The Nature of Work

REMEMBERING:

• Give 5 examples of different types of jobs. What is the difference between work and leisure?
• List all the jobs you can think of in 10 minutes ( either individually or in a group)
• What jobs are only available to one gender?
• Interview 10 classmates and find out what type of work they would like to do.

UNDERSTANDING:

• Suggest reasons why people have to work. What benefits do people obtain from working?
• Why do certain jobs attract higher pay rates?
• Give examples of occupations which use gender-inclusive titles. Which occupations do not use such titles.
• What are some of the influences on the choice of work?

APPLYING:

• What are some jobs that can be done from home as well as from an office? How can this be achieved?
• Decide how you would classify occupations into different groups. Examples may include inside and outside, paid and unpaid.
• Examine the types of occupations portrayed by men and woman in popular TV programs. Can any conclusions be drawn?
• Discuss what makes a "good job". List some things that would improve your present working environment.

ANALYSING:

• Compare and contract paid and unpaid work. What makes a successful career?
• Classify the occupations, and publish and display your work using a graphic- organiser.
• Analyse the qualities of a person in a non-traditional occupation.
• What influence has technology had on job choices?

EVALUATING

• Do you think people should be paid for all the work they undertake? Give your reasons.
• What kind of job would you like to have?
• List 5 things that interset you about that type of work.
• How would you feel if you were denied the right to the career of your choice? Explain.
• Investigate laws which help to protect workers. Why do you think these laws were created?

CREATING

• What would happen if all housework and/or child care became paid work?
• Use "SCAMPER" to help you to create a new occupation.
• Compose a song to encourage someone to undertake a non-traditional occupation.
• Design and/or construct a model of the perfect work environment.

Novel Study : Responding to English Text.

We are using Blooms Taxonomy to allow us to work at the various levels of thinking students in 10DA operate at.

Our task is to do a minimum of 3 activities in Remember and Understand and 2 in Apply and Analyse.

Select a Novel from the choices supplied. Should you have one already that has your interest, discuss and negotiate with the teacher to use that one.
Read the novel thoroughly.

REMEMBERING

• Make a time line of events in the novel.
• Answer factual questions on characters or events. (Classmates and /or Teacher will supply.)
• Describe a character or event.
• List all the characters or locations.
• Write a chronology for one character.

UNDERSTANDING

• Tell a section of the Novel in your own words.
• Who are the main characters? Who are the secondary characters?
• Choose part of the novel you enjoyed and draw a picture of it.
• Explain the differences between two characters.
• Choose your favourite character and explain your choice.
• Explain how or why a particular event occurred.
• Draw a cartoon strip showing the sequence of events.
• Pretend that you are the main character and introduce the other characters to the class.
• Make a map of the setting.
• Write 10 discussion questions on the novel.
• Explain why the novel begins or ends as it does.

APPLYING

• Make up a board game based on the novel.
• Create a diorama to illustrate an event.
• Write an acrostic poem about a character, event or the whole novel.
• Make a poster to advertise the novel in the library.
• Re-write the novel in a simple form for young children. Include appropriate illustrations.
• Devise 5 interview questions (with answers) for one of the characters.
• Make a collage of words and pictures based on the novel.
• Re-write a scene to show a different character's point of view.
• Write a script of part or all of the novel.

ANALYSING

• Identify and explain the major theme.
• Explain how you feel about the major issues dealt with in the novel.
• Explain why the the characters or events are either credible or unlikely.
• Investigate the response of others to various aspects of the novel. Compare these to your own.
• Draw a diagram to show how the characters relate to each other.

Thanks to Michael Pohl for these activities.

FIFA Soccer World Cup.

1. How many countries are participating in the Fifa Soccer World Cup?
2. On a map of the world identify the location of as many of these countries as possible.
3. Prepare a travel Brochure of Brazil and game fixture locations.
4. Make a word search based around the Topic of the Soccer World Cup.
5. The answer is "FIFA soccer world Cup, what are 5 Questions?
6. Collect and classify pictures of The FIFA Soccer world Cup in as many different ways as you can. 
7. "The opening ceremony is just a waste of time and money". What is your opinion on this statement.
8. Create a board game based around soccer.

Welcome Pack Design PB4L Week 7 & 8 Term 2

• As part of our support for the PB4L initiative to create a "Welcome/Information " Pack to give to Students on arrival at THS, design what could be printed on a "Snaplock" Bag to contain the goodies.
• Design or suggest items that would have supported your induction at THS to be part of this pack.

FILM STUDY - STAND BY ME (Responsive Writing)

Stand By Me.

