8C1 English
Weekly outline
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Students mustMark as done
This is a single piece of paper that tries to capture the essence of the book you’ve read. It’ll include illustrations, text on the page, and other elements to fully capture what you’ve read.
Relating to our Context:
Effective Systems for Sustainable Living. You will come across aspects where the characters will meet certain challenges and will need to make certain crucial choices.
independently reading and reflecting on our novels, showing deeper thinking and understanding.
unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choice individuals make in life.
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Kia ora...
Welcome to English. We have a full program this year, so let's crack on.
Success Criteria: I can.....
- Discuss the importance of English as a communication tool
Activities:
Leave the first page of your book for your title page.
Briefly brainstorm world communication tools. Can students recall 3 examples?
Watch following clip –
List as many examples of communication shown in the clip.
Create a timeline in your book.
Share within your table. Add to your list
Categorise events into written and non-written communication styles
Pair/share: Discuss the relevance of communication in the study of English.
Title page: Create a visual representation of what learning in English means to you. Finish for h/w
Homework:
- Complete your title page
- Reading Plus
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) so that we can communicate effectively with a variety of audiences and for different purposes.
- We are PLANNING to use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) so that we can gather and synthesize information and to create and communicate knowledge about our lives - who we are and where we come from.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) so that we can communicate effectively with a variety of audiences and for different purposes.
- We are PLANNING to use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) so that we can gather and synthesize information and to create and communicate knowledge about our lives - who we are and where we come from.
Kia ora...
Success Criteria: I can/have...
- examine the lyrics to songs and describe how the music and words relate to their life stories.
- organize their thoughts and express their stories by using PowerPoint / Google slides presentations.
- improve technical skills by familiarizing themselves with PowerPoint / Google Slides.
evaluate their own work.
Activities
Today we are looking at descriptive writing.
Make a list of what you can
- see
- hear
- feel
- smell
- possible taste
In this picture
Write a paragraph describing this moment in time for this young lady.
Run through the powerpoint on Google Classroom for today
Autobiographies
Everyone has a story. We are a compilation of them, and everyone's story is different. In this lesson, we'll learn about how to tell our stories using numerous strategies and formats, along with some tips and tricks to get our creative juices flowing.
An autobiography is a story about one's life written by the person. This person could be writing their story to learn more about their life, pass on their experiences, or engage others for entertainment. Whatever the purpose, the writer is attempting to convey their life experiences through the words on the page.
Formatting
There are many formats when it comes to writing about one's self. Let's take a look at some of the most common ones that can help you get started on your writing journey, including memoirs, vignettes, dramas, and more.
The traditional autobiography covers a person's life from birth to the present moment. Anne Frank: The Diary of a Young Girl and Long Walk to Freedom by Nelson Mandela are both examples of traditional autobiographies.
A memoir limits the information presented and, unlike the traditional structure, focuses on certain moments and/or themes in a person's life, such as historical, philosophical, religious, coming-of-age, adversity and many more. Popular works such as Angela's Ashes, Eat, Pray, Love, and Night are examples of memoirs.
Personal narratives or essays narrow the focus even more than a memoir, looking at one moment in time and expanding the experience through dialogue and imagery. We typically see this type of writing in the classroom and articles published in magazines or online blogs.
Vignettes are short chapters that cover one specific event at a time. A collection of vignettes can be published as a complete work. However, each chapter doesn't directly connect to the others. Me Talk Pretty One Day by David Sedaris is an excellent example of an autobiography in vignette format.
Graphic novels are unique, as they use drawn or cartoon panels to convey a true story. Persepolis by Marjane Satrapi and Maus by Art Spiegelman are two examples of authors telling their stories through words and pictures.
Drama or scripts can explore autobiographical topics through dialogue on stage or in film. For example, The Glass Menagerie by Tennessee Williams is a play that explores his rise to fame.
Steps to Success
While there isn't one way to write an autobiography, there are many pitfalls where one can get lost in the writing process. Here are some steps to organize your thoughts and writing.
1. Outline Your Thoughts
Write down key points that you know you want to cover before you begin writing. Figure out what you want to say before you lock yourself into a format.
2. Select Your Format
Before you begin writing, decide on the format you think would work best. If you want to focus on one moment in time, an essay, vignette, or memoir may be the best option. If you want to focus on a larger timeline, a traditional format or memoir may work for you. Give yourself some time to see what feels right. Outlining your thoughts should help you see the length of your piece and how each experience is connected, if at all.
3. Show, Don't Tell
Put the reader directly into your experience. Use vivid imagery and figurative language to make the scene feel real. Don't simply tell the reader what happened to you; write the experience in a way in which the reader is there with you in the memory. What did you see? What did you smell? Were there sounds that caught your attention?
Tips & Tricks
Remember, there isn't one way to successfully write an autobiography. Here are some tips and tricks to get your story on the pathway to success:
Know the purpose of writing your autobiography. Keep this in mind as you write. This purpose can help you stay on track, remove unnecessary information, and keep your thoughts organized.
It's not possible to write every single moment into your story. When writers try to do so, they get lost in unorganized content, and their readers become bored. Focus on the key points and be ready to kill your darlings.
As writers, we can get lost in the things we know about our experience. Sometimes we don't add enough information for our readers to see the big picture. Other times, we can add too much. Having others read your work can help you see the gaps in understanding and places that simply need work.
Every writer has encountered a moment of struggling to come up with words he or she wants. Don't fear writer's block! There are ways we can combat this mental block. Pick up a copy of Roald Dahl’s copy of Boy, memoirs of a childhood. While this text can be helpful in regards to writing, it's a series of true vignettes about her life. Stephen King's On Writing is a memoir about his life with regards to how he got into the art of writing. Both can model style and format while offering tips of the trade.
