EAL12-1A responds to, composes and evaluates a range of complex and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure Students: engage with texts in a range of forms, modes and media, and explore and evaluate different ways of responding to text EAL12-3 selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, and analyses and evaluates their effects on meaning Students: identify and analyse techniques used in literature, film and the mass media to construct realities EAL12-7 integrates understanding of the diverse ways texts can represent personal and public worlds Students: analyse and experiment with ways of transforming experience into texts for different purposes, audiences and contexts EAL12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner Students: refine the clarity and fluency of compositions to reflect increasing complexity of thought and expression Writing about human experiences (link to Module A) How do we write about our own and other people’s experiences? The teacher provides a of short texts which deal with different human experiences including different types of texts (eg blog, short story, poem, documentary, news report), different focuses (biographical, confessional, imaginative) and different approaches (eg humorous, factual, descriptive). Students review language and features used in each type of text (eg first-person and third-person narration, present and past-tense verb forms, formal and informal register). Creative writing task Students write a recount describing a personal experience (real or imagined). Students experiment with first-person and third-person narration and present and past tense verb forms to gauge their effects. Students use the recount as the basis to plan, draft, edit and present an imaginative narrative, demonstrating a wide repertoire of creative writing techniques. Examples of appropriate texts: Extract from I Know Why The Caged Bird Sings by Maya Angelou, (autobiographical work) ‘Hay for the Horses’ by Gary Snyder (poem) Barack Obama’s eulogy for Nelson Mandela (speech) First section of Chapter 1 of The Village by the Sea by Anita Desai (novel) ‘Luka’ by Suzanne Vega (song lyric and music video) ‘Big by Tim Winton (short story) First section of Chapter 1 of Empire of the Sun by JG Ballard (autobiographical novel)
understand, respond to and use cultural references, idioms and colloquialisms in texts EAL12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner Students: use strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses EAL12-1A responds to, composes and evaluates a range of complex and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure Students: engage with in a range of forms, modes and media, and explore and evaluate different ways of responding to texts use language appropriate to particular contexts, for example imaginative, persuasive and rhetorical and features reflect on and evaluate personal responses to texts and those of others investigates and evaluates the relationships between texts Students: compare and contrast from different cultures and times, and discuss their purposes and effects Writing an introduction to a traditional story (link to Module B) Students view and read traditional stories from different cultures, eg the ABC TV Education ‘Tales from Around the World’ series of animated films based on interesting and unusual folktales from around the world. They share their responses to the plot, characters and themes of the stories in groups. Students read the web article ‘How Stories are Told Around the by Amy S Choi and view the 2009 TED Talk ‘The Danger of a Single Story’ by Chimamanda Ngozi Adichie. In small groups, students reflect on and discuss the issues raised in the texts. In what ways are stories important to our personal and cultural identities? Students write an introduction to a traditional story from their own cultural background. Students locate or write a précis of a traditional story from their home culture. Students write a first draft of their introduction to the story. Students reflect on and edit their first draft, experimenting with vocabulary, register, direct address and self-conscious commentary to engage the audience and provide an effective preview of the story. ABC TV Education ‘Tales from Around the World’, ‘How Stories are Told Around the World’ by Amy S Choi (TED Ideas), YouTube video ‘The Danger of a Single Story’ by Chimamanda Ngozi Adichie (TED Talk),