Kimberley Dodd English Unit Flinders University Red Dog

Kimberley Dodd | Flinders University | 2084768
Letter to Parents/ Guardians Explaining Reasons for choice of unit
Dear Parents and Guardians, This term, your son/daughter will be watching the iconic Australian film Red Dog as a part of an English unit focusing on the notions identity, theme and genre. Throughout the unit, your son/daughter will learn about their own identity, as well as the identities of others. This unit addresses two essential cross-curricula priorities of the National Australian Curriculum, as students will have the opportunity to view and read texts from Aboriginal perspectives, as well as Asias engagement with Australia. An underlying theme of cultural acceptance will be embedded to ensure that this unit of work remains ethical, and teaches students to accept others. At the end of the unit, your son/daughter will be provided with the opportunity to express their newly formed knowledge by completing two summative assessment tasks. The first task requires your son/daughter to write an imaginative piece of writing that leaves behind a strong sense of identity or culture. Students may also choose to write a narrative set in the Australian Outback as this is one of the important settings focused on throughout this unit of work. Students will also have the opportunity to express their knowledge, thoughts and opinions in a summative assessment piece, reviewing the film Red Dog. Students will write persuasively for a particular audience of their choice. I hope that your son/daughter enjoys engaging in this unit of work, and I look forward to working with him/her over the coming weeks. If you have any questions or doubts about your son or daughters engagement with this unit of work, please contact me as soon as possible. Kind Regards, Kimberley Dodd Year ten English teacher
Topic: Red Dog Purpose/Mode(s): Creative Writing + Response to text writing Overview
Year: 10
Timing & Duration: Term 2 | 5 weeks
Sometimes you dont choose your dog. Sometimes your dog chooses you Red Dog
As a result of engaging with this unit, students will: View and read a variety of texts, predominately based around the ideas of: - The Australian Outback (and general way of life) - Identity - Culture Learn how authors use language, theme and setting for a particular audience and purpose Learn the basic structure of a film review Write a film review on Red Dog for a specific target audience Develop the skill to give and receive appropriate feedback of peer and own work Plan and develop a creative writing piece based on the key components explored throughout this unit of work Show evidence of planning, proof-reading and understanding through formative and summative assessment
Desired results
Established goals The Australian Curriculum: English (Year Ten) Language
Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567) Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
Literature
Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) Create literary texts with a sustained voice, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815) Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
Literacy
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in
texts, including media texts, through language, structural and/or visual choices (ACELY1749) Review, edit and refine students own and others texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
Strands: LANGUAGE
Language variation and change Language for interaction Text structure and organisation Expressing and developing ideas Sound and letter knowledge
LITERATURE
Literature and context Responding to literature Examining literature Creating literature
LITERACY
Texts in context Interacting with others Interpreting, analysing and evaluating Creating texts
Understandings
Students will understand that
Texts are created for a specific purpose, with a particular audience in mind Language use and text structure can impact audience response and evoke particular emotion Our own experiences help to shape who we are today, giving us our own unique identity.
Essential questions
What is identity, and how can it be reflected in various texts, including my own? How can language and text structure create particular meaning, emotion and audience response? What is target audience and purpose? Why are these important for me to know prior to creating my own text?
Knowledge
Students will know
What identity means, and how it impacts our lives and others lives Language choice plays a major role in audience response How to plan, create and edit an imaginative piece of writing How to think critically about other texts and use persuasive techniques to support personal viewpoints
Skills
Students will be able to
Read and view texts critically to establish theme, setting and identity, including cultural aspects and text voice Write texts for specific audiences and purposes, including persuasive and imaginative texts for particular effects Establish how text structure and effects can evoke a particular audience response Peer and self evaluate others and own texts to improve language, structure and quality of work
General Capabilities
Literacy
View, read and comprehend texts Create imaginitive texts Respond and review texts
Numeracy
Write succintly to adhere to word limits
ICT
Type, edit and format work appropriately Research content
Critical and creative thinking

Make creative decisions to create an imaginative piece of work Review texts critically for a certain purpose
Ethical behaviour
Respect and value diverse cultures and identity
Personal and social competence

Respect others opinions
Intercultural understanding
Understand that all individuals are unique and come from diverse cultures. Therefore, we have unique identities.
Cross- Curricula Priorities

Aboriginal and Torres Strait Islander histories and culture
Students will read literature based on Aboriginal perspectives.
Asia and Australias engagement with Asia

Students will read literature with relevence to Australias engagement with Asia or vice versa.
Sustainability
Assessment Criteria Performance tasks

Pre-assessment:
Students will individually complete a series of questions based on identity and what it means to be Australian or culturally diverse.
Formative assessment:
Students will complete class based activities throughout the unit for ongoing assessment including
comprehension questions, and activities to further content understanding and knowledge. Activities will be carried out in class only, and will prepare and build skills to complete the summative assessment tasks.
Summative assessment:
Students will think imaginatively and creatively to construct their own narrative with underlying themes of identity or culture. Students will be assessed on their ability to use emotive language for a particular purpose and audience, write clearly and coherently, and show evidence of both individual and peer review of work. Students will respond to Red Dog, by completing a film review. Students will be graded on their ability to share with their readers their own personal opinion of the film, a short summary of the film without giving away too much information about sequence of events, and the ability to either persuade or deter readers to watch the film. Students will also be graded on their ability to write clearly and coherently, use appropriate language for a film review, use appropriate style and formatting, and evidence of peer and self review of own work.
Other Evidence of Learning: Feedback:

Students will receive feedback during ongoing formative assessment and summative assessment. Feedback given will include positive aspects of the students work and progress, and also ways that the student could work in order to improve and build upon key ideas. Students will also be able to submit drafts of work for summative assessment.
Self-assessment:
Students will partake in peer review of their summative assessment in order to give opinions of suggestions of others work, and receive opinions and suggestions of their own work. Students will be given the opportunity during ongoing assessment to work together to clarify ideas and concepts.
Key criteria Summative Performance task 1:

The narrative is written to reflect underlying themes of either: a) Identity b) Culture c) The Australian Outback Careful consideration of language and structure is evident to appeal to the appropriate target audience Writing is clear, coherent and imaginative Summative Performance task 2: Film review shows evidence of understanding of the text, including key themes, setting, genre, structure and target audience\ Persuasive language has been carefully selected to appeal to appropriate target audience Student has made reference to the film, and other relevant sources to persuade the target audience
Writing is clear, coherent and well structured
Learning plan
Learning activities
Students will be given work-booklet designed for this unit of work that includes all essential information and documents for the overall unit. (see Appendix) ______________________________________________________________________________ Students will be pre-assessed by completing a series of questions about identity Appendix, page 2 & 3) and culture so that the teacher can see what ideas, values and opinions they already have before the unit gets underway. ______________________________________________________________________________ During the lesson after pre-assessment, students will participate in a brainstorm about identity: What are some of the things that make us who we are? (See appendix, page 4) The purpose of this activity is to prepare students for the film, which is set in the Australian outback. The film expresses a very strong sense of community, culture and identity. This brainstorm will be conducted under the gradual release of responsibility model, where the teacher will first prompt the class to think about some of the things that make us who we are, and the class will participate in a whole group discussion to contribute initial ideas. Students will then work in small groups, or table groups to contribute further ideas. Finally, students will work individually to contribute their final ideas. Students will be instructed to use three different colour pens during this activity (colour 1 for whole class brainstorming; colour 2 for small group brainstorming; colour three for individual contribution) so that the teacher can track progress for ongoing assessment. ______________________________________________________________________________ Before watching the film, students will participate in a brief activity about theme. In the work booklet students were given at the beginning of the unit, there are five strips of coloured paper that can be cut out of the booklet (See Appendix, page 5). Students will be instructed to think of five different themes (relating to anything). When students have done this, strips will be laminated and displayed in class to create a theme wall. The purpose of this task is to clarify what is meant by theme, while allowing students to pick which themes are were prominent in the film Red Dog. Students will be given information sheets on genre (appendix, page 33), theme (appendix, page 34), audience (appendix, page 42) and purpose (appendix, page 43) before the film is shown. Students will take turns to read these out to the class, and a brief discussion will take place to clarify ideas and allow students to know what they must focus on when watching the film. Those who struggle will find these activities worthwhile as they can revisit the information when needed. _______________________________________________________________________________ Students will watch the film Red Dog in the next phase of the unit. Students will be given a brief explanation about Red Dog, and instructed to focus on: theme, genre, setting, atmosphere and identity when watching the film.
The film may be stopped at certain points if a particular event occurs that sparks interest amongst students in relation to the themes being focused on during the unit. Students will write down notes of interest in their work-booklets for further discussion after the film. (See appendix, page 7) ______________________________________________________________________________ When the film is completed, another brainstorm (see appendix, page 8) will be conducted concerning the themes found in the film. The gradual release of responsibility model will also be applied to this task. Some students may need to refer to the theme wall created before watching the film to clarify what is meant by theme, and what themes may be relevant to the film. _______________________________________________________________________________ Students will then complete some comprehension questions (see appendix, page 9) about the film, individually, requiring them to think about the events, themes, genre, and identity etc. in greater depth. If needed, the film may be viewed a second time. ______________________________________________________________________________ In the next lesson, students will revisit the notion of identity, and will be prompted with a question concerning Red Dog and identity: What role does identity play in the film? What does the film reflect about outback Australia or Australians in general? (see appendix, page 10) This activity will be completed individually, and is an essential part of formative assessment. This task may also open up ideas for the creative writing task for summative assessment. ______________________________________________________________________________ In the next phase of the unit, students will read a series of stories, poems and novel excerpts that have strong sense of identity and culture embedded in them. Stories might include themes from outback Australia, perspectives from Indigenous Australians, and perspectives of Asians living in Australia in line with the cross-curricula priorities of the Australian Curriculum for Australias engagement with Asia. These have been chosen to meet the needs of the diverse learners in the class. These stories, poems and excerpts will come from the following texts: Growing up Asian in Australia, Amy Choi, edited by Alice Pung (Novel, small excerpt) Unpolished Gem, Alice Pung (Novel, small excerpt) Kill to eat, from Stradbroke Dreamtime, Oodgeroo Noonuccal (page 100-102) Deadly Unna? Phillip Gwynne (Novel, small extract, page 1-4) The Man from Snowy River, Banjo Patterson (poem) So Much to Tell You, John Marsden ( novel, page 130-132)
Students will compare and contrast the ideas in these stories with the themes found in Red Dog. The purpose of this section of the unit is to expand knowledge about theme, identity and genre, which will prepare students and give ideas about the creative writing component of their assessment.
Students will answer a series of questions about the stories they read, to engage with them in a deeper thinking process about their elements, language, identity and theme. (See appendix, page 11, 12, 13) ______________________________________________________________________________ During the next phase of the unit, students will look briefly at film techniques, effects and structure. One of the unique elements of Red Dog is the use of flashbacks to create a particular audience response. An information booklet about film technique, including shot distance is included in the work-booklets provided to students at the beginning of the unit. Students will have the opportunity to discuss how the film techniques in Red Dog framed the plot, and the emotions that were evoked from this unique structure. Students will be instructed to take notes during this discussion, as they may wish to refer to film technique and effect in their film review about Red Dog. (Appendix, page 3941) _______________________________________________________________________________ The next phase of the unit will begin with the first summative assessment task: A narrative. Students will be given three options (Appendix, page 14-17) A: You are to write a short story that has some connection to the Australian Outback (just like in Red Dog). Your story does not have to be based completely in the outback, but you must incorporate it into your plot in some form. The way you choose to do this is completely up to you Let your imagination run wild. B: You are to write a narrative based on Australian voices. Think about the way in which the stories of Red Dog were expressed in the film, and try to create your own outback tale incorporating similar themes, symbolism and identity. C: We are all from diverse backgrounds and cultures, so our identities are unique. Your task is to write a narrative that reflects a certain culture, identity or heritage. You may choose to write about elements of your own identity in a fictional story, or from a completely different perspective and set of beliefs all together. In their work-booklets, students will have a series of documents, information and scaffolding frameworks that will guide them through the assessment, however, there will also be opportunities in class for students to be given ideas and prompts to help them think about what they want to achieve. For example, visual learners may respond well if given visual prompts with underlying themes of the Australian Outback, or imagery that reflects emotion, identity or culture. Other students may respond well if given written prompts, including beginning sentences, objects, or other written ideas to get them thinking about where they could take their creative writing task. Before students submit their final creative writing piece, they will be asked to conduct a process of peer review (Appendix, Page 20), where each student will swap their work with another student in the class, to give suggestions, opinions and opportunity for the student to review their own work and improve the final product. This phase of the unit should take approximately one to one and a half weeks of lessons to complete. _______________________________________________________________________________ The final stage of the unit will require students to think critically about Red Dog to write a review about the film. Students will be required to write persuasively to either make their reader want to watch the film, or deter their reader from wanting to watch the film.
Students will be provided with a scaffolding framework (Appendix, page 47-49), giving them ideas and information about what to include within their review. Students will also be encouraged to do wider research to add to their review; for example: Information about the director of the film, information about the awards the film has won, or quotes about the film by reputable papers, magazines or websites. Students will conduct a process of peer review during this assessment (Appendix Page 21), under the same methods used as the creative writing task to improve quality of work. Students will have the option to submit one draft for each assessment task during this unit, and must fill out and sign the student checklist (Appendix, Page 22) provided to them for both assignments. Students who finish work before time can work on the two extension activities provided for this unit of work. The purpose of these extension tasks are to develop the quality of summative assessment, and to provide closure to the unit. (Appendix, Page 50)
Resources Main Text:

Red Dog (film) (2011)
Stories, and extracts with a strong sense of identity, culture, theme and setting:
Growing up Asian in Australia, Amy Choi, edited by Alice Pung (Novel, small excerpt) Unpolished Gem, Alice Pung (Novel, small excerpt) Kill to eat, from Stradbroke Dreamtime, Oodgeroo Noonuccal (page 100-102) Deadly Unna? Phillip Gwynne (Novel, small extract, page 1-4) The Man from Snowy River, Banjo Patterson (poem) So Much to Tell You, John Marsden ( novel, page 130-132)
Appendix Contents:
Page 1: Cover page for student work booklet Page 2: Identity questions Page 3: Identity questions (continued) Page 4: Identity brainstorm Page 5: Theme wall activity Page 6: Red Dog quick facts Page 7: Memorable moments task sheet Page 8: Themes in the film activity Page 9: Comprehension questions about the film Page 10: Identity revisited activity Page 11: Outback stories task sheet Page 12: Outback stories (will be placed here when taught) Page 13: Comprehension questions about outback stories Page 14: Assignment task sheet Creative writing task Page 15: Assessment Criteria grading sheet and ACARA Objectives Page 16: Assessment Criteria Rubric (creative writing task) Page 17: Assignment task sheet Film review task Page 18: Assessment Criteria grading sheet and ACARA Objectives Page 19: Assessment Criteria Rubric (Film review task) Page 20: Peer feedback (narrative)
Page 21: Peer feedback (film review) Page 22: Student checklist Page 23: Writing a Successful Narrative (information sheet) Page 24: Character Profile Scaffold Page 25: Character Profile Scaffold (continued) Page 26: Character Profile Scaffold (continued) Page 27: Narrative writing scaffold Page 28: Narrative writing scaffold (continued) Page 29: Narrative writing scaffold (continued) Page 30: Narrative writing scaffold (continued) Page 31: Narrative writing scaffold (continued) Page 32: Figurative Language (information sheet) Page 33: Genre (information sheet) Page 34: Theme (information sheet) Page 35: Visual writing prompt Australian Outback theme (activity) Page 36: Visual writing prompt Australian Outback theme (continued) Page 37: Visual writing prompt Identity theme (activity) Page 38: Visual writing prompt Identity theme (continued) Page 39: Film techniques (information booklet) Page 40: Film techniques (information booklet continued) Page 41: Film techniques (information booklet continued) Page 42: Audience (information sheet) Page 43: Purpose (information sheet Page 44: Reference check (information sheet) Page 45: Reference check (information sheet continued) Page 46: Narrative story starters Page 47: Film review Scaffold
Page 48: Film review Scaffold (continued) Page 49: Film review Scaffold (continued) Page 50: Extension Activities
References: Gradual Release of Responsibility:

Ross, D. & Frey, N. (2009). Learners need purposeful and systematic instruction. [Real-time teaching]. Journal of Adolescent & Adult Literacy, 53 (1), 75-78.
Red Dog (Film):

Red Dog (2011) [DVD] Australia : Screen Australia Other Resources: All resources in Appendix, developed by Kimberley Dodd Growing up Asian in Australia Pung, A. (2008). Growing up Asian in Australia. Melbourne, Black. Unpolished gem Pung, A. (2006). Unpolished gem. Melbourne, Black Inc. Stradbroke dreamtime Oodgeroo Noonuccal. (1992). Stradbroke dreamtime. Pymble, NSW, Angus & Robertson.
Deadly, Unna? Gwynne, P. (1998). Deadly, Unna? Ringwood, Vic, Penguin Books. The Man from Snowy River Paterson, A. B. (1902). The man from Snowy River, and other verses. Sydney, Angus and Robertson. So Much to Tell You Marsden, J. (1989). So much to tell you. Boston, Joy Street Books.
Red Dog
Year 10 English
Student Name:
_____________________________
Identity
Regardless of who we are, or where we come from, we all have our own identity. Your name, the school you go to, the suburb you live in, the country in which you were raised in are just some examples that help to frame who you are. Answer the questions in the space provided below to express some facts about your own identity. We will take some time when you have finished, discussing our unique identities.
What is your name? Do you think it reveals something about your identity and where you come from? If so, what does it reveal? ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ Where did you grow up? Does your hometown/city or suburb have a certain culture/ set of values? How would this reflect your own identity? ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ Think about the school (or schools) you have been to. How could being a student at your school school reflect who you are? ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ Do you play any sports, or after school activities? If so, in what ways does this activity reflect on you as an Australian, individual or school student? Does it say something about where you came from, or what you aspire to do in the future?
____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ How about your family background? Does your family originate from a particular country or part of the world? Does the way your family live, or the values they have reflect anything about your heritage? ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
Now that you have thought about your own identity, we are now going to brainstorm a list of different things that shape our identities. Almost everything we do in life can tell us something about who we are, and where we come from. What are some of the things that could help to show others who we are?
Identity
What are some of the things that make us who we are?
Before watching the film, we are going to think about theme. Theme is a fundamental element of every text, regardless of whether it is a visual, written, or audio text. Essentially, themes give texts meaning. On each strip of paper below, write one theme that comes to mind. The theme could relate to any text, event or scenario; let your imagination run wild. When we have completed this activity, we will create a theme wall to refer back to throughout the unit.
Theme Wall
Release Date: August 4th, 2011
Red Dog |
Quick Facts
Genre: Comedy, Drama, Family Director: Kriv Stenders Writers: Daniel Taplitz (Screenplay), Louis de Bernires (Book) Starring: Josh Lucas (John) Rachael Taylor (Nancy) Rohan Nichol (Jocko) Koko ( Red Dog)
Classification: PG Producer: WOSS Group Films Run Time: 92 min Country: Australia Awards: AFI members Choice Award, Samsung AACTA Award for Best Film Information retrieved from: IMDB.com
Use the space below to write down anything you find interesting, surprising, exiting, boring, etc. about Red Dog while you watch the film.
Memorable moments
Themes in the film
What themes were you able to locate in the film? List as many themes as possible. There are no wrong answers.
Red Dog
Comprehension Questions
Did you enjoy the film Red Dog? Why/Why not? (3 marks) ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ Who do you think the target audience of Red Dog was? Do you think the film makers wanted a particular group of people to wa tch the film? (3 marks) ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
Think about the way the film was structured and the order of events. What effect did this have? (4 marks) ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
What does the film tell us about the Australian way of life? Do you think it is an accurate representation? (4 marks) ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ Did you notice any form of symbolism in the film or any values or morals that the filmmakers were trying to get across? If so , please explain (5 marks) ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
Now that you have seen and thought about the film, what role does identity play in the film? What does the film reflect about outback Australia or Australians in general?
Identity (revisited)
____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
Outback Stories
One of the key elements of the film was the retelling of stories about Red Dog by members of the local community in the pub. Over the next few pages, we are going to read and explore some other Australian stories. Use this page to write down any similarities or differences to the film you find as you read through these stories. Also, have a think about identity; do these stories reflect the Australian identity in any way, just like Red Dog? What do the stories tell us about our way of life, either in history, or during present time?
Here, students will be provided with excerpts from the following stories, novels and poems: Growing up Asian in Australia, Amy Choi, edited by Alice Pung (Novel, small excerpt)
Unpolished Gem, Alice Pung (Novel, small excerpt)
Kill to eat, from Stradbroke Dreamtime, Oodgeroo Noonuccal (page 100-102)
Deadly Unna? Phillip Gwynne (Novel, small extract, page 1-4)
Some things to think about

