Brigitte Antunes Anexos .pdf

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63

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64 Modelos de Competência Comunicativa Intercultural (CCI) propostos por

Byram e Deadorff

Tabela 1 - Factors in intercultural communication (Byram, 1997, p. 34)

Tabela 2 - Process model of intercultural competence (Deardorff, 2011, p. 41)

Skills interpret and relate (savoir comprendre) Knowledge

of self and other; of interaction: individual and

societal (saviors)

Education political education critical cultural awareness (savoir s’engager) Attitudes relativising self valuing other (savoir être) Skills

discover and / interact (savoir apprendre / faire) Individual Attitudes

Respect (valuing other cultures); Openness (withholding judgement); Curiosity and discovery (tolerating ambiguity) Knowledge and Comprehension: Cultural self-awareness, deep cultural knowledge, sociolinguistic awareness Skills

to listen, observe and evaluate; To analyse, interpret and relate

PROCESS ORIENTATION Desired External Outcome: Effective and appropriate communication and behavior in an intercultural situation

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65 Observation task: The board as a resource

Teacher: Marília Franco

Class: 10A

Classroom: 6

Date: 8/10/2012

Task objective: to consider how the board may be best exploited.

Figure of the board

projector screen white board black board

13th and 14th lessons 8th October 2012 Homework correction

Reading exercise. Ordering a letter Describing pictures

 The summary was written on the board by the teacher.

 The teacher verified that the Homework had been done and took up the exercises orally with the class.

 The letter on page 26 of the manual was read aloud by the students.

 Question and answer period about the use of letter writing and its conventions.

 Completed the exercise on page 27. This exercise was about formal letters. The teacher then projected a layout of a formal letter so as to help the students resolve the exercise.

projector screen

13th and 14th lessons 8th October 2012 Homework correction

Reading exercise. Ordering a letter Describing pictures

your address date

the name and address you are writing to

the salutation

the body of the letter (divided into paragraphs) valediction the signature

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66

 Summary was partly covered by the screen.

 Students were asked to describe the pictures on page 30, first orally and then to write a brief paragraph about one of them. Photos of students on the school grounds.

Discussion with Marília after the lesson:

 According to Marília, she uses the board a lot during some lessons and not so much in others.

 I asked her why she used the left side of the board and not the right side to write the summary. When the projector screen was lowered, it half covered the summary. This would not have happened had the summary been written on the right side. Personally I would have opted for writing it on the right side or I would have erased the summary from the board.

 I found out the Marília suffers from an allergy to chalk. This may be the reason she opted for using the whiteboard.

 What I would have done differently:

I perhaps would have done some brainstorming exercises. Ex. words that have to do with school life, etc. to help the students describe the pictures.

I would have written down the words students were asking about during the written exercise. This may have helped other students perform the same task.

I would also taken into consideration where the projector screen covers the whiteboard and /or blackboard.

*Sometimes it may be useful, especially in the beginning, to plan for board use.

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67 Tarea de observación: El uso de la pizarra

Profesora Isabel Santos

Grupo: 11º B

Aula: 2

Fecha: 12/10/2012

 La profesora dictó el temario y los alumnos lo escribieron en sus cuadernos.

la pantalla del proyector el encerado la pizarra

ha abierto he puesto habéis vuelto he dicho han envuelto ha compuesto

se han ido ha escrito ha visto han muerto has hecho habéis roto ha descrito ha freído ha deshecho

 Entre todos, se corrigió los deberes de casa.

 La profesora borró el encerado.

esquivo ha hecho he ido he dormido he visto ha sido he desayunado hemos comido he hecho hemos salido he hablado he comprado hemos bailado he quedado han comprado hemos llegado

Port Esp

até hasta (tiempo / espacio) incluso (incluyendo)

 La profesora escribió un vocablo que un alumno buscaba el otro día.

 Los alumnos resolvieron un ejercicio en el manual y luego escribieron sus respuestas en el encerado. La profesora corrigió algunos pequeños errores.

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68

1. El sistema político de la isla de Cuba es un estado comunista comunismo.

La isla de Cuba es un estado comunista. [escrito por la profesora]

2. Hasta que Cuba es independiente hace 114 años.

3. La isla con mayor superficie es el Cuba.

4. La isla más pequeña es su superficie es el Jamaica.

5. Jamaica tiene en sistema político de democracia parlamentaria.

6. La lengua que se habla en la República Dominicana es el español.

Conclusiones y reflexiones:

 Algunos profesores utilizan más la pizarra que otros. Isabel me ha dicho que depende mucho de los ejercicios y de los objetivos de la sesión.

 Es una buena idea caminar por el aula para ver mejor la pizarra. Si nos alejamos un poco es más fácil darnos cuenta de nuestros errores y corregirlos.

 La pizarra es muy útil para crear y exponer diagramas, hacer brain-storms, etc.

 Creo que es importante escribir vocablos en la pizarra que nuestros alumnos nos solicitan, pues puede ser que otro alumno también los necesitan.

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69 Observation task: Observing the learning environment

Task objective: To refine our awareness of the learning environment.

Classroom under observation: 5

Classroom set-up:

Pros Cons

-Smaller classroom.

-Very little space to circulate between the desks. -A lot of posters hanging on the wall. Very

distracting. I often find myself looking at them and trying to understand them.

-1 whiteboard. Projector screen covers the whiteboard.

-One window on the left wall. Window has a shutter so it is easy to control the amount of light we let into the classroom.

-Each student has his/her own desk, but they

can’t be separated for tests because the

classroom is too small.

-Tables have a small hook where you can hang your bags, purses, etc.

- The board is high enough that even I, sitting at the back, can see it easily.

-Internet access.

-Coat hooks available by the door where the students can hang up their jackets and coats.

-The chalkboard is dustier that the whiteboard. Chalk is bad if you suffer from dust allergies. -Digital summary books take a little longer to fill out.

-Internet does not always work or is slow. -Students sometimes play around with the shutters. This is distracting.

-Each student has his/her own desk, but they

can’t be separated for tests because the

classroom is too small.

