Monday, September 26, 2011

Architecture Goes to School - Focus Group Site Planning

On Tuesday, this is the plan for the Architecture Goes to School Project...


Large Focus Group Discussion - The class will be divided into 3 groups of 10-11, to discuss the site development and design with mentor architects (and of course the teacher!).  Groups will discuss the approach, site issues, meeting community needs and wants, neighbourhood around the site. Explore and reinforce planning and design principles and how they will be applied to project.


Questions to guide us...
* What do you want to see on the site? Remember our mantra is LIVE, WORK and PLAY!! How will you bring that to life? How will you make it a neighbourhood or a community with a distinct style, a place people will want to be all of the time?? 
* How will you make sure there are the following components to the neighbourhood community?
a)  Residential and Living; b) Office Buildings; c) Parks and Green Space; d) Retail, Restaurants and Food; e) Active Living Center /Cultural Center; e) Shared Civic Spaces... (Please note... the Mentor Architects and the you, the students, will decide the best areas of focus for each Work group).
* What makes a space comfortable? Exciting? A place people of all ages want to be? What will be the shared values of the people who go there? What kind of lifestyle do you want to see? What kind of sustainable elements do you want to see demonstrated? 


The Method for Organizing the Chaos of the Focus Group Discussion...
1. The small groups will be condensed into 3 Focus Discussion Groups... just for discussion purposes...


2. Each group will have post-it notes to write ideas and share... try your best to get your ideas on paper... (ask a peer in the group to help you  write ideas, if you have difficulty putting them on paper).


3. Jot note what types of facilities, buildings, structures you want to see (think about the components listed above: Residential and Living; Office Buildings...)


4. As a group, prioritize your ideas... see which ideas are "doubled" or written more than once. If they are, then it must be important to include. Get a chart paper and write 1, 2, 3, 4, 5, 6.... and decide the order your ideas will go.


5. Rewrite the ideas on paper for Ms. S-M, who will enter these ideas for further Large Group Discussion on the SMARTBoard. Ask a person to RECORD these ideas thoroughly.


6. Continue Focus Group Discussion with Large Scale Site Map. Decide where you want to place your buildings, facilities or structures on the site map. Your ideas are on post-it notes... so move them around!! For each location, you must have a persuasive reason to justify why you need it in the community and why it must be in that location. Be prepared for the Large Group Discussion.


7. As a large group, all ideas will be further discussed and prioritized. Each group must justify the existence of their top prioritized buildings... Be prepared to justify your ideas!! Be prepared to comprimise! 



Rubric Design Plates - Arch Goes to School

Rubric for Fundamentals of Design Plates (Mini - Posters)


10 – Design is insightful, interesting and sophisticated interpretation of text given to student. It is unique and demonstrates a great attention to space, design, composition and understanding of the design priniciple. The variety and the way the materials are used shows outstanding craftsmanship and attention to detail. Everything is just perfect. Nothing can be changed. Text included in visual and displayed in an interesting and creative way.

9 – Design is interesting and sophisticated interpretation of text given to student. It is unique and demonstrates a great attention to space, design, composition and understanding of the design priniciple. The variety and the way the materials are used shows great craftsmanship and attention to detail. Text included in visual and displayed neatly.

8 - Design is an interesting interpretation of text given to student. It demonstrates some awareness and attention to space, design, composition and understanding of the design principle. There is some variety in the use of materials which show good craftsmanship and some attention to detail. Text included in visual and displayed.

7 - Design shows somewhat of an interpretation of text given to student. It demonstrates a little awareness of one or two of the following space, design, composition and understanding of the design priniciple. There is some variety in the use of materials which show a little craftsmanship and little attention to detail. Text included in visual and displayed – seemed to be added on.

6- Design demonstrates very little understanding of text given to student. It demonstrates very little awareness of the design principles. Materials have been used – but there is no connection to the text given. Craftsmanship show lack of care.

5 – Design is handed in… some materials were attached to the page.

4- See #5 – but extremely late.

