Lesson resources

1. TIME
CAPSULE!
Writing to capture thinking about yourself
and your place in time, space and place.

2. UNIT INTRODUCTION
Unit title: "Time Capsule!" Writing about ourselves and our times
Global context: Orientation in time and space
Key concept: Perspective
Related concepts: Genre, purpose
Statement of inquiry: Writers utilize different text types for
diverse purposes, aiming to convey their perspectives and
reflections on global events and phenomena.
Text(s): a selection of language texts covering a range of genres,
such as: expository essays, vignettes, poetry, reviews, travel
writing, feature articles.

3. TABLE OF CONTENTS
“TIME CAPSULE”
Tuning in to the unit, diaries
01
“HAVE YOUR SAY”
Essays
02
“THE POWER OF POETRY”
Vignettes and poetry
03
04
“THOUGHTS ON
TRAVEL”
Literary and practical travel writing
05
“CAPTURE THE STORY”
Personal feature articles
06
“PUTTING IT ALL TOGETHER”
Compiling, organising and
refining our time capsules
07
“RAVE REVIEWS”
Reviews and evaluation of multimedia

4. TIME CAPSULE
01
Unit introduction, diary entries

5. What is this? Function?
Importance?

6. What is a time capsule?

7. What is the purpose of a time capsule?
After looking at some the examples,how would you answer the question above?
Video: Man opens up his time capsule from 1996
Voyager 1 “Time Capsule”
of Earth for Aliens (1977)
Newsweek: The Coolest Time Capsules Yet to be Opened

8. Step 1: Open Google DRIVE Step 2: Click “NEW” → Folder
Step 3: Title your new folder
Remember: Every new document in this folder needs a specific and appropriate title.
Today you will be writing a diary entry,so what could your title be?
Let’s make our diary entry document before we proceed.
Let’s create our Google Folder for this unit

9. GOALS:
Know:
The written
conventions of a
diary entry
Understand:
The conceptual focus of
the unit - how and why
people use different types
of writing to capture and
communicate their
thinking
Be able to:
Access prior
knowledge about a
range of text types;
write a diary entry
using correct
conventions

10. What do we already think we know?
In this unit, we will explore all of the following text types / genres. At your
tables, take some time to mind-map what you already think you know
about these categories. You could think in terms of:
- Purpose(s)
- Content
- Structure / format
- Language and stylistic features
- Context (when and where published)
DIARY POETRY
TRAVEL
WRITING
FEATURE
ARTICLE
ESSAY

11. Chalk Talk
Now, let’s chalk-talk / gallery walk to see idea for the other group. For this
silent activity, our pens will do the talking...
With a pen, you could:
● Ask a question
● Build on someone’s idea
● Add a new idea
DIARY POETRY
TRAVEL
WRITING
FEATURE
ARTICLE
ESSAY

12. Diary Entry - Reading
In this unit, we will practice writing a number of different text types to
capture our thinking. The first, and simplest, is the diary entry.
Read this example. With pens or highlighters, annotate the text to discover
the structural and language features. Think about the following:
● Pronouns - First, second or third?
● Nouns - Common? Proper?
● Verbs - Tense?
● Transitions and structure- How is the passage of time indicated?
● Content - What is the balance between recounting what happened and
reflecting on what happened? (personal thoughts)
● Style - Informal or formal? Sentences long and complex or short?

13. ● Pronouns - First, second or third?
● Nouns - Common? Proper?
● Verbs - Tense?
● Transitions and structure- How is the
passage of time indicated?
● Content - What is the balance
between recounting what happened
and reflecting on what happened?
(personal thoughts)
● Style - Informal or formal? Sentences
long and complex or short?

14. Diary Entry - Writing
We don’t become better writers by
simply reading. We must write
regularly as well!
Write a journal entry about your day,
this week, or the holidays. Use the
mentor text from the previous slide
as an example and employ those
language conventions.
This will become the first piece in
your writer’s portfolio / time capsule.

