WED/THU: Photowalk II & final Photography Assignment

We never got to do this in class so: Congratulations to these students who scored a 4.0 or higher on the Photography Final!

4.00	Gabriel Rivera
4.00	German Jonathan Brizo
4.00	Joshua Izaguirre
4.33	Mia Amado
4.33	Karen Garcia
4.33	Anay Bautista
4.33	Bryan Calderon
4.33	Anahy Zuniga
Perfect 15/15
5.00	Jaylin Holt
5.00	Boris Tonsky
5.00	Daijon Jackson

 

The Photo Walk II Rules are the same

No more than 1 block away

Always in sight

Always represent EA with your best self

REMEMBER:

Angles/Lines/Light/Shadow/Reflection/Color/Rule of Thirds/Rule of Odds/Raiders Suck/Fill Flash in Daylight/Block the sun with your subject for a 'glow'/BE a tripod/OPTICAL ZOOM ONLY/Angle of Subject/Angle of Lens/Attitude!

NO: 

Selfies/friends/poses

Your Final Photography Project is DUE next MONDAY

You will have time in class to upload/turn in

Project requirements

• FIVE Pictures
• In their own Google Photos Album
• Shared with John 
• Turned in via Google Classroom 
• Five EXCELLENT pictures earns you an "A" for Artistry
• ONE of those pictures will ALSO be placed in the shared CLASSROOM Photo Album
• These photos will have your name on them (automatically)
• These photos will be publicly viewable and the URL posted to the EA community and interwebs at large...
• EACH student will defend their own photo in front of their block
• Defend your photo accurately, using proper terminology, to get an "a" for Technical
• If you have a technically weak photo or one made with not much thought then you will not have enough to say and will not be able to defend it well. 

Each block will vote on the 5 BEST photos (from their block) which will be featured in a display @ the school

• NOTE: Any student caught plagiarizing photos will receive an automatic N/C on this major project and, therefore, and N/C for Q3
• Project is due for ALL STUDENTS - even if you didn’t go on the Photo Walk.

TUE: Photowalk #1 Review

Learning Target(s):

• I can critique my colleague's photos and learn about my own art in the process 

Announcement(s):

• SLG/YouthSpeaks kids had a slammin' time in SF - stay WOKE - and thanks for coming with me!
• Talent show informational meeting TOMORROW, WEDS, right after school in the theater
• Any student who's curious about showcasing a talent, auditioning to be an emcee, or working behind the scene on tech, should come and get the scoop!

• BRING CAMERAS/CHARGED CELL PHONES EVERY DAY NOW
• WE WILL BE GOING out this Wednesday & Thursday

Agenda : 

• Warm-up: typing.com [10]
• Do this form:  https://docs.google.com/a/envisionacademy.org/forms/d/1Ez_4Cw6QzIDBrSl7Q30OgVRwmBTk4Ro_fSDM2RqmXHM/viewform?usp=send_form
• Reorient ourselves to the photos and process [05]
• Photowalk #1 [40]
• John's Pictures [...]

THU: Photowalk #1 Review

Learning Target(s):

• I can critique my colleague's photos and learn about my own art in the process 

Announcement(s):

• SLG/YouthSpeaks kids need to get a permission slip from John after school today
• Socratic seminar tomorrow
• Don't lose/forget your notes - they are due at the end of class tomorrow.
• Report Cards have been mailed
• BRING CAMERAS/CHARGED CELL PHONES EVERY DAY NOW
• We will LIKELY go out next Wednesday & Thursday

Agenda : 

• Warm-up: typing.com [10]
• Review resources from Consuming kids [05]

• The Rules Now for Children's Television
• http://www.fcc.gov/guides/childrens-educational-television
• Children's Advocates Media Watchers - basically neutral politically
• https://www.commonsensemedia.org/
• Progressive Media Watchers - partisan organization focused primarily on the news
• http://mediamatters.org/
• Conservative Media Watchers - partisan organization focused primarily on the news
• http://www.mrc.org/
• Photowalk #1 [30]
• Select your favorite image (not your own)
• Prepare to defend it using Photographic and Emotional Vocabulary
• John's Pictures [15]

TUE-WED: Hella hEAlthy - Consuming Kids II

NO COMPUTERS

NOTE: If you or your family or friends have experienced a problem with recent ICE raids in Oakland please tell us so that we can try to assist you.

