Lesson 6:

Task 1: Warm Up

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Lesson 6 (Week 2)Collecting InformationSuccess Criteria:- Identify strategies for recording and collecting information- Become familiar with the Uncle Ernie's FrameworkReal Life Relevancy:In some cultures, the people value different things. These things have importance and can change perspectives. It is important to recognise what is important to others as well as yourself.

Task 2: How can we collect information?

Collect information Record information Asking questions Reading a book Going to a place and having a look

Keep a diary Write a sticky note Make a brainstorm

Task 3: Uncle Ernie’s Framework

Land

Time

Language Culture

Place Relationships

Your Name

Task 4: Collect Information

Tony Hawk

Tony Hawk, in full Anthony Frank Hawk, (born May 12, 1968, San

Diego, California, U.S.), American professional skateboarder who—

through his technical innovations, successful equipment and apparel

companies, and tireless promotional work—helped the sport of

skateboarding enter the mainstream at the end of the 20th century.

Hawk, who even as a child had little patience for failure, began

skateboarding at age 9. He started entering competitions at age 11 and

made an instant impression with his creativity and daring. His parents

were supportive of his new hobby, and they later organized the California Amateur Skateboard

League and the National Skateboard Association to help provide legitimacy to the sport. Hawk

was 14 when he signed with the Powell Peralta professional team and starred in the famous

Bones Brigade videos.

Though Hawk was an accomplished street skater, his reputation rested on his skills as a “vert”

(vertical) skater. During the 1980s and ’90s, he dominated skateboarding competitions. He won 73

titles and was named the top vert skater every year from 1984 to 1996. He also invented dozens

of moves, including the ollie-to-Indy, the gymnast plant, the frontside 540-rodeo flip, and the Saran

wrap. In one of skateboarding’s defining moments, Hawk executed a 900 twist (2 / turns) at the

1999 X Games, a feat that had previously never been performed.

In the early 1990s, Hawk started Birdhouse, a skateboard and accessories manufacturer, and

Blitz, a skateboard products distributor. The companies were a success, and he soon became

involved in other ventures. In 1998 he and his family created a line of children’s skate clothing,

Hawk Clothing, and that same year he struck a deal with the software company Activision to

develop a skateboard themed video game. Tony Hawk’s Pro Skater

debuted in 1999, and it (and subsequent versions) generated more than $1

billion in sales, making it among the most successful video games of all

time. Tony Hawk, Inc., was formed to oversee all of Hawk’s enterprises.

Though Hawk retired from competition in 1999, he remained active in

promoting the sport and his products. In 2002 he created Tony Hawk’s

Boom Boom Huck Jam, a traveling show of choreographed skateboarders,

BMX bikers, motorcycle stunt riders, and popular punk bands. That year the

Tony Hawk Foundation was founded to help develop skate parks in low-income neighbourhoods.

Hawk also wrote several books on skateboarding, and his autobiography, Hawk: Occupation:

Skateboarder (cowritten with Sean Mortimer), was published in 2000.

Land

Time

Language Culture

Place Relationships

Tony Hawk

Lesson 7 (Week 2)Topic:Deconstructing a BiographySuccess Criteria:

- Recognise and identify the structure of a biography- Identify language features in a biography- Make judgements about the effectiveness of a text

Real Life Relevancy:In preparation for assessment, is important to be able to identify what you will be required to do. It helps to see how other people have achieved the same things.

Task 1: Warm Up

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Task 2: Text Structure + Task 3: Language Features

Usain Bolt – A biography

Usain Saint Leo Bolt was born on the 21st of August 1986 in Sherwood Content, a small town in Trelawny, Jamaica. He is a World and Olympic champion sprinter and many people believe he is the fastest person ever, which has earned him the nickname ‘Lightning Bolt’!

Usain Bolt grew up with his parents, Wellesley and Jennifer Bolt, his brother Sadiki and his sister Sherine. His parents ran the local grocery store. Bolt’s family attended the local Catholic Church and even today he still makes the sign of the cross before all of his major events. As a boy all of Bolt’s free time was spent playing cricket and football in the street with his brother. He was sports mad!

As a child, Bolt attended Waldensia Primary, where he first began to show his sprinting potential, running in the annual, national primary-schools' meeting for his area. By the age of twelve, Bolt had become the school's fastest runner over 100   metres . Usain’s father, Wellesley put his speed down to ‘Yam Power’! (Yams are an important part of the Jamaican diet.)

Bolt went William Knibb Memorial High School, where he still enjoyed playing team sports, but he was such a fast sprinter his teachers encouraged him to try track and field events. The school had a history of success in athletics with past students, so he was in good hands, winning his first medal, silver, in the high school championships in 2001. Bolt was so good that a former Olympic sprinter, Pablo McNeil decided to train him. (This meant he would become his coach.) Bolt usually trained hard but Pablo was sometimes annoyed by Bolt's practical jokes!

