Choices
Trinity Speech and
Drama
Choices
Trinity Speech and
Drama
Choices
Trinity Speech and
Drama
Choices
Trinity Speech and
Drama
Choices
Trinity Speech and
Drama
Choices
Trinity Speech and
Drama
Choices
Trinity Speech and
Drama
Choices
Trinity Speech and
Drama
Choices
Trinity Speech and
Drama
Writing – What We Do
Writing – What We Do
Writing – What We Do
Writing – What We Do
-IntroductionThe purpose of writing is to communicate our
ideas, thoughts and feelings in a way that
others can read, review and interpret.
In Extension Literacy we have already
explored creative and formal pieces of writing.
These are being published for others to read
and enjoy.
Examples of these are
 Greek Myth – Ariadne
 War Poems
 Anzac Essays – What Anzac Means To Me
Today.
We have all worked through the writing
process that follows.
-1-
-2-
-The Writing ProcessStep 1
• Get idea/examine idea
• Re-edit based on
Step 7 comments from partner
• Brainstorm ideas: main
Step 2 events and structure
Step 8
• Develop ideas in greater
Step 3 detail
Step 9
• Teacher edit and feedback
• Final edit and publish
• Start drafting piece of
Step 4 writing
Step 5
Step 6
• Edit draft
• Peer check
-3-
-4-
-How we Learn-
-5-
-6-
-Term Two Poetry – learning about:
rhythm, structure, voice,
ideas, vocabulary, figurative
language, grammar, spelling
and punctuation
 Essay structure – movie and
book compare and contrast
 Reading responses
 Crime Mystery writing
 School Magazine
-7-
-8-
Choices Program
The ‘Choices’ program is a program
that allows us to make our own
decisions about our timetable.
Basically, this means that
although we can’t do anything
we want (for obvious reasons), we
are allowed to choose what
literacy activity we do at what
time. We should record what work
we do every day we come to
extension literacy so that we can
reflect on how we are going and
what we are neglecting.
Why do we use
this?
The ‘Choices’ program is an improvement over
having a regular timetable because firstly,
it helps us learn to manage and use our time
wisely. Also, since we reflect on what we’ve
been doing, we can see what we have or
haven’t done, and what we seem to need to do
a lot more on etc. Plus, since we can use our
time to do any activity, it means that we
don’t have to sit and feel idea-less because
the activity we’re doing isn’t the one that we
feel like we need to be doing.
For example, there are certain times when we
simply don’t feel that we’d be able to do a
piece of writing up to our usual standard but
feel like we’d do great if we were doing
research for whatever project we have going.
That would generally help us improve since
we’d be more concentrated and willing to
learn and work on something that we know
we could do at that one time. If we need to we
can make a time to reflect with the teacher
on a one to one
~9~
How We Make It Different
1.
Comparing
2.
Things we Keep the Same/Similar
1.
2.
3.
4.
5.
We have deadlines that must be met (e.g. finish
writing/publishing this story by XX/XX/XX)
We do homework (as assigned by the teacher)
We do regular class discussions/group discussions
about our work or a piece of writing/short excerpt
of book assigned to us
We have ten words each week that we learn and
are eventually tested on
We are expected to keep a reading log indicating
that we have read regularly (in extension literacy,
this means at least 1 book every 2 weeks)
3.
4.
5.
Although we have these deadlines, we are allowed
to try and manage our own time with the ‘Choices’
program
The homework isn’t always the regular ‘search this
up and get the results – we try to make it different
(and harder) by finding our what we need to
search rather than just knowing it straightaway
Our group/class discussions are generally more
complex and more detail is used, e.g. paying
attention to things or styles not always obvious at
first glance
Our words are not only used for learning to spell,
but are used to expand our vocabulary – so
instead of spelling them, we try to prioritize the
finding of the definitions
Instead of just putting the title/author of the
book, we are also required to make a ‘critical
critique’ or comment for the book.
