Friday, February 11, 2011

'Gizmo', the 2011 Junior Play

This year's Junior Play, Gizmo by Alan Ayckbourn, will be performed tonight and tomorrow night at 7pm in the Big Schoolroom. Originally written for youth performances, "set in the near future, it is about an amazing device which when fitted allows a body to be controlled by someone else - it is intended as a medical device for paralyzed people. Naturally, the controller falls into the wrong hands and the device is used for criminal purposes - with an unwitting host in tow."

Our production is directed by Jeremy Stone and Evan Jameson, and features Mark Agar as the paralyzed Ben, as well as Eleanor Dolphin, Catie McGonagle, Zach Stephenson, Marta Perez-Pla, Jamie Boyd, Hugo Hollis, Annika Franz, Rachel Rogers, Ugo Onwurah, Ben Traill, Ludo Stewart, Siobhan Brady, Molly Dunne, John Clarke, Samuel Clarke and Brendan Dickerson.

We will post a review by a Transition Year pupil here next week.

Wednesday, February 09, 2011

10 Characters from 'Hamlet': 4,5: Rosencrantz and Guildenstern

The fourth and fifth characters in our series dealing with relatively minor characters in Hamlet are the inseparable Rosencrantz and Guildenstern, the Laurel and Hardy of Elsinore Castle.

Get our Audioboos as podcasts on iTunes here. Our Audioboo page is here. Listen to today's talk via the player below.
Listen!

Friday, February 04, 2011

CESI Conference 2011

Tomorrow, SCC English and The Frog Blog will be giving a joint presentation at the CESI annual conference in Portlaoise, called 'Building and Growing a Subject Blog'. Our Prezi can be seen embedded below, and you can click here for a handy sheet of links which we'll be referring to in our talk.

Click here for the conference's programme. As usual, the CESI committee have lined up lots of really interesting talks and workshops for those interested in technology's applications in Irish education.

Thursday, February 03, 2011

CESI Conference Programme 2011

Tomorrow, we'll post our Prezi presentation and a sheet of information here related to our joint appearance with the Frog Blog at the Computers in Education Society of Ireland annual conference in Portlaoise on Saturday. Meanwhile, here's the programme, below, via Issuu.

'Shadows'

Alex Barnes-Auld from Mr Canning's II form set wrote a tense story called 'Shadows' in prep. It starts:

Walking down a dimly light road in the middle of a city with not a soul in sight does kind of scare me a little. The black tarmac with long gashes stripping it of smoothness and replacing it with holes and dips. The massive skyscrapers reaching out into the clouds like a hand reaching for the jar at the top of the shelf. That last office light clicking for the last time until the next morning. The silence is louder than a bustling crowd. The moon sitting comfortably in the sky. A massive eye watching us during the night...


Read the full story here.

Tuesday, February 01, 2011

Looking Back at the Celtic Tiger


VI formers are currently preparing for their Mock exams. Part of this preparation is thinking about their composition topics, and practising writing on these. It seems particularly appropriate, given the circumstances which have led up to the calling of a General Election today, to post now Sebastian McAteer’s take on the Celtic Tiger.

This essay was written on the topic “… my take on recent history …” Write a personal essay in which you discuss your views on a recent event or series of
events in the world, which was one of the Higher Level questions in 2005.



I feel that the Celtic Tiger is one of the most remarkable features of recent European history. In a period of extraordinary economic growth, Ireland transformed from an underachieving, backwards, theocratic, agricultural nation into the economic jewel of Western Europe. This economic boom had a tumultuous effect on Irish society and the change in the structure of the Irish social hierarchy was simply fascinating.

For the majority of the 20th century, Ireland was a backwater. The promised land of political independence had been reached but this finally-sovereign state experienced serious economic stagnation and extreme religious piety. Ireland remained on the geographical and political fringes of Europe and the only remarkable thing about the island was the huge number of people who didn’t want to live on it, as illustrated by the remarkably high emigration rate.

For a country that had been founded on such high ideals and with such hope for the future, it seemed destined to remain economically and socially stagnant. However this was soon to change and this change came about by the passing of one law. During the early 1990’s, Irish corporation tax was 35%, the European average. However, in the 1998 Budget, Fianna Fail made the momentous decision to reduce it to a much more internationally competitive rate of 12.5% and in doing so, changed the fate of Ireland forever.

The reduction of this tax caused the multinational companies of the world to stop work and stare greedily at Ireland. They moved quickly: the word was spreading fast, that Ireland, with its low taxes, educated, English-speaking workforce and the perfect springboard location for an assault on the European markets was the new investment destination. Ireland welcomed them with open arms.

