11 English D: First Impressions

8 02 2012

We read from pages 3 to 7 of Maestro and collected our first impressions of both Paul Crabbe and Eduard Keller. Based on these notes, we wrote a short, expository piece which explained three of these impressions, each supported by one or two quotations from the book.

Our first impressions of Keller: drinker, old, poor, proud, arrogant, foreign, music teacher.

Our first impressions of Paul: young, shy, judgemental, reluctant, lazy, beginner



Key Concepts in Maestro

6 02 2012

Based on our discussion of previous exam questions today, we identified the following concepts that we think are probably key to understanding Maestro.

  • Geography
  • Greatness and talent
  • Music
  • Adaptation and Growth

We will start reading the text in class this week.



Year 11 English B: Week Two

5 02 2012
The Mark of a Master

The Mark of a Master (Photo credit: Robert Burdock)

Now that we’ve met and understand where we are going, it’s time to get into the course itself and our learning.

Our first objecting is our Reading and Responding outcomes, and we’ll be looking at these essay topics about Maestro to identify the major themes and issues in this text. These questions have been harvested from previous exams and study resources.

  1. People and place in inextricably linked in Maestro.
  2. “We can only ever see true greatness in other people, not ourselves.” To what extent to you agree?
  3. How is music used to construct meaning in Maestro?
  4. “Maestro is only a story about talented men who struggle to adapt.” Do you agree?
  5. Paul Crabbe and Eduard Keller are easy to respect but hard to like.
  6. Neither Paul or Keller experience genuine growth in the novel Maestro.
  7. “Great men come from great events”. Does Maestro show this to be true?

Our red-book writing topics will focus on these issues and themes, and help you write clearly about this ideas. This week, they will be

  • It makes a difference where you are
  • When we change our place, we change our lives

I read and give you feedback about each red-book piece. You will identify personal learning goals from this feedback and focus on that until you have mastered it. I will, of course, help.

We will also be reading the novel Maestro in class. For this of you who have read this book already – and I hope that is most of the class – this is an opportunity for you to identify incidents and quotations that relate to our major themes, the themes we identify by looking at the essay topics.

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Year 11 English D: Week 2

5 02 2012

(Photo credit: TheAlieness GiselaGiardino²³)”]110 Borges [warholized]Our class this Monday will be our first together, and we’ll go through the fairly basic stuff about what is in this course, and what we should expect from each other this year.

Our first objecting is our Reading and Responding outcomes, and we’ll be looking at these essay topics about Maestro to identify the major themes and issues in this text. These questions have been harvested from previous exams and study resources.

  1. People and place in inextricably linked in Maestro.
  2. “We can only ever see true greatness in other people, not ourselves.” To what extent to you agree?
  3. How is music used to construct meaning in Maestro?
  4. “Maestro is only a story about talented men who struggle to adapt.” Do you agree?
  5. Paul Crabbe and Eduard Keller are easy to respect but hard to like.
  6. Neither Paul or Keller experience genuine growth in the novel Maestro.
  7. “Great men come from great events”. Does Maestro show this to be true?

Our red-book writing topics will focus on these issues and themes, and help you write clearly about this ideas. This week, they will be

  • It makes a difference where you are
  • When we change our place, we change our lives

I read and give you feedback about each red-book piece. You will identify personal learning goals from this feedback and focus on that until you have mastered it. I will, of course, help.

We will also be reading the novel Maestro in class. For this of you who have read this book already – and I hope that is most of the class – this is an opportunity for you to identify incidents and quotations that relate to our major themes, the themes we identify by looking at the essay topics.

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Year 11 English: The End

20 11 2011
Harry Houdini (1874-1926) performance poster. ...

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Well, Year 11s, here we are at the end of our time together. I hope that you’ve enjoyed the journey. I am confident that most of you have come a long way with your skills this year, and it has been an absolute please for me to work with you characters, and most of you are real characters.

I’ll have your exams marked by Wednesday, so you can see me on Thursday or Friday if you want to know about your marks.

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Year 11 English: Term 4, Week 6

13 11 2011
Manic monday UK

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Well, Year 11s, I’ve been saying for a while now that we were running out of time and, here he have it, we are actually out of time.

On Monday, while I am away being a student myself, you will complete the language-analysis task in the 100 minutes before recess. You can bring a dictionary, but otherwise this task is closed book. You will have three texts to analyse for persuasive language. Remember, you are not being asked to say who is right or wrong about the issue. You are being asked to explain how the writers used words and images to convince you of their contention.

On Thursday, we should have 100 minutes or do some lightning revision before the English exam, but there is an assembly planned so we might have half that time. Although we’ll have very little time, I’ll try to remind of some of the key things are Macbeth, Generals Die in Bed, and the context texts: Scission, Little Miss Sunshine, and Montana 1948.

