syllabus outcomes and content - unsw web viewcinema paradiso – background information handout...

HSC ENGLISH ESLMODULE A: Experience through Language, Elective 1: Telling Stories

Prescribed text: Cinema Paradiso Related text for class study: The Rabbits

ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005

English (ESL) Course Stage 6 Year 12

Unit: Module A Telling Stories(Cinema Paradiso)

TEACHING SEQUENCE

W: Whole class G: Group work P: Work in pairs I: Individual work T: Teacher ledATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Storiew Emma Vale, Melony Henwood, Julia Ray

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ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005

English (ESL) Course Stage 6 Year 12

Unit: Module A Telling Stories

This unit of work was developed by Melony Henwood and Julia Ray of Lurnea High School and Emma Vale of DET Campbelltown Area Office, as part of the 2004-5 ATESOL NSW Quality Teacher Programme Project: Programming ESL in English 7-12 within a Quality Teaching framework.

Commonwealth of Australia 2005This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Director, Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box 9880, Canberra, ACT 2601.

DisclaimerThe views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.


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Prescribed text: Cinema Paradiso Related text for class study: The RabbitsAcknowledgementThis project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.


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Syllabus outcomes and content

Language to be taught

Teaching and learning sequence Resources Quality Teaching Elements

4. Students learn to use language relevant to their study of English including: 4.1 its terminology 4.3 language of personal, social, historical, cultural and workplace contexts.

5. Students learn to understand how audience and purpose affect the language and structure of texts by: 5.1 identifying the language features and structures of texts composed for different audiences and purposes.

Focus on key introductory terms:anecdotehumourclimaxcomplicationunexpected

Focus on key terms from the prescriptions document:modesperceptionsmediaconventionspromote involvement

Lesson 1: Introduction to Telling Stories

Key concepts: All people tell stories to make sense of the world and relate to others. Stories are composed in different ways to achieve different purposes.

Tell students a humorous personal anecdote. (T)Individual students asked to share own funny story. (I)Discuss (W)

When do we use this type of story and with whom?

Why do people tell this type of story? What are the main narrative features of this type

of story and why?

Explain that anecdotes are one form of story. We will be studying a range of stories and how stories are told this term. (W)

Read Syllabus Outline for the elective ‘Telling Stories’. (W)

Extract from the syllabus & prescriptions booklet. Handout1

Significance

Background Knowledge

Connectedness

3. Students learn to understand cultural reference in texts by:3.1 identifying and explaining cultural differences related to communication.3.3 evaluating culturally based values and perspectives in texts.

4. Students learn to use the language relevant to their study of English including: 4.2 language for making connections, questioning, affirming, challenging, speculating about and generalising about texts.

Focus on reinforcing terminology associated with narrative.

Language functions for expressing opinions, agreeing and disagreeing and making connections between texts.

Lesson 2: Introduction to Telling StoriesKey concepts: All stories conform to certain conventions. How these conventions are used will vary according to the purpose, mode, medium and context.

Ask students to give different examples of stories in their lives. Create mindmap on the board focusing on audiences, modes, media, purposes and contexts for telling stories. (W)

Students discuss statements about the uses, conventions and purpose of stories across cultures. (G)

Whole class feedback followed by discussion of contentious statements. Link this discussion back to the key concepts for the lesson. (W)

Statements about Telling Stories.Handout 2

SignificanceBackground Knowledge

Intellectual QualitySubstantive CommunicationProblematic knowledge SignificanceCultural knowledge


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Prescribed text: Cinema Paradiso Related text for class study: The Rabbits5. Students learn to understand how audience and purpose affect the language and structure of texts by: 5.1 identifying the language features and structures of texts composed for different audiences and purposes.

Revisit mindmap and add any additional information about modes, media, purposes and ways of telling stories that arise from student feedback. (W)

Informal assessment = Students complete Telling Stories overview table (A)

6. Students learn to recognise and use language patterns and structural features of texts by:6.1 identifying key words and phrases of a text.

