12 VCAL Literacy Unit of Work #1

Nature vs Nurture
Genes or Environment?
What makes you, you?

Student Name:
Learning Outcomes:
Reading and writing for knowledge
Reading and writing for self-expression
Oracy for self-expression

What has made me who I am?

Learning Intention: Students will be able to (SWBAT) brainstorm,
discuss and write an explanation that explains what makes them who
they are.

Success Criteria:
I can create a brainstorm about
myself.
I can participate in class
discussion.
I can write a 200word explanation.

Task 1: What has made me who I am?

I.
II.
III.
IV.

What are the five most important things that make up who you are, your
identity? Write down one thing per sticky note and then stick on the white
board.
Read aloud what each of your classmates has identified.
What categories can these sticky notes be placed into?
What has influenced you to be the person you are today? Fill out the table
below and on the next page.

People
Family/Relatives

Friends

Teachers/Coaches

Other

Special Places

Holidays

Other

Places
Home

Stories
Books

Television

Movies

Family Stories

Wild Animals

Insects

Other

Entertainment

Music

Other

Animals
Pets

Leisure
Games

Task 2:
Use the outline below to create a visual representation of what you have identified in
task 1. Alternatively, you may like to write a 200word explanation that summarises
task 1.

Getting Your Knowledge Ready

Learning Intention: SWBAT get their knowledge ready about
a film as text.
Success Criteria:
I can define and use key vocabulary in a
sentence.
I can make a prediction.
I can label a world map.

Task 1: Key Vocabulary

I.

Study the key words below. Do you know the meaning of these words? Could
you use each of these in a sentence?

II.

Choose 10 of the key terms and use these words in a sentence to show your
understanding.

Key Term

Sentence

Task 2: Making Predictions

I.

Watch the film trailer provided and make a prediction of what you believe the
film is about.
(http://twinstersmovie.com/our-story/#our-story-1)

Task 3: Mapping Key Locations

Twinsters
Learning Intention: SWBAT analyse and respond to the film
Twinsters.
Success Criteria:
I can read a written article.
I can get my knowledge ready about
the film.
I can watch the film.
I can write my own questions and
answers.
I can create character profiles.
I can complete a Venn diagram
I can write a personal response.

Task 1: News Article

Twinsters Interview | New Documentary Shows Biological Twins
Discovering and Meeting Each Other
Anais and Samantha were separated at birth. Learn more about
their reunion.
Denalee Chapman July 16, 2015

Samantha Futerman grew up like many other American girls: happy, fun-loving,
content. Born Korean, Sam was adopted as a baby by a mother and father who
desperately wanted her. Adoption was not a hushed topic like it might be in some
families, neither was it regular fodder for conversation. It was simply a fact. The
grass is green, the sky is blue, Im adopted, says Samantha of her upbringing.
With inborn wanderlust, by the time Sam entered college she became more
interested in her heritage. Given an opportunity to travel to Korea with her mother, it
seemed like the right time to explore her roots. This was the real beginning of
serendipity stepping in to reunite Samantha with her identical twin sister, Anais.
Anais was also adopted at birth. She was raised by loving parents who have been
every bit as wonderful as Samanthas mom and dad. Through a series of events
which are documented in the film, Twinsters, Anais and Samantha were reunited.
Sam is quick to point out that every reunion is unique. For some, it may be a slowmotion, dramatic, heart-warming event that brings tears to everyones eyes; for
others it may be a nerve-wracking, tension-filled meeting. When Samantha met Anais
for the first time, her nerves got the best of her and she broke out in a laughing fit.
However the big event plays out, Sam has noted that in most cases its important to
remember that reunification is not a one-time meeting. It is the beginning of a
relationship. And relationships take time and effort. Very often the relationships
begun with reunification reach beyond adoptee and birth family . . . adoptive families
join into the mix and, in positive situations, the family just continues to grow as birth
and adoptive lines get blurred. In the case of Sam and Anais, their mothers have
become almost as close as the twins.
Surprising to Samantha, who has always believed that nurture is stronger than
nature, she and Anais are remarkably similar. They were raised half a world apart, in
completely different cultures, yet they both hate bell peppers and cooked carrots,
and their likes are so similar its uncanny. As the two have explored their roots while
building their relationship, theyve come to learn that heritage really is part of what
makes us each who we are.
For both girls, gratitude for loving families who have been supportive in the
reunification process abounds. They recognize the great blessing of adoption in their
lives, and hope that by sharing their stories they can help others to learn that family
and love may reach further than we think. Speaking of Twinsters, Samantha said, I
hope that it sheds a light on adoption. We are only two adoptees and only two
stories. However I believe it can help plant the seed and start the larger conversation
on adoption, love and family. After my experience, I truly believe that family has no
boundary.
Source:https://adoption.com/twinsters-interview-new-documentary-shows-biologicaltwins-discovering-meeting

Date accessed 13th January 2017

Thoughts, Opinion and Questions

Task 2: Getting Your Knowledge Ready

I.

Why was the film Twinsters created?

II.

What was the purpose?

III.

What outcome did the director/film makers want to achieve?

Task 3: 5 Questions and Answers

Whilst watching the film Twinsters make a list of at least 5 questions you have
about the film or topic. You will research the answers to these questions at a later
date.
1.

2.

3.

4.

5.

Task 4: People
Profiles

Task 5: Venn diagram similarities and differences

Use the Venn diagram template on the next page to outline the similarities between
Anais and Samantha.

Task 6: Personal Response

For your final written piece of assessment you are to write a response, consisting of a
minimum of 300 words, to the question below.

What is it that makes us who we really are:

our life experiences or our DNA?
Step 1: Brainstorm

Step 2: Plan
Use your brainstorm to plan your piece of writing. What
are you main points? Do you need to conduct some research for supporting
evidence?

