e4ac primary year 7p interactive journal...

Sequence 1

Primary. Year 7P. Imagining Ancient Rome - Student Journal

© 2013 Education Services Australia Limited

Sequence title: How can archaeological evidence be used to imagine the past?Learning intention: Understand the role of an archaeologist and how they can use artefacts to

draw conclusions about the past.Success criteria: • describetheroleofanarchaeologist • describeonewayofdrawingconclusionsfromartefacts • discusssomeofthedifficultiesassociatedwithrecreatinga

past using artefacts.

Reflection questions

What does an archaeologist do?

How did you use artefacts to build a description of the person who may have owned them?

What advantages did you have in this activity compared to real life archaeologists who can only use artefacts to draw conclusions about ancient pasts?

Whataretheproblemsassociatedwiththismethodoffindingoutaboutthepast?

Do you think this method is reliable? Why, or why not?

Success Criteria Working towards Achieved Working

beyond

describe the role of an archeologist

describe one way of drawing conclusions from artefacts

discusssomeofthedifficultiesassociatedwithrecreatingapastusing artefacts



Sequence 2Sequence title: How can we use archaeological evidence from Pompeii to imagine life in

ancient Rome?Learning intention: Know how to use artefacts from Pompeii to develop a description of a person

from ancient Roman society and understand the limits of this activity.Success criteria: • useartefactstodevelopandwriteadescriptionofapersonfromone

group in ancient Roman society • discusstheresponsibilitiesofanauthorwritingaboutanancientpast.


Describe how you used artefacts to develop a description of a person from a key group in Roman society.

What was challenging about using an artefact and/or location to develop your character?

As an author re-imagining a past civilisation, what are your responsibilities to your reader and how much ‘license’ doyouhavetoaddfictional‘colour’?


beyond

use artefacts to develop and write a description of a person from one group in ancient Roman society

discuss the responsibilities of an author writing about an ancient past



Sequence 3Sequence title: What can eyewitness accounts tell us about life in ancient Rome?Learning intention: Understand that eyewitness accounts are an important way of discovering

information about life in ancient Rome, and that they reveal the writer’s viewpoint, which can have an impact on their use as historical documents.

Success criteria: • identifyfactsthateyewitnessaccountsrevealaboutlifeinancientRome • Identifywhyeyewitnessaccountsareausefulformofevidence

from the past • establishthewriter’sviewpointinaneyewitnessaccountanddiscuss

how this might affect the account’s use as a historical document.


What aspects of life in ancient Rome did these eyewitness accounts reveal, which could not be deduced from surviving artefacts?

Chooseoneeyewitnessaccountandbrieflydescribethewriter’sviewpoint.

Why are eyewitness accounts an important form of historical evidence?

Why might eyewitness accounts not be reliable as a form of historical evidence?


beyond

identify facts that eyewitness accounts reveal about life in ancient Rome

Identifywhyeyewitnessaccountsareausefulformofevidencefromthe past

establish the writer’s viewpoint in an eyewitness account and discuss how this might affect the account’s use as a historical document.



End of Section 1Reflection on sequences 1, 2 & 3Reflection questions

What does an archaeologist do?

How did you use artefacts to build a description of the person who may have owned them?

What advantages did you have in this activity compared to real life archaeologists who can only use artefacts to draw conclusions about ancient pasts?

Whataretheproblemsassociatedwiththismethodoffindingoutaboutthepast?

Do you think this method is reliable? Why, or why not?


beyond

describe the role of an archeologist

describe one way of drawing conclusions from artefacts

discusssomeofthedifficultiesassociatedwithrecreatingapastusing artefacts



Sequence 4Sequence title: How is life in ancient Rome presented in conventional information texts?Learning intention: To be able to identify how one conventional information text is organised and

structured and how its images function in relation to its text.Success criteria: • identifythetextstructure,layoutandfeaturesofoneinformationtext • describetheroleofimagesinthetextandtheirrelationshipwiththetext • reflectonthesuccessoftheimages.


Brieflydescribethetextstructure,layoutandfeaturesoftheDK eyewitness guide to ancient Rome.

How does this guide use images to enhance its function as an information text?

What is the relationship between the text and images?

How could you improve the images? Suggest some changes.


beyond

identify the text structure, layout and features of one information text

describe the role of images in the text and their relationship with the text

reflectonthesuccessoftheimages



Sequence 5Sequence title: How can ‘faction’ be used to represent and imagine ancient Rome?Learning intention: To be able to identify the style, format and language features of one factional

text,discusswhytheauthorchosethem,createasimilarexampleandreflecton the adaptation.

