We Are The World - No Turning Back | Stage 5 | English

Summary

Duration

This unit builds on from the "Who Am I" Year 7 ...
Outcomes

Key concepts and Skills

Syllabus Requirements

English K-10

Concepts:

General Capabilities:

›

EN5-1A respon...
worlds

›

EN5-8D questions, challenges and evaluates

cultural assumptions in texts and their effects
on meaning

Board o...
SYLLABUS OUTCOMES

TEACHING SEQUENCE

RESOURCES

Stage 5 - Outcome 1

The Hook:

Hook video – No Turning back

Students:

...
effectiveness (ACELA1561)
 analyse and explain the use of

and write into their OneNote file or book.
 Our key concepts ...
Develop and apply contextual knowledge
 interpret, analyse and evaluate how

following activities.
 Use the “Documentary...
workplace

the films they have seen.

 use increasingly sophisticated processes

of representation to respond to and
comp...
Respond to and compose texts
 compose and respond to a wide range of

visual texts, eg picture books, graphic
novels and ...
refutation, ellipsis, irrelevance and
circumlocution, and analyse how it affects
responses
 understand the ways generalis...
and linguistic, structural, cognitive,
emotional and moral complexity
 formulate, develop and express their own

on one o...
understanding of the world and significant
human experience gained from interpreting
various representations of life matte...
represent aspects of their expanding
personal and public worlds, for a wide
range of purposes, including for enjoyment
and...
finishing with a reflection of their new life in
Australia. Optional – could write from the
perspective of the child.
 Wh...
 Let the class know that while they have been
doing their study of the “Long Journey” the
New Arrival class has also been...
teacher beforehand to allow time for the
student to prepare their responses.


Reflection Sheet

Students to have three w...
Assessment overview

Evaluation

Across Year Assessment Task – essay on a documentary
In Class Assessment – short document...
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"No turning back"Unit of work

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This is the English Stage 5 unit of work for the project "No turning back" based on the SBS series 1 "Go back to where you came from".

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"No turning back"Unit of work