The effect was instantaneous. Irish tax revenue exploded, ballooning into billions of euro as the multinationals arrived, set up camp and started employing hundreds of thousands of people to build computers, Swedish furniture and answer phones. Economic prosperity caused the population to explode as people finally felt the necessary financial security to have another child. After seventy years of near poverty and frugality, the Irish people embraced their newly inflated pay cheques whole-heartedly and started spending. Handbags, cars, wallpaper and houses, especially houses.

Now, it could be expected that, considering the huge injection of cash into the country, Ireland’s famously corrupt political classes would be able to wean themselves off dipping into the state’s coffers as the period was characterized by TD’s passing laws to give themselves pay rises. Alas no. It got worse. Fianna Fail took the philosophy that since there was so much more of the Irish taxpayer’s money floating about, that it would be less likely to be missed when they used it to buy their second newly-constructed home in Ballsbridge.

In the midst of this hysterical consumer spending and blatant political corruption, the economy began to slow down. In 2002, after almost ten years of constant growth, the Irish economy gave a small hiccup. However, this hiccup was heard throughout the country as government ministers paused from piling gold bars into the trunks of their brand new cars to listen. It would also be reasonable to expect that now, after a good, long run, the politicians of Ireland would accept that the good times were over and would begin to curb spending so as to return the economy to safe, sustainable growth.

This did not happen. Obviously worried about how they would pay the charges on their multiple offshore bank accounts, the government slashed interest rates to encourage lending and the Irish economy entered into a frantic, unhealthy overdrive. The banks were finally free to pursue the same level of profits that had been granted to the multinationals almost ten years previously and they seized the opportunity.

The frantic spending of the early noughties was to be remembered fondly compared to the cloud of hysteria that infected Irish consumers after this. Loans from the freed banks to the construction sector caused the price of houses to sky-rocket which in turn created a new class of nouveau-riche property developers who seized the social status long vacated by the priesthood, the Irish upper classes. They took advantage of the next fad in Irish consumerism as banks began to hand out 110% mortgages, desperate to secure a quarterly profit. Ireland became a country of the crane and the immigrant electrician, the rural housing estate and the interior designer. Houses were appearing around the country like bamboo forests as the banks poured money into the economy.

The Irish public tried to keep up with demand but the houses were coming too fast. All around the country was the news that your roommate from college had just bought a twelve-bedroom Georgian palace in Kilkenny or your eastern European maid had purchased a semi-detached in Drumcondra. Property was the new poker and everyone was playing.

Then, in 2008, the US sub-prime mortgage situation unravelled and the supply of foreign money into Anglo-Irish Bank dried up. The boom was over. People were shocked. They looked to the politicians and cried accusingly, “You said it would be a soft landing! I have a €400,000 mortgage and I’m signing on for the dole. What do I do?” In reply, the politicians retreated silently to their Southside mansions, also mourning the loss of the boom and considering how this unfortunate loss of growth would affect their Christmas bonus. The Celtic Tiger had died a true death and there was no way it could be resurrected.

What are we left with? A spiralling budget deficit as the government struggle to cope with paying off the 110% mortgages that Anglo-Irish were so fond of. A political class who are scratching their head and wondering what they did wrong. A desperate unemployment situation. Negative equity. Debt.

These are the souvenirs of the Celtic Tiger but surely there are positives? Did the government use their astronomical budget surplus in 2004 to invest in state of the art health and education systems? World-class infrastructure?

No. The money that could have prevented children being taught in portacabins or stopped pensioners lying on hospital gurneys for days on end is either tied up in worthless property, being used to bail out greedy bankers or is otherwise unaccounted for.

This is the legacy of the Celtic Tiger. It revolutionized Ireland. It gave the Irish people disposable income and the consumer goods to spend it on. It raised them out of poverty and into newly built homes. It gave them hope for a better future and improved lifestyle. Then, the economy collapsed, we were thrown out of the newly-built homes and can we honestly say we benefitted from those ten years of constant economic growth? I certainly don’t think so.

Saturday, January 29, 2011

10 Characters from 'Hamlet'. 3: Laertes

The subject of the third short podcast on characters from Hamlet is Laertes, another young man in the play who is a revenger, and who provides a useful foil to Hamlet in our understanding of the latter's situation and personality.

Get our Audioboos as podcasts on iTunes here. Our Audioboo page is here. Listen to today's talk via the player below.
Listen! 

