ASP
TASK #1 - Letter to self
- Go to weebly.com to open an account
- Once signed in please send login information to [email protected]
- Create a page specifically for ASP
Why are we writing these letters?
The seven parts of the “Letter to Self” are (please label each part):
NOTE: In doing this “Letter to Self,” you should have seven total paragraphs. You may also want to write about something important to you that weren’t mentioned above. Create your own categories. This “Letter To Self” is for you, and it should deal with the elements and aspects that are important and real in your life – the good, the bad, and the ugly! The more honest you are with yourself, the more you will appreciate and value your LTS in years to come.
Your completed (and graded) “Letter to Self” will be returned to you at the end of the year. No one will read your LTS, except you (and me) and those you choose to share it with. Have fun! Write extensively!! Create something memorable that captures your life today and who you are. You will get out of this assignment what you put into it. Remember to take pride in your work.
- Once signed in please send login information to [email protected]
- Create a page specifically for ASP
Why are we writing these letters?
- To provide a record of who you are now at the beginning of the school year.
- To anchor in time your current views, attitudes, goals, and outlook
- To explore your feelings and opinions about your motives, goals, and commitments to the program and academic success.
- To create a document that, at the end of this year, you will be able to look back and see how you have grown and matured throughout the year.
The seven parts of the “Letter to Self” are (please label each part):
- ME, NOW: my hopes, fears, dreams, intentions, goals, problems, concerns, likes, dislikes, joys, frustrations; what I like about myself; what I don’t like about myself; what I’m proud of; what I think about; what bothers me; who I am, etc.
- MY WORLD: a description of my home, bedroom, school, neighborhood, town; my favorite places to go; chores, allowance, pet(s), possessions, clothes, religion, current events; FAVORITES – books, music groups, movies, TV, etc.
- WHAT I DO: my hobbies, pastimes, sports, school activities; what I do when I’m alone; what I do with friends; favorite snacks and foods; chores; how I spend my weekends and vacations; special activities I do, organizations I belong to, etc.
- PEOPLE IN MY LIFE: my family, siblings, aunts & uncles, grandparents, friends, best friend(s), teachers, people I’ve dated, current significant other, who I like, people I’d like to know better, people I admire and respect, important people in my life.
- MY PAST: where I was born, where I lived, growing up, childhood accidents, childhood memories, and schools I attended, previous pets, trips I’ve taken, important events in my life so far, former friends, former teachers, teams I played on, etc.
- MY SCHOOL CAREER (with a focus on placement!): As a Pre-Work student, how have you fared up to this point? What do you consider to be your strengths and weaknesses? What are your specific goals for this year in your program? How do you feel about the program? What do you hope to accomplish?
- MY FUTURE: predictions, what I want to do, my long range intentions, what I’m looking forward to; what I’m dreading; my goals, my hopes and fears for the world; summer vacation, high school, college, marriage, employment, etc.
NOTE: In doing this “Letter to Self,” you should have seven total paragraphs. You may also want to write about something important to you that weren’t mentioned above. Create your own categories. This “Letter To Self” is for you, and it should deal with the elements and aspects that are important and real in your life – the good, the bad, and the ugly! The more honest you are with yourself, the more you will appreciate and value your LTS in years to come.
Your completed (and graded) “Letter to Self” will be returned to you at the end of the year. No one will read your LTS, except you (and me) and those you choose to share it with. Have fun! Write extensively!! Create something memorable that captures your life today and who you are. You will get out of this assignment what you put into it. Remember to take pride in your work.
TASK #2 - TOLERANCE VOCABULARY
On your weebly website please create a sub-page titled "VOCABULARY". You must then complete the following:
- Provide a DEFINITION
- Provide a REAL WORLD EXAMPLE
- Explain your connection
- Stereotype
- Equality
- Fair
- Sexism
- Segregation
- Racism
- Xenophobia
- Discrimination
- Prejudice
- Judgement
Task 3 - Me as a learner
1. Do you ask questions? If not, why not?
2. Have you experienced a decreased level of curiosity?
3. Have you lost the motivation to learn? If so, explain when and why?
4. Do you have a responsibility to learn?
5. What motivates you?
6. How can your teachers help you with your learning?
7. Do you feel comfortable speaking in class. If not, what can we do to help?
8. What is your biggest challenge with learning and motivation?
9. Is there anything else?
2. Have you experienced a decreased level of curiosity?
3. Have you lost the motivation to learn? If so, explain when and why?
4. Do you have a responsibility to learn?
5. What motivates you?
6. How can your teachers help you with your learning?
7. Do you feel comfortable speaking in class. If not, what can we do to help?
8. What is your biggest challenge with learning and motivation?
9. Is there anything else?
TASK 4 - PARTNERSHIPS IN THE WORKPLACE
1. Equality
2. Choice 3. Voice 4. Dialogue 5. Reciprocity |
- Write a paragraph concerning your upcoming work placement and how the 5 partnership principles can help have a positive experience.
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TASK 5 - PROMOTING SAFE COMMUNITIES
AWARENESS CAMPAIGN
You will be creating a short SLIDESHOW to help promote equality, acceptance and tolerance with a focus specifically on BUILDING SAFE COMMUNITIES. Suggested areas of focus:
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Criteria
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HEALTH - NUTRITION
FED UP - REFLECTION
- Snack
- Lunch
- Dinner
- What is the largest problem the people in the documentary seem to be having when it comes to their daily nutritional habits?
- Does your food intact look similar to theirs? Explain.
- What is the focus of the documentary? Can you relate?
- What do people struggle with the most when it comes to eating healthy?
- What does the documentary indicate is the source of addiction to unhealthy foods? Do you think we need to change how we advertise to children?
- What did you food consumption look like yesterday?
- Snack
- Lunch
- Dinner
SOCIAL HEALTH
- What do you think a healthy relationship should be like? Please explain.
- 1 social relationship where you have had a good experience and explain why it was positive
- 1 social relationship where you have had a bad experience and explain why it was negative
- Do you care about what people think of you?
- What are you about? Your values, beliefs, what you care about.
- What do you want to do in life?
HUMAN RIGHTS
You will answer the following on your asp page.
Follow the link below for the article on child slavery:
http://www.foodispower.org/slavery-chocolate/
- The human right in question
- Who is involved?
- What is happening?
- How are those involved impacted?
Follow the link below for the article on child slavery:
http://www.foodispower.org/slavery-chocolate/
CONSUMPTION
Survival Scenario
“Imagine you're on a sinking ship like the Titanic. You've only got a little time to take three of the following things with you. What would you want to take with you to the deserted island in the distance?”
“PICK 3 things you would take and write about WHY you would take them.”
A baseball glove
Basketball
Matches
Football
Television
Lap top
Jacket
Water bottle with water Skateboard
Make-up
Swimming suit
Cell Phone
Mittens
Tuque
A Book
Soda Pop
Chocolate Bar
Bag of fruit/nuts
Quick Write
1) What do you think you NEED to be happy in life?
2)Why do we always focus on the "want" rather than what we "need"
“Imagine you're on a sinking ship like the Titanic. You've only got a little time to take three of the following things with you. What would you want to take with you to the deserted island in the distance?”
“PICK 3 things you would take and write about WHY you would take them.”
A baseball glove
Basketball
Matches
Football
Television
Lap top
Jacket
Water bottle with water Skateboard
Make-up
Swimming suit
Cell Phone
Mittens
Tuque
A Book
Soda Pop
Chocolate Bar
Bag of fruit/nuts
Quick Write
1) What do you think you NEED to be happy in life?
2)Why do we always focus on the "want" rather than what we "need"
Why did the mother and the little girl save some of their income?
Why did they have to save?
Why would it help to have a savings goal?
Provide one thing you would like to start saving for and explain why and how you will go about doing so?
Why did they have to save?
Why would it help to have a savings goal?
Provide one thing you would like to start saving for and explain why and how you will go about doing so?
Follow the link to check your water footprint - waterfootprint.org -
The Story of stuff reflection questions:
1. What is your reaction to the story of our stuff?
2. How much of our natural resources have been trashed in the last few decades?
3. How many planets are needed to support current rates of consumption in the US and Australia?
4. How many trees are being lost in the Amazon each minute?
5. What is being added to the production system that is created dangerous waste products?
6. What food is at the top of the food chain and threatening the health of future generations?
7. What is meant by “externalizing costs of production”?
8 Who is paying for the real cost of cheap electronic equipment (i.e. the $4.99 radio)? List three groups at least.
9a. How much material is still in the system after 6 months?____________%.
