Taree Christian College English

Transcription

1 Year 7 English Drama unit: Short Plays based on Asian Folklore Tricking the Tiger Introductory Statement The focus of this unit is on reading aloud confidently and with expression, through the medium of Asian folktales, in line with the Australian Curriculum: English. As well as practicing and refining the skills of working cooperatively within groups, and reading for meaning, students will have opportunity to work with variety of classmates in different groups, practicing speaking clearly both in character, and in unison with others. The choice of short, radio/ readers theatre scripts defuses the pressure some students feel about acting in front of their peers. Because of the size and composition of the class, students will have the opportunity to work in gender-based as well as mixed-gender teacher-organised groups: the teacher will direct this, due mostly by the number of parts needed for the particular plays in the text. Students will thus be able to practice their group-work skills as well as their dramatic oral skills. Christian Perspectives Different cultures have various ways of articulating their stories of the origin of the world, its people and animals, and social morals and values. Some of these are in line with what the Bible teaches, others are not. By exploring these myths and folktales, not only will students have the opportunity to discuss the ways these are similar/ different from the Bible s teaching, but will help a greater understanding of the stories which constitute Jewish folklore. Through vocal practice (including reader s theatre), students are learning to be clear, expressive and confident communicators people made in the image of God. NSW - Cross Curriculum Content ICT Key competencies Communicating ideas Working with others and in teams Using technology Literacy AC - Learning across the Curriculum Asia and Australia s engagement with Asia [A] Ethical Understanding [EU] Information and communication technology [ICT] Intercultural understanding [IU] Literacy [L] Multicultural NSW Student Experiences Literature from other countries and times Cultural heritages A range of cultural perspectives AC - Student Experiences A wide range of literary texts from other countries Texts that provide insights about the peoples and countries of Asia A wide range of cultural perspectives AC Outcomes Teaching Strategies Resources: EN 4-5C EN 4-6C Critically considers the way meaning is shaped by Investigate and explain appropriations into English from a range of cultures Explore the ways legends and fairy stories have been written Introduction: Teacher gives explanation of: - Oral tradition - Folklore and folktales - Myths and legends - difference between European and Asian tradition Teacher created PowerPoint Youtube clips: Gecko (Bali) The Five Chinese Brothers The Sun and Moon (Korean myth) how language is compressed to Teacher gives explanation of drama scripts as well as Teacher created PowerPoint 1/6

2 produce a dramatic effect focus on use of voice dramatic oral skills - Use of voice: tone, pace, inflection, volume... Also use the example clips from YouTube to discuss use of voice Use comprehension strategies to interpret texts Uses collaborative processes to construct texts Identify, discuss & reflect on ideas in texts Plan, rehearse and deliver presentations Identify and explain cultural expressions in texts Whole class read together: - Winning the Princess (p.33) - The Witches Fire (p.1) - The Picture Wife (p.38) For each play, students rewrite the play as a narrative. This will assist students not only in understanding the cultural context of the play and the meaning of the story, but prepare them for the writing assignment. The whole-class reading process will help students, as well as practice their reading aloud (dramatic oral) skills (particularly choral-reading). EN 4-4 B EN 4-9E Use comprehension strategies to interpret texts Uses collaborative processes to construct texts Identify, discuss & reflect on ideas in texts Plan, rehearse and deliver presentations Identify and explain cultural expressions in texts Reflects on and assess their experiences in individual and cooperative learning Small group work gender groups: - Fair Shares (p.27) BOYS - Why Dogs and Cats are enemies (p.470 GIRLS For their play, students make notes on the cultural context of the play and the meaning of the story in their workbooks, as well as practice their dramatic oral, and group work skills. After practice and rehearsal time, students will deliver their performance to the rest of the class. - Students will complete a self evaluation and group-work evaluation - Teacher will give feedback. Teacher constructed material Use comprehension strategies to interpret texts Uses collaborative processes to Small group work teacher organised groups: 2/6

