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Friday, November 5, 2010

Practice Test

Romeo and Juliet is a story that is more about the role of fate than love. To what extent do you agree with this statement?

In your response, ensure that you consider the various ways Shakespeare positions his audience. You should also consider the values, attitudes and beliefs regarding the themes/issues that are embedded within the play.


For the test next week (Monday and Wednesday's lessons) you will be allowed to bring in your sheet of A4 paper that has your quotes. You will not be alllowed to bring your books.

Over the weekend, you should aim to complete steps 1-10 of the essay planning guide so that you are ready to sit the practice test in class.

Exploring important quotes

Attempt to explore the significance of various quotes/sections from the play, Romeo and Juliet. In your exploration you need to consider the ways the audience is being positioned to view the various themes/issues. You also need to think about how the issue/theme demonstrates the values, attitudes and/or beliefs that underpin the play.

In class today, we completed the task using the Prologue from Act I as our stimulus. Below is the paragraph that we wrote. Use this as a guide for your chosen quote/section.

Act I, Prologue
The Prologue in Act I is a significant part of the play because it positions the audience to understand that the two houses, Montague and Capulet, have grudges against one another and that the only way to resolve the conflict is to suffer the deaths of their two children. This is evident through the overview of the plot which is provided by the Chorus. The Prologue is also important because it allows the audience to understand the values and beliefs that underpin the society of Verona with regards to the theme/issue of fate. The embedded attitude towards fate is that all elements of life are already planned/pre-determined. This is clear when the Chorus says, “a pair of star crossed lovers take their life”. This quote positions the audience to believe that the outcomes of Romeo and Juliet’s love were beyond their control.

Monday, November 1, 2010

Essay Planning PowerPoint

Using the link below, you will find a PowerPoint presentation that demonstrates the first ten steps of the essay planning guide.

The plan relates to the sample essay that can be found on the blog in the following post.

Link to PowerPoint presentation

Friday, October 29, 2010

Practice Essay

Below are the steps that you should be utilising when preparing and writing an essay response. Today you will be starting an essay response which will be due to me by Monday. You are responding to the following question:

William Shakespeare's tragic love story, Romeo and Juliet, appeals to teenage audiences in 2010 because the themes that are explored are similar to the issues that young people are encountering in their daily lives. To what extent is this statement valid?


 
Essay Development Steps:


Step 1: Underline key words/phrases

 
Step 2: Determine whether you need to ask any questions about the task.

 
Step 3: In your own words, explain what you believe the question is asking.

 
Step 4: Brainstorm possible responses/key ideas/main points


Step 5: Devise a thesis statement (this answers the question).


Step 6: Devise topic sentences for each main body paragraph (need to link directly to thesis statement).


Step 7: Find evidence for each main point.


Step 8: In dot point format, explain how evidence links/proves main point.


Step 9: Is there a way your first main point links to second and so on


Step 10: Are there any conclusions/evaluations to be made after considering all main points?

 
*Completed at least up to step 10 before test*

Step 11: Attempt introduction. NB. This statement needs to be clear.

Step 12: Attempt main body paragraphs.

-Topic sentence


-Explain

-Evidence


-Expand/elucidate/evaluate


-Concluding/linking statement

 
Step 13: Attempt conclusion. Revisit your thesis and main points but don’t simply re-write. A conclusion implies that you have come to a final resolution of some sort.


Step 14: Look back at question and plan, then read over essay to ensure you have

a)Answered the question

b)Completed all steps of your plan


Step 15: Make any changes that that were needed after previous step.


Step 16: Proof-read and edit - focus on technical elements: spelling, grammar, tense, sentence structure, expression, capital letters, punctuation, word choice, paragraphs deal with 1 idea only, underlined text title.


Step 17: Final read through

Friday, October 22, 2010

Weekend Homework Week 3-4

Write a persuasive paragraph that responds to the following statement:

Juliet would not have been forced to take such drastic action if she simply communicated with her family. Ultimately, Juliet, her mother and her father needed to sit down and have a nice long talk.

Tuesday, October 19, 2010

The sun, the moon, the stars


For homework, write an extended response (using the same guidelines as the previous paragraphs) that addresses the following statement/question:

Throughout Romeo and Juliet, Shakespeare makes effective use of imagery that is related to the sky. How does this imagery help the audience to gain a greater understanding of the characters and/or central themes.

This task is due to be posted on your blog by no later than Friday.

Please note that I am giving you a large space of time to complete the work. This is so that you can plan, write and revise your response. You should not be leaving it until Thursday night and then quickly throwing a couple of lines together.

I am also providing this timeframe so that you can also spend time revising the sections of the play that we look at in class each day.

Thursday, October 14, 2010

Work for Friday 15th October and homework for the long weekend



Hi girls,

While I am away at QG Athletics you are to spend the lesson completing the following task:

Following the same format/instructions as the homework task from earlier in the week (that dealt with respect in the Capulet family) you are to plan and then write a paragraph response to the following statement.

Romeo is an impulsive character and his actions are influenced by his emotions.

Your response should be based on what we have read so far and you should aim to work individually.

For homework over the weekend, you should aim to expand upon your character profile for Romeo and begin one for Juliet, using the questions that were provided for Romeo and Benvolio.

If you are not sure on any of these elements please e-mail me and I will try and help you via e-mail.

Wednesday, October 13, 2010

Respect your elders!

Image taken from: Google Images on 13/10/10

From what we have read so far, write an extended response (at least one well-developed paragraph) that explores the following statement:

As Romeo and Juliet progresses, the audience is positioned to see that in the Capulet household respect for the family elders is paramount. 

As you develop your paragraph, ensure that you include/complete the following:

1. A clear topic sentence that answers the question
2. Depth and detail in your analysis - please note, I am asking for analysis NOT a recount of the play
3. Reference to one or more characters (you may also like to take the time to comment on any differences that can be seen when considering how this theme relates to different characters)
4. Relevant evidence that helps to support your main points
5. Synthesise your evidence - take the time to explain why it is relevant. Please note, this does not mean your simply include a quote and then translate it into what you deem 'normal' English. You are writing for an informed audience who understands the language in the play
6. A closing statement that adequately sums up your response
7. Take the time to proof-read and edit

This is due on your Blog by Friday 

Please note, there is a possibility that I will not be here on Friday; however, I am still expecting that the task is completed. This is because there will be a new piece for you to work on over the long weekend and I would like to look at this response over the weekend.

