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28 Add water and stir: A resource bank of CGEA material for LLNP hand has the person’s name, a design of their own on the hand and a statement of commitment to justice attached.) • Adding a hand Take learners through the process of adding a hand, but do not ask them to do so, unless they want to. Use handout 17 to guide the process. Part c: Extension activity. Reading the commitment to justice statement The site is accessible to a wide range of readers: it is a highly interactive site with great appeal. Inconsistent with this, however, is the inclusion of a justice statement which requires reading skills at a level which would exclude many readers at ACSF 2 and 3. Learners may be able to get the gist of the meaning of the justice statement, but the reading of it would need to be highly supported. Reading this statement and discussing it with learners would be a good way of encouraging them to think about the relationship between writing, audience and purpose. Ask learners to pause at this statement and read it aloud to them. As a group, then discuss: • ‘What do you think about the language used in the statement?’ • ‘What does the statement basically mean?’ • ‘Who should be the reading audience for the Sea of Hands?’ ‘Is the statement written for everyone?’ • ‘Is there a simpler way of getting the commitment to justice message across?’ • ‘What could be written there instead?’ Part d: Email about the Sea of Hands • Support learners in writing an email/memo to either: ––Tell a friend about the Sea of Hands explaining how to get to the site, and how to add their name. The notes learners took for the reading exercise in handout 16 and handout 17 could be used to support their writing. Appropriate opening and closing comments and greetings for emails and memos could be discussed and put on whiteboard as a reference. ––Send an email to ANTAR giving them feedback about the Sea of Hands site – ‘What is good about it?’ ‘How could it be improved?’ This could be done as a group activity, with teacher modeling writing processes and writing ideas on the whiteboard, (things people like about the site, things
Hands 2: Community, Facilitator Guide 29 they’d like to see improved.) Opening greetings discussed, appropriate closes discussed. Learners could then write a draft as hard copy or write an email and save in drafts, using the written guidelines on the whiteboard. Teacher could review the draft with the learner, learner could make any changes, and the email/memo sent. • Email addresses for ANTAR can be located by clicking Contact us in the menu bar and then going to the various states. There is space to write an email and send it from here. Alternatively, postal addresses can also be located using Contact us on the menu bar. • Learners can join the Sea of Hands online if they wish, but this is not necessary to provide evidence of performance in the relevant elements.
Page 1: Contents Facilitator guide Overview
Page 4 and 5: 4 Add water and stir: A resource ba
Page 10 and 11: 10 Add water and stir: A resource b

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