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 PowerPoint designed to be delivered at the end of a term to introduce the next topic (Vietnamese Independence Movement). It outlines the key question and five sub questions, provides brief information about the assessment task & summarises the learning intentions and success criteria for the unit. It also includes information about Cornell note taking (a style that students will use in the next lesson which will be run like a university lecture.) A worksheet designed to be used alongside the documentary Vietnam and the War (2015) – available at https://clickv.ie/w/0iwn. It includes 30 questions which I wrote as I watched the documentary (so they can be answered chronologically). 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.

This 32 page booklet has been designed as part of an Australian film studies unit focusing on the 2002 film The Rabbit Proof Fence. It includes activities exploring characterisation, the beliefs of the time and analysing the aesthetic features (film and language techniques) which students are to complete during and after viewing the film. While used for year 9 in this case, it could be applicable for any junior secondary grade. It could also be used during NAIDOC week. This booklet contains resources which would be useful for preparing students to write a range of genres including film reviews, feature articles, persuasive texts and analytical essays. There are questions about the events/themes/character’s perspectives and the effects of the aesthetic features. It introduces students to concepts such as textual structures, language features, visual features, film techniques and themes. It includes information about the socio cultural context of the film, articles about the women on which the film is based, key quotes from the film, scaffolded analysis activities for key scenes, an introduction to evaluative language and how it is used to describe films. The final pages include an explanation of how to structure an essay (along with planning and editing steps).

A task sheet for a year 10 English assessment (Australian curriculum). Also provided is the planning and writing steps in a scaffolding document. The scaffolding is invaluable as it helps students to plan to address the key criteria prior to writing the task. In particular they evaluate how text structures and language features can be used to influence audience response.

Resource 1: PowerPoint This lesson introduces the concept of lying broadly before zooming in to focus on how the moral issue is shown in the novel. Students are introduced to the types of lie (white lie, fabrication, bold faced lies). Discussion questions are posed on the PowerPoint to encourage students to share their views on the issue. There is a short clip from the film Liar Liar to provide a humorous stimulus for discussion. Following this students will read the feature article 'Are white lies dead in the age of social media?' As they read the various language and visual features will be pointed out to them (as they will be writing a feature article for their mid term assessment). After reading the article there are activities for students to complete including defining some terms from the article and answering literal, inferred and applied level comprehension questions. Subsequently, the lesson introduces the various types of lies in the novel. The PPT includes extracts from the text where people are shown discussing lying or telling a lie. These extracts are followed by discussion/comprehension questions. Resource 2: a feature article taken from 'The Australian' (newspaper) in 2017 about white lies which students will explore in this lesson.

Prior to students learning about moral issues in The Hunger Games, they must first learn what morals are and have a chance to identify them in other texts. This PowerPoint teaches students what terms including moral, morality and immoral mean. Students are also introduced to the news genre and its purpose. They learn about how regular news stories are structured and their common language before reading a news story with a moral issue in it. After reading the article there are a series of comprehension questions which could be answered individually or as a class depending on the abilities of your learners. These questions increase in difficulty and were written using verbs from Bloom's taxonomy. Resource 2: A copy of the newspaper article students explored in this lesson (taken from an Australian newspaper in 2017).

Resource 1: A handout explaining the PEEL paragraph structure with an annotated example paragraph, a list of important vocab words including synonyms for said, a list of linking words and an explanation of what verbs like compare, contrast etc. mean Resource 2: A PowerPoint designed to guide students to writing a paragraph about Crocodile Dundee (after viewing excerpts of the film in previous lessons). It includes a list of Australian stereotypes evident in the film, an explanation of PEEL, sentence starter prompts and an example answer. Subsequently, it includes information about other writing devices including high modality language (with activities to help students identify modality in example sentences). It also touches on linking words (conjunctions).

Two PowerPoints for a 9 English Unit. The first PowerPoint includes a synopsis of the film and the film trailer is embedded. This is followed by a range of clips and viewing questions. It also includes information about how Indigenous Australians are portrayed in the film. Additionally, there is a section on exploring key quotes. Students have to pick out the slang and the beliefs of the protagonist which are indicated in the quote. The second PowerPoint is a paragraph writing lesson. It takes students through the various stereotypes in the film and includes some pre-writing (planning) steps. It reviews the PEEEL paragraph structure. It includes some scaffolding (suggested sentence starters) along with an example paragraph (which is colour coded to indicate which section it addresses). After this activity, there is information about modality and some examples of high and low modality words. There is also some information about linking words.

