Mount Stromlo High School Year 10 English 2019

Unit Driving question Duration of unit Google Drive Folder

Unit 1: Representations How do texts represent Australian attitudes, beliefs and values? 9 weeks Representations

 Contents Rationale

Assessment Information 3

Pre & Post Test 4

Part One: Introduction 8

Part Two: True Blue 18

Part Three: The Rabbits 24

Part Four: Songs & Poetry 30

Part Five: The Essay 36

Part Six: Reflection 40

The world is made up of texts and we interact with those texts all the time. We are both composers and responders to these texts. But how do these texts represent our views? All representations carry personal and cultural meanings and have personal and social effects. Sometimes these meanings are produced through a composer’s conscious choices of language and structure and at other times they may be unconscious reproductions of attitudes, beliefs and values in the world. This leads to the potential for different readings of texts as representations are questioned and reinterpreted. Students need to be aware of the range of choices available to them in representing people, objects, experiences and ideas as well as how cultural convention may put limits on representation, so positioning them to respond to the world in particular ways. Students reflect on the representation of Australian identity in texts (written, visual and digital), analysing how visual and linguistic elements privilege a position by omitting or silencing the views of particular groups; in doing that they will explore character, context, and code and convention.

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Textual concepts (Stage 5)

The following should be explicitly known to students by the end of the unit:

Representation - Students understand that representation embeds attitudes, beliefs and values. Students learn that:

- Representation may be intentionally or unintentionally biased - Representation reinforces or challenges existing values and ways of thinking or may attempt to reshape them - Representation favours or privileges a position by omitting or silencing the views or perspectives of particular groups.

Context - Students understand how the complexity of their own and of other contexts shape composition and response to texts. Students learn that:

- Their perceptions of the world are filtered through their own context - Context shapes language, forms and features of texts - Language, forms and features of texts inscribe values and attitudes in their representations of people, information and ideas - Texts may be responded to and composed differently in different contexts.

The following should be explicitly known by teachers:

Characters - Students understand that characters can represent types of people, ideas and values. - representation and interpretation of character depends on personal and cultural values.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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Assessment Information

Achievement Standard Sentences

Receptive modes (listening, reading and viewing) 10.138 - Explains how the choice of language features, images and vocabulary contributes to the development of individual style. 10.139 - Develops and justifies own interpretations of texts. 10.140 - Evaluates other interpretations, analysing the evidence used to support them. Productive modes (speaking, writing and creating) 10.143 - Explains different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. 10.144 - Develops own style by experimenting with language features, stylistic devices, text structures and images. 10.145 - Creates a wide range of texts to articulate complex ideas. 10.146 - Makes presentations and contributes actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. 10.147 - Demonstrates an understanding of grammar, varies vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Formative Assessment Summative Assessment

Being Australian is … - 1.1 Engaging personally - 1.5 Reflecting - 2.6 Reflecting - 3.4 Reflecting - 4.4 Reflecting

10.145, 10.147

Portfolio - 1.6 Experimenting: Collage - 2.3 Experimenting: Bad Australian - 3.3 Experimenting: Song list & rationale - 4.4 Experimenting: Picture book perspective - Multimodal something

10.139, 10.143, 10.144, 10.145, 10.147

Essay question: Representation is a conscious act by a composer. How is Australian identity represented in two-three texts of your choice?

- Assessment task - Rubric - Model - Scaffold

10.139, 10.143, 10.144, 10.145, 10.147 Classwork - Rubric

10.138. 10.139, 10.140. 10.143, 10.144, 10.145, 10.146, 10.147

Moderation

Teachers reflect on the students understanding of the tasks during team planning and faculty PLTs.. Teachers individually mark the students’ work. Teachers moderate at 3 - 4 pieces of work.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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Pre & Post Test Pre-Test

Teaching strategies and learning experiences Teaching tips and support

Students complete the pre-test in class.

Viewing Texts Look closely at the images below and carefully answer the questions that follow in the spaces provided.

Image 1 Image 2

1. What do you notice in each of these images? Image 1:

The purpose of this activity is to measure what they know about the concept representation. Students should be encouraged to write dot points for question 1 and 2. However in question 3 they are required to write a longer response and should use full sentences.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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Image 2: 2. How has each composer arranged each image to show

- character? - point of view? - action?

Image 1: - Character

- - Point of view

- - Action

- Image 2:

- Character -

- Point of view -

- Action -

3. What is the effect of presenting the images in these ways on you as a viewer? In your answer comment on both images.

Post-Test

Teaching strategies and learning experiences Teaching tips and support

Viewing Texts Look closely at the images below and carefully answer the questions that follow in the spaces provided.

