Day 71, Monday!

Good afternoon salty sea turtles!
17 CLASS DAYS LEFT team…
😦

Period 4: ENGLISH 20
We will finish the last 20 minutes in Now and Then.
You will have the rest of class to finish the questions and hand them in.
All are due at the end of class.

Period 5/Period 6: ALL SUBJECTS
TO DO LIST:
*The rest of today is going to be a CATCH UP DAY until 3:00.

1. Poetry Citation: Landon, Hagen (Must be handed in today.)
*Those that were handed in are now marked.
2. Light Painting: Coltan (Must be handed in today.)
*Those that were handed in are now marked.
3. Letter of Proposal: James, Kait (Must be handed in today.)
*Those that were handed in are now marked.
4. Essential Question: Leah, Lydia (Must be handed in today.)
*Those that were handed in are now marked.
5. Pre-Video: Jess, Lydia, Coltan, Gracie (Must be handed in today.)
*Those that were handed in are now marked.
6. To Kill a Mockingbird Questions: Kait (Must be handed in today.)
*Those that were handed in are now marked.
7. Genre Study Fictionalized Journal Entry: Jess, Trevor, Luke, Cait, Kait, Coltan, Landon
**Will be marked this week.
8. Photography Genre Study: Jess, Trevor, Luke, Kait, Coltan,
**Will be marked this week.
9. To Kill a Mockingbird Final Project: Athena, Leah, Trevor, Lydia, Luke, Lex, Landon
*Those that were handed in are now marked.
10. Resumes: Lydia,  James, Colby, Luke, Caitlin, Lex, Athena, Coltan, Cody, Landon, Ash, Gracie
*Those that were handed in are now marked.
11. Man in the Casket Theme Song Selection: Leah, Lydia, Coltan, Jess
**Will be marked later this week.
12. Secondhand Lions: Leah, Lydia, Cait, Lex, Kait, Ash
-interview and answer according to a classmate if you are unable to watch as this appears on your final exam
13.
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16. more will be posted throughout the day and into tomorrow
17.
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20.

3:00
Other Photography Professions:

Day #70, Friday

PLANNING AHEAD: FRIDAY
Period 4: English/Social
Rethinking the Relationship
You will watch the following video.

Click HERE to watch the video.

Questions to complete while watching:
*These are in Google Classroom with the value on how they will be marked. 
These are in Google Drive.
1. What is the premise and purpose of Wab Kinew’s 8th Fire Series?
2. Wab Kinew calls himself an _________________ for First Nations people.
3. What does Wab give George and why?
4. What does ‘Indian Giver’ mean? Why is this statement not accurate?
5. Canada’s economy is/was booming. What do native people and ‘westernized’ people have offer that economy?
6. Why does Wab Kinew say that Canadian’s don’t understand Native people? Does he blame them?
7. Does Wab want to keep/scrap the Indian Act? Why?
8. What subjects does Wab people think is so important? Why?
9. We have talked a lot about bridging the gap and stopping the racism and coming ‘together.’ Come up with 5 ways that you think Canadian people ‘TOGETHER’ could make a difference to strengthen relationships. (You may have to do some research.)
10. Do Aboriginal relations matter to you? Why or why not? Explain with examples.

STUDENTS will have the rest of class to finish this.
Please hand in to Google Classroom.

Beginning of Period 5: Social
Week in Rap…
Open up your Google Doc files and write down current events information

THEN you will watch Now and Then.
The sub will have booklets to hand you.
Please watch the video, complete the handouts and then leave them with her.
Please no computers during the movie. It is time to do some reflecting.

Review handout together and begin!

Now and Then
Now and Then

Day #69, Thursday

THURSDAY
Period 4: English 20
Remembering the targets, lesson and themes from last class… we will read another example of excellent literature from Aboriginal authors.
Bell Work:

QUESTIONS:
What were the two primary objectives of the residential school?

We will read Charlie together.

