Cycle 9 2014 Year 7 English
Week 25 - Aug - 11 -15 (T3W5)
Week 26 - Aug 18 - 22 (T3W6)
Week 27 - Aug 25 - 29 (T3W7)
Australian Curriculum Horror Unit
Week 25 - Aug - 11 -15 (T3W5)
Clip on Story-boarding
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 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.
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).
Describe your setting.
One sight that stands out
Describe your victim
One item of clothing
One small action
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
An enormous noise
Sight of blood
Sense of pain
The victim goes down
The victim finds a weapon
A powerful, final blow
One character triumphs
we will start our holes assignment here
The next major piece of assessment will be due on the 19th of the 9th
the assignment is yet to be added.
Put on your literacy stethoscope and give your book an analytical check-up. Use these questions to start thinking about text structure and organisation. The analytical check-up helps us to provide a context for the book as we explore its purpose, audience and literary techniques.
First fill out the middle column with your own ideas and then get together in a group to share your ideas. (Columns can be seen on the work sheet)
Area of Investigation Your Response Group Response
1 Title of the book
What images does this suggest to you?
What can you tell about the book from the title?
2 The appearance of the book
What images does this suggest to you?
What can you tell about the book from the picture on the front cover?
3 Who do you think is the audience for this book?
4 What did you think about the language that the author used in the book?
5 What are the features of this book? *
6 Who do you think this book would appeal to? Is it the same group of people as the intended audience or would other people also like reading this book and if so why?
7 What do you think the purpose of the book is? Do you think the book achieved its purpose?
8 What have you noticed about the structure of the book? *
Why do you think it is structured in such a way?
9 What ideas about life and the world we live in is the author trying to tell us about?
10 Has the main character changed from the beginning of the book to the end of the book?
How have they changed and do you think they have been good changes?
• Feature of the Book - Parts/elements of the book that you liked.
Such as the characters of the book or what makes the book different from others you have read, like a specific writing style found in that book.
• Structure of the book – the way the book is organised. Does the story start at the beginning, middle or end, is it told using the first person, second person or third person, is there dialogue in the book or reported speech, does the book use a number of different styles to tell the story. Is there one story or several stories overlapping …
What in the world is modality – see if you can guess correctly (ACELA1536)
1. Two or more meanings for a word
2. Words that show something is possible or necessary to achieve a goal or perform a duty
3. Words that show frequency
4. Words that indicate if a noun is countable or non-countable
Use your own words to describe what this grammatical term means.
Modal auxiliaries -Celeste must/should/might/may/could be home.
Semi-modal Verbs -Celeste has to/ought to/needs to be home.
Adverbs -Perhaps, Celeste is home.
Nouns -There is a slight possibility that Celeste is home.
Adjectives -It is far from necessary that Celeste is home.
Conditionals -If the light is on, Celeste is home.
It has to be raining. [after observing people coming inside with wet umbrellas]
Visitors have to leave by six pm. [hospital regulations]
You have to go to bed in ten minutes. [stern father]
I have to sneeze. [given the current state of one’s nose; circumstantial]
To get home in time, you have to take a taxi. [under the circumstances]
It might be raining.[given that it could rain if you go camping in August]
Below are some true and false statements about the characters in the book using ‘Modal Language’. Mark the sentences T or F and then write 5 of your own true and false questions.
1. Robbie thinks his mum might be in heaven. (T/F)
2. Celeste feels she has to take her mother’s ashes back to China. (T/F)
3. Celeste feels that ‘big mouth’ the fish is talking to her. (T/F)
4. Ting Ting thinks there is a slight possibility that Por Por will not care about her now that Celeste has returned. (T/F)
5. It is not necessary to carry the coin sword when you confront a ghost. (T/F)
6. Celeste forgives Ting Ting because she feels sorry for her. (T/F)
7. There has to be a rational explanation for the strange happenings in Mrs Wang’s house. (T/F)
8. Por Por’s family had to leave the family house. (T/F)
9. Women weren’t allowed out of the house unless they were very poor. (T/F)
10. The ghosts that linger in this world do so because they feel they have to stay. (T/F)
11. To get to the markets on the Isle of Clouds Celeste has to ride a motor cycle. (T/F)
12. Celeste’s return to the Isle of Clouds might be fate. (T/F)
Write 5 of your own true statements about the story using modality.