Day #61, Friday

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1) Take a look at the passion project board! New additions!

2) I brought cake for you guys to enjoy! You are awesome and I appreciate the coffee’s, the conversations and just being able to spend everyday with such an awesome class.

Period 4: English 20
KAHOOT/QUIZZIZ on Chapter 1,2,3,4.
Let’s review questions to Chapter 4 and read on.
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Chapter 4
1.How can she feel more at home in foreign place?
2. Why do you think there is such specific focus to the elephants?

Chapter 5
1.When Leia finds out that Tina is being hurt she exudes more passion than we are used to seeing with her character, why is this?
2. Why is the bond that Leia has with Tina, becoming so real and important to her?

No questions for Chapter 6.

Period 5: Social Studies 20

1) Week in Rap?
What in the world is going on?

2) Powerpoint
I want to try something with you.

A. You will be given a SLIDE or two to cover.
-ensure vocabulary are defined
-lay the page (add a page if needed)
-add a visual

B. THEN, you will MAKE A COPY of this presentation.

C. You will then rename your COPIED presentation to something else and put it in your Social Studies 20 notes folder.

D. You will teach your slide to the class and we will discuss as we go.
-feel free to write notes ONLY on the COPIED presentation that you renamed

Period 6: Media Studies 20/Photography 20
WORK PERIOD

CONTEST NEWS:
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FULL CONTEST INFO in PDF FORM: Photo Contest 2016

Day #60, Thursday

BELL WORK:
Want to know something INSANE?
27 full days together left! Does that stress you out? That stresses me out!
It also makes me sad.
WAAAAAAAAAAAAT? There is no time to slack my lovely little nose miners.
Let’s get on this and remember, I AM HERE TO SUPPORT YOU!

Period 4: ENGLISH 20
Chapter 2:
2. Prediction: 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?

We will now read Chapter 3
Chapter 3

1. What do you think could have stood out to the main character when she overheard the conversation between the mom and child? Specifically the line that says; “Maybe they like being nice and not hurting people, honey. You know, like we do.”

2. Why do you think she feels safe with the elephants close by?

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.

Period 5: SOCIAL STUDIES 20
HOLY MOLY
We are going to review ALL of the following LEARNING TARGETS.

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 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

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

Period 6: MEDIA STUDIES 20
Let’s discuss some advertising and marketing.
1) I hate to talk about alcohol here but… let’s discuss the new Budweiser campaign. Genius or ludacris?

2) Let’s review the BRANDING and the MARKETING techniques in the following video.

What brands are advertised?
Do you think this branding is tastefully done?
-perfectly done
-expertly done
-classy
-arrogant
Let’s discuss.

3) Quick Powerpoint…

Day #59, Wednesday

Hey team,
Don’t forget today is early dismissal!
*Our full school Skype with OVU airs tonight!
We will be Skyping OVU.
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Let’s generate some questions quick in regards to our learning targets:

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

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QUESTIONS QUESTIONS QUESTIONS QUESTIONS QUESTIONS QUESTIONS QUESTIONS
Things we need to focus on:
-family -community -church -school -athletics -arts -business -mass media
-advertising -military -government
€ I can explain how worldviews can affect ideas of poverty and wealth. 4.13

FINAL PERIOD: English 20
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. Prediction: 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?

Chapter 3
1. What do you think could have stood out to the main character when she overheard the conversation between the mom and child? Specifically the line that says; “Maybe they like being nice and not hurting people, honey. You know, like we do.”

2. Why do you think she feels safe with the elephants close by?

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.”

Day #57, Monday

Bell Work:
1) Thank you so much for an AWESOME field trip to Nicole Noyce studio! WHAT A TREAT. We should get to see our group photo this week. Please all go and write a thank you on her Facebook page! Tell her what your favourite part was.

2) Please make sure you have check out Fix Me by Rune Michaels from the librarian.

3) Self Portraits:
*Another self portrait is in the books! BOOOOOM. GRACIE!
*Her feet are not cut off in the original. What a shot kiddo.
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4) Check this out:
*Landon I know you don’t want recognition for what you did but…
Well done.
And… well done to all of you who wrote letters!
Athena you clearly put your name on yours and how cool is it to get a shout out. I responded to this message and let her know Landon organized and that SGMS was happy to send a smile and if there was more we could do – LET US KNOW.
*Is there anything you guys would like to do? Maybe edit some #albertastrong images?
AND…. there is our next photography project.
#albertastrong graphic decision projects tomorrow.
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Period 4/5: POPULATION Unit Exam

Period 6: WORK PERIOD until 3:00. We will read Chapter 1 at 3:00.
🙂

FIXME
by Rune Michaels                                                                        
“Orphaned as a child, terrorized by her abusive brother, and haunted by memories, Leia feels exposed, powerless, and vulnerable. When her tormented mind can stand it no longer, she escapes to the zoo, where she finds shelter and seeks refuge. The zoo is a sanctuary- a protective space for families and a safe place for the traumatized to forget. But can she ever feel safe? Can she ever forget?

