IB ORAL PRESENTATIONS TIME TABLE
We've ammeded the presentation schedule.
Lorenz and Natasha will do their presentations on Friday 7 November.
We'll complete all presentations on Monday 10 November.
THURSDAY 6 NOVEMBER
Diana - Erisychthon
Janira - Hercules and Dejanira
Sophie - Pygmalion
Lorenz - Myrrha
Natasha - Arachne
FRIDAY 7 NOVEMBER
Mathieu - The Birth of Hercules
Nicolo - Echo and Narcissus?
Max - Niobe?
Marina - Venus and Adonis?
MONDAY 10 NOVEMBER
Nicolo - Echo and Narcissus?
Max - Niobe?
Marina - Venus and Adonis?
Thursday 23 October 2014
A2 LL - HALF TERM WORK - SHORT STORIES FOR COURSEWORK
Below are three links to short stories by James Joyce.
These are the last texts we will be studying for the coursework.
We will spend the first three coursework lessons studying and discussing these stories. Module 6 students will study the Blake poems on 4 November and we'll begin with the stories 11 November. Module 2 students we'll begin the short stories on Thursday 6 November and Module 1 students on Friday 7 November. Please read all three stories and if possible print them out so that you can annotate and make notes on them.
I will produce a small anthology of the short stories for you after the holiday.
We will study each story in the order given below
Click here for a link to the short story An Encounter by James Joyce.
Click here for a link to the short story Araby by James Joyce
Click here for a link to the short story Eveline by James Joyce
SHORT STORIES - GUIDE LINES
Short stories usually focus on one main character in detail.
Short stories usually include two or three minor characters - usually superficial
Short stories normally have one main plot - they don't usually include sub-plots
Short stories are characterised by concise and economic use of language
Short stories are normally set in one or two locations
Short stories may use a range of different writing formats - such as descriptive, dialogue, narrative, reflection
Short stories generally have a simple structure and will refer to a thesis, antithesis and synthesis in their narrative
Specifically, Joyce uses a writing technique known as Epiphany. An epiphany is a moment of highened awareness and insight into the truth of a situation.
What essay topics are relevant for each of the stories?
As you read the three stories, pay particular attention to the characteristics of the narrator as a character and as a story teller. Also consider the narrative perspective.
Pay close attention to the setting. How is place evoked by the writing?
Consider the presentation of children in each story - both narrator and minor characters.
Comment on the writing style of each story and what effect do these writing techniques have on a reader?
These are the last texts we will be studying for the coursework.
We will spend the first three coursework lessons studying and discussing these stories. Module 6 students will study the Blake poems on 4 November and we'll begin with the stories 11 November. Module 2 students we'll begin the short stories on Thursday 6 November and Module 1 students on Friday 7 November. Please read all three stories and if possible print them out so that you can annotate and make notes on them.
I will produce a small anthology of the short stories for you after the holiday.
We will study each story in the order given below
Click here for a link to the short story An Encounter by James Joyce.
Click here for a link to the short story Araby by James Joyce
Click here for a link to the short story Eveline by James Joyce
SHORT STORIES - GUIDE LINES
Short stories usually focus on one main character in detail.
Short stories usually include two or three minor characters - usually superficial
Short stories normally have one main plot - they don't usually include sub-plots
Short stories are characterised by concise and economic use of language
Short stories are normally set in one or two locations
Short stories may use a range of different writing formats - such as descriptive, dialogue, narrative, reflection
Short stories generally have a simple structure and will refer to a thesis, antithesis and synthesis in their narrative
Specifically, Joyce uses a writing technique known as Epiphany. An epiphany is a moment of highened awareness and insight into the truth of a situation.
What essay topics are relevant for each of the stories?
As you read the three stories, pay particular attention to the characteristics of the narrator as a character and as a story teller. Also consider the narrative perspective.
Pay close attention to the setting. How is place evoked by the writing?
Consider the presentation of children in each story - both narrator and minor characters.
Comment on the writing style of each story and what effect do these writing techniques have on a reader?
