do now booklet discovery 2015
DESCRIPTION
Discovery HSCTRANSCRIPT
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Year 12
Area of Study“DISCOVERY”
Section 1 Practise
Do Now Booklet
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This booklet has been created to help you prepare for the HSC
Area of Study exam.
Inside are a range of texts that explore the concept of
discovery. Responding to unseen texts quickly and accurately is
an essential skill needed for this section in the exam. You needto be able to read & view texts, comprehend them and identify
and explain what messages they’re conveying about ‘Discovery’.
For each text, there are 2-3 questions and a criteria to make
sure your answers are quality. You can
also highlight the areas in the rubric
that the text addresses. This willhelp you prepare for a range of
possible questions they could ask you
in the HSC.
These texts can also be used as your
related text/s for yourDiscovery essay. Check with your
teacher before deciding which one you
will use.
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Area of study: discovery Rubric
This Area of Study requires students to explore the ways in which the concept of
discovery is represented in and through texts.
Discovery can encompass the experience of discovering something for the first time or
rediscovering something that has been lost, forgotten or concealed. Discoveries can be
sudden and unexpected, or they can emerge from a process of deliberate and careful
planning evoked by curiosity, necessity or wonder. Discoveries can be fresh and intensely
meaningful in ways that may be emotional, creative, intellectual, physical and spiritual.
They can also be confronting and provocative. They can lead us to new worlds and values,
stimulate new ideas, and enable us to speculate about future possibilities. Discoveries and
discovering can offer new understandings and renewed perceptions of ourselves and
others.
An individual’s discoveries and their process of discovering can vary according topersonal, cultural, historical and social contexts and values. The impact of these
discoveries can be far-reaching and transformative for the individual and for broader
society. Discoveries may be questioned or challenged when viewed from different
perspectives and their worth may be reassessed over time. The ramifications of
particular discoveries may differ for individuals and their worlds.
By exploring the concept of discovery, students can understand how texts have the
potential to affirm or challenge individuals’ or more widely-held assumptions and beliefs
about aspects of human experience and the world. Through composing and responding to a
wide range of texts, students may make discoveries about people, relationships, societies,
places and events and generate new ideas. By synthesising perspectives, students may
deepen their understanding of the concept of discovery. Students consider the ways
composers may invite them to experience discovery through their texts and explore how
the process of discovering is represented using a variety of language modes, forms and
features.
In their responses and compositions, students examine, question, and reflect and
speculate on:
• their own experiences of discovery• the experience of discovery in and through their engagement with texts
• assumptions underlying various representations of the concept of discovery
• how the concept of discovery is conveyed through the representations of people,
relationships, societies, places, events and ideas that they encounter in the prescribed
text and other related texts of their own choosing
• how the composer’s choice of language modes, forms, features and structure shapes
representations of discovery and discovering
• the ways in which exploring the concept of discovery may broaden and deepen their
understanding of themselves and their world.
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Criteria for Quality Short Answers
In section 1, you will be required to answer questions on unseen texts. To
help guide your responses, a helpful hint is to look at how much the
question is worth. This is a general suggestion:
1 mark = 2 quality sentences
3 marks = A quality STEEL paragraph
5 marks = A minimum of two STEEL paragraphs.
The language of the question can also help you to determine the length and
detail needed in your answer. For example, a question that asks you to
analyse , assess or evaluate needs more discussion than a question that asks you to identify or describe . Your teacher will explain this to you in more
detail.
Criteria:
Have you:
1) Used the language of the question/rubric?
2) Written your response in full sentences?
3) Provided evidence or examples from the text?
4) Discussed the impact of at least ONE
technique?
5) Developed a thesis or your own perspective? This must be clear
and detailed. (Have you actually answered the question?)
How does this technique highlight
discovery?
