paratarafa maitai
Tell me and I forget. Teach me and I remember. Involve me and I learn.
– Benjamin Franklin
te ao Māori principles
There are five key principals that we as an English Department consider important as part of a holistic study at school. Please read through these and know that we will come back to them as we begin looking at texts.
- Kaitiakitanga: Guardianship of natural resources and elements of sustainability
- Rangatiratanga: Leadership, authority, Mana, empowerment, Respect
- Manaakitanga: The process of showing respect, generosity and care for others.
- Whanaungatanga: A relationship through shared experiences and working together which provides people with a sense of belonging.
- Tikanga: The customary system of values and practices that have developed over time and are deeply embedded in the social context.
Key Terms
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a statement that tells readers what the rest of the paragraph is about. |
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be or show evidence of. |
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a statement or account that makes something clear. |
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a way of carrying out a particular task, especially the execution or performance of an artistic work or a scientific procedure. |
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the process of separating something into its constituent elements. |
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a relationship between two things or situations, especially where one connects with the other. |
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a mild or indirect word or expression substituted for one considered to be too harsh or blunt when referring to something unpleasant or embarrassing. |
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exaggerated statements or claims not meant to be taken literally. |
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a group of words established by usage as having a meaning not deducible from those of the individual words (e.g. over the moon, see the light ). |
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a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. |
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a word, name, or expression used as a substitute for something else with which it is closely associated. (e.g. Washington for the US government) |
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the attribution of a personal nature or human characteristics to something non-human, or the representation of an abstract quality in human form. |
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a short, well-known pithy saying, stating a general truth or piece of advice. |
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a question asked in order to create a dramatic effect or to make a point rather than to get an answer. |
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a figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid |
Learning Objectives
- Develop structures for separating information into paragraphs.
- Identify and discuss parts of a paragraph – TEXAT.
- Recognise punctuation in writing.
- Use structures within writing to create meaning.
Exercises
Spelling
actual | excess | approval | familiar | code | premier |
colonel | edit | satisfied | coverage | shore | commerce |
liberate | ordinary | requirement | sensitive | publicity | allege |
sake | platform | cultural | fierce | equivalent | shareholder |
calculated | rely | react | honour | emphasise | flavour |
Pangram
Remember, to become faster at writing, you should practise writing out the following phrase as many times as possible for 5 minutes.
- The jay, pig, fox, zebra and my wolves quack!
Reading Warm Up
Read the following passage. Pay special attention to the underlined words. Then, read it again, and complete the activities. Use your English book for your written answers.
You’ll read about dragons in stories and longer works like novels. You’ll watch dragons in cartoons, coming out of their homes to breathe fire. By the way, a dragon’s home is usually called a lair. In movies, you’ll see princes and warriors slicing off dragons’ heads, but you’ll hardly ever see one in real life. In fact, you’ll never see one! That’s because dragons don’t really exist. They are merely make-believe. In ancient times, people believed in dragons, but none have ever been found.
Dragons aren’t the only make-believe creatures around. Many other creatures besides dragons live only in legends and fairy tales. One good example is the mermaid. Mermaids are maidens of the sea. They are half-women and half-fish. A mermaid has a woman’s head and body but a fish tail in place of legs. Mermaids are usually beautiful. There are many stories in which sailors chasing mermaids walk off their boats and drown in the sea.
One especially famous mermaid tale is “The Little Mermaid.” In it, a mermaid gives up her life at sea. She goes to live on land with a prince. Many people have labored hard to find a real mermaid, but without any luck. Half-women, half-fish creatures simply don’t exist.
Another famous make-believe creature is the unicorn. A unicorn is an animal that looks something like a horse. It is usually colored white and thought to be very beautiful. What makes a unicorn special is its horn. In stories, poems, and pictures, it always has a single long horn sticking out of its forehead. It often appears in paintings from the Middle Ages. Like the dragon, the unicorn was thought to be real by people of earlier times. However, no unicorn has ever strolled on Earth.
Questions
- Write the word that names texts that are shorter than novels. Then tell what novels are.
- Jot down the words that explain what a lair is.
- What are the words that tell what princes and warriors are slicing off. Then tell what slicing means.
- Rewrite the sentence using the word merely, replacing merely with a synonym.
- Write the word that tells who are maidens of the sea. Then tell what maidens means.
- Show the words that tell what people have labored hard to do. Then write a sentence using the word labored.
- Write the words that tell how unicorns are described in poems. What do you like best about poems?
- Make a note of the words that tell what has never strolled the earth. Then tell what strolled means.
Perfect Paragraphs (Part 2)
paratarafa maitai
– Think about your use of sentence lengths (one word, two word etc)
– Think about the use of figurative language and imagery.
– Use paragraphs to help separate your story into sections.
