INTEGRATED UNIT Japan - Asia Pacific / Symbol Systems / English

Connected Outcome Group H

Enduring Understandings: that symbol systems can be personal, cultural and global. We use symbols to communicate in many ways including art, product design, different media and movement. The cultural diversity of a nation in the Asia Pacific region is compared to Australia. English - Objective A Students will develop an understanding of effective communication for a variety of purposes, composing, editing and comprehending a range of texts based on Japan that include a variety of different media and technology. English - Objective B Students will learn how language is used to achieve range of purposes, developing a variety of print and non-print materials for targeted audiences. English - Objective C Students will think imaginatively, creatively and critically about the world, drawing connections between a variety of texts that inform, persuade and entertain. English - Objective D Student will identify and consider how different viewpoints of an Asian culture are represented in the world.

Students will be engaged in: responding to poetry composing a dance in response to a multimodal text investigating the impact of Japanese cultural on Australian culture and society researching the contributions of Japan to Australia creating a product that showcases aspects of Japanese culture

HSIE: Students develop knowledge and understanding of the cultural diversity of Australia, including Aboriginal Australia in comparison to Japan. They examine cultural identities and diversity and the effects on contemporary global perspectives. They develop a deep understanding of an Asian Pacific country.

Essential Question: How is the relationship between Australia and its Asian neighbours, in particular Japan, significant? Creative Arts: Students learn to read symbol systems that are represented in art. Students develop an understanding of symbols, images, movement and artistic conventions. Symbols can be personal, cultural and global. The idea and process of abstraction underlies the making of meaning through symbol systems.

English - Objective E Students will learn to critically analyse their own and others presentations about Japan.

Planned Assessment / Performative Task: discussion about symbols of culture and rituals performance and analysis of a dance composition analysis of student understanding of cultural change display an understanding of an Asian culture through creation of a product and works samples display a stall at a whole school Fair Day

OUTCOMES / CONTENT
HSIE
CUS3.3 Describes different cultural influences and their contributions to Australian identities. CUS3.4 Examines how cultures change through interactions with other cultures and the environment. Recognise that cultural diversity of Australia and other nations is unique and ever changing Engage critically with traditions, belief systems and practices of Australia compared with those of another nation in the Asian Pacific region (Japan) Investigates a nation in the Asia Pacific and articulates the ways in which this nation has had a significant impact on Australia and the world Investigate the ways in which people express their identity through clothes, language and cultural activities and compare this with Australian culture Examine the characteristics of an Asian Pacific culture (Japan) including language, sport, recreation, traditions, celebrations, religion, kinship, symbols, clothing and music

ENGLISH
EN3-1A Communicates effectively for a variety of Responds to and composes texts audiences and purposes using increasingly Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, challenging topics, ideas, issues and language sharing and evaluating information, experiences and opinions. forms and features. Discuss aspects of literature from a range of cultures to explore common experiences and ideas as well as recognising difference EN3-2A Composes, edits and presents wellstructured and coherent texts. Engage personally with texts Understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas Experiment and use aspects of composing that enhance learning and enjoyment Recognise and discuss issues related to the responsible use of digital technologies Develop and apply contextual knowledge Explore and analyse the effectiveness of informative and persuasive devices in texts Understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language Understand and apply knowledge of language forms and features Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience Respond and compose texts Compose imaginative and informative texts that show evidence of developed ideas Compose increasingly complex print, visual, multimodal and digital texts experimenting with language, design, layout and graphics Assess the reliability of resources, including digital resources when researching topics Use a range of software, including word processing programs, learning new functions as required to create texts

EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies.

EN3-7C Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts. EN3-8D Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts.

EN3-9E Recognises, reflects on and assesses their strengths as a learner.

