Poetry
Use this song to find similes and metaphors
A Year Without Rain
Oh, oh
Can you feel me when I think about you?
With every breath I take
Every minute, no matter what I do
My world is an empty place
Can you feel me when I think about you?
With every breath I take
Every minute, no matter what I do
My world is an empty place
Like I've been wanderin' the desert
For a thousand days (oh-huh)
Don't know if it's a mirage
But I always see your face, baby
For a thousand days (oh-huh)
Don't know if it's a mirage
But I always see your face, baby
I'm missing you so much
Can't help it, I'm in love
A day without you is like a year without rain
I need you by my side
Don't know how I'll survive
A day without you is like a year without rain
Oh oh oh, woah, woah
Can't help it, I'm in love
A day without you is like a year without rain
I need you by my side
Don't know how I'll survive
A day without you is like a year without rain
Oh oh oh, woah, woah
The stars are burning
I hear your voice in my mind (it's in my mind)
Can't you hear me calling
My heart is yearning
Like the ocean that's running dry
Catch me I'm falling
I hear your voice in my mind (it's in my mind)
Can't you hear me calling
My heart is yearning
Like the ocean that's running dry
Catch me I'm falling
It's like the ground is crumbling underneath my feet
Won't you save me
There's gonna be a monsoon
When you get back to me
Oh baby
Won't you save me
There's gonna be a monsoon
When you get back to me
Oh baby
I'm missing you so much
Can't help it, I'm in love (love)
A day without you is like a year without rain
I need you by my side (side)
Don't know how I'll survive
A day without you is like a year without rain
Oh oh oh, woah woah
Can't help it, I'm in love (love)
A day without you is like a year without rain
I need you by my side (side)
Don't know how I'll survive
A day without you is like a year without rain
Oh oh oh, woah woah
Sandy Hook film clip https://www.youtube.com/watch?v=w3kVMokaLzE
On this sheet, Ss must do the following:
- Highlight the parts that rhyme in a highlighter
- Underline any parts they find very interesting ( a maximum of 5)
- Circle any words they do not understand
- Take one of the parts they found interesting and explain why they found it interesting.
- Explain which song they preferred and why.
Extension:
- If students finish their task, they are able to choose another song (of their choosing) and must
- open a google doc and...
1. highlight the rhyming words,
2. any location that they can find similes
3. explain why they liked this song (how does it make them feel)
Little Projects
Pick your favorite YouTuber and in pairs one person is the reporter and the other person is the YouTuber. You must ask anywhere from 5-10 questions that are insightful. Write the questions down into your books. Answers don't need to be written.
Watch the videos:
Do the Trivia
- What is the Bermuda Triangle?
- What do you believe about the Bermuda Triangle?
- What are the theories that people believe have happened in the Bermuda Triangle?
- Can people travel to the Bermuda Triangle?
- What are some instances in which people have disappeared in the Bermuda Triangle?
- One partner does the quiz with another partner and each one asks 10 questions to one another each
- What other questions do you have about the Bermuda Triangle?
Outline of Assessment Project
WALT: Create our own brochure and apply the skills we have learnt.
- Explain to students that they will be starting their project which is a brochure. Ss will be given four lessons to complete it and it will need to be handed in by Tuesday morning (one week). Ss are allowed to do it at home.
- Ss are allowed to use Canva or they can use another program or they can do it on paper. It must be a brochure and it must be trifold. Ss must not do it about Australia.
- The topics Ss can do it about are as follows:
- Their own company (it can be Ss Shark Tank company)
- A travel destination (e.g. Paris, USA, Luna Park, Wet and Wild)
- Sport and Recreation (e.g. Karate, Rugby, or perhaps a soccer academy, Homebush aquatic centre)
- Tutoring company
4. If Ss decide to do their own, it must be approved by the teacher. For example, if it is too far fetched or lacks depth, then it cannot be approved.
5. T must record what students are doing on a roll or electronically so T can keep up to date with student progress.
6. Students must use two pages (that is, a total of 6 small trifolds) and they are allowed to use templates.
7. Ss MUST use their rubrics as a gauge to help them. These instructions and the rubric can be found on the blog.
Rubric Matrix – Informational Text Stage 3
Skills
|
What does it need to include?
|
0
|
1
|
2
|
3
|
4
|
Text Colour
|
The colour of the text is able to be seen easily
|
Very difficult to see
|
Able to see a little bit
|
Good choice
|
Excellent choice
| |
Pictures and layout
|
Organised and relevant images
|
The images were not relevant and were not set out correctly
|
The images were somewhat relevant and were kind of placed correctly
|
The images were relevant and were placed correctly
|
The images were very relevant, placed correctly and it looked professional
| |
Subheadings and Title
|
Subheadings are like mini titles.
|
No subheadings or titles used
|
Some subheadings and titles used but they didn’t make the brochure easy to understand
|
Subheadings and titles used and they made the brochure easy to understand
|
Subheadings and titles used and they made the brochure very easy to understand
| |
Font
|
The type of writing used. The way the text looks.
|
Not at all
|
Many different types of fonts were used which made the brochure messy
|
The fonts were chosen correctly and made the brochure look neat and tidy
| ||
Information
|
The writing. The actual information for your brochure.
