Semester Teaching Program - The Cohen Curriculathecohencurricula.files.wordpress.com/2014/08/indigenous-voices-unit-outline1.pdfSemester Teaching Program Concept: Indigenous Voices

Semester Teaching Program

Concept: Indigenous Voices

Unit Title Indigenous Voices Year 10 Suggested Unit Length 18 Weeks

Unit Context and/or Description

Indigenous Voices provides students with the opportunity to examine indigenous texts from a range of perspectives in literary and non-literary texts.

Students will read and study texts which explore the relationships between texts that make representations in and about Indigenous literature. Students will

develop their skills of analysis and evaluation in relation to the interplay of personal experience, memory and analysis to broaden their understanding of how

voices are shaped and represented.

Students should study at least three texts chosen from a range of text types- e.g. prose fiction, non-fiction, poetry, visual texts, documentary etc.

The focus of the unit should be a determination of what an’ Indigenous Voice’ is and how these definitions change depending on the perspective of the composer

or responder.

Unit Goals: students should

examine the role of society in shaping individual perspectives of history and memory including the concept of collective memory

consider how cultural and historical contexts affect the perspectives of individuals from a range of historical origins

investigate the way texts can inform and change perspectives through the use of language, bias and inference

reflect on the experiences of groups who have been affected by significant historical events

reflect on a range of material which reflects a wide diversity of cultural, religious and environmental influences on

© Pamela Cohen 2014

Indigenous Voices

demonstrate an understanding of some of the social, political, literary and philosophical contexts in which the writers operate

develop skills to critically analyse attitudes to and assumptions about culture by engaging with texts reflecting various cultural perspectives

appreciate the innovation in techniques used by some of the writers in this unit.

appreciate that the texts will be seen in the historical, cultural and philosophical context in which writers operate, thus developing an awareness that the

interpretation of language involves interplay between text and context

Teaching and Learning Strategies

Teaching strategies will be negotiated as much as possible. The following are suggestions:

experiencing the expression of culture through a variety of text types

discussing and analysing concerns and issues arising from the text

viewing of suitable documentary films as exploration of matters related to the texts.

encouraging technical experimentation in student responses through innovative task types

researching a variety of sources to clarify the historical, cultural and socio-political context of the works.

Texts will be chosen from the following: short stories, poetry, movies, hypertexts, novels, blogs,

plays, non-fiction, documentaries, music, video clips, articles, cartoons, animations, autobiographies, etc

Essential Content: MUST be explicitly stated in your programming the ‘learn tos’ and ‘learn abouts’ to set up the unit.

Students will study:

at least two substantial texts in depth.

a variety of short stories, poetry, non-fiction writing and films that represent an authentic perspective of the selected cultures.

the way cultural perspectives impact on literature, especially on the interrelatedness of identity, place, history, gender and ethnicity.

the way authors manipulate technique in order to voice their opinions in the face of political repression such as by exploring textual references and the use

of recurrent symbolism and motifs in texts

develop an explicit understanding of the metalanguage surrounding the unit concept – e.g. comedy, satire, parody

create and develop spelling lists that reflect the language in the studied texts

Analyse the texts studied for themes, issues, ideas, contexts -social, cultural, political, historical, religious, gender, intellectual - (study sheets on

myclasses)

Analyse texts for their literal, metaphorical, metaphysical and philosophical interpretations (study sheets on myclasses)


Analyse texts for purpose and audience (study sheets on myclasses)

Explicitly examine the grammatical structure of texts and use grammatical functions to create texts

Create texts that can be annotated (using the Microsoft Word Comment feature) for evidence of metaphors, similes, personification, imagery, tone,

allusion, intertextuality, alliteration, assonance, rhyme, rhythm, rhetorical questions etc)

Explicit workshops on sentence structure –complex and simple sentences

Explicit workshops on the use of verbs, adverbs, nouns, Proper Nouns, Abstract Nouns, adjectives etc

Explicit workshops on essay writing , narrative structure, short answers and analytical deconstructions using dot points

Explicit strategies for studying multiple choice texts

Explicit teaching of simple and complex punctuation and how it is used appropriately and for effect in both analytical and creative texts (see rubrics for

list)

Targeted Outcomes for this Unit

A student:

2 uses and critically assesses a range of processes for responding and composing

3 selects, uses, describes and explains how different technologies affect and shape meaning

4 selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their

effects on meaning 5 transfers understanding of language concepts into new and different contexts 6 experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts 10 questions, challenges and evaluates cultural assumptions in texts and their effects on meaning 11 uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Unit Resources

Prose Fiction: My Place (1987) by Sally Morgan

Poetry: Oodgeroo Noonuccal, ( Kath Walker) ‘We Are Going’, ‘Municipal Gum’, ‘Understand Old One’ Research Online

http://www.library.uq.edu.au/fryer/worth_fighting/2.html; http://epress.anu.edu.au/bwwp/mobile_devices/ch08.html

Poetry : Wright, Judith, ‘Bora Ring’ http://www.cs.berkeley.edu/~richie/poetry/html/poem23.html;

http://www.karlrees.com/academia/literary_criticism/the_australian_cain_colonial_fear_in_judith_wrights_bora_ring.html;

http://www.planetpapers.com/Assets/3640.php; http://newenglandaustralia.blogspot.com/2007/01/poetry-of-judith-wright-bora-ring.html

Visual Texts: Marsden, John and Sean Tan, The Rabbits, Lothian, (Large Paperback Edition) 2008

Non-Fiction: Historical readings and perspectives of others including of Keith Windshuttle and Henry Reynolds on ‘The History Wars’

The Bible

Shoemaker, Adam, ‘The Poetry of Politics: Australian Aboriginal Verse’ online @ http://epress.anu.edu.au/bwwp/mobile_devices/ch08.html accessed

on 2 January 2009 ( link on myclasses page)

http://www.library.uq.edu.au/fryer/worth_fighting/2.html

http://epress.anu.edu.au/bwwp/mobile_devices/ch08.html

http://www.cs.berkeley.edu/~richie/poetry/html/poem23.html

http://www.karlrees.com/academia/literary_criticism/the_australian_cain_colonial_fear_in_judith_wrights_bora_ring.html

http://www.planetpapers.com/Assets/3640.php

http://newenglandaustralia.blogspot.com/2007/01/poetry-of-judith-wright-bora-ring.html



