Teaching Portfolio
OUTJ Project 2015
Wiliam Tomford
Introduction and Table of Contents
The aim of this portfolio is to provide an overview of my teaching experience and work
in education. For the past four years I have taken part in the OUTJ (Enriched Foreign
Language Learning) Project in Slovenia where I have worked as a foreign teacher at the
secondary school level and for a short time at the primary level. During this time I have
been engaged in a few different roles as a teacher: as a team-teacher, working with
native Slovenian English teachers in foreign language learning; as a cross-curricular
team-teacher, working with teachers from non-language subject areas; as an
independent teacher, teaching literature and epistemology classes; and as a mentor to
various extracurricular student clubs. I developed most of the teaching materials in this
portfolio to be used in these various roles. I would like to thank Katja Pavlič-Škerjanc,
the tirless and dedicated leader of the OUTJ Projet, my former mentor, Sonja Tratnik
Stegovec, as well as my current mentors, Jožica Flis-Sušjan and Tatjana Shrestha for
their help and support in my teaching.
Curriculum Vitae……………………………………………………………………………………………………..3-4
Teaching Philosophy Statement……………………………………………………………………………….5-6
English and Cross-Curricular Team-Teaching Lesson Topics………………………………………..7
Three Case Studies of Team Teaching Collaborations…………………………………………………..8
Lesson Plan Examples……………………………………………………………………………………………9-18
Supplemental Lesson Materials (Handouts, PPTs, and Documents)……………………….19-34
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Curriculum Vitae
EDUCATION
VANDERBILT UNIVERSITY
Nashville, TN
B.A. in English (Literature and Creative Writing) and German (German Literature Studies)
May 2006
Major GPA: 3.5. Acted in Vanderbilt University Theatre. Participated in Big Horizons community
service projects. Delta Phi Alpha, National German Honorary Society. Dean’s List.
ERNESTINUM GYMNASIUM
Celle, Germany
Recipient of the 2001 United States Congress–German Bundestag Youth Exchange Scholarship.
Attended a German secondary school full-time for a year while living with a German host-family.
EXPERIENCE
GIMNAZIJA KRANJ
Kranj, Slovenia
Foreign Language Teacher
September 2009-Current Time
 Planned and taught all grade levels of English and other subjects using critical thinking and cultural
exploration aims of teaching.
 Implemented innovative approaches to cross-curricular and intercultural teaching in the school
curriculum.
 Founded an English language literary and film criticism group for students.
 Co-founded a philosophical and intellectual lecture series for students and the local community.
IVY PLAN
Seoul, South Korea
English Teacher/SAT and College Preparation
May 2008-September 2008
 Taught intensive upper-level English reading and writing classes; SAT and SAT II preparation
classes; and personally created essay writing workshops.
 Worked with colleagues to create and publish a 1000 page reading comprehension workbook.
 Designed a six week college preparation course that integrated contemporary literature with essay
writing techniques and vocabulary assignments.
MANAGEMENT SCIENCES FOR HEALTH
Cambridge, MA
Administrative Coordinator
May 2007-December 2007
 Oversaw and documented the budgets for three large-scale health projects in Africa; held
responsibility for the day-to-day actions of the home office for the projects.
 Coordinated with colleagues from all over the world to schedule and run productive meetings;
worked as a liaison and travel coordinator for international guests and chiefs of party.
HOEHERE TECHNISCHE LEHRANSTALT (HTL) HIGH SCHOOL
Linz, Austria
Foreign Language Teacher
September 2006-May 2007
 Taught multiple classes daily; organized and executed extensively planned lessons; and
collaborated with other English faculty members to cultivate new methods and ideas.
 Developed new, more progressive and interactive lesson plans for the 11th and 12th
grades.
 Co-founded and coordinated an extracurricular English literature club for pupils.
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INTERNATIONAL TEACHING ASSISTANT PROGRAM
Nashville, TN
Student Consultant
Academic Year 2005/06
 Worked one-on-one with international graduate students at Vanderbilt, teaching English
and assisting with the transition into life in the U.S.
COMPASS COMPANIES
Graphic Design Assistant
 Condensed and organized graphic files and contract information.
 Completed designs under tight deadlines and diligently worked in MS Office.
Nashville, TN
Summer 2006
CONCORDIA LANGUAGE VILLAGES
Moorehead, MN
German Counselor
Summers 2004/2005
 Supervised and mentored up to 20 children, ages 7-18 in the full-immersion German
village.
 Led and organized language acquisition activities; directed theater and art groups; acted
as waterfront manager, in charge of all waterfront activities, and foremost, of safety.
 Developed creative and stimulating evening programs to foster cultural awareness.
PROJEKT WELTOFFENHEIT
Brandenburg, Germany
Community Liaison/Team Planner
August 2005
 Together with a team of four, planned and executed meaningful events and activities for
elderly Russian immigrants, youth, and children, with the goal of bridging eastern and
western cultures.
 Facilitated constant verbal and written contact between team and the local community.
AWARDS AND HONORS
-Congress Bundestag Youth Exchange (CBYX) Scholarship Recipient (2001-2002)
-Delta Phi Alpha National German Honor Society Electee and Member (2006)
-Austrian-American Fulbright Commission Grantee (2007)
SKILLS
Languages: Fluent in German; basic knowledge of Spanish and Slovene; native English speaker.
Computers: Proficient in Microsoft Office and Windows environments; Mac OS X Snow Leopard.
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Teaching Philosophy Statement
There are two key ways to understand what good teaching means: I can look to
established educators, resources on pedagogy, and countless studies done on what it
takes to achieve academic success; or I can draw on personal experience, remembering
what or why I learned so much from a particular teacher, and also what has worked well
in my own classroom. The former approach yields specific results: best practices and
concrete methods of teaching. The latter is more abstract, but just as useful in
understanding the fickle nature of teaching and the gap between pedagogical theory and
thirty loud, restless teenagers sitting in front of you. I’m going to tap into both of these
starting places.
When I ask my students why they attend school, I’m always amazed by how few of them
actually have an answer. Most of them haven’t given it much thought. But that’s actually
not as bad as it sounds, because it’s more important that the teacher know why the
students are there than the other way around. For me, the answer to this question is
simple: to learn how to think. Good teaching, at its core, is based on the principle that
students must learn how to use their brains in the most effective, creative, and useful
ways. And that’s often the most noticeable difference between an educated and a noneducated person. It’s not that an educated person knows more, it’s that she is conscious
of what and how she knows.
Of course learning how to think is a rather vague concept, so there needs to be some
clarification as to how we arrive there. There are certain traits and habits that are
inescapable of being a good teacher. As obvious as it seems, extensive lesson planning
and preparation is mandatory. We often hear that great teachers are flexible and
spontaneous, but these characteristics are actually impossible without the planning. An
invested interest and concern for students’ welfare and success is also necessary. And
then there is the ability to teach to 100 percent of the class, and not just the strong or
weak students. Lastly, according to many pedagogical studies, the bottom line is that we
learn the most from the teachers that we like. At first, this seems to go against the other
concepts, but if I stop to think about my own experiences, it easy to remember certain
teachers whose methods were profound for friends of mine, but less influential for me.
To apply these ideas to ESL is sometimes problematic. The goal of learning to speak or
read English, added to the stress associated with the outdated Matura exam, can make it
feel at odds with the ideas previously mentioned. But I would point to a few of my
teaching ideas that run parallel to ESL. First is the need to develop a fascination and
understanding of language-associated culture. Of course English is important to
communicate with the rest of the world and so on, but this idea bores students. Because
of its breadth we often forget that English is deeply associated with certain cultures, just
as much as German is. To help students make these connections creates a deeper
interaction with the language for them.
In their native tongues, students take for granted that their language stimulates their
brains in so many ways. From joking with a friend at the bus stop to watching a
YouTube video to talking on the phone—especially with the prevalence of social
networking today—language is engulfing them. Unfortunately, the language that comes
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across in the classroom feels flat and one-dimensional in comparison. Outdated reading
and banal speaking is not stimulating their brains in the myriad of ways that they’re
used to. So, I favor an approach of complete variety—in speaking situations (formal,
informal, online), in reading (from advertisement copy to literature), and in listening
(music, news, comedy). I am fighting against a tidal wave of instant gratification and
constant stimulation, and it’s necessary to use these tools to gain students’ attention and
interest.
Teachers, along with parents and peers, undoubtedly wield the most lasting influence
over the child, adolescent, and young adult. Reflecting on own my childhood, I realize
that I’ve forgotten the names of countless friends and acquaintances who were truly
relevant figures in my life—playmates, friends’ parents, babysitters. But for each year of
my life I can remember vividly a teacher who taught me something that I still use today.
Flash forward fifteen years as I have gone into the profession of teaching myself, and I
think that such thoughts about the power, influence, and effectiveness of teachers are at
once, scary, humbling, and awesome. One can either flat out deny how important we
are in shaping and affecting minds and behavior, or embrace this power and try to
confront the challenges it presents and grow as a result.