  1. What point of view is used in the story?
  2. Describe the character of Charlie.
    Is he a round or flat character?
    Is he static or dynamic?
    Include any physical or emotional characteristics that are mentioned in the story. Where is he from? What is his family like?
  3. How does the author feel about the residential school system? Support your answer with a specific line from the story.
  4. Nature imagery is used throughout the story. What is the purpose of these images? Include a specific image from the story in your answer.
  5. Describe the attitude of the priests and teachers towards the students at the school. Support your answer with two specific lines from the story.
  6. What is the purpose of including the thoughts of the teacher and the father?
  7. What is the invisible thing that bothers Charlie? How do you know?
  8. Word choice is very important in the story. It helps the reader imagine the setting. One line reads “Charlie prepared for the best part of his incarceration”. Why does the author choose to describe the school in this way?
  9. Snow is a constant symbol throughout the story. List all of the references you can find to snow. Why do you think this might be included?
  10. Discuss the comparison of “Whites” in the story to wolves. Why do you think this is used?
  11. What is Charlie’s father most afraid of? Why does he say the boys are “driven by the shame of their own uselessness”?
  12. What conflict occurs in the story? Identify the conflict (or conflicts) and also provide an example.

Period 5: Social Studies 20
-Poverty continuation
You will all present your post its.
It is a good idea to write down each others main points.

WORK PERIOD if we have extra time.
Blog post due.
Website should be nearly formatted.
Videos?
It is time to get some things in and done.
🙂

Period 6: Media Studies 20/Photography 20
Critiquing images together…
You will critique an image on your own.
The image must be a Professional Photographer of Canada selected image.

WORK PERIOD if we have extra time.
Blog post due.
Website should be nearly formatted.
Videos?
It is time to get some things in and done.
🙂

PLANNING AHEAD: FRIDAY
Period 4: English/Social
Rethinking the Relationship
You will watch the following video.

Click HERE to watch the video.

Questions to complete while watching:
*These are in Google Classroom with the value on how they will be marked. 
These are in Google Drive.
1. What is the premise and purpose of Wab Kinew’s 8th Fire Series?
2. Wab Kinew calls himself an _________________ for First Nations people.
3. What does Wab give George and why?
4. What does ‘Indian Giver’ mean? Why is this statement not accurate?
5. Canada’s economy is/was booming. What do native people and ‘westernized’ people have offer that economy?
6. Why does Wab Kinew say that Canadian’s don’t understand Native people? Does he blame them?
7. Does Wab want to keep/scrap the Indian Act? Why?
8. What subjects does Wab people think is so important? Why?
9. We have talked a lot about bridging the gap and stopping the racism and coming ‘together.’ Come up with 5 ways that you think Canadian people ‘TOGETHER’ could make a difference to strengthen relationships. (You may have to do some research.)
10. Do Aboriginal relations matter to you? Why or why not? Explain with examples.

Friday: Now and Then
Now and Then

 

 

Day #68, Wednesday

BELL WORK:
Look at how awesome you all look!
My bad with the high ISO. Do you see how grainy things are? #oops
Good lesson to always check your iso and GET IT LOW LOW DROP IT DROP IT LOW LOW.

CUTIESIMG_0013.jpg

Period 4: English 20
Fix Me quizizz closes today so that is your last chance to re do it.

Short Story Learning Targets:
Today we read a memoir.

