'War' Genre book - Finished at last!

It should have been ready months ago but school has been very hectic this year and it has taken far longer than anticipated. Pleased with the final result - 'Henry V' through to 'All Quiet on the Western Front', Picasso's 'Guernica', Vietnam and beyond. I aimed to show how war genre texts reflect the era of composition while exploring timeless themes and issues relating to the ramifications of military conflict.
A wide range of text types have been dealt with including famous war speeches, propagandist posters and techniques, plays, poetry, art, films, memoirs, documentaries and even manga comics. Students have been encouraged to broaden their historical knowledge through webquests and the comparison and contrast of various representations of war.
War is a topic that is taught in nearly every high school throughout the world and yet students often have very little general knowledge about particular campaigns or the recurring triggers for combat.
Technology should be able to remedy that if we are able to initially spark their interest to critically read, listen and view the wealth of material that exists. I hope that teachers will find this latest 'Exploring Genre' text useful.
http://www.phoenixeduc.com

Men of War

Men of War

'Hamlet' musings

Students can find the concept of a script being 'read' in many different ways a little daunting. One way of approaching this without spending valuable time comparing different productions in full is to compare key scenes or soliloquies. Such comparative clips are already available online and I have found that this keeps the focus tighter with attention on how different perspectives have been achieved while the script remains largely the same. The inherent richness of the play's language enables actors and directors to tease out alternative perspectives of character and situation.

By narrowing the field and the time spent on developing an informed response, students can often gain a greater scope of the interpretive potential that exists. This short clip from RSC version was still long enough for students to recognise the impact of tonal shifts, pausing, emotional delivery and so on on the meaning of what is said. It also helped them utilise metalanguage better by recognising the interplay of pathos, logos and ethos and the use of varied rhetorical devices.

How do you read this interpretation of the lines?

'Hamlet' workshop - 26th August

The 'Hamlet' workshop is not far away and the last touches are being put into the various resources that will be used throughout the day. The teaching approach to this Module is probably the most important factor in covering the content and skills development needed for students to access the upper bands. Oftentimes, too much time is spent on deconstructing the text itself or examining how many different ways it has been produced or criticised.

Student response skills are just as important, particularly in developing a personal interpretive 'voice'. Context, content and construction are typical ways into the text but the real discriminator will always be the ways in which students are able to evaluate the play's language. Fortunately, a great deal of material is available online for students to research in order to arrive at an informed perspective of the play's literary worth.

Here is a taste of 'Hamlet' for you to evaluate.

Visual Literacy

Love teaching this topic and digital media in general! The students pick it up so quickly and gain the confidence to deconstruct how iconography and basic techniques can shape our impressions. Working out how posters and advertisements work really helps develop analysis skills.
The students enjoyed the following RSPCA advertisement and the way it engages an emotional response.

Goodbye StannersCircle ning

Well it was good while it lasted but the new Ning costing structure makes it non-viable to maintain my HSC resource site. Since the end of July is the deadline, I suggest that you visit as many nings as you can to see if there is anything of value. A brilliant extension site created by P.Heggaty is available on Romanticism. My site is more varied but has far less on it.

http://www.romanticism.ning.com/

http://www.stannerscircle.ning.com/

Preparing for my upcoming 'Hamlet' and 'Crime Writing' workshops beginning in Week 6. We are expected to get through so much in these demanding courses and then there is the development of student writing skills. A huge array of material is out there but it needs to be sifted and refined to fit the syllabus criteria. Here are a couple of sites that might be of use with 'Hamlet'.

http://www.pathguy.com/hamlet.htm#revengeplays
https://hamletrg.wikispaces.com/ShakespeareanTragedy
http://hamletcommentary.weebly.com/

As the Trials close in, good luck to everyone trying to get through the last sections of the course before the marking sets in.

Barbara

New Software to share!
Have discovered a useful site mentioned by a friend. Had got sidetracked with other things but finally visited it today while looking for some useful images for 'Exploring Genre 'War'.

http://bighugelabs.com/

It is very easy to use and has a wide range of visualisation options that students would enjoy playing around with it.

