![We are learning to analyse a text
Watch various endings from films and discuss the different
types:
Alladin - character wrap up
Charlie and the Chocolate Factory - warm + fuzzy
Shrek (2001) - Now I'm a Believer Scene (10/10) | Movieclips
- YouTube
– humorous ending
Harry Breaks The Elder Wand - Harry Potter And The Deathl
y Hallows Part 2 - YouTube
– surprise ending
Ending Monster's Inc - YouTube – cliff hanger ending
The Lion King (1994) - Ending Scene (12/12) [4K] - YouTub
●
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Reading](https://image.slidesharecdn.com/readingslides-250131042529-2fc64a20/85/Reading-Slides-shared-reading-comprehension-questions-19-320.jpg)
Reading Slides - shared reading comprehension questions
- 2. 1. What bores you? What does boredom feel like? 2. When did you last feel bored and what did you do about it? 3. Can you remember something good coming out of feeling bored? What was it, and how did it happen? 4. How is this character feeling? Do you think they’re bored? How can you tell? 5. What kind of place is this? How would you describe it? 6. What do you think the title means? 7. What other questions do you have about this book, based on the title and cover? We are learning to analyse a text Reading
- 3. We are learning to analyse a text 1. Why do you think Mum wants the boy to stop playing his game? 2. How do you feel when you’re playing screen-based games? Do you have family rules about screen time? 3. How important is it to notice the world around you? 4. Can you care for the environment if you don’t connect with it? 5. What do videogames give you? What do they take away? 6. Should adults limit your screen time? Why/why not? Reading
- 4. We are learning to analyse a text Read On a Magical Do-Nothing Day and discuss the character and narrative textual features. Textual concepts (nsw.gov.au) Reading
- 5. We are learning to analyse a text Look at the picture at the end of the book showing the boy and his mum drinking hot chocolate and looking at each other. What do you think the boy is noticing? How and why has his attitude to his mum changed? What could his mum be thinking? Go back to the pictures of her at the beginning of the book and look more closely at her body language and facial expressions. What do you think she’s thinking and feeling in these pictures? Talk about what’s changed from her perspective Discuss and compare circular narratives to linear narratives Reading
- 6. We are learning to analyse a text 1. How does the moose asking for a muffin lead to him wanting a sweater? Explain the sequence of events. 2. How would you describe the moose’s personality? Use examples from the story to support your answer. 3. The boy in the story helps the moose with many of his requests. Have you ever been in a situation where you kept helping someone, and it led to unexpected results? Share your experience. 4. What do you think is the main message or lesson of the story? How can it apply to real life? 5. At the end of the story, the moose asks for another muffin. What do you think might happen next? Why? Reading
- 7. We are learning to analyse a text 1. Bamboo is a type of _______ 2. According to the text what is one way that bamboo is amazing? 3. Which activity uses bamboo as scaffolding? Plumbing, building, cooking or sailing? 4. What are bamboo fibres used in the production of? 5. What word is used to describe the fabric made from bamboo? 6. According to the text, which part of a bicycle can be made from bamboo? 7. What is the purpose of the text? Reading
- 8. We are learning to analyse a text 1. When you eat ice-cream the underneath part of your tongue what happens? 2. How do you make a brain freeze go away? 3. What do you need to do before you use your tongue to warm your mouth? 4. What does this text help you to do? Reading
- 9. We are learning to analyse a text 1. Today he was wearing a funny white beard and a lumpy brown coat. What does this sentence show us about Mr Frank? 2. How does Mr Frank try to show that every book is alive? 3. When the children laugh at the white bird how is Mr Frank feeling? 4. How is the cowboy described in paragraph 4? 5. What does the exclamation mark show in paragraph 4? 6. How does the narrator feel when it says ‘But as we walked a small thrill was rising inside me like a bird taking off’? 7. What word would you use to describe Mr Frank? 8. In the text, whoosh and rawwr are examples of what? Reading
- 10. We are learning to analyse a text 1. What did the sign tell the reader about native animals in the park? 2. Why are these words used ‘You might think that you are being kind’? 3. Why does the writer start the sentence with Please be a friend...? 4. How does the sign mainly try to persuade? 5. What is the purpose of the picture on the sign? Reading
- 11. We are learning to analyse a text Students complete the 2015 NAPLAN Past Paper. Reading Magazine Reading Questions Reading
- 12. We are learning to analyse a text 1. What does Forsyth think a good adventure story involves? 2. What is the aim of Saxby’s final two sentences? 3. Which aspect of the novel are both reviewers positive about? 4. What is the identity crisis that Forsyth refers to? 5. At the end of the review, what do the stars represent? Reading
- 13. We are learning to analyse a text 1. At the beginning of the text, Buck is described as approaching the wolf with caution in every movement. Why does he move this way? 2. In the second paragraph the writer talks of both a threat and an overture of friendliness. Which quotation from the text means the same thing? 3. How does the wolf behave in the third paragraph? 4. Why was Buck able to catch up with the wolf? 5. What does the wolfs actions show? Reading
