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Once you have perused this entire resource, please leave some feedback below!

Thank you, and I hope you find this resource useful.

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If, at any point in time, you have any questions about this resource or the associated activities, post them here and I will get back to you as soon as possible.

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Activity 4: an interest in expanding the range of materials listened to, viewed and read, and in experimenting with ways of expressing increasingly subtle and complex ideas to create effective and innovative texts. 

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Activity 4: an interest in expanding the range of materials listened to, viewed and read, and in experimenting with ways of expressing increasingly subtle and complex ideas to create effective and innovative texts. 

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By the end of this activity students will be able to
- Create spoken and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied in texts dealing with Australian sporting issues.
Content Description:
- Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756 - Scootle )
Elaboration:
- creating spoken, written and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied
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Equipment:
- Student laptops
- Doping in Australian sport article: https://www.smh.com.au/national/this-is-the-blackest-day-in-australian-sport-20130207-2e1i3.html
- Unequal athlete pay article: https://www.heraldsun.com.au/blogs/rita-panahi/gender-wage-gap-in-sport-makes-perfect-sense/news-story/e1a8b39057097e3c4241b4cf6aae0b66
Teacher Notes/Overview:
Texts on Australian sporting issues rely on more than just words to compel the reader to empathise with the author's point of view. The size and bolding of font, in conjunction with an eye-catching headline and various graphics all work in unison to convince the reader the argument is justifiable. In the following activity, students will create a visual representation of an Australian sporting issue presented in a news article. They will combine images, font sizing and bolding, colours, and quotes and phrases to visually represent the main argument from the respective article. The aim of this activity is for students to create a multimedia text that compels readers to empathise with the ideas and emotions expressed in the author's argument.
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Activity Outline:
1. Read this online article on doping and organised crime in Australian sport with the class. As the teacher, support the class to analyse this text and break down the main argument and supporting evidence contained in the article. Analyse how the different parts of the article–font, bolded letters, graphics, catch phrases, headlines—contribute to the overall effectiveness of the text and compel the readers to empathise with the ideas and emotions expressed.
2. Take the main points from the above discussion and outline, with the help of students, how the main points from the article could be represented visually to compel readers to empathise with the ideas and emotions expressed or implied in the text—that is, in the form of a poster, PowerPoint slide, Wix page or Padlet presentation.
Visual characteristics could include, but are not limited to:
- Big, bolded letters
- An Eye-catching headline
- Use of distinct fonts
-  Appropriate use of colours (this will depend on the issue being represented)
- Images and graphical representations
- Quotes and/or catch phrases
3. Provide students with this online article on equal pay in Australian sport between males and females. Instruct students to use the process that you, as the teacher, have just modelled in the above steps, to pick out the main argument and supporting evidence of the article.
4. Once students have identified the main argument and supporting evidence of the article, they are to create a visual representation on Microsoft PowerPoint, Padlet, Prezi or Wix which clearly communicates the main argument of the text, and that compels the reader to empathise with the ideas and emotions expressed. The final result of students' visual representation should argue that equal pay depends on the marketability of the athlete, as per the main argument in the text.
5. Students are to present their visual representation to the class once completed, providing a justification for the elements included in the multimedia text they have just created.

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Activity 3: the skill and disposition needed to analyse and understand the philosophical, moral, political and aesthetic bases on which many texts are built.

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Activity 3: the skill and disposition needed to analyse and understand the philosophical, moral, political and aesthetic bases on which many texts are built.

