Indicative hours: 40 - Edufolios from English Studies Syllabus ... HSC ‐ An Editorial ... Evaluate...

© State of New South Wales through the NSW Department of Education and Training, 2007

Stage 6 English Content Endorsed Course English Studies Unit of Work

Module: Playing the game: English in sport Indicative hours: 40

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Rubric from English Studies Syllabus Through the study of this module, Playing the game‐ English in sport, students will develop understanding of and practical competence in the language used in recreational and professional sport at a local, national and international level. Students explore how language is used by a range of people such as coaches, players, journalists, sports writers, and, makers of films and documentaries. Students consider how language in sport is used to enthuse and motivate; report and analyse team and individual performance; create and sustain interest in sporting stories and issues, as well as to persuade the public and individuals to particular point of view. This may involve writing personal recounts about sporting experiences; writing about the experiences of others involved in sport in relation to fitness, motivation, success, failure and enjoyment. Students will also have the opportunity to experience, engage with and critique literary texts that illustrate, through the imaginative use of language, how sport can spark enduring stories about important issues, legendry feats, ambition, success and failure, relationships, controversy, motivation and fitness. Texts may include longer works such as novels, biographies, autobiographies, plays and films. Through the study of a range of literary texts in both written and electronic forms, students will broaden their understanding of the importance of language in the presentation and promotion of sport to the wider community, and how individual and collective commitment to sport as a profession or as recreation is created and sustained. In addition, by engaging with these texts, students will extend their own skills in comprehending and responding to texts, and their own abilities to use language expressively and imaginatively.

Key concepts Throughout this unit students will ‐ explore the language forms and features and structure of sporting texts for the ideas and values in texts ‐ demonstrate understanding of the ideas expressed in texts ‐ develop skills in individual, collaborative and reflective learning ‐ interpret and reflect ways of thinking about the self and the world.

Assessment Preliminary – Viewing task Students view an episode from Australian rules.

HSC‐ An Editorial Students construct an editorial around the issue of alcohol and sport.

Syllabus outcomes P 1.1, P1.2, P1.3, P1.4, P2.1, P2.2, P2.3, P3.1, P3.2, P4.1, P 4.2 or H1.1, H1.2, H1.3, H1.4, H2.1, H2.2, H2.3, H3.1, H3.2, H4.1, H4.2

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Rationale for approach used in this teaching program This unit has a dual function. It allows for the flexibility of selecting aspects for either the Preliminary or HSC year. Numerous teaching strategies and resources have been selected to engender further flexibility. The unit’s premise is an intensive analysis of the role of language in various written and visual forms, culminating for the purposes of Preliminary study in a viewing assessment task. For HSC purposes, teachers can utilise the various resources of language study whilst engaging in a close prose study of The Story of Tom Brennan. The rubric suggests the following key ideas which represent Deep Knowledge, Deep Understanding, Substantive Communication and Connectedness. Students, through the opportunity to experience and engage with and critique literary texts, demonstrate the purpose of language, including how language: ‐ provides sources of information ‐ enthuses and motivates ‐ creates and sustains interest ‐ persuades the public and individuals to particular points of view. Students develop knowledge and understanding of the role of sport, examining its relationship with individual attitude, group perception and its contribution to cultural identity. Current sporting issues, and their individual, national and international consequences, are considered. Students undertake an exploration of a prescribed text and its construction, content and central ideas, and language. They examine the particular features of the prescribed text and consider how ideas in the text contribute to a sense of citizenship.

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Week 1/2: Aussie, Aussie, Aussie, oi, oi, oi! ‐ The language of information

Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning

P1.1 1.3

P1.3

Explicit Criteria

Metalanguage

Substantive communication

Explicit quality criteria

Connectedness

Teacher outlines nature of the Module: language in sport. Language shapes readers’, listeners’ and viewers’ understanding and responses. The use of language is influential in the presentation and promotion of sport to the wider community and in sustaining commitment to sport as a profession or as recreation. Teacher outlines Assessment Task ‐ notification issued. Resource 1 A and 1B

Teacher initiates class discussion – Aussie, Aussie, Aussie, oi , oi, oi! – What does this mean to Australians? Internationally? What does it suggest about Australians’ attitudes towards sport?

Teacher models the chant’s purpose :

to enthuse and motivate (excite)

to create and sustain interest in sporting stories and issues(shape perceptions)

to persuade the public and individuals to particular points of views (persuade, shape perceptions)

Teacher models concept map from p3 Viewing and representing 2 of how the meaning of a text can be shaped by the context of our experience. Teacher uses the chant as an example of highlighting locality, nationality and cultural aspects of map. Students attempt activity 1.1, cartoon p2.

Teacher utilises the chant to revisit levels of usage. Students read from On Purpose p4‐9 with reference to the chant example.

Teacher revisits TIE technique:

T = identify the TECHNIQUE

I = ILLUSTRATE with an example

E = explain the EFFECT

Students fill in table re particular uses of language following teacher

Accurate definitions of concepts to show student has understood Module requirements.

Student understands and recognises the value of a process for the investigation of elements of language techniques in a text.

Quality of student map response shows developing understanding, connectedness to the concept.

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P2.1 3.1

P2.1 3.1 3.2

4.1 4.2

Background knowledge


Social support

instruction. TIE will be utilised throughout the unit. Resource 2

Brainstorm: What comes to mind when you think of sport in Australia?

Students may suggest:

types of sport

local, recreational, international

individual, team, extreme sports

sporting legends, who are our champions

issues: drugs, money, coaches, conflicting viewpoints concerning what is sport e.g. motor sports, hang gliding, base jumping.

Class produces an initial concept map: Australia, a sporting nation.

Teacher selects an aspect of class concept map, Resource 3. Who are champions? Selecting an individual identifiable as an Australian sporting champion, such as Cathy Freeman, the class examines an extract from an autobiography. For example, students could read the prelude of Born to run, my story by Cathy Freeman. Questions – What does Cathy say of her success? How does she reveal this attitude?

The language of information: teacher models this text as evidence of how information can reveal an individual’s commitment to sport and how this reveals values and culture. Teacher also highlights the importance of sport in establishing identity and how it can enhance the lives of individuals. Teacher highlights the factual and emotive features of this text.

Students then add to their TIE following teacher / student interaction ‐ cultural context, colloquial, and hyphen.

Class then reads an account of another sporting champion Nova Peris from another’s perspective. From Nova, my story select either Ian Head’s or Jessica Peris’ viewpoint. Analyse the language used by either account and add to TIE.

Following the two accounts students look for common traits such as passion,

Student’s diagrammatic representation shows an awareness of significance of sport to individual and national identity.

Quality of student’s responses shows capacity to draw connection in developing understanding of multiplicity of purpose of techniques.

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P1.2 P1.3

P2.1 2.2 4.1

P1.1 1.2 1.3 1.4

Deep knowledge

Metalanguage

Metalanguage

Deep knowledge

potential and persistence.

Teacher selects a champion to model next activity, e.g. Louise Sauvage ‐ Champions of Australian sport athletics R. Hillman pp 18‐21.

