AUSTRALIAN CURRICULUM

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Week 1 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Media Genre Studies

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Making Responding

Week 1 Making: 1. Identify and Formative Introduction: Introduction Introduction:

Introduction to key distinguish Assessment: Padlet asking students to identify as many genres as What does genre mean to you?
Lesson terminology and between a TodaysMeet - they can think of in 60 seconds. If you had a DVD youd never Padlet
1 technologies range of Hidden Identity Class discussion with the aid of hot seat cup to prompt heard of, how would you know
what to expect when you watch
related to selected different genres Search: class discussion. Hotseat cup:
them, Other than googling it!
content and focus via associated Assessing How do we, as an audience, cup with
(ACAMAM073) conventions. students ability Activity #1: identify genre? popsticks and
to identify Students pick a genre from a cup and come up with a (- via conventions-)
class names
2. List examples genres via code name for themselves. Teacher models this
of accepted film associated exercise; If I were a Western, I might name myself Clint What is a convention? Activity One:
conventions conventions. or Cowboy or Sheriff. [An accepted way of
Students are directed to Todays Meet and login into doing things] Genres written
AnswerGarden: their assigned chat room. on pieces of
Assessing Activity #1 paper, each
students ability Students begin discussing with each other, attempting to Were there any genres we Genre has a
to list examples find clues to ascertain genre. Students keep a written couldnt identify? number that
of accepted film record of the clues and as they identify a person they What could we have asked or corresponds to
conventions login to the Verso and Write the name of that person and what information could they have the assigned
given to give away that genre?
the Genre they think they are. chat room.
Which answers gave away the
genre?
Activity #2: What sort of Convention might Cup
Class discussion on the results of the TodaysMeet that be?
Hidden identity search Todays Meet
Conclusion:
Conclusion What is a convention? Verso
Answer Garden: What are the key conventions that Whats some examples weve
signify Genre to an audience? already identified? Conclusion:
(if students give an example like
clint eastwood) ask students to
reframe their response in terms of Answer
a category? Garden
Week 1 Making: 1. Identify and Formative Introduction/ Motivator: Introduction: Activity #1:
Codes and Illustrate Assessment Review Answer Garden from previous lesson. Ask Who can name
Lesson Conventions for settings, PicCollage: students questions about Westerns from their listed some characters Teacher
2 constructing themes, Assessing conventions. you might see in a model
meaning in the character types students ability Western film? collage:
selected media and plot devices to identify Activity #1: Whats a typical Western https://au.pinter
type, genre and/ from the narrative Students login to PicCollage and asked to make a setting? est.com/pin/52
or style studied Western genre. conventions of collage that displays the typical narrative conventions of 072939424379
(ACAMAM073) Western Genre a Western Genre. Teacher models this exercise with Activity #2: 386/
by correctly their own example. What do you think
annotating their Play stimulus as students create collage. is the most Stimulus
final PicCollage significant Video:
Activity #2: convention on this https://www.yo
Students load their images onto OneNote for the class to list is? utube.com/
review. Class discuss setting, character, plot and watch?v=oHd8
themes that can be identified in the pictures. What might you think if a 8WoX-JU
Teacher writes a summary on the board cowboy suddenly broke into
Song? PicCollage
Conclusion:
Students return to their PicCollage and annotate their Activity #2:
work identifying all the narrative elements discussed;
adding more pictures if they have missed key points. OneNote

Students upload both their annotated and original image

onto OneNote. Original Collage will be used in the next
class.
Week 1 Making: 1. Identify and Formative Introduction: Activity #1 Introduction:
Codes and explain Assessment Kahoot quiz used to recap student knowledge of codes What symbolic, written and
Lesson Conventions for symbolic, written Verso: as covered in previous years media classes. Questions technical codes are evident in Kahoot
3 constructing and technical Two part call on students to name and locate various codes, as your PicCollages?
meaning in the codes used in assessment well as explain their impact. How are these codes Activity #1:
selected media Western films. Activity 2 illustrative of a Western film?
type, genre and/ assesses Activity #1: PicCollage Graffiti Pic Collage &
or style studied 2. Explain, using students ability In groups of four and using PicCollages created in Activity #2 OneNote
(ACAMAM073) codes, how to summarise previous lesson, students annotate their collages in What common codes have (as created in
audiences and identify how Skitch to identify the evident symbolic, written and been identified? previous
Responding: create audience technical codes. What expectations do you lesson)
Impact of intended expectations of expectations are have about a Western film
audience on the a film based on shaped. There are 3 rounds. Round 1: students work individually based on the codes identified? Skitch
producers the images Conclusion on their own collage. Round 2: students can discuss How would these codes be
selections in associated with assesses ideas with other group members. Round 3: students can applied in film posters for Activity #2 &
choosing codes it. students ability annotate others collages to include their thoughts. Western films? Conclusion:
and conventions, to apply
styles, narrative, 3. Predict how knowledge and Activity #2: Class Discussion Conclusion Verso
genre, codes could be engage in As a class, students discuss the codes identified, How could you use codes to
representation s, altered to higher order highlight common themes and reflect on how these challenge audience
stereotypes and subvert thinking, by codes create an expectation for the audience as to what expectations of what a
differing points of audience challenging the a film in the Western genre is about. Discuss how these Western film is about?
expectations. traditional use of codes and images would be used in Western film
 few and values codes to subvert posters and what impact they would have. Students
(ACAMAR078) audience summarise discussion and post ideas on Verso.
expectations.
Conclusion:
Students extend thinking from content taught in the
lesson to infer how codes can be used to challenge and
subvert audience expectations about Western films.
Post answers to Verso for teacher review.
Week 1 Making: 1. Identify audio Formative Introduction: Introduction Introduction:
Codes and codes in a Assessment Class investigates diegetic and non-diegetic sound. What is diegetic sound?
Lesson Conventions for Western film Soundscape: Students directed to listed website to read brief What is non-diegetic sound? Diegetic/non-
4 constructing through the use Assesses overview. Students then post their own definitions and What are examples of each? diegetic
meaning in the of both diegetic students ability examples of each on corresponding class Padlet pages. sound
selected media and non-diegetic to apply Activity #1 definitions
type, genre and/ sound. knowledge of Activity #1: SpiderScribe mind mapping Where can you find http://filmsound
or style studied sound to create Students work in groups to expand knowledge and information about diegetic and .org/terminolog
(ACAMAM073) 2. Create a an original piece create a mind map using SpiderScribe for both diegetic non-diegetic sound on the y/diegetic.htm
soundscape to be added to and non-diegetic sound. Students must find information internet?
which own work. through a webquest and include examples of types of What effects do these types of Padlet
exemplifies sound in their mind maps. sound have on the audience?
meaning in own Activity #1:
PicCollage. Activity #2: Applying sound to PicCollage Activity #2
Using freesound.org and Adobe Premier Pro, students What sounds will you apply to SpiderScribe
3. Give apply knowledge of sound in Western films to create a your PicCollage to develop its
constructive soundscape that would match their PicCollage poster. meaning in the Western Film Activity #2:
feedback to setting?
improve the Conclusion: freesound.org
work of Students share their progress of soundscape with a Conclusion
classmates. partner. Partner must give feedback in the format of two What two things do you like Adobe
stars and a wish, which will be taken on board by each about your partners Premier Pro
student and applied to edit and complete soundscape in soundscape?
next lesson. What is your wish your partner PicCollage
would improve in their
soundscape?