Task 15

Introduction:

CartoonsGrade: 6

Presented By:

Mrs N ChettyPitlochry Primary School Educator

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This picture will help you understand the features of cartoons and comics.

• A comic strip uses a series of frames.

• Comic characters have distinctive features which help us to recognize them easily.

• This is called character design or characterisation.

• Anime refers to Japanesecartoons. These charactershave brightly coloured hair,large eyes and smallmouths.

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Spoken words are written in a speech bubble.Direct speech is used without the inverted commas.

Thoughts are written in a thought bubble.Direct speech is used without the inverted commas.

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Activity 1: Read the comic strip below, then answer the following questions.

1. What is the subject of the comic strip?

2. Is Garfield's owner satisfied with its condition?

3. What is Garfield's owners request?

4. Does it seem that Garfield is interested in the conversation? Substantiate your answer.

5. Does Garfield really do what his owner tells it to? What does it do?

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Reading Study:

CartoonsGrade: 6

Presented By:

Mrs N ChettyPitlochry Primary School Educator

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Activity 1: Platinum English textbook pg164-165Study the cartoon on page 164 then answer the following questions.

1. What is the purpose of the caption in frame 1?

2. Look at frame 2. Why are some of the words in bold?

3. Why do the speech bubbles in frame 2 and 3 have jagged edges?

4. In frame 3, why is the word WHOOSH not in a speech bubble?

5. Look at frames 1, 2 and 3, Name two ways in which the artist shows that the characters are moving very fast.

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Activity 2 : Read the comic strip below, then answer the following questions.

1. Who are the characters?

2. Where does the scene take place? (give a clue)

3. What is the subject of this comic strip?

4. Focus on Calvin’s face. Describe his expression in each frame.

5. What shows that Calvin is a clever boy?

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Writing:

CartoonsGrade: 6

Presented By:

Mrs N ChettyPitlochry Primary School Educator

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Activity 1: Study the cartoon strip.

1. Who are the characters in the cartoon?

2. What is the subject of this cartoon?

3. Write the dialogue for this cartoon strip.

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Frames 1 and 2

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Frame 3

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Frames 4 and 5

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ACTIVITY 2 :

Write a cartoon strip of a story or joke.

Your cartoon must fit onto an A4 sheet of paper and consist of at least six frames.

1. Think of a simple story or joke. You will need an interesting main character and at least one supporting character.

2. Write the story in six sentences. Each sentence must represent one frame in your cartoon.

3. Write the dialogue for each frame.

4. You may need to add captions to the frames.

5. Think about the characteristics and appearance of your characters. Add notes to each frame about the characters facial expression and actions.

6. Draw your frame, sketch the characters and fill in the speech/thought bubbles.

7. Colour in the comic strip.13

Alternatives to :

“The dog ate my

homework…”

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Grammar:

Active and Passive voicesGrade: 6

Presented By:

Mrs N ChettyPitlochry Primary School Educator

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In the picture, we can see a tiger being killed by a hunter. We can describe the picture in two different ways,Example:1.The hunter killed the tiger Or, (Active)2.The tiger was killed by the hunter. (Passive)

Both sentences mean the same thing. But in sentence 1, the subject (the hunter ) is the doer of the action (killed). In sentence 2, the subject (the tiger) is the receiver of the action (was killed).

ACTIVE

AND

PASSIVE

VOICES

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Active voice: describes a sentence where the subject performs the action stated by the verb.For example: Tom changed the flat tyre.

Passive voice: describes a sentence where the subject is acted upon by the verb. For example: The tyre was changed by Tom. Remember to keep the tense of the sentence and add “by” to the changed sentence.

Examples: • Harry ate six shrimp at dinner. (active + past tense) Six shrimp were eaten by Harry. (passive + past tense)

• Beautiful giraffes roam the park. (active + present tense)) The park is roamed by beautiful giraffes. (passive + present tense)

A Verb is said to be in the Active Voice when the person or thing denoted by the subject does not act, but receives the action done by something or someone.

The Passive Voice is used when the Subject of the Active voice is unknown, Unimportant or vague (Example: People; they, a person, somebody, etc.)

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WRITE THESE PASSIVE VOICE SENTENCES INTO ACTIVE VOICE.

1. This book was written by an Irishman.

2. Football is played by the children.

3. She is being called by her mom to go home.

4. Blue jeans were invented by Levi Strauss.

5. Many computer games were bought by our client.

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1. The crew paved the entire stretch of highway.