Then, on Friday, you will have the English exam first thing in the morning. You will have three hours to write three essays: a text response (about Macbeth or Generals), a context response about family, and a language analysis essay in response to one article. I expect that you’ll find this exam a hard slog but, if you stay on track and keep going, you’ll do just fine.

Any questions?

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Year 11 English: Term 4, Week 5

6 11 2011

Smoke Stack Manhole



Year 11 English: Term 4, Week 4

30 10 2011
Al Gore giving one of the keynotes at Sapphire...

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On Monday morning, we will building up a map of family relationships from Montana 1948 and Little Miss Sunshine. We’ll then flesh the map out with examples, written in whole and fluent sentences, just like the ones that you will be writing in your essays on Thursday.

On Thursdays, you guessed it, you’ll have 100 minutes, all closed-book, to write a context essay about family.

On Friday, we’ll jump back into language analysis, our final topic for the year. All things goes well, we’ll watch some of the polemic An Inconvenient Truth, and we’ll spot and explain the many techniques used to persuade in this film.

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Year 11 English: Friday

27 10 2011

Using the interwebs for research, write a 600-word piece in response to the following prompt.

The family structure shown in Little Miss Sunshine does not function to help the family members. Do you agree?

Use specific examples, including characters names and particular incidents to support your argument.



Year 11 English: Term 4, Week 3

23 10 2011
“]Cover of "Little Miss Sunshine [Blu-ray]&...

We only have 150 minutes together this week, Year 11s.

On Monday morning, we will spend 98 minutes watching the feature film Little Miss Sunshine, to give us more material to use for our family context essays.

I won’t be here on Friday, but I’ll leave you some questions to consolidate your understanding of Little Miss Sunshine.

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Year 11 English: Sample Family Context Essay

21 10 2011

Family relationships either work or they don’t.

Contention: This is not true. There is some grey, and even those relationships are important.

1. Some relationships do work
2. Some relationships don’t work at all
3. Family relationships are important and complex, too complex to simply be divided into working and not working.

Marsha Norman, novelist and award-winning playwright said, “Family is an accident. They don’t mean to get on your nerves. They don’t mean to even be your family. They just are.” Regardless of how they work, all family relationships matter to us. They define us, and they matter. In the years since the social upheaval of the 1960s, it seems that family relationships indeed take all forms, some functional and loving, and at other times dysfunctional, disrespectful, and destructive. Although some relationships fall in the grey area in between, family relationships are still strong and important, even when they falter. They give us something, even when they are not positive. It seems that every time we turn on the television or read a newspaper, one politician or another has the world family on his or her lips, talking about “working families”, “real families” and “Australian families”. While the very concept of family is up for grabs, there are some common elements that remain clear. A family consists of those relatives, by blood and law, that we are closest to, those people who are constant in our lives and there for us, no matter what. We usually think that a family relationship is working when there is mutual connection and an effort by all people involved to maintain a steady relationship. People in a working family relationship create a productive and pleasant life together. A family, however, does not work, the relationship is unhealthy or there is no connection, nothing in common. It might be the case that people have no passion or if the relationship is characterised by disrespect or abuse. Having said that, many families work just fine, with loving and respectful relationships. Others are defined by bad relationships and disrespectful people. However, some fall in the grey area between the two, with some love but real problems in the relationship, but these are still important relationships. It is too simple to categorise these complex family relationships into simple groups like working and not working. Families are too diverse and too complicated to see this simply.

Some families appear to be fully functional and fulfil all our ideals and hopes. In Montana 1948, a novel by Larry Watson, David Hayden and his father Wes have a strong connection. “You and I are going to tackle this job,” Wes tells his son, making David feel involved and noticed. Similarly postively, David tells us that, “my father rubs my back, massaging the thin band of muscle on either side of my spine.” This physical connection between father and son is a prime example of a close, functional family relationship. Even in seemingly dysfunctional families like the Simpson, the famously yellow and rowdy family from the American sitcom, we see a strong connection between parents and children, with Homer and Bart forging a new relationship and a type of shared respect for each other as they battle to save Springfield in the 2007 animated feature film. These fine qualities of loyalty and respect conform to our vision of everything that a family should be. Through these examples, we see that many families are strong, positive, and functional. Although many work, there are some that plainly do not.

