Ms.

Koria's Classes
Work for 2. 3. 23

Year 13 English

Please write down the following notes to help the students contextualize the I A.

ANALYSING FILM

Films are similar to novels or short stories in that they tell a story. They include the same
genres: romantic, historical, detective, thriller, adventure, horror, and science fiction. However,
films may also include sub-groups such as: action, comedy, tragedy, westerns and war. The
methods you use to analyze a film are closely related to those used to analyze literature;
nevertheless, films are multimedial. They are visual media made for viewers. Films take
command of more of our senses to create special atmospheres, feelings or to bring out
emotions.

Along with the literary elements such as plot, setting, characterization, structure, and theme,
which make up the text or screenplay, there are many different film techniques used to tell the
story or narrative. Attention is paid to sound, music, lighting, camera angles, and editing. What
is important is to focus on how all the elements are used together in making a good film.

Some important points to consider as you analyse your chosen film are:

1. Film Facts
Title of film
Year film was produced
Nationality
Names of the actors
Name of director

2. Genre
-What main genre does the film fall under? - romantic, historical, detective, thriller, adventure,
horror, and science ffiction
-What sub-grouping does the film fall under? - action, comedy, tragedy, war and westerns

3. Plot and structure

-What are the most important sequences?

-How is the plot structured?
-Is it linear, chronological or is it presented through flashbacks??
-Are there several plots running parallel?
-How is suspense built up?
-Do any events foreshadow what is to come?

4. Imagery
-In films imagery are the elements used to create pictures in our minds. They may include:

Symbols – when something stands not only for itself ( a literal meaning), but also stands for
something else (a figurative meaning) e.g. The feather in the film Forrest Gump symbolizes his
destiny.
What images are used in the film? e.g. color, objects etc.

Can you find any symbols?

Year 13 History

Please give the students the following notes to copy:

(continuation from yesterday)

Bismarck, having achieved the creation of a united German empire in 1871, remained keen to
protect against its possible break-up by a combined two-front attack from French and Russia.
Thus his alliance with Russia in 1887, the so-called Reinsurance Treaty, was intended at
avoiding that possibility, although under the terms of the agreement Russia was not bound to
come to Germany's aid if the latter attacked France (or if Russia declared war with
Austria-Hungary, Germany's close ally)

Germany essentially paid for Russia's benevolence by recognising Russia's sphere of influence
in the Balkan countries of Bulgaria and Eastern Rumelia (now part of southern Bulgaria), and
by agreeing to support any Russian action to retain control of the Black Sea.

The treaty itself ran for three years, after which it was allowed to lapse.

The Balkans, as we discussed yesterday, are continually at the center of European power
struggles. As we continue with this topic, please take note of the following important facts.

● More and more, it becomes obvious that the great powers don't fully care about or even
recognize the struggling periphery states in the Balkans. The actions of Bismark, as
listed above, are clear examples of this.
● The Balkans is viewed mainly as a trade and travel 'gateway', not a collection of
politically ambitious, politically frustrated people who have the potential to cause great
havoc, if not acknowledged. This was a fatal mistake.
● The core countries use the Balkans as a kind of pawn; a playing piece that is moved
back and forth between them, for their own selfish reasons.
 ● No one considered the Balkans to be as dangerous as it TRULY was. There was
widespread ignorance in core countries about the potential that periphery areas had for
violence, mistrust and social upheaval.

Year 9X English

Please ask the students to write down, on a piece of paper, the following activity. Their books
will be ready for collection tomorrow.

Write a story on the following topic:

'It Would be a Dream-Come-True if I could…"

The story must have at least FIFTEEN sentences.

NOTE: Books are on my table will all be returned tomorrow.

Please collect the papers at the end of the class. I will uplift them tomorrow.

Year 11 History

Please give students the following notes which will help them contextualize the first minor I.A.

Why Historical Sources Are Important

Historical Sources, also called historical documents, are very important for a number of good
reasons.

1 Connecting past and present is essential in order for one to find the right path towards future.
It is for this reason why History is an important part of one's learning. In this manner, people are
able to know how life came about and why they are now experiencing the independence they
have. Tell-tales, written letters and pictures are some of the key items that most people hold on
to in order to know about the past. These documents are the sole connection for one to better
understand what indeed happened before. But it is amazing to see that after hundreds of years,
such items remain as they are and enjoyed by everyone. So exactly how are historical
documents preserved?

2. Because such documents are indeed old, they may also be very fragile. This is especially
true if you are dealing with sources that have not been digitized yet. Along the course of time,
the quality of all sources disintegrates, and documents get brittle and powders until they
disappear. This is the reason why it is important that there should be a person who will ensure
that the physical needs of such documents are attended to, especially at such delicate situation.
But people will eventually have to see it, check it, and study it. This must be done while at the
same time ensuring that the documents will be successfully kept of top quality.
3. They help us humanize those who lived before us. Often, when we see the mention of years
like '1800' or '1933', it is quite easy for us to imagine a strange time of unsmiling people in heavy
frocks and tall hats. Reading the diaries, letters, telegrams, police reports and news articles of
yesteryears brings us to understand that these were human beings, just like us. They had many
of the same social, emotional, economic, political and religious problems that we have today.
They cried, they laughed, they loved, they hated, they dreamed.

4. Someday, the essays, stories, messages and even social media posts we make will be
considered 'historical'. When we are no longer here, others will study our writings and art.
Others will do the important work of connecting with our stories. Wouldn't you like them to do so
in a thorough, respectful manner?

Year 10 Academic English

Ask students to write, on a peace of paper, a reflection on the each of yesterday's presentations.
The reflection should include:

1. What was learned about each concept (e.g 'What I learned about Unity was that….')
2. How their new knowledge of the given concepts can help to improve their writing skills
3. What is their personal definition of each of the given terms
4. The students' own examples of what Coherence and Unity look like in writing, and/or
generally, in the real world.

The reflection should be written in

Paragraph form, and must be between 2 and 3 paragraphs long. Topic Sentencea, Supporting
Sentences and Concluding Sentences must be included.

Exercise books will be returned tomorrow/Monday, after which groups 2 and 3 will present.
.