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Students need to be informed of the events that took place at Gallipoli. Use the for teacher reference. The ideas and techniques will hopefully be discussed by the students during the groupwork carried out.
Students then view the film, the teacher pausing at times to discuss what is happening. At the end of each viewing session, students should write a summary of the incidents that took place.
group_work (RTF 39KB) in mixed ability groups, students discuss the questions based on the film "Gallipoli" and develop a group poster of the information they come up with. A group report back is needed.
Notes on the visual and verbal features used in film are essential when studying the film. Notes on these should be provided to the students, particularly as they will need to use them to write the essay in the assessment section. A handy way to teach these skills is by using the video "Snail's Pace" by Grant Lahood and the accompanying written work for students. This can be found in the package "Take Five" which deals with short films in schools.
Teacher models the writing of an original myth to explain the creation of some natural phenomena. Explore the use of similes/metaphors to create images or word pictures to make text rich and interesting.
Similes
We use similes in our writing to create images or word pictures that make it rich and interesting. In a simile we say that one thing is like something else and this is why similes usually start with like or as, as in these examples:
The sun is like a golden orange in the sky.
He wandered lonely as a cloud
Exploring Language (p.54), A Handbook for Teachers, Ministry of Education 1996, Learning Media Wellington N.Z.
Metaphors
A metaphor is a kind of word picture. If you say that something is something else, or speak of it as though it is something else, you are using a metaphor.
Look at these examples.
Knowledge is a key that opens many doors.
She hit the ball so hard that it rocketed across the net.
In the first sentence knowledge is a key. In the second sentence the ball is spoken of as though it is a rocket.
Writers use metaphors to strengthen the meaning of what they are writing about. They are so common in our everyday speech that you probably use these word pictures all the time.
For example
burning the candle at both ends - getting up early and going to bed late playing second fiddle - taking a less important role and not being in the limelightskating on thin ice - taking risks that might be dangerous
Exploring Language (P 54,55), A Handbook for Teachers, Ministry of Education 1996, Learning Media Wellington N.Z.
Students in groups of three create an explanation (oral or written form) for:
Application of understandings gained through previous guided reading and writing experiences. These are shared with the rest of the class.
Comparison of myths/legends across different cultural settings eg. travel - air, sea. * How did Maui travel ? * What resources were available to him ? * How did Icarus travel ? * What resources were available to him ?Students tape stories - retelling a favourite myth - develop awareness of structures.
Illustrated wall stories (based on the reading to, with and by approaches) - plot sequences, purpose, audience.
The Aboriginal myths about the creation of the world have been an important part of Aboriginal culture for thousands of years. These stories come from a time long, long ago (well before the dawn of time) called the Dreamtime.
One of these is the story of Wanmirri who, with his three brothers, learned how to light the sky at night so no-one need be afraid of the dark. These four young men of the tribe threw their boomerangs into the campfire where they caught alight. Then they hurled their blazing weapons into the sky where they and their four owners have been lighting the night sky ever since. This is how stars were put in the sky.
Read the myth 'Cry Baby Moon' to the class - (by Katarina Mataira and Tere Wai Kemp). Discuss and examine purposes of myths.
Read another 'Moon' myth. Identify similarities/differences. Group activity, retell a 'moon' myth - role play, finger puppets.
Introduce other myths through shared, guided, independent reading.
Discuss:
Collect and read myths/legends from a particular country.
Read Greek/Maori myths/legends, build up a chart of the gods/goddesses included in the stories and add the characteristics of each.
Teacher the retelling of a familiar myth.
The Encyclopedia MythicaA searchable encyclopedia containing over 4200 articles about gods/goddesses, heroes, supernatural beings and legendary creatures and monsters from all over the world (Aztec, Celtic, Chinese, Egyptian, Etruscan, Greek, Haitian, Hindu, Japanese, Latvian, Mayan, Native American, Norse, Persian, Polynesian and Roman).
Animal Legends24 stories about animals, such as "How the Kangaroo Got His Tail".
Folk and Fairy Tales: Website Links
Aboriginal legends
Legends
Native American myths and legends
Native American Traditional Storytelling
Greek myths
Greek MythologyInformation about Gods/Goddesses, Heroes/Heroines, Lovers and Creatures.
Legend of the Minotaur
Daedalus and Icarus
In this unit, students read two short stories - Journey by Patricia Grace and Big Brother, Little Sister by Witi Ihimaera.
This page contains a number of resources suitable for librarians (and teachers) under the following headings.
Libraries | Library resources | Reference resources | Book-related sites
To support ideas presented in sequence to justify a particular stand or viewpoint that a writer is taking.
The writer's purpose is to take a position on some issue and justify it. Persuasive writing is intended to present a point of view on an issue being debated, or to market a particular product, process or line of thought. The author sets out to state their view in a way that will influence others.
Knowing the intended audience is important in selecting both the language and the ideas that will sway the reader. For example, if seeking to persuade a local government member the language would be quite formal, but if hoping to sell cakes at a school gala, the language needs to be much more emotive and invitational. In teaching persuasive writing it is important to include this defining of the audience and appropriate choice of language.
An argument usually consists of the following:
In addition to the writing, consideration should also be given to the inclusion of graphics and data that will support the idea or product to be promoted. Sound and video can also be added to support the written proposal, advertisement or argument. In meeting the needs of the today's learners, it is important to factor this into the persuasive writing process, so that student are aware of the impact that adding these forms of media will have on selling their product or point of view.
DebatesDebates, which are conducted orally, are a form of argument in which two opposing points of view are stated and both sides are argued. Supporting evidence for each side is put forward and finally an opinion is stated based on the two arguments.
Types of arguments
Brainstorming tools to develop the arguments/persuasive statements (free)
Poster/Website tools to capture the power of images
Graphing tools for making your own graphs
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