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T E X T
T I T L E
C O M
P O S E R
T E X
T T Y P E
D A T E O F
C O M
P O S I T I O N
S O U R C E
“ I t ’ s l o v e
, a c t u a l l y
”
J u l i a B a i r d
F e a t u
r e A r t i c l e
F e b r u a r y 1 , 2 0 1 4
G o o d W e e k e n d
“ T h e
T e a c
h e r
W h o
R
a n ”
R a c h
e l M a c y
S t a f f o r d
P r i n
t A r t i c l e
A u g u s t 2 0 1 4
T h e R e a d e r ’ s D i g e s t
“ W h a t ’ s
H a r d
t o
L o o
k A t ”
R i c h a r
d S t e n g e l
P r i n t A r t i c l e a n d
C o v e r I m a g e
A u g u s t 9 , 2 0 1 0
T i m e
M a g a z i n e
“ I n f
i n i t y ”
B i l l W
a t t e r s o n
C a r t o o n
N / A
N / A
“ P e o p
l e B e
l i e v e w
h a
t
t h e y
S e e
”
B i l l W
a t t e r s o n
C a r t o o n
N / A
N / A
“ C o l d
K i s s e s ”
R i c h a r d
T h o m p s o n
S o n
g L y r i c s
A p r i l 1 9 9 6
C a p i t o l R e c o r d s
“ L o n
d o n
”
W i l l i a m B l a k e
P o e m
1 7 9 4
S o n g s o f
E x p e r i e n c e
“ N o S
m o
k i n g
”
B i l l W
a t t e r s o n
C a r t o o n
N / A
N / A
“ M y
M u m
’ s S e c r e
t
L i f e ”
M e l i s s a S h u l t z
P r i n
t A r t i c l e
A u g u s t 2 0 1 1
T h e R e a d e r ’ s D i g e s t
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T E X T T I T L E
C O M P O S E R
T E X T T Y P E
D A
T E O F
C O M P
O S I T I O N
S O
U R C E
“ D a r
w i n ”
P e t e r G o
l d s w o r t h y
P
o e m
1 9 9 6
I f , t h e n
“ T e
l l T h e m
I ’ m
H e r e
”
A n n e D
e v e s o n
S h o r
t S t o r y
1 9 9 8
P e n g u i n A u s t r a l i a
“ T h e
W r
i t e r a n
d
t h e C i t y ”
P e t e r
C a r e y
P r o s e
E x t r a c t
2 0 0 1
R o g e r s , C o l e r i d g e
&
W h i t e L t d
“ W a n d e r l u s t ”
D o r o t h y H e w e t t
P
o e m
2 0 0 0
W h e a t l a n d s ,
H e w e
t t & K i n s e l l a
“ E n
d l e s s
C o
l o u r ”
T o u r i s m
M a l a y s i a
P r i n t A d v e r t i s e m e n t
A u g u s t 2 0 1 4
T h e R e a d e r ’ s D i g e s t
“ V e n
i c e & F a c e
b o o
k ”
P a w e l K
u c z y n s k i
D i g i t a l I m a g e
2 0 1 4
P a w e l k u c z y n s k i . c o m
“ T h e S
c r e a m
”
E d v a r d
M u n c h
P a i n t i n g
1 8 9 3
N / A
“ L o
s t ”
U n k
n o w n
P h o t o g r a
p h s / M e m e s
S o u r c e d O c t o b e r
2 0 1 4
S a d a n
d u s e l e s s . c o m
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T E X T T I T L E
C O M P O S E R
T E X T T Y P E
D A
T E O F
C O M P
O S I T I O N
S O
U R C E
“ A b o u
t F a c e
”
B r y a n
W a l s h
P r i n t
A r t i c l e
J u l y
2 6 , 2 0 1 0
T i m e
M a g a z i n e
“ F a v o u r i
t e P l a c e ”
I n t e r C o
n t i n e n t a l
H o t e l s &
R e s o r t s
P r i n t A d v e r t i s e m e n t
N o v e m b e r 9 , 2 0 0 9
T i m e
M a g a z i n e
“ U l u r u
”
A u s t r a l i a
n T o u r i s m
A d v e r t i s i n g
C a m
p a i g n
P r i n t A d v e r t i s e m e n t
2 0 0 5
A u s t r a
l i a n T o u r i s m
“ G a z a
S t r i p ”
B a n k s y
G r a f f i t i I m a g e
2 0 1 2
N / A
“ I n
t o t h
e W i l d ”
N
/ A
D V D
C o v e r
2 0 0 7
R i v e r R o a d E n t e r -
t a i n m e n t
“ T h e
S e c r
e t L i f e o
f
W a l t e r
M i t t y ”
N
/ A
M o v i e P o s t e r
2 0 1 3
S a m u
e l G o l d w y n
F i l m s
“ N e w
L a n
d ”
S h a u
n T a n
E x c e r p t f r o m
P i c t u
r e B o o k
2 0 0 6
T h e
A r r i v a l
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Do Now - It’s love, actually
feature article
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Do Now - It’s love, actually
feature article
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Do Now - It’s love, actually
Practise Section 1 Questions
Read the feature article carefully and then answer the following questions:
1. What is one idea about DISCOVERY presented in this text? 1 mark
2. “We were trying to find another life.” Explore how the speaker and her
friend discover a different world outside of school. 4 marks
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Do Now - THE TEACHER WHO RAN - print
article
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Do Now - THE TEACHER WHO RAN - print
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Read the article carefully and then answer the following questions:
1. Explain how the article represents the idea of ‘self-discovery’. 2 marks
