My New Zealand: ES300 New Unit

My New Zealand (This is a research based unit where students will conduct their own research on a self-selected topic using five different texts. The topic choices could evolve from the first unit of study or be drawn from future career ideas/choices or from any area of interest. Topics can include any cultural groups/aspects that are represented in NZ. Students will need to understand the research process and their responses may be oral, non-verbal, or written).

Texts could include – textbooks, non-fiction books, information sheets, dictionaries, encyclopedias and subject reference books; could involve – technical maps, charts or graphic representations; could include forms, directions, signs, notices, messages, notes ,labels, classified advertisements, advertisements, promotional material, manuals, handbooks, incident reports, minutes, business letters, job descriptions and newspapers; could include complex graphic material, complex language and structures.

Ugly Shakespeare: Year 9s & 10s

Dear students

Just a reminder that the Ugly Shakespeare company are coming to our school on Thursday 27 March at period 5. So you will be treated to seeing them instead of going to your regular class. The cost of entry is just one measly gold coin which you need to give to your English teacher on Wednesday. You can find out more about Ugly Shakespeare on their website.

Image: Ugly Shakespeare site.

ES 300: Final Assessment & Maning Online

Original book jacket

Just a reminder that your final assessment for US 12428 Read Transactional text starts on Friday 28 March, period 6. This is a long assessment as you need to read three pieces of work and we will continue the assessment next week.

If you want to revise Maning, there's an online edition of Old New Zealand at The New Zealand Electronic Text Centre. Chapters 1 and 2 are well worth studying.

Image: Otago University Library

ES300 12428 Assessment Questions

Transactional Formative Assessment Reading Test

Unit Standard: 12428 Read transactional written text closely

Answer these questions on the Listener article "What happens when the oil runs out?"

Name:

Title of text:


Instructions:
Read the text closely and complete the following activities:

1. (a) What are central ideas or meanings conveyed in this text?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b) Select one quote from the text that show these ideas or meanings.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Ideas and meanings in the text are analysed with reference to relevant sections of the text 1.1□


2. Give your opinion why these are important ideas (issues) and support your discussion with examples from the text and from real life.
Importance relates to social, historical, cultural, physical, political and personal contexts

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
The significance of a main idea is explained with reference to at least one relevant section of the text 1.2□
3. Identify five examples of language features and explain their effect using the grid below.
Language features could include: metaphor, simile, personification, alliteration, assonance, consonance, colloquialism, irony, symbolism, grammatical usage, punctuation, choice of words.

Name of technique
Example
What effect does this technique have in expressing a point?
Technique 1:








Technique 2:








Technique 3:








Technique 4:








Technique 5:









Five examples are identified using appropriate terminology, and each example is analysed in terms of effect
1.3□

4. Identify two techniques used to shape the text and evaluate its effect using the grid below.
Techniques could include structure and narrative technique.

Name of technique
Example
How effective is this technique in helping convey the message and appealing to a specific audience?
Technique 1:













Technique 2:














Two techniques used to shape the text are identified.
Each technique is evaluated in terms of its effect with reference to relevant sections of the text 1.4□

Hooks and Feelers. What's a feeler?

Not being into fishing, I find it difficult to explain exactly what a 'feeler' is in terms of fishing but a good set of picrures can be found at http://www.rackelhanen.se/eng/10335.htm

Hooks and Feelers Essay

Keri Hulme

Dear EN 100_1.

By Thursday 13 March, period 3, you should hand in a 200 word essay on a major theme in Keri Hulme's short story 'Hooks and Feelers.' You are allowed to use any of the ideas we brainstormed in class. Remember to develop your ideas using paragraph and to support your points with references to the story.

A copy of the story is available on here.

Image:Canadian News.

When the Oil runs out: formative assessment

Whitby

Dear ES300_1

I'm very pleased with the enthusiasm and interest you've shown so far. I'm enjoying this unit of work and the general positive atmosphere you've created in the classroom. Thanks.

But don't forget that we have to do the written work!

I've handed out a 'formative assessment' reading test for 'What happens when the oil stops coming?' by Denis Welsch and Matt Nippert. An online copy of this article is available at The Listener website.

Remember that the questions for this article are exactly the same questions you have when you site the final assessment: the difference is that in the final assessment you will answer questions on three unfamiliar texts. Please complete the assessment tomorrow whilst I'm away on a school trip. It must be handed in by Period 6 on Thursday.

Image: Wikipedia.