Semester Teaching Program Concept: Indigenous Voices Unit Title Indigenous Voices Year 10 Suggested Unit Length 18 Weeks Unit Context and/or Description Indigenous Voices provides students with the opportunity to examine indigenous texts from a range of perspectives in literary and non-literary texts. Students will read and study texts which explore the relationships between texts that make representations in and about Indigenous literature. Students will develop their skills of analysis and evaluation in relation to the interplay of personal experience, memory and analysis to broaden their understanding of how voices are shaped and represented. Students should study at least three texts chosen from a range of text types- e.g. prose fiction, non-fiction, poetry, visual texts, documentary etc. The focus of the unit should be a determination of what an Indigenous Voice is and how these definitions change depending on the perspective of the composer or responder. Unit Goals: students should examine the role of society in shaping individual perspectives of history and memory including the concept of collective memory consider how cultural and historical contexts affect the perspectives of individuals from a range of historical origins investigate the way texts can inform and change perspectives through the use of language, bias and inference reflect on the experiences of groups who have been affected by significant historical events reflect on a range of material which reflects a wide diversity of cultural, religious and environmental influences on
Indigenous Voices demonstrate an understanding of some of the social, political, literary and philosophical contexts in which the writers operate develop skills to critically analyse attitudes to and assumptions about culture by engaging with texts reflecting various cultural perspectives appreciate the innovation in techniques used by some of the writers in this unit. appreciate that the texts will be seen in the historical, cultural and philosophical context in which writers operate, thus developing an awareness that the interpretation of language involves interplay between text and context Teaching and Learning Strategies Teaching strategies will be negotiated as much as possible. The following are suggestions: experiencing the expression of culture through a variety of text types discussing and analysing concerns and issues arising from the text viewing of suitable documentary films as exploration of matters related to the texts. encouraging technical experimentation in student responses through innovative task types researching a variety of sources to clarify the historical, cultural and socio-political context of the works. Texts will be chosen from the following: short stories, poetry, movies, hypertexts, novels, blogs, plays, non-fiction, documentaries, music, video clips, articles, cartoons, animations, autobiographies, etc Essential Content: MUST be explicitly stated in your programming the learn tos and learn abouts to set up the unit. Students will study: at least two substantial texts in depth. a variety of short stories, poetry, non-fiction writing and films that represent an authentic perspective of the selected cultures. the way cultural perspectives impact on literature, especially on the interrelatedness of identity, place, history, gender and ethnicity. the way authors manipulate technique in order to voice their opinions in the face of political repression such as by exploring textual references and the use of recurrent symbolism and motifs in texts develop an explicit understanding of the metalanguage surrounding the unit concept e.g. comedy, satire, parody create and develop spelling lists that reflect the language in the studied texts Analyse the texts studied for themes, issues, ideas, contexts -social, cultural, political, historical, religious, gender, intellectual - (study sheets on myclasses) Analyse texts for their literal, metaphorical, metaphysical and philosophical interpretations (study sheets on myclasses)
Analyse texts for purpose and audience (study sheets on myclasses) Explicitly examine the grammatical structure of texts and use grammatical functions to create texts Create texts that can be annotated (using the Microsoft Word Comment feature) for evidence of metaphors, similes, personification, imagery, tone, allusion, intertextuality, alliteration, assonance, rhyme, rhythm, rhetorical questions etc) Explicit workshops on sentence structure complex and simple sentences Explicit workshops on the use of verbs, adverbs, nouns, Proper Nouns, Abstract Nouns, adjectives etc Explicit workshops on essay writing, narrative structure, short answers and analytical deconstructions using dot points Explicit strategies for studying multiple choice texts Explicit teaching of simple and complex punctuation and how it is used appropriately and for effect in both analytical and creative texts (see rubrics for list) Targeted Outcomes for this Unit A student: 2 uses and critically assesses a range of processes for responding and composing 3 selects, uses, describes and explains how different technologies affect and shape meaning 4 selects and uses features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning 5 transfers understanding of language concepts into new and different contexts 6 experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts 10 questions, challenges and evaluates cultural assumptions in texts and their effects on meaning 11 uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness Unit Resources Prose Fiction: My Place (1987) by Sally Morgan Poetry: Oodgeroo Noonuccal, ( Kath Walker) We Are Going, Municipal Gum, Understand Old One Research Online http://www.library.uq.edu.au/fryer/worth_fighting/2.html; http://epress.anu.edu.au/bwwp/mobile_devices/ch08.html Poetry : Wright, Judith, Bora Ring http://www.cs.berkeley.edu/~richie/poetry/html/poem23.html; http://www.karlrees.com/academia/literary_criticism/the_australian_cain_colonial_fear_in_judith_wrights_bora_ring.html; http://www.planetpapers.com/assets/3640.php; http://newenglandaustralia.blogspot.com/2007/01/poetry-of-judith-wright-bora-ring.html Visual Texts: Marsden, John and Sean Tan, The Rabbits, Lothian, (Large Paperback Edition) 2008 Non-Fiction: Historical readings and perspectives of others including of Keith Windshuttle and Henry Reynolds on The History Wars The Bible Shoemaker, Adam, The Poetry of Politics: Australian Aboriginal Verse online @ http://epress.anu.edu.au/bwwp/mobile_devices/ch08.html accessed on 2 January 2009 ( link on myclasses page)
