Familiarisation activities for the English exam

To become more familiar with what the digital exam will look like, go to this link.

username: English2017

password: NZQA2017

exam start code: 7241

The only exam that our class is doing is called:

90851

Show understanding of significant aspects of unfamiliar written text(s) through close reading, using supporting evidence.

You will see two other exams. Please do NOT do those exams, as we have not prepared for them!

A resource which you may find helpful is this one here by David Schauman on Six Secrets to Cracking Unfamiliar Poetry:

This BBC Bite Size Revision site is useful for revising language techniques and their effects. 

Non-fiction: reading & writing about

TEXT C: NON-FICTION

This extract is from an advice column in the magazine Tearaway.

Don't be an Egg! Three Golden Rules of Online Safety

The Internet can be a scary place. No, really. I don't want to be a fear-monger here, but behind its cuddly kitten.gif exterior lies a shady pack of wolve ready to bully, steal, and deceive, while cloaked in the shroud of anonymity.

1. Don't say anything online that you wouldn't in real life

We've all seen them-keyboard  warriors spewing venomous nastiness over the Internet. Not 5

only is this a very uncool thing to do, but as one Twitter troll in Britain found out this year, it can have some dangerous real-life consequences.

This doofus decided to  repeatedly  taunt  the professional  boxer  Curtis  Woodhouse  after he lost  to Shayne Singleton.  Eventually,  Woodhouse  decided  that he'd  had  enough,  and

somehow tracked down the troll's real-life address. Woodhouse then live-tweeted paying 10 this anonymous man a visit, putting the fear of God into the dude until he publicly and quite embarrassingly apologized.

It's all fun and games until a professional boxer decides to take exception to your bullying tactics and pay you a visit, isn't it?

2. Nigeria does not have a prince, and even if it did, he wouldn't email a teenager for money 15

Ah yes, the famous Nigerian  email scam! His email says he's filthy  rich but  needs money to escape his exile and  get access to his funds. Could  you please lend him, oh I dunno, like

$5000? He'll pay you back with interest!

These are all part of a family of scams called "phishing". Phishing means sending mass emails with generic offers and promises of greater riches, hoping that you'll be dumb enough 20

to send money or personal information that can be used to steal your identity or access your credit card.

Avoid the9e scams by giving out as little information as possible, and (duh) don't send large amounts of money to people you don't  know. And  don't  open emails or  attachments  from addresses you don't recognize. 25

3. Jeepers creepers, where'd you get that stalker?

I've met some really amazing, smart and lovely people over the Internet. But as a brief glance at the shadier corners of Reddit or 4chan will confirm, there are some real creeps out there.

If this person you met on Twitter who likes all the same bands and movies as you do and just totally gets you wants to meet up, always do it at a safe, public place the first time you meet. 30

Also, I understand that as teenagers we have raging hormones, but please do NOT send "inappropriate" selfies to anyone. Studies have found that around 17% of  recipients  share the photos that they receive, and 55% of those share them with more than one person. Even if the recipient is someone you can trust NOW, are you 100% certain that they will be forever?

Source (adapted): Jason Kim, "Things You'll Wish You Knew, Later: 4 Golden Rules of Online Safety", Tearaway, Term 3 2013, p 12.

QUESTION THREE: NON-FICTION

Refer to Text C, “Don’t be an Egg! Three Golden Rules of Online Safety”, on page 4 of the resource booklet to answer this question.

The three rules Kim recommends, in my own words, are:

1. (i) Identify ONE language feature the writer uses to help us understand his ideas about being safe on the Internet.

(ii) Provide an example of this language feature from the text.

2. Explain how this language feature helps us to understand the writer’s ideas about being safe on the Internet.

3. Explain how the writer helps us to understand his ideas about being safe on the Internet

throughout the text.

Support your answer with reference to the techniques, including language features, that the writer uses:

• to appeal to his target audience
• to structure his ideas effectively
• to comment on the impact of the online world.