Resisting Hitler in WWII




ELA READING: Helmuth Hubener AND RESISTING HITLER

Reading/Writing Assignment #1 - Resisting Hitler Letter
Imagine you are Helmuth from the short story, "Resisting Hitler" and you have merely 2 months to live as you sit in jail. Remember you received a punishment for standing up to the Nazis and their hate propaganda of the Jewish people. You have the opportunity to compose a letter to your brother with the last words you wish to share. What would you say?

The assignment from the RAFTS model.
Role - You are writing from Helmuth's perspective
Audience - Your brother (and peers)
Form - Friendly letter format
Topic - Words of wisdom, final thoughts on the resistance against the Nazis
Strong Verb - Explain your reasons for making the sacrifice and doing what was right or persuade your brother to carry on your mission

Follow these steps for writing:
1) PREWRITE - Brainstorm what you will include in the letter, thinking about the reasons and facts that connect to the story and what you know about the resistance.
Do this in the form of a detailed web with many branches.

Outline - What will you include in the INTRODUCTION, MIDDLE PARAGRAPHS/BODY and CONCLUSION? Create a detailed OUTLINE.

2) DRAFT - Compose the letter. Ensuring that you paint a "sensory picture" - identifying reasons why you went against the Nazis. Use at least 8 transitions in your writing.

3) REVISING - Check over the organization, details, content, word choice. Have you included all the details in the right order to paint the picture??

4) EDITING - Proofread and ensure that your letter is free of mechanical errors (grammar, capitalization, spelling and punctuation errors) and that the sentences and paragraphs are composed well.

5) PUBLISHING AND PRESENTING - Create an "AUTHENTIC" letter that reflects the time period. How could you make it reflect a young man in a WWII jail??

Want More of Helmuth's Story??
Read, The Boy Who Dared
Book Trailer for The Boy Who Dared...

Videos to help you  understand...



ELA Extension to Learning...
Canadians who resisted and made a difference in WWII...
PAULINE VANIER HISTORICA MINUTES AUDIO FILE
http://www.histori.ca/minutes/minute.do?id=13563






MUSE - THE RESISTANCE
This song is not exactly about Anne Frank, but it makes me think about her family doing all they can to stay together. Listen to the lyrics and think about what connections you can make. Let this song be your "muse"...  :-)

http://youtu.be/TPE9uSFFxrI



DURING READING QUESTIONS... SENTENCE STARTERS FOR RESPONSES



The first paragraph main idea is about a boy who stood up to Hitler by listening to the radio. Just by listening to the radio he started the "roots of resistance".






The main points of the section of the article (to the end of page 13) are: Helmuth got a radio and fixed it; Helmuth listened to the British broadcasts about the war (and learned the truth); he created the anti-Nazi leaflets; showed them to his friends; they all distributed the leaflets around Hamburg; and finally they were caught after months.






A text to self connection I can make with Helmuth is one time I....






The main idea of page 14 is Helmuth was caught, beaten, his friends were also caught and taken to prison. The Gestapo gave Helmuth a life sentence to prison. The Gestapo was was shocked that the resistence was carried out by a three teens.




A text to self connection I can make is (maybe write about a time people were surprised that you were so capable of something challenging).

Evidence I can find to show Helmuth was a hero is:



AFTER READING

Making connection increased my understanding because I could imagine myself being in that situation, because I may have experienced something similar.



If I was Helmuth I would/would not be willing to take the same kinds of risks because...


A connection I can make between "Resisting Hitler" and the world would be the story of Dr. Greg Mortenson who dedicated his life to helping children in Pakistan and Afghanistan get an education through building schools.



Copy/paste this into your URL window and search for Pauline Vanier for a 1 minute Historica audio clip.

This audio clip could be used to help you further understand what we are studying. Feel free to learn more about Canadian volunteers like the Vaniers on this site.

Below is a Youtube video about the Vaniers... Watch and learn and REFLECT...

How did Governor General George Vanier and Pauline Vanier help the refugees of WWII. Why were their efforts so important. How did they stand up for what they believe in, and help refugees during WWII??