13VE+2014

Welcome. Have a look around... Save a copy of this document if you want to work with a digital version of the Term 1 Week 2-5 homework grid handout:

Save a copy of this document if you want to work with a digital version of the Term 1 Week 7-11 homework grid handout: Save a copy of this document if you want to work with a digital version of the Term 2 Week 6-9 homework grid handout:  Save a copy of this document if you want to work with a digital version of the Term 2 Holiday Homework Grid: Save a copy of this document if you want to work with a digital version of the Term 3 Week 7-10 homework grid handout: Save a copy of this document if you want to work with a digital version of the Term 3 Holiday Homework Grid: Below are the internal assessment instructions referred to in your first homework grid of the year. Remember to ask around if you need help to download, then upload to your OneDrive folders.

 

Below is the 3.7 Reader Response Template referred to in your second homework grid of the year. Remember to download, then upload to your OneDrive folder.

TEXT IN TIME

In the internal assessment AS3.7 (Text in Time) you will be required to respond critically to significant connections across a range of at least four texts set within the same time period.Your teacher will introduce you to the assessment task and the reader response requirements using student instructions and a reader response template, during Term 2. You will complete work in class and for homework, adhering to deadlines as you progress. Your critical response will be presented as a comparison essay or as a seminar (your choice), due Week 3 Term 3.

Below are the documents prepared by your teacher to guide you through the final part of this assessment - constructing and presenting a top quality comparison essay or seminar. 

‍‍‍‍‍ ‍‍‍‍ ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍

Interested in David Lynch and his ideas about film making? Click the image below to watch a 20 minute documentary about his film making vision, titled "Room to Dream" (NOTE: YouTube source - may be block while using school WiFi).



<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: center;">Edward D Wood Jr seems like an interesting chap: a biopic of his unique life and vision, directed by Tim Burton (another unique and incredibly talented director) was released in 1994 (Ed Wood played by Johnny Depp). Click the image below to watch the entire film via YouTube. (NOTE: YouTube source - may be block while using school WiFi).

Our internal assessment "Through Their Eyes (3.9, Close Reading of Visual Texts)" requires you to analyse the techniques used by one director, of your choosing, in extracts from two of their films/visual texts. Resources for this assessment are below...

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ <range type="comment" id="493081824_1">‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ </range id="493081824_1">‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ __The Reader__ is a feature film, directed by Stephen Daldry, on which we focus during Term 1. Click on the the links below to explore some interesting readings on some of the issues raised by Daldry's film.

__ Guilty!? __ Germans Again Confront Guilt Guilt and Shame Guilt Trip VE Day in Germany is an Excerise in Guilt Guilt and Atonement on the Path to Adulthood

Download this document for a list of practise essay questions, and instructions on planning Level 3 essays.

Adding evidence, and keen to get the EXACT dialogue? Try reading the screenplay online...Screenplay by David Hare Key quotes are also available online Key Quotes Source 1 Key Quotes Source 2 The whole film is also on YouTube (not great quality...but OK for revision) The Reader (2hrs +)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 160%;">Bring on the VISUAL ESSAY. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Click on the link below to open a shared document called 'Intro to the Visual Essay' You will be able to read the information in that doc to get a basic overview of this genre, and use the links, with a close reading task, to explore some examples of VEs. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">INTRO to the VISUAL ESSAY <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">VISUAL ESSAY GLOSSARY

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">A great site for exploring short films AND visual essays (different genres) is Vimeo. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"><range type="comment" id="512888994_1">‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Looking for a copy of the student instructions for YOUR 'Create a Visual Text' Assessment task? You've found them! </range id="512888994_1">‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ When planning your VE, consider making specific decisions about how each slide (also known as 'frame') combines visual and verbal techniques to introduce, develop and sustain ideas. This written explaination of each frame of the NCEA Excellence exemplar VE shows how this can be achieved.

Tips for finding useful, open source software <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">There are a number of different pieces of software (many of which are open source and have good online tutorials) you can use to assist with the creation of your visual essay. Add information on further software that we might use by clicking on EDIT (top right of the page), adding your information in a new row (click on the emblem of the table to choose from the options - Ms Shepherd will also show you in class) then clicking SAVE (top right again).
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">Site || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">Description || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">URL ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">GIMP || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">An open-source graphics tool. Similar to commercial software for editing photos but aimed more at general graphics manipulation than at photos. Lots of plug-ins available. Excellent for combining with hard materials. For example, scanned hard media and images can have background colours easily added or changed. A great alternative to photoshop. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">[|www.gimp.org] ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">Audacity || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">An open-source sound editing, mixing, and recording tool. (The tool used by Mr Bell to create the infamous "What Does Mr Brooks Say?") || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">[] ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Scratch || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> A drag and drop programming language interface made by MIT. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [] ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> Go Animate || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> Recommended by Mr Bell for creating 'talking video'. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [] ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> ToonDo || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> A cartoon marker. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [] ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> Pixton || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> Another user-friendly, recommended cartoon marker || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [] ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">Inkscape || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">An open-source vector graphics tool. Vector graphics can be scaled/resized without losing quality. Powerful for creating and manipulating shapes and building up images from scratch. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">[|www.inkscape.org] ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">VoiceThread || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">An easy-to-use online Flash-based tool. Students can string images and videos together and annotate them with sound and text. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">[|www.voicethread.com] ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">Prezi || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">An online Flash-based presentation tool. Non-linear animations and potential for showing relationships. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">[|www.prezi.com] ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">Wikimedia Commons || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">A repository of public domain images, pictures, and sounds. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">[|www.][|commons.wikimedia.org] ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">Windows Movie Maker || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">an easy-to-use entry-level video editing tool that comes free with some distributions of Windows and can also be downloaded and installed. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">[|www.windows.microsoft.com/en-nz/windows-live/movie-maker] ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">Blender || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">a powerful open-source 3D graphics tool. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">[|www.blender.org] ||



