Day #58, Tuesday

Happy Tuesday my slurpees snatching snails!
Check out these self portraits! Luke- you da bomb!
The following actual self portraits of Lex were taken by our one and only Trev and I think they turned out beautiful 
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Bell Work:
Take a look at the following image!
What do you notice about it in terms of composition?
What story does it tell?
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Window on Poverty

Photograph by Yap Kh, National Geographic Your Shot
Amid the haze of toxic fumes from burning garbage, in an atmosphere filled with the overpowering stench of rotting waste and surrounded by millions of restless flies flitting ceaselessly, a young garbage scavenger from a swarm of Cambodia’s most destitute people fights to survive, writes Your Shot member Yap Kh. They search, Kh says, for scraps of recyclables in newly dumped loads of rubbish. “Covered in filthy rags, they were scruffy, sickly, and sad. They earned 4,000 riel ($1) a day—if they were lucky.”

Period 4: ENGLISH 20
Learning Targets: 
I can read for meaning.
I can answer questions in relation to comprehension.

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LIGHTS OFF. On the floor. You are a fly… BE ONE WITH A FLY!
I will finish Chapter 1 for Luke. (Great reading Luke).

Let’s discuss as a class. 
Chapter 1

1. What does the main character uncover about her brother that causes her to state, “I’m smiling, because for a moment I love my brother again” (pg. 3)?
Aside from the obvious- what does her discovery infer about her brother?

2. Why do you think Rune Michaels uses the example of earthquakes to describe the aftermath of a brother-sister fight?

3. The main character states, “I’m broken. But nobody’s trying to fix me.” …
(Question here)

4. Why do you think it could be a bad idea to stay in a house that obviously has history for Brian and the main character?

5. Why do you think Michaels leaves out the main characters real name, when she easily could have introduced it within the conversation between Aunt Phoebe and Mrs. Foster?

ACTIVITY:
I would like you all to get a picture of what you think Leia looks like. Hand in your screen shot to Google Classroom and I will print and we will see how our ‘idea of what she looks like’ evolves and changes.

Ideas for FINAL FIX ME projects.
Don’t stress these are not due till after the book is done but if you want to start thinking about it now… go ahead!
Additional PROJECT ideas:

  1. Describe at least one significant problem Leia faces and discuss how he dealt with that problem. Use details from the story to support your ideas.2. Make up 5 interview questions for Leia, along with choosing 3 to answer how you think SHE would respond.

    3. Draw a map of the zoo the depicts how Leia feels about each of the places.

    4. Tell what happened before the story began.

    5. Write a different ending for the story.

    6. Where do you think each of the characters will be in 5, 15, 25 years?

    7. Your character calls into a radio show for advice. Choose which show your character would call in to and then create the conversation he or she would have with the radio advice giver.

    8. Think about all the kinds of mementos you would put in a scrapbook for your character, cutting out pictures from magazines or drawing the mementos he or she would have in a scrapbook.

    9. Write an opinion column like those that appear on the editorial page of the newspaper. Choose a theme or topic from the novel you just read and write the column from the point of view of one of the characters. Your character might write about the importance of education or why we should accept people who are not like us.

    10. Write a poem that captures the essence of the novel.

Hagen will read. Chapter 2 and then we will discuss the following questions.
Chapter 2:
*Transfer these into your Fix Me notes.
1. Why is the following quotation significant to what we are learning about the main character, “They’re real people- they have trains to catch, taxis to hunt down, places to be, things to do. They leave tips… (pg. 13)

2. Predicition: How do you think the main character knows the stranger in the coffee shop? Did she overreact? What do you think she is afraid of?

Period 5: Poverty and Wealth Unit HAS BEGUN!

The following are learning targets for the entire unit:
What does it mean to be well? Understanding change and conflict is the key to understanding poverty and wealth.

Poverty Introduction

€ I can explain well-being and how it applies to others, and myself. 4.0
€ I can explain how the following examples of beliefs and values
-family -community
-church -school
-athletics -arts
-business -mass media
-advertising -military
-government
€ I can explain the elements of poverty. 4.1
€ I can explain in detail, The Global Poverty Trap. 4.2
€ I can define and explain welfare. 4.3
-economic welfare
-physical well-being
-social and emotional well being
€ I can list pros and cons of welfare. 4.4
€ I can explain, who are the poor? 4.5
€ I can explain upper, middle, working and lower class. 4.6
€ I can explain where poverty exists in the world, nation and locally. 4.7
€ I can explain 5 truths surrounding general characteristics of the poor. 4.8

Disparities in Wealth

€ I can explain income distribution. 4.9
€ I can explain what it means; per capita income and can state facts that relate. 4.10
€ I can explain how our local per capita income compares to others in the country- world. 4.11
€ I can explain what a developing country is and outline elements for growth. 4.12

Worldviews

€ I can explain how worldviews can affect ideas of poverty and wealth. 4.13
€ I can explain that industrial societies tend to accept liberal materialistic assumptions. 4.14
€ I can explain 2 approaches who how cultures can resolve conflict. 4.15

Developing World

€ I can explain what is meant by the term, developing world. 4.16
€ I can explain the terms, first, second and third world and explain how countries fit under each title. 4.17
€ I can explain how developing countries have been attempting to build their economies. 4.18
-modernize -technology -competitive niche
€ I can explain 5 reasons why a country would fit into the title, developing country. 4.19
-low GDP -subsistence agriculture
-low per capita income -high birth rates -undernourishment

Aboriginal Worldviews and Treaty Education

€ What is the traditional worldview of Aboriginal peoples in relation to the; treatment of mother earth? 4.20
-treatment of others? -treatment of ‘money’?
€ I can define and explain acculturation. 4.21
€ I can define and explain assimilation. 4.22
€ I can list and explain 5 elements of acculturation that were used again Aboriginal peoples. 4.23
-invasion and resistance -evacuation and urbanization
-discrimination -personal and cultural identity
-indigenous trap
€ I can define and explain a treaty. 4.24
€ I can explain the contrast between Tradition Aboriginal Worldviews and those of the European settlers. 4.25
€ I can articulate where discrepancies existed in treaty signings. 4.26

Pressures for Change in the Global Economy

€ I can explain why the world’s nations are facing fundamental problems in the following areas; 4.27
-technological change -reallocation of wealth
-social adjustment -cultural adjustment
-social change

Poverty and Wealth: L to J Terminology:
first world, second world, third world, annihilation, assimilation, hierarchy

THE LESSON THE LESSON THE LESSON THE LESSON THE LESSON THE LESSON THE LESSON

The New Face of Hunger from National Geographic
HERE for article.

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Period 6: PHOTOSHOP ASSIGNMENT
Let’s talk about #albertastrong.
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YOU’RE NOT EAST COAST. YOU’RE NOT WEST COAST.

YOU’RE ALBERTAN. 

AND YOU’RE PROUD OF THAT FACT.

NO MATTER WHAT HAPPENS TO THE WORLD AROUND YOU, THE ECONOMY, OR TO YOUR JOB, YOU’LL ALWAYS BE PROUD TO BE ALBERTAN.

ALBERTANS ARE FAMILY; A STRONG PEOPLE WHO COME BACK FROM ANYTHING THROWN THEIR WAY.

SO WE DECIDED TO MAKE A WAY TO WEAR THAT PRIDE EVERY DAY, AND TELL OTHERS, NO MATTER WHERE YOU ARE IN THE WORLD, THAT YOU ARE ALBERTAN.

SO WEAR IT PROUD AND WEAR IT NOW.

“I AM ALBERTA.”

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