Friday, October 8, 2010

Weekend Homework - Due Monday of Week 2

You have a couple of things to do over the weekend girls.

1. Catch up on any work that is incomplete from earlier homework. This includes going back into your posts and proof-reading and editing if I have made a comment about this on your blog.

2. Complete your character map that was started in class on Thursday - most of you have already finished this but I would like to see them first thing next week. This will obviously be done on paper not your blog.

3.Based on what we have listened to and read so far, I would like you to start two character profiles. One for Romeo and one for Benvolio. In your character profile, I would like you to consider the following things:

* How would you describe this character's personality?
* How is this character viewed by other people in the play?
* What relationship does this person have to others in the play?
* What does this character's main role seem to be?
* Are there any specific themes that you can identify that are linked to this character?

As your develop your character profiles you should be aiming to include quotes to support your claims and explain why the quotes are significant (I.e. Synthesize) While you will obviously keep going in and editing these profiles as the play develops you need to be publishing each time you make an addition so that we can share ideas as a class. Make sure that you reference quotes with the Act Number, Scene Number and Line Numbers (Act V, Scene III, Line 33-35 OR V, III, 33-55 OR V.II.33-35)

As I mentioned in class yesterday, I would strongly recommend that after each lesson you go back over what we have read in class that day. You can either read directly from your text book or you may prefer to use the No Fear Shakespeare site. This site provides two versions of the play, side by side, so that you can see the original version next to a contemporary interpretation. This may help you to develop your understanding. However, make sure that when quoting you use the original.

The link to the site is:http://nfs.sparknotes.com/romeojuliet/

Tuesday, October 5, 2010

Homework Task - Tuesday 5th October

Your homework tonight is to complete the activities from today's lesson (you may not be able to access the Prologue from home so if you didn't get to this you can skip it - but you must finish the section on "Love Story").

Once you have finished the class work, you need to complete the following creative/empathy exercise:

One of the central themes in Romeo and Juliet revolves around relationships and love, but it also links to the influence of family members on such a relationship. You are to write a diary entry that explores the following scenario.

It is 2010 and a girl in her late teens has started dating a guy that she believes is her true love. Unfortunately, her parents, family and friends don't approve of him and are trying to force her to dump him. Her parents have even gone so far as to say that they will disown her if she doesn't cut all contact with this guy. In her diary she writes down her feelings about the whole situation. What does she write?

In your response, consider where in the world this girl lives, what her family situation is, what her social status is, what it is about the guy that her family and friends dislike, etc.

Opening Lesson for "Romeo and Juliet"

Image taken from: http://www.google.com/imgres on 5/10/10

For the first lesson of this term we will be looking at the themes of Romeo and Juliet and how these themes, alongside the classic story, have influenced popular culture. Specifically, we will be looking at Taylor Swift's song, Love Story and briefly at Baz Lurhmann's 1998 film adaptation of Romeo + Juliet.

You will find a copy of the song lyrics, along with links to YouTube clips and associated questions on Blackboard. You need to go into the main Romeo and Juliet folder in Units of Work, then click on the folder entitled, Exploring the world of Juliet and her Romeo. The file you are looking for is called, Introductory Lesson for Romeo and Juliet. It is at the top of the page.

You need to post the answers to the questions on your blog.

Please be aware that we will be using the Blogs quite extensively this term so you will need to be vigilant in checking the class blog and keeping up to date with your work.

Can I also please ask that those girls who were not in class at the end of last term take the time to do the assessment of last term's unit and my teaching? Thanks :)

Sunday, September 12, 2010

Shakespeare Webquest

Your task is to introduce Shakespeare to people who know nothing about him. Remember to include pictures, diagrams, sub-headings and bullet points to make your information easy to read and understand.

You are to use the following questions and the listed web-sites.

Shakespeare’s life:

*Find out as much as you can about William Shakespeare. Begin with the points below:

* Where he and when he was born?

* His family?

* When he died and where he died?

* His wife?

Shakespeare’s works:

*Find out about the plays and poems that William Shakespeare wrote. Begin with the points below:

• How many plays did he write?

• How were his plays received at the time?

• Name five of the plays Shakespeare wrote.

• How were the plays performed?

• Where were they performed?

• What else did he write?

Shakespeare’s times:

*Find out about what life was like in England when Shakespeare was alive.

*The Globe Theatre

*Find a picture or diagram of The Globe Theatre and add this to your information.

WEB SITES TO VISIT ON YOUR QUEST

http://shakespeare.palomar.edu/

http://www.rdg.ac.uk/globe/

http://www.ulen.com/shakespeare/

http://www.shakespeare.org.uk/

http://www.shakespeare-etc.org/

http://www.stratford-upon-avon.co.uk/soawshst.htm

Friday, September 10, 2010

Assessing Miss Leeson and the Femininity Unit

Hi girls,

I am hoping to get some feedback from you regarding the unit that we have been studying and also some general feedback to help me further develop my teaching style. If you could copy the questions below into a word document, fill them out and then print it off to give back to me I would be greatly appreciative.

You can put your name on it if you wish, or it can be anonymous - it is up to you :)

Thanks,

Miss Leeson.


Feedback regarding unit on femininity:

1.What were you expecting when we first started this unit?

2. Did the unit develop the way you were expecting?

3. What elements of the unit, if any, did you enjoy the most and why?

4. What elements of the unit did you enjoy the least and why?

5. Do you think that this is a useful unit to study in Year 10, why/why not?

6. Can you provide any suggestions as to how we could improve this unit for future Year 10 groups?

General Feedback:

1. Has the use of Blackboard and the class blog helped you so far this year in finding information, etc?

2. With regards to my teaching style/method what am I doing that you would like to see continue?

3. What am I doing that you think I could improve upon?

4. Lastly, so that I can plan for next term, are there any things that you are concerned about regarding Year 11 English for which I can help you feel better prepared?