15. SUMMARY
Know:
The written conventions of
a diary entry
Understand:
Be able to:
Access prior knowledge about
a range of text types;
write a diary entry using
correct conventions
Exit / next steps /
further resources:
If you like the idea of keeping a
diary, check out Penzu. Better
yet, buy yourself a physical
diary!
The conceptual focus of the unit -
how and why people use different
types of writing to capture and
communicate their thinking

16. HAVE YOUR SAY
02
Essays

17. Thoughts?

18. GOALS:
Know:
The structural and
stylistic features of
an expository essay
Understand:
The different
persuasive,
informative and
descriptive
functions of essays
Be able to:
1. Create an argument
(thesis and outline)
1. Organise ideas
(TEEEL paragraph)
2. Write convincingly

19. Outline
1. Warm up - persuasive speeches (+MLK)
2. Essays and speeches
3. Creating non-narrative topics that matter
4. Mini lesson 1 - argument/claim and essay outlines
5. Mini lesson 2 - TEEEL paragraphs
6. Mini lesson 3 - balancing convincing language
style with reasoning and evidence

20. Warm Up - Persuasive Speeches
Do public speeches have the
power to change the world?
Watch this video
(11:40-13:00). You can read
about more famous public
speeches here.
But what have public
speeches to do with essays?

21. Essays - What’s the big deal?
Essays teach us to construct, organise and
communicate a convincing argument that can inform
others, describe things, and persuade people.
“All we ever do in class
is write essays!”
“When are we ever
going to write essays in
our real lives?”

22. Essays - Introduction
Brainpop
What do you already think you know about
essay writing?
In your notebooks, use the ‘3-2-1 Bridge’
routine (handout) to capture your
thinking:
● 3 words
● 2 questions
● 1 metaphor
Then, after watching the video, do the
activity again and discover the ‘bridge’ in
between!

23. Essays - Further Resources
Mr Sato has a great series of videos on his
YouTube channel that goes into more depth
about the following topics. Refer to these
as necessary when you write your essay(s)
over the coming lessons.
● How to write a hook
● How to write a supporting paragraph
● How to write a counterargument
● Smooth paragraph transitions
● How to write a conclusion

24. Essay - Reading
In this unit, we will practice writing a number of different text types to capture
our thinking about our time and place. The second text type, and arguably most
ubiquitous, is the essay.
Read this persuasive essay example. With pens or highlighters, annotate the text
to discover the structural and language features. Think about the following:
● Personal pronouns - First, second or third?
● Nouns - Common? Proper? Nominalisation?
● Verbs - Tense?
● Structure and transitions - How are ideas ordered? How are ideas linked?
● Content - What are the different ways that reasons can be supported?
● Style - Informal or formal? Sentences long and complex or short?

25. Creating topics that matter
Let’s brainstorm a list of possible topics that matter to
us at this moment in time.
● Explore curiosities and uncertainties
● Consider passions
● Consider times of struggle and confusion
Alternatively, peruse one of the following sites to find a
topic of interest:
● Toppr - 500+ essay topics
● New York Times - 1000 writing prompts
● Owlcation - 150 essay topics
● My Perfect Words - leveled essay topics

26. Creating topics that matter

27. Mini-lesson 1 - Thesis and essay outlines
Once we have a topic to write
about, and have done some initial
brainstorming / mind-mapping,
then we need to organise our
ideas.
Mr Sato outlines how to do this in
this video.
If you like, you can use this
graphic organiser to map your
ideas or check out these
different ways of organising an
essay.

28. Persuasive Essay - Writing
We don’t become better writers by
simply reading. We must write
regularly as well!
Outline an essay about a topic of
interest. Use the mentor text from the
previous slides as an example. Once
you have outlined an essay, start
writing it.
This will become the second piece in
your writer’s portfolio / time capsule.

29. Expository Essay - Reading
Last time, we read a persuasive essay. Today, let’s
read an expository essay.
Read this example. With pens or highlighters,
annotate the text to discover the structural and
language features. Think about the following:
● How is it similar to a persuasive essay?
(review features on slide 20)
● How is it different to a persuasive essay?
(review features on slide 20)

30. Mini-lesson 2 - TEEEL paragraphs
How is a paragraph like a burger?
What does the acronym TEEEL stand for?
Let’s learn or review our knowledge about
body paragraphs using this guide. You
could also watch Mr Sato’s video on
crafting effective body paragraphs.
Now, let’s think of a topic for an expository
essay and write a body paragraph together
(group construction).

31. Writing - TEEEL paragraphs
We don’t become better writers
by simply reading. We must write
regularly as well!
Two options:
A) If you didn’t get very far with
your persuasive essay, you
can continue that.
B) If you would like to try an
expository essay, give that a
go!

32. Descriptive Essay - Reading
Last time, we read an expository essay.
Today, let’s read a descriptive essay.
Read this example. With pens or
highlighters, annotate the text to discover
the structural and language features.
Think about the following:
● How is it similar to the previous two
essays?
● How is it different to the previous
two essays?

33. Mini-lesson 3 - Language Style
● Personal pronouns
(e.g. “I”, “we” or “you” - to use
or not to use?
● Figurative language
(e.g. similes, metaphors,
personification, imagery) -
how to best use creative
writing techniques??
● Emotive language (e.g.
emotional, opinionated
adjectives) - when should we
use these?
● Modality - what is this?

34. Writing - Language Style
We don’t become better writers by
simply reading. We must write
regularly as well!
Two options:
A) If you didn’t try an expository
essay last time, why not give
that a go?
B) Try a descriptive essay.
Whichever option you choose, aim to
intentionally use today’s language
features.

35. SUMMARY
Know: Understand:
Be able to:
Exit / next steps /
further resources:
Your essay skills are
transferable. Why not use them
and craft a speech for an
upcoming TED-X event at
school?
The structural and stylistic
features of an expository
essay
The persuasive, informative
and descriptive purposes of
essays
1. Create an argument
(thesis and outline)
2. Organise ideas
(TEEEL paragraph)
3. Write convincingly

36. THE POWER OF POETRY
03
Poetry and vignette writing

37. This poem captures the
perspective of a parent.
What makes this short
poem ‘poetic’ ?
Why write about this topic
in a poetic fashion?

38. GOALS:
Know:
Features of poetry
and vignette writing
Understand:
How poetry and
vignettes allow
others to share in
our experiences
Be able to:
Use a variety of
poetic techniques
to write
communicate your
experiences

39. The language of poetry
Spend 5 minutes at each
workstation, learning
about each of the
following techniques:
● Personification
● Alliteration
● Simile
● Metaphor
● Onomatopoeia

40. Vignette: Giving an impression about a character, setting, mood or object; not
a full narrative description, but a snapshot or a short illustration.
What do you notice about the vignette structure and
style?
- A reflection on an event or idea. Sounds a bit like a diary
- Opening begins with a thought or could begin at the height of the
action. Sometimes it is very descriptive, such as “I needed a job.”
- Detailed: explains each action and emotion; uses similes and imagery
- Each vignette has a specific emphasis: about a place, a character, an
object, or an experience.
- Personal stories - Could make some connections to other related
stories: Change some details and exaggerate details. Invent dialogue.
- Optional: Element of surprise to keep the story interesting
- Short: guideline - maximum 1-1.5 pages handwritten (or 700 words
typed)
?

41. My Name
In English my name means hope. In Spanish it means too many
letters. It means sadness, it means waiting. It is like the number nine. A
muddy colour. It is the Mexican records my father plays on Sunday
mornings when he is shaving, songs like sobbing.
I was my great-grandmother’s name and now it is mine. She was a
horse woman too, born like me in the Chinese year of the horse--which is
supposed to be bad luck if you’re born female--but I think this is a Chinese
lie because the Chinese, like the Mexicans, don’t like their women strong.
My great grandmother. I would’ve liked to have known her, a wild
horse of a woman, so wild she wouldn’t marry. Until my great-grandfather
threw a sack over her head and carried her off. Just like that, as if she
were a fancy chandelier. That’s the way he did it.

42. My Name
And the story goes she never forgave him. She looked out the
window her whole life, the way so many women sit their sadness on an
elbow. I wonder if she made the best with what she got or was she sorry
because she couldn’t be all the things she wanted to be be. Esperanza. I
have inherited her name, but I don’t want to inherit her place by the
window.
At school they say my name funny as if the syllables were made out
of tin and hurt the roof of your mouth. But in Spanish my name is made
out of a softer something, like silver, not quite as thick as sister’s
name--Magdalena--which is uglier than mine. Magdalena who at least
can come home and become Nenny. But I am always Esperanza.
I would like to baptize myself under a new name, a name more like
the real me, the one nobody sees. Esperanza as Lisandra or Maritza or
Zeze the X. Yes. Something like Zeze the X will do.

43. Hairs by Sandra Cisneros
Everybody in our family has different hair. My Papa’s hair is like a broom, all up in the
air. And me, my hair is lazy. It never obeys barrettes or bands. Carlos’ hair is thick and
straight. He doesn’t need to comb it. Nenny’s hair is slippery-- slides out of your hand. And
Kiki, who is the youngest, has hair like fur.
But my mother’s hair, my mother’s hair, like little rosettes, like little candy circles all
curly and pretty because she pinned it in pincurls all day, sweet to put your nose into when
she is holding you, holding you and you feel safe, is the warm smell of bread before you bake
it, is the smell when she makes room for you on her side of the bed still warm with her skin,
and you sleep near her, the rain outside falling and Papa snoring. The snoring, the rain, and
Mama’s hair that smells like bread.

