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12002 Secondary English LIG

Q u a l i ty

Q u a l i ty

T e a c he r

T e a c he r

P r o gr am

P r o gr am

The quest fantasy

Stage 4, Year 8

Rationale

The notion of the quest is evident in many aspects of students’ lives, inthe films they watch, in the books they read, in the TV programs theyenjoy and in advertising. By studying quest fantasy texts, students learnto recognise how the quest is used to tell a story. Knowledge of theArthurian Legend is the starting point in this unit and provides anhistorical context for their understanding of contemporary quest texts,including those of Hollywood.

2 2002 Secondary English LIG

Q u a l i ty

Q u a l i ty

T e a c he r

T e a c he r

P r o gr am

P r o gr am

In this unit students learn to:

• read widely for pleasure and understanding

• identify structural and language features of fantasy texts and the quest genre

• listen and sequence

• read aloud for a specified audience

• transform a text into another form or medium

• compare written and visual texts

• word process their work for publication

• compose a range of texts: newspaper reports, short stories, poetry, essays, advertisements.

Students learn about:

• point of view

• persuasive language

• quest archetypes (hero, helper, shadow figure, enchantress)

• the quest genre in popular culture texts such as film and advertising

Resources

http://home.att.net/~torregrossa/This site provides a list of recent film, TV, book, journal and magazine resources.

http://www.pittstate.edu/engl/nichols/arthur.htmlThis site has some excellent visuals and information about the Arthurian legend.

http://www.caerleon.net/history/arthur/This site provides accessible information about the legend, how it developed and its place inhistory.

Maher, David, 1999, The Quest in Legends and Literature, St Claire Press, Rozelle. (This is an excellentphotocopiable resource.)

A wide reading list for students is provided in Appendix 3.

http://home.att.net/~torregrossa/

http://www.pittstate.edu/engl/nichols/arthur.html

http://www.caerleon.net/history/arthur/


Q u a l i ty

Q u a l i ty

T e a c he r

T e a c he r

P r o gr am

P r o gr am

Teach

ing a

nd

learn

ing s

eq

uen

ce

Ou

tco

mes

Co

nte

nt

Learn

ing a

ctiv

itie

sR

eso

urc

es

1.A

stud

ent,

thro

ugh

wid

e an

d cl

ose

stud

y, re

spon

ds to

and

com

pose

s ara

nge

of te

xts f

or u

nder

stan

ding

,in

terp

reta

tion

, cri

tica

l ana

lysi

s and

plea

sure

.

Stud

ents

lear

n to

:

•re

spon

d to

imag

inat

ive

text

sap

prop

riat

e to

thei

r nee

ds

•de

mon

stra

te u

nder

stan

ding

of t

heco

mpl

exit

y of

mea

ning

in te

xts.

Wid

e re

adin

g

Rea

ding

log

Stud

ents

read

wid

ely

from

the

book

box

or f

rom

thei

r ow

n ch

oice

of q

uest

fant

asy

nove

ls.

Stud

ents

reco

rd th

eir n

ight

ly re

adin

g on

the

hom

e re

adin

g pr

ogra

m sh

eet.

App

endi

x 1

Wid

e re

adin

gas

signm

ent

App

endi

x 2

Hom

ere

adin

g sh

eet

App

endi

x 3

Que

stfa

ntas

y w

ide

read

ing

list

App

endi

x 4

Cha

ract

erar

chet

ypes

5.A

stud

ent m

akes

info

rmed

pers

onal

lang

uage

cho

ices

to sh

ape

mea

ning

wit

h cl

arit

y an

dco

here

nce.

Stud

ents

lear

n to

:

•m

ake

oral

pre

sent

atio

ns.

Stud

ents

lear

n ab

out

•th

e w

ays c

erta

in fo

rms,

stru

ctur

esan

d fe

atur

es su

it p

arti

cula

rpu

rpos

es, a

udie

nces

and

situ

atio

ns

•te

chni

ques

for e

ffect

ive

spea

king

in fo

rmal

and

info

rmal

situ

atio

ns

•w

ays t

o en

gage

an

audi

ence

and

sust

ain

thei

r inv

olve

men

t.

Rea

d al

oud

for a

n au

dien

ceSt

uden

ts p

ract

ise

read

ing

alou

d a

pass

age

from

thei

r nov

el, r

ehea

rse

it a

nd p

rese

nt it

to th

e cl

ass.

Stud

ents

wri

te in

thei

r lea

rnin

g lo

g ab

out t

here

hear

sal a

nd re

adin

g pr

oces

s.

