investigate and reflect on the difference between initial personal response and more studied and complex responses understand how the contexts of composers (authors, poets, playwrights, directors, designers and so on) and responders influence their perspectives and ideas EN11 7 understands and explains the Documentaries as ways of communicating: Students’ shared questions with use of – diverse ways texts can represent personal metalanguage. Students are given the word and are told that is the ‘documentary’ and public worlds answer. They have to write the question. Guide students to use Students take notes. metalanguage of previous lessons and include information on forms and reflect on how their personal values and Students brainstorm. features. perspectives are confirmed or challenged through their engagement the resource 03 file, create notes on the definitions and purpose of Students’ responses will demonstrate with a variety of texts including those by documentaries. Students brainstorm the forms and features of their understanding of features and and about Aboriginal and/or Torres Strait documentaries. effects. Islander People Use brainstorm to create a list of features on one side and to discuss and Students’ contributions to group analyse the diverse ways in write down the effect these techniques can produce on an audience on discussion. creative, informative and persuasive the other side of their notebooks. texts can explore human experience, Students’ responses will show their Using the following headings in the middle of poster paper have students universal themes and social contexts form small groups to discuss the statements and write on the paper their thoughts and ideas. speculate on the possibility of different thoughts and ideas. Share the poster info back to the class. Students’ oral presentation of ideas interpretations of texts when they are Documentaries can be powerful in telling stories because… considered from different perspectives Documentaries are engaging to read/view because… Documentaries are important tools in showing alternative points of view… Documentaries are not simple objective texts because… Documentaries can be ineffective when… EN11 1 responds to and composes Documentaries and Contemporary Possibilities Weeks Two to Three – increasingly complex texts for understanding, Please note the program segment that follows contains more than two weeks’ Students’ contribution to discussion. interpretation, analysis, imaginative work. In the context of this unit’s term program, two weeks is allocated for Students will show understanding of text expression and pleasure Documentaries and Contemporary Possibilities. The elements of this program forms by identifying specific forms and segment which teachers use is their decision, based on their students’ needs their corresponding features. and interests and the school context.
investigate and reflect on the difference between initial personal response and more studied and complex responses understand how the contexts of composers (authors, poets, playwrights, directors, designers and so on) and responders influence their perspectives and ideas EN11 – 7 understands and explains the diverse ways texts can represent personal and public worlds reflect on how their personal values and perspectives are confirmed or challenged through their engagement with a variety of texts including those by and about Aboriginal and/or Torres Strait Islander People analyse the diverse ways in creative, informative and persuasive texts can explore human experience, universal themes and social contexts speculate on the possibility of different interpretations of texts when they are considered from different perspectives Documentaries as ways of communicating: Students are given the word ‘documentary’ and are told that is the answer. They have to write the question. Guide students to use metalanguage of previous lessons and include information on forms and features. the resource 03 file, create notes on the definitions and purpose of documentaries. Students brainstorm the forms and features of documentaries. Use brainstorm to create a list of features on one side and to discuss and write down the effect these techniques can produce on an audience on the other side of their notebooks. Using the following headings in the middle of poster paper have students form small groups to discuss the statements and write on the paper their thoughts and ideas. Share the poster info back to the class. Documentaries can be powerful in telling stories because… Documentaries are engaging to read/view because… Documentaries are important tools in showing alternative points of view… Documentaries are not simple objective texts because… Documentaries can be ineffective when… Students’ shared questions with use of metalanguage. Students take notes. Students brainstorm. Students’ responses will demonstrate their understanding of features and effects. Students’ contributions to group discussion. Students’ responses will show their thoughts and ideas. Students’ oral presentation of ideas EN11 – 1 responds to and composes increasingly complex texts for understanding, interpretation, analysis, imaginative expression and pleasure Documentaries and Contemporary Possibilities Please note the program segment that follows contains more than two weeks’ work. In the context of this unit’s term program, two weeks is allocated for Documentaries and Contemporary Possibilities. The elements of this program segment which teachers use is their decision, based on their students’ needs and interests and the school context. Weeks Two to Three Students’ contribution to discussion. Students will show understanding of text forms by identifying specific forms and their corresponding features.
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