Monday - Period 2

Borrowing of class novel - 'The Running Man' by Gerard Michael Bauer'

Group A - Deconstruction and analysis of 'Making the Cut' blog entry

Group B - Weebly:  Create a new page called 'Identity'.  On this page you are to write a paragraph that describes your identity.  Make sure you address your personal, social and cultural identities.  Then create a sub-page called 'Stereotypes'.  On this page type up the two diary entries for ONE of the stereotypes you considered in Week 2.  This character may be one that you incorporate in your own short story about identity in future weeks.

Week 2 Term 3

24th July - Stereotypes:  identification and matching activity.  Diary entries for 2 stereotypes.

28th July - Drama Assessment Task due.  Identity Text - 'Making the Cut' Blog entry

Week 1 Term 3

16th July - Staff Development Day

18th July - Introduction to Identity: PowerPoint

20th July - Identity PowerPoint (continued)

Thursday - Period 1

3 Lessons lost due to Year 10 Retreat, Walkathon and Athletics Carnival.

Group A:  On your Weebly create a subpage titled 'Themes'.  Using the Statement/Evidence sheet completed last week, compose a paragraph for each of the themes - Justice - Prejudice - Class.  Each paragraph should explain Reginald Rose's message about the theme and supported by two quotes that demonstrate this message.

Group B:  Close study of a key scene with Mrs Lans.  (Rejection of Juror # 10 by remaining jurors)

Tuesday - Period 3

Monday's lesson lost to long weekend.

• Return of Poetry Assessment Task
• Revision of play script structure and features.  See this PDF for guidelines.
• Characterisation:  Avatars for 3 jurors (to be completed this lesson) and embedded on your Weebly.

Monday - Period 2

You will receive a copy of the collaborative plot synopsis that we created in Week 6.  Using different coloured highlighters, mark the plot details to indicate the following:

• High-level tension
• Mid-level tension
• Low-level tension

In pairs you will begin to address characterisation by considering the various characters Reginald Rose has created to develop his themes.  You will receive a character table that profiles each juror and using this information you are to create Voki avatars. Each avatar must begin with an introduction ("I am Juror Number ...) and their comments should clearly indicate the feelings and attitudes of the juror.   This will be a paired activity where you will share both ideas and the end product.  Embed your avatars on your Weeblys. 

Thursday - Period 2 & Friday - Period 4

Self-Assessment:

1. Poetry Unit Reflection Sheet
2. Semester 2 Self-Assessment of Report Criteria - insert the image of the criteria on a new page on your Weebly called 'Self Assessment'.  Underneath record the grade you feel you have earned this semester together with an explanation of why this grade applies.

12 Angry Men:  We will begin to look at the tension and pace of the plot.  You will be allocated a number of pages to read and then supply a brief summary of what occurs in those pages.  This information will be compiled in a class summary and will be used to create a tension graph in future lessons.

Tuesday - Period 3

Mrs Lans out of class.  Complete the following activities:

1. Verdict order (change to verdict according to juror number)
2. Quote sheet (locate the juror and page number for each quote)

Friday - Period 5

Following our viewing of the play we will agree on a synopsis of the plot and look at some legal jargon relevant to our study.

You are also asked to consider the notion of 'reasonable doubt'.  Why is 'guilt beyond a reasonable doubt' a key element of our justice system?

Verdict order of the jurors located in the script and recorded.

Monday - Period 2 & Wednesday - Period 3

Drama Unit - Close Study of '12 Angry Men'
Following our viewing of the film, we will begin a drama unit where we will study Reginald Rose's play about the jury system.  Before looking at the play you will consider the context (the set of circumstances or facts that surround a particular event, situation, etc.) of the play which was set in 1950s America.

1. Drama mind-map examined.
2. Drama glossary terms examined.
3. Create a new page on your Weebly titled 'Drama' and a sub-page titled 'Context'.
4. Watch the videos and read the document below.
5. Using the information contained in both, create:

• a summary of American life in the 1950s
• a description of American social classes 

   6.  Then compose a synopsis (outline) of the plot.

Open publication - Free publishing - More 1950s

Thursday - Period 1 & Friday - Period 4

Film viewing - 12 Angry Men, the film version of Reginald Rose's play.

Tuesday - Period 3

Assessment Task

In class discussion essay on two poems studied in the poetry unit.

Friday - Period 5

In preparation for your discussion essay assessment task next week, we will today look at the scaffold for the task.  Each dot point in the scaffold has been demonstrated in the exemplar below which addresses 2 poems we have not studied in class.

Discussion Essay Exemplar

Monday - Period 2 & Wednesday - Period 3

Our final 'Australian Voices' poem will be Midnight Oil's song lyric, 'Blue Sky Mine'.  Because of time constraints, the annotated version is found below and needs to be summarised in the poetry table we have used for each poem.


Blue Sky Mine

Friday - Period 4

Group A:  On your Weebly create subpages for each of the poems we have studied so far ('Then and Now' & 'Flies, Damn Flies and Ballistics', & 'Life Cycle').  For each poem answer the following questions in detail.

Group B:  You will begin looking at Bruce Dawe's poem, Life Cycle, that reflects on the fanaticism of AFL supporters. 

Thursday - Period 1

Group B:  On your Weebly create subpages for each of the poems we have studied so far ('Then and Now' & 'Flies, Damn Flies and Ballistics').  For each poem answer the following questions in detail.

Group A:  You will begin looking at Bruce Dawe's poem, Life Cycle, that reflects on the fanaticism of AFL supporters. 

Monday - Period 2, Friday - Period 5 & Tuesday - Period 3

Flies, damn flies and ballistics

We will turn our attention to the second poem for study by looking at Gabriell Bryden's poem about the bane of most Australians - flies.  To begin with you will attempt to deconstruct the poem on your own as revision of our last guided poem, 'Then and Now'.  Then you will be in groups to specifically concentrate on varying elements of the poem that you will eventually share with the rest of the class.

See 'How to look at a poem' below or refer to your copy in your book.

Next we will annotate the poem before transferring your notes to the summary table.

Homework:  On Tuesday you borrowed the short story booklet, Ten Out of Ten.  This week you are to read the story, 'Going for Kebabs' and then create a character profile for the characters of Carmina and the narrator on your Weebly.

Wednesday - Period 3

'Then and Now' - Oodgeroo Noonuccal

In this lesson we will discuss this poem, having deconstructed it in our last lesson.  In particular we will consider:

• the voice contained in the poem
• the mood and tone 
• the voice's feelings about modern Australian civilisation
• the indigenous connection to the environment
• the aim of the poet

Monday - Period 2

Handouts to be kept in your book:

1. Poetry Mind Map
2. Poetry Glossary & Deconstruction Process
3. Poetic Forms

We will begin our look at Australian poetry by studying the poem of Oodgeroo Noonuccal (Kath Walker).  This will comprise all the steps listed on the second handout above - 'How to look at a poem' (see below).

Group A: complete the activities on the last page of the poetry booklet

Group B: deconstruction of the poem with Mrs Lans

Wednesday - Period 3, Friday - Period 5

Poetry Unit: 'Australian Voices'

Today we will begin our next unit on Australian poetry.  First we will look at the subject specific terminology relevant to the unit and revise these terms.  To begin we will spend time defining what it is to be Australian.  Use the 'Poetry Resources' tab above to locate a variety of videos that represent varying images of Australia and Australians.

View these videos with another student, discussing what type of Australian identity is expressed in each.  Additionally, consider if there are images of Australia not present.  

Then ... on your Weebly compose a profile of what constitutes Australian identity?  

1. What makes us uniquely Australian?
2. Do these identities represent you?  
3. Do they represent all Australians?  
4. What do they say about us and how we live?