Second Semester English Project: Gera and Kristi D # 2 Y-10

As a back up in case the first did not work out Kristi and Gera made this second project. Actually more a matter that each started one project and they could not agree which to ‘drop’ in favour of the other. So instead we get two offerings from Kristi D and Gera.

This lists the ‘Ten most important things in life’ as seen by Gera and Kristi. The relationship these things have in making our quality of life something worth while and something to enjoy. Let us explore their ten most important things..

The PowerPoint slides have a somewhat 1960’s feel to them. The psychedelic colours as well as the choice of fonts reminds – those of us old enough to remember – the Golden age of the 1960’s

(Project Grade: 4.5)

Second Semester English Project: Kristi D and Gera Y 10

For their project Kristi and Gera looked into the Internet and how it has changed our lives at work as well as in the office. The way the Internet has changed our social patterns and habits and how it is quite common to have more ‘friends’ whom we have never actually met – scattered across the world, than those in our own neighbourhood. The girls looked at the history and development of the Internet as well as our individual perceptions of it. The Good, the Bad and the Ugly all factor into our relationship with the Information Highway.

Join Kristi and Gera on this revealing journey.

(Project Grade: 4.5)

Second Semester English Project – Rea Y 10

For her project Rea chose to tell us about the city where she lives and we attend school – Tirana, Albania. Tirana is home to more than 1.3 million Albanians, perhaps more than 50% of the countries population live in this growing city which resounds with a plethora of sites and visions and a cacophony of sounds 24 / 7. Come and let Rea being your guide as we explore her world.

(Project Grade: 4.5)

Summer Reading – MIST Recommendation: Pre Sophomore (Going into Pre Y 10)

ENGLISH DEPARTMENT

Directions: Read one of the following books during the summer. You will be tested on the book in American Literature when you return to school. To prepare yourself, take good notes on the book. Be sure to take notes on minor and major characters, the setting of the story, and the plots.

I Know Why the Caged Bird Sings by Maya Angelou
A well-known poet, actress and scholar tells poetically of her African-American childhood in Stamps, Arkansas, where searing bigotry tested but did not destroy her.

The Promise by Chaim Potok
This sequel to The Chosen takes the reader into Danny’s and Reuven’s adulthoods.

Pudd’nhead Wilson by Mark TwainProject Gutenberg eBook
At Dawson’s Landing in times of slavery, two boys — one black, one white — are switched at birth. What happens as a result shows the author’s firm conviction that “color is only skin deep.”

Witch Child by Celia Rees
In 1659, fourteen year old Mary Newbury keeps a journal of her voyage from England to the New World and her experiences living as a witch in a community of Puritans near Salem, Massachusetts.

Additional Summer Reading Lists

A LIST OF GREAT LISTS!

Summer Reading List 2007These lists of titles have been compiled by librarians at member schools of the Houston Area Independent Schools Library Network (HAISLN). The lists include both fiction and nonfiction books by some of the best authors for children and young adults. Lists presented for PreK-12.

Summer Reading ListsCharlottesville (Virginia) Catholic School presents these lists or required and suggested reading. Separate lists for each grade K to 8.

Summer Reading for KidsThese books have been selected by Vermont public school librarians and are recommended for summer reading for children and young adults. Published on the Vermont Education Association’s Web page, Summer Reading offers separate lists for students in grades K through 4, 5 through 8, and 9 through 12.

Summer Reading ListsThese lists, from the Mountain Brook City Schools in Birmingham, Alabama, recommend books for students in grades 1 through 3, 4, 5, 6, junior high school (grades 7 through 9), and high school.

Summer Reading ListsMiddlesex Middle School in Darien, Connecticut, provides reading lists for social studies and science, as well as English.

Summer Fun Reading ListThese lists include books for students in K through 5. Book lists are divided by grade levels of students entering grades K and 1, 2 and 3, and 4 and 5, as well as into such categories as poetry, picture books, and classic fiction to read aloud to the whole family.

