Last night I finished reading The Hunger Games Trilogy, and I need to share how great it is!
My students have been telling me all year to read the three books, and while it was slow going (what teacher has time to read books for pleasure?), they have made it onto my favourites list!
I think that all three of the books privdde countless teaching opportunities, I definitely think that they contain mature content. I have heard of some teachers using the first book in their grade 9 Englsih courses, and I cannot imagine how that would be okay...
But, if you want to talk about issues surrounding government control, revolution, rebellion, hegemony, persecution, social injustice, love, friendship, breaking the law, consequentialism, and more - then these books could take you there!
While I have not used them explicitly in my teaching practice yet, they do have a place in my classroom library - though I do monitor who takes them home.
If you have not read them yet, you NEED to!!!! To Suzanne Collins: thanks for creating such a fantastic collection!
:)
Sunday, May 15, 2011
Saturday, May 14, 2011
Crazy Cool Classrooms.....
Since it has been a very unsuccesful blogging year for me, I thought it was about time for me to share what I have been up to during this extremely busy first year of teaching... As I said once before, my assignment was to teach Social Studies, English Language Arts, Art, Drama and Leadership, from grades 9-12. I had one grade 9 class of 14 students, and one grade 10-11 split with 9 students. All of my grade 12 students were outreach students, and so I helped them through their distance learning modules. What a crazy adventure! The students have made my year, and I could not love them any more than I do. So, with the background in place, here are some highlights from our year together.
1. Social 20 Differentiated French Revolution Project
In order to learn about the birth of nationalism, my students completed a differentiated French Rev performance task project. It was differentiated in that they were able to choose the form that their product would take. To introduce the Revoluton we watched the History Channel's French Rev documentary (available for free on YouTube in 9 parts). While the documentary is gory, it perfectly covers all of the main events of the Rev in a memorable and entertaining way. The choices that the students had to choose from were:
a. Powerpoint: the old standby, one group chose this route and quickly wished that they had been more brave in their product selection... I think they got bored!
b. Story Vine: a creative way to retell a story using symbols to represent main events, one student compelted this task and did a fantastic job - the heads of Barbie and Ken to represent
Marie and Louie were my fav! (Check out the link for a PDF from Marlene McKay all about Story Vines.)
c. Film Version: three students chose to complete this task, and the result was a 27 minute long
video rendition of the event. It was epic! The Bastille made of mats from the gym, and then
bombed with dodgeballs definitely took the cake! Also, using balloons to represent the heads of
those who went to the guillotine (which was our paper cutter) made for great entertainment.
While it did take them almost 2 weeks to complete this project, it was well worth the time
invested. The students said that this was their favourite school project ever - and I doubt that
they will ever forget the Rev!
2. Art 10/20 Challenge: The Tallest Towers
Our first art period was spent completing this challenge! (I have to give credit to my superintendent for giving me this idea!) It helped to break the ice with the students, made for some great photo ops, and helped me to get to know them in a fun and exciting way. I split the students into two groups, and issued a challenge: build the tallest tower, using only scrap paper, masking tape, and staples - and they only had 5 minutes. It was crazy! The winning group's tower was over 8 feet tall! It did make a mess, and there was a lot of yelling during the whole process, but it sure was a blast!
3. English Language Arts Journalling Assignment: "My Island"
My grade nine students were a quiet bunch at the start of the year... They had no idea what to think of me, and I am sure that they are still convinced that I am 90% nuts! But, I wanted to have them open up their imaginations and create something that could be all theirs. This task also lent itself to other writing assignments throughout the term, and even an art project. I had the kids turn to a blank page in their journals, and wlked them through the task in a voice like a therapist would use when taking you on a visualization journey. I asked them things like: "Imagine your had your very own island - what shape would it be?" and "When you walk about your island, what kind of landscapes do you encouter?", and so on... By the end of the journey, their islands had distinct geographic features, unique seasons, creatures, human populations, and more. It was incredible how engaged they were througout the whole task.
Later in the term, they revisited their islands when they made them the settings of a graphic novel project (soon to be mentioned!). It was TOO COOL!
