Remember the Titans: Matching scenes to questions

Watch the scene of Coach Yoast challenging the cheating referee. Note what visual and verbal techniques the director uses. Then, read through the exam questions and pick one that you think could be answered using the scene. Write an answer and submit it to me for marking.




TOPICS (Choose ONE)
1. Describe a positive OR negative experience that happened to a character or individual in the text.
Explain how the director used verbal and / or visual features to show you that the experience was
important for the character or individual.

2. Describe an event that was a turning point in the text.
Explain how the director used verbal and / or visual features to show you that the turning point was important.

3. Describe at least ONE important idea in the text.
Explain how the director used at least ONE of the following to show you that the idea was important.
Camera-work Narrative point-of-view Editing Structure
Colour Lighting Costumes Props
Special effects Music Dialogue Sound effects

4. Describe at least ONE way that time and / or place were used in the text.
Explain how the director used verbal and / or visual features to show you that the time and / or place were important.

5. Describe an important event at (or near) the end of the text.
Explain how the director used verbal and / or visual features to show you that the event was important.

6. Describe a character or individual in the text whom you found interesting.
Explain how the director used at least ONE of the following verbal and / or visual features to make the character or individual interesting to you.
Camera-work Narrative point-of-view Editing Structure
Colour Lighting Costumes Props Special effects Music Dialogue Sound effects

Visual Text: Matching scenes to questions

Watch the scene of Coach Boone's "Gettysburg" speech. Note what visual and verbal techniques the director uses. Then, read through the exam questions and pick one that you think could be answered using the scene. Write an answer and submit it to me for marking.




TOPICS (Choose ONE)
1. Describe a positive OR negative experience that happened to a character or individual in the text.
Explain how the director used verbal and / or visual features to show you that the experience was important for the character or individual.

2. Describe an event that was a turning point in the text.
Explain how the director used verbal and / or visual features to show you that the turning point was important.

3. Describe at least ONE important idea in the text.
Explain how the director used at least ONE of the following to show you that the idea was important.
Camera-work, Narrative point-of-view, Editing Structure,
Colour, Lighting, Costumes, Props, Special effects, Music, Dialogue, Sound effects

4. Describe at least ONE way that time and / or place were used in the text.
Explain how the director used verbal and / or visual features to show you that the time and / or place were important.

5. Describe an important event at (or near) the end of the text.
Explain how the director used verbal and / or visual features to show you that the event was important.

6. Describe a character or individual in the text whom you found interesting.
Explain how the director used at least ONE of the following verbal and / or visual features to make the character or individual interesting to you.
Camera-work, Narrative point-of-view, Editing, Structure,
Colour, Lighting, Costumes, Props, Special effects, Music, Dialogue, Sound effects

Formal Writing revision activity

Tone in Formal Writing

Tone in writing:

Just as with speaking, the tone in writing is affected by the writer's attitudes toward the reader and subject.

At times it may not be appropriate (within a certain form) to express our true attitude towards the subject. We may need to ‘tone down' our language to fit the form.

1. 1. Tone down the following words and phrases to make them more suited to formal writing. The first two are done for you.
   

A huge muck up A large mistake (Your proposal) is completely useless Is not practical Is a damn awful colour  It really bugs me  (The water) tasted like sewerage  Acting like a bunch of idiots  (The school uniform) makes us look like dorks  (This person) does not know what he is talking about!

1. 2. Rewrite the following text in a more even and less emotional tone. HINT - the pieces in bold may need some work!
   

My mates and I reckon that it is no good you guys closing the tuck shop. Our reasoning is as follows:   Some of us don't get the time to make our lunches in the morning, so if there ain't a tuck shop, we nearly starve to death!   The tuck shop makes heaps of money that can be spent on school stuff.   The kids that run the show learn about running a small business.  We understand that it is believed that the tuck shop does not provide healthy food and this is your reason for closing it. This could be improved by:   Selling some of that health food junk.   Kicking the pies into touch.  If the tuck shop is closed, we reckon some bad stuff might go down, like:   Kids smuggling banned foods into school and a black market in banned goods may appear   There may even be a whopping great riot  Thanks heaps for considering our submission.  Love from: Gazza, Pin Head and Scully

Formal Writing

Key tips

• Use examples of formal writing to model your work on.
• Understand the focus of the task and who you are writing for by underlining the keywords.
• Plan your time wisely – don't spend all your time deciding on a topic.Write about something you are familiar with and have an opinion about.
• Plan your writing carefully so it has a clear introduction, middle, and conclusion.
• Indicate a new paragraph by leaving a blank line or indenting the first line of the new paragraph.
• Have a series of 4–5 paragraphs discussing the main point. Use a clear structure for each paragraph of your essay.
• Include and incorporate reliable statistics, facts, examples, and opinions.
• Use formal language and tone throughout.
• Use a wide range of vocabulary and language features accurately and appropriately.
• Use rhetorical questions and/or minor sentences as a special feature rather than in every paragraph.
• Read your writing 'aloud in your head' at least once. Listen for any weak or inappropriate words, informal language, run-on sentences, or punctuation errors.
• You will not be allowed to use a dictionary in the examination so use words you know how to spell.
• Check that you have used the correct spelling of a word that may sound like another (there/their/they're, here/hear/hare).
• Check each new sentence starts with a capital letter.
• Read from a range media such as newspapers, magazines, television, and radio to keep up to date with current issues and opinions to help your writing.

