FINAL NOVEL UNIT 2014 - Weebly

Assessment Task 3 Teaching novels and narrative, Lily Leman S00117000

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SEMESTER 1 2014

EDLA 478 English Curriculum and Teaching 1

Assessment Task 3: Teaching novels and narrative


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A Monster Calls by Patrick Ness. Walker Books, 2011.

This stunning novel is about Young Conner, 13 years old, having a very difficult time dealing

with his mother’s cancer treatment. He has sleepless nights, and terrifying nightmares

about it, but then one night his backyard yew tree turns itself into a rooted monster, and

meets Conner by his window. Conner is not scared of this monster, what he is facing in real

life is much more terrifying to him. He acts out towards people that try to help him, in his

own bubble, trying to keep everything he knows and is comfortable with intact. The

monster refuses to be dismissed though, he tells Conner he will come back three times and

each time tell him tale of previous walking. Similar to ‘A Christmas Carol’ in that regard. In

return for this he demands Conner to tell his own story, the truth. As a reader we can make

assumptions and guess what the end "truth" is going to be. Because of this engagement

this text would be good to use with students to question what truth and story they would

personally tell the monster and they can also deeply reflect on their predictions prior to the

ending.

Illustrations are incredible, fantastic and dark, you can watch a book trailer and see them

come alive here https://www.youtube.com/watch?v=Q8-‐psqOON-‐Y but highly recommend

having a hardcopy of this book for all students to have and keep because I defiantly feel it is

a book that they will keep forever. The accompanying illustrations add to the visual literacy

pedagogy within the classroom, catering for diverse learning styles and ESL students but

also makes it valuable as a multimodal text that can be used for certain activities within the

classroom such as text sets and comparisons.

PART A; Critiques


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The age level suitability, year 7-‐8 although highly recommend all levels, and reading it as a

21 year old, still absolutely touched my heart and had numerous misty eyed moments. The

death of a loved one is a relatable and universal fear and reality. I do believe this is perhaps

intense reading and theme, yet something everyone will experience and tackling heavy

issues within the classroom I think can be a rewarding experience, both for the students and

the teacher. The themes, ideology and characters encountered within this novel are

relevant to the sensitivities of young adults but also their curiosities. The monsters sense of

humour is engaging for young adult male readers, the genre mix of fantasy, horror and

comedy is something that would also be engaging. Fantasy has proven to be popular with

young adults, especially with boy and this novels mix of the supernatural aspect with

realistic characters and relationships is very engaging for readers as they are taken on a

journey of realism and fantasy.

It is a very quick and easy read, I was able to read this in a night, pacing is perfect, never

lags, and since it is such a short read, I think it is appropriate to read aloud within classroom

time. Attention should be given by students to the detail of Ness’s writing and language,

beautiful metaphors used throughout the novel. The characters voices all very individual

which is great to use in the classroom for language analysis and character focus. There are

numerous minor characters that students can work with taking a text analyst role , such as

Conner’s grandma, that students can explore P.O.V used and why her voice or his dads voice

was limited and what changes could have been made etc.

The Hunger Games by Suzanne Collins, 2008

The Hunger Games has clearly gained mainstream popularity in the recent years, with the

success of the film many students are turning to the novels and teachers have started using

this YA novel within their classroom. Using this in the classroom caters to the students

interests and what is ‘cool’ outside of the classroom.

Interesting for students to engage with the book, acknowledge reading and film habits;

argument of reading the book before watching the film etc. Having a film available also

enables comparison and critique and a multimodal resource to use. Integrating events from

pop culture with the class is an excellent way to connect with and engage with students.


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Because The Hunger Games is part of a trilogy, using it within the classroom sparks their

interest and supports and encourages their reading to continue to the other books The

themes and issues within the novel are absolutely relevant and topical and would allow for

interesting discussion that can link to other numerous texts, such as George Orwell’s Animal

Farm and The Lottery. There is also opportunities for historical context, and cross curricular

with history, e.g. Tommie Smith and John Carlos silent salute in the 1968 Olympics, the 1969

Vietnam Lottery Draft, and discussion about war and poverty

There is also opportunity to talk about gender equality and stereotypes within the novel,

which is an important theme and issue to talk about with young adults. The characteristics

of Katniss and Peeta do not always conform to traditional gender stereotypes and allow

the students to reflect on this and enable gender empowerment. The idea of Reality TV

within our own lives is something the students can discuss and the idea of our own

desensitisation to violence. Theme of discussions about government control, the novels

society is dystopian in nature and makes the reader explore a new system and its faults

whilst allowing the students to reflect on our own.

The novel is rich with figurative language, easily creating teaching moments using

metaphors, similes, personification, hyperbole, symbolism, idioms, however I do have a

criticism that the emotions and narrative of Katniss spoon feeds the readers, and we never

seem to learn anything new with her. So character wise I feel like this book is perhaps

lacking depth to use within the upper high school classroom. It is the themes that are rich in

sources and appropriate level of 7-‐9.

Nanberry: Black Brother White by Jackie French. HarperCollins, 2011.

This is the novel I have chosen to focus on for the unit plan. It is beautiful written with vivid

prose and something wonderful about familiar things, such as a possum, being described

and explored by someone seeing and getting to know and understand it for the first time. As

was the case for many of the new settlers to Australia. There are many sections and

encounters that would be humorous and engaging for year 8 readers with a heavier serious

undertone of conflicts that occurred. The novel has interesting diverse characters involving

Indigenous perspectives which allows students to explore narrator bias, language and

context and cultural sensitivity.


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Exploring the Language use within the novel-‐able to link to numerous themes and have

engaging grammar activities. Students are exposed to new words and learning Indigenous

words and language. I have found this could connect well with the importance of language

and culture and historical context of what has happened to the indigenous language and the

implications of this. At the same time the students are exposed to new Indigenous words,

the character Nanberry is learning English; students can have a heightened awareness of

certain English words and structures as we are taken along on his language journey. Old

English and bad grammar is used for convict characters such as Maria, which could enable

comparison of how the English language has evolved and changing. Which is part of the

Aus/vels year 8 level outcomes.

