English@11 - Recently Updated Pages

Representing the Future

bookjewel — Thu, 03 Sep 2009 23:19:13 CDT

Animoto:

Future Worlds

bookjewel — Thu, 20 Aug 2009 00:59:05 CDT

'Future Worlds' Resources:

1. Gattaca Script:http://www.script-o-rama.com/movie_scripts/g/gattaca-script-screenplay.html

2. The World Future Society: Wikipedia article: http://en.wikipedia.org/wiki/World_Future_Society

3. Ten forecasts for 2009 and Beyond

Science Fiction Stories:
Science Fiction stories usually have something to say about worlds of the future. Listen to some classic Science Fiction stories below to find out what others have predicted for 'Future Worlds'

ACT II: Macbeth in Plain English

bookjewel — Sun, 09 Aug 2009 21:18:26 CDT

M.M:
Can I see a dagger in front of me,

The handle pointing to my hand? Come here, Let me hold you

I'm not holding you, but I still see you!

Aren't you real, able

To be felt and seen? Or are you nothing but

An imaginary dagger

Created in my worn out mind?

I can see you, it looks like I can touch you,

You look like this real dagger that I'm drawing.

You're guiding me to where i was going;

C.M: This is the weapon I am going to use. It exists only by the use of my eyes, And if this sight is just my imagination, My eyes have become tools to be mocked by all other senses. But if this dagger is real, these eyes are more trustworthy than all other senses together. On my blade appear droplets of blood that were not there before. This is not real; this bloody business gives false information. Nature seems dead and nightmare abuse me as a lie in rest.

A.S: Macbeth is imagining the murder being simular to a person being called to action with the same purpose that the Roman Tarquin did on his way to rape Lucratia. He is overwhelmed with thoughts of being caught out because of the unsteady earth and the silence that accompanies murder. He doesn’t want his steps to be heard by the watchmen. Macbeth fears he is all talk and he should just do what needs to be done.

Exit Servant
Is this a dagger which I see before me,
The handle toward my hand? Come, let me clutch thee.
I have thee not, and yet I see thee still.
Art thou not, fatal vision, sensible
To feeling as to sight? or art thou but
A dagger of the mind, a false creation,
Proceeding from the heat-oppressed brain?
I see thee yet, in form as palpable
As this which now I draw.
Thou marshall'st me the way that I was going;
And such an instrument I was to use.
Mine eyes are made the fools o' the other senses,
Or else worth all the rest; I see thee still,
And on thy blade and dudgeon gouts of blood,
Which was not so before. There's no such thing:
It is the bloody business which informs
Thus to mine eyes. Now o'er the one halfworld
Nature seems dead, and wicked dreams abuse
The curtain'd sleep; witchcraft celebrates
Pale Hecate's offerings, and wither'd murder,
Alarum'd by his sentinel, the wolf,
Whose howl's his watch, thus with his stealthy pace.
With Tarquin's ravishing strides, towards his design
Moves like a ghost. Thou sure and firm-set earth,
Hear not my steps, which way they walk, for fear
Thy very stones prate of my whereabout,
And take the present horror from the time,
Which now suits with it. Whiles I threat, he lives:
Words to the heat of deeds too cold breath gives.

A bell rings
I go, and it is done; the bell invites me.
Hear it not, Duncan; for it is a knell
That summons thee to heaven or to hell.

Exit

Group 2: C.M, M.M. A.T, J.M

ACT III: Macbeth in Plain English

bookjewel — Wed, 22 Jul 2009 19:08:10 CDT

Rewrite this speech in plain English to capture its essential meaning. This task is a group task. Each member of the group should contribute something. Every member of the group can edit the page to improve the final product.

The task is assessed according to:
Content: Originality and creativity; understanding of the play/speech demonstrated; language; English conventions: grammar, spelling; overall quaity of the final product etc
Teamwork: Shared workload; co-ordination of the task; co-operation and collaboration.

ACT III

Exit Attendant
To be thus is nothing;
But to be safely thus.--Our fears in Banquo
Stick deep; and in his royalty of nature
Reigns that which would be fear'd: 'tis much he dares;
And, to that dauntless temper of his mind,
He hath a wisdom that doth guide his valour
To act in safety. There is none but he
Whose being I do fear: and, under him,
My Genius is rebuked; as, it is said,
Mark Antony's was by Caesar. He chid the sisters
When first they put the name of king upon me,
And bade them speak to him: then prophet-like
They hail'd him father to a line of kings:
Upon my head they placed a fruitless crown,
And put a barren sceptre in my gripe,
Thence to be wrench'd with an unlineal hand,
No son of mine succeeding. If 't be so,
For Banquo's issue have I filed my mind;
For them the gracious Duncan have I murder'd;
Put rancours in the vessel of my peace
Only for them; and mine eternal jewel
Given to the common enemy of man,
To make them kings, the seed of Banquo kings!
Rather than so, come fate into the list.
And champion me to the utterance! Who's there!