Out of the short stories you have just read, which one stood out to you the most? Why did this story stick out to you? ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
Did the way it was written, the perspective it was from, or the characters within the story highlight anything about the identity of individuals within the story, or the cultures in which the characters identified with? If so, please explain ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ What themes were evident in the stories? How were these themes expressed? ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ How were the characters portrayed in one of the stories you read? Did you connect with any of their personalities or qualities? ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ What kind of language was used in the stories? Was it formal, or informal? What kind of language techniques did you notice (metaphors, similes, alliteration, onomatopoeia, etc)? Did the language leave you feeling a certain emotion, or way about the story? ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ What genres do you think these stories fit into, and do you think the writers of each story had a particular target audience in mind? ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
Red Dog
Year 10 English
REQUIRED LENGTH: 750- 800 words
Now that you have seen Red Dog, and have had a think about key themes, genres, identity and setting, your task is to create your own short story that incorporates these elements. You have three options to choose from for this assessment:
A: You are to write a short story that has some connection to the Australian Outback (just like in Red Dog).
Your story does not have to be based completely in the outback, but you must incorporate it into your plot in some form. The way you choose to do this is completely up to you Let your imagination run wild.
B: You are to write a narrative based on Australian voices. Think about the way in which the stories of Red
Dog were expressed in the film, and try to create your own outback tale incorporating similar themes, symbolism and identity.
C: We are all from diverse backgrounds and cultures, so our identities are unique. Your task is to write a
narrative that reflects a certain culture, identity or heritage. You may choose to write about elements of your own identity in a fictional story, or from a completely different perspective and set of beliefs all together. You will be graded on your ability to: Write clearly and coherently Use a range of language techniques to convey emotion Creativity Use of theme, setting and tone to provoke a particular response from your audience Portray a particular identity, or voice throughout your narrative
Red Dog
Year 10 English
Student Name: ______________________
Excellent Well Done

Language 40% Creativity 40% Application 20%
TEACHER COMMENT:
Partly Needs done work
GRADE:
ACARA outcomes: Australian Curriculum English Year 10

LANGUAGE: Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571) LITERATUE: Review, edit and refine students own and others texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757) Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
Assessment Criteria
Excellent
Narrative is carefully planned and extensive thought has gone into the use of language to convey emotion and audience response. Student has used a wide variety of language techniques to make the story successful.
Well Done
Narrative is well written, and obvious thought has gone into the selection of appropriate language for the story. A variety of language techniques have been used.
Partly Done
Narrative has been planned and thought out to some extent. Student has attempted to use a variety of language techniques to add to the success of their story.
Needs Work
Narrative lacks fluency and coherency. While the student has made an attempt to execute some language techniques and devices, this needs more work.
Language: 40%
Creativity: 20%
Student has put considerable thought into the finished product of their narrative. The use of creativity and imagination is evident through the structure, sequence of events and general plot of the narrative.
Student has put clear thought into the finished product of their narrative. The use of creativity and imagination is obvious through the structure, sequence of events and general plot of the narrative.
Student has shown that some thought has been put into the finished product of their narrative. The use of creativity and imagination is developing, however needs work.
Student shows little thought has been put into the finished product of their narrative. The use of creativity and imagination is partial and needs work.
Application: 40%
Student has used excellent grammar and punctuation. Sentence structure is clear and coherent. Student has used appropriate headings and format for the written piece. Student has clearly read through work for any errors that may have previously been evident.
Student has used sound grammar and punctuation. Sentences are well written. Student has used appropriate headings and formatted their written piece well. Student has put effort into drafting their work, eliminating most errors.
Student has somewhat used correct grammar, punctuation and spelling. Student has somewhat used headings and an appropriate format for their written piece. Little effort has been made to proof read or draft final copy to eliminate unclear sentence structure, or other grammatical errors.
Student has demonstrated little to no consideration of correct grammar or punctuation. Sentence structure needs work. Student has not demonstrated the use appropriate headings or format for their written piece. Little to no effort has been made to proof read final work to edit any errors or unclear sentences that were present.
Red Dog
Year 10 English
Your task is to write a film review of Red Dog, telling your reader your opinions about the film, a summary of events, a possible rating and anything else you feel might be important to include.
The purpose of a film review is to either encourage or discourage others from watching the film, without giving too much away about the events that occur. Therefore, your writing needs to be concise, yet, you must be able to reflect your own viewpoint in a way that captures your readers attention. You will be provided with a scaffold to help plan out your film review. When you have filled it out, you can begin writing. Remember to think imaginatively, and dont be afraid to think outside the box. You will be graded on your ability to: Write clearly and coherently Express your opinions effectively through careful consideration of language Give readers a taste of what the film is about, without giving away too much information Show evidence of proofreading and editing of written work Convince your reader of your opinions about the film and why/why they should not watch the film themselves. Think creatively to express your opinion and viewpoints of the film
Required Length: 500 words
Red Dog
Year 10 English
Student Name: ______________________
Excellent Well Done

