Remarriage

HHS 4M1 - Remarriage and Stepfamilies

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HPC 3O1 - If you are finished your story!

On your own! 

1. Plug in your headphones.

2. Watch the video clip below. "Joe Sabia: The Technology of Storytelling"

3. After, answer the questions in the form of a journal.

Questions: 


1. Joe Sabia uses as many pieces of technology as he can to demonstrate storytelling. Name all the technology he mentions and uses for his speech.


2. Speaker Joe Sabia talks about how the technology of storytelling has changed. He believes that VHS, DVDs, and online stories are just as important as traditional stories - hardcover or paperback. Do you agree or disagree? Explain your answer. 


3. Do you think that technology like iPads and computers will be an important tool for children learning to read in the future? Why or why not? 


4. Sabia ends his speech by discussing online storytelling. Where do you think storytelling will go from here? In your opinion, what is the next step? 

HPC 3O1 - Story Marking Sheet

Yes, your stories can be this good. :)

For this assignment you will create a children's story of your own. In doing so, you will demonstrate you knowledge of:

• The importance of colourful, dynamic and unique stories in encouraging young readers
• The characteristics of a good children's story

Before you begin writing you MUST consider: 

1. Age Appropriateness (5 Marks)

• Identify the age group you will write your story for.
• Consider how this will influence the language, themes and illustrations.
• Consider Piaget's stages to better target the needs of your age group. 

2. Plot (5 Marks)

• Are your plot and characters enjoyable and appropriate?
• Consider the interests, concerns and experiences of a child in your age group.
• Having a familiar situation or experience is important for children.
• Is the story too simple, or too complex?

3. Language (10 Marks)

• Is you language/text appropriate for your age group?
• Does the text overwhelm the page? Will the child become bored?
• Consider rhythm, rhyme, poetry or alliteration (lime loving lamas) in your writing.
• Consider drafting a few pages before you start publishing. 

4. Illustrations (10 Marks)

• Will your illustrations be large and vibrant, or small and dull?
• Illustrations can reflect the tone of your writing!
• Are the illustrations age appropriate? Large and simple or detailed and complex?
• What will your characters and settings look like?
• Don't forget a title page. 

5. Themes, lessons, morals & learning opportunities. (5 Marks)

• What lesson or moral would you like a child to take away from your story?
• Consider the important triumphs and lessons learned at any age. 

Total:                            /35 Marks 

DUE: Thursday!

HPC 3O1 - Children's Stories!

This week in Parenting we are going to be learning about Children's Stories, and the importance of reading and being read to for a child's intellectual development. Our schedule for the week is going to look something like this:

 Monday: What makes a good children's book? The characteristics of a good story. During this class we will evaluate different stories for these characteristics.

 Tuesday and Wednesday: Creating your own children's story.

 For these two classes we will be in the computer lab creating our own children's stories using an online program called Storybird. This free program allows you to create and share your own stories online! Check out this video tutorial and the link to the website.

 http://storybird.com/



Thursday: The History of Children's Stories

How have children's stories changed throughout history? Today children's stories are used to entertain, and to teach, but this purpose has changed over centuries. Consider some of the oldest children's stories and fairy tales you know. How are they different from the stories we read to children today?

HHS 4M1 - Divorce in Canada - Updated

Divorce in Canada

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HHS 4M1 - Child Development

HHS 4M1 - Child Development

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Fashion - Consumer Rights and Responsibilities

For those who didn't get a change to watch this episode of Marketplace last Friday, here is the link to the video: CBC Televivion. "Canada's Worst Customer Service". http://www.cbc.ca/marketplace/2012/canadasworstcustomerservice/

HPC 3O1 - Baby-Proofing the Home

Always remember! Baby-Proofing is never a replacement for supervision!

HPC 3O1 - Baby Proofing the Home

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HHS 4M1 - Divorce in Canada

HHS 4M1 - Divorce in Canada

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HNC 3O1 - Consumer Responsibilities

HNC 3O1 - Consumer Responsibilities

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HHS 4M1 - Legal Matters: Divorce

pg 251 In 1985 what changes were made to the Divorce Act? What is the “single ground” for divorce? What three conditions can give reason for divorce? Define separation. Outline the conditions surrounding the process of separation. Adultery and cruelty are still considered to be “matrimonial offences”. Outline how these offences can and cannot be used as grounds for divorce. What kind of evidence is needed to prove the presence of adultery or cruelty? Why are these “offences” treated differently?

HHS 4M1 Conflict Theory and Relationships

HHS 4M1 Conflict Theory

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HPC 3O1 - What Makes a Good Toy?

HPC 3O1 - Toys!

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HHS 4M1 - Spousal Abuse

HHS 4M1 - Spousal Abuse

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HPC 3O1 - Toys!

HPC 3O1 - Toys

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HHS 4M1 - Marriage and the Law

There are 2 separate parts to today's lesson. We are going to be looking at two legal issues attached to Marriage in Canada - Same-Sex Marriage and Marriage Fraud. Using two online resources, you will expand your knowledge of Marriage as a partnership, and as legal contract.


