FCE WRITING A REVIEW 9A

As I told you in class on Wednesday, you will need to watch this video for Monday, May 14.

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The Rise of Realism

Find the text we read in class HERE

THE MINISTER’S BLACK VEIL PDF

Hawthorne – Black Veil – Scanned

THE MINISTER’S BLACK VEIL 9B Other literary elements

SUMMATIVE ASSESSMENT UNIT 3 GRADE 8A

Hello everyone, here’s the space where you will publish your stories and share them with the rest of you classmates.

AUTHORS INTERVIEWS RUBRIC

Here is the rubric I will use for the formative assessment on the authors’ interviews.

INTERVIEWS RUBRIC

USEFUL LINKS FOR AUTHORS INTERVIEW

https://matadornetwork.com/bnt/13-simple-journalist-techniques-for-effective-interviews/

 

http://www.columbia.edu/itc/journalism/isaacs/edit/MencherIntv1.html

 

http://www.sparkminute.com/2011/11/07/30-tips-on-how-to-interview-like-a-journalist/

 

https://www.articulatemarketing.com/blog/how-to-interview-someone

 

https://crew.co/blog/interview-questions/

HOW TO WRITE AN ARTICLE FOR FCE

Here’s the video we watched in class to write the article. Bring your brainstorm and outline for next class.

American Renaissance Test Preparation

As you remember, we read and discusses the article on the book. These are the questions, and attached you will find the article.

THIS IS THE PDF: American Renaissance

  1. Do you agree or disagree with the fact that there was an American Shakespeare? PAGE 207

 

  1. Why was there a good relationship between Hawthorne and Melville?

 

  1. Is it better to say that there was an American renaissance or a coming of age?

 

  1. What evidence is there of the lyceums, the abolitionists and women’s rights struggle in today’s USA?

 

  1. Which of Plato’s ideas were clearly seen in transcendentalism?

 

  1. Where did Emerson get ideas to construct his idea of transcendentalism?

 

  1. How could Emerson’s transcendentalism go against the church?

 

  1. What could be the plot of a story written by a dark romantic?

 

  1. If you had been born in the 1840’s, what would your life differ from what it is now?

 

SUMMATIVE ASSESSMENT UNIT 3 Part 1 9B

As we discussed in class, here are the websites you must visit to read/watch and take notes in order to present your findings in class next week.

WEBSITE 1

JIMENEZ
CATALINA
ALEJANDRA
JUANITA

WEBSITE 2

DANIELA RAMIREZ
DELGADO
SOFIA
MENDOZA
DUARTE

WEBSITE 3

DIAZ
ISABELA
SARA
MORENO

WEBSITE 4

TENGONO
CORONADO
ANA SOFIA
MARIANA
YULIANA

SUMMATIVE ASSESSMENT GUIDELINES GRADE 9

You  will be scientists and thinkers sending back in time a video (1977) only composed of photographs and audio to warn people about the future and its political, economic, and social conflicts.
 

You must:
 
1. Download images that depict contemporary issues that affect commonality, diversity, and interconnection.
YOU CAN USE THIS ONE TO MAKE THE REFERENCES OF OTHER PICTURES YOU FOUND ON THE WEB
 
2. Edit images and create a video  (max. 3 minutes).
 
3. Write a voice-over narration that should include the following:
 
-Connection to SOI (Statement of Inquiry)
-Scientist or thinker perspective
-Warnings of the terrible events we currently live
-You can add music if you want.
-The video must have a title and end credits.
-The video must have a logical sequence.
-fictional example:
 
4. You must also:
 
-Write a two paragraph rationale explaining language, analysis, and organization choices.
-APA reference to all photographs (See page 20 of the PDF) HONESTY POLICY
5. The video must be uploaded to be assessed.

PICTURES FOR RESPONSE PARAGRAPH

Here are the pictures and video we used in class to write the response paragraph.

Punctuation review grade 8

Hi grade 8 students,

For the consolidation exam, you will have to review the use of punctuation. In order to do so, you will need to sign in to EDPUZZLE.

Watch how to sign in in the video below.

