Day 171

Multi-genre project day Working on project for full period.

Possible topics

Possible Topics: Water pollution in the St.John’s or Atlantic or Coast Food issues: McDonald’s, Corn Modified foods Why to become vegan? Save the manatees/whooping crane/panthers Overfishing in the Atlantic Growing your own garden How to conserve Deforestation in the Rainforests/South America/etc Rain barrels: reusing water Consumerism: Good or bad Agriscience/Agriculture topic Going green Organic foods: the true story Air pollution: cars Corporations and pollution Renewable resources Easy ways to make a difference Why global warming is a hoax Shopping local: the things you should know Testing on animals What is a carbon footprint Preservatives in food Genetic engineering of foods/plants/animals Greenhouse effect Green revolution Oil spills Off shore drilling: good/bad

Multi-genre project

https://docs.google.com/document/d/1ea4Pe6TV1Ekbt5MI16kc-kJ-fnHxW1K3Ev7Mpfla_OM/edit

Assignment for Thursday: Day 170

I will be gone for the entire day for Volusia County's curriculum mapping. Assignment: Please read the articles on page 371, 375, and 377 and answer the following questions: 1. What is the main idea of the article on page 371? 375? 377? 2. What are some reasons Sen. Inhofe does not agree with the film? 3. Do you feel the facts on global warming are clear? If yes –why doesn’t everyone take immediate action to stop it? If no, why are some people so passionately committed to taking action?

Day 169: brackish

Day 168: atrocious

Day 167: contortion

Day 166: ecological

Friday's video clip

Page 361: Only pick one of the following to analzye while watching the film: You will be assigned one of the focus areas below. As you watch today’s segment from The 11th Hour, fi ll out the viewing guide with details that connect to your focus area. After fi nishing the segment, summarize your fi ndings. ETHOS AND CREDIBILITY: This fi lm relies on the testimony of experts to make its argument about sustainable development. Keep track of each person interviewed in this segment, and make notes to answer these questions. • Which interviewees seem most or least credible, and why? • What types of evidence do the most credible speakers present? • How does their appearance and delivery affect credibility? • Based on your responses, what can you conclude about how speakers make themselves credible to an audience? EVIDENCE AND PERSUASION: This segment identifi es a number of negative impacts of environmental development. Make a list of these as they are presented. • How persuasive is evidence for each environmental impact that current approaches to development must end or be changed? • How does visual information support the claims the speakers are making? • What kinds of evidence and appeals (logical explanations, emotional appeals, the ethos of the speakers) make these claims persuasive? • Based on your responses, what can you conclude about how to use visuals, documented evidence, and emotional appeals to support a claim? VALUES AND PERSPECTIVES: • What values does the fi lm support? In other words, what does the fi lm seem to support as the right way to feel about the issues? • What perspectives does it criticize? What does it say, for example, about corporate and political attitudes in our culture? • Is growth a means to an end, or an end in itself? • What perspectives are NOT presented except through the fi lter of others who disagree with them? • What biases dominate in the fi lm? Does the fi lm effectively speak to audience members who do not share those biases? Why or why not?

Film Clip from Thursday

This clip helps answer the chart on page 358. If you do not have your book here is the chart outline: 1. Sender-reciever relationship: who are the senders and receivers of the message and what is their relationships? 2. Message: What is a literal summary of the content? What ist he meaning or significance of this information? 3. Emotional Strategies: waht emotional appeals does the director use? What seems to be their desired effect? 4. Logical Strategies: What logical arguments/appeals does the director use? What is their effect? 5. Language: What specific language supports the message? How does it affect the film's effectiveness? Consider both images and actual words. Take notes on what you found interesting on page 359. Page 360: #1 Cause and Effect of global warming #2: Analyze one of the cause and effect links. HOw is the claim supported int he film? How persuasive is the claim? #3: Writing prompt: 1 paragraph: Analyze the purpose and effectivemess of one ofthe segrments from today's viewing. Analyze the subjectivity and the art of persuasion.

Day 165: materialize

The 11th Hour: Previewing the text

We watched the first 2 minutes of this video and analyzed the film for subjectivity, pathos, aristotle's canon's of rhetoric, juxtaposition and the "truth" of nonfiction. (Also see page 357 in SpringBoard)

Day 164: juxtaposition

Day 163: Objective/Subjective

Day 162: amorphous

Discussion/Essay Questions for Monday

1. Why does Antigone feel it is her duty to bury Polyneices? Why doesn’t Ismene? 2. Why does Creon refuse to bury Polyneices? What does Creon’s fear to seem weak indicate? Creon threatens to torture the guard before killing him if he does not find out who buried Polyneices. What does this indicate abouthis ability to govern? 3. Explain the deaths of Antigone, Haemon and Eurydice. Why did they consider suicide an “out”? What measurements could each have taken to effectively deal with their situations? 4. Haemon says that Creon is surrounded by men afraid to speak the truth. Do “yes men” influence business and politics today? Do you ever find yourself saying what people expect to hear, not what you really think? Explain. 5. What does the play say about loyalty to the family versus loyalty to the state? 6. does Creon make in the course of the play? Do you find him sympathetic or an unsympathetic character? Why? 7. Discuss whether Antigone is admirable and worthy to be honored, or whether she is foolish and just as proud as Creon. 8. Antiogne is not to be stoned as originally planned. Why does this form of punishment suit Creon?

DAy 161: adversary

Thursday, May 10th: Day 160: unintelligible

Agenda: 1. Antigone Discussion 2. Finish the play: Read through 325 in SpringBoard.

Day 159: futile

Day 158: piety

Day 157: Monday May 7th : indicate

Day 156: transcend

1. Antigone video clip 2. Review and Assess Questions: 1. Antigone and Simene disagree over the burial of Polyneices. Whith whom do you agree? 2. Why do Ismene andAntigone quarrel as the play opens? 3. What reasons does Ismene give as she urges Antigone not to disobye Creon? How might Ismene's advice to her sister seem cowardly to some readers? 4. What kind of leader is Creon? 5. How does Creon learn about Antionges's actions? 6. What has Creon decided to do with Antigone?

Day 154 + 155

Lapnow Out: We read Antigone :) http://records.viu.ca/~johnstoi/Sophocles/Antigone.htm (You can find the online text here. We read through line 665)

Day 153: parched