Internet conversations

Work for Friday 20 October 2017

Part One: in groups or pairs, talk about internet safety.  

You need to:

• share your ideas (at least two ideas per person)
• use eye contact
• use appropriate body language
• ask questions of each other
• help the conversation flow

Questions to guide you in your conversation:

1. What do you like doing most online and why? (keep it clean!) e.g. is it watching Netflix, or snapchatting with school friends, or participating in a specialist sports forum...
2. What do you think are the big differences between how you use the internet and how older members of your family use the internet?
3. What is a phishing scam and how can people recognise one?
4. What is trolling and what should we do about it?
5. What do you think would happen to your social life and friendships if the internet crashed for several weeks, worldwide?
6. What are the three most important cyber smart tips you would give a 13 year old who was just starting out using social media?
7. Which websites are the best source of current events or sports news?  What makes them good websites?

Every group needs to be recorded on screencastify or on someone’s phone.  This then needs to be shared with Ms Quick.  You could take turns being the recorder and run the conversation more than once so that we get reasonable quality filming so Ms Quick can mark the section on eye contact and body language.  This is worth credits, so please work carefully on it.

It Was Over Before it Began

Reading and discussing whitebait

I'm sorry that I'm not at school today.  I was sick in the last part of the holidays, and am still sick.

We have two learning goals today:

1. To read and understand an article on whitebaiting.
2. To share our own thoughts on whitebaiting, the article and our own experiences.

Step one: reading about whitebaiting.

• Read this article from someone who comes to the West Coast every year to whitebait.  Don't worry about the tricky words she sometimes uses, just keep going and you will work out her main points.

Step two: what do you already know about whitebaiting?

• Make notes so that you can share your ideas with others.  

Step three: sharing our ideas and experiences with whitebait.

• In groups of 2 or 3, record yourselves (using your phone or scnreencastify) discussing the whitebait article, and the topic of whitebaiting more generally.  Here are some questions that could help you get the conversation going:

1. What is whitebait and when and where can you catch it?
2. What equipment do you need for whitebaiting?
3. What are the best places on the Coast for whitebaiting?
4. Why do you have to get up so early to go whitebaiting?
5. What is your favourite whitebait recipe?
6. Why do some people want to be ban whitebaiting?
7. What are some of the rules to do with whitebaiting?

At the end of your recording, you must share the recording with Ms Quick.

How to study for your English Unfamiliar texts exam

How to study for your English Unfamiliar texts exam

Apply the process below to each of the THREE texts: poetry, prose & non-fiction.

1. Buy some highlighters!  

2. All the clues are in the text.  Look really carefully at the title, and at the description of the what the text is about at the top of each text.

3. Read the entire text before you look at the questions.

4. Now look at the exam questions.  Put your finger under each word to be sure that you know exactly what you are being asked.

5. Now you know what the examiner is interested in, read the text again.  Think about what you learn from the text that helps you answer the exam questions.

6. Now you can answer the technique question, and give an example.

7. The big question is next.  Look very carefully at what it is asking you to do.  Take time to plan your answer.  Find 3-6 examples to support your answer.  Write three paragraphs (or more).  There will usually be three guiding questions, and you can write one paragraph on each guiding question.

8. Key words or phrases that will help: shows, helps us to understand, emphasises

9. If you can show how several techniques are used together to develop an idea (in response to the question), then you can achieve with merit.

10. Think about the deeper meaning of the text.  What do we learn from it?  If you can show a perceptive (deep & thoughtful) understanding of the text, and link it to the wider world or to other texts, that you can achieve with excellence.

You're 100% wrong about...seafood

QUESTION THREE: NON-FICTION

We started by highlighting the text in two colours.  

Colour 1 = how the writer feels about seafood.

Colour 2 = why the writer feels this way.

Refer to Text C, “You’re 100% Wrong About … Seafood” which I handed out in class on Friday to answer this question.

(a)          Select (✔) ONE language feature the writer uses to describe seafood.

Adjective(s)	Hyperbole	Rhetorical question(s)
Alliteration	Listing	Sibilance
Allusion	Onomatopoeia	Simile
Colloquial language	Punctuation	Verb(s)

Give an example of this language feature from the text.

(b)          Explain how this and / or other language feature(s) helps you to understand the writer’s attitude towards seafood throughout the text. You might consider:

•              the writer’s overall opinion of seafood

•              why the writer has chosen to express his opinion in this way

•              why the writer wishes his opinion was different.

poetry: What's That Story, Then?

Explain how language features help you to understand the child’s feelings throughout the text.  You might consider:

• What the child sees and hears
• How the child’s feelings change
• Why the child’s feelings change
• 

One language technique which shows us [what the child says] is [name technique].

An example is [give example]

This emphasises...

What Story's That, Then

Today we are reading the poem "What Story's That, Then?" by Vincent O'Sullivan.  We are going to discuss the poem in groups, and record the discussion as part of our spoken interactions assessment (worth 3 credits)

In groups, read the poem and then come up with ideas to the following questions:

1. What is written above the poem?  How does this sentence help you understand the poem?

2. What is the mother doing in the poem?  How can you tell if she is being successful?

3. What is the child doing at the beginning of the poem?

4. What impact does the image of the skinny dog and fat owner have on the child?

5. What is meant by the last sentence: "She has seen the world, and named it."?

Connections

Learning objective: to explain the connections between two or more advertisements
Success criteria:
1. I can identify ideas in common between the AirNZ ad and the Mastercard ad
2. I can explain how the two adverts are connected in paragraph form, with supporting evidence
3. I can research further advertisements which are connected to the Air NZ and Mastercard adverts.

We started with a group brainstorm of ideas that connect the two adverts.

Next, each student needs to open their comparing advertisements document.  Underneath the table, you are going to write paragraphs.  Each paragraph will explain an idea which is developed in both adverts.

Some starters for your paragraph:
One idea that the two adverts have in common is......
An example of this in the Air NZ ad is....
An example of this in the Mastercard ad is.....
This connection between the two adverts is interesting because....

Ideas & connections between advertisements

Learning objective: to discuss ideas in two or more advertisements
Success criteria:
1. I can define "idea"
2. I can identify ideas in each advertisement
3. I can explain how the ideas in two advertisements are connected

Idea = a thought or opinion
Idea =  something which is developed beyond 1-2 words.

"Air New Zealand" is not an idea.
Air New Zealand sponsors the All Blacks is an idea.

Showing understanding of connections: moving from describing to explaining

Learning objective: to show understanding of the connections between two advertisements
Success criteria:
1. I can describe the features of each advertisement
2. I can explain how the two advertisements are connected
3. I can evaluate which ad is more successful and why

The describe part is where we work on our table comparing the two advertisements.  Each student has this document in their ENA111 folder.

The explain part is where we write paragraphs about the connections between the two advertisements.

Here are some starter sentences for the paragraphs:
1. The main connection between the two advertisements is...... (complete the sentence, and then give examples of the connection in each advertisement and then explain why that connection is important).

The All Blacks and advertising

Learning objective: to show understanding of how the All Blacks are being used to promote a product
Success criteria:
1. I can describe the story in this advertisement
2. I can explain the way that the advert is used to promote a product
3. I can complete the table and begin to make comparisons with the Air New Zealand All Blacks ad.

Learning objective: to make links between advertisements, with supporting evidence

Learning objective: to make links between advertisements, with supporting evidence.
Success criteria:
1.I can use the table to help me identify significant aspects of each advertisement
2. I can explain the similarities between the advertisements, using the information in the table
3. I can evaluate which advertisement is more successful and why

Advertisement (description & link)	What is the main idea in the ad?	Who is it aimed at?	How is it trying to make you feel?	Who are the characters and what are they like?	What is the music (musician & lyrics)and how does it help get the message in the ad across?	Costumes - how are they used to help us understand the story and the idea in the ad?	Colour - how is this used to develop atmosphere in the ad?

making links between ads

Learning objective: to make links between two advertisements, with supporting evidence.
Success criteria:
1. I can research and identify another advert with links to the AirNZ All Blacks ad.
2. I can describe the links between the two adverts
3. I can share my links on padlet and discuss how my new ad connects to the AirNZ AB ad with peers

Do now:
1. Find three TV ads which link to the Air NZ All Blacks ad.
For each, paste the link in your document from yesterday.  Write 1-2 sentences on the links between the two ads.