The voices of the characters within the novel are so unique and varying. This could allow for

comparisons of how different characters speak and selection of words author has used for

characters voice to identify and explore. What I found very interesting is how the author

changes the voice and language Nanberry uses and the author uses as he becomes more

involved within the colony. The style and layout of the book makes is approachable, and

easy to read, short chapters and each chapter is a different character. It is always interesting

to work with YA novels where the perspective change with each chapter, especially being

able to work with the curriculum this way as well as demonstrating the contrasting views of

Indigenous people and settlers. Seeing each characters unique voice and point of view

highlights and emphasis the misunderstandings between them and their customs, this is

particular emphasised between the white settles and young Indigenous boy Nunnaberry.

This book is based on extensive research and considering it is based on real events and

people, great opportunity to use a variety of texts to compliment the reading. The research

is a strong background for this novel and something the students would enjoy inquiring and

investigating into to understand what really happened and why. This idea awards much

scope and variety for classroom lessons, the concept of ‘whose history’ and investigate how

different events would be remembered from an alternative point of view. The “author’s

notes” at the end of the novel and historical influences on her characters and ideas within

the book allows another resource the students can use and really engage them further into

the historical context of the book. Historical element works well with literary roles and

making connections outside of the text.


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Manhood, multicuturism, Indigenous culture, history, heroism and self-‐determination are all

themes that young adults would enjoy .The love story between the characters of Rachel and

Dr White is also something that could appeal.

This novel links in well with the cross curricular priorities of sustainability and Aboriginal and

Torres Strait Islander histories and cultures. I was inspired to use this novel from the

Presentation/workshop by Naomi Wolfe from Jim-‐baa-‐yer. She argued that we should not

be afraid or intimated by the idea of making mistakes or hide away from sensitive issues

when teaching Australian Indigenous history and topic in our classroom, better to teach it

and try, then ignore it and not teach it at all. So this unit is me trying.

Ultimately I wanted this unit to be an “Extended novel study”. (Simpson et al., 2013, 91) As

Simpson et al., (2013) state this involves “a unit of work centred on a novel in which the

themes, ideas, writing style of the author or related topics are studies in depth and used to

stimulate a variety of reading, writing, drama, creative arts and talking and listening skills.”

(p. 90). Hopefully my lessons demonstrate my incorporation of all of this.

Firstly a quick side note about the teaching of reading, I believe that that as a teacher,

important to role model your own positive reading habits to the classroom (Simpson et al.,

2013) Of course I aim for my students to be critical thinkers and provide them with

opportunities to develop a critical literacy, however engaging them in the enjoyment of

reading is an experience and habit that they can take with them for life. In this aspect I do

align myself with the “lifelong reading project.” (McDowall, 2012. ) Sue Mcdowall (2012)

argues that “It is perhaps time for more space to be made in teacher education and school

professional learning and development programmes for building the discourses associated

with building a reader identity alongside those of being a teacher of reading” (pp. 13-‐14). I

really could relate to the fact that my personal conversations about texts for me and for a

PART B; Outline and Rationale


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numerous avid readers within the lifelong reading project “usually stem from a desire to

learn what others think about the texts we have read and to compare our own

interpretations with theirs in the hope of generating further ideas.” (Sue Mcdowall , 2012,

p.11).

This is why I have chosen to set my classroom environment and organise the students to

read the novel through the use of the literary circles strategy. I believe this is an extremely

valuable way of implementing collaborative and student orientated pedagogy within my

classroom, which I believe to be important with the teaching of reading. (Daniels, 1994,

2002). I have incorporated the literacy circles to also work online together using their own

wiki space. This wiki space would enable the literacy circles to collaborate and interact with

each other and their “roles” research for the week. It would enable students to see the

development of their novel as it takes a more critical analysis shape. Posting their ideas

online and having the students interact and create their “role” work before class and

outside of class on a space where all students can access would contribute for more

discussion within the classroom but also work as an assessment of contribution. Having this

space would also act as a tool to enable them to prepare for their final assessment of

sharing to the whole class their findings and thoughts on their text.

I really believe that the student centred and collaborative learning approach could lead to

independent reading and wanted to implement this exciting notion in my classroom.

(Culican and Fattor, 2003). Try to achieve this whilst also aiming to increase and develop

positive and lifelong reading habits within the students who may be reluctant readers. I

find the idea of Literature circles exciting as it can contribute to developing positive reading

habits and enthusiasms in students. As Culican and Fattor (2003) state, “Most persuasive,

though, is the informal 'buzz' about books that can be heard around the school and at home

as students swap information about 'good reads', prepare for their roles at home, or beg

teachers to be allowed to read a particular text in the next round of Literature Circles” (p, v).

I have included little steps and strategies to include this “buzz” and develop reading habits

within my classroom. I have included short BYO literature sessions, where student’s show

and tell a book they are reading or have read and silent reading times. The driving force

and question behind my unit is how do we get kids, especially boys to try and read? Firstly I


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was influenced by Ryan, J. (2005) idea that students need more choice and that their

reading habits do not reflect the curriculum or texts read in the classroom. If I was writing

this unit and lessons for a real life classroom I would perhaps not focus and supply the one

novel. I would have students vote on what books they would like to read (from a select list,

have to stick to the curriculum somehow). Their choice of book would therefor make their

literate circles group, so each circle is reading a different book. I would like to see how this

could work in the classroom, especially if each circle has a wiki page that each different

circle can explore and look into. A concern I do have with using multiple texts was feeling

like it broke up the classroom flow if you used individual texts butCu lican and Fattor (2003)

list some strategies that can counteract this, such as jigsaw within the classroom,

connecting themes from each text etc. However also beneficial for the whole class to work

together on the same novel for literature circles.