The Myth of Orpheus and Eurydice, online @ http://www.paleothea.com/myths/orpheus.html accessed on 10 January 2009
Learn About: Leanr To: Suggested Teaching Strategies Resources Students learn about: 4.7 the effectiveness of specific language forms and features and structures of texts for different purposes, audiences and contexts and for specific modes and mediums 4.8 the ways in which specific language forms and features and structures of text are used to shape meaning including: in written texts: medium, organisation, sentence structures, grammar, punctuation, vocabulary and spelling, the use of formal or colloquial language and figurative language in spoken texts: medium, organisation, sentence structures, grammar, punctuation, vocabulary, cues, Outcome 4: A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts. 4.2 create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts 4.5 selectively use dictionaries, thesauruses, spell checks and other reference texts 4.6 use Standard Australian English, its variations and different levels of usage appropriately 5 transfers understanding of language concepts Lessons 1-3 Overview of Unit Explanation of title of unit. Discuss with students what history and memory are and the Indigenous context and focus of the unit. Provide students with an outline of Semester Assessment program: Task 1: Term 1: Oral presentation poetry analysis representation of how ideas are shaped in poetry Task 2: Half yearly Examinations: Short Answer and Narrative Focus: in examination week Term 2: see Examination Timetable Task 3: Term 2: Comparative essay between the novel and at least one other text studied in the unit. Provide students with an explanation of the semester program and hand out scope and sequence grid. Hand out Assessment Notifications and have students glue into their English books. Explain the initial literacy and skills focus and its purpose.
nonverbal language, tone, pitch, intonation and volume in visual texts: medium, organisation, colour, layout, perspective, focus, camera angles and editing 4.9 the ways tense, active and passive voice, sequencing, semantic links, synonyms, antonyms and affixes shape meaning 4.10 the ways etymology can clarify choice of vocabulary 4.11 the interaction of different language modes and different media to create meaning in multimodal texts 4.12 Aboriginal English as a valid and culturally accepted variation of expression 4.13 the metalanguage of subject English used to describe, discuss and differentiate texts and their language forms, features and structures into new and different contexts 5.5 pose and clarify problems and issues to be explored and solved through language Have students brainstorm, and complete a quick quiz on grammatical features and language devices they should be familiar with( worksheet on the class myclasses page) on: Verbs Adverbs Adjectives Nouns Abstract nouns Proper nouns Pronouns Personal pronouns Metaphor Simile Personification Alliteration Assonance Rhyming scheme Rhythm Free verse Sonnet Jargon Purpose Audience Emotive language Persuasive language Tone
5.7 the reasons specific features, and structures of texts are commonly used for particular purposes, audiences and contexts 5.8 techniques for effective speaking in formal and informal contexts 5.9 the ways in which purpose, audience and context affect a composer s choices of content, language forms and features and structures of texts 5.10 the ways in which inference, emphasis and point of view shape meaning 5.11 the effects of emotive and persuasive language 5.12 ways to engage an audience and sustain their interest and involvement Introduce and provide detailed explanation of new terms that will be used in Year 10 for analysis such as: Formal/informal language/register Context: Social, Cultural, Political, Historical, Religious, Gender, Intellectual, Workplace, Personal Conceptual: Literal, Inferential, Metaphysical, Philosophical
As Above As Above Lesson 4 Have students revise punctuation simple and complex. When to use: Comma Colon Semi-colon Apostrophe Dash Hyphen Parentheses Brackets ( square) Ellipsis Exclamation mark Question mark Hand out homework revision sheets for next lesson: in class test 11 uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness. 11.1 understand demands of a task and the outcomes and criteria for assessment being addressed 11.4 use the language of 11.12 outcomes-based learning 11.13 their own learning strengths and learning needs 11.14 research techniques using books, indexes and the internet 11.15 roles and responsibilities of individuals in groups 11.16 ways of structuring and presenting ideas, editing techniques Lesson 5 Quick Quiz- in class test on grammar and punctuation Have students peer mark work Reflect on strengths and weaknesses and have students select homework revision sheets on areas that need to be improved upon. Collect Prose Fiction text (Poison Under Their Lips by Mark Svendsen) from Library and hand out reading guide and check sheets.