Once again Rune Michaels brings us a harrowing psychological drama that raises questions about the very nature of humanity. This chilling tale will challenge our preconceptions of family, memory, and self, leaving readers wondering: Are we the pinnacle of evolution- or are we just animals on display?”

Instructions:
As you read through Fix Me by Rune Michaels address the following questions to ensure you are understanding all of the novels components, themes and messages.

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?

Tomorrow:
-#albertastrong graphic designing
-Fix Me reading
-Poverty and Wealth Unit

I am trying to line up a Skype with Terra and OVU this week for our Social Unit.
Check them out online by Googling: Our Village Uganda if you would like to learn more in advance!

Day #55, Thursday

Population quiz on MONDAY!
It will be open book.

Another Passion Project celebration!
Check out what Caity D has been crushing all week.
WOW!
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BELL WORK:
Let’s take a minute to discuss some of the following in regards to Ft. McMurray.
Breaking Updates; click HERE
Let’s Google Earth Fort McMurray…

Let’s go over some similarities and differences between Lloyd and Fort Mc.
How many people live in Fort McMurray?

Let’s check out the TWITTER feed for the most up to date events on the #ymmfire?
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How did we get up to date news prior to social media?
Where did we go for updates?
Who brought us the news?
What role is social media playing in this event?
Who is reporting the news now?
Do you like or dislike the changes that social media brings societies?

Checking in:
Man in the Casket song selection?
Secondhand Lions questions?
Have you gone through your Google Classroom lately?

Period 4: English 20
Can you guys please go and check out FIX ME from Mrs. Smith.
We will begin reading this on Monday. It is a QUICK read.
Make sure you are also independently reading on your own time.
*Welcome to English class and all the reading! YIKES. You got this.

Man in the Casket Wrap Up
STILL DUE: Jess, Landon, Leah, Gracie, Coltan (Please hand in guys! Thank you.)

This was an excellent selection.
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FIND and LISTEN to this song HERE.
STUDENT RESPONSE:
To me, this song is about a girl who feels like she will never be good enough because of how someone in her life (in this story’s case, the grandfather) has treated her. Slowly throughout the song she realizes that she can’t feel sorry for herself and let what people think of her define what she thinks about herself. This all related to the story because it reminds me of the time when the grandfather compared the girl to her cousin, saying she will never be as good as said cousin. She never felt loved by the grandfather, and she never felt like he even cared or that she mattered to him.
WHAT ELSE COULD BE ADDED?

Then we will cover another SHORT STORY.
Half Husky (Another one of my personal FAVES!)
Let’s discuss:

QUESTION 1
How does the paradigm of nature vs. nurture fit a theme in Half Husky?
How are Harvey and Nanuk similar?
Explore:
Explain with 3 examples and 3 direct quotations from the book.

QUESTION 2
Vanessa grows up in a “strong brick house” raised by her grandfather and mother, while Harvey grows up in the “North End… in a small square frame house raised by an Aunt. What does where these two characters grew up have to do with who they are as characters? Why does Laurence do this?
Explain with two quotations from the book?
You will then complete a quick MINI quiz.
Half Husky Mini Exam by Margaret Laurence

Period 5: MEDIA STUDIES
Open up a Google Doc and transfer in the following notes into your organizational structure. We will go through each and come up with an example for each. It is imperative that you remember these!

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Eight Key Concepts for Media Literacy
The media are construction experts
The media do not present simple reflections of external reality. Rather, they present carefully crafted constructions that reflect many decisions and result from many determining factors. Media Literacy works towards deconstructing these constructions, taking them apart to show how they are made.

