Teaching Sequence

25 minutes	Part A: Why? What? How?
30 minutes	Part B: THE OASIS clip and See/Hear/Feel statements
25 minutes	Part C: Venn diagram and discussion
20 minutes	Part D: Class sharing activity: What makes a house a home?
20 minutes	Reflection

Work through this resource material in the following sequence:

Part A: Why? What? How?

Step 1.

Begin by asking students to consider the following question:

What does the word home mean to you?

Step 2.

Ask students to find an image online though an image search, then describe WHAT the image shows, HOW it represents home to them and WHY that image is representative of their idea of home. Ask students to record their answers on the Student Worksheet. Students should then share their responses with a classmate and compare their ideas.

Part B: THE OASIS clip and See/Hear/Feel statements

Step 1.

Read the following excerpt from THE OASIS website:

Nineteen year old Emma and her boyfriend Trent are one of the most lively couples around Oasis. They have just welcomed their first child Destiny Rose into the world and are struggling with the dramas of living on welfare and keeping their relationship together with the demands of a child. In the midst of trying to be good parents, they also face their own personal challenges. Moving house is a constant challenge in their lives as they try to find somewhere more affordable to really make into a home for their family. Emma and Trent are striving to overcome the generational cycle of poverty into which they have been born.

Step 2.

Watch the clip that features the experiences of Trent and Emma. Students can watch this individually on the Student Worksheet or play it as a class.

THE OASIS - Emma and Trent - (https://www.youtube.com/watch?v=berzFlzhCys)

Step 3.

Re-watch the clip. This time pause the clip at 1:02, 3:29, 4:57, 7:13, 9:18 and ask students to note down their observations about what they SEE, HEAR and FEEL at four or more of the points.

Note: The end of the featured clip features Emma in hospital giving birth.

Part C: Venn diagram and discussion

Step 1:

Place students into groups and provide groups with butcher’s paper. Ask students to draw a Venn diagram with three circles overlapping. Write one of the following terms in each circle: home, shelter, house. In the areas that overlap, groups should note the ideas that are common for each term. In those areas that do not overlap, note the descriptions that are different for each term.

Step 2.

Briefly discuss and acknowledge the most frequently occurring ideas - ask the class about why those words and ideas appeared in their discussion, and what that means about their common understanding of the categories.

Part D: Class sharing activity: What makes a house a home?

Step 1.

Create a line on the wall or floor (using string or masking tape) long enough for all students to be able to stand along. At one end of the line, attach a sign saying ‘AGREE’ and at the other end attach a sign saying ‘DISAGREE’. Read out the following statement and challenge students to choose to agree or disagree with it (they must choose one!):

'A home is more than just having a roof over your head.'

Step 2.

Ask students to pair up with a person from the opposite side of the room, and take turns to share with each other why they agree or disagree with the statement.

If there are not enough students for those on opposite sides of the room to form pairs, ask students to join with a person who shares the same viewpoint, and come up with as many reasons to justify their point of view as they can.

Step 3.

Draw columns labelled 'agree' and 'disagree' on the whiteboard, and encourage students to write their justification onto the board for the class to evaluate.

Reflection/Homework

Students demonstrate their understanding of different interpretations of homelessness, as well as the section of THE OASIS that features Emma and Trent's story. They do so by creating a presentation that explains their response to the statement:

'Emma and Trent have a house, but they are homeless.'

Students should use evidence from the documentary to support their opinion. They could pause the clip when they see images that support their opinion, and use the screen shot function (clipping tool) to capture at least three different images.

Students are encouraged to create a presentation of the pictures they have chosen and a description of why they support their viewpoint (they could use Prezi or Adobe Slate to create their presentations).

Differentiated Learning

Extension: Students could be tasked with researching different definitions of homelessness, and write a piece that compares and contrasts Emma and Trent's situation against what they discover.

The Oasis - Exploring Issues Through Language

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