Friday, May 18, 2012

QR Code Novel Scavenger Hunt

To further celebrate the futuristic nature of our "Other Skies Dystopian Worlds" ELA unit, we are going to implement QR Codes into our Literature Circle study. This lesson will take place next week and the week after...


The Basics of QR Codes...
First off, you may be wondering...

What Are QR codes? 

Reference: http://searchengineland.com/what-is-a-qr-code-and-why-do-you-need-one-27588


They look like this:
qr code
or this...



They come to us from Japan where they are very common. QR is short for Quick Response (they can be read quickly by a cell phone). They are used to take a piece of information from a transitory media and put it in to your cell phone. You may soon see QR Codes in a magazine advert, on a billboard, a web page or even on someone’s t-shirt. Once it is in your cell phone, it may give you details about that business (allowing users to search for nearby locations), or details about the person wearing the t-shirt, show you a URL which you can click to see a trailer for a movie, or it may give you a coupon which you can use in a local outlet.
The reason why they are more useful than a standard barcode is that they can store (and digitally present) much more data, including url links, geo coordinates, and text. The other key feature of QR Codes is that instead of requiring a chunky hand-held scanner to scan them, many modern cell phones can scan them. Go to Wikipedia for a more in depth description. 

How does the cell phone read the code?

The cell phone needs a QR code reader, like this one from Kaywa. It takes literally 1 minute for someone with an iPhone or Android phone to find and install the reader.

How do you generate a code?

You can easily generate a QR code using a site like Kaywa.com or you can use the Open Source code to generate codes for you if you have a smart developer on hand. Google also has a tool — see our separate article about that:Close-Up With Google’s New QR Code Generator.

The anatomy of a QR Code


QR Codes are Everywhere! Try it! Create your own QR code!
So before you get started, it's important that you actually check out how to make a QR code and how to   read one with your phone. 

The following is a QR code creation site. There are tons out there! You can even colour code your QR if you like. 


http://qrcode.kaywa.com/


Did you know you can create a QR code for just about anything?
Really you can! And we are going to use QR codes with learning key concepts about your Dystopian Novel.

As a Literature Circle Novel Study Group, you are going to be divided into "Novel Expert Roles". In your role, you will create a question that relates to your "Area of Novel Expertise" and provide the answer, but do this in the form of 2 separate QR codes (One question QR code, one answer QR code). Members of your group will "read" the QR codes using Smartphones (to accomodate everyone in our class, you will pair up to read the codes with someone else who has a Smartphone).
**All students with Smartphones will have to ensure that they the QR code reader app on their phone.

The "Novel Expert Roles"... These roles relate to important elements of studying novels.
* Protagonist Expert (Who is the protagonist? likes, dislikes? friends? goals? job?)
* Antagonist Expert (Who is the antagonist? There is more than likely more than one... Why are they the Antagonist?)
* Exposition and Initial Incident Expert (The Exposition is the setting of the novel, plus background information about the type of society and tone of the novel. The initial incident is the first incident or event that is key and gets the action moving in the novel.)
* Conflict Expert (Analyze the Internal and External Conflict... Do you remember the difference?)
* Climax Expert (Analyze the Climax... What is the key event that all the action or events have been building up towards? What seems to be the pivotal event that will change everything for the Protagonist?)
* Resolution and Author's Message Expert - (Analyze the ending and message.... How does it all end? What is the author's message or what does he or she want the audience to think about or learn?

Try it! Create your own QR code!
So before you get started, it's important that you actually check out how to make a QR code and how to   read one with your phone.

The following is a QR code creation site. There are tons out there! You can even colour code your QR if you like.
http://www.qrstuff.com/

QR Code Extensions... 
QR Code Blogging... Why not take your blogging to another level? You could generate a message that your character would create to pass along a secret message to another character, or even tell other members of your Dystopian Lit Circle group, what the author's message is via a QR code that you create. Create the code, save it as a jpeg, and post it to your kidblog account.

Other ELA - Arts Ed. Ideas...  Why not write a message about life in the society you are studying, in Dystopian Lit Circles? Type several separate messages, that will become different QR codes. Create QR codes (you can change the colour of these codes), print them in colour (see me, about how to do that at school), then incorporate these messages into your Arts Ed. Dystopian Background for the Dystopian World Installation.

Why do We Love Dystopian Literature?


qrcode



Thursday, May 17, 2012

Tweets for your Dystopian Novel...


