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This
activity is linked to the National Profiles, Level 5, English.
Materials:
Where
are we, Mike? worksheet
electrical
equipment, tape recorders, video recorders
Method
Have
students research and identify three journals from different
explorers. Have them choose a weeks worth of entries
from each journal. Photocopy the weeks entries and
paste them into their book.
Brainstorm
with students all the different things explorers took with
them on these journeys. Have
them complete the Where are we, Mike? worksheet.Students
are to use modern technologies: video recorders, tape recorders,
etc. to record their journal entries.
Further
Research
Why
were these explorers called explorers in a
land that was already mapped by the Indigenous people?
Why
werent Indigenous people recognised as the true
explorers of this country?
Discuss
how many of these explorers would not have survived if
not for their Indigenous guides
Parallels
can be drawn from early attitudes to Indigenous people
in Australia to native guides who took expeditions up
Mt Everest
National
Profiles, Level 5, English
Speaking
and Listening
A
student
Speaks
and responds to other students in formal groups to discuss
familiar subjects that involve challenging ideas and issues
Discusses
and experiments with spoken language structures and gestures
that help speakers to influence an audience
Reading
and Viewing
A
student
Discusses
challenging themes, issues and ideas and prepares responses
to explain understandings
Recognises
that texts are constructed in particular ways which appeal
to different individuals and groups
Uses
knowledge of the structures and features of written texts
to explain how they are constructed
Identifies
features, purposes and effects in stories, films and videos
and understands how this influences the meaning of other
texts
Develops
systematic ways to find and record information
Writing
A
student
Uses
a variety of texts types such as stories, poems, journals
and articles to write about familiar subjects and explores
challenging ideas and issues
Understands
that readers have expectations of certain text types and
tries to meet them in own writing
Makes
sure of clear lines of communication when writing texts
of some length by checking layout, sequence and grammar
Plans
and reviews own writing in order to effectively complete
the task
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