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DisastersGrade 7 Unit 3 (Critical Media) (DRIVING QUESTION (Why is honour…

- - - - Assessment type:
        Formal assessment on writing skills (format, spelling, punctuation & content) - this essay forms part of their writing mark for the mid-year English exam.
- - - - Flipped Class:
        
        Learners will watch the following book summary on Treasure Island before coming to class: https://www.youtube.com/watch?v=CtEb8MQOzoI
        They need to take Cornell notes while watching the clip.
        The learners will be required to bring their notes into class so that the teacher can monitor how well they understand the literature piece.
      - Resources needed:
        Laptops, Wi-Fi, Flipgrid, ISNs and physical/digital copies of Treasure Island
        
        Product produced:
        A Flipgrid video by each learner.
        
        Assessment type:
        This assignment will be informally assessed; focusing on their creativity by the use of creative words.
- - - - Integration
        
        Visual Art
        
        Second Phase - Art Specific
        2 hours over a 2 week period (briefly introduced in class, then becomes Flip Class)
        Through the course of the unit, learners will experiment with using tone and contrast to show different lines, marks, textures, and tones. Once they feel comfortable with a variety of mark-making techniques, the learners will plan (in groups) the colour, composition, focus and title/text for their advertisement/poster of either the poems or movie.
        
        The learners will create a visual plan of where to place the text and visuals.
        They should describe their reasoning for their choice of media (in terms of the appropriateness of the chosen font, textures, shapes, focus, etc) and composition, as well as to describe the audience that they are aiming their advertisement/poster at.
        
        Third phase - Art-specific
        (3 hours or lessons)
        The groups should divide the work so that each learner is responsible for drawing an aspect of the poem/story for the poster.
        These individual drawings, and paintings will be done during flipped class and at home. Groups will then compose the individual components onto one A3 card, as a collage that is visually balanced with their planned text/copy.
        
        Level of Teaching
        Learners will apply the skills that they have practised over the course of the unit to the final product. They will demonstrate their ability to use:
        
        art elements (shape, line, tone, texture, colour to include complementary colour, monochromatic colour)
        
        design principles
        
        design projects using art elements and design principles
        
        lettering and design : images and text
        
        pattern-making (drawings, collages, designs)
        
        variation of paper size and format (different scale and degrees of detail in individual components)
        
        Learning Outcomes
        VA 1, VA 2, VA 3, VA 4,
        
        Resources Required
        ~ 3 hours in-class
        A2 cardboard (for final composition) <place order>
        A4 sketch pad paper (for individual components)
        Graphite Pencils (HB, 2B, 4B)
        Paintbrushes
        Watercolour and acrylic paints
        Markers and Drawing Ink
        Scissors and Glue
        Eraser, sharpener
        Sourcebooks (Sketchpads) containing sample textures (including those from term 1).
        
        Formal Assessment - Design and Make
        Learners will be assessed on their ability to
        
        create 2D art works, skillfully using a variety of traditional forms, that express feelings and ideas in relation to their understanding of another piece of art (I.e. poem/movie)
        
        show their understanding of composition, using multiple principles of design and the “rule of thirds” to create narrative art works or art works on a theme or topic
        
        Use elements of design in art works to communicate ideas, messages, and understandings for a specific audience and purpose
      - (1) Making the Connection
        The hero of the poem is a prince named Beowulf who rules over the Geats near Denmark. For 12 years, the evil monster (the disaster) Grendel has been attacking people in Denmark and eating the king's soldiers.
        Learners will be required to think about the meaning of the word honour and disaster and what it means to them. Does honour become something important when a disaster occurs like in this poem? They also have to analyse what is meant by honour in this poem. The learners must also keep in mind how disasters and honour could relate to each other (When a disaster occurs, is honour something held highly?). The learners will be required to take down notes from their discussion for the rest of the literature pieces.
      - Flip Class for Art:
        Learners will watch the 13th Warrior a second time, while taking Cornell Notes. ~ 1 week in advance
        Learners will be required to show proof that they have critically worked with the movie by showing their understanding in their notes which will be seen by the teacher.
        