Develop and apply contextual knowledge Understand how texts vary in purpose, structure and topic as well as the degree of formality Understand and apply knowledge of language forms and features Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches Identify and explain how analytical images like figures, tables, diagrams, amps and graphs contribute to our understanding of verbal information in factual and persuasive texts Respond to, read and view texts Navigate and read texts for specific purpose applying appropriate text processing strategies for example predicting and confirming, monitoring meaning, skimming and scanning Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts Engage personally with texts Think critically about aspects of texts such as ideas and events Interpret events, situations and characters in texts Respond to and compose texts Analyse and evaluate similarities and differences in texts on similar topics, themes or plots Engage personally with texts Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses Develop and apply contextual knowledge Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts Understand and apply knowledge of language forms and features Recognise how the use of language and visual features can depict cultural assumptions in texts Respond to and compose texts Identify and describe the representation of people, places and events in film and the media Discuss and explore moral, ethical and social dilemmas encountered in texts Respond to short films, documentaries and multimedia texts that express familiar and new aspects of the broader world Develop and apply contextual knowledge Reflect on own learning achievements against specific criteria Respond and compose texts Develop criteria for assessing their own and others presentations Formulate questions for specific purposes Discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal

CREATIVE AND PERFORMING ARTS

VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world. VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways. VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there different opinions about the value of artworks. VAS3.4 Communicates about the ways in which subject matter is represented in artworks. Explore how symbols can be used in their interpretation of subject matter Explore techniques used by Japanese artists to create artworks that reflect nature Create artworks that are modelled on techniques employed by Japanese artists and show case these techniques in traditional and contemporary adaptations Examine a range of concepts and their relationships to selected forms Analyse and interpret the qualities of selected subject matter and consider the literacy of the signs, codes and conventions with visual arts Consider how artworks are made as representations and that artworks can be subject to different interpretations by audiences

Learning Experiences
Lesson Objective / Outcomes
LO: Identify describe representation people, places events in film the media. and the of and and

Introduction

Low Ability Activity

Middle Ability Activity

High Ability Activity

Plenary / Reflection

Evaluation

LO: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts

LO: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts LO: To develop an understanding of symbol systems

LO: Identify describe representation people, places events in film

and the of and and

View the text Where the sun Students on post-it notes record to facts on Japan that they have Complete the Reading rises. acquired from the text and record one opinion. Informational Texts from RRR pg. 171 Build field knowledge on Japan Share these as a class and discuss the ways in which information texts and discuss the ways in which are structured and the purposes for which these texts are made. Share responses people, places and events are represented. Read chapter one through three Students complete an Students complete an Students complete an Students share of Sadako and the thousand information equation information equation information equation responses and discuss paper cranes. on cultural topic from on a social topic from on a historical topic the historical, social the text. the text. from the text. and cultural topics Discuss the topical aspects of they have discovered culture, connectedness, setting __ + __ = ___ __ + __ = ___ __ + __ = ___ from the text. and historical context. This information This information This information is important is important is important Introduce information because: ________ because: ________ because: ________ equations (RRR. pg180) Using the National Geographic Students using individual laptops and a texts that inform guide, Students read and website students explore the explore the National Geographic website on Japan and find examples review each others structure, grammatical features of culture, social and historical perspectives. comments. Students and format of texts that inform. post a reply to one Students comment on the blog, stating one text feature they have persons comment. Discuss the aspects of culture, found, list an example and comment on what the purpose of the social and historical multimodal text (website) is about. perspectives. Discuss symbols as a way of Students find the meaning of the Japanese flag and write a short Students find other communicating ideas, values, prose on the belief behind the symbology of the flag. examples of symbols beliefs and philosophies. in their lives and post Explore a variety of known and Students write a statement on how flags of the world are layered with links on the blog. unknown symbols online. meaning. Discuss ways in which symbols affect us in our everyday lives. Introduce the concept of Students view three short multimodal texts on Samurai Warriors. Students on post it characters, both factual and Using the coding strategy (RRR. pg160) students write down new notes comment on literary can be portrayed in information, information they already knew, information they do not ways in which other films and media in very understand and information that is interesting. documentaries are different ways. Students also comment on the ways in which the Samurai Warriors sometimes swayed or

the media.