The purpose of this activity is to measure what they’ve learnt about representation. Students should be encouraged to write dot points for question 1 and 2. However in question 3 they are required to write a longer response and should use full sentences.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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1. What do you notice in each of these images? Image 1: Image 2: 2. How has each composer arranged each image to show

- point of view? - action?

Image 1: - Character

- - Point of view

- - Action

- Image 2:

- Character

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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- - Point of view

- - Action

- 3. What is the effect of presenting the images in these ways on you as a viewer? In your answer comment on both images.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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Part One: Introduction  

1.1 Engaging personally

Teaching strategies and learning experiences Teaching tips and support

Students choose five of their favourite images from the data set in the classroom. At this stage students have not had any prompting about the images. Learning intention: Define how Australian identity is represented in images From the five images they have chosen, students rank them from most to least Australian. Using the question section of Google classroom, students write a response justifying why and how they ranked the images. Using the retrieval chart students individually need to decide what is Australian about the top three images they chose. Students should initially avoid the “How” column. Retrieval chart

When/Time Where/place Action Idea How

Ignore at the moment

It is at this point that the teacher should introduce the unit to the students. This unit will focus on representations of Australian identity in a variety of texts, by the end of the unit students should be able to answer the driving question: How do texts represent Australian attitudes, beliefs and values? Students should define and briefly discuss what representation means and why it is an important concept to study. Use the following image and

This activity is foregrounding the textual concept representation. Representation - Stage 5 (years 9-10):

- representation is the result of conscious or unconscious selection and arrangement according to codes and conventions

- representation positions a responder Laminated copies of the images can be found in the staffroom. An example of the completed retrieval chart has been completed below. Show this to the students to model and support their understanding of the task. Note that “how” is included in the tips but not for the students. Refer to it after studying the newspaper images on Trump.

When/ Time

Where/ place

Action Idea

Time of day Location (general

/specific)

What is happening

Message/ theme

Summer Daytime

Cricket pitch Stadium

Batting Catching Lunging Observing

Being active Playing sport

Sunset Outback The bush

Jumping Sun setting Relaxing

Beauty of nature Heat

Daytime Outside Posing Waving Laughing

Mateship Friendship

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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prompting questions to generate discussion on the importance of learning about representation:

- How can the way a text is represented manipulated us? - Why might a composer represent the text differently? What do they

have to gain/lose? - How does the text change when we read the different titles? - How does this link with representation?

Students complete the retrieval chart using ‘The Wall Street Journal’ images

When/Time Where/place Action Idea How

Evon, Dan. “Two Editions of 'Wall Street Journal' Bear Opposite Headlines About Trump.” Snopes.com, www.snopes.com/fact-check/wsj-different-trump-headlines. Students now refer back to their original images and add to their ‘How’ column.

The retrieval chart focuses on the concept of who does what to whom, how, when, where and with what? Depending on your class you might like to share the blurb written on the English Teachers Association Textual Concepts website about representation. Avoid using dictionary definitions to define it.

Representation is the depiction of a thing, person or idea in written, visual, performed or spoken language. In representing we make choices from the language offered by these modes.

Representation may aim to reflect the natural world as realistically as possible or may aim to convey the essence of people, objects, experiences and ideas in a more abstract way.

There are many different ways of seeing the world as our view is framed by context and culture. This means that representation cannot mirror actual reality but each representation offers a different construction of the world and of experience in it.

To help students understand how the journalists of the Wall Street Journal have represented two very different ideas, complete a chart as a whole class. In this example, add “How”. After completing it, refer back to the initial

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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When/Time Where/place Action Idea How

From the information in the table, students create their definition of what it means to be Australian. Students use the prompt Being Australian is … to begin their sentence. These should be shared in the classroom verbally, however ensure that is a written or electronic version, as students will refer back to this throughout the unit. Slides

images of the cricketers, kangaroo at sunset and young people. As a class discuss “how” the images represent being Australian.

When/ Time

Where/ place

Action Idea How

1: Before Trump’s speech. 2: After Trump’s speech.

Image is taken in Mexico City and published in a newspaper.

Two presidents (USA and Mexico) are shaking hands.

Suggests a relationship or agreement between the two countries on an issue (wall) but one country is more powerful than the other..

Layout: Two different headlines are juxtaposed with the same image. Language: Trump Talks Tough - simple statements with attention focused on Trump (first word/ theme position in sentence) and Trump as the actor of the action (talking). Also alliteration and hard T sound) vs Trump softens his tone - softer sounds. In the image, Trump is taller and bigger and bending slightly showing he is in the position of power in the relationship.

Students now go back to their original images and look at the “How’ column.