This also enabled me to implement activities that perhaps that “roles” did not provide. For

example, it has been discussed that the roles do not interact with the ““text analyst” role

within Luke and Freebody’s Four Resources model. Freebody and Luke (2003) This will be

discussed in more detail but also goes to show that I have not just relied on the literature

circles strategy within my lessons. As Culican and Fattor (2003) suggest, “Literature Circles

should not be regarded as simply a substitute for other approaches. A more constructive

view sees it as adding another option to the repertoire of models and approaches that,

collectively, make for a rich study of literature in the English curriculum (p. ii). Similarly,

Comber and Simpson (2001) state that, “…there is no one generic critical literacy, in theory

or in practice. Rather there is a range of theories that are productive starting points for

educators working on social justice agendas through the literacy curriculum” (p x).

I have tried to implement various theories we have learnt in the unit however this rationale

looks into theories that I can relate to my ideologies and ultimately reflects how I position

myself on the debate of how English should be taught at schools. This debate was covered

and still being discussed continuously by Kevin Donnelley and Mark Howie. Although we

have covered numerous pedagogical theories and scholarly work related to these theories it

is the interview conducted on Book Show on 4 March 2009 that influenced the inclusion of

particular theories within this teaching novels unit. In particular the model of literacy such


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as the ‘multiliteracies’ model (Cope and Kalantzis, 2000) which I believe underpins the

importance of critical reading.

I clearly align myself with Mark Howie in agreeing that traditional texts can and should be

read alongside other visual and multimodal forms such as film, television, websites,

newspapers, and paintings, audio. I have tried to do this with the text Nanberry: Black

Brother White within my lessons and the use of the multiliteracies theory will be discussed

in greater detail below.

I also value the student’s voice and created oral /aural interaction with the classroom,

between students and their peers and between me and the students and “living language

situations”. (Manuel, 2004) suggests “such situations would seek to offer students real

opportunities to use language as a natural outcome for a variety of creative, exploratory,

imaginative and critical purposes” (p. 76).

By encouraging the student’s voice it would then be important to create an environment

where students develop necessary listening skills. My decision in using the literacy circles

contributed to this. The students have to listen to each other and value what their peers

have to say, they are put in a situation where they can learn from each other and ultimately

have to listen in order to understand their roles in the literary circles. Giving them

ownership of the “talking space” (Manuel, 2004, p. 78). As well as working in small groups I

have students in different situations for aural interactions such as, interviews with the

characters, hot seating, and BYO literature session. My decision for these activates also lays

in helping ESL students. Providing opportunities for both use of BICS and CALS language;

having aural opportunities with more context clues, such as gestures and images helps the

development of attaining English within the class and life (Cranitch, 2010).

The inclusion of image and visual cues and contexts within the classroom is not only

beneficial for using as source work to promote critical thinking, but also for students with

learning disabilities or ESL students. Modifications to the process of learning to help

students with learning and language difficulties include incorporating visual cues to aid text

and writing and heavy use of image base activities which I have included (Cranitch, 2010).

Since Nanberry: Black Brother White is not a multimodal text itself, and does not have

visual imagery or accompany pictures, I found images from outside sources that could


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compliment or contrast with the text, used as “text sets” for the students to analyse.

(Simpson et al., 2013) Many of these visuals and images were taken from picture books as

an additional source and paintings of the time. Teaching the students imagery, accompany

pictures with text is an excellent strategy for ‘words create pictures in the minds of good

readers’ and picture books can give poor readers the skills and scaffolding to do the same.

They can start to think of ways in which they can use words to create imagery in their own

texts as well. I decided to incorporate the use of “text sets” within my lessons to explore

ideology positions of the author which also involves students using the “text analyst role” in

the four resources model (Freebody and Luke, 2003).

I was influenced in the way I scaffolded the students to break down visual and other texts

such as film, (and also influenced my drama activities) by Serefini, F article “Expanding

Perspectives for Comprehending Visual Images in Multimodal Texts. I firstly gave the

students the metalanguage and ‘basic elements of art and design” and ‘working vocabulary”

that they needed in order to break down visual images and multimodal texts (Serefini 2011,

344).

I had the idea of using iPad or at least make the text assessable

via iBook’s for the students to use at home when I was reading

the text myself on iBook. I found that it was very useful for

organising my thoughts and notes, and thought perhaps the

students could enjoy using this when analysing it through their

literacy circle roles. Using iPad through iBook’s program you are

able to highlight and manipulate, zoom in, write comment and

use various tools. This would also cater for students with

learning disabilities, interacting with the text and their own pace

and way. Think it would be great for students to use analysing

texts with their literary roles, colour coordinating etc., perhaps

use for collaboration when they get together as a group. Able to

write on screen, print, and put it onto he wiki for everyone to

see. Using iBook’s would also be great to look at the text as a


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group using the projector screen. Ultimately it creates and turns the text into a

multilayered, multimodal and liveable thing.

I have a desire and goal for the students to become multiliterate (Simpson et al., 2013, p.

71) and ready to live in the 21st century as critical thinking “multimodal literate” citizens. (O

’Halloran & Lim, 2011, p. 3)

Using multimodal texts caters for the students different learning styles, for example by

using video in my class, students that are perhaps not good at reading but are good at

critical thinking can take part in deconstructing the videos and audio given and participate in

critical thinking (Cope, & Kalantzis, 2009, p, 364). This is also why I gave them the options

and choice of how they presented their final assessment to the class. I found the inspiration

for this decision from Cope & Kalantzis (2009) when they state, “Some learners may be

more comfortable in one mode than another. This may be their preferred mode of

representation—what comes to them most easily, what they’re good at, the mode in which

they best express the world to themselves and themselves to the world” (p. 364).

