I believe that a teacher should not hide their true self from their students.
I believe that parents should be active participants in the education of their children.
I believe that a teacher should not impose their personal, religious, or political beliefs on their students. Teachers should be open to discussion and accommodating to the personal, religious, and political beliefs held by students and their families.
I believe that all learners have the right to learn in the manner that best suits them: they have the right offer constructive criticism and question my teaching methods if they feel that their needs are not being met.
I believe students have the right to guide their own learning.
I believe that all students learn differently and at their own pace. Students who learn at a slower pace should be given the attention and care required to meet course expectations.
I believe that it is unfair to evaluate all learners based on the same criteria.
I believe that it is important for teachers to be concerned with nurturing and improving society and the surrounding community.
I believe that learners should work both cooperatively in groups as well as individually.
I believe students should be constantly encouraged to think critically and question themselves, others, and the world around them.
I believe that teaching is not just a career, but a lifestyle: I will behave the same inside and outside of the classroom, always exhibiting professional behaviour.
I believe that the focus of education is not solely academia, but to foster socially responsible citizens by equipping students socially and emotionally for life outside of school.
I spent my first practicum teaching English to grade seven and eight students at the Sambhota Tibetan School in Chauntra, Himachal Pradesh, India. Teaching in a Tibetan classroom, I learned to be flexible and willing to adapt to the given circumstances, whatever they may be: I also developed a great appreciation for the teaching resources that we have in Canada. While the students I taught were fairly proficient English speakers, the teaching experience I gained is closely related to that of a Canadian ESL or ELL teacher.
Through this experience, we were provided with unique cultural insights as we connected with both Indian and Tibetan members of the community. The cultural experience was unmatched and I learned much about Buddhist, Hindu, Sikh, and Muslim culture. This knowledge will prove useful as I begin teaching and am faced with students of varying cultural and religious backgrounds.
Using the Muppets “Jabberwocky” as inspiration, my Drama students created and recorded their own version of Lewis Carroll’s “Jabberwocky”. Working in groups of five, each group of students were given a stanza of the poem to develop by adding vocal effects and movement. After each group presented their stanza to the class, we collaborated as a class to create vocal effects for the first and final stanza, which the entire class recited together.
Here is what we created (please excuse the quality of the file as I was unable to get a proper microphone to record with):
This Celebrity Monologue project was the last project I did with my Drama Nine students at Riverside Secondary. For this project, students were asked to choose a celebrity (historical figure, politician, musician, athlete, or actor) whom they admire, identify a peak emotional moment in this person’s life, and write a monologue showing an un-publicized moment in this person’s life. The students were given time to write their monologues, have them checked by myself or my SA, and practice getting into character. These are the first monologues they have ever written and I was so proud of the truthful perspectives they portrayed, both on paper and in performance.
Evanna Lynch writing to J.K. Rowling. Rowling told Lynch that if she could overcome her anorexia, she would be offered an audition to play the role of Luna Lovegood in the Harry Potter film series:
” Dear J.K. Rowling,” No, no. “To the amazing…” Let’s just go with dear. “My name is Evanna Lynch and I am an avid reader of your work. I have been battling anorexia for a while now. I weigh 80 lbs and my organs are failing.” Yes doctor, I took my pills already. No, I don’t want anything, thank you. (mumbling to self) I need something to live for. “I was curious about the character Luna though. I was wondering if she had any mental health issues.” Well, of course not! She’s perfect! “I’m only 11 and I’m so badly beaten up already, so I was thinking I could relate to Luna the most.” She’s never going to read this I should just give up… No, I have to try! “The way I see it is if Harry can overcome every obstacle thrown at him, maybe I have a shot at beating my anorexia.” (looks over paper) “Your biggest fan, Evanna.”
Jeanne d’Arc in an English prison:
Oh. I thought the kept the prisoners separated (sits down). Well, nothing to do in here but talk, I guess. Hello. My name is Jeanne, but they’ve been calling me Jeanne d’Arc for a while now. I’ve been trying to help France break free of the oppression we’ve been facing. I’ve been fighting England. I guess that’s why I’m England’s most wanted criminal. They’re going to kill me. They haven’t said it yet, but I know they will. I’ve been fighting this whole time to try and prevent the deaths of me fellow French and now I won’t be able to help anyone. I feel like I’ve failed my people. I know my country will be disappointed. Listen. If you ever get out of here, I need you to tell my people something. Tell them that I tried. Tell them to keep fighting and never give up. Them them I’m sorry.
Leonardo daVinci talking to his assistant about a beautiful woman he saw and will soon paint:
Helda, I dreamed of someone last night – a beautiful young woman. I’m sure that I saw her at the market this morning, but what to do? Even to simply greet her, meet her, would leave me content for the rest of my life. But would I find her? Did I really see her this morning? Did you see her Helda? Perhaps, perhaps I will leave this to fate – if we meet, we shall meet. Otherwise, I will try to find something to rival her beauty, but what? What could challenge the beauty and delicacy of her graceful face and pure eyes? Her voice so soft and her hair so fine? No, Helda, I don’t think there is anything like her – so simple and so pure. Instead, I will try – oh I will try – to capture her in a work of art so that others might come to appreciate this beauty. Even if it is late now, I must, I must start now. Helda, bring me my paints.
This blog is now being used as my educational portfolio, but previously, it was used as a source of information for my English Nine students. If you scroll through the posts, not only will you find my portfolio items, but a comprehensive view of the lessons I taught in English Nine during my practicum.
Directly below, you will find some samples of the Short Story final projects my English nine students completed. If you continue to peruse the blog, you will find a document in the entry titled “Final Projects” which lists and describes each of the project options.
Today, we will be continuing with Narrative Poetry by analyzing a second poem by Tim Burton called “Vincent”.