When/ Time

Where/ place

Action Idea How

Time of day Location (general

/specific)

What is happening

Message/ theme

Visual features/

conventions

Summer Daytime

Cricket pitch Stadium

Batting Catching Lunging Observing

Being active Playing sport

Pastel colours Long shot (public and (impersonal)

Sunset Outback The bush

Jumping Sun setting Relaxing

Beauty of nature Heat

Naturalistic colours Long shot

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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Daytime Outside Posing Waving Laughing

Mateship Friendship

Blues & greens Long shot Low angle (people look strong)

Using the example above students could write Being Australian is having fun outside in the sun with our friends.

 

1.2 Understanding

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Read and respond to a selected text Split students into 5 equal groups (for larger classes it is recommended to have 10 smaller groups); these will become the students’ home groups. Give each group one of the following excerpts:

- Excerpt from The Happiest Refugee by Anh Do (Do, Anh. The Happiest Refugee. Allen & Unwin, 2010.)

- What it’s like by Keira Jenkins (Heiss, Anita. Growing Up Aboriginal in Australia. Black Inc., 2018.)

- Exotic rissolve by Tanveer Ahmed (“Growing Up Asian in Australia by Alice Pung.” Black Inc., 9 Apr. 2018, www.blackincbooks.com.au/books/growing-asian-australia.)

- Excerpt from Does my head look big in this? By Randa Abdel-Fattah (Abdel-Fattah, Randa. Does my head look big in this?. Pan Macmillan Australia, 2005.)

- Neighbour by Tim Winton (Goldsworthy, Peter. True Blue? On Being Australian. Allen & Unwin, 2008.)

To support students in completing this task teachers are advised to pick one text and work through activity 1. 2 - 1.5 with one text as a model. Pick a text that you think your class will identify with. We recommend the excerpt from The Happiest Refugee by Anh Do. To support their understanding with context we recommend this video Pictures of you. Texts Excerpt The Happiest Refugee by Anh Do (5 pages) What it’s like by Keira Jenkins (5 pages) Exotic rissolve by Tanveer Ahmed (4 pages) Excerpt Does my head look big in this? By Randa Abdel-Fattah (3 pages) Neighbour by Tim Winton (3 pages) Expert jigsaw This activity is characterised by participants within a homegroup each becoming expert on different aspects of one topic of study.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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As students read have them use the text annotation strategy. You might like students to read it once and then on a second read use the text annotation strategy. When students finish reading, they share their annotations, discussing what they annotated and explaining why. Students share their favourite sentence/phrase on Google classroom, explaining why it is their favourite sentence/phrase. Slides (1 - 4)

Text annotation strategy ? - In the margins record a question mark (?) for any questions you have about what is happening or about the vocabulary. Underline - Underline aspects of the writing style. This could be a line or phrase that you think is beautifully worded or makes you think. It could be something about the style or tone that strikes you or that you like or dislike. Put a double line under what you think is the best-written sentence in the story. C - Draw a C for your connections when the story reminds you of something you have read or seen or done in your own life. ! - Write ! when something is interesting, important, unusual and it surprises or even shocks you.

1.3 Engaging critically

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Analyse the emotions, reactions and values represented in the text Students record their ideas about the following aspects represented in the text. Encourage students to add evidence to support their ideas. Depending on the size of your groups this should be completed in pairs or groups (no more than three). Do not get students to complete the Context box yet. Retrieval chart

This activity is developing students understanding of how representation is influenced by and in turn influences its context (Representation - Stage 5). The following prompting question could help support students who require support.

- What did the author do? - Why did the author do this? - What verbs are being used? - Why/How did the author position us?

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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Emotions

The composer and/or characters

The reader

Reactions

The composer and/or characters

The reader

Values

Context

Give students a copy of the context of their story/essay. Students then add to their retrieval chart. In the context box, students discuss whether knowing the context helped to change the emotions, reactions and values presented in the text.

- The happiest refugee by Anh Do - What it’s like by Keira Jenkins - Exotic Rissole by Tanveer Ahmed - Does my head look big in this? By Randa Abdel-Fattah - Neighbour by Tim Winton

Students consolidate their retrieval chart and post a response on Google classroom using the Google question function, summarising their findings of how representation is influenced by (and in turn) influences its context. While students can work together to complete the retrieval chart, they should all report back individually. Slides (5 - 9)

- Why were these choices made?

Emotions

The composer and/or characters

What emotions is the character feeling? Or what emotions does the composer write about? What evidence do you have to support this?

The reader

Students add their own personal emotional reaction to the story.

Reactions

The composer and/or characters

How does the main character react to events in the story? What actions cause the reactions? What evidence do you have to support these ideas?

The reader

Students add their own reaction to the story.

Values What values are evident in the story? Whose values are these? Are there different values represented? Are some things valued more than others? What evidence do you have to support this?

Context How does the context affect your reading of the story? How does understanding the context change the values presented?