3 EN 4-9E construct texts Identify, discuss & reflect on ideas in texts Plan, rehearse and deliver presentations Identify and explain cultural expressions in texts Reflects on and assess their experiences in individual and cooperative learning - Tricking the Tiger (p.13) GROUP X - The Clever Thief (p.7) GROUP P For their play, students make notes on the cultural context of the play and the meaning of the story in their workbooks, as well as practice their dramatic oral, and group work skills. After practice and rehearsal time, students will deliver their performance to the rest of the class. - Students will complete a self evaluation - Teacher will mark and give feedback. Teacher constructed material Experiment with language forms and features Uses software to create, edit and publish texts Uses processes of composing Creates literary texts that draw upon texts structures of other texts Compose texts in different modes and media, recognising cultural factors Assignment Scripting task. Students rewrite a short folklore story (given by the teacher) into a short play (with Narrator and character parts), using the plays read in class as examples. [If time allows, students can present one another s scripts to the class, or record them an upload them to class webpage] Teacher constructed task The Four Dragons or The Golden Reed Pipe General Feedback to Students Oral discussion with class, groups or individual students. Written annotations General comments to the class about those aspects of the activity in which students excelled and those aspects that still need addressing Peer evaluation and self-evaluation Assessment Small group presentation of drama (reader s theatre) Scripting task Section in the Yearly exam 3/6

4 Year 7 English Film unit: Two Brothers Introductory Statement Following on from studying of Asian folktales in Tricking the Tiger, as well as the study of Animal poetry, this film study gives students the opportunity to revise and explore how film techniques are used to not only tell a story, but how to communicate the theme of the power of friendship. This anthropomorphic story also enables students to revise the components of a narrative, particularly the role of one- and two-dimensional characters. Christian Perspectives God made humans to be in relationship, both with him and with each other. This is bedrock of society, and when family relationships are broken apart, the consequences can be long lasting and soul damaging. Whether the relationship is within a family, or is between a human and an animal, or with a culture and its heritage, they need to be nurtured and treasured. NSW - Cross Curriculum Content Literacy Multicultural NSW Student Experiences Literature from other countries and times Cultural heritages A range of cultural perspectives AC - Learning across the Curriculum Asia and Australia s engagement with Asia [A] Ethical Understanding [EU] Information and communication technology [ICT] Intercultural understanding [IU] Literacy [L] AC - Student Experiences A wide range of literary texts from other countries Texts that provide insights about the peoples and countries of Asia A wide range of cultural perspectives AC Outcomes Teaching Strategies Resources Teacher constructed booklet has been put together for this unit connections between their own experiences and the world in texts Introduction: Students read Vietnamese folk tale, How the tiger got its stripes. Brainstorm with students what else they know about Tigers, including where they are in the world, their numbers, their behaviour ; why people are interested in them. Clip on YouTube EN 4-5C Explore ways texts drawn from different contexts may reflect or challenge ways meaning is shaped by context, purpose, style, content Prepare students for the film: - Outline the context of the film (including British colonialism in SE Asia in the 19 th century, and the British interest in exotic cultural relics) - Outline the director (his style and his past The Bear) Teacher s own knowledge 4/6

5 EN 4-7D Explore the ways story shapes responses to texts Students view the film, Two Brothers Revise with students the plot clarifying the students the events that occur in the film. Film: Two Brothers (2004, Jean-Jacques Annaud) EN 4-5C the purpose, audience and context of texts Discuss aspect of texts, for example their aesthetic and social value Revise with students what is a fable, genre and theme (message). Students discuss the aspects of the film that make it a fable; that make it an adventure story; what is the message that the director is trying to communicate. Teacher constructed PowerPoint on literary genres EN 4-7D appropriate metalanguage in discussing range of language forms, features and structures understand the content of texts affect a composer s choices to creatively shape meaning personal empathy, sympathy and antipathy toward characters, situations, concerns Revise with students the different camera angles/shots, and the purpose/effect of each (ie. What a director may use this shot/ angle) Close examination of a scene when Kumal is taken. Students identify what shot is used, what it shows, and why it is used (it s effect/purpose) Close examination of Point of View shots students use these as the starting point for writing to create character, and to influence emotions and opinions explain differing viewpoints about concerns in texts Students explore the way characters are shown and developed in the film: - The difference between one- and twodimensional characters - How McRory and Raoul develop and change over the course of the film - How the two tiger cubs are introduced in the opening scene - How the tiger cubs develop (in character) during the film: at the festival, and at the fire 5/6

6 Use prior knowledge and text processing strategies... Use a widening range of processes of composing and publishing texts Students complete a written response an article for a young people s magazine about the importance of relationship, using the film Two Brothers to show this. General Feedback to Students Oral discussion with class, groups or individual students. Written annotations General comments to the class about those aspects of the activity in which students excelled and those aspects that still need addressing Peer evaluation and self-evaluation Assessment Assignment Section in the yearly exam 6/6