Mrs. J. Bourdon

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Your TeacherWeb® subscription expires soon. To renew your site for another year, click here. HSP3MO <DIV align=left><STRONG>Fri. Feb. 3</STRONG> -- <SPAN style="COLOR: #800080"><STRONG>WELCOME BACK!</STRONG> </SPAN><SPAN style="COLOR: #000000">-- today students recieved the course expectation sheet and I went over the topics that will be covered throughout the semester; I briefly discussed the verbal-visual essay/collage on a social issue -- this is an exam project to be completed in phases throughout the semester; students worked in pairs to prepare personal introductions-- we managed to get through a few of the presentations -- we will need to finish the remaining pairs on Monday; I distributed the first assignment which will be due on </SPAN><SPAN style="COLOR: #ff0000"><STRONG>Wed. Feb. 9</STRONG></SPAN><SPAN style="COLOR: #ff0000"><STRONG>/12<BR><BR></STRONG></SPAN><SPAN style="COLOR: #000000"><STRONG>Mon. Feb. 6 --</STRONG> today we finished the personal introductions; students completed a quiz entitled <STRONG><EM>Testing Your Knowledge of Psychology</EM></STRONG> -- we took up the answers together as a class<BR><BR><SPAN style="COLOR: #0000ff"><STRONG>REMINDER: </STRONG></SPAN><SPAN style="COLOR: #000000">Your personal questions are due on </SPAN><STRONG><SPAN style="COLOR: #ff0000">Wed. Feb. 9</SPAN><SPAN style="COLOR: #ff0000">/</SPAN></STRONG><SPAN style="COLOR: #ff0000"><STRONG>12</STRONG>. <BR></SPAN><BR><STRONG>Tues. Feb. 7</STRONG> -- we finished taking up the quiz; students were shown a Powerpoint (PPT) presentation of the definitions for Anthropology, Sociology and Psychology as well as a few other related terms and finally a Venn diagram summarizing all three social sciences; we started to read the case study of <STRONG><EM>Marc Lepine and the Montreal Massacre</EM></STRONG> -- this case explained the massacre from the perspectives of A, S and P -- students started writing a summary note of the incident, killer and the three perspectives into their notebooks<BR><BR><STRONG>Wed. Feb. 8</STRONG> -- today I collected your personal questions; students were given some time to complete their summary notes of the <STRONG><EM>Montreal Massacre</EM></STRONG> case study; I showed the class a PPT presentation on the <STRONG><EM>Social Science Inquiry Model</EM></STRONG> (SSIM) -- 5 steps of the SSIM, various research methods, reliability of sources and bias; I also went over an example of how the SSIM is used in the Social Sciences -- students wrote summary notes throughout the PPT presentation<BR><BR><STRONG>Thurs. Feb. 9</STRONG> -- today we brainstormed the similarities and differences between human beings and animals; students then watched two short documentaries entitled <STRONG><EM>Do Animals Reason?</EM></STRONG> and <STRONG><EM>Konrad Lorenz</EM></STRONG> and imprinting -- check the Grade 11 Docs page for summary notes<BR><BR><STRONG>Fri. Feb. 10</STRONG> -- today students wrote a short note entitled <STRONG><EM>Human Beings: Efficient Machines</EM></STRONG>; we then watched a documentary entitled <STRONG><EM>How Smart are Animals? </EM></STRONG>-- this documentary focused on Chaser, a very intelligent border collie; dolphins and their ability to be creative; octupi and cuttlefish and their camouflaging abilities; and, Alex, the talking parrot -- afterwards we had a short class discussion and I shared some examples of imprinting in the animal world<BR><BR><STRONG>Mon. Feb. 13 --</STRONG> today students started researching various important anthropologists, sociologists and psychologists; students are asked to find a picture of their particular theorists to show during their presentation; we will start presentations on </SPAN><SPAN style="COLOR: #ff0000"><STRONG>Wed. Feb. 15/12 <BR><BR>Tues. Feb. 14 -- HAPPY VALENTINE'S DAY! </STRONG><SPAN style="COLOR: #000000"><STRONG>--</STRONG> today<STRONG> </STRONG>we were in the computer lab Period A and the library Periods D and E to continue researching the various anthropologists, sociologists and psychologists -- students should be ready to start presentations tomorrow -- please make sure that you have a picture of your particular theorist to show to the class <BR><BR><STRONG>Wed. Feb. 15</STRONG> -- today we started the presentations of the various anthropologists, sociologists and psychologists -- we will need to finish off a few presentations in tomorrow's class<BR><BR><STRONG>Thurs. Feb. 16 --</STRONG> today we finished the last few presentations -- please check the Grade 11 Docs page for a summary chart of all the theorists we covered; I showed a short clip of a video on <STRONG><EM>Richard Leakey</EM></STRONG> and a short clip from <STRONG><EM>The Big Bang Theory</EM></STRONG> on operant conditioning; I also distributed the instructions for the <EM><STRONG>Verbal-Visual essay/collage on a social issue</STRONG></EM> (this assignment/exam project is worth 15% of your final mark) -- we will be in the library tomorrow starting some preliminary research on the various social issues<BR><BR></SPAN><SPAN style="COLOR: #0000ff"><STRONG>ANNOUNCEMENT:</STRONG></SPAN><SPAN style="COLOR: #000000"> We will be having a quiz on </SPAN><SPAN style="COLOR: #ff0000"><STRONG>Fri. Feb. 24/12</STRONG> </SPAN><SPAN style="COLOR: #000000">on the following: the anthropologists, sociologists and psychologists; the <STRONG><EM>Social Science Inquiry Model</EM></STRONG> and identifying the theorist (A, S or P) who would most likely want to study specific hypothesis statements <STRONG><EM>(i.e. North American women are more full figured than European women.)