skrzynecki immigrant chronicles student booklet

‘Immigrant Chronicle’

PeterSkrzynecki

‘ Feliks Skrzynecki’

‘St Patrick’s College’

‘Ancestors’

’10 Mary Street’

‘Migrant Hostel’

‘Postcard’

‘In the Folk Museum’

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PETER SKRZYNECKI: BIOGRAPHICAL INFORMATIONPeter Skrzynecki was born near Dortmund, Westphalia, in northern Germany in April 1945. He is of Polish/Ukrainian background. Peter’s father (Feliks) and his mother (Kornelia) met in a refugee camp. Peter and his parents immigrated to Australia in 1949. Peter’s strong relationship with his parents becomes evident when studying his poetry.

They arrived in Sydney on November 11 (Remembrance Day) after being at sea for four weeks. They initially lived in a migrant camp in Bathurst. They were there only two weeks before moving on to the Parkes Migrant Centre. They lived at this hostel for two years. This experience directly influenced one of the poems set for study.

During 1949 to 1951, Feliks worked to save the funds to purchase a home. In 1951 the family moved to Regents Park, a working class suburb in the south-west of Sydney. They lived in a house purchased at 10 Mary Street. Feliks worked as a labourer for the Water Board and Kornelia worked as a domestic for a number of families in Strathfield. They grew their own vegetables and had a magnificent flower garden.

Peter was educated at the local Catholic school, Saint Peter Chanel at Regents Park, and completed his Leaving Certificate at St Patrick’s College, Strathfield. Peter trained and qualified as a teacher. His first appointment was to a one-teacher country school in northern New South Wales, Jeogla via Armidale. Peter and his parents stayed there for three years. He returned to Sydney in 1970.

In 1971, Peter married and had two children. He divorced and remarried in 1980, and had a third child. While teaching, Skrzynecki studied several postgraduate degrees. He resigned from the Department of Education and Training in 1987. He was appointed to a post at the University of Western Sydney. He retired as a lecturer in 2004. Nowadays Peter travels around NSW giving presentations on his poetry at schools and libraries.

SKRZYNECKI’S POEMS AND BELONGINGThe poetry in the prescribed anthology explores the experiences of migrant families who grapple with what it means to belong in a foreign country. Having left behind the familiarity of their home country, where they belonged, they invariably encounter barriers to belonging in Australia including language barriers, differing cultural practices and prejudice. In his poetry Peter Skrzynecki conveys how, as a younger migrant, he assimilated more quickly than his parents, but felt a corresponding sense of alienation from his Polish heritage, ancestors and family friends. Conversely, he recalls how, his parents were slow to assimilate, but continued their close ties with their Polish heritage, friends and traditions. Yet at times, the older generation experienced the alienation of being outsiders in a foreign land.

There is also a sense that the perceptions of migrant families about belonging vary. At times the older generation do not seem to pay great heed to whether they are accepted or not, making choices not to belong. However, Peter Skrzynecki, the persona in many of the poems, seems to be acutely conscious of his sense of belonging or lack of belonging in various contexts.

1. Read the interview with Peter Skrzynecki and write any further insights about the reasons why he wrote his Chronicle or other links to the concept of belonging.

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FELIKS SKRZYNECKI

Introductory Activities

1. Describe your father or an older person in your life. Describe their home,lifestyle and friends. Where does s/he ‘belong’? How do you feel about him/her? This can be discussed in pairs or groups, or individually written as a reflection.

2. Brainstorm the way that each of the following ideas from the rubric mightrelate to a middle-aged man who has migrated from Poland.a) Where would he feel that he belonged? Where would he feel that hedid not belong?b) What would be important to his identity?c) What relationships would be important to him?d) Where would he feel accepted?e) Would he have the potential to enrich or challenge other Australians?f) How might his attitude to belonging change over time?g) Would he ever make a choice not to belong? Why? How?h) What would be some of the barriers preventing him from ‘belonging’ inAustralia?

