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S00153568
G.Cooney
G.Cooney
G.Cooney S00153568
Lesson Outlines:
Secondary Lesson Plan
Year Level & Subject: VCE Unit 2 English
Date:
Where this lesson fits within the unit: 2nd Week,
Lesson Duration: 100 Minutes (double)
Lesson 6&7
Topic/Focus: Games as Action: Design
VCE Key Knowledge and Skills:
Key Knowledge:
The features for analysis and creation of texts that present an argument: structure, conventions and
YouTube clips (see appendix 1 for URLs (ABC Splash and Assassins Creed clips) (can access ABC Splash
10 Mins
Opening:
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plays in gaming
presented
Students will then get into a think pair share and
discuss narrative in video games
Students will then discuss in the same pairs the role
design plays in the creation of narrative
In concluding this activity students will need to create
a concept map on one chosen game. This concept
map will need to explore narrative elements and
design elements present in games and show how the
two link (if they indeed link)
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45 Mins
responses
trailers (see
Assassins creed
clip)
audience
effective it is, what other texts you can see (if any)
20 Mins
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responses
10 Mins
Closure:
In closing the lesson their will be a debrief of all the
content covered and any questions students have will
be attempted to be answered.
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The features for analysis and creation of texts that present an argument: structure, conventions and
Use the knowledge attained through studying games as action to inform the way narrative
alluring product
Summary of Resources Required:
YouTube clip (see appendix 1 for URL Assassins Creed Clip)
Lesson Procedure
Timing
Resources
Steps of the Lesson
5 Mins
Opening:
Debrief of previous lesson, in particular what was
learnt about Knowledge about the game as this
lesson will work on applying that knowledge through
using Assassins Creed.
Lesson Development:
This class will run much the same as the other apply
your knowledge classes in that students will view the
same trailers and stills and apply their knowledge,
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Electronic Device
indeed constructed.
narrative progresses
through games
View inter-textuality in
of games
25 Mins
Assassins Creed
expectations
trailer
us
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narrative progresses
through games
process
not coloured by
formative assessment
preconceptions
Create links between the
game and the world around
us
Apply previous knowledge
to judge the effectiveness of
different design elements in
producing an alluring
product
Closure:
10 Mins
5 Mins
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questioning
The features for analysis and creation of texts that present an argument: structure, conventions and
language, including relevant metalanguage
Key Skills:
point of view
The impact of texts on audiences by considering the similarities and differences between texts
The way in which persuasive language use and argument complement one another and interact to
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writing
Goals and Outcomes:
Students will be able to:
5 Mins
Opening:
Students will take part in a debrief of the previous
lessons and be told what they are to do in this lesson
5 Mins
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5 Mins
Students will then be required to go and write on the
in a given text
Evaluate the extent to which
20 Mins
Articles in appendix
this argument is
effectively/ineffectively
justified
5 Mins
persuasive language
hand
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Lesson 24
Topic/Focus: Wheres the argument?
VCE Key Knowledge and Skills:
Key Knowledge:
questioning
The features for analysis and creation of texts that present an argument: structure, conventions and
language, including relevant metalanguage
Key Skills:
point of view
The impact of texts on audiences by considering the similarities and differences between texts
The way in which persuasive language use and argument complement one another and interact to
arguments of others
Select evidence to support particular positions
Plan analytical responses and texts that present an argument, taking account of the purpose, context
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5 Mins
YouTube Clips
Watch How to Achieve A+ part one and two and
discuss the difference between a simple analysis and
Lesson Development:
This lesson will run as a joint construction, with
students having different roles to fulfil in order for the
class to complete an analysis (in subsequent classes
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20 Mins
this argument is
effectively/ineffectively
justified
persuasive language
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homework
presented
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Rationale:
This unit has been devised in accordance with the VCAA VCE English Study
Design and covers Unit 2 AOS 2: analysing and presenting argument. As a
requirement of this unit students must compare and contrast the
presentation of ideas, issues and themes in texts in order to then analyse
and create arguments presented through a persuasive medium, meeting the
outcome in which students will be able to identify and analyse how argument
and persuasive language are used in text/s that attempt to influence an audience,
and create a text which presents a point of view (VCAA, 2014, p14-15).
However, while this unit has been devised in accordance with the study
design, it has also been devised to be engaging and multimodal, drawing on
critical literacy, digital literacy and multiliteracies. This unit will require
students to study games as texts, specifically Assassins Creed, however
any video game could be adapted to fit, and then use that knowledge to
study the representation of games in the media. So, not only will students
be studying games as narrative and persuasive texts, they will also be
studying their representation and influence upon society. As a result of my
choice to have them study the game first, so as to have a deeper
understanding of the content for the issues analysis, it is quite a heavy unit,
content wise. The reason games have been chosen as a text for this unit is
because they promote greater engagement and motivation with students;
boys specifically, and therefore will produce deeper thinking and
understanding. However, in choosing to study something students are
interested in, one must be careful not to ruin the text for students, it is for
this reason that they study will also centre around the aesthetics of the
game, not just a critique of its creation (Apperley, 2010). Also through
choosing to look at media sensationalism in regards to game violence
students are made aware of the arguments presented towards the issue,
allowing contextualisation in regards to the world around them. In choosing
to study games in relation to the media, not only does it promote motivation
amongst students, it also acknowledges the digital native nature of the
current and future generations and reconceptualises the unit in a way that is
accessible to students (Apperley & Beavis, 2011). As students evolve, so
must education, meaning that the traditional sense of literacy must be
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articles easier as they can more easily identify the meaning behind the
article as it exposes students to becoming a media literate person (Koltay,
2011, Pangrazio, 2014). Coupled with this is the link to Ngs digital literacy
framework, where critical literacy is central to teaching texts as students
begin to understand that every text, digital or print, has been created by
someone with their own motivations (Ng, 2012). While it is good practice to
break frameworks apart to ensure understanding, only through the cohesion
of the different aspects can students fully grasp the content and context of
the study (Partington, 2010). In addition to the discussion of the frameworks
it should be noted that through teaching students how to deconstruct a text,
the unit is also adhering to the key skills of the unit, looking at identifying
and analysing purpose and developing original thought to produce their own
argument (VCAA, 2014).