</EM></STRONG> (anthropologist OR sociologist)<BR><BR><STRONG>Fri. Feb. 17</STRONG> -- today students were in the library beginning their preliminary research of their chosen issue(s) for the Verbal-Visual essay/collage -- students will be signing up for their chosen issue on </SPAN><SPAN style="COLOR: #ff0000"><STRONG>Fri. Feb. 24/12 </STRONG></SPAN><SPAN style="COLOR: #000000">between 8:00 and 8:25am in Room 203. First come, first served and only <STRONG>two students per topic per class.<BR><BR> </STRONG></SPAN><SPAN style="COLOR: #800080"><STRONG>WISHING EVERYONE A VERY ENJOYABLE AND RELAXING FAMILY DAY WEEKEND!<BR><BR></STRONG></SPAN><SPAN style="COLOR: #000000"><STRONG>Tues. Feb. 21 --</STRONG> today I introduced the <EM><STRONG>Society in the News</STRONG></EM> assignment -- I showed some examples of PowerPoint presentations -- students worked in pairs or groups of three and each group was given a article -- students had to summarize the main points of the article, find connections to A, S and P and also look for author's biases -- groups will present their articles to the class tomorrow<BR></SPAN><SPAN style="COLOR: #800080"><BR><STRONG>REMINDER:</STRONG> </SPAN><SPAN style="COLOR: #000000">Study for our quiz on</SPAN><SPAN style="COLOR: #800080"> </SPAN><SPAN style="COLOR: #ff0000"><STRONG>Fri. Feb. 25/12 </STRONG></SPAN><SPAN style="COLOR: #000000"><STRONG>--</STRONG> </SPAN><SPAN style="COLOR: #000000">see announcement above </SPAN><SPAN style="COLOR: #000000">for </SPAN><SPAN style="COLOR: #000000">specif</SPAN><SPAN style="COLOR: #000000">ics.</SPAN><SPAN><BR style="COLOR: #000000"><BR></SPAN><SPAN style="COLOR: #000000"><STRONG>Wed. Feb. 22 --</STRONG> today students presented their analysis of their specific article; I also did a quick review for our quiz on Friday and I also introduced the concepts of nature vs nurture-- students wrote out various definitions; we also watched a documentary entitiled <STRONG><EM>Nature vs Nurture</EM></STRONG> hosted by Phil Donahue</SPAN><SPAN><BR><BR></SPAN><SPAN><STRONG>Thurs. Feb. 23 --</STRONG> today I showed students a PPT which focused on introducing the concepts of <STRONG><EM>nature vs nurture </EM></STRONG></SPAN><SPAN style="COLOR: #800080"><BR><BR><STRONG>REMINDER:</STRONG> </SPAN><SPAN style="COLOR: #000000">Study for our quiz on the theorists, SSIM (5 steps + 1) and applying A, S and P to hypothesis statements and determining appropriate research methods that could be used to prove or disprove these statements. <BR><BR><STRONG>Fri. Feb. 24 --</STRONG> today the buses were cancelled and consequently I have postponed the quiz until </SPAN><SPAN style="COLOR: #ff0000"><STRONG>Mon. Feb 27/12</STRONG></SPAN><SPAN style="COLOR: #000000"> </SPAN><SPAN style="COLOR: #000000">-- if anyone will be away at the Ontario Vocal Festival in Galt on Monday, you will need to write the quiz during your lunch period on Wednesday (I will be away at the Ontario Vocal Festival in Galt on Tues. Feb. 28/12)<BR><BR>-- today in class I showed a documentary entitled <STRONG><EM>48 Hours The Class of 2000 -- Driven to Extremes </EM></STRONG>-- dealing with the aftermath of the Columbine shooting and speaking <BR><BR></SPAN><SPAN style="COLOR: #0000ff"><STRONG>ANNOUNCEMENT:</STRONG></SPAN><SPAN style="COLOR: #000000"> I have also <STRONG>postponed</STRONG> the official sign up for your chosen topic for the verbal - visual essay/collage until </SPAN><SPAN style="COLOR: #000000"><STRONG>Monday morning between 8:00 - 8:25am in Room 203</STRONG> </SPAN><SPAN style="COLOR: #000000">-- there were several students who did show up today to sign up and I have asked them to put their names and topic choice on a list. I will finalize the sign up list on Monday once everyone signs up for their chosen topic.<BR><BR><STRONG>Mon. Feb. 27 --</STRONG> today we wrote our quiz on the theorists, SSIM, identifying hypothesis statements and research methods; students finished writing out the definitions from last day; I also showed a PPT on <STRONG><EM>Socialization and the Importance</EM></STRONG> <STRONG><EM>of Socialization</EM></STRONG>; we also went over various <STRONG><EM>Socialization Agents</EM></STRONG> -- check the Grade 11 Docs page for notes <BR><BR><STRONG>Tues. Feb. 28</STRONG> -- today students watched a documentary entitled <STRONG><EM>Wild Child: The Secret of Feral Children</EM></STRONG> -- while watching students wrote jot notes on the following: famous case studies of feral and isolate children (Victor, Genie, Oksana and Edik) and two famous experiments by Harry Harlow and Winthrop Kellogg<BR><BR><STRONG>Wed. Feb. 29</STRONG> -- today in Pd. A we had a 30 minute assembly dealing with <STRONG><EM>Bullying Prevention </EM></STRONG>(also the launch of the L.O.V.E. campaign); we read two case studies of feral children (<STRONG><EM>Pascal the Wolf Boy</EM></STRONG> and <STRONG><EM>Isabel the Chicken Coop Girl</EM></STRONG>) -- students wrote short summary notes of both cases; Check the Grade 11 Docs page for a summary note on the feral children documentary