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English and Cross-Curricular Team-Teaching Lesson Topics
1) Festivals and Celebrations: Planning Your Own Festival
2) Epistemology: Exploring Versions of Historical Truth
3) Using Technology in High School
4) The Art of Storytelling
5) Studying Roald Dahl’s Short Story, “The Hitchhiker”
6) Studying Doris Lessing’s Short Story, “Through the Tunnel”
6) Exploring the Topic of The American Dream
7) Storytelling and Character Development Through Sundance Short Films
8) Debate Techniques and Logical Fallacies
9) The Art of Rhetoric and Public Speaking
10) The Great Depression in American History
11) The American School System
12) Exploring Cultural Differences
13) Natural Disasters and The Effects of Hurricane Katrina on the City of New Orleans
14) Off the Beaten Track American Tourism
15) School Discipline in American High Schools
16) Extreme Sports and Performance Enhancing Drugs in Sports
17) America’s National Parks System
18) The Art of Persuasion: Exploring Advertising in Print and Television
19) Frivolous Law Suits in the United States
20) The State of Our Food
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Three Case Studies of Team Teaching Collaborations
Case 1
Subject(s): English and History
Summary of Collaboration:
In this lesson the history teacher, Prof. Veldin, and I collaborated on the history unit of
the Great Depression. Prof. Veldin concentrated on the European aspects of the Great
Depression—the effects on the European economies, and the events that lead to WWII—
while I concentrated on the American Great Depression. Through our collaboration, we
used visual aids and a power point that we constructed together to stress how
Americans view the Great Depression, and how it’s causes and effects are still relevant
today.
Case 2
Subject(s): English
Summary of Collaboration:
In this lesson the English teacher, Prof. Shrestha, and I collaborated on a short project
where students explored the topic of festivals and celebrations. Students first
researched and discussed festivals in their own communities. Then they brainstormed
why festivals are so important all over the world and across many cultures. We stressed
aspects of community, culture, food, customs, and rituals. As an activity, students then
had to plan and present their own festivals, complete with schedules of events and
promotions that would occur for their festivals in their communities. Students were
extremely creative in this mini-project, and I was impressed with how detailed and
interesting their festivals were.
Case 3
Subject(s): English
Summary of Collaboration:
In this lesson the English teacher, Prof. Hribar, and I worked on a mini-unit of literature,
concentrating on the novel, The Graveyard Book, by Neil Gaiman. We developed a series
of questions that tackled different aspects and themes of the novel, and small groups
worked on these questions. We then had discussions and debates with the whole class
and between small groups. Students were engaged in the learning process and were
also able to do close readings of the novel and to present their arguments based on these
close readings.
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Lesson Plan Examples
Lesson Title: “The Art of Persuasion: Exploring the World of Advertising”
Abstract: In this team-teaching lesson students learn about advertising different
perspectives: from that of the consumer; the advertising agencies who create the ads;
and from the perspective of what’s going on in the ads themselves.
Goals and Aims:
-Students learn about the main types of advertisements and the characteristics of those
ads
-to think critically when looking at an advertisement and understand how manipulation
works
-to explore the cultural sides of ads and how they play into our cultural and personal
values
Added Value of FT: The FT (Will Tomford) brings a unique cultural background from
which to help students to understand advertising. Oftentimes students are blind to types
of consumer manipulation happening right around them, and the FT’s outside
perspective can help break this down.
Activities:
1. FT: Introduces topic and goals of lessons
2. SU: Begins warm-up activity of asking students to enumerate different types of
advertising
3. FT and SU: Present different types of techniques used in advertising and student come
up with examples to demonstrate those techniques
4. FT: Creates a fake “target audience” with the students
5. FT and SU: Using three real print ads, analyze the ads with the students in small
groups
6. FT and SU: Monitor small group work where students create their own
advertisements using the techniques learned in class.
Reflection: This lesson was completed successfully in 3rd and 4th year classes. Students
responded enthusiastically to exploring the role that advertising plays in their lives. At
first, some students thought that the teachers were overanalyzing advertising in general,
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but when they saw how manipulative these ads often were, they were amazed by how
prevalent and powerful the subject matter actually was.
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Lesson Title: “Powerless in the Face of Mother Earth: Natural Disasters and Hurricane
Katrina”
Type of Lesson: Team teaching; English (FT)-English (SU)
Abstract: In this lesson students explore the topic of natural disasters and study a
famous example, Hurricane Katrina.