1. Students learn about the ways meaning is shaped through the relationship between composer, responder, text an context by:1.1 identifying features of particular texts and describing their effects on meaning.

3. Students learn to understand cultural reference in texts by:3.3 evaluating culturally based values and perspectives in texts.

Key terminology associated with narrative:Plot, setting, themes, dialogue, setting, characterization

Visual literacy terminology:Vector, colour symbolism, layout, image, representation

Skill: prediction

Lesson 3: Engaging with the details of textKey concepts: ‘The Rabbits’ uses the elements of narrative with an emphasis on particular techniques to suit the composer’s purpose and the conventions of the mode.

Worksheet classifying activity: The key elements used to tell stories.

Students classify narrative features under the correct headings (P).

Preview the front and back cover of The Rabbits, discussing the title, blurb, layout, images and colours. (P)

Students predict the purpose, target audience, content and mood of the story based on the visuals on the cover and link back to the core elements of narrative from first half of lesson. Which elements will be most important in this story and why? (W)

Narrative features / elements. Handout 3Resource sheet 4

The Rabbits by Shaun Tan and John Marsden (class set)

Intellectual QualitySubstantive Communication

Deep knowledgeMetalanguage

1. Students learn about the ways meaning is shaped through the relationship between composer, responder, text an context by:1.1 identifying features of particular texts and describing their effects on meaning.

5. Students learn to understand how audience

Metalanguage:Register, syntax, Aboriginal English, point of view

Lesson 4: Engaging with the details of text

Key concepts: The Rabbits uses a specific range of narrative elements to suit the composer’s purpose and the conventions of the mode.

Students read The Rabbits silently. (I)

Provide focus questions before reading and explain how students should approach reading the text. (T)

Focus questions How well do the

pictures relate to narration?

Are there any images, colours or symbols that you think are significant?

Describe the style of language used in the text. Is it what

Intellectual Quality Metalanguage


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Prescribed text: Cinema Paradiso Related text for class study: The Rabbitsand purpose affect the language and structure of texts by:5.1identifying the language features and structures of texts composed for different audiences and purposes.

Grammar:personal pronouns as they arise in relation to narrative of The Rabbits.

Students discuss initial response to the narrative. (P)

Read The Rabbits aloud. (W)Share individual student observations and link discussion back to the focus questions, highlighting the way the elements of narrative are used.

you would expect from a picture book?

What story are the composers trying to tell? (historical, cultural, political, allegorical signif.?)

Quality Learning Environment: Social support

8. Students learn to adapt a variety of textual forms appropriately in all modes by: 8.1 identifying and describing a wider variety of language forms, features and structures of particular texts in personal, social, historical, cultural and workplace contexts.8.2 Identifying the effects of the language forms, features and structures of particular texts in personal, social, historical, cultural and workplace contexts.

Use of language to achieve particular effects:PronounsSimple sentencesrepetition, parallelismsyntax

Lesson 5: Engaging with the language of the narrativeKey concepts: That language is used in ‘The Rabbits’ to position the reader. That elements of Aboriginal English engage the reader and promote response.

Focus questions to engage students with the language and the written narrative. One teacher to work with students on each aspect of the text. (G)

Students choose between: study of aspects of Aboriginal English and

identify examples in The Rabbits OR close study of verbs and noun groups to

examine how the reader is positioned by the narrative.

Homework focus question and task: Why isn’t there any written dialogue between the rabbits and the wallabies? Choose ONE opening and write the dialogue that might occur between these two groups. (Pairs to later perform these dialogues in class).

Intellectual Quality:Metalanguage

Deep knowledge

Deep understanding

Substantive communication

3. Students learn to understand cultural reference in texts by:3.3 evaluating culturally based values and perspectives in texts.3.4 showing understanding of key cultural attitudes, beliefs and values underlying issues & language in texts.

9. Students learn about the ways they can respond to

Metalanguage Terminology of visual texts.

Lesson 6 - 7: Engaging with the visual narrative

Key concepts: A range of visual elements including colour, symbolism, layout and contrast are used to communicate the composer’s message in ‘The Rabbits’. That the visuals work through exemplification and contrast with written text in The Rabbits.