Choose ONE of the topics 1–10.

Present a written argument that explores this topic.

Imagine that your essay will be published in a book that explains young people’s views to an adult audience. You may present more than one viewpoint, or you may focus on one particular point of view. You may argue for or against the topic. Use page 4 to map or plan your ideas on this topic. Begin your essay on page 5, and write the number of the topic 1–10 at the top of the page. Explain your ideas. Support the ideas with examples. Write an essay of AT LEAST 250 words.

TOPICS  (Choose ONE)

1.       Success in sport is all about winning.

2.       Country living is good for young people.

3.       Watching television is making New Zealand / Aotearoa an unhealthy nation.

4.       We should value our senior citizens / kaumātua more highly.

5.       Every school student should learn a second language.

6.       School is the best place to make mistakes.

7.       Young people should do more to help in their local community.   

8.       Saving the world’s environment is a lost cause.

9.       People under 18 are too irresponsible to be allowed to drive.

10.     Teenagers need protecting from violent images in television, films and games.

Formal Writing

Put together a response for the following statement: "Alcohol and youth are a dangerous mix".
Do you agree or disagree with the statement? or are there arguments both for and against it?

Write a response and let me know what you think. I will give you feedback. You can also compare your answer with the Excellence exemplar at the NZQA website below:

http://www.nzqa.govt.nz/nqfdocs/ncea-resource/exemplars/2008/90053-exp-08-excellence.pdf

Notice the way this student supports his/her ideas with strong examples and evidence. Don't just make a point and leave it hanging.

Verbal Language Features: Meanings and Examples

Writers use these features to help us as readers imagine, feel, and experience the situation or moment they are writing about. When you recognise one of these language features, ask yourself why the writer included it in the text.

Simile: A comparison btn one thing and another using like or as.
e.g. he is as fast as a cheetah.
Metaphor: Compare or contrast 2 things. e.g The sun is a gold coin.

Personafication: Giving human features to an object. e.g. The wind was whistling.

Assonance: The rhyming of vowel sounds e.g. right, bright,

Repetition: Repeating something e.g No! no! no!

Onomatopoeia: Words that sound like their meaning e.g. buzz, plop, crash , boom...

Alliteration:The initial letter of words (consonants) are repeated e.g Cool calm collected

Irony: Sarcasm used to dilute true meaning. e.g saying what a lovely day when its raining, calling a big guy 'Tiny'.

Cliche: An expression that is overused. e.g. Thumbs up, the boy gets the girl at the end of the film...

Rhetorical question: A question that doesn't need an answer. e.g. making a speech and you say "is that correct?"

Pun: A play on words. e.g. make like a tree and leave.

Synonyms: words that mean the same. e.g. happy, elated, pleased...

Antonyms: words that mean the opposite. e.g. left/right, up/down/ hot/cold

Imperative: Telling you to do something. e.g. Be quiet!

Hyperbole: A deliberate exageration. e.g. I have a mountain of homework.



There are many more (short and complex sentences for example), but you don't need to know them all. Try and become as familiar as you can with them and before long you will be able to identify some within texts.

Unfamiliar Text: The Fat Boy by Owen Marshall

Read this extract from the short story 'The Fat Boy' and answer the questions.

(1) By always referring to this character as the "Fat Boy", explain what the feelings of the other people are towards him?

(2) What words/phrases does the author use that decribes the Fat Boy's physical looks? Make a list. 

(3) What type of verbal language feature is this? "Sometimes he would puff his fat cheeks and blow out little explosions of air".

Send me your answers if you wish.



Remember the Titans - Gettysburg Speech

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Activity: Watch the video clip and answer the following questions. Your answers can be composed on this blog (in the comment box) or you can submit them to me at school for marking.

Q1 Why was this an important moment in the film?

Q2 What verbal and/or visual techniques does Boaz Yakin use to show us the importance of the moment?

Unfamiliar Text, Grammar Rock - Verbs: You Tube

Unfamiliar Text, Grammar Rock - Adverbs: You Tube

Unfamiliar Text, Grammar Rock - Pronouns: You Tube

Unfamiliar Text, Grammar Rock - Adjectives: You Tube

English 101 - Language features: Meanings & Examples

Here are the language features and examples of them for your reference:

Glossary of Language Features and Poetic Terms

Alliteration

Occurs when the initial sounds of a word, beginning with either a consonant or a vowel are repeated. It is important to listen to the sound rather than rely on the visual representation of the letter.
E.g. photo frame, gigantic jigsaw, chicken 'n chips
People who pen poetry probably pamper pets.

