BELMORE BOYS HIGH SCHOOL€¦ · Web viewEmotive words and word building. Add words to this list. Expressions Adjectives Nouns Adverbs Verbs In a cold sweat. Blood curdling. Blood

ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005

English (ESL)

Stage 4 Year 7

Unit: “Into the night and other dark places”

UNIT OVERVIEW

ATESOL NSW AGQTP funded project Stage 4 English ESL unit – ‘Into the night and other dark places’ Kathy Rushton and Mal Panckhurst


English (ESL) Stage 4 Year 8


This unit of work was developed by Mal Panckhurst and Kathy Rushton of Belmore Boys’ High School, with some assistance from Michele Shepherd, DET ESL consultant, as part of the 2004-5 ATESOL NSW Quality Teacher Programme Project: Programming ESL in English 7-12 within a Quality Teaching framework.

Commonwealth of Australia 2005This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Director, Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box 9880, Canberra, ACT 2601.

DisclaimerThe views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.

AcknowledgementThis project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.


Belmore Boys High School

English Stage 4 - Fiction

Duration: One term – 11 weeks

The majority of students in this Year 7 student group speak a language other than English and the group includes a large number of ESL students.

This unit is being taught by Mal Panckhurst and for half the sessions there is team teaching with Kathy Rushton. We would like to thank Michele Shepherd, South Western Sydney Regional Multicultural and ESL (7-12) Consultant, for her help in planning and for setting out the assessment schedule.

Rationale: The school is in a socio-economically disadvantaged area and for some years there has been a focus on improving student outcomes through the explicit and systematic teaching of literacy across all subject areas. The texts and assessment tasks were chosen to reflect this focus and to engage the students in the subject.

Quality Teaching: The elements of Intellectual quality, Deep knowledge and Deep understanding have been addressed by supporting students to analyse text and Problematise Knowledge about literacy. Students develop Metalanguage as it is explicitly taught and many situations are developed to discuss text and use Metalanguage. Therefore Substantive communication may take place during classroom interaction. Higher-order thinking is developed because literacy is problematised by asking students to think about literacy and make choices when applying knowledge about language.A Quality learning environment is developed by providing students with Explicit criteria for assessment and using a range of assessment tasks which Engage students and develop Self Regulation by asking students to participate in peer and self assessment.Significance is developed by supporting students to explore Background knowledge and Cultural knowledge and developing Connectedness by presenting a Narrative text to their classmates which they have based on a story from their home and cultural background. This supports students to integrate knowledge from both the home and school.

ESL Scales:“Use of the scales in assessment will also assist teachers to identify ESL students’ specific English language achievement and progress. To achieve the English outcomes in Stages 4 and 5, ESL students need to be operating at the highest level of the ESL scales in each strand …(P15 English 7-10). The English K-6 syllabus says that students achieving at Stage 3 will also be achieving at the highest level of the ESL scales. In this unit of work students have been scaffolded to develop understandings at the level of the clause as well as at the level of the text to support them to achieve the appropriate stage outcomes. However there will also be students who are not able to achieve at that level especially in writing. For this reason the following Level 6 outcomes (equivalent to Stage Two, years 3 & 4) have been chosen to demonstrate what students can achieve.


6.9 Communicates on a range of topics, marshalling ideas through a variety of well-known text types.*Write imaginative narratives showing plot development and character portrayal6.11 Writes a variety of coherent texts characterised by a cohesive and flexible use of language.*combine a number of ideas into a compound/complex sentence (‘This happens because the sun’s rays give out energy causing the vapour to rise’)*use some compact noun phrases in writing (‘Check labels for environmentally unsafe chemicals. Recycling paper and paper products’.)

Syllabus outcomes and Assessment tasks:

Task 1 Creative writing:

3. A student responds to and composes texts in different technologies. .3 use the features of information and communication technologies, including word processing, importing and manipulating of graphics, and formatting to compose a variety of texts for different purposes and audiences.

4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts. .8 the ways in which specific language forms and features and structures of text are used to shape meaning including:

in written texts: medium, organization, sentence structures, grammar, punctuation, vocabulary and spelling, the use of formal or colloquial language and figurative language

in spoken texts: medium, organization, sentence structures, grammar, punctuation, vocabulary, cues, nonverbal language, tone, pitch, intonation and volume.