Step 3: Draft
Write your first draft of your speech. Make sure you have an introduction, at least
3 main points supported with examples and a conclusion. Use the drafting
templates on the Weebly to help you.

Step 4: Edit
Once you draft is completed, ask another student in the class to give you some peer
feedback on your writing. Make sure you also over to read their draft and make
suggestions for improvement.
Edit the suggested changes you have received.

Step 5: Final copy

Now it is time to type up your final copy of your response.

Additional Resources
You can find all the class resources, templates and videos at the following website:

shsvcalliteracy.weebly.com

Oral Presentation
Learning Intention: SWBAT prepare
and present a personal response to
the class.
Success Criteria:
I
I
I
I

can
can
can
can

plan my presentation.
practice my presentation.
deliver my presentation to the class.
peer and self assess.

Task:
For this oral presentation you are expected to share
with the class at least one of your writing pieces and should be at least 3 minutes in
length.
Oral
Tips:

Presentation

Assessment Criteria:
Learning Outcome: Reading for Knowledge

Senior
Purpose

Comprehensi
on

Comprehensi
on

Application

Critique

Identify the purpose

of the text including
any inferred
purpose and the
means used to
achieve purpose.

Differentiate
between
information and
interpretation in the
text.

Extract information
relevant to given
research task.

Compare and
contrast with other
texts.

Analyse the
conclusions
reached.

Intermediate
Purpose

Comprehensi
on

Comprehensi
on

Application

Critique

Identify the purpose

of the text including
any inferred
purpose.

Identify the main

ideas, supporting
ideas and any
examples.

Identify the means

used by the author
to achieve the
purpose of the text.

Compare or contrast
with other texts.

Express an opinion
on the effectiveness
of the text.

Learning Outcome: Writing for Knowledge

Senior
Writing
process

Purpose

Structur
e

Length/comple
xity

Length/comple
xity

Mechanic
s

Use the
processes of
planning,
drafting and
editing to
produce written
texts.

Use language
and tone
appropriate
to text
purpose and
audience.

Sequence
and structure
information
and ideas
logically to
suit purpose.

Present a range of
abstract concepts
and/or technical
facts within a
specialist field.

Present information
accurately, clearly
and concisely.

Spell,
punctuate and
use grammar
with
considerable
accuracy.

Intermediate
Writing
process

Purpose

Structure

Length/comple
xity

Mechanics

Use the processes

of planning, drafting
and editing to
produce written
texts.

Use language and

tone appropriate to
text purpose and
audience.

Sequence and
structure
information and
ideas logically to
suit purpose.

Relate several
separate pieces of
factual information
within a text rather
than treating them as
separate units and
reach a conclusion.

Spell, punctuate and

use grammar with
reasonable accuracy.

Learning Outcome: Writing for Self-Expression

Senior
Writing
process

Purpose

Structur
e

Length/comple
xity

Length/comple
xity

Mechanic
s

Use the
processes of
planning,
drafting and

Use language
and tone
appropriate
to text

Organise
ideas and
information
to suit

Incorporate a range
of topics, beliefs,
issues or
experiences.

Use literary devices

to convey
character, setting
and/or emotions.

Spell,
punctuate and
use grammar
with

editing to
produce written
texts.

purpose and
audience.

purpose.

considerable
accuracy.

Intermediate
Writing
process

Purpose

Structure

Length/comple
xity

Mechanics

Use the processes

of planning, drafting
and editing to
produce written
texts.

Use language and

tone appropriate to
text purpose and
audience.

Sequence and
structure
information, ideas
and events to suit
purpose.

Link several separate

pieces of information
within a text rather
than treating them as
separate units.

Spell, punctuate and

use grammar with
reasonable accuracy.

Learning Outcome: Reading for Self-Expression

Senior
Purpose

Comprehensi
on

Application

Critique

Identify the purpose

of the text including
any inferred
purpose and the
means used to
achieve purpose.

Identify the
fundamental point
of view shaping the
text and the devices
used to present that
point of view (for
example,
characters).

Compare and contrast with other

texts.

Present an opinion on the

text taking into account
the content and its
effectiveness in relation to
the audience and purpose.

Intermediate
Purpose

Comprehensi
on

Comprehensi
on

Application

Critique

Identify the purpose

of the text including
any inferred
purpose.

Identify the main

ideas, and key
words used to
express them.

Identify the means

used by the author
to achieve the
purpose of the text.

Compare or contrast
with other texts.

Express an opinion
on the effectiveness
of the text.

Learning Outcome: Oracy for Self-Expression

Senior
Present or participate in a
sustained narrative,
discussion, recount or
anecdote.

Make effective use of verbal and nonverbal features of spoken

communication including: intonation,
eye contact, gesture, pace,
pronunciation and projection.

Demonstrate an understanding of the

role of verbal and non-verbal features
through critical listening and analysis
of other oral presentations.

Make use of verbal and non-verbal

features of spoken communication
including: intonation, eye contact,
gesture, pace and pronunciation.

Demonstrate an understanding of the

role of verbal and non-verbal features
by commenting on the effectiveness of
others oral presentation.

Intermediate
Share a narrative, recount or
anecdote.

Final Assessment:

Competent

Incompetent

Teacher Comment:

VCAL Literacy Task Checklist

The following is a checklist of what is to be submitted in order to meet the Outcomes.

Task
The Best Part of Me
- descriptive poem and photo
What has made me who I am?
- 200 word explanation
Twinsters
- Five Questions & Answers
- Venn diagram
- Personal response
Oral Presentation
- presentation of 1 written task
- self assessment

Complete
d

Class booklet