the subject when engaging in learning 11.5 use speaking and writing as learning processes for sorting and selecting information and clarifying ideas 11.8 generate, document, clarify, organise and present ideas and information 11.9 perform an allocated role responsibly in a group and assess the success of collaborative processes 11.10 reflect on and assess their own and others learning against specific criteria and referencing Students will be required to demonstrate their knowledge of the required reading in informal class tests and in a reading journal. Reading Guide: Students will read and be given quick quizzes in class on the following chapters at the end of each week. Students should keep a reading journal and be encouraged to use post its when reading to record any specific language devices they may wish to use in their writing and analysis. Week 1: Read Authors Note Week 2: Read Chapters 2 and 3 Week 3: Read Chapters 4 and 5 Week 4: Read Chapters 6 and 7 Week 5: Read Chapters 8 and 9 11.12 outcomes-based learning 11.13 their own learning strengths and learning needs 11.14 research techniques using books, indexes and the internet 11.15 roles and 11.1 understand demands of a task and the outcomes and criteria for assessment being addressed 11.2 choose and negotiate with the teacher appropriate tasks and assessment criteria Lesson 6 Poetry Revision Ensure students understand poetic devices appropriately from earlier lessons. Hand out booklet of poetry and worksheets Read poetry out aloud to students and have them discuss their
responsibilities of individuals in groups 11.16 ways of structuring and presenting ideas, editing techniques and referencing 11.17 bibliographies, citation (including the internet), acknowledgement of sources and plagiarism 11.18 appropriate technology for different purposes, audiences and contexts 11.19 management strategies including drawing up a schedule, monitoring progress, meeting deadlines and following marking criteria grids 11.20 reflection strategies such as learning logs, journals, letters to teachers and peers, guided discussion. 11.3 ask questions, listen and negotiate to clarify an extended group task with teacher and peers 11.4 use the language of the subject when engaging in learning response to the rhythm, cadence and content of the poems. Discuss with students the nature of how this study of poetry will develop into a formal assessment task. Discuss the format of the assessment- short answers, and provide sentence starters and explicit lessons through the poetry unit using sentence starters (on myclasses page). Discuss with students the importance of research into the composers of the poetry and how their personal contexts will shape the meaning that they bring to their works. Students will use the myclasses page links for research and develop a biography of Oodgeroo Noonuccal. Students must keep a bibliography of any research completed including acknowledging help from parents, research from hard copy or Internet and correct ways of citation in presenting their work in their books in preparation for their HSC studies and the All My Own Work policy generated by the BOS.
1.7 the ideas, information, perspectives and ideologies presented in increasingly demanding imaginative, factual and critical texts and the ways they are presented 1.8 the features of increasingly complex imaginative, factual and critical texts, including the cognitive, emotional and moral dimensions of the text and its linguistic and structural features 1.9 the ways sustained texts use elements such as evidence, argument, narrative, dialogue and climax 1.10 the use of variations within conventions of particular genres, including forms of poetry, fiction and film and how these variations address the composer s purpose 1.3 analyse the effectiveness and impact of texts on responders in terms of ideas, perspective and originality 1.4 explain their responses to texts and their widening personal preferences within and among texts 1.5 respond to texts from different reading positions as an aspect of their developing moral and ethical stances on issues 1.6 respond to and compose texts that use inference and figurative language, such as symbolism and allusion, in complex and subtle ways. Lesson 7 Re-address unit context of Indigenous Voices Have students write out their opinion and understanding of the concerns of Indigenous Australia. Have students record their feelings and understandings of the past as they have been taught or have assumed knowledge through the media. Read Understand Old One by Oodgeroo Noonuccal o Analyse for techniques as stated in the study guide o Explore the specific use of metaphor o Evaluate for effectiveness in presenting an emotive or persuasive understanding of Indigenous history and memory from Oodgeroo s personal context. o Reinforce the short answer process and use TEPA and sentence starters Resources Online http://www.library.uq.edu.au/fryer/worth_fighting/2.html 1.10 the use of variations within conventions of particular genres, including forms of poetry, fiction and film and how these variations address the composer s 1.6 respond to and compose texts that use inference and figurative language, such as symbolism and allusion, in complex Lesson 8 Students will use this lesson to complete the questions for Understand Old One by Oodgeroo Noonuccal in terms of how techniques have been used to convey the meaning of the text.
purpose and subtle ways. Stress to students that their writing should reflect the concept of How and Why texts are valued rather than merely expressing what the text is about. Students must use the TEPA process. o Technique o Evidence o Purpose o Analysis 2.9 processes of representation including use of symbols, images, icons, stereotypes, connotations, inference, and particular visual and aural techniques including those of camera, design and sound, to create cohesive texts 2.10 the ways composers, including authors and film-makers, use processes of representation in composing texts 2.11 ways of developing their strengths, addressing their weaknesses and consolidating and broadening their preferences as 2.2 use writing and representing as an aid to research, planning, classifying information and learning 2.3 vary their use of the processes of planning, drafting, rehearsing, editing and publishing to compose appropriately and effectively crafted and sustained texts in a range of modes and media Worksheets provided on myclasses and in hard copy in their workbook. Lesson 9 Students will study the poem Municipal Gum by Oodgeroo Noonuccal. o Analyse for techniques o Explore the specific use of metaphor o Evaluate for effectiveness in presenting an emotive or persuasive understanding of Indigenous history and memory from Oodgeroo s personal context. Examine the policies of protectionism and looked at primary sources to demonstrate the controls over Indigenous Australians during the 19 th Century.
