NCEA Level 1

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Pearson

English: NCEA Level 1 Dinah O’Meara

OMeara_Pearson_English_NCEA_1_Level1_TXT_3pp.indd 1

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Contents

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Introduction iv Across all themes 2

Achievement standards: 1.8, 1.10, 1.11, 1.3

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Fighting to survive 25

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Showing understanding of studied written texts Producing creative writing Using information literacy skills Showing understanding of unfamiliar written texts

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25 31 38 45

Standing tall 50


Showing understanding of studied visual or oral texts Producing formal writing Constructing and delivering an oral text Showing understanding of unfamiliar written texts

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2 9 12 16

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Connections and evidence Personal responses Visual and oral text Close reading and using evidence

50 58 63 67

Winners and losers 72

Achievement standards: 1.1, 1.7, 1.3

Showing understanding of studied written texts Creating a visual text Showing understanding of unfamiliar written texts

72 81 83

Appendix 1: NCEA Overview 88 Appendix 2: List of reading and viewing material 89 Appendix 3: Glossary 94


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Introduction

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This textbook offers formative teaching tasks to lead students towards assessment for each of the 11 Level 1 NCEA English Achievement Standards. The intention is that teachers can dip into the chapters to access tasks for a particular achievement standard or select a specific theme and build a programme around one of the four chapters. Possible outcomes are modelled with a strong emphasis on using easily accessible (and free) information technology tools, such as Spiderscribe, Prezi and Fakebook. Many of the internal assessment standards allow for oral and/or visual presentation methods in addition to the more traditional paragraph and essay-type responses; offering ICT choices is a great way of engaging students in the learning. Simple strategies are also offered for each standard to support students towards higher level thinking in order to gain Excellence grades. For an overview of the chapters and the achievement standards, their learning tasks, focus texts and supporting resources, see Appendix 1: NCEA overview on page 88. Chapter 1 offers activities and exemplars across the three main book themes for three internal standards: 1.8 Explaining connections across texts; 1.10 Personal reading responses; 1.11 Close viewing and/or listening; and introduces four useful close reading strategies for the external standard 1.3 Close reading of unfamiliar written texts. Chapters 2–4 each focus on a single theme, beginning with a literature study text, such as a novel, film or short story, and leading into essay practice in preparation for the external examination. Student essay exemplars are included in each chapter. The four remaining internal standards are covered across these chapters. In addition, all chapters offer close reading of poetry and prose tasks that teachers could as tests in preparation for the external AS1.3 examination. Sample answers for these are included on the Pearson New Zealand website, www.pearsoned.co.nz/pearsonenglishncealevel1. For each standard, teachers and students should also refer closely to the national exemplars and the moderators’ comments. These can be found at the following links.

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Introduction

• Moderated tasks and the English Conditions of Assessment for the internal assessments 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, and 1.11: http://ncea.tki.org.nz/ Resources-for-aligned-standards/English/Level-1-English • Moderated national exemplars and comments and sample external examination papers and marking schedules from the English subject resources page: http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ subjects/english/levels/

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Note that the sample tasks in this textbook for the internal assessment Achievement Standards have not yet been formally moderated and are intended as formative practice towards a summative assessment. Visit www.pearsoned.co.nz/pearsonenglishncealevel1 for the following: • Level 1 English Achievement Standards and Conditions of Assessment

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• Refer to the national moderated exemplars for the external examination standards at: http://www.nzqa.govt.nz/qualifications-standards/ qualifications/ncea/subjects/english/sample-external-assessments.

• Levels 1–3 English matrix • sample answers for the AS1.3 close reading tasks

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• New Zealand Curriculum English achievement objectives Levels 4–8

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• copies of the AS1.8 and AS1.9 Prezis referred to in Chapters 1 and 2 • AS1.10 Excellence audio response

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• student sample posters

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• links to the video clips, film trailers and story texts referred in the textbook

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• useful Internet sites and ICT links and chapter extras

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• images of some of the diagrams referred to in the textbook.

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Dinah O’Meara

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I would like to acknowledge the Mount Maunganui College students who allowed me to use their work in this textbook.

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Across all themes

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This chapter offers formative teaching and learning tasks towards the following Level 1 English NCEA Achievement Standards: • Internal: 1.8 Explaining connections across texts; 1.10 Personal reading responses; 1.11 Close viewing and/or listening. • External: 1.3 Close reading of unfamiliar written texts.

Source: http://www.korero.maori.nz/forlearners/proverbs.html

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Whäia te iti kahurangi Ki te tüohu koe, me he maunga teitei Pursue excellence – should you stumble, let it be to a lofty mountain

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Connections and evidence Towards Excellence in explaining significant connection(s) across texts, using supporting evidence (AS1.8) Learning intention: to compare and contrast the ways in which different texts approach the same main idea. Success criterion: present insightful ideas about the connections between at least four texts, with supporting examples and details, in a form such as a Prezi or a written report.

To students You need to select at least four texts for this standard. They may be any combination of written, visual and/or oral. They may be short and/ or extended and although you may use texts you have studied in class, at least one of the four must be your own personal choice. The following activities explore connections between some of the close reading texts included in this book and show you two different ways of presenting your ideas: in the forms of a Prezi and a written report.

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1: Across all themes

Activity 1: Identify links 1 First study this diagram of ideas for the kinds of connections you could look for in your texts. (Create similar mind maps using Spiderscribe, an

easy-to-use free online brainstorming tool: http:// www.spiderscribe.net/.)

What kinds of connections could I make across texts?