  1. 1. We Are The World - No Turning Back | Stage 5 | English Summary Duration This unit builds on from the "Who Am I" Year 7 unit and the "My Island Home" Year 8 unit, with 10 weeks students now moving beyond our own boundaries to look at our place in the world. In this unit, students explore an issue of global concern and for my class that is the issue of refugees and asylum seekers. As part of their work they will work with students from the new arrivals class – interviewing them to learn about their experiences and build relationships. They will build their understanding of that issue through studying a variety of texts, particularly the documentary “Go Back To Where You Came From” and the website “The Long Journey”. Students will learn about the medium of documentary, extend their essay writing skills and analyse websites. The students will finish the unit by working on a PBL style project where they develop a text to build empathy and understanding for local refugees. Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 1
  2. 2. Outcomes Key concepts and Skills Syllabus Requirements English K-10 Concepts: General Capabilities: › EN5-1A responds to and composes Empathy for understanding, interpretation, critical  Intercultural Understanding Activism increasingly sophisticated and sustained texts  Ethical Understanding  Creative and Critical Thinking analysis, imaginative expression and pleasure › EN5-2A effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies › EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning › Skills:  Literacy WHY paragraphs – The language of argument, cohesion, transition words Essay writing – the language of argument, vocabulary, transition words, cohesion Visual literacy: documentary, websites, picture books – elements, techniques, metalanguage EN5-5C thinks imaginatively, creatively, interpretively and critically about information Text Requirements:  Picture Books  Non Fiction  Film - documentaries  Visual Texts  Media, multimedia and digital texts  Texts that explore cultural and social perspectives and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts › EN5-7D understands and evaluates the diverse ways texts can represent personal and public Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 2
  3. 3. worlds › EN5-8D questions, challenges and evaluates cultural assumptions in texts and their effects on meaning Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 3
  4. 4. SYLLABUS OUTCOMES TEACHING SEQUENCE RESOURCES Stage 5 - Outcome 1 The Hook: Hook video – No Turning back Students:  Show the Hook video. Engage personally with texts  Students to write down their initial reactions to  appreciate, explain and respond to the video, the words used and the questions the aesthetic qualities and the power of asked. Let them know that we will be coming language in an increasingly sophisticated back to those in a couple of weeks. range of texts Develop and apply contextual knowledge  analyse and explain the ways language forms and features, ideas, perspectives and originality are used to shape meaning  Do a word cline on the words/terms used in the video. Students to place in order of empathy towards refugees – high to low. Discussion of the impact of the different words/terms. *** Addition – look at the recent directive for government workers in Department of SMH – Illegals not clients Immigration to refer to them as “illegal  analyse ideas, information, perspectives, contexts and ideologies and the ways they are presented in increasingly demanding, sustained imaginative, informative and persuasive texts immigrant” rather than “client” – what is the effect of that change in words?  Explain to the class that we will be exploring the issue of refugees and asylum seekers this term through a variety of texts, especially the Understand and apply knowledge of language documentary “Go Back To Where You Came forms and features From” and a website “Long Journey”.  identify how vocabulary choices contribute to specificity, abstraction and stylistic  What is a refugee? What is an asylum seeker? Students to find a definition for the two terms Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 4
  5. 5. effectiveness (ACELA1561)  analyse and explain the use of and write into their OneNote file or book.  Our key concepts this term will be “Empathy” symbols, icons and myth in still and and “Activism”. Students to brainstorm what moving images and how these augment these mean and write down definition. meaning (ACELA1560) Respond to and compose texts  explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)  evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572) Stage 5 - Outcome 2 Students: Engage personally with texts  consider how aspects of texts, including characterisation, setting, situations, issues, ideas, tone and point of view, can evoke a range of responses, including empathy, sympathy, antipathy and indifference  Ask students to use the next couple of weeks, while we learn about documentaries, to think more about the topic of refugees and asylum seekers. Encourage them to ask their family and friends about their opinions and reactions to this issue. The Documentary Film – booklet What is a documentary – Introductory Activities  What is a documentary? How is a documentary different to a movie?  Can they identify documentaries they have DIY Doco Shorts of the Week - Documentaries Documentary Conventions Handout Technique Table watched - list on board. Try and group into different categories e.g. nature, biographies, human interest, social issues etc. What are the different purposes of each of these categories?  Look at DIY Doco site – Style and Genre and Elements tabs. Students to explore as a homework task and take notes for use with the Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 5