Teacher leads students in identifying the visual elements used to tell the story. Draw students’ attention to the way that the visual narrative works with the print narrative text.

Visual Elements Handout 5

Glossary of terms: The Rabbits Handout 6

Intellectual Quality:Deep knowledge


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Prescribed text: Cinema Paradiso Related text for class study: The Rabbitstexts by:9.1 analysing in detail texts in a range of modes and media. 9.2 composing and supporting a personal response to texts.9.3composing extended arguments supported by textual evidence.4. Students learn to use the language relevant to their study of English including:4.4 language of critical expression

Grammar: TenseCommunicating ideas about texts using the simple present tense and the gerund.

Analysis of the cover - complete table focusing on visual elements. (W)

Students choose another 2 openings from “The Rabbits” and complete a detailed analysis of the visual narrative and how it relates to the print narrative at this point in the story. (P)

Homework – cloze passage: Analysis of the cover of ‘The Rabbits’ with a focus on verbs.

Quality learning environment: Student directionIntellectual Quality:Deep understanding

9. Students learn about the ways they can respond to texts by:9.1 analysing in detail texts in a range of modes and media. 9.2 composing and supporting a personal response to texts.9.3composing extended arguments supported by textual evidence.9.4 evaluating the response of others.

4. Students learn to use the language relevant to their study of English including:4.4 language of critical expression

Metalanguage visual texts: surreal, realistic, dominance

Using analytical language with focus on verb form – consolidation of language from previous lesson.

Using analystical language with focus on verb form – consolidation of language from previous lesson.

Lesson 8 - 9: Engaging with the constructed nature of text

Key concept: That narratives are constructed to shape people’s perceptions of others and the world.

Provide students with questions from the NSW DET Bookrap that were addressed to Shaun Tan as illustrator of ‘The Rabbits’.

Students choose 2 / 3 questions per group and attempt to answer them as Shaun Tan by referring to the text. (G)

Each group reports back their findings as a ‘hot seat’ activity. Students are encouraged to ask the nominated group member questions. Hot seat individual must clarify any questions with reference to the text. (W)

Read actual responses given by Shaun Tan. Highlight the importance of the interaction of composer, responder, text and context in the creation of meaning.

Formative assessment: Students to read and respond to handout ‘What makes a good story?’ Students complete paragraph responses analysing how different elements of narrative have been used in The Rabbits.

Questions to Shaun Tan about The Rabbits Handout 7

Selected responses from Shaun Tan from NSW DET bookrap on The Rabbits. Handout 8

Handout 8b

Quality Learning EnvironmentHigh expectationsIntellectual QualitySubstantive communicationDeep understandingDeep knowledge

Significanceconnectedness


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6. Students learn to recognise and use language patterns and structural features of texts by:6.1 identifying key words and phrases of a text6.2 identifying cohesive chains of words and direction markers6.4 identifying and using appropriate syntax.

Skills:Note takingListening for main idea.

Grammar:Correct use of tense and syntax.

Lesson 10: Focus on listening skills

Dictagloss on requirements of the listening exam. Students take notes. (I)

Students attempt to recreate text. (P)

Pairs share with whole class. (W)

Text revealed and any missed key information clarified.

Requirements of the listening exam Handout 9

Intellectual Quality:MetalanguageQuality learning environment:Social support

1. Students learn about the ways meaning is shaped through the relationship between composer, responder, text an context by:1.2 comparing and contrasting

texts and their contexts.2. Students learn about the relationships among texts by:2.1 comparing and contrasting

the forms and features of texts.

2.2 describing and explaining the connections between texts.

Key terms: Mode and medium, codes and conventions

Skill: Skimming for main ideas.

Lesson 11: Telling stories in the medium of film

Key concepts: Stories use the codes and conventions of narrative differently according to the mode and medium of storytelling.

