English sample unit: Global connections

Focus: Global connections, visual texts Overview In this unit, students learn to critically analyse and res ond to texts, with a !ocus on "ulti"odal and visual texts# $hey ex lore the ways in which texts are structured and resented in order to co""unicate ideas and in!luence viewers# %tudents investi&ate the ways in which 'ustralia is interconnected with other nations, and ex lore a ran&e o! &lobal issues includin& issues o! war and eace, overty, extre"e weather conditions and re!u&ee ex eriences# %tudents consider the individual and national res onsibilities o! &lobal citi(ens o! the 21st century, and are encoura&ed to think about how they can act to !acilitate e)uity and *ustice !or others throu&h their choices and actions# $hey ex lore ublications o! various &rou s workin& to su ort children and re!u&ees, e& +,I-./ and 0orld 1ision, and read the story o! Sadako and the Thousand Paper Cranes# %tudents also co" are the written and "ulti"edia versions o! Cloudy with a Chance of Meatballs#

Stage 3
Duration: 10 weeks (23 lessons/week) Links to other KLAs 2istory students can ex lore de"ocratic ractices in 'ustralia and overseas, and consider i""i&ration in 'ustralia in the ast# Geo&ra hy students view, inter ret and "ani ulate "a s and o ulation tables to better understand 'ustralia3s &lobal connections# %cience and $echnolo&y students investi&ate weather heno"ena and natural disasters, includin& their i" act on eo le and nations4 students use in!or"ation co""unication technolo&y to view and create texts, includin& blo&s, wikis, odcasts and "ulti"edia resentations, and use desi&n and technolo&ies skills to develo "odels and rototy es "eetin& the needs identi!ied by researchin& and thinkin& di!!erently# 1isual 'rts students ex lore rinci les o! desi&n to view and create visual texts and resentations#

Outcomes .,352' co" oses, edits and resents well5structured and coherent texts .,353' uses an inte&rated ran&e o! skills, strate&ies and knowled&e to read, view and co" rehend a wide ran&e o! texts in di!!erent "edia and technolo&ies .,3567 discusses how lan&ua&e is used to achieve a widenin& ran&e o! ur oses !or a widenin& ran&e o! audiences and contexts .,3587 uses knowled&e o! sentence structure, &ra""ar, unctuation and vocabulary to res ond to and co" ose clear and cohesive texts in di!!erent "edia and technolo&ies .,359- thinks i"a&inatively, creatively, inter retively and critically about in!or"ation and ideas and identi!ies connections between texts when res ondin& to and co" osin& texts .,35:; identi!ies and considers how di!!erent view oints o! their world, includin& as ects o! culture, are re resented in texts .,35<. reco&nises, re!lects on and assesses their stren&ths as a learner

Assessment overview =n&oin& assess"ent observation and teacher3s anecdotal notes and records, alon& with evaluation o! work sa" les and analysis o! contribution to class discussions# %tudent work sa" les will also be &raded as a !or"al su""ative assess"ent# ;etails o! this assess"ent can be !ound at the conclusion o! this unit o! work#

Learning se uence

!ontent

"eaching# learning an$ assessment

Global connections 1 E%3&'A use a ran&e o! so!tware, includin& word rocessin& ro&ra"s, learnin& new !unctions as re)uired to create texts ('-.>?1909, '-.>?1919) E%3&3A use co" rehension strate&ies to inter ret and analyse in!or"ation and ideas, co" arin& content !ro" a variety o! textual sources includin& "edia and di&ital texts ('-.>?1903, '-.>?1913) 2 E%3&3A understand how texts vary in ur ose, structure and to ic as well as the de&ree o! !or"ality ('-.>'160@) use co" rehension strate&ies to inter ret and analyse in!or"ation and ideas, co" arin& content !ro" a variety o! textual sources includin& "edia and di&ital texts ('-.>?1903, '-.>?1913) inter ret icture books, co"ic stri s and se)uences o! di&ital i"a&es which do not contain written text 7rainstor" ways in which 'ustralia is connected to other nations construct a class list# 1iew 'us'id video and add new in!or"ation to list ('us'id videos are u dated re&ularly at www#youtube#co"/user/'us'I;video4 teachers should review and select a suitable current video)# ;iscuss !eatures that contribute to an e!!ective "ind "a (e& colour, text si(e and !ont, i"a&es)# 2ave students create a "ind "a to show links between as ects o! 'ustralia3s &lobal connections# %o!tware such as Ins iration "ay be used to !acilitate di&ital versions o! this activity#

