Frayer model: Powers

The Untold Story Of American Superheroines: discussion questions

Yesterday we watched part of the documentary "The Untold Story Of American Superheroines"

We discussed the question: What are your thoughts about how women were often portrayed as chained up or tied up in old comics? Your responses were quite thoughtful and provocative.

You were to consider the following question: 

Do you see the same types of imagery in movies and TV today? 

Next, I want you to consider the following questions: 

• Where do you see these types of images? 
• How do seeing these images make you feel? 
• Why do you think these images still persist in culture today?

 

Brainstorm some responses to these questions and be prepared to share in the next 7-8 minutes. 

Your discussion yesterday was great. There were many interesting and thought-provoking points made. Please show our occasional teacher what intelligent and articulate young people you are by sharing your high-quality ideas in a respectful manner. 

Révision en groupe/Opinion criteres de succes

Le processus de Révision en groupe

1. Les élèves sont placés en groupes de 3 ou 4. Les brouillons et les croquis de chaque groupe sont mis ensemble dans un tas. 
2. Au début, d'un signal du prof, les brouillons sont passés. Les élèves ne lisent jamais les brouillons des membres de leur groupe. Chaque élève dans le groupe reçoit un brouillon qu'il/elle lit pendant une minute. Après ce temps, même s'ils n'ont pas fini a lire, ils auront un bon sens de l'écriture.
3. Au signal du minuteur/du prof, les brouillons sont passé dans le groupe, à gauche. Chaque élève a un nouveau brouillon et une minute pour le lire. Le processus continue jusqu'au point ou tout les membres du groupe ont lu chaque brouillon. 
4. Après que tous les brouillons sont lus, chaque groupe a la tâche de discuter et déterminer les forces et faiblesses de l'écriture de CHAQUE BROUILLON selon les critères de succès. Chaque groupe nomme une secrétaire rapporteuse qui enregistre les remarques du groupe sur la page.  Elle indique les membres du groupe aussi.
5. Les brouillons sont empilés et passés au prochain groupe.
6. Refaire toutes les étapes, puis rendre les brouillons aux propriétaires. 
7. Les élèves regardent les conseils des rédacteurs, puis décident quelles améliorations ils vont faire.

Criteres de succes pour aider les camarades de classe à améliorer leur écriture. 

• L’élève doit rédiger un texte d’opinion d’au moins un paragraphe qui contient :
• une introduction, un développement et une conclusion.

• Il/elle doit exprimer clairement son opinion au début (phrase d'introduction) et la rappeler à la fin du texte (phrase de conclusion).

• Elle ou il doit appuyer son opinion de façon précise, en donnant  des fortes raisons, des arguments, et des exemples.
• Toutes les idées sont liées directement au sujet.

Fais pas ces fautes

• n’exprime pas des idées qui ne sont pas reliées au sujet
• évite la contradiction des arguments
• évite la répétition des idées
• n’utilise pas des mots anglais

 
Next, come to the floor while the teacher clicks here: https://worksheets.tutorvista.com/parallel-lines-cut-by-transversal-worksheet.html to demonstrate your amazing transversal talents. I am looking for volunteers here to do 1-4, 6-9 (don't do 5 or 10). Perhaps the kindly teacher will write your name down so I can sign your math cards. (PARTICIPATION)
Finally, you have worksheets to complete. On the side with Special Angle Pairs and Parallel Lines it says Consecutive interior. That is the same as Same Side Interior. If you need help then ask the teacher or get help from a close classmate (SELF-REGULATION). Behave appropriately. (RESPECT, SELF-MANAGEMENT & RESPONSIBILITY)

Geometry Vocabulary Sort

Working in groups of no more than 3 (yes, Sisters, only 3), you will work together to sort the cards in the envelope you are given. There are three cards per word: the word, its definition, and a visual representation. Once you believe you have correctly matched all the cards, the teacher will verify whether your group is correct or not. They will make note of which team finished with the fewest number of verifications. The prize in this case will be awarded NOT to the group that finishes first, but the group who perseveres and only asks for verification once they believe they are 100% correct.



Once you have completed the match and have had it verified by the teacher, they will give you the next step in the vocabulary activity. You are to complete this individually but you will need to leave your matches intact. Do not resort them or you will have to start all over. 

Qu'est-ce qui se passe dans cette photo?

Venez et assoyez-vous devant le SmartBoard. 

Regardez cette image. 

Prenez 60 secondes et décidez ce qui se passe dans cette photo. 

Pourquoi pensez-vous cela? Quels détails dans la photo pouvez-vous donner pour appuyer/soutenir votre idée? 

Y-a-t-il d'autre chose que vous pouvez ajouter (l'information de vos arrières connaissances/votre schéma)?

Vous êtes proches? On va lire l'article qui accompagne cette photo pour voir si nos inférences sont valables. 

