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Learning Intent:

•To recap our knowledge from the last few weeks.

•To begin drafting our monologue.

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8M- Wider reading
8A- final drafting day

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Learning Intent:

I will be able to identify how Tone is created in the script with the use of language devices.

Required Resources:
-Powerpoint

-Script
-Analysing Tone Worksheet

1. Write down a definition of tone from the first slide.
2. Make a note of the language devices that show tone, you can copy down an example too.
2. Read the examples in action from the script of Noah and Saskia, what tone are they suggesting?
3. Identify the tone of the statements on the following slide, use the yellow box of descriptive words to help you.
4. Read the script excerpt attached below, suggest 2 tones that you think are present in this conversation between Noah and Clive. Give an example of each from the script.

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Hello,
Parents and students, welcome to Term 2 Padlet.
As you will see this is set out as the course for the remainder of the term.
Please Note: Many of you are emailing about where the PowerPoints are, they are attached at the bottom of the column for each week. L1-3 powerpoints are in the same document to save space in the columns. You should work through the instructions WITH the powerpoint open also.

Please don't get carried away as the course will most probably be adapted to suit our uncertain times as we go. We will be following the same course but it may be adapted to suit what we need this term.

If you have any queries please contact me at cehai1@eq.edu.au.

Don't forget to write up the tasks in your one note document and copy the learning goal down into your one note also.

I will check your one note.

If you have any content questions write them into your one note in a different colour and I will answer them for you.

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Learning Intent:

Define the term Ethical Issues.

Draw comparison between ethical issues that feature in Noah and Saskia.

Resources Required:
-Powerpoint

-Television Series Synopsis
-Television Series Analysis

1. Read the first powerpoint slide to refresh your mind on what we are doing for Unit 2.
2. Re-read the definition of an ethical issue, you should already have a definition of this written down from last term.
3. Write down 3 examples of teen issues from the Noah and Saskia series, you should write down next to them what the scenario is. i.e. Parents: when Saskia's mum is concerned about how using the computer
4. Read the synopsis attached below for Noah and Saskia.
5. Answer the questions on the slide, highlighting any language features you can identify.
6. Using the language features you have highlighted copy them into the table attached below. Use the slide with an example to do your first- evaluative language and have a go and completing the rest by yourself.

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Learning Intent:
To be able to identify implied meaning in Noah and Saskia.
Resources Required:
-Powerpoint
-Clickview interactive video https://clickv.ie/w/x3sm

1. Write the keywords and their definitions down onto your one note. (You should not copy and paste these, rereading and typing them will help you learn them)
2. Watch the interactive version of episode 5 and answer the questions on ethical issues. You will need this link:https://clickv.ie/w/x3sm

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Learning Intent:

To begin identifying characterisation of Noah and Saskia in the series and to explain how this changes over time

Required Resources:
-Powerpoint

1. Answer the recap questions on stated and implied meaning on the powerpoint, without looking back at your notes from last week (if you can).
2. Draw out or copy the chart on the powerpoint slide into your virtual document.
3. In the 8 boxes list characterisations of each character, I've given you a few on the powerpoint to get started.
4. Read the slide titled: How can we tell more about a character from their language. Make notes on the 3 points, you may write your own examples.

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Learning Intent:
Understand the requirements of unit 2 task and begin planning our response.
Required Resources:
-Task Sheet
-Powerpoint

1. Read the task requirements and make a note of the keyword monologue on it's meaning.
2. Choose a character from the list, write down a list of ethical issues that affect them.
3. Brainstorm how the ethical issue affects this character in tv series. See my example on the slide, this issue effects both Saskia and alter ego Indy.
4. Read my example monologue and answer the questions on the following slide.
5. Successfully edit and add to my example monologue using the slide to help you.

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Learning Intent:

To identify different characters viewpoints in Noah and Saskia.

Required Resources:

-'A little chat' video https://clickv.ie/w/Xttm

1. Take the quiz to be able to gauge your current viewpoint on cybersafety.
2. Watch the interactive video for the end of Episode 4. You should have watched the first 15 mins last lesson- This Part 2 second titled cyber safety. https://clickv.ie/w/Xttm
3. Answer the questions on the slide about cyber safety in this scene.
4. What viewpoint do all of the characters listed on the slide have about cyber safety?
5. Answer the questions about their viewpoints on the next slide to show your understanding.
EXTENSION: Write a paragraph on your own viewpoint (from the quiz at the beginning) and how this differs to the a character in this scene.

