This document provides guidance on revising for the English Unit 3&4 exam, focusing on the language analysis section. It recommends practicing language analysis skills 10-15 minutes 1-3 times per week rather than cramming. It provides tips for reading texts and identifying persuasive language techniques, including verbs to describe an author's techniques and varying follow up sentences. Sample language techniques and student responses are analyzed.
More alike than different ncte presentation 2015 (1)GigiMcAllister
Authors Cynthia Lord and Lynda Mullaly Hunt and educators Alyson Beecher and Gigi McAllister present the topic of using inclusive literature in schools and classrooms.
More alike than different ncte presentation 2015 (1)GigiMcAllister
Authors Cynthia Lord and Lynda Mullaly Hunt and educators Alyson Beecher and Gigi McAllister present the topic of using inclusive literature in schools and classrooms.
Check out this presentation given by an ELA/Literacy Common Core expert on Close Reading Skills. Watch the full webinar recording, ask Suzanne a question, and even schedule a 1:1 chat with her at CommonCore.com.
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
Check out this presentation given by an ELA/Literacy Common Core expert on Close Reading Skills. Watch the full webinar recording, ask Suzanne a question, and even schedule a 1:1 chat with her at CommonCore.com.
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
My Career Goals Essay Example Free Essay Example. Career goals Essay Essay on Career goals for Students and Children in .... 010 Career Goal Statement Zdxttkpg Essay Example Goals Thatsnotus. College Essay Career Goals - Educational and Career Goals Essay Examples. 016 Essay Example On My Career Goals Sample Mba Essays Custom .... Professional Goals Essay Example - Educational And Career Goals Essay. Accounting Career Goals Essay - Great Professionally Designed Templates. Essay on Career Goals Edit amp; Download ,Pdf. How To Write An Essay About My Career Goals. Career Goals Essay 200 Words : Three Killer Scholarship Essay Examples .... My future career goals essay. Check my Essay: Career goals essay. 008 Essay Example Work Goals And Objectives Examples Career Goal .... My Career Goals Essay - 516 Words Free Essay Example on GraduateWay. Please Describe Your Career Goals 200 Words. 001 Essay Example Career Goal Thatsnotus. 005 Essay On Career Thatsnotus. 019 Essay Example Career Aspirations Long Term Goals Examples 616201 .... 009 Educational And Career Goals Essay Examples Example Graduate School .... 003 Essay Example Writing Smart Goals Examples 265254 Career Thatsnotus. Career Goals Essay: How do I Write My Career Goals? - CareerCliff. 012 Career Goal Essay Example E
Conversations about conflict provide parties with the opportunity to examine their own actions and
reactions. This process of reexamination inevitably evokes people’s natural defensive mechanisms.
Defensiveness prevents people from learning and blocks the potential for transformation to occur. This
workshop will look at the internal and external causes of defensiveness, as well as ways that mediators can
intentionally work with this natural phenomena.
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Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
DEVELOPING GRIT, RESILIENCE & EMPATHY: 3 Essential Virtues for the Digital Generation
by Emmanuel Mann Rentoy
2022 International Champion for Character of Character.Org
Presented in Colombo, Sri Lanka on November 26, 2022
The VM Literacy Handbook 2 is a workbook for students undertaking Units 3&4 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The VM Literacy Handbook 2 is a workbook for students undertaking Units 3&4 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The Student Guide To Writing Better Sentences In The English Classroom 2jpinnuck
Designed for Year levels 9 & 10, this is not just another grammar book filled with dull exercises and pointless activities. The Student Guide To Writing Better Sentences In The English Classroom 2 (2nd Ed.) shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
*Text response analysis (analytical and personal text response)
*Persuasive writing
*Poetry analysis
*Non fiction writing (features articles and explainers)
*Creative writing
*Reflective writing (including personal reflective essays)
*Analysis of persuasive writing
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 2 (2nd Ed.) equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The VM Literacy Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The Senior Literacy Writing Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The Senior Literacy Writing Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts and social media posts through to street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the text through prior knowledge activities, note taking, writing, speaking and research activities.