44. A House of My Own
By Sandra Cisneros

45. The Dining Room by Ms Post
It used to be my favorite part of the house.
A shiny surface.
A view of outside.
A short hop to the fridge.
It used to be my favorite part of the house.
On February 27, 2020, Prime Minister Abe declared that schools
across Japan would be closed, and that we would be working and
learning from home. It was at this very moment that Abe stepped
into my house and stomped on my peaceful place. My dining room
has now become a hub of activity, a flurry of movement. Like a busy
airport, people come and go throughout all hours of the day on a
quest for some destination.
As stay at home orders have progressed, it seems as if the activity
has only intensified. Shu’s voice booms through the house on
conference calls, Google Hangout notifications ping like birds
chirping at sunrise, and papers are strewn about and blanket the
once shiny surface of my dining room table. Our tiny apartment has
now become the central location of some pretty intense and highly
important work. If we were spies, the dining room would be our
secret den. If we were bees, the dining room would be our hive. If I
was at school, the dining room would be my classroom.
I once watched a movie called Groundhog Day, in which Bill Murray played
a character who woke up every morning and repeated the same day over
and over again for years on end. Sometimes I feel like I am Bill Murray and
I am in GroundHog Day. Upon waking, Shu and I immediately establish the
answer to the newest and most frequently asked question in our life: Do
you want to start in the dining room or should I? Since we both need to be
on calls throughout the day, it is impossible for us to work in the same
room at the same time. Whoever starts in the dining room has to make
breakfast and get the coffee brewing. Whoever starts in the dining room
has to end in the bedroom without a proper table and chair. Shu has
designed a contraption where he places his computer on the ironing
board and sits on the piano bench while overlooking the bed. I find this set
up extremely uncomfortable and end up sitting on a pillow with my
computer propped up on a bench. It’s not the most glamorous way to
work, but at least I can stretch my legs out and lean back against the wall.
I guess we all find our ways to cope with living and working in a small
space.
As the days tick by, I often wonder if I will ever get my dining room back.
Will it ever simply just be a dining room table, or will it always reflect back
to me the story of working from home? Often smells can bring us back to
a favorite childhood moment, or remind us of our grandmothers or a
favorite trip. I suppose that is what is happening now: I am imprinting this
moment in time on my dining room table. It will forever hold the story of
this moment in time, and remind me that I should be grateful to have a
house where I can work, and a job that I can continue. I do count myself
lucky to have a favorite room in the house that now has a new story to tell.

46. Mood or Atmosphere
The feeling a writer creates through
descriptive language.
Evoking a particular feeling in the
audience.
How do you want your audience to
feel?
How does the writer use imagery to create a dreary and scary mood?
My heart pounding, I pushed open the belfry (bell tower) door. As I peered into the chill
gloom, a wave of nausea swept over me. I clutched the door post. Was this a dream or
was this reality? For there, in the far recesses of the chamber, poorly lit by moonbeams,
stood...
Adding features and detail to writing
Imagery
Descriptions that use the senses:
touch, smell, sight, taste, sound.
Show don’t tell.
Ex. As I sniffed the air, rose petals
and the salty freshness of the sea
filled my nostrils.
Metaphors and Similes
Metaphors: Comparing two unlike
things
Similes: Comparing two unlike things
using ‘like’ or ‘as’
Ex. Instead of: I am strong
Metaphor: I am a rock in the wind.
Simile: I am like a rock in the wind.

47. Home-learning assignment
The first vignette that you
write will be about your
name. To do this, you will
need to do some
research!
Carry out the following
interview with a family
member by following
these instructions.

48. Vignette Writing
For your time capsule, you will write
three vignettes:
1) My name
2) My place
3) My object / part of me

49. Pre-Writing: Before you start writing, you are going to do some pre-writing work. Next class you will
have the lesson to write your vignette.
1. Brainstorming: Using the class Padlet, contribute 1-2 ideas for vignette topics.
● These topics could be really broad (like “masks”) or it could be really specific to you and your
situation (ex. “How my dog has become my study companion”).
1. Choose a topic and plan: Browse the options and choose the one you want to write about. Spend
some time creating a mind map or a list of ideas for your vignette. Consult the checklist below to
make sure you are thinking about all of your options. What similes could you use, etc.?
2. Option: Start writing! If you feel inspired, start writing your vignette. You can always finish it next
week.
Sample Mind Map Checklist for a vignette
Today:
- Brainstorm and choose topic.
- Plan ideas for vignette
- Option: Start writing.
Next class:
- Write vignette #1 on TC
- Option: Write another one!
Timeline or Calendar