Some families cannot achieve healthy relationships. When relationships wither or become abusive, we regard these as family that do not work. Again, in Montana 1948, Gail Hayden did not get along with Julian, her father-in-law. She was uncomfortable with the coarse way that Julian spoke around her young son, David. “Where Hayden’s were concerned, my mother always held something back.” We see that, although she and the bombastic Julian Hayden shared a name and were part of an extended family, they did not have the trust that family should. Likewise, in the classic science-fiction film Star Wars, Luke Skywalker has never known his mother, and his father, Darth Vader, works towards killing Skywalker and his friends. Once his father fails to kill him, he then tries to corrupt Skywalker, attempting to bring him over to the Dark Side. These relationship are not just strained, they are broken beyond repair. Not many, but some family relationships just do not work. Even these relationships don’t work, however, they are still important.

Some family relationships are too complicated to simply regard as good or bad. We see this in the difficult relationship between the Hayden brothers, Wes and Frank. “Ever since the war, ever since Frank came home in uniform and you stayed here, you’ve been jealous. I saw it. Your mother saw it. The whole goddamn town probably saw it.” These brutal words from Julian, the father of two feuding brothers, shows just how much divides them, and how much it impacts other people. But, despite this division, Wes tries to act with consideration for Frank and his own parents. Similarly, the relationship between Wes and Julian, who says these words, is both abusive and complicated. “Now you pull a fucking stunt like this. I should have taken you aside and got your straightened out.” This is a long way from a respectful, productive relationship, and these words hurt precisely because this is a father attacking his son, in violation of what we expect. Even when the relationships don’t work, they are still incredibly important, especially that relationship between father and son. And although these relationships are painful and confronting, it is just too simple to say that they are broken or not working.

A relationship between family members can either be one of connection where people get along, or disconnection with people inflicting damage instead. Either way, these relationships matter, and they matter deeply. When they work, they are about care and respect. When they break down, they are about disrespect and deep pain. And sometimes, especially in times of conflict and trauma, it is just too simple to claim that something either work or it does not. Life generally, and family life in particular, is just too complex. Family can be the greatest thing in the world, but it can also be the thing that does us the more damage than anything else can. Perhaps we all need to be careful with those closest to us.



Year 11 English: Term 4, Week 2

16 10 2011
Vector image of two human figures with hands i...

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Year 11s,

Now that we have finished our definitions of family, you will complete your examination of family relationships in character pairs from Montana 1948. Only one of you have finished this, but you all need this done by the end of our class on Thursday so that we can compile and share this resource.

Once we have constructed this resource, we will draft our first essays examining the family relationships in this text. We rushed through the family context last semester, so I want us to go much deeper this time around. Also, we need to get back into some length expository writing in preparation for the end-of-year exam.

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Year 11 English: Two Households, Both Alike in Dignity

13 10 2011
Brando as Don Vito Corleone in The Godfather (...

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Okay, our two teams are called The Adams Family, and the Corleone Family.

Try not to live up to your names too much.

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Year 11 English: Term 4: Week 1

9 10 2011
Montana Notes

Image by MarkOMeara via Flickr

Well, Year 11s, we are on the downhill run now. We just have the context study and the language analysis, and then we are finished for the year.

On Monday, you’ll form small groups that you will work with for your context study. While the assessment task will be completely individually, you worked well in teams on the Macbeth trial so I thought we’d give that another go.

Once you have your groups, you’ll hit the computers and do some research to answer this simple question.

How do you define the word family?

This will be a lot more than just finding a dictionary definition. Your group’s definition will probably be between half a page and a page long. More importantly, this definition will be robust and substantial.

Once we’ve finished these defintions, we’ll share them with the rest of the class. You might want to have a representative read your definition to the class. You might make a short slide show. You might write a brief parable. Or you might sing a kick-arse, gangster rap. And, yes Martin, I am looking at you.

Once we have some good, robust definitions, we will be mapping the family relationships in the novel Montana 1948. You can do with electronically or on paper (or a mixture of both) but you will be showing the relationship between the characters in this novel. This will probably be a giant spider-web of connections, but you might come up with a better idea.

However you crack this nut, I will expect this chart to show insight into the relationships, and your ideas will be backed up with quotations from the novel.

If done properly, I expect that this second task will take us well into week two of term.

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Year 11 English: Last Week of Term

17 09 2011
Spelling at its worst 047224

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Year 11s,

We are going well for time, and so your week in English looks pretty simple.

On Monday morning, we will hear Dyrone and Elizabeth’s talks. Then, we’ll spend some time fleshing out the idea of family and just how we define this seemingly simple word. And, given that someone will always ask, this is not just a simple matter of finding the best dictionary and copying out their defintion.

For the rest of the week, you will have other teachers, since I will be in Tasmania, very probably freezing into a solid, O’Meara-shaped object.

During this time, you should finished reading Montana 1948 and answering those twelve questions that I left you with.

 

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