See

App

endi

x 1

Wid

ere

adin

g as

signm

ent


Q u a l i ty

Q u a l i ty

T e a c he r

T e a c he r

P r o gr am

P r o gr am

Ou

tco

mes

Co

nte

nt

Learn

ing a

ctiv

itie

sR

eso

urc

es

1.A

stud

ent,

thro

ugh

wid

e an

d cl

ose

stud

y, re

spon

ds to

and

com

pose

s ara

nge

of te

xts f

or u

nder

stan

ding

,cr

itic

al a

naly

sis a

nd p

leas

ure.

Stud

ents

lear

n to

:

•de

mon

stra

te u

nder

stan

ding

of t

heco

mpl

exit

y of

mea

ning

in te

xts.

List

en a

nd se

quen

ceT

he te

ache

r rea

ds a

loud

the

stor

y H

ow A

rthu

rdi

scov

ered

the

trut

h ab

out h

is bi

rth

and

a ki

ngdo

mw

as r

etur

ned

to a

Kin

g (a

ka T

he S

wor

d in

the

Ston

e).

Stud

ents

then

sequ

ence

the

capt

ione

d pi

ctur

es in

thei

r wor

kboo

ks.

How

Art

hur d

iscov

ered

the

trut

h ab

out h

is bi

rth

and

aki

ngdo

m w

as r

etur

ned

to a

king

, in

Mah

er, 1

999,

St

Cla

ire

Pres

s, pp

. 6–1

4.

9.A

stud

ent i

dent

ifies

, con

side

rs a

ndap

prec

iate

s cul

tura

l exp

ress

ion

inte

xts.

Res

earc

hing

the

hist

ory

of th

eA

rthu

rian

lege

ndSt

uden

ts u

se th

e lib

rary

and

the

Inte

rnet

tore

sear

ch th

e A

rthu

rian

lege

nd.

App

endi

x 5

Res

earc

hing

the

Art

huria

n le

gend

1.St

uden

ts le

arn

to:

•co

mpo

se im

agin

ativ

e, fa

ctua

l and

crit

ical

text

s

•m

anip

ulat

e, c

ombi

ne a

ndch

alle

nge

diffe

rent

text

type

s in

orde

r to

com

pose

new

text

s tha

tad

dres

s spe

cific

pur

pose

s,au

dien

ces a

nd si

tuat

ions

.

Stud

ents

lear

n ab

out:

•co

nven

tion

s ass

ocia

ted

wit

h no

n-lit

erar

y te

xts.

Com

posi

ng a

new

spap

erre

port

Wri

te a

new

spap

er re

port

whi

ch a

ppro

pria

tes t

heA

rthu

rian

lege

nd in

to a

con

tem

pora

ry A

ustr

alia

nco

ntex

t.

Stud

ents

use

thei

r pic

ture

sequ

ence

to re

min

dth

em o

f the

stor

y of

Art

hur a

nd w

rite

ane

wsp

aper

repo

rt re

coun

ting

the

mir

acul

ous

even

t as i

f it h

appe

ned

yest

erda

y.

Stud

ents

will

nee

d to

con

side

r the

follo

win

g:

•w

here

the

even

t occ

urre

d

•ho

w to

mai

ntai

n th

e ch

arac

teri

stic

s of

arch

etyp

al q

uest

cha

ract

ers w

ith

“peo

ple”

who

inha

bit t

his n

ew se

ttin

g in

tim

e an

d pl

ace

•th

e la

ngua

ge c

hoic

es th

at n

eed

to b

e m

ade

topr

eser

ve th

e qu

est f

anta

sy e

lem

ents

, tra

nsfo

rmth

e st

ory

into

a c

onte

mpo

rary

sett

ing

and

adhe

re to

the

stru

ctur

al a

nd to

nal f

eatu

res o

f ane

wsp

aper

repo

rt.

App

endi

x 6

New

spap

erre

port


Q u a l i ty

Q u a l i ty

T e a c he r

T e a c he r

P r o gr am

P r o gr am

Ou

tco

mes

Co

nte

nt

Learn

ing a

ctiv

itie

sR

eso

urc

es

4.A

stud

ent u

ses a

nd d

escr

ibes

lang

uage

, for

ms,

stru

ctur

es a

ndfe

atur

es a

ppro

pria

te to

diff

eren

tpu

rpos

es, a

udie

nces

and

situ

atio

ns.

Stud

ents

lear

n to

:

•ad

apt t

exts

for d

iffer

ent p

urpo

ses,

audi

ence

s and

situ

atio

ns.