What is a Vignette - watch the video.
Lesson Summary
Let's review. When thinking about writing an autobiography, a story about your life experience, there are several things to consider. First, what do you want to say? Do you want to write about one experience or more? After creating an outline, decide which format you want to use. A longer story could result in a traditional autobiography or memoir, and a shorter story could result in a compilation of vignettes or even a graphic novel. Whichever you choose, remember to keep your purpose at the forefront of your mind; show, do not tell the experience; and ask for a second opinion when nearing the end of your literary journey.
It’s My Life Assignment
• Select five important events in your life. Use your written summaries of these events to create your PowerPoint audiovisual autobiography.
• You may use recordings from the radio or your personal music collections.
• Follow guidelines for fair use of copyrighted images and music. Details about these guidelines will be discussed in class.
• Present your slideshow in class. Limit the presentation to 5–10 minutes.
• After all the autobiographies have been shown in class, respond to your peers’ presentations in writing.
Homework:
Write here... -
FOCUS / ARONGA learning intentions:
- We are FOCUSING To develop a sense of audience and to engage the reader’s attention
- We are FOCUSING To develop structure, using paragraphs and sequencing events, details and ideas within paragraphs;
Kia ora...
Success Criteria: I can/have...
- I have used different types of sentence (compound, complex and simple).
- I have used varied sentence openers (fronted adverbials), some of which are extended.
- I have used expanded noun phrases, adverbials and speech.
- I have used paragraphs correctly all of the time.
- I have used an embedded clause.
- My spellings are mostly correct and I have confidently used commas.
- I have used adventurous language (adjectives, verbs and adverbs).
- My writing is well suited to the task set through use of simile, personification etc.
- Activities:
- Join BrainPop using your school Google Account not home account.
Complete Activity on 'Show not Tell' - Write here
Homework:
Write here... -
FOCUS / ARONGA learning intentions:
- We are FOCUSING To develop a sense of audience and to engage the reader’s attention
- We are FOCUSING To develop structure, using paragraphs and sequencing events, details and ideas within paragraphs;
- We are DEVELOPING the skills to change the verb within a sentence based on the tense, use the historical present tense, use verbs for analytical writing, nominalise verbs by turning them to nouns and use modal verbs in analytical writing.
Glossary
Verb - the most important word in a sentence which expresses an action, event or state of being along with when such events have taken place
Tense - the location of a situation in time, an indication of when the situation takes place
Conjugate - the modification of a verb from its most basic form
Subject - the SUBJECT of the SENTENCE is the person or thing that the information is about
Object - the OBJECT is the person or thing that is affected by the SUBJECT
Simple past tense - is formed for most regular verbs by adding ‘d’ or ‘ed’ to the root verb
Perfect past tense - is formed by combining the simple past tense form of the verb ‘to have’ with the past tense form of the root verb
Simple present tense - is formed through the use of the root verb alone unless referring to the third person singular noun (he, she, it) in which case the suffix ‘s’ or ‘es’ is added
Historical present tense - is used when talking about history, literary or media texts in the present tense
Nominalisation - turning a verb into a noun
Modal verbs - a verb that combines with another verb to indicate mood or tenseThe historical present tense
LO: Can I use the historical present tense for analytical writing?Q: Why are book blurbs written in the historical present tense?
Season of Secrets by Sally Nicholls
On a wild and stormy night Molly runs away from her grandparents’ house. Her dad has sent her to live there until he Sorts Things Out at home. In the howling darkness, Molly sees a desperate figure running for his life from a terrifying midnight hunt. He has come to help her. But why? And who is he?
The historical present tense makes the past more real. Where does Charles Dickens use it here? What’s clever about it?
If the funeral had been yesterday, I could not recollect it better. The very air of the best parlour, when I went in at the door, the bright condition of the fire, the shining of the wine in the decanters, the patterns of the glasses and plates, the faint sweet smell of cake, the odour of Miss Murdstone’s dress, and our black clothes. Mr. Chillip is in the room, and comes to speak to me.
'And how is Master David?' he says, kindly.
I cannot tell him very well. I give him my hand, which he holds in his.
In pairs, identify where Charles Dickens uses the present tense (Slide 3) and discuss the effect it has. Feedback.
Discuss the rules of the historic present tense. Try using it by writing sentences about a text they know.
We use the historical present tense when writing about a text. Why do you think this is?
When you write about a text, you write about it in the present:
“In this scene, Juliet is a calm and level-headed girl.”
At this moment, you also know what has happened in the past:
“In this scene Juliet is a calm and level-headed girl. Paris has shown an interest in marrying her, but she will not be rushed.”
You also know what happens in the future!
“Compared to how she is portrayed just hours later, in this scene Juliet is a calm and level-headed girl. Paris has shown an interest in marrying her, but she will not be rushed.”Here’s the beginning and the ending of a story by Ernest Hemingway called ‘The Old Man and the Sea’. (Use slides in presentation 'The Old Man and the Sea' to annotate.
“He was an old man who fished alone in a skiff in the Gulf Stream and he had gone eighty-four days now without taking a fish. In the first forty days a boy had been with him. But after forty days without a fish the boy’s parents had told him that the old man was now definitely and finally salao, which is the worst form of unlucky.”
“Up the road, in his shack, the old man was sleeping again. He was still sleeping on his face and the boy was sitting by him watching him. The old man was dreaming about the lions.”
In pairs, identify where Charles Dickens uses the present tense (Slide 3) and discuss the effect it has. Feedback.
