Biographies, Autobiographies and Memoirs

In this unit, students will analyse films, conduct online research, and engage in creative writing to explore biographies, autobiographies, and memoirs. Inspired by the stories of Ballardong Noongar Elders, they will learn about life in 1960s Western Australia. Students will then write and publish their own biography, autobiography, or memoir, focusing on themselves or someone they value, deepening their sense of identity and understanding of others.

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

  • A_TSICP1 
    First Nations communities of Australia maintain a deep connection to, and responsibility for, Country/Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways.

  • A_TSIC1
    First Nations Australian societies are diverse and have distinct cultural expressions such as language, customs and beliefs. As First Nations Peoples of Australia, they have the right to maintain, control, protect and develop their cultural expressions, while also maintaining the right to control, protect and develop culture as Indigenous Cultural and Intellectual Property.
  • A_TSIC2
    First Nations Australians’ ways of life reflect unique ways of being, knowing, thinking and doing.
  • A_TSIC3
    The First Peoples of Australia (Aboriginal Peoples) belong to the world’s oldest continuous cultures. First Nations Australians demonstrate resilience in the maintenance, practice and revitalisation of culture despite the many historic and enduring impacts of colonisation, and continue to celebrate and share the past, present and future manifestations of their cultures.
  • A_TSIP3
    The significant and ongoing contributions of First Nations Australians and their histories and cultures are acknowledged locally, nationally and globally.
  • A_TSIP1
    Australia has 2 distinct First Nations Peoples; each encompasses a diversity of nations across Australia. Aboriginal Peoples are the first peoples of Australia and have occupied the Australian continent for more than 60,000 years. Torres Strait Islander Peoples are the First Nations Peoples of the Torres Strait and have occupied the region for over 4,000 years.

Curriculum Links

  • AC9E5LA01
    Understand that language is selected for social contexts and that it helps to signal social roles and relationships
  • AC9E5LE02
    Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others
  • AC9E5LE03
    Recognise that the point of view in a literary text influences how readers interpret and respond to events and characters
  • AC9E5LE04
    Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
  • AC9E5LE05
    Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
  • AC9E5LY01
    Describe the ways in which a text reflects the time and place in which it was created
  • AC9E5LY02
    Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea
  • AC9E5LY03
    Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
  • AC9E5LY05
    Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
  • AC9E5LY06
    Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation
  • AC9E6LA01
    Understand that language varies as levels of formality and social distance increase
  • AC9E6LA03
    Explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
  • AC9E6LA07
    Identify and explain how images, figures, tables, diagrams, maps and graphs contribute to meaning
  • AC9E6LA08
    Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
  • AC9E6LE01
    Identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
  • AC9E6LE02
    Identify similarities and differences in literary texts on similar topics, themes or plots
  • AC9E6LE03
    Identify and explain characteristics that define an author's individual style
  • AC9E6LE04
    Explain the way authors use sound and imagery to create meaning and effect in poetry
  • AC9E6LE05
    Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
  • AC9E6LY01
    Examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created
  • AC9E6LY02
    Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
  • AC9E6LY03
    Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
  • AC9E6LY05
    Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
  • AC9E6LY06
    Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
  • AC9E6LE05
    Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
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Unit Includes

  • 1 Focus Area
  • 3 Lessons

Warning

 

Aboriginal and Torres Strait Islander viewers are warned that the content on this site may contain images and references to deceased persons.

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