Hi everybody The last week in May we celebrated the 2nd Cultural Week at our IES, where the main topic was “El Progreso”. My students in 1º ESO C and 3º ESO B/C contributed with their hard and awesome work, as usual. In 1º ESO C we concentrated on how the situation for children has improved since Victorian times. In the 3rd term we read “Nurse Matilda” and we took the opportunity to do some research on what life was like for poor and rich children in Victorian times as well as at the beginning of the 20th century. We also read the famous poem by William Blake, “The Chimney sweeper” to try to understand the hard life conditions for Victorian children. The next step was for students to put themselves in the skin of these children and they came out with the following fantastic work:
You can check their work in these photos too:
Elsewhere, 3º ESO B and 3ºC were kind enough to perform the balcony scene from “Romeo and Juliet”. In the first term, they worked on modern versions of the play. In this case, what we did was to adapt the language of this famous scene to modern times and ask for volunteers to act it out. Jaime López from 3ºB is Romeo, Elvira from 3ºC is Juliet and Melissa from 3ºC is the Nurse and the narrator. I would also like to thank Marta, who volunteered to be Juliet and came to rehearse but got ill for the performance. Besides, lots of students helped to make the balcony. Special thanks to Belén and Mª José from the Art Department and Gema, without whom this would have been impossible. Enjoy:
Look at these photos of the making of the balcony and the fantastic audience:
Students from 3º ESO B/C have been reading Dracula and working on it in two different ways. On the one hand, 3º B have been working on a task to show the difference between Victorian women and women nowadays. On the other hand, 3º C had to try and relate Dracula to Banksy’s graffiti to show how greed is still present in society and how the desire to advance at all costs can also have negative consequences. However, before organising the groups for such tasks, we had to work on the reading and learn about the characteristics of the Gothic novel or the ideal woman in Victorian England. We used the following reading guide to prove that Bram Stoker’s novel is not just a story about vampires: How did 3º B show the evolution of women since Victorian times? They had to imagine that they were Jonathan in the 19th century and Mina in the 21st. Jonathan was a prisoner in Dracula’s castle and Mina wasn’t going to sit and patiently wait for him like a 19th woman would do. She was going to stand up and make sure she wasn’t going to be there forever. They did a great job. Check out some of their videos: 3ºC also did an excellent job trying to connect Dracula’s greed with some of Banksy’s graffiti. Most of them try to show that the desire to advance at all costs without bearing in mind other people’s feelings or opinions is not always a positive thing. Here are some of their awesome works:
You can also have a look at some photos of the whole process:
When we think about British food, we tend to think about fatty junk food, but there is much more to it and in recent times healthy food is becoming increasingly popular. As part of their project “The perfect Brit“, students from 1º bachillerato C were asked to imagine they were about to open a restaurant in London and so they had to give it some publicity. To such an aim, they would have to create a leaflet including the following:
- Name of restaurant
- Opening times
- Healthy British menu
- Cool place targeted at a young clientele (20 – 40 years old)
- Dress code
Here are some of the coolest ones. Decisions, decisions!!
During the 2nd term 1º ESO C students were reading “Around the world in 80 days” as part of the project “The perfect Brit” they have been working on in collaboration with 1º Bachillerato C students. I thought it would be a great idea to learn a bit of British history while having fun following Phileas Fogg’s adventures around the world, so we set out on our own after having a look at what Victorian life was like and what the term Victorian referred to.
After reading, students were asked to choose one of the countries Phileas Fogg visits and create a digital leaflet with information about it using smore. They had to include information about important cities, the main language, food and drink, popular music, sports or any other thing they thought it might be interesting. Besides, they were asked to present their work orally to the rest of the class and their presentations were recorded.
You can check out the task step by step plus their leaflets by clicking on the photo:
Also, I suggest that you watch these fantastic oral presentations. As always, they did a great job.
WELL DONE GUYS!!!
After nearly 3 months working on The Troubles in Ireland with 3º ESO I thought the best way to draw things to a close would probably be to make the students think about recent examples of terrorism and what the best ways to fight it might be.
Most of them start their work explaining why Ireland is an example of progress to then move on to mention examples of terrorism nowadays such us Charlie Hebdo, the Bardo National Museum attack, Malala’s story and her will to change things no matter the cost, among others.
Finally, they write about possible solutions to fight terrorism mentioning that both sides have to make an effort because…
WHERE THERE IS A WILL THERE IS A WAY
Click on the photo to see their work:
From 1968 to 1998 the situation in Northern Ireland was very complicated and not many people dared to visit Belfast, a not very safe place for 30 years. Luckily for everybody, Irish people managed to overcome their differences and are working together towards a brighter future.
As this year we are working on progress in our project “Moving forward with 3º ESO” , I decided that we would devote the second term to study how Ireland could be used as an example of progress in societies.
We started off having a look at some of the graffiti on the wall of shame in Belfast and discussing them in class:
The wall of shame
One of your first questions was:
“Inma, who was to blame for this conflict?”
No answer from me, I wanted you to find your own answer after working on the topic…so we went on and on and watched “The Boxer” and listened to “Sunday Bloody Sunday” by U2 and you wrote your impressions of both of them here:
3º C came up with these fantastic timelines and oral presentations. Click on the photo to have a look at the presentations:
3ºB, on the other hand, created this collaborative wall where they have explained why Ireland is an example of progress. Click on the photo if you fancy finding out more:
The Irish Troubles
After all this hard work you found the answer to your question:
“There were no baddies. There were only victims, lots of victims.”
And drew your own conclusions:
Students from 2º ESO E have been working hard to tell us about the weather in different cities around the world.
First of all, they all worked together towards this fantastic presentation:
Once the presentation was finished, they spent two classes practising the pronunciation and working on the vocabulary and grammar structures used:
- Vocabulary related to the weather
- Future with “will” to talk about predictions
- Present Simple
- Frequency adverbs
Finally, I recorded them (audio or video as requested by them).
If you are planning to visit some of the cities in the presentation in short term you’d better watch the weather forecast. Enjoy!