Ideas and Issues: Belonging

In Module 1 students explore the same idea or issue across a range of imaginative, interpretive and persuasive texts. They do this by examining how meaning is shaped by purpose, audience, contexts, language and text and investigating how text structures and language features are used to convey ideas and issues.

Week / Key teaching points / Syllabus content / Assessment tasks
Lesson
1 /
  • Unit overview
  • Task expectations
  • Theme: Belonging
  • Study Texts
/
  • Rationale, Aims
  • Organisation
  • Glossary
  • Assessment outline

Weeks1–3 / Study Text
Graffiti moon
Through closeexamination of the first studytext,students explore the theme of belonging and consider how meaning is shaped through the relationships between language, text, purpose, context and audience. / Investigate the relationships between language, context and meaning by:
  • explaining how texts are created in and for different contexts
  • analysing how language choices are made for different purposes and in different contexts
  • evaluating the choice of mode and medium in shaping the response of audiences, including digital texts.
/ Task 1: The class will read Graffiti moon
During the reading, teaching will include unpacking the terms “theme”, “context”, “purpose”, “language choices”, “mode”, “medium”, “textual conventions”and “voices”.
Students will learn how to use quotes as evidence.
Responding:The class will discuss the following questionsthen individually prepare a short multimodal presentation analysing Graffiti moonby:
  1. explaining one way in which their reading of the text has been influenced by knowledge of the context in which it was created.
  2. describingthe waykey language features and textual conventions represent ideas about belonging.
  3. assessing the way the author’schoice of mode and medium has shapedtheir response or interpretation.
Students will use quotes in their text. The word count is 300-500 words.
Assessment Criteria
C1,C4,C7
Weeks4–8 / Study Texts
Graffiti moon
“Redfern Speech” by Paul Keating
“Who do you think you are: Adam Goodes”
“From St Kilda to Kings Cross” by Paul Kelly
Through comparison of the similarities and differences in a variety of texts explored in class, consider how visual, spoken and written language features and conventions shape audience response.
Students consider the purpose of texts and howknowledge of context can influence meaning. / Examine similarities and differences between imaginative, persuasive and interpretive texts including:
  • explaining the ways language features, textstructures andconventions communicate ideas and points of view
  • explaining the ways text structures, language features and stylistic choices are used to represent ideas or issues in different types of texts
  • analysing how vocabulary, idiom and rhetoric are used for different purposes and contexts to represent ideas or issues
  • evaluating the impact of description and imagery, including figurative language, and still and moving images in digital and multimodal texts to represent ideas or issues.
Reflecting on their own and others’ texts
  • investigating the impact and uses of imaginative, interpretive and persuasive texts.
/ Task 2:
During this period, teaching will include unpacking the terms “text structures”, “point of view”, “language features”, “style”, “stylistic choices”, “tone”, “idiom”, “rhetoric”, “imagery”, “figurative language”, “imaginative text”, “persuasive text” and “interpretive text”.
Responding: Analytical essay.
‘Compare how two different text types communicate similar ideas or issues aboutbelongingin different ways. One text must be Graffiti moon. The other needs to be persuasive/interpretive.’
Or
‘Write a review that assesses each text and compares the way they communicate ideas about belonging.’
Students must quote. The word count is 500 words.
Assessment Criteria
C1,C3,C6
Week9 / Apply knowledge of text form and type to create animaginative text that presents a perspective and shapes audience response. / Create a range of texts
  • using appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts
  • drawing on a range of technologies
  • combining visual, spoken and written elements where appropriate
  • using evidence-based argument
  • using appropriate quotation and referencing protocols
  • using strategies for planning, drafting, editing and proofreading
  • using accurate spelling, punctuation, syntax and metalanguage.
/ Task 3: New terms are “form” and “genre”.
Creating: ‘Construct animaginative text in a form of your choice to entertain and provoke thought in your intended audience about a particular issue or idea about belonging.’
All drafting and editing to be submitted. Proofread with your teacher. The word count is at least 500 words except in the case of a poem, which must be at least 25 lines.
Assessment Criteria
C5,C6
10–11 / Text: Rainbow’s end (play)
Focus on an extended imaginative, interpretive or persuasive text, analysing the relationship between purpose, context and audience and how these relationships influence a text and its meaning; investigate how text structures and language features communicate ideas and represent people and events in a text. / Analyse and evaluate how responses to texts are influenced by:
  • purpose, taking into account that a text’s purpose is often open to debate
  • personal, social and cultural context
  • the use of techniques associated with imaginative, interpretive and persuasive texts.
Reflect on ideas and issues in their own and others’ texts by:
  • analysing textual evidence to assess the purpose and context of texts
  • questioning responses to texts
  • investigating the impact and uses of imaginative, interpretive and persuasive texts.
/ Task 4: During this period, students will read Rainbow’s end. Teaching will focus on features of a play and writing an analytical essay.
New terms are “personal, social and cultural context” “positioning the audience” and “textual evidence”. Students will be asked to consider varying responses to the play.
Responding:
‘Write an analytical essay which discusses the strengths and weaknesses of Rainbow’s end. Make your personal response clear and mention other possible responses to the play.’
The word count is 500 words.
Assessment Criteria
C1, C3, C6, C7

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