Stud

ents

shou

ld re

ad a

nd d

iscu

ss h

ow th

e fa

iry

tale

of L

ittle

Red

Rid

ing

Hoo

d ha

s bee

nap

prop

riat

ed in

the

sam

ple

text

pro

vide

d. It

may

be in

tere

stin

g an

d fu

n fo

r stu

dent

s to

wor

k ou

tho

w th

e ir

onic

tone

is c

reat

ed in

the

sam

ple

text

.

1.A

stud

ent,

thro

ugh

wid

e an

d cl

ose

stud

y, re

spon

ds to

and

com

pose

s ara

nge

of te

xts f

or u

nder

stan

ding

,cr

itic

al a

naly

sis a

nd p

leas

ure.

2.A

stud

ent r

espo

nds t

o an

dco

mpo

ses t

exts

in d

iffer

ent

tech

nolo

gies

.

Stud

ents

lear

n to

:

•us

e fe

atur

es o

f ele

ctro

nic

med

ia to

com

pose

a ra

nge

of im

agin

ativ

ete

xts.

Stud

ents

lear

n ab

out:

•ap

prop

riat

e te

chno

logy

, sof

twar

ean

d fu

ncti

ons f

or p

arti

cula

r tas

ks.

Tran

sfor

min

g a

text

Wor

d pr

oces

sing

(a)

Stud

ents

look

at t

he p

ictu

re o

f “St

Geo

rge

and

the

Dra

gon”

. Dis

cuss

in g

roup

s or a

s acl

ass w

hat t

hey

thin

k ha

s hap

pene

d to

bri

ngab

out t

he e

vent

show

n in

the

pain

ting

.

(b)

Aft

er re

visi

ng th

e pu

rpos

e an

d st

ruct

ure

ofna

rrat

ive

text

s, st

uden

ts w

rite

thei

r ow

nve

rsio

n of

“St

Geo

rge

and

the

Dra

gon”

.

(c)

Proc

ess w

riti

ng. W

ork

thro

ugh

the

draf

ting

,re

visi

ng, e

diti

ng p

roce

ss, u

sing

Mic

roso

ftW

ord.

(d)

Stud

ents

pub

lish

thei

r sto

ry u

sing

the

pres

crib

ed fo

rmat

:

•12

poi

nt T

imes

New

Rom

an o

r Ari

al

•lin

e sp

acin

g of

1.5

•st

anda

rd p

age

set-

up (

min

imum

2 c

mm

argi

ns)

•do

uble

spac

ing

betw

een

para

grap

hs

•sa

ved

to a

n ap

prop

riat

ely

nam

ed fi

le in

thei

r per

sona

l fol

der o

n th

e sc

hool

’sin

tran

et o

r to

disc

.

See

web

site

http

://w

ww.

uq.n

et.a

u/ia

cobu

s/uc

cello

/st

_geo

rge1

.htm

l

http://www.uq.net.au/iacobus/uccello/st_george1.html


Q u a l i ty

Q u a l i ty

T e a c he r

T e a c he r

P r o gr am

P r o gr am

Ou

tco

mes

Co

nte

nt

Learn

ing a

ctiv

itie

sR

eso

urc

es

7.A

stud

ent t

hink

s cri

tica

lly a

bout

info

rmat

ion,

idea

s, an

d ar

gum

ents

to re

spon

d to

and

com

pose

text

s.

Stud

ents

lear

n to

:

•ac

cess

info

rmat

ion,

idea

s and

argu

men

ts in

text

s and

iden

tify

the

way

s inf

orm

atio

n, id

eas a

ndar

gum

ents

are

arr

ange

d an

d re

late

d

•fo

cus o

n an

d ev

alua

te p

arti

cula

ras

pect

s of t

exts

incl

udin

g st

oryl

ine,

pers

pect

ive

and

cult

ural

posi

tion

ing.

11. A

stud

ent u

ses a

nd a

sses

ses

indi

vidu

al a

nd c

olla

bora

tive

skill

sfo

r lea

rnin

g.

Stud

ents

lear

n to

•ar

ticu

late

and

dis

cuss

the

plea

sure

san

d di

fficu

ltie

s, su

cces

ses a

ndch

alle

nges

exp

erie

nced

in th

eir

wri

ting

.

Cri

tica

l lit

erac

ySt

uden

ts re

ad th

e po

em N

ot M

y B

est S

ide

and

look

aga

in a

t the

pai

ntin

g in

“St

Geo

rge

and

the

Dra

gon”

. The

y di

scus

s wha

t the

y th

ink

of e

ach

ofth

e th

ree

char

acte

rs a

nd w

hy e

ach

feel

sdi

ffere

ntly

abo

ut th

e si

tuat

ion.

Usi

ng th

e sa

me

styl

e as

the

poet

, stu

dent

s wri

teth

e fo

urth

stan

za o

f the

poe

m fr

om th

e po

int o

fvi

ew o

f the

hor

se.