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By the end of this activity students will be able to
- Identify and analyse the basis on which persuasive texts are built to construct a rebuttal or counter argument
Content Description:
- Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752 - Scootle )
Elaboration:
- skim reading sections of a persuasive text to identify the main contention, key arguments in linked paragraphs and supporting evidence in order to locate points for building rebuttal or counter argument
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Equipment:
- Student laptops and/or mobile devices
- Elements of persuasive texts video: https://www.youtube.com/watch?v=LIQzUa2Poj8
- Kahoot quiz: https://create.kahoot.it/share/155ddbc2-a17d-45d3-bce3-e364a752b808
- Persuasive article on NRL scrums: https://www.brisbanetimes.com.au/sport/nrl/dump-the-scrum-from-rugby-league-20140921-10k2k3.html
- Edublogs account: https://edublogs.org/?join-invite-code=7782884-year10englishblog#join-network
Teacher Notes/Overview:
Persuasive texts are found almost everywhere in the media, especially in relation to Australian sporting issues. Effective arguments comprise an introduction, body and conclusion, and organise their main points efficiently, building upon one another with each paragraph. In the following activity, students will be required to identify the main contention and key evidence of an argument supporting the removal of NRL scrums. Students, using the evidence they identify, are required to create a counterargument based on two weaknesses identified within the article which can be used to support an argument for the retention of scrums in the NRL. Students will publish their counter arguments on a class blog, where the teacher will provide constructive criticism and appropriate feedforward.
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Activity Outline:
1. Watch this YouTube video on creating persuasive texts and note down the main points. Before presenting this information to the class, instruct them to complete this Kahoot quiz on their mobile devices or laptops, which will test their prior knowledge on persuasive texts. Students will need to enter the access PIN to begin the quiz; the PIN will be generated once the game master has started the game using the link above.
2. Go through, with the class, the main points that you noted down from the persuasive text video, ensuring that you spend more time explaining the concepts related to the questions which students struggled with or answered incorrectly on the above-mentioned quiz.
3. Instruct students to read over the persuasive article on NRL scrums. This article argues that scrums should be removed from the game because they are archaic and only serve as a mechanism to slow down the game.
4. Students are to identify the main contention of the article individually, as well as the key arguments and supporting evidence embedded throughout. Students are to record their findings on the blog website Edublogs, so that all members of the class can collaborate and engage with each other's ideas. Students will need to sign up to this website using their school email address to join the class blog. The link above can be used to sign up and join the class blog.
5. After students have identified the main points of the argument, they must identity two points that could be used for a counter-argument, and create a 100-word rebuttal—that is, an argument which argues against the removal of NRL scrums.
6. Students are to post their counter arguments to the class blog for feedback from the classroom teacher.

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FAQ's

You have questions, we're here to help!

Edublogs or CampusPress?

Edublogs is meant for individual teachers, while CampusPress is designed for entire schools, districts, or universities. Both come with the same great easy blogging features and tools.

Is free really free?

Absolutely! Use our free blogging tool for as long as you'd like. There are no ads, gotchas, or anything like that.

How can I manage students?

Using our class management tools, you can group and monitor students, and leave private feedback on all student work.

How's this different than WordPress?

We've added a ton of features, themes, and plugins that are geared just for education. Plus, we have a large community of educators and students that you won't find anywhere else.

Do you offer bulk discounts?

Yep! If you'd like to purchase 5 or more Pro licenses, look for the 'bulk upgrades' link in your dashboard for more information.

Can I add my own theme?

Our CampusPress networks can submit themes to be added. We do a complete and thorough code review to keep everything safe and reliable.

Can I import or export my blog?

For sure, we make it easy to bring over your existing blog from most major services and you can also export your content to take with you at any time.

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Edublogs - free blogs for education - Blogs and websites for teachers, students, and schools

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You have questions, we're here to help! Edublogs is meant for individual teachers, while CampusPress is designed for entire schools, districts, or universities. Both come with the same great easy blogging features and tools. Absolutely! Use our free blogging tool for as long as you'd like.

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Activity 2: fluency and innovation in listening to, reading, viewing and creating texts for different purposes and contexts.

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Activity 2: fluency and innovation in listening to, reading, viewing and creating texts for different purposes and contexts.