Goals and Aims:
-demonstrate an understanding of different types of natural disasters
-learn subject-related vocabulary
-understand the human causes of the damage inflicted by Hurricane Katrina
-think critically about how the hurricane affected the United States and its citizens
Added Value of FT:
-researches and brings authentic resources: texts, film clips
-enriches the lesson with firsthand knowledge of Hurricane Katrina and its aftermath
-brings a unique cultural perspective in which to explore this topic
Activities:
1) SU: Introduces the topic of natural disasters and begins a warm up of asking students
to enumerate different types of natural disasters
2) FT: Goes over the relevant vocabulary that will be used in the lesson and conducts a
gap-fill with the students on natural disasters
3) SU: Short discussion: Asks the students how natural disasters affect local
communities
4) FT: Presents the critical problems of Hurricane Katrina, focusing on how human
response might have been responsible for the great damages
4) SU: Splits students into small groups to answer discussion questions
5) FT and SU: Lead a joint-discussion based on the questions students answered in
groups
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Lesson Title: “United States Economic Sectors: Production and the Story of Detroit”
Type of Lesson: Team teaching; English (FT)-Geography (SU)
Abstract: In this lesson students learn about the different economic sectors in the
United States. Focus is given to production. The second part of the lesson is dedicated to
the history of the city of Detroit, which is a symbol of the decline of US manufacturing
and industry.
Goals and Aims:
-understand key geography and economy concepts in English like manufacturing, GDP,
industry, et al
-think critically about the changing state of industry in the US
-understand how the different sectors of the US economy operate and where they are
located
Added Value of FT:
-brings a unique, first hand perspective of having lived and worked in the US economy
and having travelled extensively so as to be able to understand the geography of the
country
-concentrates also on the cultural aspect of how industry affected the people of Detroit
and Americans’ cultural values
Activities:
1) SU: Introduces the topic of the US Economy and the geographic locations of the
different sectors; explains on a basic level some of the important features
2) FT: Introduces a broad overview of US industry and manufacturing; locations and
major economic sectors; uses PowerPoint to show maps
3) FT: Explains to students some of his personal criticisms of the US economy such as
uninhibited growth and deregulation
4) FT: Presents the history of Detroit beginning with a film clip from 1965 that shows
how Detroit was very prosperous at the time
5) SU: Asks students in Slovene to summarize the main points that the FT covered in the
Slovene language
6) FT: Students can ask the FT additional questions
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Lesson Title: “Exploring the Biological and Psychological Effects of Drugs”
Type of Lesson: Guest team-teaching; English (FT) and Biology (SU)
Abstract: In this lesson students use the knowledge that they’ve learned in biology
about drug use and its effects to have discussions and debates in English on this topic.
Goals and Aims:
-put relevant vocabulary and topical knowledge to use in discussions and debates
-think critically in a small group setting about the topic of drug use and its effects—both
biologically and psychologically
-explore cross-subject implications between biology and psychology
-consider different perspectives on the social and biological spectrum on this issue
Added Value of FT:
-brings expertise in critical thinking and discussion/debate activities
-uses pedagogical techniques from his education such as debate
-brings a different perspective from the SU in biology
Activities:
1) SU: In a previous lesson, the SU carries out lessons about drug use and its effects on
the brain and nervous systems
2) FT: Conducts a short revision session during which students synthesize knowledge
learned in the previous lesson
3) FT: Splits the students into small groups and assigns different roles that capture
unique perspectives on the issue: a biologist; a social worker; a psychologist; and a
student.
4) FT: The FT guides students to discuss a series of questions about the issue of drug use
in their groups. After each question is discussed within the group, students engage in
small debates to challenge each other’s perspectives.
5) FT: The FT leads a reflection at the end of class to discuss how perspectives and
opinions were challenged during the lesson.
Reflection:
This lesson was conducted in separate parts with the Slovene biology teacher
conducting the first part and the FT the second part. I think this technique worked well,
because students were able to revise, critically discuss, and analyze what they had
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learned in the first lesson. English was used in both lessons, but the emphasis on
language development was in the second lesson. I think students actually challenged
themselves in this lesson, as they were able to think from perspectives not normally
considered in biology class.
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Lesson Title: “American Civil War”
Subject(s): English and History
Hours: 1 pedagogic hour
Summary/Overview of Lesson: In this lesson we discuss the American Civil War—its
causes, the war itself, and the aftermath and how it shaped American history. The
history teacher will concentrate on the actual historical events, while the foreign teacher
will stress the cultural aspect and the far-reaching effects that the war had on all
Americans, which can still be seen today.
