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STAGE: 2 & 3

UARL FOCUS LINKS:

This text follows a discussion between two characters who discuss bees with different perspectives. One character argues his case for the importance of bees by providing many facts, providing teachers with an example of an argument not being a dispute and that an argument can provide a perspective beyond personal experience.

DISCUSSION POINTS:

How does the narrator defend his love of bees?

Why does Edgar dislike bees? Is his personal experience impacting his understanding of bees?

How does the experiences of each character impact their thoughts around bees?

Apart from his knowledge, what else does the narrator use to change Edgars mind about bees? (eg, comics, clothing, fact sheet, etc).

Can you think of another insect or animal that some people may be unnecessarily afraid of? What FACTS support your idea that these animals are harmless?

What type of language is the narrator using to support his love of bees? (informative, objective - info sources etc)

What type of language is Edgar using? (emotive, reactive).

BLURB:

Did you know there were about 25,000 different kinds of bees? Find out what all the buzz is about as our super-excited narrator tries to convince his not so brave best buddy, Edgar, that bees are really cool! Fun illustrations are accompanied by interesting and somewhat weird facts about bees as our narrator shares his wealth of bee knowledge with Edgar, including a play by play on how honey is made… did someone say barf? Will our narrator convince his buddy that these endangered insects are worth saving?

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STAGE 2 & 3

UARL FOCUS LINKS:

This book is a fun way for students to consider how the author has used objective and authoratative language to present real and fake information. It starts by presenting strategies to identify the credibility of information before presenting real and fake plants and creatures for the children to decide which is real. It's a fun example for describing the difference between authorship and authority.

DISCUSSION POINTS:

How does the author make it challenging to distinguish fact from fiction (language is objective, textual features & visual features are consistent, the entire text has an authoratative style, etc)?

What is the difference between authorship and authority? The author of this text has made the myths and legends sound real through her writing strategies. We need to look further to establish authority (credibility of the text). How?

Look closely at the introduction (first two pages) of the book and prompt children to think of when they will need to use these strategies to establish authority: researching, information via media, etc).

BLURB:

This book starts with an explanation of what readers must do - sort the mixed up muesum displays from 'natural history' and 'myths and legends', following with HOW to sort fact from fiction. Guess which of the weird and wonderful exhibits are real and which are fake in this sumptuous collection of extraordinary animals and plants. The language throughout the text is objective and informative, which makes it tricky to distinguish the myth from the reality.

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STAGE: 2

UARL FOCUS LINKS:

This is a simple and fun text that can introduce and instantly prompt argument from children. It is a good example of an argument being a single perspective that is presented or defended. It is also a resource to show how authors make intentional choices about language, form and structure.

DISCUSSION POINTS:

How do we know the shape on page 5 is not a ball?

What does the word ‘definitely’ mean? Can you think of another word (synonym) that also means ‘definitely’? Why would the author choose a word like this in this statement?

On page 14 the word ‘this’ is underlined. Why has the author done this?

Look for questions and statements in the book. Invite students to think of sentences that could be both, eg:

You like swimming. / You like swimming? • It’s cold. / It’s cold? • Cake is bad for you. / Cake is bad for you? • Salad is good for you. / Salad is good for you? • You went on a walk. / You went on a walk? Say them out loud - how do we know it's a question/statement? TONE. Consider how author shows an argument tone in text; underline, bold font, captial letters, exclamation etc.

BLURB:

Funny, clever, deliciously dry ... this book encourages kids to think outside the square, and hopefully, somewhere deep in that unlimited subconscious, understand that what we see is all about perception.

For the Grown-Ups:
You know how you're right all the time? All. The. Time.
Yes, well, it's time to give the kids a turn.
Which is why everything you read in this book is going to be wrong.
But that's ok, because the kids are going to correct you.
And they're going to love it!

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EN2-UARL-01

Recognise that an argument is not a dispute but can be a single perspective that is presented or defended.

Understand that to control impact and effect authors make intentional choice about language, form and structure.

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EN2-UARL-01

Recognise that an argument is not a dispute but can be a single perspective that is presented or defended.

Understand that to control impact and effect authors make intentional choice about language, form and structure.

