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4th R Presentation
 

4th R Presentation

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  • Generation M: Media in the Lives of 8-18 Year oldsSO BEFORE WE BEGIN, WE SHOULD UNDERSTAND HOW THIS GENERATION OF YOUTH ENGAGE IN THEIR MEDIA ENVIRONMENTS.Technology Survey - Kasier Family Foundation (January 2010)Young people (age 8-18) now spend an average of 7 hours 38 minutes on one screen or another which adds up to more than 53 hours per week – those figure do not include textingThis has increased from 6:21 in 2004; multitasking increased from 8:33 in 2004Multitasking accounts for 1 hour and 35 minutes (students grade 7-12) therefore youth are actually receiving 11 hours of media use during their 7:38 hoursOnly half of parents surveyed set limits on their children’s computer use30% said they had rules for watching TV, playing video games, and using the computerThose that did: children spent less time with media (3 hours less than their peers who had no rules)64% said the TV is on during meals, and another 45% said the TV is left on most of the time (in the background)71% have a TV in their bedroom, and 50% have a gaming console in their bedroom54% of heavy media users (around 16 hours per day) are getting poor grades, compared to only 23% of light media users (under 3 hours per day)New ways to watch TV – time shifting, online, iPods, cell phones – led to an increase in total TV consumption (3:51 to 4:29 hours per day)51% of TV is consumed from live TV; 49% is consumed by the other methods74% of 7th-12th graders have a social networking profile45% are using another form of media while doing their homeworkGirls = social networking sites, listening to music, reading; Boys = console video games, computer games, going to video websites like YouTubeTweens (age 11-14) are consuming 11:53 hours of media per day (figure does not take into account multitasking) versus 7:51 for youth ages 8-10Youth spend 3 minutes per day reading the newspaper, or 2 minutes online reading the news
  • “53% have no family rules on access or content” - interestingly, in families with media consumption rules, children spent less time with media (3 hours less than their peers who had no rules)Note: 19% under 2 have a TV, 29% between age 2-3, and 43% between age 4-6 Also...Nielsen Media: US studySurprisingly, given all the publicity about cyber stalking and cyber bullies, more than half of parents do not apply any parental controls offered by service providers to their children’s cell phone usage.

4th R Presentation 4th R Presentation Presentation Transcript

  • Using Literature to Address Healthy Relationships and Positive use of Social Media Danika Barker and Robin Giles
  • Generation M: Media in the Lives of 8-18 Year olds 1. Youth spend an average of how many hours a day with media? a) b) c) d) 6 hours a day 4.5 hours a day 7.5 hours a day 10 hours a day Courtesy of Katie Cole
  • Generation M: Media in the Lives of 8-18 Year olds 1. Youth spend an average of how many hours a day with media? a) b) c) d) 6 hours a day 4.5 hours a day 7.5 hours a day* 10 hours a day Compared to 1 hour of physical activity 1 hour of homework and 30 minutes of chores *accounts for multitasking but not texting Courtesy of Katie Cole
  • Generation M: Media in the Lives of 8-18 Year olds 2. What percentage of youth (age 8-17) report having access to TV, video games, or computers in their bedrooms? a) b) c) d) 71% 52% 83% 37% Courtesy of Katie Cole
  • Generation M: Media in the Lives of 8-18 Year olds 2. What percentage of youth (age 8-17) report having access to TV, video games, or computers in their bedrooms? a) b) c) d) 71% 52% 83% 37% 53% of families have no family rules on access or content Courtesy of Katie Cole
  • Sex & Tech: The National Campaign 3. What percentage of teens are posting or sending sexually suggestive messages or images online? a) b) c) d) 11% 44% 76% 39%
  • Sex & Tech: The National Campaign 3. What percentage of teens are posting or sending sexually suggestive messages or images online? And 44% say it is a) b) c) d) 11% 44% 76% 39% common for those messages to be shared with other than the intended recipient 75% of teens realize/say sending sexually suggestive content “can have serious negative consequences.” Courtesy of Katie Cole
  • Grade 9 English th 4 R Program Small Book Groups – moving beyond the traditional role sheets
  • Book Resources for Grade 9 Title: Speak Author: Laurie Halse Anderson During the summer months before she begins high school, Melinda Sordino is raped by a senior student, Andy Evans. Melinda calls the police, but when they arrive and break up the party, she does not report the rape. As a result of her call to the police, and the fact that Andy is one of the most popular students in the school, Melinda struggles into her grade nine year, carrying her secret and enduring social ostracism from the student population. Melinda is challenged to speak when Andy starts dating one of Melinda’s former friends, Rachel. Rachel doesn’t believe Melinda and the story develops as Melinda tries to regain her confidence and heal, especially through her expressive art work. Issues: sexual violence, peer pressure, substance abuse, bullying, academic disengagement. Title: Sticks and Stones Author: Beth Goobie Fifteen year old Jujube discovers , the day after a big school dance, that Brent, her date, has been spreading rumours about her. She is now viewed as the school “slut,” and must endure constant harassment. With the help of friends, Jujube strikes back. She presents a powerful oral report in English class on the subject of graffiti as a form of communication, using pictures of the writing on the school washroom walls to illustrate her points. In doing so, she empowers herself as well as all the other victims of this kind of attack. Issues: bullying, harassment, family dynamics (blended families).
