INSTRUCTIONS FOR BLENDED LEARNING FRIDAY, FEBRUARY 28, 2014
INSTRUCTIONS:
This session will be completely asynchronous (at your own time). There will only be one thing that will allow you to claim attendance. Read the instructions. 1) Click on the document to the right -----> and download it to be viewed on your computer. 2) Everyone will be separated into six groups. 3) You are expected to watch ALL PRESENTATIONS of your group members. 4) To claim attendance for BL Friday, you must submit a STAR & NEXT STEP form that will be linked beneath your group for each group member. You must also state something different for every member. No two comments can be the same, and if they are, you have to explain yourself in the form. 5) I will be checking for attendance on Sunday night. Therefore, you have from Friday to Sunday afternoon to complete this task! |
Please understand how to evaluate thesis statements and arguments of one another. This video that I made for you all explains what you should be thinking, and shows how to critically think.
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Biographical/ Historical Lens &
Critical Thinking Presentations
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Cross by Langston Hughes
My old man's a white old man And my old mother's black. If ever I cursed my white old man I take my curses back. If ever I cursed my black old mother And wished she were in hell, I'm sorry for that evil wish And now I wish her well My old man died in a fine big house. My ma died in a shack. I wonder where I'm going to die, Being neither white nor black? |
SUMMARIZER: ALEX
Monday, February 24th 2014
We have gone through the historical/ biographical lens, which is mostly used in novels, poems, songs, movies, articles and academic journals. Using the lens, we analysed "Leave Me Alone" by Michael Jackson. Moreover, we have practiced the lens by analysing the poem "The Cross" by Langston Hughes to understand the deep meaning behind its creation of the poem.
Tuesday, February 25th 2014
"The Cross" by Langston Hughes was closely related to the word hypodescent. We analysed the meaning of the word and the time frame when the meaning was mostly in effect. We made a whole new thesis and a single argument in groups regarding "The Cross" with evidence from the word hypodescent from Wikipedia.
Wednesday, February 26th 2014
We had a briefing regarding an individual media presentation task. The media presentation focuses on the student's analysis to be seen through either a formalism len or a historical/ biographical lens.
Thursday, February 27th 2014
A brief intro to the Q-Matrix to assists students for the media presentation. We had the remaining time to work up on our presentations.
Friday, February 28th 2014
Blended Learning - We were seperated into six group and had to critically analyse their group member's media presentation and provide feedback to our fellow members.
Message from Mr.Sultan : Also there are some important aspects we can put in here about the BIOGRAPHICAL/ HISTORICAL LENS - focus on the fact that it is the ability to analyze a piece of writing through either:
a) The eyes/ experiences of the author(s)
b) Through the events and "world" of the time and place in which the text was written (i.e. In Japan during the end of the second World War.
It can change the meaning that is taken from the text, song, movie, novel, article, and all sorts of other mediums that convey a story or message.
Monday, February 24th 2014
We have gone through the historical/ biographical lens, which is mostly used in novels, poems, songs, movies, articles and academic journals. Using the lens, we analysed "Leave Me Alone" by Michael Jackson. Moreover, we have practiced the lens by analysing the poem "The Cross" by Langston Hughes to understand the deep meaning behind its creation of the poem.
Tuesday, February 25th 2014
"The Cross" by Langston Hughes was closely related to the word hypodescent. We analysed the meaning of the word and the time frame when the meaning was mostly in effect. We made a whole new thesis and a single argument in groups regarding "The Cross" with evidence from the word hypodescent from Wikipedia.
Wednesday, February 26th 2014
We had a briefing regarding an individual media presentation task. The media presentation focuses on the student's analysis to be seen through either a formalism len or a historical/ biographical lens.
Thursday, February 27th 2014
A brief intro to the Q-Matrix to assists students for the media presentation. We had the remaining time to work up on our presentations.
Friday, February 28th 2014
Blended Learning - We were seperated into six group and had to critically analyse their group member's media presentation and provide feedback to our fellow members.
Message from Mr.Sultan : Also there are some important aspects we can put in here about the BIOGRAPHICAL/ HISTORICAL LENS - focus on the fact that it is the ability to analyze a piece of writing through either:
a) The eyes/ experiences of the author(s)
b) Through the events and "world" of the time and place in which the text was written (i.e. In Japan during the end of the second World War.
It can change the meaning that is taken from the text, song, movie, novel, article, and all sorts of other mediums that convey a story or message.
