K. F. Man - English Department

Transcription

Professional Development Course 2008-2009
BWC038 PDC-ES (LA)
ENG0231E Learning English through Poems, Songs and the Mass Media
K. F. Man
BWC038 Teaching English through Language Arts at Secondary Level
Learning English through Poems, Songs and the Mass Media (ENG0231E)
Assessment detail:
Participants should produce a portfolio containing selected and significant pieces of work
produced at various stages during the module.


Portfolio content should include work related to each of the three key areas (poems,
songs, media and/ or electronic texts)
It must include a sample/ samples of the following:
i.
their personal response to selected pieces;
ii.
their own individual creative writing of poems/ song lyrics;
iii.
one pedagogically appropriate classroom LA activity deriving from (a) selected
text(s) of each of the three key areas;
iv.
a statement of rationale justifying the inclusion of the selected pieces; and a
discussion of their relevance to the implementation of a language arts
curriculum. (about 750 words).
Poem:
What the Pig Mama Says
Song:
Happy Birthday
Film:
High School Musical: Senior Year; Funny Games
The copyright of this material belongs to the original author.
We are grateful for them in granting us the right to share with
other teachers. Please fully acknowledge the sources and the
teacher.
BWC038 PDC-ES (LA)
K. F. Man
3.
3.1 Individual Work
Selected poem: What the Pig Mama Says
Poet: Arthur Leung
Target group: S4/S5
No. of lessons: 5-6
Objectives:
1. Students will be able to identify characters, places, ideas and emotions addressed in the
poem.
2. Students will be able to understand the theme of the poem.
3. Students will be able to feel and be aware of things happening around them in their daily
life.
4. Students will be able to enhance their ability to appreciate and respond to the poem.
teacher.
BWC038 PDC-ES (LA)
K. F. Man
Stages
Pre-reading Stage
1. Students brainstorm their thoughts of pigs and what the pig mama says (Appendix 1)
after watching the following video clips at intervals:
麥兜 -仲有最靚既豬腩肉(Mumug- the best belly pork)
http://www.youtube.com/watch?v=1HemBe-vo38
Meet your Meat
(7 :40-11:30)
http://www.youtube.com/watch?v=VIjanhKqVC4&feature=related
2. Students share their ideas with their classmates in groups of four.
3. Teacher has a brief introduction of the poet. (Appendix 2)
4. Teacher distributes the poem to the students. (Appendix 3)
While-reading Stage
1st reading: -
Teacher reads out the poem.
2nd reading: -
Students fill in a paraphrase chart. (Appendix 4)
-
Teacher holds a class discussion analyzing the paraphrasing and the
meaning of the poem.
3rd reading:
-
Students are divided into groups of four to fill in worksheets of character
analysis and share their ideas with other classmates. (Appendix 5)
-
Teacher holds a class discussion analyzing the characters, connotations
and the theme of the poem. (Appendix 6)
th
4 reading:
-
Students figure out the poetic devices namely repetition, personification
and onomatopoeia in the poem. (Appendix 7)
Post-reading Stage
1. Each student chooses one living thing and write a poem of free verse ‗What the _______
says‘. (Appendix 8) (Appendix 9)
2. Each student writes a letter to the editor of SCMP in 300 words on behalf of the pig mama
to voice the respect of the inferior animals. (Appendix 10)
3, Extended task: Students hold a class debate on the motion that human beings have the right
to kill the animals. (Appendix 11)
teacher.
BWC038 PDC-ES (LA)
K. F. Man
Appendix 1
My thoughts of the pig:
What the pig mama says!
The copyright of this material belongs to the original author. We
are grateful for them in granting us the right to share with other
teachers. Please fully acknowledge the sources and the teacher.
BWC038 PDC-ES (LA)
K. F. Man
My thoughts of the pigs:
What the pig mama says!
BWC038 PDC-ES (LA)
K. F. Man
Appendix 2
Source 1
Profile of Mr. Arthur Leung
Arthur Leung was first trained as a concert pianist. He received degrees from the University of Cambridge and the
University of Hong Kong, and completed a postgraduate programme in creative writing (with distinction). His
poems have been published in print in Hong Kong U Writing Anthology, Existere (Canada), Crannog Literary
Magazine (Ireland), Taj Mahal Review‫(‏‬India), Paper Wasp (Australia), Southern Ocean Review (New Zealand), Cha
(online literary journal) and are forthcoming in Smartish Pace (USA) and Pulsar Poetry Magazine (UK). He was a
Finalist for the 2007 Erskine J. Poetry Prize (USA) and short-listed for the 2007 Margaret Reid Prize for Traditional
Verse (USA). Contact: [email protected].
Source 2
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K. F. Man
News » 20 August 2008
Edwin Morgan International Poetry Competition Winners 2008...
Kate Miller has won the inaugural Edwin Morgan International Poetry Competition for her poem 'After
The prize of £ 5,000 is one of the largest for a literary award in Scotland. At a ceremony held at the Edinburgh Inter
four other winners were presented with cheques and copies of Edwin Morgan's A Book of Lives (Carcanet) by Pro
The second prize of £ 1,000 went to Welsh poet and short story writer Wayne Price for his poem 'Vacanti's Mouse', Ar
receiving £ 500 for 'What the Pig Mama Says', and runner-up prizes of £ 50 went to Vicki Husband for 'gobby', and Ed
The competition, which has the support of Scotland's national poet Edwin Morgan, was launched by Scottish poe
O'Rourke and Richard Price picked Miller's poem from over 1,000 entries.
Source 3
英詩揚化身豬媽媽港人威
(A news article in Chinese)
(星島 )2008 年 9 月 5 日星期五 05:30m (綜合報道 )
(星島日報
康文署
記者：胡幗欣
報道 )香港出了一位天才詩人。憑着描寫「豬媽媽失去子女」的悲鳴，畢業於香港大學
經理梁世聰擊敗一千名參賽者，剛贏得由英國
的
詩社 Vital Synz 主辦的「 2008Edwin Morgan
國際詩詞創作比賽」季軍，是唯一得獎的香港人，揚威國際詩壇。梁世聰說，早前本港豬肉價格高企，
因此有以豬為題材的靈感，藉此帶出人類尊重次等生命的信息。民政事務局
表示祝賀，並指證明香
港人才濟濟。
Source 4
BWC038 PDC-ES (LA)
K. F. Man
HAB congratulates Hong Kong poet on competition success
*********************************************************************
The Home Affairs Bureau has congratulated Hong Kong poet Arthur Leung on his
third prize in the Edwin Morgan International Poetry Competition 2008 among
competitors from around the world. The award not only represents success for a Hong
Kong Chinese poet writing in English in international literary circles, but also
showcases to the world the cluster of top talent in the cosmopolitan world city of Hong
Kong.
The first Edwin Morgan International Poetry Competition in 2008 is named in
honour of Scotland's first national poet. It was presented by the Glasgow Poetry
Society Vital Synz in association with the University of Strathclyde and the Edinburgh
International Book Festival.
Mr Leung, born and raised in Hong Kong, received degrees from the Universities of
Hong Kong and Cambridge. He is a regular performer of his poetry and has poems
published in anthologies such as Hong Kong U Writing and Fifty-fifty (Hong Kong) as
well as in numerous other magazines and journals. He has taken part in a number of
international poetry competitions and made his way through to be among the finalists.
Ends/Thursday, September 4, 2008Issued at HKT 15:31
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K. F. Man
Appendix 3
Arthur Leung
The pupoh stopped to cheer.
Leklek was took away. He was mine biggest boy.
A good heart. Saved the best for Yenyen and Hokhok.
His- self eating leftovers.
I cried I cried. Not knew the bastang took him where.
Gokgou told me was hell.
We ate much as we liked.
The white fence put us safe safe.
Always we talked, cheered.
The pupoh liked to play with Hokhok.
Mine little boy talked to them sweet.
He knew how make make community.
But Hokhok too was took away by same same bastang they took Leklek before.
Mine only girl Yenyen too sad to see her little brother went.
She kept quiet everydays think think.
I begged the bastang not took mine boy. They not understood.
Heard‫‏‬only‫‏‬something‫‏‬like‫―‏‬pok is good ‖.
The pupoh talked little little. Yenyen stopped to eat.
BWC038 PDC-ES (LA)
K. F. Man
She‫‏‬said,‫―‏‬No Hokhok play wis me !‖‫‏‬I‫‏‬sorry‫‏‬sorry‫‏‬for‫‏‬her.‫‏‬
The bastang came to take Yenyen. I saw her away.
I not cried. Maybe it better for Yenyen.
She will stop to think. No more think.
No more think think. Maybe I say
too much. Who is listening to my story?
BWC038 PDC-ES (LA)
K. F. Man
Appendix 4
Change the pig language to human language and write down your
feelings and thoughts.
Lines
My paraphrase
A good heart. Saved the best for Yenyen and
Hokhok.
I cried I cried. Not knew the bastang took him
where.
My response
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K. F. Man
Lines
My paraphrase
My response
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K. F. Man
Lines
My paraphrase
But Hokhok too was took away by same same
bastang they took Leklek before.
Mine only girl Yenyen too sad to see her little
brother went.
I begged the bastang not took mine boy. They not
understood.
My response
BWC038 PDC-ES (LA)
K. F. Man
Lines
My paraphrase
She‫‏‬said,‫―‏‬No Hokhok play wis me !‖‫‏‬I‫‏‬sorry‫‏‬sorry
for her.
My response
BWC038 PDC-ES (LA)
K. F. Man
Appendix 5
Try to analyse the following characters.
The Pig Mama
Speech & Action:
Her feeling:
My feeling:
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K. F. Man
The pupoh
Speech & action:
Their feeling:
My feeling:
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K. F. Man
Leklek
Speech & Action:
His feeling:
My feeling:
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K. F. Man
Hokhok
Speech & Action:
His feeling:
My feeling:
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K. F. Man
Yenyen
Speech & Action:
Her feeling:
My feeling:
The bastang
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K. F. Man
Appendix 6
Lines
Connotations
Maybe it better for Yenyen.
No more think think.
….. Maybe I say
too much. Who is listening to my
story?
(Lines that impress you)
BWC038 PDC-ES (LA)
K. F. Man
Appendix 7
Use different colours and symbols to highlight the poetic devices in the
poem: Repetition, personification and onomatopoeia .
Arthur Leung
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K. F. Man
She‫‏‬said,‫―‏‬No Hokhok play wis me !‖‫‏‬I‫‏‬sorry‫‏‬sorry‫‏‬for‫‏‬her.‫‏‬
BWC038 PDC-ES (LA)
K. F. Man
Suggested Answers
Funny names
Sounds made by a pig
Feeling: heartbroken
A sense of security
Pay much effort
The same killer
Filippino slang
Too sad to speak
She said,‫―‏‬No Hokhok play wis me !‖‫‏‬I‫‏‬sorry sorry for her.
Attitude: sympathetic
BWC038 PDC-ES (LA)
K. F. Man
Filippino slang
Feeling: sorrowful
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K. F. Man
Appendix 8
Name: ______________ (
Class No.: ___________
Free Verse:
)
Class: ________
Marks: _____/16
What the ____________ says
BWC038 PDC-ES (LA)
K. F. Man
Appendix 9
Rubric - Poetry Writing
Accomplished
Competent
Developing
Beginning
4
3
2
1
Poem has a
wonderful choice
Creativity
Poem has a good
of words which
choice of words.
Tried to be
Good use of
imaginative.
create the
Lacks imagination.
appropriate mood.
imagination.
Great use of
imagination.
Content
and
Ideas
Ideas are clear but
Ideas are clear and
Ideas are clear but
original.
general and
more development
No clear ideas.
of ideas is needed.
predictable.
Student shows a
good
Student clearly
Student
shows a
understanding of
shows an
basic
the meaning and
understanding of
understanding of
structure of the
the structure of the
model poems,
model poems read
model poems read
adapting own
and has the ability
and has attempted
style.
to use it.
to use it.
Student has not
Skills
shown an
understanding of
poems read as
models.
Total
Comments:
BWC038 PDC-ES (LA)
K. F. Man
Appendix 10
Rubric - A Letter to Editor
Skill Components
Evidence of Mastery
Composing
Clear, purposeful, and addresses the
intended audience appropriately in
an organised manner.
Style
Appropriate vocabulary, tone and
style to take into account the nature
of the relationship with, and the
knowledge and interests of, the
recipients.
Content
Highlights central ideas.
outstanding
4
outstanding
4
outstanding
Conventions
Follows letter conventions, and uses
formats, and spacing that contribute
to the letter's readability and impact.
Mechanics
Writes with accurate spelling,
grammar and punctuation.
4
4
outstanding
4
outstanding
3
strong
3
strong
3
strong
3
strong
3
strong
2
adequate
2
adequate
2
adequate
2
adequate
2
adequate
1
minimal
1
minimal
1
minimal
1
minimal
1
minimal
Comments:
BWC038 PDC-ES (LA)
K. F. Man
Appendix 11
Motion: Human beings have the right to kill animals.
Opposition Side
Government Side
BWC038 PDC-ES (LA)
K. F. Man
3.2. Group Work
Group members:
Choy, Wan Yin, Wendy; Chung, Ka Kei; Ho, Lai-Ping; Leung, Woon-Ching;
Man, Kam-Fan
Selected poem: Victoria Park
Poet: Woo See-Kow
Source: Fifty-fifty : new Hong Kong writing edited by Xu Xi. Hong Kong : Haven Books,
c2008
Target group: S4/S5
No. of lessons: 5-6
Objectives:
1. Students will be able to understand the theme of the poem.
2. Students will be able to recognize the mood conveyed in the poem.
3. Students will be able to use descriptive language to describe a person and an event.
4. Students will be able to appreciate the poem.
5. Students will be able to enhance their presentation skills.
6. Students will be able to write a poem (free verse).
Stages
Pre-reading Stage
1. Teacher asks students if they have visited Victoria Park and let them share their
experiences.
2. Teacher shows students a powerpoint of activities/functions in Victoria Park.
3. Teacher asks them to guess what the theme of the targeted poem: Victoria Park is.
While-reading Stage
1st reading: - Teacher reads aloud the poem. (Appendix 1)
2nd reading: - Students are assigned to fill in a set of worksheets to find adjectives,
adjective phrases, verbs, verbal phrases, nouns and noun phrases to
BWC038 PDC-ES (LA)
K. F. Man
describe the girl, the poet, the poet‘s incident in childhood and the
commemorative programme. (Appendix 2)
3rd reading: -
Students read the poem and watch one of the following:
BBC News - June 4, 1989, Tiananmen Square
http://www.youtube.com/watch?v=XJBnHMpHGRYMassacre
毋忘六四 - 血染的風采(Don‘t‫‏‬forget‫‏‬June‫‏‬Fourth- blood stained glamour)
(http://www.youtube.com/watch?v=gHusFlwVIjU&feature=related
支聯會悼念六四 18 周年國殤晚會︰晚會播放『血染的風采』
(Commemorative function of June Fourth Incident in Hong Kong in 2007)
http://www.youtube.com/watch?v=dE5dLbh_ThY&feature=related
4th reading:
Students are divided into groups to draw pictures of different
stanzas and write down notes for a 3-min presentation.
(Appendix 3)
Post-reading Stage
1. Groups present and introduce their drawings to the class.
2. Teacher leads students to analyze the theme of the poem.
3. Each student is given a worksheet with a photo/picture of Hong Kong landmark (in
total 4 photos). (Appendix 4)
4. They share their stories, ideas and feelings of the landmarks in a group of four.
5. Each student writes a poem of free verse on the assigned photo with the help of the
mind map. (Appendix 5) (Appendix 6)
BWC038 PDC-ES (LA)
K. F. Man
Appendix 1
Victoria Park
Woo See-Kow
Thousands upon thousands
of candlelights
dotted Victoria Park
She handed me a leaflet
in neat short phrases
heralded
the injustices
the cruelties
the things
I must not forget
Her fiery eyes
firm matter-of-fact voice
sheltered
the blazing compassion
shielded
a tender heart
Fighting her battle
preaching her cause
by the park‘s swimming pool
where I once almost drowned
as a boy
Red eyes and white-prune fingertips
staying in the water for too long
drenched with too much chlorine
I was there
candle burning in my hand
for a reason
BWC038 PDC-ES (LA)
K. F. Man
We were on the same side
But
watching her quietly
from a crowd
all I could think of
was to tell her
how beautiful she looked
in the soft candlelight
and
she was gorgeous
even
when
she was
mad
BWC038 PDC-ES (LA)
K. F. Man
Appendix 2
Worksheet 1
Write down the descriptive language to describe the girl, the poet, the poet’s
incident in childhood and the commemorative programme.
The girl
Adjectives &
Adjective
phrases
Nouns &
Noun
phrases
Verbs &
Verbal
phrases
The poet
Adjectives &
adjective
phrases
Nouns &
Noun
phrases
Verbs &
Verbal
phrases
BWC038 PDC-ES (LA)
K. F. Man
The poet’s incident in childhood
Adjectives &
Adjective
phrases
Nouns &
Noun
phrases
Verbs &
Verbal
phrases
The commemorative programme
Adjectives &
Adjective
phrases
Nouns &
Noun
phrases
Verbs &