Learning Target(s):

• I can examine how marketing is used to manipulate me.  
• I can draw connections between making photographs and marketing.

Announcement(s):

• BRING CAMERAS/CHARGED CELL PHONES EVERY DAY NOW
• We MAY go out today and postpone this lesson
• We will NOT go out Monday (AR testing)
• We will LIKELY go out next Tuesday (Thursday schedule) and Wednesday

Agenda : 

• Consuming Kids:                  
• Consuming Kids throws desperately needed light on the practices of a relentless multi-billion dollar marketing machine that now sells kids and their parents everything from junk food and violent video games to bogus educational products and the family car. 
• Introduction: 
• What do you think children’s heavy media use might be taking away from?  Should we be concerned about this?  Why?
• Part 2: The Floodgates Open
• How has deregulation contributed, specifically, to these changes in marketing? 
• Part 3: By Any Means Necessary
• How does branding beloved children’s characters serve the interests of marketers? How does this process work, specifically? What kind of psychological, social, or behavioral impact do you think this might have on the targeted child? 
• Part 4: UNDER THE MICROSCOPE:  [P3, P5, P4]
• Do you feel that advanced research techniques exploit children’s vulnerabilities, by definition, or do you think a case can be made that marketers are simply trying to find out what kids want in order to better meet their needs and desires?  Do you think this kind of market research is ethical? Professionally responsible? Why or why not, specifically?
• Part 5: BRAND NEW WORLD:  [P1]
• One of the dominant themes of children’s marketing today is the selling of cool, as marketers have shifted from the selling of products to the selling of emotional meanings tied to brands. How do you think marketers draw on or play into kids’ normal social interactions with their peers in order to make their appeals effective?
• Part 6: CRADLE TO GRAVE: 
• As marketers continue to sell their products down the age scale, what gendered messages are young girls and boys receiving about what it means to be a man or a woman? How are gender stereotypes commercialized in children’s media and toys? What impact does this have on children’s play, and on how kids shape their identities and understanding of the world?
• Part 7: REWIRING CHILDHOOD: 
• Why is play important? In what specific ways are media threatening children’s play? How, precisely, are children’s play and creativity limited and threatened by media exposure, commercial programming, and character tie-ins?
• Part 8: OUR FUTURE: 
• How has children’s media led to measurable declines in children’s health? What correlations or connections can be made? Should the commercialization of childhood be considered a public health problem?
• Part 8B: OUR FUTURE 2: 
• What role and responsibility do you feel parents should have when it comes to addressing the commercialization of childhood? Is it fair to expect them to cope, on their own, with a billion dollar industry? Or should there be policies in place that help parents protect children from marketing?
• Part 8C: OUR FUTURE 3: 
• Why do you think the U.S. government has not taken an active role in protecting children from commercial culture? Do you see a difference between this issue and child labor laws or laws mandating that children wear bike helmets or protect children from the marketing of tobacco?

Resources for further study

• The Rules Now for Children's Television
• http://www.fcc.gov/guides/childrens-educational-television
• Children's Advocates Media Watchers - basically neutral politically
• https://www.commonsensemedia.org/
• Progressive Media Watchers - partisan organization focused primarily on the news
• http://mediamatters.org/
• Conservative Media Watchers - partisan organization focused primarily on the news
• http://www.mrc.org/

FRI/MON: AR Testing

Good Day

Warrior Scholars!

Today you are going to take 

your quarterly Accelerated Reader

online assessment of your 

reading comprehension. 