IB ENGLISH - PRESENTATIONS
FORMAL PRESENTATIONS
THE BASICS
Preparation
Identify a clear topic area for your research
Construct a thesis and a title
Do relevant research
Create a list of bullet points
Put the points in a relevant order
Create a set of speaking notes – not a script
Rehearse the presentation a few times – don’t learn the presentation by heart
The most important person in your presentation is your listener. Everything you say and do should enable your listener to have a positive, engaging and enjoyable experience. There are many ways you can make this experience enjoyable for the listener. For example
chose a topic that you know well and a topic you are interested in.
DO NOT consider this a tick box exercise. Treat it seriously.
Communicate your enthusiasm and interest in the topic chosen.
Present a thesis that comes out of your own reading and reflection to the text.
Give a clear, well ordered and logically structured presentation.
Don’t assume your listener knows the text or extract in detail.
When you make complex points break these down into shorter and simpler points – build up to complex points.
Right volume – don’t shout don’t whisper
Right pace – when people are nervous they speak too quickly, slow your delivery down
Full intonation – clear and fully articulated words
Appropriate register – natural, conversational, formal side of informal
Be passionate and enthusiastic in your tone of voice
Your body
Don’t fidget
Stand up throughout the presentation
Don’t move around the room
Use body language to enhance the presentation - using hand and arm gestures can do this
Make eye contact with as many people as you can
Your body should support your enthusiasm for the subject
Key Points to Remember
Make relevant, detailed and consistent arguments / observations based on evidence from the text
Make sure the presentation is structured
Use language accurately
Speak using an appropriate register
THE BASICS
Preparation
Be clear
about the requirements of the task
Familiarise
yourself with the marking criteriaIdentify a clear topic area for your research
Construct a thesis and a title
Do relevant research
Create a list of bullet points
Put the points in a relevant order
Create a set of speaking notes – not a script
Rehearse the presentation a few times – don’t learn the presentation by heart
The presentation
The most important person in your presentation is your listener. Everything you say and do should enable your listener to have a positive, engaging and enjoyable experience. There are many ways you can make this experience enjoyable for the listener. For example
chose a topic that you know well and a topic you are interested in.
DO NOT consider this a tick box exercise. Treat it seriously.
Communicate your enthusiasm and interest in the topic chosen.
Present a thesis that comes out of your own reading and reflection to the text.
Give a clear, well ordered and logically structured presentation.
Don’t assume your listener knows the text or extract in detail.
When you make complex points break these down into shorter and simpler points – build up to complex points.
Your voice
Right volume – don’t shout don’t whisper
Right pace – when people are nervous they speak too quickly, slow your delivery down
Full intonation – clear and fully articulated words
Appropriate register – natural, conversational, formal side of informal
Be passionate and enthusiastic in your tone of voice
Your body
Don’t fidget
Stand up throughout the presentation
Don’t move around the room
Use body language to enhance the presentation - using hand and arm gestures can do this
Make eye contact with as many people as you can
Your body should support your enthusiasm for the subject
Key Points to Remember
Make relevant, detailed and consistent arguments / observations based on evidence from the text
Make sure the presentation is structured
Use language accurately
Speak using an appropriate register
IB ENGLISH - HALF TERM HOMEWORK
You should spend some time over the holiday preparing for the formal presentation.
TASK
Give a five minute presentation on your chosen poem from Tales from Ovid
DEADLINE
Thursday 6 November and Friday 7 November
Click here for a link to a post on guidelines for giving a formal presentation
Click here for a link to the time table of the formal presentations
TASK
Give a five minute presentation on your chosen poem from Tales from Ovid
DEADLINE
Thursday 6 November and Friday 7 November
Click here for a link to a post on guidelines for giving a formal presentation
Click here for a link to the time table of the formal presentations
A2 LL - BRIEF INTRODUCTION TO BLAKE
William Blake (1757 – 1827) was an English painter, poet and printmaker. Largely unrecognised during his lifetime, Blake is now considered a seminal figure in the history of the poetry and visual arts of the Romantic Age. His prophetic poetry has been said to form "what is in proportion to its merits the least read body of poetry in the English language". His visual artistry led one contemporary art critic to proclaim him "far and away the greatest artist Britain has ever produced".
