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Workshops
Literacy in Action Workshop with Jennifer Masselli, Joanna Genovezos, Melissa Ann-Ledo
The following activities are part of activities held at Lester B. Pearson High School (1500 students) in St. Leonard, and demonstrate the school's commitment to promoting literacy activities that support learning.
Introduction:
The Literacy in Action committee was created to improve the levels of literacy and in so doing the success of students. The goal of the committee, composed of teachers, students, and support staff, is to promote the importance of literacy in school, at home and in society. Most of the activities take place during Literacy Week in November.
The following is the process (cross-curricular work is evident) undertaken by Lester B. Pearson High School staff and students:
Process:
- Teams of students lead by the Drama teacher created skits that stress the importance of literacy. “Commercials” were shown to students a few days before Literacy Week started.
- A Book Fair, held during Literacy Week, was organized so that students can have the opportunity to purchase books. Students visit the Book Fair with their English teacher. Books of various reading levels written in English and French are available to students.
- Literacy Mural shows that literacy can be expressed in art form. Designated area is painted with a literacy theme in mind. Themes used in the past/present are "Flight of Fantasy", "Literacy Through the Ages", and "Open Books, Open Minds". Students design the mural and it is unveiled during Literacy Week.
ACTIVITY: Steps to a successful Literacy Mural : Ask yourself these questions
1. What is the purpose?
Teacher Reflection:
- What is the message/purpose/concept/moral of the story?
The purpose of the mural is to open the eyes of students to the idea that books open the mind to new ideas; appeals to students through images, reflecting a world that responds to images more than words.
- What are the students involved supposed to learn and what are others that view/read the work supposed to walk away with?
- To learn to appreciate the gift of literacy.
- To communicate ideas through imagery
- To work together as a group.
- To work together with students from different levels.
- Appreciation of their hard work.
- School spirit.
- Others who view the work:
- Appreciation of literacy.
- Appreciation for the artwork and the environment it creates.
- And the age old question: who is your audience ?
- Student population.
2. What are your resources?
The second step is determining what are your resources and budget, in terms of space, funds, time and student involvement.
- At LBPHS:
Space: corridors near the library.
Funds: $450.00 – misc. paint, brushes, drop cloths etc.
Time: One week during school hours (after school, if necessary)
Student involvement: Both Senior and Junior Art collectives (art club),
plus other students who volunteered.
3. How will you organize everything?
The rest is all about organization. Who will purchase the necessary materials? Who will paint when? Who will supervise when?
Tips:
- When working with junior students limit them to missing only morning classes as they will easily lose focus and motivation if they are working on the project everyday all day. This also permits your senior students to keep focused.
- If you are not interested in students missing class time or your project taking up a full week, your options are to:
a) divide the project into weekly segments (e.g. every Tuesday after school) or
b) choose a smaller surface for the students to work on.
4. What are the steps in terms of process?
Step One:
- Discuss with students the theme; have them discuss the ideas.
Have them work together to sketch a plan. Ask them the following
questions to encourage reflection:
- What is the first thing you think of when someone says.. (theme)…?
- How do books do this?
- What kinds of books are there? How do they differ in when we apply this theme?
- How would you show that through imagery?
- What is in the background?
- How can we link these ideas?
Step Two:
- Prime walls a few days before.
- Have students draw out ideas from sketches.
Step Three:
- Demonstrate techniques on how to apply the paint, mix colors.
Step Four:
Step Five:
- Have students fill in background of the image first.
Step Six & Seven:
- Work on rest of image; details kept to the end.
Step Eight:
- Once paint is dry (approx 1 wk), varnish.
ENJOY THE FINAL WORK!
ACTIVITY Coffee House
This is a venue through which students can share their creative work (e.g. poetry, lyrics and music). The section is open to Secondary Cycle 2 students and is held in the evening. Teaches also perform their original poems.
Process
- An informal evening of (primarily) student and teacher performances in the form of
original songs; original poetry; reciting or performing known work.
Two performances – November and February
- Secondary 3-5 students: Coffee house creates a mature setting that would not work with younger levels.
- Costs and Proceeds: Ticket ($5 each) sale proceeds used for decorations for event; door prizes (books); book donations.
- The writing and performing of poems, songs, and musical chords are an extension and an expression of literacy.
- Organizers: Three moderators; student chairperson; student committee.
- Moderator One: oversees entire activity with the student chair and committee.
- advertising
- selecting acts/performers
- selling of tickets
- buying books for raffle
- setting up the refreshment stand
- helping to set up the background and furniture
- decorating tables with candles and program tablemats.
- Moderator Two: works with the Student Chair to ensure the content of the performances is appropriate and helps with final printed program.
- Moderator Three: Helps with the rearrangement of furniture and set up of the library and sound system.
- Student Chair: interviewed and elected by moderators, forms committee of about 10 students who help with the activity.
Timeline : In the month before each performance:
Week One:
- Advertise the activity by having students create posters and banner through their Art classes and displaying them around the school.
Week Two:
- Students and teacher who are interested in performing sign during two lunch hours.
- The student Chair and moderators then finalize the number and sequence of performances.
Week Three:
- Tickets are sold during two lunch periods
- Cost established at $5.00; maximum number of tickets established at 80 to keep the evening intimate
- Each purchaser gets two tickets; one to hand in when entering the activity and one to hold on to for raffle
- Creation and printing of programs.
Week Four/Day of Performance
- Setting up space (e.g. library) – sectioning off one part with a painted backdrop (e.g. Jacques Cartier Bridge) and setting up mats, tables and chairs, candles, and programs.
- Setting up microphones, CD player, and speakers for the performances, and video cameras to record them.
- Setting up refreshment stand – all proceeds go a designated group (e.g. Terry Fox Foundation).
- Scheduled performance from 6:30-9:30, with a 15-minute intermission.
- The last half-hour being “Open Mic”, where members of the audience are encouraged to perform original pieces.
ACTIVITY: Poetry Anthology
- Open to students in Secondary 3 who have produced outstanding poems, scripts, song lyrics, essays and art work.
- Selected work is bound in a book and sold for a small fee; profits go to charity.
- Per Sempre was created in 2006 and If was created 2007.
Appreciating Dramatic Works (LBPHS 2007 activities)
- Actors from Geordie Productions performed To Be Frank for Cycle 1 students in November.
- Students visited the Centaur Theatre in January to see Assorted Candies by Michel Tremblay
- Cycle 1 Year 2 students attended a performance of Romeo and Juliet at the Centaur Theatre in March
- Taming of the Shrew performed for Secondary 5 students in May.
Author Visit
- David Bouchard, a Canadian author and former teacher and school principal was invited to speak to Cycle 1, Year 2 students during Literacy Week
- In sharing his poetry, excerpts from his books and passion for writing he demonstrated the importance of reading
Poetry Slam
- Secondary Cycle 1 students who write poetry in class and/or during their spare time may participate
- Students perform their poetry in the auditorium before their peers
- A panel of judges consisting of teachers and students evaluate each performance
- Winners are announced and receive prizes at the end of the competition (2-5 days)
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