from yesterday<BR><BR><STRONG>Thurs. March 1</STRONG> -- today was an early release day @ 11:30am -- students finished writing a short summary note on <STRONG><EM>Isabel the</EM></STRONG> <STRONG><EM>Chicken Coop Girl</EM></STRONG>; students also wrote a short note on <STRONG><EM>Feral Children: Some Fa</EM></STRONG>cts -- we also had a class discussion<BR><BR><STRONG>Fri. March 2</STRONG> -- today students worked in pairs researching various feral and isolate children case studies -- each pair will present their child(ren) to the class on Monday -- one person in each group should email me their summary note so that I can post it on the Grade 11 Docs page (<A href="mailto:julia.bourdon@peelsb.com">julia.bourdon@peelsb.com</A>)-- please send your note as a Word document in an attachment<BR><BR><STRONG>Mon. March 5 --</STRONG> today students presented their feral and/or isolate child(ren) to the class -- please ensure that one person from each group (in each class) email me the summary note (as a Word document as an attachment) for their specific feral and/or isolate child(ren); I handed out the <STRONG><EM>Society in the</EM></STRONG> <STRONG><EM>News</EM></STRONG> assignment and rubric; I also introduced the feral and/or isolate role play summative assessment to the class<BR><BR><STRONG>Tues. March 6</STRONG> -- today students were in the library working on the <STRONG><EM>Annotated Reference List</EM></STRONG> for the <STRONG><EM>Verbal-Visual</EM></STRONG> <STRONG><EM>essay/collage</EM></STRONG> on a social issue -- the annotated reference list is due on </SPAN><STRONG><SPAN style="COLOR: #ff0000">Mon. April 2, 2012<BR><BR></SPAN><SPAN style="COLOR: #000000">Wed. March 7 --</SPAN></STRONG><SPAN style="COLOR: #ff0000"><STRONG> </STRONG></SPAN><SPAN style="COLOR: #000000">today students watched a documentary entitled <STRONG><EM>Secret of the Wild Child</EM></STRONG> -- focused on Genie and Victor; students also started brainstorming for their <STRONG><EM>feral and/or isolate child(ren) role plays</EM></STRONG> -- students will present these role plays after March Break<BR><BR><STRONG>Thurs. March 8 -- </STRONG>today students had time in class to work on their feral and/or isolate child(ren) role plays -- the presentations of the role plays will occur on the Wednesday and Thursday of the week after March Break<BR><BR><STRONG>Fri. March 9</STRONG> -- today students had some more time to work on their role plays; we also watched a bit of <STRONG><EM>Gorillas in the</EM></STRONG> <STRONG><EM>Mist</EM></STRONG> -- the story of Dian Fossey<BR><BR><STRONG>Students should be working on their questions for their feral and/or isolate role play. Students can also email me their questions for me to check over. I will be checking my board email once in awhile during the break so I will get back to you ASAP. <BR><BR>Students should also be working on their Annotated Reference List which is due </STRONG></SPAN><SPAN style="COLOR: #ff0000"><STRONG>Mon. April 2/12. <SPAN style="COLOR: #000000">Students are encouraged to bring in a rough draft of their reference list for me to look over and provide feedback.</SPAN></STRONG></SPAN><SPAN style="COLOR: #000000"><BR><BR></SPAN><SPAN style="COLOR: #0000ff"><STRONG>ANNOUNCEMENT:</STRONG></SPAN><SPAN style="COLOR: #000000"> We will be writing a unit test on </SPAN><SPAN style="COLOR: #ff0000"><STRONG>Mon. March 26/12. </STRONG></SPAN><SPAN style="COLOR: #000000">Check the Grade 11 Docs page for a review/outline for the test.<BR><BR><STRONG> </STRONG></SPAN><SPAN style="COLOR: #800080"><STRONG>Wishing you all a safe and relaxing March Break!<BR><BR></STRONG></SPAN><SPAN style="COLOR: #000000"><STRONG>Mon. March 19 -- </STRONG>today students had a work period for the feral/isolate roles plays -- I need to check over each groups questions for A, S and P -- please show them to me in class or email me -- I am hoping to start the presentations of the role plays on Thursday and Friday of this week<BR><BR></SPAN><SPAN style="COLOR: #000000"><STRONG>ANNOUNCEMENT:</STRONG> </SPAN><SPAN style="COLOR: #000000">I was unable to post the summary notes of the ferals and isolates during the break. Therefore, I will be posting them on the Grade 11 Docs page some time today. Some groups may have to resend their notes.<BR><BR><STRONG>Tues. March 20</STRONG> -- today students had the last work period for the role plays -- it is important that I check over the questions for each group -- we will start presentations on</SPAN><SPAN style="COLOR: #ff0000"><STRONG> Fri. March 23/12<BR><BR></STRONG></SPAN><SPAN style="COLOR: #000000"><STRONG>Wed. March 21 -- </STRONG>today students watched a documentary entitled <STRONG><EM>The Child's Brain</EM></STRONG> (<STRONG><EM>Part Two</EM></STRONG> of a five part series entitled <STRONG><EM>The Secret Life of the Brain</EM></STRONG>) -- the documentary focused on language acquisition, children who have had the left hemisphere of their brains removed to stop seizures, learning to read and dyslexia -- I will post a summary note on the Grade 11 Docs page next week<BR><BR></SPAN><SPAN style="COLOR: #ff0000"><STRONG>REMINDER:</STRONG></SPAN><SPAN style="COLOR: #000000"> Study for our unit test which will be written on </SPAN><SPAN style="COLOR: #ff0000"><STRONG>Mon. March 26/12. </STRONG></SPAN><SPAN style="COLOR: #000000">The test outline has been posted on the Grade 11 Docs page since before the March Break.