SELLING AUSTRALIA
CLASSIC TEXTS 2 - PASSION PROJECT
Pretest: What do we know about classic texts? How can we identify them?
Brainstorm the features of a classic text (revision from Big Ideas 1)
and revise what made our class text a ‘classic’.
Definition of classic in English:adjective
1Judged over a period of time to be of the highest quality and outstanding of its kind:a classic novel, a classic car (http://www.oxforddictionaries.com/definition/english/classic)
Examine the list of classic texts OR view https://www.youtube.com/watch?v=-5OlIb4BCnY
Which ones have you heard of or read?
In pairs, students choose ONE and research it - why is it regarded as a classic text?
Class discusses their findings.
Examine list of classic films @ http://www.imdb.com/list/ls000070952/
or view Chelsea’s Classics https://www.youtube.com/watch?v=2D_IG2HLQ6w
- What do most films have in common?
- Read the comments below. What do the comments suggest about the problems with making a list like this one?
- Is there any way to accurately determine if a text should be considered a classic or is it just someone’s opinion?
1. What are the classic texts of today (this generation)?
2. How do we value today’s literature and 'art' /popular culture?
3. Is it different to the way we value literature of the past?
4. What text/s do you value? Why? How can one text have a dramatic impact on our lives? (Passion Project Question)
PASSION PROJECT TASK: The Search for a Classic...
Your unit task is to research a text that you believe is a 'modern classic' or should be regarded as one, then create a range of texts in response to you research including a written review of the text; a poster or digital ad for a re-release of the text and a slideshow or video to present their modern classic to the class.
In your presentation you should use images and persuasive language to convince the class of the classic status of your text.
You should compose your text/s in class with the guidance of the teacher and working closely with a partner to edit and check their work.
Beginning:
Brainstorm a list of 3 modern texts (created in their own lifetime) they consider to have the qualities of a classic using the table to give their reasons.
The texts may be novels, plays, films, TV shows, poems, songs or video games.
Compare and evaluate their choices in pairs. Do they agree with their partner’s choices? Why/Why not?
Choose one text from their list and begin researching their modern classic answering the questions below:
What makes it a classic? What is the story? What are the distinguishing language features? What is the surrounding context? What have others said about it? Why do you value it?
Types of classic texts may include: Novels, Films and Documentaries, Songs, Albums, TV Shows, Video Games, Comics and Graphic Novels. The texts may be a Series (e.g The Hunger Games) or Collection of Works by a Composer (Author or Director) or a stand alone text.
Pimp My Passion Project - Innovative Presenting Ideas
Research
-Collaboration using Blendspace:
As students need to compare and evaluate their choices in small groups; they could use Blendspace to collate their research. Blendspace is like a digital portfolio that combines other digital documents such as a Google Doc or an online youtube clip into an interactive portfolio. While Blendspace is mainly used for teachers to plan their work, it is a great tool for students in this context. Go to www.blendspace.com
-Research analysis using Quicktime Player:
A number of questions need to be answered regarding the research the student has acquired. Assuming that a majority of this research is on their computer, the student could use the screen-cast feature to elaborate their discussion based on the questions that need to be addressed. The research article would be on the screen; and the student then uses the pointer and highlight tools of Word / Preview to discuss their analysis. Go to https://drive.google.com/open?id=0B1hjOKNO4jkUVmtxNFlTUHBQTFU for the resource kit
Presentation
-Make the presentation interactive:
eMaze is similar to Microsoft Powerpoint; except that it now provides opportunities for interactivity and online availability. The templates and animated backgrounds will make the presentation development process more exciting, engaging and interactive.
Go to www.emaze.com
-Non-linear presentations with Prezi:
You probably already know about this one. Prezi is bascailly another online presentation tool that allows for the link-up of digital media such as an image from a site or a video clip from youtube. Students could possibly put box-links on a 'main menu page' that then provides links to Background, Context, Summary etc. It can also be downloaded as a flash file for offline viewing. Go to www.prezi.com
-Make powerpoint interactive with the hyperlink feature:
Powerpoints these days have always been linear. As students will be sharing their presentations with others; they can easily use the hyperlink feature to allow the end-user to select the content they wish to view. It gives students opportunities to explore how to present information effectively, and informatively. Go to
https://drive.google.com/open?id=0B1hjOKNO4jkUY3MzQ3hJMEZYRjA for the resource kit.
Slide titles might include:
- Background Information of text/composer
- Context (when, where it was composed, what important things were happening at the time that may have influenced text)
- Summary of text (text type, main ideas, structure - timeless themes?)
- Language features (that make the text memorable, engaging, enduring)
- Critical Acclaim: What others said when it was composed/released?
- Judgement: Why I think this text should be considered a classic...
COPING WITH CHANGE AREA OF STUDY
KEY LEARNING QUESTIONS- How are individuals and groups impacted by change?
- How is change represented differently in texts?
- How does change impact on our lives?
- Why is it important to be open to the notion of change?
- View life cycle of tree timelapse clip and answer the questions below:
- 1. How does the clip suggest the contradictory nature of change - that is, that it can be both perpetual and sudden.
- 2. In what ways can the life cycle of the tree be used as a metaphor for our lives? Outline the parallels between both life cycles - trees and humans.
- View the following clip - This video is a stimulus to create discussion about the importance of change.
- What does it suggest about the way some people respond to change.
- Write a community service advertisement that gives advice on how to deal with changes in life. Your ad may be a poster or script for a radio or TV ad.
