This lesson is designed to be completed independently by students.
Students will read an article explaining the factors that must be considered when removing some of the responses to coronavirus and exiting lockdowns. Students will build their understanding of technical vocabulary related to the virus and the response. After considering the content of the article, students will learn about how the author uses academic techniques to build credibility. They will think critically about the benefits and drawbacks of citing different kinds of evidence. They will then choose a piece of evidence that interests them to research and share with others.
Australian Curriculum Mapping
Year 9 English
- Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
- Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
We are living through unprecedented times and our lives have been forced to change almost overnight as a result of COVID-19. For many of us, the pandemic and its repercussions were unimaginable before they happened. As we come to terms with them, we need to be aware of our thought processes and apply effective reasoning.
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
- A pen
- A workbook or paper to write on
- Article: It’s time to admit our COVID-19 ‘exit strategy’ might just look like a more flexible version of lockdown
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[email protected] resources are designed for parents and teachers to use with children in the home environment. They can be used as stand alone activities or built into existing curriculum-aligned learning programs. Our [email protected] series includes two types of resources. The first are fun and challenging real world activities for all ages, the second are self-directed lessons for upper primary and secondary students. These lessons support independent learning in a remote or school settings.
|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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