Académique Documents
Professionnel Documents
Culture Documents
English Stage 4
January 2007
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
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1.
A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
2.
3.
4.
A student uses and describes language forms and features, and structures of texts appropriate to different
purposes, audiences and contexts.
5.
A student makes informed language choices to shape meaning with accuracy, clarity and coherence.
6.
A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.
7.
A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts
8.
9.
A student demonstrates understanding that texts express views of their broadening world and their
relationships within it.
Significance
Engagement (E)
Inclusivity (I)
Metalanguage (M)
Connectedness (C)
Narrative (N)
English Stage 4
January 2007
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
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Outcomes
ESL scales
links
Resources
Quality teaching
dimensions and
elements
11.12 outcomes-based
learning
Use the unit overview to discuss with the class the aims of the unit, the
focus outcomes to be addressed and the nature of the teaching and
learning activities in which they will be involved as well as the mode and
requirements of the end of unit assessment task.
In addition to introducing students to the concept of cultural identity
discuss the meaning of literature and specifically Australian literature.
Ask the school librarian to put together a collection of age appropriate
examples of Australian literature including novels, short stories and poetry
anthologies. Display these and find out who has read them. Encourage
students to borrow at least one of these texts to read during this unit. You
may wish to set responding tasks for an additional text requiring students to
focus on aspects of Australian identity represented through symbols,
language, stereotypes or visual images.
Student/teacher
information sheet 1:
Unit overview
Quality Learning
Environment:
HE
Significance:
BK
Collection of Australian
literature from school
library
Show students the two texts set for close study in this unit; some may
already be familiar with one or both of them.
4.1e Contribute
information and
express ideas in
group tasks and
classroom
discussions
4.4c Use
language
acquired from
new sources or
experiences
English Stage 4
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
OHT 1 / Worksheet 1:
Cultural identity mind
map
Significance:
CK
I
Worksheet 2: Cultural
identity cloze
passage
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in the previous activity. You may wish to adapt this passage or use it as a
guide to prepare your own cloze passage based on the unique discussions
you have with your class around cultural identity.
OHT 2: Answers to
cloze passage
Intellectual
Quality:
5.11d Use a
range of
conjunctions to
relate ideas
across sentences
or paragraphs in a
text (although,
yet, however)
M
Quality Learning
Environment:
SS
Record these words in two columns (terms expressing similarity and terms
expressing difference) on butchers paper so that they may be displayed and
revisited throughout the unit.
Significance:
Students learn about:
10.5 different cultures
and their common and
distinguishing elements
Students learn to:
5.1l Interview
familiar members
of home or school
community to
elicit structured
English Stage 4
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
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I
Intellectual
Quality:
SC
responses
through a
prepared format
responses to Question 20 with the rest of the class. Model the language of
comparison (for example, Joshs experience is similar to Jelenas but quite
different from Trans because...) and encourage students to use it in their
responses (for example, I feel the same way as Mel and Daoud except
that I)
Worksheet 3: Interview
questions.
Worksheet 4:
Representation
5.1m Make
simple
hypotheses and
generalisations
5.6c Identify
some common
social and literary
stereotypes in
texts
4.1e Contribute
information and
express ideas in
group tasks and
English Stage 4
M
SC
Worksheet 5:
Stereotypes
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
PK
HOT
Intellectual
Quality:
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classroom
discussions
identity and the importance of particular food eaten during holidays and
times of special celebration. For example, turkey at Thanksgiving in the
United States, plum pudding at Christmas in England, decorated eggs for
Greek Easter and extra sweets at the feast of Eid ul-fitr to end Ramadan,
the month of fasting, for Muslims. Ask students to share their familys food
traditions with the class. Research of how these traditions began could be
undertaken. Explain to students that the purpose of the following activity is
to allow them a chance to work together, exploring this aspect. You may
wish to ask students to bring in a dish either from their home country or
their parents, or select a dish from Western cuisine to share.
4.6b Make
comparisons with
own country and
culture when
reading
4.6c Respond to
different cultural
attitudes and
practices as
exemplified in
stories (express
opinion, ask
questions, make
comparisons)
5.5j Collect,
organise and
analyse
information from a
text according to
guidelines (in
diagrammatic
English Stage 4
E
Worksheet 6:
Preparing a banquet
group activity
Class access to
computers and the
Internet
This task will require a computer work station and a minimum of two
computer sessions.
Organise students into small groups of three to four.
Students are to locate the following Holidays & Celebrations from Around
the World website:
http://www.topics-mag.com/internatl/holidays/festivals.htm
Students are to read the article, Weird food from around the world in their
groups. They must research four of the most unusual dishes and write
about these in their books. They must describe where these particular foods
come from, how they originated and if they are of any special cultural
significance.
Once the research is complete, students are to work on the following
assignment in the same group.
Students are to create an exotic banquet for a group of highly important
guests and country officials from a cultural group of their own choosing.
This includes:
January 2007
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
HE
SS
CK
KI
I
EQC
Significance:
Quality Learning
Environment:
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The map, invitation and menu can be designed and illustrated by hand or
using the computer.
4.7a Identify
important features
of text
organisation
(book/chapters,
chapters/
paragraphs,
paragraphs/topic
sentences)
1.1 respond to
imaginative, factual and
critical texts, including the
required range of texts,
through wide and close
listening, reading and
viewing
1.5 interpret, question
and challenge information
and ideas in texts through
close study
1.9 demonstrate
understanding of the
complexity of meaning in
texts
Students learn about:
1.12 links between the
ideas, information,
perspectives and points of
view presented in texts
and their own background
and experience
English Stage 4
title
names and biographical information on the authors and illustrators
the acknowledgements page
dedication
front and back covers (including the back cover blurb)
the spine
contents page
Intellectual
Quality:
DK
Point out that most novels are divided into sections delineated by chapter
titles, however, in both these novels divisions are indicated by other means;
in Onion Tears by the repeated image of the chopsticks, and in The Burnt
Stick by a paragraph beginning with a large italicised font.