I also based my lesson and in particular my first lesson on the five factors of “Multiliterices

theory into pedagogic models and practices” (Jewitt, 2007, pp. 248-‐249; Graham, Benson &

Fink, 2010, p. 93). I used “situated practice” in the first lesson by prompting them to reflect

on their own experiences and ‘designs available to them in their life worlds” (Jewitt, 2007).

However not just in the first lesson but continuously throughout the unit as situated

practice works well with the “connector” role within the literacy circle.

I’ve included a reflection activity throughout the unit to incorporate the reflection process

within Simpson and Whites Four learning Processes. Simpson et al., (2013) state “teaching

students the value of reflection is a key strategy to help them become critically aware of

their own learning (p. xxxv). Having “reflection stops” and an end unit reflection activity

enables the students to process what it is they have learned or need to learn etc. It

hopefully contributes to them having ownership of their learning and outcomes. Krause et

al., 2010). Once again this sense of responsibility is similar to how literacy circles will also

contribute to ownership of their own reading. There is also a space on the Wiki page where

students can discuss their reflections and communicate with one another and respond to


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their peers. Peer assessment also vital within my unit, through pair and share, jig sawing and

developing concept maps together. I thought it was also important to include a self-‐

refection on working within the literary circles. Not only is this beneficial for the students

monitoring of contribution and how they could improve working within groups but also for

me as a teacher, checking the contribution and success of using literature circles, if the

students actually enjoy the approach to reading.

I also tried to incorporate the Four Resources Model. (Freebody & Luke 1990, Luke &

Freebody 1999), The FRM’s -‐ code breaker, meaning maker, text user and text analyst

works and integrates very well with the literary circles roles . The role of Text participant for

example works well with the connector and investigator role.

PEN 140 Day, Catherine (2003) Reading and Responding in Literature Circles. PETA, Sydney.

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It has been noted however that the roles are limited (see table 1) as Catherine Day (2003)

suggests the literacy circles fails to incorporate the text analyst role. However she then

suggests to create a new role called the “investigator” who looks at the way characters are

portrayed and their point of view to delve in deeper into the text analysis role. I have also

decided to use this role labelled as the “character investigator” however I’ve also

incorporated other activates within my lessons that helps contribute to students to become

text analysts.

Assessment-‐ wiki spaces and once finishing book and literacy circles-‐ presentation to the

class. I’ve thought about how assessments can be presented in various forms, how they can


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demonstrate their learning in various ways apart from written text form. ” (Krause et al.,

2010,p. 356) This is following the advice given in the Victorian Essential Learning Standards-‐

Students with Disabilities Guidelines, which states to “allow for alternative learning

pathways for demonstrating the standards”. This is not only beneficial for students with

learning disabilities but all students. I understand that all students have various learning

styles and allowing them to have the freedom to demonstrate what they have learned

through creative ways of verbal, graphic, multimedia presentations.

LESSON ONE. YEAR LEVEL & SUBJECT: 8 DATE:6th June 2014 Monday

NO. OF STUDENTS: 21 LESSON DURATION: 120 minutes

TOPIC/FOCUS: Introduction to literature circles and the novel.

AusVELS STATEMENTS:

• Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)

• Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)

• -Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)

• -Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS): The students will be able to:

- Understand the literacy roles and reasons for using this method and strategy within the classroom

- Understand and establish agrees rules and appropriate behaviour and within the literary circles and online wiki space. (ACELY1738)(ACELY1808)

- Analyse the front cover of the novel and make predictions whilst also exploring how the author wants to position the reader.(ACELA1548) (ACELT1627)

- Actively participate in whole class, literary group discussions and pair and share (ACELY1808) - Reflect on their own reading habits and hopefully have enjoyment and release that literature

circles is a natural process of humans wanting to share and learn from each other.

In this class I will be explaining the setup of the literary circles and its “roles” to the students. This is more so an introductory session than diving straight into the novel content lesson. It will introduce the format and responsibilities the students will have and should achieve within this unit. Students will briefly interact with the novel via making predictions and analyzing the front cover via multimodal techniques. Students will form their literary circles and assign roles for the next lesson.


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Introduction to literature circles, reflect on students own reading habits, do they like to talk and interact with others after reading a book? Have they been involved in any book clubs or online discussions about books? Do they discuss with their families books? Etc.

Students would be given demonstrations of the “roles” and then work through sample texts with groups and pairs. Perhaps the teacher could do a dramatic performance of the roles, putting on a different personality and having a physical prop for each one, for example, a torch for the literary luminary and compass for the travel tracer as they explain each role. Aim to really being the roles alive and become something meaningful and exciting for the students. Explain each role with active participation with students. An example using the “illustrator role”; ask the students to read a passage out to you, then start drawing on the board whilst vocalizing your thoughts to the students, of why you are deciding to draw what you have and how you have made these connections. Then ask the students in pairs to do the same, sharing with and predicting with one another what their drawings mean and how they relate to the text. The class could then walk around the room looking and analyzing and then discuss as a group representations and ideas that they saw and made. Each role needs to be explained and scaffolded in similar ways as this. Students could then watch this video https://www.youtube.com/watch?v=6IgrTtIEq8E Teachers demonstrating a successful literary circle session. Student’s literary groups would then be formed and the text introduced briefly. They will be shown the front cover of the book, make predictions, analyse the image, ask them what they think it is about, using the multimodal modes and techniques they have previously learnt as well as their prior knowledge. Example of questions used to frame Front cover questions Figure 2 Guide for Analyzing Visual and Design Elements • What can you determine about the how the book’s size, format (e.g., square, horizontal, vertical), and the materials used in its construction are related to the book’s content? • What do you know about the author’s previous work? • What expectations does the cover, including the title and illustration, set up for you as you approach the book? What does the cover suggest? • What media is used in the cover illustrations? • What fonts are used? Where is the text located on the page? How do the text and illustration(s) connect? • What do you think of the format of the images and their placement in the book? Where is the text located? Withinthe image? Separated by borders or white space? • What are the dominant colors? What effect do they have on you as reader? • Are there any anomalous elements (i.e., elements that stick out or seem out of place)? Are they important to consider? • Are the style and artistic choices appropriate? How do they add to the book’s meaning?

