LESSON #13 - MEDIA WEEK: Summary and Pitch Writing
Learning Goals: By the end of this lesson you will be able to
(1) Describe more effectively and confidently what you see in visual narratives (ex. animated films);
(2) Describe more effectively and confidently what you can imagine
- condescend (verb) condescending (adjective)
Song lyrics are one appropriate strategy to discover the meaning of unfamiliar and technical words encountered (e.g., use context to determine the meaning of new words; create concept maps using new words; build a bank of sight words in your PORTFOLIO to increase reading fluency)
Some of the following words appear in today's song. IF THEY ARE NEW, LEARN THEM. These are very common words!
cubic
desperate (adjective)
rude (adjective)
void (of purpose) - .
The lyrics are in a download file.
In a group of 3 - review the lyrics of the song, and assign one [1] person in your group to RETURN TO THE WHOLE CLASS with a 60-second ORAL PRESENTATION on one of the line selections that follows.
WHAT IS YOUR RESPONSE, IMPRESSION, AND FEELING ABOUT THE LYRICS YOUR GROUP CHOOSES TO DISCUSS? Use other prompt questions such as Who/Why/Why or How to start your group discussion.
CHOOSE ONE (1) SONG LYRIC SELECTION from these three:
#1:
We'll be more than they'll ever be,
just bitter from their own failed dreams.
They're desperate, and do anything to bring you down.#2:
High school's the place where dreams go to die.
#3:
We're not gonna sit by idle.
We're getting out, we're gonna find our way - Throughout this week, we will be focusing on narratives (story-telling) that are presented in visual form only.
Each day we will watch one of five films by the Canadian animator Claude Cloutier of the National Film Board of Canada [NFB].
The learning goal is to provide practice in translating what you see and hear into a variety of writing products: short and long descriptive paragraphs (working alone and in pairs) as well as oral presentations shared with the teacher. The class will watch the short 5-minute animation Overdose created by Claude Cloutier.
Working in pairs you will re-watch the film and write a detailed summary of the plot (events) and the issue(s) that the film raises.
Use the W5's (Who/What/Where/When/Why and How) to brainstorm and organize your summary.
Try and write approximately 100 words.
Download and read the selection Signposts on the Journey and answer the nine multiple-choice comprehension questions that follow.
This activity contains eight (8) questions that ask you to identify writing errors in sentences.
List the Question Number as well as the letter you choose.
Example: #6 - J
YOUR OPINION ESSAYS HAVE ALL BEEN GRADED AND POSTED ON TCA's WEBSITE.
You will be writing a second essay as an OF LEARNING. ASSESSMENT. That essay will be an Argumentative Essay and due after the mid-term period.
PLEASE WATCH THIS VIDEO (stopping it frequently to examine closely the on-screen examples the presenter uses to illustrate how to write CONCLUSIONS PARAGRAPHS.
Your homework is to write a short piece about the worse experience or experiences you ever had as a student in a classroom. THIS WILL BE SAVED IN YOUR PORTFOLIO. DON'T UPLOAD ONTO MOODLE.
Think back to when you first began going to school. Use the following prompt questions to help you brainstorm an honest, well-organized and written paragraph (100-200 words): How did the teacher or teachers treat you? Why? Where? When? Did the experience affect your motivation to learn and succeed?
DOWNLOAD the template and complete the Exit Card with as complete a response as you can. One or two words is not sufficient as feedback.