Class reads fact file information e‐bility.com Louise Sauvage: My Story ‐ teacher models, revisits objective language. Class utilises website Interview with Louise Sauvage ‐ discussion www.will.uiuc.edu/TV/documentaries What motivated Louise? How does she tell us? – Teacher revisits or models subjective examples. Individually, students attempt a T Chart‐ Objective/ Emotive. Resource 4

From these two accounts students may make notes from On purpose page 26 “Features of the language of information”.

Class divided into pairs/ groups. Over a series of lessons students research Aussie champs‐ Facts, feats & feelings. Research an Australian sporting champion for objective and subjective analysis. Each group is allocated a resource featuring: factual information, the champion’s account or others’ accounts of their attainments.

Pairs/groups record their information in point form. Each pair/group presents the results of investigation to the class. Presentations should:

involve all group members

be supported by a 1 A4 page using dot points

include examples of the language used by the champion.

Information on the following is readily available through the Bing window or Wikipedia: Liz Ellis, Adam Gilchrist, Grant Hackett, Lleyton Hewitt, Jodie Henry, Tatiana Grigorieva, Catherine Cox, Michael Diamond, Jamie Dwyer, Peta Edebon, Drew Ginn, Joanne Fox, Matt Giteau, Adam Goodes, Rachel Grinham, Mathew Helm.

Alternatively, teacher may include provision for incorporation of visual resources into the above activity. Selected groups could view extreme sport representatives, e.g. “Base climb‐defying gravity” The big picture. Class

Students’ presentations demonstrate understanding and effective use of a process of investigation.

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P1.1 1.2 1.3 1.4 2.1

discussion could then lead to an examination of common traits of passion potential and persistence, adding the concept of perseverance.

Teacher may like to use the following activities from On track instead of the above activity and/ or as additional class activities: “Roller skating” (Encyclopaedia extract) pg 16 Activity 1.5, “Sports report: Basketball”, pg 215 ‐217 Activity 15.2.

Further analysis of recreational sport could entail an examination of an episode of ABC television’s Race around the world. Students could :

Identify and discuss personal qualities evident in the participants which are relevant to sport.

Evaluate the effectiveness of the episode in relation to how language and cinematic techniques have been employed.

Week 3: I’d go to the edge of the earth to play for Australia ‐ Aussie sports stars and citizenship


P1.2

P2.1, 2.2

P1.3

Metalanguage


Class reads extracts including p36 from au.fourfourtwo.com April 2009.

I’d go to the edge of the earth to play for Australia, Tim Cahill (Australian soccer star)

NB: This article can be used on several levels including study of sporting magazine layout/ visual analysis. Lesson suggestions: see Week 5

Teacher leads discussion: What does it mean to represent your country?

Teacher then highlights examples of jargon or specialised terminology from the article. Teacher revisits jargon. Examples of jargon from the article added to TIE table.

Quality of student information in table indicates a discriminating sense of importance of techniques and their effect in a text.

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P1.1

P4.1 4.2

P1.1, P1.2, P1.3

P2.3

P3.1

Social support

Deep understanding

Engagement

Metalanguage

Class then examines various examples of sporting terminology forming KWL – Sports speak

Selections can be obtained from either class reading or group investigation: Deadly unna, pp 4‐5.

Teacher models how the article is representative of the language of information/ sport articles. Students could read “Mind over batter” from On track pp. 138‐139 and then highlight the features of Cahill’s article as representative of a sports article.

Additionally, depending on availability, student could listen to a presentation by an Australian Olympian. Lara Davenport, Gold Medal Olympian, visits schools and can be contacted through Markson Sparks E‐Mail: [email protected]

Read the following articles from True blue, P. Goldsworthy (ed.)

“This unsporting life” by Dominic Knight pp 175‐177

“Bronze, bronze, bronze” by Anonymous pp 178‐180. Students complete Resource 5.

Student interaction and participation reflects empathetic understanding of cultural values.

Students deconstruct text and identify the values present in the text.

Weeks 4/5: Football’s not just a game, son ‐ it’s a way of life! ‐ The language of persuasion Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning

P1.1, 1.2

Deep knowledge

Metalanguage

The language of persuasion: teacher models and reiterates the features of the language of persuasion. When persuasive language is used there is often a strong focus on:

Opinions rather than facts

Student develops a discriminating sense of the importance of techniques in presenting viewpoints in a text

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P1.3

P2.1, 2.2

P1.1, 1.2, 1.3

P2.3

3.1

Connectedness

Deep knowledge

Emotive words rather than technical language

Personal tone containing bias (teacher may need to revisit tone‐ On Purpose pg. 4)

Strong visual and verbal effect to make a complex thought seem simple

Distortion of facts. Teacher divides the class into three groups, each working with the same resource which can either be sports newspaper report, sports magazine article, website, etc, e.g. The Sydney Morning Herald, The Newcastle Morning Herald. One group can find the opinions rather than facts; another, the emotive as opposed to technical words; and the third, the tone of the text. Come together as a group and create a PCQ, Resource 6. Alternatively the class can create a T‐ Chart, Resource 4. Teacher and class role play extract from And the big men fly in Elements of style, pp. 181‐ 182. Teacher takes on role of Wally. The scene is from very early in the play. J.J. and Wally are trying to persuade Achilles to become a member of their football team. 1. What adjectives do J.J. and Wally use to try and give Aussie Rules a positive image for Achilles? 2. What is supposed to be the impact on Achilles in mentioning and showing him the number 10 guernsey? 3. Notice that Wally and J.J. both finish their ‘speeches’ with a question. Why is this? What is this calculated to make Achilles feel? 4. Football is not just a game, son.... What is football to J.J.? What does he try to convince Achilles it is? 5. What atmosphere is built up in this extract and how it is achieved? Focus questions: The media influence our perceptions of sport. How do the media influence our perceptions? The significance of visual images lies in how they represent the world and reality. They influence our cultural values and our relationship with sport.

Students examine the AFL 2009 Season promotional advertisement http://www.youtube.com/watch?v=YgnM9gNlMgk

and/ or

Accurate definitions of techniques show student understanding

Student recognises the value of a process for investigation of elements of texts for various purposes.

Connectedness of the idea in texts demonstrates student capacity to integrate ideas

Student develops heightened awareness of others’ perspectives.

Students explain how the media influences our

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Deep knowledge

Deep understanding

Knowledge integration


2009 “Come play”‐ Australian Soccer Federation advertisement seeking support for its 2018‐ 2022 World Cup bid http://www.youtube.com/watch?v=ezCpmSZN_9g 1. What images does the ad use to appeal to its audience? List as many

images as you can. 2. How are these images representative of either sport (AFL ad) or Australia

(FIFA ad)? 3. What sounds are first heard in the ad? How to they represent the sport

being considered? 4. Comment on the music. Is it appropriate to the images being shown? 5. How effective is the ad in promoting either the AFL or the World Cup bid? 6. How does the ad persuade the public to be involved in the advertised

sport? 7. How does the ad promote the idea of Australia as a sporting nation? Class examines the cover of a sports magazine and analyses the reasons why an individual may be persuaded to purchase this magazine and buy on impulse. Often readers who just want to relax with a magazine will be attracted to a cover promising some kind of escape from their usual lives. They may catch sight of an interesting story, title relating to their lives or a photo of someone they admire and want to read about. Teacher models the following four areas of consideration when studying magazine covers:

story titles

main picture

cover design

language used NB: An excellent teacher reference on image can be found in Interpreting the visual, pp. 1, 2, 13, 14, 15, 20, 21, 29, 77. This text also contains examples of sporting visuals. Another useful text is English power 4. Access the website of the NSW Department of Arts, Sports and Recreation, www.dsr.nsw.gov.au

perceptions of sport.

