Integrated Unit English& HSIE

ENGLISH

Stage Three

Term

EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-2A composes, edits and presents well-structured and coherent texts EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts EN3-9E recognises, reflects on and assesses their strengths as a learner CUS3.3 describes different cultural influences and their contribution to Australian identities. CUS3.4 examines howcultures changethrough interactionswith other culturesand the environment.

HSIE

LearningAcross TheCurriculum
Cross-curriculum priorities Aboriginal &Torres Strait Islander histories&cultures Asia &Australias engagement with Asia

Content
- Understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas. (EN3-2A) - Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions. (EN3-1A) - Respond to short films, documentaries and multimedia texts that express familiar and new aspects of the broader world. (EN38D) - Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts. (EN3-3A) - Summarise a text and evaluate the intended message or theme (EN3-3A) - Identify and describe the representation of people, places and events in film and the media (EN38D) - Analyse strategies authors use to influence readers (EN3-5B) - Recognise how aspects of personal perspective influence responses to text (EN3-3A) - Identify and explore underlying themes and central storylines in imaginative texts (EN3-2A)

Film

Sustainability General capabilities Critical &creative thinking Ethical understanding Information&communicati on technology capability Intercultural understanding Literacy Numeracy

Personal &social capability Otherlearningacross the curriculum areas Civics &citizenship

Teaching & Learning Activities Predicting and Responding to Text 1. Using the Aboriginal 8 ways killer boomerang to discuss the structure of a narrative. 2. Watch the trailer for The Lost Thing www.thelostthing.com 3. Discuss with students what they think the film will be about. (characters, Setting complication and resolution) 4. As students are giving answers ask students how the animation in the trailer help them to come to these conclusions. 5. Read synopsis of The Lost Thing to the class. 6. Discuss with students the comparison between their ideas and the actual synopsis. 7. Watch film (iTunes) 8. Discuss with students the main themes of the film (loneliness, belonging and friendship) 9. Discuss film techniques used (e.g. animation, voice-overs, sound effects, framing and close ups) 10. Discuss why these themes relate to children and the feelings associated with them. 11. Discuss how Shaun Tan portrayed these themes in the film 12. Discuss with students the advantages of watching a short film rather than reading a book. 13. Ask students to discuss with a partner if themes are better portrayed in a film or book? Why? 14. Discuss with students the animation of the film and how it engaged them (The animation has a particular style pencil drawings on a collage background. The collage background often has words that appear random but actually comment on the story.) 15. Discuss with students the introduction of the film. (who, what, where, when, why) 16. Ask students to think about a time they found something that was lost. Get students to

Reg

Difference&diversity Work&enterprise

- Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (EN3-3A) - Recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close ups (EN3-3A) - Interpret picture books, comic strips and sequences of digital images which do not contain written texts (EN3-3A) - Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts. (EN3-8D) - Compose more complex texts using a variety of forms appropriate to purpose and audience (EN3-5B)

17. 18.

19. 20.

Compose increasing complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics (EN3-2A)

21. 22. 23. 24. 25. 26.

Compose imaginative and informative texts that show evidence of developed ideas (EN3-2A) - Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences. (EN3-1A) - Understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language (EN32A)

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience. (EN3-2A) Experiment using a range of language features (EN3-6B) Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (EN3-6B) Experiments with different types of sentences (EN3-6B)

