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English Language Arts 20-2Module 2Uncovering TruthModule 3Me Vs. The WorldModule 4The Distance From HereModule 1Instruction Workbook 2My VoiceDirections for Submitting Instruction Workbooks Submit Instruction workbooks regularly for assessment. Submit only one instruction booklet at one time. This allows your marker to provide helpful feedback in a way that will be useful for you in future coursework and exams (if applicable).Check the following before submitting each Instruction Workbook: Are all assignments complete? Use the checklist on the back cover of your book to keep track of your progress as you finish each assignmentHave you edited your work to ensure you are being accurate, clear, and have provided enough detail in your responses?Have you proofread carefully to ensure you have correct grammar, spelling and punctuation to the best of your ability? Did you complete the Instruction Workbook cover and attach the correct label? Postal MailDetermine the correct postage by having the envelope weighed at a post office. Envelopes less than two centimeters thick receive the most economical rate. Alternate MethodsBecause the course is a blended course (available in access through print or online), there are a couple other different ways to submit assignments. If you intend to submit your workbook electronically (scanning of written work for online submission), please follow the instructions for Electronic Lessons in D2L. If you intend to submit digital files in online dropboxes on D2L, please consult your lead teacher. Word Processed SubmissionsIf you intend to attach word processed pages, use 12 pt. Times New Roman font and double space. Ensure your name appears on each attached pageSample QRQuick Response (QR) CodesThroughout the Instruction Workbooks you will see QR codes that allow you to visit related websites and tutorials using a mobile device if you wish. If you do not have this access, you can use either the Course Resource USB drive or the Course Resource textbook. English Language Arts 20-2Module 1, Instruction Workbook 2AdviceYour achievement in this course is determined by your success in the assignments found in each module. Your responses to assignments indicate your understanding of outcomes established by Alberta Learning. Before responding to the assignments, read all relevant directions in the course materials, including the appropriate Instruction Workbook and tutorials, textbooks, and other resources provided. When you encounter difficulties, re-read the directions for the assignments and review assignment exemplars provided in the Instruction workbook. If you require further clarification or encounter difficulties with how the assignment is presented, contact your Alberta Distance Learning Centre teacher for assistance. Remember, your teacher is only a phone call, email, person-to-person communication, text or chat message away. We are always available to help you with what you might need help for. What is Plagiarism?Plagiarism is presenting someone else’s ideas as your own. Plagiarism occurs when information is inserted into an assignment without giving proper credit to the person who wrote it originally. Students who plagiarize might use phrases, sentences, paragraphs, or writings other have created without proper citation, or state ideas or theories that others have created as their own. Students plagiarize for various reasons. For example, sometimes students plagiarize because they do not know how to give credit properly. Stress is also a common reason. Students may struggle with assignments, feeling the pressure to succeed in or complete work. Many students struggle with busy schedules, as they juggle between commitments to family, friends, work, sports and other extracurricular activities. Academic integrity, a strong work ethic, and time management skills help students succeed. Plagiarism is a criminal offence under copyright laws.Regardless of the reason, plagiarism carries serious consequences. Students who are caught plagiarizing may receive a mark of zero on the assignment or may be removed from the course. How Do I Avoid Plagiarism? Time management: Your teacher can help you set a schedule that will help you meet your goals for the course in a way that will be manageable. Acknowledge your sources: Use the techniques provided for you in the course to help you collect information appropriately. Some techniques include a bibliography or detailed annotations. Ask for help early! Avoid plagiarism by acknowledging all sources you use. Basically, if they are not your own words and you found them online or in a text, they are probably someone else’s. Contact your teacher if you are uncertain how to document sources. Although you are encouraged to work collaboratively and discuss various aspects of this course with others, all submitted work must be your own. Our Pledge to StudentsAlberta Distance Learning Centre is committed to helping students achieve their educational goals. We look forward to assisting students who are sincere in their desire to learn. Students may contact their course teacher(s) by phone, e-mail, fax, postal mail, or in person at an Alberta Distance Learning Centre Office. Methods of communication such as SMS, video-conference, digital conference (Skype, Face Time, etc.), or chat must be discussed with teachers on an individual basis. BarrheadCalgary4601 – 63 Avenue341 – 58 Avenue SEBarrhead, Alberta, T7N 1P4Calgary, Alberta T2H 0P3Phone 780-674-5333Phone 403-290-0977Toll-free 1-866-774-5333 Toll-free 1-866-774-5333, ext. 6200Fax 1-866-674-6977Fax 403-290-0978EdmontonLethbridge300 HSBC Building 6 Palliser Education Centre10055 – 106 Street3305 – 18 Avenue NEdmonton, Alberta T5J 2Y5Lethbridge, Alberta T1H 5S1Phone 780-452-4655Phone 403-327-2160Toll-free 1-866-774-5333, ext. 6100Toll-free 1-866-774-5333, ext. 6300Fax 780-427-3850 Fax 403-327-2710Essential InformationEach Instruction Workbook contains both instruction and the space you need to submit your assignments. Complete each task in order, following and reading instructions and supplements carefully. When you have completed the entire workbook, submit it for assessment. English 20-2 has eight Instruction Workbooks. This course is worth five Alberta high school credits and should take you approximately 125 hours to complete. Contact your teacher to set up a timeline to help you finish the course to suit your goals. Quizzes occur throughout the course to help you review and to reinforce important course content. They are open book, which means you can use your course materials to help you answer the questions. You will be able to check and review your answers afterwards to ensure your understanding of concepts and skills. The course has two exams. Both require supervision. Contact your teacher to make arrangements to write these exams when you are ready to do so. The Instruction Workbooks and exams are weighted as follows: Instruction WorkbookGenreDuration (weeks)WeightingModule 1, Instruction Workbook 1Essays and Non-Fiction13%Module 1, Instruction Workbook 2 Visual images, and Poetry25%Module 2, Instruction Workbook 3Visuals, Short Stories and Poetry27%Module 2, Instruction Workbook 4Visuals, Non-Fiction210%Exam 1 (supervised)Summative Assessment 2 hours15%Module 3, Instruction Workbook 5Graphic Novel2.55%Module 3, Instruction Workbook 6Novel2.510%Module 4, Instruction Workbook 7Short Stories 210%Module 4, Instruction Workbook 8Play and Film210%Exam 2 (supervised)Summative Assessment2.5 hours25%Total16 weeks100%Note: Both Exam 1 and Exam 2 are summative exams. Exam 1 is a summative assessment of your work in Instruction Workbooks 1-4. Exam 2 is a summative assessment for your work in Instruction Workbooks 5-8. Should you score less than 40% on either of these exams, you will be required to write an appeal exam. Should you score less than 40% on your appeal exam, that exam mark will count as your mark for half of the course assessed by that exam. English Language Arts 20-2Table of ContentsEssential Questions – Review………………………………………………………………………………………../A Review of Close Reading……………………………………………………………………………………………/Student Work: Close Reading Response 2.1.………………………………………………………………./Introduction to Elements of Figurative Language…………………………………………………………/Introduction to Self Assessment……………………………………………………………………………………/ Student Work: “Rules of Thumb” Self Assessment 2.2…………………………………………………/Introduction to Visual Elements……………………………………………………………………………………../Student Work: Create A Picture Assignment 2.3……………………………………………………………/Student Work: Essential Question Assignment 2.4………………………………………………………../Student Work: Visual Elements Self-Assessment 2.5………………………………………………………/ English Language Arts 20-2ESSENTIAL QUESTIONS FOR MODULE ONE - REVIEWSeveral questions will frame your work throughout the course. You will be reminded to consider these questions while you study a variety of texts. You will have two large essential questions that encompass the whole course, and smaller sets of related questions in each module. You will not respond to these at this moment, but they are explained below for your future reference. -83185133351. WHAT IS THE VALUE OF LEARNING FROM AND APPRECIATING UNFAMILIAR OR OPPOSING PERSPECTIVES? Every day we encounter many people from all different backgrounds, cultures, languages, values, morals, knowledge and experiences. Each person has a unique way of viewing and experiencing the world around them. Why might it be good to learn and appreciate the perspectives of others? How can doing so be valuable for you or another person? 2. HOW DO I UNDERSTAND OTHER PEOPLE IN THE VARIOUS WAYS THEY COMMUNICATE THEIR IDEAS AND REPRESENT THEMSELVES? 424561073660People communicate and represent themselves every day in a variety of ways (verbal, non-verbal, physically, creatively, etc.). Sometimes understanding one another can be more of a challenge-- each for various reasons! Between two people or more, there can be barriers in understanding that are psychological, physical, emotional, language-based, experience based, knowledge based, etc. 3. HOW IS MY VOICE (BEING “HEARD”) CONNECTED TO HOW I COMMUNICATE MYSELF? 48672758661401016022225Every day we communicate for a variety of reasons. We are constantly making choices to ensure we are understood or “heard” correctly. What choices ensure we are effective in our various communications? What are ineffective choices? Is the world paying attention to everything you have to say? How can you make sure? 4. HOW CAN I ADVOCATE FOR MYSELF AND OTHERS NOW AND IN THE FUTURE? Everything, from talking about a speeding ticket with a police officer, to speaking on behalf of a person or group, has to do with advocacy or support of oneself or others. When you need to say something in your defense, for your protection, support, or benefit, or for the defense, protection, support and benefit of others, will you be able to speak, write or represent what you need to say in order to be understood as best as possible? -67310190505. HOW CAN I ALTER MY HABITS TO ENSURE I AM LEARNING IN THE BEST POSSIBLE WAY FOR MY LEARNING STYLE? While high school is a learning experience, it is really only one of many learning experiences you will have in your life. How can you ensure you are learning in the best possible way for yourself in school, outside of school, and in your future? What do you need to know? How can you act on what you discover? What knowledge will help you continue to grow as a learner?The two course-wide Essential Questions to consider are: WHAT DOES IT MEAN TO BE ‘AN OUTSIDER’? HOW CAN I MAKE MYSELF HEARD?As you read and do your assignments in each module, consider these questions when you come across work that reminds you of them. You will not have to answer these questions with the essential question assignments you will find in your modules, but various solutions for these questions will appear throughout the course. 3451860717552512060334645Time to Read!\sAt the end of this workbook you will be answering one of five essential questions you have been given for the module. If you are unsure about this assignment, preview the Tutorial “Answering Essential Questions” now. It can be found on your Course Resource USB, or the Course Resource book. You will be reminded to read this again with the assignment instructions later on.English Language Arts 20-2A Review of Close ReadingDid you know people will generally use about three different kinds of reading to go about their daily lives? Humans take in a tremendous amount of visual information every day, so it isn’t surprising that we read words more than one way. You wouldn’t concentrate for over 5 minutes reading a street sign while driving, right? When driving, looking in phone books, reading magazines, or looking at internet search results, you are likely skimming or scanning text for meaning or information. 