Teacher notes. - English Teachers Association

AN ENGLISH TEACHERS ASSOCIATION RESOURCE AREA OF STUDY: DISCOVERY The ETA wishes to acknowledge the work of Karen Yager in
providing a framework for this resource © English Teachers Association 2014 * The ETA wishes to acknowledge the work of Karen Yager in
providing a framework for this resource
The following is an example of a possible way of organising the program. Focus questions can be modified to suit your learning emphasis and text. What is needed for an area of study program? 1. Outcomes 2. Assessment for as and of learning 3. Rubric – opportunities to read, re-­‐read and apply the rubric to texts 4. Varied activities/ learning experiences covering different modes 5. Differentiation 6. Opportunities for reading, viewing, listening, speaking 7. Opportunities for writing: • Writing short answers • Writing analytically • Writing creatively • Giving and receiving feedback (from teacher and peers ) 8. Access to lots of different texts • Choosing related texts Program timing and assessment Remember: there will be up to three opportunities to assess this concept summatively and lots more opportunities for formative assessment. It is important to scaffold and vary the modes of assessment to maximise the learning. The assessment needs to consider and reflect the students’ growth at each stage of the course. The Program The program that appears below is an example of one possible way of writing a program. Some examples of learning activities have been added but the program is not complete. It is merely acting as a stimulus for your own creative and original design. © English Teachers Association 2014 CONCEPT: DISCOVERY DURATION: 10 LEVEL: ADVANCED/ STANDARD/ ESL WEEKS Key Question: How does the representation of the concept of discovery in and through a range of texts across different contexts make meaning of ourselves and our world? Focus Questions: How is the concept How do textual How can a conceptual of discovery features and details understanding of represented? in a range of texts discovery be (prescribed and developed through selected) shape composing meaning around the analytically and concept of discovery? imaginatively? Rationale The syllabus states that in the Area of Study you must consider the individual qualities of texts while considering the texts’ relationship to the wider context of the Area of Study and the students’ engagement with the concept through their study . Representation This Area of Study requires students to explore the ways in which the concept of discovery is represented in and through texts • how the concept of discovery is conveyed through the representations of people, relationships, societies, places, events and ideas that they encounter in the prescribed text and other related texts of their own choosing • assumptions underlying various representations of the concept of discovery • how the composer’s choice of language modes, forms, features and structure shapes representations of discovery and discovering. Contextualisation • An individual’s discoveries and their process of discovering can vary according to personal, cultural, historical and social contexts and values. • Eexploring the concept of discovery in different ways may broaden and deepen students’ understanding of themselves and their world. •
Teaching This unit is conscious of both the broader learning opportunities offered by the syllabus and the context of the HSC examination and will provide regular opportunities for composing analytically and © English Teachers Association 2014 imaginatively. It will require students to engage in a range of activities across the modes and with a variety of texts so that they can understand the range of perspectives about discovery and generate many compositions under many different conditions. Outcomes: Assessment of learning: Mode: Opportunities for Differentiation: Week 1: Introduction to the Area of Study and Discovery Key questions: What is discovery? What is an Area of Study? What is the course about? Teaching and Learning Activities Possible Resources Lessons 1-­ 5 • Syllabus Rubric Introduction to the course and the • ETA resource: Area of Study Discovery: the concept for good ideas on • What is an Area of Study? introducing the • What does the rubric require? concept • What is the structure of the course? • Jeffrey Smart’s • Open with the Suzuki website or painting: The Jeffrey Smart image (see resources Labyrinth column) to get students in and then • The Test Tube with follow with teacher-­‐led explanation of David Suzuki the course with assessment times and http://testtube.nfb.ca explanation of need for related text • The Discovery • show a paper 1 exam on smart Channel ads – see link board so students are always below and lessons in aware of the outcome and realise Metaphor Issue 2014 © English Teachers Association 2014 that every text being studied leads to better understanding for the course Hypothetical Without discovery there would be no