Risks and challenges
Teacher Jeremy Skerman
| YEAR
|
LEVEL
|
DURATION
|
| 10
|
4-6
|
3 weeks
|
| Achievement Objective Being Assessed
|
Learning Outcomes
|
| Poetic Writing
|
Edit a piece of writing to express imaginatively ideas and experiences using appropriate language features.
|
| Presenting
|
Communicate ideas using verbal and visual features to an identified audience.
|
| Processes
|
| Close reading
|
Discuss a range of texts, relating their understanding to personal experience and other texts.
|
| Interpersonal speaking and listening
|
Participate in discussion to improve awareness in written and visual language.
|
| Supporting Achievement Objective
|
Learning Outcomes
|
| Exploring language
|
Identify and discuss language features and their effects in a range of texts, and how they suit topic and purpose.
|
| NCEA Link
|
| Assessment:
|
Formative
|
| Achievement Standard:
|
AS90052 (English 1.1): Produce Creative Writing.
|
| Achievement Standard:
|
AS90059 (English 1.8): Present a media or dramatic presentation.
|
Introduction
A key focus behind these activities is to get students thinking about and reflecting on any of their own experiences that have given them some sort of 'adrenaline rush', or made them feel nervous, tense, excited, afraid etc. By getting them to explore the nature of such feelings, and thinking about ways to express those feelings, they may then be better equipped and focused to produce quality writing and visual presentations. A range of different activities will also help cater for the range of student experiences that are likely to exist.
Teacher background reading
Teaching and learning activities
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Learning task 1
Learning task 2
Learning task 3
Assessment
Assessment Activity 1 - Welcome to my Nightmare
Using any of the ideas raised in previous activities, students to design a collage on the theme of a phobia or a poster advertisement for a risky, challenging or frightening experience.
Set requirements for content. eg.
- Use and combine several verbal and visual features (colour, lettering size and style, layout, illustration, wording, graphics, symbols)
- Make a clear portrayal of emotions such as a fear of spiders (collage) or a compelling appeal to participate in an experience (poster)
- Ensure quality of presentation and finish
Handout the assessment task and share with students the assessment criteria for presenting to be used.
Assessment activity 2 - Poetic Writing: 'My Scariest Moment'
Mind map, plan and begin the rough draft of a piece of poetic writing to describe - 'My Scariest Moment'.
Handout the assessment task and share with students the assessment criteria for poetic writing to be used.
Introduce aspects of writing process (stylistic suggestions, structural suggestions and characterisation).
This piece will be peer edited and published.
Rough draft to be completed for homework over a week.
Discuss and edit for final publication.
level4 (RTF 5KB)
level5 (RTF 7KB)
level6 (RTF 7KB)
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assessment_tasks (RTF 3KB)
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assessment (RTF 8KB)
- English Exemplars Levels 1-5 for Presenting: Static Images
Resources
Print
- Griffiths, A. (compiled by) Blasters series: Fears and Fantasies; Risks and Challenges Heinemann
- Paulsen, G. Hatchet
Macmillan
Other
- Video clip - Horror film
- Video slicks/posters - Horror genre
Follow up
Other assessment opportunities for poetic writing and presenting to be offered to students to allow for sufficiency in determining placement within levels.