Verbal
phrases
BWC038 PDC-ES (LA)
K. F. Man
Worksheet 1
Suggested Answers
Write down the descriptive language to describe the girl, the poet, the poet’s
accident in childhood and the commemorative programme.
The girl
Adjectives &
-
Shielded
on the same side
phrases
-
beautiful
gorgeous
mad
Nouns &
-
her fiery eyes
Noun
- firm matter-of-fact voice
- the blazing compassion
- a tender heart
Adjective
phrases
Verbs &
Verbal
phrases
-
handed me a leaflet
Fighting her battle
preaching her cause
The poet
Adjectives &
-
on the same side
-
the things I must not forget
the park‘s swimming pool where I once almost drowned
as a boy
candle burning in my hand for a reason
Adjective
phrases
Nouns &
Noun
phrases
Verbs &
Verbal
phrases
-
must not forget
watching her quietly from a crowd
-
think of
tell
BWC038 PDC-ES (LA)
K. F. Man
The poet’s incident in childhood
Adjectives &
Adjective
phrases
Nouns &
-
Noun
Red eyes and white-prune fingertips staying in the
water for too long drenched with too much chlorine
phrases
Verbs &
Verbal
phrases
The commemorative programme
Adjectives &
Adjective
phrases
Nouns &
Noun
-
phrases
-
Thousands upon thousands of candlelights
A leaflet in neat short phrases heralded the injustices the
cruelties the things
Red eyes and white-prune fingertips staying in the water for
too long drenched with too much chlorine
a crowd
soft candlelight
Verbs &
Verbal
phrases
BWC038 PDC-ES (LA)
K. F. Man
Appendix 3
Worksheet 2
Draw picture(s) of Stanza _______ and mark down some notes for a 3-min group
presentation. (If you need more paper, tell the teacher). Choose one or more group
representatives to present your drawing.
BWC038 PDC-ES (LA)
K. F. Man
Appendix 4
The Peak
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The Wishing Tree
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TST Clock Tower
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K. F. Man
Appendix 5
Title
Others
Mood(s)
Topic
Others
Words &
Phrases
Person(s)/
Object(s)
Others
Imagery
BWC038 PDC-ES (LA)
K. F. Man
Poetry Writing
)
Name: ________________ (
Class No.:______
Appendix 6
Class: _________
Mark: ________/16
Performance
Accomplished
Competent
Developing
Beginning
4
3
2
1
Criteria
Marks
Poem has a
Creativity
wonderful
choice of
Poem has a
words which
good choice of
create the
words. Good
appropriate
use of
mood. Great
imagination.
Tried to be
Lacks
imaginative.
imagination.
use of
imagination.
Ideas are clear
Content
and
Ideas
Ideas are clear
Ideas are clear
but more
but general
and original.
development
No clear ideas.
and
of ideas is
predictable.
Skills
needed.
Student shows
Student clearly
Student
a good
shows an
shows a basic
Student has
understanding
understanding
understanding
not shown an
of the meaning
of the structure
of the structure
understanding
and structure
of the model
of the model
of the structure
of the model
poems read
poems read
of the poems
poems,
and has the
and has
read as
adapting own
ability to use
attempted to
models.
style.
it.
use it.
Total:
Teacher’s comment:
BWC038 PDC-ES (LA)
K. F. Man
4.
4.1
Individual Work
Selected song: Happy Birthday
Nature: Rap/R & B
Singer(s): Flipsyde
Target group: S4/S5
No. of lessons: 5-6
Objectives:
1. Students will be able to interpret lyrics based on contextual clues.
2. Students will be able to analyse the theme of the song.
3. Students will be able to describe the feelings conveyed in the song.
4. Students will be able to identify the features of the song.
5. Students are able to find rhyming patterns, Conditional 3 sentences and poetic
devices in the song.
6. Students are able to respond to the social issue addressed in the song.
7. Students are able to develop creativity and critical thinking.
BWC038 PDC-ES (LA)
K. F. Man
Stages
Pre-listening Stage
1.
Teacher guides students to brainstorm their birthday wishes.
(Appendix 1)
2.
Teacher writes the name of the song on the chalkboard, broadcasts the music of the
target song and students guess what the song is by filling in the worksheet.
(Appendix 1):
http://www.youtube.com/watch?v=rH6xpIy7BOc&feature=related
3.
Teacher briedly introduces the singers, Flipsyde, to the students. (Appendix 2)
While-listening Stage
1st listening:
-
Students get the lyrics (Appendix 3) and are assigned to finish the Music & Me
Idea worksheet. (Appendix 4)
-
After teacher has introduced the features of a song, the song will be played once
with sounds: http://www.flipsyde.com/player/default.aspx?meid=573
http://cn.last.fm/music/Flipsyde/+videos/5519795
2nd listening:
-
Teacher shows the music video of the song.
-
Students need to fill in the Double Entry Journal. (Appendix 5)
BWC038 PDC-ES (LA)
K. F. Man
-
Students share their ideas in groups of four. (Appendix 6)
-
Teacher goes through the lyrics with the students to examine the confession of the
singers in the lyrics.
3rd listening
- Students interact with peers to identify the rhyming words, the Conditional 3
sentences and some poetic devices in the lyrics. (Appendix 7)
. Post-listening
1. Students fill in a music chart to write a song review. (Appendix 8 ) (Appendix 9)
2. Students create a CD cover of the song, Happy Birthday , for Flipsyde.
(Appendix 10) (Appendix 11)
3. After reading two articles and the lyrics of the song, Happy Birthday, students discuss
the issue of abortion in pairs. (Appendix 12) (Appendix 3) (Appendix 13)
4. Each student writes a one-sided argumentative essay (Opposition Side) on the
legalization of abortion in Hong Kong. (Appendix 14)
5. Extended Task: Students hold a discussion about the positive side of hip-hop music
after reading an article. (Appendix 15)
BWC038 PDC-ES (LA)
K. F. Man
Appendix 1
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
BWC038 PDC-ES (LA)
K. F. Man
Appendix 2
http://en.wikipedia.org/wiki/Flipsyde
Flipsyde
Origin
Oakland, California
Rap rock
Genre(s)
Hip-Hop
R&B
Years active
Label(s)
Website
2003 -present
Interscope
Cherrytree
Flipsyde.com
Members
Steve Knight
Dave Lopez
Piper
Chantelle Paige
Flipsyde is a rap/R&B/rock band from Oakland, California. Flipsyde consists of band
members Steve Knight, Dave Lopez, Jinho "the Piper" Ferreira, and recently Chantelle Paige.
They have toured extensively with Fort Minor, The Black Eyed Peas, Snoop Dogg and on
the Anger Management Tour. Flipsyde's single, "Someday", was chosen as NBC's theme
song for the 2006 Winter Olympic Games held in Torino, Italy, as well as part of the
soundtrack for the 2008 film Never Back DownTheir debut album, We the People, also
featured three other singles ("Happy Birthday", "Trumpets (Never Be The Same Again)",
and "Angel") and was highly lauded by critics, including a review from the Washington Post
proclaiming it the best hip hop album of 2006.
In 2008, following the addition of Paige to the group, Flipsyde once again had a song of
theirs selected as a theme song for the Olympics. This time their song "Champion" was
chosen as the theme for the 2008 Summer Olympics in Beijing, China[1], as well as the
primary song for EA Sports NBA Live 09 video game. They enjoy touring in India, where
their first tour took place in 2005 via VH1's Hip Hop Hustle, and have already performed
there twice and may be planning a third trip. Recently it was announced through their
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K. F. Man
MySpace that they had started touring with Akon, promoting their second studio album,
State of Survival, produced by Akon and Konvict Muzik.The album will be released via Kon
Live Distribution and Cherrytree Records, and Akon will feature on 3 tracks.
In March 2009, Ferreira ("Piper") was selected to present his original screenplay "Walter's
Boys" in the Tribeca All Access Program (TAA) at the Tribeca Film Festival in Lower
Manhattan, New York. "Walter's Boys" is about "a clandestine training operation led by an
ex-CIA agent recruits urban teens, but faces treacherous consequences from the trainees’
intent to break free with the help of a former mentor." Ferreira describes "Walter's Boys" as
"an action thriller inspired by my brother-in-law Sgt. Elijah Warren's service in the Army's
5th Special Forces Group. After he committed suicide I felt compelled to share the story I
had created with others." On April 24th, it was announced that Ferreira's script won the
best screenplay at the festival, netting him a $7000 prize as well as an original art pieces.
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K. F. Man
Appendix 3
Happy Birthday
by Flipsyde (Feat. t.A.T.u.)
Lyrics:
Happy Birthday
So make a wish
Verse 1:
Please accept my apologies, I wonder what would have been.
Would you have been a little angel or an angel of sin?
Tom-boy running around, hanging with all the guys.
Or a little tough boy with beautiful brown eyes.
I paid for the murder before they determined the sex,
choosing our life over your life meant your death.
And you never got a chance to even open your eyes,
sometimes I wonder as a fetus if you fought for your life.
Would you have been a little genius? In love with math?
Would you have played in your school clothes and made me mad?
Would you have been a little rapper like your poppa The Piper?
Would you have made me quit smoking by finding one of my lighters?
I wonder about your skin tone and shape of your nose,
and the way you would've laughed and talked fast or slow.
I think about it every year, so I picked up a pen.
Happy birthday, I love you for whoever you would've been.
Happy Birthday
Hook
Chorus:
What I thought was a dream (Make a wish)
Was as real as it seemed (Happy birthday)
Was as real as it seem
I made a mistake
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Verse 2:
I got a million excuses, as to why you died.
And other people got their own reasons for homicide.
Who's to say it would've worked and who's to say I wouldn't have
I was young and struggling, but old enough to be a dad.
The fear of being my father has never disappeared,
I ponder it frequently while I'm sippin' on my beer.
My vision of a family was artificial and fake
so when it came time to create, I made a mistake.
But now you got a little brother, maybe it's really you.
Maybe you really forgave us knowing we was confused.
Maybe, every time that he smiles it's you proudly
knowing that your father's doing the right thing now.
I'll never tell a woman what to do with her body,
but if she don't love children, then we can't party.
Happy birthday
Chorus (2X)
Bridge:(2X)
And from the Heavens to the womb to the Heavens again.
From the ending to the ending, never got to begin.
Maybe one day we can meet face to face,
in a place without time and space.
Happy birthday
* Red words: features of a song
Appendix 4
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K. F. Man
In the surrounding bubbles, write words or draw images that you think of while
listening to the words and music.
Happy Birthday
(Adapted from http://readwritethink.org/lesson_images/lesson964/map.pdf )
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K. F. Man
Appendix 5
Read the lyrics and listen to the song again. Underline the impressive lines and fill
in the table below.
Lines from the song
My thoughts
Happy Birthday
So make a wish
Happy Birthday
What I thought was a dream
Make a wish
Was as real as it seemed
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K. F. Man
Happy birthday
What I thought was a dream
Make a wish
I made a mistake
I'll never tell a woman what to do with her body,
Happy birthday
Happy birthday.
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K. F. Man
Appendix 6
Self-Reflection: Taking part in a Group
Yes
Unsure
No
1. Did I understand what my role was in the group?
2. Did I complete my task to the best of my ability?
3. Did I have my turn speaking?
4. Did I let others have a turn at speaking?
5. Did I listen while others were speaking?
6. .Did I offer to help when it was needed?
7. Did I enjoy taking part in the group discussion?
8. Did I enjoy working with the others in my group?
(Adapted from http://www.readwritethink.org/lesson_images/lesson884/Self-reflection-chart.pdf)
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K. F. Man
Suggested answers
Appendix 7
Highlight the rhyming word, the 3rd Conditional words and some poetic
devices in the lyrics.
(Blue & red: rhyming pairs, green: alliteration, orange: parallelism &
pink: 3rd Conditional)
Happy Birthday by Flipsyde (Feat. t.A.T.u.)
Lyrics:
Happy Birthday
So make a wish
Verse 1:
Happy Birthday
Chorus:
Was as real as it seemed (Happy birthday)
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K. F. Man
I made a mistake
Verse 2:
I'll
never tell a woman what to do with her body,
Happy birthday
Chorus (2X)
Bridge:(2X)
Happy birthday
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K. F. Man
Appendix 8
Fill in the plan below to write a song review in 400 words.
1. Name of the song
2. Type of music
3 Name of the singer(s)
4. Name of the song writer(s)
5. Name of the lyrics writer
6. Background of the song
7. Theme of the song
8. Message of the song
9. Mood of the song
10. Impressive lines
11. My feeling(s)of the song
12. The song reminds me of …
13. Target group(s) of the song
14. Anything you think is important
15. Would you recommend this song
to someone? Why/Why not?
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Appendix 9
Song Review Rubric
Category
Awesome
4
Admirable
3
Acceptable
2
Attempted
1
Amount
of
information
All questions
All questions
Easy questions
Only a few
answered and
answered and
attempted.
questions
exceed standards.
meet the standard.
Answers to some
attempted.
difficult questions
below standard.
Quality
of
Information
Information
Information
Information
Information has
clearly relates to
relates to the
relates to the
little to nothing
the topic.
topic. Many
topic.
to do with the
Excellent
supporting
some details are
supporting
details and
provided.
details and
examples.
Only
question asked.
examples.
Spelling
No spelling
Almost no
A few spelling
Many spelling
errors.
spelling errors.
errors. Uses
errors.
Difficult words
Attempts at
basic
Writer uses a
are attempted.
difficult
vocabulary.
limited
vocabulary with
vocabulary.
some mistakes.
Grammar and
sentence
construction
No grammar
Some minor
Many minor
Major errors in
errors and full
errors in
errors in
grammar and no
sentences.
grammar and
grammar and
verbs.
mostly full
some sentences
sentences.
do not have
verbs.
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K. F. Man
Appendix 10
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K. F. Man
Appendix 11
Rubric for CD Cover Design
Accomplished
4
Competent
3
Developing
2
Beginning
1
Creativity
CD cover has a
wonderful choice of
CD cover has a
words which create
good choice of
Tried to be
the appropriate
words. Good use
imaginative.
mood. Great use of
of imagination.
Lacks imagination.
Drawings and photos
The drawings and
photos/
photos/
add to the purpose
are appropriate for
and interest of the
the purpose and
CD cover. Highly
interest of the CD
original and
cover. Original
creative.
and creative.
Ideas are clear and
Ideas are clear but
Ideas are clear but
original.
general and
more development
predictable.
of ideas is needed.
Grammar
and spelling
The drawings and
Ideas
and
Content
imagination.
No grammar or
Few grammar or
spelling errors.
spelling errors.
Skills
Student shows a
good understanding
of CD cover,
adapting own style.
Student clearly
shows an
understanding of
CD covers,
experimenting
with styles.
The drawings and
photos/
The drawings and
are related to the
photos
CD cover but not
are not appropriate
highly original or
for the CD cover.
creative.
No clear ideas.
A lot of grammar
Too many
and spelling
grammar or
errors.
spelling errors.
Student shows a
basic
understanding of
CD covers and has
made an attempt.
Poor
understanding of
CD covers and had
difficulty
completing the
assignment.
Comments:
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K. F. Man
Appendix 12
Article 1: Reflections on Teenage Sex
Title:
Sexual Behavior
Author:
Education Division
Published Date: 2005-02-04
Young people develop a sense of sexual urge during the
course of puberty. Hence, it is normal and natural for
teenagers to long for physical intimacy. However, for
those who approach sex with an immature attitude and
those who don’t consider the pros and cons carefully
beforehand, physical intimacy may abruptly lead to sex.
Let’s reflect on some common errors young people often
make in regards to sex.

