THE WORLD'S A STAGE
RESEARCH TASK: WHO IS THIS SHAKESPEARE DUDE ANYWAY?
TASK: In pairs, use the links below and at least two other websites, to research William Shakespeare and answer the question: Who is this Shakespeare dude anyway and why is he so important to Drama?
1. Work out a strategy for your research. Decide how you will find your information quickly and effectively as a team.
2. Summarise your findings (7 key points) in a clear, visually appealing way for the class (poster, google presentation, imovie etc) that answers BOTH parts of the question.
3. Evaluate (judge):
a. which sites were most useful.
b. how you decided which information was important.
c. how well you worked as a team.
3. Present your information and evaluation to the class next lesson (2-3 mins), include a bibliography.
SHAKESPEARE LINKS
absoluteshakespeare.com/
http://en.wikipedia.org/wiki/William_Shakespeare
http://shakespeare.mit.edu/
http://www.shakespeare-online.com
TASK: In pairs, use the links below and at least two other websites, to research William Shakespeare and answer the question: Who is this Shakespeare dude anyway and why is he so important to Drama?
1. Work out a strategy for your research. Decide how you will find your information quickly and effectively as a team.
2. Summarise your findings (7 key points) in a clear, visually appealing way for the class (poster, google presentation, imovie etc) that answers BOTH parts of the question.
3. Evaluate (judge):
a. which sites were most useful.
b. how you decided which information was important.
c. how well you worked as a team.
3. Present your information and evaluation to the class next lesson (2-3 mins), include a bibliography.
SHAKESPEARE LINKS
absoluteshakespeare.com/
http://en.wikipedia.org/wiki/William_Shakespeare
http://shakespeare.mit.edu/
http://www.shakespeare-online.com
PAGE TO SCREEN - THE HOBBIT
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1. Go to: http://www.shmoop.com/hobbit/ Read the introduction to the novel. a. What things did you already know from your research? b. List three IMPORTANT new things that you have learnt from the introduction. c. Why do you think these things are important for understanding and appreciating the novel. 2. Read the first chapter. a. What makes you think it has been written for children? b. How is humour created in the chapter? c. Find quotes that describe ONE character in Chapter One. Draw an image of the character and label their features based on the quotes you have found. 3. View the trailers for Unexpected Journey and The Desolation of Smaug below left. a. How are the trailers different in tone to the first chapter of the novel. b. Are the films for children? Give reasons to justify your answer. c. Compare the look of the character/s in the films to the descriptions in Chapter One. What's similar? What different? What reasons can you give for this? Go to the The Hobbit Study guide Comparing the book to the film – The Opening Compare the beginning of the book and the film up to where Radargast enters the film. What the main differences between the two and what reasons can you give for these? Which opening do you prefer and why? |
Year 7 English - Storytelling 1:Telling the Truth
Extension Task: 7E1 - ipad advertisement - used to examine why we tell stories. Discussion question: What does the phrase ‘that the powerful play goes on and you may contribute a verse’ suggest to viewers? How do the images of the support this phrase?
http://padlet.com/wall/YEAR7BOOKCLUB
Extension Task: 7E1 - ipad advertisement - used to examine why we tell stories. Discussion question: What does the phrase ‘that the powerful play goes on and you may contribute a verse’ suggest to viewers? How do the images of the support this phrase?
http://padlet.com/wall/YEAR7BOOKCLUB
Storytelling 2: MYTHS AND LEGENDS
Introduction to myths/legends
Read The Creation Story from the Old Testament as a class. SS (students can use the link or bibles).
Animated versions Cartoon (view up to 13.25) Lego (good example of amateur representation)
View: As a class watch both visual adaptations of a myth:
The Tale of Orpheus and Eurydice
Orpheus and the Underground
Discuss: Students to predict based on only watching the visual representation: What is the story being told? How do we know the story without seeing the text or having it read to us? Does the message stay the same in both versions? Why have the storytellers chosen to tell this story in their own way? Who might the audience be?
Write: Which version of the story do the students like better and why?
Joint construction of a comparison paragraph using TEEL structure. (E)
Read: the Orpheus and Eurydice Myth myth as a class. Discussion about what elements of the narrative are presented in the written text as compared to the visual texts watched. Teacher to guide the students to note taking in preparation for the joint construction.
Write: An opinion paragraph about how well (one or both) the composers have visually told the story of the myth to the audience.
POWER BALLADS
Read the information on Rhyme, Rhythm and Metre and annotate the rhyming scheme and metre (stressed and unstressed syllables) of the first stanza of each poem in your booklet.
Man From Snowy River Group Performance Task
In groups you will work on performing the lines of one stanza focussing on rhythm, rhyme and timing.
Power Ballads Poetry Booklet
Steven Herrick Website
Go to website and explore. Who is Steven Herrick? What does he do? Find examples of his work.
Write your own poem based on one Steven's titles e.g Things Your Parents (friends/grandparents/teachers etc) would never say.
Storyboard That link - Create your own storyboard about Power Ballads
Add your thoughts to the Why Poetry Wall!
Poetry Devices PDF
7E1 Book Exchange - Go to the padlet site and create a 50 word book review to share with your classmates. Write why you do/don't recommend this book and include a link to an image/review.
Introduction to myths/legends
Read The Creation Story from the Old Testament as a class. SS (students can use the link or bibles).
Animated versions Cartoon (view up to 13.25) Lego (good example of amateur representation)
View: As a class watch both visual adaptations of a myth:
The Tale of Orpheus and Eurydice
Orpheus and the Underground
Discuss: Students to predict based on only watching the visual representation: What is the story being told? How do we know the story without seeing the text or having it read to us? Does the message stay the same in both versions? Why have the storytellers chosen to tell this story in their own way? Who might the audience be?
Write: Which version of the story do the students like better and why?
Joint construction of a comparison paragraph using TEEL structure. (E)
Read: the Orpheus and Eurydice Myth myth as a class. Discussion about what elements of the narrative are presented in the written text as compared to the visual texts watched. Teacher to guide the students to note taking in preparation for the joint construction.
Write: An opinion paragraph about how well (one or both) the composers have visually told the story of the myth to the audience.
POWER BALLADS
Read the information on Rhyme, Rhythm and Metre and annotate the rhyming scheme and metre (stressed and unstressed syllables) of the first stanza of each poem in your booklet.
Man From Snowy River Group Performance Task
In groups you will work on performing the lines of one stanza focussing on rhythm, rhyme and timing.
Power Ballads Poetry Booklet
Steven Herrick Website
Go to website and explore. Who is Steven Herrick? What does he do? Find examples of his work.
Write your own poem based on one Steven's titles e.g Things Your Parents (friends/grandparents/teachers etc) would never say.
Storyboard That link - Create your own storyboard about Power Ballads
Add your thoughts to the Why Poetry Wall!
Poetry Devices PDF
7E1 Book Exchange - Go to the padlet site and create a 50 word book review to share with your classmates. Write why you do/don't recommend this book and include a link to an image/review.