The Myth of ‘Orpheus and Eurydice’, online @ http://www.paleothea.com/Myths/Orpheus.html accessed on 10 January 2009

http://www.paleothea.com/Myths/Orpheus.html


Learn About: Leanr To: Suggested Teaching Strategies Resources

Students learn about:

4.7 the effectiveness of specific language forms and features and structures of texts for different purposes, audiences and contexts and for specific modes and mediums

4.8 the ways in which specific language forms and features and structures of text are used to shape meaning including: in written texts:

medium, organisation, sentence structures, grammar, punctuation, vocabulary and spelling, the use of formal or colloquial language and figurative language

in spoken texts: medium, organisation, sentence structures, grammar, punctuation, vocabulary, cues,

Outcome 4: A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.

4.2 create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts

4.5 selectively use dictionaries, thesauruses, spell checks and other reference texts

4.6 use Standard Australian English, its variations and different levels of usage appropriately

5 transfers understanding

of language concepts

Lessons 1-3

Overview of Unit

Explanation of title of unit. Discuss with students what history

and memory are and the Indigenous context and focus of the

unit.

Provide students with an outline of Semester Assessment

program:

Task 1: Term 1: Oral presentation – poetry analysis –

representation of how ideas are shaped in poetry

Task 2: Half yearly Examinations: Short Answer and Narrative

Focus: in examination week Term 2: see Examination

Timetable

Task 3: Term 2: Comparative essay between the novel and at

least one other text studied in the unit.

Provide students with an explanation of the semester program

and hand out scope and sequence grid.

Hand out Assessment Notifications and have students glue into

their English books.

Explain the initial literacy and skills focus and its purpose.


nonverbal language, tone, pitch, intonation and volume

in visual texts: medium, organisation, colour, layout, perspective, focus, camera angles and editing

4.9 the ways tense, active and passive voice, sequencing, semantic links, synonyms, antonyms and affixes shape meaning

4.10 the ways etymology can clarify choice of vocabulary

4.11 the interaction of different language modes and different media to create meaning in multimodal texts

4.12 Aboriginal English as a valid and culturally accepted variation of expression

4.13 the metalanguage of

subject English used to

describe, discuss and

differentiate texts and

their language forms,

features and structures

into new and different contexts

5.5 pose and clarify

problems and issues to

be explored and solved

through language

Have students brainstorm, and complete a quick quiz on

grammatical features and language devices they should be

familiar with( worksheet on the class myclasses page) on:

Verbs

Adverbs

Adjectives

Nouns

Abstract nouns

Proper nouns

Pronouns

Personal pronouns

Metaphor

Simile

Personification

Alliteration

Assonance

Rhyming scheme

Rhythm

Free verse

Sonnet

Jargon

Purpose

Audience

Emotive language

Persuasive language

Tone


5.7 the reasons specific

language forms and

features, and structures

of texts are commonly

used for particular

purposes, audiences

and contexts

5.8 techniques for

effective speaking in

formal and informal

contexts

5.9 the ways in which

purpose, audience and

context affect a

composer’s choices of

content, language

forms and features and

structures of texts


inference, emphasis

and point of view

shape meaning

5.11 the effects of emotive

and persuasive

language

5.12 ways to engage an

audience and sustain

their interest and

involvement

Introduce and provide detailed explanation of new terms that

will be used in Year 10 for analysis such as:

Formal/informal language/Register

Context: Social, Cultural, Political, Historical, Religious,

Gender, Intellectual, Workplace, Personal

Conceptual: Literal, Inferential, Metaphysical,

Philosophical


As Above As Above

Lesson 4

Have students revise punctuation – simple and complex. When

to use:

Comma

Colon

Semi-colon

Apostrophe

Dash

Hyphen

Parentheses

Brackets ( square)

Ellipsis

Exclamation mark

Question mark

Hand out homework revision sheets for next lesson: in – class

test

11 uses, reflects on,

assesses and adapts

their individual and

collaborative skills for

learning with

increasing

independence and

effectiveness.

11.1 understand demands of

a task and the

outcomes and criteria

for assessment being

addressed

11.4 use the language of

11.12 outcomes-based

learning

11.13 their own learning

strengths and learning

needs

11.14 research techniques

using books, indexes

and the internet

11.15 roles and

responsibilities of

individuals in groups

11.16 ways of structuring

and presenting ideas,

editing techniques

Lesson 5

Quick Quiz- in class test on grammar and punctuation

Have students peer mark work

Reflect on strengths and weaknesses and have students select

homework revision sheets on areas that need to be improved

upon.

Collect Prose Fiction text (Poison Under Their Lips by Mark

Svendsen) from Library and hand out reading guide and check

sheets.


the subject when

engaging in learning

11.5 use speaking and

writing as learning

processes for sorting

and selecting

information and

clarifying ideas

11.8 generate, document,

clarify, organise and

present ideas and

information

11.9 perform an allocated

role responsibly in a

group and assess the

success of

collaborative

processes

11.10 reflect on and

assess their own and

others’ learning

against specific

criteria

and referencing

Students will be required to demonstrate their knowledge of the

required reading in informal class tests and in a reading journal.

Reading Guide:

Students will read and be given quick quizzes in class on the

following chapters at the end of each week.

Students should keep a reading journal and be encouraged to

use ‘post its’ when reading to record any specific language

devices they may wish to use in their writing and analysis.

Week 1: Read Authors Note

Week 2: Read Chapters 2 and 3




11.12 outcomes-based

learning

11.13 their own learning

strengths and learning

needs

11.14 research techniques

using books, indexes

and the internet

11.15 roles and

11.1 understand demands of

a task and the

outcomes and criteria

for assessment being

addressed

11.2 choose and negotiate

with the teacher

appropriate tasks and

assessment criteria

Lesson 6

Poetry Revision

Ensure students understand poetic devices appropriately from

earlier lessons.