Check 1.3 Teacher Tips for more ideas on how to complete the ERVC retrieval chart. Please note these are not perfect and should be added to/edited, they’re just to help support teachers to have an idea about the various texts.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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1.4 Connecting

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Compare the different texts studied and analyse how they represent Australian identity Prior to moving into new groups, students should complete the first box in the retrieval chart. Students should make sure they’ve consolidated all their learning about their text and make sure it is clear and easy to share. Retrieval chart

My text:

Australian values shown in the text: Key points to share: These should link back to the Emotions, Reactions, Values and Context retrieval chart.

Students form new groups, in each group, there should be a student from each of the individual home groups. Students share the key points they gathered from their text.

Text 1: Text 3:

Text 2: Text 4:

In their new groups students collate the similarities and differences between the texts. Again this should link back to the emotions, reactions, values and context represented in each text.

Similarities Differences

This activity focuses on students sharing what they have learnt about representation (stage 5) in their text, they should be extending on their ideas from the previous activities that:

- representation is influenced by and in turn influences its context - representation favours or privileges a position by omitting or

silencing the views or perspectives of particular groups. Plan your new groups prior to the lesson. Ensure they have at least 1 person representing each text. The following prompting question could help support students who require support for the last task “How is Australian identity represented in the texts?”

- What Australian values were represented in the texts? - How are Australian values reflected in the short story? - Whose voices were silenced in the texts? - Whose voices are privileged in the texts? - How does knowledge of the context help you to understand the

values represented? - What does your text tell you about Australian identity? - How does your context affect your reading v how does the context

the story it was written in change? Check 1.4 Teacher Tips for more ideas on how to complete the retrieval chart. Please note these are not perfect and should be added to/edited, they’re just to help support teachers to have an idea about the various texts. To support students dadanny when writing their TEXAS paragraph refer

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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Students then write a TEXAS paragraph answering the question below.

How is Australian identity represented in the texts?

Slides (10 - 15)

them back to the definition and idea of Representation. Emphasise that representation embeds attitudes, beliefs and values and this is what they’ve just looked at in the texts. Supporting/prompting questions:

- What attitudes/beliefs/values were represented in the text? - What does this say about Australia? - Can you easily define the representation of Australian identity? - What are the composers trying to represent about Australia in their

texts?

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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1.5 Reflecting

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Describe and define what is means to be Australian Like activity 1.1 Engaging personally students use the evidence they have gathered to finish the sentence Being Australian is … . It is important to ensure students understand that these sentences are meant to draw upon the values represented in the texts studied.

Slides (16 - 17)

In 1.1 Engaging personally students responded to the prompt Being Australian is … . Students should add this to their original document. Students do not have to use one text as inspiration, they may like to combine what they learnt in their expert jigsaw. The following are examples of the different responses students could give. Encourage them to really draw together their own ideas Being Australian is about learning to coexist with people you don’t always understand. Being Australian is about creating a balance between the different cultures that exist in your life and around you. Being Australian is about strong and supportive relationships.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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1.6 Experimenting

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Develop a collage that demonstrates how Australian identity can be represented in images Students create a collage of images that demonstrates their interpretation of Australian Identity. Students are advised to use real and abstract images to reflect this understanding. Collages can be electronic or physical. Using the following chart, students complete an analysis of 3-5 images in their collage.

Images When Where Action Idea How

Portfolio Slides (18 - 19)

This will be added to students portfolio of learning. To support students to complete the “How” column, they can refer to visual techniques here.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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Part Two: True Blue

2. 1 Engaging personally

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Read and respond to “Dork, Geek, Jew” by Danny Katz As a class read “Dork, Geek, Jew” by Danny Katz (from Goldsworthy, Peter. True Blue? On Being Australian. Allen & Unwin, 2008.). Then on a second reading, students annotate the text to focus on the choices (the “how”), the author has made. Text Annotation Strategy ? - Record a question for any word, phrase or sentence you are unsure about. C - Write “C” where you feel a connection because you feel the same way as the author. U - Underline any negative words in the text, e.g. don’t deserve, only way, not ashamed etc. Highlight - Highlight any repetition of phrases or sentences I - Write “I” where you see irony. Irony is the use of words or phrases that are the opposite of what you mean as a way of being funny or to make a point. On a placemat have students individually record what they think the text values as Being Australian. Students share their ideas in a noisy round robin. As the students call out their ideas a scribe (could be a teacher or student volunteers) record the ideas on the whiteboard. Students keep calling out ideas until everything has been said. Students then categorise the answers. Depending on the answers, will depend on how you can categorise these. Categories might include:

This following activities in part two focus on how: - representation may be intentionally or unintentionally biased - representation is influenced by and in turn influences its context - representation favours or privileges a position by omitting or

silencing the views or perspectives of particular groups. The text annotation strategy was used in activity 1.2 Understanding Placemat This activity is designed to allow for each individual’s thinking, perspective and voice to be heard, recognised and explored. 1. Form participants into groups of four. 2. Allocate one piece of A3 or butcher’s paper to each group. 3. Ask each group to draw the diagram on the paper.

