Reading skills: select, read & assess to gain information

This week we are practising our skills at selecting, reading and assessing texts.  I have created a page of prompts to help you identify your own topic and key question before you choose a text, and then questions to ask yourself before, during and after reading your text.

This year we are going to record our responses to the texts we read, both for our practice and for our actual assessment.  In the weekend I had a go at this process myself:

  If I can do it, so can you!

The Teenage Brain

Yesterday in our English lesson slot, we all went to a presentation by Nathan Mikaere-Wallis on the teenage brain.

1. Create a google doc called “The Teenage Brain”
2. Write everything you can remember about the presentation.
3. This link has an interview with Nathan about the same topic and some information on the key ideas below the interview.  Please either listen to the interview or read the information below (or both if you wish).
4. What did you find convincing about Nathan’s presentation?  Give specific examples as much as possible.
5. What unanswered questions do you have on the topic?
6. Design/create a poster which present Nathan’s ideas to teenagers.  Think about what the research says, and what you need to include to help teenagers read and think about the information on the poster.

Researching conflict in New Zealand history

Last week we watched part of two films on the 1981 Spring Bok tour.

Do now: Write down everything you can remember about the tour and the issues around it.  In your English folder, make a doc called "Reading skills" and then put today's date and the heading "The 1981 Spring Bok Tour in New Zealand"

Our learning goal is to gather our information from last week, to put it into words and to identify the next lot of information that we need to answer our big question:

What happened in the Hamilton game and why was it important?

Reflecting on Under the Bridge & protest preparation

Today we finished thinking and talking about 'Under the Bridge.'  We talked about what an ERO report is, how the decile system works and what we saw as the strengths and weaknesses of Papakura High from the film 'Under the Bridge.'

Then we started our introduction to the 1981 Spring Bok tour, with our first go at a neutral chair debate.  Tomorrow we will watch a film on the tour.  We made progress articulating our opinions and listening to others.  See you tomorrow!

Under the Bridge

As I am away today, we will put Smash Palace and the changes in New Zealand in the 1980s aside and look at a short film that I had planned to show you later in the term.

A. In your English folder, make a document called "Under the Bridge."  Write what you think a film called Under the Bridge might be about.  Use 5-7 sentences, with several ideas and supporting details.

B. Now you can watch the film Under the Bridge, either together on the big screen if the reliever has a laptop, or in groups on chromebooks.

After you have watched the film (30 minutes), discuss the following questions in groups.  You can either write your answers in a shared document, or create a screencastify recording of your discussion.

1. What did you think of the film?
2. How is Papakura High similar to Grey High?
3. How is Papakura High different to Grey High?
4. What do you think is special about our school (Grey High)?
5. What do you want to do this year to push yourself and achieve something which is special to you?
6. What do you think we can all do to make Grey High even more special, especially for people who find school difficult?

I look forward to hearing or reading your thoughts on Wednesday!

Reflecting on Smash Palace: thoughts, questions & issues

Our focus today is on Smash Palace.  To start, please add your thoughts and questions on the film to this padlet.

We will add our thoughts, and watch 1-2 key scenes again to further develop our discussion.

Then we will each write our own thoughts on the film, using specific examples from our discussion and notes today.

Learning objective: to develop ideas on the film Smash Palace, with supporting detail.
Success criteria:
1. We have all contributed to the padlet, and to listening to each other's thoughts respectfully.
2. We can identify at least two important issues in the film
3. We can explain what makes these ideas important in the film and in society then and today, using a range of supporting detail.

Welcome

Welcome to ENC212!  This year we are all about developing our literacy and communications skills through studying a range of New Zealand films, and reading texts on the topics we each find important or interesting in the films we watch.

We are starting with Smash Palace, a film which shocked New Zealanders when it was first released in the early 1980s.  This thoughtful review by Roger Ebert explores what makes this film powerful.

After watching the film, we will share our ideas on the film itself, and what seemed interesting or important or brutal in the film on this padlet.

From our discussion, we will move in week 3 to finding texts on the topics we pulled out of watching Smash Palace.  We will read a range of texts, answer some not-too-tricky questions and then grab some credits for our work.  Not bad aye?