At the age of 15, Bolt took part in the 2002 World Junior Championships in Kingston, Jamaica, where he won the 200-metre race. This made him the youngest world-junior gold medallist ever.

In 2005 Bolt got a new coach, Glenn Mills. This was the year he also reached the world Top 5 rankings. However he was prevented from further success by a recurring hamstring injury.

Then, in 2007 Bolt got his big chance. He broke the Jamaican 200-metre record and earned two silver medals at the World Championship in Osaka, Japan. Bolt decided he really could achieve success as a sprinter and began to take his career more seriously. He qualified for the 2008 Summer Olympics in Beijing, China and went on to win gold in both the 100 and 200 metre events - even breaking a world record in the 100metre final, winning in 9.69 seconds! Bolt achieved a third gold medal in Beijing as part of the Jamaican relay team.

Usain Bolt went on to defend all of his Olympic gold medals during the 2012 Summer Olympic Games in London. This included beating his own record for the 100metres, running it this time, in 9.63 seconds! Bolt is the first man to win both the 100 and 200 metres in consecutive Olympic Games. He is also the first man in history to set three world records in a single Olympic Games competition!

Despite his dedication to running, Bolt still enjoys cricket and football and sometimes talks about taking up one of these sports when he retires from running. He is a big fan of Manchester United. Bolt’s other interests include music, especially reggae – once acting as a DJ to a large party in Paris. He also enjoys video games. His particular favourite is Call of Duty which he plays online. Whatever the future holds for Usain Bolt, you can bet it won’t be boring. He is, in his own words, ‘a living legend’ and with him anything could happen!

Task 3: Language Features

Language Feature

Example

Evaluative language

At the same time Tan focused on the needs of her community, demonstrating an empathy, while working with people who were unemployed in the refugee community.

Emotive language

Le's family lived in Footscray, Melbourne and Tan tackled the English language with the same determination that she would draw upon to overcome a range of obstacles.

Noun groups Tan is now a qualified solicitor and barrister.Abstract nouns Because of this, Tan's efforts were acknowledged when in

1998 she was awarded Young Australian of the Year.Verbs Described as courageous, determined and intelligent, Tan Le

came to Australia from Vietnam in 1982 as a four year old with her family.

Figurative language

She praises Australian society for providing her with the opportunities to pursue her dreams.

Embedded clauses

During her time at Secondary school Tan experienced first-hand the challenges of racism and her courage and determination enabled her to turn this experience into positive action.

Text connectives

At only 15, Tan began her double degree in Law and Commerce at Monash University.

Task 4: Make a Judgement

Sentence starters

(Use the sentence starters if you want, or write your paragraph on your own. Just make sure you use examples and explain how they make a biography good or not):

A good example of a biography includes language features such as… The Usain Bolt Biography did / did not use a variety of language features including… One example of … was … Another example of … was … These examples mean that the Usain Bolt biography was a good / not great example of a

biography because…

Write your paragraph response below (delete the lines if you are typing):

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Lesson 8 (Week 2)Topic:Write an example BiographySuccess Criteria:

- Use a planning process to collect and record information- Follow the structure of a biography when writing- Incorporate language features into a written text- Identify aspects of structure and language features in own writing

Real Life Relevancy:Practice for assessment. Also, to consider who we communicate with people and can gather and collect information to tell a story or share information about someone.

Task 1: Warm Up Write how many pages you read in 15 minutes Title of the book (or other reading material) Summary – minimum 3 sentences about what happened Vocab – minimum 2 words which are new / unfamiliar. Look up the definitions and add below

Pages Read Title Summary New / unfamiliar vocabulary + definition

Task 2: Plan for a BiographySubject:_______________________________________________________________________Who will you complete the biography on?

Uncle Ernie’s Framework:What info can you gather for each section? Refer to the Uncle Ernie’s summary in the Content Library.Land Language

Place Culture

Time Relationship

Questions:

What significant things could you find out about your person? What have they done that is

interesting? (delete the lines if typing)

1. _______________________________________________________________________________

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2. _______________________________________________________________________________

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3. _______________________________________________________________________________

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Task 3: Write a Biography

Orientation: provide the background information on your subject.

- What is their name?

- When and where were they born?

- Do they have family?

- What job do they do?

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Influential events: what has your subject experienced or been through that is interesting or was

challenging?

- Have 1-2 different things – these become your paragraphs

- Consider what the event was, how your subject responded to it and how it may have

changed them.