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the style and language

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the characters’ experiences

e.g. overcoming adversity; coping with a dysfunctional family

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e.g. fantasy; autobiography; animated film; narrative poetry

the author’s or director’s intentions (purposes and audiences)

e.g. to explore a teenager’s world

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e.g. war; Pasifika culture; New Zealand today

the genre of the texts

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e.g. fighting to survive; friendship; the impact of growing up in a gang culture

the settings (historical and/or social and/or political and/ or cultural)

e.g. poetic techniques; multi-media; diary form

the way the texts are organised

e.g. using flashback; using more than one narrator

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the themes

bubble to show how these two texts both relate to the theme of ‘standing tall’. b Add at least one idea from each text to the outside bubbles to show differences between them.

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2 Connect the short story extract ‘Meriata and the Birds’ by Michalia Arathimos and the poem Whakapapa by Apirana Taylor (both texts are in the AS1.3 section in Chapter 3). a Copy and complete this Venn diagram by adding at least one more idea in the middle

‘Meriata and the Birds’

Venn diagram

Both characters (Meriata and the young Maori man) have to find a way to ‘stand tall’ again.

Whakapapa

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Pearson English NCEA Level 1

Activity 2: Give evidence

Activity 4: Showing perception

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Use the middle bubble of your Venn diagram and this list of ‘must use’ phrases to write a paragraph explaining one clear connection between the story extract and the poem on the theme of ‘standing tall’. Phrase list 3 Both texts explore the issue of… 3 The story extract is about a situation where… 3 The poem describes… 3 The line in the poem [add in a quotation here] uses the technique of… to convey… and this line from the story extract [add in a quotation] expresses a similar idea because… 3 The reader is challenged to think about… 3 This idea is still relevant to society today because…

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Activity 3: Explain the connections

For Excellence you need to ‘perceptively explain significant connection(s) across texts, using supporting evidence’. One way of showing perception is to comment on the writers’ or directors’ intentions, comparing their different approaches to the same idea. Read the following paragraphs from a student’s AS1.8 report on the theme of ‘hidden truth’. The texts referred to in this section of her report are the Shakespeare play Twelfth Night, the film She’s the Man, and the novel Hush, Hush by Becca Fitzpatrick. 1 Identify a statement that shows perception. 2 Suggest one way in which the student could have developed her ideas and/or improved the way she expressed them.

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Select appropriate quotations and details from the story extract and the poem to add to your Venn diagram to support each idea.

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Student writing

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a boys’ team. This makes the coach and the school seem sexist and that they are discriminating against girls even though the girls can play just as well as the boys. So out of anger and her will to get what she wants Viola disguises herself as her twin brother Sebastian and starts playing soccer as a boy but she finds herself falling in love with a fellow team player who is in love with another girl – Olivia. A modern day love triangle develops, just like in Twelfth Night. These two texts are also connected through dramatic irony. The hidden truth in the film that ‘Sebastian’ is actually Viola is revealed at the end at the soccer finals. The fact that Viola had to change her gender to prove her worth shows that stereotypes are still out there in modern society. Hush, Hush, a novel by Becca Fitzpatrick, starts when Nora gets buddied up with Patch – the mysterious new guy – in Chemistry. She finds herself falling in love with him but she starts getting weird feelings about him and when her best friend Vee tries to set her up with Vee’s boyfriend’s friend Elliot, she doesn’t trust him either. Patch and Elliot don’t seem normal but the truth about who they really are isn’t revealed, again, until the very end of the text, making the novel more dark and mysterious to read. The author’s purpose is to confront us with a hidden truth to show that people aren’t always what they seem. Caitlin

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The play Twelfth Night starts when Viola finds herself on Illyria after her boat was shipwrecked. Viola disguises herself as a man named Cesario and starts working for Orsino – the Duke of Illyria. This made Viola brave for giving up being herself and showed the audience that she has courage and that she is prepared to change who she is for her own safety. Orsino sends Cesario to try to convince the Lady Olivia to marry him. Olivia rejects Orsino’s love but after Cesario leaves she finds herself thinking about Cesario, saying ‘Even so quickly may one catch the plague? Methinks I feel this youth’s perfections with an invisible and subtle stealth to creep in at mine eyes. Well, let it be.’ This quotation shows the audience that Olivia loves an illusion (Cesario) and when Viola falls for Orsino a deceiving and mysterious love triangle is created. Throughout the play dramatic irony makes us laugh because the audience knows Cesario’s true identity but the other characters don’t find out until the end of the play. For Orsino to fall in true love with Viola he had to learn what love really is, not just be in love with the idea of love. By keeping the truth about Cesario concealed from the characters, Shakespeare develops the mystery as well as humour, and creates empathy for Viola’s situation. The film She’s the Man is a modern day version of Twelfth Night which also portrays the theme of the hidden truth. The film starts when Viola’s soccer team is cut because they are not

Presenting your ideas in the form of a Prezi You could also use your Prezi towards assessment for AS1.7 Create a visual text. So what is a Prezi? It is online software for making presentations. It can be used as a storytelling tool. It can be used for brainstorming or more structured presentations. Text, images, shapes, videos and other presentation media are placed upon the ‘canvas’, and can be grouped together in frames. You can adjust sizes and positions between all your presentation objects and you may pan and zoom in and between these objects. You can use different colours and fonts. You can insert a

path to take the viewer through the presentation in the order you want when in ‘Show’ mode. How do you make one? Start here: http://prezi. com/learn/ and watch the short ‘How to’ videos, then sign up for free at http://prezi.com/welcome/. Prezi exemplar: ‘The hidden truth’. The four texts referred to are the three short stories ‘The Lottery’ by Shirley Jackson, ‘The Pedestrian’ by Ray Bradbury, ‘The Fat Boy’ by Owen Marshall, and the two-part short film The Lottery. Links on the Prezi will take you to the story texts and to film and audio files.