In designing this unit, a particular theoretical approach was not envisioned;
rather a nexus of a variety of approach was attempted. With the unit being
centred on analysing and presenting argument in regards to the context in
which they are created, a critical approach was a natural choice, however
with the current and future generation of students being digital natives,
multiliteracies could not be omitted (Misson & Morgan, 2006, Snyder, 2008).
In an ever evolving world education must keep up with what our students
will be expected to know by the completion of their schooling, for this
reason students must be exposed to a range of texts and literacies (Koltay,
2011, Kress, 2005, Cope & Kalantzis, 2009). Through basing the unit on a
nexus of approaches diversity is catered for, allowing for greater inclusion
and flexibility in the classroom, this can be seen as students are required to
partake in individual, paired and group work, along with the need for them
to view video, image and written and spoken text and produce responses in
a range of modes. In exposing students to a range of texts from various
perspectives, both in regards to the game and the subsequent media
representations, it is envisioned that students will begin to grasp not only
the bias present in the texts but their own bias in studying something so
deep rooted in popular culture (Kress, 2005). This coupled with the use of
videos from Scootle and other sites that promote multimodality, will
promote viewing texts through different perspectives, through critical
perspectives. The use of a variety of texts in studying this unit allows
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with the surrounding world and therefore the connection between student
interests and education, student engagement, specifically that of boys, can
be achieved (Apperley & Beavis, 2013). This connection, if executed
correctly, ensures student learning and understanding through autonomous
learning as the students are connected to what they are learning. This
interest in education is what every teacher wishes to gain from their
students, and what I have attempted to do through this unit.
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Reference List:
Apperley, T. (2010). What games studies can teach us about videogames in
the English and Literacy classroom. Australian Journal of Language
and Literacy 33(1), 12-23.
Apperley, T., & Beavis, C. (2011). Literacy into action: digital games as
action and text in the English and literacy classroom. Pedagogies: An
International Journal 6(2), 130-143.
Apperley, T., & Beavis, C. (2013). A Model for Critical Games Literacy. ELearning and Digital Media, 10(1), 1-12.
Apperley, T., & Walsh, C. (2012). What digital games and literacy have in
common: a heuristic for understanding pupils gaming literacy.
Literacy, 46(3), 115-122.
Beavis, C., OMara, J., & McNeice, L. (2012). Digital Games: Literacy in
Action. Kent Town, South Australia: Wakefield Press.
Cope, B., & Kalantzis, M. (2009). Multiliteracies: New Literacies, New
Learning. Pedagogies: An International Journal, 4(3), 164-195.
Deed, C. (2008). Disengaged boys perspectives about learning. Education
3-13, 36(1), 3-14.
Jacobs, G. (2013). Designing Assessments: A Multiliteracies Approach.
Journal of Adolescent & Adult Literacy, 58(8), 623-626.
Koltay, T. (2011). The media and the literacies: media literacy, information
literacy, digital literacy. Media Culture & Society, 33(2), 211-221.
Kress, G. (2005). Communication now and in the future. English, 21, 1-2.
Ludwig, C. (2003) 'Making sense of literacy', ALEA Today, February.
Martin, A. (2003). Boys and Motivation. The Australian Educational
Researcher, 30(3), 43-65.
Misson, R. & Morgan, W. (2006) The cultural and the critical, the Aesthetic
and the Political, in R. Misson & W. Morgan, Critical literacy and the
aesthetic: transforming the English classroom {pp. 1-20}. Urbana,
Ill: National Council of Teachers of English.
Ng, W. (2012). Can we teach digital natives digital literacy?. Computers and
Education, 59, 1065-1078.
Pangrazio, L. (2014). Reconceptualising critical digital literacy. Discourse:
Studies in the Cultural Politics of Education, 1-12.
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Appendices:
Appendix 1:
Assassins Creed:
https://www.youtube.com/watch?v=iFJ-0lknYcc
ABC Splash:
http://splash.abc.net.au/home#!/media/152198/
Appendix 2:
(AC 1)
(AC 3)
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(AC Unity)
(AC 1)
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(AC 3)
(AC Syndicate)
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(AC Syndicate)
(AC 4)
(AC 1)
Appendix 3:
Articles for use for analysis URLs:
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Appendix 4:
VCE English basic analysis video part 1:
http://www.vcestudyguides.com/how-to-achieve-a-in-language-analysisseries-basic-analysis
VCE English advanced analysis video part 2:
http://www.vcestudyguides.com/how-to-achieve-a-in-language-analysisseries-advanced-analysis
VCE English what is language analysis video part 3:
http://www.vcestudyguides.com/how-to-achieve-a-in-language-analysisseries-what-is-language-analysis