Thursday, August 12, 2010

Character Profile - Nigel

Image taken from: googleimages on 12/08/10

Versions of femininity/masculinity -

  • Seen to be feminine because of his love for fashion
  • The role he takes with Andy appears to be feminine rather than masculine
  • His concern for his appearance seems feminine
  • Kind and helpful
  • Can be condescending and sarcastic
  • Sharing
  • His actions and words - plus way of speaking - appear feminine
  • Switches between dependent on Miranda and independent in terms of the freedom is seems to have in their relationship - he is closer to being her equal than anyone else seems to be in the office
Actions - 
  • Helps Andy out with her wardrobe 
  • Plays a fairy godmother type role - turns Cinderella into a princess.
  • Helps Andy fit into her new environment
  • Takes Andy under his wing
  • Maternal type actions
  • Helps Andy develop her style - becomes her stylist
Appearance -
  • Well dressed
  • Well groomed
  • Wears glasses
  • Bold
Words - 
  • Not shy about making his point known
  • Determined
  • Has attitude
  • Can be 'bitchy'
  • "Wake up six"
  • "Yes, that's what this multi-million dollar industry is all about... inner beauty"
  • "There is nothing in this closet that will fit a size six"
  • "Sometimes I can't believe I talk about this crap all day"
  • "My work here is done"
  • Generally laid back but can become quite stressed
  • "Do you not get it?"
  • Usually gentle but can become rough
Changes - 
  • Doesn't get the job he thought he was being promoted into
  • Gains a new friend in Andy
  • Becomes less positive/optimistic about his job
  • Realises that Miranda may not be as wonderful as he previously was willing to believe
  • Doesn't trust Miranda as much

Character Profile - Emily


Version of femininity/masculinity -

  • Feminine - loves clothes, fashion, "Runway"
  • Is concerned with how people view her aesthetically
  • Always viewed as feminine - even with broken leg she wears high heeled boots!
  • Very dedicated to her job and her need to meet Miranda's needs - submissive
  • Working towards her goal of travelling to Fashion Week in Paris - dream aspect of job - to wear couture and meet designers, etc
  • Very feminine - dresses like the models, worries about her weight
  • "Bitchy"
  • Rude
  • Careless
  • Stylish
  • Dieting constantly - fad diets and quick fixes. 
  • Obsessed with weight - goal weight
  • Dresses in a way that makes her look as feminine as possible
Actions - 
  • Stubborn
  • Mean
  • Nasty
  • Admires Miranda
  • Self-conscious
  • "Runway" is her life
  • Follows the rules
  • Acts like she knows best
  • When Andy becomes fashionable she becomes jealous
  • Jealous when Andy gets to go to Paris and wear the clothes
  • Tells Andy what to do - pick on the person under her
  • Tries to intimidate Andy
  • Gets hit by car because she is so busy worrying about what she has to do for Miranda
  • Miranda depends on her initially
  • Stressed
  • Wants more than she can achieve
  • Over-reacts to things
Appearance - 
  • Fashionable
  • Self-conscious
  • Follows the trends
  • Thin
  • Sophisticated
  • Lots of make-up
  • Obsessed with her clothes and appearance
Words - 
  •   British accent
  • Easily and noticeably agitated
  • Speaks harshly when stressed
  • "Oh bloody hell!"
  • Very pushy
  • Snobby
  • Snooty
  • Tone of voice can be condescending and sarcastic
  • Speaks loudly when stressed
  • "You eat carbs for Christ's sake"
  • "I'm one stomach flu away from my goal weight"
  • "It's a new diet from Paris. You see. I don't eat anything and when I think I'm going to faint, I eat a cube of cheese"
  • "You have big shoes to fill"
  • "Some hideous skirt convention to attend?"
Changes - 
  • Forced to change back to an inferior assistant's role because of actions of Andy - wasn't her choice
  • Becomes friends with Andy in the end
  • Begins to treat Andy with respect
  • Grateful to Andy at the end
  • Realises what has been lost by Andy moving on
  • Starts to appreciate Andy
  • Weight changes as film progresses and she gets closer to Paris
  • Her attitude changes

Character Profile - Miranda

Image taken from: http://www.google.com/imgres?i on 12/08/10

Version of femininity/masculinity -

  • Seen to be feminine because she is the Editor in Chief of the most influential fashion magazine "Runway"
  • In the fashion industry must mean feminine
  • Yet, because she is in charge she is seen to have more masculine traits in terms of her managerial style
  • At home, with kids, seen to be more feminine - maternal role equals feminine
  • Feminine in the way she presents herself aesthetically but masculine in terms of seniority and controlling nature - not submissive to anyone else. Makes her own decisions and pathways
  • Artistic element of fashion is seen to be feminine
  • Demanding and impatient manner is seen to be masculine
  • Fiery
  • Scary
  • Demanding
  • Posh 
  • High standards
  • Masculine - when in control
Actions - 
  • Puts career before everything else
  • Rarely appears to care about anyone else
  • She never loses her way - dismisses people before she can be questioned
  • Has her own way of telling people what is good and bad - body language and facial expression, tone of voice, etc. 
  • Doesn't feel the need to explain herself or her emotions
  • Shows her emotions briefly to Andy in Paris
  • Makes the list of associates who will not support a new editor
  • Smiles at the end when she sees Andy
  • Straight forward
  • Blunt
  • Her actions are significant because she is the boss of everyone - the whole fashion industry is at her beck and call
  • Keeps everyone in line
  • Pushy
  • Goes too far at times
  • Gestures - indicate how she is feeling
  • Heartless
  • Cruel
  • Control Freak
  • Independent
  • Doesn't play by the rules/Makes up her own rules
  • Acts fake at gala events to gain more contacts
  • Facials
Appearance -
  • Well dressed
  • Stylish
  • Intimidating
  • Bossy
  • Centre of attention
  • Has to be noticed
  • Always seen by the public to be fashionable because it's her job and her life
  • High Fashion - Couture
  • Mature
  • Well groomed
  • Clearly cares about her appearance
  • Sophisticated
  • Has an individual style
  • Always wears high heels
  • Doesn't dye her hair - comfortable with her age?
  • Chic
  • Always 'put together'
Words - 
  • The way she talks is posh and impatient
  • Straight to the point
  • Dismissive of those who she sees as beneath her - pretty much everybody
  • Harsh - tells Andy to get the Harry Potter book even though it seems impossible
  • "That's all"
  • "Take a chance, hire the smart, fat girl"
  • "You can do anything, right?"
  • "Anything else I can use? Anti-bacterial wipes perhaps?"
  • "By all means, move at a glacial pace. You know how that thrills me"
  • "Emily"
  • Speaks calmly but not respectfully
  • Often speaks in a monotone
  • Strict
  • "Don't be silly Andrea, everyone wants to be us"
Changes - 
  • By the end we see that if you do right by her, she'll do right by you
  • There is a vulnerable side - mother, loving family woman
  • Her opinion of Andy changes as the film progresses - unsuitable to the best she has dealt with
  • Changes from a maniacal 'dragon woman' boss to a 'normal' person who has feelings - lets her guard down
  • Starts to care about Andy
  • Begins to be more sympathetic?
  • The 'mask' disappears very briefly and we see the 'real' Miranda
  • Divorce news - lets her guard down