Lear

ning

log:

“T

he p

oet’s

stru

ggle

”

Stud

ents

mig

ht fi

nd th

ese

sent

ence

star

ters

help

ful:

•T

he e

asie

st p

art o

f writ

ing

the

extr

a st

anza

was

…

•T

he m

ost f

un b

it I

wro

te w

as…

•T

he h

arde

st th

ing

abou

t writ

ing

the

stan

za w

as…

•I

lear

nt …

abo

ut h

ow p

oets

writ

e po

ems.

Not

My

Bes

t Sid

e by

UA

Fant

horp

e, a

vaila

ble

from

:ht

tp://

ww

w.cs

.rice

.edu

/~

ssiy

er/m

inst

rels

/poe

ms/

438.

htm

l

or D

oubl

e V

ision

(19

90)

by B

ento

n, M

icha

el a

ndPe

ter B

ento

n. H

odde

ran

d St

ough

ton

(PIP

)

or P

ostc

ards

from

Pla

net

Ear

th (

1990

), P

aul

Ric

hard

son

and

Ken

Wat

son

(ed.

), O

xfor

dU

nive

rsit

y Pr

ess,

Mel

bour

ne.

4.A

stud

ent u

ses a

nd d

escr

ibes

lang

uage

, for

ms,

stru

ctur

es a

ndfe

atur

es a

ppro

pria

te to

diff

eren

tpu

rpos

es, a

udie

nces

and

situ

atio

ns.

Usi

ng a

n un

ders

tand

ing

of th

equ

est g

enre

and

arc

hety

pal

char

acte

rs to

cre

ate

anad

vert

isem

ent

Aft

er c

ompl

etin

g th

e ac

tivi

ties

on

adve

rtis

ing

(App

endi

x 4)

, stu

dent

s des

ign

thei

r ow

nad

vert

isem

ent f

or a

n “A

rthu

r pro

duct

”. T

head

vert

isem

ent m

ust i

ncor

pora

te th

e qu

est g

enre

and

dem

onst

rate

an

unde

rsta

ndin

g of

cha

ract

er.

Stud

ents

nee

d to

mak

e su

re th

e pr

oduc

t is

cons

iste

nt w

ith

the

arch

etyp

al fe

atur

es o

f the

char

acte

r tha

t pro

mot

es it

. The

adv

erti

sem

ent

shou

ld b

e ac

com

pani

ed b

y an

exp

lana

tion

of i

tsfe

atur

es.

App

endi

x 7

Ana

lysin

g an

adve

rtise

men

t

App

endi

x 7a

Cre

ate

your

own

adve

rtise

men

t

http://www.cs.rice.edu/~ssiyer/minstrels/poems/438.html


Q u a l i ty

Q u a l i ty

T e a c he r

T e a c he r

P r o gr am

P r o gr am

Ou

tco

mes

Co

nte

nt

Learn

ing a

ctiv

itie

sR

eso

urc

es

4.A

stud

ent u

ses a

nd d

escr

ibes

lang

uage

, for

ms,

stru

ctur

es a

ndfe

atur

es a

ppro

pria

te to

diff

eren

tpu

rpos

es, a

udie

nces

and

situ

atio

ns.

Rea

ding

mul

ti-m

odal

text

sR

ead

the

pict

ure

book

s and

wor

k on

the

acti

viti

es in

pai

rs.

App

endi

ces 8

a to

8d

Pict

ure

book

s:M

erlin

and

the

Dra

gons

Sir

Gaw

ain

and

the

Gre

enK

nigh

tK

ing

Art

hur a

nd th

eK

nigh

ts o

f the

Rou

nd T

able

Sir

Gaw

ain

and

the

Loat

hly

Lady

1.A

stud

ent,

thro

ugh

wid

e an

d cl

ose

stud

y, re

spon

ds to

and

com

pose

s ara

nge

of te

xts f

or u

nder

stan

ding

,cr

itic

al a

naly

sis a

nd p

leas

ure.

Sum

min

g up

•In

gro

ups o

r as a

who

le c

lass

, bra

inst

orm

the

char

acte

rist

ics o

f the

que

st fa

ntas

y ge

nre.

•C

reat

e a

clas

s def

init

ion

for q

uest

fant

asy.

•G

roup

s or p

airs

cre

ate

visu

al re

pres

enta

tion

sof

the

ques

t fan

tasy

usi

ng d

raw

ings

, wor

ds,

pict

ures

from

mag

azin

es e

tc. R

epre

sent

atio

nsm

ust i

nclu

de a

s man

y of

the

feat

ures

of t

hege

nre

as p

ossi

ble.

