![]() ![]() The big print gives directions to the director about how the characters in the scene are to act and relate to each other, for example, 'SOFIA sees JANICE as her nemesis'. The dialogue is what the characters say to each other. As a class, discuss the layout of this script extract, pointing out that the instructions in the script are called the 'big print' in script writing.Explain that it isn't exactly as the scene was shot, but is very close. Refer students to read the script for Episode 5: 1968: Sofia, where the script writers planned the exchange between Janice and Sofia. Have students write some possible exchanges between mother and daughter in this scene, knowing what Sofia is capable of from the conversation later in the lounge room. Replay the scene to see if there are any clues. Ask students to imagine what the Greek exchanges are when Sofia answers the door and there are no subtitles.What is the purpose of the subtitles here? As a class, discuss why the Greek language spoken in the rest of the clip is not translated like this. Look closely at the attitudes towards Janice and how they change over the course of the conversation. Discuss the way each actor's body language is used to convey a lot of the meaning. Look at how the filmmaker helps the audience understand the jokes and what is happening in this scene.Have students draw on other ways that people hold power over others: physically, emotionally, and psychologically. This is an important aspect of critical literacy. How is Sofia able to control this situation the way she does? List her techniques. Ask students who they think has the power in this scene and why.Have students consider what Sofia wants for her brother. Discuss the possible reasons why Sofia does not like Janice.Why do you think she is behaving in this way?.What is the purpose of Sofia's actions here?.Ask students to think about the following questions: Focus the discussion on the scene in the lounge room when Sofia tricks Janice, her mother and Yaya by changing what they say when she is interpreting for them. ![]() Have students share their responses and discuss, listing the main ideas for further reference. After watching the clip, ask students to list the main events in this part of the story, thinking about what happened, why and to whom.develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning.appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue.learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose.The Australian Curriculum: English aims to ensure that students: This material is reproduced with the permission of ACARA. ![]() You can find the unaltered and most up to date version of this material at © Australian Curriculum, Assessment and Reporting Authority 2010.ĪCARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. This resource contains extracts from the Australian Curriculum and is current as at. ![]() capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society.interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens.The Australian Curriculum: History aims to ensure that students develop: ![]()
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