Semester 1 Week 13 update

Charles Dickens  A Tale of Two Cities  www.allthingsd.com

www.charlesdickenspage.com

www.cliffnotes.com

Claude Monet Impression Sunrise

Homework Review – complete before week 14 class
Algebra 2	Lessons 47-50. Also, bring one math question from your own math book to put on the board.
Latin	Lesson 17, ex., Open Grammar Quiz (the translation page is extra credit only)
Logic	Finish Lesson 13 and answer questions
History: HSWTL	HSWTL – chapter 12 to the end and questions in the guide (section X).
History: Art Essay	Notebook and Timeline Collection and discussion. Review and practice for the Art Identification Lecture (Week 15). Testimony Essay on “Claude Monet’s qualifications to be an Authority on Impressionism.” Look at Monet’s painting Impression Sunrise. Annotated Mona Lisa  pages 96-97, 102-103
Art Presentation:	Practice for the Art Critique/Presentation on week 15 (pg. 48).
British Literature Essay:	Finish Tale of Two Cities. Words Aptly Spoken questions on pages 75-83.
Biology:	Finish Chapter 8 up to page 242 and read Exp. 8.1. Lab Journal Collection

Algebra 2 (Chapters 43-46) Welcome to Trigonometry. This week’s lessons jumped right into the study of measuring triangles using simple line measurements combined with the more complicated ratios related to angles.

 

Latin – We covered changing Latin adjectives into adverbs (much like adding –ly to English adjectives). We also discussed changes as the comparative and superlative forms are added (-er, -est, more, and most).

 

Logic – We continued tackling fallacies in Syllogisms. The students zoomed through 12 exercises in class to spot the different distribution rules for syllogisms that can be broken. 

History – We discussed our essay topic regarding the shift from Romanticism to Realism. Since we only have one painting left, we took a quick pop quiz to see how much we remember about the paintings we’ve evaluated this year.

 

This next essay discusses what qualities make a person an expert (including: knowledge, skill, consistency, peer recognition, & education). The students write about Monet and Impressionism.

     Many of the Impressionists took their painting inspiration from the Realistic painters. Impressionists took the realistic scenes one unique step further (They realized that the human eye focuses on one focal point at a time and blurs the rest of the world around the focal point automatically - like a camera shot. They also enjoyed the effect of painting quick glimpses that they eyes might glean from unfocused details.). The reigning art experts were opposed to the new style (most of them had opinions about the acceptable subject matter - historical, Biblical, or mythological - and they valued set standards in clean lines, brushwork, and tones). Once photography emerged in 1839, both Neoclassicism and Romanticism suddenly seemed dated. Painters started to begin infusing beauty back into ordinary life scenes, portraits, and landscapes. In France, the Barbizon painters met to push for realistic outdoor paintings, and in England, the pre-Raphaelite Brotherhood (painter, poets, and critics) rose up to paint truthful nature scenes. Both groups reacted against emotionalism of Romantic painters and against the academic rules governing the painting of artificial subjects and ideals. Realistic painters like Courbet even refused to paint angels since he couldn't physically see one to be able to render a likeness. The Impressionists faced an era of changing politics and technology (cameras and even paint in portable tubes affected the opportunities for painters to dabble in new ideas). They stretched the realism to a new level as they played with light and brush strokes. Monet surrounded himself with like-minded painters (Pissaro, Renoir, Manet, Sisley, and others) to form the Societé Anonyme des artistes, peintres, and sculpteurs et graveurs. He painted with an emphasis on lighting and small brushstrokes with pure colors. He frequently painted the same subject in different light levels. He consistently stayed with this style throughout his life. Monet was impressed by Manet's strong break from the rules in society. Manet inspired others with daring techniques and controversial subject matter (Manet fought against old styles of painting and he chose modern settings. He was inspired by the Spanish painters. He liked bold brush strokes, strong colors, harsh tonal contrasts, and modern subjects and scenes).  Monet's own paintings had fewer tonal contrasts and more subdued pastels. He poured atmospheric light into his scenes. The earlier Realistic painters included accurate atmospheric light and serene scenes, but the Impressionists included all the realism but then dialed back the sharp hyper focus of details and caused the light to glow. Impressionists truly rejected many of the styles and subjects that preceded them. As with each era though, soon the younger painters grew bored and wanted to experiment and explore new ideas.