Wednesday, August 11, 2010

Character Profile - Andy

Image taken from: googleimages.com on 12/08/10

Applies for a job at ‘Runway’ to become Miranda’s assistant. She dresses in her own style of clothing oblivious to what others think. In the beginning her boyfriend is very supportive of her, but he begins to see her change her attitude and develop into someone she is not. In the beginning she says “I don’t see why I should change everything about myself just because I have this job”. Andy is very different from other girls in the office, she dresses to please herself and what she feels comfortable in. However, after she has a slip up she begins to change. She does this by giving herself a new look and changing her attitude. Her friends and loved ones begin to see the new Andy and realise that she is no longer the same person.

Version of femininity -

  • Before job she appears to be relatively masculine when compared with other girls on the screen - shown in particular through the way they all get ready for their day
  • Doesn't seem to have an interest in fashion and this is shown to mean that she is not feminine
  • With a makeover, she becomes feminine
  • Once she begins to demonstrate an interest in and understanding of the fashion industry and how she presents herself she is seen to be feminine
  • It is shown that through exposure to Miranda and the general environment of "Runway" she is influenced in a way that makes her feminine
  • The changes that happen throughout the film indicate that her femininity develops
  • Femininity appears to be linked to what she wears and whether she cares what others think about her appearance
  • Part of her femininity, particularly at the beginning and end of the film, seems to be linked to her personality - that she is nice to others, puts them before herself, cares about other people's needs and is respectful to them. She is also shown to be submissive to other people throughout the film
  • Nigel influences her to be more feminine - reminiscent of a traditional idea of femininity in that she needs to be transformed by the fairy god mother figure into a beautiful woman, also reflective of the ugly duckling to beautiful swan idea

Actions -

  • Runs her fingers through her hair at beginning instead of a brush
  • She does everything Miranda tells her to do - submissive and obedient
  • She tries to be nice and be friends with everyone. Wants everyone else to be happy - this can become quite stressful for her
  • Can't take control because she doesn't know how
  • Seems polite compared to other people in the work force
  • Clueless, naive, etc
  • Fashionable thanks to Nigel
  • Gains greater confidence as she becomes more fashionable
  • Persistent, stubborn in places
  • Becomes more independent but still being led by other people
  • Trapped, vulnerable
  • Uncaring/rude towards the idea of "Runway"
  • Appears stuck up and feels superior to those at "Runway" 
  • Told Emily she can't go to Paris
  • Laughs when the two belts are held up
  • Changes who she is to fit in
  • Does twins science project for them
  • Defends Miranda
  • Gets the Harry Potter books even though it seemed impossible
  • To survive in Miranda's office she has to do everything that she is told - even the things that seem impossible
  • Always prepared and on time
  • Obsessed/ruled by her job
Appearance - 
  • At first Andy doesn't care about her appearance because she doesn't think it is important
  • Once she settles into the job she changes her appearance
  • Starts to wear much more make-up
  • Towards the end is appreciative of high end fashion
  • At start not up to date with fashion, randomly selects what to wear
  • Becomes more concerned about how she presents herself to the world in terms of aesthetics - looks
  • Free at the beginning
  • The hair changes dramatically once she starts to care about fashion - particularly the bangs/fringe
  • Not like other girls
  • Size - she is seen as 'fat' because she is a size 6. Very happy and proud when she drops to a size 4
  • Scruffy at beginning - nicely groomed and stylish through middle - tends to revert back to opening style at end - indicates that in her life post-"Runway" she doesn't need fashion
Words - 
  • "I didn't have a choice"
  • "Yes" - to Miranda
  • Accent changes as she becomes more stylish - tone of voice also changes
  • Miranda Priestley's office, how may I help you?
  • I don't have a choice - it's not my fault! - Not her responsibility.
  • "The clackers"
  • "Andy, my name is Andy"
  • "She called me Andrea, she didn't call me Emily"
  • "I couldn't say no!"
Changes - 
  • Fashion
  • Work before Nate and friends
  • Becomes a fashionista and starts living in the fashion world
  • Not only does she change her appearance throughout the movie, she changes her attitude and morals
  • Changes the way she speaks
  • Changes her style
  • Starts to care about what she looks like
  • Starts to care more about her work than her friends
  • Changes from being a scruffy girl to resemble a fashion icon
  • Changes the way she views fashion
  • Wants to be one of 'those' girls
  • Changes from being more 'masculine' to 'feminine'
  • Personality
  • Lifestyle
  • Relationships
  • Eventually goes back to being 'herself'

Monday, August 9, 2010

Film techniques and femininity in 'The Devil Wears Prada'

Film Techniques help to demonstrate the version(s) of femininity being portrayed by various characters:

Olivia: The way all the 'labels' worn by the other girls are as close ups so that they can be compared to what Andy is wearing.