Student understands and recognises the value of a process investigating the ways in which a text persuades

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P1.1, 1.2, 1.3, 1.4P2.1, 2.2, 2.3 P4.1, 4.2

P2.1

P4.1, 4.2




Students spend time browsing the Sportshorts magazine. Choose an article such as:

Sport for everyone, October 2009

Alcohol and sport, May 2009

All girls surf showdown, April 2009

Putting everyone in the game, November 2008. Students may also examine the previous sporting article on Tim Cahill. Working in groups, students deconstruct the text, noting the choice of persuasive language and structural features. Students should also identify the issue being considered in the article and summarise the main points of the article about this issue. They should also consider the question, “What does this article say about Australia as a sporting nation?”

Each group presents its article and its findings to the class. A handout which includes a copy of the article and the notes taken should be provided to other class members. In this way, each student will collect a small file on different sporting issues. Computer game covers are a persuasive tool to engage students when considering the purpose of visual appeal in recreational sport. Students use the Internet or alternatively bring in game covers from home. Students examine Viewing and responding in context 2 , pp 40‐ 42.

Viewing and representing task

Ask students to design a promotional poster that can be used to promote sport to the wider community. The poster may be for a specific sport or for a more general campaign promoting a healthy life style. The poster needs to demonstrate students’ understanding of Australia as a sporting nation and the perceptions and viewpoints that accompany this.

An additional resource W‐League.com.au has sample visuals including the use of television and music celebrities, e.g. Delta Goodrem promoting Jets W League. This could be examined as a lead to the study of issues in sport.

Alternatively, class views selected segments from Coach carter and Remember the Titans. In particular, the class views the motivational and inspiring

Students articulate their understanding of a sporting issue in written and oral form.

Students’ portfolio of information engenders research skill acquisition

Students present their ideas on Australia as a sporting nation in a visual form.

Student understands and recognises the value of a process for the investigation of

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Problematic knowledge

Higher order thinking


speeches delivered by the respective coaches. A RAS Alert strategy can be employed which asks the students to consider the language employed by both coaches: similarities/ differences/ effectiveness. Resource 7. Analysis of cinematic techniques can be conducted and a Venn diagram produced which identifies the persuasive techniques employed by respective directors.

texts

Week 6: Tough luck? ‐ The language of argument Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning

P3.1, 3.2

P3.1

P4.1, 4.2

Explicit criteria


Deep knowledge

Deep understanding

The language of argument reveals the importance of sport in establishing personal identity, aspiration and a healthy lifestyle. It demonstrates the relationship between sports, culture, values and can highlight the issues in sport such as money.

Class reads about the features of the language of argument, On purpose, pp 108‐ 110.

Students complete “Topic: ‘Rollerblading is a great hobby.’ Discuss”, activity 1.7 from On track p 20, exercises a)‐ f) or “A lively exchange” from The Club, in The language of literature, pp 88‐ 89

Teacher models a most common aspect of the language of argument found in feature articles. On purpose, p 93. Students read article on pp 94‐ 95 of same text and answer questions 1(a‐ I) or newspaper feature article 2 from On purpose pp218‐ 220 or ‘The Great Aussie Gamble’ from same text, p 221 or any magazine article of their choice.

Additional extracts from The club can be used as a close study of how composers create realism in their language and how this helps identify specific nature of our language. Two extracts can be obtained from Literature: a close study. The class, in groups, can select an extract and complete analysis questions incorporating their findings into the generic TIE table after class

Quality of student’s responses shows capacity to analyse, respond and in understand viewpoint.

Quality of students’ responses demonstrate deep understanding of language

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P2.1, 2.2, 2.3

P3.1, 3.2

P4.1, 4.2

P3.1, 3.2

P4.1

P4.2

Metalanguage

Deep understanding Substantive conversation

Connectedness



Metalanguage

discussion. Alternatively, the class can create a T Chart.

From Reeling them in: A critical literacy anthology by Michele Smith‐ Chapter 12 “A Sporting Chance” teacher selects‐ Text 1 “Maiden overdue”‐ as reiteration of jargon leading into sporting issues – equality/gender. There are many issues that can be studied. This is an example of only one.

Teacher models analysis of positioning in a text. Maiden over, positions the reader to think that Kerry O’Keefe is chauvinistic. Teacher explains terminology. Class finds some examples from this text to support this statement.

Class then finds arguments used by the composer to suggest that women should be able to participate on an equal footing with men in cricket. Students complete a PCQ and discuss: Do you agree? Why/why not?

Class reads/ listens to radio interview of choice. Suggest Text 3 “Women’s football, men’s netball”. Selected students role play the characters. Class examines the following statements:

David: (I) got a lot of bagging from mates and all that

Scott: There was a lot of flak….So I quickly turned it around and looked at it from the point of view that you’ve got six guys chasing eight girls around in mini…skirts….

Teacher asks class to consider: What do these comments tell us about male perceptions of a female –dominated sport?

Teacher directs class to further consider how in Text 3 the women in Scott’s and David’s teams have been silenced.

Class considers another perspective of Text 3, producing in pairs a two page transcript of Amanda Smith’s interview of a female player from each team.

Students create a T‐Chart to compare. Resource 4

In pairs students devise their characters, utilising a variety of language

devices

Student’s discussion shows ability to relate to gender issue

Discussion shows student has built understanding by exploring connection in a personal context.

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P2.2

4.1, 4.2

Substantive conversation

Deep understanding


techniques and specialised terminology.

Students role play their transcripts.

Students can then either write an exposition which explains their viewpoint: Sportswomen are undervalued and underpaid.

OR

Write your own feature article presenting your opinion on any issue related to sport. You could focus on:

sport and health

sport and drugs

commercial sponsorship of sport

sport as personal religion

commentary on a particular sport

sports heroes

training

history of sport

sports clubs

the Olympic Games

sports and politics

sport and the media

sport and competition Magazine articles which may assist this process include: Sport health Sports medicine Australia: Volume25 ‘Ethics and genetics research in sport’ Risk management to prevent sports injury: Volume 25 Issue 2 ‘Dealing with the double edged sword of the media’ Inside Sport: April 09 ‘Court sports’ May 09 ‘Crime games’, ‘Ideas man’ July 09 ‘The unstoppable Rafael Nadal’, ‘Cycle of suffering’ Useful documentaries include : Australian story: “Man for all seasons” (Wayne Bennett)

Quality of student’s responses shows capacity to respond and draw connection in understanding differing perspectives

Quality of student’s responses shows capacity to analyse, respond, and relate issues to textual dynamics.

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“Shining through” (Shane Gould) Week 7: “Look at moiye”‐ The language of amusement/imagination Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning

P2.2

P1.2

P1.3

2.2

P1.4


Deep knowledge

Explicit criteria

Cultural knowledge

Deep understanding


The language of imagination demonstrates the relationship between sport, culture and values, manifested in attitudes to competition, victory and defeat. It has the power to entertain and inspire us to examine both the serious and humorous aspects of sport.