Success criteria: • identifythestyle,formatandlanguagefeaturesofonefactionaltext • discusstheauthor’schoiceincreatingthistext • createandreflectonyourownfactionaltextusingevaluativelanguage

inspired by a text you have read.


Brieflydescribethetextstructure,layoutandlanguagefeaturesofA visitor’s guide to ancient Rome.

What do you think is successful or unsuccessful about writing an information text in this style? Why?

When you adapted an information paragraph into one that used evaluative language, how did the text change from the reader’s perspective?

IfyouwerewritinganinformationtextaboutancientRome,whichofthetwoformatsstudiedsofarwouldyouchoose and why?

Success Criteria Working

towards Achieved Working beyond

identify the style, format and language features of one factional text

discuss the author’s choice in creating this text

createandreflectonyourownfactionaltextusingevaluativelanguage inspired a text you have read



Sequence 6Sequence title: How can a hybrid text format be used as an alternative way of imagining

ancient Rome?Learning intention: To be able to identify text formats and language features in a hybrid text,

discusswhytheauthorchosethem,createasimilarexampleandreflectonthe adaptation and the way it might change the author’s role.

Success criteria: • identifythestyle,formatsandlanguagefeaturesusedinonehybridtext • discusstheauthor’schoiceofevaluativelanguagewhenrecountingapastevent • createandreflectonyourowntextusingevaluativelanguageinspired

by a text you’ve read • reflectontheroleoftheauthor.


Brieflydescribethetextstructure,layoutandlanguagefeaturesofThe Roman news.

When you wrote your sensationalist article, did you feel as if you exaggerated events? Why?

How might this adaptation affect the way the reader interprets the information?

What is the relationship in this text between the author’s role as historian (who is retelling facts), and the author’s role as writer (who is embellishing facts)?

As an author, what is your responsibility to your readers?


beyond

identify the style, formats and language features used in one hybrid text

discuss the author’s choice of evaluative language when recounting a past event

createandreflectonyourowntextusingevaluativelanguageinspired a text you have read

reflectontheroleoftheauthor



End of unit sectionReflection on sequences 4, 5 & 6 – studies of factual

textsReflection questions

Thinking about the factual texts you have studied, do you think it is possible to write a factual text that also has fictionalelements?Ifso,how?

What do you think an author’s roles and responsibilities are when re-imagining an ancient past?

IfyouwerewritingafictionaltextbasedinancientRome,whatinformationwouldyouneedtoincludeinordertomake it seem realistic?

What format would you choose to present an information text about ancient Rome? Why?



Sequence 7Sequence title: HowcanthesettingofancientRomebedevelopedanddescribedinfictional

writing?Learning intention: Know how ancient Roman settings can be constructed in narratives and

employ similar techniques in your own writing.Success criteria: • identifylanguagethatappealstothesensesandtheuseofnoungroupsto

build setting descriptions in a novel • createyourowntextusinglanguagethatappealstothesenses,andnoun

groups to build setting descriptions.


Write down two quotes from the text that demonstrate language that appeals to the senses and noun groups, and comment on how the author uses this language to build setting description.

Why do you think the author appeals to so many of the reader’s senses in her descriptions?

Why is it important to use noun groups to provide full and rich descriptions when setting a text in an ancient past?


beyond

identify language that appeals to the senses and the use of noun groups to build setting descriptions in a novel

create your own text using language that appeals to the senses, and noun groups to build setting descriptions



Sequence 8Sequence title: HowcanancientRomansbecharacterisedinfictionalwriting?Learning intention: Understand how one author has used a range of roles from ancient Roman

society to develop characters and analyse the characterisation techniques used.Success criteria: • identifythedifferentrolesinRomansociety,linkedtocharactersinanovel • stepintoroleasonecharacteranduseyourknowledgeofthenoveland

ancient Roman society to answer questions • identifyandreflectontherangeoftechniquesusedbytheauthor

for characterisation.


How has the author’s use of a wide range of characters helped the reader to better understand life in ancient Rome?

How has the author used interaction between characters to help with characterisation?

