Stage 6 Area of Study Discovery Unit of Work

for Standard HSC English Class comprising 24 students (18 male and 6 female of mixed ability) By Cliona Molins 430 430 813

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1. Selection of prescribed text is: Life of Pi 2. Justification for the selection of this text and its appropriateness based on your choice of Standard or Advanced class. Life of Pi: A voyage of self-discovery The film Life of Pi satisfies the course requirement for non-fiction, or film, or media or multimedia. (BOS Stage 6 Annotations of prescribed texts 2015-20) As three quarters of this Standard English class are males and there is an unequal spread of abilities within the class, it was decided to choose Life of Pi for the prescribed text as the spectacular cinematography and mystic realism will produce a range of emotive responses in viewers. Students at all levels will identify with the central character Pi, who is shipwrecked and alone with four animals. Once engaged, students can explore Pis moral dilemmas, his fight for survival and quest for truth. Students can delve into the symbolism within the text and the allegorical significance of the animal characters. Special needs While there are several students in the class who could move into the Advanced class, there are also five students requiring extra assistance; two who have ADHD and three with learning difficulties, making them reluctant readers. As the AOS Unit will be studied at the beginning of year 12, it will offer an opportunity to motivate all students right from the beginning of term. The Visual Discovery Poster assessment (Week 6) will give students of all abilities the opportunities to express and represent their understanding of the connection between their related texts and Life of Pi while also sharing ideas with their peers. (for more detail, see Annotations of the text in my Area of Study Resource Portfolio)

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

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3. Stage 6 Outcomes - English Standard within AOS Unit of Work Outc ome 1 Details A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. For A student demonstrates understanding of the relationships among texts. Assessment Trailer Pitch Presentation Examples

Portfolio

Discuss and practice of examples using the Everest visual text. Essay assessment, which compares Life of Pi with one or more related texts Visual Discovery Poster (Week 6) Portfolio tasks in Week 2-3

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A student describes and analyses the ways that language forms and features and structure of text shape meaning and influences responses. A student draws upon the imagination to transform experiences and ideas into text, demonstrating control of language. A student engages with the details of text in order to respond critically and personally.

Creative writing tasks (Week 4)

Viewing and representing

Visual Discovery Poster (Week 6) Essay (week 10)

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

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7. An overview of Assessments for the Area of Study: Discovery Task External Exam Paper 1 Section 1 Reading and viewing responding to texts that reflect the concept of discovery Section 2 Writing based on stimulus Section 3 Writing integrated response to your prescriptive text and texts of your choice Internal Presentation Trailer Pitch presentation for class in 4-6 minutes Viewing and Poster sized mindmap representing representing key ideas and notions of Discovery in Life of Pi and at least 2 other texts Portfolio - A folder of tasks that were completed and analysed in class - Personal and critical reflections of students own processes of responding and writing Trial HSC NOT IN THIS UNIT paper Informal and formal classroom assessments Class discussions Group mind maps Note-taking task Essay based on (Section 3 style question) 2,10 Outcome Type of assessment Summative Assessment

1, 7, 9 6,7,11

Formative Assessment Assessment of learning Assessment for learning Assessment as learning Summative Assessment

1, 2, 4, 11

Assessment for learning Assessment for learning Assessment of learning Summative Assessment

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

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8. Details of one assessment task for this Unit (with Marking guidelines) Trailer pitchassessment The Trailer pitch assessment task will be given to students before watching the film. Presentations will be due two weeks after seeing the film. It is designed to be an engaging task where students choose aspects of the film that they like, evaluate effective film techniques and consider how they are used to represent key themes within the film. Students can use Powerpoint or any other presentation software for their pitch and are encourage to master the technology a week before the presentation. Each student will be given 4-6 minutes within class to present their proposal. An important part of this assessment is that students consider the relationship between their audience, their purpose and the context in order to satisfy syllabus outcomes 1 and 7. If necessary, the first two or three class presenters could be given extra tips on how to tailor the presentation for their specific audience (ie a film company). During these classes the teacher will assess each students presentation and provide private feedback, which will help them in their summative essay assessment due at the end of the Unit of Work. As this class is made up of mixed abilities, the presentations will give more advanced students in the class an opportunity to extend themselves while also giving the weaker students opportunities to listen and get inspired. Trailer Pitch-Marking Criteria Criteria Drawing on themes in Life of Pi to skillfully present a persuasive proposal Skillfully presents film techniques in Life of Pi that capture one of the subthemes of self-discovery Demonstrates skillful control of oral and ICT skills appropriate to audience, purpose and context Drawing on themes in Life of Pi to effectively present a persuasive proposal Effectively presents film techniques in Life of Pi that capture one of the subthemes of self-discovery Demonstrates effective control of oral and ICT skills appropriate to audience, purpose and context Drawing on themes in Life of Pi to present a proposal Presents film techniques in Life of Pi that capture one of the subthemes of self-discovery Demonstrates some control of oral and ICT skills appropriate to audience, purpose and context Drawing on aspects in Life of Pi to present a proposal Attempts to capture the theme of self-discovery in Life of Pi Demonstrates some control of oral or ICT skills appropriate to audience, purpose and context Attempts to create a presentation Demonstrates elementary control of language