Possible links to the AirNZ ad:

• ads containing the All Blacks
• ads for Air New Zealand
• ads using NZ music for the soundtrack
• other airline ads

Writing about advertisements

Learning objective: To show understanding of one advertisement, using supporting evidence

Success criteria: 

1. We can describe the advertisment.

2. We can explain the purpose of the advertisment.

3. We can discuss the role of music in this ad.

Watch the advertisement.  Then complete the following tasks:
1. Write a description (5-6 sentences) of what happens in this ad.
2. What is being advertised?  How do you know?
3. Describe the music and how it helps tell the story in this ad.  Include mention of the song, the musicians, the lyrics and the style.

More specific questions:
1. The beginning - where, who, what?
This is surprising because...
2. Sound: The Exponents, Why does love do this to me? - What makes the Exponents special?  What does this mean for the pilot?
3. Costume - how is costume used in this ad to help us understand the idea of everyone loving the All Blacks, especially the Air NZ staff?

Advertising cars: purpose & audience

Learning objective: to show understanding of purpose, audience and message in two related advertisements.
Success criteria:
1. We can describe the narrative in two advertisements.
2. We can explain the purpose, audience and message in two advertisements.
3. We can create our own advertisement to show our understanding of purpose, audience & message.

When we look at an advertisement, it is useful to think about who is being left out of the ad, as well as who is being targeted.  Today we will look at a series of car advertisements, and think about who is targeted in each ad, and who is left out, and what the messages are.

Advertisement 1: Holden Colorado ad 2016

1. What is the narrative in this advertisement?  (Narrative = story)
2. What are the men like in this advertisement?  Who are we invited to like, and why?
3. What are the women doing in this advertisement?  Are we invited to see them as powerful?
4. Who do you think this advertisement is aimed at (audience)?
5. What is the message about the kind of person who buys a Holden Colorado in this advertisement?
6. What is the message about the special features of the Holden Colorado in this advertisement?

Advertisement 2: Funny Girls Holden Commodore ad 2016

1. What is the narrative in this advertisement?  (Narrative = story)
2. What are the men like in this advertisement?  Who are we invited to like, and why?
3. What are the women doing in this advertisement?  Are we invited to see them as powerful?
4. Who do you think this advertisement is aimed at (audience)?
5. What is the message about the kind of person who buys a Holden Colorado in this advertisement?
6. What is the message about the special features of the Holden Colorado in this advertisement?

Next step: Design and advertisement for a Holden Colorado advert set on the West Coast.  Decide who your target audience will be, and what message you want to send about why they should buy the truck, and what kind of person they will be if they buy this vehicle.

Advertising: purpose, audience & message

Advertising: purpose, audience & message

Purpose	Audience	Message
What exactly do the makers of the ad want you to do? Do they want you to: Buy the product because it is…. Stop doing something you normally do e.g. smoking or drinking because it is….. Do something you would not normally think of doing e.g. give money to a specific cause because it is… Support a specific cause/event e.g go to a charity concert, go to a rugby game, because it is…..	Who is this advertisement designed to appeal to most? A particular age group People with the same job One gender People who live a particular lifestyle People who are short of time People who love sport People who want to look sexy People who want to look younger People who want to appear superior to others People who want to be rich	How do the makers of the ad want you to think your life, or your feelings, will change when you do what they want you to do? Will you: Be prettier or more handsome Have more friends Be wealthier Be calmer Be kinder Be more sensitive Be a better person Be more respected Be sexier Be healthier Be smarter Be stronger Be better at your job