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Tuesday, 28 January 2014

Lexile Reading Test

For Those who did not take the reading test today, I have given you all the Userid and password, pls go online to access the test using CHROME browser.


Lexile Reading Programme

Hi Class

Just a reminder that:

1) You can all resit for the the Lexile Reading Test after 30 days;
2) Retain your own individual userid and password. Do not share it with anyone.;
3) Read at least 1 book per term based on the reading list which is recommended to you.

Ms Lam

Monday, 27 January 2014

Learning Points 24th Jan 14





The key learning points for today are that we should use actions, thoughts and speech to show the character's state of mind/emotion and personality for characterisation.

Wednesday, 22 January 2014

Learning Points 21st Jan 14

~Adjectives, Imagery and figures of speech are used to set the Mood
~Setting describes the time

Monday, 20 January 2014

From the board to the blog 17012014

Answers for "when my name was Keoko"
Answers for "Memory Boy"
Learning points: Settings
- Settings: time era (history)
  • Matching artefacts
  • star of David
  • Concentration camps
- (Adjectives, details: To set up stage in words)
- Make an impact on characters: Think, feel , act


Overarching EU:
1) Language is inter-related

Topical EU: 
1) A good narrative has elements of a story:Settings, characterisation and mood

Characters can also face conflict:
1) Internal
  • (self-identity)
  • (problems with self)
2) External
  • Disasters
  • War
  • Discrimination
EXAMPLE: 
Conflicts of a farmer boy

INTERNAL:
Doesn't want to be farmer, has higher expectations.

EXTERNAL:
Father forces him to be farmer, or else he would be disowned.

Friday, 17 January 2014

mood




analysing and linking conflicts,etc to The Keeper’s Scourge.

-->I pulled my collar up and my hat down, securing my sunglasses.
-->The ride down the elevator with some lady. Pain. The doorman asking me how I’m doing. Agony. Smiles from strangers on the street. Unbearable. 
-->It gave me a chuckle to see the frown as they scratched their heads.
^These 3 sentences show that the author has internal conflict(arguing with himself).It also describes him as an introvert who enjoys the pain of others.
-----------------------------------------------------------------------------------------------------------------------
-->What an ugly dog. But then again so am I.
^This shows that the author is aware of his behaviour. 
-----------------------------------------------------------------------------------------------------------------------
-->I breathed in the frigid air and smelled smoke. Everyone had a chimney on the block, pumping away to keep their dumb, ugly families from whining about the temperature. 
^Settings(Description of the place)
-----------------------------------------------------------------------------------------------------------------------
-->I continued at the same pace, chuckling as I watched him run in a circle, barking his little dumb head off. He didn’t just stop there, though. Oh, no. He wasn’t going to stop until he ruined my day completely. He was the reason I was out here in this disgusting city in the first place. Then I saw that little turd wedge himself through a gap in the door. I broke into a run. Well, the casual observer probably wouldn’t have called it a run. I heaved myself forward in a pathetic jog for half a block and wheezed to a stop at the building. If this is what dying feels like, sign me up for immortality. That stupid dog.
^Mood of the writer(Irritated)
-----------------------------------------------------------------------------------------------------------------------
-->All kinds of very tiny humans
^How the author viewed the children
-----------------------------------------------------------------------------------------------------------------------
-->One of the teachers wrapped her arms around me and started in with a stream of gracious platitudes before I cut her off with a shushing motion and brushed past her into the building. 
^Phrases show that the teacher was grateful
-----------------------------------------------------------------------------------------------------------------------
-->They pounced. Cameras and microphones were stuck in my face. All I could see were flashing lights. Too many questions, no order, complete chaos, and dirty,dirty scribbling hands far too close to my face. 
^Indirect Characterisation(Indirectly showing the author's mood)
-----------------------------------------------------------------------------------------------------------------------
Overall,The story has many point where the reader has to infer the feelings of the characters.It also shows the internal conflict of the author and how he views the world around him.

Mood




Conflict, mood and settings

Acces the document (here)

Thursday, 16 January 2014

NOTICE

Hey guys so for Level Test 1, we'll be tested on settings and mood. The test will be conducted around week 6 or 7.

Setting & Mood



STEAL and topical essential(and other things)


Others:
Q:What are we going to do for Level Test?(Term 1)
A:Write a composition based on the text/paragraph(most likely will be narrative) that is given

Wednesday, 15 January 2014

140115 ; Learning Points


  • [Learning Points] Figures of Speech:
    • Metaphors
    • Hyperbole 
    • Alliteration
    • Similes 
  • [Learning Points] Access the spreadsheet here ^^
  • [General] Everyone is advised to use simplebooklet.com (instead of Evernote, etc)
  • [General] Level Test 1 (EL) - It will be a narrative essay and we will be tested on setting(s) and mood(s).
  • [General] There will be a "lecture" on settings and moods next lesson (tomorrow, 140116). 
  • [Revision] Everyone is to visit the EL Blog everyday after lessons for revision.

