Year+7

include component="comments" page="Year 7" limit="10"


 * 1. UNIT ONE: WHY DO WE TELL STORIES?**
 * 2. UNIT TWO:** **WHY DOES POETRY LOOK AND SOUND SO DIFFERENT?**
 * 3. UNIT THREE: ALL THE WORLD'S A STAGE: AN INTRODUCTION TO DRAMA (FRANKENSTEIN BY PHILLIP PULMAN)**
 * 4. UNIT FOUR: HOW DO WE CREATE TEXTS TO INFORM AND PERSUADE? AN INTRO TO RADIO**
 * 5. UNIT FIVE: HOW DO WE CREATE TEXTS TO INFORM AND PERSUADE? PERSUASIVE SPEECHES**
 * 6. UNIT SIX: HOW DO WE VALUE TEXTS? CLOSE STUDY OF A CHRISTMAS CAROL**
 * 7. UNIT SEVEN: PAGE TO FILM: A CHRISTMAS CAROL ON FILM.**



UNIT ONE: WHY DO WE TELL [|STORIES?]



Image credit: hinnamsaisuy/FreeDigitalphotos.net

Rationale: This unit introduces students to the origins of storytelling through an exploration of myths, legends, personal stories and archetypal narratives. Students are asked to consider the purpose of storytelling and the similarities and differences between the stories of various cultures. During the unit, students will come to understand that stories broaden our understanding of ourselves and other people. The stories explored will derive from a variety of cultures- including the students’ own cultural background. They will also reflect a variety of gender perspectives. Students will be challenged to identify the cultural values and assumptions underlying the text. Students will develop an understanding of narrative structure and will be engaged in responding to and composing narratives for a variety of purposes.


 * Focus Outcomes: 2, 6, 9, 10**

The program is a work in progress and will be stored here.
 * Essential Questions:**
 * Why do we tell stories?
 * How can stories help us understand ourselves and other people?
 * How do stories embody cultural values and attitudes?
 * How did ancient cultures tell stories? How do modern people tell stories?

1/ Program

2/ Resources for teachers Questions to ask of myths and legends

A fabulous Year 6/7 unit entitles,[| Journeys, Myths and Legends] Another primary school resource on [|Myths and Legends] with some fun activities that could be adapted to suit our students. A great teacher's guide to [|Star Wars]and the hero's quest- it maps out the stages for the teacher A Victorian education unit called [|My Story, Your Story, Our Story] [|Mythology]at webenglisherteacher. [|Myths and legends story creator]. Students can create a myth online. Dust Echoes is a wonderful website with 12 animated Dreamtime stories and a study guide. [|Dust Echoes] 'Brolga Song' on //Dust Echoes//: Ready-to-use worksheets on this Indigenous digital narrative (adapted from the study guide). [|Twelve Canoes] is also an excellent resource for teaching the mythology and culture of the Yolgnu People. There is also a study guide available for this website. [|Deadly Vibe] is an indigenous youth magazine with plenty of feature articles, interviews and reviews about Aboriginal people. This link takes you to the education page. [|Maori myths and legends] [|PBS Circle of Stories] - Native American Indian myths and legends [|The Hero's Journey narrative structure]- the stages of the hero's journey and summary of archetypal characters (Easy to print) (Easy to print) [|Quality Teaching Unit on the Hero's Journey] Folk tales and fairytales from around the world- [|World of Tales] [|Graphic organisers page]

3/ Academic material


 * UNIT TWO: WHY DOES POETRY LOOK AND SOUND SO DIFFERENT?**

Rationale: The primary aim of this unit is to foster enjoyment of poetry. Students will be exposed to a range of poems from a variety of different perspectives and cultures. During the unit, they will explore the purpose of poetry and also the unique nature of the form. Particular emphasis will be placed on the sound, shape, structure and patterns of poetry. Students will compose their own poems to demonstrate their understanding of the ways in which poets use poetic techniques to communicates ideas and feelings. They will use a range of models to support their own composition.

NB. Students should be provided with as many opportunities as possible to listen to, perform, read, record and write poetry. Focus Outcomes: 2, 6

What is poetry and what can poems do? What do poems sound like? What is rhyme and what does it do? What do poems look like? How can we use visual language in poems? How do poems appeal to the senses?
 * Essential Questions:**

Suggested poems [|A poison tree], by William Blake [|Ten things your parents will never say], by Steven Herrick (youtube reading) [|The Jabberwocky] by Lewis Carroll [|This is just to say], by Willliam Carlos Williams [|In a station of the metro] by Ezra Pound [|The Red Wheelbarrow,] by William carlos Williams From a railway carriage, R.L Stevenson Shingle, Daphne Lister Variety of poems from "The Power of Poetry", "Why Poetry"


 * Program**


 * Teaching Resources**



An article about[| slam poetry] in high schools [|Skool,] this site has a reading of several well known poems with activities. [|Aussieeducator] [|Aha, short form genres of poetry] [|The Poetry Archive] is a fantastic resource for teachers and I particularly like this page on creating the atmosphere for poetry in the classroom. [|Poetry Out Loud]- Listen to a variety of poems, lesson plans attached An excellent [|poetry unit of work] with poems and activities [|Poetry teaching ideas] A very comprehensive [|poetry unit of work] with links to poems and activities [|General poetry resources at webenglishteacher]

Teaching reading of poetry at [|The Poetry Society]
 * Academic material to support teacher learning**


 * UNIT THREE: INTRODUCTION TO DRAMA: FRANKENSTEIN BY PHILLIP PULMAN**

Program:


 * UNIT FOUR: HOW DO WE CREATE TEXTS TO INFORM AND PERSUADE? PERSUASIVE SPEECHES**


 * UNIT FIVE: HOW DO WE VALUE TEXTS? CHARLES DICKENS' A CHRISTMAS CAROL**

Through a close study of Charles Dickens’ A Christmas Carol, students will learn about the structures and features of imaginative texts such as characterisation, setting, theme, tension and climax, narrative perspective and voice. They will learn about the language features used to create imaginative texts such as imagery, selective choice of vocabulary, sentence construction. Students will come to a heightened appreciation of the value of the texts and speculate about why we value some texts so highly. They will go on to compare the print version of the novel with one or more film versions to come to a heightened understanding of how form and medium influence meaning. Students will also investigate the context of the original novel/
 * RATIONALE:**


 * ESSENTIAL QUESTIONS:**
 * Why do we value some texts more highly than others?
 * How can stories embody a social message?
 * How do writers create fictional worlds in print?
 * How do writers create fictional worlds in film?
 * How does an understanding of the context of a text shape meaning?
 * What are the differences between print and multimodal texts?

FOCUS OUTCOMES: 1,3, 6, 8


 * PROGRAM:**

[|Horrible Histories Vile Victorians] There are numerous Horrible Histories videos available online
 * TEACHING RESOURCES:**
 * [|Dickens' London]**
 * [|BBC radio abridged version]**
 * [|BBC teacher's notes][|ESOL abridged version]**
 * [|Bleak House animated Dickens]**
 * [|http://www.leasttern.com/ChristmasCarol/CCarol.html]**
 * [|Script version]**
 * [|Unit of work with film extracts]**


 * Year 7 A Christmas Carol Activity Book, complete with 8 tasks from the Programme and Criteria**