We are practising our literacy skills with two activities this week. Both of these have been smart-shared with you and you can find them in your ENA212 folder in your google drive. You can view the same documents here:
ENA212 Table of Contents
ENA212 Interpreting Information
Tuesday, 24 October 2017
Saturday, 14 October 2017
Term 4: Tourism & Literacy
Hello
I am really sorry that I am away. I was sick for the last part of the holidays and I am still sick.
The next standard is about using literacy skills in a tourism context, reading websites, travel brochures, booking and understanding travel insurance, and generally being fabulous at going on holiday and organising for other people to have fabulous holidays.
Create a new folder within your ENA212 folder. Call it "Term 4: tourism & literacy." Inside that folder, create a document called "Tourism & Literacy." In that document make a table of what you know about international and domestic travel, what you want to know and then what you have learnt. Make it look like the one below:
Some questions to help you (decide which column the questions or answers go in for you - it will be different for each person)?
I am really sorry that I am away. I was sick for the last part of the holidays and I am still sick.
The next standard is about using literacy skills in a tourism context, reading websites, travel brochures, booking and understanding travel insurance, and generally being fabulous at going on holiday and organising for other people to have fabulous holidays.
Create a new folder within your ENA212 folder. Call it "Term 4: tourism & literacy." Inside that folder, create a document called "Tourism & Literacy." In that document make a table of what you know about international and domestic travel, what you want to know and then what you have learnt. Make it look like the one below:
What I know about tourism, including specialist words:
|
What I want to know about tourism and travel (could be anything):
|
What I have learnt today about travel and tourism:
|
- What does 'tourism' mean?
- What is 'travel insurance' and why is it recommended?
- What is a 'visa'?
- What is a 'passport' and why is it required?
- What is a 'booking agent'?
- What is a 'deposit'?
- What is a 'destination'?
- What is an 'airport transfer'?
- What is the difference between an 'adventure tour' and a 'sightseeing' tour?
- What is a target market?
Once you have organised the answers into the first column or the questions into the second column, then I want you to use the dictionary and your online research skills to check your answers, or to find out the answers. Put the answers into the third column, and put links to the places where you found the answers in the third column as well.
The next stage is to have a look around the Lonely Planet website. Once, this organisation was all about travel books, which you bought and then used to help you plan your travel. Now it is web based and highly interactive. Have an explore, and see what places you would like to go to, and why. We will do more with the Lonely Planet website on Tuesday.
Make sure I can see work in each of your folders!!
Tuesday, 5 September 2017
Reading texts to show understanding of differing perspectives on a topic: TASK
US25073 version 3
Read texts to recognise differing points of view on a topic
Level 2, 3 credits
Purpose: People credited with this unit standard are able to read texts to recognise differing points of view on a topic.
Draft due: Thursday 7 September
Final assignment due: Thursday 14 September
Student task
In this assignment you will read a range of texts to recognise differing points of view on a topic. You will choose a topic which is controversial and find at least three different points of view on this topic. One point of view may be from a visual or audio text, the rest must be from a written text. The written texts may be from newspaper columnists, letters to the editor, editorials, pamphlets, web pages, information and publicity material.
You can choose your mode of presentation to show your understanding of the different texts on your chosen topic. You can present your understanding:
As a written report OR
As a podcast OR
As a recorded interview OR
As a poster OR
As a slide show presentation
The text types may include: articles by newspaper columnists, letters to the editor, editorials, pamphlets, web pages, information and publicity material.
You need to find three different points of view on your chosen topic. You must make sure that:
1.1 The topic being discussed is identified.
1.2 The purpose of the text is identified.
1.3 Key words and phrases are identified and explained.
1.4 Evidence is present that the text has been understood.
Range main points, writer's point of view.
1.5 Reasons and/or examples given by the writer to support their viewpoint are identified.
Student exemplar - Achieved
The New Zealand Flag.
I chose to read about the arguments on the change of the New Zealand flag. There has been a lot of disagreement on the topic of changing the New Zealand flag and in order to investigate differing points of view, I have focused on the arguments for and against the change.
