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http://backchannelchat.com/Backchannel/bdywx
Use this link to join the back channel where we will answer questions and respond to ideas as they pop up.

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Approaches to teaching and Learning website

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Approaches to teaching and Learning website

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https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-apr-to-learn.html

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So many exciting PLT texts. Could we please list these here? Thanks

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So many exciting PLT texts. Could we please list these here? Thanks

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https://www.classtools.net/random-name-picker/

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You can only swipe left or right on your phone ;)
http://factitious.augamestudio.com/#/

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Using codes. Highlight an error and give it a letter e.g. 'A'. Keep a record of the letters used when marking and then display them on one slide to the whole class. E.g.
A = extend your point
B = add an appropriate quotation
C = rephrase
D = add contextual link

This means that reviewing marking is fully differentiated.

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Part 1 - Language in Cultural Context

a)Gender (inequality, constructions of masculinity and femininity)

b)Language and taboo (political correctness, swearing)

c)Language and Power (Linguistic imperialism, propaganda)

d) History and evolution of the language(disappearing / revival languages)

e) Language and the Individual (multi- / bi-lingualism, identity)

Part 2 - Language and Mass Communication

a) Stereotypes (Gender, ethnicity)

b) Language and Technology

c) Sexual objectification

d) Persuasive Language (advertising, appeals, speeches)

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Reword feedback/constructive criticism into a task that the student has to then act on. Potentially recording feedback too (verbal) so that learners have it to listen to at a later time too

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'The Hallucinogenic Toreador' by Dalí

https://upload.wikimedia.org/wikipedia/en/c/cc/The_Hallucinogenic_Toreador.png

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Excellent for developing a culture of structured, specific and timely peer and teacher feedback.

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(the last table is the "key" - it's fun to but in quotes from the texts you've been studying or that students bring in themselves)
https://docs.google.com/document/d/13Zgzp-rFXZ1IyaBz_kuwu_so3wSLhE-ZjOzc8cfC52o/edit?usp=sharing

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Just some talk that it was had to get letters, the guardian runs a section called 'a letter to'

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Just some talk that it was had to get letters, the guardian runs a section called 'a letter to'

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https://www.theguardian.com/lifeandstyle/series/aletterto

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Perhaps this would be helpful?
https://www.google.com.hk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjArqnmmpfWAhVGVLwKHd5WC98QtwIIJTAA&url=https%3A%2F%2Fwww.nytimes.com%2Fvideo%2Fus%2F100000004818663%2Fpeanut-butter-jelly-and-racism.html&usg=AFQjCNHMZ-fr-5mW9zph5jbAirTGSLuDoA

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The evolution of language across time and place suggests a symbiotic relationship between language and culture

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The evolution of language across time and place suggests a symbiotic relationship between language and culture

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Hook - play the students some Chaucer (https://www.youtube.com/watch?v=3lGJntNFFqo&t=1s), some Anglo-Saxon (https://www.youtube.com/watch?v=XOfvCN_F5cg from 1.00), some OG pronunciation Shakespeare (https://www.youtube.com/watch?v=qYiYd9RcK5M&t=65s from 0.20) some Singlish (https://www.youtube.com/watch?v=R95jE59WHik), some heavily accented English (https://www.youtube.com/watch?v=T0H7acWan-c), some teen speak (https://www.youtube.com/watch?v=7a7cx6dCTVM) - which is English and how do you know?

Factual
How has English changed over time? How has it changed according to geography?
What causes language to evolve?

Conceptual:
Explain how cultural change leads to language change, and vice versa.

Debatable:
Does English belong to the English, or to the world?

LANGUAGE IS CREATED:

Breaking down fictional languages: https://www.youtube.com/watch?v=oa6cHEJIjYI

Neologisms – Seth Meyers explains teenage slang

My blackberry is not working: https://www.youtube.com/watch?v=kAG39jKi0lI

Regional words – northernisms and Americanisms (How Americanisms are killing the English language – on the Guardian) eg.