Why would you use action, opinion and dialogue to characterise someone rather than descriptive noun groups?


beyond

identify the different roles in Roman society linked to characters in a novel

step into role as one character and use your knowledge of the novel and ancient Roman society to answer questions

identifyandreflectontherangeoftechniquesusedbytheauthorforcharacterisation



Sequence 9Sequence title: Howhasafictionalauthordevelopedanddescribedonecharacterfrom

ancient Rome?Learning intention: To be able to identify and use action, dialogue, verb groups and adverb

groups to build characterisation.Success criteria: • identifyandexamplesofactionanddialogueandexplainhowthey

build characterisation • identifyverbgroupsandadverbgroupsusedtobuildcharacterisation • createanintroductoryparagraphaboutanancientRomancharacterusing

action, dialogue and verb and adverb groups.


How has the author used action and dialogue to build Johnathon’s character? Provide some examples.

Why is the use of verb and adverb groups an effective way to build characterisation?

Why do you think using these techniques in your writing will make the story more interesting for the reader?


beyond

identify and examples of action and dialogue and explain how they build characterisation

identify verb groups and adverb groups used to build charactersiation

create an introductory paragraph about an ancient Roman character using action, dialogue and verb and adverb groups



End of Novel StudyReflection on sequences 7, 8 & 9 – Novel studyReflection questions

How has the author incorporated information about ancient Rome into the story?

Do you think she has successfully recreated the world and citizens of ancient Rome? Why, or why not?

What evidence do you think she might have used when researching the background for this novel?



Sequence 10Sequence title: How has the poetry of ancient Rome been adapted for the 21st century?Learning intention: Understand how one author has adapted the language of ancient Roman

poetry for a modern audience.Success criteria: • explorehowlanguagehaschangedovertimethroughtwotranslations

of one poem • discussthetechniquesusedtoadaptanancientpoemfora

modern audience.


Howmightatranslationreflectthetimeinwhichitwasmade?

How has the author modernised Ovid’s work?

What has he included in his poetry in order to appeal to a young, modern audience?


beyond

explore how language has changed over time through two translations of one poem

discuss the techniques used to adapt an ancient poem for a modern audience



Sequence 11Sequence title: How can images be used to aid reader comprehension of ancient Roman

texts?Learning intention: To be able to carry out a multimodal reading of one text and suggest

alternative ways to illustrate or visually represent the text.Success criteria: • demonstrateamultimodalreadingofthetextandimages • discusstheeffectivenessoftheillustrationsandsuggestalternatives.


Howdothetextandimagesrelatetoeachotherinthepoem‘Iron’?Howdotheyworktogethertodevelopyourunderstanding of the poem?

How did the illustrator use visual images to adapt Ovid’s Metamorphoses for a young, modern audience?

Do you think this adaptation is successful? Why, or why not?

Ifyouweretheillustrator,howwouldyoupresentthevisualimagesandwhy?


beyond

demonstrate a multimodal reading of the text and images

discuss the effectiveness of the illustrations and suggest alternatives



Sequence 12Sequence title: HowhasafictionalauthorvisuallyrepresentedancientRomeinthecontext

of 21st century Rome?Learning intention: Understand the choices one author made when creating a visual information

text and suggest alternatives.Success criteria: • discussthevisualandstorytechniquesusedbytheauthorto

present information • suggestalternativeformatsanddevicestopresentvisualinformation.


Why do you think the author of Rome anticsusedthestoryofthepigeon’sflightasawaytopresentthevisualtext?

When you created your own text for one of the images, how did it:- change the way the audience understands and interprets the image

- affect the overall text purpose

Do you think Rome antics is a successful way of providing information about ancient Rome? Why, or why not?


beyond

discuss the visual and story techniques used by the author to present information

suggest alternative formats and devices to present visual information



End of unitReflection on unit of workReflection questions

How have authors used evidence as a basis for re-imagining the world of ancient Rome? Provide examples from onefactualtextandonefictionaltext.

What do you think are the responsibilities of an author who writes about an ancient past?

Which text did you most enjoy studying and why?

What did this text help you to learn about:- the world of ancient Rome



End of unit- the author’s viewpoint about ancient Rome

What were the challenges you faced in creating your own texts?

How did you overcome these?

Please rate this unit out of 10 in line with the following statements (1 = strongly disagree, 10 = strongly agree)

IfoundthisaninterestingwaytolearnaboutlifeinancientRome.

Ilikedtherangeoftextschosenforthisunit.

Ihaveagoodunderstandingofhowartefactsandeyewitnessaccountscanhelpuslearn about an ancient past.

Ihaveagoodunderstandingofthetechniquesauthorshaveusedtoimaginetheworldof ancient Rome.

Icanapplythesetechniquestomyownwriting.

What would you change about this unit of work to make it better?

e4ac primary year 7p interactive journal...

Documents