In visual texts: medium, organization, colour, layout, perspective, focus, camera angles and editing

6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts. .4 use the features and structures of imaginative texts to compose their own tests and engage their audience.5 identify the ways characters, situations and concerns in texts connect to students’ own experiences, thoughts and feelings.6 use imaginative texts as models to replicate or subvert into new texts.10 the structures and features of imaginative texts including characterisation, setting, tension and climax, chronology and time, narrative voice, effective beginnings and endings.


Task 2 Retell a SCARY story:



in spoken texts: medium, organization, sentence structures, grammar, punctuation, vocabulary, cues, nonverbal language, tone, pitch, intonation and volume


5. A student makes informed language choices to shape meaning with accuracy, clarity and coherence. .2 make oral presentations that demonstrate a personal point of view, including speeches and drama performances.4 compose personal texts in literary forms such as narrative, poetry, speeches and scripts.8 techniques for effective speaking in formal and informal contexts.12 ways to engage an audience and sustain their interest and involvement.13 the cleverness and joy of invention

10. A student identifies, considers and appreciates cultural expression in texts. .2 identify and explore the ways different cultures, cultural stories and icons, including Australian images and significant Australians, including Aboriginal Australians, are depicted in texts

Task 3 Reader’s Theatre:



in spoken texts: medium, organization, sentence structures, grammar, punctuation, vocabulary, cues, nonverbal language, tone, pitch, intonation and volume.


6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts. .10 the structures and features of imaginative texts including characterisation, setting, tension and climax, chronology and time, narrative voice, effective beginnings and endings.11 verbal, aural and visual techniques used to create imaginative texts, such as imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design


.12 textual and visual conventions for composing dialogue

11 A student uses, reflects on and assesses individual and collaborative skills for learning..1 understand demands of a task and the outcomes and criteria for assessment being addressed.3 ask questions, listen and negotiate to clarify an extended group task with teacher and peers.5 use speaking and writing as learning processes for sorting and selecting information and clarifying ideas.9 perform an allocated role responsibly in a group and assess the success of collaborative processes.12 outcomes-based learning.15 roles and responsibilities of individuals in groups

Task 4 Optional Personal Best Interest Task (extension):

1.A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure. .3 compose imaginative, factual and critical texts for different purposes, audiences and contexts.16 conventions associated with generic definitions of literary, film, television and other multimedia, information, everyday and workplace texts

2.A student uses a range of processes for responding to and composing texts. .15 processes of representation including the use of symbols, images, icons, clichés, stereotypes, connotations, inference and particular visual and aural techniques including those of camera, design and sound

11. A student uses, reflects on and assesses individual and collaborative skills for learning. .2 choose and negotiate with the teacher appropriate tasks and assessment criteria

Evaluation: The students and teachers will evaluate the unit. Students will be asked to complete a survey and teachers will compare assessment tasks to a pre-test.





TEACHING SEQUENCE




Unit: “Into the night and other dark places”This unit of work was developed by Mal Panckhurst and Kathy Rushton of Belmore Boys’ High School, with some assistance from Michele Shepherd, DET ESL Consultant, as part of the 2004-5 ATESOL NSW Quality Teacher Programme Project: Programming ESL in English 7-12 within a Quality Teaching framework.

Commonwealth of Australia 2005This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Director, Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box 9880, Canberra, ACT 2601.

DisclaimerThe views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.

AcknowledgementThis project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.


Stage 4 “Into the night and other dark places.”Focus Text Type: NarrativeGrammar Focus: Extended noun group, verbal groups

Syllabus outcomes/ Assessment tasks

Syllabus content Language to be taught

Teaching and learning Resources

Task 1 Creative writing: 3. A student responds to and composes texts in different technologies. 4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts. 6. A student drawson experience, information and ideas to imaginatively and

Students learn to:

3/.3

6/.4.5.6

Students learn about:

4/.8

6/.10

Extended noun group with adjectival clause or phrase

Verbal groups and adverbial

Pre- test – students write a narrative with the title “Home alone”.In groups Ss mind map with picture stimulus – spooky/supernatural from culture/background – films/books. (Mindmapping software eg Inspiration could be used).