Part 1 - Same-Sex Marriage in Canada


Using this interactive timeline created by the Globe and Mail, you will examine the events leading up to and following the legalization of Same-Sex Marriages in Canada. The timeline covers from 1999 until 2007.


1. You will create a timeline in your notes which summarizes the major events of this civil rights movement.


2. As you are creating your timeline, put the events into your own words.


3. In documenting these events, focus on: key public figures, central conflicts, pieces of legislation, "first times", victories and defeats. 


Click this link to find the timeline:  


http://v1.theglobeandmail.com/v5/content/features/timelines/same_sex/


Part 2 - Marriage Fraud 

"Lainie, an Ottawa artist, is seen in the midst of a public protest wearing a wedding dress  with a door strapped to her back, to symbolize her experience marrying a man who she says used her to gain entry into the country" - CBC

After reading the two short articles below, respond to the following questions. I will be collecting the questions in hardcopy, rather than via e-mail. 

1. These two articles address the legal issue of a "Marriage of Convenience", one which is not emotionally genuine and is entered to obtain immigrant status. What emotional, legal and financial burdens does this form of marriage fraud have on the abandoned partner? 


2. At this time, when Foreign Nationals marry someone with Canadian citizenship, they immediately receive "permanent-residence status" upon arriving in the country - something almost no other countries provide. What benefits are included in this permanent-residence status? 

3. According to this article, close to 1000 convenience marriages are reported each year. Given the rigidity of marriage laws in Canada, does this "loop hole" in the laws addressing marriage/immigrant sponsorship surprise you? Why or why not? 

4. Yesterday we learned that Marriage is governed at the Provincial level. Why are these cases of fraudulent marriage brought to Federal courts? What Canadian organization was the first to do this? 

5. What solutions are being proposed in order to prevent these "marriages of convenience" from occurring? 

6. Why is this issue of marriage fraud so complex? Why has is caused difficulty for immigration officers, policy makers and lawyers? 

Article #1


Beilski, Zosia. "I do ... and I'm Gone". The Globe and Mail. 15 May, 2009.


http://www.theglobeandmail.com/life/i-do-and-im-gone/article1138892/page2/


Article #2  


"True Love or Marriage Fraud?". CBC - The Passionate Eye.  


http://www.cbc.ca/documentaries/passionateeyeshowcase/2010/truelove/

HHS 4M1 - Marriage in Canada: Purposes and Legal Issues

Marriage in Canada: Purposes and Legal Issues

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HPC 3O1 - Developmental Erikson and Kohlberg

Development: Erikson and Kohlberg

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HPC 3O1 - Intellectual Development

HPC 3O1 - Intellectual Development

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HPC 3O1 - Social and Emotional Development

HPC 3O1 - Social and Emotional Development

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HPC 3O1 - Physical Development

HPC 3O1 - Physical Development in the First Year

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HHS 4M1 - Dating and Marital Success

HHS 4M1 - Dating and Marital Success

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HHS 4M1 - Attraction and Mate Selection

Sociology: Theories of Attraction and Mate Selection

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Hooked on NFB

In the past I have been forwarded links and videos from the Canadian National Film Board (NFB) website, but it wasn't until recently that I really began to snoop through some of their educational resources. Now I am completely hooked! This would be an excellent resource for any educator, but especially those who teach language arts, literacy, media studies, social studies and history.

Be warned, you can spend hours shuffling through the films, and resources on this website! When I began, I was in search of something to use in my Individuals and Society class, and more specifically on the topic of racism. I stumbled upon a short mocumentary which illsutrates the presence of systemic racism in the work place. This mocumentary is part of a series called "Work For All" done by the NFB, which could be used to discuss institutions, work opportunities, racism, and equality rights in the work force.  The mocumentary "Jaded", features Jade Stone, a caucasian office assistant who is considered a "vismin" or visible minority in her workplace. The mocumentary plays on the idea of visibility and invisibility, the "problem" of accents, role reversal, and racial stereotypes to address the presence of systemic racism.

I think this mocumentary would be an excellent text for tackling issues of racism and inequality - topics which students feel are overdone or "common sense". In order to prepare students for watching this film I would want to:

•  Discuss the creation and construction of documentaries and their purpose
•  The differences between a documentary and mocumentary
•  The strategies that each media text uses
• What strategies does a mocumentary use, and why do we understand them to be funny? How does comedy initiate our learning?
• Have a title discussion beforehand. Why is this mocumentary titled "Jaded"?
• Discuss storeotypes, specifically gender and racial stereotypes

Here is the link to "Jaded".

http://www.nfb.ca/film/jaded/

Poetry Slams: Bringing Student and Cultural Commentaries to the Classroom

A few weeks ago, a friend sent me a youtube video of a poetry slam contestant. This participant was a member of Team Nuyorican and took second place at the National Poetry Slam of 2011. The slam took place at the Bowery Poetry Club in Boston. Here is a clip of Marshal Soulful Jones performing his poem "Touchscreen".

