SACE Stage One English - 10 AIL
Yr 10 AIL
Film Study : Invictus
Learning Intentions
• Understand how the techniques used by film makers influence audiences
• Understand the actions of individuals and groups as well as beliefs and values to explain changes in society
• Develop the use of persuasive techniques for the purpose of essay writing
English Curriculum Outcomes
• Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience responses.
• Evaluate the social, moral and ethical positions represented in texts
• Create literary texts with a sustained voice selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features and for specific purposes and intended audiences.
• Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes, and that reflect upon challenging and complex issues.
• Review, edit and refine students’ own and others’ texts for control of content, organization, sentence structure, vocabulary, and/or visual features, to achieve particular purposes and effects.
Choose one of the following topics and write approximately 500 - 750 words in response to the film Invictus.
Essay Response
Choose two or three themes and discuss how they are explored in the film Invictus.
Or
‘Nelson Mandela clearly emerges as the hero in the film Invictus’ Discuss
Or
How does Nelson Mandela use Rugby to unite the South African people?
|4 |3 |2 |1 |0 |
|Text Structure |Text Structure |Text Structure |Text Structure |Text Structure |
|Sentence Structure |Sentence Structure |Sentence Structure |Sentence Structure |Sentence Structure |
|Paragraphing |Paragraphing |Paragraphing |Paragraphing |Paragraphing |
|Vocabulary |Vocabulary |Vocabulary |Vocabulary |Vocabulary |
|Punctuation |Punctuation |Punctuation |Punctuation |Punctuation |
|Spelling |Spelling |Spelling |Spelling |Spelling |
|Evidence |Evidence |Evidence |Evidence |Evidence |
|Analysis |Analysis |Analysis |Analysis |Analysis |
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