EN3-UARL-02

Recognise how an argument is influenced by perspective and create texts that adopt a perspective beyond personal experience

Understand the authority given to objectivity versus subjectivity in arguments

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Geography (sustainability)

Science

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EN2-UARL-01

Describe the difference between authorship and authority

Understand that to control impact and effect authors make intentional choices about language, form and structure

EN3-UARL-02

Recognise how an argument is influenced by perspective and create texts that adopt a perspective beyond personal experience

Understand the authority given to objectivity versus subjectivity in arguments

Analyse and compare features within and between texts, that characterise an authoritative style

Compare the reliability and validity of texts to make judgements about their authority

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STAGES 2 & 3

UARL FOCUS LINKS:

This text opens opportunities to 'argue' around the theme of mobile phone use ensuring authority is at the basis of the argument. These arguments could focus on the language form

DISCUSSION POINTS:

Why do you think it is referred to as 'The Fabulous Friend Machine?' What is it really?

Divide the class into two team to debate the statement: ‘Mobile phones are disconnecting us from the people in our lives’. Each team should take care to list both the pros and cons of mobile phones when formulating their argument and backing it up with research to make their arguments credible.

Why do you think each ‘Hello!’ is written in a different font? Imagine that each ‘Hello!’ ended with a full-stop, rather than an exclamation mark. How would it change the meaning of the word? Why?

BLURB:

Popcorn is, quite simply, the friendliest chicken at Fiddlesticks farm! When she finds a Fabulous Friend Machine in the barn, she sets about making some brand new friends. But behind the screen of the Fabulous Friend Machine, maybe her new friends are not so friendly after all...

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STAGE 2 & 3

UARL FOCUS LINKS:

This is a great text to recognise how an argument is influenced by perspective. The book opens up discussion around the choices of language, form and structure that influence the way the reader perceives the wolf.

DISCUSSION POINTS:

BEFORE reading. What does the big bad wolf in the 3 Little Pigs sound like? How do we know? After hearing wolf's recount of events, did you expect him to sound the way he did?

What type of language did the author use to make the wolf sound so reasonable?

Based on evidence presented by the wolf, discusss whether or not the wolf’s version of the story is believable.

What does this story tell you about 'perspective' in arguments? Eg 'two sides to every story' etc.

Why is it important to think about all sides of an argument?

Can you think of an experience in your life (or a character's life) where people have had different perspectives on the same event/thing?

BLURB:

For those who think they know the story of the Three Little Pigs and the Big, Bad Wolf, here it is as they've never heard it before. In this highly acclaimed, laugh-out-loud collaboration between Scieszka and Smith, Alexander T. Wolf tells his side of the incident.

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STAGE 3

UARL FOCUS LINKS:

This text provides teachers with a clear example of how an argument is influenced by perspective. The newspaper reporting opens discussion around authority given to objectivity verses subjectivity in arguments. A perfect book to introduce the concept 'trial by media' and prompt discussion around the reliability and validity of texts and how to make judgements about their authority.

DISCUSSION POINTS:

Focus on pages 24 & 25. Look for 'objective' and 'subjective' headings. Which headings demand more attention?

Pose question - should newspaper articles be objective? Why would they choose not to be?

Consider this extract, 'Facts were forgotten as opinions multiplied. Prejudice and gossip took hold. Mistakes were made, lies were told, and millions of newspapers were sold.'

What could you do to check what you have read is fact or opinion?

BLURB:

This book is beautifully designed and eloquently written. It keeps readers transfixed by provoking them to re-evaluate the historical Chamberlain case, as well as question expectations of justice, truth and scientific evidence. The main character, Lindy Chamberlain, is developed through multiple perspectives; as a police suspect, a character in the media and, eventually, as a human. Carefully selected words and phrases create impact in making sure mistakes of the past are recognised but not repeated and that a heavy topic is made accessible. The sophistication of the illustrations and design are striking and match the tone of the text with the colour palette reflecting the Uluru setting (CBCA).

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STAGE 2 & 3

UARL FOCUS LINKS:

This book provides an example of unusual textual features that can characterise an authoritative style. It opens discussion around the intentional choices authors make around language form and structure. It provides an opportunity to consider authorship and authority given the facts in the texts are supported with information in the back pages.

DISCUSSION POINTS:

Who is 'we'? Why did the author choose to use children of different enthicities?

What does the 'we' do to the idea of 'perspective' in this text?

Why did the author use the title, 'The Mess We Made', and repeat it througout the text? (does it support the message?)

Is the argument in this story supported with facts?

What textual features support the title? (point of view, visual elements, themes etc)

Why did the author choose to write in simple rythmic wording rather than another style or writing, such as scientific?