Twitter With Dystopia
Ideas I'm considering for teaching with our Dystopian novels...
Being that we are working on our "Fakebook" character pages for our Dystopian novels (or you should be grade 7/8!!), I started thinking about other ways we can integratre Social Media in a way that is futuristic....

So I thought we should explore using Twitter and Tweetdeck to create discussions and debates between characters... This would mean that students will have to create a "Fake Twitter Id" for a character, but we need to know who you are, so incorporate your name into the character's name...
ie: stewieshaymitch (this is obviously my Haymitch id) or
jordanthomasmaze or (Thomas is the protagonist in Maze Runner)
dominicfour or (Four is one of the characters in Divergent)
charmainecassia or (Cassia is the protagonist in Matched)
tintinxander or 
pjgalehungergames ....

Get the idea?? Your first name, your character's first name or last name ...
We need to know who YOU are, who YOUR CHARACTER is... If your id is taken, or the id you create is too long for Twitter, then be creative, just be sure to include your first or even your last name with the name of the character you are representing.

Now in order for your group to get your tweets, you need to categorize them. That is where the #hashtags come into play. Each group will be assigned a hashtag, so that your group can track the responses.... PLEASE REMEMBER TO INCLUDE THE HASHTAG, OR YOUR TWEET WILL GO INTO THE BIG, BIG WORLD OF TWITTER!

ie: stewieshaymitch... type your tweet... then hashtag #smhg (hash tag is the # sign, and the SM stands for Stewart Mitchell and HG stands for Hunger Games...)

*The point of the # hash tag is to categorize your work so we can track the conversation (it blocks out all the "chatter". If you search particular hashtags and your group's hashtag... you will get only those particular group items). If you don't do that, then there is no point to creating the tweet for the class... no one will see it.

https://twitter.com/

So try it! Here are the hash tag codes...
#smhg (Hunger Games Group)
#smmr (Maze Runner Group)
#smd (Divergent Group)
#smep (Eleventh Plague Group)
#smm (Matched Group)

In order to use Twitter, you just need to set up an account, you just need a computer for this. You do not need a phone... It's all free!

Getting Started...
Once you get started, you will see messages like...

1 min
This is a Tweet. Tweets are short messages that have up to 140 characters and can contain links like http://twitter.com.

You will start building a timeline next like this...

Build your timeline.

Follow people to get their Tweets.
Start by following 5



Add character.

Upload a photo and describe yourself.
Profile photo thumbnail
Maximum size of 700K. JPG, GIF, PNG.
0 / 160


I got the idea from this New York Times site:
http://learning.blogs.nytimes.com/2010/04/14/what-would-your-favorite-fictional-character-tweet/

By the way, to find my account on Twitter, you can send me a message, I am
jstewiestewie or Tweet me @jstewiestewie

My Twitter QR code is... Have no idea what QR codes are? Check out my other Blog post!


Other "Stuff" or items of interest....
Pintrest
Posters that were inspired by The Hunger Games
http://pinterest.com/mrsorman/teaching-the-hunger-games/

Modern Dance that Was inspired by The Hunger Games
http://www.charlotteobserver.com/2011/12/28/2872164/novel-inspires-middle-school-dance.html

Wednesday, May 16, 2012

Chapter 9 Linear Relations


Please get tests and quizzes signed by parents.

Unit 10 - We have started. This will be a fast paced unit to get students ready for the Math diagnostic.

Unit 9 Linear Relations
Chapter Review and Practice test on blog
Test for Unit 9 - Tuesday, June 5th
9. 3 assignment on blog
9.2 Patterns in Table of Values

Summarize the Key Ideas on p. 347 in your own words.
A: 1, 3, 4, 6, 8, 10, 12

B: 1, 3, 4, 6, 8, 10, 12, 14, 16

C:1, 3, 4, 6, 10, 12, 14, 16, 20

Due: end of Thursday's class.

