Basic body Paragragraph x3

Point: The moment when Antonio agreed to the bond was shock ing because Shylock and Antonio didn't get along.

Evidence: Antonio was a Merchant and Shylock made a living lending people money with inteerest, Antonio lent money without interest and scorned Shylock for doing so. He also spat at Shylock and calld him a "cut throat dog".

Explain: Therefoe, the reader is shocked to discoveer antonio and shylock can come to an agrement about money lending. It is also shoking becuse when Shylock calls Antonio out for the way he treatsn him, Antonioe tells shylock thhat he will spit on him and call him a dog again. This treatment is not usal betwen people who make agements

Link:

Basic Introduction

Q/R:
Q:Quote
R:Rhetorcal Question- (A question you don't have to answer).
T:Title-(The Merchant of Venice)
A: Author- William Shakesspeare
K: Key Argument-use words frome the Question - what are you arguing
A key moment that shocked the reader was when antonio agreed to pay a bounf of his flesh  to shylock if he didn't  repay his bound
O: outline-the 3 things you are going to write about
-red,white and blue senrence

Red/ he was willing to die for money to give bassanio.
White/ shylock and antonio hate  each outher.
Blue/ shylock dosen't show mmercy.
Q
"If you wrong us, shall we not revenge?."(shakespeare-shylock)
R
Have you ever felt like taking  revenge?  In William Shakespeare 'The Merchant of Venice key moment that shocked the reader was when antonio agreed to forfeit a bounf of his flesh  to shylock if he didn't  repay his bound. This moment was shylock,outraggeous and facsinating. This moment was important to the tex as a whole becauseshylock and antonio didn't like echouther but still agread on the bound, Antonio was willing to risk his life for Bassanio, and shylock did not show mercy in claiming his bond.

Adverb Sentence: and w- start sentence

Adverb Sentence:
we use it to add interest
Abverb ( comma) senteence
Quikly, curiously,importantly,firstly,often
Almost, had to run to school because it was late.

Curiously, we opened the box to see what was inside.
11.
w- start sentence
We use it to sound thoughtful and knowledgeable.
who,while,whilest,when,where what, whereas  


Example: while the techer was talking, Alesha was waching youtube


My answer
When the bell raing, we all went to lunch
When alex was talking about the time, william was doing his work.

My answer
 I was waching youtube, alex was talking about things.

Curiously, we opened the stell box to see what was inside.
when the bell raing and alex was late,William was doing his work

6:Begin with a preposition
Preposition: a woed that nindicates location or movement
in, on, between,  agaainst,  over, under, before, after,  behind, within, for, througout, near, about
Example:througout the class,the students work on there writing.

My answer
Througout my famly, we all talked about going to the beach.
After the park, we all went to the mcdonalds.

4: Red, White, and Blue Sentence
Use this when you need to give more than one idea on a topic.
Example:the idea of racism is memirable in "The Merchant of Venice' because of shylook, Judiaism and conflict.
The essentials of rugby are Kicking, Passing, and tackling.
My answer
The essentials of football are Kicking, shoting and tackling
The three parts to a ps4 is controller,chager and console.

Merchant of Venice Character specifics

In english we have been working on character specifics here is what I did in english I hope you enjoy.

Critical Literacy Matrix Bumblebee the movie

What is the text about? How do we know?/	Who would be most likely to read this text and why?	Why are we/you reading this text?	What does the author of this text want us to know?
What are the structures and features of this text?	What genre does this text belong to?	What do the images suggest?	What do the words suggest?
What kind of language is used in the text?	How are children, teenagers, young adults, and adults constructed in this text?	Why has the author constructed the characters this way?	In whose interest is this text?