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Hint: Make notes, for example, using Spiderscribe if you like visual planning tools, about the connections and select details from your chosen texts before you start your Prezi. You can then quickly copy and paste in text as you play around with the visual aspects of the Prezi. Go to: http://prezi.com/ jjplk2lzpiau/making-connectionsacross-texts/ to view this Prezi. Visit www.pearsoned.co.nz/pearson englishncealevel1 for a copy of the Prezi. You’ll need Adobe Flash Player to run it.

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AS1.8 Connections Prezi

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Activity 5: Evaluating a presentation

the student knows the texts well and has understood what they are about? d Is there a sense that the student has found a new way of seeing the world from thinking about the texts? e Are there any paragraphs that need more development or crafting? 2 Suggest one way that the discussion of the texts could be further developed.

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1 Use the AS1.8 assessment criteria below to grade the Prezi in terms of how well the connections are explained. Use these questions to guide your marking. a Are the four texts clearly linked to the same theme? b Are the four texts discussed fairly equally with supporting evidence from each text? c Does the discussion convince you that

Presenting your ideas in the form of a written report Refer to the moderated national report exemplars for AS1.8 Assessment Resource A at: http://www.nzqa. govt.nz/qualifications-standards/qualifications/ncea/ subjects/english/levels/.

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Activity 6: Examine a report exemplar Read the following student AS1.8 report carefully before you complete these tasks. Achievement

Achievement with Merit

Achievement with Excellence

Explain significant connection(s) across Convincingly explain significant texts, using supporting evidence. connection(s) across texts, using supporting evidence.

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6 Find evidence from the report to show why the teacher gave this feedback to the student. • Your writing is sometimes unclear and muddled and quite repetitive. • Your comments on the play need more development. • Your text details are a bit skimpy. • Although you show some perception into the texts there are some very simplistic conclusions.

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1 Recreate a Venn diagram (see page 3) to show the connections that have been made between some of the texts in the report. 2 Identify and write down examples of two different ways the student has given evidence from the texts. 3 List at least five useful phrases or vocabulary that you could use in your own report. 4 Give two reasons why you think the report meets the criterion for Merit. 5 Suggest one way the student could improve the report to be more secure at Merit and to move to Excellence. (See AS1.8 criteria above).

Perceptively explain significant connection(s) across texts, using supporting evidence.

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Report exemplar: ‘The hidden truth’

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(You can read the two stories and the play online.)

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The theme of ‘hidden truth’ is very important as all people will have a hidden truth within them. I chose this theme as it portrays how many other interesting ways truths can be shown. The four texts I chose were the short stories ‘The Lottery’ by Shirley Jackson and ‘The Wasteland’ by Alan Paton, the film Shutter Island, directed by Martin Scorsese, and the Shakespeare play Twelfth Night. There was a strong hidden truth to be revealed in these texts. The line ‘Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones’ is from the short story ‘The Lottery’. I believe Shirley Jackson used this to show that sometimes people follow tradition without thinking about the consequences. The lottery is a blood sacrifice with the shocking truth revealed to the reader at the very end. This type of truth is violent and leaves the reader to think about how violence is hidden in society today. An example of hidden violence is family violence,

when members of the family are too scared and ashamed to talk about what is happening. The hidden truth is shown the whole way through the film Shutter Island until the final scenes, where all is revealed. The film is about a federal marshal investigating a break out at Ashecliffe, a mental hospital for the criminally insane. When the marshal is actually the mental patient and all staff at Ashecliffe are in on the secret including his partner and former psychologist. The doctor is trying to make the marshal remember his past but he has even changed his own name from Andrew Laeddis to Edward Daniels so he can escape his previous life. Martin Scorsese gives away small clues throughout the film via the characters including Andrew himself. ‘I have seen something like it before’, spoken by Andrew as he arrives to Ashwood. Martin uses this quotation to show that Andrew has been here previously but does not know of his previous visit. Nearing the very end of the movie after Andrew has been told

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through the short story ‘The Wasteland’. Throughout the story we see society at its worst with organised crime, violence and poverty. This story shows us that poverty and violence are leading to the breakdown of family values in society. This truth is hidden until near the end when we realise that the man has killed his own son, Freddy, and that Freddy organised the ambush of his father. The title ‘The Wasteland’ is used by Alan Paton as a metaphor for society. The quote ‘Freddy, your father’s got away’ reveals to the reader the truth and shows us all what people will do for money, even if that means destroying their family. The man in this short story also did not know it was his son ambushing him until Freddy was already dead. ‘The world is dead’ was spoken by the father about his son, but this quote has the hidden message of the world being dead as humans are scavenging just to exist on earth but we are starting to not care how far we go to get there. This short story was very interesting as it was written in the apartheid era in South Africa. These texts all bring together the idea that truths are out there but when they are revealed they can be life threatening, like in ‘The Wasteland’ and ‘The Lottery’; or may lead to happier endings as they did in Twelfth Night. We can also hide truths from others to make ourselves feel better about the lives we live. They show us that no matter how hard we try, hidden truths will always be with us and play a large role in our lives so we should embrace them more. Millie

