Heritage Fair

Thursday, March 26^th, 2015

Dear Parents,

            We would like to invite you to attend our Canadian Heritage Fair.  This program is a student-centred, inquiry learning opportunity to explore Saskatchewan and Canada in fulfilment of Saskatchewan provincial curriculum.  Our students from grades 7 and 8 have been developing their Heritage Fair projects in the classroom through inquiry based learning.  Students have learned how to effectively research their topics, create a written report, design a visual display and finally present their material in an oral presentation through the Fair.  Our Heritage Fair will be held on Thursday, April 2nd, in the gym.  This will be an opportunity for all students to share their knowledge with each other, staff, special guests and parents.  

Please note the schedule for the day.  During the time your child’s home-room is listed that classroom will be doing peer evaluations and may not be at their station.

8:30 - 8:53 am – Heritage Fair Set up

8:53 - 9:00 am – Attendance and final preparations

9:00 am – Heritage Fair opens

9:00 - 9:45 am – Mrs. Scott’s class peer evaluation time

9:50 - 10:35 am – Mr. DuMont’s class peer evaluation time

10:40 - 11:25 am – Mrs. Reoch’s class peer evaluation time

11:25 - 11:45 am – Full Fair

11:45 – 12:45 pm – Lunch

12:45 – 1:00 pm – Full Fair

1:00 – 1:45 pm – Mr. Yeske’s class peer evaluation time

1:45 – 2:00 pm – Full Fair

2:00 pm – Heritage Fair Closes

Please remind the students that they are to embody their presentation as much as possible and are supposed to dress the part as best they can.  We look forward to seeing as many of you as possible next Thursday, April 2^nd. 

Mr. DuMont    Mrs. Scott       Mrs. Reoch      Mr. Yeske

Arts Ed Monologues

HOW TO WRITE Dramatic Monologues             NAME:_____________

Decide what style you would like to use:

-          Autobiographical – based on your life and specific experiences

-          Storytelling – focus is on the story not the character.

-          Historical – focus on an actual person or event in history

-          Narrative – we are told a story.  It has a beginning, middle and end

-          Dramatic – we are shown the story.  Often it begins in the middle of the action that is taking place now.

FIND AND DEVELOP YOUR OWN PERSONAL VOICE….  YOUR WAY OF SPEAKING, PHRASING AND TONE.

STEPS TO A CREATING A SUCCESSFUL MONOLOGUE:

1. Read or view as many dramatic monologues as you can.  Writers like Shakespeare and Moliere are classic monologue writers but many modern writers that use this technique effectively as well.
2. Know your character!!!
3. Decide on the style that you would like to use (see above)
4. Decide on the topic of your monologue.  It should deal with your perspective on a social issue (relationships, family, poverty, racism, homophobia, gangs, sustainability, etc.) If you are not sure if your topic is appropriate, please check with Mrs. Hinz.
5. Decide on the climax of your dramatic monologue.  It should build up to a defining moment.
6. Map out the structure of your monologue.  It is tricky finding the right place to begin.  You don’t want to waste time but you don’t want to ruin the suspense to the climax.
7. Define how you will end the monologue.  You must be careful not to drag out the ending.
8. Write the rough draft of your monologue.  Include as much of the build-up to the climax as you like at this point. 
9. Edit your dramatic monologue as many times as necessary to get the timing right. Don’t forget that pauses are important.
10. For this assignment, you should produce a piece from 400 – 500 words.
First rough draft is due Thursday Mar. 12th  (Scott / Reoch)

                                         Monday Mar. 16^th(Yeske / Dumont)

12. Your final draft will be due the same time as the presentations begin –

Thursday March 19^th –(Scott / Reoch)

Monday March 23^rd – (Yeske / Dumont)

FIND AND DEVELOP YOUR OWN PERSONAL VOICE….  YOUR WAY OF SPEAKING, PHRASING AND TONE.

MONOLOGUE PERFORMANCE RUBRIC

TEACHER:        Mrs. Hinz

STUDENT NAME:____________________________

CLASS:               _____________________________                

CATEGORY	EXCELLENT A	GOOD B	SATISFACTORY C	NEEDS IMPROVEMENT  D
Staying in Character	Performer had a distinct character and stayed in character throughout the performance	Performer had a distinct character and stayed in character through almost all of the performance.	Performer had a fairly distinct character, and tried to stay in character through most of the performance.	Performer did not have a distinct character and broke the character several times.
Expression	Performer’s voice showed a lot of expression and emotion.	Performer’s voice showed some expression and emotion.	Performer’s voice showed a little expression and emotion.	Performer’s voice was monotone and not expressive.
Voice Projection	Voice of performer was always audible.	Voice of performer was usually audible.	Voice of performer was sometimes audible.	Voice of performer was rarely audible.
Acting Choices	Performer made acting choices that were unique and effective all the time. Props / costume added to the overall character.	Performer made acting choices that were unique and effective almost all of the time. Some use of props or costume.	Performer made acting choices tht were unique and effective most of the time. No extra effort given to props or costume.	Performer made few unique and effective acting choices.
Presentation	Performer’s monologue flowed very well.  Very little reference to the writing.	Performer’s monologue was not always fluid. Needed to refer back to the notes occasionally.	Performer’s referred to their written monologue frequently.	Performer read their entire monologue.  Presentation was not fluid at all.
Total:       /50