Elementary Summer Reading ListThis list from the Wayland (Massachusetts) Public Schools includes fiction titles for beginning readers, students in grades 2 and 3, and students in grades 4 and 5, as well as lists of books of poetry, books of fairy tales, biographies, books for families to read aloud, and more.

Boulder (Colorado) Public Library Booklists for KidsThis list of lists from the BPL includes summer reading chapter books and summer reading picture books.

Fairfax County Public Library Books for School-Age ChildrenThough not specifically created as summer reading lists, these lengthy lists include great summer reading ideas. Individual lists are offered for students in grades 1 to 6.

Summer Reading ListsThis resource from Fairfax County (Virginia) Public Schools includes four separate lists — for students going into grades 6, 7 and 8, 9 and 10, and 11 and 12.

Boston Public Schools Summer Reading ListsFour lengthy book lists — for students in grades K through 3, 4 and 5, 6 through 8, and 9 through 12 — offer titles sorted by genre. These lists, created in association with the Boston Public Library, include titles in Spanish for students in grade K through 8.

ADDITIONAL SUMMER READING RESOURCES

Summer Reading Tips for ParentsAccording to the LD Online Web site, “Studies show that most students experience a loss of reading skills over the summer months, but children who continue to read actually gain skills.” This site offers tips that encourage parents to help children sustain reading skills during the summer. Although directed to parents of children with learning disabilities, any teacher might include these tips in an end-of-year newsletter as a reminder to parents.

Choices BooklistEach year the International Reading Association (IRA) invites 10,000 schoolchildren to read and vote for the best newly published books. This site provides the children’s list as well as a list of teachers’ picks for the best books.

Publish Your Book ReviewsHave children publish their book reviews on Web sites that offer readers the opportunity to share their opinions about books. This issue of Barbara Feldman’s Surfing the Net with Kids newsletter offers links to a handful of such opportunities!

Summer Reading Lists

Every year around the world schools give their recommendations for the books students should read during the summer. These lists are as varied as there are schools. Here are some links to the top recommended reading lists from around the globe. Try reading some of the books on these lists. Later we will post the books we recommend for our MIST students.

One key to children’s reading success is making their reading experience entertaining, relaxing, and enjoyable. Allow children to choose their own reading materials and be aware of what their reading interests are. Help them find books that pique their interests. Below are information about and links to many reading lists that identify high-quality titles and serve many different audiences and purposes.

Notable Children’s Books An annual list compiled by the Association for Library Service to Children (ALSC), a division of ALA.

Top Ten Lists of “All-Time Classics” ALSC created this list of classics that parents and children can read together for the Boys and Girls Clubs of America for national KidsDay (August 2001). There is one list for preschool to age 8 and one list for ages 8-12.

100 best paperbacks A list created by ALSC for Reading is Fundamental (RIF).

Newbery Award Books. Each year, ALSC chooses the most distinguished contribution to American literature for children from books released in the previous year.

Caldecott Award Books. Each year, ALSC chooses the most distinguished American picture book for children released in the previous year.

Pura Belpré Award Books. Each year, ALSC chooses two works (one for narrative and one for illustration) that best portray, affirm, and celebrate the Latino cultural experience in an outstanding work of literature for children and youth.

Coretta Scott King Award Books Each year, the Coretta Scott King Task Force of the ALA Social Responsibilities Round Table chooses two distinguished books, one by an author of African descent and one from an illustrator of African descent, that promote an understanding and appreciation of the “American Dream.”

Robert F. Sibert Award Books. Each year, ALSC chooses the most distinguished informational book published during the preceding year.

Mildred Batchelder Award Books. Each year, ALSC honors an American publisher for a children’s book considered to be the most outstanding of those books originally published in a foreign language in a foreign country, and subsequently translated into English and published in the United States.

Booklist Editor’s Choice Lists including “Books for Youth” compiled by editors of ALA’s review magazine, Booklist; with grade levels suggested.

The Teen Read Week website includes a list of resources for materials of interest to teens.
An extensive list of all of the high-school-age reading lists compiled by members of the Young Adult Library Services Association (YALSA), a division of (ALA).