Language 40% Creativity 20% Application 40%
TEACHER COMMENT:
Partly Done
Needs Work
GRADE:
ACARA outcomes: Australian Curriculum English Year 10 Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567) Review, edit and refine students own and others texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
Create literary texts with a sustained voice, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)
Assessment Criteria
Excellent
Film Review is carefully planned and extensive thought has gone into the use of language to persuade reader about personal opinions of the film. Student has used a wide variety of language techniques to make the review persuasive and thought provoking
Well Done
Film review is well written, and obvious thought has gone into the selection of appropriate language to persuade the reader about personal opinions of the film. A variety of language techniques have been used to encourage/discourage readers to view the film.
Partly Done
Film review has been planned and thought out to some extent in attempt to persuade the reader about the film. Student has attempted to use a variety of language techniques to add to the success of their film review.
Needs Work
Film review lacks fluency and coherency. While the student has made an attempt to execute some language techniques and devices for a persuasive purpose, this needs more work.
Language: 40%
Creativity: 20%
Student has put considerable thought into the finished product of their film review. The use of creativity is evident through the language and structure of the review. Imagery may have been used to complete the look of a conventional review.
Student has put clear thought into the finished product of their film review. The use of creativity is obvious through the language and structure. Imagery may have been used to add purpose and effect.
Student has shown that some thought has been put into the finished product of their film review. The use of creativity through language and structure is developing, however needs work.
Student shows little thought has been put into the finished product of their film review. The use of creativity through language and structure is partial and needs work.
Application: 40%
Student has used excellent grammar and punctuation. Sentence structure is clear and coherent. Student has used appropriate headings and format for the written piece. Student has clearly read through work for any errors that may have previously been evident.
Student has used sound grammar and punctuation. Sentences are well written. Student has used appropriate headings and formatted their written piece well. Student has put effort into drafting their work, eliminating most errors.
Student has somewhat used correct grammar, punctuation and spelling. Student has somewhat used headings and an appropriate format for their written piece. Little effort has been made to proof read or draft final copy to eliminate unclear sentence structure, or other grammatical errors.
Student has demonstrated little to no consideration of correct grammar or punctuation. Sentence structure needs work. Student has not demonstrated the use appropriate headings or format for their written piece. Little to no effort has been made to proof read final work to edit any errors or unclear sentences that were present.
Peer feedback
Allowing others to read a piece of your writing is one of the best ways to improve it for the better. We often read our own work so much that it makes it difficult to pick up on any errors that may be present, so receiving feedback from another perspective is all the more important.
To_____________
From____________ Date: __/__/____
On a scale from one to ten, how much did you enjoy reading this narrative?
10
What I liked about this piece of writing was
Something that really stood out to me was
I enjoyed your narrative, but something that you could improve would be
A suggestion that I have for your narrative is
Peer feedback
Allowing others to read a piece of your writing is one of the best ways to improve it for the better. We often read our own work so much that it makes it difficult to pick up on any errors that may be present, so receiving feedback from another perspective is all the more important.
To_____________
From____________ Date: __/__/____
On a scale from one to ten, how well was persuasive writing used to persuade readers about Red Dog?
10
What I liked about this film review was
The point you made about ____________ was interesting to me because
I enjoyed your film review, but something that you could improve would be
A suggestion that I have for your film review is
Student check-list!
Before handing up your assignment, please make sure that you have checked off the tasks below I have read through my work to check for any spelling mistakes I have read through my work to check that my sentences make sense I have given my work to someone else to read through and give me advice I have set my assignment to justified in my word processing program I have ensured that the font size of my work is at least 12 My work is double spaced | or| There is room between my paragraphs My name is clearly printed on my assignment
I, (student name) ___________________________ declare that I have attempted to complete all of the above tasks. I understand that by completing these tasks, my work has developed to a standard that I am proud of. I understand that these tasks will help me to develop my writing skills. Signed: ___________________________________
Notes for the teacher
Writing a successful Narrative

AUDIENCE
Before you write your narrative, you need to think about who you want to read your narrative. When you have chosen a target audience, you must plan your narrative to be written in a way that it will appeal to that particular audience.
FORM
You must structure your narrative in an appropriate way so that it engages the audience and so that sentences and paragraphs flow.
To make the form of your narrative appropriate you should: Separate paragraphs instead of having one massive block of text. Use italics or bolded words where necessary. Align your narrative so that the text is justified. (On Microsoft Word) Use headings when necessary
LANGUAGE
You must us appropriate language in your narrative so that you can paint strong visual imagery in the readers mind. This can be done through using description. For example: Instead of saying her eyes were blue You could say her crystal blue eyes were the colour of the ocean. Use metaphors, alliteration, similes or onomatopoeia. Use language appealing to your specific target audience.
When planning your narrative, you must decide what you want the audience to feel after reading it. Possible purposes for your narrative could be: To entertain To inform To recount To explain To educate To raise awareness
PURPOSE
CHARACTER PROFILE
Use the template below to create a character that will be featured in your narrative. Be as creative as possible. Things you can do:
Dress your character up Give them a hairstyle Do their makeup Put accessories on them Put shoes on them Give them a whole new look!
Personal Details of Character:

GENDER: ___________________________________ NAME: ___________________________________ AGE: ___________________________________ HEIGHT: ___________________________________ PROFESSION: ___________________________________ TRAITS: ___________________________________ INTERESTING FACTS: ______________________________________ ______________________________________ ______________________________________
Describing your character

On this page, describe the character you have created. Use figurative and descriptive language to describe your character. What NOT to write when describing your character:
Fred has brown eyes. Fred is wearing a t-shirt. Fred is a good person. Fred has blonde hair.
What to write when describing your character:

Freds eyes are as brown as chocolate. Fred is wearing a dreadfully boring t-shirt. Fred is a courageous young man out to conquer the world. Freds messy hair is sandy blonde.
Describe what your character is wearing below: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Describe his/her physical features below: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Describe what your character is wearing below: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Describing your character