2. “...A young teacher got a lesson in life outside the classroom.” Explain
what the speaker discovers about herself, others and her profession?3 marks
Do Now - THE TEACHER WHO RAN - print
article
Section 1 questions
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Do Now - what’s hard to look at -
print ARTICLE & cover image
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Do Now - what’s hard to look at -
print ARTICLE & cover image
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Read the article and view the cover image carefully and then answer the fol-lowing questions:
1. Explain how the two texts invite the responder to make their own
discoveries. 4 marks
Do Now - what’s hard to look at -
print ARTICLE & cover image
Section 1 questions
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Do Now - infinity – cartoon
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Read the cartoon carefully and then answer the following questions:
1. Identify ONE visual feature and explain how it represents the concept of
discovery. 2 marks
2. How has the speaker’s attitude towards discovery been conveyed in the
text? 3 marks
Do Now - infinity – cartoonSection 1 questions
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Do Now - people believe what they see –
cartoon
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Read the cartoon carefully and then answer the following questions:
1. Identify ONE technique (either language or visual) that is used to repre-
sent the concept of discovery. 2 marks
2. What ideas about discovery are being conveyed by the cartoonist?
3 marks
Do Now - people believe what they see –
cartoon
Section 1 questions
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Do Now - “cold kisses”
Song lyrics
Cold Kisses – Richard Thompson
Here I am in your room going through your stuff
Said you'd be gone five minutes, that's time enough
Here in your drawer there's lacy things
Old credit cards and beads and bangles and rings
Well I think I've found what I'm looking for
Hidden away at the back of the drawer
Here's the life that you led before
Old photographs of the life you led
Arm in arm with Mr X Y and Z
Old boyfriends big and small
Got to see how I measure up to them all
There is a place we all must start, love
Who were you holding in that fond embrace
I've found a door into your heart, love
And do you still feel the warmth of cold kisses?
Here I am behind enemy lines
Looking for secrets, looking for signs
Old boyfriends big and small
Got to see how I measure up to them all
This one's handsome, not too bright
This one's clever with his hands alright
Tougher than me if it came to a fight
And this one's a poet, a bit of a wet
Bit of a gypsy, a bit of a threat
I wonder if she's got over him yet
Old passions frozen in the second
Who were you holding in that fond embrace
Hearts have a past that must be reckoned
And do you still feel the warmth of cold kisses?
Time to put the past away
That's your footstep in the street I'd say
Tie the ribbon back around it
Everything just the way I found it
And I can hear you turn the key
And my head's buried when you see me
In a Margaret Miller mystery
And do you still feel the warmth of cold kisses?
Do you still feel the warmth of cold kisses?
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Do Now - “cold kisses”
Song lyrics
Practise Section 1 Questions
Read the song lyrics carefully and then answer the following questions:
1. Describe what the speaker discovers for the first time. 2 marks
2. Explain how the composer uses TWO techniques to highlight the significance of
this discovery. 4 marks
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Do Now - “london”
Poem by William blake
London
BY WILLIAM BLAKE
I wander thro' each charter'd street,
Near where the charter'd Thames* does flow.
And mark in every face I meet
Marks of weakness, marks of woe.
In every cry of every Man,
In every Infants cry of fear,
In every voice: in every ban,
The mind-forg'd manacles** I hear
How the Chimney-sweepers cry
Every blackning Church appalls***,
And the hapless Soldiers sigh
Runs in blood down Palace walls
But most thro' midnight streets I hear
How the youthful Harlots curse
Blasts the new-born Infants tear
And blights with plagues the Marriage hearse
*Thames - longest river in England.