Thursday, January 27, 2011

10 Characters from 'Hamlet': 2. Horatio

The second of the 'audioboos' on characters in Hamlet looks at the hero's most loyal friend and supporter, Horatio, a man who 'is not passion's slave'.

Get our Audioboos as podcasts on iTunes here. Our Audioboo page is here. Listen to today's talk via the player below.
Listen! 

Tuesday, January 25, 2011

10 Characters from 'Hamlet': 1. Fortinbras

This 'audioboo' is the first of a series which will look at (relatively) minor characters in the play Hamlet. Later and longer revision podcasts will consider the main characters, including Hamlet himself.

Number 1 examines a character who hardly appears in the story, and who hardly says anything, and yet who has a crucial role: Fortinbras, Prince of Norway.

Get our Audioboos as podcasts on iTunes here. Our Audioboo page is here. Listen to today's talk via the player below.


Listen!

Monday, January 24, 2011

Web 2.0 Tools

Here's a reposting of a one-sheet summary of the kinds of tools this blog uses, including Blogger, Audioboo, Podbean and lots more. Click here, or read it embedded below.
 

Friday, January 21, 2011

TES English resources

We're delighted to be featuring currently in the Times Educational Supplement English resources, with our King Lear and Macbeth podcasts, and also Othello, A Midsummer Night's Dream and others from the Shakespeare Wordle series, and our Hamlet Wordle slideshow.

Click here for the TES English site, or on the play titles above to go straight to the resources.

Lots of Shakespeare resources are gathered on the Ask Shakespeare page (read more there about Ask Shakespeare Day on February 2nd).

Tuesday, January 18, 2011

TY Extended Essay: Downham, Christopher, Frank

In her Transition Year Extended Essay, Catie McGonagle wrote on three books which feature women who are trapped in different circumstances: Anne Frank's Diary (original cover, left), Leslie Downham's Before I Die, and Lucy Christopher's Stolen.

Catie writes:-

'I find it exceptionally odd that someone would willingly, and in full knowledge of his or her actions, trap themselves and even get some kind of sick enjoyment out of it. I used to understand why they do it. I even used to think it was a good thing. But now, after reading the three books I chose for my extended essay, I can understand what being trapped really means. The Oxford English Dictionary defines trapped as a verb meaning to prevent from escaping or getting free. But for Gemma, Tessa, and Anne, the characters in my books, being trapped takes a unique new form that is specific for each character and their situation.'
Read Catie's full essay here.

Monday, January 17, 2011

TY Extended Essay: Hosseini, Dickens, Ballard

Last term Eleanor Dolphin of Transition Year received a Commendation for her fine comparative Extended Essay entitled 'Life-Altering Journeys Through Childhood', which ambitiously examined three novels: Dickens's David Copperfield, Khaled Hosseini's The Kite Runner, and J.G. Ballard's Empire of the Sun.

In her introduction, she explains:

Childhood, for me is a delicate fragment of glass. It shines so bright and pure and yet it can strike out with a vengeance and cut the bearer of it to pieces. It can be pulverised and manipulated, but not without effort. A child is pure, optimistic even in the most hopeless of cases. Encased in their own world they are a shining beacon of hope, unaware of the world’s harsh realities. Their instincts are razor sharp and usually correct, yet their beautiful naivety allows them to be made vulnerable by people who have no boundaries.

I think that a child is like a complex sponge, in that they absorb the smallest things occurring around them and are influenced immensely by what they experience. Nine times out of ten, if a child encounters some drastic event or something similar, then they will have this dragging along behind all the way to adulthood, as if they’re suspended on chains. An adventure to a child can range from the most insignificant event to the most spectacular occurrence.

Some children go through life-altering journeys and are changed, sometimes for the better and sometimes for worse.

Read Eleanor's full essay here.

CREEP 24

It's back- the Campaign for the Removal of English Errors in Public, thanks to our friend @humphreyjones, who spotted this interesting spelling near a restaurant in Gorey during the holidays. Where do we start with this one? Perhaps best just to let it sepeak for itself.

Saturday, January 15, 2011

English Prizes 2010-11

At the end of last term we held our annual English Prize exams, and results are now in: many congratulations to the winner of the Senior Prize, Miriam Poulton, and of the Junior Prize, Aidan Chisholm. In addition, the department awarded book tokens for excellent entries to Sebastian McAteer, Olivia Plunket, Opeline Kellett and Rosie Agnew (Senior), and Eliza Hancock and Gregory Munday (Junior). The prizes are awarded at the St Columba's Day celebrations in June.

