EL EVANGELIO SEGÚN APOLO Y DIONISIO

En aquel tiempo, dijo Zeus a Dionisio y Apolo:

“Hijos míos. Os he convocado porque sois un par de cabras. El uno se ha consagrado a los hombres, a enaltecerlos y educarlos. El otro ha hecho de estos hombres una piara de borrachos que solamente escuchan a sus propias pasiones. No os dais cuenta, claramente, de que el ascenso al Olimpo es imposible si se pasa el tiempo construyendo templos y componiendo la historia en poemas que todo aedo refutará para cantarlos mejor. El camino hasta esta cima es también terriblemente difícil de trasegar si sobre los ojos se lleva un velo de vinos y vapores lujuriosos.

Buen par de alacranes vine a mandar parir. Inyectáis vuestro veneno en los hombres con pluma y cuenco; tenéis esa colosal raza embobada, rebotando entre las alturas y las bajezas. Tanto poder en vuestros corazones y no os sirve para destruir con amor los dolores y ambiciones de nuestros creyentes elegidos. Tenéis que azararlos con placeres y obligaciones, dictados y desobediencias, ritos y más ritos.

¿Habéis visto alguna vez que importune a mi esposa Hera –la de prodigiosos tobillos- con observaciones pedagógicas sobre su nivel intelectual o recomendándole que beba un poco más ya que su sobriedad no le hace justicia a su eternidad? Hijos malignos. Con que Hefestos –ese cojo insufrible- se quede en su taller martillando, lejos del lecho de mi mujer, puedo dormir bien y seguramente alcanzaré la luz en un par de centurias. Vosotros, asnos, afligís a los hombres con vuestros horarios y licencias. ¡Como si la existencia se hilara sólo con éxitos y jumas! No los dejáis libres a las penetraciones de su voluntad, sino que ponéis ninfas insaciables en los bosques donde salen a caminar para pensar en las posibilidades del universo. Dejadlos que brillen con su fulgurante imaginación y no les propongáis tablas con leyes y reglas que hacen del jardín de la vida un laberinto circular, concéntrico e infinito.

Habéis colmado mi olímpica paciencia y he dado ya órdenes para vuestro proceso. El juez me quiere bien, así que pronostico un litigio corto y fulminante o un par de tormentas fulminantes y amargas sobre vuestras cabezas.

Así os digo, Apolo y Dionisio, que habéis malinterpretado y amañado el discurso de la deidad desde vuestra mismísima concepción. He sido longánimo y he desviado mi mirada desahogando mira con el desafortunado Prometeo. He estado inclinado a freír el buitre ese y poneros en esa roca, mas el martirio no os va más que la mendicidad, y en ningún caso merecéis la oportunidad de gritar injusticia.

Mi dueto de retoños defectuosos, teguas viles: como que esta montaña es de la misma tierra que las estrellas del cielo, os digo que habré de revocar vuestros designios en cuanto cure a los hombres de sus apetitos mundanos y sus ansias de saber.”

Palabra de Zeus.

FEDERICO AC.

21.07.2K9

Summit 1 Unit 4, page 38

Level: High-Intermiediate – Advanced

Topic: Looking good, concepts on beauty and personal appearances at different times and places.

Target Function: Expressing opinions with supporting details.

This activity would start by discussing pictures and situations presenteed in the book, as to0 what appropriate attires are to be worn in certain occasions. Students will post on a multiple-user blog on what outfits they find attarctive and which ones apalling. they will discuss their reasons and post pictures to illustrate their cases. Other students will then comment and their partners choices.

Are you a patient person?

Controversial comedian Bill Hicks impersonates Elvis Presley and tells us his grim version on the real reasons forr the king’s death and how it could be worse. Hicks mimics in his own style the gait and stances of Presley’s and even captures vocal gimmicks. Think back about your favorite entertainment celebrities and comment on what their typical moves and phrases are. Search a clip of them performing on YouTube and post it so that readers can see how close your description is.

LEETSPEAK

LEVEL: Intermediate and above

AGE: 15 and above

TIME: 20 minutes in class, 40 minutes online

AIMS: To familiarize students with language they might come across when surfing the net and thus enable them to interact in a broader spectrum of environments. Language: Online expressions, typing symbols, language transformations.

