Yr 10 English Shakespeare and Romeo & Juliet

Hi all,

I thought I would start by adding some YouTube videos and such for you to peruse  at your own leisure.

Enjoy.

Mrs P

Yr 10 English Persuasive Print Media

Hi All,

I apologise for not posting as often as I would like.

Here are some resources to assist you in creating of your print media texts:

The Art of the Open Letter  - This blog post shows some examples of open letters and some tips on writing your own.

How To Construct an Editorial - The guy on the video might not have the most engaging voice, but what he says is worth listening to.

How to Write an editorial - I would recommend watching this video on mute, unless old timey music is your thing. Some very useful writing tips though.

How to write letters to the editor - Another short you tube video about the construction of this text type.

Smart Tips for writing a great feature article - This doesn't appear to have any sound, so put on your favourite tunes while looking/reading the hints and tips.

How To write a Feature Article - May seem like deja vu, but the gut from the first video again explains the features and language devices of this text form.

Rhetoric devices - Here's a vid made by some students demonstrating there understanding of some rhetorical (persuasive) devices. Contains clips from popular movies so quite engaging.

BONUS ROUND!

What Aristotle and Joshua Bell can teach us about persuasion - Here's a TedEd video explaining the theories developed by Aristotle about persuasion or rhetoric. This hasn't been covered in class, but it is great literary theory and metalanguage you can using moving into your ATAR courses.

Hopefully this is enough to help you along the way. If you need more support, leave a comment below or email me direct.

Happy Writing.

Mrs P

Year 10 Travel Blogging

Hi All,

Here is a copy of some resources we have covered in class to help you along with your blog writing.

Getting serious about travel blogging

Come back again soon for more updates and resources.

Mrs P

Year 10 Documentary essay task

Hi All,

Here is a copy of my past post relating to the same task that was completed last year:

http://missjfittononline.blogspot.com.au/2013/03/year-11-10-essays.html

http://missjfittononline.blogspot.com.au/2013/03/year-10-documentary-essays.html

Happy Writing

Mrs P

Year10/11 English Bullying infographics

Hi All,

Here is a copy of some infographics on bullying and cyberbullying. Click on the images to enlarge.

Be cyber smart.

Mrs P

Year 11 English - Digital media - referencing

Hi All,

Here is a link teaching you how to do in text referencing using the Harvard system:

http://www.usq.edu.au/library/referencing/harvard-agps-referencing-guide#How_to_cite_references_within_the_text_of_an_assignment

Happy writing.

Mrs P.

Yr 11 English - Essay prep

Hi All,

Here are the notes from Monday's session:

Question:
Discuss how our online experiences are influencing and effecting real world interaction.
how we use tech
how much we use it
where we use it
who we use it with
'it' being social networks - Facebook, instagram, twitter
internet usage - research, gaming, photos, YouTube
devices - iPad, iPhone, smartphones, tablets, computers, Digital TV & Radio
interactions - how we interact with other people in relationships and communication
Thesis:
Therefore, our online experiences are starting to influence and effect our real world interaction.

Topics:

• Cyber-bullying and suicide
• Effects on literacy and poor academic results resulting in limited future options
• Digital footprints and job prospects
• Addiction to tech effecting relationships with family and friends
• Changing of social etiquette 
• abiltiy to download content (both legally and illegally) making us isolated
• online dating, how people can't find others in real world.

Remember your essays are due this Friday 23rd.

Happy writing

Mrs P

Year 11 English - Digital Citizenship - Infographics

Hi All,

Here are a copy of some of the infographic we looked at in class. They also contain content that may be beneficial in the creation of your own infographic.

These images are being used for educational purposes.

Mrs P.

Year 7 - Lion Witch - PowerPoint 1

Hi All,

Here is a copy of the PowerPoint shown in class on Monday which was taken from Slideshare.

Powerpoint c.s.lewis from jenn1976

Mrs P

Yr 11 - Digital Citizenship - TED talks

Hi All,

Here are the TED talks that will help you along.









Enjoy.

Mrs P

Media 1CD - Reality TV Vids

Hi All,

Here are some additional vids about Reality TV techniques

conflict and resolution

Reality Show Casting Secrets

Year 11 English - Digital Citizenship - Focus Questions

Hi All,

here are the focus questions and activities from the past two sessions:

Cyberbullying:

1. Are actions in an online community (like the slurs on the website) different than actions taken offline (like the notes left on someone’s locker at the school)? Why, or why not?
2. How are anonymous actions – like posting on a website or leaving a note – different from things done face-to-face?
3. Imagine you were a bystander at this school, watching this situation unfold. What do you think you would have done? Do bystanders have a responsibility to do anything?
4. What should you think about before you post anything about another person online, in an instant message, text, or any other kind of digital message?
5. Someone posts a picture of your friend with some nasty comments, and other kids make fun of him or her.  What would a bystander do in this situation? What would an upstander do? What would you do?
6. Aside from a target, who else can be impacted by online cruelty? Who else could be involved, implicitly or explicitly?

