DO NOW:

Journal Writing – 5 mins – Write a letter to me!

Tell me…
1. What do you like to read?
2. What do you like to watch or play?
3. Do you like English? Why or why not?
4. What are your ideal learning conditions? When do you learn best?
(For example in class when there are pictures or timers, when I’m
allowed to talk, when there’s total silence); list 3 things.
Learning Intention:
Students will be able to include more descriptive language in our writing on
the sea.

Success Criteria:
I can use a range of nouns, adjectives, verbs and adverbs to describe the sea.

Lightning Writing – 2 mins. GO!

What lives under the sea?

Issues related to the sea
Parts of speech:
NOUN Now let’s take a
ADJECTIVE virtual tour of the
VERB Great Barrier Reef!
ADVERB
beauty terror

What do both of
these words mean?
Ticket to Leave
Paragraph Writing – 12 minutes – GO!

Write a descriptive paragraph on the beauty OR the terror of

the sea.

Makes sure you include LOTS of nouns, adjectives, verbs and

adverbs.

I must see this before you go!

Learning Intention:
Students will learn about one issue related to the sea: the state of the
Great Barrier Reef

Success Criteria:
I can discuss the causes and consequences for the Great Barrier Reef

DO NOW:
Journal Writing: 5 mins
Describe everything you remember seeing in the Great Barrier Reef.
What is the Great Barrier Reef home to?
Summarise the information:
https://www.barrierreef.org/the-reef/the-threats
http://www.wwf.org.au/what-we-do/oceans/great-barrier-
reef#gs.m4J=Uns
Writing Task: 5 mins
https://www.barrierreef.org/the-reef/the-solutions

Choose and write about one solution that you think would be effective for
protecting the Great Barrier Reef.
An indigenous perspective

http://www.environment.gov.au/system/files/resources/271c0bfc-34a2-
4c6c-9b02-01204ebc0f43/files/indigenous.pdf

Discuss
What is the value of including
indigenous communities in
developing plans to protect the
sea?
Ticket to Leave – write to Leeanne Enoch

https://www.dropbox.com/s/pnzrqpivkl6exe1/Screenshot%202018-05-
13%2021.27.55.png?dl=0

(1) Thank her for the work she is doing

for protecting the Great Barrier Reef.
(2) Explain why her work is important.
(3) Make recommendations on what
actions you think she should take.

This is your ticket to leave! I must see

this before you go!
Learning Intention:
Students will learn about one issue related to the sea: whaling.

Success Criteria:
I can share my opinion about the issue of whaling.

DO NOW:

Lightning Writing: 5 mins

Why is it important to protect the sea?

 http://www.environment.gov.au/marine/marine-species/cetaceans/whaling

Extended Response

Choose from…

(a) a creative writing task:

Write about the issue of whaling from the perspective of a whale. How
does it affect you and your family?

(b) an opinion piece:

What are the reasons behind whaling? Why does it occur? Who does it
affect? Share your opinion.

(c) advocacy letter:

Write to Amnesty International justifying why whaling is an important
issue to fight against.
Learning Intention:
Students will learn more about one issue related to the sea.

Success Criteria:
I can summarise information, collaborate with my peers and share my ideas
with the class.

DO NOW:
Lightning Writing: 5 mins
Which issue (the state of the Great Barrier Reef or whaling) are you most
interested in or passionate about. Who does this issue mostly impact?
You are your group must become
experts on your topic.
Step 1:
Read the information
Step 2:
Answer the questions OR
summarise the information
Step 3:
Prepare a way to present it
to the class

• create a poster
• make a speech
• write a song
• create a role play
Learning Intention:
Students will present their research in groups. Students will understand
the impact of human actions on the sea.

Success Criteria:
I can work with my group to present my research on an issue related to
the sea. I can explain how humans have an effect on the sea.
Get in to your groups to
prepare for your presentation:
1. The history of whaling in Australia
2. The Great Barrier Reef – climate change
3. The Great Barrier Reef – poor water quality
4. The Great Barrier Reef – coastal development
5. The Great Barrier Reef – illegal fishing
6. An Indigenous perspective
Let’s from
each group
1. The history of whaling in Australia
2. The Great Barrier Reef – climate change
3. The Great Barrier Reef – poor water quality
4. The Great Barrier Reef – coastal development
5. The Great Barrier Reef – illegal fishing
6. An Indigenous perspective
Journal Writing:

Who owns the sea? Make an

argument and justify your
response.
dangers we create
in the water
Take notes as I read

First column:
Make a list of all the
human actions that create
dangers for the sea.

Second column:
Make a list of all the
human actions that are
helping the problem
dangers the water draw a timeline
creates for us
http://www.australiangeographic.com.au/topics/history-
culture/2012/03/floods-10-of-the-deadliest-in-australian-history/

This is your ticket to leave! I must

this before you go!
Learning Intention:
Students will form an opinion about the impact of human actions on the sea.
Students will learn from an indigenous perspective of the sea.

Success Criteria:
I can share my opinion and I can explain indigenous perspectives of the sea.
Indigenous communities and
climate change
Write / circle / highlight
trigger words as we read
Climate change impacts on
Indigenous communities http://www.gbrmpa.gov.au/managing-the-reef/threats-to-the-reef/climate-change/what-does-this-
mean-for-communities-and-industries/indigenous-communities

Take notes as we read

List the ways that Indigenous

communities are impacted by
climate change:
1.
2.
3.
4.
5.
From the UN
“For indigenous communities around the world, dealing with
impacts from climate change is not a prospect for future
deliberation. Already, seasonal rains arrive late or fail completely,
leading mobile pastoralists to sedentary lives; sea ice platforms
break up earlier each year and sacred sites are lost; and familiar
homelands and natural phenomena are disrupted. Traditional
knowledge and livelihoods must adapt to these changes.”
From the UN
“But as they have always done, indigenous and local communities
make careful observations about their lands, exchange information
and experiences, and plan for the future. New ideas spring up,
based on centuries-old knowledge, and partnerships between
indigenous peoples and scientists are producing new knowledge to
address the challenges of climate change.”
From the UN
“In the face of increasing climate instability, recognition of
indigenous rights and respectful two-way collaboration is the path
forward to build better early warning systems and support local
efforts towards building resilience.”
Creative Writing Task
“In the face of increasing climate instability, recognition of indigenous
rights and respectful two-way collaboration is the path forward to build
better early warning systems and support local efforts towards building
resilience.”

Imagine there was perfect collaboration between Indigenous and non-

Indigenous Australians on the issue of protecting the sea.
• What does this look like?
• What responsibilities would Indigenous people and non-Indigenous
people be given?
• What are their goals? This is your ticket to leave! I must sea this before you go!
Plan it!
Whose perspective will you take? Do you want to see
all perspectives, or just one perspective.

How will you outline the three points you must

cover?

Write down all of your ideas in this planning stage.

Write the first half !
Aim for a page of writing on your first dot point.
Write the last half !
Aim for another page of writing on your second two
dot points.
Check your work!
Edit. Correct any mistakes you may have made.

Make sure it’s perfect!

Show Mrs Evans for your ticket to leave.

Homework Task
Ask a family member:

Do you have an experience of local communities adapting to a

crisis?

You must write down who you interviewed and what they said.
Learning Intention:
Students will learn about voyages of discovery on the sea.

Success Criteria:
I can explain what it means to take a voyage of discovery.

DO NOW:

(In your books) Lightning Writing: 5 mins

What does the word discovery mean?

Voyages of discovery
http://www.sl.nsw.gov.au/stories/voyages#!/st/0

As we view, write down as many descriptive

words for discovery as you can!
Take me on a cruise!
https://www.escape.com.au/holiday-ideas/cruises/how-cruising-will-change-in-2018-new-cruise-ships-and-hot-trends/news-story/b32a7472157e83c77523ecc54ac305db

https://www.cruisecritic.com.au/cruiseto/cruiseitineraries.cfm?startDate=2018-06

Discuss:
What has changed since
the first voyages of
discovery?
Your task:
Create a Facebook advertisement
to advertise a luxury cruise of
your choosing.

Make sure you include:

• the destination
• the duration
• the activities that are available on board
• entertainment
• the style of food

Draft your ad in your workbooks and then do

your final copy on the slip provided.

I must this before you go!

Learning Intention:
Students will learn about voyages of necessity and why refugees
travel by boat.

Success Criteria:
I can write using multiple perspectives as I consider the impact of a
refugee’s journey.

DO NOW:

(In your journals) Journal Writing: 5 mins

What does your luxury cruise have to offer? Why would someone go on
your luxury cruise?
Compare and contrast the purposes of the old
voyages of discovery to modern day cruising.

Venn Diagram:

the old voyages modern day

of discovery both cruising
Voyages of necessity
Compare and contrast the purposes of voyages
of discovery to voyages of necessity.

Venn Diagram:

voyages of voyages of
both
discovery necessity
Creative Writing Task:
Write about a refugee’s journey by boat from 3
different perspectives.

You may choose to write from the perspective of the

refugee, a family member, a boat driver, an officer,
someone working in the government in the refugee’s
original country or the one they are arriving at, from
the perspective of a whale, or of a relative at home.
I must this before you go!
You’ll have 5 mins to write on
each perspective.

Write from your first perspective!

You’ll have 5 mins to write on
each perspective.

Write from your second perspective!

You’ll have 5 mins to write on
each perspective.

Write from your third perspective!

Now edit! Make sure it’s perfect.

This is your ticket to leave!

Learning Intention:
Students will learn about the stories of individuals who have travelled
out of need via the sea.

Success Criteria:
I can write about how the Humans of New York website represents
the refugee journeys.

DO NOW:

Kahoot Quiz!
https://play.kahoot.it/#/k/dcb70e59-f83e-41cc-b7e4-526a7ad6ebfa
What went well yesterday:
 Great contributions from individuals in the class when asked
 We had a lot of fun playing the Kahoot!
 We thought critically and with empathy
What we need to work on today:
 Absolute silence when Mrs Evans or a student is speaking
 We need to be focused and on task

Learning Intention:
Students will learn about the stories of individuals who have
travelled out of need via the sea.

Success Criteria:
I can write about how the Humans of New York website
represents the refugee journeys.
Multimodal Techniques
Visual techniques Literary
Techniques
Colour – what colours are used? Simile
Composition – what makes up the image? Metaphor
Vectors – the line that your eye takes when looking at the image. Repetition
Props – what props are used? Symbolism
Salience – the part that your eye is first drawn to. Hyperbole
Rule of thirds – where are people and objects placed in the photo? Motifs
Point of view – the angle from which you view the image Adjectives
Framing – the type of camera shots and angles (e.g. close up, low angle) Verbs
Contrast – opposite elements
Voyages of need
http://www.humansofnewyork.com/post/130067528046/for-context-on-the-upcoming-stories-it-is

http://www.humansofnewyork.com/tagged/refugee-stories
Extended Writing Task:
How does the Humans of New York website represent
the stories of these refugees?
Write your introduction
Sentence 1: Answer the question: How do YOU think the Humans of New York
website represents the stories of these refugees?

Sentence 2: Introduce the stories you will be using as your examples. Include a summary
of what these stories are about.

For example:
The Humans of New York website uses visual and literary techniques to represent the
tragedy of refugee stories. In the story of a wife and her husband leaving Turkey, and
in the story of a baker delivering bread to refugees, the composer uses a variety of visual
and written techniques to emphasise the uncertainty and sadness of refugee
experiences.
Write your first paragraph
Write your first paragraph on the FIRST story you choose.

Include a topic sentence.

Include your three techniques.
Finally, don’t forget your link to the question!

For example
The story of a wife and her husband leaving Turkey is a story about loss. This is
represented by a close up photo of a woman crying. This framing device emphasises her
emotion. She is also wearing her wedding ring which is a symbol of her commitment to her
husband. This emphasises the tragedy of her loss. Finally, in the quote “The waves were
high. I could hear him calling me but he got further and further away” repetition is used
to highlight their distance and separation. Therefore, the images and the quote represent
the tragedy of this refugee’s experiences.
Write your second paragraph
Write one paragraph on your second text. The same rules apply: Include a topic sentence
and your three techniques. Don’t forget your link to the question!

For example:
In the story from the father’s perspective, the story is told using the quote and is contrasted
to the image. The photo frames the happy facial expressions of the father and the
daughter which contrasts to the sadness of the story. In the quote “Her life has been
nothing but struggle”: all or nothing language (hyperbole) is used to emphasise the
hardships of this child’s life. Additionally, in the quote “When we were getting on the
plastic boat, I heard her say something that broke my heart” the adjective ‘plastic’ is used
to show that the journey was unsafe. Contrasting the story and the image represents the
tragedy of their refugee journey.
Write your second paragraph
Write one paragraph on your second text. The same rules apply: Include a topic sentence
and your three techniques. Don’t forget your link to the question!

For example:
In the story of the baker, the story is told using the quote and the image. The photo
frames the happy facial expression of the baker which contrasts to the sadness of his
story. In the quote …
Write your conclusion
Finish by summarising your main points and making your final argument.

For example:
Therefore, the quotes and images in the story of the wife and of the baker are both used
to show the tragedy of refugee experiences. Both stories represent these stories in ways that
appeal to the emotion of the audience.
Check your work!
Edit. Correct any mistakes you may have made.

Make sure it’s perfect!

Share this with Mrs Evans

renee.evans8@education.nsw.edu.au
Your assessment
Kahoot!
https://play.kahoot.it/#/?quizId=9ca1abf7-68fb-4c5d-a395-5a0f8b513b2c
Learning Intention:
Students will write about theirs and other’s opinions about one topic we
have looked at this term.

Success Criteria:
I can write about and present my ideas in collaboration with my peers.

DO NOW:
Watch, take notes and then write one paragraph:

What strategies does Katie Owen use to actively listen?

https://youtu.be/WER63AY8zB8
What topic would you like to base your
assignment on?
• Protecting the Sea
• Protecting the Great Barrier Reef
• Protecting whales
• Indigenous communities protecting the sea

• Destroyed by Water
• How humans are destroying the water (cruise ships
killing whales)
• How water destroys us (natural disasters and floods)
• How climate change is affecting indigenous
communities

• Sea Voyages
• The old voyages of discovery
• Modern day voyages of discovery: cruise ships
• Voyages of necessity: refugee journeys
Your task:
You are a journalist working for the
Sea-and-Sun-Herald and you have
been asked to write an article on the
research interests of 8EN2.
Paragraph 1:
Your interest in your topic
Choose one or a combination of the following questions to respond to:
WHY did you choose your topic?
Why is your topic important?
Why are you passionate about the topic you chose?
Design your interview questions:
What do you need to know in order to write your paragraph
about your two interviewees?
What do you WANT to know about someone else's interests
in their topic?
Use Katie Owen’s strategies!
Conduct your first interview:

Don’t forget Katie Owen’s strategies!

Now swap!

Don’t forget Katie Owen’s strategies!

Conduct your SECOND interview:

Don’t forget Katie Owen’s strategies!

Now swap!

Don’t forget Katie Owen’s strategies!

Put it all together and write it up!
Write about your three perspectives
(2 from others, 1 is your own)

Share this with Mrs Evans. This is your ticket to leave!

Thank you!