Welcome teachers!
This site has been put together by Year 7 teachers to assist with a novel study on The Invention of Hugo Cabret by Brian Selznick. It is most appropriate for and links to Stage 4 syllables outcomes and objectives directly. The website has been devised as a post reading tool to assist students with their diary writing assessment task of which the outline is made available, however it could also be used during reading to develop deep knowledge of the text. The site contains 4 key activities, culminating in students' final task of writing their diary entry. This page provides an overview of the syllabus links for this unit, the activities and Web 2.0 tools used and useful links and resources to compliment this study.
|
|
Before you start...
Students' Netiquette page
|
Ensure your students are well versed in the Netiquette protocols, provided on this site. You should also read information from the Office of the Children's eSafety Commissioner to ensure that if any issues arise for your students online, you know how to handle this situation.
Students are provided with a contact form to report any issues that they may come across online. Discuss with students that this is a tool that is there to be used and will be handled by the teacher without necessarily having to "name names." This is essential in creating a safe and supportive learning environment for students, in line with the Quality Teaching Framework (QTF). |
Syllabus links
The unit of work focuses on addressing the following aspect of the K-10 English rationale (Board of Studies New South Wales [BoS NSW], 2012, p.10):
The key syllabus outcomes for this unit and assessment task are as follows. Further details on these outcomes can be found by following the link to the Board of Studies English K-10 syllabus.
EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies
EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts
EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies
EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts
Activities
The aim of this website is to provide activities on each key aspect of a novel study: context, themes and characters. A knowledge of these key aspects provides students with ample information and knowledge to complete their writing task. An overview and rationale for each task is provided below; the italicised parts are outcomes from the syllabus that will be addressed in these tasks.
Students:
engage with the language and structures of texts in meaningful, contextualised and authentic ways After reading through and watching clips that are vital to the contextualisation of the novel, students will complete a virtual tour of Paris, heightening the authenticity of the novel experience, as well as addressing cross curriculum links with history. |
Students:
reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view Interpretation of character will differ from student to student. Students will watch various Vokis as a way of bringing characters to life and will then realise a character of their own choosing with a "Fakebook" profile. |
Students:
use processes of representation, including the creative use of symbols, images, icons, clichés, stereotypes, connotations and particular aural, visual and/or digital techniques. Students will spend time analysing the key themes os the novel. Their task involves using the online poster tool Canva to create a visual representation of themes in the novel. |
Students:
use a widening range of processes of composing and publishing sustained texts, including planning, drafting, rehearsing and editing. Students will learn the steps and processes involved in writing a diary entry and will then post their submission on the page's Forum. |