-Tables have a small hook where you can hang your bags, purses, etc. BUT since the tables are so

close together these hooks can’t be used. whiteboard and screen

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70 Unit Plan:

The Powers of Persuasion

Theme:

The media and consumerism

Level:

11

th

grade

Number of students:

24 Teacher:

Drª. Marília Franco

General Aims:

1)

To reflect upon some ethical and social aspects associated with the media and

media production; namely, the manipulation of information and the need for

discerning news from propaganda.

2)

To identify and analyse ways information can be manipulated, such as, through

the use of images, discursive devices etc.

3)

To form, express and justify his / her opinion on the quality of written texts,

images and photos.

4)

To make associations between pieces of propaganda and their ultimate goals /

underlying messages.

5)

To reflect upon the power of the written word, the sound-bite and the image

and subsequently, how we are affected by what we read, see and hear.

6)

To make an educated guess about the reading-public of a periodical.

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71

Lesson 1: The Powers of Persuasion

Subsidiary Aims Procedures Interaction

Pattern

Aids and Materials

Time

To identify a popular American band (My Chemical Romance) through the viewing of an image.

The teacher projects image of the band My Chemical Romance.

a) The students are asked to identify the band and are informed that they will be viewing a music video of theirs entitled A Ghost of You.

The students are asked the following questions: -What’s the name of the band?

-How would you describe their clothing? -What does their clothing suggest?

*Image downloaded from

http://www.layoutsparks.com/pictures/romance-5 on 11/12/2012.

Teacher  Class Image of the band My Chemical Romance previously digitalized.

Projector and screen.

5 min.

To identify the historical event being presented in the video A Ghost of You and interpret its underlying message.

b) The students are asked to answer and / or reflect upon the following questions as they watch the video:

- What historical event are they trying to depict? -How do you feel about the images used?

-Do you believe that the song / music video are optimistic? Why or why not?

-How do they use colours to get their message across?

*Video downloaded from

http://www.youtube.com/watch?v=uCUpvTMis-Y on 22/12/2012.

Individual student work

Music video: A Ghost of You by My

Chemical Romance.

10 min.

To discuss their answers to the questions about the music video with a partner.

To verify their answers.

c) After the viewing of the music video, students briefly discuss their answers in pairs. The teacher then elicits their answers.

Possible answers:

- They are depicting the reality of war. World War II in particular.

- The music video and song are melancholic, pessimistic, etc.

Student  Student Teacher  Class

Video of music video:

A Ghost of You by My Chemical Romance.

15 min.

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72

- The use of colours: they use black and white images for the war scenes and colour for the everyday scenes.

To recall vocabulary associated with wars and WWII in

particular.

Students work in pairs and brainstorm vocabulary associated with wars and World War II (ei. causes, participants, important figures, etc.).

*refer to model brainstorm scheme.

This serves to create context and allows the students to recall their previous studies.

Student  Student Teacher  Class

Whiteboard 20 min.

To interpret a series of posters so as to exclude the odd-one-out and to be able to substantiate their conclusions by pinpointing aspects (concrete and / or abstract) that are common to their group of posters.

Students are given a group four War-time posters (produced in the United States during WWII) in which one does not belong.

a) In groups of three or four the students must identify which poster is the odd-one-out and why.

The students are offered the following questions to help them with their analysis of the posters:

-What are the main colours used?

-Can you identify an element that is common to all your posters?

-Does it make reference to the war abroad or to life at home (in the USA)?

-Identify the slogans used. How are they similar or different from each other?

-What feelings do the posters produce? Fear? Patriotism? Etc. -Can you identify the message that they are trying to get across?

b) The teacher walks around to the various groups, hears their conclusions and confirms their answers.

*Posters and descriptions downloaded from

http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_

persuasion_home.html on 10/11/2012.

Group work

Teacher  Groups

Copies of war-time posters.

35 min.

To summarize the content of the lesson.

The teacher asks the students what they did in the lesson and writes the summary on the board.

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73

Image of My Chemical Romance.

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74

Possible brainstorming scheme.

WAR

_WWII

machine guns

media

weapons

tanks

atomic bombs

grenades

submarines

missiles

war correspondents

news

propaganda

_{entertainment}

the Holocaust

personalities

Stalin

Hitler

F. D. Roosevelt

Churchill

King George VI

Axis

Mussolini

Emperor Hirohito

Allies

rationing

sugar

nylon

gasoline

coffee

Pearl Harbour

Atomic Bombs

Hiroshima

Nagasaki

*Note that this brainstorming scheme is not by any means all inclusive and will vary depending on student input.

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75

1)

2)

Possible sequences of War-time posters that will be given to the different groups. Ideally, each poster will be printed on A4 size paper.

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76

3)

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77

5)

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78

7)

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79

9)

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80

Lesson 2: Good night and good luck…

Pattern

Time

To present their findings to the class.

[continuation of last lesson]

a) The students present their findings to the class. In their brief presentation they should, in their own words, explain to the class the social / historical context in which their posters were produced, point out key features of their posters, the message they are trying to get across, etc.

Group work

Copies of war-time posters.

Descriptions hung on the walls.

45 min.

To further organize the posters into two groups, taking into account the two descriptions provided.

b) Lastly, the students are asked to further group the posters. They are given the following descriptions and must come to a

consensus.

Description 1: In these posters, pictures of fists, muscles, tools, and artillery convey American strength. Patriotic colors of red, white, and blue predominate as national symbols and heroes appeal to patriotism.

Description 2: These posters confront the viewer with the frightening stakes of the war and its human cost. Dark, earthen colors appear in portrayals of imperiled citizens, as well as dead and wounded soldiers.

*Posters and descriptions downloaded from

http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_

persuasion_home.html on 10/11/2012.

Groups  Class Copies of war-time posters.

Descriptions of war-time posters.

5 min.

To negotiate the meaning of the words Propaganda and News.

The teacher writes the words “Propaganda” and “News” on the whiteboard.

a) In pairs, the students try to define both words.

b) As a class, the students present their definitions and negotiate their meaning. These will be working definitions and may be revised throughout the Unit if need be.

Student  Student

Teacher  Class

blackboard 5 min.