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who he really is, Andrew tricks the doctors into believing that he has forgotten so that he can be executed. Andrew asks his former psychologist, ‘Which would be worse, to live as a monster, or die as a good man?’ This tells us that he is sane but does not want to live as who he is. Hidden truths are all throughout this film and this shows us that we cannot believe everything we get told and sometimes we can’t even believe ourselves. Martin Scorsese directed this film to show us what horrors are out there that we hide from each other and even ourselves. This situation reminded me of Viola from Twelfth Night tricking the whole cast of the play by dressing up as a man and changing her name to Cesario. This type of hidden truth is different to Shutter Island as the audience is all in on the trick and the trick is being played on the cast. Viola was a very determined lady and was very determined to not give up on her plans. Viola had to overcome the very powerful obstacle of love as Lady Olivia fell in love with Cesario. Viola stated, ‘I am not what I am’ to Olivia trying to tell Olivia not to be in love with Cesario as he is not who she thinks he is. The truth was very complicated for everyone to follow. The play by William Shakespeare shows that the truth can always be hidden and makes us think what hidden truths are out there that we don’t know of. I believe the audience found a connection to Viola as she was determined, strong, and intelligent. This made the audience like her and believe that the lies she made were all for good. Another intensely hidden truth is demonstrated

Other oral, written and/or visual ways you could present your explanations about connection(s) across your texts include: a seminar to the class, possibly with visual/audio support such as a PowerPoint presentation and video/audio clips; a role play panel discussion; a mix and mash presentation (see http://mixandmash.org.nz/); an online blog or web site; a poster; a podcast; or a plan for a computer game that includes characters from each of your texts.

reflecting on the learning Copy and complete these reflection statements: 1 My biggest challenge in this standard is… because… 2 The kind of presentation method that appeals to me is… because…

3 In order to gain Excellence in this AS I will need to… 4 One way that I can prepare for this with my texts is to…

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Personal responses

To students

Towards Excellence in forming personal responses to independently read texts, supported by evidence (AS1.10) Learning intention: to express thoughts and feelings about a written, visual or oral text that has engaged your interest.

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Refer to the national moderated exemplars for AS1.10 at: • http://www.nzqa.govt.nz/qualifications-standards/ qualifications/ncea/subjects/english/levels/ for examples of written responses.

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Success criterion: create an online profile page for a character from a written, visual or oral text that includes your comments about what you found interesting and what you gained from reading, viewing or listening to the text, with supporting details and/or create an audio reading response.

This standard requires you to read at least six texts by yourself. You should not use texts that have been studied in class, although if you listen to a text, e.g. an audio book, or your teacher or other students read a poem or story or play aloud you could respond to it as an oral text. You must read all written texts by yourself. Four must be written texts and at least two of these must be extended written texts, e.g. novel, biography or autobiography. You may choose visual or oral texts for the other two, e.g. film, television programme, documentary, speech, radio drama, song video or graphic novel, or you can stick with all written texts. You should check each of your reading choices with your teacher before you create your responses because you must read texts that are mostly at Level 6 of the curriculum. (Refer to the reading lists for AS1.8 in Appendix 2, page 88.)

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Activity 1: Find out what a Fakebook reading response looks like

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Study this example of a Fakebook profile showing a response to the character of Alamein from the New Zealand film Boy at: http://www.classtools.net/fb/86/JGf2ej. The page is an imagined conversation between the student (in this case, myself, the author) and a film character, designed to show a response to and understanding of the text. 1 Identify and write down two comments that convince you that the student has actually viewed the text. 2 Identify and write down two sentences or phrases that show the student’s feelings about the text or the character. 3 Identify and write down two specific text details that have been used to support the comments about the text or character. 4 Identify and write down a comment that shows that the text has really made the student think about an important idea or issue.

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5 For Excellence, reading responses need to offer ‘perceptive personal responses to independently read texts, supported by evidence’ (AS1.10). Ways of showing perception include quoting the writer or director and commenting on how their

statements helped you understand the impact they were trying to achieve with their book, poem, song or film. In your view, have I done that? If not, what do you suggest I add in to improve my page?

Activity 2: Create a personal reading response using Fakebook

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3 Your comments need to meet the Achievement Standard criteria, so make sure you write detailed comments to and from your chosen character to show that you have made a personal connection to the character and to the text. Make sure you include quotations from the text in your posts – a useful target is to ensure you

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include and comment on at least two quotations from a written or oral text, or two specific scenes or technical details from a film. You could comment on: • why the character had an impact on you • how the character or text helped you understand an important idea, e.g. fighting to survive • how the character or text relates to your own experience and what you already know or have read or seen • how the character or text helps you understand a particular society, culture, political system or historical event • how the character or text compares to other texts you have read or seen.

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1 Create your own profile page for a character from a novel or a film or other written, visual or oral text of your choice that is appropriate for Level 6 of the curriculum. Note: the standard requires that ‘all written texts must be selected and read independently by the student and must not have been previously studied’ so you may not use characters from any written class study texts. You could, however, choose a character from one of the other novels in a series (e.g. if you have studied The Hunger Games use a character from the sequels Catching Fire and Mockingjay, or respond to the character as depicted in the film The Hunger Games). 2 Go to http://classtools.net/fb/home/page to create your own profile page. The help sheet and video tutorial show you what to do. Save your page URL so that you can return to it to add or edit material. Add yourself as a friend for your character so that you can clearly show your personal response. When you have completed the page you could present it to the class, or print it off to hand in to your teacher for feedback.