• Avant de lire, nous regardons la grille d'Auto-évaluation en lecture orale et réfléchissons sur nos compétences et améliorations avant de lire l'article de façon POPCORN.

• ON Y VA: La réalité de ce qui se passe dans la photo

Qu'est-ce qui se passe dans cette photo?

Venez et assoyez-vous devant le SmartBoard. 

Regardez cette image. 

Prenez 30-60 secondes et décidez ce qui se passe dans cette photo. 

Pourquoi pensez-vous cela? Quels détails dans la photo pouvez-vous donner pour appuyer/soutenir votre idée? 

Y-a-t-il d'autre chose que vous pouvez ajouter (l'information de vos arrières connaissances/votre schéma)?

Vous êtes proches? On va lire l'article qui accompagne cette photo pour voir si nos inférences sont valables. 

• Avant de lire, nous regardons la grille d'Auto-évaluation en lecture orale et réfléchissons sur nos compétences et améliorations avant de lire l'article de façon POPCORN.

• ON Y VA: La réalité de ce qui se passe dans la photo

Volume Consolidation: Samir's Pool

In groups, you will work through the following problem. They should show their work using numbers, words, and pictures on a full-size sheet of chart paper.

1a) Samir’s family has decided to purchase an above-ground cylindrical swimming pool for his backyard. The best space that they have for a pool measures 360 cm across. The tallest pool that they can buy is 120 cm high. What is the volume of the largest pool that they can buy? Give your answer in cubic centimetres (cm³) and cubic metres (m³). 

1b) The walls on the pool inflate to be 10 cm thick but the bottom of the pool is just a thin piece of vinyl. What would the full capacity of this pool be? 

1c) The manufacturer’s instructions warn that the pool should only be filled to 90% of its capacity. How much water would it take to fill the pool 90%? Give your answer in cubic centimetres (cm³ ) and in litres. Note: 1 litre = 1000 cm³

Read Around Groups: Opinions

Rules for Read Around Groups (RAGs)

1. Students bring completed drafts to the RAGs.
2. Students are randomly placed in groups of 3-4 (teacher choice).  The drafts are collected in one pile for each group.
3. At the start, on the teacher signal, the drafts are passed from one group to the next.  Students do not read drafts by members of their own group.  Each student receives one paper and reads it for 1 minute.  Not all students will finish all papers, but in one minute they have an opportunity to get a strong feel for the writing.
4. At the teacher’s signal, drafts are passed clockwise within the groups.  Each student now has a new draft and has one minute to read it.  This process is continued until everyone in the group has read all drafts.
5. Once everyone in the group has read the set, each group is charged with the task of providing feedback related to the success criteria on one draft at a time.  They have two minutes per draft to do so.  The hope is that this will produce good discussion, because it is through these discussions that students think deeply about the merits of good writing.
6. One student in each group is designated as the recorder.  This student records the 3 things that were done well by the writer according to the criteria, as well as the two areas for improvement.
7. Once the feedback is recorded, the drafts get passed again and the process repeats itself a second time.  Remember, each group is not to review their own papers.
8. Once drafts have been reviewed twice they are returned to their owners. It is then up to the writers to take the feedback given, review their own writing, and revise to make their writing that much better.

Success Criteria

• • The piece includes an interesting lead and a topic sentence that introduces the writer's opinion and clearly states the main reasons.

  • The piece includes a collection of broad yet distinct main reasons that are clearly stated. 
  • main reason #1: 
  • main reason #2: 
  • main reason #3:

  • The piece includes a mix of general and specific relevant details that support or elaborate on the main reasons and are focused solely on the opinion.

  • The piece includes a conclusion paragraph with the main reasons restated and an attempt at emphasizing the author’s opinion.

Learning Goal & Success Criteria: Opinion

Learning Goal

We are learning to write opinion pieces on a specific topic, supporting a point of view with reasons and information, and creating an organizational structure in which related ideas are grouped to support the author's purpose.

Success Criteria

• OVERALL: The piece includes an introduction, body paragraphs, and a conclusion that exemplify the opinion structure. The main reasons are distinct and there are a number of supporting details, providing a clear focus throughout the response. There may be some connections and linking words between supporting details and paragraphs.

• INTRODUCTION: The piece includes an interesting lead and a topic sentence that introduces the writer's opinion and clearly states the main reasons.

• BODY: The piece includes a collection of broad yet distinct main reasons that are clearly stated. 
• main reason #1: 
• main reason #2: 
• main reason #3:

• BODY: The piece includes a mix of general and specific relevant details that support or elaborate on the main reasons and are focused solely on the opinion.

• CONCLUSION: The piece includes a conclusion paragraph with the main reasons restated and an attempt at emphasizing the author’s opinion.