The media constructs reality
The media are responsible for the majority of the observations and experiences from which we build up our personal understandings of the world and how it works. Much of our view of reality is based on media messages that have been pre-constructed and have attitudes, interpretations and conclusions already built in. The media, to a great extent, give us our sense of reality.
(MANN NOTE: How accurate is this? Reality TV has taken the world by storm. How real is it?)Audiences negotiate meaning in the media
The media provide us with much of the material upon which we build our picture of reality, and we all “negotiate” meaning according to individual factors: personal needs and anxieties, the pleasures or troubles of the day, racial and sexual attitudes, family and cultural background, and so forth.
(MANN NOTE: How much do we learn from our parents? How much do we learn from the media? What does Top 20 music teach our youth these days? Why does society race to purchase- purchase- purchase?

Media have commercial implications
Media Literacy aims to encourage an awareness of how the media are influenced by commercial considerations, and how these affect content, technique and distribution. Most media production is a business, and must therefore make a profit. Questions of ownership and control are central: a relatively small number of individuals control what we watch, read and hear in the media.

(MANN NOTE: If only 14% of people trust advertising… Advertising campaigns have to be bigger and better than ever- not to mention more convincing. What do you buy? Why do you buy it? What role does advertising play? Think of No Name brands… How many of you will purchase No Name above a name brand?)

Media contain ideological and value messages
All media products are advertising, in some sense, in that they proclaim values and ways of life. Explicitly or implicitly, the mainstream media convey ideological messages about such issues as the nature of the good life, the virtue of consumerism, the role of women, the acceptance of authority, and unquestioning patriotism.
(MANN NOTE:  What do you value? Why? What is important?)

Media have social and political implications
The media have great influence on politics and on forming social change. Television can greatly influence the election of a national leader on the basis of image. The media involve us in concerns such as civil rights issues, famines in Africa, and the AIDS epidemic. They give us an intimate sense of national issues and global concerns, so that we become citizens of Marshall McLuhan’s “Global Village.”
(MANN NOTE: How can the media and social networking help political campaigns? How can it hinder? Discuss)

Form and content are closely related in the media
As Marshall McLuhan noted, each medium has its own grammar and codifies reality in its own particular way. Different media will report the same event, but create different impressions and messages.
(MANN NOTE: If a HUGE event happens in the world- many media outlets will cover the story. Are all the same? NO! Why? What does this mean? How is it good? How is it bad?)

Each medium has a unique aesthetic form
Just as we notice the pleasing rhythms of certain pieces of poetry or prose, so we ought to be able to enjoy the pleasing forms and effects of the different media.
(MANN NOTE: What does the media offer us in terms of entertainment? How much entertainment should one receive from the media? How much is healthy?)

Period 6: WORK PERIOD

Day #51, WEDNESDAY

Bell Work:
Get open your Google Doc’s about the Man in the Casket.
Let’s talk about Man in the Casket!
What themes are present in this story?
What songs did you guys select?
10 of you still have to get this done!

Period 4/5: We will be watching Secondhand Lions!
Today will be a heavy English day but remember… there is nothing but Photography on Friday! WOOT WOOT.

Secondhand Lions (This is in preparation for FIX ME. Which we will start next week!)

1. At the beginning of the movie it is evident that Walter doesn’t have a lot of self-esteem and isn’t overly happy with his life.  How do we, the viewers, know this? (list two specific examples and explain) (2)

2. What happens in the movie to show the viewer that Walter is starting to build up his confidence and feel a sense of belonging? Explain how you know this (2)

3. How does Walter help his uncles? (1)

4. How are Walter and the lion similar? (2)

5. At the end of the movie the writers use a double entendre to end the movie on a powerful note.  What is a double entrendre?  How is it used in the movie?  How does it allow the movie to have a powerful ending?(3)

Period 6: WORK PERIOD

Day #50, Tuesday

BIG NEWS:
It was an AWESOME morning with Athena. She selected her wall in the new Warehouse and HERE IT IS. You guys have really picked it up IMMENSELY in the Passion Project department.

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Leah ran the Senate debate last night in Ottawa and has a good start on her details for the Amazing Race…. I mean #BorderDash.
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The CIA has been live tweeting!?
Check this out!

Bell Work:
Take a look at the following picture.
What does it remind you of?
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Period 4: English 20
Did you tell me about your independent novel projects? No. Go to yesterday’s post. Complete.
Did you complete the Mann in the Casket mini text? No. Go to yesterday’s post. Complete.
Did you complete the quizizz on Brain Pop Growth Population? No. Let me know!
Man in the Casket review

Characteristics of a Short Story
-a short story can be read in one sitting
-a short story involves characters in conflict
-a short story has few characters
-a short story has a single plot line
-the purpose of a short story is to impart to the reader a message about life

Character(s) – Any person in the story.
Protagonist: the main character of the story
Antagonist: the character or force in conflict with the main character

Point of view – Point of view is the position from which the narrator tells a story. There are four main points of view:

  • First person: the narrator is a character in the story, relating events using personal pronouns such as “I” and “we”. The narrator can only relate to those events in which he/she is present.
  • Omniscient: from the Greek word meaning “all knowing.” The narrator is not a character in the story, but rather an observer who can be in all places at once and know the thoughts of all characters.
  • Limited Omniscient: similar to omniscient in that the narrator is an observer, not a character, but the limited omniscient narrator knows the thoughts of only one character and can relate only the events at which that character is present.
  • Second person (Objective): an attempt to make the reader a character in the story using the pronoun, “you”.

