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: A PPT designed to be used after students have viewed the film Batman Forever. It begins with an explanation of Two Face and his back story. There are images of his costume which students can describe in the Language Features portion of the retrieval chart. There are slides going through colours and their meanings – maroon, yellow and black. Some information about his props is provided. Students can mention any others that they have noticed. A quote from the news reporter from the orientation of the film is included. Students are asked to volunteer what attitudes they noticed. Some key scenes from the film are summarised to generate opportunities for students to identify his Values, Beliefs and Cultural Assumptions. These scenes include – his escape from Arkham Asylum, Murdering the Flying Graysons, Forming an alliance with the Riddler & Gate crashing Nygma’s event. A similar structure is followed for Batman and The Riddler. About the Word Document: 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: 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 after students have viewed The Incredibles. It begins with an exploration of Mr Incredible and his two costumes. Students are to discuss what VABs they noticed in the film. I have provided some answer slides with possible options. This process continues with Elastigirl and Syndrome. Some information about supporting characters including Violet and Dash are also provided. About the word documents: 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. A teacher version of the report card. 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.

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 with an explanation of the unit and the upcoming assessment. There are some terms for students to add to their glossary and a brainstorming activity to see what films students have seen in recent years which feature heroes / villains. Some sample answers grouped under Marvel, DC and Warner Brothers are provided. Students are introduced to definitions of terms including hero, superhero, anti-hero, antagonist and villain. Students are introduced to the Gallery of Modern Arts which is part of the context for their assessment. They see images of the building and photographs I took in 2017 when I went to a Marvel specific exhibition. This is followed by information about the origins of super heroes (comic books). Specific references are made to Superman, Batman and Wonder Woman. There are some clips of early TV and film versions of these characters.

About the PPT: The lesson begins with an activity which asks the students to brainstorm some attitudes they associate with heroes. The slide includes a reminder of what an attitude is and some answers which pop up when you click. There is a viewing activity from YouTube about heroic archetypes which goes for 11 minutes which you can watch to gather further heroic traits from. This is followed by an explanation of what a nemesis is and some of their qualities. Next some common conventions of hero texts are explained. Joseph Conrad’s hero’s journey monomyth is explained. Some information about criticism of this monomyth is provided as well as information about the emergence of films which have female leads. Subsequently student are introduced to a music video report card which they will fill in as we watch the 3 films this term. Screen shots are included on the slides so I could explain the various parts. We quickly recap language features (especially cinematic devices) discussed in earlier lessons. More information is provided about music and sound effects (diegetic and non diegetic sound). Information about factors which influence the listener are explained and list of words for describing music care provided. Next the impacts of light and shadows are explained. The following are explained: high-key lighting, low-key lighting, backlighting and shadow. Next the following transitions are explained in more detail – fade, dissolve, wipe and cut. Themes are explained with a visual showing common themes. Lastly, students are introduced to the film they will watch in future lessons – Batman Forever. They watch the trailer, get some contextual information to add to their report card, are shown images of each of the characters and read a brief synopsis of the plot. About the Word Doc: A movie review retrieval chart for students to fill in during subsequent lessons. 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.

Introduction to the hard-boiled genre of crime fiction (Set in1930s - 1950s America) This PowerPoint examines the genre conventions of hard-boiled fiction, the typical protagonist of these tales & events that were occurring in American society at the time these tales were written, and how these influenced these texts. Students will watch a trailer for The Maltese Falcon Trailer (a famous example). The movie of The Maltese Falcon is dated 1941, during the War, but the story was published in 1930: it’s a tale of the roaring ‘20s. The PPT also includes a trailer for a recent example (the HBO television series Boardwalk Empire) which recreates this era.

This unit was designed for a year 10 English class in Australia. Within this unit students learn to analyse and evaluate how human experience is represented in new media texts and documentaries, including the use of images. Students will also develop a critical understanding of the contemporary media and analyse the differences between news media texts. This PowerPoint introduces students to what a documentary is and how they can have powerful social and political influence. The lesson goes on to outline the key features of a documentary and the two main types of documentaries (objective and subjective). It explains the difference and then includes a series of short clips for students to view and decide whether it is an objective/subjective documentary. It also includes a research activity (homework sheet) for students to investigate the works of Michael Moore.

