Slides accompanying my upcoming webinar about literature and lit projects with authors!
Bookable here: http://lpm.dzs.lpm/Webinar/index3.php
On 02. 05. 2017 | 19:00h - 20:30h CET
Access link: https://webconf.vc.dfn.de/making/
Info: https://v.gd/making
This introduction to fiction genres helps young readers to understand the characteristics of historical fiction, realistic fiction, fantasy, science fiction, mystery and folktales. Through pictures, examples, and review, students will learn how to identify and use genres.
21st Century Literary Genres by Calle Friesendarinjohn2
Calle Friesen is a reading/literacy specialist at Buena Vista University in Storm Lake, Iowa. In addition, she is the program coordinator of the Masters in Reading program at Drake University in Des Moines, Iowa.
This sort is a great activity for middle and high school students to use after learning elements of fiction genres and subgenres. See correlating presentation on www.literacystationinspiration.com.
This introduction to fiction genres helps young readers to understand the characteristics of historical fiction, realistic fiction, fantasy, science fiction, mystery and folktales. Through pictures, examples, and review, students will learn how to identify and use genres.
21st Century Literary Genres by Calle Friesendarinjohn2
Calle Friesen is a reading/literacy specialist at Buena Vista University in Storm Lake, Iowa. In addition, she is the program coordinator of the Masters in Reading program at Drake University in Des Moines, Iowa.
This sort is a great activity for middle and high school students to use after learning elements of fiction genres and subgenres. See correlating presentation on www.literacystationinspiration.com.
Diaporama qui accompagnera le webonaire du 5 février 2018 Sarah Sauquet (Un Texte Un Jour), Laure Savourat et Christelle Michelet. Organisé par Jurgen Wagner.
Informations : http://globinars.blogspot.fr/2017/09/book-tube-ou-la-litterature-en-ligne.html (pour vous inscrire gratuitement)
Getting It Down and Out: Strategies for Museum WritingWest Muse
Stressed about writing? Does the thought of having to produce text send you into a panic? Relax! Our panel of experts makes the process of getting it down and out much easier. Bring your most vexing writing problems to this session, and we will help you find solutions. Writing well is key to any successful career, but for the museum professional, communicating clearly is essential for fulfilling your institution’s mission of informing the public.
Moderator: Susan Spero, Professor of Museum Studies, John F. Kennedy University
Presenters:
Katherine Whitney, Principle, Katherine Whitney & Associates
Lauren Valone, Program Coordinator, Western Museums Association
Chris Keledjian, Exhibitions Editor, Getty Museum
View the corresponding notes to this presentation here: http://www.westmuse.org/getting-it-down-and-out-strategies-museum-writing
Creative Writing For Grade English Writingcrvponce
Speaking of Past and Present, here are a couple of competing claims:
Creative Writing (Literature) is the art of language in the present moment. The live, unstable, mysterious evolution that is happening continually and right under our noses. Brand new poetry, fiction, creative non-fiction, script-writing, and genres we don’t yet know how to name.
Creative Writing (Literature) is the art of language as an ancient activity. Something we’ve been doing since we first opened our mouths to speak, write on cave walls, and sing around a fire. Some theorists say that the impulse to create poetry is at the root of the human impulse to communicate, period.
What is “Creative Writing” with a capital C and W?
= the branch of English Studies that involves teaching and learning how to write creatively, right?
Yeah, but…
Did you know…
In some of its earliest appearances in higher ed, Creative Writing was offered to help students understand literature better. I.e., it was in the service of literature studies.
The idea was that by writing some fiction, poetry, or drama themselves, students would better understand the masterpieces of literature.
But also…
a bunch of teachers who were also writers wanted to get together with other writers and blab about their work—
in a college setting. (Couldn’t hang out in the bistros of Paris or Gertrude Stein’s salon anymore, so had to get together somewhere…)
I teach genres. Poetry, fiction. Creative nonfiction. Some script writing.
I encourage wide-open, glorious self-expression. Go for it.
I encourage self-denial and disciplined attention to the needs of audience. Craft.
I encourage demented new ways of thinking about the world.
I encourage thoughtful appreciation of very old traditions.
I try to do everything.
That’s why I’m burning out.
That’s why I’m insane.
Don’t tell my boss.
Poetry
PoetryGoing Back to The Very Beginning
Playing with language: Kenneth Koch, The Luminous Object
Surrealism
Worst High School Metaphors
Harmonious Confusion
Maybe it starts with just loving words.
What’s figurative language?
How do you say that someone is drunk?
How many animal metaphors do we use everyday?