Describe some personality traits/quirks of your character below: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Describe your characters profession/career below. Perhaps he/she is jobless or too young to work Use relevant description to explain this: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Use the remaining space to describe some interesting things about your character. Be creative and articulate: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
HOW TO
The purpose of a narrative is to entertain or inform readers by telling them a story.
Language Features
1. Good descriptive word use captivating the attention of your target audience. For example: The sky was as grey as grandpas hair. 2. Use of the five senses in your narrative. 3. Verb use to capture the actions taking place in your narrative. For example: She gasped with excitement. 4. Incorporation of characters names in your narrative. 5. Descriptive word use about characters and events within your narrative. For example: He was a tall man, about six feet, with brown hair and sea-blue eyes.
Narrative Structure
1. Orientation You need to give your reader key information about who is involved in your narrative, when the story takes place, and where the action occurs. 2. Complication A complication is a crisis that occurs in the lives of your characters. Complications build tension and suspense in a narrative, making it interesting to read. You may choose to have more than one complication in your story. 3. Evaluation The evaluation is the reaction that your characters have towards the complication. Characters express their thoughts directly through their speech or indirectly through their actions. 4. Resolution The resolution is the solution to the complication that arises.
Setting
The setting refers to the environment in which the story takes place. Setting can include specific information about time and place. Setting can also include information about the weather, or climate where your story takes place.
Time This refers to the time period that your story is set in. Your story could be set in the past, present, or future. Time also refers to the time of day, month, date or even season. Your narrative could take place in the 21 st century, or even as far back as the time when Dinosaurs walked the earth! (Its up to you!)
Place This often refers to the physical, environmental or geographical location of the story. The place may change several times throughout your story. For example Your story may originate in the heart of New York City. Part way through your story, your characters may find themselves in Los Angeles, Australia or even somewhere completely imaginary, such as Narnia or Hogwarts. Climate/Weather The climate or weather could play a pivotal role in your story. For example Your narrative may begin in the midst of a hurricane, where your characters
Atmosphere
Atmosphere refers to the general mood of the story. Provide your reader with a clear atmosphere or mood. You want the reader to experience the raw emotion of your story so that they can relate to the characters (and also events that are taking place). Is there emotion in your narrative?
For example: The air was filled with ash coloured smog, so thick that it was near impossible to breathe.
Characters
Characters are the people, animals and objects that play a role in the story. Protagonist The protagonist is the main character of your story. A story can have more than one main character. As this character is the most important in your story, you must take the time to paint a clear image of him/her. Use description to convey their personality and appearance. The protagonist is the character that a reader is supposed to identify with, whether or not he/she is a hero or a villain. Antagonist The antagonist is a corresponding character to the main character and may be a source of a narratives main conflict or complication. The antagonist may not be a bad or evil person (or object), but her or she opposes the protagonist in a significant way.
Motif
A motive is a recurring element in a story that has symbolic significance. For example In Shakespeares Macbeth, blood is a recurring element that has symbolic significance. This sets the mood for the overall narrative.
Symbolism Theme
A symbol is a word/idea/image that represents something other than itself. Symbols may have universal significance, such as the love heart, which represents love.
In contemporary literature, theme refers to the central idea of the story, or the message that the author is trying to convey. This idea generally relates to the human condition, such as life, society and human nature. Some common themes that are widely used in narratives include:
Relationships Love Identity Coming of age Horror Tragedy Suspense Suffering Comedy Crime Mystery History
Context
Context refers to the conditions, including social background, historical background, time and place surrounding a particular circumstance, and facts situated around your narrative. For example: The popular film Ten Things I hate about you is an adaptation of William Shakespeares Taming of the Shrew, in a modern day context.
Point of view
The point of view is the relationship that the writer establishes between the reader and the characters perspective in which the story is being told through. Generally, the point of view in a narrative comes from the main character so that the reader can see the events he/she takes part in. This allows the reader to relate
The narrator is the story-teller. The narrator presents the series of events or experiences throughout the narrative. The narrator presents the narrative in the first, second or third person.
First person narrator

I/me/we/us (speaking) This person is the only character who knows what is happening in the story if it directly affects them. Examples of a first person narrator: Diaries Journals Autobiographies
Second person narrator

Speaks directly to the reader Examples of a second person narrator: Instructional writing Recipes Manuals How to writing
Third person narrator

Them/They/Her/him/He/She A third person narrator knows many details from the details of the protagonist, to the details of the minor characters in the story. Novels are commonly texts that employ a third person narrator.
ALL ABOUT
Figurative Language!
Figurative language refers to words or phrases that have been exaggerated or altered to mean something other than their original meaning.
Forms of Figurative Language

Metaphor
A metaphor is a figure of speech that makes a comparison by stating that one thing is something else. Metaphors are not literal.
Why use figurative language?

Figurative language creates emotion, strong imagery, atmosphere and interest to texts. Figurative language is most commonly used in novels, shortstories and narratives. It is mostly used as a form of entertainment, to make a text more interesting for the reader.
For example:
He exploded with excitement.
Simile
A simile is a figure of speech that makes a comparison by saying that one thing is like another. Like metaphors, similes are not literal. Similes often include the phrases like or as.
For example:
Her hands were as cold as ice.
Other forms
Alliteration
(repetition of a single letter in the alphabet: show stopper.)
Personification
Personification refers to the act of giving human qualities to an inanimate object.
Oxymoron
For example:
The old dusty novel was my only true friend.
(A figure of speech that combines contradictory words or phrases: living dead.)
Hyperbole
Onomatopoeia
Onomatopoeia refers to the use of words that sound like the things they represent.
(A great exaggeration used to emphasize something: Its raining cats and dogs.)
Idioms
ALL ABOUT
What is Genre?
GENRE
Genre!
Genre is the term for any category of literature. Genre is essentially the idea that texts are categorised into particular areas of types.
A style A theme Description of song, movie or play
A type of writing
Popular Examples of Genre

Reality Documentary History Horror War Crime Action Music Supernatural Romance Comedy Murder Science Fiction Drama Mystery True Story Tragedy Fantasy Sport
D.I.Y Activity
We all encounter multiple genres each day, whether it is through watching our favourite television show, or reading a few chapters in our book before bed. The next time you read or view something, write down what you think the genre is. Youd be surprised just how much you know about genre already! See how many genres you can find. Write them down in the spaces below: What were you reading/viewing? What were the Genres?
Theme!
ALL ABOUT
Classifications of Theme
Primary Theme
Theme is a fundamental element of almost every text you can think of, whether it be a narrative, novel, essay, newspaper article or even an advertisement. Without an established theme, the text is ultimately just a group of words that have little meaning. When constructing a text, its important to establish a clear theme so that your text has meaning.
A primary theme is the overall theme in the text. If the text is a narrative, the writer will employ most of the characters to illustrate this central theme. Secondary Theme Some texts have more than one theme. Secondary themes are less important than primary themes, and are not as notable as primary themes. Explicit Theme Explicit themes are stated clearly and obviously by the writer. If a text has an explicit theme, the reader will clearly be able to establish what that theme is. Implicit Theme Implicit themes are implied themes. These are themes that the reader or viewer can easily pick up, but they are not actually expressed directly by the writer. Implicit themes can be as important as the primary theme in a text.
Popular Examples of Theme