<BR><BR><STRONG>Thurs. March 22</STRONG> -- today we had our first two <STRONG><EM>Society in the News</EM></STRONG> presentations</SPAN></SPAN> from each class; I introduced the teen brain and students had the opportunity to colour in the different areas of "their brains"; I also showed the students a short video from You Tube about a young man named Derek who is a musical savant<BR><BR><STRONG>Fri. March 23</STRONG> -- today we had our second <STRONG><EM>Society in the News</EM></STRONG> presentations frin each class; we also started the feral and/or isolate role play presentations -- we will need to finish the remaining role plays on <STRONG>Tues. March 27/12<BR><BR> </STRONG><STRONG style="COLOR: #ff0000">Study for our unit test which is being written on Mon. March </STRONG><STRONG style="COLOR: #ff0000">26/12! </STRONG><STRONG><BR><BR></STRONG><SPAN style="COLOR: #000000"><STRONG>Mon. March 26</STRONG> -- </SPAN>today students wrote their unit test -- we will need to finish the rest of the feral/isolate role plays in tomorrow's class<BR><BR><STRONG>Tues. March 27</STRONG> -- today students read the article <STRONG><EM>What Makes Teens Tick?</EM></STRONG> -- here is the link to the article <BR><A href="http://www.time.com/time/magazine/article/0,9171,994126,00.html">www.time.com/time/magazine/article/0,9171,994126,00.html</A><STRONG> --</STRONG> you can access the article at home and continue working on your summary notes (these notes will be handed in with your <STRONG><EM>Teen Vision</EM></STRONG> assignment)<BR><BR><STRONG style="COLOR: #0000ff">ANNOUNCEMENT:</STRONG><SPAN style="COLOR: #0000ff"> </SPAN><SPAN style="COLOR: #000000">The deadline for the <STRONG><EM>Annotated Reference List</EM></STRONG> for the Verbal -Visual essay/collage has been extended to </SPAN><SPAN style="COLOR: #ff0000"><STRONG>Thurs. April 5/12.</STRONG></SPAN> You may bring in a rough draft of your reference list and I will provide you with some feedback if needed.<BR><BR><STRONG>Wed. March 28 --</STRONG> today students watched a documentary entitled <STRONG><EM>Inside the Teenage Brain</EM></STRONG> -- make sure that you get a summary note from the Grade 11 Docs page <BR><BR><STRONG>Thurs. March 29</STRONG> -- today the Grade 10 students wrote the <STRONG><EM>Literacy Test</EM></STRONG>, therfore, there were no classes for all other students -- students are encouraged to continue working on their <STRONG><EM>Annotated Reference List</EM></STRONG> for the verbal -visual essay/collage; they can also work on their summary notes of the article entitled <STRONG><EM>What Makes Teens Tick? </EM></STRONG>(use the link posted in Tuesday's summary)<BR><BR><STRONG>Fri. March 30</STRONG> -- today we had our second group of <STRONG><EM>Society in the News</EM></STRONG> presentations; afterwards students watched a documentary entitled <STRONG><EM>The Teen Brain</EM></STRONG> (<STRONG><EM>Part Three</EM></STRONG> of the <STRONG><EM>Secrets of the Brain </EM></STRONG>series) -- the video focuses on schizophrenia in teens and drug and alcohol addiction -- please check the Grade 11 Docs page for a summary note<BR><BR><STRONG style="COLOR: #800080">REMINDER:</STRONG><SPAN style="COLOR: #800080"> </SPAN>Your <STRONG><EM>Annotated Reference List</EM></STRONG> for the verbal-visual essay/collage is due on <STRONG style="COLOR: #ff0000">Thurs. April 5/12.</STRONG> This reference list is part of your exam project which counts for 15% of the 30%, therefore, <STRONG>no late assignments</STRONG> will be accepted. If you do not hand in your annotated reference list on April 5/12, you will receive a mark of <STRONG>zero </STRONG>for this part of the exam project.<BR>Students are encouraged to show me a rough draft of their reference list on Monday and I will provide you with some feedback.<BR><BR><STRONG>Mon. April 2 --</STRONG> today we finished the last 10 minutes of the <STRONG><EM>Teen Brain</EM></STRONG> video from Friday; we watched the last documentary which is entitled <STRONG><EM>Surviving the Teenage Brain</EM></STRONG> (January 2012) -- this documentary focuses on the necessity of the teenage years as essential to our evolution; risk taking and the positive or negative results; romantic love as a source of dopamine and sometimes the tragic results if one is rejected and a few other interesting facts<BR><BR><STRONG>Tues. April 3 --</STRONG> today I introduced the <STRONG><EM>Teen Vision</EM></STRONG> assignment -- I showed the class various exemplars of finished products for this assignment -- video, journal, diary, comic strip, magazine, cartoon, pamphlet, etc. -- students had the remaining class time to do some brainstorming and planning <BR><BR><STRONG style="COLOR: #800080">REMINDER:</STRONG>Your <STRONG><EM>Annotated Reference List </EM></STRONG>for the verbal-visual essay/collage is due on <STRONG style="COLOR: #ff0000">Thurs. April 5/12.</STRONG> This reference list is part of your exam project which counts for 15% of the 30%, therefore, <STRONG>no late assignments </STRONG>will be accepted. If you do not hand in your annotated reference list on <STRONG style="COLOR: #ff0000">April 5/12</STRONG>, you will receive a mark of <STRONG>zero </STRONG>for this part of the exam project.