A2 LL - INTRODUCTION TO SONGS OF INNOCENCE & EXPERIENCE
Below are some brief comments on the Blake poems.
Songs of Innocence and of Experience is an illustrated collection of poems by William Blake. In Songs of Innocence and of Experience Blake attempts to show the two contrasting states of the human soul.
"Innocence" and "Experience" refer to the two states of "Paradise" and the "Fall." These are terms referred to in the bible. Blake's categories are modes of perception. Childhood is a state of protected innocence rather than original sin. Innocence is characterised by childhood vitality and energy, confidence and openness, spiritual strength and physical vulnerablity. But the state of innocence is not immune to the fallen world and its institutions. This world sometimes impinges on childhood itself, and in any event becomes known through "experience," a state of being marked by the loss of childhood vitality, by fear and inhibition, by social and political corruption, and by the manifold oppression of Church, State, and the ruling classes. Many of the poems from the Songs display Blake's acute sensibility to the realities of poverty and exploitation that accompanied the "dark satanic mills" of the Industrial Revolution.
Songs of Innocence and of Experience is an illustrated collection of poems by William Blake. In Songs of Innocence and of Experience Blake attempts to show the two contrasting states of the human soul.
"Innocence" and "Experience" refer to the two states of "Paradise" and the "Fall." These are terms referred to in the bible. Blake's categories are modes of perception. Childhood is a state of protected innocence rather than original sin. Innocence is characterised by childhood vitality and energy, confidence and openness, spiritual strength and physical vulnerablity. But the state of innocence is not immune to the fallen world and its institutions. This world sometimes impinges on childhood itself, and in any event becomes known through "experience," a state of being marked by the loss of childhood vitality, by fear and inhibition, by social and political corruption, and by the manifold oppression of Church, State, and the ruling classes. Many of the poems from the Songs display Blake's acute sensibility to the realities of poverty and exploitation that accompanied the "dark satanic mills" of the Industrial Revolution.
A2 LL - ILLUSTRATIONS FOR BLAKE'S POEMS
Blakes illustration for The Echoing Green from Songs of Innocence
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Blakes illustration for London from the Songs of Experience
Blakes illustration for Nurse's Song from the Songs of Innocence
Blakes illustration for Nurse's Song from the Songs of Experience
Blakes illustration for Holy Thursday from the Songs of Innocence
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Blakes illustration for Holy Thursday from the Songs of Experience
Wednesday 22 October 2014
A2 LL - CUPCAKES AND KALASHNIKOVS - NEXT TEXTS
During the first week back we will be studying the two articles below in bold. You could include these articles as part of the eight articles you must read over the half term. Make sure you have written the key points into your reading journal.
Making History
|
| Report from the Spanish Civil War
On Surviving the London Blitz
Report on the Fall of the Berlin Wall
The Arafat I Knew
|
AS ENGLISH LANG & LIT - HOMEWORK HALF TERM
TASK
Write Blanche's letter to Shep Huntleigh. In your letter you should ask for Shep Huntleigh's financial help in setting up a small business for Stella and Blanche to own and run.
DEADLINE
Wednesday 5 November
GUIDE LINES
Re-read scenes 1, 2 &3 and identify evidence that Blanche could use to justify the letter she is writing. For example, Stanley's violence towards Stella.
Where appropriate try and use words and phrases that you think Blanche might use consider Americanisms.
Write your letter using an approriate layout. Click here for a link to a post with a formal letter layout. Click here for an example of a formal letter. However I strongly suggest you write your letter using some informal and personal features. For example your salutation should be 'Dear Shep'. And you should refer to the meeting they had last Christmas Eve in Miami.
Your letter should be between 350 - 400 words in length.
