The Boy In Striped Pyjamas - Farm Cove Intermediate School

January 20, 2018 | Author: Anonymous | Category: Arts & Humanities, Performing Arts, Drama
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Choices

Trinity Speech and Drama

Choices

Trinity Speech and Drama

Choices

Trinity Speech and Drama

Choices

Trinity Speech and Drama

Choices

Trinity Speech and Drama

Choices

Trinity Speech and Drama

Choices

Trinity Speech and Drama

Choices

Trinity Speech and Drama

Choices

Trinity Speech and Drama

Writing – What We Do

Writing – What We Do

Writing – What We Do

Writing – What We Do

-IntroductionThe purpose of writing is to communicate our ideas, thoughts and feelings in a way that others can read, review and interpret. In Extension Literacy we have already explored creative and formal pieces of writing. These are being published for others to read and enjoy. Examples of these are  Greek Myth – Ariadne  War Poems  Anzac Essays – What Anzac Means To Me Today. We have all worked through the writing process that follows.

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-The Writing ProcessStep 1

• Get idea/examine idea

• Re-edit based on Step 7 comments from partner

• Brainstorm ideas: main Step 2 events and structure

Step 8

• Develop ideas in greater Step 3 detail

Step 9

• Teacher edit and feedback • Final edit and publish

• Start drafting piece of Step 4 writing Step 5 Step 6

• Edit draft • Peer check

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-How we Learn-

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-Term Two Poetry – learning about: rhythm, structure, voice, ideas, vocabulary, figurative language, grammar, spelling and punctuation  Essay structure – movie and book compare and contrast  Reading responses  Crime Mystery writing  School Magazine -7-

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Choices Program The ‘Choices’ program is a program that allows us to make our own decisions about our timetable. Basically, this means that although we can’t do anything we want (for obvious reasons), we are allowed to choose what literacy activity we do at what time. We should record what work we do every day we come to extension literacy so that we can reflect on how we are going and what we are neglecting.

Why do we use this?

The ‘Choices’ program is an improvement over having a regular timetable because firstly, it helps us learn to manage and use our time wisely. Also, since we reflect on what we’ve been doing, we can see what we have or haven’t done, and what we seem to need to do a lot more on etc. Plus, since we can use our time to do any activity, it means that we don’t have to sit and feel idea-less because the activity we’re doing isn’t the one that we feel like we need to be doing. For example, there are certain times when we simply don’t feel that we’d be able to do a piece of writing up to our usual standard but feel like we’d do great if we were doing research for whatever project we have going. That would generally help us improve since we’d be more concentrated and willing to learn and work on something that we know we could do at that one time. If we need to we can make a time to reflect with the teacher on a one to one

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How We Make It Different 1.

Comparing 2.

Things we Keep the Same/Similar 1. 2. 3.

4. 5.

We have deadlines that must be met (e.g. finish writing/publishing this story by XX/XX/XX) We do homework (as assigned by the teacher) We do regular class discussions/group discussions about our work or a piece of writing/short excerpt of book assigned to us We have ten words each week that we learn and are eventually tested on We are expected to keep a reading log indicating that we have read regularly (in extension literacy, this means at least 1 book every 2 weeks)

3.

4.

5.

Although we have these deadlines, we are allowed to try and manage our own time with the ‘Choices’ program The homework isn’t always the regular ‘search this up and get the results – we try to make it different (and harder) by finding our what we need to search rather than just knowing it straightaway Our group/class discussions are generally more complex and more detail is used, e.g. paying attention to things or styles not always obvious at first glance Our words are not only used for learning to spell, but are used to expand our vocabulary – so instead of spelling them, we try to prioritize the finding of the definitions Instead of just putting the title/author of the book, we are also required to make a ‘critical critique’ or comment for the book.

Introduction

The Boy in the Striped Pyjamas

I am not Esther

Noughts & Crosses

Picture Perfect

Jolt

Walk Two Moons

The Whole of the Moon

The Raging Quiet

Tomorrow When the War Began

Sniper

Key elements to consider when critiquing a reading text Themes- the theme is the main idea(s) or issue(s) that a text deals with – kind of like a moral of a story. Examples might be racism, love, fear, fairness… Style – the style is the way in which the text is formed – these are often familiar to us. Examples of these are newspaper, article, film review, genre of narrative…

Structure – this deals with how the pieces of the text are put together, including layout and plot. Example –if a story begins at the end then has flashbacks you need to ask why it was told that way. Language Features – these are the techniques used to create interest or variety to the text. Examples of these are metaphor, simile, onomatopoeia, personification, atmosphere. Learning to ‘ask our own questions’ while we are reading, instead of answering questions already prepared. Thinking about what we think of the book, then recording and analysing the writing style of the author.

Jolt

It is about a group of children going on a school trip and they end up without supplies and no guardian. They also don’t have any way of contacting others. The author alternates between the past and what happened leading up to the problem, also the present, which is said from the main character’s P.O.V.

In the hospital. Chapter one tells me a lot about the character and his personality. It first gives off the impression that he is very violent and overreacts easily. Bernard Beckett uses cares language and he doesn’t describe things as well as others. I found the first part, before the action, rather boring. It is more of a fictional, action book and is based in New Zealand

Noughts and Crosses

The beginning of this story is slow paced and relaxed, and set in the past. While reading this, it seems their life is perfect, but it quickly changes and shows their real world. A world where there is upper and lower class for having a different skin colour, words like “NO BLANKERS IN OUR SCHOOL” and much, much worse. The

Author has used different P.O.V.s so you can see the world differently through the eyes of many different people, and brings out the personalities of the main characters. Though this is a fictional story, it brings out important worldly issues such as racism and shows just how much it can affect people’s lives. The figurative language the author has used are really obvious and pulls the story together.

The Boy In Striped Pyjamas

An amazing realistic tale in a realistic setting, this story brings you into Bruno’s world. We all know what happened in the Nazi war, but the author has very cleverly used Bruno, a child’s P.O.V, so you can learn just how the world had seemed and the war affected him through his eyes. Throughout the story it is slow

paced and relaxed until the end where all the excitement unfolds. This story would be suitable for young adults and up, as some parts can be graphic. Compared to me and my life, Bruno lives a much grander life, but in a war-struck country, whereas I’m middle class and living in peace.

The Boy In Striped Pyjamas

An amazing realistic tale in a realistic setting, this story brings you into Bruno’s world. We all know what happened in the Nazi war, but the author has very cleverly used Bruno, a child’s P.O.V, so you can learn just how the world had seemed and the war affected him through his eyes. Throughout the story it is slow

Trinity Speech and Drama We are working towards achieving an equivalence of grade 3 Trinity College Speech and Drama exam Key parts to this are : Learn and recite a poem and monologue obeying conventions to create meaning and mood  Read from a selected text and un seen text. From this we must then answer a series of questions to show understanding.  Finally from the presentations above we are required to create an improvisation based around three words given by the assessor. The assessor will be looking for: The use of G.I.P.P. + volume (gesture, inflection, pause, pace, and volume)  Confidence  Stage presence  Understanding and use of conventions

Why? This is to prepare us for public speaking, speech competitions, debating and production

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