While many visit this blog, I still have the same 6 members I started with nearly a year ago and as yet, almost no members on my HSC ning. Apparently they are going to begin charging to host nings in January and so it will die a natural death. If you teach HSC English, I have put up some resources for a few of the courses now running. Have a look and use any resources of use before it all folds in a few months time.

http://stannerscircle.ning.com/

Animoto is another software that could be useful although it costs money to get more than the free 30 second version I coddled together below.

Catch Up!

It has been a long time between posts. Have changed units for this term and finally got around to putting some new resources on my class wikispace. These include some useful glogsters for my War Poetry topic with Year 9. Collage snapshots help establish contextual understanding and highlight some of the focus concerns of the poets of the Great War. Year 10 is also drawing to a close with study focussed on the post nuclear attack play, 'Adam's Ark'. I have posted some clips relating to Chernobyl, the worst nuclear accident to date.

'Goodnight Mr. Tom' continues to be one of the most popular search tags for those who end up on my sites, testimony to the fact that the most enduring stories are those that deal with human endurance of one kind or another.
Try this site - http://www.nwlg.org/pages/resources/living_blitz/ - with eyewitness accounts on.
Design WW2 campaign posters and slogans. You could also use Glogster for this. Have a look at this site for lots of lesson ideas about using the campaign posters - http://www.archives.gov/education/lessons/wwii-posters/

'V for Vendetta'

Students seem to be really enjoying this dystopic unit. 'V for Vendetta' is well pitched both conceptually and in terms of film and representational techniques. Revamped the introductory ppt to clarify genre conventions and to strengthen the cautionary underpinnings of this type of text. Have attached the simple viewing response sheet given out to students as well. With discussion and teacher commentary where warranted, it took about 70 minutes to cover properly.

By the end, students were comfortable with highlighting visual techniques used to reinforce things such as the avenger's flamboyance and the 'revenge tragedy' genre's tendency for melodrama and theatrics. Comparing film posters from around the world also proved effective for it made students aware of how visual representation could shape viewer response and interpretation. Some emphasised 'V' while others foregrounded Evie. Colour imagery and symbolism also varied from poster to poster but in all, there tended to be the massed mask populace as a motif.

Examination of key scenes from the film script will be the focus of the second viewing which will be a deconstruction of the film rather than the straight through/no commentary initial viewing for first impressions.

http://stanners.wikispaces.com/

For all those teaching 'Goodnight Mr Tom'

So many of my visitors seem to be teaching 'Goodnight Mr Tom'. Since I have moved onto another unit and my class wiki resources have been removed, I thought I would put as many of my effective resources for this novel/changing worlds unit onto my general wiki. Hope you find them useful.

I found it a fantastic novel to teach-accessible but moving. As one boy said after we finished the unit by watching the film, 'That was the best film I have ever, ever seen'. Given that he was 13 years old, I think that says a great deal.

http:stannersenglishmatters.wikisipaces.com

'V for Vendetta'

If you are teaching 'V for Vendetta', you must take a look at these two mini documentary clips that offer a brilliant analysis of the contextual underpinning of the film. They include film clips and interviews with the cast that also highlight the film's use of symbolism and dystopic conventions.

http://www.youtube.com/watch?v=UzLZsY1oJd4
http://www.youtube.com/watch?v=yfKCqpbG9S8&feature=related

Following the link to Chum Media education, you reach the following website which has a wonderful range of useful media literacy resources. If you scroll down to the bottom, you will come across a Thai Pantene Advertisement which is well worth a look. Works as an effective 'belonging' text.
http://www.edselect.com/media.htm

Dystopia Comparative Study

What a great introductory lesson!

Overviewed my new comparative module linking '1984' and 'V for Vendetta' as dystopian texts. Class dicussion mapped out the conventions, tropes and motifs of genres in general, moving into the area of sub-genres and what keeps genres popular. Students really got caught up by this and the fact that I refused to define what 'dystopia' meant as the idea was that they were going to define the term themselves instead.

