Do Now Booklet Discovery 2015

7/21/2019 Do Now Booklet Discovery 2015

http://slidepdf.com/reader/full/do-now-booklet-discovery-2015 1/65

1

Year 12

Area of Study“DISCOVERY”

Section 1 Practise

Do Now Booklet



2

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.



3

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.



4

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?



5

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




6

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


“ 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



7

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


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


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



8

Do Now - It’s love, actually

feature article



9


feature article



10


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



11

Do Now - THE TEACHER WHO RAN - print

article



12




13

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


article

Section 1 questions



14

Do Now - what’s hard to look at -

print ARTICLE & cover image



15





16

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



Section 1 questions



17

Do Now - infinity – cartoon



18

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



19

Do Now - people believe what they see –

cartoon



20


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



21

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


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


Do you still feel the warmth of cold kisses?



22

Do Now - “cold kisses”

Song lyrics


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



23

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

http://www.poetryfoundation.org/bio/william-blake





24

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



25

Do Now - “no smoking”

cartoon



26

Do Now - “no smoking”



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





28

Do Now - “my mum’s secret life”

Print article



29

Do Now - “My mum’s secret life”



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



30

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



31

Do Now - “darwin”



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



32

Do Now - “tell me I’m here”

Short story



33


Short story



34


Short story



35


Short story



36



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



37

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



38

Do Now - “the writer & the city”


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



39

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



40

Do Now - “wanderlust”



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



41

Do Now - Gaza Strip - graffiti image

by banksy



42

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



43

Do Now - into the wild - dvd cover



44

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



45

do now - painting

Edvard Munch’s The Scream



46

Do Now - The Scream


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



47

do now - memes

Lost



48

Do Now - lost - memes


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



49

Do Now - about face - print article



50

Do Now - about face - print article



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



51

Do Now - favourite place - print advertisement



52

Do Now - favourite place - print advertisement


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



53

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.



54

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



55

Do Now - the secret life of walter

mitty - movie poster



56

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



57

Do Now - “New Land”

from the picture book, the

arrival by shaun tan



58

Do Now - “New Land”


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



59

Do Now - endless colour - print

advertisement



60

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



61

Do Now - Venice & Facebook -

Pawel Kuczynski: Digital Image



62

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



63

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:





technique?

5) Developed a thesis or your own perspective? This must be clear and

detailed. Have you actually answered the question?


discovery?



64
























Criteria:

Have you:





technique?

5) Developed a thesis or your own perspective? This must be clear and

detailed. Have you actually answered the question?


discovery?


























Criteria:

Have you:



Documents

Do Now Booklet Discovery 2015