Lastly, we read a few pages from Saving Leonardo (pgs.243-245).This reviewed biblical viewpoints and the arts.

Art Presentation Project – Prepare for Art Presentation on week 15. Aside from introducing the art piece, the students also begin to critique the piece for its form and meaning.

British Literature – We are saving our full discussion on The Tale of Two Cities until we finish the book this week.

Biology – Before starting labs, we discussed parts of cells again...more specifically, the structure and function of DNA. We covered DNA replication, viruses, and cell reproduction. We also completed a few fun lab projects.

www.unlockingscience.com for template and instructions for paper origami DNA.

Microscope Labs: Allium (Onion) Root tip, Ascaris (Roundworm) mitosis, and Fern life history:

 

 

 

 

Twizzler DNA strands with Gummy nucleotides:

 

 

 

 

 

 

 

What do these have to do with today’s science…not much.

 

Mr. Carlson’s class joined us for Shakespeare recitations.

 

We also took time out for a special celebration (picture 1 – photo bombed by Mr. Carlson)

 

www.votemckelvie.ca

Semester 1 Week 12 update

Charles Dicken's A Tale of Two Cities

Winslow Homer Snap the Whip 
 Metropolitan Museum of Art, NY

1872  Oil on Canvas American Realism

The Sower  1850  Jean-Francois Millet

Museum of Fine Arts, Boston

Oil on Canvas (French Realism)

Homework Review – complete before week 13 class
Algebra 2	Lessons 43-46. Also, bring one math question from your own math book to put on the board.
Latin	Lessons 16 and exercises, take home quiz
Logic	Finish Lesson 12 and answer questions.
History: HSWTL	HSWTL – chapter 12 and questions in the guide (section IX)
History: Art Essay Annotated Mona Lisa SoA	We will discuss our Timelines, missing Essays, and Notebook preparations. Relationship Essay on “How Winslow Homer’s and Jean-Francois Millet’s works (Snap the Whip & the Sower) show progression from the era of Romanticism into the era of Realism.   Pages 84 and 85 each have more information on the Artists, the Paintings, and the Era. Read chapter 12 (conclusion) in State of the Arts.
Art Presentation:	Start outlines for the Art Critique/Presentation on week 15 (pg. 48).
British Literature Essay:	Read chapters 1-16 in Tale of Two Cities (chart the characters in the book).
Biology:	Finish Chapter 7 and Type Formal Lab Report on Strawberry DNA.

Algebra 2 (Chapters 39-42) For the Algebra portion we covered binomials and conjugates, and for Geometry sections we covered problems with parallelograms, unit multipliers, and scientific notation fractions.

 

Latin – We reviewed Latin word that relate to time and space and worked on a group vocabulary quiz. The students will bring back the last 5 translations next week and take home a grammar review to work on over the break.

 

Logic – This was a week for tackling fallacies in Syllogisms. The students zoomed through 15-20 exercises in class to spot the different logic rules for syllogisms that can be broken. 

History – We took time to discuss our essays and look at the effects of early America on the painters. The frontier life did not have large buildings to adorn or rich patrons to buy art. Many Puritan families resisted art. The general lifestyle of the people valued utility over items of beauty. Furniture and silver items were fashioned with nice craftsmanship but there were no large number of sculptures being made. Most early painters were self-taught and focused on nature scenes and family portraits as their subject matter. We then began a discussion on eras that we'll continue over the next 3 weeks (Neoclassicism, Romanticism, Realism, and Impressionism). 

Art Presentation Project – Students were handed a helpful question sheet that they can use to further prepare for their Art Presentation on week 15. Aside from introducing the art piece, the students also begin to critique the piece for its form and meaning.

British Literature – We held a discussion about social topics in both Pride & Prejudice and Jane Eyre. While one is a novel on social manners and a bit of a comical romance and the other is a Gothic novel with a bit of gloom and mystery, both had some similar themes and societal expectations. We also compared these values 

(carefully arranged marriages and schoolwork of the accomplished ladies) to today's expectations . We read our essays aloud. Also, some previously submitted essays for both art and literature were returned to the students. 

Biology – Before starting labs, we discussed parts of cells again...more specifically, the structure and function of the cell plasma walls. This week’s labs involved observing cell walls in bananas and plants. We also extracted DNA strands of strawberries. Below, you will find pictures of our microscope observations, our lovely reactions to spooling deoxyribonucleic acid (DNA), and a few final student shenanigans.