responders and composers of texts 2.12 the ways different modes, subject areas, media and cultural representation affect their personal and critical responses to texts 2.13 their own processes of composition and how these processes influence the quality of their texts. As Above As Above Lesson 10 Students will use this lesson to complete the questions for Municipal Gum by Oodgeroo Noonuccal in terms of how techniques have been used to convey the meaning of the text. Stress to students that their writing should reflect the concept of How and Why texts are valued rather than merely expressing what the text is about. Students must use the TEPA process. o Technique o Evidence o Purpose o Analysis Worksheets provided on myclasses and in hard copy in their workbook.
As Above As Above Lesson 11 Students will complete a study of We Are Going by Oodgeroo Noonuccal.. o Analyse for techniques o Explore the specific use of metaphor o Evaluate for effectiveness in presenting an emotive or persuasive understanding of Indigenous history and memory from Oodgeroo s personal context 4.10 the metalanguage for describing, explaining and justifying the composer s choices of features and structures of texts in terms of purpose, audience and context 4.11 the influence of purpose, audience and context on the use of particular features and structures of texts 4.12 the significance of the relationship between 4.1 identify, describe and explain the purpose of texts in personal, historical, cultural, social, technological and workplace contexts 4.2 describe, explain and evaluate the composer s choices of language forms and features and structures of texts in terms of purpose, audience and context 4.3 use appropriate language forms and features and structures of texts in Examine the confronting metaphor of the Rubbish Tip; resonated strongly with the environmental concerns aligned with the concerns of Indigenous Australians expressed by Noonuccal. Develop and facilitate discussions to determine values and attitudes and how to debunk myths that have evolved over time in Australian society Lesson 12 Students will use this lesson to complete the questions for We Are Going by Oodgeroo Noonuccal in terms of how techniques have been used to convey the meaning of the text. Stress to students that their writing should reflect the concept of How and Why texts are valued rather than merely expressing what the text is about. Students must use the TEPA process. o Technique o Evidence o Purpose
purpose, audience and context 4.13 codes and conventions, including emotive, evocative and impersonal language and signs, used to signal tone, mood and atmosphere in spoken, written and visual texts their own compositions and describe, explain and justify their choices in terms of purpose, audience and context 4.4 experiment with and explain altered perceptions of ideas and information that result from changes in language features and structures 4.5 identify purpose, audience and context of texts through consideration of the features, and structures used in the texts o Analysis Worksheets provided or write out the hard copy in their workbook. 5.6 the ways in which existing skills, knowledge and understanding about language can be used to access and express information for new purposes, audiences and contexts 5.7 predicting, speculating, hypothesising and paraphrasing as strategies for accessing texts with unfamiliar ideas or structures 5.8 how particular forms and features of language and 5.1 apply knowledge of features and structures of texts to respond to, compose and adapt texts to suit new and unfamiliar contexts 5.2 compose written, oral and visual texts for personal, historical, cultural, social, technological and workplace contexts 5.3 adapt their own or familiar texts into different forms, structures, modes and Lesson 13 Students will read through The Poetry of Politics: Australian Aboriginal Verse online @ http://epress.anu.edu.au/bwwp/mobile_devices/ch08.html Students will have a class discussion on the merit of the work and how it assists them to develop anew perspective or understanding of the poetry of Oodgeroo Noonuccal. Reflect on how the political nature of the poetry is an important reading position and provide them with opportunity to share insight into aspects of Indigenous history that had not been previously aware of.
structures of texts can be adapted to new purposes, audiences and contexts 5.9 the selection, organisation and coherence of information and ideas in texts. media for different purposes, audiences and contexts 5.4 identify, describe and explain the differences emerging as a result of such adaptations 5.5 explain the cohesion of syntax and content in familiar and unfamiliar texts. As Above As Above Lesson 14. Complete reading and analysis of The Poetry of Politics: Australian Aboriginal Verse. Make notes relating to their analysis of each poem expanding their depth of understanding and analysis in terms of expression of historical voice by Indigenous Australians. Students will start planning an essay that incorporated a discussion of each of the three poems and of the analysis of the political role of poetry presented by Adam Shoemaker. As Above As Above Lesson 15 Students will revisit Judith Wright s The Bora Ring. They will build on their understanding of the poem learned in Year 8.. Students should complete a close analysis of the metaphors, similes and personification used in the text using their TEPA sheets. Explicitly highlight the allusions and the sound qualities of the poem.