<BR><BR><STRONG>Wed. April 4</STRONG> -- today I introduced the new topic of <STRONG><EM>Stress</EM></STRONG> and <STRONG><EM>Mental Health</EM></STRONG> -- I showed a PPT presentation and students wrote some summary notes from the PPT <BR><BR><SPAN style="COLOR: #ff0000; FONT-SIZE: 14pt">Don't forget -- the </SPAN><STRONG style="COLOR: #ff0000; FONT-SIZE: 14pt"><EM>Annotated Reference List</EM></STRONG><SPAN style="COLOR: #ff0000; FONT-SIZE: 14pt"> for the verbal-visual essay/collage is due tomorrow! If you cannot physically hand in your reference list, then you </SPAN><STRONG style="COLOR: #ff0000; FONT-SIZE: 14pt">MUST</STRONG><SPAN style="COLOR: #ff0000; FONT-SIZE: 14pt"> email it to me at </SPAN><A style="FONT-SIZE: 14pt" href="mailto:julia.bourdon@peelsb.com">julia.bourdon@peelsb.com</A> <SPAN style="FONT-SIZE: 14pt">and bring in the hard copy on Tuesday April 10/12 (Friday is Good Friday and Monday is Easter Monday). If I do not receive an email by the end of the day Thursday then you will receive a mark of zero for this phase of the exam project.<BR><BR></SPAN><SPAN style="FONT-SIZE: 12pt"><STRONG>Thurs. April 5</STRONG> -- today during Period A we had an assembly on <STRONG><EM>Ethical Consumerism</EM></STRONG> with two guest speakers -- Besa Abuse, a member of the San people (formerly the Kalahari Bushman) from Namibia and Paul Wallhauser <BR>-- in Periods D and E, we had our fourth set of <STRONG><EM>Society in the News</EM></STRONG> presentations; students were given the remaining time in class to work on their <STRONG><EM>Teen Vision</EM></STRONG> assignment -- the due date for this assignment is: </SPAN><SPAN style="COLOR: #ff0000; FONT-SIZE: 12pt"><STRONG>Tues. April 24/12</STRONG></SPAN><SPAN style="FONT-SIZE: 12pt"><STRONG><BR><BR></STRONG></SPAN><SPAN style="COLOR: #ff00ff; FONT-SIZE: 12pt"><STRONG> Wishing everyone a relaxing and enjoyable Easter weekend! Hope the Easter Bunny is good to you!<BR><BR></STRONG></SPAN><SPAN style="FONT-SIZE: 12pt"><STRONG>Tues. April 10 -- </STRONG>today students were in the library researching various mental and neurological disorders -- check the Grade 11 Docs page for the assignment instructions, blank template and rubric -- there is also a completed template on schizophrenia posted as well -- presentations of the various disorders will begin on </SPAN><SPAN style="COLOR: #ff0000; FONT-SIZE: 12pt"><STRONG>Thurs. April 12/12<BR><BR></STRONG></SPAN><SPAN style="FONT-SIZE: 12pt"><STRONG>Wed. April 11 -- </STRONG>today was a half day; I finished up the PPT presentation on mental disorders and internal and external factors which may cause a mental/neurological disorder -- we will start our presentations of the various mental and neurological disorders tomorrow<BR><BR><STRONG>Thurs. April 12</STRONG> -- today we started our presentations of the various mental and neurological disorders -- please bring in a hard copy of your completed template and also email the template (<A href="mailto:julia.bourdon@peelsb.com">julia.bourdon@peelsb.com</A>) as a Word document so that I can upload it to my Grade 11 Docs page<BR><BR><STRONG>Fri. April 13 --</STRONG> today we finished the presentations -- we need to finish up in Periods A and D (ADD/ADHD and autism / Asperger's syndrome) -- we will need to do these leftover presentations when I get back from Austria<BR><BR></SPAN><SPAN style="COLOR: #800080; FONT-SIZE: 12pt"><STRONG>REMINDER:</STRONG></SPAN><SPAN style="FONT-SIZE: 12pt"> </SPAN><SPAN style="FONT-SIZE: 12pt">Continue working on your Teen Vision assignment (due on </SPAN><SPAN style="COLOR: #ff0000; FONT-SIZE: 12pt"><STRONG>Tues. April 24/12</STRONG><SPAN style="FONT-SIZE: 12pt">)</SPAN><SPAN style="COLOR: #000000; FONT-SIZE: 12pt"> and also continue working on your research notes and quotations and comments (connected to A, S and P) for your verbal/visual essay/collage (due on </SPAN></DIV> <P><SPAN style="FONT-SIZE: 12pt"><STRONG>Mon. May 7/12 --</STRONG> </SPAN><SPAN style="COLOR: #000000; FONT-SIZE: 12pt">changed from May 1/12). <BR><BR></SPAN><SPAN style="COLOR: #0000ff; FONT-SIZE: 12pt"><STRONG>There is a template for Phases 2 and 3 on the Grade 11 Docs page. You will also find an exemplar showing the proper format for the research notes and the quotations and comments.<BR><BR></STRONG></SPAN><SPAN style="COLOR: #000000; FONT-SIZE: 12pt"><STRONG>Mon. April 16</STRONG> -- today students watched a documentary entitled <STRONG><EM>Anxiety's Hostages</EM></STRONG> -- featured three individuals with anxiety disorders (Rochelle -- OCD; Alistair -- fear of flying and small spaces; Eileen -- social phobic) -- I have posted a summary note on the Grade 11 Docs page<BR><BR><STRONG>Tues. April 17</STRONG> -- today students had a work period for their <STRONG><EM>Teen Vision</EM></STRONG> assignment -- bring in any materials you may need to work on your assignment in class<BR><BR><STRONG>Wed. April 18 --</STRONG> today students started watching <EM><STRONG>A Beautiful Mind </STRONG></EM> -- based on the true story of John Nash -- a brilliant mathematician who suffered from paranoid schizophrenia -- students copied down six guiding questions and wrote jot notes while watching -- we will need to continue watching the film tomorrow<BR><BR><STRONG>Thurs. April 19--</STRONG> today students continued watching <EM><STRONG>A Beautiful Mind</STRONG></EM><SPAN style="COLOR: #000000; FONT-SIZE: 12pt"><STRONG>--</STRONG> we will need to start taking up the questions next week <BR><BR></SPAN><SPAN style="COLOR: #000000; FONT-SIZE: 12pt"><STRONG>Fri. April 20 </STRONG>-- students went to the library to work on their research notes and quotations and comments for their verbal/visual essay/collage -- the due date has been changed to<STRONG> </STRONG><SPAN style="COLOR: #ff0000; FONT-SIZE: 12pt"><STRONG>Mon. May 7/12.