  6. 6. Develop and apply contextual knowledge  interpret, analyse and evaluate how following activities.  Use the “Documentary Film” Booklet to explore different perspectives of issue, event, the documentary medium. Read through and situation, individuals or groups are discuss the information, including the constructed to serve specific purposes in information on the “Critical Questions to Ask” texts (ACELY1742) and the techniques/elements of  evaluate the ways film, websites and other multimedia texts use technology for different purposes, audiences and contexts to convey ideas and points of view Understand and apply knowledge of language forms and features  review, edit and refine students' own and others' texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1747, ACELY1757) Respond to and compose texts  apply word processing functions, as well as web authoring programs, to compose and format texts for different purposes, audiences and contexts, including the documentaries. Complete the activities for the documentary “Insecurities”.  In groups, students to be allocated one of the “Film Festival” documentaries to analyse using the questions in the booklet. Use the Techniques Table to identify the techniques used and their effect.They are to share their analysis with the class (2 periods).  Homework task - Watch at least ONE of the short documentaries from "Shorts of the Week". Work through the critical questions (booklet or handout) for their chosen documentary – how many can they answer? Use the Techniques Table to analyse the short documentary.  Read through the Documentary Conventions handout (also in booklet). Discuss in relation to Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 6
  7. 7. workplace the films they have seen.  use increasingly sophisticated processes of representation to respond to and compose complex spoken, written, visual, multimodal and/or digital texts for a wide range of purposes and audiences, considering and evaluating the effect of the technology  use comprehension strategies to compare and contrast information within and No Turning Back - Refugees  Remind students that we will be watching a documentary on the issue of refugees and asylum seekers. Check that they can explain what a refugee/asylum seeker is?  Google search for definitions – record in their OneNote file. between texts, identifying and analysing  What are some of the common attitudes and embedded perspectives, and evaluating beliefs about refugees? (Refer to the Hook supporting evidence (ACELY1744, ACELY1754) video as well as their conversations on the subject in the past couple of weeks) List on the Stage 5 - Outcome 3 Students: Engage personally with texts  analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641) board. Are there more positive or negative attitudes? Why?  Students are to write down their own attitudes and beliefs about refugees and asylum Test Your Knowledge - SBS seekers. They should think about how they came to those attitudes. These do not need to be shared with the class.  Students are to work through the “Test Yourself” activity on the Go Back to Where You Came From SBS site. What did they find Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 7
  8. 8. Respond to and compose texts  compose and respond to a wide range of visual texts, eg picture books, graphic novels and films, using a range of appropriate techniques and metalanguage Stage 5 - Outcome 5 Students: Engage personally with texts  investigate the ways different modes, out that they didn’t know? Does it contradict Refugee Council of Australia some of the common beliefs they identified earlier?  Research Activity – students are to explore the Refugee Council of Australia and UN Refugee Agency websites. What information did they discover re the number of people identified as refugees, where refugees are coming from and where they are going etc?  Refugee Picture Books – students to look subject areas, media and cultural through a variety of picture books that have a representation affect their personal The Island, Armin Greder Ziba Came by Boat, Liz Lofthouse The Little Refugee, Anh Do & Suzanne Do Refugees, David Miller refugee focus. For each one, students can and critical responses to texts Picture Books: record the following: Develop and apply contextual knowledge How does the book build empathy?  compare ways in which spoken, written, the story? (Techniques including style, shaped according to personal, historical, layout, colour, images etc) Asylum: Exit Australia How do the visuals build on and add to visual, multimodal and digital texts are The Arrival, Shaun Tan cultural, social, technological and workplace contexts  Optional Activity – Asylum: Exit Australia. Go Back to Where You Came From, Series 1 ATOM Study Guide Students individually, or in pairs, can go Understand and apply knowledge of language through the simulation on the experiences of a forms and features refugee.  understand and use the language of Go Back - questions argument, eg the use of logic, evidence, Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 8
  9. 9. refutation, ellipsis, irrelevance and circumlocution, and analyse how it affects responses  understand the ways generalisations, clichés, rhetorical devices, appeals to authority and appeals to popularity and public opinion shape meaning and responses  critically evaluate the ways bias, Go Back To Where You Came From  Introduce the documentary. Read through the introduction in the Study Guide – identify the purpose of the documentary.  Begin watching Episode 1 of “Go Back To Where You Came From”. Students are to work Participants Journey Table through the “Go Back To Where You Came From” Study Guide and/or question sheet. Teacher to stop at the appropriate points to stereotypes, perspectives and ideologies discuss student responses and build are constructed in texts understanding so they can answer the  explain the ways the language of argument and persuasion can be adapted for different contexts  investigate the ways web and digital technologies use and manipulate visual images, hyperlinks, sound and the written word to create meaning Respond to and compose texts  respond to and compose a range questions.  Handout the “Participants’ Journey” table. Students are to fill this in for each participant as they watch the 3 episodes. What are our initial reactions to the participants? How are Creative Task Handout they portrayed at the start – who are we meant to like and dislike? How are we positioned to feel this way? Look at key points on their Documentary Technique Table journeys where their attitudes begin to change. Why is this change occurring? Why can they of sustained imaginative, informative and no longer hold on to their original beliefs and persuasive texts which are increasingly attitudes? demanding in terms of ideas, arguments  Optional Activity – Creative tasks with a focus Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 9