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By the end of this activity students will be able to
- Understand how language is used to empower or disempower people
- Understand the effects of empowerment or disempowerment through language
Content Description:
- Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564 - Scootle )
Elaboration:
- reflecting on experiences of when language includes, distances or marginalises others
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Equipment:
- Interactive white board (IWB)
- Student laptops
- Empowerment picture: https://tanyaince.com/en/how-to-take-responsibility/
- Adam Goodes racism article: https://www.heraldsun.com.au/news/opinion/adam-goodes-the-bad-the-ugly/news-story/d6958c46db27774a7eac196834c2e6fb
- Gay marriage acceptance article: https://news.yahoo.com/australian-sport-says-yes-gay-marriage-021317219--spt.html
- Vocaroo: https://vocaroo.com/
Teacher Notes/Overview:
The way language is used in texts has a profound impact on both their intent and overall effect. We often hear about Australian sport making headlines for the wrong reasons: doping violations, domestic violence and racism, just to name a few; these issues are often escalated due to mass media attention and reporting and can sometimes be taken out of context. In the following activity, we look at how language in two separate news reports serves to empower and disempower their respective athletes. We analyse the intertextual elements of these texts and compare and contrast their language features, paying specific attention to the effect language has on the text's protagonists—that is, whether it serves to empower or disempower the athletes in question.
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Activity Outline:
1. As a class, discuss the elements and examples of empowering and disempowering language provided in this picture. Relating these concepts and language examples to the sporting world, collaboratively brainstorm situations where language has been used to empower or disempower people in Australian sport—e.g. AFL star, Adam Goodes and his situation with racism, or the Australian cricket team's ball tampering scandal. Encourage students to put themselves in the position of the author and imagine what they are trying to achieve through their use of specific language.
Questions to consider:
1. Is the author writing positively or negatively about the athlete/s or topic?
2. How does the author's portrayal of the issue affect the image of the athlete/s?
2. On the IWB, create a concept map collating all ideas from the class. Allow students to write their own ideas on the IWB to get them familiar with using different forms of ICT.
Think, Pair, Share:
3. Split students into pairs and instruct them to read this online article about the racism Adam Goodes experienced in his final years as a player in the AFL. Encourage students to pay particular attention to the article's language and how it is used to disempower Adam Goodes and his cultural heritage.
4. Instruct students to think individually, before pairing with the person next to them and sharing their ideas. Once completed, nominate a speaker from each group to share their ideas and language examples with the class on the IWB.
5. Using the same groups, instruct students to analyse this online article, which focuses on the acceptance of gay marriage and empowerment of gay athletes in Australian sport. Encourage students to search for examples of inclusive language and discuss how this text as a whole empowers athletes.
6. Using their findings, students are to rewrite a paragraph of their choosing from the Adam Goodes article with inclusive and empowering language. Students then explain and justify, through Vocaroo, their use of inclusive and empowering language and present this recording to the class.

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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Activity 1: An expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand and learn from texts encountered in and out of school.

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Activity 1: An expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand and learn from texts encountered in and out of school.

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iBy the end of this activity students will be able to:
- Analyse and explain how text structures and language and visual features of texts influence audience responses
Content Description:
- Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641 - Scootle )
Elaboration:
- looking at a range of texts to consider how the use of a structural device, for example a female narrator, may influence female readers/viewers/listeners to respond sympathetically to an event or issue
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Equipment:
- Shayna Jack TV interview: https://www.youtube.com/watch?v=YqM6_ySDf8k
- Shayna Jack News Report: https://swimswam.com/australian-swimmer-shayna-jack-given-4-year-anti-doping-suspension-will-appeal/
- Student laptops
- BBC Language in the Media document: https://www.bbc.co.uk/worldservice/learningenglish/radio/studyguides/pdfs/langmedia.pdf
- Understanding Newspaper Language article: https://www.londonschool.com/blog/understanding-newspaper-language/
- Mindmeister account: https://www.mindmeister.com/mm/signup/basic
Teacher Notes/Overview:
The language, vocabulary, visual and textual features of texts are, more often than not, overlooked in terms of their effects on audience responses. It is the responsibility of teachers to ensure their students are able to analyse texts effectively and explain how audiences are influenced by their underpinning elements. The following activity provides students with the opportunity to engage with a news report, written by a male, and a TV interview, conducted by a female, on the Shayna Jack doping scandal. Through engagement with these texts, students will be able to identify and explain how audiences are influenced through language, vocabulary, visual and textual features, and consider how the gender of authors may influence an audience's response. Please follow the step-by-step guide below to successfully complete this activity.
_______________________________________________________________________________________________
Activity Outline:
1. Download the attached PDF document, titled Language in the Media, which outlines the language, textual and grammatical features of various texts, including TV interviews and news reports. Discuss section 2 and 6 with the class, emphasising the main points related to the use of language in TV interviews and news reports.
2. Open this news article which describes the language, grammatical and textual features of effective news articles and reports. Discuss the main points of this article with the class.
3. Watch the Shayna Jack TV interview as a class and discuss the various language, vocabulary, visual and textual features used by the presenter to influence the audience's point of view. Use the BBC language document attached below for guidance. Also consider how the use of a female presenter questioning a female athlete influences the audience's response to this controversial issue.
Questions to ask during class discussion:
1. How does the TV presenter/author engage the audience? Consider their tone and choice of language.
2. Do you think the presenter/author sounds unbiased ? Why/why not?
3. What do the presenter's facial expressions say about their opinion on the respective topic?
4. Collate the data from the class discussion using Mindmeister, which can then be shared to students through a link via their email. Teachers and students will need to sign up to this website using their school email address to use its functions and tools. The link for this website is included in the equipment section above.
5. Split the class into groups of no more than four and have them analyse the Shayna Jack news report using the Understanding Newspaper Language article linked above. Teachers need to make explicit that the author is a male and encourage groups to think critically about how the use of gender, in conjunction with the various language, vocabulary, visual and textual features used by the author, influence the audience's response to the sporting issue. When analysing this article, students are to record, in the group OneNote, the language, vocabulary, visual and textual features that communicate the key message of the report. From here, students are to use their findings to create a summary of how these elements persuade, influence and position the reader. Instruct students to post their summary to the class OneNote so that the teacher can provide appropriate feedforward.

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Theme: Media Texts and Australian Sporting Issues

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Theme: Media Texts and Australian Sporting Issues

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All activities in this resource have been developed in line with the above-mentioned theme.

Throughout this topic you will:
- be exposed to a variety of media texts dealing with contemporary Australian sporting issues
- Be able to understand and analyse the language, vocabulary, textual and visual features of a wide range of communication modes used in the media for specific purposes
- Understand how language in the media can be used to empower or disempower athletes and sporting organisations
- Develop an understanding of how persuasive language is used in media texts to form arguments about Australian sporting issues, and the basis on which these arguments are formed
- Create multimedia texts that compel readers to empathise with the ideas and emotions expressed in media texts on Australian sporting issues

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Allison, A. (2019).
British Broadcasting Corporation (BBC). (2003). The language of the media. https://www.bbc.co.uk/worldservice/learningenglish/radio/studyguides/pdfs/langmedia.pdf
Didion, J. (2016). Using empowering language [Image]. https://tanyaince.com/en/how-to-take-responsibility/
Geyer, M. (2014). Dump the scrum from rugby league. Brisbane Times. https://www.brisbanetimes.com.au/sport/nrl/dump-the-scrum-from-rugby-league-20140921-10k2k3.html
Gordon, M. (2013). This is the blackest day in Australian sport. The Sydney Morning Herald. https://www.smh.com.au/national/this-is-the-blackest-day-in-australian-sport-20130207-2e1i3.html
Henstock, S. (2014). Elements of persuasive texts [Video]. YouTube. https://www.youtube.com/watch?v=LIQzUa2Poj8
Herald Sun. (2015). Adam Goodes, the bad, the ugly. https://www.heraldsun.com.au/news/opinion/adam-goodes-the-bad-the-ugly/news-story/d6958c46db27774a7eac196834c2e6fb
Keith, B. (2020). Australian swimmer Shayna Jack given 4-year anti-doping suspension. SwimSwam. https://swimswam.com/australian-swimmer-shayna-jack-given-4-year-anti-doping-suspension-will-appeal/
London School of English. (2020). Understanding Newspaper Language. https://www.londonschool.com/blog/understanding-newspaper-language/
Panahi, R. (2019). 'Gender wage gap' in sport makes perfect sense. Herald Sun. https://www.heraldsun.com.au/blogs/rita-panahi/gender-wage-gap-in-sport-makes-perfect-sense/news-story/e1a8b39057097e3c4241b4cf6aae0b66
Parry, M. (2017). Australian sport says 'yes' to gay marriage. Yahoo News. https://news.yahoo.com/australian-sport-says-yes-gay-marriage-021317219--spt.html
The Project. (2019). Shayna Jack speaks out [Video]. YouTube. https://www.youtube.com/watch?v=YqM6_ySDf8k

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Australian Curriculum: English Key Ideas

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Australian Curriculum: English Key Ideas

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The activities in this resource will develop your knowledge and understanding around the following key ideas:
- an expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand and learn from texts encountered in and out of school (Activity 1).
- fluency and innovation in listening to, reading, viewing and creating texts for different purposes and contexts (Activity 2).
- the skill and disposition needed to analyse and understand the philosophical, moral, political and aesthetic bases on which many texts are built (Activity 3).
- an interest in expanding the range of materials listened to, viewed and read, and in experimenting with ways of expressing increasingly subtle and complex ideas to create effective and innovative texts (Activity 4).

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Hello and welcome to all preservice educators. This resource has been specifically designed for you, in light of the information and communication technology (ICT) requirements of the Australian Curriculum. To achieve the most out of this resource, please read each column from top to bottom, and then proceed from left to right. Should you only be interested in the specific learning activities in this resource, you are more than welcome to swipe left now 😄

The following resource has been created to assist your knowledge and understanding around four of the five key ideas presented in the Australian Curriculum: English, under the heading of 'Literacy is Language in Use'.

Given the collaborative nature of the education industry, feel free to introduce yourself to your fellow peers by commenting on this post and leaving a short message detailing your hobbies, interests, likes, dislikes and anything else you wish to communicate 💭