semester teaching program - the cohen...
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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
© Pamela Cohen 2014
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)
© Pamela Cohen 2014
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 language forms and 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)
© Pamela Cohen 2014
The Myth of ‘Orpheus and Eurydice’, online @ http://www.paleothea.com/Myths/Orpheus.html accessed on 10 January 2009
© Pamela Cohen 2014
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.
© Pamela Cohen 2014
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
© Pamela Cohen 2014
5.7 the reasons specific
language forms and
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
© Pamela Cohen 2014
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.
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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
© Pamela Cohen 2014
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.
© Pamela Cohen 2014
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.
© Pamela Cohen 2014
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
Worksheets provided on myclasses and in hard copy in their
workbook.
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
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 19th
Century.
© Pamela Cohen 2014
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.
© Pamela Cohen 2014
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
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
.
4.10 the metalanguage for
describing, explaining
and justifying the
composer’s choices of
language forms and
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
language forms and
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
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
© Pamela Cohen 2014
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
language forms and
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
language forms and
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.
© Pamela Cohen 2014
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.
.
© Pamela Cohen 2014
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.
© Pamela Cohen 2014
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.
© Pamela Cohen 2014
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-art-
australia.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.
.
© Pamela Cohen 2014
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.
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, film-
maker 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
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
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
9.1 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 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.
© Pamela Cohen 2014
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
© Pamela Cohen 2014
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.
© Pamela Cohen 2014
Identify which are verbs, adverbs and adjectives and
suggest how they establish tone.
Why has Svendsen deliberately used this language?
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
language forms and
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
language forms and
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
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
© Pamela Cohen 2014
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.
language forms and
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.
.
© Pamela Cohen 2014
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
language forms and
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.
© Pamela Cohen 2014
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.
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.
4.8 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
language forms and
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
language forms and
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
© Pamela Cohen 2014
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
language forms and
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.
© Pamela Cohen 2014
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
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.
As Above As Above Lesson 31
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?
© Pamela Cohen 2014
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, film-
maker 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.
© Pamela Cohen 2014
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.
© Pamela Cohen 2014
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.
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.
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
.
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
language forms and
features and structures of
texts in terms of purpose,
audience and context
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 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
© Pamela Cohen 2014
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
language forms and
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
language forms and
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
language forms and
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
© Pamela Cohen 2014
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
language forms and
features and structures of
texts in terms of purpose,
audience and context
tone in this chapter
Evaluate the effectiveness of the narrative strategies
used by Svendsen including:
*Flashback
*Intertextuality of the myth of Orpheus and
Eurydice
Students can read the myth at this website and compare with
the way Svendsen has ‘retold’ to develop his narrative.
http://www.paleothea.com/Myths/Orpheus.html
As Above As Above Lesson 38
Chapter 5 (continued)
Students will:
Examine and evaluate the purpose and effectiveness of
using contrasting narrative techniques to structure the
text
Complete the writing exercises in the study guide for
this chapter
7.9 the ways bias,
stereotypes, perspectives
and ideologies are
constructed in texts,
including the codes and
phrasings that signal
7.2 trace ideas and images
through extended texts
7.3 infer from and interpret
texts
7.4 compare and contrast
Lesson 39
Chapter 6
‘the innocent will suffer with the guilty’ pp. 119-143
© Pamela Cohen 2014
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.
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
Students will:
Evaluate the title of the chapter
Analyse the meaning of the chapter through rereading of the
chapter and identifying who are the ‘innocent‘ and who are
the ‘guilty’
Deliberate and make reasoned judgments on the line that is
drawn between guilt and innocence in terms of the history of
Indigenous a and non-indigenous relations since invasion
8.8 the metalanguage for
identifying, describing
and explaining
relationships between
and among texts
8.2 track and explain the
patterns of theme and
technique in the works of
composers, for example
an author, poet, film-
maker or dramatist
Lesson 40
Chapter 6 (continued)
Students will:
Plot the journey as the narrative develops in this chapter
Plot the text up to this chapter on a plot line identifying
those sections that lead to the climax of the text
Use Web 2.0 plot graph in readwritethink.org
© Pamela Cohen 2014
6.9 the ways in which
imaginative texts can
explore universal themes
and social reality.