Aead the book We are all Born Free The Universal eclaration of !u"an #i$hts in Pictures ('"nesty International)# ;iscuss the "eanin& o! Bhu"an ri&hts3 and the nature and i" ortance o! various ri&hts articulated in the ;eclaration# ;iscuss the ur ose, intended audience and structure o! the book# 0hile readin&, investi&ate the contribution o! text and i"a&es to the "eanin& o! the book discuss how illustrations su ort or co" le"ent the text and/or co""unicate additional "eanin&s# Grou s o! students analyse one double a&e each and re ort back to the class# Identi!y i"a&es and sy"bols on the a&e and ex lain what they co""unicate to the reader# -onsider the use o! colour, line and balance and how these contribute to the text# -onsider whether writin& or illustrations could be "odi!ied to be "ore e!!ective#

E%3&'A lan, dra!t and ublish i"a&inative, in!or"ative and ersuasive texts, choosin& and ex eri"entin& with text structures, lan&ua&e !eatures, i"a&es and di&ital resources a ro riate to ur ose and audience ('-.>?190@, '-.>?191@)

%tudents lan, dra!t and ublish a Breci e3 !or a er!ect world, de"onstratin& their knowled&e o! the +niversal ;eclaration o! 2u"an Ai&hts and its i" ortance, includin& exa" les and/or su ortin& )uotes !ro" other texts#

E%3&3A understand how texts vary in ur ose, structure and to ic as well as the de&ree o! !or"ality ('-.>'160@)

%tudents work in &rou s to view exa" les o! icture books# Identi!y the author3s ur ose and tar&et audience !or each book#

Learning se uence

!ontent co" are texts includin& "edia texts that re resent ideas and events in di!!erent ways, ex lainin& the e!!ects o! the di!!erent a roaches ('-.>?190:) inter ret icture books, co"ic stri s and se)uences o! di&ital i"a&es which do not contain written text E%3&(E develo criteria !or assessin& their own and others3 resentations

"eaching# learning an$ assessment Aecord observations about !eatures such as !ont, text si(e, colour, li&ht and shadow, balance and unity, contrast, "ood, i"a&es, ers ective, sy"bolis", salience o! various co" onents, ortrayal o! characterisation and settin&, etc# Ae ort back to the class and discuss si"ilarities and di!!erences between books considered# ;evise class criteria to evaluate the e!!ectiveness o! icture books#

E%3&)* identi!y and discuss how own texts have been structured to achieve their ur ose and discuss ways o! usin& conventions o! lan&ua&e to sha e readers3 and viewers3 understandin& o! texts

%tudents work coo eratively in s"all &rou s each &rou should create a one5 a&e visual text !ocused on a articular article !ro" the +niversal ;eclaration o! 2u"an Ai&hts, to be ut to&ether to !or" a class book# .ach &rou uses the class rubric to evaluate the e!!ectiveness o! another &rou 3s text and to rovide constructive !eedback to their eers# Grou s "odi!y their a&e accordin& to !eedback, and then co" ile all a&es into a class book#