The Senior Literacy Handbook 1_PREVIEW.pdfjpinnuck
The Senior Literacy Writing Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts and social media posts through to street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the text through prior knowledge activities, note taking, writing, speaking and research activities.
The Senior English Writing Handbook (4th ed) - Full Previewjpinnuck
The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. This is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, The Senior English Writing Handbook shows students how to write successfully for each area of study in the new English and EAL study design. Each chapter focuses on a different area of study, guiding students through its aim and purpose and showing them how to develop their vocabulary and write purposeful, meaningful and sophisticated sentences and paragraphs. By providing students with a range of annotated exemplars and step by step instructions for how to write, the Handbook helps every VCE English and EAL student achieve success.
The Senior English Writing Handbook (4th Edition)jpinnuck
The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. This is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, The Senior English Writing Handbook shows students how to write successfully for each area of study in the new English and EAL study design. Each chapter focuses on a different area of study, guiding students through its aim and purpose and showing them how to develop their vocabulary and write purposeful, meaningful and sophisticated sentences and paragraphs. By providing students with a range of annotated exemplars and step by step instructions for how to write, the Handbook helps every VCE English and EAL student achieve success.
The Senior English Writing Handbook 4th Ed. (Updated Preview)jpinnuck
The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. This is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, The Senior English Writing Handbook shows students how to write successfully for each area of study in the new English and EAL study design. Each chapter focuses on a different area of study, guiding students through its aim and purpose and showing them how to develop their vocabulary and write purposeful, meaningful and sophisticated sentences and paragraphs. By providing students with a range of annotated exemplars and step by step instructions for how to write, the Handbook helps every VCE English and EAL student achieve success.
The Senior English Writing Handbook 4th Editionjpinnuck
The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. It is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, this Handbook shows students how to write successfully for each area of study in the new English and EAL study design. Each chapter focuses on a different area of study, guiding students through its aim and purpose and showing them how to develop their vocabulary and write purposeful, meaningful and sophisticated sentences and paragraphs. By providing students with a range of annotated exemplars and step by step instructions for how to write, the Handbook helps every VCE English and EAL student achieve success.
Smashing VCE: How To Study and Still Have A Life (2nd Ed)jpinnuck
Smashing VCE: How To Study And Still Have A Life (2nd Edition) offers an engaging, humorous and visual guide to senior Victorian students on how to balance school life and study with actual life. With lots of detailed examples from a range of VCE subjects and plenty of jokes, this book guides students through:
*What study is
*How to set effective study goals
*A whole range of practical study strategies for improving understanding and recall of concepts as well as practising skills
*How to organise both study and life
*Information about how theATAR is calculated
Included in Smashing VCE is a study planner formatted to help students plan for doing both homework and study.
Smashing VCE: How To Study and Still Have A Life (2nd. Edition)jpinnuck
'Smashing VCE: How To Study And Still Have A Life' is Ticking Mind’s refreshing new take on study skills which is designed as a resource for students and tool for teachers. The study guide takes students through the ins and outs of what study is, how to set specific study goals, and how to study effectively for each of their subjects in VCE. Written in an engaging tone, the book can be used as the basis for teaching students study skills in their form or tutorial groups sessions or to teach them study skills within specific subjects.
The Student Guide To Writing Better Sentences In The English Classroom 2jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. 'The Student Guide To Writing Better Sentences In The English Classroom 2' shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
*Text response analysis
*Persuasive writing
*Poetry analysis
*Comparative analysis
*Creative writing
*Reflective writing
*Analysis of persuasive writing
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. 'The Student Guide To Writing Better Sentences In The English Classroom 2' equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The Student Guide To Writing Better Sentences In The English Classroom 1jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. The Student Guide To Writing Better Sentences In The English Classroom 1 shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Non-fiction writing
* Analysing images
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 1 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The Student Guide To Writing Better Sentences In The English Classroom 2017 P...jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. Ideal for Year 9&10 students, The Student Guide To Writing Better Sentences In The English Classroom 2 looks at grammar in context by illustrating to students the parts of speech, punctuation and sentence structures which underpin these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Comparing and contrasting texts
* Reflective writing
* Analysing persuasive texts
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 2 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
7. Language Analysis
• 10-15 minutes of practice every 1-3 days
will make more impact than ‘cramming’ in
SWOTVac.