|
Only bullet points. Not much information at all.
|
There was only a little bit of information and it was a bit helpful.
|
There was some information and it was helpful.
|
The information went into detail about Australia and was very helpful.
|
There was a lot of information, it was detailed and very helpful. + 1
|
Spelling
|
Correct spelling.
|
More than 6 errors.
|
Between 4-6 errors
|
Between 2-4 errors
|
1 error
|
no errors
|
Grammar and Punctuation
|
Commas, tenses, capital letters, full stops, bullet points
|
More than 6 errors
|
Between 4-6 errors
|
Between 2-4 errors
|
1 error
|
no errors
|
Does it flow (cohesion)
|
Does it flow? Does it make sense.
|
Very difficult to follow
|
Some errors which made it confusing
|
I could understand it but one or two parts were confusing
|
It flowed well and it all made sense.
|
Out of /25
Rubric for Interviews
Clarity : out of 5
Voice projection: out of 3
Content: out of 10
Body Language: out of 4
Eye contact: out of 4
Persuasive: out of 5
Handshake: out of 3
Extension - Interviews
Task 1: Watch the videos below
https://www.youtube.com/watch?v=S1ucmfPOBV8
You do not need to watch the video below, but it can be helpful.
https://www.youtube.com/watch?v=1mHjMNZZvFo
You do not need to watch the video below, but it can be helpful.
https://www.youtube.com/watch?v=1mHjMNZZvFo
Task 2: Go on the website below to view the most common interview questions you can expect to answer.
https://biginterview.com/blog/interview-questions-answers
You must watch the video and read about the following questions:
1. How to Answer: “Tell Me About Yourself”
4. How to Answer: “What are your strengths?”
6. How to Answer: “Why do you want to work here?”
8. How to Answer: “Why should we hire you?”
9. How to Answer: “Do you have any questions for me?”
Examples of Good and Bad
Cover Letters and Resume
https://www.seek.com.au/career-advice/cover-letters-the-good-and-the-bad Go through each and explain why they are either god or bad.
Ss each receive a paper copy of the good cover letter below and they must do the following:
- Circle who the letter is addressed to
- Put a triangle around the author
- Put a squiggle underneath the date
- Highlight in yellow all the places that this person has shown her skills
- Answer the following questions in your book:
- What position is Ms Tint going for?
- Name three skills she can offer the business
- Why do you think she has used bullet points?
- Provide two reasons why this cover letter is persuasive
- What is the purpose of the paragraph that starts with “I am aware that you will…”
Example of good cover letter:
Ss each receive a paper copy of the bad cover letter below and they must do the following:
Example of bad cover letter:
- Highlight all the mistakes you can see
- Provide three reasons why the employer (boss) would not want to hire this person
- Explain why this cover letter is not as persuasive as the first cover letter
Extension: After Ss have had the chance to analyse both cover letters, Ss can check out the video https://www.youtube.com/watch?v=GmzYrjAsDng and answer the folowing questions:
- What are three reasons the man who is dressed well is more persuasive and more likely to get the job?
- What are three reasons the other man will probably not get the job?
- What words does the man with bad manners use that does not help his chances of getting the job?
Check these website below if you have more time.
Example of a good resume:
Example of a bad resume:
Video about common mistakes on a resume
https://www.youtube.com/watch?v=MknaVhhitT8Persuasive Writing
Go outside a partner and an I-pad and ask your partner these questions. Allow them to choose a job they would like to do in the future. Give them time to answer. We will choose some people to present and then Mr Lima will give an example.
Speech Organizer
Introduction: Choose one of the three below or come up with your own.
“You might be wondering what I have in this suitcases. There are three items that represent things or people special to me. They are _________(item 1), __________(item 2), and _________(item 3). Let’s take a look inside.”
“I bet you can’t guess what _________(item 1), __________(item 2), and _________(item 3) have to do with me. Let me explain by taking a look inside this suitcase.”
“It’s funny, you’d never think that _________(item 1), __________(item 2), and _________(item 3) could be related in any way. But they are! They all represent something important to me, and they’re all right here inside this suitcase.”
Description of Item #1 - Student removes item from box.
First, we have a ___________________________ (item 1).
Explain how this item represents a special person or object. Use details from the “Suitcases” graphic organizer.
Description of Item #2 - Student removes 2nd item from box.
Besides a ___________________(item 1) , we have a ___________________________ (item 2).
Explain how this represents a special person or object. Use details from the “Suitcases” graphic organizer.
Description of Item #3 - Student removes 3rd item from box.
Finally, we have a ___________________(item 3).
Explain how this represents a special person or object. Use details from the “Suitcases” graphic organizer.
Conclusion: Choose one of the two below, or students may create their own.
Place the items back in the box while speaking.
“__________ (item 1), ______________(item 2), and ___________________ (item 3) are important to me. That’s because, in a way, they ARE me.
“No doubt __________ (item 1), ______________(item 2), and ___________________ (item 3) might seem a bit random at first . . . but they are all ways you might describe me.”
No comments:
Post a Comment