<BR></STRONG></SPAN></SPAN><BR></SPAN><SPAN style="COLOR: #0000ff; FONT-SIZE: 12pt"><STRONG>Students are reminded that if they need help with the research notes and quotations and comments for their verbal-visual essay/collage, they should come and see me and show me a rough draft of their work on paper.</STRONG></SPAN></SPAN> <BR><BR><STRONG>Mon. April 23</STRONG> -- today we finished watching <STRONG><EM>A Beautiful Mind</EM></STRONG> -- we will need to go over the questions tomorrow <BR><BR><STRONG style="COLOR: #0000ff">ANNOUNCEMENT:</STRONG> <STRONG style="COLOR: #ff0000">The deadlines for upcoming assignments have been changed.</STRONG> The <STRONG><EM>Teen Vision</EM></STRONG> assignment will be due on <STRONG style="COLOR: #ff0000">Thurs. April 26/12.</STRONG><SPAN style="COLOR: #ff0000"> </SPAN> The due date for the research notes, quotations connected to A, S and P and corresponding analytical comments for the verbal-visual essay/collage will be due on <STRONG style="COLOR: #ff0000">Mon. May 7/12.</STRONG> We will be ready to write a unit test on the <STRONG><EM>Teen Brain</EM></STRONG> and <STRONG><EM>Mental Health Unit</EM></STRONG> on <STRONG style="COLOR: #ff0000">Fri. May 4/12.<BR><BR></STRONG><STRONG>Tues. April 24 --</STRONG><STRONG style="COLOR: #ff0000"> </STRONG>today we debriefed <STRONG><EM>A Beautiful Mind</EM></STRONG> -- I also showed some bonus extras -- John Nash receiving his Nobel Prize for Economics in 1994; John Nash explaining his game theory; etc. -- I also distributed a handout explaining defence and escape mechanisms -- we will be preparing skits using these mechanisms in tomorrow's class <BR><BR><STRONG>Wed. April 25</STRONG> -- today students had time to prepare a skit in which they used two defence mechanisms and two escape mechanisms to deal with a situation(s) they have come up with -- we will be looking at long and short term memory, sensation and perception in tomorrow's class <BR><BR><STRONG style="COLOR: #800080">REMINDER:</STRONG> The <STRONG><EM>Teen Vision </EM></STRONG>assignment is due tomorrow. Don't forget to hand in your summary notes of the <STRONG><EM>What Makes Teens Tick?</EM></STRONG> article with your finished product.<BR> <BR><STRONG>Thurs. April 26</STRONG> -- today we had two <STRONG><EM>Society in the News</EM></STRONG> presentations; students handed in their <STRONG><EM>Teen Vision</EM></STRONG> assignments -- we watched any videos that students made for this assignment -- I showed students a PPT presentation on <STRONG><EM>Memory </EM></STRONG>(sensory, short term and long term) <BR><BR><STRONG>Fri. April 27</STRONG> -- today we had two <STRONG><EM>Society in the News</EM></STRONG> presentations; students finished the note we started yesterday on <STRONG><EM>Memory</EM></STRONG>; we also watched an episode of <STRONG><EM>60 Minutes</EM></STRONG> entitled <STRONG><EM>Endless Memory</EM></STRONG> -- profile of 6 individuals who have <STRONG><EM>Superior Autobiographical Memory</EM></STRONG> -- i.e. they remember everything that has happened to them in their lives; we also watched a clip from YouTube on Stephen Wiltshire, a young man who has autism as well as photographic memory and can draw the city of Rome exactly after only seeing it once <BR><BR><STRONG>Mon. April 30</STRONG> -- today we finished off leftover <STRONG><EM>Teen Vison</EM></STRONG> videos; I showed a PowerPoint presentation on <STRONG><EM>Sensation and Perception</EM></STRONG> (check the Grade 11 Docs page for a summary note) and then we looked at various optical illusions on the following website <A href="http://www.michaelbach.de/ot/">http://www.michaelbach.de/ot/</A><BR><BR><STRONG style="COLOR: #800080">ANNOUNCEMENT:</STRONG> The date for the <STRONG><EM>Teen Brain</EM></STRONG> and <STRONG><EM>Mental Health Unit Test</EM></STRONG> has been rescheduled for <BR><STRONG style="COLOR: #ff0000">Tues. May 8/12</STRONG><STRONG>.</STRONG> <SPAN>Check the Grade 11 Docs page for a test outline.<BR><BR></SPAN><SPAN style="COLOR: #0000ff"><STRONG>REMINDER:</STRONG></SPAN><SPAN> Your research notes and quotations and comments for A, S and P for your specific social issue are due on </SPAN><STRONG style="COLOR: #ff0000">Mon. May 7/12.</STRONG><SPAN> <BR><BR><SPAN style="COLOR: #000000">You are encouraged to bring in a rough draft of your notes and quotations and comments so that I can provide you with any feedback necessary.</SPAN></SPAN> </P> <P><STRONG>Tues. May 1 --</STRONG> today I introduced the <STRONG><EM>Commuication</EM></STRONG> unit -- I showed the class some doodles and asked them to tell me what they saw -- we discussed their interpretations and why they interpreted the doodles differently; students also wrote a short note on <STRONG><EM>Communication</EM></STRONG> from a PPT presentation<BR><BR><STRONG>Wed. May 2</STRONG> -- today students finished a note on verbal and non-verbal communication; I showed a short video from YouTube entitled <STRONG><EM>Communication Basics: Body Language</EM></STRONG> (<STRONG><EM>Learning Zone Express</EM></STRONG>); students also did a short exercise in <STRONG><EM>Non-Verbal Communication</EM></STRONG> -- they prepared skits using limited verbal output and more use of body language and non-verbal communication<BR><BR><STRONG style="COLOR: #0000ff">REMINDERS:</STRONG><SPAN style="COLOR: #0000ff"> </SPAN>Study for our unit test on <STRONG style="COLOR: #ff0000">Tues. May 8/12.