Hand out booklet of poetry and worksheets

Read poetry out aloud to students and have them discuss their


responsibilities of

individuals in groups

11.16 ways of structuring

and presenting ideas,

editing techniques

and referencing

11.17 bibliographies,

citation (including the

internet),

acknowledgement of

sources and

plagiarism

11.18 appropriate

technology for

different purposes,

audiences and

contexts

11.19 management

strategies including

drawing up a

schedule, monitoring

progress, meeting

deadlines and

following marking

criteria grids

11.20 reflection strategies

such as learning logs,

journals, letters to

teachers and peers,

guided discussion.

11.3 ask questions, listen

and negotiate to

clarify an extended

group task with

teacher and peers

11.4 use the language of

the subject when

engaging in learning

response to the rhythm, cadence and content of the poems.

Discuss with students the nature of how this study of poetry will

develop into a formal assessment task.

Discuss the format of the assessment- short answers, and

provide sentence starters and explicit lessons through the poetry

unit using sentence starters (on myclasses page).

Discuss with students the importance of research into the

composers of the poetry and how their personal contexts will

shape the meaning that they bring to their works.

Students will use the myclasses page links for research and

develop a biography of Oodgeroo Noonuccal.

Students must keep a bibliography of any research completed

including acknowledging help from parents, research from hard

copy or Internet and correct ways of citation in presenting their

work in their books in preparation for their HSC studies and the

All My Own Work policy generated by the BOS.


1.7 the ideas, information,

perspectives and

ideologies presented in

increasingly demanding

imaginative, factual and

critical texts and the

ways they are presented

1.8 the features of

increasingly complex

imaginative, factual and

critical texts, including

the cognitive, emotional

and moral dimensions of

the text and its linguistic

and structural features

1.9 the ways sustained texts

use elements such as

evidence, argument,

narrative, dialogue and

climax

1.10 the use of variations

within conventions of

particular genres,

including forms of

poetry, fiction and film

and how these variations

address the composer’s

purpose

1.3 analyse the effectiveness

and impact of texts on

responders in terms of

ideas, perspective and

originality

1.4 explain their responses to

texts and their widening

personal preferences

within and among texts

1.5 respond to texts from

different reading

positions as an aspect of

their developing moral

and ethical stances on

issues

1.6 respond to and

compose texts that use

inference and figurative

language, such as

symbolism and

allusion, in complex

and subtle ways.

Lesson 7

Re-address unit context of Indigenous Voices

Have students write out their opinion and understanding of the

concerns of Indigenous Australia.

Have students record their feelings and understandings of the

past as they have been taught or have assumed knowledge

through the media.

Read ‘Understand Old One’ by Oodgeroo Noonuccal

o Analyse for techniques as stated in the study

guide

o Explore the specific use of metaphor

o Evaluate for effectiveness in presenting an

emotive or persuasive understanding of

Indigenous history and memory from

Oodgeroo’s personal context.

o Reinforce the short answer process and use

TEPA and sentence starters

Resources Online


1.10 the use of variations

within conventions of

particular genres,

including forms of

poetry, fiction and film

and how these variations

address the composer’s

1.6 respond to and

compose texts that use

inference and figurative

language, such as

symbolism and

allusion, in complex

Lesson 8

Students will use this lesson to complete the questions for

‘Understand Old One’ by Oodgeroo Noonuccal in terms of how

techniques have been used to convey the meaning of the text.



purpose

and subtle ways. Stress to students that their writing should reflect the concept of

‘How’ and ‘Why’ texts are valued rather than merely expressing

‘what’ the text is about.

Students must use the TEPA process.

o Technique

o Evidence

o Purpose

o Analysis

Worksheets provided on myclasses and in hard copy in their

workbook.

2.9 processes of

representation including

use of symbols, images,

icons, stereotypes,

connotations, inference,

and particular visual and

aural techniques

including those of

camera, design and

sound, to create cohesive

texts

2.10 the ways composers,

including authors and

film-makers, use

processes of

representation in

composing texts

2.11 ways of developing their

strengths, addressing

their weaknesses and

consolidating and

broadening their

preferences as

2.2 use writing and

representing as an aid to

research, planning,

classifying information

and learning

2.3 vary their use of the

processes of planning,

drafting, rehearsing,

editing and publishing to

compose appropriately

and effectively crafted

and sustained texts in a

range of modes and

media

Lesson 9

Students will study the poem “Municipal Gum’ by Oodgeroo

Noonuccal.

o Analyse for techniques





Oodgeroo’s personal context

.

Examine the policies of protectionism and looked at primary

sources to demonstrate the controls over Indigenous Australians

during the 19th

Century.


responders and

composers of texts

2.12 the ways different

modes, subject areas,

media and cultural

representation affect

their personal and critical

responses to texts

2.13 their own

processes of

composition and how

these processes

influence the quality of

their texts.

As Above As Above Lesson 10

Students will use this lesson to complete the questions for

‘Municipal Gum’ by Oodgeroo Noonuccal in terms of how

techniques have been used to convey the meaning of the text.

Stress to students that their writing should reflect the concept of




o Technique

o Evidence

o Purpose

o Analysis

Worksheets provided on myclasses and in hard copy in their

workbook.



Students will complete a study of ‘We Are Going’ by

Oodgeroo Noonuccal.

o Analyse for techniques





Oodgeroo’s personal context

Examine the confronting metaphor of the ‘Rubbish Tip;

resonated strongly with the environmental concerns aligned

with the concerns of Indigenous Australians expressed by

Noonuccal.

Develop and facilitate discussions to determine values and

attitudes and how to debunk myths that have evolved over time

in Australian society

.

4.10 the metalanguage for

describing, explaining

and justifying the


language forms and

features and structures of

texts in terms of purpose,

audience and context

4.11 the influence of purpose,

audience and context on

the use of particular

language forms and


texts

4.12 the significance of the

relationship between

4.1 identify, describe and

explain the purpose of

texts in personal,

historical, cultural,

social, technological and

workplace contexts

4.2 describe, explain and

evaluate the composer’s

choices of language


structures of texts in

terms of purpose,


4.3 use appropriate language



Lesson 12

Students will use this lesson to complete the questions for ‘We

Are Going’ by Oodgeroo Noonuccal in terms of how techniques

have been used to convey the meaning of the text.

