Human life stages are a development that occurs doing different life stages. For example physical needs food, shelter as well as exercise like running and different movements. The Intellectual needs are the things we doing with brain like going to school or study at college and learning new skill. The emotional needs how to express our feeling for example happy, sad, anger. The social needs how we socialize with other people like friend or family.
Students will be required to study the text and to develop the ability to prepare and construct a response to the text, using appropriate language in their discussion. Students should be able to identify and discuss key aspects of the set text, including how the writer constructs meaning and the ways in which social and cultural values are conveyed. Area of Study 2 Creating and presenting Students will be expected to read a range of texts relevant to the theme ‘Conflict’, including the play ‘The Crucible’, songs of Paul Kelly and the film, ’Kite Runner’. Drawing on the knowledge gained from these texts, they will create written texts. Area of Study 3 Using language to persuade The focus of this area is on the use of language in the presentation of a point of view.
Students will examine Poe's use of imagery, foreshadowing, simile, Analyzing Literary Devices in personification, symbolism, and characterization. Students will also use various strategies to determine the meaning
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
Into the world explores the aspects of growing up, transitions into new phases of an individual’s life and a broader world. Through personal experiences, people are able to learn, grow or change as an individual. This is shown in the novel ‘The Story of Tom Brennan’ by J.C Burke and the film ‘Finding Forrester’ by Gus Van Sant, as both texts explore how individuals grow when they are taken out of their comfort zone and undertake new experiences. Both texts show how the characters adapt to the transitions of change through various themes such as fear, acceptance and self-discovery. The techniques used within these texts are a demonstration of the characters moving ‘into the world’.
Emotive language and word choice is used to display Harry’s identity as a young person. The emotive language used by Steven Herrick several times throughout the novel complements the word choice which creates a strong sense of identity within the audience. The search for Harry’s identity is revealed right from the beginning of the novel. Herrick develops the novel in order to create an identity for Harry which he has been searching for. Both the novel and the excerpt display identity.
“This means they can be transferred to different situations / contexts as well as being used in a learner’s particular subject area” Ann gravells (2008:70). I encourage each new student to complete an initial assessment, this then enables me to find out what level the student is working at and what they can work towards also it identifies any additional support that is required. Once their numeracy
There vocabulary is extended; they are able to explore the meanings and sounds of any new words they use. Children will use language to imagine and recreate roles and experiences in the setting. They will link sounds to letters, name and sound the letters of the alphabet. Children will begin to attempt writing their own names and other things
Once students have a sound they must, one at a time, say their word out loud moving around the circle. Students will practice saying the words that each child before them has said and will change speed so that the pace becomes quicker. Students can also change direction. After this warm up, students will need to come up with a word that relates to the British Colonisation and again must use their listening skills to repeat what the person next to them has said.Example:Student 1: ArrivalStudent 2: Arrival, shipsStudent 3: Ships, convicts | Rationale:This drama activity seeks to enhance students’ skills in listening and voice projection. This activity will also help students become aware of the events that took place in the British Colonisation of Australia as they are thinking back to what they have learnt to identify key words or phrases relating to British Colonisation.
Area of Study –Discovery ASSESSMENT TASK #1 HSC ENGLISH (ESL) Jenny Diep Task Title: Speaking/Listening Task In the new Area of Study, we as year 12 students anticipate in gaining insight into the various aspects of the concept of ‘discovery’. Given the prescribed text, the selected poems of Oodgeroo Noonucal, we come to realize that ‘Discovery’ is a multifaceted concept. In studying the poems, specifically, ‘Acacia Ridge’, and ‘We are going’ we learn how composers like Noonucal uses language and poetic devices as to portray aspects of the concept of discovery, where in particular, the struggles and conflict which at times may arise from the course of discovering. In the poem, ‘Acacia Ridge’ Noonucal portrays the idea that upon discovering