Discuss the rules of the historic present tense. Try using it by writing sentences about a text they know.
Answer these questions using your knowledge of the opening of the story. Use full sentences and the present tense to discuss the text above. When might you need to use the past tense?
- The boy is with the old man at the end of the story. Why do you think this is important?
- How do you think the old man is feeling? Why?
- Has the old man’s luck changed since the beginning of the novel? If so, why do you think this is?
Read another pair’s answers. Have they used the historical present correctly?
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To use evidence from the animation to answer questions on events, atmosphere and characterisation.
Steps to success:
MUST: I can watch the animation and answer simple questions (retrieval questions).
SHOULD: I can read the question, make a point and use evidence to support my answer.
COULD: I can explain my point and evidence.
Monday
Let's Watch “Alma”
Alma is a little girl who ventures into town in the snow. She is drawn to a shop window by a familiar looking doll. She enters the shop... what will happen when she goes inside?
Start watching the animation. Pause before she enters the shop.
Think about the following questions:
Who is she?
What is she doing there?
What do you think she is going to do?
Why is she so interested in the shop?
Watch the rest of the animation.
2. Describe the atmosphere of the town at the start of the animation.Tuesday
Today you are going to answer questions about Alma using the SEXY Paragraph structure (Subject, Explain your statement, Evidence, Y is this important).
Breakdown of SEXY paragraphs is on Google Classroom.
Answer the questions using the SEXY structure.
1. Describe the shop front and shape. Why is it this shape? What atmosphere is the animator trying to create?
2. What happens when Alma writes her name on the wall? Why do you think that the doll looks exactly like Alma?
3. How does Alma feel when she cannot open the shop door? Give examples to support your answer.
4. Who do you think the boy on the tricycle is and why is he trying to get out?
5. Describe the atmosphere in the doll shop.
6. Alma is a determined young girl. Watch the animation and find evidence to support this.
7. What happens when Alma touches the ‘Alma’ doll? How is Alma feeling and how do you know? Extension: What do you think will happen after the next doll appears on the doll stand? Explain your answer fully, giving reasons for your prediction. -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) so that we can communicate effectively with a variety of audiences and for different purposes.
- We are PLANNING to use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) so that we can gather and synthesize information and to create and communicate knowledge about our lives - who we are and where we come from.
LI: To plan a narrative using a story board. File attached.
Steps to success:
MUST: I can order key events in a story.
SHOULD: I can use sensory and figurative language to describe the setting and character.
COULD: I can make predictions and plan an alternative ending to the animation.
Today you are going to use a story board to order the main events from the animation ‘Alma’.
You are then going to plan what happens next to Alma (after she has been turned into a doll).
Using the images attached, plan your narrative of Alma.
Remember to make notes (using bullet points) on the following:
setting description
character thoughts and feelings
character actions and motivations
include figurative language
Now plan an alternative ending.
What happens next to the doll of Alma?
Does she escape?
Does the doll shop owner appear?
Can Alma help the next child and stop her becoming another victim of the magical doll shop?
Create a storyboard of at least 6 cells using storyboardthat.com or CANVA.com to show a new ending of the story.
It’s up to you!
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Welcome Back
2nd May
Go to Padlet
https://padlet.com/acarter245/ce38p96hz39mg6ed
Answer the questions on the brainstorm.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how a story can be told in pictures as well as words
- We are EXPLORING how a writer can use science ideas in a fictional text
Frogs - Graphic Novel Study
Learning Intentions
• To explore how a story can be told in pictures as well as words
• To evaluate the effectiveness of using graphic features to tell a story
• To explore how a writer can use science ideas in a fictional text
• To consider how environmental changes might affect survival in the future
• To think critically about a character’s decision that is possibly life-threatening.
This week we have been exploring- What is a graphic novel?
- Developing some questions about future survival in a dystopian world
- Defining terms from the novel
See you Google Classroom for supporting materials.
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FOCUS / ARONGA learning intentions:
- We are THINKING CRITICALLY about a character’s decision that is possibly life-threatening.
- We are FOCUSING by viewing and reading short and extended texts based on the context of sustainability
- We are FOCUSING on independently reading and reflecting on our novels, showing deeper thinking
- We are FOCUSING by unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choices individuals make in life.
Frogs Graphic Novel Study
We will
- use prior knowledge of graphic texts and narratives to identify the setting and the character.
- make connections between this and other futuristic texts or movies to identify the mood and the setting conveyed by the illustrations.
- make connections between the text and their experiences of life on Earth to hypothesise that in this future, life has changed greatly for the worse.
- ask questions and search for answers to work out what a rad-monitor is and what it does.
- also ask questions about the Mutts and hypothesise that they are dangerous.
- An interesting read
https://www.playfullearning.net/resource/5-great-reasons-read-graphic-novels/
See Google Classroom for activities relating to the graphic novel work.
Independent Novel Study
Thursday 19th May
Hunger Games
Begin on the Easel activity in the Google Classroom
Introduction and Chapter One
Name at the End of the Ladder
Before reading The Name at the End of the Ladder, view the cover and title and identify the following:
- The title of the book
- The author
- The illustrator
- The publisher
- The blurb
- Based on the cover, what do you think this story is about?
- How do you think it will begin/end?
Wonder
Before your read, work through the identity thoughts
- Do you think it is important the way you look? Why?
Look at the front cover
- Describe the font design and images.
- What does the font design and images suggest?
- How does this cover tells us something about the story?
- What do you think this novel could be about?
- This song inspired RJ Palacio to write the novel. Watch this video - Wonder by Natalie Merchant
- Look at the cover and listen to the words
- What do you think the lyrics mean? How could they relate to the story?