3. Match the following words from the poem to their definitionsUse the poem to help you.alert aware, quick to react, very attentivebrisk a man’s hair cut very shortreminisced quickremnants animal made to perform for entertainmentcurse talked about the past with fondnesscrew-cut fragments, piecesdancing-bear wish for bad things to happen to a person

4. Other references to explore and understand:a) Keeping “pace with the Joneses”: This is a variation of the expression “keeping up with the Jones”, an expression that means tocompete with one’s neighbours in the acquisition of consumerproducts. Jones is a common surname in Australiab) Perimeter: Outer boundary of an areac) Geraniums: Common plant with white, red or pink flowersd) Cypress: A type of cone-bearing treee) Sods: Lumps of earth with grass attachedf) Caesar’s “Gallic War”: The Roman General Caesar’s account of thewar in Gaul, written in Lating) Prophet: An inspired teacherh) Hadrian’s Wall: A wall marking the northernmost border of RomanBritain, built during the reign of Emperor Hadrian (76-138 AD) andextending right across northern Britain to keep out invading Scots

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Activities after Readinga) Questions to Consider1. Where does Feliks feel a sense of belonging? Why? How do stanzas 1 and 2create this feeling of belonging?

2. In stanza 3, who belongs? Who does not belong? How are these feelingscreated?

3. In stanza 5, Feliks’ experience with bureaucracy is presented. Explain thisexperience. What is the department clerk’s perception of Feliks? Whobelongs in this situation? What are the barriers to Feliks’s belonging?

4. Back in the garden in stanza 6, who belongs? How is his sense of belongingcreated?

5. Stanza 7 contrasts the previous sense of belonging with Peter Skrzynecki’sadolescent experiences. What happens to Peter?

6. Where does Feliks Skrzynecki choose to belong? Does he make any choicesnot to belong?

7. Where does Peter Skrzynecki choose to belong? Does he make any choicesnot to belong?

8. What is Peter Skrzynecki’s perception of his father’s sense of belonging in thispoem?

9. What is Peter Skrzynecki’s perception of his own belonging?

10. Do you relate to this poem at all? Have you experienced or witnessed asimilar sense of belonging or of alienation in your own cultural identity?

b) Creative exploration1. Dramatically portray each stanza in this poem. Either break into groups (onefor each stanza), or work on the whole poem in groups and present it to theclass. This dramatic portrayal can be presented as a dramatic reading withaction, or as freeze frames (tableaux). The aim of this activity is to enhancemeaning and create a sense of the emotions experienced during the eventsof this poem.2. Draw a picture of each character in the poem. The picture can be abstract,depicting the emotion or what the character represents.3. Without looking at the ‘Questions to Consider,’ individually formulate fourquestions that you have about the poem. Then find a partner and narrow yourcollective eight questions to four. Then find another pair (forming a group offour) and narrow your collective questions to two. As a class, decide on onemain question that the class wishes to discuss. After discussion, write anindividual response to this question.

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c) Analysis of techniques

Choose SIX examples of words or short phrases from the poem that illustratethe concept of belonging. These should be written in the order that theyappear in the poem, to make logical sense.

Use this table to write a short essay (2-3 paragraphs) about the exploration of theconcept of belonging in this poem. Write each example, including its context,technique, quotation, effect and conceptual link.

Context (What is happeningin the poem/Stanza/ line )

Technique Example(Quotation)

Effect

to create a feeling of…..

Link to the conceptof belongingThis shows that….

1.

2.

3.

4.

5.

6.

ENGLISH TEACHERS’ ASSOCIATION NSWETA.18.01STAGE 6 SYLLABUS –Area of Study Belonging, Advanced, Standard and ESL . 2009-2012SKRZYNECKI©2008

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ST PATRICK’S COLLEGE


1. Think about the last 5 or so years of high school. In what ways have you felt asense of belonging at school (with particular friends, in particular subjects,participating in certain sports/activities)? In what ways have you felt that youhave not belonged? This reflection can be written individually or discussed inpairs or groups of three.

2. Find the definitions of the following words:impressed, enrolled, outstretched, overshadowed, intentions, motto,privileged, decorums, fervently. Using these definitions, fill the gaps with the correct word from the list.a) I __________ my son at the local primary schoolb) My arms were __________ to greet my friend at the airport.c) Her __________ were good, even if her actions were misguided.d) I __________ asked my mother if I could go to the party.e) I was told to follow the __________ of my school.f) I was __________ by the theatrical performance.g) The good was __________ by the bad.h) The school __________ means, ‘Always try your hardest.’i) We are __________ to live in this country.