1.2 Introduces the topic and focus questions.
Andrew Little: John Key's flag has cost New Zealand $26m
The first article I read is about Andrew Little’s thoughts on how John Key dealt with the whole process of the flag change. At first he supported the idea of debating the issue but became annoyed that John Key rejected the recommendations made by all parties to have a simple yes on no referendum first and that John Key seemed not be acting in the best interests of New Zealanders. “It is your government, your flag, your constitution - not mine, and not Mr Key's”. He also criticises the $26 million spent on deciding whether to change the flag when massive funding cuts have been made from health, road funding and regional growth, when unsolved crime is on the rise yet the police budget has been cut, and when young families are struggling to buy their own home, educate their children, and live above the poverty line.
1.2 purpose of the text identified
1.4 Evidence is present that the text has been understood. Range: main points, writer's point of view.
1.5 Reasons and/or examples given by the writer to support their viewpoint are identified.
Andrew Little -Leader of the Labour party
Constitution - a constitution defines the principles upon which the state is based, the procedure in which laws are made and by whom. Some constitutions, especially arranged constitutions, also act as limiters of state power, by establishing lines which a state's rulers cannot cross, such as fundamental rights.
1.3 Key words and phrases are identified and explained.
A time and a place: We missed a chance to forge our own identity
My second text is an article about an Invercargill resident who is disappointed New Zealand voted for keeping the current flag. The purpose of the article is to share Keith’s viewpoint on why he thinks New Zealand should change the flag. "I am just so dead against it. We are our own country”. As a member of the RSA committee and an ex soldier, Keith admits he’s in the minority on this issue but supports his opinion but discussing that soldiers don’t fight for their flag, they fight for their country and when he dies he certainly doesn’t want the Union Jack on his coffin. He also thinks it would have been a good opportunity to ‘stick one to the Aussies’, because we could have made the change to our flag before they did, and we could have done it without becoming a republic. He thinks it’s time New Zealand stood for itself and that it doesn’t owe the United Kingdom anything.
Republic - a state in which supreme power is held by the people and their elected representatives, and which has an elected or nominated president rather than a monarch.
RSA - Returned and Services' Association, often referred to as the Returned Services' Association. One of the largest voluntary welfare organisations in New Zealand and one of the oldest ex-service organisations in the world.
Union Jack - the nation flag of the United Kingdom.
John Key lists his reasons for a new flag
In my third text, the writer is reporting about our Prime Minister, John Key, who is listing his reasons for a new flag. The purpose of this text is for Key to share his viewpoints on why he thinks change is important and how it will benefit New Zealanders. He mentions that there has always been confusion between the New Zealand and the Australian flags, as they are so similar, and describes the many incidents where he has been photographed or placed by the Australian flag instead of the our one. He rebuts the RSA’s argument stating that, “Commonwealth graves for Kiwi soldiers were draped with the silver fern not the Union Jack”. He also thinks a new flag would better represent New Zealand and would like to see “overt patriotism” demonstrated in New Zealand, a bit like the pride we see in the USA during many events where stars and stripes dominate people’s attire and makeup, furniture, decorations, and even buildings. A change of flag, from John Key’s point of view, will a create a new meaning to our country, making New Zealanders proud for our goods, services, peoples and our country. He feels that New Zealand needs to be celebrated for it’s incredible multi-cultural society and the next step as a nation is to take our story and our people to the world.
Overt - done or shown openly, plainly apparent.
Patriotism - devoted love, support, and defense of one's country; national loyalty.
British Commonwealth - comprises of 53 countries who pay allegiance to the British Crown.
Rebut - to rebut a statement is to offer clear evidence or reasoned argument against it.
Conclusion
Having investigated differing perspectives about the change of the New Zealand Flag, I now understand why New Zealanders were so divided. I think the whole process was flawed, and that if John Key had followed the recommendations of other members of parliament and made the first referendum a simple ‘should we or shouldn’t we?’ we may have saved the millions of dollars of taxpayers money that was spent on getting to the point of not making the change anyway. If I were old enough to vote, and if I knew what I do now, I think I would have voted to keep the New Zealand flag that we have had since 1840.
Judgement/Evidence Statements
US 25073 Read texts to recognise differing points of view on a topic
1.1 I have identified a topic to research.
1.2 I have identified the purpose of the text
1.3 I have identified and explained key words and phrases
1.4 I have shown I understand the texts by presenting main points AND the writer’s point of view
1.5 I have used reasons and/or examples given by the writer which support their viewpoint.
Grade: Achieved / Not achieved Date: Teacher:
Comment:
All moderation notes are on the NZQA form, held in the dept google drive folder.