The Department makes three other awards: the Shakespeare Prize, and Senior and Junior Poetry Prizes (at the end of this term),

Thursday, January 13, 2011

Obama in Tucson

As part of a series of Wordles on language used by public speakers and in public documents (useful for language study in English as well as in subjects such as History, CSPE, Economics, Religion and so on), here is a word cloud of the text of President Obama's well-received speech in Tucson, Arizona, yesterday. Click on the image for a closer look. You can see and hear the speech itself below. There's also a fascinating comparison to be made with Sarah Palin's controversial 'blood libel' speech (again, click for a larger view).


Tuesday, January 11, 2011

'No and Me' and 'To Kill a Mockingbird'

Term started today, and we have another busy term ahead of us on the blog. First, we need to catch up on some pupil work done last term, including Junior Certificate III form book reports.

Sally Kemp read and then wrote about two novels: No and Me by Delphine de Vigan, and To Kill a Mockingbird by Harper Lee (which Transition Year will shortly be studying).

Sally writes:

Both these books are from a first person narrative, both of which are female. Lou, a thirteen year old genius with already a very developed mind and Scout, who is very intelligent but still has a lot of learning ahead of her in terms of morality, and much younger. Lou’s perspective was something completely new to me, there would be so many ideas buzzing around in her head and she would analyse every single aspect of those ideas, each possible outcome of it.


Between the two, I found Lou the more interesting character to read about because of this fascinating mind. Whereas Scout was still learning, she was also very clever and articulate for a girl of her tender age. She is confident, brave and with the best of intentions. The fact that she would beat all the boys up and speak her mind in class, really reminds me of when I was her age. For that reason, I can identify with Scout a lot more than I can with Lou.

Read the rest of the book report here.

Sunday, January 09, 2011

Using a Visualiser

Last term the Department started using a visualiser (sometimes known as a document camera) in class. Our model is the Elmo L-1ex (pictured). We'll be demonstrating it, and its tremendous effectiveness in the classroom, at an in-service session for staff tomorrow.

Here's a brainstormed rough-notes list of ways a visualiser can be used in English teaching and learning (without an interactive whiteboard):-

  • Pupils have their own books open, but also show the text of play/poem/novel on the board, and annotations/highlighting on this. This helps pupils stay on track on the the page, and teacher to point out things on the board. It is also very helpful for getting the class to focus together on a point (also handy if some pupils have different editions of texts).
  • Text displayed for pupils missing a textbook.
  • Text annotation demonstration. Have a store of different coloured highlighters and pens for underlining.
  • A big saver on photocopying.
  • You can also remove the screen and annotate directly on whiteboard (there may be some glare).
  • Large focus on small part of text - line, stanza, phrase: ‘every small book becomes a big book’. Use the highlight function to select/reveal parts of the text.
  • Display good work by pupils - a paragraph, an opening, a piece particularly well presented, quotations list, well-organised notes.
  • Easy to show something from a newspaper/magazine.
  • Mark ‘live’ (with pupils’ consent).
  • Use a smartphone app/watch/stopwatch to time class test, or to time a discussion/conversation, divide class into sections.
  • Media Studies: close up and 3D look at packaging, advertising brochure, magazine etc.
  • Quick look-ups: dictionary, cross-reference to another book etc.
  • Quickly prepare handwritten notes / mind-map before class.
  • Postcards as stimulus for writing.
  • Postcards of author photos/portraits.
  • Old photos are fascinating: lots of writing prompts - and camera quality allows close zoom.
  • Shuffling lines of poetry (cut up into strips). Pupils can then try to rearrange, discuss.
  • Discuss book covers (try different covers for same book). What expectations are raised by different covers?
  • Smartphone: project apps on screen (angle to avoid glare).
  • Objects for texts: pupils bring in image or small object as symbol of character, idea, etc.
  • Lesson objectives. Faster and more direct than the whiteboard. Return to the sheet at the end.
  • Notes for pupils with writing difficulties - hand them over at the end or capture as image for electronic distribution.
  • Project lines onto the whiteboard for notes.
  • Answers to a test/self-test, revealed by masking.
  • Display illustrated book / storybook / graphic novel / comic.
  • Display past papers.
  • Hand out sticky Post-It notes for some exercise/answer/ideas, and display returns.
  • Prep: pupils find a favourite poem, bring it in, display and talk about it.
  • Have image/postcard/words projected on screen as pupils come in for discussion, thought, idea later in the lesson.
  • Image save and recall means for last 5 minutes of class you can go back over all elements.
  • Flash cards: pupils can make own, demonstrate question/answer.
  • Use record function to capture short acted scene and then replay.
  • Project Story Cubes on the screen.