50. Vignette Checklist
My vignette:
❏ is a reflection on an event or idea. It might sound a bit like a diary
❏ has a specific emphasis or focus: about a place, a character, an object, or a
single experience.
❏ uses personal stories - I might change or exaggerate a few details. I might
invent some dialogue to create a stronger story.
❏ opens with a specific thought. It could begin at the height of the action by
introducing a problem, such as “I needed a job.”
❏ uses plenty of detail:
❏ I explain each action and emotion
❏ I use similes, imagery, alliteration, personification etc.
❏ Optional: I might create some surprise to keep the story interesting
❏ is relatively short: guideline - maximum of 700 words typed
Example vignettes

51. SUMMARY
Know: Understand:
Be able to:
Exit / next steps /
further resources:
Literarydevices.net is a useful
glossary of literary
techniques, with examples.
Features of poetry
and vignette writing
How poetry and vignettes allow
others to share in our
experiences
Use a variety of poetic
techniques to write
communicate your
experiences

52. 04
THOUGHTS ON TRAVEL
Literary and practical travel writing

53. What is your favourite
place to travel to?

54. GOALS:
Know:
The stylistic
features of both
instructional travel
writing and literary
recounts
Understand:
The travel writing
gives us a better
idea about not just
other places but
also our own home
Be able to:
Write creatively to
capture a sense of
place and
perspective

55. Warm up
In teams, you are to create a short piece of instructional travel guide writing
for any location you choose. Be as creative as you like and then present to
the class!
Try to include the following content:
● Location
● Accomodation
● Activities
● Food
Also try to include appropriate language and stylistic conventions.

56. Types of Language Use
Practical
(communicate
information)
Literary
(communicate
experience)
Hortatory
(persuade)
Remember that
instructional travel guides
instruct and inform the
reader whilst describing
other places (second
person, imperative
voice, vivid imagery.
Where would travel
writing fit in?
?

57. Instructional Travel Guides
Practical
(communicate
information)
Literary
(communicate
experience)
Hortatory
(persuade)
Click on the picture of the
old instructional travel
guide to the right. See
how it fits into a very
‘practical’ use of
language category?

58. Language features - Instructing
● Second person pronouns (e.g. “you”)
● Imperative verbs (e.g. “go”, “visit”, “eat”)
● Present tense verbs
● Figurative language (e.g. “hits you”)
● Imagery - sensory details (e.g. sights,
smells, sounds, etc.)
● Adjectives (e.g. “vast”) and adverbs (e.g.
“beautifully”)
● Vivid verbs (e.g. “stroll”)
● Emotive language (e.g. “exclusive”)
● ?

59. Literary Travel Writing
Not all travel writing is purely instructional,
however. There is another, more literary type,
often called a ‘literary recount’.
Let’s read an example excerpt from Bill Bryson’s A
Walk in the Woods.
Once finished, compare the similarities and
differences between this and the earlier example
we read.

60. Travel Writing
For our travel writing assignment, you can write an
informational-style travel article or a literary recount (or
both!). Some ideas:
● Write about a favourite place you have visited in the
past.
● Write about a place you wish to visit in the future.
● Your home area (e.g. Tokyo, Yokohama)
● A virtual travel location.
Resources are available on the following slides.

61. Travel Writing
Virtual travel with Google
Other options include virtual travel
to museums,theme parks etc.
Example of travel writing about Tokyo
sites from National Geographic
Literary travel
recounts
Ms Post’s
Minnesota Lake
Country
example

62. Colorado Extreme Adventures
Here is what we noticed about
the style and structure
- Introduction: ‘irresistible opening’
- Bullet points
- Headings/sub-headings
- Images
Task: Read the article and answer
the questions below:
- Who is the audience?
- What is the purpose?
- What do you like or dislike about
how this article is written?
Travel Magazine

63. Tokyo: Ultimate Itinerary
Original Website
Another way to write a travel piece:
Write a travel itinerary: One day in….
Features to notice:
- Pretend you are actually traveling and
documenting your experiences
- Time stamps
- Use of first person pronoun “I”
- Imagery: sights, sounds, smells!
- Highlight a few destinations, types of food
to experience, local culture
- Facts (do some research)
- Images
- Headline with sub-heading