Brainstorm the similarities and differences found in film compared with picture books, anecdotes and other forms of storytelling. What impact do the similarities and differences in the mode and medium have on the way the story is told?(W)

Silently read the narrative conventions related to print stories. (I)

Students read Cinematic conventions, highlighting the key idea in each section. (I)

Discuss key ideas from the handout and relate to students’ observations of cinematic convention in their favourite films. (W)

Common conventions of narrative Handout 10

Intellectual Quality Metalanguage

Intellectual QualityDeep knowledge

SignificanceConnectedness

14. A student reflects on own processes of learning, especially on the effects of their expanding knowledge and skills in English.14.1 articulating and monitoring their own learning in English and of English.

Lesson 12: Assessment task notice. Discuss expectations and marking criteria for achievement. (T)

Assessment task notice Quality learning environment:Explicit quality criteria


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2. Students learn about the relationships among texts by:2.3 describing and explaining the ways in which texts are influenced by other texts and contexts.

Listening skillsNote taking

Listening for main idea.

Correct use of tense and syntax.

Lesson 13: Introduction to the set textKey concept: That meaning is influenced by the cultural and historical context in which texts are set and composed.

Dictagloss on the social and historical context of the setting for Cinema Paradiso. (I) (P) (W)

Students reconstruct the text, first individually, then in pairs, then present their reconstructed text to the whole class.

Completion of focus questions. (I)

Cinema Paradiso – Background information Handout 11

Quality Learning EnvironmentBackground knowledgeSocial supportSignificanceInclusivity

7. Students learn about the ways technology affects meaning by:7.1 analysing texts produced by a range of technologies.

Skill:How to read subtitles

Lesson 14, 15 & 16: Viewing Cinema ParadisoPrior to viewing, students complete a brief print survey of their current knowledge of film techniques. (I)Focus on plot and personal responses during viewing. (W)

Film Cinema Paradiso

7. Students learn about the ways technology affects meaning by:7.1 analysing texts produced by a range of technologies.

4. Students learn to use language relevant to their study of English including:4.1 its terminology

Key terms: flashback, musical score, acting performance, casting

Terminology of film.

Lesson 17: Personal response to the filmKey concept: That films engage us and promote our involvement in a range of ways that differ from stories in other modes and mediums.

Group discussion focusing on plot, characters and students personal responses.(G)

Revision of filmic devices based on student survey responses.(W)

Camera shots and angles, lighting etc.

Significance

Background knowledge

Intellectual QualityMetalanguageDeep knowledge

7. Students learn about the ways technology affects meaning by:7.1 analysing texts produced by a range of technologies.7.2 describing and explaining the effects of technological forms and conventions in personal, social, historical, cultural and workplace contexts.

MetalanguageUsing the terminology of film.

Lessons 18-19: Close study of the filmKey concept: That films are constructed to promote viewer involvement and response.Watch film, focusing on key scenes. (W) + (G)Key scenes:

opening scene, bicycle scene and milk

money scene, the fire scene in the square, courting scene, funeral scene and

Film Cinema Paradiso

Resource sheet 12

Intellectual QualityDeep understandingMetalanguage


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Prescribed text: Cinema Paradiso Related text for class study: The Rabbits kissing scenes at end.

Narrative elements to focus on include; soundtrack, camera angles and shot type, the use of humour, symbolism, editing, and acting performances.

4. Students learn to use the language relevant to their study of English including:4.1 its terminology4.2 language for making connections, questioning, affirming, challenging, speculating about and generalising about texts.4.4 language of critical expression.9. Students learn about the ways they can respond to texts by:9.2 composing and supporting a personal response to texts.9.3composing extended arguments supported by textual evidence.

Paragraphing Topic sentences.Using evidence.Tense.

Lessons 20–22:Writing analysis of selected scenes

Key concept: That effective analysis of texts requires the analysis of the effects of textual devices and the provision of detailed and appropriate textual evidence.

Joint construction of a paragraph analysing one of the focus scenes. (W)

Students write analysis on another scene. (P)

Write analysis of additional scene. (I)

Intellectual QualityDeep understandingMetalanguage

Quality learning environment:Social support

9. Students learn about the ways they can respond to texts by:9.2 composing and supporting a personal response to texts.9.3composing extended arguments supported by textual evidence.

