I have uploaded some useful photos for your video and presentation slides that you might want to use. Select what is relevant and I have movie clips that you can add to your video if appropriate – will bring these tomorrow. We will start work immediately after the last period at Mac Lab so meet me there.
You can view photos here: http://www.flickr.com/photos/28508365@N08/tags/pw08/
This group has a serious problem reading and following instructions. No work has been done for a week and feedback given falls on death ears.
You have not done anything although I have given u guides and taught you HOW! It can be done BUT you don’t seem to want todo it all. This mark is 40% of this semester’s marks and this is a HIGH percentage and at this moment, you are BE – below expectation – which means F.
You have up till Monday to get this done right and pls read my comments and do it right. I have done my part and more BUT you have done nothing! At this rate, the whole grp will fail EL overall! Serious consequences that will meet arranging for your parents to see the P!
Read this very impt post and compare to your OWN analysis whether character, or quotes or plot etc….What is the RIGHT way to do it? What shows THINKING and effort to use READING STRATEGIES I have taught?
IMPORTANT: Holiday Assignment will be COUNTED as part of your CA1 for Term 3 (20%)
Instructions:
a) You will be doing this in your project group. Each group will be assigned one topic to focus on.
b) Every member’s contribution will be IMPORTANT, just like your project work and MARKS will be assigned based on EVERYONE’S work and contribution.
c) Assign the following roles for each person in group:
Questioner: To come up with interesting DISCUSSION QUESTIONS for the chapters in the book, especially questions like “What does this tell us about…….” or “Why do you think…..” [Hui Yu]
Vocab Wizard: To pick out IMPORTANT or DIFFICULT WORDS in the chapter and explain what it means to the group. This SHOULD NOT BE just copied from dictionary BUT MUST be EXPLAINED in relation to the TEXT! You can be creative in your explanation and use PHOTOS or DRAWINGS or CLIP ART to explain the meanings clearly. [Nissa]
Plot Mapper: To mindmap or storyboard IMPT PARTS of the story BY USING THE elements of a NARRATIVE like: Trigger Event, Sequence of IMPORTANT EVENTS/ACTIONS ( this must be linked in terms of CAUSE and EFFECT throughout the chapters), PROBLEM/CONFLICT [Jie Cheng]
Quote Picker: To pick out IMPT QUOTES from chapters and start a discussion about the meaning and significance of the quote to the story like development of plot, character, or theme [Eric]
Character Tracker: To identify important characters in each chapter and track the development of the character though the chapters through what character says or does and what other character says about this him/her. You must explain what it tells YOU about the character like the personality. The most IMPT CHARACTERS to FOCUS ON will be :Scout, Atticus, Jem, Bill, Calpurnia, Tom Robinson, Mayella Ewell, Bob Ewell, and Boo Radley
[Min Wen]
Discussion Leader: To check and read through other members work and come up with interesting ideas to discuss based on what other members post or based on your own reading. Focus on THEMES in the story: COURAGE, INTEGRITY, PREJUDICE, RACISM etc [Joranna]
d) All work must be done ONLINE in the languagearts blog and every post MUST BE CLEARLY TAGGED with the name of the person who posted it. The TAGS box is just below the TEXT box where you type.
e) You are given BONUS MARKS for using online tools like Toondoo, Comic Life, online mindmapping and Voicethread etc
f) The work above MUST BE DONE BASED ON Chapters 1 – 10
g) Like your PROJECT WORK, you need to post regularly and comment /discuss regularly if you want to SCORE. You know how important the marks are to you BY NOW, so do work hard. Anyone with NO INTERNET ACCESS, you CAN use the SCHOOL LIBRARY COMPUTERS, so I won’t accept any excuses.
Resource For Reference:
http://www.lausd.k12.ca.us/Belmont_HS/tkm/index.html – This website provide a good reference for vocabulary by chapter and will help you understand some of the more difficult words in the text
This is a primary source – eyewitness account from a young boy (16 year old) who lived through the war period.
Read and select the relevant parts which describes the type of propaganda used by both sides. You could extract these for your class presentation as ONE of the sources for the class to discuss and answer questions.
http://www.bbc.co.uk/ww2peopleswar/stories/34/a4405934.shtml
