Students will read an article about the power of framing and the use of militarised language to describe the COVID-19 pandemic. They will understand the reasons for this language and the powerful consequences of it. Students will evaluate the framing of simple statements about the coronavirus. They will then judge whether or not they think this framing is appropriate and share their opinions with a peer.
Australian Curriculum Mapping
Year 10 English
- Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
- 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 (ACELY1749)
We are living through unprecedented times and our lives have been forced to change almost overnight as a result of COVID-19. How to move forward, when a vaccine is to be developed (or may never be) is now the focus of many governments.
Students can feel a range of emotional responses when researching and discussing COVID-19. If you need further support for students please refer to: https://coronavirus.beyondblue.org.au/
- Device with internet connection
- Pen and paper (optional)
- Stop calling coronavirus pandemic a ‘war’
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|This lesson has been developed in partnership with The Conversation. The Conversation’s mission is to be known as a prominent and trusted publisher of new thinking and evidence-based research, editorially independent and free of commercial or political bias. The Conversation hopes teachers will use their content as a source of truthful information, and that teachers can show their students the importance of trusted, evidence-based information in understanding the world around them and making informed decisions about their actions. Please follow the republishing guidelines when using The Conversation’s articles.|
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