The purpose of a report is to describe and classify information. Reports have a logical sequence of facts that are stated without any personal involvement from the writer.
Informative reports are written about living things like plants and animals and non-living things like cars or oceans. An information report is used when we talk and write about, eg. Bikes. (When writing a description we only talk/write about one specific thing, eg. My Bike).
Reports usually consist of the following:
Online thesaurus:
Brainstorming tools:
Teacher provides students with stimuli, such as a walk, run, shout, play, lie in the grass).
Students brainstorm words to describe the experience (verbs, adjectives, adverbs, nouns).
Students use the words from the brainstorm to create a poem. The focus is on putting the words together to create word pictures.
Students can, if they wish, develop these word-collection poems using more of their own ideas and creativity.
Students shape their poems into a form of their choice to share the feelings and images associated with the poem. First drafts are discussed in pairs and groups, edited and re-worked.
Students draw on the same recollection to write a short feature or letter to inform their audience or set out a point of view that arises from the experience. The focus is on the differences in language use for different purposes.
Explore how rhyme and rhythm works in Poetic Limericks, then in pairs, writing their own limericks.
Teacher defines and explains rhythm and rhyme.
Teacher gives the class a limerick.
Class uses teaching to work out a 'pattern' rhyme scheme, rhythm, line number) for the limerick.
In pairs, class write their own limerick. Focus is on obeying metrical and rhyming rules - not necessarily making sense!
The same approach can be taken to sonnets.
Students can model on other forms or use other starters to prompt their own poetry.
Students warm up with appropriate Theatre Games.
The teacher leads students in a movement exercise. Students explore how they can make their bodies
The teacher leads the students in movement exercise that concentrates on the movement of weather, seasons, animal and plant life.
Students divide into groups of 4-5. As a group they explore two poems with movement images. (Each student is given a role within the group. Two students are responsible for reading a poem aloud each and the other two students take it turn to facilitate discussion.)
Teacher brings class together for oral feedback of group discussion.
Students return to group. They prepare a presentation of one poem to give to the class. The students must use movement, and every group member is to be involved.
Students write expressively. Focus is on using images of movement.
Outline the unit to the students. If possible have students in groups enter the word "war" into a variety of search engines. Allocate a different search engine to each group, such as:
Based on a quick scan of the first 5 sites returned by each search engine, have each group report back their answers to the following questions:
Students need to be informed of the events that took place at Gallipoli. Use the for teacher reference. The ideas and techniques will hopefully be discussed by the students during the groupwork carried out.
Students then view the film, the teacher pausing at times to discuss what is happening. At the end of each viewing session, students should write a summary of the incidents that took place.
group_work (RTF 39KB) in mixed ability groups, students discuss the questions based on the film "Gallipoli" and develop a group poster of the information they come up with. A group report back is needed.
Notes on the visual and verbal features used in film are essential when studying the film. Notes on these should be provided to the students, particularly as they will need to use them to write the essay in the assessment section. A handy way to teach these skills is by using the video "Snail's Pace" by Grant Lahood and the accompanying written work for students. This can be found in the package "Take Five" which deals with short films in schools.
Students should be aware that it is not only poetry that allows people to express their views and feelings in a particular era. Song lyrics are poetry, and they have expressed the emotions and beliefs of many generations, particularly their attitudes to war. Have these attitudes changed over time? With a look at some of the lyrics used over time about war, students can make their own assessment.
A collection of these lyrics can be looked at, as well as some close reading of a few of them.
If students or teachers wish to go beyond the study of WW1 and the war poets and songs of this time, they can look at Poetry and Music about the American Civil War.
The Trenches on the Web site features Italian war poetry and provides a further link to the German war poets.
Instead of using the war approach to the conflict study, possible tangents include: * Novel - The Outsiders by S.E. Hinton. The film could be used as as a visual language approach. This could also provide a link into short story with On the Sidewalk Bleeding and The Last Spin by Evan Hunter. They also have a gang conflict theme. They deal with teenage issues of gangs, belonging, sense of self and identity. * Novel - Z for Zachariah by Robert C. O'Brien. This deals with the nuclear theme and a short story emphasis could be added with The Weapon by Frederic Brown and Peter Appleton's The Responsibility poem. These help to question the students' beliefs in the nuclear issue.
Teacher models the following process:
Model writing a character_sketch (RTF 6KB) using their mind map/brainstorm.
The language_features (RTF 22KB) of the teacher's writing should be discussed and students encouraged to make suggestions for ways to improve the sketch.
Assessment task:
Students explore the colours, shapes, lettering, use of space, proportion, composition, symbols and logos in a range of advertisements.
Colour is more than decoration. Colours, whether described in words or shown in images, often have symbolic significance that contributes to meaning.
Red might indicate blood or anger, black may invoke evil or grief, blue can convey sadness or depression - or, in other cases, calm. The choice of colours, such as the use of primary colours (red, blue, yellow), and the intensity or brilliance of the selected colour, all affect the impact of the image and therefore its effectiveness in communicating.
The term shape is being used to describe how the different elements of an image fit together and how shapes in an image combine to achieve a particular effect for a purpose.
The use of space is how the different elements are placed in the complete image. Examing the use of space extends the concept of layout, exploring not only how the elements are placed in relation to each other but also how and where they are combined and placed on the page or screen. The use of space includes the use of white space, where nothing is printed. White space is critical in helping highlight graphics and illustrations, throwing them into relief and creating visual interest to convey a message, such as "Watch This Space".
The use of space is a consideration in selecting how headings should be highlighted. UPPER CASE or bold formats tend to use more space, and italics generally use more space than underlining. The use of borders within the page redefines its space according to the purpose, the audience and the desired effects.
Proportion is also a significant feature in reading or presenting static images. A comic strip frame or poster may contain several different elements, usually combining images and words and in different sizes. They may be represented as bigger or smaller in relation to one another than they might be in real life. The size of the different elements, and the ways these sizes are combined, will lead the viewer or reader to interpret them differently.
Composition is the process of organising the forms, shapes, colours, and any words into a balanced and rhythmical design. Composition is based on conscious choices made with the purpose, topic and audience in mind. These choices influence our reading or viewing accordingly.
Students need to take composition, balance, layout, lettering, size, font, spacing, shape, colour, proportion, the use of space, and the technology used into account when making choices in presenting their information and ideas.
Source: Exploring Language (A Handbook for Teachers, Ministry of Education. 1996).
See American Advertisements/Samples.
Teacher Linda Chapman
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LEVEL
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Achievement Objective Being Assessed
Learning Outcomes
Processes
Supporting Achievement Objective
Before beginning the unit teachers may find it helpful to read information:
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Set up an Anzac Learning Centre with lots of library books, school journals, places to display photographs, memorabilia, ideas for extension activities.
Learning task 1
Learning task 2
Learning task 3
Learning task 4
poetic (RTF 10KB)
assessment1 (RTF 5KB) assessment2 (RTF 29KB) assessment3 (RTF 10KB)
National Library Books:
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