Where did most worn-out metaphors come from, and how do we keep the language alive? Look at Lorrie Moore…
Worst High School Metaphors
1. Her face was a perfect oval, like a circle that had its two sides gently compressed by a Thigh Master.
2. His thoughts tumbled in his head, making and breaking alliances like underpants in a dryer without Cling Free.
3. He spoke with the wisdom that can only come from experience, like a guy who went blind because he looked at a solar eclipse without one of those boxes with a pinhole in it and now goes around the country speaking at high schools about the dangers of looking at a solar eclipse without one of those boxes with a pinhole in it.
4. She grew on him like she was a colony of E. Coli, and he was room-temperature Canadian beef.
-Credits to the owner
Fugitive Spaces: Matthew Guterl on radical practices of history and citizenshipYHRUploads
This interview with Matthew Guterl, Professor of Africana Studies and American Studies, Chair of American Studies at Brown University, comprises part of The 1701 Project.
Why Do We Write Research Essays. How to write a best Research PaperMorgan Daniels
How to Write a Research Paper in English | 4 Simple Steps • 7ESL. How to Write a Research Paper | Step-by-step Guide. How To Write An Introduction To A Research Paper [On-Demand]. Research paper: Why do we write research essays.
1George OrwellWhy I WriteFrom a very early age, perh.docxfelicidaddinwoodie
1
George Orwell
Why I Write
From a very early age, perhaps the age of five or six, I knew that when I grew up I should be a writer. Between the ages of about seventeen and twenty-four I tried to abandon this idea, but I did so with the consciousness that I was outraging my true nature and that sooner or later I should have to settle down and write books.
I was the middle child of three, but there was a gap of five years on either side, and I barely saw my father before I was eight. For this and other reasons I was somewhat lonely, and I soon developed disagreeable mannerisms which made me unpopular throughout my schooldays. I had the lonely child's habit of making up stories and holding conversations with imaginary persons, and I think from the very start my literary ambitions were mixed up with the feeling of being isolated and undervalued. I knew that I had a facility with words and a power of facing unpleasant facts, and I felt that this created a sort of private world in which I could get my own back for my failure in everyday life. Nevertheless the volume of serious — i.e. seriously intended — writing which I produced all through my childhood and boyhood would not amount to half a dozen pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation. I cannot remember anything about it except that it was about a tiger and the tiger had ‘chair-like teeth’ — a good enough phrase, but I fancy the poem was a plagiarism of Blake's ‘Tiger, Tiger’. At eleven, when the war or 1914-18 broke out, I wrote a patriotic poem which was printed in the local newspaper, as was another, two years later, on the death of Kitchener. From time to time, when I was a bit older, I wrote bad and usually unfinished ‘nature poems’ in the Georgian style. I also attempted a short story which was a ghastly failure. That was the total of the would-be serious work that I actually set down on paper during all those years.
However, throughout this time I did in a sense engage in literary activities. To begin with there was the made-to-order stuff which I produced quickly, easily and without much pleasure to myself. Apart from school work, I wrote vers d'occasion, semi-comic poems which I could turn out at what now seems to me astonishing speed — at fourteen I wrote a whole rhyming play, in imitation of Aristophanes, in about a week — and helped to edit a school magazines, both printed and in manuscript. These magazines were the most pitiful burlesque stuff that you could imagine, and I took far less trouble with them than I now would with the cheapest journalism. But side by side with all this, for fifteen years or more, I was carrying out a literary exercise of a quite different kind: this was the making up of a continuous ‘story’ about myself, a sort of diary existing only in the mind. I believe this is a common habit of children and adolescents. As a very small child I used to imagine that I was, say, Robin Hood, and picture myself as th ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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?
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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!
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Literature in the making!
LPM Webinar
May 2, 2017.
Presenter: M.-Hélène Fasquel –
American OIB Language and Literature
instructor. Lycée Nelson Mandela,
Nantes.
Guest authors: Cathi Unsorth, Kai
Strand, Eric Price and David Arenstam.
Host: Amélie Silvert
Organizer: Jurgen Wagner.
1
2. OIB Language and Literature
International option
L/L syllabus:13 works
6 hours and a half per week
Includes:
◦ Traditional analysis of literature (close reading, essay
writing, commentary practice, debates, discussions,
group/pair work, project-based pedagogy, oral practice,
presentations,…)
◦ Guest speakers, webinars, online creative
competitions, projects involving American and French-
speaking authors,…)
◦ But also flipped learning (when most appropriate),
◦ And IT-enhanced classes. 2
3. ◦ Reading the first 2 chapters of Unveiling
the Wizard’s Shroud;
◦ Analyzing Eric’s style, the characters’
psychology, personalities, in order to be
able to write the next chapter,
◦ 2 Skype interviews;
◦ Reading the various documents shared
on Padlet,
◦ Reading their friends’ chapters;
◦ Publishing the new chapters on Eric’s
author’s website in order to start a
competition ;
◦ Webinar with Eric, Katie Carroll, and Kai
Strand (discussion of the creative
process);
◦ Webinar with 3 French-speaking authors:
Nathalie Bagadey, Cyane and Sophie G.