Highlight the ways in which cultural perspectives represented by other cultures can be swayed or opinionated. LO: To develop an Discuss the ways in which text understanding of features such as figures, tables temporal and diagrams assist in the connectives within comprehension of texts. the context of texts that inform. Analysing a variety of texts on how to make paper cranes, LO: Analyse a variety student make judgements and of text features and formations on the features that comment on the are non-text. effectiveness. LO: Identify a variety Sample a variety of procedural of text features of a texts (recipes, instruction text that informs manual, audio recording). procedure Discuss in groups the features (verbs, adverbial phrases, commands, layout).

are portrayed by the BBC broadcaster. Discuss whether this would be opinionated. the same if the producers were Chinese, American, Australian or Japanese. Students in small groups create PMI charts of the features of the non- Discuss the ways in text components such as the diagrams and flow of the text. Discuss as which the texts differ. a class. Highlight the demand for specific language Students Students use collaboratively create a to meet the demands collaboratively create procedural text that uses minimal diagrams of a procedural text. a procedural text that on how to make a paper crane. Discuss the uses diagrams as a ways in which the use of language needs to feature on how to be rather specific. Highlight the use of make a crane temporal connectives as an important text based feature. Using a procedural rubric students are given a text and as a class How does deconstruct the elements, highlighting the features that make the text understanding what is useful, clear and concise. expected in a text help Students complete Students complete Students complete you write the text? similar, similar, similar, deconstructing: How deconstructing: How deconstructing: How to create a sushi roll. to make a bento box. to make a Zen garden. View the two multimodal texts of Hiroshima and Pearl Harbour and Students using the Red the devastating bombing exercises that took place. Students discuss hat comment on their the effects of the bombs and are shared background information on feelings of the conflict the WW2 conflict. of WW2 between the opposing Students complete a Venn diagram to Students complete a two countries. compare and contrast the two sides of the Venn diagram to war. compare and contrast the two sides of the war. Students identify countries that are near Japan and the proximity of Japan to Australia. Students using Google Earth on the iPads identify significant landform features and list these in a table. Major Mountains Major Rivers Man Made

LO: Recognise that ideas in texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses LO: Uses maps, globes and geographical language to locate and describe Japan in relation to Australia.

Brainstorm with students the reasons why people become involved in wars. Discuss that both Japan and America were involved in the conflict of WW2 with devastating effects.

Locate Japan in Asia and identify different parts. Discuss that Japan is an archipelago of islands forming one country. Explain latitude and longitude.

LO: to identify and summarise information presented by a guest speaker.

LO: compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches.

Students write a series of questions to ask a Japanese culturalist, Momoko on the facets of Japan. Model deep and higher order questions: - In what ways does Japan differ from Australia? - How did you find making the transition to Australia? - What are the biggest cultural differences? Read the story Shins Tricycle. Discuss the relationship between the story and the Hiroshima bombings. Discuss the language choices and the way in which the story is structured.

Students using their pre written questions as Momoko a variety of engaging and deep questions to gauge the differences between Japan and Australia.

Comment on somebody elses response, stating how they have effectively Students record an overall response of what they have learnt on the understood the Weebly, commenting on such facets as, culture, social barriers, non- presentation. verbal communication, food and customs, dress and attire. Students reflect upon and in summary form (sub headings) write their notations.

Students view the advertising brochure for the short film, Shins Tricycle by director Jim Carter. Discuss the imagery, salience and core messages derived from the short clip. Compare and contrast the ideas represented in the text and the advert. View the short film by Jim Carter and explain the effects of the directors approach. Discuss how the director has executed the storyline and camera shots that enhance or detract from the story.

Looking at the Museum of Hiroshimas tribute to Shin, compare and contrast all three texts. What messages are conveyed?