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L&L

Summertime requirements
HL read:  The Crucible, The Handmaid’s Tale, Mother Courage
SL read:  The Crucible, Mother Courage
While reading, you should be taking notes (format up to you) on these potential Exam Questions:

Explain how the authors of at least two literary works have portrayed a social group in a particular way. How might the contexts of the authors have influenced their portrayal of these social groups?It is often said that literature is a voice for social commentary. How is this true of at least two works that you have read.

To what extent can the meaning of a literary work change over time? How does this question apply to at least two works that you have read?

To what degree are readers influenced by their culture and context. Explain how at least two works could be read differently depending on the culture of their audience.

‘Coming of age’ is a common theme in literary works. With regards to at least two literary works, explain how the author’s own youth influenced their portrayal of this theme.

With regards to at least two literary works, explain how the setting both influences the characters and reflects the author’s own context.

How are the characters from at least two literary works representational of people from the time and place in which they were written?

Why might two of your Part 3 works be considered ‘timeless’?

With regards to two literary texts, explain why authors may have chosen to depict events in a particular sequence or order.

How do two literary works both reflect and challenge the spirit of the times in which they were written?

http://www.youtube.com/watch?v=Yop62wQH498
Interested in what’s next?
View more lists from Tricia Friedman

 

 

 

Gearing up for our next FOA.

CLICK HERE FOR YOUR OPTIONS.

 

Art and Copy and your next learning objective:  Show the way mass media use language to inform, persuade or entertain.
How, what, when, where, and why does the media change your mind?

Primary Resource:  Art and Copy

WT1:  Media Blitz
In teams of 3-4 students you will develop a media campaign for any of the CAS projects
Script for a radio advertisement
Brochure
Twitter Feed
Facebook Page
Infographic

800-1000 Words + 200-300 Word Rationale

Individual Proposal form:  https://docs.google.com/a/jwaonline.com/document/d/1pRWWm3Q0szapFKqXmARDtvHqCBDsfQbP3oUSLjXsTaI/edit?usp=sharing

Important Due Dates:

Proposals:  March 19th

Written Task Rough Draft:  April 2nd

Techniques of persuasion:  motivating the consumer

Stacking:  list of reasons why the product or service is good
Repetition:  makes product or service familiar to consumer
Slogan:  identifies product or service with an idea
Logo:  identifies product or service with a symbol
Snob Appeal:  associates product or service with a personality or lifestyle
Cause and Effect:  use this product or service and your problems will disappear
Emotional Appeal: uses emotion to sell a product or service (pity, fear, patriotism, happiness,etc.)
Price Appeal:  consumers will be getting something extra for less money
Testimonial:  someone endorses the product
Sex Appeal: the product will enhance you sexual attractiveness.
Bandwagon:  uses peer pressure to influence the consumer. If everyone else is doing it so should you.
Confusion:  gains the consumers attention by confusing them, and then retains the attention as the consumer tries to figure out the message.
Technical Jargon:  uses technical words to impress the consumer
Transfer:  associates the product with words or ideas that may or may not be related to the product.  The association seeks to transfer certain qualities to the product.
Name Calling:  the advertiser compares its product or service to the competition in a way that is favorable to the advertiser.
Plain Folks:  the advertiser tries to identify its product with common people just like you.
Glittering Generality:  the viewer is given a general feeling about the product, but not much else.

 

Read on about Art and Copy here:  http://www.artandcopyfilm.com/

Key Reminders for ways to improve for our next FOA:

 

  • Be sure that you explicitly show knowledge of the primary resource.  EMBED the resource into your presentation.
  • Know what key words/phrases are really important in creating meaning in your presentation, and highlight them for your audience.
  • Have purposeful organization and explain it. Make sure that you justify your introduction AND your conclusion.
  • In your explanation, strive to use only academic language.
  • Point out your choices.  This course is about understanding the power of choice in a variety of texts.  The FOA needs you to thoroughly explain the choices that you make.  Your presentation needs to prove that you were extremely thoughtful in terms of content and structure. 
  • Rehearse, rehearse, rehearse
  • Quote from your primary source during your explanation
  • If you use other resources during your presentation, be sure to link them to the primary resource.

 

 

 

 

 

 

ALL work from WT1 need to be uploaded here please:  https://docs.google.com/a/jwaonline.com/folder/d/0Byh-PqtNZwZtTHEya1dpbW03c0U/edit?usp=sharing

 

 

Planting, harvesting and your fair share

When there is scarcity, we worry a lot about getting our fair share—what goes to him doesn’t go to me. The harvest becomes fraught with danger and competition.

