Blackfish Lesson 2 Wednesday 13th January 2021
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Blackfish Lesson 2 Wednesday 13th January 2021
Compulsory Submission of Work • Each week, you will be asked to submit ONE extended piece of work in English to your USUAL TEACHER. This allows us to give you specific feedback to ensure you are making progress. • This will alternate between English Language (Wednesday) and English Literature (Tuesday). • This week you must submit your response to the Transactional Task to your Wednesday afternoon teacher by 4pm. • A record of attendance and submission will be kept weekly.
Emails Email your work to your usual teacher: • Mr Saunders – jsaunders@ttsonline.net • Mr Bird – abird@ttsonline.net • Dr Dennant – ldennant@ttsonline.net • Miss Price (note the ‘c’ in the email address) – rcprice@ttsonline.net • Mr Jones – sjones@ttsonline.net • Mrs Allies – kallies@ttsonline.net • Mrs Wright – cwright@ttsonline.net
Learning Purposes
• You must submit your response to the Transactional Task to your
Wednesday afternoon teacher by 4pm.
• To cement out knowledge of Paper 2 tasks
• To consider the comparison tasks
• To develop transactional writing skills
Prior Learning Future Learning
1) How can passive/active voice be identified? • We will continue to cement the Paper 2
2) List three examples of analytical vocabulary skills throughout the year ahead of your
to use in the language and structure task. assessment and beyond.
3) How much of the extract can we use for the • There is a cross over of tasks/skills
evaluation? between Paper 1 and 2.Grammar Recap: Determiners Determiners are words placed before a noun to modify our understanding of quantity, ownership and specificity.
Exploring Language: Definite Articles
Articles link to how specific we are being when discussing a noun.
There is the definite article, ‘the’, which is used to refer to a particular,
known noun.
The cat sat on the couch.
We use the definite article when there is only one of something or
when we know what is being referred to.Exploring Language: Indefinite Articles
On the other hand, we have the indefinite article, ‘a/an’, which is more
vague in its use. It doesn’t refer to a specific noun.
Do you have a pencil I can borrow?
We use ‘a/an’ before a singular noun – where there is only one. ‘A’ is
used if the following word begins with a consonant; ‘an’ is used if the
following word begins with a vowel.Exploring Language: Determiners Fill in the following sentences with the correct article. 1. _____ apple a day keeps the doctor away. 2. Mount Everest is in _____ Himalayas. 3. Peter lives in _____ biggest house. 4. I bought _____ pair of shoes. 5. Look at _____ woman over there.
Exploring Language: Quantifiers
Quantifiers are used to show quantity. This includes
‘any’, ’all’, ’many’, ’much’, ’most’, ’some’, ’a few’, ‘and a lot of’, ‘a little’, ‘a
large amount of’ and ‘none’.
Many people died in the calamity.
Additionally, numbers can also be used as quantifiers.
Five children were absent yesterday.Exploring Language: Determiners Identify all of the determiners. 1. The girl has a brand new bike. 2. The capital of Ireland is Dublin. 3. Look at that balloon high up in the sky. 4. There is milk in the fridge. 5. The student went to an open evening. 6. Sally had an omelette for breakfast. 7. I saw the film yesterday. 8. Andy bought a cake in the bakery.
Blackfish Recap Watch the documentary trailer and note down your initial reaction to the subject matter and any important facts/incidents. You will use these later in the lesson. Blackfish Official Trailer #1 (2013) - Documentary Movie HD - Bing video
Text 1: Blackfish: when killer whales attack
Glossary:
solitary confinement: to be kept
1) From lines 1-4 identify a phrase that shows how alone, usually as a form of
punishment
Brancheau was killed. Psychosis: a mental health problem
Disabused: to persuade someone
‘dragged her under the water’ ‘where she drowned’ that their belief is mistaken
Idealism: an unrealistic belief
2) From lines 11-14 identify two phrases that describe the kind of
person Brancheau was.
‘marathon runner’ ‘growing her hair to donate’Text 2: Why Tilikum, SeaWorld's Killer Orca,
Was Infamous Glossary:
Apex: the top/highest point of
achievement
Sired: cause the birth of
‘Instead of the iconic, happy killer whale celebrated by SeaWorld
and its fans for five decades, Tilikum demanded the world
confront his reality, which involved separation from family,
confinement, boredom, chronic disease, aggression among marine
park killer whales, and aggression against trainers’Text 2: Why Tilikum, SeaWorld's Killer Orca,
Was Infamous
‘Instead of the iconic, happy killer whale celebrated by
Juxtaposition of
SeaWorld and its fans for five decades, Tilikum
positive/negative
demanded the world confront his reality, which
Instead of thefrom
iconic, happy confinement, vocabulary e.g.
killer whale celebrated by SeaWorld
involved ‘separation family,
and its fans for five decades, Tilikum demanded the ‘iconic’
world and
boredom, chronic disease, aggression among marine
confront his reality, which involved separation from family,
‘aggression’
park killerconfinement,
whales, andboredom,
aggression against trainers’
chronic disease, aggression among marine
park killer whales, and aggression against trainers’
Listing of the poor conditions
Semantic field of suffering:
and consequences of Tilikum’s
‘confinement’, ‘disease’, ‘separation’.
captivity: ‘separation from
family, confinement, boredom,
chronic disease, aggression’Comparisons 7A (Similarities) 6 marks: 1) Both texts comment on the death of the trainer. Text one states, ‘where she drowned’ and text two states, ‘killed her’. 2) 3)
7B (Similarities and differences with analysis) 14 marks Both texts us highly emotive language to express the horror of Brancheau’s death. This is evident in vocabulary such as ‘jaws’ and ‘predator’ each connoting the idea of Tilikum as monstrous. However, text two later focuses on Tilikum as the victim of the tale (‘Tilikum’s tragic life’) whereas text one dwells on the heartbreak of Brancheau’s early demise (‘It was a terrible scene’ and ‘Tilikum scalped Brancheau’). By presenting the stark, cruel way that Brancheau was killed through this grotesque detail, text one very much places Tilikum as the aggressor and Brancheau the innocent victim. On the other hand, text two’s use of the word ‘tragic’ presents Tilikum’s life as one of great misery and torment, freeing the whale of any blame.
Title. Broadsheet –
formal/Tabloid –
informal/sensational
e.g. ‘Killer Whale kills
again!’/ ‘SeaWorld
Article forced to cancel live
Features performances’Transactional Writing Task: Using our starter exercise and the information you have gathered from both texts, write an article informing the reader that SeaWorld has cancelled live Killer Whale performances because of Brancheau’s death. • Identify the purpose, audience and form of this task • Spend at least ten minutes planning your writing • Ensure you make use of sophisticated vocabulary choices • Vary a deliberate use of structure (sentence type/punctuation/sequence of your writing) • Make it an interesting piece for your examiner to read.
Self Assessment Re-read your article. Label and annotate with the following. Have you: • Made use of sophisticated vocabulary? • Varied your use of structure (sentence type/punctuation)? • Tailored your article to fit the purpose, audience and form? • Is your article interesting/enjoyable to read? Provide yourself with a target to improve for our next transactional writing task.
Plenary: Top Tips Using what you have learned today, create a list of five top tips for the transactional writing task. 1) Use of sophisticated vocabulary 2) 3) 4) 5)
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