4. The outer spaces are for each participant to write their thoughts about the topic. 5. Conduct a Round Robin so that each participant can share their views.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

Representations Scope & Sequence Page 19

- Food & Drink - TV & Movies - Australian People - Sport - Activities

Students then look at which category was more heavily represented. They discuss how Danny Katz represents Australia:

- What choices did the author make? - What evidence do you have to support that? - What was his purpose/intention in writing the text?

At this stage it is important to introduce the satire. Share the definition of satire with the students. Ask them to consider how satire has been used in the piece to represent his opinions and ideas.

Slides (1 - 5)

6. The circle in the middle of the paper is to note down (by the nominated scribe) the common points made by each participant. 7. Each group then reports the common points to the whole group. Round robin sharing The round-robin sharing strategy is an effective tool for sharing a whole class brainstorm. This is a competitive but collaborative strategy in which students must work as a team and listen carefully to each other’s responses. The groups then share their ideas with the larger group, on group by group basis. Students must listen carefully to what the other groups have said as no idea may be repeated. The activity around satire may need more or less focus depending on your class. It is important for students to be able to label the how, when discussing representation.

,

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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2.2 Engaging critically

Teaching strategies and learning experiences Teaching tips and support

Learning intention: In small groups students develop a list of questions that they would like to ask Danny Katz about what he believes to be Australian values or attitudes about Australia. Students should think about our driving question: How do texts represent Australian attitudes, beliefs and values? In their group students should nominate who is going to ask what questions and who will be recording the answers. The teacher will act as Danny Katz and sit in the hot seat. Students ask questions. The teacher will answer the question as they think Danny Katz would. Students write a TEXAS paragraph addressing the question: Why has Danny Katz represented the Australian identity this way? Depending on your classes ability you might need to provide further scaffolding. If the class would benefit, model writing the paragraph together or provide a T sentence to help students to begin. Students are encouraged to discuss how he has done this as well, focussing on the use of satire and humour. Slides (6 - 8)

This activity will act as a model for students, they will be required to do this for the text they read in 1.2 Understanding. These activities are to build students understanding that representation and interpretation of character on personal and cultural values (Character - Stage 5). Hot seat The Hot Seat teaching strategy helps students dig deeper into a novel or topic that they are currently studying. If students are reading a novel, they would basically take on the role of a character from that book, then they would take on questions from their peers. This strategy is meant to be a fun way for students to form their own opinions about a character or specific topic. TEXAS paragraph structure T - Topic sentence: What is the point you are trying to make? The topic sentence limits the paragraph. What you put here defined what you are going to talk about. E - Explanation: Explain your argument and ideas, this must support your topic sentence. X - Example: Add an example, this should support your explanation. A - Analysis: How does the example prove the point you are making in your topic sentence. S - Summary: Final concluding sentence, summarise you ideas. T sentence example: Danny Katz represents the Australian identity as being ...

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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2.3 Experimenting

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Using the opening of the story by Danny Katz “Bad Aussie, rotten Aussie, crappy Aussie - I don’t deserve to celebrate Australia Day tomorrow BECAUSE I AM PROBABLY THE WORSE AUSTRALIAN OF ALL TIME.” have students brainstorm what makes them a bad Australian. Brainstorm

After brainstorming have students write 1 - 2 paragraphs. Students should begin with Danny Katz opening. They are encouraged to follow the descriptive structure. Slides (9 - 10)

This activity is about having students place themselves into the position of the composer, what deliberate decisions are they going to make when representing themselves? This piece will be added to their portfolio of learning. Support students brainstorm by asking the following prompting questions/ideas:

- What do we say is un Australian? - Not liking vegemite - Not liking cricket - Not liking football - Going for Ford instead of Holden

- What do you believe is un Australian? Do you do any of these things?

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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2.4 Understanding

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Students refer back to their story from 1.2 Understanding. Students reread the text, what questions could they ask the author about the values of Australia it represents? After creating a list of questions one person in each group nominates to be the main character/author of the text. Repeat this 2 - 3 times to see how different people interpret the character/authors intentions. Students reflect on what happened in the hot seat questioning. Was it a successful strategy in their group, why/why not? How does looking at a text from an author’s point of view change how they view it? Does the context shift when you look from the author’s point of view? Reflections can be handwritten or through a Google form.

- Editable Google form In a circle time discuss the following question: How does your context affect your reading v how does the context the story it was written in change?

- Texts may be responded to and composed differently in different contexts.