8. Language Analysis
• Reading, thinking, planning
• Analysing the visual
• Identifying the issue and contention
• Identifying the best examples of persuasive
language
• Grouping examples
• Using specific verbs to describe an author’s
technique
• Varying the way a follow up sentence is started
9. What’s the link?
2010: “students who attempted to work laboriously
through every sentence found the task difficult.
Students needed to choose which parts of the material
they would use to explore the way in which language was
being used.”
2010: “Some responses were just simple summaries or
lists of the techniques used, with little development.
These pieces did not score well as they did not fulfil the
task.”
2011: In stronger responses, strategic selection, together
with well-developed précis skills, allowed students to
demonstrate their language analysis skills.
10. Reading Time
15
m
i
n
u
t
e
s
1-2 minutes - choose text response question,
consider context prompt
2-3 minutes - read through persuasive
language analysis material
8-10 minutes - mentally identify persuasive
techniques and plan analysis
11. Bring a dictionary
• We must, at the very least, be apprehensive
about this proposal.
12. Bring a dictionary
• The use of the word “apprehensive” brings
an association of doubt and mistrust in the
reader’s mind towards the idea.
17. Which of these best
identifies the contention?
• We must not forget the 57 million children
are out of school
• Pens and books are the weapons that
defeat terrorism
• I truly believe that the only way to have
global peace...is to have reading, knowledge
and education
18. Which of these quotes
is the best example?
• A city without books... is like a graveyard
• We must not forget the 57 million children are out
of school
• We must speak up for peace and development in
Nigeria, Syria and Somalia
• We must speak up for the children of Pakistan,
India and Afghanistan who are suffering from
terrorism, poverty and child labour
19. How would you group
these examples?
A city without books... is
like a graveyard
We must not forget the 57
million children are out of
school
We must speak up for
peace and development in
Nigeria, Syria and Somalia
We must speak up for the children of Pakistan, India and
Afghanistan who are suffering from terrorism, poverty and
child labour
Pens and books are the weapons
that defeat terrorism.
Let us not forget that even
one book, one pen, one
child and one teacher can
change the world. Books are very precious.
20. Analysing language
• Joe Bloggs uses a rhetorical question when
they say “Are we all stupid”. Rhetorical
questions really only have one answer.
23. Analysing language
• Joe Bloggs challenges the audience with the
question:“Are we all stupid?” This challenge
confronts us with a black and white choice
- we can either accept that we are stupid,
or think that we are smart by agreeing with
Bloggs’ argument.
25. • A city without books... is like a graveyard
• We must not forget the 57 million children
are out of school
• We must speak up for peace and
development in Nigeria, Syria and Somalia
• We must speak up for the children of
Pakistan, India and Afghanistan who are
suffering from terrorism, poverty and child
labour
urges;
champions;
connects...
with...;
likens...to;
supports;
reminds us;
advocates
Malala likens a “city without books” to a “graveyard”
creating the association for us that...
28. Visual
• Our focus is captured by the visual when / at...
• The portrayal of...as...focuses our attention
because...
• ...is represented as...
• Re-inforces the point that...
• Supports the contention / argument that...
• The image visually captures the author’s argument
that...
29. Analysing visuals
We live in an age where privacy does not
exist
Our attention is captured
by...
Google is represented as...
The image supports the
author’s contention that......
31. Expository Essay
Text Response:
*What is one text
about?
*Examples from
that one text.
