Samuel Wagan Watson

Secondary KLAs:
English, Human Society and its Environment
Educational levels:
Year 7, Year 8, Year 9, Year 10

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This sequence of videos is an interactive resource for Stage 4/5 English and or Stage 4/5 Aboriginal Studies. It assists students to develop knowledge and understanding about Indigenous cultures of Australia. Students will respond to the poet, his texts, and at least one other Aboriginal poet, as well as composing at least one of their own works. In the videos Indigenous poet, Samuel Wagan Watson, describes how he became a poet, his inspiration and his influences. He talks about his disciplined work habits and describes the nature of his poetry. He gives advice to young aspiring writers. He also reads one of his early poems ‘The crooked men’ from his book ‘Smoke encrypted whispers’.

NSW syllabus outcomes

(EN5-4B) effectively transfers knowledge, skills and understanding of language concepts into new and different contexts

(EN5-5C) thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts

(EN5-7D) understands and evaluates the diverse ways texts can represent personal and public worlds

(EN5-1A ) responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

(EN5-3B ) selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning

(EN5-2A ) effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies

(EN5-6C) investigates the relationships between and among texts

(EN5-8D) questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

Australian curriculum content descriptions

(ACELA1565) Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication

(ACELA1566) Compare the purposes, text structures and language features of traditional and contemporary texts in different media

(ACELA1567) Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects

(ACELA1569) Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts

(ACELA1570) Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction

(ACELA1571) Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences

(ACELT1639) Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts

(ACELT1641) Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response

(ACELT1643) Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses

(ACELT1814) Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts

(ACELT1815) Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and i

(ACELY1749) Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices

(ACELY1756) Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues

(ACELY1757) Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects

(ACELY1752) Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences

More information

Resource type:
Interactive Resource
Audience:
learner, teacher
ScOT topics:
Writers, Writing skills, Personal responses, Aboriginal literature, Aboriginal peoples, Poetry, Drafting, Performance poetry, Australian literature
Activities:
Comprehension activity, Critical thinking activity, Listening activity, Portfolio
Language/s:
en-AU
Author:
State of NSW, Department of Education
Publisher:
State of NSW, Department of Education
Date created:
Friday, 16 June 2017

Resource ID: 195f3bdd-7e84-4f31-a82f-003cf05c58ed