Students could summarise their ideas into a paragraph. Slides

This activity also enables students to think about how texts are composed and about the conscious decisions composers make. Students should refer back to the textual concepts and consider:

- representation may be intentionally or unintentionally biased - representation is influenced by and in turn influences its context - representation favours or privileges a position by omitting or

silencing the views or perspectives of particular groups. This was modelled to the students in 2.2 Engaging critically, they should be confident in understanding the activity. Hot seat The Hot Seat teaching strategy helps students dig deeper into a novel or topic that they are currently studying. If students are reading a novel, they would basically take on the role of a character from that book, then they would take on questions from their peers. This strategy is meant to be a fun way for students to form their own opinions about a character or specific topic. Students will be able to clearly answer the questions if they’ve participated in the hot seat activity properly.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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2.5 Reflecting

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Identify what the text/composer says that Being Australians is Like activity 1.1 Engaging personally and 1.5 Reflecting students use the evidence they have gathered to finish the sentence Being Australian is … . It is important to ensure students understand that these sentences are meant to draw upon the values represented in the activities completes. Being Australian is … Slides

Students have now added to their Being Australian is … document multiple times. Students should be receiving feedback on their ideas to ensure they are best addressing the statement. Examples could include: Being Australian is breaking down the barriers and the stereotypes. Being Australian is valuing the differences and embracing the cultures that coexist.

Contents Assessment Pre & Post Test Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

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Part Three: The Rabbits

3.1 Engaging personally

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Read and respond to the picture book “The Rabbits” by John Marsden Give students time to look through the picture book “The Rabbits” by John Marsden and illustrated by Shaun Tan (Marsden, John, and Shaun Tan. The Rabbits. Hachette Australia, 2013.). As they look through the book have them note anything interesting they see on post it notes. This could be the symbols, colours used or words. Read the picture book aloud to the class. After reading have students discuss what they read, allow them to just give their reactions and questions. This could be shared through a circle time, a think/pair/share or depending on the time of the lesson might be completed as an exit card. Slides (1 - 4)

Students should have some knowledge of colonisation and early Aboriginal and Australian interaction and history. Ensure students are given time in class to react and respond to the text.

3.2 Engaging critically

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Analyse the image using mode, field and tenor Using Mode, Field and Tenor analyse page 11 and 12.

Mode, Field and Tenor "What is a functional model of language? - PETAA." https://www.petaa.edu.au/iMIS_Prod/PETAA_Docs/PPs-open/095F.pdf.

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Begin by looking at the written text in the page. Have students look at the words and analyse what they see. They bought new food, and they bought other animals. We liked some of the food and we liked some of the animals. But some of the food made us sick, and some of the animals scared us.

- Repetition of they, we and us. - Beginning of each sentence refers to the food, while the second half

refers to animals. They bought new food. We liked some of the food. But some of the food made us sick. And they bought other animals. And we liked some of the animals. And some of the animals scared us.

- Sentences mirror each other and follow the same rhythm.

Accessed 27 Nov. 2018. - Mode: How the text is constructed (textual metafunction) - Field: What the text is about (ideational metafunction) - Tenor: The relationship between speaker/writer and listener/reader

(interpersonal metafunction) Please note that their are a few different versions of the Mode, Field and Tenor jigsaw. Teachers are advised to use a variety in the class, giving students one that is in their zone of proximal development.

- Option 1 - Mode, Field and Tenor (For students who require more support)

- Option 2 - Mode, Field and Tenor (For students who require some support and allows for modelling of responses)

- Option 3 - Mode, Field and Tenor (For students who require limited support)

- Option 4 - Mode, Field and Tenor (Mostly blank)

Mode Field Tenor

Text They bought new food, and they bought other animals.

The use of they, we and us helps to distinguish the two groups. It also places the reader in the position of us, which means we identify more with their position and have an emotional reaction. The author has deliberately not used names or identified them as animals but rather uses the pronouns to make us have a more emotion reaction - Them and Us.

We liked some of the food, and we liked some of the animals.

But some of the food made us sick, and some of the animals scared us.

Colour (Image 1)

Bright colours: Green, Pink, Blue, White

The use of bright colours show hope and vitality. It positions the reader to believe this is a great thing.

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Students then analyse the images looking at the lines and colour Lastly students analyse the symbols they can find in the page. These are symbols that occur on many of the pages, students may need to go back through the previous pages to find them. Return back to the statement about representation.

Students summarise their ideas and thoughts and answer the question: How did John Marsden and Shaun Tan use words and images to represent an aspect of Australian history? Slides (5 - 23)

Colour (Image 2)

Dull colours: Brown, Black, Grey

The dull colours show that the earth has been killed. The reader is positioned to look badly upon the changes.

Lines (Image 1)

The lines divide the page up and give an illusion of order. It looks at different fields and out towards the different crops.

Lines (Image 2)

The lines show the animals that scared them running away, as well killing their animals.