WRITTEN MONOLOGUE RUBRIC

Teacher:  Mrs. Hinz –

Subject:       Drama

Student Name: _____________________________________

Class:              ______________

CATEGORY	9-10	7-8	5-6	0-4
Ideas and Relevance	The writer successfully shows the reader why they should care and want to know more about the character.	The writer adequately shows why the reader/audience should care about the character.	The writer attempts to make the reader/audience care about the character, but is not really successful.	The writer makes no attempt to make the reader/audience care about the character and topic.
Character	The character is consistent and believable.  They seem like a real person.	The character is mostly believable.  They seem almost like a real person.	The character is not very believable but is consistent through the piece.  They are not really like a real person.	The character is unbelievable and inconsistent that distracts from the message of the monologue.
Focus on Topic (Content)	There is one clear, well-focused topic.  Main idea stands out and is supported by detailed information.	Main idea is clear but the supporting information is general.  It does not completely support the development of the character.	Main idea is somewhat clear but there is a need for more supporting information.	The main idea is not clear.  There is a seemingly random collection of information.
Word Choice	Writer uses vivid words and phrases that linger or draw pictures in the reader’s mind and the choice and placement of words seems accurate, natural and not forced.	Writer uses vivid words and phrases that linger or draw pictures in the reader’s mind, but occasionally the words are used inaccurately or seem overdone.	Writer uses words that communicate clearly, but the writing lacks variety, punch and flair.	Writer uses a limited vocabulary that does not communicate strongly or capture the reader’s interest.  Jargon or clichés may be present and detract from the meaning.
Grammar and Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader form the content.
TOTAL:       / 50

Heritage Fair

As we have finished our speeches and we are moving through PAA our next major assignment within Language Arts is going to be a Heritage Fair Project.  The Heritage Fair program is a student-centered, inquiry learning opportunity to explore Saskatchewan and Canada in fulfillment of Saskatchewan provincial curriculum.  
Students from grades 7 and 8 will develop their Heritage Fair projects in the classroom through inquiry learning.  Students research their topics and create their written report, visual display and a n oral presentation.  A grade 7 and 8 Heritage Fair will be held on Thursday April 2nd, in the gym.  This will be an opportunity for all students to share their knowledge with each other, staff, special guest and parents.  Please check the link below for what the Heritage Fair is all about if you are unsure.  

http://heritagesask.ca/res/video/2014regional.mp4

PAA - Practical and Applied Arts

Dear Parents/Guardians,

On Thursday, February 26th, 2015 to Friday, March 13th, 2015 our grade seven and eight students will begin a two week intensive program referred to as PAA (Practical and Applied Arts).  The grade eights will be travelling to Campus Regina Public every morning for their activities and the grade seven students will be staying here at the school.  There will be two sessions: Session A and Session B, each running for five days at a time.  The combined cost for the grade sevens for both sessions is $20.00.  Please pay on-line or send exactly $20.00 cash (no cheques please) to your child’s homeroom teacher by Thursday, February 26th, 2015. 

The choices for each of the sessions have already been provided to the students.   A copy of the course descriptions is attached for your records.

Sincerely,

Kelley Reoch, Angela Scott, Kyle DuMont, Kevin Yeske, Melanie Little, Russ Clarke

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Session A

____ Pottery- Do you want to play with clay and in the process make something really cool!  In this session you will have the opportunity to create something that has never existed out of something that always has. Experience hand building with clay and create a number of artworks, including a self-portrait, a pinch pot, a textured candle holder, a coil garden animal, a slab wall hanging and a folded box.  Sign up now and let the creativity begin!

____ Culinary Arts- In our brief, five-day course, you will be introduced to the wonderful world of food safety and preparation.  We will be learning to read and follow recipes, using the appropriate measuring techniques.  Working in groups of four to five, you will be cooking up a storm and taste testing your results.

____Bracelets-Explore different designs, materials, and patterns of many handmade bracelets.  Explore the cultural significance of choosing colour and incorporating patterns into your design.  Leave with 2 bracelets to keep or to gift!

Session B

____ Wood burning (20) through this session you will learn new techniques using various                        wood-burning tools.  You will have the opportunity to express yourselves                                     through creative wood-burning and gain familiarity   with wood-burning as an art                          form.

____ Bracelet making- Explore different designs, materials, and patterns of many handmade bracelets.  Explore the cultural significance of choosing colour and incorporating patterns into your design.  Leave with 2 bracelets to keep or to gift!

____ Cardboard boat building - The challenge of the boat race is to design, construct and race a boat made out of cardboard across a swimming pool.  We will learn about volume, capacity, and a whole lot of FUN!