3 resources used in a 9 English unit. 1) A homework sheet which includes the poem 'Then and Now' by Oodgeroo Noonuccal and comprehension questions which are designed to help students begin to analyse the text. This poem touches on the dispossession of land and the consequences for the poet and her people. 2) A PowerPoint which teaches visual source analysis using the picture book 'The Rabbits' by John Marsden (illustrated by Shaun Tan). Students have to respond to the images by answering the following questions: What do you feel about the imagery? What does it mean to you? What is the idea of Australian identity portrayed in the picture? Afterwards, the PPT explains that this story is an allegory. The PowerPoint also includes some examples of Australian slang (as this is part of a stereotypes unit). 3) A PowerPoint which points out that for a long time there were “entrenched negative stereotypes” about Aboriginal people in Australia and how the media’s focus on negative Aboriginal issues creates much hurt when it presents the problems of individual Aboriginal people as problems of all Indigenous Australians. It explores the negative stereotypes about Indigenous people as shown in Bran Neu Dae and the positive attributes shown in The Sapphires. The clips I have selected from Bran Neu Dae are humorous but touch on serious issues and often generate good classroom discussions.

This resource was designed as an introduction to a film studies unit focusing on the moral issues and moral dilemmas that the characters faced in the film Remember the Titans. It has enough content to take a few lessons. This resource would still be useful for other films as it teaches students about various textual structures, language and visual features which directors use to influence how the audience responds to the film. It includes a summary of the film, a definition of dialogue and some examples for students to discuss (what it reveals about the characters), nonverbal communication, visual features to focus on e.g. costuming. It also goes through various cinematic techniques with a definition and an example from a famous film e.g. The Shining, Forrest Gump, Harry Potter and The Help (with post-viewing questions). The film techniques covered are panning, tracking, tilting, zooming, montage, transition, simultaneous time, slow motion, music, sound effects, shot sizes. It ends with a cloze strategy to check whether students have understood these terms. It then goes on to provide some historical context about the Civil Rights movement in the US.

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with 10 minutes of silent reading as a settling activity. This is followed by a reminder of what social issues are. This is followed by a viewing activity on ABC iView – You Can’t Ask That’s episode on ‘Domestic Violence’ (from series 4). There are 7 questions for students to answer as they watch. This is followed by some slides of research I found. It includes a definition of domestic violence and the types. There is some information about the QLD Domestic and Family Violence Protection Act (2012). Some key points from the Act are included in dot point form. After this students were split into groups and had to design a poster. There were 7 different options. This was followed by some information about conjunctions as a cool down. A worksheet with the viewing questions

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with 10 minutes of silent reading as a settling activity. This is followed by expectations for the viewing activity and a link to the clip on iView (You Can’t Ask That’s Alcohol Episode). Students have 9 questions which they need to listen out for as they view the episode (on PPT but also on a worksheet). After the viewing activity there are some answers which can be used to prompt a discussion. This is followed by information about where students can learn more about this topic if they choose to focus on it for their speech. After this, students are tasked with creating a PSA (public service announcement) poster about alcoholism. There are some prompts on the slide and some examples on the subsequent slides for before students get started. A worksheet with the viewing questions

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with a think, pair, share activity to define mental health. This is followed by some online definitions from the WHO and Beyond Blue & a 2-minute viewing activity. Some information about the benefits of staying well are provided. Students are then to brainstorm some strategies they could use to maintain good mental health. There are some tips that I’ve saved over the years from various places (e.g. Headspace) which I have scanned and use as discussion prompts. Then there is some information about stress and some stress triggers and anxiety and some symptoms of anxiety. There is a visual infographic from Beyond Blue containing statistics about Australians impacted by anxiety or depression. This is followed by a viewing activity about Post Natal depression from ABC iView (an episode from Season 7 of “You Can’t Ask That”).