The aim of the letter is to test your knowledge and understanding of the character of Blanche and your understanding of the events of the play so far. As such, your letter must consist of at least 90% of the events of the play. To do this you must describe selected and key events that have taken place, and communicate Blanche's attitudes and feelings about Stanley and Stella.
Write Blanche's letter to Shep Huntleigh. In your letter you should ask for Shep Huntleigh's financial help in setting up a small business for Stella and Blanche to own and run.
DEADLINE
Wednesday 5 November
GUIDE LINES
Re-read scenes 1, 2 &3 and identify evidence that Blanche could use to justify the letter she is writing. For example, Stanley's violence towards Stella.
Where appropriate try and use words and phrases that you think Blanche might use consider Americanisms.
Write your letter using an approriate layout. Click here for a link to a post with a formal letter layout. Click here for an example of a formal letter. However I strongly suggest you write your letter using some informal and personal features. For example your salutation should be 'Dear Shep'. And you should refer to the meeting they had last Christmas Eve in Miami.
Your letter should be between 350 - 400 words in length.
The aim of the letter is to test your knowledge and understanding of the character of Blanche and your understanding of the events of the play so far. As such, your letter must consist of at least 90% of the events of the play. To do this you must describe selected and key events that have taken place, and communicate Blanche's attitudes and feelings about Stanley and Stella.
A2 LL - THREE WAY COMPARISON - EXAMPLE PARAGRAHS
Below are a couple of paragraphs. The first is a straightforward analytical paragraph. I expect this would be placed in your commentary where you are analysing the article.
The second paragraph is an add on or extension paragraph and would appear after an analytical paragraph on text C.
ANALYTICAL PARAGRAPH
Kinnan – Rawlings is very passionate about food and cooking. One way she expresses this is where she describes in detail the exact parts of the vegetable she is going to use for a recipe. She does this in her first – autobiographical – recipe where she has decided to cook okra. She writes about ‘fresh okra’ and goes on, ‘I use only the young, crisp pods…’. Her passion is shown in her close attention to details. Her use of pre-modifies ‘fresh’, ‘young’ and ‘crisp’ are a way of expressing passion. She also uses the adverb ‘only’ as a way of emphasising the exclusive selection process. We feel the writer is strongly passionate about the cooking process from these techniques.
WITH COMPARATIVE ADDITION
Attention to detail is completely absent in the transcript of spontaneous speech. This is very different from text A in which attention to detail is dominant. For the husband, food is used as an illustration of how his grandmother has become absent minded as she gets older. The anecdote he tells his wife is an opportunity to laugh together at his grandmother’s absent mindedness. At the end of the transcript we read ‘oh yeah she’d left an apple pie in the oven…pie was lovely done really well by the time I got there’. This series of two declarative utterances show an appreciation of food but as consumers rather than cooks. And the informal register indicated by the colloquialism followed by the contraction, ‘oh yeah she’d’ both emphasise the informality of the discourse and the feeling of togetherness. The reference to food is used only to add to the humour of the interaction rather than being the main topic of discussion.
SOME COMPARATIVE TOPICS
Special food
Food from the past
Different text formats
Settings
The second paragraph is an add on or extension paragraph and would appear after an analytical paragraph on text C.
ANALYTICAL PARAGRAPH
Kinnan – Rawlings is very passionate about food and cooking. One way she expresses this is where she describes in detail the exact parts of the vegetable she is going to use for a recipe. She does this in her first – autobiographical – recipe where she has decided to cook okra. She writes about ‘fresh okra’ and goes on, ‘I use only the young, crisp pods…’. Her passion is shown in her close attention to details. Her use of pre-modifies ‘fresh’, ‘young’ and ‘crisp’ are a way of expressing passion. She also uses the adverb ‘only’ as a way of emphasising the exclusive selection process. We feel the writer is strongly passionate about the cooking process from these techniques.
