Unit of Work #3 Issues - SHS Year 12 VCAL Literacy
Year 12 VCAL LiteracyUnit of Work #3: Issues in Society11430007556500Student Name:Learning Outcomes to be assessed:Reading and Writing for Public Debate Oracy for Exploring Issues and Problem SolvingWeek 1: Getting Your Knowledge Ready3657600114300000Lesson Focus: to get your knowledge ready about issues in at school, in Shepparton, Australia and around the world.Success Criteria: I can brainstorm what I already know.I can define key vocabulary.I can write pTask 1: Getting Your Knowledge Readya) What makes a topic as issue?b) Brainstorm a list of issues present at school, in Shepparton, Australia and around the world.-11430082550School0School0145415Shepparton0Shepparton-1143008255Australia0Australia0128270World0Worldc) Key VocabularyKey TermDefinitionSynonymIssueForAgainstProtestActivistEnvironmentalistArgumentd) Choose 1 issue from each of your brainstorms and write 1 paragraph (at least 5 sentences) explaining your opinion.This is to be completed on loose-leaf paper and submitted at the end of the lesson.Plan:IssueExplanation & EvidenceWeek 2: ‘The Cove’445770075882500Lesson Focus: to gain an understanding of the issue based on the film ‘The Cove’.Success Criteria:I can make a prediction.I can label a map of Japan.I can watch a film and answer questions.I can write an argumentative paragraph.Task 1: a) Prediction - What do you think the film ‘The Cove’ is going to be about?__________________________________________________________________________________________________________________________________________________________________Label the map of Japan with the following locations listed below:-11430048602900010160019685HokkaidoHonshuKyushuShikokuTaijiTokyoNagasakiHiroshimaOsakaMt Fuji00HokkaidoHonshuKyushuShikokuTaijiTokyoNagasakiHiroshimaOsakaMt Fuji480060011430000Task 2: Viewing the film ‘The Cove’FlipperRichard “Ric” Barry caught and trained female dolphins for the Flipper TV show. What first gave him the impression that dolphins were self-aware and exceptionally intelligent?The fish house of many aquariums that house dolphins administer drugs like Tagamet for ulcers. Relate the acoustic nature of dolphins to the stress they encounter in captivity.How do Taiji fishermen use the acoustic nature of dolphins as a tool to catch them? What happens to the caught dolphins?What experience did Ric have with Kathy, the dolphin that most often played Flipper?Commercial WhalingA tremendous amount of money is behind the hunting at Taiji. How much is a dead dolphin worth as meat? What is a live show dolphin worth?The International Whaling Commission (IWC) is a United Nations recognized body set up to regulate the hunting and capture of all cetaceans. There is currently a moratorium on commercial whaling. What exception is written into this moratorium that Japan takes advantage of?510413062928500The CoveRic describes the attempts to document and expose the dolphin hunting practices at Taiji as a “game of cat and mouse”. Explain what he means by that.How is the secret killing lagoon like a natural fortress?Describe three tools developed by the crew to record what occurs in the lagoon.Fishermen in Taiji describe dolphin hunting as a tradition. What counter-argument do the conservationists present?Mercury PoisoningOne analysis of dolphin meat conducted for the documentary showed a contamination of 2000 parts per million (ppm). Why is dolphin meat more likely to contain mercury than other species?Within a population, who is most vulnerable to the effects of mercury poisoning?What are some of the symptoms of mercury poisoning in adults?Controlling the SystemAt one point, the fishermen were offered a subsidy that would have matched their pay for hunting the dolphins. What reason did they give for turning down this offer?Explain how Japan has used small developing countries to manipulate the decision-making of the IWC.What form of propaganda is employed by the dolphin fishery in Taiji that the two city council members object to? Describe the footage captured by the hidden cameras around the cove.Task 3: Argumentative Writing (250 + words)For this task you are required to write a response to the question below. Your answer will be in paragraph form and firmly express an argument.Q1. To what extent is the behaviour committed by the environmentalists unethical and/or even criminal? Is such behaviour justified in certain circumstances?Weeks 3&4: AssessmentLesson Focus: Students will be able to research an issue and write a 2-minute argumentative speech to be delivered in front of the class.Success Criteria:I can brainstorm what I know about different issues.I can research an issue.I can write a draft point of view speech.I can give and receive peer feedback.I can type up my final copy of my speech.I can deliver my speech to the class.Task 1:For this piece of assessment you are required to research one of the issues below and write a 2 minutes speech arguing either for or against the ics:1. Should it be a crime for parents to smack their children?2. No country should allow the death penalty. 