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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