Teaching Sequence

Work through this resource material in the following sequence:

15 minutes	Part A. Time is precious
20 minutes	Part B. Gifting time
40 minutes	Part C. Writing time
5 minutes	Reflection

Part A. Time is precious

Step 1.

Tell students to imagine that they live in a world where time has become the ultimate currency. You stop aging at 25, but there's a catch: you're genetically engineered to live only one more year unless you can buy your way out of it.

Step 2.

Show students this clip:

In Time "The Secret of Longevity" Movie Clip Official 2011 [HD] - Justin Timberlake (https://youtu.be/rAo19BkP1H0)

Step 3.

Ask students to discuss these questions on their table:

Why is time precious?
What limits or steals our time?
Can we ‘buy’ more time? Can we be given it?
What would you do with extra time?

Step 4.

Ask students for a speaker from each table to report back on what they discussed.

Part B: Gifting Time

Step 1.

Tell students that one way you can gift people more time is through organ donation. Confirm that students understand organ donation (refer to the teacher content information if needed).

Explain that they will be watching a few clips about organ donation to inspire a piece of creative writing.

Step 2.

Show students this video:

Julie - lung recipient Qld (https://youtu.be/DvnhDgz-dGU)

Ask students to write down what they learned from the video or what the video made them think/feel about organ donation.

Step 3.

Show students this video:

Jordan and Makalya pre vs post transplant (https://youtu.be/bRYvVeZDt9c)

Ask students to write their responses to the question:

How did organ/tissue donation change Jordan and Makayla's lives?

Step 4.

Ask students to free-write in response to the question: What does it mean to give time to someone in need? (5 minutes)

Part C. Writing time

Step 1.

Play this poetry video:

Time || Spoken Word by Kurt Schröder (https://youtu.be/wppaWo96amU)

Step 2.

Ask students to create a creative or persuasive piece of writing about organ and tissue donation using one of the following prompts:

“Time is fleeting/precious…”
“Talk is cheap… and every second is as precious as life itself.” Kurt Schröder video

Scaffold for persuasive writing

Introduction Grab the reader’s attention (could use a statistic, rhetorical question or story from one of the clips) Introduce why organ donation is important (two to three ideas)
Body paragraph 1 State your reason Give examples and explain
Body paragraph 2 State your reason Give examples and explain
Conclusion Sum up why organ donation is important Leave readers with a clear action

Scaffold for creative writing

Orientation and conflict

Introduce your character and the reason they need more time (e.g. why do they need an organ transplant?)

Rising action and climax

Create rising tension by leaving the reader questioning whether the character will get what they need

Resolution

The character’s problem is solved

Step 3.

Students can use the below criteria to support revision of their own work:

Have I used techniques suitable for my text type (persuasive or creative)?
Have I made factually accurate claims about organ donation?
Have I used strategies to engage my audience?
Have I conveyed the theme that time is precious?

Reflection

Ask students to discuss in pairs:

What did you find challenging when writing your persuasive/creative piece today?
What do you think is the most engaging/most effective part of your piece and why?
What idea or experience stood out most to you in today’s lesson?

Optional

Students might like to register their intention to be a donor and/or talk to their family about what they have learned about organ and tissue donation.

Differentiated Learning

Extension

Students could submit their story or persuasive writing piece to the school magazine or other online publication. Students could adapt their persuasive text into a speech to deliver at a school assembly.
Students might like to discuss what they have learned about organ and tissue donation with their family or local community group and reflect back to the class on what happened.

Provisions for Learning Support

For Part C, students could simply write a paragraph about organ donation and the reasons for it. Alternatively, they could write a description of a character who has received an organ, describing how they feel. They could also video-record an improvised monologue from the perspective of the character.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

DonateLife - The Gift Of Time

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