  • Title: New Blood Author: Peter McPhee Callum McDuff’s family moves to Canada after he is badly injured by a gang in Glasgow, Scotland. Cal has permanent injuries, and frequent nightmares about the beating. Cal soon experiences bullying at his new school because he is “foreign.” Although Cal tries to stop the violence, he keeps getting attacked. He also is the target of cyber bullying through a classmate’s blog. When Cal discovers that one of his new friends is beaten by her father, he tries to help. With the help of his mom, dad, brother, and sister-in-law, Cal finds a way to fit in. Issues: physical violence, physical abuse, cyber bullying, identity, gangs. Title: So Hard to Say Author: Alex Sanchez This novel has two narrators, thirteen year-old Xio and her new classmate, Frederick. The chapters move back and forth between these two points of view as Frederick navigates a new school and meeting new friends, with the help of Xio. As Xio finds herself drawn to her new friend, Frederick begins to realize that the only person he is attracted to is Victor. When Xio tries to get Frederick to commit to her, he must figure out what he wants, and what this will mean to the friends he has made. With the help of Iggy, a boy whom everyone torments and calls gay, Frederick learns to accept himself, and to stand up for who he is. Issues: homophobia, identity, questioning of sexual identity, romantic relationships, gender diversity.
  • Title: Speechless Author: Valerie Sherrard Griffin Maxwell decides to pretend he has given up talking to protest school injustice. In truth, he wants to avoid giving a speech in class and this is his method. Griffin is bullied by the school bully when he refuses to do his homework for him, but can’t protest because of his vow of silence. When he gets around to researching the issue of child soldiers, the cause he named, Griffin is fascinated and appalled by what he finds, and ends up believing that he really must try to draw attention to this issue. He spearheads a campaign to collect 1, 000, 000 signatures on petition, and becomes a speaker for the cause. Issues: bullying, social justice, global citizenship. Title: Girls Under Pressure Author: Jacqueline Wilson Ellie decides that she is fat, and stops eating. She starves herself, then is so hungry that she can’t stop eating once she starts, and she vomits to get rid of the food. Ellie manages to hide her obsession with dieting, but eventually her step-mother and teachers notice. She holds them off with lies until a schoolmate, whom even Ellie can see is anorexic, ends up in hospital. At this point, Ellie decides she doesn’t want to kill herself, so she takes steps to battle her disorder. Taking control of her problem makes her feel empowered. Issues: body image, eating disorders, bullying, fitting in.
  • Using a mentor text to introduce book clubs Using a mentor text as a whole-class activity before you begin book clubs is a good idea because it provides an opportunity for you to introduce activities and expectations that will be performed on a daily basis once the book clubs begin. It also gives you the opportunity to see how students can manage a collaborative group setting if you haven’t previously attempted this in your classroom. In particular, it is an introduction to mature themes and situations that students might not have confronted before, and an opportunity to remind students of addressing the topics in a respectful and mature manner. • • • • • Unit introduction – media talk The “rules” for a successful group – student input Reader response – first impressions Note taking – post it practice Symbols & themes
  • Unit introduction – media talk An introductory activity provides an opportunity and a “safe space” for students to address the issues and themes presented in these books.
  • “Rules” of a group • Be flexible • Let them have some input • Satellite kids • Reading levels and readiness • Behaviour issues • Independent is ok too
  • Reader Response – first impressions I like to use this after the first day, or so, of reading and often use it as an exitticket. It’s a clear indication right away of who is understanding and engaging in the text, and who might need some additional support.
  • Note taking – post-it practice This is an activity that students will use for each section of reading once they are in their book clubs. Their daily notes are assessed on a regular basis and provide scaffolding for small group discussions. We also collate their work at the end of the unit in a few writing activities (book review, character plotline, quotation analysis).
  • Checking for readiness In addition to their daily postit notes and discussion time, I find it worthwhile to have students complete both an independent task and a small group task with the mentor text. For my ENG1P classes, I like to use this as an opportunity to review some of our literary terms (ie. symbol) and one of our broader topics (ie. theme). This is usually where I test-run some potential groupings of students.
  • Multiple books in one room… How to confront similar issues when everyone is working on different texts: - Gallery Walks of theme sheets: identifying similarities and differences of characters in their novels. - Dotmocracy activities: what different issues are presented in our class novels? Are these issues accurate to your lives? (they usually have MUCH to say on this topic!) - Close readings of texts: short quotation analysis or passage readings as a whole class with a text-to-text response. - Social media: have characters from different books interact with each other in a faux (or real) social media environment.
