Year 10 – MAUS

1. Visit this website and read pages 44-46.

Draw a timeline in your book – on one side list historical events based on the information you have just read. On the other side of the timeline, write where at least 10 of these events appear in MAUS (include page numbers as well as brief description of what happens in the text).

2. Visit this website and annotate the article.

3. Check out this website and complete the questions for ‘Review the Novel’.

 

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Year 7 Assessment #1 Notification

Click here to download a copy of the assessment notification: Year 7 # 1 Assessment Notification 2013

Click here to download a copy of the template for your own version of a myth: Written text – template

Have a look here for some suggestions for how you could lay out your illustrations: Tips on layout

Here are some definitions for each of the visual techniques that you should include in your illustrations: Techniques definition

Looking for some help?

Looking for some help?

Here are some websites that contain information about various Greek myths for you to have a look at:

Website 1

Website 2

 

 

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Belonging

Confidently approach the three sections of the Belonging paper: short answer and extended writing to unseen texts; creative response; and a comparative analytical essay.

Task 1: Workshops run by Mrs Kleeborn: answer all short answer questions from the 2010 HSC paper. Make sure you get a copy of the peer feedback sheet on Wednesday (Wk 4).

• Develop a deep understanding of the poetry of Emily Dickinson in exploring the concept of Belonging.

Task 1: Letter writing task, 500 word response to “A narrow fellow in the grass”;
use this PowerPoint to help you prepare this response: A narrow fellow in the grass

Task 2: Come to a close reading of “I had been hungry all the years”; use this PowerPoint individually or with another student: I had been hungry all the years

Save a copy and type in your responses to the questions asked of each stanza. Extended response 300-400 words, due Wednesday.

Extension and Support: Ms Dixon has uploaded a number of useful support websites on the Yr 12 Standard link on oxleylearning. At the very least, explore the Nebo Literature website and follow the links to: Emily Dickinson, Frankenstein…

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The Simple Gift study resources

Have a look at each of these websites for some more information about The Simple Gift:

Website 1

Website 2

Website 3

Website 4

Website 5

 

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Year 7 – Researching and representing heroes

Have a go at the following task: Representing a character from Greek or Roman mythology in a picture book

Here’s the link to the website you should use to find your myth :)

You could also check out this website for more information about Greek and Roman myths.

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Belonging – Standard English

Where to from here? 2013 Year 12 English Standard Term 2 planner

Belonging_Journal_Questions

As we begin our Area of Study, it’s important to have a look at what the Board of Studies says about the unit (see page 29)

There are 3 components to the Area of Study:

  • comprehension
  • creative writing
  • analytical writing

Here’s a link to the 2012 HSC examination paper.

Here’s a link to the prescription document from the Board of Studies (see pages 10-11)

Check out the website for some great information on ‘Belonging’ as well as suggestions for additional material.

Check out this link for some ideas for additional material.

Check out the following information on The Simple Gift from the HSC CSU website:

Check out this website for some great ideas about our area of study.

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NAPLAN Preparation – Year 9

As part of your preparation for NAPLAN, you should attempt these sample tests:

  • Reading:

sample test

reading magazine for sample test

answers

  • Language conventions:

sample test

answers

  • Writing (remember it’s persuasive writing):

Prompt 1 – ‘It’s cruel to keep animals in cages’

Prompt 2 – ‘City versus country’

Prompt 3 – ‘Books or TV’

Marking criteria (see page 6)

 

Tips for persuasive writing:

  • Click on this link  for an interactive tool to help you plan your persuasive writing.
  • Click on this link for a checklist of things to include in your persuasive writing.

