Term 4

For the remainder of the term we will be working paperless by using a class and student weebly sites to effect our study of Lonesome Howl. Please visit the class weebly to access the learning activities.

Monday - Period 4 & Tuesday - Period 5

We will continue our reading of Steven Herrick's verse novel, 'Lonesome Howl'

Friday - Period 2

Today we will commence our reading of Steven Herrick's verse novel, 'Lonesome Howl'.  To read a brief summary of the book, visit this website.

On this website you can also listen to this podcast interview with Steven Herrick about poetry and his verse novel/s.

Wednesday - Period 3

Today we need to finish writing quotes on Wallwisher (see last post).  Once they are complete we will classify them according to the issue that is creating the conflict between Julie, Michelle, Franky and their parents.

Dramatic reading of 'Fossils' extract by Tyson & Naomi (thanks to both of you!)

For the remainder of this lesson you will locate examples from the play that demonstrate the conflict that each character experiences.  These will be recorded on the wallwisher sites below:

www.wallwisher.com/wall/juliejones
www.wallwisher.com/wall/michellewatson
www.wallwisher.com/wall/frankyzeferelli

Wednesday - Period 3

Activities:

• PEE
• Class reading of 'Fossils' 
• Completion of character conflict list

Monday - Period 4

Activities:

• PEE
• Conflict mapping (continued)
• Class reading of Fossils - discussion of production and directoral features throughout.

Friday - Period 2

Assessment task issued - in class essay response in Week 9.  Question explained and deconstructed.

• PEE
• Conflict of plot examined as revealed in text so far
• Class reading of Fossils - discussion of production and directoral features throughout

Wednesday - Period 3

Activities:

• PEE
• Stage directions task
• Class reading of fossils - discussion of production and directoral features throughout

Tuesday - Period 5

Activities:

• Completion of poetry assessment task
• Class reading of 'Fossils' - identification of 'parent' cliches used in script.

Monday - Period 4

Introduction to Drama Unit:

Today we will revise the drama knowledge you have learned in Years 7 and 8.  The element of 'conflict' as it occurs in all narratives will be introduced/revisited.

Class borrowing of play:  'Fossils'

Friday - Period 2

Period 2:  In anticipation for this afternoon's incursion, 'Shakespeare on Trial', we will also look at the synopsis of two of Shakespeare's famous plays - 'Macbeth' and 'Romeo & Juliet'.

Period 5:  'Shakespeare on Trial' incursion

Wednesday - Period 3

Using Maud McConville's poem, 'The Football' you will today complete a complete deconstruction and analysis of this poem unassisted.  You will complete the following tasks:

• Annotation of the poem (with the poetic techniques it contains)
• A summary table 
• PEE sentences
• Rewriting your sentences into a paragraph.

These tasks will be assessed to determine your learning in this unit and your use of subject specific terms.

Wednesday - Period 3 & Friday - Period 9

Activities:

• 'Foul Shot'  by Edwin A. Hoey - annotation and deconstruction
• Composition - using one of the scenarios below, you will write your own poem in a similar style to Hoey's poem.  In preparation, locate an image of the sporting moment you have chosen, then come up with a list of words that describe the equipment, the actions involved, the anticipation and outcome.  Using these words, draft your poem.

1. a high jumper making his last attempt at a new record
2. a golfer making a crucial putt
3. a decisive penalty kick in soccer or rugby game
4. a diver attempting to win a gold medal
5. a snooker/pool player making a winning shot
6. something of your own choosing

Wednesday - Period 3 & Friday - Period 2

'The Boxer' by Emma Payne - scramble and comprehension activities completed.

Imagery writing activity as a warm up activity for a sports poem composition.

100 Metre Athlete - vocabulary brainstorm using images.  Poetic techniques applied to selected words and combinations.  Poetry composition using these ideas.

Monday - Period 4

Friday's lesson lost to the Walkathon.

Today's activities:

• poetry compositions to be finished and submitted (15 minutes only)
• 'How to Kill A Whale' reading, annotation and comprehension questions.

Tuesday - Period 3

Using the information you gather in your research on an animal welfare issue, you will compose your own poem using Peggy Wilson's 'Puppy Mill' as a model.

Wednesday - Period 3

Research activity - visit http://www.animalsaustralia.org/issues/ and choose ONE animal welfare issue to research.  Make notes about this particular issue as background research for a poem you will write in class using 'Puppy Mills' as a model.

Tuesday - Period 5

Activities:

1. Post a response to yesterday's blog question.
2. Deconstruction sheet - 'Puppy Mill' by Peggy Wilson
3. Use three of the prompts below to complete sentences about the techniques used by Wilson in her poem:

o    [Technique] creates a sense of ...

o    The composer’s use of [technique] draws attention to ...

o    Our attention is drawn to ... because of the composer’s use of [technique].

o    The composer has used [technique] to ...

o    Using [technique] helps the composer to ...

o    We are made to … when the composer uses [technique] because …

Monday - Period 4

NEW UNIT - POETRY

Poetry revision - glossary and discussion.



Power of poetry considered through study of 'Puppy Mills' by Peggy Wilson.  Post your reaction to this poem using the 'Comments' link below.  What is the impact of this poem on you?