Spreadsheet for the "Plot structure of the Keeper's Scourge"

Access it here

Tuesday, 14 January 2014

Learning points for 14/1/14

1)A plot structure is circled around a complication. The protagonist is usually the one who encounters these complications. Such complications could be moral dilemmas, quests or an identity crisis.

2)A story has a rising action, a climax and ends with a falling action. The resolution has to clean up the mess and the writer must try to not leave any cliff-hangers.


BSP Activities


C.  The Boy in the Striped Pyjamas relates to the Nazis treatment of the Jews during the Holocaust. In your groups of not more than 4, do the following:

·      Share with your group the books and movies, which you have read or watched, that portray this tragic time in history.
·      What did you learn about life of the Jews at the time?
·      Why is it important for us to remember the Holocaust?
·      What does prejudice mean to you? What causes it? How can it be prevented or overcome?


D. John Boyne calls BSP ‘a fable’. A fable is a short tale that teaches a moral, or lesson. The main characters are characterized quickly with a few broad strokes. One character usually displays a flaw that leads to a downfall. The conclusion leads directly to the moral. A fable is universal, cross-cultural, and ultimately, highlights what makes us human. As you read the novel, use this chart to provide specific examples of how it fits this genre.



Characteristics of a Fable
Examples from
The Boy in the Striped Pyjamas
Teaches a moral







Main characters are broadly drawn







One character displays a flaw that leads to a downfall







Highlights what makes us human







Plot Structure


Identify the stages in the plot structure and language features of the following narrative story which is excerpted from The Keeper’s Scourge.

I pulled my collar up and my hat down, securing my sunglasses. The only reason I took the trip outside was because the mutt would pee at my doorstep without fail if I didn’t. He was scared to go outside on his own, the little brute. Not as scared as I was, though. The ride down the elevator with some lady. Pain. The doorman asking me how I’m doing. Agony. Smiles from strangers on the street. Unbearable. I made sure to mutter things back to them, just loud enough to enter their subconscious once I’d walked away, to mess with them. Things like, ‘Better than you,’ or ‘Contemplating world domination,’ or ‘Shove off.’ Sowing little seeds of discontent as I walked, fostering buds of aggravation. It gave me a chuckle to see the frown as they scratched their heads.

“Would you stop it?”

The mutt nearly knocked me down every couple yards, stopping short in front of me to look up and make sure I was still following him. Checking me out with his big, goofy, lopsided eyes. What an ugly dog. But then again so am I.

I breathed in the frigid air and smelled smoke. Everyone had a chimney on the block, pumping away to keep their dumb, ugly families from whining about the temperature. We rounded the corner to Putnam Park and that mangy, stupid, useless spaz of a creature bolted. The smoke was coming from a burning building, and that psychotic pug thought it would be a good idea to run toward the fire. Smart guy.

I continued at the same pace, chuckling as I watched him run in a circle, barking his little dumb head off. He didn’t just stop there, though. Oh, no. He wasn’t going to stop until he ruined my day completely. He was the reason I was out here in this disgusting city in the first place. Then I saw that little turd wedge himself through a gap in the door. I broke into a run. Well, the casual observer probably wouldn’t have called it a run. I heaved myself forward in a pathetic jog for half a block and wheezed to a stop at the building. If this is what dying feels like, sign me up for immortality. That stupid dog.

“Would you come out?” I shouted.

“We’re trapped! The door’s stuck!”

I jumped back, startled. It was a woman’s voice. It hadn’t even occurred to me people might be inside.

“Er, no...it’s just...my dog’s in there. Well he’s not my dog, per se; he just sort of follows me around and I—”

“Help us out of here, please!” a small child interrupted.

I don’t like things being out of order. If I’ve come to collect my dog, that is precisely what’s going to happen. First, I will collect the dog; after that is resolved, all other things will follow in their respective orders.

I ignored the rude child and began yanking on the door. It was wedged shut for whatever reason and not budging. I pulled as hard as my flabby arms could manage, inching the door out a little bit each time. Quite suddenly, the entire thing flew off, cracking vertically right at the hinges. I fell backward, hard, with the door on top of me. My back cracked and felt glorious. All kinds of very tiny humans (and their teachers) ran out through the doorway.

One of the teachers wrapped her arms around me and started in with a stream of gracious platitudes before I cut her off with a shushing motion and brushed past her into the building. After a few seconds of scanning through the thick smoke, I found the pain-in-the-bum tugging on the pants of a scared little boy. I bent down and tried to pull the pug off the child, but he wouldn’t budge, so, I did what any sane person would do: I dragged the dog out, and the dog, in turn, dragged the child out.

I wrestled the dog free from the terrified kid’s pants and picked him up. That lousy little pipsqueak took that moment as an opportunity to finally relieve himself. Right. That’s why we went on this walk in the first place.