**manacles - shackles, handcuffs ***appalls - greatly dismays or horrifies
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Do Now - “london”
Poem by William blakePractise Section 1 Questions
Read the poem carefully and then answer the following questions:
1. How do the opening lines convey a sense of physical discovery? 2 marks
2. The speaker discovers a very negative side to this landscape. Explain how the
composer uses TWO techniques to highlight this discovery. 4 marks
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Do Now - “no smoking”
cartoon
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Do Now - “no smoking”
Practise Section 1 Questions
Read the cartoon carefully and then answer the following questions:
1. Provide ONE reason why the character wants to try smoking. 1 mark
2. Explain what the character discovers about smoking and the consequences of
this discovery. 3 marks
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Do Now - “my mum’s secret life”
Print article
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Do Now - “My mum’s secret life”
Practise Section 1 Questions
Read the article carefully and then answer the following questions:
1. Describe ONE discovery the writer makes about her mother. 1 mark
2. Explain how these discoveries lead the speaker to new understandings and/or
values. 3 marks
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Arriving again after twenty-five years
I step nose-first into falling Wet,
dragging my body behind:
a heavy tail, wagged by a thousand
scent-trails that point back
into the fragrant invisible past.
Nothing has changed except the visible:
my childhood Galapagos of stilt-housesand louvres and rusting tin roofs
redecorated by a famous cyclone,
become the newest suburb of the South,
fitter to survive, but more interior,
smelling only of the absence of smell,
or the scent-sachets of hire cars
and deodorised motel rooms.
For years I have travelled everywhereexcept back, travelled to postpone many things,
not least boredom, travelled to avoid meeting
myself, travelled also to narrow the mind,
to reconfirm each disappointing destination
—including, finally, this.
Yet the town somehow survives the city.
It fills the nose like a childhood dunked
in scented tea, it seeps from the thick-ply
landfill of the past, a ghostly methane,
bringing back to the odourless present
its most sacred site:
a slatted stilt-house that still waits
in the sudden tropical night at the end
of each adventure, lit from within
like a home: a beacon,
a ribbed and shining lanternheld above the dark and above the green.
This is the travel-gift I choose for myself,
wrapped in a moist nostril-pocket, tucked
against the warm underbelly of the brain
as I step backwards onto the plane
dragging my nose behind me,
and this quicksilver Beagle detaches
from the sticky gravity of my precious islandand I would glance back once more
but cannot, for the Wet is falling again
outside the cabin. Inside, perfumed women
distribute scented steaming towels
to wipe the face clean, and the nose
is overwhelmed by the freshness
of the here and now, and the past which was
present is obscured, nearly completely.
Do Now - “Darwin”
Poem by peter goldsworthy
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Do Now - “darwin”
Practise Section 1 Questions
Read the poem carefully and then answer the following questions:
1. How do the first three stanzas establish a sense of ‘re-discovery’? 1 mark
2. Analyse how the poet re-discovers his home town and the feelings he has to-
wards it. 4 marks
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Do Now - “tell me I’m here”
Short story
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Do Now - “tell me I’m here”
Short story
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Do Now - “tell me I’m here”
Short story
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Do Now - “tell me I’m here”
Short story
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Do Now - “tell me I’m here”
Practise Section 1 Questions
Read the story carefully and then answer the following questions:
1. Provide an example of ONE discovery made by the speaker. 1 mark
2. “This is a story about a journey into madness.” Analyse the discoveries made by
the speaker and the ramifications/consequences of these discoveries. 4 marks
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Do Now - “The writer and the city ”
Practise Section Questions
where you could see the marks where Austral-
ia tore itself away from New
Zealand.
The cale pad swung to the le along the
contour of a hill but we connued upwards,
and there it was – the cave.
It did not look like a cave but a garden
shed buried in a hillside. There were
plasc buckets everywhere around, and
spades and hoes leaning against its
windows. It was a cave, of course, with
sandstone walls and a great slab of sand
stone across its roof. Sheridan with his
typical industry had framed out the mouth,
building a wall, windows and a door. The
result was a big rock-walled room that you
could only call cosy. It was a lile musty,
true, but he quickly laid a re in his stove. He
lit the gas lamp and the refrigerator. He set
a kele on the primus stove. There were two
over-stued armchairs but I chose to sit on
the straight-backed wooden chair behind the
desk and looked out through the dusty glass.