Online representations:

Create 3 different avatars for the following contexts:
1. A school social network where teachers, students, and parents communicate
2. A social network where you connect mainly with friends and people you know
3. Second Life (www.secondlife.com), where you communicate mainly with people you don’t know in real life
Remember these are digital texts, so you may wish to create these digitally.

Year 11 English - Digital Citizenship - Cyberbully

Hi All,

Here is the link to where you can watch Cyberbully on YouTube.




Enjoy.

Mrs P

Media 1CD Reality TV

Hi All,

Here is a copy of the video on reality TV.

Reality TV Basics

Enjoy.

Mrs P.

Year 11 Digital Citizenship and Online interactions

Hi All,

Here is a copy of the upcoming PowerPoints associated with our upcoming lessons and activities.

Digital Life
Feelings on Display
Cyberbullying
Who are you online

Many resources to create these PowerPoints were from Common Sense Media.


Reviews and Ratings for Family Movies, TV Shows, Websites, Video Games, Books and Music. 2013. Reviews and Ratings for Family Movies, TV Shows, Websites, Video Games, Books and Music. [ONLINE] Available at:http://www.commonsensemedia.org/. [Accessed 21 July 2013].

Film resources are available from me or are accessible via my YouTube channel.

Mrs P

Year 11 Hero Investigation SWAT Codes

Hi All,

Here is a refresher on the SWAT codes we investigated last year:

Viewing Codes and Conventions:

SYMBOLIC

Symbolic codes refer to the conventions that will develop some form of implicit or suggested meaning within a media text. Symbolic codes include: costume, props, setting, lighting, colour & character performance.

If we see a character wearing black clothing with silver spikes and chain accessories; heavy black boots and make-up which shows a white face with black lips and eyeliner or eye shadow; and black, spiky cut hair hanging partly over a face, we would probably guess that this character represents a Goth. When we see this Goth character we would expect him or her to have a brooding and mystical personality rather than a bright and bubbly one.

Although a Goth has a striking style of dress, we also recognise other, more 'normal', types of costume. A blue uniform may indicate police or a law officer of some sort. An all-white uniform may indicate a health worker and so on. The point is that we make assumptions about characters in film based on what they are wearing.

Elements of costume to look for are anything that a character wears to help show his or her personality and role in the film. We are encouraged to make interpretations about characters by simply looking at how they appear.

• Clothes: style - fashionable or not, colour, fitting well or not, clean or dirty-looking, era  of clothes - today, from times past or futuristic
• Accessories: bags, scarves, jewellery, gloves, hats or headgear, socks and stockings
• Footwear: boots, shoes, sandals or bare feet
• Hairstyles: cut, colour and style
• Make-up: on the face with a natural or characterised look and/or on the body
• Overall appearance: well groomed, scruffy, fashionable, different from others or not.

We learn about the type of person a character represents not only by what is said and how dialogue is spoken, but also through the character's body language, facial expressions and movements. When we look at family members or close friends, the nonverbal clues we see usually indicate the mood they are in. We transfer our knowledge of emotions shown by facial expressions, body language and movement to the stories being told in films, usually without realising it. Some viewers think that acting is easy and that a person simply has to 'do' it. But taking on a role is an in-depth study for any actor. Analysing how to walk or smile or react has to be done very carefully, so that the character's role becomes believable; facial expression and body language have to look normal for that type of character.

For instance, if we see a person bent over a little (body language), walking slowly and carefully (movement), we assume that the person is old or sick. A close-up of the face (facial expression), with appropriate make-up (costume) will tell us which it is: old or sick.

WRITTEN

Written codes are associated with the printed word when it appears on screen. This can also include logos and icons. Elements that fall under written codes include:

Titles, captions, subtitles, credits, Font size and Typeface.

AUDIO

Audio codes are associated with any sound made in a media text.

In film and television, Audio codes deal with everything we hear while watching a feature film. Music, background noises, sound effects and spoken words are all elements included in this category of filmic codes. The element of spoken words is further split in the following way:

• What words are spoken
• Who is speaking - an actor, or a voice-over
• How the words are spoken - accents, slang, formal or foreign language
• The use of silence; we hear this too.

What a character says and how the dialogue is spoken adds to our understanding and acceptance (or not) of the character. If an actor speaks his or her lines well, then we will automatically replace the actor with the believable character that he or she represents.

Audio codes are either digetic or non-diegetic.

Diegetic:

sound that happens within the film. This includes actor dialogue, the music heard by the actors and sounds heard by the actors.

Non-diegetic:

sound that happens outside the film world. This includes voice over narration, film score, soundtrack, off-screen sound fx.

