Tag Archives: EngAM1

Poetry, Poetry, POETRY!

10 Jan

TASK: Poetry and Me

Complete the following sentence starters on your thoughts on poetry. Write in sentences/paragraphs.

  • I think…
  • I like…
  • I’m nervous…
  • I wonder…
  • I’m not looking forward to…

Once you have completed these, save them, print them, and put them in your folder.

TASK 2: A little browsing

There are loads of great poetry resources online. Read as many as many poems as you can.  Collect the ones you like:

  1. Open a new word document and title it “Poetry Anthology M2”
  2. When you find a poem you like copy the text and the URL (website address)
  3. Aim to collect at least 3 poems that you like.

Try these sources for a WIDE variety of poetry:

Poetry Foundation

Poetry Station – good collection of recorded poetry

Australian Poetry Library

Poets.org

Poets Personal Sites

Michael Rosen

Jack Prelutsky

Shel Silverstein

Benjamin Zephaniah

TASK: Poetry Quiz

Complete this poetry quiz. Don’t stress, it is just for me to see how much you know.

Image: ‘r☼sita

Bosnian Crisis

2 May

For us to understand Zlata’s situation, we need to understand a little about the war that was going on around her.

  • Who was involved?
  • Where was it?
  • What was the outcome?
  • Why were they fighting?
– search for Bosnia or Yugoslavia
– select Bosnian War or Yugoslavian War from TOPIC
– select the reading level as 6-8
Choose one person from your group to focus on one of the above questions. Record your answers on a word document. Include a picture or two if it helps demonstrate your understanding.

You might also be interested in this resource.

Background to the War in Bosnia

The fighting in the 1990’s in Yugoslavia erupted between different religious and ethnic roups. The groups are not new enemies. Their differences are rooted deep in the past

The name Yugoslavia means land of the Southern Slavs. Most of its people are Slavs, one of Europe’s largest ethnic groups. The Yugoslavs are divided into smaller groups that have traditionally disliked one another.

As a country, Yugoslavia did not exist unitl afte World War I. It was put together out of many people and small countries. The people who suddenly became Yugoslavs had their own identities – most did not think of themselves as Yugoslavs, but rather as Croats, Serbs, Musilms, or other ethnic groups. Although there were many tensions, most Yugoslavs of different ethnic groups lived peacefully side by side. Often they were good neighbours, but deep-seated differences were close to the surface.

Following World War II, Yugoslavia was ruled by the Communist Marshal Tito (his real name was Josib Broz). Under Tito, a communist federation was formed that was made up of six republics: Serbia, Croatia, Bosnia-Herzegovnia, Montenegro, Macedonia, and Slovenia. Tito was a strong leader and held all the republics together. After he died in 1980, the nation began to fall apart. In 1991, ll the republics declared their independence except powerful Serbia and tiny Montenegro.

The Serbs are the largest ethnic group in what used to be Yugoslavia. Most Serbs live in Serbia, but many others live in Croatia and Bosnia. Many Serbs now want their own unique country. They believe that Serbs should be ruled only by other Serbs. Serbian nationalists rebelled against the governments of Bosnia and Croatia in 1991. These rebellions quickly erupted into war.

Other world nations took a stand when the Yugoslavian conflict erupted. They wanted to help stop the war. The European Community, the United States, and the United Nations have worked to bring peace.

Image: ‘Sarajevo sunset

Adding extra information to your sentences

11 Apr

Using comma’s correctly is an effective way of adding more detail to your writing. Consider:

George swam to the shops. This doesn’t make much sense. But… George, a pink fish, swam to the shops, is makes much more sense because it has greater detail. Notice that the additional noun group is indicated using a pair of commas. These are called relative clauses. 

Add additional information to these: 

  • Jeepers vacuumed Lily. 
  • The Murry winds towards the ocean. 
  • Mr. Huff shouted and jumped up and down.
  • The chair broke and Miles…
  • I found a ring…

Task 2:

Try writing a story that is about 100 words but that uses as many relative clauses as possible. Bonus points if your story is exactly 100 words. 

 

Basic Film Shots

26 Feb

Directors use a whole range of film shots to add excitement and meaning to their films. That close-up of Jack (in The Day After Tomorrow) was designed to let you know that he is afraid. That wide shot of New York shows you how BIG the catastrophe is.

Look at the following shot types:

Close up:

Notice the face of the boy is almost fills the frame (border of the camera)

Extreme Wide Shot

Notice that you can barely see the boy in the picture.

Wide Shot

Notice that all of the boy fills the frame (head to toe).

Task:

  1. Type the name of your favourite film into Google image search
  2. Find an example of each of the shots discussed above. Copy and paste it into a word document. Label the type of shot that it is.
  3. You document should have a title and your name. Use the name of the film as the title.
  4. Underneath each shot, describe what the shot shows you. eg. The close-up shows that…

Climate Change

20 Feb

Before we get started on the film The Day After Tomorrow we need to review our knowledge about global climate change.

Start by filling in a K-W-L chart on climate change.

Build Your Knowledge

Look at each of the following websites and respond to the questions. Write your answers in a word document. Don’t forget to include pictures to support you thoughts and ideas. Choose to do the questions in any order you like. 

Example Question and Answer:

How does the carbon get into the fossil fuels we burn?

All living things are made of carbon. 300-400 million years ago living creatures in the sea died and settled on the seabed. Over time, the remains of these living creatures were buried under layers and layers of sand and silt. As they get deeper, the heat and pressure turns the remains into oil and gas. Today, humans dig deep into the ground to mine the oil and gas that has been left behind.

Climate Crisis: Evidence

Click on the link: “How can so little warming cause so much melting?”

  • What are the images trying to show you about climate change? Use a specific example in your answer.

What’s the deal with Carbon?

  • Why does everyone talk about carbon when they talk about climate change?
  • Read the graph at the bottom of the page? What does it tell you?

How do we know the climate is 

  • Find some examples of how scientists can tell the climate is changing.
  • Climate change won’t just affect humans, it will also affect animals. Explain how.

The Climate Time Machine

Click on The Climate Time Machine Link.

  • Which countries would be affected by rising sea levels? (This map of the world might help you to identify the countries)
  • What do you notice about sea ice over the past 30 years?

Your Carbon Footprint

  • People often talk about their “Carbon Footprint”. What is it?

Carbon Footprint Calculator

  • Try the Carbon Footprint Calculator to calculate your carbon footprint. NOTE: This calculator is for people living in the UK. For questions like “when you go on holiday, do you travel outside of the UK?” think about how this applies to your situation: do you travel outside of Azerbaijan? Do you stay in Baku? etc.

Some films on Climate Change:

Image: ‘From Darkness to Light – please read