WRITING ACTIVITY: Feature Article
Write a feature article for an online magazine for teens called: UPTEEN on one of the following topics dealing with change:
Senior Study/HSC pressure
Getting your licence
Romantic relationships
Family - Relationships with parents/divorce/separation
Physical changes/body image
Friendship groups/Peer Pressure
Work
Due: Tuesday, Week 1
Rhetorical Devices Website @ /http://www.virtualsalt.com/
Writing activity: Imagine it is the year 2025 and you have just been elected the newly formed Republic of Australia's first president. Write your speech to Australian people arguing the need for change in Australian society. Ensure you use a variety of rhetorical devices to persuade and engage your audience.
(20 minutes writing time).
Mean Girls - Change in adolescence and gender behaviour
1.Watch the trailer and read the resource below:
http://www.filmclub.org/assets/pdf/Mean-Girls-Dept-Of-Health-Resource.pdf
What issues dealing with change are dealt with in the film?
2. Read the article:
http://the-artifice.com/why-were-still-watching-mean-girls-a-decade-later/
What reasons are given for the popularity of the film?
3. Read the excerpt from the self-help book Queen Bees and Wannabes
http://abcnews.go.com/GMA/story?id=126129
What is the purpose of the book? How does it relate to changes experienced by girls in adolescence? Is this an American experience or does it happen in Australia too?
4. In pairs, write and video a review of the film Mean Girls evaluating to what extent it is a successful in portraying ideas about change to its audience. Your review should sum up the plot, analyse some of the key scenes, techniques, performances and message and show two contrary views about the film. See At the Movies as model. http://www.abc.net.au/atthemovies/txt/s4127973.htm
http://www.smh.com.au/entertainment/tv-and-radio/end-of-an-era-at-the-movies-hosts-margaret-pomeranz-and-david-stratton-call-it-a-day-20140916-3fu2v.html
BIG IDEAS - A LOOK AT THE 'MODERN' CLASSICS
Key learning questions
What is a classic?
Definition of classic in English:adjective
1Judged over a period of time to be of the highest quality and outstanding of its kind:a classic novel, a classic car (http://www.oxforddictionaries.com/definition/english/classic)
ACTIVITY:
Look at the following websites that give definitions of a 'classic text'. Using these sites, create a checklist for writing a classic novel. What qualities should a classic have?
http://classiclit.about.com/od/forbeginners/a/aa_whatisclass.htm
http://www.wisegeek.org/what-are-classic-novels.htm
http://www.salon.com/2014/01/30/what_makes_a_book_a_classic/
Why is The Catcher in the Rye referred to as a modern classic?
1. View the videos below and the list reasons why The Catcher in the Rye is considered a classic text. What qualities does it have that might make it a classic?
http://splash.abc.net.au/home#!/media/28449/the-catcher-in-the-rye
https://www.youtube.com/watch?v=R66eQLLOins
2. What do you think? (This is the most important bit!!) Really, what do you think? Now that you've read some or all of the novel, do you agree with the the general critical acclaim J.D Salinger has received? Is The Catcher in the Rye a great novel - a 'classic' or not? You need to give reasons. Go to the class Padlet page and EXPRESS YOURSELF!
THE CATCHER IN THE RYE - CONTEXT
The American Dream, societal values and expectations
Watch the following documentaries on YouTube:
Catcher in the Rye - ‘Remembering J.D Salinger’, ‘ A date your family - 1950s American Family Values’ Context notes
Brainstorm 7 Ket points from Context Notes.
1. What do the clips tell you about the context of Salinger's writing and the societal values and expectations of the 1940s and 50s?
2. What is the American Dream? How does Salinger's book question the pursuit of this dream?
https://www.youtube.com/watch?v=WWW5MNRkuUQ https://www.youtube.com/watch?v=C0K_LZDXp0I
3. Create a reading blog that gives your opinions and ideas about each chapter, summarising the key events, quotes, themes and language devices as well as evaluation and reflection about the BIG IDEAS in the book from YOU! Then follow the blogs and comment on at least two other students. Follow blogs at https://docs.google.com/document/d/1jzvF1iu0St0jj5Uiu_F0p-p2qWOrlVmosvVI5Egai8s/edit
4. You become the teacher - read the Creative Writing Tips @ http://www.theguardian.com/teacher-network/teacher-blog/2013/sep/26/five-tips-creative-writing and write the 5 Tips Mr Loughlin should give Year 10 students about writing.
5. Complete the creative writing planning sheet to start planning your story.
6. Using prepositions. I keep seeing some common mistakes in essays involving prepositions, eg. 'the film is an enthralling biography in which depicts...' Can you spot the mistake? Do you know what prepositions are and how to use them? Try out your knowledge at the website.
7. In pairs write a script featuring two different characters, discussing where the ducks go. It may be humorous, serious, philosophical, silly or poignant and moving. Try to make your dialogue entertaining. We will 'act' some out in class.
8. Create an event, character and theme map of Holden's experiences on A3 paper. In pencil sketch rough map of all the places Holden travels to throughout the novel. Label the places and draw/use symbols to represent these places and the people Holden encounters. Draw a line to trace his journey using arrows to denote direction. Next to the characters/places identify relevant themes using symbols (you will need to leave space for a KEY at the bottom). You will complete this over a few lessons. Use your (and classmates') blog posts to help you.
9. View the clip of actor/director Wil Wheaton. What similarities are there between Will's behaviour and Holden's in the novel that might suggest that Holden too is suffering from a mental illness? What made a difference for Wil? How is it different to the treatment that Holden may have received? Read about mental institutions
http://www.upworthy.com/whats-it-like-living-with-mental-illness-ask-wil-wheaton
10. Why are we reading this for anyway - what others have said Read the articles and complete the questions.
11. Language features of a novel. Which are the following are particularly relevant to The Catcher in the Rye. Find examples to support your answer.