Stress to students that their writing should reflect the concept of




o Technique

o Evidence

o Purpose



context

4.13 codes and conventions,

including emotive,

evocative and

impersonal language and

signs, used to signal

tone, mood and

atmosphere in spoken,

written and visual texts

their own compositions

and describe, explain and

justify their choices in

terms of purpose,


4.4 experiment with and

explain altered

perceptions of ideas and

information that result

from changes in

language features and

structures

4.5 identify purpose,

audience and context of

texts through

consideration of the

language forms and


used in the texts

o Analysis

Worksheets provided or write out the hard copy in their

workbook.


existing skills,

knowledge and

understanding about

language can be used to

access and express

information for new

purposes, audiences and

contexts

5.7 predicting, speculating,

hypothesising and

paraphrasing as

strategies for accessing

texts with unfamiliar

ideas or structures

5.8 how particular forms and

features of language and

5.1 apply knowledge of

language forms and


texts to respond to,

compose and adapt texts

to suit new and

unfamiliar contexts

5.2 compose written, oral

and visual texts for

personal, historical,

cultural, social,

technological and

workplace contexts

5.3 adapt their own or

familiar texts into

different forms,

structures, modes and

Lesson 13

Students will read through ‘The Poetry of Politics: Australian

Aboriginal Verse’ online @


Students will have a class discussion on the merit of the work

and how it assists them to develop anew perspective or

understanding of the poetry of Oodgeroo Noonuccal.

Reflect on how the political nature of the poetry is an important

reading position and provide them with opportunity to share

insight into aspects of Indigenous history that had not been

previously aware of.



structures of texts can be

adapted to new purposes,

audiences and contexts

5.9 the selection,

organisation and

coherence of

information and ideas in texts.

media for different


contexts


explain the differences

emerging as a result of

such adaptations

5.5 explain the

cohesion of syntax and

content in familiar and

unfamiliar texts.


Complete reading and analysis of ‘The Poetry of Politics:

Australian Aboriginal Verse’.

Make notes relating to their analysis of each poem expanding

their depth of understanding and analysis in terms of expression

of historical voice by Indigenous Australians.

Students will start planning an essay that incorporated a

discussion of each of the three poems and of the analysis of the

political role of poetry presented by Adam Shoemaker.

.


Students will revisit Judith Wright’s ‘The Bora Ring’. They will

build on their understanding of the poem learned in Year 8.

Students should complete a close analysis of the metaphors,

similes and personification used in the text using their TEPA

sheets.

Explicitly highlight the allusions and the sound qualities of the

poem.

.



Students will develop a new perspective of this text drawing on

their first understandings in Year 8 to their new understanding

of poetry and politics of Indigenous Australia in year 10.

Students should evaluate the poem for:

o The author’s personal context

o How this author’s context differs from the context of

Oodgeroo Noonuccal

o Whether the poem has the same register of

verisimilitude as that of Oodgeroo’s works

o The emotive nature of the work

o The persuasive nature of the work

o The effectiveness of the work

o How it might have been received by academics

o How it might have been received by Indigenous

Australians

o How accessible it is to casual readers

o How publication of poetry shapes the context in

which it is accepted into society

6.7 ways in which literary

and non-literary

composers transform

ideas and experience into

texts, including

consideration of their

insight, imaginative

powers and verbal

ingenuity

6.1 explore real and

imagined (including

virtual) worlds through

close and wide

engagement with


texts

6.2 respond imaginatively

and interpretively to an


range of literary and

non-literary texts

Lesson 17

Students will discuss and write their thoughts on the

socio-political nature of poetry read thus far.

Students will begin planning an essay, learning how to structure

and form an argument using a close study of text.


6.3 compose texts that

demonstrate originality,

imagination and

ingenuity in content and

language

7.9 the ways bias,

stereotypes, perspectives

and ideologies are

constructed in texts,

including the codes and

phrasings that signal

them

7.10 sequence and hierarchy

of ideas

7.11 generalisations, clichés,

appeals to authority, and

appeals to popularity and

public opinion

7.12 the ways the language of

argument and persuasion

can be adapted for

different contexts

7.13 the conventions of

reasoning including the

use of logic, evidence,

refutation and

identification of

digression and

irrelevance,

circumlocution and

ellipsis.

7.1 ask perceptive and

relevant questions, make

logical predictions, draw

analogies and challenge

ideas and information in

texts

7.2 trace ideas and images

through extended texts

7.3 infer from and interpret

texts

7.4 compare and contrast

aspects of texts

7.5 recognise and explain

differences between

opinions and arguments,

differences in shades of

opinion and

inconsistencies

7.6 propose, support and

elaborate points in an

argument and draw

conclusions

7.7 explore and develop

arguments in a range of

modes and media and in

imaginative, interpretive

and critical compositions

Lesson 18

Terra nullius ‘Nothing will come of nothing. Speak again.’

And the imperial majesty rages.

Nothing is white,

Black is shadows,

History is atlas-pink.

Were all the trees

Shrubs, blossom and fruit

Rivers, creeks and leaping fish,

Were they just songs

Without singers

Dreams

Without dreamers

Stars without heavens

Echoes without voices?

Peter Gebhardt, from Their stories our history.

Introduce the concept and definition of Non-Fiction texts

relating to Indigenous History and memory. Students will read

the following material, either online or in hard copy and

annotate with their thoughts and understandings about the issue

of Indigenous protest and rights and loss during the preceding

200 years.


Websites and research include:

http://www.sydneyline.com/National Museum Frontier

Conflict.htm

http://www.accessmylibrary.com/coms2/summary_0286-

25541701_ITM

http://www.aboriginal-art-

australia.com/picture.asp?PictureID=934331

http://www.eniar.org/news/kimberley.html


Students will continue their non-fiction readings and

annotations

Students will begin by annotating the work for literary value:

Emotive language

Persuasive language

Specific choice of verbs, adverbs and adjectives

Use of punctuation

Rhetoric and rhetorical devices used to convey meaning

Purpose

Context

Effectiveness of argument

Perspective

Reflection of historical memory

Students will discuss how each of the above elements are

addressed in formal writing of essays.