Shelby: When Andy arrives at the interview the camera angle shows the buildings and then goes back to her saying she was less important. She is less fashionable.

Shauna: Andy asks who Miranda is, and every girl would know who she is. Everyone runs around crazy when they hear that Miranda is coming, and Andy just stands there looking around.

Madi: When Miranda was walking to the office the camera was tilted and slowing zooming and moving up to her face, this shows a lot of power. People move out of the way when Miranda is coming into the office.

Claudia: Andy meets Miranda and she thinks that she is very unfashionable, and lame but Andy says that she can do better than the other fashionable people so Miranda hires her. When everyone said that they will kill for that job Andy says that she is not one of them.

Shasha: Andy finally gets the job and she meets Emily which is the first assistant. The music makes the situation more interesting. Everyone was in a shock when Andy asks questions about Miranda.
Miranda doesn't acknowledge people just dumps them with her things
It seems as though Andy doesn't value her job or really care about what is coming to her in the future (not prepared)
Andy is always running around for Miranda!

Sasha- Miranda is always criticising Andy about the way she looks; body image

Mel: Andy says " I don't see why I have to change everything about me just because I have this job!" however she does in the end do this.
Nigel tells Andy that she isn't trying to fit into the magazine: "wake up six!"
When Andy comes crying to Nigel and he has no sympathy for her because she's horrible to everyone and when she changes her accent is different.
When Andy walks into the office after she changes, she does the typical girly hair flick.
Before stylish: camera follows her head to toe. After stylish: foot to head.

Mel: Andy's friends and loved ones begin to see her changing before she realises what she is becoming. All of a sudden her friends hate what she is becoming and crack, which leads her to realise she has changed her character.
"Fashion is not just about utility. Accessories are a piece of iconography used to express a persons identity" quote from Doug.

Sasha: in the film accessories are things that show who we are, our identity. After Andy changes to being stylish, Miranda seems to notice her more than usual and sees that she is making an effort to "fit in"

Olivia: now that Andy is stylish she is being noticed by famous people such as Christian Thompson. She is more confident, savvy.

Shelby: Miranda is still shown as superior to Andy by camera angles, although Andy is more confident and has gained more respect from Miranda. She still has a lot to learn.

Claudia: Andy always holds her phone in her hands just to take the phone call from Miranda. In order to be feminine you have to be sexy. The camera angle focuses on Miranda because she has more power.

shasha: MIranda favours Nigel the most. By representing femininity it shows that women have to like flowers, pretty things, and etc.
Miranda makes them learn the peoples names instead of doing it herself
The music helps enhance what is happening and the emotions going on
When outside Christian has greater power as the camera is tilted up at him.

Bella
: Nigel said that when your life goes up in smoke it's time for a promotion and when she misses Nate's party she gives him a cup cake with a candle on it and blows it out with the smoke rising - this shows her personal life has gone bad! Use of symbolism.

Olivia: the camera is tilted down on to Miranda as Andy has the power right now to choose if she will go to Paris or not. "I didn't have a choice" and the way Emily says "I don't have a choice is not an excuse". Femininity is described as women starving themselves to look like a perfectly sized woman and the stereotype of stuffing food down because they're 'upset'.

Sade: the camera is going around Andy, to show that Christian is flirting with her. Also as if he is looking at her as an object, he has the power in this.

Shoshuna: Miranda doesn't care about the way she looks while sitting on the couch because she has no make up on , her make up isn't looking the best as possible and she is in a grey dressing gown looking frumpy. The camera is slightly tilted down on her and you can tell she doesn't care because when she goes to work she dresses up and make sure she does look her best. Miranda isn't interested in what anyone else thinks in this scene, and there's an interesting juxtaposition because their is a Chanel bag behind her and she is sitting in front in a baggy gown.

Sasha: Andy went from a size 6 to a size 4 and is proud of it.

Mel: During the movie, she changes her priorities. What used to be seen as Nate, her one and only priority, now is her job, Christian and Miranda. Not only has her priorities changed, she has also lost respect, and let her guard down as she cheated on Nate, even though they were on a break, she knew it was wrong. Christian also states that you have to be young to be head at runway :)

Alison: Even though it's only been a day since Miranda has known about her divorce she's back in power and strong and acts like nothings wrong.
Body language at the end with Nate - Andy is submissive.
Facial expression at the end in her interview.
Emily struggling to keep from smiling,
Stiletto boots with crutches.
Miranda smiles at the end.
Even laughs

Friday, July 30, 2010

Film Techniques

A reminder girls that in the folder on Blackboard that is entitled The Devil Wears Prada, there is a PDF file of the booklet on film techniques that I handed out yesterday. There is also a copy of the PowerPoint presentation relating to film techniques that we worked through yesterday.

Lizzie and Maddy, you will both need to look through these as you progress through Mean Girls.

Film techniques and character development

This weekend, you are to complete a paragraph that answers the following question:

How do film techniques help to develop the audience's understanding of Andy?

You should think about the things that we looked at and discussed in class.

You should also spend the weekend following up any missed or incomplete work.

Lizzie and Maddy, you need to do the same task but looking at the character of Cady.

Wednesday, July 28, 2010

Reading Reminder

Given that we do not have a set novel for English this term, there is an expectation that you are continuing your wider reading program. Whilst in the library today, I would like you to look for a novel that you can be reading. By next week, I am expecting that you will have posted a reading reflection for your chosen book. Aim to choose a novel that will be both entertaining and challenging.

Femininity in the past

Under the folder in Blackboard that deals with 'Early Women's Magazines" there is an item named the "Women's Home Medical Journal". This item has several jpg files that you can access that have been scanned directly from this magazine.

Your task is to open up the third image - which is an advertisement for a weight loss supplement - and analyse the way femininity is presented through this advertisement.

In your analysis you are aiming to demonstrate how femininity is represented by considering the images, the word choices and the social values, attitudes and beliefs that are being demonstrated. Remember, femininity is a social construct that is developed by a society's values, attitudes, beliefs, etc.