Marks 13-15

10-12

7-9

4-6

1-2

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

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Link with Note-taking and Writing tasks During presentations, the rest of the class will be given a Note-taking task based on their listening to peer presentations. When all the presentations are complete, students will be given a 30-minute timeconstrained Writing task, which will be added to their portfolio. Students can use their notes from all the presentations to sum up what they learned from their peers. The teacher will gather the W riting tasks at the end of class, but will not provide feedback, as main purpose of the writing task is to practice the craft of writing under pressure and synthesise information from peer presentations.

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

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Trailer Pitch Presentation

WARNER LEE and Associates

2 April 2014

Dear Sir/Madam I would like to invite your organisation to bid to produce the trailer for Life of Pi. Please can you give a 4 -6 minute presentation on what aspects of the film you think highlight the films theme of self -discovery. In the presentation please identify scenes and film techniques that you think capture ONE of the following subthemes: Pis quest for truth His struggle with fear The relationship between discovery and loss. We are particularly interested to find out why you believe these scenes should be included and how they relate to the films theme of self -discovery. Please present the proposal to us on the 20th April at our Sydney office. If your bid is successful, we will commission your organisation to undertake this prestigious job of producing our trailer for Asia-Pacific distribution. We wish you all the best with your proposal and look forward to seeing you on the 20th April. Kind regards

The Artistic Director Warner Lee and Associates Sydney

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

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9. A clear demonstration of how the lesson plans and assessments cohere and how the assessment will address the selected outcomes of the unit. (Learning tasks and assessments should be explicitly linked to the selected outcomes.) According to the BOS document, Assessments and Reporting in English Stage 6, for HSC internal marks are weighted as follows Type of assessment/task for internal mark Listening/writing task as part of peer presentation (assessed in portfolio) Trailer pitch presentation Interpretation of in class reading tasks (assessed in portfolio) eg -Responses to Paper 1 Section 1 example tasks in interpreting 3 related texts (week 2) - Responses to language forms tasks (week 2) -additional Comprehension and Cloze tasks (week 3) Summative essay (final assignment) Creative writing tasks (assessed in portfolio) Group mind maps and individual Visual Poster Outcomes Language mode Listening Weighting 15

Speaking Reading

15 25

Writing

30

Viewing/Representing 15 100

No more than 30% weighting may be allocated to tests and examinations. Five to six tasks are considered sufficient to assess the components of the course.

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

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10. An annotated list of three related texts that you would use as resources/stimuli in your unit. 1 Visual Stimulus: Everest climbers, guides and Sherpas by Rob Sobecki From http://www.outsideonline.com/outdooradventure/climbing/mountaineering/everest-2012/Take-a-Number.html

MERIT AND CULTURAL SIGNIFICANCE The photograph is taken by Rob Sobecki in May 2012, when he and his team witnessed four deaths close to Base Camp of Everest. Since there was nothing we could do he blogged, we carried on climbing upwards. NEEDS AND INTERESTS OF STUDENTS The photograph deserves merit for its interesting composition. The viewer sees only the backs of the faceless climbers as they trudge in the snow. While the focus is on details such as bottles and accessories attached to the backpack of climbers, the eye moves along the linear perspective of climbers, guides and sherpas toward the vanishing point in the distance. The spectacular backdrop of jagged Nepalese horizon sits behind the dazzling rays of the early morning sun. OPPORTUNITIES FOR CHALLENGING TEACHING AND LEARNING This visual will provide a thought-provoking stimulus for students exploring the concepts of Discovery. On the one level there is the adrenalin rush of the climbers in their doggedand almost silentquest to climb in the mountain. The stark contrast of the white snow against the deep blue sky is heightened with the feel-good rays from the sun. But there is also a darker side to this photograph. Students curious to find out more, can read the accompanying article and its exploration of the associated fatalities. There is an opportunity to have a class debate about the relationship between discovery and loss (a theme that is also prominent in Life of Pi). The seemingly impossible goal of reaching the worlds highest summit can now be supported by teams of experts. This daring opportunity can now be bought by fit individuals who have adequate financial backing. Students can consider the moral dilemma; What if they were a climber who had spent months preparing and outlaid thousands of dollars for the opportunity, would they stop to help a distressed climber along the way?

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

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2. Picture book: Where the Wild things AreMaurice Sendak http://www.youtube.com/watch?v=6cOEFnppm_A

MERIT AND CULTURAL SIGNIFICANCE This well-loved childrens book has sold over 19 million copies worldwide and has won several awards such as the Caldecott medal. It was voted the number one picture book in a 2012 survey of School Library Journal readers. It tells the story of Max, who wreaks havoc throughout his house and is sent to bed without supper. His room undergoes transformation as the walls become a new world and he winds up sailing to an island inhabited by malicious beasts known as the "Wild Things." After successfully staring down the creatures, Max is hailed as the king of the Wild Things and enjoys a playful romp with his new-found friends; but is called back to his room where his hot supper is waiting for him. NEEDS AND INTERESTS OF STUDENTS Many students may fondly remember the impact of this book on them at an earlier age.

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

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The vivid and energetic pictures in this book will enthrall even the most basic student in the class to follow the explorations of this likeable curl through more enlightened adult eyes. OPPORTUNITIES FOR CHALLENGING TEACHING AND LEARNING Students will appreciate the many areas of overlap between the theme of selfdiscovery in this book and the film Life of Pi. Both Pi and Max go through a process of self-development by journeying on a boat. Both heros travel great nautical distances, experience novel and exotic worlds and have standoffs with threatening animals. Both allegorical stories explore strong emotions. Posed at a younger age of development, Max arguably conquers his anger by escaping into a world where he is king. As a coming-of-age filmwith greater self-awarenessPis journey is one of the soul, where his search for truth forces him to conquer his fear. Students can also explore the contrasting narratives in these stories where the visual and the exotic dominate. For example, a strong third person narrative is appropriate for audiences of Sendaks book, while the first person narrative of Pis story is more intimate when revealing aspects of self-discovery and the blurred the lines between truth and allegory.

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

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3. Excerpt from Bill Brysons At Home (p66)

MERIT AND CULTURAL SIGNIFICANCE Best-selling author Bill Bryson lives in a Victorian parsonage in a part of England where nothing of any great significance has happened since the Romans decamped. He begins to consider how little he knows about the ordinary things of life in this comfortable home. To remedy this, he journeys about his house from room to room to write a history of the world without leaving home. NEEDS AND INTERESTS OF STUDENTS This prolific non-fiction writer has an infectious charm and an expansive sense of curiosity about seemingly mundane things. This stimulus will provoke wonder for students who wish to explore the concrete. Brysons accessible but quirky take on everyday processes such as making grass edible will engender curiosity in these predominantly male HSC students with mixed abilities. OPPORTUNITIES FOR CHALLENGING TEACHING AND LEARNING Rich visual text of geographical exploration (such as Life of Pi) and be contrasted with this excerpt, to highlight the mysterious processes discovered right under our noses. Brysons language is practical and simple, almost to the point of sounding conversational. With examples such as Somebody must first separate out the grain and grind it into meal, it doesnt pretend to be anything other than colloquial, which is appropriate for Brysons audience and context. This excerpt can also be used to show students how to vary their sentence length. The opening short sentence contrasts well with the second sentence, which further expands upon the topic, providing variety and rhythmic flow.

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

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11. Evidence of: Specific Pedagogy integration of ICT a range of approaches (eg small group learning, individual, whole class and pairs) student-centred pedagogy addressing special needs of diverse students integration of language modes (reading, writing, talking, listening and viewing) Evidence See lesson plans in green See the Learning Configuration within each lesson plan See the Reflection/Evaluation within each lesson plan See justification for choice of Life of Pi See the Learning Modes within each lesson plan

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013