Scaffolds for Clionas Discovery lesson plan

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson 1 Share pair 1. Individually reflect on a time in your life when you experienced a sense of discovery. What was it you remembered about the experience? Write for 10 minutes about the experience. 2. In pairs, share your experience of Discovery. 3. The listener takes notes on what are the qualities of the hero of the discovery story.

Group work questions: 1. Who is an inspiring discoverer or explorer? 2. What are (or were) they searching for? 3. What qualities do these individuals have?

Note about the Portfolio: This term you will be compiling an Area of Study portfolio, which will contain all the creative writing and tasks from this Unit of Work. You must bring this folder to every class and continue to add all tasks to it during this unit. At the end of term I will review the portfolio and provide feedback. Most importantly the portfolio will provide resources for you to review before going into your HSC Paper 1 Exam.

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson 2 Frame-group questions 1. What differentiates your frame focus

2. Draw a mind map to represent your frame of Discovery

3. What motivates someone to discover? (Think socially, culturally, globally, personally, symbolically, and imaginatively).

4. What are the possible impacts of Discovery?

5. What books/movies have you read with a theme of Discovery?

6. What about pictures, songs, music video, ads, articles?

Use http://www.readwritethink.org/files/resources/interactive s/graphicmap/ to share your mind map with your group

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson 3: Analysis of Discovery rubric

Representations of Discovery 1. This Area of Study requires students to explore the ways in which the concept of discovery is represented in and through texts. a. Discovery can encompass the experience of discovering something for the first time or rediscovering something that has been lost, forgotten or concealed. b. Discoveries can be sudden and unexpected, or they can emerge from a process of deliberate and careful planning evoked by curiosity, necessity or wonder. c. Discoveries can be fresh and intensely meaningful in ways that may be emotional, creative, intellectual, physical and spiritual. d. They can also be confronting and provocative. e. They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about future possibilities. f. Discoveries and discovering can offer new understandings and renewed perceptions of ourselves and others. 2. An individuals discoveries and their process of discovering can vary according to personal, cultural, historical and social contexts and values. a. The impact of these discoveries can be far-reaching and transformative for the individual and for broader society. b. Discoveries may be questioned or challenged when viewed from different perspectives and their worth may be reassessed over time. c. The ramifications of particular discoveries may differ for individuals and their worlds. 3. 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.
Cliona Molins430 430 813 4 EDMT 5657 Semester 2 2013

a. 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. b. By synthesising perspectives, students may deepen their understanding of the concept of discovery. c. 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.

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Unpacking Discovery responses

Group from Rubric 1 their own experiences of discovery the experience of discovery in and through their engagement with texts 2 assumptions underlying various representations of the concept of discovery 3 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 4 how the composers choice of language modes, forms, features and structure shapes representations of discovery and discovering 5 the ways in which exploring the concept of discovery may broaden and deepen their understanding of themselves and their world. Explanation

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson 5 Related text (Non-fiction)

P 66 from At Home by Bill Bryson

Curious about Curiosity? Have a look at: http://thebookshelfmuse.blogspot.com.au/2012/03/character-traitthesaurus-entry-curious.html

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson 36 In-class writing task (time constrained) Use your class notes to critically explore some of the themes discussed by your peers in their Trailer pitch presentations. 1. Which observations concurred with your own perception of the film? Refer specifically to the presenters name and which observation they made. 2. Which observations were novel and refreshing? 3. How has your understand of the meaning of Life of Pi been enhanced by listening to peer presentations. You will have exactly 30 minutes to answer 3 questions.

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Paper 1 Section III 2012

Exam rubric

Question statement

Exam question

In Section III you will be asked to write a more analytical response to one question about the concept of discovery. It could be an essay or it could be a different text type such as a speech. You must refer to your prescribed text and the related texts of your choosing. For everyone in the class our prescribed text is The Life of Pi, however all of you will have different related texts. You will need to write about how the composer (director or writer) represents the concept of discovery. You may also be asked how meaning is created in the text forms (in our case the form is film) and the language form (or in our case the film techniques). All of the key terms you will come across are in your Glossary handout. You will need to learn the meaning of all of these words so that you can understand how to structure your answers together within the exam rubric. Statement and question In 2012 (see above) the question in Section III is asked in the form of a statement and question. The statement is: Statement An individuals perceptions of belonging evolve in response to the passage of time and interaction with their world. Question

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

In what way is this view of belonging represented in your prescribed text and at least ONE other related text of your own choosing. Key words In what way asks you to list and describe techniques used by the composer (director, writer, photographer) to represent a view of belonging. Often represent is used for visual media, but can also be used for to describe how an writer presents his images or motifs. Representing is the language mode that involves composing images by means of visual or other texts. These images and their meaning are composed using codes and conventions. The term can include activities such as graphically presenting the structure of a novel, making a film, composing a web page, or enacting a dramatic text. (English Teachers Handbook A-Z, p. 250)

What are the trigger words in this statement and question: Perceptions of belonging Evolve (change) Passage of time Interaction with their world For most essay type questions, your responses will need an: Introduction Body Conclusion Language features (review notes from your Language features class in Week 26) Refer to how you write your response Point of view of the narrative Type of sentences your write Words you choose Combination of sentences clauses you choose Type of language you choose (formal or colloquial). The best way to prepare yourself for writing analytical responses is to practice similar questions before hand.

Cliona Molins430 430 813

10

EDMT 5657 Semester 2 2013

Lesson 40 Snapshot writing task: a. Read your first reflection about discovery written at the beginning of this term b. Reflect on how you have broadened your understanding of the concept of Discovery. c. Reflect on what you have learned about yourself within this unit.

Cliona Molins430 430 813

11

EDMT 5657 Semester 2 2013