tag:blogger.com,1999:blog-316884372249589308.post6570207890335619661..comments2024-02-28T02:21:20.040-08:00Comments on Learning from my mistakes: an English teacher's blog: Controlling history or making it a bit more humane Xris32http://www.blogger.com/profile/12204550583061791755noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-316884372249589308.post-31993657315148107172017-01-31T14:53:03.185-08:002017-01-31T14:53:03.185-08:00Thanks for your blog, I shall certainly be sharing...Thanks for your blog, I shall certainly be sharing this post. I have already shared with my team many of your others!<br />I just wanted to share and highlight that, like you said in your blog, within AO3 context there is 'ideas/perspectives'. We've been asking our students to provide their own idea on the idea/focus of the question. An example could be: how far is Macbeth a hero? Or, how far is Romeo honourable? Getting students to engage with the idea first of what the concept of a hero or what honourable means to them, has enabled them to frame their responses in a more critical way. They link their interpretations and analysis back to their opinion, and they link the effects of the methods on the various audiences back to their opinion. They begin to examine that the idea/concept may have changed over time - what may have been considered heroic/honourable in the 16th century may not be the same as today. <br />Hope this helps and I'm not telling people how to suck lemons!<br />Thanks again<br />Anonymoushttps://www.blogger.com/profile/03395999136472097081noreply@blogger.comtag:blogger.com,1999:blog-316884372249589308.post-66527199896463450552017-01-30T13:27:16.943-08:002017-01-30T13:27:16.943-08:00Thank you, Magnus. Will use those ideas. Thank you, Magnus. Will use those ideas. Xris32https://www.blogger.com/profile/12204550583061791755noreply@blogger.comtag:blogger.com,1999:blog-316884372249589308.post-7202553617609111922017-01-30T13:26:03.332-08:002017-01-30T13:26:03.332-08:00I like the use of quotes for particular aspects. W...I like the use of quotes for particular aspects. Will consider using. Thank you Xris32https://www.blogger.com/profile/12204550583061791755noreply@blogger.comtag:blogger.com,1999:blog-316884372249589308.post-28586698852799918132017-01-30T12:11:21.253-08:002017-01-30T12:11:21.253-08:00A few colleagues and I created a '19th C Must ...A few colleagues and I created a '19th C Must Know Knowledge Organiser' this week - how to boil down 100 years into 9 categories on 1 side of A4...?! We will try asking students to attach quotations they have memorised from their 19th C novel to each category (gender, death, science, childhood, health, crime and punishment, entertainment, poverty, travel). Like Robinson, I also teach vocabulary for context - 'tuning into the zeitgeist' is my favourite. <br />Priestley tunes into the zeitgeist of the era by...<br />Shakespeare tuned into the zeitgeist of Elizabethan England when he...<br />Dickens tunes into the zeitgeist of Victorian Britain by...<br />ABhttps://www.blogger.com/profile/05124808841031021295noreply@blogger.comtag:blogger.com,1999:blog-316884372249589308.post-91328974290074055372017-01-29T09:05:33.385-08:002017-01-29T09:05:33.385-08:00Hi Chris,
I think that you've got some really ...Hi Chris,<br />I think that you've got some really key facts there for R & J - I have been working mainly on developing these into key terms for use in essays. I've made mine learn terms such as 'patriarchy/patriarchal' / 'misogyny/misogynistic' and 'sexually objectified / sexual objectification' for Much Ado. Knowing the facts, learning the vocab, the kids can get towards the kind of bravo analysis such as "The imagery in the play's opening showcases (or even satirises) the casual sexual objectification of women so common amid the patriarchy of Elizabethan society." You'd want some detail / qs to go with that obviously. Thanks for sharing - best wishes, Magnus<br />Robinsonhttps://www.blogger.com/profile/16059495141089807726noreply@blogger.com