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Hi folks!! Students are currently working on an Edgar Allan Poe unit. Here's the info:
Learning targets (these are the academic learning goals for the unit and are written as "I can" statements). By the end of this unit, students should be able to say: I can explain what point of view is. I can explain what 1st person, 3rd person, 3rd person objective, 3rd person limited omniscient, and 3rd person omniscient means. I can differentiate between the different types of point of view in a narrative text. I can explain which point of views create reliable narrators or unreliable narrators and why. I can analyze a text and explain how the author used point of view to affect the reader and story. I can use textual evidence to support my claims. I can use information from a non-fiction text and apply it to analysis of a narrative (fictional) text. I can tell you a lot of information about Edgar Allan Poe and Ambrose Bierce. I can define, create, and explain annotations. Here is what we will be doing in class: After learning about Edgar Allan Poe and Ambrose Bierce, studying point of view, and analyzing a short film based on an Ambrose Bierce short story, students will begin work on a mock trial. The trial puts the narrator of Edgar Allan Poe's Tell Tale Heart on trial to determine if he is guilty of first degree murder or not guilty by reason of insanity. Students use the legal definition for insanity as well as a medical article that explains the aspects of psychopathic personality disorders that could be used to aid the defense in their argument for an insanity plea. We also take the time to discuss psychological and mental disorders in an effort to destigmatize mental health issues that affect many people in their daily lives and how these are different from 'insanity.' The class will be split up into defense team (lawyers, expert witness, character witnesses, defendant), prosecution (lawyers, expert witness, character witnesses), and a jury (usually either a lot more or a lot less than 12!!). Students will spend approximately three days preparing for their trial by creating witness questions and answers, "gathering" evidence (textual mostly, though they are encouraged to branch out and bring in "physical evidence" like written statements, crime scene "photos," medical brain scans....stuff like that). The jury asks as researchers for both sides as we prepare (finding evidence both sides should use, what their questions should be, etc.), although they don't share any of the information with either team of lawyers. We usually watch a few videos of other middle school or elementary school mock trials and then move on to our own. It's a fun learning time! NON-FICTION BOOK REPORTS WHEN HOME LAST MONTH. AS WITH THE FICTION REPORT, KIDS HAVE A LOT OF TIME, BUT NEED TO BE SURE THEY ARE PLANNING THEIR WORK! IF YOU HAVE QUESTIONS, LET ME KNOW. MS. L Learning targets (these are the academic learning goals for the unit and are written as "I can" statements). By the end of this unit, students should be able to say: I can explain what point of view is. I can explain what 1st person, 3rd person, 3rd person objective, 3rd person limited omniscient, and 3rd person omniscient means. I can differentiate between the different types of point of view in a narrative text. I can explain which point of views create reliable narrators or unreliable narrators and why. I can analyze a text and explain how the author used point of view to affect the reader and story. I can use textual evidence to support my claims. I can use information from a non-fiction text and apply it to analysis of a narrative (fictional) text. I can tell you a lot of information about Edgar Allan Poe and Ambrose Bierce. I can define, create, and explain annotations. Here is what we will be doing in class: After learning about Edgar Allan Poe and Ambrose Bierce, studying point of view, and analyzing a short film based on an Ambrose Bierce short story, students will begin work on a mock trial. The trial puts the narrator of Edgar Allan Poe's Tell Tale Heart on trial to determine if he is guilty of first degree murder or not guilty by reason of insanity. Students use the legal definition for insanity as well as a medical article that explains the aspects of psychopathic personality disorders that could be used to aid the defense in their argument for an insanity plea. We also take the time to discuss psychological and mental disorders in an effort to destigmatize mental health issues that affect many people in their daily lives and how these are different from 'insanity.' The class will be split up into defense team (lawyers, expert witness, character witnesses, defendant), prosecution (lawyers, expert witness, character witnesses), and a jury (usually either a lot more or a lot less than 12!!). Students will spend approximately three days preparing for their trial by creating witness questions and answers, "gathering" evidence (textual mostly, though they are encouraged to branch out and bring in "physical evidence" like written statements, crime scene "photos," medical brain scans....stuff like that). The jury asks as researchers for both sides as we prepare (finding evidence both sides should use, what their questions should be, etc.), although they don't share any of the information with either team of lawyers. We usually watch a few videos of other middle school or elementary school mock trials and then move on to our own. It's a fun learning time!
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Ms. Krista Langlois Imagine the craziest roller coaster ride you've ever been on...Now add super hormones, social angst, mother bears (and daddy bears), a big dash of "Dumb and Dumber" humor, ego, legislative red tape, gracious humility and humanity when least expected, tears, heartbreaks, hugs, high fives, knuckle bumps, amazing moments of learning, and a huge love for what you do...multiply that by about 200...shake it all up together and label it a calling...It's the greatest job in the world (even when it isn't)! There is nothing else I could imagine doing.
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