4095750102870Reading a longer text might be “for fun” or enjoyment, meaning you might be reading in a non-challenging way for a moment of quiet, to pass time, or for stress release. When reading for pleasure or entertainment, most readers tend to be more passive in their reading habits. However, if reading a particularly engaging text, readers tend to entertain new ideas, and interact with the text more actively. A more challenging type of reading is reading to learn or acquire new ideas. Here a reader interacts with a text more deliberately. This is where the idea of close reading comes in. Close reading is meant to help you navigate and learn from a text effectively, as well as help you better understand and inquire about what you read. \sTime to Read!Please go to your Course Resource USB key or your Course Resource book, and read: The Tutorial “Reading Strategies for English 20-2”. You may wish to take a few brief notes on this tutorial to help you with your next assignment. Return back to your Workbook and read:The summary of “Citizen’s Arrest” on pp. XX Student Work: 2.1 Close Reading AssignmentIn the first portion of this assignment, recall the strategies for close reading process that you have reviewed as you go forward. Read the “Extra Help” sections on pp. XX - XX, as Sabah and Simon do their own close reading notes for this activity using the short story “Citizen’s Arrest”, from Between the Lines 11. Their work will give you a good idea of how to approach your own close reading notes. -3092452406655207037909552070134620Extra Help: 2.1 Close Reading Read the following summary of “Citizen’s Arrest” to preview the short story that Sabah and Simon are using for their assignment. If you would prefer to read the actual story (which is what Sabah and Simon did), refer to your Between the Lines 11 textbook on p. 159. Summary of “Citizen’s Arrest” by Charles Willeford The story begins with the protagonist going to his favourite department store to look at outdoors equipment. He is not there long before he spots a man who is wearing a green rain coat with deep pockets steal a pricey lighter off a display. In his desire to be an upstanding citizen, he finds a store clerk and tells them immediately of the theft. The manager and the security man of the store are quickly summoned, and the author is questioned about how certain he is about the theft occurring. The manager is quite concerned about blaming someone innocently for the crime because of the reputation of the store. The author is quite sure of the thief’s guilt, and he becomes committed to helping the manager and security in their attempt to try and catch the thief. The thief is quickly apprehended, but to the protagonist’s shock, he produces a receipt for the lighter, making the manager of the store angry at the protagonist himself, as the “thief” now looks completely innocent. Both the protagonist and “innocent” thief leave the store shortly after. The protagonist is quite frustrated and confused while sitting in his car outside, when the accused thief walks up and knocks on the window. The man in the green jacket then asks the protagonist if he would like to buy the stolen item he still has in his pocket, prompting the protagonist to angrily ask the thief how he’d gotten away with it. The thief proudly explains he had bought a lighter in the morning, and used the same receipt to go back and “collect” another one, and had even been planning to get one more before the protagonist had interrupted him! The protagonist is enraged about his own realizations about justice at this point and tells the thief to go away and leave him alone. A few minutes later, a police officer walks up and proceeds to give a ticket to the protagonist because a “good citizen in a green raincoat” had informed the officer that the protagonist’s car was illegally parked, and that the protagonist had been rude to him (the thief) upon his gentle warning about it. In the next few pages, you will see where Sabah and Simon have practiced their close reading strategies while reading this short story. (Between the Lines 11, “Citizen’s Arrest”, 2002 )Extra Help: Sabah’s Close Reading Practices for “Citizen’s Arrest”Some initial observations/comments/questions I have about...The setting and mood of the text-Story describes the store (Gwynn’s) in great detail. Three stories, in the city, and has wide variety of merchandise. -Mentions “ten cent stores” and prices when a kid- he must be an older man? -The idea of a “table lighter” seems dated, not a common item (or shape—a medieval knight? Cheesy! What is a table lighter even for?)-Narrator makes a big deal about $75 for a chrome table lighter— seems like a popular novelty item for his time -Mood starts out casual and light before he sees the theft. - Mood becomes more serious when he commits to reporting the thief -Words like “fella” tell me this story is older. No one says that anymore. - Mentioning of cheque book stubs by thief – checks don’t usually get approved anywhere anymore for purchases except banks or fundraising The characters of the textProtagonist/narrator: -Has good eye for detail- describes the thief stealing the lighter clearly- His stress about tells me he’s good man who knows right from wrong (protagonist has stolen before, but views his thefts as nothing big compared to the thief taking the lighter)- If he could do it again, the narrator “would have ignored the theft”. Why does he say that? Seems kinda harsh. I mean, shouldn’t he do the right thing? I thought we should always do the right thing. - He DOES commit to doing the “right thing” here though, and reports it. -At the time, narrator believes justice to be “cut and dried” for the thief. Shows his sense of right and wrong -When narrator has to apologise to thief, narrator is doubtful about doing the right thing as he looks bad to the store employees-Doing the “right” thing makes him feel frustrated, punished, doubtful and silly. He’s not rewarded for doing good, (ill will of Levine and Sileo & parking ticket) The thief:-Story describes him “sauntering” after the theft. I guess you wouldn’t saunter if you were worried about getting caught... The thief must be pretty confident!-Thief shows he is relaxed when “caught” in the store, but his eyes are weird: “cold and hard as glass marbles.” What is the significance of this? -Later tells protagonist how he pulled off theft - this tells me the thief is very smart, or arrogant and proud. He even tells the protagonist he owes him some money for one more lighter and tries to sell the stolen one! Like he was in the right, and the narrator was in the wrong for busting him! That’s messed up! Levine and Sileo (store employees): More concerned about false accusations and reputation of store than the actual theft. Less concerned about right and wrong? -Why do they take the word of the thief over the protagonist? (Was it because all the protagonist “had” was that he’d seen the thief take the lighter vs. the thief having the bogus receipt?)The conflict or problems occurring in the text-Protagonist finds out that being a good citizen just gets him in trouble (is this man vs. man as a conflict?)-Narrator has to admit he is “wrong” to thief even though he was morally ”right” -What is actually right and what is actually wrong here? It suddenly doesn’t seem easy to see that. The purpose or theme of the text-Story is written as a re-telling (I think that means he is looking back into the past, so it is written in “past tense”)-By the end, it almost seems like a warning not to do the right thing! Like it doesn’t pay to try and be a good citizen. Is that the purpose of this short story? - Protagonist finds out that justice doesn’t always get served—I think this has something to do with the theme? I keep seeing in the story how committed the protagonist is to “right vs. wrong”, and it sets him up for failureThe plot of the text-Thief takes object in front of protagonist, protagonist reports him, then they catch the “thief” and he shows them he’s “innocent” with the fake receipt. Protagonist learns truth from thief’s bragging later on... -The craziest part is when they bust the thief! That might be the climaxParts of the text I do not understandI don’t understand how come Levine and Sileo were so doubtful of the main character. They doubted him more than the thief! Is this text supposed to be telling me not to do the right thing because it doesn’t pay off to be a good person? I don’t get it... Parts of the text I do understand-I can see why the main character is frustrated about doing the right thing -The protagonist starts out the “Do-Gooder” and the criminal (the thief) turns into the “good citizen” at the end, while the protagonist technically becomes a “criminal” because of his parking ticket! Extra Help: Simon’s Close Reading Practices for “Citizen’s Arrest”Some initial observations/comments/questions I have about...The setting and mood of the textI’m not sure about the mood of the text. Is how the narrator feels part of how I tell what the mood is? The setting seems to be in a city – the store is described as being really big, like stores in the city.-High class store? The type of merchandise and the dress of the manager (black silk suit coat with a flower in the lapel)-There are some weird words in here (gabardine, nickel key-rings, gift counter, fella) – Is the story from a long time ago or a different place? We have video surveillance now, so I think this is from the past, or a store with little technology. The characters of the textThe narrator A very careful and observant guy- you can tell he has a good life from how he talks and how surprised he is over the theftA business man- also “committed” to seeing things through with thiefNot afraid of thiefUnsure about whether he did the right thing after he decided to turn in the thief. The thiefIntelligentScary looking (huge nose, large mouth, “meaty hands”, and missing teeth)Missing teeth mean he’s a violent dude? Maybe, but story doesn’t say Very clearly establishes he did steal the lighter, (to the narrator) later onUpset he got inconvenienced by narratorThe conflict or problems occurring in the text-Narrator reporting theft of lighter is where the conflict happens -The narrator starts out being “right” and pursuing justice but in the end, no justice is served to the thief, only to the narrator (getting a parking ticket)- A negative experience for good guy, and he had wanted it to be positive in the end, with the thief getting arrested for a crimeThe theme or purpose of the text- To warn people to not do good where criminals are involved? - A story to tell other people—warn them to be careful about doing good? - Good guys getting punished instead of the bad guys? I’m gonna have to think about this a little more. The plot of the textNarrator starts out in the store, sees the theft, and goes to find employee to tell. (main conflict/event) Narrator is actually involved in the sting! (build up of conflict?) Thief produces a fake receipt though and gets out of being caught -Thief follows protagonist out to his car and confronts him (climax?)He tells narrator the big plan, and when narrator gets angry, he tells the police to give the “Do-Gooder” a parking ticket (resolution?)Funny thing about this- the policeman calls the thief a “good citizen” Parts of the text I do not understand-I’m not sure if the narrator is ever going to do a good thing for anyone ever again after how this went for him-I don’t know why the thief had to follow him and tell him the truth about the theft. You would think he’d want to keep that a secret if he didn’t want to ever get caught for stealing. - I don’t get why the good guy was the one that got treated so badly though, despite meaning to do the right thing. All he wanted to do is the right thing, and it blew up on himParts of the text I do understandI understand the significance of the knight well—knights are from medieval times, and were like the law enforcement of that time. They had codes of conduct they had to follow that were all about right and wrong. Student Work: Initial Observation Workspace for 2.1 Close Reading AssignmentNow it’s your turn to crack open your Between the Lines 11 textbook to the “Knife Sharpener” on pp. 148 by Bonnie Burnard. Below is the initial reading chart to make close reading notes with as you read. When using the chart…Use point form (but make sure your notes will make sense later) Write questions, comments and initial ideas you have about the reading as you are reading the text. You will find more answers and insight into the text if taking time to read and record details that catch your attention (interesting parts, confusing bits, or hints towards meaning or purpose behind the text). Keep in mind the idea of making the text as easy as possible to fully understand.If you would prefer, use sticky notes first, and then transfer them by writing, taping, or stapling your reorganized sticky notes to the appropriate places of the chart. If you need extra space, attach clearly labelled work on loose-leaf to the Workbook. Your work will not look exactly the same as Sabah’s or Simon’s (it may be more or less detailed depending on your needs).-5594355715013843052070180975752475Close Reading Notes Chart for “the Knife Sharpener” by Bonnie BurnardSome initial observations/comments/questions I have about...The setting and mood of the textThe characters of the textJanet: Knife Sharpener:Erin:The conflict or problems occurring in the textThe purpose of the textThe plot of the textThe theme of the textParts of the text I do not understandParts of the text I do understandExtra Help: Sabah’s 2.1 Double-Entry Journal AssignmentA Note from Sabah: When I was done writing my notes in my close reading observation chart it was hard at first to figure out what to do when I started the journal. However, I noticed in my notes that I had a lot of questions about the short story, and a couple of reactions about what I’d read. I ended up just using those and chose the “double-entry” journal because it seemed like the best way to explore these questions. Oh, and good news, some of my other notes helped me a lot in my reflecting, as well as making it easier to fill out the chart because they were already right there! Event/ObservationMy ReactionMy ReflectionIf he could do it again, the narrator “would have ignored the theft”. Why does he say that?Seems kinda harsh. I mean, shouldn’t he do the right thing? I thought we should always try to do the right thing. By the end of the story, I thought the narrator got a raw deal. Despite his commitment to get the thief caught, no justice is served to the thief. By “re-telling” the story, I think the narrator is saying not all situations like this will result in justice being served. Maybe we have to choose our battles carefully when it comes to trying to do the right thing?Thief shows he is relaxed when “caught” in the store but the narrator describes the thief’s eyes: “cold and hard as glass marbles.”It creeped me out. The whole line is “his bluish white eyes weren’t smiling as he looked at me. They were cold and hard as glass marbles.” What is the significance of this? Nowadays, if a person reported a shoplifter, they wouldn’t meet the shoplifter because of video cameras. The narrator’s observation is creepy, because the thief can see exactly who turned him in- the narrator! Even though the thief doesn’t get caught, he still might have been if the employees were smarter, which might explain his eyes. Seeing the narrator, he knew who to blame for being stopped! Narrator gets hassled by store management, gets hassled by the thief, and a parking ticket! All from trying to do a good thing. By the end, it almost seems like a warning not to do the right thing! Like it doesn’t pay to try and be a good citizen. Is that the purpose of this short story? Seriously?I know now that this wasn’t the purpose of the short story. I think the purpose of the short story was to warn people to be careful about doing the right thing. Even if a person’s morals are in the right place, it doesn’t mean justice will happen if your approach stinks. Narrator getting the ticket from the police officer in the endIt’s interesting that the narrator starts out the “Do-Gooder” but by the end, the thief is the “good citizen” and the narrator is a “criminal” because the thief reports him to the police for parking illegally. I didn’t realize this until later, but not only does the thief turn the narrator over to the police, but “justice” is met for the first time in the story—the narrator gets a ticket and “pays” for his parking error. The thief gets out of any trouble because the narrator’s own attempt to bring justice to the thief failed just minutes before. Ouch. Extra Help: Simon’s 2.1 Close Reading Dialogue Journal AssignmentA