Students were told that they would be shown a compilation clip with accompanying song lyrics using images from three dystopic films. They were to jot down ideas triggered by the images and lyrics. The clip was shown twice and then we brainstormed their ideas.

What was amazing was that they came up with 25 of the major dystopian ideas and were able to substantiate their ideas. They could also prioritised their importance and their impact within the clip. When I then showed a document listing the most typical conventions of dystopian texts, they were pleased to recognise so many of their own ideas.

A simple approach but a goldie which left them keen for where the unit would be going next.

Given that many are admitting that '1984' is heavy going, I will continue with the idea of using 'V for Vendetta' first. I have two excellent doco clips that analyse the film well and will use that before beginning the film itself. With some many affected by excursions of one type or another in the next few days, it is a good way to maximise the effectiveness of the wikispace as they use it to catch up with what they miss.

For your benefit, the two docos can be found on my wikispace, 'V for Vendetta' page and the basic Dystopic genre conventions on the class wikispace. The clip referred to above is called 'The Good Soldier'.

http://stannersenglishmatters.wikispaces.com/

http://stanners.wikispaces.com/

Hope you find it works for you as well as it did for me.

'V for Vendetta' wiki page is up and running

Finally created this page on my wiki and loaded some basic material that you are free to look at and use. I am sure it will fit very well with '1984' which is the comparative text I am using in preparation for HSC Module A next year.
I will be looking at it as an exemplar text for both dystopic and revenge tragedy genres.
The importance of context will be a prime focus with totaliarianistic oppression clearly the driving motif in both texts.
Hope you find some of the material of benefit. Another rallying call if you are teaching the HSC English courses or about to. Take the plunge and join my HSC ning and contribute resources you have found useful.

Introduction to 1984.ppt
This offers a detailed contextual framework for the novel. There is also a study guide.

Prelim Comparative Unit: '1984' and 'V for Vendetta'

Thought I would give the program and a few other resources for this unit as it seems to have interested a few visitors to the site. The program is only a rough guide and could be easily modified to suit student ability and teacher preference. This can be found on my year 11 wiki page:

http://stanners.wikispaces.com

There is a mass of material available for '1984' and dystopias in general but less of any real substance for 'V'. Think this unit will be an interesting one to teach.

If you are looking to do a critical study of text, there is a New Zealand teacher who offers detailed study guide/film deconstruction material, including 'V' at the following site. Her range is extensive and well worth a look.

http://www.artemis-film-guides.com/

Almost finished my holiday marking but still have a lot of work to do on Term 2 preparation.

“During times of universal deceit, telling the truth becomes a revolutionary act.”~George Orwell

Great 'Schindler's List' site

Home - Schindler's List
Lots of wonderful resources that could be used for a film or thematic study. This site provides a wealth of material on other teaching units. Well worth a lengthy visit.

So much time, and so little to do! Strike that, reverse it.”

That line from Willy Wonker should become the teachers' mantra.

With only a week left, it is the crunch time for fitting as much as possible into the time remaining until term resumes. The pile of marking that is the curse of English teachers is probably the biggest hurdle for most - every term I pledge that I will set less or mark more creatively.

There are some very imaginative resources available from TES at the moment, including some interesting ideas for using poetry clusters.

Have enjoyed preparing material for a Dystopian comparative unit using 'V for Vendetta' and '1984' with my Prelim class. After setting the contextual framework, I will begin with 'V' to ensure that the students finish reading the book that should (ha, ha) have read during the holidays. The unit will hopefully establish many of the ground skills needed for the Module A comparative 'Frankenstein' and 'Blade Runner' unit.

Would still like more teachers to begin using the HSC english ning that I have set up. The need for high quality resources still remains the biggest, single issue with teachers that I work with at workshops and at school. So another call to combine forces.

A Welcome break!

Term 1 has been productive but hectic, a shock to see that a month has passed since my last blog. 'Murder Most Foul' is published and the 'Science Fiction' workshop went very well.