•D

ispl

ay re

pres

enta

tion

s on

the

clas

sroo

m w

all

afte

r gro

ups h

ave

pres

ente

d an

d ex

plai

ned

them

to th

e cl

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rIn

dian

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nes f

ilms


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Ou

tco

mes

Co

nte

nt

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ing a

ctiv

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sR

eso

urc

es

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stud

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ses a

nd d

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ibes

lang

uage

, for

ms,

stru

ctur

es a

ndfe

atur

es a

ppro

pria

te to

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eren

tpu

rpos

es, a

udie

nces

and

situ

atio

ns.

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win

g an

d re

spon

ding

to fi

lmW

atch

the

film

.

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the

grid

to id

enti

fy th

e to

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f pro

duct

ion

and

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ents

of t

he q

uest

gen

re (

rem

ind

stud

ents

of t

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mm

ing-

up a

ctiv

ity

for e

lem

ents

of t

he q

uest

gen

re).

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ents

wri

te a

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say

resp

onse

to th

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esti

on:

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x 11

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ints

:

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hat e

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ents

of t

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r le

gend

are

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dent

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ete

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ly th

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ide

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m)?

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is th

is?

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hy d

o st

uden

ts th

ink

the

hero

is u

sual

ly m

ale

and

the

evil

ench

antr

ess f

emal

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y qu

est f

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orie

s? C

an st

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ink

of a

ny q

uest

text

s whe

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ese

role

s are

diff

eren

t?

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ho d

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like

que

st fa

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vels

and

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ts sh

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arry

Pot

ter,

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d of

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Rin

gs, t

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y sh

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als

o co

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er su

ch fe

atur

es a

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g in

stra

nge

or d

ista

nt w

orld

s, th

e he

ro w

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ofte

n an

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ikel

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ndid

ate,

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ical

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res e

tc.

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ow d

oes

our

know

ledg

e of

que

st fa

ntas

y in

fluen

ce th

ew

ay w

e re

ad a

nd v

iew

thes

e te

xts?

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t hap

pens

whe

nou

r ex

pect

atio

ns a

re n

ot m

et?

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are

we

not b

ored

by

know

ing

the

kind

s of

thin

gs th

at w

ill h

appe

n ne

xt in

the

stor

y? W

hy d

o w

e w

ant t

o ke

ep w

atch

ing

and

read

ing

ifw

e kn

ow th

e he

ro w

ill s

ucce

ed in

the

end?

Stud

ents

wri

te a

bout

thei

r exp

erie

nces

of t

he q

uest

fant

asy

genr

e in

thei

r lea

rnin

g lo

gs.


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Appendix 1Wide reading assignment

During this unit of work you will read as many quest fantasy novels and picture books as you can fromthe book box provided. You can also choose your own quest fantasy books from the library. Thencomplete the activities listed below.

Reading

Read widely from the fantasy box or from your own choice of fantasy novels.

A wide reading list is provided.

Record your reading each night on your home reading sheet.

Responding activities

Complete the activities below at home. Your teacher will tell you when each item needs to becompleted.

1. Present to the class a dramatic reading of your favourite part of one of the novels you read.

• Practise reading the passage aloud.

• Rehearse in front of a mirror, a friend or a family member.

• Present your reading to the class (your teacher will tell you when).

• You might like to use a prop or costume for your reading.

• Write in your learning log about the rehearsal and reading process. Indicate what was difficultor easy, what was fun and what you found unpleasant about the experience.

2. Archetypes in the quest genre

Draft these pieces of writing in your workbooks then revise, edit and publish them on A4 paper tohand in to your teacher for assessment.

(a) After your teacher has taught you about archetypes, brainstorm together the characteristics of“The Hero”. Write an explanation of how the hero in your favourite fantasy novel conformsto or differs from these characteristics. Use quotations and examples from the novel to supportyour points.

(b) Select one other archetype from “The Helper”, “The Enchantress” or “The ShadowCharacter” and explain how the corresponding character in your favourite fantasy novelconforms or differs from this archetype. Use quotations to support your points.

Outcomes assessed

1. A student, through wide reading and close study, responds to and composes a range of texts forunderstanding, interpretation, critical analysis and pleasure.

5. A student makes informed personal language choices to shape meaning with clarity andcoherence.


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Date Title and author of book Startpage no.

Finishpage no.

Appendix 2Home reading sheet

Name: .......................................................................................... Class: ...............................................