Figurative language
Characterisation
Foreshadowing
Allegory
Allusion
Humour
Emotive language
Descriptive language
Dialogue
Setting
Flashback
Foreshadowing
Symbolism
Imagery
Point of View
12. Class practice essay:
‘The Catcher in the Rye’ is a classic text that has ongoing relevance for all readers due to its powerful ideas and the way the composer portrays these ideas to the audience.
To what extent to you agree with this statement? In your answer make detailed reference to the novel.
Key learning questions
- Why are some texts considered classics? What makes a classic text?
- What can we learn from classic texts?
- How do elements of a text work together to highlight big ideas?
What is a classic?
Definition of classic in English:adjective
1Judged over a period of time to be of the highest quality and outstanding of its kind:a classic novel, a classic car (http://www.oxforddictionaries.com/definition/english/classic)
ACTIVITY:
Look at the following websites that give definitions of a 'classic text'. Using these sites, create a checklist for writing a classic novel. What qualities should a classic have?
http://classiclit.about.com/od/forbeginners/a/aa_whatisclass.htm
http://www.wisegeek.org/what-are-classic-novels.htm
http://www.salon.com/2014/01/30/what_makes_a_book_a_classic/
Why is The Catcher in the Rye referred to as a modern classic?
1. View the videos below and the list reasons why The Catcher in the Rye is considered a classic text. What qualities does it have that might make it a classic?
http://splash.abc.net.au/home#!/media/28449/the-catcher-in-the-rye
https://www.youtube.com/watch?v=R66eQLLOins
2. What do you think? (This is the most important bit!!) Really, what do you think? Now that you've read some or all of the novel, do you agree with the the general critical acclaim J.D Salinger has received? Is The Catcher in the Rye a great novel - a 'classic' or not? You need to give reasons. Go to the class Padlet page and EXPRESS YOURSELF!
THE CATCHER IN THE RYE - CONTEXT
The American Dream, societal values and expectations
Watch the following documentaries on YouTube:
Catcher in the Rye - ‘Remembering J.D Salinger’, ‘ A date your family - 1950s American Family Values’ Context notes
Brainstorm 7 Ket points from Context Notes.
1. What do the clips tell you about the context of Salinger's writing and the societal values and expectations of the 1940s and 50s?
2. What is the American Dream? How does Salinger's book question the pursuit of this dream?
https://www.youtube.com/watch?v=WWW5MNRkuUQ https://www.youtube.com/watch?v=C0K_LZDXp0I
3. Create a reading blog that gives your opinions and ideas about each chapter, summarising the key events, quotes, themes and language devices as well as evaluation and reflection about the BIG IDEAS in the book from YOU! Then follow the blogs and comment on at least two other students. Follow blogs at https://docs.google.com/document/d/1jzvF1iu0St0jj5Uiu_F0p-p2qWOrlVmosvVI5Egai8s/edit
4. You become the teacher - read the Creative Writing Tips @ http://www.theguardian.com/teacher-network/teacher-blog/2013/sep/26/five-tips-creative-writing and write the 5 Tips Mr Loughlin should give Year 10 students about writing.
5. Complete the creative writing planning sheet to start planning your story.
6. Using prepositions. I keep seeing some common mistakes in essays involving prepositions, eg. 'the film is an enthralling biography in which depicts...' Can you spot the mistake? Do you know what prepositions are and how to use them? Try out your knowledge at the website.
7. In pairs write a script featuring two different characters, discussing where the ducks go. It may be humorous, serious, philosophical, silly or poignant and moving. Try to make your dialogue entertaining. We will 'act' some out in class.
8. Create an event, character and theme map of Holden's experiences on A3 paper. In pencil sketch rough map of all the places Holden travels to throughout the novel. Label the places and draw/use symbols to represent these places and the people Holden encounters. Draw a line to trace his journey using arrows to denote direction. Next to the characters/places identify relevant themes using symbols (you will need to leave space for a KEY at the bottom). You will complete this over a few lessons. Use your (and classmates') blog posts to help you.
9. View the clip of actor/director Wil Wheaton. What similarities are there between Will's behaviour and Holden's in the novel that might suggest that Holden too is suffering from a mental illness? What made a difference for Wil? How is it different to the treatment that Holden may have received? Read about mental institutions
http://www.upworthy.com/whats-it-like-living-with-mental-illness-ask-wil-wheaton
10. Why are we reading this for anyway - what others have said Read the articles and complete the questions.
11. Language features of a novel. Which are the following are particularly relevant to The Catcher in the Rye. Find examples to support your answer.
Figurative language
Characterisation
Foreshadowing
Allegory
Allusion
Humour
Emotive language
Descriptive language
Dialogue
Setting
Flashback
Foreshadowing
Symbolism
Imagery
Point of View
12. Class practice essay:
‘The Catcher in the Rye’ is a classic text that has ongoing relevance for all readers due to its powerful ideas and the way the composer portrays these ideas to the audience.
To what extent to you agree with this statement? In your answer make detailed reference to the novel.
AND JUSTICE FOR JUSTICE ALL...
COMPARING MERCHANT OF VENICE AND HURRICANE
KEY LEARNING QUESTIONS:
What is the essence of justice and how is it represented in different texts and contexts?
Do the values and beliefs of the society in the texts reflect my views on equity?
Are law and justice the same thing? When are they different?
What is the right balance between justice and mercy?
Values, Attitudes and Beliefs
KNOW THESE TERMS...
Value – something that is considered very important to a person, group or country.
Attitude – the position you adopt on a particular topic based on your beliefs.
Belief – Something you consider to be true.
Context - the circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood, ie: personal, cultural/social, historical
(Dictionary.com) JUSTICE – the quality of being just, impartial or fair.
Consider the title of the unit ‘And Justice for All.’ What does this statement suggest?
View the American Pledge of Allegiance that all American students recite in school @ http://en.wikipedia.org/wiki/Pledge_of_Allegiance. What values are suggested by the Pledge of Allegiance. Is there anything similar in Australia?
