Download compressed language in literacy

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Kim Edwards, Kelsey
Goener & Danielle
Grasmeder
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COMPRESSED
HANDOUT
LANGUAGE
IN
LITERACY
FRIDAY 10-12
D6
This handout includes information regarding how language is compressed
to produce a dramatic effect in film or drama and to create layers of
meaning in poetry.
URL:
www.edlacll.weebly.com
Film and Drama: The language chosen in films is selected in order to
create dramatic effect in a compressed manner- if it didn't get to the
point, movies would go on for a long period of time. In order to ensure
that a film maintains a usual structure and time frame, language is
carefully selected and revised to allow for the main messages and story
line to be portrayed. The same applies to dramas. If language was not
CURRICULUM:YEAR 7
carefully
selected, dramas such as plays would be in session for a long-
er period of time.
CONTENT
DESCRIPTOR:
UNDERSTAND,
INTERPRET AND
DISCUSS HOW
LANGUAGE IS
COMPRESSED TO
PRODUCE A
DRAMATIC EFFECT
IN FILM OR DRAMA,
AND TO CREATE
LAYERS OF MEANING
IN POETRY, FOR
EXAMPLE HAIKU,
TANKAS, COUPLETS,
FREE VERSE AND
VERSE NOVELS
(ACELT1623)
Poetry: Meaning can be obtained from poetry in a variety of different
ways. The way texts are compressed in order to create meaning can vary
between poems. Imagery is one way that poems can convey meaning,
which is "references to a single mental creation" through sight imagery,
touch imagery, taste imagery, sound imagery, and smells imagery (The
Learning Centre, 2013). Diction refers to the language the authors of
poems may use in order to create meaning. These include formal
language, neutral language and informal language (such as slang). The
utilisation of strategies regarding a 'figure of speech' are also useful in
helping create meaning in a compressed manner (The Learning Centre,
2013). These include aspects such as metaphors, similes, and
connotations. (The Learning Centre, 2013). When considering the ways in
which language is compressed in poetry in order to create a dramatic
effect, it is important to also consider elements such as these in
ascertaining what meaning the author of the poem meant to create.
List of References:
Ace2tek. (2013). Green jelly / three little
pigs. Retrieved from: https://
www.youtube.com/watch?
COMPRESSED
LANGUAGE
IN
LITERACY
v=7oy8xbavugoAnderson Gibson, C.
(2014). Poetry: sound and sense. Retrieved from: http://
Activities:
www.readwritethink.org/resources/
resource-print.html?id=848Cash, J.
(2008). The 12 dramatic elements. Retrieved from: http://
www.thedramateacher.com/dramaticelementsClark, C. (2011). Why teach
poetry? Retrieved from: http://
eps.schoolspecialty.com/downloads/
articles/why_teach_poetry.pdf Dunn, S.
(1999). All together now: 200 of sonja
dunn's best chants. Pembroke Publishers,
Whole Group Activity– The Three Little Pigs Activity
Students are placed in groups to compare three versions of the 'Three Little Pigs',
the original tale, a revised Roald Dahl story and a Rap sung by Green Jelly. Students
will focus on the language chosen, how the original has been changed into the other
versions, how the language becomes more compressed, and which version holds the
most dramatic effect and why.
Markham: ON.Edwards, P. (2007). A wellversed movie. Retrieved from: http://
www.poets.org/poetsorg/text/well-versedmovieGovernment of South Australia.
(2012). Engaging in and exploring poetry.
Small Group Activities—
Haiku Activity
Retrieved from: http://
www.decd.sa.gov.au/literacy/files/links/
Poetry_June_2012.pdf Literary Devices.
(2014). Free verse. Retrieved
from: http://literarydevices.net/free-
Students interpret the meaning of a Haiku poem through craft. This activity focuses
on interpreting the meaning of a poem and allows students to use their imagination
and creativity.
verse/Rovee, C. and Welsh, A.
(2012). Chant. In roland green, stephen
cushman, & clare cavanagh (Eds.), The
princeton encyclopedia of poetry and
poetics. Retrieved from: http://
search.credoreference.com.ezproxy1.acu.
Video Poem
Students are provided with Roald Dahl's Little Red Riding Hood poem, which they
must then condense down as a group and consider ways they can use the main
edu.au/content/entry/prpoetry/
chant/0Ruurs, M. (2011). The power of
poems: Teaching the joy of writing poetry.
London: Maupin House PublishingThe
Balanced Literacy Diet. (2011). Chants,
poems and readers theater: building
points from the poem and create an engaging video by using dramatic effects on an
Ipad App. All of the students in the group will have a role to play.
Poetry and Emotion Activity
fluency in the upper grades (virtual tour).
Retrieved from: http://
www.youtube.com/watch?v=eFoZfZn77wThe Learning Centre. (2013). Poetry's
language. Retrieved from: http://
This activity focuses on how emotion can change the mood and meaning of a poem.
Students will read a poem in a number of different emotions and discuss how the
meaning changed.
www.vaniercollege.qc.ca/tlc/tipsheets/
reading-and-analyzing/poetrylanguage.pdfLiteracy Devices.
(2010). Definition and examples of
literary terms. Retrieved from: http://
literarydevices.net Weightman, J. (2001).
Why teach haiku in elementary school?
Retrieved from: http://
performance.millikin.edu/haiku/
studentessays/
weightmanwhyteachhaiku.htmlYoung
Writers. (2014). What is a Haiku poem? Retrieved from: https://
www.youngwriters.co.uk/types-haikupoem
Chant Activity
In this activity students collaborate together to decide on how to perform a chant.
They have the opportunity of modifying a chant given to them and by using their
knowledge of techniques they can make the chant their own. The group of students
perform their chant in front of the class to demonstrate their unique interpretation of
their chant.