It is now time to prepare for the next round of units. Any Term 1 resources on my school site will need to be downloaded before next week when they will be removed in readiness for new units.

http://stanners.wikispaces.com/

I will probably be removing/reworking some of the material on my other sites as well.

Have not had as much input into the HSC ning site as I would have liked. Lots of visitors but no-one has posted any new material. Will see how it goes this coming term but a lack of time seems to be a major stumbling block for most teachers.

I will be concentrating on Dystopic and Satiric texts with my seniors and drama and documentaries with my juniors and will post interesting resources as they are developed or are found en passant.

Hoping you enjoy the rest of your break,

Barbara

'Goodnight Mr. Tom'

It is pleasing to see so many teachers using resources relating to 'Goodnight Mr. Tom'. To help those looking for things to use, I also have a class wiki with more material on it for this and other topics for my other classes. Hope you find something useful. If you are looking for something in particular, drop a line and I will see what I might have that could be of use.

http://stanners.wikispaces.com/

If we do not share resources, we end up doing nothing else but preparation and marking. I also find that it is perhaps the best way to recharge the batteries and renew the 'fire in the belly' that keeps teachers going.

TTA Workshop 2010

Science Fiction Workshop

March 20th Reminder

Will be posting dates for other workshops in the next few days. Some will be on weekdays and some on Saturdays. Difficult to find enough time during term to run them on school days.

Was wondering if teachers would find evening 3 hour workshops from 4.30 -7.30 of any use?

The same eight topics that ran in 2009 will be offered again if there is enough interest as well as 'Hamlet' and 'Science Fiction'.

Most of these will be held at Liverpool Catholic Club.

Drop me a line if you want to hold a workshop at a different venue.

'Murder Most Foul' due out this week - Pleased with this mammoth effort and the overall look. Robert Doucette's artwork is great.

New Crime Writing Book is in final pre-publication phase!!!!

'Murder Most Foul'

Pleased with the final product which should be out within the fortnight. Murder and detection of course are key focus areas in line with the elective shift and the current prescribed texts. These are all covered along with general analytical and creative response skills. Suitable related texts are included as well.

The extensive research that went into writing the book served to reinforce the many, many reasons why crime writing, in all its forms and mediums, remains so universally popular.

The Extension 1 course is taxing whatever elective is studied but I find that students find this one particularly enjoyable to study.

Drowning in a sea of paper?

Didn't they promise us a paperless environment?

Wasn't technology supposed to save the planet?

At present, I feel swamped and I am sure many other teachers feel the same. Assessment tasks, reports criteria, subject specific terminology, and, and and.

Now that my rant is done, I can adopt Scarlett O'Hara's ploy: "I can't think about that right now. If I do, I'll go crazy. I'll think about that tomorrow."

Am enjoying 'Goodnight Mr. Tom' which is going down really well with a 'Changing Worlds' unit for Year 8.

Back to the paper shredder for now.

Stannerscircle ning update

Well, a few new members have joined which is good to see. Download stats show that others who have stumbled across the site have found some useful material as well. I will continue adding resources to see if it gains momentum as we settle into the back to school routine.

Numbers have also climbed a little for the March 20th, 'Science Fiction' TTA workshop. Some useful video clips have been posted on the ning site for clarifying genre context. I will try to cover several modules and electives and welcome input from other HSC teachers relating to topics they might be teaching.

http://stannerscircle.ning.com/
I have set up a wikispace for my 2010 classes and students are starting to familiarize themselves with it. There is a huge range of ability with regards to computer literacy and so will load some simple video tutorials for how to use powerpoints, podcasts and blogs to help those with only basic knowledge. I am amazed and inspired by the technological expertise and teaching strategies exhibited on so many educational wikispaces and blogs, here and overseas.
Found an excellent 'War' site with a vast range of quality quotes useful for triggering class discussion. http://www.hickorytech.net/~leighp/warisstupid/.
Matched with evocative images and an inviting format, students are encouraged to continue reading. A good homework task would be to get them to choose 10 quotes that most appeal to them and have them deconstruct why and how and then write a reflection statement outlining a more informed view of war.
Bye for now, back to school prep.