Here is an example:
As if still in a dream I get up in my Queen sized bed and head toward the door. Barney, our Golden Retriever, is there as always. “Come on, boy” I say heading towards the lounge. etc etc…
Literary Devices
As constructors of text, we can speak (or write) literally or figuratively. The literal meaning of a sentence is the exact meaning of the words as they are stated. For example:
- He kicked the bucket.
The literal meaning of this sentence is:
- He (male person) kicked (struck with the foot) the bucket (an object for carrying liquid)
Figurative meaning does not rely on the exact definitions of words, it is metaphorical, not literal. A figurative meaning requires the reader’s imagination in order to create the full meaning intended by the writer. The figurative meaning of He kicked the bucket is:
- He (male person) kicked the bucket (died)
Figurative language can use images, idioms and figures of speech in various text types. The most frequent use of figurative language is in narrative and poetic texts. It can also be used effectively across all kinds of texts. Here are some figurative language aspects:
Euphemism
Euphemism is the use of an expression that is a ‘softer’ or less direct way of saying something, for example:
Direct | Euphemism |
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Hyperbole
Hyperbole is an exaggerated statement that is not meant to be taken literally, for example:
- She was burning up with fever
- You have no brains at all!
- He ran the legs off me.
Idiom
Idioms are phrases or clauses that express a meaning which has been established by usage but is not evident from the actual words used, for example:
- A dog’s life
- Beat around the bush
- One-track mind
- Hit below the belt
- Feather one’s nest
- Head in the sand
Imagery
Imagery is a device used often in literary texts to create an image in the mind of the audience. (But, please, never write that in an exam. You should always write what image is created and why!) Imagery is based on the five senses:
- Sight (Visual Imagery)
- Sounds (Aural Imagery)
- Taste (Gustatory Imagery)
- Touch (Tactile Imagery)
- Smell (Olfactory Imagery)
Metaphor
Metaphors compare two things by saying that one is the other. However, these comparisons can only be imaginative; they are not literally applicable. Here are some examples:
- Amelia is a cunning old fox
- Jermaine is a wolf in sheep’s clothing
Metaphoric use of words
Metaphoric use of words is a figurative way to create another meaning, for example:
- His role in the movie is fairly minor but he hopes it will be a stepping stone to something better.
Metonymy
Metonymy is the substitution of the name of something with the name of an object or attribute associated with it, for example:
- He was addicted to the bottle (alcohol)
- The monarchist was loyal to the crown (the Queen)
- The All Blacks are the champions on the field (playing rugby)
Personification
Personification is a type of metaphor that attributes the qualities of a person to an inanimate object, for example:
- The truck groaned going up the hill.
- The waves kissed her feet.
- The sun peeped from behind the clouds.
- The flame of the candle danced.
- The creek chattered over the pebbles.
Proverbs
Proverbs are concise sayings that express a general truth, for example:
- still waters run deep
- a stitch in time saves nine
- out of sight, out of mind
- it never rains but it pours
Rhetorical Questions
Rhetorical Questions are questions that are stated for effect but are not expected to be answered, for example:
- Our roads are far too narrow, it is any wonder that we have so many traffic jams?
In some classes this term (and each term following) you will be reading through some texts together. This is part of a wider reading programme that you will be required to follow throughout the term.
Each chapter will have some questions on books that you may like to think about. If your class is not studying a text, you may like to look at these questions yourself.
- What type of text is it? (ie novel, short stories, poems etc)
- What is the name of the book?
- What image is on the cover?
- Based on the name and the image on the cover, what do you think the book is about?
- How does the blurb add to your knowledge?
- What is the genre of the story? (ie action, romance, adventure)
After reading the first chapter
- From whose perspective is the story told?
- Who do you think is the main character?
- What do you learn in the first chapter?
You may also like to try using Reading Circles of five people. Each person is given one of the following roles and you can work through the story together.
- “The Leader” – facilitates the discussion, preparing some general questions and ensuring that everyone is involved and engaged.
- “The Summariser” – gives an outline of the plot, highlighting the key moments in the book. More confident readers can touch upon its strengths and weaknesses.
- “The Word Master” – selects vocabulary that may be new, unusual, or used in an interesting way.
- “The Passage Person” – selects and presents a passage from that they feel is well written, challenging, or of particular interest to the development of the plot, character, or theme.
- “The Connector” – draws upon all of the above and makes links between the story and wider world. This can be absolutely anything; books, films, newspaper articles, a photograph, a memory, or even a personal experience, it’s up to you. All it should do is highlight any similarities or differences and explain how it has brought about any changes in your understanding and perception of the book.
An extract from The Loop by Ben Oliver
The harvest begins, and all that exists is fear.
This is how it goes, every night at the same time.