As Above As Above Lesson 16 Students will develop a new perspective of this text drawing on their first understandings in Year 8 to their new understanding of poetry and politics of Indigenous Australia in year 10. Students should evaluate the poem for: o The author s personal context o How this author s context differs from the context of Oodgeroo Noonuccal o Whether the poem has the same register of verisimilitude as that of Oodgeroo s works o The emotive nature of the work o The persuasive nature of the work o The effectiveness of the work o How it might have been received by academics o How it might have been received by Indigenous Australians o How accessible it is to casual readers o How publication of poetry shapes the context in which it is accepted into society 6.7 ways in which literary and non-literary composers transform ideas and experience into texts, including consideration of their insight, imaginative powers and verbal ingenuity 6.1 explore real and imagined (including virtual) worlds through close and wide engagement with increasingly demanding texts 6.2 respond imaginatively and interpretively to an increasingly demanding range of literary and non-literary texts Lesson 17 Students will discuss and write their thoughts on the socio-political nature of poetry read thus far. Students will begin planning an essay, learning how to structure and form an argument using a close study of text.
6.3 compose texts that demonstrate originality, imagination and ingenuity in content and language 7.9 the ways bias, stereotypes, perspectives and ideologies are constructed in texts, including the codes and phrasings that signal them 7.10 sequence and hierarchy of ideas 7.11 generalisations, clichés, appeals to authority, and appeals to popularity and public opinion 7.12 the ways the language of argument and persuasion can be adapted for different contexts 7.13 the conventions of reasoning including the use of logic, evidence, refutation and identification of digression and irrelevance, circumlocution and ellipsis. 7.1 ask perceptive and relevant questions, make logical predictions, draw analogies and challenge ideas and information in texts 7.2 trace ideas and images through extended texts 7.3 infer from and interpret texts 7.4 compare and contrast aspects of texts 7.5 recognise and explain differences between opinions and arguments, differences in shades of opinion and inconsistencies 7.6 propose, support and elaborate points in an argument and draw conclusions 7.7 explore and develop arguments in a range of modes and media and in imaginative, interpretive and critical compositions Lesson 18 Terra nullius Nothing will come of nothing. Speak again. And the imperial majesty rages. Nothing is white, Black is shadows, History is atlas-pink. Were all the trees Shrubs, blossom and fruit Rivers, creeks and leaping fish, Were they just songs Without singers Dreams Without dreamers Stars without heavens Echoes without voices? Peter Gebhardt, from Their stories our history. Introduce the concept and definition of Non-Fiction texts relating to Indigenous History and memory. Students will read the following material, either online or in hard copy and annotate with their thoughts and understandings about the issue of Indigenous protest and rights and loss during the preceding 200 years.
Websites and research include: http://www.sydneyline.com/national Museum Frontier Conflict.htm http://www.accessmylibrary.com/coms2/summary_0286-25541701_itm http://www.aboriginal-artaustralia.com/picture.asp?pictureid=934331 http://www.eniar.org/news/kimberley.html As Above As Above Lesson 19. Students will continue their non-fiction readings and annotations Students will begin by annotating the work for literary value: Emotive language Persuasive language Specific choice of verbs, adverbs and adjectives Use of punctuation Rhetoric and rhetorical devices used to convey meaning Purpose Context Effectiveness of argument Perspective Reflection of historical memory Students will discuss how each of the above elements are addressed in formal writing of essays.
8.7 the ways content, form and ideas of texts can be related 8.8 the metalanguage for identifying, describing and explaining relationships between and among texts 8.9 similarities of approach, attitude, intent, point of view, perspective and style in texts by different composers 8.10 similarities, differences and developments in the texts of a particular composer 8.11 the patterns of texts composed in different modes, media and multimedia 8.12 intertextuality and how it can be used to shape meaning in texts 8.13 appropriation and how it is used, critically and creatively, to respond to and compose texts. 9.6 the ways different and changing views of the world shape meaning 9.7 the ways personal perspective is shaped by social, cultural and historical influences 8.1 identify and describe the similarities and differences between and among more demanding texts 8.2 track and explain the patterns of theme and technique in the works of composers, for example an author, poet, filmmaker or dramatist 8.3 identify and describe the recurring features of particular genres such as westerns or science fiction, focusing on their story lines, iconography, value systems and techniques 8.4 track and explain the treatment of a common theme or idea in a range of texts in different modes and media 9.1 respond to and compose texts that reflect their expanding worlds from the personal to the public 9.2 relate the content and ideas in texts to the world beyond the texts Lesson 20 Students should read back over their initial views of Indigenous Australian history and their contextual understanding. Students should rewrite and evaluate their views in relation to the readings and study they have completed thus far. Writing must be in analytical and paragraph form. Students should write without using first person- using formal language. Students must make reference to at least four texts studied- poetry and/or non-fiction texts Lesson 21 Students will begin a close study of their prose fiction text: Poison Under Their Lips by Mark Svendsen. All students should have completed the reading of the text.