Peer pressure & recognition: “Everybody’s doing
it!” “I’ll be teased if I don’t!”
Sex is not a tool to earn acceptance or something to boast about. Don’t be a blind
follower.

An act of maturity: “I’m matured enough to have sex! I’ll be a laughingstock if
I’m still a virgin!”
Maturity is not determined by your sexual experience. In fact, it’s childish and immature
to use sex to prove to others you are an adult!

To satisfy sexual needs: “”He/She makes me so high!”
Although sexual impulse is a natural human instinct, we are capable of controlling such
feelings. If we only act on our instincts without giving proper thought beforehand, the
consequences may be unbearable and we may have to live with the guilt and remorse
for the rest of our lives.
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K. F. Man

Trade sex for love: “Sex equals love.” “If you love me, you’ll have sex with
me.”
Sex does not equal love. Sex is one of the ways to show affection, but one should never
use it to trade for love or to maintain a relationship. It is futile to try to fix a relationship
with sex.

A single sex contact will not result in pregnancy
Every sexual intercourse may lead to pregnancy. There is no 100% effective-proof
contraceptive method available right now.

“Sex is fun and enjoyable!”
It takes time for loving partners or married couples to adapt to their sex life, and learn
how best to enjoy it. However, sex is not that fun and enjoyable if it goes under the
cloud of doubts and uneasiness.
In fact, the word “sex” carries a neutral meaning and bears no good or bad
implications literally. If you have to choose whether or not to begin a sexual
relationship with your partner, be sure to evaluate your motive, responsibilities
and your ability to handle all possible consequences before making a decision.
Source: http://www.famplan.org.hk/sexedu/En/classroom/Classroom_details.asp?clID=89
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Article 2:
Unplanned Pregnancy
Topic:
Sexual Behavior
Author:
PAK Ling, Nora
(Ref.No.:YH060215 )
YHCC counsellor
Category:
Articles
Publish Date:
2006-02-15
Pregnancy should be a joyful experience that brings new life to the world. Unplanned
pregnancy, however, is fraught with uncertainty, anxiety and difficult decision-making. This is
a true story about a client I encountered during the course of my counselling career.
Ivy [pseudonym], a 21-year-old second-year university student, had been dating her boyfriend
of the same age for one year. When she first came to the Youth Health Care Centre (YHCC) of
the Family Planning Association of Hong Kong, she was already pregnant. At the first
counselling session, she described her feelings when she discovered that she was pregnant.
“At that moment there was no reaction at all, because I didn‟t know how to react,” she said.
“Then I asked myself what I should do next. I gathered my wits and searched for helpful
information. It was not until I had figured things out that I finally sat down and cried, because I
knew that I couldn‟t keep the baby. I was so unhappy.”
When Ivy told her boyfriend the news, “he was stunned, ” she recalled. “We were both so
confused and didn‟t know what to do.” Ivy and her boyfriend were stricken, both physically and
psychologically, by the unplanned pregnancy. “We each had our own concerns and worries,”
Ivy confessed. “After all, men and women are different. I was the one who was pregnant, he
couldn‟t really understand my situation. On the other hand he would probably think, „the baby
is in your body, what can I do for you? I can neither take your place to carry the baby nor
undergo the operation to terminate the pregnancy. All I can do is to stand by your side…‟ This
was my first pregnancy and my health wasn‟t very good, so I felt really uncomfortable. I had
gastroenteritis and went to see the doctor; he said he couldn‟t prescribe medicine for me since
it could affect the foetus that I might later change my mind and want to keep. I suffered through
the sickness for days until recovery. My boyfriend couldn‟t help me, neither could I support
him. We both felt helpless and so distressed.”
Ivy continued, “I always heard that people went to the FPA [Family Planning Association] if
they got accidentally pregnant.” Hence, she came to the YHCC for help. “At first I thought I
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would just have an operation straightaway, because that was what a private doctor told me.
But after seeing the Counselor, I realized that I felt abortion was a very cruel act. To „scrape off‟
the fetus from the womb sounded so painful.” Then Ivy started to consider the possibility of
keeping the baby. “In the beginning I just felt regretful and sad, that I had done something
wrong and wanted to get rid of it. But after counseling I realized that I must face the problem
positively and not feel as if nothing has happened once the problem is solved.” The process of
counseling helped Ivy think more deeply. “I felt that life is something real and tangible, not just
the simple mechanical merging of two cells.”
As Ivy pondered over the feasibility of keeping the baby, she faced a dilemma. “If I had already
graduated and was working, I would keep the baby without hesitation. But now I don‟t want to
give up my university education.” Ivy also considered the responsibility of being a parent.
“Bringing up a child is not just a matter of money. How could I take care of my child when I
couldn‟t even take good care of myself? This was my biggest worry, and might be related to
my childhood background. My parents never paid much attention to me and my siblings, they
let us grow up ourselves. They gave us money when it was available, but we had to earn our
own as well. Yet I believe the responsibilities of being a parent should be more than just
providing financial support. If I could, I really wanted to give more care and attention to my
child. But I couldn‟t afford even the basic necessities, how could I keep the baby?” Recollecting
her childhood experience enabled Ivy to relieve her emotional tension. She also contemplated
other factors such as whether the relationship with her boyfriend was mature enough for
marriage and whether her family and friends would accept her out-of-wedlock pregnancy.
After carefully assessing the consequences of either keeping the pregnancy or having an
abortion, Ivy decided to terminate the pregnancy in a follow-up counselling session. She was
psychologically prepared for the operation that would take away her baby, and her boyfriend
would accompany her throughout. She opted for general anesthesia in a private hospital to
minimize the psychological after-effect. Soon after the operation, Ivy requested a counseling
session to relieve her emotional stress. She recalled the scene after the operation. “After I
returned to the ward, the nurse asked me to rest and call her if I wanted to get up. At that
moment I started to cry, I felt so guilty. It‟s not as simple as a “goodbye”; I had ended a life. I
should have no right to do so, yet I made that decision. I was selfish. It was because of my
boyfriend and my selfishness that the baby had no choice or rights over its life. Shame on me!”
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K. F. Man
Ivy continued to recall, “When I was discharged, I asked for the „specimen‟ back. I didn‟t want
to call it a „specimen‟, and I didn‟t know how to face the fact that it was my baby, I felt so
sorrowful. Eventually I buried it at Bride‟s Pool. I didn‟t want to just throw it away. I had already
made a mistake in my life, I couldn‟t and didn‟t want to dump it into a trash bin.”
Self-blame greatly affected her life thereafter. “When I heard people talking about abortion with
complete indifference, I felt very emotional. It‟s their own fault, but they rationalize their
subsequent act of abortion. This isn‟t right! I couldn‟t accept myself as a murderer nor handle
my emotion. I needed help but I didn‟t dare let people around me know what I had done. It was
torturous…I tried to hide, even though I felt there was so much I should do. My thinking was
distorted…” Ivy tried to drown herself in work. “Frankly speaking, I didn‟t know what I was
doing,” she confessed. She moved in with her elder sister to escape from reality. Eventually
Ivy‟s friends noticed there was something wrong and offered her all sorts of advice, such as
gulping down a tall glass of water when she felt depressed, but none of those advice brought
relief.
Ivy decided that further counseling in the FPA would be best for her. “I trust FPA, it helped me
deal with the matter. I feel a sense of security discussing my past here. To talk about the whole
incident here reminded me to accept the fact that things are over now, I shouldn‟t keep blaming
myself. I have to forgive and accept myself, and move on to live my life.” Counseling not only
helped Ivy to accept herself, during the process she also re-considered the relationship with
her boyfriend. “What happened made us both very unhappy, how could I continue dating him
when I couldn‟t even accept myself? Whenever I see him he reminded me of the baby. I
wanted to separate from him but he didn‟t. Ultimately we broke up because the incident had
severely and irrevocably undermined our romance.
In follow-up counseling sessions, Ivy reflected more deeply and learned to accept herself
again. “I gradually came to understand that everyone makes mistakes; we have to tell
ourselves not to dwell on the past as it will just make things worse. We can correct our wrongs
and atone a little for our mistakes.” When she thought of the baby she had lost, she said “I
learned how to preserve the relationship with this baby. I won‟t try to forget this incident. I‟ll
remember it happened and maybe one day tell my future children about it. I won‟t let go of this
relationship,” she insisted, “it‟s just like the relationship between my mum and I, a normal
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kinship.” Ivy also viewed the future more positively. “The baby taught me to have a positive
attitude, to take care of myself and be independent, to grow up and to cherish myself.”
As for pre-marital sex and unplanned pregnancy, Ivy advised fellow youngsters, “Learn from
my mistake. Don‟t over-simplify a sexual relationship. It involves a lot of responsibility. Don‟t
take it too lightly as undesirable things can easily happen.” On responsible sexual relations, Ivy
said “I remind myself not to have casual sex, we must be responsible and not just do as we
like. This is how we should behave in life too.” Ivy added that she finally understood why
people used to disapprove of pre-marital sex. “I thought it was only a moral concern and
people were just afraid of getting pregnant. But now I believe sex is most appropriate when it is
between husband and wife, it will then be guilt-free. Sex is the perfect ingredient for intimate
harmony between married couples. It is not such a good thing to have sex out of wedlock.”
Text translated from Chinese by Helen Wong
Source: http://www.famplan.org.hk/sexedu/En/classroom/Classroom_details.asp?clID=89
BWC038 PDC-ES (LA)
K. F. Man
Appendix 13
ABORTION DISCUSSION
STUDENT‫‏‬A‘s‫‏‬QUESTIONS (Do not show these to student B)
1)
What is abortion?
2)
Do you think abortion should be legal or illegal?
3)
Do you think there are any special cases in which abortion is acceptable?
4)
How does the law regard abortion in your country?
5)
How does your religion or others treat abortion?
6)
Do you think the morning after pill is the same as abortion?
7)
Some people think doctors who carry out abortions are murderers. What do you
think?
8)
If your 13-year-old daughter became pregnant, what advice would you give her?
9)
Why allow an unwanted baby to be born?
10) Does the mother have the right to control her own body?