Explain the purpose of each of these conventions of layout and discuss
language and visual features. This will extend students critical literacy skills
and help them become familiar with the standard conventions of layout in a
novel.
Because of the brevity of these novels, reading should be done in class, out
loud, with good reading modelled by proficient readers. However, the
approach to reading the novels should be determined by the experience
and ability of the class and groups of students with it. You may want to
January 2007
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
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DU
PK
HOT
M
SC
in written texts:
medium, organisation,
sentence structures,
grammar, punctuation,
vocabulary and spelling,
the use of formal or
colloquial language and
figurative language
4.13 the metalanguage of
subject English used to
describe, discuss and
differentiate texts and
their language forms,
features and structures
Students learn to:
6.5 identify the ways
characters, situations and
concerns in texts connect
to students own
experiences, thoughts
and feelings
Students learn about:
6.8 the ways the real
world is represented in
the imaginary worlds of
texts including literature,
film, media and
multimedia texts
Quality Learning
Environment:
During reading draw students attention to language and visual features and
other aspects of narrative. Include features such as:
HE
English Stage 4
SS
characters
settings - both are set in Australia but Onion Tears looks back to
Vietnam
While not all of these aspects have been draw out in the close reading
activities, they are assumed knowledge when students come to complete
Worksheet 13 and the assessment task. Students will also be better
equipped to complete these activities if you continue to model the language
of comparison while reading The Burnt Stick, making links to Onion Tears.
January 2007
5.7 Interprets
texts, cueing into
key
organisational
and language
features
EQC
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
SS-R
SD
Significance:
Worksheets 7a-f:
Close study of Onion
Tears
Page 8 of 12
Intellectual
Quality:
SC
Significance:
BK
This story can be used as a platform for students to comprehend how ones
current experience is shaped by cultural background, encouraging students
awareness of themselves and each other and the world around them.
CK
EQC
E
HE
1) Photocopy all the letters Nam-Huong writes. Ask students read each
letter and highlight all the similes and metaphors used, as the letters are
rich in these language features. They could also track the story of what
happened to Nam-Huongs family and summarise this in point form in their
workbooks.
SS
SS-R
SD
Discuss with the class how exposure through food or connection with a
person from another cultural group can lead to greater understanding and
January 2007
Quality Learning
Environment:
Some students may work independently through these tasks and also
choose from the extension tasks below while others may work better in
pairs or small groups with the assistance of the class teacher, ESL teacher
or other support personnel.
English Stage 4
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
Worksheet 8: Food in
Onion Tears
Class access to
Internet
Worksheets 9a-f:
Close study of The
Burnt Stick
Page 9 of 12
Intellectual
Quality:
DK
DU
HOT
SC
For more information and teaching resources on the Stolen Children visit:
the HREOC website:
http://www.hreoc.gov.au/social_justice/stolen_children/index.html
4.9
Communicates for
a range of
purposes on a
variety of familiar
topics, using a
basic repertoire of
text types
4.10
Demonstrates an
awareness of how
effective writing is
tailored to the
requirements of
the topic and the
needs of the
reader
4.11 Writes a
variety of texts,
demonstrating
some overall
cohesion and
coherence
4.12 Makes use
of discussion and
English Stage 4
Note: The syllabus outcomes and links to the ESL scales are the same for
the study of both texts.
January 2007
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
Quality Learning
Environment:
EQC
E
HE
SS
Page 10 of 12
including Aboriginal
Australians, are depicted
in texts
10.3 identify and describe
cultural expressions in
texts
reflection to
enhance the
writing process
As a class recap the themes in each text, writing them on the board. Ask
students to decide which themes are common to both. Highlight these on
the board. It is assumed here that the themes were discussed during the
reading of each story, see page 8 of this program.
Distribute Worksheet 11: Making links between the texts themes. In
addition to identifying themes in the texts and determining which are
common to both texts this worksheet requires students to give an example,
a relevant quote or reference to a visual image which illustrates each
theme.
texts themes
Worksheet 12: Making
links between the
texts characters
8. A student makes
connections between and
among texts.
9.
A student
English Stage 4
January 2007
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
DU
Quality Learning
Environment:
EQC
The next activity on Worksheet 13: Group activity and panel discussion
draws together the elements of narrative studied in the unit and prepares
students for the assessment task. It is to be done in groups of 3-4. Students
are required to make links between the texts using the table on the
worksheet. Ask students to write in dot point form when completing the
table and include specific examples and quotes or references to particular
illustrations from the text where relevant.
Then, using the table as a guide, students participate in the panel
discussion, sharing what they have learned and making links between the
texts using the language of comparison. Encourage the use of this
language, prompting students where necessary by pointing to the list of
terms of similarity and terms of difference created at the beginning of the
unit. Organise the discussion so that every student has the opportunity to
contribute ideas.
Intellectual
Quality:
HE
Student/teacher
information sheet 2a:
Assessment task
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demonstrates
understanding that texts
express views of their
broadening world and
their relationships within
it.
requirements
Student/teacher
information sheet 2b:
Assessment task
marking guidelines
Students must write approximately 400-600 typed words and also submit a
hand written plan and draft of their composition.
See Student/teacher information sheets 2a and 2b: Assessment task
requirements and marking guidelines.
References
Kidd, D and Huxley, D (1990) Onion Tears, HarperCollinsPublishers
(Australia) Pty Limited.
Hill, A. and Sofilas, M. (1994) The Burnt Stick, Penguin Books Australia Ltd.
English Stage 4
January 2007
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
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