progress Students can speak in groups to discuss what happens to the world when there is no more discovery OR Break class into two groups arguing the cases: Discovery is disruptive to society and prevents stability versus Discovery is necessary for the society to survive OR Use the ETA activity using the de Bono hats (Discovery: The concept) Exploring the Representation What is discovery? Students work in groups to research and share • Do a Google search of quotations about discovery • Google sites about discovery • How do different subjects use discovery? Use one of the structures in Knowledge processes, Learning by design to make this creative (world café or concept wall , knowledge journey http://newlearningonline.com/learning-bydesign/the-knowledge-processes/activities OR use the templates from the ETA discovery resource © English Teachers Association 2014 Reading/viewing extracts Introduce extracts to read and discuss: Visual and written and explain how these can be used for related texts or for practice for Section 1 of the exam Composing imaginatively: If I were a discoverer what would I want to discover? Week 2: Introduction to concepts / lines of argument Give a lesson on what a thesis is and how to develop one. Use extracts from texts and devise a thesis. Use the ETA Discovery: The concept resource Apply the thesis to imaginative writing. Weeks 3-­6: The prescribed text and texts of own choosing Integrate imaginative writing and short answer practice regularly during the close study Use library lessons for related texts – students share and write about their related text etc Give students lists of ‘techniques’ and features of the different forms form to help them with different forms for related texts. Tthe ETA Discovery resource has tables on studying the different forms for use with related texts and also has advice on how to collect/teach related texts .) Use ETA resources which have been written specifically for your text and Discovery. http://www.englishteacher.com.au/Shop/Publications.aspx Weeks 7-­8: The synthesis response Scaffold the learning: model and provide guided practice activities Students might use Piktochart or Inspiration to graphically represent what they have learnt about discovery using the rubric terms Use the article DIAS in Metaphor Issue 3, 2104 for examples of sentences structures that could be used Weeks 9-­10 Revision of course demands © English Teachers Association 2014 Overview Paper 1-­ Area of Study Construct or use a past sample examination and take students through the three sections with modeling and guided practice as well as practices under timed conditions The ETA will be publishing a sample examination with answers for you to use in class (available Term 1 2015) Resources from the Refining Discovery plenary Discovery: The Concept ETA resource ADS: Discovery Channel https://www.youtube.com/watch?v=NVP4l2dSyYw Poems: ‘Plato Told’ by ee cummings ‘The Moment’ by Margaret Atwood ‘The Woman in the Moon’ by Carol Ann Duffy A personal reflection on discovery by Christa Wolf Sometimes it helps to venture far away in space and time, to travel into a past known only through myths and legends and see what you can find there. You know full well that you're carrying baggage you'll never get rid of: your own individual self. You enter what looks like an open market of materials and motives, but you contemplate only what touches you, you reach out only for what fits your hand. When I first discovered myth -­‐-­‐ this was in the early 1980's, the myth was the story of Cassandra -­‐-­‐ I realised the advantages of what I had found: myth presents you with a character and a framework to which you must adhere, but within that framework, if you only let yourself go deep enough, undreamt-­‐of vistas open before you, and you're free to discover, to select, to interpret, to invent, to look at the ancient story with a contemporary eye, to let yourself be stared at and touched by figures from the depths of the past. Websites Suzuki the testtube http://testtube.nfb.ca Discovery as disruptive to stability http://www.foreignpolicy.com/articles/2014/07/29/the_social_laboratory_sing
apore_surveillance_state Letters of Note http://www.lettersofnote.com/2009/09/to-­‐top-­‐scientist.html Van Allsburg, Chris (2011) The Chronicles of Harris Burdick. HMH Books for Young Readers © English Teachers Association 2014 ACTIVITIES 1. WRITING: FROM IMITATION TO CREATIVITY Support material for Image Grammar: Teaching Grammar as Part of the Writing
