Secondary English NCEA – Level 1
Secondary English NCEA – Level 2
|Title: |Innocence, Imagination, Obsession – Heavenly Creatures |
| |Students respond to controversial ideas in the film Heavenly Creatures and the play Daughters of Heaven then|
| |deliver presentations to the class about important aspects of the film and/or the play. |
|Writer: |Lucy Moore |
|Year level |12 |
|Who are my learners and what do they | See Using Inquiry to Plan Secondary English Programmes |
|already know? | |
|School curriculum outcomes |How your school’s principles, values, or priorities will be developed through this |
| |unit |
|Learning Outcomes |
|(What do my students need to learn) |
|Curriculum achievement objectives (AOs) | |
|for: | |
|English |Processes and strategies |
| |Integrate sources of information, processes, and strategies purposefully, confidently,|
| |and precisely to identify, form, and express increasingly sophisticated ideas.
|
| |thinks critically about texts with understanding and confidence |
| |creates a range of increasingly coherent, varied, and complex texts by integrating |
| |sources of information and processing strategies |
| | |
| |Ideas |
| |Select, develop, and communicate sustained ideas on a range of topics.
|
| |develops, communicates, and sustains increasingly sophisticated ideas, information, |
| |and understandings |
| | |
| |Language features |
| |Select and integrate a range of language features appropriately for a variety of |
| |effects.
|
| |uses a wide range of oral, written, and visual language features fluently and with |
| |control to create meaning and effect and to sustain interest |
| | |
| |Structure |
| |Organise texts, using a range of appropriate, coherent, and effective structures. |
| |organises and develops ideas and information for a particular purpose or effect, using|
| |the characteristics and conventions of a range of text forms with control. |
|Achievement Standard(s) aligned to AO(s) |In 2011: |
| |AS 90374: Deliver a presentation using oral and visual language techniques. |
| |From 2012: |
| |AS 2.5 Construct and deliver a crafted and controlled oral text |
|Teaching and Learning |
|(What do I need to know and do?) |
|1-2 related professional readings or links to | |
|relevant research |Using inquiry to plan secondary English programmes |
| | |
| |English Teaching and Learning Guide [available from February 2011] |
| | |
| |Conditions of Assessment Guidelines |
|Learning task 1 |Learning task 1 |
| |Building Prior Knowledge |
|Learning intention(s) |Before engaging with either text explore the Parker Hulme Case newspaper archive |
|Establishing prior learning and linking it to |on the Canterbury Public Library website, which contains an archive of newspaper |
|the text |articles discussing the case. |
| |Select the appropriate information in order to complete a fact sheet. |
|KCs/ Principles/Values focus | |
|KCs: Thinking | |
|– explore texts | |
| | |
| | |
|Learning task 2 |Learning task 2 |
| |Reading the play Daughters of Heaven |
|Learning intention(s) | |
|Examining key text aspects |Understanding key aspects of the play Daughters of Heaven will be enhanced if a |
| |variety of approaches are used: |
|KCs/ Principles/Values focus |participate in drama games designed to enliven interpretation and deepen |
|KCs: Thinking |understanding of Daughters of Heaven. |
|–using a range of thinking strategies to build |various parts from the play could be allocated to students in advance in order to|
|understandings |facilitate |
|KCs: Thinking |to help develop an understanding of key characters, individuals or groups could |
|– explore texts |be allocated one character, in preparation for a hotseat. |
|Relate to others – peer discussion | |
| |"Innocence. Imagination. Obsession" are three words which go a long way towards |
| |summing up the central themes in Daughters of Heaven. For each of these three |
| |words brainstorm how it is presented in the play, using quotes to support your |
| |ideas. |
| | |
| |Use a values continuum by making a judgement on the following issue: |
| |Pauline Parker and Juliet Hulme "have been resurrected as unlikely folk heroes - |
| |bright women in a repressive, dull town resolving a personal crisis in the only |
| |way the powerless kids knew how". Do you agree or disagree with this statement? |
| |Allocate one side of the room for those who strongly agree with the |
| |question/statement and the other side of the room for those who strongly disagree|
| |with the question/statement. Go to the area of the room which represents your |
| |response to the question/statement. |
| |The space in between these areas should represent a continuum where you can place|
| |yourself in according to the strength of your response. If you are unsure how you|
| |feel, stay in the middle to watch and eventually participate in the proceedings. |
| |The teacher then facilitates a controlled discussion by calling upon students to |
| |outline why they have taken that particular stance. At any time you may choose to|
| |adjust where you are standing. |
|Learning task 3 |Learning task 3 |
| |Viewing the film Heavenly Creatures |
|Learning intention(s) | |
|Examining key text aspects |Pre-viewing |
| |Before viewing the film consider the choice of title. It comes from a poem, The |
|KCs/ Principles/Values focus |ones that I worship, written by Juliet and Pauline. Using the text of the poem to|
|KCs: Thinking |support your ideas, write a journal entry discussing the significance of the |
|– close reading |title and its relationship to what you already know about Juliet and Pauline from|
| |your study of Daughters of Heaven. |
| |Viewing |
| |Use the viewing focus sheet. As each group views Heavenly Creatures they should |
| |record information to help them answer the questions listed under their allocated|