T. lists concepts from mind maps and builds up ‘emotional’ word bank with whole class.Read to the end of chapter one. (Teacher reads aloud and allows students to read sections or take the parts of characters or the narrator.) Introduce the Theme of novel Coraline. Close Study – exercise on verb and noun groups. Metalanguage: Terms Defined. Read page 11/13 Paragraph 2: Deconstruct text – focus on noun groups. Jointly construct a description of a scene after responding to a picture.Read to end of chapter four (as per previous process). Discuss “yarns”. Set homework task for lesson 16 (two weeks).Read to end chapter six. Review noun groups. Brainstorm/give words to describe personality/emotion. Read to end chapter eight. T. introduces verb group. Deconstruct p.110,111,112/119,120,121 in the theatre – the

Prose fiction: Coraline by Neil Gaiman

Children’s Picture Book: The Wolves in the Walls by Neil Gaiman and Dave McKean

A grammar companion byBeverley Derewianka

Grammar and Meaning by Louise Droga and Sally Humphrey

Image Matters ed. Jon Callow


interpretively respond to and compose texts. Task 2 Retell a SCARY story: 4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts. 5. A student makes informed language choices to shape meaning with accuracy, clarity and coherence. 10. A student identifies, considers and appreciates cultural expression in texts. Task 3 Reader’s Theatre: 4. A student uses and

5/.2.4

10/.2

4/.8

5/.8.12.13

phrases

Vocabulary related to topic

Meta-language for discussing narrative text

Symbols inferential meanings

“sac”. In pairs Ss highlight verbs & contribute to class list. T. jointly constructs text developing verb groups after responding to stimulus:“It was night. There was a thing. It was windy. The thing was hungry. It moved.”Read to end chapter ten.

Read to end of book. Discuss symbolism – groups look for symbols. (hands, eyes “the window of the soul”, windows/doors, cats/mice, keys)Ss are given a summary of the action in each chapter and in small groups they sequence the chapters. Small groups skim and scan a given chapter for important detail and report back to whole group.

Review symbolism and ‘emotional’ word bank and review Diary writing. Jointly construct part of a diary entry. Students independently write two half page diary entries based on the events in Chapter 5 when the parents have disappeared. Focus on incorporating both events and feelings when writing and use of expressive verb and noun groups.What has the story been about? Scaffolded evaluation – personal response.Students present “yarn” and evaluate through peer assessment.


describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts. 6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts. 11. A student uses, reflects on and assesses individual and collaborative skills for learning.Task 4 Optional Personal Best Interest Task (extension): 1. A student responds to and composes texts for

11/.1.3.5.9

4/.8

6/.10.11.12

11/12.15

Meta-language for discussing visual images

Read “The wolves in the walls”.T. introduces metalanguage of visual literacy and jointly deconstructs images, then Ss work in pairs/small groups to analyse and present understandings about selected images.Continue to introduce metalanguage of visual literacy as images jointly deconstructed. Ss continue to work in pairs/small groups to analyse and present understandings about how images support or subvert the meanings of the written text.Ss report back and discuss as a whole class.T. introduces the strategy of Reader’s theatre and selects groups. Using the image “They huddled at the bottom….” Students select a character, or the part of narrator and prepare a presentation of Reader’s theatre.Continue preparation.Ss perform Reader’s theatre. Peer assessment.


understanding, interpretation, critical analysis and pleasure. 2. A student uses a range of processes for responding to and composing texts. 11. A student uses, reflects on and assesses individual and collaborative skills for learning.

1/.3

11/.2

1/.16

2/.15

Outline holiday assessment and share ideas and plan development of individual projects.Students choose two pieces of written work for submission as assessments and edit and publish.Self assessment.


BELMORE BOYS HIGH SCHOOL: Stage 4 English

“Into the night and other dark places.”

Unit vocabulary

The important vocabulary you will use in this unit is listed below.

prose fiction purpose Character descriptionnarrative audience Setting noun groupsNovel context Plot verbal groupscomposer orientation Chronology adjectivesAuthor complication Climax adverbsIllustrator resolution Theme adverbial phrases

Noun GroupFind the noun groups, one has been done for you. Coraline

The day after they moved in, Coraline went exploring.She explored the garden.It was a big garden: at the very back was an old tennis court, but no one in the house played tennis and the fence around the court had holes in it and the net had mostly rotted away; there was an old rose garden, filled with stunted, fly-blown rose bushes; there was a rockery that was all rocks; there was a fairy ring, made of squidgy brown toadstools which smelled dreadful if you accidentally trod on them.

Pointer Counter Intensifier Describer Classifier Noun Adjectival phrase/Adjectival Clause (who,which,that)

squidgy brown toadstools which smelled dreadful


Types of verbs

List interesting verbs you find in the text.