Pedagogic Aims and Goals:
a) Understanding the causes of the American Civil War—especially the two main issues
of slavery, and States’ rights, the latter continuing to be an important issue today.
b) Learning about the significance of the secession of the south from a cultural point of
view—why the country was so divided, and what each side was actually fighting for.
c) Applying the lessons and ideas learned from the Civil War to contemporary American
culture. Here, the concentration is on race relations and State versus Federal
government power.
Methodology:
a) The history teacher will introduce the causes of the Civil War, concentrating on
slavery and States’ rights, and how those causes led to the secession of the southern
states and to the outbreak of war.
b) The foreign teacher will expand on the causes, but from a wider, more philosophical
view. He will provoke students to explore the moral implications of slavery and States’
rights, and ask students to create arguments from both a southern and northern
perspective.
c) The history teacher will use visual aids and maps to explain the military operations of
the war, and eventually the war’s end and the reconstruction period.
d) The foreign teacher will organize students into small groups to tackle discussion
questions about the effects of the war. Students will compare their understanding of the
Civil War with their understanding of American culture today and make links between
those.
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Lesson Title: “Introduction to Mathematics in English” (in collaboration with Prof.
Tatjana Shrestha)
Type of Lesson: Parallel Team teaching; English (FT and SU) and Mathematics (SU)
Abstract: In this lesson students learn about basic mathematic operations and problems
in English. The focus is on building math vocabulary and then being able to put that
vocabulary to use.
Goals and Aims:
-learn relevant mathematical vocabulary: operations and important words for problem
solving
-using English vocabulary to work out “word” (often times real life math situations)
math problems in English
-apply basic English math vocabulary and problem solving to higher level math with the
Slovene math teacher
Added Value of FT:
-brings experience of having originally learned math in English
-comes from a different pedagogical background which emphasizes other types of math
problems (e.g. word problems) which Slovene students may not be as familiar with
Activities:
1) SU: Introduces the topic of math and the goals of the lesson
2) FT: Works with class on basic signs and operations in English math
3) FT and SU: Splits class into small groups where students work on individual
problems. Students then present the steps of those problems in English to the rest of the
class
4) SU (Math): During the second lesson, which is conducted by a math SU, students
tackle higher level (math that they are currently working on in the third year) problems.
Reflection:
We designed this lesson as a parallel two-part lesson with English and Mathematics.
Overall, we thought that this was a very successful lesson due to a few main points.
Firstly, we found that students often thought they knew how to do basic math in English,
but that when they were actually forced to solve an equation or do a problem out loud,
they struggled. The vocabulary that they learned then proved to be useful. Secondly, the
higher level math that students worked on with a Slovene mathematics teacher was
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used as a tool for students to be able to apply what they learned in the first lesson—a
kind of revision. This technique also proved to be useful as building block in skills.
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Lesson Title: “Greek-Persian Conflict”
Subject(s): English and History
Hours: 1 pedagogic hour
Summary/Overview of Lesson: In this lesson we cover the historical period of the
Greek-Persian Wars. We make an overview of the Spartan society, and how compare
that with the Athenian society in terms of values and culture. We discuss and explore
how a relatively small group of Greeks were able to defeat such a large empire as Persia.
Pedagogic Aims and Goals:
a) Understand the historical terms and ideas to come out of the Greek-Persian Wars.
b) Reflect on Spartan culture—including the upbringing of the youth and the training
regimes.
c) Finding differences between Spartan and Persian warriors—their values, mindsets,
and military techniques.
d) Recognizing how this war affected the rest of Greek history, especially the eventual
rise of Macedonia.
Methodology:
a) The history teacher will introduce basic terms and historical events leading up to and
during the Greek-Persian Wars.
b) The foreign teacher, using maps and visual aids, will produce questions to promote a
discussion about the differences between Greeks and Persians, and Spartans and
Athenians.
c) Students will present how the historical events can be viewed through a cultural- and
value-based interpretation of the Spartans (Greeks) and the Persians.
d) Students will use what they learned to make links between contemporary conflicts
between western and eastern cultures and countries.
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Supplemental Lesson Materials (Handouts, PPTs, and Documents)
The Art of Persuasion: Exploring the World of Advertising
I. Introductory Thinking
A) Imagine yourself going through an average day. How many times during that day do
you think you were exposed to some kind of advertisement?
B) How many different kinds of advertisements can you name?