WITH COMPARATIVE ADDITION
Attention to detail is completely absent in the transcript of spontaneous speech. This is very different from text A in which attention to detail is dominant. For the husband, food is used as an illustration of how his grandmother has become absent minded as she gets older. The anecdote he tells his wife is an opportunity to laugh together at his grandmother’s absent mindedness. At the end of the transcript we read ‘oh yeah she’d left an apple pie in the oven…pie was lovely done really well by the time I got there’. This series of two declarative utterances show an appreciation of food but as consumers rather than cooks. And the informal register indicated by the colloquialism followed by the contraction, ‘oh yeah she’d’ both emphasise the informality of the discourse and the feeling of togetherness. The reference to food is used only to add to the humour of the interaction rather than being the main topic of discussion.
SOME COMPARATIVE TOPICS
Special food
Food from the past
Different text formats
Settings
Tuesday 21 October 2014
A2 LL - 3 WAY COMPARATIVE ESSAY LINKS
Below are some links to posts on this blog that will help you write the three way comparison commentary.
Click here for a post on the basics of the 3 way comparison and commentary structure.
Click here for examples of comparative paragraphs.
Click here for a post on the templates for an analytical paragraph and a comparative analytical paragraph
Click here for a link to a post with literary and linguistic analytical frameworks and examples of terms to use in your commentary.
Click here for a glossary posted as a page elsewhere on this blog.
Click here for some feedback I've given out regarding the first comparative analytical paragraphs you have written.
Click here for a link to an example of an analyticl and comparative paragraph.
Click here for a post on the basics of the 3 way comparison and commentary structure.
Click here for examples of comparative paragraphs.
Click here for a post on the templates for an analytical paragraph and a comparative analytical paragraph
Click here for a link to a post with literary and linguistic analytical frameworks and examples of terms to use in your commentary.
Click here for a glossary posted as a page elsewhere on this blog.
Click here for some feedback I've given out regarding the first comparative analytical paragraphs you have written.
Click here for a link to an example of an analyticl and comparative paragraph.
Monday 20 October 2014
A2 LL - CORRECTED EXTRACT OF TRANSCRIPT
I think this material has been published with an error. I've tried to correct it here.
The husband is reporting an incident to his wife in which he phones his aunt Kate. He asks her to check on his mother's house and take out the pie that he expects to be in the oven. He does this by recreating the conversation he had with his aunt Kate. He tells us directly what he said to her and what she said to him.
Extract from spontaneous dialogue
Husband: and Kate(1) went in and we got(.) we phoned her back in the evening when we got there and did you get to Mum's (.) oh yeah I got there on time
Wife: had she
Husband: Oh yeah she'd left an apple pie in the oven (5) it was on low(.) pie was lovely done really well
[by the time I got there]
The husband is reporting an incident to his wife in which he phones his aunt Kate. He asks her to check on his mother's house and take out the pie that he expects to be in the oven. He does this by recreating the conversation he had with his aunt Kate. He tells us directly what he said to her and what she said to him.
Extract from spontaneous dialogue
Husband: and Kate(1) went in and we got(.) we phoned her back in the evening when we got there and did you get to Mum's (.) oh yeah I got there on time
Wife: had she
Husband: Oh yeah she'd left an apple pie in the oven (5) it was on low(.) pie was lovely done really well
[by the time I got there]
Friday 17 October 2014
IB ENGLISH - HALF TERM HOMEWORK - TALES FROM OVID
TASK
Write 3 analytical paragraphs on three features of the poem The Rape of Proserpina or the poem you helped introduce to the class during the first half term of teaching.
DEADLINE Monday 3 November
TASK
Give a five minute presentation on a poem from Tales from Ovid. The poem must be one we have not discussed or studied in class.
We will discuss and finalize these poems on Thursday 23 October.
DEALINE The presentations will take place on Thursday 6 November & Friday 7 November.
I expect that everyone will have read all the poems that students will be giving a presentation on by Thursday 6 November
A timetable for these presentations will be posted to the blog shortly.
Use the analytical paragraph structure discussed elsewhere on this blog.
Write 3 analytical paragraphs on three features of the poem The Rape of Proserpina or the poem you helped introduce to the class during the first half term of teaching.
DEADLINE Monday 3 November
TASK
Give a five minute presentation on a poem from Tales from Ovid. The poem must be one we have not discussed or studied in class.