3. Other Christian references to explore and understand:a) “Our Lady”: A Catholic name for Mary, the Mother of Jesus. InCatholicism, the Virgin Mary is prayed to and reveredb) “Luceat Lux Vestra”: Latin words for ‘let your light shine’c) “The Lord’s Prayer”: This prayer was taught by Jesus to his disciples. Itis memorised and regularly prayed in Christian settingsd) “Venite Adoremus”: Latin words for “O come let us adore him.” The titleof a Catholic hymn booke) “litanies and hymns”: Christian prayers and songsf) “let my light shine”: A reference to Jesus’ words to his disciples: “let your light shine before men, that they may see your good deeds andpraise your father in heaven” (Matthew 5:16)


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Activities after Reading

a) Questions to Consider1. Why did the persona’s mother enrol him at St Patrick’s College? How doesthis action relate to the concept of belonging?2. The statue of the Virgin Mary watches the students with “outstretched arms.”What does this gesture suggest about her acceptance of them?3. But the next line describes the Virgin Mary’s face as “overshadowed byclouds”. How does this description undercut the acceptance of the previousline?4. The persona cannot see the Virgin Mary’s face and his mother has “left [him]at the office”. What emotions do you think he is feeling at this stage?5. What is the effect of the simile, “Caught the 414 bus/ Like a foreign tourist”?6. The persona is able to “say The Lord’s Prayer/ In Latin, all in one breath?”What does the enjambment suggest about the persona’s acceptance of whathe has learned?7. Prayers are said for “intentions” both towards the beginning and the end ofthe poem. Why are these prayers said? What are the effects of these prayerson the persona?8. What is the tone of the persona’s prayer at the end?9. Comment on the impact of St Patrick’s College on the persona’s developingidentity and sense of acceptance.10. Is the prevailing mood of the poem one of belonging or alienation,connection or disconnection?

b) Creative exploration

1. Draw a cartoon strip of different scenes from this poem. Think of commentbubbles that explain what the persona is feeling in each scene.2. ‘Hot seat’ the persona, his mother and a teacher at the school. Students askthe student in the hot seat questions about the character’s motivations,feelings and actions in and after the poem.3. Without looking at the ‘Questions to Consider,’ individually formulate fourquestions that you have about the poem. Then find a partner and narrow yourcollective eight questions to four. Then find another pair (forming a group offour) and narrow your collective questions to two. As a class, decide on onemain question that the class wishes to discuss. After discussion, write anindividual response to this question.

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Choose SIX examples from the poem that illustrate the concept of belonging.These should be written in the order that they appear in the poem, to makelogical sense.


Context (What is happeningin the poem/Stanza/ line )

Technique Example(Quotation)

Effect

to create a feeling of…..

Link to the conceptof belongingThis shows that….

1.

2.

3.

4.

5.

6.


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ANCESTORS


1. Find the definition of the word ancestor and associated words. Create aconcept map of words that students associate with this word (e.g. traditions,cultural practices, guilt, family name…)2. Does your family refer to their ancestors? What stories have you heard aboutyour ancestors? Write a story down, or share stories in pairs.3. Why do you think that humans keep oral or written records of their ancestors?What does this show about human nature?


a) Questions to Consider

1. What are the connotations of the words, “shadows, “bearded” and “faceless”?What is the effect of describing one’s ancestors in this way?2. What is the effect of the repetition and alliteration in the phrase, “Standingshoulder to shoulder”?3. Why does Peter Skrzynecki choose to use second person narration “you”?In what way does this make the responder ‘belong to the text’?4. What is the effect of the rhetorical questions throughout the poem?5. The questions that the persona asks start with, “Who…”,”What…”, “Where…”,“Why…”, “how long…” and “why…”. What does the comprehensive scope ofthese questions suggest about the persona’s thoughts?6. What do the ghostly ancestors say and do during the persona’s dream? Whatelse is in the dream?7. What is the effect of the simile, “Your tongue dry/ As caked mud”?8. The meaning of the last line is ambiguous. Suggest some possible reasonswhy “the wind tastes of blood.”9. What does this poem reveal about the persona’s perception of belonging?10. What are the implications of the persona’s feelings of disconnection fromhis ancestors? Consider his sense of identity, acceptance and understanding,as well as his relationships.


