Students use the Polling Tool to identify heroes in their world. The list is composed of a range of literary, sporting, historical, fictional and popular culture heroes. Students vote on those most likely to be considered heroic.
Students identify those most likely to be considered heroes by the general population. This is represented in the polling.
Student receive progressive feedback using the Polling Tool
1.4, 2.6, 8.1 & 8.2
Students are randomly selected into groups using the Grouping tool. Students enter into asynchronous chat about the nature of the hero. Students reflect on the polling that has taken place as well as their own assumptions
Students present online chat based on focus question of the nature of heroes.
Students read the responses of others in the group through online discussion
1.1, 1.20 & 2.4
Students move to Q&A tool and attempt to synthesise earlier discussion in groups and reflect on a definition of a hero. Students present their definition on the Q&A forum. Teacher responds to definition online.
Students respond to the definitions of others and receive feedback from the teacher regarding their definition
1.1, 1.20 2.4, 8.1
Students move to the Forum to discuss if the definition of a hero can change through time- Are ancient heroes as worthy as modern day heroes? Students post reflections to the notice board. Keep a record of their ideas on their electronic scratch pad.
Students use their definitions and the definitions of others to help present an argument to the focus question. Students post reflections on the noticeboard. Students reflect on their understanding by note taking information and keeping records.
Students receive independent feedback from the teacher through the monitor environment.
7.14, 7.8,9.5, 9.8, 11.6
Students use the Shared Resources tool to read and view website links to the writings of Aristotle in his text Poetics .
Students focus on How Aristotle defines the nature of the Hero? How his definition compare to their group definition of a hero Students share their responses to this with the class chat and make independent notes.
Students read and reflect on the varied definitions of the hero in relation to the concept of the tragic hero. Students complete focus questions and make independent notes.
Students receive group feedback from the teacher through the forum tool.
Student move into grouping tool with reflective chat & scribe. Here the groups are randomly selected but the group must select a scribe. The scribe is responsible for recording the information of the group to help summaries responses presented in their group discussions.
Students using the Q &A and Forum Tool locate quotations in the text to help support the questions The questions are listed below:
Question 1: What heroic qualities does Oedipus display in the early part of the text?
Question 2: How do these heroic qualities compare to Aristotle’s definition of a hero?
Students work collaboratively and note take information on focus questions. Students locate appropriate information from the text to support arguments.
Teacher gives progressive online feedback during the chat time.
8.1, 8.2, 8.3 & 8.9
Students use forum tool and shared web tool to design a power-point presentation that considers a list of Hollywood actors collated by the group. Through discussion with others in the group, students narrow the list of actors down to two actors who would be the most suitable to play the role of Oedipus. It is important for students to remember the concept and definition of the hero.
Students design individual power-point and submit it for group analysis and discussion.
Either the teacher or students with the teacher formulate a marking criteria
Student articulate relationship Hollywood actor and characterisation in the text. Students compose a group power-point reflecting understanding and discuss inter-relationship between character and Hollywood actor.
Teacher joins polling exercise and joins discussion in forum.
1.2, 1.5, 1.7, 1.9, 1.20, 2.13, 3.3, 3.7 & 4.4
Students now focus attention on the character of Oedipus. Paired work is generated and students reflect on at least one of the following topics. Students are expected to compose a visual representation (e.g. webpages, electronic collage, mind-map) that integrates the definition of the hero in relation to the text and character.
Students compose a detailed response on how the character is presented in the text in relation to the definition of the hero. Students use the Submission tool to present their work.
Students work in pairs and visual compose a range of electronic texts that show the inter-relationship between text and character. Students reflect on previous definition and synthesise and refine definition.
Students may need to offer independent feedback to specific students if required
Students move into noticeboard and forum where they are instructed to compose a marking criteria sheet to be used to assess the visual representation. Ideas are presented, refined and modified to compose a marking criteria sheet that will be used by students to peer-evaluate & assess the work of others.
It is important to note that visual representations are not identified by name.
The following guidelines are presented by the teacher to assist students:
The representation should demonstrate:
An understanding of the concept of a hero. This may be drawn from a range of areas but must also relate to text
The visual representation is clearly understood, easy to follow and is visually engaging to a broad audience
Students reflect on the nature of the task and the features that should be assessed. Students compose a marking criteria that will be used to peer assess.
Teacher uses the marking criteria sheet established by students to assess students.
Students are encouraged to make private notes about the advantages and disadvantages of this mode of assessment. This information is recorded on the scratch pad to be used at a later stage.
Students consider and reflect on advantages and disadvantages to this method of assessment. This reflection is articulated on the scratch pad.
Teacher may offer individual feedback if deemed necessary.
1.1, 2.3, 3.3, 4.1, 6.5, 7.4, 7.16 & 8.3
Using the noticeboard and forum tools students consider superheroes in the world of TV. Students compose a list of super heroes and send them to the forum for public viewing.
Independently students are instructed via the noticeboard to examine the superhero list contemplate focusing their independent study on two characters/personas. The study should focus on one contemporary hero e.g. Xena and one ‘golden oldie’ eg. Batfink.
Over the next week students are encouraged to research information about their superheroes and the features that the TV medium exploits in relation to the concept of heroism. This includes view film text to help support their understanding. Students use the following question to help develop an understanding of the concept.
Focus questions related to heroes:
What physical characteristic does the character present? Are the physical characteristics related to the ability or powers of the hero? Do the physical characteristics represent sensuous or sexual images? Do the physical characteristics present any stereotypes?
What gender is the hero? Why is gender of significance to the attributes of the hero? What social role does your hero play? Is this social role in keeping with the gender of the hero?
What ethnicity is the hero? Is there something unique about the culture that is represented in the hero? Can you detect any social stereotypes associated with the heroes’ culture or ethnicity?
What values does the hero reflect? How values expressed through his/her language and or actions?
A list of relevant URLS is provided to help students establish a preliminary list of superheroes. These are available on the shared Web Files.
Students discuss and compose a list of TV superheroes. Each student reflects individual understanding by supporting the group discuss with concrete examples.
Students demonstrate evidence of reading, viewing and listening through independent research.
Students are directed to a forum where they are about Chat about their findings. Chat is guided and based on the following focus questions:
What insights have you gained from your study about the issues related to gender, stereotypes, values, appearances?
To what extent do popular culture text heroes reflect the times and values in which they are created?
Students engage in online discussion that indicates understanding of conceptual ideas across a range of contexts.
Teacher joins chat to offer reflections and group feedback.
1.3,2.1, 2.10 & 3.4
Teacher directs students to the submission tool where students are expected to submit an essay based on the research conducted.
Students consider notes taken and discussion from previous forum and synthesize this information into an essay.
Teacher marks essay electronically returns it via e-mail to students with annotations
3.7, 3.8 4.1, 4.2, 4.4
Students now focus attention to heroes in a historical context. Students are advised to the Following URL and listen to audio file about war heroes
Students are advised to listen to the lyrics and focus on vocabulary, tone, structure and consider how nationalism is created within the song? Students register their responses on the notice board.
Students are then encouraged to locate other audio files on the Internet that explore concept of heroism in an aural manner. These are constructed on the Shared Web file for other students to comment on. Students are encouraged to keep records of their ideas about the concept of heroes is developing and changing.
The Shackleton IMAX Experience Before the screen activities
Refer to your journals and the notes you have been making about heroes. Then they are encouraged to visit the introductory site and audio text and make some brief notes on the following.
Who was Shackleton?
What did he do?
Why is he considered a hero?
Students listen to files and consider how this medium explores the concept of the hero.
Students research and locate other relevant audio files. These resources are shared with others in an asynchronous manner.
Teacher discusses visual text in a live situation.
If possible students are encouraged to visit and view the The Shackleton IMAX Experience (Darling Harbour) Before the screen activities
Students are encouraged to refer to their journals and the notes that they have been compiling on the concept of the hero.
Students are then instructed to visit the following URKL that presents a written and audio interview Re: Shackelton. They should make notes on the following.
Who was Shackleton?
What did he do?
Why is he considered a hero?
As part of a group task students are instructed to make notes on the following:
While you are viewing the screening of The Greatest Adventure Ever Told: Shackleton, closely observe how music, images and words are used to capture qualities of heroism. Negotiate with others in the group as to what focus you will undertake. It is important that all three focuses are covered.
After IMAX Experience Students spend the next few days collating and synthesizing their individual and collective ideas about how music, images and words are used to create aspect of Heroism in a visual text. Each group presents a cohesive response of about 1 page. This is presented to the teacher for assessment.
Students view and listen to visual text. Students deconstruct this medium and the concept of the hero in relation to Shackleton.
Group understanding is determined by the depth of understanding of the concept of the hero. Analysis shows reflect understanding of concept, medium and inter-relationship between texts.
Teacher offers group feedback via monitor environment.
Students are expected to respond the following questions using the Q & A tool.
Compare Oedipus to Shackleton. What aspects of heroism do they have in common? Is one individual more heroic than the other? Explain your answers with close reference to the play and film text. You will be graded on your ability to engage with the questions and your ability to discuss the opinions of others. Responses need to be concise.
Teacher assesses student ability to engage in reflective critical analysis. If students need more specific direction the following URL may be presented to students in shared web files.
Students engage in comparing arrange of texts based on different technologies and forms. Students articulate response to the focus question and modifies own texts based on discussion with others.
Teacher joins forum and offers points of discussion and reflection to specific individuals. Specific assistance may be required.
Students design an electronic learning log based on their individual notes, discussion boards and experiences gained in this project (web pages, word documents, visual and Oral text) to reflect what they have learnt about the definition of the hero. Submission must reflect an understanding of the core text as well as other non-fiction and popular culture texts.
Students collate, identify and reflect on the learning that has taken place throughout the entire text. Students consider discussion and any their research information and notes to re-define the concept of the hero in relation to non-fiction and popular culture texts
Teacher assesses logbook and presents a personal reflection on experiences.