Lesson 23: Assessment task

View and write an analysis of ONE scene from Cinema Paradiso. (I)

Intellectual Quality: MetalanguageDeep understanding

Quality Learning Environment: High Expectations

4. Students learn to use the language relevant to their study of English including:4.1 its terminology4.2 language for making connections, questioning, affirming, challenging, speculating about and generalising about texts.4.4 language of critical expression.

Language of marking guidelines

Lesson 24: Feedback

Feedback on half yearly exam extended responses. (T) (I) + (W)

Student responses and completed feedback sheets

Intellectual QualitySubstantive communicationQuality Learning environmentExplicit Quality CriteriaHigh Expectations


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4. Students learn to use the language relevant to their study of English including:4.1 its terminology4.2 language for making connections, questioning, affirming, challenging, speculating about and generalising about texts.4.4 language of critical expression.9. Students learn about the ways they can respond to texts by:9.2 composing and supporting a personal response to texts.9.3composing extended arguments supported by textual evidence.

Paragraphing

Using textual evidence.

Lesson 25, 26 & 27: Follow up to half yearly exams

How to improve their extended responses. (T)

Improving their writing at the paragraph level. (I)

Writing another extended response under exam conditions – further practice. (I)

Intellectual Quality

Deep understanding

13. A student reflects on own processes of responding and composing.13.4assessing and engaging with the strengths and weaknesses of their personal style.A student reflects on own processes of learning, especially on the effects of their expanding knowledge and skills in English.

Reflection on personal strengths and weaknesses in writing.

Lesson 28: Feedback on term.

Discussion and evaluation.

Teachers explain holiday homework.Holiday homework:Read The China Coin up to chapter 5

Intellectual QualitySubstantive communication


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YEAR 12 ESL ENGLISHMODULE A: EXPERIENCE THROUGH LANGUAGE

ELECTIVE 1: TELLING STORIESResource sheet 1

In their responding and composing, students explore the various ways narrative is used to engage audience interest in a range of modes, media and situations. They examine one prescribed text in addition to other examples of narrative in their lives to explore the uses and conventions of narrative and the ways in which elements of narration promote involvement. They also consider how narrative shapes our perceptions of others and the world.

From: English stage 6 prescriptions: Area of Study, Electives and Texts p.27

Students explore:

the various ways narration is used to engage audience interest in a range of modes, media and situations.

the uses and conventions of narrative and the ways in which elements of narration promote involvement.

how narrative shapes our perceptions of others and the world.

Abridged from: English Stage 6 prescriptions: Area of Study, Electives and Texts p.27

ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Stories Emma Vale, Melony Henwood, Julia Ray

Elective 1: Telling Stories

Elective 1: Telling Stories


ELECTIVE 1: TELLING STORIESResource Sheet 2

Telling StoriesStudent discussion

Instructions: Read the following statements about stories and decide:

Which statements you agree with. Mark them with an A. Which statements you disagree with. Mark them with a D. Which statements you are not sure about. Mark them with a U.

One group member should be ready to justify the group decisions to the whole class.

A. All stories must have a beginning, middle and end.

B. Stories are important in all cultures.

C. Stories should be shared and passed down to the next generation by families and by cultures.

D. Oral stories do not last the way written stories do.

E. Stories are never the truth or a true picture of what happened.

F. Most people can tell a good story.

G. The most important aspect of a good story is the plot – i.e what happened and in what order it happened.

H. A television advertisement can tell a story.

I. Stories can be told without words.

J. Different cultures like different types of stories.

K. Different cultures tell stories in different ways.

L. Film is the most powerful medium in which to tell a story.

M. All stories serve the same purposes.

N. Different stories are successful for different reasons.

This worksheet was developed from a worksheet in Telling Stories published in Australia by Chalkface Press




Narrative Features / elements



ELECTIVE 1: TELLING STORIES




What Makes A Good Story?