+ar: Sa$ako an$ the "housan$ ,aper !ranes 810 E%3&3A use co" rehension strate&ies to inter ret and analyse in!or"ation and ideas, co" arin& content !ro" a variety o! textual sources includin& "edia and di&ital texts ('-.>?1903, '-.>?1913) E%3&)* reco&nise the techni)ues used by writers to osition a reader and in!luence their oint o! view E%3&-* understand that lan&ua&e is structured to create "eanin& accordin& to audience, ur ose and context understand that choices in &ra""ar, unctuation and vocabulary contribute to the e!!ectiveness o! texts identi!y and ex lain how choices in lan&ua&e, e& "odality, e" hasis, re etition and "eta hor, in!luence ersonal res onse to di!!erent texts ('-.>$1816) 's a class or in s"all &rou s, students read Sadako and the Thousand Paper Cranes over a eriod o! several lessons# $he !ollowin& activities, ex lorin& the use o! sy"bolis" and i"a&ery, should be co" leted as the a ro riate lace in the text is reached# -ha ter 1 (Good luck si&ns) ;iscuss why the author included the s ider, which %adako thinks is a B&ood luck si&n3 at the end o! the cha ter# 0hat are so"e thin&s eo le consider to be B&ood luck si&ns3 in 'ustralian cultureC -ha ter 2 (-andles) 0hy did Dr %asaki li&ht the candles ( # 1:)C 0hat did the !a"ily do with the candles ( # 1<)C 2ow does this contribute to the "eanin& o! the cha terC 2ow would it be di!!erent without the inclusion o! candlesC Aesearch and describe how other cultures/traditions use candles in s ecial cere"onies# -ha ter 3 (;oves) ;oves are released by the "onks as a sy"bol o! eace ( # 19)# 2ave students research to !ind out where the use o! the dove as a eace sy"bol ori&inally ca"e !ro" and/or where it is used in other cultures# 2ave students research to !ind three other co""only used eace sy"bols (e& the Aainbow /la&)# 2ave students create their own eace sy"bol and ex lain how it re resents eace# -ha ter 6 (-ranes) 0hy did -hi(uko think that "akin& cranes would hel %adako to !eel betterC 2ow do cranes beco"e an i" ortant art o! the rest o! the storyC 2ow would it chan&e the story to re"ove the "akin& o! a er cranes !ro" the lotC %tudents "ake a er cranes and re!lect on the i" act the activity has on the"#

Learning se uence 11

!ontent E%3&)* reco&nise the techni)ues used by writers to osition a reader and in!luence their oint o! view E%3&-* understand that lan&ua&e is structured to create "eanin& accordin& to audience, ur ose and context show how ideas and oints o! view in texts are conveyed throu&h the use o! vocabulary, includin& idio"atic ex ressions, ob*ective and sub*ective lan&ua&e, and that these can chan&e accordin& to context ('-.>?18<:) understand that choices in &ra""ar, unctuation and vocabulary contribute to the e!!ectiveness o! texts identi!y and ex lain how choices in lan&ua&e, e& "odality, e" hasis, re etition and "eta hor, in!luence ersonal res onse to di!!erent texts ('-.>$1816)

"eaching# learning an$ assessment ;iscuss the author3s use o! si"ile in -ha ter 2 and the way this adds to the text# /or exa" le, B%adako was sure they would always be as close as two ine needles on the sa"e twi&3# %tudents describe what this si"ile co""unicates about %adako and -hi(uko# %tudents think o! three other si"iles that could be used to e" hasise the sa"e thin& (either known si"iles !ro" other texts or students3 own ori&inal exa" les)# %tudents write a ara&ra h describin& a close !riendshi in their own li!e, ex lainin& why it is so i" ortant to the" and what they have learned !ro" it, and co" arin& it to the !riendshi o! -hi(uko and %adako#

12

E%3&'A understand and a reciate the way texts are sha ed throu&h ex lorin& a ran&e o! lan&ua&e !or"s and !eatures and ideas lan, dra!t and ublish i"a&inative, in!or"ative and ersuasive texts, choosin& and ex eri"entin& with text structures, lan&ua&e !eatures, i"a&es and di&ital resources a ro riate to ur ose and audience ('-.>?190@, '-.>?191@)

1iew hoto&ra hs o! ,a&asaki a!ter it was bo"bed, at www#ex loratoriu"#edu/na&asaki/ hotos#ht"l (slides 2, 3, @, 8, 9, 1<, 26, @3, @@, @9) discuss the i" act o! i"a&es on the viewer, considerin& !eatures such as ortrayal o! eo le and laces, colour, li&ht and shadow, balance and unity, contrast, "ood, ers ective, sy"bolis", salience o! various co" onents, etc# ;iscuss the i" act o! the text slides and their e!!ect on the viewer# ;iscuss how si"ilar ideas could be co""unicated throu&h words alone, and techni)ues that could be used to e" hasise key ideas, e& re etition, si"ile and "eta hor, alliteration, i"a&ery, ersoni!ication, etc# 2ave students create a son& or oe" which co""unicates what the hotos "ake the" think and !eel, and to encoura&e eo le to live in eace#