You need to publish your finished answer - in the form of a paragraph - on your blog.

Friday, July 23, 2010

EMPATHY Exercises

Following on from our viewing of the film, The Deveil Wears Prada and also the talk from our guest speaker, Scott Darlow, I thought it may be beneficial to revisit the idea of empathy.

In order to gain a greater understanding of what drives particular characters and to therefore explore the way women are represented, you need to choose two of the following scenarios and write a diary entry from that character's perspective:

1. Imagine you are Emily and you have just found out that Andy is going to Paris instead of you.
2. Imagine you are Andy and you have just found out that you are going to Paris instead of Emily. You haven't told her yet.
3. Imagine you are Miranda, you have just sent the fax to the editor of The New York Post (the newspaper that Andy has an interview with at the end of the film) telling him that he would be an "idiot" if he did not hire Andy.

Please write your diary entries in your Blog.

P.S. Lizzie and Maddy, you need to do the same task but your choices are as follows:

1. Imagine you are Cady and you have just added the comment in the "Burnbook" about your Math teacher. How do you feel?
2. Imagine you are Regina and you have just found out that Cady has been playing tricks on you. How do you feel?
3. Imagine you are Janis and you have just found out that Cady lied to you about going away for the weekend with her parents?

Monday, July 19, 2010

23 Ways to Fake Your Weight

In Blackboard, under the folder "Contemporary Representations of Women" there is an article that has been scanned from Cosmopolitan called "23 Ways to Fake Your Weight".

Your homework is to read the article and write a paragraph that explores the way women are represented in this article.

Remember to include a topic sentence, use evidence and explore your answer in detail.

This is due by Thursday morning.

Women in "Gold Digger"

Based on our discussion of Kanye West's song "Gold Digger" in class on Friday morning, you need to write a paragraph that answers the following question:

How are women represented in this song, consider both the lyrics and the film clip?

Tuesday, July 13, 2010

Media Montage

With a partner, put together a PowerPoint presentation that demonstrates how you believe women are generally presented in the media.

In your presentation, combine pictures, words, phrases and, if possible, sound and video to help put your case across.

You and your partner will be presenting your PowerPoint to the class and explaining why you made certain choices.

The aim is to make your presentation as detailed as possible. You should also aim to provide specific insight as to how you personally view the way women are treated/represented by the media.

As you progress through your PowerPoint, you may wish to include representations throughout history (not just contemporary media). You should also try to broaden your focus and include representations that are not just taken from the gossip columns. Look at the news, books, film, the music industry, the business world, etc.

Once you are happy with your PowerPoint, the two of you should write a brief overview that you can deliver to the class, explaining what the focus of your presentation is and why you selected certain images, etc and what representation you believe they display. While we often aren't able to provide personal opinions in English tasks, this is one ocassion where you are able to express how you feel personally about what is being depicted. You may also like to develop some questions for your audience that encourage them to think about specific images, etc that you have included in your presentation.


Interestingly, when I did a Google images search on "women in the media" this was the second image to appear!

P.S. Please remember to 'Follow' our class blog so that I can provide you all with publishing privileges :)

Monday, May 17, 2010

Letters to the Editor


Following the news of Tom's death, Mr Underwood includes an editorial/eulogy in The Maycomb Tribune in response to the trial. His remarks are quite scathing and would most likely have caused considerable talk amongst the citizens of Maycomb County.



Choose two of the characters listed below and write a letter to the editor, sharing your views on the way the trial was conducted, the jury's findings and the death of Tom Robinson. Aim to use supporting evidence from the text in your response - this may involve direct quotes or references to characters and/or plot.



Characters you may choose from are:



Miss Maudie Atkinson

Dolphus Raymond

Reverend Sykes

Aunt Alexandra

Mr Cunningham

Miss Stephanie Crawford

Bob Ewell

Link Deas

Reflection on Atticus


Think hypothetically about the way that the plot in To Kill A Mockingbird is constructed and how the story would change if Atticus was not involved in the trial of Tom Robinson?



Consider the following questions and provide some scenarios or thoughts on these aspects of the plot and how they might develop without Atticus' influence:



Do you think that Tom would be given the same type of treatment?

Do you think that the trial would have followed the same type of course?

Do you think that Mayella and Bob Ewell would have been treated differently in the court room?

Do you think the trial would have gone ahead? (Think about the lead up to the trial and how Atticus has to sit in front of the jail during the night)

If the trial did go ahead, do you think that the jury would have taken so long to make its decision?

Do you think the people in Maycomb County would have payed so much attention to the trial if Atticus was not defending Tom?

Wednesday, May 12, 2010

Character Profiles and Quote Banks

For each of the important characters in the novel, To Kill A Mockingbird, you should take the time to make notes on the following things:

1. What role do they play in the novel?
2. How are they linked to other characters?
3. What key scenes are they involved in?
4. How do they contribute to our understanding of the themes of the book?
5. General description of age, gender, personality, appearance, etc.
6. How do they view the other characters in the book?
7. How do others view them?

As you consider these elements, use quotes to reinforce your evaluations. This way, your character profile also become quote banks that will be useful in the lead up to your oral. For each quote that you use, indicate what page it is from, who says it (if relevant) and take the time to explain the significance of the quote.

Wednesday, May 5, 2010

Short Story Planning


As you are beginning to consider how you wish to approach the short story task, I would suggest utilising the following 5 step process:


1. Brainstorm as many ideas as possible - keeping in mind that your story must involve a hero who challenges the social/cultural values, attitudes, beliefs, etc. Write down whatever comes to mind. You can always narrow your ideas later.

2. Narrow your brainstorm to three (3) central ideas. For each of these ideas, write a statement explaining how your story involves a hero who challenges the values, attitudes, beliefs, etc of his/her/its society or culture.

3. Choose a final idea from your shortlist. Choose the one that you feel most comfortable developing a story around.

4. Create a detailed character profile for your hero character. You need to have a clear picture in your own mind about this character in order to create an effective story.