 

Who benefits from this text?	Is the text fair?	What knowledge does the reader need to bring to this text in order to understand it?	Which positions, voices and interests are at play in this text?
How is the reader positioned in relation to the author of this text?	How does the text depict age, gender, cultural groups?	Whose views are excluded or privileged in the text?	Whose is allowed to speak? Who is quoted?
Why is the text written in the way it is?	Are there gaps and silences in the text?	Who is missing from the text?	What has been left out of the text?
What questions about itself does the text not raise?	What views of the world is the text presenting?	What kinds of social realities does the text portray?	How does the text construct a version of reality?
Who is real in the text?	How would the text be different if it were told in another time, place or culture?	What kind of person, and with what interests and values, authored the text?	What view of the world and values does the author assume the reader holds? How do we know?
What different interpretations of the text are possible?	How do contextual factors influence how the text is interpreted?	How else could the text have been written?

1.What is the text about? How do we know?
Car named Bumblebee
It is about a car that is in a dum yard and re done up and when a person takes it for a ried the car Teerns into a robot.
I have wach it with my famly
2.How does the text depict age, gender, cultural groups.
people that like actchon
that if they like cars and robots that fight

3. What do the images suggest?
this is a picher of the car
That there is a car that look like that cart chage but it can.

Act Four, Scene One

Act Four, Scene One

1. What does the Duke believe Antonio intends to do? (Black Pg. 147, Blue Pg.85)
2. What does Shylock intend to do?
3. You’ll ask me why I r------- choose to have a w------ of carrion f-----, than to receive three thousand d-----. I’ll not answer that, but to say it is my h------, is it answered?’ (Black Pg. 149, Blue Pg.86
4. What two loopholes does Portia find in the wording of the contract? (Black Pg. 165-167, Blue Pg.95-96)
5. Shylock now has to pay penalties. ‘I pardon thee thy l---- before thou ask it, For h---- thy w------, it is A------, the other h--- comes to the g------- state’ (Black Pg. 169, Blue Pg.97)
6. Are the penalties fair? Why/why not.
7. How do Lorenzo and Jessica gain by the result?
8. What reward has Portia claimed and why is this significant?
9. Portia tells Shylock ‘The quality of mercy is not strained’. How does she try to persuade Shylock to show mercy, how much mercy is she willing to show him (Black Pg. 157-159, Blue Pg.91-92)

Aact 5 Scene One

Act Five, Scene One

1. Why do Lorenzo and Jessica remind each of the stories of classical lovers?
2. At baelmont,lorenzo and jessica are enjoying thee moonlight and being in love. tthey bring to mind stoies of lovers in myth and legend.
3. What are Portia's feelings as she approaches the house? lorenzo claims that a man with no musicak sense is likely to be dull and treacherous. portia and nerissa approach the house, obviously content to be back.
4. What is the first argument to break out? ‘’By yonder moon I swear you do me wrong, In faith I gave it to the jjudge's clerk’
5. How do Gratiano and Bassanio try to justify parting with the rings, are they successful?  Bassanio realizes he is in a fix and gratiano now unkindly gives him away. portiathreatens not to sleep with bassanio until she sees the ring. bassanio tries to explain
6. Was Bassanio right to give away the ring, give reasons for your thinking. no cas he new he would get yeld at some time
7. What effect do these arguments have on Antonio?   ‘I once did lend my body for his wealth, … I dare be bound again, my soul upon the forfeit that your lordd will never more break faith advisedly’
8. Portia and Nerissa have the rings. What does this prove to Antonio, Gratiano and each a  Bassanio?that not to give away ther rings and not to sleep with outher people
9. I once did lend my body for his wealth, … I dare be bound again, my soul upon the forfeit that your lordd will never more break faith advisedly’ 

The peson that wrote the book was william shakespear 

last act and scene it was so fun that we got to read a play that hapind back in the day i love reding it i hope you like what i got frome the book.

Live performance

https://www.youtube.com/watch?v=4E5Sc0G7w90

1. What does live performance mean?

Alive performance is when you watch in front of you but if it is not live you are watching some think that has been recorded

1. What could go wrong in a live performance?

You could brake a bone

1. What did you like about this performance? Write more than one point if you like!

• I like how they worked togther
• they had fun and they loved it

https://www.youtube.com/watch?v=ugfB0n0Q7XI

It is how the Grinch  stole Christmas and how he saved christmas

What dose Dictators mean to me?

