Moral questioning through science fiction writing – that’s the focus of this section’s written text. Would you use your advantage to get something you really want if you know it comes at the cost of someone else not getting the same? Is that cheating or just using everything you have access to in order to help yourself or others?
Knowing what’s the Right and Wrong thing to do in a situation may not be as simple as black and white. There are often a lot of other influences pressuring us in our choices. The following Role-Playing Scenarios will walk us through a few examples of those grey-area Right or Wrong moments.
5 Characters: Antonia, Marco, Professor Max, Sonyeter, and Natalie (the school janitor)
5 Characters: Nicole, Ernesto, Coach Albert, Sarah, Sandra
Group 3: Consider the following events. 5 Characters: Officer Lavoie, Officer Maturana, wallet owner #1, wallet owner #2, and Police Chief of that detachment. Instructions: You can read through the following events of this scenario and take on one of the five roles in this scene. If you do, record (video or audio) your personal responses to being in your roles and this ethical dilemma, and then share it with me.
Police Officer Lavoie is on a night shift with his partner, Officer Maturana, when a Good Samaritan drops off a found wallet at the station.
Officer Lavoie and partner try to return the wallet to the house location found inside the wallet at 3.22 am. They rang the doorbell and waited, but no one answered the door.
The next evening, again on the night shift, Officer Lavoie and partner returned to the home to once again try returning the found wallet to that home location. They rang the doorbell, this time at 1:22 am. There was again no answer.
Officer Lavoie next examined the vehicle parked in the driveway and noticed another wallet on the passenger’s seat and found that the car door was unlocked.
He opened the car door, took the second wallet from the car in the driveway, and confirmed by the documents inside that the owner also lived at that residence.
Consider for yourself,
What are the possible “right” ways to respond to this circumstance?
What possible scenarios could you think of for why one wallet was found, another wallet sat in an unlocked car in the driveway, and no one was responding to the doorbell in the middle of the night? Would you suspect foul play? Explain why or why not.
What is the worst thing you can think of the Police Officers doing in that moment, in response to their concerns?
Do we just enjoy reading or do we actually benefit in a variety of ways from reading literature? That’s a great question! Let’s see, shall we?
There is great freedom in many countries over choices of what texts are available to read. Some countries go so far, though, as to ban some books making them illegal if shared or read. Consider what might be the danger of this – what could be so harmful in a book to make it illegal?
Research Proposal: Identify the tangible/actual benefits gained from reading experiences and study, also, the counter-arguments, if there are any, that argue no gains from reading experiences.
You might find the article easy to read/comprehend or you might want to try using a website that exchanges the challenging words for less challenging ones. You can Copy the text of the article and paste it in the website Rewordify and see if it makes it easier for you to understand.
You can also take either a) the original text or b) the Rewordify text with simplified words and paste it into a Text-to-Speech website and listen to it read aloud. Try it out using the following website as a trial.
You can adjust the speed of the speaking.
You can adjust the voice – male or female or an accent
You can also adjust the font that you read along with
The article has 9 paragraphs – in one sentence summarize each of the nine to narrow the focus of the article’s point. (You can do this in paper or in a Google Doc for yourself or shared with a partner.)
Single Summary: Reread your nine sentence summaries and attempt to reduce the whole focus of this article to one single sentence; what is the main message from the writer?
Personal Response: What do you agree with from this reading or not agree with? Try to identify 3 insightful observations you can make from reading the article.
Some tough situations we find ourselves in have easily-found ways to deal with that conflict. Other situations of conflict for people can leave them quite unsure how to resolve it. The story in this section is a playful look at someone in a situation they don’t want to be in; read to find out how it all ends!
Unfortunately, it’s a common human experience to deal with and encounter conflict throughout our lives. We encounter it in big and small ways constantly and have to learn to deal with it through our experiences. Other ways to learn how to manage these moments in our lives is through literature – to read and understand how other people handle the conflicts they encounter. That’s what this section of ELA 9 begins with.
