Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit. About the PPT: A lesson designed to help prepare students to analyse and evaluate the films they view in class. The lesson begins with an explanation of visual features. There are mini activities where students have to describe things they see in still images or clips e.g. the costumes in the Incredibles film and Spider-Man (2002). Students then learn about non verbal communication including body language and facial expression – they are then shown 4 pictures to describe. They then view a clip from Spider-Man which they will discuss after viewing. This is followed by an introduction to soundtrack (music and sound effects). They watch the trailer for Aquaman and list the sound effects they heard and the types of musical instruments which were featured. They then view a scene from Spider-Man (2002) and do the same. Then students learn about 6 main shot sizes. They then have the opportunity to identify these using stills from Wonder Woman 1 and 2. The next technique is camera angles (eye level, high angle and low angle). This is followed by a checking for understanding activity. Students are then taught about camera movement (panning, tilting, tracking and zooming). They then view clips which exemplify some of these techniques. Next up are editing techniques (montage, transition, simultaneous time, slow motion). These are exemplified via short clips (hyperlinks included in case embedded video does not work). If time, there is also information about traditional language features including characterisation, figurative language and emotive language.

Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store – Aussie_Resources. A PowerPoint designed for use in a 70 minute lesson. This unit teaches students to be media literate and prepares them to do a speech where they analyse 1 x print news item and 1 x audio visual news item. The lesson begins with explicitly explaining the cognitive verb analyse and the process of analysing. There is an outline of some things that students will need to address when analysing in their upcoming assessment. This is followed by an exploration of some visual features which students can look out for in print and online news stories e.g. illustrations, colour, font choices, layout of text and graphics, positioning (within the newspaper/magazine), body language and facial expressions within photographs and shot sizes. After this there is a front cover of a magazine for students to view and identify the features in. the next slides include the remainder of the magazine story for students to analyse.

Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store – Aussie_Resources. Assessment scaffolding resources A list of key terms, language features and text structures that students can use to assist them with their planning A writing booklet which includes a suggested structure for the speech along with sentence starters to prompt student responses A PowerPoint template which has been pre-filled with appropriate headings for the assessment A handout outlining how to reference the following text types in APA formatting: websites, newspaper articles, magazine articles, televised news segments

A resource designed for use with Year 12 Essential English students (Australian curriculum). Students are preparing to sit a response to stimulus exam with one seen source and one unseen source (1 x written and 1 x visual). The document includes a list of language features and text structures commonly found in written stimulus texts (along with definitions and examples). How I used this in my teaching: I printed a class set of the LF on one colour and the TS on another colour and had them laminated. I hand them out in each lesson when students are analysing texts. I also printed one set in A3 and put them up as posters in the classroom.

A worksheet for students to complete when watching the 2009 film Mao’s Last Dancer. It includes contextual information about how ballet became popular in China. A ClickView link to the film is provided (for absent students / at home learning). There are 8 questions for students to respond to during / after watching the film. There is also some information about some areas where the film differs from the actual events. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A useful resource for an introduction to Science Fiction and key terms. In addition to definitions taken from a cinema subject I completed at university, there are a series of viewing activities (trailers for various films which illustrate the key features of these subgenres of science-fiction.) Most of these slides also come with questions designed to get students to think about our focus: TECHNOLOGY and the role of technology in these imagined worlds. These questions challenge students to consider how filmmakers position and influence their viewers regarding the discourse of technology in texts and whether these representations work to naturalise, reinforce or challenge prevailing beliefs and attitudes about the role of technology in society.

A PowerPoint. Revision activity - Viewing an example calendar with images taken by a year 9 student in 2015 and discussing the various elements of photography used. Introducing key photography terms (aperture, depth of field, shutter speed, ISO and sharpness). Looking at example photographs which demonstrate each of these.

Defining each theme and posing questions for students to consider e.g. Why do human beings have a basic need and desire to be in a group? What are the consequences of being an outcast from main groups? (both physically and mentally). Can groups affect your behavior and encourage you to engage in behaviors you might not otherwise? A list of texts which feature this theme. Clips from various teen films (mostly trailers) with questions for students to respond to post-viewing. It also explains how popular teens and unpopular teens are commonly shown.

A PowerPoint explaining the parts of a digital camera (using snapshots from the manual -- also attached). Also a few images of what settings to put your camera on to get the best photos.

Defining typeface, serif and sans serif. How do you choose which font is best for your purpose? Advice about type size, place and space, the background colour, what different colours mean (their associations).

How is television news structured? What are the key features?

What sort of things you will need to include in your music video review. Practicing analysing narrative music videos (describing plot and identifying themes) Discussing how you determine whether a music video is effective Viewing Justin Timberlake’s Mirrors music video and an exemplar response to this clip. More clips to analyse using the music video report card (also included).

