Event: Lake Moondarra Fishing Classic Focus: Refuting assumptions This Essential English lesson is designed to continue students understanding of cultural assumptions (stereotypes) and how refuting misconceptions can add to the persuasiveness of a speech. For this lesson, a specific event has been chosen from North West Qld: The Lake Moondarra Fishing Classic. It includes viewing activities, brainstorming activities and a writing task.

Focus: Challenging Misconceptions about an event or place This Essential English lesson is designed to continue students understanding of cultural assumptions (stereotypes) and how refuting misconceptions can add to the persuasiveness of a speech. For this lesson, a specific event has been chosen from North West Qld: The Gregory Canoe Race. Videos and photos are shown and discussions are held to draw on students prior knowledge about this event. • What are some words you would use to describe the scenery? Show photos and videos. • Brainstorm misconceptions • Brainstorm ways that these misconceptions could be eradicated • Students in pairs will create a paragraph. • Peer check

A PPT designed for a 70 minute Essential English lesson to teach students about The Hospitality Industry and introduce the idea of Misconceptions (aka stereotypes / cultural assumptions). • Teach students about the four sections of the hospitality industry o How to understand your target market o The wants and needs of different demographics o Example using Townsville – what would you pitch if your client brief was … • Introduce terms: misconceptions / assumptions. • Brainstorm misconceptions using a variety of locations and stimulus (Bali & Paris). • Breaking down Mount Isa Rodeo exemplar (identifying persuasive devices, text connectives, misconceptions, counter argument, language features) • Students to choose location from brainstorm activity and we create a paragraph as a class. Break down the paragraph – what is missing? What can be taken out? Have we used language devices? Have we used text connectives? Are we persuasive?

My school has 1 literacy lesson a week (70 minutes) taught by a different teacher than their usual English teacher. They do activities related to the unit but also spelling, grammar, reading comprehension etc. Intro to the purpose of literacy lessons and the types of activities they will be doing. Intro to ethos, pathos and logos and their historical origins. Watch a short YouTube clip explaining these terms. Copy notes about ethos and view examples (from advertising – print and tv adverts). Discuss why audiences are influenced to buy products endorsed by celebrities or experts. Copy notes about logos and engage with examples. Copy notes about pathos and engage with examples. Bookmark making. Spelling test.

A PPT designed to introduce students to Persuasive Language features that they should use in their upcoming assessment (multimodal presentation). Students copy what is underlined, and complete the activities on the slides. This lesson takes students through a range of slides introducing language features including: High modality Groups of three Adjectives Repetition Figurative language (similes and metaphors) Reasons and evidence Inclusive language Imagery Evaluative language Students learn the difference between fact and opinion and practice identifying these. Students view some clips and still images to identify language features. Discussion of local event: Mt Isa Rodeo Brainstorm reasons to visit Watch 2x videos about this event to identify the techniques used to sell it to the viewer Write a 1minute speech convincing your teacher to go to the rodeo

A PPT designed to teach 11 Essential English students about Being Persuasive. Students copy what is underlined, and complete the activities on the slides. Within the lesson students will learn: What does it mean to persuade? How are VABs (values, attitudes and beliefs) vital to being persuasive? Explaining purpose + target audience. Ways to appeal to your audience: ethos, pathos and logos. Viewing a range of videos which they must respond to including a Contiki advertisement, a Ted X talk ‘Kids need more recess’ Use prior knowledge to introduce what a persuasive speech is. Play 2 versions of speeches about climate change (David Attenborough vs Leonardo Dicaprio) • Students had to choose which speaker they thought best addressed the impacts of climate change.

A PPT designed for the first lesson back (lessons are 70 minutes). It begins with classroom expectations, finding out about the teacher and some interactive activities with peers. It also includes an explanation of how the QCE works and why it is better to get the literacy tick in year 11 than year 12. It includes a overview of the four assessments for the year so students understand they will be doing one speech per semester. They are introduced to their first assessment (a persuasive speech 4-6mins) and what the first unit will be about. They are given a copy of the learning intentions and success criteria to glue into their books. Then there is a creative group work activity designed to see their current ability levels. **ABOUT THE UNIT ** Unit 1: Language that works Focus: Travel industry Unit description: Students respond to a client travel brief by designing a multimodal presentation for a holiday centred on a chosen international event. They will research the event and its location, considering how to represent the place and the event to appeal to the client’s interests. The unit also examines how individual perspectives and cultural assumptions influence perceptions of places and events. Through this task, students develop skills I research and multimodal design, while exploring the intersection of culture, representation, and audience engagement.

A booklet designed to be filled in by students while spoken presentations are taking place in class (to keep them occupied and quiet). It begins with a careers word search followed by a brainstorming activity about their dream job. This is followed by a scereenshot of a job advertisment which appeared on Facebook for a beauty salon. Students answer 6 questions about this advertisement. There is a vocabulary building activity and an activity for using better words than ‘nice’ (i.e. descriptive language). There is an activity about forming adverbs. There are some writing activities (based on working in a hotel). Finally, students must write a cover letter in response to a specific job advertisement.

A lesson designed to introduce students to classic literature through fairy tales. After learning what a classic text is, students get to brainstorm some texts which come to mind. (Some answers are provided on the next slide). Then fairy tales are explained and their origins as spoken fairy tales. Using ‘Snow White’ students are going to read the classic text and answer comprehension questions about it. They will then write a quick review of this fairytale. They will then consider how it could be told in a modern setting. This is followed by watching the trailer for the film ‘Sydney White’ (2007) which does this. Students have time to map out their modernised tale. In the same PPT is another lesson where students get introduced to parody, allusion and appropriation. They will view a television show which draws on these classic tales (Once Upon a Time). They watch season 1, episode 12 and answer questions on the worksheet (attached).

