Nina Cook St Catherine’s School English Term 2015 unit: Being Australian Stage 5



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Nina Cook St Catherine’s School English Term 2015 unit: Being Australian Stage 5

Unit overview

Success Criteria

This unit explores how Australian identity was shaped, the resulting devastation of Aboriginal culture and the complexities implicit in being Australian today. It examines the changing attitude of artists and writers towards what it means to be Australian. Students investigate the idea that an understanding of Australian identity emerged, not from a set of ideals or values, but from a disparate group of individuals. These characters were forced to negotiate their relationship with the land, and each other, in order to create a society that was familiar.
Understanding Goals

How have artists and writers helped to forge an emerging sense of Australian identity?

Was the destruction of Aboriginal culture an inevitable result of an emerging Australian identity?

What are the complexities inherent in being Australian today?




Success criteria

Program:

  • I can identify how cultural identity is shaped

  • I can understand how context affects representation

  • I can evaluate the representation of indigenous culture in a range of literary and visual texts

  • I can understand how values are represented in texts

  • I can identify and evaluate how voice is used to convey values

  • I am able to develop and present a sustained argument in response to the stimulus using relevant textual evidence and explain their effects on the responder. (Developing a clear persuasive argument)

  • I am able to compose creatively about Australian identity in various forms (short story, short film).

  • I can read critical material with understanding

Visible learning:

I can explain the three focus areas of visible learning; learning intentions, learning progressions and success criteria.



  • I can apply these focus areas to the completion of each task

  • I can recognise how visible learning guides my learning

  • I understand that I am in control of my learning and progress.

  • I have set goals and attempted to reach them.

Resources

Duration: 10 weeks

Cross Curricular Focus

Core Text: Novel: Kate Grenville, The Secret River (2005)

  • Opportunities are provided for the exploration of

  • * spoken texts: Geraldine Brooks, Boyer Lectures 2011, ‘The Idea of Home’

* print texts: Excerpts The Harp in the South, Ruth Park; The Road to Coorain, Jill Ker Conway; Monkey Grip, Helen Garner; A Fortunate Life, A.B. Facey; The True History of the Kelly Gang, Peter Carey; The Turning, Tim Winton. Newspaper Articles: Geraldine Brooks, ‘The singer and the silence’, Quentin Boyce, ‘Extract from 2013 Boyer Lectures.’

*nonfiction: The Tall Man, Chloe Hooper

* visual texts: Edmund Capon, The Art of Australia, BBC Television http://www.youtube.com/watch?v=1ZCESEMuBXU

http://www.youtube.com/watch?v=vYcRQRghSOw

http://www.youtube.com/watch?v=1H5KQ_pFkkA

Website for series:

http://www.abc.net.au/arts/artofaustralia/fullscreen.htm



William McInnes, The Making of Modern Australia, ABC television,

http://www.abc.net.au/tv/makingaustralia/

https://www.youtube.com/watch?v=MEaD0o3J97M&list=PLKzBEHzV7hS9t3eyccmukTIYwi1B5dgdz&index=2

Australian Story, ‘The Light of Day’, ABC television, http://www.abc.net.au/austory/specials/thelightofday/default.htm

* film: The Tall Man, SBS television or Redfern Now, Series 1, Episode 4, ABC television

* media, multimedia and digital texts: Tropfest Short Films, ‘Made in Australia’, http://www.youtube.com/watch?v=eG0RJgLo8I4, ‘Between the Flags’, http://www.youtube.com/watch?v=zWLb8d_cxPU, ‘Cracker Bag’, http://vimeo.com/8833777

advertisement, Baz Luhrman, ‘Australia: Come Walkabout’, http://www.youtube.com/watch?v=BcYYSIYLcwg

Extension: Postcolonial Theory, Extracts from Edward Said, Orientalism. YouTube discussion of Orientalism http://www.youtube.com/watch?v=fVC8EYd_Z_g

Extract: Michael J Sandel; Justice

*Podcast: Michael J. Sandel, The Public Philosopher, ‘National Guilt’

http://www.bbc.co.uk/podcasts/series/r4sandel

Across a stage of learning, the selection of texts must give students experience of:


  • * a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia

  • * texts which are widely regarded as quality literature

  • * texts written about intercultural experiences

  • * a wide range of factual texts that present information, issues and ideas

  • * an appropriate range of digital texts, including film, media and multimedia.



Cross Curricular Priorities:

  • Aboriginal and Torres Strait Islander histories and cultures aboriginal and torres strait islander histories and cultures

General capabilities:

  • Critical and creative thinking critical and creative thinking

  • Ethical understanding ethical understanding

  • Intercultural understanding intercultural understanding

  • Personal and social capability personal and socail capability

The Board's syllabuses include other areas identified as important learning for all students:

  • Civics and citizenship civics and citizenship

  • Difference and diversity difference and diversity





Outcomes

Assessment overview

Focus Outcomes:

A student:

EN51A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EN52A 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

EN53B 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

EN54B effectively transfers knowledge, skills and understanding of language concepts into new and different contexts

EN55C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts

EN56C investigates the relationships between and among texts

EN58D questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

EN59E purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness




The following assessment experiences have been integrated into this unit of work.
Assessment for learning

Generate Sort Connect after initial discussion. Peel the fruit throughout unit to continually review.

Changing images of Australia – having watched extracts from Capon’s Art of Australia, Create questions around issues the series raises about Australian identity. I used to think Now I think…

Close visual analysis of one particular image from the series that represents most nearly, or challenges, your perception of Australia.

Extracts from Boyer lectures or listening to ‘The Idea of Home’. Students to record their own message about what the idea of home means to them.

Oral recording:

What does being Australian mean to me?

Response to extracts from Australian novels: a short piece of creative writing that involves a description of a ‘typical’ contemporary Australian setting.

Extended response to The Secret River:

“It takes us back to a moment in our country’s narrative when a different outcome, a different history, was possible, or at least imaginable, where those who came might have listened and learnt from those who were here, might have found a way of living here on this land with respect and humility.”

The Secret River depicts a turning point in the development of Australia; a fork in the road with the chosen path resulting in consequences we all live with today.”

Having discussed the above quotations use the question starters to create your own question about the novel. Make sure the focus is on what the novel has to tell us about the shaping of an Australian identity.

OR

Aboriginal Australia, Having looked at extracts from The Tall Man or Redfern Now or The Light of Day a compass points exercise to explore issues of Aboriginal culture and identity.



Tropfest short films: Micro labs, Why do you think these particular films were singled out by the judges at the festival? What do they reveal about Australian culture today?
Assessment as learning

Peer marking of student recording of idea of home. Reflection on the nature of home from listening to others comments.

Self Reflection on process of composition

Feedback to others on questions created for extended response

Ladder of feedback and reflection on short film or creative piece

Evaluation of unit and reflection upon changing sense of Australian identity.


Assessment of learning

Creative piece on the complexity of Australian identity. Can be either a short film or short story. Students to set criteria for task. Showcase students work in short film festival or anthology of written work. Reflection on creation of Creative piece.










Learning Progression and assessment

Extension


EN51A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

Develop and apply contextual knowledge



  • explore real and imagined (including virtual) worlds through close and wide reading and viewing of increasingly demanding texts

  • analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)




Week 1: How have artists and writers helped to forge an emerging sense of Australian identity?

Remembering: What is already known about Australian identity?

Suggested activities to pretest, students understanding:

Tug of War:

Australia has never had a clearly defined cultural identity.

Australia has always struggled with racism and it is still evident in our cultural attitudes and assumptions today.

Indigenous culture has been destroyed due to the development of Australian society.

Generate Sort Connect Elaborate:

My understanding of what it means to be Australian is …

Begin peel the fruit

Extracts from Edmund Capon’s Art of Australia and investigation of website for series.

Create questions around issues the series raises about Australian identity. I used to think Now I think…

Close visual analysis of one particular image from the series that represents most nearly, or challenges, your perception of Australia.




Extension reading:

Geraldine Brooks Full Text Boyer Lecture 2011, ‘The Idea of Home”



EN54B effectively transfers knowledge, skills and understanding of language concepts into new and different contexts

Respond to and compose texts



  • use prediction, speculation, hypothesis and paraphrasing as strategies for accessing complex types of texts with unfamiliar ideas or structures

EN55C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts

Engage personally with texts



  • investigate the ways different modes, subject areas, media and cultural representation affect their personal and critical responses to texts

  • engage in wide reading of self-selected imaginative, factual and critical texts for enjoyment and analysis and share responses in a variety of relevant contexts, including digital and face-to-face contexts

  • create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)

EN56C investigates the relationships between and among texts

Engage personally with texts


  • explain and justify responses to texts and widening personal preferences within and among texts

Weeks 2 and 3: Understanding what we know about Australian Identity

Representations of Australia.



Discussion of anecdotes from William McInnes, The Making of Modern Australia, ABC television and website for series. How are we positioned to view Australian identity in this series?
Excerpts The Harp in the South, Ruth Park; The Road to Coorain, Jill Ker Conway; Monkey Grip, Helen Garner; A Fortunate Life, A.B. Facey; The True History of the Kelly Gang, Peter Carey; The Turning, Tim Winton. Newspaper Articles: Geraldine Brooks, ‘The singer and the silence’, Quentin Boyce, ‘Extract from 2013 Boyer Lectures.’

Continue peel the fruit exercise.

Oral recording:

What does being Australian mean to me?

Response to extracts from Australian novels: a short piece of creative writing that involves a description of a ‘typical’ contemporary Australian setting.


Extension Response:

Quentin Boyce, 2013 Boyer Lectures. How does Quentin Bryce position us to view contemporary Australia?



EN52A 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

Engage personally with texts



  • evaluate their own processes of composition and response and reflect on ways of developing their strengths, addressing their weaknesses and consolidating and broadening their preferences as composers and responders

  • value engagement in the creative process of composing 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

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)

  • understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)

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 workplace

EN53B 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

Engage personally with texts



  • compare and evaluate how 'voice' as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)

Understand and apply knowledge of language forms and features

  • understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots (ACELA1573)

EN54B effectively transfers knowledge, skills and understanding of language concepts into new and different contexts

Engage personally with texts



  • appreciate and value the ways language concepts, ideas and information can be shaped and transformed for new and different contexts

Understand and apply knowledge of language forms and features

  • investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)

Respond to and compose texts

  • creatively adapt texts into different forms, structures, modes and media for different purposes, audiences and contexts and explain the differences emerging as a result of such adaptations

  • creatively transform a range of different types of texts, including their own, into new imaginative texts, experimenting with patterns, representations, intertextuality and appropriations

EN55C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts

Engage personally with texts



  • investigate the ways different modes, subject areas, media and cultural representation affect their personal and critical responses to texts

  • engage in wide reading of self-selected imaginative, factual and critical texts for enjoyment and analysis and share responses in a variety of relevant contexts, including digital and face-to-face contexts

Respond to and compose texts

  • evaluate the ways inference, point of view, figurative language and alternative readings can be used creatively as strategies for responding to and composing spoken, written, visual, multimodal and digital texts beyond the literal level

  • understand and explain the ways in which composers transform ideas and experience into and within texts, including consideration of their insight, imaginative powers and ingenuity

EN59E purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness

Understand and apply knowledge of language forms and features



  • understand and apply appropriate metalanguage to reflect on their learning experiences

  • adapt knowledge of language forms and features for new learning contexts

Respond to and compose texts

  • examine the ways that the processes of planning, including investigating, interviewing, selecting, and recording and organising ideas, images and information, can and should be modified according to specific purposes, texts and learning contexts

Weeks 4 - 8: Applying and Analysing understanding about Australian identity. Was the destruction of indigenous culture an inevitable result of an emerging Australian identity?

Kate Grenville, The Secret River (2005)

Australian Story, ‘The Light of Day’, ABC television, http://www.abc.net.au/austory/specials/thelightofday/default.htm

Extracts from The Tall Man, Chloe Hooper; The Tall Man, SBS television or Redfern Now, Series 1, Episode 4, ABC television

Extended response to The Secret River:

“It takes us back to a moment in our country’s narrative when a different outcome, a different history, was possible, or at least imaginable, where those who came might have listened and learnt from those who were here, might have found a way of living here on this land with respect and humility.”

The Secret River depicts a turning point in the development of Australia; a fork in the road with the chosen path resulting in consequences we all live with today.”

Having discussed the above quotations use the question starters to create your own question about the novel. Make sure the focus is on what the novel has to tell us about the shaping of an Australian identity.

OR:
Aboriginal Australia, Having looked at extracts from The Tall Man or Redfern Now or The Light of Day a compass points exercise to explore issues of Aboriginal culture and identity.


Extension Reading:

Postcolonial Theory, Extracts from Edward Said, Orientalism. YouTube discussion of Orientalism http://www.youtube.com/watch?v=fVC8EYd_Z_g

Extract: Michael J Sandel; Justice


EN53B 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

Respond to and compose texts



  • create literary texts with a sustained 'voice', selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)

  • 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

EN55C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts

Develop and apply contextual knowledge



  • compare ways in which spoken, written, visual, multimodal and digital texts are shaped according to personal, historical, cultural, social, technological and workplace contexts

  • critically respond to texts by drawing on knowledge of the historical context in which texts were composed through a program of wide reading and viewing

EN56C investigates the relationships between and among texts

Develop and apply contextual knowledge



  • investigate, hypothesise and explain the ways a concept may be reinterpreted over time through different texts and media

  • use appropriate metalanguage to identify, describe and explain relationships between and among texts

Weeks 9 and 10 Assessment task

Evaluating responses to issues of Australian identity. Creating to demonstrate the complexity of being Australian today.

What are the complexities inherent in being Australian today?

Creative piece on the complexity of Australian identity. Can be either a short film or short story. Students to set criteria for task. Showcase students work in short film festival. Reflection on creative piece.







EN51A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

Develop and apply contextual knowledge



  • explore real and imagined (including virtual) worlds through close and wide reading and viewing of increasingly demanding texts

  • analyse and explain the use of symbols, icons and myth in still and moving images and how these augment 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)

EN56C investigates the relationships between and among texts

Respond to and compose texts



  • choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)

EN57D understands and evaluates the diverse ways texts can represent personal and public worlds

Develop and apply contextual knowledge



  • understand that people's evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)

Understand and apply knowledge of language forms and features

  • analyse the ways in which creative and imaginative texts can explore human experience, universal themes and social contexts

EN58D questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

Engage personally with texts



  • analyse and explain the ways in which particular texts relate to their cultural experiences and the culture of others

Develop and apply contextual knowledge

  • identify, explain and challenge cultural values, purposes and assumptions in texts, including representations of gender, ethnicity, religion, youth, age, disability, sexuality and social class

  • identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)

  • compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1633, ACELT1639)

  • analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)

Understand and apply knowledge of language forms and features

  • examine how language is used to express contemporary cultural issues

  • explain and evaluate the ways in which modern communication technologies are used to shape, adapt and re-present past and present cultures, including popular culture and youth cultures, for particular audiences

Respond to and compose texts

  • analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)

Weeks 9 and 10: Short film analysis

Tropfest Short Films, ‘Made in Australia’, http://www.youtube.com/watch?v=eG0RJgLo8I4, ‘Between the Flags’, http://www.youtube.com/watch?v=zWLb8d_cxPU, ‘Cracker Bag’, http://vimeo.com/8833777

advertisement, Baz Luhrman, ‘Australia: Come Walkabout’, http://www.youtube.com/watch?v=BcYYSIYLcwg
Reflection:

I used to think… Now I think…


Podcast: Michael J. Sandel, The Public Philosopher, ‘National Guilt’

http://www.bbc.co.uk/podcasts/series/r4sandel

Imagine a country guilty of past crimes. What obligations do its current citizens have to make amends? In this edition of The Public Philosopher, Michael Sandel poses that question to an audience in Japan. The discussion involves students from Japan and from China and South Korea - countries which were victims of Japanese aggression during the Second World War. How has Kevin Rudd’s apology influenced our understanding of what it is to be Australian?





Nina Cook, St Catherine’s School, Waverley. English 2015 Stage 5 unit: Being Australian


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