Ayudantía aprobadas 2015

Materia	Profesor/a	Curso	Ayudante
Lengua y expresión oral IV	Alejandra Hawresz	4º B – T.V.	Alicia Casimiro
Lengua y expresión oral IV	María Rosa Mucci	4º A – T.M.	Anabela Heinrich
Esp. De la práct. Docente III	Sandra Luna	3º	Natalia La Ferrera
Lengua y  Cultura II	María Eugenia Giussani	2º A – T. M.	María Belén Varino

Netbooks para entregar

Gente esta lista es de alumnos que ya tienen su Netbook asignada  tiene que hablar con Ingrid  para que se las entregue .Por lo general turno Mañana.

Material de la Prof. Giussani

Hola a todos!! Les dejo el material que me envió la Prof. Giussani para Cultura II de 2° A del miércoles 10/06.
Saludos!!

Wednesday 10^th: we are going to

1, discuss the peace treaties after WWI, along these guidelines

Which were the different options presented?

What reasons did each country / representative have for putting forward the reasons they presented?

What did they want to achieve?

What do you think would have been morally right to do? And what would have been the most convenient option, especially considering the consequences of the peace treaties?

Do you think Germany was to blame for the war? Why (not)?

2, discuss The First Year of my Life

3, if possible, go on reading and explaining the excerpts you have chosen

For Wednesday 10^th we would like you to watch the videos and the material following the link below and draw a diagram / a mind map on The Roaring Twenties.

http://www.history.com/topics/roaring-twenties

We are going to work with the material below, about Gatsby, the following week

The Great Gatsby

 

IDEOLOGY: the body of doctrine, myth, belief, etc., that guides an individual, social  movement, institution, classor larger group.

When we judge the motivations and actions of historical characters we filter what we read

from some ideological point of view.

Whether or not we are aware of it,

we all have an ideology. At a very

basic level, we tend to use our own values

and knowledge to explain or make sense of

past actions or decisions. However,

a more expert analysis recognizes that people’s lives in the past differed in significant ways from contemporary, 21st century, life; for instance, in gender roles, class divisions, personal and national goals, racial/ethnic attitudes, material standards of life. There is a two-way relationship: Understanding the context will help you understand the character (why they behave as they do, their motivations) and understanding the character will help you understand their context (the way they lived, what they thought, how they saw the world).

 

For a complete but simple list, see: http://writingcommons.org/open-text/genres/academic-writing/literary-criticism/28-literary-criticism

As regards fictional characters, there are many possible perspectives for analysing them,

many possible ways in which we can

approach them. On the one hand,

we can see them as we see historical

characters, and judge them and

their actions by their own

standards,as if we were analysing someone who really existed, such as President Woodrow Wilson.

 

On the other hand, it is true that powerful works of literature invoke multiple readings. In other words, we can all read the same story or poem, (or listen to the same song, or watch the same film) and come up with different, even conflicting interpretations. Who we are reflects how we read texts. Our experiences inspire us to relate and sympathise (or not) with characters, particularly if we have actually faced some of the challenges the characters face.

 

So, sometimes it is a good idea to ‘translate’ tastes, habits and social norms to contemporary (that is to say, present day) ones. You will find it easier to picture a character which is similar to people you know. For instance, when people at Gatsby’s parties listen to and dance jazz, you should not consider what you yourself associate with jazz but what this kind of music was to them, and then, perhaps, you can substitute cumbia for jazz.

But for some other aspects of the character’s behaviour, there is no easy ‘translation.’ Nick’s concern at introducing himself to Gatsby at the end of chapter 1, when he says that Jordan had mentioned his name and that would do for an introduction, is completely alien to us. Nowadays we would not consider it improper to go over to somebody we had not been introduced to and say ‘Hi, I’m X, your next door neighbour.’ But if you do not understand that under the etiquette of those days that was definitely wrong, then you will get a distorted image of the characters, you will see Nick as shy, unsociable or reserved, which was not the case.

http://writingcommons.org/open-text/genres/academic-writing/literary-criticism/28-literary-criticism

http://dictionary.reference.com/browse/ideology

http://magazine.oah.org/issues/222/TLHTeachersRubric.pdf

READING ACTIVITIES

1, Think of a good heading for each section. Discuss it with your partners, change yours if necessary after the discussion

2, Circle discourse markers in the text. In what way do they help you follow the relationship between different ideas in it? Do they make the text clearer? Easier to follow? Or do they complicate it further, like too many traffic signals in a road?

3, Which two perspectives for understanding a character are mentioned? What are the advantages and the disadvantages of each?

4, Have you read the list recommended? Choose one of the outlooks mentioned and explain it in your own words.