9.1 Analysing Linear Relations p. 339-341

A: 1, 2, 4, 5, 6, 8, 9
B:1, 2, 4, 5, 6, 8, 9, 12, 13, 16
C: 1, 2, 4, 5, 6, 8, 12, 16, 17, 18
Due: Wednesday, May 16th
9.1 p. 332
Review Show You Know and Summarize Key Ideas in your words.
Define using a coordinate grid diagram
a) horizontal axis - which is... x or y?
b) vertical axis - which is .... x or y?
c) coordinate grid
d) quadrants
e) Table of Values - Which is the x side (horizontal part of a grid) and which is the y side (vertical part of a grid)?
Friday's Assignment:
9.1 Analysing Graphs of Linear Relations p. 337 due: Monday, May 14
A: 1, 3, 4, 6, 9
B: 1, 3, 4, 6, 9, 11-13
C: 1, 3, 4, 6, 9, 12-18

Monday, May 14, 2012

Police Tour

On Wednesday, May 16th in the afternoon, we will take a tour of the City of Regina Police Open House at the Brandt Center. We will leave at 12:40 and return at 3:15. Students do not have to pay anything or bring anything, unless they want to bring a water bottle.
A big thank you to Mr. McCulloch for organizing this as part of Career Ed.!

Resources, Industry and Economic Development

How can we measure development and wealth?
Reference - adapted from the following site: http://www.nationalgeographic.com/xpeditions/lessons/16/g68/richpoor.html
Part 1: Understanding how development is measured 
Take a look at the CIDA map which looks economic conditions in almost all the countries of the world. If you want a close up, a map can be given to student groups. 
Examine the meaning of this data.  Look at the statistics on the map, and  classify each country as rich, poor, or somewhere between the two. Consider the following questions:
  • Which indicators did you consider most significant?
  • Which indicators did you not consider useful?
  • What other information might have been helpful for classifying the standard of living of a country?
Part 2: Understanding how the use and distribution of resources affects a country's standard of living 

Examine the CIDA World Development map and analyze the indicators from both high-income (industrialized) and low-income countries. Use the following questioning format to aid in your example:
  • If a country's life expectancy is ___ years, would you expect it to be high-, middle-, or low-income?
  • What resources available in that country promote or hinder long life?
  • In what ways might that country be dependent on another country for resources related to life expectancy?
  • What events might increase or decrease the availability of those resources?
Part 3: Understanding how resources can increase wealth with trade
Create a list of natural and human-made resources that seem to be associated with high levels of development, then  locate the geographic origins of those resources.What is  the role of trade in the distribution of resources among countries?
Closing:
Examine the following photographs of a city or village and determine the general standard of living represented by explaining the economic indicators evidenced in the image and by listing the available resources apparent in the image.
1
2

3
4

5

6
7
8

9


Connections to the ELA Dystopian Unit Novel...

What countries of the world are similar to that of your novel? Give reasons to support your understanding. Why do you choose these countries? What  reasons connect to the setting in your novel? Add this information to Section 2 - The blog on Visualization....


Future Assignment:

View the CIDA economic development map of the world, and use other reference materials as needed (Internet databases on world development). In partners or small groups you will be assigned a region to analyze, and you must do the following:
  • Describe the spatial organization of the data (i.e., identify geographic patterns). What factors might explain the patterns or lack of patterns?
  • Describe the relationship between the economic status of the countries in the assigned region and the region's environment (e.g., climate or topography).
  • Describe the relationship between the economic status of the countries and their population (e.g., total population or population density).
  • What other world regions appear to have similar economic status? What factors might explain the similarities?

Bandies, Here's Monday's Math...

The following assignment is due Wednesday! You need graph paper.

9.1 Analysing Linear Relations p. 339-341


A: 1, 2, 4, 5, 6, 8, 9

B:1, 2, 4, 5, 6, 8, 9, 12, 13, 16

C: 1, 2, 4, 5, 6, 8, 12, 16, 17, 18

Due: Wednesday, May 16th
 
If you need help, ask tomorrow. The TEST ON INTEGERS (UNIT 8) HAS BEEN MOVED TO TOMORROW.

Monday, May 7, 2012

Dystopia is in the near future...

What your future is going to be dystopian?? No ... that's just the new unit we are starting in ELA... "Other Skies and Dystopian Literature". We are not only going to read some pretty awesome books, we are also going to make some connections to our current world today and how we manage resources and look at the rights of people and the distribution of wealth around the world... And here you thought we were just exploring fiction!

Here is an introduction to our new unit...


OTHER SKIES AND THE WORLD OF DYSTOPIA
Big question – What can we learn about our world by reading dystopian literature?
Many ideas from NY Times Lesson Plans Site have been used and expanded upon. Reference: http://learning.blogs.nytimes.com/2012/03/15/the-odds-ever-in-your-favor-ideas-and-resources-for-teaching-the-hunger-games/

BACKGROUNDER… AUTHOR INSPRIRATION…
What inspired or influenced the authors of our dystopian novels when writing their books? What is the background of the novels? Are they about, how humanity survives… Government or Political Structure… The role of “Big Brother” watching you… The use of resources or amount of resources….
What is it about the world of the future that should be perfect, yet is not??? What is the controlling force that gets in the way of freedom? How is our world "foreshadowing" the world of the future? Is there a connection between the world of the dystopian novel and an element of these worlds? 