Sentence starters you could use in your comments on your profile page: • I think that you behaved well/behaved badly when you… • If I had been in your shoes I would/wouldn’t have said… • You are an important character in the text because… • I could hardly believe it when… • I can/can’t really relate to you because in my life… • I wanted to ask you why you… at the point when… • The writer [or director] should have focused more on… because… • I felt [sad/happy/worried/annoyed…] for you when… • Reading/watching your story had an impact upon me because… • I think your story is important to know about because… • The people who should read/view this text are… because…

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Activity 3: Create an audio reading response

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• Who else do you think would enjoy it and why? • Describe a section of the text that presents a really important idea. Give details. • How is the text relevant to your own life? How did you feel as you were reading or viewing it? • Does it compare to anything else you have read or viewed? Explain. • What do you think inspired the writer or director to create the text? • What kind of social, historical or cultural significance does the text offer? Give details. 2 Identify and write down statements made by the student that: a offer specific and relevant details from the text to support an opinion b show insight into the writer’s intentions (‘perceptive personal response’) c show how the text had an impact upon the student’s feelings d make a connection ‘beyond the text’ to the student’s own life, to a historical event or to another text. 3 Plan and record your own personal audio reading response, using the key questions and profile page sentence starters above as a guide.

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Visit www.pearsoned.co.nz/pearsonenglishncealevel1 for: • audio student response exemplar: Charlotte talks about reading the novel The Hunger Games. When you create an audio reading response you don’t have to worry about spelling and you can incorporate sound effects, music and even snippets of dialogue, e.g. from a film. You do need to prepare carefully what you are going to say, however, to avoid hesitations and repeating ideas. 1 Listen to the sample Excellence audio reading response at least twice. The student was asked to frame her response around the following eight key questions, and to make sure that she included at least two specific details and/or quotations from the text. Tip: including some ‘I’ statements helps to show personal response. • Why did you choose this text? • What did you enjoy about it? Give details.

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Other ways of presenting your personal response in a written and/or oral form to each text include: written paragraph responses; a recorded review, e.g. for a student radio station (for examples, listen to film reviews from Radio New Zealand at http://www.radionz.co.nz/genre/arts,culture); an oral report to the class; a journal entry, e.g. on a class wiki or blog (for examples go to 101 Book Blogs You Need to Read at http://www. onlineuniversities.com/blog/2009/10/101-book-blogs-you-need-to-read/); a role play interview with the author, director or a judge who is awarding a prize to the author or director; or a persuasive speech asking the Head of English to buy a class set of the book.

reflecting on the learning Copy and complete these reflection statements: 1 My biggest challenge in this standard is… because… 2 The kind of presentation methods that appeal to me are… because…

3 In order to gain Excellence in this AS I will need to… 4 One way that I can prepare for this with my reading texts is to…

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Visual and oral text Towards Excellence in showing understanding of visual and/or oral text(s) through close viewing and/or listening, using supporting evidence (AS1.11)

Learning intention: to identify and evaluate some of the ways that film directors convey their ideas. Success criterion: complete the grids and then present your notes to identify, describe and evaluate the use of four film techniques in two film trailers.

To students

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radio production; oratory; song performance; documentary; or interview. Technical aspects for film that you could discuss include: specific camera shots, angles, and movement, e.g. wide shot, establishing shot, mid shot, close-up, extreme close-up, high angle, low angle, tilt, tracking, panning; editing; acting techniques, e.g. gesture, facial expression; costume and make-up; sound, e.g. silence, music, background sound, sound effects, dialogue; lighting, e.g. natural light, backlight; and repeated visual motifs and foreshadowing.

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The NCEA Level 1 English Conditions of Assessment for AS1.11 state that for the final assessment you will need to discuss at least four important aspects of visual or oral text(s), (or section/s from the text(s)). You may not use aspects that you have studied in class and you must not repeat the same ideas or details in your answers. You must complete the final assessment tasks by yourself. The kinds of texts you may use include: film, television production, music video; drama production; multimedia text; graphic novel;

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Let’s practise with two short visual texts on the theme ‘fighting to survive’. (Both trailers are on YouTube.) • The Hunger Games official trailer (2m 35s) and When a City Falls official trailer (2m 43s) for the documentary on the 2010– 2011 Christchurch earthquakes. You could also refer to these visual texts in your responses for other achievement standards such as AS1.7, 1.8 or 1.10. Visit www.pearsoned.co.nz/pearson englishncealevel1 for: • suggested web sites for film techniques and links to trailers for the films. Work with a partner or in small groups to complete the following tasks. 12


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Understanding the important aspects of close ups and setting in The Hunger Games trailer Activity 1: First impressions, part 1 View the trailer once. Identify and write down one fact or idea about each aspect. View the trailer a second time and fill in any gaps. 1 One way you can identify the genre(s)* of the film 2 Setting (place and historical time) 3 Social groups 4 Two main characters and their relationship 5 A link to the film title 6 One line spoken by a character that conveys an important idea – explain what the message is 7 One memorable camera shot – describe or sketch

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Activity 2: Close viewing, part 1

it and say why you found it a powerful visual image 8 Make a prediction: I think a major problem for a character in the film will be… because in the trailer… 9 Find a link to the way people behave in our modern world: I can see a link to today’s world because… 10 Who might be the target audience for the film (e.g. age, gender, interest groups)? *genre: the stylistic category or interest area, e.g. documentary, science fiction, historical romance, comedy, action adventure… and so on.

Copy and complete these grids for The Hunger Games trailer.