ABORTION DISCUSSION
STUDENT‫‏‬B‘s‫‏‬QUESTIONS (Do not show these to student A)
1)
Is abortion a social problem in your country?
2)
Is abortion dangerous?
3)
Do you sympathize with the pro-life argument?
4)
Do‫‏‬you‫‏‬sympathize‫‏‬with‫‏‬the‫―‏‬right‫‏‬to‫‏‬choose‖‫‏‬argument?
5)
If a woman wants an abortion, what rights does the father have?
6)
Is having an abortion a selfish choice?
7)
Do you think abortions should be encouraged for girls of 12, 13 or 14 years old?
8)
Does the fertilized egg belong to its parents?
9)
What do you think of back-street abortionists?
10) What would you want to tell the unborn child?
( Extracted from www.eslDiscussions.com )
BWC038 PDC-ES (LA)
K. F. Man
Appendix 14
Argumentative Essay Rubric
CATEGORY
Awesome
Admirable
Acceptable
Attempted
4
3
2
1
Main /Topic idea
Main /Topic idea
Main /Topic idea
sentence is either
sentence is either
Some attempt
Main/Topic
sentence is clear,
unclear or
unclear or
made to introduce
ideas
correctly placed,
incorrectly placed,
incorrectly placed,
the topic and to
Sentence
and is restated in
and is restated in
and is not restated
close.
the closing
the closing
in the closing
sentence.
sentence.
sentence.
Paragraphs have
Paragraphs have
Paragraphs have
Paragraphs have
Supporting
three or more
reasons to support
one reason to
no reasons to
Detail
reasons to support
the main idea.
support the main
support the main
Sentence(s)
the main idea and
idea.
idea.
examples.
Elaborating
Each supporting
Each supporting
Each supporting
Each supporting
Detail
sentence has at
sentence has at
sentence has some
sentence has no
Sentence(s)
least three or more
least two
elaborating
elaborating detail
excellent
elaborating details.
statements.
or relevant details.
Shows an
Shows a good
Talks generally
Does not seem to
outstanding
understanding of
about the topic.
understand the
understanding of
the topic.
supporting details
elaborating detail
sentences.
Content
topic very well.
the topic.
Spelling
Few spelling
Almost no spelling
A few spelling
Many spelling
errors.
errors. Attempts at
errors.
errors.
words are
difficult
basic vocabulary.
attempted.
vocabulary with
Difficult
Uses
Writer uses limited
vocabulary.
some mistakes.
No grammar errors
Some minor errors
Many minor errors
Major errors in
Grammar and and full sentences.
in grammar and
in grammar and/or
grammar and/ or
sentence
mostly full
some sentences do
many sentences do
construction
sentences.
not have verbs.
not have verbs.
BWC038 PDC-ES (LA)
K. F. Man
Appendix 15
March 2, 2006
Smithsonian's Doors Open to a Hip-Hop Beat
By BEN SISARIO
Grandmaster Flash gave his prized Technics turntable. Ice-T offered vintage tour
T-shirts and rare CD's. Afrika Bambaataa gave a trove of jackets, caps and jewelry in his
trademark Afrocentric style.
All will go to the Smithsonian Institution's National Museum of American History in
Washington, where they will reside alongside the flag that inspired "The Star-Spangled
Banner" and the Woolworth's lunch counter from Greensboro, N.C., where four black
students sat for civil rights in 1960.
At an emotional and at times rowdy news conference yesterday at the Hilton New York,
a group of hip-hop pioneers gathered beside the dark-suited, white-gloved Smithsonian
staff to announce a plan for a major new collection devoted to the music. Called
"Hip-Hop Won't Stop: The Beat, the Rhymes, the Life," it is to be a broad sampling of
memorabilia, from boomboxes and vinyl albums to handwritten lyrics and painted jeans
jackets, as well as multimedia exhibits and oral histories.
"Now whenever anybody asks me about my music," Ice-T said, he would direct him?
with a torrent of blunt epithets ?"to the museum."
Brent D. Glass, the director of the museum, said the project was begun in recent months
with seed money from Universal Records and was still in its earliest stages of planning.
But he said that he and his curators believed the time had come to recognize hip-hop,
with its straight-from-the-gut raps and minimalist funk, as a significant cultural force
that had spread all over the United States and, increasingly, the world.
"American music is the soundtrack to American history," Mr. Glass said. "Hip-hop has
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K. F. Man
been a part of American music for more than 30 years."
With help from the music industry, the museum has been soliciting donations, and most
of the initial contributors were present: in addition to Ice-T, Afrika Bambaataa and
Grandmaster Flash, Russell Simmons, DJ Kool Herc and the dancer Crazy Legs have
opened their archives, and were clearly proud of the recognition.
"Nobody expected this thing 35 years ago to be mentioned in the Smithsonian
conversation," said Kool Herc, one of the prime technological innovators in the early
days of hip-hop in the Bronx, who was still trying to decide what to donate.
The National Museum of American History is not the first major institution to collect
hip-hop materials. The Experience Music Project in Seattle has also built a sizable
collection, and in 1999 the Rock and Roll Hall of Fame in Cleveland organized an
exhibition of hip-hop memorabilia that traveled to the Brooklyn Museum.
Mr. Simmons, the impresario who was a founder of the Def Jam label, said that at first
he had feared that hip-hop's inclusion in a major museum would mean it had lost its
power and novelty. His initial thought when contacted by the Smithsonian, he said, was
"It must be over."
But in an opinion echoed by nearly every speaker, Mr. Simmons suggested that as
hip-hop aged it was in danger of losing its connection to its roots and that younger fans
and performers would profit from direct experience of the music's history. Hip-hop, he
said, is "the only real description of the suffering of our people."
Museum officials say that the collection may take three to five years to develop and that
they are still approaching musicians about donations. When complete, they say, the
collection will be used for a long-term exhibition. The museum also plans scholarly
symposiums to discuss the content, as well as a traveling show.
Afrika Bambaataa, who helped integrate hip-hop with electronic music in the early
1980's on recordings that remain influential, praised the museum in his familiar
declamatory tone for its attention to "factology" in representing the music's history.
"Brothers and sisters," he said, "this is beautiful that the Smithsonian Institution is
recognizing hip-hop culture for what it is."
Copyright 2006 The New York Times Company
http://www.nytimes.com/learning/teachers/lessons/20050513friday.html?searchpv=learning_lessons
BWC038 PDC-ES (LA)
K. F. Man
4.2 Group Work
4.2.1 Group members:
Man, Kam-Fan
4.2.2 Theme : Environment
4.2.3 Reasons for choosing this topic
There are two areas in the NSS module, nature and environment. They are
protecting the environment and resources and energy conservation in F.1-F.3.
Therefore, we choose this topic as our theme.
4.2.4 Target: F.3
4.2.5 Aims : Let the students know how to protect the environment and work out
some solutions.
4.2.6 Collections of songs:
- Cute Animal Christmas Song
- Green Song
- My favourite things
4.2.7 Activities:
Task 1: Listen to the following song.
(A) Cute Animal Christmas song – wild-life environment
Aim: To raise the problems
http://www.youtube.com/watch?v=yt-K5w1PFMo
Lyrics
Hi there Internet
We don't want you to fret
but we are not doing splendidly
It is very cold
out here in the snow
without our friend David Bellamy
Bill Oddie's doing stuff,
but it's not enough
so can you do one thing for me
trumpets
BWC038 PDC-ES (LA)
K. F. Man
We have had to fight
for every single bite
while you scarf your Christmas tea
That is why we say
Oh yes yet again
can you do one thing for me
Breathing places space to roam
somewhere that I can call my home.
Wish I could be safe and sound
In a bucket beneath the ground.
Daba Daba dum
Wish I had a home for Christmas
Merry Christmas
And a Happy New Year
Task 2: Writing a Christmas card.
What feelings do you have after listening to the song? Do you feel happy or sad for the
animals? Is there anything you would like to tell them? Which animal do you want to
communicate with?
As Christmas is about to come, write your message on a Christmas card to one of the
animals in the MV in about 150 words.
Dear __________,
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
__________________________________
__________________________________
________,
_________
BWC038 PDC-ES (LA)
K. F. Man
(A) MTV Switch - Green Song
Green song – habitat and human destruction,
Aim: To figure out who has the responsibility for this issue
http://www.youtube.com/watch?v=Bg0QminAPMM
LYRICS:
The environment is dying, we need a solution fast.
If‫‏‬we‫‏‬don‘t‫‏‬find‫‏‬a‫‏‬big‫‏‬old‫‏‬plan,‫‏‬this‫‏‬simply‫‏‬will not last.
We‫‏‬don‘t‫‏‬wanna‫‏‬freak‫‏‬anybody‫‏‬out,
We‫‏‬don‘t‫‏‬wanna‫‏‬make‫‏‬a‫‏‬scene.
Wed rather sweep it under the mat,
But instead, well paint it green.
Green, green, green, well paint it green.
It‫‏‬doesn‘t‫‏‬really‫‏‬matter‫‏‬what‫‏‬it‫‏‬is,
What it does or why it stinks
Or what it means as long as it is green.
It‫‏‬doesn‘t‫‏‬really‫‏‬matter‫‏‬what‫‏‬it‫‏‬burns,
Or what it makes or what it kills
Or what its for, as long as it is green.
Green, green, green, green, lets make it green.
Politicians feed us crap, celebrities are the same.
Its mostly about how green they are and who deserves the blame.
How green you are is not how much you give,
Or how loud you are, its how you live.
So know your greens and think a bit.
Because‫‏‬you‫‏‬don‘t‫‏‬have‫‏‬to‫‏‬be‫‏‬green‫‏‬to‫‏‬be‫‏‬green
BWC038 PDC-ES (LA)
K. F. Man
Task 4: Double Entry Journal
What feelings and thoughts do you have after listening to the song? Write down your
thought after hearing certain lyrics in the right column. Complete the following double
entry journal.
Lyrics
My thought
1) The environment is dying, we need a solution
fast.
If‫‏‬we‫‏‬don‘t‫‏‬find‫‏‬a‫‏‬big‫‏‬old‫‏‬plan,‫‏‬this‫‏‬simply‫‏‬
will not last.
2) Politicians feed us crap, celebrities are the
same.
Its mostly about how green they are and who
deserves the blame.
3) ______________________________
______________________________
______________________________
_____________________________
(B) My Favourite Things
Aim: To give some suggestions and solutions for the issue
http://www.youtube.com/watch?v=6C48AMyV64Q or
Task 6: Writing an article
Write an article to our school newsletter. Suggest solutions to make a green world.
BWC038 PDC-ES (LA)
K. F. Man
Assessment Rubric for Writing
Marks Relevance &
adequacy of
content for
purpose (C)
10
 Content entirely
fulfills or
exceeds the
requirements of
the question
 Totally relevant
 All ideas are
well-developed
8-9  Content fulfills
the
requirements of
the question.
 Totally relevant
 Most ideas are
well-developed
Accuracy &
appropriacy of
language patterns,
vocabulary, spelling
and punctuation (A)
 Very wide range
of accurate
sentence
structures with
excellent grasp of
more complex
structures.
 Grammar
extremely
accurate, with
only very minor
slips
 Vocabulary
well-chosen and
used appropriately
to express
subtleties of
meaning
 Spelling almost
entirely correct
with near perfect
punctuation
 Wide range of
sentence
structures, good
grasp of simple
and compound
sentences
 Grammar mainly
accurate with
occasional errors
that do not affect
overall clarity
 Vocabulary quite
wide, with some
attempts to use
more
sophisticated lexis
 Spelling is mostly
correct, with
mainly accurate
punctuation
Planning &
organization (O)
Appropriacy of
tone, style &
register to genre
(G)
 Features of Mark  Appropriate
Level 5 with
features used
excellent overall
throughout.
cohesion, and
Language
coherent
used for
development of
deliberate
ideas
effect.
Sentence
structure is
varied to suit
the purpose
of the writing
 High
awareness of
audience
 Paragraphs are