Teacher can discuss aspects of the language of amusement ‐ On Purpose, p 137.

Class either reads transcript from But wait there’s more “Look at moiye” pp 1‐7 or view Kath and Kim, Season 1: Episode 3 “Sport”

Teacher models the additional specialised terminology present in these scenes, including: war cry, a coach’s harangue, game strategy and additional game terminology. Students add to TIE.

Teacher furthers analysis by reiterating the deliberate misuse of Standard Australian English by Australian slang in such examples as “put the kettle on” “nifty”, “gee‐up”. Teacher models how the invention of words can create humour. Class also considers additional humorous examples of our language which contribute to our national identity using a 1:2:4. Resource 8

If this unit is used in the Preliminary year the class may view the segment from Kath & Kim as a lead into the viewing assessment task, revisiting film techniques and creating an X Chart. Resource 18

Alternatively, class may analyse Peanuts cartoon, Language four, p 43. Teacher revisits image features. Students select the frame they like best

Student demonstrates a more sophisticated understanding of how particular features of language can contribute to cultural identity

Student develops heightened

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P4.1, 4.2

P3.2

P2.2, 2.3

P1.3

2.1

P1.4

P1.2, 1.4

Connectedness

Explicit criteria

Metalanguage

Deep understanding

Connectedness

Metalanguage

Substantive conversation

and explain why they have chosen it. They then compose 10 lines describing the time they got ‘butterflies’ at sport or when they saw someone else get ‘butterflies’.

Teacher selects and reads with enthusiasm “A post‐cup tale”, On purpose, p 10. Class discussion of what major Australian event this poem is about. Teacher explains context of poem.

Teacher models how the expression of the first stanza creates an excited and emotional tone. Students add to TIE table the Australian colloquialisms from this stanza. Discussion of how features of Australian language have altered but the power of the imagination enables an audience to sympathise with the character.

Students listen /view segments from Roy & HG‐ The life with Roy & HG, Podcast 103 Part 1 & Podcast 104 Part 2 at http://www.triplem.com.au/brisbane/shows/royandhg/podcasts

Class analyses commentary of the Melbourne Cup and discusses the role of humour. Students fill in a Venn Diagram. The Melbourne Cup – then and now ‐ examples of humour/attitudes to the iconic event.

Additionally, students may examine “Life‐cycle” by Bruce Dawe as an example of how influential sport is to our national identity. A variety of individual activities may be undertaken including a dictionary exercise of word meanings, additions to TIE table, analysis of the poem’s issues and ideas, leading up to class discussion of the obsessive characteristics of national attitudes towards sport. The class debates Sport: it’s our religion. Alternatively, the class views a segment from Roy & HG ‐ The dream ‐ and completes a personal response to the above debate topic.

awareness of how individual experience and context affect attitude.

Student’s diagrammatic representation shows deep understanding of role of humour in influencing and inspiring individual/ national attitude.

Quality of class debate/personal response demonstrates deep understanding and connectedness.

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Week 8‐10: “Carn the crows” – Reeling them in ‐ Film study of Australian Rules Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning

P1.1, 1.2, 1.3, 1.4

P2.3

P1.1, 1.2, 1.3

2.2

3.1

4.2

P1.1, 1.2, 1.3

P2.1

3.1

Metalanguage


Explicit criteria

Explicit instruction


If any of the previous viewing exercises have not been examined, then teacher revisits a selected film text and models examples of cinematic techniques for purpose/effect creating with class a generic mind map .

Any numbers of films are suitable for this unit including Coach carter, Remember the Titans and Million dollar baby. The close study of text selected for the assessment task is Australian Rules. The teacher may wish to study any number of scenes which are an example of the particular issue the class may have selected, e.g. racism in sport. For this unit the segments selected are for the purposes of analysing the particular features of cultural identity, and the language (verbal and visual) of sport during the game as demonstrative of the role sport plays in the community.

Teacher revisits assessment task notification: How does this episode reflect the role of sport and its effect on a community?

For the purposes of this study, four scenes will be analysed closely.

Class views the opening scene from the credits to close of Ark’s pep talk. Teacher introduces issues and techniques through questioning including: Why do you think the Director chose to use various shots of turf? Teacher models the film techniques employed, e.g. full shot of dry turf symbolic of barrenness; series of dissolving shots showing the ground, patches of green suggestive of fertility, growth; slight breeze suggests change, a transformative process is underway. Teacher then directs the class to consider the background voices of the community and the voice over of Blacky as protagonist, “the best thing to happen to Prospect Bay”. Teacher highlights the issue presented‐ the significance of sport to a community. Teacher asks the class: What are your impressions of this community? Note is made of the superimposed title and

Student map demonstrates deep understanding of cinematic technique

Quality of student’s response demonstrates deep knowledge and understanding of the role sport plays in our lives.

Quality of group analysis reflects a discriminating sense of the importance of techniques

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P1.3

2.1

3.2

4.2

1.3, 1.4

2.1

4.1

1.1, 1.2, 1.4

2.1, 2.2

4.1, 4.2

Deep understanding


Deep knowledge


Deep understanding

the pun in “Australian Rules”.

Class then views coach Arks’ pep talk and considers: How important is winning? What are the qualities of sportsmanship? Is he displaying sportsmanship? Teacher leads the class to consider the language used by the coach as demonstrative of our Australian identity. Class may either create a new TIE table for this study or add to existing table. Teacher highlights the difference in levels of usage between Blacky and Arks and how humour is created – Arks dialogue and players reaction Teacher introduces how aggression, rivalry and determination is evident in language leading to modelling of the visual techniques evident in this segment. Resource 9. Contains an analysis of this segment.

Additionally, teacher compares the role of the coach as demonstrated from previous viewing of Remember the Titans / Coach Carter.

Class then views the rest of Australian Rules. Teacher may wish to analyse the following scenes following the above strategy. The class jots down their observations. Class adds to TIE/ Venn/ mind map.

Agent’s offer to Dumby ‐ this demonstrates rivalry between clubs, manipulation of players, questioning of club loyalty, greed/temptation by money, incentives.

Journey/road – metaphor of bonding /friendship through sport overriding racism.

The practice scene – humour.

The game

The trophy scene ‐ significance of football, corruption, racism in sport.

Students attempt assessment task ‐ feedback and discussion.

The trophy scene may be played again as a lead into a final discussion of the impact of sport on our individual and collective identity.

and their effect in presenting ideas in a viewing text.

Quality of student observation reflects knowledge of metalanguage, understanding and insight into issue

Quality of student’s response demonstrates deep knowledge and understanding of the role sport plays in our individual and collective identity.

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Alternative Year 12 pathway involving a close analysis of The story of Tom Brennan Week 5: The story of Tom Brennan by J.C. Burke Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning

H1.1

H4.2



The story of Tom Brennan

This text deals with the issues of alcohol and its impact upon individuals, families and the community. 19 year old Daniel Brennan is the star of the local football team. He is generally well liked but has a problem with alcohol. On the night of an important win, Daniel becomes drunk and violent at an after‐party. He gets into a car and has an accident that results in the death of two of his friends and leaves his cousin, Fin, a quadriplegic.

