DISCOVERY FREE PPT 1

Topics: Discovery Channel, Discovery Communications, Discovery Pages: 36 (1857 words) Published: March 10, 2015
HSC Area of Study
Discovery
AN ETA RESOURCE
www.englishteacher.com.au

Overview of the session
!   The rubric
!   Why is discovery an important concept?
!   The texts as discoveries
!   Activities to start the unit with students
!   Ways into the texts and related texts

The rubric
!   Students need to know the rubric!   One way to engage with the rubric is to

look at each statement and determine the
focus by deciding if it is a:
WHO WHAT WHERE WHEN WHY or HOW
!   type of statement

The rubric
! 

The ways in which the concept of discovery is REPRESENTED in and through texts. HOW

! 

The experience of discovering something for the first time or rediscovering something that has been lost, forgotten or
concealed. WHAT

! 

Discoveries can be sudden and unexpected, or they can
emerge from a process of deliberate and careful planning
evoked by curiosity, necessity or wonder HOW

! 

Discoveries can be fresh and intensely meaningful in ways that may be emotional, creative, intellectual, physical and spiritual. WHAT AND WHY

The Rubric
!   They can lead us to new worlds and values, stimulate

new ideas, and enable us to speculate about future
possibilities. WHY
!   Discoveries and discovering can offer new
understandings and renewed perceptions of ourselves
and others. WHY
!   An individual’s discoveries and their process of
discovering can vary according to personal, cultural,
historical and social contexts and values. WHEN
AND WHERE

The Rubric
!   The impact of these discoveries can be far-reaching

and transformative for the individual and for broader
society. WHY
!   Discoveries may be questioned or challenged when
viewed from different perspectives and their worth
may be reassessed over time. HOW
!   The ramifications of particular discoveries may differ for individuals and their worlds. WHY

The Rubric
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. WHY
!   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 HOW
!   By synthesising perspectives, students may deepen their understanding of the concept of discovery. HOW AND WHY
!   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. HOW
! 

Discovery: The concept resource
The resource contains:
!   activities on the rubric
!   tables on discovery
!   worksheets
!   how form relates to discovery
!   reading tasks using a range of extracts
!   annotated texts
!   model writing
!   How to write thesis statements
! 
framing discovery
!   Discovery as a metaphor

www.englishteacher.com.au
Page link:
http://www.englishteacher.com.au/Shop/Publications/tabid/1385/ProdID/ 290/Default.aspx

How does
the
discovery
take
place?

Impact

What
initiates the
discovery?

Process

Impetus

Discovery: A 3-way process

What is the
outcome
and effect
of the
discovery?

Introducing the concept to students
Activity 1: Use a visual stimulus to get into the text
https://www.youtube.com/watch?v=DJvJaad-LS4
Why is it called the discovery channel?
What line from the rubric does the ad remind us of?
When and where do we see discoveries occurring?
What kinds of discoveries are these?
Activity 2:
Ask students to consider each rubric statement and
write: What/ How / Why/ and When next to
statements

The Discovery wheel: explain the types
of discovery associated with these words
Curiosity
Historical

Self

DISCOVERY
Competition

Scientific

Challenge

Knowledg
e

Source: Discovery The concept (ETA resource)...
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