year 10 blogging – second posts

•July 30, 2008 • Leave a Comment

MACBETH BLOGGING

There are two tasks you need to post on your blog.

Please ensure your blogs are also DECORATIVE – cut and paste images onto your posts , as they will help reinforce ideas about character and events.

1.     Questions

 

·         Act 1 Scene 5. What does Lady Macbeth say about her husband’s character?  Find two quotes and explain them.

·         Much of the play is about the nature of appearance and reality – what things appear to be on the surface.  Find four quotes in this act that explore this theme, and explain what they mean.

·         What is dramatic irony?  How is it portrayed at the beginning of Act 1 Scene 4?

·         Act 1 Scene 7

o   In the opening soliloquy, Macbeth offers a number of reasons why it is wrong to kill Duncan.  What are these reasons?  Use at least one quote in your answer.

·         Lady Macbeth uses powerful language in her attempts to deal with her husband’s wavering.

How does Lady Macbeth persuade her husband to go through with the plan?  Find at least 3 points and support them with quotes, ensuring you explain them.

o   What does this scene show about Lady Macbeth’s character?

 

2.     Body Count

Macbeth Webquest – Year 10’s First Blog

•July 16, 2008 • Leave a Comment

Your first blog:

Macbeth Webquest:  Year 10 English

1.    Why is Macbeth called ‘The Scottish play’?  What superstition surrounds the performance of this play in theatre?

2.   What is said to be the historical source of the play?  How is Shakespeare’s portrayal of Macbeth different?

3.   What year did the play first appear in print?

4.   What is iambic pentameter, and what does this have to do with Macbeth?

5.   What is a thane?

6.   What are some of the themes of the play?

7.     Find a definition of ‘fate’: rewrite in your own words.  Do you believe in fate, or do individuals have the power to make their own destiny?

Great Expectations Links

•July 15, 2008 • Leave a Comment

Macbeth: Plot Assignment in Photostory

•July 11, 2008 • Leave a Comment

Within your pair, you will be responsible for creating a photostory outlining what happens in a particular act of Macbeth. 

Within this pair, you should provide an overview of what goes on within your act, examine a few key lines and why they are important, and identify a major theme within the text.  I will allocate you your scenes.  You can find plot summaries and quotes for each of these sections on the following websites:

http://www.sparknotes.com/shakespeare/macbeth/section4.rhtml

A side by side Modern English/Shakespearean English of the play, for those of you who would like to examine your act in more detail, can be found at:

http://nfs.sparknotes.com/macbeth/page_106.epl

http://www.thelandofmacbeth.com/summary.htm

http://absoluteshakespeare.com/guides/macbeth/commentary/act_i.htm

THERE ARE THREE PARTS TO THIS ASSIGNMENT!

1.  You must first PLAN your work, using the provided story board sheets, indicating what order the story will be shown.  Sketch a brief picture of what this scene will look like and what pieces of the script will be read during the reading of each picture.  Spending the most time on this section will give you good results in the rest of the assignment!

2.  Script and Content:  This stage will demonstrate that you have a thorough and detailed understanding of the act and that your script and images are parelleled with the storyline.  It will also demonstrate that you can select at least three meaningful lines from the act and examine their importance and the impact that they have on the play.  Clearly identifying a theme within your act and explaining why it is important to the rest of the play is another aspect that needs to be considered for this category.

3.  The third element is use of PHOTOS AND TECHNICAL SKILLS – you need a wise selection of images that will help tell the story.  It is possible for you to draw the pictures, scan them and use them in that way – sometimes this is more effective than searching for pictures on Google!  You can also use this to ’show off’ any other technical skills:  cropping, slide transition, music etc.

ENSURE YOU ARE READY TO GO ON THE DUE DATE – TELLING THE STORY OUT OF ORDER WILL CONFUSE THE ENTIRE CLASS!! You will also be graded on your ability to complete work on time!

Picture links may be found on:

http://shakespeare.emory.edu/illustrated_playdisplay.cfm?playid=16

A side by side plain english/ shakespearean english of your acts might be found at:

http://nfs.sparknotes.com/macbeth/page_106.epl

The Chyrsalids: Chapter Questions Links

•July 11, 2008 • Leave a Comment

Post WW2 Displaced Persons: A background

•June 18, 2008 • Leave a Comment

Abbreviated from Wikipedia.com:

After the ethic cleansing and genocide of the Second World War, there were over 11 million displaced people in Europe, many from Nazi Concentration camps, Labour Camps and prisoner of war camps that were freed by Allied armies. There were classified into categories: evacuees, political prisoners, forced workers, war refugees, deportees, ex prisoners of war and stateless persons. Good solutions were hard to find: it wasn’t possible, in many cases, to return them to their homes.
Nearly all of them were malnourished, a great number were ill, and some were dying. Shelter was often improvised and many military personel shared their rations to help them. Those easily classified were sent to their country of origin. Many were in DP facilities: accommodations primarily included former military barracks, but also included summer camps for children, hotels, castles, hospitals, private homes, and even partly destroyed structures. Although there were continuous efforts to sort and consolidate populations, there were hundreds of DP facilities in Germany, Austria, Italy, and other European countries by the end of 1945. One camp was set up even in Guanajuato in Mexico.
The UNRRA moved quickly to field teams to take over administration of the camps from the military forces.A number of DP camps became more or less permanent homes for these individuals. Conditions were varied and sometimes harsh. Rations were restricted, frequently curfews were imposed. Camps were shut down as refugees found new homes, and there was continuous consolidation of remaining refugees into fewer camps.
By 1952 all but one DP camp was closed. The last DP camp, Föhrenwald, closed in 1957.

[edit] The needs of displaced persons
All displaced persons had to varying degrees experienced hardship, including a constant fear for their lives, neglect, abuse, torture, and often attempted murder. The immediate concern was to provide shelter, nutrition and basic health care. Most DPs had persisted on diets of far less than 1,500 calories a day. Sanitary conditions had been improvised at best, and there had been minimal medical care. As a result, they suffered from malnutrition, a variety of diseases, and were often unclean, lice-ridden, and prone to illness.
In addition, most of the refugees suffered from psychological difficulties. They were often distrustful and apprehensive around authorities, and many were depressed and traumatized.
Displaced persons were anxious to be reunited with families they had been separated from in the course of the war. Improvised efforts to identify survivors were refined to become formalized through the UNRRA’s Central Tracking Bureau and facilities of the International Red Cross. The organization collected over one million names in the course of the DP era and eventually became the International Tracing Service.
Displaced persons often moved from camp to camp, looking for family, countrymen, or better food, accommodations, etc. Over time, ethnic and religious groups concentrated in certain camps.
The difficulties of repatriation
Over one million refugees could not be repatriated to their original countries and were left homeless as a result of fear of persecution. These included: ethnic groups such as jews, poles/czechs fearing persecution by the soviet army, those whose countries were still occupied by the soviet union, Croatians, Slovenians and Serbs who feared persecution by thte communist goverment set up by Tito. Many resisted going back to their homelands, and when they did, faced torture and death, arrest and executution.
Resettlement of DPs
Once it became obvious that repatriation plans left a large number of DPs who needed homes, it took time for countries to commit to accepting refugees. Existing refugee quotas were completely inadequate, and by the fall of 1946, it was not clear whether the remaining DPs would ever find a home.
Between 1947 and 1953, the vast majority of the “non-repatriables” would find new homes around the world, particularly among these countries: Belgium (calling for coal mine workers), the UK (for labor import), Canada, and Australia, who had initially launched an immigration program targeting refugees of British stock, but expanded this in late 1947 to include other refugees. Australia accepted a total of 182,159 refugees, principally of Polish and Baltic origins.
By 1953, over 250,000 refugees were still in Europe, most of them old, infirm, crippled, or otherwise disabled. Many found resolution through suicide. Some European countries accepted these refugees on a humanitarian basis. Norway accepted 200 refugees who were blind or had tuberculosis, and Sweden also accepted a limited number. In the end most of them were accepted by Germany and Austria for their care and ultimately full resettlement as citizens. The last DP camp – Föhrenwald – closed in 1957.

Whale Rider: Newspaper Assignment

•June 12, 2008 • Leave a Comment

Whale Rider:
The Paikea Weekly Times
You will be creating a range of articles and contributions for The Paikea Weekly times, a small community newspaper in a small coastal town in New Zealand.

Complete SIX items – each person in the pair must choose one item from each section (you might to chose more than one from the last section to fill up any spare space)

Create a newspaper broadsheet – cutting and pasting from word documents, hand drawn material and finding photographs of the characters from the internet. DO NOT CUT AND PASTE INFORMATION FROM THE INTERNET – THIS IS PLAGARIASM!

SECTION ONE – A general article centred on your character
What happened to your character that is newsworthy? How could you talk about your character – how would the language sound? You are a reporter and your audience is the population of a small town – everyone knows everyone and everyone reads your paper! Aim for 200 words.