Speaking:

  1. Students will recognize that talk is an important tool for communicating, thinking and learning
  • Students will speak to clarify and extend thinking
  • Students will speak to express understanding
  • Students will speak to share thoughts, opinions and feelings
  • Students will speak to build relationships and a sense of community
  1. Students will practice the behaviours of effective speakers
  • Students will recognize and adjust verbal and nonverbal presentation elements
  • Students will review their own oral activities carefully for content, organization, delivery and style
  1. Students will speak fluently and confidently in a variety of situations for a variety of purposes and audiences
  • Students will practice the various roles of group members
  • Students will speak to inform and persuade
  • Students will practice informal interviewing skills

Listening:

  1. Students will recognize listening as an active, constructive process
  • Students will recognize listening as an active process that requires listeners to: anticipate a message and set a purpose for listening, attend, interpreting and summarizing, analyzing and evaluating
  1. Students will practice the behaviours of effective listeners
  • Students will be sensitive to ideas and purpose when listening
  • Students will provide appropriate feedback
  1. Students will listen effectively in a variety of situations for a variety of purposes
  • Students will listen for personal pleasure and aesthetic satisfaction

Writing:

  1. Students will recognize writing as a constructive and recursive process
  • Students will recognize writing as a process of constructing meaning for self and others by using what is known as the writing process
  1. Students will practice the behaviours of effective writers
  • Students will write introductions that engage interest and focus readers’ attention
  • Choose a method of development and organization suitable for a particular purpose and audience
  • Students will analyze and evaluate their own and others’ writing for ideas, organization, sentence clarity, word choice, and mechanics
  • Students will confer with peers and teachers
  1. Students will write fluently and confidently for a variety of purposes and audiences
  • Students will write for a variety of purposes including to: reflect, clarify, and explore ideas, express understanding, describe, narrate. Inform, and persuade, express self, create and entertain
  • Experiment with a variety of forms of writing such as poem, play, anecdote or short story
  • Students will present a point of view in a personal or reflective essay

Reading:

  1. Students will recognize reading as an active, constructive process
  • Students will recognize reading as an active process that requires readers to: make connections, find meaning, make and confirm predictions, make and confirm inferences, reflect and evaluate
  1. Students will practice the behaviours of effective, strategic readers
  • Students will recognize author’s purpose, form and techniques
  • Students will state and evaluate author’s theme, tone and viewpoint
  • Students will relate the structure of the work to the author’s purpose and theme
  • Students will skim, scan and read closely for required information
  • Students will summarize information
  • Students will locate, assess, and summarize information from a variety of sources

Representing and Viewing:

  1. Students will create appropriate nonverbal aids and visual images to enhance communication
  • Students will present information incorporating visual aids to engage the intended audience
  • Students will present thoughts, ideas, and feelings using an appropriate combination of visual aids and print

Screen Shot 2016-05-24 at 10.40.36 PMScreen Shot 2016-05-24 at 10.40.43 PMScreen Shot 2016-05-24 at 10.40.53 PM
VOCABULARY:
Let’s discuss the following vocabulary together…

  1. Tradition:
  2. Rambunctious:
  3. Nomadic:
  4. Wigwam:
  5. Treaty:
  6. Mukwa:
  7. Meegwetch:
  8. Sweat lodge:
  9. Medicine Man:
  10. Beedahbun:

POWERPOINT PRESENTATION
KeeperNMe Preparation; First Nations of Canada

MEMOIR
Keeper’n Me

Period 5: Social Studies 20
Poverty Unit is nearly complete today we will work through an activity and then move onto learning about the Great Pacific Garbage Patch.

ACTIVITY: You will pick a country in the world and study where the poverty is.
You will informally present:
1. The name of your country?
2. Where does ‘the poverty’ exist?
3. What is something shocking you learned?
4. What can be done to overcome this poverty in your region?

Great Pacific Garbage Patch; click HERE.
Plastiki; click HERE.

Period 6: Photography 20
Screen Shot 2016-05-24 at 11.36.37 PM.png
Click HERE for more information on the Professional Photographers of Canada.

Critiquing Images from the PPOC.
You will be given a handout.

THURSDAY
Period 4: English 20
We will read Charlie together.