Jeanette Winterson: river of language (http://www.jeanettewinterson.com/journalism/river-of-language/)

LANGUAGE MUST DEVELOP OVER TIME:

History of English in 10 mins

Put texts in the order they were produced

Jane Austin and 19th Century English – teachit resource

Shakespeare pronunciation: https://www.youtube.com/watch?v=gPlpphT7n9s; https://www.youtube.com/watch?v=qYiYd9RcK5M

Chaucer read aloud: https://www.youtube.com/watch?v=3lGJntNFFqo

Anglo-Saxon (from Vikings!) https://www.youtube.com/watch?v=BelXiwkpxt8

WHO DOES ENGLISH BELONG TO?
Loanwords – magazine covers using English language; where have words in English come from (pin the word on the map)?

People are protective of their language – Tom Leonard The 6 O’clock News

Arkansas journalist pronouncing cities correctly

Pidgin English; Creole; Singlish

The distinction between a dialect and a language is an army! http://www.tandfonline.com/doi/abs/10.1080/13520529709615497

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Good resource for introducg the topic: https://amp.theguardian.com/us-news/2017/jun/06/trump-translation-interpreters

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https://www.ted.com/talks/maysoon_zayid_i_got_99_problems_palsy_is_just_one

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https://docs.google.com/document/d/1h-aZ0J-03jh_nk3xgYJHkqO9F4jOd-CXwdWfrMy4pvc/edit

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Some Clips and resources for taboo - Outline is on the wall #4

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Some Clips and resources for taboo - Outline is on the wall #4

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Resources:

Loop of Jade

Guardian : expats v migrants

Meat and Livestock Australia ad -- religion (Lamb commercial)

-- context -- typically offensive

Bilingualism (poems -- search for my tongue, Bilingual/ Bilingue

Disappearing languages -- Cantonese! (Welsh, Hawaiian, Catalan, Irish…)

Personal statements for university VERSUS social media profile

Personal identity v professional identity v. etc.

Tweets -- Rihanna, Justin Bieber, Donald Trump, Katy Perry

Virtual identity - Black Mirror episode

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Consider the requirements of genre, period and place, what texts would be interesting selections to teach? And why?       • (Knowing that all students will be required to perform an IOC with Part 4 texts . . .) what ideas do you have for written and oral activities that can enhance the study of Part 4 and scaffold skills?                         • What ideas or activities do you have / use for helping students transfer close reading skills to Paper 1 (written textual analysis of literary and non-literary text)?

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Consider the requirements of genre, period and place, what texts would be interesting selections to teach? And why?       • (Knowing that all students will be required to perform an IOC with Part 4 texts . . .) what ideas do you have for written and oral activities that can enhance the study of Part 4 and scaffold skills?                         • What ideas or activities do you have / use for helping students transfer close reading skills to Paper 1 (written textual analysis of literary and non-literary text)?

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http://www.readwritethink.org/files/resources/lesson_images/lesson1102/terms.pdf

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http://www.howtolovecomics.com/comic-book-glossary-of-terms/

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https://youtu.be/6rwxoBobtdk

The creative stimulus for an FOA discussion. students were looking at the roles of media in shaping gender roles for women, especially in children's media like Disney. They created this rap battle and then went on to discuss with the class how and why they made the choices they did, exploring the imagery of women, the constructed rivalry between women, especially with regards to sexuality being connected to their value as members of society.  what  started as a silly, fun exploration became quite a personal and in-depth in the analysis of how women are portrayed, pitted against one another, and how this dynamic is constructed from such a young age, serving to divide young women, rather than unite them, especially with regards to their values as defined by their appearances.

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A compilation of terms useful across the two-year course.