Visual Elements

Visual element Effect and meaning

Colour

Choice of images

Vectors

Positioning / layout

Symbols

Text / and title

Other ?




Glossary of Terms: THE RABBITS

bewildering puzzlingcoincidence two or more events happening,

apparently by accident, at the same time

dominance control, powerdoom ruin, death, terrible fateemphasised stressed, made importantepisodes a number of connected scenes or storiesfragmentation broken up into pieces, detachedilluminated lit, bright with lightimpending threateningImpinges on has an affect onincorporates includes as part of a wholejuxtaposition close placement, side by side looms rises in vision with the appearance of

great sizemonochrome different shades of a single colourmystified bewildered, puzzled, confusedominous threatening, evilpeering looking at carefully, as if trying to see

clearly philosophical thoughtful, viewing sensibly, rationallyportrayed shown, representedresemble to be similar, alikesignificance importance, special meaningsubconsciously through a mental process of which the

person is not consciously awaresymbol(adj. symbolic)

something that represents something else, as in a symbol

wariness caution, care, suspicion




Questions to Shaun Tan about the picture book The Rabbits

1. Is there a meaning behind the shape of the rabbits? What is the meaning?

2. On the last page are the rabbits and the ‘possum’ united or is there a different

meaning?

3. Why are the houses so high off the ground?

4. Why are there numbers on everything?

5. Why do the rabbits wear wheels on their feet?

6. What is the meaning or significance of the little puddles of water that the rabbits

are peering into throughout the book?

7. The symbol above the heading on the cover, does it have a significant meaning

and why have you used it throughout the book?

8. Why is your art so Surreal and not Realistic?

9. Why, on the page, “Rabbits, rabbits, rabbits” is the sky being sucked into the

statue?

10.What is the significance of the clocks and arrows? Does this symbolise the rabbits’

need for order and dominance?

11.On the page, “They didn’t live in trees…” why are the buildings made out of puzzle

pieces? Is this symbolic?

In the following groups, attempt to answer all of the above questions as though you are Shaun

Tan.

Group Students Questions1 1 & 2

2 3, 4 & 11

3 5 & 6

4 7 & 8

5 9 & 10




Questions to Shaun Tan about the picture book The Rabbits and Answers




Requirement of the listening exam

Year 12 English (ESL)

DICTAGLOSSListening

Listening for a purpose is an important skill that requires practice to develop at a high level. The HSC exam requires you to listen for a specific purpose. You need to be a focused listener. This will enable you to maximize your understanding.

It is also important that you are a critical listener, to enable you to interpret the social purpose of the spoken text. The ability to discuss the text with others will enable you to clarify your interpretation of the meaning. When you listen to the HSC exam tape you need to focus on the following elements:

- The main idea supporting the detail – the message that is being communicated;

- Pitch – the voice’s range in sound;- Tone – clues to a speaker’s emotional state;- Register – determined by social purpose eg, formal/informal;- Pace – speed;- Sound – to create mood and atmosphere, eg. sound effects;- Interactions – interaction between two or more people eg. interview;- Purpose – the intention of the speaker, eg. to inform, or promote.




Common conventions of narrative

From Senior English Now p.26 - 30




Cinema Paradiso – Background InformationYear 12 English (ESL)

DICTAGLOSS

Name _________________________ Class__________________

FOCUS QUESTIONS: 1. What challenges would the villagers of Giancaldo in the film “Cinema Paradiso” have faced in the 1950s?2. What options for a successful life were open to the villagers at this time?

Sicily is an island that lies off the coast of Italy. It is the largest island in the Mediterranean Sea. Sicily is almost entirely covered by hills and mountains and it has long been noted for its fertile soil, pleasant climate, and natural beauty.

Agriculture is the chief economic activity in Sicily but it has long been hampered by primitive methods of cultivation and inadequate irrigation. Sicily has a long, hot growing season and summer droughts are frequent. The chief agricultural products of the island are wheat, barley, corn, olives, citrus fruit, almonds, wine grapes, and cotton. Also, cattle, mules, donkeys and sheep are raised.