Doing (Action) Feeling (Sensing) Thinking (Sensing) Saying Relating (being or having)

Symbols

A symbol is something, which is generally agreed, stands for or represents something else due to some quality or association in fact or thought.Eg. ‘Eyes are the windows of the soul.’

Be a detective…. solve the mystery of the symbols.

Symbol What does it mean?DoorStone with a holeKeysRatsMiceCatsHandHouseWindowsEyesBlack button eyesTealeavesWell


Emotive words and word buildingAdd words to this list.

Expressions Adjectives Nouns Adverbs VerbsIn a cold sweatBlood curdlingBlood turning to waterHair on endKnees knockingWhite as a sheetPale as deathScared out of one’s witsNumbed with fearPale as a ghostHorror-struckIn hysterics

AnxiousFrightenedStartledAlarmedScaredStunned Shocked FlabbergastedFearfulTerrifiedHorrifiedPetrifiedCreepyMortal

AnxietyFearTrepidationPalpitationConsternationDismayDemon SpookSpectreHob-goblinOgreSkull and crossbonesQualmsMortalShiversTerrorHeebie-jeebiesGoosebumps

DreadfullyFearfully

To trembleTo panicTo scare Was quakingWas shakingWas shuddering


ExerciseIn the first column, tick the words you have heard before. In the second column, tick the words you know.

Unit vocabulary – Text 1: Coraline Words I have heard before

Words I know

1 prose fiction

2 narrative

3 novel

4 composer

5 author

6 illustrator

7 text

8 context

9 purpose

10 audience

11 orientation

12 complication

13 resolution

14 character

15 setting

16 plot

17 chronology

18 climax

19 theme

20 description

21 adjective


22 adverb

23 noun group

24 verbal group

Chapter Storyboard1 Coraline moves to a new house.2 Coraline goes for a walk and has tea with Miss Spink and Miss Forcible.3 Coraline meets her “other” mother and father.4 Coraline talks to the cat, goes to the theatre and goes back to her real home.5 The “other” mother tells Coraline her parents are happy without her.6 The “other” mother locks Coraline into the space behind the mirror.7 Coraline hears the three voices.8 Coraline challenges the “other” mother and meets the “other” Miss Spink and Miss

Forcible.9 Coraline is chased by the other father.10 Coraline collects all the marbles.11 Coraline goes home.12 The “other” mother’s right hand comes looking for the key.13 Coraline has a tea party for her dolls.


Summary of visual codes

What’s happening? *action qualities*concept qualities

How is the relationship developed between the viewer, the image and the image maker?

*angles*shot distances*colour*offers or demands

How is the image composed? *reading paths – lines and vectors*layout

What’s happening?Concept message/action

symbolHow is the relationship developed between the viewer and the image?Angles looking down/ power relationshipFraming long shot – the viewer is not “in the picture”

medium shot – the viewer is more involvedclose-up – the viewer shares emotions

Colour saturationtone – light or darktype of media usedassociation of colour mood/feeling/symbol

Demands and offers looking at the viewer – demandlooking elsewhere – offer

How is the image composed? Composition cultural(Salience) placing object in centre/left/rightReading paths vectors guide the eyeLayout cultural

top/bottom placementleft/right placement


Analysing an image

What’s happening? *action

*message

How is the relationship developed between the viewer, the image and the image maker?

*angles

*shot distances

*colour

*offers or demands

How is the image composed? *reading paths – lines and vectors

*layout


BELMORE BOYS HIGH SCHOOLStage 4 English – Year 7, 2005

“Into the night and other

dark places.”




Introduction

Welcome to Year 7 English at Belmore Boys High School! This is your first English unit for 2005, In this unit, you will read two narrative texts – a novel called Coraline by Neil Gaiman and a Children’s Picture Book called The Wolves in the Walls composed by Neil Gaiman (author) and Dave McKean (illustrator). The key concepts and ideas you will explore include:

what makes a good story – and how to create one and retell one with confidence, power and imaginationthe real and surrealscary stories in different contexts and cultures, their purposes and effectsnarrative text in various forms (written and oral; prose fiction and Children’s Picture Book).