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Learning Intent:

Identify different characters viewpoints in Noah and Saskia, understand how these create characterisation.

Required Resources:

-Exploring ethical issues further.
-'A little chat script'

1. Open up the cyber safety worksheet below, fill out the positives and the negatives of cyber safety and their implications using the example of slide.
2. Read through the script for 'A little chat' identify visually where they have used humour and colloquialisms.
3. Write down a list for of adjectives that characterise Noah, his Dad and his brother in this scene from their actions and speech.

4. Choose one of these characters, how does the language features used help to characterise this character? (use examples to answer this)
5. Imagine you have been caught online talking to someone that is older than you. Write a script of the conversation between you, Mum and Dad. Use the directions on the slide and the example to guide you.

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Learning Intent: To draft our monologue.
Due date Friday THIS week: Friday 31st May

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Learning Intent: To get group feedback. To begin redrafting and to conference.

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Learning Intent: To redraft using feedback.
Final Due date:
Hand in date Tuesday week 8 9th June- 8M Thursday week 8 11th June- 8A

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Learning Intent:
To be able to identify implied meaning in Noah and Saskia.
Resources Required:
-Powerpoint
-Episode 5 'I've got shades of Indy Blues'
-Character viewpoint chart

1. Open the character viewpoint chart, choose either Renee or Saskia. Watch the episode again and write down examples of:
-Their Dialogue
-Their Behaviour
-Their facial expression
How does this show how their viewpoint of their identity?
2. Compare the two characters opinion on the ethical issue of identity, who is more worried about it and why. Write a short paragraph explaining your characters viewpoint.

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Learning Intent:

To be able to identify tone in a monologue.

To be able to explain why Malpropis/wordplay characterises Clive.

To write tone/humour into a script of my own creation.

Required Resources:

-Powerpoint
-Clickview Interactive episode 4 https://clickv.ie/w/9stm

1. Read through the recap on language features and how they show tone.
2. Re-read my exemplar in the previous lesson, what tone is being set here? What does it add to the characterisation of Saskia?
3. Watch the interactive section of episode 4 and answer the questions on Clive's characterisation. https://clickv.ie/w/9stm
4. How is Malpropis (wordplay) used to explore Clive's character? Take down a definition of malapropis to help you with this question. Answer in a TEEL paragraph.
EXTENSION: Write a short script for humorous show that introduces the language features you've learnt this week. It should include:
1.Two or more characters

2.Realistic speech

3.Introduces setting or context

4.Conflict or complication

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Learning Intent:

To begin identifying characterisation of Noah and Saskia in the series and to explain how this changes over time

Required Resources:
-Powerpoint

-Analysing Dialogue sheet Noah
-Analysing Dialogue sheet Saskia

1. Read the Dialogue sheet between Noah and Indy. ONLY where Noah is talking suggest what this shows about his character using the 3 skills you wrote down yesterday. I have completed the first one for you on the sheet attached below. YOU ONLY NEED TO COMPLETE THE FIRST SECTION ON THE SHEETS (SCRIPT)
2. At the end of the script answer the question, what do we learn about Noah's character from this dialogue?
3. Repeat Question 1 & 2 on the Saskia worksheet below titled dialogue Saksia and again answer the question.
EXTENSION: Add any further characteristics you have learnt in this process to your chart from Lesson 1.

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1.  Choose a character from your CURRENT reading book. (If you don't have one please find one via the library online.)​

2. Write down as many adjectives to describe this character.​

3. How do people in your book view this character?​

4. Does this differ from how you (the reader views them)​

5. Write down a detailed description of your character.​

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Learning Intent:

To understand the structure of a monologue and to begin planning our monologue.

Required Resources:

-Powerpoint
-Characterisation Grid

1. Read through the task requirements on the first slide of the powerpoint.
2. Task 1, choose a character with an ethical issue, view the chart on the second slide of the powerpoint.
3. Task 2, brainstorm how the issue effects your character. View the third slide to see my example.
4. Task 3, answer questions 1 to 5 to help you plan your monologue.