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81

Possible definitions:

Propaganda: information, ideas or rumours deliberately spread to help or harm a person, group, movement, institution, nation, etc.

News: A report of a recent event, intelligence or information.

c) The students are asked if the posters they analysed last class can be considered Propaganda or News.

d) The students are asked if News can be a form of Propaganda. This is designed to be an open-ended question so that the students are forced to reflect upon their previous answers.

Teacher  Class

To identify personal and professional characteristics of a good war

correspondent.

The teacher erases the board and writes the words “War Correspondent.” a) In pairs, the students are asked to identify the personal and/or

professional qualities required of a good war correspondent.

Possible answers: -courageous

-impartial (Is this even possible?) -eloquent

-detached -independent -responsible, etc.

b) Students share their answers with the class and they are written on the board. Try to come to some consensus as a class.

Student  Student

Teacher  Class

blackboard. 5 min.

To complete a worksheet by placing adjectives and adverbs in the correct spaces.

The teacher hands out a newspaper article entitled “In the front line before Mateur, Northern Tunisia, May 2, 1943” by Ernie Pyle in which some adjectives and adverbs have been removed from the text and placed in a box at the top of the page.

Photocopy of newspaper article worksheet “In the front line before Mateur, Northern

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82

To verify that the students have completed the worksheet correctly and address any problems with the material that they may be dealing with at this time.

*Text downloaded from

http://www.pbs.org/weta/reportingamericaatwar/reporters/pyle/infantry.html on 20/11/2012.

a) The students are asked to read the text carefully and to fill in the gaps with the words from the box.

b) The students verify their answers with a partner.

c) The teacher then projects the article onto the whiteboard so that the class can further verify their answers.

d) The teacher asks if they have any questions about the text or if there are any words that they were unfamiliar with that hindered their understanding of the text.

Student Student

Teacher  Class

Tunisia, May 2, 1943” by Ernie Pyle.

Whiteboard.

To compare and contrast two newspaper articles.

The teacher hands out an article entitled “American fire spread havoc in foe’s lines, June 6, 1918” by Wilbur Forest. The students are told that the article was written during WWI by Wilbur Forest, an American war correspondent.

*Text downloaded from http://chroniclingamerica.loc.gov/lccn/sn83030214/ 1918-06-06/ed-1/seq-1/;words=June+Foe+fire+JUNE+Lines+AMERICAN +Havoc+Fire+American+Spread+6+lines+1918 on 1/12/2012.

a) The students are asked to read the article silently and then, in pairs, compare and contrast the two articles they have just read. The following guidelines / questions are given to aid them with the task:

Which of the two articles would you consider to be.... -more factual?

-more personal? -more impartial?

-more literary?, etc. *And why?

*The students should be prompted to pay special attention to the words that were removed from the article by Ernie Pyle.

Student  Student

Photocopy of newspaper article “American fire spread havoc in foe’s lines, June 6, 1918” by Wilbur Forest.

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83

b) Students share their answers with a class.

*The students should be prepared to justify their answers Students  Class

To respond to a series of questions pertaining to a brief video on American war correspondent Ernie Pyle.

To verify answers to the questions.

The teacher plays a short video about Ernie Pyle. Before showing the video, the teacher writes a series of questions on the board.

a) The students watch the video and are asked to answer the following questions:

1) How does the presenter describe Ernie Pyle? 2) What did his job consist of?

3) How did he die?

4) Did he live to see the end of the war? 5) Where was he from?

6) What was his socio-economic status? Do you believe it influenced his writing style? Why?

7) How does the presenter describe his writing style? Do you agree with him?

b) The answers are taken up as a class.

http://www.youtube.com/watch?v=v96LKYSvNUE on 23/11/2012.

Teacher  Class

Video about Ernie Pyle.

Whiteboard.

5 min.

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84 Fill in the gaps with one word from the box.

narrow inhuman simple

thin steep rolling hard

miserable ineradicable appalling

IN

THE

FRONT

LINES

BEFORE

MATEUR, NORTHERN TUNISIA, May 2,

1943

Ernie Plye

Now to the infantry

—

the God-damned infantry,

as they like to call themselves.

I love the infantry because they are the

underdogs. They are the

mud-rain-frost-and-wind boys. They have no comforts, and they

even learn to live without the necessities. And in

the end they are the guys that wars can‘t be won

without.

I wish you could see just one of the

_____________ pictures I have in my mind

today. In this particular picture I am sitting

among

clumps

of

sword-grass

on

a

_____________ and rocky hillside that we have

just taken. We are looking out over a vast

_____________ country to the rear.

A _____________ path comes like a ribbon

over a hill miles away, down a long slope,

across a creek, up a slope and over another hill.

All along the length of this ribbon there is now a

_____________ line of men. For four days and

nights they have fought hard, eaten little,

washed none, and slept hardly at all. Their

nights have been violent with attack, fright,

butchery, and their days sleepless and

_____________ with the crash of artillery.

The men are walking. They are fifty feet apart,

for dispersal. Their walk is slow, for they are

dead weary, as you can tell even when looking

at them from behind. Every line and sag of their

bodies speaks their _____________ exhaustion.

On their shoulders and backs they carry heavy

steel tripods, machine-gun barrels, leaden boxes

of ammunition. Their feet seem to sink into the

ground from the overload they are bearing.

They don‘t slouch. It is the terrible deliberation

of each step that spells out their _____________

tiredness. Their faces are black and unshaven.

They are young men, but the grime and

whiskers and exhaustion make them look

middle-aged.

In their eyes as they pass is not hatred, not

excitement, not despair, not the tonic of their

victory

—

there is just the _____________

expression of being here as though they had

been here doing this forever, and nothing else.

The line moves on, but it never ends. All

afternoon men keep coming round the hill and

vanishing eventually over the horizon. It is one

long tired line of antlike men.

There is an agony in your heart and you almost

feel ashamed to look at them. They are just guys

from Broadway and Main Street, but you

wouldn‘t remember them. They are too far away

now. They are too tired. Their world can never

be known to you, but if you could see them just

once, just for an instant, you would know that

no matter how _____________ people work

back home they are not keeping pace with these

infantrymen in Tunisia.

