[email protected]

* You are to read the extracts from the different plays and sketches and in groups of 2-3 students choose one of the scenes and act it out next Friday.

 

Read it several times, discuss your understandings of the text and what you need to consider when acting it (two of the texts include more than three characters  so if you choose one of these someone might have to perform two roles).

 

Towards the end of the book you have questions that might help you understand your text even better.

 

* Before your performance, do an introduction. Present characters and setting and anything else that might be of importance for your audience.

 

* Afterwards, you might want to present how you prepared for the task. How did you interpret the text and what impact did that have on the performance (choosing tone, pauses, body language etc.)?

 

 

Plays/Sketches to choose from

 

·      Argument

·      Giovanni’s cafe

·      The Dead Parrot

·      P’tang, Yang, Kipperbang

·      Dear Nobody

·      A taste of honey

·      End of the line

·      Always in love with Amy

 

 

 

Here are some examples of how the grading criteria could be interpreted:

 

”I muntliga framställningar i olika genrer kan eleven formulera sig…..”

 

For example your flow, intonation and pronunciation.

 

 

”Eleven kan även formulera sig med flyt ochanpassning
till syfte, mottagare och situation….”

 

This is how your presentation and performance of the piece that you have staged are evaluated.

 

 

”Dessutom kan eleven välja och använda strategier som löser problem i och förbättrar interaktionen…”

 

Show your ability to solve a situation and what strategies you use if you or someone for instance forget the lines.

 

 

”Eleven visar sin förståelse
 genom att redogöra för, diskutera, kommentera och dra slutsatser om innehåll och detaljer samt genom att med agera utifrån budskap och instruktioner i innehållet…”

This is where your skills to understand the context and how you take part in discussions are evaluated. Your ability to act upon instructions is also important.

1.   Talk for about 10 minutes to somebody in the group who you don’t know very well, somebody you usually don’t talk to. Ask each other questions and make small talk.

 

After the chat: briefly retell to the group, some of what the other person said. That person then comments on what has been said and tells if he/she has been cited correctly.

 

2.   Now, take five minutes on your own and reflect on your time on Widénska. Dig deep and try to remember a special event or an experience that was hard/a lot of fun/that made you proud/ something that made you realize something important or something that you’ll never forget.

 

3.   Share one or two anecdotes/memories with the rest of the group. After the memory is shared, everyone in the group asks one question each about this memory. Also, talk about something you like about school that you might miss afterwards and something you surely won’t miss after graduation.

 

4.   Now, move on to your project work. Work your way around the table and let each person tell the others about his/her plans for this assignment. What is it that you will do? Which subject will you connect this work with? What are potential difficulties? What do you hope to gain with your work and so on. Again try to come up with one question each after the speaker is done (you may also share helpful ideas to help each other out).

 

5.    Watch Angela Lee Duckworth’s Tedtalk about grit. (http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit.html)

 Then discuss it in the group and make a comment on the talk (using one or more of the questions below). 

* Would you say grit is more important than talent in school? Why/Why not?

* In sports? Why/Why not

* Towards the end of the talk ALD talks about building grit. In your opinion can this be done? How? If not, why not?

ADL: “After several more years of teaching, I came to the conclusion that what we need in education is a much better understanding of students and learning from a motivational perspective, from a psychological perspective”

·      What can schools and teachers do to get students motivated?

Vocabulary Jane Austen

1. Scrupolous

characterized by extreme care and great effort

EXAMPLE SENTENCE:
"You are over-scrupulous, surely.

2. vex

cause annoyance in; disturb, especially by minor irritations
EXAMPLE SENTENCE:

It would vex me, indeed, to see you again the dupe of Miss Bingley's pretended regard."


3. ingenious

showing inventiveness and skill

EXAMPLE SENTENCE:
They attacked him in various ways--with barefaced questions, ingenious suppositions, and distant surmises; but he eluded the skill of them all, and they were at last obliged to accept the second-hand intelligence of their neighbour, Lady Lucas.