9.8 the ways personal perspective shapes meaning 9.9 aspects of their own context that influence their responses and compositions 9.10 how alternative readings of texts reflect responders personal and public worlds and what they value in the text. 9.3 describe ways in which their own responses to texts are personal and reflect their own context 9.4 identify different reading positions and interpretations of particular texts and appreciate distinctions in meaning 9.5 draw conclusions about their own values in relation to the values expressed and reflected by texts, and their responses to them. Students will begin with the Author s Note study in their study guides. The author of this text has created a novel using a number of different text types including primary sources. The author has used both fact and fiction. This creates intertextuality in the story. Scan the text and list the different text types, state whether they are primary sources or fiction and write a few lines of each (using correct punctuation) into the table below. Write the chapter number and a page reference for each. Create a definition of intertextuality: the use and explicit reference to other texts used deliberately by the composer to extend the meaning of the work for the reader. Students will identify the text type of the Author s Note Has the text been written in first, second or third person? Students should use the online dictionary as a class or use dictionaries from the library book box to develop their understanding of the grammatical function and meaning of the terms used by Svendsen on this page Students should identify the register of the vocabulary Students will develop an understanding of the purpose of the Author s Note The formal nature of the introduction The context in which the text is to be read Lesson 22 Complete work on the Author s Note
10.7 the language used to express contemporary cultural issues 10.8 the effects of personal, social, historical and technological perspectives on language and communication 10.9 the ways in which particular texts relate to their cultural experiences and the culture of others 10.10 the ways situational and cultural elements of context shape texts 10.11 the beliefs and value systems underpinning texts from different cultures 10.12 how texts sustain or challenge established cultural attitudes. 10.1 identify cultural elements expressed in the language, structure and content of texts drawn from popular culture, youth cultures, cultural heritages and the workplace 10.2 identify, explain and challenge cultural values, purposes and assumptions including gender, ethnicity, religion, youth, age, disability, sexuality, cultural diversity, social class and work in texts 10.3 interpret texts from a range of perspectives and justify the interpretations 10.4 engage with details of texts to respond and compose from a range of social and critical perspectives 10.5 respond to and compose texts to demonstrate their view of the world by drawing on the texts of other cultures (for ESL students, this might include drawing on texts in their first language) Lesson 23 Close study of Chapter One the disquietness of my heart Discuss chapter title why does Svendsen omit the use of capitalisation? How does the phrasing set a tone for the chapter? What is the tone established? Use the tone website on the myclasses page and identify suitable tone descriptors and write out a definition In the first section of the text, the author establishes the setting, characters and tone for the responder. He also establishes the essential horror of the events that occur in the text. Before you begin, mark the starting point of this journey on the map. Answer the questions below to ensure that you understand how the author is establishing this: Where is this journal entry written? What does this address tell you the responder? (The author is trying to establish something about the setting, what do you think it might be?) What does the composer call the journal? Use quotation marks. The author uses some very strong, specific nouns, verbs adjectives and adverbs in the two paragraphs. Here is the list: witness; barbarity; crime; horrendous; soul; quakes; guilty; perpetrators; sins; pleadings; assault; lust; terrible; malice; coherent; madness; desperate; fear; damned; hell-hole; suffering; bad; priest; redemption; Godless; prayer; heathens; distress; faithfully; cowardly; attack.
Students learn about: 4.8 the ways in which spoken, written and visual texts are shaped according to personal, historical, cultural, social, technological and workplace contexts 4.9 appropriate language forms and features and structures of texts to use in an increasingly wide range of contexts 4.10 the metalanguage for describing, explaining and justifying the composer s choices of features and structures of texts in terms of purpose, audience and context 4.11 the influence of purpose, audience and context on the use of particular features and structures of texts 4.12 the significance of the relationship between purpose, audience and context 4.13 codes and conventions, 4.1 identify, describe and explain the purpose of texts in personal, historical, cultural, social, technological and workplace contexts 4.2 describe, explain and evaluate the composer s choices of language forms and features and structures of texts in terms of purpose, audience and context 4.3 use appropriate language forms and features and structures of texts in their own compositions and describe, explain and justify their choices in terms of purpose, audience and context 4.4 experiment with and explain altered perceptions of ideas and information that result from changes in language features and structures 4.5 identify purpose, audience and context of texts through consideration of the Identify which are verbs, adverbs and adjectives and suggest how they establish tone. Why has Svendsen deliberately used this language? Lesson 24 Complete work on Chapter 1 Examine the charcterisation established by the composer: Who is identified? How are these characters explored? How does the composer want you, as the responder, to relate to these characters? What specific use of language does Svendsen make use of to create his characters? How effective is his perspective? How has this chapter established the context of the text as a whole? What predictions can you make about the remainder of the text from this chapter? Complete study guide exercises from chapter one for home study
including emotive, evocative and impersonal language and signs, used to signal tone, mood and atmosphere in spoken, written and visual texts 4.14 the appropriateness of the use of Standard English, its variations and levels of usage. features, and structures used in the texts 4.6 adapt and justify language use appropriate to spoken, written and visual texts 4.7 identify and critically evaluate the use of Standard Australian English, its variations and levels of usage. As Above As Above Lesson 25. Chapter 2 humanize, civilize, christianize pp37-48 What does the title of this chapter suggest? What grammatical features are used in each of the title terms? What does each term mean? Where has Svendsen taken these terms from? What does this appropriation of ideas suggest about authorship and writing? What is the historical context provided by this chapter? What research needs to be completed to develop a true and meaningful understanding of the content presented by Svendsen? Research the Native Police using the resources on the website.