- Is it surprising that the words are so positive?
- What does this suggest about the attitude of the character in the novel?
Read Chapter One
- What is ordinary about August?
- How we know that he’s different? Find quotes and ideas to support your answer
- The novel is written in the first person. Consider why this narrative voice is effective. Why is it important for a character like Auggie? He directly addresses the reader in
- the last line ‘whatever you’re thinking’ – what effect does this have?
Holes
Summary #1:
- Read Chapters 1 - 5
- Write a paragraph summarizing the main events from what you have been assigned to read today.
- This should be at least 3-5 complete sentences and should be indented.
Harry Potter
The Boy Who Lived - Lesson One Slide Presentation
- Read Chapter one
- Use your Venn diagram worksheet to keep note of all of the characters, images and language used to describe each. Where there is conflict between the two, write it in the overlapping section.
- Read breakdown of Albus Dumbledore and answer questions.
- Write a paragraph in your Google Doc in which you create your own wizard. Try to explain their personality and history through your description.
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- in our environment in the future
FOCUS / ARONGA learning intentions:
- We are THINKING CRITICALLY about a character’s decision that is possibly life-threatening.
- We are FOCUSING by viewing and reading short and extended texts based on the context of sustainability
- We are FOCUSING on independently reading and reflecting on our novels, showing deeper thinking
- We are FOCUSING by unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choices individuals make in life.\\
Independent Novel Study
Each group will have their own objectives for the day.
Harry Potter
Monday 23rd May
Chapter 2 - The Vanishing GlassRead together
Predict, ask questions, read through chapter, answer questions and summarise chapter.
Complete extension tasks on last slide.
Wednesday 25th May
Letters From No-One
Read Chapter 3 together - read a paragraph each and support with unknown words or those struggling.
Watch video
Complete tasks on Lesson 3 presentation on Google ClassroomHoles
Monday 23rd May
Chapter 6-10Read through the chapters as a group.
Discuss what has happened so far in the novel.
Complete vocab sheet
Wednesday 25th MayComplete Comprehension Questions for Chapters 1-6 on seperate worksheet in Google Classroom.If you get that completed, you can do some research on where the novel was based on in Australia.Wonder
Monday 23rd May
Chapter 2Work through second part of presentation
Read Chapter 2 as a group
Complete worksheet (make a copy first) - What are the advantages or disadvantages of being homeschooled (link in powerpoint and attached below)
Get into pairs and debate the pros and cons of being homeschooled.
Answer the question - How would you feel if you were Auggie?
Write one sentence explaining how you would feel about starting school if you were him?
Wednesday 25th MayChapter 3-5Read Chapter 3-5 to yourself (15 minutes)Complete Starter activity - quick discussion in your group as to what you would do in each situationRead pg 18-29 together - discuss how you would feel if you were August.Consider yourself to be a Coast Leader and your task is to take August on a tour of the school, write a diary entry considering how it went and how the character felt - put yourself in the guides shoes. Use the planning template on the slide presentation.Homework or if you have time - research Treacher Collins syndrome.Name at the End of the Ladder
Monday 23rd May
Read Chapter 1 and 2
Add to your vocabulary list
Write a character report card for September, August, Counsellor Garlic and Madame Alcina. (Make a copy first)Wednesday 25th MayPoint of ViewWatch video on Point of View and complete the worksheet on your google doc.Complete Task on Slide 3 on Lesson 3 presentationHunger Games
Monday 23rd May
Read Chapter 2 and 3Work on page 2 on Easel activity for Chapter 2-3
Wednesday 25th May- Read Chapter 3-5
- Finish off Page 2 and 3 of Easel activity on Google Classroom.
Wrinkle Through Time
Monday 23rd May
Go onto Easel activity.
Work through pre-reading task and Chapter 1
Wednesday 23rd MayComplete Chapter 2 and 3 activities on Mrs Whatsit and Mrs Who -
FOCUS / ARONGA learning intentions:
- We are THINKING CRITICALLY about a character’s decision that is possibly life-threatening.
- We are FOCUSING by viewing and reading short and extended texts based on the context of sustainability
- We are FOCUSING on independently reading and reflecting on our novels, showing deeper thinking
- We are FOCUSING by unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choices individuals make in life.
Independent Novel Study
Each group will have their own objectives for the day and all presentations are on Google Classroom.
Harry Potter
Keeper of the Keys and Diagon Alley
By the end of the lesson you will…- Understand how to analyse language to explore the atmosphere
- Be able to write up your analysis using SEXY chains
- Complete Activity on Slide 4 - get worksheet from Ms Carter
- Use sentence starters on worksheet` to work on your paragraph analysing the atmosphere in the passage.
- By the end of the lesson you will…
- Be able to select and retrieve information from the novel
- Create a map of Diagon Alley in your exercise book (turn it to portrait).
- Include some of the shops mentioned in the chapter and create three of your own. Add labels, brief descriptions and colour.
- Now it’s time to create your own wand.
- Complete the worksheet by drawing a picture of your wand and filling in the different sections.
- Your homework is complete this worksheet for next lesson
Tuesday 31st MayMake sure your work is up-to-date and you have completed all activities to end of Chapter 5.Holes
- Imagine you could take a snapshot of a scene from this section of your book. In the box on the powerpoint, draw and colour what you “see” of the setting when you read. Add a clever caption below.
- Summary #2: Chapters 11 - 15
- Write a paragraph summarizing the main events from what you have been assigned to read today. This should be at least 4-6 complete sentences and should be indented.