.

http://www.sydneyline.com/National%20Museum%20Frontier%20Conflict.htm

http://www.sydneyline.com/National%20Museum%20Frontier%20Conflict.htm

http://www.accessmylibrary.com/coms2/summary_0286-25541701_ITM

http://www.accessmylibrary.com/coms2/summary_0286-25541701_ITM

http://www.aboriginal-art-australia.com/picture.asp?PictureID=934331

http://www.aboriginal-art-australia.com/picture.asp?PictureID=934331

http://www.eniar.org/news/kimberley.html


8.7 the ways content, form

and ideas of texts can be

related


identifying, describing

and explaining

relationships between

and among texts

8.9 similarities of approach,

attitude, intent, point of

view, perspective and

style in texts by different

composers

8.10 similarities, differences

and developments in the

texts of a particular

composer

8.11 the patterns of texts

composed in different

modes, media and

multimedia

8.12 intertextuality and how it

can be used to shape

meaning in texts

8.13 appropriation and

how it is used, critically

and creatively, to respond

to and compose texts.

8.1 identify and describe the

similarities and

differences between and

among more demanding

texts

8.2 track and explain the

patterns of theme and

technique in the works of

composers, for example

an author, poet, film-

maker or dramatist


recurring features of

particular genres such as

westerns or science

fiction, focusing on their

story lines, iconography,

value systems and

techniques


treatment of a common

theme or idea in a range

of texts in different

modes and media

Lesson 20

Students should read back over their initial views of Indigenous

Australian history and their contextual understanding. Students

should rewrite and evaluate their views in relation to the

readings and study they have completed thus far.

Writing must be in analytical and paragraph form.

Students should write without using first person- using

formal language.

Students must make reference to at least four texts

studied- poetry and/or non-fiction texts

9.6 the ways different and

changing views of the

world shape meaning

9.7 the ways personal

perspective is shaped by

social, cultural and

historical influences

9.1 respond to and compose

texts that reflect their

expanding worlds from

the personal to the public

9.2 relate the content and

ideas in texts to the

world beyond the texts

Lesson 21

Students will begin a close study of their prose fiction text:

Poison Under Their Lips by Mark Svendsen.

All students should have completed the reading of the text.



perspective shapes

meaning

9.9 aspects of their own

context that influence

their responses and

compositions

9.10 how alternative readings

of texts reflect

responders’ personal and

public worlds and what

they value in the text.

9.3 describe ways in which

their own responses to

texts are personal and

reflect their own context

9.4 identify different reading

positions and

interpretations of

particular texts and

appreciate distinctions in

meaning

9.5 draw conclusions

about their own values in

relation to the values

expressed and reflected by

texts, and their responses to

them.

Students will begin with the Author’s Note study in their study

guides.

‘The author of this text has created a novel using a number

of different text types including primary sources. The

author has used both fact and fiction. This creates

intertextuality in the story. Scan the text and list the

different text types, state whether they are primary sources

or fiction and write a few lines of each (using correct

punctuation) into the table below. Write the chapter

number and a page reference for each.’

Create a definition of intertextuality: the use and explicit

reference to other texts used deliberately by the composer to

extend the meaning of the work for the reader.

Students will identify the text type of the Author’s Note

Has the text been written in first, second or third person?

Students should use the online dictionary as a class or

use dictionaries from the library book box to develop

their understanding of the grammatical function and

meaning of the terms used by Svendsen on this page

Students should identify the register of the vocabulary

Students will develop an understanding of the purpose of

the Author’s Note

The formal nature of the introduction

The context in which the text is to be read

Lesson 22

Complete work on the Author’s Note


10.7 the language used to

express contemporary

cultural issues

10.8 the effects of personal,

social, historical and

technological

perspectives on

language and

communication


particular texts relate to

their cultural

experiences and the

culture of others

10.10 the ways situational and

cultural elements of

context shape texts

10.11 the beliefs and value

systems underpinning

texts from different

cultures

10.12 how texts sustain or

challenge established

cultural attitudes.

10.1 identify cultural

elements expressed in

the language, structure

and content of texts

drawn from popular

culture, youth cultures,

cultural heritages and

the workplace

10.2 identify, explain and

challenge cultural

values, purposes and

assumptions including

gender, ethnicity,

religion, youth, age,

disability, sexuality,

cultural diversity, social

class and work in texts

10.3 interpret texts from a

range of perspectives

and justify the

interpretations

10.4 engage with details of

texts to respond and

compose from a range

of social and critical

perspectives


texts to demonstrate

their view of the world

by drawing on the texts

of other cultures (for

ESL students, this

might include drawing

on texts in their first

language)

Lesson 23

Close study of Chapter One ‘the disquietness of my heart’

Discuss chapter title – why does Svendsen omit the use

of capitalisation?

How does the phrasing set a tone for the chapter?

What is the tone established?

Use the tone website on the myclasses page and identify

suitable tone descriptors and write out a definition

In the first section of the text, the author establishes the setting,

characters and tone for the responder. He also establishes the

essential horror of the events that occur in the text. Before you

begin, mark the starting point of this journey on the map.

Answer the questions below to ensure that you understand how

the author is establishing this:

Where is this journal entry written?

What does this address tell you the responder? (The

author is trying to establish something about the setting,

what do you think it might be?)

What does the composer call the journal? Use quotation

marks.

The author uses some very strong, specific nouns, verbs

adjectives and adverbs in the two paragraphs. Here is the list:

witness; barbarity; crime; horrendous; soul; quakes; guilty;

perpetrators; sins; pleadings; assault; lust; terrible; malice;

coherent; madness; desperate; fear; damned; hell-hole;

suffering; bad; priest; redemption; Godless; prayer; heathens;

distress; faithfully; cowardly; attack.


Identify which are verbs, adverbs and adjectives and

suggest how they establish tone.

Why has Svendsen deliberately used this language?

Students learn about:


spoken, written and

visual texts are shaped

according to personal,



workplace contexts

4.9 appropriate language


structures of texts to use

in an increasingly wide

range of contexts



and justifying the


language forms and







language forms and


texts




context




texts in personal,



workplace contexts



choices of language



terms of purpose,








terms of purpose,



explain altered



from changes in


structures



texts through


Lesson 24

Complete work on Chapter 1

Examine the charcterisation established by the composer:

Who is identified?