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
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
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
Lesson 41
Chapter 6 (continued)
Students will:
Examine the effectiveness of the charcterisation
presented in the text through Wilbraham’s detailed
description.
Students should evaluate the expression and language
used and identify literary devices used to provide a
distinctly visual image of the characters surrounding
Wilbraham’s’ experience
Identify and analyse the different text types used in this
chapter and evaluate how each tells a different
perspective of the narrative
Use graphic organizers which appeal to student learning
styles
5.9 the selection,
organisation and coherence
of information and ideas in
texts.
5.2 compose written, oral
and visual texts for
personal, historical,
cultural, social,
technological and
workplace contexts
Lesson 42
Chapter 6 (continued)
Students will complete the writing exercises in the study guide
for this chapter
© Pamela Cohen 2014
7.10 sequence and
hierarchy of ideas 7.2 trace ideas and images
through extended texts
Lesson 43
Chapter 7 ‘icons of remorse’
Students will:
Work in pairs on the glossary and create a spelling list
for the week
Provide a one page summary of this chapter highlighting
the important plot and theme objectives and techniques
used to reveal them
4.10 the metalanguage for
describing, explaining
and justifying the
composer’s choices of
language forms and
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
language forms and
features and structures of
texts
4.12 the significance of the
relationship between
purpose, audience and
context
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
Lesson 44
Chapter 8 ‘render unto caesar’ pp 157-189
Students will:
Evaluate Svendsen’s allusion in the chapter title
Discuss and evaluate the impact the title has on a
readership that may not have historical knowledge
Discuss Svendsen’s expectations of audience
Engage with the historical context in the title and the
allusion. Research Caesar and the biblical reference made
by Jesus to develop their understanding of how composers
use complex allusions to present ideas.
Discuss how these aspects of the text can alienate readers if
they do not have the requisite knowledge.
© Pamela Cohen 2014
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
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.
5.1 apply knowledge of
language forms and
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
Lesson 45
Chapter 8 ( continued)
Evaluate and analyse the depositions provided in this
chapter
Evaluate the purpose and effectiveness of using the
primary sources to retell a significant historical narrative
Complete the writing exercises in the study guide
Engage with the notion of guilt.
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
structures of texts can
5.5 explain the
cohesion of syntax and
content in familiar and
unfamiliar texts.
5.3 adapt their own or
familiar texts into
different forms,
structures, modes and
media for different
purposes, audiences
and contexts
Lesson 46
Chapter 9 ‘the thing that good is’ pp. 193-208
Evaluate the purpose and effectiveness of the title.
Speculate and predict what the chapter is about
Glossary work
© Pamela Cohen 2014
be adapted to new
purposes, audiences
and contexts
5.4 identify, describe and
explain the differences
emerging as a result of
such adaptations
4.10 the metalanguage for
describing, explaining
and justifying the
composer’s choices of
language forms and
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
language forms and
features and structures of
texts
4.12 the significance of the
relationship between
purpose, audience and
context
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
Lesson 47
Chapter 9
Identify and list the various text types used in this final
chapter
Evaluate and account for Svendsen’s purpose in using
the text types listed
Use the purpose verbands:
To identify....
To challenge....
To highlight....
To illuminate....
To describe....
To explain....
To determine....
To expose....
To entertain....
To persuade....
To argue....
© Pamela Cohen 2014
To provide insight into
To educate
11.15 ways in which skills,
knowledge and
understanding can be
connected to new
information and
situations
11.16 ways in which
reflection and self-
evaluation can assist
learning.
11.7 reflect on and assess
their own and others’
learning and learning
strategies against
outcomes, criteria and
guidelines established
for tasks
11.8 articulate and discuss
the pleasures and
difficulties, successes
and challenges
experienced in
investigation, problem-
solving, independent
and collaborative work,
and establish improved
practices
11.9 adapt current skills,
knowledge and
understanding to new
situations
Lesson 48
Analyse the appropriateness or effectiveness of the
ending of the text.
How has the ending left you feeling as a reader?
How effectively has Svendsen relayed an historical tale?
What lessons are there for the broader history of
Indigenous Australia in this text?
How effective has Svendsen’s use of narrative devices
been in creating a rich and emotive text?
As Above As Above Lesson 49
Complete any outstanding writing tasks in the study guide
As Above As Above Lesson 50
Complete a detailed evaluation of the text as a whole.
Write up a two page analysis summing up the response you
© Pamela Cohen 2014
have made to the text as a whole.
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
Lesson 51
John Marsden and Sean Tan’s The Rabbits
Read through and explore the visual ideas presented in the text.
Provide the visual literacy handouts ( on myclasses page
Explicitly teach students the glossary of visual literacy terms:
Audience
Archetypal imagery
Colour
Composer
Compositional features
Content
Context
Critical literacy
Emotion
Engagement
Expression
Intertextuality
Juxtaposition
Logo
Iconography
Multilayering
Perceptual inference
Proportional relationships
Purpose
Spatial interrelationships
Symbolism
© Pamela Cohen 2014
Tone
Vectors
Viewers
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 52
Go through the ETA Visual Literacy Study sheet and ensure
students understand the terms and requirements of the
questions:
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
4.5 identify purpose,
audience and context of
texts through
consideration of the
language forms and
features, and structures
used in the texts
4.6 adapt and justify
language use appropriate
to spoken, written and
visual texts
Lesson 53
Use the Jigsaw Questions to help students ‘decode’ the text
Evaluate the effectiveness of the imagery in telling the narrative
presented by the composers using the study guide provided
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
8.1 identify and describe
the similarities and
differences between
and among more
demanding texts
8.2 track and explain the
patterns of theme and
Lesson 54
Students will develop an essay plan that incorporates their study
of poetry, their study of Svendsen’s Poison Under Their Lips
and Marsden and Tan’s The Rabbits.
Have students identify the similarities and differences between
these texts in terms of perspective, history and memory?
© Pamela Cohen 2014
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.
technique in the works
of composers, for
example an author,
poet, film-maker 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
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.
Have students compare and contrast these texts with the non-
fiction histories of Reynolds and Windshuttle using the essay
planner provided
© Pamela Cohen 2014
8.8 the metalanguage for
identifying, describing
and explaining
relationships between
and among texts
8.6 compose texts by
complying with,
adapting or subverting
the conventions of
form, genre and
ideology.
Lesson 55
Essay writing skills
Students will use the essay planner on myclasses (and in study
guide) and begin planning a formal extended essay on the unit.
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.
11.16 ways in which
reflection and self-
evaluation can assist
learning.
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
11.7 reflect on and assess
their own and others’
learning and learning
strategies against
outcomes, criteria and
Lesson 56
Writing a draft essay
Editing Skills
© Pamela Cohen 2014
guidelines established
for tasks
As Above As Above Lesson 57
Writing a draft essay under examination conditions in class
All outcomes All outcomes Lesson 58
Essay preparation for Week 9 assessment task – drafting and
editing
School Certificate Skills and Preparation
1998 examination paper and report
All outcomes All outcomes Lesson 59
Essay preparation for Week 9 assessment task – drafting and
editing
School Certificate Skills and Preparation
1998 examination paper and report
All outcomes All outcomes Lesson 60
Essay preparation for Week 9 assessment task – drafting and
editing
All outcomes All outcomes Lesson 61
Essay preparation for Week 9 assessment task – drafting and
editing
© Pamela Cohen 2014
All outcomes All outcomes Lesson 62
Essay preparation for Week 9 assessment task – drafting and
editing
All outcomes All outcomes Lesson 63
Essay preparation for Week 9 assessment task – drafting and
editing
All outcomes All outcomes Lesson 64
Essay preparation for Week 9 assessment task – drafting and
editing
All outcomes All outcomes Lesson 65
Essay preparation for Week 9 assessment task – drafting and
editing
Assessment:
Students will have three assessment tasks during the semester. Two will relate directly to the content of the unit and one will be a general literacy assessment.
Assessment One: Poetry Analysis
Assessment Two: Half Yearly Examination – Literacy focus building on the learning of grammar, poetic devices, language forms, feature and structures of texts in
a range of written and visual texts
Assessment Three: Comparative essay on the core text and at least one other text studied in the course.