E%3&3A inter ret icture books, co"ic stri s and se)uences o! di&ital i"a&es which do not contain written text 13 E%3&'A co" ose increasin&ly co" lex rint, visual, "ulti"odal and di&ital texts, ex eri"entin& with lan&ua&e, desi&n, layout and &ra hics use a ran&e o! so!tware, includin& word rocessin& ro&ra"s, learnin& new !unctions as re)uired to create texts ('-.>?1909, '-.>?1919) %tudents rewrite the endin& to the story o! %adako, in which %adako does not die# ;iscuss the e!!ect o! this chan&e in lot on the e!!ectiveness o! the story at co""unicatin& its "essa&e o! eace and ho e# %tudents edit their texts and ublish usin& co" uter so!tware, includin& i"a&es to enhance their writin&#

Learning se uence

!ontent

"eaching# learning an$ assessment

,overt.: A$vocac. a$vertisements 1@ E%3&3A co" are texts includin& "edia texts that re resent ideas and events in di!!erent ways, ex lainin& the e!!ects o! the di!!erent a roaches ('-.>?190:) use co" rehension strate&ies to inter ret and analyse in!or"ation and ideas, co" arin& content !ro" a variety o! textual sources includin& "edia and di&ital texts ('-.>?1903, '-.>?1913) E%3&-* understand that lan&ua&e is structured to create "eanin& accordin& to audience, ur ose and context understand that choices in &ra""ar, unctuation and vocabulary contribute to the e!!ectiveness o! texts identi!y and ex lain how choices in lan&ua&e, e& "odality, e" hasis, re etition and "eta hor, in!luence ersonal res onse to di!!erent texts ('-.>$1816) investi&ate how vocabulary choices, includin& evaluative lan&ua&e can ex ress shades o! "eanin&, !eelin& and o inion ('-.>'1626) E%3&/! analyse and evaluate si"ilarities and di!!erences in texts on si"ilar to ics, the"es or lots ('-.>$181@) E%3&0D consider how texts about local events and issues in the "edia are resented to en&a&e the reader or viewer identi!y and describe the re resentation o! eo le, laces and events in !il" and the "edia discuss and ex lore "oral, ethical and social dile""as encountered in texts ;iscuss the nature, ur ose and revalence o! advertisin&# 7rie!ly view various hu"anitarian advertise"ents and co""ercial advertise"ents !ro" rint and di&ital "edia consider ur ose, audience, structure and !eatures, etc# Identi!y si"ilarities and di!!erences and discuss ossible reasons !or these# 2ave students view and inter ret a nu"ber o! texts desi&ned to raise awareness about issues o! overty and to ersuade eo le to res ond to local or &lobal overty# $exts could include osters, brochures, websites, advertisin& ca" ai&ns (television, radio, online ;1;)# %tudents co" lete a table co" arin& and contrastin& ele"ents o! each text, includin& tar&et audience, ur ose, slo&ans or other text, use o! i"a&es, salience o! various !eatures o! the text, colour and "ood# ;iscuss the lan&ua&e used within the text, !ocusin& on evaluative lan&ua&e, "odality and ersuasive lan&ua&e# -o" are the e!!ect o! lan&ua&e choice in di!!erent advertise"ents, and consider how lan&ua&e choice chan&es accordin& to the "edia used, text ur ose and audience# %tudents identi!y and describe the ways in which eo le are de icted in these advertisin& ca" ai&ns, e& deter"ine whether eo le in overty are re resented in a ositive or ne&ative li&ht, ex lore how 'ustralians are ositioned and re resented within advertise"ents# -onsider how a visual text "ay be constructed di!!erently to en&a&e a di!!erent audience, e& how could a oster or television advertise"ent be "odi!ied to tar&et a di!!erent a&e &rou , &ender, or socioecono"ic &rou # %tudents select the text they think "ost e!!ectively achieves its ur ose and ex lain their choice (they "ay co""unicate this as art o! a class discussion, blo& ost or ex osition)#