Photo of Ernie Pyle with infantrymen in Tunisia.

http://www.pbs.org/weta/reportingamericaatwar/reporters/py le/infantry.html on 20/11/2012.

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85

AMERICAN FIRE SPREAD HAVOC

IN FOE‟S LINES

U.S. Machine Gunner as Chateau Thierry Inflicted Heavy Losses.

by Wilbur Forrest (Special Cable to the Tribune)

New York Tribune, June 6, 1918. With the Allied Armies Between Rheims and Soissons,

June 5. – The Americans have repeatedly distinguished themselves in the terrific fighting of the last three days. In the defence of Veuilly Wood and in the counter charge a mile to the north they won the praise of their allies by their smashing blows.

But more dramatic was their resistance to the German attempts to drive them back at Château Thierry and to force a crossing at Marne there.

Throughout the fighting the Americans were under the enemy‘s rifle and machine gun fire from the north side of the river. Some actually experienced the novelty of seeing their first hostile German and of being under fire for the first time in their lives simultaneously.

Under Heavy Fire

They were subjected to shell fire as they entered Château Thierry, which the enemy had been bombarding all day long. On the following evening about 9 o‘clock the enemy again filtered into the western suburbs and followed the banks of the Marne into the city, while his artillery subjected the streets to the most intense bombardment.

In addition to the semi-darkness the Germans used smoke grenades to obscure their movements and also hamper machine gun fire.

American gunners held the south approach of the main bridge which the enemy reached from the opposite bank. The bridge had been mined in the centre

and the Germans, though under a deluge of American machine gun bullets, attempted to rush the structure.

Bridge is Blown Up

When many had reached the middle span, it was blown up and German bodies went hurtling through the air with the debris. Those who approached the southern bank were made prisoners.

The machine guns spat precise streams of lead at the enemy troops which had crowed onto the north approach of the bridge in the attempt to cross.

Throughout the night the American guns on the left bank commanded the river and frustrated enemy attempt to repair footbridges. They constantly enfiladed the streets leading to the bridges, making the vicinity perilous for the Germans.

The American losses were more than repaid in the losses they inflicted on the enemy, not to mention the admiration they inspired among the French Colonials, with whom bravery is commonplace.

http://chroniclingamerica.loc.gov/lccn/sn830 30214/ 1918-06-06/ed-1/seq-1/;words=June+Foe+fire+JUNE+Lines+AM ERICAN +Havoc+Fire+American+Spread+6+lines+1 918 on 1/12/2012.

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86 Short Documentary: Ernie Pyle

1) How does the presenter describe Ernie Pyle?

____________________________________________

2) What did his job consist of?

____________________________________________

3) How did he die?

________________________________________________________________________

4) Did he live to see the end of the war?

________________________________________________________________________

5) Where was he from?

________________________________________________________________________

6) What was his socio-economic status? Do you believe it influenced his writing style?

Why?

________________________________________________________________________

7) How does the presenter describe his writing style? Do you agree with him?

________________________________________________________________________

*Short documentary can be viewed online at

http://www.youtube.com/watch?v=v96LKYSvNUE

.

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87

Lesson 3: Good night and good luck…

Pattern

Time

To verify answers to the questions.

The teacher replays a short video about Ernie Pyle and takes up the following questions with the students.

1) How does the presenter describe Ernie Pyle? 2) What did his job consist of?

3) How did he die?

4) Did he live to see the end of the war? 5) Where was he from?

6) What was his socio-economic status? Do you believe it influenced his writing style? Why?

7) How does the presenter describe his writing style? Do you agree with him?

c) The answers are taken up as a class.

http://www.youtube.com/watch?v=v96LKYSvNUE on 23/11/2012.

Teacher  Class

Video about Ernie Pyle.

20 min.

To reflect upon the power of news stories.

To explain the homework assignment.

a) The students are asked whether a news story can lead to change. This is an open-ended question that will only be fully answered after having completed the homework assignment.

FOR HOMEWORK the students are asked to look up “The Ernie Pyle Bill.” The students are to bring this information to the next class.

This information can be readily found in the Wikipedia entry for Ernie Pyle under the World War II heading. (only give this information if, in the past, the class has shown some difficulty doing independent research assignments).

Teacher  Class Whiteboard 5 min.

To apply their knowledge about the development and flow of a text.

The teacher hands out a transcript of an excerpt of Edward R. Murrow’s “London After Dark” in which whole sentences have been removed and placed at the end of the text.

Worksheet with excerpt of “London After Dark,” by Edward R. Murrow.

15 min.

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88

To verify their answers to the worksheet.

To reflect upon what they have been studying throughout the lesson.

a) The students are asked to read the text and place the sentences in their correct place.

b) The students then listen to a recording of “London After Dark” to verify their answers.

c) The students are asked to consider if what they read and heard today can be considered Propaganda or News.

*Audio-file downloaded from a Multimedia book: M. Bernstein and A. Lubertozzi. (2003) World War II on the air. Illinois: Sourcebooks, Inc.

Teacher  Class

Recording of

“London After Dark,” by Edward R. Murrow.

Computer and whiteboard.

To explain additional homework

assignment.

Teacher explains additional HOMEWORK assignment.

a) Students are asked to look up the expression “Good night and good luck.”

-Who said it? In which context?

-Bring in an interesting fact about the author of the expression.

Teacher  Class

Whiteboard 5 min.

To reflect on the statement “a picture is worth a thousand words” and present their ideas to the class.

Teacher writes the following expression on the board, “A picture is worth a thousand words.”

a) Students, in pairs, are asked to briefly discuss the meaning of this expression.

b) Students present their conclusions to the class.

Student  Student

Teacher  Class

Whiteboard 5 min.

To compose a story inspired by a war-time photo.

The teacher will hand out 1 photo to groups of 3 - 4 students. The only information that students will receive at this time is that the photos were taken during WWII.

a) The students are asked to write a story for the photograph they have been given. They are encouraged to be as creative as possible but should, somehow, make reference to WWII. They should also say whether they like the photograph or not.

