COME UP WITH QUESTIONS ABOUT ‘THE
WEEKEND’
• SPEAK, THEN WRITE YOUR RESPONSES ON A PIECE OF CARD (SUBMIT WITH NAMES OF BOTH
PARTICIPANTS ATTACHED)
WHAT WE’VE BEEN FOCUSING ON THIS WEEK:
• SYNONYMS, COMPREHENSION AND GRAMMAR
• TUESDAY – CANCELLED (GRADUATION)
• WEDNESDAY – REFLECTIVE WRITING (FAVOURITE TEACHER OR SENIOR
GRADUATION), QUESTION-WRITING (1/5 SCHOOL-RELATED TOPICS),
WRITTEN ANALYSIS (PLATYPUS)
• THURSDAY – CRITICAL ANALYSIS - WRITTEN ONLINE RESPONSE
• FRIDAY – REVISION AND APPLICATION
PRESENT PERFECT, PAST IMPERFECT, PAST PERFECT
HOW DID YOU PREPARE FOR YOUR EXAM?
WHAT DID YOU DO LAST NIGHT?
PAST
I WAS WATCHING TV
I WATCHED TV
PRESENT
RIGHT NOW, I AM WATCHING TV
FUTURE
I WILL WATCH TV AFTER WORK
PAST
I was writing practise exams in my bedroom once a week
I sat in the library and read many books
PRESENT (on-going routine)
I have set myself the task of completing one a practise exam per week
FUTURE
Every Tuesday and Thursday evening, I am going to revise what I learn
throughout the week.
POSE SOME QUESTIONS ABOUT HABITS,
PREFERENCES, AND EVENTS
• PAST
• PRESENT
• FUTURE…
• Maintaining hobbies during school terms
• Study and work plans
• New Year staff party
• Clothing for school excursions
BREAK
LINE DEBATE
IT IS IMPORTANT FOR TEACHERS TO HAVE HOMEWORK-FREE DAYS FOR THEIR OWN HOBBIES
THE WORLD IS OVER-POPULATED. EACH COUPLE SHOULD ONLY HAVE ONE CHILD
SOME FEEDBACK…
FEEL FREE TO ANNOTATE WHAT YOU SUBMIT
THINK ABOUT THE THINKING PROCESSES YOU FOLLOW
TO LEARN ABOUT THE WAYS THAT YOU LEARN
‘MAKING INFERENCES’
(VERB: TO INFER)
INFER:
•
•
•
•
EDUCATED GUESS
‘GUESTIMATE’
HYPOTHESISE
SUPPOSE, PRESUME, SUGGEST
1. To conclude from evidence or premises.
2. To reason from circumstance; surmise: We can
infer that his motive in publishing the diary was
less than honorable.
3. To lead to as a consequence or conclusion:
"Socrates argued that a statue inferred the
existence of a sculptor" (Academy).
4. To hint; imply.
INDUCTIVE REASONING: START WITH OBSERVATIONS AND EXTRAPOLATE (EXTEND) TO BROADER
THEORIES AND GENERALISATIONS
DEDUCTIVE REASONING: START WITH MORE GENERAL INFORMATION, END MORE SPECIFIC
Useful! http://sociology.about.com/od/Research/a/Deductive-Reasoning-Versus-Inductive-Reasoning.htm
GOOGLE IS YOUR FRIEND
USE FEEDBACK CONSTRUCTIVELY
BACK UP WHAT YOU SAY WITH EVIDENCE
TO TRANSFORM OPINION INTO ARGUMENT
‘P-E-E-L’
Point, explanation, evidence, linking sentence
‘T-E-E-L’
Topic sentence, explanation, evidence, linking
sentence
Watch ‘COLOURS OF THE WIND’ from Disney’s Pocahontas
Colours of the Wind, sung by Vanessa Williams, and from the Disney feature film, Pocahontas (1995).
The movie scene that features the song ‘Colours of the Wind’ is set in a lush, outdoor setting and features the voice of a
beautiful young woman. This character’s name is Pocahontas, and she sings a song about the beauty of the wind, animals
(e.g. wolf, otter, bobcat, heron), and trees (e.g. sycamore, pine trails) in nature. Pocahontas sings this song, ‘Colours of the
Wind’ to a Caucasian man who is a visitor to her native land. She wants to teach him to see the beauty in nature. She warns
that ‘if you cut it down, then you’ll never know’ (Stanza 7).
The song’s tune is light and happy-sounding, and the video clip is animated. Even though the film ‘Pocahontas’ deals with
serious themes relating to environmental protection, the clashing of cultures, and power imbalances between people, the
creatures / animals in the scene are lively and the music is up-beat. The film is intended to be watched by children (who
love cartoons) and their parents (who can help their children to understand the story). The music is well-written and the
story about contact between a native girl and a colonial boy is a good case study to learn about a) different ways of valuing
land and b) problems with inter-cultural communication, amongst other things.