II. Some Useful Vocabulary
Types of Ads: commercial, infomercial, spot, billboard, pop-up, banner, print ad,
poster, spam
Define the following terms: Target Audience______________________________________
Age Range__________________________________________________________________
Reach______________________________________________________________________
Product Placement___________________________________________________________
Motto______________________________________________________________________
Slogan_____________________________________________________________________
Shock Factor________________________________________________________________
III. Exploring an Advertisement as a Class
As a class, we will examine one advertisement together.
IV. Examining Your Own Advertisements
In your group, complete the following tasks:
A) Identify the outside elements of your ad: who is the target audience? Describe their
age range, sex, income, or anything else that might be relevant.
B) Can you identify any of the elements within the ad that we discussed? Look for copy,
slogans or mottos, shock factor, or a jingle.
C) How does this advertisement work? What is the overall message to the buyer?
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D) Do you think this is a successful ad? If so, why does it work? If not, what would you
change about it?
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The Old Man and the Sea: Cross-Curricular Learning in Slovene and English
I. Some Basic Biographical Information About Ernest Hemingway
Answer the following question after hearing a short biographical sketch given by Mr. Will
a) Where and when was Hemingway born?
b) What was Hemingway’s first professional engagement in writing?
c) What was the key experience that shaped Hemingway as a young man?
d) Which group of writers who lived in Paris is Hemingway associated with?
e) What about Hemingway’s writing style was particularly noteworthy and influential?
II. A Short Film Clip From Midnight in Paris by Woody Allen
Answer the question:
a) In this fictionalized version of Hemingway, what famous characteristics of the author
are poked fun of?
III. The Old Man and the Sea
Opening Sentence:
Answer the questions:
“He was an old man who fished alone in a skiff in the Gulf Stream and he had
gone eighty-four days now without taking a fish.”
a) What can you say about the language, just based on the first sentence of the
story?
b) What does this first sentence accomplish in a narrative sense?
Passages:
For each passage (discussed and read in small groups), answer the following
questions:
a) Give a brief summary in your own words of what the author is saying or
describing.
b) What is the tone of the passage?
c) Can you think of any theme(s) that the author is suggesting in the passage?
d) How does the language affect the main idea of the passage?
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1)
He always thought of the sea as la mar, which is what people call her in Spanish when
they love her. Sometimes those who love her say bad things of her but they are always
said as though she were a woman. Some of the younger fishermen, those who used
buoys as floats for their lines and had motorboats, bought when the shark livers had
brought much money, spoke of her as el mar which is masculine. They spoke of her as a
contestant or a place or even an enemy. But the old man always thought of her as
feminine and as something that gave or withheld great favors, and if she did wild or
wicked things it was because she could not help them. The moon affects her as it does a
woman, he thought.
2)
He did not remember when he had first started to talk aloud when he was by himself. He
had sung when he was by himself in the old days and he had sung at night sometimes
when he was alone steering on his watch in the smacks or in the turtle boats. He had
probably started to talk aloud, when alone, when the boy had left. But he did not
remember. When he and the boy fished together they usually spoke only when it was
necessary. They talked at night or when they were storm-bound by bad weather. It was
considered a virtue not to talk unnecessarily at sea and the old man had always
considered it so and respected it. But now he said his thoughts aloud many times since
there was no one that they could annoy.
3)
He is a great fish and I must convince him, he thought. I must never let him learn his
strength nor what he could do if he made his run. If I were him I would put in everything
now and go until something broke. But, thank God, they are not as intelligent as we who
kill them; although they are more noble and more able.
4)
Then he could not see well, although now he saw as well as ever. Now he knew there
was the fish and his hands and back were no dream. The hands cure quickly, he thought.
I bled them clean and the salt water will heal them. The dark water of the true gulf is the
greatest healer that there is. All I must do is keep the head clear. The hands have done
their work and we sail well. With his mouth shut and his tail straight up and down we
sail like brothers. Then his head started to become a little unclear and he thought, is he
bringing me in or am I bringing him in? If I were towing him behind there would be no
question. Nor if the fish were in the skiff, with all dignity gone, there would be no
question either. But they were sailing together lashed side by side and the old man
thought, let him bring me in if it pleases him. I am only better than him through trickery
and he meant me no harm.
5)
I have no understanding of it and I am not sure that I believe in it. Perhaps it was a sin to
kill the fish. I suppose it was even though I did it to keep me alive and feed many people.
But then everything is a sin. Do not think about sin. It is much too late for that and there
are people who are paid to do it. Let them think about it. You were born to be a
fisherman as the fish was born to be a fish.