Group work

Series of war-time photographs.

35 min.

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89 London After Dark

August 24, 1940, Edward R. Murrow

This is Trafalgar Square. ______

I‘m standing here

just on the steps of St Martin‘s in the fields. A

searchlight just burst into action, off in the distance.

______ People are walking along quite quietly.

We‘re just at the entrance of an air raid shelter here

and I must move this cable over just a bit so people

can walk in. There‘s another searchlight just square

behind Nelson‘s statue.

______ Double deckers they are, just a few lights on

the top deck. In this blackness it looks very much

like a ship that is passing in the night and you just

see the portholes. ______ You see them reach

straight up into the sky and occasionally they catch a

cloud and seem to splash on the bottom of it. One of

the strangest sounds one can here in London these

days or rather these dark nights; just the sound of

footsteps walking along the street. ______

A)

Like ghosts shod with steel shoes.

B)

One single beam, sweeping the sky above me now.

C)

Here comes one of those big red busses around the corner.

D)

More searchlights come into action.

E)

The noise that you hear at the moment is the sounds of the air raid sirens.

*Audio-file downloaded from a Multimedia book: M. Bernstein and A. Lubertozzi. (2003) World War II on the air. Illinois: Sourcebooks, Inc.

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90

*Each image should be printed on a A4 size paper.

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92

Robert Capa (real name: Endre Ernö Friedmann)

Born in Budapest, Hungry. Photojournalist

Worked for Life Magazine

The Battle of Normany, the invasion of Omaha Beach. (June 6th, 1944)

Interesting facts:

Also documented the Spanish Civil War. Documented the course of WWII in London, North Africa, Italy, The Battle of Normandy on Omaha Beach and the Liberation of Paris.

His fiancé who was a German refugee was killed during the Spanish Civil War and he never married.

Dorothea Lange

Born in Hoboken, New Jersey, U.S.A. Photographer and Photojournalist

Worked for the Farm Security Administration (FSA)

A grocery store in Oakland, California, one day after Pearl Harbor was bombed by Japan. The owner of the store was a Japanese American and graduate of the University of California, Berkeley. (December 8, 1941)

After the bombing of Pearl Harbor Japanese Americans were relocated to internment camps.

Dorothea Lange possibly produced one of the most famous photos of the

Great Depression entitled “Migrant Mother.”

Alfred Eisenstaedt

Born in Dirschau in West Prussia, Imperial Germany. Photographer and Photojournalist

Worked for Life Magazine

The Celebration of V-J Day. (August 14, 1945)

This photo depicts one of the World’s most famous kisses.

Immigrated to the U.S. because of the oppression of Hilter’s Nazi Germany.

The last photos he ever took were in 1993 of Bill Clinton and his family.

Lee Miller

Born in Poughkeepsie, New York, U.S.A.

Fashion and art photographer and photojournalist Worked for Vogue Magazine

The London Blitz. (Winter 1941) Women sitting at the entrance of a bomb-shelter *wearing gas masks.

Lee Miller was a successful fashion model who then went to Paris and became a fashion and art photographer.

She photographed the Nazi Concentration Camps at Buchenwald and Dachau.

She worked alongside David E. Scherman who was a photojournalist for Life Magazine.

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David E. Scherman

Born in Manhattan, New York, U.S.A. Photojournalist and editor of Life Magazine Worked for Life Magazine.

Photo of Lee Miller in the bathtub of Adolf Hilter’s apartment in Munich. (End of the War in Europe)

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94

Lesson 4: Tell me stories…

Pattern

Time

To present the information that was collected through the completion of the homework assignment.

[bridge with previous lesson] The teacher takes up the homework with the class.

HW:

“Good night and good luck”

a) A student, chosen at random, answers the questions pertaining to the quotation.

Possible Answer:

Edward R. Murrow would end his broadcasts with this expression. He first did this when he was working as a war correspondent in London during WWII. London was under fire and he was uncertain whether he would survive the night.

b) Other students may offer other interesting facts they found out about Edward R. Murrow.

Student  Class

Teacher  Class

5 min.

To correct and then present the stories they have produced.

The teacher hands back the stories that the students wrote the previous class. These writing assignments have been corrected using a correction code.

a) The students correct their writing assignments.

b) The students select one member of their group to present their stories to the class. The students should show their picture and tell their story to the class. They should also explain what they liked or disliked about the photograph.

*The photographs are hung on the board so that they can be viewed by all.

b) At the end of each story, the teacher gives some information about the real story behind the photograph.

Group work

Individual work

Teacher  Class

Previously corrected writing assignments.

Series of war-time photographs.

20 min.

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To organize their photos into

chronological order.

To verify the order of the photographs.

a) The students are asked to put their photographs into chronological order. The students negotiate the order of the photographs and hang them on the wall accordingly

b) The teacher verifies the order. This exercise serves to bridge their prior knowledge of historical events and the study of the English language.

Groups  Class

Teacher Class

Photographs 5 min.

To explain the homework assignment.

The teacher explains the homework assignment.

HOMEWORK:

The students are asked to look up how soldiers are remembered around the world, how their lives and their ultimate sacrifice are honoured.

The students may want to consider: Monuments, Statues, Special days, Laws and Songs.

Teacher Class

5 min.

To transition into the next activity.

[bridge into next activity] The teacher asks students about their musical tastes.

1) What types of music do you enjoy listening to? 2) What are your favourite bands?

3) How many hours a day do you spend listening to music? 4) Do you go to concerts often?, etc.

LANGUAGE TIP OF THE DAY: Listen to songs that tell you a story. Play close attention to the lyrics. What do the songwriters want to tell you? What’s the message they want to get across?

Suggest the following songs:

Suzanne Vegas’ “Luka” and “Tom’s Diner” Linkin Park’s “Hands Held High”

Pink’s “Dear Mr. President” Bryan Adam’s “Summer of 69” Linkin Park’s “Right Now”

Teacher Class Computer and audio files.

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96

The teacher plays the Beatles’ Ob-La-Di, Ob-Ba-Da so as to get her point across.