Student Declaration:
The work submitted for this assessment is my own
Signed: Date:
Final Grade Awarded Achieved / Not Achieved
Teacher: Date:
Student (signature to accept the grade): Date:
Read texts to recognise differing points of view on a topic
Level 2, 3 credits
Purpose: People credited with this unit standard are able to read texts to recognise differing points of view on a topic.
Draft due: Thursday 7 September
Final assignment due: Thursday 14 September
Student task
In this assignment you will read a range of texts to recognise differing points of view on a topic. You will choose a topic which is controversial and find at least three different points of view on this topic. One point of view may be from a visual or audio text, the rest must be from a written text. The written texts may be from newspaper columnists, letters to the editor, editorials, pamphlets, web pages, information and publicity material.
You can choose your mode of presentation to show your understanding of the different texts on your chosen topic. You can present your understanding:
As a written report OR
As a podcast OR
As a recorded interview OR
As a poster OR
As a slide show presentation
The text types may include: articles by newspaper columnists, letters to the editor, editorials, pamphlets, web pages, information and publicity material.
You need to find three different points of view on your chosen topic. You must make sure that:
1.1 The topic being discussed is identified.
1.2 The purpose of the text is identified.
1.3 Key words and phrases are identified and explained.
1.4 Evidence is present that the text has been understood.
Range main points, writer's point of view.
1.5 Reasons and/or examples given by the writer to support their viewpoint are identified.
Student exemplar - Achieved
The New Zealand Flag.
I chose to read about the arguments on the change of the New Zealand flag. There has been a lot of disagreement on the topic of changing the New Zealand flag and in order to investigate differing points of view, I have focused on the arguments for and against the change.
1.2 Introduces the topic and focus questions.
Andrew Little: John Key's flag has cost New Zealand $26m
The first article I read is about Andrew Little’s thoughts on how John Key dealt with the whole process of the flag change. At first he supported the idea of debating the issue but became annoyed that John Key rejected the recommendations made by all parties to have a simple yes on no referendum first and that John Key seemed not be acting in the best interests of New Zealanders. “It is your government, your flag, your constitution - not mine, and not Mr Key's”. He also criticises the $26 million spent on deciding whether to change the flag when massive funding cuts have been made from health, road funding and regional growth, when unsolved crime is on the rise yet the police budget has been cut, and when young families are struggling to buy their own home, educate their children, and live above the poverty line.
1.2 purpose of the text identified
1.4 Evidence is present that the text has been understood. Range: main points, writer's point of view.
1.5 Reasons and/or examples given by the writer to support their viewpoint are identified.
Andrew Little -Leader of the Labour party
Constitution - a constitution defines the principles upon which the state is based, the procedure in which laws are made and by whom. Some constitutions, especially arranged constitutions, also act as limiters of state power, by establishing lines which a state's rulers cannot cross, such as fundamental rights.
1.3 Key words and phrases are identified and explained.
A time and a place: We missed a chance to forge our own identity
My second text is an article about an Invercargill resident who is disappointed New Zealand voted for keeping the current flag. The purpose of the article is to share Keith’s viewpoint on why he thinks New Zealand should change the flag. "I am just so dead against it. We are our own country”. As a member of the RSA committee and an ex soldier, Keith admits he’s in the minority on this issue but supports his opinion but discussing that soldiers don’t fight for their flag, they fight for their country and when he dies he certainly doesn’t want the Union Jack on his coffin. He also thinks it would have been a good opportunity to ‘stick one to the Aussies’, because we could have made the change to our flag before they did, and we could have done it without becoming a republic. He thinks it’s time New Zealand stood for itself and that it doesn’t owe the United Kingdom anything.
Republic - a state in which supreme power is held by the people and their elected representatives, and which has an elected or nominated president rather than a monarch.
RSA - Returned and Services' Association, often referred to as the Returned Services' Association. One of the largest voluntary welfare organisations in New Zealand and one of the oldest ex-service organisations in the world.
Union Jack - the nation flag of the United Kingdom.
