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Building Bridges.Pdf CHRISTCHURCH BOYS’ HIGH SCHOOL English Level 1 Achievement Standard 90852 Explain significant connection(s) across texts, using supporting evidence Building Bridges 4 credits Achievement Achievement with Merit Achievement with Excellence Explain significant Convincingly explain Perceptively explain connection(s) across texts, significant connection(s) significant connection(s) using supporting evidence. across texts, using across texts, using supporting evidence. supporting evidence. Context/setting • In this activity, students must use at least four texts. If students use only four texts then all must be written texts. A written text is a novel, short story, poem, article, non-fiction text. • At least one of these texts must be chosen and studied by the student independently of class study. • If students use more than four texts, then they may include visual and oral texts. A visual text is a film, a television programme, a drama performance. An oral text is a speech, a podcast, a radio programme. • All of these texts must be linked thematically. Students may identify more than one connection across some of their texts. Texts should be appropriate to level 6 of The New Zealand Curriculum, or have characteristics that enable students to meet the expected level of discussion. However, it may in some cases be appropriate for the teacher to include a text below the appropriate curriculum level 6, in order to develop a broad and interesting range of texts relevant to the focus of the study. SEE THE APPENDIX AT THE END OF THIS BOOKLET FOR SOME EXAMPLES OF LEVEL SIX TEXTS. Conditions • Students can read texts, collect information and develop ideas for the assessed report both in and out of class time. • Teachers will need to schedule checkpoints to ensure authenticity. • The presentation should be primarily produced in class time to ensure authenticity. • Before assessment begins, teachers should guide students through the process of exploring texts, reading for meaning, locating relevant information and considering the ways that texts may be connected. • Teachers should introduce the study of connections at an early stage of the year’s programme to ensure that students are able to keep records of texts studied and possible connections. • Teachers should not provide detailed notes on textual connections or ‘teach to the assessment’ as they discuss texts in class. It is essential that, as part of the assessment, students independently make their own connections and draw their own conclusions. • Where student work is to be presented for assessment, constructive feedback should not compromise authenticity, but teachers can validly make suggestions about areas where further development is needed. • Students should have the opportunity to receive feedback, edit, revise and polish their work before assessment judgements are made. Task 1: Choosing a theme Your teacher will discuss, with the class, a wide range of ideas and possibilities for a choice of topic or theme for this activity. Your teacher may direct you to a particular theme. Suggestions for this topic or theme may arise from books that class members have read, films that have been viewed, favourite songs, television programmes or other class work that has been studied. You must include at least one text that you have selected independently. Your teacher will guide you in your choice of the independent text to make sure that your text is at an appropriate level. You must include at least four texts in total. You will present a report, which shows how all your texts are connected thematically. An example of using texts to develop a theme follows: In Rudyard Kipling’s famous poem, ‘If’, he outlines the qualities he believes it takes to become a man. One of those qualities is as follows: If you can force your heart and nerve and sinew To serve your turn long after they are gone, And so hold on when there is nothing in you Except the Will which says to them: "Hold on" This might give rise to the theme of ‘perseverance against the odds’. A second poem by William Ernest Henley, ‘Invictus’ contains a similar theme: Invictus OUT of the night that covers me, Black as the pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeonings of chance My head is bloody, but unbowed. Beyond this place of wrath and tears Looms but the Horror of the shade, And yet the menace of the years Finds, and shall find, me unafraid. It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul. William Ernest Henley 1849–1903 Henley spent much of his life ill. He contracted a disease called tuberculosis and had his left leg amputated below the knee around the age of 15-17. Such was his indomitable spirit that it is believed his friend Robert Louis Stevenson based his character Long John Silver (the one legged, red bearded pirate) of Treasure Island on Henley. Stevenson's stepson, Lloyd Osbourne, described Henley as "...a great, glowing, massive-shouldered fellow with a big red beard and a crutch; jovial, astoundingly clever, and with a laugh that rolled like music; he had an unimaginable fire and vitality; he swept one off one's feet". This was a man who persevered throughout life regardless of the problems he encountered. He died aged 54. Your teacher will help guide you in your choice of theme or may direct your class towards a particular thematic pathway. Examples of possible themes might include: PERSERVERANCE AGAINST THE ODDS COMING OF AGE WHAT IT IS TO BE A MAN FATHERS AND SONS AND GROWING UP QUIET DESPERATION PERSERVERANCE TO SURVIVE AND/OR SUCCEED BREAKDOWNS OF FAMILIES, SOCIETIES AND GOVERNMENTS MANKIND’S CAPACITY FOR GREATNESS Using ‘Invictus’ as your first text, OR A TEXT YOU HAVE CHOSEN IN CONSULTATION WITH YOUR TEACHER, complete the following chart by recording your ideas. Title: Date: Text Type: Author: Place your main theme idea in the central box. In the ovals write down examples from the text, under each heading, explaining how they are related to the theme. The setting How does the qualities or actions of the Main Character show the theme? THEME How do the events show the theme? What other details from the text help you understand the theme? Task 2: Keeping a record of the texts you read (not assessed) Your task now is to read at least three more texts. YOU MUST FOLLOW THESE RULES WHEN CHOOSING TEXTS: • In this activity, students must use at least four texts. If students use only four texts then all must be written texts. A written text is a novel, short story, poem, article, non-fiction text. • At least one of these texts must be chosen and studied by the student independently of class study. • If students use more than four texts, then they may include visual and oral texts. A visual text is a film, a television programme, a drama performance. An oral text is a speech, a podcast, a radio programme. • All of these texts must be linked thematically. Students may identify more than one connection across some of their texts. For each text you must complete a summary sheet like the first one. There are 5 blank templates for you to use. TEXT TWO Title: Date: Text Type: Author: Place your main theme idea in the central box. In the ovals write down examples from the text, under each heading, explaining how they are related to the theme. The setting How does the qualities or actions of the Main Character show the theme? THEME How do the events show the theme? What other details from the text help you understand the theme? TEXT THREE Title: Date: Text Type: Author: Place your main theme idea in the central box. In the ovals write down examples from the text, under each heading, explaining how they are related to the theme. The setting How does the qualities or actions of the Main Character show the theme? THEME How do the events show the theme? What other details from the text help you understand the theme? TEXT FOUR Title: Date: Text Type: Author: Place your main theme idea in the central box. In the ovals write down examples from the text, under each heading, explaining how they are related to the theme. The setting How does the qualities or actions of the Main Character show the theme? THEME How do the events show the theme? What other details from the text help you understand the theme? TEXT FIVE Title: Date: Text Type: Author: Place your main theme idea in the central box. In the ovals write down examples from the text, under each heading, explaining how they are related to the theme. The setting How does the qualities or actions of the Main Character show the theme? THEME How do the events show the theme? What other details from the text help you understand the theme? TEXT SIX Title: Date: Text Type: Author: Place your main theme idea in the central box. In the ovals write down examples from the text, under each heading, explaining how they are related to the theme. The setting How does the qualities or actions of the Main Character show the theme? THEME How do the events show the theme? What other details from the text help you understand the theme? Draw up a summary sheet so that you can record, over the course of the year, some evidence of how your texts are connected to your chosen theme.
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