Why did the author choose to repeat the chain of events when plastic is in the water? How does this make you as the reader feel? Does it help her argument?

How has the author further supported her point of view about 'the mess we made'? (back notes with information).

BLURB:

The Mess That We Made explores the environmental impact of trash and plastic on the ocean and marine life, and it inspires kids to do their part to combat pollution. Simple, rhythmic wording builds to a crescendo ("This is the mess that we made. The first half of the book presents the issue, and the second half rallies children and adults to make the necessary changes to save our oceans. Facts about the Great Pacific Garbage Patch, ocean pollution, and how kids can help are included in the back matter.

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STAGES 2 & 3

UARL FOCUS LINKS:

This book provides teachers with a lovely example of how an argument is influenced by perspective. It provides two points of view in a gentle manner and prompts to reader to consider other ideas.

DISCUSSION POINTS:

BEFORE READ: What are your thoughts on Australia Day?What do you do?

How did the author present each perspective? (teacher said/dad or nan said)

Why wouldn't the dad put the painting on the fridge?

In what ways did the dad and nan defend their perspectives against the information coming home from school?

Why does the dad said it isn't a celebration?

The nan says they will have a ceremony - what is the difference between a celebration and cermony?

Is school still teaching Australian history the way the book shows it?

What are your thoughts on Australia Day after reading this text and hearing why First Nations Peoples look at it differently to many other Australians?

BLURB:

Day Break is the story of a family making their way back to Country on January 26. We see the strength they draw from being together, and from sharing stories as they move through a shifting landscape. The story refocuses the narratives around 'Australia Day' on Indigenous survival and resistance, and in doing so honours the past while looking to the future. Confronting yet truthful, painful yet full of hope, Day Break is a crucial story that will open up a conversation on truth-telling for the next generation.

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EN3-UARL-02

Recognise how an argument is influenced by perspective and create texts that adopt a perspective beyond personal experience.

Understand the authority given to objectivity verses subjectivity in arguments.

Compare the reliability and validity of texts to make judgements about their authority.

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EN2-UARL-01

Recognise that an argument is not a dispute but can be a single perspective that is presented or defended.

Understand that to control impact and effect authors make intentional choice about language, form and structure.

EN3-UARL-02

Recognise how an argument is influenced by perspective and create texts that adopt a perspective beyond personal experience.

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EN2-UARL-01

Describe the difference between authorship and authority

Understand that to control impact and effect authors make intentional choices about language, form and structure

EN3-UARL-02

Recognise how an argument is influenced by perspective and create texts that adopt a perspective beyond personal experience

Understand the authority given to objectivity versus subjectivity in arguments

Analyse and compare features within and between texts, that characterise an authoritative style

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EN2-UARL-01

Understand that to control impact and effect authors make intentional choice about language, form and structure.

EN3-UARL-02

Analyse and compare features within and between texts, that characterise an authoritative style

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Sustainability, Pollution

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EN2-UARL-01

Recognise that an argument is not a dispute but can be a single perspective that is presented or defended.

Understand that to control impact and effect authors make intentional choice about language, form and structure.

EN3-UARL-02

Recognise how an argument is influenced by perspective and create texts that adopt a perspective beyond personal experience.

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STAGES 2 & 3

UARL FOCUS LINKS:

This book provides teachers with a lovely example of how an argument is influenced by perspective. It provides two points of view and gives teachers an example of how a text can be created that adopts a perspective beyond personal experience (letter to the Mayor).

DISCUSSION POINTS:

What type of language is used when the pigeons discuss how they are treated by humans?

How does Dr Coo create a text that is beyond just the pigeon's perspective?

BLURB:

Dr Coo gathers his friends to discuss the issue - "humans hate us". Dr Coo remembers how things were so different in the past. Pigeons delivered news of the Olympic Games in Ancient Greece. Pigeons delivered messages to soldiers in World War I. Once, long ago, pigeons were a sign of "peace and love and wisdom and beauty". It is time for action and that action is via absence. The pigeons leave the city. The city is empty, eerie. Dr Coo is a clever negotiator. He writes a letter to the Mayor explaining the issues and setting conditions.

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EN2-UARL-01

Understand that to control impact and effect authors make intentional choices about language, form and structure

EN3-UARL-02

Recognise how an argument is influenced by perspective and create texts that adopt a perspective beyond personal experience

Analyse and compare features within and between texts, that characterise an authoritative style

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HSIE - Democracy