Thursday: We had a short schedule, due to the eighth graders visitation to the high school. Students worked on their Prince Shotoku "film" posters.
Friday: Students continued to work on the Shotoku posters (which are due today). Their illustrated map of Japanese Geography is due Monday, as well as the written element of the film poster (see directions below)
Prince Shotoku Film Poster Written Element
This assignment is a two-part one. You’ve been working on the visual element (the real poster for an imaginary film) and that part of the assignment will be graded on how authentic your film poster looks. The second half of the assignment is writing a synopsis (summary) of the imaginary movie. It should be about 3/4s of a page, handwritten. You can read examples of this kind of writing below.
• Notice that the important characters, and/or director are mentioned, and the actor associated with the role in mentioned in parentheses next to the role.
• Notice that reviews are often quoted in a synopsis. You may want to try that.
• The synopsis briefly explains the plot of the film. YOU NEED TO DO THIS FOR YOUR IMAGINARY FILM!
• INCLUDE, AND UNDERLINE, THE FOLLOWING WORDS IN YOUR SYNOPSIS: PRINCE SHOTOKU, CHINA, JAPAN, EMBASSY, CULTURE, BUDDHISM, CONFUCIANISM, 17 ARTICLE CONSTITUTION, LEGACY
Examples:
Kung Fu Panda
Prepare for awesomeness with Dreamworks Animation’s Kung Fu Panda, “a delightful movie that can stand among the very best animated features” (Leonard Maltin, Entertainment Tonight). Jack Black is perfect as the voice of Po, a noodle slurping dreamer who must embrace his true self – fuzzy flaws and all- in order to become the Dragon Warrior. With groundbreaking animation, an all-star cast and high-kicking humor, Kung Fu Panda is “Ultra-satisfying entertainment… There’s heart in this movie and that’s the secret ingredient” (Richard Corliss, Time).
The Nightmare Before Christmas.
Enter and extraordinary world filled with magic and wonder. Tim Burton’s The Nightmare Before Christmas celebrates the groundbreaking accomplishments of the first full-length stop motion animated feature. Jack Skellington, t he Pumpkin King of Halloween Town, decides to spread Christmas joy to the world. But his well-meaning mission unwittingly puts Santa Claus in jeopardy and creates a nightmare for all good little boys and girls everywhere. Who will save Christmas? The visionary genius of Tim Burton (Sleepy Hollow) and the ten original songs by Danny Elfman (Oingo Boingo) make this critically acclaimed movie milestone a uniquely engaging fantasy for the whole family.
Finding Nemo
From the Academy Award winning creators of Toy Story and Monsters, Inc., it’s time to dive into Finding Nemo- a hilarious adventure that takes you into the breathtaking underwater world of Australia’s Great Barrier Reef. When Nemo, a young clownfish, is unexpectedly carried far from home, his overprotective father, Marlin (Albert Brooks), and Dory (Ellen DeGeneres), a friendly but forgetful regal blue tang fish, embark on an epic journey that leads to encounters with vegetarian sharks, surfer-dude turtles, hypnotic jellyfish and hungry seagulls. “Unlike any movie you’ve ever seen! You could be 5 or 95 and you’ll enjoy this film.”- Leonard Maltin, Hot Ticket.
Friday, February 26, 2010
Wednesday, February 24, 2010
Feb. 22, 23, and 24
Monday: We began our unit on Japan. Students read about the creation myth of Japan and answered questions about what they read. I then discussed 16 elements of Japanese geography while students filled in a notes page.
Tuesday: Students began a map that incorporates the 16 features I discussed on Monday, and were given a reading guide as homework.
Wednesday: Students read an article about Prince Shotoku of Japan and began a Photoshop assignment about him.
Tuesday: Students began a map that incorporates the 16 features I discussed on Monday, and were given a reading guide as homework.
Wednesday: Students read an article about Prince Shotoku of Japan and began a Photoshop assignment about him.
Wednesday, February 10, 2010
Feb. 10
Today we continued our study of the Mongols/Silk Road. I began class by giving students a preview of Fridays test (some multiple choice questions that will be on the test).
We discussed the TAKE HOME part of the test (see directions below)in more detail. Students watched a dvd segment about the Mongols and the Silk Road and then completed a jigsaw they began yesterday about the Silk Road.
Silk Road Narrative Writing Assignment
This assignment is to be completed by Friday, and will count as part of your test grade for the unit on China. It is to be at least one page long.
You will be assigned a character. Using your textbook, and possibly other resources, learn about what life would be like for your character in the time period we have been studying. Your first person narrative needs to include the following information:
• Who is your character?
• What is their role in the Silk Road trade/travel?