 

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NAPLAN preparation

Sample NAPLAN tests

As you’re preparing for NAPLAN, you should attempt these sample tests, writing the answers in your exercise books and checking them against the answers:

  • Language Conventions test, with Answers
  • Reading Test – Magazine and Questions, with Answers
  • Writing (remember – it’s going to be a persuasive writing task):
        • prompt 1: is it cruel to keep animals in cages?
        • prompt 2: city or country
        • prompt 3: books or TV
        • click on this link and scroll down to read about the marking criterion.  Here’s a copy of the marking criterion table in that link:
      • Marking criterion Description of marking criterion
        Audience The writer’s capacity to orient, engage and persuade the reader
        Text structure The organisation of the structural components of a persuasive text (introduction, body and conclusion) into an appropriate and effective text structure
        Ideas The selection, relevance and elaboration of ideas for a persuasive argument
        Persuasive devices The use of a range of persuasive devices to enhance the writer’s position and persuade the reader
        Vocabulary The range and precision of contextually appropriate language choices
        Cohesion The control of multiple threads and relationships across the text, achieved through the use of grammatical elements (referring words, text connectives, conjunctions) and lexical elements (substitutions, repetitions, word associations)
        Paragraphing The segmenting of text into paragraphs that assists the reader to follow the line of argument
        Sentence structure The production of grammatically correct, structurally sound and meaningful sentences
        Punctuation The use of correct and appropriate punctuation to aid the reading of the text
        Spelling The accuracy of spelling and the difficulty of the words used
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April Holiday Study Suggestions – Standard English

As you use some of your break to prepare for the coming months, here are a few things you might consider doing:

Module A:

  • Type your most recent assessment up and edit it to improve the essay
  • Read  Henry Lawson’s short stories
  • Attempt the essay question from 2012 HSC Standard English examination (Question 2, page 3)

Module B:

  • Review Witness
  • Read the NSW HSC Online guide and complete questions on plot, characters, setting and themes.

Module C:

  • Reread A Man with Five Children
  • Complete outstanding homework tasks
  • Examine ONE new piece of related material

Belonging:

  • Read information from BOS syllabus (page 29)
  • Read the rubric for Belonging (see pages 10-11) as a guide for the kinds of things you can be looking for in an additional text.  (Hint: because your set text is poetry, choose texts other than poems please.)

 

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April Holiday Study Suggestions

As you use some of your break to prepare for the coming months, here are a few things you might consider doing:

Module A

  • type your most recent assessment up and edit it to improve the essay
  • go back to the post for this unit and make notes on research texts you did not get to during term 1
  • reread Frankenstein; review Blade Runner
  • attempt an essay question

Module B

  • read and complete tasks in the first ‘chunky’
  • read and make notes on the AIS ‘chunky’
  • see the suggestions for research on this post
  • work on your assessment

Module C

  • reread The Fiftieth Gate
  • complete outstanding homework tasks
  • examine a new nonfiction text which you have found or one from the list of suggestions on this post.

Area Of Study

  • here is the BOS English Syllabus – see p29.
  • Read the rubric for Belonging (below) as a guide for the kinds of things you can be looking for in an additional text.  (Hint: because your set text is poetry, choose texts other than poems please.)

This Area of Study requires students to explore the ways in which the concept of belonging is represented in and through texts.

Perceptions and ideas of belonging, or of not belonging, vary. These perceptions are shaped within personal, cultural, historical and social contexts. A sense of belonging can emerge from the connections made with people, places, groups, communities and the larger world. Within this Area of Study, students may consider aspects of belonging in terms of experiences and notions of identity, relationships, acceptance and understanding.

Texts explore many aspects of belonging, including the potential of the individual to enrich or challenge a community or group. They may reflect the way attitudes to belonging are modified over time. Texts may also represent choices not to belong, or barriers which prevent belonging.

Perceptions and ideas of belonging in texts can be constructed through a variety of language modes, forms, features and structures. In engaging with the text, a responder may experience and understand the possibilities presented by a sense of belonging to, or exclusion from the text and the world it represents. This engagement may be influenced by the different ways perspectives are given voice in or are absent from a text.

In their responses and compositions students examine, question, and reflect and speculate on:

  • how the concept of belonging is conveyed through the representations of people, relationships, ideas, places, events, and societies that they encounter in the prescribed text and texts of their own choosing related to the Area of Study
  • assumptions underlying various representations of the concept of belonging
  • how the composer’s choice of language modes, forms, features and structures shapes and is shaped by a sense of belonging
  • their own experiences of belonging, in a variety of contexts
  • the ways in which they perceive the world through texts
  • the ways in which exploring the concept and significance of belonging may broaden and deepen their understanding of themselves and their world.
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