Go to: http://www.curriculum.edu.au/verve/_resources/framework_pdf_version_for_the_web.pdf
What values about justice are suggested by this document?
CLASS DISCUSSION: Why do we value justice in our world? How do some people/countries value justice differently?
Read about the current issue of Bali Nine Pair awaiting execution for drug dealing
http://www.abc.net.au/news/2015-02-24/judge-dismisses-bali-nine-pairs-application-president-clemency/6253042http://www.abc.net.au/news/2015-02-24/judge-dismisses-bali-nine-pairs-application-president-clemency/6253042
Journal activity: Using this issue as a stimulus answer the question: What does justice mean to me?
Write in any form - essay, diary entry, poem, story, recount.
RESEARCH TASK
Research Shakespeare's context by examining the following websites and answering the questions below:
Write in paragraphs and give evidence from the websites to support your answers.
1. What was life like in Shakespeare's time?
2. How was society organised and who had power?
3. How did crime and punishment differ to today?
4. What evidence suggests that Shakespeare may have been Catholic? What conflict was there between Catholics and Protestants at this time? How might have Shakespeare's 'Catholic/Christian' values affected the message of his plays?
5. What is anti-semitism? Was Shakespeare anti-Semitic? Why might people think this when reading Merchant of Venice?
READING THE PLAY
http://nfs.sparknotes.com/merchant/
Film on youtube
Use the NO FEAR site @http://www.sparknotes.com/shakespeare/merchant/ and http://www.shmoop.com/merchant-of-venice/
For each scene write a 3-5 sentence summary of what happened and who was involved.
Collect quotes as you read that relate to the concepts of justice and injustice.
Write a description of the main characters: Shylock, Portia and Antonio. For each list how they act in just/unjust ways in the play.
HOLIDAY HWK: Continue reading through the play and completing above activities.
Quotes about Justice...
Check out the quotes on this site and choose three that relate to the issues in the play. How could you use these quotes in your task?
The Hurricane
Background to the film @ http://en.wikipedia.org/wiki/The_Hurricane_(1999_film)
What the critics say @ http://www.rottentomatoes.com/m/1093641-hurricane/
The real story? @ http://www.nytimes.com/1999/12/28/movies/separating-truth-from-fiction-in-the-hurricane.html?pagewanted=all&src=pm
View the film @ http://www.youtube.com/watch?v=M_HkxWSfcOo
Work 28/5
Analyse the court scene and ONE other key scene using the google doc below
@ https://docs.google.com/document/d/181ngkuKLpIFC1yXnhqW1MYKpCopkiNGyxm_0JColBY0/edit#
Below is link to previous work by Year 10 2013
https://docs.google.com/a/syd.catholic.edu.au/document/d/1bJlHl1IA_wFYQdlMZ7KsSeh7fGJ9QFeFzcFuMrhRD6I/edit?usp=sharing
Justice Essay Question
"Studying texts about justice illuminates our understanding of justice in our own society."
How has your understanding of justice been influenced by the study of the texts and contexts of "The Merchant of Venice" and "The Hurricane". In your essay examine the ideas and how they are communicated (techniques) by the composers. Use detailed evidence from both texts to support your ideas.
1000 words. Due Week 8.
Essay Scaffold
What is the essence of justice and how is it represented in different texts and contexts?
Do the values and beliefs of the society in the texts reflect my views on equity?
Are law and justice the same thing? When are they different?
What is the right balance between justice and mercy?
Values, Attitudes and Beliefs
KNOW THESE TERMS...
Value – something that is considered very important to a person, group or country.
Attitude – the position you adopt on a particular topic based on your beliefs.
Belief – Something you consider to be true.
Context - the circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood, ie: personal, cultural/social, historical
(Dictionary.com) JUSTICE – the quality of being just, impartial or fair.
Consider the title of the unit ‘And Justice for All.’ What does this statement suggest?
View the American Pledge of Allegiance that all American students recite in school @ http://en.wikipedia.org/wiki/Pledge_of_Allegiance. What values are suggested by the Pledge of Allegiance. Is there anything similar in Australia?
Go to: http://www.curriculum.edu.au/verve/_resources/framework_pdf_version_for_the_web.pdf
What values about justice are suggested by this document?
CLASS DISCUSSION: Why do we value justice in our world? How do some people/countries value justice differently?
Read about the current issue of Bali Nine Pair awaiting execution for drug dealing
http://www.abc.net.au/news/2015-02-24/judge-dismisses-bali-nine-pairs-application-president-clemency/6253042http://www.abc.net.au/news/2015-02-24/judge-dismisses-bali-nine-pairs-application-president-clemency/6253042
Journal activity: Using this issue as a stimulus answer the question: What does justice mean to me?
Write in any form - essay, diary entry, poem, story, recount.
RESEARCH TASK
Research Shakespeare's context by examining the following websites and answering the questions below:
- http://www.sparknotes.com/shakespeare/merchant/context.html
- http://www.shmoop.com/merchant-of-venice/
- http://www.webpages.uidaho.edu/~sflores/345world.html
- ://www.william-shakespeare.info/elizabethan-crime-punishment.htm
- http://www.shakespeare-online.com/biography/shakespearejews.html
- http://www.independent.co.uk/arts-entertainment/theatre-dance/news/discovery-of-lost-shakespeare-first-folio-revives-claim-playwright-was-secret-catholic-9894216.html
- http://shakespeare.about.com/od/shakespeareslife/a/Shakespeare_Catholic.htm
Write in paragraphs and give evidence from the websites to support your answers.