This is the short film that accompanies “Vincent”. It was released as a bonus feature on The Nightmare Before Christmas Special Edition DVD, but was in reality one of Burton’s first creations during the time he spent working with Disney; however, Disney was unsure what to do with the film as they thought it to be a bit dark so it wasn’t released for many years and when it was, not many people saw it.
Vincent
By Tim Burton
Vincent Malloy is seven years old
He’s always polite and does what he’s told
For a boy his age, he’s considerate and nice
But he wants to be just like Vincent Price
He doesn’t mind living with his sister, dog and cats
Though he’d rather share a home with spiders and bats
There he could reflect on the horrors he’s invented
And wander dark hallways, alone and tormented
Vincent is nice when his aunt comes to see him
But imagines dipping her in wax for his wax museum
He likes to experiment on his dog Abercrombie
In the hopes of creating a horrible zombie
So he and his horrible zombie dog
Could go searching for victims in the London fog
His thoughts, though, aren’t only of ghoulish crimes
He likes to paint and read to pass some of the times
While other kids read books like Go, Jane, Go!
Vincent’s favourite author is Edgar Allen Poe
One night, while reading a gruesome tale
He read a passage that made him turn pale
Such horrible news he could not survive
For his beautiful wife had been buried alive!
He dug out her grave to make sure she was dead
Unaware that her grave was his mother’s flower bed
His mother sent Vincent off to his room
He knew he’d been banished to the tower of doom
Where he was sentenced to spend the rest of his life
Alone with the portrait of his beautiful wife
While alone and insane encased in his tomb
Vincent’s mother burst suddenly into the room
She said: “If you want to, you can go out and play
It’s sunny outside, and a beautiful day”
Vincent tried to talk, but he just couldn’t speak
The years of isolation had made him quite weak
So he took out some paper and scrawled with a pen:
“I am possessed by this house, and can never leave it again”
His mother said: “You’re not possessed, and you’re not almost dead
These games that you play are all in your head
You’re not Vincent Price, you’re Vincent Malloy
You’re not tormented or insane, you’re just a young boy
You’re seven years old and you are my son
I want you to get outside and have some real fun.”
Her anger now spent, she walked out through the hall
And while Vincent backed slowly against the wall
The room started to swell, to shiver and creak
His horrid insanity had reached its peak
He saw Abercrombie, his zombie slave
And heard his wife call from beyond the grave
She spoke from her coffin and made ghoulish demands
While, through cracking walls, reached skeleton hands
Every horror in his life that had crept through his dreams
Swept his mad laughter to terrified screams!
To escape the madness, he reached for the door
But fell limp and lifeless down on the floor
His voice was soft and very slow
As he quoted The Raven from Edgar Allen Poe:
“and my soul from out that shadow
that lies floating on the floor
shall be lifted?
Nevermore…”
Questions:
Create a plot line for the poem.
Which rhyme schemes are found in “Vincent”? Why might Burton have used this rhyme scheme?
What kind of life does Vincent’s mother want for him? What does Vincent think about this?
Do you think Vincent’s fantasies are harmful to him? Why or why not?
The Written Assignment will be marked /10 and will be using this writing rubric. You will also be marked for correctly identifying the theme as well as using examples from the story.
The Creative Assignment will be marked /15 and I will use this narrative writing rubric. You will receive 10/10 for exceeding expectations, 8/10 for fully meeting, 5/10 for minimally meeting, and 2/10 for not meeting. The remaining 5 marks will be decided upon by me, based upon your preparedness for and performance of the creative presentation.
The total mark will be combined, making the entire project /30
Presentations of the Creative Project are due ON EDUBLOG BY LUNCH ON WEDNESDAY. If all our presentation information is on Edublog, we can use my computer to do all the presentations instead of wasting time transitioning devices.
For the Unit Test, you need to be familiar with the following stories:
“The Sea Devil”
“The Father”
“The Friday Everything Changed”
“The Veldt”
“The Witch”
“Borders”
“Barney”
For one of these stories, you will have to identify the exposition, initiating event, rising action, climax, falling action, and resolution.
You will be asked about:
conflict
setting
atmosphere
theme
protagonist
antagonist
point of view
for any of the stories listed.
You will then be asked to write a character sketch for a specific character from one of the stories. A character sketch is written using proper sentences and in paragraph form. It may be one paragraph or a few small paragraphs. A character sketch uses adjectives to describe the personality, values, and (briefly) the physical appearance of a character. It also must use at least one of the following terms to describe the character: round, flat, dynamic, static, or stereotype.
Here is the list of short story terms I have created as we have worked throughout this unit. It is the same sheet I gave to you, including the additions I asked you to make. Compare my sheet with yours to ensure that your definitions are correct!
17/28 students in this class have handed in their Journal entries for “The Veldt”. 8/28 of you have handed in your Point of View re-write for “The Witch”. If you have not handed these assignments in, get them in now. If I do not have them by Friday, your parents will be informed that you have NHIs and NHIs WILL show up on you interim report.
There are 20 students who have not handed in the Point of View Re-write for “The Witch”
There are 11 students who have not handed in a Journal for “The Veldt”
There are still 4 people who have not handed in the short story summary for “The Father”
There are still 4 people who have not handed in the Journal for “The Father”
There are still 2 people who have not handed in the Final Copy of their letter.
If you have not handed in any of the five assignments listed above, you have one week to finish them. This is unacceptable. If you do not get these assignments in, I will begin holding students who have missing assignments in after school so that they can finish them.
Don’t forget that you also have to present your final projects next week. No exceptions. If you hand if your final project after the break, Mr. Barrington WILL wait until June to mark it and have you come in on your summer holidays to do your presentations.