How are these characters explored?

How does the composer want you, as the responder, to

relate to these characters?

What specific use of language does Svendsen make use

of to create his characters?

How effective is his perspective?

How has this chapter established the context of the text

as a whole?

What predictions can you make about the remainder of

the text from this chapter?

Complete study guide exercises from chapter one for

home study


including emotive,

evocative and



tone, mood and



4.14 the appropriateness

of the use of Standard

English, its variations and

levels of usage.

language forms and


used in the texts

4.6 adapt and justify

language use appropriate

to spoken, written and

visual texts

4.7 identify and

critically evaluate the use

of Standard Australian


levels of usage.


Chapter 2

‘humanize, civilize, christianize’ pp37-48

What does the title of this chapter suggest?

What grammatical features are used in each of the title

terms?

What does each term mean?

Where has Svendsen taken these terms from?

What does this appropriation of ideas suggest about

authorship and writing?

What is the historical context provided by this chapter?

What research needs to be completed to develop a true

and meaningful understanding of the content presented

by Svendsen?

Research the Native Police using the resources on the website.

.



Chapter 2 continued

What other text types have been used in this chapter by

Svendsen?

What is the effectiveness of changing the text types for

the reader?

How effective is this use of text type?

How do the text types add meaning or clarify

perspective for the reader?

Develop a plot line of this chapter.

Students may use the online WEB 2.0 plot map or create using

dot points.

Have students evaluate how the plot development aligns with

the predictions they made from their study of Chapter One.


existing skills,

knowledge and

understanding about


access and express

information for new


contexts


hypothesising and

paraphrasing as



ideas or structures



language forms and




to suit new and

unfamiliar contexts




cultural, social,

technological and

workplace contexts


familiar texts into

different forms,

Lesson 27

Students will complete all writing tasks in study guide for

Chapter 2.

Teacher should discuss each question explicitly and assist

students in developing responses using the sentence starters and

TEPA.






5.9 the selection,

organisation and coherence

of information and ideas in

texts.


media for different


contexts




such adaptations

5.5 explain the



unfamiliar texts.


spoken, written and

visual texts are shaped

according to personal,



workplace contexts





range of contexts



and justifying the


language forms and







language forms and



texts in personal,



workplace contexts



choices of language



terms of purpose,








terms of purpose,



explain altered


Lesson 28

Chapter 3: ‘too small a world to whistle in’ pp 51-71

What is the inference presented by the title of this

chapter?

What technique has the composer employed?

As a class, create definitions of the language used in this

chapter using the worksheet in the study guide

Have students explore how the language changes the

tone in this chapter.

Have students predict why this change may be taking

place and the author’s purpose?

Complete glossary for home study



texts




context


including emotive,

evocative and



tone, mood and



4.14 the appropriateness

of the use of Standard


levels of usage


from changes in


structures



texts through


language forms and


used in the texts




visual texts

4.7 identify and

critically evaluate the

use of Standard

Australian English, its

variations and levels of

usage.


Continue work on Chapter 3

Discuss the veracity of this text in relation to the events

explored in history.

Research individuals from this period and develop an

understanding of how and why Svendsen has created

these characters?

Have students read and evaluate the effectiveness of the

cross examination script. Why has Svendsen employed

this technique to develop the plot and theme of his text?

Have students identify the other text types used in this

chapter.


Evaluate how these text types align with Indigenous text

types such as dreamtime stories.

Has Svendsen been effective in his use of the text types

to shape meaning in his text?

Lesson 30

Have students explore the development of characterisation of

Wilbraham and the introduction of a new character in Chapter

3.

Use the questions in the study guide to develop responses.

Students should, as much as is possible, use the TEPA process

when formulating responses.


Chapter 3 continued

Evaluate the use of primary sources in this chapter.

What is the register of the language is used?

What is the perspective of history presented?

How does time and memory reflect upon this history?

How have revisionist histories changed the perspective

presented here?

What is Svendsen’s purpose in using this source?

Have students evaluate the effectiveness of the text at this stage

of their analysis.

How does the prose text defend or expand on the

writings of Indigenous poets?


How does the text engage with the debates presented in

the non-fiction narratives presented by Reynolds and

Windshuttle?

Students will develop a journal entry, in first person,

including a discussion of their research material which

they should analyse in terms of meaning that expresses

how they feel and what they understand about the

Australian Indigenous experience.


Students will complete, edit and annotate the writing

experiences provided for Chapter 3 in their study guides.

.7 the ways content, form


related



and explaining


and among texts





composers




composer




similarities and

differences between and

among more demanding

texts






maker or dramatist


recurring features of

particular genres such as

westerns or science

fiction, focusing on their

story lines, iconography,

value systems and

techniques

Lesson 33

Chapter 4

‘in the name of the shadow’

Students will:

Evaluate the effectiveness of the title of this chapter

Make the relationships between the use of the ‘shadow’

metaphor used in Svendsen’s text with that used in

Oodgeroo Noonuccal and Judith Wright’s poetry

Complete a list of words to add to the glossary

Invite Father Emil to join us for this lesson. Read through

the Psalms and deconstruct as poetry and as biblical texts.

Examined how the Psalms develop Arthur’s narrative and

provided insight into the depths of his experience.


modes, media and

multimedia



meaning in texts







theme or idea in a range

of texts in different

modes and media

8.5 compose texts to

experiment with patterns,

representations,

intertextuality and

appropriations

8.6 compose texts by

complying with, adapting

or subverting the

conventions of form, genre

and ideology.


9.6 the ways different and

changing views of the

world shape meaning


perspective is shaped by

social, cultural and

historical influences


perspective shapes

meaning

9.9 aspects of their own

context that influence

their responses and

compositions

9.10 how alternative readings

of texts reflect

responders’ personal and

public worlds and what

they value in the text.


texts that reflect their

expanding worlds from

the personal to the public

9.2 relate the content and

ideas in texts to the

world beyond the texts

9.3 describe ways in which

their own responses to

texts are personal and

reflect their own context

9.4 identify different reading

positions and

interpretations of

particular texts and

appreciate distinctions in

meaning

9.5 draw conclusions

about their own values in

relation to the values

expressed and reflected by

texts, and their responses to

them.