FILM TITLE: Stand by Me.
Year of Production : 2000
Director: Rob Reiner
Writers: Raynold Gideon and Bruce A Evans
Producers: Bruce A Evans, Raynold Gideon and Andrew Scheinman
Based on the Stephen King Novella, "The Body".

Minimum requirements are 6 activities completed.

• Do a Venn diagram to compare the small Oregon USA town with the small town of Kawerau NZ.
• The four main characters are described as Sensitive Geordie, Tough Guy Chris, Flamboyant Chris and Scardey-Cat Chris. What are the characteristics they display that support these labels. Would you alter any, to what and why?
• Complete a time - line of the events of the two days the film Chronicles.   
• Pick 2 characters from the Film. List the name of the character, the Actors name, Description of the Character (physical and personality), costume(s) / props, and relationships to other characters.Give two examples of dialogue to show the characters personality.
• Consider the conflicts in the film, Who is involved? What is the cause of the conflict? What happens? How is the conflict resolved?
• The EXPOSITION is the name of the first part of the Film when the story gets going. In the exposition, the director sets the scene , introduces the main characters and begins the action that will drive the story forward. The exposition also often gives some clues about the themes or ideas of the film.  From the Opening Sequence of the Film who is the film about? How can you tell from what you see an dhear who the main character might be?
• The Soundtrack from the music was based on a particular song, what is the song and what is the genre of the music? The music was by Jack Nitzsche, what other music of his can you find ? Make a soundtrack of snippets of his music.

Money Management Inquiry

Money Management

• Identify what you already know about financial management. Consider money, credit, financial institutions, loans.
• Summarise the services carried out by financial institutions in your area.
• Write why creating sufficient income to live on is a problem for certain groups of people.
• Why is maintaining a regular income important to many people?
• What are some of the differences between the spending patterns of various age groups?
• What value is there in saving a set percentage of income on a regular basis?
• Keep a record of your spending for two weeks. Record the amount you would like to save.
• Predict what adjustments you would make if your family income was suddenly halved.
• Illustrate some effects of access to credit.
• You will often see advertisements for "interest free" periods. Why is this done and what do you need to be wary of?
• Determine the influence of credit cards on our everyday lives. Consider any "bonuses" offered.
• Compare and contrast different types of credit cards. Consider costs to join, rates, interest free periods.
• Describe the purpose and any difficulties that may surround a credit card application.
• Loan applications require that you give much personal information. Is this justified? Why?
• "Credit is an unnecessary evil". Do you agree or disagree with this statement ? Give many reasons for your choice.
• Conduct a survey on why credit cards are used. Show your results in tables and graphs.
• Design a simple brochure informing members of the public the pros and cons of credit cards.
• Create a storyboard for a commercial advertising the value of saving regularly.

Diary of Anne Frank

Section 1:
The autobiography is set in occupied Europe, in the Netherlands.

• Suggest ways in which the setting clearly influenced the behaviour and outlook of Anne Frank. Prepare a short written report about your suggestions.
• Prepare a list of reasons that support the notion that characters in the autobiography are "real" and at other times appear fictional.
• Research and present a brief summary of the historical background of "The Diary of Anne Frank". Use pictures, photographs or a brief PowerPoint presentation to support your findings.

Section 2:

The Character of Anne

• Use a Venn diagram to compare and contrast Anne against a young girl today.
• Survey other students about characteristics of teenage girls today to assess how well Anne may have fitted in if she was a teenage today.

Section 3.

The Press in WW11

• Identify what you believe are essential guidelines for wartime journalism.
• Suggest the criteria one may use to determine the degree of truth in any account of a wartime event

Section 4

WW11: truths and myths

• Illustrate some traditional myths and truths about war in cartoon form. ( Research satire)

Adapted from 2002 Hawker Brownlow Education.

O.P.C.

We have a group of Students away at OPC camp this week with Miss Ross and Miss Hoskins, watch this space for pictures and news of their challenges and activities.
Let us hope the weather does not dampen their enthusiasm for an exciting challenging week.

PB4L Term 2 Week 6

The focus is AWHINA, what does Awhina look like, sound like, feel like at Tarawera High School ?

If we look at the context from our School Matrix on Awhina , the 3 key skills are:

1. Treat others as I would like to be treated.
2. I look out for and help my peers.
3. I care for the environment.

Create a list of items under each heading to show / explain how you can demonstrate Awhina. You may present as a PowerPoint, poster or article with illustrations.

Writing Activities Term 2 Week 6

Task 1

Write about the special effects, setting, actors, music and other aspects of a film you have really enjoyed.


Task 2

Think about a T.V. programme you are currently viewing. Explain why it has captured your attention and what aspects of the programme have meant you watch it regularly.


Task 3

Write an invitation to a formal event. Ask the recipient for a written reply. Include R.S.V.P. in the Invitation.