Parent’s signature


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Appendix 3Wide reading list: The quest fantasy

Carmody, Isobel, 1993, Obernewtyn, Penguin Books Australia Ltd, RingwoodThe Obernewtyn Chronicles: Obernewtyn; The Forseekers; Ashling

Cooper, Susan, 1994, The Dark is Rising Sequence, Penguin Books Australia Ltd, RingwoodThe Dark is Rising Sequence: Over Sea, Under Stone; The Dark is Rising; Greenwitch; The GreyKing; Silver on the Tree

Kelleher, Victor, 1983, Master of the Grove, Penguin Books Australia Ltd, Ringwood

L’Engle, Madeleine, 1967, A Wrinkle in Time, Puffin Modern Classics, Penguin Books Australia Ltd,Ringwood

Le Guin, Ursula, 1971, A wizard of Earthsea, Penguin Books Ltd, LondonThe Earthsea Quartet: A wizard of Earthsea; The tombs of Atuan; the farthest shore; Tehanu

Rodder, Emily, 1997, Rowan of Rin, Omnibus Books, Norwood

Rowlings, J. K., Harry Potter and the Philosopher’s Stone, Bloombury Publishing PLC, LondonHarry Potter series: Harry Potter and the prisoner of Azhaban; Harry Potter and the Goblet of Fire

Tolkein, J. R. R., 1993, The Hobbit, Harper Collins, London

Tolkein, J. R. R., The Lord of the Rings, Harper Collins, LondonThe Lord of the Rings; The fellowship of the ring; The two towers; The return of the King


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Appendix 4Character archetypes

(adapted from Maher, 1999, St Claire Press)

The hero:

• usually an orphan who is raised by a wise hermit who teaches him the qualities of the hero

• embarks on a quest, rescues the romantic heroine, and overcomes obstacles on the way by usingthe knowledge the hermit has taught him.

The hermit or helper:

• usually a wise old man who lives alone in an isolated place

• guides the hero with knowledge and advice

• usually looks after a special object which will ultimately belong to the hero and which helps thehero in his quest.

The shadow:

• represents the hero’s potential for evil or the hero’s innermost fear

• is the part of the hero’s character that the hero must overcome in order to succeed in his quest andensure that good prevails.

The enchantress:

• a woman who tempts the hero with her beauty in order to bring about his downfall

• the hero is blind to the danger of her magic charms.

The dream girl:

• usually a beautiful woman (princess) who inspires the hero to great things

• out of reach of the hero, incarcerated in a tower or hidden away

• passive

• freed from her prison (or horrible circumstances) by the hero and subsequently they usually marry.


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Appendix 5Researching the Arthurian legend

Use books from the library and the Internet to find out about the legend of King Arthur.

Make brief notes from resources that you find useful. Make sure you list all the resources (including website addresses) that you use in your research.

Here are some questions to help you get started.

1. When was King Arthur’s reign?

2. Of what country was he king? What language was spoken in that country?

3. What were some of the features of daily life in King Arthur’s time? For example:

• What sort of clothes did ordinary people wear?

• What sort of clothes did King Arthur and other people at court wear?

• What did people do for entertainment?

• How did people communicate, since there were no telephones, television, radio, internet,newspapers and other forms of communication that we rely on?

• What sorts of crimes and punishments were common?

4. Can you find any evidence that the characters in the King Arthur stories really existed? Look forSir Lancelot, Lady Guinevere, Sir Galahad, Merlin, others.

5. Was Camelot a real place? What can you find out about it?

Here are some web sites to help you start. Make sure you look at other sources as well.

http://www.pittstate.edu/engl/nichols/arthur.htmlhttp://www.caerleon.net/history/arthur/

Present your findings on a single A3 page. Include pictures (which you might download from theInternet), brief summaries using your own words (no bits copied straight from books or the Internet), anddiagrams and maps, where appropriate.

Display your findings on the classroom wall for ready reference throughout the unit.


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Appendix 6Newspaper report

Structure Language features

Headline

By-line (reporter’sname)

Briefly: Who?, what?,where?, when?

Background information,how this situation cameabout

Quoted statement from aperson involved (themother)

Further details of eventsleading up to the siege

Quoted eyewitness(police) comment

Further dramatic,newsworthy details aboutthe event

Quoted comment fromthe victim

Follow-up, concludingcomment

Hood held hostageby Guinivere Grim

Red Riding-Hood, eleven-year-old daughter of thewell known sporting icon, Alexander Hood, was lucky toescape the clutches of alleged serial rapist, Francis Wolf, aftera long siege at Menai ended yesterday. Ms Hood is currentlyrecovering in Westmead Children’s hospital.

