Last Tests!!!

15 Oct

 

Next Tuesday Oct. 22nd: READING COMP
Tuesday November 5th: WRITING TASK
Friday November 5th: DUE DATE for late tests
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Questions about this course

11 Jul

Study Guide

1. What was the influence of the Romans in Britain?

2. How were the first British colonies settled in the US?

3. Why were African slaves brought to US?

4. What was the role of Abraham Lincoln in the history of the United States?

5. What was the conflict in the American Civil War?

6. What were the implications of segregation in the US?

7. How was the issue of discrimination represented in the Beebop movement?

8. In what ways do songs represent the cultural context? Give examples

9. What is the American dream? How has the American Dream changed over the years?

10. Mention 3 cultural traditions in Australia

11. Mention two arguments in favor and two against the British Monarchy?

12. What was the role of Prince Albert during Queen Victoria’s reign?

13. How can Victoria be described as a Queen?

14. What was the relationship between Victoria and the British people?

15. Describe three types of traditional Scottish food.

15. What is the role of the Mass Media in our society?

16. Refer to your opinion about the right to privacy in the life of celebrities

17. What stereotypes of American society can be found in the TV series “Desperate Housewives”? Mention at least 3.

18. Mention three historical events present in the TV series “Downtown Abbey”. Are they explicit or implicit in the plot? Explain.

19. What is culture?

20. What is Popular Culture? What is the relevance of this for you as a future English teacher.

 

What is culture?

11 Jul

“”Culture boradly defines a system of meaning for a group of people and it includes language, laws, customs, myths, images, texts and daily practices”

What is high culture?

(Arnold and Tyler) It is a trend to believe that culture implies classical music, the opera, art museums, and learning Latin. This is an exclusive and elitist system of meaning and interaction.

A broader, anthropological definition of culture implies that everyone “has” culture and contributes to the diversity of culture by the simple fact of being a member of society.

At the same time, we need to recognize small cultures: less powerful societies that have come to share common beliefs or traditions. Culture is ñike a lens for examining the way groups create meaning in their social lives and when using this lens we understand that the views we have on a group’s values, ideologies, or norms, may be distorted.

You are what you eat

What assumptions do we make when we think about the foods from different cultures? What, if anything, does this picture tell you about a culture? Can you guess the culture from the food picture here? What does this particular food suggest about the values of a culture? Can we make generalizations about the people in a culture based on this image or our assumptions about its meaning or importance?

Blog checkpoint: July 8th

28 Jun

These are the new entries that you should have on your blog!

 

  • Legal and Ethical Aspects of Reality TV
  • The Young Victoria: Scene Analysis
  • Songs with Historical Significance
  • Song analysis/Video
  • Music in the post-war era: Beboppers

 

Video

Celebrating Mardi Grass in New Orlands

25 Jun

Mardi Gras New Orleans
http://www.mardigrasneworleans.com/

Mardi Gras 2014 is Tuesday, March 4th. We’re counting down the minutes.
Mardi Gras New Orleans introduces you to the major participants of Mardi Gras in New Orleans, provides
updated parade information and parade routes, the truth about our Mardi Gras history and traditions, helpful Mardi Gras tips, information on the different krewes and balls, Mardi Gras pictures & videos, the best places to get your Mardi Gras beads, masks, costumes, and delicious kingcakes… and much more!
Save the date: Mardi Gras 2015 is Tuesday, February 17th.

Legal and Ethical Aspects of Reality TV

20 Jun

Taken from: PBS

Concepts:

    1. Privacy. Videomakers can get themselves into legal trouble if they violate the privacy rights of others. Securing personal releases and location releases can alleviate this concern.
    2. Libel. When we disseminate untrue things about people that might harm their reputations, we run a serious risk of lawsuit. The best defense against libel is to double check our facts and make sure our videos speak the truth.
    3. Filming Illegal Activities. If we film illegal activities, we are creating evidence that may be used against the participants in legal proceedings. Sometimes invoking the journalist’s first amendment right can protect us against this possibility.
    4. Distinction between Law and Ethics. Students should understand that ethical responsibilities hold videomakers to higher standards than mere legal requirements. Treating our participants ethically is not only the right (moral) thing to do. It is, surprisingly, the smart (effective) thing to do.
    5. Fairness. At the end of the day, we want the participants of our videos to feel that they haven’t been exploited or harmed by our videos. The two most important tools available to the videomaker in this regard are the fully informed consent and the opportunity for the participant to review the video before completion and broadcast. In between, videomakers should put themselves into the shoes of their participants and ask at every step of the way, “How would I feel if I were portrayed this way?

Brainstorm and discuss the pros and cons of participating in documentaries or “reality TV” shows.

Research the following legal terms in small groups and report the meaning of each to the whole group. Discuss the relevance of these terms to reality television. Can you magine how an unethical videomaker could get herself in trouble vis-à-vis these concepts? Ask them to dream up hypothetical situations or cite real cases with which they may be familiar.

