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href="../2409/the-learner-portfolio.html">The Learner Portfolio</a><ul class="dropdown-menu"><li><a href="../../../englishalanglit.html" style="padding-left: 5px; border-bottom: solid 1px #ddd"><i class="fa fa-fw fa-home"></i> Home</a></li><li><a href="../3009/free-access-weekend.html"><i class="fa fa-fw fa-caret-right"></i> Free Access Weekend!</a></li><li><a href="../2897/p1-examination-questions.html"><i class="fa fa-fw fa-caret-right"></i> P1 - Examination Questions</a></li><li><a href="../2917/p2-examination-questions.html"><i class="fa fa-fw fa-caret-right"></i> P2 - Examination Questions</a></li><li><a href="../699/start-here.html"><i class="fa fa-fw fa-caret-right"></i> Start Here</a></li><li><a href="../700/paper-1.html"><i class="fa fa-fw fa-caret-right"></i> Paper 1</a></li><li><a href="../701/paper-2.html"><i class="fa fa-fw fa-caret-right"></i> Paper 2</a></li><li><a href="../702/individual-oral.html"><i class="fa fa-fw fa-caret-right"></i> Individual Oral</a></li><li><a href="../703/hl-essay.html"><i class="fa fa-fw fa-caret-right"></i> HL Essay</a></li><li><a href="../704/extended-essay.html"><i class="fa fa-fw fa-caret-right"></i> Extended Essay</a></li><li><a href="../2408/essential-knowledge.html"><i class="fa fa-fw fa-caret-right"></i> Essential Knowledge</a></li><li><a href="../707/resources.html"><i class="fa fa-fw fa-caret-right"></i> Resources</a></li></ul><div class="pull-right"><a class="sidenav-expand" title="Expand all" href="#"><i class="fa fa-plus-circle"></i></a> <a class="sidenav-compress" title="Compress all" href="#"><i class="fa fa-minus-circle"></i></a></div></h4><ul class="side-nav level-0"><li class=""><label style="padding-left: 0px"><i class="fa fa-fw"></i><a href="../1996/the-learner-portfolio.html">The Learner Portfolio</a></label></li><li class=""><label style="padding-left: 0px"><i class="fa fa-fw"></i><a href="../2056/the-learner-portfolio-reflections.html">The Learner Portfolio - Reflections</a></label></li><li class="expanded parent selected"><label style="padding-left: 0px"><i class="fa fa-fw"></i><a href="the-learner-portfolio-classroom-activities.html">The Learner Portfolio - Classroom Activities</a></label></li></ul></div> <div class="hidden-xs hidden-sm"> <button class="btn btn-default btn-block text-xs-center" data-toggle="modal" data-target="#modal-feedback" style="margin-bottom: 10px"><i class="fa fa-send"></i> Feedback</button> </div> </div> <div class="col-md-9" id="main-column"> <h1 class="page_title"> The Learner Portfolio - Classroom Activities <a href="#" class="mark-page-favorite pull-right" data-pid="2057" title="Mark as favorite" onclick="return false;"><i class="fa fa-star-o"></i></a> </h1> <ol class="breadcrumb"> <li><a href="../../../englishalanglit.html"><i class="fa fa-home"></i></a><i class="fa fa-fw fa-chevron-right divider"></i></li><li><a href="../2409/the-learner-portfolio.html">The Learner Portfolio</a><i class="fa fa-fw fa-chevron-right divider"></i></li><li><span class="gray">The Learner Portfolio - Classroom Activities</span></li> <span class="pull-right" style="color: #555" title="Suggested study time: 60 minutes"><i class="fa fa-clock-o"></i> 60'</span> </ol> <article id="main-article"> <div class="intro-card img-right"> <div class="bg-cover" style="background-image: url('/media/englishalanglit/images/delete-me-after-this-session/6-global-issues-to-watch-in-2019-700x394.jpg');"> </div> <img src="../../images/delete-me-after-this-session/6-global-issues-to-watch-in-2019-700x394-1.jpg" style="display: none"> <div class="content"> <p class="text">A well-designed inquiry classroom should introduce stimulus materials, invite questions, and encourage connections to the key concepts of the course, requiring you, the students, to consider how the things you are reading fit into a broader picture of literary and non-literary study. </p> <div>This page helps you to understand how interactive classroom learning can be reflected upon in a certain way to deepen your understanding and develop your Learner Portfolio.</div> </div> </div> <div class="militia"> <h2>Reflection for Understanding</h2> <p>Whatever you read and discuss in this course, you are not "doing" <em>Chronicle of a Death Foretold </em>by Marquez, or <em>The God of Small Things </em>by Roy. I have argued in <a href="../1746/what-is-intertextuality-and-why-does-it-matter.html" title="What is intertextuality (and why does it matter)?">What is intertextuality (and why does it matter)?