, conform, deform, reform).  We talked and wrote about how conformity means to follow a set of rules.  We talked about the rules at the Spokane reservation, and Wellpinit High, and how the rules to conform to at a new school might be different.

Then we read the chapter where Junior tells Rowdy that he is changing schools.  He wants Rowdy to come with him but Rowdy refuses.  Rowdy is so upset that he cries, which he never ever does, and he screams.

At the end of the chapter, Junior realises that his best friend has just become his worst enemy.

Today (Friday), we brainstormed what we know about Rowdy and about Junior.  To show our understanding of this knowledge creatively, we wrote stand down reports for Rowdy and for Junior.

All about hope

Mr P: "you have to take your hope and go somewhere where other people have hope."

Choose  ONE of the tasks below, and write an answer on your blog, or in the comments on this post.

1. What things and experiences and people and places give you hope?
2. Describe a time when you felt that a situation was hopeless.  What did you do to find hope again?
3. How can we help other people have hope?

Creating our own cartoons on the story so far

Today we are going to capture what we have read/listened to of The Absolutely True Diary of a Part Time Indian by making group cartoons.

1. What are the key words and events you remember from the story so far?
2. Decide in your groups on key images, symbols and quotes which you want to use in your cartoons.
3. Using A4 or A3 paper, make you cartoon.  You can divide the sheet up so that you can work on different sections individually and then paste them back together, or all work on the same big sheet.
4. At 9:40am, each group will present their cartoons to the class

Learning objective: to identify key events and information in Part Time Indian and show our understanding of them creatively.

Success criteria

• I can identify key events, characters and ideas in the novel so far
• I can create a cartoon to show my understanding of these events, characters and ideas.
• I can share my creation with the class, and explain our group choices to this wider audience.