Week 1 introduction 2018
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This document provides an overview of the topics and activities covered in Ruth McQuirter's Junior/Intermediate Language Arts course. It introduces communication methods and expectations. Students began by brainstorming what it means to be literate in the 21st century. They watched a video about modern classrooms and read an article about a First Nations woman's experience in residential schools. Students analyzed images on Tim Hortons Canada 150 cups and designed their own. The document reviews key 21st century skills and course organization, assigning preparation for the next class.
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This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on social justice, asking questions about the Mars One project, developing inquiry projects, and the inquiry process. Students will work on developing essential questions and meeting logs for their inquiry groups. Supporting materials are linked on Sakai and include resources on social justice lessons, the Mars One project, and samples of past student monographs. The document outlines the four steps of inquiry-based learning and emphasizes developing student-driven questions and reflection. Students will have in-class time to work on their inquiry projects and are responsible for completing and submitting their group's first meeting log by the end of class.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Week 12 f inal session 2018 - poetry
The document discusses poetry and different poetry activities for a week 12 class. It includes summaries of haiku poems, instructions for students to write and illustrate their own haiku poem, and activities where students share and discuss poems in pairs and groups. Examples of slam poetry, spoken word poetry, and youth poets are provided as additional resources. Students are also instructed to fill in the blanks of a poem about being alive with descriptive phrases.
Week 7 writing 1 - 2018 final
This document provides information about the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It discusses the stages of writing (prewriting, drafting, revising, editing, publishing), describes haiku form, and gives an example of rewriting a Chris Hadfield tweet from space as a haiku poem collage using images. It prompts analyzing how this activity addresses expectations in the Ontario language and other subject area curriculums. It suggests considerations for replicating this activity in a junior classroom and reflects on writing decisions around audience, form and purpose.
Week 8 writing 2 and lp - 2018
This document provides an overview of topics and resources for a writing and lesson planning class in Week 8. It includes discussions on collaborative writing, lesson planning templates, modeling writing lessons, and the gradual release of responsibility model. It also shares resources on Native American totems and provides guidance for an activity where students will write poems based on different animals. The document discusses the difference between cultural appreciation and appropriation and considers Indigenous knowledge. It outlines an upcoming lesson plan assignment and previews the next week's topic on oral communication resources.
Week 7 writing 1 - 2018 final
This document discusses the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It addresses stages of writing like prewriting, drafting, revising, and publishing. Learners are asked to select a Chris Hadfield tweet from space, research it, and rewrite it as a haiku poem in a PicCollage with relevant images. The activity connects to expectations in the Ontario language curriculum around media studies, writing, and reading. Additional supports may be needed for a similar activity in a junior classroom.
Class 11 ell 2018
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
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Week 1 introduction 2018
- 1. EDBE8P24 • Junior/Intermediate Language Arts Section 1: Monday 11:00-2:00 Room 18 • Ruth McQuirter • rmcquirter@brocku.ca • Office: Room 20F
- 2. Welcome !! Course Communications: Remind 101 . Participation is voluntary . You can receive messages via text message or mobile app . I do not see your cell phone number . I will only text the group, not individuals . I will only answer individuals via your Brock email address
- 5. What does it mean to be literate in the 21st century? • Begin brainstorming at your table. You will be adding to and refining your response over the next two classes.
- 6. I Have a Question • https://www.youtube.com/watch?v=LoYdJYd8So U&feature=youtube_gdata_player
- 8. Reflection • Reflect on Cheechoo’s own words: • “You have a voice that needs to be heard.” • What does this article want you to do and/or feel? Are you persuaded to act/feel in a particular way? After you discuss the article with your team, are you influenced to think or consider differently? • How would you share Cheechoo’s story with a junior class?
- 9. Now look again… • Sketch out your own Graphic Organizers to represent the structure of the piece. OR • List the words or phrases that are meant to elicit an emotional response from the reader.
- 11. Canada 150 • At your tables examine the images used to portray Canada on the Tim Horton’s cup • What do the images reveal about what it means to be Canadian? • To what degree is this your experience of Canada? • Using the sheet or blank cups provided, design your own Canada 150 cup
- 12. Review of what we did • Brainstormed what being “literate” in 21st century means • Watched a video about students in 21st. century classrooms • Read an article about a First Nations woman who was a victim of the residential school system – Considered your reactions and how the article was structured to evoke emotions
- 13. Continued… • Examined promotional cups and analyzed them for stereotypes • Designed your own cups to reflect what Canada means to you
- 15. 21st Century Competencies • Critical Thinking • Communication • Collaboration • Creativity and Innovation Consider how each of the above competencies was fostered in today’s activities
- 16. Course Organization • Syllabus • Evaluation • Weekly chart • Sakai • Professional Learning Conversations – Sign up for Literacy Leader
- 17. For Next Class (Sept. 10) • Select book on Indigenous theme from IRC • Go to Sakai and click on Week 2: Explore Resources – Social Justice • Follow the instructions and post a critique of your resource to the Forum • Postings must be done by midnight the Saturday prior to your next class • Late posts will be accepted but penalized by 1 mark out of 3.
- 18. Critical Literacy… • All texts are constructions • All texts contain belief and value messages • Each person interprets messages differently • Texts serve different interests • Each medium develops its own “language” in order to position readers/viewers in certain ways
- 19. Questions to consider for critical understanding • Who created this resource? • For what purpose was it created? • Is the information accurate and believable? • What does the author want you to think? • Whose voices are missing, silenced, or discounted? • How does it help you think about social issues and justice?
Editor's Notes
- After viewing this clip, add to your brainstormed list
- Article by Erica Bajer (2016) in Surgite, Vol.8, No.1, pg.18-19. Handout to each TC
- After this, look at your brainstormed list again. Would you add anything else?