</a> that you are considering why writers write, what choices they make, and how readers respond. Moreover, in <a href="../1750/inquiry-through-essential-questions.html" title="Inquiry through Essential Questions">Inquiry through Essential Questions</a> I have suggested that in order to explore these concepts and ideas, you need to generate essential questions and try to articulate broad and nuanced answers.</p> <p>The Language A: Language & Literature Subject Guide (for first examinations 2021) has outlined the course in a far more conceptual manner than ever before, demanding the same numbers of literary works and non-literary texts to be read and considered, but framing the ideas and understanding around three areas of exploration and seven concepts.</p> <p>The Areas of Exploration:</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p><strong>Readers, writers, texts</strong></p> <p><strong>Time and space</strong></p> <p><strong>Intertextuality: connecting texts</strong></p> </section> <p>The Concepts:</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p><strong>Identity</strong></p> <p><strong>Culture</strong></p> <p><strong>Creativity</strong></p> <p><strong>Communication</strong></p> <p><strong>Perspective</strong></p> <p><strong>Transformation</strong></p> <p><strong>Representation</strong></p> </section> <p>This shift from a content to a concept-driven course necessitates for you, the student, to be even more transparent in your consideration of the key ideas and how your reading and classroom learning reflects this, how your learning is developing, and how you are making more connections. This is done through the Learner Portfolio.</p> <p>Below you will find examples of interactive, inquiry-driven classroom activities and reflections upon how these have connected to and expanded upon a student's learning in the course. The Reflection Protocol in <a href="../2056/the-learner-portfolio-reflections.html" title="The Learner Portfolio - Reflections">The Learner Portfolio - Reflections</a> is used.</p> </div> <div class="brown"> <h2>Mix 'n' Match - Twitter</h2> <p>What?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p><img alt="" src="../../images/delete-me-after-this-session/twitter-688x720.jpg" style="width: 200px; height: 157px;"></p> <p>We were given a bag of resources related to the social media site, Twitter. Inside the bag were examples of Twitter Usernames, Profile Pictures or Avatars, Biographies, and sample Tweets. We had to match them together. </p> </section> <p>So what?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>We were trying to see how the infrastructure of Twitter worked. These key elements, along with the power of the #hashtag, should enable anyone to publish thoughts and ideas, something that is a far cry from the "closed" media industry with limited plurality of voices for reasons discussed throughout the unit so far.</p> <p>The activity was fun, and there were some key learning moments in there. For example, everyone in the class correctly placed the picture of Amol Rajan with the name, and then felt awkward when asked how that was possible when no one knew who he was! Such ethnic stereotyping was made even more prevalant when all-but-one of the groups also gave him the Tweet about cricket (it wasn't his!).</p> <p>Overall, it seems that while anyone can Tweet about anything, whether people read you, follow you, or retweet you seems just as dependent on power and fame as before. In this way, the internet doesn't seem to be the great liberator of free and open speech as we'd hoped it might be.</p> </section> <p>Now what?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>I intend to do my Extended Essay on Twitter and the ways in which it has changed sports journalism (and the ways it hasn't). I find the concept of the #hashtag very interesting, and have read many stories about trending, about things that have gone viral, and some the consequences of Twitter. I am also concerned with the power of big tech, in particular the different scandals associated with algorithm-censorship, AI bot-farms and fake news. I believe reading more about this with a specific lens will give me greater insight into how the information system is working in the internet age.