The story is told from the point of view of Daniel’s younger brother Tom. Through his voice we learn the impact of this terrible event on Daniel’s family and friends. An important coping mechanism for Tom is rugby union. It allows him to forget his grief and troubles.

Discussion: follow on from the exploration of issues in Sportshorts magazine. Consider the perceptions of alcohol in the wider community; use by youth; recent scandals of prominent sporting personalities; and the impact of such scandals on different parties: the player and their families, the club, the sponsors, the victim(s) and the fans.

Random House teacher unit has a one page summary of statistics on alcohol abuse that may be useful to begin discussion.

http://www.randomhouse.com.au/Kids/Default.aspx?Page=ReadingGuides

Note: Both the Random House unit and Oxford HSC English (2009) have a

Students understand the connections between school and the wider community.

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comprehensive list of quotes from the text. For this reason, only quotes relevant to the specific task will be given in this unit outline.

H1.2

H4.2

High expectations

Connectedness


Students complete a hierarchical concept map, beginning with Daniel’s accident. The map needs to trace the impact of the accident on the various individuals and communities. Resources 10 and 11 Students discuss their maps with others in the class.

Students graphically represent the impact of the accident.

H1.2

H2.1

Deep understanding

Connectedness

Explore the different positions of the Brennan children (Daniel, Tom and Kylie) after the accident and how this impacts the way the family functions and relates. Do Joe and Tess have a favourite child and how does this influence their relationships with their other children?

(Idea taken from Random House unit)

Students articulate the different relationships between the characters and understand how such relationships influence plot.

Week 6: The story of Tom Brennan by J.C. Burke (cont.) Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning

H1.3

H2.2, H2.3

Metalanguage


Tragic irony is a form of dramatic irony. In tragic irony, the words and actions of the characters contradict, or are at odds with, the real situation, a situation which the responders fully realise.

The story of Tom Brennan contains tragic irony in the case of both Daniel and Fin.

Daniel’s parents often resisted disciplining Daniel because they feared how he would react:

Students display an understanding of tragic irony in fictional texts and real life scenarios.

20


Connectedness

There were times I thought the oldies were scared of him or didn’t know how to deal with him. So he just got away with it, p 32

They were scared of him. Well, scared of the consequences if they tried to pull him into line, p 230

Yet ultimately the consequences of Daniel’s uncontrolled behaviour were more terrible than his parents’ fears.

It is interesting to note that not everyone was blind to his behaviour:

An accident waiting to happen. How come the town of Mumbilli saw it coming and we didn’t? pp 34‐ 35.

Why didn’t Daniel’s family see the possible consequences of his behaviour? What does this say about our relationship with those closest to us?

Students make notes on Fin and how what happened to him can be viewed as an example of tragic irony.

What do both these examples tell us about real life?

(Idea taken from Random House unit)

H1.3

H2.2, H2.3

H3.1

Metalanguage

The structure of the text

The text uses a non‐linear structure to tell the story. The use of flashbacks is an important component of this structure. The reader learns the details of the tragedy bit by bit. This allows Burke to tell two stories concurrently and to increase the drama and tension by gradually revealing the explanation for the Brennan family’s current emotional state.

Students express their understanding of alternate ways of storytelling and its impact upon character and plot development.

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On an A4 page map the two stories, the present and the past, as told in the flashbacks.

1. What do you notice about the way the story unfolds? 2. How do the flashbacks add to the dramatic tension in the first

half of the text? The story is told in first‐person from Tom’s perspective. This means we feel his pain and emotional turmoil at the beginning of the text, along with his growing maturity and acceptance of what has happened as the text progresses. However, such a technique can also be limiting in that it only allows us to see the other characters from Tom’s perspective.

1. How does Burke use flashbacks to enable us to access the thoughts and emotions of the other characters?

2. What do we learn about Mum, Dad, Daniel and Kylie in these flashbacks?

H1.3

H2.2, H2.3

H3.1

Deep knowledge

Metalanguage

Burke has used several techniques in order to create a naturalistic world in the text. These include the use of colloquial language, natural dialogue, slang and sporting jargon.

Complete the table Resource 12.

Students understand how language shapes meaning.

H1.2 Deep knowledge

Deep understanding

During his first visit to Daniel in quite a while, Tom makes a number of interesting statements. These statements follow the flashback on pp 127‐ 129 which detail the final sentencing at Daniel’s trial. Students re‐read this flashback.

Tom’s statements:

Didn’t they realise we weren’t like everyone else here? p 134

‘Look, Sir, I’m just here to see my brother Daniel. You know, the quiet one, the one who doesn’t belong here.’ p 135

I’m not saying that Daniel was innocent, what he did was wrong, very wrong, but he was no criminal. p 135

Students understand and articulate the connections between the text and the wider community.

22


By the looks of them, he was probably a real crim. p 136 Students discuss the two different perceptions of Daniel:

Why is Tom having trouble seeing his brother as a criminal?

What do his observations about the other people in the waiting room suggest about his perceptions and prejudices?

Which perception, the Judge’s or Tom’s, do students believe is correct? Why?

How would the wider community view Daniel and his actions? Students should consider the reaction of the community at Mumbilli.

Week 7: The Story of Tom Brennan (cont.) ‐ Writing about sport Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning

H1.2

H2.1, H2.2

Deep understanding

Sport, in the form of rugby union, is very important in this text. It is the main reason for Daniel and Tom’s popularity in Mumbilli and not surprisingly, is a huge part of their life. Their love for the game is shared by their cousin Fin. All three boys display talent and promise when on the field.

After the accident Kylie tells Tom: Football’s always saved you. Saved you and Daniel. Made life easier. p 36 Tom also says: When I’d needed it the most, Bennie’s had reminded me that the game was better when a team was united and loving it...In many ways, they’d

Students articulate an understanding of the importance of sport in character and plot development.

23


saved my arse. p 245

Students brainstorm how football ‘saves’ Tom during the text. They may present their findings either as a mind map or as a series of dot points. Part to their brainstorm should involve mapping out Tom’s changing relationship with the game throughout the text. They also need to consider the role sport plays in his ability to come to terms with what has happened. Other important considerations for the brainstorm are the impact of the differing coaches upon Tom, the reactions of the two teams (St Benedict’s and St John’s) to Tom, especially during the games against each other, and the importance of his uncle, Brendan.

Concluding question (may be given as a writing task): Discuss the role of sport in The story of Tom Brennan. Consider the characters and plot development in your answer.

Students are able to establish connections between the text and the module concept.

H1.2

H2.1

Deep knowledge

Deep understanding

The story of Tom Brennan contains a number of issues. Many of these issues relation directly to sport. These include:

Alcohol and its impact upon individuals, families and communities.

The role of sport

Mateship

The expectations of living in small, rural communities.

Working in small groups students are to prepare a one page summary on this issue in the text. They should include analysis of the issue within the text and supporting quotes or examples.

Each group will then present their findings to the class, along with a 1 A4 page summary that can be issued to fellow class members.

Students understand the issues of the text and articulate these in a group situation.

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H1.4

H2.2, H2.3

H3.1, H3.2

H4.1, H4.2



Letter to editor task: Resources 13 and 14

This task will assist students to complete the assessment task.

Write a letter to the editor about one of the issues discussed in this unit.

The purpose of the persuasive letter is to state a point of view, justify it and try to influence readers’ views.