Figure 3 Guide for Analyzing Visual Structures

• • What is foregrounded, and what is included in the background?

Literary circles, Investigator, Summariser, Connector, Vocabulary Enricher, Character investigator, Discussion Director, Literary Luminary, Travel Tracer, Illustrator


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• • What catches your eye first? • • What are the dominant colors? What effect do they have on you as reader? • • How is white, or negative, space used? Are the illustrations framed or full bleed? How does this position you as a

viewer? • • Is the image symmetrical or does one section (top-‐bottom, left-‐right) dominate the image? How does this add to

the meaning of the image? • • What is the artist trying to get you to look at through leading lines, colors, contrast, gestures, and lighting? • • How are size and scale used? What is large? Why are certain elements larger than others? How does this add to

the meaning of the image? Adapted from Serefini, F. (2011). Expanding Perspectives for Comprehending Visual Images in Multimodal Texts. Journal of Adolescent & Adult Literacy 54 (5), 342-‐350, DOI:10.1598/JAAL.54.5.4 The students in their literacy circles will discuss and assign their roles and how they are going to approach the end assignment as well as being informed that literary circles discussion will happen every second class in order for them to have to time to read and prepare their role, whilst also interacting with their wiki page. Whole group discuss on what they will be assessed on within working within the literary circles, what they think is important, work as a group on what they think they should be, and how they should act, planning criteria together, Students will work together as a whole class to come up with rules and criteria of participation and assessment. This enables them to interact with the criteria and have a greater understanding of what is expected.


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LESSON TWO YEAR LEVEL & SUBJECT: 8 DATE: 7th June 2014

NO. OF STUDENTS: 21 LESSON DURATION: double period

TOPIC/FOCUS: Research to find out to what extent the novel is based on real conditions in the country and time in which it is set whilst acknowledging the various viewpoints and interpretations. AusVELS STATEMENTS:

• Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)

• Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

• Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)

• Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)

• Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):

- Enable the students to have the tools and access to sources they can use to find information about the novels events and characters(ACELY1734)

- Acknowledge the varying perspectives and gaps in knowledge in regard to the first fleet and colony and relationship between the Indigenous people and early settlers, whilst also be able to recognise the gaps within the authors knowledge.(ACELY1734) ACELT1807)

- Identify the difference in language between primary and secondary sources and varying texts. - Able to critique the film in the same way they did with the front cover and imagery using

multimodal modes and metalanguage and how texts can be represented differently and position and manipulate the viewer within them.(ACELY1735)(ACELA1548)

- Able to interpret and analyse primary source images and paintings and make connections between the novel and historical context of them.(ACELT1626)

- The students should have dived into the novel and started to work on their role research, it will become apparent that this novel is based on real life events and people and students would be curious to explore the reality and reliability of this. SUMMARY OF RESOURCES REQUIRED:

• Jackie French talks Nanberry: Black Brother White http://vimeo.com/69936106 • Video European Observers from the National Film and Sound Archive (NFSA).

http://dl.nfsa.gov.au/module/1563/ • John Hunter’s journal, • Watkin Tench’s book 1788,


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Activity 1: Setting the scene

Show the students this video http://vimeo.com/69936106

“Renowned bestselling children's author Jackie French explains the extraordinary real history behind her book Nanberry: Black Brother White and the hard time she had writing it!”

Introduce the unit to the students by viewing the short video European Observers from the National Film and Sound Archive (NFSA). http://dl.nfsa.gov.au/module/1563/ . The Film and Sound Archive has numerous valuable resources and videos that can be used within the classroom and very excited to discover this and use this in the future.

Highlight the sort of documents historians have used to piece together an understanding of the first contact between Europeans and Indigenous Australians. Point out that there are gaps in our knowledge of the past, and whether or not we have a clear perspective from both sides.

Discuss if they believe there is any gaps in the perspectives of the novel or any moments that made them think hmm that doesn’t sound right. Mention the visual features of this multimodal text that they have looked out in previous lessons, including for example, the music, sound effects, slow panning shots and voice-‐overs that create meaning for the viewer and hand out their modes sheet before watching the short video.

To complement the reading, students explore some of the primary sources from the period within this lesson. These include first-‐hand accounts from the First Fleet such as John Hunter’s journal, which refers to Arabanoo and the outbreak of smallpox and Watkin Tench’s book 1788, both of which are available online. A study of the transcripts of Tench’s book or Hunter’s journal could be undertaken to examine the language features and vocabulary of the time and compare the language within the novel.

Select a specific passage that deals with a historical fact (for example, the discovery of Nanberry, the smallpox epidemic or the death of Arabanoo) or a fact that students stated were interested in or wanted to find out about. Compare this with a factual text that has been examined dealing with the same fact. Ask the students how these texts differ and how they are similar (for example, language choices and description). Use a graphic organiser such as a Venn diagram to provide visual support.

Resource and adapted from http://e4ac.edu.au/units/year-‐4/index.html

For homework; Create a website or webpage (using a free design tool such asWeebly for Education) about one of the characters in the book by combining information in the text with your own historical research.

Activity 2;

Convict artists of New South Wales

“in this is a collection of 22 digital curriculum resources focusing on three convict artists who were transported to New South Wales between 1791 and 1814 -‐ Thomas Watling, Richard Browne and Joseph Lycett.”

http://www.scootle.edu.au/ec/viewing/R11438/index.html

• Convict artists of New South Wales http://www.scootle.edu.au/ec/viewing/R11438/index.html


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Arrange the students in small groups and allocate each group two images to study from the resource. Give each group a Discussion guide worksheet.