In Essential English, one of 4 lessons a week is dedicated to literacy. This lesson centred around synonyms followed by revision of apostrophes (taught in previous lesson). I have included the lesson in both PPT and worksheet form. Students copy the underlined text (e.g. definitions). To save on printing, activities can be projected on board and students write into their books.

In Essential English, one of 4 lessons a week is dedicated to literacy. This lesson centred around apostrophes. I have included the lesson in both PPT and worksheet form. Students copy the underlined text (e.g. definitions). To save on printing, activities can be projected on board and students write into their books. The PPT goes through the three uses of apostrophes and provides examples. There are some activities for possessive apostrophes, contractions etc.

In Essential English, one of 4 lessons a week is dedicated to literacy. This lesson centred around idioms and tone. I have included the lesson in both PPT and worksheet form. It includes a definition of each term and activities for students to brainstorm some examples. An idiom specific activity: provide a list of idioms and students to write what they actually mean. Tone related activity: list 4 tones at the top and provide 4 sentences which students must match to the tones listed. PPT also includes some spelling activities. Spelling rule – I before e except after c when the sound is ee. A NAPLAN style activity correcting misspelled words (answers included in the PPT – they pop up when you click).

In Essential English, one of 4 lessons a week is dedicated to literacy. This lesson centred around conjunctions and adverbs. I have included the lesson in both PPT and worksheet form. It includes a definition of each term and activities for students to brainstorm some examples. Some simple text connectives (conjunctions) are explained using the F.A.N.B.O.Y.S acronym and some example sentences. A table listing other types of conjunctions more appropriate for secondary school is provided. Some activities for students to apply what they have learned follow on the remaining slides (answers included in the PPT – they pop up when you click).

In Essential English, one of 4 lessons a week is dedicated to literacy. This lesson centred around homophones. I have included the lesson in both PPT and worksheet form. It includes a definition of homophones and an activity for students to brainstorm some examples. Some common homophones which trip people up are explained e.g. than vs then / there, their or they’re. Some activities for students to apply what they have learned follow on the remaining slides (answers included in the notes section of the PPT).

Appropriate as a diagnostic tool at the beginning of term 1 of general english

A PPT designed to teach students about the purpose of a film review and where you might hear/see them. There is a sound bite from SBS’s ‘The Movie Guy’ and a video clip from the now discontinued ABC show ‘At The Movies.’ There are some viewing questions for students to complete as they watch David and Margaret review The Hunger Games Mockingjay Part 1. Then I provided information about the language of a film review. I then unpacked the structure which their spoken review would follow. We went through an example written by a student in 2023 about Batman Forever (1995). We then looked at the PowerPoint slides that this student used to support her speech while she presented to see a high-level example. 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. Films focused on in this particular year: Wonder Woman & Into the Spiderverse

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 (Values, Attitudes and Beliefs). To save on printing, I put one copy on the word wall in the classroom and one copy on the class One Note for students to access digitally. 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. Films focused on in this particular year: Wonder Woman & Into the Spiderverse

About the PPT: A PPT designed to be used after students have viewed Wonder Woman. It begins with a warm up activity where students watch a 5-minute video which goes through visual techniques including size, salience, vector, juxtaposition, colours, gaze and symbols. I have included some key points from the video to unpack on the next few slides. This is followed by a list of Language Features and students are asked to volunteer some of the things they observed in the film which they believe were impactful. This is followed by a list of Text Structures. Students are asked which they could use to show how the hero/villain has been portrayed {they only focus on one in their speech}, and that characters VABs {values, attitudes and beliefs}. Students are prompted to discuss what VABs they noticed in the film. I have provided some answer slides with possible options (about heroes and villains in general) which students can use to help them. Students are to take notes about the VABs of both Wonder Woman and Ares as, at this point, they will not have selected which character they are going to write about. Students are asked to consider what stereotypes {cultural assumptions} are challenged/reinforced by the film. They are also asked to consider what the film’s intended reading {overall message} is. This is followed by slides going through the Essential English criteria which have been turned into student-friendly “I can” statements. Then there is a slide explaining what is meant by evaluative language. We then looked at a negative review of the Hunger Games Prequel from Time Magazine to make a note of the author’s word choices. 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. Films focused on in this particular year: Wonder Woman & Into the Spiderverse

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 (Values, Attitudes and Beliefs). To save on printing, I put one copy on the word wall in the classroom and one copy on the class One Note for students to access digitally. Context: A resource 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. Films focused on in this particular year: Wonder Woman & Into the Spiderverse

A PPT to introduce students to one of the two films they can write a film review about for their assessment {a multimodal presentation}. It includes: some quick facts about the comic-book origins of the character and the creator. Information about Ares and his origin story in the comics. The inspiration for the film. A chronological timeline for films in the DC universe (2017-2023). A link to the trailer is included for introducing who the key players in the film are. Students are provided with information about the director, producer etc. to add into their retrieval chart. This is followed by images of her costume so that students can take notes about colour & props. A brief synopsis of the plot and how the film begins {present day > flashback} is provided. The lesson ends with viewing a segment of the show The Secret History of Comics: The Truth about Wonder Woman. A film viewing report card (retrieval chart) to be used in subsequent lessons while viewing the film 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. Films focused on in this particular year: Wonder Woman & Into the Spiderverse