Cycle 10

Cycle 10 2014 Year 7 English

Week 28 - Sep 1 - 5 (T3W8)
Week 29 - Sep 8 - 12 (T3W9)
Week 30 - Sep 15 - 19 (T3W10)

Holes work is to be handed in at your first English lesson this week.
September 2 or September 3
Please hand in your English note book and bring your English Basics to class to work on until your books are returned.

Week 28 - Sep 1 - 6 (T3W8)

English Basics Work

Week 29 - Sep 8 - 12 (T3W9)

Week 30 - Sep 16 - 20 (T3W10)

Australian Curriculum Horror Unit

Creating Horror Stories - Brainstorm with class ‘What makes you scared?’ Discuss the things in our lives that are spooky and list them on the board.
- Brainstorm with class – ‘What makes a good story?’ Discuss with class the elements to include in a good story and list on whiteboard.
- Ask students to, reflecting on story elements listed on the board, create a horror story based on the topic – School of Terror. Emphasis that horror does not mean violence and gore.
- When completed, turn classroom lights off and ask students to share their stories with the class. Pass flashlight around to readers to tell their story as a ‘ghost story.’
- Take up all horror stories and mark.
Editing & Horror Captions - Begin lesson by reading aloud to class a chapter from a Goosebumps novel, which emphasises suspense rather than graphic violence.
- Hand back corrected stories to students and comment broadly on things that worked well/things that did not work so well.
- Work through punctuation activity – editing excerpts of students’ writing. Complete this with the class on the whiteboard then ask students to complete a further two excerpts in their books. Focus on full stops and capital letters, as well as punctuating dialogue.
- Complete spelling quiz, correcting misspelt words from students’ horror stories.
- Begin creating horror captions with horror images. Students view a series of horror images *See Appendix A* and begin to describe the scenes to develop descriptive language skills. Ask students to discuss what characters in the image might be thinking/feeling/seeing/hearing or smelling to explore descriptive language.
Horror Captions & Horror Images - Complete creating captions for horror images, as started in previous lesson. Work through all images to develop understanding of the task.
- Analyse final image of Appendix A, asking students to take note of light and dark spaces. What might these spaces represent?
- Students, working in small groups/pairs, use the rest of the lesson to capture horror images throughout the school using their iPads. If students complete this activity early, they are then able to add captions to their images, replicating the process completed in previous lesson whereby students consider what characters might be feeling/thinking/seeing/hearing or smelling.
- Ask students to email their images to teacher for presentation in next lesson.

Horror Unit

Horror Images & Horror Film Planning - Present samples of students’ work (horror images) from previous lesson to class. Create class discussion/analysis of images to understand how or why they create horror.
- Present assessment task – Writing & Producing a Horror Film. Discuss with students that they will be spending the rest of the week planning, writing and producing a short (one or two minute) horror film to screen to the rest of the class.
- Reflecting on the horror elements discussed throughout the unit, students should begin planning a horror film based on the idea – School of Terror. Students will work in small groups to complete this.
- Students break into groups and, using the storyboard template *See Appendix B*, begin visually planning their horror story. Emphasise creating suspense rather than violence and gore.
Script Writing - Show Tropfest short film ‘The Code’ *Accessible via YouTube*. Circulate a copy of The Code film script *See Appendix C* which translates the first 30 secs of the film. Assign character/narrator roles to students in the class and read through the script together.
- Emphasise the difference between dialogue and description within the script, as well as the way the script is formatted.
- Students will use the rest of the lesson to complete planning for their film and begin to write their script out as a group, formatted in the correct way.
- Inform students that all scripts will need to be signed off by the teacher to approve content before filming can begin. Scripts should be roughly two pages long.
Filming - Students are to complete writing their film scripts before they can then begin to film their scripts using their iPads.
- Students can bring props and costumes in to complete filming their short films. Editing of films can be completed using a range of different movie editing software accessible to iPads.
- Students may need more than one lesson to complete filming and editing.
- Screening of completed short films can occur at the beginning of a third class.
- Assessment will need to be distinguished as the film script/completed film or a combination of both tasks. As both tasks are centered around group work, individual input will need to be monitored to accurately understand individual performance.

Horror Writing
You’re going to write a horror scene! It’s going to describe an evil threat (monster, animal etc) attacking a victim.
• You can choose to write from the view of the victim or the evil threat.
• Each section represents a paragraph, so in total you will have a piece with 5 paragraphs.
• You need to turn each dot point into a sentence. For example, the first one is “sounds”. You could write, “ The playground was as silent as death” or “The classroom was full of chatter and laughter.”
• Each paragraph needs to include at least one adjective (describing a noun- the sky was black and threatening) and an adverb (describing an action – he moved quickly and menacingly).

Paragraph 1
Describe your setting.
One sight that stands out
The weather

Paragraph 2
Describe your victim
One item of clothing
Their mood
One small action

Paragraph 3
A hint of danger
A sound, smell or sight that unnerves the victim
The victim reacts in some way showing they’re scared
The victim is reassured

Paragraph 4
Sudden attack
An enormous noise
Sight of blood
Sense of pain
The victim goes down

Paragraph 5
A struggle
The victim finds a weapon
A powerful, final blow
One character triumphs

Unless otherwise stated, the content of this page is licensed under Creative Commons Attribution-ShareAlike 3.0 License