Link to Flashcard site

Here is the link to the Macbeth cards. Remember that these were prepared by other students (somewhere in the world!), so the explanations may not fit what you are used to hearing. Useful at least for the quotations themselves.

http://quizlet.com/7623875/macbeth-20-key-quotes-for-exam-revision-flash-cards/

And here it is embedded:

Notes and resources from Miss Fyvie

Hi Highers,

Here you can find some revision materials Miss Fyvie has prepared. For those in my class--remember that Miss Fyvie's class did Macbeth and Saving Private Ryan. You will likely find this material helpful.

Thanks, Miss Fyvie!

Remember to REVISE over the holiday. Although you do not have formal homework, you know what you need to do. Right?

See you on the 15th...

Mr Green

3.3 Limericks

Here's the fun video from today:

http://www.youtube.com/watch?v=k-rN3DGMCsE

Don't forget to upload your own limericks either here or on the class page!

Macbeth podcast

PODCAST

Listen to the podcast above, then consider the essay question below. 

Make a plan, including line of thought and quotations. 

This will be a timed essay task on Friday.

Choose from a play a scene in which manipulation, temptation or humiliation is an important feature.

Explain what happens in the scene and go on to show how the outcome of the manipulation, temptation or humiliation adds to your appreciation of the play as a whole. – 2011 CE Paper

Higher: Lord of the Flies extra material

We've talked in class about "man's inherent evil," a major theme of Lord of the Flies. You may have been slightly shocked today in class when we were thinking of the chapter 'Painted Faces and Long Hair', when I said that the boys had actually done quite well to last so long. You may have wondered why...

Remember the references I made to the Stanford Experiment? No? For info, check here and a recent BBC piece here. When I was looking into studies relating to Lord of the Flies, I refreshed my memory, and was surprised to find that I'd forgotten that the experiment was terminated after just six days. Six days. So if the boys' hair had grown 'long' (probably not so much as we would consider long these days, but still!), then they'd made it at least a month... or possibly much more.

This weekend, I watched two films you might be interested in, as one deals with the experiment itself, and the other addresses what might be considered Jack's style of leadership.  The first was a dramatisation of the Stanford Experiment, and the second takes place in a secondary school in Germany. Both, interestingly, deal with very short periods of time.

Both of these films involve some violence which some of you may find distressing (as an aside, it is interesting to note that in Imdb, The Experiment is rated R, but in Netflix it is 15).

The Experiment (2010)

In this gripping thriller, a group of men volunteers to take on the roles of guards and inmates at a mock prison as part of a controversial psychological study. But when the guards abuse their power in alarming ways, the prisoners stage a revolt. (from Netflix)


The Wave (2008) 
Die Welle (original title)


A high school teacher's unusual experiment to demonstrate to his students what life is like under a dictatorship spins horribly out of control when he forms a social unit with a life of its own.

"High school teacher, Rainer Wegner, may be popular with the students, but he's also unorthodox. He's forced to teach autocracy for the school's project week. He's less than enthusiastic at first, but the response of the students is surprising to say the least. He forces the students to become more invested in the prospect of self rule, and soon the class project has its own power and eerily starts to resemble Germany's past. Can Wegner and his class realize what's happening before the horrors start repeating themselves? Written by napierslogs"

If you do check these out, let me know what you think!

3.8 Crime and Punishment!

Hi everyone,

Task 1: But it wasn’t me!

In Kes, Billy is accused of doing something he didn’t actually do. So is the messenger. Both are punished. Think about a time you were accused of doing something you didn’t do.

First, do a mind map to help your thinking and planning

a

Write a paragraph (or two!) about the incident. Remember to include:

-         What you were accused of

-         What happened

-         How you felt

DUE THURSDAY!

Mindmapping LotF

Click here for the mindmap on Character and Conflict

3.3 Haiku work

For those of you who found it beneficial, here is the video we had on in the background as you were considering the thoughts and images you gathered outside:

http://www.youtube.com/watch?v=QfJHmDhLVRc

We used the first six minutes.

Happy haiku-ing!

Supported Study Survey

Survey for supported study:

http://www.surveymonkey.com/s/MXFDFRY

Cast your votes! If we were able to offer Supported Study, what would you like to do?

Higher folks:

Recent Prose questions are on your page. Just hit the 'Higher' tab above.

Past questions (2007-10) are below:

Begin assembling a 'quote bank', revising all texts (Macbeth, Saving Private Ryan, Lord of the Flies, All That Glisters, all poetry).

Higher prose fiction questions 2007 to 2010

View more documents from Mr Green

Higher drama questions 2007 to 2010

View more documents from Mr Green

Higher poetry questions

View more documents from Mr Green

Higher Homework

Complete any outstanding essays (your short story and/or discursive essay) for Monday. No excuses! Not even if you're hanging about with semi-famous bands!

That sonnet video...

S3, here it is:  http://www.youtube.com/watch?v=he_lxFaYwAA

Remember, sonnets due TOMORROW!

Higher Questions

Hi everyone,

The practice questions you planned out in class are in the Higher space (tab). Choose one. Give yourself no more than one hour to do it. Go! Go! Go!
You should also be revising your Macbeth and poetry.

See you Monday.

3.8 page updated

Hello 3.8,

Your page has been updated with the BBC punctuation game we played in class. We have only played the first of the games so far, but please do feel free to check out the others (this goes for other classes, too--how good is YOUR punctuation?).

New contact details

Hello all,

Please use ngreen639@highlandschools.org.uk to contact me by email rather than the gmail.com address.