John Key lists his reasons for a new flag
In my third text, the writer is reporting about our Prime Minister, John Key, who is listing his reasons for a new flag. The purpose of this text is for Key to share his viewpoints on why he thinks change is important and how it will benefit New Zealanders. He mentions that there has always been confusion between the New Zealand and the Australian flags, as they are so similar, and describes the many incidents where he has been photographed or placed by the Australian flag instead of the our one. He rebuts the RSA’s argument stating that, “Commonwealth graves for Kiwi soldiers were draped with the silver fern not the Union Jack”. He also thinks a new flag would better represent New Zealand and would like to see “overt patriotism” demonstrated in New Zealand, a bit like the pride we see in the USA during many events where stars and stripes dominate people’s attire and makeup, furniture, decorations, and even buildings. A change of flag, from John Key’s point of view, will a create a new meaning to our country, making New Zealanders proud for our goods, services, peoples and our country. He feels that New Zealand needs to be celebrated for it’s incredible multi-cultural society and the next step as a nation is to take our story and our people to the world.
Overt - done or shown openly, plainly apparent.
Patriotism - devoted love, support, and defense of one's country; national loyalty.
British Commonwealth - comprises of 53 countries who pay allegiance to the British Crown.
Rebut - to rebut a statement is to offer clear evidence or reasoned argument against it.
Conclusion
Having investigated differing perspectives about the change of the New Zealand Flag, I now understand why New Zealanders were so divided. I think the whole process was flawed, and that if John Key had followed the recommendations of other members of parliament and made the first referendum a simple ‘should we or shouldn’t we?’ we may have saved the millions of dollars of taxpayers money that was spent on getting to the point of not making the change anyway. If I were old enough to vote, and if I knew what I do now, I think I would have voted to keep the New Zealand flag that we have had since 1840.
Judgement/Evidence Statements
US 25073 Read texts to recognise differing points of view on a topic
1.1 I have identified a topic to research.
1.2 I have identified the purpose of the text
1.3 I have identified and explained key words and phrases
1.4 I have shown I understand the texts by presenting main points AND the writer’s point of view
1.5 I have used reasons and/or examples given by the writer which support their viewpoint.
Grade: Achieved / Not achieved Date: Teacher:
Comment:
All moderation notes are on the NZQA form, held in the dept google drive folder.
Student Declaration:
The work submitted for this assessment is my own
Signed: Date:
Final Grade Awarded Achieved / Not Achieved
Teacher: Date:
Student (signature to accept the grade): Date:
Tuesday, 22 August 2017
Summarising content and describing differing perspectives
Learning objective: To read and process texts showing differing perspectives on a topic.
Success criteria:
1. I can identify controversial topics.
2. I can read a range of texts on a controversial topic.
3. I can summarise the content and describe the perspective for each topic.
At the end of today's lesson, we will discuss how we can present our findings for assessment against US25073:
Success criteria:
1. I can identify controversial topics.
2. I can read a range of texts on a controversial topic.
3. I can summarise the content and describe the perspective for each topic.
At the end of today's lesson, we will discuss how we can present our findings for assessment against US25073:
Sunday, 20 August 2017
US25073: collecting controversial topics and resources
Today I had planned that we would use Pinterest to explore, collect and collate controversial topics. But, Pinterest has not been whitelisted for students just yet, although I was assured it was done last Friday.
So instead, we will use padlet to do some initial exploring.
So instead, we will use padlet to do some initial exploring.
Wednesday, 9 August 2017
Putting our assignment together & exemplars
Learning objective: to combine our paragraphs on symbols, camera work, narration & music into a report.
Success criteria:
1. We can use the report format to our organise our learning.
2. We can use the report checklist to make sure we are thinking deeply (analysing) about the ideas and techniques in Slomo.
3. We can use the exemplars to help us make connections between Slomo and the wider world.
Today is our last lesson before the complete Slomo assignment is due on Monday 14 August. We need to put our writing on the techniques in Slomo into a short report format. Everyone has lots of writing to put into their report.
SLOMO REPORT
Success criteria:
1. We can use the report format to our organise our learning.
2. We can use the report checklist to make sure we are thinking deeply (analysing) about the ideas and techniques in Slomo.
3. We can use the exemplars to help us make connections between Slomo and the wider world.
Today is our last lesson before the complete Slomo assignment is due on Monday 14 August. We need to put our writing on the techniques in Slomo into a short report format. Everyone has lots of writing to put into their report.
SLOMO REPORT
Introduction
Name of film and director. Brief description of what the film is about and what important ideas the director develops in the film. Identify four (or more) techniques which you are going to use to analyse the ideas in the film.
