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Composing

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simile practise

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autobiographies-touching the void

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personification in literature

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metaphor hunt

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writing with hyperboles

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explain the hyperbole

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add the hyperbole

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figurative language - what is it

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gigantificationism

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Big Fish (2/8) Movie CLIP - Gigantificationism (2003) HD

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Big Fish movie clips: http://j.mp/1BcUDQ4 BUY THE MOVIE: http://amzn.to/uaclnh Don't miss the HOTTEST NEW TRAILERS: http://bit.ly/1u2y6pr CLIP DESCRIPTION: A sudden growth spurt helps young Ed (Ewan McGregor) realize that he is intended for larger things. FILM DESCRIPTION: Tim Burton directs the fantasy drama Big Fish, based on the book Big Fish: A Novel of Mythic Proportions by Southern writer/illustrator Daniel Wallace.

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time stands still

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Big Fish (5/8) Movie CLIP - Time Stands Still (2003) HD

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Big Fish worksheet

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the witches eye

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Big Fish (1/8) Movie CLIP - The Witch's Eye (2003) HD

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Big Fish movie clips: http://j.mp/1BcUDQ4 BUY THE MOVIE: http://amzn.to/uaclnh Don't miss the HOTTEST NEW TRAILERS: http://bit.ly/1u2y6pr CLIP DESCRIPTION: A young Ed (Perry Walston), along with his friend Ruthie (Miley Cyrus), ventures into the yard of a local witch (Helena Bonham Carter), whose glass eye can predict the moment of death for anyone who looks into it.

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authority in writing

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Inference

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Extracts for checklist

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Roald Dahl meets Captain Hardcastle

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adjectives add interest

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Opening extracts

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independent or dependent clauses

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pick the pronoun

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adjective or adverb

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why do we need pronouns

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winter adjectives

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punctuating dialogue

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character description

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character description

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draw the character

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the hook: teacher notes

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topic sentences

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writing different leads

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past tense

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Hedgehopping - sequencing events

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extended writing using TIP TOP

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paragraph writing - difference between informative and creative

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Paragraph writing- difference between informative and creative

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name that text type answers

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name that text type

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Change the point of view

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point of view - who is telling the story

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key features

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Cider with Rosie - story and questions

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Key Features in autobiographical writing

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Key features of autobiographical writing checklist

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How to make your own flag, shield, logo or coat of arms

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how to make your own flag, coat of arms, shield, logo (unlocked)

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Personal Texts PPT - auto/biography

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Personal texts- autobiography and biography

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Audiences of texts

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Building a Paragraph

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TEEEL Paragraph - junior Handout

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TEEEL paragraph scaffold with description

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TEEEL Basic scaffold

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Writing a paragraph TEL

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Introduction to personal texts - autobiography and biography with relation to student identity/ concept of self and history (name, background)

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| Appendix C: Celebrities with stage names: weblink

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Celebrity Heads Answer Sheet and Questions

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Celebrity Heads Answer sheet and Questions

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Celebrity Heads PPT.

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Colour Symbolism Chart

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Coat of Arms Template

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5Ws & H template

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Writing non-fiction

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Key Teaching and Learning Components of this Unit 

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Key Teaching and Learning Components of this Unit 

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What will engage students in this unit? Researching real life stories connected to them and their families Adapting stories and biographical detail to suit particular purposes eg hiding the truth about a historical villain
What will challenge/extend students in this unit? Comparing different biographies of the same person to reveal bias Exploring connotations of words to reveal the sympathies of the writer Writing a sympathetic biography of a historical villain.
What adjustments may need to be made? Assessment task as a more traditional recount.  Scaffolds for autobiography writing. Audio recordings of biographies

Concept continuum: Authority – students understand that a sense of authority may be constructed and that it resides, in varying degrees, with composers and responders   Point of View – students understand that choice of point of view shapes the meanings, the values and the effect of a text

Links to Literacy Continuum: (Cluster 13) Judges the value or effectiveness of texts according to their purpose and subject matter. (Cluster 13 Comprehension)   Identifies an author’s point of view with textual evidence. (13 Comprehension)   Selects appropriate vocabulary in response to context, purpose and audience. (13 Vocab)   Creates well structured and sequenced texts for imaginative and persuasive purposes. (13 Writing)   Collaborates effectively in pair and group work when exploring subject content, concepts and ideas. (13 Speaking)

Literacy focus of this unit: Making vocabulary more specific More specific descriptive language Punctuating dialogue Vocabulary that alerts to a point of view Introduction to paragraphing as a way of supporting your opinion.

Language/Visual Techniques: Connotation Active verbs (parts of speech review)

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Link to OneNote faculty drive: Year 7 Scope and sequence

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Link to OneNote faculty drive: Year 7 Scope and sequence

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https://schoolsnsw-my.sharepoint.com/:o:/r/personal/tom_gyenes_det_nsw_edu_au/_layouts/15/WopiFrame.aspx?sourcedoc=%7Bd340c835-cf06-4809-ade2-07ac36cee875%7D&action=view

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Key Question: How do we tell ‘true stories’ in entertaining ways? 

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Key Question: How do we tell ‘true stories’ in entertaining ways? 

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Overview:
Students are to explore a range of auto/biographical writing in a variety of media. The first focus is on using these as templates for students thinking about and writing about themselves. The second focus is on exploring various non-fiction representations of ‘lives’. Students should be introduced to and analyse obituaries, magazine interviews/feature articles, biographical reports such as wikipedia etc. In particular activities will explore how writers take actual biographical events and make them entertaining and persuasive. An important theme is the need, or not, to ‘tell the truth’.
Teachers could choose various pathways through this unit:
1 - concentrate on telling life stories from the student's world
2 - Explore the theme of 'children in peril' (Mahtab's story, The Diary of Anne Frank, Boy Overboard etc)
3 - Explore real life villains through entertaining or reworked versions of their lives

Text types focus:
nonfiction; visual texts, media, multimedia and digital texts

Focus Outcomes:
EN4-1A, EN4-3B, EN4-6C, EN4-7D, EN4-9E

Concept Continuum:

Authority – students understand that a sense of authority may be constructed and that it resides, in varying degrees, with composers and responders

Point of View – students understand that choice of point of view shapes the meanings, the values and the effect of a text

Potential enquiry questions:

What makes autobiographies challenging to write?

What makes biographies challenging to write?
Can composers manipulate ‘the truth’ to achieve their aims?

Can a writer make anyone (even a historical villain) look sympathetic?