This assessment is made up of a combination of vocabulary and short passage questions. You are going to do great. 

For some of you it might take less than 20 minutes, for others it will take longer.  Don't trip. Remember, the test gets harder every time you answer a question right so DON'T GET DISCOURAGED!

It is ESSENTIAL that the classroom remain extremely quiet so that everyone has the best environment.

Take this test seriously because we are going to follow up with you to let you know how you did and to help you make reading goals, as well as help us to decide on the appropriate intervention for you.  

This test is TIMED by the question. If you are running out of time a little clock will appear at the top of the screen. Try and answer the question soon if you see the clock.

When you finish the assessment BREATH for a minute and then:

• typing.com
• read your SSR book
• do quiet schoolwork.  
• No computers unless typing.com  
• Above All Remain Quiet For The ENTIRE Class Period

Wed-Thu: Consuming Kids

Learning Target(s):

• I can examine how marketing is used to manipulate me.  
• I can draw connections between making photographs and marketing.

Announcement(s):

• Report Cards have been mailed
• BRING CAMERAS/CHARGED CELL PHONES EVERY DAY NOW
• We MAY go out tomorrow
• We will NOT go out Monday (AR testing)
• We will LIKELY go out next Tuesday (Thursday schedule) and Wednesday

Agenda : 

• Consuming Kids:                  
• Consuming Kids throws desperately needed light on the practices of a relentless multi-billion dollar marketing machine that now sells kids and their parents everything from junk food and violent video games to bogus educational products and the family car. 
• Introduction: 
• What do you think children’s heavy media use might be taking away from?  Should we be concerned about this?  Why?
• Part 2: The Floodgates Open
• How has deregulation contributed, specifically, to these changes in marketing? 
• Part 3: By Any Means Necessary
• How does branding beloved children’s characters serve the interests of marketers? How does this process work, specifically? What kind of psychological, social, or behavioral impact do you think this might have on the targeted child? 
• Part 4: UNDER THE MICROSCOPE:  [P3, P5, P4]
• Do you feel that advanced research techniques exploit children’s vulnerabilities, by definition, or do you think a case can be made that marketers are simply trying to find out what kids want in order to better meet their needs and desires?  Do you think this kind of market research is ethical? Professionally responsible? Why or why not, specifically?
• Part 5: BRAND NEW WORLD:  [P1]
• One of the dominant themes of children’s marketing today is the selling of cool, as marketers have shifted from the selling of products to the selling of emotional meanings tied to brands. How do you think marketers draw on or play into kids’ normal social interactions with their peers in order to make their appeals effective?
• Part 6: CRADLE TO GRAVE: 
• As marketers continue to sell their products down the age scale, what gendered messages are young girls and boys receiving about what it means to be a man or a woman? How are gender stereotypes commercialized in children’s media and toys? What impact does this have on children’s play, and on how kids shape their identities and understanding of the world?
• Part 7: REWIRING CHILDHOOD: 
• Why is play important? In what specific ways are media threatening children’s play? How, precisely, are children’s play and creativity limited and threatened by media exposure, commercial programming, and character tie-ins?
• Part 8: OUR FUTURE: 
• How has children’s media led to measurable declines in children’s health? What correlations or connections can be made? Should the commercialization of childhood be considered a public health problem?
• Part 8B: OUR FUTURE 2: 
• What role and responsibility do you feel parents should have when it comes to addressing the commercialization of childhood? Is it fair to expect them to cope, on their own, with a billion dollar industry? Or should there be policies in place that help parents protect children from marketing?
• Part 8C: OUR FUTURE 3: 
• Why do you think the U.S. government has not taken an active role in protecting children from commercial culture? Do you see a difference between this issue and child labor laws or laws mandating that children wear bike helmets or protect children from the marketing of tobacco?