</p> </section> </div> <div class="brown"> <h2>Tableaux - Literary Work</h2> <p>What?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p> <meta charset="utf-8"><b id="docs-internal-guid-7b4cd873-7fff-51c4-1254-4b0c1a251977"> </b><meta charset="utf-8"><b id="docs-internal-guid-6c55f1de-7fff-6e47-80c0-130fb259ceba"><img src="../../../m4F0W2xMYsKyPWsd2YEstljSE87jjuxDXC2LqX_jJLpKfPs23dGKACYyubPKX-jGVBJDIgT9DvF2oA8dgLd1iAJLzoqFE_hZnb-a6DQdTfyg5LQOMC4nagu3Ku9r8KwW_pvwWZ8dhUU" style="height: 270px; width: 200px;"></b></p> <p>We were asked to take a scene from the novel - in this case, the moment in which the baby Hareton is dropped from the top of the stairs by his drunken father, Hindley, only for Heathcliff to instinctively catch the baby and save its life. Nelly recounts the story, and explains the moment of horror Heathcliff experiences when he realises he has inadvertently been the architect of his enemy's reprieve.</p> <p>In the first picture, we took a character each (Catherine, Nelly, Hindley, Heathcliff), and were asked to present a tableau of how the scene appears. The second picture asked us to consider levels (who is higher than whom) to represent power, and proximity to represent allegiances. The third picture - the one you see here - added Emily Bronte to the scene, to invite us to consider where her allegiances lie.</p> </section> <p>So what?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>Trying to consider the different characters' perspectives led to a deeper understanding of the complex characterisation at play, but also invited us to develop empathy with the different characters (itself a transferable life skill and one of the reasons why we study literature). The movement from picture #1 to picture #2 certainly forced a more symbolic understanding of how ideas are presented. We started off really just presenting the image in the way our strongest group member described it. However, it changed dramatically when we considered levels and proximity as symbols. The most interesting one was the third picture, since it allowed some of us to shift from considering only that the author's perspective is the one of the narrative voice (in this case, Nelly), and got us thinking that instead a narrator can really be an unreliable voice, while the author is actually saying something very different through giving them the narrative.</p> <p>Here is our description of the image:</p> <p><em>In this final frame, we see Emily Brontë herself. She directs the scene from the balcony, separated from the players, and observes her characters’ distress dispassionately. Apparently removed from the depth of the story, Brontë manipulates her characters at will... She is ruthless.</em></p> </section> <p>Now what?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>Finding scenes fit for such a series of tableaux activity is actually a great way to identify a suitable extract from a literary work. Such an extract can be used as a scene to discuss in detail in Paper 2 essays, as well as being a perfect length of extract to use in the Individual Oral. This scene, for example, told us a lot about the different characters and their sympathies, as well as identifying a key moment in the novel in which Heathcliff's plan for revenge is engendered and forged. </p> <p>I intend to identify one more scene from this novel, <em>Wuthering Heights</em>, in order to test my understanding on my peers, and then invite my friends to find one each for each 50-page section of the next novel. This may give us suitable extracts for the Individual Oral, but will also be excellente revision for Paper 2.</p> </section> </div> <div class="brown"> <h2>Broken Pieces*</h2> <p>What?