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Working on the Literary Essay for Diamond as Big as the Ritz
What are the goals of the literary essay?
1) To answer the essay title/question in a comprehensive, well thought out way.
2) To show that you understand the book—it’s characters and themes—and can point to
specific examples from the text to support your arguments and show this.
3) To write a well-organized, structured essay that demonstrates a good command of
English.
How should you organize the essay?
1) Use a standard 4-5 paragraphs approach (paragraphs are crucial, because they
separate your ideas and arguments, intro, body, and conclusion)
Intro: 1 paragraph
Body: 2-3 paragraphs
Conclusion: 1 paragraph
Intro: introduce the topic in relation to the essay question.
Example:
Question: “Discuss the moral values of Braddock Washington.”
Bad openers:
Nowadays moral values are important for most people.
F. Scott Fitzgerald wrote a novella called The Diamond As Big As The Ritz, which is about
a boy named John Unger who visits a wealthy family called the Washingtons.
Good openers:
One of the key themes in The Diamond as Big as the Ritz is morality as seen through
wealth.
At the heart of The Diamond As Big As The Ritz is a question of moral values as they
relate to wealth. In Braddock Washington we can see a character who has let wealth
corrupt his morals.
End your introduction with a thesis statement:
A main argument or point you will discuss in your essay.
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E.g.: “While Braddock displays shows certain values within his own world, if he’s judged
by universal human morals, it can be seen how corrupted his ethics are.
Now, onto the body:
Avoid:
-summarizing the plot to get to your point
-using vague, unjustified examples
Do:
-use specific examples
-assume the reader has read the text
Important point: Argument vs. Example
An argument is a claim that you make. E.g. “Braddock has some kind of value system.”
An example tries to prove that argument. E.g. “Braddock acknowledges the problems of
the prisoners in the pit and he also treats his slaves reasonably well.”
Begin your body paragraphs with Arguments or claims, and then use one or two
examples to support those claims.
Moving on:
Claim: “Braddock is ultimately bound to the protection of his wealth.”
Example: When the Italian teacher escapes, he had an agent kill fourteen men to try to
make sure he was dead and wouldn’t give away the Washington’s secret.”
Try to aim for at least three examples from the text in your essay.
Now, for the conclusion:
What should be in a conclusion?
A kind of summary of your main ideas, without exactly repeating yourself
Don’t:
-introduce a totally new argument or line of thought in the conclusion
Do:
-hint at a great idea or implication of your essay
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Future Worlds:
What Can Film and Literature Tell Us About What’s To Come (and What’s Already
Here)?
I. Introductory Questions
a) What is a utopian novel or film and what is a dystopian novel or film?
b) Can you think of any dystopian novels or films, or ones that predict a certain kind of
future?
c) Do films, stories, or novels about the future have to be of the science fiction genre?
II. In Your Groups, Read the Excerpt from A Famous Dystopian Novel
a) What is the basic content of this passage? What is being said?
b) Can you make any guesses or suggest any observations about the world that’s being
described?
III. Thinking About the Dystopian Novel as A Critique of Current Times
a) How might your (or any) of the excerpts reflect what’s going on in the world today?
b) Can you identify any critiques of modern society that writers or filmmakers might be
attacking in their works?
IV. Watch the Film Clips From Some Films that Depict the Future
Her
https://www.youtube.com/watch?v=S7t4r2G2XCE
Brazil
http://www.youtube.com/watch?v=mu1iND6vtcE&feature=related
Gattica
https://www.youtube.com/watch?v=kM_dqjgyMmA
V. Answer the Following Questions
a) What kind of social, cultural, or human critiques are being made in these film clips?
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b) In Her, what kind of a relationship does Theodore have with Samantha?
c) In Gattica, is Vincent’s birth scary, or should that be the norm in the future?
d) What do these films have in common?
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The United States Education System: An Overview Focusing on Unique
Aspects
Today we will take a look at the American Education System and focus on some of the
aspects that make the system different from other countries.
I. Warm-Up Gap Fill
Fill in the gaps with the correct word or terms from the following list:
Extracurricular
School District
Middle School or Junior High
Tuition
Juniors
Elementary School (BrE: Primary School)
University
Pre-K or Pre-School
College
Freshmen
Before kindergarten toddlers below the age of four or five can attend
_________________________.
___________________________ refers to a school with kindergarten through fifth grade
(sometimes written as K-5).
In the US, the __________________________ in which you live is important, because it will
determine which school(s) you may attend.
