Area of Study- Discovery
Quality Teaching Outline
|
Visible Learning Outline
|
Assessment Outline
|
Lessons Outline
|
Unit Reflection
|
T4 / T1
|
HSC Standard
|
10 Weeks
|
Away - Michael Gow
|
?????????????????
|
Unit Overview
|
In the Area of Study, students explore and examine relationships between language and text, and interrelationships among texts. They examine closely the individual qualities of texts while considering the texts’ relationships to the wider context of the Area of Study. They synthesise ideas to clarify meaning and develop new meanings. They take into account whether aspects such as context, purpose and register, text structures, stylistic features, grammatical features and vocabulary are appropriate to the particular text.
This Area of Study requires students to explore the ways in which the concept of discovery is represented in and through texts. By exploring the concept of discovery, students can understand how texts have the potential to affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects of human experience and the world. Through composing and responding to a wide range of texts, students may make discoveries about people, relationships, societies, places and events and generate new ideas. By synthesising perspectives, students may deepen their understanding of the concept of discovery. Students consider the ways composers may invite them to experience discovery through their texts and explore how the process of discovering is represented using a variety of language modes, forms and features. |
Quality Teaching Outline
Week 1 - See, Think, Wonder activity
Week 1- Exploration of 'discovery' concept Week 1- Stages of discovery Week 2- Introduction to text Week 2- Identifying dramatic devices Week 2- See, Think, Wonder activity |
Week 5- Related text: reflection on concept
Week 6- ALARM scaffold example questions Week 8- Reflection statements |
Week 1 - See, Think, Wonder activity
Week 1- Stages of discovery- concept map Week 2- See, Think, Wonder activity Week 3- Act 2 analyse significant experiences Week 3- Act 3 analyse significant experiences Week 3- Act two and three ALARM Week 4- Revelation analysis activity Week 4 - Act four Revelations ALARM Week 4- transformation analysis Week 5- Related text: reflection on concept Week 5- Related text: deconstruction Week 6- ALARM scaffold example questions Week 9- Exam skills Week 10- Revision |
Week 1-Exploration of 'discovery' concept
Week 2- Distinctive features of the text. Week 2- Textual analysis Week 3- Act 2 analyse significant experiences Week 3- Act 3 analyse significant experiences Week 3- Act two and three ALARM Week 4- Revelation analysis activity Week 4 - Act four Revelations ALARM Week 4- transformation analysis Week 5- Related text: reflection on concept Week 5- Related text: deconstruction Week 9- Exam skills Week 10- Revision |
Week 5- Related text: deconstruction
|
Week 5- Related text: deconstruction
|
Week 1- Group activity: concept map.
Week 2- Act one: textual analysis. Week 3- Act 2 analyse significant experiences Week 3- Act 3 analyse significant experiences Week 4- transformation analysis Week 5- Related text: deconstruction Week 10- Revision |
Week 2- Text Act one: textual analysis.
Week 3- Act 2 analyse significant experiences Week 3- Act 3 analyse significant experiences Week 4- Revelation analysis activity Week 4- transformation analysis Week 6- ALARM scaffold example questions |
|
Week 1- Deconstruction of Rubrick
Week 2- Text introduction: ALARM table Week 3- Act 2 analyse significant experiences Week 3- Act 3 analyse significant experiences Week 3- Act two and three ALARM Week 4- Revelation analysis activity Week 4- Act four Revelations ALARM Week 4- transformation analysis Week 5- Related text: reflection on concept Week 5- Related text: deconstruction Week 8- Reflection statements |
Week 1- Group activity: concept map.
Week 7- Small group presentations Week 8- Reflection statements |
Week 2- Act one: Read/discuss as a class
Week 3- Act 2 analyse significant experiences Week 3- Act 3 discuss significant experiences Week 4- Act four revelation class discussion. Week 4- Act five transformation discussion |
Week 1- Exploration of 'Discovery' concept
Week 2- Introduction to text: form and style Week 3- Act 2 analyse significant experiences Week 3- Act 3 analyse significant experiences Week 4- Revelation analysis activity Week 4- transformation analysis Week 5- Related text: reflection on concept Week 6- ALARM scaffold example questions Week 9- Exam skills |
Week 3- Act 2 analyse significant experiences
Week 3- Act 3 discuss significant experiences Week 4- Act four revelation class discussion. Week 4- Act five transformation discussion Week 5- Related text: reflection on concept Week 6- ALARM scaffold example questions Week 7- Small group presentations Week 8- Reflection statements Week 10- Revision |
Week 1 - See, Think, Wonder activity
Week 2- See, Think, Wonder activity Week 10- Revision |
Week 1 - See, Think, Wonder activity
Week 1- Group activity: concept map Week 2- See, Think, Wonder activity Week 3- Act 3 discuss significant experiences Week 3- Act 3 discuss significant experiences Week 4- Act four revelation class discussion. Week 4- Act five transformation discussion Week 5- Related text: deconstruction Week 9- Exam skills |
Week 3- Act 3 discuss significant experiences
Week 4- Act four revelation class discussion. Week 4- Act five transformation discussion Week 6- ALARM scaffold example questions Week 7- Small group presentations Week 10- Revision |
Week 2- Act one: Read/discuss as a class
Week 3- Act two: Read/discuss as a class Week 3- Act three: Read/discuss as a class Week 5- Related text: deconstruction Week 9- Exam skills |
Students will develop knowledge and understanding of:
· the contexts, purposes and audiences of texts · the forms and features of language, and the structures of texts. |
Students will develop skills in:
· responding to and composing a range of texts · effective communication · individual and collaborative learning · investigation, imaginative and critical thinking, and synthesis of ideas · reflection as a way to review, reconsider and refine meaning and learning. |
How are we positioned to accept the perspective that the composer has represented as valid and credible?