Re-enter Attendant, with two Murderers

Group 3: K.C, A.P, H.B, B.E

ACT I: Macbeth in Plain English

bookjewel — Wed, 22 Jul 2009 18:54:54 CDT

Rewrite this speech in plain English to capture its essential meaning. This task is a group task. Each member of the group should contribute something. Every member of the group can edit the page to improve the final product.

The task is assessed according to:
Content:
Originality and creativity; understanding of the play/speech demonstrated; language; English conventions: grammar, spelling; overall quaity of the final product etc
Teamwork:
Shared workload; co-ordination of the task; co-operation and collaboration

ACT I:
Macbeth:
If it were done when 'tis done, then 'twere well
It were done quickly: if the assassination
Could trammel up the consequence, and catch
With his surcease success; that but this blow
Might be the be-all and the end-all here,
But here, upon this bank and shoal of time,
We'ld jump the life to come. But in these cases
We still have judgment here; that we but teach
Bloody instructions, which, being taught, return
To plague the inventor: this even-handed justice
Commends the ingredients of our poison'd chalice
To our own lips. He's here in double trust;
First, as I am his kinsman and his subject,
Strong both against the deed; then, as his host,
Who should against his murderer shut the door,
Not bear the knife myself. Besides, this Duncan
Hath borne his faculties so meek, hath been
So clear in his great office, that his virtues
Will plead like angels, trumpet-tongued, against
The deep damnation of his taking-off;
And pity, like a naked new-born babe,
Striding the blast, or heaven's cherubim, horsed
Upon the sightless couriers of the air,
Shall blow the horrid deed in every eye,
That tears shall drown the wind. I have no spur
To prick the sides of my intent, but only
Vaulting ambition, which o'erleaps itself
And falls on the other.

Enter LADY MACBETH

Group 1: L.V, M.F, D.T.S & A.B
e.g:
Macbeth:

It would be all right if the assassination of Duncan finished this business quickly and there were no consequences resulting from the murder.

Macbeth

bookjewel — Wed, 17 Jun 2009 21:28:45 CDT

PLAY the 'Matching Pairs' game to see if you can match the quotes from Macbeth with the correct 'plain English' explanation.

Try this link if you prefer to complete the game on site

Fastest time so far:

JS: 288.283 seconds

Gattaca

bookjewel — Mon, 01 Jun 2009 22:47:13 CDT

REVISION activity:

Remember, good essays require evidence and elaboration. Quotes can add depth and credibility to your ideas about the film.

Compile and MEMORISE a list of suitable quotes. Whenever possible you should try to organise your quotes according to theme. Add suitable quotes under the Gattacca themes listed below. If every one 2-3 quotes contributes :

THEME	QUOTE	Context of quote: Think who, when, what, where & why

Identity and Names	That’s how my brother Anton came into the world – a son my father considered worthy of his name.	Vincent. He is discrimated against and judged by his own father at birth



Humanity/Dreams/Ambition	Caesar: When you clean the glass, Vincent, don’t clean it too well….you might get ideas.	Vincent's ambition is blocked from all directions and embedded in society's fundamental beliefs
	Anton: You sure you want to do this? You know you’re gonna lose.	The valid's expect perfection. Eugene has a similar attitude.

Resource Banks: Fly Away Peter

bookjewel — Sun, 22 Feb 2009 19:55:02 CST

BUILDING SHARED RESOURCES:

These activities will help to build a 'bank' of resources for all of us to use as we continue our study of Fly Away Peter. Think carefully about what you choose to contribute.

Check spelling, grammar and clarity before you save and 'publish' your changes for all to see.
Everyone must contribute something to each 'bank'.
We already have a CHARACTER and THEMES sections but you should feel free to add your own

Note: As the owner of the wiki I can trace all edits. However, no one else will know SO be adventurous!

CHARACTERS:

Words/Phrases to describe each character, including evidence/justification:

JIM:	Evidence to support words and phrases

ASHLEY:	Evidence to support words and phrases

IMOGEN:	Evidence to support words and phrases

EXPLORING THEMES

Add themes, comments and appropriate quotes to help build a resource we can all share.

I have included a sample contribution. Don't be afraid to add your own headings and quotes. (I will know who has added things but no one else will, so be adventurous!)
Please do not delete any one else's work.

JOURNEYS:

(Related to transformation, change & the cycle of time)
The war is changing things and Jim is feeling the pull of change. An inner journey of exploration begins as Jim reacts and responds to the events around him:
Quotes:

"He felt panicky" (p36);
"The ground...suddently tilted in the direction of Europe, in the direction of events and they were all now on a dangerous slope." (p36);
"Jim felt the ground tilting again" (p 56)

Fly Away Peter: Preparing for the SAC

bookjewel — Sat, 21 Feb 2009 14:04:58 CST

There is no abstract available for this page revision.