A school with grades 6-8 (students roughly aged 12 to 14) is called
____________________________.
Public schools are free, whereas students must pay __________________________ to attend
private schools.
In high school students study for four years and are called _____________________,
sophomores, _____________________, and seniors, depending on which year they are in.
In many American high schools sports and _______________________ activities take place
everyday after classes, which means that the school day often goes until four or five in
the afternoon.
A _____________________ refers to a higher education institute where students complete their
undergraduate education (first four years) and obtain a bachelor’s degree (BA or BSC).
A _____________________ offers graduate degrees such as Masters (MA), Doctor of Medicine
(MD), Doctor of Law (JD), and Doctor of Philosophy (PhD).
II. Exploring College and College Life in the United States
Answer and discuss the questions in class:
a) What does it mean when a student says that she is “majoring in History”? How would
a British student say this?
b) Explain the idea of a “college campus.”
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c) What are the Ivy League schools? Which schools are these?
d) What is “homecoming weekend”? Why is this important for American universities?
e) What are sororities and fraternities?
f) Name the usual five components of applying to a college in the US.
Jean Piaget, a Swiss psychologist, and the first scientist that made systematic studies of how
children learn.
1.
Jean Piaget, a Swiss psychologist, and the first scientist that made
2.
Jean Piaget was a Swiss psychologist, also the first scientist making
3.
As a Swiss psychologist, it was Jean Piaget who was the first scientist making
4.
Swiss psychologist Jean Piaget, the first scientist in having made
5.
The Swiss psychologist Jean Piaget was the first scientist to make
Scenes from the everyday lives of African Americans, which are realistically depicted in the
paintings of Henry Ossawa Tanner.
(A)
(B)
(C)
(D)
(E)
Scenes from the everyday lives of African Americans, which are realistically
depicted in the paintings of Henry Ossawa Tanner.
Scenes from the everyday lives of African Americans being realistically
depicted in the paintings of Henry Ossawa Tanner.
The paintings of Henry Ossawa Tanner realistically depict scenes from the
everyday lives of African Americans.
Henry Ossawa Tanner, in his realistic paintings, depicting scenes from the
everyday lives of African Americans.
Henry Ossawa Tanner, whose paintings realistically depict scenes from the
everyday lives of African Americans.
Looking up from the base of the mountain, the trail seemed more treacherous than it really
was.
(A) Looking up
(B) While looking up
(C) By looking up
(D) Viewing
(E) Viewed
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The revolt against Victorianism was perhaps even more marked in poetry than either fiction or
drama.
(A)
either fiction or drama
(D)
in either fiction or drama
(B)
either fiction or in drama
(E)
in either fiction or in drama
(C)
either in fiction or drama
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Powerless in the Face of Mother Earth: Exploring Natural Disasters and
Hurricane Katrina
I. Warm-Up and Vocabulary (Fill in the appropriate word next to the description.)
An uncontrolled fire that burns ravenously in a wilderness area is a __________.
An __________ originates at what’s called an epicenter.
In the days after Hurricane Katrina, much of New Orleans was __________, because of the
rising water.
The volcano, Nevada del Ruiz, __________ in 1985, causing over 20000 deaths.
The 2004 Indonesian __________ was responsible for what some estimate to be over 250000
deaths.
A __________ is when food sources become extremely scarce.
__________ are also known as twisters or cyclones.
A __________ eruption is when CO2 erupts from a deep lake, causing nearby life to be
poisoned.
II. General Questions (Answer the questions with your partner or by yourself.)
a) What are some of the most famous natural disasters in recent history?
b) The word “natural” implies that these disasters are caused by nature. But, have you heard
any talk among scientists recently that might make you believe otherwise?
c) We blame natural disasters for destruction of land and property, but what health
consequences can they have?
d) To what extent are natural disasters predictable?
e) Recently, a group of Italian scientists were given a prison sentence for not accurately
predicting an earthquake. Do you agree with this? How far are scientists morally responsible?
f) How far do you think that the likelihood of a natural disaster is a good reason to consider
where to live?
III. A Brief Overview of Hurricane Katrina
Keywords and Vocabulary: The Big Easy, levees, sea-level, the path of the hurricane,
hurricane category strength, FEMA, emergency response, evacuation plan, shelters of last
resort, looting
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a) Do you think that the response to Katrina was mishandled? Who do you think is to blame
for this mishap?
IV. Watching the Film
a) Discuss the unlikely consequence of Hurricane Katrina that NASA tackles.
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