Outstanding Books for the College Bound
There are also numerous published lists. A recent one is The New Books Kids Like, edited by Sharon Deeds and Catherine Chastain, Prepared for the Association for Library Service to Children (Chicago: ALA, 2001). This organizes frequently requested materials around 44 topics and indicates grade levels within those topics.

Finally, there are numerous web resources available through Great Web Sites for Kids. See entries under “Literature and Language”

Macbeth Summary – Erinda Y 10

Here is Erinda’s PowerPoint of the 2006 version movie of Macbeth. In her presentation Erinda highlights the main points from the movie and how it interprets the original Shakespearean drama and takes it from Scotland to urban Australia.

A good round up and well put together. (Grade 5)

IGCSE English as a Second Language

 

This course is designed for students who have English as their second or additional language. It is a full IGCSE course that is accepted at A-Level and Universities around the world as a valid English Language qualification.

The IGCSE ESL is a skills based course that aims to enable students to do the following:

• To develop the ability to use English effectively for the purpose of practical communication in a variety of situations.
• To form a sound base for the skills required for further study and employment using English as the medium.
• To develop an awareness of the nature of language and language learning skills along with skills of a more general application, (e.g. writing for specific purposes, analysing and synthesizing material).

Students are examined on Reading and Writing for 2 hours and on Listening Skills for 40 minutes. There is also a 15-minute oral examination.

All students are currently required to take the English Language (First Language) exam – which takes place in May at the end of Year 11. The IGCSE ESL exam is therefore taken in November, soon after students enter Year 11 and offers students an additional English language qualification.

What are the advantages of taking IGCSE ESL ?

• No long coursework assignments – improve your speaking confidence with the 15-minute oral assessment.
• Better English Language reading and writing skills that are useful in all subjects.
• Improved general knowledge and vocabulary from exposure to newspapers and magazines.
• Exposure to radio and television excerpts to enhance listening skills.
• Developing Oral confidence and speaking skills through short group discussions, presentations and speeches.
• Summarizing, skimming, scanning and note-taking skills.
• Writing in different registers, both formal and informal. Writing for specific purposes – reports, business letters, letters of complaint, persuasion, transactions, arguments etc.
• Less examination pressure in May, because you take this one in November. Lots more time after November in Year 11 to work on improving subject coursework in other subjects and developing revision and study skills.
• Two useful English Language GCSE grades – IGCSE ESL and the English as a First Language.

 

For Further Information :

Please see Dr. Rod

‘ Enis Notes’ ~ Macbeth in a nutshell!

Macbeth Act 1

Act 1- Scene 1

Three Witches meet in a desert place with thunder, lightening and rain. They vow to meet again when some mighty battle is over before the sun sets on the heath. They will meet with Macbeth. There is something murky, something terrible in…..

Act1- Scene2

1. The sergeant describes a battle in the war between: Norway and Scotland.

2. Who were the heroes in the battle? Macbeth and Banquo.

3. The Thane of Cawdor was a Traitor. King Duncan sentenced him to death and gave his title to Lord of Ross.

4. What do we learn about Macbeth’s character in this scene?

He is considered a strong and brave man and with those characteristics he is honourable.

Act 1- Scene 3

1. What do the witches predict for Macbeth?

a) He will become Thane of Cawdor.

b) He will become king.

2. What do they predict for Banquo?

They predict that his sons are going to become king.

3. Explain the dramatic irony in the witches’ first prediction.

The dramatic irony in the Witches prediction that Macbeth will be "Thane of Cawdor" lies in the fact that the audience knows from the previous scene that King Duncan has already given the title to Macbeth, making the prophecy true – though Macbeth is not yet aware of the fact.

4. When the predictions come true immediately, what does Macbeth think about the other predictions?

He is very surprised about the accuracy of the witches’ predictions and starts to believe that the witches predicts were actually going to happen.

5. What does Macbeth plan to do about the possibility of becoming king?

Macbeth whispers to Banquo that, at a later time, he would like to speak to him privately about what has transpired.

Act 1- Scene 4

King Duncan greets Macbeth and Banquo returning from battle. Duncan is in such good spirits he decides to name his successor.