In this movie, Pocahontas represents the people who are native to a country where there is harmony between land,
animals and people. The man she sings to, John Smith, represents the outsider who comes to her land and does not
value the land, animals and people in the same way that Pocahontas does. Pocahontas is a strong, beautiful and
open-hearted young woman who personifies the rich and varied colours and voices of nature. She is closer to nature
and small-scale community, whilst John Smith represents colonizing and industrial forces.
The title of this song is ‘Colours of the Wind’.
‘Colours of the Wind’ is one of the songs featured in the Disney movie, ‘Pocahontas’. This movie was produced by
The Disney Corporation, which is an American-based film production company that started with Mickey Mouse and
produces many family and children’s films.
Disney movies are often circulated internationally, and Pocahontas can be bought on DVD now (it was released in
cinemas during the 1990’s). If someone only wants to watch the song, they can view it on ‘YouTube’
(www.youtube.com).
‘Stop all the Clocks, Cut off the Telephone’
W. H. Auden
Stop all the clocks, cut off the telephone,
Prevent the dog from barking with a juicy bone,
Silence the pianos and with muffled drum
Bring out the coffin, let the mourners come.
He was my North, my South, my East and West,
My working week and my Sunday rest,
My noon, my midnight, my talk, my song;
I thought that love would last for ever: I was wrong.
Let aeroplanes circle moaning overhead
Scribbling on the sky the message He Is Dead,
Put crepe bows round the white necks of the public
doves,
Let the traffic policemen wear black cotton gloves.
The stars are not wanted now: put out every one;
Pack up the moon and dismantle the sun;
Pour away the ocean and sweep up the wood.
For nothing now can ever come to any good.
WRITTEN RESPONSE (BOLTSS)
‘Stop All the Clocks, Cut off the Telephone’, by W. H. Auden (1936)
The poem, ‘Stop All the Clocks, Cut off the Telephone’, written by W. H. Auden (1907-1973), presents itself
as a eulogy spoken by a woman struggling with the pain of losing her spouse. Following the death of her
husband, the first-person voice painfully expresses that she cannot experience enjoyment or find beauty in
anything around her. She ‘…thought that love would last forever’ (Stanza Three) and this love had enriched
her enjoyment of life. In the absence of the deceased, she finds herself wanting to end her life.
Through this poem, Auden may intend to hint to the audience, particularly to those who are in loving and
respectful relationships with their ‘soul mates’, that someday their union might be disrupted by death. The
reader is prompted to think about how such a death would affect them personally. The reading audience
might start thinking about how they can (mentally and psychologically) prepare or protect themselves from
such an intense pain.
The second, third and fourth stanzas very descriptively draw upon vivid imagery to paint a picture that suggests
that the deceased meant everything to the first-person voice. Aeroplanes circling overhead is a common military
ceremonial ritual reserved for heroes and national days of mourning. In Stanza Two, doves are a symbol of
peace, and the colour black – for the traffic policemen’s gloves – is the colour usually worn by widows and other
people at funerals and as they continue to work through the death of a loved on. In Stanza Three, the reader is
told that the deceased was ‘everything’ to the narrator: every point of the compass, each day of the week, each
time of day, each word. In Stanza Four, the usually romantic imagery of the ocean, the moon in the night’s sky,
and the forest (wood) is reconceptualised as no longer being able to provide enjoyment and happiness to the
voice, because they have come to be identified with the lover who is now gone.
‘Stop All the Clocks, Cut off the Telephone’ is the title of this poem. The title conveys a dramatic (“cut off”) and
desperate (“stop”) mood; we can infer from this title that the first- person voice is in shock following an abrupt
change to his/her everyday life. S/he does not want time to continue, and does not want to communicate with
anyone. By reading further, it becomes clear to the reader that the first-person voice is mourning a caring and
lovely man (“He was my…”).
This poem was written by English-cum-American poet, W. H. Auden. Auden is considered one of the great
English-language writers of the 20th Century.
This poem is read around the world. Read pragmatically, it might encourage readers to think about struggles that
their futures hold around the themes of love, death, and impermanence.
EXCERPT FROM:
FOUR WEDDINGS AND A FUNERAL
YOUTUBE CLIP: “STOP ALL THE CLOCKS, CUT OFF THE TELEPHONE”
BREAK
BLOOM’S HANDOUT
WRITE SOME QUESTIONS TO PROMOTE
THINKING (AT DIFFERENT BLOOM’S LEVELS)
ABOUT A VIDEO:
YouTube clip: The Miniature Earth
COMPREHENSION AND NOTE-TAKING
(AND THEN LET’S THINK OF SOME SYNONYMS)
WORKING SMARTER, NOT HARDER
• STRATEGIES FOR READING (AND FOR PREPARING STUDENTS TO STUDY MORE EFFECTIVELY)
YouTube Clip: Note-Taking skills cartoon
YouTube clip: textbook reading tips
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