        Level of Teaching:
        
        First phase - English-specific
        2 hours over a 2 week period
        The topic of Beowulf, and the context within which it was created, will be discussed in class, with excerpts from the text. This will be compared to the learners' interpretation of Beowulf in group discussion. Notes will be made with relevant poetic and literary devices.
        
        Learners will analyse the poem, "The Sea", and elaborate on the visual imagery and comparisons. Learners will plan what type of media they would like to create, as well as their intended audience. They will write their first draft of the text (copy) intended for the Poster/Magazine. Emphasis should be placed on visual literacy elements such as symbolism, contrast, relationship, etc. Learners should focus on their use of adjectives and quotes from the poem/movie that enhance the imagery.
        Learning Outcomes:
        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 CL 20 CL 22 RM 12.9 RM 1 RM 2 RM 3 RM 4
    - - Product produced:
        A3 Advertisement/Poster
        (planning to be kept for Design Indaba)
        
        Assessment type:
        Formal (Arts and English)
        This poster will also be formally assessed for the learners writing part of the mid-term exam in English. This is a CAPS requirement. The learners will be assessed on their spelling, punctuation & use of creative/capturing words.
- - - - Integration
        
        PSWD
        
        Based on the The Iliad learners should speak about the following:
        Dealing with abuse in different contexts: between adults and children and between peers
        Identify threatening and risky situations Effects of abuse on personal and social health and relationships
        Effects of abuse on personal and social health and relationships
        
        Level of Teaching:
        
        Abuse in different contexts - Learners need to have the understanding that abuse is not just the physical act of hitting someone but can also be verbal.
      - (4) Making the Connection:
        Nine years after the start of the Trojan War, the Greek (“Achaean”) army sacks Chryse, a town allied with Troy. During the battle, the Achaeans capture a pair of beautiful maidens, Chryseis and Briseis. Agamemnon, the leader of the Achaean forces, takes Chryseis as his prize, and Achilles, the Achaeans’ greatest warrior.
        Learners will be required to still think about how honour has been depicted throughout the past three components (Poem, Movie and Drama) as well as this Short Story. In this section, learners must think about violence and how it is viewed as making a disaster worse. Learners will be required to think and discuss how violence is not something that a honourable person during a disaster, while keeping in mind, the driving question and phenomena. The learners will be required to link the driving question and phenomena with their discussions during this section.
      - Flipped Class:
        Learners will watch the following video on the summary and analysis of Homer's Iliad and take Cornell notes while watching it: https://www.youtube.com/watch?v=-QPXpCqwHec
        They should specifically note of the violence and think about how honour could have defused the situations
        Learners will be required to keep these notes and bring them into class as the lesson cannot carry on if learners have not completed their Flipped Class Work.
      - Resources needed:
        Laptops, ISNs, physical/digital copies of Homer's Iliad (The Rousing of Achilles -Parts 1 & 2, The Slaying of Hector -Parts 1, 2 & 3, The Ransoming of Hector - Parts 1 & 2)
        
        Product produced:
        The learners will do a prepared speech.
        
        Assessment type:
        The learners will be formally assessed on the speaking skills (posture, gestures, tone, use of body language & voice & content). This will count as their Paper 1 mark for the mid-year English exam.
      - Level of Teaching:
        After reading Homer's Iliad (The Rousing of Achilles -Parts 1 & 2, The Slaying of Hector -Parts 1, 2 & 3, The Ransoming of Hector - Parts 1 & 2) the learners will do a speech about violence and honour. They should focus on the following to perform an exceptional speech:
        
        Deliver a performance, rather than a speech.
        
        Use the power of eye contact.
        
        Don’t hide behind the lectern.
        
        Posture matters.
        
        Tell compelling stories.
        
        Vary your cadence.
        
        Speak about what you know and care about.
        