1. Draw a picture or series of pictures of the ghostly ancestors and the “you”figure. Get other students to comment on the emotions and associations of theimages.2. Write the script of a meeting between the “you” of the poem and a psychiatrist.The “you” should describe his dreams, associated emotions and ‘issues’ withbelonging, and the psychiatrist should give some insight into his emotionalstate.

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3. Write a letter to the “you” in the poem, as an ancestor. What was the messagethat you wanted to express to the “you” through his dream?

c) Analysis of techniquesSet up a table and choose SIX examples from the poem that illustrate the concept of belonging.These should be written in the order that they appear in the poem, to makelogical sense.


ENGLISH TEACHERS’ ASSOCIATION NSWETA.18.01STAGE 6 SYLLABUS –Area of Study Belonging, Advanced, Standard and ESL . 2009-2012

SKRZYNECKI©2008

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10 MARY STREET

Introductory Activities1. What do you remember about the home where you grew up? Write adescription of this home and a prominent memory. Share your work with apartner.

2. Research the history of immigration policies in Australia. Visit the website,“Making Multicultural Australia”(http://www.multiculturalaustralia.edu.au/history/index.php)

Draw a timeline of immigration policies. Define the 1950s policy,“Assimilation.”

3. References to explore and understand:a) hum-drum: Boring, dull, monotonousb) adopted: To take a child as one’s own, by formal legal actc) ravage: Lay waste, devastate, plunderd) gazetted: Named in a council list. In this poem, the block is placed ina council list of re-zoned residential arease) embracing: Wrapping one’s arms around someone elsef) Kielbasa: Polish sausagesg) puffing Billies: Steam enginesh) naturalized: The formal process whereby immigrants become fullAustralian citizens


a) Questions to Consider1. What are the connotations of the description of the bridge as “still too narrow”?What does it suggest about the family’s sense of belonging in the community?2. What tone does the description of the factory as “always burning down” set?What does it forbode?3. What do the words “polite hum-drum” suggest about the parents’ attitude totheir jobs?4. How does their attitude to their garden contrast to this? What languagefeatures suggest this attitude?5. How does the boy’s attitude to the garden contrast with his parents’? Whatlanguage features suggest his attitude?6. Why are the last two lines of the third stanza placed in parentheses? What isthe effect of this punctuation?7. What does the descriptive language of the fourth stanza suggest about thefamily’s life at 10 Mary Street?8. A sense of unity is initially suggested by the image, “citizens of the soil/ Thatwas feeding us”. But how are the positive connotations of this image undercutin the last three lines of the poem?

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http://www.multiculturalaustralia.edu.au/history/index.php

9. Where did the family feel belonging? What are the barriers to their sense ofbelonging?10. How does the family’s perceptions of what it means to belong contrast withthe immigration policy’s perception of belonging?

b) Creative exploration1. There are a number of shifts of mood during this poem. Draw a graph withmood on the vertical axis (negative emotions near 0, positive emotions higheron the graph) and stanzas on the horizontal axis. Plot the shifts of mood,giving a quotation and describing the mood for each point.2. Interview an elderly person about the importance of their home in the 1950s.Ask them about the sense of belonging that their home gave them, and how itimpacted on their sense of identity. Write notes from this interview.3. This poem presents the child’s perspective on the events described. Write amonologue from the perspective of the father or mother, describing how theyfelt during these events. Use notes from your interview (question 2) to helpyou. Address the concept of belonging in the monologue. Perform themonologue in front of the class.

c) Analysis of techniquesSet up a table and choose SIX examples from the poem that illustrate the concept of belonging. These should be written in the order that they appear in the poem, to make logical sense.