Lesson 34

Chapter 4 (continued)

Students will:

Read the chapter again carefully exploring how

language has been used to shape meaning in relation to

Wilbraham’s changing response to his environment and

to those around him.

Answer the questions in the study guide- ensuring

students use the TEPA process and write full sentence

answers – no first person responses permitted

.





range of contexts



and justifying the


language forms and






texts in personal,



workplace contexts



choices of language



terms of purpose,


Lesson 35


Students will

Read, annotate and record the extensive use of simile in

this chapter.

Fill out the table provided in the study guide

Evaluate the effectiveness and appropriateness of the

similes used

Record other significant literary devices used in the


13 codes and conventions,

including emotive,

evocative and



tone, mood and









terms of purpose,


chapter in the table provided and evaluate purpose and

effectiveness

Evaluate the use of the letter to the editor as a text type

and how it has added veracity (provide a definition) to

Svendsen’s narrative



and justifying the


language forms and







language forms and


texts




context

.5 identify purpose,


texts through


language forms and


used in the texts




visual texts

4.7 identify and

critically evaluate the use

of Standard Australian


levels of usage.

Lesson 36

Chapter 5

‘be it remembered’

Students will:

Evaluate the purpose and effectiveness of the chapter

title

Analyse and discuss the chapter title in relation to the

unit context of history and memory

Develop the glossary for this chapter


including emotive,

evocative and



tone, mood and





choices of language



terms of purpose,


Lesson 37


Determine the use of ‘postscript’ in the novel

Explore and define the use of the term ‘postscript’ and

what it means in relation to the novel

Identify the tone and the techniques used to establish






range of contexts



and justifying the


language forms and




tone in this chapter

Evaluate the effectiveness of the narrative strategies

used by Svendsen including:

*Flashback

*Intertextuality of the myth of Orpheus and

Eurydice

Students can read the myth at this website and compare with

the way Svendsen has ‘retold’ to develop his narrative.




Students will:

Examine and evaluate the purpose and effectiveness of

using contrasting narrative techniques to structure the

text

Complete the writing exercises in the study guide for

this chapter

7.9 the ways bias,


and ideologies are







texts


Lesson 39

Chapter 6

‘the innocent will suffer with the guilty’ pp. 119-143



them

7.10 sequence and hierarchy

of ideas

7.11 generalisations, clichés,

appeals to authority, and

appeals to popularity and

public opinion



can be adapted for

different contexts




refutation and

identification of

digression and

irrelevance,

circumlocution and

ellipsis.

aspects of texts


differences between



opinion and

inconsistencies



argument and draw

conclusions






Students will:

Evaluate the title of the chapter

Analyse the meaning of the chapter through rereading of the

chapter and identifying who are the ‘innocent‘ and who are

the ‘guilty’

Deliberate and make reasoned judgments on the line that is

drawn between guilt and innocence in terms of the history of

Indigenous a and non-indigenous relations since invasion



and explaining


and among texts






maker or dramatist

Lesson 40


Students will:

Plot the journey as the narrative develops in this chapter

Plot the text up to this chapter on a plot line identifying

those sections that lead to the climax of the text

Use Web 2.0 plot graph in readwritethink.org



imaginative texts can

explore universal themes

and social reality.

7.9 the ways bias,


and ideologies are




them

7.10 sequence and

hierarchy of ideas


imagined (including


close and wide

engagement with


texts





non-literary texts




texts


aspects of texts


differences between



opinion and

inconsistencies

Lesson 41


Students will:

Examine the effectiveness of the charcterisation

presented in the text through Wilbraham’s detailed

description.

Students should evaluate the expression and language

used and identify literary devices used to provide a

distinctly visual image of the characters surrounding

Wilbraham’s’ experience

Identify and analyse the different text types used in this

chapter and evaluate how each tells a different

perspective of the narrative

Use graphic organizers which appeal to student learning

styles

5.9 the selection,



texts.




cultural, social,

technological and

workplace contexts

Lesson 42


Students will complete the writing exercises in the study guide

for this chapter


7.10 sequence and

hierarchy of ideas 7.2 trace ideas and images


Lesson 43

Chapter 7 ‘icons of remorse’

Students will:

Work in pairs on the glossary and create a spelling list

for the week

Provide a one page summary of this chapter highlighting

the important plot and theme objectives and techniques

used to reveal them



and justifying the


language forms and







language forms and


texts




context



choices of language



terms of purpose,








terms of purpose,


Lesson 44

Chapter 8 ‘render unto caesar’ pp 157-189

Students will:

Evaluate Svendsen’s allusion in the chapter title

Discuss and evaluate the impact the title has on a

readership that may not have historical knowledge

Discuss Svendsen’s expectations of audience

Engage with the historical context in the title and the

allusion. Research Caesar and the biblical reference made

by Jesus to develop their understanding of how composers

use complex allusions to present ideas.

Discuss how these aspects of the text can alienate readers if

they do not have the requisite knowledge.



existing skills,

knowledge and

understanding about


access and express

information for new


contexts


hypothesising and

paraphrasing as



ideas or structures






5.9 the selection,



texts.


language forms and




to suit new and

unfamiliar contexts




cultural, social,

technological and

workplace contexts

Lesson 45

Chapter 8 ( continued)

Evaluate and analyse the depositions provided in this

chapter

Evaluate the purpose and effectiveness of using the

primary sources to retell a significant historical narrative

Complete the writing exercises in the study guide

Engage with the notion of guilt.

5.7 predicting,

speculating,

hypothesising and

paraphrasing as



ideas or structures

5.8 how particular forms

and features of

language and

structures of texts can

5.5 explain the



unfamiliar texts.


familiar texts into

different forms,


media for different

purposes, audiences

and contexts

Lesson 46

Chapter 9 ‘the thing that good is’ pp. 193-208

Evaluate the purpose and effectiveness of the title.

