Teaching sequence

10 minutes

Tune In: Shark bits and bites

25 minutes

Find Out: Analysing reflective language

20 minutes

Take Action: Writing a reflective blurb

5 minutes

Reflection

Learning intentions

Students will:

understand the multi-faceted nature of reflection and how language and narrative choices contribute to meaning in reflective texts
apply their knowledge and understanding of reflective language and texts to analyse and evaluate the reflection and experience of Valerie Taylor.

Success criteria

Students can:

describe, with examples, features of reflective writing and language and the impact these can have on audience engagement
articulate some of the experiences and contributions of Valerie Taylor and evaluate her use of reflective language to communicate these experiences.

Tune In: Shark bits and bites

Step 1

Explain to students that the clip they’re about to watch features sharks. Point out that this footage is designed to communicate meaning. Students will be asked to think about what they see and what this makes them think and wonder. Explain to the class that a 'See-Think-Wonder' routine is a visible thinking strategy that encourages them to make thoughtful observations and interpretations about what they see. The a 'See-Think-Wonder' routine and can also help them establish goals for further learning. Watch the following video with the class.

Shark bits and bites (https://vimeo.com/1056608606/97c9021a58)

Step 2

After students have completed the routine, encourage a few students to volunteer to share their thoughts and what they wonder about the footage. Where possible, facilitate discussion based on student responses. The following questions might help prompt this discussion:

What was something in the footage that made you think that way?
Did the footage bring back memories of a particular experience you’ve had or heard about?
Did anybody think of feel something different about this footage?
What might that be able to tell you about sharks and the ocean?

Find Out: Analysing reflective language

Step 1

Inform the class that they will soon be watching and analysing a short video about Valerie Taylor in which she reflects on her experiences, achievements, challenges and contributions with respect to deep sea diving and sharks. However, before doing this, they will examine some of the features of reflective language.

Explain to students that the nature of reflection is quite broad, and that individuals reflect in both small and significant ways about a wide variety of things. Write ‘REFLECTION’ on the board and facilitate a brief class brainstorm. This will activate prior knowledge and provide an idea about what students already know and think. Prompt students with the following questions:

What is reflection?
How and where do we see/read/hear reflection?
Why do people reflect?
What do people reflect on?
What type of language do people use when reflecting?

Following this brainstorm/discussion, give students a few minutes to write their own understanding or definition of reflection, using the material just discussed. There is space provided on the Student Worksheet for them to do so. Encourage a few volunteers to share their responses with the class.

Step 2

Invite students to open the Reflective Writing Factsheet (also on the Student Worksheet). Read through the introductory material and draw students’ attention to the list of elements referred to on the factsheet. Give students a chance to revise or add to the definition they wrote and encourage them to reflect on any changes.

Step 3

Introduce the clip below by explaining that Valerie Taylor has dedicated a significant part of the her life to working with sharks as well as advocating for them and the various issues they face. Point out that she has been involved in famous films that have used the ocean or sharks as part of their stories and settings, such as Jaws and The Island of Doctor Moreau. While watching the video, encourage students to listen carefully for examples of reflective language used by Valerie.

Who is Val Taylor? (https://vimeo.com/1056608753/0e76820fe4)

Step 4

After watching the video, invite students to complete the table on the Student Worksheet that helps them think about and note some of Valerie Taylor's reflective language and structures. Prompt students by explaining that this information could form the basis of a written biography that includes Valerie’s own self-reflection.

Give students time to complete this task, then reform as a class to share the analysis. Facilitate a brief discussion with the class about the language and reflective structures they have noted. Students might refer to some of her anecdotes about different people and experiences, or the description of changes she has seen. They might also note particular words or language choices that reveal elements of Valerie’s personality. Encourage students to think about and identify what they feel is the most interesting aspect of this information before moving to Part C of the lesson.

Hot tip: Depending on class or student nuances, this activity could easily be completed in pairs or threes, with students working collaboratively to read, identify, discuss, analyse and evaluate the use of reflective elements.

Take Action: Writing a reflective blurb

Step 1

Remind the class about blurbs and ask the class to list some of the features or things they know or can recall about blurbs (from the previous Finding Out lesson in this unit). Prompt them, if needed, by asking about the purpose, the length, and the kind of information that is included.

Next, go through the bottom of the Biographical Writing Factsheet and ask students to identify some of the features of blurbs in the example about Madison Stewart. If required, discuss this blurb with students, pointing out some of the language such as “passion”, “spectacular and misunderstood” and “idealistic yet down-to-earth” and the impact that this has on readers.

Step 2

Invite students to use the space on the Student Worksheet to plan, draft and revise a reflective blurb of approximately 150-200 words about Valerie Taylor. They can use the example they have just read to get some ideas, though encourage them to find some further information through research or from the videos that have been watched in the lesson. Point out that the emphasis of this blurb should be on using some of the reflective elements, for example, the reference to some anecdotes or the passage of time. Some biographical/reflective prompts are included on the Student Worksheet.

Remind the class that a good blurb draws on something interesting or engaging about the subject/person/story to ‘hook’ the reader, so they should focus on the aspect of Valerie Taylor’s ‘story’ that they find most interesting or that they feel would be most interesting for readers. It might help them to identify a target age group for their blurb, such as teenagers or young adults.

Note: Set students the extra challenge to illustrate how Valerie’s work with sharks might challenge the impression students get about the species from news media.

Step 3

Encourage some volunteers to read their blurb to the class and facilitate a brief discussion/feedback with the class about some of the content they have used. Alternatively, ask students to print and display their blurbs around the room and facilitate a gallery walk by having students quietly and safely walk around reading each other's blurbs before bringing the class back to identify and discuss some of the key features and content.

Learning extension: Students can enhance their blurbs by designing the entire cover (front and back) for a biography about Valerie Taylor, using images and some visual design/creative layout skills. These could be printed and put on display around the classroom.

Learning opportunity: Students can reflect on their experience/s and explain or write a short paragraph about the role of biographies and reflections in communicating information. Further understanding would be demonstrated by students who articulate the value and learning that can come from reflection. Linking this to the experience and information about Valerie Taylor and her work with sharks would indicate some stronger knowledge and thinking about the connection between language, communication and various issues.

Reflection

Use the Headlines visible thinking routine on the Student Worksheet to encourage students to succinctly and precisely communicate their own understanding of a key contribution or aspect of Valerie Taylor’s life and contribution. Explain to the class that this thinking routine draws on the idea of newspaper-type headlines as a way to sum up an event, idea, concept, or topic. Ask students to respond to the following question on the Student Worksheet: If you were to write a headline right now that captured the most important aspect that should be remembered about Valerie Taylor, an experience or achievement of hers, what would that headline be?

Blue - 'Valerie Taylor' Reflective Writing

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