Assessment Summary for 7H English: Term 1, 2005

In this unit, you will complete 3 assessment tasks. You will also have the opportunity to complete a 4th optional assessment task. The work you do in class will prepare you for these tasks and your teachers are there to help you. Always ask for extra help, if you need it. Remember, an assessment task is not a test. Assessment tasks are opportunities for you to show yourself, your teachers and your families:

what you know, understand and have learnt about *what you can do *how well you can do it.*things you are good at *areas that you can improve.

The focus of assessment tasks in this unit is on description and narrative - the ‘art of story telling’. You will be given detailed guidelines for each task. Below is a summary of the tasks you will complete.

Task 1 - Creative Writing: As class work for this unit, you will learn to compose four descriptive texts. These are: (1) a description of a scene, (2) a description of a character, (3) a description of an event and (4) a character’s response to an event in diary form. At the end of the unit, you will select two of these for publication and assessment. You will refine, edit and publish these, as word documents in hard copy (print form) and include an. illustration in one of these.

Task 2 – Retell a SCARY story: In this task, you will talk with your family, friends and/or community members to locate, learn and learn about a scary story of significance within – or relevant to – your culture. You will tell the story to the class and also comment on an aspect of the story and what it means to you.

Task 3 – Readers Theatre: In this task, you will work as a group of 4-5 students to transform a scene from the Children’s Picture Book, The Wolves in the Wall, into Readers Theatre and present it to the class.

Task 4 – Optional Personal Best Interest Task (extension): In this task, you are INVITED to create a representation of one aspect of one of the texts you have studied in class: Coraline or The Wolves in the Wall. You will be given a list of possible topics and the choice is yours!


The important vocabulary you will use in this unit is listed below.

narrative orientation character descriptionprose fiction complication theme noun groupsnovel resolution purpose verbal groupscomposer plot audience adjectivesauthor climax context adverbsillustrator setting chronology adverbial phrases

Below is a summary of the unit.

Unit title Into the night and other dark placesUnit length 8 weeks: 28 lessonsEnglish outcomes Task 1 Creative writing:

3. A student responds to and composes texts in different technologies. .3 4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts. .8 6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts. .4.5.6.10Task 2 Retell a SCARY story: 4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts. .8 5. A student makes informed language choices to shape meaning with accuracy, clarity and coherence. .2.4.8.12.13 10. A student identifies, considers and appreciates cultural expression in texts. .2Task 3 Reader’s Theatre: 4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and


contexts. .8 6. A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts. .10.11.12 11. A student uses, reflects on and assesses individual and collaborative skills for learning..1.3.5.9.12.15Task 4 Optional Personal Best Interest Task (extension): 1. A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure. .3.162. A student uses a range of processes for responding to and composing texts. .1511. A student uses, reflects on and assesses individual and collaborative skills for learning. .2

Types of texts Prose Fiction and Children’s Picture BookText titles Coraline by Neil Gaiman and The Wolves in the Walls by Neil Gaiman

and Dave McKeanCross curriculum content

Information and communication technology (ICT) – word processing and importing graphicsLiteracy – descriptive writing (creating an evocative scene, rich character description using dialogue, describing an event, and responding to an event in diary form)Numeracy – chronology as concept and structure; narrative techniquesMulticultural perspectives – stories of scary significance from various cultures, their purposes, similarities, differences and effects

English class/teachers

7H English with Mr Pankhurst and Ms Rushton and sometimes Ms Shepherd

Number of tasks 3 compulsory; 1 optional extensionTypes of tasks Creative writing (narrative); Research and descriptive recount; Readers

Theatre; Representation


BELMORE BOYS HIGH SCHOOL

“Into the night and other

dark places.”

ASSESSMENT BOOKLET

Stage 4 English: Year 7, 2005




BELMORE BOYS HIGH SCHOOL: Stage 4 English – Year 7


Task 1 – Creative writing

English outcomes 3/.3 4/.8 6/.4.5.6.10Language modes Writing and representingMedium Handwriting and word processing (ICT) for published workDate due End of unit

Task description

As class work for this unit, you will learn to compose four descriptive texts. These are:

description of a scenedescription of a characterdescription of an eventa character’s response to an event in diary form.

At the end of the unit, you will select two of these for publication and assessment. You will refine, edit and publish these, as word documents in hard copy (print form). You will also be asked to import an appropriate graphic (illustration) into one of these.

Your work, as a word document, must observe the following specifications:

Times font for text12 point font sizea heading – your choice of font style and sizesingle spacing for textline space between paragraphs.


