Learning Experience 4: Different Views/ Interpretations (60 minutes)
Learning Objectives
ACELT1610 : Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different types of interpretations and responses.
ACELA1502: Understand how to move beyond making bare assertions and take account of differing perspectives and points of view.
LS 5: Use interaction and communication skills to contribute to and extend discussions by:
- Clarifying ideas
- Offering explanations for a point of view
- Introducing topics using agreed protocols
Classroom Organisation
Learning Experiences
"There was a photo of him on the wall of the pub. His hair is black and glossy, slicked back and parted in the middle. He looked straight at the camera, square chin, tilted forward, not smiling. His arms are folded against his chest."
- Students are to look at different interpretations in their pairs. One student research one opinion and the other pair research the opposing view on the same event.
e.g
Assessment
Adjustments
Learning Objectives
ACELT1610 : Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different types of interpretations and responses.
ACELA1502: Understand how to move beyond making bare assertions and take account of differing perspectives and points of view.
LS 5: Use interaction and communication skills to contribute to and extend discussions by:
- Clarifying ideas
- Offering explanations for a point of view
- Introducing topics using agreed protocols
Classroom Organisation
- Whole class activity to begin the learning experience- then break up into pairs.
- Students are to work in pairs to complete second part of learning experience. Each pair completes an perspective.
- Students should be reminded of appropriate noise levels when working in small groups.
Learning Experiences
- Firstly, start off my reading students the following passage from Deadly Unna by Phillip Gwynne
"There was a photo of him on the wall of the pub. His hair is black and glossy, slicked back and parted in the middle. He looked straight at the camera, square chin, tilted forward, not smiling. His arms are folded against his chest."
- Students are to each draw a depiction of the character - Class is given 10 minutes to draw a sketch.
- Teacher selects two students to show their depiction of the character in the text.
- If both students were given the same text why are their drawing so different? Different interpretations of the text/ viewed the character differently.
- So, two people facing the same situation can have two separate opions?
- Students are to look at different interpretations in their pairs. One student research one opinion and the other pair research the opposing view on the same event.
e.g
- Homework (Should we have homework? For/Against)
- School Uniform (Should school uniforms be compulsory? For/ Against)
- Students are also able to select their own.
Assessment
- Students persuasive writing will be marked and put into their folio.
- Students are to post these to the Class Blog when completed.
Adjustments
- This activity supports all learners as it provides opportunities for students to select their own subject to write either for or against. This personalises the task and gives the students opportunity to select their interests.