Far in the distance the light caught the
escarpment at Katoomba.
This is where you write?
from PETER CAREY,
The Writer and The City Series
Sheridan, I asked, are you OK?
He turned o the engine and, in the silence,
bestowed upon me a sweet strained smile.
Home sweet home, he said.
But there was no sign of any home and what
sweetness there was in the overgrazed pad
dock was not immediately obvious.
Stu to carry, he said.
I was soon loaded up with wine boles and
books and a very bloody leg of lamb around
which the ies immediately clustered.
Where’s the cave?
It’s here.
Now I followed Sheridan’s broad back through a
landscape quite unlike the one I had
expected. Mind you, it suited him. It was a perfect
habitat for an old hippie – plenty of sedge, thriving
blackberry patch with wales growing through its
centre, rusted-out water tank, fenced dam with
four-year-old blue-gum saplings growing around
its edge, and beside the cale pad we walked
along, signs of
Sheridan’s considerable energy – fenced planngs
of hakeas, grevilleas, eucalypts. It was not what I
had pictured when I imagined a cave in ‘the
mountains’. I had thought of something deep into
the escarpment, a place
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Do Now - “the writer & the city”
Practise Section 1 Questions
Read the story carefully and then answer the following questions:
1. What does the speaker discover about Sheridan’s ’home sweet home’? 1 mark
2. Analyse the techniques used by the writer to convey this. 4 marks
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Do now - “Wanderlust”
Poemanderlust
When I was but thirteen or so
I went into a golden land
Chimbarazo Cotopaxi*
Took me by the hand.
W J TURNER
She wanted to travel
to the edge of the world
past the timberline
saw herself dancing to jazz
in a flimsy dress on an ocean liner
taking off in a Gypsy Moth
first stop Karachi
in the London to Sydney Air Race.
Reading Richard Halliburton**
in the dim-half light of the playroom
she swam in the Blue Grotto***
till her arms and legs
were washed in azure
digging in the ruins embedded in gold dust
she rifled the Pharaoh’s bones
on her sled with the silent runners
powdering the snow
she outstripped the wolf pack
looking down from the tops of the Andes
the black forest spread
like smudges of ink
on white cartridge paper.
She put the books back on the shelf
and walked to the front gate
the moon was up she could smell
the orchard in the cold
the shorn ewes like ghosts
in the home paddock
stopped chewing to stare at her
the squint of their yellow eyes
remote and alien cold as snow leopards.
DOROTHY HEWETT
*Chimborazo Cotopaxi - A volcano in South
America.
**Richard Halliburton - A travel writer
***Blue Grotto - a sea cave on the island of
Capri, southern Italy
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Do Now - “wanderlust”
Practise Section 1 Questions
Read the poem carefully and then answer the following questions:
1. Explain how the title reflects the ideas in the poem. 2 marks
2. Explain how the poet’s final stanza impacts on the poem as a whole and supports
the notions around ’discoveries’. 3 marks
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Do Now - Gaza Strip - graffiti image
by banksy
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View the image carefully and then answer the following questions:
1. Identify ONE idea about discovery shown in the image. 2 marks
2. How does Banksy use visual techniques and location to convey his
message? 4 marks
Do Now - Gaza Strip - graffiti image
by banksySection 1 questions
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43
Do Now - into the wild - dvd cover
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View the DVD cover carefully and then answer the following questions:
1. Explain the connection between the title of the film and the images on
the DVD cover. 2 marks
2. How does the text convey ideas about physical discoveries? 4 marks
Do Now - into the wild - dvd coverSection 1 questions
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45
do now - painting
Edvard Munch’s The Scream
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Do Now - The Scream
Practise Section 1 Questions
View the painting carefully and then answer the following questions:
1. Identify the persona’s feelings about discovery in the text. 1 mark
2. Analyse how the composer uses visual techniques to convey the persona’s
feelings. 4 marks
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47
do now - memes
Lost
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Do Now - lost - memes
Practise Section 1 Questions
View the memes carefully and then answer the following questions:
1. Identify the type of discovery implied in the visual texts. 1 mark
2. “Get wonderfully lost.” Analyse how the composer has used TWO
techniques to convey their ideas about discovery. 3 marks
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49
Do Now - about face - print article
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Do Now - about face - print article
Practise Section 1 Questions
Read the article carefully and then answer the following questions:
1. What is the purpose of this text? 1 mark
2. Explain how the visuals support the written text. 2 marks
3. “That revelation prompted the two journalists to begin researching…” Explain what the researchers discovered and the consequences of their
discoveries. 3 marks
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Do Now - favourite place - print advertisement
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Do Now - favourite place - print advertisement
Practise Section 1 Questions
Read the print advertisement carefully and then answer the following questions:
1. What does this text reveal about the notion of discovery? 1 mark
2. “...discover for yourself why this island is so truly magical…” How does the
composer persuade the responder to engage in their own discovery? 3 marks
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Do Now - uluru - print advertisement
Text says:
ARRIVED PLANNING TO SEE THE WHOLE COUNTRY.