Sicily’s major exports are minerals and fish. The island’s population centres around the coastal fishing towns and, historically, its people are generally very poor.

The film Cinema Paradiso is set between the end of World War II and the late 1950s. At this time the villagers in Sicily could achieve some success through improved education. Other possibilities of success, such as the images of wealth presented in the cinema, involved leaving the island.

Homework Due____________Highlight the following in the above passage:

1. Nouns2. Verbs3. Adjectives4. Adverbs




Homework Due: Tuesday 14th March 2005 Name ____________________

Cinema Paradiso – Glossary of Terms

Use the words from the word bank to match the terms to the definitions. Write the terms beside the definitions.

TERM DEFINITIONThe husband of an unfaithful wife.pigAll of the actors in the movie are movie stars, they are great actors.Meeting of an organisation that works to maintain opposition to something (eg. enemy occupation, political group). Unable to read or write.Russian leader.An unprincipled, dishonourable person.A handle.Movie theatre.Laws that determine the conditions in which children may work eg. age.Done with authorisation.A person who lives in the country and is engaged, usually, in agricultural labour.A place of extreme delight.Full of fury, violent passion.It will lead to my downfall, loss.I will hit you with my cane.

Deep emotion.Determine what is happening.Afflicting with great suffering, deep pain.Something regarded as possessing sacred character.I understand.HellA machine used for throwing an image onto a screen.One who operates a cinema projector.A person who is unadventurous, opposed to new ideas.A form of gambling, like Lotto.Covered in head lice. A person who does office work, eg. Clerk, politician.He is not good looking.To seek another’s love.

Charlie Chaplin Famous American actor, appeared in silent films, usually comedy.

Spencer Tracey Famous American actor.To be exposed to an embarrassing situation. The position of a viewed object, or the adjustment of an



ELECTIVE 1: TELLING STORIESoptical device, necessary to produce a clear image.To treat severely.

John Wayne Famous American actor, usually western films.Marlon Brando Famous American actor.

A fool.To move slightly.

Sophia Loren Famous Italian actress, also famous in American films.Lana Turner Famous American actress.

To free from an obligation or liability, release from, not subject to.An associate, work mate.Dark, depressing.Dismissed from serving in the army.The course of life is broken, it is not connected, past to present.

Gary Cooper Famous American actor.James Stewart Famous American actor.Henry Fonda Famous American actor.

The world is what you make of it; use it to your advantage. Don’t live on memories, don’t let them take over your life or slow you down.The room containing the equipment for the projection of films.This is a reference to a play by William Shakespeare of the same name. It is funny because Toto says his life is “much ado about nothing” meaning that he does nothing much and he has used the name of Shakespeare’s play to say this.Don’t worry or think about a subject for a long period of time.Here there are only memories of the past.I looked and/or travelled around, made a series of visits.A member of a council, eg. local government group.Miserably inadequate, inviting scorn or pity.Obviously false or foolish.ArguedAfter the feeling of love has worn off there is nothing, nothing useful.To be disloyal, to reveal.IllnessesA narrative about a whale.There are only the memories of the past; Toto and Elena do not have a future together. A blank strip at the beginning of a reel of film.The transporting, marketing merchandising and selling of a product, eg, movies.A meeting of a famous person with the press, usually to make an important announcement or answer questions.




Word Bank

“figure it out” pencil pusher“here there are only ghosts” “The world is your oyster”

“I did the rounds” “Don’t give into nostalgia”“I see the light” exempt“I’ll be ruined” officially