When we worry more about planting, though, sharing the harvest gets a lot less complex.

Plant enough seeds and the scarcity eases. In fact, if you plant enough, you’ll never have to think twice about the harvesting.

Posted by Seth Godin on February 18, 2013

Great words of wisdom from Seth Godin

OK, focusing on ‘planting ideas,’ click HERE for information on our next task.

Time for WT1 Conferences!!! Sign ups are live HERE.

http://www.youtube.com/watch?v=gLj3HN1WHf0&feature=youtu.be

What’s up ahead?

Creative Commons via Flickr

“Ups and Downs” By larsomat This photo was taken on January 22, 2006.

 

Week of February 4-8:  Click here.

From now till May 2014:  Click here.

The Next Chapter in your eBook:  “Digging Deeper”

Going from this:

 

 

 TO THIS:

What should the ‘Digging Deeper’ chapter do?

You must show an understanding of how to improve your ability to provide commentary.

Specifically you must suggest what changes you would make to your team’s IOC (On ‘Loud Music’) and what changes you would make to your Taboo Paper 1.

The changes should refer specifically to the items noted on the ‘Shovel’ image:

The Handle, Shifting the Dirt, Putting your Back Into It, And Dropping the Dirt.

How will you communicate an understanding of better commentary practice?

Your chapter may be any of the following

a) A Manifesto

b) A video

c) A ‘diary entry’

d) An interview with you and future-you

e) An annotated diagram

f) A Keynote presentation

g) A screencast

h) AN INFOGRAPHIC!!! check out the example here.

ANOTHER GREAT EXAMPLE HERE TOO!!!

Need help making infographics?  http://www.makeuseof.com/tag/10-of-the-best-tools-for-creating-infographics/

Your chapter must cite from your IOC AND your TABOO paper.  The chapter needs you to include both works WITHIN the chapter.  There is no word limit, however this will be a criteria ‘A’ assessment from the IOC rubric.  In order to do well, you must provide exact examples of what you would improve.  Once you have updated your ebook, save it as an iBook file (using iBook author, you need to use the ‘Share’ — ‘Export’ feature)

and you need to upload the complete book HERE.  This chapter is due to be uploaded by the end of Friday’s lesson.  To remind yourself of the criteria, please go here to see our rubric.

 

The Way Authors Do the Things They Do.  Click the Image.  When talking about what authors CHOOSE to do in a text, use these terms.

 

FINAL CHECK-SHEET FOR YOUR CHAPTERCLICK HERE!

A reminder from Seth Godin on our aims for second semester

Beyond showing up

You’ve probably got that part nailed. Butt in seat, smile on your face. We often run into people who understand their job to be showing up on time to do the work that’s assigned.

We’ve moved way beyond that now. Showing up and taking notes isn’t your job. Your job is to surprise and delight and to change the agenda. Your job is to escalate, reset expectations and make us delighted that you are part of the team.

Showing up is overrated. Necessary but not nearly sufficient.

Posted by Seth Godin on January 28, 2013:

 

 

 

Let’s start our journey of Language and Taboo, HERE.

IOC’s 2.0 

Now that you have practiced an IOC, let’s review where to go from here.  Due FRIDAY by 7pm

(no work late will be accepted), your team needs to complete your 9-10 minute long

presentation.  All presentations will be based on the recommendations/poem available:

HERE.

Our teams are: up to you to decide.  You may also work on your own if you’d like.

(The picture is me wondering how well you guys are doing on your IOC classwork while I’m away on school business.  See…you can tell how much I miss gr 11!)

 

 

Your team is responsible for uploading the video to Youtube, and sending it to Ms. Tricia.

Use the IOC checksheet:

Consider theme?

Interpret who the audience of the poem is?

Note the tone?

Comment on the structure of the piece?   

Do you have an introduction and conclusion, with a guiding idea (usually a theme) around which the IOC is focused.?

Did you explain why authors have employed certain literary devices?

Does your IOC focus on analysis and interpretation?
The IB isn’t interested in summary.

Do you draw our attention to the purpose that the title serves in this work?

Absolutely you should comment on why and how imagery is used.

Do you consider what the poet is asking you to question?

When at a loss, consider the following guiding questions:

  • What is the relationship between the title and the poem itself?
  • What is the most powerful image created by the poet?  What gives it power?
  • In what ways does the final line/stanza change your understanding of the poem as a whole?

Congratulate Natasha for her best practice in our class.  Listen to her IOC here.

Check out the current grade boundaries for the IOC (these may change next year, according to the IB)