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MIGRANT HOSTEL


1. Research Australia’s post-war immigration policies and attitudes towardsimmigrants. Compare and contrast policies and attitudes then with policiesand attitudes now. In particular, think about the differences betweenassimilation and multiculturalism, and the attitudes implied by the words,‘detention centre’ and ‘migrant hostel.’ Also consider the conditions thatmigrants lived in during the 1950s and today before the processing ofapplications. [Suggest eg Nino Culotta’s ‘They’re a Weird Mob”? ABCdocumentaries on the Snowy River Scheme]

2. Find where Parkes is on a map of New South Wales. Why would this place bechosen as a location for a migrant hostel?

3. Find the definitions of the following words : hostel, adjoining, instinctively, bearings, partitioned, reprimand.

4. Other references to explore and understand:a) Homing pigeon: A pigeon trained to find its own way homeb) Birds of passage: Birds which migrate. They do not have onehomec) Sanction: Confirming of an action by authority



1. How does the first stanza create a sense of the instability and insecurity of themigrants?2. Whose perspective is this poem from? How does this change the way that themigrants’ emotions are depicted?3. Why would people from the same nationality seek “each other outinstinctively”? What does this suggest about humans’ need for belonging?4. What is the effect of the simile, “like a homing pigeon/ Circling to get itsbearings”?5. Even in a new country, groups separate themselves at night. Whattechnique(s) are used to create a sense of their alienation from each other?6. What is the effect of the simile, “like birds of passage”? What does it suggestabout their existence and identity?7. What did the barrier at the gate signal to the migrants about Australians’acceptance of them? What is the effect of the simile, “rose and fell like afinger pointed in reprimand or shame”?8. What are the connotations of the words “partitioned”, “barrier” and “sealed

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off”? What do these words suggest about the migrants’ sense of belonging?9. What is the effect of the last two lines? What do these lines mean?10. Comment on the migrants’ perceptions of the extent of their belonging inAustralian society, and the barriers to their belonging.


1. Research experiences of asylum seekers in Australia in the present day. Startwith the Sydney Morning Herald Article, “Behind bars, they wait and rot” (May 25th, 2005) (http://www.smh.com.au/news/National/Behind-bars-they-waitand-rot/2005/05/24/1116700714268.html).3. Without looking at the ‘Questions to Consider,’ individually formulate fourquestions that you have about the poem. Then find a partner and narrow yourcollective eight questions to four. Then find another pair (forming a group offour) and narrow your collective questions to two. As a class, decide on onemain question that the class wishes to discuss. After discussion, write anindividual response to this question.Using information gathered fromthis research, write a diary entry from the perspective of an asylum seeker ina detention centre.2. Have a class debate on whether “migrant hostels”/ detention centres arenecessary in Australia.


Draw up a table and choose SIX examples from the poem that illustrate the concept of belonging. These should be written in the order that they appear in the poem, to make logical sense.


ENGLISH TEACHERS’ ASSOCIATION NSW

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ETA.18.01STAGE 6 SYLLABUS –Area of Study Belonging, Advanced, Standard and ESL . 2009-2012SKRZYNECKI ©2008

POSTCARD

Old Town Warsawhttp://www.galenfrysinger.com/warsaw_poland.htm


1. Bring in a range of postcards. As a class, discuss the purpose and context ofpostcard pictures.

2. Look at the above photograph of “Old Town Warsaw.” Write a postcardmessage, describing it in positive terms. Write another message about thesame photograph, describing it in negative terms. This activity can also bedone with the range of postcards used for question 1.

3. Match the following words to their definitions emerging sent away from one’s home, often enforcedmassacred express strong disapproval of; judge someoneexiled rising or coming forth fromcondemn deep sadnesscherish the merciless killing of a large number of peopledespair to hold dear to oneself

ENGLISH TEACHERS’ ASSOCIATION NSWETA.18.01

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http://www.galenfrysinger.com/warsaw_poland.htm

STAGE 6 SYLLABUS –Area of Study Belonging, Advanced, Standard and ESL . 2009-2012SKRZYNECKI ©2008

4. Other references to explore and understand:a) Panorama: A wide, unbroken viewb) Pylons: A bridge’s gatewaysc) White Eagle’s flag: Reference to the Polish coat of arms on the flagd) Obstinate: Stubborn, inflexible, unyieldinge) Domes: Arched rooff) Gables: The top of the end wall of a house