Have the students:

• discuss the multimodal features of the image

• identify what they think is happening in the image

• discuss what the artist is trying to show the viewer about Indigenous life in Australia at that time.

• Links to the novel they can find, are the representations of the Australian Indigenous people similar or contrasting to the image within the novel, why do you think this is so?

After the students have had time to discuss the images, give each group the notes about their images. Does this bring any new or interesting information to their viewing or to the novel? Inform the students that images such as these often do not indicate which Indigenous group is depicted or the location. Remind them that there are many Aboriginal and Torres Strait Islander cultures across Australia as the novel emphasis.

Each group will report back briefly to the class on their images, identifying the multimodal features, the content or activity portrayed and any other interesting information about the image they found after reading the notes.

Do the students think that the images portray an accurate account of life at the time? Why or why not? Is there anything missing (for example, portrayals of sickness found within the nove)? How does this image connect or not connect to the novel?

Resource and adapted from http://e4ac.edu.au/units/year-‐4/index.html

‘Have the students find examples of setting descriptions of Sydney Cove and then draw their own image of the land and settlement as described by each person. Compare and contrast students’ images and discuss how these different descriptions enable us to better understand the complexities of colonisation.’

Resource found from PETAA, Literature singles , Curriculum-‐based units of work.

http://www.petaa.edu.au/resources/literature-‐singles/nanberry


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Students will have 35 minutes at the start of class for their literary circles role discussions.

Ask the students to reflect and discuss in a pair the following questions

If you were to invite one of the characters to dinner, who would it be and why?

Think about two characters. Who do they remind you of and why?

LESSON THREE YEAR LEVEL & SUBJECT: 8 DATE: 9th june 2014

NO. OF STUDENTS: 21 LESSON DURATION: 120 minutes

TOPIC/FOCUS: Character development within novel and how the author positions the reader through language choices and techniques. AusVELS STATEMENTS:

• Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)

• -Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (ACELA1545)


• Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)

GOALS AND OBJECTIVES By now the students would have really started to think about character and their personal opinions likes dislikes of them. The aim of this lesson is to explore how their opinion of characters is being influenced by the author’s choice of language and other techniques whilst also diving in deeper to the character analysis. Students will explore how empathy for characters is built in literary texts and understand the concept of voice as a metalinguistic term. This will be addressed through the description and analysis of how language features can lead readers to align with some characters but not others.


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Minor Characters: Several people appear a number of times, if fleetingly, e.g. Yagali, Bennelong, Balloonderry, Booroong, Lon, Garudi, Jack Jackson, Mr Tench, Colbee, Governor Phillip.

Is there a minor character who might have played a larger part?

Why would you have liked to have seen more of this character? For example, Jackson’s early appearance was memorable, and one could well have heard more of his life.

Lesson questions and plan taken from Resource http://files.harpercollins.com/PDF/TeachingGuides/0732290228.pdf

Give the students excerpts from different characters, for example Nanberry, Surgeon White and Maria are good examples to use, contrasting and unique features of language. Get the students in pairs to identify possible character traits they take from the characters excerpts. Now that they have identified character traits, get the students to now discover aspects of language choices that contributed to the character traits they identified. Prompting and class discussion can be had.

Look closely at Surgeon White: Excerpt from Chapter 2

As Chief Surgeon he had insisted that the convicts eat fresh food in England, at Tenerife in the Canary Islands, and at Cape Town on the Cape of Good Hope at the southern tip of Africa, the last port before the final seemingly endless voyage across the almost uncharted ocean. Convicts who refused to eat because the fruit juice stung their mouths were whipped.

The day after they had landed in this poor excuse for a country he’d made sure the tents for his laboratory and the sick had been put up. He’d had a garden fenced off to grow fresh vegetables. The poor wretches, swollen with scurvy, their teeth falling out, too weak to stand after so long at sea, needed fresh food, not medicine. And again, he’d had to threaten beatings if they didn’t eat.

Verb groups that use modal auxiliaries that indicate the degree of certainty – in this case a high degree (for example, ‘he had insisted that the convicts eat fresh food’, ‘he’d made sure’ and ‘he’d had to threaten’).

Ask the Students to rewrite part of the text using lower modality choices and discuss how this could affect the development of the character (for example, ‘he had requested that’ and ‘he had hoped that’).

Resource from http://e4ac.edu.au/units/year-‐4/documents/e4ac-‐y4-‐s6-‐1.pdf

‘Each chapter of Nanberry focuses on one particular character and their experiences and is written in the third person. Try re-‐writing a short section of two different ‘voiced’ chapters in the first person and discuss how this changes both your perception of the character and the text as a whole.’

Ask the students to start thinking of why the book is set up this way and think about the authors perspective.

What effect does the telling from these multiple perspectives have on this narration? And why do you think Jackie French chose to tell all these stories in third person rather than in first person? What advantage does this give the narrator?

Resource found from PETAA, Literature singles , Curriculum-‐based units of work.

http://www.petaa.edu.au/resources/literature-‐singles/nanberry and Nanberry: Black Brother White


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By Jackie French ,Teachers Notes by Robyn Sheahan-‐Bright

http://files.harpercollins.com/PDF/TeachingGuides/0732290228.pdf

Watch the quick clip

Awaye: The end of the beginning, ' Noongar people speak about a sense of place', ABC Splash abcspla.sh/m/152132 02 June 2014

Before viewing.

What does a home mean to you? Create a mind-‐map that outlines all of the reasons why your home is important to you.Find out what the Noongar term 'wadjela' means. (An online Noongar word list might help.)

Whilst viewing.

What event reminded the first speaker of his special connection to the reserve? What is he reminded of when he goes there?Describe the place that the second speaker feels a connection to. What makes this place special for her?