Learning se uence 16

!ontent E%3&'A lan, dra!t and ublish i"a&inative, in!or"ative and ersuasive texts, choosin& and ex eri"entin& with text structures, lan&ua&e !eatures, i"a&es and di&ital resources a ro riate to ur ose and audience ('-.>?190@, '-.>?191@)

"eaching# learning an$ assessment %tudents lan and co" ose their own visual and/or "ulti"edia texts to ersuade eo le to contribute to the work o! a hu"anitarian or&anisation, e& 0orld 1ision, the Aed -ross, -o" assion 'ustralia# %tudents research the work o! their chosen or&anisation# %tudents lan their text, articulatin& how they will structure it to ersuade a articular audience to act in a certain way, a lyin& knowled&e o! text structures and !eatures to hel achieve the ur ose o! the text# %tudents create their texts usin& di&ital technolo&ies (e& di&ital ca"era, video recorder co" uter so!tware such as Ehoto %tory, iDovie, >ive, Dovie Daker, Eicasa)# %tudents resent their text to the class, ex lainin& their choice o! various !eatures (e& lan&ua&e !eatures, i"a&es, sound, layout)# %tudents re!lect on the e!!ectiveness o! their own and others3 texts#

co" ose increasin&ly co" lex rint, visual, "ulti"odal and di&ital texts, ex eri"entin& with lan&ua&e, desi&n, layout and &ra hics use increasin&ly co" lex research data !ro" rint and di&ital sources to co" ose short and sustained texts use a ran&e o! so!tware, includin& word rocessin& ro&ra"s, learnin& new !unctions as re)uired to create texts ('-.>?1909, '-.>?1919) E%3&)* identi!y and discuss how own texts have been structured to achieve their ur ose and discuss ways o! usin& conventions o! lan&ua&e to sha e readers3 and viewers3 understandin& o! texts discuss how the intended audience, structure and context o! an extended ran&e o! texts in!luence res onses to texts discuss the conventions o! a ran&e o! co" lex texts, e& act and sta&e directions in lays, literary devices in oe"s and stories, layout conventions in rint and di&ital texts %atural $isaster an$ re1ugees: !lou$. with a !hance o1 2eatballs 18 E%3&3A inter ret icture books, co"ic stri s and se)uences o! di&ital i"a&es which do not contain written text E%3&/! co" are how co" osers and illustrators "ake stories excitin&, "ovin& and absorbin& to hold readers3 interest

Aead Cloudy with a Chance of Meatballs# >ook at the !ront and back covers o! the book "ake redictions about characters and events in the text# Aead text as a class, notin& in!or"ation about settin&, characters and lot, etc# ;iscuss ur ose and structure o! text consider the use o! line and colour in the illustrations, and their i" act on the reader3s understandin& o! the text# >ist ways in which the author and illustrator seek to en&a&e the reader3s interest and kee the" involved in the story# '!ter readin&, evaluate the a e!!ectiveC ro riateness o! the !ront cover could it be "odi!ied to be "ore

%tudents desi&n a new cover !or the book, includin& !ront and back covers and blurb#

Learning se uence 19

!ontent E%3&3A understand how texts vary in ur ose, structure and to ic as well as the de&ree o! !or"ality ('-.>'160@) ex lain se)uences o! i"a&es in rint texts and co" are these to the ways hy erlinked di&ital texts are or&anised, ex lainin& their e!!ect on viewers3 inter retations ('-.>'1611) co" are texts includin& "edia texts that re resent ideas and events in di!!erent ways, ex lainin& the e!!ects o! the di!!erent a roaches ('-.>?190:)

"eaching# learning an$ assessment 1iew exa" les o! real estate advertise"ents, tourist brochures, online tourist advertise"ents# ;iscuss the use o! ersuasive lan&ua&e in each text, !ocusin& on "odality and evaluative lan&ua&e# -onsider di!!erences between rint and online advertise"ents (e& linear and hy erlinked or&anisation, a"ount o! text, nu"ber o! i"a&es) and discuss the reasons !or these# %tudents create a brochure desi&ned to ersuade eo le !ro" a re&ional city to visit and/or "ove to -hewandswallow#

