Ms. Irving's Homework
Drama 8
Communications 12
Drama 10-12
Communications 11
nothing
Grade 8 English
Grade 10 English
EPIC 2019
English 10 2019
Active Living 10. 2019
 





Communications 11 and Communications 12 Long Range Plans
Trena Irving   2013-2014

Outline: With Prescribed Learning Outcomes
(For more detail, see www.bced.gov.bc.ca/irp)

The Communications 11/12 curriculum objectives are to help students use language effectively, and be able to understand and respond to various forms and uses of the English language. The main purpose of the curricula is to focus on essential language skills needed for the workplace and functioning in daily life.

*focuses on basic language skills
*develops language competency for life, to promote continued learning  for employment and social interaction


8  main goals in Communications 11/12:

1*communicate effectively in written, spoken, and visual forms; for varied contexts/purposes
2*develop positive attitudes toward language learning
3*read/comprehend literary/information texts
4*use language to collaborate with others in several contexts
5*connect to life outside school and in various study areas
6*think critically, creatively, and reflect
7*appreciation of oneís culture and others cultures
8* use of technology





Assessment:

1 Performance assessment: quizzes, tests, formalized tools

2 Portfolio assessment: Journals, responses, questions from texts, creative pieces, essays,  projects, etc.

3 Student conferencing: with teacher, with peers, family, conversing and sharing ideas to expand knowledge of topic

4 Student self-assessment: giving self a mark; giving a peer mark, group mark

Works and texts: Grade 11 Communications

Passages 11: variety of short stories/essays/ poems/commentary

Voices Under One Sky

Breakthroughs: text focusing on interpreting information and conventions of writing

Grammar: Mastering English Essentials
Poetry: Poetry for teens and other texts

Novels: The Curious Incident of the Dog in the Night, student choice of novel for daily reading, Mask, Hunger Games, Catching Fire (2nd book of Hunger Games), Of Mice and of Men, The Lovely Bones, Diary of a Part time Indian

Movies: Comparison of Rain Man to Curious Incident of Dog; Mask and Man W.O. A Face, Green Mile and Of Mice and Men, For Angela, Thelma and Louise, Lovely Bones

Evaluation for Grade 11 Communication:

1 Speaking (read aloud, speak/converse/work place practice)  10%

2 Grammar/vocabulary: 10%

3 Writing/visual design/creative: 30%
*paragraphs
*business letters
*essays
*inquiry assignments
*short story
*journal

4 Reading/listening comprehension: 30%
*short stories
*novels
*essays
*poetry
*articles (web)
*radio
*research
*responses
*drama

5 Quizzes/unit tests: 20%

6 The above marks will be worth 80% of your grade. Your final exam will count for 20% of your grade.



Time Line for Communications 11:

September: Writing, reading, speaking.
Work on paragraph writing, essay writing, responses to literature, business letters. Begin novel ëCurious Incident of Dog in the Night timeí . Verbal presentations practiced.

October: Essay writing, grammar focus, letter writing, journaling, reading for pleasure, continue with ëCuriousí unit and do unit on psychopaths through short stories .   Write a short story for Halloween. Verbal presentation in groups.  Novel project for ëCuriousí.

November:  Continue work on short stories, poetry, grammar, and start Mask, Hunger Games, Diary of a Part Time Indian  or other novel, along with student selected novels for self study. Prepare for LPI in class. Practice essay writing, responses, business letters, reading for comprehension specific to LPI. Verbal presentations in class individual.

December: Continue with novel study, grammar practice, writing tasks: creative, formal, paragraph practice, informal writing. Poetry: elements and utilize First Nations themes/content during the study of poetry. Novel project.

January: Read Tomson Highwayís The Rez Sisters play, continue working on poetry, complete a poetry project, review elements of short story, responding to literature in written and verbal tasks, prepare for final exam.



(For more detail, see www.bced.gov.bc.ca/irp)
Works and texts for Communications 12:

Passages 12: variety of short stories/essays/poems/pictures/commentary

W.P. Kinsella: Silas Stories, Residential school texts/videos, interviews

Breakthroughs: text focusing on interpreting information and conventions of writing

Grammar: Mastering English Essentials

Poetry: Poetry for teens, Norton Anthology, various sources

Novels: All Quiet on the Western Front, The Beach, Of Mice and Of Men, Bearís embrace: a true story of surviving a grizzly bear attack    

Play: Read a First Nations play as a class. ëOne Flew Over the Cuckooís Nestí is listed in First Peopleís English as a resource and is applicable in Communications too, as it looks at the treatment and judgments of society towards Chief Bromden

Movies: All Quiet on Western Front, Beach compared to Alive or other survival film, Of Mice and Men compared to Green Mile, Breakfast Club for essay writing , One Flew over the Cuckooís Nest

News items: listen to radio interviews, media topics and write responses



Evaluation/Assessment for Grade 12 Communication:


1 Speaking (read aloud, speak/converse)  10%

2 Grammar/vocabulary: 10%

3 Writing/visual design/creative: 30%
*paragraphs
*business letters
*essays
*inquiry assignments
*short story
*journal

4 Reading/listening comprehension: 30%
*short stories
*novels
*essays
*poetry
*articles (web)
*radio
*research
*responses

5 Quizzes/unit tests: 20%

6 The above marks will be worth 60% of your grade. Your final exam will count for 40% of your grade. Your final exam is a BCP and is mandatory.


Time Line for Communications 12:

September: Writing, reading, speaking.
Work on paragraph writing, essay writing, responses to literature, business letters. Begin novel All Quiet on Western Front. Verbal presentations practiced.

