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Overview: Students will read the first play in the HDM version created for the National Theatre by Nicholas Wright. There may be value in letting them read on once the work has been concluded, though this is not part of the plan. The students will gain confidence in handling dramatic texts and build awareness of symbolism, language to create effect and develop themes, as well as general theatrical techniques. They will improve their S+L skills and produce both written work and short film/Radio snippets.AOs relevant from Edexcel IGCSE:AO1: speaking and listeningAll students will be required to demonstrate the ability to:(i) communicate clearly and imaginatively(ii) use standard English appropriately(iii) listen to and understand varied speech(iv) participate in discussion, by both speaking and listening,judging the nature and purposes of contributions and the roleof participants.AO2 ReadingAll students will be required to demonstrate an ability to:(i) read and understand texts with insight and engagement(ii) develop and sustain interpretations of writers’ ideas and perspectives(iii) understand and make some evaluation of how writers use linguistic andstructural devices to achieve their effects.AO3 Writing All students will be required to demonstrate an ability to:(i) communicate clearly and appropriately, using and adaptingforms for different readers and purposes(ii) organise ideas into sentences, paragraphs and whole textsusing a variety of linguistic and structural features(iii) use a range of sentence structures effectively, with accuratepunctuation and spelling.TASKS:Role on wall technique to develop understanding of character, based on analysis of languagePerformances of sections to explore different interpretationsFilm/record sections to develop awareness of dialogue and settingTranformational writing – turning a section into proseDaemon display –symbolismGroup discussionsIndividual readings.CONTEXTS:Parallel universe idea: The notion of a separate world, or plane of existence, or realm, has existed in the human imagination from time immemorial. The classical Greeks used the ideas of Mount Olympus and Hades' underworld as different realms that existed along with our own; the ancient Hindus used the idea of a multiplicity of realms called "lokas".The Church Vs ScienceParadise Lost2 Oxfords / 2 Sloughs.Aurora BorealisDaemons as visible symbols of subconscious – souls?WEEKLESSON 1LESSON 2LESSON 31Introduce ideas SYMBOLISM: DAEMON game and discussions – paired describe/draw by character – discuss own Daemons – task is to make own by week 3.Ideas PARALLEL UNIVERSE: Consider literature/filmDr Who, Narnia, Time Machine, Alice in Wonderland (You Tube)– should co-exist with our world.Paired work with Oxford Maps (Pearson). Create alternative Slough Map as HWK.Starter: “towards the unknown”What links:The Church and education early EuropeGalileo – 17C Italy,Darwin -19C EnglandBig Bang/CreationAncient Greek Polytheistic systems.( Thunder Gods and so on…).Begin reading Act 1 –aim for swift reading of first 10 scenes2Questions from previous reading. Read on to scene 10 pause to discuss as needed.HWK: Look at “Lyra the liar” scenes 1-5 –list her lies – quotations. Begin flip chart task?Lying: lie line-up –share.Good lies?Read on to scene 10HWK revisit sc 4 l 90-225Create a summary table of the main elements of the scene, especially Asriel’s speeches as preparation for assessment in next lesson.In class writing:Re-write Act 1.4 l90-225 in prose as a diary entry written by Lyra. Write in first person and immediate past tense.Assessed work3Daemons IN with explanations.Read on Scene 11Discuss the nature of Lyra’s world – what choices has Pullman made and why?Act 2.1&2“Lyra the liar”. Why do we all need alethiometers?Asriel:Look at 1.4 and 2.2/3Role on wall for Asriel.Inc HWKDiscuss Asriel HWK. Why were the quotations chosen?– specific language.POST IT QUOTATIONS TO POSTER.Flip chart paper Lyra task.4What do Daemons symbolise?List Daemonsin the play and discuss in class why they are used. Find evidence to support – group activity.READ ON. to end sc 6Asriel battles: who? What happened last time? Why is the church so scared?Act 2.7Lyra and Will meet. In threes (director/Pan as needed), act the scene l1-80 or l154 to end. What choices do you need to make about characters? What happens to the language as they relax and trust each other?5Task for end: Choose a passage of around 40 lines from the first two acts. Groups of 4/5. Plan and direct for RADIO (SFX). We will record these so keep them safe. NO vision, what becomes vital?Read on, discussing as neededRead on Discussing as needed to end play.HWK:INNOCENCE and EXPERIENCE work 6Discuss Innocence and experience.Where does Lyra gain experience?Why might the church worry about this?Read to endDiscuss Lyra’s hidden name in the context of Experience and Innocence…ESSAY ASSESSMENT:How is the character of Lyra presented through her lying?7Listen to radio broadcasts and comment. RESOURCES:Pearson Oxford maps p34/35 Pearson SOWPearson Daemon ideas and Laminated images from p33 SOW PearsonTeachit Innocence and Experience material innocence and experience.pdfAurora Poster for role on wall MP3 recorder for radio broadcasts.You Tube clips:Narnia: Who leaves Rose: ................
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