Memoir Writing

Today we began our final unit of the year: memoir writing.  We began by differentiating between memoir and biography, noting that memoir allows for more flexibility with truth-telling.  Embellishing is allowed with memoir.  I shared the story of author James Frey's visit to the Oprah Winfrey Show, and how he was publicly humiliated when she discovered that he'd exaggerated some of the details in his book A Million Little Pieces.  Clearly, Oprah was not familiar with the definition of memoir!

I then shared a rubric (accessible at the link on the sidebar) for assessing memoirs, and I shared a memoir written by trey anderson, a Canadian writer/producer/director.  We noted all the aspects of trey's memoir which made it successful.  Students should attempt to achieve success with each of these aspects, in their own pieces: meaning, style, form and conventions.

We then created "Heart Maps," where we listed the moments from our past that we hold in our heart.  This was basically an opportunity to brainstorm for our memoir.  We now have a bank of ideas, from which we can draw when we go to write our first draft next class.

And now you also know the story of the day I got punched in the face.

Media Literacy Synthesis Essay

During today's class, students wrote the in-class synthesis essay on the media literacy topic of their choice.  If you were away today, please see me to schedule a time to write.

PSA Production

Today we spent the second of two classes in the computer lab, generating our print PSAs.  These are due by the beginning of Wednesday's class.  You are permitted to either submit a paper copy of your PSA to me on Wednesday, or you can email me an electronic copy at msbarsky@yahoo.ca.  You may wish to email me your PSA, if colour is a necessary component of your PSA's message.

PSA Planning

We reviewed the video PSAs from last day, focusing on the conventions used to express the message.  We talked about the use of music, voice over, juxtaposition, irony and repetition, among other things.  We noted the tag-lines in each PSA, as well as summarized the message of each.  We noted that some PSAs are cautionary in nature, warning people to stop doing something, while some are encouraging/promoting of behaviours.

I distributed a handout with some print PSA examples, and I asked students to make a plan for the PSA they will create.  Students were asked to choose an issue/behaviour for focus, and to begin making some notes on how the PSA will look/sound.

Photo Essays - Complete!

Today was our final day for preparation of the photo essays.  We spent the class in the computer lab.

Photo essays are due to me on Wednesday.  You may submit either a paper copy, or an electronic copy, via email.  If you are emailing it to me, please send it here: msbarsky@yahoo.ca.

Photo Essay Prep

We spent today's class in the computer lab, beginning to put together our photo essays.  We will spend next class in the lab as well, and then essays will be due on Wednesday, at the beginning of class.

Photo Essay Planning

Today, I distributed a planning page (available at the side if you lost yours, or were absent), to allow students to begin thinking about the photo essay they would like to create.  It is now time to decide whether you will create a narrative or thematic photo essay, and whether you present it on paper or using a computer program.  I have provided a storyboard outline for you, so you can begin to jot down some ideas.

I also shared an example of a narrative photo essay, called "The Barskys Go to Disneyland."  My intent was to share how to write a commentary to accompany your photo essay.  It's important to address the story/theme, as well as point out the visual features of each photo.

We have the computer lab booked for the next two classes, so you can begin to put your photo essay together.

Where Children Sleep

Following up on last day's lesson about "reading photographs," we spent today perusing an online photo essay called, "Where Children Sleep."  We analyzed one photograph as a class, noting such details as lighting, colour, and objects.  We considered the implied message of the photograph, as well as whose voice was represented (or not).

Then, students were asked to select one of the photographs to analyze.  There is a set of questions to guide you in your analysis.  If you were away, there is a link to the handout at the side, as well as the website address where you can find the essay.

Please have these questions answered for Tuesday's class.

Dragons' Den - Round One

The first set of presenters went before the class today, to present their plans for the DOOH screens in the school.  We managed to make it through many presentations, but not all of them.

The remainder of the presentations will occur on Wednesday.  Please remember to have your presentation on a USB, so that we can get through all the presentations before the end of Wednesday's class.

Prep for Pitching your Plan!

Today was a preparation block, for students to get ready to pitch their plan for the DOOH screens in the school.

Be ready to pitch on Thursday!

Preparing for the Dragons' Den!

After a quick word game as a warm up, students were given the guidelines for the pitch of their DOOH screen plan.  The following must be included in the plan:

• rationale (why use the screens?)
• description of content (categorize, then provide specifics for each category)
• minimum of three screen captures (on paper, or using a computer program)
• your stance with respect to advertising (included, or not?  why or why not?)
• belief statement about the impact these screens would have on the school environment/population

We have access to the computer lab on Tuesday, and then you pitch (to the Dragons' Den!) on Thursday.  We will choose our winner on Thursday.

If you need a reminder about the impact of advertising in schools, and/or developing a plan for the DOOH screens, access the appropriate handout from the sidebar.

DOOH Screens in our School

We began class by talking about where we saw DOOH screens in the community, since last class, and what the content of the screens was.  I shared information about the screen positioned on the side of a highway on my route home, and students talked about screens they had seen in skytrain stations and Tim Horton's.  We focused in on how environment influences screen content.

Then, students went around the school, noting the locations of the DOOH screens in our school.  We gathered back together and discussed the location of the nine screens.  We concluded that they are placed in high traffic areas, or in places where large groups congregate.

Then, students began planning their DOOH screen pitches.  We will continue development of these on Friday.

