Year 11 English: Preparing for Your Oral Presentation

23 05 2012

Hello Year 11s,

Some of you finished your Identity and Belonging assessment tasks today, and while other people are catching up you can make a start on your oral presentation, which is another assessment item and something you will need to complete quite soon.

The first thing that you need to do is settle on an issue and then a contention, since you talk will be persuasive.

Your issue should be something that has been covered in the Australian media in the last twelve month and, let me assure you, that gives you a massive range of subjects to choose from. To get you started, here are some news sites than you can read to see what kinds of issues are available to you.

Once you’ve chosen a topic, you need to settle on your contention. Your contention is the point that you want your audience to believe. This talk is not about telling people both sides of an issue. It is about persuading them to share your view on your chosen issue. Lots of students struggle with this, but you can always ask me for feedback once you’ve written our your contention.

For example, a recent news item tells us that a music streaming called Spotify is not available in Australia. This is an issue, and a common fact, not a contention.

Spotify is bad for local music.

This is a contention, because it is a something that I can convince you to agree with. It’s not a fact. It’s an opinion or point of view.

Spotify is great for music customers. 

Again, this is a contention.

Once you’ve settled on your issue and written your contention, run it by me. I don’t tell you what you can argue for, but I go want to make sure that you are clear about what your contention is.

So, now you have your contention.

From there, collect the following information to help you build you argument and your presentation.

  • Five statistics or figures that support your contention
  • Two stories from real people that support your contention
  • Three quotations from experts that support your contention

Once you have all of these, you are very nearly ready to start building you presentation.

If you have time, watch and listen to my presentation about creating effective presentations. It should be able to play just fine on the computers at school. But you don’t have to watch this, and we will be covering this same material in class.



Year 11 English

20 05 2012
Someone Belonging to Someone

Someone Belonging to Someone (Photo credit: Wikipedia)

I know that a lot of you are away on the Outdoor Ed camp this week, but we have to press on.

Early in the week, we will be writing more body paragraphs that could go into our Identity and Belonging pieces. The ones that I read from 11B  are coming along really well, although most people need keep going and explain exactly how the examples that they provide demonstrate the point that they are making in their topic sentences.

Anyhow, we’ll work on this.

Then, in the middle of the week, most of you will complete the 100-minute assessment task on Identity and Belonging.

Then, we will start work on your oral presentations. You’ll be able to work on them as people who have been away finish their assessment tasks.

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Year 11 English: Identity and Belonging – Last-Minute Tips

20 05 2012



Year 11 English: Week 5

15 05 2012

As you know, I am off on camping for the middle of this week. Happily, I have left plenty of activities for you to do to get ready for your Context response next week.

Please complete all these activities. There is a lot to do, but there is also plenty of opportunity to see what other people are doing and learn from that.

Activities



Sample Context Essay

14 05 2012

Some students said that they would like to see what a finished essay looks like, so I wrote a sample this afternoon. This took me a little over an hour and is probably a C+ or B essay. I have provided notes, so you can see what each part is doing.

Example Context Essay



Year 11 English: Montana 1948

10 05 2012
Photo of Gibson Reservoir, Montana, USA.

Photo of Gibson Reservoir, Montana, USA. (Photo credit: Wikipedia)

Now that we have finished the story, it is time to get some information out of it that you can use in your context responses. The main point of this essay is to show our understanding of the concepts identity and belonging, not to show off how well we know the novel Montana 1948.

11D have already done plenty of work on this, but I want you characters in 11B to add to this, too.

You might like to divide the book up into sections, like we did with Maestro earlier in the year. Or you might all just pick key parts of the book and add points from there. Either way, I would expect each of you to submit at least four forms of information in the single session on Friday.

If you run into real confusion, you can always leave a comment on this blog post and I’ll get back to you with a comment of my own within minutes. I am sick, but alive enough to help a little.

qrcode

Put information in.

View the information that we have all put in.

 

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Year 11 English: Collecting Examples and Ideas from Montana

9 05 2012

Collecting information



Year 11 English: Week Three

6 05 2012
Gender Identity Bill Signing

Gender Identity Bill Signing (Photo credit: Office of Governor Patrick)

This week we should finished off reading Larry Watson’s novel Montana 1948, our primary source of examples to use in our Identity and Belonging responses.