Period 5: Social Studies 20
-Poverty continuation

Period 6: Media Studies 20/Photography 20
Critiquing images together…

PLANNING AHEAD
Friday: Now and Then
Now and Then

Day #67, Tuesday

Screen Shot 2016-05-24 at 12.32.56 PM

Period 4: ENGLISH 20
Fix Me; Quizziz
Wellness Wheels for Leia should be handed in now! They are on paper or can be shared through Google Drive.

Period 5: SOCIAL STUDIES 20
Activity:
Individuals are responsible for living in poverty. They have no one to blame but themselves.
Then calculate your cost of living using THIS.
Screen Shot 2016-05-24 at 12.26.21 AM

Screen Shot 2016-05-24 at 12.28.37 AM.png

Video:
Let’s start with this video:

What did you think?
What did you agree with? Disagree with?
-What have we learned about poverty?

ACTIVITY: You will pick a country in the world and study where the poverty is.
You will informally present:
1. The name of your country?
2. Where does ‘the poverty’ exist?
3. What is something shocking you learned?
4. What can be done to overcome this poverty in your region?

Period 6: Media Studies 20/Photography 20
WORK PERIOD

Day #66, Friday

Bell Work: WEEK IN RAP
What in the world has been going on?

Period 4: Social Studies 20
KEY PEOPLE

Period 5: English 20
WELLNESS WHEELS and Independent Novel Study

Designing your own WELLNESS WHEEL.
Click HERE.

1. Design a wellness wheel that depicts how you live in accordance with what we have learned about WELLBEING. (This can be done in any way you chose.)
-graphic design
-Dream Catcher style
-on paper
-through poetry
2. Explain why areas of your wheel are bigger than others.
3. Set 1 goal for each area of your wheel.
4. Finally explain how wellness is something all people need regardless of where they live.
-consult Maslows’s hierarchy of needs

Period 6: WORK WORK WORK
3:00: English 20 L to J

Day #65, Thursday

Just over 20 days left together team!
Here is a quick snap of Caitlyn:
POST2H2A9239.jpg

Period 4: English 20
Fix Me

Chapter 13
1. A great deal was uncovered in this chapter? Take a minute to list everything that was unveiled.
2. Do you get the impression that Brian and Leia’s mother knew what their father was doing?
3. Why do you think Michaels writes the novel ensuring the big issues are noted in a subtle and unclear manner?

Chapter 14/15
1. Prediction; What do you think is going to happen to Leia now?
2. What has Leia learned about who she is because of her connection to the elephants skin?
3. How does the final statement relate back to the comparison to the elephants; “Inside there’s Leia. Outside there’s me.”
4. Why doesn’t Michaels ever mention Leia’s real name?

Period 5: Social Studies 20

Please watch the video above and answer questions about it:
What is the difference between sponsorship and partnership?
What is the difference between a hand up and a hand out?
What are some ways that people can help those impoverished really break the cycle and the ‘trap’?
How to you foster passion in someone whose basic needs are not met?

LEARNING TARGETS:

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

WELLNESS WHEELS
Designing your own WELLNESS WHEEL. Click HERE.

1. Design a wellness wheel that depicts how you live in accordance with what we have learned about WELLBEING. (This can be done in any way you chose.)
-graphic design
-Dream Catcher style
-on paper
-through poetry
2. Explain why areas of your wheel are bigger than others.
3. Set 1 goal for each area of your wheel.
4. Finally explain how wellness is something all people need regardless of where they live.
-consult Maslows’s hierarchy of needs


Period 6: WORK PERIOD

Day #64, Wednesday

Period 4: Fix Me
Chapter 8/9
What is the explanation behind Leia’s plotting to kill someone? Do you think she is serious?

Prediction: Why do you think Leia was keeping the item and hiding it from her brother?

What themes do you think are starting to become consistent within the novel?

Chapter 10
Why do you think Brian and Leia erased all memory of their parents? By destroying all the items do you think it helps with forgetting?

Chapter 11
Explain how you think Leia began to save her own life by fighting for Tinas?

Chapter 12
What is shocking about Leia and Eve’s confrontation?

