understand text, predicting, and self-correcting ENLS6-11 explores texts that express a range of ideas, values, points of view and attitudes Students: recognise that texts can explore issues relating to our world engage with different on personal, social and world issues and phrases that represent the human experience. Suggested examples of [picture books] connected with human experiences: The will to survive – ‘Half Spoon of Rice: A Survival Story of the Cambodian Genocide’ by Icy Smith The struggle with adversity – ‘Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah’ by Laurie Ann Thompson and Sean Qualls Feelings of caution/fear – ‘My Name Was Hussein’ by Hristo Kyuchukov The desire to believe/have faith – ‘Henry’s Freedom Box’ by Ellen Levine The pursuit of dreams – ‘Flight School’ by Lita Judge Seeking to define and understand one’s identity – The Punk’ by Jessica Caroll The urge to understand and seek truth – ‘The Stamp Collector’ by Jennifer Lanthier The desire to be treated with respect and dignity – ‘I have the Right to be a Child’ by Aurelia Fonty Curiosity – ‘Stella, Star of the Sea’ by Marie-Louise Gay The urge to express yourself, physically, intellectually, spiritually and emotionally – ‘Ballerino Nate’ by Kimberly Brubaker Bradley The pursuit of happiness – ‘The Little Refugee’ by Anh Do ES12-2 identifies, uses and assesses strategies to comprehend increasingly complex and sustained written, spoken, visual, multimodal and digital texts that have been composed for different purposes and contexts Students: draw on support resources as needed to clarify or confirm word meanings Exploring the rubric As a class, read the Texts and Human Experiences rubric. Students highlight key and phrases (eg ‘representation’, ‘illuminated’, ‘human qualities’, etc) and unfamiliar vocabulary (eg ‘anomalies’, ‘paradoxes’, ‘assumptions’, ‘repertoire’ etc) Students may create a word wall in the classroom of all new vocabulary/technical language. Differentiation: Read the rubric aloud, project it onto a screen or whiteboard
identify and explore issues presented in that are relevant and important in their own lives identify the language forms and features that indicate point of view, values and attitudes in texts, for example adjectives, imagery, structure ‘You Don’t Have to Be a Star (To Be in My Show)’ by Marilyn McCoo and Billy Davis Jr ‘Shining Star’ by Wind & Fire ‘Then Came You’ by Dionne Warwick and The Spinners ‘Can’t Get Enough of Your Love, Babe’ by Barry White ‘Against all Odds’ by Phil Collins ‘All at Once’ by Jack Johnson ‘Angels’ by Robbie Williams Individually, or in students create a multimedia presentation to respond to the human experiences of love and loss and how these feelings are conveyed/represented in the songs they have explored. ES12-7 represents own ideas in critical, interpretive and imaginative texts Students: use language accurately and appropriately to communicate own ideas in a variety of contexts Levels of experience Scientist, Paul Lutus, theorises that there are four levels of thinking that affect the human experience (his full description can be found on the website link) and in order to fully comprehend our experiences, we need to examine ALL four levels. A summary is provided below. Feelings: An individual response based on a personal reaction that is entirely subjective. Beliefs: A response based on what we have been told/taught, without evidence. Facts: A response based on what we know to be true (however, without ALL the facts, the response will be affected). Ideas: A response based on exploring the world as we experience it, without bias, creating new knowledge. With this in mind, students respond to some of the following experiences in full sentences. Differentiation: Teacher may adapt or select alternative scenarios to suit students’ individual experiences. The Levels of Human Experience
interpret a range of texts, including those by and about Aboriginal and/or Torres Strait Islander Peoples, composed for a variety of purposes explain structural and language features, for example visual and aural cues that identify main ideas, supporting arguments and evidence identify some ways structure, language or tone are used to create an impression and explain or reinforce a message, for example through text structure, use of rhetorical questions, repetition, similes or figures of speech appreciate and apply the power of language to communicate their own ideas, feelings and viewpoints in a variety of literary and multimodal texts ES12-8 understands and explains the relationships between texts Students: account for the similarities and differences in the ways texts represent or respond to a topic or theme describe the relationships between context, purpose and audience and the impact on meaning in social, community and workplace texts recognise the use of types of The should review (but are not limited to) the following techniques: adjectives alliteration anecdotes assertion attacks bias connotation/loaded words/word choice credibility (ethos) emotion (pathos)/emotive language evidence exaggeration figurative language generalisation hyperbole jargon juxtaposition pronouns (inclusive/exclusive language) reason (logos) repetition rhetorical questions rule of three symbolism.
texts, text structures and language features, for example subjective and objective reporting in feature articles and current affairs programs, appeals to reason and emotion in persuasive texts and juxtaposition of images in websites analyse text structures and language features of literary texts and make relevant connections with other texts ENLS6-5 accesses information to communicate for different purposes and in different contexts Students: access information to assist understanding, for example look up a word in a dictionary, use a search engine to find information, use online video instructions to perform a task ENLS6-6 composes texts for a variety of purposes and audiences in a range of modes Students: complete forms, surveys and questionnaires ENLS6-9 represents own ideas and personal experiences in interpretive and imaginative texts explore their personal responses to texts, issues and/or events, for Life Skills The refugee experience Note: Many of the ideas that follow can generate strong opinions. It is important to let students share their unique insights and that they respect each other’s opinions. It is also important to display sensitivity towards individuals who may find discussion of this topic to be difficult. Students write definitions of refugee and asylum seeker. Do they think there is a difference? Students participate in the before/after activity, responding to each of the statements listed. Students write a personal statement based on one of the sentence starters, selected by the teacher and participate in the class discussion. Students take the SBS quiz ‘How much do you really know about asylum seekers and refugees?’ and discuss their results. Students participate in constructing a reflection to the following scenario: You are in danger and must your home immediately. You have 30 minutes to pack a small bag of your belongings. What will you take and what will you leave behind?
colour, font explore the ways meaning can be shaped through language, for example role-play the same conversation with different emotions, select adjectives to change tone explores texts that express a range of ideas, values, points of view and attitudes Students: identify and explore issues presented in that are relevant and important in their own lives make value judgements and form opinions as a result of reading, viewing and listening to different material identify how their point of view can be changed in response to a text compose texts to express their point of view using appropriate language forms and features, for example using evidence to support a point, participating in a debate explore cultural assumptions made in texts, including texts by and about Aboriginal and Torres Strait Islander People and people with Asian heritage in conflict zones in refugee camps when seeking asylum in areas (and not specifically a refugee camp). Much of the story about the Abdulnoor family is left unsaid. The parents refer to some of the experiences of the children, but the children do not speak for themselves. Students identify one film technique used to communicate the children’s experiences. Students imagine they are one of these three children and write an imaginative piece that captures a day in their life in Indonesia. Students may choose one of the following forms for their composition: letter journal entry poem. View: Escaping [Nicole’s journey] Nicole is confronted with the harsh reality of escaping conflict when she visits the refugee camp in Jordan. Imagine having to walk 100 kilometres to seek refuge. This is what hundreds of thousands of Syrian refugees, like Abdul, have been forced to do in order to escape the conflict. To help students better appreciate the reality of this experience, students work with a partner to complete the activities below: Use Google maps to find out how far 100 km is from your home. How long does Google say it will take you to walk this distance? If you were forced to flee your home and walk 100kms to the nearest refuge, taking only what you could carry, what would you take? Using the drop-pin feature, plot where you would stop along the trip. Imagining you had very little money, how would you get food, water and Transcript: Transcript: