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Africa and Cultural Heritage Grade 6 - Unit 1 (Critical Literature…

- - - - (3) Making the connection
        The poem speaks about the history of the Mali Empire which relates closely to the drama in terms of power. The poem speaks about the lead to the Mali Empire.
        It is important to think about the differences between the 11th Century context and the context of Mali by understanding the main differences as well as similarities that relate to the cultural and societal beliefs.
      - Level of Teaching:
        The learners will analyse the poem: Sundiata, an epic of old Mali by D.T. Niane. They will have a class discussion about the poem. Together with the teacher they will analyse and discuss the themes in the poem. They will then individually record their answers in their ISN.
        Learning Outcomes:
        RM 1 RM 2 RM 3 RM 4 RM 10
        RM 12.2 RM 12.6 RM 12.7 RM 12.9
        RMC 1 RF 3 FS 2 FS 4 CL 2 CL 17
        CL 18 CL 19 CL 21 CL 6 CL 7 CL 8 CL 9 CL 10 CL 11 CL 12 CL 13 CL 14 CL 15 CL 16 20 CL 22 CW 1
      - Resources needed:
        Laptops, Wi-Fi, ISNs & digital copy of Sundiata, an epic of old Mali by D.T. Niane
        
        Product produced:
        Paragraph analysis of Sundiata, an epic of old Mali by D.T. Niane
        
        Assessment type:
        The learners will be formally assessed on their speaking skills.
      - Switched On Task:
        Learners need to read the poem, Sundiata, an epic of old Mali by D.T. Niane, and write down the questions they have so it can be discussed in class.
  - - - Level of Teaching:
        The learners will focus on the following steps to get their instructional guide set up:
        Step 1:Know the objective
        Step 2: Outline it first
        Step 3:Make it easy to understand
        Step 4: Be brief
        Step 5:Use visual aids
        Learning Outcomes:
        RM 1 RM 2 RM 3 RM 4 RM 10
        RM 12.2 RM 12.6 RM 12.7
        RMC 1 FS 2 FS 4 CL 1 CL 6 CL 6 CL 7 CL 8 CL 9 CL 10 CL 11 CL 12 CL 13 CL 14 CL 15 CL 16 20 CL 22 CW 2 CW 3 CW 4 CW 5 CW 6 CW 7 WS 1 WS 4 WS 6 WS 8 WW 1 WW 2 WW 3 WW 4 WW 5 WW 9 WW 10
      - (1) Making the connection
        "The Boy Who Harnessed The Wind" is set in an African context where the cultural and societal values were completely different to 11th Century Scotland as well as Modern American beliefs.
        Think about how cultural and societal beliefs in this novel either influence positive or negative outcomes when it comes to achieving your goals and ambitions. Also keeping in mind your own cultural values that come from where you live which is South Africa.
      - Resources needed:
        Laptops, Wi-Fi, ISNs & digital copies of The Boy Who Harnessed the Wind
      - Switched On Task:
        No flipped class work as this is the first activity the learners will do after the holiday.
  - - - Bullying in Edward Scissorhands
        
        In the movie, Edward Scissorhands, the main character, Edward, is often bullied by the people in his town. Learners will state in a email to Edward what they can do to help the people of the town get out of the habit of bullying. Learners will also have to state where Edward could have gone to get help with the bullying that was happening to him.
        
        Level of teaching
        
        ICT
        
        Knowing how to correctly construct a email as well as knowing the the difference between CC and BCC.
        Learning Outcomes:
        ICT 1 ICT 2 ICT 3
        
        PSWD
        
        Being able to help someone get out of the habit of bullying as well as helping someone who is being bullied find help.
        Learning Outcomes:
        HL 1 HL 6
  - - - Level of Teaching:
        The learners will conduct a panel discussion about Homer's Iliad: The Embassy to Achilles (both units). They will be divided into groups of 6-7. Each group will receive which side of the topic they need to discuss. They will either side with Achilles for not helping Hector and the Trojans or they will disagree and have helped them if they were Achilles. The teacher will act as the mediator. The learners need to come up with open-ended questions to question their opponents on their point of view. These questions will be asked by the mediator and the group members will answer when it is directed to them. The mediator will keep the members on task and on time. The learners will need a lesson to plan their questions and come up with answers that their opponents might ask. In the next lesson they will perform their panel discussion.
        