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The DP Extended Essay Website (for 2018 and beyond)

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The DP Extended Essay Website (for 2018 and beyond)

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https://ibpublishing.ibo.org/extendedessay/apps/dpapp/index.html?doc=d_0_eeyyy_gui_1602_1_e&CFID=1477177&CFTOKEN=18960443&jsessionid=bc303377133f2f762b2d5848702b4d212251

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IBO Resources supporting Academic Honesty

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IBO Resources supporting Academic Honesty

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IBO Resources supporting Academic Honesty

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IBO Resources supporting Academic Honesty

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TedED provides a wealth of resources for both literary- and language-related topics. Typically ~ 5 minutes. Here's one exploring the diverse ways words are added, or morph, or die.
https://ed.ted.com/lessons/where-do-new-words-come-from-marcel-danesi?utm_source=TED-Ed+Subscribers&utm_campaign=2f7989684b-2013_09_219_19_2013&utm_medium=email&utm_term=0_1aaccced48-2f7989684b-47999217&mc_cid=2f7989684b&mc_eid=e07dd6e0ca

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Two texts on film by Martin Scorsese - one a letter, one a speech:

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Two texts on film by Martin Scorsese - one a letter, one a speech:

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http://www.film-foundation.org/the-persisting-vision

Here's one from the "Letters of Note" site (a defence of "foreign" perspectives) - http://www.lettersofnote.com/2017/01/diversity-guarantees-our-cultural.html

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The IOC (Individual Oral Commentary)

•IOC – common criteria for SL and HL
• a summative exam - no “do overs”

•HL (3 texts); SL (2 texts)  -- Part 4, PLA (all texts must be represented)

•Twenty minutes prep: 15 delivery (10 + 5) assessment ends at 15 minutes

• Assessment / paperwork completed for all, random selection (low→high)

Take note -

• non PLA texts result in student penalty

• extracts should be <40 lines, line-numbered, no details (page / chapter / title)
• keep the focus on the extract        (Guide, 61 – 62)

FOAs (Further Oral Activities)

•Minimum of 2 (based on each of Parts 1 and 2)

•Individual or interactive

•the only un-moderated component

•Chosen / designed in consultation with teacher; linked to 1 or more outcome(s)

•A clear link must be established → activity and text(s) / topic studied

Advice --

•Do not attempt to assess more than 2-3 students (others can be place-holders, but not assessed).

Guide, 61 – 62)

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Language in context summer reading Packet 2015

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https://youtu.be/z9GSMlGni04

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Keynote presentation from the Madrid IB Regional Conference of Europe, Africa and the Middle East, October 2012

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http://www.taolearn.com

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Endorsements

"Lance is friendly adaptable and utterly professional. He will adapt courses that he has to the needs of the school and the pupils; he also runs courses for parents and teachers. We are at the moment looking closely at what else his organisation can offer our school."

Shrewsbury International School Bangkok

Endorsements

"All teachers should attend this course for themselves and to help their
students. This comment applies equally to parents."

École Marie-Clarac-Secondaire, Montréal-Nord

Endorsements

"Awesome" "Brilliant" "Good fun, I learned a lot and I enjoyed it"
"He always wanted us to do our best" "He presented things in a way that we could understand"

Warwick Academy, Bermuda

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"Lance is friendly adaptable and utterly professional. He will adapt courses that he has to the needs of the school and the pupils; he also runs courses for parents and teachers. We are at the moment looking closely at what else his organisation can offer our school."

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A satirical piece on gender bias in language

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A satirical piece on gender bias in language

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An exploration of how terms can be co-opted and 

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An exploration of how terms can be co-opted and 

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How To Pitch An Idea - Mad Men - The Carousel

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How To Pitch An Idea - Mad Men - The Carousel

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https://www.youtube.com/watch?v=suRDUFpsHus

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Recording of IOC Examplar D (extract on p168 of our workbook) - based on Ian McEwan's Atonement. 

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Recording of IOC Examplar D (extract on p168 of our workbook) - based on Ian McEwan's Atonement. 

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Digital Identity Outline and Resource list

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Digital Identity Outline and Resource list

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https://docs.google.com/a/ichk.edu.hk/document/d/1lGNw_EDzSExGsv-9tzMPVYkIsWjDbhvbTHd2sIwofI0/edit?usp=sharing

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A bit of fun.