1:

E%3&0D "ake connections between students3 own ex eriences and those o! characters and events re resented in texts drawn !ro" di!!erent historical, social and cultural contexts ('-.>$1813) discuss and ex lore "oral, ethical and social dile""as encountered in texts

.x lore the towns eo le3s decision to leave -hewandswallow usin&, !or exa" le, de 7ono3s %ix $hinkin& 2ats# -reate a conse)uence chart showin& what could have ha ened i! eo le chose to stay in the town, to leave by a di!!erent "ethod, or i! their chosen "ethod was unsuccess!ul# -o" are and contrast to eo le3s choices and "ethods !or "ovin& in 'ustralia and within the world# >ist situations that "ay "ake eo le decide to "ove !ro" their ho"e and/or their country, e& con!lict, un!air syste"s o! &overn"ent, ersecution, overty, natural disasters# %tudents re!lect and discuss whether they would "ove i! !aced with each o! the situations listed# ;iscuss the bene!its and disadvanta&es !aced by the eo le o! -hewandswallow when they le!t the town# >ink this to students3 knowled&e o! and/or ex eriences as re!u&ees in 'ustralia# 2old a horseshoe debate about whether 'ustralia is !ul!illin& its obli&ations to those !acin& extre"e di!!iculty encoura&e students to *usti!y their o inions with evidence and !actual data# Ae"ind students that this to ic can be a sensitive one !or so"e, and that res ect !or all eo le "ust be shown at all sta&es o! the debate#

1<

E%3&3A reco&nise the e!!ect o! "ulti"edia ele"ents, e& !il" techni)ues, ani"ation, voice5overs, sound e!!ects, !ra"in&, close5u s use co" rehension strate&ies to inter ret and analyse in!or"ation and ideas, co" arin& content !ro" a variety o! textual sources includin& "edia and di&ital texts ('-.>?1903, '-.>?1913) E%3&)* discuss how the intended audience, structure and context o! an extended ran&e o! texts in!luence res onses to texts

1iew Cloudy with a Chance of Meatballs (;1;)# ;iscuss the a ro riation o! the book !or roduction as a "ovie discuss di!!erences between the book and the "ovie, in articular considerin&F lot settin& characterisation the"es hu"our ro"ance#

Learning se uence

!ontent

"eaching# learning an$ assessment

E%3&/! identi!y, describe, and discuss si"ilarities and di!!erences between texts, includin& those by the sa"e author or illustrator, and evaluate characteristics that de!ine an author3s individual style ('-.>$1818) co" are how co" osers and illustrators "ake stories excitin&, "ovin& and absorbin& to hold readers3 interest analyse and evaluate si"ilarities and di!!erences in texts on si"ilar to ics, the"es or lots ('-.>$181@)

.x lore why roducers "ay have chan&ed the text !or "ulti"edia roduction, e&F audience (a&e, social context) len&th o! book in relation to len&th o! "ovie ur ose o! roduction resources available to the roducer need !or audience sus ense# %tudents !ocus on one scene !ro" the "ovie analyse the scene and co" are it to the book# 0rite a review outlinin& the i" act o! chan&es to lot, settin&, characterisation, the"es and other as ects o! the text in the "ovie version o! the book# ;iscuss considerations when "akin& a "ovie !ro" a book# %tudents select and read a icture book !ro" those available, and select an a ro riate art o! the book !or a "ovie roduction# 2ave students care!ully lan the roduction by creatin& a storyboard and word5 rocessed scri t (a ro riately !or"atted, includin& sta&e directions), &ivin& consideration toF sound e!!ects, "usic sound recordin& ca"era techni)ues actors or characters costu"es and "ake5u settin&, ro s li&htin& "ethods to en&a&e audience and hold their interest# %tudents ractise and record roductions# %hare roductions with the class# 2ave students re!lect on and discuss how the roduction would di!!er i! "ade ro!essionally# Include consideration o! costs and how the roduction would need to be !unded#