It’s been a while since we’d done any substantial writing, but it’s time to get back into it.

Please respond to the following questions in complete and valid English sentences. You may certainly discuss the answers with your class-mates and help each other, but you each need to write down answers. It’s good preparation for the assessment task to start to articulate your understanding of these issues in your own words.

In your writing, take the opportunity to be expansive and show your understanding of this text and of the nuances of meaning in the issues of identity and belonging.

1. What is the name of the character you have chosen.

2. What events are this character involved in within the story of Montana 1948?

3. What are the key attributes that define this characters identity?

4. What part of this character’s identity allow him or her to belong the community of Bentrock, Mercer County?

5. What part of this character’s identity makes it difficult or impossible to belong the community of Bentrock, Mercer County?

6. What parts of your own identity might make it difficult for you to belong in Bentrock in 1948?

 

After this, we will start on some practice essays.
Practice essays

  1. All outsiders have something in common.
  2. Language is identity
  3. Identity is about connection. If you cannot connect, you have no identity.
  4. Identity is always inherited.
  5. We are defined by our culture and ethnicity more than our gender or sexuality. Do you agree?
  6. Groupings are arbitrary. All identity is individual. Do what extent do you agree?
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Year 11 English: Week Three

30 04 2012

This week, Year 11s, we are going to get through reading Montana 1948, so that we can confidently use this text to illustrate our discussions about the issues of identity and belonging.
So far, each close is roughly a third of the way through this slender novel.

When I am away on Tuesday, 11B will have a replacement teacher. First of all, I want each of you to read up to page 105 in this double session. If you get through this quickly, from 65 to 105 a second time, to be sure that you understand the various characters and their identities.

By the end of the week, I expect that we will be very close to the end of this novel with both classes.



Year 11 Context Sample Essay

23 04 2012

We changed plans a bit today, and have started a sample essay together.

Here is what we have written so far.

Sample context essay
Mattie Ross, the central character in the 2010 film True Grit, has to hide parts of her identity and personality in order to be accepted by the brutal “Rooster” Cogburn and the foolish La Boeuf. Most of the time, we do have to give up part of our identity in order to belong. Especially when we are young, and have to depend on other people, we have to hide parts of who we are. However, when we are alone, and away from the attention and judgement of other people, we are free to be our true selves. We often don’t get to be ourselves, however, when we are in groups with other people. We hide the unpopular parts of ourselves from the group.

We are not equally powerful, and when we are young we often have to give up part of our identity in order to belong to the group. Sometimes children feel forced to behave as if they are old and more mature, so that adults will take them seriously. For example, Mattie Ross dresses in her father’s clothes when she goes out to join the marshal in the manhunt for Tom Chaney. Because she looks more grown up, the men are more likely to accept her. Likewise, David Hayden, the narrator of the novel Montana 1948, would prefer to live out of town and away from people, but cannot, because he is only a child. He has to give up that key part of his identity when he is young. But, lots of people only get to be themselves when they are away from people.



Year 11 English: Context Response

22 04 2012

This is what a context response might look like. I wrote this quickly, in about forty minutes, so it is a far-from-perfect response, but it should give you some idea of what a context response is and how it is different to a text response, such as the one you did about Maestro.

‘Without connection to others there is no me.’

Almost two and a half thousand years ago Aristotle, a Greek philosopher and much-celebrated thinker said, “Man is by nature a social animal…society is something that precedes the individual.” Although that was a long time ago, this is not an ancient idea. We largely define ourselves and others by how we connect to other people, by how we treat them. Also, of course, we are defined by many factors and facets, including the qualities of our physical selves, our experiences, and where we sit in the world. But interactions and connections with others is integral to our identity. Although all animals interact, we humans interact using language and complex customs and societies. We have all kinds of rules, spoken and implicit. We connect for minutes, for years and for lifetimes. We are truly social animals, and it is tempting to think that without connections with other people, without interactions great and small, we are indistinct and undefined. But this belief is too simplistic. People often seek solitude – that is, to be removed from interacting with others – to be their true selves. Of course, we are defined by what others wants and how we treat them. But it is the decisions that we make when away from other people that truly define our characters and ourselves. The most important part of our selves, our most moral self, does not depend on others.