Just then the police arrived with the fire department and news crews. They were talking to the little kiddies, taking their pictures with panicked parents who showed up soon after.

“You’re a little late fellas,” I mumbled, as a made a beeline to my home.

“He broke the door down!” the teacher shouted in her high-pitched, painfully grating voice.

They pounced. Cameras and microphones were stuck in my face. All I could see were flashing lights. Too many questions, no order, complete chaos, and dirty,


dirty scribbling hands far too close to my face. They delighted in the dumb pug wriggling in my arms, panting his little face off with a big dog smile, revelling in the attention. He seemed to be looking back and forth across the crowd, like he was waiting for someone to ask him who’s a good boy and whether or not he’s a good boy. It certainly wouldn’t be me, pal. Good boys don’t pee on Daddy’s jacket.

Flip over the next page and use the plot diagram structure which is for you to chart the various progressions made in the story. Also, identify the language features in the excerpt and provide specific examples, which are typical of a narrative style of writing.
Language Features
Examples















Monday, 13 January 2014

Fables want you to act upon a particular moral value that the author is trying to advocate for

Fables are short stories with a moral value. And more importantly, they spur you to act upon that particular moral value. View the video clip on 'I have a dream' by Martin Luther King Jr., and post your comments on how you would combat discrimination in your school and country.

Friday, 10 January 2014

Thursday, 9 January 2014

Learning Points for (9/01/2014)

1.) We learnt that we need to examine how the actions, speech and thoughts of the characters are used by the author to feature the particular themes. This will teach us to write for our Pg 2 of our brochure (Just an idea)
2.)We had a discussion on how and where we had been relocated. Some of our fellow classmates were kind enough to share their experiences with the class.
3.) We discussed about a fence . The location is in auschwitz . The fence is symbolic as it keeps people from getting out and people from getting in. It's discrimination.
4.)We then had time to summarise the story into less than 15 words. The link to the spreadsheet is shown on the post before this.
5.)Here is Ms Lam's answer









6.)For your reference, the answers in yellow are the suggested ones.

The harder you fall, the heavier your heart; the heavier your heart, the stronger you climb; the stronger you climb, the higher your pedestal.” 
― Criss Jami

Thank you.

The Boy in Striped Pajamas Summary

https://docs.google.com/spreadsheet/ccc?key=0AkHbCDwGIcVgdGc0VlpOdkFYWGxxZGtsM0s4MnQ4bFE&usp=sharing

Wednesday, 8 January 2014

Learning points for 8-1-14

 The mindmap shows how the language is a complex interrelated system, which is why we need to choose the right components for a narrative.



                                            We will need to switch roles every discussion.
 This is the arrangement to sit in every discussion.
We will have to create a podcast on our learning process.
This is the frame we use for the brochure.

Class Scribe Per Lesson

Hi Dearies This is to remind that everyone in class is given the opportunity to be the class scribe who will sum up 1 or 2 learning point/s for a particular lesson. Register numbers 1 and 2, you are reminded that you are to post your comment (based on the above) by the end of the day. This will serve as a revision for the rest of the class too. Also remember to post the photos of the more important 'whiteboard scribbles' with some explanatory notes on our EL blog too. For revision purposes and for those who are on MC for that particular lesson. Cheers Ms Christine Lam

Link for Google Spreadsheet

https://docs.google.com/spreadsheet/ccc?key=0AkHbCDwGIcVgdEtETnlXTFFvZG9SYmlOZkxZaXlsMXc&usp=sharing

Please key in your names under your groups

Monday, 6 January 2014

Pre-Activity to the Boy In The Striped Pjyamas

View the above youtube and post your comments on the English Language Blog. 1) Why do discrimination exist? 2) What are some examples of discrimination? 3) Have you ever witnessed/experienced an act of discrimination? Tell me more about it. 4) What are some preventions against discrimination? What can society, schools or you do to eliminate discrimination?

Rules and Expectations

Hi 201 Welcome to our 201 English Language Blog! I would like to take this opportunity to introduce myself here. I have been teaching English Language for numerous years in various institutions and my last stint was in an IP school where I was a pioneer teacher before coming to SST. Whichever the institutions I was attached to, my students have described me as a 'caring', 'dedicated' and 'knowledgeable' teacher. It is my goal to instill a strong passion for the study of English Language in my students. I believe that we can work well together if we co-operate with one another. I am a strong believer that there must be active participation, focused attentiveness and due diligence in students. I also love to have a class that is vibrant in discussions. You are expected to possess the following learning traits: - punctuality to class - willingness to actively participate - promptness in submitting assignments - co-operativeness among group members - neatness in your work - active readers I will be working very closely with all of you. Your English representative will be my first point of contact, and she or he will dutifully carry his or her duty to the fullest extent. Make this year 2014 work well for us! Best regards Ms Christine Lam