        Learning Outcomes:
        CL 4CL 6 CL 7 CL 8 CL 9 CL 10 CL 11 CL 12 CL 13 CL 14 CL 15 CL 16 CL 20 CL 22 LS 3 LS 5 LS 6 LS 8 RM 1 RM 2 RM 3 RM 4
        P.S. Teacher to consult the following link in regards to exceptional speeches: https://www.americanexpress.com/en-us/business/trends-and-insights/articles/7-tips-for-giving-a-killer-speech/
- - - - Level of Teaching:
        The learners have already watched A Midsummer Night's Dream and read the drama as flipped class work. Using the notes they took while doing both, the learners need to write a drama review.
        The learners will divide into groups of four and discuss their notes on the movie and drama. They will note the similarities and differences. We will then have a classroom discussion, discussing the different opinions of the learners. When the discussion is done, they will individually write their own drama review.
        Learning Outcomes:
        CL 3 WW 1 WW 2 WW 3 WW 4 WW 5 WW 9 WS 1WS 4 WS 6
        WS 8 CL 4 CL 6 CL 7 CL 8 CL 9 CL 10 CL 11 CL 12 CL 13 CL 14 CL 15 CL 16 CL 20 CL 22
      - Integration
        
        Art
        
        Level of Teaching
        
        Learners will Appreciation and reflection of a professional performance.
        
        While engaging with the drama in terms of the play, as well as the movie adaptation, learners will construct personal interpretations that connect drama issues and themes to their own and others’ ideas, feelings, and experiences.
        
        In writing the review, learners will analyse and describe, using drama terminology, how drama elements are used to communicate meaning in a variety of drama works.
        
        Learning Outcomes
        DR 1-4, DR 5 & 6
        
        Learners will analyse the performance in terms of:
        
        Text analysis – expressing piece in own words; phrasing, pause, rhythm, tone, inflection, pitch
        
        Narrative technique – appropriate to the style of the story (legends, fairy tales)
        
        How the theme of honour is dealt with
        
        Stereotyping of the characters
        
        Stereotyping according to age, gender, class/status and culture, etc.
        
        Exploration of how discrimination and prejudice are linked with stereotyping in their own experience
      - (3) Making the Connection
        A Midsummer Night's Dream takes place in Athens. Theseus, the Duke of Athens, is planning his marriage with Hippolyta, and as a result he is a planning a large festival.
        Learners will be required to take the other two components of the Critical Literature (Poem and Movie) and use the notes that they created when discussing the idea of honour and disasters in the different contexts (Societies) of each literature piece and apply it to the drama. They will be required to discuss and take down their discussion notes where they will be looking at how honour is either considered valuable or whether honour is not when a disaster occurs.
      - Flipped Class:
        The learners need to read A Midsummer Nights Dream and make notes while reading it. A list of the requirements should be given to them, prior to reading the drama. They should take note of the aspects mentioned in the activity above (name of director, place & dare of publication, name of production company, thesis, conclusion). This will be allocated to them one week ahead of the relevant class.
        The learners will be required to show the teacher their notes on the specific questions set out before arriving into class as this will restrict the flow of learning and teaching if learners have not completed their Flipped Class Work.
      - Resources needed:
        Laptop, ISNs, physical/digital copies of the drama, A Midsummer Night's Dream
        
        Product produced:
        Drama review of the play, A Midsummer Night's Dream
        
        Assessment type:
        This drama review will be informally assessed; focusing on how their ability to include all the requirements of the drama review. They will be assessed on their presentation and how much effort & creativity was involved.
    - - The Arts
        
        In preparation for the Reader's Theatre, and morning meetings learners, will warm-up by taking part in informal, short, improvised dramas to explore the structure of a drama piece:
        
        The beginning, middle, and end
        
        Shape and development of a scene
        
        Exploration of relevant themes
        
        Groupings and physical relationships in space
        
        Consideration of the audience in exploring different spatial arrangements
        
        Characterisation: observe, imitate and invent detail
        
        Reflection on drama: give and receive feedback constructively
        
        Formal Assessment - Performance of Dramatic Forms
        Learners' Drama Practical will take the form of their performance in the Reader's Theatre Evening.
        