Expository Essay:
*What is an idea
about?
*Examples from
that one context
text.
*Example from
other places
33. Define ideas in intro
• A fantasy is something we know isn’t true -
and perhaps isn’t even possible. It’s a fantasy
because it’s different to the facts of our
everyday reality. For many of us, we can
enjoy escaping into fantasy through...
34. Whose:
The powerful vs.The
powerless
The individual vs.The
individual
The group vs.The
individual
Males vs. Females
The old vs.The young
The knowing vs.The
naive
Parents vs. children
The story teller vs. the
audience
Types of reality
Factual, honest, created,
desired, emotional, escapist,
warped, imagined,
constructed, healthy,
unhealthy, deluded,
restricted, invented,
misconceived, confused,
fragmented
35. Death of a Salesman
• In Death of A Salesman
many of the male
characters have a
_______ version of
reality.This puts them
at odds with...
Types of reality
Factual, honest, created,
desired, emotional, escapist,
warped, imagined,
constructed, healthy,
unhealthy, deluded,
restricted, invented,
misconceived, confused,
fragmented
36. Spies
• In Spies, Stephen’s
version of reality as
a child is
initially__________
.This is different to...
Types of reality
Factual, honest, created,
desired, emotional, escapist,
warped, imagined,
constructed, healthy,
unhealthy, deluded,
restricted, invented,
misconceived, confused,
fragmented
37. Each paragraph about
one idea
• Some fantasies provide healthy outlets for
us. It’s normal to dream about what we
might be one day - even though we realise
it could be beyond us.What is unhealthy is
when...
38. Whose:
The powerful vs.The
powerless
The group vs.The
individual
Males vs. Females
The old vs.The young
The knowing vs.The
naive
Parents vs. children
The story teller vs. the
audience
Bring in other examples
Types of reality
Factual, honest, created,
desired, emotional, escapist,
warped, imagined,
constructed, healthy,
unhealthy, deluded,
restricted, invented,
misconceived, confused,
fragmented
39. Persuasive
• ‘We can evade “reality” but we cannot avoid
the consequences of doing so.’
• If we are to be truly happy, we must deal with
the consequences of reality.
41. Creative writing
Bad reasons for
choosing the creative
option:
*I think it’s easy
*I don’t want to study
*I’ve got a great idea
for one story
Good reasons for choosing
the creative option
*I’m confident about
creative writing
*I’m prepared to practice
creative writing
*I’ve got a good idea for a
character and setting that’s
relevant to the context
42.
43. Characters and
situations
Character types:
*A younger person who feels their notion of
reality has been twisted by older people (Death of
A Salesman)
*A younger person who does not fully
understand what the older people around him
are doing (Spies)
44. Character + Scenarios
• ‘We can evade “reality” but we cannot avoid
the consequences of doing so.’
• A boy of average sporting ability has been
brought up to believe he is a sporting star. He
must confront the reality that he is only average.
(Get’s a letter saying he has not got a sporting
scholarship)
• A boy’s parents are divorcing. He refuses to
believe it. (He locks himself in his bedroom and
thinks when he opens the door everything will be
normal)
45. Cosi and OnThe
Waterfront
• Be able to use a range of examples
• Be able to write about these texts as a play
and as a film
46. Cosi and OnThe
Waterfront
Cosi and OnThe
Waterfront
Lewis
Lucy
Nick
Justin
Doug
Roy
Ruth
Cherry
Zac
Henry
Julie
Terry
Edie
Fr. Barry
Johnny
Friendly
Charley
Kayo Dugan
Tommy
Glover
Pop Doyle
Big Mac
Mutt
47. Cosi and OnThe
Waterfront
Cosi and OnThe
Waterfront
• Stage directions
(particularly to describe
Lewis)
• Structure of the play
•Visual setting: darkness,
burnt out theatre
• Use of music
• Visual motifs: jacket, fog,
closed and open spaces,
fences
• Use of close ups (cab
scene)