(2/3) A Link to The Happiest Refugee Wiki

http://the-happiest-refugee.wikia.com/wiki/The_Happiest_Refugee_Wiki

(1/3) The HR Wiki Project

Student Name:                                                              Wiki Entry:

Create-a-Wiki Project

As part of the year 10 English ‘Analysing and Comparing’ unit year 10D and 10H are reading ‘The Happiest Refugee,’ as a way of creating a learning resource that all students can benefit from the classes are going to be creating wiki entries that will be accessible to all students. This will provide an invaluable resource for students to learning from and engage with throughout the unit and exam study. You will be required to write a one paragraph wiki entry that addresses either the plot of a chapter, analyses the important themes within a chapter, analyses the important character within the chapter or analyses an important quote from a chapter.

Instructions

The task is to write a wiki entry (of about 200-300 words) on a designated chapter in one of the following topics.

·         Outlines the plot of a chapter

·         Analyses the important themes within a chapter

·         Analyses the important character within the chapter

·         Analyses an important quote from a chapter

Step-by-step instructions

1.       Use the planning sheet provided then go to the wiki at…

 

http://the-happiest-refugee.wikia.com/wiki/The_Happiest_Refugee_Wiki

 

2.        Follow the links to your chapters’ page and click edit in your section.

 

3.       Read through your designated chapter and ensure you take detailed notes

 

4.       REMEMBER you are focusing on the themes, characters, plot or a quote, but these are interrelated so you need an holistic focus.

 

5.       Now complete all sections of the planning sheet and transfer your responses onto the relevant wiki page according to the instructions on the blog.

 

 

 

 

 

 

Theme Planning Sheet

In outlining the themes from your chapter you need to outline and explain up to 3 themes

Outline up to 3 significant themes in your chapter, explain how the themes are relevant within the chapter and what Do is saying about contemporary society through the themes. You must also include a quote to support your discussion.

Theme #1: Explanation of theme:       Relation to chapter:       Worldly Relevance:       Quotes to support your discussion:

Theme #2: Explanation of theme:       Relation to chapter:       Worldly Relevance:       Quotes to support your discussion:

Theme #3: Explanation of theme:       Relation to chapter:       Worldly Relevance:     Quotes to support your discussion:

 

Plot Planning Sheet

In outlining the plot from your chapter you need to outline and explain at least 6 plot points.

Outline at least 6 significant scenes in your chapter and explain the importance of these scenes.

Plot Point #1: Explanation:

Plot Point #2: Explanation:

Plot Point #3: Explanation:

Plot Point #4: Explanation:

Plot Point #5: Explanation:

Plot Point #6: Explanation:

 

Character Planning Sheet

In outlining the characters from your chapter you need to outline and explain up to 3 important characters

Outline up to 3 significant characters in your chapter. You need to explain why the character is significant in the chapter. How the character relates to the themes of the chapter. How the character changes within the chapter and from the beginning of the text.

Character #1: Character significance:       Relation to Themes:       Character Changes:

Character #2: Character significance:       Relation to Themes:       Character Changes:

Character #3: Character significance:         Relation to Themes:         Character Changes:

(6/ES1) Practic Exam #2 Year 10 Sem1

Student Name:___________________________        Class:_______________________________

 

 

Circle the name of your teacher:

 

 

WERRIBEE SECONDARY COLLEGE

2015 Semester One

YEAR 10 EXAMINATION

 

Reading Time: 10 minutes

Writing Time: 120 minutes                                                                              

 

 

Instructions to Students:

 

        This examination has two parts:

        Part I (Reading and creating texts) and                                                                 Part II (Analysing presenting argument).

        Use a blue or black pen, not a leaded pencil.

        Write on one side of the lined paper provided.

        Place these into the exam paper for collection.

        Make sure your name is on every page of lined paper.

        Dictionaries may be used but NOT shared. There are to be NO thesauruses.

        No outside notes are to be used to complete this exam.

 

Ø PART 1 - Reading and creating texts: 10 marks

 

Select ONE question only and write an analytical essay of 500-600 words.

 

Ø PART 2 – Analysing presenting argument: 10 marks

 

Follow the instructions to complete a language analysis response of 400-600 words.