Minutes pass, or maybe hours – it’s hard to tell – but at some point I begin to hallucinate. My mind recoils from the pain and the panic, and I’m no longer in my cell. I’m standing on the roof of the Black Road Vertical, the kilometre-high tower block where I used to live. The boy with the blond hair is screaming, he’s trying to pull a weapon from his pocket as he steps backwards towards the edge of the building, and the girl in the witch mask is getting too close. If I don’t do something, he’ll kill her.
‘Stay back!’ he screams, his voice cracking in his rage and dread.
One last tug and he frees the pistol from his pocket. He takes another step back, increasing the distance between him and the girl in the mask, and then he aims the gun at her head.
My eyes snap open as the harvest ends, and I’m left completely drained on the hard concrete floor of my tiny, grey cell. My heart beats so loud and so fast that I can hear it echoing off the walls of the clear glass tube that surrounds me, and reaches from the ceiling to the floor.
I try to brace myself for what comes next, try to hold my breath, but there’s no time. The cold water falls from the ceiling so relentlessly and so powerfully that I’m sure I’ll suffocate. My lungs are on fire as the tube begins to fill with the chemical-laced water. My exhausted body begs me to suck in oxygen, but if I do I’ll drown.
After what feels like a hundred years the grate opens below me and I’m sucked to the floor. The water drains away and I’m left choking and gasping for air.
My breaths come out in ragged coughs as I lie naked at the bottom of the tube. The heated air comes next: a blast of constant wind that’s so hot it’s on the very edge of burning my bare skin.
Once I’m dry, the air stops and the tube lifts, disappearing back into the ceiling for another day. For the longest time all I can do is lie still on the cold floor.
In the Loop, this is the closest thing we get to a shower; a government-approved waterboarding.
Soon it will be time for the rain; every night, despite the pain of the energy harvest, I force myself to stay awake and watch the rain. It comes at midnight – half an hour after harvest ends – and it falls like a monsoon for thirty minutes.
‘Happy, talk to me,’ I manage, through gasps. The screen on my wall comes to life.
‘Yes, inmate?’ the screen says. The female voice is calm, almost comforting.
‘Vitals,’ I command.
‘Heart rate 201and falling. Blood pressure 140 over 90. Temperature 37.2 degrees C. Respiration rate 41—’
‘OK, OK,’ I interrupt. ‘Thanks.’
I push myself to my feet, legs shaking and muscles straining against this simple action. I scan my cell; the familiarity helps settle my breathing: same four grey walls, bare apart from a thirty-centimetre thick door in one, a screen in another and a tiny window in the back wall. My single bed with its thin cover and thin pillow; the stainless steel toilet in the corner and sink beside it. Not much else,
apart from my stack of books and a table that’s welded to the floor.
I feel as if I haven’t recovered at all when I look at the dimmed screen on the wall and see that it’s five seconds to midnight. So, exhausted, I force my legs to move and take trembling, shuffling steps to the back of the room. I focus my attention through the small rectangular window and up to the sky.
I’m still breathing so heavily that I have to step back from the glass so that it won’t fog up and obscure my view.
Hundreds of small explosions flash across the black night air. I can’t hear them because my room is soundproof, but I remember what they used to sound like when I was a child, and I can almost hear that ripping echo. Dark clouds plume out from the after-image of the bursts and join together, forming a shadowy sheet across the sky. The rain comes down so hard that the first drops bounce off the concrete of the yard. Deep puddles form in seconds and the smell hits me: not a real smell, but again I remember the way it used to smell when I was young. A fresh,
pure scent that – if I close my eyes – I’m sure I can sense in my nostrils, and every time I think of it I wish I could go out there and feel the wetness on my skin, but I can’t. The rainfall signifies a new day. The second of June, my sixteenth birthday. I’ve been here for over two years. This is the start of my 737th day in the Loop.
‘Happy birthday,’ I whisper.
‘Happy birthday, Inmate 9-70-981,’ the screen replies.
‘Thanks, Happy,’ I mutter.
I lie down and tell myself not to cry, that it won’t do any good, that it won’t change anything, but I can’t stop the tears from forming in my eyes.
I can feel the closeness of the walls, feel the thick metal of the door which I can never open, feel the futility of it all. I tell myself that I don’t have to take the Delays, that I could refuse and accept that I was sentenced to death, and therefore death is the only way this will end. I don’t have to keep fighting it.
This sense of futility, of hopelessness; this is what happens when you take compassion out of leadership, when you take mercy out of judgement, when you let the machines decide the fate of humans.
Taken from “https://backyardbooks.wordpress.com/2011/05/02/the-fat-man-maurice-gee/”
Ko te reo te tuakiri | Language is my identity.
Ko te reo tōku ahurei | Language is my uniqueness.
Ko te reo te ora. | Language is life.