Day #74, Thursday!

Check out your lives people! šŸ™‚
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Check out thisĀ CalendarofEventsĀ document to support you!
-11 more school days together
-8 days after Passion Project days

Period 4/5: English 20 English Writing Screen
Good luck!

Period 6:WORK PERIOD
Tomorrow you will have no time to work.

English L to J will occur tomorrow before we head to Bud Miller!

While we are at Bud Miller we will talk about worms eye view, trees and ‘bokeh’ in the first park and using equipment to frame an image of someone.
Then we will go to the main park and you will work on freezing motion and intentionally blurring motion.
Then we will talk to the bridge and talk about placing couples and small groups.
Then we will go to the stream area where you will try and capture something UNIQUE in nature.
Then we will walk to the path/bridge and talk about vanishing point.
Then we will go to the amphitheatre and talk about leading lines and placing large groups.
If we have time I would like all people to try placing a larger group.

GROUPS:
Jess
Ash
Riley
Leah
Gracie

Cody
James
Colby
Trevor

Hagen
James
Luke
Coltan
Landon

Lex
Lydia
Athena
Cait
Kait

Day #73, Wednesday

FRIDAY. Only students with their English essays complete and the majority of their assignments in will be able to come to Bud Miller. We will begin class with your FOR marks L to J (Kahoot) and then head to Bud. We will not go if the weather is bad.Ā 

Period 4: English 20
WRITING SCREEN

Period 5: Social Studies 20
Wrap up poverty…

Period 6: WORK PERIOD
1) Independent Novel Study is now in Google Classroom.
Please hand this in by Friday.

2) Is your Now and Then handout complete?

3) Have you studied your key people lately?
Scared about that quiz? Well let me help out. You know I don’t like an assessment to be a secret. Here is what things will look like for you in advance. You will write this on Monday, June 13.
Ā Key People Practice Test

HEADS UP:
You will write your Social Studies essay in class on Friday, June 17. You will have 2 hours to do this. It is open computer. Ā Again. I don’t like things to be a secret so here is the prompt EARLY if you need/want it. Nothing is stopping you from preparing for this early. It will handed in at the end of class before you can leave. Ā You will select ONE topic to write about.

  1. Ultra-nationalism:
    What is it? Ultra-nationalism is a more extreme form of nationalism that can lead to fascism, authoritarianism and tight control over activities within the nation that supposedly will threaten the nation if left unchecked. It can lead to reduction or stoppage of immigration, expulsion, oppression, demagoguery, emotional aspects, talk of presumed real or imagined enemies, threat to survival, crack-down, limit of trade through tariffs, tight control over businesses and production, militarism, populism, propaganda and basically “us versus them” attitude. Ultra-nationalism ultimately can lead to conflict within a state, as well as between states, and in its extreme form leads to war, secession, or genocide.
    ESSAY PROMPTS
    When is nationalism a good thing?
    When is nationalism a bad thing?
    (Look at the themes of each unit of study and discuss how each can apply to the side you have chosen and your specific thesis statement.)
  2. Militarism.
    Militarism
    the belief or desire of a government or people that a country should maintain a strong military capability and be prepared to use it aggressively to defend or promote national interest. Countries have used military influence for centuries to control, influence, conquer and bring safety to its citizens. Nearly every country in the world has a military.
    ESSAY PROMPTS
    When is militarism a good thing?
    When is militarism a bad thing?
    (Look at the themes of each unit of study and discuss how each can apply to the side you have chosen and your specific thesis statement.)

    3. Environmentalism.
    Environmentalism is a broad philosophy, ideology and social movement regarding concerns for environmental conservation and improvement of the health of the environment, particularly as the measure for this health seeks to incorporate the concerns of non-human elements. Environmentalism advocates the preservation, restoration and/or improvement of the natural environment, and may be referred to as a movement to control pollution.
    Why are environmental concerns at the forefront of political and legal debates?
    Do people really have the power to change the environment? Explain in detail/fact.
    (Look at the themes of each unit of study and discuss how each can apply to the side you have chosen and your specific thesis statement.)

HERE is how it will be marked.
You will receive additional marks in something new added to the rubric this year for referencing CURRENT EVENTS discussed in class and including references in your essay.

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3:00 we will have a Senior L to J practice today…

Day #72, TUESDAY

PERIOD 4: County Fair! Have fun.

PERIOD 5: Social Studies 20
We will finish the discussion on ways to abolish poverty around the world.

PERIOD 6: English 20
ESSAY SUPPORT
1) Checklist
We will review the following checklist together.

2) Let’s take a look at your old essays.
Read them over.

3) Look at your rubrics.
Using the post it note write 3 things on their that you are going to work on.

4) Look through your checklist again…

5) THESIS PRACTICE together.
Choose one antagonist character and discuss why they are the most important evil character in either Fix Me or To Kill a Mockingbird.

Write a thesis statement on your own and the three ways that you would prove this.
You will be sharing this with the class.

6) We will read I Am Grandmother together.

WORK PERIOD TIME.
Senior L to J practice during work period for anyone that wants it.

Day 71, Monday!

Good afternoon salty sea turtles!
17 CLASS DAYS LEFT team…
šŸ˜¦

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.Ā 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, KaitĀ (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, Ā 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
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16.Ā more will be posted throughout the day and into tomorrow
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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.Ā 
These are in Google Drive.
1. What is the premise and purpose of Wab Kinewā€™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 ā€˜Indian Giverā€™ mean? Why is this statement not accurate?
5. Canadaā€™s economy is/was booming. What do native people and ā€˜westernizedā€™ people have offer that economy?
6. Why does Wab Kinew say that Canadianā€™s donā€™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 ā€˜together.ā€™ Come up with 5 ways that you think Canadian people ā€˜TOGETHERā€™ 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 ā€œCharlie prepared for the best part of his incarcerationā€. 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 ā€œWhitesā€ in the story to wolves. Why do you think this is used?
  11. What is Charlieā€™s father most afraid of? Why does he say the boys are ā€œdriven by the shame of their own uselessnessā€?
  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.
šŸ™‚

Period 6: Media Studies 20/Photography 20
Critiquing images togetherā€¦
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.
šŸ™‚

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.Ā 
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.

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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 readersā€™ attention
  • Choose a method of development and organization suitable for a particular purpose and audience
  • Students will analyze and evaluate their own and othersā€™ 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 authorā€™s purpose, form and techniques
  • Students will state and evaluate authorā€™s theme, tone and viewpoint
  • Students will relate the structure of the work to the authorā€™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

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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
KeeperNMeĀ Preparation; First Nations of Canada

MEMOIR
Keeperā€™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 ā€˜the povertyā€™ 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
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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