1. What was life like in Shakespeare's time?
2. How was society organised and who had power?
3. How did crime and punishment differ to today?
4. What evidence suggests that Shakespeare may have been Catholic? What conflict was there between Catholics and Protestants at this time? How might have Shakespeare's 'Catholic/Christian' values affected the message of his plays?
5. What is anti-semitism? Was Shakespeare anti-Semitic? Why might people think this when reading Merchant of Venice?
READING THE PLAY
http://nfs.sparknotes.com/merchant/
Film on youtube
Use the NO FEAR site @http://www.sparknotes.com/shakespeare/merchant/ and http://www.shmoop.com/merchant-of-venice/
For each scene write a 3-5 sentence summary of what happened and who was involved.
Collect quotes as you read that relate to the concepts of justice and injustice.
Write a description of the main characters: Shylock, Portia and Antonio. For each list how they act in just/unjust ways in the play.
HOLIDAY HWK: Continue reading through the play and completing above activities.
Quotes about Justice...
Check out the quotes on this site and choose three that relate to the issues in the play. How could you use these quotes in your task?
The Hurricane
Background to the film @ http://en.wikipedia.org/wiki/The_Hurricane_(1999_film)
What the critics say @ http://www.rottentomatoes.com/m/1093641-hurricane/
The real story? @ http://www.nytimes.com/1999/12/28/movies/separating-truth-from-fiction-in-the-hurricane.html?pagewanted=all&src=pm
View the film @ http://www.youtube.com/watch?v=M_HkxWSfcOo
Work 28/5
Analyse the court scene and ONE other key scene using the google doc below
@ https://docs.google.com/document/d/181ngkuKLpIFC1yXnhqW1MYKpCopkiNGyxm_0JColBY0/edit#
Below is link to previous work by Year 10 2013
https://docs.google.com/a/syd.catholic.edu.au/document/d/1bJlHl1IA_wFYQdlMZ7KsSeh7fGJ9QFeFzcFuMrhRD6I/edit?usp=sharing
Justice Essay Question
"Studying texts about justice illuminates our understanding of justice in our own society."
How has your understanding of justice been influenced by the study of the texts and contexts of "The Merchant of Venice" and "The Hurricane". In your essay examine the ideas and how they are communicated (techniques) by the composers. Use detailed evidence from both texts to support your ideas.
1000 words. Due Week 8.
Essay Scaffold
KEY LEARNING QUESTIONS
1. What is the Australian Myth and how is it used to promote Australia?
2. Who is excluded from ‘the Australian myth’?
3. What is modern Australia like and how should it be promoted?
TEACHER'S PET
Write me a letter of introduction that argues why you should be selected as the 2015 Teacher's Pet. In your letter explain what you LOVE about English and what you'd like to achieve/improve on this year. You should also mention any good books/TV shows/movies you've read/seen lately or anything you think is relevant to me giving you the highly coveted position of Teacher's Pet.
Selling Australia Class Activities
1. What did you do this Australia Day? Did your heart swell with nationalistic pride or did you just hang in your pjs all day and play Playstation? Write a one paragraph recount and compare with your partner.
Who's TRUE BLUE and FAIR DINKUM and who's just FAKING IT?
2. ABC Brainstorm images of Australia. What are the first things that come to mind when you think of Australia. How many can you get in three minutes? There will be a prize.
3. View Straya National Anthem (Hey Ya parody) and list all the stereotypes of Australia presented. Are there any that aren’t stereotypical?
4. Class Collage
Find ONE image of Australia to add to our class collage. Paste (and resize onto map). NOTE:YOU CANNOT USE THE SAME IMAGE AS ANYONE ELSE IN THE CLASS!
5. NEW COAT OF ARMS
Imagine that you have entered a competition to design a new Coat of Arms to replace the Emu and Kangaroo. Choose 2 different symbols that YOU believe are MOST representative of Australia and EXPLAIN their significance for Australians. Why should these symbols be on our NEW Coat of Arms? Research your symbols and write a 250 word PITCH for your submission.
6. Read the article @ http://www.dailylife.com.au/news-and-views/dl-opinion/is-aussie-pride-racist-20130124-2d92q.html a. Outline the main ideas of the article. b. What's your opinion: Is Aussie Pride racist? Why/why not?
7. Read the opinion piece @ http://www.abc.net.au/news/2015-01-30/pobjie-grong-grong-home-of-the-real-australian/6056606 a. How does the writer use humour to question the idea of a 'real Australian'? Use evidence to support your analysis. b. Is there such a thing as a 'real Australian' or is it a myth?
8. Must Read Australian novels - read at least ONE this term!
9. Selling Australia - go to the Tourism Australia website. Explore the site. a. What images and ideas of Australia are used to promote our country? List some of them. b. What experience of Australia is being promoted to tourists? How? c. How is this experience different to living in Australia? Is the tourist version the real Australia? Why/Why not?
10. a. Brainstorm the features of ads. How do they communicate their message to us?
b. Read the sheet advertising techniques. Examine the Tourism Australia ad and identify some advertising techniques being used. What visual and language features are used to achieve these techniques? Are they effective?
11. Find ONE other print advertisement (enter Tourism Australia in google images) and deconstruct the images and message. Write a paragraph to explain the purpose, audience, message and techniques used. Evaluate how effective you think it is as an ad.
12. Create a print advertisement for YOUR suburb that parodies the Tourism Australia ads you have examined, in order to highlight your own experience of Australia. You can use a real photo or draw an image.
13. View the ‘Where the bloody hell are you? (2006) ad. http://www.youtube.com/watch?v=rn0lwGk4u9o
Deconstruct the ad completing the Visual Deconstruction Chart (Techniques to look at may include the use of Australian slang, traditional images, camera angles, sound, music etc).