We will discuss and finalize these poems on Thursday 23 October.
DEALINE The presentations will take place on Thursday 6 November & Friday 7 November.
I expect that everyone will have read all the poems that students will be giving a presentation on by Thursday 6 November
A timetable for these presentations will be posted to the blog shortly.
Use the analytical paragraph structure discussed elsewhere on this blog.
A2 LL - WORK FOR THE WEEK BEGINNING 22 OCTOBER AND HALF TERM
EXAM & COURSEWORK TASKS TO BE COMPLETED
Module 1 Monday, Tuesday and Friday
Module 2 Tuesday, Wednesday and Thursday
Module 6 Monday, Tuesday and Friday
For Module 1 & 2 only
Read and make notes on the poems by William Blake in the anthology. It will be helpful to do a little research into Blake and the two books these poems come from. They are The Songs of Innocence and The Songs of Experience. For Friday 24 October and Thursday 23 October.
For Module 6 only
Read and make notes on Morning Song, You're and Tulips by Sylvia Plath from the anthology. Tuesday 21 October
For all three modules
Read and make notes in your reading journal on at least eight articles from Cupcakes and Kalashnikovs. Read only the articles from War; Race, Politics and Society; Sex and Body Image and Interviews and Icons. These are the specific topics in the book. Hand your journal in on Monday 3 November and Tuesday 4 November.
Write the letter to the PM raising awareness and demanding action for either the survivors of Dachau - Winston Churchill or the Kurdish refugees - Tony Blair. Also write a 200 word commentary on your letter. Click here for a link to the two questions regarding these articles. You should adapt the questions to suit this homework. To be handed in on Monday 3 November and Tuesday 4 November.
Write the three way comparative commentary on food and cookery. To be handed in on Monday 3 November. and Tuesday 4 November
Module 1 Monday, Tuesday and Friday
Module 2 Tuesday, Wednesday and Thursday
Module 6 Monday, Tuesday and Friday
For Module 1 & 2 only
Read and make notes on the poems by William Blake in the anthology. It will be helpful to do a little research into Blake and the two books these poems come from. They are The Songs of Innocence and The Songs of Experience. For Friday 24 October and Thursday 23 October.
For Module 6 only
Read and make notes on Morning Song, You're and Tulips by Sylvia Plath from the anthology. Tuesday 21 October
For all three modules
Read and make notes in your reading journal on at least eight articles from Cupcakes and Kalashnikovs. Read only the articles from War; Race, Politics and Society; Sex and Body Image and Interviews and Icons. These are the specific topics in the book. Hand your journal in on Monday 3 November and Tuesday 4 November.
Write the letter to the PM raising awareness and demanding action for either the survivors of Dachau - Winston Churchill or the Kurdish refugees - Tony Blair. Also write a 200 word commentary on your letter. Click here for a link to the two questions regarding these articles. You should adapt the questions to suit this homework. To be handed in on Monday 3 November and Tuesday 4 November.
Write the three way comparative commentary on food and cookery. To be handed in on Monday 3 November. and Tuesday 4 November
Monday 13 October 2014
Not in college Monday 13 October
I'm sorry but I'm unable to be in college on Monday 13 October. Please continue with the work set last week.
Or if you are in my A2 Lang Lit class you could go to the library an browse a range of different newspapers. Don't read the news articles but rather read a few of the comments and analysis articles. You'll find these in the second half of the newspaper . If they still have the weekend papers there will be plenty of articles to choose from. Consder audience, purposes and genre. Consider also register, layout, grammar, syntax and any rhetorical or literary devices being used.
IB English students should read the synopsis and summaries for Act 1of Othello - in the book and the one on the blog. Read one or two of the key speeches from Act 1. Try and identify what the main purpose of the speech is and observe the different techniques used to communicate this purpose to his audiene and other characters.
iGCSE students please continue with the work set in the previous post to you.