  1. Libel
  2. Invasion of Privacy
  3. Trespass
  4. Fraud
  5. Negligence Resulting in Property Damage or Bodily Harm
  6. Subpoena for Criminal Proceeding

Read these two hypothetical cases and ask them to apply their common sense and what they learned by researching legal cases to the hypotheticals.

    1. Hypothetical #1. You live in a small town where there is a relatively large use of heroin. In spite of the widespread use of heroin, there is little awareness of the situation by non-users, and there are few treatment options available to users. You want to remedy both situations by making a video documentary about heroin users in your community. Ask your students how do go about making this documentary? How would they present the activities of heroin users? The following issues should surface is classroom discussion

1. Use hidden cameras?

    1. What are the pros and cons?
    2. Is filming with hidden cameras illegal or just unethical?

2. What is the difference between “illegal” and “unethical”

    1. Is it illegal or unethical to violate someone’s privacy to reveal that person’s illegal or unethical behavior?
    2. What about the practical danger of shooting such events?

3. Consider shooting heroin users with their permission. Why might you want to protect the participant? (Because they’re disclosing important information to the public at great personal risk through participation in a documentary video).

4. Obtain an informed consent from the participants. Have a lengthy and wide-ranging discussion with potential participants before asking them to sign personal releases.

    1. Determine exactly who is the right person to discuss participation.
    2. Is the participant a minor? Then you have to obtain consent from a parent or guardian.
    3. Give as much information as possible about what the video will be like, who will see it, what the consequences will be. Discuss with the participant/decision-maker what his or her fears or anxieties are. Try to predict what some of the problems or conflicts will be. Ask potential participants how they might feel about revealing their shortcomings. We all have shortcomings. How many of us would be willing to be presented “warts and all?”

5. How do we protect our participants who are doing illegal things?

    1. Blurring faces, shooting in silhouette, concealing participants’ names.
    2. Destroying camera tapes once the final program has been mastered.
    3. Asserting the first amendment right of journalists by refusing to surrender tapes to the police? What is this right, and what is its purpose? Do you have to be a journalist to assert this right? Why? What are the dangers of asserting this right? (Imprisonment until the case is adjudicated.)
    1. Hypothetical #2. Ask your students to imagine making a video documentary about a public figure in their community, like the mayor. The mayor has been very generous is granting you access to her public andprivate life. Without this cooperation, it would be hard to imagine making a documentary. Suppose you find out from a couple of sources that the mayor has a serious drinking problem. Ask your students if they can incorporate this information into their documentary? Should they? Ask your students to discuss the following:

1. Are the rules different for public figures than for private ones?

  1. What are the elements of “libel” again?
  2. Can a videotape that is critical of a person, but tells the truth be considered libelous? Of course not. Why not? Why is the element of truth a legal bar to proving libel in court?
  3. Videotape provides a photographic record of things that actually happened, right? Ask your students how videotape programs can lie all the same.
    1. Narration can contain untrue elements
    2. Participants could say untrue things about others. Hearsay. Why is that ultimately the responsibility of the videomaker?
    3. Editing and framing distort things (they remove the context, change the chronology, leave out important facts necessary to get the whole truth)
  4. Do your students recognize that there is a different standard for public figures than for others?
    1. What does this mean? Why is this so?
    2. Who is a public figure?
    3. Does this mean that public figures have no privacy? Can a videomaker invade the privacy of a public figure?
  5. Ask your students to discuss how they could avoid libel in this situation
    1. Double-check your facts.
    2. Show the video to the person who might feel libeled. Get their feedback. This is easier said than done. Why?

g1:

Case 1: Melissa G., Melissa L., Nicole, Karla P.

g2:

Case 1: Joan, Pollette, Paulina, Hernàn, Valeska

G3:

Case 2:  Luis  A., Karen, Claude, Sebastìan

g4:

Case 2: Monserrat, Norman, Diego, Franco

G5:

Case 2: Karla A., Gabriel, Juan M., Romina

Cátedra 2, June 13th

7 Jun

Our test will have three parts:

1. Reading comprehension based on “beboop”

2. Songs with historical significance: Bob Marley Buffalo Soldiers. You will listen to a part of it in order to analyse the language and effect of the song.

3. Film analysis: The Young Victoria. One scene will be shown to answer specific questions studied in class.

4. Further reflection: Your ideas about the use of songs and films in the English class to teach not only the language but also the sociocultural context.

The Young Victoria: Scene Analysis

5 Jun

Study the following handouts to use a common vocabulary in the next activity:

Types of Shots

Types of Angles

Filmmaking vocabulary

Filmmaking vocabulary with definitions

 

Today, we are going to analyze a scene from the film The Young Victoria. Open this resources:

Scene analysis framework

Watch the extract carefully. Take notes and work with a partner to answer the questions. Participate actively in the plenary because our test will have a similar item.

 

Songs with Historical Significance

16 May

Buffalo Soldiers

By Bob Marley

Buffalo soldier, dreadlock rasta:
There was a buffalo soldier in the heart of america,
Stolen from africa, brought to america,
Fighting on arrival, fighting for survival.