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p><img src="../../../8j87naboFIl5cx3DlVmDI909mBQJEigDToqVBUdB3mJkwy7FAGQee3Krxjhul0v7r6cwkSUByDZvDJpLvjp3FmwjVGyBEn0ZDE4Z-zQSZFc8kfqIuV0I72VwcD-Jg-Cz1tWAmoHKtA4" style="height: 150px; width: 200px;"></p> <p>We received a text all chopped up. Each person in the group only received one or, at most, two sections of the text. Each piece together would make the whole text, but we weren't allowed to show anyone the text or put them on the table. The idea was to get an understanding of the whole text and its order - though it didn't have to be perfectly ordered - so that we got the gist of the main development and conclusion of the text, and then to collectively draw a representation of the text (four people drawing simultaneously) using only symbols and images. We were allowed four separate key words, but not used together as a phrase. The four remaining members would then present our image and our understanding of the text to the other group.</p> </section> <p>So what?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>The activity helped us to read with purpose and for meaning, as well as developing communicative and collaborative / social skills. We had to listen to each and every member of the group, as everyone had key information for the whole. </p> <p>Our text was entitled, 'Consent of the Surveilled', and it discussed George Orwell's novel, <em>Nineteen Eighty-Four </em>and its implications for the 21st Century. In particular, it discussed the notion of a surveillance state - something we learned about in 2013 from the revelations by Edward Snowden - and compared Orwell's 'telescreens' to modern social media (such as Twitter and Facebook) in that they communicate in both directions. </p> <p>My main take-away was the idea that if we're not paying for the product, then we are the product! With social media in particular, our data is what is being sold. To be honest, this connected to my understanding of traditional print media, since as Noam Chomsky argues in <em>Manufacturing Consent</em> newspapers have always sold audiences from one business (the newspaper) to others (the advertisers). However, it seems on a different scale in the internet age.</p> </section> <p>Now what?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>I've not read Orwell's novel, so will do that next. Then I will watch 'The Social Dilemma', the new film on Netflix about how the social media industry works. </p> <p>My global issue for the Individual Oral will be looking at the concepts of privacy and communication in the digital age. I would like to find a photographer who explores these ideas - those explained in the 'Consent of the Surveilled' - in picture essays. I think this would be an effective body of work from which to take my non-literary text for the Individual Oral.</p> </section> <p>*Ginnis, P. (2002) The Teacher’s Toolkit, Crown House Publishing, Bethel, USA; p.78</p> </div> <div class="brown"> <h2>Cloze Passage</h2> <p>What?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>We were given an extract of the novel with words taken out. Unlike cloze passages in Primary School, though, there wasn't a box of words at the bottom with the answers to put in the correct gaps!</p> <p dir="ltr"><strong>FILL IN THE 12 MISSING WORDS</strong></p> <p dir="ltr">She was Rahel’s baby grand aunt, her grandfather’s younger sister. Her name was really Navomi, Navomi Ipe, but everybody called her Baby. She became Baby Kochamma when she was old enough to be an aunt. Rahel hadn’t come to see her, though. Neither niece, nor baby grand aunt laboured under any <span style="color:#FAEBD7;">illusions </span>on that account. Rahel had come to see her brother, Estha. They were <span style="color:#FAEBD7;">two-egg</span> twins. ‘Dizygotic’ doctors called them. Born from separate but simultaneously fertilized eggs. Estha – Esthappen – was the older by eighteen minutes.</p> <p dir="ltr">They never did look much like each other, Estha and Rahel, and even when they were thin-armed children, flat-chested, <span style="color:#FAEBD7;">worm-ridden</span> and Elvis Presley-puffed, there was none of the usual ‘Who is who?’ and ‘Which is which?’ from <span style="color:#FAEBD7;">oversmiling</span> relatives or the Syrian Orthodox Bishops who frequently visited the Ayemenem house for donations.</p> <p dir="ltr">The confusion lay in a deeper, more <span style="color:#FAEBD7;">secret</span> place.</p> <p dir="ltr">In those early <span style="color:#FAEBD7;">amorphous </span>years when memory had only just begun, when life was full of Beginnings and no Ends, and Everything was For Ever, Esthappen and Rahel thought of themselves together as Me, and separately, individually, as We or Us. As though they were a rare breed of Siamese twins, physically separate, but with joint <span style="color:#FAEBD7;">identities</span>.