organized
effectively, with
logical
development of 
ideas from topic
sentences, and
most points
supported by
relevant details.
Strong cohesive
ties between and
within paragraphs
 A wide range of
connectives and
sequencers used
accurately with
generally
accurate use of
relative and
adverbial clauses
Appropriate
features
generally
used
An
awareness of
audience is
shown
throughout
BWC038 PDC-ES (LA)
K. F. Man
 Most simple or
 Introductory and 
6-7  Content
addresses the
compound
concluding
requirements of
sentences are
paragraphs are
the question
accurately
appropriate, and 
adequately
constructed and
other paragraphs
 Mostly relevant
used
have clearly
 Some ideas are
appropriately.
defined topics.
developed
Some attempts to
Some cohesive
use more complex
ties between and
sentences
within
 Grammatical
paragraphs.
errors sometimes
Cohesion within
occur but overall
paragraph(s)
clarity not
generally good
affected
 Common
 Vocabulary is
sequencers and
commonplace but
connectives are
used appropriately
used
 Spelling and
appropriately, for
punctuation are
example there is
moderately
some use of
accurate
relative clauses
and when/where
adverbial clauses
 Simple sentences  Brief

4-5  Content only
just satisfies the
are generally
introductory and
requirements of
accurately
concluding
the question
constructed.
paragraphs. Other 
 Partly relevant
Occasional
paragraphs are
 Some ideas but
attempts are made
generally
poorly
to use more
defined. Some
developed
complex
simple cohesive
sentences
ties within and
 Grammatical
between
errors sometimes
paragraphs
affect meaning
 A limited range
 Vocabulary is
of connectives
commonplace and
and sequencers
sometimes used
are used
appropriately
appropriately
 Most common
words are spelt
correctly, with
basic punctuation
being accurate
Mostly
appropriate
features used
Some
awareness of
the audience
is shown
Generally
appropriate
features used
Occasional
awareness of
audience is
shown
BWC038 PDC-ES (LA)
K. F. Man