Remember:

To follow the correct structure of a letter to the editor‐ date, address, editor’s name/title, name and address of the newspaper, salutation, purpose of the letter, point of view, arguments to support this point of view, conclusion and sign off.

To use personal language and emotive expressions

To write in the present tense to express an opinion and to use cause and effect structures, e.g. due to, because of, as a result.

Students formulate an independent opinion and are able to successfully communicate this in the written form.

Week 8: The power of expectation Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning

H1.1, H1.2, H1.3

H3.1, H3.2

Deep knowledge

Deep understanding

Focus issue: The power of expectation The two poems and one song consider different consequences of the power of expectation in sport. These consequences include fanaticism and the violence that may accompany it; performance enhancing drugs; and the refusal to accept responsibility and accountability when something goes wrong.

Students present their opinions of fanaticism in sport.

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Cultural knowledge

Metalanguage

“Dad” by Joanna White: Resource 15

Brainstorm what students know about English soccer, fanaticism and the violence and related tragedy that marred the sport in the late 20th century. Students may complete a short internet research task on this time period and the Hillsborough events in particular. They should record their findings for class discussion ‐ including their reactions to and opinions of these events. They should also research how administrators sought to solve these issues in order to make the game safer for all parties. One method for presenting the findings is in an information report.

Analyse the poem. Particular attention should be paid to the use of voice and its emotional impact upon the responder. Students should also consider the use and effect of the rhetorical questions; and the use and effect of repetition.

Students understand the role of language techniques in shaping meaning.

H1.1, H1.2, H1.3, H3.1, H3.2.

Deep knowledge

Engagement

Metalanguage

“Hero” by Mick Gower: Resource 16

This poem examines the issue of drugs in sport ‐ in particular, performance enhancing drugs. Brainstorm the students’ understanding of the issue and its impact upon sport.

Read the poem and complete the following questions:

1. What do you think is the relationship between the man and the boy in the hospital? What is the boy’s attitude towards the man?

2. What techniques does the poem use to mirror the man’s style of speaking?

3. The poem is a monologue in that we only hear the man speaking. What do you think the boy is saying? Write down his half of the conversation.

Students understand the role of language techniques in shaping meaning.

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4. What do you think of the man’s attitude? If you had been in his position, with his talent, what choices would you have made?

5. What line suggests that the man regrets his actions? 6. Who, or what, does the poem suggest is to blame for the

pressuring the man to take performance enhancing drugs?

H2.1, H2.2, H4.1, H4.2

Deep understanding


Metalanguage

Students research local, national or international stars who haves been prosecuted using performance enhancing substances. Using a Venn diagram they should ascertain the similarities and differences between the cases.

Students use this information compose a response to the question: Why do sporting personalities to take performance enhancing drugs? In your answer refer to specific individuals and try to draw some common conclusions between the differing experiences.

Language used for comparing and contrasting:

similarly both in contrast in both cases same differences between unlike the common characteristics whereas not like

Students understand some of the pressures associated with competing at professional level. They are able to examine this in the written form.

Week 9: The power of expectation (cont.) Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning

H1.2, H1.4

H2.2

H3.2



“Who killed Davey Moore?” by Bob Dylan: Resource 17

This song considers the issue of responsibility and accountability in professional sport. It takes the perspectives of the referee, the crowd, the manager, the gambling man, the boxing writer and the opponent.

Students argue in a persuasive manner an opinion of a sporting issue.

27


H4.2


Engagement

Connectedness

Dylan wrote this song in 1963 following the death of Davey Moore in a professional bout against Sugar Ramos on March 21, 1963. The song follows the structure of the popular children’s rhyme ‘Who Killed Cock Robin?” In each verse, a different interested party gives his reasons why he is free from culpability. However, the song leaves the listener with the distinct impression that all share the blame, no matter how hard they deny it. The final line of the song, It was God’s will, is the actual words used by Geraldine Moore when she learned of her husband’s death.

A connection can also be made to The story of Tom Brennan and Tom’s assertion that Didn’t they realise we weren’t like everyone else here? p 134.

A recording of the song can be found at: www.youtube.com/watch?v=2k008v2m598

Debate: “Who is responsible when a death occurs in professional sport?”

H1.4

H3.2

H4.1, H4.2



Knowledge Integration

Connectedness

Assessment task

Write an editorial about alcohol and its effect on sport. You are to use your class text as stimulus for this response. However, you should not simply write about the text, incorporate additional information from other sources.

Remember an editorial is the expression of the official viewpoint of a newspaper on an issue, written by the editor or an experienced journalist. It is designed to persuade the reader to a point of view and sometimes to take action on the selected issue.

Write approximately 500‐750 words.

Students’ responses reflect a deep understanding of an issue associated with sport.

28


N.B. Depending on the set text used, teachers may wish to change the issue upon which the editorial is based.

29


Resource 1A: Assessment task

English Skills Module: Playing the game: English in Sport

Preliminary Course assessment task

Viewing/writing task Write a response of 500‐750 words in answer to this question:

How does Australian Rules reflect the role of sport and its effect on a community? In your response refer to ONE key scene.

Outcomes addressed: 1.1 has experience of extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaning 1.2 explores the ideas and values of the texts 1.3 identifies how language and other techniques are used to convey meaning in extended and short texts in a range of forms 2.2 demonstrates skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound basis for current and future education, career and citizenship 3.1 recognises a range of purposes for and contexts in which language is used and the appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences 4.2 works effectively, both as an individual and within a group, to locate and communicate information and ideas related to a variety of topics Criteria for assessment: ‐ demonstrates understanding of how a text communicates ideas about the role and impact of sport on individual and collective identity ‐ uses language, structure and textual features, in ways appropriate for purpose and audience, to effectively communicate ideas. Value of task for school assessment: 10%

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MARKING GUIDELINES

Marks

Explains and evaluates skilfully how medium of production and other aspects of a text shape meaning

Composes a highly developed response using language and structure appropriate to audience, purpose and form

9 10

Explains and evaluates how medium of production and other aspects of a text shape meaning

Composes an effective response using language and structure appropriate to audience, purpose and form

7 8

Explains soundly how medium of production and other aspects of a text shape meaning

Composes a sound response using language mostly appropriate to audience, purpose and form

5 6

Describes how medium of production and other aspects of a text shape meaning

Composes a limited response using some aspects of language appropriate to audience, purpose and form

3 4

Attempts to describe aspects of medium of production and other aspects of a text

Attempts to compose a response

1 2

Non‐attempt

0

TOTAL MARK: ________ / 10 SIGNATURE OF ASSESSOR: ___________________________________ DATE: _______________

COMMENT: ____________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

31


Resource 1B: Assessment task

English Skills Module: Playing the Game: English in Sport

HSC Course assessment task

Reading/writing task

Write an editorial about alcohol and its effect on sport. You are to use your class text, The story of Tom Brennan, as stimulus for this response. However, you should not simply write about the text, but also incorporate additional information from other sources. Remember an editorial is the expression of the official viewpoint of a newspaper on an issue, written by the editor or an experienced journalist. It is designed to persuade the reader to a point of view and sometimes to take action on the selected issue. Write approximately 500‐750 words. Outcomes addressed: P1.4 Produces a range of texts in different forms P3.2 Recognises a range of audiences and the appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences. P4.1 Plans and organises, with teacher support to complete tasks or projects, both individually and collaboratively. P4.2 Works effectively, both as an individual and within a group, to locate and communicate information and ideas related to a variety of topics. Criteria for assessment: ‐ expresses a clear opinion, supported with factual evidence, demonstrating understanding of the issue of alcohol and its effect on sport ‐ adheres to the features of an editorial ‐ headline, persuasive emotive language, formal educated language, statistics may be used to support arguments ‐ writes in correct grammatical style ‐ third person point of view, present tense. Value of task for school assessment: 15%

32


MARKING GUIDELINES

Marks Expresses skilfully a coherent opinion well supported with factual evidence,

demonstrating a perceptive understanding of the issue of alcohol and its effect on sport

Skilfully composes an editorial, adhering to the conventions of the text type

Writes in correct grammatical style, using sophisticated language appropriate to context, audience and purpose.