Or if you are in my A2 Lang Lit class you could go to the library an browse a range of different newspapers. Don't read the news articles but rather read a few of the comments and analysis articles. You'll find these in the second half of the newspaper . If they still have the weekend papers there will be plenty of articles to choose from. Consder audience, purposes and genre. Consider also register, layout, grammar, syntax and any rhetorical or literary devices being used.
IB English students should read the synopsis and summaries for Act 1of Othello - in the book and the one on the blog. Read one or two of the key speeches from Act 1. Try and identify what the main purpose of the speech is and observe the different techniques used to communicate this purpose to his audiene and other characters.
iGCSE students please continue with the work set in the previous post to you.
Friday 3 October 2014
iGCSE WORK FOR THE WEEK 6 OCTOBER
Here is the work set for the week I am away.
Please be prepared to discuss Garla Land when I next see you on Monday 13 October.
|
IGCSE MOD 4
|
Read the extract
Garla Land by Susan Hill and answer the questions provided. Please
continue to read and make notes on the following two extracts.
Be prepared to discuss these in detail when I next see you
on Monday 13 October
|
Please be prepared to discuss Garla Land when I next see you on Monday 13 October.
Thursday 2 October 2014
iGCSE, Mod 5 - WORK FOR THE WEEK BEGINNING 6 OCTOBER
Click here for an interesting video showing the techniques of an ancient form of hunting.
Here are the details of the work for the week beginning Monday 6 October.
Here are the details of the work for the week beginning Monday 6 October.
IGCSE MOD 5
|
Continue to write a draft coursework assignment.
Try and make this draft as good as you can possibly get it and be ready to hand this in to me on Tuesday 14 October.
|
IB ENGLISH YR 1
Click here for an interesting video of an ancient form of hunting.
Below is a table containing details of the work set for the week beginning 6 October.
Below is a table containing details of the work set for the week beginning 6 October.
IB
|
Options
|
Detailed Study
|
Tales from Ovid
Continue reading the poems from Tales from Ovid. As you read
consider which poem you are going to present to the class after half term in
a 5 – 7 minute presentation.
|
Othello
Read Act 1 of the play and use the notes posted on the blog
as well as the synopsis and marginal notes in your copy of the text.
|
AS ENGLISH LANG & LIT
Below is a table containing the work we discussed in class for you to do in the week beginning 6 October when I will not be in college.
AS LL
|
Complete the homework set to hand in during our lesson on
the 15 October. See the teaching blog for details.
Read and make notes on scene three and be prepared to
discuss this in detail on 15 October. See the teaching blog for details.
|
A2 LL- WORK SET FOR THE WEEK BEGINNING 6 OCTOBER
Below is a table containing the work to do in the week beginning 6 October.
A2 LL MOD 1 & A2
LL MOD 2
|
Coursework
|
Exam
|
Read, make notes and annotate the poems by Plath in your
anthology and be prepared to discuss these in detail in the coursework
lessons in the week beginning 13 October. The poems are Morning Song, You’re
and Tulips.
|
Choose one of the articles from Cupcakes and Kalashnikovs
we’ve discussed in class and write a formal
letter to the Prime Minister demanding immediate and urgent action to
help and support either the Kurdish refugees or the newly liberated prisoners
of Dachau concentration camp. Read the relevant posts on the teaching blog.
|
|
Complete the formal letters we began in class on Wednesday
30 September.
And then write a commentary based on the letter. See
question 3 of the exam questions posted on the blog.
|
||
A2 LL MOD 6
|
Read, make notes and annotate the poems by Plath in your
anthology and be prepared to discuss these in detail in the coursework
lessons in the week beginning 13 October. The poems are Morning Song, You’re
and Tulips.
|
Choose one of the articles from Cupcakes and Kalashnikovs
we’ve discussed in class and write a formal letter to the Prime Minister
demanding immediate and urgent action to help and support either the Kurdish
refugees or the newly liberated prisoners of Dachau concentration camp. Read
the relevant posts on the teaching blog.
|
Wednesday 1 October 2014
AS ENGLISH LANG & LIT - STREETCAR - SCENE 3 IMAGES
Click here to see an extract of a film adaptation of this scene. You'll notice a difference in the dialogues and script. These were made by Williams himself for the film.