Tuesday 31st MayMake sure your work is up-to-date and you have completed all activities to end of Chapter 15.
Hunger Games- Read Chapter 6-7
- Complete Easel activity for Chapter 6-7
Tuesday 31st MayMake sure your work is up-to-date and you have completed all activities to end of Chapter 7.Wonder
Chapter 6-9Work through Lesson 4- Think about an incident that has really upset you at school and why? Discuss with your partner
- In pairs, you will take a section of the novel to read. What you need to do fill in the sheet (Sheet for Students) answering the questions. Fill in the sheet as detailed as you can- you will be feeding back to the rest of the class. You need to practice what you say (lasting about 2-3 minutes)
- Extension: what does your chapter tell us about August’s character? Have a discussion with your partner.
Tuesday 31st MayMake sure your work is up-to-date and you have completed all activities to end of Lesson 4.Wrinkle In Time
- Work through Chapter 4 and 5
- Complete activities on Easel
Tuesday 31st MayMake sure your work is up-to-date and you have completed all activities to Chapter 6.Name at the End of The Ladder
Lesson 4 - What’s In a Name
- This novel deals with the power of names.
- Research the meaning of your name, keeping in mind that different sources or cultures could suggest different meanings. You can also ask your parents or guardians why they chose your name.
- Present the meaning or origins of your name to the group and discuss if you think your name suits your personality.
What’s the Status?
Create a Facebook page for your character with some status updates about what they have been up to.
Include some pictures and make sure your status updates are relevant to the character and the story.
Around 3 – 4 status updates with images should give an overall picture of the character.
Use your status updates to explore what your character does for a job, leisure time, places they might go on vacation and the like.
Tuesday 31st MayMake sure your work is up-to-date and you have completed all activities to end of Lesson 4. -
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING and EVALUATING to evaluate the effectiveness of using graphic features to tell a story.
Information about our assessment will posted be here.
Build a One-Pager Book Flyer!
You need to create a document called a One-Pager. You can do this free-form, or you can use one of the pre-made Templates as a guideline that we’ve looked at.
Your One-Page Book Flyer needs to incorporate colour and decorative elements. Examples of the project will be shown in the classroom, otherwise, give it your best shot. Instructions for the One-Pager/Book Flyer will be on the back of this page.
Make a draft illustration and get it approved by Ms Carter.
Also, don’t forget you can do this in either PORTRAIT or LANDSCAPE:
Relating to our Context:
Effective Systems for Sustainable Living. You will come across aspects where the characters will meet certain challenges and will need to make certain crucial choices.- independently reading and reflecting on our novels, showing deeper thinking and understanding.
- unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choice individuals make in life.
- Write a short biography of your author.
(Please do not copy from the internet, write it in your own words) - Incorporate important dates/locations connected to the novel.
- Analyse the changes in your character of choice from your character log.
- Have pictures or Illustrations! Either cut out and glued on or hand-drawn in.
- Write important Themes & Symbols that you created for the novel.
- Write a custom made non-spoiler summary / blurb of the story.
- Draw or represent important parts from the book.
- Decorate your page with important words from the book.
This may not be quotes necessarily, but rather words that are important. - Draw a symbol/drawing/cut out of something that acts as a symbol for the book.
- Have a border on your page? Decorate it with a pattern, words, drawings, or other things from the story to give your flyer life.
- Write a journal entry/reflection on how specific phrases/symbols/words/moments from the book connect to your own life. Quote the part before you write your reflection.
- Does the book have a movie? Watch it and write a comparison (try to avoid spoilers)!
- Write a custom made review/recommendation for the book and talk about why other people at our school should read this novel.
- Making your own templates? Draw all over that thing! Make your own structure and decorate it accordingly.
- Write a journal entry/reflection on how this book connected to you.
- Write a short poem or song that represents the ideas/symbols/themes from the book.
- Consider an age/maturity rating for this book.
Who was this book made for? Who would benefit from it? - Use Typography style to decorate the flyer with words that relate to elements you’ve learned in class. (Setting/Conflict/Theme/Plot/etc)
- Try listing elemental information from all the figurative language and element notes you’ve taken.
- Make connections to other books, films, pieces of art or music if applicable.
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING and EVALUATING to evaluate the effectiveness of using graphic features to tell a story.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on independently reading and reflecting on our novels, showing deeper thinking
- We are FOCUSING by unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choices individuals make in life.
This week, we are working on our One Pager with the hope to complete it before the holidays.
Focus will be on the development of your character of choice throughout the novel.
- Use at least 4 adjective or phrases to describe your character at the beginning of the novel. Support this with evidence directly from the novel.
- Comment on how your character changes throughout the novel. Support this with evidence directly from the novel.
- Use at least 4 adjective or phrases to describe your character at the end of the novel. Support this with evidence directly from the novel.
This should be added to your One Pager as a couple of paragraphs - we will work on this in class.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING language features and their effects; use these features in speaking; and adapt them to the topic, purpose and audience.
We are beginning on Persuasive Writing and Speeches.
This week, we are looking at persuasive writing and will be moving quickly through the tasks, so be prepared and on task for English this week.
This pack is in your Google Classroom so if you are away, you are able to work independently on this, we will not be reviewing missed days.
Work trough the Lesson Pack on Google Classroom (PW1) to complete your initial speech.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to a speech so that we can shows use of effective speaking techniques, clear organisation of material, and holds the interest of their audience.
We will be presenting our speeches this week.
Lesson 1
Finalising speeches and practicing.
Lesson 2
Random Generator has shown us this will be the proceedings. Be Prepared.
Volunteers will go first, it is great to get it over and done with, then you can relax and just watch the others.