Speculate and predict what the chapter is about

Glossary work


be adapted to new

purposes, audiences

and contexts




such adaptations



and justifying the


language forms and







language forms and


texts




context



choices of language



terms of purpose,








terms of purpose,


Lesson 47

Chapter 9

Identify and list the various text types used in this final

chapter

Evaluate and account for Svendsen’s purpose in using

the text types listed

Use the purpose verbands:

To identify....

To challenge....

To highlight....

To illuminate....

To describe....

To explain....

To determine....

To expose....

To entertain....

To persuade....

To argue....


To provide insight into

To educate

11.15 ways in which skills,

knowledge and

understanding can be

connected to new

information and

situations

11.16 ways in which

reflection and self-

evaluation can assist

learning.

11.7 reflect on and assess

their own and others’

learning and learning

strategies against

outcomes, criteria and

guidelines established

for tasks

11.8 articulate and discuss

the pleasures and

difficulties, successes

and challenges

experienced in

investigation, problem-

solving, independent

and collaborative work,

and establish improved

practices

11.9 adapt current skills,

knowledge and

understanding to new

situations

Lesson 48

Analyse the appropriateness or effectiveness of the

ending of the text.

How has the ending left you feeling as a reader?

How effectively has Svendsen relayed an historical tale?

What lessons are there for the broader history of

Indigenous Australia in this text?

How effective has Svendsen’s use of narrative devices

been in creating a rich and emotive text?


Complete any outstanding writing tasks in the study guide


Complete a detailed evaluation of the text as a whole.

Write up a two page analysis summing up the response you


have made to the text as a whole.

10.7 the language used to

express contemporary

cultural issues

10.8 the effects of personal,

social, historical and

technological

perspectives on

language and

communication


particular texts relate to

their cultural

experiences and the

culture of others

10.10 the ways situational and

cultural elements of

context shape texts

10.11 the beliefs and value

systems underpinning

texts from different

cultures

10.12 how texts sustain or

challenge established

cultural attitudes.

10.1 identify cultural

elements expressed in

the language, structure

and content of texts

drawn from popular

culture, youth cultures,

cultural heritages and

the workplace

10.2 identify, explain and

challenge cultural

values, purposes and

assumptions including

gender, ethnicity,

religion, youth, age,

disability, sexuality,

cultural diversity, social

class and work in texts

10.3 interpret texts from a

range of perspectives

and justify the

interpretations

10.4 engage with details of

texts to respond and

compose from a range

of social and critical

perspectives

Lesson 51

John Marsden and Sean Tan’s The Rabbits

Read through and explore the visual ideas presented in the text.

Provide the visual literacy handouts ( on myclasses page

Explicitly teach students the glossary of visual literacy terms:

Audience

Archetypal imagery

Colour

Composer

Compositional features

Content

Context

Critical literacy

Emotion

Engagement

Expression

Intertextuality

Juxtaposition

Logo

Iconography

Multilayering

Perceptual inference

Proportional relationships

Purpose

Spatial interrelationships

Symbolism


Tone

Vectors

Viewers

6.7 ways in which literary

and non-literary

composers transform

ideas and experience into

texts, including

consideration of their

insight, imaginative

powers and verbal

ingenuity


imagined (including


close and wide

engagement with


texts





non-literary texts

Lesson 52

Go through the ETA Visual Literacy Study sheet and ensure

students understand the terms and requirements of the

questions:


including emotive,

evocative and



tone, mood and





texts through


language forms and


used in the texts




visual texts

Lesson 53

Use the Jigsaw Questions to help students ‘decode’ the text

Evaluate the effectiveness of the imagery in telling the narrative

presented by the composers using the study guide provided

8.7 the ways content, form


related



and explaining


and among texts

8.1 identify and describe

the similarities and

differences between

and among more

demanding texts



Lesson 54

Students will develop an essay plan that incorporates their study

of poetry, their study of Svendsen’s Poison Under Their Lips

and Marsden and Tan’s The Rabbits.

Have students identify the similarities and differences between

these texts in terms of perspective, history and memory?






composers




composer



modes, media and

multimedia



meaning in texts





technique in the works

of composers, for

example an author,

poet, film-maker or

dramatist

8.3 identify and describe

the recurring features

of particular genres

such as westerns or

science fiction,

focusing on their story

lines, iconography,

value systems and

techniques



theme or idea in a

range of texts in

different modes and

media

8.5 compose texts to

experiment with

patterns,

representations,

intertextuality and

appropriations


complying with, adapting

or subverting the

conventions of form, genre

and ideology.

Have students compare and contrast these texts with the non-

fiction histories of Reynolds and Windshuttle using the essay

planner provided




and explaining


and among texts


complying with,

adapting or subverting

the conventions of

form, genre and

ideology.

Lesson 55

Essay writing skills

Students will use the essay planner on myclasses (and in study

guide) and begin planning a formal extended essay on the unit.



can be adapted for

different contexts




refutation and

identification of

digression and

irrelevance,

circumlocution and

ellipsis.

11.16 ways in which

reflection and self-

evaluation can assist

learning.




texts


aspects of texts


differences between



opinion and

inconsistencies



argument and draw

conclusions






11.7 reflect on and assess

their own and others’

learning and learning

strategies against

outcomes, criteria and

Lesson 56

Writing a draft essay

Editing Skills


guidelines established

for tasks


Writing a draft essay under examination conditions in class

All outcomes All outcomes Lesson 58

Essay preparation for Week 9 assessment task – drafting and

editing

School Certificate Skills and Preparation

1998 examination paper and report



editing

School Certificate Skills and Preparation

1998 examination paper and report



editing



editing




editing



editing



editing



editing

Assessment:

Students will have three assessment tasks during the semester. Two will relate directly to the content of the unit and one will be a general literacy assessment.

Assessment One: Poetry Analysis

Assessment Two: Half Yearly Examination – Literacy focus building on the learning of grammar, poetic devices, language forms, feature and structures of texts in

a range of written and visual texts

Assessment Three: Comparative essay on the core text and at least one other text studied in the course.

Documents

Semester Teaching Program - The Cohen Curriculathecohencurricula.files.wordpress.com/2014/08/indigenous-voices-unit-outline1.pdfSemester Teaching Program Concept: Indigenous Voices