• What goods do they trade? OR What services do they provide? OR Why are they traveling on the Silk Road?
• What sort of terrain (land) did they encounter?
• How do their interactions on the Silk Road relate to their personal lives?
• What obstacles do they encounter along the way?
• Include an interesting account of something that happens to them along the way.
Your first person narrative can take the form of a story. It can be the thoughts of your character after they’ve completed the long, hard journey of the silk road.
We discussed the TAKE HOME part of the test (see directions below)in more detail. Students watched a dvd segment about the Mongols and the Silk Road and then completed a jigsaw they began yesterday about the Silk Road.
Silk Road Narrative Writing Assignment
This assignment is to be completed by Friday, and will count as part of your test grade for the unit on China. It is to be at least one page long.
You will be assigned a character. Using your textbook, and possibly other resources, learn about what life would be like for your character in the time period we have been studying. Your first person narrative needs to include the following information:
• Who is your character?
• What is their role in the Silk Road trade/travel?
• What goods do they trade? OR What services do they provide? OR Why are they traveling on the Silk Road?
• What sort of terrain (land) did they encounter?
• How do their interactions on the Silk Road relate to their personal lives?
• What obstacles do they encounter along the way?
• Include an interesting account of something that happens to them along the way.
Your first person narrative can take the form of a story. It can be the thoughts of your character after they’ve completed the long, hard journey of the silk road.
Tuesday, February 9, 2010
Feb. 8 and 9
Monday: Students were given a reading guide about Genghis Khan and the Mongols, and assigned a map of the Mongol empire. Both were due today.
Tuesday: We began a jigsaw activity about the Silk Road. Students were given a study guide for the China test, which will be on Friday. They also have a take-home portion that they were given today. I'll post both on the blog from school tomorrow.
Packets will be due on Friday. Students will be able to use note cards on the test, but only 3, one-sided, 3X5 inch cards.
Tuesday: We began a jigsaw activity about the Silk Road. Students were given a study guide for the China test, which will be on Friday. They also have a take-home portion that they were given today. I'll post both on the blog from school tomorrow.
Packets will be due on Friday. Students will be able to use note cards on the test, but only 3, one-sided, 3X5 inch cards.
Friday, February 5, 2010
February 3, 4 and 5
Feb. 3:
Students worked on a reading assignment about Buddhism and did a map that showed the spread of Buddhism through Asia. I also collected the first packet of work from our China unit.
Feb. 4: Students began creating a mock advertisement for either Buddhism or Confucianism, or for a great achievement/innovation of the Ancient Chinese.
Feb. 5: I lectured briefly about the prosperity during the Tang and Song Dynasties and students continued work on their advertisements.
Song of the Week: Hold On, I'm Comin' by Sam and Dave
China Unit Test will be next Friday.
Students worked on a reading assignment about Buddhism and did a map that showed the spread of Buddhism through Asia. I also collected the first packet of work from our China unit.
Feb. 4: Students began creating a mock advertisement for either Buddhism or Confucianism, or for a great achievement/innovation of the Ancient Chinese.
Feb. 5: I lectured briefly about the prosperity during the Tang and Song Dynasties and students continued work on their advertisements.
Song of the Week: Hold On, I'm Comin' by Sam and Dave
China Unit Test will be next Friday.
Tuesday, February 2, 2010
Feb. 2
Today we analyzed another Confucian quotation as a class, and talked about his desire to reform China. We finished the A & E video biography. Students were given a page of Confucian quotations and asked to explain the meaning of 4 of the quotations, and illustrate one. Packets are due tomorrow (see list below):
1. Daily Appetizers
2. Asia Map (w/stamp)
3. Engineering an Empire I
4. Chapter 7, Lesson 1 pp. 213-216
5. Dynastic Cycle Fill-in 1
6. Engineering an Empire II
7. Dynastic Cycle Fill-ins 2
8. Confucius 1: Words of Wisdom
9. Confucius 2: Words of Wisdom
10. Confucianism: Quotations
1. Daily Appetizers
2. Asia Map (w/stamp)
3. Engineering an Empire I
4. Chapter 7, Lesson 1 pp. 213-216
5. Dynastic Cycle Fill-in 1
6. Engineering an Empire II
7. Dynastic Cycle Fill-ins 2
8. Confucius 1: Words of Wisdom
9. Confucius 2: Words of Wisdom
10. Confucianism: Quotations
Monday, February 1, 2010
February 1
I talked briefly about Confucius, and students analyzed one of his famous quotations. We viewed all of the Photoshop illustrations students made last week. We also watched a segment of the A & E Biography on Confucius. Packets are due on Wednesday.
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