Teacher Jacqui Lucas
| Year |
Level |
Duration |
|---|---|---|
| 10 | 3-5 | 8-10 weeks |
| Achievement Objective being assessed |
Learning outcomes |
|---|---|
| Poetic writing | Process and publish one piece of poetic writing. |
| Transactional writing | Process and publish one piece of transactional writing. |
| Presenting | Combine visual and verbal features to present themes and messages in poetry. |
| Processes | |
| Exploring Language | Use poetic conventions in writing poetry, then explain how it relates to our topic. |
| Supporting achievement objective |
Learning outcomes |
| Viewing | Respond to meanings and describe verbal and visual features in text. |
| NCEA Link | |
| Assessment: |
Formative |
| Achievement Standard: |
AS90052 (English 1.1): Produce creative writing. |
| Achievement Standard: |
AS90053 (English 1.2): Produce formal writing. |
| Achievement Standard: |
AS90059 (English 1.8): Produce a media or dramatic presentation. |
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
NB - teachers may decide that they only need to use of 1-2 of the following assessments to best meet the needs of their programme.
Once familiar with the language, types, rhyme and metre used in poetry, students then write their own. They are given a selection of types to write, and from these they can select their best three to put forward for assessment. The overall topic is conflict or war, but the students can treat this however they wish.
Taking a line from the poem Dulce et Decorum Est by Wilfred Owen students create their own story. This might be based on war or conflict, but needn't be strictly focused on this alone. The quote may appear at the beginning of the story, in the middle or at the end. It also might be repeated. The quote might be more than one line or less, but must fit in to the overall story.
See War Poetry Online for the text of some Wilfred Owen poems, and World War One Poetry for some other war poets such as Sigfried Sassoon and Herbert Read.
Students should have already been introduced to story writing as a skill, they should be aware of the drafting and editing process and be able to take the story through to publishing (see stylistic suggestions, notes on characterisation, structural suggestions and sentence patterns from the Writing for Publication unit).
assessment (RTF 23KB)
Having learnt the necessary verbal and visual features of a film, the students need to take all the information provided, and having taken the time to look through the film (stopped by the teacher to indicate important shots, music, sound and effects), write an essay based on this question:
| HOW DOES THE DIRECTOR OF THE FILM GALLIPOLI USE VERBAL AND VISUAL FEATURES TO GET A PARTICULAR MESSAGE ACROSS TO AN AUDIENCE? |
Students are required to think about:
Students should have been previously taught the skills of transactional writing. They need to understand the use of formal language, paragraphing and sentence structure, introductions, topic sentences, statement, explanation and example, and conclusions. They should be aware of linking between paragraphs and how to quote when relevant.
See:
Published on: 02 Apr 2009