- Louw, Dylan
- Gautam, Aanya
- Manocha, Yuvaan
- Singh, Rhea
- Nguyen, Harry
- Tian, Jessica
- Kaur, Mehreen
- Everett, Dana
- Namdar, Rhyah
- Le, Mayleene
- Lal, Arshav
- Nakamura, Stephen
- H Mukalef, Norah
- Cheema, Imaan
- Malhotra, Vansh
- Adnan, Ali
- Luong, Nathan
- Campbell, Tamati
- Smith, Lucas
- Jina, Rushil
- Ng, Mandy
- Prasad, Aarav
- Bari, Aaban
- Lauvao, Vailea
- Rahimi, Reihana
- Bhatti, Aizah
- Singh, Nikhil
- Nguyen, Charles
- Anand, Simran
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to a speech so that we can shows use of effective speaking techniques, clear organisation of material, and holds the interest of their audience.
This week, we are presenting our speeches.
Once you have presented your speech, you will complete a self assessment. Then you will complete your One Pager and the Grammar activity in Google Classroom
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING language features and their effects; use these features in speaking; and adapt them to the topic, purpose and audience
- We are EXPLORING how a great paragraph is organised.
- We are EXPLORING how to write a great paragraph using SEXY and PEEL structure based on the relationship between the writing and the intention.
Visual Language Skills
Visual Literacy Clues: What Are They and How Do We Read Them?
“Visual Literacy is the ability to construct meaning from images. It’s not a skill. It uses skills as a toolbox. It’s a form of critical thinking that enhances your intellectual capacity.”
Brian Kennedy
Director, Toledo Museum of Art
If visual literacy is about decoding meaning from images of various kinds, regardless of the nature of the image, this process follows three general steps:
1. What Can You See?
To answer this, you must become familiar with Visual Literacy Clues (VLCs). The VLCs are: subject matter, colors, angles, symbols vectors, lighting, gaze, gestures, and shapes. These categories provide an approach to examine the details of the various aspects of the image they are reading.
2. How Does It Make You Feel?
It is now time for them to consider their emotional response to what you have viewed.
Express how the image makes them feel and how it has influenced them to feel this way. You may feel anger, anguish, excitement, happy etc. There is no limit to the emotions you may refer to, provided they can point to evidence from the image. Here are some suggested questions to help the students explore their responses:
Subject Matter: What is the topic of the movie? Who and what are in the image? What is the image about?
Colour: How is colour used in the image? What effect do the colours chosen have on the viewer?
Angles: Are we looking from above or below? What is the camera angle? How does this affect what we see and how we feel about it?
Symbols: What symbols are used in this image? What do you think they represent? Are the colours that were chosen symbolic?
Vectors: Can you see the major lines in the image? Are they broken or unbroken? How do the lines create reading paths for our eyes?
Lighting: Can you describe the lighting used in the movie. How does it affect the ‘mood’ of the movie?
Gaze: What type of look is the character giving? Where is their gaze directed? What does this say?
Gesture: What type of gestures is the character giving? What is communicated by these gestures?
Shapes: What geometric shapes can you recognise in the image? Do they repeat? Is there a pattern? Is order or chaos conveyed?
3. What Is The Image Trying To Tell Us?
This third aspect peels back another level of meaning to get to the overall message underlying the image. Delve into the intentions of the image-maker themselves. The genre of the image will be of significance here too, as the student considers the nature of the image as art, entertainment, advertisement or a fusion of the various genres.
The Scarecrow
Watch the video
Create an emotion graph similar to below Stanley from Holes.
We know we should all be making better food choices, but now we're feeling an overwhelming amount of sadness and guilt after watching this new short film.
This film is an advert for a new game for the Chipotle chain. The game aims to educate and engage the public about food issues. The above film, which coincides with the game's launch, features Fiona Apple singing "Pure Imagination," originally from "Willy Wonka and the Chocolate Factory."
The eerie music, combined with the scenes of a sombre factory (100% beef-ish!) produces a heavy-handed but effective The scarecrow grows increasingly sad as he sees chickens getting stuck with needles so they grow faster, and cows unable to move from their pens.
But then, after leaving the factory, he finds a fresh red pepper, growing in a bleak spot of land where no other fresh food is found. He's inspired to start cooking. Suddenly everything is beautiful again! The ad ends with the slogan above his new fresh food stand, "Cultivate a better world."What is the message?
Discuss effectiveness of the message using the SEXY structure we know.
make a Statement
Explain your statement
provide eXamples
whY is it important / whY is it relevant / whY has the author chosen to use this technique
Making Predictions
Look at the title - High Diving giraffes
Make predictions about what the video might be about.
Update your predictions
Watch it twice – you will spot more the more you watch it!
Were your predictions correct? Explain.
What do you think? Write your initial reactions to the clip.
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FOCUS / ARONGA learning intentions:
- We are IDENTIFYING personal connections to visual texts
- We are OBSERVING visual cues that indicate context and show understanding by matching images with context.
Session 1 - Tribute to the Queen
Document is included in Google Classroom
1) What might Elizabeth be thinking at this point when she learned that her father had died and that she would be a queen?
As Elizabeth travelled to Clarence House, her people lined the streets and stood in silence.
2a) Why are the people lining the streets described as ‘her people’?
2b) Why are the people lining the streets standing in silence and not cheering that Elizabeth has come home?
3a) Summarise this video in one word and explain why you chose this word.
3b) Summarise this video in ten words.
eg. The elegant and well-disciplined Household Cavalry were a demonstration of the Queen’s grandeur. Their horses were majestic creatures that trotted with grace.