2-3  Content shows  Short simple
very limited
sentences are
attempts to
generally
fulfill the
accurate. Only
requirements of
scattered attempts 
the question
at longer, more
 Intermittently
complex
relevant
sentences
 Some ideas but  Grammatical
not developed.
errors often affect
meaning
 Simple
vocabulary which
may be only
partly appropriate
 Spelling is
intermittently
correct with basic
punctuation being
partially accurate
 Some short simple 
1  Content
inadequate and
sentences
heavily based
accurately

on the task
structured, with
prompts.
limited use of
 Very
common
occasionally
conjunctions
relevant
 Grammatical
 A few ideas but
errors frequently
not developed
obscure meaning
 Very simple
vocabulary of
limited range
often based on the
prompt
 A few words are
spelt correctly
with basic
punctuation being
occasionally
accurate
Paragraphs
reflect some
attempt to
organize topics
Some use of
simple
connectives and
sequencers to
link ideas
 Sometimes
appropriate
features used
 Very limited
awareness of
audience
Some paragraph  Appropriate
divisions
features used
Very limited use
in only one
of simple
or two
connectives or
instances
sequencers to
 Almost total
link ideas
lack of
awareness of
audience
BWC038 PDC-ES (LA)
K. F. Man
4.3 Class Group Work
Date : 21st April,2009. (Week 1)
Activity: Advertising Jingles
Process:
1. Type of music given:
Lively, cheerful, relaxing, light-hearted, romantic
2. Images provoked in mind
Sunshine, a beach in Hawaii, couple/lovers, girls in bikini, holiday resort
3. Product to be sold with the piece of music
Holiday-package at Hawaii from a travel agency named ALOHA.
4. Outline of the story in the commercial:
a) The story is set on a sunny day at a beautiful beach in Hawaii.
b) The commercial begins with some wide shots of the beach from different angles,
followed by some close-up shots of the smiling faces and relaxed people lying on
the beach, as well as girls in bikini.
c) A couple on their honeymoon trip arrive the beach and upon seeing the bright
sunshine, immediately get changed into swimsuits.
d) The couple is greeted by representatives dancing to them, putting flower rings
round their necks and offering them cool drinks.
e) The screen then shows five tag lines made up with the five letters in the agency‘s
name, each line to be accompanied with a relevant picture.
5. Tag lines to go with the jingles:
ALOHA
A  Amazing moment in your life, an unforgettable honeymoon experience.
L  Live band at the beach, specially organized to mark your precious occasion.
O  ―O-la-la‖, the exclamation you would make when you indulge in the yummy
seafood, fresh fruit and cool drinks.
H  Heavenly accommodation you can enjoy at seaside resort hotels.
A  Affordable price to make your honeymoon plan come true.
BWC038 PDC-ES (LA)
K. F. Man
6. Follow-up work/ extended learning after class
*See our design of another classroom activity inspired by this lesson on the next page.
An Activity Adapted from the Idea of Using Advertising Jingle in the Classroom
Activity: Students in groups of 4 will be asked to make a one-minute video clip
involving the use of advertising jingle based on the situation given below.
(This can be done as a follow-up assignment after they have tried out the class
activity of selling a product on page 1.)
Situation
In the first month of every new school year, the ECA Team will invite each school club
to produce a one-minute promotional video clip with a jingle for the purpose of
attracting and recruiting members. The video clips from all the clubs will then be
collected and be played on a big television at the school playground during lunchtime
everyday for 2 weeks in October. As the committee members of your club, you need to
choose a jingle that can best reflect the characteristics and appeal of your club for the
making of the video clip.
* Groups will draw from choices below to decide which school club they need to
advertise.
Social Service Club
Astronomy Club
Red Cross
Gymnastics Club
Science Club
Debating Club
Reading Club
Drama Club
Environmental Club
Magic Club
Some helpful questions to ask when making the video-clip:
- Which adjectives could best describe the type of music in the jingle your group has
chosen? What emotions does the jingle provoke?
- What images come to your mind when you listen to the jingle?
- How are those images and emotions be related to the characteristics of your club?
- What is the storyline or pictures to go with your jingle in the video clip?
- Any taglines or catchy phrases to go with the jingle?
-
Any voice-over for the video clip?
BWC038 PDC-ES (LA)
K. F. Man
Rubrics for one-minute video made to promote a school club
4
CATEGORY/
SCORE
Objectives
Preparedness
Acting &
Speaking
3
2
1
Acting and
Objectives are
Objectives are
Objectives
speaking were
defined; objectives
somewhat defined;
undefined;
excellent.
are somewhat
objectives are
objectives not
achieved.
somewhat achieved.
achieved.
Objectives are made
Student seems
The student is
Student does not
clear; objectives are
pretty prepared but
somewhat prepared,
seem at all prepared
achieved.
might have needed
but it is clear that
to present.
a couple more
rehearsal was
rehearsals.
lacking.
Student is
Acting and
Acting and
Acting and
completely
speaking were
speaking needed
speaking were not
prepared and has
good.
improvement.
about to bring up
obviously
the idea.
rehearsed.
Videography
Videography is
Videography is
Videography lacks
Video is not
properly exposed
good but lacks a
creative
properly exposed
with creative
variety of field of
composition. Shots
with major focusing
composition,
views, camera
are either over
and composition
variety of field of
movement, angles
expose or under
problems. Shots not
views, camera
and vectors.
expose and lacks
steady with major
movement and
creative
focusing problems.
proper use of angles
composition.
and vectors.
Vocabulary
Uses vocabulary
Uses vocabulary
Uses vocabulary
Uses several (5 or
appropriate for the
appropriate for the
appropriate for the
more) words or
audience. Extends
audience. Includes
audience. Does not
phrases that are not
audience
1-2 words that
include any
understood by the
vocabulary by
might be new to
vocabulary that
audience.
defining words that
most of the
might be new to the
might be new to
audience, but does
audience.
most of the
not define them.
audience.
BWC038 PDC-ES (LA)
K. F. Man
5.
5.1 Individual Work
Selected DVD: High School Musical : Senior Year
Director: Kenny Ortega
Screenwriter: Peter Barsocchini
Tagline: High School Graduation
Genre: Comedy, Drama, Family, Musical & Teenage Romance
Theme:

Getting along with Others
- Friendship and Dating
- Sharing, Co-operation, Rivalry