After watching the clip a few times I was still mesmerized by his performance - the body language, gesture, expression, tone, language, emphasis, intensity and layers of meaning. I knew that I wanted to share this with my friends and colleagues, and if I had my own English class, them too! Jones' performance could be used to discuss poetry, public speaking, media literacy, technology, online identities and communities - the possibilities were endless! Primarily I think I would use this video to address public speaking, performance and poetry. I developed some pre, during and post viewing activities to accompany the clip.

Pre-Viewing

• Ask Students: How do we define poetry? What forms can it take? What is the purpose of poetry?
• "Show and Tell": Have students bring in some poetry they are familiar with, and practice reading it aloud in small groups. (Children's books/poems, song lyrics, poetry they have written)
• Have students identify elements of poetry that they "like", "dislike" or "find confusing" and record it in a table/graphic organizer.

First Viewing - Watch and listen.

Second Viewing - Describe

• Ask Students: What does this poet want to tell us? What ideas are important? What is concered about?
• How does the poet communicate his message?

Third Viewing - Evaluate

• What is the purpose of this poem?
• Is the poet an effective speaker? Why or why not?
• What makes him an impressive performer? (make a list)
• Do you agree with his message?

Post-Viewing - Our Own Poetry Slam

• Have students consider performing a poem of their own.
• In groups or individually have students begin developing spoken-word pieces of their own.
• Have another group of students (senior or drama) perform their slam for the class.

Depending on the students in your class, carrying out the poetry slam may or may not be for you. However, I feel that if activities were properly scaffolded, most students could become comfortable with the performance element. Begin by having students read aloud comical children's literature or poems to lessen the pressure of the performance.

Enjoy!

Multimedia Macbeth

A fellow teacher candidate shared a "5 Minute Macbeth" with me the other day. I managed to incorporate this animated clip into my lesson redesign. Here is the trailer for the Cliffs Notes Shakespeare video series. They cover a variety of Shakespeare's plays including Othello, Romeo and Juliet, Hamlet and Macbeth, and are absolutely hilarious to boot! The website also includes notes on characters and quizzes too - a great resource for any English or Drama teacher.

http://www.cambio.com/2011/10/03/macbeth/

Lesson Redesign: The Scottish Tragedy!

Here is my lesson plan redesign for one lesson of my ENG 3U1 Macbeth Unit.

Author Reading: Shraya's "God Loves Hair"

For all those interested in Shraya's God Loves Hair, I found a reading of the text by the author himself. This clip covers the first few stories of the book - have a listen! This could also be an interesting way to present the text to your class if you didn't have the funds to buy the book, although I find that the vibrant illustrations bring another level of meaning to the text.  To those who are considering using the book in your classroom I would love to share any activities, lessons, or discussion ideas. Suggestions are most welcome.

Here is the link to the reading:

http://www.kqed.org/arts/programs/writersblock/episode.jsp?essid=43344

Teaching Out - LGBTQ Identities in the English Classroom

Over the past week I have had the opportunity to attend two different seminars on LGBTQ issues in education. The first seminar, "Teaching Out!", called professionals, teachers, students, advocates and supporters from boards all around the area to speak of the triumphs and challenges of the LGBTQ community in education. Discussion focused on the barriers and harassment that queer educators and students face on a regular basis, and how as teachers and allies we can help to improve the safety and acceptance of these students. Topics such as gender, bullying, suicide, as well as advocacy and GSAs made their way into the conversation. In the end, those who attended gained the perspective of two local high school students and GSA members. These students were able to share their story, as well as shed light on issues of gender based violence and homophobia which strongly affected their school community.

Within these seminars teachers and students shared their experience of how they brought LGBTQ perspectives into the classroom, and into the school community. In this discussion, much attention was brought to the English classroom and its potential for inclusion. Because of the flexibility of content and texts in an English class, these teachers felt a responsibility to make sure these perspectives made their way the classroom, into student writing and student discussion. Afterwords, I found myself hunting for texts that presented LGBTQ perspectives in a meaningful way. I needed the text to be appropriate, authentic, and compelling for students to read. In doing so I stumbled across Vivek Shraya's book "God Loves Hair".
 

*Illustrations by artist Juliana Neufeld*

Shraya is a Toronto based author and musician. His award winning book "God Loves Hair" includes 20 short stories and illustrations by Juliana Neufeld. The stories and artworks explore gender, sexuality and religion through the perspective of a young man whose family moves from India to Canada. I thought this graphic novel of sorts would be an interesting way to bring LGBTQ perspectives and the "coming out narrative" into the classroom. Being made up of short stories, the book is very accessible, as you could choose to use only a few excerpts or the entire book depending on time, desired topic or student maturity level. Keeping in mind the maturity level and interests of your classes, if I were to use this book, it would most likely be with a senior level class. Here is a trailer for the book! Enjoy!

Surveying for Student Success