Integrated Unit English & HSIE

ENGLISH

Stage Three

Term

EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-2A composes, edits and presents well-structured and coherent texts EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts EN3-9E recognises, reflects on and assesses their strengths as a learner CUS3.3 describes different cultural influences and their contribution to Australian identities. CUS3.4 examines how cultures change through interactions with other cultures and the environment.

HSIE

Learning Across The Curriculum

Cross-curriculum priorities Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

Content
1. plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis

Text

Teaching & Learning Activities

Reg

THE ISLAND
1. Introduce book The Island by discussing cover and predicting what the text may be about. 2. Read first page (dont show pictures). 3. Discuss phrase He wasnt like them. Show picture and discuss further. 4. Read book with students without showing pictures. 5. Discuss audience, purpose, context and vocabulary. 6. Discuss the way the characters in The Island are objectified as he and they. The man is not given a name and the people are not either they are simply given occupations such as fisherman, carpenter, priest, inn keeper. Why? 7. Analyse strategies authors use to influence readers, eg. visual (he is depicted as having nothing no clothes, belongings, not even hair. He seems to be needing help, and their way of helping was to lock him away in a goat pen.) 8. Brainstorm/discuss themes present in The Island (Insiders vs Outsiders, race and prejudice, compassion, fear, freedom, power, difference, sharing, neighbourliness and citizenship. 9. Use quotes from the book to explore these themes and their often ambivalent implications. For example: 10. We cant just feed anyone who comes our way. 11. Their act of kindness had not been the end, merely the beginning 12. He is not one of us. He isnt our problem 13. Students write a summary of the book including the authors purpose, themes in the text and how it made them feel. Discuss with students their

participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions identify and explore underlying themes and central storylines in imaginative texts explore and analyse the effectiveness of informative and persuasive devices in texts plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience compose texts that include sustained and effective use of persuasive devices, eg texts dealing with environmental issues present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics reread and edit students' own and others' work using agreed criteria and explaining editing choices understand how texts vary in purpose, structure and topic as well as the degree of formality appreciate how demanding texts, eg extended novels and informative texts, contain increasing levels of complexity and abstraction to enhance enjoyment

compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches analyse how text structures and language features work together to meet the purpose of a text use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts recognise how aspects of personal perspective influence responses to text summarise a text and evaluate the intended message or theme identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text analyse strategies authors use to influence readers understand that language is structured to create meaning according to audience, purpose and context understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context interpret events, situations and characters in texts explain own preferences for a particular interpretation of a text, referring to text details and own knowledge and experience recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts identify and describe the representation of people, places and events in film and the media discuss and explore moral, ethical and social dilemmas encountered in texts critically reflect on the effectiveness of their own and others' writing, seeking and responding to feedback

summary and highlight how personal perspectives influence responses to texts. 14. View Seeking Refuge Rachelss Story (BBC). 15. Use a Venn Diagram to highlight the similarities and differences between Rachel and the Man from the Island. Discuss the events, feelings, themes present (fear, freedom, belonging). Possible discussion points include: 16. How would it feel to be banned from practicing your religion or speaking about your political or religious beliefs? 17. Reflect on what it might be like to live in a dangerous place. 18. Reflect on how it might feel to arrive in the UK as a young refugee. 19. Reflect on what it might feel like to have to leave a family member or close friend behind. 20. How would it feel to be unable to speak the language of your classmates? 21. What would you do to make friends? 22. Detail Read sample persuasive text (http://lhlaurentlh.wordpress.com/). 23. Discuss structure. 24. Edit and improve the text. 25. Students compose (guided or independent) own persuasive text Should Rachel be allowed to stay in the UK? 26. Students write a persuasive topic on a piece of paper to place in a hat. Students randomly choose a topic and create a Tellagami to persuade people on their topic. Students can create their own background to help support their persuasive text. 27. Discuss the layout and design of the book The Island, and of the individual double page spreads within it. Encourage students to read for the subtext and observe how the pictures often add to or illuminate meaning, complementing and enriching the text. For example: 28. Wordless frames (title page and pp 6-7) show the vastness of the ocean from which the man is escaping, emphasising the unknown terrors there, and the implicit cruelty attached to the peoples decision to send him back into that anonymous maelstrom of water. 29. Men with pitchforks (pp 4-5, 8-9) are suggestive of the ugly, primitive violence aroused by prejudice which has been evinced (for example) in the eras which saw witches burned at the stake in Europe, and which gave rise to the Klu Klux Klan in the US.

30. On pp 10-11, the mans internment in a goat pen is made starkly painful by the visuals which in contrast include a strip of four images showing people eating, bathing, drinking and enjoying life. Beneath that strip is a smaller image of small boys with sticks bullying another boy, suggesting that such cruel indifference begins in childhood. 31. Discuss the use of perspective, spatial relationships, and proximity of figures to each other. Discuss the artists choice of the medium of charcoal and of dark colours in terms of the meaning and themes in this work. Assessment: Student activities should provide an indication of how well students grasp Assessment for Learning Assessment as Learning

Assessment of Learning View Tomorrow When The War Began 2010 movie trailer on YouTube (Nic Van Weelde 1:32). Discuss how Australian life would be impacted by an invasion, where normal every day activities were no longer safe and lives were in danger. Students will place themselves in the shoes of a person who needs to escape to a safer country (a refugee). They will think about what country they would flee to and justify reasons why. Students will write a persuasive text about why they should be allowed to stay in the new country (writing to government or immigration authority explaining their need to stay).