Before we even begin, check out the links below to author interviews, book trailers and fan blogs... Even if you are not assigned the book that captures your interest... you can always read that particular novel after our Literature Circles! Remember you are not LIMITED to reading just one book. BIG BROTHER will not stop you in you quest to read and enjoy books!

Divergent – Veronica Roth
Matched – Ally Condie
Maze Runner – James Dashner
The Eleventh Plague – Jeff Hirsch

WANT TO KNOW WHAT'S THE HYPE WITH DYSTOPIA??? HERE ARE SOME DEBATES, ARTICLES AND ESSAYS ON THE TOPIC FOR TEENS AND THEIR PARENTS!! Seriously, read some of the links below and discuss the issues with your parents... get's you thinking!

WHY DOES DYSTOPIAN LITERATURE CAPTIVATE TEENS? Questions and Answers for Teens and Their Parents…. A selection of Debates, Articles and Essays…
Why are dystopian novels so compelling or engaging for young readers? Everyone is wondering, maybe those who wonder, haven’t read any of the books, so they prefer to wonder…. Anyways the following essay, “Teenage Wastelands” explores some well known dystopian books and reasons for their popularity. I love the fact that the guy who wrote, the non-fiction-turned-fiction novel, A Million Little Pieces, also wrote I am Number Four… Hilarious!! http://www.nytimes.com/2011/02/20/magazine/20FOB-WWLN-t.html?_r=1

The debate, “When Authors Take Risks That’s Not Kid Stuff” really captures my attention and in a couple of the debaters arguments, actually makes my blood boil (imagine that!). Seriously! Check out, “Adults Should Read Adult Books”… This guy, Joel Stein, really ticks me off, as he makes fun of adults who read young adult's books, yet admits he has never read any of them. (Grrr!!!) What a know-it-all, elitist jerk! A good book is a good book! It’s good to read a book for entertainment’s sake and one that is thought provoking. Thank Goodness, there are thought provoking novels for teens! Maybe this is a soft spot for me as a teacher who started reading young adult fiction to find out what to recommend for kids, then found herself enjoying teen fiction just as much as adult fiction…. Anyways, check out the debate, it’s thought provoking and interesting. I need to think about other things before I get too riled up! And for the record, I am not ashamed that I read the Twilight series! (Yes I even said it in print!) Here’s the debate…See what get’s Ms. SM steamed about literary debates…

Will teen books like The Hunger Games make teens glorify violence? Is The Hunger Games just a book about "kids killing kids"? Is this new craze for dystopian genre which explores "more adult-like" political topics a new thing? Or are political topics in children’s literature something that even Lewis Carroll explored in Alice’s Adventures in Wonderland back in the late 1800’s? In the following article, “No More Adventures in Wonderland”, the author examines how serious and sometimes violent concepts in children’s writing is not a new thing, and sometimes just a better vehicle for exploring serious issues and getting the message out there. Is it important to "bubble wrap" and keep kids in the dark, or educate and encourage kids to think about these issues through discussion? Just check out the article...

 Check out the debate that further explores the issue, “The Dark Side of Young Adult Fiction” from different writers, including the authors of Shipbreaker, Uglies,  and Shiverhttp://www.nytimes.com/roomfordebate/2010/12/26/the-dark-side-of-young-adult-fiction

The Great Dystopian Debate…
Why do you think teens are drawn to dystopian literature? Read the debaters points from above, and think about who is right… or why do you think they are right? Get ready for an intense class discussion on the topic, prepare to justify who you agree with most? Why? What is your opinion?



Tests this Week then Toga Day

Tuesday, May 8th - Social Test - Culture Unit (allowed a study sheet)
Wednesday, May 9th - ELA Greek Mythology Test (allowed a study sheet)
Thursday, May 10th - French Quiz (study adjectives, avoir and etre conjugations) - "Knowledge Wall"
Thursday, May 10th - Unit 8 Integers Test grade 8 (allowed a study sheet)
Friday, May 11th - Greek "Feast-Potluck and Toga Day"
Greek Potluck and Toga Day
9:00 Come dressed in toga outfits or as a Greek Mythological Character
9:30 Share myths in small groups (ensure that your myth is on kidblog for comments)
11:30 Greek Feast and Potluck (bring any food item to share at the potluck... Remember it's lunch, so bring some "lunch" type food, not just chips and dip.)
2:30 Share the Student composed myths (or finish sharing) and participate in a ...
Socratic Questioning Lesson - I know you are thinking, "How can an old guy like Socrates teach us to think better? I mean come on, he was from Athens and lived during the time of the Ancient Greeks! What can we learn from him???" Oh lots... actually his method of questioning will become "food for thought for our Dystopian Unit".... Oh the connections you will make to learning....