Paragraph 1:

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Paragraph 2:

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Conclusion: write a summary of what your subject has achieved and most recent aspects of their

life

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Lesson 10 (Week 2)Topic:Assessment DeconstructionSuccess Criteria:

- Understand each part of the assessment task- Set a goal for achievement- Recognise the planning process- Identify a subject and begin planning

Real Life Relevancy:Understand each of the aspects of the assessment task to be able to complete it successfully. Recognise the importance in planning and researching prior to beginning a task.

Reading and creating life writing: biographies Year 7 Unit 2Assessment task — Biography

Name Class

Teacher Date

Task

To create a biography about a person who has displayed courage.

Instructions

Select a person whose life has demonstrated courage and write a biography about their life.

Evaluate this person’s life and achievements, focusing on their courage and the legacy this has left for others.

• Part A: Plan a biography (steps 1 and 2)

• Part B: Draft a biography (step 3)

• Part C: Edit a biography (steps 4, 5 and 6)

• Part D: Publish a biography (step 7)

Conditions

Open conditions:

• Undertaken individually

• Prior notice of the assessment

• Access to resources allowed

• Drafting in lesson time with access to teacher feedback and conferencing

• Length: 400–500 words

15 of 19Eng_Y07_U2_AT_Biography

Part A: Plan a biography

STEP 1: Select person

Select a person who has demonstrated courage. Your teacher will need to approve your selection.

STEP 2: Gather information

Read a selection of information texts about your chosen person.

• Summarise the information in your own words. Use a search engine to look for relevant resources using key words.

• Evaluate the information you find for its usefulness.

• Record the sources of information so you can acknowledge the work of others.

Note: If you have chosen someone you know personally and will be gathering information during an interview, you may find it useful to gather some background information about some aspect of your subject’s life, such as historical context or technical information relevant to their story.

Part B: Draft a biography

STEP 3: Write draft of biography

Write a draft of the biography of your person using your notes. If using word processing software, save each version of your draft so you can demonstrate the editing you do.

Part C: Edit a biography

STEP 4: Edit biography

Make editing changes:

□ Use a different coloured pen when making changes to a handwritten draft.OR

□ If word processing, save each version of your draft.

STEP 5: Peer review

Participate in a peer review. Once you have received this feedback from your peer, consider what you will do based on the feedback you received.

STEP 6: Proofread

Make any final improvements to your writing based on peer feedback.

Proofread your work for any errors.

Part D: Publish a biography

STEP 7: Publish and submit

Submit your biography to your teacher as instructed.

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Year 7 English: Unit 2 — Reading and creating life writing: biographies: Biography Goal Grade:

Purpose of assessment: To create a biography about a person who has displayed courage.

Knowledge and understanding(Productive)

Creating texts(Productive)

Understands how the selection of a variety of language features can influence an audience.

Creates a structured and coherent text for purpose and audience.When creating and editing texts, demonstrates understanding of grammar. Uses a variety of more specialised vocabulary and accurate spelling and punctuation.

Manipulates evaluative and emotive language to convey judgment about the person and the significance of his/her legacy.Incorporates quotes to support and enhance the qualities of the person.

Adapts the stylistic features of biographies using embedded clauses to provide more information in complex sentences. A

Uses noun groups/phrases, abstract nouns, verbs, prepositional phrases and figurative language to build descriptions about the qualities and actions of the courageous person.

Structures coherent sequenced paragraphs, controlling information in theme position for effect.Selects a range of text connectives including those that express cause and effect and condition/concession.

B

Selects a variety of language features to influence an audience.Creates a structured and coherent text for purpose and audience.Creates and edits the text using appropriate grammar, a variety of more specialised vocabulary and accurate spelling and punctuation.

C

Describes a person’s courageous acts. Orders information in a chronological sequence. D

Writes facts about the life of a person. Writes sentences about a courageous person. E

Feedback:

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Plan for task: Biography

Part A: Plan a biography

STEP 1: Select person

Select a person who has demonstrated courage. Your teacher will need to approve your selection.

My person is

My main reason for choosing this person is:

STEP 2: Gather information

Read a selection of information texts about your chosen person.

• Use a search engine to look for relevant resources using key words.

• Evaluate the information you find for its usefulness.

• Record the sources of information so you can acknowledge the work of others.

Summarise the information in your own words.

Note: If you have chosen someone you know personally and will be gathering information during an interview, you may find it useful to gather some background information about some aspect of your subject’s life, such as historical context or technical information relevant to their story.

BIBLIOGRAPHIC DETAILS

Name of source Author URL / publication details

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Questions Notes

What is his/her full name?

What is his/her date of birth?

Where was he/she born?

Uncle Ernie’s: Gather some other basic information about your key person under the following

categories. Remember to refer to the Content Library if you need to remember what parts of the

Uncle Ernie’s stand for.

Land Language

Time Culture

Place Relationship

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