Assessment criteria

You will be assessed on how well you:

develop a descriptive text (your text is interesting and easy to imagine)organise ideas clearly and logically ( your text makes sense and is easy to understand; you use sentences and paragraphs appropriately)use language effectively to communicate your ideas (you use great words and expressions eg. adjectives, noun groups, verbal groups, adverbial phrases, similes, metaphors, symbols; you include some complex sentences; spelling and punctuation is mostly correct)present your work in word processed print form, observing ICT specifications and incorporating at least one graphic.




Task 2 – Retell a SCARY story

English outcomes 4/.8 5/.2.4.8.12.13 10/.2Language modes Speaking Medium Prepared oral presentation to the class, including at least one propDate due 29 March 2005

Task description

In this task, you will talk with your family, friends and/or community members to locate, learn and learn about a scary story of significance within – or relevant to – your cultural background.

You must:

retell it to the class, including as much detail as possiblecreate an atmosphere of suspense, fear or mysterybe able to say something about its origins, importance to or effects on people of your cultural backgroundinclude at least one effective prop as part of your presentationbe able to say why you chose this particular story and what it means to you.

Assessment criteria


locate and retell a scary story, in detail, from or about your cultural backgroundmake some comment on one or more of the following: its origins, purpose, importance, value or effects on people (eg. where it came from in place and time, why it has lasted, what it means to people of your cultural background)structure or stage your presentation appropriately to include:an introduction eg. cultural context (where from), story focus (what it’s about), and title (real or made up)


retelling of the story (orientation, complications, resolution)personal comment on at least one aspect of the storypersonal reflection on why you chose this particular storyuse language and props to create interest and an atmosphere of fear, mystery or suspense (eg. vocabulary choices; use of adjectives, noun groups, verbal groups, adverbial phrases; mention of metaphors, similes, symbols or recurring motifs; use of props/objects, costume, makeup, lighting, sound effects; use of voice and/or body language for effect).




Task 3 – Readers Theatre

English outcomes 4/.8 6/.10.11.12 11/.1.3.5.9.12.15Language modes RepresentingMedium Group development of a Readers Theatre script; oral group presentation

to the class for peer assessmentDate due

Task description

In this task, you will work as a group of 4-5 students to transform a scene from the Children’s Picture Book, The Wolves in the Wall, into Readers Theatre.

Each of you will take the part of a different character - or the narrator. As a group you will interpret one scene from The Wolves in the Wall.

As a group, you will:

develop and transcribe (write out or word process) a script to interpret your scene of choicegive your scene an appropriate titledevelop an introduction to contextualise the setting, events, the characters, their actions and reactions within the scenepresent your work to the class, as Readers Theatre.

Assessment criteria

Assessment of this task will be peer assessment – by your classmates. You will also be asked to evaluate your own efforts and those of others in the group.


demonstrate an understanding of the ideas, characters and events in the text


organise and structure your ideas and presentation to include: - a narrator’s introduction- events in a logical order - a sense of completion; an ‘ending’ for the sceneuse language (including voice and body language) to create an effective piece

of Readers Theatredemonstrate co-operative effort as a group and as individuals within the group.




Task 4 – Optional Personal Best Interest Task

English outcomes 1/3.16 2/.15 11.2Language modes RepresentingMediumDate due After the school holidays

Task description

In this task, you are INVITED to create a representation of one aspect of one of the texts you have studied in class: Coraline or The Wolves in the Wall. The choice is yours!

Ideas to consider include:

make a puppet of one of the charactersillustrate your interpretation of one of the characters. Include labels to comment on their features or characteristicsdesign a poster to publicise and promote one of the books; make reference to recommended audience, the composer(s) and the plot (but do not give away the ending)design the cover for an audio version of Coraline or The Wolves in the Wall (audio-cassette or CD version)design the cover of a multimedia or videogame version of Coraline or The Wolves in the Walldevelop 4-5 storyboard frames to depict the opening scenes of a film version of Coraline or The Wolves in the Wallmake a prop for the Readers Theatre scene your group presentedcreate, compose or compile a musical soundtrack to accompany one important scene in Coraline or The Wolves in the Walldesign a T-shirt or other product to promote and market Coraline or The Wolves in the Wall to a teen audience.


You must also complete a short oral (on tape) or written text to explain what you did – and why. In your explanation, you should say where you got your ideas and how they link to one of the texts (Coraline or The Wolves in the Wall).

ENJOY! EMBRACE THE CHALLENGE!

