Individual oral commentary – suggested workflow

Suggested practice IOC workflow…

1. Print and annotate your focus extract. Consider all the concepts we have learned since Christmas.
2. Figure out how the extract ‘fits in’ to the overall text. How is it important in advancing an overall theme of the book? Craft a statement of theme. This will become your thesis – it will organise your whole IOC! You may like to review the lesson on theme and how to write a statement of theme here.
3. Decide on how many ‘parts’ your IOC will have (like body paragraphs for an essay). You can have body paragraphs for aspects such as symbolism, tone, imagery, figurative language, characterisation, POV etc…). You may like to peruse the overview on my blog for Part 4 of the course to refresh your memory!
4. Sketch out your rough IOC framework using this guide.
5. Record your IOC using Soundcloud and link to this document. Remember – 12-15 minutes!
6. Listen to your recording. You may like to self-assess using the rubric and write a reflection in your reflection and feedback record.
Misc. Remember resources / links available at the Gatsby links page here.
DUE TUESDAY!!! GOOD LUCK!!!
(Ren, Jake and Alex – you will receive your extract number by email on Monday and it will be due Friday!)

Written task combinations (update)

Hi G11! With all the weird combinations of classes combining, people leaving etc… I will give you your free choice of which WT you wish to complete for each part of the course. I have given my recommendations and outlined the possible combinations below. We will write our task for part 4 after the IOC and test week in May, and you can base it on Seamus Heaney poetry, The Great Gatsby or Macbeth. Original lesson, information and resources here. In the meantime, start thinking about which text and which type of WT you would like to complete.

WTboard notes

 

 

Sound devices in poetry

Some poetic devices that make use of sound and repetition to create both meaning and effect. Some definitions and examples…

Characterisation in The Great Gatsby

We have been learning about direct and indirect characterisation in G11 English class. We also learned about using the STEAL model to describe the indirect characterisation of a character in fiction, as well as flat vs. round and static vs. dynamic characters. Student character maps follow, and the original lesson (with resources) here.

The learner profile in IBDP Language and Literature

Today we thought about how the attributes of the learner profile could be used to think about what sort of language class we want, as well as what sort of student we should become. There were some great ideas … embedded in photographs below!

Welcome to Mr Hutton’s English classes at YIS! (2015-2016)

A hearty welcome to all my students from grade 7 to 11!  We have been working hard to redevelop our units of inquiry and we think we have some exciting things in store for you.

Because of this redevelopment, you may find some empty pages on my blog. Uh oh!  Please excuse this as I will be rebuilding my unit pages as we go.

In the meantime, you can check out the year overview page for your grade, which should have all the information you need.  If not, shoot me an email at huttona@yis.ac.jp and I will help you out!  I have put the hyperlinks below, however you can also access the pages by going to my blog –> ‘Choose Your Class’ –> “Grade XX English’ –> selecting relevant page.  I have also put the links to our class share folders, so please add the relevant one to your drive for easy access to resources. This folder is pretty important as this is how I will share most resources and assignments with you.

Year 7 Overview DSCN1056(blog page)
Year 7 Google Drive share folder (view only)

Year 8 Overview (blog page)
Year 8 Google Drive share folder (view only)

Year 9 Overview (blog page)
Year 9 Google Drive share folder (view only)

Year 11 Overview (blog page)
DP Lang Lit share folder (view only)

8A Tutor share folder (view only)

 

I hope we can have an interesting, fun and thought-provoking year together!

(PS: Sorry about the photo – it is the only one I took over the summer…)

Concepts vs. Topics: What’s the Difference?

Today in class we discussed the difference between a concept and a topic.  After some discussion, we came up with the following ideas…

conceptvstopic

So basically, concepts are big ideas that are timeless, universal, and can relate to many of our subjects at school, whereas topics are more about specific times, people, things and places.

We then had an in-depth discussion about the following image – is Dinosaurs a concept or a topic? Have a look at the drawing and decide…

dinosaur analogy

We decided that as dinosaurs are not timeless, nor universal, they are a topic.  We also brainstormed possible concepts that could be studied in relation to dinosaurs, and we came up with ideas such as evolution and change.  Cool huh?

Finally, have a look at some of the words below. Concepts are listed on the left, whereas topics are listed on the right. Keep an eye out for more big ideas and ask your teachers what key concepts you will be learning about this year!

concepts vs topics

Image credit: IBO MYP Language and Literature Guide (Next Chapter)