1. Why does the postcard “haunt” the persona? What are the connotations ofthis word?2. What is the tone of stanza 2? What words communicate this tone?3. Why does the persona address Warsaw in the second person? What is thepurpose of this personification?4. Who are the “dying generation/ Half a world away” Why do they “shelter”Warsaw? What is the persona’s attitude to their actions?5. What is the effect of the repetition of “I never knew you”? How is the effect ofthe second statement stronger than the first?6. What does the rhetorical question, “What’s my choice/ To be?” show aboutthe persona’s sense of belonging?7. The persona offers the physical “recognition” of “eyesight and praise.” Butwhat more does Warsaw want from him?8. At the beginning of part 3, what is the persona’s attitude to the scene in thepostcard?9. What is the tone of the last four lines?10. How does the persona struggle with the idea of belonging in this poem?What are the barriers to his feeling a sense of belonging?

b) Creative exploration1. Draw a picture of the postcard as described in the poem.2. Write the response to this poem that Warsaw might address to the personaand his parents. Dramatically read this response in groups or to the class.3. Write the script of the conversation between the persona and the friend whosent him the postcard. Explain the persona’s mixed emotions regarding theimage, relating these emotions to the concept of belonging.

c) Analysis of techniquesChoose SIX examples from the poem that illustrate the concept of belonging.These should be written in the order that they appear in the poem, to makelogical sense.

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Use this information to write a short essay (2-3 paragraphs) about the exploration of the concept of belonging in this poem. Write each example, including its context, technique, quotation, effect and conceptual link.

IN THE FOLK MUSEUM


1. Discuss the following questions as a class:a) What museums have you visited?b) What experiences have you had at museums?

b) What is the purpose of visiting museums?c)

2. Find the definitions of the following words betrays, veranda, heritage, Eternity.

3. Other terms to understand and explore:a) Victorian: Relating to Queen Victoria of Great Britain or to the age in whichshe ruledb) Hay knife: A sharp instrument used in cutting hay out of a stackc) Draining plough: A farm tool used to drain water in Victorian timesd) Shoulder yoke: A weight that hangs on the shoulder to drag somethinge) Box iron: A hollow smoothing iron containing a heater withinf) Tablelands: A flat, elevated regiong) Winnowing: Separating chaff using air currentsh) Sabbath day: The final day of rest in heaven (“There remains, then, aSabbath-rest for the people of God.” Hebrews 4:9)i) Future of man: The Christian belief in future judgement and salvation for thepeople of God

Activities after Readinga) Questions to Consider

1. What expectations of the folk museum do the first two lines set up?2. What is associated with Autumn and the colours “yellow” and “brown”? Whatdo these associations suggest about the museum?3. What are the connotations of the words, “draining,” “yoke” and “ iron ” in thesecond stanza? What do you think the persona is feeling as he looks at theseobjects?4. Enjambment is used in the lines: Relics from a Tablelands heritage To remind me of a past Which isn’t mine.What words are emphasised through this enjambment? What does thissuggest about the persona’s sense of belonging?5. Write down the similes in the last three lines of the third stanza. How effectiveare these similes?

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6. What is the significance of the singing in the Town Hall?7. What is the effect of the repetition of “Eternity, Eternity”? What does thisrepetition suggest about the persona’s thoughts?8. Why do you think the persona “leaves without wanting a final look”?9. What is the significance of the old woman associating the persona with the“Visitors’ Book”?10. In this poem, does the persona want to belong? What emotions does heexperience? Answer with reference to the concept of belonging.


1. Write a diary entry from the perspective of the old woman. Describe the manwho visited the museum and his experience of the museum.

2. The relationship between the Victorian relics of the museum and the churchservice at the Town Hall next door is not clear. Why might Skrzynecki havejuxtaposed these settings and their associated sights and sounds? Throughdrawing a cartoon or creating a mind map, attempt to discover therelationship between these two settings and the persona.

3. Without looking at the ‘Questions to Consider,’ individually formulate fourquestions that you have about the poem. Then find a partner and narrow yourcollective eight questions to four. Then find another pair (forming a group offour) and narrow your collective questions to two. As a class, decide on onemain question that the class wishes to discuss. After discussion, write anindividual response to this question.

c) Analysis of techniquesChoose SIX examples from the poem that illustrate the concept of belonging.These should be written in the order that they appear in the poem, to makelogical sense.


