Wednesday - Period 3

'Then and Now' - Oodgeroo Noonuccal

In this lesson we will discuss this poem, having deconstructed it in our last lesson.  In particular we will consider:

• the voice contained in the poem
• the mood and tone 
• the voice's feelings about modern Australian civilisation
• the indigenous connection to the environment
• the aim of the poet

Monday - Period 2

Handouts to be kept in your book:

1. Poetry Mind Map
2. Poetry Glossary & Deconstruction Process
3. Poetic Forms

We will begin our look at Australian poetry by studying the poem of Oodgeroo Noonuccal (Kath Walker).  This will comprise all the steps listed on the second handout above - 'How to look at a poem' (see below).

Group A: complete the activities on the last page of the poetry booklet

Group B: deconstruction of the poem with Mrs Lans

Wednesday - Period 3, Friday - Period 5

Poetry Unit: 'Australian Voices'

Today we will begin our next unit on Australian poetry.  First we will look at the subject specific terminology relevant to the unit and revise these terms.  To begin we will spend time defining what it is to be Australian.  Use the 'Poetry Resources' tab above to locate a variety of videos that represent varying images of Australia and Australians.

View these videos with another student, discussing what type of Australian identity is expressed in each.  Additionally, consider if there are images of Australia not present.  

Then ... on your Weebly compose a profile of what constitutes Australian identity?  

1. What makes us uniquely Australian?
2. Do these identities represent you?  
3. Do they represent all Australians?  
4. What do they say about us and how we live?

Monday - Period 2

In preparation for your upcoming Speech Assessment Task, we will take a look at the presentation criteria for the task and discuss the areas of eye contact, voice modulation, volume, pace, pauses, and body language/gestures.  Then to put this into practise you will each be given a topic on which you will speak to the class for 45 seconds, concentrating on using each of the above elements to engage your audience.

To complete our 'Art of Rhetoric' unit, you will complete a reflection sheet to consider your learning about rhetoric.

Tuesday - Period 3

Language exercise:  nominalisation (conversion of a verb to a noun)
Examples:

• Hitler invaded Poland in 1939.  It marked the beginning of World War II in Europe.
• Hitler's invasion of Poland in 1939 marked the beginning of World War II in Europe.

As part of our study of Principal Clark's speech in Lean on Me, you will be writing a paragraph response to the question:  Evaluate the effectiveness of Principal Clark's speech in Lean On Me in achieving his purpose.


In today's lesson a paragraph response to this type of question has been modelled to guide your response to the above question.Paragraph Exemplar - Yr 10

Monday - Period 2 & Wednesday - Period 3

To consolidate what we have done so far we will take a look at the subject specific terminology list for this unit and clarify our understandings of the terms encountered to date.

Lean on Me - Principal Clark's Speech

We will start examining this speech through a word cloud to predict the tone and subject matter of the text.  Next, you will look at the transcript and annotate the techniques that you can identify.  Finally, you will complete the following on your Weebly:

1. SOAPS details
2. Tone of the speech - what attitude is being expressed by Principal Clark.  Explain your answer
3. Use of ethos, pathos, and/or logos - how is this developed?
4. A paragraph response to the question -  Evaluate the effectiveness of Principal Clark's speech in Lean On Me in achieving his purpose.

Tuesday - Period 3 & Thursday - Period 1

 

Inpendence Day Speech:

Continuing our work from last lesson, you will annotate your own personal copy of the speech.  We will look at how it is structured and the 'voices' it contains.

Once this is complete you will need to complete the following tasks on your Weebly:

1. Under the 'Rhetoric' tab create a new sub-page called 'Independence Day'.
2. Using 'SOAPS' describe each section.
3. Insert the video onto your page (locate the embed code from Youtube)
4. Underneath the video describe the structure
5. Describe the 'voices' contained in the speech.

Friday - Period 5

Rhetorical study of The President's address in the film, Independence Day.

1. Initial task:  SOAPS - Speaker - Occasion - Audience - Purpose - Subject

2. Speech deconstruction: using the frequency list and your Rhetorical Devices Glossary, locate the rhetorical devices found in the text.  In groups of 2 or 3, annotate your copy using sticky notes.

Wednesday - Period 3

Group A:  Weebly - ethos, pathos and logos.  Understanding shown using a print advertisement under a sub-heading 'Ethos - Pathos - Logos'.
Group B:  Introduction to rhetorical devices (glossary)

Monday - Period 2

Group A:  introduction to rhetorical devices (glossary)
Group B:  Weebly - ethos, pathos and logos.  Understanding shown using a print advertisement under a sub-heading 'Ethos - Pathos - Logos'.