Period 5/6: WORK OFF

Day #63, Tuesday!

Period 4: English 20
Chapter 8/9
1. What is the explanation behind Leia’s plotting to kill someone? Do you think she is serious?
2.Prediction: Why do you think Leia was keeping the item and hiding it from her brother?
3. What themes do you think are starting to become consistent within the novel?

Chapter 10
1. Why do you think Brian and Leia erased all memory of their parents? By destroying all the items do you think it helps with forgetting?

Period 5: Social Studies 20
‘Learning Target’ discussion will continue on!
*Open up your target notes.

Lydia and Gracie:
Click HERE for what you worked on yesterday.
Go and MAKE A COPY of this for your notes.
You will each introduce your SLIDES and teach us your target.
Then we will watch the following video.

Period 6: You will receive your website information and I will give you time to work.
Representing – Website Rubric
Below is a to do list in order of how you should complete tasks.
Tomorrow will be a double work period. We will read and then you will have two straight hours to work.
This should GUIDE your presentation on June 14,15, 16.
(Start by thanking, who thanked you.)
The order of the following can be adjusted however you like but you should include all of the following in your presentation:
-About me page
-Your final video should be posted on YouTube and it should be embedded into your website
-Information about your passion project
-Essential Question introduction
-Essential Question wrap up
-1 blog post
-Graphic design pieces (images that charted your progress or ones you are proud of from class)
-Self portrait should be posted with your descriptions explaining why you did what you did or something written that creatively depicts why you did what you did
-Storyboarding/Planning Documents (submitted to Miss Mann)

MISSING ASSIGNMENTS:
*It’s mark a mania!
To Kill a Mockingbird Questions Round 1: Trev and Kait
Photography Genre Studies: Jess, Luke, Kait, Landon and Trev
Fictionalized Journal Entries: Caitlyn, Lex, Coltan, Gracie
To Kill a Mockingbird Questions Round 2: Trev and Landon
Ecological Footprint: Colby
To Kill a Mockingbird FINAL PROJECT: Leah, Jess, Trevor, Lydia, Luke, Lex, Hagen, Landon, Ash
Man in the Casket Theme Song Selection: Leah, Jess, Lydia, Coltan
Secondhand Lions Questions: Leah, Jess, Trevor, Lydia, Luke, Caitlin, Lex, Kait, Cody, Landon, Ash
#Alberta Strong Projects:  Luke, Lex, Landon, Gracie
Advertising Ways to Sell: Leah, Jess, Luke, Caitlyn, Lex, Kait, Ash, Coltan
Media Studies Projects: Everyone but Ash and Riley
Self Portrait: You know who you are.

Day #62, Monday!

25 days left together! SAAAAY WHAT!?
Is that crazy or what?
That was a crazy busy Friday.
Those of you who haven’t done the Quizziz please do so NOW! 🙂
Screen Shot 2016-05-15 at 9.58.01 PM

Period 4: Fix Me
Chapter 6
1. Why does Leia seem so embarrassed at the thought of liking Kyle?
2. Why is the bond between the monkey and Leia so real for her?

Chapter 7
1. Why is Brian so quick to bring Leia needles; when he isn’t the type to do things for her?
2. What are 2 symbols you think could represent the major themes or ideas in the novel?

Period 5: Social Studies 20
VIDEO:

‘Learning Target’ discussion!
Click HERE for what you worked on yesterday.
Go and MAKE A COPY of this for your notes.
You will each introduce your SLIDES and teach us your target.
Then we will watch the following video.

Period 6:
We will watch Ash and Riley’s videos.
I will give you some passion project rubrics!

Introduce and Thank a Speaker
Introduce and Thank a Speaker Handout
Thank and Introduce a Speaker Thank you
Speaking – Introducing and Thanking Speaker Rubric
WORK PERIOD

If you are interested in seeing some of my wedding pictures from the weekend they are below: