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.
: http://www.humansofnewyork.com Choose three street portraits and vignettes. Take notes in response to the following questions and discuss: What makes these stories interesting? Are they honest/truthful depictions? What is the effect of positioning the written account with the street portraits? Compare and contrast by clicking on ‘Countries’ on HONY website: Students to separate into groups, with each group exploring a different country. Students to take notes about the experiences and themes running through each story. Students share their findings with the class. Students to write a paragraph about how personal stories reveal truths about human experience. EN11 – 7 understands and explains the diverse ways can represent personal and public worlds relate responses to texts to aspects of human experience understand how contexts influence the perspectives represented in texts and how audiences respond to them analyse the diverse ways in creative, informative and persuasive texts can explore human experience, universal themes and social contexts identify and describe the social, moral and ethical positions represented in texts speculate on the possibility of different interpretations of texts when they are considered from different perspectives EN11 – 8 identifies and explains cultural assumptions in texts and their effects on meaning Introduction to MY:24 and previewing activities discussion: Are documentaries truthful? How so/how not? View Issue students with copy of MY: 24 Press Kit (resource 16). Students to read and highlight (in different colours) points which link to truth and personal stories. Students record and discuss responses to the following questions after reading ‘Key Points and Context’, ‘Series Overview’, ‘A statement from the producer’ and ‘Point of View from the ABC and ACTF’: What is the purpose of the show? How does it link to the idea of and authenticity? What is different about this series from traditional children’s entertainment? How do you feel this series aims to tell the truth? Students record and discuss responses to the following questions reading ‘Making the series’: What techniques and decisions contributed to the telling of the participants’ stories? Weeks Seven and Eight Students’ responses during class discussion Students take about HONY stories Students work collaboratively to write notes about experiences and themes in HONY stories Students produce individual paragraph response Students’ responses during class discussion Students’ deconstruction of Press Kit – highlighting key points Students’ notes and discussion in response to Press Kit Students’ notes and discussion in response to reading ‘Making the Series’