note from Simon: Like Sabah, I was able to pull a lot of this information right out of my close reading notes. It was kind of cool to put myself in the footsteps of the narrator and try to see things from his perspective when I wrote the “responses” of the protagonist to my reading questions. My ObservationsProtagonist of “Citizen’s Arrest”The lighter is spendy and kind of frivolous. What’s the significance of this stolen item? I said it was “a conversation piece” in the beginning! Later on, after I saw the shoplifter steal it, and reported him to the store employees, they treated the situation carefully because they didn’t want to “offend” anyone. Actual justice served for the crime became unimportant. The lighter did become quite the conversation piece! The whole story is about that lighter! What about the actual shape though—the knight itself. Is there anything to that, or is it just a unimportant detail of the story? I’m not sure, but I guess it could be symbolic in a way. Knights of medieval times upheld or pursued justice for the people in their kingdoms. They also had a very strict sense of “right” and “wrong”. Not just anyone can be a knight (if you think about King Arthur’s Knights of the Round Table for instance). At the end, the narrator is more angry than afraid of the thief, even though the thief is this huge and kind of scary dude. I wonder why the thief came and talked to the narrator in his car—why not just get away before someone realised what really happened? When he opened the door of my car after I buckled my seatbelt up, I’m sure I was intimidated. I “swallowed twice” at the confrontation. Even though I was angry, and said I wouldn’t buy the lighter, the thief still told me his plan. He wanted me to make up for more “inconvenience” I’d caused him. I think he didn’t think that what he had done was wrong, and that if the store made it so he could take advantage of them, it wasn’t wrong to do so. I don’t understand how come Levine and Sileo were so doubtful of the main character? I think if I’d had more proof than just “seeing” the theft, the store employees would have sided with me. The thief was the only one who had “proof” with the bogus receipt though. How will the outcome of this conflict influence the narrator in the future? I still don’t know if I would react like this to another situation if it came up, because the store management treated me very badly, even though I was right. I wouldn’t want to go through that again, feeling like I’d done something wrong even though I didn’t. That was probably the worst part. Student Work: 2.1 Close Reading Journal AssignmentComplete one kind of journal entry as previewed in the “Reading Strategies for English 20-2” Tutorial found on the Course Resource USB key or the Course Resource book. To begin, look at the following directions: 6445885168910Review the “Extra Help” on pp. XX- XX in your Workbook to see Simon and Sabah’s examples of these journal types. Review the assessment and student examples of assessment for this assignment on p. XX-XX in the Workbook.\sChoose one format of journal you want to submit (either the Double-Entry Journal or the Dialogue Journal) provided and fill out the journal chart using what you have learned from your close reading notes.1095375287655Student Work: 2.1 Close Reading Journal Assignment Optional Chart for Double-Entry JournalEvent/ObservationMy ReactionMy ReflectionStudent Work: 2.1 Close Reading Journal AssignmentOptional chart for Dialogue Journal My ObservationsProtagonist of “the Knife Sharpener”Student Work: 2.1 Close Reading Journal Reflection After completing your first Close Reading Journal, consider how the whole process went and how you can connect to the theme(s) in “the Knife Sharpener”. Choose one of the following statements to address in a brief paragraph for the journal reflection. Refer back to the short story where appropriate. Review “Extra Help” on pp. XX-XX in your Workbook to clarify this assignment if necessary. I can relate to the idea of making false assumptions about others because... I can relate to the idea about making of informed or uninformed decisions because...I can relate to ideas of safety and trust brought up in the short story because...I can relate to ideas of being insecure about the unknown (things we can’t control or foresee) because...I can relate to______________________________________________ because...________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________You have now completed this assignment! Check how it will be assessed on p. XX to make sure you have done all the work required. Extra Help: 2.1 Close Reading Journal Reflection for “Citizen Arrest” by SabahI can relate to_the idea of the justice system not always being “just”__because...I can definitely relate to the narrator’s experiences in the short story “Citizen’s Arrest” when it comes to injustice. When my parents were trying to escape Beirut, the country was on the edge of becoming a war zone. As the conflict grew bigger, more and more people became lawless, but there was no justice to make people stop being criminal. Too many people were preoccupied with getting out of the country, fighting, choosing political alliances, or worrying about their own survival, committing crimes to make ends meet. Even then, my father said that if you were to go to someone like a policeman at that time in Beirut to report an injustice, it would have taken a lot to get their attention, much less to get them to take you seriously. They were busy trying to keep order while the factions warred, OR worse, they were corrupt so it didn’t always matter how “just” you yourself were. Extra Help: 2.1 Close Reading Journal Reflection for “Citizen Arrest” by SimonI can relate to__ the idea of taking risks to “do good”______________because...Sometimes doing a good thing can be risky. One example is looking at fire fighters, police officers, search and rescue crews, or even paramedics. The goal of those guys is to save lives and protect people, but to do this they are often in dangerous places or situations. This is different from the narrator of “Citizen Arrest” and the risk he took, because their risks are more physical and life threatening. The narrator does still take a big risk though, especially because he was face to face with the thief and not anonymous. If the thief had been violent or dangerous, the narrator would have been at risk for injury when they catch the thief. I think there are always risks when people try and do good though, these are just some examples. Student Work: 2.1 Close Reading Journal Entry Assessment Assessment for 2.1 Close Reading Journal Response for “the Knife Sharpener”ValueDescriptorEExcellentYou have demonstrated strategies of close reading in your close reading notes and journal entry: pre-reading, reading, re-reading and post-readingYou have shown a clear understanding of “the Knife Sharpener” in your journal and reflection.SSatisfactoryYou demonstrate a few strategies of close reading in your close reading notes and journal entry, but they did not always seem to help your understanding of the text. You may want to try...1.2.You seem to have a basic understanding of “the Knife Sharpener”, but I would like to clarify:1.2. RResubmission NeededI think you struggled with this assignment because... I would like to see you redo and resubmit your assignment. Total: /12-952510795AssessmentExtra Help: 2.1 Journal Assessment for “Citizen’s Arrest” for Sabah’s JournalAssessment for 2.1 Close Reading Journal Response for “Citizen’s Arrest”ValueDescriptorEExcellentYou have demonstrated strategies of close reading in your close reading notes and journal entry: pre-reading, reading, re-reading and post-readingYou have shown a clear understanding of “Citizen’s Arrest”.Sabah, you made some very keen observations in your journal. You were definitely paying very close attention to what you were reading. Your notes contributed a lot to your double-entry journal as far as expressing your clear understanding of the story.SSatisfactoryYou demonstrate a few strategies of close reading in your close reading notes and journal entry, but they did not always seem to help your understanding of the text. You may want to try...1.2.You seem to have a basic understanding of “Citizen’s Arrest”, but I would like to clarify:1.2. RResubmission NeededI think you struggled with this assignment because... I would like to see you redo and resubmit your assignment. Total: 12/1295250123825AssessmentSabah, you really got involved with your text! It was good to see how personally you took some of the questions you asked about the short story. It is a great sign of thinking carefully about what you read when you can ask yourself questions about the problems the protagonist faced. I’m glad you found the short story to be so thought provoking! Extra Help: 1.3 Journal Assessment for “Citizen Arrest” for Simon’s JournalAssessment for 2.1 Close Reading Journal Response for “Citizen’s Arrest”ValueDescriptorEExcellentYou have demonstrated strategies of close reading in your close reading notes and journal entry: pre-reading, reading, re-reading and post-readingYou have shown a clear understanding of “Citizen’s Arrest”.Your notes looked very helpful Simon—you were clearly paying attention to the parts you found difficult and writing notes down in a way that was helpful for yourself. SSatisfactoryYou demonstrate a few strategies of close reading in your close reading notes and journal entry, but they did not always seem to help your understanding of the text. You may want to try...1.2.You seem to have a basic understanding of “Citizen’s Arrest”, but I would like to clarify:1. Simon, I think you were close with your observations about the thief and what he was like, but clarification is needed on why the thief bothered the narrator in his car. When you look at clues about the thief’s character that are revealed in the story, pay close attention to details about his confidence and how relaxed he is. He’s a pro! But do many thieves get to brag about how great they are without consequence? 2. RResubmission NeededI think you struggled with this assignment because... I would like to see you redo and resubmit your assignment. Total: 10/12-952510795AssessmentSimon, you had some very thoughtful observations in your Dialogue journal. You really got into the “head” of the narrator well for this assignment, and both your close reading notes and journal attempt show you have a good understanding of the text. Remember in the future that looking back at the text is a good way to seek out more detail to help you answer your questions. 3457575304800When Reading Feels like Torture How many times have you been told in English, “think about this further”, or “read between the lines so you get the true meaning?” At times, no matter how long or hard you have looked at a sentence or a phrase, it can still seem tough to understand what is really going on with the meaning in text. -1143001628140Some poets or authors can get so descriptive, creative, or just plain “out there” with how they word text, you might feel like throwing your book out the window because it doesn’t seem direct or straightforward. Commonly with poetry, a complaint is, “Well why didn’t they just say that specifically? Why do they have to be so darn complicated?” 11099801708150Asking about necessary or unnecessary complexity in created texts (or complaining about it) is pretty legitimate! Wondering about complicated literature becomes especially important when you start learning to understand and describe figurative language in text. Even though the popular belief is that English teachers enjoy torturing you with poetry, the truth is that learning about and understanding figurative language has a specific goal: to teach students how to comfortably decode all the types of text they encounter daily. Having the skill to navigate any complicated (or terribly written) language thrown in your direction is one more empowering tool for your future. \sTime to ReadLook in your Course Resource book or Course Resource USB key and locate the following two tutorials to read: “Figurative Language for the Tortured Reader”“Self-Assessment in English 20-2”“Reading Poetry” As you are reading, remember some close reading strategies. Write down any questions or points you may want clarification on later. These readings will be followed by a self-assessment activity. 2863853238502.2 Self-Assessment Activity: Explaining & Remembering Figures of Speech As you’ve learned in the tutorial, “Figuring Out Figurative Language”, there is a lot to remember when thinking about figurative language effects and what they do. In the self-assessment activity, you will take the role of a helpful classmate who has volunteered to assist another struggling student in keeping all these figures of speech straight. Read the poem “Candle in the Wind” by Bernie Taupin, on pp. 66 of Between the Lines 11 using strategies you have learned both from close reading, and the poetry tutorial. If you would like to use another close-reading chart to help you do this, there is an additional copy in the Appendix of your Workbook on pp. XX.Begin the self-assessment activity on pp. XX. Choose the best possible answer for each question and provide an explanation for your selection. Recall tips and from the tutorials to help remember and understand figurative language. Having these materials on hand during the assessment could be useful when helping to “explain” to your struggling classmate. Put yourself in the “footsteps” of your classmate. If you were struggling, what kind of explanation would make most sense or be most memorable? Would it be jargon-filled, or put in an easy-to-understand or humourous way? Think of ways to “explain” these language effects using your own words that are straightforward and helpful. 2373630359410Extra Help ReadingPp. 7-9 of Communicate Pp. 214-224 of English Language Arts Handbook for Secondary Students 2.2 Self-Assessment Activity: Explaining & Remembering Figures of Speech Make sure you have read “Candle in the Wind” by Bernie Taupin, on pp. 66. For the following questions, choose the most appropriate answer to each question and provide a brief explanation for your struggling classmate, explaining why you believe the answer is correct. “And they whispered into your brain / They set you on the treadmill / And they made you change your name…” shows use of the sound device:AlliterationOnomatopoeiaRhymeMetaphorExplanation to classmate: I believe the answer is_____because_________________________________________________________________________________________________________________________________________________________________“You had the grace to hold yourself / while those around you crawled / They crawled out of the woodwork…” is an example of:AlliterationMetaphorSimileRhymeExplanation to classmate________________________________________________________________________________________________________________________________________________________________________________________________“They whispered into your brain…” is an example of:MetaphorHyperboleSimileOnomatopoeia Explanation to classmate________________________________________________________________________________________________________________________________________________________________________________________________“And it seems to me you lived your life / Like a candle in the wind…” is an example of:AlliterationRhymePersonificationSimileExplanation to classmate________________________________________________________________________________________________________________________________________________________________________________________________“And pain was the price you paid…” is an example of___________and_____________: Alliteration, simileRhyme, metaphorAlliteration, metaphorRhyme, simileExplanation to classmate________________________________________________________________________________________________________________________________________________________________________________________________Here, explain to your struggling student what you think the meaning of the metaphor is. What idea is the writer referring to when he says, “Your candle burned out?” Refer to the poem for hints and evidence. The comparison of a burned out candle to a human life gives the reader the idea that…___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Ensure you have read the poem carefully to understand details the poet has provided. Read the question and the clue beneath before selecting the correct multiple-choice answer: “Loneliness was tough / the toughest role you ever played / Hollywood created a superstar / and the pain was the price you paid…” demonstrates the use of:MetaphorSimileIronyImageryExplanation to classmate: __ Although Norma Jean/Marilyn Monroe played many roles and made-up characters as a famous actress and movie star, “loneliness” was the one “role” she was not really “acting”. Her pain and loneliness was the actual reality of her life that eventually led to her suicide.__:Which of the following lines best illustrates the main idea of the poem “Candle in the Wind”?“You had the grace to hold yourself / While those around you crawled…” “Like a candle in the wind / never knowing who to cling to / When the rain set in…” “Hollywood created a superstar / And pain was the price you paid…” “Goodbye Norma Jean / from the young man in the 22nd row…” Explanation to classmate: ___________________________________________________________________________________________________________________________________________________________________________________________________Choose one of the following types of figurative speech, and write a rule out for it in your own words: simile, metaphor, allusion, rhyme, alliteration, vivid language, imagery, irony, personification. To ensure your classmate understands, create / include an example of this technique:Remember to cite the source, if it is not your original creation. My rule: _________________________________________________________________________________________________________________________________________________________________________________________________________________My example: _____________________________________________________________________________________________________________________________________________________________________________________________________________What is the overall mood of the poem? Provide your ideas and support from the poem in point form. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Review of the Self-Assessment Activity: Explaining & Remembering Figures of Speech Now that you have completed your first self-assessment, remember the steps to follow upon completion of a self assessment from the “Self-Assessment” Tutorial. Review areas that you had trouble inRevisit your sources to clarify your knowledge on any concepts or ideas you struggled withIf you have done these, but still have questions or need clarification, contact your teacher to discuss these further before moving to the next lesson. 149415580645 9525428625‘See’ the Meaning: Understanding Visual ImagesMuch like an Electrician may be faced with a wide assortment of electrical challenges (housing, marine, factories, hospitals, mechanical and more), you will be faced with various forms of text challenges in English. One you have already encountered is written text, specifically figurative language effects used to communicate meaning or purpose (theme). Just like an Electrician will have different sets of tools to use in each unique challenge encountered, you too will have different sets of “tools” to use while trying to decode various types of text. These sets of “tools” are the effects/elements unique to each type of text (visual, written, film, poetry and more). Understanding how specific effects function in these texts is similar to understanding how specific tools work when building, repairing, or taking something apart. When learning about images specifically, there is a lot of “taking apart” involved in understanding their purpose or theme. Like written text, the purpose or theme of visual images are guided by a visual creator’s choices. By using a variety of effects or elements in the construction of an image, visual creators add complexity or deeper meaning to their work (whether through photography, painting or other graphic forms). Being able to understand and interpret images is a valuable skill when you consider how much visual information you need to sort through every single day, whether for learning, working or even just entertainment. \sTime to Read!Go to your Course Resource Book or Course Resource USB key and view Lola’s Tutorial “Unlocking the Mysteries of Visual Images”. Stay tuned for fun tips about photography that Lola gives at the end! Figuring Out Theme A theme is an observation about human behaviour or society. A theme can also be an underlying message or insight into life. It is rarely “spelled out” or clearly identified for a viewer, as the text itself (visual, written or other) is meant to lead the viewer to understand the theme through its various ingredients. A theme is... The central idea or purpose behind a selection. Answers the following questions: “what does the author suggest about the topic? What is the text creator’s purpose, main idea, or message (about life)?”Seldom alone in a created text. Often there will be a larger theme to a created text, but some lesser themes as well. Some creators have lots of statements they want to make! A theme is not... The subject or topic of an image. The topic/subject of an image does contribute ideas to what the theme of an image can be, but theme itself is the end goal in understanding the purpose of a created text. -190500-2540The subject of this image is a toddler using a laptop. The topic may be youngsters and technology. The theme of the image will be the actual statement the photographer is intending to make about youngsters using technology. For example, toddlers might be too young to properly use laptops. Or, maybe younger children should get started using laptops sooner in life than they are now. What do you think? Keeping Theme in MindBelow are some points to remember when trying to express the theme of any created text as a thematic statement. A thematic statement sounds scary, but is just another way of saying your prediction of a text’s theme, written in a statement of one or two sentences. Do...ExampleExpress the theme as a general observation or comment about a subject.Love often has a positive effect on the human spirit.Express the theme in your own words. People who commit crimes may be punished in unexpected ways. Express the theme as an insight or observation about life.Gossip can seriously damage a person’s reputation.Use qualifying words in a thematic statement, such as sometimes, can, may and often.Poverty can transform honest people into criminals.Draw general insight from characters, when you can. Friends aren’t always trustworthy. Do not...ExampleExpress the theme as a subject or topic.The theme is love. Express the theme as an adage (familiar saying) or cliché.Crime doesn’t pay.Express the theme as a moral (a decision about what is right or wrong).It’s wrong to gossip about people.Make a thematic statement too general. Stay away from words like everyone, always, never, and all. Beware of statements that can make incorrect assumptions or be too general. Poverty causes crime. Talk about specific characters in a thematic statement.Marla learned not to trust her friendsUnderstanding Theme in VisualsVisual images are everywhere. If you stop reading and look around, you will probably see one! Having a process to understand the theme and purpose behind images will help you further understand visual texts. The “What? So What? Now What?” is a three part strategy described in the following section. This model can be applied to any visual “situation” if required, as well as other texts (short stories, poetry, essays, and more).-19685099695What? What is it that you see? Here you will make observations about the ideas and composition of the image. Procedures to follow here are: Look at the entire picture carefullyMake a note or draw an arrow next to ideas or details you observe. Ideas can be predictions about purpose or theme, ideas about what is going on in the image, what the photographer is trying to achieve, or how visual elements support ideas.At the end of this stage, you should be able to: identify the purpose behind the image, identify what the image is about, and identify visual elements that support the purpose of the image. The top and left-hand sides of the photo are boxed in by dark shapes. This is framing, drawing attention to the man standing in the doorway as an important link to the subject matter. The bar in front of the girl is another framing choice. Beginning to identify the purpose behind an image may be as simple as identifying an object, or expressing a thought or question on what you see, similar to close reading strategies. Here is a suggestion of how to begin identifying purpose and see further meaning in the image. What?The man and the bars in the background and foreground are not clear. Blurriness means he is probably not the main subject here. Because he is looking at the girl though, he is still connected somehow 61087091440The girl is looking right at the camera. Her facial expression is not happy. Her mouth is slightly downturned, and eyes widened (maybe tired, anxious or sad?) This is a mid-level shot of the girl. She is the only part of the image in focus, indicating she is most likely the main subject. The perspective of the man suggests he’s towering over the girl, “overseeing” her. This suggests he may have power or authority over her. The way the girl’s arms are positioned suggests she is in heavy thought or resting. This is a “closed” body posture, indicating she may feel insecure, self-conscious, or worried The man holds a vertical bar (line) in the background like the vertical bars (lines) in the foreground. Maybe he’s part of the “barrier” the girl faces. Highlighted arm/shoulder shows strength (muscle shape). Bars in the foreground suggest a barrier to the girl (mid-ground) or the viewer (us). The girl being “behind” the bars may mean she is trapped or limited somehow. The viewer being in “front” might imply the girl cannot be helped, or that outsiders are not welcome. Lighting in the picture is harsh behind the man in the background. High contrast between light and dark (bright background, dark foreground) shows the man as an imposing figure. His body language is relaxed (light colour on the man’s body is warm, suggesting the man is maybe not a threat). Lighting by the girl is soft and dim, suggesting weariness in the shadows on her face and body, especially under her eyes View your virtual classmate Leann’s approach to the “What?” aspect of exploring visual texts below. Keep in mind the three goals behind understanding what is going on in the text. Note the “messy” exploration work, similar to the close reading chart. 5158740115570English 20-2 Leann BradyWhat? What is the image about? Main subject is a girl (looks young (age 10-12? “Innocent” hair style, skinny arms, childish face)Girl seems anxious, insecure, worried, sad or tired (in conflict?)A man stands behind her in a position of power or authority (height and imposing figure). Could be a parent, or a supervisor. Her back is turned to him, so he may not be the direct cause of these emotions, but his “overseeing” presence and hand on the bars in the background possibly connect him to the conflict (maybe his authority is part of the “barrier” here)62865-2526030Seems like the girl faces some limitation or oppression, maybe because of the authority of the man.Because of her young age maybe the man (father, boss, guardian?) makes the choices and decisions regarding her wellbeing (maybe she cannot make all of her own yet). Her cluttered surroundings indicate that maybe the man’s authority over the girl is not a good thing- maybe he makes poor decisions for her, and that the girl’s environment is turbulent What is the purpose behind the image?