For more on Socratic Questioning.... You young Greek Philosophers, check out the following sites... http://changingminds.org/techniques/questioning/socratic_questions.htm
http://www.engin.umich.edu/~cre/probsolv/strategy/cthinking.htm


Next week or week and a half...
Religion Test on Sacraments... we will finish this lesson with the videos from Busted Halo (If you have no idea what I'm talking about... Read this blog!!!  )

By the way, we will slightly overlap the Dystopia unit with Greek Mythology this week... just because you are excited to start, as Rolan stated in class one day,
"I've never been so excited to get depressed by the future!" Well said Rolan, I know these Dystopian books are a tad dark and gritty... but they sure make you think about the connections to our present!! I'm pumped to start too!
Stewie

Friday, May 4, 2012

Old Math assignments

Old Math Assignments for Fractions... Just an FYI on what we were studying and our assignments... I just post it as a reference for parents and students.

Past Assignments on Fractions...
Wednesday, April 4th Assignment - p. 2866.6 Applying Fraction Operations6.4 Multiplying Fractions and Mixed numbers

TEST - Unit 6 Fractions concepts Thursday, March 29th... Might be a different time because it's a band day.
p. 238 Practice Test due: Tuesday, March 27th
Level A: 1-5, 6-8, 9. a & c, 10.
Level B: all
Level C: all
p. 236 Chapter Review - Unit 6 due: Thursday, March 23
Level A: 1 - 6, 9, 10, 13, 15, 17, 19, 20
Level B: all except: 14, 18, 22, 27
Level C: all
** Remember to participate in the "Fai -To" Math "Battle" or to do your assigned challenges! By the way, we won our last battle!

p. 233 due: Monday, March 19th
A – 1, 2, 4, 6, 11
B – 1, 2, 4, 6, 9, 10, 11, 13
C- 1, 2, 9, 10, 13, 17
*** To reinforce ORDER OF OPERATION concepts, challenges have been assigned on mangahigh.com/deshayecatholicschool.com (see the "Goodwebsites" page of this blog).

6.5 Dividing Fractions and Mixed Numbers
p. 226-229 due: Thursday, March 15
A- 1, 2, 3, 5, 6, 7, 9, 11, 12
B- 1, 2, 3, 5, 6, 7, 9, 11, 12, 15, 16, 18, 19
C- 1, 2, 3, 5, 6, 7, 9, 11, 15, 16, 18, 20, 22, 23
Quiz - 6.3 and 6.4 Concepts - was Tuesday, March 6th


Assignment: p. 219-221
Level A #1-2, 3-9 (only a) and c)), 10, 11
B # 1-2, 4, 5, 6.c) d), 8 b) c) 10-15, 17
C #1-2, 4, 5, 13-21
Due: Thursday, March 1st

6.3 Multiplying Fractions p. 214 Due Thursday, Feb. 16
A - 3-8
B - 3-11
C - 3-7, 11-15
6.2 p. 206 Dividing Fractions
A - 4, 5, 6, 7, 9 (4-7 Friday)
B- 4, 5, 6, 7, 9-13 (4-9 Friday)
C - 4, 5, 6, 7, 9-12, 15 (4-9 Friday)
Start Reading 6.2 Dividing a Fraction by a Whole Number p. 204
*** Dividing Fractions you are going to need to create a "reciprocal" of the second fraction... "Flip the fraction over" (Numerator becomes the denominator and the denominator becomes the numerator...) for 1/4, the reciprocal is 4/1... for 4/5, the reciprocal is 5/4...
Once the second fraction is a reciprocal... just multiply.More fractions handouts for practice (4 sheets, adding and subtracting mixed numbers and fractions... do the "EVEN QUESTIONS ONLY." Due: Tuesday, Jan 31.
QUIZ - ADDING AND SUBTRACTING FRACTIONS AND MIXED NUMBERS was Jan 31st