Year 10 - Protest

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Above: Bombed Women and Searchlights, Clive Benason

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Through the learning sequences in this unit students explore expressions of protest in a range of texts and contexts. Students analyse the ways protest texts represent the world, both as it is and as it could be. The students engage with a diverse range of texts drawn from historical and contemporary contexts, including contemporary multimedia and visual texts. They examine how acts of protest shape the world we live in... reflecting specifically on how texts portray and challenge cultural and social values. They respond to and create a wide range of print, oral and digital texts and experience a variety of approaches to learning.


Lesson Sequence

Australian Curriculum: English Year 10

Sequence 1: Protest: What is and what could be

Sequence 2: Poets: The unacknowledged legislators of the world

Sequence 3: Warnings

Sequence 4: Protest, respect and identity

Sequence 5: (Re)membering men and women: Representations of gender

Sequence 6: Ironic voices and visions

Sequence 7: Imaginative recreation: From picture to poem

Sequence 8: Giving voice to the voiceless

Sequence 9: Documenting protest

Sequence 10:Speaking otherwise: Literature, protest and politics

Sequence 11: Digital storytelling: Taking the reader on a journey

Sequence 12: Gone viral: Social media and acts of protest


Duration and sequence pathways:

While each learning sequence can be used independently, sequences also combine to form a comprehensive area of study that can take place over 12 weeks. Different approaches to assessment are suggested within sequences, including peer and self-assessment and teacher assessment.

Unit writer:

Ann Small teaches English at Catherine McAuley High School, Westmead, NSW. She has been a writer for the Australian Curriculum: English and a syllabus writer for the NSW Board of Studies. Ann has developed units of work for the English Teachers Association NSW and has been a member of the NSW HSC English (Advanced and Standard) Examination committee and a marking supervisor. She is an occasional teacher at the University of Western Sydney.

Rich assessment tasks:

There are two assessment tasks within the unit. Assessment task 1: Extended response, is a formative task where students compose an essay and Assessment task 2: Digital research text project, is a summative multi-genre research task.

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