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded. This PowerPoint introduced students to a First Nations topic - the potential for an Indigenous Voice to Parliament (which was a recommendation in the Uluru statement from the heart). It began with some context about the 2017 convention held at Uluru. It looks at the proposals made. Some information from the Reconciliation Australia website is provided re the need for a First Nations Voice and the need for a referendum to achieve this. The draft referendum question and the wording to be added to the constitution is included. Sourced from https://fromtheheart.com.au/ Information about what the constitution is and its establishment is provided. An ABC news clip from August 2022 when PM Anthony Albanese proposed the referendum is included. Some visuals of the Campaign Slogans are included as well as some quote from respected Indigenous Australians.

Two PowerPoints which include scans from two picture book memoirs. The Little Refugee (Anh Do) - It includes pre-reading questions. The powerpoint also introduces key terms for analysing these visuals: visual components of a text such as placement, salience, framing, representation of action or reaction, shot size, social distance and camera angle. Body Language – A non-verbal form of communication including facial expression, posture & gestures. Salience – a strategy of emphasis, highlighting what is important in a text. In images, salience is created through strategies like the placement of an item in the foreground, size and contrast in tone or colour. There are also comprehension questions and an explanation of things to note about the illustrations. The Peasant Prince (Li Cunxin) - a more comprehensive lesson (for a higher class). It includes information about the author and the illustrator and the techniques she used. It introduces visual literacy techniques to look for e.g. use of colour vs black and white. Ways to describe colour e.g. vivid and muted. Colour theory - the connotations of specific colours. Describing the positioning of elements within the image (e.g. foreground & background). How to describe the settings within the story (there is a graphic organiser for them to fill in to respond to three images from the book). Nonverbal communication (explanations of body langauge and facial expression). Students have the chance to apply this to describing three figures in the book. Shot size, Angle and Mise en scene are defined and there are further activities for each of these. Other concepts are covered incuding reading path, salience, positioning, vectors, allusion, symbols and language features.

This lesson is an introduction to a moral/ethical dilemma - designer babies and saviour siblings. It defines each of these terms, includes quotes from doctors, a discussion of what genetic testing can currently do and a speculation what it could be used for in the future, some questions about the ethics of genetic testing, three case studies for students to consider, and a film trailer from My Sister's Keeper in preparation for watching this film.

A unit introduction PowerPoint for a unit entitled Literary Representations of Australia. Within this unit, students learn about Australian identity and then consider how this is represented in the novel Deadly Unna? By Phillip Gwynne. The PPT includes an assessment overview, a discussion of what it means to be Australian and how our Australian identity is constructed and defined. Students completed a brainstorming activity based on texts they viewed in the last few weeks of the previous term. A thought-provoking poem entitle ‘How Australian are You’ is included to prompt discussion of the many ways of being Australian and some of the stereotypes which exist about us. This is followed by a think-pair-share activity. Following this, students are introduced to the term representations. They are then shown the first two verses of the Australian national anthem to explore (with 4 questions). This is followed by a paragraph writing task to consolidate what they have learned. If time permits, students are introduced to some critical literacy terms: marginalised and silenced. Students are also talked through the elements of their novel study booklet. Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

A PowerPoint which provides an image and summary for the following characters from Deadly Unna? (pictures taken from the film Aussie Rules). Bob Black aka The Old Man Gwen Black (Blacky’s mum) Gary Black Dumby Red Pickles Coach Robertson aka Arks Tim Black aka Best Team-Man Darcy I printed these up and used them as posters in the classroom.

The first two lessons in a year 9 English unit. Within this unit, students engage with a range of Australian literary texts including short stories, films and poetry, and literature for stereotypes including bogans, Indigenous Australians and bushmen etc. We also explore concepts like multiculturalism, fair go and mateship. Students explore how events, situations and people can be represented from different perspectives and draw conclusions about characters, key ideas and Australia’s identity, justifying these with selective use of textual evidence. PowerPoint 1: Unit introduction Classroom expectations, Homework expectations, Expectations around use of laptops in the classroom and an introduction to the unit. It includes questions to prompt students to brainstorm their prior knowledge. It also includes clips from advertisements including the Australia Day Lamb Ads for fun brainstorming activities. PowerPoint 2: Introduction to key terms: multicultural, patriot, assimilate, nationalism and juxtapositon. Identifying Australian stereotypes within a music video parody Defining the term Identity and teaching students how to answer quesitons using the RAF method. It includes example responses and then questions for the students to respod to.