5. Plot your storyline. This will work as your plan as you are writing. Consider the elements of the short story genre, e.g. orientation, obstacle, climax, resolution, etc.


There are documents on Blackboard that can help you in your preparation. Also, ensure that you run your ideas past me before you start writing if you have any concerns.

Tuesday, April 27, 2010

Short Story Assignment


Just a quick heads up ladies that your task sheet for the short story assignment will be distributed during class tomorrow. If you are absent, you will be able to access the task sheet via Blackboard.


Once the task is distributed we will need to start looking at why Atticus is a hero so be aware that there will be plot spoilers in class very soon!

Chapter Questions - Alternative

Image taken from: http://www.churchtimes.co.uk/uploads/images/Reading%20Groups_Mkg%20bird%20Scout%20rex%231%23.jpg on 27/04/10

Ladies, as mentioned by a few people in class today, it appears that a number of you are finding the chapter questions tedious and this may be one of the reasons why you are resisting the book. As a compromise, may I suggest that rather than continue battling with these, you instead take the time at the end of each chapter to write a summary explaining what you have learnt/discovered/etc as you progress through each stage of the novel.


If you decide to do this, ensure that you are taking the time to really reflect on what you have read and how it adds to the story's progression and ultimately, how it affects your journey as a reader.

Show Don't Tell Exercises

Image taken from: http://image3.examiner.com/images/blog/EXID31870/images/Show_Don_t_Tell_011.JPG on 27/04/10

Here are the 'tell' elements for your show don't tell writing task. The worked examples and explanations can be found on Blackboard.


In each of the following replace the description with a paragraph in which you use the characters’ actions and words to convey the same message:

1. The hero was strong and handsome. He was admired by the townspeople. He was brave and wished to help those in need.
2. The wizard was ugly and evil. The people of the town were terrified of him. He enjoyed threatening them, especially the children. He was cruel and greedy.
3. The Knight was arrogant and greedy. He did not want to help others. He only wanted to be viewed as the most handsome and talented warrior in the land.
4. The peasants were kind and helpful. They were hard working and honest people. They were scared to drawing the attention of the wizard.
5. The land was beautiful, but harsh. The town was safe from the elements, but outside could be dangerous if one did not take precautions.
6. The reward that the hero was given was very valuable. It would allow the hero to continue protecting the less fortunate.


Show Don't Tell Homework

Ladies,

It is incredibly disappointing to see that your homework task over the long weekend has not been completed. As well as this, a number of you are once again significantly behind in your work with regards to other posts.

As a result, we will postpone any further viewing of the film adaptation of the novel and you will instead work on chapter questions for this lesson. There is a clear expectation that all homework tasks be completed. Mrs. Grehan and I will be checking up on this in the next couple of days. If you are behind in your work, I am expecting that you will make your way to the library during lunches to ensure that you rectify this issue.

To the one individual who has posted the work from the weekend, well done.

Tuesday, April 20, 2010

Reading Assistance

Image taken from: http://farm4.static.flickr.com/3084/3238587577_e35e83dae6.jpg on 20/04/10


Just a reminder, ladies, you need to be vigilant about keeping up to date with your reading.


To assist you in reading To Kill A Mockingbird, you may wish to consider downloading an audio version of the novel. There is a free copy of the book, set out chapter by chapter, on iTunes in the Podcast section. Each chapter is read by a different voice but hopefully that will not cause too much difficulty.


Make sure that you look up words you are unfamiliar with as you progress through the novel.

Wednesday, April 14, 2010

Maycomb County 1930s vs Our Home Towns in 2010



Image taken from: http://www.samworld.net/TKAM/Town.jpg on 14/04/10


VS
                                                                                                   

In the opening chapter of To Kill A Mockingbird, Haper Lee (through the eyes of Scout) describes Maycomb County. The vivid description is included to give the reader a clear picture of the community in which the story is going to take place.

Imagine that you are writing a story that is set in your home town. Could you describe your home town and it's inhabitants in a way that allows for the same level of imagery that Lee creates?

Try to include the use of metaphors, similies and personification into your description in order to make it more interesting for your reader. Have them thinking about the way things sound, feel, smell, look and maybe even taste!

Once you have written a draft description, read over it and see whether there is anything you want to change. Once you are happy with it, pass it onto a peer to proof-read. You will want them to not only check for spelling, punctuation, expression and sentence structure issues, but also to comment on whether you have effectively given them a clear mental image of your home town.

Once you have feedback from your peer editor, transfer your description onto your blog.

Tuesday, April 13, 2010

Chapter Questions for "To Kill A Mockingbird"

Image taken from: http://isellswfl.com/images/mockingbird.jpg on 13/04/10

By Monday morning of Week 2, you need to have completed the chapter questions for Chapters 1-7.

These chapter questions can be found in Blackboard in the "Welcome to Scout's World" folder.

Thursday, March 4, 2010

Suggestions for Assignment Prep

Image taken from: http://www.smfc.k12.ca.us/images/school_assignments.jpg on 05/03/10


Girls,


As suggested in class today, here is a breakdown of how you may wish to approach the planning/drafting of your assignment:


1. You need to ensure that you have completed a thorough SPECS and SLIMS analysis of your poem.


2. You should ensure that you have completed background research on the war that is being discussed in your poem, the public reaction to that war, any information you can find regarding the reaction of the public to the poem/song, the way people view war today and, lastly, the background of the poet, along with any involvement they may have had in the war.


3. You should have brainstormed several ideas for headlines, bylines and pictures to support your article.


4. Plan a dot point response to the first main body element as described on your task sheet - you can utilise your information from SPE of SPECS to achieve this.


5. Plan a dot point response to the second main body element as described on your task sheet - you can utilise your information from SLIMS to achieve this. (Note, you will need to be discerning about which elements you include. They will not all fit in, nor be relevant.)


6. Plan a dot point response to the third main body element as described on your task sheet - you can utilise the research you have done on the war and social reactions to the war, and, if possible, the reaction to the poem/song.