Process., Noden, Harry R. Portsmouth, NH: Heinemann, 2011 http://www3.uakron.edu/noden/strats/strats4/strat4.html 2. Discovery wheel Words: curiosity, self, competition, knowledge, challenge, scientific, historical, literary. © English Teachers Association 2014 3. How does your related text connect to discovery? Name an aspect from the rubric that you think fits the text and write it in the circle and note down what the core text has to say about this concept. Cite key examples. 1.Identify four different perspectives about this aspect of discovery suggested in the text. 2.Name each perspective in one quadrant and then note down any evidence, detail, examples or quotations that illustrate an aspect of discovery. 3.Establish the nature of the link to the core text. © English Teachers Association 2014 4. Use this table as a checklist for Prescribed and related texts Feature of the concept Explanation Example This Area of Study requires students to explore the ways in which the concept of Discovery is represented in and through texts. Discovery can encompass the experience of discovering something for the first time or rediscovering something that has been lost, forgotten or concealed. Discoveries can be sudden and unexpected or they can emerge from a process of deliberate and careful planning evoked by curiosity, necessity or wonder. Discoveries can be fresh and intensely meaningful in ways that may be emotional, creative, intellectual, physical and spiritual. They can also be confronting and provocative. They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about future possibilities. Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others. An individual’s discoveries and their process of discovering can vary according to personal, cultural, historical and social contexts and values. The impact of these discoveries can be far reaching and transformative for the individual and for broader society. Discoveries may be questioned and challenged when viewed from different perspectives and their worth may be reassessed over time. The ramifications of particular discoveries may differ for individuals and their worlds 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 © English Teachers Association 2014 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. In their responses and compositions students examine, question, and reflect and speculate on: • their own experiences of discovery • the experience of discovery in and through their engagement with text • assumptions underlying various representations of the concept of discovery • how the concept of discovery is conveyed through the representations of people, relationships, societies, places, events and ideas that they encounter in the prescribed text and other related texts of their own choosing • how the composer's choice of language modes, forms , features and structure shapes representations of discovery and discovering • the ways in which exploring the concept of discovery may broaden and deepen their understanding of themselves and their world. © English Teachers Association 2014 RELATED TEXTS The following is a guide to possible related texts for the Area of Study, Discovery This list may give you some added ideas for your students. We strongly advise that you make choices from it that fit well with their interests and abilities and support the students to respond as widely as possible to the rubric statements. RELATED TEXTS Prose Fiction Cloud Atlas Frankenstein by Mary Shelley Heart of Darkness by Joseph Conrad The Handmaid’s Tale by Margaret Atwood The Outsider by Camus Strange Objects by Gary Crew Treasure Island by Stevenson Lord of the Flies by Golding Dr Jekyll and Mr Hyde by Stevenson Mr Darwin’s Shooter Roger McDonald The Secret River by Kate Grenville One hundred Years of Solitude by G G Marquez Sons and Lovers by D H Lawrence Science Fiction Never let me go by Kazuo Ishiguro 'Smoking, Waiting for the Dawn' by Jason Nahrung in Dreaming Again, Jack Dann (ed.). The Sense of an Ending by Julian Barnes Eat, Pray, Love by Elizabeth Gilbert The Kite Runner by Khaled Hossaini The Alchemist by Paulo Coelho The Perks of Being a Wallflower by Stephen Chobsky Fight Club by Chuck Palahniuk Crime Fiction Any version of Sherlock Holmes Bright Air by Barry Maitland Short Stories Looking for Mr Green by Saul Bellow The Garden Party by Katherine Mansfield The Garden of Forking paths by Jorge Luis Borges The Guest by Albert Camus The Lady with the Dog by Anton Chekhov The Story of an Hour by Kate Chopin Youth by Joseph Conrad Winter Dreams by F Scott Fitzgerald The other side of the hedge by E M Forster The Sea of Lost time by G G Marquez © English Teachers Association 2014 The Yellow Wallpaper by C Perkins Gilmore The Nose by Nikolai Gogol Is there Nowhere else we can Meet? by N Gordimer Big Two-­hearted River by E Hemmingway The Pupil by H James The Beast in the Jungle by H James The Man who would be King by R Kipling Lost Letters by M Kundera The Fox by D H Lawrence Vaster than Empires and more slow by Ursula le Guin The old chief Mshlanga by D Lesssing To Build a fire by J London The Outsider by J P Lovecraft The Necklace by G de Maupassant A Christmas Story by V S Naipaul In the Region of Ice by J C Oates Guests of the Nation by Frank O’Connor’ The Fall of the House of Usher by E A Poe The Death of Ivan Illyich by Tolstoy Tomorrow and Tomorrow and Tomorrow by K Vonnegut Jr Roman Fever by E Wharton A Christmas Carol By Charles Dickens Picture Books Dream of the Thylacine