- 14. We are learning to analyse a text 1. What did Sara plan to do on Saturday morning? 2. According to the text, what was Sara’s mistake? Reading
- 15. We are learning to analyse a text 1. Why can Guano be seen from space? 2. How do researchers study these penguins? 3. How does the guano build up? 4. From the information what do we know about krill? 5. What does the image of Giganteus Island show? Reading
- 16. We are learning to analyse a text Students complete the 2014 NAPLAN Past Paper. Reading Magazine Reading Questions Reading
- 17. We are learning to analyse a text Read the story Wolves by Emily Gravett. Compare it to the three little pigs. Discuss the difference in narrative structure, linear or non- linear. The three little pigs being linear showing the events in the order which they happened. Wolves being a non-linear text with little verbal cues and multiple points of view. The text requires the reader to find meaning within the details as they participate in the construction of the narrative. Reading
- 18. We are learning to analyse a text Look at the NAPLAN narrative example, What a Mess! Brainstorm a shared narrative structure following the 5 point narrative structure (Introduction, rising action, climax, falling action, conclusion). Reading
- 19. We are learning to analyse a text Watch various endings from films and discuss the different types: Alladin - character wrap up Charlie and the Chocolate Factory - warm + fuzzy Shrek (2001) - Now I'm a Believer Scene (10/10) | Movieclips - YouTube – humorous ending Harry Breaks The Elder Wand - Harry Potter And The Deathl y Hallows Part 2 - YouTube – surprise ending Ending Monster's Inc - YouTube – cliff hanger ending The Lion King (1994) - Ending Scene (12/12) [4K] - YouTub ● e Reading
- 20. We are learning to analyse a text Look at the NAPLAN narrative example, What a Mess! Brainstorm a shared non-linear structure. Discussing memories, flashbacks and flash forwards. Reading
- 21. We are learning to analyse a text Look at the NAPLAN narrative example, What a Mess! Discuss telling stories from more than one point of view. Brainstorm and plan a shared narrative from more than one point of view. Reading
- 22. We are learning to analyse a text Explain figurative language as - Words groups/phrases used differently from the expected or everyday usage to express an idea in a non-literal way for a particular effect. Discuss some of the figurative language used in the story. How has this assisted the reader to create a vivid image of what is happening in the passage? How is it different to a literal description? Reading
- 23. We are learning to analyse a text Rewatch Stuck by Oliver Jeffers Make a table of all the figurative language used in the story. Reading
- 24. We are learning to analyse a text Read The Gruffalo and discuss the various types of language used in the story. Make a table of all the figurative language used in the story. Reading
- 25. We are learning to analyse a text Re-read The Gruffalo and discuss the various types of language used in the story. How has this assisted the reader to create a vivid image of what is happening in the story? Reading
- 26. We are learning to analyse a text Watch audio description video Sky: Channel 999 Audio Description - YouTube Talk about the ways in which language is used to create a clear image in the viewer’s mind Reading
- 27. We are learning to analyse a text Explain that there are character stereotypes and archetypes in literature. Character Archetypes: • Character archetypes in a story perform various specific functions throughout the plot • They are built on a set of traits that are specific and identifiable. • They create an immediate sense of familiarity • Have depth, with strengths, weaknesses and conflicts to overcome – complex & changing Character Stereotypes: • e.g. Willy the wimp, Fairy Godmother, Robin • Easily recognisable through their actions, characteristics, personality, speaking habits –they are very predictable • Oversimplified or handed down by tradition • Flat, not rounded • Generally don’t change • Often reinforce wider stereotypes in society e.g. gender/cultural/racial stereotypes Reading
- 28. We are learning to analyse a text Explore the character archetype ‘The Hero’. Discuss how Harry Potter is a hero. Create a character wall. Students create their own Hero character they could use in a novel and add to the wall. Reading
- 29. We are learning to analyse a text Explore the character archetype ‘The Explorer’. Discuss how Ariel is a hero. Create a character wall. Students create their own Explorer character they could use in a novel and add to the wall. Reading
- 30. We are learning to analyse a text What type of conversation are Buzz and Woody having? How do you know? What are the different viewpoints Buzz and Woody are trying to express? What do you notice about Buzz and Woody's voices and hand gestures? What is the point of having an argument? What is each person trying to do? Is this a very effective argument? Why or why not? Reading
- 31. We are learning to analyse a text “The Power of Words” Pause the clip before the new sign is revealed. Ask students to write what they think might have been written. Show the rest of the clip. Discuss how the wording was persuasive as it triggered emotions in those passing by. Empathy, Sympathy etc Reading
- 32. We are learning to analyse a text Amazing Australian Women: Twelve women who shaped history. By Pamela Freeman and Sophie Beer Reading