27. Using narrative structure write a whole class joint narrative about finding a lost

discuss with the person next to them the who, what, where, when and why of the situation. With students assistance create a storyboard of the series of events of The Lost Thing reminding students of the use of various film techniques that need to be included when creating the storyboards. With a partner get students to create their own series of events storyboard of a time they found a lost thing (this can be make believe and no introduction necessary) reminding students of the use of various film techniques that need to be included when creating the storyboards. Students swap storyboards with a different group and they evaluate the storyboard including identifying film techniques used. In the film one of the complications of the story was that the boys parents are not keen on the Lost Thing. Ask students why the parents objected to keeping the lost thing. (e.g. The mother worried that its feet would be filthy and the father worried about strange diseases.) Discuss with students what they think their parents would be worried about if they took the lost thing home. Brainstorm concerns parents may have of keeping a lost thing students have found. (e.g. dishonest to keep it, dirty or diseased, to many already of them) Students are to write a joint paragraph with a partner focusing around the complication of parents being worried about keeping a lost thing students have found. Discuss the ending of the film. What was the resolution? Students discuss with a partner if they liked the ending and if they think the complication was suitably resolved. Students write a joint alternative ending with a partner that needs to still resolve the complication of parents not wanting them to keep it.

28. Students now complete their own narrative using writing stimulus found 29. View Lost and Found by Oliver Jefferies. http://www.youtube.com/watch?v=lWlsZ0Mf_hA 30. Discuss with students what animal they would like to turn up at their front door step. 31. Discuss what complications would arise from having an animal turn up at their doorstep. 32. Discuss possible resolutions. 33. Using narrative structure students now write their own narrative about the day a lost animal turned up on their doorstep.

thing (introduction, series of events, complication and resolution)

- Select appropriate language for a purpose (EN3-6B)

34. Revise with students how Shaun Tan uses collage to illustrate his work. Give

Use grammatical features to accurately link ideas and information to ensure meaning when composing texts.

35. Students complete assessment task using provided stimulus.

students a variety of newspapers to look through and ask them to cut out words and images that are loosely connected with their topic of lost or found. Use these to create a collage background for their narrative on the day a lost animal turned up on their doorstep.

Assessment: Student activities should provide an indication of how well students grasp Assessment for Learning Assessment as Learning Responses to discussion Contribution to class discussions regarding the structure of a Contribution to joint re-writes narrative. Completion of class tasks Introduction Series of events Complication Resolution

Assessment of Learning Formal assessment on narrative using writing stimulus similar to NAPLAN.

Synopsis
The Lost Thing Dir. Shaun Tan Australia 2010 / 15m The Lost Thing is a humorous story about a boy who discovers a bizarre-looking creature while out collecting bottle-tops on a beach. Having guessed that it is lost, he tries to find out who owns it or where it belongs, but the problem is met with indifference by everyone else, who barely notice its presence. Each person he comes across is unhelpful in their own way; strangers, friends, parents are all unwilling to entertain this uninvited interruption to their day-to-day life. In spite of his better judgement, the boy feels sorry for this hapless creature, and attempts to find out where it belongs.

Complication

Series of Events Resolution Series of Events

Series of Events

Aboriginal Killer Boomerang Narrative Structure This is a diagram of an Aboriginal killer boomerang. It models the structure of a narrative using Aboriginal perspectives. The main concept of this diagram is that after hearing a story you take away a lesson and therefore can never be the same after hearing a story. This is why the two ends of the boomerang are different lengths.

Introduction

Shaun Tan: The Lost Thing

Name: Title: ...... Visual Verbal and sound
Storyboard template

Today you are going to write a narrative or story. The idea for your story is FOUND. Your story might be about finding a lost pet, a lost key or a hidden treasure. Think about: The characters and where they are. The complication or problem to be solved. How the story will end. Remember to: Plan your story before you start. Write in sentences. Pay attention to the words you choose, your spelling and punctuation. Check and edit your writing when you have finished.

Today you are going to write a narrative or story. The idea for your story is Lost in a different place. Your story might be about: Being lost in a different world Lost in a different country Finding a creature that is lost from another world Lost in a shopping centre Lost on a desert island

Think about: Introduction (who, what, where, when) Series of events The complication or problem to be solved. Resolution (how the story will end).

Remember to:

Plan your story before you start. Write in sentences. Pay attention to the words you choose, your spelling and punctuation. Check and edit your writing when you have finished.