4a) Which word is closest in meaning to ‘grandeur’? Circle one.
- magnificence
- strength
- size
- smell
4b) What other word could you use in place of grandeur?
- The events in this video are joyous.
- The events in this video are sorrowful.
5) Explain how both of the statements above might be true.
6) Write a short paragraph to describe the Queen at this point when she was crowned?
7) Number the events as they occurred in the video from 1 - 4.
- Elizabeth travelled to Clarence House
- Elizabeth’s father passed away
- Elizabeth came back to England
- Elizabeth was crowned as Queen
8) What title would you give this video? Why?
9) How does this image show that the Queen was well-loved and respected?
Session 2
Film Techniques
https://www.bhphotovideo.com/explora/video/tips-and-solutions/filmmaking-101-camera-shot-types
https://www.studiobinder.com/blog/ultimate-guide-to-camera-shots/
Choose one of the films we have studied and screenshot examples of these cinematography techniques.
Technique
Example
Effect
Camera shots:
1. Establishing shot
The establishing shot lets the ………………………..have a look at the subject in relation to its…………………….. It lets the audience know the setting for the scene they’re about to watch.
It usually appears at the ……………………. of a film or scene to establish the setting or to introduce a film.
2. Long shot
Is a type of establishing shot.
A long shot (sometimes referred to as a full shot or wide shot) lets the audience know the setting for the scene they’re about to watch.
It typically shows the entire ……………… and is usually intended to place it in some relation to its surroundings.
3. Close up
In general the ……………………..the camera gets to the characters, the closer the ………………………….feels towards the characters. This is a choice the director makes to communicate specific types of meaning. If your subject is a person, it is often their face.
Close ups are often used for important/dramatic moments to show details such as:
To express/convey emotions. A close-up is an emotional moment that draws in the audience and portrays a character’s innermost feelings. This makes the viewer feel like they’re part of the action.
To highlight physical features and facial expressions. It allows small details like a smirk, eye roll, eyebrow raise, etc. to effectively tell the story.
Identifies a moment of extreme importance in the story.
4. Medium close up
A medium close-up shot includes an actor’s upper body, usually from the waist up. Like in a close-up shot, some background will be visible, but the camera focuses on the actor and their emotions.
5. Extreme close up
6. Two-shot close up
Makes two characters featured in the frame.
It allows you to understand how the characters react and respond to each other.
7. Three-shot close up
Makes three characters the …………………………………..of the frame.
It allows you to understand how the characters ……………………………… and …………………………………. to each other.
Camera angles:
1. High angle shot
(God’s eye view/ Bird’s eye view/ Top shot/ Aerial view)
High angle shots allow the audience to see the movement of a scene all at once in a way that the characters cannot necessarily see themselves, giving viewers a more omniscient perspective.
A high-angle shot is a cinematic technique where the camera looks down on the subject from a high angle and the point of focus often gets "swallowed up". High-angle shots can make the subject seem vulnerable or powerless when applied with the correct mood, setting, and effects.
2. Low angle shot
A frame shot from a low angle makes the subject seem larger and can suggest the character is in a position of power and/or strength.
3. Eye level shots
The eye-level angle is the most……………… angle shot used. The camera is positioned at the character’s eye level so the character can look directly into the lens without moving the eyes up or down. It is considered to be emotionally neutral and is best used for straight, factual presentation.
It’s main purpose is to bring the audience into the story by not over dramatising. Eye level is how we often see the world in real life, and by using this familiar angle, filmmakers can connect their characters with the audience in a very intimate way. There are many different scenarios where a filmmaker can use an eye-level shot. Again, this neutral shot angle allows us to focus directly on a character’s face and emotions. Some scenarios where this can be useful are:
To make a character seem more relatable
To allow a character to “break the fourth wall” and speak directly to the audience
To -emphasize a character’s strong emotions, such as anger or pain
To give the viewer the impression that they know what a character is thinking or feeling
Camera movement
Pan- when the camera’s head is stationary, but it moves from ………………………………………………………………………………………..
Tilt-when the camera’s head is stationary, but it moves ………………………………………………………………………………………….axis
Zoom- zoom in means to get closer, and zoom out means to get farther away from the subject
Dolly shot- refers to any time the ………………………………………………..moves, either on tracks, from a helicopter, on someone’s back, or in any other way.
Extra for Experts -
Cinematography editing
Can you name these editing technique descriptions?
Editing terms #1
……………...- is when the image seen on the screen slowly fades to black or white or some other color. A fade sometimes shows that time has passed.
……………………...- is when an image on screen slowly fades away while the next image is fading in. Dissolves are used to connect images or to move between images in a smooth, rhythmic fashion.
…………………………………………..also called cross-cutting, which is used to cut between scenes that are happening simultaneously but not in the same location. (damsel, train, hero, bad guy etc)
………………………….. a cut is the quickest way to move between images. It looks like and instantaneous change between shots
…………………………………………...this is when an editor tries to show what the character is thinking. (when a trapped man sees a way to escape)
Editing terms #2
Long takes- generally feel as if they unfold in……………………………………., allowing the director to set up the scene realistically. A long take would be longer than 5-8 seconds.
Short takes- are typical in quick-cutting ………………………………... in which a single shot can be less than 1 second. Action films will also use a lot of short takes to create suspense and drama in a fight sequence or car chases.
- We are IDENTIFYING personal connections to visual texts
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING language features and their effects; use these features in speaking; and adapt them to the topic, purpose and audience
- We are EXPLORING the characters within a story and ANALYSING their traits.
Check out these images.
What do we know about them?
Write down everything you can infer about the young girl / lady / dog on the left in these images.