7. Plan a dot point response to the fourth main body element as described on your task sheet - you will need to utilise a combination of research regarding the way people view war today and your personal observations. Remember, if you are looking at a recent song/poem, you will not necessarily need to do this section.


8. Plan a dot point response to the fifth main body element as described on your task sheet - you can utilise the research you have done on the poet.


9. Plan a dot point overview of your intro (lead) and conclusion (clincher).


10. Start trying all of your elements together and extending on your dot points to actually write your article.


11. Go back over what you have written and check that you have included all the structural/stylistic elements that need to be included in the feature article genre.


12. Proof-read and edit your draft.


13. Have at least 2/3 people complete a peer evaluation/proof-read of your draft (we will have time allocated for this in class on Monday).


14. Take on board the suggestions made during the peer evaluation and edit your article accordingly.


15. Proof-read and edit your marking draft for a final time.


16. Fill out the drafting recommendations sheet, indicating what elements of your draft on which you want me to focus.


17. Upload your article onto Blackboard via SafeAssign.


18. Once I have looked at your draft and provided feedback, read over the notes I have written, making your own notes as your progress through the article and jotting down any questions you have about my comments.


19. Ask for clarification on any elements of feedback of which you are unsure.


20. Begin to work through your draft, correcting and using the feedback that you have been given. A good idea is to tick each error/suggestion off as you go through.


21. Once you have finished addressing the errors and suggestions, go back over and proof-read and edit your work.


22. Ask a peer to proof-read your work.


23. Make any corrections that were picked up through peer-editing.


24. Complete final proof-read and edit.


25. Hand in final assignment package. The submission should include: SPECS and SLIMS analysis of your poem; peer presentation sheet; research notes; planning; all drafts; teacher's drafting recommendations sheet; final draft (situated at the front of assignment package); and, lastly, your task sheet. Your assignment needs to be handed in via the library drop box.

Wednesday, March 3, 2010

Reading Reflections

Image taken from: http://images2.fanpop.com/images/photos/4900000/To-Kill-a-Mockingbird-to-kill-a-mockingbird-4995613-404-480.jpg on 03/03/10


As you have been instructed, the weekly reading reflection is an ongoing part of your homework in Grade 10.



By the end of this week, you should have at least five reading posts on your blog.



For those of you who have not been posting your reading reflections, you are doing yourself a disservice as we have discussed the benefits of extensive reading.



If you have not posted up to this point, and you do not have a book to read, I strongly suggest that you commence reading the novel for next term, To Kill A Mockingbird, by Harper Lee.



Girls you are currently reading a book, once you have finished, I would also encourage you to read the novel, To Kill A Mockingbird.



This is a wonderful book and you will find some interesting parallels between this novel and the unit you have been studying this term in History. It tells the story through the perspective of a young girl who is growing up in a small town in Alabama and I am sure that once you have finished the story, you will be unlikely to forget the central characters.

Consequences for Incomplete Homework

Image taken from: http://steveroesler.typepad.com/photos/uncategorized/2007/04/18/noexcuses_2.jpg on 03/03/2010


Ladies,



It is quite disappointing to see that so many of you are still disregarding your responsibilities when it comes to completing your English homework.



I have spoken to individuals and the entire class at length, yet, there are still eight students who are behind in their homework blog and an additional eight who, while up to date with set tasks have not posted reading reflections (either for last week or, in some cases, at all).



As we have discussed, you are now in Senior School and it is imperative that you take control of your own learning. I am not setting you homework simply because I want to give you extra work. The items that you are being asked to complete are directly related to the content we are looking at in class and that you need to be familiar with in order to complete your assessment to the highest standard.



Those girls who are not up to date (you will be made aware of who you are in class today) will be attending the library at lunch times until the work is completed to a satisfactory standard.



Girls who are up to date, with the exception of their reading posts, you will also need to go to the library at lunch time today, find a book and make a post that reflects on your novel by no later than tomorrow morning. If you cannot achieve this, you will also spend lunch times in the library catching up on the requirements.



Names of those girls who have fallen behind will be provided to Mrs. Grehan and I will be asking her to check your blogs by no later than Friday morning.



I hope that it will not be necessary to post a similiar message again this year.

Getting Started On Your Feature Article

Image taken from: http://pimm.files.wordpress.com/2007/10/journalism.jpg on 03/03/10


After having discussed the various elements of a feature article in class, you need to complete the following tasks in order to begin constructing your feature article:



While considering how the concept of war is represented in your poem, create the following:
1. At least three different options for a title
2. A byline
3. A lead
4. An image with a caption


You should ensure that all of the above elements represent war in the same way as your poem.



Just because you have these as options now, does not mean that you have to use them in your final article. It is simply to help you start the article and think about what it is you are trying to achieve.

Wednesday, February 24, 2010

Reminder to keep up to date

Image taken from: http://www.tottington.bury.sch.uk/images/Parents_Pages/Homework_Cartoon.gif on 24/02/10

A reminder ladies that it is imperative that you keep up to date with your homework blog.

Part of this includes, checking your blog and the class blog each day to find out whether or not there are any messages.

I have posted on everybody's blogs over the last week or so and there are a number of people who have not addressed any concerns/suggestions.

I have also e-mailed several people who do not appear to have acknowledged those messages.

Please be vigilant girls :)

Tuesday, February 23, 2010

Assessment Prep



Image taken from: http://media.photobucket.com/image/Lisa%20Simpson%20at%20school/parkersziacoco/Lisa.jpg on 23/02/10

A reminder girls that you need to be ready to present your Peer Presentation Questions to the class in the last few lessons of Week 5.

To help you prepare for this, and the subsequent feature article, it would be beneficial to complete a thorough SPECS and SLIMS analysis.

The questions on the Peer Presentation Sheet will utilise elements of the SPECS and SLIMS process:

The question dealing with the way war is represented deals with the SPE sections of SPECS, while the question on language deals with the L section of SLIMS. Lastly, the question on poetic devices utilises the SIMS sections of SLIMS.

The more detail you include in your responses as this point, the easier you should find the construction of your feature article in the long run.

Keep up the good work ladies.