20

E%3&'A co" ose increasin&ly co" lex rint, visual, "ulti"odal and di&ital texts, ex eri"entin& with lan&ua&e, desi&n, layout and &ra hics use a ran&e o! so!tware, includin& word rocessin& ro&ra"s, learnin& new !unctions as re)uired to create texts ('-.>?1909, '-.>?1919) E%3&)* discuss the conventions o! a ran&e o! co" lex texts, e& act and sta&e directions in lays, literary devices in oe"s and stories, layout conventions in rint and di&ital texts co" ose "ore co" lex texts usin& a variety o! !or"s a ro riate to ur ose and audience

!omparing te3ts 21 E%3&3A co" are texts includin& "edia texts that re resent ideas and events in di!!erent ways, ex lainin& the e!!ects o! the !onclusion %tudents co" lete a re!lective EDI !or each o! the three key texts (hu"anitarian advertise"ents, Sadako and the Thousand Paper Cranes and Cloudy with a Chance of Meatballs ( rint and

Learning se uence

!ontent di!!erent a E%3&)* co" ose "ore co" lex texts usin& a variety o! !or"s a ro riate to ur ose and audience E%3&/! analyse and evaluate si"ilarities and di!!erences in texts on si"ilar to ics, the"es or lots ('-.>$181@) roaches ('-.>?190:)

"eaching# learning an$ assessment ;1;)# 2old a class discussion to co" are and contrast the oints o! view that students ex ress about each text# %tudents write a ersonal res onse co" arin&, contrastin& and evaluatin& two o! the texts, and co""unicatin& what they have learned throu&h their study o! each text#

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4nit evaluation 't the conclusion o! the unit, teachers should re!lect on student learnin& and en&a&e"ent in activities, and use this to in!or" lannin& !or subse)uent learnin& ex eriences# $eachers could consider assess"ent records and results and student !eedback to hel the" ascertain the )uality o! teachin& and learnin& ex eriences# 5uestions to gui$e re1lection 1# $o what level did students achieve the learnin& outco"esC 2# 2ow e!!ective were the activities in hel in& students to understand key conce ts and achieve the learnin& outco"esC 3# ;id teachin& strate&ies and activities !acilitate hi&h levels o! student en&a&e"entC 0hy/why notC @# 2ow could the unit be i" roved to enhance student en&a&e"ent and learnin&C 2ain resources *ooks ictionary of Classroo" Strate$ies %&, 7oard o! %tudies 'ssorted icture books (any available) '"nesty International (200:) We 're 'll Born Free The Universal eclaration of !u"an #i$hts in Pictures( /rancis >incoln -hildren3s 7ooks, >ondon 7arrett, G H 7arrett, A (1<9:) Cloudy with a Chance of Meatballs( 'laddin Ea erbacks, ,ew ?ork -oerr, . (1<99) Sadako and the Thousand Paper Cranes, Eu!!in 7ooks, ,ew ?ork Au$iovisual >ord, E H Diller, - (directors) (200<) Cloudy with a Chance of Meatballs I;1;J# %ony Eictures +ebsites $he De"ory .xhibition (1<<:1<<<) )a$asaki *ourney )a$asaki Photos+ ,-ploratoriu". 'vailable at www#ex loratoriu"#edu/na&asaki/ hotos#ht"l (slides 2, 3, @, 8, 9, 1<, 26, @3, @@, @9) 6umanitarian a$vertisements an$ websites 7e3amples8 'us'id www#ausaid#&ov#au -are 'ustralia www#care#or&#au -o" assion 'ustralia www#co" assion#co"#au +,I-./ www#unice!#or&#au +,2-A www#unhcr#or&#au 0orld 1ision www#worldvision#co"#au

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(>essons 813)