 

 

 

↺↺↺↺↺↺↺

 

PART 1

ÖReading and creating texts

 

 

Select ONE (1) question from the list below and write a carefully constructed TEEL essay on Romeo and Juliet. 

Word range: 500-600 words.

Attempt to include specific examples and quotations from the text to support your point of view.

 

 

Romeo and Juliet. William Shakespeare

 

1)    Shakespeare's Romeo and Juliet is as much about the characters relationship with themselves as it is with their relationships with society. Discuss?

 

Or

 

2)    Shakespeare’s ‘Romeo and Juliet’ tragedy is facilitated by the motivations of individuals. Do you agree?

 

Or

 

3)    Shakespeare's Romeo and Juliet is centrally concerned with how individuals process love in different ways. Discuss

 

PART 2

ÖAnalysing presenting argument

 

ENGLISH STUDENTS

 

Instructions:

Read the letter to the editor; ‘The White Man’s Rules Rule’, and then complete the task below. Your response should be 400 – 600 words in length.

 

Background information:

 

Background information:

During a match that was part of the Australian Football League’s Indigenous Round, Sydney Swans footballer Adam Goodes celebrated kicking a goal using an Indigenous war cry. Goodes, himself an Aboriginal man, was criticised by many in the media who felt that his actions were aggressive. Other people felt that his actions were celebrating Aboriginal culture.

Task:

Write a language analysis essay of 5 paragraphs that identify the persuasive techniques used in written and visual language to present a point of view and position the audience

 

The White Man's Rules Rule, The Age, 04/06/15

As a society we should be standing side by side next to Adam Goodes as the hero that he is.

It is telling that, even during the Indigenous round, Aboriginal players are lauded for their skills so long as they "play the game" by our rules. We celebrate their abilities but only on condition that they a) appreciate the opportunities given them by altruistic white people b) adopt our European lifestyle, and c) mind their manners. If they dare throw their own culture in our faces, or speak up about appalling treatment of their people, that is not just challenging, but aggressive and now seen by some as deserving to be booed off the field.

So much for equality. Indigenous people can only be equal if they give up their culture and try to emulate us. Many among us have no intention of accepting them as they are. Adam Goodes is to be commended for his courage to stand up for his people, refusing to put up with racial taunts, and reminding us of his culture instead of kowtowing to those who would treat him as a second-class citizen. So much for a society of acceptance and reconciliation, it think this reveals the true face of Australia.

Margaret Ludowyk, Brunswick

(5/ES1) Year 10 Exam Content Descriptors

Below are the marking descriptors for the Year 10 Semester 2 Exam. You will be marked according to these descriptors in order to prepare you for year 11.

 