14. Read the article below and complete the questions.
http://wps.pearsoned.com.au/wps/media/objects/10810/11070031/So_where_the_bloody_hell_are_you_Tourism%20Australia.pdf
15. Read and discuss the articles ‘Kevin Rudd slams Lara Bingle’s ‘Where the bloody hell’ ads (2008) and ‘Now the bloody Yanks are offended’ (2006).
1. What points does each article make about the ad?
2. How did this seemingly inoffensive ad campaign become a 'rolled gold' disaster?
3. How could this disaster have been avoided?
4. What does it say about the differences between Aussies and the rest of the world?
16. View the Paul Hogan ad and complete the Visual Deconstruction Chart (Techniques to look at may include the use of Australian slang, traditional images, camera angles, sound, music etc).
17. Ad analysis questions- “Put another shrimp on the barbie”
1. Discuss the intended representation of Australia and Australians in the context of the time.
2. Who is the target audience?
3. Is this more appropriate to how we would like the world to see us?
4. Does this ad need to be updated for the contemporary audience? Why?
5. Why was Paul Hogan used as the main persona in the ad?
6. How is the slogan different from the slogan used in the “Where the bloody hell are you?” ad campaign?
18. Watch the trailer of the film Australia.
a. What is the premise and historical setting of the film?
b. Who would it appeal to? Why?
c. What is the commercial danger in calling a film Australia?
19. View the “Come Walkabout” ads (2008)
Shanghai- http://www.youtube.com/watch?v=dxQgcTNiq-g
New York-http://www.youtube.com/watch?v=34GwD2p56N4
a. What link is the between the film and the ads?
b. What techniques are used to sell Australia to the world? Give evidence and examples.
c. Do you think this campaign was effective? Why/why not?
20. Wide reading - Australian Novels. Write a blurb about the novel you have read in class at
http://padlet.com/patrick_loughli/vzwj91ann1sx
21. IN CLASS EXTENDED RESPONSE: SELLING AUSTRALIA
Compare the 3 Tourism Australia advertisements: 'Shrimp on the Barbie', 'Where the Bloody Hell Are you?'and 'Walkabout' and argue with reference to all three, which is the most effective in promoting Australia. 500 words
Make a plan first:
Introduction: Thesis that responds to question and refers to all texts.
3-4 Body paragraphs: use TEEL and plan techniques, evidence and explanation to be used.
Conclusion: Reaffirms thesis in a strong closing argument.
20. POETRY TASTER
MYCOUNTRY/YOUR COUNTRY
Read the poem and analyse the language forms and features.
1. How has Mackellar created a compelling representation of Australia? Give examples and quotes to support your answer.
2. Research the context of the poem. What compelled Mackellar to write it? Why do you think it has become so famous?
3. Rewrite the poem as an appropriation or parody that matches your vision of Australia. For example: "I love a sunburnt country, a land where cancer kills. And death by overtanning is the way we get our thrills..."
My Country
The love of field and coppice
Of green and shaded lanes,
Of ordered woods and gardens
Is running in your veins.
Strong love of grey-blue distance,
Brown streams and soft, dim skies
I know, but cannot share it,
My love is otherwise.
I love a sunburnt country,
A land of sweeping plains,
Of ragged mountain ranges,
Of droughts and flooding rains.
I love her far horizons,
I love her jewel-sea,
Her beauty and her terror
The wide brown land for me!
The stark white ring-barked forests,
All tragic to the moon,
The sapphire-misted mountains,
The hot gold hush of noon,
Green tangle of the brushes
Where lithe lianas coil,
And orchids deck the tree-tops,
And ferns the warm dark soil.
Core of my heart, my country!
Her pitiless blue sky,
When, sick at heart, around us
We see the cattle die
But then the grey clouds gather,
And we can bless again
The drumming of an army,
The steady soaking rain.
Core of my heart, my country!
Land of the rainbow gold,
For flood and fire and famine
She pays us back threefold.
Over the thirsty paddocks,
Watch, after many days,
The filmy veil of greenness
That thickens as we gaze ...
An opal-hearted country,
A wilful, lavish land
All you who have not loved her,
You will not understand
though Earth holds many splendours,
Wherever I may die,
I know to what brown country
My homing thoughts will fly.
**
Dorothea Mackeller
21. Check out http://www.listchallenges.com/50-books-to-read-before-you-die. How many have you read? Try to read THREE this year!
22. How and Why We Read: Crash Course English Literature #1 - John Green
23. Which is the best book series ever? Sign up to Tuesday Book Club to argue your point.
24. Read the context of the debate http://en.wikipedia.org/wiki/Bulletin_Debate. Write a paragraph explaining what actually happened and who won according to history? What criticism did this poetry battle receive? How have both poets contributed to creating the myth of the Australian Bush?
25. Read My Country by Oscar Krahnvohl and view Luka Lesson History Books
How does each text represent alternative perspectives of Australia? Whose views are being represented? Write your answer in detailed paragraphs with evidence from both texts.
26. In groups of 3 or 4 you are to create an imovie that conveys what you have learnt from the unit Selling Australia.
KEY QUESTIONS OF SELLING AUSTRALIA UNIT
What is the Australian Myth and how is it used to promote Australia?
Who is excluded from ‘the Australian myth’?
What is modern Australia like and how should it be promoted?
27. Read and discuss ‘We are Going’- Oodgeroo Noonuccal and annotate poetic techniques.
http://famouspoetsandpoems.com/poets/oodgeroo_noonuccal/poems/4601
Complete comprehension questions.
28. Read William Street. How does Slessor create engaging appealing sensory imagery about Kings Cross. Write your own free verse poem about an ordinary place that you find appealing.
Find ONE image of Australia to add to our class collage. Paste (and resize onto map). NOTE:YOU CANNOT USE THE SAME IMAGE AS ANYONE ELSE IN THE CLASS!