        Learners will be assessed on their:
        
        Text analysis – expressing the piece in own words
        
        Interpretation of the character – based on knowledge of the play
        
        Vocal characterisation – communicate aspects of the character (background, age, status, intention, etc.)
        
        Vocal clarity – distinct and audible use of voice
        
        Physical characterisation – communicate aspects of the character through the body – age, status, body, language, gestures, etc.
        
        Use of space – appropriate use of space
        
        Emotional connection – connect with the emotions of the character
        
        Impact of the performance– memorable, engaging and effective
        
        Level of Teaching
        Through in-class activities (and morning meetings, and assemblies) learners will explore:
        
        storytelling techniques
        
        narrative and dialogue
        
        vocal modulation and expression: pitch, inflection, pace, pause, volume, emphasis, tone-colour
        
        movement, using the body as a tool to tell the story: body language, facial expression and eye contact
        
        vocal characterisation and physical characterisation: expressing the characters through body and voice
        
        using vocal sound effects as background sounds or as a sound track: integrating song where appropriate
        
        reflection and feedback: discussion on learners’ experience and exploring ways for improvement
        
        Learning Outcomes:
        DR 1, DR 2, DR 3, DR 5 , DR 6
      - Resources needed:
        Physical/digital copies of the drama - A Midsummer Night's Dream.
        Stage, Props, music, visual effects (as decided by theatre committee)
        
        Product produced:
        Drama performance
        
        Assessment type:
        Formal Assessment
- - - - Level of Teaching:
        After watching the movie, A Midsummer Night's Dream, 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:
        MT 11 CL 5 CL 6 CL 7 CL 8 CL 9 CL 10 CL 11 CL 12 CL 13 CL 14 CL 15 CL 16 CL 20 CL 22 RMC 1 FS 1 FS 2 FS 4 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
      - (2) Making the Connection:
        A Muslim ambassador exiled from his homeland, Ahmad ibn Fadlan (Antonio Banderas) finds himself in the company of Vikings. While the behavior of the Norsemen initially offends ibn Fadlan, the more cultured outsider grows to respect the tough, if uncouth, warriors. During their travels together, ibn Fadlan and the Vikings get word of an evil presence closing in, and they must fight the frightening and formidable force, which was previously thought to exist only in legend.
        Learners will be required to discuss and analyse the movie and relate it to the need for honour and what it represents when a disaster occurs. They also have to keep in mind the poem and see if they have similarities and/or differences. All theses notes must be kept for when they reach the final product where they will answer the driving question.
      - Resources needed:
        Laptops, Wi-Fi, ISNs and copy of a Midsummer Night's Dream
        
        Product produced:
        Profession performance of the movie, A Midsummer Night's Dream
        
        Assessment type:
        Learners will be informally assessed on how well they incorporated all the aspects of the professional performance. They will be assessed on their presentation and how much effort & creativity was involved.
      - Flipped Class:
        Learners will be provided with the movie, A Midsummer Night's Dream, and they have to watch it at flipped class/home before class. The learners need to take Cornell notes while watching the movie. They should take note of the aspects mentioned in the activity above (theme, plot, setting, characters, costumes, hair & make-up, lighting, sound, historical accuracy, general comments and lessons learned).
        Learners will be required to bring their notes to the lesson due to the fact that these notes will be used throughout the lesson. It allows for further discussion to take place if the learners have completed their Flipped Class Work.
      - Integration
        
        The Arts
        
        Level of Teaching:
        Learners will write a professional performance:
        
        While engaging with the drama in terms of the play, as well as the movie adaptation, learners will construct personal interpretations that connect drama issues and themes to their own and others’ ideas, feelings, and experiences.
        
        In watching the professional performance of their classmates, learners will analyse and describe, using drama terminology, how drama elements were used well to communicate meaning and how their peers could improve aspects.
        
        Learning Outcomes:
        DR 1, DR 2, DR 3, DR 4,
- - - - Assessment type:
        Informal assessment on language and grammar concepts in preparation for the mid-term exam. (In class support - marking with purple pen as they work.)