Love Heartbreak Death Circle of life Coming of age Happiness Loneliness Homelessness Drama Suspense Horror Comedy War Politics Friendship Deceit Honesty Hatred Family Murder
Themes are one of the most important elements of any text you read, write or view. Without theme, literature would be
1. Examine the photograph below. 2. Spend ten minutes writing anything you wish about this photograph. Let your imagination run wild.
Activity!
Tips:
Be creative; explore different themes, genres, scenarios Use figurative and emotive language. What comes to mind when you view this image? You could choose to write about the setting of the photograph, a conversation between characters, the thoughts of a character (or an object even). There are no limits to this task, so broaden your horizons, look past this image and see what you can come up with.
The purpose of this activity is to get you thinking about the elements behind creative writing. Use this opportunity as a writing prompt, to get you thinking about themes, language and plots that you could use in your own short story.
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__________________________________ __________________________________ ______________
3. Examine the photograph below. 4. Spend ten minutes writing anything you wish about this photograph. Let your imagination run wild.
__________________________________ ________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
Activity!
Tips:
Be creative; explore different themes, genres, scenarios Use figurative and emotive language. What comes to mind when you view this image? You could choose to write about the setting of the photograph, a conversation between characters, the thoughts of a character (or an object even). There are no limits to this task, so broaden your horizons, look past this image and see what you can come up with.
The purpose of this activity is to get you thinking about the elements behind creative writing. Use this opportunity as a writing prompt, to get you thinking about themes, language and plots that you could use in your own short story.
http://www.australianedge.net/wp-content/uploads//7347/Kevin_Finn_2.jpg
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ALL
Film techniques
The construction of a film is detailed, and every aspect of the film from the camera angles, to the character portrayal is put in place for a specific reason. The person behind the camera, known as the cinematographer plays a major role in influencing how we, as viewers interpret and connect with the characters and events that occur in the film. This booklet will outline some key film techniques used in filmmaking.
ABOUT
Camera Movement
Films are created to convey different meanings, so camera movement plays a pivotal role in establishing some of the key themes and atmospheres of a particular film. Below are some common examples of camera techniques used in film:
Dolly Shot:
The camera is placed on a piece of equipment, called the Dolly. The Dolly is usually placed on a track, with the cinematographer operating the camera. It be moved smoothly towards or away from the object being filmed. This equipment allows the footage to be filmed in such a way, that the audience can feel as though they are moving along with the camera.
Crane Shot:
A crane shot is taken from a high place, such as a crane, building top or even cherry-picker. The camera can be moved up or down, and can be zoomed in and out. This technique gives the audience a feeling that they are high above the action.
Panning:
The camera is placed on a tripod in order for the audience to experience a wide view of the scene. The tripod gives this effect by moving horizontally. A panning shot is a technique that is most commonly used in opening scenes.
Tilting:
The camera is placed on a tripod and swung vertically to create a view that can be either up or down. This technique allows the audience to view the scene from above or below.
Shot distance
Cinematographers film different shots from varying distances in order to create a certain feeling or effect. For example, a long shot usually emphasises the setting, whereas a close-up shot highlights the character of object central to that particular scene. Below are some examples of varied shot lengths:
Extra-Long shot: Extreme close-up:
Medium Shot:
Close up:
Long Shot:
Shot length
The shot length is the duration of the shot. The person who controls the camera is in charge of how long a shot lasts, whether it is a split second, or one minute (or more) in length. Shot length can help to create atmosphere and mood, so its an incredibly important element to take into account.
Transitions & cuts

At the end of each shot, the film must move onto the next shot or sequence. Transitions can happen quickly, or they can fade slowly. Transitions, such as fading help to create appropriate atmosphere or the scene, just like the shot length.
Film editing
Film editing is the final stage of film-making. Editing involves the use of cutting and rearranging footage, adding sound effects and music, and other effects needed to complete the film. Editing also involves putting everything into order for particular films, and adding finer details.
Mise-en-scne
The term mise-en-scne is a French term that originated in Theatre. It is a term used to describe the composition of elements within each frame of a film. When this term is used in relation to film, it almost refers to everything that goes into a specific frame or scene, such as: Framing Camera movement Film length Shot length Characters Costumes Props Setting Lighting Set Design General visual environment Sound & music Special effects.
A closer look
Into Audience!
The audience of a text is the very reason that text was created in the first place. In order for a text to appeal to the audience, the writer/creator must ensure that the structure and overall composition of that text is suited to that particular target audience.
The text below is clearly targeted towards children, and young people because of the language used, and the overall form:
Target Audience:
When creating a text, the writer/director/creator always has a particular audience in mind. You may choose to target your text at a particular: Age group Sex Orientation Religion Group Culture Society Country Place Fan-base
Its incredibly important to have a specific target audience in mind when creating a text, because not all texts are appropriate for all people, so you need to create it in a way that appeals to your target audience only. For example, if you target your text towards schoolchildren, you need to create it in a way that appeals to them, by using age appropriate language, colours and overall structure.
Why have a target
Into Purpose! A closer look
Without purpose, texts would have little meaning and no direction. When creating a text, there is always a reason behind it. There are various reasons as to why texts are created.
Text purposes:
Below is a list of reasons as to why a text may be created: To inform To entertain To prohibit someone from doing something To anger To persuade or manipulate To interest To help Self expression To teach
Why have specific purposes?
All texts are made for a reason. If a text was made without a reason, it would essentially be a compilation of meaningless words or thoughts. Without purpose, there would be no audience appeal, and essentially the text would not be important. Purpose is needed in order to give a
HOW TO
References help us to back up our arguments and information when we are writing essays, expositions and other persuasive writing pieces. Its important to ensure that the references you use are reputable so that they can strengthen your argument.
Where can reference from? How to use a reference

References can be found in many forms. Below is a list of popular places where you may be able to find suitable references for your written piece: Books Journals Internet Websites Online databases Scholarly articles Newspapers Internet news sources Reports Radio Television Documentary Film References are most commonly used in persuasive writing, such as essays, expositions and also other texts such as newspapers, news reports and other articles. References are used to help prove a point, or give evidence about something in particular.
Primary Sources
Primary sources are those found in the text youre focusing on. For example, if you are required to write a comparative essay based on a novel and a film, you would use quotes from these two text as examples to help put your point across.
Secondary sources
Secondary resources are those found in alternative places, such as the internet, critical analyses, newspapers, etc. For example, if you were trying to explain the importance of symbolism in Shakespeares Macbeth, you may choose to look for a relevant quote in a book from
Finding reputable sources