    Characteristics –
     Personal human qualities such as bravery, jealously, cruelty, kindness.
    a) Setting – A time and place in which the story happens or occurs.
    b) Local Color – Detail of the regional setting (i.e., landscape, dialect, customs, etc.)
    c) Theme – Message of the story.

Atmosphere – A cloud of feelings with which you envelop your story (i.e., falling leaves and rain used to create an atmosphere of sadness).

Mood – The feeling created in a reader by the events in the story (i.e., pity, joy, terror, etc.)

Suspense – A tense feeling of waiting or expectation; created by various means hinting at actions to come, putting the hero in danger.

Conflict – The struggles which is the basis of the story. There are three types of conflict. They are as follows:

  • Physical: man against man; man against nature
  • Mental: man against man; “outfoxing”
  • Inner: man against himself

 Plot – The arrangement of a series of incidents or events which lead by cause and effect, from the opening of the story to the climax.

    • Crisis: turning point where the fortunes of the protagonist either improves or declines
    • Climax: the moment of highest excitement or dramatic intensity
    • Anticlimax: occurs after the climax

Period 5: Population Unit continue…
Learning Targets:
€ I can explain how food production affects population and societies. 2.16
€ I can explain how food distribution affects populations and societies. 2.17
€ I can explain one area in the world where starvation exists. 2.19
€ I can explain one event in history where millions of people starved to death. 2.20
€ I can analyze graphs as they relate to population growth over the centuries. 2.1b
€ I can explain why population is affected by technology and industrial systems. 2.1c
€ I can explain the human population in a chart format. 2.6

You will have a Population quiz on Thursday or Monday (depending on how the booklet’s go)!

We will watch the following video together:

Questions for the video:
Open up your Population Google Doc’s, copy and paste in these questions and answer as we go!
1) What is an environment?
2) Where are the highest concentrations of people?
3) What do you notice about North America in the middle of the video?
4) Why did concentrations of people start to explode? List 3 ways/reasons.
5) What is the world population supposed to be at the end of the century?

After you watch the following video: Check out THIS link.
Write down general facts about the chart. Talk to your neighbour as you do this. What are you uncovering? Share with the class. As people share be sure to write key elements down in your notes.

Complete the World Population Knowledge Quiz.
Be sure and write down the questions you didn’t know before you began.
Do the quiz over again until you get it right. Hint Hint… you may want to know some of these things!

You will then be given a booklet from Miss Mann to complete the remainder of the Population assignment. Information to sup[port you in completing the booklet is found here.

Period 6: WORK PERIOD
You guys worked INCREDIBLE yesterday. Let’s have another day like that!

Day #49, Monday!

HEY! Welcome back from a 4 day break!
Again I want to thank you guys for a great field trip on Thursday!
I will have two videos to show you this week highlighting the great time we had.

I want to congratulate Ash on an amazing PASSION day yesterday.
Check out this snap she took.
WOW.jpg
Period 4
: English 20
Think about your independent novel. Today is the day to commit to a novel and a plan.
What is your selected novel?
What is your plan for that novel to prove your deeper learning?
Complete this FORM when you know. DUE TODAY.

CLICK HERE! if the box below doesn’t work.

Then we will discuss the Elements of a Short Story!

Characteristics of a Short Story
-a short story can be read in one sitting
-a short story involves characters in conflict
-a short story has few characters
-a short story has a single plot line
-the purpose of a short story is to impart to the reader a message about life

Character(s) – Any person in the story.
Protagonist: the main character of the story
Antagonist: the character or force in conflict with the main character

Point of view – Point of view is the position from which the narrator tells a story. There are four main points of view:

  • First person: the narrator is a character in the story, relating events using personal pronouns such as “I” and “we”. The narrator can only relate to those events in which he/she is present.
  • Omniscient: from the Greek word meaning “all knowing.” The narrator is not a character in the story, but rather an observer who can be in all places at once and know the thoughts of all characters.
  • Limited Omniscient: similar to omniscient in that the narrator is an observer, not a character, but the limited omniscient narrator knows the thoughts of only one character and can relate only the events at which that character is present
  • Second person (Objective): an attempt to make the reader a character in the story using the pronoun, “you”.