</p> <p dir="ltr">Now, these years later, Rahel had a memory of waking up one night <span style="color:#FAEBD7;">giggling</span> at Estha’s funny dream.</p> <p dir="ltr">She has other memories too that she has no right to have.</p> <p dir="ltr">She remembers, for instance (though she hadn’t been there), what the Orangedrink Lemondrink Man did to Estha in Abhilash Talkies. She remembers the taste of the tomato sandwiches – Estha’s sandwiches, that Estha ate – on the Madras Mail to Madras.</p> <p dir="ltr">And these are only the <span style="color:#FAEBD7;">small</span> things.</p> <p dir="ltr">Anyway, now she thinks of Estha and Rahel as Them, because separately, the two of them are no longer what They were or ever thought They’d be.</p> <p dir="ltr">Ever.</p> <p dir="ltr">Their lives have a size and shape now. Estha has his and Rahel hers.</p> <p dir="ltr">Edges, Borders, <span style="color:#FAEBD7;">Boundaries</span>, Brinks and Limits have appeared like a team of <span style="color:#FAEBD7;">trolls</span> on their separate horizons. Short creatures with long shadows, patrolling the Blurry End. Gentle half-moons have gathered under their eyes and they are as old as Ammu was when she died. Thirty-one. </p> <p dir="ltr">Not old.</p> <p dir="ltr">Not young.</p> <p dir="ltr">But a <span style="color:#FAEBD7;">viable</span> die-able age.</p> <p dir="ltr">[Roy, A. (1997). <em>The God of Small Things. </em>London: Flamingo. p.2]</p> </section> <p>So what?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>The activity was extremely difficult but, on reflection, it was no different to a "normal" text reading in English class, in which we read a couple of pages around the class and then the teacher asks us about a number of different words, what they mean, and why the author chose to use that image. This way was easier, because we had a chance to think and engage with the missing words first.</p> <p>For example, I didn't know the word 'amorphous' and now do. The idea of the relatives being 'oversmiling' - a word that kept coming up as a misspelling on Word and, later, I realised is a key motif of Roy's, to create compound nouns that suggest ideas beneath the surface - was interesting and said something about what the relatives thought of Ammu and her children. 'Secret' is a key motif of the novel, as are 'Boundaries' - capitalising key symbols and concepts also being a repeated idea, this one being related to the Love Laws (that decide who can be loved by whom and how much). In a novel essentially about the remnants of the caste-system in rural India, it is effective to put this across in this way so early in the novel.</p> <p>Interestingly, most people could identify 'viable' at the end, even despite its complexity, because they'd pre-read the novel once and it is a phrase that is repeated a few times and that rhymes.</p> </section> <p>Now what?</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>Selecting such extracts - ones that are signficant when looking at the novel as a whole and contain many key conceptual and thematic ideas as well as elements of the author's style - is crucial preparation and revision for Paper 2. This will ensure that responses are sharply focused and don't just re-tell the narrative of the novel.</p> <p>Doing this for this novel - selecting an extract for each 50-page section of the novel, dividing the workload between friends, and producing a shared document or presenting to each other - will not only be good preparation of this novel, but also could give us an extract of the Individual Oral.</p> <p>Regarding Roy's novel, I would like to read not only some more history about the Indian caste-system, but also her second novel, published in 2017 - <em>The Ministry of Utmost Happiness.</em></p> </section> </div> <div class="page-container panel-self-assessment" data-id="2057"> <div class="panel-heading">MY PROGRESS</div> <div class="panel-body understanding-rate"> <div class="msg"></div> <label class="label-lg">Self-assessment</label><p>How much of <strong>The Learner Portfolio - Classroom Activities</strong> have you understood?</p><div class="slider-container text-center"><div 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