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PROJECT 7 - Creative Writing

PROJECT 7 - Creative Writing

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Published by deangroom
Uploaded from Google Docs
Uploaded from Google Docs

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Published by: deangroom on Sep 25, 2010
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12/04/2010

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Animal FarmClick Hereto watch the entry document videoHere is aGoogle Book for the FULL TEXT
 
if you are not sure of itor want to refreshTHE BOYS NEED TO SHARE THE DOCUMENT WITH THEIR TEACHER PLUS Orwell.teacher@gmail.com - this allows for anaggregator to monitor all documents.
WEEK 1 - Reading and Understanding/ComprehendingEntry document (Brad) - outlines the following- In class reading of the novel
 Animal Farm
by George Orwell- Join group on google-docs that is most appealing to them - this will bea support group- Activities that centre around understanding and comprehension of thenovel as set by the group facilitator- Students complete reflective responses- Reading must be a chapter in class, a chapter at home- Observing quality writing practice... in order to practice it yourself!WEEK 2 - Writing1. Compose a'mini-saga
 
' - a 50 word response to a stimulus. - Intro tocreative writing (10 points)
 
 
2. Release writing brief for Book-in-a-Day this includes agenda - do notgive 'scenarios or images' until the EVENT DAYDuring the week , each teacher sets out creative writing tasks andmodels for the students to perform as activities to learn the PROCESS.3. Entry doc - pictures movie as a "trailer" for the publisher, includestitles (themes) "teaser", students find out in the brief that they mustwrite and publish a book, but not all the information is revealedFINAL 2 DAYS(so all kids are not out we are staggering the final productday over two days)- Group selection (pre-prepared takes place on the day)- we provide book title and chapter headings- each students is expected to write 700- 1000 words- all details are included in the brief - students are mentored by yr 11 students- overall publication is to be submitted usingBOOKSMART applicationwhich is installed on all PCs. Students only need 1/2 per group tocompose the book in BLURB - THEY NEED TO CREATE A GOOGLE DOC ANDSHARE THAT DOC WITH EVERY OTHER MEMBER OF THEIR GROUP - SOWHEN IT COMES TO COMPOSITION ... THE BLURB COMPOSITORS CANJUST COPY AND PASTE - THIS IS THE GROUP COLLABORATION.So the project....How does it work?
 
160 students 'choose' their interest area (character names) - These arethe GROUPS.
Napoleon (GRESSER)
CHOOSE NAPOLEON.
“Napoleon emerged from the farmhouse, wearing both his medals,with his nine huge dogs frisking round him and uttering growls that  sent shivers down all the animals' spines.” “Napoleon was now never spoken of simply as 'Napoleon.' He wasalways referred to in formal style as 'our Leader, ComradeNapoleon,' and the pigs liked to invent for him such titles as Father of all Animals, Terror of Mankind, Protector of the Sheepfold,Ducklings' Friend, and the like.” 
A wise man once said, 'Power corrupts. Absolute power corruptsabsolutely.' Is it ever just to have a single person have absolutecontrol? Why is power so seductive? Does it bring out the best orthe worst in people?Choose Napoleon to explore notions of power, control and thecorruptive influence of absolute power.
 
Snowball (DEL VALLE)
CHOOSE SNOWBALL.
“Comrade,” said Snowball, “those ribbons that you are so devoted to are the badge of slavery. Can you not understand that liberty isworth more than ribbons?” 
What are the responsibilities of government? Are good intentionsenough for successful leadership? Can a single person make a realsocial difference?Choose Snowball to explore notions of democracy and the power of the individual to lead society.
 
Squealer (HORSBURGH)CHOOSE SQUEALER.

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