Assessment criteria


demonstrate an understanding of one or more aspects of one text organise and structure complete a short oral or written text to explain the choices you madecomplete a self evaluation form.


BELMORE BOYS HIGH SCHOOL: Stage 4 English – Reflection by Year 7 students


Task 4: Personal Best Interest Task - Self Evaluation

NAME:

The representing task I chose is

The rating I would give myself for how well I did this (please circle):

☺ ☺☺ ☺☺☺

My reasons are

What I did the best was

because

What I would like to do better next time is

because

What I enjoyed the most was

because

Signature: Date:


BELMORE BOYS HIGH SCHOOL: Stage 4 English – Feedback to Year 7 students


Task 4: Personal Best Interest Task – Teacher Feedback

NAME:

Date submitted:

Representing task:

Student grade:

☺ ☺☺ ☺☺☺

CRITERIA ACHIEVED DEVELOPING WORKINGTOWARDS

Links to one text are clearly established

Work includes design or graphic elements

Written text complements, explains or comments on design elementsWork demonstrates effort, originality and/or Imagination inspired by one of the class texts

Teacher comment:




Task 3: Peer Assessment - Readers Theatre

TASK: Group interpretation of a scene from the Children’s Picture Book, The Wolves in the Walls

Group members: ________________________ __________________________

________________________ __________________________

________________________ __________________________


Scene presented as Readers Theatre to the class

Scene clearly contextualised by the narrator within the text (you know what is about to happen, what has happened before this, where the event takes place and who the characters are) Events of the scene are clearly organised (you know exactly what is happening and the order of events makes sense)Events, character actions and reactions are clearly communicated to the audience (you know who the people are and understand how they feel; the characters seem like real people)The group works well together to present the scene as Readers Theatre

Comment:




Task 2: Story Recount

TASK: Students locate and retell a scary story of cultural significance and comment on one or more aspects of its cultural origins, social and personal relevance

Mode/medium: Speaking

Story/cultural origins:


Located a scary story of cultural significance

Included some comment on one or more aspects of the story eg. origins, context, importance, value, effects on peopleRetold the story to a class audience

Included detail and/or descriptive language to capture and maintain interest eg. adjectives, noun groups, adverbial phrases, verbal groups, similes, metaphorsNarrative structure was clear and logical (it included an orientation, at least one complication and a resolution; it made sense)Offered personal comment on the choice of story and its personal relevance

Teacher comment:



BELMORE BOYS HIGH SCHOOL: Stage 4 English – Feedback to Year 7 students“Into the night and other dark places.”Task 1: Creative WritingTASK: Students select 2 of their 4 draft creative writing tasks for publication. They use computers to publish 2 pieces of writing and import a graphic in one of these. ICT criteria include font size and style and line spacing.

Mode/medium: Writing and ICT

Text 1:Text 2:


Two published texts submitted

Texts demonstrate and meet ICT criteria (texts are word processed, 12 point Times font, single spacing, at least one graphic, title)

Ideas are clearly and logically organised

Ideas are developed and/or sustained

Language is used to create and sustain interest (eg. adjectives, noun groups, adverbial phrases, verbal groups, use of imagery, symbols and/or recurring motifs, use of dialogue)Sophisticated vocabulary is attempted (tries interesting, new or difficult words)Spelling and punctuation is mostly or always correct

Includes complex sentences

Teacher comment:Student comment:


BELMORE BOYS HIGH SCHOOL: Stage 4 English – Criteria checklist for students


Task 1: Creative Writing

I have checked my work for the following things:

CRITERIA YES Some-times NO

I have submitted two published texts

Both of my texts demonstrate and meet the ICT criteria:

my texts are word processed, I have used 12 point Times fontI have used single spacingI have included at least one graphicI have given each of my texts a title

I have organised my ideas clearly and I think my work makes sense

I have tried to develop my ideas

To create and sustain interest, I used some of the following language features: adjectives, noun groups, adverbial phrases, verbal groups, imagery such as similes and/or metaphors, symbols and/or recurring motifs, dialogue

I have tried to use interesting, new or difficult words


I have checked my spelling and punctuation and it is the best I can do

I have included some complex sentences


Documents

BELMORE BOYS HIGH SCHOOL€¦ · Web viewEmotive words and word building. Add words to this list. Expressions Adjectives Nouns Adverbs Verbs In a cold sweat. Blood curdling. Blood