According to her mother, Ms Hood was sent on anerrand to deliver a small food hamper to her infirmgrandmother who lives across the park from the Hoods’ Menaimansion. Ms Hood set out at approximately 2.00 pm onMonday afternoon. Mrs Hood said that she told her daughterto stay on the footpath that goes directly through the parkand not to stop or talk to strangers. The park is usually wellpeopled with locals who use it for a variety of recreationalpurposes.

“I wasn’t worried when she hadn’t returned by 5.00pm,” said Mrs Hood. “Red loves her grandmother and, likeall eleven-year-olds, often loses track of the time.”

However, when Red had not returned by 6.00 pm,and her repeated telephone calls to her mother-in-law’s homewent unanswered, Mrs Hood contacted Menai police. Whenpolice arrived at the home of Mrs Hood senior they were metwith locked doors and windows and the voice of Mr Wolf,who threatened to kill both his hostages if police did not meethis demands of $10,000 and a free ride to the airport.

“He seemed crazed from the moment he first openedhis mouth,” stated a police spokesperson. “He was pacing upand down in front of the windows. He obviously had a weaponof some sort which we were unable to identify from thedistance he insisted we remain from the house. Our firstconcern was for the safety of his two victims, so we wentalong with everything he said.”

The police SWAT team was brought in, as well as a policenegotiator. According to eye witnesses, the police negotiatorset about trying to discover the source of Wolf’s rage in anattempt to stall his violent intentions, while SWAT personnelentered the rear of the house and rescued Ms Hood and hergrandmother.

When questioned by police Ms Hood said, “I think he gotangry because me and granny laughed at him when he saidhe was going to rape us. He looked so stupid, with his bigteeth and hairy face. I sort of felt sorry for him because hewas so ugly.”

Mr Wolf is in police custody awaiting trial. Ms Hood saysshe will continue to walk through the park, and stop to smellthe flowers when she feels like it.

Catchy headline usingalliteration (h)

• Contemporaryconcepts (signifyingappropriation)

Hyphenated nameSporting iconLegal jargon: alleged• Alliteration:

Menai mansion• Objective tone:

according to,approximately

• Formal tone:well peopled,recreation purposes

• Emotive languageused to increasedrama and generatenegative audienceresponse to Wolf:threatened,hostages, crazed,safety, victims

• Gravity of thesituation emphasisedthrough:SWAT, policenegotiator

• Innocence of Redemphasised by quotingher simple, everydaylanguage:got angry, stupid, bigteeth, sort of


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Appendix 7Analysing an advertisement

Choose an advertisement from a magazine or TV. The ad can be put on an overhead transparency(coloured if possible for best effect or taped and played several times for the class.

Have students consider the following through discussion in small groups or as a whole class, and makenotes in their workbooks:

1. General

• What is the product being advertised?

• Who is the target audience? How do you know this?

2. Visual features

• What desirable image(s) are associated with the product?

• What emotions do these images play upon?

• Are symbols used? Explain.

• What visuals dominate the picture? Consider characters, objects, colour.

• What other objects or images are in the picture? Why are they there?

3. Language

• What emotive words are used?

• What effect do these words have on the audience?

• How are these words linked to the product?

• Is there a jingle or slogan? What is its effect on you?

4. The quest

• What characters are used in the advertisement?

• Can you recognise any character archetypes from the quest fantasy?

• Is the idea of a quest, where the “hero” has to seek out an object, used in the advertisement?

5. Summing up

• Is there a single, clear message in the ad, or a key idea? What is it?

• If the quest is used in the advertisement, how has the hero benefited from achieving the objectof the quest? How realistic is this in relation to real life?

Note:

When shooting a TV commercial, the main product shot or shot of actor with product is referred to as“the hero shot”.


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Appendix 7aCreate your own advertisement

Design your own advertisement for an “Arthur product”.

The advertisement must incorporate the quest genre and demonstrate an understanding of character. Forexample, the product might be Arthur’s Amazing Aftershave or Merlin’s Magic Mirror.

You need to make sure the product is consistent with the archetypal features of the character whopromotes it.

The hero of your advertisement must benefit from succeeding in his or her quest.

Use a full A4 page for your advertisement.

Use colour and emotive language to persuade people to buy your product.

On the back of your advertisement, write a brief explanation of:

• who your target audience is

• what the appeal (quest object) is

• how the use of features of the quest genre will help sell your product.


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Appendix 8aPicture books

King Arthur and the Knights of the Round Table

Read the comic book, then work in pairs to answer these questions.

1. Re-read (aloud) the “King Arthur” story from the beginning of the unit. You began this unit withyour teacher reading the story to you. Now you have read the comic book version. Talk about thefollowing questions and write a summary of your ideas in your workbook:

• What are the advantages of reading the story in comic book format?