    Characteristics –
    Personal human qualities such as bravery, jealously, cruelty, kindness.
    a) Setting – A time and place in which the story happens or occurs.
    b) Local Color – Detail of the regional setting (i.e., landscape, dialect, customs, etc.)
    c) Theme – Message of the story.

Atmosphere – A cloud of feelings with which you envelop your story (i.e., falling leaves and rain used to create an atmosphere of sadness).

Mood – The feeling created in a reader by the events in the story (i.e., pity, joy, terror, etc.)

Suspense – A tense feeling of waiting or expectation; created by various means hinting at actions to come, putting the hero in danger.

Conflict – The struggles which is the basis of the story. There are three types of conflict. They are as follows:

  • Physical: man against man; man against nature
  • Mental: man against man; “outfoxing”
  • Inner: man against himself

 Plot – The arrangement of a series of incidents or events which lead by cause and effect, from the opening of the story to the climax.

    • Crisis: turning point where the fortunes of the protagonist either improves or declines
    • Climax: the moment of highest excitement or dramatic intensity
    • Anticlimax: occurs after the climax

Here is the full document: elements-of-a-short-story

Now it is your turn to prove it! You will read; Man in the Casket on your own and fill our the following survey as it relates to the information/elements of a short story.

Click HERE if the box below doesn’t work.

Period 5: Social Studies 20
1) There are some of you who need to do the Population Kahoot:
Leah, Jess, James, Lydia, Alexei, Cody
2) I still need Population/OverPopulation essay outlines from:
Jess, Lydia, Luke, Coltan, Ash, Gracie (Please hand them in before the end of the day if you haven’t already. I want to mark them asap and do some group activities on them!) 🙂
3) TKAM Questions 19-22 (these are overdue kiddos).
Colby, Landon, Leah and Trevor
4) Photography Genre
Hey guys, all of you are done the photography but many of you need to do the fictionalized journal entry. Get this in please. THANKS!

The CIA has been live tweeting!?
Check this out!
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BRAINPOP
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Go to Google Classroom for your 10 questions quiz or go through the steps below. Both will take you to the same place! You bet it is for marks! 🙂 Use your name or initials please otherwise you will have to do it over again.
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Period 6: WORK PERIOD.
How are everyones videos coming along?
These are DUE THIS WEEK!

3:15:

Day #48, Wednesday

Current Events:
1) Saaaaay What? Lloyd news.
2) Week in Rap.

Bell Work:
Let’s talk about the following two images.
IMG_9928IMG_9932

Period 4: English 20
Independent Novel Projects
Let’s talk about independent novel projects. Yes you have to read a novel on your own.
Unfortunately there doesn’t seem to be enough time to do Go Set a Watchmen and we don’t have books or audio capabilities for everyone. However, someone is welcome to borrow my copy. I want to give you choice on this but need to make sure you read your novel. I think it would make sense to try and find a book that appeals to your passion projects! Am I right?

ON MONDAY, I would like to know your book and project.

Time to get into ANOTHER short stories:
Learning Targets:
I will be able to find deeper meaning in a short story.
I will be able to find symbolism within a story.

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Today we will read:
A Private Talk with Holly
What is the symbolism of the fish? (3)

What audience is this story written for? How do you know this? (2)

Review the types of conflict. List AND EXPLAIN two different types of conflict in this story (4)

How can YOU relate to the stories we are reading in class? Choose either “ Man in the Casket”, “Shaving” or “A Private Talk with Holly” and explain how you can relate to either the characters, the events or the topics. (3)

QUIZZIZ. HERE.

Period 5: Social Studies 20
Crash Course:

Questions to consider
How long have people been around on planet earth?
What is a hunter gatherer?
What erupted and almost wiped out people?
What is a forager? What does it mean?
Why did agriculture emerge around the world?
Why is forcing the environment to adapt to humans a BIG DEAL?
What sanitation mistake did early people make?
Why was alcohol ‘safer’ to drink than water?
What does agrarian mean? (Google it if you can’t quite figure it out.)
Who is Hobbes?
Who is Rousseau?
STOP at 8:00minutes.

MINI KAHOOT TIME!

Period 6: WORK PERIOD