Although we are deeply and commonly social creatures, people crave time alone, away from human connections This is especially true for introverts, who get exhausted by the hustle and bustle of human company, but it is true for the boisterous and socially confident as well. David Hayden, the narrator of Larry Watson’s novel Montana 1948, is a good example of this. He has never felt comfortable in town and manages to get himself out into the countryside that surrounds Bentock, Montana whenever he can. Certainly, like many boys, he craves adventure, but is also just wants to be alone, to be his true self in solitude. Superman – the iconic hero of comic books, television and motion pictures – does not need to leave town to find adventure, and he gets relief from his big, super-hero identity when he is the mild-mannered Clark Kent. But he still needs to retreat at times from all human connection, to the aptly named Fortress of Solitude, at the polar extreme of the earth. There, alone, he can truly have some time to himself, time to be himself. Normal, everyday people crave time alone, too, in their sheds, out fishing, or perhaps riding a bike as you lone cyclists doing on any given weekend. Yes, we are a social creature, we like to connect, but we need space to be ourselves.

However, most of us are not full-time hermits and we do come together to our mutual advantage – certainly – and to live our social lives and connect to others. Reuben “Rooster” Coburn, the iconic Western lawman in the 2010 feature film True Grit, is happy with his own company and does not make a great effort to cultivate relationships with people. In fact, he is brusque or unpleasant most of the time. But still, he does come into town and, when we wants to, can charm people, as he did on the witness stand, quipping about which direction he goes when he backs up. He might sleep alone in the back of a store, but he accepts La Boeuf’s company and cooperation on his journey into the wildness, and accepts the company of Mattie Ross, although reluctantly at first. As his trails of failed marriages and dead companions showed, he was not a man who was good at connecting with people, but we did connect and interact, for better and worse. He was a bad husband, a thief, and a brutal slayer of bad men. All of this is true. All these traits are thrown into sharp relief by the way that he deads with others. Cogburn is defined by his failures to connect as much as those rare instances where he does connect. Wes Hayden, too, is a man who keeps his own counsel, quietly pursuing justice and the law. But he, too, shows his real identity, his true colours, when he stands up to his domineering father, Julian. We see Wes for who he is – in ways admirable and cowardly – when he interacts with his wife Gail, who is keen to him to deliver justice. Even solitary people show us who they really are when they deal with those people they have connections with.

Some actions are, however, more defining than others, and we sometimes are most truly ourselves when we make decisions in those times when we are removed, and not clearly connected to other people. When we act well in company, we are influenced in part by what people expect of us, and we feel obliged to decency. But when you take that social expectation away, that expectation created by camaraderie and connection, the decision that we make truly define us. They make us who we are. Frank Hayden, locked in the root cellar decides to spare his brother, his wife, and his parents immeasurably pain. He is in a home, his human connections are either severely strained or already broken. When he connected with people, he often made terrible decisions and showed himself to be some kind of monster, but alone, disconnected, he showed us something else about who he really was. Rooster Cogburn, too, showed us who he really was when he was freed of all connections. Towards the end of the story, he is chased off by Lucky Ned Pepper, and La Boeuf has deserted him again. He is physically isolated and free to abandon the girl, Mattie Ross, to her fate. Rooster could have left her and no-one would have known or blamed him at all. But instead, free from all connections, he decides to return as face Pepper and his gang, one against four, and rescue Mattie and ride deliver her to safety at substantial person cost. Cogburn didn’t make this decision in the midst of company and connection; he made it alone when he was free to be his true self.

People are connecting and social creatures to be sure. Sometimes we need a little time to ourselves to just be ourselves. But most of the time we exist in a word on a panoply of connections, obligations and social cues. But it is only when we stand alone, and free of connections, that our decisions and actions are truly our own, free of social influence. This lone man of conscience is not just a construction of Westerns, he is a symbol of the eternal truth that a man alone, a man free of connections, can be truly himself.



Year 11 English: Term Two, Week One

20 04 2012

Hello, Year 11 students.

It’s nice to be back, and just in time to start our new unit of work on Identity and Belonging. The primary text that we are using is Larry Watson’s novel Montona 1948, but this task in not a simply a response to this novel. Rather, our task is to write eloquently and meaningfully about the ideas identity and belonging and where they intersect and – especially – where they clash.