 

The codes for your classes are as follows:

8A: zutwane

8B: azakava

8C: olorrob

 

 

SUMMATIVE GRADE 9 UNIT 1

​You will write the imaginary journal of a person who lived during the time of the Pilgrims or later and will tell their experience. This imaginary person can be a sailor, a puritan woman, a slave, a slave owner, one of the passengers of the Mayflower or any other person of the time.

You will write two or more journal entries where you talk about their experience in at least 600 words. These entries have to be consistent with the time they lived in; the writing should reflect clearly the time this person lived, the traditions they had, the clothes they wore or even the food they ate. It’s not you have to actually write about all of these topics but you should know about them before beginning the writing.

As a first step, each student has to create the imaginary biography of this person, where they were from, their occupation, family if any, and a brief description of the difficult situation they went through. You can use the example biographies of Bradford’s, Mary Rowlandson’s and Olaudah Equiano’s.

Second step. they will write a first draft of a diary entry where they talk about one day in the difficult experience they went through. This should be at least 300 words long and as explained must reflect the time and context where the person lived. Again, you can imitate the style and the content of the readings done in class.

SUMMATIVE GUIDELINES 8 GRADE

SUMMATIVE PRESENTATION GUIDELINES

INVENTIONS

 

 

Hi girls these are some guidelines for your presentations next week.

 

 

  1. You need to elaborate a presentation, you can choose one of these tools and create an amazing project.

 

 

Canva :  https://www.canva.com/create/presentations/

 

Prezi: https://prezi.com/login/

 

Emaze: https://www.emaze.com/@ACZZCLF

 

or PPT (PowerPoint presentation)

 

  1. Include in your presentation:

 

  1. The invention (picture or drawing)
  2. A description of it
  3. The use of your invention
  4. Characteristics (design, price, etc.)
  5. Advantages of your invention
  6. The people you created it for
  7. A personal conclusion about your project.
  8. Bibliography.

 

  1. Don’t forget that your project is original, is your creation, and you are not allowed to copy and paste, even a picture, write the credits please, as well as, the references. (Probity Policy).

 

  1. Should you have any questions, please let me know during school hours.

Have a great day!

 

 

 

GRADE 8: Cool inventions and We Can Remember it.

As I promised, here are the video about cool inventions and the audio for We Can Remember It For You Wholesale.

 

“OF PLYMOUTH PLANTATION” TEST PREPARATION.

Hellos ladies,

As I explained in class, here’s what you need to study for the test.

  • William Bradford’s biography. page 26
  • Before you read. page 27
  • From Of Plymouth Plantation. page 29 to page 33

Also, for the language part of the test  you must sign up for EDpuzzle.

Watch the video on how to sign up for a class. HERE!

NOTE: (The name given in the video is an example; use your own as you like it)

The class codes are as follows:

9A hegpusi

9B vickeho

9C ugutehd

 

Homework Schedule 9B

As promised, here’s the schedule for homework.

Captura de pantalla 2017-08-23 a la(s) 4.11.59 p.m.

Science Fiction Introduction

Hello grade 8 2017-2018

Welcome to a new year.

Here are the first documents we worked in class with.

SCIENCE FICTION INTRO

SCIENCE FICTION GENRE ACTIVITY

TOPICS TO STUDY FOR CONSOLIDATION EXAM GRADE 8

Hi dear grade 8,

  • As it has been requested, here are the main topics you need to prepare for the consolidation exam.
  • It is important to reread, THE FIRST SEVEN YEARS, IT CAN’T BE HELPED and NO NEWS FROM AUSCHWITZ.
  • It is also advisable to review the topics, not necessarily to read the stories again. Namely, remember the GLOBAL CONTEXTS: Scientific and technical innovation, Fairness and development, Identities and relationships.

