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Curric ul um
Dat e : 1 5 . 9. 1 4
Ti me: 3 0 mi nut es
Unit : Engl ish
Leve l : 7
The English curriculum is built around the three interrelated strands of Language, Literature and
Literacy. Teaching and learning programs should balance and integrate all three strands. Together the
strands focus on developing students knowledge, understanding and skills in listening, reading,
viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes
developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 7 and 8, students communicate with peers, teachers, individuals, groups and community
members in a range of face-to-face and online/virtual environments. They experience learning in
both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional
and global contexts.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate
and perform a range of spoken, written and multimodal texts in which the primary purpose is
aesthetic, as well as texts designed to inform and persuade. These include various types of media texts
including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and
dramatic performances. Students develop their understanding of how texts, including media texts, are
influenced by context, purpose and audience.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the
oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the
contemporary literature of these two cultural groups, and classic and contemporary world literature,
including texts from and about Asia.
Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn
from a range of realistic, fantasy, speculative fiction and historical genres and involve some
challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts
explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional
settings and represent a variety of perspectives. Informative texts present technical and content
information from various sources about specialised topics. Text structures are more complex including
chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include
successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and
rhetorical language, and information supported by various types of graphics presented in visual
form.
Students create a range of imaginative, informative and persuasive types of texts, for example
narratives, procedures, performances, reports and discussions, and are beginning to create literary
analyses and transformations of texts.
Le sson Obj e c t ive s:
St ude nt s Prior Knowl e dge :
By t he e nd of Ye ar 6 , st ude nt s unde rst and how t he use of t e xt st ruc t ure s
c an ac hie ve part ic ul ar e ffe c t s. The y anal yse and e xpl ain how l anguage
fe at ure s, image s and voc abul ary are use d by diffe re nt aut hors t o
re pre se nt ide as, c harac t e rs and e ve nt s.
St ude nt s c ompare and anal yse informat ion in diffe re nt t e xt s, e xpl aining
l it e ral and impl ie d me aning. The y se l e c t and use e vide nc e from a t e xt t o
e xpl ain t he ir re sponse t o it . The y l ist e n t o disc ussions, c l arifying c ont e nt
and c hal l e nging ot he rs ide as.
LESSON STRUCTURE:
Time I nt roduc t ion & Mot ivat ion: Te ac hing Approac he s & Re sourc e s
6
min
Ask t he st ude nt s t o draw t he ir at t e nt ion
t o t he proj e c t or sc re e n.
Expl ain t hat t he y wil l be wat c hing a
short c l ip from 1 9 6 6 of an I t al ian
migrant who has j ust arrive d in
Aust ral ia.
Ask t he m whil st t he y are wat c hing t o
c onside r t his ge ne ral point of int e re st :
> What c an we se e happe ning during
t he vide o?
Ask t he st ude nt s t o writ e some brie f not e s
about what t he y se e happe ning during t he
vide o, and some not e s about t he t hre e
c harac t e rs: Nino t he I t al ian migrant , t he
barmaid and t he Aust ral ian man.
Pl ay t he c l ip for t he st ude nt s.
A proj e c t or
Comput e r t hat c an be hooke d up t o
t he proj e c t or
The The ir a We ird Mob c l ip from:
ht t p: //aso. gov. au/t it l e s/fe at ure s/t he yre -
we ird-mob/c l ip1 /
Approac he s:
Asking st ude nt s t o ke e p some
que st ions in mind about what is
oc c urring during t he vide o wil l ke e p
t he m foc use d and wat c h t he vide o
wit h a broad ide a t o re port bac k on.
Content Descriptions
By the end of this lesson, students would have met this required element of the
Australian Curriculum:
Identify and explore ideas and viewpoints about events, issues and characters
represented in texts drawn from different historical, social and cultural
contexts(ACELT1619)
> Identifying and explaining differences between points of view in texts, for example
contrasting the city and the bush or different perspectives based on culture, gender or age.
Time Main Cont e nt : Te ac hing Approac he s & Re sourc e s
1 5
min
1 0
min
Onc e st ude nt s have wat c he d t he 3 minut e
c l ip, ask st ude nt s t o share some of t he ir
t hought s and ide as from t he ir not e s wit h
t he whol e c l ass.
Expl ain t o t he m t hat t he y wil l be ge t t ing
spl it int o 6 groups: re d, bl ac k, whit e , bl ue ,
ye l l ow and gre e n groups.
Eac h group has a diffe re nt se t of
que st ions re l e vant t o t he c l ip, a c ol oure d
hat re pre se nt ing t he ir group and an iPad
whe re t he y c an vie w t he c l ip again t o
he l p t he m answe r t he que st ions.
Spl it t he st ude nt s int o groups using t he
me t hod out l ine s unde r approac he s.
Nominat e a l e ade r for e ac h group- and
ask t he m t o c ol l e c t a post e r and a c ol oure d
pe n for t he ir group and t he ir hat . Whe n
a st ude nt is answe ring or c ont ribut ing t o
t he post e r, t he hat shoul d be passe d t o t hat
st ude nt .
Eac h group has a se t of que st ions t o
answe r ac c ording t o t he ir hat c ol our, and
ac c ording t o De Bono s Thinking Hat s
me t hod.
Wal k around e ac h group t o make sure
t hat al l re main on t ask.
Le sson Conc l usion and Re fl e c t ion:
Onc e al l st ude nt s have c ompl e t e d t he ir
post e r, e ac h st ude nt is t o go bac k t o t he ir
al l oc at e d de sks and t he t e am l e ade r is t o
pre se nt t he post e r for t he ir group and
e xpl ain some of t he ir answe rs.
This wil l he l p t he t e ac he r se e whe t he r in
ge ne ral t he st ude nt s have graspe d t he
c onc e pt . This c an be use d a format ive
asse ssme nt t o he l p pl an t he fol l ow up
l e sson.
6 x iPads wit h t he c l ip downl oade d.
6 x gl it t e ry part y hat s in sil ve r,
bl ac k, gol d, bl ue , gre e n and re d.
6 x A3 page s and Te xt a pe ns in
appropriat e c ol ours. (for whit e
group, a brown or gre y pe n shoul d
be use d).
Que st ions re l at ing t o e ac h of
De Bono s Thinking Hat s (c ol our
c ode d).
I f st ude nt s finish t he ir que st ions
e arl y and t he t e ac he r is sat isfie d
wit h t he de pt h of t he answe rs, t he
st ude nt s may wish t o de c orat e t he ir
post e rs.
How t o al l oc at e groups:
Have t he same numbe r of paddl e
pop st ic ks t o st ude nt s in t he
c l assroom. Eve nl y c ol our e ac h st ic k
one of t he c ol ours (e g, 3 0 st ude nt s, 5
of e ac h c ol our). Try t o be as e ve n
as possibl e .
Ask st ude nt s t o randoml y se l e c t a
paddl e pop st ic k from your hand
and t he c ol our t he y se l e c t is t he
group t he y are in.