3. Abortion should be illegal in Australia.right5372100004. Cyber bullying should be punishable by law.5. Should Australia accept asylum seekers into the country?6. Should students only have to attend school 4 days a week instead of 5?7. All school children should participate physical activity (Sport) at school until they complete year 12.Steps to successfully complete this assessment:Brainstorming Research more about your topic. Use the Internet and newspapers to find examples and evidence to support your point of view.Write your first draft of your speech. Make sure you have an introduction, at least 3 main points supported with examples and a conclusion. Use the draft template attached.Once you draft is completed, ask another student in the class to give you some peer feedback on your writing. Make sure you also over to read their draft and make suggestions for improvement.Now it is time to type up your final copy of your speech.Deliver your (2 minute) speech to the class. Well done! You have now completed your assessment. Make sure you submit a copy to the teacher.Week 5: Paper slide VideoIn a group of 2-4 people create a paper slide video that outlines your point of view towards one of the issues. 1. Within the group assign the following roles:Narrator(s)Camera personPaper sliderAll group members will be responsible for creating the paper slides. 2. Use the template on the following page to plan out your slides. 3. Write a script that goes with your slides4. Practise creating your video.5. Record your paper slide video!Review and Reflect-10160838205 things I learnt from this study …4 interesting facts …3 questions I have …2 things I found challenging were …1 skill I used was…005 things I learnt from this study …4 interesting facts …3 questions I have …2 things I found challenging were …1 skill I used was…Planning Sheet for Paper slide Video1. State topic and introduce group members. 342900-114300Planning your Speech00Planning your Speech34290050165002286001101090495300-156210Planning your Main Points00Planning your Main PointsAssessment CriteriaStudent Name:Learning Outcome: Reading for Public DebateDemonstrate that meaning has been gained from reading a complex, sustained argumentative or discursive text. SeniorPurpose Identify the purpose of the text including any inferred purpose and the means used to achieve purpose. Comprehension Identify the underlying values system implicit in the text. Application Compare and contrast with other texts. Critique Evaluate the arguments and evidence given.CritiquePresent an opinion on the text, taking into account the content and the effectiveness of the text in relation to the audience and purpose. Learning Outcome: Reading for Public DebateDemonstrate that meaning has been gained from reading a persuasive, discursive or argumentative text. IntermediatePurpose Identify the purpose of the text including any inferred purpose. Comprehension Identify the means used by the author to achieve the purpose of the text.Identify the main arguments, ideas or suggestions used in the text. Application Compare or contrast with other texts. Critique Express an opinion on the effectiveness of the text.Critique Express own opinion on the subject and give supporting reasons.Learning Outcome: Writing for Public DebateWrite a complex persuasive, argumentative or discursive text. SeniorWriting process Use the processes of planning, drafting and editing to produce written texts. Purpose Use language and tone appropriate to text purpose and audience. Structure Sequence and structure ideas and arguments to suit purpose. Length/complexity Relate several ideas or pieces of information within a text rather than treating them as separate units. Provide evidence and argue persuasively for a point of view. Mechanics Spell, punctuate and use grammar with reasonable accuracy. Learning Outcome: Writing for Public DebateWrite a complex persuasive, argumentative or discursive text. IntermediateWriting process Use the processes of planning, drafting and editing to produce written texts. Purpose Use language and tone appropriate to text purpose and audience. Structure Organise ideas and arguments to suit purpose. Length/complexity Provide and integrate evidence to support own argument.In an argumentative or discursive text acknowledge and rebut opposing point/s of view. Mechanics Spell, punctuate and use grammar with considerable accuracy. Learning Outcome: Oracy for Exploring Issues and Problem Solving Use and respond to spoken language in discussions to explore issues or solve problems.SeniorUse spoken language for the purpose of exploring ideas in an extended discussion, comparing them with those of others and questioning others to clarify ideas. Use spoken language to work in collaboration with others to meet an agreed objective. Evaluate the content and effectiveness of a sustained discussion. Demonstrate active listening.Learning Outcome: Oracy for Exploring Issues and Problem Solving Use and respond to spoken language in discussions to explore issues or solve problems.IntermediateParticipate in a group discussion on an issue, responding to and contributing alternative ideas. Use spoken language to identify and work towards solving problems with at least one other person. Comment on the range of ideas presented on an issue in a discussion.Demonstrate active listening.0240665Teacher Comment:Competent/Not Competent0Teacher Comment:Competent/Not Competent ................
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