-trying to communicate an idea to the reader about people in positions of authority over youth, and how they can abuse their power, causing stress, oppression or mistreatment. What are visual elements that support the purpose behind the visual? -High contrast lighting outlines the man, his stature and height, and muscle, supports ideas about the man being “overseeing” or authoritative over the girl somehow. -The negative state of girl is communicated by the cool colours she is wearing (opposed to the warm colours and “hot” light surrounding the man). The girl being in conflict is also supported by the lighting around her face, body language and her facial expression—lips downturned, eyes wide, and lighting that brings out lines under her eyes (a sense of fatigue or frustration). Bars in the foreground only block the girl half-way, suggest limitation or barrier (bars are in the foreground and in the background).The conflict centers around the girl- Girl is the main subject (only figure in focus)Lots of clutter or confusing shapes in the image behind the girlThe man is and environment both being blurry around the girl indicates he might be part of the reason behind the clutter, or a cause of conflict. Man is not necessarily harmful or evil, but is more powerful than her (holding the bars, relaxed stance, warm colours backlighting him, and full figured height. You can only see part of the girl)So What? Now that the exploration of what qualities are in the image and what their purpose is has been established, the next step is to examine the significance of what is going on, by connecting personally to the main idea(s) uncovered. Procedures to follow here are:114300132080Ask yourself how this image has affected you based on what you know and have experienced and your initial reactions. If you cannot relate using an experience from your life, try comparing this image to another text you have studied.The purpose of making this connection is to have you consider another perspective. It is another way to interpret and attempt to understand the ideas at the heart of the image and the influence those ideas can have on your life.Go see how your virtual classmate Leann responded in point form for “So What?” on pp. XX, using ideas from this image supported with her personal views and experiences. Now What?The last part of looking at an image to understand meaning and theme involves looking past the image and personal experiences. Here, you must consider how the text creator’s ideas are relevant on a universal level. Reviewing the “What?” and “So What?” sections of your work, ask yourself the following questions: In what ways do the text creator’s ideas reflect on the world today? Are the issues important, not only to the visual creator and to you personally, but to all people? If so, in what way are they important? Go see how Leann responded to these questions after reviewing the “What?” and “So What?” sections for this image, on pp. XX.English 20-2 Leann Brady422910013970So What?-9525-666750- The girl in the image seems powerless under the authority of the man who “looks over” her. His shape takes up a whole doorway, giving him the impression of size, strength and age. -Being 16, I’m familiar with that idea of being powerless under authority, especially with my dad. I’m not allowed to do a lot of things because my dad is so overprotective.--The bars in the image hold the girl “in” or seem to stop her from leaving. The girl’s face and body expressions in the picture makes me think she never “wins” either with authority figure in the background- The “bars” in my own life are my dad’s rules (I’m not allowed to date until I’m 18, for example. I think it’s a bad rule, and we argue about it a lot, but I never win.)-The age difference between the girl and the man is emphasized by the height and growth difference of the two. Age can cause some issues, because not all adults treat their children well and think they can get away with poor treatment because the child has less legal rights. -My issue is not exactly like this but it is similar. My dad thinks he can make any rules and choices for me he wants, because I’m not an adult yet and still in his (and my Mom’s) care. I think he also wants more control over what I do, so nothing bad happens to me. I’m not saying he’s a bad guy for caring, but I don’t think he’s “caring” correctly sometimes. - The man in the picture doesn’t seem scary, because the colours around him are warm, but his grip on the bars in the photo make me think he might push his authority on the girl too much - My dad pushes his authority on me by being so overprotective. I wish he’d let me be independent. Our arguments cause a lot of tension, because he will turn around and just make more stupid rules when we argue. It’s so frustrating!- The girl in the image is in negative conflict of some kind, shown by the shadows under her eyes. The clutter of the background possibly represents disorder or upheaval- In my family, tension affects all of us, and throws everything off balance. I don’t feel like there is much I can do about that until I’m an adult, unless my dad starts trying to see where I’m coming from. I wonder if part of the conflict in the image is that the girl is not being listened to?. - I wonder what I can do to help my dad listen and understand my perspective so that I can stop stressing about it. English 20-2 Leann Brady Now What?In what ways do the text creator’s ideas reflect on the world today? 12065-1033780-I think that what’s shown in the picture and what I’ve said on my own experiences has been pretty gentle, considering the message the image communicates. The idea that authority can be abused where children are involved can be much worse. Authority can be used for physical, verbal and sexual abuse, intimidation, bullying (or cyber-bullying), and worse. Certain people being vulnerable to others is an idea that reflects everywhere in the world today, whether on a large scale (entire governments) or a small scale (school yard bully).Are the issues important, not only to the visual creator and to you personally, but to all people? If so, in what way are they important? Situations of victimization caused by authority are problems that apply to everyone! Children are just one kind of victim. The mentally disabled, senior citizens, or people in poverty, are other parts of our society that often are victimized by authority. Some victims don’t understand that it is wrong because of their abuser’s power. Sometimes a figure of authority will think they can get away with it too, viewing their victim as being weak. That’s not right. Authority can be abused in the workplace, the community, at a store, or even in local, provincial or national government. This makes the issue of abuse of authority universal. It’s important because people can stop this stuff from happening, if they reach out to other people, or speak up. Sometimes it seems like the best thing to do can be to care for, or listen to a person who is suffering. If a person is all alone, they are not getting help to escape a potentially rough situation. Having someone to talk to and figure out a plan or a way to cope is always a good starting point, whether the situation is very minor, or quite serious. If it is very serious, the police should be called right away. Student Work: 2.3 Create a Picture Assignment Part A The AssignmentPart A You will read two of three texts suggested out of Between the Lines 11 and...Create a thematic statement for one of the poems, using what you have learned in your Workbook instructions about figurative speech, visual elements, and theme and purpose, with the aid of a “What? So What? Now What?” worksheet and cheat sheet.Write statements that detail the decisions you make to visually represent the theme you have arrived at. In the next few pages you will be directed through each step, before getting instructions for Part B of this assignment. 30480007937583820079375Time to Read! Locate and read through the “What? So What? Now What?” Cheat Sheet from your Course Resource USB or Course Resource book. Read “Spilling Open” on pp. 192-187 in Between the Lines 11 so that you can follow along with featured student work. Read one of the following texts using close reading strategies. “Conceiving the Stranger” on pp. 212 from Between the Lines 11“Jamie” on pp. 239 in Between the Lines 11To use a close reading worksheet here, refer to the Course Resource USB key in the “Worksheet” folder, or use the blank in your Workbook 2 Appendix on pp. XX. Read the “Extra Help” for this assignment on pp. XX-XX and the “Extra Challenge” on pp. XXView your assessment for Part A on pp. XX of your workbook. Extra Challenge: 2.3 Create a Picture Assignment Part AInstead of using one of the poems you have a choice of to study and find the theme of, try using one of the Essential Questions for this module. Look at the Essential Questions on pp. XX, and form a “What? So What? Now What?” Chart to help explore and brain storm the full potential of the question. Remember that a theme can be a viewpoint or position. Your viewpoint or position towards the Essential Question can act as a theme. Form a theme statement based on the Essential Question of your choice. Use your theme for Part B as well. Student Work: 2.3 Create a Picture Assignment Part AUsing the blank “What? So What? Now What?” worksheet provided, explore your chosen reading from Between the Lines 11. Make sure you have your “What? So What? Now What?” cheat sheet to guide you through the chart. If necessary, review Tyrone’s Tutorial “Figuring out Figurative Speech” and the lesson on theme prior to this assignment on pp. XX-XX in the Workbook. The text book reading I chose is...What? So What? Now What? Student Work: 2.3 Create a Picture Assignment Part AWrite your idea of the poem’s theme in a statement of one or two sentences in the provided space below. Recall the theme of a text is the underlying message or purpose behind the text. What is the text creator trying to communicate to you through their work? Your theme statement should be one to two sentences in length. This statement will be used for the rest of Part A and for Part B of this assignment. Theme StatementI think the theme of this text is...Tag Space306705784860For the next portion of the assignment, you will be figuring out how to visually represent your theme statement. If you need to do some sketching or doodling to figure that part out, use this space! If you want to leave your marker a question, a rant, a picture, a random thought or comment….you can do that too! Extra Help: 2.3 Darcy’s “Create a Picture” Part AA note from Darcy: I found it really helpful to make little notes to myself about physical details of the photo essay first, before filling in the organizer. Having a list of all the visual aspects I was seeing made it easier for me to focus on what was going on, plus I noticed that this organizer is a little more focused in what it asks for, where the close reading chart is more for recording all observations, whether you “need” them or not. Having my beginning observations on scrap paper instead meant I was picking only the most important/relevant details for the organizer. The text book reading I chose is... “Spilling Open” on pp. 192-187 (a photo essay)What? In your opinion, what is the text creator’s purpose behind creating this text? My idea is that the purpose is to remind us of how important it is to be ourselves, no matter what obstacles or self-doubt we encounterWhat is this text really about? -Seems like it’s about a girl (Sabrina) who is feeling trapped by the place that she lives, and uncomfortable in her school. She’s showing the feelings and thoughts she has in like a diary or a photo journal. It seems like she’s not comfortable with herself at first, or has been insecure in the past. -Seems like she breaks free and is herself in the end, knowing it’s important to be herself and have dreams. What elements or effects specific to this text support the main purpose behind the text? -On pp. 182, the girl with crossed wrists and a pained expression on her face, vs. other one (same girl, but she’s in a freer pose) supports the idea that Sabrina has a desire to break out and be free in her choices, decisions and dreams, and that restraining herself causes her anxiety. -She places a lot of importance on being oneself on pp. 184-185, with the huge words across the page “belong to yourself”. The colours are very warm, which might mean she is positive or joyful about the idea. In penciled smaller features of pp. 185, you can see where her little doubts come out (“Our bodies make us worry”). -Supporting the idea of not being afraid, are little words of strength all over the place, like “brave”, “unique”, “me-ish-ness”, “solitude” and “just relax”. If this really was kind of a diary entry, these little words might serve as reminders to Sabrina, but end up being like reminders to us. So What? How has this created text affected you?Reminded me of being in grade 6 (where we were all incredibly insecure about who we were and being ourselves at that age. I was pulled in all directions by different people who wanted me look or behave a certain way (I went along with it because at the time I just wanted to fit in)- Can see it’s not easy for Sabrina to “belong to herself” at all times because she has to remind herself of her “me-ish-ness” by hiding under a desk. It’s important to not lose an idea of who you are. If I ever need reminding of who I am, I know all I have to do is go into the barn, climb onto my horse Cohen, and hit the field.Now What? In what ways do the author’s ideas reflect on the world today? -I think advertising and media influence us a lot (the “bar” that media puts on girls, with what they should wear, look like, or act - Author’s ideas of “belonging to yourself” and being free applies to all teens (not just girls).-Real issues related to not being secure about ourselves as teens: bullying, anxiety, depression, anorexia... these affect teens not comfortable in their own skin every single day. Are the issues important, not only to the text creator and to you personally, but to all people? If so, in what way are they important? The issues are important to teens and adults alike.Some adults are really bad role models about the need for people to be happy with themselves (because adults age and status, some kids think, “well, if they do that, then it’s normal to feel this or do that.”) Issues of identity are important because teens get into hairy situations sometimes, and need help and reminders of who they are (sometimes from others).My Theme StatementI think the theme of this text is..._____ It is important to be ourselves, no matter what obstacles or self doubt we encounter in our lives.________________________________ Extra Help: 2.3 Akio’s “Create a Picture” Part AThe text book reading I chose is... “Spilling Open” on pp. 192-187 (a photo essay)What? In your opinion, what is the text creator’s purpose behind creating this text? -I think the girl say, be yourself, no matter whatWhat is this text really about? -The girl Sabrina, she not real happy to be in the school (“I can feel so suffocated at school”) or town she live in-Want be in Italy or Florence (dream of new places of travel, be herself)-Want to be herself, be free What elements or effects specific to this text support the main purpose behind the text? -On pp. 183, big words of “Belong to yourself” and “if you’re not yourself, who will be?” -On pp. 183, “now I will you to be a bold swimmer” a poem line of Walt Whitman. Sabrina want be strong and brave- Warm colours is happy—Sabrina have hope be free, be herself-Lots of pictures- on pp. 182, pp. 183, pp. 185 and 187- show brave happy girls, except first picture on pp. 182. The girl she look sad or trapped, different from picture beside. Sabrina not happy all the times? -She wear uniform to school- not personal style (“Took off my black skirt and big clunky shoes”)So What? How has this created text affected you?