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’.
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?
Here are some websites that contain information about various Greek myths for you to have a look at:
• 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…
Have a look at each of these websites for some more information about The Simple Gift:
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.
Where to from here? 2013 Year 12 English Standard Term 2 planner
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:
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.
As part of your preparation for NAPLAN, you should attempt these sample tests:
reading magazine for sample test
Prompt 1 – ‘It’s cruel to keep animals in cages’
Prompt 2 – ‘City versus country’
Tips for persuasive writing:
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:
| 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 |
As you use some of your break to prepare for the coming months, here are a few things you might consider doing:
Module A:
Module B:
Module C:
Belonging:
Module A
Module B
Module C
Area Of Study
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:
