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V
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As far as the eye can see (ZIP)
This unit is dedicated to the viewing strand. It encourages our junior students to become active viewers and critical thinkers about the advertising world.
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42.42 kB
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Liz Molony
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W
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Celebrate good times, come on! (ZIP)
This unit provides a structured approach to developing students' creative writing skills. Students will use a series of pre-writing activities to complete a piece of creative writing based on a celebration they have experienced.
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70.25 kB
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Rochelle Duke
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R
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Chinese Cinderella (ZIP)
Resources shared by two teachers to support text study: [email protected]; [email protected]
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219.33 kB
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Kris Logan Nicola Bain
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V
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Chronicles of Narnia (ZIP)
Various resources to support a film study
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74.46 kB
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Vicky Nixon
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V
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Conflict and War (ZIP)
This unit involves a study of war poetry from the first world war through to the Vietnam war. It also covers the study of the film Gallipoli leading to visual language viewing assessment. Students write their own poetry and short stories and eventually write a transactional essay discussing verbal and visual features of Gallipoli.
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209.39 kB
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Jacqui Lucas
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V
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Coraline (Word 2007)
Resources to support film study
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397.56 kB
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Gayle Spence
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V
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Coraline - film study (PowerPoint 2007)
Reading film language in Coraline
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3.24 MB
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Clare Morgan
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W
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Create Your Own Character (RTF)
Unit plan, lesson by lesson teaching and learning sequence and wide range of resources and models, to develop creative writing skills, culminating in the production of a character description.
Keywords:
Character Description, Creative Writing
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Teacher needs (Teaching inquiry)
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568 B
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Kineret Yardena
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V
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Documentary viewing (ZIP)
This unit is designed to help students understand the concept of a documentary as 'constructed reality'. Students view, respond to and analyse news and documentary programmes.
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44.44 kB
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Jenny Joynt
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R, W
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Dr Livingstone, I presume? (Word)
An integrated English/Social Studies unit. Students identify the experiences and challenges that people face as they explore and find out about new places. They are encouraged to explain why and how explorers have undertaken journeys.
(Descriptions, Reports)
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Student needs (Focusing inquiry)
Teacher needs (Teaching inquiry)
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42.00 kB
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Anne Girven
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