5. NEW COAT OF ARMS
Imagine that you have entered a competition to design a new Coat of Arms to replace the Emu and Kangaroo. Choose 2 different symbols that YOU believe are MOST representative of Australia and EXPLAIN their significance for Australians. Why should these symbols be on our NEW Coat of Arms? Research your symbols and write a 250 word PITCH for your submission.
6. Read the article @ http://www.dailylife.com.au/news-and-views/dl-opinion/is-aussie-pride-racist-20130124-2d92q.html a. Outline the main ideas of the article. b. What's your opinion: Is Aussie Pride racist? Why/why not?
7. Read the opinion piece @ http://www.abc.net.au/news/2015-01-30/pobjie-grong-grong-home-of-the-real-australian/6056606 a. How does the writer use humour to question the idea of a 'real Australian'? Use evidence to support your analysis. b. Is there such a thing as a 'real Australian' or is it a myth?
8. Must Read Australian novels - read at least ONE this term!
9. Selling Australia - go to the Tourism Australia website. Explore the site. a. What images and ideas of Australia are used to promote our country? List some of them. b. What experience of Australia is being promoted to tourists? How? c. How is this experience different to living in Australia? Is the tourist version the real Australia? Why/Why not?
10. a. Brainstorm the features of ads. How do they communicate their message to us?
b. Read the sheet advertising techniques. Examine the Tourism Australia ad and identify some advertising techniques being used. What visual and language features are used to achieve these techniques? Are they effective?
11. Find ONE other print advertisement (enter Tourism Australia in google images) and deconstruct the images and message. Write a paragraph to explain the purpose, audience, message and techniques used. Evaluate how effective you think it is as an ad.
12. Create a print advertisement for YOUR suburb that parodies the Tourism Australia ads you have examined, in order to highlight your own experience of Australia. You can use a real photo or draw an image.
13. View the ‘Where the bloody hell are you? (2006) ad. http://www.youtube.com/watch?v=rn0lwGk4u9o
Deconstruct the ad completing the Visual Deconstruction Chart (Techniques to look at may include the use of Australian slang, traditional images, camera angles, sound, music etc).
14. Read the article below and complete the questions.
http://wps.pearsoned.com.au/wps/media/objects/10810/11070031/So_where_the_bloody_hell_are_you_Tourism%20Australia.pdf
15. Read and discuss the articles ‘Kevin Rudd slams Lara Bingle’s ‘Where the bloody hell’ ads (2008) and ‘Now the bloody Yanks are offended’ (2006).
1. What points does each article make about the ad?
2. How did this seemingly inoffensive ad campaign become a 'rolled gold' disaster?
3. How could this disaster have been avoided?
4. What does it say about the differences between Aussies and the rest of the world?
16. View the Paul Hogan ad and complete the Visual Deconstruction Chart (Techniques to look at may include the use of Australian slang, traditional images, camera angles, sound, music etc).
17. Ad analysis questions- “Put another shrimp on the barbie”
1. Discuss the intended representation of Australia and Australians in the context of the time.
2. Who is the target audience?
3. Is this more appropriate to how we would like the world to see us?
4. Does this ad need to be updated for the contemporary audience? Why?
5. Why was Paul Hogan used as the main persona in the ad?
6. How is the slogan different from the slogan used in the “Where the bloody hell are you?” ad campaign?
18. Watch the trailer of the film Australia.
a. What is the premise and historical setting of the film?
b. Who would it appeal to? Why?
c. What is the commercial danger in calling a film Australia?
19. View the “Come Walkabout” ads (2008)
Shanghai- http://www.youtube.com/watch?v=dxQgcTNiq-g
New York-http://www.youtube.com/watch?v=34GwD2p56N4
a. What link is the between the film and the ads?
b. What techniques are used to sell Australia to the world? Give evidence and examples.
c. Do you think this campaign was effective? Why/why not?
20. Wide reading - Australian Novels. Write a blurb about the novel you have read in class at
http://padlet.com/patrick_loughli/vzwj91ann1sx
21. IN CLASS EXTENDED RESPONSE: SELLING AUSTRALIA
Compare the 3 Tourism Australia advertisements: 'Shrimp on the Barbie', 'Where the Bloody Hell Are you?'and 'Walkabout' and argue with reference to all three, which is the most effective in promoting Australia. 500 words
Make a plan first:
Introduction: Thesis that responds to question and refers to all texts.
3-4 Body paragraphs: use TEEL and plan techniques, evidence and explanation to be used.
Conclusion: Reaffirms thesis in a strong closing argument.
20. POETRY TASTER
MYCOUNTRY/YOUR COUNTRY
Read the poem and analyse the language forms and features.
1. How has Mackellar created a compelling representation of Australia? Give examples and quotes to support your answer.
2. Research the context of the poem. What compelled Mackellar to write it? Why do you think it has become so famous?
3. Rewrite the poem as an appropriation or parody that matches your vision of Australia. For example: "I love a sunburnt country, a land where cancer kills. And death by overtanning is the way we get our thrills..."
My Country
The love of field and coppice
Of green and shaded lanes,
Of ordered woods and gardens
Is running in your veins.
Strong love of grey-blue distance,
Brown streams and soft, dim skies
I know, but cannot share it,
My love is otherwise.
I love a sunburnt country,
A land of sweeping plains,
Of ragged mountain ranges,
Of droughts and flooding rains.
I love her far horizons,
I love her jewel-sea,
Her beauty and her terror
The wide brown land for me!
The stark white ring-barked forests,
All tragic to the moon,
The sapphire-misted mountains,
The hot gold hush of noon,
Green tangle of the brushes
Where lithe lianas coil,
And orchids deck the tree-tops,
And ferns the warm dark soil.
Core of my heart, my country!