After viewing

LESSON FOUR YEAR LEVEL & SUBJECT: 8 DATE: 11th June 2014

NO. OF STUDENTS: 21 LESSON DURATION: 120 mins

TOPIC/FOCUS: The relationship of place and identity with the land. Uses and relationship with the land and the concept of sustainability within the novel. AusVELS STATEMENTS:

• Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)


• Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)

• Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):

- For students to explore the sense of home and place that is vital theme throughout the novel; Indigenous connection to the land as home but also the desire of Dr White to return to his homeland.

- Students will be able to understand the contrasting views of land use (ACELT1807) (ACELT1806) and start to explore changes that we can make as a citizen of the 2st century.

- Be able to critically analyse a picture book used as a text set to the novel.


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Why do you think the second speaker took her nieces and nephews to the place she thinks of as home? She says that this was also an important place for the wadjelas, who cleared the land for farming. Does this suggest that Noongars and wadjelas both value places, whether it be for the same or different reasons? What do you think?

This is interesting because the Setters were criticised for how they used the land in the novel. Think about how the settlers used the land and the indigenous people and find references to it in the novel. Brainstorm in groups the various and comparison of how the convicts and settlers used the land within the novel.

“Often in the novel, Nanberry and other Aboriginal people are shocked by the filthy surroundings in the white camps; by how they dirty the drinking water and ruin the local land. This is at stark odds to the idea that white people came here and ‘made use’ of the land where the Aboriginal people were ‘doing nothing with it’. The myth that white settlement brought ‘civilisation’ is challenged by the actuality.”

- Discussion Point: Research Aboriginal land use and cultivation practices and how they kept all water sources clean

- Compare Sydney Cove in the book before and after white settlement. What are the good and bad points of each cultures approach to land use? How can Sydney Cove support s many more people now? What are the costs and advantages of that?

Resource found at http://files.harpercollins.com/PDF/TeachingGuides/0732290228.pdf

And Sustainability and the Art of Never Being Bored by Jackie French

http://www.alea.edu.au/documents/item/689 practically primary Vol 18, No 1: Contents

• There have been many debates on the use of land, in particular the Maralinga atomic bomb testing.

Have these quotes written on the board;

“When Maralinga was first proposed for atomic weapons testing, chief scientist Sir

William Penney described it as a first-‐class site that would present the British with no difficulty in testing 20 or more weapons. His colleague in the Commonwealth Ministry of Supply, A.S. Butement, agreed: There is no need whatever for Aborigines to use any part of this country around the proposed area. “ and

“ We can shut the book on it, but in a way that is very positive for the future in the way that we have worked together with the Aboriginal people to clean up this area and rehabilitate it, not just to say sorry, but you know, sorry it happened but we'll walk away.

– Senator Nick Minchin

Get the students to discuss in pairs and these as a whole class what they think these quotes are referring to and mean and what they think happened by looking at these quotes.

Now place various copies of the picture book Maralinga: The Anangu Story on students tables, students will work in groups analysing certain pages from the book.


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Teacher resources found from

http://lib.oup.com.au/secondary/english/Oxford_English/1/01_MPS_EL1_Maralinga.pdf

Students can analyse the picture book and messages of miss use of land and rights using these questions once again.

Figure 2 Guide for Analyzing Visual and Design Elements of a Contemporary Picture Book • What can you determine about the how the book’s size, format (e.g., square, horizontal, vertical), and the materials used in its construction are related to the book’s content? • What do you know about the author’s and artist’s previous work? • What expectations does the cover, including the title and illustration, set up for you as you approach the book? What does the cover suggest? • What media is used in the cover illustrations? • What fonts are used? Where is the text located on the page? How do the text and illustration(s) connect? • What do you think of the format of the images and their placement in the picture book? Where is the text located? Within the image? Separated by borders or white space? • Are the illustrations spreads, single-‐page images, collages, overlapping images, or portraits? • Do the series of images in the book change over the course of the book? Do they get bigger or smaller? • Is there a relationship between form and content? How does the design of the book enhance the content’s presentation? • Select a particular illustration to consider. Ask yourself the following questions: • What are the dominant colors? What effect do they have on you as reader? • Are there any recurring patterns? • Are there any anomalous elements (i.e., elements that stick out or seem out of place)? Are they important to consider? • Are the style and artistic choices appropriate? How do they add to the book’s meaning? • How are the illustrations framed? Are there thick borders or faded edges? • How is the story’s setting realized in the images? Realistically? Metaphorically?

Serefini, F. (2011). Expanding Perspectives for Comprehending Visual Images in Multimodal Texts. Journal of Adolescent & Adult Literacy 54 (5), 342-‐350, DOI:10.1598/JAAL.54.5.4


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Watch this short clip

Source; Between The Lines, ' Influences on Australian English', ABC Splash

abcspla.sh/m/519901, 02 June 2014 http://splash.abc.net.au/media/-‐/m/519901/influences-‐on-‐australian-‐english

Before viewing. Have you heard the term 'monolingual'? Break the word down into two parts: mono and lingual. What do you think it means? Would you say that Australia is a monolingual country? If you are not a speaker of an Aboriginal or Torres Strait Islander language, do you use any words that might have originated in those languages? Do the words have anything in common? Whilst viewing How many and what sorts of words does Bruce say were first 'borrowed from Aboriginal languages'? When did this occur? What does he say began to happen to language in Australia in the 1970s? What reason does he give for why more Aboriginal and Torres Strait Islander words were incorporated into Australian English at this time? How has the use of the word 'country' changed in Australian English since this time? After viewing Bruce Moore says that changes in language reflect changes in culture. What does the way Aboriginal and Torres Strait Islander languages are used in Australian English suggest is happening in Australian culture? Explore this idea in detail.