1. Decide on the character and the view point you want to share with the audience.

2. Determine the purpose of the monologue, this should add something to the television series. Such as a previously unheard of thought about the ethical issue.

3. Decide where this will fit into the Television Series? What episode?

4. Decide who will be addressed in the monologue? Is it the audience or do they wish another character to know what’s going on in their head too?

5. How will you structure this? (See example)

5. Task 4: Fill out the characterisation grid below. See my example on the powerpoint to help you.

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Learning Intent:

To deconstruct a text model in order to understand the structure of a monologue.

Required Resources:

-Video writing a monologue

https://study.com/academy/lesson/how-to-write-a-monologue-format-ideas-tips.html
- Text Model

1. What is a monologue? View the video link attached to the powerpoint on slide 1. Answer:
1.How does a monologue differ from a Speech?

2.What can a monologue express freely?

3.What idea of characterisation can a monologue give?
2. Open up the text model below, read the introduction, answer the questions on the introduction:

Identify and highlight any persuasive techniques in the text model.

Highlight any phrase or words that Characterises Saskia.

Highlight any stage directions that support this characterisation

3. Read through the body of the text model:

Highlight any Hyperbole or exaggeration.

How is this used to characterise Saskia.

Highlight any phrases that characterise Saskia.

What perspective can you identify from this monologue?

4. Read through the top tips for the body of your monologue.
5. Read through the conclusion of the text model below, answer:

Where can you identify evaluative judgement in this conclusion.

What does Saskia want you to do about this ethical issue?

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Learning Intent:
•To complete the characterisation grid for your chosen character.
•To complete the planning grid for your written monologue.

Required resources:

- Planning document
-Characterisation grid

1. If you haven't done already complete the characterisation grid begun in lesson 1 of this week.
2. Fill out the planning sheet attached below.

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Learning Intent: To recap the persuasive language devices we have learnt this term.

Please hand in finished monologue at the beginning of this lesson for both 8M and 8A

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Learning Intent: to learn some narrative devices that we will use next term.

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Learning Intent:
To choose a novel of your choice for reading today and next term.
To consider narrative techniques used in this.

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Learning Intent:

To refresh our minds on how to write in a persuasive tone.

Required Resources:
-Powerpoint

1. Read the slide on persuasive language and remind your self of what these mean, you can also write an example of each to jog your memory.
2. Read the viewpoints on the following slide from 1. Mum 2. Local internet Dad 3. Cool mum, choose a perspective to write from today.
3. Welcome to our cyber safety forum we will hear from 3 different parents today.

Write a short speech from your characters opinion (#1,2,3) persuading us to agree with their viewpoint on cyber safety. Make sure you consider there characterisation and the phrases they would usually say.

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PLEASE NOTE: All lessons require you to access and save the powerpoint. Please do this first.
You will need this open for all 3 lessons and you can follow the tasks on the powerpoint and the instructions. Each lesson has the title and learning goal also.

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Learning Goal:

•To be able to identify the structure and features of a short story.

•To be able to apply these to a short story.
Resources:
Powerpoint

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Learning Goal:

•To be able to identify the structure of Noah and Saskia as a short story.

•To be able to begin applying this structure to an alternative ending.

8M instructions for 18/06:
1. Read silently for 10 mins, remember you are going back to wider reading on Monday.
2. Open up the short story map below. You should access the PowerPoint at the end of this column to guide you through the tasks, you need lesson 2-3.
3. Create a short story map for Noah and Saskia, you will need to break the series up into key events and then add them to the correct section (example) exposition- introduction to characters Noah and Saskia, introduction to settings. (You only need to do the main plot, not episode sub plots) If you did not finish watching the series ask someone who did or watch it yourself on ClickView (with permission), not a lot happens between episode 8-13.
Create text boxes if you are unable to write directly into the document boxes
4. If you finish, begin planning an alternative ending. Suggestions are on the PowerPoint.
Remember to be well behaved and problem solve your issues independently. You can email me for help, but I’d like you to give it a go on your own first.

Resources:
Powerpoint
Short story structure planning

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Lesson 1-3 Goal:
Learning Goal:

•To be able to write an alternative ending to Noah and Saskia applying the short story structure we have learnt.
Resources:
Powerpoint
Checklist (on powerpoint)