2. The forest fire destroyed the whole suburb.

3. Mom read the novel in one day.

4. I will clean the house every Sunday.

5. Tom painted the entire house.

CONVERT THE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE. STATE

THE TENSE IN THE SENTENCE.

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1. Rewrite these sentences in the passive voice.

a) Tom read the book.

b) She discovered a huge attic full of old junk.

c) The police investigated the matter.

d) Peggy could not find the book.

e) The dog sniffed at the mysterious parcel.

Activity: Passive and Active voices. Platinum Textbook page 161

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Listening Skill:

DramaGrade: 6

Presented By:

Mrs N ChettyPitlochry Primary School Educator

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Look at the picture then discuss the following questions.

• What do you think this play is about?

• Do you think that the audience watching the play will want Frankie Fox to win against the farmer? Explain your answer, referring to the poster.

• Could this story be written and acted in a way that makes the audience dislike the fox?

• What might the title of such a play be?

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Activity: Listen as your teacher reads a play called ‘A wise and foolish king’, then

answer the questions that follow.

1. Do you think that the title is suitable? Explain your answer.

2. Do you think that the character of the King is the stereotype of an autocratic, foolish

king? Explain your answer.

3. Which statement below best expresses the theme of this play.

a) Always obey your king.

b) All kings are foolish.

c) A wise king listens to advice.

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Reading Study:

A PlayGrade: 6

Presented By:

Mrs N ChettyPitlochry Primary School Educator

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Activity 1: Platinum English textbook pages 173-175Read an extract from the play, The diary of Anne Frank, then answer the following questions.

1. Summarise the main idea of this scene.2. The actors are silent as they wait for the last person to leave the building.

a) What does it show the audience about the daily life in the annex?b) What would the effect be of having sounds of an invisible life outside – birds,

people in the street?3. Why do you think Anne hid Peter’s shoes? What does this show about her?4. Some people risked their lives to protect the Franks and Van Daans, while others

betrayed them. What does this suggest about the social values at that time?5. Do you think this play is a good way to tell the story of the Holocaust?

Give reasons for your answer.

Anne, her sister Margot and their parents are hiding with the Van Daan family. Peter Van Daan, who us Anne’s age, has a cat, Mouschi. 28

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Background Information

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Holocaust Time-line

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Writing:

A Play ScriptGrade: 6

Presented By:

Mrs N ChettyPitlochry Primary School Educator

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A play script is a piece of writing written for the stage.

• A play script will include a list of characters (at the very beginning).

• It may be divided into acts which are then divided into scenes.

• Each scene will have a description of the setting at the start and then the

characters' dialogue.

• Dialogue is set out with the character's name on the left, then a colon then

the dialogue (without quotation marks).

• Stage directions for the actors are written every now and again in italics

and brackets.

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Character's name

a colon

Dialogue (without quotation marks).

Description of the setting

Stage directions

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Activity: Read the scenarios below and choose one to form the basis of your play script.Write the play script for one scene.Remember to include a description of the setting and stage directions.

Scenarios:“Old Crabby always picks on me,” Jethro grumbled to his friend Mia at break one day. “She kept me behind again yesterday.”“She hates children,” Mia agreed. “The only thing she likes is her silly dog.”They both looked at the fat pug trotting after their teacher on its stumpy legs, as she prowled the playground looking for mischief.“You know what would really make her mad…” Jethro said slowly.Mia grinned at him. “If we kidnapped her dog…?”

No one knew who lived in the tall crumbling house on the corner behind the impenetrable thorny hedge. Vuyo said there were flesh-eating zombies; Megan thought there were ghosts; Fatima was sure that she’d once seen a child’s pale face in the high round window in the tower. No one was brave enough to find out the truth – until the day Fatima’s dog ran through the hedge and they had to decide whether to go after it…

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Grammar:

AdverbsGrade: 6

Presented By:

Mrs N ChettyPitlochry Primary School Educator

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ADVERBS

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Activity: ADVERBS (Platinum page 202)

1. Underline the adverb in each sentence and identify the type of adverb.

a) Luke looked at the dirty water suspiciously.

b) Sometimes we have to pitch out tent in the rain.

c) The condensed water dripped down.

d) She lifted the cup of water carefully out of the solar still.

e) I hung the water filter in the tree over there.

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Thank you!

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