| |heading. At the conclusion of the film each group should present its information |
| |to the class. Students can then incorporate relevant information as they develop |
| |their presentations. |
| |Setting |
| |Peter Jackson went to great lengths to use actual locations and archival film |
| |footage to precisely recreate the environment. Discuss the following points as a |
| |class: |
| |What was the purpose of the archive footage? What effect did it have upon the |
| |beginning of the film? |
| |How does Jackson use contrast in setting to convey the differences in the |
| |upbringing of Juliet and Pauline? |
| |In what ways is Heavenly Creatures a specifically New Zealand film? Does the fact|
| |that Heavenly Creatures is a film about New Zealanders by New Zealanders have any|
| |effect on the film as a whole? |
|Learning task 4 |Learning task 4 |
| |Heavenly perspectives |
|Learning intention(s) |Heavenly Creatures and Daughters of Heaven feature different narrative |
|Examining key text aspects |perspectives. In Daughters of Heaven the audience is largely shown the situation |
| |through the eyes of Bridget O'Malley, housekeeper of the Hulme household. In |
|KCs/ Principles/Values focus |Heavenly Creatures, however, Pauline's diary entries are used in a voice-over |
|KCs: Thinking |method to convey her motivation and intentions |
|– close reading |In small groups choose a sequence from Heavenly Creatures or Daughters of Heaven |
| |which presents a subjective point of view. Talk about the effects that the |
| |subjective point of view has upon the audience's reaction to the content of the |
| |film. |
|Learning task 5 |Learning task 5 |
| |Deciding on a presentation topic |
|Learning intention(s) | |
|Preparing and delivering an oral presentation |Look over the aspects of the two texts you have worked on in tasks 1 to 4. One or|
| |more of these aspects could form the basis of your presentation. You may choose |
|KCs/ Principles/Values focus |to give an impression of the play or film as a whole or a particular theme, |
|KCs: Use language, symbols and texts – |character, quotation or scene. |
|structure and express understandings about |Make a final decision on your topic. Your presentation will be about an important|
|texts |aspect(s) in your study of the film Heavenly Creatures and the play Daughters of |
| |Heaven, although your presentation could focus on one text. |
| |Ensure that topic gives you enough scope to speak for at least four minutes and |
| |that it will be informative and interesting to your class. Briefly discuss your |
| |topic with your teacher before developing your presentation any further. |
| |Plan the content of your presentation. Structure your material as follows:
|
| |in your introduction: |
| |decide on an arresting opening to interest your audience |
| |which highlight the key aspect(s) of the text(s) you will focus on. |
| |in the body: |
| |give further key details, supported by explanations or examples which could be |
| |drawn from your work in tasks 1 to 4. |
| |in the conclusion: |
| |signal that you are finishing |
| |restate your key points in summary form. |
| | |
| |Rehearsing and delivering your presentation |
| |You will be assessed on how well you: |
| |develop and communicate ideas about your topic |
| |integrate visual and verbal delivery techniques to present your ideas to your |
| |audience |
| |how clearly and confidently you speak to your audience. The following web pages |
| |provide advice to help you deliver your presentation in an interesting, engaging |
| |and confident manner: |
| |Timing |
| |Vary Your Intensity |
| |Body Language |
| |Slow Down |
| |Energy |
| |Pauses |
| |Less Dependence On Notes |
| |Dealing with Nervousness |
| |In pairs, practise delivering your presentation. Make any necessary adjustments. |
| |Your presentation must be at least four minutes long. Look at selected exemplars |
| |on the Level 2 NCEA Speeches and Performances video. Comparable exemplars for |
| |your presentation can be found for the internal assessment resource The Art of |
| |Persuasion and I Know Where You're Coming From. Discuss the exemplars' strengths |
| |and areas they could be improved. Look at and discuss the assessment schedule. |
| |Deliver your presentation. |
| |In 2011, your presentation can be assessed against Achievement Standard 90376: |
| |Deliver a presentation. From 2012, it can be assessed against its replacement, |
| |the new Level 2 oral presentation standard, AS 2.4 Construct and deliver a |
| |crafted and controlled oral text.The same standard of oral presentation is |
| |required at each achievement level for both the old and new achievement |
| |standards. |
|Assessment and Evaluation |
|(What is the impact of my teaching and learning?) |
|Formative and/or Summative assessment |In 2011: |
|task(s), including how will feedback be |AS 90374: Deliver a presentation using oral and visual language techniques. |
|provided |From 2012: |
| |AS 2.5 Construct and deliver a crafted and controlled oral text |
|Provision for identifying next learning |This piece of writing should be an integrated part of the year’s writing programme. |
|steps for students who need: |Refer to |
|further learning opportunities |English Teaching and Learning Guide [available from February 2011] |
|increased challenge |Conditions of Assessment Guidelines for oral presentations. |
| |for more details. |
|Tools or ideas which, for example might be |See: Using inquiry to plan secondary English programmes |
|used to evaluate: | |
| | |
|progress of the class and groups within it | |
|student engagement | |
|leading to : | |
|changes to the sequence | |
|addressing teacher learning needs | |
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