SAETA Refresher Course 2016 Ideas for Creating Texts for Stage 1 Alex Cape

Task Rationale Subject Description They consider social, cultural, economic, historical, and/or political perspectives in texts and their representations of human experience and the world. Numeracy Students develop their numeracy capability in English as they practise and apply the skills of interpreting and analysing, comparing and contrasting, making connections, posing and proving arguments, making inferences, and problem-solving as they create and respond to range of texts. Critical and Creative Thinking In thinking about and creating their own texts, recognise and develop arguments, use evidence, and draw reasoned conclusions.

Ethical Understanding When students engage with ethical dilemmas presented in texts Intercultural Understanding Intercultural understanding in English encourages students to make connections between their own experiences and the experiences of others.

Creating Texts Students create imaginative, interpretative, and/or persuasive texts for different purposes, audiences, and contexts, in written, oral, and/or multimodal form. Students may create texts following the reading, listening, or viewing of another text. Students experiment with text conventions, language features, and multimodal techniques observed in text analysis to develop and sustain voice, tone, and style in their own text.

Links to Stage 2 English Literary Studies Transforming (Stage 2 English Literary Studies) Students should explore complex ways form and conventions of a text shape meaning both in the original and the transformed Transforming Texts Students learn ways in which a completely new text can be created by converting, or reimagining, a text to reflect a new social or cultural context. Students evaluate some of the literary conventions of the original and transformed text types and the effectiveness of these in shaping audience response. To support their evaluation, students consider the ways in which meaning is altered when the text is transformed. knowledge and understanding analysis application

Task Outline Use a minor character from one text as a major character in a new text with significant shifts to theme, plot, characterisation, or narrative voice. May Read, Billy’s sister, discussing her anger over his relationship with Marianne and her grief and anger over his death Pat, Billy’s mother, talking about her life including the death of her son Constable Bates talking about his time in the wheatbelt town and the death of Billy Read.

Different Perspectives Critical Perspectives Students develop an understanding that a text may be interpreted from a range of critical perspectives and that each may emphasise different textual features. The position adopted in a critical perspective reflects a particular interpretation of a text. Students understand that a single text may be interpreted in a number of different ways.

Formative Tasks Lead in tasks for transformative task – Tonight, sung by Tony and Maria in the 1961 film West Side Story – Balcony scene from Zeffirelli’s 1968 film – Film trailer for Baz Luhrman’s Romeo and Juliet – Love Story by Taylor Swift

Links to Assessment Criteria KU1 Knowledge and understanding of ideas and perspectives explored in texts. KU1 Knowledge and understanding of ways in which ideas, perspectives, and values are represented in texts. KU2 Knowledge and understanding of language features, stylistic features, and conventions to make meaning. KU2 Knowledge and understanding of ways in which authors use stylistic features to communicate ideas and influence the interpretation of texts. KU3 Knowledge and understanding of ways in which texts are created for a range of purposes and audiences. KU3 Knowledge and understanding of the stylistic features of different text types.

An2 Analysis of how language features, stylistic features, and conventions are interpreted by readers. An2 Analysis of ways in which stylistic features are used to influence the interpretation of texts. Ap1 Precision, fluency, and coherency of writing and speaking. Ap1 Use of forms, conventions, and/or stylistic features to create coherent texts that address the meaning and intention of the task. Ap2 Use of appropriate language features, stylistic features, and conventions for a range of audiences and purposes. Ap4 Use of accurate, clear, and fluent expression as well as appropriate form and register for audience and purpose.

Creating Texts – Oral Presentation Students create original oral texts or base their oral response based on an existing text(s). Contexts may be real or implied. A text based on themes or characters from another text knowledge and understanding application

Creating Texts – Stage 2 English The three created texts must demonstrate variety in text type, purpose, and/or audience. The texts may achieve different purposes, such as to entertain, persuade, interpret, or communicate information. They may be created for different audiences and/or be appropriate for specific publications. Content – Stage 2 Outline students explore relationships between content and perspectives and the text and its content. knowledge and understanding analysis application

Task Outline Students research one of the issues prevalent in Australia during the 1960s (the context of Bye, Beautiful) and communicate their findings in an oral presentation to a community group such as Zonta or during NAIDOC week. They may choose from one of the following or negotiate their own topic. Women’s rights including role outside the home and right to an education Indigenous rights prior to the 1967 referendum Conscription The 1967 referendum History of the police force in Australia

Links between Stage 1 and Stage 2 KU2 Knowledge and understanding of language features, stylistic features, and conventions to make meaning KU2 Knowledge and understanding of ways in which authors use language features, stylistic features, and conventions to make meaning. KU3 Knowledge and understanding of ways in which texts are created for a range of purposes and audiences. KU3 Knowledge and understanding of ways in which texts are created for different purposes, audiences, and contexts.

Ap1 Precision, fluency, and coherence of writing and speaking. Ap1 use of language features to create coherent texts that address the purpose, audience, and context. Ap2 use of appropriate language features, stylistic features, and conventions for a range of audiences and purposes. Ap2 Use of evidence from texts to develop and support a response. Ap3 Use of evidence from text to support conclusions, with textural references incorporated in responses. Ap3 Use of clear, accurate, and fluent expression.