As Above As Above Lesson 26 Chapter 2 continued What other text types have been used in this chapter by Svendsen? What is the effectiveness of changing the text types for the reader? How effective is this use of text type? How do the text types add meaning or clarify perspective for the reader? Develop a plot line of this chapter. Students may use the online WEB 2.0 plot map or create using dot points. Have students evaluate how the plot development aligns with the predictions they made from their study of Chapter One. 5.6 the ways in which existing skills, knowledge and understanding about language can be used to access and express information for new purposes, audiences and contexts 5.7 predicting, speculating, hypothesising and paraphrasing as strategies for accessing texts with unfamiliar ideas or structures 5.8 how particular forms and 5.1 apply knowledge of features and structures of texts to respond to, compose and adapt texts to suit new and unfamiliar contexts 5.2 compose written, oral and visual texts for personal, historical, cultural, social, technological and workplace contexts 5.3 adapt their own or familiar texts into different forms, Lesson 27 Students will complete all writing tasks in study guide for Chapter 2. Teacher should discuss each question explicitly and assist students in developing responses using the sentence starters and TEPA.
features of language and structures of texts can be adapted to new purposes, audiences and contexts 5.9 the selection, organisation and coherence of information and ideas in texts. 4.8 the ways in which spoken, written and visual texts are shaped according to personal, historical, cultural, social, technological and workplace contexts 4.9 appropriate language forms and features and structures of texts to use in an increasingly wide range of contexts 4.10 the metalanguage for describing, explaining and justifying the composer s choices of features and structures of texts in terms of purpose, audience and context 4.11 the influence of purpose, audience and context on the use of particular structures, modes and media for different purposes, audiences and contexts 5.4 identify, describe and explain the differences emerging as a result of such adaptations 5.5 explain the cohesion of syntax and content in familiar and unfamiliar texts. 4.1 identify, describe and explain the purpose of texts in personal, historical, cultural, social, technological and workplace contexts 4.2 describe, explain and evaluate the composer s choices of language forms and features and structures of texts in terms of purpose, audience and context 4.3 use appropriate language forms and features and structures of texts in their own compositions and describe, explain and justify their choices in terms of purpose, audience and context 4.4 experiment with and explain altered perceptions of ideas and Lesson 28 Chapter 3: too small a world to whistle in pp 51-71 What is the inference presented by the title of this chapter? What technique has the composer employed? As a class, create definitions of the language used in this chapter using the worksheet in the study guide Have students explore how the language changes the tone in this chapter. Have students predict why this change may be taking place and the author s purpose? Complete glossary for home study
features and structures of texts 4.12 the significance of the relationship between purpose, audience and context 4.13 codes and conventions, including emotive, evocative and impersonal language and signs, used to signal tone, mood and atmosphere in spoken, written and visual texts 4.14 the appropriateness of the use of Standard English, its variations and levels of usage information that result from changes in language features and structures 4.5 identify purpose, audience and context of texts through consideration of the features, and structures used in the texts 4.6 adapt and justify language use appropriate to spoken, written and visual texts 4.7 identify and critically evaluate the use of Standard Australian English, its variations and levels of usage. As Above As Above Lesson 29 Continue work on Chapter 3 Discuss the veracity of this text in relation to the events explored in history. Research individuals from this period and develop an understanding of how and why Svendsen has created these characters? Have students read and evaluate the effectiveness of the cross examination script. Why has Svendsen employed this technique to develop the plot and theme of his text? Have students identify the other text types used in this chapter.
Evaluate how these text types align with Indigenous text types such as dreamtime stories. Has Svendsen been effective in his use of the text types to shape meaning in his text? Lesson 30 As Above As Above Lesson 31 Have students explore the development of characterisation of Wilbraham and the introduction of a new character in Chapter 3. Use the questions in the study guide to develop responses. Students should, as much as is possible, use the TEPA process when formulating responses. Chapter 3 continued Evaluate the use of primary sources in this chapter. What is the register of the language is used? What is the perspective of history presented? How does time and memory reflect upon this history? How have revisionist histories changed the perspective presented here? What is Svendsen s purpose in using this source? Have students evaluate the effectiveness of the text at this stage of their analysis. How does the prose text defend or expand on the writings of Indigenous poets?