Thursday - Period 1

Ethos - Pathos - Logos
Today we will look at each of these as part of Aristotle's theory of effective communication.
Ethos Pathos Logos Sheet


Then we will look at the Chevron, 'Human Energy' television advertisements and discuss the use of each element.

Tuesday - Period 3

To begin our study of rhetoric we will consider the relationships between each of the following elements:
COMMUNICATOR - AUDIENCE - AIM - PURPOSE - SUBJECT - MEDIUM - CONTEXT

Following discussion around these areas you need to:

1. Create a new page on your Weebly titled 'Rhetoric'
2. On that page write your definition of rhetoric
3. In point form detail your understanding of the relationships between the above elements

Friday - Period 5

Today you will receive and examine your Subject Specific Terminology and Report Criteria for Semester 1.

The remainder of the lesson will be spent setting up your Weebly ready for future lessons/tasks.  You need the password and userid given to you, and must log into http://students.weebly.com to begin.  Take the time to become familiar with the features of Weebly.

Wednesday - Period 3

Welcome to English in 2012.  We will begin this year with the following:

• Outline of what you will study this year
• A look at this blog and the Weebly you will complete your work on
• Set up the book you will keep this year
• If time, begin to look at our first unit on rhetoric

Thursday - Period 2

Before proceeding with today's work, all tasks from Tuesday & Wednesday (see post below) must be completed and handed in for marking.

Criteria for Judging the Effectiveness of Films
Next week we will study a number of Tropfest short films.  One of the concluding activities is to act as a judge of the Tropfest Film Festival and decide on the winning film from the selection we study.  To do this we need to agree on what the criteria for an effective, award worthy film would be.  Individually or in small groups you are asked to formulate a list of criteria that could be used in the judging of these films.  Ideas will be shared and a class criteria will be formed from your ideas.

Tuesday - Period 2 & Wednesday - Period 5

Genre & Plot Features

Today we will continue our examination of genre and extend it to also look at plot features associated with each type of film.  We will examine the short film, 'Plot Device', that parody's the various film making styles we have come to expect in certain genres.


Then take a look at the 'Behind the Scenes' video to expand your knowledge and understanding of how some of these genre styles were made.

You will then complete the following:

1. A table that records the use of filmic techniques for each genre covered.
2. A paragraph in which you explain your understanding of genre and how they are created by filmmakers.

Friday - Period 5

Representation of Ideas by Filmmakers

Today we will look at how filmmakers use film techniques and styles to bring us ideas.  We will look at the original 'Mary Poppins' movie trailer and brainstorm the type of characters and emotions the filmmaker wants us to experience.  Watch this trailer below.

Then you will watch a remixed version that changes our experiences of these characters and the emotions they (and we) feel.  Watch this version below.

Once you have completed your viewing you need to complete the following:

1. Create a sub-page on your Weebly called 'Film Representation'.
2. Embed both of the above videos on this page.
3. Underneath each video describe the characters and the emotions felt by the audience.
4. Then record (in point form) HOW the filmmaker achieved this.  Consider camera shots and angles, music, editing, captions, etc.

Week 10 Term 3

This week we will commence a film unit where we will revise and extend the film knowledge you have gained since Year 7.  If you intend to study in Years 11 & 12 this will be important preparation for you.  Tasks for this week:

Revision

1. Create a new page on your Weebly titled 'Film'
2. Insert the mind map below on this page.
3. Choose 10 terms from the mind map and below it make a list of your own definitions of these terms.

Genre

1. View a range of movie trailers as a class group and participate in discussion about what genre/s they belong to and the conventions used to indicate that genre.
2. Create a sub-page called 'Film Genre'
3. Select a movie trailer of your own choosing and embed it on this new page.  Below the video list the genre/s and the features used by the filmmaker from that genre.  (Record your answer in point form.)

Weeks 4-10

During this time we will revise the TEXT TYPES that you are likely to encounter in your Trial School Certificate.  You will be issued with a booklet containing features of these texts and activities to prepare you.

Importantly, you need to RESPOND TO (answer questions about) and COMPOSE (write) in these forms.

You are also encouraged to visit the Board of Studies website and practise using their online multiple choice questions.

Wednesday - Period 4

Assessment task (in class).  Essay response to the question:

'The study of drama helps us to understand human behaviour.'  How is this true for the play you have studied in class?