Reading and creating texts Descriptors

Grade Range	Indicators
9 – 10	ü  Demonstrates a close and perceptive reading of the text, exploring complexities of its concepts and construction (the response analyses in addition to the topic, the literary/filmic conventions used by the creator, and also the context relevant to the creation of the text). ü  Demonstrates an understanding of the implications of the topic (explores the whole topic and not parts of it), using an appropriate strategy for dealing with it, and exploring its complexity from the basis of the text (writes a TEEL structured essay, that is sophisticated in construction rather than formulaic in nature). ü  Develops a cogent, controlled and well-substantiated discussion using precise and expressive language (demonstrates high level control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control and refinement in the editing process.
8	ü  Demonstrates a close reading of the text, exploring its concepts and construction (the response analyses a number of the literary/filmic conventions used by the creator, and also the context relevant to the creation of the text). ü  Demonstrates an understanding of the implications of the topic, (explores the whole topic and not parts of it), exploring it from the basis of the text (writes a TEEL structured essay, that is not formulaic in nature). ü  Develops a detailed, substantiated and coherent discussion using language fluently and confidently. (demonstrates a very good control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
7	ü  Demonstrates a clear knowledge of the text, including some elements of its concepts and construction (the response analyses some of the literary/filmic conventions used by the creator, and also the context relevant to the creation of the text). ü  Understands the topic (explores the whole topic and not parts of it) developing an appropriate and supported response (writes a TEEL structured essay). ü  Develops an organised piece of writing using language accurately and appropriately (demonstrates control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
6	ü  Demonstrates an adequate knowledge of the text (very basic/token analysis of the literary/filmic conventions and/or context). ü  Develops a response (doesn’t completely deal with the topic in a sophisticated way) to the topic (writes a response that contains elements of TEEL structure), supported appropriately by elements of the text (at times the quote selection appears irrelevant). ü  Presents a generally organised piece of writing using language which is mostly accurate and appropriate (demonstrates some control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates some attempt at the editing process.
5	ü  Demonstrates a basic knowledge of the text (inadequate analysis of the literary/filmic conventions and/or context).. ü  Presents a response (lacking in structure), which shows an understanding of the topic, referring to appropriate elements of the text (limited or irrelevant quote selection and incorporation). ü  Presents a piece of writing that communicates adequately, displaying some elements of organisation. (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates little/no attempt at the editing process.
4	ü  Demonstrates a familiarity with the text (doesn’t explore the text as a whole). ü  Presents a response (lacking in expected structure), which shows some understanding of the topic, using some elements of the text (relies on examples more than quotes). ü  Shows adequate expression and language control (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
3	ü  Demonstrates a limited familiarity with the text. ü  Presents a response (lacking in structure), which shows a limited awareness of the topic, using some elements of the text. (relies on some examples). ü  Shows some language control (demonstrates a lack of control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
1 – 2	ü  Demonstrates a very limited familiarity with the text. ü  Presents a response (incoherent and resembles word vomit), which shows a very limited awareness of the topic. ü  Shows little language control. ü  Does not attempt to edit their work
0	ü  Shows no knowledge of the text and/or no attempt to respond to the topic and/or only minimal control of language.

 

 

Analysing presenting arguments Descriptors

 

Grade Range	Indicators
9 – 10	ü  Shows a perceptive and sophisticated understanding of a range of ways in which the written and visual language positions readers in the context presented (the analysis is insightful and highlights how the techniques shape the discussion and support the contention). ü  Develops a cogent, controlled and well-substantiated (excellent quote choices embedded into the analysis) analysis using precise and effective language and expression (demonstrates high level control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control and refinement in the editing process.
8	ü  Shows a highly developed understanding of a range of ways in which the written and visual language positions readers in the context presented (the analysis is strong and emphases how the techniques shape the discussion and support the contention). ü  Develops a detailed, substantiated  (high level quote choices embedded into the analysis) and coherent analysis using language and expression fluently and confidently (demonstrates a very good control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
7	ü  Shows an understanding of how the written and visual language seeks to position readers, with reference to the context presented (the analysis is good and explores how the techniques shape the discussion and support the contention). ü  Achieves a planned and supported (good quote choices embedded into the analysis) response using accurate language and clear expression (demonstrates control of spelling, grammar [3rd person present tense only] and punctuation). ü  Demonstrates control in the editing process.
6	ü  Shows some understanding of how written and visual language is used and some awareness of the context presented (discussion may not always be detailed, accurate or linked to the contention). ü  Achieves a planned and supported (quotes are not always best choices and are not effectively embedded) response, generally using accurate language and expression (demonstrates some control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates some attempt at the editing process.
5	ü  Shows some understanding of how language is used and an awareness of the context of the written and visual material presented discussion is basic, in places inaccurate and doesn’t connect to the contention). ü  Attempts a planned and supported (quotes  - if present are not always best choices and are not effectively embedded) piece of writing using adequate language and expression (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses in places] and punctuation). ü  Demonstrates little/no attempt at the editing process.
4	ü  Shows limited understanding of how language is used and little awareness of the context ü  presented. ü  Presents a piece of writing with little organisation and basic language and expression (demonstrates inconsistent control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
3	ü  Shows limited knowledge of how language is used in the construction of written and visual ü  texts. ü  Demonstrates basic expression and language control (demonstrates a lack of control of spelling, grammar [2nd person and alternating tenses throughout] and punctuation). ü  Demonstrates little/no attempt at the editing process.
1 – 2	ü  Shows very limited knowledge of how language is used. ü  Demonstrates some expression and language control. ü  Does not attempt to edit their work
0	ü  Shows no understanding of the requirements of this task and only minimal control of language.