To revise the use and form of the Past Simple in English.

The teacher hands out worksheet: “Kenji” by Fort Minor

*Video-file downloaded from:

http://www.youtube.com/watch?v=3Ckvmc_486U.

a) The students are asked to look at the first sentence of the song and to identify the tense of the underlined words.

b) The teacher revises the form and use of this verbal tense with the class.

c) The students are asked to fill in the gaps with the Past Simple of the verbs in brackets.

d) The students listen to the song and verify their answers.

e) The students are asked which of the pictures presented at the beginning of the class could be used to illustrate the story in the song.

Teacher  Class

Worksheet: “Kenji” by Fort Minor.

Music video of “Kenji” by Fort Minor.

40 min.

Teacher  Class whiteboard / blackboard

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97

“Kenji” by Fort Minor

My father came from Japan in 1905 He was 15 when he immigrated from Japan

He worked until he was able to buy - to actually build a store

Let me tell you the story in the form of a dream,

I don't know why I have to tell it but I know what it means, Close your eyes, just picture the scene,

As I paint it for you, it _________ (to be) World War II, When this man named Kenji _________ (to wake up), Ken _________ (to be) not a soldier,

He _________ (to be) just a man with a family who _________ (to own) a store in LA,

That day, he _________ (to crawl) out of bed like he always _________ (to do),

Bacon and eggs with wife and kids,

He _________ (to live) on the second floor of a little store he _________ (to run),

He _________ (to move) to LA from Japan, They _________ (to call) him 'Immigrant,' In Japanese, he'd say he was called "Issei,"

That _________ (to mean) 'First Generation In The United States,' When everyone was afraid of the Germans, afraid of the Japs, But most of all afraid of a homeland attack,

And that morning when Ken _________ (to go out) on the doormat, His world _________ (to go) black 'cause,

Right there; front page news, Three weeks before 1942,

"Pearl Harbour's Been Bombed And The Japs Are Comin'," Pictures of soldiers dyin' and runnin',

Ken _________ (to know) what it would lead to, Just like he _________ (to guess), the President said,

"The evil Japanese in our home country will be locked away," They _________ (to give) Ken, a couple of days,

To get his whole life packed in two bags, Just two bags, couldn't even pack his clothes,

Some folks didn't even have a suitcase, to pack anything in, So two trash bags is all they _________ (to give) them, When the kids asked mom "Where are we goin'?" Nobody even _________ (to know) what to say to them, Ken didn't wanna lie, he said "The US is lookin' for spies, So we have to live in a place called Manzanar,

Where a lot of Japanese people are," Stop it don't look at the gunmen,

You don't wanna get the soldiers wonderin', If you gonna run or not,

'Cause if you run then you might get shot, Other than that try not to think about it, Try not to worry 'bout it; bein' so crowded, Someday we'll get out, someday, someday.

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98

As soon as war _________ (to break out)

The F.B.I. _________ (to come) and they just come to the house and "You have to come"

"All the Japanese have to go" They took Mr. Lee

People _________ (not / to understand) Why did they have to take him?

Because he's an innocent laborer

So now they're in a town with soldiers surroundin' them, Every day, every night look down at them,

From watch towers up on the wall, Ken couldn't really hate them at all; They were just doin' their job and, He wasn't gonna make any problems,

He _________ (to have) a little garden with vegetables and fruits that, He _________ (to give) to the troops in a basket his wife made, But in the back of his mind, he _________ (to want) his family’s life saved,

Prisoners of war in their own damn country, What for?

Time _________ (to pass) in the prison town,

He _________ (to want) them to live it down when they were free, The only way out was joinin' the army,

And supposedly, some men _________ (to go out) for the army, signed on,

And _________ (to end up) flyin' to Japan with a bomb,

That 15 kilotonne blast, _________ (to put) an end to the war pretty fast,

Two cities were blown to bits; the end of the war _________ (to come) quick,

Ken _________ (to get out), big hopes of a normal life, with his kids and his wife,

But, when they _________ (to get back) to their home, What they _________ (to see) made them feel so alone, These people had trashed every room,

Smashed in the windows and bashed in the doors, Written on the walls and the floor,

"Japs not welcome anymore."

And Kenji _________ (to drop) both of his bags at his sides and just _________ (to stand) outside,

He, _________ (to look) at his wife without words to say, She _________ (to look) back at him wiping tears away, And, said "Someday we'll be okay, someday,"

Now the names have been changed, but the story's true, My family was locked up back in '42,

My family was there it was dark and damp, And they called it an internment camp

When we first got back from camp... uhh It was... pretty... pretty bad

I, I remember my husband said "Are we gonna stay 'til last?"

Then my husband died before they close the camp.

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99

Lesson 5: London can take it.

Pattern

Time

To present and discuss the

information that the students collected upon the completion the homework assignment.

[bridge with previous lesson] The teacher takes up homework with the class.

HW:

a) The students take turns presenting their findings.

b) The teacher makes a list of all the ways soldiers are remembered and honoured throughout the world.

Student  Class

Teacher  Class

Blackboard / whiteboard.

20 min.

To speculate about the theme and / or content of the video the students are going to watch.

The teacher informs the students that they will be viewing a video that was created during WWII entitled, “London Can Take It!” The teacher writes the title on the board.

a) The students are asked to consider the title and make assumptions about the content of the video.

The teacher may decide to write their ideas on the board.

Teacher  Class

5 min.

To understand and identify specific aspects of the video “London can take it!”

The teacher explains that while the students watch the video they should consider the following questions. The questions will be read aloud by the teacher and if there are any questions at this time, the teacher will offer further explanations or ask other students to paraphrase the questions. The teacher hands out the worksheet.

http://www.youtube.com/watch?v=bLgfSDtHFt8.

Questions that will appear on the worksheet:

1. Describe the daily routine of the Londoners.

2. What does the narrator expect will happen that night? 3. What expression does the narrator use to describe the noise

that the bombs make?

4. How would you describe the mind-set of the Londoners? Are

Teacher  Class

“London can take it!” video.

Worksheet “London can take it!”

25 min.

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100

they calm? Scared? Anxious? etc.