** Completing 3.4 “WRITING PORTFOLIO” Achievement Standard. **

By the final weeks of Term 3, you will have written pieces in a variety of genres* from which to choose, for formal writing assessment. These pieces may include:
 * a** literary essay **expressing your ideas about the visual text “The Reader”
 * a ** comparison essay **, based on the task “Texts in Time”
 * an ** oral presentation script **, prepared for your seminar for the task “Texts in Time”
 * a ** close reading commentary **, based on the task “Through Their Eyes”
 * a ** personal response **, to text, from the start of Term 1
 * a ** written narrative **, based on the ‘Prequel or Sequel’ writing prompt
 * a piece of ** original creative writing **, as negotiated with your teacher
 * // this may vary for those students who joined the class part-way through the school year //

The good news is, you are able to submit ANY TWO of these pieces of writing for your Level 3 writing assessment 3.4 “Writing Portfolio” (6 credits in total, for the submission of two pieces of crafted (drafted and developed) writing)

** FAQs about submitting the final two pieces of writing for assessment. **

// Do they have to be a mix of fiction and non-fiction writing? // No. You can combine ANY two pieces. The required range is two different genres. Because the pieces listed above are all considered different genres, any TWO pieces are already two different genres.

// Do they each have a word limit? // Yes, each piece must be 650 words AT LEAST.

// Do they have to be finished? // Yes. By the due date, each of your two pieces must
 * be 650w or more
 * have developed ideas, using a range of language features that are appropriate to the task and your audience*
 * have all the correct conventions of the genre (literary essay, comparison essay, script, expressive response or narrative)
 * be as free from errors in spelling, punctuation, grammar, register (formal/informal) or paragraphing as possible
 * Each task or prompt has its own guidelines, top tips and/or a marking schedule showing you what you have to include for A, M or E. Some of these have been given to you earlier in the year when you were drafting. At the same stage you were shown a range of exemplars for some tasks. ALL are available to you via the English Wiki, so even if you have lost track of the original task instructions for each, you can visit the Wiki, read the task guidelines again, and rely upon them, and the teacher’s help, to aim for a quality piece.

// If I have fewer than 3 pieces to choose from – then what? // You still need to choose TWO – but you have fewer to choose from!
 * If you only have two pieces to choose from, then THOSE are your two.
 * If you have only submitted ONE piece of writing from this list, then you still have the chance to submit TWO – but you must start the second piece from scratch. (You will have the SAME number of periods in which to complete your work as the rest of the class).

// Right – so how long do I have to work on each piece? // You have approximately 5 weeks: 3 weeks of class time and 2 weeks of holiday time in total, to work on finalising your two pieces – how much time you give to each piece will be your choice, based on just how much you need to do, in order to bring each piece up to the quality and quantity required. // Will I be able to use a netbook or laptop for the in-class periods? // Yes. Netbooks are booked for our use as we work toward completing our writing. You are free to bring your laptop for any of these periods.

// Will I be able to work on my pieces when I am not in class? // YES! You are encouraged to use your own time during the term, and over the holidays, in order to submit your best work, by final deadline.

// How many times will you offer feedback on my work BEFORE I hand it in for final assessment? // I will give formal, written feedback ONCE for each piece. This feedback will offer advice about development of ideas, structure and writing conventions. (Don’t forget, you may have already received feedback on each piece, during the drafting/writing process earlier in the year). I am happy to conference/discuss your work in person during English periods, but written/emailed notes will be offered only once **ON WORK SUBMITTED FOR FEEDBACK on or BEFORE September 19th**(See below.)

// So, when are the two final pieces due? // Pieces must be submitted for final feedback via email/in OneDrive, on or before 3pm Friday 19th September (that is the Friday of Week 9 in Term 3). //Feedback will be available by Monday Week 10 (22nd).// Finished pieces must be submitted for assessment via email, by 9am Monday 13th October (that is start of Week 1 Term 4).

// If I submit my work for final assessment, but when you mark it, you discover that it needs a small amount of ‘fix up’ work to reach A, M or E, will I get ‘fix up’ time? // Yes. If I notice a small error/selection of similar errors that are holding your piece back from a grade, AND that I feel can be addressed within 1 period in class, with minimal support from me, I will offer you a ‘fix up’ opportunity in the first week of Term 4.

// About these 6 credits – if I only ‘pass’ with one piece, will I still get 3 credits? // No. Both pieces must get a ‘passing’ grade in order to gain the 6 credits available.
 * If both have the same grade (i.e. an M for an essay and an M for a description) you will get that grade overall (MERIT)
 * If each piece receives a different grade (i.e. A for a narrative, M for a report) you will get the LOWER grade overall (ACHIEVED)
 * If one piece gets an NA, you will get an NA overall.
 * If you submit fewer than two completed pieces, you will get an NA automatically.

// What does a Level 3 piece of writing that reaches A, M or E standard actually LOOK like? // Here are the NCEA exemplars for this standard, including markers' comments (two ranges - best to read through both). ‍‍‍