17‐ 20

Expresses a coherent opinion supported with factual evidence, demonstrating a well developed understanding of the issue of alcohol and its effect on sport

Competently composes an editorial, adhering to the conventions of the text type.

Writes in mainly correct grammatical style, using well developed language appropriate to context, audience and purpose.

13‐ 16

Expresses soundly an opinion supported with some factual evidence, demonstrating a sound understanding of the issue of alcohol and its effect on sport

Composes an editorial, mainly adhering to the conventions of the text type

Writes in mainly correct grammatical style, using language mainly appropriate to context, audience and purpose.

9‐ 12

Express an opinion supported with limited factual evidence, demonstrating a limited understanding of the issue of alcohol and its effect on sport

Attempts to compose an editorial, displaying limited understanding of the conventions of the text type

Writes with some correct use of grammar, using language which is inconsistent in its appropriateness to context, audience and purpose.

5‐ 8

Attempts to express an opinion, demonstrating little understanding of the issue of alcohol and its effect on sport

Attempts to compose a response.

Uses basic language.

1‐ 4

Non‐attempt 0

TOTAL MARK: ________ / 20 SIGNATURE OF ASSESSOR: __________________________________ DATE: _______________

COMMENT: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

33


Resource 2: TIE = Technique, illustrate, explain the effect

TIE Identify the technique Illustrate with example Explain the effect of the technique

34


Resource 3: Concept map

Australia: a sporting nation!

Champions

Who

35


Resource 4: T chart

Subjective Objective

36


Resource 5:

TRUE BLUE, Peter Goldsworthy

This Unsporting Life, Dominic Knight, pp 175‐ 177

1. How does the first person point of view of this text establish connections with the responder? 2. Comment on the use of colloquial language in this text. How does it add to the appeal of the text? 3. What sporting jargon does the author of This Unsporting Life use? 4. According to this article, what attributes do Australians value? 5. What is the author’s opinion of his sporting abilities? How does he justify his lack of sporting prowess?

Bronze, Bronze, Bronze, Anonymous, pp 178‐ 180

1. What was the effect of Australia’s performance in the 1976 Olympic Games in Montreal upon: i) the Australian Government? ii) the Australian people? 2. According to this text, how does an Australian love of sport define our national character? 3. Why does the article include quotes from prominent sporting personalities? 4. What values did the introduction of professionalism challenge?

37


Resource 6

Facts Opinions Tone

38


Resource 7: RAS Alert The purpose of a RAS Alert is to support students in remaining focused on a video, presentation etc. Process 1. Organise the class into pairs, A and B. 2. Alert the students to the PURPOSE of the video or demonstration. 3. Create a retrieval chart. The teacher and students enter each category on the board within a retrieval chart. 4. Watch the video or demonstration. Pens must be down. 5. Pairs: Students A and B take turns to recall and record the data in the retrieval chart. 6. Debriefing. The teacher completes a quick whip around collecting the top ideas and adding anything that has been missed. This strategy encourages a sense of team work, improves listening skills and addresses learning outcomes.

Resource 8: 1: 2: 4 Process 1. Initially each class member works individually on the activity for the given time period. 2. Students then find a partner and form a combined list of points and add any more points that arise during their discussion. 3. The pairings are then asked to join together to make groups of four and to collate their lists into a single final list. Each group then reports back.

39


Resource 9: Analysis of Australian Rules ‐ opening pep talk Low angle shot of coach ‐ colloquial dialogue, repetition, aggressive language, sweaty, determined facial expression, narrowed eyes ‐

establishes power and authority.

Mid‐shot, eye level of Blacky establishes our connection with him.

Dumby ‐ lighting from window reflects on face ‐ illumination as hero, best player.

Setting ‐ change room – confined ‐ signs in background ‐ motto “negative thoughts create negative results” ‐ note misspelling of results.

Full shot of coach/players ‐ agitation of coach juxtaposed with silence of players.

Humour ‐ Ark’s dialogue, players’ reactions ‐ Pickles mid shot.

Note ‐ the symbolism of the doorway throughout scenes ‐ the capacity of community to be transformed through sport ‐ can be linked to opening credits – the shots of turf, the slight breeze and background community voices.

40


Resource 10

Daniel’s accident

41


Resource 11‐ Teacher Sample

Daniel’s accident

Mumbilli Community Daniel’s immediate family

Tom, Kylie, Daniel, Dad, Mum, Gran

Fin Quadriplegic, changed person, depressed and unhappy, regrets surviving the accident

Anger and grief at loss, drive the family

out of town

Tom Confused, feels guilty, has trouble dealing with the accident, forced to move, must make new friends

Kylie Confused, has trouble dealing with the accident, forced to move, must make new friends

Aunty Kathy Devoted mother who finds herself caring fulltime for her son, has to move to get better care for him, helps Kylie surrogate

Mum Daniel was her favourite, deep depression, ignores the rest of her family

Dad Works hard to keep family together, understanding and compassionate towards his wife and children

Gran Selflessly lets family stay, life is disrupted by having four people suddenly stay in her home

Daniel Ends up in gaol, may finally get the help he needs, feels remorseful and sorry about what he has done

42


Resource 12 Language techniques in The story of Tom Brennan

Technique Example How does the technique help to create naturalistic

world in the text?

Colloquial language

Colloquial language

Natural dialogue

Natural dialogue

Slang

Slang

Sporting jargon

Sporting jargon

43


Resource 13: Annotated model letter to the editor 23 February 2006 Date 14 Brown St The Gap Qld, 4061 Address The Editor Courier Mail 41 Campbell St Title, name and address of Bowen Hills Qld 4006 newspaper Dear Sir or Madam Salutation It has come to my attention that the local council has decided to remove an area of natural bush and allow the land to be developed for housing. When we bought our house in this area, the Council assured us that this area would remain a natural bush environment. We feel betrayed by Stating position such a thoughtless decision. This area is a favourite spot for local families to have leisurely Sunday afternoon picnics. As it is beside a running creek, it provides a cool and relaxing environment for everyone. Argument 1 The creek area is special, because it has a platypus habitat that is rarely found in metropolitan areas today. If this area is open to development, then these shy native animals will disappear forever. Argument 2 Native birds are seen in abundance in the trees and a family of owls returns each year to have its babies. This enables children to know our native wildlife and appreciate its value. Argument 3 I urge you and your readers who live in this wonderful place, to take action to prevent this housing development by voicing their opinions at the council meeting next week before it is too late! Recommendation Yours sincerely James Brown Signing Off

44


Resource 14

Marking guidelines: letter to editor Marks

Composes a skilful and logical letter applying knowledge of language forms and feature, audience, purpose and context

Demonstrates critical and interpretative thinking, using key information from the question to develop a logical argument that integrates personal opinion

Makes skilful choices of language and content to construct a persuasive and argumentative response using effective register and vocabulary.