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Assessment: $his assess"ent !or learnin& activity can be conducted while students are learnin& Sadako and the Thousand Paper Cranes Activit.: %tudents research, lan and create a one5 a&e !actual text each week, based on a to ic they have chosen !ro" the list rovided below# %tudents "ay use books, internet and audiovisual texts to research their chosen to ics# $exts should include no less than hal! a a&e o! writin& ($i"es ,ew Ao"an, 12 oint !ont) and should include at least one i"a&e (i"a&es should not exceed hal! a a&e)# 't the conclusion o! the to ic, the texts should be rinted in colour and co"bined to !or" a series o! osters or a brochure# 9ntro$uction to activit.: 's a class, discuss and decide on the ur ose o! the texts to be roduced (e& to teach youn&er students about the events o! 2iroshi"a, or to co""e"orate the lives o! those who died in the bo"bin&, etc#) and the tar&et audience !or who" they will be roduced (e& arents, Ga anese citi(ens, ?ear @ students)# ;iscuss structures and !eatures a ro riate !or this ur ose and audience, considerin& text ty e, &ra""ar, lan&ua&e choice and visual ele"ents# "opics 1or e3ploration: .ach week, students should choose one to ic !ro" the !ollowin& list to investi&ate# Ere5war 2iroshi"a $he bo"bin& o! 2iroshi"a $he ato" bo"b blast, heat, radiation, !allout .nola Gay Eost5war 2iroshi"a >eukae"ia Ga anese culture =ri&a"i $he sy"bolis" o! the crane Eeace ;ay, 2iroshi"a Eark and the %tatue o! %adako ,uclear ener&y use !or wea ons today Discussion uestions: 7e!ore be&innin& their investi&ation and while co" letin& the activity, students should discuss the !ollowin& )uestions with their class and !a"ily# $hey should seek to include answers to these in their texts, where a ro riate# 0hy were the Ga anese and the '"ericans at warC 2ow did the Ga anese and '"ericans !eel about each otherC 2ow did the Ga anese and '"erican eo le react to the bo"bin& o! 2iroshi"aC 0hy was 2iroshi"a chosen as a tar&et to be bo"bedC 2ow did eo le around the world !eel about the bo"bin& o! 2iroshi"aC 2ow lon& did it take !or 2iroshi"a to recover !ro" the e!!ects o! the bo"bin&C

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Assessment: $his assess"ent !or learnin& activity can be conducted while students are learnin& Sadako and the Thousand Paper Cranes Sel1&evaluation: 7e!ore sub"ittin& their !inal roduct, students should co" lete a sel!5evaluation# $his "ay take the !or" o! a written evaluation, a odcast or a con!erence with the teacher# %tudents should re!lect on their stren&ths and the challen&es encountered in researchin& and roducin& texts# $hey should ex lain why they structured their texts as they did (includin& written and visual ele"ents) and why they used articular lan&ua&e ele"ents# $hey should indicate the de&ree to which they !eel their !inished work achieves its ur ose and "eets the needs o! their tar&et audience, and consider what they could do di!!erently in the !uture to enhance their work# Outcomes a$$resse$: $hrou&h this activity the teacher should be able to evaluate students3 knowled&e o! key content and their achieve"ent o! the !ollowin& outco"es# E%3&'A co" ose increasin&ly co" lex rint, visual, "ulti"odal and di&ital texts, ex eri"entin& with lan&ua&e, desi&n, layout and &ra hics use a ran&e o! so!tware, includin& word rocessin& ro&ra"s, learnin& new !unctions as re)uired to create texts a lan, dra!t and ublish i"a&inative, in!or"ative and ersuasive texts, choosin& and ex eri"entin& with text structures, lan&ua&e !eatures, i"a&es and di&ital resources ro riate to ur ose and audience

E%3&3A use co" rehension strate&ies to inter ret and analyse in!or"ation and ideas, co" arin& content !ro" a variety o! textual sources includin& "edia and di&ital texts E%3&)* identi!y and discuss how own texts have been structured to achieve their ur ose and discuss ways o! usin& conventions o! lan&ua&e to sha e readers3 and viewers3 understandin& o! texts discuss how the intended audience, structure and context o! an extended ran&e o! texts in!luence res onses to texts discuss the conventions o! a ran&e o! co" lex texts, e& act and sta&e directions in lays, literary devices in oe"s and stories, layout conventions in rint and di&ital texts E%3&-* understand that lan&ua&e is structured to create "eanin& accordin& to audience, ur ose and context understand that choices in &ra""ar, unctuation and vocabulary contribute to the e!!ectiveness o! texts >esson 21 "ay also be used as a !or"al su""ative assess"ent o ortunity#

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