Year 9 English

Please print and use the worksheet to help you practise formal letter writing.

Documentary Pitch and Yearly Examination

Don’t know how to storyboard? Check out this site: Acting with a pencil - storyboarding

If you were away on Wednesday or would like to review the documentary techniques and complete your green worksheet you can view the short film documentary techniques.

If you would like to review the Flying Penguins films and complete your gold worksheet you can view the clips here and here.

You can print off the worksheets by clicking on this link: what-makes-a-good-documentary.

Year 9 students may be preparing a Web site for the current assessment task.  Download this detailed tutorial on creating banner graphics in Photoshop.

You might consider wordpress.com and synthasite for your Web sites.

All Year 9 students can download a digital copy of the second assessment task. This is a Viva Voce activity that also asks students to create a mindmap to guide their oral responses. There are links to online resources and mindmapping software on the previous post.

Online Resources and Lists of Australians who had a dream

• 200 Significant Australians - good list for choosing an Australian, but then not much in the way of resources.
• National Library of Australia - Gateway People
• Famous Australians
• Many High Achieving Australians in categories - from TallPoppies.org
• Notable Australian Women

Mind Mapping software

• MindNode for Mac
• Text2Mindmap - Free Web-based version (PC, Mac, anything)

After the presentation at Assembly today, what did you feel and what could you do to make a difference?

I appreciate your thoughts and good ideas in class today. Here’s a Young Person’s Guide to MS, from UK TV

Post your questions here.

Corey claimed that, despite the fact he posted a general invitiation to his party on the internet, he was not responsible for the actions of his ‘guests.’  How responsible are you for the actions of your party guests?  Consider the trouble caused by gatecrashers in Bowral last month.

 The media have played a large part in making Corey a celebrity. 

How much responsibility do they have for making this boy a hero?  Is there such a thing as bad publicity?  Think about the actions of Britney and Paris. 

Jen reacts to the bad things that happen to her by binge drinking.  Is she responsible for her actions when she is drunk?  What danger does she encounter?

What is her mother’s reaction when she doesn’t come home? Does this reflect her lack of concern or her faith in her daughter?  How much freedom should a student of your age be given?  What are the possible dangers for you in the Southern Highlands?

 Week 6

After answering the questions above, complete the following activities:

1.  One of the things that came out of our study of Corey was that he didn’t intend any of the damage that he caused.  Does his intention matter - are you responsible for the results of your actions even if that was not what you intended?

2. “ACA are responsible for making Corey a hero”  Use the four texts we looked at in class and write 3 key paragraphs that conveys your informed opinion on this statement.  Use the structure discussed in class last week.

Teen Issues - Parents

The key relationships in Jen’s life include her feelings for her mother and father.

In particular, her relationship with her father is strained. 

Why is this such a difficult relationship for her?

Read the sections about Jen’s father, his new wife and her visits. [P 24-27]

How does Jen feel about the rat and Stella?

Look at these pages and explore how the Rat feels about his daughters. [p 112-114, 119,124,197-199]

Write a conversationm between Jen’s father and Stella in which they talk about his feelings for his two daughters and his role as a father.

WHAT DO YOU THINK THE YOUNG MAN IS REALLY SAYING?

The formal outcomes to include in your response are:

use language and communicate appropriately and effectively

Stage 4 - 4 “Uses and describes” “language forms and features”, and “structures of texts” appropriate to different purposes, audiences and contexts

Stage 5 - 4″Selects and uses” “language forms and features”, and “structures of texts” according to different purposes, audiences and contexts, and “describes and explains their effects on meaning”

 

 

 

 

express themselves and their relationships with others and the world

Stage 4 - 10 - “Identifies, considers and appreciates” “cultural expression in texts”

Stage 5 - 10 - “Questions, challenges and evaluates” “cultural assumptions in texts and their effects on meaning”

• Do you know what the words in quotation marks mean?

• Can you put them in your own language and then address the question including the Stage 5 aspects?