4. elude

escape, either physically or mentally

EXAMPLE SENTENCE:
They attacked him in various ways--with barefaced questions, ingenious suppositions, and distant surmises; but he eluded the skill of them all, and they were at last obliged to accept the second-hand intelligence of their neighbour, Lady Lucas.

5. countenance

the appearance conveyed by a person's face
EXAMPLE SENTENCE:

Mr. Bingley was good-looking and gentlemanlike; he had a pleasant countenance, and easy, unaffected manners.


6. cordial

politely warm and friendly

EXAMPLE SENTENCE:
Mr. Darcy walked off; and Elizabeth remained with no very cordial feelings toward him.

7. endear

make attractive or lovable

EXAMPLE SENTENCE:
Bingley was endeared to Darcy by the easiness, openness, and ductility of his temper, though no disposition could offer a greater contrast to his own, and though with his own he never appeared dissatisfied

8. mortified

made to feel uncomfortable because of shame or wounded pride

EXAMPLE SENTENCE:
"That is very true," replied Elizabeth, "and I could easily forgive his pride, if he had not mortified mine."

9. persevere

be persistent, refuse to stop

EXAMPLE SENTENCE:
On Miss Lucas's persevering, however, she added, "Very well, if it must be so, it must."

10. meditate

reflect deeply on a subject

EXAMPLE SENTENCE:
I have been meditating on the very great pleasure which a pair of fine eyes in the face of a pretty woman can bestow."

11. indifference

the trait of remaining calm and seeming not to care; a casual lack of concern

EXAMPLE SENTENCE:
He listened to her with perfect indifference while she chose to entertain herself in this manner; and as his composure convinced her that all was safe, her wit flowed long.

12. Pursuit

the act of pursuing in an effort to overtake or capture

EXAMPLE SENTENCE:
"Well, my dear," said Mr. Bennet, when Elizabeth had read the note aloud, "if your daughter should have a dangerous fit of illness--if she should die, it would be a comfort to know that it was all in pursuit of Mr. Bingley, and under your orders."

13. contempt

lack of respect accompanied by a feeling of intense dislike

EXAMPLE SENTENCE:
That she should have walked three miles so early in the day, in such dirty weather, and by herself, was almost incredible to Mrs. Hurst and Miss Bingley; and Elizabeth was convinced that they held her in contempt for it.

Today we will look at game designer Jane McGonigal's "Tedtalk" from 2012 entitled "The game that can give you 10 extra years of life". 

 

Link: http://www.ted.com/talks/jane_mcgonigal_the_game_that_can_give_you_10_extra_years_of_life.html

 

After watching it I want you to go to work with the following: 

 

·      Try to come up with a thesis for Jane McGonigals talk

 ·      McGonigal talks a lot about the benefits of playing video games. List a few perks she speaks of and see if   she offers any arguments supporting her statements (write down supportive arguments).

·      In your opinion, are the supportive arguments working well or not. Explain why.

 ·      McGonigal speaks about ”post-traumatic growth”. How would you explain that concept?

*     Explain what is meant by "three to one positive emotions" 

·      Summarize the gist of the talk in a few sentences

·      Discuss: The five top regrets in life (as stated by people who literally are on their death bed) are presented early on in the talk. Discuss in your group: How could you live your life in a way that you won’t have any of these regrets when you are at the end of your journey (fancy rewrite for saying when you guys are facing death...)

 ·      Grammar: ” Now at the time, I'm thinking to myself, what is going on here?   Why is ”at” used? Can you say in or on instead? Google the usage of at and try to explain why it is used in this sentence.

 

Finally

 Now I am curious to find out which games are most appreciated and loved by you guys. Please share your personal top 3 (video games or traditional board games) and even more importantly mention why it is these games and not others that make it onto the podium. 

 

You are going to write a paper (500-900 words) where you will argue for or against a topic of your choice. In the introduction you might want to present the subject and tell the readers why you find this interesting. Here you should also offer your thesis statement, which is your position in the matter.

 

In the body you are expected to offer three arguments supporting your thesis. It is important to outline at least one (often the strongest one) counter argument of the opposing view in this section. You will then reintroduce your point of view and provide strong arguments in support of this standpoint. To make a convincing argument it is important to gather various types of evidence in support of your argument such as statistics and other scientific findings.

Finally you write a conclusion where you summarize the most important arguments and try to convince your readers that your standpoint probably is the most plausible. 

 

Goals achieved upon a successful completion of this assignment:

     –  Ämnesområden med anknytning till elevernas utbildning samt samhälls- och arbetsliv; aktuella områden; händelser och händelseförlopp; tankar, åsikter, idéer, erfarenheter och känslor; relationer och etiska frågor

     –  Muntlig och skriftlig produktion och interaktion av olika slag, även i mer formella sammanhang, där eleverna instruerar, berättar, sammanfattar, förklarar, kommenterar, värderar, motiverar sina åsikter, diskuterar och argumenterar. 

  –  Bearbetning av egna och andras muntliga och skriftliga framställningar för att variera, tydliggöra och precisera samt för att skapa struktur och anpassa till syftet och situationen. I detta ingår användning av ord och fraser som tydliggör orsakssammanhang och tidsaspekter.

   

Grading Criteria: 
E 


 

Eleven väljer texter och talat språk från olika medier och kan på ett relevant sätt använda det valda materialet i sin egen produktion och interaktion.

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, relativt tydligt och relativt sammanhängande. Eleven kan formulera sig med visst flyt och i någon mån anpassat till syfte, mottagare och situation. Eleven bearbetar, och gör förbättringar av, egna framställningar.

 

 I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang kan eleven uttrycka sig tydligt och med visst flyt samt med viss anpassning till syfte, mottagare och situation. Dessutom kan eleven välja och använda i huvudsak fungerande strategier som i viss mån löser problem i och förbättrar interaktionen.

       

C

 

Eleven väljer texter och talat språk från olika medier och använder på ett relevant och effektivt sätt det valda materialet i sin egen produktion och interaktion.

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, tydligt, sammanhängande och relativt strukturerat. Eleven kan även formulera sig med flyt och viss anpassning till syfte, mottagare och situation. Eleven bearbetar, och gör välgrundade förbättringar av, egna framställningar.

 

 I muntlig och skriftlig interaktion i olika, även mer formella sammanhang kan eleven uttrycka sig tydligt och med flyt samt med viss anpassning till syfte, mottagare och situation. Dessutom kan eleven välja och använda fungerande strategier som löser problem i och förbättrar interaktionen.

  

 
A 


 

Eleven väljer texter och talat språk från olika medier och använder på ett relevant, effektivt och kritiskt sätt det valda materialet i sin egen produktion och interaktion.

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig varierat, tydligt, sammanhängande och strukturerat. Eleven kan även formulera sig med flyt och viss anpassning till syfte, mottagare och situation. Eleven bearbetar, och gör välgrundade och nyanserade förbättringar av, egna framställningar.

I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang uttrycker sig eleven tydligt, relativt ledigt och med flyt samt med anpassning till syfte, mottagare och situation. Dessutom kan eleven välja och använda väl fungerande strategier som löser problem i och förbättrar interaktionen och för den framåt på ett konstruktivt sätt.

 

 

1. “Show and tell”
Present your clip and your research to your group. Ethos, pathos & logos

2. Vocabulary check: Style figures

3. Watch (and read) Obama´s inaugural speech.

http://www.nytimes.com/interactive/2013/01/22/us/politics/22obama-inaugural-speech-annotated.html?_r=1&#/?annotation=b85fa54df

4. Point out style figures used in the speech. Use your notes from the previous lesson. In addition to the transcribed speech there are explanations to the contents.

Write your speech analysis in a word document and send it to your teacher ([email protected], [email protected]).

5. Write a short speech approx. 200-250 words:
A Pep-talk, speech of thanks, wedding speech, birthday speech……
Use the style figures you like or think fit with your speech. Also write notes on body language, tone of voice etc. that you will keep in mind when you “give your speech” (which you will do next week)