Lines Ripped page The ripped page shows that while some things were good, the things that were bad were having a devastating effect. The rip positions the reader to think negatively of the changes and identify with “us”.

Symbols Machines & Steam The machines and steam are symbolic of the change in Australia. They represent the change being brought to Australia by the rabbits.

Symbols Animal tracks The animal tracks lead the reader's eye to significant parts of the images.

Symbols

Depending on your class you might like to have students answer the question in a circle time, exit card or TEXAS paragraph.

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3.3 Reflecting

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Identify what the text/composer says that Being Australians is Being Australian is …

Students have now added to their Being Australian is … document multiple times in activity 1.1 Engaging personally, 1.5 Reflecting, 2.5 Reflecting and 3.4 Reflecting. Students should be receiving feedback on their ideas to ensure they are best addressing the statement. Examples of responses: Being Australian means acknowledging our past and making amends.

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4.4 Experimenting

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Change the perspective of the image Students recreate one of the pages from the picture book changing the perspective. For example they might like to take the image below and change the perspective making it more colourful, green and bountiful.

Portfolio Assignment Sheet

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Students should have a strong understanding of the images as they have analysed one in depth. Students should be given 1 - 2 lessons in class to create their own A3 page. Paper should be provided to students, as well as access to coloured pencils. Baking paper can be used to help the students trace key symbols and characters. Slides

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Part Four: Songs & Poetry

4.1 Engaging personally

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Analyse how Australia is depicted in poetry As a class read and respond to the poem “My Country” by Dorothea Mackellar. There is a copy of a reading of the poem in the slides (and on youtube). After reading students think/pair/share what did you think of the poem “My Country” by Dorothea Mackellar? Is this how you feel about Australia? Student then analyse the poem using the retrieval chart below.

Actions of narrator

(do/say/feel)

Actions of responder

(do/say/feel)

Goals/ intentions/

interests

Circumstances/Context

How

As a class read and respond to the poem “Australia” by Ania Walwicz. Students again think/pair/share How did you feel after reading the poem “Australia” by Ania Walwicz? Was there anything that you identified with? Student then analyse the poem using the retrieval chart below.

Actions of narrator

(do/say/feel)

Actions of responder

(do/say/feel)

Goals/ intentions/

interests

Circumstances/Context

How

When discussing how Australia has treated the poets, we are asking students to infer this information from the poems. In Walwicz’s poem we can infer that people tried to be nice but they never actually tried to befriend her. Emphasise the use of pronouns in each poem. Extension: If you have time, include a fourth poem, you might like to pick one of the following:

- Inbetweeners by Kevin Ngo - Aboriginal Australia by Jack Davis

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As a class read and respond to the poem “Please resist me” by Luka Lesson. Students again think/pair/share How did you feel after reading the poem “Please resist me” by Luka Lesson? Was there anything that you identified with? Student then analyse the poem using the retrieval chart below.

Actions of narrator

(do/say/feel)

Actions of responder

(do/say/feel)

Goals/ intentions/

interests

Circumstances/Context

How (poem) How (video)

Using the venn diagram students compare the three poems. All students should record the notes on their own copy, where possible encourage students to add evidence. . Use the following prompting questions to support students in the process:

- What do they say about Australia? - How do they describe the land? - How do they describe the weather?

Draw students back to context. Under each poem is a little bit of context about the poets. Using our inference skills, re-read the poems and the poet's context. Ask students to think about how Australia treated them? Record dot points include ideas, emotions and where possible evidence to support their understanding. Students record ideas on the context retrieval chart.

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Students combine their thoughts and ideas into a TEXAS paragraph. Slides

4.2 Understanding

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Analyse how Australia is represented in music Begin by playing one of the songs. Ask students to share what they heard in the music (not the lyrics). Students share their ideas with the class. In a Think/Pair/Share students discuss the following prompting questions:

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- How can artists manipulate sound? - What are the different types of music? - What characteristics do they have?

Introduce the three basic concepts:

- Tempo (fast vs slow) - Pitch (high vs low) - Dynamics (loud vs soft)

Model the following activity with one of the songs:

- Beds are burning - London still - True Blue - Land down under - This is Australia

Students listen to the song of choice, as a class students complete the retrieval chart for the one song. Students then complete this in a jigsaw activity with small groups becoming experts on one or two and sharing with their group.

Actions of narrator

(do/say/feel)

Actions of responder

(do/say/feel)

Goals/ intentions/

interests

Circumstances/Context

How (sound)

How (lyrics)

How (video)

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Slides

 

4.3 Experimenting

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Create a playlist of songs that represent Australia to you. The songs do not need to be Australian artists, they need to represent Australia to you. Complete the chart for the songs that you include.

Song When Where Action Idea How

Portfolio

Share examples made by teachers.