1. To whom does King Duncan give the tile Prince of Cumberland?

He gives the title of Cumberland to his son, Malcolm.

2. What does Macbeth think about this?

He announces his joy but he knows that Malcolm stands in the way of the crown now.

Act 1- Scene 5

1. Lady Macbeth reads a letter. Who sent it to her?

The letter was sent to her by Macbeth.

2. Lady Macbeth says to Macbeth: “Yet do I fear thy nature. It is too full O’the milk of human kindness to catch the nearest way.” What does she mean by this?

She thinks the time is right to murder the king but she also thinks Macbeth is too kind for this, so she fears it.

3. What message does the servant give to Lady Macbeth?

The servant gives news that Macbeth is approaching.

4. Explain Lady Macbeth’s soliloquy (lines 44-58)

She resolves to put her natural femininity aside so that she can do the bloody deeds necessary to seize the crown.

5. Macbeth arrives. What do he and Lady Macbeth have to discuss?

They discuss the king’s forthcoming visit.

6. What advice does Lady Macbeth give her husband?

She tells her husband to have patience and leave everything to her.

Act 1- Scene 6

King Duncan arrives at Macbeth’s palace along with Banquo, Lennox, Macduff, Ross, Angus, his sons and attendants.

Act 1- Scene 7

In this soliloquy Macbeth is thinking over the plot to kill King Duncan. He is having second thoughts.

1. List four reasons Macbeth finds to talk himself out of committing the murder. (Lines 1-27)

a) Killing Duncan will result in vengeance.

b) There are compelling reasons against the murder.

c) Heaven itself will abhor the deed.

d) Only ambition pushes him on to do so.

2. How does Lady Macbeth convince him to go through with the murder?

Lady Macbeth accuses him of being a coward and lacks a great deal of manliness. She says she would kill her own child rather than break such promises.

Act 2- Scene 1

Macbeth and Banquo meet up at the court at Macbeth’s castle. When Banquo mentions that he had a dream about the Weird Sisters, Macbeth wants to discuss his desire to become king of Scotland. Banquo also wants the prediction made about him to be fulfilled, but he is not willing to do anything dishonourable to make it happen. He says he is loyal to the king.

1. Banquo leaves and Macbeth is left with his thoughts. Explain Macbeth’s soliloquy and his feelings as he goes to commit the murder.

He starts imagining a dagger floating in the air. He tries to grasp the dagger but he cannot. He sees the dagger blood-stained and awful images of what might happen go into his head.

2. What does the ringing of the bell mean?

The ringing of the bell means that Duncan is dead.

Act 2- Scene 2

1. After Macbeth murders King Duncan he agonizes over something. What is it?

a) He is obsessed with his inability to say “amen.”

b) He will never sleep again.

c) By a voice crying that he has murdered sleep.

2. What mistakes does Lady Macbeth scold Macbeth for? (She later fixes it.)

She tells him to smear the blood on the guards to make it look like they did it and then bring back the dagger but he didn’t.

Act 2- Scene 3

1. Explain how comic relief is provided by the porter’s speech.

Porter images himself as a hell Gate keeper and talks about admitting a greedy farmer, a liar, and a cheap tailor. He says this is the effect of too much drinking to Macduff.

2. What has Macbeth done when he says: “O, yet I do repent me of my fury?”

3. What are Malcolm and Donalbain?

Malcolm and Donalbain are Duncan’s sons.

4. What do they decide to do after King Duncan is murdered? Why?

They decide to resolve by fleeing so Malcolm goes to England while Donalbain goes to Ireland.

5. Explain the dramatic irony when Macduff says: “O gentle lady!” ‘Tis not for you to hear what I can speak…

Macduff considers Lady Macbeth gentle and thinks that this is too horrifying for a woman to hear.

6. What does Banquo decide to do, and why do you think he did not accuse Macbeth of the murder?

Banquo decides to investigate the murder but he does not think Macbeth did it because he knows that Macbeth would not have the guts to do such a thing, even though he did.