Identifying Elements of Plot Structure: One challenging activity when reading literature is trying to identify the moments when tension increases (rising action) or pinpointing a climax moment. If you want more to challenge yourself, see if you can fill these in and agree with another over your choices.
Connection to Real World – For Discussion: What happens when your identity as part of a group isn’t one you can just remove, like a jacket? Cultural and racial groups are still subject to judgements of others that affect the treatment they receive and conflicts they encounter. How does an example like the one in the video below relate to this short story about a boy in a gang? Do they share a similar theme?
We have the cool opportunity to have both Social and ELA together as a group and the timing works perfectly to begin studying Narratives and Mythology just as we are studying Greece and Rome, where many of the most popular myths stories originated.
In looking at ancient civilization mythology, it’s interesting to recognize how many patterns exist in the myth stories, despite the fact that the cultures that developed them have such different beliefs, values, and experiences from the far corners of the globe.
Consider this – almost every civilization has a “Flood Myth” story. How can that be?
Everyone’s picked a new novel they’re going to read on their own, but good readers think about the writing as they progress through a book. It’s important to consider certain questions at the beginning of a book; it helps establish a deeper understanding of the complex plot the author developed and helps you make connections to the rest of the text as you read along.
After you’ve read enough of the beginning of your book (maybe 20 – 40 pages), pause a moment to consider some of the following prompts. You don’t have to answer all of them and shouldn’t respond with a Question-Answer format. Just journal your thoughts as they come together.
Prompts to consider from the beginning development of your book:
The setting is a super important part of a book’s beginning. Whether a series of events happens in the past, the present or the future, the possible outcomes depend on when in time the events happen. Where it is happening, that you understand the surroundings, the locations the main character goes back and forth from, and where they are in relation to others around them, these are also all parts of the setting to consider. Some authors may develop this really clearly at the beginning while others maybe don’t pay enough attention to it. How is the development of setting affecting the way you are reacting to the book?
Main character development – We usually have to be able to relate to a character if we want to follow them along through their experiences. Even if they have very different qualities than you, you often can find similarities with them from the ideas they have, the way they treat people, the hopes they have, their background etc. How are you connecting with your novel’s main character?
What about the author’s style of writing do you like, so far?Or what about it do you not like, so far? It can be how they use dialogue. It can be whether personality shows through in descriptions of how characters act around others. It can be how they divide the chapters; some of the most popular books have chapters that end with a bang and entice readers to keep reading! Some authors may use sentences that are too long. Others may use some that are too choppy.
Establishing the problem: Every story is about a character in a situation they don’t want to be in. The rest of the story is about their attempt to solve their situation and the distractions that get in their way. If an author develops the beginning of a book for too long, though, without identifying the problem, a reader may lose interest and feel the pace is dragging. An author may fail to create a believable problem, oversell the danger and not deliver with an exciting story to follow. With what you’ve read so far, a) are you aware of the conflict the main character wants to solve and b) is it an interesting problem/does it make for a good story in your opinion?
We’re about to finish our ELA 9 time and begin our focused time studying Social 9.
To reflect on what you hoped for at the beginning of ELA this year, go back to your blog and find the Assess and Reflect Fotobabble (audio) recording you completed where you reviewed how you felt class was going a few weeks in and what goals you hoped to have met through the course.
After listening to your Beginning-Of-The-Year reflection, record an End-Of-The-Year reflection and post it to your blog. This last reflection should include:
What you hoped for from your beginning of year reflection recording.
A review of that – were any of those goals met? did the class continue in a similar way as your first impression?
Focus on some goal-setting forward for next year – what do you anticipate from next year’s Gr 10 class where timelines, completing projects, marks will count? what goals do you want to set to focus on next year? how do you anticipate the class will change?
Consider as well whether you’re becoming more comfortable risking failing to test your skills. How might that continue next year when marks do count?