- Model 1 Teachers should have given feedback on students’ completed charts submitted with task. Students should be encouraged to utilise this in this task. Portfolio Assignment Sheet To complete the “How” column, students can refer to the elements of music here. Portfolio Rubric ** Check whether the kids can access youtube on the schools network

 

4.4 Reflecting

Teaching strategies and learning experiences Teaching tips and support

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Learning intention: Like activity 1.1 Engaging personally, 1.5 Reflecting and 2.5 Reflecting students use the evidence they have gathered to finish the sentence Being Australian is … . It is important to ensure students understand that these sentences are meant to draw upon the values represented in the activities completes. Being Australian is … Slides

Students have now added to their Being Australian is … document multiple times in activity 1.1 Engaging personally, 1.5 Reflecting and 2.5 Reflection. Students should be receiving feedback on their ideas to ensure they are best addressing the statement. Examples are listed below: Being Australian doesn’t mean you always love what the country does.

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Part Five: The Essay  

5.1 Experimenting

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Essay question: Representation is a conscious act by a composer. How is Australian identity represented in two-three texts? Assessment task and rubric Depending on the ability of your students will depend on how much scaffolding they will require. Students are able to pick two - three texts of their choices, however, students are recommended to consider the ones they have studied in-depth in class. Step 1: What is the question asking me? Begin by breaking down what the question is asking, allow students time to ask questions and record the answers. It is advisable that a scribe records all questions (and answers) so that these can be placed on Google classroom and referred to during the essay process, this will hopefully avoid the teaching having to repeat themselves. Step 2: Brainstorm Have students complete a brainstorm where they include all the information on how they think they are going to answer the question. Teachers should check the brainstorm prior to students moving on.

Depending on your class will depend on how you scaffold the essay. Some students and classes may require more or less. For example Step 4 would only be needed to help students who are struggling with paragraph structure. Students are encouraged to gather all the TEXAS paragraphs they have written in the unit and use them to create their essay. P students differentiation: Teachers are best placed to set P assignments for students. Some examples are listed below:

1. Allow student extra time 2. Student complete the body paragraphs (1 - 3 TEXAS paragraphs) 3. Students recaps 1 text and describes how Australian identity is

represented

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Step 3: Plan

Body paragraph 1 Body paragraph 2 Body paragraph 3

What point am I trying to get across?

What point am I trying to get across?

What point am I trying to get across?

Text/s I am talking about Text/s I am talking about Text/s I am talking about

Evidence/Quotes Evidence/Quotes Evidence/Quotes

Step 4: TEXAS paragraph

T  Topic sentence - What is the point you are trying to make? The topic sentence limits the paragraph. What you put here defines what you are going to talk about.

E  Explanation - Explain your argument and ideas, this must support your topic sentence.

X  eXample - Add an example, this should support your explanation.

A  Analysis - How does the example prove the point that you are making in your topic sentence.

S  Summary - Final concluding sentence, summarise your ideas.

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Step 5: Write body paragraphs After writing their body paragraphs students are advised to give feedback to a peer and receive feedback on their own work. More information regarding peer feedback can be found in 5.2 Reflecting. Step 6: Write introduction Step 7: Write conclusion Slides

 

5.2 Reflecting

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Give and receive feedback on your written draft Peer feedback is an important part of the assessment task process. Using the peer Explain to students the three different types of feedback. Students summarise why the types of feedback are helpful/unhelpful in their own words. How teachers facilitate the

Teachers are encouraged to develop a peer feedback framework in the classroom utilising small pieces of work prior to the essay. Depending on your class you might like to show them the following video “Austin’s butterfly”. While students watch the video they should record notes on post its. These notes should be about the type of feedback begin given and the response from Austin. Students then discuss the type of feedback given to Austin and the effect it had on the work.

Type Why is it helpful/unhelpful?

Unhelpful cheerleader feedback

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feedback is up to them. You might like students to share their digital work with a peer and use the comment function on Google docs to give feedback. Alternatively, printing the students work and making it anonymous (where possible) can help students feel more comfortable in giving the feedback. It is also advised that during this phase the teacher gives feedback to all the students. This is not necessarily against everything but picking one thing they can improve on. Slides

Helpful (constructive) feedback

Unhelpful (could be negative) feedback

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Use the feedback provided to revise and edit your work Students use the feedback given to improve their written work. This activity does not need to come straight after the feedback has been given, you might begin the activities in Part Six and allow some time for the work to settle before coming back to it. This will allow students to again read their work, as getting some distance between the work can help them to better proofread their work.

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Part Six: Reflection

6.1 Engaging personally

Teaching strategies and learning experiences Teaching tips and support

Learning intention: Students have a go at answering the driving question, this can be done in many ways:

- Circle time - TEXAS paragraph - Creative response - Mind map

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