I mean it, when I analyze the stench –
To me it makes a lot of sense:
How the dreadlock rasta was the buffalo soldier,
And he was taken from africa, brought to america,
Fighting on arrival, fighting for survival.

Said he was a buffalo soldier, dreadlock rasta –
Buffalo soldier in the heart of america.

If you know your history,
Then you would know where you coming from,
Then you wouldn’t have to ask me,
Who the ‘eck do I think I am.

I’m just a buffalo soldier in the heart of america,
Stolen from africa, brought to america,
Said he was fighting on arrival, fighting for survival;
Said he was a buffalo soldier win the war for america.

Dreadie, woy yoy yoy, woy yoy-yoy yoy,
Woy yoy yoy yoy, yoy yoy-yoy yoy!
Woy yoy yoy, woy yoy-yoy yoy,
Woy yoy yoy yoy, yoy yoy-yoy yoy!
Buffalo soldier troddin’ through the land, wo-ho-ooh!
Said he wanna ran, then you wanna hand,
Troddin’ through the land, yea-hea, yea-ea.

Said he was a buffalo soldier win the war for america;
Buffalo soldier, dreadlock rasta,
Fighting on arrival, fighting for survival;
Driven from the mainland to the heart of the caribbean.

Singing, woy yoy yoy, woy yoy-yoy yoy,
Woy yoy yoy yoy, yoy yoy-yoy yoy!
Woy yoy yoy, woy yoy-yoy yoy,
Woy yoy yoy yoy, yoy yoy-yoy yoy!

Troddin’ through san juan in the arms of america;
Troddin’ through jamaica, a buffalo soldier# –
Fighting on arrival, fighting for survival:
Buffalo soldier, dreadlock rasta.

Woy yoy yoy, woy yoy-yoy yoy,
Woy yoy yoy yoy, yoy yoy-yoy yoy!
Woy yoy yoy, woy yoy-yoy yoy,
Woy yoy yoy yoy, yoy yoy-yoy yoy!

“Buffalo Soldier,” a compelling song by Bob Marley is the description of four post Civil War regiments composed of all black privates. For twenty-five years, the privates were made to battle against the Cheyenne, Comanche, Kiowa, Apache, Ute, and Sioux Indians. The same Indians dubbed the black privates buffalo soldiers. The overall theme of the song is the irony of America’s use of slaves to validate their means of annihilation of the Indians. Support for this theme is found in the use of figurative language and shift in tone.

Figurative language, the use of figures of speech, helps cultivate the song into an passionate account of American irony. Bob Marley’s use of Patois, the Jamaican language, occasionally makes this song difficult to evaluate. This is why diminutive things such as irony help a reader grasp the significance of the song. Marley’s lines, “And he was taken from African, brought to America, / Fighting on arrival, fighting for survival (Marley 8-9), are the most apparent utilization of irony in the entire song. It was amusingly ironic that African slaves fighting for life and survival were brought to America to battle and eliminate another minority. America was enslaving one race to annihilate another. The entire song is a metaphor for the repulsive realism of manifest destiny, the principle that every American had the right to expand west. Some manifest destiny fanatics were willing to stop at nothing to accomplish their expedition.

Bob Marley’s shift in tone is most fascinating. He goes from skeptical to resentment. The line “Buffalo soldier / Dreadlock Rasta” (Marley 1) appears to validate a tone that is keener to inform the audience of a narrative; a narrative of African slaves that were captured and brought to American to fight and be triumphant in a war that was not their predicament. However, within the second stanza there is an palpable shift in tone. Bob Marley departs from storyteller to irritated Jamaican. When he says, “I mean it, when I analyze the stench – / To me it makes a lot of sense: / How the dreadlock Rasta was the Buffalo soldier” (Marley 5-7). In a sense, it is as if Bob was questioning the ideology that Americans used to enslave Africans. Bob’s irritated tone would only make sense because he was the descendant of slaves who were brought from Africa to the Caribbean, stripped of their culture, and required to toil on someone else’s behalf.

“Buffalo Soldier” is a truly appealing song. It enlightens the listener of the tale of a regiment / time in history that is easily forgotten. Nevertheless, who is better to tell their story than Bob Marley, the peacemaker and lover of all people.

Taken from <http://ashcash921.blogspot.com/2008/05/buffalo-solider-analysis.html>

TASK 1: Click on the following link: Songs About Historical Events. Choose three songs. Write an outline for a written commentary for each of these songs, considering genre,  audience, content, theme or idea, formal and informal stylistic features, use of rhetorical devices, and historical context.

 

Use the following categories to write your analysis:

-Key concepts

-Repetition

-Alliteration

-Metaphors-Similies

-Relevant grammar features

Song Analysis

10 May

 

 

Music and Me Project Instructions

 

These are the specific handouts you should manage during this presentation

Mindmap

Guiding Questions

Self-reflection

Evaluating Classmate’s  Work

English Corner

Pumahue Curauma

MYP

Be kind whenever possible. It is always possible.

Methodology 1

become a great teacher!!

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PYP at The Mackay School