        Learning Outcomes:
        LS 11 LS 16 LS 18 LS 19
        LS 3 LS 5 LS 6 LS 8 RMC 1 FS 2
        FS 4 CL 4 CL 6 CL 7 CL 8 CL 9 CL 10
        CL 11 CL 12 CL 13 CL 14 CL 15 CL 16 20 CL 22 CW 1
      - (2) Making the connection
        Homer's Iliad, an epic poem about the Trojan War which focuses on the conflict between the Greek hero Achilles and the Trojan hero Hector.
        The poem's context is set in the Greek times which meant that power was everything just like Macbeth and Sundiata. These three literature pieces all have one thing in common and that is power and kings.
        Think about how the cultural and societal values and beliefs could relate to each other by thinking about the idea of power as well as how each context alters the effect of power.
      - Resources needed:
        Laptops, Wi-Fi, ISNs. audiobook and copy of Homer's Iliad retold by AJ Church
        The Embassy to Achilles (both units)
      - Switched On Task:
        The learners will listen to the story at Flipped Class. They will make Cornell Notes while they listen to Homer's Illiad: The Embassy to Achilles (both units) With the knowledge they then come into class with, we will read the story together and discuss it.
  - - - Level of Teaching:
        After watching the movie, Edward Scissorhands, the learners will write a professional performance on the movie. They will focus on the elements mentioned above. Together with the teacher they will discuss the elements of the movie and then individually write up their own performance. This performance will be done in their ISN.
        Learning Outcomes:
        RMC 1 FS 1 FS 2 FS 4 CL 5 CL 6 CL 7 CL 8 CL 9 CL 10 CL 11 CL 12 CL 13 CL 14 CL 15 CL 16 20 CL 22 CW 2 CW 3 CW 4 CW 5 CW 6 CW 7 WS 1 WS 4 WS 6 WS 8 WW 1 WW 2 WW 3 WW 4 WW 5 WW 9 WW 10 MT 11
      - (5) Making the connection:
        Cultural and societal beliefs were shifted in terms of 11th Century Scotland where a king ruled, to a modern approach of a community based in America.
        Edward Scissorhands is based in a modern American community where the people are living "The American Dream". America is a patriotic country which means that it is important to love it as well as follow the status quo. This is one aspect of their cultural and societal beliefs.
        Think about how, in the movie, Edward Scissorhands was regarded as a "hero". Then very soon outcast-ed by the community due to the community failing to allow Edward to become part of the community by just being himself. He was unique and did not fit the status quo.
      - Resources needed:
        Laptops, Wi-Fi, ISNs and copy of Edward Scissorhands
        
        Product produced:
        Profession performance of the movie, Edward Scissorhands
        
        Assessment type:
        Learners will be informally assessed on their professional performance.
      - Switched On Task:
        Learners will be provided with the movie and they will watch it at home before class. (They watched it in the 1st Term, but they have to recap before they go into the professional performance in class.)
  - - - THE ARTS
        
        Level of Teaching
        • Learners will consider the inner (thoughts, feelings) and outer life (context, relationships) in of the characters in Macbeth, and differentiate between authentic characters and stereotypes from media they are exposed to. They will explore using gestures and movement to convey character
        • Learners will: discuss and demonstrate examples of how relationships influence character development/change
        • Learners will discuss the setting in detail, and how these details are what make the context of the drama/story believable.
        • Learners will brainstorm how using sound, light, technology, and stage effects could be used to heighten tension/suspense, and discuss what resources Jacaranda College can use for the performance.
        • Learners will receive feedback and improve their gestures, tone, and expression to reveal or communicate key emotions, motivations, perspectives, or ideas to the audience.
        
        Learning Outcomes
        DR 1, DR 2, DR 3, DR 5, DR 6, DR 7
        
        Making the Connection
        
        In preparation for their performance in the Reader's Theatre (2 hours per week), the learners will also research the socio-historical context that Macbeth was created in (Flipped Class~2 hours spread over a week), in comparison to what they have learned thus far about their own culture and heritage, from their personal experience, as well as from their studies of the Early Societies in the Social Sciences. Learners will receive links to a number of videos that demonstrate the basic differences between drama conventions of the two cultures.
        
