Thursday; NewCap TV Day!

Good morning!
Today we are off on our first field trip and have a guest speaker coming in…
BUT; lets crush some targets before and after the fun to showcase our learning.
Current Events assignment is DUE.
Poetry Analysis is DUE!

12:20pm:
Social Studies 20: Finish notes on MLK Jr.
€ I can define slavery. 1.11a
€ I can define and explain what is meant by a ‘labour shortage’ 1.1b
€ I can explain how ‘labour shortages’ lead to unfair working conditions. 1.1c
€ I can define and explain ‘serdom’ 1.1d
€ I can identify when slavery occurs. 1.12
€ I can identify the basic values governing slavery. 1.13a
€ I can define centralized government. 1.13b
€ I can explain how a centralized government impacts the laws surrounding 1.13c
€ I can explain when slavery began in North America. 1.14
-Jim Crow Laws/Civil War/Bill of Rights/Red Summer/Malcolm X/Black Muslim Movement/Enlightenment/Indigenous People
€ I can explain how a group of people in history rationalized the treatment of people as slaves. 1.15
€ I can explain why many people accept their role as a slave. 1.16
€ I can list and explain 10 key events in the history of slavery in North America. 1.17

I Have a Dream: Martin Luther King Jr. 
I Have a Dream:
Bryn Patterson

1:15pm: Craig Torry from the Lloydminster Youth Centre will be in to discuss your PSA’s with you.
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.

1:30-1:50pm: TKAM

Previous Chapter visual of the 'tire-rolling' incident where Scout ends up near the Radley porch.

Previous Chapter visual of the ‘tire-rolling’ incident where Scout ends up near the Radley porch.

Dill, Charles Baker Harris

Dill, Charles Baker Harris

Jem, Scout and Dill stand and look upon the Radley house.

Jem, Scout and Dill stand and look upon the Radley house.

Here is a 'visual' of Atticus Finch... Do you agree? Disagree? Like? Dislike? How do you see him?

Here is a ‘visual’ of Atticus Finch… Do you agree? Disagree? Like? Dislike? How do you see him?

"Making Boo-Radley come one..."

“Making Boo-Radley come one…”

Reading Chapter 5
What the heck is going on in Chapter 5 of TKAM?
Scout is going to feel left out… 
What is a foot-washing baptist?
Who are the kids tormenting?
Do you feel this is tormenting…?

You will need to finish this Chapter tomorrow! 
I can read to comprehend.
I can understand how and why an author needs to have ‘characterization’ to build the story for the reader. 
I can understand new vocabulary.

1:50pm: Load the bus and head to Newcap TV

Learning Targets that were covered in relation to the field trip:
I can explain how tv is used for information and entertainment.
I can explain how reporters try ensure truth, fairness and unbiased information in news stories.
I can explain how false information is sometimes innocently portrayed within the media.
I can explain how advertising is completed in tv.
I can explain how explain what the role of tv is in the 21st century.
I can explain how what is available on tv has changed in the last 20 years.
I can identify the critical questions to ask when deconstructing a media message.
I can evaluate the popularity and nature of television.
I can understand the language and conventions of television.
I can identify the formula used in various television genres.
I can recognize that each genre has its own pattern, value and message.
I can describe the historical and technical development of television.
I can identify various camera shots, angles, lighting and movements.
I can understand how the camera communicates meaning.
I can discuss the media themes in the movies and support their opinions.
I can discuss the media themes in the television and support their opinions.
I can consider ethical questions related to media production extend viewing, writing, speaking, listening skills.

3:00pm: Return to HRHS to discuss how the learning targets were covered by this field trip.

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