'Goodnight Mr. Tom' as a 'Changing Worlds' text

Have started a conceptual unit of work. Hopefully students will become more aware of the impact of changing circumstances. The novel being used is 'Goodnight Mr. Tom'. To establish the contextual framework I have designed a ppt which is available on my wikispace: http://stannersenglishmatters.wikispaces.com/
Sections from 'The Chronicle of Narnia' could be used to demonstrate how the film fictionalized factual events in an effective way.
A great deal of material is available regarding the evacuation of children during the Blitz, especially from the IWM, including personal stories of those directly affected.

Extra pages and various resources have also been added to my wikispace that might be useful along with new material for Senior English teachers on my HSC ning site.
Scroll down to find direct links.

Useful Resources from a Victorian Wikispace

The day to day workload often leaves little time to search for innovative ways to deliver units of work. Here is a good site for online tools to make coursework more interesting. Well worth a look when you get time.

Useful Online Resources - English@11

http://english11casey.wetpaint.com/page/Useful+Online+Resources

Thirty Eight Interesting Ways To Use Wordle I

Check out this SlideShare Presentation:

Thirty Eight Interesting Ways To Use Wordle I

View more presentations from Curtis Lee.

Another year beckons!

In preparing for upcoming topics, I have stumbled across some wonderful resources including an excellent'Romanticism'ning site. This is well worth visiting.

http://romanticism.ning.com/

May Term 1 be productive and stress free.

Barbara

StannersCircle Ning

I have set up a Ning site for HSC resources. The idea is that it becomes a repository for teachers to use and add to. I have set up three groups to get us started,

'Frankenstein' and 'Blade Runner', 'Hamlet' and 'Science Fiction'. I have also posted some basic resources relating to them. I still have to master some of the 'Ning' features but it seems fairly straight forward thus far.

It is fairly open for everyone to use at the moment but I might find that it needs tweaking to increase functionality and stop it from becoming cluttered which is what I find most annoying with some of the other 'ning' sites I have visited.

It is interesting that different sites such as blogsites, wikispaces and nings have different strengths and weaknesses in terms of layout, accessibility and options. Nings seem to be the most complicated in regards to streamlining but I will wait and see how much traffic it attracts before I put too much time or energy into making it look better.

My aim is to encourage teachers to share resources more and feel comfortable with expressing ideas and strategies as well as having a rant if need be. The ning offers a forum, blog and posting site which seems easier to navigate in some ways.

This is an experiment -

watch this space to see if it blooms or withers.

http://stannerscircle.ning.com/

Extra resources available at my wikispace

http://stannersenglishmatters.wikispaces.com/

Science Fiction Workshop

Have just posted the details for my first TTA workshop - Science Fiction for the Extension English Genre course. The date is March 20th and yes I know it is a Saturday but it is impossible to get a day off school to run one in Term One. The venue is the Liverpool Catholic Club which is easy to get to via the M7.

I really enjoyed working on the 'Exploring Genre' book that was released for this elective during Term 4 and look forward to getting the course notes finalised in the next few weeks. I will only be able to run ONE course in Term One and so if you are interested and want any further details, drop me an email or leave a comment. I will be posting some resources on my wikispace in preparation for it.

New Term Beckons

Have enjoyed the break but am now gearing up for the new term. Have found some excellent resources for both junior and senior coursework. This includes sites that offer good ideas for creative writing, especially for the Extension 1 'Crime Writing' genre course. I will be posting links to these in coming weeks.
My new 'Crime Writing' book 'Murder Most Foul' is now with the publishers for graphic design and formatting prior to publication. I stumbled onto the brilliant caricature site of Robert Doucette that I have listed below. He has collaborated on some of much of the artwork in the book and we are both excited to see what the final version looks like. It will hopefully be available mid Term 1. Anyone who is interested can email me or Phoenix Education direct for information about the contents.

http://douceart.blogspot.com

Enjoy the rest of your holidays