Eric Price project (Since
2014)
4. New project: Literature in the making
Author partnership.
Skype interviews and analysis of
today’s literature!
All the links and slides
4
5. One project -- 3 steps
Readin
g the
excerpt
and
analyzing
it
Step
#1
Preparing
the
interview
(questions,
discussion
topics)
Step
#2
Skype
interview
and
discussio
n
Step
#3
6. Aims
To discover new contemporary
authors,
To analyze the excerpts,
To study different genres (fantasy,
whodunit, contemporary poetry,
historical fiction…),
Authors directly engaging students
and discussing their creative process,
their experience and writing habits.
6
7. Method
I share with the students:
◦ an introduction by the author,
◦ A short biography,
◦ The excerpt,
◦ Reminders (literary analysis),
◦ Specific questions depending on the
excerpt,
◦ A bibliography including the extract
recorded by the author and a blog post.
7
8. Cathi Unsworth: what I write about
All of my novels really set out to explore
why crimes are committed and our
reactions to them as a society. Some of
them are based on specific crimes that did
happen but had no proper resolution, others
are inspired by events that highlight areas I
am concerned about. Because noir fiction
has almost always been told from a male
viewpoint, and because the majority of crime
victims are women, I try and look at this from
a female perspective. However, in the case
of Weirdo, the transgressors are female,
which made it even more of an interesting
challenge to write.
8
9. Cathi Unsworth: How I write
Up until recently, I was working full time
as a sub editor and had to fit my writing
in around that. I always used to write in my
lunch hour, and I really enjoyed having that
break. I don't think you have to have
any sorts of rituals to it, you want to
write you just grab the time you need. If
you can write two pages a day, every
day, you can write a novel in a year. It
breaks it down to a less intimidating
form and becomes something you can't
wait to get back to. This is how I have
done all mine!
9
10. Cathi Unsworth: Research
I love doing research into historical
crimes, because you look for the villains
and you will find unsung heroines and
heroes who never got their say. I think
of my work as giving them a voice. At the
moment I have been researching the
1940s, which although a terrifying world
had many inspiring people living within it
and just getting on with their lives in the
middle of a World War, which is both
humbling and fascinating to learn about.
10
11. Cathi Unsworth: my favourite
writers/influences
My favourite crime fiction
writers are Derek Raymond,
James Ellroy, Jake Arnott
and David Peace - all people
who use the true secret
histories of our times to tell
their stories. I love the way
these brilliant writers weave in
all sorts of pop-cultural
elements to tell their tales, and
how subversive they are with
it. 11
12. Cathi Unsworth: my favourite
writers/influences
I have also been very influenced
by the women I grew up
admiring - Siouxsie Sioux,
Lydia Lunch and Joolz Denby
are my three punk era icons,
and two of them, Lydia and
Joolz, also are fantastic noir
writers. I was lucky to have
such strong role models and to
have met all three and found
them as wonderful in real life as
I thought they were. 12
13. Cathi Unsworth: my favourite
novel
is I Was Dora Suarez by Derek
Raymond (Robin Cook in France),
because it made me want to become a
crime writer myself. I was lucky enough
to meet Derek/Robin when I was much
younger and he inspired me in literature
the way Johnny Rotten had in music.
This was the first noir fiction I read
where the victim was the most
important person and that is something
I always keep with me. 13
14. Cathi Unsworth: Music
Music always forms a big part of my research -
I look up the most popular songs of the day
and then start listening in and I find that
somehow opens 'The Time Tunnel'
effectively. Perhaps because a moment is
captured forever on a recording. During the
1940s I found the music to be perhaps my
favourite of any period - the big band swing
sound, made by all the people Adolf Hitler most
wanted to kill: Jewish people, black people,
homosexuals, intellectuals - often all of them in
the same band. And it is so alive, inventive,
joyful and beautiful and it makes you want to
dance and laugh and forget yourself - incredibly
important then. No wonder Hitler lost.
14
15. Cathi Unsworth: Film/TV
archives plus Pulp Fiction
I also like looking at contemporary films and TV
archives, most of which I can find at the South
Bank in London at the British Film Institute, where
they have a public access library you can search
and watch from their archive. You get speech
patterns from that, as well as the clothes people
wore, the way they did their hair, what their
main concerns lay with. This also ties in with
reading contemporary literature from the time
period concerned. A proper historian once told me
this is way more useful than reading history books,
as again you get within popular fiction how people
spoke, looked, where they hung out, what their
habits were. You also get inspired by the quality of
the writing.