AS ENGLISH LANG & LIT - STREETCAR SCENE 3 QUESTIONS AND TASK
AS ENGLISH LANGUAGE AND LITERATURE
ELLA 1 INTERGRATED ANALYSIS AND TEXT PRODUCTION
SCENE 3 – SOME QUESTIONS
TASK
Read and answer the following questions on scene 3. Make setailed notes on the each question. I will want to see and will check your notes on this scene when I see you on the 15 October
1. The scene is divided into male space and feminine space.
2. What is the male space and what does it represent?
3. Where is the female space and how is it used or what does it represent?
4. A new main character is properly introduced in scene 3.
5. Comment on the presentation on Mitch in this scene?
6. Comment also on the dialogues between Mitch and Blanche here.
7. What do they tell us about their characters and their relationship?
8. What more do we learn about the character of Stanley in this scene?
9. Blanche changes her strategy in her attitude and behaviour towards Stanley. Comment on this change?
10. What is Eunice’s function do you think at the end of the scene?
11. Comment on the stage directions in the episode on page 38 when Stella comes down to Stanley
12. Comment on the various – props in this scene. What do you think they represent?
‘cards, chips and whiskey’ – page27‘portieres’ –page 29
The radio – page 31
Silver cigarette case and inscription – page 32
‘adorable little coloured paper lantern’ – page 34
ELLA 1 INTERGRATED ANALYSIS AND TEXT PRODUCTION
SCENE 3 – SOME QUESTIONS
TASK
Read and answer the following questions on scene 3. Make setailed notes on the each question. I will want to see and will check your notes on this scene when I see you on the 15 October
1. The scene is divided into male space and feminine space.
2. What is the male space and what does it represent?
3. Where is the female space and how is it used or what does it represent?
4. A new main character is properly introduced in scene 3.
5. Comment on the presentation on Mitch in this scene?
6. Comment also on the dialogues between Mitch and Blanche here.
7. What do they tell us about their characters and their relationship?
8. What more do we learn about the character of Stanley in this scene?
9. Blanche changes her strategy in her attitude and behaviour towards Stanley. Comment on this change?
10. What is Eunice’s function do you think at the end of the scene?
11. Comment on the stage directions in the episode on page 38 when Stella comes down to Stanley
12. Comment on the various – props in this scene. What do you think they represent?
‘cards, chips and whiskey’ – page27‘portieres’ –page 29
The radio – page 31
Silver cigarette case and inscription – page 32
‘adorable little coloured paper lantern’ – page 34
AS ENGLISH LANGUAGE AND LITERATURE - HOMEWORK
AS ENGLISH LANGUAGE AND LITERATURE
ELLA 1 INTEGRATED ANALYSIS AND TEXT PRODUCTION
STREETCAR NAMED DESIRE – HOMEWORK
DUE Wednesday 15 October
Write 2 paragraphs on the presentation of Stanley and 2 paragraphs on the presentation of Blanche up to the end of scene 2.
Your paragraphs should be no shorter than 70 words and no longer than 130 words long.
Here is a reminder of the paragraph structure we discussed in class
FEATURE
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COMMENT
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1 Make a point
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Write one simple and straightforward point relevant to your overall topic.
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2 Expand on point
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Write a more complex sentence or two. Be specific and detailed about the topic you are writing about.
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3 Introduce quote
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Introduce the quotation you are just about to use. Put the quotation in context. Who said what and where did they say it?
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4 Evidence
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Quote no more than a word or phrase. Be very selective. Choose quotations that you can write a lot about.
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5 General point
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Show how the quotation addresses the point made at the opening of the paragraph
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6 Language and / or literary points
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Comment on language and / or literary features presented through the quotation. I expect you will identify two or three features of language and use relevant terminology.
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7 Effect on reader
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Comment on the effects the features used in the quotation has on us as readers or audience.
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Click here to access a glossary of terms to help your analysis
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