Thank you,
Mr Green

S3 Homelessness Links

Hi 3.3,
Place your links for your homelessness projects here in the comments. Simply copy the web address in the white address bar (highlight and press ctrl+c) then paste it into the comments. You might want to mark it with your Group letter, for example:

Group A: http://www.guardian.co.uk/news/datablog/2011/jun/09/homelessness-england-data

Higher Macbeth Work

Line #s	Character	Line(s)	Reference	Line(s)
22-3	Gentlewoman	She has a light by her continually, ‘tis her command	1.5, 50-5	And pall thee in the dunnest smoke of hell,/ That my keen knife see not the wound it makes,/ Nor heaven peep through the blanket of the dark/ To cry, ‘Hold, hold.’
35	LM	One, two…	2.1, 31-2, 62	M: Go bid they mistress…/ She strike upon the bell M: Hear it not, Duncan, for it is a knell/ That summons thee to heaven or hell
36	LM	Hell is murky	1.4, 50-55	Macbeth: Stars hide your fires/ Let not light see my black and deep desires…
37	LM	A soldier, and afeard?	1.7, 39-41, 49
38-9	LM	power to account	1.7, 77-9
39-40	LM	old man to have had so much blood in him?	2.2, 52-3, 61
43	LM	No more o’ that my lord, no more o’ that: you mar all with this starting	3.4, 63	O these flaws and starts/ Impostors to true fear…
49-50	LM	Here’s the smell of blood still; all the perfumes of Arabia will not sweeten this little hand.	2.2, 49-50, 70	Go get some water/ And wash this filthy witness from your hand. A little water clears us of this deed.
60-63	LM	Wash your hands, put on your night-gown, look not so pale. I tell you yet again Banquo’s buried; he cannot come out on’s grave.	x3 refs (2.2 3.4 3.4)
64-67	LM	To bed, to bed; there’s knocking at the gate. Come, come, come, come, give me your hand. What’s done cannot be undone. To bed, to bed, to bed.	x3 refs (2.2 2.2 3.2)

Time for a new riddle?

No correct solutions yet... keep trying!

S3 Homelessness

Homelessness Project

You are currently working on a big project which involves two major outcomes: a written piece and a spoken piece.

The ultimate form of this project is up to you and your partners/trios.

For Monday, make sure you have caught up to the end of Activity 3 on your sheets.

S4 Homework

S4,
Your homework is to redraft (and in some cases, draft!) the essay we wrote in class on Owen's 'The Last Laugh'. Due TUESDAY 13th November. You have 'Tree of Knowledge' on Monday, so will not be in English.

No excuses!

The poem and essay plan are below:

The Last Laugh

'Oh! Jesus Christ! I'm hit,' he said; and died.
Whether he vainly cursed or prayed indeed,
The Bullets chirped-In vain, vain, vain!
Machine-guns chuckled,-Tut-tut! Tut-tut!
And the Big Gun guffawed.

Another sighed,-'O Mother, -Mother, - Dad!'
Then smiled at nothing, childlike, being dead.
And the lofty Shrapnel-cloud
Leisurely gestured,-Fool!
And the splinters spat, and tittered.

'My Love!' one moaned. Love-languid seemed his mood,
Till slowly lowered, his whole faced kissed the mud.
And the Bayonets' long teeth grinned;
Rabbles of Shells hooted and groaned;
And the Gas hissed. 

Wilfred Owen

ESSAY PLAN

‘The Last Laugh’ by Wilfred Owen

Task: Choose a poem which deals with the topic of war. Identify the poet’s message to the reader, and explain how this message is delivered.

Introduction

Include:

-          Wilfred Owen

-          ‘The Last Laugh’

-          A line or two describing what happens in the poem

-          The theme(s): shock and waste of youth/human life to the machinery of war

-          Owen’s message to his reader

-          The techniques he uses: personification and onomatopoeia

Paragraph One

Include:

-          What happens

-          Why the soldier says “O Jesus Christ! I’m hit”

-          Personification: What do the bullets and guns do? How does Owen make the bullets and guns sound? (hint: think about ‘guffawed’)

-          Owen uses repetition to emphasise the guns’ message. What do the guns and bullets seem to be ‘saying’ to us? (hint: think about “In vain! In vain! In vain!”/ “Tut-tut! Tut-tut!”)

Paragraph Two

Include:

-          What happens (Who is this soldier? Why is he calling out to his mother and father? What is Owen reminding us of?)

-          What does Owen tell us about his facial expression? Why? Why does he say the soldier’s face is ‘childlike’? (hint: is a battlefield a place for children? Is ‘being dead’ ok?)

-          The soldier is killed by a bomb and its shrapnel. What does the ‘Shrapnel-cloud’ do and say? Why does Owen have it do this?

Paragraph Three

Include:

-          Who is the third soldier calling for? What does this tell us about him?

-          Why is this soldier ‘kissing the mud’? Why might this be disturbing to the reader? Who should he be kissing?

-          Look at: ‘the Bayonets’ long teeth grinned’. Why has Owen described the bayonets this way? How does it make the reader feel?

-          There is a lot of noise in this stanza: ‘Rabbles of Shells hooted and groaned’. Why might the shells be described as hooting and groaning? (hint: think of them as spectators at a match).

-          Owen ends his poem with ‘the Gas hissed’. Explain why this is a powerful use of personification.

Conclusion

Who or what is laughing at the soldiers when they die?

What is Owen trying to say about the war?

Do you think his poem is effective? Did you like it? Explain why, or why not.

For more information, check out the following sites of interest:

http://www.oucs.ox.ac.uk/ww1lit/education/pathways/path/5hn2it

and

http://www.wilfredowen.org.uk/poetry/the-last-laugh