How does a text successfully impart values to the audience? How do textual representations of people and politics illustrate the impact of political acts on the individual and society? |
Visible Learning
Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt.
|
Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt.
|
Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt.
|
Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt.
|
Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt.
|
Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt.
|
Assessment Outline
Outline of task goes here:
Task Resources:
Modes
|
Outcomes:
2 - A student demonstrates understanding of the relationships among texts.
5 - A student analyses the effect of technology and medium on meaning. 7 - A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. 9 - A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. 12 - A student reflects on own processes of responding and composing. |
Lesson Outlines
Week One - Discovery: The Concept
Lesson options
|
Resources
|
Registration
|
Unpack the Discovery rubric (p.9 HSC NSW Prescriptions 2015-2020).
· Read rubric and complete ‘see think wonder’ activity · Teacher led annotation and deconstruction of the rubric. Students contribute responses, calling on ideas from ‘see think wonder’ activity. · Mapping the concept group activity – generate/sort/connect/elaborate. |
Teacher led exploration of the concept of Discovery.
|
No specific resources listed
|
Stages of Discovery.
· Read through and discuss stages of discovery. · Students complete stages of discovery diagram. · Group activity - rearrange concept map, fitting ideas into the 4 stages · Describing Discovery activity |
Weblink to Stages of Discovery on Smash/Moodle etc
|
Week Two - Introduction to Text - Stage One: Departure
Lesson options |
Resources |
Registration |
Context Research Task
|
Introduction to text - (Away- Michael Gow)
· Form and style reading. Teacher led annotations · Distinctive features of the text · Dramatic devices utilised · Authorial intent table |
Act One – Departure
· Read and discuss as a class. · Complete ‘see think wonder’ · Textual analysis activities. |
Week 3 - Stage Two: Significant Experiences
Lesson options
|
Resources
|
Registration
|
Act Two – Significant Experiences
· Read and discuss as a class. · Textual analysis activities. |
Act Three – Significant Experiences
· Read and discuss as a class. · Textual analysis activities. |
ALARM
Complete for Stage Two – Significant experiences |
Week 4 – Stage Three: Revelation/ Stage Four: Transformation
Lesson options
|
Resources
|
Registration
|
Act Four – Revelation
· Read and discuss. · Analysis activities. · Complete ALARM table |
Act Five – Transformation
· Read and discuss. · Analysis activities. |
Week 5 – Stage Four: Transformation / Related Texts
Lesson options
|
Resources
|
Registration
|
Reflection
· Students examine concept maps and reflect on learning. Possible reflection questions: To what extent has you understanding of Discovery developed? What new/deeper understanding do you have? |
Related texts
· Teacher led deconstruction of related material. Examples – ‘The Arrival’ Shaun Tan, ‘Hong Kong 1967: Summer of Discontent’ Phil Brown, ‘A Vision’ Simon Armitage |
Week 6 – Assessment Preparation
Lesson options
|
Resources
|
Registration
|
Students spend this week preparing for the assessment task. They compose responses to the selection of possible questions provided. ALARM scaffolds used to build responses.
|
Week 7 - Assessment Week
Lesson options
|
Resources
|
Registration
|
Students deliver presentations in small groups. Group members participate through active listening and note making.
|
Week 8 – Reflections
Lesson options
|
Resources
|
Registration
|
Students complete reflection statements during first lesson following presentations.
|
Week 9 – Exam Skills – Sections 1 & 2
Lesson options
|
Resources
|
Registration
|
Section I
· Teachers deconstruct Paper One: Section I · Short answer skills developed · Visual and language techniques revised · Students complete practice paper/s |
Section II
· Deconstruct Paper One: Section II · Revision of creative writing strategies and skills · Completion of creative writing exercises · Students complete practice paper/s |
Week 10 - Revision
Lesson options
|
Resources
|
Registration
|
Students spend this week revising in preparation for the Trial HSC
· Teacher led revision of Modules A, B and C |
Unit Evaluation / Reflection
These reflections are sent to the Jesmond Senior English gmail account.
Please consider the following questions when evaluating this unit.
1 - Did this program meet the needs of the students?
2 - Were the resources effective?
3 - Are any resources missing?
4 - Did you add any new resources?
5 - What areas of this unit were most effective?
6 - What areas were not?
7 - What suggestions do you have for improvements?
8 - Would you recommend using this program again in its current form?
1 - Did this program meet the needs of the students?
2 - Were the resources effective?
3 - Are any resources missing?
4 - Did you add any new resources?
5 - What areas of this unit were most effective?
6 - What areas were not?
7 - What suggestions do you have for improvements?
8 - Would you recommend using this program again in its current form?
|