Aspire Generation - Examining Local Media to Identify Community Issues

Australian curriculum content descriptions:

Year 9 English:

• Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)
• Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

Year 10 English:

• Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
• Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

General Capabilities: Literacy, Personal and Social Capability, Critical and Creative Thinking

Cross-curriculum priorities: There are opportunities for students to engage with any of the cross-curriculum priorities across the scope of this unit. Direct or specific engagement with any of these can be made based on the unique attributes of the local community Sustainability, Asia and Australia’s Engagement with Asia, Aboriginal and Torres Strait Islander Histories and Culture

Relevant parts of Australian Curriculum English Achievement Standards: 
Year 9: By the end of Year 9, students evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience. Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

Year 10: By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects. Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Unit of work: La Trobe University – Aspire Generation – English

Time required: 60 mins.

Level of teacher scaffolding: Medium – facilitate class discussion.

• Student Worksheets – one copy per student OR computers/tablets to access the online worksheet
• Device capable of presenting a video to the class
• Internet access
• Optional: a selection of recent news media articles about local community issues (such as newspapers, television clips, online)

This lesson is designed to build students’ competencies in the following skills:

• Communication
• Community engagement
• Critical thinking
• Enterprise
• Global citizenship

This lesson supports La Trobe University’s Aspire Generation initiative, which empowers students to drive change through community engagement, volunteerism and leadership opportunities.