</STRONG> Also keep working on your research notes and quotations and comments for your verbal-visual essay/collage due on <STRONG>Mon. May 7/12.<BR><BR></STRONG><STRONG style="COLOR: #0000ff">I have finally uploaded the notes for the various mental and neurological disorders from all three classes. I was only able to post the notes that were sent to me by members of each class. If there are notes missing for your class, you will need to get them from one of the other classes. <BR><BR></STRONG><STRONG style="COLOR: #000000">Thurs. May 3 --</STRONG><STRONG style="COLOR: #0000ff"> </STRONG>today I went through an exercise using <STRONG><EM>Communication Roadblocks</EM></STRONG>; I distributed a handout on <STRONG><EM>Communication Styles</EM></STRONG> (placater, blamer, computer, distracter and leveller) and went over the various traits of each style with the class; I divided the class into 5 groups -- each group will focus on one character from <STRONG><EM>The Breakfast Club </EM></STRONG>-- the Jock, the Brain, the Princess, the Criminal and the Basketcase -- while watching students will be looking for use of body language, verbal and non-verbal signals, communication roadblocks, communication styles and levelling<BR><BR><STRONG>Fri. May 4</STRONG> -- today we had a few <STRONG><EM>Society in the News</EM></STRONG> presentations; students continued watching <STRONG><EM>The Breakfast Club</EM></STRONG> and making jot notes for the various guiding questions -- we will need to finish watching the movie on Monday<BR><BR><STRONG style="COLOR: #ff0000">Don't forget that your research notes and quotations and comments for your social issue (i.e. verbal-visual essay/collage) is due on Mon. May 7/12. If you will not be at school, you must email your notes, quotations, comments and reference list to me at </STRONG><STRONG style="COLOR: #ff0000"><A href="mailto:julia.bourdon@peelsb.com">julia.bourdon@peelsb.com</A> and bring in the hard copy when you return to school. This is an exam project, therefore, no late assignments will be accepted.<BR></STRONG><STRONG><BR>Also, make sure that you study for our test on </STRONG><STRONG style="COLOR: #ff0000">Tues. May 8/12</STRONG><STRONG>. The test outline is on the Grade 11 Docs page.<BR></STRONG><BR><STRONG>Mon. May 7 --</STRONG> today I collected Phases 2 and 3 of the verbal - visual essay/collage -- no late assignments will be accepted; we finished watching <STRONG><EM>The Breakfast</EM></STRONG> <STRONG><EM>Club</EM></STRONG> and then students worked in their character groups to discuss the questions -- I will give you more time on Wednesday to finish the questions and then we will begin the presentations of each character group in the second half of the class <BR><BR><STRONG style="COLOR: #0000ff">Study for our unit test tomorrow! </STRONG><STRONG><BR><BR>Tues. May 8</STRONG>-- today students wrote the unit test on the teen brain and mental health; the groups will need to finish the questions for the 5 characters from <STRONG><EM>The Breakfast Club</EM></STRONG> and start presentations of each character <BR><BR><STRONG>Wed. May 9 --</STRONG> today I gave students the bonus question for the test from yesterday -- each class received a different question; the five character groups for <STRONG><EM>The</EM></STRONG> <STRONG><EM>Breakfast Club</EM></STRONG> presented their specific character to the class -- we will need to finish a few groups tomorrow<BR><BR><STRONG>Thurs. May 10</STRONG> -- today we finished off the presentations for the characters from <STRONG><EM>The Breakfast Club</EM></STRONG> -- we also watched a documentary entitled <STRONG><EM>The Downside of High</EM></STRONG> -- focused on the connection between marijuana use and developing schizophrenia later in life -- students wrote some point form notes while watching<BR><BR><STRONG>Fri. May 11</STRONG> -- today was a P. D. day -- have a good weekend and be good to your mothers on Sunday<BR><BR><STRONG>Mon. May 14</STRONG> -- today we finished off the last few <STRONG><EM>Breakfast Club</EM></STRONG> character presentations; students wrote a note on <STRONG><EM>How Groups Shape Behaviour</EM></STRONG> -- primary vs secondary groups, roles, norms, sanctions, cliques -- we will finish the rest of the note in tomorrow's class<BR><BR><STRONG>Tues. May 15</STRONG> -- today we finished off the note on cliques and I also went over Leadership in Groups -- check the Grade 11 Docs page for the note -- we also started watching <STRONG><EM>Mean Girls</EM></STRONG> -- students copied down some guiding questions and wrote point form notes while watching the movie -- we will have to finish the rest of the movie tomorrow<BR><BR><STRONG>Wed. May 16</STRONG> -- today we finished watching the rest of <STRONG><EM>Mean Girls</EM></STRONG> -- students were given some time to work with a partner to answer the guiding questions for the movie -- we will go over the answers in class tomorrow <BR><BR><STRONG style="COLOR: #800080">ANNOUNCEMENT:</STRONG><SPAN style="COLOR: #800080"> </SPAN>Please check the Grade 11 Docs page for a copy of the rubric for the verbal - visual essay/collage. <BR>I am posting this for your information only. I will need to upload the rubric document later this evening since I have the file on my home computer. You do not have to print a copy since I will be printing a copy for each student since the verbal - visual is considered an exam project.