5. Identify a famous London monument or building.

6. What strategy do the Germans use in the bombing of London? 7. What things can you identify have been destroyed in the bomb

raid?

8. What message is the video trying to get across?

9. Do you believe the narrator is as “neutral” as he says he is? 10. How do you think you would feel or react to being in a similar

living situation?

a) The students watch the video twice (duration of 9 min.) and answer the questions.

b) The students compare their answers with their partners.

c) The teacher takes up the questions by soliciting answers from random students. The students are encouraged to offer further observations.

Student  Student

Teacher  Class

To characterize the video “London can take it!” according to its genre and to identify its underlying purpose.

As this point the focus of the exercise shifts so as to consider the genre and purpose of the video.

a) The students are asked to consider the following questions one at a time. Questions are written on the board one at a time. Teacher gives an interval of one minute or less for the students to discuss their answers with their partners.

1. Would you consider this video to be fictional or a documentary?

Possible answer: documentary.

2. Does it look like a news report?

Possible answer: No. It’s too long to be a simple news report.

Teacher Class

Student  Student

Teacher Class

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101

3. In which country do you believe that this documentary was shown?

Possible answer: In America. Clue: The narrator’s accent.

4. Where would Americans have seen this video?

Possible answer: On the TV or at the cinema. At the cinema is the correct answer.

5. Would you consider this video to be a form of Propaganda or News story?

Correct answer: It’s propaganda. *At this point it is not imperative that students understand exactly why it’s propaganda or why it was produced, this will become more obvious upon the completion of the following tasks.

To recall the events that occurred prior to the creation of the video “London can take it!” so as to infer its ultimate purpose.

To briefly revise the Past Perfect tense.

The teacher projects an excerpt of TIME Magazine article “LIFE During Wartime: One Editor Remembers Pearl Harbor” by Jared T. Miller. *But without the title.

http://www.time.com/time/nation/article/0,8599,2101711,00.html on 11/01/2012.

a) The students are asked to read the text and decide whether it was written at the time of the war or more recently.

Answer: It was written recently. It’s an article that looks back on the bombing of Pearl Harbor. Clue: The use of the Past Perfect tense.

b) In pairs, the students are asked to come up with a title for the article.

c) The students are asked to identify the verbal tense that is underlined in the text (Answer: the Present Perfect Simple).

Student  Student

Student  Class

TIME Magazine article “LIFE During Wartime: One Editor Remembers Pearl Harbor” by Jared T. Miller.

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102

It may be useful to review the Past Perfect tense at this time.

b) The teacher asks a student to explain how the Past Perfect Simple is formed. This should be very brief and the teacher may or may not decide to write the following scheme on the board.

Past Perfect Simple

form: Past of the verb “to have” + past participle

The teacher explains that, as a class, we are going to look at the events that took place immediately prior to the creation of this “documentary” / “propaganda video.”

*Time-line downloaded from

http://www.historyplace.com/worldwar2/timeline/ww2time.htm on 13/01/2012.

a) The students are informed that this video was first shown in the U.S. on October 21st, 1940. The students are asked to work in pairs and consider the events that took place prior to the creation and distribution of this video that might explain its existence.

The students are asked to select six events that took place during this year (prior to the month of October) that they consider to be the most important events and may, in turn, justify the creation of this video.

Example:

The Italians had invaded Egypt.

b) The teacher solicits their answers and jots them down on the board. There will be certain events that will be seen as globally important such as, the fall of Paris, and those events will help the class as a whole understand what led to the creation of this propaganda video.

Essentially, this video was created at a very critical point in

Student  Class

Student  Student

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103

WWII. Following the fall of Paris, England was left to basically fend for itself and needed help desperately. This propaganda video was meant to be widely distributed in the U.S. so as to gain American support. The U.S. had not entered the war yet. Although the video was to a certain extent successful in promoting the British cause, the U.S. only entered the war after the bombing of Pearl Harbor.

c) The students are asked whether they consider this video to be

Propaganda or News. Teacher  Class

Teacher  Class Blackboard / whiteboard.

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104

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105

London Can Take It!

1. Describe the daily routine of the Londoners.

_________________________________________________________

2. What does the narrator expect will happen that night?

_________________________________________________________

3. What expression does the narrator use to describe the noise that the bombs make?

_________________________________________________________

4. How would you describe the mind-set of the Londoners? Are they calm? Scared? Anxious? etc.

_________________________________________________________

5. Identify a famous London monument or building.

_________________________________________________________

6. What strategy do the Germans use in the bombing of London?

_________________________________________________________

7. What things can you identify have been destroyed in the bomb raid?

_________________________________________________________

8. What message is the video trying to get across?

_________________________________________________________

9. Do you believe the narrator is as “neutral” as he says he is?

_________________________________________________________

10. How do you think you would feel / react to being in a similar living situation?

_________________________________________________________

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106 TITLE: ____________________________________________________________

By JARED T. MILLERWednesday, Dec. 07, 2011

Bob Landry / Time & Life Pictures

For LIFE Magazine photographer Bob Landry, the "day that will live in infamy" was shaping up to be an easy assignment. On Dec. 7, 1941, he was on board a heavy cruiser off the coast of Hawaii, shooting a feature story that would highlight the competence and strength of the U.S. Navy's Pacific Fleet.

[…]

"This is a funny thing that just came in," the ship's captain said to Wilcox, showing him a message that had just arrived from his superiors. The message read, in all capital letters, "HOSTILITIES WITH JAPAN COMMENCED 8 THIS MORNING AIR ATTACK PEARL HARBOR."

The ship had left Pearl Harbor three days before, carrying the LIFE correspondents on board in hopes of showing them how the Pacific fleet operated, but the mission quickly changed its objective. For the days that followed, the LIFE correspondents would remain on board documenting the earliest days of war; a refueling scheduled for the end of the week provided an opening that allowed Landry and Wilcox to return to Hawaii after 10 days spent at sea. It was then that Landry was allowed to photograph the devastation that had occurred.