DEPARTED STILL TRYING TO GET OVER ULURU.
It’s true what they say, to find yourself sometimes you need to lose
yourself. In Australia they call this going “walkabout”. And with Uluru’s
magical presence, sacred history and spectacular natural colour show at
sunrise and sunset, it’s no wonder people are finding themselves here
every single day.
Visit Australia.com to find out how you can go walkabout.
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Read the advertisement carefully and then answer the following questions:
1. Comment on the significance of landscapes and settings during the processof discovery. 2 mark
2. Explain how the composer creates this significance in their text. 3 marks
Do Now - uluru - print advertisement
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Do Now - the secret life of walter
mitty - movie poster
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View the movie poster carefully and then answer the following questions:
1. How does the movie poster evoke the experience of discovery? 2 marks
2. How does the text use layout and symbolism to convey ideas about
discovery ? 4 marks
Do Now - the secret life of walter
mitty - movie posterSection 1 questions
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Do Now - “New Land”
from the picture book, the
arrival by shaun tan
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Do Now - “New Land”
Practise Section 1 Questions
View the image carefully and then answer the following questions:
1. Describe how the image depicts discovery of a place or landscape. 2 marks
2. Analyse how the composer uses TWO visual techniques to depict the persona’s
discovery of this new place/landscape. 4 marks
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Do Now - endless colour - print
advertisement
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Do Now - endless colour - print
advertisement Practise Section 1
Questions
View and read the print advertisement carefully and then answer the following
questions:
1. What aspect of ‘Discovery’ is represented in this text? 1 mark
2. Explain how the use of visuals support the written text. 3 marks
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Do Now - Venice & Facebook -
Pawel Kuczynski: Digital Image
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Do Now - venice & facebook - print
advertisement Practise Section 1
Questions
View and read the digital image carefully and then answer the following questions:
1. What comment about ‘discovery’ is the composer trying to make? 1 mark
2. Explain how the composer uses visual techniques to convey this idea. 3 marks
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Area of Study Rubric
This Area of Study requires students to explore the ways in which the concept of discovery isrepresented in and through texts.
Discovery can encompass the experience of discovering something for the first time or rediscov-
ering something that has been lost, forgotten or concealed. Discoveries can be sudden and unex-
pected, or they can emerge from a process of deliberate and careful planning evoked by curiosity,
necessity or wonder. Discoveries can be fresh and intensely meaningful in ways that may be emo-
tional, creative, intellectual, physical and spiritual. They can also be confronting and provocative.
They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about
future possibilities. Discoveries and discovering can offer new understandings and renewed per-
ceptions of ourselves and others.An individual’s discoveries and their process of discovering can vary according to personal, cul-
tural, historical and social contexts and values. The impact of these discoveries can be far-
reaching and transformative for the individual and for broader society. Discoveries may be ques-
tioned or challenged when viewed from different perspectives and their worth may be reassessed
over time. The ramifications of particular discoveries may differ for individuals and their worlds.
By exploring the concept of discovery, students can understand how texts have the potential to
affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects of hu-
man experience and the world. Through composing and responding to a wide range of texts, stu-
dents may make discoveries about people, relationships, societies, places and events and generatenew ideas. By synthesising perspectives, students may deepen their understanding of the concept
of discovery. Students consider the ways composers may invite them to experience discovery
through their texts and explore how the process of discovering is represented using a variety of
language modes, forms and features.