Study, School Life and Work
- Study and Related Pleasure/Problems
- Experiments and Projects
- Occupations, Careers and Prospects
Target group: S5/S6 students
No. of lessons: 5/6
Objectives:
1. Students will be able to identify the people, places and events in a film.
2. Students will be able to interpret song lyric s based on contextual clues.
3. Students will be able to nurture their creativity and critical thinking.
4. Students will be able to respond to imaginative experiences.
5. Students will be able to appreciate a film.
BWC038 PDC-ES (LA)
K. F. Man
Stages
Pre-viewing stage
1. Teacher motivates students to think of the forthcoming graduation, special school
functions and their future.
2. Students fill in a worksheet (Appendix 1) while teacher shows a trailer of High
School Musical : Senior Year.
http://www.youtube.com/watch?v=-LepPGcEnDw
3. Students share and compare their answers in pairs.
While-viewing stage
Teacher shows the scenes in the DVD and students participate in the activities:
Scene(s)
Duration
Activities
1-3
0:00:53—0:18:30 KWL Chart (Appendix 2)
4-8
0:18:31--0:53:17
9-11
0:53:18—1:11:02 Giving Advice (Appendix 5)
12
13-17
Viewing Guide (Appendix 3) & Relationship Mind
Map (Appendix 4)
1:11:03—1:20:00 Role play (Appendix 6) Personal letter(Appendix 7)
(Appendix 8)
1:20:01—1:50:47 Song Appreciation and voting for our favourite
song.(Appendix 9)
Double Entry Journal (Appendix 10)
Post-viewing stage
1. Teacher gives an envelope to students in groups of four to arrange the slips in order.
(Appendix 11)
2. Students work in groups of four to analyse the themes. (Appendix 12)
3. Each student writes a film review. (Appendix 13) (Appendix 14)
4. Extended task: teacher holds a discussion with students about activities of celebrating
their graduation.
BWC038 PDC-ES (LA)
K. F. Man
Appendix 1
Trailer Analysis
1st viewing:
1
What is the studio logo?
2
What kind of sport is
found in the film?
3
What is the name of the
basketball team?
4
What is the name of the
film?
5
When does the trailer
give the name of the
film? Why is this?
6
What is the date of
theatrical release?
2nd viewing:
7
What venues are shot?
8
What information about
the main characters does
the trailer give?
9
What are the catchy
phrases in the trailer?
10
What kind of music
does the trailer use?
What does the music
suggest about the film?
11
What type of film is
shown?
12
Any special shooting
skill found in the
trailer?
BWC038 PDC-ES (LA)
K. F. Man
Trailer Analysis (Suggested Answers)
1st viewing:
1
What is the studio logo?
Walt Disney Pictures
2
What kind of sport is Basketball
found in the film?
3
What is the name of the WILDCATS
basketball team?
4
What is the name of the HSM3: SENIOR YEAR
film?
5
When does the trailer Near the end of the trailer. To arouse the audience‘s
give the name of the interest and want.
film? Why is this?
6
What is the date of October 24
theatrical release?
2nd viewing:
7
What venues are shot?
Lockers, basketball court, gymnastic room, outdoor
space for cars, stage, a garden, corridor…
8
What information about High school students, basketball teammates, actors and
the main characters does actresses on stage, friends, lovers, rivals…
the trailer give?
9
What are the catchy The musical experience of a generation becomes a
phrases in the trailer?
motion picture event.
Featuring 10 new original songs
10
What kind of music Pop music, duet, musical. The film is about the
does the trailer use? preparation and reactions of a group of high school
What does the music students facing the graduation.
suggest about the film?
11
What type of film is Teenage romance and musical
shown?
12
Any special shooting Flashing, slow motion, high angle,
skill
found
in
the
trailer?
(Adapted from P. 33 of Resource Books for Teachers: Film)
BWC038 PDC-ES (LA)
K. F. Man
Appendix 2
KWL Chart (Scenes 1-3)
Name of
Character
What I know
about the
character
My prediction for
the character
Why I think this
Troy
Chad
Mr Bolton
(the coach)
Gabriella
Sharpay
Tiara Gold
BWC038 PDC-ES (LA)
K. F. Man
Appendix 3
Viewing Guide (Scenes 4-8)
Question
Notes
What do you learn about the
characters’ reactions to the prom?
What do you learn about the
characters’ reactions to the spring
musical?
What conflict(s) do you see developing?
What is the mood of the film at this
stage?
What themes do you see emerging in
the film?
What do you expect to happen in the
rest of the film?
(Adapted from the notes of Mr. Nicholas Wong)
BWC038 PDC-ES (LA)
K. F. Man
Appendix 4
Relationship Mind Map (Scenes 1-8)
Work in a group of four. On the paper, create a mind map showing the characters‘
relationship (Troy, Chad, Gabriella, Sharpay, Ryan, Taylor, Tiara, Jimmie, Mr. Bolton,
Ms Darbus). Write at least three adjectives to describe each of them.
BWC038 PDC-ES (LA)
K. F. Man
Appendix 5
Giving Advice (Scenes 9-11)
Write five ‘dos’ and five ‘don’ts’ that you think would help the following
characters in the future.
Troy
Gabriella
Do
Do
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Don’t
1.
Don’t
1.
2.
2.
3.
3.
4.
4.
5.
5.
BWC038 PDC-ES (LA)
K. F. Man
Appendix 6
Role play
(Scene 12: the argument between Troy and his father, Mr. Bolton)
Read an excerpt from a chapter in the book of High School Musical 3: Senior Year
and work in groups of 3 to read the dialogue (narrator, Troy and Mr. Bolton).
…..
In fact, Troy was nowhere in the building. He was home, missing Gabriella. He went
into the kitchen for a snack and heard a basketball bouncing in the backyard. He headed
outside and found in the backyard. He headed outside and found his dad shooting
hoops.
His dad tossed him the ball. Troy caught it and then sunk a basket.
―How‘s the big show going?‖ his father asked, catching the ball as it bounced on the
concrete.
Troy sighed. ―You don‘t want to know.‖
His dad spun around and tried for a basket. He missed. Troy grabbed and the rebound
and started maneuvering for his own shot.
―If I‘m honest, I‘m glad you‘re getting tired of it,‖ his dad admitted. ―I mean , when did
you plan to tell me about this Juilliard thing?‖
―Nothing to tell,‖ Troy said, trying to sound casual, just before he launched the ball in
the air.
This time he missed the shot. His dad caught the ball and stood still.
―Well, maybe there is,‖ he said slowly.‖ I‘m hearing you‘re thinking about other
schools.‖
Troy glanced at his dad uncomfortably. ―U of A isn‘t the only school that‘s talked to me,
Dad. You know that.‖
―But it‘s the only school we‘ve talked about,‖ Mr. Bolton said. ―Hey, Chad would be
pretty disappointed if you changed your mind, for one thing.‖
―He‘d get over it,‘ Troy replied. ― Would you?‘ he asked.
His dad sighed. ―We‘ve been going to U of A games ever since you were a little kid. All
you ever talked about is being in a Redhawk uniform.‖
Troy nodded, but he had to finally be honest with his father. ―Only thing is, I‘m not a
little kid anymore. You raised me to make my own choices. I‘m the one who needs to
make them, not you or Chad or anyone else.‖
Troy turned and headed toward the house.
―Hey, Troy…‖ his dad called out.
BWC038 PDC-ES (LA)
K. F. Man
Appendix 7
Writing a personal letter
(Scene 12: Troy’s struggle and dialogue with Ms Darbus)
Imagine you are Troy. After thinking about Ms Darbus‘ advice, you decide to write a
letter to your father to apologize for your rude behavior and decision of the future in
about two hundred words.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
BWC038 PDC-ES (LA)
K. F. Man
Appendix 8
Personal Letter Rubric
Skill Components
Evidence of Mastery
Composing
4
outstanding
3
2
1
0
strong
adequate
minimal
not evident
3
2
1
0
strong
adequate
minimal
not evident
3
2
1
0
strong
adequate
minimal
not evident
3
2
1
0
strong
adequate
minimal
not evident
3
2
1
0
strong
adequate
minimal
not evident
intended audience appropriately in
an organised manner.
Style
Appropriate vocabulary, tone and
style to take into account the nature
of the relationship with, and the
4
outstanding
knowledge and interests of, the
recipients.
Content
4
outstanding
Conventions
formats, and spacing that contribute
4
outstanding
to the letter's readability and impact.
Mechanics
Writes with accurate spelling,
4
outstanding
grammar and punctuation.
Comments:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
BWC038 PDC-ES (LA)
K. F. Man
Appendix 9
Song Appreciation
Rank the songs in the Senior Year Spring Musical and write down your feelings and
preference. Then the whole class vote for the most favourite song.
http://www.youtube.com/watch?v=
http://www.youtube.com/watch?v=SUiO
URP7PQBWSPo
EfbZnwc
Last Chance
Now or Never
Rank: __________
My feeling:
Rank: _________
My feeling:
http://www.youtube.com/watch
?v=gnzEZo08KbQ&feature=relat
ed
I Want it ALL
http://www.youtube.com/watch?v=v
http://www.youtube.com/watch?v=y
G55yNyoUoU
Just Want to be
With You
Rank: My feeling:
Rank:_________
My feeling:
1ebJmSmyRw&feature=related
A Night to
Remember
Rank:_________
My feeling:
BWC038 PDC-ES (LA)
K. F. Man
Appendix 10
Double Entry Journal (Scenes )
Quotes in the film
My thought
Ms. Darbus: And now a senior who I believe has
a decision to make, Mr. Troy Bolton. Troy.
Troy Bolton: [Troy steps forward] I've chosen
Basketball.
[the crowd cheers]
Troy Bolton: But I've also chosen theatre.
[the crowd cheers more]
Troy Bolton: The University of California
Berkeley offers me both. That's where I'm going
to be attending next fall... But most of all, I
choose the person who inspires my heart. Which
is why picked a school which is exactly thirty two
[Troy turns and faces Gabriella]
Troy Bolton: point seven miles from you.
[Gabriella takes his his and moves forward and
stands next to Troy]
Troy Bolton: Miss Gabriella Montez, Stanford
University. Pre-law.
Troy Bolton: East High is a place where teachers
encouraged us to break the status quo and define
ourselves as we choose. Where a jock can cook up
a mean crème brulee, and a brainiac can break it
down on the dance floor. It's a place where one
person, if it's the right person, changes us all. East
High is having friends we'll keep for the rest of
our lives, and that means we really are 'all in this
together'. Once a Wildcat, always a Wildcat!
BWC038 PDC-ES (LA)
K. F. Man
Appendix 11
Jigsaw Puzzle ( Answers in order)
It's the end of the Wildcats' championship basketball game against the West High
Knights, where team captain Troy (Zac Efron) immediately rallies their spirits ("Now
Or Never").
With‫‏‬the‫‏‬team‘s‫‏‬spirit‫‏‬raised,‫‏‬they‫‏‬win,‫‏‬thanks‫‏‬to‫‏‬the‫‏‬winning‫‏‬shot‫‏‬from‫‏‬their‫‏‬newest‫‏‬
team member Jimmie "The Rocket" Zara (Matt Prokop).
Later, at Troy's after-match party at his house, Troy and Gabriella (Vanessa Hudgens)
are seen thinking about their future and wishing that their last few months at East
High would not end ("Right Here, Right Now").
Sharpay (Ashley Tisdale) meets Tiara Gold (Jemma McKenzie-Brown), a British
exchange student whom she hires to be her personal assistant.
When drama teacher Ms. Darbus (Alyson Reed) notices that there were so few
sign-ups for the spring musical, Sharpay suggests she could do a one-woman show.
This alarms Kelsi (Olesya Rulin), who is writing the show, so she signs up everyone
in the class for it instead. This results in Ms. Darbus announcing they will create a
play about their final days at East High, called "Senior Year." In addition, she reveals
that Sharpay, Ryan (Lucas Grabeel), Kelsi, and Troy have all been considered for a
scholarship at Juilliard, but only one of them is to be chosen. Sharpay becomes
desperate to win the scholarship, and knowing that Kelsi will give the best songs to
Troy and Gabriella in the musical, she gets Ryan to try to persuade Kelsi to give them
a song, by predicting her (and Ryan's) future ("I Want It All").
Ashley Tisdale as Sharpay with Lucas Grabeel as Ryan during the "I Want It All"
musical number.
The next day, Gabriella and Troy meet on the rooftop and she teaches him how to
waltz ("Can I Have This Dance").
Chad (Corbin Bleu) then asks Taylor (Monique Coleman) to go to prom with him. She
initially refuses due to his lack of enthusiasm, but later agrees when Chad proves he
can put in some effort and asks again in front of everyone in the school.
The group rehearses for the musical, a scene about their prom night ("A Night To
Remember").
Ryan walks in on Kelsi composing ("Just Wanna Be With You") in the music room,
and performs it with her, and then he asks her to prom halfway through.
While Troy and Chad reminisce about their past ("The Boys Are Back"), Sharpay
and Tiara discover that Gabriella has a chance to go to college early. Sharpay later
BWC038 PDC-ES (LA)
K. F. Man
convinces Troy that he is the only thing keeping Gabriella from her dream, ("Right
Here, Right Now (Reprise)").
Troy talks to Gabriella about this over pizza, and after sharing an awkward goodnight,
Gabriella ("Walk Away") leaves for college the next day.
Troy's dad, Jack (Bart Johnson), talks to him about his academic future. Troy becomes
angry, confused, and runs away, storming around East High confused ("Scream")
until he finally screams at the top of his lungs in the theatre. Ms. Darbus has been
there all this time watching and reveals that she sent in his application for Juilliard, as
she knew how comfortable he was on stage and how much he liked it. Troy takes no
offense and thinks about the advice given to him. Troy later gets a call from Gabriella
saying that although she loves him, she will not return to Albuquerque, as she is too
used to being away. However, on the night of prom, Troy visits Gabriella at Stanford
and convinces her to return, as everyone is not the same without her, ("Can I Have
This Dance (Reprise)").
Troy's dad, Jack (Bart Johnson), talks to him about his academic future. Troy becomes
angry, confused, and runs away, storming around East High confused ("Scream")