-The line “I don’t think anyone noticed me disappear” make me remember of school in Hong Kong. We wear the uniform to school make it hard for the “me-ish-ness” exist. No time for worry about identity at the school though- not important. Sabrina get her clothes, music, desires and slurpy (?) and be herself, what else? My clothes, guitar and band help me, but less time, more work. Success large part of my identity in Hong Kong. If no finishing school work every day first, no extra time for me! Succeed mean strict balance between – school & play. When come to Canada, this change. More time to be me, and more important to other people here than home. For me, was confusing at first!Now What? In what ways do the author’s ideas reflect on the world today? Depression in the teenagers? Depression have lots of bad effect (self-critical of one-self) Pressure on the girls to be skinny and perfectPressure on the teenagers to be “normal”Are the issues important, not only to the text creator and to you personally, but to all people? If so, in what way are they important? -Important, yes, for all the people. Having a happy time for the life means know and be yourself. Extra Help: 2.3 Akio’s “Create a Picture” Part A Theme StatementMy Theme StatementI think the theme of this text is..._____ Having a happy time for the life means know and be yourself ________________________________ Student Work: 2.3 Create a Picture Assignment Part AHow can you visually represent the theme statement you’ve formed to make an audience understand it? If you were to make a poster or a music album cover to represent it, what would it look like? When thinking about your theme, consider all the visual effects available to choose from and record decisions you make in the “planning stages” of forming a visual representation. My formed Theme Statement is...My visual decisions would be as follows... SubjectFocusFramingAngleShot-type LightingColour & ContrastLinesComposition Extra Help: 2.3 Darcy’s “Create a Picture” Part A Visual DecisionsMy Theme Statement is...It is important to be ourselves, no matter what obstacles or self-doubt we encounter in our lives.My visual decisions would be as follows... SubjectThe subject of my image would be a teenage girl or boy, to show an age group that is really sensitive to self doubt and not being themselves. FocusThe focus of my image would be the teenager. I’d like to have them in the middle of the image to show it is ALL about them and who they are. This would show that it is often external things that challenge us and our beliefs about ourselves.FramingI would frame the picture to make sure the focus was right in the center of attention on my page. The other parts of the photograph can run over the edges of the picture, I think, as long as the viewer can still tell what the object is if it is obscured. AngleI would use a low angle shot, to make the focus and subject look more significant, impressive, and I guess, “un-phased”. Shot-typeIt would probably be good to have a mid-range shot, so I can have all the “influences” on a person’s identity showing on either side or in front of the subject. It’d be good too, because the mid-range shot would have the subject’s facial expression stand out. Despite all the “distractions” around them, they could have an expression of resolve on their face. LightingIt would be good to have the lighting be really bright on the subject to draw the audience there, and then take away the light on the sides and background. This might be a good way to give the idea of the external influences being bad, and that we must be brave and not compromise our beliefs or values. Colour & ContrastI would make the subject brightly coloured with warm colours to communicate a positive outlook, but not too brightly coloured that it takes away seriousness. The “distractions from self” around the subject would be dark (cool) colours, to give them a more serious mood. It might be nice to use contrast to draw attention to some of the more hazardous “distractions” (drugs?) but I’m not sure. LinesI’m not sure about lines, other than thinking that the standing subject should be the only “vertical” line in the image (because they are strong and not going down the wrong path)CompositionI will try to have the subject in the middle. I know this is kind of dramatic but it should give the readers an impression of balance, because the subject being in the middle has equal distances of space around it from left to right. The subject should also have lots of foreground so that it is clear that external influences can be overwhelming if we let them be (so some of the influences would be in front of the subject, and on the left and right, and if possible, behind them). Extra Help: 2.3 Akio’s “Create a Picture” Part A Visual DecisionsMy Theme Statement is...Having a happy time for the life means know and be yourself My visual decisions would be as follows... SubjectIndividualityFocusOn person who is unique, standing out of crowd, smilling to show the happy in their life this wayFramingNot sure. I am think to use picture with many subject on outside of focus, show “sameness” in numbers, and “unique” as one. AngleNot sure. How to show angle in a collage of many pictures? If on focus, I think mid-level to long-shot, show “me-ish-ness” by separation from people. Shot-typeNot sure. Bird’s eye view or high angle of focus.LightingLots of light on individual, highlight importance of the individualityColour & ContrastColourful for individual focus, show diversity of one person. Having the contrast on the person also be good. Blur or dark crowds of people – less positive. LinesI don’t know. Maybe to have lines point towards the subject or focus, draw the eye for the importance. CompositionFocus on the one person, and attention to them being contrast from the other pictures of the other crowds of the peoples. Student Work: 2.3 Create a Picture Assignment Part BThe AssignmentPart BUsing the decisions about representing your theme with visual choices made in Part A, you will now put these choices to the test by making your creative decisions a reality. View the “Extra Help” and “Extra Challenge” section on pp. XX to see other creative options for the assignment, as well as see how Darcy has done this portion of the assignment. View assessment for this assignment for both Part A & Part B. Note the assessment provided for Darcy here. Create a visual representation by choosing one creative option to present your decisions on a 5 x 7 inch “postcard” spaceWrite a brief well-formed paragraph about how you can relate personally to your theme statement.Extra ResourcesNeed some more ideas on how to approach this assignment? Go take a look at...City of Georgia Teen Post Secrets: Glog Collection of PG Post Secrets: “Post Secret” HYPERLINK "" Work: 2.3 Create a Picture Assignment Part BKeeping in mind the decisions you have made in Part A, consider representing your theme with the following creative options: Drawing (pencil, ink, or other)Painting (latex, oil, watercolour) Collage (magazine or digital (using a word document, Glogster or other digital format)Mixed media (using more than one kind of media)Comic (digital or print form) Composed photograph (digital or printed) Photo essay (print or using PowerPoint or another digital presentation format)If you would like more ideas or suggestions, discuss this assignment with your teacherTo submit your work: Attach your assignment to this Workbook separately (on a separate piece of paper, in a poster tube, memory card or USB key). Your image can be larger than 5 x 7 inches if you desire.Submit digital work to D2L or email it to your marker (the posted URL or file) 110490091440Student Work: 2.3 Create a Picture Assignment Part BMy Post CardExtra Challenge for Part BInstead of representing your theme visually, think of a way to creatively represent it with different form of text. Write a complete short story, script, narrative, or a set of diary entries that communicate your composed theme statement. Represent your theme by handing in a film story-board, and an actual short film (no more than 5 minutes in length) (using your phone, digital camera, or other). Follow suggestions on pp. XX to submit your workIf choosing an extra challenge option, label your work with “Extra Challenge”. You can substitute one of these options for the main assignment of creating the visual in Part B. You will still need to do all of Part A and the paragraph assignment in Part B. Extra Help Alternatives for Part B If you are having a difficult time thinking of how to visually represent your theme...Write one statement you can make about yourself that relates to your theme. This can be a statement about your personal experiences or feelings involving the theme, or your personal thoughts or opinion on the theme. Use this statement about yourself and ideas from your life to help you put together a visual creation that best represents your personal statement. Use experiences or artifacts from your own life to better explain yourself. Extra Help: 2.3 Darcy’s “Create a Picture” Part B Text Creation49149002623820Inner StrengthI will choose for me2362200123317046507401233170A note from Darcy: I thought this would be a lot harder than it ended up being. I found a lot of really cool places to find pictures, like ThinkStock, and the National Geographic photo stock pages. Really though, I could get them from anywhere. I noticed too that I didn’t follow my “plans” exactly, but didn’t go too far away from them. And trust me when I say it was easier to plan it, then do it, not make the picture first. This is attempt two, and I used a Word document! -38100635PressureAcceptance is not always easy to find. 30060901905-342901010920-3429034931352236470323151547275752554605Extra Help: 2.3 Akio’s “Create a Picture” Part B Text CreationA note from Akio: This was challenge! I follow my creative plan, but for find pictures, it take long time looking for correct fit to theme. On Internet, I search key words of my theme or other word/idea around theme. I hope the teacher sees my theme this way, we will see! 118554526231852270760143764034099501886585381952584899547269403175-222251483360-768353175 Student Work: 2.3 Create a Picture Assignment Part B Paragraph In the “So What?” section of your “What? So What? Now What?” chart completed in Part A, you explored personal connections and experiences you have had that relate to the poem. Revisit this chart and consider how these observations relate to your written theme.Choose the observations that relate most strongly, or think of new examples from your personal experiencesArrange and detail your thoughts to form a well formed paragraph. Include an introductory sentence or two to lead into your discussion (your ideas and support of them). Include a concluding sentence to wrap up, and ensure editing for readability.If unable to personally relate to your created theme statement from Part A, consider discussing another text with a similar theme or purpose. Getting Personal With My Theme______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Extra Help: 2.3 Darcy’s “Create a Picture” Part B Text CreationA note from Darcy: When I was looking back at my “What? So What? Now What?” chart, I realized I had a lot of stuff to build off of, and that I would just need to take my notes and add the important details behind them. When I really got into this, it seemed really easy to relate to “Spilling Open”, which I think tells me I did a good job of figuring out the theme! Getting Personal With My Theme _____Sabrina’s photo essay reminded me a lot of hitting my pre-teens. When I was in Grade 5, we were all just normal boys and girls. In grade 6, all of this changed. Suddenly there was lots of pressure on us. Who you hung out with, what you wore, how you looked, how you acted, and even how you had fun, was much more important than it used to be. I remember feeling I was being pulled in all directions, because it felt like so important to be cool. To be weird or stand out was wrong, or “social suicide”, unless doing it “on purpose”. I can see that it’s not easy for Sabrina either, to “belong to herself”, because she has little reminders about how important “solitude” and “bravery” is. Once, she even hides under a desk, to remember her “me-ish-ness”. I think we all have moments like that. Sometimes I’m not confident about my weight or my clothes, and I have to remind myself if it’s going to be important at the end of the day. My grandma told me that once, and I never forgot it. At the end of the day, I know it’s the things I value that are important. One good example is my horse Cohen, and barrel-racing. My horse and this activity are a large part of who I am. I know this to be true, because these things make me happy. That is one thing Sabrina hints at in her photo essay, that being oneself despite all odds and obstacles is best realized by seeing how happy it can make you._____________________________________________________________________________________________________________________________________________________________________________ Darcy, you’ve brought up some very good examples here from your life to relate to your theme with. You’ve also made some strong and well-supported connections to the photo essay “Spilling Open” with your ideas about the theme. Extra Help: 2.3 Akio’s “Create a Picture” Part B Text CreationA note from Akio: I enjoy this chance to make the comment about a difference in opinion. Still to talk about Sabrina is good, but to show another side to what makes us unique is useful in therefore understand the story. Getting Personal With My Theme____ Before I come to Canada, I go to a Hong Kong Secondary School, where all boys and the girls where (wore)school uniform. The pressures at Hong Kong school so high, because all the student try to do their best with school grade. Not wear the street clothes at school is positive, to deal with the pressure of getting high grade and good school, not have think about “oh my family is so poor, I wear rags”, or “oh my clothes are not cool.” In Canada, is not same at all! When walk to the school, I see who is rich kids, who is (this is not the same) walking into can see poor kids, who is middle-class kids. They have personal similarity, but clothes or judgement make them and similarities (plural)not meet, be friends. In Hong Kong, so much easier make friends than Canada all because this! I know it is ofSabrina make like it hard wearing the uniform, but I cannot think same way. there more to self-identity thethan clothes & slurpries. I do say same about music as Sabrina, music does give better idea to the self-andidentity. Feeling, emotion, thinking , all is to the music, and not material. Persons get feeling, emotion and thinking from hard work and follow of the beliefs too, means that these are important to person as hppy individual to.