DOOH Power

We spent today's class talking about DOOH (digital out-of-home) screens, and their influence on society.  It was an ironic lesson for today, as I'd started class by asking students how to best get information out to the student body.  PA announcements and student bulletins do not appear to be working.  Many of you suggested using the TVs in the hallways... DOOH screens!

We discussed all the places we see DOOH screens, and what their purpose(s) appears to be.  We discussed ownership of the environments they appear in, and what the motivation of these owners might be.  Finally, we began to consider the influence DOOH screens might have on our lives.

For homework, students have been asked to track the number of times (and locations) they see DOOH screens in a day.  Take a picture or make a sketch of the screen content, and bring this with you to next class.  If you missed class, there are links to the handouts from today, at the side.

Bowling for Columbine Paragraph

Today was a writing block: students completed the Bowling for Columbine expository paragraph in class.

If you were absent today, please see me so we can schedule a date for you to write the paragraph.  You need to write it here, with me!

We concluded Bowling for Columbine today, and students were given the remainder of class to prepare a set of notes which can be used in class on Thursday while writing the expository paragraph.  Please be ready to write in class, on Thursday.

Bowling for Columbine

We spent the first bit of class discussing the people in the film Michael Moore would like us to view in a negative light (Charlton Heston, the bank that gives away guns when you open an account, James Nichols) and those he would like us to listen to and/or admire (Matt Stone).  We talked about the techniques Moore uses to persuade his audience, like editing of interviews, asking targetted questions, and purposely omitting information.

We then continued watching the film, with the goal of determining Moore's message.  We will conclude the film and prepare a set of notes for our paragraphs on Tuesday.

And we're back!

Hi there!  I hope you had a restful, satisfying Spring Break, and that you are energized for this last part of the school year.  I apologize for falling down on my responsibility to update this blog, and I assure you I will be updating it each day until the end of the school year!  I promise!

Today, we began a mini-lesson on documentary films.  We discussed that even with documentaries, which claim to represent "reality," those realities are constructed, and we should be aware and critical of the messages which the filmmakers intend to convey.

We began watching Bowling for Columbine, a documentary film made in the early 2000s, by American filmmaker Michael Moore.  Our goal with this activity is to determine which messages Moore is attempting to get across, and which persuasive techniques he uses in order to do this.

An introduction to the mini-lesson was detailed on a handout I gave out today, and can be accessed at the side, here.  There are some guiding questions to consider, as you watch the film.

Poetry Unit Wrap Up

With the poetry projects now complete, we are ready for our final two summative assessment pieces.  Next week, students will be writing a paragraph on a poem in class on Tuesday, and then annotating and identifying poetic devices in a poem on Thursday.  The poems used in these assessment pieces will be new ones, ones you have not seen before.  I will provide you with two poems to choose from on both Tuesday and Thursday.

If you have not yet emailed me a copy of your poetry project, please do so this weekend.  Send it to msbarsky@yahoo.ca.  Also, if you have completed your original poem, send it to the same email address.

Projects are due NEXT WEEK!!

Today we went over the poem "From the Foot to its Child".  We talked about the metaphor present in the poem: the foot is meant to represent the individual, and the journey of the foot parallels the cycle of life.

Students were given some time to work on original poems (due on Wednesday) and on poetry projects (ready to present on either Wednesday or Friday).  It is crucial that you are ready to go on your presentation day!

Poetic Devices and Poem Comprehension Review

This morning "Oscar" paragraphs were collected.  I would like these handed in by Friday at the latest, so I can read and provide feedback over the weekend.

Students were asked to work through a sheet of poetic device examples, indicating which device they thought was present in the example line(s) of poetry.

Finally, students were given the poem "To the Foot From Its Child" and asked to annotate the poem with their thinking and indicate the poet's use of devices.  The poem was discussed and worked through, with the entire class.

If you were away today, please see me tomorrow to pick up a copy of the poem.  Or, you can access a copy of it here: http://www.motherbird.com/foot_child.html.

Project Preparation

Our entire block yesterday was devoted to project preparation.  We worked in the computer lab.  It was the  final class devoted to this project.  A reminder that they are due on Wednesday February 6th.

"Oscar"

A couple of reminders:

• Voice of the Mind entries (poetry and/or prose) are due before January 31st
• We are working in the computer lab on Thursday
• Poetry Projects must be complete by Wednesday Feb. 6th

We read the poem "Oscar" and discussed the metaphor that is present.  The poet compares Oscar's experience of fighting as a revolutionary in war in El Salvador to the "war" that he fights every day living on the Downtown Eastside.  We discussed many of the subtleties of the poem, and students wrote a paragraph explaining the metaphor.  I also distributed a handout on quotation integration, meant to support students who are still needing some help with this skill.

Paragraphs should be completed for Thursday's class, please.

Happy New Year!

We spent the beginning of today's class writing found poems.  I asked students to write about a person whom they believe deserves recognition or honour, but who has not already received it.  Students wrote paragraphs on this person for about 10 minutes, and then we worked to find poems in the words of the paragraphs students had written.  If this form of poem resonates with you, you are welcome to write one to submit to me as your original poem for the summative assessment portfolio.

We then spent time choosing and analyzing our songs for the poetry project.  Students are reminded that we are in the lab on Wednesday, so it is important that you bring a copy of your lyrics with you, to use as a reference.  Also, you should bring a USB, to save any work you complete on Wednesday.