Several word documents which are useful for teaching about The Avengers Song lyrics for ‘Everybody Knows’ Notes I took while watching the film A table I made containing quotes from key characters in the film which students can come back to when writing their review for evidence of character VABs. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

About the PPT: A PPT designed to develop student assessment literacy. It begins with an explanation of the criteria broken down into “I can” statements which students will understand. It then offers students two potential structures for the review (depending on whether they have the ability to synthesise or not). In this lesson I used a film that students are not doing for their assessment to co-construct a response. The subsequent slides take students through my thinking process (selecting a hero and villain to discuss). Then I show a structure for body 1 broken down into dot points. I then showed them how I would write an extended TEEL paragraph about Aquaman. Students then had to repeat this process to write body 2 (about the villain). Afterwards, we went through an example I had written. We then looked at what needed to happen in body 3 and a potential structure, before reading an example I prepared. About the word documents: Sentence Starters and an example response (written about Aqua man) I Can statements which explain the criteria in student specific terms Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

About the PPT: The PPT begins by explaining what film reviews are and their common features. Following this students watch the trailer for season one of Wednesday (the TV series on Netflix). This is followed by some questions to prompt discussion. Students then read a review and use a highlighter to note the various language features used by the reviewer. Afterwards students are introduced to the second film they will be viewing. They watch the trailer for The Incredibles and some quick facts are shown. They add the director details and others to the retrieval chart. There is a brief synopsis of the plot and some inspiration about what inspired the characters. Following this students are given a quote sheet which they can look at and complete an activity talking about what the characters words say about them (i.e. their personality, beliefs, values). About the Word Documents: A copy of a review written about the Wednesday TV series. A handout which contains some key quotes from the characters from The Incredibles for an activity explained in the PPT slide. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

About the PPT: A PPT designed to be used when handing out the assessment. It visually displays key information from the task sheet. There is some information about what I look for in a multimodal spoken presentation. I also have information about how to structure a PowerPoint (particularly if students plan on incorporating their spoken delivery into the slide). There are details from the school’s oral assessment policy – particularly around pre recording their submission. There is an example PPT which I created for Aquaman. There are also instructions for how to record themselves. About the Word Documents: A planning scaffolding document to be completed before students begin writing. A writing scaffold with lines for students to write on as students are required to handwrite their drafts to avoid AI usage. A B standard exemplar for The Incredibles A B standard exemplar for Justice League Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

A worksheet for a documentary viewing lesson. I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the documentary so that students know what to listen out for. The documentary THE SIXTIES The War In Vietnam (SBS) is available on Click View or Enhance TV There are 30 short response questions with lines for students to write their answers on. I have also included a scanned copy of the answers I wrote during the lesson. I use this to help students to expand upon their answers when we go through the sheet at the end of the lesson. The bottom of the worksheet includes a list of names of historical figures from this era. For homework, students need to choose one of them and create a profile to share with the class (it can be a poster, infographic or PPT). Students must include info from both primary and secondary sources. They need to provide information about who/what influenced them and their political ideologies and associations. They also need to address how they influenced the Vietnamese Independence movement. **NB: Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The content would also be useful more broadly for students in other states and countries with an interest in the Vietnamese Independence Movement (1945-1975). The other resources are also available in my store - lrigb4. The end of term assessment for this unit was an essay. **

A copy of the PowerPoint I used to go through the task requirements with the students (10 English, Australia). Students had to write a feature article which focused on the moral/ethical dilemmas in the text. A feature article checklist which was attached to the task sheet so provide feedback to students on missing elements (in response to their drafts) Two exemplar feature articles which can be used in handout lessons or when teaching the feature article genre. A planning document to assist students to draft their own feature article.

Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store – Aussie_Resources. A PowerPoint designed for use in a 70 minute lesson. This unit teaches students to be media literate and prepares them to do a speech where they analyse 1 x print news item and 1 x audio visual news item. This lesson is dedicated to unpacking the assessment task and includes snippets from the task sheet. This is followed by information about how to structure their speech (a breakdown of the 4 body paragraphs). The C standard criteria is then displayed with a second column which explains this criteria in kid friendly terms. This is followed by information about the plan of attack for how to begin the task (starting with selecting a topic from a list of options decided by the teacher). There is information about the planning booklet which students will complete over a week before beginning to write their draft. There is also an example speech (B standard) which can be read to give students an idea of what their final product will look like. There is also information about PowerPoint do’s and don’ts and the PETAL paragraph structure that we will be using instead of TEEL for this assessment as it is specifically tailored to analysing tasks. The resources in this lesson can be broken down and used over a few lessons e.g. you could take body 1 and use this as a model in the lesson where they write body 1.

Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store – Aussie_Resources. A PowerPoint designed for use in a 70 minute lesson. This unit teaches students to be media literate and prepares them to do a speech where they analyse 1 x print news item and 1 x audio visual news item. This lesson is about the features of television news. It begins with information about common sections in televised news including finance, the weather and sports. The importance of currency and getting the most interesting/important stories is emphasised. The structure of a news program is explained (info about the length of a news break and the likely the order of stories, before zooming in on the structure of a particular story (e.g. a 25-word lead + events in chronological order). There is a YouTube clip about Prince Harry to exemplify this. Students must pick out the 5W’s and 1H + determine who is shown positively / negatively. Important visuals are explained e.g. footage of dramatic events, use of computer-generated graphics, generic footage e.g. of scientists working in the lab, pictures/maps/icons etc. This is followed by some terms for students to write down: intertitles, interviews, voice overs, tight writing, camera angles, establishing shots, music, sound effects, logos and editing. Students need to know about these as any number of them could be in the news segment that they end up choosing to analyse for their assessment.