10F2 English
Weekly outline
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Students will explore a range of issues raised in the documentary film 'The Game Changers', before embarking on their own research investigations into a topic of their choosing so that they can make a difference to their local community.
Key skills that will be developed throughout the project will include research and analysis, written and spoken communication, collaborative learning, and project management.
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Tino Rangatiratanga relates to the principle of 'Self-Determination' which is about having meaningful control over one’s own life and cultural well-being. This principle is embedded in the Treaty of Waitangi. In signing this Treaty in 1840 the sovereign chiefs of Aotearoa New Zealand sought to protect their taken-for-granted, sovereign rights into the future.
Students will explore how we can empower ourselves as learners so that we see ourselves as being in control of our own lives, our own education, and our own futures.
Key skills that will be developed throughout the project will include written and spoken communication, film techniques, and rhetorical devices.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of visual texts by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
- We are EXPLORING a range of visual texts by investigating a range of visual techniques and experimenting with the effect it has on the viewers
- We are EXPLORING a range of visual texts by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
- We are EXPLORING a range of visual texts by researching the effect of setting on the choices made by characters in challenging situations
Success Criteria:
- I can identify the author’s purpose in the film The Blind Side
- I can identify the audience of a film in a range of genre
- I can describe the key ideas in the film The Blind Side
I can recognise the key elements in the exposition of the text The Blind Side
I can create a mindmap that showcases the exposition of the text The Blind Side
Activities:
- Unpacking CAT
- Theme exploration
- Character Analysis
Further Learning:
Get your reference notes done. -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of visual texts by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
- We are EXPLORING a range of visual texts by investigating a range of visual techniques and experimenting with the effect it has on the viewers
- We are EXPLORING a range of visual texts by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
- We are EXPLORING a range of visual texts by researching the effect of setting on the choices made by characters in challenging situations
Success Criteria:
I can describe the visual and verbal language techniques used in The Blind Side
I can interpret the effectiveness of the visual techniques employed by the director
Activities:
- Close Viewing of scenes
Further Learning:
Google Classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on analysing effective visual and verbal used by the director to describe the key ideas in the film
- We are FOCUSING on identifying the visual and verbal language techniques used in the film to highlight the qualities needed to sustain a meaningful relationship
- We are FOCUSING on comparing the visual and verbal techniques used in various film genre
- We are FOCUSING on discussing what our response to the visual and verbal techniques employed by the director
- We are FOCUSING on explaining the key ideas in the film and how characters and their relationships demonstrate this
- We are FOCUSING on the internal and external conflicts present in the film and how they contribute to the narrative perspective
Success Criteria:
I can identify the author’s purpose in the film
I can identify the audience of a drama genre
I can describe the key ideas in the film
- I can recognise the key elements in the exposition of the text
I can create a mindmap that showcases the exposition of the text
I can sequence the changes in the character of Mike and Leigh-Ann
I can describe the visual and verbal language techniques used in the film and the purpose for which they have been utilised
Activities:
- Google Classroom
Further Learning:
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on analysing effective visual and verbal used by the director to describe the key ideas in the film
- We are FOCUSING on identifying the visual and verbal language techniques used in the film to highlight the qualities needed to sustain a meaningful relationship
- We are FOCUSING on comparing the visual and verbal techniques used in various film genre
- We are FOCUSING on discussing what our response to the visual and verbal techniques employed by the director
- We are FOCUSING on explaining the key ideas in the film and how characters and their relationships demonstrate this
- We are FOCUSING on the internal and external conflicts present in the film and how they contribute to the narrative perspective
Success Criteria:
I can interpret the effectiveness of the visual techniques employed by the director
I can explain the director’s purpose in using the drama genre
- I can interpret the effectiveness of the narrative perspective used by the writer to explore the ideas in the text
- I can analyse the effect of the setting on the characters
- I can classify how a theme is revealed in the text to make meaning
Activities:
- Google Classroom
Further Learning:
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COMMON ASSESSMENT TASK
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