• What are the advantages of having the story read aloud to you?

2. Read the “Excalibur” story, then make your own sentences using these words. Check in adictionary if you are not sure of their meanings:

• prosperous

• arrogant

• adversary

• bemoaned

• mystical

• clothed

• aloft

• scabbard.

3. Use each of the following words in a sentence, first as a noun, then as a verb:

• treasure

• worry

• batter

• strike

• fight

• challenge.


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Appendix 8bMerlin and the Dragons

Read the book first, then work in pairs to write full sentence answers to these questions:

1. What does the illustration of Arthur’s dream suggest to you? The faces are smiling, but are theyfriendly? What features of their faces suggest something unpleasant?

2. What effect does the firelight behind Merlin and Arthur have on the picture?

3. Merlin tells Arthur a story within a story. Why might this be a good technique for a writer to use?

4. What characteristics do the two boys, Arthur and Emrys, have? Which features come from thewords and which come from the pictures?

5. How does the first picture of Vortigen and his men convey the fact that they are powerful andthreatening? Look at colour, content and the angle and point of view the picture makes thereader take.

6. How has the artist made the pictures of the dragons look powerful? Look for the same elementsyou discussed in the previous question.

7. We are suddenly returned to the present of Merlin and Arthur. What important information doesMerlin reveal to Arthur at this point?

8. Is there a clue that Merlin’s story of Emrys was about himself? What is it?

9. Do you think that the ending of both Merlin and Arthur sleeping peacefully is a good one foryoung children? Explain your answer.

10. What lessons may be learnt from Merlin and the Dragons?


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Appendix 8cSir Gawain and the Green Knight

Read the book first, then work in pairs to answer the questions.

1. How do the border decorations add to the atmosphere of the story? What is suggested by theirdesign?

2. What do you think the “code of chivalry” might be? Read carefully pages 28–29 to help youdecide.

3. Write your own modern code of chivalry for a 21st century teenager. Decorate it with appropriateborders and illustrations.

4. What lesson might be learnt from Sir Gawain and the Green Knight?


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Appendix 8dSir Gawain and the Loathly Lady

Read the book, then work in pairs to answer the questions.

1. Re-read page 13. Draw your interpretation of the loathly lady.

2. Make up a riddle about what men really want. Write a paragraph about why you think you havethe correct answer.

3. What do you think the moral message of this story is? Do you agree with it?

4. Write a short discussion (including arguments for and against) about the need for good mannersand chivalrous behaviour. Should we still value these things?


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Appendix 9Features of the fantasy quest

(Teacher resource sheet)

(Adapted from Glasson, 1995, p. 55)

Setting:

• This is usually an enclosed world, for example a secret forest, a planet, an invented world.

• Invented worlds are often quite exotic and mystical.

Plot and structure:

• There is calm, upheaval, calm; then stability is restored.

• The plot centres around the hero’s quest for something (usually a symbolic object) that is essentialfor the restoration of calm and the overcoming of evil.

• The hero encounters a variety of obstacles during his or her quest, each of which he or she mustconfront and overcome in order to eventually succeed.

• The hero learns from each of these conflicts.

Characters:

• The story uses a range of archetypal characters but must include a hero and a villain with whomthe hero is in conflict.

• A major change occurs in the hero, usually in the form of learning some favourable quality liketrust or patience, which occurs as a result of the experience of the hero’s quest.

• The hero (usually male, especially in traditional stories) is often in conflict with himself. He mustovercome his inner fears, his character flaw, or the dark side of his nature, in order to succeed inhis quest and undergo change for the better.

Themes or values:

• Traditional values are fought for and restored.


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Appendix 10Tools of film production

(adapted from The Tools of Production, © Faraway Films, 2002 and Jane Mills, English Teachers’Workshop, AFTRS & ETA, 1999)

Script Characters Sound Camera Design Editing

Three actstructure

Believableplot (even forfantasy films)

Actors:

• Do werecognisethem?

• Are theysuitable fortheir role?

Performance:

• movement

• expression

• voice.

Sound FX

Dialogue

Music

Use of voice-over

Use of silence

Ambientsound

A range ofangles

Pan

Track

Dolly

Distance:close-up toextreme longshot, used tocreate differenteffects

Wide shots

Sets

Costume

Lighting:different fordifferenteffects

Make-up

Props

Detail tocreate theworld of thefilm

Colour

Sequencing

Transitions:fade-out,dissolve, cut toblack, jump-cut etc.

Pace

Flashbacks


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Ap

pen

dix

11

How

do

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* quest fantasy - portals.studentnet.edu.auportals.studentnet.edu.au/literacy/uploads/quest.pdf ·...

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