13 ‐ 15

Composes a sound letter applying knowledge of language forms and features, audience, purpose and context

Demonstrates some critical and interpretative thinking, using information from the question to develop an argument that integrates personal opinion

Makes sound choices about language and content, using appropriate register and vocabulary.

10 ‐12

Composes an adequate letter applying some knowledge of language forms and features, audience, purpose and context

Develops a relevant argument that expresses a personal opinion

Makes appropriate choices of language and content.

7 ‐ 9

Compose a letter applying limited knowledge of language forms and features, audience, purpose and context

Presents a relevant opinion

Makes mostly appropriate choices of language and content.

4 ‐ 6

Attempts to compose a letter

Presents an opinion

Makes some appropriate choices of content.

1 ‐ 3

Non‐attempt 0 Mark: /15 Comment: __________________________________________________________________________________________________ ___________________________________________________________________________________________________________

45


Resource 15 “Dad”, by Joanne White

In memory of those who died at Hillsborough, April 1989 Is it Saturday yet, Dad? Have you got the tickets, Dad? Are we going by train, Dad? Will it be a good game, Dad? Is it far to walk now, Dad? Can you buy me a scarf, Dad? Aren’t there lots of people, Dad? Can we go down the front, Dad? I am so very crushed, Dad! I can hardly see, Dad! I can’t breathe, Dad! Dad! Dad! Dad!....

46


Resource 16 “Hero”, by Mick Gower

‘Of course I took drugs. Look, son, there’s no fair play, no gentlemen, no amateurs, just winning. How old are you? Fifteen? Well, you should know that no‐one runs for fun ‐ well, not beyond the schoolboy stuff ‐ eleven or twelve years old. I’d been pro for years; my job ‐ to get that gold. Mind you, we English are an odd lot: like to believe we love the slob that fails, the gentlemanly third; so any gap‐toothed yob who gets the glory also gets some gentlemanly trait: helps cripples get across the street, nice to small animals. You know the kind of thing, it helps the public feel it’s all legit: the sportsmanship is real and that it’s all clean fun ‐ the strongest, bravest, fittest, best man won. Yeah, steroids... What do you think?... Oh, don’t be wet ‐ My coach, of course, he used to get them through this vet... The side effects? Wee, not so bad as these things go ‐ for eighteen months or so I didn’t have much use for girls. But, then I was training for the big one ‐ got to keep the body pure, not waste an ounce of effort.’

47


He gives a great guffaw. A chain of spittle rattles down the front of his pyjama jacket. He wipes his mouth; his eyes don’t laugh at all. ‘...Do it again? Of course I would ‐ I’d cheat, I’d box, I’d spike, I’d pay the devil’s price to be that good again for just one day. You see, at twenty‐three I peaked ‐ got all I ever wanted: all anyone would ever want from me. After the race, this interviewer told me fifty million people’s hopes and dreams had been fulfilled. Gold! How many ever get that chance? I did. Of course not. Damn, the bell. You’d better go, they’re pretty strict. Yeah, leave the flowers there on the top, The nurse’ll get some water and a vase.’

48


Resource 17

“Who killed Davey Moore?”, by Bob Dylan Who killed Davey Moore? Why an’ what’s the reason for? ‘Not I,’ says the referee, ‘Don’t point your finger at me. I could have stopped it in the eighth And maybe kept him from his fate, But the crowd would’ve booed, I’m sure, At not getting their money’s worth. It’s too bad he had to go, But there was pressure on me too, you now. It wasn’t me that made him fall, No, you can’t blame me at all.’ ‘Not us,’ says the angry crowd, Whose screams filled the arena loud. ‘It’s too bad he died that night But we just like to see a fight. We didn’t mean for him to meet his death. We just meant to see some sweat. There ain’t nothing wrong in that. It wasn’t us that made him fall, No, you can’t blame us at all.’ ‘Not me,’ says his manager, Puffing his big cigar, ‘It’s hard to say, it’s hard to tell, I always thought that he was well. It’s too bad for his wife an’ kids he’s dead, But if he was sick, he should’ve said.

49


It wasn’t me that made him fall, No, you can’t blame me at all.’ ‘Not me,’ says the gambling man, With his ticket stubs still in his hand. ‘It wasn’t me that knocked him down ‐ My hands never touched him none. I didn’t commit no ugly sin; Anyway I put my money on him to win. It wasn’t me that made him fall, No, you can’t blame me at all.’ ‘Not me,’ says the bowing writer, Pounding print on his old typewriter, Sayin’ ‘Boxing ain’t to blame‐ There’s just as much danger in a football game.’ Sayin’ ‘Fist fighting is here to stay, It’s just the old American way. It wasn’t me that made him fall. No, you can’t blame me at all.’ ‘Not me,’ says the man whose fists Laid him low in a cloud of mist, Who came here from Cuba’s door Where boxing ain’t allowed no more. ‘I hit him, yes, it’s true, But that’s what I’m paid to do. Don’t say “murder”, don’t say “kill”, It was destiny, it was God’s will.’

50


X Chart

Heading 1

Insert information here

Heading 2 Heading 3

Insert information here Insert information here

Heading 4

Insert information here

Resource 18: X chart

51


Other recommended resources Apart from the resources listed in the unit, teachers could use the following. Each text has been examined and found to be relevant and useful. Print Texts Braschi, Nicholas, Great Australian women in sport, Heinemann, 1991 Butler, Mark, Jane Flemming, Cardigan Street Publisher, 1996 Clarke, Rod, The Woodies, Heinemann, 1998 Heads, Ian, Nova, my story, ABC, 2003 Hillman, Robert, Champions of Australian sport athletics, Binara, 2000 Johnson, Michael, Slaying the dragon, Regan, 1996 Lauffer, Robert, Women’s soccer, Sterling, New York Mallon, Tim, The Maitland Mercury, 2008‐ 2009 ‘Can You Feel Me?’ weekly column Renner, Clare, 100 Australians sport stars of the 20th century, Books 1‐ 4, Binara, 2005 Visual Texts ABC 1996 Sporting heroes: ‘Don Bradman 87 not out’ ABC 1997 Muhammad Ali ‘More than just a boxer’ ABC 1998 Les Darcy ‘The Maitland wonder’ ABC 1999 Australian story: ‘Man for All Seasons, Wayne Bennet’ ABC 2001 Australia Story: ‘Shining Through Shane Gould’ ABC April 2008 Cathy Freeman ABC October 2008 Spirit of Australian sport: ‘Rugby league’ ABC December 2008 Cricket in the 70’s: ‘The great Greg Chappell era’ Lionheart, the Jesse Martin story SBS 2008 Lionel Rose The Big Picture: ‘Base climb 2: defying gravity’ Touching the void Websites We recommend that you simply use Google. There are an unlimited number of sites related to sport.

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