SECTION TWO – A town based article 200 words. You must use three or more of the words in the box in this article!

- Paikea’s birth, her mother’s death and her father leaving for Germany
- Her father’s return with new partner, a new beginning (Porourangi)
- The training of the boys for leadership by Koro
- The loss of the whale bone necklace, and its recovery
- Pai becoming the new leader, and how tradition has changed
- The beaching of the whales, the whale rider (Pai), Pai returning
- The passing of the leadership to Pai, the ceremony, the boat, Porourangi’s return

SECTION THREE – A minor, side article- Birth/Death notices – The whales – their myth? Presence/sightings?
- Weather Report – Looking back in time – the ancestral myth/past
- School Notices – for the performances, Pai’s speech

Thinking about Immigration and Displacement: Children of Men

•June 11, 2008 • Leave a Comment

Thinking about Immigration and Displacement: Children of Men

1. ‘After escaping the worst atrocities, and finally making it to England, our government decides to…..’
What does the British government decide to do with the refugees?

2. How do you think the refugees have supported, or not supported, the British government /economy until the crisis of infertility?

3. ‘to hide, shelter an illegal immigrant is a crime. Report all illegal immigrants’.
The fugees are seen as criminals: that they should be reported to the authorities as a matter of civil duty. Why are the ‘fugees’ seen in a negative light?

4. How is this film partly a response to existing attitudes about immigration? Think about the references to ‘terrorism’ in the film, about the following headlines:

• Raid nabs refugees’ weapons cache
• U.S. TROOPS FULL ATTACK
• CHAOS IN REFUGEE CAMPS: FERTILITY DRUG KILLS!
• RUSSIA IN CRISIS: Massive migration. Police put mosques under surveillance
• Gatherings are forbidden
• REFUGEES BLAMED FOR INCREASE IN TERROR ATTACKS (Thursday April 6th, 2018
• SOUTH COAST TOWNS TURNED INTO REFUGEE CAMPS (Tuesday February 11, 2020)
• England bans ALL immigration completely 25%
• WAR AND FAMINE LEAD TO MASS MIGRATION
• JANICE PALMER questions Britain’s ethical response to the refugee situation
• MASSIVE MIGRATION CHANNEL TUNNEL CLOSED
• All foreigners now ILLEGAL
• Refugees mass on Europe
• And the references to torture/’death camps’, interrogation/immigration centres/use of cages/announcements etc

5. What other references may be seen in the film to other world issues that have cause displacement, human rights issues, or mass migration of people? Look at links on my blog to help you (Children of Men)

Whale Rider: If you haven’t seen the film

•June 10, 2008 • Leave a Comment

Research ‘whales’ and ‘maori mythology’ on the internet. Prepare a half page report on these myths – you could retell the story in your own words – and illustrate with pictures.

Be prepared to tell the class what you have learnt at the end of the lesson.

Persuasive Language: Free Postcards

•June 10, 2008 • Leave a Comment

ADVERTISING POSTCARDS: THE LANGUAGE OF PERSUASION

Rhetorical Questions:
Questions that ask the reader to think about the issue at hand. For example: ‘Lost something?’ would compel the reader to think about the times when they have lost something (be it a purse or your organisation skills!) and perhaps force them to consider the product as a solution.
Well organised structure
This might be in the form of bullet points, subheadings, sentences linked with connectives (eg firstly, secondly). They help organise the information clearly so it is easy for the reader to follow what is being argued or advertised.
Logos
These show the reader who supports the agency. Sometimes, for instance, the reader might be more likely to buy the product if it is supported by certain companies: a person who cares about animals might be persuaded if the product is supported by the World Wildlife fund, for example.
Pictures
Pictures and photographs can appeal to certain audience. Ask yourself: what age group is being targeted? How do you know? What kinds of people might be attracted by the picture: are they fun loving? Serious? Concerned about the environment? How does the picture draw you in? What are they asking you to think about?
Repetition
Repetition can emphasis for the reader certain ideas. For example, if the writer often uses the word ‘fun’, it might suggest to the reader that they can have a good time if they use this product. If the writer often uses words associated with money, finances, and banking, it might mean that they are trying to get the reader to think about saving money.
Word Choice/Strong Images
Look at the choice of words. Are there any that are particularly strong or emotive? For example, thrashed suggests a greater degree of violence than beaten.
Cliches
Often repeated phrases help the reader identify with the issue: eg ‘Open your eyes’ suggests that reader should pay attention.

What other techniques can you spot on your postcards?