“I’ll give you a taste of my cane” peasant“Moby Dick” illiterate

“out of the fire of love comes ashes” swine“the depth of his feeling” paradise

“there is no future, only the past” Stalin“tormenting my soul” “he’s no oil painting”

absurd “Don’t dwell on it”ailments resistance rallybetray star – studded castbudge “the thread is broken”cretin crucified

distribution cranketernal fire colleague

furious child labour lawsleader scoundrel

local councillor projection boothlouse factory focus

pathetic “Much ado about nothing”Pools “egg on your face”

press conference cinemaprojectionist discharged

projector gloomyquarrelled cuckoldsacrament courting

stick - in - the - mud




Term 1, 2005

Module A, Elective 1: Telling Stories

Prescribed text: Cinema Paradiso

ENGLISH ESL HSC Assessment Task 2

DATE GIVEN: Friday week 7 DATE DUE: Part 1 – Tuesdayweek 10

Part 2 –Thursdayweek 10

WEIGHTING: 20 %

Listening: 10% Viewing and representing: 5% Writing: 5%

OUTCOMES TO BE ASSESSED:1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.2. A student describes and explains different relationships among texts.3. A student demonstrates understanding of cultural reference in texts. 6. A student interprets texts using key language patterns and structural features.7. A student analyses the effect of technology on meaning.

TASK DESCRIPTION

NOTE: Students must complete part one and part two of their assessment task on the date due or they will receive a zero for the incomplete component and an unsatisfactory progress letter home.

PART ONEYou will be required to listen to ONE Australian short story and analyse its features. The story and task will be similar to work we have previously studied in class. You will be given a tape of three stories to take home to prepare. The listening task will be chosen from these three texts.

On the day of part one of the assessment you will listen to a story TWO TIMES. You will then answer a series of questions about the story. This could include questions about the purpose, audience and context, as well as questions about the language features and HOW the story has been composed to make it interesting and engaging to the audience.

PART TWOYou will analyse ONE scene from the film Cinema Paradiso. You will be told which scene so that you can borrow a copy of the video and view the scene again at home.



ELECTIVE 1: TELLING STORIESYou will watch the scene from Cinema Paradiso TWO TIMES in class on the assessment day. You will then write a response to questions about the ways the director has tried to promote audience involvement in and enjoyment of the story.

The questions could include:o What film techniques have been used to tell this part of the story in an effective

and engaging way? o What atmosphere and mood is created in this scene? How is it created? How is

it important to the story as a whole?o How does the director promote our involvement in Cinema Paradiso? How is

this scene typical of the techniques Guiseppe Tornatore uses throughout the film?

o How is the relationship of Toto and Alfredo revealed and developed in this scene?

o Compare TWO devices or techniques used by Guiseppe Tornatore to engage the audience in the story of ‘Cinema Paradiso’ with TWO devices used in EITHER:- the oral Australian short story studied in class OR– the picture book “The Rabbits”

MARKING CRITERIA

PART ONE

You will be marked on how well you:o Listen with understanding. This includes how well you can predict the meaning

of new and unfamiliar words used in context and how well you interpret non- literal language and cultural reference in texts.

o Identify specific structural and language features of the short story and describe their effect.

o Understand cultural references in the story and discuss the effects of these cultural references on the meaning and on our enjoyment.

o Respond to the text in detail in language that is clear and appropriate.

PART TWO

You will be marked on how well you:o Listen and view with critical understanding. o Understand the elements of narrative and how they are used in a variety of

media.o Identify specific structural features, visual features and filmic techniques used in

the scene of ‘Cinema Paradiso’ and describe their effect on an audience.o Make connections between the forms and features of ‘Cinema Paradiso’ and

one other story and describe and explain the similarities and differences between them.

o Respond to the text in detail in language that is clear and appropriate.



ELECTIVE 1: TELLING STORIESHomework Sheet A

Types of storiesExample of story Purpose Audience Context

Advertisements

To persuade

Comics

Individual

Jokes

Social

Anecdotes

Personal / Social(eg. at a party)

Film

To entertain

Picture Books

Young Children

Short Stories

Novels

To entertain

Stage Plays

Theatre goers



ELECTIVE 1: TELLING STORIESHomework Sheet C

Cloze Passage: Analysis of the cover of ‘The Rabbits’ with a focus on verbs. from NSW DET Bookrap on ‘The Rabbits’.


syllabus outcomes and content - unsw web viewcinema paradiso – background information handout...

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