<BR><BR><STRONG>Thurs. May 17 --</STRONG> today we went over the questions for <STRONG><EM>Mean Girls</EM></STRONG> -- I showed a PPT presentation on <STRONG><EM>Crowds and</EM></STRONG> <STRONG><EM>Social Behaviour</EM></STRONG> and students wrote a note <BR><BR><STRONG>Fri. May 18 --</STRONG> today we looked at the <STRONG><EM>Bystander Effect</EM></STRONG> -- we read a case study of <STRONG><EM>Kitty Genovese</EM></STRONG> and I showed a few short videos on the bystander effect -- baby left in car, grubby person in distress as opposed to a businessman in distress and the reactions of various bystanders, etc.<BR><BR><STRONG style="COLOR: #0000ff">REMINDER:</STRONG><SPAN style="COLOR: #0000ff"> </SPAN>Make sure that you make corrections to your quotations and comments for your verbal-visual essay/collage ASAP -- preferably Tuesday or Wednesday of next week. We are running out of time and I need to give final approval to any changes you have made.<BR><BR><STRONG> </STRONG><STRONG style="COLOR: #ff6600">Have a relaxing, safe and enjoyable long weekend. Happy Queen Victoria Day!<BR><BR></STRONG><STRONG style="COLOR: #000000">Tues. May 22 -- </STRONG>today we continued looking at the bystander effect by reading the case of <STRONG><EM>Reginald Denny</EM></STRONG> -- I also showed a few short clips of this famous case on YouTube; students wrote a short note on the bystander effect and the differences and similarities between these two cases; we also discussed how students would react to various hypothetical situations; finally, I showed another short clip from the show <EM><STRONG>What would you do?</STRONG></EM> -- a woman hitting a man sitting on a park bench and the reactions of various bystanders (163 people walked by and no one helped the man, in fact most bystanders thought the man deserved being hit)<BR><BR><STRONG>Wed. May 23 --</STRONG> today students reviewed some of the terms that we have studied over the last few days -- norms, sanctions, roles, bystander effect, diffusion of responsibility, etc.; we also brainstormed various ideas and concepts associated with the word<STRONG> CONFORMITY</STRONG>; students then read an article outlining a famous conformity experiment conducted by Stanley Milgram; I also showed a short clip from YouTube entitled <STRONG><EM>Milgram Experiment (Derren Brown) <BR><BR></EM>ANNOUNCEMENT:</STRONG> Students should get their corrections of their quotations and comments completed and checked by me by <STRONG style="COLOR: #ff0000">Fri. May 25/12</STRONG>. The verbal-visual essay/collage is due next week from <STRONG style="COLOR: #ff0000">Wed. May 30/12</STRONG><SPAN style="COLOR: #ff0000"> </SPAN>up to and including the end of the day <STRONG style="COLOR: #ff0000">Fri. June 1/12.</STRONG> This is an exam project and therefore no collages will be accepted after <STRONG style="COLOR: #ff0000">Fri. June 1/12.</STRONG><STRONG><BR></STRONG>Students may earn 5 bonus marks if they hand in their completed collages by <STRONG>Mon. May 28/12. Students were to have shown me their corrections by Fri. May 28/12 in order to qualify for the bonus marks.<BR><BR>Thurs. May 24 -- </STRONG>today students read about another conformity experiment (<STRONG><EM>The Stanford Prison Experiment</EM></STRONG>) conducted by Philip Zimbardo -- we read the article and then I showed two short clips (on YouTube) of the actual experiment with the original participants back then (1971) and being interviewed today; afterwards, students wrote a short summary note of the experiment<BR><BR><STRONG>Fri. May 25</STRONG> -- today students read about the last conformity experiment conducted by <STRONG><EM>Solomon Asch</EM></STRONG> -- comparison lines used to test level of conformity amongst participants -- I also showed a short clip showing the original participants carrying out the experiment; students also watched <STRONG><EM>The Wave</EM></STRONG> -- based on the true story of a high school teacher who carried out a conformity experiment with his Grade 12 history class -- students were to write jot notes on the slogan, the symbol, the effects of the experiment on the various participants (students and teacher) -- we had a short discussion afterwards<BR><BR><STRONG style="COLOR: #0000ff">REMINDER:</STRONG><SPAN style="COLOR: #0000ff"> </SPAN>The verbal-visual essay/collage is due on <STRONG style="COLOR: #ff0000">Wed. May 30</STRONG><SPAN style="COLOR: #ff0000"> </SPAN>up to and including <SPAN style="COLOR: #ff0000">Fri. June 1/12</SPAN>. See announcement above for more details.</P> Automatically clean input to optimize for the web. Or, would you like to view and optionally restore one of these previous versions? Password: Forgot your password?

Mrs. J. Bourdon

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