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You may view the trailer as many times as you need, but allow time to make notes and discuss ideas between viewings.

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Aspect 1

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Close ups What I understand from it

Example 1

Example 2

Sketch of shot Details of the example

Sketch of shot Details of the example

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How my emotions are engaged

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What I think the director wants to convey about this event Why I think this is effective in engaging my interest in the characters How this aspect is connected to one other aspect, e.g. dialogue Aspect 2

Example 1 – the village Example 2 – the training arena

Setting – two places

Details of the example and how the camera shows us the place

Details of the example and how the camera shows us the place

The main idea I understand from it How my emotions are engaged What I think the director wants to convey about this important place Why I think this is effective in engaging my interest in the film How this aspect is connected to one other aspect, e.g. use of contrast

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Appendix 2

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Students have suggested the following texts.

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List of reading and viewing material

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Theme – Fighting to survive

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Computer games: Kameo: Elements of Power Xbox game

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Documentaries: 2210 The Collapse?, National Geographic, based on the book by Jared Diamond – also includes a number of different researchers like Joseph Tainter and Dan Gilbert; After Armageddon, History Channel – fictional documentary about a collapse after a major epidemic, includes a number of different researchers like Joseph Tainter; Blind Spot, 2008 documentary about Peak Oil with a number of different researchers like Joseph Tainter, Richard Heinberg and Kenneth Deffeyes; Collapse, Michael Ruppert, based on the book with the same name; Home, 2009 documentary by Yann Arthus-Bertrand;

Peak Oil, Resource Depletion, The Population Explosion and Global Warming – the movie is available for free online through YouTube; also go to http://documentaryheaven.com/ to view the following documentaries for free: Dispatches: The Killing Zone; Guardians of Hope; I Am Alive; March of the Penguins;

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Number 419; On the Streets; Slavery by Another Name; The Auschwitz Albums; Touching the Void; Uganda’s Silent War

‘The security mirage’, Bruce Schneier, 2010; ‘The walk from “no” to “yes”’, William Ury, 2010; ‘Why are we happy?’, Dan Gilbert, 2004; ‘Why societies collapse’ Jared Diamond, 2003

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Non-fiction: Alive: The Story of the Andes Survivors, Piers Paul Read; Bury My Heart at Wounded Knee, Dee Brown; Dead Men Walking, Helen Prejean; Diary of Anne Frank, Anne Frank; Falling Leaves, Adeline Yen Mah; Hiroshima, John Hersey; Into Thin Air: Death on Everest, Jon Krakauer; Krystyna’s Story, Halina Ogonowska-Coates; Mud, Sweat and Tears, Bear Grylls; Night, Elie Wiesel; The Bonfire of Berlin, Helga Schneider; The Colour of Water, James MacBride; The Long Walk, Slavomir Rawicz; The Pianist, Wladyslaw Szpilman; Touching the Void, Joe Simpson (also a film); Trapped, Karen Tintori; Witnesses of War: Children’s Lives under the Nazis, Nicholas Stargardt

TED Talks: ‘A healthy take on time’, Philip Zimbardo, 2009; ‘Global population growth’, Hans Rosling, 2010; ‘Global power shifts’, Joseph Nye, 2010; ‘How people become monsters… or heroes’, Philip Zimbardo, 2008; ‘The Earth is full’, Paul Gilding, 2012; ‘The magic washing machine’, Hans Rosling, 2011;

Fiction: All Quiet on the Western Front, Erich Maria Remarque; Angela’s Ashes, Frank McCourt; Animal Farm, George Orwell; A Town Called Alice, Nevil Shute; Birdsong, Sebastian Faulks; Calling the Gods, Jack Lasenby; Call of the Wild, Jack London; Chalkline, Jane Mitchell; the Conspiracy 365 series, Gabrielle Lord; the Eragon series, Christopher Paolini; the last two Harry Potter books, J. K. Rowling; Hatchet, Gary Paulsen;

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Films: 127 Hours; Alive; All Quiet on the Western Front; Apollo 13; Avatar; Castaway; Contagion; Empire of the Sun; Happy Feet; I Am Number 4; Into the Wild; I, Robot; Lord of the Flies; Mean Creek; Open Water; Rabbit Proof Fence; Rescue Dawn; Rise of the Planet of the Apes; Robinson Crusoe; Saving Private Ryan; Terminator 2: Judgement Day; The Dark Knight; The Day After Tomorrow; The Hunger Games; The Pianist; The Way Back; Tomorrow When the War Began; Tron: Legacy; V for Vendetta; Winter’s Bone; X-Men series

Graphic novels: Coraline, Neil Gaiman; Fahrenheit 451; Franz Kafka’s The Metamorphosis, Peter Kuper (see http://www.randomhouse.com/crown/metamorphosis/ for a video); Petrograd, Philip Gelatt; see available classics at: http://www.classicalcomics.com/

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Appendix 2

Song lyrics: 19, Paul Hardcastle; Eve of Destruction, Barry McGuire; Gangsta’s Paradise, Coolio; Goodnight Saigon, Billy Joel; Mosh, Eminem; One, Metallica; The Ballad of the Green Berets, Barry Sadler; The Universal Soldier, Buffy Sainte-Marie; War, Edwin Starr; We Didn’t Start the Fire, Billy Joel