until he finally screams at the top of his lungs in the theatre. Ms. Darbus has been
there all this time watching and reveals that she sent in his application for Juilliard, as
she knew how comfortable he was on stage and how much he liked it. Troy takes no
offense and thinks about the advice given to him. Troy later gets a call from Gabriella
saying that although she loves him, she will not return to Albuquerque, as she is too
used to being away. However, on the night of prom, Troy visits Gabriella at Stanford
and convinces her to return, as everyone is not the same without her, ("Can I Have
This Dance (Reprise)").
Back at East High, Jimmie receives a text from Troy to tell him to cover for him
onstage because he is going to be late. The Juilliard representatives are there, and
watch as the show seems to go well, ("Senior Year Spring Musical").
During the opening number, Kelsi and Ryan debut. While during the second number,
Chad, Jason (Ryne Sanborn), Zeke (Chris Warren Jr.) and Martha (Kaycee Stroh)
debut, Ryan does his number with the many chorus girls; Jimmie then performs with
Sharpay, and embarrassed her.
Troy and Gabriella appear during the second half of the show and sing their duet
together. Tiara then betrays Sharpay and tells her how she is going to take over next
year in the drama department. Sharpay finally learns how it feels to be humiliated, but
does not wish to go down. While Tiara performs, Sharpay immediately crashes her
performance and shows her up.
Ms. Darbus reveals that both Kelsi and Ryan have won the Juilliard scholarship
BWC038 PDC-ES (LA)
K. F. Man
("We're All in This Together (Graduation Mix)").
Taylor will go to Yale University; Sharpay will go to University of Albuquerque
along with that, she will also assist Ms. Darbus in running the drama department in the
fall (so that Tiara does not get to take over the Drama Department). Troy decides to go
to the University of California, Berkeley, where he can play basketball, study drama,
and be close to Gabriella. After learning about Troy's decision, Chad runs offstage and
into the school gym. There he and Troy work things out and learn that their college's
basketball teams will play each other the upcoming fall. Chad is attending the
University of Albuquerque.
At the graduation ceremony, Troy gives the class speech. Throwing their caps in the
air, the graduates form a giant wildcat before breaking out into song and dance
("High School Musical").
The six stars walk down the field where a curtain closes off the graduation ceremony
and turns into a stage. The six stars do their signature jump and then the camera does a
close up of each actor. They take their final bow as the curtain closes. The end credits
are in the style of a high school yearbook.
BWC038 PDC-ES (LA)
K. F. Man
Appendix 12
Theme Analysis
Work in groups of four to fill in as much of the table below as possible. Then share your
work with your class.
Theme
Example(s) from the film which illustrate(s) the theme,
idea or issue
Identity
Discovery
Relationship
with parents
Peer
relationship
Teenage
romance
Childhood
Encouragement
Growth
Support
Frankness
Prospect
Jealousy
Rivalry
Communication
breakdown
Separation
(Adapted from Media with Margaret Saltan: Juno in Issue 51 SCREEN EDUCATION)
BWC038 PDC-ES (LA)
K. F. Man
Appendix 13
Film Review
Mind map
1. Details:
Title of the film: _____________________________________________
Director: ___________________________________________________
Screenwriter: _______________________________________________
Genre: _____________________________________________________
Production Company: ________________________________________
Release date: ________________________________________________
Tagline: ____________________________________________________
Cast:_______________________________________________________
________________________________________________________
________________________________________________________
2. Plot: (refer to Appendices 2, 3 & 11)
3. Scene summary: (refer to Appendix 11)
Any conflicts: human Vs nature, human Vs human, human Vs fate, human Vs
society?
In sequence/ flash back?
BWC038 PDC-ES (LA)
K. F. Man
4. Impressive quotes:
. 5. Themes (refer to Appendix 12)
6. Effects: (props, lighting, shooting, computer graphics, music, sound, dance, etc)
7. Reference to other reviews:
http://en.wikipedia.org/wiki/High_School_Musical_3
http://kidstvmovies.about.com/od/highschoolmusical3/fr/HSM3r.htm
http://blogs.tampabay.com/popmusic/2008/10/review-high-sch.html
http://www.grandparents.com/gp/content/activitiesandevents/movie-reviews/article/movie-review-high-school-musical-3.html)
8. Start your writing.
BWC038 PDC-ES (LA)
K. F. Man
Appendix 14
Film Review Rubric
Exemplary
Content
Satisfactory
Needs Improvement
Fabulous opening
Adequate opening
Adequate opening
sentence that establishes
sentence that gives the
sentence that gives the
the tone of the review
reader some indication of
reader some indication of
your opinion
your opinion
Mentions key performers
Mentions key performers
Fails to mention
and the roles they play
or their roles
significant actors or
characters by name
Mentions the important
Mentions the important
Does not note important
technical aspects of the
technical aspects of the
aspects of the film or key
film and the individuals
film but not the people
people who were
responsible for these
responsible for them
responsible for them
Provides a succinct plot
Provides a succinct plot
Provides so much
synopsis without
synopsis without
information about the plot
divulging too much of the
divulging too much of
(synopsis) that the film is
film
the film
rendered meaningless and
accomplishments or
failures
is ruined for the viewer,
or tells so little about the
film that the reader can
not determine whether or
not to see the film
Provides relevant
Provides some examples
Includes no examples of
examples / illustrations
of action / dialogue from
action or dialogue from
from the film to buttress
the film that supports
the film
their opinions about its
their ideas about the
effectiveness (including
film's effectiveness
dialogue when relevant)
Makes a provable case
Voices an opinion about
Has virtually no opinion
for the film's merit and
the films' merit and
about the film other than
analyzes what worked
points out the film's
that "it was good or bad"
and did not work in the
successes and failures but
and fails to explain this
film
does not explain why
opinion or has an opinion
BWC038 PDC-ES (LA)
K. F. Man
Mechanism
No spelling mistake
these things worked or
about the film that is not
did not work
backed up by examples
One or two spelling
Multiple spelling errors
errors
No grammatical errors
One or two grammatical
Multiple grammatical
errors
errors
One or two punctuation
Multiple punctuation
errors
errors
Appropriate word
Inappropriate word
choices
choices
Solid sentence structure
One or two poorly
Multiple poorly
(S.V.O.)
constructed sentences
constructed sentences
Good transitions
Adequate transitions (we
Poor transitions (we can
can tell why you went
not tell why you went
from one point to the
from one point to the
next)
next)
No punctuation errors
Inspired word choices
(Adapted from rubric for film review in http://www.twyman-whitney.com/film/review_ rubric.html)
BWC038 PDC-ES (LA)
K. F. Man
5.2 Group Work
Group members:
Man, Kam-Fan
Selected movie: Funny Games
Theme – Violence & Censorship
Target group : F. 6 students
Objectives:
1. Students will be able to know the theme in the movie.
2. Students can express their feelings after watching a movie through discussion.
3. Students can know how to voice their opinions by writing a letter to editor.
Activities:
Pre-viewing activities:
- Ss are assigned to read and give feedback to a news article displaying a situation:
A violent movie was broadcast on TVB Pearl channel during the prime time
(9:30p.m.) with parental guidance sign and Television and Entertainment Licensing
Authority has received over 300 complaints.
-
Ss are taught how to write letters to the editor.
Ss revise the discussion skills.
Ss are given guidelines of censorship.
While-viewing activities:
- Ss watch a film clip of the violent movie, Funny Game and jot down some notes on
a piece of paper. (Viewing Guide)
Post-viewing activities:
- Ss draw role play cards and‫‏‬discuss‫‏‬the‫‏‬question:‫‗‏‬Violent‫‏‬movies‫‏‬should‫‏‬not‫‏‬have‫‏‬
been‫‏‬broadcast‫‏‬on‫‏‬TV‫‏‬during‫‏‬prime‫‏‬time‘‫‏‬with‫‏‬classmates‫‏‬playing‫‏‬the‫‏‬same‫‏‬role‫(‏‬5‫‏‬
students/ group).
-
Representatives from each group hold‫‏‬a‫‏‬forum‫‏‬on‫‏‬the‫‏‬topic:‫‗‏‬Violent
movies‫‏‬should‫‏‬not‫‏‬have‫‏‬been‫‏‬broadcast‫‏‬on‫‏‬TV‫‏‬during‫‏‬prime‫‏‬time‘‫( ‏ ‏ ‏‬Rubric)
-
Each student is assigned to write a letter to the editor on the situation. (Rubric)
BWC038 PDC-ES (LA)
K. F. Man
News article
TVB Pearl Broadcast Funny Games
Over 300 Complaints Received
Up to now, Television and Entertainment Licensing Authority has received over
300 complaints since the movie, Funny Games was broadcast last week on TVB Pearl
channel during the prime time (9:30p.m.) with parental guide sign.
In order to attract viewers, some terrifying scenes and violent actions were
shown as the poster mentioned ‘the most terrifying movie’. Some viewers, especially
parents doubt if it is suitable to broadcast such a ‘terrifying movie’ on TV during the
prime time.
On the other hand, many viewers think that it is acceptable. It seems that it is a
controversial issue.
BWC038 PDC-ES (LA)
K. F. Man
Viewing Guide
Funny Game (2008)
Question
Notes
Describe the main characters in the
movie.
What are the conflicts you can see
between the characters?
Does the sound effect affect your mood
while watching the movie?
Why does such incident happen in a city?
What is the message conveyed in the
movie?
BWC038 PDC-ES (LA)
K. F. Man
Role play cards
Director of Funny Game:
Parent of teenage children:
You have to deal with public complaints You are shocked by some violent scenes
and adverse publicity in newspapers and appearing on TV during the prime time.
are responsible to the society.
You are worried that the violent
behaviour would produce bad effects on
teenagers.
An artist:
Spokesman from the Television and
You like such an exciting movie. It is just Entertainment Licensing Authority:
a crime in a society. There is no big deal. You advise that parents should
accompany their children and guide
them while watching such violent movie.
A F.6 student:
An educationist:
You feel very uneasy and unhappy when You think teenagers today are
watching such a movie. You express your over-protected. They should learn how to
feelings and voice your opinions.
deal with unexpected incidents.
A psychologist:
A school social worker:
You think young people are usually You are very concerned about the ways
curious. It is not a good idea to censor in which violent actions are adopted to
everything before they reach the convey the message in the mass media.
teenagers.
BWC038 PDC-ES (LA)
K. F. Man
Rubric for Forum Discussion
Level
Criteria
5
4
Very
Above
good
average
3
Good
2
Below
1
Poor
average
U
Very
poor
Marks
Pronunciation/
Delivery techniques
10
8
6
4
2
1
10
8
6
4
2
1
10
8
6
4
2
1
10
8
6
4
2
1
Expressing information &
ideas/Use of organizing
techniques to convey
meaning
Accuracy and
appropriateness of
vocabulary &language
patterns
Use of formulaic
expressions and strategies
to establish
and maintain interaction
Total
/40
BWC038 PDC-ES (LA)
K. F. Man
Rubric for A Letter To Editor
Name:
Class:
Skill Components
Evidence of Mastery
Composing
4
intended audience appropriately in as
outstanding
3
strong
2
1
0
adequate
minimal
not evident
2
1
0
organized manner.
Style
4
Appropriate vocabulary, tone and style to
3
take into account the nature of the outstanding strong adequate minimal not evident
relationship with, and the knowledge and
interests of, the recipients.
Content
4
outstanding
3
strong
2
1
0
adequate
minimal
not evident
2
1
0
adequate
minimal
not evident
2
1
0
adequate
minimal
not evident
Conventions
4
formats, and spacing that contribute to
outstanding
3
strong
the letter’s readability and impact.
Mechanics
4
Writes with accurate spelling, grammar
and punctuation.
outstanding
3
strong
Mark Allocation
Descriptors/marks
25
20
15
10
5
0
Relevance & adequacy of content for purpose
Accuracy & appropriateness of punctuation,
vocabulary, language patterns
Planning & organization
Appropriateness of tone, style & register,
appropriateness of features for genre
Passing mark: 40
BWC038 PDC-ES (LA)
K. F. Man
References
The Curriculum Development Council and the Hong Kong Examinations and
Assessment Authority. (2007). English language curriculum and assessment
guide (Secondary 4-6). [Hong Kong]: Govt. Logistics Dept.
Education Bureau (2007). Learning and Teaching Resources in support of Suggested
Schemes of Work for the Elective Part of the Three-year Senior Secondary
English Language Curriculum (Secondary 4-6)(Electronic version) from
http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2773
Grace, N.B. (2008). (Adapted) High School Musical 3: Senior Year. The Junior Novel.
N.Y. Disney Press.
Maley, A. (2001). (Ed.)Resource Books for Teachers: Film. OUP.
Mok, A. (2001). Task-based Learning, Learning Arts and the Media: A Resource Book
for Secondary English Teachers. HK: HKU INSTEP.
Saricoban, A. and Metin, E. (2000). Songs, Verse and Games for Teaching Grammar in
The Internet TESL Journal, Vol VI, No. 10,October 2000. http://iteslj.org
Wong, N. (2009) Notes of the Language Arts Modules in the New Senior Secondary
English Language Curriculum. Hong Kong: Hong Kong Institute of Education.
http://engres.ied.edu.hk/lang_arts/lang_arts.html

K. F. Man - English Department

Transcription

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