Monday; February 8/15

Hey all;
Hope all is awesome this Monday morning!
Don’t forget that we are going to Newcap TV this week.

English 20:
I can read for understanding and meaning.
I can appreciate a piece of non-fiction literature.
I can comprehend.
I can learn new words and understand how and why they were used in specific sentences.
I can try and understand Harper Lee’s need for such strong characterization in TKAM.

To Kill a Mockingbird
A dispute over who wrote To Kill a MockingbirdThis just in.

We will begin by discussing how Chapter 1 ended and move into chatting about Chapter 2.
(If the following questions do not come easily to you, please read or re-read the chapters.)
Who is Miss Stephanie?
Which Radley do Jem and Scott see everyday?
What does, “make Boo Radley come out?” mean?
What did Jem do to the Radley house that ended Chapter 1?
Where did Dill go?
Who is Miss Caroline Fischer?
What did Miss Caroline do initially to Scout?
What does Miss Caroline tell Scout she CANNOT do anymore with a fresh mind?
Who didn’t have a lunch?
What did Scout mean when she said, “Miss Caroline, but he is a Cunningham?”
Does Miss Caroline like Scout on the first day? Yes or No?
Why does Miss Caroline get so angry with Scout?
What does Miss Caroline do at the end of the day?
How does Scout feel about what Miss Caroline is doing?

Then we will continue reading on to Chapter 3.
You will need to have Chapter 3/4 read tonight.
We will begin with Chapter 5 tomorrow.

Social Studies 20:
€ I can define and explain human rights. 1.1a
€ I can explain what ‘moral entitlement’ means and how it applies to human rights. 1.1b
€ I can explain how and why human rights are ‘universal’. 1.2
€ I can make a timeline to explain the evolution of human rights. 1.3
€ I can explain what rights people have regardless to their contribution to society. 1.4
€ I can explain where and how conflicts arise in the upholding of human rights. 1.5
€ I can identify 10 human rights that all individuals ‘should’ have. 1.6
€ I can explain well being. 1.7 (412)
€ I can define who has the responsibility to uphold human rights. 1.8 a
€ I can explain why controversies exist when upholding human rights 1.8b
€ I can explain how and why some people are not given their human rights. 1.9
€ I can explain how morality applies to human rights. 1.10a
€ I can explain what is meant by a ‘life of dignity.’ 1.10b
€ I can explain the minimum standard of treatment for a life of dignity. 1.10c
-Ten Commandments (discussed last day)
-Sermon on the Mount (discussed last day)
-Hammurabi’s Law Code
-Machiavelli’s approach to government
-the Buddhist Noble Eight Fold Path

GRAND-FATHER

GRAND-FATHER

FATHER

FATHER

CURRENT, SON

CURRENT, SON

We will also need to quickly cover:
Hammurabi: An Eye for an Eye
Machiavelli Approach to Government: The End’s Justify The Means
Buddha’s Noble Eightfold Path: Noble Truths… Wisdom/Love/Understanding/Fairness/Spiritualness

Click the links to check out the laws from 1754.

Moving on to Machiavelli

Quick general intro before we dive into notes and discussion.

Quick general intro before we dive into notes and discussion.

He glorified instrumentality in statebuilding—an approach embodied by the saying that “the ends justify the means.” Violence may be necessary for the successful stabilization of power and introduction of new legal institutions. Force may be used to eliminate political rivals, to coerce resistant populations, and to purge the community of other men strong enough of character to rule, who will inevitably attempt to replace the ruler.

What do you think; the end justify the means means?
Do you agree? Disagree? When does common sense come into play?

Lastly:
Buddha…

If you want to reach enlightenment and take that narrow path... you can follow the Eightfold Path.

If you want to reach enlightenment and take that narrow path… you can follow the Eightfold Path.

Other things you might find interesting about today’s lessons:
North Korean attacks against Sony over The Interview?
Free trip to Ottawa; National Student Commonwealth forum?

Media Studies/Photography 20:
I can explain the difference between a public service announcement and an advertisement.
I can provide an example of an advertisement that does not require the viewer/consumer to ‘think.’
I can provide an example of a PSA that does pose a question/though to the viewer/consumer.
I can explain and provide examples of how businesses sell products to specific audiences; senior/teenager/parents/children.
I can explain and provide examples of how businesses gear a PSA to specific audiences;
senior/teenager/parents/children.
I can create a PSA that follows a specific theme.
I can critique other PSA’s to suggest ways to improve it to better suit a specific audience.
I can articulate how various different camera shots can portray specific feelings or messages.
I can explain how images and video ‘sell’ products.
I can describe the deliberate choices made in each media text.
I can state the message of specific ads.
I can recognize the visual and textual clues that aid in deconstructing messages from ads.
I can articulate how the mass media affects my local community.
I can articulate how the mass media affects the Canadian image.
I can recognize biases and fallacies as they relate to selling images and values.
I can explain how social responsibility applies to selling images and values.
I can explain how personal integrity applies to selling images and values.  
I can explain the importance of social responsibility and personal integrity in the use of language and media.
I can explain how advertising can impact personal values.
I can explain how advertising can impact social values.
I can explain how advertising can impact people’s behaviours.  
I can list crucial events in the historical development of advertising.
I can explain the difference between an advertisement and a public service announcement.
I can portray a message using images, sound and video rather than words.
I can describe the deliberate choices made in each media text.
I can state the message of specific psa’s.
I can recognize the visual and textual clues that aid in deconstructing messages from psa’s.

1). BELL WORK: Fill in your media profile from the weekend.

2) Meet your DSLR and your memory card!
-Remember that these cameras can be used to film your PSA assignments.
We will go down, grab the gear and you can bring it upstairs.

3) Begin working on your PSA’s.
Here are some documents to support you:
Commercial Contest Waiver
PUBLIC SERVICE ANNOUNCEMENTS
RUBRIC

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s