This week, we started reading the novel and are about fifteen or twenty pages in. We have been introduced to David Hayden, a twelve-year-old boy who lives in a town in Mercer County, Montana called Bentrock. His father is sheriff, and his grandfather was before him. We know that David is a curious boy and more comfortable in the wilderness than he is in town, a place where he doesn’t feel like he understands the rules of interacting with people.

David, the narrator, has also introduced us to his father, Wes Hayden, the sheriff of Mercer Country. Although Wes in a Western sheriff, he is quietly spoke, has a small Italian gun instead of a six-shooter, and doesn’t even carry his gun. David tells us that his mother, Gail, firmly believes that Wes would be more himself if he worked as a lawyer, a professional that he is qualified and able to do.

Also, we have been briefly introduced to David’s grandfather, and Wes’ father, Julian Hayden, although we haven’t been told his name yet. David does tell us, however, that his grandfather wants and needs power and draws strength for commanding other people.

This week, we also watched the 2010 feature film True Grit, based on the classic 1968 novel by Charles Portis. We watched this film as a supplementary text, both to complement Montana 1948 and to give us additional examples to use in our discussion of identity and belonging.

Our main character is a head-strong, 14-year-old, girl from Yell Country, Arkansas called Mattie Ross. Her father has been murdered and she hires a US Marshall to track down her father’s killer. Although still a child in many ways, Mattie develops and show that she not only has a fierce intellect and verbal manner, she is also very strong and, just like Rooster Cogburn, has true grit.

Rooster Cogburn, is a tough and fearless marshal, and a man who likes the pull the cork. Although he survives when he has to be in town, his rough and brutal ways make him much more at home when he is out in the wild hunting a fugitive. Rooster is a hard and selfish man for most of the time, and it seems that his standard form of interacting with people is to shoot and kill them. Although Rooster shows great bravery and nobility towards the end of this story, he does not go back into town to be the hero. Instead, he takes off, and Mattie is too late to thank him when he makes himself know to her again 25 years later.

The final major character is a Texas Ranger called LeBoeuf. He is a vain, proud and silly man when Mattie first meets him. His identity seem to be that of a showy fool, and it is only later in the story that we realise that LeBoeuf too is a person with true grit. He is fearless and dogged, rising again and again to defend his friends and complete his mission to bring in the scoundrel Chaney.

Next week, we will keep reading Montana, and I will get you to write a short essay, using examples from True Grit, to respond to the following prompt.

Being yourself comes at a cost



Student-Led Conferences

20 03 2012

Hello all,

We have student-lead conferences on Thursday and Friday. I am aware that me being away on the other campus makes things complicated by I would like people in my mentor groups to still make time with me for a student-led conference. The available times are 10am to 7pm on Thursday 29tt, and 9am to 12pm on Friday 30th. Please send me a message, either on the WebMessages system at school or via this link. Please tell me what time you would like, and I’ll book you in and send you a reply.

Although a lot of my time will be spend with my mentor students and their parents, I would like to see the students who I have for Year 10 and Year 11 English, too. Please send me a message with the 10-minute block that you would like, and I’ll book you in. You will need to come across to the Year 7 building at the Vines Road Campus. Sorry about that, but I need to be in two places at once and this is how I can achieve that.



Three Weeks with Miss Jones

12 03 2012
Cover of "Runner"

Cover of Runner

Hello all,

I am sorry that I didn’t get to tell most of you this in person, but something has come up. I will be working at the Vines Road campus for the next three weeks, and Miss Jones will be your teacher in my place.

You are all heading for serious tasks: the closed-book Maestro task, and the trial of Charlie Feehan and an essay in response to Runner. Please work as well for Miss Jones as you did for me, perhaps even better.

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Year 11 English: Wednesday and Thursday

7 03 2012
English: Big Wednesday One of many surfing equ...

Image via Wikipedia

Hello all,

I have another commitment today, and you will have to work under your steam today in Room Q03. Please stay until the end of the double session and work steadily.

I have left two key resources in the room for you: Part C of the almanac, and the completed Maestro index. If you want electronic copies of these documents, you can find them on W:\Resources\OMEAM\Year 11 English\Maestro

Using these resources, I want you to type up and complete plan and introductory paragraph for the following prompt.

What did Paul learn from his maestro, and how did it affect him?

Before you write your response, please read the feedback based on your last pieces, here in Red Space Rocket.

Once you have completed this work, please copy the text into this form and email it to me.

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