        Switched On Task:
        Learners will watch a video that revises the elements of drama. After they have researched what socio-political context Macbeth was created in, they should record a Flipgrid video in which they summarise the research they have gathered, in comparison to their perspective of their own culture. They should emphasise the vocal effects, accents, and gestures to demonstrate their understanding of how the cultures are expressed differently.
        
        Learners choose to watch:
        https://youtu.be/SGmgLVHfaY4
        OR
        https://youtu.be/LGG4jxvc_ps
        
        Optional extra about the accent:
        https://youtu.be/y2QYGEwM1Sk?t=79
        
        Discussion and dialogue will be used to informally assess (in-class observation of skit) the learners' depth of understanding of their own African context as compared to a European perspective. Learners will discuss how the setting differs, and why this would make a difference to the story (and stage effects). In groups, they will discuss the customs and social etiquette observed in the piece, as compared to their own experience. They will discuss how best to dramatize these differences, in terms of vocal effect, gesture, movements, stereotyping, etc.
        
        Informal Assessment
        Groups of learners will choose 3 elements that differ between the two cultures, which can be demonstrated through gesture, accent, dialogue, and dance that they will have researched in Unit of Study 1.
        These 3 elements should be incorporated into a story in an African context, for a South African audience, with a theme of bullying. They will have 30 minutes to prepare, using available items as props. The skit should not be longer than 3 minutes in total.
        
        Resources Needed
        
        Large, open space
        Props/objects for the learners
        Video links to drama conventions
        Macbeth scripts and notes
        
        https://youtu.be/Ojo3ik8M6Bk
        
        https://study.com/academy/lesson/history-of-drama-dramatic-movements-and-time-periods.html
      - (4) Making the connection
        Macbeth is set in 11th Century in Scotland,the character of Macbeth reigns over Scotland from 1040 to 1057. In terms of cultural and societal aspects, power was everything which meant that someone like a king would be vulnerable due to his power.
        As a learner who lives in South Africa and experiences a completely different cultural and societal way of living, think about aspects that could have carried through to the modern society as well as aspects that did not carry through.
      - Level of Teaching:
        After watching both videos for Macbeth and doing further research, the learners will write an informative essay. They have to include an introduction, rising action, climax, falling action and a conclusion. They will be assessed on their ability to follow instructions explicitly. Their essay will be done in their ISN.
        Learning Outcomes:
        RMC 1 FS 2 FS 4 CL 3 CL 6 CL 7
        CL 8 CL 9 CL 10 CL 11 CL 12 CL 13
        CL 14 CL 15 CL 16 20 CL 22 CW 1 CW 2 CW 3 CW 4 CW 5 CW 6 CW 7 WS 1 WS 4 WS 6 WS 8 WW 1 WW 2 WW 3 WW 4 WW 5 WW 9 WW 10
      - Switched On Task:
        Learners will watch the following video on study.com where the author discusses the context within which Macbeth was written: https://study.com/academy/lesson/when-was-macbeth-written-history-author.html While watching the video they need to make Cornell notes.
        NOTE: This will need to be screened in Flipped Class or downloaded somehow to show the learners.
      - Resources needed: Laptops, Wi-Fi, ISNs and links to the two videos: https://study.com/academy/lesson/when-was-macbeth-written-history-author.html & https://www.youtube.com/watch?v=tHZPve0b1c0
        
        Product produced:
        Informative essay on Macbeth.
        
        Assessment type:
        Learners will be formally assessed on their writing skills, specifically their ability to follow instructions.
  - - - Through the Reader's Theatre, learners will explore:
        • Role/character: considering in depth the inner and outer life in developing a character; differentiating between authentic characters and stereotypes; using gestures and movement to convey character
        • Relationship: analysing and portraying how relationships influence character development/change
        • Time and place: establishing a clear setting; sustaining belief in the fictional setting
        • Tension: using sound, light, technology, and stage effects to heighten tension/suspense
        • Focus and emphasis: using drama conventions to reveal or communicate key emotions, motivations, perspectives, and ideas to the audience
    - - Learners need to enhance their four language skills:
        
        Listening
        
        Speaking
        
        Writing
        
        Language and grammar concepts
        
        Their theme for this term is instructional texts. Therefore they will complete their activities using instructional texts (as far as possible).
    - - Bullying:
        Reasons for bullying:
        Getting out of bullying habit
        Where to find help