  • Engaging activities What has worked well in in my classroom? • Character plotlines • Tableau of a critical scene • Dramatized scene with a stop and edit approach (modeled after the Safe Schools drama presentation) • An extension research assignment about the issue presented in their novel Use other titles too! I have included the following in my grade nine rotation: Spanking Shakespeare by Jake Wizner, One Butt-cheek at a Time by Amber Kizer, Beige by Cecil Castellucci, and Deadline by Chris Crutcher. You know your students best, the great thing about this unit is it can easily be adapted and applied to a variety of texts and titles. Honestly, over the last 5 years of using, adapting, and evolving these activities I have always found my ENG1P classes engaged and excited about this unit.
  • Grade 12 th 4 R Program
  • Novels The Perks of Being a Wallflower The Perks of Being a Wallflower is a coming-of-age epistolary novel written by American novelist Stephen Chbosky. The story is narrated by an introverted teenager who goes by the alias of "Charlie". He describes various life experiences through a series of letters to an anonymous stranger. Issues: sexuality, drug use, abuse, relationship violence, mental health Skud Tommy, Brad, Andy, and Shane are on four distinct paths as they struggle through their last year of high school and prepare for very different futures. Tommy, a model student, is headed for the military; Brad is looking at a hockey career; Andy, who has just secured an agent, may or may not break into the movies. Issues: violence, masculinity, relationship violence
  • Looking For Alaska Fascinated by the last words of famous people, Pudge leaves for boarding school to seek what a dying Rabelais called the "Great Perhaps.” Pudge becomes encircled by friends whose lives are everything but safe and boring. Their nucleus is razor-sharp, sexy, and self-destructive Alaska. Issues: sexuality, alcohol, risk-taking behaviour, drunk driving Crank Kristina Georgia Snow is the perfect daughter: gifted high school junior, quiet, never any trouble. But on a trip to visit her absentee father, Kristina disappears and Bree takes her place. Bree is the exact opposite of Kristina -- she's fearless. Through a boy, Bree meets the monster: crank. Issues: drug addiction, rape, teen pregnancy Far From Shore Faced with instability on many sides, and living in an outport community in Newfoundland, fifteen-year-old Chris gropes for direction in a family broken apart by unemployment. Even his easy-going, humorous attitude fails to steady him as he stumbles through the summer after grade ten. Issues: poverty, education, identity
  • Cut Fifteen-year-old Callie McPherson isn't speaking to anybody, not even to her therapist at the residential treatment facility where her parents and doctor sent her after discovering that she self-mutilates. At some point, Callie does begin speaking to her therapist/doctor, and she helps Callie understand why she self-harms. Issues: mental health, self harm, eating disorders What Happened to Lani Garver Where does Lani come from? How old is Lani? And most disturbing of all, is Lani a boy or a girl? Popular Claire McKenzie isn't up to tormenting Lani. Instead, she decides to befriend the intriguing outcast. But within days of Lani's arrival, tragedy strikes. Issues: sexuality, identity, eating disorders, peer pressure It’s Kind of A Funny Story At his new school, Craig realizes that he isn't brilliant compared to the other kids; he's just average, and maybe not even that. He soon sees his once-perfect future crumbling away. The stress becomes unbearable and Craig stops eating and sleeping-until, one night, he nearly kills himself.
  • The Absolutely True Diary of A Part-Time Indian A first-person narrative by Native American teenager Arnold Spirit Jr., also known as "Junior", a 14-year-old budding cartoonist. The book details Arnold's life on the Spokane Indian Reservation and his decision, upon encouragement from a reservation high school teacher, to go to an all-white public high school in the offreservation town of Reardan, Washington. Issues: poverty, racism, violence, alcoholism, identity
  • Teaching Cooperative Learning to Grade 12s • Brainstorming positive and negative experiences with “group work” • Introduce the 5 Basic Elements of Cooperative Learning • Practice 5 Basic Elements: Survival Game, Practice book club
  • The Basic Elements of Co-operative Learning • Positive Interdependence: all members of a group feel connected to each other in the accomplishment of a common goal • Individual Accountability: Every member is responsible for demonstrating their learning • Face to Face Interaction: Group members need to be close in proximity to each other and talk to each other in ways that promote progress • Social Skills: Treating each other in such a way that enables groups to function effectively (taking turns, encouraging, listening, clarifying, etc.) • Processing: Taking time to assess collaborative efforts.
  • Survival Game
  • Developing Discussion Questions
  • Developing Discussion Questions
  • Developing Discussion Questions
  • Developing Discussion Questions
  • Using Social Media in Positive Ways
  • Blogging In the Classroom
  • Research report
  • Social Bookmarking
  • Where to get information on the 4thR Programs http://www.youthrelationships.org/curriculum_resources.html