October: Essay writing, grammar focus, letter writing, journaling, reading for pleasure, continue with ëAll Quiet on Western Frontí and do a project for Remembrance Day. Write a short story for Halloween. Verbal presentation in groups.

November:  Continue work on short stories, poetry, grammar, and start ëThe Beachí, along with student selected novels for self study. Prepare for LPI in class. Practice essay writing, responses, business letters, reading for comprehension specific to LPI. Verbal presentations in class individual.

December: Continue with novel study, LPI preparation and completion of LPI,   grammar practice, writing tasks: creative, formal, paragraph practice, informal writing. Poetry: elements and utilize First Nations themes/content during the study of poetry. Novel project.

January: Continue working on poetry, complete a poetry project, review elements of short story, responding to literature in written and verbal tasks, prepare for BCP final exam. Do practice e exams this month.


DRAMA 8:

(For more detail, see www.bced.gov.bc.ca/irp)


Course syllabus given to students:

Welcome to Drama 8                          2013/2014        Teacher: Trena Irving

Welcome to Drama class in the Hemlock Café at P.C.S.S. You will be taking this class as one of your exploratory classes for 9 weeks or one term. We will do drama games to build our improve skills, work on our voice, expression and portrayal of characters and situations.  We will also do short production, which is a team project and requires work to memorize lines, put actions into your role, create sets, music and lighting effects. Participation and a positive attitude are crucial for success!

Mark breakdown:

The majority of marks come from our class production. We will be doing self and peer assessment in this class.

Rehearsals/class work:             10 marks  teacher
-being on task, participation, helping others, voice, characterization,  knowing lines, improving skills, daily or weekly marks

Rehearsals/class work:             10 marks   self-assessment
-being on task, participation, helping others, voice, characterization,  knowing lines, daily or weekly marks  

Main production/performance:  teacher   40 marks
-acting skills: voice, tone, volume, being in character, funny bits, movement, expression…
Tech: knowing cues, lights/sounds at proper times
Marks for ëline testí rehearsals, dress rehearsals, production

Main production/performance: self-assessment      20 marks
-acting skills: voice, tone, volume, being in character, funny bits, movement, and expression
Tech: knowing cues, lights/sounds at proper times

Main production/performance: peer assessment   20 marks
-acting skills: voice, tone, volume, being in character, funny bits, movement, and expression
Tech: knowing cues, lights/sounds at proper times


Rules for Hemlock Café:  Shoes, Food, Encouragement, Responsibility


  • No outdoor shoes. You may bring a pair of indoor shoes or slippers. Shoes mark up the floor/make it dirty.
  • No food or sugary drinks.  (to keep mice and creepy crawlies out!)
  • Try your best and encourage each other. Team building and trust are crucial in drama, no put downs please.
  • Please be on time. When we get to the final production, remember your team is counting on you to be there and to do your best.


Long Range Plans for Drama 8        Teacher: Trena Irving   
Fall 2013-June 2014

Drama 8 is offered as an exploratory class, for nine weeks to give students a sense of what Drama is about. Students are encouraged to try different aspects of Drama and work as a team to come up with a final production.

The learning outcomes for Drama are grouped under the following curriculum organizers:

Exploration and Imagination
Drama Skills
Context

Drama class will be evaluated in large part on a performance for local audiences within our school. Instructional strategies can include some or all of the following:

+Production of dramatic performances
+Monologues
+Character roles in a play and trying out different roles
+Puppet shows for elementary audiences
+Short script writing and performance upon completion
+Analysis of film, society and media from within a dramatic context
+Planning for sets, costumes, props, music, lights and any other aspects of performance and production
+Various games and improvisation activities

Production ideas for the year:

+ Frankenstein play
+ Dracula play
+ Dr. Jeckyll and Mr. Hyde
+ Monkeyís Paw
+Tell Tale Heart
+ A Christmas Carol
+ Rudolph the Red Nosed Reindeer
+ How the Elf Stole the North Pole
+Grandmaís Christmas Trunk
+SCOPE magazine plays
+Student written plays
+ Peter Rabbit stories
+Pigs
+Blubber
+ Titanic
+ Rendevous/gold rush themed plays (ie: Robert Service)
+ First Nations stories/legends/elements in a play
+Pyramus and Thisbe
+Modified Shakespere
+ Student written plays
+ improvisation  pieces



Timeline: Games will be used to develop skills and then the class will work on a short play to present.

September:  Group A/B: Introduction to acting, warm-up and improv. games . Getting to know each other, facial expressions,  voice and stage presence,  rules of theatre, script writing, roles in production

October: Group A/B: Work on production, rehearsals, prop creation, training of booth technician, costume planning, creating presence and voice/body movements on stage. Production performed.

November: Group C/D: Introduction to acting, warm-up and improv. games . Getting to know each other, facial expressions,  voice and stage presence,  rules of theatre, script writing, roles in production

December, January: Group C/D: Work on production, rehearsals, prop creation, training of booth technician, costume planning, creating presence and voice/body movements on stage. Production performed.

January/February :  Group E/F: Introduction to acting, warm-up and improv. games . Getting to know each other, facial expressions,  voice and stage presence,  rules of theatre, script writing, roles in production


February/March/April : Group E/F: Work on production, rehearsals, prop creation, training of booth technician, costume planning, creating presence and voice/body movements on stage, production in March or April


April: Group G/H: Introduction to acting, warm-up and improv. games . Getting to know each other, facial expressions,  voice and stage presence,  rules of theatre, script writing, roles in production


May/June: Group G/H: Work on production, rehearsals, prop creation, training of booth technician, costume planning, creating presence and voice/body movements on stage, production in June








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