Introduction
The Boy
in the
Striped
Pyjamas
I am
not
Esther
Noughts
&
Crosses
Picture
Perfect
Jolt
Walk
Two
Moons
The
Whole
of the
Moon
The
Raging
Quiet
Tomorrow
When the
War Began
Sniper
Key elements to consider when critiquing a reading text
Themes- the theme is the main idea(s) or issue(s) that a text deals with – kind of like
a moral of a story. Examples might be racism, love, fear, fairness…
Style – the style is the way in which the text is formed – these are often familiar to us.
Examples of these are newspaper, article, film review, genre of narrative…
Structure – this deals with how the pieces of the text are put together, including
layout and plot. Example –if a story begins at the end then has flashbacks you need
to ask why it was told that way.
Language Features – these are the techniques used to create interest or variety to
the text. Examples of these are metaphor, simile, onomatopoeia, personification,
atmosphere.
Learning to ‘ask our own questions’ while we are reading, instead of answering
questions already prepared. Thinking about what we think of the book, then
recording and analysing the writing style of the author.
Jolt
It is about a group of
children going on a
school trip and they
end up without
supplies and no
guardian. They also
don’t have any way
of contacting others.
The author alternates
between the past and
what happened
leading up to the
problem, also the
present, which is
said from the main
character’s P.O.V.
In the hospital. Chapter
one tells me a lot about
the character and his
personality. It first gives
off the impression that
he is very violent and
overreacts easily.
Bernard Beckett uses
cares language and he
doesn’t describe things as
well as others. I found
the first part, before the
action, rather boring. It
is more of a fictional,
action book and is based
in New Zealand
Noughts and Crosses
The beginning of this
story is slow paced
and relaxed, and set
in the past. While
reading this, it seems
their life is perfect,
but it quickly
changes and shows
their real world. A
world where there is
upper and lower
class for having a
different skin colour,
words like “NO
BLANKERS IN OUR
SCHOOL” and much,
much worse. The
Author has used
different P.O.V.s so you
can see the world
differently through the
eyes of many different
people, and brings out
the personalities of the
main characters. Though
this is a fictional story,
it brings out important
worldly issues such as
racism and shows just
how much it can affect
people’s lives. The
figurative language the
author has used are
really obvious and pulls
the story together.
The Boy In Striped
Pyjamas
An amazing realistic
tale in a realistic
setting, this story
brings you into
Bruno’s world. We all
know what happened
in the Nazi war, but
the author has very
cleverly used Bruno,
a child’s P.O.V, so
you can learn just
how the world had
seemed and the war
affected him through
his eyes. Throughout
the story it is slow
paced and relaxed
until the end where
all the excitement
unfolds. This story
would be suitable for
young adults and up,
as some parts can be
graphic. Compared to
me and my life,
Bruno lives a much
grander life, but in a
war-struck country,
whereas I’m middle
class and living in
peace.
The Boy In Striped
Pyjamas
An amazing realistic
tale in a realistic
setting, this story
brings you into
Bruno’s world. We all
know what happened
in the Nazi war, but
the author has very
cleverly used Bruno,
a child’s P.O.V, so
you can learn just
how the world had
seemed and the war
affected him through
his eyes. Throughout
the story it is slow
Trinity Speech and Drama
We are working towards achieving an equivalence of grade 3 Trinity College
Speech and Drama exam
Key parts to this are : Learn and recite a poem and monologue obeying conventions to create
meaning and mood
 Read from a selected text and un seen text. From this we must then answer a
series of questions to show understanding.
 Finally from the presentations above we are required to create an
improvisation based around three words given by the assessor.
The assessor will be looking for: The use of G.I.P.P. + volume (gesture, inflection, pause, pace, and volume)
 Confidence
 Stage presence
 Understanding and use of conventions
Why?
This is to prepare us for public speaking, speech competitions, debating and
production