______________________________________________________________ 2.3 “Create a Picture” Part A & B AssessmentW-SW-NW Chart, Theme Statement & Written Visual Decisions (Part A)Visual Representation & Paragraph (Part B)EExcellentYour exploration into the text illustrates an in-depth understanding of the text and its various elementsYour theme statement is insightful and skilfully directed towards the overall ideas and communicated purpose of your chosen textYour choices towards representing a visual image demonstrates careful attention to and thoughtful understanding of visual effects and their goalsYour created text demonstrates perceptive use of visual effects and qualities to decisively emphasize and convey your purpose/themeYour paragraph response demonstrates perceptive ideas and detailed support in consideration of text and theme Your paragraph response demonstrates confident control of paragraph structure, sentence construction and grammarPProficientYour exploration into the text illustrates a knowledgeable understanding of the text and its various elementsYour theme statement is thoughtful and considerate towards the overall ideas and communicated purpose of your chosen textYour choices towards representing a visual image demonstrate clear attention to and proficient understanding of visual effects and their goalsYour created text demonstrates a knowledgeable use of visual effects and qualities to clearly emphasize and convey your purpose/themeYour paragraph response demonstrates knowledgeable ideas and effective support in consideration of text and themeYour paragraph response demonstrates clear control of paragraph structure, sentence construction and grammarSSatisfactoryYour exploration into the text illustrates an effective understanding of the text and its various elementsYour theme statement is effective and appropriately directed towards the overall ideas and communicated purpose of your chosen textYour choices towards representing a visual image demonstrate an effective attention to and appropriate understanding of visual effects and their goalsYour created text demonstrates an effective use of visual effects and qualities to appropriately emphasize and convey your purpose/themeYour paragraph response demonstrates appropriate ideas and adequate support in consideration of text and themeYour paragraph response demonstrates adequate control of paragraph structure, sentence construction and grammarRResubmission NeededYour attempt to respond is insufficient. You need to contact your teacher to discuss your work and your resubmission. Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and your resubmission. Total: /25/15/10Areas of strength: Might I suggest: Extra Help: 2.3 Darcy’s “Create a Picture” Part A & B AssessmentW-SW-NW Chart, Theme Statement & Written Visual Decisions (Part A)Visual Representation & Paragraph (Part B)EExcellentYour exploration into the text illustrates an in-depth understanding of the text and its various elementsYour theme statement is insightful and skilfully directed towards the overall ideas and communicated purpose of your chosen textYour choices towards representing a visual image demonstrates careful attention to and thoughtful understanding of visual effects and their goalsYour created text demonstrates perceptive use of visual effects and qualities to decisively emphasize and convey your purpose/themeYour paragraph response demonstrates perceptive ideas and detailed support in consideration of text and theme Your paragraph response demonstrates confident control of paragraph structure, sentence construction and grammarPProficientYour exploration into the text illustrates a knowledgeable understanding of the text and its various elementsYour theme statement is thoughtful and considerate towards the overall ideas and communicated purpose of your chosen textYour choices towards representing a visual image demonstrate clear attention to and proficient understanding of visual effects and their goalsYour created text demonstrates a knowledgeable use of visual effects and qualities to clearly emphasize and convey your purpose/themeYour paragraph response demonstrates knowledgeable ideas and effective support in consideration of text and themeYour paragraph response demonstrates clear control of paragraph structure, sentence construction and grammarSSatisfactoryYour exploration into the text illustrates an effective understanding of the text and its various elementsYour theme statement is effective and appropriately directed towards the overall ideas and communicated purpose of your chosen textYour choices towards representing a visual image demonstrate an effective attention to and appropriate understanding of visual effects and their goalsYour created text demonstrates an effective use of visual effects and qualities to appropriately emphasize and convey your purpose/themeYour paragraph response demonstrates appropriate ideas and adequate support in consideration of text and themeYour paragraph response demonstrates adequate control of paragraph structure, sentence construction and grammarRResubmission NeededYour attempt to respond is insufficient. You need to contact your teacher to discuss your work and your resubmission. Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and your resubmission. Total: 24/2515/159/10Areas of strength: Nice work here Darcy! You explored “Spilling Open” carefully and gathered an in-depth idea and understanding of what the main theme was here. Your application of this theme to plan and create your visual image was quite perceptively done. I especially enjoyed your visual creation—you communicate your purpose clearly here. Your paragraph response in connection to your theme was also quite perceptive. You seem to have gained some wisdom since junior high! Might I suggest: For future assignments, make sure you are taking enough time with your text creations. When choosing images, do comparisons of images you have to choose from, to see which are more “clear” for the purpose of representing your theme. Extra Help: 2.3 Akio’s “Create a Picture” Part A & B AssessmentW-SW-NW Chart, Theme Statement & Written Visual Decisions (Part A)Visual Representation & Paragraph (Part B)EExcellentYour exploration into the text illustrates an in-depth understanding of the text and its various elementsYour theme statement is insightful and skilfully directed towards the overall ideas and communicated purpose of your chosen textYour choices towards representing a visual image demonstrates careful attention to and thoughtful understanding of visual effects and their goalsYour created text demonstrates perceptive use of visual effects and qualities to decisively emphasize and convey your purpose/themeYour paragraph response demonstrates perceptive ideas and detailed support in consideration of text and theme Your paragraph response demonstrates confident control of paragraph structure, sentence construction and grammarPProficientYour exploration into the text illustrates a knowledgeable understanding of the text and its various elementsYour theme statement is thoughtful and considerate towards the overall ideas and communicated purpose of your chosen textYour choices towards representing a visual image demonstrate clear attention to and proficient understanding of visual effects and their goalsYour created text demonstrates a knowledgeable use of visual effects and qualities to clearly emphasize and convey your purpose/themeYour paragraph response demonstrates knowledgeable ideas and effective support in consideration of text and themeYour paragraph response demonstrates clear control of paragraph structure, sentence construction and grammarSSatisfactoryYour exploration into the text illustrates an effective understanding of the text and its various elementsYour theme statement is effective and appropriately directed towards the overall ideas and communicated purpose of your chosen textYour choices towards representing a visual image demonstrate an effective attention to and appropriate understanding of visual effects and their goalsYour created text demonstrates an effective use of visual effects and qualities to appropriately emphasize and convey your purpose/themeYour paragraph response demonstrates appropriate ideas and adequate support in consideration of text and themeYour paragraph response demonstrates adequate control of paragraph structure, sentence construction and grammarRResubmission NeededYour attempt to respond is insufficient. You need to contact your teacher to discuss your work and your resubmission. Your attempt to respond is insufficient. You need to contact your teacher to discuss your work and your resubmission. Total: 15 /259/156/10Areas of strength: Akio, you demonstrated an appropriate and effective understanding of the photo collage from your text. This ended up giving you a good theme statement to work with. In making visual decisions for your theme, you expressed some doubts but established your goals appropriately. Your visual response reflects these choices well for the most part, and is effective! Might I suggest: Please re-visit your paragraph response and look at the suggestions I’ve made to help you resubmit this part of your assignment. You have some great ideas here that just need some clarification. When you re-do your paragraph, try to keep your theme in mind and consider other ways you can connect your own ideas to those in the “Spilling Open” photo collage. Once you have made these improvements, please re-submit this paragraph to receive your full mark on this assignment. Updated feedback: Your re-submitted paragraph (below) is much improved! You have shown adequate control over your paragraph structure, and highlighted appropriate ideas and effective support here. Good work Akio! Extra Help: 2.3 Akio’s “Create a Picture” Part B Paragraph Re-SubmissionGetting Personal With My ThemeBefore I came to Canada, I went to a Hong Kong Secondary School, where all the boys and girls wore school uniforms. The pressures at the Hong Kong school were so high, because all the students try to do their best with school grades. Not wearing street clothes at school makes it easier to deal with getting high grades, and into a good school. I do not have to think, “Oh my family is so poor, I wear rags,” or, “oh, my clothes are not cool.” In Canada, this is not the same at all! When walking into the school, I can see who is rich, who is poor, and who middle class is. Students have personal similarities, but clothes or judgement stop them from relating well. In Hong Kong it is so much easier making friends than Canada because of this! I know Sabrina thinks it is hard wearing the uniform because it is not helping her show “me-ish-ness” but I cannot think the same way. There is more to self-identity than clothes and slurpies. I agree with Sabrina about music. Music does give better ideas towards the self-identity. Music is effecting individual feelings, emotions and way of thinking, and not superficial (good word!). People can have strong feelings or unique thoughts from hard work or their beliefs also, and even dreams or goal, like Sabrina. These are what contribute to the happy of an individual. Akio, you have made great improvement here! I am glad you were able to make good use of the feedback. I can see you added a few more insights to this as well, and made a couple more connections to the text. With these improvements, your ideas really shine! Essential QuestionsAn essential question is one that does not have an easy answer. In fact, the answer develops further as a result of your experiences. Essential questions exist beyond your classroom experience as well. Consider these questions and apply them to this course, other courses, to your work, and to your life outside of school. A question is essential when it... causes genuine and relevant inquiry into the big ideas and core contentprovokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questionsrequires you to consider alternatives, weigh evidence, support your ideas, and justify your answers with evidencestimulates vital, on-going rethinking of big ideas, assumptions, and prior lessonssparks meaningful connections with prior learning and personal experiencesnaturally recurs, creating opportunities for transfer to other situations and subjectsTime to Read! Read the following before progressing to the next assignment. The “Essential Question” Tutorial in your Course Resource USB key or Course Resource BookThe list of Essential Questions in the beginning of Workbook 2 on pp. XXThe AssignmentChoose one of the Essential Questions from pp. XX to reflect on. Compose a blog entry response (minimum 150 words) that explores and reflects on the question, taking into consideration what you know about life, your life experience, and what knowledge you have gained in the course so far (concepts, ideas, or perspectives gained from the texts or lessons). Remember that a blog is short for weblog, a type of online writing that can be about anything you want it to be: a diary, a critical review of a film, book (a video game), or a piece of writing to complain, or to praise. You may think of a cultural reference that relates to your essential question, and bring that (pop culture, music reference, literature reference...) in to help explain yourself. The content is up to you.Assessment: Be sure to review the rubric on pp. XX before you begin. Extra HelpReview one of Tyrone’s 2.4 Blog Response and his marker’s comments. Remember, you need to write at least 150 words for your assignment. Tyrone’s 2.4 Blog Response assignment and assessment is provided as a guide. Extra ChallengeAre you intrigued by more than one of these questions? Write an additional Blog Response to submit with your first response. Essential Question AssessmentValueIdeasImpressionsEYour discussion of the essential question is insightful and discerning.You provide precise support that aptly reinforces your ideas and impressions. You create a convincing voice. Your stylistic choices are precise. Your tone is adept. You skilfully develop a unifying effect. PYour discussion of the essential question is purposeful and consideredYou provide specific support that strengthens your ideas and impressions. You create a distinct voice. You make specific stylistic choices. Your tone is competent. You capably develop a unifying effect. SYour discussion of the essential question is generalized but relevant. You provide adequate support that clarifies your ideas and impressions. Your voice is apparent. You make adequate stylistic choices. Your tone is conventional. You adequately develop a unifying effect. LYour discussion of the essential question is vague and/or superficial.You provide imprecise and/or ineffectively related support for your ideas and impressions. Your voice is inappropriate. Your stylistic choices are imprecise. Your tone is inconsistent. You inadequately develop a unifying effect. R Your response here does not meet the expectations fully for the assignment. You need to contact your lead teacher so we can discuss your work and your resubmission. Total: /201010AssessmentAreas of Strength:Area for Future Growth: Extra Help: 2.4 Tyrone’s Essential Questions Blog Response The Question I chose is....1. WHAT IS THE VALUE OF LEARNING FROM AND APPRECIATING UNFAMILIAR OR OPPOSING PERSPECTIVES? Every day we encounter many people from all different backgrounds, cultures, languages, values, morals, knowledge and experiences. Each person has a unique way of viewing and experiencing the world around them. Why might it be good to learn and appreciate the perspectives of others? How can doing so be valuable for you or another person? A note from Tyrone: This was tricky at first to approach. The question and the assignment are worded so there is a lot of freedom! I thought about conflicts from the texts I’ve read so far in the course, and about the characters I’ve read about. When I remembered that the thief from “Citizen’s Arrest” was interesting, I looked at the key words in the description of the question to give me points to start exploring. To get a better “real life” insight, I watched some news broadcasts and read some online news articles. Comparing the thief from “Citizen’s Arrest” to what actually happens in real life made for some very interesting discoveries! 