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Short stories: ‘Big Brother Little Sister’, Witi Ihimaera (online at http://teaohou.natlib.govt.nz/journals/teaohou/ issue/Mao75TeA/c5.html); ‘On the Sidewalk Bleeding’, Evan Hunter; some of Roald Dahl’s Tales of the Unexpected stories; ‘The Last Spin’, Evan Hunter; ‘The Most Dangerous Game’, Richard Connell (online at http://www.classicshorts.com/); ‘The Sniper’, Liam O’Flaherty; The Vintage Book of War Stories, edited by Sebastian Faulks; ‘To Build a Fire’, Jack London

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How I Live Now, Meg Rosoff; Letters from the Coffin-trenches, Ken Catran; Letters from the Inside, John Marsden; Life of Pi, Yann Martel; Lord of the Flies, William Golding; Mr Pip, Lloyd Jones; Noughts and Crosses, Malorie Blackman; On the Beach, Nevil Shute; Salt, Maurice Gee; Ship Breaker, Paolo Bacigalupi; Smashed: Story of a Drunken Girlhood, Koren Zailckas; The Bone Tiki, David Hair; The Book Thief, Markus Zusak; The Boy in the Striped Pyjamas, John Boyne*; The Bridge, Jane Higgins; The Chrysalids, John Wyndham; The Day of the Triffids, John Wyndham; The Handmaid’s Tale, Margaret Atwood; The Hunger Games trilogy, Suzanne Collins; The Knife of Never Letting Go, Patrick Ness; The Lost Tohunga, David Hair; The Road, Cormac McCarthy; The War of the Worlds, by H. G. Wells (and the films); Tomorrow, When the War Began series, John Marsden; the Twilight books, Stephenie Meyer

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Poetry: A Dead Boche, Robert Graves; All Day It Has Rained, Alun Lewis; A Lullaby, Randall Jarrell; Anthem for Doomed Youth, Wilfred Owen; Any Soldier to His Son, George Willis; Cannon Fodder, Alec Waugh; Drummer Hodge, Thomas Hardy; Dulce et Decorum Est, Wilfred Owen; Futility, Wilfred Owen; Icarus Allsorts, Roger McGough; No Ordinary Sun, Hone Tuwhare; In Flanders Fields, John McCrae; Night Raid, Desmond Hawkins; Spring Offensive, Wilfred Owen; The Hero, Siegfried Sassoon; The Charge of the Light Brigade, Alfred, Lord Tennyson; The Hyaenas, Rudyard Kipling; Who’s for the Game? Jessie Pope; World War I poetry by Wilfred Owen and Siegfried Sassoon

Speeches: Winston Churchill’s war speeches *Conditions of Assessment for AS1.10 state that this text is below expected level of reading.

Theme – Standing tall Documentaries: Senna; Trouble is My Business Films: Bend It Like Beckham; Billy Elliot; Braveheart; Gran Torino; Freedom Writers; Invictus; Juno;

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Poetry: Parihaka and Whakapapa, Apirana Taylor; various poems by Glenn Colquhoun

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Non-fiction: A Child Called “It”, Dave Pelzer; All Blacks Don’t Cry, John Kirwan; Dreams from My Father, Barack Obama; Every Day’s a Good Day, William Pike; Going Solo, Roald Dahl; Golden Girls: Celebrating New Zealand’s Six Female Olympic Gold Medallists, Margot Butcher; Journey, Pippa Blake; Kiwi Rock Chicks, Pop Stars & Trailblazers, Ian Chapman; Line of Fire: True stories from the New Zealand Police Armed Offenders Squad, John Lockyer; Standing Tall: The Tawera Nikau Story, Richard Becht; Steve Jobs, Walter Isaacson; The Colour of Water, James McBride; The Glass Castle, Jeanette Walls; The Hiding Place, Corrie ten Bloom; anything about Sir Edmund Hillary or Dan Carter

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Graphic novels: See available classics at: http://www.classicalcomics.com/

I Am Not Esther, Fleur Beale; Matched, Ally Condie; Saving Francesca, Melina Marchetta; Stargirl, Jerry Spinelli; Tangerine, Edward Bloor; The Colour Purple, Alice Walker; The Crossing, Mandy Hager; The Curious Incident of the Dog in the Night-Time, Mark Haddon; The Fault in Our Stars, John Green; The Help, Kathryn Stockett; The Secret Life of Bees, Sue Monk Kidd; The Princess Bride, William Goldman; The Power of One, Bryce Courtenay; The Whale Rider, Witi Ihimaera; Thunder Road, Ted Dawe; To Kill a Mockingbird, Harper Lee; True Grit, Charles Portis; Violence 101, Denis Wright; You Against Me, Jenny Downham

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Little Miss Sunshine; Pride, a 2007 biopic drama feature film loosely based upon the true story of Philadelphia swim coach James “Jim” Ellis and directed by Sunu Gonera; Remember the Titans; The Blind Side; The King’s Speech; The Orator; The Outsiders; The Power of One; The Social Network; The World’s Fastest Indian; True Grit; Wall-E; Whale Rider; What’s Eating Gilbert Grape?