TECHNICAL

• Mise en scene:
• everything is placed in the frame with purpose
• Camera Angles:
• High camera angle:
• looks down on the subject
• viewer has power
• Eye level angle:
• both subject and viewer are equal in power
• Low camera angle:
• looks up at subject
• subject has power
• Birds eye view:
• shot directly above
• Worms eye view
• shot directly underneath
• Camera Shots:
• Establishing shot
• shows setting/location from a distance
• Long shot
• shows setting relating to subject
• Mid shot
• subject waist up and some background
• Close Up
• subjects shoulders and head
• Extreme close up
• detail of object or body part
• e.g. eyes
• Point of view shot (POV)
• usually handheld
• from the perspective of the subject

• Camera movement:
• Tracking shot
• follows action along horizontal plain
• Dolly shot
• follows action along vertical plain
• Panning shot
• camera stationary, but follows the action
• Zoom
• size of shot visibly changes in scale
• Crane shot
• camera moves from ground to aerial shot (or vice versa)

• Rule of thirds
• when the frame is divided, key areas are in ‘hot spots’ and along ‘third’ axis.

• Leading lines
• lines in the frame that draw the viewers focus
• usually created by the natural environment

• Editing
• manipulation of shot duration
• rapid editing
• builds tension and action
• long take
• no cutting and follows action for an extended period of time
• usually involves dolly or handheld

• Film stock
• how clear or grainy the image looks
• colour or black & white
• grainey
• harsh or gritty setting or theme
• high contrast
• happy or hyper-reality

• CGI
• computer generated imagery
• allows things outside the real world to become real or plausible

• Lighting
• how light is used to frame image or to highlight the subject
• can be different colour
• to suggest the time of day
• interior or exterior
• can be made to look from nature
• the sun
• made to look like they come from objects
• a lamp, streetlight, campfire
  
  
  ***
  
  
  Happy Writing
  
  
  Mrs P
  
  

Year 11 Speeches

Hi All,

Here is the speech line up for next week:

Monday -

1. Rhys
2. Aiden
3. Dylan
4. Michael L
5. Meaghan
6. Matt

Tuesday - 

1. Jake
2. Warren
3. Caitlin
4. Sam
5. Paige
6. Mitch B

Thursday - 

1. Jade-leigh
2. Shantelle
3. Aleesha
4. Bronwyn
5. Bryce
6. Louise

Friday - 

1. Mitch W
2. Chantelle A
3. Allanah
4. Amelia
5. Michael B
6. Zarra
7. Breanne

Happy writing :)

Mrs P

Year 11 Speech Investigation

Hi All,

I'm currently in the middle of marking these assessments, and it has become quite evident that some of you don't understand the difference between content and context.

Content is the stuff that is in a text, such as the narrative, themes, dialogue, topics etc.

Whereas, context is the set of circumstances or facts that surround the construction and delivery of a text that influence its meaning or effect.

Let's look at the text below:

As a modern Australian audience, many people would interpret this as sexist, misogynistic, and out of touch with out current values and beliefs. However, when written, this was the point of view many people held within society. When we read it within the context of modern society, we take offence. However, when we read it within the context of the 1950s, we understand that this is the ideology of this society.
So if we were to be writing about the contextual elements that surround this text, we would be discussing the factors that occur socially, historically and culturally that influence the intended meaning and response. You may also discuss how our context resists the original meaning.

Happy writing.

Mrs P.

Year 10 English Investigation

Hi All,

Here is a copy of the portfolio requirements.

Gothic Fiction investigation:

Section 1:

You are to choose a minimum of two activities from Column A and two from Column B to complete for marking.

The activities in Column A have a writing focus and the tasks in Column B are more visual and/or creative in focus.

Column A All activities a minimum of 500 words	Column B
Book review  on either The Tell Tale Heart or The Red Room	New book cover for any text extract.
Extended response – To what extent are the conventions of Gothic literature present in modern fiction texts like Twilight.	Story board/comic version of the extract from Dracula  or Frankenstein
A diary entry or letter from Rick’s point of view explaining his thoughts and feelings during the extract of The Walking Dead.	Design a comic book version of the Dracula extract.
Feature article on Vampires “Coming out the coffin” as spoken about in Dead Until Dark	Create a movie poster for the film version of A Tell Tale Heart.
A story OR journal entries written from Robert Neville’s perspective in I Am Legend.	Create/Design an infographic/poster on Dracula and/or vampires
Detailed description of a vampire, vampire lore, and their strengths and weaknesses.	Create a pamphlet on zombies and how to protect yourself from attack
Rewrite the ending to give another conclusion to the story of A Tell Tale Heart.	Create a board game based on The Red Room.
Write an interview with the character in The Tell Tale Heart OR an interview that asks people their opinion on gothic texts.	Create a collage on the themes and major ideas in A Tell Tale Heart.
Rewrite a section of Frankenstein imaging it was happening today, not last century.	Make a short film based on the novel or a section of it.

Section 2:

Complete the following activities relating to The Tell Tale Heart and The Red Room.

1.      Comparison chart of the main aspects of each story

2.      The Factors of Fear

3.      Language and Atmosphere

4.      Identifying gothic conventions in The Red Room

5.      Extended response Tell Tale Heart narrator.

We will be reading The Tell Tale Heart and The Red Room, early next week. But you are more than welcome to read them now to complete your selections.

Happy writing.

Miss F