15
16. Cathi Unsworth: Importance of
teaching
I think we have to make sure future
generations continue to value the
written word as a powerful means of
communicating and gaining
knowledge. It is something that has really
been eroded in my country, where libraries
are facing closure and English - and
history - is taught in a very limited way
compared to how it was in my own
childhood. The Establishment knows that
knowledge is power which is why we have
to go on reading and producing books
ourselves.
16
17. Cathi Unsworth
For more information about
Cathi and her books please visit
www.cathiunsworth.co.uk
Facebook: Cathi Unsworth, Writer
17
18. Kai Strand
Award winning and best selling author
of fiction for kids and teens.
Also publishes for new adult & adults
under the name LA Dragoni
Along with author websites, social
media accounts, newsletters, & blogs,
manages or contributes to publishers’
social media presence.
18
19. Kai’s creative process
19
• First Draft
Usually work on more than one at a time, but I work straight
through from beginning to end with very little editing during
the first draft.
• Revision
I like to go through at least two revision cycles on my own
before sharing with anyone. Sometimes it is just beginning to
end, other times it is reading the story backward a chapter at
a time.
• Critique
My critique partners finally get to see it.
• Revision
This is when I implement their suggestions – they may ask
for more out of a character, back story or stronger character
motivation, stronger setting, etc.
20. Kai’s creative process (cont.)
20
• Read aloud
My own kids are usually my audience. I ask for their feedback as I go along.
Try not to ask leading questions. More like, “What is the main character’s
conflict? What do think he’ll do next to try to resolve it?” This is especially
important if I’m trying for plot twists. I want to make sure the mc acts out of
character.
• Revision
This is usually the lightest round of edits.
• Submission
I’ve learned two things about writing.
1. You’ll never be completely satisfied with the story, so it is impractical to
wait for that to happen. Time to submit is when you are very pleased with
it.
2. You will go through more edits with the publisher anyway, so it’s equally
impractical to fall madly in love with that particular draft of the story or you
will be very disappointed when you see their suggested edits.
21. Kai’s Skype visit
I visit classrooms every chance I get. I love talking
with students about writing, their reading habits, their
hobbies. It was a pleasure to visit Marie’s class and
speak directly with each student.
21
22. For more information about Kai and her books visit
www.kaistrand.com
22
Young Adult Middle Grade
Find Kai online:
Facebook: Kai Strand, Author
Twitter: @KaiStrand
Contact her at kaistrand@yahoo.com
23. Eric Price
Why I write fantasy
Reluctant Reader
◦ Comics
◦ Sci-Fi/Fantasy
◦ Stephen King
Hi-Low Readers
◦ A story I would have liked to read
◦ Typically enjoy Fantasy
Chance
◦ Writing Course
◦ 3 Choices
23
28. David Arenstam
My debut novel – Homecoming: A
Soldier’s Story of Loyalty, Courage,
and Redemption – was recently
published and I am now speaking
about the book, the writing process,
and how this has influenced my
classroom.
Some of my favorite authors are: John
Irving, Ernest Hemingway, E.L.
Doctorow, Margaret Atwood, Nathaniel
Philbrick, and Alice Munroe.
28
29. David Arenstam
I have always been someone who loves to
read, tell stories, and experience all that life
has to offer.
As a writer, I can think of no better
classroom than observing the people who
fill our days and the places we travel to.
29
30. David Arenstam
You can find more information about me, my work, and my
classroom here.
DavidArenstam.com
MySecretMaine.Com
Facebook.Com/AuthorDavidArenstam
@DavidArenstam – Twitter
https://www.amazon.com/David-Arenstam/e/B00X2OPV32/
30
31. ◦ Reading Cyane’s novel,
Les Enfants de Calliope,
about the environment,
◦ Writing a summary of
one chapter (group
work),
◦ Sharing it with a
researcher, James
McKay, University of
Leeds, in order to help
him work with Cyane
(English version).
Excerpts.
Cyane – research and
literature
33. eTwinning project
eTwinning project involving 4 schools (British and
American International Sections) with Chris Segond,
Debra and Heather Bainbridge.
Building Bridges: From 3e Inter to 2nde OIB
In this project, four international sections will come
together to build links. This project focuses on the
difficult steps of transitioning from a 3e
International Section (British, in our case) to a
2nde OIB section (one American, one British in this
project). We will ask our students to talk about their
fears and expectations, to give each other good
advice for preparing for the 'next step', and
discussing reading and the reading process, an
essential part of the work we do in the section. 33
34. Creative writing competition
Paper Planes Creative Writing Competition
(Animal Circus by Alix et Mathieu and
Devour the pages by Charlotte)
Creative writing
35. What’s the flipped classroom?
Studying drama and prose
Drama Padlet
A Streetcar Named
Desire
35
The Great Gatsby
Shakespeare
Hamlet
Death of a
Salesman