9b. Where have the remaining materials gone?
10. When did the modern consumer economy come into being? Why? Page 2 of 2
11. According to Annie Leonard, what are some of the social and community interests being neglected while we are busy consuming “stuff”?
The Story of stuff reflection questions:
1. What is your reaction to the story of our stuff?
2. How much of our natural resources have been trashed in the last few decades?
3. How many planets are needed to support current rates of consumption in the US and Australia?
4. How many trees are being lost in the Amazon each minute?
5. What is being added to the production system that is created dangerous waste products?
6. What food is at the top of the food chain and threatening the health of future generations?
7. What is meant by “externalizing costs of production”?
8 Who is paying for the real cost of cheap electronic equipment (i.e. the $4.99 radio)? List three groups at least.
9a. How much material is still in the system after 6 months?____________%.
9b. Where have the remaining materials gone?
10. When did the modern consumer economy come into being? Why? Page 2 of 2
11. According to Annie Leonard, what are some of the social and community interests being neglected while we are busy consuming “stuff”?
FREEDOM OF ASSEMBLY
- Provide a definition for freedom of speech.
- Provide a definition for freedom of assembly.
- In the case of the demonstration in front of the ANTLER restaurant, do you believe the protesters are abusing their freedom of assembly?
THE CONSUMPTION OF ANIMALS FOR ENTERTAINMENT
Orcas are intelligent and emotionally complex creatures who can swim more than 100 miles in a day when necessary to forage for food. They live in multigenerational matrilineal family groups and engage in intricate communal rituals that provide stability and foster cooperation. They communicate in ways that may be similar to language. Like most mammals they have periods of play. Given these facts, is it right to confine orcas to small concrete or metal tanks and make them entertain human audiences in order to get food?
Do people who have control over animals have a responsibility to consider the interest of the animals? Does it make a difference if the animals are captured in the wild like the orcas, if they are pets like dogs and cats, or if they are domesticated animals bred for food like pigs, sheep and cows?
Tilikum has been involved in the death of more than one person. What should happen to him? For example, should he be put down, returned to the open ocean, be sent to a whale sanctuary, or perform again with increased protections for the trainers?
What about a dog that had been abused in the past and who has attacked and killed a person? What should happen to that animal? Explain the differences for the treatment suggested for Tilikum and the treatment you would suggest for the dog?
Do people who have control over animals have a responsibility to consider the interest of the animals? Does it make a difference if the animals are captured in the wild like the orcas, if they are pets like dogs and cats, or if they are domesticated animals bred for food like pigs, sheep and cows?
Tilikum has been involved in the death of more than one person. What should happen to him? For example, should he be put down, returned to the open ocean, be sent to a whale sanctuary, or perform again with increased protections for the trainers?
What about a dog that had been abused in the past and who has attacked and killed a person? What should happen to that animal? Explain the differences for the treatment suggested for Tilikum and the treatment you would suggest for the dog?
ANIMAL RIGHTS DEBATE
Topic
Team arguing AGAINST - MATT & AIDAN
Team arguing AGAINST - MEL & JONAH
FORMAT FOR RESEARCH:
- Find an argument #1 that supports your teams stance.
- Find facts, articles, stats and other information that supports your 1st argument.
- Repeat this process 5 times.
For example:
GUN CONTROL - Should we increase the laws associated with Gun ownership?
- ARGUMENT FOR - More gun control laws would reduce gun deaths
- Support - There were 464,033 total gun deaths between 1999 and 2013: 270,237 suicides (58.2% of total deaths); 174,773 homicides (37.7%); and 9,983 unintentional deaths (2.2%). [4] Guns were the leading cause of death by homicide (66.6% of all homicides) and by suicide (52.2% of all suicides)
- Hunting
Team arguing AGAINST - MATT & AIDAN
- Use of animals for entertainment
Team arguing AGAINST - MEL & JONAH
FORMAT FOR RESEARCH:
- Find an argument #1 that supports your teams stance.