Act 2- Scene 4

Ross and an old man are riding along discussing the terrible murder. Along comes Macduff. He suspects Macbeth because he has killed the only ones who could lead them to the murder.

1.  Where is the coronation to be held?

Scone

Act 3- Scene 1

1. What does Banquo reveal to us in his opening speech?

In their conversation Macbeth learns that Banquo is going on a mission and Fleance (Banquo’s son) will be going with him. Macbeth wishes Banquo a safe trip and tells him be sure to return in time for the coronation feast that evening. Macbeth is again left with thoughts. –Line 47-71 comprises the third of Macbeth’s four soliloquies in the play. This one shows his uneasy state of mind and his determination to thwart or block the witches’ prophecy that Banquo will be the father of kings.

Banquo shoes his fear that Macbeth has become king by using evil means.

2. Complete the following paraphrase of Macbeth’s soliloquy by filling in the blanks.

To be the king means nothing unless I am secure in the position. I have deep fears about Banquo and his loyal nature. Banquo is not only daring and courageous, but he has wisdom to guide him to act in safety. Banquo is the only one I fear and my own genius is rebuked by him just as Mark Antony was by Caesar. He challenged the sisters when they put the name of king upon me, and told them to speak to him; then they like a prophet hailed him as the father to line of kings. The witches said that I would become king but have no successor in my blood. If this is true, then I have defiled my mind, murdered the gracious Duncan disturbed all of my peace and my eternal jewel. I have given to the common enemy of man. I did all of this to make way for the seeds of Banquo to be kings. Rather than let that happen I will fight against fate to the death!

Macbeth proceeds to hire some murderers to attack and kill Banquo and his son, Fleance, on the road.

Act 3- Scene 2

Lady Macbeth emerges as a lonely, pathetic figure. She no longer takes a lead in making plans; her husband now assumes the role. Her close relationship with Macbeth no longer exists. (She knows nothing of Macbeth’s plan to murder Banquo and Fleance.) Macbeth has become a prisoner of evil who suffers from the fear of discovery by day and the torments of nightmares by night. The ill-gotten crown has brought only mental anguish to Macbeth and Lady Macbeth.

1. What do you think Macbeth means when he says, “Things bad begun make strong themselves by ill.”?

He hints that bad things are going to happen.

Act 3- Scene 3

1. What went wrong with Macbeth’s plot to have Banquo and Fleance murdered?

They managed to successfully murder Banquo but Fleance managed to escape.

2. How does this relate to the witches’ prophecy?

The witches said that Banquo’s son would be king and he managed to escape which means that the prophecy could be real.

Act 3- Scene 4

1. What two things does Macbeth now plan to do? Why?

a) To visit the witches because he was curious about the prophecy.

b) To kill anyone in his way to keep the title as king.

Act 4- Scene 1

Macbeth seeks counsel from the weird sisters who show him a series of apparitions:

1. Explain the message given to Macbeth by each of the following apparitions.

a) An Armed Head – forecasts Macbeth’s eventual fate in the hands of MacDuff.

b) A Bloody Child – the death of Macduff’s child.

c) A Child Crowned, with a tree in his hand – Malcolm’s victory.

2. How does this make Macbeth feel?

He feels very angry.

Finally the witches show Eight Kings, the last with a glass in his hand; GHOST OF BANQUO following.

3. Explain the irony in the following statement by Macbeth;

“Infected by the air whereon they ride

And damn’d all those that trust them!…”

He is talking about himself. He says he trusts the witches and all those who do are damned.

4. What does Macbeth decide to do next?

He decides to kill every member of Macduff’s family.

Act 4- Scene 2: Macduff’s Castle

Lady Macduff converses with her son. She is upset because her husband has gone off to England leaving his family unprotected.

1. What happens to them?

Lady Macduff and her son are talking about what would happen if MacDuff died. Then a messenger comes and warns them of danger. A murderer then comes and kills Lady Macbeth’s son.

Act 4- Scene 3

Malcolm, King Duncan’s son, and Macduff are discussing plans to return to Scotland with an army to overthrow Macbeth…

Ross enters with news of Duncan’s family.