Her pitiless blue sky,
When, sick at heart, around us
We see the cattle die
But then the grey clouds gather,
And we can bless again
The drumming of an army,
The steady soaking rain.
Core of my heart, my country!
Land of the rainbow gold,
For flood and fire and famine
She pays us back threefold.
Over the thirsty paddocks,
Watch, after many days,
The filmy veil of greenness
That thickens as we gaze ...
An opal-hearted country,
A wilful, lavish land
All you who have not loved her,
You will not understand
though Earth holds many splendours,
Wherever I may die,
I know to what brown country
My homing thoughts will fly.
**
Dorothea Mackeller
21. Check out http://www.listchallenges.com/50-books-to-read-before-you-die. How many have you read? Try to read THREE this year!
22. How and Why We Read: Crash Course English Literature #1 - John Green
23. Which is the best book series ever? Sign up to Tuesday Book Club to argue your point.
24. Read the context of the debate http://en.wikipedia.org/wiki/Bulletin_Debate. Write a paragraph explaining what actually happened and who won according to history? What criticism did this poetry battle receive? How have both poets contributed to creating the myth of the Australian Bush?
25. Read My Country by Oscar Krahnvohl and view Luka Lesson History Books
How does each text represent alternative perspectives of Australia? Whose views are being represented? Write your answer in detailed paragraphs with evidence from both texts.
26. In groups of 3 or 4 you are to create an imovie that conveys what you have learnt from the unit Selling Australia.
- You video may be in the form of a tourism ad OR anti-ad OR a performance poem OR a combination of these elements e.g. a reading of My Country with relevant supporting images, sounds and music.
- OR your group may come up with another idea to communicate your understanding of the unit.
- Each group member should have a role and must contribute equally to the project.
- You will present your video to the class and explain how you created it and evaluate how well you worked as a team.
- Your video will contribute to your Newman comment on your Semester 1 report. You will be marked on your ability to address the Key questions of the unit Selling Australia in an engaging, original and skilful way.
- GOOD LUCK, WORK HARD, HAVE FUN.
KEY QUESTIONS OF SELLING AUSTRALIA UNIT
What is the Australian Myth and how is it used to promote Australia?
Who is excluded from ‘the Australian myth’?
What is modern Australia like and how should it be promoted?
27. Read and discuss ‘We are Going’- Oodgeroo Noonuccal and annotate poetic techniques.
http://famouspoetsandpoems.com/poets/oodgeroo_noonuccal/poems/4601
Complete comprehension questions.
28. Read William Street. How does Slessor create engaging appealing sensory imagery about Kings Cross. Write your own free verse poem about an ordinary place that you find appealing.
COPING WITH CHANGE
View a review from At the Movies and in pairs write and present a review of Mean Girls, offering TWO different opinions on the success of the film to convey ideas about transition and change. Include a summary of the plot and critique of acting, story, film techniques.
Mean Girls
View the trailer @ http://www.youtube.com/watch?v=KAOmTMCtGkI
1. How does the film deal with transitions?
2. What techniques communicate the challenges of the transition for the main character?
3. What style of film is suggested by the trailer? How is this communicated?
4. The film is based on a self-help book "Queen Bees and Wannabes"
Read the excerpt http://abcnews.go.com/GMA/story?id=126129&page=1
How is it relevant to teens today?
Transitions
Writing Feature Articles
Feature example 1
Feature Example 2
Analysing visual texts - go to http://unswict.wikispaces.com/file/view/Visual+Techniques.pdf
Using Transitions booklet, read text 5: Letting her Break Away and text 6: Treading Water, annotate the language features used by highlighting and labelling booklet then answer the following questions.
1. Outline the transition experienced in each text. What perspective of this change is given in each text?
2. Compare the language features used in each text. In your opinion which text is the most effective in conveying ideas about the nature of change. Give evidence of the language features used in each text and the impact on the responder. Write a detailed response in paragraphs (250 words).
3. If time work on Principal's Award for Literature and finish for homework by Monday
Link @ https://docs.google.com/a/syd.catholic.edu.au/file/d/0B_vYCIuEd3R7V0hEMXN6WlMxclU/edit
Work for Tuesday 10/9. Using Transitions Resource Booklet, read the first two texts.
For each text write a paragraph summarising the type of transition in the text using evidence from the text to support your answer.
Annotate (write notes on) each text for language features that convey the type of transition. What effect do these language features have on the audience?
We will read recounts of your 'big changes' next lesson.
To Kill a Mockingbird Close Study of Text
Create a blog and write about each chapter including a 1-2 sentence summary of the key events and your own reflection of the events, characters, themes and style. Share your blog address on the link below and read and comment of the blogs of at least two students in the class.
Google doc for Blog
Listen to the book on youtube
Read/view a book club discussion of the movie
Sparknotes study guide
Three Level Guide - model
The Film...
The Children save Atticus
Atticus cross examines Miss Mayella
Mayella's guilt
Atticus speaks to jury - "all mean are created equal..."
Activity:
1. In pairs, create a three level guide.
2. Using your blog create a three level guide on one chapter you have read so far and post it on your blog.
Classwork: Friday 16th of August.
Sadly I am not here with you but don't fear there's still work to do.
1. Firstly you should all be finished the novel. Write your final blog on what you thought about the end. What does message that it give about the town, the times and the characters in the novel? When you are done, read and comment on someone else's final blog.
2. View the Tuesday Book Club review of the novel (perhaps ask if someone can connect their laptop to screen)
What views are given about the novel - make some notes on this as you view. Who do you agree with most? How would you comment on the novel if you were on the program. Write a transcript of what you would say.
3. Read the notes on characters, themes and motifs on Sparknotes study guide and make some summary notes in book in preparation for essay task.
That's all kids, stop whinging, it's not that much work. Have fun. Work hard.