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SUMMATIVE ASSESSMENT TASKSThese tasks can be used as assessment tasks or as practice questions. They aim to replicate the types of questions asked in the HSC ExaminationA general set of outcomes to be assessed and marking guidelines has beenprovided. These outcomes and marking guidelines are intended to broadly suit all of the following questions. Refer to the Standards Package or the Board of Studies website for detailed guidelines.

________________________________________________________________In your answer you will be assessed on how well you:

demonstrate understanding of how the concept of belonging is conveyedthrough the representations of people, relationships, ideas, places, events,and societies that they encounter in the prescribed text and texts of their ownchoosing related to the Area of Study

analyse how the composer’s choice of language modes, forms, features and structures shapes and is shaped by a sense of belonging

organise, develop and express ideas using language appropriate to audience, purpose and context.

_______________________________________________________________________________________________________.

Outcomes to be assessed: STANDARD:1.2 Students learn about the ways meaning results from the relationships between composer, responder, text and context by comparing and contrasting texts in terms of their contexts.2.2 Students learn about the relationships among texts by describing and explaining the connections between texts.3.3 Students learn the language relevant to their study of English including language of personal, public and critical expression.4.1 Students learn about the ways language forms and features, and structures of texts shape meaning and influence responses by describing and explaining the effects of a variety of language forms and features, and structures of texts.7.1 Students learn about communicating information, ideas and values for a variety of purposes, audiences and contexts by identifying and explaining the effects of language forms and features, and structures of texts.8.4 Students learn to compose imaginative, personal and critical texts from a range of perspectives by using stylistic devices appropriate to purpose, audience and context.

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10.2 Students learn to synthesise information and ideas into sustained and logical argument by making connections between ideas, and synthesising these for various purposes and audiences

ENGLISH TEACHERS’ ASSOCIATION NSWETA.18.01STAGE 6 SYLLABUS –Area of Study Belonging, Advanced, Standard and ESL . 2009-2012

Sample Questions

1. SPEECHYou are presenting at a conference entitled, “Perceptions of Belonging.”Write and present a speech addressing this topic. Refer to three of the prescribedpoems, as well as at least one text of your own choosing.

2. FEATURE ARTICLEWrite a feature article interviewing Peter Skrzynecki.The article will explore the impact of Skrzynecki’s personal, cultural, historical andsocial contexts on the development of his poetry.Refer to at least one other text of your own choosing.

3. RADIO INTERVIEW TRANSCRIPT:You are hosting a radio interview with Peter Skrzynecki and the composer of anothertext of your own choosing.You are to discuss how these two composers explore the barriers to belonging intheir texts.

4. ESSAY“Attitudes to belonging change over time.”Discuss how Skrzynecki tracks the shifts in the persona’s attitude to belonging.Refer to three of Skrzynecki’s poems, as well as at least one other text of your own choosing.

5. ESSAY“Acceptance of oneself, one’s past and one’s future is essential in a search forbelonging.”Discuss how Skrzynecki explores the complexity of belonging in three of his poems. In addition, refer to at least one other text of your own choosing.

6. ESSAY“The persona’s social awkwardness engenders his alienation.”Discuss how Skrzynecki investigates the importance of relationships in his poems.

7. ESSAY“Choosing not to belong is not an easy path.”How does Peter Skrzynecki explore the ambiguity of difference?Refer to three poems and at least one text of your own choosing.

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ENGLISH TEACHERS’ ASSOCIATION NSWETA.18.01STAGE 6 SYLLABUS –Area of Study Belonging, Advanced, Standard and ESL . 2009-2012SKRZYNECKI 2008

MARKING GUIDELINES (Standard and Advanced)Criteria Marks Marks

Demonstrates a highly developed understanding of the concept

of belonging and writes a highly effective response that fully meets the demands of the question

Writes highly effectively, using appropriate texts in a discerning

way Composes a well-integrated response using language

appropriate to purpose, audience and context

13-15

Demonstrates a well-developed understanding of the concept

of belonging and writes an effective response that meets the demands of the question

Writes effectively, using appropriate texts in a thoughtful way

Composes a cohesive response using language appropriate to

purpose, audience and context

10-12

Demonstrates an understanding of the concept of belonging

and writes a satisfactory response that substantially meets the demands of the question.