Fiction: A Great and Terrible Beauty, Libba Bray; A Northern Light, Jennifer Donnelly; the Beka Cooper series, Tamora Pierce; Book of a Thousand Days, Shannon Hale; Elsewhere, Gabrielle Zevin; the Harry Potter series, J. K. Rowling;

Song lyrics: Anytime You Need A Friend, Mariah Carey; Don’t Stop Believing, Journey; Dreaming, Scribe; Firework, Katy Perry; Flying Away, Mary J. Blige; From A Distance, Bette Midler; Hold On, Wilson Phillips; If We Hold On Together, Diana Ross; I Believe I Can Fly, R. Kelly; Man In The Mirror, Michael Jackson; Mean, Taylor Swift; Miracle, Whitney Houston; Perfect, Pink; Skyscraper, Demi Lovato; Stand, Rascal Flatts; Stand By Me, Ben E. King; Stand Up, Scribe; Stronger, Mary J. Blige; The Greatest Love of All, Whitney Houston; What Doesn’t Kill You, Kelly Clarkson; Whatever We Imagine, James Ingram

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Appendix 1

Short stories: ‘The Pedestrian’, Ray Bradbury Speeches: Courage in Journalism acceptance awards on YouTube http://iwmf.org/archive/articletype/articleview/ articleid/1072/2009-courage-in-journalism-awardacceptance-speeches.aspx; Defense of Dunkirk speech, Winston Churchill, 1940; I Have a Dream, Martin Luther King

Sarah’s Key; Sherlock Holmes; Stand by Me; The Help; The Lovely Bones; The Power of One; The Wave; Tomorrow When the War Began; True Grit Graphic novels: Several of the Shakespeare plays in graphic novel form, e.g. Macbeth; Henry V and see other available classics at: http://www.classicalcomics.com/

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Non-fiction: Born on a Blue Day, Daniel Tammet; In Cold Blood, Truman Capote; Into the Wild, Jon Krakauer; Nickel and Dimed: On (Not) Getting By in America, Barbara Ehrenreich; Pokies: Even When I Win… My Journey Through Problem Gambling, Lynette Whale (a New Zealander)

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Documentaries: The Art of Flight (about snowboarding) http://www. imdb.com/search/title?genres=sport&sort=moviemet er,asc&title_type=documentary; The King of Kong: A Fistful of Quarters – diehard video game fans compete to break world records on classic arcade games; More than a Game – this documentary follows NBA superstar LeBron James and four of his talented teammates through the trials and tribulations of high school basketball in Ohio and James’ journey to fame; Murderball – a film about paraplegics who play full-contact rugby in Mad Max-style wheelchairs, overcoming unimaginable obstacles to compete in the Paralympic Games in Athens, Greece; The Winner Loser, about a man with amnesia: http:// www.bbc.co.uk/programmes/b010q2w6; World War II in Colour

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Theme – Winners and losers

Films: A River Runs Through It; Bend It Like Beckham; Blood Brothers; Cinderella Man; Chariots of Fire; Gattaca; House of Sand and Fog; Little Miss Sunshine; Logan’s Run; Million Dollar Baby; My Sister’s Keeper; Remember the Titans;

Fiction: 1984, George Orwell; Animal Farm, George Orwell; A Separate Peace, John Knowles; Boys Don’t Cry, Malorie Blackman; Chalkline, Jane Mitchell; House of Sand and Fog, Andre Dubus III; Great Expectations, Charles Dickens; Looking for Alibrandi, Melina Lord of the Flies, William Golding; Marchetta; Matched, Ally Condie; Monster, Walter Dean Myers; Noughts and Crosses, Malorie Blackman; Q & A, Vikas Swarup; Smashed, Mandy Hager; The Catcher in the Rye, J. D. Salinger; The Crossing, Mandy Hager; The Fault in Our Stars, John Green; The Hunger Games series, Suzanne Collins; The Great Gatsby, F. Scott Fitzgerald; The Journey, John Marsden; The Lovely Bones, Alice Sebold;

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Additional texts

The Outsiders, S. E. Hinton; The Pearl, John Steinbeck; The Picture of Dorian Gray, Oscar Wilde; The Story of Tom Brennan, J. C. Burke; To Kill a Mockingbird, Harper Lee; Trash, Andy Mulligan

Films: Inception; Piece of My Heart; The Lord of the Rings trilogy; The Blind Side; Two Cars, One Night

Poetry: The Race, D. H. Groberg; To an Athlete Dying Young, A . E. Housman; classic war poems at http://theotherpages.org/ poems/SubjIdx/war.html#table; WWI poetry, etc.

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Non-fiction: The 10PM Question, Kate De Goldi; The Desert Flower, Waris Dirie

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Fiction: Adoration of Jenna Fox, Mary E. Pearson; Examination Day, Henry Slesar; Further Back than Zero, Fleur Beale; I Am Legend, Richard Matheson; I Am Not Esther, Fleur Beale; Jolt, Bernard Beckett; Juno of Taris, Fleur Beale; Of Mice and Men, John Steinbeck; Out Walked Mel, Paula Boock; Reliable Friendly Girls, Jane Westaway; Sea-Wreck Stranger, Anna McKenzie; Slide the Corner, Fleur Beale; The Hideout, Peg Kehret The Wave, Morton Rhue

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Drama: The Crucible, Arthur Miller

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Short stories: ‘Lamb to the Slaughter’, Roald Dahl; ‘Man From the South’, Roald Dahl; ‘On the Sidewalk, Bleeding’, Evan Hunter; Tales of the Unexpected, Roald Dahl; ‘The Last Spin’, Evan Hunter; ‘The Wasteland’, Alan Paton

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Song lyrics: Dreaming, Scribe; Dog Days are Over, Florence and the Machine; Eyes Open, Taylor Swift; Mean, Taylor Swift; Safe and Sound, Taylor Swift and The Civil Wars; That’s Just the Way It Is, Phil Collins

Also, refer to the SLANZA lists at http://slanzawiki. wetpaint.com/page/Theme+lists and the English Online lists at: http://literacy-english-esol.wikispaces. com/Text+Suggestions

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