How does the text engage with the debates presented in the non-fiction narratives presented by Reynolds and Windshuttle? Students will develop a journal entry, in first person, including a discussion of their research material which they should analyse in terms of meaning that expresses how they feel and what they understand about the Australian Indigenous experience. As Above As Above Lesson 32 Students will complete, edit and annotate the writing experiences provided for Chapter 3 in their study guides..7 the ways content, form and ideas of texts can be related 8.8 the metalanguage for identifying, describing and explaining relationships between and among texts 8.9 similarities of approach, attitude, intent, point of view, perspective and style in texts by different composers 8.10 similarities, differences and developments in the texts of a particular composer 8.11 the patterns of texts composed in different 8.1 identify and describe the similarities and differences between and among more demanding texts 8.2 track and explain the patterns of theme and technique in the works of composers, for example an author, poet, filmmaker or dramatist 8.3 identify and describe the recurring features of particular genres such as westerns or science fiction, focusing on their story lines, iconography, value systems and techniques Lesson 33 Chapter 4 in the name of the shadow Students will: Evaluate the effectiveness of the title of this chapter Make the relationships between the use of the shadow metaphor used in Svendsen s text with that used in Oodgeroo Noonuccal and Judith Wright s poetry Complete a list of words to add to the glossary Invite Father Emil to join us for this lesson. Read through the Psalms and deconstruct as poetry and as biblical texts. Examined how the Psalms develop Arthur s narrative and provided insight into the depths of his experience.
modes, media and multimedia 8.12 intertextuality and how it can be used to shape meaning in texts 8.13 appropriation and how it is used, critically and creatively, to respond to and compose texts. 8.4 track and explain the treatment of a common theme or idea in a range of texts in different modes and media 8.5 compose texts to experiment with patterns, representations, intertextuality and appropriations 8.6 compose texts by complying with, adapting or subverting the conventions of form, genre and ideology.
9.6 the ways different and changing views of the world shape meaning 9.7 the ways personal perspective is shaped by social, cultural and historical influences 9.8 the ways personal perspective shapes meaning 9.9 aspects of their own context that influence their responses and compositions 9.10 how alternative readings of texts reflect responders personal and public worlds and what they value in the text. 4.9 appropriate language forms and features and structures of texts to use in an increasingly wide range of contexts 4.10 the metalanguage for describing, explaining and justifying the composer s choices of features and structures of texts in terms of purpose, audience and context 9.1 respond to and compose texts that reflect their expanding worlds from the personal to the public 9.2 relate the content and ideas in texts to the world beyond the texts 9.3 describe ways in which their own responses to texts are personal and reflect their own context 9.4 identify different reading positions and interpretations of particular texts and appreciate distinctions in meaning 9.5 draw conclusions about their own values in relation to the values expressed and reflected by texts, and their responses to them. 4.1 identify, describe and explain the purpose of texts in personal, historical, cultural, social, technological and workplace contexts 4.2 describe, explain and evaluate the composer s choices of language forms and features and structures of texts in terms of purpose, audience and context Lesson 34 Chapter 4 (continued) Students will:. Read the chapter again carefully exploring how language has been used to shape meaning in relation to Wilbraham s changing response to his environment and to those around him. Answer the questions in the study guide- ensuring students use the TEPA process and write full sentence answers no first person responses permitted Lesson 35 Chapter 4 (continued) Students will Read, annotate and record the extensive use of simile in this chapter. Fill out the table provided in the study guide Evaluate the effectiveness and appropriateness of the similes used Record other significant literary devices used in the
13 codes and conventions, including emotive, evocative and impersonal language and signs, used to signal tone, mood and atmosphere in spoken, written and visual texts 4.3 use appropriate language forms and features and structures of texts in their own compositions and describe, explain and justify their choices in terms of purpose, audience and context chapter in the table provided and evaluate purpose and effectiveness Evaluate the use of the letter to the editor as a text type and how it has added veracity (provide a definition) to Svendsen s narrative 4.10 the metalanguage for describing, explaining and justifying the composer s choices of features and structures of texts in terms of purpose, audience and context 4.11 the influence of purpose, audience and context on the use of particular features and structures of texts 4.12 the significance of the relationship between purpose, audience and context.5 identify purpose, audience and context of texts through consideration of the features, and structures used in the texts 4.6 adapt and justify language use appropriate to spoken, written and visual texts 4.7 identify and critically evaluate the use of Standard Australian English, its variations and levels of usage. Lesson 36 Chapter 5 be it remembered Students will: Evaluate the purpose and effectiveness of the chapter title Analyse and discuss the chapter title in relation to the unit context of history and memory Develop the glossary for this chapter 4.13 codes and conventions, including emotive, evocative and impersonal language and signs, used to signal tone, mood and atmosphere in spoken, written and visual texts 4.2 describe, explain and evaluate the composer s choices of language forms and features and structures of texts in terms of purpose, audience and context Lesson 37 Chapter 5 (continued) Determine the use of postscript in the novel Explore and define the use of the term postscript and what it means in relation to the novel Identify the tone and the techniques used to establish