MATERIALS: Internet-able computers.

PREPARATION: Short pop quiz on punctuation the class before and assigning a presentation about it.

IN CLASS

1. A group of students starts by having a fifteen minute presentation on typing symbols, their names and how to hotkey them. Their visual aids should remain visible through the complete lesson.

2. After the presentation, carry out a speed exercise giving the students combinations of symbols and having them type them and ask them to imagine new combinations that may resemble the existing letters of the alphabet.

3. Assign an online quest on Leetspeak: history, usage, frequency, social environment, function and practice. They can use speech translators in order to analyze the structure of the typing and the new vocabulary they will use.

4. Have students find “words” that are used in Leetspeak that are not used in common parlance and understand when/why they are used.

5. Find a clean comic strip template (such as the one at www.quanza.net) and create a story based on and using Leetspeak.

VARIATION 1: As homework, assign to have a conversation with a partner using Leetspeak on an instant messenger environment and share the script with the rest of the class via e-mail.

VARIATION 2: E-mail students random forum posts where Leetspeak is used and ask them to substitute the expression for proper words and see if the meaning of the text has changed somehow.

FOLLOW-UP: Students can report their daily activities by e-mail using Leetspeak as fillers or exclamations.

COMMENTS: Internet is the most common and friendliest resource for young people out there, and around the world, and although it is regarded as a geek tool only, Leetspeak plays a large part in the communication process happening in English language nowadays. It is beneficial for students to get to know and understand this phenomenon that may either bring about a linguistic revolution or damage the sanctity of language.

Well, after checking the DID Designer I was very onterested that although Bloom’s taxonomy is one of the pillars of modern teaching, it does indeed rarely cross the mind in such outspoken and succinct terms. Also, the second step about articulating objectives is, I believe, a very good starting point for every class both before class and once in. The questions are conducent to a degree of reflection that the concept of designing the unit resembles more the one of mapping out the desirable future in the classroom.

I think that something I always try to keep in mind and include in my lessons is what the extensions of the experience will be. What will my learners take back to the community that they come from? Will this knowledge replicate and spread or will it be stuck in a learner without meaningful peers out of the classroom?

In the Lesson Planning stage there are some things one can relate to, like the corrections the teacher must make regarding certain learners’ character. This is easy to evidence during the first week of classes, when pre-conceptions and second impressions are plenty.

The objectives are an interesting thing as they propose the idea of recycling and quoting as manner of achieving awareness in the students. Although I sometimes do remind them they have had similar expericnes before with XYZ topic, I had never thought about it as striving for metacognition.

The action plan is something so hands-on that I think sometimes the Personal Prompts are overlooked or not even thought of at times. But it would certainly clear the way to a lot of time won from knowing what as teacher I want to happen in the short term. Beyond that, I think this template just divides and categorises pieces of a mental process (sometimes written) the instructor is always mulling over before a class. It’s a systematic approach that fits the regular situation in class, however I think part of it should include more than a passing glance at the question of in-case-of’s and what-if’s of what may occur in class (abnormally low attendance, general disposition affected due to similar backgrounds, malfunction of hardware mid-class).

These are my impressions (said the printer).

Picture seen in some awesome artist

Still Zero work out.

I am freaking out because of this conference in Tunja and all that, because they threw in to the academic concoction a PLENARIST PANEL Friday afternoon. I just love pressure before Columbus Day.

On having the same level for two cycles, I think it would be important to start with advanced levels, have the students decide if they would like to go again with the teacher. This is an important opinion to take into account since the disposition and willingness of the group is key.

The Dynamic Instructional Design offers little in terms of new ideas, but it certainly reduces them to compact steps organized both chronologically and pedagogically. It includes a feature that I believe to be crucial in the successful development of the learning process and it’s stating your objectives. I can’t think of anything more important to me when I was student than knowing what was supposed to occur at the end, what change should have taken place. Our students silently demand it from us, when they participate in class trying to grasp some unspoken concept in the air of the classroom, instead aiming from their chairs to the prize bag the teacher has set on the opposite side.

I use a similar structure for my classes, but instead of thinking about technologies, resources is the word that comes to mind first. I search for resources that fir the needs and at times it may or may not include web sources and such.

Yeah.