Presents ideas using appropriate texts in a sound way Composes a response using language appropriate to


7-9

Demonstrates an elementary understanding of the concept of belonging

Attempts to describe what composers say about belonging Refers to text(s) in an elementary way Attempts to compose a response

4-6

Writes effectively, using appropriate texts in a thoughtful way

Composes a cohesive response using language appropriate to


1-3

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APPENDIX 2: STUDENT TEMPLATESTemplate 1. Group guide: “How to approach a Related Text” Guide forbeginners(Everyone in your group will be given a mark for participation, so make sure youFOCUS on the task!)

STEPS1. Choose who will carry out each of the set roles:a) writer b) leader/ time keeper c) speaker (to class)2. Look at the list of possible steps on the board. Discuss and decide which stepshould come first. Write it on your paper in a FULL SENTENCE.3. Make sure you write the step as a COMMAND (e.g “look,” “read,” “write”...)4. Decide which step should come next. Write it down as a command.5. Continue choosing and writing steps until you have used all the key word steps on the board.6. Add any other steps that you think are also important.7. Look back over your steps and check that you all agree.

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ENGLISH TEACHERS’ ASSOCIATION NSWETA.18.01STAGE 6 SYLLABUS –Area of Study Belonging, Advanced, Standard and ESL . 2009-2012 SKRZYNECKI©2008

How to approach a related text.

Name of text: ________________________________________________________

Composer: __________________________________________________________

Source (where you got it from Include date of publication, or date of accessingwebsite): ____________________________________________________________

Text classification (newspaper article, film, website…):________________________________________________________________

Understand the text:Are there any words you don’t understand? (Highlight, then look up in the dictionary)________________________________________________________________

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Who is the target audience for the text?________________________________________________________________

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Consider the composer’s purpose/intention:

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What is the mood of the text (eg. peaceful, anxious, cynical, hopeful, confused etc)________________________________________________________________

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What is the text about? (Summary)________________________________________________________________

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Identify techniques:[e.g. Literary techniques: register, alliteration, similes, contrast, repetition, metaphors…Visual techniques: colour, layout, reading paths/ vectors, modality, camera angles, intercutting, colour, sound, music….Set out – Quotation, Technique, Effect, How it represents belonging?________________________________________________________________

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________________________________________________________________________________________________________________________________

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Examine the overall impact of the text:How does the text affect you? What feelings does it leave you with?________________________________________________________________

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Identify links to belongingWhat elements of this text explore the concept of belonging?________________________________________________________________

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Identify links to prescribed texts (Skrzynecki).Does this text have anything in common with any of the Skrzynecki poems

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that we have studied? Do they explore the same issues?________________________________________________________________

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Template 3. Related Text Analysis: BelongingName of text: _________________Composer: ___________________Type of text: __________________ (e.g. picture book, poem, article…)1. What is the text about?________________________________________________________________

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2. How is the concept of belonging explored in the text?

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3. What are the characters’ perceptions of their belonging?

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________________________________________________________________

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4. What are the characters’ experiences and notions of:

a) identity?

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b) relationships?

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c) acceptance?

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d) understanding?

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5. Are there characters who enrich or challenge the group? Explain how they do

this.

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________________________________________________________________

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6. Are attitudes to belonging modified over time?

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7. Do any characters make choices not to belong?

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8. Are there any barriers preventing belonging?

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9. How is this text similar or different to one of Peter Skrzynecki’s poems?

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4. Related Text TECHNIQUE Analysis: Belonging

In the ___________________ “____________________,” by

__________________,

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belonging is explored through the techniques of _______________,

_____________and ______________. The text is about

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It explores belonging through

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Context(what’s happening)

Quotation/What you seeTechnique Effect What it shows about belonging

ENGLISH TEACHERS’ ASSOCIATION NSWETA.18.01STAGE 6 SYLLABUS –Area of Study Belonging, Advanced, Standard and ESL . 2009-2012 SKRZYNECKI

©2008

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skrzynecki immigrant chronicles student booklet

Documents

poetry peter skrzynecki

peter travels

saint peter chanel

migrant camp

younger migrant

folk museumpeter skrzynecki

parkes migrant centre

belongingthe poetry