Resources for further study

• The Rules Now for Children's Television
• http://www.fcc.gov/guides/childrens-educational-television
• Children's Advocates Media Watchers - basically neutral politically
• https://www.commonsensemedia.org/
• Progressive Media Watchers - partisan organization focused primarily on the news
• http://mediamatters.org/
• Conservative Media Watchers - partisan organization focused primarily on the news
• http://www.mrc.org/

TUE: New Year - More Photos

Welcome to 2016 & Semester 2 of

Digital Literacy & Expression!

Step 1

• Log in to PowerSchool and look at your semester 1 grades for THREE Minutes (only)
• envision.powerschool.com/public

Step 2

• Answer THESE 3 QUESTIONS on Google Forms for THREE Minutes (only - INCLUDING LOGGING IN)
• goo.gl/forms/Zhxe233xoY
• Stay logged in to your Google account

Step 3

• Do lessons at typing.com for TEN Minutes (only)

Step 4

• Answer THESE 3 QUESTIONS on Google Forms for FIVE Minutes (only)

Discussion: New Year, New..?

• Second Semester, harder than the first...

Dorothea Lange: An American Odyssey 

Happy New Year

FRI: Hella hEAlthy

Congratulations to these students

Who scored a 4.0 or higher on the Final 

4.00	Gabriel Rivera
4.00	German Jonathan Brizo
4.00	Joshua Izaguirre
4.33	Mia Amado
4.33	Karen Garcia
4.33	Anay Bautista
4.33	Bryan Calderon
4.33	Anahy Zuniga
Perfect 15/15
5.00	Jaylin Holt
5.00	Boris Tonsky
5.00	Daijon Jackson

WED/THU: Photo Techniques FINAL & Slideshows

Turn on your computer

Have NOTHING on your desk

NO papers

NO writing implements

Backpacks on the FLOOR

 NOTHING AT ALL 

 W A I T 

Friday   12/18

Final Day of the Semester Minimum day

Period 5 8:30 – 9:10  (40) Period 4 9:15 - 9:55 (40) Period 3 10:00 – 10: 40 (40) Period 2 10:45 –11:25 (40) Period 1 11:30 –12:10 (40) Advisory (ALL SCHOOL CM) 12:15 – 12:55 (40)

TUE: 5-Photo Essay Turn in

Go to

Classroom.Google.Com

OPEN the 5-Photo Essay Assignment

DOWNLOAD your 5 Photos from
GOOGLE PHOTOS

COMPLETE THE SLIDESHOW
Deleting any unused elements in the template

After you 

TURN IT IN

go to 
Typing.com to raise your grade

MON: Google Photos

Unit Learning Target(s):  

• How can we take good pictures no matter what kind of camera we have at the moment? 
• How can we use our critical thinking skills to MAKE a good picture happen?

Daily Learning Target(s):  

• I can sync my photos with good photos and share an album

Announcements: 

• Always bring fully charged phones and cameras and headphones to class - just in case.

Agenda: [60]

• Typing Lesson [15]
• Setting up Google Photos on your phone [25+/-]
• Automatic backup (selective)
• Saves storage space on your phone
• Easy to create and share albums of your work
• Typing Lesson [remaining time]

FRI: Hella hEAlthy: Gender vs. Sexuality (cont...)

WED/THU: Hour of Code 2015

Do-Now:  Think about this... 

Can a Computer THINK?  

Now CLICK HERE to write down your answer.

Welcome to 
The HOUR of CODE

Be a CODE STAR!

 The Tasks
code.org/learn

Minecraft is entirely block based 
Star Wars let's you use blocks or javascript directly
Frozen is more artistic and has some geometry in it

• Done a LOT of SCRATCH programming?
• Want to learn to build a web page with CSS & HTML in an hour?  The click here!
• Think you already know how to code and don't want the training wheels?  
• If the following doesn't scare you: "To be able to position items on the screen correctly we need to know the size of the screen. Go ahead and create a class-scope variable int screenHeight; right above the line@implementation GameplayLayer but below the #import lines." Then click here.