by Margaret Wild My Place by Nadia Wheatley Mirror by Jeannie Baker Documentary Life on Earth with David Attenborough Grizzly Man by Herzog When We were Kings (Mohammed Ali) Cannibal Tours by New History of Discovery: Astounding Scientific discoveries https://www.youtube.com/watch?v=pKP9ru_G5vk Feature films Gorillas in the Mist Indiana Jones Aguirre God of Wrath by Herzog Blade Runner Star Trek Star Wars Tracks Pan’s Labrynth by Guillermo del Toro Avatar by James Cameron American Beauty by Sam Mendes The Color Purple by Steven Spielberg Stand By Me by Rob Reiner Fight Club by David Fincher Shirley Valentine by Lewis Gilbert © English Teachers Association 2014 Short film Know thyself https://www.youtube.com/watch?v=is3CPHzCg_w change the way you see the world http://www.youtube.com/watch?v=M9CjmywZ3yQ Restored earliest recording http://www.youtube.com/watch?v=z2swf_KPVc8 rethinking thinking http://www.youtube.com/watch?v=KJLqOclPqis Table for One by Jesse Coane (20 mins) http://www.shortoftheweek.com/2013/06/11/table-­‐for-­‐one/ TV series Insight 4 corners Horizon Who do you think you are? Sherlock Elementary Bones Time Walks with Tony Robinson Time Team with Tony Robinson Greatest Cities of the World with Gryff Rhys Jones Compass Enough Rope with Andrew Denton Reality shows Edwardian Farm BBC Survivor The Worst Jobs in History with Tony Robinson The 1940s House Non fiction Romulus my father by R. Gaita Destined to Witness: Growing up black in Nazi Germany by Massaquoi Tracks by Davidson Mary Poppins she wrote by V Lawson 12 Edmondstone St by Malouf A Boy’s War by D. Michell We Band of Brothers by Macfarlane Searching for Schindler: a memoir by Kenealley Mawson by Peter Fitzsimmons Follow the Rabbit Proof Fence by Pilkington Black Swan by Eileen Harrison Unreliable Memoirs by C. James Podcasts Art is a journey of self discovery by Janet Shorthouse, 2012, ABC http://www.abc.net.au/local/stories/2012/11/21/3637646.htm © English Teachers Association 2014 BBC world service discovery program http://www.bbc.co.uk/programmes/p002w557 ABC Radio National for shows such as: Ancient Birds Discovered http://www.abc.net.au/radionational/programs/bushtelegraph/ancient-­‐bird-­‐
tracks/5102708 Missing Link Fossil Discovery http://www.abc.net.au/radionational/programs/breakfast/missing-­‐link-­‐fossil-­‐
discovery-­‐in-­‐south-­‐africa/3039020 The Science Show http://www.abc.net.au/radionational/programs/scienceshow/ Self-­‐discovery on a single breath http://www.abc.net.au/radionational/programs/offtrack/self-­‐discovery-­‐on-­‐a-­‐
single-­‐breath/3818892 Self discovery saori weaving http://www.abc.net.au/local/videos/2012/07/02/3537238.htm Self discovery in coffee shop http://www.abc.net.au/radionational/programs/lifematters/heywire-­‐self-­‐
discovery-­‐in-­‐a-­‐coffee-­‐shop/3291144 The spirit of adventure, Jennings wire: the world of success. http://anniejenningspr.com/jenningswire/lifestyle/spirit-­‐of-­‐adventure-­‐the-­‐high-­‐
drama-­‐of-­‐self-­‐discovery/ Poetry ‘Diving into the Wreck’ by Adrienne Rich
‘Discovery’ by Gwendolyn MacEwan
The Darwin Letters by Emily Ballou
Discovery by Mary Jo Salter http://www.poetryfoundation.org/poem/172202 Astronomy Lesosn by Shapiro http://www.poetryfoundation.org/poem/171394 Information by D Ignatow http://www.poetryfoundation.org/poem/172191 Margaret Walker onlone poems http://www.english.illinois.edu/maps/poets/s_z/walker/onlinepoems.htm Book of memory R Hazelton The Odyssey by Homer The Aeneid by Virgil Beowulf The Canterbury Tales Cargoes by Masefield Archaeology by Auden http://writing.jmpressley.net/papers/auden.html Famous eploration poems http://www.poetrysoup.com/famous/poems/exploration Archaeology poetry http://archive.archaeology.org/online/features/poetry/poems.html America: A prophecy https://www.youtube.com/watch?v=ZfiiYtnWJZw http://www.english.uga.edu/nhilton/Blake/blaketxt1/america_a_prophecy.html Websites Museums eg National Museum of Australia Refugee information sites Blind society etc Leaflets/pamphlets © English Teachers Association 2014 Government publications on illnesses or housing etc Articles ‘T h e F a u s tia n im p u ls e a n d E u ro p e a n e x p lo ra tio n ’. By Ricardo Duchesne. http://fortnightlyreview.co.uk/2012/06/explore-­‐duchesne ‘Amy May Nunn on the Poetry of exploration and petrified bones’ http://www.metremaids.com/2012/06/19/amy-­‐may-­‐nunn-­‐on-­‐the-­‐poetry-­‐of-­‐
exploration-­‐and-­‐petrified-­‐bones/ Scholars discovery new poems from ancient Greek poetess Sappho James romm http://www.thedailybeast.com/articles/2014/01/28/scholars-­‐discover-­‐new-­‐poems-­‐
from-­‐ancient-­‐greek-­‐poetess-­‐sappho.html Advertising Eric Clapton song: change the world http://www.youtube.com/watch?v=x11NA63gLDM Think different -­‐ Steve Jobs http://www.youtube.com/watch?v=bqM1bAO5Bzo Plays Stolen by Jane Harrison The 7 stages of Grieving by Wesley Enoch Proof by D. Auburn Shirley Valentine by Willy Russell One way of seeing the rubric © English Teachers Association 2014