Two PowerPoints: Explaining the assessment task (Create an informative multimodal presentation that discusses how bias may be present in documentaries and written articles) and the criteria. Learning about the features of a multimodal to prepare you for this task and looking at an example introduction written by a past student. Some example quotes from Michael Moore’s Bowling for Columbine to use as an example (and practice analysing). Advice on where to find further quotes. A PowerPoint for the following lesson teaching students how to analyse bias in media articles. Going through the 2 types of bias in texts (over exaggeration and under exaggeration). A quick practice of analysing bias in particular examples from Michael Moore’s Bowling for Columbine. Afterward the PPT looks at three articles about Chernobyl and students are encouraged to determine whether we believe their portrayal was: Balanced (correct), Bias through minor under-emphasis, Bias through extreme under-emphasis, Bias through over emphasis or Bias through extreme over emphasis. Prior to this, there is a brief explanation of what happened and some images and videos. It includes some questions for students to consider as they read the article. Finally, it includes copies of a PPT made by a past student for their multimodal for students to look at and draw inspiration from. One Word Document (A task scaffold) which contains planning steps for the assignment and a suggested structure. Other resources which can be given to students during in class drafting lessons or for homework.

In addition to analysing cinematic techniques (aka visual features), students need to analyse the effect of language features in their chosen documentary. This lesson introduces students to a range of language features to watch out for with examples from Michael Moore's Fahrenheit 911 and Morgan Spurlock's Super Size Me. These language features include high modality, rhetorical questions, emotive language, repetition and groups of three. It also includes a list of generic questions for students to ask themselves when watching documentaries.

This powerpoint introduces students to key terms which are necessary for a study of documentaries e.g. intertitle, masked interview etc. After these terms the lesson introduces students to audio and visual devices which are used to position audiences in documentaries e.g. narration / voice over, music, sound effects, slow motion and other visual editing effects. After copying these notes students view a small clip about climate change from a biased documentary and have to practice identifying these features.

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.

This PowerPoint is designed to last for a few lessons and contains 54 slides with tips for photo composition. It teaches students about the effects of lines (straight and curved) and activities to check whether students can identify horizontal, vertical and diagonal lines within images. It also has activities and information for shapes and silhouettes, patterns and colours. Additionally, there is information about shot sizes and angles (no activities just discussion) and other general composition tips.

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.

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.

An explanation of the elements of photography to consider when planning a photo shoot. An explanation of the following concepts (with images as examples) e.g. Framing, Rule of Thirds, Composition, Layering, Light, Perspective, and Viewpoints. Also some advice about what not to take

A PowerPoint designed to introduce year 9 students to photography. It addresses areas including the Importance of knowing your subject, audience, and medium. Introduction to key terms e.g. body language, visual features, foreground, and salience. A range of images (e.g. from Vietnam war) with questions to prompt student analysis and discussion. Some info about framing your subject and the rule of thirds.

In order to create convincing crime fiction, students need to be able to analyse the portrayal of crime, criminals and the criminal justice system in various modern and canonical texts. This powerpoint goes through some theories of crime and includes some clips from crime films (e.g. Kindergarten Cop, A Time to Kill etc.) that help students understand these. The powerpoint covers info such as the Role of the law in society, the image of the criminal and how these can reflect their theories of human nature, beliefs about the causes of crime and information about how crime is dealt with by society.

5 resources for a crime fiction unit for Senior English students. The first is an explanation of the cozy fiction subgenre and its codes and conventions. It includes an explanation of 'Murder on the Orient Express.' A list of more recent TV examples e.g. Rosemary and Thyme. It also includes a trailer of Identity which utilses many of the genre features but places them in a modern setting. Resource 2: Spelling list for the term - 24 words per week. Resource 3: Homework for this lesson. Resource 4: homework for the following lesson (after beginning watching Identity). Resource 5: retrieval chart for while watching identity.

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.