  10. 10. and linguistic, structural, cognitive, emotional and moral complexity  formulate, develop and express their own on one of the participants. (Homework task)  As they are watching the 3 episodes they are to fill in the Documentary Techniques Table. ideas and beliefs creatively, thoughtfully, Again, stop at key points to identify the positively and confidently on issues such different techniques and the effect in this as sustainable patterns of living particular scene. For example – interview with Stage 5 - Outcome 7 Students: Mrs Masudi, the raid in Malaysia, the refugee camp food line. Engage personally with texts  explore and reflect on their own values in relation to the values expressed and explored in texts  reflect on personal experience and broadening views of the world by responding to the ideas and arguments of others with increasingly complex ideas and arguments of their own  understand that people's evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)  After watching the documentary students to answer the following questions: 1.Did the documentary achieve its desired purpose? 2.Which participants changed the most in their attitudes to refugees? 3.How are we meant to think about Darren at the end of the documentary? How does the director build our reaction to Darren throughout the documentary? Sample “Go Back” WHY paragraph 4.Has the documentary changed their point of view on the issue of refugees? WHY Planning Sheet & Peer Feedback  explore and reflect on personal Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 10
  11. 11. understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)  evaluate the social, moral and ethical positions represented in texts (ACELT1812) Essay writing  Students are to revise the WHY paragraph structure. Model a paragraph on the board on one of the early documentaries.  Give students the WHAT for a WHY paragraph – The main purpose of the documentary is to build empathy for Understand and apply knowledge of language refugees. Brainstorm HOW that purpose was forms and features achieved – techniques, examples, effects.  analyse the ways in which creative and imaginative texts can explore human experience, universal themes and social contexts  use and analyse increasingly complex language features to present a viewpoint on issues such as environmental and social sustainability  explore and analyse ethical positions on a current issue, including the values and/or principles involved, in digital communication forums  respond to and compose sustained imaginative, creative and critical texts that Brainstorm WHY statements. Students to Essay vocabulary handout write up their paragraph and post on Edmodo No Turning Back – vocabulary activity table for feedback by students and teacher.  Brainstorm the stages and ways the documentary builds empathy – these will become the WHAT statements that students can choose for their essay assessment task.  Vocabulary Exercise – building sophisticated Transition Words Lesson vocabulary to use in the essay. Why is the choice of vocabulary important? What are the types of words they could be using in their essay – especially in each of the three sections of the essay. Brainstorm ideas, use the vocabulary handout and associated Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 11
  12. 12. represent aspects of their expanding personal and public worlds, for a wide range of purposes, including for enjoyment and pleasure activity. Essay planning scaffold  Transition Words and Cohesion - How can they add cohesion to their response both within each paragraph and between paragraphs using transition words? Homework Task – watch the video lesson Long Journey website and look back at their WHY paragraph to see how they can improve the use of transition words.  Hand out the essay planning scaffold. Encourage students to write a draft of their essay and submit for feedback before writing up the essay in the assigned period. Long Journey Website  Revision of website design elements from previous unit.  Students to explore the website and follow at least one child through all stages of their journey to safety in Australia. For their chosen child they are to write a summary of their experiences and journey – starting with their experiences in their home country and Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 12
  13. 13. finishing with a reflection of their new life in Australia. Optional – could write from the perspective of the child.  Who is the audience for this website? How do we know?  What is the purpose of this website? Does it fulfill its purpose?  Students are to identify the two “memory stones” that they thought were the most powerful and explain why they chose them.  Why is it broken into four chapters? What is the name for each chapter and why do they think that was the chosen title?Were the design elements of the website effective in achieving its purpose?  Go back to the website and use the documentary tool to create a documentary – what clips would be most effective at raising awareness and empathy for refugees? How would they put it together to achieve maximum impact? Students to share their documentaries with the class – discuss similarities and differences in approach. Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 13
  14. 14.  Let the class know that while they have been doing their study of the “Long Journey” the New Arrival class has also been studying it and writing about their own journey. Project Outline PBL Mini Project: Driving Question - How can we build empathy for and acceptance of refugees, especially those in our local area?  Students are to work in small groups to create a documentary, website or picture book to build empathy and understanding of refugees.  Hand out the project outline. Go through it with the students so they are clear on what they have to do.  As part of the preparation, students are to spend time with at least one of the students in the New Arrivals class. They should prepare a series of questions to ask the student (linked to the 4 stages found on the Long Journey website) which must be submitted to the classes Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 14
  15. 15. teacher beforehand to allow time for the student to prepare their responses.  Reflection Sheet Students to have three weeks in class to complete their documentary/website/picture book and work with the students from the New Arrivals class.  In the first lessons of Term Four students are to present their documentary/website/picture book to the class and to the New Arrival Class.  Student to self assess on the marking criteria as well as the students in the class to peer assess.  Students to complete an evaluation of the unit. Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 15
  16. 16. Assessment overview Evaluation Across Year Assessment Task – essay on a documentary In Class Assessment – short documentary analysis, documentary creative task, Long Journey recount and PBL project. Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 16
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