Units are in the link below:

https://juanpablovanegas.wordpress.com/units-of-inquiry-grade-8/

 

SUMMATIVE UNIT 4 GRADE 9

The STATEMENT OF INQUIRY is:

Writers’ genre and language choices allow them to communicate inner states and influence readers’ minds, through artistry, craft, creation and beauty.

http://ninthgradeportales.blogspot.com.co/

SUMMATIVE ASSESSMENT GRADE 8 REQUIREMENTS

Hi dear grade 8,

 

For the summative assessment of unit 5, you need to look up information, and take it either in your computer or printed, about dictatorships and totalitarian governments and over all the political and social consequences they brought to people. World War II dictatorships as well as others are to be considered. Also, you need to know what has happened in Venezuela since Hugo Chavez’s regime and its consequences.

You will write a statement for the United Nations of at least 500 words where you will tell the world about the consequences of totalitarian governments and in nations along history. This is to be written in class, by hand in paper I will provide.

The essay is not intended to provide a solution; you will just expose the evidence so that Venezuela’s politicians get to an agreement and find a peaceful solution. You can use any of the structures for the essays that we learned so far and must include at least, an introduction, two or three body paragraphs and a conclusion.

HENIA BRYER VIDEO

IT CAN’T BE HELPED TEXT

Hi grade 8,

Here’s the text.

IF YOU HAVE ANY QUESTIONS, LET ME KNOW

IT CAN’T BE HELPED

IT CAN’T BE HELPED 1

Jeanne Houston Wakatsuki interview

Dear grade 8, here’s the interview with the book author to watch at home.

FCE PREPARATION EXERCISES

Hello grade 9 ladies,

Here you will find a few links where you practice for the First Certificate Exam.

When you click on the link below, you will see this:

Screen Shot 2015-09-11 at 19.08.39

As soon as you finish the first part (see pic below), go to the second, then the third and so on until you do all 7.

Screen Shot 2015-09-11 at 19.16.59

YOU CAN “SEE” OR “CHECK” THE ANSWERS. THIS IS FOR YOU TO LEARN. DON’T “SEE” THE ANSWERS UNLESS YOU REALLY DON’T KNOW.

Click on the link below and begin taking the test.

http://www.examenglish.com/FCE/fce_reading.html

HOW TO MAKE A WEBPAGE WITH WIX

GUIDELINES FOR REACTION ESSAY

Here’s the guideline we read in class for you to write your essay on Thursday.

Reaction Essay Guidelines

PROGRESS ARTICLE

GIMNASIO LOS PORTALES

ENGLISH LANGUAGE AND LITERATURE

Year 4 / Third Term

PROGRESS ARTICLE 1

 

Teacher’s name: Juan Pablo Vanegas / Gina Virviescas

 

Humanity: Caught in a Progress Trap, Again

OCTOBER 1, 2013 • POSTED IN COMMENTARY

A Short History of Progress. Ronald Wright. Philadelphia: Da Capo Press, 2004. 211 pp.

Leslie Evans

TAKEN FROM: http://boryanabooks.com/?p=3931

 

  1. Generally, I don’t pay attention to very short books that try to trace the entire history of the human race, and worse, present the author’s pet theory of why we are now on the verge of collapse. Ronald Wright tackles this daunting task in an undersized binding, 8 X 5.5 inches, and a text before notes and index that runs to only 132 pages in a generous sized type. Still, he has an ear for the mot juste, a sure sense for the revealing anecdote, and a theory that, even in this highly abbreviated presentation, rings true.

 

  1. The theory is the progress trap. The first great progress trap was the invention of spears and bows and arrows for hunting. The earliest stone tools date back three million years, at the dawn of the Old Stone Age, which lasted until the most recent retreat of the Ice Age glaciers 12,000 years ago. The revolution in hunting weaponry, which Wright suggests may also have been used to exterminate our closest hominid relatives, solidified around 15,000 years ago. By that time humans were established on all the continents except Antarctica.

 

  1. “Soon after man shows up in new lands,” he writes, “the big game starts to go missing. Mammoths and woolly rhinos retreat north, then vanish from Europe and Asia. A giant wombat, other marsupials, and a tortoise as big as a Volkswagen disappear from Australia. Camels, mammoth, giant bison, giant sloth, and the horse die out across the Americas. A bad smell of extinction follows Homo sapiens around the world.”

