Activities
and Curriculum Links
Senior (11 & 12)Level Activity
#5
After viewing Arising Phoenix, have students prepare a critical
analysis of the work. In this analysis, students should consider
the following issues:
central
theme of the work
tangential themes presented in the work
techniques the artists used to bring these themes forward to the
audience and the success of those techniques
aesthetic effects of the work (both aural and visual)
a personal response to the work
Naturally,
all statements made must be backed up by direct reference to the
work itself.
Curriculum
Link
Senior Level Activity #5
(All
links are from English Gr. 11 and English Gr. 12 both University
and College Preparation)
1. investigate potential topics by posing questions,
identifying information needs and purposes for writing, and developing
research plans to gather information and ideas from primary and
secondary sources (e.g., consult a CD-ROM or on-line database
to find information for an essay on a theme in a work studied;
search library on-line catalogues to determine the availability
of an author's works);
2. organise and analyse information, ideas, and sources to suit
specific forms and purposes for writing (e.g., group information
and ideas to focus on key concepts for an essay; create a pattern
of imagery for writing a sonnet);
3. formulate and refine a thesis, using information and ideas
from prior knowledge and research (e.g., develop a thesis for
an analysis of a satirical novel; integrate information and ideas
acquired from a variety of sources for a personal essay on a topic
or issue);
4. evaluate information and ideas to determine whether they are
reliable, current, sufficient, and relevant to the purpose and
audience;
5. cite researched information, ideas, and quotations in a consistent
manner according to acceptable research methodology (e.g., cite
sources using a recognized style such as that of the Modern Language
Association [MLA] or the traditional footnote/end note system
known as the Chicago style);
6. produce, format, and publish written work, using appropriate
technology to share writing with intended audiences (e.g., develop
graphics and other visual aids to support the oral presentation
of a literary independent study project; use a desktop publishing
program to format and publish a script on a student-writing website);
7. identify strengths and weaknesses in their writing skills and
create action plans for improvement;
8. edit and proof-read their own and others writing, identifying
and correcting errors according to the requirements for grammar,
usage, spelling, and punctuation listed below.
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