 LO:to find  out about diffrent forms of goverment.
Dictator

Dictator are mean ,boring people,they tell people what to do.
Dictator are peopl that are boss of the country or the citry.
click the link for more Informant about dictators
http://worldpopulationreview.com/countries/dictatorship-countries/

Critical Literacy Matrix Work

 

What is the text about? How do we know?/	Who would be most likely to read this text and why?	Why are we/you reading this text?	What does the author of this text want us to know?
What are the structures and features of this text?	What genre does this text belong to?	What do the images suggest?	What do the words suggest?
What kind of language is used in the text?	How are children, teenagers, young adults, and adults constructed in this text?	Why has the author constructed the characters this way?	In whose interest is this text?

 

Who benefits from this text?	Is the text fair?	What knowledge does the reader need to bring to this text in order to understand it?	Which positions, voices and interests are at play in this text?
How is the reader positioned in relation to the author of this text?	How does the text depict age, gender, cultural groups?	Whose views are excluded or privileged in the text?	Whose is allowed to speak? Who is quoted?
Why is the text written in the way it is?	Are there gaps and silences in the text?	Who is missing from the text?	What has been left out of the text?
What questions about itself does the text not raise?	What views of the world is the text presenting?	What kinds of social realities does the text portray?	How does the text construct a version of reality?
Who is real in the text?	How would the text be different if it were told in another time, place or culture?	What kind of person, and with what interests and values, authored the text?	What view of the world and values does the author assume the reader holds? How do we know?
What different interpretations of the text are possible?	How do contextual factors influence how the text is interpreted?	How else could the text have been written?

My movie I have picked to go with this is wonder park

  This was hard to find on the internet so I picked an imge and did it my self. 

1.What is the text about? How do we know?

The text is about a little girl named June she had wicked and wildly ides.

 I know because i have watch it with my family and Alex my friend.

2.How does the text depict age, gender, cultural groups?

It is rated pg because it is for  young people because it is so cute and  it was made for them,And it not alot of action

Any gender because it is made for young people.

People that  like cute and funny animals and wildly ides.

3. What do the images suggest?
that it is a fun and famly fun movie

Critical Literacy Matrix

• Select 3 questions from 3 different colours from

the matrix on the following 2 slides.

• Apply those questions to a text of your choice.

This could be a text studied in class, an advert,

a music video, a tv show or film you enjoy.

• Post your findings onto your blog.

Make sure you tell your audience what text you have chosen.

• Work coming soon!

ones in red are the ones have done.

 

What is the text about? How do we know?/	Who would be most likely to read this text and why?	Why are we/you reading this text?	What does the author of this text want us to know?
What are the structures and features of this text?	What genre does this text belong to?	What do the images suggest?	What do the words suggest?
What kind of language is used in the text?	How are children, teenagers, young adults, and adults constructed in this text?	Why has the author constructed the characters this way?	In whose interest is this text?

 

Who benefits from this text?	Is the text fair?	What knowledge does the reader need to bring to this text in order to understand it?	Which positions, voices and interests are at play in this text?
How is the reader positioned in relation to the author of this text?	How does the text depict age, gender, cultural groups?	Whose views are excluded or privileged in the text?	Whose is allowed to speak? Who is quoted?
Why is the text written in the way it is?	Are there gaps and silences in the text?	Who is missing from the text?	What has been left out of the text?
What questions about itself does the text not raise?	What views of the world is the text presenting?	What kinds of social realities does the text portray?	How does the text construct a version of reality?
Who is real in the text?	How would the text be different if it were told in another time, place or culture?	What kind of person, and with what interests and values, authored the text?	What view of the world and values does the author assume the reader holds? How do we know?
What different interpretations of the text are possible?	How do contextual factors influence how the text is interpreted?	How else could the text have been written?