Film technique #1
Identify technique
Describe how it is used
Explain the effect
Analyse how the audience is invited to respond
Link to two other techniques to show combined effect
Make sure your analysis shows understanding of the important ideas in the film
Film technique #2
Identify technique
Describe how it is used
Explain the effect
Analyse how the audience is invited to respond
Link to two other techniques to show combined effect
Make sure your analysis shows understanding of the important ideas in the film
Film technique #3
Identify technique
Describe how it is used
Explain the effect
Analyse how the audience is invited to respond
Link to two other techniques to show combined effect
Make sure your analysis shows understanding of the important ideas in the film
Film technique #4
Identify technique
Describe how it is used
Explain the effect
Analyse how the audience is invited to respond
Link to two other techniques to show combined effect
Make sure your analysis shows understanding of the important ideas in the film
Conclusion
Explain what this film teaches you about life. Explain how it links to other films or experiences you have had and who you would recommend it to.
----------------------------------------------------------------------------------------------------------------------
Exemplars at each level to show you how you can analyse the ideas in Slomo and how the techniques are used to develop them:
----------------------------------------------------------------------------------------------------------------------
Exemplars at each level to show you how you can analyse the ideas in Slomo and how the techniques are used to develop them:
AS91107 Close Viewing Exemplars
Making developed interpretations of meanings and effects (Achieved)
“Lighting is used to signal to the audience that the Joker has a lack of humanity. When he took his mask off and revealed himself in the bank robbery scene, the screen had a green tinge to it showing the audience that he had a lack of humanness to him in the way he looked with his green, greasy hair and in the way he acted without humanity to the hostages in the bank.”
Demonstrating understanding of how significant aspects of visual and/or oral text(s) work together to create meaning (Merit)
“In this first scene it focuses on a bank robbery. One aspect that stood out for me was the camera work. In this scene there is a close up of the Joker holding a clown mask. This mask was used to symbolize how the Joker has a hidden identity which is evil and twisted. The Joker maintains this hidden identity throughout the whole film. The fact that it was a clown mask emphasizes to the audience the idea that the Joker is chaotic and unpredictable just like a clown but with a twist as his chaotic, unpredictable actions are sinister rather than fun filled like a humorous clown. This creates insecurity in regards to the Jokers actions for the audience – we are wondering who he is going to hurt next. The mask shows the similarities between the Joker and modern day terrorists. For example both use masks or make-up to hide their identity to get away with brutal acts of crime.”
Demonstrating insightful and/or original understanding of significant aspects of texts (Excellence)
“The Batman represents everything that is good within in Gotham. The Joker represents everything that is evil within Gotham, and is the complete opposite to Batman. The Joker takes a less serious, less technical approach to crime and instead of using fancy gadgets and armour; he uses a simple knife and wears a purple suit. The Jokers presence at the party as he takes over the building symbolises the post 9/11 world we live in today. The Joker is comparable to modern day terrorists, as he has no concern for his, or anyone else’s safety or well being. The Batman represents the failing fight against modern day terrorism, as no matter how hard he tries, people are killed and taken hostage. The Batman can be compared to modern day governments, as he has the latest technology, seemingly unlimited funding and advanced intelligence, yet still loses the battle against the Joker who is ‘primitive’ and greatly disadvantaged in comparison.”
Sunday, 6 August 2017
Voice over & narrative
Learning objective: to analyse the use of voice over & narrative in Slomo
Success criteria:
1. I can define key words
2. I can explain how the narration/voice over develops significant ideas in Slomo
3. I can analyse the emotional impact of the narration for the main character and for the audience
Do now:
Write definitions for the following words: voice over, narration, storytelling, perspective & emotional impact.
Next step:
1. Find three scenes in Slomo where the narration is important.
2. Screenshot three frames and insert into your document.
3. For each frame, describe what the narrator is saying and how (tone of voice). Use quotes as well as paraphrasing.
4. For each frame, explain how the narration develops an important idea in the film.
Success criteria:
1. I can define key words
2. I can explain how the narration/voice over develops significant ideas in Slomo
3. I can analyse the emotional impact of the narration for the main character and for the audience
Do now:
Write definitions for the following words: voice over, narration, storytelling, perspective & emotional impact.
Next step:
1. Find three scenes in Slomo where the narration is important.
2. Screenshot three frames and insert into your document.
3. For each frame, describe what the narrator is saying and how (tone of voice). Use quotes as well as paraphrasing.
4. For each frame, explain how the narration develops an important idea in the film.
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