 

  1. The technical progress in weaponry first produced an era of prosperity and plenty. Then it crashed as the big game were driven to extinction. Wright calls this the first progress trap. Human population swelled from the kills, more people meant more hunters, more hunters meant less game. Over time the spear points become smaller and smaller, as people hunted rabbits instead of mammoths.

 

  1. Humanity was saved by the next wave of progress, the invention of agriculture, 10,000 to 13,000 years ago This seems a long, long time, but in terms of the timeline of anatomically modern humans, which date from 195,000 years ago, it’s a brief moment.

 

  1. Agriculture developed independently in four regions. In the Middle East it produced wheat and barley. The Far East domesticated rice and millet. Mexico and Central America grew maize, beans, squash, and tomatoes. And South America tamed potatoes, squash, peanuts, and quinoa. Wright points out that we live today on the crops of the late Stone Age. “Despite more than two centuries of scientific crop-breeding, the so-called green revolution of the 1960s, and the genetic engineering of the 1990s, not one new staple has been added to our repertoire of crops since prehistoric times.”

 

  1. It is routinely said that the most common reason for extinctions is over-specialization (apart from those caused by predators, particularly human ones). The human primate has been as successful as it has largely because of its enlarged brain and opposable thumb, which, with the taming of fire and the invention of clothing, allowed it to adapt to different climates. There is a chink in that generalist armor. Wright proposes: “In the matter of our food, we have grown as specialized, and therefore as vulnerable, as a saber-toothed cat.”

 

  1. He also cautions, in the manner of British philosopher John Gray, that technical progress does not equate to moral progress. “The Roman circus, the Aztec sacrifices, the Inquisition bonfires, the Nazi death camps – all have been the work of highly civilized societies.” He explains this with a computer analogy: “we are running twenty-first-century software on hardware last upgraded 50,000 years ago or more. This may explain quite a lot of what we see in the news.” That doesn’t make him ready to give the whole thing up. In one of the more memorable passages he writes:

 

  1. “For all its cruelties, civilization is precious, an experiment worth continuing. It is also precarious: as we climbed the ladder of progress, we kicked out the rungs below. There is no going back without catastrophe. Those who don’t like civilization, and can’t wait for it to fall on its arrogant face, should keep in mind that there is no other way to support humanity in anything like our present numbers or estate.”

 

  1. In pursuit of his thesis that agriculture is itself the next progress trap Wright traces the collapse of the Mayas and Easter Island, treated more extensively by Jared Diamond in his Collapse, published the year after Wright’s essay. More applicable to our modern situation are his remarks about ancient Sumer in what is now southern Iraq. Originally a plain of fertile farmland, the use of river water for extensive irrigation left a buildup of salt that poisoned the croplands.

 

  1. “By 2000 B.C., scribes were reporting that the earth had ‘turned white.’ All crops, including barley, were failing. Yields fell to a third of their original levels. The Sumerians’ thousand years in the sun of history came to an end. . . . Today, fully half of Iraq’s irrigated land is saline – the highest proportion in the world, followed by the other two centres of floodplain civilization, Egypt and Pakistan.” Notably, the last years of Sumer were marked by complete denial, extreme concentration of wealth in the hands of a few at the top, and grandiose building projects.

 

  1. Wright proposes to fit the fall of Rome into his schema. This is a highly debated topic with a vast literature of its own. Wright makes a few points that sound plausible but I leave their validity to experts. Rome, Wright says, gathered wealth into its center from an ever expanding periphery. As its population swelled and nearby farmland was exhausted, Rome became dependent on grain imported from its outlying possessions.

 

  1. “The consequences can be seen in those regions today. Antioch, capital of Roman Syria, lies under some thirty feet of silt washed down from deforested hills, and the great Libyan ruins of Leptis Magna now stand in a desert. Rome’s ancient breadbaskets are filled with sand and dust. . . .

 

  1. “Mediaeval history confirms the archaeological evidence: the empire fell hardest at its core, the Mediterranean basin, where the brunt of the environmental cost was borne. Power then shifted to the periphery, where Germanic invaders such as Goths, Franks, and English founded small ethnic states on northern lands that Rome had not exhausted.”

