Retired AFL star Adam Goodes is known to many for his resilient journey in the face of detrimental treatment by AFL spectators and the media beginning in 2013.
In this lesson, students will become adept at analysing and writing effective apologies. Students will understand the different communicative purposes of private and public apologies, through analysis of Eddie McGuire’s public apology to Adam Goodes. Using authentic, workplace guidelines, they will analyse the effectiveness of this apology. Students will consolidate their skills by examining Kevin Rudd’s famous ‘Apology to the Stolen Generations’. Finally, students will write an apology that they think makes effective choices in tone, language and emphasis.
- the use of common verbal and nonverbal techniques in an apology
- how context affects the delivery of a speech
- how different speakers approach the same communicative purpose (apology).
- compare the purpose and language of private and public apologies
- evaluate the effectiveness of an apology using their own and others’ criteria
- synthesise their findings to create their own apology.
Lesson guides and printables
Australian Curriculum content descriptions:
Year 8 English:
- Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)
- Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)
Syllabus outcomes: EN4-4B, EN4-8D
General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability
Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures (OI.6)
Relevant parts of Year 8 achievement standards: Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.
This lesson is part of the wider unit of work: The Final Quarter – Purposeful Language – English – Year 8
Time required: 70 mins
Level of teacher scaffolding: Medium – facilitate class discussion.
- Device capable of presenting a video to the class
- Student Worksheets – one copy per student
This lesson is designed to build students’ competencies in the following skills:
- Critical thinking
- Ethical understanding
- Social skills
Using only archival footage aired at the time, The Final Quarter holds a mirror to Australia and is an opportunity to reconsider what happened on and off the football field. Learn more about the film here.
We highly recommend that students view the film in its entirety before participating in subsequent lessons.
Our Watching the Film lessons are designed to support you in facilitating this process. Given the content, it is also important for teachers to communicate with parents and guardians of Aboriginal and Torres Strait Islander students before playing the film and/or engaging with the teaching and learning resources.
Note: This film may not be suitable for viewing by all young people. Teachers are advised to use their discretion when deciding whether to show this film. If teaching in a context with a high proportion of Aboriginal and Torres Strait Islander children, it is imperative that guidance is sought from the Principal and Aboriginal Education Officer (or equivalent) prior to screening the film.