1. How does Macduff respond to this news?

At first, he didn’t believe it but when it sunk in he wanted revenge.

2. What does he vow to do?

Macduff, now with the help of Malcolm and the King of England he will overthrow Macbeth.

Act 4- Scene 1: Essay

Three witches are all gathered around making a magic brew. It is a dark room with only one candle to light it. There are shelves with disgusting things everywhere. The witches are standing over the cauldron saying the magic words and placing the right ingredients inside. They put in slow-worm sting, young owl wings, mummified corpse’s stomach and throat, roots of poisonous plant, piece of poisonous tree, eye of newt, toe of frog, wool of bat, tongue of dog, lizard’s leg, scale of dragon, tooth of wolf, shark, liver of Jews, gall of goat, nose of Turks, Tartars lips, finger of a new born baby ditch-delivered by a prostitute. They boil the things together mixing it with a huge wooden spoon and laughing that evil laugh. The steam would come out an unusual colour and the witches would drink it, the stew as red as blood.

 

Act 5- Scene 1

1. What visions plague Lady Macbeth?

The visions of blood-stained hands that wouldn’t come off plagued Lady Macbeth.

2. How does Lady Macbeth’s condition differ from Macbeth’s at the time?

She was having regrets about the killing of King Duncan while Macbeth wasn’t and continued to kill people in his way.

Act 5- Scene 2

1. Explain the conversation of these Scottish lords: Menteith, Caithness, Angus, and Lennox.

Outside the castle, a group of Scottish lords discusses the military situation: the English army approaches, led by Malcolm, and the Scottish army will meet them near Birnam Wood, apparently to join forces with them. The “tyrant,” as Lennox and the other lords call Macbeth, has fortified Dunsinane Castle and is making his military preparations in a mad rage.

Act 5- Scene 3

1. What does Macbeth’s opening speech tell us?

That Macbeth is frightened now that they are after him but he is trying to convince himself that he should not fear.

2. What does Macbeth’s speech to Seyton tell us?

That Macbeth is prepared for war and is not thinking of backing out.

3. What is Macbeth resolve to do?

He plans to go to war and that the doctor should cure Lady Macbeth.

Act 5- Scene 4

1. What news does Seyton bring to Macbeth?

Seyton brings the news of the queen’s death (Lady Macbeth).

2. How does he express futility of life?

He expresses it by saying that life is “a tale / Told by an idiot, full of sound and fury, / Signifying nothing.” He is saying that life is not all it’s cracked up to be.

Act 5- Scene 6

1. What happens here?

Outside the castle, the battle commences. Malcolm orders the English soldiers to throw down their boughs and draw their swords.

Act 5- Scene 7

1. Explain the final scene.

On the battlefield, Macbeth strikes those around him vigorously, insolent because no man born of woman can harm him. He slays Lord Siward’s son and disappears in the fray. Macbeth is captured. He is taken and his head cut off. The King is Dead ~ Long Live the King!

Words of the Week – Rea Y 10

 

Great = 5  Well done

On 21/04/2008, Rea wrote:

pin money \pin money\, noun:
1. An allowance of money given by a husband to his wife for private and personal expenditures.
2. Money for incidental expenses.
3. A trivial sum.

miasma \my-AZ-muh; mee-\, noun:
1. A vaporous exhalation (as of marshes or putrid matter) formerly thought to cause disease; broadly, a thick vaporous atmosphere or emanation.
2. A harmful or corrupting atmosphere or influence; also, an atmosphere that obscures; a fog.

objurgate \OB-juhr-gayt\, transitive verb:
To express strong disapproval of; to criticize severely.

roister \ROY-stur\, intransitive verb:
1. To engage in boisterous merrymaking; to revel; to carouse.
2. To bluster; to swagger.

inveigle \in-VAY-guhl; -VEE-\, transitive verb:
1. To persuade by ingenuity or flattery; to entice.
2. To obtain by ingenuity or flattery.

ps: I went everyday online to get the words because the subscription didn’t work