Highlight the aspects of the rubric this text addresses.
Check your response against the criteria to ensure your answer is quality.
Criteria:
Have you:
1) Used the language of the question/rubric?
2) Written your response in full sentences?
3) Provided evidence or examples from the text?
4) Discussed the impact of at least ONE
technique?
5) Developed a thesis or your own perspective? This must be clear and
detailed. Have you actually answered the question?
How does this technique highlight
discovery?
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64
Area of Study Rubric
This Area of Study requires students to explore the ways in which the concept of discovery isrepresented in and through texts.
Discovery can encompass the experience of discovering something for the first time or rediscov-
ering something that has been lost, forgotten or concealed. Discoveries can be sudden and unex-
pected, or they can emerge from a process of deliberate and careful planning evoked by curiosity,
necessity or wonder. Discoveries can be fresh and intensely meaningful in ways that may be emo-
tional, creative, intellectual, physical and spiritual. They can also be confronting and provocative.
They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about
future possibilities. Discoveries and discovering can offer new understandings and renewed per-
ceptions of ourselves and others.An individual’s discoveries and their process of discovering can vary according to personal, cul-
tural, historical and social contexts and values. The impact of these discoveries can be far-
reaching and transformative for the individual and for broader society. Discoveries may be ques-
tioned or challenged when viewed from different perspectives and their worth may be reassessed
over time. The ramifications of particular discoveries may differ for individuals and their worlds.
By exploring the concept of discovery, students can understand how texts have the potential to
affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects of hu-
man experience and the world. Through composing and responding to a wide range of texts, stu-
dents may make discoveries about people, relationships, societies, places and events and generatenew ideas. By synthesising perspectives, students may deepen their understanding of the concept
of discovery. Students consider the ways composers may invite them to experience discovery
through their texts and explore how the process of discovering is represented using a variety of
language modes, forms and features.
Highlight the aspects of the rubric this text addresses.
Check your response against the criteria to ensure your answer is quality.
Criteria:
Have you:
1) Used the language of the question/rubric?
2) Written your response in full sentences?
3) Provided evidence or examples from the text?
4) Discussed the impact of at least ONE
technique?
5) Developed a thesis or your own perspective? This must be clear and
detailed. Have you actually answered the question?
How does this technique highlight
discovery?
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Area of Study Rubric
This Area of Study requires students to explore the ways in which the concept of discovery isrepresented in and through texts.
Discovery can encompass the experience of discovering something for the first time or rediscov-
ering something that has been lost, forgotten or concealed. Discoveries can be sudden and unex-
pected, or they can emerge from a process of deliberate and careful planning evoked by curiosity,
necessity or wonder. Discoveries can be fresh and intensely meaningful in ways that may be emo-
tional, creative, intellectual, physical and spiritual. They can also be confronting and provocative.
They can lead us to new worlds and values, stimulate new ideas, and enable us to speculate about
future possibilities. Discoveries and discovering can offer new understandings and renewed per-
ceptions of ourselves and others.An individual’s discoveries and their process of discovering can vary according to personal, cul-
tural, historical and social contexts and values. The impact of these discoveries can be far-
reaching and transformative for the individual and for broader society. Discoveries may be ques-
tioned or challenged when viewed from different perspectives and their worth may be reassessed
over time. The ramifications of particular discoveries may differ for individuals and their worlds.
By exploring the concept of discovery, students can understand how texts have the potential to
affirm or challenge individuals’ or more widely-held assumptions and beliefs about aspects of hu-
man experience and the world. Through composing and responding to a wide range of texts, stu-
dents may make discoveries about people, relationships, societies, places and events and generatenew ideas. By synthesising perspectives, students may deepen their understanding of the concept
of discovery. Students consider the ways composers may invite them to experience discovery
through their texts and explore how the process of discovering is represented using a variety of
language modes, forms and features.
Highlight the aspects of the rubric this text addresses.
Check your response against the criteria to ensure your answer is quality.
Criteria:
Have you:
1) Used the language of the question/rubric?
2) Written your response in full sentences?