Things to consider:
- Looks
- Actions
- Relationship with others
- Possible speech/thoughts
Characterization
How the author reveals the personality of a character through the speech, thoughts, effect on others, actions, and looks.
SPEECH
- What does the character say?
- How does he/she speak?
- What is revealed in dialogue?
THOUGHT
- What is revealed through his/her thoughts?
- What are his/her emotions?
- What does he/she think of other people or events?
EFFECT ON OTHERS
- How do others react to the character?
- What impact does the character have on others?
- How does the character treat others?
ACTIONS
- What does the character do?
- How do they behave?
- What are the consequences of their actions?
LOOKS
- What are his/her unique physical characteristics?
- What clothes does he/she wear?
- How does the character's outward appearance change?
Watch the video in Google Classroom and make notes in your book about S.T.E.A.L. process
Watch the Short Film in Google Classroom
PRACTICE
- Work in your groups to complete the S.T.E.A.L. Characterization Wheel for the main character in the following short film
- Include SPECIFIC examples
- Take notes while watching - Each member must complete their own sheet.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how a great paragraph is organised.
- We are EXPLORING how to write a great paragraph using SEXY and PEEL structure based on the relationship between the writing and the intention.
- We are EXPLORING the characters within a story and ANALYSING thier traits.
Complete Term 3 Week 9 Characterisation Lesson
From your novel, prepare a Character Trading Card
CHARACTER TRADING CARDS
PLANNING SHEET
Links and Documents in Google Classroom.Directions:
Use this planning sheet to prepare for the online Character Trading Cards activity by filling in information for each side of the trading card. Since space on the trading cards are limited, you will need to summarise your information.
1. Description
- Setting: Where does the story take place?
- Appearance: What does the character look like?
- Personality: How would you describe the character’s personality (funny, shy, daring)?
2. Insights
- Thoughts: What are the character’s most important thoughts?
- Feelings: What are the character’s most important feelings?
3. Development
- Problem: What is the character’s problem at the beginning of the story?
- Goal: What does the character want to happen by the end of the story?
- Outcome: How does the end of the story affect the character?
4. Statements and Actions
- Statements: What is the most important or memorable thing the character says?
- Actions: What is the character’s most important action?
- Interactions: How does the character get along with other characters?
5. My Impressions
- Like: What do you like most about this character?
- Dislike: What do you dislike most about this character?
Personal connection: Whom does this character remind you of and why?
6. Complete your Trading Card
- Go to Link in Google Classroom to complete your Trading Card online
- Print out your Trading Card and get it laminated.
- We are EXPLORING how a great paragraph is organised.
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Welcome back to Term 4 - it's a busy term with lots to over, EAsttle testing, ceremonies, assemblies, celebrations and fun to be had.
Let's get to it.
Session 1 this week is Library, don't forget to bring your books back.
Moving into Narrative Writing - Myths and Legends
Check out information on your Google Classroom
Learning objectives: Intentions for the development of knowledge, skills and understanding
Class Aims:
To understand what myth, legend and folktales are.
To put my hand up if I have a question.
All Should:
Be able to understand what a myth, legend and folktale is.
Listen attentively, with minor interruptions remembering the class rule of hands up.
Discuss with their partner what they think a myth, legend and folktale is.
Most Should:
Be able to pinpoint major differences between a myth , a legend and folktales.
Listen attentively without interruptions.
Discuss and evaluate local myths, legends and folktales.
Some Should:
Understand and internalise all differences between myths, legends and folktales.
Listen attentively and make notes regarding the topic.
Discuss and evaluate key differences, and have a wider knowledge of local stories and wider stories.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our writing so that we can create our own myth of creation or myth of becoming.
Lesson Three - Odysseus and the Cyclops
Starter:
ALL: Create a mind map of adjectives that you could use to describe a beach.
MOST: Create a list of similes that you could use to describe a beach.
SOME: Write a short paragraph including adjectives and similes that describes a beach.
Create similes for the following wordsAfraid
Big
Mean
Clever
Chew
Roar
Hungry
Said
Read the myth in Google Classroom.
Create a timeline / sequence of events in your exercise book.
Answer these questions:
What do you think Odysseus is like as a leader? Give reasons for your answers.
What do you think about the way the Ithacans take the sheep before asking the owner’s permission?
What words does the writer use to describe the Cyclops? What image do these words help create of the Cyclops?
What do we learn about Odysseus from the plan he devises and by calling himself Nobody?
At the end of the story, what is Odysseus’s ‘big mistake’ and why is it a mistake?
Main Activities:
Select one of the following topics and complete a descriptive paragraph.
- You are one of Odysseus’s men. Write a descriptive paragraph in which you describe the events inside the cave including when you first saw the Cyclops. Focus on what you could see, hear, smell, touch, taste. Think about perspective – how do you view Odysseus?
- You are Odysseus. Write a descriptive paragraph in which you describe the events inside the cave including when you first saw the Cyclops. Focus on what you could see, hear, smell, touch, taste.
- You are the Cyclops. Write a descriptive paragraph in which you describe how you feel once you have been blinded. Think about how your senses will become more heightened.
A few things you must try to do:
Use adjectives (lots!) and underline/highlight them.
Use a thesaurus to vary your vocabulary.
Use similes to develop your descriptions.
Use your senses to inspire your descriptions.
Use paragraphs and correct punctuation.
Try and use ! to show character emotion.
Homework:
Draw a picture of what you think the Cyclops looks like.
Underneath your drawing, write a descriptive paragraph that describes your Cyclops and how terrifying he is.
(Use adjectives AND similes)
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