Coverage in the national media didn't exactly reflect the frenetic events that Landry and Wilcox had witnessed. Though President Franklin D. Roosevelt had declared war on Japan the day after the attacks, most information was coming from amateur photographers and service members stationed in

Hawaii, and detailed accounts were yet to arrive.[…]

Text downloaded from: http://www.time.com/time/nation/article/0,8599,2101711,00.html#ixzz1jXwJMgRc.

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107 Timeline of 1940 (WWII) prior to October 21st

January 8, 1940 - Rationing begins in Britain.

March 12, 1940 - Finland signs a peace treaty with Soviets.

March 16, 1940 - Germans bomb Scapa Flow naval base near Scotland.

April 9, 1940 - Nazis invade Denmark and Norway.

May 10, 1940 - Nazis invade France, Belgium, Luxembourg and the Netherlands; Winston Churchill becomes British Prime Minister.

May 15, 1940 - Holland surrenders to the Nazis.

May 26, 1940 - Evacuation of Allied troops from Dunkirk begins.

May 28, 1940 - Belgium surrenders to the Nazis.

June 3, 1940 - Germans bomb Paris; Dunkirk evacuation ends.

June 10, 1940 - Norway surrenders to the Nazis; Italy declares war on Britain and France.

June 14, 1940 - Germans take over Paris (France).

June 16, 1940 - Marshal Pétain becomes French Prime Minister.

June 18, 1940 - Hitler and Mussolini meet in Munich; Soviets begin occupation of the Baltic States.

June 22, 1940 - France signs an armistice with Nazi Germany.

June 23, 1940 - Hitler tours Paris.

June 28, 1940 - Britain recognizes General Charles de Gaulle as the Free French leader.

July 1, 1940 - German U-boats attack merchant ships in the Atlantic.

July 5, 1940 - French Vichy government breaks off relations with Britain.

July 10, 1940 - Battle of Britain begins.

July 23, 1940 - Soviets take Lithuania, Latvia and Estonia.

August 3-19 - Italians occupy British Somaliland in East Africa.

August 13, 1940 - German bombing offensive against airfields and factories in England.

August 15, 1940 - Air battles and daylight raids over Britain.

August 17, 1940 - Hitler declares a blockade of the British Isles.

August 23/24 - First German air raids on Central London.

August 25/26 - First British air raid on Berlin.

September 3, 1940 - Hitler plans Operation Sea Lion (the invasion of Britain).

September 7, 1940 - German Blitz against Britain begins.

September 13, 1940 - Italians invade Egypt.

September 15, 1940 - Massive German air raids on London, Southampton, Bristol, Cardiff, Liverpool and Manchester.

September 16, 1940 - United States military conscription bill passed.

September 27, 1940 - Tripartite (Axis) Pact signed by Germany, Italy and Japan.

October 7, 1940 - German troops enter Romania.

Time-line downloaded from http://www.historyplace.com/worldwar2/timeline/ww2time.htm.

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108

Lesson 6: Imagine

Pattern

Time

To recall events that occurred prior to the creation of the video “London can take it!” so as to infer its ultimate purpose.

To briefly revise the Past Perfect tense.

[last lesson cont’d]

d) The teacher solicits the students’ answers and jots them down on the board. There will be certain events that will be seen as globally important such as, the fall of Paris, and those events will help the class as a whole understand what led to the creation of this propaganda video.

Essentially, this video was created at a very critical point in WWII. Following the fall of Paris, England was left to basically fend for itself and needed help desperately. This propaganda video was meant to be widely distributed in the U.S. so as to gain American support. The U.S. had not entered the war yet. Although the video was to a certain extent successful in promoting the British cause, the U.S. only entered the war after the bombing of Pearl Harbor.

e) The students are asked whether they consider this video to be Propaganda or News

Students  Teacher

Teacher  Class

35 min.

To consider the causes of armed conflict and possible solutions.

To relate the different mediums we have been studying throughout the unit and

compare and contrast them in terms of the efficiency in

The students are asked to consider the causes of conflict and how the various nations of the world can maintain a peaceful existence.

a) In pairs, the students brainstorm about the causes of armed conflict and possible solutions. The students are given a couple minutes to jot down their ideas and ask the teacher and partners for some input, etc.

b) The teacher elicits their answers and writes some of them down on the board.

c) The students listen to John Lennon’s Imagine and jot down the suggestions he makes for World Peace.

Student  Student

Teacher  Class

Blackboard /

whiteboard, projector and screen.

Video of John Lennon’s Imagine.

35 min.

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109

message transmission.

To consider plausible solutions for the World’s conflicting nations.

*Video-file downloaded from http://www.youtube.com/watch?v=yRhq-yO1KN8 on 27/12/2012.

d) The teacher writes their answers on the board.

e) The students are asked to write a discursive text either about:

1) Which medium is the most effective in persuading / influencing a group of people? You may want to discuss the pros and cons of: photography, pictures, written texts and moving images.

OR

2) What would it take for humanity to maintain a peaceful coexistence?

Teacher  Class

To revise what a discursive

composition should look like.

The teacher hands out a worksheet about Discursive Compositions.

a) The students are asked to label (1) the introduction, (2) the body and (3) the conclusion of the text.

b) The students are asked to identify or think of connectors that can be used in an essay.

c) The students are asked to answer TRUE or FALSE to a series of statements about discursive compositions.

Teacher  Class

Worksheet on discursive compositions.

15 min.

Teacher  Class Blackboard / whiteboard.

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110 “Imagine” by John Lennon

Imagine there's no heaven

It's easy if you try

No hell below us

Above us only sky

Imagine all the people

Living for today...

Imagine there's no countries

It isn't hard to do

Nothing to kill or die for

And no religion too

Imagine all the people

Living life in peace...

You may say I'm a dreamer

But I'm not the only one

I hope someday you'll join us

And the world will be as one

Imagine no possessions

I wonder if you can

No need for greed or hunger

A brotherhood of man

Imagine all the people

Sharing all the world...

You may say I'm a dreamer

But I'm not the only one

I hope someday you'll join us

And the world will live as one

*Video-file downloaded from http://www.youtube.com/watch?v=yRhq-yO1KN8 on 27/12/2012.