Below is a list of things to keep in mind when you are trying to gather together some trustworthy resources for your piece of writing. If you cannot answer most of the questions below, the source probably is not very reputable. Try to remember, that if you use sources that are not relevant or reputable, your argument will not be as convincing or informative as it could be.
8:
Is the language used clear, coherent and free from grammatical and other errors? Does this information flow, and make sense?
1:
Is it clear who the article/information was written by?
2:
Are the aims of the website/article clear?
7:
Is the information biased at all?
3:
Does the site/source achieve the aims that are expressed?
6:
When was the site/source of information produced? When was the information last updated?
4: 5:
Is the site/source of information relevant to your argument and the points you are trying to make?
Narrative Story-Starters
Dear Diary, It was a dark and gloomy night Something moved in the cupboard Someone must have broken the window I should have listened with both ears instead of one The floorboard creaked The door crept open A mysterious box was sitting on the doorstep I wandered through the hallway, searching He made his way slowly, toward the stage; his hands trembled The piercing sunlight filtered through the gap under the door It was not until that day, I realised I closed the zipper on my packed bag, excited for the journey ahead Why do I always STOP! Three, Two, One He was always such a peculiar child He still wore the same holy coat, covering a bland white shirt and a boring black tie. Im alive My name is She had not changed one bit, since I last saw her You call this a living? *Ding* the rackety elevator door slowly crept open My eyes scanned the shelves If you knew me, and I mean REALLY KNEW ME I have always loved A sweet aroma filled the room
Write a Film Review!
HOW TO
Planning your Review
Title: Writer/Director: Main Character/s:
A review is an evaluation of something. For example, you may have seen a review of a new television program in the weekly television guide, or you may have read a book or movie review in the Sunday Mail. Some reviewers choose to rate the subject that they have reviewed to let the reader know if its good or not.
What happens in the film? (Write a short summary of what the film is about)
Did you enjoy this film? (Circle one) [YES] [NO] [SOMEWHAT]
Why did you/why didnt you like this film? (Provide an explanation)
List ten words that you could use to describe the movie throughout your film review: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Why write a film review?

Film reviews are helpful because they give key information to potential viewers of a film, such as general information about the storyline, the way it has been made, the special effects that were used, or even social or moral context of the film. Film reviews can either influence someone to view a particular film, or stop them from viewing it. For example, if you really disliked the film Breaking Dawn and want everybody to know how horrible it was, your review would have to contain negative comments about the film.
Summary of main events/elements:

Your film review should contain a summary of what the film is about, but it shouldnt give away the story. Remember, people who read film reviews want to know what the movie is about, so that they can make the decision if its worth going to see or not, but they dont want to know everything that happens. Remember: The summary should only take up a small part of your review.
Elements of a Film Review

Things to include in the summary of main events/elements:
What the film is about Who the main characters are What events did the main characters take part in throughout the film? Were there any complications or unforeseen circumstances in the film? Were there any adventures or discoveries the main characters had? Who was your favourite character? Why? How well were the characters portrayed?
Analysis of the film:

The majority of your review should be taken up by an analysis of the film. Its important to remember not to give away everything that happens in the movie, because thats the viewers job to find out if they choose to go and see the film or not.
Your personal opinion:

You should provide the reader with a personal opinion of the film youre reviewing. Different movies appeal to different people, so of course your opinion of the film will differ from someone elses perspective.
How to express your opinion

Answer the following questions: Did you enjoy the film? What part of the film did you enjoy the most? Was there a part of the film that you liked the least? Is there anything that happened in the movie that you would change if given the chance? (If you answer this question, remember not to give the film away) Could you relate to the characters? Were the characters likable or dislikeable? Is there anything else you found particularly interesting about the film?
How to analyse a film:

Description: If you enjoyed the film, use positive describing words. (E.g. compelling, amazing, marvellous, exciting, adventurous) If you didnt enjoy the film, use darker describing words. (E.g. boring, dull, unoriginal, uneventful, bland) If the film was filled with adventure and suspense, use relevant describing words. (E.g. Fast-paced, suspenseful, unpredictable, thrilling) If the film was difficult to understand, let the reader know. (E.g. confusing, hard to follow, complex) Its important to use description in your film review, because it will allow the reader to make that final decision as to whether or not they are going to make the effort to view the film. What not to do: Use words such as good/bad. Use too much description. (You dont want to detract from the point youre trying to make.)
Recommendations
In your review, you may choose to recommend the film to a certain audience that may benefit or enjoy the film the most. You may give the film a rating. For example, if the film has used course language that may be unsuitable for a younger audience, you may choose to explain this in your review. If the language or events in the film are extremely complex, or very simple, it may be wise to state this in your review.
Extension Activities:
1. In pairs, create a short film highlighting identity using the class Ipads (use the Imovie app to edit your film). You may choose to express identity in any way you please, so be creative and think outside the box. You may choose to be yourself in your short film, or you may choose to take on another role to highlight the identity of someone (or something) completely different. To close the unit, we will watch these short films as a whole class.
2. Pick five sentences from your narrative that could be improved or revolutionised. Add a language technique to make it more interesting, emotive, or appealing for your target audience. You may choose to add any language technique. For example: a metaphor, simile, alliteration, onomatopoeia, etc. When you have completed your revolutionised sentences, add them into your final copy for submission.

Kimberley Dodd English Unit Flinders University Red Dog

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Letter to Parents/ Guardians Explaining Reasons for choice of unit

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Kimberley Dodd | Flinders University | 2084768

Critical and creative thinking

Personal and social competence

Cross- Curricula Priorities

Asia and Australias engagement with Asia

Assessment Criteria Performance tasks

Kimberley Dodd | Flinders University | 2084768

Other Evidence of Learning: Feedback:

Key criteria Summative Performance task 1:

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Writing is clear, coherent and well structured

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Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

Resources Main Text:

Kimberley Dodd | Flinders University | 2084768

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References: Gradual Release of Responsibility:

Red Dog (Film):

Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

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What are some of the things that make us who we are?

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Release Date: August 4th, 2011

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Kimberley Dodd | Flinders University | 2084768

Themes in the film

Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

Unpolished Gem, Alice Pung (Novel, small excerpt)

Kill to eat, from Stradbroke Dreamtime, Oodgeroo Noonuccal (page 100-102)

Deadly Unna? Phillip Gwynne (Novel, small extract, page 1-4)

Kimberley Dodd | Flinders University | 2084768

Some things to think about

Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

Excellent Well Done

Partly Needs done work

ACARA outcomes: Australian Curriculum English Year 10

Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

Required Length: 500 words

Kimberley Dodd | Flinders University | 2084768

Excellent Well Done

Kimberley Dodd | Flinders University | 2084768

Kimberley Dodd | Flinders University | 2084768

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