4. Social 10: Learning About Cultural Exchange
When we talked about cultural exchange in my social 10 class, the textbook referred to the Maori art of Ta Moko as an example. A sacred cultural practice of tattooing, Ta Moko has been exchanged between cultures and can today be seen on oridinary people (and even runway models) as well as on the Maori. I decided to extend this part of the unit, because my students seemed very interested in the practice (and what teenager doesn't want to watch a video of a man being tattooed traditionally - with the bone toothed comb and stick)? So, they took some notes on cultural exchnge, watched a video on Ta Moko (including people being tattooed with Ta Moko designs in both the traditional and modern ways), and then designed their own Ta Moko tattoos armed with explanations of the meanings behind different patterns. It was so cool to see them actually appropriating cultural traditions in the classroom - and they LOVED it!
However, I still felt like they could have a stronger understanding of cultural exchange, and this is where Brian Jungen's art came into play. If you are not familiar with his unique belnd of Nike basketball shoes and traditional west coast Haida art, google him to find out more! We viewed a ton of his work, and the kids brainstormed ways that they could blend traditional and new art forms to create something new. It was fun and memorable, and they ALL used Jungen as an example of cultural exchange on their exams. FUN!!! Below is one example of Jungen's work... It helped that all of my boys are basketball fanatics and really liked seeing high tops turned into something crazy like this.
Wow, that is one LOOONG post, and we are still in the first month of school! Watch for more info on what has kept me so busy, and my students so engaged, during the 2010-2011 school year.
:)
1. Social 20 Differentiated French Revolution Project
In order to learn about the birth of nationalism, my students completed a differentiated French Rev performance task project. It was differentiated in that they were able to choose the form that their product would take. To introduce the Revoluton we watched the History Channel's French Rev documentary (available for free on YouTube in 9 parts). While the documentary is gory, it perfectly covers all of the main events of the Rev in a memorable and entertaining way. The choices that the students had to choose from were:
a. Powerpoint: the old standby, one group chose this route and quickly wished that they had been more brave in their product selection... I think they got bored!
b. Story Vine: a creative way to retell a story using symbols to represent main events, one student compelted this task and did a fantastic job - the heads of Barbie and Ken to represent
Marie and Louie were my fav! (Check out the link for a PDF from Marlene McKay all about Story Vines.)
c. Film Version: three students chose to complete this task, and the result was a 27 minute long
video rendition of the event. It was epic! The Bastille made of mats from the gym, and then
bombed with dodgeballs definitely took the cake! Also, using balloons to represent the heads of
those who went to the guillotine (which was our paper cutter) made for great entertainment.
While it did take them almost 2 weeks to complete this project, it was well worth the time
invested. The students said that this was their favourite school project ever - and I doubt that
they will ever forget the Rev!
2. Art 10/20 Challenge: The Tallest Towers
Our first art period was spent completing this challenge! (I have to give credit to my superintendent for giving me this idea!) It helped to break the ice with the students, made for some great photo ops, and helped me to get to know them in a fun and exciting way. I split the students into two groups, and issued a challenge: build the tallest tower, using only scrap paper, masking tape, and staples - and they only had 5 minutes. It was crazy! The winning group's tower was over 8 feet tall! It did make a mess, and there was a lot of yelling during the whole process, but it sure was a blast!
3. English Language Arts Journalling Assignment: "My Island"
My grade nine students were a quiet bunch at the start of the year... They had no idea what to think of me, and I am sure that they are still convinced that I am 90% nuts! But, I wanted to have them open up their imaginations and create something that could be all theirs. This task also lent itself to other writing assignments throughout the term, and even an art project. I had the kids turn to a blank page in their journals, and wlked them through the task in a voice like a therapist would use when taking you on a visualization journey. I asked them things like: "Imagine your had your very own island - what shape would it be?" and "When you walk about your island, what kind of landscapes do you encouter?", and so on... By the end of the journey, their islands had distinct geographic features, unique seasons, creatures, human populations, and more. It was incredible how engaged they were througout the whole task.
Later in the term, they revisited their islands when they made them the settings of a graphic novel project (soon to be mentioned!). It was TOO COOL!
4. Social 10: Learning About Cultural Exchange
 |
| Ta Moko Being Exchanged |
 |
| Brian Jungen |
Wow, that is one LOOONG post, and we are still in the first month of school! Watch for more info on what has kept me so busy, and my students so engaged, during the 2010-2011 school year.
:)
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