- Find facts, articles, stats and other information that supports your 1st argument.
- Repeat this process 5 times.
For example:
GUN CONTROL - Should we increase the laws associated with Gun ownership?
- ARGUMENT FOR - More gun control laws would reduce gun deaths
- Support - There were 464,033 total gun deaths between 1999 and 2013: 270,237 suicides (58.2% of total deaths); 174,773 homicides (37.7%); and 9,983 unintentional deaths (2.2%). [4] Guns were the leading cause of death by homicide (66.6% of all homicides) and by suicide (52.2% of all suicides)
OPINION TEXT
Argumentative Essay Writing Checklist
Introduction -
❏ The essay starts with a hook that is designed to grab the reader’s attention
❏ There is a smooth transition from the hook to background knowledge (what the issue is
and why it matters) and context
❏ The introduction is at least 3 – 6 sentences
❏ What you are arguing is clearly stated (claim plus arguments that will be presented in body)
Body Paragraphs (minimum of two) - /10
❏ The topic sentence is the first sentence of each body paragraph
❏ Body paragraphs are developed with at least 3 supporting pieces of evidence
❏ Each piece of evidence is followed by at least one warrant (sentences of analysis that
explain how the evidence supports and proves the topic sentence, and therefore proves
the claim)
❏ The last sentence of each body paragraph is a concluding sentence that summarizes the
paragraph and connects to the claim
❏ Counterargument respectfully acknowledges, yet derails opposition
Conclusion - /5
❏ Restates the stance/opinion statement
❏ Summarizes the main ideas without being repetitive
❏ Provides a call to action
❏ Expands on the ideas in the essay, leaving the reader thinking and pondering
❏ Is at least 4 – 6 sentences
Introduction -
❏ The essay starts with a hook that is designed to grab the reader’s attention
❏ There is a smooth transition from the hook to background knowledge (what the issue is
and why it matters) and context
❏ The introduction is at least 3 – 6 sentences
❏ What you are arguing is clearly stated (claim plus arguments that will be presented in body)
Body Paragraphs (minimum of two) - /10
❏ The topic sentence is the first sentence of each body paragraph
❏ Body paragraphs are developed with at least 3 supporting pieces of evidence
❏ Each piece of evidence is followed by at least one warrant (sentences of analysis that
explain how the evidence supports and proves the topic sentence, and therefore proves
the claim)
❏ The last sentence of each body paragraph is a concluding sentence that summarizes the
paragraph and connects to the claim
❏ Counterargument respectfully acknowledges, yet derails opposition
Conclusion - /5
❏ Restates the stance/opinion statement
❏ Summarizes the main ideas without being repetitive
❏ Provides a call to action
❏ Expands on the ideas in the essay, leaving the reader thinking and pondering
❏ Is at least 4 – 6 sentences
The Boy in the Striped Pajamas
Answer the following questions as you watch the movie The Boy in the Striped Pajamas
- Where does Bruno live before moving to Poland? (1 point)
- Why is Bruno so angry about the move? (1 point)
- Which character uses the harsh line stating “They’re not really people,” when making a reference to the Jews? What does this mean? (2 points)
- Pavel is one of the Jews taken prisoner and is used as a servant for the family when they move to the country from the city. What was Pavel’s job before he became a prisoner? How do we find this out? (2 points)
- What is the name of the boy in the striped pajamas that Bruno meets and forms a friendship with? How does Bruno meet him? (2 points)
- What does Bruno think the concentration camp is when the family first arrive at their new house in the country? (1 point)
- Where is the father of Lieutenant Kotler living? What happens to Lieutenant Kotler because of this? (2 points)
- What is the name of the German tutor that Father hires to teach Gretel and Bruno? What does he teach the children? How do they respond? (3 points)
- What happens to Pavel after he spills some wine on the table while serving it during dinner? Describe the scene. What can you INFER happened to Pavel? (2 points)
- Bruno discovers a large pile of something belonging to his sister, Gretel in the basement. What does he find? What does Gretel’s new interest? (2 points)
- What happens to Bruno at the end of the movie? Describe the scene. (2 points)