English@11 Home

bookjewel — Thu, 19 Feb 2009 17:20:14 CST

Welcome to English @ 11

Fly Away Peter: Discussion Points, Themes and Ideas

bookjewel — Thu, 19 Feb 2009 14:05:10 CST

Active learning is about participation and engaging your mind. This page is one way we can do this together, with each person contributing their own unique perspective and questions about the text.

This page of the wiki can be edited freely although you should not delete another person's ideas or work. Please add discussion points and questions below. (I have started the ball rolling)

Chapter Nine:

Contrasts and Opposites:

This chapter seems to be a major point of division which sees the novel divided into two distinct halves. The structure reinforces a major idea in the text, one of binary opposites, which expose the reader to contrasts such as beauty and horror; peace and war; joy and despair; innocence and experience. Can you find evidence for the opposites suggested above? What other contrasts are there in Fly Away Peter?

Chapter Ten:

Chapter Eleven:

Fly Away Peter: Online Resources

bookjewel — Thu, 19 Feb 2009 13:52:00 CST

Fly Away Peter

Use the EasyEdit button above to add any useful resources you find as we study this text. Remember to add a link and a brief descritpion for each resource.

Use the EasyEdit button above to add any useful resources you find as we study this text. Remember to add a link and a brief descritpion for each resource.

Selected Student Essays:

Themes in Fly Away Peter: A discussion of some of the novel's themes.

'The characters of Imogen, Ashley and Jim counter the despair created by war'. Discuss.

An Independent Study: One student explores the 'importance of the individual mind' in Fly Away Peter

About the author:

David Malouf (Links to information about the author)

A brief interview with the author about how he writes: The Book Show SBS

General Resources for the Novel:

Skoool: Interactive Learning:
A brief outline of the novel's basic components

Herald Sun Text Guide:
Explores the two quotes that preface the novel

A portrayal of Australia's reaction to World War 1 from the series 1915. Compare this to the the events described in Chapter 5 of 'Fly Away Peter'.

A portrayal of a brief ceasefire on the battlefields during World War 1 from the miniseries 1915.

"It's not our bloody war!" shows a scene from the movie Gallipoli where the main characters discuss the war.

Boy Soldiers shows some of the pressure to enlist during WW1

The final scene from Gallipoli, the movie

Play Crickler

bookjewel — Fri, 30 Jan 2009 16:42:32 CST

Inspiration...

bookjewel — Fri, 30 Jan 2009 15:52:42 CST

Develop your creativity by responding to a prompt:

Today's prompt via Plinky is: 'Share where you'd fly for the weekend if your best friend had a helicopter.'

Analysing Political Cartoons

bookjewel — Fri, 30 Jan 2009 13:56:07 CST

Echo Education Online

bookjewel — Fri, 30 Jan 2009 13:44:20 CST

To access these resources:
Username: cranbourne
Password: biltong

Grammar Ninja

bookjewel — Fri, 30 Jan 2009 13:43:33 CST

Newspaper: Analysing an Opinion Piece

bookjewel — Fri, 30 Jan 2009 13:42:28 CST

Source: Herald Sun, November 17 2008 By Jill Singer

PREREADING QUESTIONS:

THE IMPACT OF VISUALS:

1. Use two adjectives (describing words) to sum up the mood or tone of the visual on the left.

2. Justify your word choices (above) What is it about the visual that strongly suggests this mood or tone?

MAKING PREDICTIONS:

3. The headline to this piece (which is cut off here) is: 'Ashamed return to a bullied past' We can make a lot of predictions about the article's content simply by looking at the visual and word cues. Use them to make predictions about the article:

i)What is the likely topic of this piece?
ii)Why do you think the writer felt moved to write this piece?
iii)What is the likely message of this piece?

READING:

1. Read the piece through once for understanding.

2. Read the article a second time and highlight the words, phrases and sentences you consider:

Strong and Powerful:
Highly Persuasive:
Descriptive:
Emotive: (Designed to achieve an emotional response)

3. What is the main idea in the article?

4. List ALL the words/phrases the writer uses to describe the group of teenage girls and comment on the implied meaning or connotation of each:

For example:
"loud and boisterous" strongly suggests the girls were behaving badly and in an antisocial manner before the incident occurred.

5. The writer seems to learn a valuable lesson from this incident. What is it?

Analysing Media

bookjewel — Fri, 30 Jan 2009 13:41:37 CST

There is no abstract available for this page revision.

Fun Stuff

bookjewel — Fri, 30 Jan 2009 05:29:43 CST

Anagramania:

Mastermind