 

  1. Ronald Wright has to confront an obvious challenge to his thesis. If civilizations are so prone to self-destruction through overpopulation, deforestation, and deterioration of farmland, how is it that the Earth today is supporting such a vastly larger population? His answer is that early civilizations were relatively localized, dependent on nearby food sources. Large parts of the globe were unsettled and open to colonization. Some parts were highly favored with agricultural resources that would take many generations to desiccate. Populations spread widely, and as global trade arose, shortages in one locality could be filled by imports. And there is a process of natural regeneration if the damage has not been too severe. In any case, the lifespan of most prominent early civilizations was a thousand years or so. The damage we do takes some time to manifest.

 

  1. Still, at base, civilizations survive not by their technology but by the health of the natural environment from which they draw their sustenance. Wright concludes:

 

  1. “The lesson I read in the past is this: that the health of land and water – and of woods, which are the keepers of water – can be the only lasting basis for any civilization’s survival and success.”

 

  1. Wright’s last chapter, “The Rebellion of the Tools,” is his most interesting. Here he critiques our current situation. He explains why agriculture, like hunting weapons, is a progress trap. He also calls it a runaway train. It leads, he says, “to vastly expanded populations but seldom solving the food problem because of two inevitable (or nearly inevitable) consequences. The first is biological: the population grows until it hits the bounds of the food supply. The second is social: all civilizations become hierarchical; the upward concentration of wealth ensures that there can never be enough to go around.”

 

  1. This last also acts to prevent remedial measures. The rich depend on the status quo and have the means to defend it, even as those at the bottom are already caught in the crumbling foundations.

 

  1. We now have a global civilization, where population is pressing not only on many local and regional resource limits but on planetary ones. As Wright notes, “Adding 200 million after Rome took thirteen centuries; adding the last 200 million took only three years.”

 

  1. In his final few pages, in what almost amount to bullet points, Wright limns the dead end we have arrived at. Our single global civilization is ceaselessly logging, fishing, irrigating, and building everywhere, eating the natural world alive. The defenders of the rich, like their predecessors in every failed civilization, cling to their privileges like grim death and use their power to drive the lower classes away from the table. The political Right has wrapped itself in a mixture of market extremism and religious fundamentalism that has become “a kind of social Darwinism by people who hate Darwin,” and is leading a revolt against redistribution that “is killing civilization.” The three richest Americans, he tells us through gritted teeth, have combined wealth greater than that of the forty-eight poorest countries. And then his peroration:

 

  1. “If civilization is to survive, it must live on the interest, not the capital, of nature. Ecological markers suggest that in the early 1960s, humans were using about 70 per cent of nature’s yearly output; by the early 1980s, we’d reached 100 per cent; and in 1999, we were at 125 per cent. Such numbers may be imprecise, but their trend is clear – they mark the road to bankruptcy.”

 

  1. We have a last chance, he says. Of course, mere redistribution within the overflowing human population, the centerpiece of the traditional Marxist and socialist project, will by itself provide only a short respite for those at the bottom. Both population and resource use must be cut back. Fossil fuels, metals, potable water, arable land, ocean fish, are all at or near their limits compared to the demands being placed on them. If we fail to scale back, he warns, “this new century will not grow very old before we enter an age of chaos and collapse that will dwarf all the dark ages in our past.”

 

  1. The collapse stage of past civilizations was rarely sudden, seen from the perspective of the daily life of its citizens. If a dark age lies ahead, it is likely that there will be a period, perhaps a fairly long one, of a slipping down life on the way there. We seem to be in the early stages of that. We are living in the shadow of that supposed ancient Chinese curse, “May you live in interesting times.”

REFUGEE RESEARCH GRADE 8

For the summative assessment of unit 4, you will create a website to help refugees from different parts of the world to know the possibilities they have of being hosted in Colombia.

You must look up information about refugees from Afghanistan, Somalia, Syria and Haiti.

You should find information to answer these questions:

Why are they leaving their countries of origin? What are their religious beliefs, cultural and social background? What policies are there in Colombia for refugees?

You will gather this information to create the content of your websites.