2.4 Essential Question Blog Response by Tyrone JacknifeBreaking the law is breaking the law. people should never get away with it but I don’t think people do bad things for the same reasons. The thief in Citizen’s Arrest was a opportunist who wanted to make a buck and had a careful plan how to do it. He was real arrogant and even proud about it. But in reality some criminals might not even know what they’re doing is wrong when they do it. Maybe they have a mental illness, or are messed up because of an addiction? Maybe they need to feed their family? It is still bad if they break the law, but if they didn’t have those kind of problems, would they still break the law? I don’t think so. Having one of these issues on top of dealing with normal garbage that “life” throws a dude might make it tougher to survive in the world. By looking at real incidents on the news more closely, I realized reasons for committing a crime are not just because of selfishness, greed, or “being evil”. Sometimes they face desperate circumstances out of their control I can’t just assume someone is “bad” if they have a darker issue that maybe influences their choices negatively (for a lot of different reasons). This was good to think on. I can be quick to judge sometimes, but being like that isn’t helping anyone. Being understanding is. It seems to be a start anways. 2.4 Assessment for Tyrone’s Essential Question Blog ResponseEssential Question AssessmentValueIdeasImpressionsEYour discussion of the essential question is insightful and discerning.You provide precise support that aptly reinforces your ideas and impressions. You create a convincing voice. Your stylistic choices are precise. Your tone is adept. You skilfully develop a unifying effect. PYour discussion of the essential question is purposeful and consideredYou provide specific support that strengthens your ideas and impressions. You create a distinct voice. You make specific stylistic choices. Your tone is competent. You capably develop a unifying effect. SYour discussion of the essential question is generalized but relevant. You provide adequate support that clarifies your ideas and impressions. Your voice is apparent. You make adequate stylistic choices. Your tone is conventional. You adequately develop a unifying effect. LYour discussion of the essential question is vague and/or superficial.You provide imprecise and/or ineffectively related support for your ideas and impressions. Your voice is inappropriate. Your stylistic choices are imprecise. Your tone is inconsistent. You inadequately develop a unifying effect. R Your response here does not meet the expectations fully for the assignment. You need to contact your lead teacher so we can discuss your work and your resubmission. Total: 15/207/108/10AssessmentAreas of Strength: Tyrone, you provided a considered and purposeful response regarding the identity and causes behind being a criminal. It is clear you put a lot of thought and deliberation into your observations and response. You seem like you enjoyed the exploration, and it was cool to see what you got out of this as a learning experience. Area for Future Growth: When responding to a question with issues of a serious nature, try to make sure the language you choose is appropriate. Another aspect of these responses to consider is providing specific support of your ideas. You did bring in support from “Citizen’s Arrest” and noted that you had read some news articles, but try to make your support specific and consistent. Where ever you bring up a new idea, always try to think of what kind of details you can find to further explain or support it. 2.4 Essential Questions Blog ResponseThe Essential Question I chose is....______________________________________________________________________________________________________________________________________________________________________________My response... ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.5 Self-Assessment: Reviewing Elements of VisualsIn this self-assessment you will be reviewing your knowledge of visual images, their elements, and what these elements contribute to the overall idea and purpose behind them. You will need to...Turn to pp. 250 in your Between the Lines 11 textbook to view the image “The Walk to Paradise Garden” by Gene Smith.Your task will be to identify the choices about visual elements/effects that the photographer made by filling in the blanks below.2.5 Self Assessment: Reviewing Elements of VisualsThe focus of the image is/are___________________________________________.The subject(s) of the image is___________________________________________.The way the subject(s) are portrayed as _____________________indicates the relationship of the subject(s). Going by the image, the subject(s) might be_______________.The angle this image is a ____________angle. The shot type is called a__________________shot. This gives the idea that the __________are independent and purposeful in their goal. With his choices in ______________the image, the author creates the idea that a story is unfolding, with a beginning, a middle, and a future. The lack of _________ in the image gives the impression that the image is old or antiquated. The ______________of light and dark in the image suggests a significant change in scenery is just a step away for the two children. This creates a suspenseful ________ in the image. The_________ in the image contributes __________or __________to the scene. This gives the viewer the feeling that the two children are on an exciting adventure.The _________is faintly illuminating at the start of the path, and bright at the “end” of the path, giving the idea that the children have been on a ____________to get to this place. The way the light and dark combine to form an opening around the children is a consideration the photographer probably made about the element of ______________. The variety of ___________in the image (on the path, in the trees, on the turned backs of the children) add mystery or even a sense of foreboding to the image, especially looking at the darkness around where the children “came from”.The main __________ of sight in the image starts in the bottom right hand corner and leads up to the mid-ground. The path starts out narrow in the bottom right and widens by mid-ground, also giving the viewer further__________. This gives the viewer unique insight into the viewpoint of the two children. What might be the significance of the two children having their backs turned to the camera? There are some hints in the notes for this image, but also focus on what you have learned about the children up to this point. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Using the details you have gathered from this image, what do you think the purpose or theme of the image is? Here, the title may be a helpful hint. Remember your theme statement should only be one or two sentences in length. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Review of the Self-Assessment Activity: Reviewing Elements of Visuals Now that you have completed your second self-assessment, remember the steps to follow upon completion of a self assessment from the “Self-Assessment” Tutorial. Review areas that you had trouble inRevisit your sources to clarify your knowledge on any concepts or ideas you struggled withIf you have done these, but still have questions or need clarification, contact your teacher to discuss these further before moving to the next lesson. 1621790241300Congratulations, you have reached the end of Module 1!Use this time to give your clever self a pat on the back, and double-check to ensure you have submitted all the required assignments for this module.Appendix Extra Resource: Close Reading Worksheet Some initial observations/comments/questions I have about...The setting and mood of the text The characters of the textThe conflict or problems occurring in the text The purpose or theme of the textThe plot of the textParts of the text I do not understand Parts of the text I do understand Self-Assessment Activity: Explaining & Remembering Figurative LanguageC Explanation: The line ending in “brain” is written to rhyme with the line ending in “name”. Since this is written to be a song, rhyme makes the overall piece sound better when sung. BExplanation: The song writer is comparing the people that surrounded Norma Jean as a star to creatures that are less than human, making them seem more like vermin (e.g. “crawled out of the woodwork”) while Norma Jean was the opposite. MetaphorExplanation: “They whispered into your brain” is a metaphor implying a direct link to Norma Jean’s insecurities (brain) that people around her took advantage of. It implies she was vulnerable, and the reader is given the idea that Norma Jean was manipulated often by the people she worked with in the movie industry. CExplanation: Norma Jean’s life and how she lived is compared to the idea of a candle in the wind. “Never knowing who to cling to /when the rain set in”, further explains what the simile is trying to give meaning to: Norma Jean was a surrounded by many people and opportunities due to her fame and success, but while others took advantage of her “candle light”, she had no one she could rely on to care for her or trust. The idea of “rain” in the simile suggests her handlers didn’t care if their demands of Norma Jean harmed her (rain threatening to extinguish the flame) if it was good for her career (and them).CExplanation: “And pain was the price you paid…” is an example of alliteration, with the repetition of the “p” sound. The phrase is also a metaphor comparing the idea of pain to money or a “price”. The end idea is that Norma Jean mentally and physically suffered quite a lot at the hands of others to achieve her fame in Hollywood. The comparison of a burned out candle to a human life gives the reader an idea about life and death. Earlier in the poem, Norma Jean is compared to a flickering candle when alive, so when the candle is suddenly referred to as “burned out” or no longer lit, the reader is given the idea that she is no longer alive, though the writer says “your candle burned out long before / your legend ever did” which suggests that though she has passed away, the memory of her lives on. A (note how the writer refers to “loneliness” as a role, but it actually was not—this is the key to determining how this section of the poem is ironic)D Explanation: “Hollywood created a superstar / And pain was the price you paid…” demonstrates the main idea, because the whole poem points to all the selfish efforts that went into making Norma Jean into Marilyn Monroe. Ultimately what happened because of that great selfishness of other people to make Norma Jean famous (“Hollywood created a superstar”) was that she suffered from exploitation and isolation (“pain was the price you paid”). The writer gives the idea that not enough good people truly cared for her personal well-being, which unfortunately led to her untimely death. Teacher’s note: These two lines of the poem tie to all of the other ideas in the poem, which is always a good thing to look for when finding a line that could represent a main idea. Revisit “Figuring Out Figurative Language” Tutorial or “Reading Poetry” TutorialRemember that mood is the overall feeling or emotional quality of the poem. The line, “Never knowing who to cling to / When the rain set in,“ is a good indicator of mood, as the poet communicates emotions of uncertainty and isolation here. Norma Jean had no person to turn to when she was in pain (isolated), and did not know who she could trust to help her. “Even when you died / The press still hounded you / All the papers had to say / Was that Marilyn was found in the nude”, also creates emotion as the speaker in the poem says how harsh and disrespectful the media is towards Marilyn Monroe, even after she died. These lines clearly communicate that the speaker is pretty disgusted or disappointed by how insensitive the media was. The overall mood of the poem is mournful, as the speaker is clearly fond of Norma Jean/Marilyn Monroe, and is using the poem as a chance to say good bye to her after her death (“Goodbye Norma Jean…”), talking about how she was before her death, and how the memory of her lingers on (both the good and bad aspects of her life). 2.5 Self-Assessment: Reviewing Elements of VisualsThe two figures Children towards something/walking away from somethingHolding hands, siblings/related/friendsLow, mid-level, childrenFraming Colour Contrast, atmosphere/moodLighting, mood, atmosphereLight, journeyCompositionShadowsLine, perspective Gives ideas about direction children are moving (forward), and that they are headed somewhere important and positive (forward, into the positive bright light, opposed to the darkness). They have turned their back perhaps on a negative event, person or place. The idea that the photographer himself took the picture “from” the darkness might be a suggestion that the children are walking away from something that “lurks” in the darkness, maybe a physical thing, but it could be a bad memory or experience too. The theme or purpose behind the image could be....Growing up involves a journey of experiences, both good and bad. Or, perhaps the people we relate to as we grow or change influence the outcome of our experiences in a variety of ways. Or, perhaps it is that personal discovery does not have to happen alone, or maybe it is that getting through dark experiences in life is easier when accompanied by a loved one. The possibilities are endless here. ................
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