LESSON FIVE YEAR LEVEL & SUBJECT: 8 DATE: 12TH June

NO. OF STUDENTS: 21 LESSON DURATION: 120 MINS

TOPIC/FOCUS: Exploring the theme of Language and identity and belonging within different cultures.

AusVELS STATEMENTS:

• Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return (ACELA1540)

• Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS): The students will be able to acknowledge the importance of language in constructing a community and identity, and the implications and tragedy of Indigenous language becoming lost.


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Do you think non-‐Indigenous Australians appreciate the significance of the Aboriginal and Torres Strait Islander words and meanings they use? Can you find any examples in the text? What did you think about Nanberry being taught to learn English? Next steps. Did you know that there are over 250 known Aboriginal and Torres Strait Islander languages? Unfortunately, most of them are endangered or lost (sometimes referred to as 'sleeping'). Explore the diversity of these languages, starting with the ABC Indigenous language map. Research some of the Aboriginal and Torres Strait Islander words in common use, eg for flora and fauna. http://www.abc.net.au/indigenous/map/ Using a blank map of Australia, write these words in the regions where they originated. Watch the Brologa dreamtime story. http://www.abc.net.au/dustechoes/dustEchoesFlash.htm The major theme of the story is the importance of culture, and of knowing one’s place in Aboriginal society. Here are some more questions about the story. To answer these, you will sometimes need to look carefully at how the animators have depicted the scene. • How do we know the boy is sad and lost? • How do we know his quest takes a long time? • Why are the various animals not able to help him? • How does he know that the brolgas are special when he sees them? • How do we know at the end of the story that he has found his identity and a sense of belonging? • What do you think is the main message of this story? . Write one sentence to explain what this story tells us about each of these: • Love • Belonging • The strength of family and country • Duties and responsibilities • Journeys Now go back to the list and think about Nanberry, how this novel tells us about love, belonging etc. Brolga Song is a story about belonging. Have you ever had moments when you felt the joy of belonging? Find a song that expresses this idea, and prepare a list for the class? How does Nanberry express his joy of belonging? Is he happy?


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Questions and teachers found from Brolga study guide, downloaded from http://www.abc.net.au/dustechoes/dustEchoesFlash.htm Use the rest of class which should be around 30 minutes for the literary circles discussion group. In the next few weeks they will be gradually finishing the novel and preparing for their end of unit task, this is not the end of the unit or last lesson.


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References.

Comber, B., & Simpson, A. (2001). Negotiating critical literacies in classrooms. New Jersey:

Lawrence Erlbaum Associates

COPE, B. and KALANTZIS, M. (2000) ‘Introduction: Multiliteracies the beginnings of an idea’ In: B. Cope and M. Kalantzis, eds. Multiliteracies: Literacy learning and the design of social futures, pp. 3-‐7. London: Routledge.

Cope, Bill and Mary Kalantzis (2009), ‘A Grammar of Multimodality’, International Journal of Learning, Vol.16, No.2, pp.361-‐425

Cranitch, M. (2010). Developing language and literacy skills to support refugee students in the transition from primary to secondary school. Australian Journal of Language and Literacy, 33 (3), pp. 255-‐267.

Culican, S. & Fattor, T. (2003). Who says boys don't read? They do in Literature Circles. Literacy Learning : the Middle Years 11 (2), 1-‐8.

Daniels, H. (1994). Literature Circles: Voice and Choice in the Student-‐Centered Classroom. Markham: Pembroke Publishers Ltd.

Daniels, H. (2002). Literature Circles: Voice and Choice in Book Clubs and Reading Groups. Maine: Stenhouse Publishers.

Day, Catherine (2003) Reading and Responding in Literature Circles. PETA, Sydney; Pen 140

Freebody, P. (2004). Hindsight and foresight: Putting the Four Roles Model of reading to work in the daily business of teaching. In A. Healy & E. Honan (Eds.), Text next: New resources for literacy learning (pp. 3–17). Newtown, NSW: Primary English Teaching Association.

Freebody, P and Luke, A. (2003) ‘Literacy as engaging with new forms of life: The Four roles model’ In: G. Bull and M. Anstey, eds. The literacy lexicon 2nd ed., pp. 51-‐66. NSW: Pearson Education Australia

Graham, M. S., Benson, S., & Fink, L. S. (2010). A springboard rather than a bridge: Diving

into multimodal literacy. English Journal, 100(2), 93-‐97. Retrieved from http://search.proquest.com/docview/766935738?accountid=8194

Jewitt, C. (2007) Multimodality and literacy in school classroom. AERA Review of Research in

Education, 32 (1) 241-‐ 267


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Krause, K., Boucher,S.,Duchesne,S. &McMaugh,A.(2010). Educational psychology for learning & Teaching(3rdedn.). South Melbourne: Cengage

McDowall, Sue. (2012). On teaching reading and being a reader. Set: Research Information for Teachers [Wellington] 3 8+. Academic OneFile. Web. 4 June 2014.

Manuel, J. (2004). Connecting voices-‐effective pedagogy for effective engagement and pedagogy for oral English. In W. Sawyer, Reviewing English in the 21st century. Chapter 6, 73-‐85. Melbourne: Phoenix books

O’Halloran, K. L. & Lim, F. V. (2011). Dimensioner af Multimodal Literacy. Viden om Læsning. Number 10, September 2011, pp. 14-‐21. Nationalt Videncenter for Laesning: Denmark

Ryan, J. (2005). Young people choose: Adolescents' text pleasures. Australian Journal of Language and Literacy28 (1), 38-‐47

Serefini, F. (2011). Expanding Perspectives for Comprehending Visual Images in Multimodal Texts. Journal of Adolescent & Adult Literacy 54 (5), 342-‐350, DOI:10.1598/JAAL.54.5.4

Simpson, A., White, S., Freebody, P. & Comber, B. (2013). Language, Literacy and Literature. Melbourne: Oxford

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