64. A traveler’s guide to eating
sushi...if you think you don’t like
sushi!
One day in Harajuku and
Shibuya
The best places to view
Mt Fuji
A traveler’s guide to the
best German bread
One day in London A traveler’s guide to having the
most “Canadian Experience” when
visiting Canada’s lake country

65. Brainstorm
What are some of your favorite places in the world or places that you would like to
go?
What are the unique qualities or traits of that place?
Carinthia, Austria
Buschenschank
Hochosterwitz
Castle
Pyramidenkogel
Tower
Ice cream (summer
time only)
Worthersee
Minimundus
Gluten
free pizza
Purpose:Persuade
Work in progress:

66. Boring, Colorless Words: Using verbs and adverbs
WALK LOOK RUN EAT TALK

67. Checklist:
Travel Writing Writer’s Workshop
Continue working on your travel writing piece. Can you use the following features:
❏ Imagery
❏ Word choice (adjectives, strong verbs)
❏ Facts or quotations from experts (i.e. frequent visitors of the park)
❏ Photographs
❏ Superlative
❏ Tricolon
❏ Alliteration
If your purpose is to persuade, consider using:
❏ Imperative sentences
❏ Second person pronouns

68. SUMMARY
Know: Understand:
Be able to:
Exit / next steps /
further resources:
You can read more
literary travel writing
from famous authors
here.
The stylistic features of both
instructional travel writing
and literary recounts
The travel writing gives us a
better idea about not just other
places but also our own home
Write creatively to capture a
sense of place and
perspective

69. 05
RAVE REVIEWS
Evaluative writing about multimedia

70. What would you award
5 stars to? 4? 3? 2? 1?

71. GOALS:
Know:
The conventions of
review writing
Understand:
That by sharing our expertise
using established genre
conventions, we can more
successfully help others whilst
at the same time better
process our thoughts and
experiences.
Be able to:
Use the
conventions of the
review writing to
evaluate a certain
media

72. Reviews: Background Knowledge
Have you ever read or watched a review of
something before? (product, movie, book,
video-game etc.)
Think: pair: share …
● What was the review for?
● Where was it published?
● To what extent did you find it helpful?
● How were particular language styles
and techniques used to achieve the
purpose?

73. Diving in: Let’s Read a Review
Now take a read of one (or more) of the
following reviews. What do you notice
about the language style? What
techniques are used to evaluate and
persuade?
● Book / music / product / movie
● Jurassic Park movie review
● Book / videogame review
● Video-game review (YouTube)
● NBA sports report / review

74. What do we notice?
● Structured like an article with
paragraphs - distinct topics
● Emotive adjectives
● Some opionative language
● Some objective language
● Lots of description,
summary, explanation
● Shows a understanding of /
connection with target
audience

75. Pushing Knowledge and Understanding
Now let’s see if we can add to our knowledge about the ‘review’ text
type. Read any of the following:
● How to Write Anything (Laura Brown)
● Word and sentence variety; verb tense (P2 of the PDF)
● Jargon; sentence types; colloquial register (P5 of the PDF)
● Wordplay (alliteration, puns, simile, metaphor, rhyme);
quotations; and structure (P11-12 of the PDF)
○ Connect - What connected with what you already thought you knew?
○ Extend - What new knowledge/ideas/thinking did you develop?
○ Challenge - What points were still unclear or problematic for you?

76. Writing Reviews
Now let’s write our own reviews!
First, make a copy of this document
and add it to your ‘time capsule’
folder.
Pick a product, book, movie, music
album, game etc. Use the mentor
texts provided, or others you can find
online, to review the product!

77. SUMMARY
Know: Understand:
Be able to:
The conventions of
review writing
That by sharing our
expertise using
established genre
conventions, we can
more successfully help
others whilst at the
same time better
process our thoughts
and experiences.
Use the
conventions of the
review writing to
evaluate a certain
media

78. CAPTURE THE STORY
06
Personalised feature articles

79. ???
???

80. GOALS:
Know:
???
Understand:
???
Be able to:
???

81. General slide

82. SUMMARY
Know:
???
Understand:
???
Be able to:
???
Exit / next steps /
further resources:
???

83. PUTTING IT ALL
TOGETHER
07
Compiling and refining our time capsules

84. TSC - Reviewing
Before we complete our final
editing and proofreading, let’s
review the TSC.
Which texts are you happy with?
Which ones do you want to
revise?

85. Designing and Creating
While you will submit the summative assessment electronically, you
will create a physical time capsule and ‘bury’ it somewhere so you
can find it years from now (e.g. at the back of you bottom draw etc.).