CONNECTOR - By Andrew
This week we learned how to use the biographical/historical lens. Through this lens, we can better understand what a person is trying to tell us. By looking at the background and doing research on the history of something, we can paint a better picture of the message being conveyed by someone. We also worked on a video presentation this week. The video presentation teaches us to be able the share ideas and thought through different ways other than just writing it down. By speaking, we can be more confident and have more self-control when proving and stating a point or argument without going off tangent and can be helpful when speaking to other people. This also helps us to put our ideas into words.
This week we learned how to use the biographical/historical lens. Through this lens, we can better understand what a person is trying to tell us. By looking at the background and doing research on the history of something, we can paint a better picture of the message being conveyed by someone. We also worked on a video presentation this week. The video presentation teaches us to be able the share ideas and thought through different ways other than just writing it down. By speaking, we can be more confident and have more self-control when proving and stating a point or argument without going off tangent and can be helpful when speaking to other people. This also helps us to put our ideas into words.
WORDSMITH - By Niki
1. Controversial - giving rise or likely to give rise to public disagreement
2. Molestation - the act of subjecting someone to unwanted or improper sexual advances or activity (especially women or children)
3. Eccentric – a person of unconventional and slightly strange views or behavior.
4. Notion – a conception of or belief about something.
5. Integration – the action or process of integrating.
6. Overt - done or shown openly; plainly or readily apparent, not secret or hidden.
7. White Flight - the move of white city-dwellers to the suburbs to escape the influx of minorities.
8. Interracial – existing between or involving different races.
9. Hypodescent - Hypodescent is the practice of determining the classification of a child of mixed-race ancestry by assigning the child the race of his or her more socially subordinate parent.
10. Subordinate - a person under the authority or control of another within an organization.
11. Matrilineality – of or based on kinship with the mother or the female line.
12. Agnatic – agnate: related on the father's side
13. Cognatic - a person or thing cognate with another.
14. Disfranchising - to deprive of a franchise, of a legal right, or of some privilege or immunity
15. Constitutional amendments – A constitutional amendment is a formal change to the text of the written constitution of a nation or state.
**16 is moved to the bottom so you can see the picture below it, that Niki submitted for better understanding.
17. Miscegenation – the interbreeding of people considered to be of different racial types.
18. Differentiation – the action or process of differentiating.
19. Socioeconomic - relating to or concerned with the interaction of social and economic factors.
** 16. Jim Crow Laws - The Jim Crow laws were racial segregation laws enacted between 1876 and 1965 in the United States at the state and local level. They mandated de jure racial segregation in all public facilities in Southern states of the former Confederacy, with, starting in 1890, a "separate but equal" status for African Americans.
1. Controversial - giving rise or likely to give rise to public disagreement
2. Molestation - the act of subjecting someone to unwanted or improper sexual advances or activity (especially women or children)
3. Eccentric – a person of unconventional and slightly strange views or behavior.
4. Notion – a conception of or belief about something.
5. Integration – the action or process of integrating.
6. Overt - done or shown openly; plainly or readily apparent, not secret or hidden.
7. White Flight - the move of white city-dwellers to the suburbs to escape the influx of minorities.
8. Interracial – existing between or involving different races.
9. Hypodescent - Hypodescent is the practice of determining the classification of a child of mixed-race ancestry by assigning the child the race of his or her more socially subordinate parent.
10. Subordinate - a person under the authority or control of another within an organization.
11. Matrilineality – of or based on kinship with the mother or the female line.
12. Agnatic – agnate: related on the father's side
13. Cognatic - a person or thing cognate with another.
14. Disfranchising - to deprive of a franchise, of a legal right, or of some privilege or immunity
15. Constitutional amendments – A constitutional amendment is a formal change to the text of the written constitution of a nation or state.
**16 is moved to the bottom so you can see the picture below it, that Niki submitted for better understanding.
17. Miscegenation – the interbreeding of people considered to be of different racial types.
18. Differentiation – the action or process of differentiating.
19. Socioeconomic - relating to or concerned with the interaction of social and economic factors.
** 16. Jim Crow Laws - The Jim Crow laws were racial segregation laws enacted between 1876 and 1965 in the United States at the state and local level. They mandated de jure racial segregation in all public facilities in Southern states of the former Confederacy, with, starting in 1890, a "separate but equal" status for African Americans.