Analogy

Using a simple comparison to explain a complex concept.
E.g. The process of achieving your goals is like working your way up a ladder.

Antagonist

A character or force against which another character struggles.

Assonance

The repetition of similar vowel sounds in a sentence or a line of poetry or prose. It is important to listen to the sound of the vowel and vowel combinations rather than rely of the visual representation of the letters.
E.g. cow/ shout
too / blew
bird/ curl/ her
bear/mare/deer/there/their
The round clown found himself rolling around on the ground.

Characterisation

The way writers present and reveal character through speech, dress, manner and actions.

Cliché

An expression which is over used "my better half" (means wife/husband/partner)

Climax

The turning point of the action in the plot of play or story.
Colloquial Language
Everyday/informal language used in conversation - often not literal meanings.
E.g."Gidday, mate - how's it goin'?"

Complication

An intensification of the conflict in a story or play. Complication builds up, accumulates and develops the primary or central conflict.

Conflict

A struggle between opposing forces in a story or a play, usually resolved by the end of the story or play.

Contractions

Two words shortened by combination, "I'll" instead of "I will"

Couplet

A pair of rhymed lines that may or may not constitute a separate stanza in a poem.

Dialogue

The conversation of characters. In fiction, dialogue is typically enclosed within quotation marks. In plays, characters' speech is preceded by their names.

Euphemism

When something not so nice is said in a nice way, e.g. "passed away" instead of "died"
"came into this world" instead of "born"

Fiction

An imagined story, whether in prose, poetry or drama. Opposite to non-fiction.

Figurative Language

Used to create special meaning or effect. Includes similes, metaphors and personification. Opposite to literal language.

Free Verse

Poetry without a regular pattern of meter or rhyme.

Hyperbole (pron. Hi - per - boll - ee)

A figure of speech involving exaggeration.
E.g. "I am so hungry I could eat a horse" and " I laughed until I died."

Image

A concrete expression of a sense impression, a feeling or an idea. Imagery refers to the pattern of related details in a work.

Imagery

Descriptions which invoke mental images to the reader. Often uses similes and metaphors. Often used in poetry and song lyrics. Imagery allows the writer to show what he/she means instead of telling directly.
E.g. I took a walk around the world to
Ease my troubled mind
I left my body laying somewhere
In the sands of time.
I watched the world float to the dark side of the moon
I feel there is nothing I can do.
Kryptonite - Three Doors Down

Irony

A difference or the opposite between what is said and what is actually intended or implied - often used for humour.
E.g. Your friend turns up in dirty ripped jeans and you say with a smirk, "I see you have your best clothes on!"

Listing

Listing is a stream of words, separated by commas. It is used to enhance the message and provide impact.

Literal

A form of language in which writers and speakers mean exactly what their words denote. Opposite of figurative language.

Metaphor

A figure of speech in which a word or phrase meaning one kind of idea is used in place of another to suggest a similarity.
E.g. "The ship ploughed through the waves."

Meter

The measured pattern of rhythmic accents in poems.

Mood

Sets the tone for the reader's expectations and determines whether a work will be happy or sad.

Motif or Theme

A motif is an element which recurs frequently in literature E.g. "It was the usual ‘girl meets boy'".

Narrator

The voice and implied speaker of a fictional work, to be distinguished from the actual living author.

Onomatopoeia

Words which sound like their meanings.
E.g. drip, buzz, pop etc.

Personification

Giving human qualities or characteristics to a non-human thing. This helps the writer bring a passage alive, e.g. "darkness crept through the forest"

Point of View

Refers to the way a narrative is told. In the third person the narrator is outside the story and usually the language is "he, she, they, him, her, their etc". In the first person point of view (eg "I, me, mine") information is limited to what the narrator can know or find out.

Pun

A "play on words"
E.g. "an elevator makes ghosts happy because it lifts their spirits".

Plot

The unified structure of incidents in a literary work.

Protagonist

The main character of a piece of writing.

Repetition

A word or group of words is repeated throughout the writing to create impact.

Resolution

The sorting out or unraveling of a plot at the end of a play, novel or story.

Rhetorical Question

A question which is presented, not expecting an answer but to achieve an emphasis stronger than a direct statement.
E.g. "Why me?"

Rhythm

The recurrence of accent or stress in lines of verse.

Satire

Work that criticizes human misconduct and ridicules.

Setting

The time and place of a piece of work.

Simile

A figure of speech involving a comparison between unlike things using like, as or as though. E.g. "My love is like a red, red rose."

Stanza

A division or unit of a poem that is repeated in the same form (like a verse).

Subject

What a piece of writing is about; to be distinguished from plot and theme.

Subplot

Another plot which co-exists with the main plot.

Theme

The idea of a piece of work abstracted from its details of language, character, and action, and cast in the form of a generalization.

Tone

The implied attitude of a writer toward the subject and characters of a work.

Understatement

A figure of speech in which a writer or speaker says less than what he or she means; the opposite of exaggeration.

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